All Ready Teachers Guide 3

Jimena Lizalde
Fanny Riva Palacio
Teacher’s Guide
Margarita Prieto
Liliana Alcántara
Angela Hewitt
Teacher’s Guide
Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt

Our components:
• Student Book
• Teacher’s Guide
• Reader
• Class Audio CD
Teacher’s Guide
English
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Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcántara
Angela Hewitt
English
Teacher’s Guide
AR_TG3_pp001_022_Prelims.indd 1 16/07/11 01:47

All Ready!
Teacher’s Guide 3
Texto, diseño e ilustración D.R. © Macmillan Publishers, S.A. Macmillan Publishers, S.A. de C.V.
de C.V. 2012 Insurgentes Sur 1886
Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Col. Florida, CP 01030
Liliana Alcántara, Angela Hewitt México, D.F.
Formal Assessments: JoAnn Miller Tel: (55) 5482 2200
Macmillan es una marca registrada elt@grupomacmillan.com
All Ready! es una marca registrada de Macmillan Publishers,
S.A. de C.V. www.grupomacmillan.com
www.macmillan.com.mx
Primera edición 2012 www.macmillanenglish.com
Directora Editorial: Julie Kniveton Miembro de la Cámara Nacional de la Industria Editorial Mexicana
Publisher: Andreina España Registro Núm. 2275
Gerente de Operaciones Editoriales: Elisa Pecina
Gerente de Diseño: Mónica Pérez Prohibida la reproducción o transmisión parcial o total de esta obra
Commissioning Editor: Adriana Alcalá por cualquier medio o método o en cualquier forma electrónica o
Content Editors: Gael Ollivier, Catalina Hernández, Hilda Álvarez mecánica, incluso fotocopia, o sistema para recuperar información
Editores: Nagchielli Rico, Nuria Villarreal sin autorización por escrito de la editorial.
Diseñadores: Ana Castillo, Alejandro Flores, Berenice Gómez, Todos los derechos reservados conforme a la ley.
Itzel López
Impreso en México
Concepto de portada: Alejandro Flores
Diseño de portada: Alejandro Flores Esta obra se terminó de imprimir en noviembre de 2013
Concepto de diseño: Alejandro Flores, Berenice Gómez
Diseño y formación: Black Blue, Victor Martínez, David Nieto 2017 2016 2015 2014 2013
10 9 8 7 6 5 4 3 2 1
Martínez, Margarita Torres
Fotografías: Glow Images p 156
Ilustraciones Student Book: Ben Camberos, Antonio Rocha
Fotografía de portada Student Book: Photolibrary
Fotografías Student Book: Archivo Digital p 153; Glow Images p
153 (2); Photolibrary p 153
Fotografía de portada Reader: Glow Images
Ilustraciones Reader: A corazón abierto/Marcela Gómez, Ben
Camberos, Manuel Molohua
Fotografías Reader: Getty Images p 33; Glow Images p 85 (5);
124; Photolibrary p 85 (8); Photostock p 59
ISBN de la serie: 978-607-473-329-7

Teacher’s Guide 3 ISBN: 978-607-473-335-8
Class Audio CD3 ISBN: 978-607-473-341-9
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Contents
Introduction ………………………………………………………… page 5

Yearly Planner ……………………………………………………… page 11
Assessment Guidelines ……………....…………………………… page 21
Unit 1 …………………………………………………………………. page 23
Learning Environment 1
Social practice: Understand and convey information about
goods and services.
Specific activities: State oral complaints about a health service.
Social practice: Read and understand different types of literary
texts distinctive of English-speaking countries.
Specific activities: Read suspense literature and describe moods.
Continuous and Global
Assessment Chart …………………………………………………. page 48
Unit 2 …………………………………………………………………. page 49
Social practice: Understand and write instructions.
Specific activities: Interpret and write instructions for a simple experiment.
Social practice: Interpret and convey information published in various
media.
Specific activities: Share emotions and reactions caused by a TV program.
Unit 3 …………………………………………………………………. page 75
Social practice: Participate in language games to work with specific linguistic
features.
Specific activities: Participate in language games to comprehend and write
irregular verb forms.
Social practice: Read and rewrite informative texts from a particular field.
Specific activities: Write a short report about a historic event.

Familiar and Community Literary and Ludic Formation and Academic 3

Unit 4 …………………………………………………………………. page 101
Social practice: Understand and incite oral exchanges regarding leisure
situations.
Specific activities: Interpret and offer descriptions regarding unexpected
situations in an oral exchange.
Social practice: Understand and express differences and similarities between
cultural features from Mexico and English-speaking countries.
Specific activities: Read plays in order to compare attitudes and behaviors
adopted by English-speaking and Mexican persons.
Unit 5 …………………………………………………………………. page 127
Social practice: Produce texts to participate in academic events.
Specific activities: Write arguments in favor or against a subject to intervene
in a debate.
Social practice: Interpret and convey instructions found in daily life.
Specific activities: Understand and offer instructions to plan a field trip.
Glossary ………………………………………………….…………. page 153

Formal Assessments …………………..….……………………….. page 154
Audioscripts ……………………………………………………....... page 164
Answer Key for Reader Comprehension Questions ……..…. page 171
Answer Key for Self-Tests ……………………………………….... page 173
Answer Key for Formal Assessments .………………………….. page 174
Bibliography for Teachers …………….…………………………. page 175
Tracklist ………………………………………………………......….. page 176
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© Macmillan Publishers, S.A. de C.V., 2013.
Introduction
Introduction
All Ready!
How All
How Ready! works
works
Components
Components
AllReady!
All Ready!isisaabrand
brandnew
newsecondary
secondaryschool
schoolcourse
coursewhich
whichhas
hasbeen
beendesigned
designedboth
both
in All Ready!
in All Ready! 33
as a stand-alone course and to follow on from the I’m Ready! primary course.
as a stand-alone course and to follow on from the I’m Ready! primary course. All All
Ready! helps students consolidate their knowledge of English and the social practices
Ready! helps students consolidate their knowledge of English and the social practices For students
students
developedin inthe
theprevious
previousstages
stagesofoftheir
theireducation,
education,andandacquire
acquirenew
newknowledge
knowledgeand and For
developed
skills to help them take their English to the next level.
skills to help them take their English to the next level.
Theaim
The aimof
ofthe
theAll
AllReady!
Ready!series
seriesisisto
toexpose
exposestudents
studentstotoaavariety
varietyof
ofreal
reallife
life
communicativesituations
communicative situationsspecifically
specificallyselected
selectedto
toreflect
reflectthe
thesocial
socialpractices
practicesof ofthe
the
Englishlanguage.
English language.This
Thisapproach
approachisisvery
verymuch
muchtask-based.
task-based.ItItdoes
doesnot
notsimply
simplyrelyrelyon
on
languageanalysis,
language analysis,but
butrather
ratherseeks
seeksto tomake
makelearning
learningmeaningful
meaningfulby byhaving
havingstudents
students
applynew
apply newlanguage
languageto tothe
thecompletion
completionof oftasks
tasksor
orthe
thedevelopment
developmentof of“products.
“products.””At Atthe
the
sametime,
same time,this
thisapproach
approachencourages
encouragesstudents
studentstotonot
notonly
onlydevelop
developtheir
theircommunication
communication
skills,but
skills, butalso
alsothe
thegeneral
generallearning
learningskills
skillsor
orcompetencies
competenciesthey
theywill
willneed
needin inlife.
life.
Thecommunicative
The communicativefocus focusof
ofthe
theAll
AllReady!
Ready!series
seriesisistext-based.
text-based.Students
Studentswillwill
work extensively on the production of oral and written texts with the
work extensively on the production of oral and written texts with the intention ofintention of
improving their knowledge of different text genres, and producing texts
improving their knowledge of different text genres, and producing texts for specific for specific
communicativesituations,
communicative situations,that
thatare
areboth
bothcoherent
coherentand andcohesive,
cohesive,and
andthat
thatfollow
follow
grammar, punctuation, and spelling conventions. In addition to this, students
grammar, punctuation, and spelling conventions. In addition to this, students will will
develop skills to allow them to revise and repair their written and oral texts
develop skills to allow them to revise and repair their written and oral texts to help to help
them deal with communication breakdowns.
them deal with communication breakdowns.
Student Book
Student Book
Structure
Structure
All Ready!
All Ready! 33 consists
consists ofof five
five units,
units, each
each one
one divided
divided into
into two
two social
social learning
learning
environments. Each environment is made up of two lessons
environments. Each environment is made up of two lessons of 6 pages each, of 6 pages each, and
and
a product. The product is the final task to the lessons and aims for
a product. The product is the final task to the lessons and aims for students to students to For teachers
For teachers
create aa linguistic
create linguistic product
product thatthat shows
shows that
that they
they can
can perform
perform the
the social
social practice
practice
and specific activities of the learning environment. The product
and specific activities of the learning environment. The product is done over is done over three
three
stages which have students plan, do, and share and are covered in
stages which have students plan, do, and share and are covered in 4 class periods. 4 class periods.
The lessons
The lessons themselves
themselves are
are divided
divided into
into five
five stages
stages of
of language
language development.
development.
These stages
These stages are
are not
not explicitly
explicitly shown
shown in
in the
the Student
Student Book,
Book, but
but are
are clearly
clearly
indicated in
indicated in the
the Teacher’s
Teacher’s Guide:
Guide:
Stage 1:
Stage 1: II know:
know: Each
Each lesson
lesson begins
begins with
with anan activity
activity designed
designed to to activate
activate
students’ prior
students’ prior knowledge
knowledge of of the
the specific
specific topic
topic covered
covered in in the
the lesson.
lesson.
Stage 2:
Stage 2: II build:
build:This
This stage
stage exposes
exposes students
students to to the
the target
target language
language of of each
each lesson
lesson
in aa realistic
in realistic context
context with
with realistic
realistic activities.
activities.
Stage 3:
Stage 3: II think:
think:This
This next
next stage
stage focuses
focuses the
the students’
students’ attention
attention on on the
the target
target
language in an active way, helping them to notice patterns
language in an active way, helping them to notice patterns and formulate rules and formulate rules
about correct
about correct usage. usage.
Stage 4:
Stage 4: II practice:
practice: This
Thispenultimate
penultimatestage
stagegives
givesthethestudents
studentsthe theopportunity
opportunityto totest
test
out their conclusions from the previous stage through a variety of controlled
out their conclusions from the previous stage through a variety of controlled activities. activities.
Stage 5:
Stage 5: II can:
can:Finally,
Finally, students
students areare given
given the
the opportunity
opportunity to to apply
apply and
and
personalize their new language and knowledge in different
personalize their new language and knowledge in different contexts in order contexts in order toto
produce their own
produce their own language.language.
55
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Each unit begins with an introductory spread which clearly sets out its activities, social
practices, and aims so that students have a clear idea of what is expected of them. In
addition, there is a Glossary at the end of the book to supplement the lessons.
The Product lessons that come at the end of each learning environment follow a similar Familiar and
format to the lessons themselves: Community
Environment
Stage 1: I get ready: Students activate their schemata on the topic.
Stage 2: I plan: The initial planning stage where students decide how to distribute
tasks, required material, etc.
Stage 3: I do: This consists of the specific activities needed to develop with the product.
Stage 4: All ready to share: Students share their product with the class. It includes
Check the Chart! or Useful Expressions boxes. Literary
and Ludic
At the end of each product, there is an I learn table so students can self-assess their own Environment
performance throughout the product’s process.
To further help guide both teachers and children through All Ready! 3, a series of icons
and features visually indicate the different elements present in each lesson.
Icons: Formation
• Learning environment icons: and Academic
These show the learning environment that provides the learning context. Environment
Blue – Familiar and Community Environment
Pink – Literary and Ludic Environment
Yellow – Formation and Academic Environment
• Listening icon: 00
This indicates when there is audio support to accompany the activity. Audio
• Competencies icons:
As previously mentioned, All Ready! places great emphasis in developing students’
competencies in tandem with their communication skills. The following icons appear
alongside activities so that both teacher and students can see which competency is
being promoted.
Learn: Indicates activities which promote lifelong learning, learning autonomy,

and learning strategies.
Think: Indicates activities which develop critical thinking such as analyzing,

categorizing, sequencing, and reflecting.
Me: Indicates activities which help students understand themselves, their

decision-making processes, and promote self-awareness.
Collaborate: Indicates activities which involve cooperative work and develop

effective communication and social skills.
Act: Indicates activities which create a social and global awareness of the world
today.
• Reader icon:
This icon indicates when to use the Reader which accompanies the Student Book.
• Glossary icon:
This icon refers students to the Glossary at the back of the book and aids them in
the learning of new words. The word and meaning will help them understand and
remember the new words more effectively.
6

Features:
There is a Glossary for each unit that gives explanations of key vocabulary items, helping
students develop basic dictionary skills that promote autonomous learning.
The Self-Test section provides an opportunity for students to reflect on their learning in each
unit and what they can do with the language they have acquired. It includes an answer key.
The Worksheet section consists mainly of graphic organizers and templates for the students to
use during class. The teaching notes indicate when and how to use them. For more information,
see the Helpful ideas for using All Ready! section on pages 8-9.
The Verb List contains a list of irregular verbs found in the Student Book in their infinitive,
simple past, and past participle forms.
The Audioscript section contains scripts for all the listening activities covered in the Student Book.
Refer students to this section whenever you want them to do different activities with the audioscript.
The Bibliography for Students provides a list of reference materials for students to research and
expand their knowledge on the topics seen in All Ready!
Teacher’s Guide
Teaching notes Yearly Planner Unit 1
Learning Environment 1 of degree; connectors (furthermore, on one hand …, etc.)
This guide provides step-by-step comprehensive teaching notes on how

Familiar and Community
Social practice: Understand and convey information about Achievements:
goods and services. • Can establish the motive or purpose of an oral text.
Specific activities: State oral complaints about a health service. • Can infer central sense from explicit information.
to cover the material in the Student Book. Each corresponding unit of

Structures and Sample Language: modal verbs (can, would), • Can distinguish main ideas and some details within oral texts.
conditionals (if we had been …, we might have done …); • Can detect specialized information within oral texts.
verb tenses: simple present, past, and future; adjectives: • Can use strategies in order to tweak the meaning of
the Teacher’s Guide is clearly sub-divided into learning environments,

qualifying, comparative, and superlative; adverbs: of time, an oral text.
Lesson 1 Lesson Stages Student Book Reader Competencies

Developed
lessons, and even classes, so that the teacher knows exactly what to do Class 1
I know
I build
Activity 1
Activity 2
Activity 3
Activity 4
Me
and when to do it.

Activity 5
Activity 6
Activity 7 Think
Class 2 I think
Activity 8
Activity 9 Learn
Activity 10 I Am Now More Aware
Activity 11 Pages 7-19
The lesson notes follow the previously mentioned five-stage language

Activity 12
Class 3 I practice Activity 13 Think
Activity 14
Activity 15
development plan. Similarly, product lessons are clearly based on the

Activity 16
Activity 17
Class 4 I can Activity 18
Activity 19
aforementioned four-stage plans. Both of these lesson types begin with

Activity 20
Lesson 2 Lesson Stages Student Book Reader Competencies
Developed
Activity 1
Class 5 I know
a box which clearly sets out the lesson’s performance indicators and the
Activity 2
I build Activity 3
Activity 4 Act
Class 6 Activity 5
required materials before the lessons begin, and the lesson notes contain
Activity 6 Think
I think Activity 7
Activity 9
key features like answer keys and competency icons.

Pages 7-19
Class 7 Activity 10
Activity 11
I practice Activity 12
Activity 13
Activity 14 Act
Class 8 Activity 15
I can Activity 16 Collaborate
Activity 17
Other useful sections in the teaching notes include: Product 1
Class 9
Lesson Stages
I get ready
I plan
Telephone Complaint Voicemail
Stage 1
Stage 2
I do Stage 3
Class 10 Stage 4
All ready to share
I learn
Yearly Planner: Five two-page spreads, one for each unit, which clearly
Class 11 Self-Test: page 166 of the Student Book
Class 12 Formal Assessment: page 154 of the Teacher’s Guide
11
indicate what the teacher needs to cover in each class period. It lists the AR_TG3_pp001_022_Prelims-1.indd 11 17/07/11 15:20
Student Book activities, the chapters of the Reader, the competencies to

be developed, and the stages covered in each lesson.
Lead-in: This section begins every class and serves as a warmer activity
to get the students involved and interested before the main part of the
lesson begins.
Reader box: This is a set of instructions on how to present and carry

out the activities related to the Reader (indicated in the Student Book by
the Reader icon). These boxes also give ideas for a variety of reading
strategies.
Alternative Activity box: This offers the teacher an alternative way to

conduct an activity.

Classroom Management box: This gives methodological or class management suggestions,
designed to anticipate problems in the classroom and /or help the class run more smoothly in
general.
Remember: This feature prompts the teacher at the end of a class about the material required
for the next class.
Cultural Note box: This provides useful cultural information related to the subject being
covered or the language being taught.
Teacher’s Reflection Tool box: This, which appears at the end of each learning environment
and lists the learning environment’s achievements in the form of can do statements, provides
the teacher with an opportunity to reflect on what students have covered in class.
Assessment tools: The Assessment Guidelines section at the beginning of the book offers a
detailed explanation of the different types of assessment provided in All Ready! 3, including
assessment rubrics. After each unit there are Continuous and Global Assessment Charts to
record students’ progress, which are linked to the attitudes and values of the language and the
social practices. Finally, at the end of this Teacher’s Guide, there are two-page Formal
Assessments for each unit, which cover the students’ language knowledge and skills.
Bibliography for Teachers: This is a list of reference materials for teachers.
Glossary: This provides a comprehensive list of ELT terms used in the teacher’s notes or that
are essential to the successful implementation of All Ready! 3.
Audioscripts: A copy of all of the scripts for all listening activities is provided at the back of
the Teacher’s Guide.
Answer Keys: There are answer keys for the Reader’s Comprehension Questions and the
Formal Assessments.
Other resource material:

Audio CD
The Audio CD contains the listening activities from the Student Book. The recordings
are read by both native and non-native English speakers. The tracks are indicated in both the
Student Book and the Teacher’s Guide.
The Readers
The All Ready! Readers are specifically designed to complement the Student Book. Given the
text focus of All Ready!, the Readers are an essential tool to help students develop their reading
skills and text knowledge.
The Readers consist of three main sections:
• Narrative texts
These are original fiction and provide opportunities for students to read and discuss stories
related to cultural, literary, and everyday topics, with illustrations that are closely related to the
text.
• Informative texts
These are non-fiction texts that help students learn about the world around them. They contain
factual texts and support cross-curricular content.
8

• Comprehension questions and glossary
texts, followed by a glossary designed to help comprehension during the

reading process.
Helpful ideas for using All Ready! 3

Developing Writing Skills
All Ready! 3 focuses heavily on developing students’ text skills, both
through their ability to understand different texts and to produce them.
Students have begun to develop an understanding of different text types
and are becoming aware of concepts such as purpose, structure, genre,
and tone, both in their own language and in English. However, if this
receptive understanding of written language is to become a productive
ability, students will need the help, support, and guidance of their
teachers.
All Ready! 3 provide activities designed to improve and

practice students’ writing skills, but there are a whole host of other
activities available to the teacher which can be integrated into classroom
activities to further develop students’ knowledge and abilities, many of
which require little or no preparation.
At word level, drawing students’ attention to spelling patterns and

strategies (i before e except after c; when to double consonants when
adding -ed or -ing to verbs, etc.), provides students with the tools to construct the basic
building blocks of any text. It is also advisable to sensitize students to recognize different
parts of speech (nouns, verbs, adverbs, etc.) and their syntactic functions, as this will improve
their accuracy. One simple but effective activity that can be included in virtually any lesson is
having students find examples of the part of speech being studied in each lesson, for example,
prepositions. Another is helping students build word families for high frequency vocabulary
which occurs in the lessons, for example, success (n) succeed (v) successful (adj), by having
students come up with sentences for each different part of speech in the family.
Similarly, there is an abundance of useful sentence-based activities available to the teacher;

again, many require little extra work on the part of the teacher. Sentence dictations can be
very useful in helping students understand the difference between what they hear and what
they write, and can be done collaboratively (with pairs or groups of students comparing after
each listening and peer correcting) so that the focus is on the students learning from each
other. In a similar vein, giving students sentences from their written homework and having
them work in groups to try and find and correct the mistakes can be a very useful sensitizing
activity. To make things easier, the teacher can indicate where the mistakes are and focus on
common “global” mistakes made by the students rather than using specific examples from
individual students and risking potential embarrassment for the student concerned.
With paragraph and complete text activities, once again, noticing exercises, such as identifying
all the linking words /phrases in a text can be very useful for building student text knowledge,
and simple activities can be created by photocopying texts and deleting the linking words you
want to practice. Similarly, giving students individual sentences from a text or paragraph and
having them work together to decide on a logical order can promote concepts such as how to
produce coherent arguments or main ideas and supporting details.

Moving on to creativity, it is often at the idea stage where students fall
short with writing. Techniques such as brainstorming, using visual aids,
collaborative and chain writing (where students take turns to write
sentences in a text) are all ways of making sure that students don’t get
stuck on what to say. In addition, remember that while students may
now be able to recognize certain text types, they probably still have very
little experience in actually producing them. Make sure that they have
the scaffolding they need by always having a model text so that students
are clear on what they have to produce. The first few times the students
are attempting a certain text type, text templates which clearly show the
paragraph structure, with sentence prompts for students to complete (In
my opinion, …; etc.) provide students with a framework to “borrow” for
future texts of their own.
Remember that students learn quickly, but also forget quickly, and the
best way to ingrain good writing practices in students’ minds is to do
activities often so that they become second nature and can be applied by
students outside the classroom.
Using Songs
All Ready! 3 makes use of songs for a number of different reasons. Apart
from the “typical” language focus exercises (complete the missing words,
guess the new vocabulary from context, put the words or sentences in
the correct order, listen and correct the mistakes, mime the actions,
etc.), songs can provide a platform for a number of other language and
competency-based activities.
To begin with, songs can be used as a means of teaching values and

provide contexts for looking at social issues, by having students reflect
on the themes they cover, such as sadness, friendship, and family. In
addition, songs can serve as a platform for speaking and writing exercises.
Depending on the song, it may be possible for students to develop role-
plays between the different characters in the song or for students to write
additional verses or continue the “story”. They can even be asked to write
letters or e-mails to the people in the song, giving advice, or to rewrite the
song into a story. The list goes on and on.
One thing is certain, songs are an excellent way to engage students’

interest in English or in a specific topic, and, with a little thought, can
often be the vehicle for many interesting activities.
Graphic Organizers
Graphic organizers, which are found in the Worksheet section of the
Student Book, integrate visual and verbal elements of learning. They
benefit both left and right hemispheres of the brain, and are designed
to help students organize and make sense of information and create a
connection between different ideas through visual means.
Graphic organizers can be used in all stages of the lesson, for instance,
when brainstorming or when organizing information, and they can be
used individually or in groups. They are particularly useful in activities
that require critical thinking skills and promote creativity by encouraging
students to look at information in new ways. They also promote learner
autonomy by giving students the means to organize their newly acquired
knowledge in ways which are meaningful to them.
10
AR_TG3_p003_022_Prelims.indd 10 08/05/12 10:50

Yearly Planner Unit 1
Learning Environment 1 of degree; connectors (furthermore, on one hand …, etc.)

Familiar and Community
Social practice: Understand and convey information about Achievements:
goods and services. • Can establish the motive or purpose of an oral text.
Specific activities: State oral complaints about a health service. • Can infer central sense from explicit information.
Structures and Sample Language: modal verbs (can, would), • Can distinguish main ideas and some details within oral texts.
conditionals (if we had been …, we might have done …); • Can detect specialized information within oral texts.
verb tenses: simple present, past, and future; adjectives: • Can use strategies in order to tweak the meaning of
qualifying, comparative, and superlative; adverbs: of time, an oral text.
Competencies
Lesson 1 Lesson Stages Student Book Reader Developed
I know Activity 1
Activity 2
Class 1 I build Activity 3 Me
Activity 4
Activity 5
Activity 6
Activity 7 Think
Class 2 I think
Activity 8
Activity 9 Learn
Activity 12
Class 3 I practice Activity 13 Think
Activity 14
Activity 15
Activity 16
Activity 17
Activity 19
Activity 20
Competencies
Activity 1
Class 5 I know
Activity 2
I build Activity 3
Activity 4 Act
Class 6 Activity 5
Activity 6 Think
I think Activity 7
Class 7 Activity 10
Activity 11
Activity 13
Activity 14 Act
Class 8 Activity 15
Activity 17
Product 1 Lesson Stages Telephone Complaint Voicemail
I get ready Stage 1
Class 9
I plan Stage 2
I do Stage 3
Class 10 Stage 4
All ready to share
I learn
11

Unit 1
Learning Environment 2 Achievements:

Literary and Ludic • Can use various strategies to comprehend narratives.
Social practice: Read and understand different types of • Can infer central sense and main ideas from details.
literary texts distinctive of English speaking countries. • Can formulate and answer questions in order to infer
Specific activities: Read suspense literature and describe moods. information.
Structures and Sample Language: elements of a narrative; word • Can compose opinions regarding emotional states.
repertoire; connectors; adjectives: comparative and superlative; • Can organize paragraphs in order to create texts.
pronouns: reflexive (myself, ourselves), relative; conditionals
Competencies
I know Activity 1
Activity 2
Class 13
I build Activity 3
Activity 4
Think
Activity 5
Class 14 Activity 6
Activity 7 Act
I think The Ghost
Pages 20-32
Activity 8
Class 15 Activity 9 Learn
Activity 10
Activity 11 Act
Class 16 Activity 13
Me
I can Activity 14
Competencies
I know
Activity 1 Me
Class 17 Activity 2
I build Activity 3 Act
Activity 4
Activity 5 Think
I think
Class 18 Activity 6
Activity 7 Learn
Activity 8
The Ghost Think
I practice Pages 20-32

Activity 9
Activity 10 Me
Activity 12 Act
Activity 13
Learn
I can Activity 14
Activity 15
Class 20 Collaborate
Activity 16
Activity 17
Product 2 Lesson Stages Emotionary
I get ready Stage 1
Class 21
I plan Stage 2
I do Stage 3
Class 22 Stage 4
All ready to share
I learn
12

Unit 2

Formation and Academic •C
an understand and interpret order and sequence of
Social practice: Understand and write instructions. instruction elements to carry out an experiment.
Specific activities: Interpret and write instructions for a •C
an write and classify simple and complex sentences in
simple experiment. order to create instruction sequences.
Structures and Sample Language: text components; word •C
an remove, add, change, and / or rearrange
repertoire; adverbs: of sequence (after, firstly, next), information to edit an instruction manual.
frequency (twice, often, never); verb tenses: simple present;
prepositional phrases (instead of, at last)
Competencies
Activity 1
Class 25 I know Me
Activity 2
I build Activity 3
Activity 4
Class 26 Think
I think Activity 5
Activity 6
Activity 7 Science Can Be Fun!
Activity 11
Activity 12
Class 28 I can Activity 13 Collaborate
Activity 14
Competencies
Activity 1
I know
Activity 2
Class 29 Act
Activity 3
I build Activity 4
Activity 5 Think
Activity 6
Class 30 I think Science Can Be Fun!
Activity 7
Activity 8 Pages 33-45 Learn
Activity 9
Class 31 I practice Activity 10
Activity 11
Activity 12
Class 32 I can Collaborate
Activity 13
Product 1 Lesson Stages Instruction Album
I get ready Stage 1
Class 33
I plan Stage 2
I do Stage 3
Class 34 Stage 4
All ready to share
I learn
13

Unit 2

Familiar and Community •C
an anticipate main ideas and information that
Social practice: Interpret and convey information explains or supports them.
published in various media. • Can clarify the meaning of words.
Specific activities: Share emotions and reactions caused •C
an formulate and answer questions to share
by a TV program. emotions or reactions.
Structures and Sample Language: sound effects; word • Can explain main ideas within an oral exchange.
repertoire
Competencies
Class 37 I know Activity 1
Activity 2
I build Activity 3
Activity 4 Act
Class 38
Activity 5
Activity 6
I think Activity 7
All Alone
Activity 8 Think
Pages 46-58
Activity 9
Activity 10
Class 39 Learn
Activity 11
I practice
Activity 12
Activity 13 Collaborate
Activity 14
Class 40 I can Activity 15 Me
Activity 16
Competencies
I know Activity 1
Activity 2
Class 41
I build Activity 3 Me
Activity 4
Activity 5
I think Activity 6
Class 42 Think
Activity 7
Activity 8 All Alone
Pages 46-58
Activity 9
Class 43 Think
Activity 11
Activity 12 Act
Activity 15
Product 2 Lesson Stages Oral presentation
I get ready Stage 1
Class 45 I plan Stage 2
I do Stage 3
Stage 4
Class 46 All ready to share
I learn
14

Unit 3

Literary and Ludic • Can compare sentences with and without irregular
Social practice: Participate in language games to work with verb forms.
specific linguistic features. • Can classify sentences according to their verb tense.
Specific activities: Participate in language games to • Can use perfect verb tenses and the simple past in
comprehend and write irregular verb forms. sentences and texts.
Structures and Sample Language: verb tenses: present perfect, • Can compose and dictate sentences with irregular
past, and future; simple past; verb forms: past, past participle verb tenses.
Competencies
Activity 1
I know
Class 49 Activity 2 Me
Activity 3
I build
Activity 4
Activity 5
Class 50 Activity 6 Think
Activity 7
Activity 8
I think Games
Activity 9 Unplugged
Activity 10 pages 59-71 Think
Activity 11
Class 51
Activity 12
Activity 13 Learn
Activity 15
Activity 16
Activity 17
Activity 18
Competencies
Activity 1
I know
Activity 2 Think
Class 53 Activity 3
I build Activity 4
Activity 5 Think
Activity 6
Class 54 I think
Activity 7 Learn
Activity 8 Games
Unplugged
Activity 9
Activity 10 pages 59-71
Class 55 I practice
Activity 11
Activity 12
Activity 13
Activity 14
Class 56 I can Activity 15 Collaborate
Activity 16
Activity 17
Product 1 Lesson Stages Memory Game
I get ready Stage 1
Class 57
I plan Stage 2
I do Stage 3
Class 58 Stage 4
All ready to share
I learn
15

Unit 3
Formation and Academic •C
an formulate questions in order to distinguish main
Social practice: Read and rewrite informative texts from a from secondary ideas.
particular field. • Can write simple and complex sentences.
Specific activities: Write a short report about a historic event. • Can link sentences in order to make paragraphs.
Structures and Sample Language: use of auxiliaries in declarative, • Can write a short report from a model.
negative, and interrogative sentences; verb tenses: simple past, •C
an corroborate spelling conventions and adjust
past progressive, past perfect, past perfect progressive; adverbs: language according to intended audience and
of time, sequence, frequency; connectors (when, while) purpose, to edit reports.
Competencies
I know Activity 1
Class 61 Learn
I build Activity 2
Activity 3 Learn
Class 62 Activity 4
Activity 5 Think
I think
Activity 6
Activity 7 The Silver
Activity 8 Flash Drive Learn
Class 63
Activity 9 pages 72-84
Activity 10 Think
Activity 12
Class 64
I can Activity 14
Activity 15 Act
Activity 16
Competencies
I know Activity 1
Class 65
Activity 2
I build Activity 3
Activity 4 Learn
Class 66 Activity 5
Activity 6 Think
Activity 7
Activity 8
I think Activity 9 The Silver
Activity 10 Flash Drive
Activity 11 Learn
pages 72-84
Activity 13 Think
Activity 14
Activity 15
Activity 17
Activity 18
Class 68
I can Activity 19
Activity 20
Product 1 Lesson Stages Memory Game
I get ready Stage 1
Class 69
I plan Stage 2
I do Stage 3
Class 70 Stage 4
All ready to share
I learn
16

Unit 4
Familiar and Community • Can determine the function of pauses, rhythm and
Social practice: Understand and incite oral exchanges regarding intonation.
leisure situations. • Can negotiate meaning.
Specific activities: Interpret and offer descriptions regarding • Can rephrase ideas.
unexpected situations in an oral exchange. • Can use strategies to repair a failed conversation.
Structures and Sample Language: direct and indirect speech; word • Can anticipate central sense, main ideas and some
repertoire; sentence types; adjectives: qualifying, superlative; details in order to produce an oral text.
adverbs: of time, of quantity; language formulae (greeting, courtesy,
and farewell expressions)
Competencies
I know
Class 73 Activity 1 Act
Activity 2
I build Activity 3
Activity 4
Activity 5 Think
Class 74 Activity 6
I think Activity 7
Activity 8 Learn
Activity 9
Activity 10
Travel World
Activity 12
Activity 13
Class 75 Think
Activity 14
I practice
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Class 76
I can
Activity 21
Activity 22
Competencies
I know Activity 1
Activity 2
Class 77 Activity 3 Act
I build Activity 4
Activity 5
Activity 6
Activity 7
Activity 9
I think Travel World
Activity 10
Pages 85-97
Activity 11
Activity 12
Activity 14
Activity 15
I practice
Activity 16
Activity 17
Class 80 Collaborate
Activity 18
I can Activity 19
Product 1 Lesson Stages Autobiographical Anecdote
I get ready Stage 1
I do Stage 3
Stage 4
I learn
17

Unit 4
Literary and Ludic • Can use various comprehension strategies.
Social practice: Understand and express differences and • Can formulate and answer questions about the attitude
similarities between cultural features from Mexico and English- and behavior of persons.
speaking countries. • Can link non-verbal communication with the dialogue’s
Specific activities: Read plays in order to compare attitudes and sense.
behaviors adopted by English-speaking and Mexican persons. • Can read short plays.
Structures and Sample Language: text arrangement; adverbs:
of time, of place; verb forms: imperative; verb tenses: present
(simple, progressive, perfect), past.
Competencies
Activity 1
Class 85 I know
Activity 2
Activity 3
I build Activity 4
Activity 6
Activity 7
I think
Activity 8 The Big Sell
Activity 9 Pages 98-110 Think
Activity 10
Class 87
Activity 12 Learn
Activity 13
I can Activity 15
Class 88
Activity 16
Me
Activity 17
Competencies
I know Activity 1
Activity 2
I build Activity 4
Activity 5
Activity 6
Activity 7 Think
Class 90 Activity 8
I think Activity 9 Learn
Activity 10 The Big Sell
Pages 98-110
Activity 11
Activity 12 Learn
Class 91
Activity 13
I practice Collaborate
Activity 14
Activity 15
Activity 16
Activity 18
Activity 19
Product 2 Lesson Stages Comparative Chart
I get ready Stage 1
I do Stage 3
Stage 4
I learn
18 Class 96 Formal Assessment: page 161 of the Teacher’s Guide

Unit 5
Formation and Academic • Can detect and establish links between a personal stance
Social practice: Produce texts to participate in academic and information which agrees or disagrees with it.
events. • Can emphasize or clarify agreements and / or
Specific activities: Write arguments in favor and against a disagreements.
subject to intervene in a debate. • Can write up short texts which express agreement or
Structures and Sample Language: word repertoire; synonyms; disagreement.
verb forms: passive; connectors (but, while, however, yet); • Can solve doubts and encourage feedback in order to
possessive genitive; pronouns: personal and reflexive edit agreements and / or disagreements.
Competencies
Activity 1
I know Activity 2
Class 97
Activity 3 Act
Activity 4
I build Activity 5
Activity 6 Think
Class 98 Activity 7
Activity 8
Learn
Activity 9 Make the World a
I think
Activity 10 Better Place
Activity 11 Pages 111-123 Think
Class 99
Activity 12
Activity 13 Learn
Activity 14
I practice
Activity 15
Activity 16
Class 100 Activity 17 Collaborate
I can Activity 18
Activity 19
Competencies
Activity 1
I know Activity 2
Activity 4 Me
Activity 5
I build Activity 6
Activity 7
Activity 8 Think
Class 102
Activity 9
Activity 10 Make the World a
Learn
Activity 11 Better Place
I think Pages 111-123
Activity 12
Activity 13 Think
Activity 14
Class 103
Activity 15
Activity 16 Learn
I practice
Activity 17
Activity 18
Activity 19
Activity 20
Activity 21
Product 1 Lesson Stages Debate
I get ready Stage 1
I do Stage 3
Stage 4
Class 106 All ready to share I learn
19

Unit 5
Familiar and Community • Can adjust volume, intonation, and tone to
Social practice: Interpret and convey instructions found in emphasize or clarify instructions.
daily life. • Can offer explanations to clarify instructions.
Specific activities: Understand and offer instructions to plan a • Can rephrase instructions to confirm comprehension.
field trip. • Can compose instructions.
Structures and Sample Language: word repertoire; verbs: • Can appraise the pertinence of following or not,
modals; verb tenses: future; verb forms: imperative. instructions.
Competencies
Activity 1
I know Activity 2
Class 109
Activity 4
Activity 5 Think
I build Activity 6
Activity 7
Activity 8 Think
I think Activity 10 Learn
A Weekend Away
Activity 12
Activity 13
Class 111 Learn
Activity 15
Activity 16
Activity 17
Activity 20 Act
Activity 21
Competencies
Activity 1
I know
Activity 2
Activity 4
I build
Activity 5
Activity 6
Activity 7
Think
Activity 8
Class 114
I think Activity 9
Activity 10 A Weekend Away Learn
Activity 12
Activity 13
Class 115
Activity 15
Activity 16
Activity 17
Activity 18
Class 116 I can
Activity 19
Activity 20
Product 2 Lesson Stages Activity schedule
I get ready Stage 1
Class 117
I plan Stage 2
I do Stage 3
Stage 4
I learn
20

Assessment Guidelines
All Ready! 3 offers different types of assessment related to the learning process that are used to systematically
gather evidence over time and in different ways.
Continuous and Global Assessment Charts

The chart at the end of unit is designed for both continuous and global assessment. Continuous assessment focuses
on the student’s attitudes and values, on “learning to be” through the language. Global assessment focuses on the
final outcome of the unit.
Assess each social environment by making one photocopy per student and filling in each column with the
assessment criteria provided in the chart.
Continuous Assessment
Continuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language.
Global Assessment
Global assessment focuses on the final outcome of the unit easily assess each social practice by using the assessment
guidelines. Descriptions of the achievements for each learning environment (LE) are given at the beginning of
each unit, and charts at the end of each unit allow you to keep a record of both student’s continuous progress and
the global outcome of each one.
AR_TG3_pp023_048_U1.indd 48
48
All Ready! 3 Continuous and Global Assessment Chart

Unit 1 Continuous Assessment LE 1 Continuous Assessment LE 2 Global Assessment
Is aware of the Reads and
Sees in Understands and
Is aware of the importance of understands
Is aware of language conveys
use of language Is able to language as Is empathic different types of
his / her and a means to information
Student's Name to make stand up for a means to towards different literary texts
others’ attitudes develop an about goods
a complaint his / her rights promote respect emotional states from different
aesthetic and services
towards others’ English-speaking
pleasure
opinions countries
Fill in each performance indicator using the abbreviations below

Formal Assessment
Formal assessment is a means to provide both corrective and enrichment activities for students who need them.
Use the tasks in each learning environment to assess student’s comprehension of the newly acquired language.
Photocopiable formal
General assessments are provided at the back of the Teacher’s Guide. They cover a variety of
Comments
evidences of students’ learning. Use them after students have completed the corresponding learning environments in
each unit in order to check their understanding; allow adequate time for them to work on the assessment. The
answer key is on page 174.
Assessment Criteria
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
16/07/11 17:23
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2011. Only for teaching purposes.
21

Self-Assessment (Self-Test and Can do
Unit 1 Self-Test Learning Environment 1
Checklist) 1 Rewrite the sentences using If.
1 The alarm clock didn’t go off. I missed the school bus.

