All Ready Teachers Guide 1

Teachers Guide
Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcntara
Angela Hewitt
Lizalde Riva Palacio Prieto Alcntara Hewitt
Teachers Guide
Our components:
Student Book
Teachers Guide
Reader
Class Audio CD
Teachers Guide
Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Teachers Guide
Student Book
Teachers Guide
Reader
Class Audio CD
English
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
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Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
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Teachers Guide
Student
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English
4733334_AR_TG1_CON_Cover_bn.indd 1
Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcntara
Angela Hewitt
English
Teachers Guide
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All Ready!
Teachers Guide 1
Texto, diseo e ilustracin D.R. Macmillan Publishers, S.A.
de C.V. 2012
Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto,
Liliana Alcntara, Angela Hewitt
Formal Assessments: JoAnn Miller
Macmillan es una marca registrada
All Ready! es una marca registrada de Macmillan Publishers,
S.A. de C.V.
Primera edicin 2012
Directora Editorial: Julie Kniveton
Publisher: Andreina Espaa
Gerente de Operaciones Editoriales: Elisa Pecina
Gerente de Diseo: Mnica Prez
Commissioning Editor: Adriana Alcal
Content Editors: Gael Ollivier, Catalina Hernndez,
Hilda lvarez
Editores: Nagchielli Rico, Nuria Villarreal
Diseadores: Ana Castillo, Alejandro Flores, Berenice Gmez,
Itzel Lpez
Concepto de portada: Alejandro Flores
Diseo de portada: Alejandro Flores
Concepto de diseo: Alejandro Flores, Berenice Gmez
Diseo y formacin: Black Blue, Victor Martnez, David Nieto
Martnez, Margarita Torres
Ilustraciones Student Book: Ben Camberos, Antonio Rocha
Fotografa de portada Student Book: Glow Images p 4
Fotografas Student Book: Archivo Digital p 154; Getty Images
p 154; Latin Stock p 154; Photolibrary p 154 (2)
Ilustraciones Reader: Citlaln Arcos, A corazn abierto/Marcela
Gmez, Estudio GAM/Daniel Garza, Gustavo Rodrguez,
Alejandro Galvn, Flix Len, Richard Zela
Fotografa de portada Reader: Glow Images p 4 (2)
Fotografas Reader: Getty Images pp 23, 75, 101;
Photolibrary p 127 (4)
Macmillan Publishers, S.A. de C.V.

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Prohibida la reproduccin o transmisin parcial o total de esta obra
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Esta obra se termin de imprimir en noviembre de 2013
2017 2016 2015 2014 2013
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ISBN de la serie: 978-607-473-329-7

Teachers Guide1 ISBN: 978-607-473-333-4
Class Audio CD1 ISBN: 978-607-473-339-6
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Contents
Introduction page 5
Yearly Planner page 11
Assessment Guidelines .... page 21
Unit 1 page 23
Learning Environment 1
Social Practice: Understand and convey information
about goods and services.
Specific Activities: Provide and be provided with
information about performing a community service.
Social Practice: Read and understand different types of literary texts from
English-speaking countries.
Specific Activities: Read classic tales and write a short story based on them.
Continuous and Global
Assessment Chart .................................... page 48
Unit 2 page 49
Social Practice: Understand and write instructions.
Specific Activities: Write instructions to use a
bilingual dictionary.
Social Practice: Interpret and convey information
published in various media.
Specific Activities: Exchange opinions regarding the
contents of a radio program.
Assessment Chart page 74
Unit 3 page 75
Social Practice: Participate in language games to
work with specific linguistic features.
Specific Activities: Participate in language games to
recognize and understand future tense in forecasts.
Social Practice: Read and rewrite informative texts
from a particular field.
Specific Activities: Compose notes to describe the components of different
human body systems in a chart.
Assessment Chart .. page 100
Familiar and Community
Literary and Ludic
Formation and Academic
8/31/12 11:58 AM
Unit 4 page 101

Social practice of language: Understand and
incite oral exchanges regarding leisure situations.
Specific activities with the language: Exchange likes and dislikes
in a dialogue.
Social practice of language: Understand and
express differences and similarities between cultural
features from Mexico and English-speaking countries.
Specific activities with the language: Read and
perform songs in order to recognize human values in
English-speaking countries and Mexico.
Unit 5 page 127
Social practice: Produce texts to participate in
academic events.
Specific activities: Rewrite information to explain a
graphic presentation.
Social practice: Interpret and convey instructions
found in daily life.
Specific activities: Understand and express
warnings relative to public places.
Glossary .. page 153
Formal Assessments ..... page 154
Audioscripts ....... page 164
Answer Key for Reader Comprehension Questions ... page 171
Answer Key for Self-Tests.. page 173
Answer Key for Formal Assessments .... page 174
Bibliography for Teachers .. page 175
Tracklist ........ page 176
7/17/11 2:11 PM
Macmillan Publishers, S.A. de C.V., 2013.
Introduction
How All Ready! works
For students
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
Donaghey Rogers Maruniak Varela Flavel Carmichael
The aim of the All Ready! series is to expose students to a variety of real life
communicative situations specifically selected to reflect the social practices of the
English language. This approach is very much task-based. It does not simply rely on
language analysis, but rather seeks to make learning meaningful by having students
apply new language to the completion of tasks or the development of products. At the
same time, this approach encourages students to not only develop their communication
skills, but also the general learning skills or competencies they will need in life.
Components
in All Ready! 1
Student Book
All Ready! is a brand new secondary school course which has been designed both
as a stand-alone course and to follow on from the Im Ready primary course.
All Ready helps students consolidate their knowledge of English and the social
practices developed in the previous stages of their education, and acquire new
knowledge and skills to help them take their English to the next level.
Student
Book
English
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Student Book
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Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
der
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Reader
The communicative focus of the All Ready! series is text-based. Students will
work extensively on the production of oral and written texts with the intention
Reader
of improving their knowledge of different text genres, and producing texts for
specific communicative situations, that are both coherent and cohesive, and
that follow grammar, punctuation, and spelling conventions. In addition to this,
students will develop skills to allow them to revise and repair their written and
oral texts to help them deal with communication breakdowns.
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Structure
Student Book
Teachers Guide
Reader
Class Audio CD
The lessons themselves are divided into five stages of language development. These
stages are not explicitly shown in the Student Book, but are clearly indicated in the
Teachers Guide:
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Stage 1: I know: Each lesson begins with an activity designed to activate

students prior knowledge of the specific topic covered in the lesson.
Stage 2: I build: This stage exposes students to the target language of each lesson
in a realistic context with realistic activities.
Stage 3: I think: This next stage focuses the students attention on the target
language in an active way, helping them to notice patterns and formulate rules
about correct usage.
Stage 4: I practice: This penultimate stage gives the students the opportunity to test
out their conclusions from the previous stage through a variety of controlled activities.
Stage 5: I can: Finally, students are given the opportunity to apply and
personalize their new language and knowledge in different contexts in order to
produce their own language.
Teachers Guide
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Our components:
Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcntara
Angela Hewitt
Teachers Guide
For teachers
Teachers Guide
All Ready! 1 consists of five units, each one divided into two social learning
environments. Each environment is made up of two lessons of 6 pages each, and
a product. The product is the final task to the lessons and aims for students to
create a linguistic product that shows that they can perform the social practice
and specific activities of the learning environment. The product is done over three
stages which have students plan, do, and share and are covered in 4 class periods.
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
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Each unit begins with an introductory spread which clearly sets out its activities, social
practices, and aims so that students have a clear idea of what is expected of them. In
addition, there is an a Glossary at the back of the book to supplement the lessons.
The Product lessons that come at the end of each learning environment follow a similar
format to the lessons themselves:
Stage 1: I get ready: Students activate their schemata on the topic.
Stage 2: I plan: The initial planning stage where students decide how to distribute
tasks, required material, etc.
Stage 3: I do: This consists of the specific activities needed to develop with the product.
Stage 4: All ready to share: Students share their product with the class. It includes
Check the Chart! or Useful Expressions boxes.
At the end of each product, there is an I learn table so students can self-assess their own
performance throughout the products process.
Familiar and
Community
Environment
Literary
and Ludic
Environment
To further help guide both teachers and children through All Ready! 1, a series of icons
and features visually indicate the different elements present in each lesson.
Icons:
Learning environment icons:
These show the learning environment that provides the learning context.
Blue Familiar and Community Environment
Pink Literary and Ludic Environment
Yellow Formation and Academic Environment
Listening icon:
This indicates when there is audio support to accompany the activity.
Formation
and Academic
Environment
00
Audio
Competencies icons:
As previously mentioned, All Ready!, places great emphasis in developing students
competencies in tandem with their communication skills. The following icons appear
alongside activities so that both teacher and students can see which competency is
being promoted.
Learn: Indicates activities which promote lifelong learning, learning autonomy,
and learning strategies.
Think: Indicates activities which develop critical thinking such as analyzing,
categorizing, sequencing, and reflecting.
Me: Indicates activities which help students understand themselves, their
decision-making processes, and promote self-awareness.
Collaborate: Indicates activities which involve cooperative work and develop
effective communication and social skills.
Act: Indicates activities which create a social and global awareness of the world
today.
Reader icon:
This icon indicates when to use the Reader which accompanies the Student Book.
Glossary icon:
This icon refers students to the glossary at the back of the book and aids them in
the learning of new words. The word and meaning will help them understand and
remember the new words more effectively.
7/19/11 5:40 PM
Features:
There is a Glossary for each unit that gives meanings of key vocabulary items, helping students
develop basic bilingual dictionary skills that promote autonomous learning.
The Self-Test section provides an opportunity for students to reflect on their learning in each
unit and what they can do with the language they have acquired. It includes an answer key.
The Worksheet section consists mainly of graphic organizers and templates for the students to
use during class. The teaching notes indicate when and how to use them. For more information,
see the Helpful ideas for using All Ready! section on pages 8-9.
The Verb list contains a list of irregular verbs found in the Student Book in their infinitive,
simple past, and past participle forms.
The Audioscript section contains scripts for all the listening activities covered in the Student Book.
Refer students to this section whenever you want them to do different activities with the audioscript.
The Bibliography for Students provides a list of reference materials for students to research and
expand their knowledge on the topics seen in All Ready!
Teachers Guide
Teaching notes
This guide provides step-by-step comprehensive teaching notes on how
to cover the material in the Student Book. Each corresponding unit of
the Teachers Guide is clearly sub-divided into learning environments,
lessons, and even classes, so that the teacher knows exactly what to do
and when to do it.
The lesson notes follow the previously mentioned five-stage language
development plan. Similarly, product lessons are clearly based on the
aforementioned four-stage plans. Both of these lesson types begin with
a box which clearly sets out the lessons performance indicators and the
required materials before the lessons begin, and the lesson notes contain
key features like answer keys and competency icons.
Other useful sections in the teaching notes include:
Yearly Planner: Five two-page spreads, one for each unit, which clearly
indicate what the teacher needs to cover in each class period. It lists the
Student Book activities, the chapters of the Reader, the competencies to
be developed, and the stages covered in each lesson.
Lead-in: This section begins every class and serves as a warmer activity
to get the students involved and interested before the main part of the
lesson begins.
Reader box: This is a set of instructions on how to present and carry
out the activities related to the Reader (indicated in the Student Book by
the Reader icon). These boxes also give ideas for a variety of reading
strategies.
Alternative Activity box: This offers the teacher an alternative way to
conduct an activity.
7/17/11 2:12 PM
Classroom Management box: This gives methodological or class management suggestions,

designed to anticipate problems in the classroom and / or help the class run more smoothly in
general.
Remember: This feature prompts the teacher at the end of a class about the material required
for the next class.
Cultural Note box: This provides useful cultural information related to the subject being
covered or the language being taught.
Teachers Reflection Tool box: This, which appears at the end of each learning environment
and lists the learning environments achievements in the form of can do statements, and it
provides the teacher with an opportunity to reflect on what students have covered in class.
Assessment tools: The Assessment Guidelines section at the beginning of the book offers a
detailed explanation of the different types of assessment provided in All Ready! 1, including
assessment rubrics. After each unit there are Continuous and Global Assessment Charts to
record students progress, which are linked to the attitudes and values of the language and the
social practices. Finally, at the end of this Teachers Guide, there are two-page Formal
Assessments for each unit, which cover the students language knowledge and skills.
Bibliography for Teachers: This is a list of reference materials for teachers.
Glossary: This provides a comprehensive list of ELT terms used in the teachers notes or that
are essential to the successful implementation of All Ready! 1.
Audioscripts: A copy of all of the scripts for all listening activities is provided at the back of
the Teachers Guide.
Answer Keys: There are answer keys for the Readers Comprehension Questions and the
Formal Assessments.
Other resource material:

Audio CD
The Audio CD contains the listening activities from the Student Book. The recordings
are read by both native and non-native English speakers. The tracks are indicated in both the
Student Book and the Teachers Guide.
The Readers
The All Ready! Readers are specifically designed to complement the Student Book. Given the
text focus of All Ready!, the Readers are an essential tool to help students develop their reading
skills and text knowledge.
The Readers consist of three main sections:
Narrative texts
These are original fiction and provide opportunities for students to read and discuss stories
related to cultural, literary, and everyday topics, with illustrations that are closely related to the
text.
Informative texts
These are non-fiction texts that help students learn about the world around them. They contain
factual texts and support cross-curricular content.
7/16/11 4:10 PM
Comprehension questions and glossary

These are found at the end of each text in both the narrative and informative
texts, followed by a glossary designed to help comprehension during the
reading process.
Helpful ideas for using All Ready! 1

Developing Writing Skills
All Ready! 1 focuses heavily on developing students text skills, both
through their ability to understand different texts and to produce them.
Students have begun to develop an understanding of different text types
and are becoming aware of concepts such as purpose, structure, genre,
and tone, both in their own language and in English. However, if this
receptive understanding of written language is to become a productive
ability, students will need the help, support, and guidance of their
teachers.
The lessons in All Ready! 1 provide activities designed to improve and
practice students writing skills, but there are a whole host of other
activities available to the teacher which can be integrated into classroom
activities to further develop students knowledge and abilities, many of
which require little or no preparation.
At word level, drawing students attention to spelling patterns and
strategies (i before e except after c; when to double consonants when
adding -ed or -ing to verbs, etc.), provides students with the tools to construct the basic
building blocks of any text. It is also advisable to sensitize students to recognize different
parts of speech (nouns, verbs, adverbs, etc) and their syntactic functions, as this will improve
their accuracy. One simple but effective activity that can be included in virtually any lesson is
having students find examples of the part of speech being studied in each lesson, for example,
prepositions. Another is helping students build word families for high frequency vocabulary
which occurs in the lessons, for example, success (n) succeed (v) successful (adj), by having
students come up with sentences for each different part of speech in the family.
Similarly, there is an abundance of useful sentence-based activities available to the teacher;
again, many require little extra work on the part of the teacher. Sentence dictations can be
very useful in helping students understand the difference between what they hear and what
they write, and can be done collaboratively (with pairs or groups of students comparing after
each listening and peer correcting) so that the focus is on the students learning from each
other. In a similar vein, giving students sentences from their written homework and having
them work in groups to try and find and correct the mistakes can be a very useful sensitizing
activity. To make things easier, the teacher can indicate where the mistakes are and focus on
common global mistakes made by the students rather than using specific examples from
individual students and risking potential embarrassment for the student concerned.
With paragraph and complete text activities, once again, noticing exercises, such as identifying
all the linking words /phrases in a text can be very useful for building student text knowledge,
and simple activities can be created by photocopying texts and deleting the linking words you
want to practice. Similarly, giving students individual sentences from a text or paragraph and
having them work together to decide on a logical order can promote concepts such as how to
produce coherent arguments or main ideas and supporting details.
7/16/11 1:49 AM
Moving on to creativity, it is often at the idea stage where students fall

short with writing. Techniques such as brainstorming, using visual aids,
collaborative and chain writing (where students take turns to write
sentences in a text) are all ways of making sure that students dont get
stuck on what to say. In addition, remember that while students may
now be able to recognize certain text types, they probably still have very
little experience in actually producing them. Make sure that they have
the scaffolding they need by always having a model text so that students
are clear on what they have to produce. The first few times the students
are attempting a certain text type, text templates which clearly show the
paragraph structure, with sentences prompts for students to complete (In
my opinion, ; etc.) provide students with a framework to borrow for
future texts of their own.
Remember that students learn quickly, but also forget quickly, and the
best way to ingrain good writing practices in students minds is to do
activities often so that they become second nature and can be applied by
students outside the classroom.
Using Songs
All Ready! 1 makes use of songs for a number of different reasons. Apart
from the typical language focus exercises (complete the missing words,
guess the new vocabulary from context, put the words or sentences in
the correct order, listen and correct the mistakes, mime the actions,
etc.), songs can provide a platform for a number of other language and
competency-based activities.
To begin with, songs can be used as a means of teaching values and
provide contexts for looking at social issues, by having students reflect
on the themes they cover, such as sadness, friendship, and family. In
addition, songs can serve as a platform for speaking and writing exercises.
Depending on the song, it may be possible for students to develop roleplays between the different characters in the song or for students to write
additional verses or continue the story. They can even be asked to write
letters or e-mails to the people in the song, giving advice, or to rewrite the
song into a story. The list goes on and on.
One thing is certain, songs are an excellent way to engage students
interest in English or in a specific topic, and, with a little thought, can
often be the vehicle for many interesting activities.
Graphic Organizers
Graphic organizers, which are found in the Worksheet section of the
Student Book, integrate visual and verbal elements of learning. They
benefit both left and right hemispheres of the brain, and are designed
to help students organize and make sense of information and create a
connection between different ideas through visual means.
Graphic organizers can be used in all stages of the lesson, for instance,
when brainstorming or when organizing information, and they can be
used individually or in groups. They are particularly useful in activities
that require critical thinking skills and promote creativity by encouraging
students to look at information in new ways. They also promote learner
autonomy by giving students the means to organize their newly acquired
knowledge in ways which are meaningful to them.
10
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Yearly Planner
Unit 1
Achievements:
C
an identify subject matter, purpose and intended audience.
C
an predict central sense from words and expressions similar to
those of the native tongue.
C
an distinguish expressions during oral exchanges.
C
an recognize the composition of expressions during oral
Structures and Sample Language: structure of dialogue;
exchanges.
connectors (if, then); modal verbs (Can you ?,
C
an produce expressions to provide information.
What can ?, You can)
C
an adjust volume and speed when constructing oral texts.
Lesson 1
Class 1
Class 2
Class 3
Lesson Stages
I know
I build
I think
I practice
Class 4
I can
Lesson 2
Class 5
Lesson Stages
I know
I build
Class 6
I think
I practice
Product 1
Class 9
Class 10
Class 11
Class 12
I can
Lesson Stages
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Act
Think
Lets Go to Boulder
Pages 7-16
Student Book
Learn
Act
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Think
Collaborate
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Class 7
Class 8
Student Book
Think
Lets Go to Boulder
Pages 7-16
Think
Learn
Activity 11
Activity 12
Activity 13
Collaborate
The Acting - out of a Dialogue
I get ready
I plan
Stage 1
Stage 2
I do
Stage 3
All ready to share
I learn
Stage 4
Self-Test: page 166 of the Student Book
Formative Assessment: page 154 of the Teachers Guide
11
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Unit 1
Achievements:
Literary and Ludic
Can use known comprehension strategies.
Social practice: Read and understand different types
Can recognize central sense from some details.
of literary texts from English-speaking countries.
Can formulate and answer questions in order to locate
Specific activities: Read classic tales and write a
specific information.
short story based on them.
Can express personal reactions to literary texts, using
Structures and Sample Language: graphic and text
known oral expressions.
components (bold, italics, title, subtitle); elements in
Can retell events using images.
narrative (setting, character, events, conclusion, climax);
Can organize sentences into a sequence of actions.
general ideas and specific information; simple past, past

continuous
Lesson 3
Class 13
Class 14
Lesson Stages
I know
I build
I think
Class 15
I practice
Class 16
Lesson 4
I can
Lesson Stages
Class 20
I can
Pages 20-29
Think
Activity 12
Activity 13
Activity 14
Student Book
Learn
Act
Reader
Competencies
Developed
Act
Lesson Stages
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Me
The Silkies
Learn
Collaborate
Think
Broodsheet Book
Stage 1
I plan
Stage 2
All ready to share
Think
Pages 20-29
I get ready
I do
12
Learn
The Silkies
Activity 2
Activity 3
I practice
Class 23
Act
I build
Class 19
Class 24
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Collaborate
I think
Class 22
Activity 1
Activity 2
Competencies
Developed
Activity 1
Class 18
Class 21
Reader
I know
Class 17
Product 2
Student Book
Stage 3
Stage 4
I learn
Formal Assessment: page 155 of the Teachers Guide
7/18/11 12:01 PM
Unit 2
Achievements:
Can locate and read the definitions of words both in
Social practice: Understand and write instructions.
English and Spanish.
Specific activities: Write instructions to use a bilingual
Can understand the use of upper case letters, lower
dictionary.
case letters and abbreviations in a dictionary.
Structures and Sample Language: parts of speech (noun,
Can complete and compose sentences in order to

organize them into a sequence from a model.
verb, adjective, adverb, pronoun, preposition,

conjunction, interjection); imperative; connectors
Can remove and / or add information to edit an

instruction manual.
Lesson 1
Class 25
Class 26
Class 27
Class 28
Lesson Stages
I know
I build
I think
I practice
I can
Lesson 2
Class 29
Class 30
Lesson Stages
I know
I build
I think
Class 31
I practice
Class 32
I can
Product 1
Class 33
Class 34
Class 35
Class 36
Lesson Stages
I get ready
I plan
I do
All ready to share
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Reader
Introduction to Using a
Bilingual Dictionary
Pages 33-42
Activity 8
Activity 9
Activity 10
Student Book
Reader
Activity 1
Activity 2
Activity 3
Competencies
Developed
Think
Learn
Competencies
Developed
Think
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Think
Pages 33-42
Learn
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Instruction Manual
Stage 1
Stage 2
Stage 3
Stage 4
I learn
13
7/17/11 2:10 PM
Unit 2
Achievements:
Can identify words used to link ideas.
Social practice: Interpret and convey information
Can detect speech register.
Can compose expressions to produce opinions.
Specific activities: Exchange opinions regarding the
Can answer questions to express opinions or points
of view about the contents of an oral text.
Structures and Sample Language: radio program structure;
Can expand main ideas in an oral exchange.
speech register; modals (should, might, could, can)
Lesson 3
Lesson Stages
Class 37
I know
Class 38
I build
Class 39
I think
I practice
Class 40
I can
Lesson 4
Class 41
Class 42
Class 43
Class 44
Product 2
Class 45
Class 46
Class 47
Class 48
Lesson Stages
I know
I build
I think
I practice
I can
Lesson Stages
I get ready
I plan
I do
All ready to
share
Student Book
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Think
On the Radio
Pages 46-55
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Reader
Me
Competencies
Developed
Think
Learn
On the Radio
Pages 46-55
Think
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Me
Collaborate
Plenary
Stage 1
Stage 2
Stage 3
Stage 4
I learn
14
7/17/11 2:10 PM
Unit 3
Achievements:
Literary and Ludic
C
an recognize future verb forms within sentences.
Social practice: Participate in language games to work
C
an classify sentences by the types of future verb form
with specific linguistic features.
found in them.
Specific activities: Participate in language games to
C
an compare sentences that express future situations to
ones which express past and/or present situations.
Structures and Sample Language: future tenses (will,
C
an formulate and answer questions in order to
understand forecasts.
going to)
Lesson 1
Class 49
Lesson Stages
I know
I build
Class 50
Class 51
Class 52
Lesson 2
Class 53
I think
I practice
I can
Lesson Stages
I know
I build
I think
Class 54
Class 55
Class 56
Product 1
Class 57
Class 58
Class 59
Class 60
I practice
I can
Lesson Stages
I get ready
I plan
I do
All ready to share
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Student Book
Learn
Are You Playing
or gaming?
pages 59-68
Activity 9
Activity 10
Activity 11
Activity 12
Think
Collaborate
Competencies
Developed
Reader
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Competencies
Developed
Reader
Learn
Think
Think
Are You Playing
or Gaming?
pages 59-68
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Forecasts
Stage 1
Stage 2
Stage 3
Stage 4
I learn
15
7/17/11 2:10 PM
Unit 3
Achievements:
Can answer questions in order to give a
Social practice: Read and rewrite informative texts from a
description.
particular field.
Can rewrite and compose sentences.
Specific activities: Compose notes to describe the
Can organize terms and descriptions into a table.
components of different human body systems in a chart.
Can compose sentences in order to write notes.
Structures and Sample Language: simple present;
Can verify spelling conventions in order to edit
demonstratives (a, the); present passive; countable /
notes.
uncountable nouns
Lesson 3
Class 61
Lesson Stages
I know
I build
Class 62
I think
Class 63
I practice
Class 64
Lesson 4
Class 65
I can
Lesson Stages
I know
I build
Class 66
Class 67
Class 68
Product 2
Class 69
Class 70
Class 71
Class 72
I think
I practice
I can
Lesson Stages
I get ready
I plan
I do
All ready to share
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Student Book
Competencies
Developed
Reader
Learn
Think
An Amazing Journey
pages 72-81
Think
Learn
Collaborate
Competencies
Developed
Reader
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Think
An Amazing Journey
pages 72-81
Act
Learn
Think
Collaborate
Charts of Human Body Systems
Stage 1
Stage 2
Stage 3
Stage 4
I learn
Self-Test: 171 of the Student Book
16
7/17/11 2:10 PM
Unit 4
Achievements:
C
an recognize the speakers and listeners behavior that
Social practice of the language: Understand and
supports the construction of meaning.
incite oral exchanges regarding leisure situations.
C
an request further information.
Specific activities with the language: Exchange
C
an compose sentences.
likes and dislikes in a dialogue.
C
an formulate questions to solve doubts.
Structures and Sample Language: sentences using like;
C
an anticipate sense to strike up a dialogue.
infinitive and gerund to talk about likes and dislikes;

question tags
Lesson 1
Class 73
Class 74
Lesson Stages
I know
I build
I think
Class 75
I practice
Class 76
Lesson 2
Class 77
I can
Lesson Stages
I know
I build
I think
Class 78
Class 79
Class 80
Product 1
I practice
I can
Lesson Stages
Class 81
I get ready
I plan
I do
Class 82
All ready to share
Class 83
Class 84
Student Book
Reader
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Think
Teenagers are the

Future of the World
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Think
Pages 85-94
Learn
Activity 13
Activity 14
Activity 15
Student Book
Competencies
Developed
Me
Collaborate
Reader
Competencies
Developed
Think
Teenagers are the

Future of the World
Pages 85-94
Learn
Collaborate
Activity 11
Activity 12
Activity 13
Activity 14
Me
Activity 15
Activity 16
Collaborate
Interview
Stage 1
Stage 2
Stage 3
Stage 4
I learn
17
7/17/11 2:10 PM
Unit 4
Achievements:
Can link main ideas in songs.
Social practice: Understand and express differences and
Can formulate and answer questions about the
similarities between cultural features from Mexico and
treatment of information.
English-speaking countries.
Can compare information using known expressions.
Specific activities: Read and perform songs in order to
Can sing verses and choruses of songs.
recognize human values in English-speaking countries and
Can detect rhythm, speed and intonation of songs.
Mexico.
Structures and Sample Language: text arrangement
(verses, stanzas, chorus); simple past, past progressive;
antonyms
Lesson 3
Class 85
Class 86
Class 87
Class 88
Lesson Stages
I know
I build
I think
I practice
I can
Lesson 4
Lesson Stages
I know
Class 89
Class 90
I think
Class 91
I practice
Class 92
I can
Product 2
Lesson Stages
Class 93
I get ready
I plan
I do
Class 94
All ready to share
Class 95
18
I build
Class 96
Student Book
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Summer Music Camp
Pages 98-107
Think
Learn
Collaborate
Reader
Competencies
Developed
Think
Me
Summer Music Camp
Learn
Pages 98-107
Collaborate
Collaborate
Recital
Stage 1
Stage 2
Stage 3
Stage 4
I learn
7/17/11 2:10 PM
Unit 5
Achievements:
Can identify and distinguish types of sentences that express main
Social practice: Produce texts to participate in
ideas within paragraphs, using previously established goals.
academic events.
Can use various strategies in order to point out relevant
Specific activities: Rewrite information to explain a
information.
Can select information in order to rewrite and paraphrase
Structures and Sample Language: relative pronouns (who,
sentences.
which, what); phrasal verbs (wipe out, take care of, find
Can organize sentences to make a paragraph.
out, etc.); present and past passive; connectors (therefore,
Can point out and solve doubts in order to edit notes.
so, because, and, also, as well as)
Lesson 1
Class 97
Lesson Stages
I know
I build
Class 98
I think
Class 99
I practice
Class 100
I can
Lesson 2
Lesson Stages
I know
Class 101
I build
Class 102
I think
Class 103
I practice
Class 104
Product 1
Class 105
I can
Lesson Stages
I get ready
I plan
I do
Class 106
Class 107
Class 108
All ready to share
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Student Book
Reader
Competencies
Developed
Act
Think
Learn
Back to Basics
Pages 111-120
Think
Learn
Reader
Competencies
Developed
Activity 1
Activity 2
Think
Activity 3
Activity 4
Activity 5
Activity 6
Think
Activity 7
Activity 8
Activity 9
Back to Basics
Activity 10
Pages 111-120
Activity 11
Learn
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Oral Presentation about a Science topic
Stage 1
Stage 2
Learn
Stage 3
Stage 4
I learn
19
7/17/11 2:10 PM
Unit 5
Achievements:
Can adjust volume, tone, and intonation to emphasize
Social practice: IInterpret and convey instructions
warnings.
found in daily life
Can understand conditional and non-conditional
Specific activities: Understand and express
warnings.
Can request information to confirm the understanding of
Structures and Sample Language: first conditional (If there
warnings.
is a stop sign, you must stop); imperative; connectors (if, in
Can indicate causes and effects on warnings.
case, in case of); modal (must)
Lesson 3
Class 109
Class 110
Lesson Stages
I know
I build
I think
Class 111
I practice
Class 112
I can
Lesson 4
Lesson Stages
I know
Class 113
I build
Class 114
Class 115
Class 116
Product 2
Class 117
Class 118
Class 119
Class 120
20
I think
I practice
I can
Lesson Stages
Student Book
Reader
Activity 1
Activity 2
Think
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Think
Learn
Watch Out!
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Pages 124-133
Learn
Think
Collaborate
Student Book
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Watch Out!
Learn
Pages 124-133
Learn
Activity 15
Activity 16
Activity 17
Activity 18
Act
Oral Announcement of Warnings
I get ready
Stage 1
I plan
Stage 2
I do
Stage 3
All ready to share
Competencies
Developed
Stage 4
I learn
7/17/11 2:10 PM
Assessment Guidelines
All Ready! 1 offers different types of assessment tools related to the learning process that are used to
systematically gather evidence over time and in different ways.
Continuous and Global Assessment Charts

The chart at the end of unit is designed for both continuous and global assessment. Continuous assessment
focuses on the students attitudes and values, on learning to be through the language. Global assessment
focuses on the final outcome of the unit.
Assess each social environment by making one photocopy per student and filling in each column with the
assessment criteria provided in the chart.
Continuous Assessment
Continuous assessment focuses on the students attitudes and values, on learning to be through the language.
Global Assessment
Global assessment focuses on the final outcome of the unit easily assess each social practice by using the
assessment guidelines. Descriptions of the achievements for each learning environment (LE) are given at the
beginning of each unit, and charts at the end of each unit allow you to keep a record of both students continuous
progress and the global outcome of each one.
Formal Assessment
Formal assessment is a means to provide both corrective and enrichment activities for students who need them. Use the
tasks in each learning environment to assess students comprehension of the newly acquired language. Photocopiable
formal assessments are provided at the back of the Teachers Guide. They cover a variety of evidences of students
learning. Use them after students have completed the corresponding learning environments in each unit in order to
check their understanding; allow adequate time for them to work on the assessment. The answer key is on page 174.
Unit 1
Formal Assessment
Unit 1
04
Listen to this conversation and answer the questions.
.
.
3 Where does the pathway for skateboarders take you?
5 What can you do at the Mall?
.
d
The Sun and the Wind had a discussion. They couldnt decide who was stronger. The
Sun thought he was the strongest. The Wind knew the Sun was wrong. Obviously the
wind was stronger.
(5 points, 1 each)
One day they saw a man walking in the countryside. He had a heavy coat. Now we
can discover who is stronger, said the Wind. Which one of us can make that man
take off his coat? The Sun agreed.
1 You can see the doctor now.

c
2 He said, Do you want pepperoni on that?

4 I want to send this package to my uncle.
(14 points, 2 points each)
The Sun and the Wind
4 Where do they have teen rock dances?
3 I love to go to the library. Its very quiet.
1 Read the story and match the sentences to the elements in the
narrative and text components.
(5 points, 1 each)
1 What did Marco and the Mayor talk about?

2 What didnt they talk about?
2 Match the sentences to the pictures.
Formal Assessment
Name:
Name:
The Wind began to blow and blow. Then it made rain and cold, but the man pulled his
coat around him. He didnt take it off. Now it was the Suns turn. It got hotter and
hotter and the man took off his coat. The Sun had won.
5 My sister exercises at the Sports Club.
1 The Sun and the Wind _____
3 Write the conversation in order. Two are examples.

Can you help me?
Dallas.
How many stamps do I need for this package?
I need to weigh it first. Where are you sending it?
Is that in Texas?
Yes, it is.
Yes, what can I do for you?
2 Somewhere in the countryside in the past _____
(5 points, 1 each)
3 The Sun and the Wind had a discussion. _____

4 The Sun made the man take off his coat. _____
A:
B:
Dallas
5 The Sun won. _____

6 The Sun and the Wind. _____
A:
7 The Wind tried to make the man take off his coat. _____
B:
a) conclusion
b) event 1
c) event 2
d) event 3
e) main characters
f ) setting (time and place)
g) title
A:
2 Circle the correct words.
B:
A:
Yes, it is.
4 Unscramble the sentences.
(6 points, 1 point each)
A man 1) walked / was walking in the countryside. The Sun and the Wind
(5 points, 1 each)
2) saw / was seeing him. The Wind 3) tried / was trying to remove his coat.
The man 4) didnt take / wasnt taking his coat off. The Sun 5) started / was started
1 a pharmacy / an aspirin, / go to / If / need / then / you /
to shine. It 6) got / was getting very hot when the man finally took his coat off.
2 a large / or a small / box / Do / want / you / ?

3 buy / cant / here / stamps / You /
4 a doctor / at / can / see / the hospital / You /
5 cant / doctor / see / The / today / you /
Score: (
Score: (
154
AR_TG1_pp153_163_Formal_Assessment.indd 154
/ 20 points)
/ 20 points)
Photocopiable D.R. Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
5/4/12 5:04 PM
155
5/4/12 5:04 PM
21
5/14/12 8:57 AM
Self-Assessment (Self-Test and Can do

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

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

My work in this social learning environment has
facilitated the learning process of the class so students:
Can identify subject matter, purpose and intended

audience.
Can predict central sense from words and
expressions similar to those of the native tongue.
Can distinguish expressions during oral exchanges.
Can recognize the composition of expressions
during oral exchanges.
Can produce expressions to provide information.
Can adjust volume and speed when constructing
oral texts.
22
7/17/11 2:19 PM
Unit 1
Learning Environment 1:
Literary and Ludic

Social Practice: Read and understand different types

of literary texts distinctive of English-speaking
countries.

Product: The Acting-out of a Dialogue
At the end of this environment students will:
identify the main idea, purpose and the type of

message formal or informal.
be familiar with English words that are similar to my
first language.
ask, give, obtain and confirm information during
conversations.
recognize how to open and close conversations.
produce phrases to give general and specific details.
speak softly and slowly or louder and faster when
having a conversation.
Specific Activities: Read classic tales and write a

short story based on them.
Product: Broadsheet Book
use basic learning skills to build comprehension.

recognize main ideas and message from some details.
ask and answer questions to find specific information.
express personal feelings about literary texts using
known conversation phrases.
talk about events using images.
put sentences in a sequence.
23
AR_TG1_pp023_048_U1.indd 23
7/16/11 3:21 PM
Unit 1
Lesson 1
Performance Indicators:
Activate previous knowledge.
Discriminate ambient sounds and background noise.
Recognize subject matter, purpose and intended
audience.
Listen to dialogues related to the provision of a
community service.
Distinguish the relationship between participants.
Differentiate speakers and turns of participation.
Identify form of communication.
Differentiate speech register.
Locate key words.
Recognize the behaviors of speakers and listeners
which support meaning.
Distinguish between intonation and attitude.
Distinguish composition of expressions.
Reflect on how information is organized.
Lead-in
Class
Introduce yourself to students pointing to yourself and

saying Hello! Im (name), Im (age) and Im (nationality).
Ask students to write their name, age, and nationality
on a folded slip of paper and put it at the front of their
desk. Then go around the classroom saying to students
Hello! Im (name), Im (age) and Im (nationality). Point
to students slips of paper and elicit the information
from them.
Stage 1: I know
02
1 Number the pictures in the order you
hear them.
To activate students previous knowledge, describe your
neighborhood. Include the words supermarket, library,
sports club, hospital, and playground in your description.
Then ask: Is there a supermarket/library/sports club/
hospital/playground in your neighborhood? Ask for
volunteers to describe these places. Then ask: What do
we do at the supermarket/library/sports club/hospital/
playground? Elicit answers from students. To discriminate
ambient sounds and background noise, tell students you
are going to play the CD and that you want them to
concentrate on listening to all the sounds and noises they
hear. Ask them to close their eyes. Play the CD; ask them
to open their eyes and ask for volunteers to describe what
they heard and to say where they can hear those sounds.
Student Book
p. 8-13
Organize sentences to establish turns of participation.

Determine sequence of enunciation.
Adjust volume and speed within dialogues.
Compose sentences to provide and be provided with
information.
Read sentences to practice pronunciation.
Intervene pertinently during oral exchanges.
Foster confidence within interpersonal relationships.
Include relevant details and interesting information
during an exchange.
Identify structure of dialogue.
Establish the relationship between participants.
Materials:
Reader, Audio CD
White sheets of paper, a toilet paper roll
Ask students to open their Student Books to page 8

and look at the pictures. Ask for volunteers to describe
them. Then tell students that they have to number the
pictures in the order they hear them. Ask them to listen
first, without writing.
Play the CD once again. Give students some time to
order the pictures. Play the CD again for students to check
their answers. Ask them to compare with a classmate.
Answers: a 3; b 5; c 1; d 2; e 4
2 Label the places in Activity 1 using words
from the box.
Go over the words in the box with the students, say
them aloud and have them repeat after you to practice
pronunciation. Ask students to write the names of the
places on the spaces provided using words from the
box. Have them exchange books with a classmate to
compare and check their answers.
Answers: a playground; b sports club; c supermarket;
d library; e hospital
Alternative Activity: Draw students attention to the

words in the box. Ask for volunteers to spell them. The
rest of the class gives thumbs up if the words are spelled
correctly or thumbs down if they are not.
Time: 10 minutes
24
7/15/11 11:29 PM
Reader
Lets Go to Boulder
p. 7-16
Ask students to open their Readers to page 7 and flick

through the pages of Chapter 1 focusing on the pictures.
Have different students describe what they see. To
recognize subject matter, purpose and intended audience,
ask the following questions:
What do you think the text is about?

Where can you find information like this?
Who would read or look for this kind of information?
Draw students attention to the first paragraph on page
7 and read it aloud. Ask students if they have ever used
the Internet to find out about cities or towns. Tell them
they are now going to learn about Boulder and the
community services it offers. Read the second paragraph
on page 7 aloud making sure the students follow the
reading. Ask questions to increase students interest in
the information: Whats the name of the city? Which
country is it in? What do you think it was like in the
1800s? What were the first services offered?
Ask for volunteers to read the information on the next
pages. Ask comprehension questions after each page. If
no one volunteers, continue the reading yourself, having
students follow the reading in their books and asking
comprehension questions to make sure they follow the
reading. When appropriate, draw students attention to
the Glossary at the bottom of the page and make sure
students understand the meaning of the words.
When the reading is finished, ask: What are the
community services Boulder offers today? and allow
different students to talk about them. To include relevant
details and interesting information during an exchange,
encourage the rest of the class to add ideas when
appropriate. Then tell them to work in pairs in Activity
1 page 17. Walk around the classroom, monitor and
help students if necessary. Allow enough time for
students to complete the activity. Check answers orally,
having students answer in unison.
Individually, ask students to complete Activity 2. If
necessary, read the questions aloud to make sure
students understand them. Allow time for them to
write their answers. Walk around the classroom,
monitor and provide help if necessary. Ask students to
raise their hand when they finish. When most of them
have finished, ask them to share and compare their
answers with a classmate. Then ask for volunteers to
read their answers aloud, and ask the rest of the class
to agree or disagree with the answers. Check answers
in the Reader Answer Key on page 171 of the
Teachers Guide
Alternative Activity: Draw a two-column table on

the board and label the columns My Community and
Boulder respectively. You can have students draw the
table on a blank sheet of paper in their notebooks. Ask
students to work in pairs and think about the services
their community offers. Elicit some ideas from them
and copy them in the My Community column you drew
on the board. Then ask them to compare the services
Boulder offers with the services that are offered in their
community and have them think about the following
questions: Are they the same? Are they different? Which
ones do they think are the most important for a
community? What other service(s) would they like to
have in their community?
Time: 15 minutes
Classroom Management: Peer correction is a

classroom technique where learners correct each
other rather than the teacher doing this. It is a useful
technique as learners can feel less intimidated being
helped by others in the class. It is useful in that it
means involving the whole class in the moment and it
also allows the teacher to check what the rest of the
class knows. Asking students to agree or disagree with
their classmates answers is a way of promoting peer
correction among students.
Lead-in
Class
Say Hello to several students. Ask students to greet each

other. If necessary, explain How are you? Im fine.
Stage 2: I build
03
3 Listen and circle T for True or F for False.
Ask students to open their Student Books to page 8 and

draw their attention to the picture in Activity 3. Ask: Who
are they? Where are they? What are they talking about?
To listen to dialogues related to the provision of a
community service and distinguish the relationship
between participants, tell students that they are going
to listen to the conversation between the people in the
picture. Ask them to listen carefully. Play the CD
pausing if necessary to make sure students are
following the dialogue. Ask comprehension questions
at different points if needed: Why is the boy talking to
Mr. Burns? Whats the name of the community they are
talking about? What community services does the
town offer?
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7/15/11 11:29 PM
Have students read the statements, making sure

they all understand them. Play the CD once again, and
ask students to circle T or F as they listen. Have them
compare and check their answers with a classmate.
Then, as a whole class activity check answers orally
having students answer in unison.
Answers: 1 F; 2 T; 3 T; 4 T
Classroom Management: To extract meaning
from a listening text, students need to follow three
basic steps.
First, figure out the purpose of listening: activate
background knowledge of the topic in order to predict
or anticipate content and identify appropriate
listening strategies. Second, attend to the parts of the
listening input that are relevant to the identified
purpose and ignore the rest: this selectivity enables
students to focus on specific items in the input and
reduces the amount of information they have to hold
in short-term memory in order to recognize it. Third,
check comprehension while listening and also when
the listening task is over: monitoring comprehension
helps students detect inconsistencies and
comprehension failures directing them to use
alternate strategies.
Stage 3: I think
04
4 Listen to the conversation and
complete the sentences.
Draw students attention to the picture on page 9.
To establish the relationship between participants, ask:
Who are they? Where are they? What are they talking
about? To differentiate speakers and turns of
participation, tell students that they are going to listen
to the conversation between the people in the picture.
Ask them to listen carefully. Play the CD pausing if
necessary to make sure students are following the
dialogue. Ask comprehension questions at different
points if needed: What are they talking about? What
things for young people do they talk about?
To identify form of communication and to
differentiate speech register, ask students if they
remember the conversation between Marco and the
Mayor. Then draw their attention to the sentences in
Activity 4. Read the first questions aloud and then ask
students to complete the two sentences individually.
Have them share and compare their answers with a
classmate. Then read the two sentences aloud, having
students answer in unison.
Answers: 1 formal and courteous; 2 informal
and casual
Cultural Note
There are unwritten rules that are followed
when speaking a language that are often referred to as
register use. In English, formal language or register is
used when interacting with older people, with strangers,
and at the workplace with higher rank co-workers.
Informal language or register is used with family,
friends, and in general with people we know well. In
most Spanish-speaking countries, the difference in
register is made through the use of usted and t.
5 Match the places to the community service

they offer.
Go over the places with the students. Ask: What do we do
in the library/music shop/post office/pharmacy/ sports
club? To locate key words and make sure students
understand the phrases, ask for volunteers to read the
phrases aloud and ask: What word represents the key action
in the phrase? Elicit send, borrow, buy, play tennis, swim
and go from students. If no one volunteers, read the
phrases yourself and then ask the question. Ask students to
match the places to the community service they offer. Have
them share and compare their answers with a classmate.
Check answers orally by reading the phrases aloud or
asking for volunteers to do it and have the rest of the class
complete them with the appropriate place in unison.
Refer students to the Glossary on page 156 to clarify
the meaning of words.
Answers: 1 c; 2 a; 3 b; 4 e; 5 d
Lead-in
Class
Say My name is (name). Whats the question? Elicit Whats

your name? from students. Ask two students to stand up.
Explain that youll be giving the answer to a question and
say Whats the question? The fastest student to respond
correctly wins and remains standing up. The other student
sits down and a new student stands up. Repeat several times
with different students. Some possible answers are: Im
(number) years old. Im from (country). I have a (brother/
sister). I like (food/drink). My favorite singer is (name).
6 Read the underlined expressions in each

conversation and decide which ones ask for
help and which ones offer help or information.
and look at the first picture on page 10. Ask: Who are
they? Where are they? What are they talking about?
Elicit answers. Then have them read the first
conversation in silence. Explain new vocabulary if
necessary. To recognize the behaviors of speakers and
listeners which support meaning, ask them to read the
underlined expression again and ask: Which ones ask for
26
7/15/11 11:29 PM
help? Which ones offer help or information? Elicit answers.

Make sure students understand the difference between
asking for something, offering help, or information.
Repeat with the other two pictures and conversations.
Answers: 1 ask for help: Can you help me? Offer help
or information: Yes, what can I do for you? What kind of

music would you like? You can find it here in the pop
music section. 2 ask for help: Is that in English? 3 ask for
help: How many stamps do I need for this package? Offer
help or information: Yes, how can I help you? We need to
weight it first. Where are you sending it?
Alternative Activity: Examine the pictures together

with students. To distinguish between intonation and
attitude, ask for volunteers to act out the conversations.
Encourage them to get involved in their role and to use
appropriate intonation. Have the rest of the class vote
for the best performance. Then ask them to focus on
the underlined expressions in their book and in pairs,
decide which ones ask for help and which ones offer
help, or information. To check their understanding of
the difference, ask: Which ones ask for help? Which ones
offer help or information? and elicit answers.
Time: 15 minutes
7 Read the conversations in Activity 6
again. Write the offers and requests under the
correct heading.
Having students classify and categorize expressions
to clarify their meaning and sense helps them develop
critical thinking. Draw the table on the board and go
over the headings with the students to make sure they
understand how they are different. Then ask students to
work in pairs and to read the conversations in Activity
6 again. To distinguish composition of expressions,
have them write the underlined expressions under
the correct heading. Allow enough time for students
to do this. Walk around the class, monitor and help if
necessary. When most pairs have finished, ask them
to share and compare their answers with another pair
of students. Then ask for volunteers to come to the
board and write the offers and requests on the table you
drew. Have the rest of the class decide if the offers and
requests are placed under the correct heading.
Answers: Asking for help or clarification: Can you
help me? Is that in English? Seeking information or
confirmation: What kind of music would you like?
Is that in English? How many stamps do I need for this
package? Where are you sending it? Offering help: Yes,
what can I do for you? Yes, how can I help you? Asking
for or offering detail: You can find it here in the pop
music section. Where are you sending it?
8 Complete the sentences.

Ask students to think about the conversations they have
heard so far, including Marcos, and to complete the
sentences on page 11 individually. Ask them to share
and compare their answers with a classmate to foster
confidence within interpersonal relationships. Then ask
for volunteers to read the complete sentences and have
the rest of the class agree or disagree with the answers.
Answers: 1 service; 2 formal; 3 informal; 4 help;

5 clarification; 6 details; 7 information; 8 help
Classroom Management: Encourage students to
show approval and appreciation for their classmates
efforts and performance. The more you do it, the more
they will do it spontaneously.
emember Next class students will need: a toilet
paper roll.
Lead-in
Class
Take a toilet paper roll and take several squares of toilet

paper. Then hand the roll of toilet paper to a student and
ask him to take more than two squares. The student then
passes the roll to a classmate. After everybody in the class
has some paper, have students count the squares they
have and explain they will have to tell as many things
about themselves as squares of toilet paper they have.
Stage 4: I practice
9 In pairs, decide which expressions come first,
second, and at the end of the conversation.
Then write the conversation in order.
Students open their Student Books to page 11 and get in
pairs. To reflect on how information is organized, ask them
to look at the sentences in Activity 9 and decide which
expressions come first, second, and at the end of the
conversation. Once they have decided the order, to organize
sentences to establish turns of participation, have them
write the conversation in order on the space provided.
To adjust volume and speed within dialogues, ask
for volunteers to act out the conversation and have the
rest of the class compare and check their answers.
Answers: A = Hi, David. What are you doing? B = Im
trying to find information on the Internet. A = On the
Internet? I want to invite you to the movies. B = Thats
great, but I have to finish this project on Egypt for
tomorrow. A = If you need information about Egypt, you
should go to the library. Our librarian is very helpful.
B = Really? Whats her name? A = Mrs. Smith. Come with
me, Ill introduce you to her. B = That sounds good, lets go.
27
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Cultural Note
To train students to intervene pertinently during
oral exchanges, it is important for them to become aware
of the fact that communication is the activity of
conveying information and that it involves multiple
turn-taking. The communication process is complete
and successful once the receiver has understood the
sender. Therefore, communication involves the use of
active listening expressions such as Really? or the
repetition of part of the information the sender
mentions, in order to show the information has been
received and understood.
10 Divide the conversation into opening,

body, and closure.
To determine sequence of enunciation and identify
structure of dialogue, draw students attention to the
three boxes and remind them that texts and conversations
have an opening, a body, and closure. Have them look
back at the conversation in Activity 9 and divide the
conversation. Ask them to share and compare their
answers with a classmate and for volunteers to read the
information in the different boxes.
Answers: Body: I want to invite you to the movies.
Thats great, but I have to finish this project on Egypt for

tomorrow. If you need information about Egypt, you
should go to the library. Our librarian is very helpful.
Really? Whats her name? Mrs. Smith.
11 Write the services each place provides.

Draw students attention to the example. Ask: What service
does the post office provide? Elicit the answer. To help
students locate key words, have them write the service each
of the places provides. Ask the question: What service does
the (place) provide? and elicit answers from students. Ask
them to share and compare their answers with a classmate
and for volunteers to read their answers. Have the rest of
the class agree or disagree with the answers.
Answers: 2 Library: lend/read books; 3 Sports Club:
play basketball or swim; 4 Music shop: buy music;
5 Pharmacy: go for/buy/get medicine
Stage 5: I can
12 In pairs, take turns saying the
sentences. Then match the expressions below
to make appropriate suggestions.
This activity promotes the development of collaboration
skills, fosters confidence within interpersonal relationships
and raises students awareness of multiple turn-taking

during oral exchanges. Have students read the sentences
in silence and ask them if there are any new words. If so,
explain their meaning and model their pronunciation. Ask
students to get in pairs and take turns saying the
sentences. Walk around the class, monitor and check
pronunciation. Draw their attention to the expressions and
ask them to match them to make appropriate suggestions.
Ask for volunteers to read the suggestions aloud. Have the
rest of the class agree or disagree with the answers.
Answers: 2 If you need stamps, then go to a post office.

3 If you need a book, then go to a library. 4 If you want
a new CD, then go to a music shop. 5 If you want a
magazine, then go to a book store. 6 If you need an
aspirin, then go to a pharmacy.
Alternative Activity: To read sentences to practice

pronunciation, have students take turns saying the
sentences and giving the appropriate answer. Walk
around the class monitoring. Make sure students are
using the appropriate intonation for questions and
answers and correct pronunciation if necessary.
Time: 10 minutes
13 Write the suggestions in Activity 12 and
add two of your own.
To compose sentences to provide and be provided with
information, have students write the suggestions in
Activity 12 and elicit two more from them. Walk around
the class, monitor and help if necessary. Ask students to
share and compare their answers with another classmate
and for volunteers to read aloud the sentences they added.
Answers: 2 If you need stamps, then go to a post office.
3 If you need a book, then go to a library. 4 If you want
a new CD, then go to a music shop. 5 If you want a
magazine, then go to a book store. 6 If you need an
aspirin, then go to a pharmacy. 7 Answers may vary.
8 Answers may vary.
Classroom Management: Providing students
opportunities to personalize language, use their own
ideas, and language resources makes the learning
process more meaningful and effective.
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Unit 1
Lesson 2
Identify pertinent speech register based on the
addressee.
Clarify the meaning of words by using a bilingual
dictionary or from their context.
Recognize the behaviors of speakers and listeners
which support meaning.
Distinguish composition of expressions.
Distinguish sentence types.
Differentiate speakers and turns of participation.
Predict central sense from words and expressions that
are known and/or similar to those in the native
language.
Compose sentences to provide and be provided with
information.
Establish tone and intonation of sentences.
Lead-in
Class
Give a word to a student to spell it. A second student

should say a word beginning with the last letter of the
word given. The game continues until someone makes
a mistake: pronouncing the word incorrectly, spelling it
incorrectly or saying a word that has already been said.
The student that makes the mistake is out. The last
student remaining is the winner. Or, you can stop the
game whenever you consider appropriate.
Stage 1: I know
1 Match the expression to the person who
normally says it.
and explore the photographs. Holding your book at the
front of the class, point to each of the different photos
and ask Who is he/she? Where is he/she? Elicit answers
from students. To activate previous knowledge, ask
students if there are places like these in their
neighborhood and allow some students to talk about
them and describe them. Then ask them to read the
expressions in silence and to let you know if they find
new words. Explain their meaning if necessary. Then
have them match the expressions to the appropriate
pictures. Conduct a whole class answer check by saying
the number of the expression and having students give
you the letter of the pictures in unison.
Student Book
p. 14-19
Language as a means to access public service.

