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we

Secondary

1
Teachers G
Teachers Guide
uide

INTRO
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AM
Av. Ro Mixcoac No. 274, Col. Acacias
Del Benito Jurez, C.P. 03240, Mxico, D.F.

Yes, We Can! Secondary is a collective work written and edited by the following team: Claudia Bonilla,
Griselda Cacho, Jacaranda Ruiz

Publisher: Justine Piekarowicz


Proofreading: Marie Deer
Design Supervisor: Marisela Prez
Design: Orlando Llanas
Cover Design: Orlando Llanas
Art Direction: Celia Alejos, Karla vila, Orlando Llanas
Layout and DTP: Gina Castaeda, Karen Esquivel, Orlando Llanas,
Erick Lpez, Daniel Meja, Jess Prez, Oscar Pozos

Technical Coordination: Salvador Pereira


Technical Assistance: Susana Alcntara, Julin Snchez, Daniel Santilln

Illustrations: Erick Arellano, Sheila Cabeza de Vaca, Gustavo Del Valle,


Guillermo Graco, Diego Llanso, Teresa Martnez, Javier Montiel, Grupo Pictograma

Photographs: AFP: pp. 41(Clasos.com), 47 (KAZUHIRO NOGI), 47 (DIMITAR DILKOFF); Photos.com:


AbleStock.com p. 94; Comstock p. 24; Digital Vision p. 94; Hemera p. 46; iStockphoto pp. 24, 26, 28 (John
Foxx), 34, 36, 37, 40, 41,43, 46, 48, 55, 56, 58, 59, 63, 70, 75, 77, 79, 83, 84, 86, 90, 92, 94, 123; Lifesize p. 24;
Photodisc p. 46; Photos.com p. 39 (Jupiterimages); PhotoObjects.net p. 35 (Hemera Technologies); Stockbyte
p. 39 (John Foxx); Richmond Archive pp. 5, 7, 8, 9, 14, 16, 20, 24, 25, 27, 28, 29, 30, 32, 33, 36, 37, 41, 44,
45, 49, 94, 95, 96, 100, 101, 102, 119; Thinkstock.com: Brand X Pictures pp. 4, 41 (Jupiterimages, Brand X
Pictures), 43, 135; Comstock pp. 5, 103; Creatas pp. 58, 69, 135; Digital Vision pp. 48, 58, 92; Goodshoot pp.
48, 95; Hemera pp. 4, 5, 7, 11, 26, 28, 36, 37, 40, 43, 45, 46, 50, 51, 60, 85, 88, 90, 91, 95, 100, 103, 123, 135;
iStockphoto pp. 4, 5, 7, 8, 11, 45, 48, 51, 52, 53, 69, 70, 73, 85, 95, 99, 103, 135; Jupiterimages p. 9; Photodisc
pp. 5 (Michael Blann), 5 (Ryan McVay), 7 (David De Lossy), 9 (Kim Carson), 9 (Jack Hollingsworth), 35
(Jerry Yulsman), 77, 84 (Duncan Smith); PhotoObjects pp. 7 (Zedcor Wholly Owned), 13; Pixland p.47
(Jupiterimages); Polka Dot pp. 5 (Jupiterimages), 48, 69, 73; Stockbyte pp. 47 (Wendy Hope), 69; Valueline
pp. 4 (Steve Mason), 4 (Doug Menuez), 69

Richmond publications may contain links to third party websites. We have no control over the content of
these websites, which may change frequently, and we are not responsible for the content or the way it may
be used with our materials. Teachers and students are advised to exercise discretion when accessing the
links.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior
permission in writing from the Publisher.

The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will
correct any involuntary omission at the earliest opportunity.

First Edition: July 2012


First Reprint: May 2013
ISBN: 978-607-06-0729-5

D.R. Richmond Publishing, S.A. de C.V., 2012


Av. Ro Mixcoac No. 274, Col. Acacias,
Del. Benito Jurez, C.P. 03240, Mxico, D.F.

Miembro de la CANIEM
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INTRO YWC-Secondary TG1.indd ii 5/21/13 8:27 PM


Contents
Introduction
Teaching Teenagers iv
Course Philosophy and Methodology vi
Course Structure vii
Resources viii
Five-Minute Activities x
Scope and Sequence xi

Unit Notes
Unit 1 a Asking for Services T4
b Creating a Storybook T14
Teachers Corner T23a - T23b

Unit 2 a Using Bilingual Dictionaries T24


b Organizing a Debate T34
Teachers Corner T43a - T43b

Unit 3 a Making Predictions T44


b Learning about Body Systems T54
Teachers Corner T63a - T63b

Unit 4 a Interviewing T64


b Singing Along T74
Teachers Corner T83a - T83b

Unit 5 a Reading about Scientific Topics T84


b Making Warning Announcements T94
Teachers Corner T103a - T103b

Resources
Assessments T104
Tracks T114
Glossary / Bibliography T120
Answer Key (Fiction / Nonfiction Readers) T121 - T122

Tiii

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Welcome
Welc
come
e to
to Level
Le
L evel
v 1 of
of Yes,
Yes, We
We Can!
Can
n!
In this level, students will be exposed to connotation, intonation, formal vs.
informal language, comprehension strategies, prediction, and dictionary
skills. Aside from learning vocabulary and structures it is important for
students to learn values and good social skills to achieve effective and clear
communication. Give students plenty of opportunities to practice using
English in a variety of situations and encourage them to continue working
outside the classroom. Effective learning only comes through lots of practice.
Make your lessons fun and interesting. An involved class is a motivated class.

Teaching Teenagers

Teen agers
How to Motivate
ore, but not
Not children anym
teenagers find
quite adults either,
ficult place.
themselves in a dif
ions run high
Interests vary, emot
ep. However, the
and frustrations de
is inquisitive and
average teenager
t for knowledge.
has an endless thirs
d the unique
If we can understan
nage learners
characteristics of tee
e teaching
and employ effectiv
rces, we will
methods and resou
enge a teenage
motivate and chall
int erest.
class to learn with

Todays Teenagers
Teenagers look for meaning
in what
they are taught by relating
it to their
own lives. The latest genera
teenagers has grown up sur
tion of Making Decisions
rounded
by text messages, music pla Teenagers appreciate participating
yers,
Facebook, and Messenge in decisions about what happens in
r, among
other means of communic the classroom so that they feel some
ation and
entertainment. Keeping up ownership of and commitment to
to date
with technology and events the learning program. Its important
that
interest teenagers is vital to find ways to encourage teen
to getting
and holding their attention participation in decision-making
.
without allowing total teen control of
your classroom.

iv Introduction

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Their Identity
Between the ag
es of 13 and 19
teenagers try ou ,
t different iden
and like their te tit ies
achers to see th
as individuals em
with their own
Most teenager ideas.
s prefer their te
to value and re achers
spect them rath
than to be thei er What They Are Like
r friends. Acad
closeness is ac emic
ceptable betw Teenagers have great learning
teachers and te een
enagers, but no potential, but they are difficult
intimate friends t
hip, which is to motivate and manage. It also
regarded with takes longer to build up a trusting
disrespect.
relationship with them, but once
you find the correct balance of
respect and authority, teaching
teenagers can be a rewarding and
fun-filled experience.

Their L
oo k
We ma
y not li
teens: ke
pants h the look of s
hips, h anging ome
air in t low on
h eir face t h
walk a
nd a m , a pec eir
eyes. B y st u li a
ut their erious look in r
mean appea their
tee ranc
Behind nagers are un e does not
that ha reacha
sensitiv rd shell ble.
e perso , there
fun an n, eag is a
d enga er to le
ging a arn wit
ctivitie h
s.

Their Lives How to Motivate them


leave their lives
Teenagers do not usually As a rule, most teenagers are quite
y often bring
outside the classroom. The self-centered. We should look for
e just gotten a
in their excitement if theyv activities that allow students to
ir bad mood
romantic text message; the express themselves freely and talk
an expected
when they havent received endlessly about a topic they are
bec ause they
phone call; or their anxiety interested in: their own ideas.
abo ut the exam
havent told their parents
atio ns affe ct your
they failed. All these situ
students behavior.

Adapted from: Teaching Teenagers: How to Motivate and Interest Them http://www.suite101.com/content/teaching-
teenagers--how-to-motivate-and-interest-them-a229340#ixzz1JPuogHnq

Introduction v

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Course Philosophy and Methodology

About the Program


Yes, We Can! Secondary exposes students to real-life
situations through interesting oral, written and
visual texts. The program provides a wide variety
of activities so that students can develop their
language skills and prepare for the outside world.
This book has been written to optimize the foreign
language learning process and aims to make Competency
-b ased Tea ching
students effective and active users of English. Students need
to learn to do,
through a lang to know and
uage in orde to be
Yes, We Can! r to gain com
Secondary prov pe tency.
situations an ides commun
d specific activ icative
gain compete ities to help st
ncy in English. udents
Competency-ba This is called
sed teaching.
competent on Students can
ly when three become
knowledge, sk areas are cove
ills and values red:
Methodology ing should take
also must be
a guide or fa
and attitudes.
There
ggests that learn that students cilitator who
This program su l environments: are provided ensures
e different socia learn. This is with opportun
place within thre ludic and the role of th ities to
unity, literary and e teacher.
familiar and comm
ademic.
formation and ac
follows:
are developed as
Language skills pa rt of the familiar
tening are
speaking and lis ading
environment; re
and community ed w ith in the literary
is promot
comprehension n production
ment; and writte
and ludic environ d academic
the formation an
is approached in
environment. students to
e program is for
The purpose of th d knowledge to
th e ne ce ss ary abilities an
acqu ire glish, which
at e in th e so cial practices of En
parti cip municates in
e w ay s in w hi ch a person com
are th ht to interpret
la ng ua ge . St udents are taug
th e and written
uc e co ntextualized oral
an d pr od rn to do what Content
ords, students lea
texts. In other w language as a The lesson topics stem naturally from the related
of English do with
native speakers social environments, which ensures that students
unication.
means of comm are involved in real-life situations and thus learn
when and how to use language. Moreover,
the units are carefully planned so that students
identify with familiar contexts, which makes
learning meaningful and fun.

vi Introduction

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Course Structure
Each level of Yes, We Can! Secondary consists of five The Self-Evaluation refers students back to The Plan at
units. Each unit covers two social practices of the The Beginning, and helps them evaluate their progress
language in two different environments. In this way, by marking each objective.
each unit is divided into two sections, A and B, which
are organized as follows: Tip Box
This provides guidance on how to perform an activity
The Beginning or specific language to help students produce an oral
This section provides students with an overview of the or written text. Read this box with students to make
topic of the unit. It seeks to activate students previous them feel more confident about doing an activity.
knowledge and familiarize them with what they will
Worksheets
be doing. Students have a chance to personalize the
topic by means of questions, exercises and tasks in These are found at the end of the Students Book.
which they share their opinions or experiences. There are two worksheets per unit with exercises or
tasks for further practice. The Worksheets may also
The Plan include tips to help students perform the activities
more easily. Students are referred to the Worksheets at
This section is part of The Beginning. It lists the
the optimal moment in the unit. Make sure students
objectives of the unit so that students know what they
use the correct one by looking at the number included
will have achieved by the end of it. It is related to the
in the icon:
Self-Evaluation section at the end of the unit.
Portfolio
The Steps
A portfolio is a collection of a students work. It can be
These are a series of activities that lead students to organized in a file, a binder or even a box. Portfolios
acquire the necessary language for the final product. are a useful tool because students can see their
This section covers eight pages and includes activities progress and evaluate their learning. They can add
to be performed individually , in pairs or in or take away material whenever they want in order
groups . The activities develop from controlled to keep it updated. In Yes, We Can! Secondary students
to free, and depend on the social environment and are encouraged to keep certain pieces of work in their
practices focused on in that part of the unit. For portfolio, but they can also add any other work they
example, if students have to write a text at the end of like. Work suggested for inclusion in the portfolio is
a unit, The Steps will ensure they acquire the necessary marked with an icon:
skills and language to do so.
Five-Minute Activities
The Presentation
In order to learn, students need to be exposed to
This is the last section of each unit. It contains vocabulary and structures many times. For example,
clear instructions to guide students to create a final students may recognize a word after seeing it only
product. By this stage, students will have acquired the once, but it is unlikely they will be able to use it until
necessary language and skills to prepare and perform they have been exposed to the word four or more
the final task. However, the number of sessions times. The acquisition of language structures and
needed to create the final product is not stated, as this tenses takes even longer. These Five-Minute Activities
will depend upon students progress and the teachers help recycle and review language students have
preference. It is important to read about the final already seen. We recommend you do one of these
product in advance so that students have what they activities at the end of each class. You can do them in
need at their disposal when they start working. any order.

The End
This section is found within The Presentation. It
consists of Group Reflection and Self-Evaluation sections.
Students complete the Group Reflection by answering
a series of questions about their experiences and
performance throughout the unit.

Introduction vii

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Resources
Language Reference Apart from formal written assessments, you can
The Students Book includes a section with evaluate your students progress in a variety of ways:
explanations of the grammar and examples of the careful analysis of their work, including homework
functional language covered in each unit. The aim is informal oral evaluation as students are working
to provide students with a model so that they can put
observation and systematic record-keeping of
the language into practice effectively.
learners during everyday classroom activities
Dictionary a portfolio with a collection of each students work
The Dictionary at the end of the Students Book self-assessment by learners
includes a selection of words taken from the texts of
the units. Each entry includes a Spanish translation, Evaluation Card (photocopiable)
a definition in English and an example of the word There is an Evaluation Card in the Teachers Corner
in a sentence. The Dictionary also presents students at the end of every two-part unit. This Evaluation
with idiomatic expressions from everyday language. Card is divided into two sections. The first section
It is organized by page and by unit so that students contains a checklist with a set of editing symbols
can easily find the words they need. The use of the that is used to mark written texts. Whenever students
Dictionary is suggested throughout the course in order produce a written text, they should check their own or
to promote students independence when dealing with one anothers work and use symbols from the list to
unknown vocabulary. It is marked with the following indicate any mistakes they find. Correcting their own
icon: work is more useful to students than being provided
with the answers. The second section consists of a
Bibliography series of questions for students to use in reflecting
The bibliography at the end of the Students Book on the correction of their written work and on their
provides students with a selection of books and participation when working with others.
websites. These aim at helping students put into
practice the language they have studied.

Worksheets
At the end of the Students Book, students have a
section of Worksheets. There are two worksheets for
every unit. Activities that require a worksheet are
marked with the following icon: 1

Assessments
For each two-part unit, there is a two-page
photocopiable assessment at the back of this Teachers
Guide. This assessment guides students to transfer
onto paper what they have learned during the unit.
It focuses on language and / or the skills developed
throughout the unit. When using the assessments,
follow these steps:
1. Make a copy of the assessment for every student.
2. Read all the instructions out loud and make sure
everyone understands what they have to do.
3. Get students to work on the assessment
individually.

viii Introduction

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Teachers Corner
This section is found at the end of each unit.
It provides tips for busy teachers with ideas for
classroom management, class planning, student
evaluation and other similar tasks. It also includes
website and song suggestions.

Time to Read! (Fiction and Nonfiction


Readers)
A person who wont read has no advantage over one
who cant read. Mark Twain
We are aware of the importance of reading as a part
of everyday life, including the classroom.
Yes, We Can! Secondary is accompanied by a series
of fiction and nonfiction stories to foster the habit
and skill of reading. The stories include a series of
activities to develop reading strategies.
For your convenience, you can find the answers
to those activities in the Answer Key on pages
T121-T122.

Components

Introduction ix

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Five-Minute Activities
A Z Review Whens (Christmas Day)?
Write the alphabet in a circle or some other shape Whos that? (point to someone)
on the board. Underline the letters J, K, Q, X, Y, Z.
Musical Dictation
Then point to A and ask students to tell you a word
or a short phrase beginning with that letter. Allow Choose a piece of music that students will enjoy.
students about seven seconds to come up with an Divide the class into teams of three or four. Explain
answer. Next, cross out the letter A and point to B. Do the rules of the game:
the same with the rest of the letters. If nobody calls Students take a pencil and quickly pass it to each
out anything suitable, move on to the next letter. other around the team as the music plays.
From time to time, point to a letter you have already When the music stops, the student who has just
crossed out and ask What was the word / phrase here? received the pencil writes down on a piece of paper
When you come to one of the underlined letters, ask what the teacher says.
for a word or short phrase that contains the letter
Students get a point for each correct word or
somewhere. When you reach the end of the alphabet,
sentence.
go back to any letters not crossed out and give
students more time to come up with an answer. The team with the most points at the end of the
dictation wins.
Making Sentences Ways in which you can build up the difficulty of the
Materials English magazines or newspapers dictation:
Preparation Cut out about forty words from English - Start with single words.
magazines or newspapers. Make sure there is a - Build to short phrases.
balance of parts of speech. Glue the words onto a
- Expand to full sentences.
sheet of paper in no particular order.
Make one copy per group. Celebrity Captions
Divide the class into groups and give out the copies. Preparation Prepare a set of large images of
Explain to students that they will write a three- celebrities, politicians, and people students will find
word sentence, a four-word sentence, or a five-word funny.
sentence using the words from the sheet. Establish Attach two of the images to the board. Write a simple
how much time groups will have, depending on how conversation between the two characters. Then divide
challenging you need the activity to be. the class into groups. Next, give each group pictures
of two other celebrities and a phrase: Can I help you?
The Lines Quiz Explain to students that they have to write a funny
Divide the class into two teams. One lines up on the conversation containing the key phrase. Finally,
left side of the class and the other on the right side. groups present the conversation to the class.
Then ask the student at the front of each team a
question. The first one to answer correctly gets to sit Mistakes in Reading
down. The other goes to the back of his / her team. Select a text in the Students Book. Explain that
The winning team is the first team in which everyone you are going to read the text aloud and students
has sat down. should follow in their own books. Add that you will
Make sure the questions come thick and fast. substitute, add or omit words while you read, and
Possible questions: they should tell you as they hear them.

What time is it?


What time do you get up?
What music group do you like?
Whos your favorite (TV star)?
Whos your (English) teacher?
How many (pets) do you have?
Whats your (mothers) name?
How many players are there on a (soccer) team?
Can you speak (Chinese)?

x Introduction

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Scope and Sequence
Unit 1
a Asking for Services
Social Practice Understand and convey information about Identify words to link ideas.
goods and services. Locate key words.
Environment Familiar and community Recognize behaviors of speakers and listeners which support
the meaning.
Objectives
Determine sequence of enunciation.
Listen to dialogues related to the provision of a community
service. Choose word repertoire relevant to an exchange.
Recognize subject matter and purpose. Use pertinent speech register based on addressee.
Discriminate ambient sounds and background noise. Compose sentences to provide and be provided with
information.
Identify form of communication.
Organize sentences to establish turns of participation.
Differentiate speakers and turns of participation.
Read sentences to practice pronunciation.
Distinguish between intonation and attitude.
Establish tone of sentences.
Establish relationship between participants.
Include relevant details and interesting information during
Structure of dialogue, opening, body, closure. an exchange.
Clarify the meaning of words either by using a bilingual Ask and answer questions to acquire and understand
dictionary or from their context. information.
Activate previous knowledge. Start a dialogue with the help of written guidelines.
Predict the central sense from words and expressions that Adjust volume and speed within dialogues.
are known and/or similar to those in the native language.
The Product: Act out a dialogue.
Reflect on how the information is organized.
Group reflection and self-evaluation.
Distinguish composition of expressions.
Verbs: modals (may, can, would).

b Creating a Storybook
Social practice Read and understand different types of Recognize central sense from key events.
literary texts distinctive of English speaking countries. Identify explicit information to find key events.
Environment Literary and ludic Recognize central sense from key events.
Elements in narrative: characters, events, etcetera.
Objectives
Detect sounds represented by different letters or their
Revise classic tales. combination.
Select classic tales based on graphic and text components. Recognize central sense from key events.
Activate previous knowledge. Recognize conventions and forms with which key events are
Determine subject matter purpose and intended audience. written.
Recognize graphic and text arrangement. Establish forms that express continuous and past actions.
Identify the author(s). Arrange events in a sequence.
Graphic components: illustrations, typography (e.g. bold, Retell events from illustrations.
italic), etcetera. Rewrite key events.
Text components: title, subtitles, etcetera. Arrange sentences to conform events.
Understand central sense and main ideas of a classic tale Express reactions and personal opinions about events (e.g. I
from modelled reading and with the teachers guidance. didnt like).
Predict contents based on graphic and text components. The Product: Create a storybook.
Read stories. Group reflection and self-evaluation
Understand central sense and main ideas of a classic tale.
Predict contents based on graphic and text components.
Use different comprehension strategies (e.g. skimming,
scanning).

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Unit 2
a Using Bilingual Dictionaries
Social Practice Understand and write instructions. Read the definitions for words in English and in Spanish.
Environment Formation and academic List abbreviations.
Locate types of words in a dictionary.
Objectives
Read the definitions for words in a dictionary.
Select bilingual dictionaries.
Understand the use that is given to lower and upper case
Identify purpose and intended audience. letters.
Recognize graphic components. Classify types of words in table.
Recognize text components. Comprehend the instructions to use a bilingual dictionary.
Locate and recognize the number of entries. Understand the use of different textual components.
Identify entries and subentries. Revise context clues.
Examine numbers and special characters and determine Write a list of the features of a dictionary.
their use.
Compose sentences that explain how to use dictionary
Identify text organization. features.
Point out sections assigned to each language. Establish the number of steps.
Locate words in English and Spanish in a dictionary upon Arrange sentences in a logical sequence.
their reading aloud.
Read to revise punctuation and spelling.
Establish type of word from an abbreviation.
The Product: Write an instruction manual.
Locate types of words of speech in a dictionary.
Group reflection and self-evaluation.

b Organizing a Debate
Social Practice Interpret and convey information published Detect speech register.
in various media. Distinguish behaviors adopted by speakers to support
Environment Familiar and community meaning construction.
Write sentences used by the presenter and/or the
Objectives participants to support comprehension.
Listen to a radio program. Use expressions and linguistic resources to ask for details and
Establish subject matter, purpose and intended audience. clarifications.
Discriminate advertisements from program contents. Answer questions to express opinions.
Distinguish intonation and tone of presenter and other Exchange opinions.
participants. Include relevant details and interesting information in an
Predict central sense from words and expressions that are opinion.
known or similar to those in Spanish. Compose and write opinions to support oral production.
Differentiate parts of a program. Read opinions to practice intonation and tone.
Recognize sentences and expressions used by presenter and/ Formulate questions about the contents of the program.
or other participants.
Exchange opinions.
Identify words used to connect ideas.
The Product: Organize a debate.
Differentiate parts of a program.
Group reflection and self-evaluation.
Determine the relationship between sound effects and
contents.

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Unit 3
a Making Predictions
Social Practice Participate in language games to work with Compose and write questions about future situations.
specific linguistic features.
Environment Literary and ludic Answer questions related to future forecasts, based on
current situations.
Objectives
Punctuation.
Identify situations in which forecasts are made.
Arrange a sentence sequence expressing future situations.
Recognize subject matter, purpose and intended audience.
Answer questions formulated to create forecasts, based on
Distinguish graphic and text components. current situations.
Answer questions formulated to create forecasts, based on Dictate sentences which answer questions about future
current situations. situations.
Complete sentences with the future verb form. Listen to the reading aloud of forecasts containing verb
Listen to the reading aloud of forecasts containing verbs in forms in future tense.
the future tense. Compose sentences about future situations.
Identify sentences that express future situations and Choose a subject to write a description about.
conditions, and their composition. Write the current description.
Compare sentences that express future situations to those Place the current description into a future setting and write it
that express past and present situations. in that verb tense in order to compose the forecast.
Answer questions formulated to create forecasts, based on The Product: Compose a forecast.
current situations.
Group reflection and self-evaluation.

b Learning about Body Systems


Social Practice Read and rewrite informative texts from a Punctuation: quotation marks.
particular field. Verb tenses: simple present.
Environment Formation and academic Text components: titles and headings.
Objectives Write sentences from a model.
Select charts for specific purposes. Choose graphic resources in order to link the text and
images.
Reflect on the use of images and/or illustrations.
Recognize description of components.
Identify subject matter, purpose and intended audience.
Answer questions to describe components.
Examine distribution of graphic and text components.
Read to check punctuation and spelling.
Recognize description of components.
Correct mistakes.
Identify new terms in order to refine and broaden
vocabulary. Text components: titles and subtitles.
Recognize description of components. Choose graphic resources in order to link the text and
images.
Select information to write notes.
Organize terms and descriptions in a chart.
Organize terms and descriptions on a chart.
Rewrite simple sentences in a conventional manner.
Identify the graphic resources used to link components and
descriptions. Read to check punctuation and spelling.
Compose sentences to write notes. Mark and correct mistakes.
Complete sentences in order to describe components. Add or remove information to improve a text.
Organize terms and descriptions on a diagram. Correct mistakes.
Choose graphic resources in order to link the text and Write a final version.
images. The Product: Make a chart of a human body system.
Rewrite simple sentences in a conventional manner. Group reflection and self-evaluation.
Write sentences from a model.
Choose graphic resources in order to link the text and
images.

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Unit 4
a Interviewing
Social Practice Understand and incite oral exchanges Organize sentences in a sequence.
regarding leisure situations. Identify speech register.
Environment Familiar and community Compose sentences to express likes and dislikes.
Objectives Include details in main ideas.
Listen to likes and dislikes about leisure activities in Ask and answer questions to solve doubts.
dialogues. Express points of view in favor and against.
Identify subject matter, purpose and intended audience. Practice and follow rhythm, speed and pronunciation.
Recognize situations in which likes and dislikes are shared. Use linguistic resources to confirm comprehension.
Observe and comprehend non-verbal communication. Use non-verbal communication.
Anticipate the central sense from known words and Structure of dialogues: opening, body and closing.
expressions. Start a dialogue.
Reflect on ways to express likes and dislikes. The Product: Carry out an interview.
Establish structure of enunciation. Group reflection and self-evaluation.
Identify words used to link ideas.
Compose sentences to express likes and dislikes.
Recognize behaviors adopted by speakers to give further
detail and confirm comprehension.
Anticipate the central sense to strike up dialogues.

b Singing Along
Social Practice Understand and express differences and Compare how values are relevant to English speaking
similarities between cultural features from Mexico and countries and Mexico to compare the values they address.
English speaking countries. Clarify meaning of words using an English dictionary.
Environment Literary and ludic Make links within the text using implicit and explicit
information (e.g. main idea and details which broaden it;
Objectives sequence of events, etcetera).
Recognize text arrangement of songs. Identify key words in stanzas and chorus.
Determine subject matter and intended audience. Distinguish language features.
Read and re-read song lyrics. Detect rhythm, speed and intonation.
Listen to songs. Follow the chorus and recite the lyrics.
Recognize combination of words and the sounds they Write down verses and/or chorus.
represent.
Perform songs with and without the help of written lyrics.
Use diverse comprehension strategies (e.g. vocabulary, text
distribution, etcetera). The Product: Hold a recital.
Anticipate content, from frequently used or known words. Group reflection and self-evaluation.
Understand central sense and main ideas in songs from
shared reading.
Formulate and answer questions about dealing with
information (e.g. human values).