(7 points)
Encourage self-assessment, as it gives students an 2 I ate a lot of chocolate cake. I felt sick.
opportunity to reflect on their own learning and helps 3 I couldn’t buy another book. I spent all my money on clothes.
them understand that learning is a process. At the end

of each learning environment, have students go to the
4 I didn’t win the race. I didn’t train enough for it.
Unit 1
Self-Test for that unit and learning environment, and
5 I didn’t follow your advice. I missed my chance.
Learning Environment 1: Learning Environment 2:
have them answer the test. Check answers and take

Familiar and Community Literary and Ludic
6 I had a headache. I didn’t take my piano class.
this opportunity to review any language or structures

Social Practice: Understand and convey information Social Practice: Read and understand different
about goods and services. literary texts distinctive of English-speaking countries.
7 I left early. I didn’t see the end of the show.
Specific Activities: State oral complaints about a Specific Activities: Read suspense literature and
health service. describe moods.
covered in the learning environment. The answer key Product: Telephone Complaint Voicemail
At the end of this environment students will:

Product: Emotionary
is on page 173 of the Teacher's Guide. After the • find the intention and purpose of a conversation.
• understand the messages in explicit information.
• identify main ideas and some details within
conversations.
• use various strategies to understand stories.
• understand messages and main ideas from details.
• ask and answer questions to understand information.
• write opinions to express emotions.
2 Circle the correct option. (7 points)
Self-Test, direct students to the unit opener and have

• recognize specialized information within • put paragraphs in order to make a story. Some models are 1) extreme / extremely thin. They are 2) skinny / skinnier and
conversations. 3) tallest / taller than models 50 years ago. 4) More / Most designers claim that clothes hang
• use strategies to clarify the meaning
of a conversation. better on thin fashion models. Models in the 50s were 5) slight / slightly 6) fuller / full and also
them check the boxes for the Can do statements in that

looked 7) stunningly / stunning beautiful.
( ____ / 14 points)
learning environment. It is also important to start the 166
unit by showing students what objectives will be

AR_SB3_pp156_192_endmatters_2.indd 166 16/07/11 02:34
covered and achieved. The unit opener can help to do

this.
23
AR_TG3_pp023_048_U1.indd 23 16/07/11 17:39
Product: I learn section

Students can monitor their own progress after completing the product in this section. Remember that it is very
important to guide students to build up self-awareness so that they are able to objectively assess their own
performance. Ask students to evaluate their performance (teamwork, attitude, contributions and self-esteem) in
the development of the product. It will help them gain confidence in their own ability to learn, a sense of
achievement, and self-esteem. Some students might be very harsh in their self-evaluation; be ready to give them
positive feedback on this topic.
Reflection on Teaching
Teachers are also given an opportunity to reflect on
their teaching and on students’ achievement.
22

Unit 1
L earning Environment 1: Learning Environment 2:

Familiar and Community Literary and Ludic
Social Practice: Understand and convey information Social Practice: Read and understand different
about goods and services. literary texts distinctive of English-speaking countries.
Specific Activities: State oral complaints about a Specific Activities: Read suspense literature and
health service. describe moods.
Product: Telephone Complaint Voicemail Product: Emotionary
At the end of this environment students will: At the end of this environment students will:
• find the intention and purpose of a conversation. • use various strategies to understand stories.
• understand the messages in explicit information. • understand messages and main ideas from details.
• identify main ideas and some details within • ask and answer questions to understand information.
conversations. • write opinions to express emotions.
• recognize specialized information within • put paragraphs in order to make a story.
conversations.
• use strategies to clarify the meaning
of a conversation.
23
AR_TG3_pp023_048_U1.indd 23 16/07/11 16:56

Unit 1 Lesson 1 Student Book p. 8-13
Performance Indicators: – Detect expressions to suggest solutions.

– Activate previous knowledge. – Interpret main ideas and information that explains or
– Listen to oral complaints about a health service. complements them.
– Identify context clues: sounds, acoustic features, – Compose expressions to suggest solutions.
turns of participation, relationship between – Clarify the meaning of words by using an English
participants’ attitude, etc. dictionary or from their context.
– Recognize the attitude of speakers. – Use and adapt speech register based on the addressee.
– Establish form of communication: on-site, long – Express motive and reason.
distance. – Use word repertoire suitable for this practice of
– Determine place or target of a complaint. language.
– Establish motive or reason for a complaint. – Use strategies to modify the meaning (volume, tone,
– Reflect on and use conditionals. rhythm, amount of details, etc).
– Identify the structure of complaints: opening, body,
and closure. Materials:
– Recognize and use modal verbs. – Audio CD
Class Who are they? How are they feeling? What do you think
Lead-in they are talking about? Then explain they are going to
Write the following list of cues on the board: full name, listen to the conversation between the women. By doing
favorite color, favorite food, favorite singer or band, this, students will listen to oral complaints about a health
hobby. Ask students to work in pairs. Pairs interview service and determine place or target of complaint. Ask
each other, asking questions based on the cues on the students to listen first, without writing. By doing this
board. Then they take turns introducing their partner they will identify context clues: sounds, turns of
to the whole class. Let as many students as time allows participation, relationship between participants’ attitude,
introduce their partners to the rest of the class. etc. Play the CD. Ask the following comprehension
questions: Who are they? Why is Mrs. Macdonald
Stage 1: I know calling? Is she happy? Why or why not? Then draw their
attention to the statements in their books. Explain you
1 Look at the picture. Where does it take place? are going to play the conversation again and that they
What is happening? have to circle T for True or F for False as they listen to it.
Have students open their Student Books to page 8 and Play the CD. Ask students to share and compare their
draw their attention to the picture. To activate previous answers with a classmate. Then go over each of the
knowledge, elicit from students the names of the different statements by reading them out loud and having
food items in the picture and have different students students say the word they circled in unison. For each
describe the situation. Ask them to read the speech answer, ask them to say how they know the statement is
bubbles. Then ask: Who are they? Where are they? true or false, based on the conversation. Have them look
What is happening? Elicit answers. at the audioscript on page 182 of their Student Books to
check answers.
2 Have you ever been in a situation like
this one? How did you feel? Answers: 1 T; 2 F; 3 F; 4 T; 5 F
This activity promotes reflection and self-awareness. Ask
students to share their experiences with the class. 03 4 Listen to the conversation and answer
the questions.
Answers may vary. Explain to students that they are going to listen to the
second part of the situation they heard in Activity 3. By
Stage 2: I build doing this, they will listen to oral complaints about a
health service. Ask students to listen first, without writing,
02 3 Listen to the conversation and circle T so they can compare speech register and establish form of
for True or F for False. communication: on-site, long distance. Play the CD. Ask
Draw students’ attention to the illustration in Activity 2 the following comprehension questions: How is Mrs.
and elicit from them a description of the situation. Ask: Macdonald feeling now? What is the problem now? To
24
AR_TG3_pp023_048_U1.indd 24 16/07/11 01:22

determine place or target of a complain, draw their Alternative Activity: To have students practice the
attention to the questions. Explain you are going to play enunciation of a complaint and to have them notice the
the conversation again and that they have to listen for the structure of complaints: opening, body, and closure, ask
answers to the questions. Play the CD. Ask them to share for volunteers to perform the conversation.
and compare answers with a classmate. Then read the Time: 5 minutes
questions out loud and ask for volunteers to read their
answers. Ask them to say how they know that is the
appropriate answer based on the conversation, and Class
have the rest of the class agree or disagree with the Lead-in
answers. Have them took at the audioscript on page 182 of A student picks an item from their school bag and talks
their Student Books to check their answers. about it in front of the group for a minute or two. Give
learners some time to think what they want to say and
Answers: 1 The doctor is not in the office. 2 At the share about the item before they come to the front of
doctor’s office; 3 Yes, because she offers the the class. They can start by saying the name of the
possibility of seeing another doctor right away. object, where they got it, and what they use it for. They
can also say why they have it with them, why they like
Cultural Note it, and if it is important for them or not. Repeat with as
many volunteers as time allows.
There are a number of formulas used when complaining in
English. It’s important to remember that a direct complaint 6 Look at the sentences and circle the if
or criticism in English can sound rude or aggressive. It’s best clause and underline the result clause.
to mention a problem in an indirect manner. Here are some In this activity, students will be reflecting upon the form
of the most common expressions: I’m sorry to have to say of conditional sentences. Explain the use of untrue
this but ... I’m sorry to bother you, but ... Maybe you forgot conditionals in the past and the meaning of if and result
to ... I think you might have forgotten to ... Excuse me if I’m clauses. Then ask students to read the sentences and
out of line, but ... There may have been a misunderstanding identify the clauses by circling the if clause and
about ... Don’t get me wrong, but I think we should ... underlining the result clause. Allow some time for
students to do this. Meanwhile, copy the sentences on the
board. When most students have finished, ask them to
Stage 3: I think share and compare answers with a classmate. Then ask
for volunteers to go to the board and circle the
5 Read the conversation and underline the if clauses and underline the result clauses. Draw students’
sentences that express a condition. attention to the verb tense used in the if clauses and the
Ask students to work in pairs and read the modals used in the result clauses. Make sure students
conversation. Walk around the class, monitoring and understand form, meaning, and use of the sentences.
helping students with new vocabulary if necessary.
When most students have finished the reading, ask a Answers: 1 circled: If you had looked more carefully,
few comprehension questions to help them establish underlined: you would have noticed the mistake;
motive or reason for a complaint: Where does the 2 circled: If you had given me the correct envelope,
conversation take place? What is the situation? What underlined: we might have avoided the situation;
is the receptionist’s attitude? Then ask students to read 3 circled: if I had been more careful, underlined:
the conversation again and to underline the sentences that I might have avoided the problem with the other
express a condition. Monitor and help students if family as well
necessary. When most students have finished, ask for
volunteers to read out loud the sentences they
underlined and to say why they think the sentences Classroom Management: The third conditional
express a condition. By doing this, students will be is a structure to talk about unreal events or situations
reflecting upon the form, use, and meaning of in the past. The third conditional consists of two
conditionals. Have the rest of the class agree or disagree clauses, an if clause and a main or result clause. The
with the answers. if clause is the initial, unreal event in the past.
The result clause is the unreal event in the present or
Answers: underlined: If you had looked more carefully, future. The if clause uses the past perfect tense (had +
you would have noticed the mistake. But if you had past participle). The result clause uses a modal verb
given me the correct envelope, we might have avoided and the present perfect tense (have + past participle).
the situation. If I had been more careful, I might have
avoided the problem with the other family as well .
25
AR_TG3_pp023_048_U1.indd 25 16/07/11 01:22

Main / Result Alternative Activity: To give students extra oral
If clause Example
clause practice on the third conditional, prepare a set of
If you had given me questions using the structure for students to discuss.
would, might + Some example sentences are: How would your life have
past the correct envelope,
have + past been different if you had never met your best friend?
perfect we might have
participle How would your life have been different if you had been
avoided the situation.
born in another country? How would your life have been
different if you had ten brothers and sisters? How would
7 Match the example to the explanation. your life have been different if you had quit school at age
Draw attention to the information in Activity 7 and ask ten? Ask students to work in pairs. Call out one of the
students to read both columns including the sentences questions and ask students to take turns answering it.
and the explanations. Make sure they all understand Repeat with as many questions as time allows. You can
them and clarify if necessary. Then ask them to match also have volunteers share their answers with the rest of
the example sentences to the explanations. the class.
Allow some time for students to do this. Walk Time: 10 minutes
around the class and monitor. Then have students
share and compare answers with a classmate. To check
answers as a whole class activity, read each of the 10 Complete the sentences using words
sentences out loud and have students say the letter of from the box.
the corresponding explanation in unison. Ask for This activity promotes lifelong learning, learning
volunteers to justify each of the answers and have the autonomy, and learning strategies by having students
rest of the class agree or disagree. reflect upon the meaning and use of untrue conditionals
and the differences between expressions of obligation,
Answers: 1 d; 2 e; 3 a; 4 c; 5 b; 6 f permission, possibility, and advice. Go over the words
in the box with students. Then draw their attention to
8 Read the sentences and answer the the incomplete sentences and ask them to carefully
questions. select a word from the box to complete each of the
Ask students to read each of the sentences and answer sentences, individually. To check answers as a whole
the questions individually. Allow time for them to do class activity, ask for volunteers to read each of the
this, as you walk around the class and monitor. Then sentences out loud. Have the rest of the class agree or
read each of the sentences and questions out loud and disagree with the answers.
have students give the answers in unison.
Answers: 1 conditional; 2 past; 3 advice; 4 permission;
Answers: 1 a No, b No; 2 a No, b No 5 possibility; 6 obligation
9 Choose a word from the box that

corresponds to the meaning of each Classroom Management: In the communicative
sentence. competence model, the purpose of learning grammar
This activity helps students notice the use and meaning is to learn the language of which the grammar is a
of modal verbs and conditionals. Draw students’ attention part. Teachers should therefore teach grammar forms
to the illustration and elicit from them what they see. and structures in relation to meaning and use for the
Ask: What do you think the Benson’s are doing? Elicit specific communication tasks that students need to
the answer (dieting, based on the note on the complete.
refrigerator.) Then go over the words in the box with
students making sure they all understand their
meaning. Clarify if necessary. Then ask them to choose a Class
word from the box that corresponds to the meaning of Lead-in
each sentence. When they finish, have them share and Write a letter on the board and ask students to call out
compare answers with a classmate. To check answers as words that end with that letter. For example, use the letter
a whole class activity, ask for volunteers to read each of D: word, and, find, could, mud, sand, etc. Repeat with
the sentences out loud and say the word they chose. other letters. You can write the words on the board and
Have the rest of the class agree or disagree with the review the list with the students when you have
answers. finished.
Answers: a 2; b 3; c 5: d 1; e 4; f 6
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AR_TG3_pp023_048_U1.indd 26 16/07/11 16:56

Stage 4: I practice use volume skillfully can make a huge contribution to
effective speaking. One can increase or decrease volume
11 Match the columns to complete the according to the subject matter of the material or the
sentences. purpose in a specific section of a presentation or speech.
Ask students to go over the clauses in each of the Breathing allows a better control of the tone (quality),
columns and make sure they all understand them. pitch (high or low), and volume of one’s voice.
Clarify the meaning of words if necessary. Then ask
them to match the columns to complete the sentences.
Allow time for them to do this, as you walk around the 14 Read the situations and offer some solutions.
class and monitor. Then have students share and This activity asks students to compose expressions to
compare answers with a classmate. Check answers suggest solutions and use linguistic resources to devise
as a whole class activity by having volunteers read complete ideas in a complaint. Ask students to work in
the complete sentences out loud and the rest of the pairs and think of possible solutions for each situation.
class agree or disagree. Have them write their suggestions in the spaces provided.
Then ask for volunteers to share their suggestions with the
Answers: 1 b; 2 d; 3 e; 4 a; 5 c rest of the class. The class can vote for the best suggestions.
Suggested answers: 1 I think that she should visit

04 12 Listen and complete the conversation. the school infirmary.; 2 He really must go to the
Draw students’ attention to the illustration. Ask for doctor.; 3 You might complain to a government
volunteers to describe the situation. Ask: Who are they? agency.; 4 He should visit the school infirmary.
Where are they? What’s the situation? For students to
focus on acoustic features, explain they are going to listen 15 Read the conversation and complete
to the conversation between the mother and the son in the the organizer.
illustration. Ask them to listen carefully first, without In this activity, students will identify main ideas and
writing. Play the CD. Ask a few comprehension questions. information that explains or complements them. At
Then explain they are going to listen to the conversation the same time they will be developing thinking skills
again, and that this time you want them to focus on by having to differentiate between situations and their
detecting expressions to suggest solutions. Play the CD. consequences. Ask students to read the conversation in
Ask: What solutions were offered? Who offered these silence and individually. Allow some time for them to
solutions? Elicit answers from students. do this and then ask a few comprehension questions:
Then tell students you are going to play the What happened to Ben? What were the consequences?
conversation one last time for them to complete the Then draw their attention to the graphic organizer.
conversation with the appropriate modal verb form as Go over the situations and consequences with the
they listen. Play the CD. Have students share and compare students, and ask them to complete the organizer by
answers with a classmate. To check answers as a whole saying what would have happened if things had been
class activity, read the conversation and have students say different. Allow some time for students to complete the
the words they used to complete each sentence in unison. sentences. Walk around the class and monitor. Then
Alternatively, have students look at the audioscript on read each of the situations and their consequences out
page 182 of their Student Books to check their answers. loud, and have different students say what would have
happened if things had been different. Have the rest of
Answers: 1 shouldn’t; 2 hadn’t; 3 have; 4 must; the class agree or disagree.
5 had; 6 wouldn’t; 7 could
Answers: 1 If Ben had set his alarm clock, he wouldn’t
13 Act out the conversation with a classmate. have overslept. 2 If Ben hadn’t overslept, he wouldn’t
This activity involves cooperative work and helps have missed the bus. 3 If Ben hadn’t missed the school
develop effective communication and social skills. To bus, he wouldn’t have run all the way to school.
use acoustic and contextual clues to modify meaning,
ask students to find a partner and act out the conversation.
Then ask for volunteers to come to the front and act it Classroom Management: Visual aids such as
out for the rest of the class. graphic organizers assist teachers in demonstrating
relationships between words and concepts such as
events and consequences.
Classroom Management: To have students use
strategies to modify the meaning (volume, tone, rhythm,
amount of details, etc.) explain that knowing how to
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AR_TG3_pp023_048_U1.indd 27 31/08/12 17:36

Class 18 Complete the sentences using information
Lead-in from the conversation in Activity 16.
One student thinks of a category, such as movies. Everyone Draw students’ attention to the incomplete sentences
must take a turn thinking of a movie title in English. If and explain they have to complete them using information
someone takes too long to give an answer (count to five from the conversation in Activity 16. By doing this, they
to give students a time limit), then that person is out will be composing expressions to suggest solutions.
and a new category begins. If someone gives an answer Allow time for students to complete the sentences.
that doesn’t make sense or is incorrect, they are also out Walk around the class and monitor. Then check
of the game. For example, if the category is vegetables answers as a whole class activity by having different
and someone says banana, that person is out. Continue students read their complete sentences. Ask the rest of
the activity for as long as time allows. the class to agree or disagree with the answers.
Stage 5: I can Answers: 1 seven pizzas, he wouldn’t have had a

stomachache. 2 hadn’t put him on a healthy diet, he
16 Read the conversation and answer the wouldn’t have felt starved.
questions.
Ask students to work in pairs. Draw their attention 19 Read the story and write a conversation.
to the illustration and ask them who are the people Ask students to read the story individually and in silence.
in it and what they think is happening. Elicit answers. Remind them they can refer to their Glossaries on page
Then ask them to read the conversation and answer 156 of their Student Books to clarify the meaning of
the questions. Allow some time for students to do this, words by their explanations or from their context. Allow
as you walk around the class and monitor. Then ask some time for students to read the story. Walk around
them to share and compare answers with another pair the class and monitor. Then explain that they have to
of students. Check answers as a whole class activity by write a conversation based on the story. By doing this,
reading each of the questions out loud, and having students will use and adapt speech register based on the
different students read the answers they wrote. Have addressee, and express motive and reason. Ask students to
the rest of the class agree or disagree with the answers. work in pairs to do this. Draw their attention to the
introductory example sentences, and ask them to continue
Answers: 1 Because he had a stomachache. 2 Because the conversation from there. Allow time for students to
he ate too much. 3 Because his mother has him on write their conversations. Walk around the class, monitor
a healthy diet and he feels he’s starving. 4 To teach his and help if necessary. Then ask for volunteers to go to
mom how to prepare delicious but healthy dishes. the front of the class to read and act out their
conversations. Have the rest of the class vote for the
17 Number the events. best performance.
Ask students to briefly recall the main idea of the
conversation in Activity 16. Then draw their attention Answers may vary.
to the list of events and explain they have to number
the events in the appropriate order. Ask them to work 20 Write sentences based on the story in
in pairs. Allow some time for students to read the Activity 19.
sentences and number them. Check answers orally as a Ask students to write sentences based on the story in
whole class activity. Activity 19. By doing this, students will choose and use
word repertoire suitable for this practice of language.
Answers: a 6; b 2; c 5; d 1; e 3; f 4 Allow them time to do it as you walk around the class
and monitor. Ask students to share and compare their
sentences with a classmate. Then ask different students
Classroom Management: Thinking skills are to share their sentences with the class by reading one or
relatively specific cognitive operations that can be two of them out loud.
considered the building blocks of critical thinking. Have the rest of the class say if the sentences are
Sequencing or arranging things in order is one of the correctly and appropriately structured.
skills an effective thinker has to develop.
Answers: 1 his homework, he wouldn’t have gone to
bed so late; 2 would have awakened on time; 3 Answers
may vary. 4 Answers may vary.
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AR_TG3_pp023_048_U1.indd 28 16/07/11 01:22

Performance Indicators: and superlative.

– Activate previous knowledge. – Determine place or target of a complaint.
– Recognize the attitude of speakers, subject matter, – Use linguistic resources to devise complete ideas
purpose, and intended audience. in a complaint.
– Recognize strategies to emphasize meaning – Express complaints and make adjustments to
(rephrasing, adjusting volume / speed, etc.) improve fluency.
– Identify form of communication: long distance. – Recognize pertinent speech register based on
– Listen to oral complaints. the addressee.
– Identify connectors (furthermore, on one hand, on – Detect and interpret technical or specialized
the other hand, if, then). information.
– Recognize and use adverbs: of time, of degree. – Employ strategies to emphasize meaning (rephrasing,
– Employ strategies to repair failed communication. adjusting volume / speed, negotiate meaning, etc.).
– Detect expressions to suggest solutions.
– Detect ways to adjust the actions of speaking Materials:
and listening. – Reader, Audio CD
– Choose word repertoire relevant to a complaint. – Sheets of white paper
– Identify and use adjectives: qualifying, comparative,
Class 2 Label the pictures in Activity 1 using words

Lead-in from the box.
Write a number on the board and ask students to call Go over the words in the box with the students. Make
out words that have the specified number of letters in sure they all understand them. Then ask them to label
them. For example, number 7: student, letters, English, the pictures in Activity 1 using words from the box.
Germany, without, etc. Repeat with other numbers. Allow some time for students to do this. Then have them
You can write the words on the board and review the share and compare their answers with a classmate. Check
list with the students when you have finished. answers as a whole class activity by holding up your
book at the front of the class, pointing to each of the
Stage 1: I know pictures and having students say in unison the words
they used to label each of the pictures.
1 Look at the pictures. In pairs, discuss their
meaning. Answers: a giving advice; b expressing obligation;
Have students work in pairs and to look at the c expressing permission; d expressing request;
illustrations. Ask them to discuss their meaning. By e expressing possibility
doing this, students will recognize the attitude of
speakers and where they take place. Have students Reader I Am Now More Aware p. 7-16
discuss some of the following points: who the people in
the illustrations are, the relationship between them, the Ask students to open their Readers to page 7 and draw
feelings they are expressing, the place where they are. their attention to the title of the story. Elicit from them
Allow some time for students to discuss, as you walk what they think the story is going to be about, based on
around the class, monitoring. Then ask for volunteers the title. Ask them who they think the story is aimed at
to describe them and explain their meaning out loud. (audience). By doing this, students will identify subject
To get students to recognize strategies to emphasize matter, purpose, and intended audience. Ask for a
meaning, ask the rest of the class if they understood volunteer to read the content of the first page out loud.
their classmates’ explanations. If not, encourage If no one volunteers, start the reading yourself and have
students to paraphrase, adjust volume and speed, and students follow it in their Readers. To detect and
negotiate meaning with the rest of the class. Have the interpret specialized information, ask them to underline
rest of the class agree or disagree, and encourage them any new words they find. After reading the first page, ask
to add relevant details students what they think the rest of the story is going to
or information. To activate previous knowledge, ask be about and draw their attention to the Glossary to
students if they can relate to any of the situations and clarify the meaning of the words they underlined.
why. Allow different students to share their experiences. Ask for a volunteer to continue the reading on the
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AR_TG3_pp023_048_U1.indd 29 16/07/11 01:22

next page. If no one volunteers, continue the reading Classroom Management: Directed reading /
yourself, having students follow it in their books. thinking activities are those where the teacher directs
After you finish reading the page, ask a couple of students to check their prior knowledge of the subject,
comprehension questions, to make sure students are set the purpose of reading and become acquainted with
following the reading. Repeat with the rest of the story. new vocabulary and concepts. At this stage, students
When you finish reading the story, ask students what may also predict the content. Students then read small
they think about the topic. Allow different students to sections, while keeping their predictions and purposes
express their opinions and have the rest of the class for reading in mind. They read critically. After reading
agree, disagree, or complement their classmates’ the text the students think about what they read. They
opinions with their own ideas. revise predictions or prove them. Follow-up activities
Ask students to work in pairs and answer the help students expand, summarize, and restate their ideas.
questions on page 17. Go over the questions with the
students before they try to answer them, to make sure
they all understand them. Clarify if necessary. Allow time
for students to answer the questions and allow them to Alternative Activity: Write the following connectors on
refer back to the story if necessary. Ask students to share the board: furthermore, on one hand, on the other hand, if,
and compare their answers with another pair of students. then, not only … but also. Ask students to quickly skim and
Check answers as a whole class activity by reading the scan the story to find these words. Ask them to circle them.
questions out loud and having different students read Then explain that sentence connectors are used to express
their answers. Have the rest of the class agree or relationships between ideas and to combine sentences.
disagree. Time: 3 minutes
Still working in pairs, ask students to complete
Activity 2 by circling T for True and F for False. Go over
the statements before they choose the answers, if Class
necessary. Allow time for students to answer. Then Lead-in
have them share and compare answers with another This is a listening and pronunciation activity that always
pair of students. Check answers in the Reader Answer gets students laughing. Ask the first student sitting on
Key on pages 171-172 of the Teacher’s Guide. the right-hand side of the class to think of a sentence
Ask students to go back to the beginning of the story or phrase and whisper it to the person behind him.
and to find things described in the story that they do in That person will then whisper what he heard to the
their real lives; for example, complaining about junk food next person. Each person can only say Can you please
in the cafeteria or buying teen magazines. Have students repeat that? one time. When the message reaches the
share the things described in the story that they do in end of the chain that person must speak out loud. Often
real life and promote a quick discussion about them. the message will be completely different when it reaches
the end. Try to find out where the chain broke. In a big
group you can send the message two ways and find out
which team comes closest to the real message.
Alternative Activity: For students to detect and
interpret technical or specialized information, ask them
to draw a concept map on a separate sheet of paper or in
Stage 2: I build
their notebooks. Ask them to write the words technical
or specialized information in a box in the center of the
05 3 Listen to the voicemail message and
map and to draw four other boxes around the central one. answer the questions.
Ask them to go back to the story and look for four areas Draw students’ attention to the illustration. Ask for
or topics covered in the reading and to find at least two a volunteer to describe it and encourage students to
technical or specialized words related to each. Example: add additional information or important details to the
health = dietary needs, lung cancer; media = survey, description if necessary. Explain they are going to listen
issue. Then ask them to think of a short definition for to a phone call made by Karen to the Teen Magazine’s
each of the words or to guess their meanings from phone line. By doing this, students will listen to oral
context. Ask students to share and compare their complaints and recognize strategies to emphasize
concept maps with other students. Then ask for meaning (rephrasing, adjusting volume / speed, etc.)
volunteers to share them with the rest of the class. They will also identify form of communication: long
Time: 10 minutes distance. Ask them to listen carefully first, without
writing.
Play the CD. Ask comprehension questions: What’s
the magazine’s name? Why did Karen call? Where is
Karen from? Elicit answers from different students. If
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necessary, play the CD one more time before asking the Stage 3: I think
students to answer the questions. Alternatively, have
them look at the audioscript on page 183 of their Student 5 Circle the best option to complete the
Books to check answers. sentences.
This activity emphasizes the use of adverbs of degree.
Answers: 1 To complain; 2 extremely; 3 powerful Explain the use and meaning of adverbs by telling
students that adverbs tell us where, why, under what
06 4 Listen to the conversation and complete conditions something happens or happened, or the
the sentences using words from the box. intesity of an action. Draw their attention to the
Draw students’ attention to the illustration. Ask: Who sentences and ask them to circle the option they think
are they? Where are they? What do you think they are best completes each of the sentences. To check their
talking about? Explain that they are now going to listen answers and to make sure they understand the meaning of
to the conversation between Karen and the editor of the adverbs, read the first sentences and ask: How stressful is
magazine and ask them first to follow the conversation probably life for a model? Elicit the answer from students.
in their books, without trying to complete it. To Make sure they understand the difference between
recognize pertinent speech register based on the moderately and very. Clarify if necessary. Continue with
addressee, play the CD. Make sure all students are the second sentence. Read it out loud and ask: How
following the reading. Then ask for a volunteer to fantastic is the magazine? Elicit the answer from students.
summarize the conversation. Go over the words in the Then read the third sentence and ask: How professional is
box along with the students. Ask them to complete the the magazine? Elicit answer. Read the fourth sentence and
conversation using words from the box. To check their ask: How negative is the image? Elicit answers.
answers, play the CD and ask them to make the necessary
corrections. They can check their answers by looking at Answers: 1 very; 2 absolutely; 3 extremely; 4 completely
the audioscript on page 183 of their Student Books. Then
ask them to answer the question. Have students share and
compare their answer with a classmate. Ask for volunteers Classroom Management: Adverbs are words that
to share their answers with the rest of the class. Have modify a verb, an adjective, or another adverb. Adverbs
students agree, disagree, or add additional information often tell when, where, why, or under what conditions
or relevant details to the answer. something happens or happened. Adverbs frequently
end in –ly. Adverbs of degree provide information
Answers: 1 responding; 2 want; 3 bothered; 4 liked; concerning how much of something is done.
5 saw; 6 thank; a Answers may vary.
Cultural Note 6 Underline the comparative adjectives

and circle the superlatives.
Explain to students that standing up for your Elicit from students the use and form of comparative
rights starts with knowing that you have the same rights and superlative adjectives.
as everyone else. It then means responding to situations Then ask them to read the sentences and underline
where those rights are being compromised. Remind the comparative adjectives and circle the superlative
others who are contravening your rights that you have adjectives. Allow time for them to do it. Then ask them
those rights. Refuse to do things that you are being asked to share and compare answers with a classmate. Then
to do that you do not want to do. When you are not being ask for volunteers to read each of the sentences and say
respected, demand that others treat you with respect. which words they underlined and which ones they
When others are pursuing you or otherwise giving you circled. Have the rest of the class agree or disagree with
unwanted attention, tell them that you do not want their the answers.
company.
General rights that people are entitled to include: Answers: underlined: 1 thinner than; 2 more
having individual needs and wants, having individual expensive than; 3 less expensive than; circled: 1 the
opinions, feeling and expressing emotions, asking others thinnest; 2 the most expensive; 3 the least expensive
to do things (but not demanding), being heard by others
who listen to what you have to say, being able to say no, 7 Look at the comments. Write P next to the
being able to try new things and make mistakes, and sentences that Praise the magazine or C if
standing up for the rights of other people. Know that you they Complain about it.
can call upon others to help you defend your rights. Write the words Praise and Complain on the board.
Explain that praise is the act of making positive statements
about a person, object, or idea, either in public or
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AR_TG3_pp023_048_U1.indd 31 16/07/11 16:56

privately. Elicit the meaning of complain from students. voicemail; 2 She gives examples of what she didn’t like
Then ask students to read the comments and decide if and uses expressions to interrupt politely; 3 The editor
they praise or complain and to write P or C next to them. agrees with her ; 4 At first, the editor doesn’t agree with
Allow some time for students to reflect, decide, and write her opinion; 5 She explains and gives suggestions; 6 The
the letters. Walk around the class, monitor and help magazine will use different models in next month’s issue.
students if necessary. Ask them to share and compare
their answers with a classmate. To check answers as Stage 4: I practice
a whole class activity, read each of the sentences out loud
and have students say the letter they wrote next to it in 07 10 Listen to the conversation and
unison. For each sentence, ask for a volunteer to explain complete the information.
why he decided the sentence was praise or complain. Draw students’ attention to the illustration. Ask for a
Have the rest of the class agree or disagree, or give volunteer to describe it and encourage other students to
different reasons. add relevant details to the description. Explain that they
are going to listen to the conversation between Matilda
Answers: 1 P; 2 C; 3 P; 4 C; 5 C and the nurse. By doing this, students will detect ways
to adjust the actions of speaking and listening. Ask
Class students to listen first, without trying to complete the
Lead-in conversation, and to simply follow it in their books. Play
Tell a short story about an animal, but repeatedly ask the CD. Ask a few comprehension questions, to make sure
students to guess what, why, where, what next, etc. students followed the conversation. Then ask them to
Example: Teacher: A cat did something very naughty. listen again and to complete the conversation. Play the
What did it do? Students: It ate some cheese. Teacher: No. CD. Have students exchange books with a classmate. Play
Students: It attacked the pet bird. Teacher: Yes! That’s the CD one more time for students to check their
right! But why? Students: Because it was hungry. Teacher: classmate’s answers by making a small cross mark next to
No. Students: Because it was jealous. Teacher: Yes! What incorrect answers. Have students return the books to their
do you think happened then? Students: The owners came classmates and allow some time for them to make the
home. Teacher: Yes! (or No), etc. Each time that students necessary corrections. Alternatively, as you play the CD,
“guess” something, there is another question. In reality have students look at the audioscript on page 183 of their
there is no original story. It is the students who invent it. Student Books to check answers.
8 Circle the best option. Answers: 1 perfectly; 2 absolutely; 3 almost; 4 most

This activity promotes lifelong learning and learning handsome; 5 most terrible; 6 remarkably; 7 hardly
strategies. Ask students to look back at the sentences
in Activity 5. Elicit from them the use and meaning of
adverbs. Then draw their attention to the reflection box Classroom Management: Listening strategies are
and ask them to circle the best option to complete the techniques or activities that contribute directly to the
rules. Have them share and compare their answers comprehension and recall of listening input. Check
with a classmate and check answers orally as a whole comprehension while listening and when the listening
class activity. task is over. Monitoring comprehension helps
students detect inconsistencies and comprehension
Answers: 1 after; 2 –er; 3 –est; 4 more; 5 most failures directing them to use alternative strategies.
9 Look at the conversation in Activity 4 and

answer the questions. 11 In pairs, act out the conversation.
In this activity students will become aware of strategies This activity promotes cooperative work and develops
employed to repair failed communication and detect effective communication as well as social skills. Ask
expressions to suggest solutions. Ask students to go over students to work in pairs and act out the conversation.
the conversation in Activity 4 to answer the questions. Then ask for volunteers to go to the front of the class
Allow time for them to write their answers as you walk and act out the conversation. The rest of the class can
around the class and monitor. Check answers as a whole vote for the best performance.
class activity by reading the questions out loud and
having different students read their answers out loud.
Have the rest of the class agree, disagree, or add Classroom Management: Students can easily
important information or relevant details to the answers. demonstrate comprehension of a story or conversation
by role-playing. Role-play activities provide a direct and
Answers: 1 She calls the magazine and leaves a purposeful experience for students.
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AR_TG3_pp023_048_U1.indd 32 16/07/11 01:22

12 Choose the best option to complete the worse salads than the other cafeterias. Your school
sentences. cafeteria had the worst salads in the entire city.
Ask students to read the sentences and choose the best
option to complete them. Allow time for them to do Stage 5: I can
this, as you walk around the class and monitor. Check
answers orally, as a whole class activity. 15 Are these problems common in your
country? What actions could people take to
Answers: 1 hardly; 2 heavily; 3 must be avoid the problems? Read and answer the
questions.
emember Next class students will need: sheets of In this activity, students will determine place or target of
white paper. a complaint. Have students look at the pictures and guess
what the problem is in each one. Ask students to suggest
Class ideas to solve the problems. Ask for volunteers to play
Lead-in the roles of A and B in each conversation. Then read the
Write the following words on the board: you, rock star, questions out loud and elicit answers from students.
politician, doctor, policeman, teacher. Ask for volunteers
to choose one of the words and describe the typical day Answers: a 1 at the dentist’s; 2 He wants a painkiller
of the person they chose, without saying who it is. The shot. b 1 at a restaurant; 2 She wants to know how
rest of the class has to guess whose typical day it is. many calories are in the salad.
13 Read the complaints and complete the

sentences. Classroom Management: Guessing games build
In this activity students will choose a word repertoire students’ thinking skills, memory, language skills, and
relevant to a complaint. Ask students to read the ability to think about characteristics and features of
complaints and complete them. Allow time for them the object being guessed.
to do this. Then ask students to share and compare
their answers with a classmate. Check answers as a
whole class activity by asking for volunteers to read 16 Write a conversation to complain to the
their complete sentences out loud. Have the rest of the Director of a health institution.
class agree or disagree with the answers. In this activity students will use linguistic resources to
devise complete ideas in a complaint. Ask students to
Answers: 1 look of the models that appear in the think of possible problems that could happen at health
magazine; 2 they look so thin?; 3 appearances institutions and brainstorm ideas while working in
teenagers want to look at in magazines; 4 I think pairs. Explain they have to complete the conversation
these models shouldn’t be so thin. by writing a complaint related to that problem to the
Director of a health institution. Allow time for students
14 Change the sentences to form comparatives to think and write the conversation.
and superlatives. Refer students to the Glossary on page 156 to clarify
In this activity students will practice the use of the meaning of words.
adjectives: qualifying, comparative, and superlative.
Draw students’ attention to the example sentences and Answers may vary.
go over them with the students. Make sure students
understand how to transform the main sentences into 17 Act out the conversation to the class.
a comparative and a superlative sentence. Explain they Take turns being the Director and the patient.
can do this using any information they want. Allow This activity promotes the development of effective
time for students to write the sentences. Then ask for communication skills. In pairs, ask students to practice
volunteers to read their sentences out loud. Have the the conversation taking turns being the Director and the
rest of the class agree or disagree with the answers. patient. By doing this, they will express complaints and
make adjustments to improve fluency, employ strategies
Answers: 1 The school cafeteria has more delicious to repair failed communication, and use and adapt
desserts than the other cafeterias. The school cafeteria pertinent speech register based on the addressee. Then
has the most delicious desserts in this area. ask for several volunteers to go to the front of the class
2 Tremendous Teen Magazine has more beautiful and act out their conversation. You can have the rest of
summer clothes than the other magazines. Tremendous the class vote for the best performance.
Teen Magazine has the most beautiful summer clothes
of all the publications. 3 Your school cafeteria had
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Product 1 Telephone Complaint
Unit 1 Voicemail Student Book p. 20-21
Performance Indicators: – Revise that the complaint is understood when spoken

– Select and revise information to compose a complaint. and listened to.
– Compose sentences to express the complaint.
Class 2 Write the names of the people who

Lead-in work there.
Let students choose a letter, for example A. Now the Once students have chosen the institution they will
class is going to say words, one each, which begins with complain about, ask them to write the names of all the
an A. Start like this: say to the first student A ship comes people who work there. Walk around the class, monitor
loaded. The student answers: With what? and you say and help students if necessary.
With apples. Then the student continues to say to the
next one in the class A ship comes loaded. He answers Stage 2: I plan
With what? The student says: With apples and apes, for
example. And then it continues like that. Students have 3 Decide on the types of services that are
to remember what words have been said and come up offered there.
with a new word beginning with the letter that they In this activity, students will select and revise information
decided to play with. If anyone fails to remember all the to compose the complaint.
words that have been said or if they can’t come up with Ask students to think of all the different services
a new word, the next student continues or you can start offered at the institution they chose, and to think which
again with the student in turn, but using a different one they want to relate their complaint to. Allow time
letter of the alphabet. for students to discuss and decide.
Stage 1: I get ready 4 Find as much related vocabulary as you

can to compose sentences to express
1 Work in groups. Decide which institution you the complaint.
would like to complain about. In this activity, students will compose sentences to express
Draw students’ attention to the three groups of the complaint. Ask students to think of all the vocabulary
institutions. Explain they are going to make a telephone they will need, related to the institution and service they
complaint to an institution of their choice, and leave it selected, to express their complaint. Have them make a list
on a voicemail. Remind them that complaints are and refer to their dictionaries if necessary.
expressions of “displeasure or annoyance” in response
to an action that is seen by the speaker as unfavorable. 5 What materials do you need? Make a list.
Ask them to work in groups of three and decide which Ask students to decide what voicemail materials they
institution they would like to complain about. Allow time will need to compose a telephone complaint voicemail.
for students to discuss and decide. Walk around the class Have them make a list in the space provided.
and monitor.
Class
Cultural Note Lead-in
Divide the room into four corners: agree, somewhat
When expressing a complaint in English, it helps agree, somewhat disagree, and disagree. Then make a
to be polite. Although I’m angry about … is one possible statement like Chocolate is the best dessert in the world.
way of expressing a complaint, it is considered too rude Students move to the corner that best describes how
and you should use more polite expressions if you want they feel about the statement.
to get what you want. The students in each corner have a few minutes to
discuss why they feel this way and then their group
presents their opinion to the rest of the class. Repeat with
other statements like (name) is the best singer / movie
star / band nowadays. English is my favorite subject.
Winter is my favorite season.
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AR_TG3_pp023_048_U1.indd 34 16/07/11 01:22

Stage 3: I do students to practice reading their voicemail complaint
in their groups and to decide which student will record
6 Invent a situation based on the institution it. Students can record their complaints using a
and type of service you chose using these recorder or a computer. Once they have recorded their
questions. complaints, have students play them back to the whole
Ask students to work in the same groups as they did in class. Have the class say if the complaints were clearly
the previous class. Have them go over Activities 1-5 stated and if the solutions are appropriate in each case.
for them to remember the institution, type of service, Ask them to think of other possible practical solutions
vocabulary, and materials they chose to state their for each of the complaints.
complaints. Then explain they have to invent a situation
using the questions as cues. Ask them to try to answer
all the questions and to make notes of the answers if Alternative Activity: After students have recorded
necessary. Walk around the class, monitor and help and performed their complaints, ask them to get
students if necessary. together with another group of students and write a
response message to the other group’s complaint. If
7 In groups, start writing the voicemail necessary, have students refer to Activity 4 in Lesson 2,
complaint. Describe why you were using to remember how the magazine editor responded to
that service, what went wrong, and why Karen’s complaint about the pictures and use the
you are upset. conversation as a model. Then have the groups take
Remind students that they are writing a voicemail turns reading their response messages and decide if the
complaint, similar to the one they heard in Activity 3 solution was satisfactory.
in Lesson 2. You might want to play the Audio CD Time: 10 minutes
for the students to listen to Karen’s voicemail complaint
again, and use it as a model for theirs. Draw their
attention to the table in their Student Books and the I learn
kind of information they should include in the Ask students what they can do now that they couldn’t
introduction and body of their complaint. Also, have do at the beginning of the learning environment and
them refer to the Useful Expressions box and choose listen to their responses. Encourage them to identify
any examples they consider appropriate for their the activities that they found especially helpful during
complaint. Allow time for students to start writing their the process of making the product. Then have them
complaint messages. Walk around the class, monitor answer the I learn box. Explain that its purpose is to
and help if necessary. assess their performance while making the product in
order to improve weaknesses and reinforce strengths
8 Write ideas for solutions, do not just criticize during the process. Briefly have them discuss their
the service. Give useful suggestions in the responses to the self-assessment in groups or with the
conclusion. rest of the class. Give positive feedback for their effort
In this activity, students will revise that the complaint and progress.
is understood when spoken and listened to. Remind
students that when making a complaint, it is also
important to suggest possible solutions to the problem Teacher’s Reflection Tool
or situation. Ask them to think of ideas for solutions to My work in this social learning environment has
their complaint, and to include them as part of their facilitated the learning process of the class so students:
conclusion. Draw their attention to the table in their – Can establish the motive or purpose of an oral text.
Student Books and the kind of information they should – Can infer central sense from explicit information.
include in the conclusion. Have them refer to the Useful – Can distinguish main ideas and some details within
Expressions box and choose any examples they consider oral texts.
appropriate. Allow time for them to finish their complaint. – Can detect specialized information within oral texts.
As you walk around the class, monitor and help – Can use strategies in order to tweak the meaning of
if necessary. an oral text.
Stage 4: All ready to share

9 Practice reading your voicemail complaint.
Record it and play it back to the whole group.
In this activity students will practice the enunciation of
a complaint and perform the telephone complaint. Ask
To formally assess this learning environment go to page 154 35
AR_TG3_pp023_048_U1.indd 35 16/07/11 01:22

Performance Indicators: – Use adjectives: comparative, superlative.