Locate key words.
Choose word repertoire relevant to an exchange.
during an exchange.
Read sentences to practice pronunciation.
Use pertinent speech register based on the addressee.
Start a dialogue with the help of written guidelines.
Foster confidence within interpersonal relationships.
Ask and answer questions to acquire and understand
information.
Differentiate speech register.
Materials:
Audio CD
White sheets of paper and markers
2 Match the signs to the places where you

may see them.
To activate previous knowledge, hold up your book at
the front of the class, point to each different sign and
ask: What does it mean? Where do you see this sign?
Elicit answers from students. If necessary, explain the
meaning of the signs, model the pronunciation and
have students repeat after you. Then have them match
the signs with the places you may see them. Ask them
to share and compare their answers with a classmate.
Then conduct a whole class check by asking: Where can
we find a (sign name) sign? Elicit the names of the places
from students. Ask students what other signs they can
see in schools, restaurants, parks, libraries, and hospitals
in their community, and have them come to the front
and draw the signs on the board. Guide students to
recognize signs such as dont run, do not step on the
grass, no littering, etc.
Answers: 1 a; 2 c; 3 e; 4 d; 5 b
Alternative Activity: After the matching task,
students could make up their own signs on blank sheets
of paper and share them with the rest of the class. Have
them guess what the sign stands for and where they
could find it.
Time: 15 minutes
Answers: 1 b; 2 c; 3 d; 4 a
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7/15/11 11:29 PM
Stage 2: I build
05
3 Listen to the hip hop song about
communities while you read along. Then
answer the questions.
Have students close their Student Books. Ask them
what kind of music they like. Allow different students
to answer. Then ask them if they like hip hop and to tell
you why or why not. Ask them if they have a favorite hip
hop song or singer and to tell the rest of the class what
the song is about or why they like the singer. To identify
pertinent speech register based on the addressee, ask
students if their parents like hip hop music and to say
why or why not. To differentiate speech register, ask
them who hip hop music is aimed at and what kind of
language hip hop musicians use: formal or informal.
Then tell them they are going to listen to a hip hop
song about communities. Ask them to listen carefully
for the general message of the song. Play the CD and
ask the following comprehension questions: What
names of places/people/services did you hear? What is
the main idea of the song? Tell students they are going to
listen to the song again, but that this time they are
going to follow the lyrics. Have them open their Student
Books to page 15, and ask them to underline all the new
words they find as they listen to and follow the song.
Play the CD. To clarify the meaning of the words they
underlined, ask other students if they know the meanings
or have them clarify the meaning of the words by using
the Glossary or from their context. Once all new
vocabulary is clarified, tell students they are going to
listen to the song again and follow it in their books to
Go over the questions with the students and make
sure they all understand them. Clarify if necessary. Play
the CD. Encourage students to sing along if they want
to. Then ask them to work in pairs and answer the
questions orally. Allow time for them to do this, as you
walk around the class and monitor. Then have them
share and compare their answers with another pair of
students. Read each of the questions aloud and allow
different students to give answers for each. Have the
rest of the class agree or disagree with the answers.
Answers: 1 your local Hip Hopper; 2 Yes; 3 No; 4 No;

5 Answers may vary.
Classroom Management: Songs that work best
in the English language class are almost invariably
those that produce some sort of response to the music.
Songs with a good story line or a message make a good
choice because students can then agree or disagree on
the general idea or what happened, and perhaps why
it happened.
Some possible follow up activities for songs are:

writing a letter or a mobile phone message from one
of the characters in the song to the singer, drawing a
storyboard to reconstruct the text with pictures, or
having students add to the lyrics of the song.
emember Next class students will need: white
sheets of paper and markers.
Lead-in
Class
Give each student a blank sheet of paper, or they can

work on a blank page in their notebooks. Ask for a
volunteer to come and sit at the front of the class.
He describes a person known by everybody and the rest
of the class has to draw the person being described.
Once the student finishes describing the person,
students show their drawings to the rest of the class and
guess who the person is. Repeat with a couple more
volunteers if time allows.
4 Listen to the conversations and answer

the questions.
This activity allows students to identify form of
communication: face to face and by telephone. Draw
students attention to the first picture on page 16.
Ask: Who are they? Where are they? What are they
talking about? Elicit answers. To recognize the
behaviors of speakers and listeners which support
meaning, tell students that they are going to listen to the
conversation between the people in the picture. Ask
them to listen carefully. Play the CD. To differentiate
speech register, ask: Was the conversation formal or
informal? Elicit answers. Have students answer the
questions in Activity 4 individually. Then go to the
second picture and repeat the procedure. When they
finish answering the questions, explain they will be
doing peer correction: ask students to exchange books
with a classmate. Explain they are going listen to the
conversations again, to check their classmates answers.
Ask them to mark the right answers with a small tick
and the wrong answers with a small cross. Play the CD
and have the students check answers as they listen.
Have students return the books to their classmates.
Then read each of the questions aloud and have the
class give the answers in unison for students to make
corrections if necessary.
06
Answers: 1 a They are at the pharmacy. b The boy;

2 a telephone; b Because her cat cant get down from
the tree.
30
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Classroom Management: To help students

become aware of their mistakes and the correct
answers, it is always a good idea to simply indicate
where the error is and encourage them to try again
and make corrections, rather than give the correct
answers right away.
Stage 3: I think
5 Read these extracts from the
conversations in Activity 4. Write A for
Affirmative sentences, Q for Questions
and N for Negative sentences.
Having students analyze and think about different
sentence types promotes the development of thinking
skills. Write the words affirmative, questions, and negative
on the board. Ask students if they understand what the
words mean. Explain if necessary. To distinguish the
composition of expressions and sentence types, ask them
how they differentiate sentences from questions, and
affirmative from negative sentences. Possible answers
are: questions end with a question mark, the particle
not is present in negative sentences, etc. Allow some
students to give the answers and give example sentences.
Write some of the example sentences on the board to
emphasize the differences and make sure that all the
class agrees and can differentiate the sentences.
Then ask students to open their Student Books to page
16. Ask them to read the extracts from the conversations
in Activity 5 and write A, Q or N. Have them share and
compare their answers with a classmate. Then read
each of the extracts aloud and have the class give you
the answers in unison.
Answers: 2 Q; 3 A; 4 N; 5 A; 6 Q
6 Read the conversation and label its parts
using words from the box.
Elicit from students the meanings of the words in the
box. Clarify if necessary and make sure all students
understand them. Then ask them to describe the picture.
Ask: Who are they? Where are they? What are they
talking about? Tell students they are going to read the
conversation between the people in the picture and that
they have to label its parts using words from the box.
Allow time as you walk around the class monitoring
and helping students if necessary. Ask them to share
and compare their answers with a classmate.
Answers: 1 Introduction; 2 General Information;
3 Detailed Information; 4 Conclusion
Alternative Activity: To differentiate speakers and

turns of participation, ask students to work in pairs and
act out the conversation. Encourage students to get
involved in their roles and to adjust volume and speed
within the dialogue. Then ask for volunteers to come to
the front and perform the dialogue. Have the rest of the
class vote for the best performance.
Time: 20 minutes
7 How do you say the sentences in Activity 6
in your own language?
To predict central sense from words and expressions
that are known and/or similar to those in the native
language, ask students work in pairs and decide how
they would say the sentences in Activity 6 in Spanish.
Allow time for students to think and decide; then ask
them to practice the conversation with their partner in
Spanish. Encourage them to make the conversation
sound as natural as possible. Walk around the class,
monitoring. Then ask for volunteers to come to the
front and perform the dialogue in Spanish. Ask the rest
of the class to follow the conversation in their books,
making sure the sense and meaning of the sentences is
the same in English and Spanish.
Answers may vary.
Lead-in
Class
Choose a word which is long, difficult and unknown to

the students and write it on the board. In pairs and
without using a dictionary, students have to write down
a definition for the word. Allow them time to think and
write their definition. Then ask for volunteers to read
their definitions aloud. Then the class votes for the
definition they think is the correct one. Read the
correct definition for the word aloud or have students
look the word up in their dictionaries for the correct
definition. Repeat with other words if time allows.
8 Read the sentences. What do you notice

about the word order?
draw their attention to the example sentences. Ask: Which
is an affirmative sentence/negative sentence/question? Elicit
answers. Then ask different students to tell you what they
notice about the word order in the sentences. E.g.,
affirmative and negative sentences always begin with the
subject. Questions begin with an auxiliary verb, etc. If
necessary, copy the sentences on the board and help
students notice the different features of each sentence.
Make sure the rest of the class agrees with the observations.
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Classroom Management: The inductive

approach to teaching language starts with examples
and asks learners to find rules. Under this approach,
language is acquired by a process of observation,
hypothesis and experiment. The main objective is to
help learners to notice for themselves how language is
typically used. Learners are encouraged to focus on a
particular feature of language, identify instances of the
feature, make discoveries and articulate generalizations
about its use.
9 Write the sentences in Activity 8 in the
correct place in the table.
This activity promotes the development of learning
skills and autonomous learning. To help students
distinguish composition of expressions, go over the
labels in the column with the students. Then ask them
to look back at the sentences in Activity 8 and to write
them in the correct place in the table. Then ask them to
share and compare their answers with a classmate. Also
walk around the class and check answers to make sure
all students have completed the table correctly.
Answers: Subject + auxiliary + verb (Affirmative):
You can get cough medicine at the pharmacy. Auxiliary
+ subject + verb (Interrogative): Do you want a small
or a large box? Subject + negative auxiliary + verb
(Negative): You cant buy stamps at the library.
Alternative Activity: Ask students to copy the table in
Activity 9 of their Student Book in their notebooks and
to add two more example sentences to each category.
Then have them share and compare their sentences with
a classmate. To establish tone and intonation of
sentences, ask for volunteers to read their example
sentences aloud and have the rest of the class call out if
the sentences are affirmative, negative, or questions.
Time: 10 minutes
Stage 4: I practice
Make sure students understand the meaning of the
word unscramble. Explain if necessary. Have them open
their Student Books to page 18 and draw their attention
to the pictures. Ask different students to say the names
of the things they see in the pictures and ask: Where
can you find (object)? Elicit the names of the places.
Then have students unscramble the sentences
individually. Allow time for them to do it, as you walk
around the class monitoring. When they finish, ask
them to exchange books with a partner and explain that
they will be checking their classmates work. Ask for

volunteers to come to the board to write and read the
unscrambled sentences aloud. Have the rest of the class
agree or disagree with the word order and check the
answers of their partners book by making a mark if the
sentence needs correction. Then have them return the
books to their classmates and allow time for them to
make corrections to their sentences if necessary.
Answers: 1 You can find CDs at the music shop. 2 You

can have lunch at the restaurant. 3 You can take classes
at the school. 4 You can go running in the park. 5 You
can see a doctor at the hospital.
Alternative Activity: Ask students to choose two
services and write two more sentences in their
notebooks, one for each service of things you can do
there. Then ask them to share and compare answers
with another classmate and ask for volunteers to read
their sentences aloud.
Time: 5 minutes
Classroom Management: Effective writing

depends on ones ability to structure and organize
words and sentences into a meaningful whole. One of
the first steps for teaching writing is to use sentences
whose words have been scrambled for students to
become aware of how writing is organized. This makes
the internal structure (syntax) of the sentences the
immediate problem for the student to solve.
Lead-in
Class
Ask for a volunteer to come to the front of the class and

act out an activity that all students are familiar with e.g.,
cooking. The rest of the class has to guess what that
student is doing and say the action word aloud.
The student who guesses first comes to the front of the
class and acts out another activity. Repeat with different
students if time allows.
11 Read the list of community services.

Write what you can do there using words
from the box.
This activity asks students to compose sentences to
provide and be provided with information. Have students
open their Student Books to page 19 and draw their
attention to the words in the box. Make sure students
can locate key words for actions and understand the
meaning of each of them. If explaining is necessary, ask
other students to act out the actions for the rest of the
class to guess their meaning or explain meanings
32
7/15/11 11:29 PM
yourself. Then go over the list of community services and

elicit from students what they can do in each of them by
asking: What can you do at the (place)? Then ask them to
write what can be done in each place in the spaces
provided, using words from the box. Walk around the
class, monitor and help if necessary. Call the names of
the community services aloud and have different students
read what they wrote. Have the rest of the class agree or
disagree with the answers.
Answers: Answers may vary but suggestions include:

2 You can go running. 3 You can have lunch. 4 You can
borrow books. 5 You can buy CDs.
Stage 5: I can
12 In pairs, choose a community service.
Write the expressions you need to start a
conversation, find information, and end the
conversation.
Ask students to name the different community services
they know aloud. Write them on the board. Get students
in pairs and ask them to choose a community service.
Ask them to open their Student Books to page 19 and
draw their attention to the table. Help them notice the
kind of language used when starting a conversation,
and to find information at a library. To help students
use language as a means to access public service, ask
them to think what expressions they would use to have
a similar conversation related to the community service
they chose, and what information they would ask for.
Then guide students to complete the conversation in
the chart and select either a restaurant or music shop.
By doing this, students will choose word repertoire
relevant to an exchange. Allow some time for students
to think and then ask them to write the expressions
they need to start a conversation, find information and
end the conversation related to the service they chose.
Allow time for students to write the sentences, walk
around the class monitoring and helping if necessary.
Ask them to read the expressions they wrote and
have other students that chose the same service add
more or complement the expressions. Repeat for other
services. Make corrections if necessary.
13 Write your conversation and practice it

with a classmate.
Draw students attention to the example. Have them
read it in silence and then ask for volunteers to read
it aloud. In pairs, ask them to write a conversation
related to the community service they chose in Activity
12, using the expressions they wrote to help them start
the dialogue with the help of written guidelines, and
using the example as a model. By doing this, students
will be composing sentences to provide and be
provided with information. Encourage them to include
relevant details and interesting information when they
write their conversation and to use pertinent speech
register based on the addressee. Allow enough time for
students to write the conversation. Walk around the
class, monitoring and helping if necessary. To read
sentences to practice pronunciation and to foster
confidence within interpersonal relationships, ask
students to practice the conversation and take turns
playing the roles. Encourage them to adjust volume and
speed within the dialogue. They will also be asking and
answering questions to acquire and understand
information. Walk around the class, monitor and
correct pronunciation if necessary. Call out the name of
a service and have students raise their hands if they
chose it. Ask for volunteers to come to the front and act
out their conversation. Have the rest of the class give
volunteers a round of applause after they finish
performing. Repeat for other services.
Answers may vary.
Classroom Management: As teachers we need to

encourage students to speak in a variety of different
situations, and hence help them to learn to speak with
confidence. The effective use of role-plays can add
variety to the kinds of activities students are asked to
perform. It encourages thinking and creativity; it lets
students develop and practice new language and
behavioral skills in a relatively safe setting, and can
create the motivation and involvement necessary for
real learning to occur.
Answers may vary.
Cultural Note
In very formal exchanges How may I help you? or
What can I do for you? are used. Can I help you? is
more informal than the previous two.
33
7/15/11 11:29 PM
Unit 1
Product 1 A
cting-out a Dialogue
Choose a classmate to act out a dialogue about
providing services.
Choose the community service about which
information is to be exchanged.
Decide roles and turns of participation.
Lead-in
Class
Student Book
p. 20-21
Compose the sentences to provide and be provided

with information.
Revise that the sentences are understood when
spoken and listened to.
Practice enunciation.
Perform the dialogue.
Stage 2: I plan
One student begins a sentence by saying only one word.

A second student must say a word which continues the
sentence. A third must continue, and so on, until
someone says a word that does not fit syntactically or
grammatically.
If the sentence comes to a logical end without error,
the next student may say period and begin a new
sentence with a new word. You may suggest a topic to
get things started.
2 Work in pairs. Decide what you need from

the service that you chose.
Draw students attention to the examples and ask them
to decide what information they need from the service
they chose. To help them, ask questions like: What
information can you ask for? What can you buy or get
there? What else can you do there? Elicit answers. Give
them enough time to think as you walk around the
class, monitoring and helping if necessary.
Stage 1: I get ready
3 What materials do you need? Make a list.

Have students think again about the final product for
acting-out a dialogue. Have them think about the
materials they might need in order to be able to act out
the dialogue including paper to write it down and
materials such as pen or pencil, markers, etc. Ask them
to make the list of materials in their books, in the space
provided. Then have different students share their lists
of materials with the rest of the class.
1 In pairs, choose one of the community

services.
Have students open their Student Books to page 20
and ask: What is the final product of this unit? Elicit
from students what they think they have to do and the
steps they have to follow in order to be able to act out a
dialogue. Explain that they are going to act out a
dialogue about the providing of a community service.
Ask them to choose a classmate to work with and act
out a dialogue about providing services and to sit in
pairs. Then ask them to choose the community service
about which information is to be exchanged from the
options in the box. Give them some time to think and
decide which one to choose. Then give each pair of
students a blank sheet of paper and a marker and ask
them to write their names and the name of the service
they chose on it. Collect their papers for the next class.
Classroom Management: Quick ways to pair
students are: asking them to find someone whose
name or last name starts with the same letter as theirs;
finding someone whose birthday is during the same
month as theirs; finding someone whose favorite food
is the same as theirs.
Stage 3: I do
4 Decide which questions to ask.
In their pairs, have students read the questions
provided in silence and decide which ones they can use
in their dialogue. Make sure they understand the
meaning of all of them. If necessary, explain meanings
or ask students to do it. Allow time for students to read
the questions and decide which ones they can use. Have
them underline the questions they want to include in
their dialogue. Walk around the class, monitoring and
helping if necessary.
5 Discuss your possible answers and offer
more detail. Here is some useful vocabulary.
In their pairs, have students discuss possible answers
for the questions they chose in Activity 4. Ask them to
refer to the examples provided and to circle the words
they can use in their dialogue. Allow time for them to
34
7/15/11 11:29 PM
choose the words. Walk around the class, monitoring

and helping if necessary.
emember Next class students will need: the
students sheets of paper with their names and the name
of the community service written on them, white sheets
of paper, markers, and tape.
Lead-in
Class
Ask students to stand in line along the walls in the class

and give the student in the front of the line a marker to
write on the board. Then write with your finger a letter
on the back of the student at the end of the line. That
student then writes the word he thinks you wrote on his
back on the back of the student in front of him and so on.
The student with the marker tries to guess the letter and
writes a word that begins with that letter on the board.
6 Write out your dialogue with a proper

ending. Follow the examples below.
Have students work with the same partner they worked
with during the previous class. Have them open their
Student Books to pages 20-21 and go over Activities
1-5 quickly, to remember all the sentences, questions,
words and expressions they had chosen for their dialogue.
Give them a couple of minutes to do this. Then, draw
their attention to the possible endings in Activity 6.
Have them read them in silence, making sure they
understand all of them. Provide explanations and clarify
if necessary. Have students choose one ending they
think they could use in their dialogue.
Allow them time to do this, as you walk around the
class, monitoring and helping if necessary.
Then ask students to put everything together to
write their dialogue: the questions, the answers, the
ending and to compose the sentences to provide and
be provided with information. Have them write their
dialogue in their notebooks. Encourage them to add
relevant details or information. Walk around the class
monitoring and helping if necessary.
Classroom Management: Students can take a lot
of time writing. If necessary, set time limits for writing
activities, so students dont get distracted and use time
efficiently.
7 Decide roles and turns of participation.
Ask students to decide what role each of them is going
to play when performing their dialogue and the
appropriate turns of participation. Give them some
time to do this, as you walk around the class,
monitoring and helping if necessary.
Stage 4: All ready to share

8 In pairs, practice the dialogue and act it out
in front of your group.
To revise that sentences are understood when spoken
and listened to and to practice enunciation, ask students
to practice their dialogue in their pairs. Encourage
them to adjust volume and speed, use the appropriate
tone and intonation for questions and answers, and
adopt the appropriate attitude. Walk around the class,
monitoring and helping students with their pronunciation
and intonation if necessary. Draw students attention to
the useful expressions chart and ask for volunteers to
come to the front and perform the dialogue. Encourage
them to use some of the questions from the useful
expressions chart. Have them bring the sheet of paper
with their names and the community service they chose
written on it and display it on the board or a wall. Have
as many pairs of students as time allows come to the
front and act out their dialogue. Encourage the rest of
the class to show appreciation and respect for their
classmates performance. Then have students vote for
the performance they liked the most and have them tell
you why they think it was the best.
I learn
Ask students what they can do now that they couldnt

do at the beginning of the learning environment and
listen to their responses. Encourage them to identify the
activities that they found especially helpful during the
process of making the product. Then have them answer
the I learn box. Explain that its purpose is to assess their
performance while making the product in order to
improve weaknesses and reinforce strengths during the
process. Briefly have them discuss their responses to the
self-assessment in groups or with the rest of the class.
Give positive feedback for their effort and progress.

Can identify subject matter, purpose and intended

audience.
Can predict central sense from words and expressions
similar to those of the native tongue.
Can distinguish expressions during oral exchanges.
Can recognize the composition of expressions during
oral exchanges.
Can produce expressions to provide information.
Can adjust volume and speed when constructing
oral texts.
To formally assess this learning environment go to page 154.
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7/17/11 2:21 PM
Unit 1
Lesson 3
Determine subject matter, purpose and
intended audience.
Identify the author.
Use different comprehension strategies.
Recognize graphic and text arrangement.
Predict contents based on graphic and text components.
Identify explicit information to find key events.
Recognize central sense from key events.
Determine order and number of key events.
Arrange events in a sequence.
Lead-in
Student Book
p. 22-27
Complete sentences with verb forms that express

continuous and past actions.
Express reactions and personal opinions about events.
Identify differences between British and American
English (-our/or).
Identify text components.
Revise adverbs of time.
Identify elements in narrative: characters, events.
Materials:
Audio CD
White sheets of paper, colored pencils or markers
Class
Ask a volunteer to leave the classroom. While the

student is out of the room, the other students change
their sweaters, shoes, coats and so on. Bring the student
who went out of the classroom back inside. He has to
guess the differences.
Stage 1: I know
1 Do you know this legend? In pairs, discuss
what you can remember about the story.
To activate previous knowledge, write the word legend
on the board. Elicit from them the meaning of the word
and ask them if they know any. Allow students to tell
you about the legends they know.
Have them open their Student Books to page 22 and
draw their attention to the illustration. To predict contents
based on graphic and text components, ask: Do you know
this legend? Who are they? Hold up your book at the front
of the class and point to the sword, ask: What is it? Explain
or elicit from students the meaning of the word sword.
Encourage students to tell you what they know of or have
heard about King Arthur and Merlins legend.
Cultural Note
The following text is a quick summary of the
legend of King Arthur.
Arthur was the first-born son of King Uther
Pendragon and heir to the throne. However, these
were very troubled times and Merlin, a wise magician,
advised that the baby Arthur should be raised in a
secret place and that no one should know his true
identity. As Merlin feared, when King Uther died there
was great conflict over who should be the next king.

Merlin used his magic to set a sword in a stone. Written
on the sword, in letters of gold, were these words:
Whoever pulls this sword out of the stone is the rightful
King of England. Of course all the contenders for the
throne took their turn at trying to draw the sword, but
none could succeed. Arthur, quite by chance, withdrew
the sword for another to use in a tournament. Following
this he became King of England.
Stage 2: I build
2 Read the extract and circle T for True and
F for False.
Draw students attention to the illustrations in Activity 2.
To determine subject matter, purpose and intended
audience ask: What kind of book is it? Elicit answers.
To identify text components and to identify the author,
ask Whats the title of this story? Whos the author? Elicit
answers. Then make them notice that this story is an
extract, taken from another story.
To use different comprehension strategies, ask them
to skim the text to quickly identify the main idea in
silence. Elicit the main idea from students. Ask: What
kind of information is it? Elicit answers. Then ask them
to read the extract again, individually and in silence.
Ask them to underline any new words they find and
explain their meaning when students finish reading.
Then ask them to read the questions. Make sure all
students understand them and clarify if necessary.
Then ask them to circle T for True or F for False. The
questions will help them recognize graphic and text
arrangement. Allow time for them to complete the
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7/15/11 11:29 PM
activity as you walk around the class, monitoring. Have

students exchange books with a classmate to share and
compare their answers. Then, as a whole class activity,
check answers orally, having students answer in unison.
Answers: 1 T; 2 F; 3 F; 4 T; 5 T
Classroom Management: Skimming is used to
quickly identify the main ideas of a text. Skimming is
done at a speed three to four times faster than normal
reading. People often skim when they have lots of
material to read in a limited amount of time.
Scanning is a technique often used when looking
up a word in the telephone book or dictionary. One
searches for key words or ideas. In most cases, one
knows what to look for, and therefore concentrates on
finding a particular answer. Scanning involves moving
our eyes quickly down the page seeking specific words
and phrases. Scanning is also used when first finding a
resource to determine whether it will answer specific
questions. When scanning, look for the authors use of
organizers such as numbers, letters, steps, or the words:
first, second, or next. Look for words that are printed in
bold-face, italics, in a different font size, style, or color.
Sometimes the author will put key ideas in the margin.
Stage 3: I think
3 Skim the text to find the general idea of
each paragraph.
Have students turn to page 23. Draw their attention to
the shield and explain that they have to skim the text to
quickly find the general idea of each of the paragraphs
and write it in the space provided. By doing this,
students will be making use of different comprehension
strategies. Allow time for them to do this. Walk around
the classroom and monitor. Then ask for volunteers to
say what the main ideas are. Have the rest of the class
agree or disagree.
Answers: 1 There was a sword stuck in a stone.
2 Arthur pulled Excalibur out of the stone. 3 Arthur
became the King.
4 Scan the paragraphs to find the specific

information below.
Draw students attention to the questions and make
sure they all understand them. Explain that they are
now going to read the text again, individually and in
silence, to specifically look for the answers to the
questions. By doing this, students will be identifying
explicit information to find key events and recognizing
central sense from key events. Allow time for them to

do this, as you walk around the class and monitor. Then
have them share and compare answers with a classmate.
Check answers orally, asking for volunteers to read them.
Have the rest of the class agree or disagree. Then ask
students what they think about this legend. Allow different
students to express their reactions and personal opinions
about the events.
Answers: 1 The Archbishop of Canterbury; 2 Whoever

pulls this sword out of the stone is the rightful King of
England; 3 Sir Kay; 4 His sword; 5 Excalibur; 6 Arthur;
7 Because they didnt want a young king; 8 When he
was the only one to pull out the sword.
sheets of paper, colored pencils or markers.
Lead-in
Class
For a quick review of adverbs of time, draw a time line

on the left side of the board with the days of the week,
Monday through Sunday. Next to it write the following
words in the form of a list: every day, once a week, twice
a week, sometimes, never. Then ask: How often do you
read? Have them use the information on the board as
reference for their answers. Then ask: What kinds of
books do you usually read? Elicit answers from different
students. Then ask: Whats your favorite book/tale/
story? Allow different students to answer the question
and encourage them to say why that particular book/
tale/story is their favorite. Then write the words
favorite and favourite on the board. Explain that there
are a few differences between American and British
English in spelling of certain words. Words ending in an
unstressed -our are British English (e.g., colour, flavour,
honour, neighbour, rumour, labour, humour). Words
ending in -or are American English (e.g., color, flavor,
honor, neighbor, rumor, labor, humor). The pronunciation
of the words is the same, or nearly so.
5 Match the sentences to the elements in

Elicit from students the key events of King Arthurs
legend. Then ask them to open their Student Books to
page 24. This activity will allow students to determine
the number and order of key events in a text. Ask
students to get in pairs and explain that they have to
match the sentences to the elements and text
components.
Make sure all students understand the sentences and
the elements in the right column. Refer students to the
Glossary on page 157 to clarify the meaning of words.
Allow time for students to complete the activity as you
walk around the class, monitoring. Then have students
share and compare their answers with another pair of
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7/15/11 11:29 PM
students. Then, as a whole class activity, check answers

orally, reading the sentences aloud and having students
say the corresponding text component in unison.
for volunteers to read the sentences and say the tense

they are in. Have the rest of the class agree or disagree
with the tenses.
Answers: 1 d; 2 g; 3 b; 4 e; 5 a; 6 f; 7 c
Answers: 1 past simple; 2 interrupted past; 3 past

simple; 4 past simple; 5 past continuous; 6 past simple;
7 interrupted past
Alternative Activity: Have students conduct a class

survey to find out how often their classmates read books,
what the most popular type of book is among the class,
and which ones are their classmates favorite books/
stories/tales. Write the questions: How often do you
usually read? What kinds of books do you usually read?
Whats your favorite book/tale/story? on the board for
students to use as reference.
Have each student interview five other classmates
and collect the information on blank sheets of paper or
their notebooks. Walk around the class, monitoring.
Time: 20 minutes
6 Complete the sentences using words
from the box.
Draw students attention to the words in the box. Make
sure they all understand their meaning and explain if
necessary. Explain they have to complete the sentences
using words from the box. Make sure they understand
the sentences. Refer students to the Glossary on page
157 to clarify the meaning of words. Allow time for
them to complete the activity as you walk around the
class, monitor and help. Then ask for volunteers to read
each of the completed sentences aloud and have the
rest of the class agree or disagree with the words used.
Answers: 1 title; 2 character; 3 setting; 4 events;
5 development
7 Write the correct tense after each
sentence: past simple, past continuous,
or interrupted past.
Draw students attention to the example sentences.
Ask them how they know the sentences express past
simple, past continuous or interrupted past. If necessary,
remind them of the differences between these three
tenses: the simple past is used to talk about actions that
started and ended in the past; the past continuous is
used to talk about actions that started in the past and
continued to happen for some time in the past; the
interrupted past refers to actions in the past that were
suddenly interrupted by another event.
Have them work in pairs to analyze the sentences
and write the correct tense after each. Allow time for
them to do this as you walk around the class, monitoring
and helping if necessary. Then ask students to share and
compare their answers with another pair of students.
Check answers orally, as a whole class activity, asking
Classroom Management: Critical thinking is the

process by which our brains collect evidence, analyze
the content of this evidence, evaluate assertions made
by the evidence and then draw our own conclusions.
In other words, it is the ability to think by ourselves. It
is something that we can train students to do and help
them move towards becoming self-directed learners.
Core critical thinking skills include observation,
interpretation, analysis, inference, evaluation,
explanation, and meta-cognition.
A critical thinker can interpret and understand
information, solve problems, make decisions based
on evidence and is someone who collaborates
and cooperates.
Lead-in
Class
Ask one student to say the beginning of a sentence in

a story form, for example: Once there was a boy aloud.
The next student will have to repeat that phrase and
complete it: Once there was a boy whose name was John.
In this way students keep building up a story as well as
remembering what the previous sentences were.
The student who forgets a line will leave the game
and the next student will have to start a new story. This
game not only improves students memory but also
encourages them to be creative in storytelling.
8 Complete the sentences using words

from the box.
This activity promotes life-long learning strategies and
autonomous learning. Ask students to look back to
Activity 7 and revise the sentences and the tense each
one is written in. Have students recall orally when each
of the tenses is used (the simple past is used to talk
about actions that started and ended in the past; the
past continuous is used to talk about actions that started
in the past and continued to happen for some time in
the past; the interrupted past refers to actions in the
past that were suddenly interrupted by another event).
Then ask them to complete the rules using words from
the box. Allow time to complete the sentences. Ask
students to share and compare their answers with a
classmate. Check answers orally, as a whole class
activity, reading the sentences and having students say
the words they used to complete them in unison.
38
7/15/11 11:29 PM
Answers: 1 past simple; 2 past continuous;

3 interrupted past
Classroom Management: Learning skills or
strategies are approaches applied to learning. They are
generally critical to success in school, are considered
essential for acquiring good grades, and are useful for
learning throughout ones life. They are discrete
techniques that can be learned, usually in a short time,
and applied to all or most fields of study.
9 Number the events from the story in the
correct order.
Ask different students to describe each of the pictures
by asking some of the following questions if necessary:
Who is it/are they? Where is he/are they? What is he/
are they doing? By doing this, they will be identifying
elements in narrative: characters and events. Allow
different students to give the answers. Then have
students number or arrange the events in a sequence.
Check answers orally, as a whole class activity.
Answers: a 4; b 2; c 1; d 3
Alternative Activity: Ask for volunteers to narrate the
sequence of events in the appropriate order, and encourage
them to add relevant information and details if possible.
Have the rest of the class vote for the best narrative.
Time: 15 minutes
10 Underline the actions in past simple and
circle the actions in past continuous.
Ask students what the difference between the past simple
and the past continuous is. Ask for volunteers to give the
answer and provide examples if possible. Refer students
to the Glossary on page 157 to clarify the meaning of
words. Write their answers on the board for the class to
use as future reference during the activity. Then ask for a
volunteer to read the extract. If no one volunteers, read it
yourself. Have the rest of the class follow the reading in
their books. Encourage the use of appropriate intonation
and speed. Explain that they are going to read the extract
again, individually and in silence and that they have to
underline the actions in the past simple and circle the
actions in past continuous. Allow time for students to do
this, as you walk around the class monitoring. Then ask:
What actions did you underline? What actions did you
circle? Have different students give the answers and the
rest of the class agree or disagree.
Answers: underlined: couldn,t, came out, saw, was,
told, was; circled: were trying, were fighting
Stage 4: I practice
07 11 Listen to the story and complete the
text using words from the box.
Have students go to page 26. Go over the verbs in the
box and make sure all students understand them.
Clarify meanings if necessary. Have different students
describe the pictures and ask the class what they think
the story is about by reading the title and the subtitle to
identify text components. Explain they are going to first
listen to the story. Ask them not to write and listen
carefully following it in their books. Play the CD.
Ask what the main idea of the story is and elicit answers
from students.
Ask students to listen to the story again and this time
to complete the text using words from the box as they
listen. By doing this, students will be completing
sentences with verb forms that express continuous and
past actions. Play the CD. Play the CD one more time if
necessary. Then ask students to exchange books with
another classmate and tell them they are going to listen
to the story one more time, to check their classmates
answers. Ask them to draw a small check mark if answers
are correct or a small cross if they arent. Play the CD.
Have students give the books back to their classmates
and make the necessary corrections to their answers. You
can re-check answers orally, as a whole class activity,
reading the sentences aloud and having the students
complete them with the appropriate verb in unison.
Answers: 2 visited; 3 gave; 4 was crossing;

5 was feeling; 6 wanted; 7 looked; 8 saw; 9 was looking
10 were; 11 let go; 12 attacked; 13 lost; 14 took
Alternative Activity:
Ask students if they had heard a story like this one
before. Allow students who have to tell the class about it.
Time: 10 minutes
sheets of paper.
Lead-in
Class
Give each student a blank sheet of paper or they can

work in their notebooks. Explain that you are going to
give them a topic and that they have to write as many
verbs as they can, related to the topic, in one minute.
Say: Things we do with our feet/mouth/hands and give
students exactly one minute to write all the verbs
related to this topic.
39
7/15/11 11:29 PM
12 Complete the organizer.

To identify explicit information to find key events, ask
for volunteers to retell the key events of the story The
Dog and the Shadow. Then have students work in pairs
and look back at the story in Activity 11, and ask them
to skim it and scan it quickly. Then explain they have
to complete the organizer. Allow time for students to
do it, as you walk around the class and monitor. Have
students share and compare answers with another pair
of students. Then have different students read their
answers aloud and ask the rest of the class to agree or
disagree with them.
Answers: Title: The Dog and the Shadow; Main

Character: Jojo; Event 1: The butcher gave him a bone.
Event 2: He saw a bigger bone reflected in the water.
Event 3: He attacked the reflection.
Stage 5: I can
13 Read the fable and complete the organizer.
Write the word fable on the board. Elicit from students
its meaning or explain it if necessary. Ask students if
they know any fables and if they do, allow them to tell
the class about them. Then draw their attention to the
title and subtitle of the fable in their Student Books
page 27. To identify text components, ask: Whats the
title/subtitle? What do you think this fable is about?
Allow different students to express their ideas. Then
ask them to read the fable individually and in silence
and to underline any new words they find. Explain
meanings after they finish reading. Then ask them to
complete the organizer. Walk around the class,
monitoring and helping if necessary. Then ask for
volunteers to read the answers aloud and have the rest of
the class agree or disagree.
Answers: Climax or turning point: Venus threw a

mouse into the room. Title: The Cat-Maiden; Subtitle:
Can people change? Main characters: Jupiter, Venus;
Other characters: maiden; Event 1: Jupiter and Venus
argued. Event 2: Jupiter sent a magic spell turning a cat
into a beautiful girl. Event 3: The girl chased a mouse.
Conclusion: Nature cant be changed.
Cultural Note
A fable is a short story in prose or verse that
features animals, mythical creatures, plants, inanimate
objects, or forces of nature which are given human
qualities. It illustrates a moral lesson, which may at the
end be expressed explicitly in a maxim.
14 Skim and scan the fable again and answer

the questions.
Go over the questions with the students and make
sure they all understand them. Clarify if necessary.
Ask students to skim and scan the fable to answer the
questions. By doing this, they will be making use of
different comprehension strategies. Allow time for
them to do both. Then have them share and compare
answers with a classmate. As a whole class activity,
check answers orally by reading the questions and
having different students give the answers. Ask the
rest of the class to agree or disagree, or to share
their answers.
Answer: 1 The maiden was eating a piece of cake,
when suddenly she saw a mouse. 2 True nature will
always come out.
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Unit 1
Lesson 4
Express reactions and personal opinions about events.
Rewrite key events.
Predict contents based on graphic and text
components.
Arrange sentences to conform events.
Determine order and sequence of key events.
Complete sentences with verb forms that express
continuous and past actions, with the use of
conventional writing.
Use different comprehension strategies.
Establish forms that express continuous or past actions.
Lead-in
Class
Divide the board into two by drawing a vertical line in

the middle. Divide the class into two teams. Have teams
pick a team leader to go to the front of the class. Give each
team leader a marker. Explain that the leaders will have
to write all the words they know beginning with a letter
you will say aloud, on the count of 1, 2, 3, Go! Team
members can help their leader by shouting out words
and by writing words in big letters on paper and
holding it up for leader to see. Stop with 10, 9, 8 ... 0,
Stop! The team leader who writes the most words
correctly will earn one point for his/her team.
Stage 1: I know
1 Check (3) the fairy tales you know.
Work in pairs, choose one tale and write what
you remember about it.
Write the words fairy tale on the board. Ask students if
they know what they mean and allow different students
to share their ideas with the class. If they dont know
what the words mean, explain their meaning. Then ask
students to mention the names of characters of fairy tales
they know and have different students tell you about
the characters and the fairy tales to activate previous
knowledge. Then ask them who their favorite fairy tale
character is and why.
Ask students to open their Student Books to page
28. Draw their attention to the pictures and elicit from
them who the characters are and what fairy tale they
belong to.
By doing this, students will be identifying elements
in narrative. Then ask them to work in pairs and choose
the tale they like the most and write the key events they
Student Book
p. 28-33
Understand and pertinently contribute in discussions.

Foster respect towards others opinions.
Identify elements in narrative.
Identify subject matter, purpose and intended
audience.
Rewrite sentences to conform key events.
Identify explicit information to find key events.
Recognize central sense from key events.
Retell events from illustrations.
Materials:
Reader, Audio CD
White sheets of paper
remember about it in the space provided. Allow time
for them to do it, as you walk around the class,
monitoring and helping if necessary. Ask for volunteers
to read aloud what they wrote. Make sure all fairy tales
are mentioned. If not, elicit from students what the
fairy tale that was not mentioned is about.
Answers may vary.
Cultural Note
A fairy tale is a type of short narrative that typically
features such folkloric characters as fairies, goblins, elves,
trolls, dwarves, giants, or gnomes, and usually magic or
enchantments. These stories may be distinguished from
other folk narratives such as legends (which generally
involve belief in the veracity of the events described) and
explicitly moral tales, including beast fables. Fairy tales are
found in oral and in literary form. Fairy tales are intended
for an audience of children as well as adults.
Stage 2: I build
Reader
The Silkies
p. 20-29
Ask students to open their Readers to page 20 and flick

through the pages of Chapter 2, exploring the pictures.
Have different students describe what they see. Ask the
following:
What do you think the text is about?

Where can you find information like this?
Who would read or look for this kind of information?
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By doing this, students will be identifying subject

matter, purpose and intended audience and predicting
content based on graphic and text components. Draw
students attention to the title of the story and the first
paragraph on page 20 and read them aloud. Ask them
to follow the reading in their Readers. Make sure they
understand the meaning of the words seals, souls and
drowned. Ask them if they found any other new words
and explain their meaning.
Tell them they are now going to read one of the legends
about The Silkies. Ask for volunteers to read each of the
pages of the story and have the rest of the class follow
along in their Readers. If no one volunteers, continue the
reading yourself. Ask questions after each page to check
for comprehension, and check for new vocabulary. Refer
students to the Glossary when appropriate.
When the reading is finished, ask students what they
think about the story. By doing this, they will be expressing
reactions and personal opinions about events. Allow a
couple of students to share their ideas with the class.
Then ask them to go to page 30 and get in pairs. Explain
they have to answer questions 1 to 6, and that they can
look back at the story if necessary. Make sure all students
understand the questions and allow time for them to
answer them. Walk around the class, monitoring and
helping. When most students have finished, ask for
volunteers to read the questions and give the answers.
Have the rest of the class agree or disagree.
Then ask students to complete Activity 2 by circling
the correct answer. Make sure all students understand
the questions and allow time for them to answer them.
Walk around the class, monitoring and helping if
necessary. When students finish, have them compare and
check their answers with another pair of students. Then,
as a whole class activity, check answers orally, having
students answer in unison. Check answers in the Reader
Answer Key on page 171 of the Teachers Guide.
Alternative Activity: To raise students interest in the

story they will be reading, hold up your Reader at the
front of the class and show students the first page of the
story. If necessary, walk around the class so all students
get to see the illustration. Ask them to describe it.
Repeat with all the illustrations, helping students with
new vocabulary if necessary. Then ask for volunteers to
predict what the content of the story is, based on the
graphic components. Then proceed with the reading.
Time: 10 minutes
Ask for volunteers to say the key events of The Silkies
aloud and encourage the rest of the class to add important
details to each one. Then have them open their Student

Books to page 28 and draw their attention to the table.
Explain they have to match the sentences to the pictures.
Make sure all students understand the sentences.
Clarify if necessary. Allow time for students to complete
the activity and then have them share and compare
their answers with another classmate. Allow them to
make corrections if necessary. Then, as a whole class
activity, check answers orally by reading the sentences
aloud and having students say the letter of the
corresponding picture in unison.
Answers: 1 c; 2 a; 3 e; 4 g; 5 d; 6 f; 7 b; 8 h
Lead-in
Class
Write your name across or down on the board being

sure not to crowd the letters. Students take turns coming
to the board, saying their name, and writing it across or
down, overlapping one letter that is already on the board.
Its usually best if you allow students to volunteer to come
up rather than calling on them in case a letter in their
name isnt on the board yet, although the last few students
may need encouragement if theyre shy.
3 Number the events in the correct order.

Ask for volunteers to retell the key events of The Silkies.
Encourage the rest of the class to add relevant details
or information. Then ask students to open their
Student Books to page 29 and have them read the
sentences in silence. Make sure they all understand
them. Then ask them to number the events in the
correct order. By doing this, students will be arranging
events in a sequence and can also determine order and
sequence of key events. Allow time to complete the
activity. Walk around the class monitoring. Then have
students share and compare their answers with another
classmate. Check answers orally as a whole class
activity, having different students read each of the
events in the correct order. Have the rest of the class
agree or disagree with the sequence of events.
Answers: left column = 4; 7; 5; 2; 6; right column = 9;
1; 3; 8
Stage 3: I think
4 Check the story of The Silkies in
Activity 3. Write a cross () next to the things
you didnt like and a check mark (3) next to
the things you liked.
This activity will help students understand themselves
and their ability to make decisions as well as promote
self-awareness. Refer students to the Glossary on page
157 to clarify the meaning of words, if necessary. Explain
they are going to reflect about the sentences and
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express their opinions about them by marking the

things they liked and didnt like about the story.
By doing this, students will be expressing reactions and
personal opinions about events. Allow time for students
to do this, as you walk around the class and monitor.
Ask students to share their answers with another
classmate and tell each other why they liked and didnt
like the things they marked. This will foster respect
towards others opinions. To get a general idea of how
the class feels towards the different events, read the
sentences aloud and ask students who wrote a check
mark next to them to raise their hand. Allow students
who wrote cross next to the events to explain why they
didnt like them and promote a class discussion, so that
students have the opportunity to understand and
pertinently contribute in discussions.
Answers may vary.
Alternative Activity: To find out the events most

students liked and didnt like, draw a three column table
on the board. Write numbers one to nine in the first
column. Each number corresponds to a sentence from
the activity. Then label the other two columns with a
happy face for like and a sad face for didnt like. Ask
students to raise their hands if they liked each of the
events and count the number of hands. Write the number
in the like column. Do the same for didnt like. Then
analyze the information with the students: Did they like
more events than ones they didnt like or vice versa?
Which event did the most students like/didnt like?
Time: 15 minutes
5 Check the story of The Silkies in Activity 4
again and answer the questions.
Have students refer to Activity 4 and re-read the sentences.
Then draw their attention to the example questions and
answers. Read the first example aloud, as students follow
along in their books. Make sure they understand the
question and the answer. If necessary, explain that when
asking for reasons, questions begin with Why ? and
answers include because, which shows the reason for a
situation. Explain they have to answer the questions, giving
reasons. Allow time to answer the questions, as you walk
around the class, monitoring. Guide students to refer to
the story in Activity 4 if necessary to complete their
answers. Then read the questions aloud and have
volunteers say the answers aloud. Have the rest of the class
agree or disagree with the answers.
Answers: 2 it wanted to go with its seal mom; 3
Because he didnt want to harm the seals; 4 the tide was
rising very quickly; 5 he was looking for clams
6 Skim The Silkies again and complete

the organizer with the key events from the
story in Activity 4.
This activity helps students develop thinking skills
by having them complete a graphic organizer.
Ask students to take out their Readers and have them
skim the text. By doing this, they will be making use of
different comprehension strategies. Then ask them to
open their Student Books to page 30 and draw their
attention to the organizer. Explain they have to complete
it with the key events from the story in Activity 4. By
doing this, they will be rewriting sentences that
conform key events. Allow time and walk around the
class monitoring. Have students share and compare
their answers with a classmate.
Answers may vary.
Classroom Management: Graphic organizers

are visual representations of knowledge, concepts or
ideas. They are known to help relieve learner boredom,
enhance recall, provide motivation, create interest,
clarify information, assist in organizing thoughts, and
promote understanding.
sheets of paper.
Lead-in
Class
Give students a piece of white paper and ask them to

write down their name and two facts of your choice
(such as a favorite fruit and sport). Have everyone wad
the pages into snowballs and toss them around for a
few minutes. On your signal, everyone should unwrap a
snowball, find the person who wrote it, and ask one or
two more facts. If time allows, ask students to introduce
the person they interviewed to the rest of the class.
Remember that each student will need to ask one
person the questions and be asked questions by a
third person.
7 Match the words to the descriptions.

This activity promotes life-long learning, learning
autonomy and the development of learning strategies.
Ask students to read the words and the definitions in
the table and make sure they all understand them.
Clarify if necessary. Then have them match the words
to the descriptions. To check answers, say each of the
words aloud and have the class read the corresponding
description in unison.
Answers: 1 b; 2 c; 3 a
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Alternative Activity: Books closed. Write the words

events, conclusion and climax or turning point on the
board. Ask for volunteers to come up with possible
definitions for each of them and have the rest of the
class choose the definitions they think are more
appropriate. Then ask them to open their Student
Books and draw their attention to the definitions.
Have them compare the definitions they gave with the
ones in their books. Then have them match the words
to the corresponding description.
Time: 10 minutes
Stage 4: I practice
8 Read The Silkies in Activity 4 again. Write
complete sentences about the events you
liked or didnt like from the story using words
from the box.
In this activity, students will express reactions and
personal opinions about events and will complete
sentences with verb forms that express past actions,
with the use of conventional writing. Ask students to
go back to Activity 4 and go over the sentences again.
Then draw their attention to the words in the box, go
over them with the students and make sure they all
understand their meaning.
Clarify if necessary. Then ask them to complete the
information with their personal opinions about the
events by writing sentences using words from the box.
Allow time for them to do this, walk around the class
and monitor. Then ask students to share and compare
answers with a classmate and ask for volunteers to
share their sentences with the rest of the class.
Answers may vary.
Alternative Activity: Have students conduct a class

survey to find out which was the event that most students
liked and which was the one that most students didnt like.
Time: 15 minutes
9 Write the sentences under the correct
heading.
Write the words cause and effect on the board and elicit
their meaning from students. Then draw their attention
to the graphic organizer and read the first two examples:
Cause and Effect. Have students read the second example
provided in the Effect section and ask them to find a
possible Cause to that Effect from the sentences in the
box and write it down in the Cause section. Repeat the
procedure for the third example in the Cause section.
Ask students to choose the appropriate Effect from
the sentences in the box. Then allow them to complete
the rest of the activity individually, by choosing the

appropriate Cause for each of the Effects. Allow time for
students to do this, as you walk around the class
monitoring and helping if necessary. Have students
share and compare answers with a classmate and as a
whole class activity, check answers orally.
Answers: Cause: Billy saw little bubbles in the sand,

Billy heard a loud cry from behind the rocks. Effect: He
ran to the rocks and saw a large seal on the small beach.
It began to cry.
Alternative Activity: Books closed. Write the title of
the two stories that appear on the Student Book page
31 Activity 10 on the board and ask students if they
have ever heard any of them. Translate the titles into
Spanish if necessary (Jack y las habichuelas mgicas, El
patito feo), for students to make the connection with
what they know about them. Have volunteers retell the
main events of each of the stories and ask the class to
tell which story they like the most out of the two and
why. Allow different students to express their opinions.
Time: 10 minutes
10 Circle the correct option.
Have students turn to page 31. Draw their attention to
the title of the first story. Explain the meaning of the
word beanstalk and ask students if theyve ever heard
the story. If they have, allow them to tell the rest of the
class what they know about it. Then draw their attention
to the illustration. Ask: Who are they? Where are they?
What are they doing? By doing this, students will predict
content based on graphic and text components.
Then explain that they are going to read part of the
story and that they have to circle the correct option in
each sentence to complete it. Make them notice that
the options they have are all verbs in the past simple
and past continuous. If necessary, review with students
when each of the verb tenses is used. Say: past simple for
actions that started and ended in the past, past continuous
to explain that someone was in the middle of something in
the past and interrupted past when we are in the middle of
something and suddenly another thing happens. By doing
this, students will establish forms that express continuous
and past actions and complete sentences with verb forms
that express continuous and past actions.
Allow students time to read the sentences and circle
the correct option. Walk around the class, monitoring
and helping students with new vocabulary if necessary.
Then have students share and compare their answers
with a classmate. Conduct a whole class answer check by
reading the sentences aloud and having students call out
the verb they circled to complete each sentence in unison.
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Repeat the entire procedure for the other two stories.

Answers: Jack and the Beanstalk = 2 had; 3 took;

4 was walking, wanted; 5 sold; The Ugly Duckling =
1 was sitting; 2 was waiting; 3 hatched; 4 took
Lead-in
Class
Write out series of categories like professions (doctor,

bus driver, etc.), animals, foods, actions (fishing, haircut,
etc.) on the board. Then ask students to get in pairs.
One student chooses a word from one of the categories
and draws it, and the other student guesses the word.
Next turn, the guesser draws and drawer guesses.
Stage 5: I can
11 Read the story and write the correct tense
of the verb in each parenthesis.
Ask students to read the title of the story and to tell you
if theyve heard it before. If they have, allow different
students to tell the rest of the class about it. Explain they
are going to read the story and that they have to
complete it by writing the correct form of the verb in
parenthesis. Ask students to read the story individually
and in silence once without trying to complete the
sentences, and focus on underlining any new vocabulary
they find. Go over the new words with them, or ask them
to go to the Glossary to look up the meanings.
Then ask them to read the story once more, and
to complete the sentences with verb forms that express
continuous and past actions, with the use of conventional
writing. Ask them to share and compare answers with a
classmate, and make corrections if necessary. Then ask
them what they think about the story and if they can
learn anything from it. Allow different students to express
their reactions.
Answers: 2 invited; 3 offered; 4 found;
5 were eating; 6 had; 7 was beginning; 8 didnt want;
9 ran; 10 explained; 11 decided; 12 stayed.
12 In pairs, complete the paragraphs
according to the events in the story.
This activity promotes cooperative work and develops
effective communication and social skills. Draw students
attention to the illustrations. Ask: What place is this?
Elicit answers. Then ask students to get in pairs and
explain they have to rewrite the paragraphs according to
the place or setting they belong. By doing this, students
will rewrite key events. Have students share and compare
their answers with another pair of students.
13 Answer the questions about the story in

Activity 11.
Go over the questions with the class, making sure all
students understand them. Clarify if necessary. Then
ask students to answer the questions and allow them to
refer back to the story in Activity 11 if necessary. By
doing this, students will be identifying explicit information
to find key events and recognizing central sense from
key events. Allow time for students to answer the
questions. Have them share and compare their answers
with a classmate. Check answers orally, reading each of
the questions aloud and having different students say
each of the answers aloud. Have the rest of the class
agree or disagree with the answers.
Answers: 2 The city; 3 Answers may vary. 4 The City
Mouse went to the country to visit the Country Mouse. 5

Answers may vary. 6 The Country Mouse went to the
city. 7 The City Mouse took the Country Mouse to
dangerous places. 8 There is no place like home. It is
better than you think.
14 Complete the organizer with

information from the story in Activity 11.
This activity promotes the development of thinking skills.
Ask students to complete the cause and effect organizer
with information from the story. Allow time for them to
do it as you walk around the class monitoring. Then have
them share and compare answers with a partner and
check answers orally as a whole class activity.
Answers: b They had to escape. c They had to run for
their lives. d The City Mouse yelled, Stop, its a trap!
15 In pairs, rewrite the story of The City Mouse
and The Country Mouse. Write a different
ending to the story.
Ask students to work in pairs, and to think about and
agree on a different ending for the story. Allow time
for them to do this. Then ask them to rewrite the story
and give it the ending they discussed. By doing this,
students will be rewriting key events, arranging events
in a sequence and rewriting sentences to conform key
events, as well as arranging sentences to conform events.
Walk around the class and monitor as students do this.
Ask for volunteers to share their stories with the rest of
the class. Have the class vote for the ending they like
the most and ask them to explain why they think it was
the best ending, so that students understand and
pertinently contribute in discussions.
Answers may vary.
Answers may vary.
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Unit 1
Product 2 Broadsheet Book
Select and read a classic story.
Determine which the key events are.
Compose and arrange the sentences based on key events.
Revise the sentences to comply with grammar, spelling
and punctuation conventions.
Lead-in
Class
Draw on the board as many objects as the letters that

make up your name. The name of each object should
begin with one of the letters of your name. Then ask
students to tell you the names of the objects you have
drawn and you write them next to each object. Then tell
them to put the first letters of each object in the correct
order so as to form your name. Finally, have students
choose a word they all know, and do the same on a
blank sheet of paper or in their notebooks. Ask them to
exchange their paper with another student and to take
turns saying the names of the objects, checking with
their partner that theyve named the objects correctly,
and writing the words next to each object to discover
the original word.

1 Work in pairs. Choose a story or classic tale
you like.
Draw students attention to the name of the product
and explain the term broadsheet or have them find its
definition in their dictionaries. Explain that they will be
writing a broadsheet book, based on a classic tale of
their choice, and that they will be donating it to students
from basic educations lower grades. Ask them to work
in pairs and think about all the tales and stories they
read in Lesson 4, and to choose their favorite story or
the one they consider has the most educational message.
Allow students to look back at the different stories and
re-read them if necessary. By doing this, students will
select and read a classic story. Allow time for students
to think, discuss, and choose.
Stage 2: I plan
2 Decide on the important events of the story.
Working in pairs, ask students to decide on the important
events of the story and to write them down on a blank
Student Book
p. 34-35
Put together and illustrate the broadsheet book.

Rehearse the oral reading out loud of the text and
practice pronunciation.
Read the book out loud and donate it to students from
basic educations lower grades.
sheet of paper or in their notebooks. By doing this,

students will determine which are the key events.
3 Decide how many pages you will use for

your book.
Demonstrate how they will be making their books by
folding a cardboard in halves, vertically. Show them
that each folded cardboard equals four pages for their
books. Take various folded cardboards and place them
into each other, forming a book, and hold it at the front
of the class for all students to see what their books will
look like. Ask them to think and decide how many pages
they will need for their book, based on the number of
important events they wrote down in the previous
activity. Then hand out the cardboard to the students,
for them to fold it and make their books, with the
appropriate number of pages. Ask them to write their
names with pencil and small hand writing on their
books, and collect them for the next class.
Ask students to think about what materials they will
need to write and illustrate their books. Have them
make the list of materials on the spaces provided.
Stage 3: I do
5 Complete the organizer on page 176 in the
Worksheets section with the text components
and key events of the story you chose.
Have students go to page 176 in the Worksheets section.
Explain they are going to use the graphic organizer to
draft their story. Go over the text components with the
students, eliciting from them the information they have
to include in each case. Allow them time to complete the
organizer with the information of the story they chose.
sheets of paper, cardboard, colored pencils, colored
markers, flip pens, scissors, eraser, ruler, black yarn,
and perforator.
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Lead-in
Class
Hand out two small pieces of paper to each student.

Ask them to write a different aspect of their lives most
people in the class dont know about on each piece of
paper, for example, I have a dog named Biffie, I am
allergic to apples, etc. Have them deposit their folded
papers into a plastic bag. Then ask for a volunteer to
come to the front and draw two papers out of the bag,
making sure he does not draw his own. The student
then reads aloud one of the facts and tries to guess who
the author is. The rest of the class must remain silent
but also try to guess who the author is. The student
then reads the second fact aloud. The authors of the
two facts then have to stand up, without speaking, and
the class has to guess which fact was written by whom.
6 Compose and arrange sentences based on

the key events. Try to include these elements.
draw their attention to the post-its. Explain that they have
to compose the sentences for their books based on the key
events they included in Activity 5, and that they should try
to include the information on the sticky notes. Go over the
information on the sticky notes with them, to make sure
they understand all the possible information that can be
included in their stories. Clarify if necessary and allow
them to go back to Activity 5 if they need to remember the
key events they wrote. Have them write their sentences on
blank sheets of paper or in their notebooks.
Before proceeding to the next activity, go over the
chart with students to make sure the sentences they
wrote comply with grammar, spelling and punctuation
conventions and that the story is clear.
7 Write your sentences on the pages of the
broadsheet book and illustrate them.
Give students their blank books and ask them to leave
the front page blank for now, since they will be creating
a cover for their books later on. Ask them to write
the sentences they composed in Activity 6 on the
corresponding pages of their books and to illustrate each
of the pages of their broadsheet book. Guide each of them
to choose different sentences to write and illustrate.
8 Put the pages of your broadsheet book
together. Design a cover for your book with
the names of the authors.
Ask students to design a cover for their book that
includes the title of their story, their names as authors,
and an illustration. Allow time for them to do this.
Once they finish, ask them to put the pages of their
books together and use a perforator to make a series of
holes in the middle part of their books. Then have them

sew the book using the yarn, so the pages of the book
will stay together. Demonstrate how to do this by making
holes on a folded cardboard, passing the yarn through
the holes and making a knot.

9 In pairs, take turns reading the broadsheet
out loud to practice pronunciation; change
your speed and intonation to make your story
more interesting.
Draw students attention to the useful expressions chart
and encourage them to use some of those expressions to
present their story to the class. Ask students to take
turns reading their story. Monitor and correct
pronunciation when appropriate. By doing this, you will
give students the opportunity to rehearse the oral
reading out loud of the text and practice pronunciation.
Then ask for volunteers to come to the front of the class
to show their books and read their story. Ask the rest of
the class to applaud volunteers for their performance.
10 Find a primary group to read your book to
and donate it to them when you finish.
Have each pair of students select a primary group to read
their book to and help them arrange a reading session for
this group. Explain that they will read the book out loud
and donate it to the students from the basic educations
lower grade they selected after the reading.
I learn

do at the beginning of the learning environment. Have
them answer the I learn box. Explain that its purpose is
to assess their performance while making the product
in order to improve weaknesses and reinforce strengths
during the process. Briefly have them discuss their
responses to the self-assessment in groups or with the
rest of the class. Give positive feedback for their effort
and progress.

Can use known comprehension strategies.