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Unit 5
a Reading about Scientific Topics
Social practice Produce texts to participate in academic Select previously sorted information from a text in order to
events. rewrite sentences.
Environment Formation and academic Rewrite information to compose sentences based on a
model.
Objectives Add information to key ideas of sentences to exemplify,
Select illustrated texts about a scientific topic from different support or enrich them.
sources. Formulate and write questions concerning the information
Activate previous knowledge. in a text.
Identify subject matter, purpose and intended audience. Paraphrase sentences in order to rewrite them.
Examine graphic and text components. Verb forms: Passive
Recognize textual organization. Write notes to fill in cards.
Read texts from diverse sources. Order rewritten sentences to articulate them and form
Anticipate central sense through familiar words and graphic paragraphs.
components. Choose paragraphs with rewritten sentences in order to
Detect new words to expand vocabulary. construct notes.
Identify main ideas in paragraphs, with previously Revise cards to make a graphic presentation.
established purposes. Read to revise punctuation and spelling conventions.
Distinguish the types of sentences used to express main ideas Detect mistakes and correct them.
and back-up information. Mark and solve doubts.
Use diverse strategies to point out relevant information. Write final version.
Sort information based on purpose. The Product: Give an oral presentation about a scientific
Complete sentences with main ideas from a text. topic.
Order words to construct sentences that answer questions. Group reflection and self-evaluation.
Verb forms: passive.

b Making Warning Announcements


Social Practice Interpret and convey instructions found in Recognize behaviors adopted by speakers to make
daily life. clarifications and confirm comprehension.
Environment Familiar and community Use non-verbal communication to aid the elaboration of
warnings.
Objectives Choose word repertoire aimed towards a specific audience.
Identify subject matter, purpose and intended audience from Organize sentences into a sequence.
previous knowledge.
Compose sentences to express warnings in public places.
Recognize situations and public places in which warnings
are communicated. Express causes and results in warnings.
Distinguish speakers attitudes and turns of participation. Use strategies (rephrasing) to emphasize meaning.
Identify volume and tone. Paraphrase the message on warnings.
Listen to warnings commonly found in public places. Identify speech register.
Anticipate central sense from known words and expressions. The Product: Make an oral announcement of a warning.
Link warnings to their written form while listening to them. Group reflection and self-evaluation.
Establish the reason for warnings.
Understand conditional and non-conditional warnings.
Reflect on the composition of sentences.
Establish sequence of enunciation.
Recognize sentence composition.

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U t
Unit

Unit 1a 1a Asking for Services


Asking for Services 1 Look at the pictures and label them.
The Beginning

At an Internet caf At a supermarket At a fast food restaurant At a sports club

Social Practice Understand and convey


information about goods and services.
Environment Familiar and community

Objectives

Listen to dialogues related to the provision of a


community service. fast food restaurant supermarket sports club

Recognize subject matter and purpose.


Listen and answer the questions. 1

1. Whats the girls problem in Dialogue 1?


She forgot her ID card.
Before the Book 2. Is the boy in Dialogue 2 having breakfast or lunch?
Lunch.
3. What does the boy in Dialogue 3 need a computer for?
To check his mail, download and print some files.
4. How will the cashier help the client in Dialogue 4?
Community Services By calling someone to get the juice.
The Plan
Brainstorm about the services students have in their In this unit you will:
neighborhood: supermarket, clinic, Internet caf, and so revise dialogues about the provision of community services

on. Write them on the board. Talk about whether they understand central sense and main ideas of dialogues
learn to ask for things in a public place
are public or private services and about the benefits

act out a dialogue with the help of written guidelines


they offer to the community. Internet caf

Listen to dialogues related to the provision of a community service. Recognize

The Beginning 4 Unit 1a subject matter and purpose.

1 Look at the pictures and label them.


Have students look at the pictures and describe what Time to read! Nonfiction pp. 5-6
they see in them. Then ask them to label them using
the headings shown above them on the page. Elicit the different services students have in their
Check answers as a class. Finally, divide the class into community. Then ask them who is in charge of
pairs and have students talk about whether they use collecting their garbage: garbageman. Ask students
these services or not. the following questions:
How often does the garbageman collect your garbage?
Listen and answer the questions. 1 How much garbage do you think you produce in one day?
Play Track 1 and pause it after the first dialogue. Ask How much garbage do you think your family produces
Where is this conversation taking place? How do you in one day?
know? Encourage students to say which words helped Ask students to read the corresponding pages of the
them: ID, Pilates class, club. reading. Then ask them if the amount of garbage
mentioned in the text compares with the amount
Continue in the same way with the remaining
they thought of before. After that, have students
dialogues.
reflect on ways to avoid producing so much
Next, divide the class into pairs. Have students read garbage such as reusing bags or paper. Accept any
the question in silence. Play Track 1 again and invite ideas and have a class discussion to round up.
them to take notes. Allow pairs a couple of minutes to
discuss the answers before checking them in class.
Five-Minute Activity
The Plan Choose an activity from page x and do it with the
class.
Invite volunteers to read the objectives one by one.
Then get students to share their ideas about the
meaning of each objective. Encourage the class to say
what expectations they have of the unit.

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The Steps
1 Listen to an extract of a conversation and discuss. 2 The Steps
1. Where are the people? 2. What do people buy there?
Music shop CDs, movies, etc.
Listen to the whole dialogue and answer the questions in your notebook. 3 1 Listen to an extract of a conversation and
1. What are the boy and girl looking for?
The Big Five latest album
2. Do they find it?
discuss. 2
Yes
3. Are the people talking face to face or on the phone? How do you know?
Face to face The clerk says, "Come with me." Read the questions to the class. Tell students they are
Listen again and write R (Rob), L (Lisa) or C (clerk).
erk).
going to listen to the beginning of a dialogue. Have
C Good afternoon. Welcome to Music Castle. them pay special attention to the sound effects.
R Hello, thank you. Big
C May I help you? Five Divide the class into pairs. Play Track 2 and ask
L Yes, please. Were looking for the pop music section.
on. students to discuss the answers. Finally, invite
L Id like to listen to the Big Five album before I buy it. volunteers to share their ideas.
C Thats over there.

Write which expressions from the exercise above are used in the situations below.
Listen to the whole dialogue and answer the
1. Greeting someone. Good afternoon. , Hello. questions in your notebook. 3
2. Offering a service. May I help you?
3. Expressing what you need. Were looking for...
Ask pairs to read the questions. Play Track 3 and
4. Indicating where something is. Thats over there. have them take notes. Then invite students to write
complete answers in their notebooks. Finally, invite
2 Complete the dialogue with the expressions above.
volunteers to read their answers aloud.
A: Good morning. Welcome
to Magic Videos. Listen again and write R (Rob), L (Lisa) or C
B: Hello
(clerk).
, thank you.
A: May I help you?
B: Im looking for the Tell students to continue working in pairs. They
thrillers section.
should read the phrases in the yellow box and decide
A: Thats over there .
who says each in the recording. Play Track 3 again for
Discriminate ambient sounds and background noise. Identify form of students to check their answers. Finally, appoint three
communication. Differentiate speakers and turns of participation.
Reflect on the word repertoire suitable for this practice of language. Unit 1a 5 volunteers to read the phrases of the three people
aloud.

Write which expressions from the exercise


Objectives above are used in the situations below.
Discriminate ambient sounds and background Arrange the class into pairs and refer students back
noise. to the expressions. Read the first one: Good afternoon.
Welcome to Music Castle. Elicit the situation it belongs
Identify form of communication.
to: Greeting someone. Have students work on the rest
Differentiate speakers and turns of participation. of the sentences. When you check their answers, elicit
Reflect on the word repertoire suitable for this other expressions students may know which refer to
practice of language. the same situations.
Suggested Materials bilingual dictionaries
2 Complete the dialogue with the expressions
above.
Before the Book Ask students to try to complete the dialogue without
Items and Services looking back at the expressions above. After they
have tried, give them a chance to look at them. Then
Divide the class into teams. Assign a type of
have students practice their dialogue in pairs. Ask
community service to each team. Have them list
volunteers to act it out for the rest of the class. If
products or specific services related to each service.
necessary, help students with intonation so that their
Encourage students to use bilingual dictionaries.
conversation sounds more natural.
Stop the activity after a few minutes and have a
member of each team copy the teams list onto the Five-Minute Activity
board. Go over the vocabulary and get teams to Choose an activity from page x and do it with the
explain the meaning of unfamiliar words to the class. class.
Ask students to copy the new words into their
notebooks.

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3 Number the lines to form a dialogue. Then listen and check. 4

3 WOMAN: Sure. What time?


Objectives 6 BOY: 20 dollars here you are.
yellow
1 WOMAN: Good afternoon. Welcome to X-press Cinemas.
Distinguish between intonation and attitude. 2 BOY: Good afternoon. Can I have four tickets to see Surviving in the Ocean, please?
green
8 BOY: Thanks.
Establish relationship between participants. 7 WOMAN: Thank you. Enjoy the movie.
orange
Structure of dialogue, opening, body, closure. 4 BOY: The 6:15 show, please.
blue
5 WOMAN: OK, four tickets to see Surviving in the Ocean at 6:15. Thats 20 dollars, please.
red
Listen again and circle the correct options.
Before the Book 1. The speakers are: a) friends b) colleagues at work c) clerk and client
2. The woman is: a) friendly b) indifferent c) rude

Formal or Informal Use the color code to do the task below.

Divide the class into pairs. Ask students to come up Underline the expressions in Activity 3 that are used to:
say what you want to buy. say the time you want tickets for.
with a list of situations in which they would speak say how much something is. pay for something.

informally and a list of situations in which they show a friendly attitude.

Act out a similar dialogue using the information below.


would speak formally. Go to Language Reference on page 104.

Elicit their ideas after a few minutes and encourage


the rest of the class to agree or disagree.

Value
Take the opportunity to talk with the class about
the importance of being polite towards people who
offer different kind of services. Tell them that the
way we treat those people reflects our education
and values.
Distinguish between intonation and attitude. Establish relationship between
participants. Structure of dialogue, opening, body, closure.

3 Number the lines to form a dialogue. Then 6 Unit 1a Reflect on the word repertoire suitable for this practice of language.

listen and check. 4


Divide the class into pairs. Ask students to skim the
lines quickly and to say where the dialogue takes Act out a similar dialogue using the
place: At a movie theater. Elicit the key words that gave information below. Go to Language
them the answer. Then ask them to read the lines Reference on page 104.
carefully and number them to form a dialogue.
Invite students to describe the posters to each
Play Track 4 for students to check their answers. other. Then elicit the names of the movie genres:
horror, romantic, etc. and whether students would be
Listen again and circle the correct options.
interested in seeing them or not.
Invite students to read the incomplete statements and
Next, divide the class into different pairs. Have them
the options. Play Track 4 again for students to circle
choose a film to see and write down a dialogue
the correct options. Next, ask pairs to compare their
similar to the one in Activity 3. When they are done,
answers with those of other pairs.
ask them to practice saying it.
Finally, ask students to practice saying the dialogue,
Finally, invite volunteers to act out the dialogue for
imitating the tone of voice of the speakers in the
the class.
recording.
Five-Minute Activity
Use the color code to do the task below.
Choose an activity from page x and do it with the
Read one of the expressions from the conversation at
class.
random and elicit which of the situations it belongs
to. For example, Enjoy the movie - Show a friendly
attitude. Ask students to work in pairs. After checking
each answer, elicit other expressions students may
know so that they can expand their vocabulary.

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4 Match the pictures with the words. Use the Dictionary if needed.

Finally, describe an item and invite a volunteer to


scarf sweater jacket
spell out its name: Its red. C-A-P.

Look at the stores and mark ( ) where you


winter hat
cap
jacket can find the items above.
Ask students to look at the pictures and choose the
coat gloves cardigan place where they could buy the clothes from the
previous activity. Invite them to mark ( ) the picture
Look at the stores and mark ( ) where you can find the items above. in the box.

5 Listen and answer the questions in your


notebook. 5
Ask a volunteer to read the questions aloud. Play
Track 5 and have students answer them in their
notebooks. Invite them to compare their answers with
a classmate.

Listen again and match the phrases with


5 Listen and answer the questions in your notebook. 5

1. What is the client looking for? 2. What size? 3. Does she buy it? their meanings.
a sweater medium NO
Listen again and match the phrases with their meanings. Read the phrases aloud and invite students to say
1. to look for 4 fitting very close to the body
1 to search for or try to find something
what they think each phrase means. Then read the
2. to try on
3. to fit 3 to be the right size definitions and clear up any questions. Play Track
4. tight 2 to put on a garment to see whether it fits 5 again and pause it after look for. Repeat what the
Act out a similar dialogue. Use the items of clothing in Activity 4. woman says: Im looking for a sweater. Have students
Clarify the meaning of words either by using a bilingual dictionary or from their choose the definition that best describes the meaning
context. Activate previous knowledge. Unit 1a 7
of to look for.
Continue in the same way with the rest of the
recording.
Objectives
Act out a similar dialogue. Use the items of
Clarify the meaning of words either by using a clothing in Activity 4.
bilingual dictionary or from their context.
Ask a volunteer to come to the board. Play Track 5
Activate previous knowledge. again and pause it after the first exchange. Encourage
Suggested Materials bilingual dictionaries the volunteer to write it on the board or to ask his/her
classmates for help. Continue with more volunteers
and the rest of the track, until all the dialogue is
Before the Book
complete. Then erase the parts that could be changed
Clothes for Different Seasons in a similar dialogue, so that students can use the
basic structure of the dialogue to make their own.
Divide the class into four teams. Elicit the names of
the seasons of the year and write them on the board. Divide the class into pairs. Have them use the items
Assign each team a different season, and ask them to of clothing in Activity 4 to write a similar dialogue in
make a list of clothes that we normally wear during their notebooks. Finally, invite volunteers to act out
that time of the year. the dialogue for the class.
Have members of each team write their list under the Five-Minute Activity
corresponding heading on the board. Ask students to
Choose an activity from page x and do it with the
copy the new vocabulary into their notebooks.
class.
4 Match the pictures with the words. Use the
Dictionary if needed.
Ask students to look at the pictures and say when they
usually wear each item. Then have them match the
pictures with the words. Encourage them to use the
Dictionary at the back of their books.

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6 Read the text and underline the place where you could find it.
a) movies b) restaurant c) Internet caf
Objectives

Predict the central sense from words and


Just 4 us!
Appetizers ............................................
Wraps .................................................
Your favorite fillings all wrapped up in a flour tortilla
and served with french fries or fresh vegetables:

expressions that are known and/or similar to those Hot Wings 6.50 G Chicken Caesar 6.80

in the native language. B Mozzarella Sticks 5.45 B Chicken or Steak Fajita 6.80

Onion Rings 4.50 Sandwiches ...........................................


Reflect on how the information is organized. Salads and Soups .................................. Hamburger 4.50
Cheeseburger 5.00
Distinguish composition of expressions. Taco Salad large flour tortilla,
beef or chicken, lettuce, onion, Bacon Cheeseburger 5.50
cheese and sour cream with our
Verbs: modals (may, can, would). special delicious salsa 8.50 Grilled Chicken Fillet 6.20

Caesar Salad lettuce, parmesan Beverages ............................................


cheese, crispy croutons and our G Water 1.50
delicious dressing! Served with
Before the Book garlic toast 7.80 B Lemonade 2.50

G Soup of the Day cup 2.95 G Iced Tea 1.50

Similar or Different bowl 3.95 Coffee or Tea 1.40

Invite students to close their eyes and think of their Listen to the conversation and write B (Boy) or G (Girl) according to what they order.
Then answer the questions. 6
favorite food. Then have them write down their What are they having, breakfast, lunch or dinner? How do you know?
favorite main dish, snack, dessert and drink. Next, dinner Because of the food they are ordering.
7 Write W (Waiter) or C (Client) on the lines.
ask students to stand up and ask different classmates C Id like the soup of the day.
C Id like to have the mozzarella sticks. O O
whether they like or dont like the same foods: Do you C Can I have the steak fajita wrap, please? O C Ill have a glass of lemonade. O
like ? W Would you like anything to drink? T W May I take your order? T

Stop the activity after five minutes and encourage Write T in the boxes next to the phrases used to take an order. Write O next to the
phrases used to order food.
volunteers to share their findings: 10 students like Underline the words in each phrase that you can replace.
tamales. Use the menu and the expressions above to act out a similar dialogue.
e.
Good afternoon.
6 Read the text and underline the place where May I take your order? Yes, Id like

you could find it. Predict the central sense from words and expressions that are known and/
or similar to those in the native language. Reflect on how the information is
8 Unit 1a organized. Distinguish composition of expressions. Verbs: modals (may, can, would).
Refer students to the menu and elicit what it is. Invite
them to say where they could find this kind of text: In
a restaurant. Encourage them to mention the names of
the restaurants they like or they usually go to. an order: to ask for something in a restaurant. Have
them do the same with the rest of the sentences.
Listen to the conversation and write B (Boy)
Check by dividing the board into two sections ordering
or G (Girl) according to what they order. in a restaurant and taking an order. Invite volunteers to
Then answer the questions. 6 write the phrases in the corresponding column.
Play Track 6 and have students write B or G in the
Underline the words in each phrase that you
boxes next to the dishes mentioned in the recording.
Then get pairs to discuss the questions. Encourage can replace.
volunteers to share their answers with the class. Tell students to underline the words that can be
replaced. Check answers by reading a sentence and
7 Write W (Waiter) or C (Client)on the lines. having the class call out the underlined words.
Form different pairs than the ones in the previous
activity. Have students read the sentences and discuss Use the menu and the expressions above to
who says each: the waiter, or the client. Tell students act out a similar dialogue.
to write the initials on the lines. Have students use the sentences from the previous
Check answers as a class. activity to write a new dialogue in their notebooks.
Then invite them to act it out for the class.
Write T in the boxes next to the phrases used
to take an order. Write O next to the phrases Five-Minute Activity
used to order food. Choose an activity from page x and do it with the
class.
Refer students back to the first phrase Id like to have
the mozzarella sticks. They already know that the client
is the one who says that. Ask them if this phrase is
used to order something in a restaurant or to take

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8 Look at the words and mark ( ) the place that relates to them.

books borrow ID Listen and answer the questions. 7


Ask students to read the questions on their own. Play
Track 7 and have them listen and write the answers
on the lines. Finally, ask students to compare their
answers with a classmate.

Look at the extracts and circle the correct


options.
Listen and answer the questions. 7

1. Where does the dialogue take place? library


Read the extracts aloud, imitating the tone of voice
2. How do you know? The girl wants to borrow some books. and the intonation on the recording. Then have
3. What does the girl need? school ID, electric bill, the form
students read the options and decide what the
Look at the extracts and circle the correct options.
1. Fill in this form.
purpose of each extract is. Monitor and provide help
The man is: a) asking for clarification b) giving instructions as needed.
2. Can I use my school ID as proof of residence?
The girl is: a) asking for information b) offering details
3. So I need my school ID, the electric bill and the form.
The girl is: a) confirming information b) giving instructions
Language Awareness
4. You can fill in the form today and you can have your ID picture taken tomorrow.
The word and is used: a) to ask for information b) to link ideas
Functional Language
Explain to students that language always has
9 Make up a dialogue using the information.
function, that is, we speak to get or provide
A B
something. Ask students to dictate the functions
You want to be a member of
a public sports club. Ask what
You work at a sports club. from the previous activities (including the ones with
Give information about what
you need to do to become people need to become a no examples). Elicit new examples from all. Confirm
one. Remember to confirm the sports club member. Answer
information you get. the questions that the person or correct their ideas. Divide the class into small
asks you.
groups and have them come up with one more
Identify words to link ideas. Locate key words. Recognize behaviors of speakers example for each.
and listeners which support the meaning. Determine sequence of enunciation. Unit 1a 9

9 Make up a dialogue using the information.


Objectives
Ask two volunteers to read the situations aloud.
Identify words to link ideas. Together with the class, come up with a structure for a
Locate key words. dialogue and write it on the board. For example:
Recognize behaviors of speakers and listeners which Greet. Offer help. Say what you want. Ask
support the meaning. what you need. Offer information. Ask for
clarification. Reply. Clarify the information.
Determine sequence of enunciation.
Confirm clarification. Reply. Confirm or add more
information. Say good-bye. Reply.
Before the Book Divide the class into pairs. Have them use the
guideline to write their dialogues. Monitor and
IDs
provide help as needed. Finally, invite volunteers to
Ask students to show you their school ID. Elicit what read out their dialogues.
we need our ID for. Then ask them to name other
places where we need an ID. Encourage them to think Five-Minute Activity
of as many places as possible. Choose an activity from page x and do it with the
class.
8 Look at the words and mark ( ) the place
that relates to them.
Ask students to look at the pictures and identify the
places. Encourage them to describe what is happening
in the pictures. Then tell students that the words in
the box relate to one of those places. Have them mark
( ) the correct picture. Encourage a volunteer to share
his/her answer with the class.

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10 Listen to the dialogues and answer the questions. 8

Objectives 1. Where is the man in Dialogue 1?


hotel in Acapulco
2. Where is the boy in Dialogue 2?
Pet Shop
Listen again and mark ( ) the chart.

Choose word repertoire relevant to an exchange. Dialogue 1 Dialogue 2

Hi.
Use pertinent speech register based on addressee.
Good morning, sir.
Compose sentences to provide and be provided Can I have your full name, please?

with information. Whats your name?

Formal

Informal
Before the Book
11 Match the expressions from the dialogues with their purpose.

Improvised Dialogues 1. Can I have your full name? Greet someone informally.
2. Good morning, sir. Show a friendly attitude.
Write on the board: book, lost, new, money, help. 3. Hi. Ask for personal information.
4. Can someone help me with my luggage? Ask for help.
Then divide the class into pairs. Ask pairs to make 5. Im looking for a puppy. Greet someone formally.
up a dialogue set in any place they want. The only 6. Enjoy your stay. Express what you need.

condition is to use all the words on the board. Allow 12 Say an appropriate phrase according to each situation. Answers may vary.
three minutes. When the time is up, get volunteers to
1. You arrive at school 2. You are a bus driver and arrive
read their dialogue aloud. Encourage students to be and see a friend. at your destination. Say something
friendly to the passengers.
creative!

10 Listen to the dialogues and answer the 3. You are at a clothes store.
4. You are carrying heavy
shopping bags. You have
You want to buy a T-shirt. to take them to your car.
questions. 8
Have students read the sentences and elicit what they 6. You are a receptionist at a
sports club. You are registering
need to find out from the recordings: where the people 5. You are a secretary.
Its 9 a.m. Greet your boss. a new member and need his
personal information.
are.
Play track 8. Then ask volunteers to say what key Choose word repertoire relevant to an exchange. Use pertinent speech register based
on addressee. Compose sentences to provide and be provided with information.

words helped them find the answers. 10 Unit 1a

Then play the track again and have them write key
words for each place: Dialogue 1: reservation, room, key,
luggage; Dialogue 2: puppy, black, take care. 12 Say an appropriate phrase according to
each situation.
Listen again and mark ( ) the chart.
Refer students to the situations and read the first one.
Play Track 8 again and have students read the
Elicit what they would say. Then divide the class into
phrases in the first column.
small groups and have them say an appropriate
Explain that students should listen to Track 8 again phrase for each situation and write them in their
and mark in which dialogue each of the first four notebook.
phrases appears. Finally, they should mark which
Ask a member of each team to read the teams
dialogue is formal and which is informal.
phrases aloud. Invite the class to agree or disagree
11 Match the expressions from the dialogues with them.
with their purpose. Five-Minute Activity
Divide the class into pairs. Have students go over the Choose an activity from page x and do it with the
phrases and discuss the purpose of each one. class.
To check answers, say each purpose and elicit the
corresponding phrase.

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13 Number the lines to form a dialogue.
10 GIRL: Mmm! Its really good. Ill have it.
7 MAN: Do you want to try our new vanilla-mint flavor?
Listen and check your answers. Then
8 GIRL: Sure. Is it good? practice saying the dialogue. 9
1 MAN: Good afternoon.
2 GIRL: Hello.
Play Track 9 for students to check their answers. Then
5 MAN: One scoop or two scoops? play the track again, pausing after each phrase for
6 GIRL: One scoop, please. students to imitate the correct intonation. Tell students
9 MAN: Of course its good! Try it.
to practice saying the dialogue in their pairs.
12 GIRL: Thanks.
11 MAN: OK. One scoop of vanilla-mint. Here you go.
3 MAN: What would you like?
14 Listen to the phrases and write where you
4 GIRL: Id like an ice cream cone, please. would hear them. Write R (Restaurant),
Listen and check your answers. Then practice saying the dialogue. 9
H (Hotel reception) or B (Both places). 10
14 Listen to the phrases and write where you would hear them. Write R (Restaurant),
H (Hotel reception) or B (Both places). 10
Play Track 10 and pause it a after the first phrase.
1. May I help you? B 4. Ill have a small salad, please. R Give students time to write the corresponding letter.
2. What would you like to order? R 5. Thank you very much. B Continue in the same way with the rest of the phrases.
3. Id like to book a room, please. H 6. Good evening. B

Listen again and write A (Angry), E (Enthusiastic) or P (Polite). Then say them aloud. Listen again and write A (Angry), E
1. A 2. P 3. A 4. E 5. A 6. P
(Enthusiastic) or P (Polite). Then say them
Read the phrases aloud using different tones of voice.

1. Good morning. Welcome to our resort.


aloud.
2. Id like two tickets for the midnight show. Ask several volunteers to read the first phrase aloud
3. Please fill in this form first.
in an angry way. Play Track 10 again and pause
4. A cheeseburger, a small soda and
regular french fries, please. after the first phrase. Then ask students to describe
5. May I take your order? the persons tone of voice: The person is angry. Ask
students to imitate it. Do the same with the rest of the
sentences and have them imitate the tones of voice.

Read the phrases aloud using different tones


Organize sentences to establish turns of participation. Read sentences to practice
pronunciation. Establish tone of sentences. Unit 1a 11

of voice.
Divide the class into groups of four. Have groups take
Objectives turns reading the phrases aloud using different tones.
The remaining groups should identify the emotion.
Organize sentences to establish turns of
participation. Time to read! Nonfiction pp. 7-11
Read sentences to practice pronunciation.
Ask students if they already have an idea of how
Establish tone of sentences.
much garbage they and their family produce. Elicit
what they throw away (plastic, paper, food, etc.).
Before the Book Ask students the following questions:
Do you know what The Three Rs stand for when we
Writing a Dialogue talk about garbage?
Tell students to imagine that they want to buy Do you separate the garbage you produce? If so, how?
something at the school cafeteria or store. On the Ask students to read the corresponding pages
board, write Good morning. Ask a volunteer to come to of the reading. As a class, discuss if theres a
the front, say and then write his/her part underneath: similar process to collect and separate garbage
Good morning. Continue with other volunteers until in their community. Then ask them what kind of
the whole dialogue has been written. competition they could have at school or in their
community, in order to reduce the amount of
13 Number the lines to form a dialogue. garbage produced.
Direct students attention to the picture. Ask Where
are they? What does the girl want? Divide the class into
pairs. Ask them to read the lines of the dialogue.
Five-Minute Activity
Explain anything they dont understand. Then invite Choose an activity from page x and do it with the
students to number the lines to form the dialogue. class.

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15 Complete the dialogue using the words in the box.

Objectives 28 black help Thank watches

WOMAN: Good afternoon. May I help you?


MAN: Yes, please. Id like to look at
Include relevant details and interesting information some watches .
during an exchange. WOMAN: These are on sale and they're very nice.

Ask and answer questions to acquire and MAN: How much is the white one?
WOMAN: Its $25. Do you want to try it on?
understand information. MAN: Yes. It looks OK Let me see

Start a dialogue with the help of written guidelines. the black one.
WOMAN: Here you are.
Adjust volume and speed within dialogues. MAN: I think Ill take this one. How much is it?
WOMAN: Let me see this one is $ 28 .
MAN: OK. Here you are.
Before the Book WOMAN: Thanks. Heres your change.

MAN: Thank you.

The Market Listen and check your answers. 11

Circle the expressions used to ask for a price.


Divide the class into two teams, buyers and sellers.
Tell sellers to take out things from their schoolbag and 16 Complete the following dialogue with your own ideas.

to put prices on them. Tell buyers that their objective Answers may vary.
A: Good . May I help you? A: Here .
is to buy as many things as possible for the least B: Yes, . Id like to B: I think Ill take .
amount of money. Give buyers time to walk around look at some . How much ?

the market and buy their things. Monitor and make A: Look at these, over here. A: .
B: How ? B: OK. Here you are.
sure they are using English. Stop the activity and ask A: Its . A: Thanks. Heres your change.
what the buyers bought and how much profit the B: Let me see the . B: Thank .
sellers made.
Act out the dialogue.

15 Complete the dialogue using the words in 17 Go to Worksheet 1. 1

the box. Include relevant details and interesting information during an exchange. Ask
and answer questions to acquire and understand information. Start a dialogue

Direct students attention to the picture. Ask where the 12 Unit 1a with the help of written guidelines. Adjust volume and speed within dialogues.

man is and what he wants to buy.