– Activate previous knowledge. – Detect frequently used words.
– Determine subject matter, purpose, and intended – Answer questions to infer characters’ emotional
audience. states from explicit information.
– Identify patterns of text arrangement. – Stimulate an aesthetic pleasure in literature.
– Infer main ideas from details. – Foster respect towards others’ opinions.
– Read and re-read narratives. – Distinguish elements in narrative: narrator,
– Use diverse comprehension strategies. characters, and events.
– Recognize purpose of a narrative.
– Determine subject matter. Materials:
– Identify homophones. – Sheets of white paper, green and red colored pencils
– Distinguish connectors and adjectives in a text.
Class
Lead-in Stage 2: I build
Write these inventions on the board in a random order:
braille, the Internet, light bulb, telephone, refrigerator, 2 Read the extracts taken from different stories
thermometer, microscope, wheel, paper, printing. Put and label each one with the correct title.
students into groups of three or five. Students should In this activity students will identify subject matter,
work together in their groups checking that everybody purpose, and intended audience and identify patterns
knows what each word means. Help with understanding if of text arrangement. Draw students’ attention to the
necessary. Explain that these are ten important inventions. different illustrations and elicit from them what they
Students should work together in their groups to compile see in each one. Ask them if they can guess what the
a list of the inventions in chronological order. They should stories are about, based on the pictures. By doing this,
talk about each invention and reach a consensus regarding students will infer main ideas from details.
the order. Invite a student from each group to the board to Then explain that they are going to read extracts taken
write their list. Write the answers on the board for from different stories and that they have to label each of
students to check: the Internet (most recent), light bulb, the extracts with the correct title. Ask for volunteers to
telephone, refrigerator, braille, thermometer, microscope, read each of the extracts. Have the rest of the class follow
printing, paper, wheel. along in their Student Books. To use diverse
comprehension strategies, after the reading of each
Stage 1: I know extract, ask a few general comprehension questions, and
ask students if they can tell which title corresponds to the
1 What is the difference between horror stories extract. If they guess correctly, allow them to write the title
and suspense stories? Explain your answer. in the space provided. If not, continue with the next
To activate previous knowledge, ask students to extract. Refer students to the Glossary on page 157 to
brainstorm all the kinds of stories they know. Copy clarify the meaning of words.
them on the board. Ask them to give examples of
names or titles of the different kinds of stories. Then Answers: 1 The Valley of the Vampires;
ask them what is the difference between horror and 2 The Enchanted Jungle; 3 The Longest Hour
suspense stories. Allow different students to express
their opinions and ask them to explain their answers.
Have the rest of the class agree or disagree with the Classroom Management: Labeling items will
difference and add additional information or relevant assist students in the identification of items or content
details. Reinforce the concepts that horror stories focus and in relating them to written words.
on terror and fear while in suspense stories the reader is
not sure what will happen. Then ask students to share
with the class an example of a horror story and a
suspense story they have read or watched. Ask students
to say why they think the story is a horror or suspense
one and how they felt after reading or watching it.
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3 Read the extracts again and decide which first square. You are going to follow the instructions
part of the story the extract comes from. that students give you. Invite a student to give you the
Write the title of the extract next to the part first instruction. Go around the class eliciting
it comes from. instructions and building up the second picture. When
In this activity, students will read and re-read narratives an instruction is not clear, draw the wrong thing so that
and use diverse comprehension strategies. Draw students’ the student has to reformulate the instruction. If time
attention to the table in their books and ask them to allows, get students to draw a geometric design in their
read the extracts again to complete it. Elicit from them notebooks. Give a limited time (three minutes) for this.
the meaning of the parts of a story to make sure they all Put students into pairs, A and B. Students take turns in
understand them. Then allow time for them to go over describing their design to their partner so that they can
the extracts again and complete the table. Check answers make an exact copy.
as a whole class activity, by saying the parts of the story
out loud and having students read the title of the extracts 5 Read the extracts again and answer the
in unison. Ask for volunteers to explain their answers. questions.
Have the rest of the class agree or disagree with the In this activity, students will infer main ideas from
explanations or to add relevant information or details details and use diverse comprehension strategies.
to it. They will also re-read narratives. Ask students to
briefly summarize the three extracts they read in
Answers: beginning: The Valley of the Vampires; Activity 1. Then ask them to re-read them and answer
climax: The Enchanted Jungle; ending: The Longest the questions. Allow time for students to read and
Hour make inferences. Then ask them to share and compare
answers with a classmate.
Alternative Activity: To identify the key characteristics Answers: The Valley of the Vampires: 1 It was
of upper and lower case letters, ask students to choose Cassandra’s idea. 2 Because he wants to find out
one of the three extracts. Explain they have to analyze it what happened to his father. 3 Answers may vary.
to come up with a conclusion about the use of upper The Enchanted Jungle: 1 She is in the jungle. 2 Answers
case letters. Students should be able to notice that upper may vary. 3 Answers may vary. The Longest Hour: 1
case letters are used at the beginning of sentences, after Peter is the main character. 2 Answers may vary.
periods and full stops and for proper nouns. 3 Answers may vary.
Time: 10 minutes
Classroom Management: An inference is a

Stage 3: I think prediction or deduction about something in a written
text, often to do with what the character may see, hear,
4 Match each extract to its purpose. smell, taste, or feel. An inference contrasts sharply
In this activity, students will recognize purpose. Go over with mere observation, or literal language. Inference
the words in the Purpose row with the students, to make can be a difficult skill for students to learn. Inference
sure they all understand them. Clarify if necessary. Then tends to rely on having good world knowledge, a solid
explain they have to read the extracts and match them to vocabulary knowledge, and an extensive semantic
their purpose. Allow some time for students to do this. network. Apart from generally improving student’s
Then ask them to share and compare answers with a vocabulary and world knowledge, a good way to
classmate. Check answers as a whole class activity, but improve inference skills is to practice prediction
reading each of the extracts and having the class say the questions. The student could read a passage from a
matching purpose word in unison. book and then predict what may happen next and why.
Answers: 1 b; 2 a; 3 c
emember Next class students will need: white Alternative Activity: To identify word separation, ask
sheets of paper. students to choose one of the extracts from Activity 2.
Explain they have to analyze it to come up with a
Class conclusion on how words are separated. Students
Lead-in should be able to notice that words are separated by
Draw two big squares (frames) on the board. Draw a spaces and punctuation marks.
simple design using geometrical shapes and lines in one Time: 6 minutes
square. Explain that you are going to copy the design in
the second square but you are not going to look at the
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6 Complete the organizer using the main to underline them and write the two words in their
ideas from the boxes. notebooks or on a separate sheet of paper. Ask for
In this activity students will determine subject matter volunteers to say which words they found, with their
and develop critical thinking skills by completing a corresponding homophone. Have the rest of the class
graphic organizer. Ask students to read the main ideas agree or disagree with the words. You can also ask
in the boxes and to complete the graphic organizer students to give the meanings of the two words.
correctly. Allow some time for students to do this. Then Time: 10 minutes
ask them to share and compare answers with a classmate.
Check answers as a whole class activity, orally.
emember Next class students will need: green
Answers: A The main character has decided to and blue colored pencils.
accept the invitation of another person to go on
a voyage of discovery. B The main character is in a Class
very dangerous situation and is saved. C The main Lead-in
character reflects on the events that lead up to the This game is good to review and practice structures in
conclusion of the story. the first conditional. The teacher begins with a
sentence, for example: If I go out tonight, I’ll go to the
Cultural Note cinema. The next person in the circle must use the end
of the previous sentence to begin their own sentence.
Literature is seen as a resource which provides E.g., If I go to the cinema, I’ll watch (name of movie).
linguistic opportunities by allowing valuable language The next person could say, “If I watch (name of movie),
learning exercises to stimulate learners’ personal I’ll see (name of actor / actress), and so on.
development through the encouragement of sensitivity,
self-awareness, and understanding of the world. We 8 Circle the adjectives in these passages.
read literature for the following reasons: for the enjoyment Underline the comparatives in green and the
it provides; for the knowledge and wisdom it conveys; superlatives in blue.
for its power to move us emotionally; for the ways it Elicit from students the use of adjectives and their
extends and enriches our lives. The successful teacher comparative and superlative forms. Ask for volunteers
will make students love literature and reading for the to give you different examples and copy them on the
rest of their lives, rather than just equipping them for board. Then draw students’ attention to the passages in
the next examination. In addition, the teacher will their Student Books and explain they have to circle the
stimulate an aesthetic pleasure in literature through the adjectives and underline the comparatives in green and
use of language learning exercises that will stimulate the superlatives in blue. Allow some time for students
learners as mentioned above. to do this and meanwhile, draw a three-column table on
the board. Label each column Adjectives, Comparative
and Superlative. Then ask for volunteers to go to the
7 Decide which extracts in Activity 2 these board and write one word from the first passage in its
supporting details come from. Write the title of corresponding column. When all the words from the
the extract next to the details. first passage have been written on the table, repeat with
In this activity, students will re-read narratives and infer the second passage.
main ideas from details. Ask for volunteers to read the
different details and have the rest of the class say the Answers: adjectives from passage 1: old, regal;
title of the extract the details correspond to out loud comparatives from passage 1: much older; superlatives
and in unison. Give them some time to write the titles. from passage 1: greenest, most beautiful; adjectives
from passage 2: bloody, soft, human, large
Answers: 1 The Longest Hour; 2 The Valley of the
Vampires; 3 The Enchanted Jungle 9 Circle the words that link two ideas.
In this activity students will be identifying connectors.
Elicit from or remind students what connectors are.
Alternative Activity: Remind students what Then ask them to read the sentences and circle all the
homophones are: words that sound like another word linking words they can find. Check answers orally, as a
but have a different meaning. Ask them to choose one whole class activity.
of the extracts in Activity 2 and read through it to see if
they can find words that have homophones. Ask them Answers: circled: 1 although; 2 but; 3 and
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Classroom Management: Sentence connectors window, etc. You can decide as a group if associations
are used to express relationships between ideas and are valid. Ask the student to justify the connection. To
to combine sentences. Words that are used to connect make it more competitive, set a thinking time limit
ideas are called connectors (or linking devices). There and eliminate students. When they are eliminated,
are three main types of connectors: subordinating they can become judges.
conjunctions, coordinating conjunctions, and transitions.
A subordinating conjunction connects a dependent Stage 4: I practice
clause to a main clause. It shows how an idea in one
clause is related to the idea in the other clause. Both 11 Read these paragraphs and answer the
coordinating conjunctions and transitions connect questions.
main clauses. They show how ideas within sentences In this activity, students will use diverse comprehension
and also across sentences are related. Prepositions and strategies and identify text arrangement. Draw students’
prepositional phrases can also link ideas. attention to the illustrations. Elicit from them what
they can see in each of them and what they think the
paragraphs are about, based on the illustrations. Then
ask for volunteers to read each of the paragraphs. Have
Alternative Activity: Have students go back to the the rest of the class follow the reading in their books.
extracts in Activity 2 and choose one. Then ask them After each reading, read the corresponding questions
to circle all the connective words they can find. Ask for out loud and ask for volunteers to give the answers.
volunteers to read out loud the connectors they circled Have the rest of the class agree or disagree and write
and explain why they are connectors and what ideas the answers in their books in the spaces provided.
they are connecting.
Time: 10 minutes Answers: a 1 Edward will visit a small Mexican
town. 2 Mystery and enchantment of the small
villages; 3 beginning; b 1 She is doing the most
10 Complete the sentences using words interesting puzzle she has seen for a long time.
from the box. 2 old, wooden, unpainted; 3 one side was longer than
In this activity, students will be consolidating their the other; the most interesting puzzle
learning. Draw students’ attention to the words in the
box. Go over them with the students to make sure they 12 Match the sentences using a connector
all understand their meanings. Then ask students to and write the answers.
complete the sentences by using words from the box. Draw students’ attention to the table and explain that
Check answers as a whole class activity by having they have to match the words using a connector to form
volunteers read the complete sentences out loud. a sentence. Go over the connectors along with the
students, to make sure they all understand what they
Answers: 1 main idea; 2 supporting; 3 more; mean and what relationship they can establish between
4 the most; 5 connectors sentences or ideas. Then give them some time to
connect the words and write them in the spaces
provided. Then have students share and compare
Classroom Management: Close procedures are answers with a classmate. Check answers as a whole
open-ended strategies in which a selected word or class activity by having different students read the final
phrase is eliminated from a sentence or paragraph, sentences. Have the rest of the class agree or disagree
while the student is asked to complete the missing with the answers.
word. The close concept can also be used in oral
development, in which the teacher proposes a series Answers: 1 Sharon knew that she had to keep going
of incomplete oral statements and the student because stopping would be disastrous. 2 Edward
completes the missing information orally. wanted to leave, but he had to wait for his sister,
Cynthia. 3 Mary knew something was wrong with the
wall. On the other hand, she recognized that she may
Class be mistaken. 4 John wanted to travel to the valley of
Lead-in the vampires, and he would find out about what
This is a very simple activity where students must happened to his father.
think of words connected to the word that comes
before. For example, the teacher says, fish, the next
person thinks of a word they associate with fish, such
as water, the next person could say a glass, the next,
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Cultural Note
Classroom Management: Reading is not just
pronouncing words; it requires understanding. Most
One of the most important things to foster in
experienced readers use a variety of strategies to
students is to show respect towards others’ opinions.
understand texts. Research has shown that teachers
They need to respect themselves, their peers, and
can, and should, teach these strategies to beginning
their elders. If a student is respectful, he will reach an
readers. The following strategies can help students
agreement on discussions with his classmates, he will
understand any text in any subject: making
take care of his belongings and the belongings of others,
predictions, visualizing, asking and answering
too. He will learn to accept responsibilities, and he will
questions, or retelling and summarizing. More
learn to get along with his peers. Teaching respect
reading stretegies include connecting the text to life
starts with showing respect, and the rest is built on that
experiences, other texts, or prior knowledge.
base. The more teachers promote respectful behaviors
in class, the more natural it will become for students.
Alternative Activity: Draw a three-column table on

13 What scares you? Why do you think the board and label each column Narrator, Characters,
you are scared of it? and Events respectively. Divide the table in three parts
Have students work in pairs and ask each other what horizontally, so you can include information from the
they are scared of and why they think it scares them. three paragraphs in Activity 14. You can have students
Encourage students to share their answers with the rest reproduce the table in their notebooks or on a white
of the class. sheet of paper. Ask students to choose one of the
paragraphs in Activity 14 and ask them to identify the
Stage 5: I can elements in narrative: narrator, characters, and events
to complete the table. You can ask for volunteers to go to
14 Read the paragraphs and answer the the board and complete the information for each of the
questions. paragraphs. If students reproduced the table in their
In this activity students will read and re-read narratives notebooks or on a sheet of paper, ask them to share and
and detect frequently used words. Draw students’ compare their answers with a classmate before
attention to the illustrations. Elicit from them what checking answers as a whole class activity, using the
they see and what they think the paragraphs are about table you drew on the board. The strategy of using a
based on the pictures. Then ask students to read each table provides students with a visual picture of how
paragraph in silence and individually. Refer students to words or phrases connect to content or topic, and
the Glossary on page 157 to clarify the meaning of the raises their awareness of the elements in narrative.
words. Walk around the class and monitor. Then ask Time: 10 minutes
students to go over the questions and make sure they all
understand them. Have them go back to the reading to
find the answers to the questions. By doing this,
students will answer questions to infer characters’
emotional states from explicit information. Allow time
for students to do this. Walk around the class and
monitor. Check answers as a whole class activity by
reading the questions out loud and having different
students read their answers. Have the rest of the class
agree or disagree, or add additional information and
relevant details to the answers.
Answers: 1 Not from Mexico; 2 Because they are not

used to see these scenarios. 3 Answer may vary.
4 Answer may vary.
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Performance Indicators: – Make sentences from words that express

– Determine subject matter. emotional states.
– Recognize purpose. – Organize paragraphs to form texts.
– Detect intended audience from explicit information. – Describe character’s emotional states.
– Read and re-read narratives. – Foster respect towards others’ opinions.
– Make links in texts using explicit and implicit – Elements in narrative.
information. – Distinguish the colophon.
– Relate emotional states to specific moments in – Detect reflexive pronouns.
a narrative. – Develop empathy towards different emotional states.
– Express and justify personal impressions towards
a text. Materials:
– Listen to other’s opinions and justifications to – Reader
recognize different interpretations. – Colored pencils, sheets of white paper
– Relate emotional states to characters.
– Complete sentences to express emotional states.
Class Reader The Ghost p. 20-29

Lead-in
Three students sit in a line at the front of the class.
They are the experts, but they don’t know what they are Ask students to take out their Readers and notice the
experts about. The rest of the class chooses the area of colophon: publishing house, year, location, etc. Then
expertise e.g., cooking, car maintenance, or trees. The ask them to go to page 20 and draw their attention to
other students then ask the experts questions and the the title of the story. Ask them what kind of story they
experts answer them. Each expert uses only one word think it is and what kind of audience it is intended for.
at a time. Example: They are experts about fashion. By doing this, students will be determining subject
Question: What color will be fashionable next year? matter and intended audience. Then ask them why they
expert 1: I, expert 2: think, expert 3: that, expert 1: blue, think someone would write a story about a ghost. By
expert 2: will, expert 3: not, expert 1: be, expert: 2: doing this, students will identify purpose. Now draw
unfashionable. Repeat with as many volunteers / experts students’ attention to the author and ask them if they
as time allows. have ever heard of him. If they haven’t, refer to the
Cultural Note on the next page and tell them who Mark
Stage 1: I know Twain is and what books he has written. Ask students if
they’ve heard or read any of these books. If they
1 How do horror or suspense stories or haven’t, you can ask them to look for information about
movies make you feel? the stories and bring it for the next class.
This activity promotes reflection and self awareness. Draw students’ attention to the different illustrations.
Write the words horror and suspense on the board. Elicit from them what they can see in each one. Ask
Ask: What is the first thing that comes to your mind them if they can tell what the story is about by looking
when you hear the word horror? Have different students at the pictures. Allow different students to express
say what comes to their minds and copy some of the their opinions in order to foster respect towards others’
words on the board. Then ask the same question for the opinions. By doing this, students will listen to
word suspense, and copy some of the words students others’ opinions and justifications to recognize different
mention on the board. Then ask students to mention interpretations of the illustrations. Then go back to the
some horror and suspense movies they know and ask beginning of the story, ask students to get into pairs,
them if they felt any of the words they mentioned, or and have them take turns reading the pages of the story.
how did the movies make them feel. Allow different Help with pronunciation if necessary. Remind students
students to express their opinions. to refer to the Glossary when they come across new
words. To check for general comprehension and have
Answers may vary. students express and justify personal impressions
towards a text, ask students if the story was anything
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AR_TG3_pp023_048_U1.indd 41 16/07/11 01:22

like they had thought and to say why or why not. Allow Alternative Activity: Draw a three-column table on
different students to give their opinions. Then ask the board and label the columns Narrator, Characters,
students to complete Activity on page 30 of their and Events respectively. Ask students to read the extract
Readers. Allow some time for them to do this, as you and ask for volunteers to go to the board and write one
walk around the class and monitor. Then ask students word under each column to complete the information
to share and compare answers with another pair of about the extract. By doing this, students will identify
students. Check answers as a whole class activity by elements in narrative. Then ask them to describe the
reading the phrases out loud and having the class say characters to practice the use of adjectives. You can
the option they chose to complete each one in unison. ask them to draw a picture of the characters to see how
Then ask them to discuss and answer the questions they imagine them. Have students share and compare their
in Activity 2. Have them share and compare answers drawings with other classmates.
with another pair of students. Check answers orally, as Time: 8 minutes
a whole class activity, by reading the questions and
having different students read their answers. Have the
rest of the class agree or disagree, or add relevant 3 Read the extract in Activity 2 again. Match
details or important information to the answers. Check the parts of the story to Arthur’s emotional
answers in the Reader Answer Key on pages 171-172 of reactions.
the Teacher’s Guide. In this activity students will re-read narratives and relate
emotional states to specific moments in a narrative. Ask
students to read the extract in Activity 2 and focus on
Cultural Note Arthur’s emotional reactions. Allow time for students
to read. Then explain they have to match the parts of
Raise students’ awareness about literature by the story to Arthur’s emotional reactions.
introducing the author to them. Samuel Clemens
(1835-1910) was better-known by his pen name Answers: 1 c; 2 b; 3 a
Mark Twain. He was an American author and humorist.
Twain is most noted for his novels, The Adventures Class
of Tom Sawyer (1876), and its sequel, The Adventures of Lead-in
Huckleberry Finn (1885), the latter often called “The Write two questions on the board. Students then find
Great American Novel.” a partner to ask and answer each question. After both
questions have been covered by both students, each
finds a new partner. They then repeat the process. By
Stage 2: I build talking to many people many times on the same topics,
answers will show improved accuracy and fluency.
2 Read the extract. Circle T for True or F for
False for each statement. Stage 3: I think
In this activity students will make links in texts using
explicit and implicit information. Tell students they are now 4 Look at the sentences and answer the
going to read an extract from The Ghost. Have them work questions.
in pairs, and take turns reading the paragraphs of the Ask students to read the sentences and make sure they
extract. Allow time for students to read the extract as you all understand them. Then read the questions out loud
walk around the class, monitoring and helping with and elicit the answers from students. Give them time to
pronunciation if necessary. When most pairs of students write the answers down in their Student Books.
have finished reading, ask a few comprehension questions
to relate emotional states to characters: What is the main Answers: 1 Arthur; 2 Arthur
character feeling? Why is he feeling like that? Allow different
students to give the answers and ask the rest of the class to 5 Read the rule and complete the table.
add additional information or relevant details to the In this activity, students will consolidate their knowledge
answers. Then draw their attention to the statements and on reflexive pronouns. Ask students to read the rule.
explain they have to circle True or False. Allow some time Then ask for volunteers to explain it in their own words.
for students to do this. Ask them to share and compare Have the rest of the class agree or disagree with the
answers with another classmate. Then check answers orally, explanation. Then draw their attention to the table and
as a whole class activity, by reading the statements out loud ask them to complete it following the pattern.
and having the class say the answers in unison.
Answers: Top to bottom: yourself; herself; yourselves
Answers: 1 F; 2 F; 3 F; 4 T
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Classroom Management: If necessary, remind Stage 4: I practice
students that nouns that end in -f, in the plural change
the f to v and then add -es. 8 Work in pairs and explain the words
you know. Go to the Glossary to clarify the
meaning of any new words.
6 Circle the emotions and underline the Ask students to work in pairs and take turns explaining
actions that express the emotion. the meaning of the words they know. Have them refer
Have a quick discussion with students about how to their Glossary on page 157 to clarify the meaning of
we express emotions. Ask them how they express words they don’t know and to check if what they think
happiness, anger, fear, sadness, etc. Encourage them the words mean is true.
to act out the actions they use to express these emotions.
Make them notice that most of the time we use actions
to express our emotions, and we use words when we Alternative Activity: To have students write sentences
have to describe our emotions. Then draw their attention to express emotional states, ask them to choose three
to the sentences and ask them to circle the emotions words each and write sentences using them. Have them
and underline the actions that express emotions. read their sentences out loud and ask the rest of the class
Allow time for students to do this. Then ask them to to say if the words are used appropriately or not.
share and compare answers with another classmate. Time: 5 minutes
Answers: circled: 1 fear; 2 sad; 3 angry; underlined:

1 heart beating; 2 sat in melancholy; 3 started yelling emember Next class students will need: sheets of
white paper.
7 Label the pictures with the correct emotion.
In this activity, students will describe characters’ emotional Class
states and relate emotional states to characters. Ask Lead-in
students to work in pairs and take turns describing the Ask questions beginning with How many people in the
pictures. Then ask them to label the pictures with the class want … and ask students to raise their hands if
correct emotion. Have them share and compare their they do. Some possible examples are: How many people
answers with another pair of students and check answers in the class want to eat a hamburger, to eat something
orally, as a whole class activity, by holding up your book right now, to live in Hawaii, to be at home, to go to the
at the front of the class, pointing at each of the pictures movies today, etc.
and having students say the corresponding emotion
in unison. 9 Complete the organizer using words
from Activity 8.
Answers: a 2; b 3; c 6; d 5; e 4; f 1 Ask students to look back at the words in Activity 8
and elicit their meaning from them. Then go over the
categories in the organizer and make sure all students
Alternative Activity: Many learners of English understand what they mean. Explain they have to
confuse the -ing (present participle) with -ed (past complete the organizer using the words from Activity 8
participle) when they are used as adjectives expressing that express each of the feelings in the organizer.
emotions. To practice expressing feelings and emotions Allow time for students to complete it, as you walk
and for students to notice the difference between the around the class and monitor. Then have students
use of the present and past participles, ask them some share and compare their answers with a classmate.
of the following questions: When was the last time you Check answers orally, as a whole class activity, by
were embarrassed? What is the most embarrassing thing having students say which words they classified under
that’s ever happened to you? What do you usually do each category of emotions.
when you’re bored? What is something that you find
very boring? Who is the most boring person you know? Answers: 1 cheerfulness, love; 2 contempt, revulsion;
What subject do you find confusing? Have you ever 3 astonishment, amazement; 4 rage, irritation;
confused someone else? What do you find disappointing? 5 alarm, horror; 6 depression, melancholy
When do you feel exhausted? When was the last time
you were worried? Do you know anyone who spends all
their time worrying?
Time: 10 minutes
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10 Complete the sentences with your compare answers with a classmate. Then check answers
opinion. Then discuss them with a classmate. orally, as a whole class activity, by having students say
In this activity students will complete sentences to which word they circled to complete each sentence in
express emotional states and listen to others’ opinions unison.
and justifications to recognize different interpretations.
Tell students they have to complete the sentences with Answers: 1 herself; 2 himself; 3 herself; 4 themselves;
their own opinions. Allow time for them to do this as 5 ourselves
you walk around the class and monitor. Then have
them share, compare, and discuss their answers with Stage 5: I can
classmates. Ask for volunteers to share their opinions
with the rest of the class. 13 Number the paragraphs to make a story.
In this activity, students will organize paragraphs to
Answers: 1 sad; 2 disgust; 3 joy; 4 cheerfulness; form texts. Ask students to work in pairs. Have them
5 anger read the paragraphs and number them in the appropriate
order to make a story. Allow time for students to read
Cultural Note as you walk around the class, monitor and help if
necessary. Ask a few comprehension questions when
Empathy is one of the most essential skills in life. most students have finished reading. Check answers
Empathy allows people to understand what the other orally, as a whole class activity.
person is thinking and feeling. Learning empathy
requires that students can put themselves in someone Answers: a 3; b 2; c 1
else’s shoes. Empathy also means to really care about
what happens to the other person. Being helpful and
learning to listen is another way of developing empathy. Alternative Activity: To have students practice the
Also let people know you are actually giving them use of conditionals, draw the following tic-tac-toe grid
attention and listening to what they have to say. on the board and ask students to copy it on a separate
Encourage your students to show empathy towards the sheet of paper or in their notebooks:
emotions that their classmates included in Activity 10.
If I were She would have Unless he finishes
you, finished the exam, soon,
11 Which emotions from Activity 9 would you
If they had He takes his You wouldn’t have
choose to include in a suspense story? Make
known, umbrella if ... been late if ...
a list.
Ask students to imagine they are going to write a He wishes If you hadn’t been He would give you
suspense story. Have them go back to Activity 9 and so rude, some help if ...
choose at least five emotions they would include in
their suspense story. Ask them to write those words Students have to complete the sentence with one of the
down in the space provided. conditional forms. Students score an X or O for each
sentence that is grammatically correct and makes sense.
Answers may vary. This game is best played as a class with the teacher
checking answers. However, with larger classes, the
game can also be played in pairs while the teacher walks
Alternative Activity: Ask students to write a short around the class checking answers. If time allows,
paragraph using all the five words they chose in spend up to 15 minutes playing.
Activity 11. By doing this, students will make sense
from words that express emotional states. Ask for
volunteers to each read their paragraph to the rest of emember Next class students will need:
the class. colored pencils.
Time: 8 minutes
12 Circle the correct reflexive pronoun.

Elicit from students the use and form of reflexive
pronouns. Then ask them to read the sentences and
circle the correct pronoun to complete them. Allow
some time for students to do this. Have them share and
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AR_TG3_pp023_048_U1.indd 44 16/07/11 01:22

Class Alternative Activity: To get students to review
Lead-in sentence types, elicit from them types of sentences they
Ask students to choose a room in their homes or a can remember. Write the types of sentences on the
particular subject area. Students should write this room board, for students to refer to the information if
name or subject area in the middle of a piece of paper necessary. Then ask them to go back to the story in
and then think of all the various related vocabulary, Activity 13 and to identify as many types of sentences
such as the various types of objects found in a room, as they can in each of the paragraphs. You can ask them
and add these words around the central room or to circle or underline the different sentences they find.
subject. Under each of these further categories, Walk around the class, monitoring and helping if
students should list various objects. necessary. Then ask for volunteers to say what types of
sentences they identified in each of the paragraphs.
14 Read the story in Activity 13. Then Have the rest of the class agree or disagree with the
discuss with a classmate what you liked and types of sentences mentioned and to add any others
didn’t like. they found.
In this activity students will express and justify Time: 4 minutes
personal impressions towards a text. Ask students
to go back to the story in Activity 13 and read it again
in the appropriate order. Then ask them to get in pairs 16 Describe each boy’s emotions at the
and discuss what they liked and didn’t like about it. orphanage.
Allow some time for students to discuss their personal In this activity students will describe character’s
feelings in pairs, as you walk around the class and emotional states. Ask students to complete the chart
monitor. Then ask for volunteers to share their by describing each boy’s emotional states in the story.
impressions with the rest of the class. Allow some time for students to do this, as you walk
around the class and monitor. Then ask them to share
Answers may vary. and compare answers with a classmate. Check answers
orally, as a whole class activity, by having different
students read their answers. Have the rest of the class
Alternative Activity: Ask students to retell or agree, disagree, or add important details or relevant
rewrite the story changing the parts they didn’t like information to the answers.
about it. Have volunteers share the new story with the
rest of the class. You can have the class vote for the best Answers: 1 concern; 2 aggression, loneliness, anger;
new version of the story. 3 happiness, cheerfulness
Time: 15 minutes
17 Write an ending to the story and illustrate it.
Ask students to work in pairs and discuss a possible
15 Answer the questions. ending for the story. Then ask them to write it down in
Ask students to answer the questions based on the the space provided. Walk around the class, monitoring
story in Activity 13. Allow some time for students and helping if necessary. Then ask for volunteers to
to write their answers. Then ask them to share and read their endings to the rest of the class. You can have
compare them with a classmate. Check answers orally, the class vote for the happiest, funniest, or most
as a whole class activity, by reading the questions out interesting ending.
loud and having different students read their answers. Ask students to illustrate the ending. Allow time for
Have the rest of the class agree, disagree, or add them to do this. Ask them to share their illustrations
important information or relevant details to the with another classmate and ask for volunteers to go to
answers. the front and share their illustrations with the class.
Answers may vary.
45
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Unit 1 Product 2 Emotionary
Student Book p. 34-35
Performance Indicators: – Revise through independent reading that examples

– Select from various sources a suspense narrative. comply with grammar, spelling, and punctuation
– Read the selected narrative in silence. conventions.
– Choose and make a list of emotions found in the – Organize an event to read and present the
narrative. emotionary.
– Propose and compose examples of the situations that
describe these emotions.
Class Stage 2: I plan

Lead-in
Write these words and phrases on the board: standard 2 Read the story in silence and highlight the
of living, mentality, cuisine, political situation, words that express emotion in the text.
environment, climate, culture. Ask students what they In this activity, students will read the selected narrative
understand by these terms. If necessary, explain what in silence. Ask students to work in pairs. Explain that
they mean. Tell students they have to choose a different you are going to give them two minutes to make a list
country to go to live in. To make their choice, they have of all the words they can think of that express emotions.
to rank the phrases in the introduction in order of They can make the list on a separate sheet of paper or
importance. Tell them to do this in writing. Ask in their notebooks. Have them start at the count of 1, 2, 3.
students to get into groups of four people to compare Keep track of time and ask students to stop writing
and discuss the order they have put the phrases in. after two minutes. Have them count the number of
Reconvene as a whole class. Ask some of the students words on their lists. Then ask them to share and
what they had in first position, etc. Ask them to say compare answers with another pair of students and
why. Encourage some class discussion on the topic. to make one list out of the two. Then ask students to
count the number of words they have now. Then ask
Stage 1: I get ready students to read their story, individually and silently,
and to underline all the words they can find that
1 Choose a suspense story you liked from express emotions. Walk around the class, monitoring
previous lessons or a different one you would and helping students if necessary.
like to read.
In this activity students will select from various sources 3 What materials do you need? Make a list.
a suspense narrative. Tell students that they are going Ask students to think of the materials they will need
to elaborate an emotionary. Explain that an emotionary to create their emotionary and to make a list in the
is an inventory of emotions and that they are going to space provided. Ask for volunteers to share their list
elaborate it based on a suspense story of their choice. of materials with the rest of the class. Have different
Ask them to think of the suspense stories they read in students complement the list with other materials they
previous lessons or of any other suspense stories they thought of.
like or would like to read. Ask them to choose the one
they’d like to work with in this product. Make sure emember Next class students will need: the
students have access to the story they chose so they can stories they chose, white sheets of paper, and any other
read it and refer to it for the following stages of the materials they listed in Activity 3.
product. Then explain that besides making an inventory
of the emotions in their story, they will also have to Class
identify the characters in the story feeling those emotions Lead-in
and the situations that motivate them. Have students This is an activity to practice prepositions of place:
refer to the Worksheets section on page 176 for them to Choose a spot in the classroom (a corner, the teacher’s
have a better idea of how they will have to organize the desk ...) and place there several different objects (pens,
information. erasers, books, etc.) at random and a small box or a bag
that represents the basket. Decide with your students
how many points you will score if they send the ball
(you can make a very simple ball with crushed paper)
into the basket (you could give 3 or 5 points, depending
46
AR_TG3_pp023_048_U1.indd 46 16/07/11 01:22

on how difficult it is). What is fun is that each student, Sadness: Remorse, sentimentality, hope,
even if he doesn’t succeed in throwing the ball into the mortification, isolation, loneliness, homesickness
basket, will score one point for every correct description Fear: fright, horror, terror, panic, hysteria, anxiety,
of the final location of the ball that he can say: The ball is nervousness, tenseness, apprehension, worry,
behind the red pen, It is under the teacher’s desk, etc. In insecurity
such a way, it often happens that a student scores more Anger: grouchiness, grumpiness, alienation,
points when the ball doesn’t go into the basket, depending annoyance, triumph, humiliation, fury, irritation,
on the student’s ability to use the correct prepositions. rage, wrath, hostility, hate, spite, vengefulness,
resentment
Stage 3: I do
4 Read the story again and complete the
organizer. 6 Organize a classroom assembly to read and
In this activity students will choose and make a list of present the emotionary.
emotions found in the narrative. They will also propose Tell students that they have to organize a classroom
and compose examples of the situations that describe assembly to read and present the emotionary. Suggest
these emotions. Draw students’ attention to the graphic they display their emotionaries on the classroom walls,
organizer and explain they have to fill it in with the so that the rest of the class can walk around the classroom,
emotions they highlighted in their stories in the previous reading them. Then you can ask for volunteers to present
class, the person who felt these emotions and the events their emotionaries to the rest of the class, introducing the
or situations that triggered them. Go over the examples story they chose and explaining when and how the
with them, to make sure they all understand the feelings described were present in the story. Ask students
information that has to be included. Allow time for to look at the Useful Expressions box in their Student
students to complete the organizer. Walk around the Books before coming to the front to present their own
class, monitor and help if necessary. To revise through emotionary.
independent reading that examples comply with Have the rest of the class listen and say whether they
grammar, spelling, and punctuation conventions, ask felt identified with the main character or the emotions
students to check and compare the information they related to him. Repeat the presentation with as many
wrote with the information in Check the Chart. Then students as time allows.
check answers as a whole class activity, by asking
different students to give examples of the information I learn
they included in their organizers. Ask students what they can do now that they couldn’t
do at the beginning of the learning environment and
5 Circle the basic emotions you found in your listen to their responses. Encourage them to identify
story and relate them to the feelings in the the activities that they found especially helpful during
box. Go to the Worksheets section on page the process of making the product. Then have them
176 and complete the organizer using the answer the I learn box. Explain that its purpose is to
words in the box. assess their performance while making the product in
Draw students’ attention to the basic emotions. Go over order to improve weaknesses and reinforce strengths
them if necessary to make sure all students understand during the process. Briefly have them discuss their
their meaning. Ask them to circle the basic emotions responses to the self-assessment in groups or with the
they found in their stories. Then ask them to relate rest of the class. Give positive feedback for their effort
them to the feelings in the box. Clarify meaning of and progress.
words in the box if necessary. Have students go to the
Worksheets section on page 176 and complete the
organizer using the words in the box. Ask them to copy Teacher’s Reflection Tool
the basic emotions in the corresponding column, My work in this social learning environment has
to write down the related feelings and to think of and facilitated the learning process of the class so students:
write down when we use these emotions. Allow some – Can use various strategies to comprehend narratives.
time for students to do this, as you walk around the – Can infer central sense and main ideas from details.
class, monitoring and helping if necessary. – Can formulate and answer questions in order to
infer information.
Suggested answers: Joy: love, cheerfulness, – Can compose opinions regarding emotional states.
tenderness, happiness, affection, attraction, caring, – Can organize paragraphs in order to create texts.
amusement, gaiety, glee, joviality, delight,
enjoyment, satisfaction, contentment
To formally assess this learning environment go to page 155. 47
AR_TG3_pp023_048_U1.indd 47 16/07/11 16:56

48
Is aware of the Reads and
Sees in Understands and
Is aware of the importance of understands
Is aware of language conveys
use of language Is able to language as Is empathic different types of
his / her and a means to information
Student's Name to make stand up for a means to towards different literary texts
others’ attitudes develop an about goods
a complaint his / her rights promote respect emotional states from different
aesthetic and services
towards others’ English-speaking
pleasure
opinions countries
General Comments
Assessment Criteria
04/05/12 18:17
Unit 2

Formation and Academic Familiar and Community
Social Practice: Understand and write instructions. Social Practice: Interpret and convey information
published in various media.
Specific Activities: Interpret and write instructions
for a simple experiment. Specific Activities: Share emotions and reactions
caused by a TV program.
Product: Instruction Album
Product: Oral Presentation
• interpret instructions to do an experiment.
• classify sentences and organize them into a sequence. • identify main ideas and extra information.
• edit an instruction manual. • clarify the meaning of words.
• ask and anwer questions about emotions and
reactions.
• explain main ideas orally.
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AR_TG3_pp049_074_U2.indd 49 16/07/11 17:00

Performance Indicators: – Complete sentences with the description of steps

– Identify purpose and intended audience. and activities.
– Read instruction manuals. – Verify the arrangement of the sequence in sentences.
– Examine distribution and function of text and – Language as a means to learn about our surroundings.
graphic components. – Language as a means to construct and consolidate
– Go through procedure components. knowledge.
– Recognize graphic and text components. – Language as a means to promote creative and
– Recognize text arrangement. proactive attitudes during collaborative work.
– Anticipate central sense through self-questioning.
– Distinguish the details that describe steps. Materials:
– Go through procedure components. – Reader, Audio CD
– Recognize verb forms: gerund and infinitive. – Students’ bilingual dictionaries
– Recognize instruction order.
– Clarify meaning of words.
Class 2 Are you good at science? Why or why