Can recognize central sense from some details.
Can formulate and answer questions in order to
locate specific information.
Can express personal reactions to literary texts, using
known oral expressions.
Can retell events using images.
Can organize sentences into a sequence of actions.
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5/4/12 5:07 PM
Realizes that
language is a
means to access
a public service.
Understands and
knows when and
how to take part
in a discussion.
Is respectful
towards his/her
classmates
opinions.
Understands and
conveys
information
about goods and
services.
Reads and
understands
different types
of literary texts
from different
Englishspeaking
countries.
Global Assessment
NEEDS IMPROVEMENT = NI
The learner fails to understand the main idea and details
from a variety of oral and written texts.
The learner demonstrates little understanding
of information from different texts.
The learner finds it difficult to produce coherent texts.
The learner shows little interest in differences between his/
her own and foreign cultures.
The learner shows little interest in expressing opinions and
judgments about relevant and everyday matters.
The learner shows little interest in participating in different
communicative situations.
The learner demonstrates little improvement in
maintaining communication.
The learner needs permanent teacher support to work.
Fill in each performance indicator using the abbreviations below
Is aware of
language as
a means to carry
out enjoyable
activities.
GOOD = G
The learner attempts to acknowledge the main idea and
details from a variety of oral and written texts.
The learner demonstrates some understanding
The learner needs some teacher support to produce
coherent texts.
The learner is aware of the differences between their own
and foreign cultures.
The learner shows some interest in expressing opinions and
The learner shows some interest in participating in
different communicative situations.
The learner demonstrates some improvement in identifying
ruptures in communication and uses strategic means to
re-establish it when required.
The learner needs some teacher support to edit his/her
classmates and own texts with the correct grammar,
spelling, and punctuation.
Learns how to
participate in a
conversation.
Grows in
confidence
interacting with
his/her
classmate.
Continuous Assessment LE 2
Continuous and Global Assessment Chart

VERY GOOD = VG
The learner acknowledges the main idea and details from a
variety of oral and written texts by using his/her knowledge
of the world.
The learner understands and uses information from
different texts.
The learner produces coherent texts, which respond to
personal, creative, social, and academic aims.
The learner shows respect for the differences between his/
The learner expresses opinions and judgments about
relevant and everyday matters.
The learner participates in different communicative
situations appropriately.
The learner maintains communication, identifies ruptures
and uses strategic means to re-establish it when required.
The learner edits his/her classmates and own texts with the
correct grammar, spelling, and punctuation.
w
Assessment Criteria
General Comments
Students Name
All Ready! 1
Unit 1
Unit 2
Social Practice: Understand and write instructions.
Specific Activities: Write instructions to use a
bilingual dictionary.
Product: Instruction manual to learn how to use a

bilingual dictionary
Social Practice: Interpret and convey information
Specific Activities: Exchange opinions regarding the
Product: Plenary
find and read definitions of words in English and

Spanish.
understand how abbreviations, upper and lower case
letters are used in a dictionary.
write sentences and organize them into a sequence.
edit an instruction manual.
identify linking words.

identify formal and informal language.
write sentences to give my opinions.
answer questions to express my opinion.
explain main ideas orally.
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7/17/11 2:23 PM
Unit 2
Lesson 1
Select bilingual dictionaries.
Identify purpose and intended audience.
Recognize graphic and text components.
Identify text organization.
Point out sections assigned to each language.
Locate and recognize the number of entries
(word lists) and the way to designate them
(e.g. bold typefaces.)
Identify entries and subentries.
Examine numbers and special characters and
determine their use.
Establish type of word from an abbreviation.
Understand the use that is given to lower and upper
case letters.
Classify types of words in a table.
List abbreviations.
Locate words in English and in the native language
in a dictionary upon their reading aloud.
Lead-in
Class
Ask the students to sit in groups of five. Ask them to say

something interesting about themselves one by one.
Explain that after the first student has said something, the
next person should continue: This is Juan and he likes
soccer. My name is Linda and I am 13 years old. Its a
chain and the students have to repeat what the last
students have said about themselves.
Stage 1: I know
1 Answer these questions.
Ask students to open their Student Books to page 38.
To select bilingual dictionaries, direct students
attention to the pictures and ask them: What are these
books? When do you use them? What is the difference
between these two dictionaries? Do you use dictionaries?
What types, and in what situations? Elicit answers from
different students. Encourage them to speak only in
English by helping them with any difficult word.
Answers may vary.
Student Book
p. 38-43
Read word definitions in English and in your

own language.
Use language as a means to search and obtain
information.
Locate types of words in a dictionary.
Recognize graphic and text components.
Write a list of textual components.
Locate words in English and in your own language
in a dictionary upon their reading aloud.
Establish subject matter and intended audience.
Search and obtain information.
Materials:
Reader
Students' own bilingual dictionary
A list of 10-15 words (verbs, nouns, adjetives and
adverbs)
Stage 2: I build
Reader
p. 33-42
Ask students to open their Readers to page 33. Have

them read the title and flip through the text. Ask them
what the text is going to be about. Discuss whether the
text is narrative or informative. Discuss purpose and
intended audience. Encourage students to use only
English. Then, read out loud with proper intonation and
ask students to follow along silently. Stop after page 33.
Ask students what the text is about and if their
predictions were right or wrong. To establish subject
matter and intended audience, read page 34 and ask
them: What is the main difference between a monolingual
dictionary and an English-Spanish dictionary? Then,
have students work in pairs and ask them to read pages
35 to 42. After that, ask students to summarize the main
ideas of the text. Finally, have some students explain
what the organization of a dictionary is.
It is important that every time your students take
part in a speaking activity, they know what they are
going to do. It is important to give clear instructions.
You may have to give the instructions two or three
times before starting the activity. Then, check
understanding by asking a student to explain what they
have to do. Also, it is very important to convey a sense
of progress and achievement to your students. Make
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7/15/11 11:30 PM
sure you let them know how well they are progressing.
Classroom speaking activities can be used to assess
your students. However, always let your students know
when they are being assessed.
Cultural Note
All over the world, there are several countries where
their inhabitants are forced to become bilingual. In
America, Canada is one of the examples. Canada is a
country with two official languages (English and
French). Belgium is another example. The official
languages are French and Dutch.
emember Next class students will need: their
own bilingual dictionary. You will need to select ten
words from the dictionary.
Lead-in
Class
Divide the class into two teams. Explain to students that

they are going to participate in a contest to. Select ten
words from the dictionary. Five in Spanish and five in
English. Write the first word on the board as well as the
abbreviation of the part of speech you want them to find.
The team that gets the correct meaning and writes it on
the board gets a point.
Classroom Management: You can use different

strategies to organize the groups. For example, you
can put weaker and stronger students together, so the
more fluent students can help the less fluent. The
weaker students will benefit from the help they get.
2 Look at the book pages and answer
the questions.
To identify purpose and intended audience, ask
students: What is the main difference between a
bilingual dictionary and a monolingual dictionary?
Elicit answers from different students. Ask students to
open their Student Books to page 38. Point at the first
picture and ask: What type of book is this? Do the same
with the next picture. Next, ask students to describe
each of the two pages: What do you see? Is this in
English or in Spanish? What symbols can you see?
What abbreviations can you see? What is the meaning
of these abbreviations? What do the symbols next to the
words represent? Ask students to go over the book
pages and write a list of textual and graphic
components. Have different students read their lists to
the rest of the group. Have students look again at the
book pages and answer the questions. Check answers
with the class by asking different students to read their

answers out loud.
Answers: 1 Yes, because on one section it has the

words in English and its meaning in Spanish and on the
other it has the words in Spanish and its meaning in
English. 2 Both pages are part of the same book but
from different sections. 3 People that would like to know
Stage 3: I think
3 Read the two dictionary pages in Activity 2.
Choose the best option.
With this activity students will recognize graphic and text
components, as well as recognize the number of entries.
Ask students to open their bilingual dictionary. Have
them flip through it and talk about the different features
they see in their dictionaries. Ask students to open their
Student Books to page 39. Then, have students read the
statements. Tell them that before they answer the
statements, they have to look in their dictionaries, or
check in their Readers. Allow them plenty of time to
complete the activity and have them do it individually.
This activity will help students to develop critical
thinking. It is important that they analyze the
statements, before they answer them. Then, have
students compare their answers with a partner. Check
answers with the class by asking students to read the
answers out loud. Correct any mistakes. Divide the
class in groups of three and have them discuss the
aspects they reflected on with this activity. Then, have a
speaker from each group share their conclusions with
the rest of the class.
Answers: 2 b; 3 b; 4 a; 5 a; 6 b; 7 a; 8 b
Lead-in
Class
Divide the class in two teams. Number the students in

each team and explain that this is the order in which
they should come to the board. Draw a line down the
center of the board to separate the space for each
team. Explain that the object of the game is to write a
word on the board for each letter of the alphabet as
fast as they can. Tell your students that all books and
dictionaries must be closed during the game and that
teams are not allowed to write the same words for any
letter. Tell your students that there can only be one
student at the board from each team at a time. The
next student can only come to the board once the
previous student is in his place again. Start the game
by saying: Number ones. Are you ready? Go! Stop the
game as soon as one team gets to the end of the
alphabet. Score the game by counting the number of
words for each team and deduct points for spelling
51
7/15/11 11:30 PM
mistakes. The team with the most correctly spelt

words is the winner.
4 Read these dictionary entries and

To read word definitions in English and Spanish, ask
students to open their Student Books to page 40. Have
students work individually. Point to the first dictionary
entry and have them describe it. Elicit answers from
different students.
This is an opportunity for students to develop
critical thinking because they think by themselves by
carefully examining various ideas and arriving at their
own conclusions.
Explain to students that they have to analyze the
dictionary entries before they answer the questions.
Tell them that they may also check their Readers
(Chapter 3) to clarify any doubt. Give them plenty of
time to answer the questions. Have some volunteers
read the answers to the class. Correct any mistakes.
the meaning of the words.
Answers: 1) 1 three; 2 explain the meaning; 3 They are
different examples. 4 the part of speech; 2) 1 Because they

are different parts of speech: one is a verb and the other
one, a noun. 2 It is the same. 3 garden center, gardener,
gardening; 3) 1 They are different parts of speech and
have different meanings. 2 noun; 3 It is a proper noun.
5 Read the dictionary page and complete

the table.
Ask students to open their dictionaries. Have them find
the page with the numbers, symbols, and abbreviations (not
all dictionaries have them). If their dictionaries do not have
this page, ask them what other information they can find in
their dictionaries. Explain to your students that this an
important page because it will help them to understand
information from the dictionary like numbers and special
characters, list of abbreviations, upper and lower case, etc.
Point to the dictionary page on the Student Book
and interpret the different parts of the page. To have
students identify text organization, ask them to skim
through the page and classify the types of words in the
table. Allow them to compare their answers with a
partner. Ask some students to write the answers on the
board and correct any mistakes together as a class.
Answers: &; ; >; XIV; sb; pl; sth
Alternative Activity: Form groups of three. Have
students open their dictionaries and look at the
different sections. Ask them to write a list of the
different features and of the different subjects these
features will be useful for.
Time: 10 minutes
Cultural Note
A bilingual dictionary gives words in two languages.
Each language is grouped alphabetically in separate
halves of the book, with translations in other language.
Bilingual dictionaries are available in number of
formats, and often include grammar references, lists
of phrases, usage and style guides, and verb tables.
A monolingual dictionary defines words and
phrases instead of translating them.
Bilingual dictionaries often include idiom finder,
word families and prefixes and suffixes.
For an English learner it is advisable that at the
beginning he uses a bilingual dictionary. Later, as he
makes progress, he can gradually start using a
monolingual dictionary.
6 Complete the list of dictionary

components with words from the box.
Call students attention to the activity. Have them read
the words and ask them where they can find these
types of words. Elicit some answers. Ask students:
Why is it important to learn how to use a dictionary?
Ask them if they have ever analyzed their dictionaries
the way they are analyzing them now. Guide students
to use a dictionary. This will help them to develop
strategies to become autonomous learners. Ask
students to find the How to use this dictionary
section at the beginning of their dictionaries and
discuss why that section is useful. Have them
complete the activity. Check the answers by asking the
whole class to read the sentences out loud.
Answers: 2 symbols, abbreviations; 3 Spanish,
English; 4 Guide words; 5 part of speech;
6 pronunciation; 7 Illustrations
7 Match the parts of speech to their
definitions.
Write the following on the board: Rita is a good student and
an excellent athlete. She always trains in the afternoon. Ask
some volunteers to underline the noun, verb, adjective,
adverb, pronoun, conjunction: Rita (noun) is (verb) a good
(adjective) student and (conjunction) an excellent (adjective)
athlete. She (pronoun) always (adverb) trains (verb) in the
afternoon. Have students give a definition of each part of
speech. Clarify any doubts. Write other examples of parts of
speech or sentences on the board to analyze preposition
and interjection. Then, ask students to open their Student
Books to page 42. Have them match the parts of speech
with the definitions. Check answers with the class by asking
them to read the definitions out loud.
When working with multiple-choice or short-answer
activities, dont go over the answers yourself. Ask students
to go over the content in pairs and to discuss why they
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selected the answers they did. Ask them to share the

answers with other pairs when they get them right. When
they dont get them right, ask students to determine the
correct answer by a process of elimination. Explain to
students they can always ask questions during these smallgroup discussions.
Answers: 1 e; 2 g; 3 f; 4 h; 5 a; 6 c; 7 b; 8 d
Alternative Activity: Ask students to take out their
dictionaries. Write the name of a part of speech (noun,
verb, adjective, adverb, pronoun, preposition, conjunction,
interjection) on the board. Ask students to open their
dictionaries and to look up the parts of speech. Go over
that entry and elicit the different parts of the entry. Take
advantage of the examples used in the dictionary to
explain the meaning of the parts of speech.
Time: 15 minutes
emember Next class you will need: a list of 10-15
words (verbs, nouns, adjectives and adverbs).
Class 4
Lead-in
Draw a grid on the board. Write the words Verb, Noun,

Adjective and Adverb across the board. Write your list of
words down the left side of the board. Tell your students
that they have five minutes to look up the words in the
dictionary and classify them. Explain that when you say
Start! they have to start looking up the words. The first
student to complete the table is the winner.
Stage 4: I practice
Reader
p. 33-42
Ask students to open their Readers to page 36. Start by

reading aloud with proper inflection and intonation the
information about entries. Let students follow along
silently. Stop after you have read the page and ask a
volunteer to write the entry (English-Spanish) on the
board. Ask for another volunteer to label it.
Ask students to go to page 42 of the Reader. Call your
students attention to the Spanish-English entry and let
them write the example on the board and label it. Ask
students what they think the differences between both
entries are. Encourage them to use only English as a
means to search and obtain information.
Have students turn to page 43 of their Readers and
look at the first part of the Comprehension Questions.
Check understanding and ask them to work in pairs
and answer the questions. Ask students to share and

Check answers as a whole class activity by reading the
questions out loud and having different students read
out their answers. Have the rest of the class agree or
disagree. Check answers in the Reader Answer Key on
page 171 of the Teachers Guide.
8 Label the parts of the dictionary entry with

the words in the box.
Go over the words in the box with the students. Have
them explain what those words mean. To identify
entries and subentries, have them label the parts of the
dictionary entry with the words in the box. Read the
answers and have them correct any mistakes.
Answers: 1 headword; 2 pronunciation; 3 part of
speech; 4 translation; 5 phrase
9 Read the dictionary entries and find
the information.
Call your students attention to the words on the entries.
To locate words in English and in their native language in
a dictionary, have students complete the activity by
reading the entries. To locate types of words in a
dictionary, elicit the different parts of speech of each of
the words and their different meanings.
Go over the statements with students. Finally,
have students read the statements and answers out
loud to check.
Different students prefer different techniques to store
vocabulary, and it is important that teachers encourage
students to find out what works best for them. Each of these
techniques involves cognitive processing rather than rote
memorization. Students can store vocabulary by lexical sets.
This facilitates cognitive processing and allows students to
internalize words in a coherent way. Lexical sets are made
up of sets of semantically, functionally or syntactically
similar items (fruits: apple, banana, grapes, etc.).
Answers: 1 ensuci; 2 noun; 3 seguidas; 4 solidified
Stage 5: I can
10 Read the newspaper article. Find the
meanings of the underlined words in the
entries in Activity 9 and complete the table.
This section allows students to put into practice
language seen in the previous classes. It also allows
students to locate words in English and in their own
language in a dictionary upon their reading out loud.
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7/15/11 11:30 PM
Call students attention to the picture and have them

say what type of text it is (a newspaper). Ask them to
mention some characteristics of newspapers. Have
students read the text and look up the words in their
dictionaries. Then ask them to complete the table. Have
students compare their translations with a partner and
to read out loud the parts of speech to confirm their
answers. Ask some volunteers to read the answers out
loud to the rest of the group.
Answers: somber: adjective, sombro; some: adverb,;

unas; somehow: adverb, de alguna manera; soft drink:
noun, refresco
Alternative Activity: As a follow-up activity, and to
practice dictionary skills, ask students to read the
following article about Dogs. You might write it on the
board or bring it to class in sheets of paper. Ask them to
find the meanings of the underlined words in the
English-Spanish dictionary. Then, they will draw a table
similar to that of Activity 10 (Word, Part of Speech,
Translation) and complete it.
Time: 25 minutes
Dogs: Mans Best Friend
Do you have a dog? Is it a big Alsatian or perhaps a cute
poodle? The two may be very different but in fact all
dogs are related to wolves. Wolves first came into
villages thousands of years ago looking for food and
people began to feed and train them. The animals were
used mainly for guarding, collecting sheep and hunting.
So began the special relationship between dogs and
humans. Although there are many kinds of working
dogs (for example guard dogs, sheepdogs, guide dogs
and sniffer dogs), most people have dogs as pets. All
over the world dogs can be seen with humans
perhaps sitting on a motorbike in Brazil, eating in a
restaurant in France and wearing childrens clothes in
Thailand. The following story shows the special
relationships that dogs have with us and an example of
the different roles dogs play in our lives.
Fragment retrieved from http://www.onestopenglish.com
Answers: noun, lobos; verb, alimentar a alguien;

noun, relacin; noun, perro ovejero; Adverb, quizs
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Unit 2
Lesson 2
Comprehend the instructions to use a bilingual
dictionary with the teachers guidance.
Establish the number of instructions or steps.
Arrange the sentences in a logical sequence.
Select bilingual dictionaries.
Identify text organization.
Classify types of words in a table.
Locate words in English and in their own language in
a dictionary upon their reading aloud.
Arrange sentences in a logical sequence.
Read to revise punctuation and spelling conventions.
Remove and / or add information.
Lead-in
Class 1
Ask students to stand up. Tell them that you are going to
play Simon Says. Explain to your students that you are
going to give them instructions to do various actions, and
that they must imitate your actions when you say: Simon
says and give the instruction. For example: Simon says
take out your Student Books; Simon says: put away your
History book, etc. Explain that when you dont say: Simon
says before giving the instructions, they must not do
anything or they will be eliminated from the game and
will have to sit down.
Stage 1: I know
1 Where would you find these instructions?
Have students look at the different texts and ask them
what they have in common (they are different
instructions to give an order, directions, information,
an order). Go over the sentences with the students and
ask them in which situations they would hear these
instructions. Have them discuss their answers with a
partner. Have a general discussion with the class to
listen to the students different points of view.
Answers may vary.
Stage 2: I build
2 Read the manuals and choose a heading
for each from the box.
Ask students to read the first text. Have them underline
the connectors. Make them aware that those
connectors mark a sequence. Ask them to read the text
individually and then elicit the main ideas and key
words. Ask some students to write a key word on the
Student Book
p. 44-49
Write a final version.

Read word definitions in English and in their own
language.
Edit instructions with teachers guidance.
Use language to favor cooperation and integration in
school work.
Verb form: imperative.
Connectors.
Materials:
Reader
Students' own bilingual dictionary
board. Do the same for the second text. Make sure

students understand the differences between both texts.
Tell them that they can check the meaning of words in
their bilingual dictionaries.
To comprehed the instructions to use bilingual
dictionary with the teachers guidance, go over the
instructions with the students. Make sure they
understand them by asking different students to
paraphrase the instructions. Have students read and
choose a heading for each text and write them down on
the board next to the key words.
Answers: 1 Finding Out How to Translate Spanish

Words to English; 2 How to Find the Translation of an
English Word
Classroom Management: It is always helpful to
introduce a text before starting to work on it. Get
students into the right mood for the particular text
they will read and make them feel interested in
reading it. Have a look at the tasks you want to set
and ask a question or two to make the text relevant,
like: What would you do if ? before students
start reading.
Stage 3: I think
3 Read the manuals in Activity 2 again
and circle the best option.
To establish the number of instructions or steps, have
students read the texts in Activity 2 again and circle the
best option. Have them work individually and give
them plenty of time to complete the activity. This is a
good opportunity for them to develop critical thinking.
They can look back at the key words they wrote on the
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7/15/11 11:30 PM
board from Activity 2 to confirm their answers. Check

the answers by asking different students at random to
read a sentence out loud. Correct any mistakes.
Answers: 2 a; 3 b; 4 b; 5 a; 6 b
Lead-in
Class 2
Explain to students that they are going to participate in an

action race. Divide the group in two teams. Ask students
to sit in two lines with a chair by each team. Put a chair at
the other end of the room. Ask the first student from each
line to stand next to his teams chair. Give an instruction,
for example: Raise your hands. Explain that the first two
students must raise their hands, go the chair on the other
side of the room and touch it. Tell students that they must
come back and sit down in their teams chair. The first
student to sit down, gets a point for his team.
4 Underline the imperative verb in each

sentence.
Say an instruction and write it on the board: Dont open
your books. Explain to students that you can use the
imperative form to give an order, to give a warning, an
advice, an instruction, or to make a request. Elicit more
instructions and write them on the board. Ask students to
identify the verb in each sentence and underline them.
Go over the sentences with the students and have them
identify the one that goes first.
Ask them to complete the activity. Allow them to compare
their answers with a partner. To check the answers, have
some students write the verbs on the board.
Answers: 1 find; 2 locate; 3 Do not assume; 4 look
Cultural Note
In English, the imperative form is used when giving
instructions or orders. It is also very common in
written instructions. We do not need to use the
subject. The sentence is started with the verb or verb
phrase and dont is used for the negative form. For
example: Sit down!; Open the Student Book to page 30!
To use the negative form add the word dont
before the infinitive without to. For example: Dont
bring food to the class. Dont open the window.
To make a request or petition, we put it at the
beginning or end of the imperative sentence (positive
or negative). Use a comma if please is at the end of
the request. Dont use a comma if please is at the
beginning of a request. For example: Dont open the
door, please. Please bring the books.
There is only one imperative form for both you
singular and plural. For example: Hurry up!; Take the
first left, go straight on and the supermarket is on
5 Read the manuals in Activity 2 again.

Underline all the connectors and circle all the
imperative verbs.
Ask students to open their Readers to page 41. Elicit some
imperative verbs and some connectors of sequence and
write them on the board. Ask students to read the texts in
Activity 2 to recognize the imperative verbs and the
connectors. Ask them to underline all the connectors and
circle all the imperative verbs. Give them plenty of time to
complete the activity. Have volunteers read the answers
to the rest of the class.
Refer students to the Glosary on page 158 to clarify
meaning of words.
Answers: Manual 1 Underlined: First; Second; When;
Third; Circled: find, use; locate; read; Do not assume,

look; Manual 2 Underlined: First; Next; When; First;
Then; If; Finally; Circled: find, be, Turn; Look; do; look;
decide; look; look; decide
6 Classify the imperatives from the text in

Activity 4 in the table.
Write on the board the following phrases: Do not copy ,
Check with a partner , Listen to the audio , Dont
talk during Have different students complete each
phrase to form a sentence. After that, ask students which
one is an imperative phrase in affirmative, which one is in
negative. Ask students to identify all the imperative verbs
from the previous activity (the verbs they circled). Then,
ask students to classify them in affirmative and negative
and to write them in the corresponding column in the
table. Finally, have students complete the table on the
board to check as a class.
Answers: Affirmative Imperative: find; locate; look;
Negative Imperative: Do not assume
7 Complete the table with phrases from
the box.
Write on the board the following phrases: Do not take
out your dictionaries / Then, / Turn to page /
After you have finished, Ask students to complete
each phrase to form a sentence. Ask students which one
is an imperative phrase and which one is a connector. Ask
students to open their Student Books to page 47. Go over
the phrases with the students and have them complete
the table. To check answers, have students classify the
words in the table on the board and ask them to correct
any mistakes.
Answers: Imperative: Check the spelling.; Be careful
to ; Watch out for ; Choose the best ; Dont forget
to ; Dont worry about ; Connectors: After that, ;
Second, ; Then, ; Finally, ; After you do that,
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Classroom Management: Activities that involve

tables, figures or graphic organizers are often
integrative. That is, there are several skills involved to
complete them. Students have to make inferences and
reorganize the information.
8 Circle the best option.
Ask students to read the title and to tell you what the
activity is about. Tell them they have to complete the
activity by choosing the best option. Also tell them that
if they have any doubts they can go back to the previous
activities and clarify some of the concepts. This activity
is important because it will help them to develop
autonomous learning. Go around the classroom and
give help where necessary.
Answers: 1 the simple verb; 2 dont; 3 Do not; 4 is not;

5 a conector+ an imperative verb; 6 both ways
Lead-in
Class 3
Have students stand up. Invent a simple sequence of

instructions. For example: Open your books to page ,
Take out a blue pen. Take out your bilingual dictionary.
Tell the instructions to the students and have them
respond by miming what is asked in the instruction.
Stage 4: I practice
9 Number the instructions in order.
Ask students to open their Student Books to page 48. To
have students order the sentences in a logical sequence,
go over the sentences with them. First, make sure
students understand the sentences. Give them plenty of
time to read them. Then, have students complete the
first one together before you ask them to read the
activity. Go around the classroom and help students with
any difficult word or concept. Finally, write the answers
on the board and have students check their answers.
Answers: 3; 5; 6; 1; 4; 2
10 Write a connector or phrase from the box
in front of each instruction in Activity 9.
Go over the connectors in the box with your students.
Make sure they all understand them. Remind students
that their sequence words do not have to match exactly
because after that and then have the same meaning.
Have them go over the instructions from activity 9 and
write a connector or phrase in the appropriate place.
Give help where necessary.
Reader
p. 33-42
Ask students to take out their Readers. Ask students

how many sections a bilingual dictionary has. Elicit
answers from the students and write them on the
board. Ask them to open their Readers to Chapter 3,
page 33. Organize the class in teams of four or five
students and tell them to flip through the chapter and
write down how many sections it has. When they are
finished, elicit some answers. To identify text
organization, ask students how they recognized the
sections (by the titles and subtitles).
Organize the class again in pairs. Tell students they
have to read the complete chapter and write in their
notebooks how a bilingual dictionary is organized
according to the chapter. Suggest students to take turns
while reading. Monitor the activity and correct
pronunciation when needed.
Answers: According to the chapter, a bilingual

dictionary is basically divided into two big sections:
Spanish-English, English-Spanish. Within each of these
two sections there are guide words and entries in each
page. Each entry has different sections like: headword,
part of speech, pronunciation, translation, phrases, etc.
Besides, some bilingual dictionaries also include
symbols and abbreviations.
11 Compare your answers with a classmate.
Have students work in pairs to check their answers. Then,
have some volunteers write the answers on the board.
Answers may vary.
Classroom Management: Pair work will increase

the chances for students to practice English, create a
positive classroom atmosphere, develop students
lifelong learning skills, as well as social skills. To handle
pair work effectively, teach students how to work as a
pair by modeling paired discussion with another
student, give clear instructions, make sure the students
understand what they are supposed to be talking
about, make sure everyone is quiet and is listening
before taking feedback, set a limit of time, use a timer
to show how time is going, use a warning signal before
the end, so students know they have to finish talking,
use another agreed signal to stop.
Answers: after that; next; finally; first; when; then
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Lead-in
Class 4
Divide the class in groups of four or six. Explain and

demonstrate to your students how to say an instruction,
for example: Close your books. Then have the next
student repeat the instruction and add one of his own.
Ask students to continue in the same way around the
group. If a student does not remember the sentence, he
will say: Help! Then, other members of the group will
remind him of the sentence. Ask students to try and
make their chains as long as they can.
Stage 5: I can
Cultural Note
The role of translation in the classroom has been
debated extensively. Truth is to say, translation as a skill
is part of the day-to-day reality of the professional
development in our country. Most students have done
it empirically, although it is indeed a skill that has to be
taught and learned. Thats why the use of a bilingual
dictionary as a tool is so important.
Translation should be used to encourage the innate
ability of assimilate a second language through the
processing of their mother tongue. The dictionary
usage is a good way to ease the cultural shock of new
vocabulary and build learning skills in students.
12 Use this dictionary excerpt to complete

the translation of the phrase.
Write on the board the following sentence: In the XVIII
century there were not cars. There were only carriages.
Some of them were very fancy. Ask students to read the
sentence. Have them look at the underlined words and
name the parts of speech. Ask students to look up those
words in their dictionaries. Remind them to read all the
definitions and then select the most suitable, according
to the context and part of speech. Guide students
attention through the dictionary page. Elicit the type of
dictionary. Ask students to open their Student Books to
page 49. Tell students they have to complete the activity
by looking up the phrase in the dictionary. Go around
and give help where necessary.
Alternative Activity: Ask students to take out their
bilingual dictionaries. Explain to the students that they
have to be able to look words up quickly. Ask a volunteer
to come to the front. Ask the class to dictate the alphabet
to the volunteer student. Tell him to write the alphabet
vertically down the middle of the board. This is for
students to refer to during the activity. Dictate the group
words you would like them to work on for example: after,

ask, answer, addition, almost. Divide the class in groups
of three. Tell them to put the words in alphabetical order.
The first team to finish raise their hands. Dictate a new
group of words and repeat the same procedure.
Time: 15 minutes
Answers: addition; after; almost; answer; ask

13 Compare your answers with a classmate.
Have students work in pairs to compare their answers
from Activity 12. Monitor. Have some volunteers write
the answers on the board.
Monitoring gives you the opportunity to take notes
about pronunciation, vocabulary and grammar points
that are causing difficulty and to check how the students
are dealing with the activity. Whenever you monitor, do
it discreetly and be ready to encourage students. Also,
give help where necessary, but dont make the students
feel you are watching them too closely. While the
students are doing an activity walk slowly around the
classroom and listen to their conversations. You can also
sit down if there are enough chairs. However, try to sit
in the background or the students will direct their
conversation to you. Be ready to stop any students from
monopolizing the conversation and to encourage and
praise students when appropriate. Take a piece of paper
and write down errors. After the activity, be ready to
give feedback.
Answers: gear; verb; to be geared to/toward sb/sth;
estar dirigido a alguien/algo
Classroom Management: Cooperative learning
methods can lead to increased achievement in
students. Peer learning is effective to teach social skills
and favors cooperation and integration in school
work. Use a variety of activities to make students
improve their understanding of the subject. Each
member of a group should be responsible not only for
learning but also for helping his teammates learn. This
is how the atmosphere of achievement is created.
14 Write the steps you followed to look up the
word gear in Activity 12.
Ask students to write the steps they followed
individually. Have them edit their instructions. Monitor
and help them to edit the instructions. Then, have
students re-write their instructions.
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After that, ask students to work in groups of three to

compare their instructions and to discuss them. Have
some volunteers read their instructions out loud to the
rest of the group.
Answers: 1 Read the sentence. 2 Open the dictionary

and look up the word. 3 Read the different definitions
and decide on the one I need.
Alternative Activity: To write steps followed in a
sequence, a diagram can be a helpful tool. Text
diagrams are intended to display the structure of the
ideas presented. This tool will help students to realize
how all the parts of the text contribute to it as a whole
and how to arrange sentences in a logical sequence.
Have students write the steps they followed to look up
the word in a dictionary, by using a diagram like this:
Time: 10 minutes
Read the
sentence
Open the
dictionary
and look up
the word.
Read the
different
definitions
and decide
on the one
you need.
Classroom Management: Writing is one of the

most difficult skills for language learners. It might be
terrifying for many students to write because they do
not feel confident with the language.
It is important to keep in mind that writing is a
process.To help students to become confident writers
we can do the following:
1) Give enough informatio n to the students. They
need to understand clearly what we want them to do
and they need, also, to be absolutely clear about the
topic. 2) Help them when needed. If students need
specific language to complete a writing task we need
to give it to them. This may involve offering them
phrases, part of sentences or words. 3) Suggest ideas
for their writing task.
There are some steps that teachers can teach their
students to follow what might help them to develop
the writing skill:
1) Make a plan: In this step, students have to generate
ideas. Students decide what order to put their ideas in,
and how best to present the information. One of the
first things they have to take into consideration is to
realize who they are writing for. We can have them
answer the following questions: Who are you writing

for? What are you talking about? What do you want to
include in your writing task? Which is the best order to
include the information? What comes first? What
comes next? What comes at the end?
2) Draft: Once they have made their plan, they write
their first draft.
3) Edit: After they have written their first draft, they
check for grammar, vocabulary, punctuation and
spelling mistakes and make corrections always with
your guidance.
4) Rewrite: They write the final version.
Reader
Introduction to Using Bilingual

Dictionary
p. 33-42
Ask students to take out their Readers. Have them skim

quickly the whole Chapter 3. Elicit the subtitles from
the chapter and write them on the board. Ask students
what each subtitle refers to.
Elicit the general ideas of the whole chapter. Allow
students to express their ideas freely. Then ask students
to open their Readers to page 33. Divide the class into
small groups. Have students read out loud in their
groups to check inflection and intonation. After
finishing reading, ask students to answer the second
part of the Comprehension Questions on page 43.
The information from this chapter will be very
useful for the product intended for next class.

bilingual dictionaries.
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Unit 2
Product 1 Instruction Manual
Distribute among teams the actions necessary to
make an instruction manual.
Select and explore bilingual dictionaries.
Determine the words, definitions and abbreviations
the instruction manual will refer to.
Lead-in
Class 1
Divide the class into two groups. Tell your students they
are going to participate in a dictionary contest. Tell them
that you are going to write a word and a part of speech on
the board. Example: dangerous - adj. Explain that a
student from each team has to find the correct meaning
in Spanish and write it on the board. Make a list of words
and parts of speech from words that are unfamiliar to
students. If the meaning of the word is correct, the team
gets a point. The team that accumulates the most points
is the winner.

1 What dictionary do you use for English class?
Divide the class in groups of five or six students. Write
on the board the following questions: What dictionary
do you use in for English class?, Is it useful?, Why or
why not? Ask students to take out their own
dictionaries and flip through them.
2 Is it useful? Why or Why not?
Ask more questions like: Has your dictionary been
useful in other subjects?, What dictionary feature has
been the most important to answer the activities? Have
them discuss the questions in their groups. Find out
your students opinions by asking a speaker from each
group to share their answers with the rest of the class.
Stage 2: I plan
3 Work in groups of five.
Divide the class in groups of five students. Explain to
students that they are going to work on their first
product of this unit: an instruction manual on how to
use a Bilingual Dictionary.
4 Distribute in your group the actions to make
the instruction manual.
Tell students that they have to discuss and decide on
the actions they have to perform to make the
instruction manual.
Student Book
p. 50-51
Write the instructions.

Order the sequence of instructions.
Edit the instructions and make a clean copy as the
final version of the instruction manual.
Put the instruction manuals on a visible place, so they
can be read.
Explain to students that they have to open their
Readers (pages 33 to 42) to check some information
about bilingual dictionaries. Ask students to distribute
the actions.

Ask students to make a list of materials they need
(sheets of paper, colored pencils, markers, etc.). Go
around the class and make sure everybody participates
in the activity.
emember Next class you will need: a list of words
in English which have more than one part of speech as
form. Students will need: white sheets of paper, a stapler,
markers or colored pencils, a black felt pen or pen.
Lead-in
Class 2
Divide the class in groups of four students. Write on the

board a word which will generate several forms. For
example, the word work can be both a verb and a noun.
Make a list of words in advance. Ask students to work in
groups and find at least one example of each part of speech
in their dictionaries to complete the word family web.
Stage 3: I do
6 Draw the dictionary pages on a white sheet
of paper.
Have students work in their groups from the previous
class. Ask students to open their Student Books to page
50. Ask them to revise the different actions they will
follow to write the instruction manual. Explain to
students that they have to draw the dictionary pages on
a white sheet of paper. Tell them that they can open
their bilingual dictionaries and their Readers on
Chapter 3. Have them include both sections (the
English and the Spanish sections). Walk around the
classroom and give help where necessary.
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7 Copy the entries into the correct dictionary

pages. Use alphabetical order.
Explain to the students that now they have to copy
the entries into the correct pages. Remind them that it
has to be in the same way as in a dictionary: in
alphabetical order.
Answers: English-Spanish section: beautiful, eat,
fast, freckles, Spanish-English section: chiste, correr,
feliz, llorar
8 Choose two entries from Activity 7, one
English-Spanish and the other Spanish-English.
Write them on a white sheet of paper.
Ask students to look at the dictionary entries in Activity
7. Have them choose an entry from the English-Spanish
section and another from the Spanish-English section.
Then, ask students to write the entries on a white sheet
of paper.
9 Draw lines to the different parts of the entry
and label them.
Ask students to choose one of the entries and label it with
its parts: entry, part of speech, translation, pronunciation,
etc. Have students do the same with the other entry.
10 Make a list of important symbols and
abbreviations in a bilingual dictionary and
write it down on a different sheet of paper.
Have students remember what they discussed about the
important features of their own dictionaries. Ask them
again: Which of these features help you for other
subjects? Ask students to write the useful symbols
and abbreviations on a separate sheet of paper for them
to consult.
11 Write the instructions to find translations
and meanings in the correct order in your
manual.
Ask students to read different instructions from
previous activities and the Reader chapter. Help them
to summarize their own version of the instructions on
how to find a translation. Monitor and check their
dictionary pages.
12 Re-read to revise punctuation and spelling.
Remind them that when they finish, they have to check
the punctuation and spelling of their summary.
13 Remove and / or add information to

improve the text.
Have some students read their instructions out loud to
the rest of the class. Ask other students what
improvements can be made to their classmates texts.
After having had their feedback, ask students to write a
final version on a sheet of paper.
14 Take all the sheets of paper and staple
them to make the manual.
Finally, have students take all the sheets of paper and
staple them to make the manual. Before you move into
the next step, make sure all the groups have finished
their manuals.

15 Display your manual for the others to read.
Ask the different groups to display their manuals in the
classroom. Then, have the different groups read their
manuals out loud. Finally, vote for the best manual.
I learn
listen to their responses. Encourage them to identify
the activities that they found especially helpful during
the process of making the product. Then have them
answer the I learn box. Explain that its purpose is to
assess their performance while making the product in
order to improve weaknesses and reinforce strengths
rest of the class. Give positive feedback for their effort
and progress.

Can locate and read the definitions of words both in

English and Spanish.
Can understand the use of upper case letters, lower
case letters and abbreviations in a dictionary.
Can complete and compose sentences in order to
organize them into a sequence, from a model.
Can remove and / or add information to edit an
instruction manual.
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Unit 2
Lesson 3
Student Book
Establish subject matter purpose and
intended audience.
Listen to a radio program.
Differentiate voices, ambient sounds and sound
effects.
Discriminate advertisements from program contents.
Identify rhythm and speed.
Distinguish intonation and tone of presenter and
other participants.
Differentiate parts of a program.
Understand central sense and main ideas of a
radio program.
Predict central sense from words and expressions that
are known or similar to those in the native language.
Class
Lead-in
Have students stand up. Tell them that you are going to
mime a word and they have to say the word. Make a list of
five words in advance. Use different words like verbs,
adjectives, objects, etc.
Stage 1: I know
1 Answer these questions.
Divide the class in groups of three. Ask students to
open their Student Books to page 52. Go over the
questions with them. Ask your students to take turns to
ask and answer the questions. Go around and listen to
some of the students answers. Then, have students join
another group and compare their answers. Find out the
students preferences.
Answers may vary.
Reader
On the Radio
p. 46-55
Ask students to open their Readers to page 46. Ask

them to look at the pictures on pages 46 and 47 and
predict what the text will be about. Read from page 46
to page 49 out loud with proper tone and inflection.
Have students read silently along with you. Then, have
them work in pairs. Ask them to read from page 46 to
48 and confirm if their predictions were correct or
wrong. Then, have them go over the questions on page
p. 52-57
Detect speech register.

Determine the relationship between sound effects
and contents.
Distinguish behaviors adopted by speakers to support
meaning construction.
Identify words used to connect ideas.
Formulate questions (e.g. What is it about? What
happens in it? Who takes part in it?, etc.)
Determine the tone and intonation of a sentence.
Materials:
Reader, Audio CD
56, read the text again and answer them. After that, tell
them to continue reading from page 49 to 55 and have
them re-tell the story to his partner. Remind them that
they can use their dictionaries to find the meaning of
words they do not know and that it is a good idea to
keep a glossary in their notebooks.
Check answers in the Reader Ansers Key on page 173.
Lead-in
Class 2
Tell your students that they have to go around the

classroom and find a partner who listens to the same radio
station as they do. Elicit some of the questions they may ask:
What radio station do you listen to? Which is your favorite
radio station? Which is your favorite radio program? Once
they have found a student who likes the same radio stations,
have them talk about the programs they listen to.
Alternative Activity: Draw a grid on the board. Write:

Find someone who across the board. Then write a series
of statements concerning the likes of students down the
left side of the board. Ask students to copy the table on a
sheet of paper. After that, have students go around the
class. Ask them to find classmates who have likes or
dislikes similar to theirs. After they have completed their
table, ask students to draw a graph of the most popular
and / or unpopular radio station in the class.
Time: 15 minutes
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Stage 2: I build
08
2 Listen to a radio program and match
the questions to the answers.
Ask students: What is your favorite radio program? Why
is it your favorite? What are its main features? Elicit
answers from different students. Ask students to open
their Student Books to page 52. To establish subject
matter and intended audience, go over the questions with
the students. Play the CD and have students match the
columns. You may have to play the CD more than once.
Check the activity with the class by asking some
volunteers to read the answers out loud.
Alternatively, have students listen again and look at
the audioscript on page 183 in their Student Books to
check their answers.
When learning to listen to English, students are
actively engaged in constructing meaning and making
sense of what they hear. To determine the relationship
between sound and contents, they use language, their
knowledge of the word, and clues provided by the
context, for example: their expectations about the
intentions of the speaker, the predictions about what
they will listen to, the way the speaker uses his voice,
the reason and purpose for which they are listening,
and other features in the immediate environment which
help them understand like pictures, sounds effects, etc.
Language learners need plenty of opportunities to listen
to language in meaningful contexts. Through listening,
students become familiar with the sounds, tone,
rhythm, and intonation of English.
Answers: 1 b; 2 d; 3 a; 4 c
08
3 Listen again and circle T for True or F
for False.
Ask your students to open their Readers to pages 5051
and ask them to mention the different parts of the
program (greetings, presentation of participants,
advertisement). To distinguish behaviors adopted by
speakers to support meaning construction and speech
register, ask students: How many participants are there
in the program? Do they speak fast, or slow? Is it clear
what they say? Elicit answers from the whole group.
Have them point out examples of each one in the text.
52. To differentiate parts of a program, distinguish
intonation and tone of presenter and other participants,
play the CD and have students circle the correct option.
Have volunteers read the answers out loud.
Answers: 1 T; 2 T; 3 F; 4 F; 5 F
4 Underline the correct completion for each

sentence.
Ask students what the radio program they listened to in
the previous activity was about. To understand the
central sense and main ideas of a radio program, play
the CD again. Have students listen to the radio
program. Ask them questions about the radio program.
Elicit answers from different students. Have students
open their Student Books to page 53 and read the
questions. Make sure they understand them and have
students choose the correct option. Write the answers
on the board for everybody to check.
Answers: 1 a; 2 b; 3 b; 4 b; 5 b
Alternative Activity
Ask students to skim through the text to look for key
words (teen, advice, parents, listen, young people, good
choices, etc.). Then have students explain the meaning of
them in their own words.
Time: 5 minutes
5 Read the programs scripts and check the
answers in Activities1-4.
Ask students what the word script means. Allow them
to express the ir ideas freely. Have them read the
programs script to check the answers to Activities 1-4.
Remind them that it is not important to understand
every single word in a text. Explain that they can infer
the meaning of some words through the context. Give
them enough time to complete the activity. Allow them
to compare their answers with a partner.
Lead-in
Class 3
Write on the board the following headings: Radio /

Teenagers. Give your students five minutes to write as
many words as they can under the correct heading. Tell
them that it is not allowed to open their dictionaries,
Student Books or notebooks. Say: Start! for them to start
writing. Say Stop! for them to stop writing. Find out who
has more words without any spelling mistakes.
Stage 3: I think
6 Read the excerpt from another radio
program. Circle the best option.
Ask students to open their Student Books to page 53. Have
them read the text in Activity 5 and underline the words
that the host uses to welcome his guests. Have them also
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say how many participants take part in the program. To

discriminate advertisements from program contents, ask
them if there are any advertisements, or if the program is
interactive. Have students go to page 54 and read the title
of the text in Activity 6. Ask them what type of text it is.
Have students read the statements and then have them
predict the central sense from words and expressions they
know or that are similar to those in their own language.
Have students circle the best option. Check answers with
the class by asking volunteers to read the answers out loud.
Many students find reading difficult because they
may think they dont have enough vocabulary words to
understand. This is the reason why many students use
their dictionaries constantly when they read. It is
important that students understand that although it is
important to learn how to use their dictionaries, they
shouldnt look up every single word they dont
understand. Students who keep looking up new words
read much less effectively because they constantly
interrupt the reading process.
To train your students to depend less on the
dictionary, teachers can include an extensive reading
program in their classes. This is one of the most
effective ways of improving vocabulary. Teachers can
provide a program of organized vocabulary
development to show students how the vocabulary or
the language is structured and how words relate to one
another (collocations, phrasal verbs).
Answers: 1 family members; 2 is; 3 supervise; 4 talk to

her parents; 5 has
7 Work in pairs. Explain to your
classmate how you chose your answers.
Divide the class in pairs. Ask students to take turns to
explain to their partners why they chose their answers.
Have them also formulate questions about the program:
What is it about? What happens in it? Who takes part
in it? etc. Giving arguments contributes to develop
critical thinking.
In addition to a good lesson plan, effective
classroom management is essential to fulfill learning
objectives. Room arrangement is also important,
although good classroom arrangement is not a
guarantee of good behavior. However, poor planning in
this area can create conditions that may lead to
problems. Some of the things to keep in mind are: the
teacher must be able to observe all students at all times
and to monitor work and behavior. Frequently used
areas of the room should be accessible, students should
be able to see the teacher and the presentation area
without having to turn or to move. Besides, commonly
used classroom materials like books and students
reference materials should be easily available.
Alternative Activity: Graphic organizers are a good

tool to teach critical thinking. They enable students to
use creative processes to make sense of information.
Draw a star organizer on the board to fill out with the
information from the script.
Time: 15 minutes
When?
What?
Why?
Story
Where?
Who?
Answers: What? It is a teen radio program. Where?

On the radio. The program is about relationships with
friends, it is interactive. When? It does not say Why?
Jennifer called because she has problems with her
parents. Who? There are three people involved: the
host, the caller and a guest speaker.
09
8 Listen to the radio program and answer
the questions.
Tell your students that they are going to listen to a radio
program. Ask them to read the questions first. Then
play the CD for students to answer the questions.
Check answers with the class. Finally, have students look
at the audioscript on page 165 in their Student Books to
confirm their answers.
Answers: 1 three; 2 more; 3 similar; 4 the one from

Activity 5; 5 The speakers talked with different tones
and speeds, sound effects; 6 teenagers
Classroom Management: In order to develop
critical thinking, students can use a mind map. Mind
maps enable students to use creative processes to
make sense of information. You can ask students to
draw a mind map to complete while listening. Foster
note-taking in all listening activities.
Answers may vary.
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9 Complete the table by comparing

characteristics of the two radio programs.
Go over the instructions with the students. Make sure
they all understand what to do. Tell the students that
you are going to play the CD and listen to the radio
program from the previous activity. Play the CD again
and have students complete the table. Have some
students write the answers on the board.
09
Answers: Program 1: non-interactive; formal; no

music; sound effects; adult products; Program 2:
interactive; informal; music; sound effects; teen
products
10 Check () the characteristics that
makes a radio program interesting for
teenagers in each pair of sentences.
Have students read the sentences. To promote selfreflection, have students answer the activity
individually. Check answers with the class and make
sure students understand how to detect speech register
and determine the relationship between sound effects
and contents.
Answers may vary.
Alternative Activity: This is an example of activities

to help students develop their intrapersonal
intelligence. Have students draw two columns on a
sheet of paper. Ask them to write one of the following
headings in each column: Things that I am good at.
Things that I am not so good at. Ask students to think
about themselves and to complete the columns. Then,
have students discuss their ideas with a partner. Finally,
have a whole-class session and find out your students
general strengths and weaknesses.
Time: 10 minutes
Lead-in
Class 4
Divide the class into groups of six or eight students.

Explain to your students that you will say a word and ask
a student from each group to say a word beginning with
the last letter of the word given. Tell them that another
student from each group should say a word beginning
with the last letter of the last word, and so on. This word
game is called Word Chain. The game continues until
someone makes a mistake. When someone does, you can
start the game again. Go around the classroom and listen
to the different groups.
Stage 4: I practice
11 Read the scripts and find at least one
example of each of the expressions.
Have them read the scripts and ask them questions
about them: What is the program about? Who
participates in the program? Is it interactive? What type
of language do they use? Go over the scripts to identify
words used to connect ideas and have students
underline them. Ask students to complete the activity.
Then, ask them to compare their answers with a
partner. Go around the class and give help where
necessary. Write the answers on the board and tell your
students to correct any mistakes.
Answers: 1 Hey! Kids; 2 You are in the air, so go
ahead. 3 What do you mean? 4 You might try
negotiating with them. 5 And its better than not going
to the mall at all, isnt it?
Alternative Activity: Write the scripts on a sheet of
paper and divide them by speaker. Photocopy the sheet
of paper and cut it into pieces (by speaker). Divide the
class into groups of three, to define the sequence of
enunciation. Hand out a script to each group and ask
students to order it in the correct sequence. Ask them
how they came up with the correct order. Ask your
students to pick each one a character from the script
and read their parts out loud to the group. After they
have finished this activity, ask students to answer
Activity 11.
Time: 10 minutes
12 Complete these sentences with words from

the box.
To identify words used yo connect ideas, go over the
words from the box with your students. Have them
complete the sentences with these words. If necessary,
go back to the scripts in previous activities before
completing the activity to check any doubts. Go around
the classroom and give help where necessary. Ask
volunteers to read the answers out loud.
Answers: 1 This, Welcome; 2 When; 3 might; 4 What;
5 could; 6 while; 7 isnt it?
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Stage 5: I can
10
13 Listen to another radio program and
Have students read the questions. Tell your students
that they are going to listen to a new radio program.
Ask them to take notes in their notebooks while they
listen. Play the CD for students to answer the questions.
You may have to play the CD more than once. Check
answers with the class.
14 Listen again and circle the best

option.
Have students read the statements. Before listening to
the CD again, ask students to check if they can answer
this activity with their own notes from the previous
activity. They might as well remember key words from
the audio.
Play the CD from the previous activity again and
have them confirm their guesses. Have the class read
the answers out loud.
Answers: 1 teens; 2 relationships between brothers

and sisters; 3 yes; 4 informally
Answers: 1 is; 2 brothers and sisters; 3 sister; 4

solution; 5 likes
Reader
10
On the Radio
p. 46-55
Ask students to take out their Readers to page 46. Tell

students to skim through Chapter 4 to find how many
characters there are in the story (there are three:
Andrea, Matt and Jill).
Divide the class in teams of four. Ask students to
read out loud the chapter within the team. Each
member of the team is going to read one of the
characters, including the narrator. To encourage the use
of speech register, tell them to give each character a
specific tone of voice or characteristic according to his /
her personality. They might read the scripts using
different voices and characterization, too. Monitor the
activity and help students with their pronunciation
when needed. Encourage their proposals.
After they have read it once, tell them they are going
to write the script of the story. Explain that they have to
write a radio script about the story of these teenagers.
Ask them to fill out the following outline:
Title of the story:
Location:
Main characters:
Important events:

Classroom Management: One of the most difficult

things for students when they are listening to an English
text is to distinguish sounds because some sounds do
not exist at all in their own language.
Understanding intonation and stress is also difficult
and interferes with the students understanding of
spoken English. It is important to expose students to
different stress, speed, voices, ambient sounds, sound
effects, intonation and rhythm patterns because the
patterns of spoken English are so varied.
15 Complete the sentences with the words in
the box.
Go over the words with the students and make sure
they understand them. Elicit one example with each of
the words like: What do you think? Write the words on
the board and have students complete the sentences.
Have some volunteers read the answers out loud.
Determine the tone and intonation of sentences by
reading the script and have students repeat.
Answers: 1 Good morning; 2 This is; 3 Go ahead;
4 think; 5 could
Using the information above, guide students to write

their scripts. Monitor the activity and when they are
ready, ask volunteers to read it out loud.
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Unit 2
Lesson 4
Language as a means to recognize the influence of
media in everyday life.
Answer questions to express opinions.
Recognize and use modals.
Read opinions.
Determine tone and intonation of sentences.
Formulate questions.
Establish rules of participation for an exchange of
opinions.
Foster respect and attention towards the opinions
of others.
Compose and write opinions to support their oral
production.
Lead-in
Class
Divide the class into groups of four. Play Hangman with

words related to mass media. Make a list in advance (e.g.
newspaper, magazine, Internet, television).
Stage 1: I know
1 Discuss the question.
Write on the board: Ads. Ask students what the word
means and where we can find ads (radio, TV, Internet,
magazines, newspapers). Elicit answers from different
students. Divide the class into groups of five and ask
students to open their Student Books to page 58. Have
students discuss the questions in their groups and give
reasons for their answers. Then, have a speaker from
each group share their answers with the rest of the
class. Ask each group to make a graph in their
notebooks with their classmates opinions.
Answers may vary.
Classroom Management: You can use different

techniques to group your students. One of these is
to make groups from a mix of weaker and stronger
students. In such groups the more able students can
help the less fluent, and both stronger and weaker
can benefit from the experience. Collaborative work
promotes learners confidence. It also creates a
better atmosphere in the classroom.
Student Book
p. 58-63
Syntactic differences between British and American

varieties.
Define sequence of enunciation.
in an opinion.
Begin an exchange.
Distinguish behaviors adopted by speakers to support
meaning construction.
Materials:
Reader, Audio CD
A list of words to play Hangman
A sheet of paper with useful expressions to give
opinions about a radio program.
Stage 2: I build
2 Listen to the radio program and
complete the evaluation form.
To express students opinion, direct your students
attention to the evaluation form in this activity. Have
students identify the form and ask them: Why are
evaluation forms used? (to distinguish the good from
the bad features of something in order to improve it.)
Have students express their ideas freely. Have them
read the questions and make sure they understand
them. Pay special attention to some features like the
call-in segment, listeners, and guests. Clarify any doubts.
Play the CD and have students answer the questions.
Then, ask students to form groups of three and have
them compare their answers. Finally, have different
groups read their answers.
09
Answers: 1 Yes, it does. 2 Yes, there is. 3 Yes they are.

4 Yes, she does. 5. Yes, it is. 6 It has a call-in segment.
3 Listen again and answer the questions.
Have students read the questions. Ask them what the
audio from the previous activity was about. Tell them
they are going to listen to the same program again, and
they are going to answer the questions. Play the CD and
give them enough time to answer the questions. Then,
have students compare their answers with a partner to
read other oponions.
09
Answers: 1 Her parents always say no when she wants

to go to the mall with her friends. 2 Answers may vary. 3
Answers may vary.
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Alternative Activity: Diagrams are organizers that

can be useful to take notes while listening and define
the sequence of enunciation. Using this diagram for one
text, students can easily add more ideas or key words to
the diagram and associate words. Ask students to draw
a diagram with the information from the audio track to
help them associate the information.
Time: 10 minutes
Guest speaker
Jennifer
It's common
Problem
Negotiate
Parents
Teenagers should not hang out at the mall alone
Reader
On the Radio p. 46-55
Ask students to open their Readers to page 46. Ask students

the following: Who are the main characters in the story?
What is the story about? Where does the story take place?
Elicit answers from different students. Divide the class in
groups of three. Tell the students that they have to read the
story again. In their groups they have to re-tell the story. Go
around the classroom and make sure they are all reading
and discussing about the story. Next, tell them that they
have to read page 55 and discuss about the proposals to
improve the radio program. To compose and write opinions
to support their oral production, tell them that they have to
write at least three different proposals to improve the radio
program. Tell them those proposal have to be different from
the ones in the story. Tell them they can use their
dictionaries to check the spelling for words. Monitor, and
help them with language or vocabulary. Correct any
mistakes. Then, ask the groups to join another group and
discuss their new proposals. Tell them that in the groups of
six, they have to come up with a new proposal, and include
the points of view from the two groups. Then, have the
different groups read their proposals to the class. Vote for
the most interesting proposal.
Lead-in
Class 2
Divide the class into two teams. Write a sequence of

familiar words on the board following a 1, 2, 1, 1 pattern,
e.g. boots, shoes, boots, boots Read the sequence
rhythmically. Encourage students to join in and supply
the last two missing words. Repeat the procedure with a
different word sequence from the same semantic group.

Ask the students to copy and complete the word
sequences in their notebooks. Check the answers by
asking your students to read the word sequences.
Ask them to invent and write the first five words of
one or two more sequences using familiar vocabulary
from the same semantic group. They can either follow
any of the patterns you have introduced or they can
create a new pattern.
Stage 3: I think
4 Read these sentences and underline
the word in each that gives a suggestion
or advice.
Write the following sentences on the board: You should
exercise more. You might try to talk to your sister. You
could study more. You shouldnt fight with your brother.
Have students read the sentences and elicit the words that
give advice. Underline them. Ask students which words
give a strong advice and which words are used to make a
suggestion. Make sure students recognize the meaning of
each of the modal verbs and their degree.
and have them read the sentences. Ask them to
continue in the same manner. Refer them to the
Glossary on page 159. Then, have students complete
the activity. Check answers as a class by asking your
students to read the words out loud.
Answers: 1 should; 2 might; 3 could; 4 shouldnt
5 Read the sentences in Activity 4 and
Write the words advice and suggestion on the top half
and on the bottom half of the board. Draw a line that
goes from one to the other. Ask students to go over
the sentences from Activity 4 and analyze them. Have
students write the sentences on the board according
to their degr ee. After checking with the whole class,
ask students to answer the questions in this Activity.
Ask some volunteers to read the answers to the rest of
the class.
Answers: 1 2 and 3; 2 1 and 4
6 Listen to people giving opinions about
a radio program. Circle P for Positive opinion
and N for Negative opinion.
Write on the board the following: I liked the music. / I
didnt like the speaker. The ads were for adults. / The ads
werent for teenagers. Have students explain the difference
between the two pairs of sentences (the first sentences in
each pair are affirmative, the second ones are negative).
Elicit other sentences using the negative form. Go over the
instructions in this activity with the students. Have them
11
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7/15/11 11:30 PM
read the sentences and ask them to go to their Glossary at

the back of the book if they have any vocabulary questions.
Play the CD. Have your students pay attention to the
way people talk in the audio. Ask them to distinguish
who sounds disappointed, who sounds bored and who
sounds enthusiastic. Play the recording again for
students to complete the activity.
You may have to play the recording more than once.
Have students compare their answers with a partner.
Then, elicit the answers from different students.
Answers: 1 N; 2 P; 3 N; 4 N; 5 P; 6 P
7 Work in pairs. Take turns reading the
opinions in Activity 6 using the appropriate
intonation.
Have students work in pairs. Explain to your students
that they have to read the opinions in Activity 6 out
loud to a partner. Demonstrate the activity by reading
the sentences with the appropriate intonation according
to the CD. Ask partners to listen closely to check any
pronunciation mistakes. Go around the classroom and
correct any pronunciation and intonation mistakes.
It is not advisable to interrupt students while they
are doing a task. Be clear with the instructions, set a
limit of time for the activity, and at the end, give the
appropriate feedback.
Reader
On the Radio
p. 46-55
Ask students to open their Readers to page 53. Read the

dialogue out loud with the appropriate intonation. Ask your
students to go to page 54 and continue in the same manner.
Ask comprehension questions like: Who liked Teen Talk?
Who liked Teens in the 21st Century? What features did
you like most / least? Write the answers on the board.
Have students underline the expressions of like and
circle the expressions of dislike. Read both pages once
more giving extra emphasis to the negative or positive
intonation of the dialogue. Have students work in pairs
and practice reading the dialogues. Monitor around the
class to check they are using the correct intonation.
look at the Comprehension Questions. Check
understanding and ask them to work in pairs and
answer the questions. Ask students to share and
8 Complete the sentences with positive

or negative.
Call students attention to the box and have them
complete the ideas. Tell them that they can use their
dictionaries to check the meaning of words they dont
know. Ask two students at random to read the answers.
Answers: positive; negative
Lead-in
Class 3
Write on the board the following: interesting, fun,

awesome, formal. Ask students to write the opposites
(not interesting, boring, horrible, informal). Tell your
students that they cannot use their dictionaries or open
their Student Books. Ask them to say Finish! when they
are done. The first student that completes the activity,
without any mistakes, is the winner.
Stage 4: I practice
9 Match the questions to the answers.
Ask students what radio programs they have listened to
recently. Use the questions from this activity to elicit
more information from your students. Write a couple
of examples on the board. Elicit more questions from
students to practice how to formulate questions. Once
your students feel comfortable with the questions,
divide the class into pairs and let students ask the
questions to their partners.
Have students open their Student Books to page 60.
Have them match the questions to the answers. To
check answers, ask the boys to read the questions and
the girls, the answers. Correct any mistakes.
Answers: 2 e; 3 d; 4 a; 5 f; 6 b
Cultural Note
A basic difference between British and American
English is the difference between possessive
constructions. British English uses the expression Have
you got a notebook? While American English uses Do
you have a notebook? Students might find these two
varieties in movies, music or texts. Have them practice
both and explain this is an example of a regional
variation from English language.
10 Write the words in the box in the correct

columns in the table.
Write on the board the following: I think the music was
boring. In my opinion the ads are interesting. I think the
caller speaks too fast. Ask students about the radio
programs they listened to before. What do you think
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7/15/11 11:30 PM
about the music? What do you think about the ads?

What do you think about the callers? What do you think
about the guest speakers? Elicit answers from different
students. Go over the words in the box with your
students. Explain that they have to complete the table
with these words. Tell them that they have to read the
different sentences from left to right and give them
plenty of time to complete the activity. Walk around the
classroom and help where necessary. Have some
volunteers copy the table on the board to check.
Answers: I think; the advertisements, the music, the

program, was / wasnt, spoke; interesting, boring,
interactive, fast
Alternative Activity: Have students copy the table in
Activity 10 on a separate sheet of paper. This table can
be used as a reference of useful expressions for the
dialogues they will be practicing to give opinions about
a radio program.
Time: 5 minutes
11 Complete the conversation with the
appropriate words and phrases from the table
in Activity 10.
Have students read the dialogue. Tell them that they
have to complete it with words from the box in Activity
10. Monitor and help students where necessary. Check
answers with the class by writing on the board the
missing words. Then, read the conversation out loud
with the help of a volunteer. Model the pronunciation
and intonation of the sentences.
Divide the class into pairs and ask students to practice
the dialogue. Ask some volunteers to come to the front
to read their dialogues.
Answers: interesting; too; boring; advertisement;
interactive; was; clearly
emember Next class students will need: a sheet
of paper with useful expressions to give opinions about
a radio program.
Lead-in
Class 4
Divide the class into groups of four or five students.