Divide the class into pairs. Have them complete the
dialogue with the words in the box. Act out the dialogue.
Invite pairs to practice saying their dialogue in their
Listen and check your answers. 11
places. Then encourage volunteers to act it out for the
Play Track 11 for students to check their answers. Play class.
the track again and have students notice how fast the
people speak, whether they speak loud or quietly, etc. 17 Go to Worksheet 1. 1
After that, invite pairs to practice saying the dialogue Ask students to turn to page 117. Direct students
imitating the speakers in the recording. Finally, invite attention to the instructions and check that everyone
volunteers to act it out for the class. understands what to do. Divide the class into pairs
and monitor while they work.
Circle the expressions used to ask for a price.
Write 25 on the board and ask students to remember Five-Minute Activity
what it refers to in the dialogue they have just listened Choose an activity from page x and do it with the
to: the cost or price of the watch. Then refer students class.
back to the written dialogue and identify the two
different questions used to ask for a price: How much is
the white one?, How much is it?

16 Complete the following dialogue with your


own ideas.
Divide the class into different pairs. Tell students to
read the incomplete dialogue. Encourage them to
give ideas for where the dialogue could take place,
what they could be buying, etc. After that, have pairs
complete it with their ideas. Monitor and provide help
as needed.

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The Presentation
1 Act out a dialogue.
1. Get into pairs.
2. Choose a situation where you need to ask for or give information.
The Presentation
3. Decide on the roles of each speaker.
4. Use the ideas in the unit to write a first draft of the dialogue.
5. Check that the sentences are clear as well as the spelling and punctuation.
1 Act out a dialogue.
6. Practice your dialogue aloud. Go over the instructions with the class and make
7. Act out the dialogue for the class.
sure they understand what to do. Divide the class
into pairs and encourage them to come up with a
situation. When the time is up, invite pairs to act out
their dialogues for the class.

The End

Group Reflection
Have pairs get together with other pairs to make
groups of four or six students. Read the questions
aloud and have them discuss the answers. Lead the
class in a discussion on how to evaluate how they
worked and what they would like to focus on in later
The End
classes.
Group Reflection
1. Did you learn how to ask for and give information about goods and services?
Self-Evaluation
2. Was it easy to choose the situation for the dialogue?
Have students turn to page 4. Read the objectives for
3. Was it easy or difficult to make up a dialogue?
4. What was your role? this part of the unit again and ask students to mark
5. Did you like acting in front of your class? them according to their own opinion of how they did.
Self-Evaluation
Put students into pairs or small groups and have them
Now turn to page 4 and mark ( or ) your progress.
compare their answers together.
The Product: Act out a dialogue. Group reflection and self-evaluation. Unit 1a 13

Time to read! Nonfiction pp. 12-16

Ask volunteers to explain what The Three Rs are.


Objectives Then ask students ways in which garbage can be
recycled. Ask them the following questions:
The Product: Act out a dialogue.
Do you recycle anything from the garbage you / your
Group reflection and self-evaluation. family produce?
Does your community / school have a recycling
Before the Book program?
How do you think you could contribute to reduce the
Play a game! amount of garbage produced in your community /
Material: Four copies of the dialogue from Activity 15 school?
on page 12 Ask students to read the corresponding pages of
the reading. Ask them to mention 3 ideas from the
Put up the dialogues copies in four different parts of
text that they remember and consider useful. Then
the classroom with easy access. Divide the class into
encourage them to give ideas to recycle garbage at
four groups. Each group should have a blank piece
school. After that, refer them to the comprehension
of paper. When you say Start! groups should start
activities on page 16 and have them do the tasks in
sending a student to one of the copies to memorize
pairs. Then check answers as a class.
one or two lines and come back to dictate the text to
the person in charge of writing it down. Then they
send a different person to memorize what follows. Five-Minute Activity
When the groups are done, they should give what Choose an activity from page x and do it with the
they have written to a different group. Then they class.
check and correct their classmates work using the
original dialogue. The group with the fewest mistakes Go to Assessment 1a
wins. on page T104.

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U t
Unit

Unit 1b 1b Creating a Storybook


Creating a Storybook 1 Look at the pictures and say which classic tale each picture
The Beginning

is from.
1 3

Social practice Read and understand different


types of literary texts distinctive of English speaking
countries.
Environment Literary and ludic Cinderella Snow White

2 4

Objectives

Revise classic tales. Aladdin Little Red Riding Hood

Select classic tales based on graphic and text Number the descriptions.
This tale is about a girl who
components. This tale is about a girl who eats a
3 visits her sick grandmother. 4
poisoned apple and falls asleep.
Activate previous knowledge.
This tale is about a servant
1
Determine subject matter purpose and intended This tale is about a boy whose
wishes come true. 2
girl who goes to a dance.

audience. The Plan


Label the pictures with the
In this unit you will:
corresponding titles.
revise classic tales
Before the Book Cinderella Aladdin
Little Red Riding Hood understand central sense and
Snow White main ideas of a classic tale

Story Brainstorming Name other classic tales.


rewrite key events of a classic tale

Answers may vary.


Ask students whether they like reading stories and Revise classic tales. Select classic tales based on graphic and text components.
Activate previous knowledge. Determine subject matter, purpose and intended
whether they have a favorite one. Ask if they know 14 Unit 1b audience.

any classic stories that are also movies. Elicit some


examples of classic Mexican tales and vote as a class
for the students favorite.
Name other classic tales.
The Beginning Have students brainstorm classic tales in pairs. Allow
sufficient time and then check with the whole goup,
1 Look at the pictures and say which classic creating a class list of classic tales on the board.
tale each picture is from. Variation: Give the activity a competitive element by
Divide the class into pairs. Direct their attention to the conducting the brainstorming as a contest. Explain
pictures and have them work with their partners to that the pair who can name the most tales wins. Set
identify the tales represented by the pictures. Check as a time limit. Check as a class, creating a class list of
a class. classic tales on the board. Then praise the pair who
thought of the most classic tales.
Number the descriptions.
The Plan
Have students read the descriptions and number them
according to the pictures. To check, invite a volunteer Invite volunteers to read the objectives one by one.
to mime a character from one of the tales and get Then get students to share their ideas about the
another one to read the corresponding description meaning of each objective. Encourage the class to say
aloud. what expectations they have of the unit.
Label the pictures with the corresponding Five-Minute Activity
titles. Choose an activity from page x and do it with the
Ask pairs to label each picture by writing the class.
corresponding title in the box provided at the bottom
of each picture. Check as a class.

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The Steps
1 Label the parts of the tale with the words in the box. clear up any questions. Invite pairs to label the parts
authors names illustration story subtitle title of the tale. Check as a class. Finally, ask the class
whether they know the story.
title
The Pied Piper of Hamelin
A classic tale for children
by Jacob and Wilhelm Grimm
Answer the questions.
subtitle

Once upon a time in the authors names Join pairs together to form groups of 4 or 6. Invite
north of Germany there was members of the groups to take turns reading the
a town named Hamelin. The
citizens of Hamelin were honest story aloud within their group. Then direct students
and industrious people, and as
the years went by, they became attention to the questions. Explain any unknown
very rich.
One day the town was invaded
vocabulary. Allow time for groups to discuss the
by a plague of rats. The terrified
citizens went to the mayors
questions and find the answers in the tale. Check as a
house for help, but nobody class.
knew what to do. We need illustration
help! said the mayor in despair.
Suddenly, a tall thin man
appeared with a hat and a gold
flute. I can help, he said, but Value
it will cost you. Whatever the
price, we will pay, replied the Use this opportunity to talk with students about
mayor.
making and keeping promises. In this tale, the
mayor promises to give the Pied Piper whatever
story he wants. The mayor breaks his promise, and
Answer the questions.
this has terrible consequences for the town. Talk
1. Can you find text in these styles: bold, italics, normal type?
Bold: title and subtitle, Italics: subtitle, Regular: authors' names.
about the importance of taking promises seriously,
2. Which part of the text above is in the biggest type and why?
The title. To indicate what you are going to read. and the consequences that can arise if promises
3. What are the names of the authors?
Jacob and Willhem Grimm.
4. How do you know when someone is speaking in the story? Is it the same in Spanish?
The text appears in quotations.
are not kept. (This theme will come up again in
5. Do you know this tale?
Answers may vary. Rumpelstiltskin, which the students will read later in
6. What happens at the end?
The Pied Piper of Hamelin plays his flute and all the rats follow him out of town.
the unit, so this topic may be discussed again in a
Recognize graphic and text arrangement. Identify the author(s). Graphic
components: illustrations, typography (e.g. bold, italic), etcetera. Text later class.).
components: title, subtitles, etcetera. Unit 1b 15

Time to read! Fiction pp. 5-8


Objectives
Tell students that they are going to read a story
Recognize graphic and text arrangement. that is similar to a very famous one (Cinderella).
Ask them to read the corresponding pages of the
Identify the author(s).
story. Then ask students how important they think
Graphic components: illustrations, typography (e.g. the doll will be in the story and why. Accept any
bold, italic), etcetera. ideas and encourage them to explain the rational
Text components: title, subtitles, etcetera. behind their ideas.

Before the Book Five-Minute Activity


Choose an activity from page x and do it with the
Play a game!
class.
Ask a volunteer to come to the front and whisper the
word rat into his/her ear. The student should draw it
on the board. The class guesses the word. Call another
volunteer to do the same with the word flute. Ask
students whether they know in what classic tale both
of these things appear.

The Steps

1 Label the parts of the tale with the words in


the box.
Divide the class into pairs. Direct their attention to the
tale. Have them identify the rats and the flute in the
pictures. Then read the words in the box aloud and

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2 Unscramble the title and guess what the tale is about. Then skim the tale and check.

Objectives

Understand central sense and main ideas of a The Fisherman and his Wife
classic tale from modelled reading. by Jacob and Wilhelm Grimm

Once upon a time a fisherman and his wife lived in a small, dirty shack
Predict contents based on graphic and text near the ocean. One day while he was out fishing, the fisherman caught
a big fish. The fish said to him, Please let me live. I am an enchanted
components. prince. Put me back in the water and let me go.
When the fisherman arrived home, his wife asked, Did you catch
Read stories. anything today? Yes, said the man. I caught a big fish, but he told
me
ask
that he was an enchanted prince, so I let him go. And what did you
for in return? said the woman. Nothing, said the fisherman. Nothing!
But what should
shouted his wife angrily. Go back to the ocean at once!
Before the Book I ask for? said the fisherman.

Jobs Listen to and read the tale and mark ( ) the correct illustration. 12

Write a selection of professions or job titles on the


board. Some of the jobs should be typical of classic
tales; others should be modern jobs or jobs which
would seem strange in a classic tale. Suggestions
include dancer, queen, knight, sailor, beggar, witch, etc.
for classic tale jobs, and bus driver, English teacher, DJ,
receptionist, accountant, etc. for other jobs. Be sure to
include prince and fisherman. Ask students which jobs
they expect people to do in classic tales. Allow a few
minutes for discussion. Then call upon volunteers to
come to the front and cross out the jobs they would
not expect to read about in classic tales. Some jobs
may be open to debate, but ensure that at least prince
and fisherman are not crossed out. 16 Unit 1b
Understand central sense and main ideas of a classic tale from modelled reading.
Predict contents based on graphic and text components. Read stories.

2 Unscramble the title and guess what the tale


is about. Then skim the tale and check.
Divide the class into pairs. Ask students to keep their
books closed. Write the jumbled title of the tale on the
board. Elicit the unscrambled version from the class.
Invite a volunteer to write the title on the board. With
books still closed, have students guess what the tale
is about. Allow a few minutes for students to discuss
their ideas with their partners. Elicit some ideas from
the group. Then get students to open their books and
have them skim the tale to check if their guesses were
right.

Listen to and read the tale and mark ( ) the


correct illustration. 12
Direct the students attention to the illustrations.
Elicit what is happening in each illustration. Play
Track 12 and have students read the tale again. Once
they have read and listened, have them mark the
corresponding illustration with a . Check as a class.

Five-Minute Activity
Choose an activity from page x and do it with the
class.

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3 Guess what the fisherman will ask for. Then scan the text and check.
Answers may vary.
You should ask for a
nicer house, said his wife.
3 Guess what the fisherman will ask for. Then
Go back and find the fish! So
the fisherman went back to the beach
scan the text and check.
and called out to the fish. Enchanted fish!
I caught you, but I let you go. Now my wife Before students open their books, ask them to guess
wants a favor in return. We live in a small, dirty hut.
Please, give us a cottage. The fish suddenly appeared what the fisherman will ask for. Have them note
in front of the fisherman. You will have it, said the
fish, and swam away.
down their guesses in their notebooks. Then have
When the fisherman arrived home, he found his wife students open their books and scan the text to check
in a beautiful cottage. But after a couple of weeks, the
woman exclaimed, This cottage is too small. Go and their guesses. As they are scanning, allow only 2
ask the fish for a palace. The fisherman went back
to the ocean and said to the fish, Now my wife wants minutes for this activity. Then discuss the outcome
to live in a palace. She will have it, replied the fish.
And when the fisherman returned home he found his of students guesses did anyone in the class guess
wife in front of a large palace with a big garden and
numerous servants. The next morning the woman told
correctly?
the fisherman, With this palace, we should be the king

Read this part of the tale. Then ask and


and queen of this land.
The fisherman returned to the ocean and
said sadly to the fish, Now my wife wants to
be a queen. Go home. Your wife is back answer the questions.
in the poor, dirty hut, said
the fish, and disappeared Have students read the text more carefully and
forever.
answer the questions. Allow enough time for them
to compare their answers with other pairs before you
check them with the whole group.

Language Awareness
Read this part of the tale. Then ask and answer the questions.
1. Who is kind, the man or the woman? man Connotations
2. Who is ambitious, the man or the woman? woman
3. Who is humble, the man or the woman? man Use this opportunity to talk with students about
4. Who is greedy, the man or the woman? woman
connotations. Explain that, in English, some words
Understand central sense and main ideas of a classic tale. Predict contents based
sound negative, and others sound positive, even
on graphic and text components. Read stories. Use different comprehension
strategies (e.g. skimming, scanning). Recognize central sense from key events. Unit 1b 17
though the basic meaning will be very similar.
Draw 2 identical stick figures on the board, and
label them thin and skinny.

Objectives

Understand central sense and main ideas of a


classic tale.
Predict contents based on graphic and text
components. thin skinny

Read stories. Use this example to show that both words mean
Use different comprehension strategies (e.g. the same thing, but one gives a clue about the
skimming, scanning). speakers opinion. Elicit the word that does this.
Recognize central sense from key events. Ask students about the connotations of the 4
adjectives in the questions are they neutral,
positive, negative, or both?
Before the Book
Memory Five-Minute Activity
Write the following on the board: Choose an activity from page x and do it with the
A prince went fishing. class.
The fishermans wife caught a big fish.
The fisherman knew exactly what to ask for.
Ask students to say whether these sentences are
correct according to the part of the tale they read on
the previous page. Have students work individually
to correct the sentences. Invite 3 volunteers to write
the correct sentences on the board. Ask the rest of the
class to check whether the new sentences are both true
and correctly written.

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4 Read the definitions and number the pictures.

Objectives

Use different comprehension strategies (e.g.


skimming, scanning).
Identify explicit information to find key events.
2 3 1
Recognize central sense from key events.
Elements in narrative: characters, events, etcetera.

Before the Book


A Cup of Coffee and a Good Story 5 4

Ask students what they need to make a cup of coffee. 1. A character is a person in a story.
2. The setting is where a story takes place.
Elicit hot water, instant coffee, sugar, a spoon, a cup, milk, 3. An event is something that happens in a story.

and so on. Explain that stories are like cups of coffee, 4. A conflict is a problem for a character in a story.
5. The resolution is how the conflict is solved.
because you need several ingredients to be able to Complete the sentences with information from the tale. Read it again if necessary.
make them well. To expand further on this example, 1. The three characters in the tale are: fisherman, wife, fish .
ask students what happens if you make coffee with 2. The setting of the tale is: a dirty shack .

cold water. Elicit that it wont be real coffee, it will 3. The first event in the tale is: The fisherman caught a big. .
4. The conflict of the tale is: The woman is ambitious and the fish gets angry. .
taste horrible, no one will drink it, etc. Relate this
5. The resolution of the conflict is: The woman was sent back to the hut and the .
metaphor to classic tales. If one element is missing, Answer the questions.
fish disappeared forever.

it will affect the whole story. It wont be a real story, Answers may vary.
1. Was the resolution surprising?

it wont be good, no one will read it. Elicit possible 2. Why did the fish refuse to make the woman a queen?
3. Do you think the fisherman was happy or sad at the end?
essential elements of a story: character, setting, event, 4. What would you wish for in the fishermans situation?
conflict, resolution. The analogy could be extended Use different comprehension strategies (e.g. skimming, scanning). Identify

even further; some cafs serve coffee with cream, 18 Unit 1b


explicit information to find key events. Recognize central sense from key events.
Elements in narrative: characters, events, etcetera.
flavors, chocolate, cinnamon, etc. The same is true for
stories; they may include other elements, which may
improve them, but the key point here is that the basic
ingredients are essential. Answer the questions.
Allow students a few minutes to discuss the questions
4 Read the definitions and number the with their partners. Then discuss the questions
pictures. together as a class.
Divide the class into pairs. Direct students attention
to the definitions given below the pictures. Invite 5 Time to read! Fiction pp. 9-11
volunteers to read the definitions aloud. Then have
students number the pictures according to which word Ask students to tell you the similarities they found
in bold they illustrate. Check as a class. between the story of Vasilisa and Cinderella (evil
stepmother, evil and ugly stepsisters, etc.). Ask them
Complete the sentences with information the following questions:
from the tale. Read it again if necessary. What do you think will happen to Vasilisa?
What would you do?
Have students, still working with their partners,
Would you like to have a magical doll? What would you
complete the sentences with information from the
ask her to do?
tale. Encourage them to do this from memory if
Ask students to read the corresponding pages of the
possible. Once they have attempted the activity
story. Ask students to name the 3 tasks Vasilisa had
from memory, if there are any details they cannot
to do. Then as a class discuss why Baba Yaga was
remember or are not sure about, then they may
surprised and if Vasilisa told her about her doll.
return to the previous page and reread the tale to find
or confirm the answers. Conduct feedback and accept
any paraphrasing ideas as long as they contain the Five-Minute Activity
correct information. Choose an activity from page x and do it with the
class.

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5 Complete the sentence about classic tales.
1. Classic tales usually begin with this line:
Once upon
_____________________________ a time
5 Complete the sentence about classic tales.
Read an extract from a tale and identify the conflict.
The girl had to spin all the straw into gold.
Have students work individually to complete the
Rumpelstiltskin
by Jacob and Wilhelm Grimm sentence about classic tales. If they are struggling,
write the following phrase on the board and have
students unscramble it: o n e c n p o u
Finally, have a volunteer read the phrase aloud.

Read an extract from a tale and identify the


conflict.
Elicit what conflict means when we refer to a tale.
Have students read the tale on their own, and identify
Once upon a time there was a poor miller who had a beautiful daughter. One day the miller
said to the king, My daughter can spin straw into gold. The king replied, Bring her to my
the conflict. Check as a class and accept different
palace tomorrow. ideas as long as they are logical.
When the girl arrived, the king took her into a room full of straw, gave her a spinning wheel,
and said, Now get to work! You will spin all the straw into gold before tomorrow morning.
The millers daughter cried and cried because she had no idea how to spin straw into gold. Find words in the story that rhyme with
While the girl was crying, a little man appeared in the room. He said to the girl, Good
evening. Why are you crying? The girl answered, Oh! I have to spin all this straw into gold,
and I do not know how.
these words. Then listen and check. 13
What will you give me, asked the little man, if I do it for you? My necklace, said the girl.
The little man took the necklace, sat in front of the wheel and started spinning. In a short
Have students look back at the extract and read it
time, all the straw had become gold. again, this time looking for words that rhyme with
Find words in the story that rhyme with these words. Then listen and check. 13
each of the 6 words listed below. Line numbers are
1. mime time (line 1) 4. tie my (line 2)
provided to help them if necessary. Check as a class.
2. run one (line 1) 5. ten when (line 4) Then play a quick pronunciation game: Say one of
3. red said (line 2) 6. fur her (line 4) the 12 words, and have students respond by saying
Read stories. Identify explicit information to find key events. Detect sounds the other word that rhymes with it. Play quickly, to
represented by different letters or their combination. Recognize central sense from
key events. Recognize conventions and forms with which key events are written. Unit 1b 19 make the game more challenging.

Five-Minute Activity
Choose an activity from page x and do it with the
Objectives class.
Read stories.
Identify explicit information to find key events.
Detect sounds represented by different letters or
their combination.
Recognize central sense from key events.
Recognize conventions and forms with which key
events are written.

Before the Book


Promises
Remind students of the importance of keeping
promises (which was discussed on page 15). Ask them
to tell a partner about a time when they made a
promise: What happened? Did you keep your promise?
What about a time when someone else made you a
promise? What happened then? Invite a few volunteers
to share their experiences with the class. Tell students
that they are going to read a story about someone
who made a promise he couldnt keep.

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6 Read the sentences and answer the questions. Go to Language Reference
on page 104.
Objectives While the girl was crying, a little man appeared in the room.
The little man took the necklace and sat down.
1. Which sentence describes consecutive past actions?
Establish forms that express continuous and past The little man took the necklace and sat down.
2. Which sentence describes an interrupted action in the past?
actions. While the girl was crying, a little man appeared in the room.
Circle the correct verbs to complete the next part of the tale.

Recognize conventions and forms with which key


events are written. The king opened / was opening the door and laughed when
he saw / was seeing the gold. While a servant was bringing
/ brought more straw, the king said / was saying to the
Arrange events in a sequence. girl, Do the same tonight with this straw and you will be
my queen.
The girl was answering / answered, Yes, my king, but
again she didnt know what to do. Suddenly, the little
Before the Book man appeared again and offered / was offering his help.
But this time, when you become queen, you will give me
your first child, he said.

Keeping Promises
Explain to students that they are going to read the Number the paragraphs in order to discover the ending.

rest of the story which they began reading on the 2 The queen cried so much that the little man said, "If you
can guess my name within three days, you will keep your
previous page. Tell them that, in this part of the story, child." But he knew she'd never guess his name.

the king will make a promise, and the girl will make a
promise. Ask the students to guess what each of these 4 On the third day the little man appeared again and
demanded her baby. But the queen said, No, you may not
promises might be. Then tell them that one promise take him, because I know your name is Rumpelstiltskin.
The little man got angry and disappeared forever.
was kept, and the other promise was not. Ask them to
guess which was kept and which was not. 1 The girl became queen and had a child. The little man
said,
"Now give me what you promised."

6 Read the sentences and answer the


questions. Go to Language Reference on 3 That night a servant was walking in the forest when he saw
the little man dancing around a fire and singing, "I'm ugly
and bad and short and thin, my name is Rumpelstiltskin.
page 104. The servant quickly returned and told the queen.

Read the sentences aloud and have students work in Establish forms that express continuous and past actions. Recognize conventions

pairs to answer the questions. Refer them to page 104 20 Unit 1b and forms with which key events are written. Arrange events in a sequence.

to check their answers. Next, check as a class. Remind


students of the use of the simple past (to express an
action that started and finished at a certain moment Demonstrate the activity by eliciting the correct form
in the past.). Write the following sentence on the of the verb from the students. Circle the correct form
board: I did my homework and went to the club. Have on the board. Once the activity is clear, have the
students notice that both actions are in the simple students complete the rest of the activity, working
past tense to show that one happened immediately together with their partners. Check as a class asking
after the other. Write the following sentence on the students to justify their answers.
board: I was having lunch when my mother arrived.
Invite a student to come to the board and underline Number the paragraphs in order to discover
both verbs in the sentence. Explain that we use the the ending.
past continuous tense combined with the simple past
Have students read the paragraphs individually. Then
to show that an action was happening at a certain
invite them to decide on the correct order and number
moment in the past when another one interrupted it.
the paragraphs. Check as a class.
Have students identify which action interrupts the one
that was going on at a certain moment in the past Refer back to the guesses the students made at the
(arrived). Write the following sentences on the board beginning of the class, about the promises that would
and invite students to come to the front and complete be made in this part of the story. Elicit the correct
them; She ________(cook) dinner and _____(watch) responses: The king promised to make the girl his queen,
TV. They _____________(play) soccer, when it _________ and he kept his promise. The girl promised to give her
(start) to rain. While she ___________ (read), someone baby to Rumpelstiltskin, but in the end, she did not have
___________(knock) at the door. He ___________(go) to keep her promise. Ask the students if they guessed
to the movies and ______ (have) dinner at an Italian the promises correctly at the beginning of the class.
restaurant. Ask students why the queen did not keep her promise.

Circle the correct verbs to complete the next Five-Minute Activity


part of the tale. Choose an activity from page x and do it with the
class.
Write on the board:
The king opened / was opening the door and laughed.

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7 Ask and answer the questions.
Answers may vary.
1. What did you like about this tale?
2. What did you dislike about it?
7 Ask and answer the questions.
3. What would you change about the tale? Why?
4. Can you give an alternative title for the tale?
Divide the class into groups of four. Have students
Look at the pictures and use the words to recall what happened in the tale.
ask each other the questions and answer them. Allow
enough time for everyone in the group to answer all
the questions. Then discuss their responses as a class.

Look at the pictures and use the words to


recall what happened in the tale.
Direct students attention to the pictures and the
prompts underneath them. Explain that they should
use the pictures and the prompts to retell these parts
1. Rumpelstiltskin, straw, gold 2. Rumpelstiltskin, baby of the story. They do not need to write full sentences at
Rumpelstiltskin turned the straw Rumpelstiltskin demanded the
into gold. queens baby. this stage, only notes.
They may discuss their ideas within their groups and
help each other remember and construct the tale,
but every member of the group should write his or
her own notes. When they have finished, have them
compare their ideas within their group.

Write sentences about the pictures.


Direct students attention back to the pictures.
3. a servant, forest, Rumpelstiltskins name 4. Rumpelstiltskin, angry, disappear
A servant was walking in the forest, saw the
little man dancing around a fire and heard Rumpelstiltskin got angry and
Explain that in this activity they have to describe
Rumpelstiltskins name. disappeared forever. what was happening in the pictures using their
Write sentences about the pictures. notes. Allow time for students to work on this in their
groups. Encourage them to write at least 2 sentences
Retell events from illustrations. Rewrite key events. Unit 1b 21
about each picture. Check as a class. Accept any
answer that reflects the content of the picture and
is grammatically correct. Once responses have been
Objectives checked and any mistakes dealt with, have students
make a final draft of their sentences on a fresh sheet
Retell events from illustrations. of paper, and include their work in their portfolio.
Rewrite key events.
Time to read! Fiction pp. 12-14
Before the Book Ask students to sum up the story so far. Then have
them choose one of the following endings for the
Parts of a Story
story:
Now that students have read the whole story of 1. Baba Yaga eats Vasilisa.
Rumpelstiltskin, remind them of the 5 elements 2. The stepsisters discover the magical doll.
of a story which they saw on page 18. Elicit these 3. Vasilisa marries a prince and lives happily ever after.
5 characteristics, and write them on the board: Ask students to read the corresponding pages of the
character, setting, event, conflict, resolution. Then ask story. Then refer students back to the endings above
students to remember the details of each one of the and check their predictions. Discuss as a class if
elements. Create a class list by writing the details on they would give the story a different ending. Finally,
the board: refer students to the comprehension activities
on page 14 and have them work individually on
The girl/the queen, her
them. Before checking as a class, allow students to
father, the king, the little
Character compare their answers in pairs.
man/Rumpelstiltskin, the
queens servant
Setting Five-Minute Activity
Choose an activity from page x and do it with the
Include the other elements of a story in the chart. class.

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8 Unscramble these sentences from the tales in the unit.

Objectives 1. asked for / more and more / the woman


The woman asked for more and more.
2. his daughter / he claimed that / gold from straw / could spin
Arrange sentences to conform events. He claimed that his daughter could spin gold into straw.
3. in a beautiful cottage / and found his wife / returned home / the man
Express reactions and personal opinions about The man returned home and found his wife in a beautiful cottage.
events (e.g. I didnt like). 4. his flute / and the rats / the man played / followed him
The man played his flute, and the rats followed him.
5. appeared / she was crying / while / a little man
A little man appeared while she was crying.
Before the Book 6. of rats / the town / invaded / a plague
A plague of rats invaded the town.
Three Stories Number the pictures according to the sentences above.