Lead-in not? How do you think you could improve in
Draw on the board the following spidergram and ask this area?
students to identify it. Promoting self-awareness in class is important because
it allows students to make changes and to build areas of
strength as well as identify areas where improvements
are required. Many students are never encouraged to
reflect on this kind of questions. Ask the class these
science questions and give students plenty of time to answer.
Let students answer voluntarily and listen to all of
them. This activity will help you understand how
students value and explore their personalities, beliefs,
and tendencies.
Divide the class in groups of three. Ask students to draw
a spidergram in their notebooks and write as many words Cultural Note
as they can related to the word science. Then, ask each
group to join another group. Ask them to share their To use language to learn about their surroundings, ask
words to draw a new spidergram. Monitor the activity students the following question: What are the research
and collect different spidergrams. Paste them on the institutes in your community / city / state? The
board and ask students to look at them closely. Ask them development of science and technology in Mexico
to identify the differences and similarities. has found different obstacles. The process of
industrialization began in Mexico at the end of the
Stage 1: I know nineteenth century and it made significant progress in
science and technology in the twentieth century. New
1 Do you like science? Why or why not? universities and research institutes, such as the
Ask students to work in pairs. Ask them to discuss if National Autonomous University of Mexico were
they like the science subjects in their grade. Tell them established during the twentieth century. Ask students
to give arguments for their answers: Do you like the if any of them wants to follow a scientific profession.
science subjects in third grade? Why do / don’t you like
the science subjects? Walk around the classroom and
find out students’ answers. Then, have different
students share their answers with the rest of the class.
Find out about your students’ preferences.
Ask students to open their Student Books to page
38. Ask them to look at the picture and to describe it:
What is he doing? Where is he?
50
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Reader Science Can Be Fun! p. 33-42
begin a sentence: Flowers … Ask him to toss the
imaginary ball to another student in his circle. Have the
student who catches the imaginary ball to say the next
Ask students to open their Readers to page 33 and to word in the sentence: Flowers are … Have students
read the title of the text. Have students flip through the continue tossing the imaginary ball in their circles
chapter and look at the pictures to predict what the text and continue saying words to make a sentence.
will be about. Allow them to express their ideas. Motivate students to continue making sentences in
Ask students to read Chapter 3 individually and order to make up a complete story. This will help them
have them underline the words they don’t understand. to become fluent speakers.
Then ask students to work in pairs. Have them compare
their underlined words and decide which of those Stage 2: I build
underlined words are relevant to understand the text.
After that, tell your students they are going to look 3 Look at this extract and answer
up the meaning of words in their dictionaries. Remind the questions.
students that when they look up words in their Ask students to open their Student Books to page 38.
dictionaries, they have to read all the entry’s definitions To examine the distribution and function of text and
and then decide on the best definition according to graphic components, ask students to look at the extract
the context. on the page. Ask them to read the title and name the
Next, have students organize the words with their type of publication. Ask students if they remember the
meanings in a lexical set or sets. Finally, tell them to Measure Your Grip Reflex experiment from the Reader.
read the text again and discuss what the text is about. Have them explain what they remember about that
Ask different students at random to explain their experiment. Elicit information from different students.
conclusion to the rest of the class. Then, tell them to read the information about the
Have students turn to page 43 of their Readers and experiment again. Refer them to the Glossary on page
look at the Comprehension Questions. Check 158 to clarify the meaning of words.
understanding and ask them to work in pairs and Ask students to work in groups of three or four to
answer the questions. Ask students to share and do the experiment. To identify purpose and intended
compare their answers with another pair of students. audience, ask students to read the extract and answer
Check answers as a whole class activity by reading the the questions. Go around and give help where needed.
questions out loud and having different students read Have different students read their answers out loud to
out their answers. Have the rest of the class agree or check as a class. Correct any mistakes.
disagree. Check answers in the Reader Answer Key on
page 171 of the Teacher’s Guide. Answers: 1 A science magazine; 2 Experiments;
3 Teenagers, because the language is easy, not technical;
4 A process; 5 Eight
Classroom Management: Learning vocabulary is Stage 3: I think

not as easy as it seems. It is important to present
words to students in a systematized way which will 4 Label the parts of this extract with the words
illustrate the organized nature of vocabulary and at in the box.
the same time enable students to internalize lexis in a Ask students to open their Student Books to page 39.
coherent way. One of the best ways to present To recognize graphic and text components, as well as
vocabulary is in lexical sets made up of semantic text arrangement, ask students to read the words from
groups. Some examples of groupings can be: words the box and label the parts of the extract. Tell them to
related by topic, words grouped as an activity or do the activity individually.
process, words which have a similar meaning, words This activity promotes the development of critical
which form pairs, words along a scale to illustrate thinking. It is important for students to develop critical
differences of degree, words within word families. It is thinking skills. This may allow them to become active
important to practice vocabulary constantly. learners who analyze information and apply tactics and
strategies to uncover meaning or to assure their
understanding. Once they have finished, allow students
Class to compare their answers with a partner. Have
Lead-in volunteers say their answers out loud.
Divide the class into groups of five students and ask
each group to stand up in a circle. Ask a student to hold Answers: 1 Title; 2 Subtitle; 3 Materials needed;
an imaginary ball in his hands and to say a word to 4 Steps; 5 Illustration
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5 Read these instructions for an To have students recognize infinitives and gerunds, ask
experiment and answer the questions. them to read the sentences and underline the infinitives
Ask students to open their Student Books to page 38, and circle the gerunds. Walk around the classroom and
Activity 3. Have them read the title of the experiment. give help where necessary. Have some volunteers read
Ask them to explain the experiment. If they don’t their answers out loud.
remember, tell them to read the text again. Once they
understand the experiment, ask them to go to page 39 Answers: Underline: 2 to make; 4 to amaze; 5 to catch;
and let them read the instructions. To anticipate central Circle: 1 Chilling; 3 jumping; 4 changing
sense through self-questioning, distinguish the details,
and go through procedure components, have students Class
read the instructions for an experiment and answer the Lead-in
questions. Have them compare their answers with a Explain to your students that they are going to play
partner. Check answers with the class by asking the Spelling Chain. Say a word from this unit (thick, thumb,
whole group to read the answers out loud. procedure, instructions, science kit, experiments, etc.)
and ask a student to spell it. Then, have a second
Answers: 1 Instructions in a process; 2 Imperative form student say a word beginning with the last letter of the
word given, and so on. When a student makes a mistake
(pronouncing the word incorrectly, misspelling it or
Classroom Management: Critical thinking coming up with a word that has been said already), he is
includes a complex combination of skills. These are out. The last student in the game is the winner.
some of the main characteristics of critical thinking:
1) rationality: we rely on reason rather than emotion; 7 Read the examples and circle the best
2) self-awareness: we recognize our own assumptions, option to complete each rule.
prejudices and points of view; 3) honesty: we Ask students to write four sentences in their notebooks:
recognize emotional impulses, selfish motives, or two using the gerund and two using the infinitive. Go
other modes of self-deception; 4) open-mindedness: around the classroom and give help when necessary. If
we consider a variety of possible viewpoints or they don’t come up with examples, you can ask your
perspectives; 5) discipline: we are precise, meticulous, students to go to pages 33 and 34 of their Readers
understanding, and exhaustive; 6) judgment: we (Science helps us to understand the universe. Through
recognize the relevance of alternative assumptions science, we can learn how to grow more and better food.
and perspectives. Would you like to surprise your friends by changing the
color of a flower?), etc. Have some volunteers write their
examples on the board.
6 Read these sentences. Underline the Then, ask students to open their Student Books to
infinitives (to + verb) and circle the gerunds page 40. Ask them to read the examples in the Reflection
(verb -ing). Box, analyze them and circle the best option to complete
Write on the board the following: Going to parties is each rule.
fun. I like swimming. I forgot to turn off the TV. Explain After that, have students compare their answers with
to students that in the first example there is a gerund a partner and discuss them. Ask some volunteers to read
(going) used as a subject in the sentence. Explain that in their answers out loud and correct any mistakes.
the second example there is a gerund (swimming) used This activity may allow students to put into practice
as the object of the sentence. In the third example there strategies that may contribute to become autonomous
is an infinitive (to turn off ) used as an object. learners. It is important to promote autonomy in the
Infinitives can be used as subjects or objects in a classroom because this may help students to be
sentence, too. The infinitive form is used after certain motivated and to communicate better, to understand
verbs like: forget, help, learn, teach, train, choose, expect, the purpose of their learning program and to accept the
hope, need, offer, want, would like, like, agree, encourage, responsibility for their own learning.
pretend, promise, allow, afford, decide, manage, mean,
refuse, ask someone. It is also used after adjectives Answers: Gerund:1 can; 2 an object of a preposition;
like: disappointed, glad, happy, pleased, relieved, 3 can; Infinitive: 1 can; 2 infinitive; 3 sometimes
sad, surprised.
Write on the board the following: Reading is the Cultural Note
activity my sister likes the most. I don’t like to read novels.
Ask students to identify the infinitive and underline it. Prepositional phrases are groups of words that begin
Then ask them to identify the gerund and circle it. with a preposition and contain a noun phrase. For
Ask students to open their Student Books to page 40. example: on the corner, at the end of, on behalf of.
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Answers: 1 fill; 2 add; 3 cut; 4 put; 5 observe
Prepositional phrases begin with a preposition and end
with a noun, pronoun, gerund, or clause, the object of 10 Write the instructions from Activity 9 under
the preposition. Prepositional phrases can’t be the correct pictures in Activity 8.
translated literally, instead it is important to understand To verify the arrangement of the sequence in sentences,
their meaning. ask students to read the sentences in Activity 9 again
and write them under the correct illustration in
Activity 8. Ask them to work in pairs and share their
answers to check them.
Alternative Activity: Ask students to work in groups
of three. To construct and consolidate knowledge, Answers: a) Second, add a few drops of the food color.
explain to your students that they are going to make a b) First, fill the test tube with water. c) Third, cut off the
Who’s Who in My Community booklet. Tell them they bottom of the stem to make a fresh cut so that the
have to do some research about the scientists or people experiment will work correctly. d) Fifth, observe the
involved with science in their community, city, or state. flower. After a while, you will see the flower petals begin
Tell them they have to find their biographies, read to change color. e) Fourth, put the flower in the water.
them, and write a short biography. Tell them they have
to include a picture. Then, have the different groups 11 Circle the correct verb forms to complete
staple their biographies and put the booklet in the these instructions.
classroom’s library to be used as source of reference. Write on the board the following: Lucy enjoys to read /
Time: 15 minutes reading science books. Linda suggested to see / seeing a
movie this afternoon. I like to swim / swimming in the
afternoons. My sister learned to speak / speaking French
Stage 4: I practice in school. Ask students to write the sentences in their
notebooks and circle the correct option. Have some
8 Look at the pictures of an experiment. volunteers circle the correct answers on the board.
Number them in the correct order. Correct any mistakes.
The activities in the “I practice” section are an Ask students to open their Student Books to page 42.
opportunity for students to put into practice what To complete sentences with the descriptions of steps
they have learned so far. It also helps the teacher to and activities, have students circle the correct verb
find out if they have understood or if they need forms to complete the instructions. Ask students to
more explanations. read the paragraph first. Then, have students read each
Ask students to open their Student Books to page 41. of the sentences, and finally, have them choose the
Ask themto look at each of the pictures and describe correct verb. To check answers, tell them to read the
them: What is the person doing? Elicit answers from whole paragraph again with the answers they chose.
different students. Use the pictures to revise Correct any mistakes.
vocabulary: fill, add, cut, observe. Have students work
in pairs. To recognize instruction order, ask students to Answers: 1 to do; 2 getting; 3 Using; 4 Use; 5 putting;
number the pictures in the correct order. Have some 6 pour; 7 place; 8 make; 9 doing
volunteers read the answers out loud. If you detect
students are having problems with the activity, do some emember Next class children will need: a list of
remedial work so that they can understand the new words: brush, chair, bottle, scissors, CD to play What Is
concepts. Use different activities to help students It for?
understand the new language and the words presented.
Class
Answers: a) 2; b) 1; c) 3; d) 5; e) 4 Lead-in
Write on the board the heading: What is it for? Tell
9 Complete the sentences with the verbs in students they are going to play the game What Is It for?
the box. First, write this word and a sentence: camera: A camera
Ask students if they remember the name of the first is used for taking pictures. Then, write on the board the
experiment that they read in Chapter 3 of their Reader. words: brush, chair, bottle, scissors, CD. Finally, tell your
Elicit answers from different students. Encourage them students that in pairs, they have to write sentences
to repeat each of the steps. To go through procedure about the use of the objects. Give them five minutes to
components and clarify the meaning of verbs, have do it. When the time is over, ask volunteers to share
students complete the sentences with words from the their sentences.
box. Check answers as a class, by asking the whole
group to read the answers out loud.
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Stage 5: I can they have to write the verbs in the correct form. Check
answers with the class by asking some students to write
12 Look at the pictures and number them in the answers on the board. Correct any mistakes.
the correct order.
Ask students to open their Student Books to page 42. Answers may vary.
Then ask them to look at the pictures and predict what
the experiment is about. Allow them to express their
ideas freely. Point to each of the pictures and revise Alternative Activity: Ask students to do some
vocabulary (glass, markers, paper towel, salt, dots, pour, research about the experiment they did in the previous
scissors, etc.). Ask them to identify the order of the activity. Tell them they have to read scientific
pictures. Elicit answers from different students. Then, information and make some notes. Then, have students
ask students to work individually. Have them look at the work in groups of four. Tell them to discuss their notes,
pictures and number them in the correct order. Ask decide on the best information and make a brief
them to compare and discuss their answers with a scientific explanation about the experiment. (The color
partner, but tell them not to make any corrections. spots climb up the paper along with the salt solution,
and some colors start to separate into different bands.
Answers: 1; 6; 3; 4; 2; 5 The colors of some markers are made from more than
one dye, and the colors that are mixtures separate as
08 13 Listen to the TV show and check the bands move up the paper. The dyes separate
your answers. because some dyes stick to the paper while other dyes
Ask students to open their Student Books to page 43. are more soluble in the salt solution. These differences
To verify the arrangement of the sequence in sentences, make the dyes end up at different heights on the paper.
have your students listen to the CD. Play the CD and This process is called chromatography.)
have them check their answers. You may have to play Time: 20 minutes
the CD more than once. Ask your students to
concentrate on key words. It is important to remind
them that it is not necessary to understand every single
word that is said. Trying to understand all the words Classroom Management: It is important to guide
may be frustrating for students. Check answers as a students to collaborate. Explain to your students that
class by asking different students at random to say their when they collaborate, the efforts of each member are
answers out loud. Alternatively, have students look at very important for the group’s success. It is advisable that
the audioscript on page 184 in their Student Books to after a group activity, they evaluate their performance and
check their answers. discuss the things that did not work. Ask them to suggest
what they can do to improve their work the next time they
Answers: 1 a, 2 e, 3 c, 4 d, 5 f, 6 b have a group activity. Promote self and group reflection.
You may also make a rubric to assess group work and
14 Work in pairs. Look back at the guide students to use it after a collaborative assignment.
pictures in Activity 12 and write the instructions This may help students to develop self-awareness.
for the experiment with the words in the box. In order to form groups and pairs quickly and
Promote note taking or mind mapping to write down efficiently in your class, you can use a sociogram. A
the key words or main ideas in your class. Remind sociogram will help you vary the composition and the size
students that taking notes implies writing the most of the groups throughout the class because it will help you
relevant information. to know your student’s influence and preference bonds.
Play the CD and have students take notes. You may To make a sociogram, ask students to write their name on
have to play the CD more than once. Then, ask students a sheet of paper and then write, in order of preference, the
to organize their notes. After that, help your students to names of the students they like best in the class. Ask them
use the words in the box and their notes to write to write a list of the people they do not like on the other
instructions. Ask some volunteers to go to the board to side of the paper. Explain that the teacher will be the only
write their instructions. Don’t expect to have complete person to look at this paper.
sentences at first. You may have to play the CD again to
help students complete their instructions.
Next, ask students to work in pairs. Have them look at
the pictures from Activity 12 and write the instructions
for the experiment in their books. Remind students that
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Performance Indicators: – Use panels, ordinary numbers or words that indicate

– Recognize text components: title, abbreviations. sequence to point out steps.
– Follow instructions to confirm understanding. – Recognize aid sentences with illustrations.
– Establish number of steps. – Read to revise punctuation and spelling conventions.
– Determine procedure components.
– Construct and consolidate knowledge. Materials:
– Write simple and complex sentences. – Audio CD
– Complete sentences with the descriptions of steps – Students’ dictionaries
and activities. – List of review vocabulary words
Class
Lead-in Classroom Management: Every time students
Ask students to stand up. Tell them that you are going search the Internet for information it is advisable to
to play Simon Says. Explain to your students that you guide this type of research by giving them a set of
are going to give them instructions to do various specific questions in advance. This structured
actions, and that they must do the actions when you approach helps to focus the students’ attention and
say: Simon says … and give the instruction. For reduces the risk of becoming overwhelmed with too
example: Simon says stand on one foot. Explain that much information. This search could be assigned as
when you don’t say: Simon says … before giving the homework to hand in the next session.
instructions, they must not do anything or they will be
eliminated from the game and will have to sit down.
Some examples of orders are: close your eyes and stand 2 How do you think science can help
up, touch your left knee with your right hand and your the environment?
right ear with your left hand. For the past few years, many students from all ages
have been interested in environmental education
Stage 1: I know and have been involved in awareness campaigns in
schools and in their communities. This question is
1 Can you think of any really cool jobs that intended to make students relate both subjects: science
use science? and the environment.
Ask students to work in groups of three. Ask them to Ask students which branches of science are related to
open their Student Books to page 44. Have students or are involved in environmental studies. Write their
take turns to discuss the question. Then, have some ideas on the board. Then ask students how these
students share their answers with the rest of the class. branches of science can help to solve environmental
Write on the board some of the jobs related to sciences: problems. Elicit their ideas and write them on the board.
clinical microbiologist, immunological scientist, forensic
scientist, toxicologist, pharmacologist, biotechnologist,
doctor, nurse, biologist, etc. Classroom Management: Many times, some
students do not participate in the class because they
are shy, not because they don’t know the answer or
Alternative Activity: Explain to your students that because they don’t want to participate. Shyness affects
they have to do some research about the jobs related to a student's overall educational experience negatively.
science that are required in their community. Explain There are certain things a teacher can do in the
they are going to make a bulletin board in their school classroom to help shy students. To promote creative
to show the community needs in terms of jobs. Write and proactive attitudes during collaborative work,
the following questions on the board: What’s the job? create a positive classroom environment for all
Where do they work? What’s their salary? Tell your students. Never make fun of students. Don't put
students that these questions may help them find students on the spotlight and keep them there while
information. Ask them to look at the advertisements in everyone watches them feel humiliated.
the local newspapers and bulletins and compare them. Have individual talks with students to get to know
Time: 10 minutes them and find out about their skills as communicators.
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Have students write papers in which they discuss their Answers: 1 Answers may vary. 2 ½ cup of milk,
strengths and weaknesses as communicators. Do not ½ cup of whipping cream, ¼ cup of sugar, ¼ tablespoon
ask them to read these papers out loud or share them of liquid vanilla, 2 cups of ice, ¾ cup of salt; 3 1 quart
with other students. When asking difficult questions plastic food bag, 1 gallon plastic food bag, a
or questions that have no correct answers, simply ask thermometer; 4 Eight; 5 Put the ice into the larger
the question and give everyone a few minutes to write plastic bag. 6 Add about ¾ of a cup of salt to the ice.
an answer. Students are more apt to offer their answers Mix it gently so that the salt is around the ice.
if they have time to think about them first.
Classroom Management: Teaching and recycling

Stage 2: I build vocabulary is just as influential as teaching grammar
and pronunciation. It is important to make students
3 Read the instructions and complete the title. practice vocabulary through different activities
Ask students to read the list of materials. Tell them to (games, poems, jokes, songs, rhymes).
underline the words they don’t know. Elicit from Train students to store the new words as soon as
different students any unknown words and write them new vocabulary is introduced. Ask them to store new
on the board. Ask students to refer to the Glossary on language by category on different sheets of paper
page 158 to clarify the meaning of words. Have them which they can keep in a binder or in a notebook.
write the words and their meanings in their notebooks. Suggest different headings such as topic areas or
Then, write the following verbs on the board: mix, put, situations and have students choose the ones they
add, and elicit their meanings. prefer. Ask students to write down the new words
To have students recognize text components (title, under the corresponding heading, or to write down
abbreviations), and have them follow instructions to a new heading for a new topic.
confirm understanding, ask them to look at the
pictures, read the instructions, and complete the title.
Give students plenty of time to complete the activity. Class
Then ask them to read the last paragraph to check their Lead-in
answer. Have them compare their answer with a Divide the class into two teams. Whisper a verb (mix,
partner before checking together as a class. pour, seal, put, write, add, check, move, open, close,
Ask students to read the materials they need for the etc.) to a representative from one of the teams. Ask him
experiment and ask them to identify the unit of to act out the verb. Have the members of his team guess
measurement used: What do you notice in the units of the verb. Repeat the procedure with a member of the
measurement? (They use the word gallon that refers to the other team. The team that guesses more verbs wins.
English measurement system.) Ask students: How can you
convert a gallon to liters? (Multiply the gallons by 3.785.) Stage 3: I think
Answer: Ice Cream 5 Look at the illustrations and instructions
and answer the questions.
4 Read the instructions in Activity 3 again and Ask students to open their Student Books to page 46.
answer these questions. Focus their attention to the pictures and have students
Write on the board the following words: whipping cream, describe each of them. Make sure they recall the
seal, tightly, freezing, frozen, drop, melt. Elicit the meaning meaning of key words (fill, chilling, stand, place) by
of these words from different students. Ask some students acting out some examples and eliciting their meaning.
to go to the board and write some examples. Call your students’ attention to the three kinds of texts
Ask students to open their Student Books to page 45. and have them tell you the difference between them.
Explain that they are going to read the instructions in Ask them to describe the formats. Divide the class into
Activity 3 again and answer the questions. Remind them groups of three students and have them discuss the
that understanding a text does not necessarily mean differences. Then, have some of the groups share their
having to understand every single word. One of the best conclusions with the class.
strategies for reading in a foreign language is to try to To construct and consolidate knowledge, have
guess words from their context. This activity may students look at the illustrations and answer the
allow students to follow instructions to confirm questions. To check answers, ask different students at
understanding, establish number of steps, and determine random to read their answers out loud. Correct
procedure components. Check the answers by asking any mistakes.
different students to read their answers out loud.
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Answers: 1 To the same process; 2 With illustrations, Ask students to open their Student Books to page 47.
using sequence words, using imperatives; 3 Yes: a and b, Explain that they are going to write the sentences from
a and c; 4 It makes the explanation of the process Activity 6 in the correct column (simple or complex
clearer. sentences). Ask students to answer the exercise
individually. When they finish, ask students to share their
08 6 Listen to the TV program again and answers with a partner. Then, ask some volunteers to
match the sentences. write the answers on the board. Correct any mistakes.
Go over the sentences along with the students. Ask
students to match them to predict the message, this will Answers: Simple Sentences: You will have a row of dots
help them understand it. of different colors. You will see the dots beginning to
It is important to remind students that it is not break down into different colors. Complex Sentences: In
necessary to understand every single word. Explain that today’s experiment, you will see colors changing as you
if they concentrate on understanding the words or watch. As you watch, notice how many different colors
phrases as they come up, they may not understand the gradually appear. When the dots have finished changing
information they need for the exercise. Listening colors, look to see which dot contains the most colors.
comprehension is one of the most difficult skills for
language learners to develop. Before you start a
listening exercise, make sure all students understand Classroom Management: Assessing is an integral
the instructions. part of the learning process. There are different ways to
Play the CD and ask students to match the assess your students. You may use different classroom
sentences. It is advisable to play the CD more than once activities (listening, reading, writing, speaking) to assess
so that students have the opportunity to answer the the process; you may also use exams, quizzes, essays,
questions and check them. Ask some volunteers to read questionnaires, experiments, projects, demonstrations,
the sentences out loud. and portfolios. Assessments should be done with
Alternatively, have students look at the audioscript on objective criteria and students should receive feedback.
page 184 in their Student Books to check their answers. Assessments should be done in different ways and
contexts. It is important to assess the learning process
Answers: 1 c; 2 d; 3 a; 4 e; 5 b and critical thinking and not only the information
students remember. You have to assess all the process,
7 Write the sentences from Activity 6 in not just the final product.
the correct column in the table.
Write the following sentences on the board: Liz and
Nancy swim every day. When I left home this morning, 8 Circle the best option.
I forgot to turn off my bedroom’s light. We arrived at the This activity is an opportunity for students to find out if
train station after she had left. Have students copy the they have understood the new concepts presented so
sentences in their notebooks and ask them to underline far and it also helps them to promote autonomous
the verb(s) in each of the sentences. Do the same on the learning. One of the best ways to develop autonomous
board. Ask students to compare the three sentences and learning is with self-correction exercises. This is a
elicit answers from different students. Explain that the gradual process and you have to start training students
first example is a simple sentence. A simple sentence is from the first day on how to do it.
also called an independent clause, it contains a subject Ask students to read each sentence and to circle the
and a verb and it expresses a complete thought. best option. Monitor and give help when needed. If you
Explain that the last two examples are complex detect that many of the students have problems answering
sentences. Tell your students that a complex sentence this activity, plan to do some remedial work afterwards.
has an independent clause joined by one or more Have some volunteers read the answers out loud.
dependent clauses. A complex sentence always has a
subordinator like: as, because, since, after, although, Answers: 1 are different; 2 one, one; 3 more than one,
when or a relative pronoun such as that, who, or more than one; 4 and, when
which. Remind students that when a complex sentence
begins with a subordinator like in the second sentence,
a comma is required at the end of the dependent Classroom Management: It is important to keep
clause. When the independent clause begins the in mind that students learn in different ways and have
sentence with subordinators in the middle as in the different abilities to work on different subject areas.
third example, no comma is required. If a comma is The activities where they have to reflect and put into
placed before the subordinators in that sentence, it practice what they have learned, like the previous one,
is wrong. are an opportunity for teachers to realize if some
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students are having problems with the new language. Answers: 1 When you do an experiment, follow the
Many times, junior high schools have mixed-ability instructions carefully. 2 Before you do an experiment
and multilevel classes, so it is important to pay special with chemicals, put on safety goggles. 3 You won’t mess
attention to lower-ability students and help them with up your house or classroom when you do messy
frequent monitoring and by giving academic feedback. experiments outside. 4 While you are doing an
Sometimes it is necessary to help some learners by experiment, do not talk on your cell phone.
doing remedial work. This can be done in several
ways. One of them is to recycle material by practicing
different aspects of it. A chance to understand the Classroom Management: When you correct
different aspects of the material will help students to your students’ written work it is important to use a
understand the whole material better. correcting code. This may encourage students to think
Sometimes high achievers can help you to do about their mistake and correct it themselves. If you
peer-teaching with the low achievers. Persuade the decide to use a correcting code, explain it to your
high achievers to help their peers by telling them they students at the beginning of the course and train them
can be benefited from helping their classmates. to use it.
Introduce students to basic proofreading symbols.
Write a couple of them, on the board. Have students
Class try to guess what the symbols mean before making
Lead-in things clear by showing examples. For instance,
Divide the class into two teams. Write on the board the write the abbreviation Sp (Spelling mistake) on the
following categories: nouns, verbs, adjectives. Call out board. Then write the following sentence and
a letter. Ask students to think of a word for each category abbreviation: Sue is beutiful (Sp). Elicit the mistake
before the time runs out (set a limit of 30 seconds). in the sentence. Then, write some incorrect
Have a representative of each team go to the board to sentences on the board, and ask students to find the
write the word under the corresponding category. mistakes and write correction symbols beside them.
Explain that all words must start with the letter Finally, hand in some photocopies of incorrect
designated by the teacher. Make it clear that a team only sentences. Have students identify the type of mistake
scores a point if the other team hasn’t written it yet. (based on the symbols) and then write the
corrections. Look in the Internet for the most
Stage 4: I practice common proofreading symbols and abbreviations.
9 Combine the two simple sentences in each

pair to make one complex sentence. Choose 10 Write ordinal numbers to put the
the appropriate linking word. instructions in order.
Write on the board the following: 1. I study biology. I Write on the board the following question: Who can
don’t listen to music. (when) 2. You are in an exam. You make an erupting volcano at home? Have students
can’t talk . (while) Remind students that they can join express their ideas freely. Ask students to open their
two simple sentences and make a complex sentence. Student Books to page 48. Read the title out loud and
Have students read the simple sentences and ask them write on the board the following words: clay, baking
to write two complex sentences in their notebooks. soda, funnel, and make sure students know their
Have some volunteers write the answers on the board. meaning. Direct students’ attention to the warning note
(1. When I study biology, I don’t listen to music. and have them read it.
2. While you are in an exam, you can’t talk.). Elicit the ordinal numbers from your students.
Then, ask students to open their Student Books to Explain that ordinal numbers are used when objects are
page 47. Ask them to read the sentences from this placed in order. Use the example in the Activity as a
activity. Have students write a complex sentence reminder. To complete sentences with the descriptions
choosing only one linking word. Monitor and help of steps, have students write ordinal numbers to order
students when necessary. Check answers as a class by the instructions. Check answers with the class. Ask
asking different students to write their answers on the different students to read the answers out loud. Correct
board. Check for any mistakes. any pronunciation mistakes.
Answers: Sixth; Second; Fifth; Fourth; First; Third
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11 Draw a simple picture to illustrate each step context. It is an opportunity for students to find out if
from Activity 10, and write the instructions they are able to use language and lexis in another
under your illustrations. context. Check answers with the class by asking
Ask students to draw a picture to illustrate each step students at random to read their answers out loud.
from Activity 10. After that, tell students to write
instructions under the illustrations. 13 Compare your answers with a partner
and make any necessary changes.
Answers may vary. Have students compare their answers with a partner.
Then, ask some volunteers to write the answers on
the board.
Alternative Activity: Have students write sequence To help students develop a collaborative competence,
words (first, then, next, after that, finally) instead of it is important for them to remember that they have to
ordinal numbers to order the instructions in the listen to and respect their partners’ opinions. Explain to
previous activity. your students that when they do this, they contribute to
Time: 10 minutes the well being of the group. Guiding them to collaborate
with others may help students develop communication
and social skills.
Class
Lead-in Answers: 3 There is enough sugar when it no longer
Explain to your students that they are going to play dissolves. 4 Then pour the sugary water into a jar.
Sparkle. Arrange students in a line and call out a word (it 6 The string has to be in the water. 7 Leave the jar and
will be your first word). The first person in the line calls let the candy dry for several days. 8 Then the candy is
out the first letter in that word. The second person calls ready to eat.
out the second letter. The third person calls out the third
letter, and so on. Explain that the person who says the
last letter in the word must turn to the next person in the Classroom Management: It is important to
sequence and say: Sparkle! The person who is “sparkled” promote self-assessment and peer-assessment. You
must return to his or her seat. If a word is misspelled, the may guide your students to develop their ability to
person who says the first wrong letter must sit down and assess themselves and their peers. Rubrics are useful
the spelling of that word continues. After a student is tools to promote these types of assessments. Rubrics
“sparkled”, you call out a new word. The game continues encourage clear assessment targets and clear
until only one student remains standing. expectations. When you decide to use a rubric, it is
important to explain it to your students in advance.
Stage 5: I can When they understand the rubric, students know
what aspects are relevant in the assessment process
12 Read the experiment and write the missing like contributing to pair work, interacting with
information from the box in the correct partners, skills, etc.
places.
To read and revise punctuation and spelling conventions,
write the following on the board: I like reading swimming Reader Science Can Be Fun! p. 33-42
hiking and going to parties. Ask students to identify the
punctuation mistakes (I like reading, swimming, hiking,
and going to parties.) Have some volunteers correct the Ask students to take out their Reader and open it to
mistakes on the board. Next, have a quick revision of page 33. Ask students to read silently to page 42. This
basic English punctuation. reading should be more fluent. Then, discuss with the
Ask students to open their Student Books to page 49 group each of the experiments. After that, divide the
and read the experiment. Tell them to look at the class into pairs. Have students choose one of the
pictures and read the sentences in the box, to help them experiments and do it with their partner. Monitor and
to complete the activity. Have students complete the make sure everybody participates.
instructions with the missing information from the box.
Go around the classroom and give help when necessary.
The “I can” section allows students to put into emember Next class you will need: a stopwatch
practice what they have learned so far, in a different or timer.
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Unit 2 Product 1 Instruction Album
Performance Indicators: – Edit the instructions to write the final version of the
– Select instruction manuals to perform experiments instruction manual.
based on subject matter and purpose. – Remove, add, change and / or rearrange information
– Choose an experiment and search information to improve a text.
about it. – Write a final version.
– Write down the instructions to carry out – Integrate the album and add it to the classroom’s
the experiment. library.
– Arrange the sequence of the instructions and
illustrate them.
Class First, write the following questions on the board and

Lead-in ask students to discuss them: Why are you choosing this
Divide the class into groups of four. Say the name of a experiment? Do you think it is the most interesting? Do
lexical set: physics experiments. Use a stopwatch or you think it is the easiest? Do you think it is the most
timer. Give students three minutes to work within their difficult? Once students have discussed the questions,
group and write a list of as many words related to ask them to vote for the most popular experiment in
physics experiments as they can think of. After three their group. Tell them that it is important to consider
minutes, ask a representative from each group to say choosing an experiment they can actually do. Explain
one of their words in turn while the rest of the class that they can also research about an experiment and
listens. Explain that if another group has the same write about it without actually doing it, but that this
word, then everyone has to cross it out of their lists. would take the fun out of it. Tell students that the
When students have finished reading their lists, count experiment with the most votes is the one they are
up the number of words the class has thought of going to do and write about.
collectively in that category and write all the words on
the board. You can repeat the procedure with several 3 When you have chosen an experiment,
other categories and lexical sets related to science. make a plan. Discuss these questions.
After the groups have chosen the experiment, ask them
to make a plan. Ask students to read the questions on
Stage 1: I get ready the planner (What experiment are you going to do?
What materials do you need? Where are you going to
1 Work in groups. Make a list of fun science do the experiment? When are you going to do it? Are
experiments that you have done or heard you going to take photos of the steps in the experiment?
about. Who will do what in the group?). Make sure students
Ask students to open their Student Books to page 50. understand that they also have to distribute group work
Focus students’ attention on the pictures and have them and decide who is going to do research to find out
describe the experiments. Divide the class into groups exactly how to do the experiment, get the materials, do
of three or four. Explain to the students that they are the experiment, observe and take notes on the
going to make a list of fun science experiments that experiment, take photos, write the steps and results of
they have done or heard about. Tell them they can refer the experiment, edit the written report, and present the
to schoolbooks in the school’s library to complete the manual to the class in an oral report if possible.
list. Go around the classroom and give help where Once students have distributed the activities, it is
necessary. important to think about their skills. There are some
people that are very good for writing, but others do
Stage 2: I plan better in speaking. Some students are excellent
observers, but others are excellent photographers.
2 In your group, vote on the experiments on
your list. The experiment with the most votes is 4 What materials do you need? Make a list.
the one you are going to do and write about. Finally, tell students to make a list of the materials they
Ask students to work in the same groups of the will need for the experiment and bring them next class.
previous activity. Explain that, in their groups, students Go around the classroom and listen to their discussions.
have to choose one of the experiments.
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emember Next class students will need: pictures Stage 4: All ready to share
from the experiment, construction paper, pencil,
scissors, ruler, colored pencils, markers, glue, white 8 Put your manual together with the ones
paper, folder, sheets of paper. from the rest of the class to make an album.
Staple the pages together to make an album.
Class Explain to the students that now that they have their
Lead-in final version of the instruction manual, they have to put
Explain to students that they are going to play a their manual together with the ones from the rest of the
guessing game about jobs. Divide the class into two class to make an album.
teams. Have a representative from a team describe a job
related to science. Have the other team name the 9 Agree on the design of the album and write
correct job. The team with more correct guesses wins. the index.
Ask each group to choose a leader. Have the leaders
Stage 3: I do collect and put the manuals together and staple the
pages to make an album. Ask students to decide who
5 With your group, design a manual for will write the index and to decide on the design of the
your experiment. album. You may show them examples of album indexes
Ask students to work in the same groups on the to use as a model.
following questions: What should the manual for an
experiment include? What should it look like? Elicit 10 Add the album to the clasroom’s library.
answers from different students. Ask students to work Tell your students that now that they have their album,
in their groups to make specific notes on what they will they are going to add it to the classroom’s library. This
put on each page. Tell them this is the outline and it is album may be used as a reference book in the future.
important to plan it this way because it will make things
easier. Ask students to go to Chapter 3 of the Reader to I learn
get ideas. Ask students what they can do now that they couldn’t
6 Write the text. Remember to include listen to their responses. Encourage them to identify
the following: the activities that they found especially helpful during
To write down the instructions to carry out the the process of making the product. Then have them
experiment, explain students that it is important to answer the I learn box. Explain that its purpose is to
decide on how the steps will be done and which assess their performance while making the product in
connectors and sequence words will be used. Ask order to improve weaknesses and reinforce strengths
students to give necessary details for explaining the during the process. Briefly have them discuss their
steps, as well as the materials needed for each step. Tell responses to the self-assessment in groups or with the
them they can add time or frequency expressions or use rest of the class. Give positive feedback for their effort
their dictionaries if they want to check the meaning or and progress.
spelling of words. Recommend your students to use
these sentences as a checklist for their first draft.
Teacher’s Reflection Tool
7 Make any necessary corrections to your My work in this social learning environment has
text and copy it onto clean sheets of facilitated the learning process of the class so students:
notebook paper. Paste any photos or draw – Can understand and interpret order and sequence of
illustrations on the correct pages. instruction elements to carry out an experiment.
Ask students to check their text for mistakes. Remind – Can write and classify simple and complex sentences
them that they have to check if their instructions are in order to create instruction sequences.
clear and complete. Also, they have to check if they are – Can remove, add, change and / or rearrange
in the correct order, if they do not have errors in information to edit an instruction manual.
grammar, spelling, or punctuation. Monitor and give
help where necessary. Tell them that once they have
checked and corrected their mistakes, they can write
the final version of the instruction manual. Finally, ask
them to paste the photos or draw illustrations on the
correct pages.
AR_TG3_pp049_074_U2.indd 61 16/07/11 01:49

Performance Indicators: – Recognize strategies to rephrase, adjust volume /

– Infer the central sense. speed, negotiate meaning, etc.
– Point out speech register. – Include the explanations of main ideas during
– Establish genre, subject matter, purpose, and an exchange.
intended audience. – Recognize the influence of media in everyday life.
– Distinguish sets or places where actions occur. – Answer questions about the contents of a
– Identify the function of pauses, rhythm, TV program.
and intonation.
– Identify between non-verbal communication and the Materials:
speakers’ attitudes. – Audio CD
– Determine the roles of the participants. – Students’ own bilingual dictionary
– Distinguish visual and sound effects. – Word search photocopies
– Reflect on the relationship between actions, images, – Cards with the following words: earthquake, tsunami,
dialogues and sound effects. tornado, flood, hurricane
– Interpret technical or specialized information. – A list of the most common problems in the students’
community, town, or city
Class Divide the class into groups of three. Have students

Lead-in take turns in their groups to discuss the question. Ask
Ask students to name different TV genres (reality show, them to give reasons why they like / don’t like the TV
soap opera, documentary, sports, news, sitcom, cartoon, shows they mention. Go around the classroom and find
drama, travel, cookery). Ask them to specify their favorite out students’ opinions. Have some students share their
TV programs. Draw the following word search on a sheet answers with the rest of the class.
of paper and distribute photocopies among the students.
Have them work in pairs to complete it. Ask some Answers may vary.
volunteers to share their answers with the class.
Cultural Note
U E H R E A L I T Y S R H Y V
During the last fifty years the influence of the media
I T N C O O K E R Y D Y V Z U
has grown exponentially with the advance of
G N C M D C A R T O O N B R T technology. Fifty years ago there was the telegraph, the
A S N J F R F D A T W Q S G J radio, the newspaper, magazines, and the television.
W Q S I T C O M X Y D R A M A Now we have the Internet.
We live in a society that depends on information
E H C N R P D O K X Y Z C U F and communication to do our daily activities like work,
L K N N E W S N Z R S X M B D entertainment, health care, education, traveling, etc.
L R N G F T N S P O R T S S A Many people wake up every day to watch the TV news,
to read the newspaper or to surf the Internet and make
O Z F T R A V E L K K M O O N
their decisions based on the information they receive.
B Z Q O K F X I Z O E P X K G To have students recognize the influence of media in
P A V D O C U M E N T A R Y K everyday life, ask them the following questions: How
S O A P O P E R A I Q I H I Y many newspapers are there in your community? Which
newspaper is the most important? Do you or anybody in
your family read the newspaper every day? How many
Stage 1: I know TV news channels are there in your community? Do you
or anybody in your family watch the TV news?
1 What types of TV shows do you
enjoy watching?
Ask students to open their Student Books to page 52
and focus their attention on the pictures of TV
programs. Ask students to describe each of them.
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they remember well. Ask students to guess the name
Reader All Alone p. 46-55
of the program. The student who guesses correctly,
wins a point for his team.
Ask students to open their Readers to page 46. Have
them read the title and flip through the text to predict Stage 2: I build
what it will be about. Then, ask them the following
question: What were your emotions when you saw these 2 Read this description of a TV show and
pictures? Encourage students to express their answer the question.
ideas freely. Ask students where they can find information about
Go to page 46 again. Read the text out loud with their favorite TV programs (the Internet, TV guides,
proper inflection and intonation, and have students friends, etc.). Then go back to Activity 1 and review the
follow along silently. Pause after page 47 and ask focus different types of TV shows. Ask students to open their
questions about the text and illustrations, discuss the Student Books to page 52. To examine the distribution
answers. Next, ask students to work in pairs and have and function of texts and graphic components, tell
them read the rest of the text silently. Tell them to students to look at the text and ask them the following
underline the unknown words. Then, have students questions: Where can you read a text like this? What
compare the underlined words with their partners. Ask type of text is it? How do you know? Elicit answers from
students to decide which of the underlined words are different students.
relevant to understand the meaning of the text. Once To infer the central sense of the text and point out
they have decided which words are strictly necessary, speech register, ask students to read the text and
ask them to look up these words in their dictionaries. answer the question. Ask the class to say the answer out
Ask students to write down the words in their loud. Ask students how they know what type of TV
notebooks to form lexical sets. Remind them that they show it is and what part of the layout of the program
can organize lexical sets in many different ways, for guide gives clues to the genre of the program.
example: by topic or making groups of antonyms or
synonyms. Walk around the classroom and give help Answer: Documentary
when necessary.
Once students have organized their words, ask them 3 Read the TV guide in Activity 2 again and
to read the text again and write a short paragraph. Have answer the following questions.
students explain in their own words what the text is Ask students to read the program guide in Activity 2
about. To check text understanding, have the different again and have them divide the paragraph into
pairs read their paragraphs out loud. sentences. Then, elicit the number of sentences
Finally, have students turn to page 56 of their (three).
Readers and look at the Comprehension Questions. To infer the central sense of the text and point out
Check understanding and ask them to work in pairs speech register, tell students to read the text again and
and answer the questions. Ask students to share and answer the questions. Explain to your students that in
compare their answers with another pair of students. order to analize sentences, they have to be sure of the
Check answers as a whole class activity by reading the meaning of words. Remind students they can look up
questions out loud and having different students read unknown words in their dictionaries. Monitor and give
out their answers. Have the rest of the class agree or help where necessary. When they have finished, tell
disagree. Check answers in the Reader Answer Key on students to compare their answers with a partner.
page 171 of the Teacher’s Guide. Finally, ask different students to read their answers out
loud. Correct any mistakes.
emember Next class students will need: their Answers: 1 Thousands of pets without homes or
bilingual dictionaries. You will need: a list of the most people to love them; 2 To support the main idea with
common problems in the students’ community, town, extra information (enhance, exemplify or explain main
or city. ideas); 3 b; 4 informal
Class 4 Is this problem common in your town