Tell your students that they have to write a short
advertisement for a teen radio program. Have
each group role-play their commercial. Vote for the
best advertisement.
Classroom Management: Teenagers are very

much aware of social status and of group membership.
This allows them to be conscious of the perspective of
the other. Because they develop these concepts, this
is a good moment to value difference and to
encourage students to get involved with projects that
help them become more artistically engaged.
On the other hand, prejudiced comments may
appear among students while they are sharing their
work. Dont allow these comments to hurt your
students. Foster respect and attention towards the
opinions of others. Besides, each person has different
skills, strengths and weaknesses. Promote frequent
displays of art work, encouraging students from
different backgrounds and skills to work together.
Stage 5: I can
12 Complete the organizer with the main
characteristics of a radio program.
Draw on the board a mind map and in the center write:
Radio Program. Ask a volunteer to write any ideas that
comes to his mind about the topic.
Then, ask students to open their Student Books to
page 62. Have students complete the organizer of a
radio program. Explain that if they do not remember
the names of the main features, they can go back to
their Reader (Chapter 4) and read the different radio
programs or they can look at the board. Have some
students share their organizers in groups of five.
Answers may vary.
10
13 Listen to the radio program and
complete the table.
Students listened to this same track before but they
might not remember its topic or details. Play the CD
once and ask them to write notes in their notebooks.
Ask volunteers to write the words or ideas on the board.
Ask students to read the instructions of the activity.
Play the CD a second time and let students complete
the table. Tell them to use the words and ideas on the
board if necessary. Let them check their answers
in pairs.
Anwers: Station: 68.9; Name of the program: Teens

Ask; Time of the Day: morning; Type of Show: talk
show; Audience: teens; Callers: yes, two
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14 Complete the sentences with your

own opinions of the program in Activity 13.
To compose and write opinions to support their oral
production, including relevant details and interesting
information in an opinion, have students complete the
sentences with their own opinions of the program
Teens Ask.
Answers may vary.
Classroom Management: While some students

are motivated to learn, other students need to be
motivated. There are several things you can do to
motivate your students to learn. You can provide a
helpful environment. This means you should greet your
students, learn their names, interact with them, show
them that you are concerned about them as individuals
and about their learning process. Plan your tasks.
Activities should have the right amount of challenge for
your students (not too difficult, nor too easy). Track
your students progress. Point out positive
achievements and areas of improvement. Promote your
students self-confidence through different activities.
Establish goals for individual students and develop
group learning goals for the entire class. Allow your
students to set some personal goals as well.
15 Write your own opinions of Teens Ask.
and look at Track 10. Have them read the audio and go
through the previous activities to gather information to
write. Promote the use of an organizer or mind map
to organize their ideas in order to write. Go around the
class and help students correct their sentences.
Answers may vary.
Cultural Note
Among English language various syntactic
particularities there is an absence of relative pronouns
(e.g. The house I lived in. The person I saw yesterday.
The school I studied at.) In Spanish we always use the
relative pronoun.
establish the rules of participation for an exchange of

opinion. Tell them to listen closely to their classmates
and take notes of the most important information and
ask questions. Elicit questions about likes and dislikes
and have them complete the activity with the positive
opinions and the negative. Monitor and check any
spelling or pronunciation mistakes before they present
their summary.
Answers may vary.
Alternative Activity: Organize a debate. Debates

help students to develop critical thinking and to
practice presentation skills. With this kind of activity,
students will listen to others points of view and will
respond to them. Also, students will contemplate
multiple views on a controversial issue, will develop
oral speaking skills and will develop skills in supporting
ones opinion with facts and examples.
Divide the class into two groups. Ask half of the
students to stand up in a circle. Ask the other half of the
students to stand in an outer circle facing the students
in the inner circle. Write the topic of the debate on the
board: Does mass media influnce our everyday life?
Ask students in the inner circle to take turns to
discuss the topic for five minutes. Ask students in the
outer circle to observe carefully the discussion and to
take notes about any points that are brought up. Once
the discussion is over, make pairs with students of the
inner and outer circles and have them use their notes to
write an editorial opinion expressing a point of view on
the issue.
Time: 30 minutes
Classroom Management: Assessment is an

integral part of the learning process. Assessment
should be done with objective criteria and students
should be given feedback. Assessment should be done
in different ways and contexts.
It is important to assess the learning process and
critical thinking and not only the information students
remember (the final product). You may use different
classroom activities (listening, reading, writing,
speaking) to assess the process. You may use exams,
quizzes, and projects too.
16 In groups of five discuss your

opinions. When you finish, present a
conclusion to the rest of the class.
Divide the class in groups of five. Ask to share their
opinions about the program they have just listened and
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Unit 2
Product 2 Plenary
Performance indicators:
Select a radio program.
Decide on the duration of the plenary.
Establish the turns and the duration of each
participation.
Compose the sentences to express the opinions about
the radio program.
Lead-in
Class
Write on the board the following: Radio programs.

Divide the class in groups of four. Ask students to write a
list of all the different types of radio programs that they
know. Then, have the groups mingle and have them
compare their lists and add the type of radio programs
they did not include on their lists. Find out how many
types of radio programs they included.

1 Think of two or three radio programs that
you know and complete the form.
Explain that they are going to participate in a plenary
about radio programs, and ask them to decide about what
programs they will be talking about. Tell them they have
to choose two or three different programs and fill out a
table. Let them complete the table individually.
Alternative Activity: Ask students to get in groups
of four, and have them make a list of their favorite radio
programs. Then, tell them they have to vote for the most
popular program. Explain to the students that they have
to listen to the program they consider the most popular
within their groups. Ask them to make notes and pay
special attention to the host and the interviewees, as
well as the advertisements. Ask them to have a
discussion about the program and to give their opinions
about it. Ask them to discuss the following questions:
Did you like it? Why not? What was the section you
liked the most? What is the section you liked the least?
Did you like the music? Did you like the advertisements?
Find out students opinions.
Time: 15 minutes.
Student Book
p. 64-65
Practice the stating of opinions.

Establish rules and turns for an exchange of opinions.
Foster respect and attention towards the opinions of
others.
Language as a means to transmit and spread
information.
Write sentences used by the presenter and / or the
participants to support comprehension.
Stage 2: I plan
2 Decide on the duration of the plenary.
Divide the class in groups of four or five. Tell students
that first they have to complete the information they
included in their tables from the previous stage. Then,
they have to decide on the duration of the plenary.
3 Work in groups. Choose one program for
everyone to listen to.
Tell students they have to choose one program from the
table in Activity 1 for everyone to listen to. Remind them
that they should have completed their table with as much
information as possible.
4 Establish the turns and the duration of each
participation.
After that, groups have decided on the duration of the
plenary, have students establish the turns and the
duration of each participation.
Now that students know how the plenary will run, they
should consider the materials they will need to do so.
Have them make a list of materials.
Stage 3: I do
6 After you listen to the program, complete
the organizer on page 177 in the Worksheets
section.
Have students work in their groups from the previous
activity. Ask students to open their Student Books to
page 64 and discuss about the program they listened to.
Have them complete the organizer (mind map) on page
177. Monitor and make sure the different teams have
completed the organizer.
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Classroom Management: There are different

ways to asses students performance. A useful way to
do it is with portfolios. Portfolios are collections of
student work representing a selection of performance.
Portfolios are an effective way to get them to take a
second look and think about how they could improve
future work. Portfolios involve students in their own
assessment and help them to understand the aspects
they have to work in and will also help them to
become more autonomous learners.
Portfolios are also very useful because students can
have an evidence of their progress. They can also
show it to their parents and other teachers. Students
can include different activities in their portfolios
(writing, oral, projects, etc). At the beginning of the
course, decide which are the tasks they will include in
their portfolios. For speaking activities, they can
record the activities, and keep a CD in their portfolios.
For writing activities, decide which compositions,
letters or stories will be included. It is important to
create a rubric to assess the portfolios and explain this
rubric to the students. They have to know beforehand
the way they will be assessed.
notebooks with notes from the environment, the mind
maps they drew from the scripts and the table with
useful expressions.
Lead-in
Class 2
Divide the class into two teams, A and B. Call out a

topic of interest to your students (TV, clothes, music,
being a man, being a woman, etc.) Ask representatives
from each team to take turns to mention an advantage
and a disadvange. Have students mention the
disadvantage beginning with: Yes, but
7 In your group, practice and check your

opinions. Correct any errors in your
sentences.
Ask them to write their opinions about the program on
a different piece of paper. They have written or given
their opinions in different activities throughout the
unit. Have students flip through the unit to find this
information. Walk around the classroom and correct
any mistakes. Then, ask your students to correct any
mistakes and to re-write their sentences. Revise that the
sentences are understandable.

8 Discuss the programs in a plenary. Follow
the procedure below.
Write on the board the following: Excuse ____ Do
_______ mean? Can_______ repeat _____? Can
__________________ slowly? Ask students to complete
the sentences.
The procedure shown in this section of the product is
useful to teach turn-taking when giving opinions. Use
the useful expressions feature to show your students
some expressions for turn-taking and interaction. Go
over the procedure with students. Ask them to establish
the rules and turns for the exchange of opinions. Help
them by modeling how it is done first and then let them
practice in small groups before the plenary.
Go over the plenary procedure for any last minute
planning with the students. Make sure the different
teams understand it.
9 Pay attention to the interventions of others
and ask questions to obtain further information.
Tell them that everybody has to pay attention to their
classmates interventions and ask questions to clarify or
obtain more information. Foster respect and attention
towards the opinions of others.
I learn
Ask students what they can do now that they couldnt do
at the beginning of the learning environment and listen to
their responses. Encourage them to identify the activities
that they found especially helpful during the process of
making the product. Then have them answer the I learn
box. Explain that its purpose is to assess their performance
while making the product in order to improve weaknesses
and reinforce strengths during the process. Briefly have
them discuss their responses to the self-assessment in
groups or with the rest of the class. Give positive feedback
for their effort and progress.
Can identify words used to link ideas.

Can detect speech register.
Can compose expressions to produce opinions.
Can answer questions to express opinions or points of
view about the contents of an oral text.
Can expand main ideas in an oral exchange.
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74
5/4/12 5:08 PM
Is aware of the
use of language
to search and
obtain
information.
Is aware of the
influence of mass
media in daily
life.
Shows respect
for, and pays
attention to
his / her
classmates'
opinions.
Understands
and writes
instructions.
Interprets and
conveys
information
published in
various media.
Global Assessment
Realizes that
language is a
means of
transmitting and
sharing
information.
GOOD = G
coherent texts.
Uses language to
learn about
language.
Learns to work in
cooperation with
fellow
classmates.

VERY GOOD = VG
of the world.
different texts.
w
Assessment Criteria
General Comments
Students Name
All Ready! 1
Unit 2
Unit 3
Literary and Ludic
Social Practice: Participate in language games to

work with specific linguistic features.
Social Practice: Read and rewrite informative texts

from a particular field.
Specific Activities: Participate in language games to

Specific Activities: Compose notes to describe the

components of different human body systems in a chart.
Product: Forecasts
Product: Charts of the human body systems
identify sentences in future tense.

classify different types of future verbs.
compare sentences that express past, present, or
future.
ask and answer questions about forecasts.
answer questions in order to give a description.

rewrite and compose sentences.
organize terms and descriptions into a table.
compose sentences in order to write notes.
verify spelling conventions in order to edit notes.
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Unit 3
Lesson 1
Recognize subject matter, purpose, and intended
audience.
Classify sentences according to the future verb form.
Identify sentences that express future situations and
conditions, and their composition.
Compare sentences that express future situations to
those that express past and/or present situations.
Use of apostrophe in contractions.
Use of language to promote recreational activities.
Lead-in
Class
Have students work in groups of ten; ask them to write

one thing that is unique about them that most people
dont already know on a small piece of paper. Examples
could be a special talent they possess or an interesting
place they have been to. Their papers should be
anonymous and placed in a bowl or bag. Have all of the
students randomly choose a paper from the bowl and ask
questions to try to identify whose paper they chose. After
each student has found the owner of their paper, they
should return to their seats and take turns reading their
paper to the rest of the group and revealing who the paper
belongs to.
Stage 1: I know
1 Have you played these games?
Encourage them to first predict what they think the
lesson will be about. Elicit the answer games and write
the word on the board. Students should then identify
each of the four games by name.
Ask students to raise their hands if they have played
chess. Count the hands raised and write the number
next to the game. Repeat this process for the remaining
three games and compare their popularity among your
students. Briefly discuss each of the games, addressing
the basic rules for each game and who plays them.
2 What are your favorite types of games?
To use language as a means to promote recreational
activities, discuss the differences between board games,
video games, card games, word games (crosswords,
word searches), guessing games, playground games
(hopscotch, tag), etc. and elicit more examples from
students. Have students work in pairs and list games they
Student Book
p. 68-73
Complete sentences with words used in future

situations and conditions.
Arrange a sentence sequence expressing future
situations.
Write words that express future tense.
Use language to favor learning and feedback.
Materials:
Reader, Audio CD
know, then get together with another pair and compare

the games. Emphasize that these are all games, and we
play games. Invite volunteers to share the names of their
favorite games with the class.
Classroom Management: Modeled Reading

involves reading out loud to the class on a regular
basis, to provide a model for pronunciation of the text
and of appropriate reading strategies. For example,
stop and think out loud to check understanding,
finding out the meaning of an unknown word, when
confused by something in the text, etc.
Reader

Are You Playing

or Gaming?
p. 59 68
To recognize the subject matter, purpose, and intended

audience, read the title: Are You Playing or Gaming?
and have students predict what the text is about. Ask
students to open their Readers to page 59 and encourage
them to do a picture walk through the pages of Chapter 3.
Elicit whether the computer on page 59 is modern or
not, and how they can tell that it is not modern (it uses
bulbs, the telephones are rotary); then, in pairs, ask
them to discuss the illustrations. Elicit examples of the
questions they are asking each other. Encourage them
to explore the glossary, too. Ask students if it is a story,
a manual, an experiment, etc. Students should come to
the conclusion that it is an informative text about the
history of video games.
Ask students which video games they have played,
and elicit the differences between old games and more
modern ones. Give several examples and have students
say whether they correspond to older games or more
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7/16/11 4:42 PM
modern ones: color vs. black and white, pixels vs. 3-D,
type of movement, etc.
Modeled reading: Read pages 59-62 out loud, using
appropriate inflection, pauses, and tone. At the end of
each page, ask questions so that students search for the
answers in the text, for instance, How many years ago
did A. S. Douglas develop Noughts and Crosses? How
was the EDSAC different from computers nowadays?
Can you give me examples of how video games influence
our clothes or the way we talk? If necessary, model
thinking out loud to find the answers: Noughts and
Crosses was developed in 1952; that means it was
developed __ years ago; EDSAC was a huge computer,
what about modern computers, what are they like? Can
you carry a computer around? (Yes, a laptop), We use
the word huge to describe this computer. What other
things are huge?, etc. Draw a large Venn diagram on the
board. Have students work in groups of three and show
how modern computers are both similar and different
from those in the 1950s. Continue in the same way with
the other pages.
Shared reading: Ask students to work in pairs and
take turns reading one or two pages out loud to each
other. Encourage them to tell each other something
new they learned from what they read, either a new
word or new information. Continue with a word game
with the in-text glossary words.
Encourage students to look through the pictures on
pages 63-68 and predict what will come next in the text.
Stage 2: I build
3 Read the extract and answer the questions.
Have students open their Student Books to page 68;
explain that they are going to read an extract from the
Reader. Ask students to recall the first video game
created to elicit the answer Noughts and Crosses, a
game similar to Tic-Tac-Toe, and ask them how games
have changed since then (games have become much
more complex).
Divide students into small groups of four or five, and
ask them to take turns reading the extract and answering
the questions on page 69.
Answers: 1 1952; 2 Gaming will become a more
realistic experience. 3 The author says that 3-D game
consoles with face-, voice- and gesture-recognizing
sensors will make gaming more realistic.
Lead-in
Class
Draw a Tic-Tac-Toe game on the board and review the

rules of the game: players take turns marking either an
x or an o in one of the spaces with the objective of
getting three in a row either horizontally, vertically, or
diagonally. Make deliberate mistakes when giving the
rules, encourage students to say the correct rules. Invite
two students to go to the board to play the game.
Ask students to play a quick one-minute Tic-TacToe game with a partner. Have winners share two
things they remember about video games with
their partner.
Ask students to open their Readers to page 63 and
elicit their predictions from the previous day. Have
students read the first sentence of every paragraph
chorally, then check comprehension. After that, read
the rest of the paragraph out loud using appropriate
inflection, pauses, and tone. At the end of each page, ask
questions so that students search for the answers in the
text, and confirm predictions. Encourage them to give
their own examples of convergence.
Then ask students to work in pairs and take turns
reading one or two pages out loud to each other.
Encourage them to tell each other something new they
learned from what they read, either a new word or
new information.
Stage 3: I think
4 Read the sentences and classify them
in the organizer.
Write the following three phrases on the board in the
order shown: I played video games. I play video games.
I will play video games. Ask students to identify
a time frame for each of these three sentences. Elicit
sample dates for each sentence.
To compare and classify sentences that express
future situations to those that express past and/or
present situations, draw a timeline on the board, marking
past, present, and future on it. Elicit the sentence that
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7/16/11 4:42 PM
happened in the past and ask a volunteer to write it

above the appropriate place in the timeline; then elicit
the sentence in the present tense and, finally, the
sentence about the future. Then elicit the differences in
the verb play and ask three volunteers to go to the
board and underline the different forms of the verb.
Write the name of the tense above each sentence
(played past; play present; will play future). Say
other verbs and select random students to give you the
three tenses.
Instruct students to open their Student Books to
page 69. Read each of the statements out loud to the
class. To identify sentences that express future
situations and conditions, and their composition, ask
students to work with a partner to classify them
according to whether they are past, present, or future.
Monitor and check.
Answers: 1 past; 2 present; 3 future; 4 future; 5 past;
6 present
5 Read the sentences and underline the one

that makes a prediction about the future.
Read the three statements out loud to the class and ask
them to find them in the text in Activity 3. Elicit whether
the paragraphs are organized according to time, from
past to present. Then ask them to repeat the same
process from Activity 4 to identify the tense of each
statement by analyzing the context of each one. The
first statement talks about a game that was developed
in the past. The second statement generalizes how
games influence us in the present. The third statement
predicts how gaming will change in the future.
To identify sentences that express future situations
and conditions, and their composition, after analyzing
each statement, elicit the auxiliary verb used to make
predictions about the future: will. Students should
subsequently underline the third statement since it
makes a prediction about the future.
Answer: 3
6 Listen to this extract from an interview
about video games and match the persons
predictions about the future.
Elicit students own predictions about the future
(related to video games or not). Then ask students to
read options 1 through 3 and options a) through c) out
loud as a class before listening to the audio.
Play the interview for the students and ask them to
match the predictions according to what they hear on
the recording.
12
Answers: 1 c; 2 a; 3 b
7 Look at the sentences in Activity 6 and

Write the three sentences from Activity 6 on the board
and ask students if they can identify any plans in the
sentences (no). Then ask if they can identify any
predictions in the sentences (yes). Elicit the difference
between a plan (a series of actions that you think about
carefully to achieve a goal) and a prediction (something
that might happen in the future but we are not
certain about).
Underline the words that come after will in each of
the three sentences. Ask students if the word be is an
adjective, a verb, or a noun. Elicit the answer that be is a
verb and explain that a verb in its base form always
follows the auxiliary verb will.
Finally, ask students which statements are affirmative
and which one is negative. They should identify the
first and third statements as affirmative and the second
statement as negative. Ask them what the difference is
between affirmative and negative predictions in the
future. They should specify that the affirmative statements
use will and the negative statement uses wont.
Monitor the class and make sure that students fill in
the appropriate answer for all three questions.
Answers: 1 b; 2 b; 3 Negative predictions are made
with wont.
8 Complete the rules.

Tell students to work in pairs to complete this activity.
Encourage them to use the information they discovered
in the previous activities to answer correctly. Check
answers as a class.
Answers: 1 predict; 2 affirmative, negative

Cultural Note
It is common to hear a shortened version of will in
spoken English. An example is Hell be back later.
Contractions are the result of combining and
shortening two words: a pronoun and an auxiliary
verb, or an auxiliary verb and not. All contractions have
an apostrophe, which is different from an accent. Draw
both a large apostrophe and a large accent on the board,
and elicit the differences. Point out that both the
accent and the apostrophe go in the upper part of a
word. An accent looks like a small triangle and goes
directly above a vowel, while an apostrophe is curved,
like a comma, and goes between letters.
While contractions are usually used in informal
spoken conversation, written English is becoming more
informal (e-mails, notes to friends, etc.) and contractions
are often seen in print. The contraction of will not is
wont. What other contractions can students think of?
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Lead-in
Class
Have students work in groups of nine and prepare nine

pieces of paper with the following phrases: outlook
good, yes, most likely, without a doubt, it is certain, dont
count on it, my reply is no, ask again later, better not tell
you now. They should fold them and put them in a bag
or bowl. A student from each group asks a question, for
example, Will we play video games online? They then
take a paper and share the answer with their group.

Stage 4: I practice
9 Complete the text using the correct tense of

the verbs.
Have students work in pairs and prepare a time line
of the history of video games. Monitor and check. Have
them show their timelines to another pair.
To complete sentences with words used in future
situations and conditions, remind students that we use
the auxiliary verb will followed by the infinitive form
of the verb to make predictions about the future. Explain
that some sentences use the present and past tenses.
Encourage students to answer questions individually
and check responses with a partner. Monitor and
provide assistance when necessary.
Answers: 1 played; 2 let; 3 will be; 4 carry; 5 had;
6 have; 7 watch; 8 wont buy; 9 will download
10 Write the sentences in the correct order.
Write a scrambled sentence on the board; elicit the first
word, then the next, and so on, until the model
sentence is correctly written out.
Instruct students to unscramble the words to write
sentences about the future of gaming. They should be
able to arrange the sentence sequence to express future
situations. Have them work independently and check
answers with a partner.
Answers: 1 Gamers will play with people in other
countries. 2 You will find interactive games on websites.
3 Students will use e-books in class. 4 Gamers will
communicate emotions to in-game characters.
Stage 5: I can
12
11 Listen again to the interview and
complete it.
Ask students to listen to the interview and complete the
missing information. Monitor and check.
Answers: 1 guest; 2 video games; 3 past; 4 online;
5 games;
12 Write three predictions about the future of

video games.
Students write three sentences from the interview on
the previous page to express future tense.
Answers: Multi-buttoned video games will be a thing
of the past. Online games will rule. Online games wont
be complicated any more.
13 Work in pairs. Discuss the predictions in
Activity 12 and add three more.
Remind students of the ideas presented in the Reader
about the possible future of gaming. If necessary,
instruct them to look back at pages 66-68 in the Reader
to get ideas about how gaming will evolve.
Divide students into pairs. Pairs then compare
predictions and discuss three more possible advances
or changes in gaming. Students then add their new
predictions to their existing list. Monitor and provide
individual help.
Answers may vary.
Classroom Management: Quick ways to pair

students are: asking them to find someone whose name
or last name starts with the same letter as theirs; finding
someone whose birthday is in the same month as theirs;
finding someone who likes to play the same video game.
emember Next class students will need: large
sheets of paper to prepare their posters in groups of four.
Lead-in
Class
Have each student think of a game that he or she likes

to play and write it down on a piece of paper. In pairs,
students take turns asking their partner questions until
they guess the game their partner is thinking of. They
must be yes or no questions; students cannot ask
wh- questions.
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7/16/11 4:42 PM
Sample questions: Is your game played by more than

one person? Is it a board game? Does it require electricity?
Is it a brand new game? Partners can ask more than one
classmate if time permits.
14 Work with another pair and share your

predictions about the future of video games.
Tell pairs to join another pair to discuss their predictions.
Propose several questions for the new groups to consider.
Are their predictions the same? Does one pair have a
prediction that the other pair didnt consider? Are any of
the predictions unrealistic? Which prediction is most
likely to happen? Monitor group discussions.
Classroom Management: Before working on a
project, give students a minute or two to think
individually about their ideas, then they form pairs to
share their ideas and work on their project.
pairs and brainstorm the components of a welldesigned poster; then they get together in teams and
write their ideas on the board. Posters should have titles
in an easy-to-read font and in an appropriate size.
Illustrations should be interesting and placed in a way
that draws a persons attention. The layout should be
balanced between images and texts.
Before breaking the class into groups, ask leading
questions about the steps of creating a poster. What
comes first? Deciding on the contents and writing a
draft. Second? Editing mistakes and eliminating
unnecessary text. Third? Illustrating and preparing
the final copy.
Have students work in groups of four. Tell them to
refer back to the components written on the board
to guide them through the creation process. Students
should present their posters to their classmates at the
end of the class and give an informal explanation of
their poster.
15 In groups, make a poster about the

future of video games.
To favor learning and feedback, have students work in
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Unit 3
Lesson 2
Identify situations in which forecasts are made.
Listen to the reading out loud of forecasts containing
verb forms in future tense.
Classify sentences according to the future verb form.
Create forecasts based on current situations.
Write words that express future tense.
Compose and write questions about future situations.
Complete sentences with the future verb form.
Lead-in
Class
Play Hot Seat: Divide the class into two teams. Have
them line up according to their birthdays, from January
to December. Team A is the first half of the line, team B
is the second half. Toss a coin to see which team goes first.
The team who goes first elects a member to go to the hot
seat where they sit in a chair with their back to the board.
The teacher then writes an easy-to-explain word from
the Reader Glossary on the board. The team with the
person in the hot seat has to help their teammate guess
which word is written on the board by giving clues about
it. The person in the hot seat must stay there until they
guess the right word. Teams take turns, guessing four or
five words.
Stage 1: I know
1 Do you read your horoscope? Do you
believe that horoscopes can predict the
future? Why or why not?
Take a class poll to see how many students read their
horoscope. Then ask how many believe in the predictions
that their horoscopes provide. Hold a class discussion
on the subject, addressing why some people follow their
horoscopes so closely and why others choose not to
believe in them.
Student Book
p. 74-79
Distinguish graphic and text components.

Write down sentences to write a forecast about a real
or fictitious situation.
Materials:
Reader, Audio CD
The twelve horoscope signs and their corresponding
dates, a coin
2 What is your sign?

Write the twelve signs of the horoscope on the board:
Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra,
Scorpio, Sagittarius, Capricorn, Aquarius, Pisces. Take a
class poll to see what the distribution is among each of
the twelve horoscope signs in the classroom. Call out the
twelve signs one by one and have students stand up
when their sign is named. Count students standing for
each sign and write the results on the board.
Stage 2: I build
3 What other things can you make
predictions about?
To identify situations in which forecasts are made,
students should identify other situations in which
forecasts are made by naming other jobs that are based
on predicting the future. Elicit answers such as
sportscasters (predict who will win a game or medal),
stockbrokers (predict market fluctuations), fortune
tellers (predict life events), and gamblers (predict the
winners of races or lotteries). Can the students think
of any others to add to this list?
Instruct students to look at the two pictures on page
74 of the Student Books and identify them as a cloudy
day and a sunny day. Ask them what these two pictures
represent to elicit the answer: the weather. Ask students
if they know the word for the person who predicts the
weather based on scientific facts: a meteorologist.
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Stage 3: I think
4 Read this text and answer the questions.
Have students work in pairs and brainstorm words related
to the weather. Draw a large raindrop on the board; have
students go individually to the board and write a weatherrelated word inside the raindrop: sunny, cloudy, rain,
hot, cold, etc. Write the following words on the right
side of the board: rain, cold, a storm, curly hair, hail.
Ask students to make predictions about the weather
in the next few days and ask them what they are basing
their predictions on (the meteorologist on TV, the weather
in the past few days, their experience, folk sayings and
wisdom, etc.). Elicit whether they think folk sayings
such as Febrero loco, marzo otro poco are true or not,
and elicit what they are based on (probably on
observations of the weather). Elicit why these sayings
are sometimes just as accurate as weather forecasts by
a meteorologist (both are based on observations of
weather phenomena). Elicit other folk sayings and write
them on the board. Elicit whether these sayings would
apply in other parts of the world, for example, in the
southern hemisphere or in a place where it is very cold.
page 74. Elicit whether the article is from a textbook,
a newspaper, or a magazine. Read the title of the article
chorally, elicit the words that are capitalized, and point
out that important words (generally nouns and verbs) are
capitalized, while the others (prepositions, articles)
are not. Read the introductory paragraph out loud,
eliciting what is meant by elements (weather conditions).
Nominate individual students to take turns reading the
numbered text out loud to the class. Ask students to
identify what the article talks about. Elicit the answer:
tips for predicting the weather.
Ask students to read the tips again, silently, then
elicit the things that can be observed: dry grass, red sky,
a rainbow, etc. Make sure students understand the
words. Refer students to the Glossary on page 160 to
clarify the meaning of words. Write them on the left
side of the board. Ask students to close their books and
match the observations to the result.
Have students go over the article again and circle the
things that can help people predict the weather, and then
underline the words that talk about weather. Monitor
and check.
Lead-in
Class
Flip a coin that has two distinctive sides (head and tails)
and ask students to predict which side will land face up.
Before the coin is flipped students should write down
their predictions in their notebooks. Have a volunteer
flip the coin, and after each flip, have students record
whether their prediction was right or wrong. Perform at
least five flips and ask students to calculate their guessing
average. Did anyone have a 100% accurate prediction
average? If so, test their continued accuracy to see how
many more consecutive flips they can correctly predict.
Be sure to explain that these are predictions of pure
chance and most results should be 50-50.
5 Write two things that you will be able to tell

your friends after reading the text in Activity 4.
Have students open their Student Books to page 74 and
re-read the article in Activity 4, quickly, and decide
which two predictions they would share with their
friends. Have them write two complete sentences
conveying the information they will tell their friends.
Example: I will tell my friends to look for rainbows in the
west for rain.
Ask students to compare their sentences with a
partner. Monitor the class and provide individual help
when necessary.
Answers may vary.
13
6 Now listen to the weather forecast and
circle T for True or F for False.
Ask students to rank the following people according to
who thinks weather forecasts are important: a person
living in a big city, a fisherman, a farmer, and why it is
important for them.
Before playing the recording, ask students to read
the three statements in the activity. Instruct them to
listen to the forecasts and to mark the answers in their
Student Books. To listen to the reading out loud of
forecasts containing verbs in the future tense play the
recording for the class and check answers as a class.
Answers: 1 F; 2 F; 3 T
Answers: 1 The article talks about predicting the

weather. 2 circled: dry grass, red sky, rainbows, winds,
plants, clouds; underlained: rain, cold, storm, low
pressure, humidity, hail
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7 Read these sentences. What do

you notice?
Write the two sentences from this activity on the board.
Ask the students if they both state future predictions
(yes). Ask what is different about them. Students should
be able to see that the first sentence uses the auxiliary
verb will while the second sentence uses is going to.
Elicit that since Tuesday is a few days away, it is a
prediction. Remind them of the coin experiment. Then
ask students which sentence they would use if they looked
at the sky and saw black clouds and felt a few drops.
Explain that when we indicate future based on the
present, we use going to, and when we give a general
prediction about the weather, we use will.
Elicit a few more examples of local sayings with
going to, for instance: If scorpions come out, it is going
to rain.
Stage 4: I practice
8 Write the correct sentence from Activity 7
under each picture.
Nominate a student to describe what they see in the
first photo. The student should identify a meteorologist
predicting the weather for the next day. Nominate a
different student to describe what they see in the
second photo. They should describe the sky full of rain
clouds. To write words that express future tense, now
ask students to work with a partner to identify which
sentence from Activity 7 best describes the first photo
and which sentence best describes the second photo.
Check answers together.
At the end of the class, ask students to write down
their predictions about what tomorrows weather will
be like in their notebooks. To simplify the process,
provide five options to choose from: sunny, windy,
cloudy, stormy, or rainy. Encourage them to use the
current weather as an indicator for tomorrows weather.
Students should write complete sentences to state their
predictions. Example: I think it will be sunny tomorrow.
Answers: First photo: It will rain on Tuesday afternoon.
Second photo: Look at the sky; its going to rain.
Lead-in
Class
were correct as a class. Were these results more or less

accurate than those of the coin toss? Discuss the
difference between pure chance and educated guesses
in relation to making predictions.
Write the word weather on the board and invite a
volunteer to the board to write a weather condition
using one of the letters from weather (for example,
windy using the w). Continue inviting volunteers to the
board to add as many weather terms as they can think
of, connecting them to an existing word on the board,
until a crossword is created.
9 Look at Activity 4 and classify the

underlined expressions.
Divide the board into two sides. Label the left side as
What we think or know will happen and label the right
side as What we see as a result of something in the
present. Provide the following example to the class:
The bell will ring in 15 minutes. Ask students if
that statement is something we know will happen
or something that will result from what is happening
now. Students should identify that this is something we
know will happen and should be written in the left
column on the board.
To classify sentences according to the future verb form,
ask students to open their Student Books to page 76.
Instruct them to work with a partner to classify the
underlined expressions from Activity 4 into the most
appropriate category. Monitor and check answers as a class.
To compose and write questions about future
situations, have students number off from 1 to 4 and
write two questions on strips of paper about the
weather sayings in Activity 4, or about local weather
sayings: What will happen if I see dry grass? They
should fold the pieces of paper and take turns drawing
them, reading the question out loud, and providing the
appropriate answer.
Answers: We think or know this will happen:
Humidity will make your hair curl. We see this as a
result of something in the present: Dry grass means it
is going to rain. A red sky during sunset indicates it is
going to be cold at night. A rainbow in the west means
its going to rain. Easterly winds indicate there is going
to be a storm. Westerly winds, the opposite.
Ask students to take out their predictions from the

previous class. Based on the current weather, how many
of them were right? Poll the class to find out how many of
them made correct predictions based on yesterdays
observations. Calculate the percentage of students who
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Tell students to use their answers from the previous
activity to discover the general rule used for future
expressions. They should answer individually and check
their answer with a partner. In the case that two students
disagree on the answers, ask them to justify their
answer to one another until they can decide among
themselves which answer is best. Monitor and provide
help when necessary.
Answers: 1 will; 2 going to
Stage 4: I practice
the subject of games (they), the second of climate (it),

and the third subject is we.
Once they make the appropriate matches, students
can continue each of the three conversations in their
groups. They should try to defend the opinions shown
in each response and make another prediction related to
the topic. For example: We wont travel at the speed of
light but I think we will have flying cars.
Answers: 1 b; 2 a; 3 c
Class
Lead-in
11 Match the sentences to their meanings.

Now instruct students to use the rule from the previous
exercise to match the two sentences in this activity
to their meanings. Have them work with a partner to
match the sentences. To complete sentences with future
verb forms, have them write another set of sentences
and explain their meanings. Examples: May will be a
rainy month. I think it is going to rain today. The first
example shows a belief that every May is rainy and the
other means you can see rain clouds in the sky. Monitor
and check answers as a class. Ask volunteers to share
their examples with the group.
Elicit additional local weather sayings.
Answers: 1 b; 2 a
12 Match the two parts of the conversations.
Ask students to work in groups of three. They should
identify the subject of each sentence to help them
match the appropriate response. The first sentence has
Have students take out their Reader and open it to page

59, and number off in groups of three. Student A reads
one page, student B another, and student C, a third page.
After reading the page in silence, they take turns telling
each other about what they read.
Stage 5: I can
13 Read this text and complete the weather
on the table.
Tell students to open their Student Books to page 77.
To distinguish graphic and text components, instruct
them to work with a partner to fill in the table with
symbols to indicate the weather predicted. Encourage
them to divide the text into the three different days
mentioned to avoid possible confusion. When pairs are
finished they should check their answers with another
pair. Groups of four should be able to self-correct this
activity. Monitor and provide individual help.
Answers:
Today
N
Tuesday
E
Wednesday
E
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14 Use the words in Activity 13 to complete

the organizer.
Working as a class, students should complete the
organizer using complete sentences. Draw the organizer
on the board and point to the sun symbol. Ask: Where
will it be sunny? A volunteer should then dictate a
sentence which answers the question about the future
situation. Add his/her answer to the organizer on the
board. Point to the next symbol and ask for a volunteer
to dictate another sentence. Do this for each symbol on
the organizer and verify that students are writing the
sentences in their Student Books on page 78.
Possible Answers: Snowy It will be cold and snowing
in the North. Sunny It will be sunny and warm in the
East. Cloudy In the West, it will be cloudy on Monday.
Stormy It will be stormy on Tuesday in the West.
Windy It will be windy on Wednesday in the West.
15 Read this two-day weather forecast and
complete it with the correct symbols.
Instruct students to work individually to draw the
appropriate symbol next to each days forecast. They
should read the forecast carefully as each forecast contains
more than one symbol. Have them compare answers
with a classmate when they have finished illustrating.
16 Write a two-day weather forecast for the

place you live in or a place you know.
Have students complete the table about the local
weather for the next two days.
17 Write an e-mail to a friend describing the
two-day weather forecast.
To create forecasts based on current situations and to
write down sentences to write a forecast about a real or
fictitious situation, students work autonomously to
compose an e-mail to a friend describing the forecast
from the previous activity. Design several scenarios as
a class to provide the context of the e-mail. Example:
Your friend is coming to visit you from another country
and doesnt know what to pack for his/her trip. Students
should explain the forecast and make packing suggestions.
Brainstorm a few ideas and ask students to select one
for the context of their e-mail. Monitor and provide
individual help.
Answers may vary.
Answers:
Today
Tonight
Tomorrow
Tomorrow night
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Unit 3
Product 1 F orecasts
Student Book
Establish which kinds of descriptions are allowed and
which are not to compose the forecast.
Choose a subject to write a current description: ones
self, a classmate, the community, etc.
Write the current description.
Lead-in
Class
Provide each student with a piece of paper to play Two

Truths and a Lie. Ask them to write three predictions for
their own future; two predictions that they would want
to come true and one prediction that they wouldnt
want to come true (example: I will be a millionaire, I will
have five children, and I will live in Russia). When they
have finished writing their predictions, students should
take turns reading them out loud to the class, who then
must decide which prediction is a lie. Encourage students
to write two predictions that seem unlikely to happen in
order to make it more challenging for the class to guess
which the lie is!
Stage 1: I get ready!

1 Match the situations in the present with
those in the past.
Instruct students to open their Student Books to page 80.
Nominate a student to describe what they see in the
first photo in detail. Once they identify the books, ask
them which photo it most closely relates to. The student
should recognize that it correlates to the photo of the
e-book reader. Ask students to share any thoughts or
comments they have on the two photos.
Have students work in pairs with the remaining two
pairs of photos and discuss which ones refer to the past
and which ones refer to the present. Elicit other things
that have changed from the past to the present, for
example, computers and medicines. Ask students how
they imagine these and other things will change in the
future. Ask leading questions such as the following:
Will we all use e-books in twenty years? Will we still live
in cities in 50 years? What will our clothing be made of
100 years from now?
p. 80-81
Place the current description into a future setting

and write it in that verb tense in order to compose
the forecast.
Read the forecasts out loud and place them in a
visible spot in the classroom.
Stage 2: I plan
2 Work in groups of three. Select a subject to
write about.
Write the following topics on the board and discuss them
as a class: my community, the weather, my classmate,
me, and books. For each topic, the class should address
possible changes in the future. Write a timeline showing
5, 10, and 15 years from now and ask students how old
they will be in 5, 10 and 15 years and how they think
each topic will evolve in that period of time. Discuss
this first so that they can make the personal reference
to the other topics that are more impersonal.
After discussing each topic, indicate different parts
of the room for the different topics. Point to each of the
four corners and assign a specific topic to each. Then
assign the last topic to the center of the room. Ask
students to move to the indicated place where the topic
they want to forecast was assigned. Once students have
chosen their topic you can create as many groups of
three as necessary for each topic.
3 Make a list of the information you will
include in the present setting.
Students now work in their groups to make a list of the
information they will include in their setting. Ask them
to create a graphic organizer with their topic in the center
and at least four ideas stemming from the central idea.
If they choose weather, they can consider local weather,
national weather, global weather and natural disasters.
If they chose books, they can consider authors,
publishers, readers and the medium (paper versus
electronic). As students build their graphic organizers
they should remember that they are elaborating what
they know about the present situation of their topics.
Once their graphic organizers are complete, they can
make an numbered list of information, numbering
them in order of importance and working from there.
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4 Brainstorm what the future setting will be like.

Students should use their list from Activity 3 to create
a column titled The Present. Since their list will most
likely be written on the left side of the paper, they should
use the right side of the paper to make a second column
titled The Future. Students should then consider how
each item in their list will change in the future and
write new notes that correspond directly with their
original list. The Future column can be further divided
into 5, 10, and 15 years from now for an in-depth
analysis or the teacher can specify which of the three
time frames should be used if time is a limiting factor.
5 What materials will you need? Make a list.
Now that students have considered the future as it
relates to their topic, it is time for them to make a
preliminary plan for creating their forecasts. How will
they present their forecasts to the class? You may choose
to limit their presentations to posters or written material
but it would be interesting to allow the more extroverted
students act out their forecasts. Give students some
guidelines that you feel are appropriate considering
your time constraints and class structure so that they
can prepare a list of materials.
emember Next class students need to bring
their materials.
Lead-in
Class
Have students create squares from a sheet of paper:

each student works with four squares. Have students
work in pairs and assign a topic from the Bilingual
Dictionary on page 160. Students write the word in
English on one square and the word in Spanish on
another. Then each pair gets together with another pair
that has words from another topic and they play
Memory with 16 squares of paper (eight words).
about the future and going to is used when we see an

event taking place in the present that will affect the
future. As students rewrite the forecast they should
consider the following questions: Does it contain the
necessary information? Is it clear and easy to understand?
Are words spelled correctly?

8 Work with another group. Read your
forecasts out loud.
Students switch forecasts with another group and
perform peer edits. Does the other group have any
suggestions to make the forecast better or clearer to
understand? Teams share suggestions and take a few
minutes to make any necessary adjustments before
sharing the product with the class.
9 Place your forecast in a visible place in
the classroom.
When teams have finished sharing their forecasts with
the rest of the class, the forecasts should be displayed in
a prominent place in the classroom to make the display
visually appealing.
I learn

listen to their response. Encourage them to identify the
process of making the product. Then, have them answer
performance in the product in order to improve
weakness and reinforce strengths during the process.
Briefly have them discuss their responses to the selfassessment in groups or with the rest of the class. Give
positive feedback for their effort and progress.
Stage 3: I do
6 Write a description of the current situation.
Students write a description of the current situation
using the list from Activity 4. Remind students that
they should have four points to address in their
descriptions. Monitor and provide individual help as
students write about the present situation of their topic.
7 Write your forecast about the future.
After students write their descriptions of the current
situation they must rewrite it using future tenses (will or
going to). Remind students that will is used for beliefs

Can recognize future verb forms within sentences.

Can classify sentences by the types of future verb form
found in them.
Can compare sentences that express future situations to
ones which express past and/or present situations.
Can formulate and answer questions in order to
understand forecasts.
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Unit 3
Lesson 3
Identify the subject matter, purpose, and intended
audience.
Reflect on the use of images and/or illustrations.
Identify new terms in order to refine and broaden
vocabulary.
Instruct students to select information from various
sources to write notes.
Point out information.
Organize terms and descriptions on a diagram.
Lead-in
Class
Ask students to stand. Perform a series of stretches with

the class. Each movement should be done about five times.
Begin by asking them to raise and lower their shoulders,
make small forward circles with their shoulders, followed
by backwards circles. Then ask students to look from right
to left, ceiling to floor, and finally full circles with their
head to relax the neck. Students should then stretch the
back by interlacing their fingers and pushing their palms
facing out in front of them and arching the back. Then
students can put their hands on their back pockets and
lean back. This will get students focused and help them
concentrate on their work.
Classroom Management: Energizers are short

activities that involve physical movement. They help
build up enthusiasm in the class, and invigorate a
class that has been sitting a long time. Research has
shown that physical activity increases the flow of blood
and increases students ability to focus on the lesson.
Stage 1: I know
1 What parts of the body or body systems
are these diagrams?
To identity the subject matter, purpose, and intended
audience, tell students to open their Student Books to page
82. Ask them to identify the organs and systems shown in
the pictures and discuss what the purpose of each organ is.
The human brain allows us to think, the skeleton allows us
to stand and move, the stomach and intestines helps us
digest food, and we use our lungs to breathe. After naming
the organs, can students name the systems they are part
of? The lungs are part of the respiratory system, the
stomach and intestines are part of the digestive system.
Student Book
p. 82-87
Choose graphic resources in order to link the text

and images.
Complete sentences in order to describe components.
Use language to promote respect and collaboration at
work.
Materials:
Reader, Audio CD
A piece of string (about 2 m)
2 What other parts of the body or systems do

you know?
Write the initial letters for different parts of the body
on the board (e.g., b for blood, k for kidney, l for lungs /
liver, m for muscle, etc.). Ask students to work in
groups of three and brainstorm other organs and
systems that they already know about to complete
words for as many letters of the alphabet as they can.
Classroom Management: In a Picture Walk, the
teacher guides students through a text by looking at
and discussing the pictures before reading. This helps
students focus on the illustrations instead of the text
and gives them a point of reference when they actually
read the story.
Reader
An Amazing Journey
p. 72-81
Elicit what part of the body a dentist looks at (teeth),

continue with a cardiologist (heart), gastroenterologist
(digestive system), and other medical specialists.
Instruct students to turn to page 72 in the Reader.
Ask them to read the title and predict what the story
will be about. Do a picture walk to identify the subject
matter, purpose, and intended audience. Ask students
to find specific elements in the illustrations and elicit
who the characters are: Pepe, Karen, and the computer
hologram / bright light. Tell students that the computer
holograms name is Myslim.
Read pages 72-75 out loud, using appropriate
inflection, pauses, and tone. Ask students to work in
pairs and skim the text again and decide on the most
important point for each page. Have them get together
with another pair and share.
Answers: 1 brain; 2 stomach; 3 skeleton; 4 lungs
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Draw a large T-chart on the board. To identify new

terms in order to refine and broaden vocabulary, have
students find words that are similar in English and
Spanish, for example, biology, molar, canine, saliva, and
go to the board and write them on the left side. Then
have them find other words that are different, for
instance, mouth, lips, tongue, and write them on the
right side. Point out that these are all science words;
write Science Words at the top of the T-chart. Encourage
students to look up the meaning of the words in the
Reader Glossary on page 83.
Have students, in pairs, read the three pages out
loud. One student takes on the role of the narrator, the
other one reads what Pepe is thinking (within
quotations marks). Monitor and check.
To promote the selection of information from

various sources, have students open their Readers to
page 76. Read pages 76-77 out loud, using appropriate
inflection, pauses, and tone. Ask students to work in
pairs and skim the text again and decide on the most
important point for each page. Have them get together
with another pair and share.
Spanish, for example, digestive, acid, intestine, feces,
colon, artery, capillary, vein, circulation, and go to the
board and write them on the left side. Then have them
find other words that are different, for instance,
stomach, villi, heart, and write them on the right side.
Stage 3: I think
Stage 2: I build
4 Listen to Myslim and circle T for True

and F for False.
Instruct students to open their Student Books to page
83. Nominate students to take turns reading the four
statements in the activity. Ask each student to guess the
correct answer before listening to the recording. Play
the recording and tell students to circle the correct
answer. Check answers as a class and discuss any
surprising information that students discovered from
listening to the recording, for example: it would seem
that the large intestine would be longer than the small
intestine but that is not the case; it is simply wider.
15
3 Listen to the conversation and put a cross

( ) under the body part that is not described.
Write the following words on the board: heart, stomach,
intestine, vein, artery, villi; have students classify them
according to whether they belong to the digestive or
circulatory system. Then elicit the names of the body
parts that are illustrated in Activity 3. To reflect on the use
of images and illustrations, elicit how these diagrams are
similar or different from the illustrations in the Reader.
Inform the class that they will listen to Myslim
(computer hologram) explaining parts of the body to
Pepe. As they listen they should pay special attention
to the body parts that are mentioned so that they can
identify the body part that is not described.
14
Answer: 2
emember Next class you will need: 2 meters
of string.
Lead-in
Class
Ask for two volunteers to come to the front of the class.

Ask the first volunteer to stand with his arms outstretched
at the sides parallel to the ground. Give the string to the
other volunteer and ask them to measure the first
volunteer from finger tip to fingertip (use a pen to mark
the measurement on the string). Now ask the class if they
can guess what this length also measures in the body.
Consider students answers as a class. The answer is the
persons height. Prove this to the class by asking the second
volunteer to use the string to measure the height of the
first volunteer. Is the pen mark on the string the same for
both measurements? Allow other students to come to
the front of the class to test their heights and arm spans.
Answers: 1 T; 2 F; 3 T; 4 F
5 Which part of the body would you like
to visit?
Ask students to write down the part of the body that they
would most like to visit (assuming they were as small as a
blood cell and could go anywhere in the body). Nominate
a student in class to share the body part he wrote with
the class and ask all the other students who wrote the
same organ or system to join that student in a discussion
about why they chose that body part. Divide the rest of
the class into small groups in the same way, according to
the body parts/systems they chose, and encourage them
to discuss why they made their choice and what they
know about the body part/system. Monitor discussions.
6 Look at the diagram and complete the
parts of the digestive system.
To organize terms and descriptions on a diagram, have
students label the parts of the digestive system.
Answers: 1 stomach; 2 small intestine;
3 large intestine
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7 Read the texts and write the parts of

the body on the note pad.
Elicit the names of the body systems in the three diagrams
(digestive, respiratory, and circulatory). Elicit the most
important information in the first text (the system
and body parts). Scan the text as a class to identify the
first body part mentioned (stomach). To point out
information, instruct students to skim the three short
texts individually and to underline or highlight the parts
of the body. When they have finished reading they
should write the words on the note pad provided.
Monitor and check.
Explain that when we read texts, we often take
notes. Notes are about the most important details.
Answers: stomach, small intestine, lungs, heart,
artery, vein
8 Read the paragraphs in Activity 7 and

Have students read the three texts again and underline
the words the, a, and an. Then ask them to circle the
words that come after the articles. Once they have
circled the words, they should analyze which parts of
speech they are (adjective, verb, or noun). Ask students
to recall the functions of each of these three parts of
speech as a class (an adjective describes the
characteristics of a given object, a verb is some action,
and a noun can be a person, place, or thing).
Students should then answer the questions and
compare their responses with a partner. Check answers
as a class and identify why each of the words circled are
nouns (answer: an organ is considered a noun because
it can be classified as a thing).
Note: the digestive system and the circulatory system
are two instances in the text where the word that comes
after the is an adjective. These should be considered
exceptions as ultimately both instances describe the noun
that follows (in this case the systems being mentioned).
Answers: 1 c; 2 c
Students should use the information from the previous
activity to complete the sentences. Students work in pairs
to decide the correct responses and then check their
answers with another pair. Monitor and check each
groups answers.
In their groups, have students write an example that
demonstrates the rule shown in each sentence. Monitor
and provide help where necessary.
Answers: 1 nouns; 2 the; 3 consonant; 4 vowel
Lead-in
Class
Play a Picture word game as a class. Choose words from

the glossary on pages 83-84 of the Reader Book so that
students may refine and broaden vocabulary. Divide the
class into two teams and call one team member to the
board. Whisper the word in his ear and give them one
minute to draw the picture of the word on the board
and to try to elicit the correct answer from his group. If
the team has not guessed correctly when the minute
has passed, the opposing team has an opportunity to
guess the correct answer. Keep score and the team with
the most points at the end of the game wins. Suggested
words: bones, blood, brain, button, lung, spine, stomach,
tongue, tooth.
Have students open their Readers to page 79. Read
pages 79-81 out loud, using appropriate inflection, pauses,
and tone. Ask students to work in pairs and skim the
text again and decide on the most important point for
each page. Have them get together with another pair
and share.
Spanish, for example, respiratory, nervous, oxygen and
go to the board and write them on the left side. Then
have them find other words that are different, for
instance, blood, lungs, spinal cord, brain, and write
them on the right side.
10 Underline the verbs in each sentence.

Then answer the questions.
On the left side of the board, write a series of verbs: digest,
carry, go, bring, send, have. On the right side, write the
objects: oxygen, carbon dioxide, blood, into the stomach,
blood. Have students match the verbs to the objects.
Emphasize that present tense is used for facts and
routines. Have students open their Student Books to
page 85. Elicit the sentences that express routines:
I eat fruit three times a day. I exercise every day. To
personalize this, have students who eat fruit three times
a day stand up, and those who exercise every day, too.
Then elicit the facts: The stomach digests food. Blood
carries oxygen around the body. It goes into the stomach
(elicit the word that it represents: food); The lungs bring
oxygen into the body.
page 85. Have students underline the verb in each of the
sentences. Elicit the difference between The stomach
digests food and Lungs bring oxygen into the body: the s
for the third person singular. After students identify the
verbs, answer each of the three questions as a class.
To point out information, explain that when people
take notes, they only include the most important
information; elicit the most important information in
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The stomach digests food. Circle the three most important

words. Write The lungs bring oxygen into the body on
the board; again elicit the most important words: lungs
bring oxygen.
Have students write out two sentences and exchange
them with a classmate, who must transform them into
notes. Monitor and check.
Answers: underlined: 1 eat; 2 digests; 3 carries;

4 goes; 5 bring; 6 exercise; a 1, 6; b 2, 3, 4, 5; c Food
Elicit what the present tense is used for: facts and
routines. Write one of the sentences on the board,
accompanied by the formula: subject + verb +
complement. Have volunteers go to the board and write
out the other sentences together with their formula.
Remind them that subject is not a single word, and
neither is complement. The subject indicates what the
sentence is about or who performs the action, the verb
indicates the action, and the complement completes the
sentences. Based on what students saw in the previous
activity they should have enough information to
complete the rules as a class.
Write the formula from 2 on the board, subject +
verb + complement, and ask the class to provide an
example (I drink water every day). Identify the subject
(I), the verb (drink) and the complement (water every
day). Now erase the word I and replace it with the word
He. Ask students to conjugate the verb correctly,
according to the new subject he. Elicit the answer
drinks and complete the rule for 3 by specifying that we
add s when the subject is he, she, or it.
Explain that when we have a plural subject, such as
lungs, we can use They and we do not use the s.