Remind students that, so far, they have read three


stories. Ask them if they can remember the names of
all three. Elicit the exact names, and write them on
the board. Leave them on the board, as students may
wish to refer to them later in the class.

8 Unscramble these sentences from the tales in 2 1 4

the unit.
Divide the class into pairs. Have them work together
to unscramble the sentences, which relate to the tales
students have read in the unit. Next get them to write
the unscrambled sentences on the lines provided.
Check as a class. 6 3 5

Discuss these questions.


Number the pictures according to the Which story did you like the best? Why? Answers may vary.

sentences above. 22 Unit 1b


Arrange sentences to conform events. Express reactions and personal opinions
about events (e.g. I didnt like).

Explain that the pictures correspond to the sentences


which the students have just unscrambled. Have them
read their sentences again, look at the pictures and
put the number of each sentence in the appropriate
box. To check, name a person or object in a picture
and elicit the number: flute 4.

Discuss these questions.


Have students discuss the questions with their
partners. Then invite a few volunteers to share their
answers with the whole class. Discuss as a class.

Five-Minute Activity
Choose an activity from page x and do it with the
class.

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The Presentation
1 Create a storybook for lower grade students. 2

1. Select and read a classic tale.


2. Determine the key events.
Direct students attention to the instructions and read
3. Compose and arrange sentences based on the key events. them aloud. Allow sufficient time for the groups to
4. Revise the grammar, spelling and punctuation.
5. Choose the number of pages for your book.
read their classic tale before encouraging them to
6. Allocate the pages to different group members. Go to Worksheet 2. move on to the practical part of the project.
7. Rehearse reading the text out loud and practice pronunciation.
8. Read the book out loud and donate it to students from lower grades. Go through the steps one by one, making sure
students understand what they have to do. Explain
steps 2 and 3 by eliciting some key events in the
stories and expressing them in clear sentences.
(Little Red Riding Hoods mother asked her to take a
basket with food to her grandmother. / While she was
walking through the wood a big and ugly wolf appeared
from behind a tree. / Hansel and Gretel knocked at the
witchs house, etc.) Have students notice that the
verbs used are in simple past and past continuous
forms. Remind them to pay attention to the
chronological order of events. Encourage groups
to exchange texts to revise grammar, spelling and
The End
punctuation. Tell them they should decide on the
Group Reflection
1. How did you feel working with your team members?
number of pages in the book according to the number
2. Was it easy to decide how to divide up the work? of key events the story has. Divide the pages of the
3. What do you find difficult about working in a team?
4. Do you find it easier to work in a team or alone?
book among the group members. Have them go to
5. Did you prefer writing or illustrating the storybook? Worksheet 2 and follow the instructions on how to
Self-Evaluation make the storybook pages.
Now turn to page 14 and mark ( or ) your progress.
Variation 2: Take the groups to a lower grade
classroom and have them perform their tales for the
The Product: Create a storybook. Group reflection and self-evaluation. Unit 1b 23
students from that class, then donate their books to
that classroom.

Objectives The End

The Product: Create a storybook. Group Reflection


Group reflection and self-evaluation. Have students work in the same groups as before.
Read the questions aloud and have groups discuss
Suggested Materials paper (several sheets per
the answers. Lead the class in a discussion on how to
group), colored pencils/crayons, scissors
evaluate how they worked and what they would like
to focus on in later classes.
Before the Book
Self-Evaluation
A Classic Tale Have students turn back to page 14. Read the
You can do this activity in preparation for the objectives for this part of the unit again and ask
presentation and selection of a tale. Take a selection students to mark them according to their own
of classic tales to class. It is better if these are simple opinion of how they did. Put students into pairs or
text versions printed from the Internet or handwritten, small groups and have them compare their answers
rather than existing storybooks, since this will together.
encourage more creative thinking from the students.
Divide the class into groups of four, and distribute Five-Minute Activity
the texts so that each group receives a different story. Choose an activity from page x and do it with the
There are a number of ways of doing this: the texts class.
could be raffled, randomly assigned, or chosen by the
groups. Go to Assessment 1b
on page T105.
The Presentation

1 Create a storybook for lower grade


students. 2

Unit 1b T23

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Teachers Corner Unit 1 Suggestions for Songs

Teaching Tip
1. We Are Family, by Sister Sledge
Print out a copy of the lyrics from http://www.lyrics.
Pair and Group Work com
Getting students to work in pairs and groups is Make a copy for each pair of students and have a
specially important in the language classroom, firstly, volunteer bring a CD with this song to class.
because it gives students more opportunities to speak Ask the students to listen to the song and circle the
English, and secondly, because it develops their ability words relating to family: sister, family, love, etc.
to work together with their peers, something that is
Play it again and invite students to join in.
very important in the world of work outside school.
2. Daughters, by John Mayer
Learning Tip
Print out a copy of the lyrics from http://www.lyrics.
Materials and Tools com
Make students aware of the wide range of materials Ask a volunteer to bring a CD with the song to class.
and tools they have at their disposal to help them Hand out the lyrics and divide the class into three
with their language study. They can use dictionaries, groups.
grammar books, phrasebooks, online lessons, mp3 Do a lip-synching competition, where students
players and electronic translators. volunteer to sing the song in groups. The goal is to
give a great stage performance! Ask the students to
Formative Assessment Tip vote for the best performance.
After teaching an important principle or procedure,
Websites used for the development of the unit:
ask students to write down at least one real-world
application for what they have just learned. This Unit 1a
will remind them how well they can transfer their
http://www.eslgold.com/speaking/phrases.html
learning.
http://learnenglish.britishcouncil.org/en/english-
Website Suggestions grammar

Sociology Unit 1b
http://www.pobronson.com/factbook/pages/56.html http://childhoodreading.com/
A very complete site with lots of (mostly statistical) http://www.teachingenglish.org.uk/try/britlit
information about families around the world,
including information about who does the housework,
the age at which people get married, who takes care
of the children, the role of grandparents, the average
size of families, education and much more.

Sociology
http://www.behindthename.com/
The origins of first names in different languages,
including English and Spanish. Also information on
most popular names, as well as a fun name generator
and information about namesakes and name days.

T23a Unit 1

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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK

Richmond Publishing, S.A. de C.V., 2011 Photocopiable


Edit your writing
USE THE FOLLOWING SYMBOLS TO COMMENT ON YOUR OWN (OR A CLASSMATES) WRITING:

Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understand ideas.

Evaluate your work. Circle the answers.


WRITTEN WORK
Did you or a classmate edit your first version? Yes / Somewhat / No
Did you make corrections accordingly? Yes / Somewhat / No
Are you happy with your work? Yes / Somewhat / No
GROUPWORK/PAIRWORK
Did every member have a clear role? Yes / Somewhat / No
Did all the group members participate equally? Yes / Somewhat / No
Are you happy with the group? Yes / Somewhat / No
Did you enjoy working with other classmates? Yes / Somewhat / No

Student B USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK

Richmond Publishing, S.A. de C.V., 2011 Photocopiable


Edit your writing
USE THE FOLLOWING SYMBOLS TO COMMENT ON YOUR OWN (OR A CLASSMATES) WRITING:

Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understand ideas.

Evaluate your work. Circle the answers.


WRITTEN WORK
Did you or a classmate edit your first version? Yes / Somewhat / No
Did you make corrections accordingly? Yes / Somewhat / No
Are you happy with your work? Yes / Somewhat / No
GROUPWORK/PAIRWORK
Did every member have a clear role? Yes / Somewhat / No
Did all the group members participate equally? Yes / Somewhat / No
Are you happy with the group? Yes / Somewhat / No
Did you enjoy working with other classmates? Yes / Somewhat / No

Unit 1 T23b

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U t
Unit

Unit 2a 2a Using Bilingual Dictionaries


Using Bilingual Dictionaries 1 Discuss these questions.
The Beginning

Answers may vary.


1. Do you use dictionaries?
2. If so, do you use the dictionaries that give you the definition or the translation?

Social Practice Understand and write instructions. 3. Do you prefer an online or a printed dictionary?
4. Which dictionaries have pictures?
Environment Formation and academic
2 Read the definitions. Then mark ( ) the bilingual dictionaries.
A bilingual dictionary translates words from one language to another.
A monolingual dictionary uses the same language for the word and its definition.

1 2 3 4
Objectives

Select bilingual dictionaries.


Identify purpose and intended audience.
Recognize graphic components.
Write the number of the appropriate
dictionary next to each person. Surreptitious? 4
What is that in
Before the Book 1
Id like to see a photo of
a hedgehog. I dont really
Spanish?

know what one looks like.

Making Words The Plan

In this unit you will:


Divide the class into groups. Write the word review different types of dictionaries

dictionaries on the board. Ask groups to write down 2


understand the instructions to use
a bilingual dictionary
as many words as they can by using the letters in write instructions to use a bilingual
the word dictionaries. Allow groups enough time to Where can I find dictionary from a model
a meaning for learn how to improve your
complete the activity. Then have students take turns philanthropy? I just

writing skills
have my laptop here...
to tell you the words they wrote.
Select bilingual dictionaries. Identify purpose and intended audience. Recognize
Possible answers: dice, it, in, into, can, cone, care, cat, 24 Unit 2a graphic components.

cities, candies, tie, toad, ten, on, one, nose, net, nest, not,
note, ant, an, at, are, action, actor, art, rose, rat, ran, son,
sit, etcetera.
The Plan
The Beginning Invite volunteers to read the objectives one by one.
Then get students to share their ideas about the
1 Discuss these questions. meaning of each objective. Encourage the class to say
Invite volunteers to read the questions. Clear up any what expectations they have of the unit.
questions that students may have. Then divide the
class into pairs. Ask them to discuss the questions. Time to read! Nonfiction pp. 17-18
Next, elicit students ideas. Accept all answers.
Ask students the following questions:
2 Read the definitions. Then mark ( ) the
When do you think the first dictionary appeared?
bilingual dictionaries. What do you think it looked like?
Have students read the two definitions in silence. Elicit How many words do you think it had?
the dictionary that matches each definition: English- Ask students to read the corresponding pages of the
Spanish, English-English. Then have students look at reading. Then refer them back to the questions you
the different dictionaries and mark ( ) the bilingual asked before and ask them to try to answer them
ones. again to check their predictions.

Write the number of the appropriate


Five-Minute Activity
dictionary next to each person.
Choose an activity from page x and do it with the
Direct students attention to the people and ask
class.
students how old they think the people in the pictures
are. Then have students read what the people are
saying and decide what type of dictionary each
person needs. Check as a class.

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The Steps
1 Read the definitions. Then label the parts of the dictionary using first team to arrange their words correctly wins the
the words in red.
1. Entries appear in bold in alphabetical order.
game. Afterwards, elicit the meaning of some words.
2. Arabic numbers (1,2,3...) indicate the subentries.
3. Roman numerals (I, II, III) indicate a change in the part of speech of the same entry. The Steps
4. The phonetic transcription is located between slashes //.
5. The abbreviations in italics stand for parts of speech.
6. The guidewords indicate the first and last word on each page. 1 Read the definitions. Then label the parts of
7. The symbol ~ is a placeholder for the main entry in examples.
8. The abbreviation e.g. introduces an example. the dictionary using the words in red.
9. The words or phrases in square brackets [...] show synonyms or collocations.
10. The words between < > show the forms of the entry (irregular verbs, irregular plural, etc.). Tell students that dictionaries can provide a lot of
11. The translation of the word appears in a different language than the entry. information about a word such as how to spell it, how
entries parts of speech
of the same entry. main entry
synonyms /
collocations
to pronounce it, if it is capitalized, etc. Direct students
guidewords subentries example attention to the dictionary entry. Focus on the
pullpumpkin example and tell students that all dictionaries have
pull /pUl/ I. n. 1. [tug] tirn e.g.: You have to give the door a good ~ guidewords at the top of each page. They help us save
[f ] fuerza e.g.: She has always felt the ~ of the stage.
2. [force]
II. v. <pulls, pulling, pulled> 1. [to draw] tirar de, jalar e.g.: The dog
time when looking for a word.
was pulling the sleigh. 2. [to take out] e.g.: He pulled a blanket from
Read the definitions together with students and clear
the drawer.
pulp /plp/ I n. 1. [of fruit] pulpa 2. [of paper, wood] pasta
up any questions they may have. Then divide the
3. [substance crushed or beaten] pure e.g.: The tomatoes have been class into groups. Ask groups to label the parts of the
crushed to a pulp. II v. <pulps, pulping, pulped> reducir a una pasta
dictionary. Check as a class.
phonetic parts of speech forms of the entry translation
Play a game!
transcription

Play a game! Answers may vary.


Divide the class into pairs. Explain what students
1.
1. Read the guidewords above again.
2.
have to do. Ask volunteers to share their answers with
2. List four more words that could possibly appear between
these guidewords. 3. the class.
3. Compare with another pair.
4.
Possible answers: pulpit, pulse, puma, pump
Recognize text components. Locate and recognize the number of entries. Identify entries
and subentries. Examine numbers and special characters and determine their use. Unit 2a 25

Value
Take the opportunity to talk to students about
Objectives working in groups or pairs as a way to integrate
everybody in the class.
Recognize text components.
Locate and recognize the number of entries. Five-Minute Activity
Identify entries and subentries. Choose an activity from page x and do it with the
Examine numbers and special characters and class.
determine their use.
Suggested Materials index cards (1 per student)
Preparation Write the following words on the
index cards: guide, guillotine, guilty, guinea, guitar,
gulf, gum, gun, guru, guy/word, work, world, worm,
worry, worse, worth, would, wound, wow. Make
enough sets for groups of ten students (1 set per
group).

Before the Book


Alphabetical Order
Divide the class into groups of ten. Ask them to line
up. Give out a word to each member of each group
(see Preparation). Then explain that each group will
have to arrange its words in alphabetical order. To do
so, they will have to move around until they are in
the right place according to the word they have. The

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2 Listen and repeat the letters of the English alphabet. 14

Objectives
a b c d e f g h i
j k l m n o p q r
Identify text organization. s t u v w x y z

Point out sections assigned to each language.


Locate words in English and Spanish in a dictionary 3 Find and circle the English words.
upon their reading aloud. umpetpingi
atr no
ell su
br rp
m r
su

is
Before the Book

er

l
gu

oo
es
ra

ag

dw
pa

or

oo
g
More Alphabetical Order az ow

e
os
or sit
pre ar
sawonderfulp
Ask students to line up in alphabetical order
according to the first / last letters of their names, List all the words in the corresponding sections. Remember to put them in
surnames, moms / dads names, etc. Have students alphabetical order.

say the names aloud every time they line up. English Dictionary Diccionario Espaol

surprise paraguas
2 Listen and repeat the letters of the English trumpet pingino
umbrella resago
alphabet. 14 wood parsito
wool sorpresa
Direct students attention to the English alphabet. wonderful regazo
Play Track 14. Have students repeat the letters. Then
ask students to compare the English and Spanish 4 Listen to the words on the recording and write them under the appropriate
guidewords. 15
alphabets: how many letters they have, which letters 1. risenrob 3. robberrollerblade 5. seagullseal 7. seamseat
are different, etc. rite rock seashell seal
2. popurrpormenor 4. porteposeer 6. librarlicenciado 8. liceolija

3 Find and circle the English words. poquito portn libro lidiar

Identify text organization. Point out sections assigned to each language. Locate
Divide the class into pairs. Explain that there are 26 Unit 2a words in English and Spanish in a dictionary upon their reading aloud.

words in Spanish and words in English in the word


snake. Ask pairs to find and circle only the words in
English. Check as a class.

List all the words in the corresponding


sections. Remember to put them in
alphabetical order.
Direct students attention to the headings of the table.
Explain that they represent the sections that they
can find in any bilingual dictionary. Have pairs work
together and list all the words from the word snake
in the corresponding sections in alphabetical order.
Check as a class.

4 Listen to the words on the recording


and write them under the appropriate
guidewords. 15
Ask students what guidewords are for when using
a dictionary. Then have them look at the different
guidewords. Have them identify the ones in Spanish
and the ones in English. Play Track 15. Have students
write the words they hear under the appropriate
guidewords. Check as a class.

Five-Minute Activity
Choose an activity from page x and do it with the
class.

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5 Match each part of speech with its definition. Then listen and check. 16

Part of speech Definition can find what part of speech a word is noun, verb,
adjective names a person, place, thing or state adjective, etc.
adverb replaces a noun or noun phrase
Divide the class into pairs. Read the definitions
article describes a verb, adjective or adverb

conjunction describes a noun


together with students and clear up any questions
noun describes an action or existence
they may have. Then have them match each part of
preposition joins words, phrases or clauses with each other speech with its definition. Next, play Track 16 and
pronoun is used before a noun; it can be definite or indefinite have students check their answers.
verb describes the relationship between a noun and another
noun, verb or adverb After that, direct students attention to the parts
of speech. Have them notice the letters in bold.
6 Find and circle the abbreviations for the parts of speech.
Explain that, in a dictionary, these letters are used to
abbreviate the parts of speech.
between /btwin/ prep. 1. debajo de 2. [less than] inferior a
fast /fst/ I adj. 1. [speedy] rpido, rpida 2. [watch, clock] adelantado II adv.
1. [quickly] rpidamente 2. firmemente III v. <fasts, fasting, fasted> ayunar
6 Find and circle the abbreviations for the
lock /lAk/ I n. 1. cerradura 2. mechn II v. <locks, locking, locked> cerrar parts of speech.
mine /majn/ I pron. mo, ma, mos, mas II n. mina III v. <mines, mining, mined>
excavar Invite volunteers to find and read entries in the
the /D/ art. el, la, los, las dictionary excerpt. Allow students time to circle the
but /bt/ conj. 1. pero 2. [clarifying negative statement] sino
abbreviations. Check as a class.
Write the abbreviation of the part of speech for each word in bold.
Write the abbreviation of the part of speech
1. The diamond mine is no longer in use. n.
2. I locked the door and went to work. v. for each word in bold.
3. Tigers run fast. adv.
4. The lock of my suitcase is broken. n. Divide the class into pairs. Have them read the
5. This is not your book. Its mine.
6. Some people fast 40 days before Easter.
pron.
v.
sentences and decide how the words function in each
sentence: as a verb, as a noun, etc. Explain that in
7 Go to Worksheet 3. 3 17
English the same word can function in a sentence
Establish type of word from an abbreviation. Locate types of word in a dictionary.
Read the definitions for words in English and in Spanish. Unit 2a 27
as different parts of speech. Have pairs write the
corresponding abbreviation of the part of speech for
each word. Check as a class.

Objectives 7 Go to Worksheet 3. 3 17
Have students open their books to page 121. Go over
Establish type of word from an abbreviation. the phonetic chart and explain how it works.
Locate types of words in a dictionary. Form pairs. Invite students to do activities 1 and 2.
Read the definitions for words in English and in Play Track 17. Finally, invite pairs to do Activity 3.
Spanish. Monitor and check.
Suggested Materials a ball Five-Minute Activity
Choose an activity from page x and do it with the
Before the Book class.

Spelling Words
Say a word and toss the ball to a student. The student
stands up and spells the word. Check as a class if
the student spelled the word correctly. If the word is
spelled correctly, he/she says another word and tosses
the ball to another student, etc. If the first student
does not spell the word correctly, however, he/she
tosses the ball back to you and sits down. Then you
say another word and toss the ball to another student.

5 Match each part of speech with its definition.


Then listen and check. 16
Remind students that the parts of speech indicate how
a word functions in a sentence. In a dictionary, we

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8 Read the text and decide which part of speech completes each blank. Then write the
parts of speech on the lines using abbreviations.
Objectives
Mammals
List abbreviations. What are (1) n. ? How do you know that a creature is a mammal?
Here are some tips: all female mammals have mammary glands;
Locate types of words in a dictionary. both male and females have hair, sweat glands, (2) conj. four-
chambered hearts. Most mammals give birth to (3) adj. animals;
Read the definitions for words in a dictionary. there are only five species of mammals that (4) v. eggs.
Mammals can live on land, in the ocean and (5) prep. the air.
Regardless of where they live, they breathe air through (6), n.

Before the Book not gills.


Here are some (7) adj. facts about mammals. If you would like to learn more about (8) pron. ,
visit our site: wanttoknowaboutmammals.edu.uk
Mammals in Order
No two zebras have the same pattern of stripes.
Write the words rabbit, giraffe, zebra, monkey, whale, The trunk of an elephant can hold up to eight

panther, kangaroo, elephant, mouse, panda, koala, lion, liters of water.


Kangaroos are unable to walk (9) adv. .
rat, and gorilla on the board. Divide the class into Lions cant roar (10) adv. they are about two
pairs. Ask them to write the words in alphabetical years old.
Rabbits cannot vomit.
order on a sheet of paper and give it to you. The first Male monkeys can go bald.

pair to hand in the correct list wins.


Read the words that complete the text and their definitions. Then number them.
Ask students what the animals listed have in
common: Theyre all mammals. None of them can fly.
and conj. connects words and phrases 2 lungs n. organs that help creatures
breathe 6
8 Read the text and decide which part of backwards adv. in the direction that is
behind you 9 mammals n. animals that are born

speech completes each blank. Then write in prep. inside or within a place 5 from their mothers body 1
interesting adj. engaging, fascinating 7 them pron. a word used for referring
the parts of speech on the lines using live adj. having life 3
to a group mentioned before 8
until adv. up to a particular place
abbreviations. lay v. to put, set down 4
in time 10

Invite a volunteer to read the title of the text and


elicit information that students might find in the 28 Unit 2a
List abbreviations. Locate types of words in a dictionary. Read the definitions for
words in a dictionary.
article: what mammals are, what they eat, etc. Accept all
answers.
Then read the first sentence and the example aloud.
Elicit why we need a noun: Because the question needs Value
a subject. Take the opportunity to talk to students about
Address any questions students may have. Then how every member in a group or a pair can make
divide the class into pairs. Ask them to read the text an important contribution to the activity they are
carefully and decide which part of speech completes doing.
each blank. Refer students to page 27, Activity 5.
Next, ask volunteers for the answers. Do not confirm Five-Minute Activity
or reject their answers.
Choose an activity from page x and do it with the
Read the words that complete the text and class.
their definitions. Then number them.
Read the example. Have pairs check their answers
from the previous exercise as they complete the
exercise. Check as a class and address any remaining
questions students may have.

Time to read! Nonfiction pp. 19-21

Ask students to read the corresponding pages of


the Nonfiction Reader. Then divide the class into
groups. Have them decide which of the games
described they would like to play. Give groups
enough time to play the games.

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9 Read the definitions. Then classify the words accordingly.

country man mountain


Pacific Simon
Mount Everest Nadia
Uruguay woman
ocean 10 Circle the parts of the headlines using the
a. Common nouns refer to a category of items. We write them using lower case letters. color key.
b. Proper nouns are the names of specific items. We write them using capital letters.
Read the headlines together with students and address
Common Nouns Proper Nouns any questions students may have. Divide the class
country Mount Everest into pairs. Then explain the three tasks they need
man
mountain
Nadia
Pacific
to complete. Allow enough time to complete them.
ocean Simon Check as a class.
woman Uruguay

On a separate sheet of paper, copy the chart


10 Circle the parts of the headlines using the color key.
below. Then classify all the words from the
capital letters at the beginnings punctuation signs
of sentences headlines in alphabetical order according to
capital letters for proper nouns
their part of speech.
green

red Demonstrations in Egypt turn


Ask students to copy the chart at the bottom of the
red The famous singer is
violent on the weekend. yellow
page into their notebooks. Then have them classify
free again! yellow
the words from the headlines in alphabetical order
green
r Earth? according to their part of speech. Next, ask them
How can we save ou
red ts are asking themselves
scientis
.
yellow
to compare their results with another pair. Finally,
include their work in their portfolios. Check as a class.
On a separate sheet of paper, copy the chart below. Then classify all the words from
the headlines in alphabetical order according to their part of speech. Five-Minute Activity
Nouns Verbs Adjectives Pronouns Prepositions Articles Adverbs Choose an activity from page x and do it with the
n. v. adj. pron. prep. art. adv.
class.
demostrations
Egypt, singer, turn, is, save, violent, famous, we, in, on
Earth, scientists are, asking, free, themselves the again,
weekend

Understand the use that is given to lower and upper case letters. Classify types of
words in the table. Unit 2a 29

Objectives

Understand the use that is given to lower and


upper case letters.
Classify types of words in table.

Before the Book


Correct Letters
Divide the class into teams. Explain that you are
going to say two letters: i , r. Teams have to think of
a word that contains the two letters: shirt, write it on
a sheet of paper, and give it to you. If the answer is
correct, the team gets a point. The team with the most
points wins the game.
Note: You can make the game more challenging by
saying more letters.

9 Read the definitions. Then classify the words


accordingly.
Ask students to remind you what a noun is: A noun
names a person, place, thing or state. Tell students that
nouns are divided into common and proper. Read the
definitions. Next, divide the class into groups. Have
groups classify the nouns. Check as a class.

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11 Read the situations in the pictures. Think of the meaning of time in each scene.

Objectives 1 3

Comprehend the instructions to use a bilingual


dictionary. Time me, please.
Do you know
what time it is?
Understand the use of different textual components.
2 How many times do 4
Suggested Materials 10 English-Spanish I have to explain it?

dictionaries; an English-English dictionary


Preparation Prepare a list of words that students
dont know so that they can guess the words How time flies!

meanings: embarrassed, sensible, etc. Tips


Now number the definitions
according to the pictures 1. Try to deduce the meaning of the unknown word
above. Use the Tips box for from the given situation (context).
Before the Book help. 2. Decide what part of speech the word is in this
situation.
3. Look up the word and identify the appropriate
time /tajm/ I n. 1. tiempo 4
Correct Definitions 2. (clock) hora 3 3. (occasion)
part of speech in the dictionary.
4. Look for the meaning that fits the situation.
Write a word from the list you prepared on the board. vez 2 II v. cronometrar 1 5. Check if your deduction in point 1 was correct.
6. Do the same for the other situations.
Divide students into pairs. Each pair writes what they
think it means on a slip of paper. Each pairs guess
12 Read the definitions of play and write an example for each. Answers may vary.
must be anonymous. Collect the slips of paper. Read
the definitions from the English-English dictionary
play /pleI/ I n. a theatrical performance, e.g.:
aloud. The pair whose guess is most similar to the II v. 1. to take part in a game, e.g.:
dictionary definition wins. 2. to make music with an instrument, e.g.:
3. to take part in a dramatic presentation, e.g.:

11 Read the situations in the pictures. Think of


Now discuss how to translate each meaning into Spanish.
the meaning of time in each scene.
Comprehend the instructions to use a bilingual dictionary. Understand the use of

Give students enough time to look at the different 30 Unit 2a different textual components.

situations where the word time appears. Elicit the


meaning of time in each situation. Do not confirm
or reject students answers. Five-Minute Activity
Now number the definitions according to Choose an activity from page x and do it with the
class.
the pictures above. Use the Tips box for help.
Read the tips together with students and address
any questions they may have. Place the English-
Spanish dictionaries on a desk so that students can
access them. Have students number the definitions
and verify whether their answers from the previous
exercise are correct. Check as a class.

12 Read the definitions of play and write an


example for each.
Have students read the dictionary entry for the word
play. Then ask them to write an example for each
definition. While students work, monitor and help
them if necessary. Check as a class.

Now discuss how to translate each meaning


into Spanish.
Have students discuss the translation of each meaning
of play in Spanish. Check as a class.

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13 List the bilingual dictionary features from the box in alphabetical order. Write an
example from the unit for each.

abbreviations phonetic transcription Arabic numbers Roman numerals


entries examples guidewords

1. abbreviations : adj. adv. n. Answers may vary.

2. Arabic Numbers : 12
3. entries : you have to give the door a good pull
4. examples : The dog was pulling the sleigh
5. guidewords : risen-rob
phonetic /fst/
6. transcription :
7. Roman numerals : I, IX, L
15 Listen and underline Rons problem. 18

a. Ron doesnt understand an English word.


Objectives b. Ron is looking for the translation of a Spanish word.