Lead-in or city?
Explain to your students that they are going to play This activity is intended to create social awareness of
a guessing game. Divide the class in teams of five or six the students’ community. Ask students which health
students. Ask each team to think of a TV program problems are the most common in their community.
Then, have a representative from each team act like Elicit their answers and ask volunteers to write them on
one of the characters in the program, or mime a scene the board. Discuss with them which of these problems
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AR_TG3_pp049_074_U2.indd 63 16/07/11 01:49

are the most important and which are the least. You (Tijuana, Baja California), XEQ-TV-Canal 9 (Altzomoni,
may draw a graph or organizer with the students’ Estado de Mexico) started transmissions that same year,
guesses. Students might or might not believe 1950; XEW-TV Canal 2, was inaugurated in 1951, that
abandoned pets are a problem in their community; same year XHGC Canal 5; created by Guillermo
nevertheless, it is important to create awareness of this González Camarena, made its first broadcast.
problem around the world. You can organize the class in groups and start a
Divide the class into groups of three. Ask students to trivia game with this information. Give each question a
answer this question and to share their answers. If you score. The group that scores the highest is the winner.
don’t have this specific problem in your community, take Time: 15 minutes
out the list of the most common community problems in
your town or city and ask students to share their opinions
about them. Monitor the activity and ask volunteers to 10 6 Listen to excerpts from three segments
share their answers with the class. of the TV show and number the scenes in the
order you hear them.
Answers may vary. Direct students’ attention to the pictures and have
them describe each one. Point out that there is some
Stage 3: I think non-verbal communication (gestures) and attitudes
that can express what the speaker is trying to say.
09 5 Listen to the first part of the TV show Elicit what this non-verbal communication shows
and circle the best answer. about each of the scenes.
Go over the instructions and the questions along with Explain to students that they are going to listen to
the students. Make sure they all understand them. This some segments of a TV show and they have to number
activity will help students establish genre, subject the scenes in the order they hear the conversation they
matter, purpose, intended audience, and places where represent. Ask them to identify body language in order
the actions occur. to find out the people’s emotions in the pictures. Ask
Play the CD and ask students to answer the questions. them also to identify the function of pauses, rhythm
Remind students that it is important to concentrate on the and intonation. Play the CD and ask students to
information they are asked to complete. Explain that it is number the scenes. To check the answers, have some
not necessary to understand every single word from the students say the answers out loud.
tape. If necessary, play the CD again and have students Alternatively, have students look at the audioscript
listen again to check. Promote note-taking while listening. on page 184 in their Student Books to check their
To check answers, have different students read their answers.
answers out loud. Finally, play the recording again for
students to confirm their answers. Answers: 1 2; 2 1; 3 3
Alternatively, have students look at the audioscript on
page 184 in their Student Books to check their answers. 10 7 Listen to the excerpts again and write
who the host is interviewing in each scene.
Answers: 1 b; 2 a; 3 a; 4 c; 5 b Explain to your students that they are going to listen to
the audio from the previous activity again. To
determine the role of the participants in a TV program,
Alternative Activity: To recognize the influence of tell students they have to write who the host is
media in everyday life, ask students to do some research interviewing in each scene. Play the CD and ask
about TV in Mexico. Tell them to research information students to complete the activity. Ask students how the
to answer the following questions: When was the first sound effects in each excerpt help them answer this
commercial TV channel in Mexico inaugurated? How activity. Check answers together as a class.
did it happen? Which was the channel? When did it start Alternatively, have students look at the audioscript
its transmissions? Who was the president of Mexico at on page 184 in their Student Books to check their
that time? When was the first commercial TV channel in answers.
their communities inaugurated? What type of programs
did they broadcast? What type of advertisements? (On Answers: 1 Dr. Crane; 2 Pattie; 3 Jamie
August 31st,1950 the first commercial TV channel in
Mexico and Latin America was inaugurated. One day Class
later, on September 1st 1950, the “IV Informe de Lead-in
Gobierno del Presidente de México Lic. Miguel Alemán Draw a line down the middle of the board and write
Valdés” was the first program transmitted. It was a starter word on each half of the board: Yesterday …
transmitted by XHDF-TV channel; XETV-Canal 6 Divide the class into two teams and assign half of the
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board to each team. Have each team write a sentence the best option to complete them. Ask them to do this
on their side of the board. Ask a student from each activity individually. Once they have finished answering,
team to begin their sentence with the starter word and ask students to compare their answers with a partner.
to write another word to build up the sentence. Explain Ask some students to read the answers to the class.
that each student can only write one word and must
then pass the marker to the next person in the team. Set Answers: 1 to teach people about something; 2 make
a time limit of three or four minutes. the scene more real or dramatic; 3 nonfiction; 4 a host
When the time is up, let the students at the board
add one or two words to finish the sentence. Read both Stage 4: I practice
sentences and count the words to see which one is the
longest. Draw the students’ attention to the mistakes 10 Complete the questions with the phrases in
and ask volunteers to correct the sentences. the box.
Go over the phrases in the box with the students. Ask
them to read and complete the questions. Go around
Classroom Management: To be in control of the the classroom and give help where necessary.
class at all times, even when students are working in
groups or with partners, the activities have to be well 11 Work in pairs. Compare your answers
planned. It is also important to explain the lesson and from Activity 10.
the expectations for completion of activities carefully. Organize the class into pairs and ask students to compare
and discuss their answers from Activity 10 with their
partners. Have students give arguments for their answers
8 Look at this transcription of an and write down the answers in their notebooks. Then,
excerpt from the documentary and answer have some students read the answers out loud.
the questions.
Ask students to open their Student Books to page 54. Answers: 1 What is; 2 the purpose of; 3 the sound
Point to the text and ask students the following: What effects; 4 Why does; 5 Do Jamie and the host; 6 Is that
type of text is this? (a script from a TV program) What’s
a script? (a written version of a play or other dramatic 12 Look at the storyboard scenes from this
composition, used when preparing for a performance). segment of the show and number them in the
Make sure all students understand. correct order.
To distinguish sound effects and its relationship Describing pictures is a good opportunity for students
between actions and dialogues, explain to students that to recycle vocabulary. Ask students to look closely at
they have to read the transcription from a documentary the pictures and have them describe the emotions in
and answer the questions. Remind them to read the each image: How does the boy feel? Is his dad angry or
question first and then read the script and find the sad? Elicit answers from different students. Then, ask
answer. Monitor and give help when necessary. Ask volunteers to describe the pictures. After that, have
different students to read the answers out loud. students look at the storyboard scenes and number
Explain that sound effects and soundtracks support them in the correct order. Finally, ask students to
the information from an audio and provide an emotional compare their answers with a partner. Don’t check
edge to it. Point out that occasionally speakers have to answers yet.
do some adjustments when speaking because they
forget something, or simply because of emotions, like in 11 13 Listen to the segment from the
the case of this conversation the ellipsis imply that the documentary and check your ideas in
character feels sad. Activity 12.
To answer questions about the contents of a TV program,
Answers: 1 It’s about the story of a boy named Jamie play the CD and ask students to check their answers
and his dog, Missy. 2 two; 3 Because at the beginning of from Activity 12. You may have to play the recording
each sentence, their names are in bold. 4 It specifies more than once and ask students to take notes. Ask
where a soundtrack has to be heard. 5 sound effects; 6 It different students to read the answers out loud.
means that the speaker stopped speaking because he Alternatively, have students look at the audioscript
feels sad. 7 to make the scene more real or dramatic on page 185 in their Student Books to check their answers.
After students have read their answers, ask them the
9 Underline the best option to complete following: What do you think about what happened?
each sentence. How did it make you feel? Do you know anyone with a
Ask students to direct their attention to the Reflection similar experience? Encourage students to express their
Box. Then, have students read the sentences and circle ideas freely.
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Answers: a 4; b 1; c 2; d 3 Answers: Type of program: documentary; Title: When
the Earth Moves; Topic: Earthquakes, tsunamis; Main
emember Next class students will need: their idea: Earthquakes and tsunamis are probably the worst
bilingual dictionaries. You will need: a set of cards with natural disasters. Details 1: Families and cities manage
the following words: earthquake, tsunami, tornado, to keep going. Details 2: Governments send food, water,
hurricane, flood, tsunami. Write one word on each card. and medical care. Details 3: Volunteers help clean up
and rebuild buildings. Families rebuild homes.
Class
Lead-in 16 Do you volunteer? What places or
Divide the class into two teams. Explain to your institutions do you think would be interesting
students that they are going to play a guessing game. places for you to volunteer at?
Give a card with a word to a representative of each Volunteering means working on behalf of others
team. Ask the representative to act out or draw the without any payment. It is intended to be an activity to
meaning of the word on the board. Have teams take promote good or improve life quality. Promoting
turns to guess the word. The team who guesses the community’s welfare through volunteering can help
word first, wins a point. Repeat the procedure with teens learn new and positive skills like leadership, how
the representative of the other team and so on, until all the to make possible contacts for future employment,
words in the cards are guessed. stepping up for something that needs to be done
without being asked to, and awareness.
Stage 5: I can Ask the questions to the whole class. If students
don’t know any place or institution, ask them to
14 Read this description of a TV show and research the information and place it on the school’s
complete the notes. bulletin board.
Ask students to explain what an earthquake is: What is
an earthquake? An earthquake (or quake, tremor, or Answers may vary.
temblor) is caused by an abrupt release of energy in the
Earth's crust that generates seismic waves. Earthquakes Cultural Note
are recorded with a seismometer or a seismograph.
Next, have students explain what a tsunami is: It is important to teach respect to students. Respect can
What is a tsunami? (It is a series of water waves be modeled by using your students’ names, by being
produced by the movement of a large volume of water polite in your class, by respecting personal space, by
as in the ocean.) valuing diversity, by recognizing that students
Ask students to open their Student Books to page 57. contribute and participate in different ways, and by
Have them read the text and then recognize cognates understanding that they have feelings like you. It is
and the words they know. To clarify the meaning of essential to build up an atmosphere of mutual respect
words, have students, look up the meaning of words in in the classroom.
their dictionaries. After that, have students look at the
text and locate the information. Ask them to complete
the notes. Monitor this activity and answer questions if
asked.
15 Discuss your answers from Activity 14 with

a partner.
To include the explanations of main ideas during an
exchange, ask students to work in pairs and share their
notes. Then have a whole-class discussion on the
differences and similarities of the notes.
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Performance Indicators: – Recognize syntactic differences between British and

– Answer questions about the contents of a American variants.
TV program.
– Recognize similarities and differences between Materials:
native and English language. – Reader, Audio CD
– Compose expressions to share emotions. – Students’ own bilingual dictionary
– Exchange emotions or reactions. – Pictures, flashcards or cutouts of different facial
– Use strategies to repair a failed conversation. expressions (curious, angry, sad, upset, optimistic,
– Recognize the syntactic particularities of English motivated, frustrated)
language: lack of gender in nouns and adjectives.
Class their meaning. To check understanding, elicit

Lead-in some examples.
Ask students to move away from their chairs and sit in Ask students to open their Student Books to page 58.
a relaxed position with both feet on the floor and their Divide the class into groups of three students. Tell them
arms by their sides. Sit down on the floor to demonstrate to discuss the question in their groups. Have them
the activity while you talk. Ask students to wiggle their explain if they can or can’t easily express their emotions
toes as you say: Imagine you are breathing through your and why. Walk around the classroom and find out some
toes. The air is coming through your feet, slowly up your of your students’ answers. Then, ask each group to join
legs, into your back, up your back to your neck, right to a new group to find out their classmates’ answers.
the top of your head. And now it’s going all the way back
down your neck, down your back, down your legs, into Answers may vary.
your feet and out through your toes. Repeat several
times to have students breathe deeply from the tip of
their toes to the top of their heads. At the end, your Classroom Management: It is necessary to
students will be relaxed, energetic, and ready to learn. help students to develop their intrapersonal
intelligence. People who are good at understanding
their intrapersonal intelligence are good at being
Classroom Management: Controlled exercise aware of their own emotional states, feelings, and
and relaxed breathing can have good benefits for motivations. They are good at analyzing their
students’ alertness and readiness to learn. There are strengths and weaknesses. They like to explore
different techniques and educational models that relationships with others and assess their personal
promote recreation and joy of learning. They build strengths. They are introspective and seek
awareness of the value of movement in daily life; they understanding. They are intuitive and typically
emphasize the ability to notice and respond to introverted. They learn best independently.
movement-based needs; they inspire an appreciation
of music, physical education, and the fine arts.
2 Check (✔) the situations in which you
usually express emotions. Describe what you
Stage 1: I know generally feel for the situation.
Direct your students’ attention to the pictures and ask
1 Is it easy for you to express them to describe each one. Have students complete the
your emotions? activity. Then, ask them to compare their answers with
Write on the board the following heading: Emotions. a partner and tell them to describe what they feel for
Ask students to write in their notebooks as many the situations they have checked. Go around the
words as they can related to this word. Then, have classroom and make sure they are speaking in English.
different students write on the board some of the Then, have some students share some of their
words. The most common human emotions are joy, descriptions with the rest of the class.
anger, anxiety, surprise, grief, fear, love. If your
students didn’t include any of these words, write them Answers may vary.
on the board, and make sure everybody understands
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Reader All Alone p. 46-55
Alternative Activity: Recognizing emotions will
build students’ emotional intelligence and enable them
to express how they are feeling. To help students Ask students to open their Readers to page 46. Ask
express their emotions you can do the following them to read the story All Alone and to take notes
activities in the classroom: about it. Promote the use of graphical organizers
1) Show students pictures of different facial with categories such as: characters, plot, conflict,
expressions and ask them to identify the emotions setting, etc.
expressed. Elicit some of the distinct facial Then, divide the class into pairs. Ask students to
characteristics (e.g. an angry face has lowered take turns in their pairs to retell the story.
eyebrows that cause forehead wrinkles and lips that Elicit information from different students and share it
are thin and tense). with the rest of the class. As a post-reading activity, ask
2) Uncover what triggers your students’ emotional students to read and answer the questions on page 56,
reactions. This may be experiences that lead to Activity 1, using only their notes. Walk around the class
certain emotions, thoughts, and behaviors. You may and give help when necessary. When students have
change the class routine and find out how students finished, ask different pairs to read the answers out loud.
feel. Increasing the students’ awareness of what Finally, have students turn to page 56 of their Readers
causes their emotions will prepare them to handle and look at the Comprehension Questions. Check
these situations more effectively. understanding and ask them to work in pairs and answer
3) Have students plan different activities (like listening the questions. Ask students to share and compare their
to music, drawing, playing board games) they can answers with another pair of students. Check answers as
engage in when they feel overwhelmed by their a whole class activity by reading the questions out loud
emotions. Teach them some relaxation exercises, and having different students read out their answers.
such as deep breathing and muscle relaxation. Have the rest of the class agree or disagree. Check
4) Praise students for controlling their emotional reactions. answers in the Reader Answer Key on page 171 of the
5) Create a supportive classroom environment by Teacher’s Guide.
building up respect among your students.
Time: 15 minutes
Stage 3: I think
Stage 2: I build 4 Read the conversation and underline the
expressions that talk about emotions.
12 3 Listen to the conversation and answer Put the flashcards or cut outs with facial expressions on
the questions. How did the kids feel after the board and elicit the emotions they represent
watching the TV show? (curious, angry, sad, upset, optimistic, motivated,
Go over the instructions and the questions along with frustrated). Write the name of the emotion under
the students. Make sure they all understand the each flashcard.
questions. Elicit the meaning of upset: What is the Ask students to open their Student Books to page 59
meaning of upset? (an emotion related to anger and and go over the instructions with them. Then, ask
sadness). Play the CD and ask students to answer the students to complete the activity. Tell them that they
questions. Remind students that it is not necessary to can use their Glossaries on page 159 to look up the
understand every single word from the recording. Tell meaning of words. Next, have them compare their
them to concentrate on the questions they have to answers with a partner. Ask some students to read the
answer. Play the recording more than once. This may underlined expressions out loud.
help students to have a better understanding of the
recording. Check answers with the class by asking Answers: I was curious … ; I started to feel really
different students to read their answers out loud. angry … made me feel sad; I’m upset about it. I’m really
Alternatively, have students look at the audioscript angry … we all felt bad … ; … made me feel more
on page 185 in their Student Books to check their optimistic; I really liked … ; … was very motivating; I
answers. felt really happy … ; I got really frustrated … ; I felt that
maybe there was hope … ; I feel better already … ;
Answers: 1 Because they watched a documentary
about abandoned animals. 2 Answers may vary. 3 Yes,
there were. When a group of teenagers created an
organization to help abandoned animals. When some
kids adopted Scout, an abandoned dog.
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Class 6 Read the phrases in Activity 4 again.
Lead-in Circle the best option.
Divide the class into groups of five or six students. Have a Ask students to go back to the dialogue in Activity 4
student say a sentence about feelings: When I feel happy and read the underlined phrases again. Write a
I sing. Ask the next student in his group to repeat his couple of examples of the phrases on the board. To
sentence and then add one of his own to make a chain: have students recognize similarities and differences
When Rosa feels happy she sings and when I feel happy between English language and their own language,
I listen to music. Explain that if a student can’t remember ask some students to write the translation of those
a sentence, then he must ask for help: Help! Have other phrases on the board. Elicit the main differences
members of the group remind him of the sentence. between both languages and write them on
Ask the students to try and make their “chains” of the board.
sentences as long as they can. Finally, ask one or two Ask students to go to Activity 6 and answer it. To
groups to share their chains to the rest of the class. check answers as a class, ask some students to read the
answers out loud.
5 Complete the table with the phrases
you underlined in Activity 4. Answers: 1 a; 2 do not have; 3 do not have
Elicit some examples of things that cause positive and
negative emotions to your students: What makes you Cultural Note
feel happy? What makes you feel sad? Tell them this is
a broad classification of something more complex. Adjectives are descriptive words because they provide
Ask students to open their Student Books to page 59. information about the qualities of something like a
Have students complete the table. Tell them to compare noun, a noun phrase or clause: An old house. Many
their answers with a partner. To check answers have adjectives are made up of two parts usually connected
some volunteers write the answers on the board. by a hyphen. These two word adjectives are called
Correct any mistakes. multi-word adjectives: Open-minded.
In English adjectives come before a noun (the
Answers: Positive emotions: I was curious … ; … beautiful girl), after a noun or pronoun and a verb
made me feel more optimistic; I really liked … ; … was (Miriam is cold). Adjectives in English can’t be plural:
very motivating; I felt really happy … ; I felt like maybe The small table. The small tables.
there was hope. I feel better already. Negative emotions:
I started to feel really angry … ; … made me feel sad;
I’m upset about it. I’m really angry … ; we all felt 7 Look at the adjectives in Activity 4 and
bad … ; I got really frustrated … answer the questions.
Write on the board the following heading: Adjectives.
Cultural Note Give your students three minutes to write down a list of
adjectives in their notebooks. Let them read through
There are some syntactic differences between British the Glossary on page 159 in their Student Books to find
and American English. For example, in British English, examples of adjectives. Stop the activity when the three
collective nouns can take either singular or plural verb minutes are over.
forms, according to whether the emphasis is on the Next, ask students to form groups of four and ask
body as a whole or on the individual members them to compare their lists. After that, have students
respectively: A committee was appointed. The make a new list with all the adjectives in their groups.
committee were unable to agree. Have some of the groups read their lists out loud.
In American English nouns are usually singular in Finally, ask students to complete the activity and to
construction: The committee was unable to agree. discuss the questions in their groups. Elicit some
American English may use plural nouns, however, in examples of adjectives in the students’ own language.
agreement with collective nouns: The team take their Check answers together as a class.
seats, rather than The team takes its seats.
Other differences are where a statement of intention Answers: 1 No; 2 Yes
involves two separate activities. In American English it
is acceptable to use to go plus bare infinitive. Speakers 8 Read these sentences and answer the
of British English would instead use to go and plus bare questions below.
infinitive. An American would say: I’ll go take a bath. Ask students to read the three different texts. If there
An Englishman would say: I’ll go and have a bath. are any vocabulary questions, elicit their meanings
from different students.
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Go over the questions as a class and ask students to their answers in pairs. To check the answers as a class,
predict what the answers will be. Tell students to circle have some students write them on the board. Correct
the words that helped them answer the questions. any mistakes.
Check answers with the class by asking different
students to read the answers out loud. Answers: Adjectives: angry, upset, happy, sad, bad;
Singular Nouns: puppy, child, person, class, group;
Answers: 1 Scout is a male because in the text they Plural nouns: children, groups, classes, people, puppies
refer to Scout as “He”. Missy is a female because in the
text they refer to Missy as “her”. 2 A boy because in the Class
text they refer to Jamie as “He”; 3 A man because in the Lead-in
text they refer to Dr. Crane as “He”. Divide the class into pairs. Write on the board the
following adjectives: excited, bored, confused, tired,
Class scared, embarrassed. Give your students one minute to
Lead-in draw a face to exemplify each of the adjectives. Ask
Tell your students they are going to participate in a them to show their drawings to their partners.
contest. Write on the board the following words: Dictate the following sentences: He’s just won a
aircraft, girl, tree, moose, housewife, offspring, sheep, prize. She saw a ghost in her house. The guest is alone.
shelf, child, foot, man, mouse, tooth, dictionary, person, My mom fell in the street. He has a terrible hangover.
pencil, notebook. Then, ask students to write their Tom washed his new car. Have students match the
plurals (aircraft, girls, trees, moose, housewives, sentences with their drawings to show how the people
offspring, sheep, shelves, children, feet, men, mice, in the sentences look or feel.
teeth, dictionaries, people, pencils, notebooks).
Give your students five minutes to do this activity in 11 Complete the review of All Alone with
their notebooks. Ask the first students to finish the nouns and adjectives from the table in
activity to let the class know that they are done saying Activity 10.
out loud: Finished! Ask them to write the answers on Ask students to open their Student Books to page 62.
the board. Finally, have the class vote for a winner. Point to the review and ask students to identify it and to
comment about it: What type of text is that? Where can
9 Read these sentences and choose the you find a similar text? Do you usually read this type of
best option in the box. texts? Do you like these texts? Why?
Ask students to open their Student Books to page 61 Ask students to read and complete the review with
and have them they read the different texts. Write the words from the table in Activity 10. Have them read the
underlined words in the first text on the board: whole text first. Then, have students read each of the
groups – Group and elicit the relationship between sentences and choose a word to complete it. Go around
them (plural, singular). Then, ask students to write the classroom and give help when necessary. To check
down in their notebooks the rest of the underlined answers, have some students write the answers on the
words in different sets. Have some volunteers copy board. Correct any mistakes.
them on the board. Ask them to identity the singular
and plural forms of each word. Answers may vary.
Ask students to read the two statements in the box
and to circle the best option in each one. Elicit the Stage 5: I can
answers by asking volunteers to read them out loud.
Ask students if these rules are the same in their own 12 Complete the conversation with
language. Then, have students give some examples of appropriate words and phrases.
plurals in their own language. To compose expressions to share emotions, have
students read and complete the conversation. Explain
Answers: 1 are; 2 are different ways to your students they can use words or phrases from
the previous activities.
Stage 4: I practice Ask them to read the conversation first and then
try to guess if they need a word or a phrase. After
10 Complete the table with words from that, explain they have to choose the most convenient
the box. one. Go around the classroom and give help when
Go over the words with the students and ask them to necessary.
complete the table. Suggest looking up the words in
their dictionaries if necessary.
When they have finished, ask students to compare
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13 Work in pairs. Check your answers 15 Share your answers from Activity 14
and practice the dialogue. with your class or with a classmate.
Ask students to work in pairs. To ask questions about Ask students to work in pairs. To exchange emotions
the contents of a TV program, have students compare and reactions on a TV show, have students share their
their conversations from Activity 12 with their answers from the previous activity with their partners.
partners. Ask them to practice the dialogue together. Ask them to explain their ideas during this discussion.
Walk around the class and monitor. Check their To use strategies to repair a failed conversation,
answers and give help when necessary. To correct remind students that they can ask for clarification using
the answers as a class, have different students role-play the phrases in the sticky note (Excuse me. Do you mean …?
their conversation in front of the class. Finally, give your Can you repeat that? Can you speak more slowly?) when
students some feedback to correct any common they don’t understand. Model and practice these
vocabulary or pronunciation mistakes. expressions with the students. Emphasize the importance
Oral presentations might be terrifying for some of listening to their partner’s answers before asking a
students, especially for those who are very shy. Students follow-up question. Remind them of the importance of
can learn how to improve their presentation skills by not just asking and answering the questions without
applying a few tips like paying attention to the quality of thinking.
voice (it involves attention to volume, speed and fluency, Walk around the classroom and listen to your
clarity, and pronunciation). Also important are the rapport students’ answers. If you hear any linguistic, lexical, or
with the audience and the use of notes or visual aids. pronunciation mistakes, take some notes and give a
whole-class feedback session to correct the mistakes
Answers may vary. after they have finished this activity. Ask a pair of
volunteers to go to the front to share their answers with
14 Think about a TV program or a movie that the class and to explain their ideas.
is a documentary or is based on real events. The oral presentation is a good opportunity to asses
Answer the questions. speaking. Teachers can use a rubric to assess students
Elicit the names of the programs your students usually and it is important to let students know the rubric in
watch and write some of them on the board. Find out if advance. Some of the aspects you can include in an oral
they watch any documentaries. presentation rubric are the following: clarity when
Go over the instructions and the questions along with speaking, use of complete sentences, volume, posture,
the students. To answer questions about the contents of and eye contact.
a TV program, have students answer the questions.
Monitor and check students’ answers as they work. Then Answers may vary.
have some students read their answers out loud to check
as a class.
Cultural Note
Whenever we watch anything on television (a

news report, an advertisement, a TV show, etc.) or we
read something in a newspaper, magazine or on the
Internet, it is always important to ask yourself if it is
possible. Credibility is a quality that allows something
to be worthy of belief. The more objective a report or
piece of information is, the more credible it can be.
To be objective means not to be influenced by
emotions or by prejudice. For example, an objective news
report, on the television or the printed media, will
present all sides of the problem. A subjective report may
show a prejudiced preference. To distinguish objectivity
from partiality, you can ask yourself the following
questions: Are all sides of the issue being presented? Can
you easily identify the opposing points of views? Are there
any pictures presented? Are they relevant for the issue?
Are they designed to appeal to your emotions?
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Unit 2 Product 2 Oral Presentation
Performance Indicators: – Establish turns and extension for each participation.

– Select a TV program. – Practice the enunciation of emotions and reactions.
– Decide the duration of the presentation. – Pay attention to the interventions of others.
– Compose the sentences to express emotions and – Formulate questions to obtain further information
reactions about a TV program. and ask for something to be repeated, clarified or
– Revise the sentences are understood when spoken said slower.
and listened to.
Class complete it individually. Go around the classroom and

Lead-in give help where necessary.
Ask students to work in pairs. Write on the board the
following list of expressions: I love you. Let’s go. OK. Go 4 Then watch the program and fill out Part 2
away (rude). Go away (polite). I don’t understand. as you watch or right after you watch.
Come here. I’m angry. You’re crazy. Who cares? Ask Then, ask students to watch the program and to take
students to discuss with their partners how people use some notes while they are watching. Make sure they fill
their body language (hands and faces) in their country out Part 2 of the form as they watch or right after they
to indicate these ideas. Ask them if they know about have finished watching.
body language in other countries or communities.
5 Finally, think about how the program made
Stage 1: I get ready you feel and fill out Part 3.
Finally, have students reflect on how the program made
1 What kind of documentaries are you them feel and fill out Part 3 of the Documentary
interested in? Presentation Form individually.
Ask students about the documentaries they are
interested in. Elicit answers from different students. 6 In your group, compare your forms.
Next, ask students about their favorite TV channels to Once they have finished, ask students to compare their
watch documentaries. Have students mention if they forms in their groups. Explain that they should all have
like to watch documentaries in English, and if they do the same answers in Part 1 and similar answers in Part
so, if they read the subtitles or not. 2. Part 3 asks for their personal reactions, so each
student may have completely different answers.
Stage 2: I plan
7 What materials do you need? Make a list.
2 Work in groups. Use a program guide to Finally, have students make a list of materials.
choose a documentary that sounds
interesting to you. Stage 3: I do
Divide the class in small groups mixing boys and girls.
Write the following question on the board: Where can 8 Use the information in the form to prepare
you read a program guide? (the Internet, the your presentation. First, use an outline format
newspapers). Then, ask students to read a program to make an outline in your notebook.
guide and choose a documentary they think sounds Ask students to open their Student Books to page 64 and
interesting. Have all members of the group agree on the go over the instructions with them. Explain that they
program they choose. have to make their own outlines in their notebooks. Go
over the outline with the students and clarify any doubts.
3 Before watching the program, fill out Part 1 Make sure they all understand the outline and the
of the Documentary Presentation Form in the activity before they start working. Tell them they can use
Worksheets section on page 177. their dictionaries to check the meaning and spelling of
Next, tell your students they are going to fill out Part 1 new words. Walk around the classroom and make sure
of the Documentary Presentation Form in the they are all completing their outlines correctly. Help
Worksheets section on page 177 about the them to correct any mistakes.
documentary they chose. Go over the presentation
form with the students and give them plenty of time to
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9 After you have made your outline, prepare them not to talk too fast. Also remind them to make
your presentation: write the sentences you eye contact with members of their audience, to use
will use in your presentation for each part of hand gestures, and not to read their presentations.
the outline. Advise them to use short notes instead, and explain that
Explain to your students that once they have their reading a presentation is unnatural and difficult to
outline, they can start to write the sentences they will use follow. Use the Useful Expressions feature to show your
in their presentations. Explain that the sentences should students some expressions for their presentations.
be clear and concise. Elicit some examples and write
them on the board. Remind your students that they 13 Pay attention to the intervention of others
should be organized and focused in their presentations. and leave a little time at the end for a
Advise them not to try to cover too much material and question and answer session.
remind them to use vocabulary that is appropriate for Make sure your students understand that everybody
their audience. Monitor and give help where necessary. should be quiet while the different groups give their
presentations. Ask them not to interrupt; but to pay
10 Decide who will give each part of the attention to all presentations and formulate questions
presentation and practice your presentation to obtain further information at the end. They can also
several times. ask for something to be repeated, clarified, or said
To establish turns and extension for each participation, slower. After each presentation, encourage students to
have students decide who will give each part of the ask their questions.
presentation. Tell them that one person can talk about
the group’s reaction and whether they are going to take I learn
some kind of action, and that in section C of the Ask students what they can do now that they couldn’t
worksheet, each group member should say how he felt do at the beginning of the learning environment and
about the program. To revise if the sentences are listen to their responses. Encourage them to identify
understood when spoken and listened to and to the activities that they found especially helpful during
practice the enunciation of emotions and reactions, the process of making the product. Then have them
have students practice their presentation several times. answer the I learn box. Explain that its purpose is to
assess their performance while making the product in
11 Check your sentences carefully for errors order to improve weaknesses and reinforce strengths
in grammar, spelling, or punctuation. during the process. Briefly have them discuss their
Ask students to check their sentences for errors in responses to the self-assessment in groups or with the
grammar, spelling, and punctuation. Help them to rest of the class. Give positive feedback for their effort
correct their sentences and re-write them without any and progress.
mistakes. Monitor and give help when necessary. Make
sure they all have their sentences corrected.
Teacher’s Reflection Tool
Class My work in this social learning environment has
Lead-in facilitated the learning process of the class so students:
Explain to the students that they are going to relax and – Can anticipate main ideas and information that
prepare for their oral presentation. Ask students to stand explains or supports them.
up. Tell them to cross the right leg over the left at the – Can clarify the meaning of words.
ankle. Ask them to cross their right wrist over their left – Can formulate and answer questions to share
wrist and link up the fingers so that the right wrist is on emotions and reactions.
top. Bend the elbows out and gently turn the fingers in – Can explain main ideas within an oral exchange.
towards the body until they rest on the sternum
(breastbone) in the center of the chest. Tell them to
stay in this position. Tell them to keep the ankles crossed
and the wrists crossed and then breathe evenly in this
position for a few minutes. You may play some relaxation
music while they are doing the exercise.

12 Give your presentation.
Ask your students to give their oral presentations.
Remind them to speak out loudly, and clearly. Remind
AR_TG3_pp049_074_U2.indd 73 16/07/11 01:49

74
Uses language Has a creative Realizes that

Is aware of the Interprets and
as a means to and active language is a Recognizes the
use of Values honesty Understands conveys
construct and attitude when means to influence of
Student's Name language to in mass media and writes information
consolidate working with communicate mass media in
prevent and communication instructions published in
what he / she his / her and spread everyday life
face problems various media
learns classmates information
General Comments
Assessment Criteria
w
04/05/12 18:26
See page 22 for rubric criteria.
Unit 3

Literary and Ludic Formation and Academic
Social Practice: Participate in language games to Social Practice: Read and rewrite informative texts
work with specific linguistic features. from a particular field.
Specific Activities: Participate in language games to Social Activities: Write a short report about a
comprehend and write irregular verb forms. historic event.
Product: Memory Game Product: Anthology of Historic Event Reports
At the end of this environment students will: At the end of this environment students will:
• compare sentences with and without irregular verbs • ask and answer questions tto distinguish main ideas
forms. from supporting details.
• classify sentences according to their verb tense. • write simple and complex sentences.
• use perfect verb tenses and the simple past in the • join sentences in order to make paragraphs.
sentences and texts. • write a short report, using a model.
• write and read out loud sentences with irregular verb • check spelling and language in a report.
tenses.
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Performance Indicators: past perfect, and future perfect.