Answers: 1 habits; 2 present; 3 s
Stage 4: I practice
12 Complete the information with a, an, or the.
Say a word that begins with a vowel (artery), have students
repeat chorally: an artery. Continue with other words,
mixing words with vowels and consonants: an artery,
a vein, etc.
Ask students to work individually to read the
information and fill in the missing words. Give students
a few minutes to complete the activity and then ask for
a volunteer to read the first sentence with the answer.
Ask the class if they agree with the answer provided. If
the answer is correct, nominate a different student to
read the next sentence. If the answer is incorrect, discuss
why and elicit the correct answer from another student.
Check each of the answers using this process.
13 Circle the correct option. Then label the

diagrams on page 178 in the Worksheets
section.
Have students read the sentences silently; elicit the
body part each sentences is about. Then instruct
students to work with a partner to choose the correct
verb form in each sentence.
Tell them to pay special attention to the subject in
each sentence so that they choose the correct verb
conjugation. Do the first one together as a class. Recall
that the verb to be is conjugated as are when the subject
is they. Allow enough time for students to complete the
activity with their partner and check answers as a class.
To reflect on the use of illustrations, ask students what
would make the sentences easier to understand (diagrams).
To organize terms and descriptions on a diagram, and
choose graphic resources in order to link the text
and images, have students turn to page 178 in the
Worksheets section, and, in pairs, label the diagrams.
Monitor and check.
Answers: 1 are; 2 controls; 3 gets; 4 helps; 5 bring; 1 b;
2 a; 3 e; 4 c; 5 d
14 Label the diagrams. Then complete the
text below with information from Activity 13.
Read the words in the word box chorally. To organize
terms and descriptions on a diagram and complete
sentences in order to describe components, have
students work in pairs and label the diagrams.
Then have them look back at Activity 13 and
complete the missing information. Monitor and check.
Answers: 1 arteries, heart, vein; 2 brain, spinal cord,
gets information from the body and sends it instructions;
3 alveolus, lungs, bring clean oxygen into your body;
4 stomach helps digest the food
Lead-in
Class
Play Simon Says by giving commands to the students

that are related to the different body parts seen so far
in the lesson. The first command should be for them to
stand. Then they can do the following commands: point
to your brain, make a heart with your hands, rub your
stomach, fill your lungs, bend your spine, etc. Students
should pay special attention to the action verb (point,
make, rub, fill, etc.). If they perform a command
incorrectly, they are out and should sit down. The last
student standing wins.
Answers: 1 an; 2 The; 3 The; 4 The
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Stage 5: I can
Cultural Note
15 Read the statements and circle T for True or

F for False.
Nominate a student to read the first statement out loud
and ask the class to stand up if they think the statement
is true. Count the students and repeat the question for
those who think the statement is false. The majority of
students should have stood up for false. Confirm this
answer, instruct students to check the appropriate box,
and repeat this process for the remaining three statements.
Continue with other additional statements: The
stomach is part of the nervous system. The respiratory
system helps you digest food, etc.
Promote respect and collaboration by planning lessons

that promote different learning styles to accommodate
visual, auditory, and kinesthetic students. Model respect
by treating students fairly. As far as possible, try to meet
the needs of the individual student. Speak respectfully
to them and of them, their parents, and other cultures.
Insist on respectful interactions among students.
Answers: 1 F; 2 T; 3 T; 4 F
Classroom Management: Spidergrams and other
graphic organizers help students group information
around a central concept. It is a good idea to use
different colors to differentiate the information.
16 Complete this organizer with information
about one of the body systems in Activity 14.
To organize terms and descriptions on a table or graphic
organizer, explain that an organizer is an effective way
to take notes. Have students choose a body system in
Activity 14 and individually complete the organizer.
Have them add a verb to each part of the body system,
in order to write notes.
17 Make notes about the body system in

Activity 16.
To complete sentences in order to describe components,
instruct students to select information from the Students
Book and the Reader. Explain that notes are written using
the main ideas: lungs bring oxygen.
18 Find a classmate that made notes
about another body system and share your
information.
Tell students to stand up and walk around. After twenty
seconds or so, call out stop. Students should then
compare their notes to the person they are standing
next to. If they have two different systems they become
partners and sit down in the nearest available seats. Those
who are still standing have the same systems and should
begin walking around again on your command until you
say stop for the second time. Repeat this process until
students are matched with a partner. Partners should
then compare notes, point out information, underline
important facts, and use word repertoire suitable for
this practice of language. Monitor discussions.
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Unit 3
Lesson 4
Recognize the distribution of graphic and text
components.
Recognize text arrangement.
Identify subject matter, purpose, and intended
audience.
Recognize description of components.
Choose graphic resources to link text and images.
Write sentences from a model.
Organize terms and descriptions on a table.
Lead-in
Class
Ask students to stand on lines facing the back of the

classroom. The last student in every row whispers
a body part into the ear of the student next to them. The
student who had the body part whispered to them now
passes it to the student next to them in the same way as
before, and so on down the team of students. When it
gets to the last student to have the word whispered to
them, they have to say what they think was whispered
to them. If it is correct, then you may do some kind of
celebration to reflect the joy of getting it right. On the
other hand, it may be the complete opposite, or it may
have metamorphosised into something totally unrelated
and somewhat baffling.
Stage 1: I know
1 Name the parts of the body you know.
Ask students to line up in alphabetical order according
to their names (initial letter), then, ask them to share
the names of the parts of the body they remember and
write a list. Tell them to write as many parts as they can
in five minutes. When they have finished, brainstorm
their ideas and write them on the board.
Answers may vary.
2 In pairs, label the diagram. How many

words did you remember?
Erase the board and ask students to label the diagram
individually, when they have finished, ask them to work
in pairs and compare their answers. After finishing that
task, ask the pairs to join another pair and compare
their answers. This way they would have completed and
checked altogether. Check spelling by writing the
answers on the board.
Student Book
p. 88-93
Use language to reflect and act on ones own and

others physical well-being.
Rewrite simple sentences about descriptions in
a conventional manner.
Add or remove information to improve a text.
Read and revise punctuation and spelling conventions.
Materials:
Reader, Audio CD
Alternative Activity: Ask students to stand and walk

around the classroom while you play some music.
When the music stops, you say a body part out loud
and they have to find a partner so as to put these parts
together. For example, you say knee and they put knee to
knee, etc.
Time: 6 minutes.
Stage 2: I build
3 Read Pepes textbook. Then match the
sentences on page 90.
Ask students to open their Readers to pages 76-77 and
elicit whether it is a narrative or informative text, and
whether the illustrations are realistic or not. Then have
them quickly find the following information about the
body: size of the stomach, length of the small intestine,
and length of the large intestine. Elicit whether they
know how many lungs we have. Then ask if they know
how many bones we have (if they know the answer,
inquire about the number of bones in the spinal column,
or in the arms or legs). Finally, write the following numbers
at random on the board: 28, 2, 26, 30, 24, 6, 1.
To recognize text arrangement, distribution, and
description of graphic and text components, ask
students whether it is a narrative or informative text,
and whether the illustrations are realistic or not. Have
them point out the images and the headings of each
section, and the fact that it is arranged in columns.
Read the Your Skeleton section of Pepes book out loud.
Then ask students to read the section again, silently.
Finally, ask them to add up all the bones to see if they
are really two hundred and six. Have students write the
names of the bones / parts of the body next to the
numbers on the board.
Answers: head, face, arm, fingers, waist, leg, knee, foot
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Encourage students to write other random numbers

and exchange papers with a classmate who must
identify the corresponding part of the body.
Read the Your Skeleton section of Pepes book out
loud. Then divide the class into five parts, and have each
part read one of the paragraphs out loud in unison.
Elicit the blood cells that carry oxygen, the ones that
defend the body against infection, and the ones that help
in the clotting process, then elicit whether there are any
other numbers mentioned in this part of the textbook
(25 trillion, 250 million, nine), and what they refer to.
Ask students to answer the questions on page 90.
Monitor and check.
Answers: 2 f; 3 a; 4 e; 5 c; 6 b
Alternative Activity: Take advantage of the activity
to review numbers. You can dictate numbers randomly
and ask students to write them in numbers and letters.
Try to include the numbers in the activity (206, 28, 14,
26, 28, 120).
Time: 5 minutes.
Lead-in
Class
Divide students into groups of six or eight; each group

should stand in a circle facing each other. Explain that
you are going to give commands and they have to follow
them. Possible commands: nose to elbow, left hand
to right ankle, nose to right knee, right foot to left knee,
right hand on neighbors shoulder, etc. Playing this game
will help students with vocabulary and balance at the
same time!
Getting students out of their seats and moving at
least once in a class period helps students to get rid of
pent up energy.
Stage 3: I think
4 Read the text in Activity 3 and answer
the questions.
Tell students to go to page 90 in their Student Books
and silently read the extract from Pepes textbook again.
To identify subject matter, purpose, and intended
audience, ask the class what the purpose of the text was.
Provide options for students to choose from such as
narrative or informative. Elicit the answer that it was an
informative text. Then ask what kind of information it
gave. Students should respond that the information was
about the body.
Next, ask students which two body systems were

mentioned and allow them time to look back at the text
to find the answer. After identifying the circulatory and
skeletal systems, open a class discussion about whether
or not they find this information interesting. Ask them
to explain their positions and to write their answers and
opinions in their Student Books.
Answers: 1 b); 2 information about the body;

3 Two systems: the circulatory and skeletal systems;
4 Answers may vary.
5 Read the text again and find
the information.
Ask students to count their fingers, their eyes, their
eyebrows, their arms and legs; then, ask them if these
things are easy to count (yes). Continue with the number
of bones and the number of blood cells (the latter
would be counted according to the number of cells in
a certain amount of blood and then multiplied according
to the amount of blood in the body). Elicit whether one
can count blood the same way one can count bones or body
parts (no). Have students discuss how one can count blood
(liquid measurements, such as liters or milliliters).
Ask students to work individually to answer the
questions in Activity 3. Encourage students to answer in
complete sentences. When they have finished answering
they should check their answers with a partner. Monitor
and provide individual help when necessary.
Answers: 1 An adult human body has 206 bones.
2 The human body contains approximately five to six
liters of blood. 3 There are approximately 250 million
white blood cells. 4 There are twenty four ribs. 5 Blood
Cultural Note
It is important for students to reflect on their own
and others physical well-being. Discuss the advantages
of physical activity, the acquisition of physical skills
needed to play a variety of sports, and the ability to
relax. Physical activity should be seen as a lifelong
pursuit that promotes a healthy lifestyle. You can also
discuss sports that are popular in different countries.
6 Read the examples and match them

to the correct sentence.
Elicit examples of what several parts of the body do, for
instance, the heart pumps blood, the stomach digests
food, the brain gives instructions to the body, etc. Elicit
the components of the sentences (subject + verb +
complement).
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Write Blood is pumped by the heart on the board

and elicit the difference with the other sentences.
Students may notice the inversion of subject and
complement, and the fact that the verb is different.
Point out that this is the passive voice.
and answer the questions in pairs. Then have students
look at the verb list on page 181 and check the past
participles of a number of verbs.
Answers: 1 a; 2 b; 3 a; 4 b
7 Circle the correct option.
Using the information from the previous activity
students should be able to complete the rule
individually or with a partner. Check answers as a class
and have them demonstrate the rule with a few
examples. Try to come up with more examples with the
class until the material seems to be clear to students.
Answers: 1 the receiver; 2 reverse the order
Stage 4: I practice
8 Match the description to the pictures.
Elicit what the illustrations represent. Have students
match the descriptions to the pictures individually. Check
answers as a class. Elicit which items one can count
(blood cells, skull bones) and those we cannot (blood).
Answers: 4, 2, 1, 3
Lead-in
Class
Play a game of Charades with the students. Give them

action words such as pumps, digests, send, carry, etc.
that refer to the body parts mentioned in the lesson.
Divide the class into two or three teams and elect
students to take turns coming to the front to act out the
clue given to them. The team to guess the most words
correctly wins.
9 Group the parts of the body.

Remind students that countable nouns are things we
can count, for example, the number of bones, fingers,
etc., and uncountable nouns are substances we cant
separate easily into different elements, for example, blood.
page 92. Have students work in pairs and classify the
words into two groups. Monitor and check.
Answers: Countable: bone, skull, heart, vein, cell,

stomach, small intestine, brain, muscle, vertebra, lung,
esophagus. Uncountable: blood, bone marrow, urine
Alternative Activity: In order to remind students on

countable and uncountable nouns, ask them to raise the
right hand every time you mention a countable noun
and stand and sit fast if you mention an uncountable
noun. Some words could be water, sugar, hair, air, fruit,
ham, milk, cheese, computers, students, bread, etc.
Instruct students to open their Student Books to page
92. Have students work in pairs and classify the words
into two groups. Monitor and check.
Time: 10 minutes.
10 Label the parts of the body.
Nominate individual students to identify each diagram.
Have students work in pairs to complete the labels. Set
a time limit to work and then check the answers.
Answers: 1 stomach; 2 red blood cells; 3 brain;
4 human bone; 5 arm muscles
Alternative Activity: You need two dice and
instructions on the board. Write on the board: 1 right
hand, 2 left hand, 3 feet; 4 stomach; 5 head; 6 back. You
throw the dice and according to the numbers they have
to perform an action. For example, 2 / 5 would be to put
their left hand on the head of the students next to them.
Time: 8 minutes.
Classroom Management: If students are not

actively engaged in the lesson, they will become actively
engaged in something else disruptive behavior.
11 Match the sentence halves. Then complete
them using the parts of the body in Activity 10.
Now instruct students to use the information from the
previous activity to complete the sentences. Tell them
to work with a partner to first match the sentence halves,
paying special attention to matching the subjects in the
first halves to the correct verb conjugations in the second
halves. To choose graphic resources to link text and
images, once the halves are matched students must use
the labels from the previous exercise. Check answers as
a class and ask students what they notice about all five
sentences. Elicit the answer that they are all written in
passive voice.
Answers: 1 Food is digested by the stomach.
2 Instructions are sent by the brain. 3 Oxygen is carried
by the red blood cells. 4 Platelets are made by the bones.
5 The body is kept warm by the muscles.
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12 Read the notes. Write the complete

sentences.
Have students work in pairs and do a quick review
of past tenses and past participles.
To write sentences from a model, tell students they
are going to read some notes and, based on these notes,
they are going to write out complete sentences. Write the
first example on the board (Carbon dioxide / carry /
blood.) and ask the class how this information can be
stated. They should see the example provided in the
text and respond Carbon dioxide is carried by blood.
Underline the word is and by and explain that they
must add the appropriate form of the verb to be and
by to show what does the action in order to write the
sentences. Have them work in pairs and complete
the sentences from the notes. Monitor and check.
Have students mix up the sentences, for instance,
Carbon dioxide is carried by the spine. In pairs, they
tell each other the mixed up sentence, and their
partner should correct it.
Answers: b) Nutrients are absorbed by the villi. c)
Clean oxygen is brought into the body by the lungs. d)
The body and the rib cage are supported by the spine. e)
Vertebrae are surrounded by a layer of cartilage.
Lead-in
Class
Have students turn to page 82 of the Readers and look

at the Comprehension Questions. Check understanding
and ask them to work in pairs and answers the questions.
Ask students to share and compare their answers with
another pair of students. Check answers as a whole
class activity by reading the questions a loud and having
different students read out their answers. Have the rest
of the class agree or disagree. Check answers in the
Reader Answer Key on page 171 of the Teachers Guide.
Classroom Management: Listening skills are

important. Point out that before they listen, they
should try to think about what they expect to hear.
Stage 5: I can
13 Listen to Myslim talk about the
skeletal system and take notes about
the spine and the muscles.
Inform students that they will listen as Myslim explains
the skeletal system. To rewrite simple sentences about
descriptions in a conventional manner, have students
listen and take notes. Pause the CD if necessary. After
16
taking notes, ask them to get together in pairs and

compare their notes.
Answers may vary.
16
Alternative Activity: To help students develop
their listening subskills, such as listening for gist,
specific information, inferring, predicting, etc; perform
the activity this way: Play the audio and ask them to tell
you what the general idea is (the skeletal system). Then
ask them to listen again and write down as many words
as they can related to the systems. In pairs, they discuss
the possible meanings or spellings of these words. Then
ask them to open their books, listen again, and answer
Activity 13 by taking notes on the spine and muscles. In
pairs, check the answers.
Once they have notes, relate the activity to speaking.
Ask them to work in pairs and using their notes
paraphrase what Myslim said about both topics. This
way they can follow their notes. Monitor and help with
pronunciation or lexis.
Time: 15 minutes.
14 Listen again to Myslim and label the

diagram of the skeletal system.
To choose graphic resources in order to link the text
and images, students listen again and label the chart of
the skeletal system.
16
Answers: 1 ribs / rib cage; 2 vertebrae; 3 spine

15 Add information about another body system.
To determine the number of descriptions necessary in
relation to images, have students sketch a diagram and
label the components of the body system.
Alternative Activity: You can suggest your students
using a process for adding or removing information to
improve the text. Ask them to choose the system they
want to talk about; brainstorm words related to the
topic and write them down; write sentences using the
models of passive voice Object+ be+ past participle+ by
+ subject. Check any word they do not know in a
dictionary or with their partners.
Time: 15 minutes.
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16 Work in groups. Complete the

information.
Tell students to stand up and walk around. After twenty
seconds or so, call out stop. Students should then
compare their diagram to the person they are standing
next to. If they have the same systems, they become
partners and sit down in the nearest available seats.
Those who are still standing have different systems and
should begin walking around again on your command
until you say stop for the second time. Repeat this
process until all students are matched to a partner.
Pairs then work together to complete information
about their body system, writing complete sentences about
the labeled diagram. They should then get together with
another pair with the same body system, and compare
their texts, adding or removing information to improve
it, rewriting sentences in a conventional manner, and
revising punctuation and spelling conventions.
Answers may vary.
Alternative Activity: Have students form an inner

and an outer circle. Play music while they walk around
in their circles. When the music stops they face a partner
(inner and outer circles) and talk about a body part or
system you say out loud. They can use their notes.
Time: 10 minutes.
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Unit 3
Product 2 Charts of the Human Body

Systems
Select a system in the human body.
Search and choose information from various sources.
Select a chart to organize the information.
Write notes to explain the components of the chart.
Use graphic resources to link the components and
their notes.
Edit the notes of the chart to write the final version.
Lead-in
Class

1 Write the system of the body and two parts
of the body.
Instruct students to open their Student Books to page 94
and write the name of the system of the body and the
parts of the body.
Stage 2: I plan
2 Work in groups. Select a system in the
human body.
To select a system in the human body, draw a graphic
organizer on the board; have students complete it with
the names of the different systems. Divide students into
groups of three and have them select one of the systems.
3 Search for information from different sources.
To search and choose information from various sources,
tell students that they will have to search for information
from different sources. Have them make a list of
sources, and decide who will search for each source.
4 Make a list of the information you will
include.
Once they have the information, they need to decide
which facts they find the most interesting and create
a list. This list will be the information that they need to
share with the rest of the class during their presentation.
Emphasize that it is always a good idea to start off with
an attention grabbing fact, something that will surprise
their fellow students, so that the class will be interesting
in hearing more. Ask each group to identify an attentiongrabbing fact so that they can include them in their
presentation to maintain the interest of the group.
Student Book
p. 94-95
Adjust language in accordance to intended audience

and purpose.
Correct mistakes.
Write a final version.
Examine distribution of graphic and text components.
Compose sentence to write notes.
Mark and solve doubts.
5 What materials will you need? Make a list.

Now that students know what information they want to
convey they should consider the materials they will
need to do so. Each group should create a poster so
create a graphic organizer on the board beginning with
the word poster. Students should volunteer ideas about
what is needed to create a poster and you should write
their suggestions on the board in an appropriate place
on the graphic organizer. Examples: markers, pens,
pencils, colored pencils, tape, scissors, a ruler, etc.
emember Next class students need to bring
their material.
Lead-in
Class
Since students will be working with charts this warm-up

helps them recognize the organization of information
in rows and columns (lines). Students must be seated in
organized rows (at least four by four). Have the front
row of students stand. Ask simple questions like What
pumps blood through our bodies? Students raise their
hands (or blurt out answers) and the first person to
answer correctly may sit down. The last standing students
line (front-to-back) must stand and the game continues
until 3-4 rows / lines have played. You can use diagonal
rows if the same person gets stuck standing each time.
To end, ask a really simple question (e.g. Whats your
name?) directly to the last student standing. Variation
for small group: the whole group stands and may sit one
by one as they raise their hands and answer questions.
Stage 3: I do
6 Select a chart to illustrate the information
about the body system.
To select a chart to organize the information, have students
select an appropriate chart (e.g. respiratory system,
circulatory system, etc.), examine the distribution of the
labels on the chart and label the different parts of the body.
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7 Write notes to explain the information in

the chart.
To write notes to explain the components of the chart
and use graphic resources, students should write notes
to clarify information about the part of the body they
selected. They must determine the number of
descriptions necessary in relation to the images they
have chosen and the language in accordance to the
intended audience. Ask them to mark and solve doubts.
Once they agree on the notes, they should be written
out as complete sentences, and punctuation and
spelling conventions revised.

Can answer questions in order to give a description.

Can rewrite and compose sentences.
Can organize terms and descriptions into a table.
Can compose sentences in order to write notes.
Can verify spelling conventions in order to edit notes.

8 Display your chart for the class to read.
When teams are finished creating their charts, they
should be shared with the rest of the class and displayed
in a prominent place in the classroom.
I learn

do at the beginning of the learning environment and listen
to their responses. Encourage them to identify the activities
that they found especially helpful during the process of
making the product. Then have them answer the I learn
box. Explain that its purpose is to assess their performance
while making the product in order to improve weaknesses
and reinforce strengths during the process. Briefly have
them discuss their responses to the self-assessment in
groups or with the rest of the class. Give positive
feedback for their effort and progress.
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100
AR_TG1_pp075_100_U3.indd 100
5/4/12 5:10 PM
Is aware of
language as a
means to carry
out enjoyable
activities.
Learns to work in
a respectful way
and in
cooperation
with others.
Participates in
language
games to work
with specific
linguistic
features.
Reads and
rewrites
informative
texts from a
specific field.
Global Assessment
Reflects on
his / her and
others physical
well-being.
GOOD = G
coherent texts.
Enjoys learning.
Learns to
evaluate
his / her
strengths and
weaknesses.
Is aware of the
importance of
language as a
means to get
to know
his / herself
and his / her
surroundings.

VERY GOOD = VG
of the world.
different texts.
w
Assessment Criteria
General Comments
Students Name
All Ready! 1
Unit 3
Unit 4
Social Practice: Understand and incite oral
exchanges regarding leisure situations.
Specific Activities: Exchange likes and dislikes
in a dialogue.
Literary and Ludic Environment
Social Practice: Understand and express differences
and similarities between cultural features from Mexico
and English-speaking countries.
Product: Interview
Specific Activities: Read and perform songs in order

to recognize human values in English-speaking
countries and Mexico.
Product: Recital
recognize behaviors that help people understand each

other in a conversation.
be able to ask for more information.
make sentences.
make questions.
understand what is going on to start a conversation.
At the end of this learning environment students will:
understand the main idea in a song.

make and answer questions.
use words I know to compare information.
sing a song.
detect important elements tosing a song.
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Unit 4
Lesson 1
Revise likes and dislikes in a dialogue, using context
clues, with the teachers guidance.
Listen to likes and dislikes about leisure activities (e.g.
hiking, dancing, singing, painting, etc.) in a dialogue.
Observe and comprehend non-verbal
communication.
Identify subject, matter, purpose and intended
audience from previous knowledge.
Recognize situations in which likes and dislikes are
shared.
Understand central sense and main ideas of likes and
dislikes in a dialogue, with the teachers guidance.
Anticipate the central sense from known words and
expressions.
Reflect on ways to express likes and dislikes.
Establish structure of enunciation.
Lead-in
Class
Activate students schemata on the topic of this unit

(likes and dislikes) by carrying out a brief discussion on
dates related to free time. Write on the board a date like:
December 24, February 14, or any other well-known
holiday. Tell the students why you like that specific date.
Ask if someone knows what TGIF means; (they are the
initials of a well known phrase in the American culture
meaning Thank God its Friday). Encourage students to
discuss about everybody liking Fridays better than
Mondays. Ask students to write days, dates, months, and
years with a special meaning to them in their notebooks.
At random, ask different students which dates they
wrote and why they like them. Then ask if there is a
particular day or month they dislike and to explian why.
Cultural Note
When writing dates in the United Kingdom the most
common use is to write them in this order: day / month
/ year. For example: 14th of February, 2012.
In contrast, in American English the month always
comes first and dates are written month / day / year.
For example: February 14th, 2012.
Stage 1: I know
1 What are these texts? What are they used for?
Ask students to identify the topic of the reading
Student Book
p. 98-103
Identify words used to link ideas.

Recognize behaviors adopted by speakers to give
further detail and confirm comprehension.
Organize sentences in a sequence.
Compose sentences to express likes and dislikes.
Use linguistic resources to confirm comprehension.
Recognize points of view in favor or against.
Use language to socialize and foster interpersonal
relationships.
Use language to share common interests.
Convey likes and dislikes in a dialogue with teachers
guidance.
Revise sentence types.
Recognize question tags and connectors (and, but).
Materials:
Reader, Audio CD
(subject-matter) and who they believe the intended
audience is. Ask: What kind of texts are these? Where
can we find them? Have you ever tried any of these tests?
Do you enjoy taking these tests? Try to elicit as much
vocabulary as you can from the students (internet,
magazine, psychological, personality, memory quizzes /
tests). To recognize situations in which likes and
dislikes are shared, tell the students that these tests are
similar to interviews.
Reader
T eenagers are the

Future of the World
p. 85-94
Have students open their Readers to page 85. Ask for a

volunteer to read the title. Brainstorm possible contents
of the chapter based on the title. It is important to help
students notice that they can anticipate the central
sense from known words and expressions. Tell students
to look at pages 87-94; then, ask: What is the difference
between the first two pages and the other pages? Have
students identify the difference in register and point out
that when something is written in third person it has a
more formal feel opposed to something written in first
person. The busybody booklet may grab their attention,
but do not let them stay on that page too long;
encourage them to browse through the whole reading.
Then, ask students to circle any numbers they see and
model how they are said before they begin to read.
Most language learners tend to pay little importance to
the pronunciation of numbers. To observe and
comprehend non verbal communication, have students
notice the importance of numbers in their daily lives
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and the importance of how numbers are said in English.

Certain numbers can be easily expressed with the aid of
body language (non-verbal communication) like
pointing three fingers to say three. However, it is very
important to focus on their correct pronunciation.
Tell students to go back to page 85, tell them you
will share the reading with them. Read out loud page
85, ask a volunteer to read page 86, and so on. Ask
some general questions about the text: Which two
specific countries does the text mention? Do you think a
teenager wrote this? Make pauses whenever you feel
there might be vocabulary that seems challenging for
the class. Stop on page 91 and ask students to answer
the internet quiz. Finish reading and ask students to
reflect on the information given on the text. Ask: Have
you ever filled in a busybody booklet? Is there a
busybody booklet going around in the classroom?
Ask students to answer the Comprehension
Questions on page 95.
Check answers in the Reader Answer Key on page
172 of the Teachers Guide.
Lead-in
Class
Tell students that they are going to play a game called

Back Drawing. Divide the class into pairs. One member
of each pair must close his eyes. The other student is
the artist. Draw on the board simple shapes. The artist
should finger trace the same shapes on his partners
back; the other student should guess what is being
drawn. These are some possible shapes to be drawn: a
heart, a question mark, a star, a square, a circle and a
triangle. Do not write the words on the board, just
shapes. Now, move on to numbers. For example: 8, 10,
100. Then make it more difficult, write 20%, 50%.
After a short while students change roles.
Stage 2: I build
17
number the following sentences in the order
you hear them.
and ask them to look at the pictures. Read the instructions
and tell them they are going to listen to a conversation
between Fiona and Alicia and that they will be talking
about leisure activities. Write leisure on the board,
check pronunciation and give examples. Ask students
to look the word up in the dictionary if meaning
remains unclear. Then ask them to look at the picture
of two girls on page 99, ask: Who do you think is
Alicia and who is Fiona? What is the girl holding?
What do you think they are talking about? Next,

direct their attention to the utterances they must
place in order and ask them to read them out loud.
The intention of this activity is not for students to
memorize the dialogue; it is for students to recognize
behaviors adopted by speakers to give further detail
and confirm comprehension and agreement.
Numbering the paragraphs helps student develop
awareness of the structure of enunciation, Hey Fiona
is very unlikely to appear at the end of a conversation.
Elicit why they only have three sentences in the
exercise. Tell them: You will be listening to likes and
dislikes about leisure activities. Then, have students
close their books and play the CD. Once they have
listened, tell them to open their Student Books to page
98 and put the sentences in order. Check answers and
make a brief reflection on the importance of
sequencing sentences in a conversation, like it is always
important to start with a greeting, for example.
Answers: 3; 2; 1
3 Listen again and write the name on
the quiz. Write T for True and F for False.
Ask students to look at the pictures and to describe
what kind of text it is. They should easily recognize it as
a magazine test or quiz, like the ones theyve seen in
their Readers. Tell them to observe the different
categories: indoors, outdoors, technology, sports, and
the subcategories under them. Before playing the CD,
ask studens to retell the content of the conversation
between Alicia and Fiona. Ask: Who answered the test?
and have them write the name on the quiz.
To recognize points of view in favor and against,
direct their attention to the True or False activity. Read
the questions together. It is important that you draw
students attention on how the girls express their points
of view in favor and against different leisure activities.
Play the CD and have students listen again to the
recording to fill in Alicias information. Check their
answers orally and ask them to think on the activities
they like to do in their free time. Question students on
their preferences. Students should answer freely; ask
about other activities that may not be included.
Examples: Do you like skating? Do you like playing video
games? Do you like shopping? Do you like to do
homework? Do you like helping out with house chores?
17
Answers: 1 T; 2 F; 3 T; 4 T
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4 Listen one more time and write the

expressions used to confirm that the person is
understanding.
Ask a student to read the instructions out loud and ask
for a volunteer to explain what they have to do. With
this small exercise, make sure your students understand
what is expected from them, and explain that youre
modeling the activity. Just as you asked them to show
you that they had understood the instructions, when
people are talking, the speaker expects some cue from
time to time from the listener to know that hes being
understood. Elicit what kind of cues students use in
their mother tongue. This activity will help students
recognize pieces of language that confirm
comprehension.
Play the CD again and ask students to answer the
questions in pairs. Monitor and help students, the
answer may not seem so obvious to them, discuss
the first one and then elicit the rest of the answers.
17
Answers: 1 OK; 2 Thats true; 3 Right; 4 Oh!
Stage 3: I think
5 Read the sentences and circle the words
that follow the verbs. What do these words
have in common? What is different?
Divide the class into pairs. Ask students to open their
Student Books to page 99. Have a volunteer read out
loud the instructions; then, slowly read the first two
sentences. Ask: What verb do these two sentences share?
(like). Then, elicit what is different in each sentence. Both
sentences use the verb like, but the first one is followed
by an infinitive (to + verb), and the second one by a
gerund (-ing). Explain that both sentences have a similar
meaning and that both are correct ways to express likes.
Then, write the next two sentences on the board and
have another volunteer read them. Ask: What do these
two sentences have in common? Tell them to underline
the action word and then circle the word that follows.
Give them a few seconds to reflect on the characteristics
of the verb like, when you use this verb you can both
have an infinitive or a gerund next to it. Other verbs used
to express likes (enjoy, love) will use an ing word. This
will help students reflect on ways to and understand
express likes and dislikes.
Answers: 1 to read; 2 reading; 3 texting; 4 watching
6 Look at these sentences and answer
the questions.
Ask for volunteers to read the two sentences out loud
and then read the two questions. Have students think of
the answers and write them on the board. Advice
students to reflect on what they have seen in Activity 5.

Ask students: What is different in the first sentence?
(that it is a negative one), this is the clue to answer the
next question. Explain that dont + like is a formula to
express dislike and hate is another one. Write them on
the board and elicit which might express a stronger
dislike. Help students practice composing sentences to
express dislike by asking them what kind of food they
dont like and which kind of food they simply hate.
Answers: 1 chatting, spending; 2 dislikes
Lead-in
Class
Brainstorm the name of different activities you can do

in your free time and write them on the board. Students
can go back to page 98 and check the personality quiz
to get some ideas. Ask for volunteers to come to the
front and mimic their favorite leisure activity. The rest
of the students have to raise their hands and say their
guess. When a student guesses right, then he comes to
the front and mimics his favorite activity.
7 Underline the question that requires a Yes or

No answer. Circle the question that requires
you to give information.
Ask students to go to page 100. Have a student read
the instructions. Then tell them to read silently the
two sentences. Ask: What is the difference between the
two questions? What is the difference between the two
answers? Have students underline the first word in
each question. Give them a couple of minutes to do
the exercise and then ask students to share their
answers and their views in relation to the two types of
questions. Ask students to read the questions again and
ask: Which of them is useful to obtain more information
and details? (the second one).
Next, tell students you will go through different
kinds of questions. Draw a chart on the board. First,
write Closed ended questions and explain that this
kind of questions only has two possible answers.
Write an example and elicit other examples from
students.
Secondly, write on the board Open ended questions,
and explain that these questions require a more
detailed answer. Write the first example and address a
student: Where do you live? After the student has
answered explain that a yes-no answer was impossible
for this question, so the question was open to many
answers. Ask students to give you some examples of
open ended questions.
Finally introduce the concept of question tags.
Say: You understand, dont you? Then, write Tag
questions on the board. Explain that these questions
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actually begin with a statement and at the end they

have another question (tag) added. Tag questions
will be seen later in lesson 2, so don't go into a full
explanation at this point.
Answers: 1 underlined; 2 circled

8 Look at these sentences and answer
the questions.
To identify words used to link ideas, read the two
sentences out loud, stressing the connectors and, but.
Then, read the questions and ask students to answer
them. Check as a class and write examples on the
board: I like to exercise, but I dont like to swim. I like
fruits and I like desserts. I dont eat meat, but I do eat
fish. Underline the linking words and ask students to
make sentences with their personal information in
order to practice. Explain that these words are called
linking words or connector because they are used to link
or connect two ideas.
Answers: 1 and; 2 but
Alternative Activity: Ask for some volunteers and
tell them that you will play a game. Make all volunteers
stand in front of the class, tell them that you will say
something true about you using the word but and the
following student should repeat your sentence adding
his or her own, but using the word and. The following
student repeats the two sentences and adds his or her
own idea using but, and so on. For example: I like
sandwiches, (next student) but I dont like bananas,
(next student) and I like ice-cream
Time: 5 minutes
This activity is meant to help students reflect and
synthesize the different contents seen so far. Help them
think on their own, dont just provide the responses
at once.
Have a student read the first sentence and elicit the
answer from the class. Make them notice that the first
sentence refers to positive feelings, as opposed to the
second sentence. Students will need to practice using these
verbs to be completely aware of the way they are structured.
Ask for examples and have students say sentences
expressing their likes and dislikes. Divide the class in pairs,
ask the students to do the rest of the exercise. When they
have finished, have students share their answers.
Alternative Activity: Play a game to help students get

further practice on expressing their likes and dislikes. Write
on the board the following sentence: I like knitting and
cooking, but I dont like playing video games. Ask for a
volunteer to explain which are your likes and dislikes as
stated in that sentence. Practice asking the question: Do you
like x? Then ask students to follow your model and write a
similar sentence expressing their very own likes and dislikes
on top of a sheet of paper. Next, tell them they will have five
minutes to go around the classroom asking their classmates
about their likes and dislike. When the times up, ask
students to count the number of classmates they wrote on
their piece of paper. The winner will be the student who
found more classmates with who he or she shares a like
or dislike.
Time: 10-15 minutes
Stage 4: I practice
10 Listen and check (3) the personality
quiz for Ben.
and take a look at the Internet test. Ask them if they
believe the test is meant for adults, teenagers, or small
children. Have them circle the words that are not clear
to them. Probably knitting, texting, surfing, and hiking
may be unknown to them. Write them on the board
and instead of giving explanations try miming them for
students to guess. Then have students work in pairs and
play the CD. When the audio is over ask: What kind of
things does Ben like to do? Require students to raise
their hands to give the answers.
18
Answers: 1 walking the dog; 2 paying basketball or

soccer; 3 playing video games
11 Complete Sissys personality quiz results

with and or but.
Elicit the difference between and and but from
students, then ask them if they remember what type of
words they are and what they are called (connectors).
Say something that may point out a situation in which
likes and dislikes are shared. For example: I like
chocolate and ice-cream, but I dont like lemon pie.
Elicit a situation that may be similar to your example.
Then ask them to complete Sissys personality quiz on
their own, and later to check their answers with the
person next to them.
Answers: and; and; but; and
Answers: 1 like, hate; 2 ing; 3 Do, What; 4 details;

5 and, but
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12 Complete the conversation.

Follow up the previous activity by asking students if
they share Sissys likes and dislikes. Encourage students
to freely express their points of views on free time
activities. Ask: What do you enjoy doing on your free
time? To convey likes and dislikes in a dialogue with
teachers guidance, provide practice by modeling a
similar activity on the board. Write this text with
information about Ben, leaving the gaps empty: My
name is Ben and this is the result of my personality
quiz: I like walking the dog (but) I (dont like) knitting. I
like playing soccer (and) I love playing video games.
Have different volunteers come to the front to
complete the text with the information they heard in
the last activity. If necessary, play the CD, track 18 once
more to refresh the information. Next, direct students
attention to the paragraph in Activity 11; tell them that
they are going to do this activity using Sissys answers,
have them do it pairs. When they have finished elicit
the answers from the class. Then, ask for a volunteer to
be Sissy and another who will be Ben; role plays the
conversation. When you have finished, ask students to
pair up differently, instead of working with the person
next to them it could be the person behind them, then
do the role play.
Answers: do you like to do; like cooking, drawing; like
playing; dont; you like doing; do; and
Lead-in
Class
Explain to students that they are going to participate in

a contest. To use different linguistic resources to
confirm comprehension, they will ask each other
questions but they cannot answer with yes or no. They
can only say of course, thats true and right (for yes); and,
of course not, thats not true, and wrong (for no). The
rule is they can only use each expression once.
Nodding, saying aha! or nope is not valid. Let students
practice for one minute before they start asking each
other questions, but insist they cannot say yes or no.
Stage 5: I can
13 Take the quiz. Check (3) all the
activities you like and find out which
category fits you best.
Have students go to page 102 on their Student
Books. Elicit what kind of document they see on the
page (magazine personality test or quiz). Then write
on the board easygoing, outdoorsy, artsy, techno, social,
ask students if they understand what each category
means. Ask them to provide examples. Go through the
different activities on the quiz and verify
comprehension.
Explain that they will take the quiz and that they
should check all the activities they like. Once they have
finished, ask them to exchange their results with a
partner. Students discuss their answers. According to
the test, the box with more checks is the category they
fit in. Start a class discussion on whether students agree
with their category or not, and how accurate magazine
quizzes can be. This should prove a very good occasion
to help students participate pertinently during an
opinion exchange to share common interests.
Answers may vary.
14 Write a short paragraph about you based

on your quiz results. Use Bens paragraph
as a model.
Ask a student to read out loud Bens paragraph.
Explain that this is first person, and that it is used
whenever we need to express our feelings, likes,
dislikes, and personal opinions. Ask students to write
their paragraph in the space provided expressing their
likes and dislikes. In pairs students read each others
paragraphs. Ask for volunteers to read their
paragraph out loud.
15 Work in groups and discuss your likes
and dislikes according to the quiz in Activity
13. Ask follow up questions.
Ask students to work in groups of three or four; do not
accept bigger groups. This activity will be a good
opportunity for students to share common interests,
socialize, and foster interpersonal relationships.
Encourage students to talk about food, celebrities, and
habits, like sleeping-in on weekends, or having
midnight snacks, for example. You can also help them
out by asking what programs they like to watch, or
which types of movies they prefer. Insist they express
clearly what their preferences are. To revise likes and
dislikes in a dialogue, using context clues, with the
teachers guidance, stress the importance of follow up
questions and the natural turn taking when speaking,
paying attention and showing interest. Examples of this
are: looking at people directly in the eye, giving
undivided attention, showing interest with expressions
such as OK; interesting; right; Oh!
emember Next class you will need: ten to
fifteen teacher-made flashcards with pictures or
drawings of different occupations.
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Unit 4
Lesson 2
Identify speech register.
Convey likes and dislikes in a dialogue with the
teachers guidance.
Anticipate the central sense to strike up dialogues.
Compose sentences to express likes and dislikes.
Include details in main ideas.
Express point of view in favor and against.
Ask and answer questions to solve doubts.
Use non-verbal communication.
Recognize the appropriate time to interrupt.
Practice and follow rhythm speed and pronunciation.
Start a dialogue.
Practice answer and ask questions to solve doubts.
Establish the structure of enunciation.
Lead-in
Class
Divide the class into two teams and ask them to

brainstorm different occupations, write their guesses
on the board. Then, ask for a volunteer to pick out a
card, but he must not show it. Ask closed ended
questions about the occupation. Example: Does this
occupation require a uniform? Do they work indoors?
Does the occupation require special training? Engage
other students to asks questions, but explain that all the
questions must be closed ended. Tell them that this was
only an example, but that now teams will compete
against each other. One student picks out a card; and
then his teammates ask up to five questions to guess the
occupation. You will need to keep a record of the
number of questions they asked. Advise students to
take turns when asking questions, it may be very
confusing if they all speak at the same time. Also,
encourage students to formulate very specific questions
to anticipate the central sense of the words since they
have no context. Then have the other team play. The
team that guessed more words wins.
Stage 1: I know
1 Who are these celebrities? What do they
do? What do you think they like doing in their
free time?
104. Give them a few minutes to look at the page. Ask
them what they expect the class to be about, if they
recognize any of the celebrities on the page. Have a
volunteer read the instruction. If a students does know
one of the celebrities ask him or her to explain who that
Student Book
p. 104-109
Recognize acoustic features: pauses, interruptions,

rhythm, speed and pronunciation.
Use language to respect the rules of oral exchanges.
Use language to participate pertinently during
exchanges.
Recognize syntactic differences between British and
American varieties.
Recognize question tags and connectors (because).
Materials:
Reader, Audio CD
Celebrities profiles, teacher-made flashcards
(occupations), biographies (information about hobbies)
person is. Ask general personal information about the

celebrities in the student book, usually students become
more eager to share this type of information when they
think you do not know who they are. Encourage
students to express their points of view in favor or
against them, their music, their movies, their life styles,
etc. Make a pause and direct students attention to the
behaviors naturally adopted by speakers when giving
further details.
Answers: Fergie; Jaden Smith; Justin Bieber
Stage 2: I build
19
2 Listen to the conversation and match
the hobbies to the celebrity.
Ask students to pair up with the person sitting next to
them. Then, direct students attention to the three boxes in
the book. Read the instructions and have them silently read
through; then, in pairs have them guess which celebrity
likes to do the things mentioned there. Elicit ideas and
opinions from students; they should express their points of
view reacting to what other students have guessed. Play the
CD. Tell them to listen to the conversation and then match
the columns. When they have finished answering ask some
follow-up questions, like: What does Fergie like? Which
sports does Jaden Smith like to practice? What instruments
does Justin Bieber play? Who were the two people in the
second conversation? Did you notice a difference between
the two conversations? Do you think you speak differently to
people your age and to people who are older than you?
Answers: 1 b; 2 c; 3 a
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Stage 3: I think
19
3 Listen again and write the first
sentences used to start each conversation.
Ask for a volunteer to read out loud the three sentences
of the activity. Play the CD one more time and have the
students compare their answers with the student
stting behind.
To identify speech register, ask students to reflect on
how we address, or talk to, different kinds of people
(your teacher, your mother, a friend, etc.). To help them
distinguish formal language and informal language,
using the three sentences above have students place an F
in front of what they believe are formal questions and I
in front of the informal questions.
Next, ask students to share their common interests
with the person behind them: Who is their favorite
actress, singer, author? Then ask students to share
their answers with the class. Interrupt students on
purpose when they are talking. For example say: Sorry
for interrupting, but was that the actress in X movie?
Try to interrupt two or three times, this is to have
students recognize when it is appropriate to
interrupt a person. Ask them to reflect on it and
write on the board when it is appropriate and how to
be polite when interrupting. Students may come up
with different ideas. To recognize the appropiate
time to interrupt, show them these strategies.
1 When the speaker pauses or takes a deep breath:
Show your undivided attention, look the speaker in the
eye and wait for a natural pause to interrupt. Then say
what you need say quickly.
2 After the speaker has finished a thought or a
statement.
3 When you need to say something be polite and say
something like: Excuse me, we need to go, the bus has
arrived. / Sorry for interrupting, would someone like a
glass of water? Please continue.
To use language as a means to respect the rules of
oral exchanges, brainstorm with students how and
when we interrupt conversations. Ask for volunters to
provide examples.
Answers: 1 Hi. I see you are reading a music

magazine. 2 Hi! Can I talk to you about your favorite
celebrity? 3 Do you mind if I ask you a question?
4 Label the parts of the conversation with
words from the box.
To get students to understand the structure of
enunciation, ask students to read the conversation
silently. Then get a volunteer to read A and another
volunteer to read B, they do not necessarily need to
have been working together. Then, explain the activity
so students can label the conversation on their own.
Discuss briefly how this applies when we greet people.
Establish differences between politeness (greeting, and

closing a conversation) and impoliteness (not greeting,
and cutting off a conversation and leaving rapidly).
Check answers as a class.
Answers: 1 opening; 2 body; 3 closure

5 Look at the sentences and underline
the reason given in each sentence. Then
circle the word that comes before the reason.
Have a student read out loud the instructions. Tell
students to answer in pairs. Then write on the board the
two original phrases that were combined to make that
sentence. Write the first as follows: 1 I like Fergie. + She
is an amazing singer. Ask for a volunteer to go to the
board and do the same with the second sentence: 2 I
dont like American Football. + It is boring. To include
details in main ideas, explain that the word because
serves to give a reason for someting. In pairs ask
students to write similar sentences on their notebooks
using because. Have two or three students write their
sentences on the board.
Answers: underlined: 1 she's an amazing singer; 2 it is
boring; circled: because
Lead-in
Class
Greet the class and have students open their Readers to

page 93. Lead a short discussion about your students
own likes and dislikes regarding the topics shown on
the year 2000 survey. Ask them questions regarding
whether they like or dislike doing these activities; and if
they like doing them, for how long do they carry them
out? Encourage students to provide descriptions and
details by asking questions such as: So you do like
reading magazines, what kind of magazines you read?
How often do you read them? Is there a special section or
author you like? Is there a particular magazine you
dont like? If you like listening to FM radio, what is your
favorite station? Is there a radio show you never miss?
What is the best pop music radio station? etc.
6 Look at the questions. Circle the open

question. Underline the question tag.
Read the instructions and ask a volunteer to read the
two questions. Ask students if they can remember what
an open question is. Remind them about the clue open;
this indicates that the answer is open to many different
answers (as opposed to closed ended questions). Ask
students to identify and circle the open question. Elicit
from students the answer. The open ended question is:
Who is your favorite celebrity? This question accepts
many possible answers depending on each persons
preferences.
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Then, it is clear that the other question is the

question tag but, What is a question tag? Ask students
to analyze the question and see if they can remember
what you mentioned previously about this kind of
questions. Ask: How many parts do you see in the
question tag? Help them remember that a question tag
refers to a statement followed by a mini-question
(question tag). Identify the elements. The statement is:
You like Justin Bieber, and the question tag is: dont you?
Ask students to reflect on what function the question
tag has.
Explain that we use question tags at the end of
statements mainly to ask for confirmation. They mean
something like: Am I right? or Do you agree?
Point out that when the information is affirmative
(You like Justin Bieber) the question tag is negative
(dont you?). Ask students to think: What happens
when the information is negative (You dont like Justin
Bieber)? In this case the question tag becomes positive
(do you?).
Provide some practice for question tags. Write a
couple sentences on the board like: You like rock,? You
dont like chocolate,? You like reading,? Have some
volunteers come to the board and write the question
tags. Point out that the comma is an important element
to signal the two different parts of these sentences.
Answers: 1 circled; 2 underlined

7 Complete the following sentences.
Remember this activity is intended to promote
reflection, so you should try to make students arrive to
the correct answers thought different means (like
explaining, providing examples, and making questions),
rather than just give away the answers quickly.
Read out loud the first sentence and ask students to
freely volunteer to call out the answers to the gaps.
Then ask another volunteer to read the second
sentence, and another volunteer to read the third one.
Give students a few minutes to fill in the gaps on their
own. Then have them check their answers with the
person next to them.
Answers: 1 middle, end; 2 because;

3 question tag
Stage 4: I practice
complete the sentences.
Ask students if they recognize the girl in the picture.
She is Taylor Swift, a very famous American country
singer. Say: Taylor loves playing the guitar. She likes
singing in big arenas. Elicit what the listening might be
about. Help students anticipate the central sense of a
conversation from known words and expressions. The
20
word guitar, for example, will make it easy to predict

that the conversation will be about music. Ask students
to say a couple sentences about likes and dislikes, and
make other students infer what they can talk about
according to the presented information.
Have students close their Student Books and play
the CD. When the recording ends, ask students to open
their Student Books to page 107 and to work with the
person sitting behind them, to fill in the blanks. You
can play the recording again with their books open.
Elicit the first answer and write it on the board. Then
ask for some volunteers to share their answers on the
boards.
Answers: isnt she; singing, dancing; because; she likes

hanging out; You like
9 Circle the opening and the closing in the
conversation in Activity 8.
This exercise is intended to reinforce dialogue
structure. Elicit from students if they remember ways to
be polite in a conversation. How are you supposed to
start? (With a greeting). This would be the opening,
that means, a line that literally opens the conversation.
Then, ask them what happens when all that had to be
said, has been said. They close, or end, the conversation.
People usually close a conversation by saying goodbye
(farewells) and thanking, and by doing this the people
taking part in the conversation understand that it has
come to an end.
Answers: Opening Hi! Can I talk to you about your
favorite singer?; Closure - Oh, cool! Thanks for talking
to me.
10 Role play the conversation with

a partner.
Divide students into pairs. To practice and follow
rhythm, speed, and pronunciation, explain they will act
out the conversation in Activity 9. Ask students if they
would feel more comfortable if they listened again. If so,
play the CD once more. This will aid pronunciation. In
order to build confidence, ask for a volunteer to act out
the conversation in front of the class with you. Tell them
they will do the same. After a short while, ask students
to change roles so they can practice both conversations.
While modeling the conversation, focus on the
phonic elements of the text. Bring students' attention to
the acoustic features of the dialogue, such as the pauses,
interruptions, rhythm, speed, and pronunciation.
Explain that to be understood while speaking in any
language, you need more than just the correct words
and grammar structures. Performance is a very
important element of communication. With this in
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AR_TG1_pp101_126_U4.indd 109
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mind, act out the dialogue one more time and ask
students to explain how these elements can help them
improve their ability to communicate in general.
Lead-in
Class
In pairs, ask students to reflect on how much non-verbal

communication they use in their daily lives and under
which circumstances it occurs. You may need to go again
over the concept of non-verbal communication. Ask a
student: Can I borrow your pencil? When he gives you one,
say nothing and make a thank you gesture with your hand.
Did your students understand you were saying thank you?
How can they know it? Elicit the answer and practice other
common gestures: please, crazy, hello, come, smelly,
beautiful, hungry, OK, Im tired, asking for the bill, etc.
Insist on students standing up when they participate
so everybody can see them. The main objective is for
students to practice non-verbal communication, so
have them practice with the student next to them.
There should be very little noise in the classroom.
11 Match the following columns.

Ask a volunteer to read the items on the left column out
loud, check comprehension and then a different
volunteer continues to read the column on the right.
Have students match the two columns in pairs. By now,
students should easily see how sentences relate as in
explanations. The word hiking might be hard to
remember. If any student asks you for its meaning,
direct them to the dictionary at the end of the book.
Check the answers as a class and have students close
their books. One member of the team asks questions to
the other using the information on the left column. Can
the other student remember the reason given in the
exercise? This activity will promote language to answer
questions and solve doubts, as well as the use of the
word because to provide reasons.
Answers: 1 c; 2 d ; 3 a ; 4 b
12 Unscramble the questions.
To get students to practice question tags, ask students
to look at the word in the scrambled sentences. Ask:
How do you end a question in English? (with a question
mark). How do you start a question in English? (with
capital letters; another possible answer, with Wh
words). Write their opinions on the board. Then, in
pairs, ask them to remember the characteristics of
question tags and write them on the board. Point out
that this activity has only question tags. Stress the fact
that in English an opening question mark is not used
(), actually write the inverted question mark on the
board and then cross it out so they can remember that
it doesnt exist in English.
Answers: 1 You like pop music, dont you? 2 You are

twelve, arent you? 3 You can play the guitar, cant you?
Alternative Activity: Once students have
unscrambled the words ask them to make closed ended
questions using the same ideas as the questions they
just unscrambled. Do the first one on the board as an
example; the other two questions should be done in
pairs. When they have finished ask students to go to the
board and write their new question.
Example: You like country music, dont you?, You are
fourteen, arent you?, You can play the piano, cantt you?
Time:10 minutes.
13 Complete the following questions with
question tags.
To practice asking and answering questions have
students look at Activity 13, then ask a student to read
the instructions and have students do the activity in
pairs. Check the answer and ask a student directly. You
are an only child, arent you? The student answers and
you ask a follow up question: (assuming he said no) How
many brothers and sisters do you have? The student
answers. Then, pair students up in a way that they are
working with a completely different person. Tell them
they are going to ask each other the questions on
Activity 13, but adding follow up questions.
Answers: 1 arent you? 2 dont you? 3 cant you?
14 Complete the sentences with
information about you.
Before students actually do the exercise, ask them about
things they like and things they dont like. You may also
try to have them ask you questions of your personal likes
and dislikes. Then give them a few minutes to complete
the sentences individually, and then share their answers.
This is an activity that requires introspection, do not
force at any point students to share with the class their
answers. Ask for volunteers, but let students know that
they are free to share or not their answers.
Answers may vary.
Cultural Note
When talking about likes and dislikes, students might
come up with colors and wonder whether the right
spelling is color or colour. Explain that both are
correct but that color is the appropriate spelling for
American English, while colour is the appropriate one
for British English. The same is true for words like
favorite and neighbor.
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emember Next class you will need: students to

bring information about their favorite celebritys
hobbies in English. Really insist that whatever they
bring is in English. Celebrity profiles are easily
downloaded from the Internet.
Lead-in
Class
Write on the board the following information: Basic

rules for living in New York City: 1 You must cross the
street at crosswalks. This is called "jaywalking" and it
is illegal. 2 Museums are closed on Mondays. 3 You can
not ride your bike on the sidewalk. 3 Recycling garbage
is obligatory; if you dont, you get a $500 dollar fine.
Ask students to brainstorm in pairs why these
rules were imposed and if they make sense. Write
down some of their ideas on the board, this is
important because it give the students a sense of
significance and importance of their views. Ask
students if there are any similar rules in their city,
if people follow them. This activity encourages
students express their points of view in favor and
against different topics.
Stage 5: I can
15 Choose a celebrity and write about his or
her hobbies and free time. Explain why you
like that celebrity.
Have students open their Student Books to page 109. Give
students one minute to read the information on their
favorite celebrity. Ask them to make a mind map with
their celebritys hobbies. Model the activity and make a
mind map with hobbies for your own favorite celebrity.
Remember to focus on positive celebrities. To anticipate
the central sense to strike up dialogues, explain students
that in order to write well, it is important to plan what
they are going to write. Some students may bring
biographies instead of information about hobbies; this is
fine as long as they have enough information to write
about. If short of ideas, direct their attention to the
various quizzes throughout the lessons. Plenty of free
time activities are to be found in there. Once they have
done their mind map ask them to write a paragraph.
This is a list of important items to keep in mind
while writing: 1 title (correct use of uppercase letters),
2 text organization (clear subject and purpose clear;

opening, body and closure), 3 vocabulary (varied and
new words, linking words and, but), 4 punctuation
(correct use of commas and periods), 5 spelling,
6 presentation (neat writing).
Ask students to exchange their text with a classmate
to proof read it.
Class management: Insist on peer and selfediting. Students learn to edit by focusing on isolated
skills like punctuation or capitalization. Then if they
feel they can, they should edit spelling. Students are
easily discouraged when someone checks their
writing, it is important that they feel comfortable
with the person that is editing their work.
Unfortunately, we as teacher cannot address
everything in one assignment, and neither can the
students, if you want them to enjoy writing give them
a check list of the things you will be looking for in
their writings. Explain that the goal involves a
process. Additionally, even though their whole life a
teacher has evaluated their work, it is very
intimidating; the fact that another student is
checking their work may make them more confident
when they turn in their final writing.
16 Talk about your favorite celebrity with
your partner. Use follow up questions and
questions tags.
Ask students to talk about their celebrity in pairs. If
there is time, ask for volunteers to talk about the
celebrity they chose in front of the class. Give some
kind of incentive to the ones who do, and encourage the
group to ask questions and tag questions to the speaker.
This activity is also intended to socialize and foster
interpersonal relationships by learning to listen and
respect the speaker: anticipating the central sense from
known words and expressions, learning to give
undivided attention, respect the speakers points of
view, understanding pertinent particiation. As for the
speaker, this activity aids student development by
practicing how to address an audience: eye contact, a
clear voice, appropriate pauses, speed, pronunciation
and rhythm, dealing with questions, etc.
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Unit 4
Product 1 Interview
Select a leisure activity.
Decide the time, the place, and the duration of the
interview.
Compose the questions and the answers about likes
and dislikes.
Lead in
Class
Greet the class and yawn without covering your mouth.

Wait a few seconds and check how many of your
students also yawn; if nobody yawned, yawn again.
Then, without saying a word, write the following on the
board: Why did more than one person yawn?, Do people
yawn only when they are tired?, Is yawning a sign that a
person is bored?, Do animals yawn, too? As a group
discuss the answer to the four questions.

1 Check (3) the activities you like doing in
your free time.
Ask students to sit according to the first letter of their
first name. This may take a while because at school they
are usually used to following the first letter of their last
name. Give students time and help them out, it may seem
like chaos at the beginning, but they will stay in this way
the rest of the class after the yawning you really need to
encourage movement. Ask students to open their Student
Books to page 110 and have them look at the pictures.
Ask them to describe what they see in the pictures and
check the ones they enjoy doing. Then ask: What's the
name of each activity? Is there someone in the class in
Who likes doing one or more of these?
Answers may vary.
Stage 2: I plan
2 Work in pairs. Decide on a topic for your
interview.
Ask students to get in pairs. Explain they are going to
work on an interview. Elicit from them which topics
they would like the interviews to be about. Write their
ideas on the board. Have each pair choose one topic.
Some possible topics are: a recent trip, pets, ugly
neighbors, parties, recent good movies, gifts every teen
likes, greatest dislikes.
Student Book
p. 110-111

Assign the roles of interviewer and interviewee.
Practice the formulation of questions and their
answers.
Carry out the interview.
3 Decide the time, place, and duration of the
interview.
Most young generation students like to see things at a
glance. Write a time table on the board including the
titles: Time, Place, Duration, Interviewer, Interviewee.
Tell students they can use it if they believe it will help
them get better organized. Do not explain the
difference between interviewer and interviewee yet,
unless students ask.
4 What material do you need? Make a list.
Give a few minutes to students to think of whatever
material they might need to carry out this task, and to
make a list.
Stage 3: I do
5 Compose the interview questions and
answers about likes and dislikes (include
follow up questions and question tags).
Elicit one or two questions students may ask, and then
let students work out the rest of the questions on their
own. They should come up with at least ten questions.
Tell them to look at their Readers (pages 85-94) for
ideas. Encourage them to prepare one or two question tags.
Model the activity. For example, discuss a recent trip.
Ask: Where did you go to? How long did you stay there?
What did you like about that place? Topic: Ugly
Neighbors. Why dont you like your neighbors? Are there
any other neighbors you dislike? Topic: Parties. Do you
like parties? When was the last party you organized? Do
like cleaning up after the guest have left?
Topic: Recent Good Movies. What types of movies do
you like best? Which movies do you dislike and avoid?
Topic: Gifts Every Teenager likes. What is the best gift
to give a tween? Why do you think they like that so
much? Topic: Greatest Dislikes. What is the thing or
situation that you dislike the most? Why do you dislike
it so much? Do you know anybody does like this either?
Students should work in pairs while you monitor
from a distance; this means you do go around and
check that the work is being done and that it is being
done properly, but you are not really teaching you are
guiding. You may bring some type of soft music that
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can be played to relax them. The best type of music for

these activities is instrumental, no lyrics. Lyrics make
students distracted.
6 Check the questions and answers for

spelling and grammar.
Ask students to check their punctuation. All questions
should start with a capital letter and end with a question
mark. Spelling and grammar mistakes should also be
addressed; students may use most of the elements in their
writing check list as a guide. Also mention that the interview
should have an opening, a body, and a closure. Ask students
to make sure they include these three elements.
7 Decide who will be the interviewer and who
will be the interviewee.
Tell students to agree on who will be the interviewer
and the interviewee, this time make sure they
understand the difference. Tell them next class they will
perform the interview in front of the class. Tell them
that in real life interviews, interviewers do not read the
questions; they simply have notes that remind them
what to ask. The interviewee never reads anything.
Since this activity is done with the students real
information, encourage interviewees not to read.
Class
Lead in
Ask students to stand up and stretch. Then, tell them

they are going to look like if they were frightened. Now
say: Look like if you were happy; exited; very tired (theyll
yawn); very sad; thankful; greeting the audience; thanking
the audience; the Queen of England; the best students; a
famous writer.
This activity works better if students can walk around
the classroom. The instruction would then be: Walk
around like if The principle behind this type of activity
is to build up your students confidence level. Many
students feel shy or are too self-conscious and prefer not
to engage in any activity that makes them feel vulnerable.
Engage in creating a nice and confident classroom
environment. It is very important that this kind of
activities are carried out with respect.

8 Practice the interview for pronunciation
and fluency.
An interview is a conversational skill; body language
(non-verbal communication), facial expressions and
other body movements are involved. Participants
cannot talk simultaneously. Knowing how to follow
turns will improve their social skills. Practincing the
interview will give them as well as a more natural

speaking rhythm, accuracy and pronunciation. It also
gives the students a natural way to examine what
speakers do when being interviewed or when
interviewing someone.
It seems hard sometimes even for adults to make
conversation, yet we constantly expect our students to
start up a conversation without any problem.
But we have to reember that even in their mother
tongue it is not always easy for them to make
comments. This is why the brainstorming, the planning
and the rehearsing are extremely important. Carrying
out the interview gives importance to all the work that
they have done, it also develops sensitivity to fellow
participants in the interviews.
Tell the students they will have ten minutes to
practice their interviews. If they have any doubts about
the pronunciation, this is the time to check it. Be very
strict with the time, all students must get a chance
to participate.
Direct students attention to the Useful Expressions
box, they might find language chunks to improve their
oral performance.
9 Perform the interview.

Students take turns in performing their interviews.
Give them feedback, focus on the positive things they
did. Encourage the other students to ask questions and
discuss different students' likes and dislikes.
I learn

at the beginning of the learning environment and listen
to their responses. Encourage them to identify the

Can recognize the speakers and listeners behavior

that supports the construction of meaning.
Can request further information.
Can compose sentences.
Can formulate questions to solve doubts.
Can anticipate sense to strike up a dialogue.
AR_TG1_pp101_126_U4.indd 113
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Unit 4
Lesson 3
Revise songs that are particular of English-speaking
countries which evidence human values with the
teachers guidance.
Recognize text arrangements of sounds.
Determine subject-matter, and intended audience.
Understand central sense and main ideas in songs
from shared reading, with the teachers support.
Read and re-read song lyrics.
Use diverse comprehension strategies (e.g.
vocabulary, text distribution, and etcetera).
Clarify meaning of words using an English dictionary.
Make links within the text using implicit and explicit
information (e.g. main ideas and details which
broaden it; sequence of events, etcetera).
Anticipate content from frequently used or known words.
Lead-in
Class
Walk into the classroom and greet the class with an

exaggerated greeting. Then, with your own natural
intonation, ask students to brainstorm many English
words that are used in their mother tongue (like
discman, bullying, etc.) and write them on the board.
Next, ask students to repeat the vowels after you a, e, i, o,
u, and you should do this in the most exaggerated way
you can. Do this a couple of times and explain to students
that this is a good way of getting them to start thinking in
English. It is also important to tell students that part of
this activity is to improve pronunciation, and part of it is
to have fun. Start saying the words you wrote on the
board with extremely exaggerated facial movements.
This is accomplished by stretching out your mouth
sideways. Practice and say: You know. Students will
probably laugh, however, make them repeat after you.
To use language as a means to know about other
contexts and cultures, tell students to reflect on which
gestures they use in their everyday life. Do they know if
those gestures are universal? Ask them what is the
gesture for money in Mexico. Do they know what it is
like in the USA? (rubbing ones fingers).
Cultural Note
To speak a foreign language implies not only embracing
new grammar, new vocabulary, and new cultures, but it
also implies learning to use different facial muscles and
adopting different ways of being.
Student Book
p. 112-117
Recognize acoustic features of songs.