Listen again and mark ( ) the things you


Establish the number of steps. need to do to look up a word.

Arrange sentences in a logical sequence.


possible answers.
Read to revise punctuation and spelling. When you want to look up a word in English...

2
Preparation Copy the following sentences on a turn / right section guess / meaning
know / alphabet establish / context 3
sheet of paper: flip pages find / abbreviation
use guidewords 1 check / pronunciation 6
read all the meanings 4 decide / part of speech 5
A Bilingual Dictionary translates words from one
language to another. Number the steps you marked above in the order in which you do them. Then write
the complete sentences. Use the Tips box for help.
roman numerals (i, ii, iii) indicate a change the part
of speech How to use a bilingual dictionary
The abbreviation EG introduces an example. 1 Use guidewords.
Some people fast 40 days before easter 2 Turn to the right section of the dictionary.
proper Nouns are the names of specific items. 3 Establish context.

Phonetic transcriptions help us pronounce the Word. 4 Read all the meanings.
5 Decide the part of speech.
6 Check pronunciation.
Make a copy for each student.

Tips
Before the Book Edit your work
Make sure all sentences begin with a verb (imperative form) in upper case letter.

Find the Mistakes



Check that sentences finish with a period.
Check the spelling of all the words.
Divide the class into groups. Give out the copies.
Have groups read the sentences, find the spelling and 32 Unit 2a
Establish the number of steps. Arrange sentences in a logical sequence. Read to
revise punctuation and spelling.
punctuation mistakes, and rewrite them correctly.
Check as a class.

15 Listen and underline Rons problem. monitor and help them if necessary. Check as a class.
18 Do a quick survey to see how many students follow
the same steps.
Have students look at the picture of the boy and tell
you what they think he is doing. Play Track 18. Have Five-Minute Activity
students underline the answer. Check as a class.
Choose an activity from page x and do it with the
Listen again and mark ( ) the things you class.
need to do to look up a word.
Read the list of options with students and address any
questions they may have. Play Track 18 again. Have
students mark ( ) the red box next to each thing they
need to do to look up a word in a bilingual dictionary.
Check as a class.

Number the steps you marked above in the


order in which you do them. Then write the
complete sentences. Use the Tips box for
help.
Direct students attention to the things they marked
in the previous activity. Tell them to number these
things in the order in which they do them. To do this,
they should think about their own experience when
using a bilingual dictionary. Then they have to write
complete sentences on the lines provided. To do this,
they should refer to the Tips box. While students work,

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The Presentation
1 Write an instruction manual to explain how to use
a bilingual dictionary.
1. Work in groups. The Presentation
2. Compare the steps you wrote on the previous page and help each other
with any remaining questions.
3. Choose a word in English or in Spanish that you want to work with. 1 Write an instruction manual to explain how
4. Select a bilingual dictionary that you want to use to write the manual.
5. Write what section of the dictionary you are going to work with. to use a bilingual dictionary.
6. Decide how many steps you want to include in your manual.
7. Choose the most important steps and order them logically.
Divide the class into groups. First, read the
8. Check your writing and spelling. instructions together with students and address any
9. Write the final version of your manual.
10. Display your manual in the classroom.
questions they may have. Then distribute the paper.
Have students plan their work together and write
their manual. Remind students that they have the
Dictionary at the back of their Activity Book. While
students are working, monitor and help them if
necessary. Next, call on volunteers to describe their
work to the rest of the class. Display students work
around the classroom, and then include it in their
portfolios.

The End
The End

Group Reflection
Group Reflection
1. How did you feel working with your team members? Have students work in the same groups as before.
2. Was it easy to decide how to divide up the work?
3. What do you find difficult about working in a team?
Read the questions aloud and have groups discuss
4. Do you find it easier to work in a team or alone? the answers. Lead the class in a discussion on how to
Self-Evaluation evaluate how they worked and what they would like
Now turn to page 24 and mark ( or ) your progress.
to focus on in later classes.

The Product: Write an instruction manual. Group reflection and self-evaluation. Unit 2a 33 Self-Evaluation
Have students turn to page 24. Read the objectives for
this part of the unit again and ask students to mark
them according to their own opinion of how they did.
Objectives
Put students into pairs or small groups and have them
The Product: Write an instruction manual. compare their answers together.
Group reflection and self-evaluation. Five-Minute Activity
Suggested Materials 10 English-Spanish Choose an activity from page x and do it with the
dictionaries, paper (4 sheets per group) class.

Before the Book Go to Assessment 2a


on page T106.
Dictionaries
Discuss the following with the class:
How did you feel working with dictionaries?
What type of dictionaries do you prefer?
Do you feel more or less confident when using a
dictionary?
Do you think you could teach other classmates to use a
dictionary?

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U t
Unit

Unit 2b 2b Organizing a Debate


Organizing a Debate 1 Read and discuss. Answers may vary.
The Beginning

Do you ever listen to the radio? How often? What types of radio programs do you like?

Social Practice Interpret and convey information


published in various media.
Environment Familiar and community

Objectives 2 Listen to a radio program and circle the correct options. 19

1. The show is about the local library / facilities for teens / chips.
2. Its a news / music / talk show.
Listen to a radio program.
3. The show is for teens / parents / little kids.
Establish subject matter, purpose and intended 4. The show consists of a presenter, some students and an advert song / a presenter, some parents and

audience. a love song / a presenter, some students and advert poem.

Discriminate advertisements from program 3 Listen to the radio program again and match the information.
The presenter advertise some chips and answer questions.
contents. The students moderates the show and tell people what to do.

Distinguish intonation and tone of presenter and The singers give their opinion and asks questions.

other participants. 4 Listen and write Q (question), A (answer)


The Plan

or I (instruction). 20
In this unit you will:

1. I 4. A revise all aspects of radio programs

Before the Book 2. A 5. Q understand the contents of a radio


program
3. Q 6. I
exchange opinions about a radio
The Radio Listen and check. Then listen and
repeat. 21
program

Write the word radio in the middle of the board. Elicit Listen to a radio program. Establish subject matter, purpose and intended
audience. Discriminate advertisements from program contents. Distinguish
related words and write them around the word. Accept 34 Unit 2b intonation and tone of presenter and other participants.

all ideas. Leave the words on the board.

The Beginning
4 Listen and write Q (question), A (answer) or I
1 Read and discuss. (instruction). 20
Direct students attention to the picture. Form pairs Play Track 20. Explain that students will hear people
and have them guess the meaning of the words. Tell hum parts of a radio interview. They should listen to
them to check their guesses in the Dictionary. Then the intonation and decide whether it is a question, an
invite students to discuss the questions as a class. answer or an instruction.
2 Listen to a radio program and circle the Listen and check. Then listen and repeat.
correct options. 19 21
Ask students if they have ever listened to a radio Play Track 21. Have students check their answers.
interview. Elicit the format of an interview, including Then play the track again. Direct students attention
elements such as the number of participants, type to the intonation used when asking and answering
of questions, time, and so on. Read the sentences questions, and to the intonation used in the
and the options together with students and address advertisement. Next, have them repeat the sentences
any questions they may have. Play Track 19. Have imitating each intonation. Finally, point to the words
students circle the options that correctly complete the on the board and elicit which ones were mentioned in
sentences. Check as a class. the lesson.
3 Listen to the radio program again and match The Plan
the information.
Invite volunteers to read the objectives one by one.
Direct students attention to the parts of the sentences
Then get students to share their ideas about the
and ask them to read them. Have students match the
meaning of each objective. Encourage the class to say
people with their corresponding roles. Play Track 19
what expectations they have of the unit.
again for students to check their answers. Invite three
volunteers to read one sentence each to check them. Five-Minute Activity
Choose an activity from page x and do it with the class.

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The Steps
1 Read some words and phrases from a radio program. Then
complete the predictions.
Say each question aloud again and ask students
to repeat after you. Ask them if the intonation
Call us at 555-1725-ZOO. rises or falls, and indicate the correct intonation
circus with up-or-down arrows.
for or against educational Write these sentences on the board without the
arrows:
Welcome to Teen Talk! What does he want? ( )
Why are you here? ( )
ur calls. zookeeper Do you know where my keys are? ( )
ing for yo
Were wait When did you go to the zoo? ( )
activist Can I talk to you? ( )
cruel Divide students into pairs. Have them say
the questions aloud and decide whether the
intonation of each question rises or falls. Check as
conservation
a class.
Tell us what you think!
The Steps
1. I think the program will be about c .
a) teens b) dogs and cats c) the treatment of animals
2. The audience is going to a . 1 Read some words and phrases from a radio
a) call the show b) visit a zoo c) go to an Internet caf

Listen and check your answers. 22


program. Then complete the predictions.
Listen again and number the parts of the show. Direct students attention to the pictures and the
2 The presenter's introduction 1 Intro music 4 An ad (advertisement) words and phrases. Ask volunteers to read them
5 A listener's call 3 The guests' opinions
and answer any questions students may have. Then
Predict central sense from words and expressions that are known or similar to
those in the native language. Differentiate parts of a program. Unit 2b 35
divide the class into pairs. Have them complete the
predictions about the content of the radio program.
Check as a class. Do not confirm or reject their
answers.
Objectives
Listen and check your answers. 22
Predict central sense from words and expressions Play Track 22. Have students check their predictions.
that are known or similar to those in the native Ask them how many answers they were able to
language. predict correctly and what helped them to do so.
Differentiate parts of a program.
Listen again and number the parts of the
show.
Before the Book
Read the different parts of the show and address any
questions students may have. Ask them to try to
Language Awareness remember the show and number its parts in the order
Intonation in which they heard them. Allow pairs a few minutes
to do this. Then play Track 22 again. Check as a class.
Write these questions on the board:
Howre you? Five-Minute Activity
Can you swim? Choose an activity from page x and do it with the
Tell students that you are going to say the class.
questions aloud and you want them to pay
attention to the intonation of your voice at the
end of each question.
Explain to students that, in English, when we ask
Wh questions, our intonation falls. And when we
ask Yes/No questions, our intonation rises.

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2 Listen and match the sentences with the speakers. 23

Objectives
1 Sorry, George, I dont The presenter 4 It isnt natural.
agree with you.
Recognize sentences and expressions used by
presenter and/or other participants. George

Identify words used to connect ideas. 2 Circuses are terrible.


5 Elephants and tigers
need a lot of space.

Jenny

Before the Book 6 What do you


3 Whats your opinion? Callers think, George?
Mind Maps
Write Zoo and Circus on the board. Invite volunteers 3 Circle the correct options. Then listen again and check.
to come to the board and write words related to these 1. I think zoos are OK, and / but circuses are terrible!

places around each heading. Leave the mind maps on 2. Zoos arent good for animals, but / either.
3. Zoo animals have a healthy diet because / and they receive the best medical attention.
the board. Make sure all the words are spelled correctly.
4. I think zoos and circuses are fine when / so they treat the animals well.
5. Many animals live longer in captivity than in the wild, when / so it cant be cruel.
2 Listen and match the sentences with the 6. Zoo animals dont suffer so / because they can adapt to their situation.

speakers. 23 Discuss your opinions about zoos and circuses.


Answers may vary.

Ask a volunteer to remind the class what the topic of


the radio program they heard last class was: Animals
in captivity. Tell students that they are going to listen
to the next part of the interview. Have them find the
names of the speakers and then read the sentences.
Play Track 23. Have students match the sentences
with the speakers. Check as a class.

3 Circle the correct options. Then listen again Recognize sentences and expressions used by presenter and/or other participants.
36 Unit 2b Identify words used to connect ideas.
and check.
Divide the class into pairs. Ask them to read the
sentences and the options. Encourage them to circle
Discuss your opinions about zoos and
the options that they consider correct in pencil before
listening to the track. When they are ready, play Track circuses.
23 again to check. Have students discuss in pairs what they think about
animals living in zoos and circuses. Encourage them
to use the mind map on the board for help. Ask them
Language Awareness
to include and, but, so and because in their discussion.
Conjunctions Have volunteers share their opinions with the class.
Tell students that a conjunction is a word that Take notes of what students say to check if they use
joins words or groups of words. The most common the conjunctions properly. Afterwards, on the board,
are and and but. Ask students to tell you the other write down some of the mistakes you noted and
conjunctions that appear in the sentences from encourage students to correct them.
the previous activity: so, because. Elicit what the
Five-Minute Activity
function of each conjunction in the sentences is:
Choose an activity from page x and do it with the
andindicates connection, addition
class.
butindicates exception
soindicates result, consequence
becauseindicates reason
Write the following sentences on the board:
In the summer we wear light clothes ____ the weather
is hot.
I like walking, _____ I dont go to school on foot _____
its too far.
I love swimming _____ dancing.
Have students complete the sentences with the
corresponding conjunction. Check as a class.

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4 Number the photos with the names of parts of a radio program.

1. chat 2. call in 3. comedy 4. news 5. sports commentary 6. weather forecast Now listen to some sound effects and write
2 1 5 the contents they represent. 24
Tell students that they are going to listen to some
sound effects that represent each content from the
previous activity. Play Track 24. Have students write
the appropriate content name on the lines. Check as
6 3 4
a class.

Match the four contents of a radio program


with the corresponding information.
Have students work in pairs and match the contents
Now listen to some sound effects and write the contents they represent. 24 with the sentences. Ask them to underline the key
1. weather forecast 4. time words that helped them identify the answers. Check
2. sports commentary 5. call in answers with the whole class.
3. comedy 6. chatting
Answers may vary.
Match the four contents of a radio program with the corresponding information.
Contets Related sentences
Write one more sentence for each of the
Weather forecast
Tell us what you think. Our telephone
number is 609 303 03. contents above.
Call in Today is the big match! Who will win the final? Ask students to work in groups. They should write
News It will rain tomorrow. an example of each of the contents but without
Sports commentary Finally this morning the police caught the burglars mentioning which one they refer to. Have groups
who stole the paintings from the National Gallery.
swap sentences and ask them to read their classmates
Write one more sentence for each of the contents above.
work. Then they should say which content the
Answers may vary.
sentences belong to. Ask volunteeers to read some
examples.
Differentiate parts of a program. Determine the relationship between sound
effects and contents. Unit 2b 37
Time to read! Fiction pp. 15-19

Write the word bullying on the board. Elicit what it


Objectives means or have students look it up in a dictionary.
Tell students that they will read a radio interview
Differentiate parts of a program. about bullying. Ask them to produce a mind map
Determine the relationship between sound effects with the information they have so far and from the
and contents. interview. Ask them to open their notebook and
write the word bullying at the top. Then they should
have two columns with the following phrases in
Before the Book
order to organize their ideas: What to do, What not
Radio Programs to do. Assign students to read the corresponding
pages of the story. Then give them some time to
Divide students into groups. Ask them to answer the
complete their mind maps. Check their ideas as a
following questions: What radio programs do you like
class and allow time to include extra ideas.
listening to? Why do you like them? What radio programs
dont you like listening to? Why dont you like them?
Allow enough time for groups to answer the Five-Minute Activity
questions. Then invite a member of each group to Choose an activity from page x and do it with the
share his/her groups conclusions with the class. class.

4 Number the photos with the names of parts


of a radio program.
Read the names for the contents of radio programs
aloud. Encourage volunteers to mime each one for
the class. Then invite students to number the photos
accordingly.

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5 Listen to three conversations with Jimmy. Then number the pictures. 25

Objectives 2 1

Detect speech register.


Preparation Write the following exercise on a sheet
of paper (make 1 copy for each student):
1. Company director to employee
Hey, get over here.
Mr. Smith, could you come here for a moment?
2. One employee to another 3

Excuse me, could you give me a hand?


Give me a hand, please.
3. Stranger to a man in the street
Could you tell me the time?
Hello there, how are you?
4. Waiter to customer
What do you want?
What would you like?
Listen again and write J (Jimmy), P (principal), M (mom) or G (girl).
5. Teacher to students M How do you feel about your new teacher? J Really cool. M Really?
Do exercise 1, now! G What's your new teacher like? J She's great. J I think she's awesome.

Please do exercise 1. P What do you think of your new teacher? P Are you kidding? J I like her a lot.
J In my opinion she's very good, Ma'am. G Is that right? J She's patient and kind.
6. Brother to sister Discuss.
Hurry up! 1. Does Jimmy use the same language with each person? No

Excuse me, can you please get ready? 2. Why or why not? Answers may vary.

38 Unit 2b Detect speech register.

Before the Book


Formal and Informal Language
Discuss.
Divide the board into two sections. Label one section
Formal and the other one Informal. Elicit formal and Divide the class into pairs. Ask them to look back at
informal greetings and write them in the correct the phrases from Jimmys conversations and answer
section. Elicit other formal and informal expressions the questions. Check as a class.
and add them on:
Language Awareness
Formal Informal
Good morning Hi Speech Register
Good afternoon Hello Tell students that in discussions with friends,
Good evening Hey relatives, strangers, etc. there are unwritten rules
Good-bye Bye that are followed when speaking English. These
Mr., Mrs., Miss kids, guys unwritten rules are called register use. Register
use can help us communicate effectively. The less
5 Listen to three conversations with Jimmy. personal our relationship is with the person we are
talking to, the more formal our register becomes
Then number the pictures. 25
and vice versa.
Direct students attention to the pictures. Elicit what
Distribute the handout (see Preparation). Ask
the relationship is between the boy and the other
students to decide what the best option for each
people in the pictures. Play Track 25. Have students
situation is. Check as a class.
number the pictures. Check as a class.

Listen again and write J (Jimmy), P Five-Minute Activity


(principal), M (mom) or G (girl). Choose an activity from page x and do it with the
Play Track 25 again. Have students read the phrases class.
and write the initials of the people who say them in
the boxes. Check answers as a class.

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6 Listen and complete the dialogues. 26

Do you understand?
it means
give an example I dont understand
repeat that tell me about
6 Listen and complete the dialogues.
1. A: Im sorry, I dont understand . What does awesome mean?
26
B: It means very good. Have students read the incomplete dialogues. Then
2. A: Sorry, I didnt hear you. Could you repeat that , please?
ask them to predict which phrases from the box will
B: I said, I think that watching television is boring.
3. A: Cool means the same thing as cold, right?
complete each one and write them into the spaces.
B: No, here it means excellent Play Track 26. Check as a class and ask students if
or fashionable.
their predictions were correct.
4. A: Can you give me an example of unhealthy food?

Number the functions accordingly.


B: Sure, for example, chips and candy are unhealthy.
5. A: Go on, tell me about your new cat.
B: Well, its gray and white and its only two months old. Elicit or tell students what language functions are:
6. A: Do you understand?
Theyre reasons behind the use of language; they express
B: No, sorry, I dont. Could you say that again?
the purpose of what we say. Then read the different
Number the functions accordingly.
2 Asking for repetition 6 Checking understanding
functions. Answer any questions students may have.
4 Asking for an example 1 Asking about meaning Then ask students to number the functions according
5 Asking for more information 3 Checking meaning to the dialogues above. Check as a class.
Listen again and repeat.

Listen again and repeat.


7 Complete the questions with your ideas. In my opinion I think
Answers may vary.
1. What does mean? Play Track 26 again. Have students repeat the lines of
2. Can you give me an example of ? the dialogues imitating the tone of the speakers.
3. Go on, tell me more about .
4. means the same as
, right?
7 Complete the questions with your ideas.
Read your ideas and respond. Divide the class into pairs. Have students read the
incomplete sentences. Then get them to complete
Distinguish behaviors adopted by speakers to support meaning construction.
them with their ideas. Finally, get some volunteers to
Write sentences used by the presenter and/or the participants to support
comprehension. Use expressions and linguistic resources to ask for details and
read their sentences aloud.
clarifications. Unit 2b 39

Read your ideas and respond.


First, ask students to stand up and form a new pair
Objectives with someone who is near them. Then ask them
to carry out the conversations from the previous
Distinguish behaviors adopted by speakers to exercise. Encourage them to include phrases from
support meaning construction. Activity 6 and present a few more:
Write sentences used by the presenter and/or the Excuse me?
participants to support comprehension. Did you say?
Can you repeat that?
Use expressions and linguistic resources to ask for
What was that again?
details and clarifications.
Sorry, I didnt catch that.
Could you speak up, please?
Before the Book Are you following me?
Any questions?
Conjunctions Got it?
Write the words and and but on the board. Ask Have volunteers role-play the conversations.
students to tell you how we use these conjunctions:
and is used to add extra information; but is used when Five-Minute Activity
we want to contrast ideas. Choose an activity from page x and do it with the
Write the following sentences on the board: class.
I have a bike, ______ I never ride it.
I like meat ____ fish, ____ I dont like eggs.
Mary can speak French _____ Russian.
I have to read the book ____ I dont need to write a report.
There are a clock ____ a plant on my table.
A snake can move quickly, _____ it cant run.
Divide the class into pairs. Have them fill in each
blank with and or but. Check as a class.

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8 Listen and mark ( ) what the people are discussing. 27

Objectives

Answer questions to express opinions.


Exchange opinions.
Include relevant details and interesting information
in an opinion.
Suggested Materials slips of paper, index cards
Preparation Write the names of different places
on the index cards: bookstore, library, park, movie
theater, restaurant, department store, bank, police Listen again and number the sentences.
3 I agree. The basketball courts are so cool.
station, stationery store, supermarket, and so on.
5 No way! Its really dirty and the boats are old.
2 It's pretty good in my opinion.
1 What do you think of the new park?
Before the Book 4 Definitely! And I think that the lake is awesome.

Where am I? 9 Read and write the heading for each column.

Agreeing Asking for an opinion Disagreeing Giving an opinion


Tell students that you are going to give one of them
a slip of paper with the name of a place: library. The Asking for an opinion Giving an opinion Agreeing Disagreeing

student has to give clues to the class so that they can What do you think ...in my opinion
I think so, too. I dont agree.
I agree. Sorry, I disagree.
guess where he/she is without saying the name of Whats your opinion I think that...
No way!
Me too/neither.
the place: I can read books here. I cant eat. I have to be What do you think of... I dont think that
Definitely!
Whatslike? I feel that
quiet. The student who guesses the place goes to the
front and gets a slip of paper with a different place. Sort the underlined phrases in Activity 8 into the corresponding columns.

Use the language above to exchange opinions about facilities in your town.
8 Listen and mark ( ) what the people are
Answer questions to express opinions. Exchange opinions. Include relevant

discussing. 27 40 Unit 2b details and interesting information in an opinion.

Direct students attention to the places in the pictures.


Ask students: What are these places? What can you
see? Would you like to go to these places? Play Track 27. Value
Have students mark the place that the speakers are
Use this opportunity to talk with students about
discussing. Check as a class.
the right we all have to express our opinion, and
Listen again and number the sentences. the fact that it is OK if someone does not agree.
We can express our disagreement respectfully. We
Allow students to read the sentences. Play Track 27
should be open to listening to what others have to
again. Have students number the sentences in the
say.
order they hear them. Check as a class.

9 Read and write the heading for each column. Use the language above to exchange
opinions about facilities in your town.
Divide the class into pairs. Have them read the Elicit places students like to go to after school and
words and phrases in each column and decide which over the weekend. Then ask pairs to give their opinion
heading best describes their functions. about some of the facilities they have mentioned.
When they have decided, encourage them to label the They should try to incorporate as many phrases as
columns accordingly. Then have pairs compare their possible when giving their opinion. While pairs are
answers with another pair. Next, check as a class and talking, monitor and help if necessary. Check as a
answer any questions students may have. class.

Sort the underlined phrases in Activity 8 into Five-Minute Activity


the corresponding columns. Choose an activity from page x and do it with the
Have pairs do the activity. Check understanding and class.
clear up any confusion students may have.

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10 On a separate sheet of paper, write a short dialogue. Follow these steps.
Answers may vary.
1. Ask for an opinion about something or someone. Use the pictures for ideas.
2. Give your opinion.
sheet of paper. While they are working, monitor and
3. Agree or disagree and say why. help if necessary. Finally, include their work in their
4. Ask for information, clarification, repetition, examples, etc.
portfolios

Act out your dialogue.


Have students act out their dialogues for the class.
Vote for the best performance.

a school subject your favorite sport


Time to read! Fiction pp. 20-22

Ask students to read the corresponding pages of the


story. Then divide the class into two groups, A and
B. Instruct Group A to think about reasons to allow
bullying (In our opinion, bullying makes you strong).
Then instruct Group B to think about reasons not
a famous person an Internet site
to allow bullying (We feel that it isnt nice to bully a
classmate). Monitor and help groups, if necessary.
Next, have groups express their opinion. Make sure
there is a nice atmosphere and tell students that we
should respect other peoples opinion.

Five-Minute Activity
a video game or computer software a teacher or another person at school
Choose an activity from page x and do it with the
Act out your dialogue.
class.
Compose and write opinions to support oral production. Read opinions to
practice intonation and tone. Unit 2b 41

Objectives

Compose and write opinions to support oral


production.
Read opinions to practice intonation and tone.
Preparation Select ten words from the Dictionary
at the end of the Students Book. Write down the
page number where each one appears.

Before the Book

Looking up Words
Tell students that you are going to dictate a series of
words from the Dictionary at the end of their Students
Books. Students have to write them down in their
notebooks. Then they have to find each word in the
Dictionary and write down the page number where it
appears.

10 On a separate sheet of paper, write a short


dialogue. Follow these steps.
Go through the instructions together with students.
Answer any questions they may have. Refer students
to the box with phrases on the previous page. Then
divide the class into pairs. Encourage students to
make up a dialogue and write it down on a separate

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11 Listen to a radio show and underline the answers. 28

1. What type of show is it? a)) chat b) sports c) news


Objectives 2. What is the show about? a) dogs b) cats c) pets
3. Who takes part in the show? a) callers b) guests c) both callers and guests
Formulate questions about the contents of the 4. Who is the show for? a) animal lovers b) vets c) zookeepers

program. 5. What does the show include? a) weather b) sports c) opinion


6. Is it interesting? Answer may vary. a) yes b) no
Exchange opinions. Listen again. Match the notes with the pictures.

Preparation Write the following sentences on a Good points


sheet of paper (make 1 copy for each pair): loving
good with
Its awful! Lets ask for our money back!
children
You cant? Well, let me see what we can do.
Bad points
Its too heavy could you give me a hand? need baths,
I found it! But its too late now. exercise
You shouldnt do it. Think about it. and space

Good poi
nts
Before the Book independen
t
cheap

Use Your Imagination


Bad poin
Divide the class into pairs. Hand out the sheets of ts
not friendly
paper. Ask students to read the sentences and guess break things
what the people are talking about and anything else
they can infer about the situations: what the speakers
are like, what the relationship between the speakers Answer the questions.
Answers may vary.
and the people they are talking to is, where they are, 1. Which pets do you prefer, cats or dogs?
2. Can you think of other good and bad points about each animal?
and so on. Check as a class and accept all possible
solutions. 12 Go to Worksheet 4. 4

Note: If time allows, pairs can present their answers by 42 Unit 2b Formulate questions about the contents of the program. Exchange opinions.

acting out the situations.

11 Listen to a radio show and underline the


Value
answers. 28
Use this opportunity to talk with students about
Ask students to read the questions and possible
respect and compassion for all animals. Ask
answers. Answer any questions they may have. Then
students who own a pet to share how they take
Play Track 28. Have students complete the activity.
care of it. Talk about spaying and neutering pets
Check as a class.
to prevent overpopulation. Elicit what students
Listen again. Match the notes with the can do to protect animals in their community, for
example, speaking out when they see animals
pictures.
being mistreated.
Direct students attention to the pictures. Ask them
what they see. Then have them read the notes. Play
Track 28 again. Have students match each note with 12 Go to Worksheet 4. 4

the corresponding picture or pictures. Check as a Have students turn to page 123. Go over the
class. instructions together with the class and do the
activities as indicated.
Answer the questions.
Divide the class into pairs. Have them answer the Five-Minute Activity
questions. Ask students to use the phrases on page 40 Choose an activity from page x and do it with the
when expressing their opinions. While students are class.
working, monitor and help if necessary.