– Identify games. – Complete sentences with irregular verb forms.
– Recognize subject matter, purpose, and – Compare differences and similarities in the
intended audience. composition of irregular verb forms.
– Recognize function of graphic and text components. – Organize irregular verb form groups.
– Identify participants and the role they play (e.g. – Order letters and words to compose irregular forms.
coordinator, players, etc.). – Promote recreational activities.
– Locate sentences with irregular verb forms in
diverse texts. Materials:
– Compare sentences with and without irregular – Reader, Audio CD
verb forms. – A coin, sheets of paper, beans, colored markers, scrap
– Determine past simple, present perfect, past perfect, paper, sets of color-coded cards with words or phrases
and future perfect in sentences. from a sentence (for unscrambling); teacher-made
– Sort out sentences in past simple, present perfect, flashcards
Class against the computer, or against other people; you need

Lead-in a computer or game console, etc.
Welcome students to the classroom. Have them line up Focus on the fact that some electronic games are
according to how much time they spend on English on similar to other board or paper and pencil games, and
a typical day. This can include class time, homework that electronic games need electricity; ask what they can
time, time spent listening to music, watching videos, etc. play during a blackout (or a longer blackout, if they
mention laptops with long battery life). Go back to
Stage 1: I know talk about board games, and explain that these are
“unplugged,” since they are not high-tech. Elicit other
1 Do you like to play board games? uses of the word unplugged, for instance, in music, to
Which is your favorite? Why do you like it? mean “acoustic”.
Write the word Chess on the board, elicit other games
and write them on the board, too. Then have students Reader Games Unplugged p. 59-68
work in pairs and create a crossword with the names
of the games.
Ask students to open their Student Books to page 68. To recognize the subject matter, purpose, and intended
Have them work in pairs, study the pictures, and identify audience, read the title: Games Unplugged and have
the games by name. Ask students to find three similarities students predict what the text is about. Instruct students
and three differences between the games. to open their Readers to page 59 and encourage them to
do a picture walk through the pages of Chapter 5.
2 Why do you think that board games are still Encourage students to find the meaning of selected
played in this age of high-tech games? words in the glossary on pages 70-71 and have them
Ask students to write down the name of a board or compare its characteristics to Chapters 1 and 3.
video game they have played on a piece of paper and Students should come to the conclusion that it is an
then get up and walk around until they find a classmate informative text about board games.
who has played the same game. Have them work with Ask students why they think board games are still
their new partner. popular even after the invention of high-tech games.
Draw a large Venn diagram on the board and add Elicit several factors and encourage students to look at
the following heading: Characteristics of Games. One the headings in bold in the Reader to help them with
circle corresponds to board games and the other to ideas: board games encourage spending time with
video games. Have students complete their own friends and family, some of the games have been around
diagrams with characteristics of both and whether they for a very long time because they are so popular and so
have anything in common, for example, they are both much fun, etc.
fun, challenging, enjoyable, and entertaining. Board Tell students that many traditional games have been
games have a board; they are played by two (or more) around for a long time, and elicit traditional games
people, etc. Video games can be played alone for points,
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played at fairs in Mexico, for example, Loteria Mexicana, and ask what are the components? Answer: cards with
which probably originated in the 18th century. Elicit how words and a timer. Game A doesn’t have any cards and
the caller reads out the cards and some of the traditional ask why not? Answer: because words are made with the
phrases used instead of the names of the cards: El que letter tiles given to each player.
canta para San Pedro (el gallo); para el sol y para el agua
(el paraguas); cuatro dientes y una muela (la calavera); Answers: 1 Game A; 2 Games B and D; 3 Game C;
el sombrero de los reyes (la corona). 4 Game A
Modeled reading: Read pages 59-65 out loud, using
appropriate inflection, pauses, and tone. At the end of Class
each page, ask questions so that students search for the Lead-in
answers in the text, for instance: What is chance? What Play a game of Guess the Picture as a class. Divide the class
is strategy? Who plays board games? Draw a spidergram into two teams and ask for a “picturist” from the first
on the board with board games in the center. At the team to go to the front. Whisper the game Snakes and
end of each section in the Reader, stop and add the game Ladders to the “picturist” and set a time limit such as
mentioned in the text along with a few important two minutes for his / her team to guess the name of the
details given in the information. As a class decide game based on the drawing he / she makes on the board.
whether the games added to the graphic organizer are If the team guesses correctly, they get a point and the
based on chance or strategy or a mixture of both. next team gets a turn. If the team guesses incorrectly,
Shared reading: Ask students to work in pairs and the other team has a chance to guess the game for the
take turns reading the rest of the chapter out loud to point. Continue with other games.
each other. Encourage them to tell each other
something new they learned from what they read. 4 Complete the table with the
Have students turn to page 69 of their Readers and components of these games.
look at the Comprehension Questions. Check Divide the class into four groups and assign each group
understanding and ask them to work in pairs and one of the four games. If the class is particularly large,
answer the questions. Ask students to share and divide the class into eight groups and assign each game
compare their answers with another pair of students. twice. Have students open their Student Books to page 69
Check answers as a whole class activity by reading the and determine which components their game has or
questions out loud and having different students read doesn’t have according to the table shown in the activity.
out their answers. Have the rest of the class agree or To recognize the function of graphic and text
disagree. Check answers in the Reader Answer Key on components, students complete the table with check
page 171 of the Teacher’s Guide. marks where appropriate.
Check answers as a class by nominating groups to
share and explain their responses. For example, Game
Stage 2: I build A has a game board and letter tiles so that the group
should explain what the game is like.
3 Read the descriptions of four different board
games and answer the questions. Answers: Game A - a game board, letter tiles, 2-4;
Instruct students to open their Student Books to page 68. Game B - cards with questions, playing pieces, a game
Nominate four different students to take turns reading board, 2-6, a die; Game C – cards with words, a game
the instructions for one of the games out loud to the board, a die, 3-10, a timer; Game D – cards with words,
class. Elicit some opinions of the games from students. 4-10, a timer
Ask leading questions such as What do you like about
the game? What don’t you like? How often do you play Stage 3: I think
it? Who do you play it with? Do each of the players have
the same responsibilities?, etc. Refer students to the 13 5 Listen to the conversation and circle
Glossary on page 160 to clarify the meaning of words. T for True or F for False.Ask the students how much
To identify the participants and the role they play in they know about ancient games in their country. Ask
the game, discuss each game as a class. Read each of the them which modern games they play (cards, dominoes,
four questions from the activity out loud to the class and etc.) Tell them they are going to listen to the history of
elicit the answers for each question on page 69 and ask some English games. Allow students to read the
students to elaborate on the answer. For example, Game true-false statements and explain that they should listen
A is the game where one player has a special role; ask for the answers.
what is the special role? Answer: the “picturist” or the Have the students listen to the passage twice. Then
person who draws. Game D has the least components ask them to answer the questions. Allow them to listen
a third time to check if they wish.
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6 Read about this ancient board game and Call out played, had, originated, built, placed, etc., and
underline the verbs in the past. some incorrect past tenses.
Divide the class into groups of three, and have one Briefly review the pronunciation of the regular past
student in each group toss a coin ten times; the other verbs: have students draw three columns /t/, /d/, /Id/. Call
two students keep track of how often it lands on heads out a verb in the past tense, and students must write it in
and tails. Explain that this is an example of probability, the correct column.
since coins have a 50-50 chance of landing on either
side. Elicit the difference between a game of chance and Answers: Regular - originated, played, crisscrossed,
a game of strategy, and elicit some examples of each. called, touched, formed, placed, moved; Irregular - was,
Write the sentence I play chess on the board. Ask had, got, took, built
students to change the sentence to past tense. Elicit the
answer I played chess and write played on the board Cultural Note
above play in the original sentence. Repeat with I have
fun. To locate sentences with irregular verb forms in Regular verb forms in English all end in -ed, but they
diverse texts, have students individually go over the text can be pronounced differently: /t/, /d/, /Id/.
on page 70 in their Student Books, underline the verbs, Most irregular verbs originated in Old English; they
and then compare their answers with a partner. also tend to be the most commonly used verbs, for
After students have had time to check their answers example: be, have, go, do, get.
with a classmate, reveal that there are exactly 17 verbs
in the extract and instruct students to count the number
of verbs they identified to verify that they underlined them 8 Read these sentences and underline the
all (but point out that some of the verbs are repeated). irregular verbs.
Draw three columns on the board, and write down a few
Answers: originated, was (x5), played (x2), had, verbs: play – played – played, go – went – gone. Elicit the
crisscrossed, called, got, touched, formed, took, built, heading for the first column (present), the second (past)
placed, moved and explain that the third column is the past participle.
Cultural Note and have them underline the irregular verbs. Then have
them circle the auxiliaries: have, had, won’t have.
Remind students that the Mexican Lottery Game is about
300 years old. It probably originated in a Lotto game Answers: 1 - none; 2 brought; 3 heard, seen;
played in Italy in the 1500s. There are other more ancient 4 seen; 5 gotten
games that are still played, for example, chess is about
2,000 years old; it originated in Persia and India. Dominoes emember For next class you will need: Color-
are about 900 years old and first appeared in ancient coded sets of cards (for scrambled sentences) with
China. Many card games also originated in ancient China. words or phrases to form a sentence. Each student
should have one card and each cut up sentence should
have the same number of cards (for example, five). In
7 Classify the verbs from Activity 5 in addition, you will need teacher-made flash cards with
these boxes. the following verbs: went, had gone, will have gone, saw,
Draw a vertical line down the middle of the board and write have seen, will have seen, played, have played, had
the two titles Regular and Irregular on either side of the line. played, have had, had had, will have had, threw, have
Remind students of the two example sentences from the thrown, had thrown, have put, had put, will have put,
previous activity, I played chess and I had fun. Explain that drew, had drawn, will have drawn, guessed, have guessed,
played is a regular verb in the past tense and that went is and will have guessed.
irregular. Elicit that the past tense of regular verbs is formed
by adding -ed to the verb. The -ed ending cannot be used for Class
the word go (goed is incorrect); it is irregular. To compare Lead-in
sentences with and without irregular verb forms, have Play Verb Tennis: each row forms a team, and two teams
students read the text on page 70 of their Student Books compete against each other. Students stand up and the
again and classify the verbs. Ask students to refer to the Verb student at the back of the row calls out a verb to the person
List on page 181 and add three more verbs to each column. in the opposite row (have); that student must say the past
Tell students that you are going to call out some verbs; tense (had) and another verb, which the next person in
if they are correct, they should clap twice, but if they are the other team must say in the past tense. If the student
incorrect, they should give the thumbs down signal. doesn’t respond correctly, he / she sits down. The game
continues until only one person is standing.
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9 Read the sentences in Activity 8 and answer them line up in appropriate order under the timeline.
the questions. Then have students work in pairs to complete the
Have students sort out sentences into the three time rules in the activity. Monitor and check.
frames. Elicit the sentence that talks about the future:
Children of the future won’t have seen this game. Next, Answers: 1 future perfect; 2 present perfect; 3 past
elicit the sentence that talks about the past: The Chinese simple; 4 past perfect
brought the game to the Western world. I had heard
about games like this one before, but I had never seen 12 Complete the table. Then add two
the letter squares. The sentences, I have played this more verbs from the Verb List on page 181.
game. It sounds like a lot of fun, belong in “experiences Draw four columns on the board: past simple, present
up till now.” perfect, past perfect, and future perfect. Give each
Point out that we often use words like yesterday, student, or pairs of students, a card with one of the
many years ago, the day before yesterday, etc., to indicate following: went, had gone, will have gone, saw, have
the past, in addition to the verb tense. Elicit words that seen, will have seen, played, have played, had played,
can be used to indicate the future: tomorrow, next year, have had, had had, will have had, threw, have thrown,
in 2020, etc. had thrown, have put, had put, will have put, drew, had
Ensure that students have correctly recorded the drawn, will have drawn, guessed, have guessed, and will
answers in their Student Books. have guessed. Ask them to take a minute to decide where
in the table their flashcard belongs.
Answers: 1 – 2, 3; 2 – 4; 3 – 1, 5 Call students up to the board to place their flashcard
where they think it belongs. Then have students complete
10 Match the sentences with the the chart in their Student Book and add two more verbs
corresponding diagram. from the Verb List on page 181.
To determine past simple, past perfect, past perfect, and Point out that the present perfect, past perfect, and
future perfect in sentences, ask students to open their future perfect all call for the past participle of the main
Student Books to page 71 and analyze the four verb, but each tense has a different auxiliary. Elicit the
diagrams in Activity 9. Ask which of the diagrams best negative form of each one, reminding students that in
represents an action in the past that is over. Then ask spoken English it is more common to use contractions
students which one of the four sentences best for negatives: haven’t gone, hadn’t been, won’t have gotten.
describes an action that is over and done with, and
elicit the second sentence. Answers:
Elicit that the diagram that represents an action that Past simple: went, won, played, had, threw, put, drew,
started at an indefinite time in the past and is connected and guessed
to the present. Stress that it gives the idea of both past Present perfect: have gone, have won, have played,
and present. Then have students match the diagram have had, have thrown, have put, have drawn, and
with the first sentence. have guessed
Elicit the diagram that expresses the idea that Past perfect: had gone, had won, had played, had
something occurred before another action in the past. had, had thrown, had put, had drawn, had guessed
Then have students match the diagram with the third Future perfect: will have gone, will have won, will
sentence. have played, will have had, will have thrown, will
Finally, elicit the diagram that corresponds to the have put, will have drawn, and will have guessed
idea that something will occur before another action in
the future. Have students match the diagram with the Stage 4: I practice
fourth sentence.
13 Read the sentences and unscramble them.
Answers: 1 present perfect; 2 past simple; 3 past To sort out sentences in past simple, present perfect, past
perfect; 4 future perfect perfect, and future perfect in sentences, hand out sets of
color-coded cards with the words or phrases so that each
11 Complete the rules. student has one card, and have them get together in teams
Draw a timeline on the board: the left side represents by color. Each group is responsible for unscrambling
the past, and then draw a vertical line for the present, their sentence. Then they exchange cards with another
and the right side is the future. Write today’s date above group and continue. Monitor and check.
the line for the present. Then have them unscramble the sentence in their
Have five volunteers go to the front to represent the Student Books. Review responses as a class.
following: had gone, went, goes, will go, will have gone.
Give each one a sheet of paper with the verb, and have
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Answers: 1 We drew pictures to explain the words. verb forms, encourage students to write some examples
2 I will have lost this game again. 3 They put the tokens in the negative and interrogative. Examples: Have you
on the board. 4 She had thrown ten times during the ever played a spelling game? Had you taken part in a
game. 5 We have had a lot of fun playing these games. spelling contest before? I had never reached the finals
before. I spelled all the words correctly – except for the
14 Complete the sentences with words from last one. I will have learned more English spelling rules
the box. Use the correct tense. before the next contest.
Ask students to open their Student Books to page 72. When students have finished writing their examples,
Recycle some of the original examples for present ask each student to share one of their examples with
perfect, past perfect, and future perfect by writing them a classmate.
on the left side of the board: I have played, I had played,
I will have played. Write the following time expressions Answers may vary.
on the right side of the board: since…, before…, by the
time…, ever…, never…, once…, already…, yet…, after…, etc. Stage 5: I can
Ask students to make some sentences by combining
a tense on the left with a time expression on the right. 16 Read the instructions for the Bingo game
Encourage students to create examples in the negative and put them in order.
and interrogative as well as the affirmative. Examples: Ask students how to play Bingo. Ask leading questions
I have played the piano since I was seven. Haven’t you such as: What materials do you need? How many people
played the newest video game? I haven’t played Loteria can play? How do you mark off the squares? What patterns
Mexicana since I was twelve. By the time you arrived, can you make? etc. (Answers: Bingo cards and beans; as
I had played four games already. Before you left, I hadn’t many people as there are cards; mark squares that contain
won any games. After tomorrow, I will have defeated the the answer that is called out with one bean, patterns can
state champion, etc. include vertical, horizontal, and diagonal lines from one
After students have had some practice making end of the card to the other; respectively).
sentences using these time expressions, it is important To recognize steps taken by a player to participate
to note that some time expressions that indicate specific in a game, ask students to work with a partner and
times in the past cannot be used with the perfect tenses number the steps listed on page 73 in sequential order.
such as yesterday, one year ago, last week, when I was a Check answers as a class.
child, that day, etc. Instruct students to complete the
sentences using the verbs provided and one of the perfect Answers: 8, 4, 3, 5, 2, 6, 7, 1
tenses according to the time expression noted. Students
check answers with a partner. 17 Work in groups. Make the verb list
and the Bingo cards.
Answers: 1 have read; 2 had, known; 3 will have Now students follow the instructions from Activity 15.
learned Divide the class into groups of four. In each group,
students should devise a list of 25 regular and irregular
emember Next class you will need: sheets of verbs. Instruct students to divide a sheet of paper into
paper and beans. twelve rectangles. Students should then randomly
choose twelve verbs and write their past participle forms
Class in the rectangles on their sheet (a different verb for
Lead-in each rectangle), making sure they are not exactly the
Play Charades as a class. Divide students into two groups. same. Each student should also crumple twelve small
Ask the first group to send an actor to the front of the pieces of paper to mark the boxes of the verbs that have
class to receive the verb clue from you. The object of already been called.
the game is for the participating group to guess the verb
that is being acted out but to call out the past participle 18 Play the game.
of that verb. This will help students review the past Explain that each team has to nominate one person to
participles and get them engaged in today’s lesson. call out the verbs in their base form. The caller reads
out the base form and students mark the verbs they
15 Use some of the verbs in Activity 12 to hear until someone in the group completes his / her
write five sentences. card and calls out “Bingo”; that person becomes the
Students have had some experience coming up with new “caller.” To promote recreational activities, have
sentences in the previous exercise. Emphasize that for students play the game several times. Monitor and
this activity they must use the verbs from the table in check that everyone in the team has a turn being the
Activity 11. To compose sentences containing irregular “caller.”
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Performance Indicators: – Complete irregular verb forms based on one of their

– Determine elements that construct a Word game. parts (e.g. first or last letter).
– Establish number of words involved in the game. – Develop an environment that fosters participation in
– Determine number of players and participation turns. ludic activities.
– Recognize steps taken by a player to participate in a game.
– Dictate and list sentences containing irregular verb forms. Materials:
– Compose sentences containing irregular verb forms. – Reader, Audio CD
– Scrap pieces of paper, 18 small squares of paper for
every two students
Class Stage 2: I build

Lead-in
Play Stop (Basta). Have students draw six columns on a 3 Read the history of a word game and
sheet of paper. Define five categories and have students answer the questions.
write them down, leaving the first column blank for the Write the question Who was Albert Mosher Butts and
letter of the alphabet. Divide students into groups of what did he do? on the board. Have students open their
six; students take turns going through the alphabet Student Books to page 74. Nominate students to take
silently until the person to their right calls out ‘Stop’; turns reading the text out loud. Refer them to the
they say the letter and everyone has one minute to write Glossary on page 160 to clarify the meaning of words.
down a word in each column. At the end of one minute, At the end of the text, ask students to answer the
they compare words, and get one point for each “original” question on the board. Elicit the answer Poughkeepsie,
word they have (that is not repeated by other students New York and practice the pronunciation of Puh-KIP-
in their group). see as a class.
Next, have students read the paragraphs backwards:
Stage 1: I know the first student reads the last word, the next, the next
to the last word, etc. until they get to the beginning of
1 Work in pairs. How many different words the paragraph. Explain that this is a good technique to
can you make with these letters? Write the notice individual words.
words. Now ask students to read the text silently and make
Tell students to open their Student Books to page 74. an acrostic puzzle with the inventor’s first name and
Explain that they are going to work in pairs and see how other words in the text, for example:
many words they can come up with using only those ALBERT
letters; however, they can repeat them as many times as Analyzed
they want, for example: MADE, GAME, WAR, etc. Looked
Student pairs should compile a list and compare with Balsa wood
another student pairs to see who has more. Once Enjoyed
students have come up with all the words they can, ask Read
groups to reveal how many words they have. Review the Thought
list of the student pair who claims to have the most Have students share their acrostic with a partner.
words as a class to verify that their words are spelled Then have them answer the four questions at the end
correctly and that only the letters provided in the of this activity. Monitor and check.
activity were used to compose the words.
Answers: 1 in the great depression; 2 by analyzing the
2 Count the number of points for each word front page of the newspaper; 3 Answers may vary.
and add up the total. 4 Answers may vary.
Some letters are worth more points than others and
students should therefore review the letter tile values 4 Number the events.
shown in the image from this activity (the number in Divide the class into groups of three and ask them to
the bottom right corner reflects how many points that refer back to the information provided in the extract
letter is worth) to tally their points and announce their from Activity 3 to place the events in the order that
scores to see who the winner is. they happened. When groups are finished, have them
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( )( )
compare their answers with another group. Check forms. Instruct students to read the sentences in
answers as a class. Activity 6 in their Student Books and to underline the
irregular verbs.
Answers: 1, 2, 3, 4, 5, 6, 7, 8, 9 numbers and letters Draw three columns on the board and ask for students
to volunteer the irregular verb from each of the sentences.
emember Next class you will need: pieces Write them on the board as they are mentioned in a
of paper. vertical list in the middle column. Elicit the titles for each
column: base form, simple past, and past participle. Elicit
Class what the base form and past participle are for the verb
Lead-in thought: think and thought. Go through each of the next
Have students write down, on the pieces of paper, what four verbs, eliciting the base form and past participles
they did the day before after they got home from school of each (buy / bought, know / known, draw / drawn,
– it can be at any time. Instruct them to write a short make / made).
sentence. Examples may include some of the following:
I did my homework, I played video games, I ate dinner, I Answers: thought, bought, knew, drew, made
called a friend, I went online, etc. When they have finished
writing their sentence, instruct students to stand up and 7 Classify the irregular verbs in the table.
walk around the room until the find someone who did the Notice the patterns.
same, or almost the same, activity. These two students To compare differences and similarities in the composition
should work together for the rest of the class. This activity of irregular verb forms, create a sample sentence for one of
will help to vary students’ partners. the verbs listed in the columns on the board from the
previous activity. Example: I think so, I thought so, I have
Stage 3: I think thought so (respectively). Draw attention to how the
past simple and past participle of thought are the same.
5 Underline the verbs in the sentences in Tell students to write the verb think in the third column
Activity 4. in their Student Books to show that it is a verb that has
Have students open their Student Books to page 75 and, the same past and past participle.
with their new partner, ask students to look back at the Do the same for the verb know. Write an example
events listed in Activity 4. Instruct them to underline for the verb in each of the three columns still on the
the verbs in each sentence. Once they have completed the board from the last activity to demonstrate that each
task, elicit the verbs from the class, and write them on of the three tenses (the base form, past simple, and past
the board as they are mentioned. Ask students if they participle) change (know, knew, known).
notice anything in particular that these words have in To organize irregular verbs to form groups, instruct
common. Elicit that all of the verbs are written in past students to work with a partner to classify the remaining
simple. Ask students how they came to this conclusion verbs from the activity in the appropriate column. Have
and elicit that the verbs either end in -ed ending or are them reference that document to double check their
irregular. answers. Review answers as a class.
Say short sentences with the verbs, either in the past There are also a number of verbs in English that
or present: He wants a new game / He wanted a new only change one letter to form the past tense, for
game; He made letter tiles / He makes letter tiles. Tell instance, sing / sang. Write the following verbs on the
students to stand up and sit down if the sentence is in board: come, run, drink, fall, give, ride, swim, win,
the past and to remain seated if the sentence is in the throw, write, sit. Have students work in pairs and write
present. Call out a number of sentences. the past tense under each verb.
Elicit whether they can find any other regularities
Answers: wanted, read, knew, appeared, gave, made, in the irregular verbs.
drew, wrote, put, sold, began
Answers: Verbs that always stay the same: put, read;
6 Read the sentences and circle the verbs that change in past and past participle: be, begin,
irregular verbs. draw, give, know; verbs that have the same past and
Ask students to recall what makes a regular verb (an -ed past participle: buy, think
ending). Then elicit that an irregular verb is a verb that
doesn’t take the -ed ending in its past and past participle
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Classroom Management: There are numerous Competition; I went to Asia last summer; and I read two
techniques that help students remember things more books last week. When they have finished writing their
effectively: statements, divide the class into groups of four. Students
1G rouping or classifying items, using tables or charts. should take turns reading them out loud to their group,
Grouping words helps the brain make associations who then must decide which statement is the lie.
between the words, and finding different or Encourage students to write two statements that seem
alternative ways of grouping them strengthens these unlikely to make it more challenging for the class to
associations, for instance, grouping verbs according guess the lie!
to the type of action: verbs related to school (read,
write), words related to everyday routines (eat, drink), Stage 4: I practice
words related to sports (swim, throw, run), etc.
2 Placing the words in different positions using 9 Unscramble the verbs.
different graphic organizers, for example, when Have students work in groups of four. The first student
making crosswords, some learners will remember writes a verb on a sheet of paper and passes it to the
which words are vertical and which are horizontal. right; the next student writes another verb to form a
Alternatively, writing the verbs in graphic organizers crossword, and passes it to the right. Set a time limit,
(words related to everyday routines inside a house, making sure students have fun yet face the challenge of
verbs related to sports in a soccer field, etc.). adding more verbs.
3 Doing the same task in different ways, for instance, To complete irregular verb forms based on one of
grouping words, unscrambling words, completing the parts, instruct students to open their Student Books
sentences with words, etc. to page 76. Explain that they will have to unscramble the
4 Combining the skills of listening, reading, words to form the verb in simple past. Encourage
speaking, and writing. For example, one student students to complete the activity on their own. Check
reads out loud a verb, and his / her classmate listens answers as a class.
and writes it.
Answers: 1 was, 2 had, 3 were, 4 taught, 5 thought,
6 sold, 7 went, 8 made, 9 gave, 10 got, 11 saw, 12 became
8 Complete the rules.
Have students work in pairs to complete the rules about 10 Complete the text with the verbs in Activity 9.
regular and irregular verbs. Monitor and check. Divide students into groups of three and have them
write down twelve irregular verbs on twelve strips of
paper, shuffle them, and put them face down. They take
Classroom Management: Grammar can be turns turning over one of the strips and saying the base
taught explicitly (explained to students) or implicitly form, past simple, and past participle of the verb.
(students make generalizations and, with appropriate To complete sentences with irregular verb forms,
scaffolding, they figure out the rules). Students have write the numbers 1 through 10 down the left side of
been led to the grammar point through a series of the board and assign the numbers 1 through 10 to ten
steps or stages, and are now ready to formulate a different students. These students are then responsible
generalized grammar rule or pattern. for writing the answer next to the number they were
assigned on the board. Allow them time to read the text
and decide the best answer before going to the board.
Answers: regular, irregular, simple When the class has provided all of the answers for the
text, nominate students to take turns reading out loud to
emember Next class you will need: scrap pieces the class to practice pronunciation, intonation, and pauses.
of paper.
Answers: 1 was; 2 were; 3 had; 4 was; 5 taught;
Class 6 thought; 7 made; 8 saw; 9 gave; 10 went; 11 became;
Lead-in 12 sold
Play Two Truths and a Lie. Ask students to write three
statements using irregular past verbs on the scrap pieces
of paper; two are true statements and one is false, for
example: I won first place in the State Ice-skating
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11 Complete the crossword puzzle. The student draws a bed on the board and students get
To order letters and words to compose irregular forms, the point by answering that someone made the bed, not
tell students to take a minute to read each of the clues did the bed. The student then adds the term made the
listed to complete the crossword puzzle. Working with bed in the made column and his / her team gets one
a partner, students should use their irregular verbs list point. Play the game until both columns are full and
and refer back to previous activities to help them complete students understand the concept of do and make.
the activity. Check answers as a class by having students
recreate the crossword puzzle on the board. Stage 5: I can
Answer: Across: 3 thought; 4 knew; 6 had; 7 gone; 13 Read the text and write six verbs on the
Down: 1 began; 2 put; 3 taught; 5 went; 7 gave cards on page 79.
Write the phrase Irregular Verb Concentration (Memory)
12 Use words from the crossword in Activity 11 on the board. Ask students to raise their hands if they
to complete the sentences. have played the game Memory before. Ask one of the
To complete sentences with irregular verb forms, students who raised their hand what they can tell the class
students can now use the answers from the crossword about how the game is played. Ask leading questions
to complete the sentences for Activity 12. Explain that such as What materials do you need? How many people
it is not necessary to change the tense of the answers in can play? What is the objective of the game? Review the
order to answer this activity. basic concepts as a class. Answers: you need several sets
of matching cards, two to four people can play, and the
Answers: 1 thought; 2 put; 3 had; 4 began objective is to collect matching sets using your memory
skills to remember where individual pieces are in order
emember Next class every two students will to reveal a set.
need: 18 small squares of paper. Tell students to open their Student Books to page 78.
Instruct them to take turns reading the text out loud
Class with a partner. Have students select the verbs they will
Lead-in write on the cards on page 79. Monitor and provide
The verbs make and did are two very common verbs individual help.
used in English that are frequently confused by non-
native speakers. Clarify these two verbs by playing a Answers may vary.
game of Make and Do Pictionary. It is helpful to clarify
at the beginning of the game that we usually use the verb
make to express an activity that results in a physical 14 Exchange books with a classmate. Find
product that can be touched. Examples: make tea, make the sets of verbs.
coffee, make cake, make dinner, make clothes, make a Ask students to exchange books and circle the sets of
mess, etc. there are some exceptions to this rule, however, verbs, using different colors.
such as make a deal, make time, make friends, etc.
Continue to explain that we use the verb do for things 14 15 Listen to the conversation and
that don’t produce a physical object. Examples: Did the continue the game.
dishes, did my homework, did the laundry, did the Tell students that they are going to listen to instructions
ironing, did my chores, do favors, etc. for a game. Play the audio once and ask how much the
Divide the board in half with a vertical line. On the students understood. Then play the audio up to the
left side of the board create two columns, one titled did following section: Mr. Morris: It can be ANY kind of
and the other made. Divide the class into two or three past tense verb; regular or irregular. Pause and ask for
teams depending how big of a class it is. Students will some examples of past tense verbs.
use the space on the right side of the board to draw Next, play the rest of the audio and ask the students
clues given to them by the teacher. For example, the to explain the rest of the game in their own words. Let
teacher can tell the picturist the clue ‘made the bed’. them play the game.
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16 In pairs, play Irregular Verbs 17 Write four sentences using the verbs.
Concentration (Memory). To compose sentences containing irregular verb forms,
To develop an environment that fosters participation in after students have collected their sets, they should form
ludic activities, students will have to create the cards in silly sentences using each of the three verb forms in the
order to play the game. Divide the class into pairs and same sentence. Examples: I put my shoes where I put my
ask them to look at the Verb List on page181. Each pair keys and now I don’t know where I have put either! I ate
should prepare 18 small squares of construction paper my lunch where she eats her toast and the mice have
and write the base form of the first verb they choose on eaten all the crumbs! She makes cakes where he made a
one square, the simple past on another, and the past cup and now they have made cupcakes! Each student
participle on the third. Instruct them to continue with should share their best sentence with another pair.
the rest of the verbs. Instruct them to reread the text
from Activity 3 to clarify any instructions if necessary. Answers may vary.
The team then shuffles the cards and lays them face
down in organized rows and columns. The first player
picks up three random cards, reads them out loud, and
tries to make a set from one of the verbs (i.e. put, put,
put). If the student cannot make the set, they return the
cards to their original location and let the next player
take a turn. The person who collects the most sets wins!
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Product 1 Memory Game
Unit 3 Student Book p. 80-81
Performance Indicators: – Revise the verbs and sentences comply with grammar,
– Recognize irregular verbs in past simple, present spelling, and punctuation conventions.
perfect, past perfect, and future perfect. – Determine the number of players in each team and
– Propose and select sentences based on the chosen verbs. their participation turns.
– Write down the irregular verbs in a set of cards and – Establish rules for the memory game.
the sentences based on them in another set of cards. – Read the verbs and sentences out loud each time
a pair is found.
Class correspond to Concentration. Have them compare their

Lead-in answers with a partner. Elicit that these rules correspond
Play a different kind of memory game: the Chain Game. to Sentence Concentration and thus are slightly different.
Start with a short statement such as I like chocolate. Confirm that they understand that these rules involve
Nominate a student to repeat what you said and to add matching a verb to a sentence and using the correct
his / her own statement. Example: Mrs. Smith likes form (past or past participle).
chocolate and I like peanut butter. The next student Refer students to the Glossary on page 161 to clarify
must repeat the first two statements and add another. the meaning of words.
Students continue repeating all of the previous
statements and adding one of their own until everyone Answers: Arrange the cards in random order, when
has participated or someone gets confused. If you like, a person makes a match they must read the sentence
choose a theme for the students to use such as likes, out loud, turn over a card and try to find its pair, get
dislikes, food, sports, games, etc. sixteen white cards.
Stage 1: I get ready! 3 Work in pairs and select eight irregular

verbs. Write two sentences in past simple, two
1 Write a name for each game. in present perfect, two in past perfect, and
To establish the rules, ask students to open their two in future perfect. Make sure you have a
Student Books to page 80. Nominate a student to read sentence for every verb.
the first description listed in Activity 1. Elicit which Write the following sentences on the board: I began the
game is being described (Concentration / Memory). Do game, I have begun the game, I had begun the game, I will
the same for the next two descriptions given (Don’t Say have begun the game. Elicit the tenses (past simple,
the Word, Bingo). Make sure that students write the title present perfect, past perfect, future perfect) and ask
of each game next to the descriptions. volunteers to write the tense above each sentence. Erase
the main verbs and have students read out the
Answers: Memory, Taboo, Bingo sentences chorally.
Write another sentence for one of the tenses, this
Stage 2: I plan time using a different verb, but leaving the main verb
blank, for example, I had _____ to the bank. Point out
2 Check the rules that are for the game of that only one verb can logically go in the blank. If they
Concentration (Memory). have I _____ a sentence, the answer could be either read
Review the rules for Concentration as a class before or wrote.
looking at the rules listed in the activity. Ask students To recognize irregular verbs in the present simple,
to recall what the general objective of the game is and present perfect, past perfect, and future perfect, and
how to achieve it. After briefly discussing the game, read propose and select sentences based on the chosen
each of the rules from Activity 2 out loud to the class. verbs, divide the class into pairs and ask them to look at
As each rule is read, the class should confirm whether it the Verb List on page 181. Have students choose eight
is a rule for the Concentration game or not. random irregular verbs from the list. Make sure that they
Have students open their books to page 81 and go understand that they have to write eight sentences, each
over the rules individually and check the rules that one with a different verb. Then allow them time to write
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the eight sentences with the verbs they chose in the Stage 4: All ready to share
different tenses. Remind them to write sentences that
can only be completed with one of the verbs they chose. 7 Exchange your cards with another pair.
Monitor and provide individual help when necessary. Play the Concentration (Memory) game.
Since students will be familiar with their own memory
4 What materials will you need? Make a list. cards, ask them to trade their set with another team.
Ask students to make a list of the materials that they This also allows students to see twice as many verbs
will need and to present it to you when they have and sentences by seeing the other team’s cards. Students
finished. Suggested materials are sixteen small cards can also play more than once if time allows or switch
(colored or white) and markers. with more than one group.
Class 8 Read the sentences out loud each time

Lead-in a pair is found.
Try another variation of a memory game. Play some Pairs play against each other. To read the verbs and
music and have students stand up a move around. sentences each time a set is matched, students should
Stop the music and have students sit in whatever desk read the sentence out loud. To make the activity more
they are closest to. The purpose of this is to mix challenging, ask students to come up with an additional
students up from their regular places in the classroom sentence using the same verb and tense. Emphasize that
to make the memory game more challenging. Ask all students should read the sentences out loud to practice
students to put their heads on their desks and close their their intonation, rhythm, and stress. Students can try
eyes. Approach one student silently and motion for them describing the changes in meaning according to
to leave the classroom. After the student has left the different changes in intonation.
classroom and is out of sight, instruct the other students
to open their eyes and identify the missing student! I learn
Repeat a few times to see who remembers all of their Ask students what they can do now that they couldn’t
classmates the best! do at the beginning of the learning environment and
listen to their responses. Encourage them to identity the
Stage 3: I do activities that they found especially helpful during the
process of making the product. Then have them answer
5 Write the irregular verbs on one set the I learn box. Explain that its purpose is to assess their
of cards. performance while making the product in order to
Now that the students have their 16 cards they should improve weaknesses and reinforce strengths during the
select eight squares and write the base form of the process. Briefly have them discuss their responses to the
irregular verbs on them using the colored markers. self-assessment in groups or with the rest of the class.
Monitor and provide individual help where necessary. Give positive feedback for their effort and progress.
6 Copy the sentences without the verbs on

the other set of cards. Teacher’s Reflection Tool
To write down, students copy the sentences they My work in this social learning environment has
created in Activity 3 on the remaining eight cards, but facilitated the learning process of the class so children:
leaving a blank space for the verb. To revise, monitor – Can compare sentences with and without irregular
and check for spelling and grammar mistakes. verb forms.
– Can classify sentences according to their verb tense.
– Can use perfect verb tenses and the past simple in
sentences and texts.
– Can compose and dictate sentences with irregular
verb tenses.
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Performance Indicators: – Anticipate subject matter from familiar words

– Select descriptions of historic events. or phrases.
– Activate previous knowledge. – Point out information about key events.
– Predict content based on graphic and text – Ask questions to differentiate main ideas from
components. secondary ideas.
– Recognize text organization. – Recognize order and meaning of a text.
– Identify subject matter and intended audience. – Write a short report, based on a model.
– Read history texts. – Determine verb tenses: simple past, past progressive,
– Identify new terms to broaden vocabulary. past perfect, past perfect progressive.
– To know about history and appreciate it.
Class databases, etc. Ask volunteers to add the resources list

Lead-in already written on the board and discuss their usefulness.
Write the phrase Historic Events on the board and to Leaving the resource list from the previous activity
activate previous knowledge ask students to describe on the board, draw three columns in the remaining
what they are currently learning in their History class. space and write the following headings: Primary
This unit uses the events of the United States’ Civil War Resources, Secondary Resources, and Tertiary Resources.
to teach the past progressive tense and it would be To recognize text organization, explain that primary
a good idea to speak with your students’ History resources are original documents, for instance, the
teacher beforehand to suggest coordinating material so original Constitution of 1917 or a letter written by a
that students learn about the United States’ Civil War participant in an event. Elicit whether a biography
in both classes simultaneously. Students would have an would be considered primary or secondary; discuss the
easier time studying for exams and relating two difference between an autobiography and a biography
different subjects to each other reinforces the to establish that a biography would be a secondary
information they learn. resource. Explain that tertiary resources give a general
If it isn’t possible for the history teacher to cover overview of something; some examples are encyclopedias.
the Civil War at the same time as you, just ask students Then elicit where they would put a magazine with an
to comment on historic events they have learned about. article about a historical event. To further build up the
If necessary, ask leading questions such as: What concept, elicit how they would classify the following: an
major events have happened in Mexico’s history? archaeological site (primary), a history textbook
What major historical figures can you name? Mention (secondary), a guidebook (tertiary), a video of an event
that people, places, and dates are not the most (primary). Then have students classify the resources on
important lessons from history; more importantly, it the board and add more examples, for example,
helps us understand people and societies, change, and multimedia, web pages, timelines and other graphic
how the society we live in came to exist. organizers, etc. Point out that multimedia and web
pages may have all three types of resources.
Stage 1: I know
Stage 2: I build
1 What resources do you consider useful for
research? Why? 2 Read this extract from an encyclopedia and
Tell students to open their Student Books to page 82. answer the questions.
To activate previous knowledge, ask students to identify Draw a large cloud on the board; inside write the
the resource shown in each picture and, in pairs, explain following words: Spanish, English, French, North
whether or not they find the resource useful and why. America, New World, colony, settlement. Have students
Write the name of each resource as it is mentioned on work in pairs to predict what the text will be about.
the left side of the board in a list: encyclopedias, Explain that a colony is an area under political control
magazines, other people (using the phone to call human of another country (for example, New Spain was
sources), and Internet search engines. a Spanish colony), and a settlement is a new community.
After naming the resources shown in the photos, To predict content based on graphic and textual
ask students to identify other resources: websites, blogs, components, elicit the graphic components one
dictionaries, textbooks, newspapers, journal articles, commonly finds in encyclopedias or websites, for
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instance, photographs of original documents, maps, sick and all were hungry. In time, the colonists learned
illustrations, photographs, videos, etc., and write them how to live in the New World - through trial and error
on the board. Have students look quickly at the text on and the help of some of the more friendly Native
pages 82-83 and ask volunteers to go to the board and American tribes. By the 1700s, small cities and towns
circle the graphic components found in that article. were well established, and each colony developed their
Encourage them to count the colonies on the map own customs and lifestyles.
(thirteen) and to discuss the differences between the
two settlements illustrated on page 83. Encourage them
to notice the difference in the years indicated by the Class
timeline and elicit what the zigzag break indicates Lead-in
(separation of the two centuries). Encourage students to be explorers themselves, just as
To read history texts, divide the class into groups of Christopher Columbus was an explorer. Divide the class
four and have them take turns reading each of the into seven groups and assign each a continent (Asia,
paragraphs from the encyclopedia extract out loud. Africa, North America, Antarctica, Europe, Australia,
Have students read the extract silently and make a list and South America). Ask groups to brainstorm their
of eight unknown words; then have the four students continent’s most notable characteristics, the wildlife
work together to come up with a single list of eight words. that inhabits it and what people can explore today on these
Then, to identify new terms and broaden vocabulary, seven continents: Mount Everest, the Nile River, the
encourage them to look for those words in the Glossary Amazon River, kangaroos, zebras, bears, etc. If time
on page 161. permits, ask groups to share their ideas with the class.
Finally, to ask questions that differentiate main ideas
from secondary ideas, have students look at the Stage 3: I think
questions on page 83 and answer them individually
and then compare their answers in their groups. 3 Read the text in Activity 2 again and match
Monitor and check. the main ideas to each paragraph.
To identify subject matter and intended audience, ask the
Answers: 1 The settlement of the New World; 2 No, just class to recall what the extract from the encyclopedia
the main ideas; 3 Colonization and Conflict; 4 a map, was about and elicit the answer Colonization and
a picture – they help visualize the information. Conflict, and explain that this is the topic (or theme).
Ask students to go back to page 82 in their Student
Books and to number each of the four paragraphs
Classroom Management: Selective dictionary 1 through 4. Have students work in the same groups as
use encourages intelligent reading for the main idea. the day before and match the main ideas to the most
Being selective about the number of words that are appropriate paragraph. Check answers as a class by
looked up in the dictionary encourages students to nominating four individual students from different
focus on deriving the meaning from the context, groups to reveal their responses.
using cognates, and learning when an intelligent guess
is preferable. Answers: Paragraph 1: b; Paragraph 2: c;
Paragraph 3: a; Paragraph 4: d
Cultural Note 4 Complete the organizer with

information from the article in Activity 2.
Colonial settlers came to North America for many Elicit the type of organizer found in the encyclopedia
reasons. Some came for religious freedom. Some came (a timeline), and whether this is a primary, secondary,
to make money. They settled into thirteen colonies, or tertiary resource (tertiary).
areas that are now the states known as New York, New Draw the graphic organizer on the board with the
Jersey, Pennsylvania, Virginia, North Carolina, South missing information. Ask students to work in groups of
Carolina, Massachusetts, New Hampshire, Maryland, three to complete the graphic organizer using the
Georgia, Connecticut, Rhode Island, and Delaware, and information from Activity 2. For weaker classes, consider
they were ruled by the King of England. having students underline the information in the
In the early days of the colonial period, the settlers encyclopedia and provide clues by pointing out that the
did not know how to live in the wilderness, and they topic of the article was mentioned in Activity 2 and the
faced many hardships. Many of the first settlers became main ideas of each paragraph were also discussed in
Activity 4. The supporting details in the last row of the
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graphic organizer can be found in the actual article because … Allow them one minute to write as much as
itself. After students have had a reasonable amount of they can to elaborate on this statement. When the
time to complete the organizer, ask for volunteers to go minute is up, say, Stop and pass. It doesn’t matter if the
to the board to fill in the missing information so that student is mid-word, they must stop and pass their
answers may be reviewed as a class. story on to the student on their left, who then picks up
where they left off and they too, will receive a new story
Answers: Colonization and Conflict; Conflicts in to continue. Every minute, or 30 seconds for a shorter
North America; England, France, Sweden; North lead-in, instruct students to stop and pass. By the end
America; War; Thirteen English colonies of the lead-in, students should receive their original paper
with their name written on it and an interesting story.
Ask some volunteers to read their stories out loud to
Alternative Activity: Have students highlight the the class. This is an interactive writing activity that will
supporting details, using different colors. get students thinking for the next activity in a fun and
Time: 5 minutes creative way.
6 Look at the past events. Match them to

the events that had happened earlier.
Classroom Management: Identifying the main Draw a timeline on the board, indicating past, present,
idea and supporting details is an important part of and future. Give an example of an event: There was a
reading comprehension. The main idea is the central tsunami in Japan, and have a volunteer mark the event
point an author is trying to make, and, in a longer on the timeline with an X. Then tell students: There had
piece of writing, each paragraph will have one main been an earthquake. Elicit whether this happened
idea. Supporting details are sentences that support the before or after the tsunami (for example, thirty minutes
main idea; they give additional information or before). Again, have a volunteer indicate it on the
examples. Encourage students to think of the main timeline. Point out that there are now two actions on
idea as a heading or title for that particular paragraph. the timeline; elicit which happened first.
To read history events, have students read events
1 through 5; they are all about events during the
5 Read the sentences and circle T for colonization of North America but are not necessarily
True or F for False. related. Explain that the events in the right-hand
Draw three other graphic organizers on the board: a column all took place before one of the events in the
Venn diagram, a timeline, and a table with three left-hand column. Now ask students, individually, to
columns. Elicit which organizer best represents the match the events that are related, then get together
main idea and supporting details (the one already on with a classmate and compare and discuss their answers.
the board – To anticipate subject matter from familiar words or
from the Student Book), to make sure that students phrases, have five pairs draw small timelines on the
have grasped the idea of hierarchies. Ask students board and mark their sentences on them, above the two
whether the details can be switched from one main idea Xs (for instance, indicating 1 and b). Have the rest of the
to another, to elicit that they support a specific idea. class discuss their answers, making sure that the concept
Have students answer the statements and then share of one action occurring before the other is clear.
their answers with a partner. Nominate a student to read
the first statement out loud to the class and provide the Answers: 1 b; 2 c; 3 a, 4 d, 5 e
answer. Discuss each answer. Example, if the topic does
not tell us the category of the information, what does it 7 Match the sentences to the
tell us? (Answer: the subject or theme). Continue corresponding diagram.
nominating and discussing responses until each of the To point out information about key events and determine
five questions have been answered. verb tenses, have students use the information on the
board as a guide in order to match the sentences with
Answers: 1 F; 2 T; 3 T; 4 T; 5 F the corresponding diagram. Students work in pairs to
decide the correct responses and then check their
Class answers with another pair.
Lead-in Have volunteers go to the board, draw the diagrams
Ask students to take out a sheet of notebook paper. and write the corresponding sentences.
Instruct them to write their names in the upper corner
of it and to write the opener Yesterday was a bad day Answers: 1 past simple; 2 past perfect; 3 past perfect
progressive
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8 Complete the rules. Alternative Activity: Ask students to work in pairs
Have other volunteers go to the board, underline the and write a paragraph of their own about a historical
auxiliaries, and circle the main verbs in the sentences. event and then add an unrelated sentence. Have them
Have students work in groups of three to complete exchange their paragraphs with another pair and identify
the rules. the sentence that is not related to the main idea.
Draw a table with three columns with the following Time: 10 minutes
headings: past, past participle, and -ing, and have
students copy it; then dictate a series of five or six verbs
so that students write the appropriate form of the verb 15 10 Listen and check your answers.
in each column. Be sure to include some with spelling Play audio CD so students can check their answers.
changes in the -ing form. Finally, have students add
more examples for each columns from the Verb List 11 Complete the sentences with the past
on page 181. simple, the past participle, or the -ing form of
the verb.
Answers: 1 past simple, irregular; 2 past perfect, had; Have students work in pairs and quiz each other on past,
3 past perfect progressive, been past participle, and -ing forms of regular and irregular
verbs, using the Verb List on page 181.
Stage 4: I practice Elicit that the past participle and the -ing form go
after auxiliaries, but the past simple does not have any
9 Cross out the sentence that is not related to auxiliaries. Have students open their Student Books to
the main idea and match each paragraph page 86 and complete the sentences. Monitor and check.
to the illustrations.
To anticipate subject matter from familiar words and Answers: 1 established; 2 built; 3 living;
phrases, tell students that you are going to read a 4 disappeared
paragraph, and you are going to include a mistake. Ask
them to close their eyes and listen. To recognize order Cultural Note
and meaning of a text, read the following (adapted from
Activity 3): Spanish missionaries established the town of St. Augustine
The Spanish were among the first Europeans to in what is now Florida, in 1565.
explore the New World. By the late 1500s, Spain’s In 1587, about 100 English people arrived on the
American colonies made it the richest country in island of Roanoke. Their leader, John White, sailed to
Europe. At the same time, people from other European England for supplies. When he returned, the colonists
nations such as England, France, and Sweden began to had disappeared. No one ever found them or heard
claim land, too. Neil Armstrong was the first man on the from the again. Some people think they were kidnapped
moon. These first colonies in North America were by pirates, and others speculate that they moved in with
established along the Atlantic Coast. Indians. The mystery of what happened to the settlers
Elicit the sentence that does not belong (Neil continues to this day.
Armstrong was the first man on the moon).
Have students open their Student Books to page 86
and, individually, read the three paragraphs, marking Class
the sentence that is not related to the main idea, and Lead-in
then get together with a classmate and check if they Divide the class into small groups of three or four. Ask
agree. Monitor and check. students to take out a sheet of paper and write a main
Refer students to the Glossary on page 161 to clarify idea and one or two supporting details. Tell them that
the meaning of words. the main idea can by any historical event. Once they
decide on a main idea they must write at least one
Cultural Note supporting detail. Have students work in groups of four
and take turns telling their supporting detail(s) to their
Peter Minuet bought the island of Manhattan from the classmates so they try to guess what the main idea is.
local Indians in 1626 in exchange for beads and trinkets.
The Dutch handed it over to the British in 1674. 12 Read the information in the organizer.
Underline the supporting details.
Write three supporting details from the graphic
Answers: 1 Farming was difficult in isolated areas. organizer in Activity 5 on the left hand of the board;
2 Colonists rebelled against British rule. 3 Marco Polo and the two main ideas on the right. Have students
traveled around China. match them and identify the “odd one out.”
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Instruct students to open their Student Books to Stage 5: I can
page 87 and look at the topic and images. Have students
suggest what they think the images represent. Then ask 14 What is the topic of the information in
them to read the supporting details below (third tier of Activity 12? Label the organizer.
the graphic organizer) and elicit whether the Ask students to open their Student Books to page 83,
supporting details made them change their ideas about and ask them to silently read the first paragraph (check
the images. Remind them that supporting details give layout), elicit the two countries with the largest presence
more information and explanations. Again, elicit what in North America (England and France). Tell students
the images represent, and have them circle the that Mexico was called New Spain, to elicit the name of
supporting details. Point out that they are in the third France’s territory: New France. Have students write the
tier because they are not as important as the main topic in the box at the top of the organizers.
ideas.
Answer: New France
Answer: American Indians trapped animals with fur.
The French sold the fur to Europeans to make hats and 15 Write a short report about New Spain. Use
coats. The fur traders helped the Huron tribe fight their the text in Activity 2 as a model.
enemies. La Salle claimed the Mississippi and the land Have students look at the two organizers, the one on
around it for France. He called it Louisiana after King page 84 and the one on page 87. Explain that now they
Louis XVI. are going to write their own report about New Spain.
To write a short report based on a model, ask
13 Label the organizer with the main ideas. students to work in pairs and draw a graphic organizer
Now ask students to use the titles to label the organizer’s and decide on two main ideas they want to include, and
main ideas: Indian wars, Louisiana, and The fur business. then add two supporting details to each idea. Then
Add that they should work individually and use the have two pairs get together and share their ideas.
images to help them decide where each main idea Finally, have each pair write two paragraphs about
belongs. Check answers as a class. New Spain. Remind them that each paragraph must be
about a main idea supported by details. Have them read
Answers: (from left to right) The fur business, Indian their report to another pair.
wars, Louisiana
16 Do you think it is important to know
Cultural Note the history of other countries? How does
learning about history help us understand other
In the 1600s, France claimed land in present-day cultures?
Canada and named it New France. Few settlers lived To know about history and appreciate it, ask students
there because the weather was so cold; however, fur to work in groups of three and have them discuss the
was an important business. American Indians traded questions. If you have time, discuss the answers with
the fur of the animals they hunted and trapped for them and their different points of view.
things like pots and cloth. The French were partners
with the Huron and Algonquin tribes, who were at war
with other Indian tribes.
In 1673 a missionary named Marquette and an
explorer named Joliette traveled by canoe down the
Mississippi River. In 1682 another explorer named La
Salle claimed the Mississippi and all the land around it
for France.
By the 1750s, the French had built a series of forts to
protect their fur trade with the Indians, but the English
wanted to settle on that land. In 1763, France lost the
French and Indian War, and New France became part
of Britain.
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Performance Indicators: – Group sentences which give similar information to