Detect rhythm, speed and intonation.
Identify key words in stanzas and chorus.
Distinguish language features.
Listen to songs.
Write down a verse.
Use language to know about other contexts and
cultures.
Use language to reflect cultures and ways of being.
Materials:
Reader, Audio CD
Five small pieces of paper and five school items (CD,
paper clips, pen eraser, one roll of toilet paper, one
piece of instrumental music
Explain students that they will perform in a recital

at the end of this learning environment, and
gesticulating is a good exercise to improve the way we
say words. Many singers use different kinds of
gesticulating exercises to improve their performance.
Stage 1: I know
1 Unscramble the names of these instruments.
Activities in this class focus on experimenting with
sounds and using music as a universal motivator.
Students of all ages and cultures enjoy music. Lead a
class discussion on different kinds of music your
students like. Ask: Which Mexican artists and which
foreigner artists do they listen to? What is similar about
their musical styles? What is different? Musical likes
and dislikes is a great way to reflect on cultures and
different ways of being, and to know about other
contexts and cultures.
and ask them to look at the pictures. Ask them if they
know the names of the instruments, and if anyone plays
any of them. Tell students to work with the person next
to them and unscramble the names of each instrument.
Refer students to the Glossary on page 163 if
necessary.
Answers: 1 guitar; 2 trumpet; 3 drums; 4 drum;
5 violin; 6 keyboard
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Reader
S
ummer Music
Camp
p. 98 107
Have students open their Readers to page 98. Ask them

what the title is and who the author is; write them on
the board. Then, ask students to brainstorm what the
story will be about and write their ideas on the board
under the title. Then, ask them to leaf through the story
and look at the pictures.
Tell students to work in pairs; write laugh at on the
board and elicit what it means, and if students do not
know what it means, explain it.
Explain that the first paragraph or introduction is
important and that the class will discuss it first and
then read the whole story on their own.
To determine subject matter and intended audience,
read the first paragraph out loud having students follow
the reading silently in pairs. Then, make a chart for new
vocabulary and expressions for the entire story and put
it on the board before they continue reading.
It is important to give students unfamiliar
vocabulary before they read the rest of the story. Interest
in a story cannot be taken for granted; this is why giving
them some expressions before they read is important.
Also, giving them vocabulary before reading serves as a
teaser that build up their curiosity.
Ask students to read the chapter. When they have
finished ask for their opinions.
Point out the many cultural elements in the reading,
such as, summer music camp, the dorms, etc. These are
scenarios that may be very common in the USA, but tend
to be unfamiliar in other cultures. This story helps
students to reflect on other cultures and ways of being, to
know about other contexts and build an acceptance, and
finally to respect other cultures as well as their own
culture. When they have finished reading, ask if there were
any other vocabulary items that needed an explanation.
Clarify that in every story there are characters; main
and secondary. Elicit what these words mean. A secondary
character has a minor role in the story and does not
undergo significant change or growth in the story; they
have no real impact on the plot and their situation stays
substantially unchanged. Usually writers use secondary
characters to support the round characters. On the other
hand, a main character has more in-depth development.
He or she can be identified by specific personalities and
qualities and often go through certain changes during the
story. Next, ask students to read the whole story silenty.
Then, ask students to answer the Comprehension
Questions on page 108 in pairs. Elicit their answers. At
the end the class, ask students to think about other
activities that promote collective efforts that represent
artistic expressions. Some ideas are: architecture, mural
painting, any type of musical bands, regional dances
(voladores de Papantla is a good example), ballet, etc.
emember Next class you will need: a piece of

instrumental music that you think is unfamiliar to
your students.
Class
Lead-in
Greet the class and tell your students that they are
going to listen to two minutes of a melody without
words. Play the song (the instrumental music that you
brought to class) and then tell students to work with the
person sitting on their right.
Write the following four sentences on the board: 1
Write two or three words that describe the music. 2 If
this were the theme for a film, what type of film would it
be: spy, romantic, cowboy, childrens film, etc? 3 Where
would the film take place? 4 Would it have a happy
ending or a sad ending?
Ask students to copy the four questions. When they
have finished copying, tell them to think about the
answers, but they should not write anything yet. Play the
music again and at the same time tell students to answer
the questions. They may speak to the person they are
working with, but they must do it quietly. Elicit their
answers, and encourage pairs to share their ideas. This is a
highly motivating activity, especially because there are no
right or wrong answers.
Stage 2: I build
2 Read the song title and discuss what the
song will be about.
Explain that in this lesson they will study song structures in
songs particular of English-speaking countries. The first
song is called Top Secret Mission. Have a volunteer read the
title, Top Secret Mission, and brainstorm what it means. To
suggest a more intuitive focus for the songs title, ask
students to consider cognates, combination of sounds, word
order, and what each word may suggest. Clarify their
thoughts and help organize their information by drawing a
mind map on the board. Then, ask a student to complete it
with the ideas of the class, but do not tell them where to put
each idea.
Ask students which of the ideas portrayed in the
mind map have to do with values. Even before reading
the lyrics, or listening to the song Top Secret Mission
students can enumerate a list of values the title suggests
to them. A mission is usually related to courage, team
spirit, selflessness, trust, etc. Ask them to think of other
songs they listen to which title is based on a key word.
Start a brief class discussion. Ask: How do songs portray
and transmit cultural values?
This activity will reinforce students ability to
anticipate content from frequently used or known
words. Explain that analyzing known words and to start
building meaning from them is a very useful
comprehension strategy.
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3 Use your dictionary to clarify the meaning

of these words.
and review the vocabulary words. Write on the board:
mission, file, to close in, approach, trench coat, spy, pull
off, put something in motion, get in touch, sly, disguise.
Ask students to decide what type of words they are and
give them options. Point to the vocabulary on the
board and say: Is this word a noun, verb, adjective, or
adverb? Then, have them look up the words in the
dictionary. Get two volunteers to identify the words on the
board and encourage them to come up with a mind map.
Remind students they can clarify the meaning of
words by using the dictionary at the back of their books.
Explain to them that looking up for words is one of many
comprehension strategies available to them. Reinforce
the idea that anticipating content from frequently used
or known words is another very useful strategy.
4 Listen to the song and underline the
best option.
In this activity students will understand the central
sense and main ideas in a song from shared reading,
with your support.
113. Tell them to read the lyrics of the Top Secret
Mission song in pairs and find out the songs main idea.
They might have some ideas from the brainstorming
activity. Ask different pairs to share their answers.
Then, ask for five volunteers to help you read the
lyrics out loud. Point out that the song has five verses
and each volunteer will read one of them. The whole
class will read the chorus of the song out loud. Explain
that a verse and a stanza are synonyms.
When you have finished reading the song, ask students
to imagine what the song will be like. Ask: Who sings the
song, male or female? How old is the singer? What will the
music be like? What kinds of instruments are used? Have
students share their predictions with the class. Point out
any coincidences they may have; it is possible there may
be a relationship in their answers according to gender.
Now play the CD and ask students to take notes
while listening to the song to compare their predictions
with what they hear. This practice will help students
link implicit and explicit information. Therefore,
students are able to determine subject matter and the
writers intended audience, message, etc. Speculating on
a situation or context activates students to interpret
what is heard and makes them feel more confident
about their listening comprehension.
While students listen, they should re-read the song
lyrics to compare their new knowledge with their
previous speculations.
To finish, have students answer the four questions in
Activity 4. If necessary, play the CD one more time.
21
Then, ask student to compare and explain their answers

with the class. Point out that depending on someones
point of view, both options may be correct in some cases.
Answers: 1 espionage; 2 brave; 3 enemy; 4 well

21
5 Listen again and number the pictures
in the order you hear them.
Ask students to look at the pictures to become familiar
with the artwork. Can they recognize the scenes from
the song? Play the CD again and have students work in
pairs with the student behind them. Ask for volunteers
to share their answers. Explain to students that recognizing
graphic components in a text can be another way to
understand the text itself.
Also, establishing a series of events is a good way to
make a link between implicit and explicit information.
Answers: 1 d; 2 a; 3 b; 4 c; 5 e
6 Read and recite the lyrics. Then sing along.
This activity will help students follow the chorus and
recite lyrics. Make students aware of the whispering
involved in the words secret mission. Convey what a
whisper is and ask: Why do you think the author of the
song decided to have those words whispered? Use your
whisper voice to ask this question. Lead the students
and for the whole song recite the lyrics out loud as a
class and remind them to use their whisper voice in the
correct parts of the chorus. Focus on the acoustic
elements of oral texts. Intonation creates different
feeling to utterances and can even affect meaning.
Ask students to join you reading the lyrics on page
115, but read the parts of the song as well (title, verse,
chorus). Clap when you read the different labels with
the parts of the song. When you finish reading the
lyrics, elicit from students why you clapped when you
read certain words. Direct their attention to the parts of
the song. Do they know what a chorus and a verse are?
Which is written first? Students interested in music
might bring very interest ideas. Allow them to share
their knowledge about song writing with the class.
Play the CD and have students sing along to help
them detect rhythm, speed, and intonation in the song.
Encourage them to express their emotions and feelings
when singing.
7 Look at the parts of the song and circle T for
True or F for False for the statements below.
Ask students to think about the meaning of verse and
choir. Choir does not appear at all in this unit; however,
it is important for Spanish speakers to be aware of the
difference. Clarify that chorus is a part of the song,
while choir is a group of singers.
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This activity is intended to help students recognize

text arrangement of songs. Before you play the song again,
ask students to read the questions. In pairs, ask them to
predict the answers. Elicit the predictions from students
and have them discuss why they chose that answer.
Finally, have a volunteer read the three True or False
questions. Play the CD and ask the students to share
their answers.
Ask students to think about their favorite songs.
How is their text arranged? Check if the title is often
mentioned in the chorus (it probably will). Ask students
if this is true only of Mexican pop songs, or if it is a
common song structure in Mexico and elsewhere.
Direct students attentions to different cultural
expressions of songs.
Answers: 1 T; 2 T; 3 T
emember Next class you will need: five small
pieces of paper and five school objects.
Lead-in
Class
On small pieces of paper, write the names of five items

you have in your bag. For example: a pen, a marker, a
book, a CD, a clip (pre-teach this word just in case).
Write one item name per piece of paper. Fold the pieces
of paper and place them on the desk.
Greet the class and tell them that you have some
secret objects that are extremely important for a
mission. Ask for five volunteers to come up to the
front and have each of them pick a piece of paper from
the desk. They should not share what the piece of paper
says. Ask the students to stay at the front of the class.
Divide the class into two teams. Each team will have
two opportunities in a row to guess the secret objects
one opportunity to guess the object and another
opportunity to guess which of the students at the front has
that object. You can give a point for each correct answer.
Emphasize that students can only use question tags,
and must start in the following way: The top secret
mission includes __________, doesnt it? Write this tag
question on the board for them to use as a reference.
Stage 3: I think
8 Read the lyrics and underline the verbs in
the past tense.
Have a volunteer read the instructions. To identify key
words in stanzas and chorus, direct students attention
to the song Top Secret Mission, then read the first verse.
Tell students to underline all the verbs in past they can
find. Ask them how they know some of those verbs are
past verbs. If in doubt, students can check their Verb

List at the end of the Student Book. Next, ask students
to work on their own and finish underlining the verbs.
Check answers as a class. Instruct students to come
to the board to write the answers.
Answers: approached; reached; pulled; said; was;

stepped; flew; landed; put; looked; had; asked; saw;
went; heard; knew
9 Look at these verbs from the song.
Circle the regular ones and explain how you
know they are regular.
To distinguish language features, have students look at
the verbs and ask: Which of these verbs are regular?
Elicit the answer: Those which end in -ed. Then ask
them if they can give you examples of irregular verbs. It
is OK if they mention the ones that appear in this
activity. Ask students if there is a rule to form irregular
pasts. (No, they must know the irregular past forms
by heart.)
Answers: approached; reached; pulled; stepped;
landed; looked; asked
10 Read the lyrics and write the words that
follow was / were in these sentences.
Have a volunteer read the instructions. Then, read the
first sentence and elicit the answer. If they do not
remember, suggest they turn to page 113 to read the
lyrics and find the answer. Tell students to fill in all the
blanks according to the songs lyrics. Point out the words
with -ing, have students circle them. Direct students,
attention to the fact that -ing in the past is used to
describe how the ambiance was in general (set the
scene), or to talk about an action that was happening
when another action interrupted it.
Answers: 1 walking down the avenue; 2 were closing in;
3 was rising to my chin
11 Match the sentences with the

corresponding diagram.
Have students look at the diagrams. Ask them to work
in pairs and have a volunteer read the first sentence.
Ask: How many situations does sentence number 1
represent? What happened first? What happened later?
At some point both situations were happening, werent
they? Elicit from students that this diagram belongs to
the past progressive sentence (interrupted action) as
seen in the previous activity.
Then, have another volunteer read sentence number
two. Ask: How many situations does this sentence
represent? (Just one time happening) Afterwards have
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students match each sentence to its diagram. Check as

a class and ask for examples of sentences for each
diagram to check comprehension of the tenses.
Answers: 1 b;2 a
Tell students to read the rules in the box. Give students

a couple of minutes to complete the sentences. Check
general comprehension of simple past and past
progressive by asking students for different examples.
Answers:1 ed; 2 action; 3 -ing

emember Next class you will need: one roll of
toilet paper.
Lead-in
Class
Greet students and pass around a roll of toilet paper to the

class. Ask them to take as many pieces of paper as they
want to. Dont give further explanation. Then, tell students
they need to give compliments to different students in the
classroom for each square of toilet paper they have. For
example: You look great today! I love your shoes! Your hair
looks good! That ring is fantastic! You are a very good
athlete! You are one of the smartest people
I know! I love your creativity!
Stage 4: I practice
22
13 Label the parts of the following song
using words from the box.
and take a look at the song A Camping Life. Then, read
the first verse, elicit: What is this, a title, a chorus or a
verse? Then, ask for a volunteer to read the next part of
the song and ask again what part it is. Finish the
exercise in this same way until students have labeled
all the parts.
Answers: 1 title; 2 chorus; 3 verse; 4 chorus; 5 verse
14 Listen and write the verbs in the

past tense.
Ask the students if they remember the song Top Secret
Mission. Challenge them to see if they remember what
goes in the blanks without looking at the lyrics (verbs
in past tense). Ask students to sit in pairs and write
their guesses with pencil and complete the blanks.
Then, play the CD so students can check their
answers.
23
Answers: went black; heard; thought; kicked;

pulled; said
15 Choose five verbs in the past tense
from the song and play Bingo.
Ask students to choose five verbs in the past from the
song and fill their Bingo card. Explain they must not
repeat the verbs. Play verb Bingo. You will call out the
verbs in the past from the song randomly and students
cross them out on their cards. The first student to cross
out all his or her verbs, wins.
Stage 5: I can
16 Write your own verse for Top Secret Mission.
In pairs, ask students to write their own verse for Top
Secret Mission. Draw attention to the fact that they
need be creative as they fill in the key words in the
stanzas. What kind of secret mission would they like to
be in? Tell pairs to practice reading their verses out
loud to make sure they can be later sang to the Top
Secret Mission music.
17 Work with a partner and sing the

verses you wrote in Activity 16 using the Top
Secret Mission music.
In this activity your students will perform their verses
for the rest of the class. Dont ask them to come to the
front or stand up, as this might be intimidating for
them. However, music forms a powerful energy and our
students are very young and will benefit from the boost
in self-confidence it provides.Encourage students to
memorize their song and to perform seating in their
place without looking at the lyrics.
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Unit 4
Lesson 4
Anticipate content from frequently used or known
words.
Formulate and answer questions about dealing with
information (e.g. human values).
Compare how values are relevant to English-speaking
countries and Mexico to compare the values they
address, with the teachers guidance.
Listen to songs.
Recognize combinations of words and the sound they
represent.
Detect rhythm, speed and intonation.
Follow the chorus and recite the lyrics.
Lead-in
Class
Greet the class and ask them to tear a piece of paper from
their notebook. Then, ask them to make a paper airplane.
When you have finished, ask students to write their name
on the plane.
Depending on the space, direct students to throw
their airplanes and walk around, or they can throw the
airplanes and stay in their places. The first airplane they
throw is their own, but they should pick up any
airplanes that land near them and throw them as well.
This goes on for only half a minute. When the time is
up, each student picks up one airplane and checks the
name on the airplane they found. Students ask a
question about their favorite song to the owner of the
paper plane.
Stage 1: I know
24
1 Number the musical genres in the
order you hear them.
First, read the instructions. Then, explain the meaning
of genre. Elicit examples of genres and write them on the
board, including: rock, heavy metal, house, blues, soul,
folk, pop, etc. Have students look at the pictures and
elicit the genre they see on the page. Then, play the CD
so students can number the pictures.
Answers: 1 classical; 2 rock; 3 jazz; 4 country; 5 pop
Stage 2: I build
2 Listen to the song. Complete with
words from the box.
Have students look at the lyrics of the song in pairs. Ask:
What is the song talking about? Help students anticipate
25
Student Book
p. 118-123
Write down verses and / or chorus.

Perform songs with and without the help of written
lyrics.
Recognize acoustic features.
Recognize past tense and progressive form.
Recognize antonyms and compound nouns.
Use language to express emotions and feelings.
Use language to promote collective efforts in a
cultural expression.
Materials:
Reader, Audio CD
Notebook paper
the content from known words. Elaborate on the idea of
the song being the one written by the characters in the
Readers chapter 8.
Tell them to look at the words in the box and check
that students understand them. All these words relate to
feelings. Ask: How do songs help us express feelings? and
What type of genre do you think the song will be? Then
play the CD and have students complete the lyrics.
Answers: sad; lonely; feel; Okay; worry; worry;

difficult; stronger
3 Read the lyrics from Activity 2 and

Read the first question out loud, then ask for volunteers
to read the other two sentences. Ask students to answer
the questions and compare their results with a
classmate.
Point out that everybody has values. Say: One of the
most important things in life is education. Do you think
it is a value? What would be another value?
Tell students to brainstorm as many values as they
can think of. Write their suggestions on the board. If you
feel that students may need a little help, you can ask
volunteers to come to the front and write what they
consider are very important values and explain why.
Lead a brief class discussion on values. Ask them to
discuss with their partner which two values are the
most important for them. Give them a few minutes to
think, then ask them which values they think are the
most important in their country.
Have students answer the questions on page 118
and compare their answers with the person sitting next
to them.
Answers may vary.
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4 Check the instruments used in the song.

In pairs, ask students to choose the instruments used in
the song in Activity 2. Then elicit the answers. Pay
attention to their pronunciation and correct them if
necessary. Ask the class if they know what the last
instrument (picture 6) is. It is a bagpipes, used in
certain folkloric songs, especially from the Celtic
tradition in English-speaking countries such as
Scotland and Ireland. Ask: Which instruments are
traditional in Mexican music?
Answers: 2; 4; 5
5 Work in groups of three. Make and
answer questions about what makes you feel
happy and what makes you feel sad.
This exercise follows up on Activity 3 and is intended
for students to formulate and answer questions about
values and hypothetical situations.
First, ask students to ask each other what makes
them feel happy and what makes them feel sad; give
them a couple of minutes. Explain to students that our
actions, what we say, and what we do are influenced by
our values. Ask them to think about the following
values and write them on the board: politness, truth,
friendship, solidarity. Have them reflect on these four
values and ask them to grade themselves using a scale
of 1 to 10. This is individual work and is not necessary
to share. Explain that behavior is related to values. Tell
them to be honest and that you will not be collecting
these papers. Explain to them that sometimes we need
to choose one value over another value. Give them the
following example: You see your neighbors, who are your
parents age, and greet them. When you are close enough
you notice one of them is unzipped and you can see the
underpants. Do you prefer to be polite and ignore it
because it seems rude and that person will eventually
notice it? Or, do you prefer to tell the truth and say it
right there in the middle of the street? Ask students to
work in groups as three.
To use language as a means to express emotions and
feelings, let students discuss this situation in their
group, and after a few minutes get feedback from them.
Have them answer freely and do not judge any of their
comments. Tell students that values help us make
decisions on many levels. For instance, they are part of
our conscience, they are a way to see life and see other
people. Values guide how we choose our friends, what
we want to study, and how kind we want to be, so they
have to be taken seriously.
Answers may vary.
Lead-in
Class
Greet the students and ask them to copy the following from
the board: You go to the store and you buy two pancakes,
one for you and one for your sister. As you are walking back
where your sister you drop one and a dog eats it.
Read the situation out loud and ask if it is clear to
them, then ask students to talk about the situation with
the person sitting next to them. The point of this
activity is to discuss values; the more they talk about it
the better. Then, while they are still discussing write the
following on the board: You tell your sister: 1 A dog
snatched both pancakes; 2 A dog snatched your pancake
and this one is mine; 3 A dog snatched one of the
pancakes and this one is yours; 4 Your own idea.
As with most moral dilemmas, there is no right or
wrong answer, some simply may seem fairer. Have a
class discussion about students' views. These type of
activities help student build their character; it helps
them be aware of who they are and who they want to be,
as they explore their personal values.
Stage 3: I think
6 Circle the words that describe feelings in
the song lyrics in Activity 2.
Have students open their Student Books to page 120. Ask
for a volunteer to read the instructions, and then ask
them to go back to page 118 and circle the words that
describe feelings. Do the first one with them and then
have them do it with the person sitting next to them.
When students have finished check answers as a class.
Answers: lonely; worry (worried); sad; stronger
7 Which feelings are opposites?
A good way to teach vocabulary is through opposites.
Ask students to determine which of the feelings are
opposites, they should do this in pairs. If antonyms are
unclear, mimic out the feelings, and then ask for
volunteers to do the same to check comprehension or
relate students to the lyrics in Activity 2. Elicit from
students which adjectives express positive feelings, and
which negatives, and why. Write them under two
different columns on the blackboard (positive, negative).
Answers: happy: sad; angry: glad
Alternative Activity: Ask students to brainstorm any
other opposites they know. Then, on the board write
some adjectives and ask students to figure out their
opposites, they may use their dictionary. Say: Find the
opposites of: true, new, easy, heavy, many, good,
tall, small.
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Write on the board the following words, but this

time tell them they have two minutes, suggest they use
a dictionary: kind, lazy, sweet, smart, deep, cheap, safe,
rude. If for any reason there are not enough dictionaries
in the class, make this activity a matching exercise on
the board. One column should have the words of the
above list and the other column their opposites but in a
different order so students can match them.
Time: 10 minutes
8 Work in pairs and make a list of values you

find important besides friendship.
Ask students to remember last class, when you talked
about values. Remind them that values are a belief that
is meaningful and therefore the person has attitudes
that prove they have that value. Divide the class into
two teams; have a volunteer of each team come to the
front. Explain that they are going to play word tennis.
The objective is to call out as many values as students
can think of. Give students a couple of minutes to
brainstorm or look up values in their dictionaries.
Then, by turns, each team will call out a value and their
representative will write it down on the board. The first
team that runs out of vocabulary looses. Monitor
comprehension of the values on the board by asking
different volunteers to give examples or explain in them
in their own words. Provide help as needed.
Then, have students sit in pairs. Tell them to choose
three important values they both share and to write
them down on their Student Book. Provide an example
on the board: respect, companion, loyalty. Refer
students to the Glossary on page 163 to clarify the
meaning of words. Then ask students to think of some
feelings they have regarding those values. Ask: How do
you feel about being respected? (happy, safe, content).
Have students write these feelings below the values in a
second line. Explain that these words that describe
feelings are adjectives and that their purpose is,
precisely to describe. When I say I feel happy, I am
describing something about myself. So, when we talk
about our feelings, we are using adjectives. Remind
students that it is important to be able to describe both
positive and negative feelings, and that to state two
contrary feelings we use antonyms. Provide an example
and ask: What is the contrary of happy? (sad).
Answers may vary.

Ask a volunteer to read the instructions and the two
sentences. Then ask students to do the exercise in pairs.
Elicit the answer form the class and make sure they
understand the word antonym; students may know the
concept, but may not remember the word.
10 Guess the hidden word.

Tell students to look at the pictures. Ask students if
they remember the names of the instruments on page
119, because that is the key to this exercise. Explain that
there is a category of nouns that are compound, or
formed by two other nouns. That is, in one noun there
can be two or more words joined together.
Write the following examples on the board:
skateboard, snowboard. Ask: What two words made
these two new words? In pairs think of other compound
nouns. Students then work in pairs and share their ideas
with the class; write them down on the board. If they
cannot think of any, without saying a word give them a
non-verbal hint of the answers. Act out to be playing a
keyboard, and then, bagpipes.
Answers: 1 keyboard, 2 bagpipes
11 Complete the sentence.
Ask students to fill in the space with what they just
learned about compound words. After all of the
examples given this should be done in seconds. Elicit
the answer from students.
Answer: two
Lead-in
Class
Greet the students and tell them you have worked

together for a long time and that you what to find out
more things about them. So as a class all they have to
do is answer the questions out loud and all at the same
time. Each student must answer with one of the option.
Then get a volunteer to write the answers on the board.
Do the first one as practice. Ask: Would you rather
visit the doctor or the dentist? Students should all
answer at the same time, some will say doctor and
some will say dentist, without using complete
sentences. Depending on which option sounds like
more people prefer, have the volunteer write it on the
board. The questions can range from silly to more
serious content. Here are some questions that you can
use: Would you rather eat broccoli or carrots? Would
you rather watch TV or listen to music? Would you
rather have a pet rat or snake? Would you rather beach
holiday or a mountain holiday? Would you rather have
a cold beverage or a hot beverage? Would you rather be
famous for saving someones life or for winning a
Nobel Prize?
Everybody should participate; this exercise helps
the shy students speak up because it involves a safe
environment, there is no right or wrong answer.
Answers: 1 feelings; 2 opposite
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Stage 4: I practice
12 Read the sentences with different
intonations to express the emotions in
the box.
Ask a volunteer to read the instructions. Then, read the
six words expressing intonation. Students should pair
up with the person sitting next to them and practice
saying the words. After a few minutes, tell students that
you are going to read the sentences expressing the
emotions. Focus on the acoustic features of text
and how different tones can change the meaning
of a sentence.
26
13 Listen to the song and complete.
Many of our students have the ability to learn songs

faster than anything else, the rhythm and the intonation
usually help them to acquire fluency. For a variety of
reasons, songs tend to stick in our students minds and
become part of them. Unfortunately, sometimes
students do not know what they are saying. This
activity should help them understand the lyrics and
recognize combinations of words and sounds that
represent the rhythm.
Ask students to quickly look through the song, give
them a little time to do this. Play the CD and have
students listen to the song and fill in the gaps, when
they have finished ask them to look at the song once
again and circle any words they do not understand.
Elicit the difficult words and write them on the board.
Do not be surprised if some students want a translation
of the chorus. Explain that this particular chorus is to
follow the music, they are nonsense syllables that are
wordless vocals, they are not words, there is no
meaning; they intend to create the equivalent sounds of
an instrument through voice.
Answers: sad; glad; amused; confused; surprised; shy

14 Listen again and act out the
feelings as you hear them.
Play the CD one more time and encourage students to
act out the words. Ask students to close their books.
This type of exercise helps contextualize vocabulary
and makes it easier to transfer from singing to
meaningful referents.
26
15 Underline the compound nouns. Then

divide them on the lines below.
Ask a volunteer to read the instructions. Then, ask the
volunteer to read the words out loud. Then, in pairs ask
students to choose the compound nouns. Check as a
class. The words are very basic and they should be easy
to identify. Once the compound nouns have been

underlined, ask students to divide the words in two and
write them down. Ask: Which are the original nouns in
the compound nouns? You can ask for three volunteers to
make a drawing of the different parts of each compound
noun on the board as a way to check the answers.
Answers: 1 police man; 2 bed room; 3 black board
Lead-in
Class
Tell students to open their Readers to page 106 and

observe the illustration. Encourage them to retell from
memory the story about the friends in the summer
music camp. Ask some leading questions like: What is
happening in this image? Which characters can we see?
Who is your favorite character and why? Discuss with
students their impression about this kind of camp and
where they think it is taking place. Most students might
be persuaded that this summer camp is taking place in
some foreigner country (probably the USA), because
such kind of thematic summer camps arent that
common in Mexico.
Lead a brief discussion about the attitudes and
values of these characters (optimism, enthusiasm,
friendship, determination, commitment, discipline,
cooperation, etc.) and ask students to make
comparisons with Mexican teenagers. Ask them
questions like: What do you think Mexican teenagers
would do in a similar situation (having to accomplish a
team assignment)? What makes two people be friends?
Do you think the concept of friendship is similar in
different countries?
Stage 5: I can
16 Work in pairs. Complete the organizer on
page 179 in the Activity Worksheets section.
Go to the Worksheets section and have students get in
pairs. Tell them to think about a song they really, really
like and negotiate with their partner to choose only one
song. Then, ask them to brainstorm important values in
their lives and to discuss with their partners why they
chose those values. They can go back to page 120 and
check the list of values they wrote.
17 Work in pairs to write an original song
extract, write a verse and a chorus.
Encourage students to start writing some lyrics of their
own based on the song they chose. If they are shy, or if
they are having a hard time finding ideas, tell them to start
with little variations of the original lyrics, just like they did
with the song Top Secret Mission in a previous activity.
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Model the activity and tell them that your favorite

song is, for example, Yellow Submarine by The Beatles.
Then write the following chorus and verse on the board
and sing it using the Yellow Submarine tune (you can
ask students to sing along with you):

In the park
Near my house
Theres a boy
Whose face I like
So I said
You wanna play
Play with me
And well be friends
Chorus:
See me today
And tomorrow
If you can
We can meet again
Have a lot of fun
You may not be from the Beatles generation, but
this is an all-time favorite and has a catching tune. The
idea is to put words together so they can match the
tune of a popular song.
Check if everybody is coming up with a song and
have them practice it in a moderate tone of voice.
18 Practice singing your verse and chorus

using the music from your favorite song.
If the songs the students chose is not a song in English,
it does not affect the activity. Explain that they must
not translate the lyrics of the original song, the purpose
of the activity is for them to write their own song about
friendship, or about a universal value. Encourage
students to read the lyrics and sing. Provide positive
feedback to help students feel confident and see that it
is OK to sing in front of their classmates in the
classroom. Students might feel shy about singing in
public, but it is important that they gain confidence
because the product of this learning environment is a

recital. Ask the class to help the different pairs by
humming the tune of the song they are going to sing.
You can also ask students to clap and follow the rhythm
as a way to participate in each presentation.
19 In small groups, discuss if it was easy to

share your feelings. Explain your answer.
To promote collective efforts in a cultural expression,
get feedback from students. Many of them will be
proud of having wrote a song and sharing it with the
class. Expressing emotions and feeling is a task that
must be done in a safe atmosphere, make sure your
students feel comfortable, and also do not allow
students making fun of each other. Language
environment 2 is about values, so encourage students
to demonstrate respect.
emember Next class you will need: each student
to bring a copy of the lyrics of their favorite song
in English.
Classroom Management: Improve your students

performance at the upcoming recital by reinforcing
their sense of confidence and belonging in their group.
Remind them the recital is an activity to be greatly
enjoyed, not feared. Reassure students that they will
be performing in groups, not by themselves, which
should greatly reduce the stress of being exposed to
the crowd. Let them see that theres no reason for
them to be nervous because you will all be working on
creating an environment of respect and cordiality
during the show.
After each group sings their song, instruct your
class to applaud respectfully in recognition of each
groups effort.
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Unit 4
Product 2 Recital
Select the songs.
Understand the contents of the song.
Locate key words in the verses and chorus.
Read the lyrics along with the music.
Listen to the song in order to follow the rhythm.
Lead-in
Class
Write the word recital on the board in the center of a

mind map and brainstorm ideas to complete it. Review
with students that a recital is the act of reciting or
repeating something learned or prepared, usually in a
public performance. Working in pairs, ask students to
brainstorm and write down the different kinds of recitals
that exist, such as, ballet, piano, etc. Ask students to call
out their ideas and fill in the mind map on the board.
Some possible elements to complete the mind map are:
poetry, dance, ballet, piano, organ, group, music. Elicit if
any students have performed in or attended a recital and
to explain the positive moments of their experience. Ask
what was positive and what was negative about it, in
order to find ideas to create a great class recital!

27
1 Listen to the song fragments and
describe how they make you feel.
Explain that you will play only the first minute of some
songs and ask the students to quickly react and describe
their emotions for each one. Have students open their
Student Books to page 124 to record their feelings in the
space provided.
Play the CD and ask students to write down the
feelings they experience. Then ask: Which song sounds
happy and light? Which one features a slower rhythm?
Which one has a stronger beat? Which one has an
unusual tune? Working in pairs, students discuss the
meaning of the word mood and express which song
they like best in terms of the rhythm, lyrics, beat,
and intonation.
Stage 2: I plan
2 Divide the class in groups. Each group
selects one song.
Have students divide themselves into groups of four.
Have each group select a leader and assign him or
her the responsibility to introduce their groups song
Student Book
p. 124-125
Intonate the song at the speed of music.

Revise the intonation in English while singing.
Determine the place, date, and audience for which
songs will be interpreted.
Use language to promote collective efforts in a
cultural expression.
at the recital. Then, each team brainstorms favorite
songs and negotiates to choose only one.
3 Check that you understand the contents of

the song.
To understand the contents of the song, locate key
words in the verses and chorus. Review important
words from the songs on the board.
4 Make a copy of the lyrics. Check unknown
words and phrases in the dictionary.
Ask students to take out a large, clean sheet of paper.
Have students check their lyrics for accuracy by
comparing their written version with the printed lyrics.
Keep in mind that large classes may experience time
constraints and will only be able to use the first minute
from each song. Smaller classes may have the time to
sing whole songs.
5 As a class, determine the place, date, and
audience for which songs will be interpreted.
Help guide the class and select a convenient place, date,
and audience for the recital. Consider the resources of
your school and when in doubt, keep it simple. An
organized classroom recital featuring your own
students as both the audience and the performers is
completely valid.
Remind students that they should prepare a Souvenir
Recital Program for their performance that can feature
their song lyrics inside and the Wh information (who,
when, where) on the outside cover. Materials needed
for this include items such as, construction paper,
notebook paper, pencil, colored pencils, markers, glue
or stapler.
Stage 3: I do
7 Circle key words in the verses and chorus.
Have students take out their paper with the written
lyrics. Ask them to review any difficult words and
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phrases and mark their copy. Have them circle

important words and signal what is the chorus so they
can find it quickly.
On a separate sheet of construction paper, create a
cover for your lyrics. Attach your written lyrics inside
the cover to use them during the recital.
8 Read the lyrics along with the music.

Play each song and read the lyrics out loud along with
the music, asking students to follow along. Ask students
to mark their copies and indicate when there are pauses
or special rhythms made by joining or separating words
or syllables. Give examples when possible to reinforce
changing rhythms and special intonation.
9 Listen to the song in order to follow
the rythm.
By now, students should be more comfortable with
their song and able to relax and listen and enjoy their
song at the speed of the music.
10 Intonate the song at the speed of
the music.
To emphasize harder beats and special intonation, have
students practice humming their song and show the
differences with stronger and softer volume in their
humming voice. Explain that intonation means the singer
uses a characteristic rise and fall of the voice, which can
also be appreciated when humming with no lyrics.
11 Revise your pronunciation and intonation
in English while singing.
Practice for the upcoming recital. Have students check
their pronunciation and intonation one more time in
preparation for their group recital at the assigned
date. Have group members work together and prepare
and practice an introduction for their recital. Write
these three useful expressions on the board: We are
going to sing This song is about We like this song
because Have the Master of Ceremony for each
group record the answers to these expressions and
save them to use in the recital.
Lead-in
Class
Divide the class into their recital groups and explain

that they are going to do a five-minute voice warm-up.
Start by doing a simple breathing exercise called hissing
and ask students to follow as along. First, take a deep
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AR_TG1_pp101_126_U4.indd 125
breath in and then make a hissing sound by breathing

outwards until you have expelled as much air as
possible from your lungs. Demonstrate that you should
not move your shoulders up and down when breathing
in. Instead, breathe in using your diaphragm. Repeat
several times and then practice doing lip trills and
tongue trills. Finish with light humming to conclude
this warm-up.

12 Present the recital to the predetermined
audience, in the planned place on the
planned date.
Arrange the class by recital groups and make sure each
student has their copy of the lyrics. Introduce the
Master of Ceremony for each group and allow time for
the group introduction and musical performance.
Enjoy the recital. If time allows, ask students to give
feedback on the recital and vote for different categories
of winners. Suggest different categories, such as: The
Loudest Singers, The Softest Voices, The Best
Introduction, The Best Choreography, etc.
I learn


Can link main ideas in songs.

Can formulate and answer questions about the
treatment of information.
Can compare information using known expressions.
Can sing verses and choruses of songs.
Can detect rhythm, speed and intonation of songs.
125
7/19/11 5:41 PM
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5/4/12 5:10 PM
Learns how
to participate in
a conversation:
listens to his or
her classmates
and waits for
his or her turn
to speak.
Realizes that
language
can be used
to find out
about other
peoples
culture and
way of life.
Uses
language
to know
about
other
cultures
and
situations.
Is aware of
language
as a
means to
express
emotions
and
feelings.
Learns that
language
becomes a
means to
express
collective
cultural
expressions.
Understands
and
participates
in
conversations
discussing
leisure
activities.
Understands and
compares
differences and
similarities between
cultural features
from Mexico and
English-speaking
countries.
Global Assessment
Learns when
to make
contributions
in a
conversation.
Is aware
of the
importance
of using
language to
establish
relationships.
GOOD = G
coherent texts.
Realizes
that
language
can be
used to
discuss
common
interests.

VERY GOOD = VG
of the world.
different texts.
w
Assessment Criteria
General Comments
Students Name
All Ready! 1
Unit 4
Unit 5
Social Practice: Produce texts to participate in

academic events.
Social Practice: Interpret and convey instructions

found in daily life.
Specific Activities: Rewrite information to explain a

Specific Activities: Understand and express

Product: Oral presentation about a Science topic
Product: Oral announcement of warnings
identify main and supporting ideas in paragraphs.

use different strategies to point out relevant
information.
select information in order to paraphrase sentences.
order sentences to make a paragraph.
detect mistakes in my notes and correct them.
understand and give warnings.

understand different types of warnings.
confirm the understanding of warnings.
explain causes and effects in warnings.
identify types of warnings particular to specific
places.
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7/17/11 2:26 PM
Unit 5
Lesson 1
Identify subject matter, purpose, and intended audience.
Anticipate central sense through familiar words and
graphic components.
Detect new words to expand vocabulary.
Use diverse strategies to point out relevant information.
Order words to construct sentences that answer
questions.
Paraphrase sentences in order to rewrite them.
Rewrite information to compose sentences, based on
a model.
Write notes to fill in cards.
Revise cards to make a graphic presentation.
Examine graphic and text compontents.
Recognize relative pronouns.
Recognize phrasal verbs.
Lead-in
Class
Write: environment in big letters on the board and ask

students what the word means to them. Divide them
into groups and have them take turns sending a member
of their group to the board to write a word beginning
with one of the letters from environment. The word they
write has to be related to the environment and words
cannot be repeated. Help them with environment
related words they know in Spanish but not in English
yet. After several turns, rub off all the words and tell
groups to write down as many as they can remember.
Stage 1: I know
1 Decide if the following pictures represent
something that is good or bad for the
environment.
For them to revise a science topic through diverse
sources, based on contextual clues and with teachers
guidance, ask them to identify what they can see in the
pictures. Then have them decide if they represent
something which is good or bad for the environment by
drawing a happy or sad face next to the picture.
Encourage students to share their thoughts.
Answers: 1 Bad; 2 Bad; 3 Good; 4 Good; 5 Good; 6 Bad
2 Look at the pictures in Activity 1 and label
them with the correct topic from the box.
Read out the words from the box and check students
understand meaning. Then read them out again and
Student Book
p. 128-133
Recognize differences between British and American

variants.
Identify main ideas in paragraphs, with previously
established purposes.
Add information to key ideas of sentences to
exemplify, support or enrich them.
Materials:
Reader, Audio CD
Scrap paper
Cards with a verb, a preposition, or a sentence stem
written on them (taken from Activity 13 on page 131
of the Student Book)
Cards with famous objects, places, and people written
on them
have students call out a corresponding picture number

from Activity 1. Then have them label the pictures in
their Student Books.
Answers: 1 atmosphere; 2 animal products; 3 water;

4 crops; 5 atmosphere; 6 crops
Reader
Back to Basics
p. 111120
Show students the first page of Chapter 9 in the Reader

and read out the title: Back to Basics. Ask them what
they think it will be about and encourage them to tell
you what they think Back to Basics means (returning
to where we started). To identify subject matter,
purpose, and intended audience have them flick
through the chapter and tell you what they think they
are (the environment, to inform, young people).
read the introduction together. Ask them to leaf
through and tell you the different topics covered.
Ask them how each topic is divided (Then and Now).
Give students 10-15 minutes to read through pages
111-120.
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Stage 2: I build
3 Skim the text for the main idea. Then check
(3) the picture that best represents the
problem described.
Ask students to turn to page 128 of their Student
Books. Point to the pictures in Activity 3 and elicit what
they can see (the Earth seen from space and the melting
ice-caps). Read the rubric and elicit the meaning of
skim. Explain that skimming is a useful reading strategy
to point out relevant information, without reading the
whole thing in detail. It means we read quickly over the
text to understand the main points. Its particularly
useful when there is a lot of information to read and we
dont have much time, or it isnt necessary to read the
whole text. Tell students not to worry about
understanding every word. Encourage them to tell you
when they may use skimming in their everyday lives (in
a newspaper or magazine article to see if they want to
read the whole thing, summaries of film reviews, etc.).
For students to anticipate central sense through
familiar words and graphic components, have them
skim the text and check (3) the picture it refers to.
Check answer as a class.
Answers: 1st picture: the Earth and the general effect
pollution has on the atmosphere
4 Label the text in Activity 3 with Now,

Pollution, and Then.
To examine graphic and text components, ask if
anything is missing from the text and elicit answers
(titles and subtitles). Read the words from the box out
loud and tell students to read the text again and write
the title and subtitles in the correct places. Check their
answers. To recognize textual organization, explain
students that the title and subtitles usually give us an
idea of what the text and different paragraphs are about
before reading. Another useful tip is to read the first
sentence of each paragraph and this will tell us what the
main idea is.
Answers: 1 Pollution; 2 Then; 3 Now
Lead-in
Class
Elicit some of the environment words and expressions

seen in the previous class and write them up on the
board. Let students look at them for a few minutes.
Then erase them and have students working in pairs to
try and write down as many as they can remember. Tell
them that when you say North Pole, they can discuss
answers with another pair, in order to try and remember
more, but as soon as you say South Pole, they must
work exclusively with their partners again. The first

pair to remember the most words after five minutes is
the winner.
5 Read the questions and circle the best

option for each one.
Ask students to open their Student Books to page 129,
and have them read through the questions in Activity 5.
Check for understanding. Explain that they are going to
read the article in Activity 3 again, but this time they
need to read it more carefully in order to look for specific
information to answer the questions. Give them enough
time to read the article and then have them answer the
questions in pairs. Check answers.
Answers: 1 b; 2 a; 3 a; 4 b; 5 b
6 How do you think the ideas raised in
the text in Activity 3 have affected your
community?
Elicit from students how pollution and other points
raised in the article have affected their community and
their country: traffic: smog / pollution In the capital
city some cars dont circulate on certain days, water
shortages, etc. Then ask students what we are doing
nowadays to help the environment and write down
their suggestions on the board. Have them tell you
which ones people actually do in their country and
community. Ask students to rank the problems in the
order they consider to be most serious.
Stage 3: I think
7 Choose a phrase or word from each column
to match and make complete sentences.
Elicit from students what a noun is and have them give
you examples. Write the following sentence parts on the
board: Sara is my friend ________ lives in the next street;
All the students got on the bus ________ is yellow; All the
students got on the bus, ________ is yellow. Elicit the
nouns (Sara, friend, street, students, and bus). Then ask
students if they know what the missing words are. If they
cant guess, write: which, that, and who on the board.
Explain that these words are called relative pronouns and
they refer to the preceding noun in the sentence. Invite a
volunteer to come to the board and circle the preceding
nouns (friend, bus, bus). Have students tell you the
difference between who, that, and which. Clarify that who
is for people and which and that are for objects, but there
is a difference. Point to the comma before which and the
absence of the comma in the previous sentence with that,
and elicit the difference. Ask: Which sentence suggests
there was more than one bus? (The second). Point out that
in the first sentence there are many buses and we are
specifying which bus (the yellow one). In this case we
dont use a comma and we use that. Point to the second
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sentence and explain there is only one bus but by using a

comma we are providing extra information about the bus
that is non-specific.
Write: A grocers is a shop __________ sells fruit and
vegetables. Mr. Martnez is a teacher __________ eats
ice-cream. Brasilia is the capital of Brazil, __________ is
a large country in South America. on the board.
Encourage students to complete the sentences using the
correct relative pronoun (A grocers is a shop that sells
fruit and vegetables. Mr. Martnez is a teacher who eats
ice-cream. Brasilia is the capital of Brazil, which is a
large country in South America.).
Have students look at Activity 7 in their Student
Books. Direct them to the first column and tell them to
underline the final noun in each sentence (air, farms,
bucket, food, people). Elicit which one refers to people
(the last one). Remind them to look for the commas in
the first part of the sentences as this is a big clue. Then
ask them to match the sentences with the relative
pronouns and the correct second part of the sentence.
Monitor and check. Have students read out their
answers when they finish.
Answers: 1 Factories put out pollutants into the air,

which damage the atmosphere. 2 Animals are produced on
industrial farms that are in bad conditions. 3 Collect the
cold water before a shower in a bucket, which saves a lot of
water. 4 People now buy more local food, which is organic.
5 There are 7,000 million people who inhabit the planet.
8 Which words link the information in the
sentences in Activity 7?
In pairs have students answer the question. Ask for
volunteers to call out the answers.
Answers: who, which, that
9 Match the words to the sentence
they describe.
Ask students to match each relative pronoun with the
sentence it describes. Check answers as a class.
Answers: 1 c; 2 a; 3 b
Ask students to open their Readers to page 111 and to
read the whole chapter to themselves. Tell them to
underline any important information they didnt know.
Explain that you will play a true or false game. You are
going to say statements about the environment and they
have to find the information in the text and say if its
true or false. Divide them into groups of four. Read out
random statements and elicit from each group whether
they think they are true or false.
emember Next class you will need: cards with a
verb, a preposition, or a sentence stem written on them
(taken from Activity 13 on page 131 of the Student Book).

Make enough copies so that each student has one card.
Lead-in
Class
Write: _________ is someone who _________ on the board

and next to it write a list of ten famous people. Then add
twenty action verbs corresponding to what those people
do: sings, plays football, acts, etc. There should be more
than one action verb for each person. Ask students to stand
up and say a full sentence including the persons name,
what they do, and to add information to key ideas of
sentences to exemplify, support, or enrich them, some extra
information: Chicharito is someone who plays football for...
Beyonce is someone who sings beautiful songs and dances.
10 Read the text in Activity 3 again and write

the verbs which have two parts.
Introduce phrasal verbs to expand students vocabulary
by directing them back to the text in Activity 3 on page
128. In pairs, have them find and write down as many
verbs as they can. Find out which pair has the most and
elicit if anyone found any verbs with two parts. Write
the example on the board. If not, have them look again
and perhaps give them the first letters of each word.
Explain that there are some verbs which have a verb
and preposition and that these are known as phrasal
verbs. To detect new words to expand vocabulary, give
pairs a couple of minutes to find the other verbs of this
type in the text. Walk around and check students
understand what they are looking for.
Answers: The order may vary: 1 end up; 2 wipe out;
3 bring down; 4 look after
11 Do the verbs in Activity 10 have literal
or non-literal meanings? Check your answers
in the Glossary on page 164.
Write: I get down from the wall; I get down when I fail an
exam on the board. Draw an unhappy face next to the
second example. Elicit the meaning of get down in both
sentences. Check students understand the difference
between literal and non-literal meaning. Elicit which has a
literal meaning and which has a non-literal meaning (the
second sentence with get down is non-literal). Tell students
to look at the phrasal verbs in their lists from Activity 10
and decide which ones have a literal meaning and which
ones have a non-literal meaning. Check answers.
Answers: non-literal: bring down; look after; end up;
wipe out
12 Look at the sentences and circle the

best option to complete each one.
Refer students back to the phrasal verb and sentence
I get down when I fail an exam. Cross out I and write
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Thomas. Elicit the change in form of the verb: gets

down. Ask the class if they have to change the
preposition down (no). Point out that only the verb
form of a phrasal verb changes, not the preposition.
Draw students attention to the Reflection Box and have
them complete it. Check answers as a class.
Answers: 1 two parts; 2 verb changes form; 3 goes first
Stage 4: I practice
13 Choose a phrase or word from each
column to match and make complete
sentences.
Write: discover, leave outside, destroy, reduce, protect,
and finish on the board. Check students understand
meanings. Explain that each of these verbs matches one
of the phrasal verbs in Activity 13. Tell students to match
them with the correct phrasal verb. If they need help, a
number of the phrasal verbs appear in the text in Activity
3 so students should find the phrasal verbs in the text
and see if the new verb fits the context. When they finish,
check answers (discover find out, leave outside put
out, destroy wipe out, reduce bring down, protect
take care of, finish end up).
Give out one card with a verb, preposition, or a
sentence stem to each student (taken from the sentences
from the box on page 131 but divided into separate
parts). Have them find the other two people who have
the rest of the sentence / phrasal verb to make a
sentence. Tell trios to sit down once they have their
sentences. They should then put all the papers in a pile
and choose a different one and repeat.
and match the words from each column to make complete
sentences. Monitor and provide individual help if necessary.
Answers: 1 wipe out complete forests; 2 take care
of the planet; 3 find out what is wrong; 4 put out the
garbage; 5 end up as acid rain; 6 bring down the number
of greenhouse emissions
14 Rewrite these sentences using words from
Activity 13.
Ask students to describe what they can see in the
photograph in Activity 14. Tell them to read the first
sentence and point out that there are many ways we can
say the same thing. Elicit the meaning of eradicate
(destroy / wipe out). To paraphrase sentences in order to
rewrite them, ask students to rewrite the sentence using
a phrasal verb. Elicit answer: wipe out woods. Have them
paraphrase the rest of the sentences, and encourage
them to check their answers with a partner before giving
feedback to the whole class.

Answers may vary.
Lead-in
Class
Play tic-tac-toe with the phrasal verbs learnt in the

previous class. Draw a grid on the board, and write the
following verbs: discover, protect, eliminate, reduce, feel
sad, leave outside, care for, finish up, and descend. If
necessary, write the first letter of each part of the phrasal
verb on the board underneath the verb. Divide the class
into two teams, and each team takes a turn to choose a
square, give the correct phrasal verb, and make a sentence
with it. If they answer correctly they can put an X or a
O. The first team to get a line of three wins.
15 Complete the text with the words from

the box.
Refer students back to the reflection box from Activity 9
on page 130 of their Student Books and remind them
when we use that, who, and which. Elicit when we add a
comma (when the information is additional / nonspecified). Have them turn to page 132 in their Student
Books and read through the text in Activity 15.
Students choose the correct word to complete the gaps.
Check answers as a class. Ask them which sentence
contains additional information (the first).
Answers: 1 which; 2 who; 3 that
16 Unscramble the words to make sentences
that answer the questions.
Elicit from students why we use relative pronouns.
Explain that we use them to connect two linked ideas in
one sentence because it sounds better than writing two
separate sentences. Write: There are 220 million people
in Mexico. They need to recycle the trash. Im going to
support the international organization. They plant trees.
Its important to use less water. This helps the
environment. on the board.
Referring students to the second sentence in each
line, ask: Who needs to recycle the trash? Underline 220
million people. Ask: Which organization plants trees?
Underline international organization. Ask: How can we
help the environment? Underline less water. Explain that
these are the nouns that the relative pronouns refer to.
Elicit the correct relative pronoun for each set of sentences.
Check students can identify which sentence is specifying
information and which sentence is adding extra nonspecific information. Explain that we have to replace a
word with the pronoun. Encourage them to guess which
word will be replaced (they / this). Invite volunteers to
write in the correct pronoun. To order words to
construct sentences which answer questions, write a
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question with a scrambled answer on the board for

students, to unscramble. Encourage them to try and
answer the question before unscrambling it. How many
people recycle trash? are / trash / 500 / who / million /
There / recycle / people /.
Students then unscramble the sentences in their
books. Walk around and monitor.
Answers: 1 There are around 7,000 million people

who inhabit the planet. 2 They eat corn which humans
could eat. 3 They filled buckets from a well.
Cultural Note
Explain to students that not only are there some vocabulary
differences between British and American English, but
there are also differences in the way that some verbs are
conjugated and spelt. So which spelling is correct,
cancelled or canceled? Both are, it all depends on where
you come from! Cancelled is the British spelling while
canceled is the American spelling. The situation is the
same with these words: travelled vs. traveled, counsellor
vs. counselor, and fulfil vs. fulfill.
17 Rewrite the following sentences. Use the

relative pronouns in parenthesis.
Have students read the first sentence in Activity 17
and tell you which is the pronoun (who). Elicit which
word we replace with the relative pronoun and elicit
the subject (they). Refer students back to the model in
Activity 16 and have them work together to rewrite
the information to compose sentences. Check answers.
Answers: 1 There are millions of people on Earth who
need to look after the planet. 2 We use new energy
sources that include gas and electricity. 3 There are lots
of energy sources, which allow us to do things faster.
4 People filled buckets in the past that transported
water. 5 The animals eat lots of corn, which humans
could eat instead.
Stage 5: I can
18 Read the text and make notes.
Have students turn to page 133 in their Student Books
and explain that they will read the leaflet, and present
the main ideas. They will do this by taking notes and
extracting only the most important information. Ask
students what part of the text can tell us most about the
main topic (the title and subtitles) and explain that we
can pick out key words and phrases that act as clues to
help us remember the rest.
Elicit what they can tell from looking at the title and
subtitles and ask what type of information they think
the rest of the text will contain. Explain that one way we
can find out the most important points is by understanding
the main idea of each paragraph and looking for key words.
For students to practice using diverse strategies to
point out relevant information, direct them to the first
paragraph and ask: What is the main point? (garbage)
Tell students to look at the rest of the text and
summarize the main points. Write: What, Why,
Consequence, and Solution on the board and explain
what they mean. Tell students to write key words and
add notes to fill in the card provided.
Alternative Activity: Elicit the title and subtitles of

the text on page 128 of the Student Book (Pollution,
Then, and Now) and write them on the board. Tell
students to skim the text and select some of the key
words and short phrases. Encourage them to share their
answers and write examples on the board. Guide them
towards the following: atmosphere, air pollution, gas
emissions, acid rain, wipe out forests, carbon dioxide,
global warming, reduce greenhouse gases, and natural
energy sources.
To show students how key words can help them to
remember other information, go through each word and
encourage them to mention other points raised in the
text related to the word.
Tell them to skim the text and elicit the main points
using a few key words to add notes to fill in the card
provided: We have tons of garbage: Advice: separate
garbage, wash cans and bottles, reuse, and recycle.
Time: 10 minutes
Answers may vary.
19 Use your notes to present the information

to a classmate.
To revise cards to present information to a classmate,
ask students to get into pairs, and using their notes
from the previous activity, have them take turns to try
to reconstruct the text verbally without looking at it,
but adding details that their partners give them.
Encourage pairs to work collaboratively to reconstruct
the text. Walk around the classroom, monitor, and
provide help where needed.
emember Next class you will need: cards with
famous people, places, and objects written on them.
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Unit 5
Lesson 2
Identify main ideas in paragraphs, with previously
established purposes.
Distinguish the types of sentences used to express
main ideas and back-up information.
Sort information based on purpose.
Select previously sorted information from a text in
order to rewrite sentences.
Add information to key ideas of sentences to
exemplify, support, or enrich them.
Order rewritten sentences to articulate them and
form paragraphs.
Choose paragraphs with rewritten sentences in order
to construct notes.
Read to revise punctuation and spelling conventions.
Lead-in
Class
Play a guessing game using relative pronouns. Write on

the board: bathroom, Barack Obama, a pan. Elicit from
students how they would describe the three items to
someone else without saying the name of the person,
place, or thing. Guide them toward making a complete
sentence using the relative pronouns who and that.
Finally, write the following structures on the board:
This is a thing that we use to This is a place that we
visit to This is a person who Put a pile of ready
prepared cards on the desk at the front of the class, that
have the names of well know objects, people, and places
on them. Divide the class into two teams. Team members
come to the front and choose a card. They have thirty
seconds to describe whats on the card and the rest of
their team has to guess. If they cant guess within the
time frame, the other team has an opportunity to answer.
Teams score a point for each correctly answered card.
Stage 1: I know
1 Look at the following photographs. What do
you think are the causes of these problems?
Make a list for each photo.
To activate students previous knowledge, elicit some of
the major problems that the environment is facing:
global warming, air pollution, rising sea levels, etc., and
write them on the board in a spider gram. If they find it
difficult to remember, encourage them to skim through
the Reader and call out their suggestions. Tell students to
open their Student Books to page 134 and look at the
photo. Have them identify the problem in each photo
and what they think causes the problem. You may have
Student Book
p. 134-139
Detect mistakes and correct them.