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The Presentation
1 Organize a debate about a radio program. 29

1. Listen to a radio program about school uniforms and make notes about the
questions the presenter uses and the opinions I should be allowed to buy anything I want.
the students give.
2. Write your opinion about school uniforms and
All clothes cause pollution.
decide which opinions you agree or disagree with.
3. Establish for how long and in what order you
Afterwards, ask students if their idea of shopping has
are going to give your opinion. changed.
4. Take turns giving your opinions and asking for
repetition, clarification, more information and
the meaning of unknown words.
The Presentation
5. After each opinion, take turns saying if you agree
and disagree and why.
6. At the end, take a vote. Whos in favor of school
uniforms and whos against them?
1 Organize a debate about a radio program.
29
Divide students into groups. Go through the steps
groups have to follow to organize their debate.
Answer any questions students may have. Have
students do the activity. While they are working,
monitor and help if necessary. Check as a class.

The End

The End Group Reflection


Group Reflection
Did you all take turns and give your opinions?
Have students work in the same groups as before.
Did anyone ask for repetition, clarification, etc.? Read the questions aloud and have groups discuss


Can you ask for and give opinions?
Can you ask about meaning and for repetition,
the answers. Lead the class in a discussion on how to
clarification and more information? evaluate how they worked and what they would like
Self-Evaluation to focus on in later classes.
Now turn to page 34 and mark ( or ) your progress.

Self-Evaluation
The Product: Organize a debate. Group reflection and self-evaluation. Unit 2b 43 Have students turn to page 34. Read the objectives for
this part of the unit again and ask students to mark
them according to their own opinion of how they did.
Objectives Put students into pairs or small groups and have them
compare their answers together.
The Product: Organize a debate.
Group reflection and self-evaluation. Time to read! Fiction pp. 23-26
Preparation Write Agree and Disagree on two big Ask students the following questions:
sheets of paper to make two signs. Do you know anybody who is suffering from bullying?
Would you like to help him / her? What can you do to help
Before the Book him / her? What does your school do about bullying?
Ask students to read the corresponding pages of
Agree or Disagree the story. Then ask them if preparing a campaign
First, ask students: Do you like shopping? Then place would be useful in their school. Encourage them
the signs at different ends of the classroom. Explain to give you ideas for a campaign against bullying
that you are going to read a number of statements and make notes on the board. Ask the group if
aloud. If students agree with the statement, they must they would like to put it into practice and take
go to the Agree end of the room. If they disagree, they advantage of their enthusiasm to do it. Finally, refer
must go to the Disagree end of the room. If they only them to the comprehension exercises on page 26.
partly agree or disagree, they can stand in the middle Have them work individually and then check as a
of the classroom. class.
I like to dress in the latest fashion.
I only like people who wear fashionable clothes. Five-Minute Activity
I think you should only buy things you need. Choose an activity from page x and do it with the
I go shopping when Im bored. class.
People get bullied if they dont wear cool things.
Shopping is fun! Go to Assessment 2b
What I buy has nothing to do with climate change. on page T107.

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Teachers Corner Unit 2 Website Suggestions

Teaching Tip
Social science
http://www.everyculture.com
Checking Answers This website gives detailed information about more than
When you check the answers for a given activity, you one hundred countries. As well as information about
need to be efficient, purposeful and often creative. geography, population and history, it covers topics such
Sometimes a task only requires students to write one as food, marriage and family life, education, etiquette
word in a sentence, or match one item to another. In and the arts. Its a good place to look if you are seriously
this case, getting volunteers to read the completed interested in a particular country and its culture.
item aloud is often the most practical and efficient
technique to make sure that everyone has the same Social science and the environment
answer. http://indian-cultures.com
However, for activities that require a change in the This website contains information about Native
form of a word or language creation like writing American cultures from Mexico and South America,
a whole sentence it can be better for students to especially native peoples living in the Amazon rainforest.
write their answers on the board. In this way, listening The website has many photographs and contains links
comprehension is not required for other students to to more detailed aspects of the different cultures.
check their answers, and you can adjust incorrect
answers in a totally transparent way. Finally, take Suggestions for Songs
into consideration the purpose of the activity. If the
task is meant to get students thinking about a subject, 1. The River of Dreams, by Billy Joel
you may not need to check answers at all. Just Print out the words from http://www.sing365.com
monitor and comment as students do the activity. and make a copy for each student.
If the task asks students to choose between two verb Ask a volunteer to bring a CD with the song to class.
tenses, encourage them to give the answer and say Distribute the copies of the lyrics. Play the song and
why they chose that answer. In the end, you want tell students to underline the words that refer to
students to be equipped with a repertoire of problem- geographical features.
solving techniques and language functions. The
Encourage students to say what Billy Joel means by
correct answers in the book are only a means to that
the river of dreams.
end.
Play the song again and invite students to sing along.
Learning Tip
2. Aint No Mountain High Enough, by
Looking up Words You Dont Know Marvin Gaye and Tammi Terrell
Ask students if they have a dictionary program on Print out the words from http://www.lyrics.com and
their computer. If so, suggest keeping it open and white out all the words related to natural features.
handy. America Online and other Internet services Make a copy for each student. Ask a volunteer to
have dictionaries and thesauruses on their tool bars. bring a copy of the song on a CD to class.
Encourage students to look up words they are not
Distribute the lyrics. Play the song and have
absolutely sure of.
students write in the missing words.
Formative Assessment Tip Finally, play the song again and invite students to
sing along.
Role-play works well for developing speaking skills.
Divide the class into as many groups as you need Websites used for the development of the unit:
to have for role-playing. Establish the context. Ask
students to prepare their arguments or plan their Unit 2a
behavior representing the role they play (different http://www1.harenet.ne.jp/~waring/vocab/dictionary/
characters of a play or different groups in history). dictionary.htm
Then ask students to discuss briefly, in pairs or small http://esl.fis.edu/learners/advice/dic.htm
groups, how their character or group would react.
Then ask volunteers to perform their dialogues. Unit 2b
http://www.eslgold.com/speaking/phrases.html
http://ezinearticles.com

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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK

Richmond Publishing, S.A. de C.V., 2011 Photocopiable


Edit your writing
USE THE FOLLOWING SYMBOLS TO COMMENT ON YOUR OWN (OR A CLASSMATES) WRITING:

Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understand ideas.

Evaluate your work. Circle the answers.


WRITTEN WORK
Did you or a classmate edit your first version? Yes / Somewhat / No
Did you make corrections accordingly? Yes / Somewhat / No
Are you happy with your work? Yes / Somewhat / No
GROUPWORK/PAIRWORK
Did every member have a clear role? Yes / Somewhat / No
Did all the group members participate equally? Yes / Somewhat / No
Are you happy with the group? Yes / Somewhat / No
Did you enjoy working with other classmates? Yes / Somewhat / No

Student B USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK

Richmond Publishing, S.A. de C.V., 2011 Photocopiable


Edit your writing
USE THE FOLLOWING SYMBOLS TO COMMENT ON YOUR OWN (OR A CLASSMATES) WRITING:

Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understand ideas.

Evaluate your work. Circle the answers.


WRITTEN WORK
Did you or a classmate edit your first version? Yes / Somewhat / No
Did you make corrections accordingly? Yes / Somewhat / No
Are you happy with your work? Yes / Somewhat / No
GROUPWORK/PAIRWORK
Did every member have a clear role? Yes / Somewhat / No
Did all the group members participate equally? Yes / Somewhat / No
Are you happy with the group? Yes / Somewhat / No
Did you enjoy working with other classmates? Yes / Somewhat / No

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U t
Unit

Unit 3a 3a Making Predictions


Making Predictions 1 Discuss the questions.
The Beginning

1. What do you read or listen to to find out about:


the weather? Answers may vary.
Social Practice Participate in language games to predictions for a sports event?
what will happen to you in the future?
work with specific linguistic features. 2. What do you like and dislike about these sources of information?

Environment Literary and ludic 2 Read the texts and discuss where they might appear. Answers may vary.

1 3

It will be warm and The Eagles are playing the


Objectives sunny tomorrow. There Tigers tomorrow at Olympic
wont be any rain. Stadium. The odds are that
the Eagles will win.
Identify situations in which forecasts are made.
Recognize subject matter, purpose and intended 2 4
audience. Your charismatic
This is your life line.
personality will
You will have a long life
attract many people
uence with some obstacles
to you. You will infl
Before the Book s week. along the way.
your classmates thi

Predictions The Plan


Write the number of the text that these
Write on the board: people would read. In this unit you will:
3
1. soccer fans ____ review written forecast examples
the result of the next World Cup 1
2. the general public ____
understand characteristics of
2
your present for your next birthday 3. Leos ____
4
4. people who believe in fortune-telling ____
the future tense
write sentences with the future tense
your job when youre 35
to compose a forecast
tomorrows weather
something else 44 Unit 3a
Identify situations in which forecasts are made. Recognize subject matter, purpose
and intended audience.

Put students in pairs and ask them to discuss which


of these things in the future they would most like
to know about, and why. Have them discuss what
they have finished reading, answer any questions
difference the knowledge would make in each case.
they may have. Ask students to discuss where the texts
The Beginning might appear. Then repeat, with the other student in
each pair reading texts 3 and 4 aloud.
1 Discuss the questions.
Write the number of the text that these
Form new pairs. Have volunteers read the questions
people would read.
aloud. Explain unknown vocabulary. Ask pairs to
discuss the questions. Encourage some students to Have students decide which text each group of people
share their answers. would read, and write the corresponding numbers on
the lines. Check as a class.

Value The Plan


Use this opportunity to talk with students about
Invite volunteers to read the objectives one by one.
the right we all have to believe in different things.
Then get students to share their ideas about the
For example, some people believe that horoscopes,
meaning of each objective. Encourage the class to say
tarot cards or fortune-tellers can tell us about our
what expectations they have of the unit.
future. Others dont believe in those things. Its OK
to believe in different things, and we should respect Five-Minute Activity
each others beliefs. Making fun of other people or
Choose an activity from page x and do it with the
discriminating against them because of what they
class.
believe in is unacceptable behavior.

2 Read the texts and discuss where they might


appear.
Divide the class into pairs. Have one student in each
pair read texts 1 and 2 aloud to their partner. Once

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The Steps
1 Read the conversation and answer the questions below.
four-day forecast in the next activity: sunny, cloudy,
Will it rain on Tuesday? raining/rainy. Ask students what the words in the
No, it wont
Will it be hot?
right-hand column have in common and ask them
Yes, it will to provide a label for that column. Repeat for the
left-hand column. Leave the columns on the board.
1. What are the boy and the girl talking about? the weather.
2. Are they talking about the future? Yes.
3. What auxiliary verb is used for both the questions and the answers? Will.
NO.
The Steps
4. Does the auxiliary used in the answers have the same form in the affirmative and in the negative?
,
5. What is the contracted form of will not? won t
1 Read the conversation and answer the
Tuesday Wednesday Thursday Friday
questions below.
Divide the class into pairs, refer them to the dialogue
High 26 C High 22 C High 17 C High 15 C and have them read the five questions below. Allow
Low 18 C Low 16 C Low 7 C Low 5 C some minutes for students to discuss them. Ask the
Tips questions aloud, one by one and invite volunteers to
Read the information in
the Tips box. Then look
1. There are two ways to ask about the weather forecast: answer them.
at the four-day weather a. Will it + verb:
forecast for Mexico Will it rain on Friday? Direct students attention to the forecast. Elicit the
City and, in pairs, ask b. Will it be + adjective:
and answer questions Will it be sunny on Tuesday? meanings of hi and lo: high / low (temperature). Ask
similar to the ones in the
conversation.
2. We use Yes, it will. / No, it wont. to answer these questions. students to look at the weather forecast for Tuesday
Complete the forecast for Tuesday. Then write similar sentences about the forecasts
and have two volunteers role play the dialogue.
for the remaining days in your notebook.

Read the information in the Tips box. Then


On Tuesday the high temperature will be 26C and the low will be 18C .
It will be hot and it will be sunny. look at the four-day weather forecast for
Mexico City and ask and answer questions
Distinguish graphic and text components. Answer questions formulated to create
forecasts, based on current situations. Complete sentences with the future verb form. Unit 3a 45
similar to the ones in the conversation.
Refer students to the Tips section. Returning to the
columns on the board, write Will it + verb at the
bottom of the right hand column, and Will it be
Objectives + adjective at the bottom of the left-hand column.
Explain that the answers to both types of questions
Distinguish graphic and text components.
are the same, and draw students attention to the
Answer questions formulated to create forecasts, answers. Then, have students work in pairs to ask and
based on current situations. answer questions about the other three days. Monitor
Complete sentences with the future verb form. the activity paying attention at the correct language
production.
Before the Book Complete the forecast for Tuesday. Then
write similar sentences about the forecasts
Language Awareness for the remaining days in your notebook.
Parts of Speech / Weather Vocabulary Complete the weather forecast for Tuesday as a
Draw two columns on the board, but do not label class on the board. Have students work in pairs to
them yet. Elicit from students what the weather is write similar sentences about the other days in their
like today. Prompt them if necessary: Is it raining? notebooks. Check by reading incomplete sentences
Is it hot? As students provide words, add them to and inviting students to provide the missing words.
the right-hand column if they are verbs, or to the
Five-Minute Activity
left-hand column if they are adjectives (though the
columns are still not labeled). Once students have Choose an activity from page x and do it with the
described todays weather, ask them what they class.
think the weather is like today in other countries,
to elicit any other words they know about the
weather. Add the words they provide to the
appropriate column. Be sure to elicit or supply the
vocabulary students will need to talk about the

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3 Listen to the weather poem. Then follow the instructions. 30

Objectives
Whether the weather is fine,
Or whether the weather is not.
Understand different meanings of words that sound Whether the weather is cold,
the same but have different spelling. Or whether the weather is hot.
Well weather the weather,
Identify sentences that express future situations and Whatever the weather,

conditions, and their composition. Whether we like it or not.

Listen to students reading aloud forecasts


containing verbs in the future tense. 1. Write the three words that sound the same, but have different meanings:
Whether weather weather
2. Circle in yellow and then spell out the word that means if. Whether
Before the Book 3. Find and underline the verb that means to get through. weather
,
4. Circle in red the contraction for we will. we ll

Favorite Kind of Weather 5. Underline the last three lines of the poem to form a tongue twister.
Practice saying it three times as quickly as possible.
Write on the board I like it when its _____ because
4 Play a game!
_________. I dont like it when its _____ because
_________. Have students tell their partners about 1. Look at the map and give the weather
prediction: It will snow in this place, but it
the kinds of weather they like and dont like, giving wont be windy. Your partner has to guesss
reasons why. Allow a few minutes for students to the city.
2. If he / she cant guess, give more tips:
discuss. While they are speaking, draw a version of The high temperature will be
3. When he / she guesses, switch roles and
the following table on the board. play again.

25
20
15
Understand the different meaning of words that sound the same but have

10 different spelling. Identify sentences that express future situations and conditions,
and their composition. Listen to the students reading aloud forecasts containing

5 46 Unit 3a verb forms in the future tense.

0
sunny windy rainy stormy cold
Language Awareness
The numbers on the left refer to the number of
Weather or Whether
students in the class; make necessary adjustments.
The weather adjectives along the bottom may also Drill the pronunciation of whether/weather (the
be changed, if desired. Conduct a class survey, asking pronunciation is exactly the same).
Who likes it when its sunny? Have students raise their Provide one or two further examples of the use of
hands to show their preferences. Count the raised whether on the board: I dont know whether to go to
hands, and complete the graph accordingly. Repeat the movies or not. Ask volunteers to provide other
asking Who likes it when its windy? and so on, until the sentences using whether.
graph is complete, and shows what the classs favorite Note: whether can be used in most of the same
kind of weather is. instances as if, but only if can be used to introduce
a condition.
3 Listen to the weather poem. Then follow the
instructions. 30
4 Play a game!
Direct students attention to the poem. Play Track
30. Have students follow the text as they listen. Then Divide the class into pairs. Model the game with the
divide the class into pairs, and have them take turns whole class by describing the weather forecast for one
reading the poem aloud to each other. Finally, direct of the cities on the map, without saying which city
their attention to the five instructions underneath the it is. When one student in the class guesses the city
poem. Ask volunteers to read and rephrase each one correctly, have them play the game in their pairs.
to make sure everybody understands what needs to
Five-Minute Activity
be done. Invite pairs to carry out these instructions.
Check as a class. Choose an activity from page x and do it with the
class.

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5 Talk about the Olympic Games. Then complete the first two columns of the chart.
Answers may vary.
it. Encourage students to say what these rings
represent: the five continents. Then divide the class into
groups of four and have each group create an acrostic
using the word OLYMPIC. Ask for volunteers to share
What I know What I want to know What I learned their acrostics with the class.

5 Talk about the Olympic Games. Then complete


the first two columns of the chart.
Read and complete using the present, past or future form of each verb in the box.
Divide each group of four from the previous activity
be choose host start take watch
into two pairs. Direct students attention to the
photos, and have them identify the sports. Next, have
T he Olympic Games began over 2,700 years ago in Olympia, Greece.
They started as part of a religious festival. They honored the
king of the gods, Zeus. People came from all over Greece. Some of the best
students discuss what they know about the Olympics,
athletes participated and other people watched . It took place every and what else they want to know. Based on this
four years. discussion, have them complete the table with three
The first modern Olympics were held in Athens, Greece in 1896. This multi-
sports event continues today and still takes place every four years.
things in each of the first two columns.
Every country chooses its best athletes to participate. The athletes train for
a long time. The International Olympic Committee chooses a host Read and complete using the present, past
country and city.
Rio de Janeiro will host the 2016 Olympic Games. The theme in 2016 or future form of each verb in the box.
will be Live your Passion.
Read the first sentence of the text aloud. Elicit when
Answer the questions. this happened from students. Read the second
1. When will the next Olympics take place?
In 2012
2. Who will host them?
London
sentence aloud, drawing attention to the blank
3. What will its theme be? line. Ask students which verb they think belongs
Take up the Challenge
there. Ask them if it should be in the past, present or
Complete the third column of the chart. Answers may vary.
future form. Invite a volunteer to read the completed
Compare sentences that express future situations to those that express past and
present situations. Answer questions formulated, to create forecasts, based on
sentence aloud to the class.
current situations. Unit 3a 47
Have students read the rest of the text using the
Dictionary for help. Get them to work with their
partner to fill in the remaining spaces, choosing
Objectives both the correct verb and the correct tense. To check,
get volunteers to list the verbs on the board. Check
Compare sentences that express future situations to spelling.
those that express past and present situations.
Answer the questions.
Answer questions formulated to create forecasts,
based on current situations. Direct students attention to the three questions below
the text. Ask them to write their answers to these
questions. Check as a class.
Time to read! Nonfiction pp. 27-31
Complete the third column of the chart.
Ask students to remind you what a prediction is Direct students attention back to the table. Have
and what people use predictions for (weather, life them complete the third column, based on what they
in the future, natural disasters, etc.). Then write the read in the text. Ask for some volunteers to read out
following questions on the board and ask students what they learned; accept any reasonable responses.
to read the corresponding pages of the reading to
answer them: Why is the weather forecast useful? What
Value
should you do if its going to be sunny? What is climate
change? What are the predictions about natural disasters Use this opportunity to talk with students about
in the reading? Allow enough time for students to the seven Olympic and Paralympic values: respect,
answer the questions and check as a class. excellence, friendship, courage, determination,
inspiration and equality. Discuss what each of these
values is, how it manifests itself, and why it is
Before the Book important.
Olympic Acrostic
Draw the logo for the Olympic Games (five interlinked Five-Minute Activity
rings) on the board, and ask students if they recognize Choose an activity from page x and do it with the class.

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6 Label the athletes using the words in the box. Then listen to check. 31

Objectives badminton player cyclist gymnast swimmer weightlifter

Compose and write questions about future


situations. 2

Answer questions formulated, to create forecasts, 3


based on current situations. 4

Punctuation.
cyclist

badminton player
Before the Book swimmer

Olympic Sports 5

Divide the class into groups of four and ask students 1

to write down as many Olympic sports as they can


name in English. Explain that they will have only 2 gymnast weightlifter
minutes and that the winners will be the group that
has the longest list when their time is up. Stop the Unscramble and answer the questions. Make sure you use uppercase letters and
punctuation correctly.
activity after 2 minutes. Check as a class. 1. 100 meters / who / swim / will
Who will swim 100 meters? The swimmer

6 Label the athletes using the words in the 2. from China / do / will / what / player / the
What will the player from China do? Play badminton
box. Then listen to check. 31 3. who / somersaults / do / will / the
Who will do the somersaults? The gymnast
Have students work individually to label each picture 4. what country / will / represent / weightlifter/ the
with the correct word. Play Track 31, and have What country will the weightlifter represent? Bulgaria

students check their answers. Once students have 5. be / a / cyclist / French / will / there
Will there be a French cyclist? Yes
listened to the recording, drill the pronunciation
Compose and write questions about future situations. Answer questions
of the words, as they all contain difficult groups of 48 Unit 3a formulated to create forecasts, based on current situations. Punctuation.

sounds.

Language Awareness answer. Insist on accurate use of capital letters and


punctuation in both the question and the answer.
Questions
Have students unscramble the remaining questions,
Elicit question words from students and make a writing their unscrambled versions on the lines below
note of them on the board. Then elicit the form of and their answers on the lines on the right. Check as
Yes/No questions. At this stage, accept responses in a class, paying particular attention to capital letters,
the present tense. If students are struggling, provide question marks and periods.
them with an answer: Yes, there are 15 boys in the
class, and ask them what question was asked to Five-Minute Activity
get that answer: Are there 15 boys in the class? Now Choose an activity from page x and do it with the
change the question to say Yes, there will be 15 class.
boys in the class next semester, and ask them what
change needs to be made to the question: Will there
be 15 boys in the class next semester? Be sure not to
omit any capital letters or punctuation, as these
will be important in the next activity. Elicit one or
two questions using the question words and the
future. If students are struggling, repeat the above
procedure with suitable answers in order to elicit
the questions from them.

Unscramble and answer the questions.


Make sure you use uppercase letters and
punctuation correctly.
Demonstrate the activity by eliciting how the
first question should be unscrambled, and the

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7 Listen and number the steps from 1 to 7. 32

Then direct students attention to the list of notes.


Swimming competition School Olympics
Sign up now! You can Have them read the notes to familiarize themselves
become a super athlete! with the content.

Things to do...
Play Track 32 and have students number the steps in
4 sign up the athletes to participate. order, from 1 to 7 (1 is done for them as an example.)
6 make a list of the materials.
Check as a class.
5 choose the date and time.
2 assign responsibilities to each committee member
.
3 choose the events for your Olympics.
7 make posters to advertise the event. Language Awareness
1 form an Olympic committee.
Contractions
Take this opportunity to discuss the possibility of
Read what the kids say. Then predict what event they will participate in.
Answers may vary. using contractions in informal situations. Students
Hi! My name is Marla. I go to the
pool three times a week. I dont
Im Frank. Im a runner. I can run
for a long time, but not very fast.
probably already know some contractions, such as
swim fast, but I like diving. Im, cant and didnt. See if the contracted forms of
My name is Lola. I belong to a
sports club. I like lifting weights. will and will not can be elicited. If not, ask students
Im also very good at boxing.
to look at the model provided in the second part of
Activity 10. Draw their attention to the use of wont
in the first sentence. Elicit whether this is positive or
Im Pedro. I love all kinds of sports, negative. Then draw their attention to the use of
but swimming is my favorite. They
say I swim really fast. theyll in the second sentence. Elicit whether this is
positive or negative.
I think Marla will participate
in the diving event. She wont
participate in a swimming
competition because she doesnt Read what the kids say. Then predict what
swim fast.
event they will participate in.
Arrange a sentence sequence expressing future situations.
Unit 3a 49 Ask two or three students which of the five events they
would like to take part in, and why.
Divide the class into pairs. Have students read what
Objectives the kids say, then tell their partners their predictions
about which event they will participate in, using the
Arrange a sentence sequence expressing future type of language given in the example. Finally, elicit
situations. ideas from volunteers about each of the kids.

Before the Book Value


Use this opportunity to talk with students about
Hangman the importance of recognizing their individual
Play Hangman with some or all of the following strengths and weaknesses, as the kids in their book
phrases: do. Recognizing our strengths is an important part
tennis tournament of our self-esteem, but knowing our weaknesses is
diving competition also important. Have students tell their partners
baseball game some things they are good at, and some things
weightlifting event they are not so good at. Ask for volunteers to share
soccer game their thoughts. Insist that the rest of the class listen
respectfully to each persons contribution.
7 Listen and number the steps from 1 to 7.
32 Five-Minute Activity
Direct students attention to the invitation to Choose an activity from page x and do it with the
participate in the Olympics. Ask two or three students class.
if they would like to participate in an event like this,
and why.

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8 Read Gabriels predictions. Then answer the questions according to whether you agree
or not with his predictions. Answers may vary.
Objectives
in 2030. First of all,
I think the world will be very different
will take all their
Answer questions formulated to create forecasts, kids wont go to school anymore. They
and other kids
classes at home. They will see their teacher
more printed
based on current situations. only on the Internet. There wont be any
their screens.
books. People will read everything on
They will talk to
Everyone will have a smartphone, too.
Dictate sentences which answer questions about and see friends using smartph ones. They will never meet
their houses.
their friends in person. People wont leave
future situations. There wont be any traffi c and we will only travel virtually
with the help of comput er program s.

Before the Book 1. Will there be a lot of changes in the world?


2. Will kids go to school?

Life in the Future 3. Will people meet in person?


4. Will everyone have a smartphone?
Divide the class into pairs. Have students discuss 5. Will people travel a lot?
6. Will we spend a lot of time away from home?
what they think life will be like in 2030. What things
do they think we will and wont do? Then have pairs 9 Do a class survey. Answers may vary.

work together to form groups of four and tell each As a class, choose three of the questions from Activity 8. One student will ask the class the
questions and record the results on the chart. Then volunteers will dictate sentences with the
other their predictions. Ask students whether they results of the survey. Another student will write the results on the board.

agreed with the other pairs or not. Why? Elicit some


views of what students think life will be like in 2030.

8 Read Gabriels predictions. Then answer the


Question Yes Answers No Answers
questions according to whether you agree or
not with his predictions.
Have students read the text individually. Ask a
volunteer if Gabriel thinks there will be a lot of
changes in the world. Ask whether they agree. Elicit
Answer questions formulated to create forecasts, based on current situations.
the structure of the answer: Gabriel thinks there will 50 Unit 3a Dictate sentences which answer questions about future situations.

be, and so do I. Ask for a volunteer who doesnt


think there will be a lot of changes, then elicit that
students answer: Gabriel thinks there will be, but I
the rest of the class copy the results into their books.
dont. Have students answer the rest of the questions.
Repeat for the second and third questions.
They should work individually, because their answers
may vary. Check as a class, correcting only students Next, draw students attention to the model sentences
language, not their ideas. provided. Allow students a few minutes to write
sentences like these about their classs answers to the
9 Do a class survey. three questions.
Copy the table from the Students Book onto the board. Get another volunteer to come to the front of the
Have students read the questions from Activity 8 again class. Call upon students to dictate their sentences to
and choose the one they think is most interesting. the volunteer, who will write them up on the board.
Read out the questions from Activity 8 one by one,
Five-Minute Activity
asking students to vote for the one they chose. They
may vote only once, by raising their hands. After Choose an activity from page x and do it with the
reading each question, count the hands raised. Record class.
the number of votes for each question. In this way,
select the three most popular questions. Add them to
the table on the board in the Question column. Have
the class copy the questions into their books.
Explain that students will vote for their answer in the
same way by raising their hands and that they
can only vote once, either Yes or No, for each question.
Invite a volunteer to ask the questions and record
the answers. Have the volunteer come to the front
of the class and read out the first question. Help the
volunteer count the hands raised for Yes and No, then
have him/her record the responses on the board. Have

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10 Sort the words and phrases into the correct columns.

recycling music eating less going shopping 10 Sort the words and phrases into the correct
X-ray machines movies
columns.
living longer
Keep the class in pairs and direct their attention to
doctors
the words and phrases in the bubbles and the three
more / less polluted column headings. Have students sort the words and
taking care of ourselves more / less trash
phrases into the correct columns. Check as a class.
Entertainment Health The Environment
Write six predictions about the categories
going shopping doctors, eating less, recycling
movies living longer, taking more / less polluted above. Use the contractions with ll and
music care of ourselves, X-ray more / less trash
machines wont.
Write six predictions about the categories above. Use the contractions with ll and Have students work with their partner to make six
wont. Answers may vary.
People wont go shopping in the year 2030. Theyll buy everything online. predictions about the categories above and write them
down on the lines provided. Elicit some responses.
Check as a class, correcting only students language,
not their ideas.
Play a game! Play a game!
1. Play in groups of 4-5 students. Divide the class into groups of four or five. Model
2. The first student reads one of his / her predictions about the year 2030.
3. The next student repeats the prediction. If it includes will, he / she says another prediction
the activity with one group while the rest of the class
that follows logically using wont, or vice versa.
watches. Do not conduct the whole game, just the
4. The third student repeats the first two predictions. Then he / she reads a new one. The next
student says a prediction with the opposite auxiliary, and so on. first two or three stages, until it is clear to the rest
5. Continue the procedure with the students repeating all the predictions. If they cant
remember, they are out of the game. The winner is the student who remembers all of them. of the class. If necessary, direct their attention back
to the model provided in the second part of Activity
11 Go to Worksheet 5. 5
10. When the procedure is clear, have students play
Listen to students reading aloud forecasts containing verb forms in future tense.
Compose sentences about future situations. Unit 3a 51
the game in their groups. When all the groups have
finished playing, there will be one winner in each
group.