– Identify chronological order. form paragraphs.
– Compose simple and complex sentences paraphrasing – Read to revise punctuation and spelling conventions.
main ideas. – Add, remove, change and /or reorganize information.
– Complete flow charts with information that broadens – Adjust language in accordance to the intended
main ideas. audience and purpose.
– Rewrite sentences to include information that – Write a final version.
broadens main ideas. – Generate unity, harmony, and rejection of prejudice.
– Emphasize and clarify ideas in a text.
– Determine the order of key events in a timeline. Materials:
– Identify chronological order. – Reader, Audio CD
– Determine the key order of events in a timeline. – Sticky notes
Class Cultural Note

Lead-in
Pop Quiz! Find out what students are seeing in their The Battle of Puebla took place on May 5th, 1862. Many
history class (or ask them to bring in the questions) and countries, including the United States, use this holiday
give a pop quiz – in English! Have students work in to celebrate Mexican heritage and culture. Several US
groups of three or four; call out questions (True / False, cities hold parades to celebrate this day and consider it
names, places, dates) and give each group 30-60 a day to celebrate Mexico and US friendship and an
seconds to discuss the answer, and then raise their opportunity to learn more about Mexican culture.
hands if they know the correct answer. Encourage as In the US, the Civil War took place from 1861-1865.
many students as possible to participate.
Stage 1: I know Answers may vary.
1 Organize the events on the timeline. Say Stage 2: I build

what you know about each one.
Ask students to open their Student Books to page 88.
Reader The Silver Flash Drive p. 72-81
Write the phrase The History of Mexico on the board and
draw a timeline underneath. Divide students into pairs
and have them discuss which events are represented and To identify subject matter and intended audience, draw
then place the events on the timeline, identifying the a word cloud on the board and write the following
chronological order of the events. Ask volunteers to write words inside: slavery, Northern States, Southern States,
each event in the correct place in the timeline on the board. cotton, industry, battle to elicit the topic: the United
If necessary, provide leading statements such as: If States’ Civil War.
the 100th anniversary of the Mexican Revolution was just Read the title from the text in the Reader out loud:
celebrated in 2010, then it must have happened in… The Silver Flash Drive and have students predict what
(Answer: 1910) And if the 200th anniversary of the the text is about. Elicit their answers (the text may be
Mexican Independence was celebrated at the same time, about using resources for a school assignment, the flash
then it must have happened in … (Answer: 1810). drive may get lost, or damaged, etc.) and instruct
Continue with the conquest of Mexico and the Battle of students to open their Readers to page 72. Encourage
Puebla. Elicit other famous historical events and write them to do a picture walk through the pages of Chapter
them on the timeline. 6 to help them predict the story’s content based on
Have students use their timelines to elaborate on graphic and text components. Ask students if they
each of the events. Ask students to keep a list of facts think it is a realistic story, a science fiction story, a
that they can remember and compare their list with horror story, or a mystery. Elicit who the people in the
another student pair to share even more information. illustrations are (a teacher and three of her students),
After discussing the events relating to Mexican what school subject they are talking about (history) and
History, ask students to mention a few facts about why, etc.
US History during this same time period.
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Modeled reading: Read pages 72-75 out loud, using 16 2 Listen to Mrs. Bishop and number
appropriate inflection, pauses, and tone. At the end of each the illustrations.
page, ask questions so that students search for the answers Have students open their Student Books to page 88, and
in the text, for instance, What is the name of the teacher? elicit what historical points the images are illustrating.
What is the topic of the project? Can they use maps? This Encourage them to describe them in as much detail as
will help students recognize the details in a text. possible. The images are: Abraham Lincoln, the battle
Shared reading: Ask students to work in pairs and take at Fort Sumter, and the North vs. the South.
turns reading the last few pages out loud to each other. Ask students what they know about slavery. They
Encourage them to identify new terms to broaden should recall some information from the Reader which
vocabulary by underlining unknown words in the text and they saw during the last lesson. Elicit the general idea
using the Glossary on page 85 in the Reader to define them. about what slavery is and where slavery was prominent
When they have finished reading, have students explain during the 1800s. (Answer: slavery is the practice of
how the story ended and discuss the title: The Silver Flash treating people like property and forcing them to work;
Drive. Encourage discussion of types of prejudice (gender, slavery was prominent in the southern states of the
ethnic, racial) and how it can be rejected. United States during the 1800s).
Have students turn to page 82 of their Readers and Inform students that they will be listening to
look at the Comprehension Questions. Check a recording of the teacher, Mrs. Bishop, giving her
understanding and ask them to work in pairs and introduction to the American Civil War and explain
answer the questions. Ask students to share and that they must number the illustrations in the order that
compare their answers with another pair of students. they hear them.
Check answers as a whole class activity by reading the
questions aloud and having different students read out Answers: 1 the North vs. the South; 2 Abraham
their answers. Have the rest of the class agree or Lincoln; 3 Fort Sumter
disagree. Check answers in the Reader Answer Key on
page 171 of the Teacher’s Guide. Class
Lead-in
Ask students to make a timeline of their life, showing
Cultural Note five or six important dates. This is personalized and
can be used later on in the lesson to reinforce material
Initially, all thirteen colonies allowed slavery, but it was if necessary.
more common in the South. Gradually, more and more
northern states made slavery illegal. However, in the 16 3 Complete Paul’s notes on
South, agriculture was an important business and huge Mrs. Bishop’s presentation.
plantations had many enslaved workers. Abolitionists Draw a T chart on the board, write North on the left
were against slavery, and in the 1850s they began to set side and South on the right side. Have volunteers go to
up a series of escape routes for slaves in the South. These the board and write information under each heading.
secret routes were called the Underground Railroad. For example, under North: worked in factories, supported
This made some southerners very angry and by 1860, Abraham Lincoln, anti-slavery, etc., and under South:
they wanted to leave the Union to defend their way of owned plantations, pro-slavery, opposed Abraham
life. The North wanted to keep the Union together. Lincoln, seceded from the Union, etc.
In 1860, Lincoln was the only presidential candidate Remind students that Mrs. Bishop asked her students
against slavery. When he won the elections, eleven to take notes, but they are incomplete. Ask them to listen
southern states formed the Confederacy. The Civil War and complete Paul’s notes on Mrs. Bishop’s presentation.
began when the Confederates attacked Fort Sumter on Play the recording of Mrs. Bishop’s explanation of
April 12th, 1861. In 1863, Lincoln made the Emancipation the Civil War again so that students complete the
Proclamation, freeing enslaved people. In 1865, the information in Paul’s notes. Have students check
Confederates surrendered and the Civil War was answers with a partner when they are finished. Check
finally over. answers as a class.
The end of slavery was not the end of inequality.
African Americans could not use many of the civil Answers: Civil War; urban areas; large cotton
rights guaranteed by the US Constitution, and in plantations; elected; states decided to; battles
many public places people were separated by race.
In the 1950s and 60s, Martin Luther King led many 4 Read Pete’s report and answer the questions.
non-violent protests and, finally, in 1964, the Civil Before reading the text as a class, inform students to
Rights Act made segregation illegal. listen for the main idea of the report. Ask for volunteers
to take turns reading paragraphs from the text out loud to
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the class. When students have finished reading, elicit Dictate the following adverbs: always, almost always,
that the main idea of the text is the end of slavery. Ask usually, occasionally, sometimes, and have students match
students to circle the dates in the text and to calculate them to their opposites.
how long the American Civil War lasted using the
circled information (Answer: four years, 1861-1865). Answers: almost always, often, sometimes,
occasionally, rarely
Answers: 1 The end of slavery; 2 1800s, 1860,
April 12th, 1861, 1865 emember Next class each student will need
a sticky note.
Stage 3: I think
Class
5 Complete the timeline in the Worksheets Lead-in
section on page 178. Have students work in groups of ten. Write the nine
To identify chronological order and determine the key adverbs of frequency as a list on the left side of the
order of events in a timeline, ask students to write the board: always, almost always, usually, often, sometimes,
dates they circled on the timeline on page 178. Make occasionally, rarely, hardly ever and never; and instruct
sure they write them in sequence. Then have them each student to choose one and write it on their sticky
work in pairs and complete the information. note without showing the word to their neighbor. When
you give the signal, students should switch notes with
Answers: 4, 2, 5, 1, 3 their neighbor and without looking at the word, attach
the sticky note to their foreheads. Now instruct the class
6 Where did these things happen? Circle to stand up and walk around the classroom. Classmates
North or South. Then underline the word that can give this person clues to help them guess their adverb
expresses how often they happened. of frequency. Possible strategies for revealing clues
Ask students to recall the T chart and instruct them to try might include: revealing its percentage of frequency
to identify the five statements as either pertaining to the according to the scale they saw last class (100%), using
North or the South. Once they have made their guesses, synonyms or sentences with similar meanings (I watch
have them work with a partner and use the information TV every day), etc.
from the text in Activity 5 to check their answers.
After identifying where these statements refer to, 8 Complete the sentences.
ask students to underline the word that tells us how Instruct students to return to their desks with their sticky
frequently they happened. Refer them to the Glossary note and open their Student Books to page 91. Have
on page 161 to clarify the meanings. Then, ask them to students complete the sentences individually and compare
circle the verbs and identify the position of the their answers with a partner. Check answers as a class.
frequency adverbs: before the verb, with the exception
of sometimes, which can go at the beginning of the Answers: 1 frequently; 2 before, beginning
sentence.
9 Match the ideas or events that are related.
Answers: 1 South (rarely); 2 North (almost always); Circle the verbs.
3 South (occasionally); 4 North (sometimes); 5 North Again, asking students to work individually, instruct the
(often) class to read the eight ideas shown in Activity 9 and to
match them together to create four pairs of statements
7 Complete the table with the that correlate with one another. Do the first one together
underlined words from Activity 6. as a class as an example. Instruct students to continue
Recreate the graphic organizer for frequency adverbs matching the remaining statements together.
from Activity 8 on the board. Explain that it represents Once they have completed the first task, instruct
a scale, or spectrum, of frequency. Begin by analyzing them to circle the verbs in each of the eight statements
the opposite ends of the spectrum: from 100% to 0%. individually and to compare their answers with a partner.
Write always and never at the two extremes.
Explain that the remaining adverbs of frequency Answers: 1 c; 2 b; 3 d; 4 a; were working, won, fired,
exist to provide a more moderate estimation of events / surrendered, ended, left, dreamed, and started
preferences. Decide as a class where the adverbs of
frequency from Activity 6 belong on the graphic 10 Match the sentences to the
organizer and write them in their appropriate place on corresponding diagram and answer
the board. Ensure that students write the correct the question.
answers in the Student Books. Draw a vertical line down the center of the board. Write the
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phrase simple past on one side and past progressive on in United States history, along with Kennedy’s Ask not
the other. Ask students to recall when we use the simple what your country can do for you but what you can do
past. Elicit the answer for events started in the past and for your country Inaugural Address in 1961, or the I Have
finished at a specific time in the past and elicit an example. a Dream speech by Martin Luther King Jr. According
Now explain that we use the past progressive tense to popular myth, Lincoln wrote it on the back of an
to talk about an activity that lasted a certain amount of envelope while riding on the train to Gettysburg.
time in the past and provide an example (I was getting Some of the terms used in this speech are: four score
ready from 7 to 8 this morning). Compare the two and seven (4 x 20 + 7 = 97), brought forth (created).
examples; waking up is instantaneous because you are
asleep one minute and are conscious the next. Getting
ready requires several actions (showering, getting dressed, 12 Read the sentences and underline the
brushing your hair, eating breakfast, brushing your teeth, verbs. Then circle T for True and F for False.
packing your bag, etc.) which take more time to complete. Students first identify the verbs in the sentences. There
Have students match the sentences to the diagrams. is more than one verb per sentence in the sentences
Check answers as a class. that contain two events or ideas that happened
simultaneously. Once all of the verbs have been identified
Answers: 1 b; 2 a; the first sentence in the past and underlined, students should analyze the use of the
progressive talks about a longer action. connectors when and while in the sentences in order to
answer the five statements below as true or false.
11 Check ( ) the sentence that has two ideas Randomly nominate students to provide answers to
or events. Circle the connector. the class and explain their choice. One of the best ways
Have students select the three sentences that have two to learn something is to teach it, so allow students to
ideas or events. Write the two sentences (Lincoln gave defend their choices to the rest of the class to prove
his speech. He did not think many people would their answer. If time allows, correct the false statements
remember it.), one above the other to indicate that both so that they are true (3 – When indicates that one action
happened simultaneously; draw a timeline below to happens at the same time as another. 4 – We always use
emphasize the fact that both things happened on a comma when the sentence begins with when or while).
November 19th, 1863.
Begin by elaborating that when is used here as a Answers: won, left, were fighting, looked after, ended,
connector that shows time and sequence. As one event surrendered, surrendered, ended; 1 T; 2 T; 3 F; 4 F; 5 T
was happening, so was another simultaneously and when
is the best connector to show two events occurring 13 Complete the rules.
simultaneously. Emphasize this point by rewording the Instruct students to work with a partner to complete
sentence to say, Lincoln gave his speech and he did not the rules using the information learned in the previous
think many people would remember it. Draw attention activities. Check answers as a class.
to how this sentence shows that the two events occurred
one after the other. Answers: 1 past continuous, was; 2 join, connectors
Have students look at the sentence Lincoln wrote the
speech while he was traveling on the train and elicit that Stage 4: I practice
traveling on the train took longer than writing the speech.
Point out the use of the connector while when a longer 14 Unscramble the sentences.
event is interrupted by a shorter one. Write the numbers 1 through 4 down the right side of
Elicit other pairs of historical events that could have the board and assign four students the numbers 1
happened on the same day, for instance, When the French through 4. Provide adequate time to unscramble the
attacked Puebla, they did not think they would be defeated. sentences and then ask the four students to take turns
going to the board to write their answer. Students
Answer: ( ) When he gave his speech, he did not think compare their answers with the ones written on the
many people would remember it; when board and decide as a class if they are correct or not.
Cultural Note Answers: 1 Mrs. Bishop always has great ideas for
learning history. 2 The students never get bored in her
The Gettysburg Address was given on November 19th, class. 3 Occasionally the class goes on field trips to find
1863, at the dedication of the Soldiers’ National out more about the topics. 4 Mrs. Bishop almost always
Cemetery at Gettysburg, Pennsylvania. It only has ten has the students give a presentation after the field trip.
sentences and lasted two minutes; however, Lincoln’s
speech has come to be regarded as one of the greatest 15 Complete the sentences.
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Have students read the sentences and notice the leading questions such as: Which two locations are
connector; then have them complete the sentences with mentioned in the sentences? Elicit Mexico and Roanoke
the correct form of the verb. Island. Divide the board into two columns by drawing a
vertical line down the center of the board. Write the
Answers: 1 sent; 2 invaded, was; 3 traveled, had title Mexico in the right column and the title Roanoke
Island on the left side. Nominate students to take turns
16 Use the events in the timeline to complete going to the board to write the sentences in the column
the chart. where they belong (ordering them by sequence of events
Have students open their Student Books to page 92 and is not important yet). Once the class agrees on the
first complete the years in the timeline and then use the appropriate grouping, they should order the events in
information to complete the table. the sequence they occurred by writing the numbers 1
through 3 next to each sentence. The idea is to group
Answers: 1850s – Slaves often tried to escape. 1860 sentences which give similar information to form
– he was against slavery. 1861 – Lincoln won the paragraphs for the next activity.
election. 1861 – Lincoln became president. 1861 – They
elected their own president. 1861 – The confederates Answers: Mexico – 1 The French invaded Mexico
fired on Fort Sumter. when Benito Juarez was President of Mexico.
2 Napoleon III sent troops to Mexico. 3 Maximilian of
Class Hapsburg traveled to Mexico when … ; Roanoke Island
Lead-in – 1 In 1585, a group of English settlers arrived on
Give each student a piece of paper. Ask them to write a Roanoke Island, but they soon returned to England.
random sentence in the past simple or past continuous 2 A second group of settlers arrived on Roanoke Island
tenses, for example, I was eating a peanut butter and jelly in 1587. Later that same year, John White returned to
sandwich or I took a shower. Students then get up with England for supplies. 3 When John White returned to
their sentence and wander around the room until you say Roanoke three years later with the supplies, he
‘Stop’. They should get together with whoever is closest discovered that the settlers had vanished. To this day,
to them and combine their sentence with their classmate’s no one knows what happened to them.
sentence using when or while: I was eating a peanut
butter and jelly sandwich while I took a shower. The 19 Use the sentences in Activity 18 to write
combinations will most likely be silly but the idea is for a paragraph with one main idea and three
them to practice the grammar in a fun and engaging way. secondary ideas.
Divide the class into two groups. Assign the first group
17 Write sentences using when to join the two to write a paragraph using the information provided in
events from the sentences in Activity 16. the previous exercise about the French invasion of
Ask students to combine the sentences in the table in Mexico. Assign the second group to write a paragraph
Activity 16. Instruct students to work with a classmate about the missing settlers of Roanoke Island. Instruct
to match the two clauses and to place the connector when them to write the main idea followed by supporting
in the most appropriate place, using commas where details. Encourage them to join some of the ideas using
necessary. Ask for volunteers to go to the board to write the connectors when or while and to add, remove,
their answers so that the rest of the class can compare. change, and / or reorganize information. When they
have finished writing, they should switch with someone
Answers: 1 A slave would often try to escape when from the same assigned group so that they can read to
they heard they were going to be sold. 2 When Lincoln revise punctuation and spelling conventions. After
became a candidate, he was against slavery. 3 The Civil making any necessary corrections, students should then
war began when the Confederates fired cannons at Fort write the final version and exchange their paragraphs
Sumter. 4 These states left the union when Lincoln won with a student from the other group for reading.
the election. 5 The CSA was formed when they elected
their own president. 6 The CSA was formed when some 20 Give your paragraph a title.
states left the union. Students should write a fitting title for their paragraph.
They may choose to brainstorm possible titles with a
Stage 5: I can partner but both groups should have several title
suggestions (rather than just one for everyone). Share
18 These sentences are about two different the different titles as a class and decide which ones
events. Group them and put them in the are the best and why (for example, they are very
correct order. descriptive; they generate an interest to read the
Students must first determine the two topics. Ask paragraph, etc.)
97
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Product 2 Anthology of Historic
Unit 3 Events Reports Student Book p. 94-95
Performance Indicators: – Write the report.

– Choose a historic event. – Edit the report to create the final version.
– Read the texts and select the information. – Agree on the design for an anthology.
– Choose a scheme to organize information. – Create an index.
Class Stage 2: I plan

Lead-in
Elicit what anthologies students are familiar with. An 2 Work in groups. Share your list and choose
anthology is a collection of literary works which usually one event.
consists of poems, short stories, plays, songs, or Divide the class into groups of three or four. Groups
excerpts. In this product, students will be creating an can then review the timeline / spidergram and choose
anthology of reports based on historical events. Explain one of the historic events. Groups should not repeat
to students that anthologies should have congruency, so events so that each group can contribute a report about
it is important to choose a theme; however, this does not a different event. Encourage groups to “sign-up”, that is,
mean that each report should be about the same topic. write the event they chose on a sheet of paper that is
It may also be advantageous to check with the history passed around to each group, to avoid repetition or
teacher to coordinate classes so that the anthology can conflict. They should also indicate the event they chose
relate to what they are currently learning in their in the Student Book.
history class.
Elicit the components of an anthology: table of 3 Complete the table with information about
contents, the reports, and a bibliography. the event.
To choose a scheme to organize information, students,
Stage 1: I get ready in their groups, must select the most important
information they want to use for their report. Instruct
1 Make a list of historical events. them to begin by completing the organizer with the
Instruct students to open their Student Books to page 94. main ideas or events within their chosen historical
To choose a historic event, brainstorm topics as a class event. For example, if students have chosen the Spanish
so students have a say in what they will do. Have them Civil War, they might want to research the beginning of
choose one of the topics or, if the class cannot decide, the war (who fought against who and why), the war
write the topics on pieces of paper, place them in a bowl itself (the major battles, victories, losses, etc.) and the
or bag, and draw one randomly. end of the war (how victory was declared). Monitor and
Now that the class has the topic, they should create a check, and explain that they will have to do research to
suitable graphic organizer for the events. For example, find more details.
if they choose Mexican History as their topic, a timeline
is very appropriate, but if they choose Civil Wars as a topic, 4 Decide on the graphic components you
a timeline might not be as useful as a spidergram with will include.
pertinent civil wars (American Civil War, Spanish Civil As a group, students should decide on the visual material
War, Russian Civil War, Irish Civil War, Chinese Civil War, such as photographs, drawings, maps, diagrams, timelines
etc.). Make sure there are enough events, so that each and charts that they can add to their report. Ask students
group has a different one. to decide which of these components they will include
To read texts and select information, schedule time by completing the checklist in Activity 4. Establish a
in the computer lab or ask students to do their research minimum of at least two or three graphic components
at home and bring their information to school for the so that students know what the minimum requirements
next class. are. Remind them that the graphic components should
fit what they are presenting.
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5 What materials will you need? Make a list. Stage 4: All ready to share
Now that students know what information they want to
convey they should consider the materials they will need 10 Present your report to another group.
to do so. Remind them that it is an anthology, and they Assign groups, so that each group presents their report
should set a standard so that all the reports can all be put to another. Have them give feedback to the other group:
together in a class folder. Remind them that they need What did they like most about the report? What would
to include a bibliography, and they will also need to they have changed or done differently? Is the title
create an index or table of contents for the anthology. appropriate?, etc.
Stage 3: I do 11 Put your reports together to create

an anthology.
6 Decide who in your group will write about If a timeline was created in the first warm-up the order
each idea. of the reports should follow the timeline chronologically.
If there are three team members, each member should If only a list of similar events was compiled in the warm
be responsible for writing one of the main paragraphs. up the class can consider arranging the reports
Each member is also in charge of getting the appropriate chronologically, alphabetically, by region, etc. The class
graphic components. Have students write their names must, however, agree on the design for the anthology
and the idea they will write about on page 95 in their since it is a group effort. If a unanimous decision
Student Book. cannot be reached, the majority rules.
7 Find out more details about your event. 12 Make an index.

Add information to your notes. After deciding the order of the anthology, it is vital to
To write the report, students may need to search and create an index to guide readers through the events in
select additional information from various sources such the anthology. The index should include page numbers
as information online, in the library, in magazines, for each event, the title, and a list of authors (a list of
newspapers, or any other source with relevant information. students’ names). Have students create a cover page and
back cover for the anthology for a more professional,
Class finished appearance.
Lead-in
In an effort to animate students and get them personally I learn
involved in the product, bring some authentic material Ask students what they can do now that they couldn’t
based on the chosen theme to the classroom to share do at the beginning of the learning environment and
with the students. Try bringing music that was created listen to their responses. Encourage them to identity the
and played during the time period chosen, newspaper activities that they found especially helpful during the
articles printed during that time, letters written by process of making the product. Then have them answer
family members, product advertisements of the era, the I learn box. Explain that its purpose is to assess their
etc., items that will capture students’ attention and performance while making the product in order to
inspire them to write the events with real charisma. improve weaknesses and reinforce strengths during the
process. Briefly have them discuss their responses to the
8 Use your notes to write the report. self-assessment in groups or with the rest of the class.
Now that students have all the information they need, Give positive feedback for their effort and progress.
they should write the report. Remind them that the
reports should flow (in chronological order) and should
be visually appealing (using headings) and that it’s Teacher’s Reflection Tool
crucial to consider where it is suitable to include the My work in this social learning environment has
graphic components in the report. facilitated the learning process of the class so children:
– Can formulate questions in order to distinguish main
9 Edit the report and make any necessary from secondary ideas.
changes. Rewrite your report and add the – Can write simple and complex sentences.
graphic components. – Can link sentences in order to make paragraphs.
To edit the report, students should use the checklist on – Can write a short report from a model.
page 95. Each team member can take turns reading the – Can corroborate spelling conventions and adjust
other members’ paragraphs and suggesting changes. language according to intended audience and
This is also the time that teams should include the purpose, to edit reports.
graphic components.
AR_TG3_pp075_100_U3.indd 99 18/07/11 09:06

100
Realizes that Sees language Is aware of the
Learns to Participates in
language games as a importance of Reflects on the Reads and
participate in language
games are an means to language as a use of language Is respectful rewrites
language games to work
Student's Name enjoyable part promote means to as a means to towards others’ informative
games with with specific
of school patience when appreciate and create unity and work texts from a
AR_TG3_pp075_100_U3.indd 100
fellow linguistic
activities carrying out a know about reject prejudice specific field
classmates features
task history
General Comments
Assessment Criteria
w
07/05/12 10:45
Unit 4

Familiar and Community Environment Literary and Ludic Environment
Social Practice: Understand and incite oral Social Practice: Understand and express differences
exchanges regarding leisure situations. and similarities between cultural features from Mexico
and English-speaking countries.
Specific Activities: Interpret and offer descriptions
regarding unexpected situations in an oral exchange. Specific Activities: Read plays in order to compare
attitudes and behaviors adopted by English-speaking
Product: Testimonial and Mexican persons.
At the end of this environment students will: Product: Performance
• learn different ways to improve my performance At the end of this environment students will:
when I speak.
• be able to clarify things in a conversation. • learn strategies that help me understand better what
• learn how to say things in a different ways. I read and listen.
• use strategies to carry on conversations. • make and answer questions about the way someone
• talk about something focusing on main ideas behave.
and details • understand what people say without words (non-
verbal communication).
• read a short play.
101
AR_TG3_pp101_126_U4.indd 101 03/05/12 18:09

Performance Indicators: – Distinguish and use adjectives and adverbs to

– Identify subject matter, purpose, and intended describe unexpected situations.
audience. – Recognize ways to describe an unexpected situation.
– Listen to descriptions of unexpected situations (e.g. – Identify main ideas and information that enhances
during cultural or sporting events, etc.) them.
– Determine the place where an exchange occurs. – Compose sentences to describe unexpected
– Distinguish attitudes and emotions. situations.
– Establish the speakers’ profiles (e.g. occupation, age,
status, etcetera). Materials:
– Use follow-up questions. – Reader, Audio CD
Class Reader T ravel World p. 85–94

Lead-in
Tell students you will play a game called Simon Says. To anticipate the central sense and the main ideas of
Explain that you will establish a relation between some the reading, write festival on the board and elicit from
words and some actions and that, whatever action you the students what it means. Encourage them to share
perform, students have to do only as you say. The words personal experiences. Ask: Which festivals are popular
and actions are: carnival - students do some dance in your city? Which festivals are popular in your
moves; bullfighting - students place their hand on the country? Which is the most popular one? Do you go
heads like a bull; snow sculpture - students pretend to every year? What is the festival’s main attraction? Ask
be working on a sculpture. them to include some details and to describe the
Have students practice a couple times. Then tell general aspects of the festivals.
them it’s time to do as Simon Says. Say: Simon says Have students open their Readers to page 85. Ask
bullfight! And put your hands over your head. Repeat them to leaf through the chapter to anticipate subject,
a couple times the words with the correct actions, and purpose, and intended audience. Ask them to take a
then start doing a different action from the one you say. look at the pictures. What kind of text is this? They will
For example, say: Simon says bullfight! And do some surely recognize the webpage format. Elicit which kind
dance moves instead. See how many students can do as of website it is (a travel agency site) and what it is
you say without following the incorrect action. offering. Then, ask students to focus on the titles and
This exercise routine will energize students and the subtitles, have them speculate what the reading will
introduce some of the settings which will be seen on be about. Elicit: Who is this website intended for? Have
the Reader. you ever used such a service? Has someone in your
family or a friend ever bought a travel package from an
Stage 1: I know internet site? What are the pros and what are the cons?
Lead a brief pre-reading activity to clarify the
1 Match the event to the country. meaning of words. Divide the class in three groups and
Have students open their Student Books to page 98. assign a set of words each. These sets of words
Ask students to analyze the pictures on the left (Rio’s correspond to different parts of the text. Ask students
Carnival in Brazil, Saint Fermin’s Celebration in Spain, to look up any unknown words in the Glossary on page
and Sapporo’s Winter Festival in Japan). Ask: Do you 96. After a couple minutes, each group shares their
know what these events are? Where are they taking findings with the rest of the class.
place? Are there any similar events in your country? Set of words for group one is: snowboard, dome, statue,
From the events shown in the Student Book, which one mazes, highlights.
would you like to go to? Try to elicit as much information Set of words for group two: Lent, float, bleacher, parade.
as you can from the students to incite conversation. Set of words for group three: fireworks, bullfight,
Explore their ideas about unexpected situations. barricad course, pen.
Ask: What do you think about unexpected situations? Have a volunteer read the first part of the website
What are they? What unexpected situation could related to Sapporo’s snow festival. Ask a few
happen regarding the events portayed in these pictures? comprehension questions like: What type of event is the
Snow Festival? What is the Odori Site? What is the
Answers: 1 c; 2 b; 3 a Tsudome Site?
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Then students read about the Carnival in Rio de Class
Janeiro, in the same way they read about The Snow Lead-in
Festival. It is important to check how much they Play Hot Potato. In groups of four or five, have students
understood when they finish. Ask: How long does the toss a scrunched-up piece of paper to each other while
Carnival last? Where do the main parades take place? naming different aspects of the festivals seen last class
How many days do the parades last? Repeat procedure in the Reader. Set the timer to 30 seconds. The member
with Saint Fermin's Festival. Lead a brief discussion of the group who’s holding the Hot Potato (paper ball)
about the festivals. Ask: What do you think about these when the timer goes off, sits down. Continue with other
festivals? Which is the most interesting? Which would categories until there is only one student left standing
you like to go to? Why? Also, ask students to describe in each group.
the surroundings of each festival: What can you see in
the pictures? What kind of scenes are shown? Encourage Stage 2: I build
detailed descriptions of these places and ask for
descriptions of local places (their surroundings) where 17 2 Listen to the conversation and check
local festivals are carried out. (3) the best option.
Then, have students individually read the customers’ Ask students: Has anyone ever won a prize? What kind
opinions on page 94. Instruct students to identify which of prize was it? Encourage students to share their
are the positive comments and which are the negative experiences about winning prizes and explore the
ones. Ask them to identify the main idea in each opinion feelings these unexpected situations brought up.
and which part, if any, explains and gives examples of Have students open their Student Books to page 98.
the experience. Tell them they will listen to a conversation of a radio
Have students turn to page 95 of their Readers and program about a woman winning a trip. Discuss the
look at the Comprehension Questions. Check odds for this kind of event to happen. The aim of this
understanding and ask them to work in pairs and activity is for students to listen to a description of
answer the questions. Ask students to share and unexpected situations shared in an oral exchange. Read
compare their answers with another pair of students. the questions below. Play the CD for a general
Check answers as a whole class activity by reading the understanding. Give a couple minutes for students to
questions out loud and having different students read go through the questions. Then, play the CD for a
out their answers. Have the rest of the class agree or second time and ask students to check the questions.
disagree. Check answers in the Reader Answer Key on Ask students to compare their answers with the person
page 172 of the Teacher’s Guide. sitting next to them. Alternatively, have students listen
again and look at the audioscript on page 186 of their
Students Books to check their answers.
Cultural Note
Answers: 1 a; 2 b; 3 a
For most language learners, being present in a language
classroom is mainly about learning how to speak and 17 3 Listen again and answer the questions.
understand a language. As teachers we are aware that Ask for a volunteer to read the four questions out loud.
communication in any language involves more than Have students think if they know the answers, and elicit
linguistic skills. Languages exist within cultures and what they might be. Play the CD. Have students listen
reflect beliefs and world views. Language is intertwined to determine the place where the exchange takes place,
with culture. So, learning a new language should be an the speakers attitudes and emotions, and their profile.
occasion to reflect on different cultures and ways of Tell students it is always important to keep in mind
experiencing life, and learning other non-verbal skills who you are talking to in order to find the adequate
that will help us communicate. speech register. Finally, focus on question number four.
Remember that learning English is an opportunity Ask: What is paraphrasing? Explain that paraphrasing
for students to learn about different surroundings and or rephrasing is a very important skill that involves the
different cultures. A positive approach to languages and ability to express ideas in different ways. It is also a
their cultures will promote confidence and assertiveness good strategy to negotiate meaning in a conversation.
in the use of English language. Also, remember to By paraphrasing, the listener gets a chance to check
always encourage respect for other people as you bring comprehension of what’s been said. Provide the class
up the different cultural topics in class. with a few examples of paraphrasing.
Answers: 1 The man is a radio DJ and the woman is a

radio listener. They are not related in any other way. 2 The
woman is a secretary and the man is the DJ. 3 happy;
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4 Yes, almost at the end of the conversation: "So you think describing it. Clarify that a superlative adjective is one
someone who likes snow or winter magic should go to this that expresses the greatest degree of a particular
festival?" quality. For example, the superlative form of happy is
happiest. So the funniest part means the part which is
Stage 3: I think the most amusing or comical.
To recognize ways to describe an unexpected
4 Read this extract from the conversation and situation, read the statements and tell students to
circle the words that tell you it is in the past. answer True or False. Pay special attention to the
This activity will help students recognize ways to second statement because it is a very common mistake
describe unexpected situations. Remind students the for Spanish speakers to place the adjective after the noun.
use of past tenses to talk about experiences. Read the
instructions and have a pair of volunteers read the Answers: 1 T; 2 F; 3 F; 4 T
dialogue. Ask students to work in pairs and circle the
words they believe tell you that the text is in past (past 9 Match the rules to the examples.
verbs). Check answers as a class. Explain to students that they are going to analyze the
different ways in which superlatives are formed. Read
Answers: DJ: did; Jane: went, was, saw, built, were, the instructions and have students read the sentences in
saw; DJ: did; Jane: went the left-hand column. Explain that these are the rules to
form a superlative. Go through the first one together as
5 Look at the words in bold in Activity 4 and an example. Read: Two syllable adjectives ending in -y
answer the following questions. change to -ier or -iest. Ask: Which example in the right
Read the instructions and draw students’ attention to column matches this rule? The answer is: pretty changes to
the words in bold in the previous activity. Then ask prettiest. Give students a couple of minutes to go
students to answer the questions together with their though the rest of the sentences on their own and match
partner. Ask: What kind of words are these? What are the examples that correspond to each rule. Check answers
they used for? as a class. Finally, explain to students that some adjectives
Direct students' attention to the need to formulate have irregular superlative forms and cannot be formed
questions in order to understand a description. according to any rule. These superlatives should be
learned by heart. Write the following table on the board
Answers: 1 In February; 2 Every day; 3 Seven days and ask students to copy it.
6 Match the time phrases to their uses. Irregular adjective Superlative form
Explain to students that adverbs are words that tell us
the time when an event happened, as well as how long good best
it lasted, and its frequency. Ask for a volunteer to read bad worst
the instructions and then tell students to match the many most
columns. Check answers as a class.
Answers: 1 c; 2 a; 3 b Answers: 1 d; 2 b; 3 a; 4 c
7 Underline the correct options. 10 Complete the sentences with words