Recognize passive voice.
Recognize connectors.
Complete sentences with main ideas from the text.
Read to revise punctuation and spelling conventions
Mark and solve doubts.
Use language to take favorable decisions about our
environment.
Materials:
Reader, Audio CD
List of ten inventions / buildings and the year they
were invented or built, and corresponding verbs
Pieces of paper for Bingo
to explain drought. Have students work in pairs, and give

them a couple of minutes to think about the answers and
make a list for each photo. Encourage them to use full
sentences and to use this is because of this is due to
when explaining reasons for the problems.
Answers: factory farms in bad conditions quantity;

drought climate change; air pollution carbon
dioxide emissions, burning fuels, etc.
2 What do you think the situations
shown in the photographs in Activity 1 were
like before?
Remind students of the texts they read from their
Readers in the first lesson and how they were divided
into Then and Now. Elicit how the situations were
before. To help them, if necessary, write some key
words on the board: skies, extreme, blue, clean, local
food, rivers, and lakes.
Answers: 1 Farms were small and people bought food
locally. 2 There were more rivers and lakes. 3 The
atmosphere was clean and skies were blue.
Stage 2: I build
3 Skim the text for the main idea.
To activate students previous knowledge, tell them to
look at the pictures in Activity 3 and elicit what they
can see. Then tell them to skim the text and summarize
each paragraph. Elicit from them where the main ideas
of the text appear (in the first line one or two lines of
each paragraph). For students to complete sentences
with main ideas from a text, write incomplete sentences
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summarizing two main ideas from the text and ask

them to complete them in pairs. Check answers.
the meaning of words
4 Read the text in Activity 3 again and write T

for True or F for False.
Have students read the text in Activity 3 again and
answer the sentences in Activity 4 as either true or
false. Monitor and check.
Answers: 1 T; 2 T; 3 F; 4 T; 5 T
5 Read the text and answer the questions.
Tell students to skim the text on page 135 of their
Student Books and tell you the main ideas. Encourage
them in pairs or small groups to think of a suitable title
and share their ideas with the rest of the class (Food /
Food production). For students to understand the
central sense and main ideas in scientific texts from
reading out loud with the teachers guidance, invite
volunteers to read out loud and pay attention to
intonation and pronunciation. When they finish, read
the questions with them to check new vocabulary.
Then give students enough time to answer the questions.
Answers: 1 Crops were sown, harvested, and sold
locally in the past. 2 Meat lasted a long time. 3 Crops
are produced on large, industrialized farms today, and
chemicals are used. 4 Answers may vary.
Reader
Back to Basics
p. 111 120
To use language to take favorable decisions about

our environment, elicit simple ways we can help the
environment in our everyday lives and jot down
suggestions on the board. Then direct students to
page 120 of their Readers and look at the things they
can do to help the planet. Encourage them to tell you
which things, if any, they already do. Allow them a few
minutes to look at the tips and then write down a few
key words, such as faucets, lights, organic food, etc.
and use these as prompts to help them remember
more. Then tell the class to close their Readers. Divide
them into groups and have them try to remember as
many of the tips for saving the planet as they can.
Finally, have students think of one point that they do
not do that they will try to start doing straight away.
Encourage them to explain why its important.
emember Next class you will need: pieces of
paper for Bingo. Prepare twenty irregular and regular
verbs that students have difficulty with.
Lead-in
Class
Tell students they are going to play Bingo. Choose

twenty irregular and regular verbs that your students
generally have difficulties with. Write them on the
board and elicit the past tense for each one. Tell
students to work in pairs to draw a grid of twelve
squares, to choose twelve past tense verbs from the
board, and to write them in their Bingo boards. Erase
the vocabulary from the board and call out the verbs at
random in their infinitive form. If students have the past
tense of the verb, they cross it out. The first pair to get a
full house (when their whole grid is completed), wins.
Stage 3: I think
6 Read the text in Activity 3 again and
circle all the verbs you find.
Direct students to the text in Activity 3 on page 134 of
their Student Books and tell them to circle all the verbs
they can find. Check answers. Draw students attention to
passive verbs. Encourage them to tell you what is different
about these. Write two sentences from the text on the
board: People worked the land. Crops were sold locally.
Explain that the subject in a sentence is the person or
thing doing the action. The object of the sentence is the
person or thing experiencing the action. Write: Mike ate a
hamburger. and elicit the subject (Mike), the verb (ate),
and the object (a hamburger). Point to the first sentence in
the text and elicit the subject, verb, and object (people,
worked, the land). Ask: Who worked the land? (people)
Point to the second sentence and ask: Who sold the crops?
(people on the farm / workers) Ask if the subject (the
people or the person doing the action) in the second
sentence is mentioned (no). Ask: Why not? (because its
not important or its quite obvious who does it) We often
use the passive to describe processes to avoid repeating
the subject of the sentence: The crops were harvested.
Then they were stored and sold.
Write: The worlds, population is estimated at 7,000
million. These products harm the environment. Ask: What
tense is used? (present) Who estimates the number of
people? Accept all answers (government organizations, the
UN, etc.) What harms the environment? (the products)
Elicit in which sentence we know the agent of the action
(the second). Elicit why it is not mentioned in the first
sentence (because its not important). The focus of the
sentence is the amount of people in the world. Encourage
students to guess why we use the passive (when the agent
or person who does the action is not known or not
important because the focus of the sentence is on the
action). Direct students to Activity 6 on page 136 and elicit
an example of a passive verb found in the text in Activity 3.
Divide the class into groups and have them fill in the table
with the rest of the verbs. Check answers as a class. Refer
students back to the example sentences on the board and
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elicit which are in the present and which are in the past.
Encourage students to discover how the present and past
passive is formed.
Students, in pairs, then return to the table in their
books and write PR next to present tense verbs and PA
next to past tense verbs. Monitor and check.
Answers: Active: polluted (PA), grown (PA), harvested

(PA), buy (PR), produce (PR); Passive: burnt (PA),
releasing (PR), melting (PR), rising (PR), changing (PR),
grow (PR), sprayed (PA)
Cultural Note
The passive is used for similar purposes in Spanish.
Similarly to English, it can be formed using the verb
to be, in this case ser / estar and the past participle:
El libro fue escrito en 2001. Shakira fue entrevistada
en Mxico. However, there are other ways we can use
the passive in Spanish using a general they. Dicen que
el calentamiento global es una amenaza para el planeta.
Estimaron que el nuevo disco sera un gran xito.
Alternatively, se is sometimes used: Se vende coche, se
revel informacin acerca del robo.
7 Match the beginning of each sentence

to the correct ending.
Have students close their Student Books and in groups
try to complete the sentences you read out. Read out the
first part of each sentence from Activity 7 and encourage
students to complete it. Give a point for each correctly
answered question. Tell students to look at the Reflection
Box on page 136, read through the sentence stems, and
choose the correct answer. When they finish, allow
students to practice forming the passive. Explain that
the passive is often used in news reports.
Write: stolen, seen, and left on the board. Elicit the
infinitive forms of the verbs. Then write: Somebody saw
Robert Pattinson drinking soda at the mall. Somebody
stole a car outside school this morning. A boy leaves a
computer on the metro. Elicit the objects of the
sentences and underline them. Remind students the
object goes first in the sentence. Elicit what goes next
(verb to be and past participle, followed by the rest of
the sentence). Have students make passive sentences.
Check answers: Robert Pattinson was seen drinking
soda at the mall; A car was stolen outside school this
morning; A computer was left on the metro.
Answers: 1 c; 2 d; 3 b; 4 a
8 Read the text in Activity 5 again and
complete the following table.
Tell students to look at the text in Activity 5 on page
135 of their Student Books. Elicit the purpose of using
paragraphs (paragraphs help us organize our ideas

when we write a longer text). Each paragraph discusses
one of the main ideas of the text. For students to
identify the main ideas in paragraphs and distinguish
types of sentences used to express the main ideas and
back-up information, elicit how the information in a
paragraph is organized. Ask students to read the first
two sentences of each paragraph and ask if those
sentences resume the main idea of the text (yes, they
do). Ask: What does the information in the subsequent
sentences do? (It supports the main idea with examples
and more detail). Read out the first two sentences of the
first paragraph and encourage students to provide the
supporting information. Direct students to the table on
page 136 of their Student Books and have them complete it.
Answers: 1 Main Idea: People worked the land where

they lived. Supporting Idea: People ate local food in
season and kept animals. 2 Main Idea: There are more
people in the world who need more food. Supporting
Idea: Food is produced on large, industrialized farms.
3 Main Idea: Crops are grown to provide food for
humans and animals. Supporting Idea: Chemical
fertilizers and pesticides are used.
emember Next class you will need: a list of ten
inventions / buildings and the year they were invented,
built, etc., and corresponding verbs.
Lead-in
Class
Divide the class into groups. Draw a table with three

columns on the board. In one column write ten
inventions, in the next, write ten dates (the inventions'
date) and in the third column, write the verb in the past
participle (discovered, produced, made, established,
etc.). The information in each column should be mixed
up, so that students have to match them and make
complete sentences using the passive.
9 Read the text in Activity 3 and circle the

connectors.
and look at the text in Activity 3. Explain that when we
read or write longer texts we need to organize and
connect our ideas so its clear and easy to understand.
There are various ways we can do this. One is using
relative pronouns like in the previous lesson, and
another is using paragraphs. Another way is using
linking words that let us know when we are adding
information, giving reasons, or explaining a result.
Elicit connectors that students already know for these
purposes (and, because, etc.). Have them look at the
text and circle other connectors.
Answers: as well as; and; as a result; also; therefore; so
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10 Complete the table with the

connectors from the text in Activity 3.
To sort information based on purpose, encourage
students to make sentences using the connectors they
found in the previous activity. Then elicit which column
they go in, and have students complete the table in
Activity 10.
Answers: Adding information: as well as, and, also;
Cause and effect: therefore, so, as a result
11 Complete the sentences with words from
the box.
Write: Ana likes chocolate _________ Simon. Ana likes
chocolate _________ Simon likes ice-cream. Elicit which
sentence can be completed with and, and which can be
completed with as well as. Explain that as well as links
the same idea, so it can be used in the first sentence
because both Ana and Simon like chocolate. However,
as well as cant be used in the second sentence because
they are two separate ideas being linked, so we use and.
Ask students which of the connectors can be used at
the start of a sentence (also, as a result, and therefore).
Encourage the class to make some sentences about
their classmates using and, as well as, and also. Students
complete the sentences in their Student Books with the
correct connector. Monitor and check.
Answers: 1 as well as; 2 and; 3 Also; 4 As a result /
Therefore; 5 because / therefore; as a result; so
12 Look at the sentences and choose
the best option to complete them.
Have students read the sentences in Activity 12 and
choose the correct words to complete the gaps. Check
answers.
Answers: 1 Main; 2 Supporting; 3 Connectors; 4 join;
5 effect
Stage 4: I Practice
13 Look at the diagram and write sentences
about the process.
Revise the different forms of the verb to be. Encourage a
student to stand up and say the subject pronouns: I, he,
she, we, etc. A different student then stands up and says
the correct verb form. If they are correct the whole
class stands up. Have students stand up and take a step
backwards if they want someone to conjugate the verb
to be in the past tense.
Students look at the pictures on page 138 of their
Student Books and describe what they can see. Write
the verbs on the board for each picture and elicit the
past participle. Write other words that students
mention that will be needed to form the sentences:
In Spring, At 2-4 weeks, harvest, etc. Ask: Do we know

who does these processes? (No) Is it important? (No)
Which tense do we use? (passive) Reinforce the idea
that the passive is used when we describe a process.
Elicit how we form the present passive (verb to be +
past participle). Elicit the first sentence: The land is
prepared to sow the seeds. Point out the agreement
between the object and the form of the verb to be.
Divide students into groups. Invite different group
members to make sentences using the words on the
board and the correct form of the verb to be to make
the passive. Each time they use a word they should
cross it out. Groups get a point for a correct sentence.
Erase the words from the board and have students
write the sentences using the passive voice in their
books. Check answers.
Refer students to Glossary on page 164 to clarify the
meaning of words.
Answers: 1 The ground is prepared for the potatoes.

2 In Spring, the seeds are sown in the ground. 3 At 2-4
weeks, the roots are sprouting. 4 In July, the potatoes
are harvested. 5 The potatoes are stored in a barn.
14 Read the text and write MI for Main Idea or
SI for Supporting Idea.
Ask students what dishes they eat that are made with
potatoes. Elicit where potatoes come from and where
they are grown now. Students then skim the text and
say what its about. Encourage them to identify the main
idea of the whole text (potatoes are grown all over the
world). Use diverse strategies for students to point out
relevant information by having them identify the difference
between the first and second paragraph (the history of
potatoes and potatoes today). Ask which sentences
include the main information (the first ones in each
paragraph). Invite students to identify supporting
information. They have them write MI or SI in the text.
To work more with the text, ask students to formulate
and write questions concerning the information in the
text. They could do this in pairs to collaborate. Check
answers.
Answers: 2 SI; 3 SI; 4 SI; 5 MI; 6 SI; 7 SI; 8 SI
emember Next class you will need: pieces of
paper for each student.
Lead-in
Class
Divide students into groups and give them a topic (their

town, their country, a famous person, their school, a
hobby, a routine, etc.). Give a piece of paper to each
member of the groups. Explain that groups should
write a sentence about their topic on one piece of paper.
Then they should each write a sentence about the topic.
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The sentences should follow on, one from the other,

even though theyre on different cards. Groups need to
communicate to be able to effectively do this. When
they finish writing, they give their cards to another group
which then has to arrange them in the correct order.
Stage 5: I can
15 Work in pairs and discuss the questions.
Help students develop listening strategies by activating
their previous knowledge of the topic and encouraging
them to predict the information they will hear by
looking at pictures, text clues, and questions. Ask
students if they ever buy organic food. If so, What
organic products do you buy? Do you think they taste
nicer? Ask if they have been to a farm and to share
their experience with the class. Explain they are going
to listen to an organic farmer talk about his farm. Tell
students to look at the table on page 139 of their
Student Books. Encourage them to think about the
information they will hear before they listen.
16 Listen to the interview with an organic
farmer and take notes.
For students to sort information based on a purpose,
play the CD and tell them to take notes under the two
distinct headings of Organic Farming and Factory
Farming. Tell them to pay special attention to the
information about cotton harvesting as they will need it
for the next activity. After the first listening, encourage
them to compare their notes with a classmate. Play the
CD a second time and have students write notes on
their own. Check answers and write any new
vocabulary on the board.
28
Answers: Organic Farming: Crops are totally natural,
not sprayed by chemicals or pesticides. Organic farmers

concentrate on feeding the soil. Organic Farming is used
for medical products, large plants, and making cotton. It
is concerned with producing smaller, healthier quantities.
Factory Farming: feeds the plants with chemicals, mass
quantity Factory farming uses pesticides and chemical
fertilizers which can damage health and pollute the
environment. Factory farming uses more tractors which
cause pollution, not concerned with safety issues.
17 Use your notes from Activity 16 to write a

paragraph about the process.
Ask students: What are you going to describe? (a
process) Which tense should you use? (passive) Divide
students into pairs. For students to select previously
sorted information from a text in order to rewrite
sentences, elicit what they can see in the pictures, and
try to relate it with the information they heard in the
recording. Ensure they have all the vocabulary. Then
have students make a sentence using the first picture
and their notes. If necessary, play the CD one last time

so students can pick out the information about cotton
harvesting. When theyve finished, invite a volunteer to
come to the board and write down their sentence.
When its correct, ask students if their sentence was
similar. If everyone is on the right track, let them
continue, in pairs, to form sentences. Once they finish,
encourage the class to stand up and move around
checking their sentences with other pairs. To order
rewritten sentences to articulate them and form
paragraphs, have students arrange their rewritten
sentences about the process of cotton farming into a
complete paragraph. Ask random pairs to read theirs
out loud to the rest of the class. Check answers.
Answers: 1 The tractor turns over the soil and the seed
is dropped into it and covered. 2 The cotton seeds are
watered. 3 After two months the plant has grown and
flowered. 4 The cotton is harvested by a special
machine. 5 It is then packed and stored for production.
18 Listen to the interview again and add
more information to each stage.
Play the CD again and this time have students listen for
further information which they can add to their key ideas
to exemplify, support, or enrich them. Alternatively, have
students listen again and look at the audioscript on page
189 in their Student Books to check their answers.
Encourage students to share their answers.
28
Answers may vary.
19 Fill in this index card for one of the stages.

Add notes and illustrations to help you.
Have students fill in the card in Activity 19 for one
of the stages of the cotton production process from
Activity 17. Assign the stages so that students dont
copy each other, and so that they will be able to form
groups afterwards with each stage of the process.
They can add notes and illustrations. When they finish
writing their notes, ask them to read to revise
punctuation and spelling conventions. Tell them that in
order to make it more effective, they need to mark and
solve doubts. For this, they can circle their doubts and
ask their partners or you to solve them. This also helps
them to detect possible mistakes and correct them.
Once they have finished marking and correcting, ask
them to write the final version of their cards. After that,
to revise cards to make a graphic presentation, have
them take their cards around the class and find
classmates who filled in the different stages in order to
make a complete group. Then have them describe the
whole process in sequence, using the passive voice.
Monitor and check.
Answers may vary.
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Unit 5
Product 1 O
ral Presentation about
a Science Topic
Choose a scientific topic to make an oral
presentation.
Read and classify the information.
Rewrite the information to make notes for the
presentation.
Produce posters with illustrations (photographs, maps,
drawings, charts, etc.) to aid the contents of the notes.
Lead-in
Class
Elicit the main threats facing the environment today and

write them on the board. Divide the class into four groups
and have them stand in lines, one behind the other. Select
a threat and call it out. Students should raise their hands
and call out vocabulary associated with that word. If they
do this successfully the first group member goes to the
back of the line. The first group whose members all move
once to the back of the line and has the person who began
at the front of the class back in that position, wins.

1 Look at the list of topics and check (3) the
two you feel most interested in.
Tell them to look at the list of topics and choose the two
they feel most interested in.
2 Work in pairs and discuss the reasons for your
selection. Decide on one topic to research.
Encourage students to share their decision from
Activity 1 with the class, and try to give reasons for why
they chose those topics. Divide students into pairs and
have them decide on a topic to research together.
Stage 2: I plan
3 Decide on the sources of information you
will use to do your research.
Check students understand sources of information. Ask:
What was the last project you worked on? Use their
answers to help elicit as many different information
sources as you can. Ask students to work in their pairs
and have them think of the advantages and disadvantages
of these sources. Encourage them to share their experiences
with the class, and have each pair decide on the sources
of information they will use.
Student Book
p. 140-141
Edit the notes and rewrite them on a card taking into

account the letters size so the content can be easily read.
Decide the order in which every chart will be
presented with its respective informative card.
Give the presentation to a selected audience in a
previously agreed place.
Use language to reach common goals.

Write: presentation on the board and elicit materials
students may wish to use for their presentation
(laptop, black board, pictures, tape, drawings, card,
colored pencils, etc.). Students decide on the materials
they will need for their presentation.
5 Use the organizer on page 180 in the
Worksheets section to make notes about the
information researched.
Ask students how they plan their written work and
what steps they take to plan it well. Elicit why its
important to plan written work and reinforce the idea
that if we plan we can organize our ideas better, which
means they will be understood better and more clearly
by the reader. It also saves us time as we wont have to
cross things out and rewrite them. We wont forget
important points either.
Ask students to find the most important points they
wish to include in their research and underline or
highlight them. Then, they should use the information to
complete the organizer that will help them to organize
their ideas better. Monitor and provide individual help.
6 Write three main ideas and three supporting
ideas.
Elicit how to divide the different points in a text (in
paragraphs). Then ask how we can divide paragraphs
(main ideas and supporting ideas; elicit a definition of
both). Ask: Where does the main idea usually appear in
a text? (in the first or first two lines of a paragraph),
Where do we put the supporting ideas? (after the main
idea) Students then write the main ideas and the
supporting ideas in the space provided in note form
their Student Book.
When they finish, elicit connectors and their uses.
Have them insert the appropriate connector between
their main and supporting ideas and explain that placing
the connectors this way helps with the planning and
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organization of the text. Its important to monitor and

help individual students at this final planning stage
before they write their texts.
Stage 3: I do
7 Put your information together in a paragraph.
Remember to use the passive and connectors.
Recap how to form the passive tense and when it is
used (for processes and when we want to focus on the
action, also when the agent of the action is unknown,
obvious, or unimportant). Invite a couple of students to
tell you one of their main or supporting ideas and
encourage the class to change it into the passive. Then
ask students to get into pairs and change their main
ideas and supporting ideas into the passive where
appropriate and to put the rewritten sentences in order.
Finally, ask them to form paragraphs and connect their
ideas and sentences with their chosen connectors.
emember Next class you will need: index cards.
Lead-in
Class
Write the name of a famous person on the board.

Elicit categories for describing a person: physical
appearance, characteristics, birthday, famous for, job,
hobbies, likes, doesnt like, friends, age, etc. Write: This is
a person who on the board and encourage students to
make sentences about the person using the structure on
the board and additional information. For example: Who
knows how to dance? Who can sing? Who has long blond
hair? Who has a birthday in October? etc. Once students
are confident using the structure, give out sticky notes.
Have each student write the name of a famous person or
classmate on the sticky note and stick it to a classmates
forehead. The person wearing the sticky note must not
know who is written on their paper. Students then walk
around the class and describe the person on the sticky
note to the person wearing it. Remind them not to say
anything too obvious as this will end the game too quickly.
8 Check the spelling and punctuation.

Correct any mistakes.
Ask students to open their Student Books to page 141,
look over their revised work from the last class, and check
punctuation (period, colon, indentation) and spelling.
Also have them check the use of lower and upper case
letters. Students should detect mistakes in their work,
and correct them. They can exchange their work with a
classmate for peer editing.
9 Use index cards to make simple notes for
reference about your paragraph.
Remind students how they expanded notes to make a
whole text in Lesson 4. Tell them that they are going to
present their paragraph and ask: What do we have to do?

Why do we do this? (make notes which makes the
information easier to remember) Elicit how they can
reduce their notes (pick out key words and short phrases
that sum up the main points). Ask students to convert
their paragraph with rewritten sentences into notes on
index cards.
10 Add simple sketches to the index cards to

help you remember the information. Look at
the example provided.
Ask students what they can see in the picture in their
Student Books (the process of acid rain). Students revise
their cards and the information and draw corresponding
illustrations to provide a graphic presentation.

11 Use your index cards to present the
information to the rest of the class.
Tell students they are now going to present their research
project to the rest of the class. Direct them to the useful
phrases box and go over the expressions with them. Have
students incorporate them into their presentations.
Allow them a few minutes for one last practice, and then
have them present their research projects to the class.
I learn
Give positive feedback of their effort and progress.

Can identify and distinguish types of sentences that

express main ideas within paragraphs, using
previously established goals.
Can use various strategies in order to point out
relevant information.
Can select information in order to rewrite and
paraphrase sentences.
Can organize sentences to make a paragraph.
Can point out and solve doubts in order to edit notes.
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Unit 5
Lesson 3
Identify subject matter, purpose and intended
audience from previous knowledge.
Recognize situations and public places in which
warnings are communicated.
Listen to warnings particular to public places.
Establish the reasons for warnings.
Understand conditional and non-conditional
warnings.
Recognize sentence composition.
Reflect on the composition of sentences.
Paraphrase the message on warnings.
Distinguish speakers attitudes and turns of participation.
Lead-in
Class
To recognize situations and public places in which

warnings are communicated, elicit different public
places and buildings from students (hospital, church,
restaurant, police station, park, school, supermarket,
etc.). Try to get as many as you can and write them in a
list on the board. Tell the class youre thinking of one of
them and they have to guess where it is. Encourage them
to ask closed questions, like: Is it inside / outside? Can I
swim there? Is it a building which has / which is ? Can I
see a doctor there? Students have to guess the place in
less than ten questions. When theyve guessed, invite a
volunteer to think of a different public building or
place, and repeat the game. Continue until several
students have had a turn.
Stage 1: I know
1 Check (3) the signs that are in your
community.
Ask students to tell you which of the places and
buildings on the board are in their neighborhood;
which they use the most and, if they could choose any
other amenity or building to be in their community,
what would they choose? Tell students to open their
Student Books to page 142 and look at the pictures in
Activity 1. Elicit what they are (signs), identify them
(from left to right; fire extinguisher, first aid, security
camera, restroom, no entry, wear hard hats), and have
students check (3) the ones in their community.
Answers may vary.
Student Book
p. 142-147
Anticipate central sense from known words and

expressions.
Use language to prevent problems.
Use language to respect social norms.
Use language to recognize cultural differences in
social norms.
Materials:
Reader, Audio CD
6-10 cards with causes and 6-10 cards with effects
Sets of imperative sentences cut up for jigsaw exercise.
There should be five sets of sentences per group.
Reader
Watch Out!
p. 124 133
To establish the reasons for warnings, encourage

students to say why they think we have signs with
symbols and why the information isnt simply written
down instead. Have them open their Readers to page
124. Read the title out loud and elicit that we say Watch
Out! when we think someone is in danger. Ask students
about the last time they went on a school trip and
encourage them to share their experiences.
Tell students to read page 124 of their Readers.
Check their comprehension by asking a few questions:
Where are the students going? How would you describe
Juan? What does he say when the students get on the
bus? Then ask students to look at the pictures. From the
pictures ask them to guess where they think students go
on the trip, what Juan does during the trip, and if they
think there will be any accidents and if so, what type.
Then ask students to read the whole story. Go through
the pictures again and have them summarize what
actually happens on each page of the text. Elicit the
warnings and encourage students to call them out.
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2 Why do different places use signs like

these? How do signs help us?
To use language to prevent problems and respect social
norms, elicit from students the reasons why we use
signs (they warn us about dangers and safety rules).
Explain that as images they have a quicker and more
effective impact than written words. Finally, encourage
the class to share their experiences of school trips. Have
them tell you of any warnings that signs, their teachers,
or people in authority gave them. Ask them if anyone
had any accidents.
Class
Lead-in
Review the imperative tense with students in the

affirmative and negative forms. Introduce some new
verbs that are often used in this way. Check students
understand when we use this tense (usually to give
orders or instructions). Invite a volunteer to the front
of the class to call out imperatives randomly. Students
either do or dont do the action according to the
command. Alternatively, pair up students and have half
of them close their eyes. Their partners have to guide
them through the classroom giving them instructions.
You can even put some obstacles in the way to make it
more challenging. Remember to elicit useful verbs for
the activity beforehand.
Stage 2: I build
3 Look at the pictures and predict what each
situation is about.
For students to identify subject matter, purpose, and
intended audience from previous knowledge, have them
look at the pictures in Activity 3 on page 142 of their
Student Books and identify what they can see. Check
if students can remember the sentence stems for giving
warnings. Write: Watch out for the _________ ; Dont
_________ ; You must _________ ; You cant _________ ;
You better (not) _________ ; Wear _________ on the
board. Tell students they are to imagine that they work in
a factory and ask them what warnings they would give
to visitors. Encourage them to make sentences using
the stems provided. Explain that after Watch out for the
_________ we use a noun. When we use the imperative
in the affirmative, it can stand alone or we can add
information. For example: Walk! or Walk slowly! After
the others, we use the infinitive without to.
Ask students if they have ever been on a plane, done
a bungee jump, or gone paintballing. Have them tell you
the instructions and safety rules they heard, or what
they would imagine they would hear. Then tell them to
imagine they are the people in the pictures; the instructors
and the flight attendant. Tell them to get into pairs and
to write down a sentence for each using the sentences
stems. Monitor and check answers as a class.
Answers: a The boy is about to do a bungee jump.
b The flight attendant is giving safety instructions.

c They are going to play paint ball.
29
4 Listen to the information and number
the situations in Activity 3 in the order you
hear them.
If students werent able to come up with a lot of the
vocabulary associated with instructions for bungee
jumping, paintballing, and flying in the previous
activity, then you may want to give them some more
examples or pre-teach some of the vocabulary from
the listening text they are about to hear. For the class to
listen to warnings particular to public places, play the
CD and have students listen to the information and
number the situations in Activity 3 in the correct order.
Explain they are listening for the main idea to understand
where the situation is taking place. Check answers.
Answers: a 3; b 1; c 2
5 Listen to the information again and
write who gives the following instructions.
Elicit the people in the three situations. To distinguish
speakers attitudes and turns on partipation, tell
students to read the sentences and think about who
gives the instructions. Play the CD again and this time,
students link warnings to their written form while
listening to them by writing who gives each instruction.
Alternatively, have students listen again and look at the
audioscript on page 189 in their Student Books to check
their answers.Have students, in pairs, practice saying
the sentences.
the meaning pf words.
29
Answers: 1 flight attendant; 2 flight attendant;

3 paintball instructor; 4 bungee instructor
Cultural Note
To use language to recognize cultural differences in
social norms, explain that one of the most common
differences between American and British English is
every day vocabulary. Explain that in the UK, the
traditional name for the people who serve food and
drinks and are responsible for passenger comfort and
safety on airplanes (aeroplanes in British English) are
called air hostesses if they are women or air stewards if
they are men. In the USA, these people are called flight
attendants. Other differences related to transport
vocabulary are parking lot and freeway which become
car park and motorway in British English.
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6 Why do you think the instructions in

Activity 5 are necessary?
To anticipate central sense from known words and
expressions, have them establish, in groups, the reasons
for the warnings in each of the situations (to prevent
problems). Then write a new one on the board: You are
going to try skateboarding for the first time or You are
going to go camping in the forest. Encourage students to
take on different roles and think of the warnings they
would give if they were the person responsible, or the
instructor. Walk around and monitor, helping with
vocabulary. Then invite groups to the front of the class
to act out their situations.
Answers may vary.
Stage 3: I think
7 Read the text. Circle the words that express
cause and underline the effects.
Ask students to read the text and elicit from them the
instructions given using the imperative. To help students
identify sentences that express causes and effects in
warnings, explain that often its unlikely that something
dangerous will happen but there is a possibility that it
could. Therefore, instructions are given taking that
possibility into consideration. Ask them to read the text
and ask them what things may happen (you may sleep,
you may need to go to the bathroom, there may be an
emergency landing).
Then ask what happens in these situations and elicit
answers (fasten your seatbelt, move around the aircraft,
oxygen masks will fall from the overhead compartment).
Ask: Which is the cause and which is the effect for the
first example? Ask students to circle and underline the
appropriate words. Check answers as a class. Then have
them do the same for the other examples. Ask: Which
expressions can we use to explain the cause? (in case, in
case of and if ) Point out that in case and if are followed
by the subject and verb, whereas, in case of is followed by
the noun. Ask: What expressions can we use to explain
the effect? (the imperative and will)
Answers: Cause: If you choose to sleep; In case you
need to go the bathroom; In case of emergency; Effect:
please fasten your seat belt; you may move around;
oxygen masks will fall from
8 Complete the table with examples that
demonstrate the rules.
For students to reflect and recognize sentence
composition, have them look at the first sentence in
Activity 8 and elicit an example sentence from the text
in Activity 7. Do the same with the second and third
questions. Check answers. Draw a fire and a persons
head with a thermometer sticking out their mouth on
the board. Have students make sentences using in case,

if, and in case of.
Answers may vary.
emember Next class you will need: 6-10 cards

with causes and 6-10 cards with effects. Sets of
imperative sentences cut up for the jigsaw exercise.
There should be five sets of sentences per group.
Lead-in
Class
Elicit the structures for describing cause and effect from

the previous lesson and write them at the top of the
board. Write between six and ten words or phrases in
big letters on cards, such as ill, tired, break an arm, forget
your homework, fail an exam, rain, etc. Write one effect
for each on different cards. Obviously, there is more
than one effect, however, the objective of the game is
for students to guess the effect. Divide the class into
groups. Hold up a card. Allow students a few seconds to
think of the effect. Then invite them to make a sentence
using the structure (in case of, in case you, if you) and
say an effect. Ask them to take turns. The first group to
guess the correct effect and make a correct sentence
wins a point.
9 Match the signs to what they tell us to do.

and to look at Activity 9. Have them describe the five
signs. Encourage them to guess what the signs mean if
they dont already know. Then have them match the
signs with what they tell us to do. To help students link
warnings to their written form while listening to them,
read the warning or instruction and ask them to say the
letter of the sentence and the number of sign it
corresponds to.
For students to focus on understanding conditional
and non-conditional warnings, have them compare
these warnings with the ones seen in the lead-in. Elicit
the difference (in this activity the imperative verb form
is used and in the lead-in activity the conditional was
used). Encourage students to explain why. Explain the
meaning of imperative. Read out the imperatives and
have students identify the sign by calling out the letter
of the sign: a, b, etc. Finally, write: Walk! Dont walk!
Dont eat junk food! Be happy! Dont worry! on the
board. Elicit from students which type of word is the
first word in an imperative (verb or dont + infinitive
without to). Then have them look at the example
imperative commands on the board and elicit the type
of word after the verb (adverb, noun, and an adjective).
Ask students which command they would say to Juan
from the story Watch out! (Dont worry!).
Answers: 1 b; 2 d; 3 a; 4 e; 5 c
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10 Look at the sentences and choose

the best option(s) to complete each one.
Have students read the sentences in Activity 10 and
complete them with the correct answers. Ask them to
check their answers with a classmate before checking as
a class. Remind them to take care with their punctuation.
Draw students attention to the table in Activity 11

and have them write the numbers of the signs in the
corresponding column. Check answers as a class.
Then have students add their own signs which theyve
seen either in their community or in the Reader for
each column.
Answers: 1 positive and negative; 2 infinitive;

3 Imperatives; 4 rules
Answers: Prohibition 3, 7; Caution 1, 6; Safety 2, 4;

Information 5, 8; Colors: prohibition = red;
caution = yellow; safety = yellow; information = blue
11 Classify the following signs. Then add

one more sign to each category. What do
you notice about the colors?
Elicit some of the safety rules and warnings youve seen
so far. Draw on the board signs for No parking! Wet
floor! Wear a hardhat! Restaurant 5 km and elicit what
they mean. Ask: What did we discover in the first lesson
was the main aim of signs? (to provide safety rules and
warnings) Direct students to the signs on the board and
ask if they are all for safety and warnings (no). Then ask:
Which are signs for something else? (wet floor and
restaurants) Elicit the purpose of these signs (to give
information and express caution). You may have to
explain the meaning of caution. Ask them to look at the
signs on page 145 of their Student Books and have them
say what they are for (restroom, no parking, etc.). For
students to respect social norms and recognize situations
and public places in which warnings are communicated,
elicit places where students usually see these signs.
Ask students what they notice about the main colors of
the signs and how many main colors for signs there are
(four). Have students work in pairs to see if they can find a
link between the signs in different colors, or explain why
some signs have one color and others a different one.
Encourage students to share their answers with the class
and then explain that in Mexico, red is for prohibition,
yellow is for precaution, green is for safety, and blue is for
information. Check students understand the meaning of
prohibition, precaution, safety, and information.
To help them with this, as sometimes the difference
between safety and precaution is not clear, write: not allow,
prevent something happening, help is available, and
amenities on the board. Explain the meaning of these
words. Give examples of amenities: restaurants, telephone,
tourist information, restrooms, etc. Students match the sign
name with the definition. Check answers as a class. So that
students can recognize situations and public places in which
warnings are communicated, explain that although usually
red is used internationally for prohibition and yellow for
precaution, different countries may have different colors for
other types of signs. Set students a homework task to find
out the colors for these signs in three other countries.
Finally, point out that some signs have different shapes and
see if students can guess the shapes of different types of
signs (prohibition / traffic triangle, safety circle,
precaution triangle, information square).
Stage 4: I practice
12 Unscramble the words to make sentences.
Write some imperative sentences on the board but with
the words jumbled up. Invite volunteers to come to the
front and draw a line connecting words to each other in
the correct order. Encourage the class to help them, but
without speaking. For example, if the student is drawing
a line towards the correct word, the class remains
silent, but if the student is going in the wrong direction,
students tap lightly on their desks. Then hand out the
sets of imperative sentences that you already have
prepared for giving commands, safety rules, and
instructions. Divide the class into groups of five and
hand out the cards. Students have to arrange the words
in the correct order to make a complete sentence.
Alternatively, if there was no time to prepare the cards,
write the sentences jumbled up on the board and have
groups write them correctly on pieces of paper.
Answers: 1 Keep your seat belt on at all times. 2 Look
through the safety manual. 3 Decide how many minutes
you will play. 4 Wear goggles to protect your eyes. 5 Keep
as straight as possible. 6 Relax and have a good jump!
Lead-in
Class
Divide the class into groups. Tell them to think about

the different ways that warnings, safety rules, or
instructions can be written, and write down ten
examples. Walk around the class helping them. Then
members of the groups take it in turns to come to the
front of the class and draw one of the signs on the
board. Members of other groups raise their hands if they
can say the warning. There could be various ways of
describing the same sign.
13 Rewrite these sentences using the

connectors from the box.
Write: if, in case, and in case of on the board and have
students complete the sentences to identify and
practice using the connectives. Then write: When you
are hungry on the board. Invite a volunteer to
complete the sentence. Then ask them to transform it
using in case or if. Remind them that transforming the
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sentence or writing the same information in a different

ways is called paraphrasing. Then have students remind
you what word comes after in case of (a noun). Ask
students to paraphrase the sentence with in case of.
Tell students to look at Activity 13 on page 145 of
their Student Books. Ask them to read the sentences
and then elicit what word or words the cause begins
with in the sentence (when, if, in case of, in case,
imperative). Ask them to circle the cause part of the
sentence and underline the effect. Monitor while they
do this and check answers. Then ask them to paraphrase
the messages on warnings in the sentences using words
from the box. Check answers.
Answers: 2 If you need / In case you need water,
remove the hose. 3 In case / If someone else turns on the

water, hold on firmly to the pipe. 4 If / In case the
temperature is hot, put on protective clothing.
14 Complete the sentences and match them

to the correct signs. What color are they?
Write: NO EATING IN THE CLASSROOM on the
board and elicit how we can say this using an imperative
(Dont eat in the classroom.) Explain that often we use
No + gerund in written signs instead of using Dont + verb.
Explain that there are also other ways to write warnings.
Have students look at the gap fill exercise and the signs
and tell them to complete the sentences and match them
to the correct signs. Go through the different ways of
writing warnings with the class (using No + gerund,
describing the situation with a noun, using an
imperative or writing CAUTION followed by a
description / noun: CAUTION WET FLOOR).
Answers: 1 SMOKING a; 2 WEAR c; 3 DOG b;
4 AID d; colors: 1 red; 2 blue; 3 yellow; 4 green
15 Work in pairs. Answer the following
questions.
Ask students to look at the signs. Write unknown
vocabulary on the board such as the verb to speed, CCTV
camera, fire extinguisher. Then ask students to answer
the questions in Activity 15 in their Student Books, and
to write the warnings for the signs.
To finish off, have students write one or two signs of
their own for school or another place in the community,
color them, and present them to the rest of the class.
Answers: 1 Fire Extinguisher; 2 No Parking;

3 Toxic Hazard; 4 CCTV Camera; 5 Dont Litter;
6 Speed Limit
Stage 5: I can
16 Complete the table. Then draw one more
symbol in the last column and complete the
information about it.
Remind students there are four different categories
of signs and elicit their names and examples. Ask
students to turn to page 147 of their Student Books.
Tell them to look at the left hand column of the table
and elicit what color, shape, meaning, and place refer
to for the different signs. Next, ask students to look
at the features row. Elicit the meanings of the signs.
Refer students to the four categories: precaution,
prohibition, information, and safety and have them
write, in pencil, at the top of each column what the
sign refers to. Walk around the class and check
students have got this right as this will determine the
rest of the information in the chart.
Draw a SPEED LIMIT OF 50 km sign on the board.
Have students tell you what type of sign it is (prohibition).
Elicit the shape, color, and place for this. Direct students
attention to the meaning column and encourage them
to give you examples of how they can write: NO
SPEEDING, DONT GO OVER 50 kmph; IF YOU
DRIVE ON THIS ROAD, DONT GO FASTER THAN
50 kmph, etc. Students then complete the rest of the
chart. Finally, students create their own sign and
complete the corresponding column for it.
Answers: Shape: circle; square; square; triangle;
Color: blue; red; blue; yellow; Meaning: Drive in only
one direction; In case of fire, use the fire alarm; for
hygiene reasons, wash your hands; Caution, guard
dog(s); Place: street; inside a public building; restroom;
private house / property; Last column: answers may vary
17 Work in pairs. Share tables and
compare notes.
Have students work with a classmate and compare their
tables and notes. Monitor and check.
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Unit 5
Lesson 4
Establish sequence of enunciation.
Identify speech register.
Compose sentences to express warnings in public places.
Choose word repertoire aimed towards a specific
audience.
Organize sentences into a sequence.
Use non-verbal communication to aid the elaboration
of warnings.
Express causes and effects in warnings.
Paraphrase the message on warnings.
Express warnings particular to public places.
Link warnings to their written form while listening to
them.
Lead-in
Class
Divide the board in two and have students form two

lines in front of it. Tell them to think of as many
different public places they can. Hand the first person
in each line a marker or chalk and explain they have to
go to the board and write the name of a public place, then
hand the chalk or marker to the next person in their
line, and join the back of the line. Set a time limit.
The group with the most public places at the end of the
time limit, wins. Words cannot be repeated within the
same group, and they must be spelled correctly. When
the game has finished, check all students are familiar with
the words on the board and that they are correctly spelt.
Stage 1: I know
1 Work in pairs. Discuss the following question.
and identify the public places in the pictures in Activity
1 (school, restaurant, supermarket). Encourage them to
tell you what safety measures / warnings are found
there. Elicit from students the kinds of professions that
ensure that people follow signs in public places. Write
the answers on the board.
Answers may vary.
2 Match the warning signs to the places in

Activity 1.
Have students describe what they can see in the pictures
in order to express warnings particular to public places.
Then have students match the warning signs to the
public places in Activity 1. Check answers as a class.
Answers: a 1, 3; b 1, 2, 3; c 3; d 1
Student Book
p. 148-153
Use language to show confidence and assertiveness in

the use of English language.
Use language to assume responsibilities in society.
Materials:
Reader, Audio CD
Small scraps of paper
A small ball
Cards with different situations / activities related to
warnings written on them
News items or topic headings related to problems in
society and useful vocabulary (optional if the
alternative presentation is to be used)
Colored pencils or markers
Cultural Note
Explain that in the UK, the person who is responsible
for helping school children cross the road safely is
called the Lollipop Lady / Man. Explain the meaning of
lollipop (round boiled candy on a stick), and ask if they
can guess why they are called this. Its because the sign
they use to stop the traffic is shaped like a lollipop!
Stage 2: I build
30
3 Listen to the extract and number the
signs you hear mentioned in the correct order.
Have students look at the signs in Activity 3 of their
Student Books and elicit the different information they
are telling us. Explain that they will listen to two
different situations with different warnings. To help
them establish a sequence of enunciation, they are
going to number them in the correct order. Play the CD
and have students number the warnings in order to link
them to their graphic form while listening.
Answers: 1 Emergency Stop; 2 Use your seat belt.

3 Speed Limit 50 kph; 4 Pedestrian Crossing; 5 One Way
Street; 6 Wash your hands. 7 Wear a hairnet. 8 No
Cameras
4 Listen to the police officer talk about
the Highway Code and write down the
information you hear about the following signs.
Write: _ _ _ _ _ _ _ / _ _ _ _ (Highway Code) on the board
and play Hangman with the class until they guess the
words. Elicit the meaning of Highway Code and who uses
it. Have students identify the signs in their Student Books.
Have them try to predict the information they might hear
31
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or what the policeman will talk about. Check

understanding of the signs in Activity 4 before students
listen. Play the CD and ask students to write down the
information they hear about the signs. Encourage them to
write down as much information as possible. Let them
share their answers with the person sitting next to them.
Finally, play the CD again for them to check their answers.
Answers: 1 If there is a stop sign you must stop. 2 If

there is a red light you must stop. 3 You must keep to the
cycle lane. 4 If there is a no entry sign, follow the cycle
lane youre in. 5 You must wear a helmet.
31
5 Listen to the police officer again and
number the information in the correct order.
Ask students to read the sentences in Activity 5. Explain
that they are paraphrasing what the police officer says,
so they may not hear the exact words in the sentences
in the CD. Check students remember the meaning of
paraphrasing. To organize sentences into a sequence,
tell students that they are going to listen again to the
police officer, and they are to put the sentences into a
sequence by numbering them in the order they hear
them. Have volunteers read their answers out loud after
they have listened. Correct mistakes.
Answers: 1 Hello everybody, and welcome to our talk

on the highway code. 2 We want to explain how to follow
the road signs so you are safe. 3 Always wear a helmet
and keep to the cycle lanes. 4 When there is a stop sign,
you must stop. If you dont stop you are at risk. 5 You
must always wait for the light to be green.
31
6 Listen to the police officer again and
circle T for True or F for False.
Write: Its not necessary to and You must on the
board. Tell students to imagine they are going ice-skating
in the afternoon. Elicit meanings of when we use You
must and Its not necessary (something that is an obligation,
something that is not an obligation). Explain that this is
another way to give instructions. Have them make
sentences using Its not necessary to and You must
Have students read the sentences in Activity 6.
Encourage them to activate their previous knowledge
and to try to guess the logical answers before they
listen. Play the CD and have them answer true or false.
Answers: 1 F; 2 F; 3 T; 4 T
emember Next class you will need: a small ball.
Lead-in
Class
Bring a small ball to class and use it to help revise

professions. Students take it in turns to throw the ball
to a classmate and say the name of a profession. The

person who catches the ball says the public place where
that person works. Students who cant answer sit down.
Stage 3: I think
7 Read these sentences. Then circle the word
if in each sentence and underline the verbs.
Write: If you eat a lot of junk food on the board and
elicit what comes next (what happens; you get fat, etc.).
Accept different answers provided. Ask: Is you get fat
the cause or the effect? (the effect) Elicit the cause (If
you eat a lot of junk food).
For students to express causes and effects in warnings
and identify conditionals, have them look at the
sentences in Activity 7 on page 150 of their Student
Books and underline the word If. Direct them to the
first sentence. Ask: When arent you safe? (When / if
you dont wear a helmet.) Elicit which is the cause and
which is the effect. Then have students underline the
verbs. Elicit which tenses are used after If, and in the
second part of the sentence (present). Ask: If you dont
wear a helmet are you safe? (no) Are you sometimes
safe? (no) Explain that when we use If and the present
tense to describe a cause and the effect is also expressed
in the present tense, then the effect is always a result of
the cause. Refer them to example sentence: If you eat a
lot of junk food, you get fat.
Write the following sentence stems: If you dont do
your homework , If you start a new hobby , you
fail your exams, you improve your English. on the
board. Ask students to say if each stem is showing the
cause or the effect, and if its in the affirmative or the
negative. Students then complete the stems in pairs.
Answers: verbs: wear, stop, keep, allow, overtake,
pass, are, riding, is, keep
8 Read the sentences and circle the best
option to complete each one.
Have students look at the Reflection Box in Activity 8
and choose the correct option to complete each
sentence. Check answers by asking random students
to read their answers out loud.
Answers: 1 two parts; 2 if; 3 cause and effect;
4 present; 5 affirmative and negative
9 Underline the modal verbs and circle the
infinitive verbs.
Ask students if they can remember some of the things
the policeman said in the listening activity from the
previous class. Encourage them to make example sentences
with must. Draw their attention to the sentences in
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Activity 9 in their Student Books. Ask them to underline

the modal verb (must) and circle the infinitive verb
(wear) in the first sentence. Check answers as a class.
Tell students to do this with the remaining sentences.
Have them explain what must means (obligation - its
necessary). Then ask what comes before must (the
subject). Ask: What is the subject in these sentences?
(you) What must you do at school? Elicit answers using
I. Finally, ask them to say if must or the infinitive
changes when the subject changes (no).
Answers: Modal verbs: must; Infinitive verbs: wear;

keep; wait; follow
10 Complete the sentences with words
from the box.
Ask students to read the sentences in Activity 10 on
page 151 of their Student Books and complete them.
Tell them that in order to do this they can refer back to
the sentences from Activity 9. Monitor and provide
individual help if necessary.
Answers: 1 obligatory; 2 subject / verb; 3 infinitive;
4 form
emember Next class you will need: small scraps

of paper, cards with different situations / activities
related to warnings on them.
Lead-in
Class
Give out small pieces of scrap paper to students and

explain they will write stories together. Explain the
situation: A new student has started the class and the
teacher has asked you to write some information / rules
to help them settle in. You are going to read out a phrase
and students will complete the first part of the
sentence. Say: If you forget students write this down
and complete the first part. If you forget your homework.
After that, they will fold over the paper and pass it to
the student next to them to complete the sentence: tell
the teacher. This will happen for a couple of minutes
and then students finally unravel the paper and read the
entire story to the class.
Stage 4: I Practice
11 Match the beginning of each sentence to
the correct ending.
Write: You must eat vegetables. on the board. Ask
students to answer: What tense is it referring to?
(present). Write: If you go swimming in a public pool
and have students complete the sentence. They will know
how to use the simple present, but encourage them to
make the second part of the sentence using must. For

example: If you go swimming in a public pool, you must
wear sandals. Then have them complete the sentence
using the imperative. For example: take a towel, dont
eat just before you swim. Point out the different
structures that can be used to describe the effect and
write them on the board: you must take a towel / you
take a towel / take a towel / dont forget your towel.
Remind them that you must + infinitive can stand
alone, but a sentence beginning with If has two parts
and we can use must in the second part.
Draw a chart with three columns on the board.
In the first column write: If you visit Cancun, If you
have a dog, You must, If you dont sleep enough. In the
second column write: you feel, visit, you must, wear. In
the third column write a uniform to school, feed it every
day, Chichen Itza, tired. First, see if students can complete
the first part of the sentences with their own ideas.
Then, have them come to the board and draw lines
linking words from the three columns to make
complete sentences.
Point out the different structures we can use in the
second part of the sentence after If. Ask students to
look at the sentences in Activity 11 on page 151 of their
Student Books. Have them tell you the verbs in the first
part of the sentences. Students then match the two parts
of the sentences. Monitor and check answers.
Present a situation to students, A neighbor goes on
holiday and wants you to look after his cat. Give
instructions. Encourage students to give you
instructions using the structures on the board. Then
give out some cards with activities on them. Tell groups
that they have to give instructions to other groups about
that situation or activity. The other group has to listen
to the instructions and guess what the activity or situation
is. They are not allowed to look at the card. Groups get
points for correctly guessing the situation and a point
for each different structure / sentence they correctly
form to describe the situation.
Answers: 1 e; 2 d; 3 b; 4 a; 5 f; 6 c
Elicit the order of words in the sentences using must
(subject, must, infinitive, rest of sentence). Invite a
volunteer to complete the first question from Activity
12 out loud. Then students, in pairs, complete the rest.
Check answers.
Answers: 1 You must wear a helmet. 2 You must keep
to the cycle lane. 3 You must obey signs. 4 You must keep
to the right. 5 You must stop at a red light.
147
AR_TG1_pp127_152_U5.indd 147
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13 Write warnings for these public

places.
Tell students to look at the pictures in Activity 13 on
page 152 of their Student Books. Ask them to identify
the different public places (1 park, 2 cinema, 3 swimming
pool, 4 street, 5 restaurant) and have some volunteers
say what is happening in each picture. Ask them if the
same situation in the cinema (picture number 2) has
ever happened to them (Someone talking on their cell
phone during a movie). If so, What did you do? Then ask
students to get into pairs, brainstorm, and note down
things that could happen in these public places if there
werent any signs giving information or rules, such as
the man talking on his cell phone during the movie. Ask
pairs to share their notes with another pair. Monitor
and help them with any new vocabulary. Brainstorm
again the different structures for giving warnings and
write them on the board (No + verb + ing, Please dont
You must etc.).
For students to be able to choose a word repertoire
toward a specific audience, ask them if all the structures
that theyve learned can be used in all situations for all
people (no). To help students identify speech register,
elicit which expressions are more polite or for people
we dont know, and which ones are more direct; which
ones are neutral and written for the general public. For
example, take the case of someone talking on their cell
phone in the cinema. Ask students what they would say
if it was a friend of theirs and what they would say if it
was a much older stranger. Students in small groups
compose sentences to express warnings particular to
the public places listed. Encourage them to think of a
specific audience to whom they will write warnings.
Walk around giving individual help where necessary.
Students read their answers out loud and if they wish,
they can act them out for the class. You could encourage
them to exaggerate very formal or informal situations
and add humor to their role-plays.
Answers may vary.
14 Read the text and find words related

to each topic to add to the organizer. Look
back through the unit to add more words. Use
the Glossary on page 165.
Explain that graphic organizers can help us to visualize
and remember new vocabulary. Tell them to read the
text in Activity 14 and to look at the graphic organizer.
Elicit the categories and have students give you examples,
but not from the text. After that, ask them to complete
the organizer, with vocabulary from the text. Encourage

students to think of other vocabulary related to the
topic which can go under each heading. Then tell them
to look back through the unit to add more words, they
can also use the Glossary on page 165.
Alternative Activity: Point to the graphic organizer

and explain that this is a common way to collect
vocabulary and divide it according to categories.
This helps us to remember and access new words.
Explain that another way, which takes a little more
time, is to draw mind maps. Ask students if they like
drawing and think they are good drawers. Ask them
who draws new words to help them remember and
encourage them to share their experience with the
class. Tell students that for this activity they are going
to draw the new vocabulary. Hand out sheets of paper
or tell students to turn to a blank page in their books.
Tell them to write the three main headings: Equipment,
Signs, and Traffic in three bubbles towards the centre
of their page. If they can think of images to represent
these headings, they can draw them instead. Then,
students search for the vocabulary and draw pictures
to represent these words on their paper. When they
finish checking the text, have them look back through
the unit and the Glossary and draw more words.
Encourage them to use colors, different shaped /
sized lines, and font to differentiate the categories.
When they finish, students walk around the classroom
showing each other their pictures and guessing what
the other students pictures represent. This will help
them learn new vocabulary. This type of activity aids
memory and can provide a fun way to break up the
usual classroom routine. Its motivating, relaxing, and
encourages students to be creative.
Time: 10 minutes
Answers: Equipment: Highway Code; helmet; Signs:
stop sign; red light; green light; Traffic: traffic lights;
lane; route; cycle lane
emember Next class you will need: news items
or topic headings related to problems in society and
useful vocabulary. Colored pencils or markers to
decorate signs and do mind mapping (optional: If you
are going to choose the alternative activity for Activity 17.)
148
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Lead-in
Class
If students feel comfortable with miming activities,

elicit the save the planet tips from page 130 of the
Reader. Tell volunteers to mime an action which isnt
environmentally sound (leaving a room and leaving
the light on, throwing litter on the street). The rest
of the class has to call out warnings or instructions: Dont
throw litter, no throwing litter; you must turn off the
lights, if you leave a room, dont leave the light on, etc.
15 Rewrite these warnings.

Ask students the meaning of must (obligation). Ask
them: What is the opposite of must? (no obligation).
Have them remember when they saw must and find the
expression which means the opposite (its not necessary
to). Write it on the board. Have them think of a public
place and say what you must do there and what its not
necessary to do. For students to paraphrase the messages
on warnings, point out that there are many different
ways we can express the same idea. Tell them to look at
the sentences in Activity 15 on page 153 of their Student
Books and ask them what they mean. Ask them to circle
the words which express obligation: essential, obligatory,
compulsory. Ask what word can we use to replace them
(must). Check students remember how to form sentences
with must and then have them paraphrase the three
sentences. Ask students to check their answers in groups
of three.
Answers: 1 You must wear a bicycle helmet. 2 You
must keep to the right. 3 You must stop at a red light.
Stage 5: I can
16 Work in groups. Make notes about the
different ways that you can contribute to
making a better society. Think of signs and
warnings needed.
Ask students to think about the biggest problems in
society / the world / their country or things that make
them feel angry or sad. This can go from relatively small
things such as someone talking on their cell phone in
the cinema to dangers to the planet. Revise public
places one by one if students are short of ideas, ask
them about the last time they were angry or sad in a
public place or because of some news they heard. Write
ideas on the board. Have them try to express why these
things happen. Students then work in groups and

choose one or two topics that are important to them
and discuss ways they could help to make a better
society. For them to assume responsibilities in society,
they should think about signs and warnings needed.
Dont forget to have them consider who their audience
is to make the most appealing and suitable signs.
Answers may vary.
Alternative Activity: Instead of students brainstorming

ideas; bring some contemporary news items or topic
headings which suggest problems in society: bullying,
pollution, traffic, corruption, etc. and a few brief
sentences describing each situation. This way you could
incorporate new vocabulary and expressions into the
lesson. Alternatively, students could explore one topic
but more in depth and assume responsabilities in
society. Students then discuss what they could do to
help society and what information or warnings they
would give.
Time: 15 minutes
17 Write warnings using the notes from
Activity 16.
Ask students to write warnings for the situations
discussed in Activity 16 using appropriate language
for their audience. For students to use non-verbal
communication to aid the elaboration of warnings, they
draw signs to symbolize the warning. Encourage them
to be innovative and design signs that will be eye catching
and memorable. Walk around the classroom and help
students with their written work.
Answers may vary.
18 Share the warnings with the rest of the

class.
For students to show confidence and assertiveness in
the use of the English language, they walk around the
class and share their warnings with the rest of the
group. First of all have them show other groups the sign
and see if the group can guess what its for. Finally,
students could vote for the best sign.
emember Next class you will need: pictures
of different types of everyday signs.
149
AR_TG1_pp127_152_U5.indd 149
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Unit 5
Product 2 O
ral Announcements
of Warnings
Select a public place.
Compose the sentences to convey warnings
appropriate for the selected place.
Student Book
p. 154-155
Organize the sentences to put together an

announcement.
Practice the enunciation of an announcement.
Spread the announcement.
Bring in some different pictures of signs that are

different from those that students have seen in lessons,
but that they would see in their everyday lives, or which
are related to the lesson topics. Divide the class into
groups and bring in examples for each group, or
alternatively, draw them on the board. On separate
pieces of paper, write what they are for. Students have
to match the written warnings to the signs. When they
are finished, tell them to sit down. Check their answers.
The first group to have them all correctly matched is
the winner.
theirs is more important than the others. To distribute

among groups the necessary actions to elaborate an
oral announcement of warnings, divide the class into
pairs and tell them to choose two things from the list.
Encourage them to say why they think they are the
most important and say which public place they would
find them in. For students to compose the sentences to
convey warnings appropriate for the selected place,
have them write two appropriate announcements of
warning for them. Remind them to think of who the
announcement is for in order use the appropriate
structure for the sign to have the most impact. Revise
which ways of announcing warnings sound more direct
and brief and which are more polite and formal.
Answers may vary.
1 Write one sentence about what you have

learned about the following things.
Divide the class into pairs and tell them to look at the
topics on page 154 of their Student Books. Explain what
they have to do and elicit some of the structures they
should use. Point to one of the signs from the lead-in
and have students make example sentences. Students
then write a sentence about each of the things listed in
their Student Books. When they finish, have them read
their sentences out. Have them pair up with a different
partner and read out their sentences, their partner has
to guess what the topic is.

Elicit materials students may wish to use for their oral
announcements.
Lead-in
Class
Answers may vary.
Stage 2: I plan
2 Work in pairs and choose two things from
the list above. Write two appropriate
announcements of warnings for them.
Encourage students to remember the different types
of signs (information, precaution, danger, safety).
Elicit from the class what type of signs they think are
the most important and why. Alternatively, you could
divide the class into four equal groups and assign each
group a topic and have them explain why they think
Stage 3: I do
4 Check the spelling and punctuation.
Correct any mistakes.
Write: if you forget your homework you can hand it in
tomorrow; Danger _________ ; you must bring a pencil
to the exam; dont forget to _________ ; save the planet
on the board. Ask students to copy the sentences and
ask: What is missing? (punctuation). Have them work in
their pairs to write in the correct punctuation, including
punctuation marks, full stops, capital letters, etc. If
necessary, write the punctuation marks that are missing
from the sentences at the top of the board to help them.
Check the answers. Explain the importance of putting a
comma between the two parts of a sentence in conditional
sentences. After exclamations such as danger and
imperative tenses, we usually use an exclamation mark.
To ensure that sentences are understood when spoken
and listened to, tell students to revise their written work
and correct any punctuation. When they finish, have
them pass their work to another pair to encourage
peer editing.
150
AR_TG1_pp127_152_U5.indd 150
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Answers: If you forget your homework, you can hand

it in tomorrow. Danger! You must bring a pencil to the
exam. Dont forget! Save the planet!
emember Next class you will need: pictures of
different types of everyday signs.
Lead-in
Class
Put the signs on the board from the previous lead-in.