Objectives 11 Go to Worksheet 5. 5
Have students turn to page 125. Go over the
Compose sentences about future situations. instructions together with the class and do the
Listen to students reading aloud forecasts containing activities.
verb forms in future tense.
Time to read! Nonfiction pp. 32-35
Before the Book
Ask students whether they know any other ways
Future Inventions to predict the future (coffee, cards, horoscopes,
seashells, stars, prophets, magicians, etc.). Ask them
Write Entertainment / Health / The Environment on the
to read the corresponding pages of the reading
board. Divide the class into pairs. Have each pair
and find two more ways to make predictions. After
choose a topic and imagine an invention that we
students have read, ask them what they learned
dont have right now, but that we will have by 2030.
about Nostradamus predictions and if they believe
Have them draw a picture or write a description of
people can really know what will happen in the
their invention and then work with another pair to
future. Finally ask them how astrology is used to
tell them how it will work, what it will do, how much
predict the future, according to the reading.
it will cost, how useful/popular it will be, etc.
Invite two or three volunteers to share their inventions
with the whole class. Ask the other students whether Five-Minute Activity
or not they agree that this invention will exist. Choose an activity from page x and do it with the
class.

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12 Read the text about Emma. Then complete the chart.

Objectives
Emma is 13 years old and she goes to
secondary school. Shes a kind and friendly
Choose a subject to write a description about. Write girl. She has a lot of friends and loves
spending time with them. Shes also very
the current description. smart. She studies a lot and gets good
grades. She loves to read and she reads a
lot. Her favorite books are historical novels.
Place the current description into a future setting Emma cares about other people. She

and write it in that verb tense in order to compose likes to help them. She stays after
school and helps some classmates
the forecast. with their homework. She also loves
sports. She plays basketball and soccer.
She takes swimming classes on Saturdays.
She wants to be a teacher when she grows
up. She would like to work with kids who
Before the Book have special needs.

Questions to/about Emma Personality


kind and friendly

Tell students that they are going to find out about a Values cares about people
helps classmates after school
girl named Emma. Ask them to write three questions
Interests studying, reading historical novels, playing basketball
they would like to ask. They can either ask Emma and soccer

their questions directly or ask somebody else questions Free time activities swimming classes on
Saturdays
about Emma. Plans for the future be a teacher
work with kids with special needs
Remind students that they can ask about the present
or about the future, but they will need to write their Go to Language Reference on page 106.

questions in the appropriate tense. In your notebook, write predictions about Emmas future using the model.
Answers may vary.

Allow time for students to note down their questions. In 5 years, Emma will
Elicit and check some of them. In 10 years, shell
Emma wont
12 Read the text about Emma. Then complete
the chart. Choose a subject to write a description about. Write the current description. Place
the current description into a future setting and write it in that verb tense in order

Have students open their books and use their 52 Unit 3a to compose the forecast.

notebooks, pencil cases or something else to cover


the text, so that they can only see the photo. Elicit
their predictions about the girl in the photograph. In your notebook, write predictions about
Ask some of the following questions to help them if
Emmas future using the model.
necessary: How old do you think she is? What do you
think she is like? Do you think shes a good student? What Direct students attention to the incomplete sentences
do you think she does in her free time? provided below the instructions. Do one example
together as a class, eliciting examples orally from
Ask if anyone can answer any of their own questions
volunteers. Have students write their predictions.
from the previous activity already, just from the
Encourage them to write more sentences: What about
photo. Then let students uncover the text, read it to
in 20 years? What about when shes an old lady? Check
check their guesses about Emma and look for the
some responses as a class. Collect notebooks for
answers to their questions. Once they have finished
checking.
reading, ask again if anyone can answer any of their
own questions from the first activity. Five-Minute Activity
Then have students complete the table with Choose an activity from page x and do it with the
information from the text. Check as a class. Pay close class.
attention to tenses in students responses; the first four
sections of the chart ask about information in the
present, so students will not need to use future forms
here.

Go to Language Reference on page 106.


Ask students to review the Language Reference section
on their own. Use this opportunity to address any
questions students may still have.

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The Presentation
1 Compose a forecast.
1. Work in teams.
2. Write a profile of one of your classmates.
The Presentation
3. Decide what information to include that can be helpful to write a forecast about his / her future.
4. Write the forecast in the future tense based on the profile.
5. Exchange your work with another team to correct the writing and spelling.
1 Compose a forecast.
6. Write the final version of your forecast and display it in the classroom. Read the instructions aloud and make sure students
7. Read the forecasts aloud and say whether you agree with other teams forecasts or not.
Justify your answers. understand them. Divide the class into groups and
help them organize themselves to write the forecasts.

The End

Group Reflection
Have students work in the same groups as before.
Read the questions aloud and have them discuss the
answers. Lead the class in a discussion on how to
evaluate how they worked and what they would like
to focus on in later classes.

The End
Self-Evaluation
Group Reflection Have students turn to page 44. Read the objectives for
1. How did you feel about the assignment?
this part of the unit again and ask students to mark
2. What was the hardest / easiest part about it?
3. What was the most interesting thing you learned them according to their own opinion of how they did.
from writing the forecasts?
Put students into pairs or small groups and have them
Self-Evaluation
Now turn to page 44 and mark ( or ) your progress.
compare their answers together.

Time to read! Nonfiction pp. 36-38

The Product: Compose a forecast. Group reflection and self-evaluation. Unit 3a 53 Elicit ways in which we can combat climate
change. Accept all the options. Then ask students
to read the corresponding pages of the reading
and check whether their ideas are mentioned.
Objectives Ask them to add more ideas about what we
can do to help our planet, apart from the ones
The Product: Compose a forecast.
suggested in the reading. Finally, refer students to
Group reflection and self-evaluation. the comprehension activities on page 38 and have
them work in pairs to help each other. Then check
Before the Book answers as a class.

Emmas Profile
Five-Minute Activity
Write Emma in the middle of the board and have
Choose an activity from page x and do it with the
students brainstorm what they can remember from
class.
the previous lesson. Create a mind map about her
on the board. Use this opportunity to discuss with
Go to Assessment 3a
students the kind of information included in a profile.
on page T108.
If students are having difficulty separating useful
information from less-useful information, ask some
questions to guide them: Does the profile tell us Emmas
shoe size? Does it tell us about her personality? With the
students input, construct some Dos and Donts
guidelines for profile writing on the board. Leave it
there for students to refer to later.

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U t
Unit

Unit 3b 3b Learning about the Body


Systems
Learning about Body Systems The Beginning
1 Find and circle the names of seven systems of the human body.
reprod gla
ucti
Social Practice Read and rewrite informative texts vebonesbraincirculatorydigestive

ch

n
dsh
a
from a particular field. smuscularnervousrespiratoryskelet
m

o
alst g ea
rtlun
Environment Formation and academic
2 Discuss what each diagram shows. Answers may vary.
1 2 3 4

Objectives

Select charts for specific purposes. Draw lines to match the person, the purpose and the kind of chart he / she would use.

Reflect on the use of images and/or illustrations. PE teacher to learn about the human body in detail simple diagram of the heart

secondary to explain the procedure labeled chart of the skeletal


Identify subject matter, purpose and intended school student to a heart surgery patient and muscular systems

audience. heart to brainstorm general information a concept map


surgeon about human body systems of each system

medical to show what parts of the body detailed diagrams of all systems

Before the Book student students are using during exercise and parts of the human body

The Plan
Parts of the Body In this unit you will:

Write on the board: Parts of the Body. Divide the review charts of human body systems with the teachers guidance
understand information about the systems in the human body
class into groups of three. Give them 30 seconds to write notes to describe the components of human body systems
brainstorm as many words in this category as they edit your work
can remember. Elicit the words from students and
write them on the board. 54 Unit 3b
Select charts for specific purposes. Reflect on the use of images and/or
illustrations. Identify subject matter, purpose and intended audience.

Ask students to copy the words into their notebooks.

The Beginning
appropriately and then ask them to complete the rest
1 Find and circle the names of seven systems of of the activity in the same way.
the human body. Check answers as a class.
Direct students attention to the picture and ask The Plan
them to read the instructions. Check that everyone
understands what they have to do. Make sure they Invite volunteers to read the objectives one by one.
understand the difference between a body system and Then get students to share their ideas about the
a body part. Have students complete the activity and meaning of each objective. Encourage the class to say
then elicit the answers. what expectations they have of the unit.

2 Discuss what each diagram shows. Five-Minute Activity


Divide the class into pairs. Direct students attention Choose an activity from page x and do it with the
to the first diagram and ask What are these? (Lungs) class.
Have pairs discuss the other diagrams and then elicit
the words from students. Teach any unfamiliar words
by writing them on the board and getting volunteers
to spell them out.

Draw lines to match the person, the purpose


and the kind of chart he / she would use.
Direct the students attention to the three columns
of information. Encourage them to say what type of
information is included in each color by referring to
the colors in the instructions. Next, ask students what
kind of chart a PE teacher would use and what he or
she would use it for. Have students match the columns

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The Steps
1 Listen to the description of the skull know. Have them compare their ideas with a partner.
skeletal system. Label the parts neck
with the information you hear and
the words in the box. 33
Play Track 33 and have students check their ideas and
spine ribs label the remaining bones. Check by pointing to a
foot shinbone
kneecap skull part of your body and eliciting the name of the bone.
neck spine pelvis
pelvis thighbone
ribs toes Discuss these questions.
thighbone
kneecap
Divide the class into pairs. Direct students attention
Discuss these questions.
to the questions and ask them to discuss them.
shinbone
1. What are the parts of the chart? Check as a class. Take the opportunity to highlight the
2. Do you find charts like that helpful to study?
3. What other information would you add? foot toes usefulness of charts, particularly for study purposes.
2 Read the rhyme about the skeletal system and circle the answers. 2 Read the rhyme about the skeletal system
The head bones connected to the neck bone. The kneecaps connected to the shinbone. and circle the answers.
The neck bones connected to the back bone. The shinbones connected to the foot bone.
The back bones connected to the thighbone. The foot bones connected to the heel bone. Ask students to close their books. Elicit the number
The thighbones connected to the kneecap. The heel bones connected to the toe bone.
Oh, yeah, some of our 206 bones! of bones in the human body. Dont confirm or reject
their ideas.
1. The main idea of the rhyme is
a. bones are connected b. we have 206 bones c. we dont have many bones Then have students open their books and direct their
2. Another word for backbone is
a. neck b. heel c. spine
attention to the rhyme. Ask students to read it and
3. Some parts of the leg are the elicit the number of bones again.
a. thigh, knee, foot b. back, heel, toe c. neck, back, thigh
4. The heel is part of the
Divide the class into pairs and ask students to
a. arm b. foot c. toe underline the options that best complete each
5. These bones are bones of the human body. sentence. To check invite volunteers to read the
a. all of the b. the least important c. only a few of the
complete sentences aloud.
Make up your own melody for the text to create a song.

Examine distribution of graphic and text components. Recognize description of


components. Identify new terms in order to refine and broaden vocabulary. Unit 3b 55
Make up your own melody for the text to
create a song.
Ask students to tell you which words in a sentence are
Objectives normally stressed. Write the first line of the rhyme
on the board. Then elicit the stressed syllables and
Examine distribution of graphic and text underline them: The head bones connected to the neck
components. bone
Recognize description of components. Have pairs get together with another pair to make
groups of four. Ask students to think of a tune they
Identify new terms in order to refine and broaden
could put the text to.
vocabulary.
Invite volunteers to stand up and sing or chant their
version of the rhyme.
Before the Book
Five-Minute Activity
The Skeletal System
Choose an activity from page x and do it with the
Divide the class into pairs. Write on the board: L, E, class.
S, T, K, E, L, A. Give students two minutes to reorder
the letters to make an 8-letter word: skeletal. Then ask
them to tell you what they know about this system.

The Steps

1 Listen to the description of the skeletal


system. Label the parts with the information
you hear and the words in the box. 33
Direct students attention to the diagram and the
words in the box. Explain that they are going to hear
a description of the skeletal system, but first ask them
to label the diagram with any words they already

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3 Read about and underline each part of the skeletal system. Then circle the function of
each part.
Objectives
The skeletal system consists of bones, muscles,
joints and ligaments. Your bones hold you up and
Recognize description of components. help you move. They also give your body a shape
and protect other parts of your body, such as your
Select information to write notes. brain.
The bending places in your body are where two
Organize terms and descriptions on a table. bones connect. They are called joints. Your joints
help you move, too. Shoulders, elbows and wrists
Identify the graphic resources used to link are joints.
You also need muscles to move and to stand. The
components and descriptions. muscles are attached to your bones. They pull on
the bones to move them. Ligaments hold your
Suggested Materials slips of paper (4 per team) bones together. Theyre strong and they
stretch. Theyre like big rubber bands.

Before the Book Complete the chart with the parts of the skeletal system and their functions.

Rhyme Contest PARTS OF SKELETAL SYSTEM AND THEIR FUNCTIONS

Divide the class into groups of four. Give students two


minutes to memorize the rhyme on page 55. When bones-hold you muscleshelp jointshelp you Ligamentshold

time is up, ask students to close their books. Invite up, help you move, you to move to move and to your bones
give body a shape and to stand bend together
a group to come to the front and say the complete
rhyme without mistakes.
4 Play a game!
The moment a group makes a mistake, its turn is 1. Play in groups of 5-6 students.
over and the students go back to their seats. The 2. Each student writes the name of a part of the skeletal system on a strip of paper. They put
them on a desk and mix them up.
group that manages to say the whole rhyme without 3. Then students take turns picking up a paper and giving clues for other group members to
mistakes wins. guess the body part.
4. The student who guesses correctly gets a point. The student with the most points at the end
Note: If there are no winners, ask students to is the winner.

memorize the rhyme for homework and to try again Recognize description of components. Select information to write notes. Organize

next class. Explain to students that rhymes are useful 56 Unit 3b


terms and descriptions on a table. Identify the graphic resources used to link
components and descriptions.
for learning a language because of the element of
repetition.

3 Read about and underline each part of the 4 Play a game!


skeletal system. Then circle the function of Ask a volunteer to read the instructions aloud. Check
each part. that everyone understands them and then do the
following demonstration: Ask a student to write on
Elicit the names of the seven systems of the human
a piece of paper the name of one of the parts of the
body. Then ask students if they know how many parts
skeletal system. Then take the paper, look at the word
the skeletal system has.
and give the class a clue for them to guess the word:
Direct students attention to the text and have them They are attached to your bones. (Muscles)
skim it to find the number of parts (four). Then ask
Divide the class into groups of five or six and have
students to read the text more carefully and complete
them play the game.
the task.
To check, name a part of the skeletal system and have Five-Minute Activity
a volunteer read its function. Choose an activity from page x and do it with the
class.
Complete the chart with the parts of the
skeletal system and their functions.
Elicit the names of the parts of the skeletal system
again. Ask What do bones do? (They hold you up, help
you move and give your body a shape.) Indicate the
answer in the chart in the book, and ask students to
complete the information for the other three parts
and their functions.
Check answers as a class.

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5 Listen to the doctor. Take notes about the respiratory system in your notebook. 34

Listen again and unscramble the words


related to the respiratory system.
hear a doctor speak about the respiratory system and
1. gtiaerhbn breathing that they should take notes in the form of a mind
2. ertahca trachea map, writing down the key words only.
3. gusnl lungs
4. aehnli inhale
Play Track 34 without pauses. Have students compare
5. lsnaa sssgpaae nasal passage notes with their classmates. Elicit the notes and write
6. xlaehe exhale them on the board in the form of a mind map. Play
Complete the sentences using the words above. Track 34 again and ask students to complete the
1. When we breathe in air, we inhale .
information. Complete the notes on the board.
2. When we breathe out air, we exhale .
3. Taking air in and out of your lungs is breathing .
4. The air moves from your nose to the nasal passage .
Listen again and unscramble the words
5. After that, it goes through the trachea . related to the respiratory system.
6. Next, it goes through two tubes to your lungs .

Label the parts of the diagram about the passage of air through the body.
Direct students attention to the activity. Play Track 34
again and ask students to listen to the parts where the
nose
doctor spells the words to complete the activity. Have
them check the answers in pairs before checking as a
trachea
class.
nasal passage
Complete the sentences using the words
above.
Divide the class into pairs. Ask students to complete
lungs the sentences using the new words. Check the answers
as a class.

Compose sentences to write notes. Complete sentences in order to describe Value


components. Organize terms and descriptions on a diagram. Choose graphic
resources in order to link the text and images. Unit 3b 57 Use this opportunity to tell students that smoking is
harmful to the respiratory system. Elicit the kinds of
problems smoking can cause: shortness of breath,
Objectives coughing, reduced fitness, etc. Tell students that,
due to the damage that cigarettes do, smokers
Compose sentences to write notes. are more likely to develop diseases like respiratory
infections, or even emphysema and cancer.
Complete sentences in order to describe
components.
Organize terms and descriptions on a diagram. Label the parts of the diagram about the
Choose graphic resources in order to link the text passage of air through the body.
and images. Form pairs and get them to label the parts of the body
involved in the breathing process.
Before the Book Five-Minute Activity
Breathing In and Out Choose an activity from page x and do it with the
class.
Stand at the front of the class and ask for everyones
attention. Take a deep breath, in through your nose
and out through your mouth. Have students do the
same a couple of times. Before the third breath, ask
students to think about what happens when they
breathe in and out. Have students breathe in and out
again and then elicit a description from the class.

5 Listen to the doctor. Take notes about the


respiratory system in your notebook.
34
On the board, write Respiratory System and draw a
circle around it. Tell students that they are going to

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6 Read the clues and write the name of each disease. Then underline
the sentences that describe the symptoms each one has and circle
Objectives the verbs in them.

a cold asthma bronchitis pneumonia the flu

Rewrite simple sentences in a conventional manner. How much do you know about some common respiratory diseases?

Write sentences from a model. 1. A virus causes this sickness. People who have it usually have a fever.
Their whole body hurts. the flu
Choose graphic resources in order to link the text 2. Many people get this common illness. It doesnt have a cure, but its usually not serious. People
feel tired and have a runny nose. Sometimes they have a cough, too. a cold
and images.
3. This is a serious disease. The lungs fill up with a thick liquid and people cant breathe.
Punctuation: quotation marks. pneumonia
4. A person with this sickness has trouble breathing and wheezes or makes a whistling sound when
Verb tenses: simple present. he or she breathes. When you have this disease you need an inhaler. asthma
5. Its a sickness of the throat and lungs. People cough a lot. You need an antibiotic to feel
better. bronchitis

Before the Book


Look at the sentences you underlined in the text and choose the correct options below.
Go to the Language Reference on page 106 to check your answers.
Spelling Competition 1. The verbs describe facts / routines.
2. The verbs are in the simple past tense / simple present tense.
Choose ten words from previous pages. Divide the class 3. Verbs in the simple present tense end in s when they refer to he, she, it / I, you, we, they.
into teams. Explain that you will say some words from
7 Imagine each person has a respiratory disease. Write what each person says.
previous lessons and each team will send a member to the
board to write the word. The team member that spells the I cough a lot. I have trouble
breathing.
I have a runny
nose.
I can breathe.

word correctly first wins a point for his/her team.

6 Read the clues and write the name of each


disease. Then underline the sentences that
describe the symptoms each one has and In your notebook, write what each person says using quotation marks.

circle the verbs in them. The man in picture 1 says, I cough a lot.
Have students read the clues and do the matching. Rewrite simple sentences in a conventional manner. Write sentences from
a model. Choose graphic resources in order to link the text and images.
Invite volunteers to say the diseases the clues describe. 58 Unit 3b Punctuation: quotation marks. Verb tenses: simple present.

Elicit the symptoms in the first clue (a fever, whole body


hurts). Students do the same in the rest of the clues and
underline the sentences where they are mentioned.
Ask them to make the appropriate choices. Tell
Check answers. Write the first two sentences on the
students to check their answers on page 106.
board (People who have it usually have a fever. Their whole
body hurts.) Ask students to identify the verbs and their 7 Imagine each person has a respiratory
tense (simple present). Students do the same in the rest
disease. Write what each person says.
of the sentences.
Divide the class into pairs. Encourage them to
imagine what each person might say about how they
Language Awareness
feel or what symptoms they have. Read the example
Write two questions in simple present, (Do people aloud. Ask pairs to complete the task using the
feel tired when they have a cold? Does your brother sentences in Activity 6.
have the flu? ) Elicit an affirmative answer to the
first question and a negative answer to the second
Language Awareness
one. (Yes, they do. /No, he doesnt.). Remind students
of the use of the auxiliaries (do/does). Write two Explain that whenever we want to show the exact
negative sentences on the board (I dont like words that someone says we use quotation marks.
watching soap operas. She doesnt walk to school.). Write these sentences on the board for students to
Invite a volunteer to underline the auxiliary verb in add the quotation marks:
each sentence.
I dont like chocolate, he says. The girls says, We want to
play soccer, too! Can you help me? the man is asking.
Look at the sentences you underlined in the
text and choose the correct options below.
In your notebook, write what each person
Go to the Language Reference on page 106
says using quotation marks.
to check your answers.
Read the example. Ask students to rewrite what
Have students read the sentences they underlined. the people say using quotation marks. Have them
Next, ask them to look at the three statements below. compare answers with a partner.

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8 Read and choose the headings for each section.

Breathing Breaks Be Happier How You Breathe Mindful Breathing to read the text again more carefully and write each
heading above its paragraph.
Mindful Breathing
Check answers as a class.
Be Happier Breathings Breaks
Are you scared of many things? Do you Take a breathing break at any time of Find the steps for mindful breathing in the
worry a lot? Do you want to feel better the day. Maybe your teacher will let
and be happier? Well, its
much easier than you
you try right now. You can start with
only one minute at a time. Sit in a
text and write them down.
think. Breathe, breathe,
breathe. Yes, thats all you
comfortable position. Then close your
eyes. Count to three as you breathe in Ask students to look at the pictures. Encourage them
have to do, and we all do
it anyway. Take ten
or inhale through your nose. Count
to four as you exhale or breathe out to tell you the first step to practice mindful breathing.
minutes a day and
concentrate on
through your nose. Repeat at least five
to six times.
(Sit in a comfortable position). Have them write the
your breath.
information under the picture.
How You Breathe
Keep in mind how you breathe. You Ask students to complete the activity and to compare
breathe in through your nose. Breathe
in deeply. Feel your abdomen expand.
their answers with a partner.
Feel your lungs fill up with air. Then
feel your diaphragm relax and get
smaller as you exhale. Practice mindful breathing.
Divide the class into pairs. Have them take turns
Find the steps for mindful breathing in the text and write them down. reading the breathing instructions aloud and then
One, two, three. One, two, three, four. doing the practice.
When they have finished, ask them to share how they
felt and if it helped them feel more relaxed.

Time to read! Fiction pp. 27-31


Sit in a comfortable Close your eyes. Inhale. Exhale.
position.
Write Leonardo da Vinci on the board. Ask students
Practice mindful breathing.
what they know about him (painter, sculptor,
Text components: titles and headings. Write sentences from a model. Choose
graphic resources in order to link the text and images. Unit 3b 59
Italian, Mona Lisa, David, The Last Supper, etc.)
and write the information on a mind map. Ask
students to read the corresponding pages of
the story and find any extra information about
Objectives Leonardo da Vinci. Include students ideas on the
mind map you wrote on the board.
Text components: titles and headings.
Write sentences from a model.
Five-Minute Activity
Choose graphic resources in order to link the text
Choose an activity from page x and do it with the
and images.
class.

Before the Book


Remember the Disease?
Divide the class into teams of three or four students.
Choose one of the diseases on page 58 and read the
description aloud. Have teams guess which disease it is.

8 Read and choose the headings for each


section.
Direct students attention to the title and picture and
ask them to tell you what they think the article is
about. Ask students to skim through the text quickly
and check their ideas.
Then ask them to look at the headings in the box.
Explain that a heading is like the title of a paragraph
and usually sums up its general idea. Ask students

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9 Discuss what you know about the
heart and the circulatory system. Ideas for discussion:
Objectives Look at the diagram
why the heart is
important
of the heart and the parts of the
read the notes. Then circulatory system
Recognize description of components. answer the questions. their functions

Answer questions to describe components. Blood carries


arteries
nutrients and oxygen
and veins
to all parts of the
Before the Book body, and carries
away waste materials
and carbon dioxide.
Pictionary
Choose ten words you would like to review from Right atrium
Left atrium

previous lessons: bones, digestive, skull, ribs, muscles,


joints, lungs, windpipe, bronchitis, etc.
Left ventricle
Right ventricle
Ask a volunteer to come to the front and whisper one
of the words to him/her. The student then draws a
representation of the word on the board. This can be The heart pumps Circulatory System:
the heart, the blood
a drawing, symbol or a hint clarified through mime if blood around the
vessels, and the blood
body.
necessary. The class tries to guess the word. Continue
with other volunteers. 1. What does the heart do?
It pumps blood around the body.

9 Discuss what you know about the heart and 2. What are the names of the two types of tubes that carry the blood?
arteries and veins
the circulatory system. 3. What are the main parts of the heart?
right atrium and ventricle, left atrium and ventricle
Elicit the names of the seven systems of the human 4. What are the main parts of the circulatory system?
body. Then write on the board: Circulatory System. heart, blood vessels, blood

Divide the class into pairs. Ask them to discuss what 5. Whats the function of the blood?
It carries nutrients and oxygen to all parts of the body and
carries away waste materials and carbon dioxide.
they know about the circulatory system. Tell students
they can use the ideas for discussion listed in their 60 Unit 3b Recognize description of components. Answer questions to describe components.

books.

Look at the diagram of the heart and read


the notes. Then answer the questions.
Direct students attention to the diagram. Have them
read the notes quickly to confirm or correct their ideas
from the previous activity.
Then ask volunteers to read the questions aloud and
check that everyone understands them. Have pairs
discuss and answer the questions.
Check answers as a class.

Time to read! Fiction pp. 32-35

Ask students to retell the story so far. Then ask them


the following questions:
What did the girl in the reading want? Did Massimo do
what the girl asked him? What did Massimo discover?
Do you think Massimo will tell Leonardos secret?
What would you do?
Ask students to read the corresponding pages of the
story. Give students enough time to read and check
their answers as a class.

Five-Minute Activity
Choose an activity from page x and do it with the
class.

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10 Read about Heart-Healthy Harry and unscramble his tips. Make sure you begin each
sentence with a capital letter and end it with a period.
10 Read about Heart-Healthy Harry and
Hi! Im Heart-Healthy Harry! My heart is in excellent shape, and
Im very healthy as you can see. Follow my tips and be like me!
unscramble his tips. Make sure you begin
1. day / every / exercise
Exercise every day. each sentence with a capital letter and end
2. fruit / vegetables / and / fresh / of / eat / a / lot
Eat a lot of fresh fruit and vegetables.
it with a period.
3. a / of / water / drink / lot Write the first scrambled sentence on the board. Elicit
Drink a lot of water.
the unscrambled version and write it underneath.
4. activities / relax / do / to
Do activities to relax. Divide the class into groups and have them unscramble
5. twice / your / least / day / at / teeth / brush / a the remaining sentences. Check answers as a class.
Brush your teeth at least twice a day.

Rewrite the other tips using correct spelling, proper punctuation, apostrophes and
capital letters.
Rewrite the other tips using correct spelling,
1. dont eat to much Dont eat too much. proper punctuation, apostrophes and
2. dont eet junk food liik candy and chips Dont eat junk food like candy and chips.
3. dont spend a lot of time in front of de computer Dont spend a lot of time in front of the computer. capital letters.
4. dont wash more than an hour of TV each day Dont watch more than an hour of TV each day.
5. dont dreank sodas Dont drink sodas.
Write the first incorrect sentence on the board and
Put the tips for a healthy heart in the correct columns. elicit the correct version. Divide the class into groups
Exercise Food Other Habits
and ask them to complete the activity. Ask volunteers
to write the corrected sentences on the board.
Do activities to relax. Answers may vary. Answers may vary.
Exercise every day.
Put the tips for a healthy heart in the correct
11 Go to Worksheet 6. 6
columns.
12 Make a poster about Good Heart Health.
Ask students to put the tips in the appropriate
Decide on a title for the whole poster and headings for each section. Use diagrams and texts columns. Check as a class. Then ask them to think of
to get your points across.
one more tip for each column. Elicit their ideas and
Read to check punctuation and spelling. Correct mistakes. Text components: encourage the class to agree or disagree.
titles and subtitles. Choose graphic resources in order to link the text and images.
Organize terms and descriptions on a table. Rewrite simple sentences in a
conventional manner. Unit 3b 61 11 Go to Worksheet 6. 6
Have students turn to page 127. Direct students
attention to the activities and check that everyone
Objectives understands the instructions. Ask them to complete
the worksheet and monitor while students work.
Read to check punctuation and spelling. Check the answers with the class and correct where
Correct mistakes. necessary.
Text components: titles and subtitles. 12 Make a poster about Good Heart Health.
Choose graphic resources in order to link the text
and images.
Read the instructions aloud and clarify meaning. Ask
Organize terms and descriptions on a table. students to brainstorm ideas and information for their
Rewrite simple sentences in a conventional manner. posters. Confirm their ideas as appropriate.
Suggested Materials poster paper, colored pens or Divide the class into small groups. Hand out the
pencils, rulers, markers materials needed. Then ask students to work on their
posters.
Before the Book Invite groups to show their poster to the class and
present the information. Display the posters in the
Good or Bad for Us classroom.
Divide the class into pairs. Write on the board:
Five-Minute Activity
Food that is
Choose an activity from page x and do it with the
Good for us Bad for us class.
Ask students to discuss food that is good for us and
food that is bad for us. Elicit ideas and write them
under the appropriate heading.

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13 Look at the diagram of the digestive system. Read the notes and number the parts of
the digestive process in order from 1-6.
Objectives

Read to check punctuation and spelling. small intestine long 5


large intestine long tube that 6
tube that breaks
Mark and correct mistakes. down food; consists of
eliminates waste, consists of:
1. colon hardens waste
pancreas, liver and gall
2. rectum waste passes through
Add or remove information to improve a text. bladder
3. anus waste exits

Correct mistakes.
METER
MEETE
TER DI
D
DIAGRAMA
IAG
AGR
AGRA RAAMA
MA DDEL
EL
EL
Write a final version. SISTEMA
SIST
SISTEM
ST EMA
LA
NARIZ, L
DIGESTIVO
A DI
D IGE
GEST
BOCA,
A BO
B
BOCA
S IV
ST
OCA, ES
IVO CON
O COON LA
ESOFAGO,
ESOF
O AG
OF GO,
A

ESTOMAGO,
ESTOOMAAGO O, ININTESTINO
INTE
TEST
STIN
IN O
PEQUEO ((INCLUYENDO
O (I INC
NCLUYE ENDO stomach breaks 4
esophagus elastic
3 PANCREAS,
PANCREAS
PA ASS, HI
HIGA
HIGADO,
G DO,, down and stores
VESI
VE S CU
ULA
VESICULA,A, IINTESTINO
NTE
TESTTIN
NO
Before the Book tube that pushes some of the food,
GR
RAN DE, ((INCLUYENDO
ANDE
GRANDE INCL
INN LUYEN NDO
D
the food from the COLON,
COLO
COLO
CO L N,
N RRECTUM
EC CTU ANUS).
T M Y AN
A US)). sends it to small
back of your throat intestine
to your stomach
The Digestive System
Elicit the names of the seven systems of the human
body. Then write on the board: Digestive System. Divide
the class into pairs and ask them to brainstorm what 2
nose smells the food 1 mouth food
parts of the body are involved in the digestion of our to begin the process enters the body

food. Help students to express their ideas, but do not


Circle the mistakes in the flow chart.
spend too much time on teaching new vocabulary.
digestion begins food enters your tongue pushes food
with nose body through mouth from the back of
13 Look at the diagram of the digestive system. tongue to your stomach

Read the notes and number the parts of the large intestine is
a short tube; it
small intestine
builds up the stomach breaks down

digestive process in order from 1-6. includes 2 organs:


the anus and rectum
food; it gets help
from the appendix
the food and sends it
to large intestine

Direct students attention to the diagram and the Make the corrections on a flow chart in your notebook. Using the notes on the
notes. Explain that they show the steps in the diagram, add or remove information. Include punctuation and capital letters.

digestive process. Have students read the notes and 62 Unit 3b


Read to check punctuation and spelling. Mark and correct mistakes. Add or
remove information to improve a text. Correct mistakes. Write a final version.
number them in the correct order.
Have them compare their answers with a partner
before checking as a class.

Circle the mistakes in the flow chart.


Divide the class into pairs. Ask students to read the
parts of the flow chart and to circle the mistakes they
find. Explain they should read the information in
each box and then find the corresponding part in the
flow chart. Have students look for mistakes referred
to parts of the body, their characteristics (large, short,
small, etc.), and action verbs. Allow some time for
pairs to do the activity.
Check as a class.

Make the corrections on a flow chart in your


notebook. Using the notes on the diagram,
add or remove information. Include
punctuation and capital letters.
Have students draw a similar flow chart in their
notebooks. Ask them to write the corrected notes.
Form pairs and invite them to compare their flow
charts and explain the digestive process.

Five-Minute Activity
Choose an activity from page x and do it with the
class.

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The Presentation
1 Make a chart of a human body system.
1. Work in teams. Decide what each team member will do.
2. Select a system of the human body.
Divide the class into groups and ask each group
3. Search and choose information from various sources. to choose one of the systems. Have students work
4. Select an appropriate chart to organize the information.
5. Write notes to explain the components of the chart.
together to produce their chart. Monitor and provide
6. Use graphic resources to connect the components and their notes. help where needed.
7. Edit the contents of the chart to produce the final product.
8. Display the charts in a visible place in the classroom. Display the charts around the room and invite groups
to prepare and give a short oral presentation.

The End

Group Reflection
Have students work in the same groups as before.
Read the questions aloud and have groups discuss
the answers. Lead the class in a discussion on how to
evaluate how they worked and what they would like
to focus on in later classes.

The End
Self-Evaluation
Group Reflection Have students turn to page 54. Read the objectives for
1. How cooperative was the group in dividing the tasks? this part of the unit again and ask students to mark
2. How did you feel doing research about the body systems?
3. How did you feel editing your teammates work?
them according to their own opinion of how they did.
4. What was the easiest / most difficult part of the task? Put students into pairs or small groups and have them
5. What did you find most interesting?
compare their answers together.
Self-Evaluation
Now turn to page 54 and mark ( or ) your progress.
Time to read! Fiction pp. 36-38
The Product: Make a chart of a human body system. Group reflection and
self-evaluation Unit 3b 63 Ask students to describe Massimo, Leonardos
friend. Ask them to read the corresponding pages
of the story. Ask them to find out how Leonardo
studied the human body. Finally, refer students to
Objectives the comprehension activities on page 38. Have
them work in pairs to help each other. Then check
The Product: Make a chart of a human body
as a class.
system.
Group reflection and self-evaluation.
Five-Minute Activity
Choose an activity from page x and do it with the
Before the Book
class.
Scanning Practice
Go to Assessment 3b
Tell students that you are going to practice the skill of
on page T109.
scanning. Explain that scanning means going quickly
over information to find something specific and that
this is a useful study skill.
Open the Students Book at random and read a name,
caption or sentence aloud that is prominent on the
page. Repeat several times. Ask students to quickly
find the place in the book and tell you the page
number.

The Presentation

1 Make a chart of a human body system.


Read and explain the instructions with the class.
Check that everyone understands what they have
to do.

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Teachers Corner Unit 3 Website Suggestions

Teaching Tip
Geography
http://www.mapsofworld.com
Checking Homework A site with different maps of the world, including the
Try not to let checking homework take up too much ten most popular tourist destinations, the top hundred
class time. Here are some suggestions: wonders of the world and the top theme parks in the
Write the answers on the board before the start of world. The site includes lots of information about the
the class. Students check as soon as they sit down. different countries.
Allow a couple of minutes for questions, then start
Technology and Sports
the class.
http://www.gpsgames.org
Students check each others homework at the start
of class. Set a time limit and when it is up, deal with A site that describes different games you can play
questions quickly, then start the class. using a GPS. Games include Geodashing, Shutterspot
and Geocaching, and involve using a GPS to find
Collect the homework of five or six students per
a place, then either taking a photo of the place or
class. Correct it, write a comment and return it to
leaving an object there. People win points when they
the students. Choose different students each time.
succeed in finding a place and compete against other
people all over the world.
Learning Tip
Suggestions for Songs
Practicing Listening Comprehension
Make students aware of what they can do to develop 1. Whenever, Wherever, by Shakira
their listening skills. Suggest spending some time
Print out a copy of the lyrics from http://www.lyrics.
listening to the radio; there are online radio stations.
com. Make a copy for each student.
Watching TV and movies is another good option.
Ask a volunteer to bring a CD with this song to
Tell them they should choose a program they find
class. Give out a copy of the lyrics to the students.
interesting and then set themselves goals when
listening. For example, working out the main points, Ask students to create a dance move for the song.
names, dates and times. Tell everybody to stand up. Play the song and invite
students to dance.
Formative Assessment Tip
2. Friday Im in Love, by The Cure
Before introducing a new topic or major concept, find
Print out a copy of the lyrics from http://www.lyrics.
out what students already know about it. Write down
com. Make a copy for each student.
2-5 open-ended questions on a sheet of paper. Make
1 copy per student. Distribute the questions and ask Ask a volunteer to bring a CD with the song to class.
students to answer them. Then scan the responses Play the song and ask students to identify the days
and divide them into four piles: wrong background of the week.
knowledge, no relevant background knowledge, some Give a copy of the lyrics to the students.
background knowledge, and significant background
Play the song again. Ask students to circle the words
knowledge.
for days of the week they found in the lyrics.
Next, report your findings to the class and adjust your
lesson accordingly. For example, you can form groups Websites used for the development of the unit:
from the various knowledge levels.
At the end of the lesson, give back the questions and Unit 3a
ask students to compare how much they knew about http://learnenglish.britishcouncil.org/en/english-
the topic before the lesson and how much they know grammar
now. It is motivating for students to realize just how http://www.myenglishpages.com/site_php_files/
much they have increased their knowledge. communication-lesson-predictions.php

Unit 3b
http://www.eslflow.com/humanbodylessonplans.html
http://www.englishstudymaterials.com/2008/05/
writing-about-graphs-charts-and-tables.html

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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK

Richmond Publishing, S.A. de C.V., 2011 Photocopiable


Edit your writing
USE THE FOLLOWING SYMBOLS TO COMMENT ON YOUR OWN (OR A CLASSMATES) WRITING:

Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understand ideas.

Evaluate your work. Circle the answers.


WRITTEN WORK
Did you or a classmate edit your first version? Yes / Somewhat / No
Did you make corrections accordingly? Yes / Somewhat / No
Are you happy with your work? Yes / Somewhat / No
GROUPWORK/PAIRWORK
Did every member have a clear role? Yes / Somewhat / No
Did all the group members participate equally? Yes / Somewhat / No
Are you happy with the group? Yes / Somewhat / No
Did you enjoy working with other classmates? Yes / Somewhat / No

Student B USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK

Richmond Publishing, S.A. de C.V., 2011 Photocopiable


Edit your writing
USE THE FOLLOWING SYMBOLS TO COMMENT ON YOUR OWN (OR A CLASSMATES) WRITING:

Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understand ideas.

Evaluate your work. Circle the answers.


WRITTEN WORK
Did you or a classmate edit your first version? Yes / Somewhat / No
Did you make corrections accordingly? Yes / Somewhat / No
Are you happy with your work? Yes / Somewhat / No
GROUPWORK/PAIRWORK
Did every member have a clear role? Yes / Somewhat / No
Did all the group members participate equally? Yes / Somewhat / No
Are you happy with the group? Yes / Somewhat / No
Did you enjoy working with other classmates? Yes / Somewhat / No

Unit 3 T63b

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U t
Unit

Unit 4a 4a Interviewing
Interviewing 1 Discuss which activities in the photos you do.
The Beginning

watching TV painting dancing cooking

Social Practice Understand and incite oral


exchanges regarding leisure situations.
3 4 2 1
Environment Familiar and community
Listen to the dialogues and number the photos. 35

Listen again and circle the correct option for each sentence.
1. Dialogue 1 is a) an interview b) a class c) a conference
2. The people in Dialogue 2 are a) adults b) teenagers c) little kids
Objectives 3. The couple in Dialogue 3 is a) at home b) in Australia c) in a pub
4. The students in Dialogue 4 are in a) math class b) English class c) art class

Listen to likes and dislikes about leisure activities in 2 Look at the peoples gestures. Then match them with the correct expressions.
dialogues. 1 2 3

Identify subject matter, purpose and intended


audience.
Recognize situations in which likes and dislikes are
shared. Be quiet! Come here! Who knows? Just a minute, please.

Observe and comprehend non-verbal


The Plan
communication. 4
In this unit you will:
Suggested Materials magazines (1 per pair) revise likes and dislikes in dialogues
understand main ideas in dialogues
convey likes and dislikes in dialogues

Before the Book Listen and check. 36

Listen to likes and dislikes about leisure activities in dialogues. Identify subject

Likes/Dislikes Collage
matter, purpose and intended audience. Recognize situations in which likes and
64 Unit 4a dislikes are shared. Observe and comprehend non-verbal communication.

Divide the class into pairs and distribute the


magazines. Invite students to look for pictures of two
different activities, one they like and one they do not activity. Invite volunteers to read the sentences aloud
like to do, and to cut them out. to check the answers.
Divide the board into two columns and write, as
headings: Like and Dislike. Ask students to display 2 Look at the peoples gestures. Then match
their pictures under the headings and say I like... or I them with the correct expressions.
dont like Help students with unfamiliar vocabulary. Direct students attention to the pictures. Say a
number from one to four and have students mime the
The Beginning
gesture. Then ask them to match the expressions in
the bubbles with the corresponding gestures.
1 Discuss which activities in the photos you do.
Listen and check. 36
Direct students attention to the photos and say the Play Track 36. Have students check their answers.
names of the activities. Divide the class into pairs and Then invite a volunteer to read one of the
have students talk about which of them they do or expressions aloud and have the rest of the class do
would like to do. Ask them to report their findings to the corresponding gesture. Repeat with the other
the class. expressions.

Listen to the dialogues and number the The Plan


photos. 35
Invite volunteers to read the objectives one by one.
Play Track 35 and have students number the photos Then get students to share their ideas about the
in the order in which the activities are mentioned. meaning of each objective. Encourage the class to say
Check as a class. what expectations they have of the unit.
Listen again and circle the correct option for Five-Minute Activity
each sentence. Choose an activity from page x and do it with the
Play Track 35 again. Ask students to complete the class.

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The Steps
1 Predict the central sense of the dialogue using these words and The Steps
phrases. Answers may vary.

club hike mountains and forest using ropes weekends


1 Predict the central sense of the dialogue
Listen and check if you were right. 37
using these words and phrases.
Listen again and complete what the people say.
Read the words in the box aloud. Explain the
We dont like spending So, all the club members
weekends at home. enjoy adventures,
We all hate We all love the meaning of unknown words by using mime or
watching TV. outdoors !
D
dont they? drawing pictures. Then encourage students to predict
L
D L
what the dialogue which includes these words and
Read the texts again and write L (likes) or D (dislikes). phrases might be about. Elicit their ideas but do not
Read the sentences with enjoy, hate, like, love and dislike. Then mark ( or ) confirm or reject any.
the structures in the chart.

1. I enjoy playing tennis.


He enjoys tennis.
3. She hates watching TV.
He hates American football.
Listen and check if you were right. 37
2. We like / love climbing.
We like / love to climb and rappel.
4. She dislikes / doesnt like swimming.
They dislike / dont like to go hiking.
Play Track 37. Have students check their predictions.
We like / love the outdoors. They dislike / dont like the cold weather.

+ verb + ing + to + verb + noun Listen again and complete what the people
enjoy / hate say.
like / love
dislike
Form pairs. Play Track 37 again. Have students
complete the speech bubbles according to what the
2 Play a game! people say. Invite volunteers to read the texts aloud.
1. Think of the things you love, like, dislike and hate. Write them on a piece of paper, but not in
order: washing clothes, avocados, swimming, hot weather. Read the texts again and write L (likes) or D
2. Read your list to a partner. He / She guesses how you feel about each thing: You hate
swimming. You dislike hot weather. (dislikes).
3. Listen and say how many sentences were correct: Two were correct. He / She uses this
information and tries again. Ask students to read the texts and decide whether the
4. When he / she guesses all the sentences, switch roles and play again.
speakers are expressing their likes or dislikes. Then
Anticipate the central sense from known words and expressions. Reflect on ways
Unit 4a 65
get them to write the corresponding initial in the box
to express likes and dislikes. Establish structure of a sentence.
next to each speech bubble.

Read the sentences with enjoy, hate, like, love


Objectives and dislike. Then mark ( or ) the structures
in the chart.
Anticipate the central sense from known words and
expressions. Have pairs read the sentences carefully and complete
the chart below. Then invite them to compare their
Reflect on ways to express likes and dislikes.
charts with another pair. Check as a class.
Establish structure of a sentence.
2 Play a game!
Before the Book Divide the class into different pairs. Read the
instructions aloud and have volunteers rephrase what
Find Someone Who they have to do. While students are playing, monitor
On the board, write like, love, hate, dislike. Ask students and help if necessary.
to copy the words as headings in their notebooks.
Dictate the following actions and have students Value
classify them according to their feelings about them:
When playing games, it is important for students to
dancing, studying, sleeping, writing, playing, eating,
respect other peoples points of views. Tell students
chatting online, climbing, hiking, drawing, running, and
that not everybody likes the same things, and that
reading.
we should be open and respectful of that.
Have students stand up and find three classmates
who share their own likes and dislikes. Give a set time
of three minutes to do this before stopping the activity Five-Minute Activity
and collecting students findings. Choose an activity from page x and do it with the
class.

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3 Look at the pictures and discuss what they tell you about Anna.

Objectives www.friendbook.com

Hey! I see you love sports!


Study
Identify words used to link ideas. g
Yeah, you can say that. I like lifting
English
at home
weights
g and p
playing
y g soccer.
Compose sentences to express likes and dislikes. www.mycourseathome.com

Maybe we can meet at the gym?


Suggested Materials slips of paper (1 per student), Information

Anna Green g so dont


Sure, but I hate swimming,
a plastic bag 16 / 07 / 97 expect me to go into the pool!
Friends You hate swimming?
g Why?
y I love it!

Before the Book Because Im afraid of the water.


easy
Look Anna, I need to ask you a favor. cheap
Because Photos
I know you like to cook Can yyou help
me p p
prepare p
a surprise p y
party?
p
fast
Distribute slips of paper. On the board, write I love Sure, give me a call. support
on line
because and I hate because Ask students to copy
and complete the sentences on their slips of paper, Read the questions and underline the parts of the profile that give you the answers.
1. How old is Anna? 4. Is Annas friend surprised?
fold them and give them to you. Put all the slips into
2. What sport does she hate? Why? 5. What does Anna like doing?
the bag. 3. Does Annas friend like swimming? 6. What favor does Annas friend ask her?

Next, take one of the slips of paper out and read it 4 Read what these people say. Then number the function of each linking
aloud. Have students guess who wrote it. Continue word in bold.

until most of the slips have been read. 1. Giving a reason 2. Connecting similar ideas 3. Connecting opposite ideas

I like swimming and playing. 2 I love sports, but I hate lifting weights. 3

3 Look at the pictures and discuss what they I dont like parties because there is too much noise. 1

tell you about Anna. Play a game!

1. Choose five characters from movies or TV programs.


Ask students if they have an account on a social 2. Write sentences about their likes and dislikes using linking words.
network page. Elicit how it works and, if they have an 3. Form groups and read the sentences aloud for your classmates to guess the characters.

account, what they share with their friends.


Identify words used to link ideas. Compose sentences to express likes and dislikes.
66 Unit 4a
Divide the class into pairs. Invite the pairs to look
at Annas profile and to focus on the pictures. Have
them discuss with their partner what the pictures can
tell them about Anna. Check as a class. Five-Minute Activity
Choose an activity from page x and do it with the
Read the questions and underline the parts
class.
of the profile that give you the answers.
Have students read the questions together with their
partner. Ask them to underline the answers in the
profile.
Invite volunteers to read the questions and the
answers aloud.

4 Read what these people say. Then number


the function of each linking word in bold.

Ask students to read the sentences and to identify the


linking words in each: and, but, and because. Then
ask them to write in the box next to each sentence
the number of the corresponding function. Check as a
class.

Play a game!
Go through the instructions together with students.
Divide the class into groups. Monitor and provide
help if necessary.

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5 Listen and label the photos of Alan and Gareth. 38

Play Track 38 and have students decide which boy is


Alan and which one is Gareth, in order to label the
photos. Check by describing each boy and eliciting his
name from the class.
Alan Gareth

Now listen again and circle the correct options. Now listen again and circle the correct
ALAN: Hey / Hi, Gareth. Do you want to go to Valle de Bravo on the weekend?
GARETH: Hmm. I'm not sure... What would we do there? options.
ALAN: Oh, theres plenty to do! We could climb / swim, for example, and / but sail. You like sailing,
Play track 38 again. Ask students to circle the correct
right / dont you?
GARETH: Well / No, I like to sail, but I hate cold water / weather. Its really cold in Valle, isnt it?
options to complete the dialogue.
ALAN: Yes, it is cold, but thats no / bad excuse. Just try not to fall into the water! You dont want Finally, invite two volunteers to read the dialogue
to stay home the whole weekend, do you?
GARETH: No, I dont. But, cant we do something else?
aloud.

6 Match the expressions with the appropriate faces. 6 Match the expressions with the appropriate
Oh, no! That cant be true. 3
faces.
1 Divide the class into pairs and encourage them to
match the expressions with the appropriate faces.
Oh, really?
Allow them to compare their answers with another
pair.
4

Listen and check. Then listen again and


Wow! Thats great!
2

repeat, imitating the intonation. 39


Hmm. Im not sure. Play Track 39. Have students listen and check their
answers.
Listen and check. Then listen again and repeat, imitating the intonation. 39
Divide the class into groups. Play the track again and
Recognize behaviors adopted by speakers to give further detail and confirm
comprehension. Unit 4a 67 have them imitate the intonation of the speakers. Ask
students to encourage each to practice until they get
the accent and intonation just right.

Objectives
Time to read! Nonfiction pp. 39-43
Recognize behaviors adopted by speakers to give
Ask students if they have ever been interviewed.
further detail and confirm comprehension.
Ask them to read the corresponding pages of the
Suggested Materials slips of paper, a box reading. Instruct them to write a paragraph with
Preparation Write the following adjectives on each information about themselves similar to the ones
slip of paper. Put all the slips in the box: happy, sad, about the kids in the text. Have some volunteers
sleepy, tired, excited, bored. read their information to the class.

Before the Book Five-Minute Activity


Choose an activity from page x and do it with the
Charades
class.
Divide the class into two teams. Invite a student from
the first team to come to the front and take a slip of
paper out of the box. Encourage him/her to mime the
adjective on the slip. If the members of his/her team
guess the adjective, they score a point. Continue,
having the two teams take turns, and having them
use the rest of the adjectives.

5 Listen and label the photos of Alan and


Gareth. 38
Invite students to look at the photos and to describe
each of the boys.

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7 Underline the central sense for each situation.

Objectives 1 2 3

FOR HIGH

Anticipate the central sense to strike up dialogues. SCHOOL


STUDENTS

Organize sentences in a sequence.


Identify speech register.
Suggested Materials magazines, sheets of paper
Preparation Look into magazines for large pictures Choosing a workshop Planning an excursion Chatting with a friend

that show people doing something: a family having Checking exam results Doing homework Looking for a summer job

Number the lines in order to form dialogues. Then listen and check.
breakfast, a picnic, kids playing, and so on. Make sure 40

each picture has at least two people in it. 1. I


- You still have two weeks to decide, dont you? 3
- What do you like to do? 1
- Yes, thats right. 4
Before the Book - Hmm, Im not sure. I like cooking, but I also like making clothes. 2

Dialogues 2. I
- So, where are we going to go? 1
Display one of the pictures on the board. Elicit the - Yes, thats a good idea. 3

situation. Then invite students to come up with a - And we can eat those great quesadillas there. 4
- To Teotihuacn, I think. I like visiting archeological sites. 2
short dialogue about the likes and dislikes of the - You always think about food, dont you? 5

people in the picture. Write it on the board.


A: Do you like cats? 3. F
- Yes, I love canoeing and hiking. 2
B: I love them. Why do you ask? - OK, Pedro, tell me Do you like being outdoors? 1
A: You are always looking for cat toys in pet stores. - Yes; I can organize a soccer team! 4
- And you also play soccer, dont you? 3
B: Oh!
Display the remaining pictures on the board. Divide Write F (Formal) or I (Informal) for each dialogue.

the class into small groups and have them choose 68 Unit 4a
Anticipate the central sense to strike up dialogues. Organize sentences in
a sequence. Identify speech register.
a situation and come up with a similar dialogue.
Encourage volunteers to read their dialogues aloud.

7 Underline the central sense for each Language Awareness


situation.
Question Tags
Direct students attention to the illustrations and ask
Copy this line from the first dialogue on the board:
them to describe whats happening in each one.
You still have two weeks to decide, dont you?
Divide the class into pairs and have them read
the phrases below each picture. Then get them to Underline the tag question. Explain to students that
underline the phrase that best shows the main topic we use tag questions when we want to confirm
of each situation. Check as a class. information that we already know.
Have them find the question tags in Dialogues 2
Number the lines in order to form dialogues. and 3 and underline them. Then have them go
Then listen and check. 40 back to page 67 and do the same for the dialogue
Direct students attention to the three dialogues and there.
explain that the lines in each one are scrambled. Finally, call students attention to the fact that
Have them work in pairs to number the lines. what precedes a tag question is always a complete
Play Track 40 and have students check their answers. sentence. Ask students to figure out in pairs how
Finally, invite pairs to take turns reading the question tags are formed. Elicit and confirm their
dialogues aloud. ideas.

Write F (Formal) or I (Informal) for each


Five-Minute Activity
dialogue.
Choose an activity from page x and do it with the
Have students read the dialogues again and decide class.
whether each one is formal or informal. Invite
students to justify their choices. Finally, get students to
write the appropriate initial in the red box next to the
number of each dialogue.

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8 Look at the mind maps. Write about Jan and Monica. Answers may vary.
What do these friends have in common? What makes them different?
continue writing the remaining sentences following
the model.
Check answers by having volunteers write the
sentences on the board. Focus on the linking words
taking pictures playing drums baking cakes dogs
and and but.

Complete the dialogue with information


about Jans likes and dislikes. Then listen and
check. 41
Read the incomplete dialogue aloud. Encourage
riding a bike dogs riding a bike loud music
students to complete the dialogue using the cues.
Jan loves playing the drums, but Monica hates loud music. Play Track 41 and pause it to allow students time to
check or correct their answers.