Add some more. Divide the class into three groups and
have them stand in three lines in front of the board.
One group reads out a warning or instruction for
one of the signs and the first members in the line for the
other two groups, have to go to the board and touch the
sign theyre referring to. The first person to touch the
correct sign wins a point for their group. The same sign
can be described more than once but in a different way.
Continue playing until all students have had an
opportunity to participate.
5 Draw graphics to accompany your

announcements.
Ask students to open their Students Books to page 155.
Review the signs that students saw in lesson 3 and ask
what differences there are between signs: colors, shapes,
messages, features, etc. Have them tell you the different
signs and their corresponding colors, features, shapes,
etc. Remind students that they should bear these in
mind when designing their graphics of warnings. Elicit
what else is important for the design of a warning (that
its clear what the message is, it stands out, and is
memorable). Encourage students to be as imaginative as
possible with the actual design.
6 Practice presenting your announcements
with the information in the correct order. Point
to the pictures at the appropriate times.
Ask students what important expressions they learned
from the previous product activity for presenting
information in class. Direct them to the useful
expressions box and go over the expressions with them.
Have them incorporate them into their oral
announcements. Students then organize the sentences
to put together an announcement. Allow pairs some
time to practice their presentations. Check students use
the correct tone of voice and intonation when announcing
their warnings so that they sound credible, by practicing
the enunciation of an announcement with them.
Remind them they should try not to use their notes
when presenting.

7 Use your pictures to present your information
to the rest of the group.
Have students give their presentations in their pairs, to
the rest of the group.
8 Vote on the announcements. Decide on
which you thought was the most creative, the
most informative, and the best presented.
Play a word association game. Select students sign
presentations representing different topics. Encourage
students to say as many words as they can think of for
each sign / topic. The class works together and tries to
get more words each time. Students stand up each time
they have a word to say. The teacher notes down how
related many words students think of for each topic,
and writes the number on the board.
Ask students to vote for their favorite presentations.
Suggest three different categories: the most creative, the
most informative, and the best presented. You could give
students three different colored sticky notes each, one
color for each category. Students place their presentations
on a table at the front and students place their sticky
note next to the one they feel should win. Encourage
students to give reasons for their choices.
I learn

listen to their responses. Encourage them to identify
the activities that they found especially helpful during
the process of making the product. Then have them
answer the I learn box. Explain that its purpose is to
assess their performance while making the product in
order to improve weaknesses and reinforce strengths
rest of the class. Give positive feedback of their effort
and progress.

Can adjust volume, tone, and intonation to emphasize

warning.
Can understand conditional and non-conditional
warnings.
Can request information to confirm the
understanding of warnings.
Can indicate causes and effects on warnings.
Can associate warnings to particular situations.
AR_TG1_pp127_152_U5.indd 151
151
7/16/11 4:51 PM
152
AR_TG1_pp127_152_U5.indd 152
5/4/12 5:11 PM
Is aware of
the use of
language as
a mean to
learn how to
learn.
Uses
language to
prevent
problems.
Is respectful
of social
norms.
Takes
responsibility
in their
community.
Is
aware of the
cultural
differences
in social
norms.
Shows
confidence
in the use of
English.
Produces
texts to
participate in
academic
events.
Interprets
and conveys
instructions
in daily life.
Global Assessment
Takes
favorable
decisions
about the
environment.
GOOD = G
coherent texts.
Uses
language to
reach
common
goals.

VERY GOOD = VG
of the world.
different texts.
w
Assessment Criteria
General Comments
Students Name
All Ready! 1
Unit 5
Glossary
Autonomous learning: A school of education
which sees learners as individuals who should be
responsible for their own learning. It also helps
students develop their self-consciousness, vision,
practicality, and freedom of discussion.
Cognates: Words in different languages related to
the same roots.
Collaboration skills: The ability to work
successfully with others at school, work, or in life.
Cooperative learning: A teaching strategy
involving teams in a collaborative environment. Each
member of the team is not only responsible for their
own learning , but for getting involved with other
teammates and creating an environment of
achievement.
Critical thinking: The process of conceptualizing,
applying, analyzing, synthesizing, and / or evaluating
information from observation, experience, reflection,
or communication.
Details: Information that supports or explains the
main idea of a text or paragraph.
Echo reading or repetition: Reading of a text
where the teacher reads a line out loud and students
repeat. It is a good way to build pronunciation and
expression when reading.
Elicit: The action of obtaining information from the
students by provoking a response from them.
Graphic components: Illustrations, diagrams,
maps in a text; and how the text is arranged on the
page (layout).
Graphic organizers: Diagrams or other pictorial
devices that summarize and illustrate concepts and
interrelationships among concepts in a text.
Inductive approach: A method where learners
find out rules through the presentation of adequate
linguistic forms in the target language.
Inference: It is a logical conclusion reasoned from
evidence. For example, if the story reads that a
character is crying, you can infer that the character
is sad.
Intended audience: The readers for whom the
author is writing.
Intonation: The melodic pattern of connected
speech that distinguishes one language from others.
Lifelong learning: The continuous building of skills

and knowledge throughout the life of an individual. It
occurs through experiences encountered in the
course of a lifetime.
Main idea: The central idea of a text or paragraph.
Metacognition: Also defined as knowing about
knowing. It includes knowledge about when and how
to use particular strategies for learning or for problem
solving.
Paraphrase: To express what someone else has said
or written using different words, especially in order
to make it shorter or clearer
Plot: The sequence of events in a story.
Scaffolding: A supportive framework that teachers
give children while they are learning a language.
Scan: A reading strategy to seek specific words
and phrases.
Shared reading: Students, in pairs, take turns
reading sections of a text out loud to each other
and ask each other questions about what they have
just read.
Skim: A reading strategy to quickly identify the main
ideas of a text.
Readers theater: A dramatic reading of a text or a
section of a text that is written as a conversation, with
parts divided among readers.
Rhythm: The way some words are emphasized so as
to give the effect of regular beats.
Speech register: The spoken language used for
a particular purpose or in a particular social setting.
It also used to indicate degrees of formality.
Story / Text structure: A set of conventions that
govern different types of texts, such as setting,
characters , plot, climax, ending in a narrative text,
or instructions and materials in an information text.
Syntax: The arrangement of words in a sentence.
Turn-taking: The skill of knowing when to alternate
speaking in a conversation.
Word stress: The relative emphasis that is given
to certain syllables in a word by increasing loudness,
length, or tone of voice.
153
5/4/12 5:04 PM
Unit 1
Formal Assessment
Name:
1
04
Listen to this conversation and answer the questions.
(5 points, 1 each)
1 What did Marco and the Mayor talk about?
2 What didnt they talk about?
3 Where does the pathway for skateboarders take you?
4 Where do they have teen rock dances?
5 What can you do at the Mall?
(5 points, 1 each)
1 You can see the doctor now.

c
2 He said, Do you want pepperoni on that?

3 I love to go to the library. Its very quiet.
4 I want to send this package to my uncle.
5 My sister exercises at the Sports Club.
3 Write the conversation in order. Two are examples.

Can you help me?
Dallas.
How many stamps do I need for this package?
I need to weigh it first. Where are you sending it?
Is that in Texas?
Yes, it is.
Yes, what can I do for you?
(5 points, 1 each)
A:
B: Yes, what can I do for you?
A:
B:
A:
B:
A: Yes, it is.
(5 points, 1 each)
1 a pharmacy / an aspirin, / go to / If / need / then / you /

2 a large / or a small / box / Do / want / you / ?

3 buy / cant / here / stamps / You /

4 a doctor / at / can / see / the hospital / You /

5 cant / doctor / see / The / today / you /

154
Score: (
/ 20 points)
8/31/12 12:09 PM
Unit 1
Formal Assessment
Name:
1 Read the story and match the sentences to the elements in the
(14 points, 2 points each)
The Sun and the Wind

The Sun and the Wind had a discussion. They couldnt decide who was stronger. The
Sun thought he was the strongest. The Wind knew the Sun was wrong. Obviously the
wind was stronger.
One day they saw a man walking in the countryside. He had a heavy coat. Now we
can discover who is stronger, said the Wind. Which one of us can make that man
take off his coat? The Sun agreed.
The Wind began to blow and blow. Then it made rain and cold, but the man pulled his
coat around him. He didnt take it off. Now it was the Suns turn. It got hotter and
hotter and the man took off his coat. The Sun had won.
1 The Sun and the Wind _____
2 Somewhere in the countryside in the past _____
3 The Sun and the Wind had a discussion. _____
4 The Sun made the man take off his coat. _____
5 The Sun won. _____
6 The Sun and the Wind. _____
7 The Wind tried to make the man take off his coat. _____
a) conclusion
b) event 1
c) event 2
d) event 3
e) main characters
f ) setting (time and place)
g) title
2 Circle the correct words.
(6 points, 1 point each)
A man 1) walked / was walking in the countryside. The Sun and the Wind
2) saw / was seeing him. The Wind 3) tried / was trying to remove his coat.
The man 4) didnt take / wasnt taking his coat off. The Sun 5) started / was started
to shine. It 6) got / was getting very hot when the man finally took his coat off.
Score: (
/ 20 points)
155
5/4/12 5:04 PM
Unit 2
Formal Assessment
Name:
1 Read this dictionary entry and answer the questions.
(5 points, 1 each)
1 How many meanings does acercar have in English?

2 How many meanings does acercarse have in English?

3 What does sth mean?
4 What does sb mean?
5 How do you say Come closer in Spanish?
2 Read this dictionary entry and answer the questions.
(5 points, 1 each)
1 How many meanings does long have?

2 What does adj mean?
3 How do you say Cunto mide la mesa? in English?

4 How do you say Hay pocas posibilidades in English?

5 In the long run means:
3 Label the parts of the dictionary entry with the words in the box.
headword
part of speech
phrase
pronunciation
translation
(5 points, 1 each)
1
4
2
3
4 Underline the imperative verb and circle all the connectors.
(5 points, 1 each)
1 First, find the English-Spanish section of the dictionary.

2 Next, be sure how to spell the word.
3 When you find the correct guide words, locate the English word in the page.
4 Then read all the definitions.
5 Do not assume that the first word you find is the correct one.
Score: (
156
/ 20 points)
5/4/12 5:04 PM
Unit 2
Formal Assessment
Name:
10
1 Listen to a radio program and circle T for True or F for False.
(9 points, 1 each)
1 The program is about relationships with friends.
2 The program is interactive.
3 Will has a problem with his parents.
4 He has to take his brother places.
5 Marty had a different problem.
6 Martys best friend went with them.
7 Marty said its boring to go with his best friend.
8 Will doesnt like Martys idea.
9 Will wants to try Martys idea.
2 Complete this conversation with the words from the box.

isnt it
might
problem
welcome
(5 points, 1 each)
what
Host: This is Gerry Kent with Teen Scene. 1)

2)
, Paula! Whats your
Caller: When I want to go to the movies with my friends, my parents always say no.
Host: You 3)
try talking to them. Ask them, Can you go to the movies with us?
Caller: 4) _____________________ do you mean?

Host: You invite them to go with you. Its better than not going to the movies at all,
5)
3 Complete this conversation with the words from the box.

callers
fast
opinion
relevant
(6 points, 1 each)
thought
wasnt
Martha: So what did you think? Did you like that radio program?
Carla: Yeah, I liked it because the 1)
Mark: I dont know. I 2)
Rich: In my 4)
were really funny.

they spoke too 3)
, the host 5)
.
prepared. He didnt
know what to say.

Will: Well, I thought it was 6)
for teenagers.
Score: (
/ 20 points)
157
5/4/12 5:34 PM
Unit 3
Formal Assessment
Name:
1 Read the text and circle T for True or F for False.
(4 points, 1 each)
The first arcade games appeared in the 1920s, they were simple electro-mechanical
devices. In the early 1970s, the first coin-operated video game was created in
Japan. Many more games followed, and some of these games became classics.
Nowadays there are many other video games you can play at home on your
computer. They influence how we talk and how we make friends. You can play
them online with your friends, even if they are at their own houses. Online games will
continue evolving and will become more and more realistic. They will be 3-D and
have voice- and gesture-recognition systems. Youll be able to interact directly with
the characters on the screen.

T
T
T
T
1 Arcade games first appeared in the 1970s.

2 The first coin-operated video games appeared in Japan.
3 There are many different video games today.
4 There will be 4-D games in the future.
2 Answer the questions.
F
F
F
F
(4 points, 2 each)
1 What are video games like today?

2 What will be some of the characteristics of games in the future?

(6 points, 2 each)
1 Gamers / in the game / interact / the characters / will / with

2 games / in other countries / play / will / with people / You

3 in class / Students / textbooks / use / wont

4 Match the two parts of the conversation.
(6 points, 2 each)
1 Climate change wont affect Venezuela.
a) I dont agree. I think it will change.
2 It will soon start snowing in Caracas.
b) Im sure it will.
3 The worlds climate wont be different in ten years.
c) No, it wont. Thats impossible.
Score: (
158
/ 20 points)
5/4/12 5:04 PM
Unit 3
Formal Assessment
Name:
1 Label the diagrams.
brain
(6 points, 1 each)
heart
stomach
lungs
ribs
small intestine
2 Read the text and match the sentences.
(6 points, 1 each)
The adult human body has 206 bones. There are 28 bones in the skull, 26 vertebra, 24 ribs, 2 clavicles,
and 2 scapulae. There are two bones in the pelvis and 30 bones in each of the arms and legs.
1 One arm has
a) one hundred and twenty bones.
2 There are
b) thirty bones.
3 There are only
c) twenty eight bones.
4 The skull has
d) twenty six vertebra.
5 Your arms and legs have
e) two bones in the pelvis.
6 Your shoulders have
f ) two clavicles and two scapulae.
3 Read the text and circle the answers.
(8 points, 1 each)
This is 1) a / an important organ. It is 2) a / the heart. Blood 3) is pumped / pumped by the heart. This
is 4) an / the artery. The heart 5) send / sends blood through the arteries. The lungs 6) bring / is
brought oxygen into the body. The veins 7) bring / brings blood with lots of carbon dioxide to the
lungs. This carbon dioxide 8) cleans / is cleaned by the lungs.
Score: (
/ 20 points)
159
5/4/12 5:04 PM
Unit 4
Formal Assessment
Name:
17
1 Listen to the personality quiz for Alicia and check (3) her options.
(4 points, 1 each)
What do you like to do in your free time?

1 Indoors
read a book

read a magazine

clean my room

listen to music

2
Outdoors
Technology
watch TV
surf the Internet
send e-mails
chatting with my friends
4 Sports
play soccer

play baseball

swim

play volleyball

take the dog for a walk

go to the park
go hiking
go surfing

(7 points, 1 each)
A: Do you like 1) listen / listening to music?

B: Yes, I do, 2) and / but I dont like hip hop.
A: I love 3) listening / to listen to hip hop 4) and / but I like pop too.
B: I enjoy 5) listening / to listen to pop 6) and / because its fun. My brother doesnt like it 7) and /
because hes old. Hes eighteen.
3 Match the questions and answers.

1 Do you like video games?
2 How many games do you have?
3 What kind of games do you like?
(3 points, 1 each)
a) Fifty two.
b) I like action games.
c) Yes, I do.
4 Complete the following questions with question tags.

1 You are a musician,
(4 points, 1 each)
?
2 You like playing the guitar,
3 You can play the piano too,
4 You dont like hip hop,
5 Circle the closure and underline the opening in this conversation.

160
A: Hi there. Are you busy?

B: No, Im not.
A: Can I ask you a question about our homework?
B: Sure.
(2 points, 1 each)
A: What is the opposite of abstract?

B: Concrete.
A: Thanks a lot. See you in class.
Score: (
/ 20 points)
5/4/12 5:04 PM
Unit 4
Formal Assessment
Name:
1 Write the opposites of these feelings.
1 angry
(4 points, 2 each)
2 happy
(7 points, 1 each)
The man was a 1) drum / spy. He wore a 2) disguise / mission. He wasnt wearing his 3) file / trench
coat. People thought he was a 4) file / policeman. He was in my 5) blackboard / bedroom. He
was very 6) angry / happy because I was late. I was playing my 7) guitar / file and singing at the
club.
3 Label the parts of the song.
(4 points, 1 each)
1
Top Secret Mission

2
I was walking down the avenue

Late last night,
When a man approached,
With his eyes burning Bright!
He reached in his trench coat
And pulled out a file.
I hope you like to spy,
He said with a smile!
It was a mission!
A mission!
A top secret mission!
Ive got the permission
for a top secret mission!
I stepped on a plane
And flew across the ocean.
I landed on an island
And put my plan in motion.
Everyone around me
Looked pretty scary.
I had to get in touch
With a man called Harry.
4 Write the correct forms of the verbs in parentheses (past or past progressive). (5 points, 1 each)
Then all the lights 1)
And the walls 2)
Dark ocean water 3)
Then everything 4)
(go out),
(close in).
(rise) to my chin!
(go), black!
I heard myself shout!

I 5)_________ (know)it was all over and Id never get out!
Score: (
/ 20 points)
161
8/31/12 12:10 PM
Unit 5
Formal Assessment
Name:
1 Read this text about the environment. Circle T for True or F for False.
(3 points, 1 each)
The air in our cities is dirty and the sky is often gray. Our air is polluted by car and airplane emissions.
Factories pollute the air with smoke and dangerous chemicals. The rain cant clean our air. It mixes
with the pollutants and creates acid rain that can damage plants and buildings.
We release carbon dioxide into the air when we burn fossil fuels, like gas, oil, and petroleum. This is
changing our climate because these pollutants affect our atmosphere. Now the North and South
Poles are melting. People are trying to do something to make the planet better, but it isnt easy and
it might already be too late.
T
T
T
1 Cars and planes pollute the environment.

2 Fossil fuels release carbon dioxide into the atmosphere.
3 The atmosphere isnt affected by pollution.
F
F
F
(6 points, 2 each)
1 affect / . / are / our atmosphere, / These pollutants, / very dangerous / which

2 are / are / millions of people / our environment / There / to save / trying / . / who

3 cleaner energy sources / . / include / solar power / that / use / We

3 Read the paragraph and circle the best options to complete the sentences. (5 points, 1 each)
My uncle works on an experimental farm. Animals 1) are bred / bred in good conditions. Students
take 2) care of / up them. They study to find 3) down / out about the animals. Some feed them and
others clean and take 4) out / up the garbage. They have wiped 5) down / out dangerous insects.
4 Complete the paragraph with the correct form of the words from the box.
and
because
(6 points, 2 each)
therefore
The Poles are melting 1)________________ sea levels are rising. The environment is changing
2) _______________________ we need to do something to help. We need to do something
3) _________________ its our planet too.
Score: (
162
/ 20 points)
5/4/12 5:04 PM
Unit 5
Formal Assessment
Name:
29
1 Listen to the flight attendant and circle T for True or F for False.
(5 points, 1 each)
T
T
T
T
T
1 This is flight 676 to Paris.

2 If you are going to sleep, dont fasten your seat belt.
3 Use your seat belt to protect you from turbulence.
4 Oxygen masks fall from the overhead compartment in an emergency landing.
5 You must read the safety manual.
F
F
F
F
F
2 Read the paragraph and circle the best options to complete the sentences. (3 points, 1 each)
1) If / In case of there is a fire, break the glass. In case / 2) In case of you need water,
remove the hose. 3) If / In case of high temperatures, put on protective clothing.
(3 points, 1 each)
1 protect / . / to / Wear / your eyes / goggles

2 Look / manual / . / safety / the / through

3 at all times / door / Keep / shut / the / .

4 Rewrite these warnings using must.
(4 points, 2 each)
1 It is obligatory that you wear protective goggles.

2 Keeping to the right is obligatory.

5 Match the signs with the places where you can find them.
a) in a factory
1
b) in a park
2
c) on a street
3
(5 points, 1 each)
d) in a restaurant
e) in an airplane
Score: (
/ 20 points)
163
5/4/12 5:04 PM
Audioscripts
UNIT 1
02 Lesson 1 / Activity 1 / Page 8
Number the pictures in the order you hear them.
Listen and circle T for True or F for False.
Marco: Thank you for receiving me, Mr. Burns.
Mr. Burns: How can I help you?
Marco: Im doing a project at school about our community
services. May I ask you a few questions?
Mr. Burns: Go ahead, young man.
Marco: What type of services do we have here in Greensville?
Mr. Burns: Greensville is a small community but we have
many services. There are four supermarkets, three schools:
elementary, middle school, and high school. The post
office is on Main Street, next to the pharmacy, the City Hall
is right down town next to the library. Oh, and of course
the fire station, we mustnt forget that or the church.
Marco: What services do we have for children?
Mr. Burns: Well, we have the Greensville Zoo and Nature
Center. Children can visit the animals and also handle
and touch baby ducks, rabbits, and so on. There are
many playgrounds in the two parks and we have
swimming pools at the Recreational Center.
Marco: What do we offer Tourists?
Mr. Burns: We have many attractions for tourists; there are
galleries and art centers, theaters, and excellent cinemas,
and of course, the Cosmopolitan Opera in the summer.
Marco: Yes, thats all very interesting but what about
services for young people, like me?
Mr. Burns: Im sure that you can find that information.
Marco: Yes sir, thank you.
Mr. Burns: You are welcome. My assistant will show you out.

Listen to the conversation and complete the
sentences.
Alex: Hey Marco! Hows it going?
Marco: I just had an interview with the Mayor of Greensville. He
gave me some information about services here in town.
Alex: Wow! How interesting!
Marco: Yeah, he told me everything there is in town for
older people, families, and children.
Alex: Whats wrong with that?
Marco: He didnt tell me anything about things for young
people, man. This report is for our group.
Alex: Hey! Dont worry man; I can tell all about places for us.
Marco: Yeah? Like what?
Alex: Look over there. Its the pathway for skateboarders. It
will take you to the basketball courts. We play every day!
And the Recreation Center has a special day for
teen rock dances, they are really good. Remember
that the Cosmopolitan Opera House allows Rock bands
once a month. Those events are always full.
Marco: Yeah, I guess youre right, lets go to the mall.
Alex: Yes! Theres the Mall. We all get together there to eat
and shop. So, cheer up!

Listen to the hip hop song about communities while
you read along. Then answer the questions.
Broadcaster: Community by your local Hip Hopper. Well,
hello all you students now listen to me. Go on and hip
hop about community.
Some people complain about their communities a lot.
They get themselves all twisted in a knot.
The book in the library that hasnt arrived,
and the government offices only work to 5:00.
The doctors office is always full,
And the pharmacist treats you like a great big fool.
You fool, you fool, you great big fool.
But dont forget that when youre in trouble,
The police will be there right on the double.
Your cat sitting at the top of a tree,
has the firemen on the case until hes free.
Hes free, hes free, until hes free.
Good friends and people can talk to me,
In the space you can find at the library.
I like my community with all its craziness,
It can offer us all a lot of happiness.
Happiness, happiness, a lot of happiness.

Listen to the conversations and answer the questions.
1
Boy: Excuse me, sir?
Man: Yes, what can I do for you?
Boy: Can you give me some cough medicine?
Man: Do you want a large or a small box?
Boy: I dont want pills.
Man: But these have extra vitamin C.
Boy: I understand, but I want syrup.
Man: Of course, here you are. That will be $5.00 please.
Boy: Thank you.
2
Man: This is fire station 67, where is the fire?
Girl: There isnt a fire, sir.
Man: What is the problem, then?
Girl: Its my cat. Hes in the tree.
Man: Let me guess. He wont come down.
Girl: No! He cant come down.
Man: OK, Whats your address?
Girl: 608 Greenhill Road. Please hurry!
Man: Dont worry miss, we will be there in 10 minutes.
Girl: Oh, thank you very much, sir. Goodbye.

Listen to the story and complete the text using words
from the box.
The Dog and the Shadow
How Jojo lost his bone
164
AR_TG1_pp164_170_Audioscript.indd 164
5/4/12 12:54 PM
Jojo the dog went to visit his local butcher. He visited him
every day at exactly 11:00 a.m. because the friendly
butcher always gave him a bone. One day the dog
was crossing a bridge over a stream with his bone in his
mouth. He was feeling happy because it was a very big
bone and he wanted to bury it. Suddenly he looked
down into the water and saw another dog with a bigger
bone. This other dog was looking at him. His eyes were
very angry. That other bone looked delicious so, he
immediately let go of his own, and fiercely attacked the
other dog to get his bone. So, he lost both; the one that
he tried to get in the water, because it was a shadow;
and his own, because the stream took it away.
UNIT 2
Listen to a radio program and match the questions to
the answers.
Speaker 1: Good afternoon, everyone. Today we have Dr.
Laura Roberts with some good advice on the topic of
Teens vs. Parents! Welcome to the show, Dr. Roberts.
Speaker 2: Thank you, Jerry. OK. Its very difficult for
teenagers when they dont want to listen to their
parents advice anymore. Its normal for young people
to want to start making their own decisions about their
lives, but unfortunately, sometimes the choices that
teens make are not very good choices. Parents love
their children and want them to be happy and safe,
so they naturally want to give advice to their teenage
children. Many teens dont like that, and they get angry
and argue with their parents.
So please take some advice from me. Teens should
try to remember that their parents love them and are only
trying to help them. Try not to argue with your parents.
You should think carefully about what your parents are
saying. Maybe you dont always agree with them, but try
to remember that they want the best for you.
Mother: Honey, what is that on your new blue jeans?
Teenage boy: What? I dont see anything.
Mother: All over the side of your jeans, a big green stain!
Teenage boy: Oh, that. I was playing baseball with my
friends, and I had to slide into second base.
Mother: Oh, well, no problem! Fortunately, I have Stain
King Laundry Detergent! No more green stains on your
favorite jeans!
Teenage boy: Thanks, Mom. I want my jeans to be blue, not
green!

Listen to the radio program and answer the questions.
Host: Hey, kids! This is Jason Clark with Teen Talk. Today we
have teen counselor Sharon Young, talking about
When Parents Drive You Crazy! Welcome, Sharon!
Guest speaker: Hey, Jason, glad to be here!
Host: OK, heres our first caller. This is Jennifer in Texas. Youre
on the air, so go ahead, Jennifer.
Caller: Hi. I have a problem with my parents. When I want
to go to the mall with my friends, my parents always say
no. They dont think teenagers should hang out at the
mall. But all my friends go there on Saturdays, and I want

to go, too! What can I do?
Guest speaker: Jennifer, this is a common problem for kids
your age. You want to do stuff with your friends, but your
parents dont think its a good idea. So, you might try
negotiating with them.
Caller: What do you mean?
Guest speaker: Well, you could say, Can I go if you go to
the mall, too?
Caller: Oh, I never thought of that! But its SO uncool for my
parents to be at the mall while Im with my friends!
Guest speaker: But your parents dont have to be with you
and your friends. And its better than not going to the
mall at all, isnt it? If you want your parents to be cool,
you have to be cool, too.
Caller: Yeah, I guess youre right. Ill try it!
Host: OK, well be back after a short message from our
sponsor, The Cool Clothes Store!
Girl 1: Hey, look at the cool sandals I just got!
Girl 2: Wow! Those are awesome! Where did you get them?
Girl 1: At The Cool Clothes Store. They were on sale for $10!
Girl 2: Youre kidding. Only $10?
Girl 1: Yeah. Theyre having a big sale, and everything is
50-75% off. Everything!
Girl 2: Wow! Im definitely going to The Cool Clothes Store!
Male voice: Sale ends Saturday.

Listen to another radio program and answer the
questions.
Host: Good morning, teens! Were back at 68.9, Teens Ask
with another great show for you! Today were going to
talk about relationships between brothers and sisters.
Call us with your problems or questions, and lets talk
about them!
We have a caller on the line! This is Will from Florida.
Go ahead, Will, youre on the air!
Caller 1: Hi. Uh, I have a problem with my parents. I have my
drivers license now, and my parents always ask me to
take my little sister places. Shes only 12 years old, and
its really boring! I can never do what I want to do! And
my friends laugh at me when Im with my little sister!
What can I do?
Host: Wow, thats a real problem, buddy! What do you think,
callers? Can anyone help Will with his problem?
We have another caller! This is Marty from California.
Youre on the air, Marty!
Caller 2: Hi. Yeah, I had the same problem with my parents.
I had to take my little sister places, too. So I decided to
ask my best friend to go with me sometimes. Hes always
happy to go, and its more fun that way. Also, now my
parents let me use the car more because Im helping
them. Maybe Will could do something like that.
Host: So, Will, what do you think of Martys idea?
Caller 1: That sounds pretty good. I think Ill try it.
Host: OK! Thanks for your great suggestion, Marty! Now its
time for a break, and when we come back,
165
5/14/12 9:01 AM

Listen to people giving opinions about a radio
program. Circle P for Positive opinion and N for
Negative opinion.
1 I didnt like the speaker. She was too formal.
2 The music made it more fun, and that scream was
awesome!
3 It was boring because there was no music.
4 The ads werent interesting because they were for adults,
not teens.
5 The program was interactive, more interesting.
6 The speaker respected teens.
UNIT 3
Listen to this extract from an interview about video
games and match the persons predictions about
the future.
Host: Welcome to the Tokyo 2013 Game Show! My name is
John Kenzo and Ill be your host. Here on my right is the
famous game designer, Yoshi Suda. Yoshi, can you give
us some insights on the future of video games?
Yoshi: Well, multi-buttoned video games will be a thing of
the past. Online games will rule!
Host: But online games are complicated.
Yoshi: Online games wont be complicated any more. They
will be user-friendly.
Host: Amazing! Any other hot news for this year?

Now listen to the weather forecast and circle T for
True or F for False.
Meteorologist: This week will be an interesting week in terms
of the weather. Monday will be hot and sunny but that
will change on Tuesday. Tuesday and Wednesday will
be cloudy and cool and Thursday will be hot again.
Friday is the start of the weekend. Lets cross our fingers
and hope it will bring good weather.

Listen to the conversation and put a cross ( ) under
the body part that is not described.
Myslim: Once the food is in the stomach, its muscles begin
to move. The food is mixed with different acids to break
it down. See that lining?
Pepe: I think it protects the stomach from the acids.
Myslim: Thats right! There are two intestines in the system
the large and the small intestines. The small intestine
is not really small; its twenty feet in length. It uses the
digestive juices to break down the food. See those
finger-like things?
Pepe: Yes, what are they?
Myslim: Theyre the villi. They absorb nutrients from the food
Wait till you meet stinky! Its the large intestine. It makes
the feces from water, undigested food, and bacteria.
Its only five feet long, including the colon. Its called
the large intestine because its wider than the small
intestine. It takes about twenty hours for food to pass
through it!

Listen to Myslim and circle T for True or F for False.
Myslim: What happens to food after it is eaten? During
digestion, food passes through the digestive system. The
stomach mixes food with different acids. Then it goes
into the small intestine. Did you know that there are two
intestines? They are the small intestine and the large
intestine. The small intestine is twenty feet long; it is longer
than the large intestine. The large intestine is only five
feet long, but food goes through it very slowly.

Listen to Myslim talk about the skeletal system and
take notes about the spine and the muscles.
Myslim: This is the Skeletal System.
Pepe: Cool! A skeleton!
Myslim: Right! You know, the bones in your body are very
much alive and theyre the ones that give our body its
shape. Your body is made up of many different bones.
Pepe: How many bones do we have?
Myslim: Two-hundred and six! The central support for the
body and the rib cage is called the spine. Its made
up of little spongy bones called vertebrae. Theyre
surrounded by a layer of cartilage that keeps the bones
from rubbing against each other. Who do you think is in
charge of movement?
Pepe: The muscles!
Myslim: Absolutely! Your bones need a lot of help in order to
move. You have more than 600 muscles in your body.
Pepe: That means we have more muscles than bones!
Myslim: Right! The muscles keep the body warm, lungs
pounding, and intestines in place. You can bend, jump,
or stretch and the muscles make themselves larger
or smaller.
Pepe: Sweet!
UNIT 4
Listen to the conversation and number the following
sentences in the order you hear them.
Fiona: Hi, Alicia!
Alicia: Hey, Fiona, come and sit over here. How are you?
Fiona: Really great! I have the new Teen magazine. Theres
a cool personality quiz.
Can I ask you some questions?
Alicia: Oh! That sounds like fun.
Fiona: OK First of all, what do you like to do in your free
time?
Alicia: Hmmm. Well, I do my homework
Fiona: Yeah but thats not really free time, is it?
Alicia: Thats true. Hmmm, I like to read magazines but
I dont have much time. I like to take the dog for a walk.
I also enjoy texting with my friends a lot and hmmm
Fiona: Do you like chatting on the Internet?
Alicia: I dont like chatting. I hate spending hours on the
computer.
Fiona: Right, and what about sports? You play volleyball,
dont you?
Alicia: Yes, I do. I love playing volleyball and of course,
I love watching TV.
166
5/14/12 9:08 AM
Fiona: And what TV programs do you like?

Alicia: I like science and nature shows. But I also like music
video shows.
Fiona: Hmmm let me see. Well, you have some things in
different categories. It says here that on the whole you are
a pretty well balanced person. Yeah! That sounds like you.
Alicia: Oh, thats nice. Thanks.

Listen and check ( ) the personality quiz for Ben.
Sissy: Hey Ben! Check this out! Its an online personality test.
Ben: Cool!
Sissy: Ill ask you What do you like to do in your free time?
Number one Do you like
a) doing homework?
b) walking the dog?
c) knitting?
d) surfing the Internet?
Ben: Knitting! Are you nuts! I hate that! I like walking the dog.
Sissy: Number two How about
a) cleaning your room?
b) playing basketball or soccer?
c) drawing?
d) texting with your friends?
Ben: Whats texting?
Sissy: You know, sending instant messages on your phone.
Ben: Oh, I understand. What was the question again?
Sissy: Do you like
a) cleaning your room?
b) playing basketball or soccer?
c) drawing?
d) texting with your friends?
Ben: Easy. Playing soccer or basketball.
Sissy: Number three Do you like
a) watching TV?
b) hiking?
c) cooking?
d) playing video games?
Ben: Oh, I love playing video games!
Sissy: Lets see your result Hmmm, it says you are a bit of
a Sport Billy!
Ben: Thats me little sis. Im outta here. Gotta go and play
basketball with my friends.

Listen to the conversations and match the hobbies to
the celebrity.
1
A: Hi. I see you are reading a music magazine.
B: Hi.
A: Who is your favorite singer?
B: Fergie, because she is an amazing singer and we like the
same things.
A: Oh, really? What things does she like?
B: She likes fashion, listening to music, singing and watching
American Football.
A: Do you like American Football?
No, I dont like American Football because its boring.
But I like fashion, listening to music, and singing.
B: Thats interesting.
2
A: Hi! Can I talk to you about your favorite celebrity?
B: Yes.
A: Hmm. Dont tell me Jaden Smith is your favorite
celebrity, isnt he?
B: Oh, yeah! Hes a really good actor and hes very sporty.
He enjoys practicing capoeira and kung fu.
A: You like martial arts, dont you?
B: Yeah! I like it because its a fun way to learn, to
concentrate, and get fit.
A: Sorry, I interrupted you were talking about Jaden Smith.
B: Well He also likes playing basketball, baseball, soccer,
and he likes hanging out with friends, watching movies,
and listening to music.
A: You like watching movies and listening to music,
dont you?
B: Yes, I do.
A: Oh, cool! Thanks for talking to me.
3
A: Do you mind if I ask you a question?
B: Go ahead.
A: Who is your favorite celebrity?
B: I like Justin Bieber because I like his music. Also, we are
both musicians.
A: You play the guitar, dont you?
B: Yes, I do. So does Justin. He also plays the drums, the
guitar, and the keyboards.
A: Oh, I didnt know that. Thanks.

Listen to the conversation and complete the
sentences.
A: Hi! Can I talk to you about your favorite singer?
B: Yes.
A: Hmm. Dont tell me Taylor Swift is your favorite
celebrity, isnt she?
B: Oh, yeah. Shes a really good singer and shes very
original. She enjoys singing and dancing and she likes
playing the piano.
A: You like playing the piano, dont you?
B: Yeah! I like it because its a fun way to express yourself.
A: What else does Taylor Swift like?
B: Well She also likes art. She likes hanging out at art
galleries, watching movies and listening to music.
A: You like watching movies and listening to music,
dont you?
B: Yes, I do.
A: Oh, cool. Thanks for talking to me.

Listen to the song and underline the best option.
Top Secret Mission
I was walking down the avenue
Late last night
When a man approached,
With his eyes burning bright!
He reached in his trench coat
And pulled out a file.
167
5/4/12 12:54 PM
I hope you like to spy,

He said with a smile!
Chorus:
It was a mission!
A mission!
A top secret mission!
Ive got the permission
for a top secret mission!
I stepped on a plane
And flew across the ocean.
I landed on an island
And put my plan in motion.
Everyone around me
Looked pretty scary.
I had to get in touch
With a man called Harry.
Camping near the water!

Camping by the sea!
Camping by the waterfall!
A camping life for me!
Dont forget the tent poles.
Dont forget the string.
Dont forget the little bag
You put the tent poles in.
Dont forget the flashlight.
Dont forget my hat.
Dont forget the sleeping bag.
Dont forget the mat.
[Chorus]
[Repeat verse 1]
[Chorus]
[Chorus]
Are you Harry?
I asked a strange looking guy.
Who wants to know? he said,
looking very sly.
Then he reached behind his head
And pulled off his disguise.
When I saw his face I could not believe my eyes!
[Chorus]
Then all the lights went out,
And walls were closing in.
Dark ocean water was rising to my chin!
Then everything went black!
I knew it was all over and Id never get out!
[Chorus]
I kicked my legs so I was able to float,
I was pulled from the water
By the man in the boat.
There you are, he said,
Ive been looking for you.
Are you ready to go on
Mission number two?
[Chorus]

Label the parts of the following song using words from
the box.
A Camping Life
Chorus:
Camping near the water!
Camping by the sea!
Camping by the waterfall!
A camping life for me!
At last Im at the campsite.

I take a look around.
This is by far
The prettiest place
That Ive ever found.
And heres the spot Ive paid for:
Its worth every cent.
But, wait, whats this? Oh no!
I forgot my tent.

Listen and write the verbs in the past tense.
Top Secret Mission
Then all the lights went out,
And walls were closing in.
Dark ocean water was rising to my chin!
Then everything went black!
I knew it was all over and Id never get out!
[Chorus]
I kicked my legs so I was able to float,
I was pulled from the water
By the man in the boat.
There you are, he said,
Ive been looking for you.
Are you ready to go on
Mission number two?

Number the musical genres in the order you hear them.
1
2
3
4
5
(Classical music fragment)

(Rock music fragment)
(Jazz music fragment)
(Country music fragment)
(Pop music fragment)
168
5/15/12 4:03 PM

Listen to the song. Complete with words from the box.
When I Feel Sad
When I feel sad,
When I feel lonely,
I pick up the phone
And call my friend.
However I feel
Whatever I say,
My friend lets me know
That everythings okay.
Chorus:
Are you Ok?
My friend asks me.
Cheer up! Dont worry!
Are you Ok?
My friend asks me.
Cheer up! Dont worry!
Ill always be your friend.
However I feel,
Whatever I say,
My friend lets me know
That everythings okay.
When something seems
Too difficult for me to do
And I dont want to try.
Dont give up!
My friend will say
And I feel stronger
To face the day!
Are you Ok?
My friend tells me
Are you Ok?
My friend asks me
[Repeat verse 2]
Are you Ok?
My friend tells me

Listen to the song and complete.
When I Listen to a Song
Sometimes Im happy
And sometimes Im sad.
Sometimes Im angry
And sometimes Im glad.
But I always feel happy
When I listen to a song!
Im happy when I listen to
A song!
Chorus:
Shoo be doo ba,
Shoo be doo ba ba!
Shoo be doo ba,
Shoo be doo ba ba!
A song!
Sometimes Im frightened
And sometimes Im amused.
Sometimes Im lonely
And sometimes Im confused.
A song!
[Chorus x 2]
Sometimes Im joyful
And sometimes Im surprised.
Sometimes Im nervous
I can feel scared or shy.
A song!
[Chorus x 2]
27 Product 2 / Activity 1 / Page 124

Listen to these song fragments and describe how
they make you feel.
UNIT 5
Listen to the interview with an organic farmer and
take notes.
Interviewer: Steven Wallace is an organic farmer who has
opinions on organic farming. I went to catch up with
him on his farm in Missouri. Hi Steven its a pleasure to
meet you. So, first of all, can you tell us what organic
farming is?
Steven: Well, organic farming is about growing crops
that have not been sprayed by pesticides or other
chemicals, and are totally natural. Organic farmers
concentrate on feeding the soil so that it has more
nutrients, instead of feeding the plant with chemicals.
Interviewer: OK. Is it only related to the food we eat then?
Steven: No, it isnt! Its also related to cotton plants which
we use to make our clothes with, to grain plants which
is used to feed our livestock, and to plants used for
pharmaceutical or medical products!
Interviewer: So how exactly is organic farming different from
factory farming?
Steven: Factory farming is mostly concerned about producing
in mass quantity. It uses pesticides and chemical based
products which can seriously affect your health. There is
nothing natural about it and it is only concerned about
numbers, not about safety issues. Organic farming is
concerned about producing a healthy, natural product,
even though its smaller in number.
169
5/4/12 1:06 PM
Interviewer: How does factory farming affect the

environment?
Steven: Well, it uses oil to make pesticides and fertilizers
which cause contamination, and also they use more
tractors because they have more crops so that causes
pollution, too.
Interviewer: So, all round organic farming is better off. Now,
can you tell us about one of the crops you grow?
Steven: Yes, how about cotton? Well, first of all, cotton is
grown in warm climates. After one crop is cut down the
tractor turns over all the soil and it is laid in rows. Then,
in the spring, the right amount of seed is dropped in
the soil and covered. The cotton seeds are watered.
Grass and weeds are pulled out by special machines.
After two months the plant has grown and flowered.
The flower bursts and cotton appears. The cotton is
harvested by a special machine. It is then stored for
production.
Interviewer: Wow, it sounds fascinating!
Steven: It is. Being an organic farmer is the best job in
the world!
Interviewer: Well, thanks for your time Steve, and good luck
for the future.
Steven: Thank you. Youre welcome.
29 Lesson 3/ Activity 4 / Page 143

Listen to the information and number the situations in
Activity 3 in the order you hear them.
1
Flight attendant: Good evening ladies and gentlemen, and
welcome aboard flight 767 to London. May we have
your full attention while we explain our in-flight safety
instructions. We ask all passengers to keep their seat
belts on at all times if possible. If you choose to sleep,
please fasten your seat belt over your blanket in case
of turbulence. This way we will not have to disturb you.
In case you need to go to the bathroom you may move
around the aircraft. In case of an emergency landing,
oxygen masks will fall from the overhead compartment.
Place your own mask before helping others. If you have
any further questions you can ask our on board crew or
look through the safety manual in the seat pocket in
front of you. We hope you have a pleasant flight.
2
Paintball Instructor: Hey there everyone and welcome to
Paintball City. Now, some rules before we get going.
If you are hit by a pellet and it bursts on your clothes or
gun, youre out. If you are hit by a pellet and it doesnt
break you are not out. Decide how many minutes you
will play. In case of tiredness take a break between
games to recuperate energy. You must wear goggles
to avoid damaging your eyes.
correctly. When you jump, keep as straight as possible.

You are allowed to scream if you want. Once you have
stopped bouncing, the man at the bottom will grab you
and untie you. Have a good jump, and enjoy it!

Listen to the extract and number the signs you hear
mentioned in the correct order.
1
Narrator: When Juan got on the bus he sat behind the driver
and immediately noticed a large yellow and red button
next to his seat that said EMERGENCY STOP. That sounds
safe, he thought, and pushed it. An alarm sounded in
the bus. Oops! Sorry, said Juan, just checking.
Put your seat belt on, moaned the driver and
only press that button in case of an emergency.
On the way to the chocolate factory there were all
kinds of road signs. Juan usually rode his bike to school
so he was used to reading them. He was worried about
so many signs and he wanted to help the driver, Oh,
watch out! Dont go over the speed limit. Its only 50
kilometers an hour Oh, watch out! You have to stop
at the pedestrian crossing here. Oh, watch out! You
cant go down there. Thats a one way street.
2
Narrator: A factory guide pointed out that there were
some signs with rules that they would need to follow.
You must wash your hands before we enter the food
preparation area. You have to wear a hairnet so that
no hair falls into the product, she said pointing to the
caution signs. There are no cameras allowed inside
the factory!

Listen to the police officer talk about the Highway
Code and write down the information you hear about
the following signs.
Police Officer: Hello everybody and welcome to our talk on
the Highway Code. As you are old enough to ride your
bikes around town, we want to explain how to follow
the road signs so you are always safe.
First of all, you must always wear a helmet and keep
to the cycle lanes. If there is a stop sign, you must stop.
If you dont stop you are at risk. You must always keep
to the right. If you keep to the right you allow others
who are riding faster than you to overtake safely. If there
are traffic lights, dont pass a red light. You must always
wait for a green light. Remember to follow the routes
carefully. If there is a lane with a No Entry sign, you are
to keep to the lane you are in and follow the correct
route. Now, we are going to go outside as we have set
up a practice area to see how well you ride your bikes
and how well you follow the rules! This way please.
3
Bungee Instructor: Before you go on the bungee we will do
some safety checks. In case you get nervous, you cant
change your mind! Ha, ha! Only kidding. We will tie the
safety harnesses and check that the bands are secured
170
5/14/12 9:06 AM
Answer Key for Reader Comprehension Questions

Unit 1
Unit 2
Unit 3
Chapter 1
Chapter 3
Chapter 5
Activity 1, page 17
1 T; 2 T; 3 F; 4 F; 5 T
Activity 1, page 43
1 It can help you add new words
to your vocabulary and learn the
meanings of unfamiliar words
that you see or learn. 2 symbols
and abbreviations; 3 types of
words; 4 the user knows that all
the words on the page are listed
alphabetically between the two
guide words. 5 pronunciation;
6 look for extra information like
explanations, expressions, and
examples that show how the word
is used.
Activity 1, page 69
1 A. S. Douglas developed
Noughts and Crosses to get his
doctors degree. 2 All devices are
converging. 3 Because the games
are becoming a more realistic
experience. 4 You will be able to
teleport into the digital grid.
Activity 2, page 43
Answers may vary.
Chapter 6
Activity 2, page 17
1 transportation, recreation, food
services, library; 2 Answers may
vary. 3 You can ride horses.
4 Summer; 5 Answers may vary.
Chapter 2
Activity 1, page 30
1 On an island; 2 She sold some at
the fishermens market and made
clam soup with the rest. 3 Behind
the rocks; 4 He took the pup in
his arms. Then put the pup down
in the water. 5 Because the water
tide was rising; 6 Two women.
Activity 2, page 30
1 b; 2 c; 3 a;
Chapter 4
Activity 1, page 56
1 d; 2 b; 3 a; 4 e; 5 c
Activity 2, page 56
1 radio program; 2 improve;
3 listen; 4 Teen Talk, Teens in
the 21st Century; 5 blog
Activity 3, page 56
Answers may vary.
Activity 2, page 69
1 T; 2 T; 3 T; 4 F
Activity 3, page 69
b
Activity 1, page 82
1 He dreamed of an amazing
journey inside his body. 2 He
traveled inside his body. 3 He
was studying the human body and
fell asleep. 4 Answers may vary.
Activity 2, page 82
Answers may vary.
Activity 3, page 82
7; 3; 5; 1; 2; 6; 4
171
AR_TG1_pp171_176_End_matter.indd 171
7/16/11 12:07 AM
Unit 4
Unit 5
Chapter 7
Chapter 9
Activity 1, page 95
1 53.6 millions; 2 She didnt use
the Internet or cell phone. 3
Now teenagers use mp3 players.
4 Answers may vary. 5 Answers
may vary. 6 Answers may vary.
Activity 1, page 121

1 a; 2 a; 3 c; 4 b
Activity 2, page 95
1 F; 2 T; 3 F

3; 5; 2; 4; 1
Chapter 8

1 worried; 2 bad; 3 happy

1 Brenda, Daren, Candice, Evan,
and Lily; 2 In a summer music
camp; 3 afraid; 4 frustrated;
5 cooperating, brainstorming
ideas, jamming together;
6 Answers may vary.

Answers may vary.
Chapter 10

Answers may vary.

1 trumpet; 2 drums; 3 singer;
4 guitarist; 5 bassist
172
8/31/12 12:30 PM
Answer key for Self-Tests

Unit 1
Unit 3
Unit 5
Learning Environment 1 (p. 166)
1 a 3b; b 4e; c 5d; d 2a; e 1c

2 a) In a hospital: 2; b) In a library:
1 1 will be / will become; 2 will not
1 1 Carbon dioxide which is released
disappear / will not buy / will buy
into the atmosphere, causes global
3, 1
1 1 loved; 2 was hunting; 3 stopped; 4

fell; 5 was looking
2 1 was; 2 was building;

3 didnt look; 4 took; 5 gave
Unit 2
1 a) Noun; b) verb; c) adjective;

c) noun; d) adjective
2 First, open your books to page 45.

Then, find Activity 2 and read the
text there. Next, complete the
missing words. After that, read it
again to make sure you did it right.
Finally, switch books with a
classmate to check your answers.
1 a) Good afternoon, everyone;

Welcome to the show, Dr. Adams;
b) Hey, look at the cool sandals I
just got!; Awesome!; Hey, Paul, glad
to be here!
2 1 d; 2 e; 3 a; 4 b; 5 c
2 1 wont rain; 2 wont last;
warming. 2 The air that is polluted
3 is going to rain; 4 is going to
by car and factory gases often looks
snow; 5 will bloom
dirty. 3 Rain which mixes with
1 1 the; 2 The, removes; 3 An,

transports
2 1 Five liters of blood are pumped by

the heart in one minute. 2 Eighty
percent of the brain is made up of
water. 3 More muscles are required
to frown than to smile. 4 Two
hundred muscles are used when
you take a step. 5 Oxygen is carried
to the rest of the body by the blood.
pollutants, ends up as acid rain.

4 Acid rain can wipe out entire
forests that give us fresh air.
5 People who look after the planet
are making great efforts to bring
down greenhouse gas emissions.
2 1 because; 2 causing;
3 as well as; 4 so; 5 also
1 1 C; 2 I; 3 S; 4 P; 5 I
2 1 c; 2 e; 3 a; 4 b; 5 d
Unit 4
1 1 like; 2 dont like; 3 enjoy;

4 hate; 5 love
2 1 c; 2 a; 3 d; 4 b; 5 e
1 1 flew; 2 took; 3 was fishing;

4 asked
2 sad, glad
3 title; chorus; verse; chorus
173
8/31/12 12:13 PM
Answer Key for Formal Assessments

Unit 1
1 1 Services in town; 2 Things for
sure how to spell the word. 3 When

you find the correct guide words,
locate the English word in the page.
4 Then read all the definitions.
young people; 3 The basketball
5 Do not assume that the first word
courts; 4 The Recreation Center;
you find is the correct one.
5 Eat and shop
2 1 d; 2 c; 3 b; 4 e; 5 a
3 A: Can you help me?
B: Yes, what can I do for you?
A: H
ow many stamps do I need
for this package?
B: I need to weigh it first. Where

are you sending it?
A: Dallas.
B: Is that in Texas?
A: Yes, it is.
4 1 If you need an aspirin, then go to
a pharmacy. 2 Do you want a large
1 1 F; 2 T; 3 T; 4 F; 5 F; 6 T; 7 F; 8 F; 9 T
2 1 Welcome; 2 problem; 3 might;
4 What; 5 isnt it
3 1 callers; 2 thought; 3 fast; 4

opinion; 5 wasnt; 6 relevant
Unit 3
1 1 F; 2 T; 3 T; 4 F
2 1 There are many / They influence
2 1 listening; 2 but; 3 to listen; 4 and;

5 listening; 6 because; 7 because
3 1 c; 2 a; 3 b
4 1 arent you; 2 dont you; 3 cant
you; 4 do you
5 underlined: Hi there. Are you busy?

circled: Thanks a lot. See you in class.
1 1 glad; 2 sad
2 1 spy; 2 disguise; 3 trench coat;
4 policeman; 5 bedroom; 6 angry;
7 guitar
3 1 title; 2 verse; 3 chorus; 4 verse

4 1 went out; 2 were closing in; 3 was
rising; 4 went; 5 knew
Unit 5
or a small box? 3 You cant buy
how we talk / how we make
stamps here. 4 You can see a doctor
friends / You can play them online;
at the hospital. 5 The doctor cant
2 More realistic / 3-D / have voice-
1 1 T; 2 T; 3 F
2 1 These pollutants, which affect our
see you today.
and gesture-recognition systems /
atmosphere, are very dangerous.
interact with characters
2 There are millions of people who
1 1 g; 2 f; 3 b; 4 d; 5 a; 6 e; 7 c
2 1 was walking; 2 saw; 3 tried;
4 didnt take; 5 started; 6 was getting
Unit 2
1 1 2; 2 2; 3 something; 4 somebody;
5 Acrcate
2 1 6; 2 adjective; 3 How long is the

table? 4 Its a long shot. 5 a largo
plazo
3 1 headword; 2 pronunciation;
3 phrase; 4 part of speech; 5 translation
4 1 First, find the English-Spanish
section of the dictionary. 2 Next, be
3 1 Gamers will interact with the

characters in the game. 2 You will
play game with people in other
countries. 3 Students wont use
textbooks in class.
4 1 a; 2 c; 3 b
1 1 heart; 2 stomach; 3 ribs; 4 lungs; 5

brain; 6 small intestine
2 1 b; 2 d; 3 e; 4 c; 5 a; 6 f
3 1 an; 2 the; 3 is pumped; 4 an; 5 sends;
6 bring; 7 bring; 8 is cleaned
Unit 4
are trying to save our environment.

3 We use cleaner energy sources
that include solar power.
3 1 are bred; 2 of; 3 out; 4 out; 5 out

4 1 and; 2 therefore; 3 because
1 1 F; 2 F; 3 T; 4 T; 5 F
2 1 If; 2 In case; 3 In case of
3 1 Wear goggles to protect your eyes.
2 Look through the safety manual.
3 Keep the door shut at all times.
4 1 You must wear protective goggles.

2 You must keep to the right.
5 1 e; 2 d; 3 a; 4 b; 5 c
1 1 read a magazine; 2 take the dog for

a walk; 3 watch TV; 4 play volleyball
174
8/31/12 12:20 PM
Bibliography for Teachers

De Bolt, Virginia, Write! Cooperative Learning and the Writing Process. San Clemente : Kagan
Publishing, 1998
Harmer, Jeremy, How to Teach English. Upper Saddle River, NJ : Pearson ESL, 2007
Lewis, Gordon, Teenagers. Oxford : Oxford University Press, 2007
Nuttall, Christine, Teaching Reading Skills in a Foreign Language. Oxford : Macmillan, 2005
Seymour, David & Popova, Maria, 700 classroom Activities. Oxford : Macmillan, 2008
Stone, Jeanne M., Cooperative Learning & Language Arts. San Clemente : Kagan Publishing, 1994
Stone, Jeanne M., Cooperative Learning Reading Activities. San Clemente : Kagan Publishing, 2000
Stone, Jeanne M., Cooperative Learning Writing Activities. San Clemente : Kagan Publishing, 1998
Tate L., Marcia, Graphic Organizers and Other Visual Strategies: Engage the Brain. Thousand Oaks :
Corwin Press, 2008
Reference Websites
For the Teacher
One Stop English: http://www.onestopenglish.com/
Macmillans resource site for English language teachers.
Teaching English: http://www.teachingenglish.org.uk/
BBC and the British Councils site for classroom materials and teacher development.
Adolescent Literacy: www.adlit.org
Literacy resources for parents and educators.
For Students
Learn English: http://learnenglish.britishcouncil.org/
A site that includes games, songs, stories, listening activities, and grammar exercises.
BBC Bitesize: http://www.bbc.co.uk/schools/ks3bitesize/
A website provided by the BBC, with interactive activities for years 7, 8, and 9 in
the English school system.
The Podcast Directory: http//www.podfeed.net
A listing of imaginative and informative podcasts with a variety of topics.
Teen Reads: http:// teenreads.com
A website with numerous sections to connect teens with the love of reading.
Kids Love to Know: http://www.kids.lovetoknow.com
Numerous topics for helping children, parents, and teachers.
175
7/16/11 12:07 AM
Tracklist
Track
Contents
Page(s)
Unit 1
1
Introduction
Lesson 1, Activity 1
15
16
26
Unit 2
52
54
10
57
11
59
Unit 3
12
70
13
75
14
82
15
83
16
93
Unit 4
17
98
18
101
19
104
20
107
21
113
22
116
23
117
24
118
25
118
26
122
27
Product 2, Activity 1
124
Unit 5
28
139
29
143
30
148
31
Lesson 4, Activity4
149
176
7/16/11 12:07 AM

All Ready Teachers Guide 1

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Teachers Guide

Lizalde Riva Palacio Prieto Alcntara Hewitt

cin lvaro Obreg

loridaan Publishers S.A. de C.V. Mn, 01030

Lizalde Riva Palacio Prieto Alcntara Hewitt

Donaghey Rogers Maruniak Varela Flavel Carmichael

Macmillan Publishers, S.A. de C.V.

ISBN de la serie: 978-607-473-329-7

Literary and Ludic

Formation and Academic

Unit 4 page 101

Macmillan Publishers, S.A. de C.V., 2013.

Donaghey Rogers Maruniak Varela Flavel Carmichael

Delegacin lvaro Obr

Stage 1: I know: Each lesson begins with an activity designed to activate

Lizalde Riva Palacio Prieto Alcntara Hewitt

Classroom Management box: This gives methodological or class management suggestions,

Other resource material:

Comprehension questions and glossary

Helpful ideas for using All Ready! 1

Moving on to creativity, it is often at the idea stage where students fall

Familiar and Community

Social Practice: Understand and convey information

about goods and services.

those of the native tongue.

Specific Activities: Provide and be provided with

information about performing a community service.

Structures and Sample Language: structure of dialogue;

connectors (if, then); modal verbs (Can you ?,

What can ?, You can)

All ready to share

Literary and Ludic

Can use known comprehension strategies.

Social practice: Read and understand different types

Can recognize central sense from some details.

of literary texts from English-speaking countries.

Can formulate and answer questions in order to locate

Specific activities: Read classic tales and write a

short story based on them.

Can express personal reactions to literary texts, using

Structures and Sample Language: graphic and text

known oral expressions.

components (bold, italics, title, subtitle); elements in

Can retell events using images.

narrative (setting, character, events, conclusion, climax);

Can organize sentences into a sequence of actions.

general ideas and specific information; simple past, past

All ready to share

Formation and Academic

Can locate and read the definitions of words both in

Social practice: Understand and write instructions.

English and Spanish.

Specific activities: Write instructions to use a bilingual

Can understand the use of upper case letters, lower

case letters and abbreviations in a dictionary.

Structures and Sample Language: parts of speech (noun,

Can complete and compose sentences in order to

verb, adjective, adverb, pronoun, preposition,

Can remove and / or add information to edit an

Familiar and Community

Can identify words used to link ideas.

Social practice: Interpret and convey information

Can detect speech register.

published in various media.

Can use known comprehension strategies.

Can recognize central sense from some details.

Can formulate and answer questions in order to locate

Can express personal reactions to literary texts, using

Can retell events using images.

Can organize sentences into a sequence of actions.

Can locate and read the definitions of words both in

Can understand the use of upper case letters, lower

Can complete and compose sentences in order to

Can remove and / or add information to edit an

Can answer questions to express opinions or points

Can answer questions in order to give a

Can rewrite and compose sentences.

Can organize terms and descriptions into a table.

Can compose sentences in order to write notes.

Can verify spelling conventions in order to edit

Can link main ideas in songs.

Can formulate and answer questions about the

Can compare information using known expressions.

Can sing verses and choruses of songs.

Can detect rhythm, speed and intonation of songs.

Can identify and distinguish types of sentences that express main

Can use various strategies in order to point out relevant

Can select information in order to rewrite and paraphrase

Can organize sentences to make a paragraph.

Can point out and solve doubts in order to edit notes.

Can adjust volume, tone, and intonation to emphasize

Can understand conditional and non-conditional