Read the instructions and ask a volunteer to read the from the box.
sentences out loud. Give students a few seconds to Ask students to read the sentences in Activity 10 and
answer, and then check as a class. to work with a classmate to fill in the blanks, to
distinguish and use adjectives and adverbs to describe
Answers: 1 past; 2 regular and irregular; 3 when unexpected situations. Quickly review the answers
from Activity 8 and Activity 9 as a class. Instruct
8 Look at the adjectives Jane used to students to use the information from these two
describe her experience at the Snow Festival. activities to help them answer the missing information.
Circle T for True or F for False. Once students have filled in the blanks, review the
Read the phrases. Ask students to analyze them and to answers as a class by asking for volunteers to share their
tell you: What is different between each pair of responses.
adjectives? Help students realize that two of these
adjectives are in the superlative form. Elicit from Answers: 1 adjectives; 2 before; describing
students what is an adjective. Remind them that
adjectives are words used to modify a noun by
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Class Answers: 1 a; 2 c; 3 a; 4 c
Lead-in
Tell students they are going to play a word-association 13 Complete Raul’s e-mail to his mom with
game. Elicit several adjectives from students and write words from the box. Write the verbs in the
them on the board. Get them started by providing some past tense.
examples, like the adjectives mentioned in Activity 8 on Direct students’ attention to the picture in Activity 13
page 100 (beautiful, magical, funny, warm). Ask students: and ask what the e-mail might be about. Have a
What other adjectives can your students think of? volunteer read the e-mail with the blank spaces. Can
Ask students to stand up in a circle. Pretend to be students get the main idea without the missing verbs?
holding an imaginary ball; say an adjective and toss the Help students recognize a conversation of an unexpected
ball to a student in the circle. The student who receives experience. Ask students to practice describing the
the ball must say a sentence using that adjective: It is a setting of an unexpected event by describing the setting
beautiful day. Then, the student chooses a new adjective of the running of the bulls.
and tosses the imaginary ball again to another student, Next, have them complete the sentences by changing
and so on. Students continue tossing the ball and the verbs in the box into the past simple. Advise them
making adjective-noun associations. The only rule is to check the Verb List at the back of their books page
that no noun or adjective can be repeated. 181 in case of doubt. Then, write on the board the list
of verbs from the box and call out different students to
write them in the past tense.
Alternative Activity: Instead of forming sentences
with the adjective, you can ask students to provide its Answers: arrived; ran; stepped; was; went; got.
superlative form.
Time: 5 minutes 14 Complete the organizer with the
time phrases.
Tell students to look at the table on page 102 and read
Stage 4: I practice the headings. This activity is intended to help students
categorize time adverbs according to their function.
18 11 Listen to the unexpected situation Ask students to get in pairs and complete the organizer.
and answer the questions. Draw three columns on the board so that students
Have students open their Student Books to page 101 can come to the front and write the answers. Choose
and ask a volunteer to read the instructions. Remind one student per column. Do not copy all the
students that when people tell stories about an information, just the required fields.
unexpected situation they’ve experienced, the story
becomes more interesting when enhanced with details, Answers: 1 in 1985; 2 last month; 3 every year;
instead of going straight to the point. Instruct students 4 for 20 min; 5 all night
to pay attention to the details in order to get a first
general idea on the audio’s topic. Tell students to 15 Write the time adverbs in chronological
identify the main ideas and the information that order.
enhances, exemplifies, or explains the unexpected Read the instructions and then read the five adverbs of
experience. Have a volunteer read the two questions time with pauses. In pairs, ask students to write them in
and, before playing the CD, explain the word stitches chronological order. Have a volunteer write them on
and the phrasal verb ran over, by miming them. Play the the board so they can visualize the answers.
CD. Check answers as a class.
Answers: last year; last week; yesterday; tomorrow;
Answers: 1 He was run over by a bull. 2 Answers next year
may vary.
18 12 Listen again and underline the correct Alternative Activity: Ask students to write a
option. sentence that is true for each adverb. E.g., Last year I
Before you play the CD again, ask students to read the went to Chiapas. Last week we had an exam. Yesterday
four questions and think if they know any of the answers. was Monday. Tomorrow will be Wednesday. Next year I
Ask them to share their ideas with the rest of the class. will be in high school.
Play the CD. Ask students to go to page 186 of their You can also ask them to get in pairs, choose five
Student Books and read the audioscript to check their adverbs and write a short story about an unexpected event.
answers. Time: 10 minutes
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16 Match the adjectives to the nouns. the activity. Have students volunteer to go to the board
Read the adjectives in the left column and mime their and write the sentences. Check accuracy, spelling, and
meanings. Read the instruction and ask students to do punctuation.
the activity in pairs. It should take little time to go
through this activity. Select some students to provide Answers: 1What happened? 2 What did you do?
the answers, and have them say the adjective and the 3 Who saw it? 4 Where did it happen? 5 What did
noun. You can also ask them to mime the adjective. you see?
Answers: 1 b; 2 c; 3 a; 4 d Stage 5: I can

Class 19 Complete Carmen’s testimonial about the
Lead-in carnival. Use the verbs in the box in past tense.
Tell students to think of an extraordinary, unexpected Ask a student to read Carmen’s testimonial with the
thing that has happened to them and that they want to blank lines. Elicit the first answer. Point out that the
share with the class. Give a couple of possible examples, verbs must be changed to the past tense. Students
like: You come across your favorite football player in a complete the testimonial in pairs and share their
mall. Ask students to write down on a sheet of paper answers with the class. Ask students’ opinion about
some questions related to their unexpected situation Carmen’s experience.
using Wh-words. E.g., Who met Cuauhtémoc Blanco in
a mall last year? Explain that this activity is intended to Answers: won; started; finished; saw; was; danced; sang
help them get better acquainted with their classmates,
and appreciate credibility and objectivity in descriptions. 20 Tell your friend about an unexpected
Give them a couple of minutes and then ask students to situation. Complete these notes and use
fold their pieces of paper and to put them on top of Carmen’s testimonial as a model.
your desk. Ask someone to go to the front and pick one Give students a couple of minutes to brainstorm and
paper. This student must read the questions and try to make notes about the answers to the questions. Then,
guess who wrote it. Repeat a few more times with ask them to write sentences to describe an unexpected
different students. Promote the interchange of positive experience of their own using Carmen’s testimonial or
attitudes and constructive dialogues in your classroom. any other testimonial found in this lesson, as an
Finally, lead a brief class discussion on which was the example. Instruct students to get in pairs and exchange
most interesting story and why; and what elements help their texts in order to proofread and then to discuss the
you know if a story is credible and objetive. experiences and get more details about them.
17 Write five of these adjectives in the Answers may vary.

superlative form to play Bingo.
Ask students to open their Student Books to page 102. 21 Work in pairs. Share your unexpected
Read the list of adjectives and check everyone situation. Use follow-up questions to get more
understands their meaning. Refer them to the Glossary information.
on page 162 to clarify the meaning of any difficult words. Ask students to change partners and share the experience
Give students a couple of minutes to go through the list of their partner in the previous activity with the new
and think of the superlative form of each adjective. one. Encourage students to produce descriptions of
Remind students that in case of doubt they can check surprising situations spontaneously. Reinforce the
the rules to form a superlative in Activity 9 on page 100. importance of paraphrasing. Remind them to use
Elicit the superlative forms orally. Then ask students follow-up questions, like the ones seen in Activity 18.
to choose five adjectives and write them down in the
superlative form on the lines. Then explain Bingo rules. 22 Is it easy or difficult for you to share
You will randomly call the different adjectives and the personal information?
first student to cross them all out, wins. Write the Unexpected situations can be both positive or negative,
adjectives on the board to keep track. The game can so, depending on your students’ experiences and their
be played a couple of times. personalities, some might have felt challenged by the
previous activities. Give students some minutes to
18 Unscramble the follow-up questions. reflect on their feelings when sharing personal
This activity intends to reinforce students’ ability to information with the class. Do not force participation at
formulate questions to understand a description. Have any time. This activity is intended to help students
students turn to page 103 and elicit the first answer. identify how they feel sharing information about their
Then, ask them to work in pairs and complete the rest of own lives and make them become aware about the need
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Performance Indicators: – Compose sentences to describe unexpected

– Identify subject matter, purpose, and intended situations.
audience. – Change direct speech into indirect speech and
– Clarify meaning of words. vice versa.
– Determine sequence of enunciation. – Produce descriptions of unexpected situations
– Recognize strategies used to rephrase ideas, adjust spontaneously.
volume and speed, and negotiate meaning. – Repair a failed conversation.
– Clarify of the lack of double negatives in English. – Maintain an exchange.
– Include details to main ideas.
– Recognize language formulae (greeting, courtesy, Materials:
farewell expressions). – Reader, Audio CD
– Rephrase ideas. – Photocopies of Aesop’s fable The Boy Who Cried Wolf
Class Stage 1: I know

Lead-in
Ask students to select one item from their backpacks 1 What do you know about these
that has some personal significance to them. Have them Olympic sports? Explain how the Olympic
work in pairs with the person next to them. This Games help relations between countries.
activity is intended to promote constructive dialogues. Ask students if they like watching sports on the TV and
Say: Share why this particular item you chose from your which ones they like best. There is a good chance that
backpack is important to you. You have only one minute soccer will be at the top. Elicit which sports they watch.
to do this and then it is the other student’s turn to talk Ask: Do you enjoy figure skating or swimming? Do you
about their item. Before they begin, explain the concept like watching golf on television? Ask students to open
of speed sharing so it is clear how students should their Student Books to page 104. Have them look at the
move. This is easier if the rows are numbered. Have the pictures and tell what they know about each sport. Ask
even rows move and the odd rows stay in their seats. them: What do all these sports have in common? Focus
The students at the back will have to move to the front. students’ attention on the fact that they all are Olympic
Every minute say: Mingle! This will be the code for sports. Explore the topic asking different questions like:
them to change partners. Do this three or four times. What are the Olympic Games? What’s their origin?
Eventually, have students stay in the place they last were What’s their objective? Which countries participate?
for the rest of the class. Which are Olympic sports? Is there anything special they
can remember about Mexico’s participation in different
Olympic tournaments? Then ask students to get in
Classroom Management: Speed sharing is a groups of three and discuss how the Olympic Games
useful technique to have students share pieces of help relations between countries. Instruct them to take
information with many different partners in little notes. Give one minute to each group to share their
time. You need to organize students in two rows and conclusion with the rest of the class.
have them face each other. The first row never moves,
but the other one will move every couple minutes to
allow students to share information with different Alternative Activity: Divide the class into two teams.
classmates. It is a lot of fun and helps students Explain that you will give each team a piece of paper to
communicate with more than one person, and it also make a comprehensive list of Olympic sports. This
makes them mingle with classmates other than their activity is carried out in silence and should be very
friends. Speed sharing can be done without any quick. Explain to students they can’t communicate with
preparation and, in fact, where can be done in any each other. Each person has to write down the name of
situation you may want to mix students in the an Olympic sport as fast as they can and pass the piece
classroom. of paper on to the next person. Students are not meant
to read the list; they just need add their contribution as
fast as possible. Tell them to expect a repetition, that’s
no problem. Explain that not every known sport can be
featured in these games; so, before starting the activity,
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give students one minute to think about the sport they 19 3 Listen to the interview.
will add to the list. At the end, check both lists, cross Tell students they will listen to an interview and answer
out repetitions and non-Olympic sports. The team with some questions. Ask for a volunteer to read the
more correct answers wins. questions. Play the CD. Ask: When did this conversation
Time: 8 minutes take place? Where do you think it took place? Check
Some of the best-known Olympic sports are: the answers.
archery, artistic gymnastics, boxing, diving, judo, Lead a brief class discussion to help students
pentathlon, rhythmic gymnastics, rowing, rugby, sailing, appreciate credibility and objectivity in descriptions.
shooting, swimming, synchronized swimming, table The audio, as well as the texts in the previous activity,
tennis, taekwondo, tennis, triathlon, weightlifting, describes an unexpected situation at a public event. Ask
volleyball, canoeing, cycling, and wrestling. students: How does the mass media portray these kinds
of unexpected events? (They usually tend to exaggerate)
What kind of language do they use? Can we believe
Cultural Note everything we read in the newspapers? Are some sources
of mass media more reliable than others? How can we
János Baranyai is a Hungarian weightlifter. He was born appreciate objectivity in a description? Have students
on June 24, 1984 in Oroszlány, Hungary. He suffered a look at the audioscript on page 187 of their Student
painful accident at the 2008 Summer Olympics in Books to check answers.
Beijing when his elbow was dislocated during a
competition. It took him two-years to recover but he Answers: 1 János Baranyai; 2 He had an accident
could finally come back to sport competitions in 2010 during the Beijing Olympic Games. 3 He was trying to
when he entered the European Championships in lift 148 kg. 4 For the rest of the year.
Minsk and the World Championships in Antalya.
4 Work in pairs. How similar is the information
contained in the articles to the information
Stage 2: I build contained in the interview?
Ask students to decide which are the similarities and
2 Read the articles. What are they about? the differences between the information in the articles
To identify subject matter, purpose, and intended and the information in the interview. They should do
audience in this text, ask students to skim though the this in pairs for a couple of minutes and then share their
readings. Ask: What is the first text about? What is the opinions with the rest of the class. Direct students’
second text about? (Both are about János Baranyai’s attention to the fact that acoustic features of a spoken
Olympic accident.) text help create strong impressions on the listeners.
Write the following words on the board: weightlifting, Some strategies to convey attention and stress meaning
dislocate, snatch, popped out, socket, shock, rush, elbow are adjusting the volume, stressing some words, and
trembling, limp, and writhing. Explain that these are using different intonations and rhythm.
some words they might have trouble understanding, so
they will clarify them before reading. Have students Answers may vary.
look in the Glossary on page 162 to clarify the
meanings of some of the words, and elicit the rest. 5 Answer the questions.
Then, ask students to read the articles. When they have Have a volunteer read the questions in Activity 5 on
finished ask general comprehension questions: Where is page 105. Explain to your students that some things are
János Baranyai from? During which event did this not said, but inferred. Sometimes, certain things are
happen? Which division does he belong to? How long did implied, this means that they are not stated directly, but
the coach say he had to rest? expressed in the way that someone behaves or
Then ask students to analyze both texts: What is understood from what they are saying. Explain that
similar about them? What is different? Direct students’ implying is expressing something without actually
attention toward the quoted sentences in the first saying it. For example: János’ tone of voice implies that
text. Ask: Why are these sentences written in quotation he is upset because he will not compete for the rest of the
marks? year. Give other examples. Ask students to work in
pairs to answer the questions. Check answers as a class.
Answer: Both articles talk about an accident that
happened to Hungarian weightlifter János Baranyai at Answers: 1 magazine, newspaper; 2 on the radio or
the Olympic Games. the TV; 3 The amount of details. The text has a lot more.
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Class the importance of being sympathetic towards other people.
Lead-in That is, being kind to someone who has a problem and
Divide students into pairs. Ask them to write the names being willing to understand how they feel.
of their two favorite movies. Explain to students that
studios create movie trailers to promote movies before Answers: 1 Y; 2 Y; 3 Y; 4 N; 5 Y
they come out. These trailers are made in order to
attract people’s attention and make them become 9 Label the columns.
interested in the movie. Instruct students to write one Ask students to look at the two columns in Activity 9
sentence telling the most important characteristic of the on page 106 of their Student Books and read the
movies they chose. For example, the sentence for the contents. Ask: What kind of expressions are these?
movie Romeo and Juliet could be: Tragic and beautiful When do you use them? Which are more and which are
love story. Write this on the board so they can follow less formal? The contents of the table are greetings and
this example. Give them a few minutes and when they farewells. Instruct students to label the columns and ask
have finished, have them share their sentences. them if they can think of any other greetings or farewells.
This activity is intended to help students practice Write on the board any other greetings or farewells
their ability to focus on main ideas. students mention and ask them to copy them in their
notebooks.
Stage 3: I think
Answers: 1 Greetings; 2 Farewells
6 Read the interview. Circle the beginning
and underline the ending. 10 Read an extract from the article. Identify
Have students open their Student Books to page 105 and underline who, what, where, and when.
and ask them to look at the newspaper article. Ask for Explain to students that an author always need to keep
two volunteers to read the dialogue out loud. Then, to in mind Wh-questions when writing. This means
determine sequence of enunciation, elicit from students knowing the important details to the information they
which is the beginning and which is the ending of the want to transmit. This activity is intended to provide
interview. Ask them: What is the importance of starting students with further practice of the central sense, main
and closing a dialogue with greeting and farewell ideas, and details that are contained in a description of
expressions? Underline the importance of being an unexpected situation. Ask students to read the text
courteous in formal situations, such as an interview. and decide the answers to the Wh questions: who, what,
Elicit from students which other language formulae where, and when. Check answers as a class.
they can remember.
Answers: what: accident; when: August 13th, 2008;
Answers: circled: Good morning, János!; underlined: where: Beijing Olympic Games; who: János
Thanks for talking to us, János and Coach.
Class
7 Underline the correct ending for each Lead-in
sentence. Tell students they will be playing the Mirror Game.
Read the instruction and then read the first sentence. Explain that they will get in pairs and one person will
Have students think about which is the correct ending; do some movements in front of the mirror. That is, the
elicit the answer and ask them to do number two in other person will imitate every movement the other
pairs. Reinforce the importance of adding details to makes. Have students get in pairs and decide who will
main ideas. be the mirror. Ask students to stand facing each other.
Actions can include clapping hands, stomping feet, etc.
Answers: 1 main idea; 2 a detail. Switch roles after a couple of minutes. To recognize
strategies used to rephrase ideas, adjust volume and
8 Read the interview in Activity 6 again. Circle speed, and negotiate meaning, lead a brief reflection on
Y for Yes and N for No. how humans repeat what others do, and how we repeat
Ask students to read the questions and then answer what people say.
them. Check answers as a class. Focus students’ Discuss the concept of paraphrasing. Remind students
attention on the significance of greetings and farewells. that just like mirroring actions, paraphrasing mirrors
Explain that most cultures tend to teach the importance words. Paraphrasing is restating information in
of greetings at a very young age. It is important to know different words. When paraphrasing, the meaning is
how to be polite. Help students become aware of the kept, there is no interpretation of the information, but
importance of following this practice in a second language. it is said in the speaker’s or writer’s own words. It differs
Go back to question 3. Lead a brief discussion on from summarizing because a summary takes the main
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ideas and delivers a brief, to the point version of the participate freely.
original, and it is always much shorter. Time: 5 minutes
In language classrooms, a lot of paraphrasing is For example, when you say: I am little red riding
done in a natural way; students can understand much hood and I’m going to visit my mother, a student will
more than what they can produce. Therefore, when paraphrase your utterance saying something like, Little
discussing a reading or a listening activity students Red Riding hood said “I’m going to visit my mother”. To
paraphrase main ideas into their language level, but this increase the challenge, you can have the student go to
does not mean they did not understand or that they are the front and write the sentence on the board.
not acquiring new language. It, means that the student
has had to rearrange information, taking some words and
expression from the original to be able to talk about it. 13 Complete the sentences with words
Students can develop paraphrasing skills by: from the box.
1 Taking notes. 2 Knowing how to use a dictionary, and Read the instructions and read the words in the box.
understanding the different font sizes, abbreviations, Have a volunteer read the first sentence and ask
etc. 3 Not copying parts from text sources. students to fill in the blanks. Check answers as a class.
4 Understanding the context of the writing or the
listening. 5 Using a thesaurus. 6 Using their own words Answers: 1 direct speech, indirect speech;
to explain or to inform something. 2 quotation, changes.
11 Complete the sentences with words from

the box. Stage 4: I practice
Ask a volunteer to read the instructions and the words
in the box. Then, read the first sentence and work 20 14 Listen to the interview. Circle the
with the class to figure out the words that correspond greetings and underline the farewells you hear.
in the blanks. Have students do the rest of the To recognize language formulae, have students open
activity in pairs. their Student Books to page 107, read the instructions
and give them a couple of minutes to look at the
Answers: 1 greeting, details, end; 2 main idea; options given before they listen to the CD. Play the CD.
3 who, where Elicit answers or alternatively, have students listen again
and look at the audioscript on page 187 in their Student
12 Read the sentences. Circle the direct Books to check their answers.
speech and underline the indirect speech.
What differences do you notice? Answers: 1 c; 2 b; 3 d
Tell students to analyze the sentences in Activity 12 on
page 107 of their Student Books. Ask: What is different 15 Read the article and complete the chart
about them? Point out the use of quotation marks and below.
the verb said in sentences 2 and 3. Ask: What is direct This activity aims to help students identify how the
speech? Explain that direct speech refers to reporting sequence of enunciation is determined when narrating
the exact words that someone said. In writing they are a story. Have two volunteers read the article in Activity
shown inside quotation marks. Have students circle the 15 on page 108 out loud. While they are reading, write
sentences that represents direct speech and then focus the following words on the board: cracked, splat,
on sentences 1 and 4. Elicit why they are indirect somersault. Elicit the meaning of these words from
speech. Students by now should be aware that these two students. Refer them to the Glossary on page 162 to
sentences use different words to report what someone clarify meaning. Explain that cracked and splat are
else has said. onomatopoeia, words that originated by the sounds
they represent, and explain the meaning of the three
Answers: circled: 2,3; underline: 1,4 words. Ask students to complete the chart. Then,
choose different students to say the answers.
Alternative Activity: Students can get further Answers: Main idea: An accident in the Olympic
practice of direct and indirect speech by transforming Games. Who: The world’s best diver. What: He cracked
sentences from a tale. Stand in front of the class and tell his head while attempting a reverse somersault.
a popular story only with first person sentences. Where: Seoul; When: September 19, 1988; Other
Students have to transform your sentences just after details: A few days later he won the gold medal.
you speak. You can assign turns, or allow them to
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emember Next class you will need: photocopies Cultural Note
of a fable. For example: The Boy who cried Wolf.
To make students aware of the lack of double negatives
Class in English, explain that a double negative happens when
Lead-in you put two negative words together in the same
Give out the photocopies of Aesop’s fable The Boy Who sentence. Double negatives may occasionally occur
Cried Wolf. Divide the copies in two, first paragraph when a Spanish speaker is learning English, but this
and second paragraph. Then have students pair up for isn’t a correct structure. Explain to students that the
the activity. Tell them that they are going to retell their lack of double negatives is a syntactic particularity
paragraph to each other using their own words (no of English.
reading out loud allowed). This activity is a good way In Spanish double negatives are sometimes used, for
for students to practice rephrasing ideas. example: No entiendo nada. In English, however, two
This is a short version of the fable: negative words that refer to the same thing cancel each
The Boy Who Cried Wolf by Aesop other. So, double negatives are not used. In English, it
A shepherd-boy, who watched a flock of sheep near isn’t correct to say things like: I do not want nothing. In
a village, brought out the villagers three or four times this example both do not and nothing are negative
by crying out, “Wolf! Wolf!” and when his neighbors words.
came to help him, he laughed at them. However, popular music lyrics frequently double
One day the Wolf, however, did truly come. The negatives. As teachers we must make students aware of
shepherd-boy, now really alarmed, shouted in an agony this.
of terror: “Pray, do come and help me; the Wolf is
killing the sheep.” No one paid any attention to his
cries. The Wolf, having no cause of fear, at his leisure Stage 5: I can
ate the whole flock.
18 Use the picture to complete the testimonial
16 Change the sentences to direct speech. about an unexpected incident that
In this activity students will change indirect speech to happened at a sporting event.
direct speech. Have a volunteer read the instructions Ask students to open their Student Books to page 109.
and the first sentence. Write opening quotation marks To include details to main ideas and compose sentences
on the board and ask the same student to transform the to describe unexpected situations, read the instructions
sentences. Write it on the board and close the out loud and have students look at the newspaper lay-
quotation marks. Ask students to do the rest of the out. Working in pairs, ask students to use the pictures
activity. Then, have three volunteers come to the board to help them fill in the gaps in the article and to follow
and write the answers for the other sentences. Check if the cues of an unexpected situation. They can look at
all students agree and, if necessary, review the elements previous activities for an example of how to construct
of direct speech. their text.
Answers: 1 “Thank you for talking to me,” he said. Answers may vary.
2 “What happened?” he asked. 3 “I fell over,” she said.
4 “Does your leg still hurt?” he asked.
19 Work in pairs. Share your testimonial
17 Change these sentences to indirect with your partner.
speech. Ask student to switch pairs. Explain to them that they
Answer the first sentence as a whole class and then tell will work with a different partner to share their unexpected
students to finish the activity on their own. Check their situation. Encourage students to produce descriptions
answers by having volunteers write on the board. Ask of unexpected situations, use strategies to repair a
a volunteer to underline the verbs in past tense on the failed conversation, use strategies to add meaning, and
board to stress the importance of having reporting maintain an exchange by asking follow-up questions.
verbs in past.
Answers: 1 She said she wanted to win the Gold Alternative Activity: Have one of the students act as
Medal. 2 She told them she trained for nine hours every a reporter and the other the contestant. This will
day. 3 Her coach told everyone that she would be the develop the uses of emphasis, emotions, and gestures
best in the world. when speaking.
Time: 10 minutes
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Unit 4 Product 1: Testimonial Student Book p. 110-111
You are going to describe an unexpected situation. – Organize the sentences into a text to put together
a narration.
Performance Indicators: – Practice the enunciation of narrations.
– Select an unexpected situation. – Establish the truth of participation.
– Compose the sentences to describe an unexpected – Participate in an exchange of testimonials.
situation.
– Revise that the sentences are understood when
spoken and listened to.
Class 3 Choose one of the unexpected situations.

Lead-in Instruct students to choose one of the unexpected
Greet the class and have students get in groups of four situations they’ve talked about. Tell them one possible
or five. If possible, get them to sit in circles. Then tell way to decide is to vote which situation is the most
students they are going to hold hands, close their eyes, interesting or amusing.
and count to ten. However, each member can only say
one number at a time. There is no established order of 4 Establish the order in which each group will
turns. If two students say a number at the same time, present their testimonial.
the counting must be started again. Remind students to Have students decide in which order they will present
keep their eyes closed. This activity should enhance their testimonials. Allow groups to decide on their own,
cooperation strategies. Lead a small discussion on how instead of having the teacher assign them their turns.
students felt about participating without knowing their Have students write a list on a piece of paper with the
turn, and what they did in order to accomplish the task order in which the different teams will present their
by allowing all members to participate freely without a testimonials. Explain that every team will have a fixed
previous agreement. amount of time.
Stage 1: I get ready 5 What materials do you need? Make a list.

Give a few minutes for students to think of whatever
1 Look at the pictures of unexpected materials they might need to carry out this task and
situations. Has anything similar ever ask them to make a list.
happened to you?
Have students open their Student Books to page 110. Stage 3: I do
Tell them to look at the pictures and discuss in the same
groups from the lead-in. Has anything similar to the 6 Make a graphic organizer with the main
situations ever happened to them? Give them a few idea and details of the unexpected situation.
minutes to exchange thoughts. Then ask if someone Have students make a graphic organizer to elaborate on
would like to share their unexpected experience. Ask all the details needed to describe the unexpected
follow-up questions and encourage the other students to situations. Remind students to include information to
do so, too. answer all the Wh-questions: who, where, when, what,
and why.
Stage 2: I plan
7 Write sentences to describe the
2 Work in groups. Brainstorm an unexpected unexpected situation.
situation you have experienced. Next, have students write sentences to describe their
Have students get into groups of three. Give them a couple unexpected situation. If students lack the words to
minutes to think about some unexpected situations they describe something about their unexpected situation,
have experienced. Ask them to make notes. After a few encourage them to use a bilingual dictionary.
minutes of individual brainstorming, tell students to talk Encourage collaboration. How can team members help
about their experiences with their group. each other write down their description?
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8 Organize the sentences into a text. Add Stage 4: All ready to share
direct speech, indirect speech, and adjectives.
Have students put their sentences into an organized 11 Participate in an exchange of testimonials.
paragraph. Remind them about the need to have an Ask follow-up questions.
introduction, body, and closing, as well as to specify Now it's time for teams to exchange their testimonials.
and be very clear about the when, where, what, who, and Have teams choose another group to work with and
how, plus general information about their experience. then, the two teams get together. Establish the time
Encourage the use of adjectives and the use of direct every group has to share their testimonials. If you give
speech as much as possible. It is a good idea to write all fifteen minutes per group, that means that each group
the adjectives they may ask you about on the board, member will have five minutes to share their testimonial
even if the other students do not need to use them. and answer questions about it. Remind students to follow
the order of participation they established last class.
9 Proofread your text. Encourage students to ask follow-up questions and
Ask students to revise their text and to ask their group obtain as much information as possible. Signal that it is
members to proofread it carefully. Explain that peer also good to give feedback. When both groups have
editing allows group members to make a lot of progress finished sharing their testimonials, have a small poll
in a safe environment. As a team, they should check and get every pair of group to chose whose testimonial
that all members are contributing to the creation of a featured the most unexpected situation. If time allows,
clear and organized text. have the students whose testimonials were chosen to
share them with the whole class.
Class
Lead-in I learn
Greet the class and then place your chair in a way all
students can see what you are doing. Explain that you Ask students what they can do now that they couldn’t
will create a spring rain together, and that it is important do at the beginning of the learning environment and
that everyone collaborates. Stress the importance of all listen to their responses. Encourage them to identify
members participating in order to accomplish a team the activities that they found especially helpful during
task. Begin by rubbing your hands together, making the process of making the product. Then have them
a swishing sound, ask students to do the same as you. answer the I learn box. Explain that its purpose is to
Once everyone is doing the action, tell students to assess their performance while making the product in
continue, but you start snapping your fingers in a left order to improve weaknesses and reinforce strengths
right rhythm, with a nod tell groups of students to begin during the process. Briefly have them discuss their
snapping their fingers at the same rhythm you are doing responses to the self-assessment in groups or with the
it, but not all should start snapping their fingers at the rest of the class. Give positive feedback for their effort
same time. When all the students are snapping their and progress.
fingers, slap your hands on your lap as fast as you can, tell
students to follow you. Next, little by little wind the
storm down with the students mirroring your actions: Teacher’s Reflection Tool
slow down the slapping on your lap; snap your fingers, My work in this social learning environment has
but little by little make it slower; rub your hands facilitated the learning process of the class so children:
together slower and slower until everything is quiet. – Can determine the function of pauses, rhythm and
intonation.
10 Practice reading your text out loud. Think – Can negotiate meaning.
about speed, volume, and dramatic effects. – Can rephrase ideas.
Ask students to sit in the way they were sitting last – Can use strategies to repair a failed conversation.
class. Then ask students to practice saying their – Can anticipate central sense, main ideas, and some
testimonials to their group partners before they exchange details in order to produce an oral text.
experiences with other groups. Ask students to focus
on intonation, speed, and pronunciation. Remind them
that when someone speaks too fast (which is what
usually happens if a person is nervous) the listener will
have a hard time understanding them.
AR_TG3_pp101_126_U4.indd 113 18/07/11 09:07

Performance Indicators: – Recognize protagonist(s), secondary character(s),

– Recognize text arrangements. and / or incidental character(s).
– Identify colophon. – Link non-verbal communication with the meaning of
– Identify author. dialogues.
– Clarify meaning of words. – Perform a dramatized reading of a short play.
– Distinguish stage directions. – Be conscious of one’s own and other’s ideas and
– Read a short play. emotions.
– Understand central sense, main ideas, and details in a
short play suitable for a young audience from shared Materials:
reading and with the teacher’s supervision. – Reader, Audio CD
– Point out genre of a short play (e.g. tragedy, comedy, – A ball of yarn
farce, etcetera).
Class cooperative process and that if students put each

Lead-in other down, or show hostile conducts, everyone loses!
Tell students they are going to make an adverb
crossword on the board. Write the following list of
adverbs on the board: down, downstairs, up, upstairs, Stage 1: I know
outside, near, far, behind, under, in front, around, next
to, here. Use different comprehension strategies to 1 What is the difference between these types
clarify meaning. Students will probably know most of of entertainment?
these, so ask them to try to explain the meaning in Have students open their Student Books to page 112.
English, or to give an example of the use of each adverb. Ask them to take a look at the pictures and tell what
To clarify the meaning of unknown adverbs, give they represent. Encourage them to make predictions
students a sentence and encourage them to extract about the lesson’s topic. Have students share their
meaning from context. You can also mimic the adverb. reactions to these different types of entertainment. Get
Next, erase the list of adverbs from the board and them involved by asking questions about their favorite
divide the class into two teams (trace an imaginary line programs or how often they go to the theater, the types
in the middle of the classroom). Then, write the word of movie genres they prefer, etc.
adverbs on the board and flip a coin to see which team
goes first. A volunteer from the starting team goes to 2 Look at the different styles texts. Check (3)
the front and writes an adverb (crossword style) using the one used in theater plays.
the word adverb on the board. For example, he can To recognize text arrangement of a script, have
write far vertically using the a from the word adverb. students look at the texts shown in the pictures in
But, in order to score a point he must say a true Activity 2. Ask: What kind of texts are these? Can you
sentence with the word he wrote. For example, London recognize which of these correspond to a theater play?
is far from Mexico. Then, the other team repeats the How do you know? Which elements show that a text is a
procedure. Go on for some ten minutes. It is possible theatrical script?
for students to provide different place adverbs (other The second picture shows a cooking recipe and it
than the ones you pre-taught) but each adverb can only should be discarded at once. The first picture is a bit
be used once. The team that scores more points, wins. tricky because it shows a book with the title Romeo and
Juliet, and, although this is a very well known play by
William Shakespeare, the book does not show if it
Classroom Management: Make it clear that contains Shakespeare’s play script or not. The third text,
games in the classroom are intended to be peaceful however, is clearly a play script, and it shows characters
and respectful competitions. The main object is to and stage directions. Tell students that when looking up
enhance learning and spend a fun moment together. texts (they will need to choose a short play for the
Watch out for over competitive attitudes (games can product) it is very important knowing how to identify
easily trigger these) and stop them. Explain that the notes related to the publication of the text
learning in your classroom is intended to be a (colophon): publishing house, year, location, etc.
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Explore students’ previous experiences regarding Ask students to remind you of the adverbs seen in
theater and ask: Has anyone ever participated in a the lead-in, since they will be useful to create stage
school play? What are scripts used for? Encourage them directions. Then give students advice on reading the
to share personal experiences. School plays are quoted text, supervise their intonation and stress. Try
important ways to participate in communities cultural to have two more sets of volunteers read the script a
expressions. Ask students how they would feel about couple times. Students should sound more confident
participating in a public performance and explain this with each reading. Lead a brief class discussion with
will be this learning environment’s project. the following questions: Who is the intended audience
of this story? Who is the protagonist? Do you think there
Reader The Big Sell p. 98–107
is a main character (who, why)? What is the main
conflict in the story? How does the protagonist change
during the course of the play? If you were an actor, which
Tell students to open their Readers to page 98 and role would you like to have? What is the message?
browse through the chapter’s pages. This will help them Finally, have students turn to page 108 of their
anticipate the central sense, main ideas, and details in a Readers and look at the Comprehension Questions.
short play. Ask questions about the content of the Check understanding and ask them to work in pairs
chapter: Who is the author? What do you notice about and answer the questions. Ask students to share and
the chapter? What do you think it will be about? compare their answers with another pair of students.
After they have identified the author and noticed Check answers as a whole class activity by reading the
the special features of the written text (some pages show questions out loud and having different students read
a play script), explain that the reading will be done in out their answers. Have the rest of the class agree or
two parts. In the first part, students will read about the disagree. Check answers in the Reader Answer Key on
teenagers and in the second one they will read a short page 172 of the Teacher’s Guide.
play script. Satire is a literary genre in which vices, abuses, and
Have students read the first part of the text silently shortcomings are ridiculed, ideally with the intent of
(from page 98 to page 105) and underline any unknown bringing about improvement. Satire frequently uses
words. Then ask for different volunteers to read a page exaggeration and parody, in other words, it makes fun
out loud. At the end of each page, clarify vocabulary of something in order to combat prejudice. An ethnic
doubts. stereotype is a generalized representation of an ethnic
Help students recognize and use diverse comprehension group or nationality. For example, Humberto thought
strategies for unknown words. Some strategies are: that all Americans were blond with blue eyes, were rich,
deriving meaning from context, using a dictionary, drove sports cars, and ate a lot of fast food; Paul
analyzing the word to see if it resembles or derives from thought that all Mexicans were short. The play The Big
some known word, etc. After reading this part of the Sell makes fun of these stereotypes.
story, ask some comprehension questions and ask
students to comment on the story. Some sample
questions are: Who is your favorite character and why? emember Next class you will need: a ball of yarn.
What do you think their play will be like? What would
you like to write about? Help students understand Class
details by exploring the main traits of the characters. Lead-in
Ask: Who has Italian and Jewish heritage? Has anyone Greet the class and take out the ball of yarn (the thicker,
in the classroom got some foreign heritage? Which? How the better). Explain to students that you’re going to play
does that determine who you are? Encourage students a game called Questions Web. Explain that the object is
to value other’s heritage. to share information about each one and exercise memory.
Now, it is time to read the short play written by the Start by sharing something about yourself, and then
characters. Ask students to state their predictions for ask the question as you toss the ball of yarn to someone
the play’s content again. Then ask for some volunteers else; remember you must hold the end of the yarn.
to read out loud the different roles on the script on Indicate that the student who now holds the ball of yarn
pages 106 and 107. Students may be unsure about how answers the question, and then tosses the ball of yarn
to read the information in brackets. Explain that these again, as he asks another question (about a completely
are the stage directions. Stage directions are different subject) to another student. All participants
instructions given by the director of a play to the actors throw the ball of yarn, yet hold a piece of it to make a
about how to say the lines (intonation, emotion) and web. Remember all information shared is to be received
how to move about the stage. Explain that it is with respect. This activity will enhance participation in
important for students to dramatize the dialogues to oral exchanges and consciousness about one’s own and
make the reading sound better. other people’s ideas and emotions.
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Model the activity. Toss the ball of yarn to someone Answers: 1 The Big Sell; 2 Reece Jones and Carolina
and then formulate a question for that player, e.g., Ramírez; 3 Mr. White; 4 Miss Glen, prototypes 1, 2, 3;
Where were you born? Practice with two or three 5 New York in the 1950’s; 6 Yes
students and then start over. Insist on the fact that the
questions must be different and about different topics. 5 Read the script in Activity 4 again and
It is a good idea to have students stand up when they underline the stage directions.
are answering and asking questions, this way it is easier Have a volunteer read the instruction out loud. In order
to choose who to toss the ball of yarn to and not miss. for them to distinguish stage directions and the
mechanics of play writing ask: What do you notice
Stage 2: I build about parenthesis? Why do you think there are two
different types of parenthesis? Regular parenthesis are
21 3 Listen to the advertisement for a local called parenthesis, the other kind are called square
production of The Big Sell and circle the brackets. In this case, the play uses parenthesis to
information that is different. indicate a voice action or tone of voice rather than
Have students open their Student Books to page 112 and a body action, and square brackets are used to refer to
ask a volunteer to read the instructions. Tell students to body language or movements and actions. All these are
look at the poster for the play The Big Sell. Ask called stage directions. To clarify their meaning you may
students to share their opinions on the poster: Is it want to explain some of them, but it is much better if
attractive? What kind of information does it show? Play you have students work in pairs and look them up in
the CD and have students identify the elements that the Glossary on page 109 of their Readers or page 163
differ between the written text and the audio. Play the of their Student Books. To distinguish stage direction,
CD once more, so that students can check their ask students to go back and underline the stage
answers. Alternatively, have them look at the directions. Ask students to explain them in their own
audioscript on page 186. This activity is intended to words or act them out; this helps memory retention.
make students aware of important parts of a text in a This activity should be done very quickly; however,
short play (author, title, plot, characters). Discuss it is a good opportunity for students to check if they
features of oral and written texts: What makes a written remember stage instructions and what they mean.
ad attractive? (colors, layout, clear and concise Remind them that stage directions are given to actors
information); What makes a recorded ad attractive? by the director; sometimes actors improvise, but in
(intonation, word stress, portrayed emotions, etc.). reality it is the director who sets them and they should
be followed.
Answers: Differences in the audio: title (The Huge
Sell); date (October 22nd); time (8:00 p.m.); characters Answers: All the information between parentheses
(Mr. Front); cast member (Fanny Green) and square brackets.
4 Read the script and answer the questions. Stage 3: I think

To understand central sense, main ideas, details, and
point out genre in a short play, have students look at the 6 Label the script with words from the box.
clip boards. Ask them: What text is this? They should This activity is intended for students to reinforce their
easily recognize it as an excerpt from the script found in understanding on how a script is arranged and its
their Readers. Ask them to remind you about its subject elements: stage directions, dialogues, the plot, the
matter, purpose, and intended audience. Draw their setting, and the characters. Read the instructions and
attention to characters / cast and elicit from them the the words in the box. Refer students to the Glossary on
difference. Explain that characters are the roles in a page 163 of their Student Books to clarify the meaning
play, fictitious people with fictitious personalities and of words. Go through the answer for the first label
cast refers to the actors who will be playing those roles. together. Say: The Big Sell is the …? (title). Give students
Elicit from students what the information between a couple of minutes to finish labeling the text and then
brackets means. Have a volunteer read the instruction have some volunteers share their answers.
and the questions at the bottom of the page. Share this
reading with the students so they can practice reading Answers: 1 title; 2 authors; 3 characters; 4 cast; 5 plot;
dialogues from a play to enhance their pronunciation 6 setting; 7 dialogue; 8 stage directions
and to practice following stage directions. Give them a
few minutes to go through the script. Then have 7 Check (4) the best option to describe the
students answer the questions below. Check answers as main character.
a class. Ask students if they recognize which sentence defines
the main character. Ask: Which definition describes the
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traits of a main character? (number one). Then, ask 9 Complete the table with words from
them to identify and describe the main character of The the box.
Big Sell (Mr. White). Explain that the second definition This Reflection Box is intended to summarize the
describes a secondary or incidental character and elicit topics covered in the lesson so far. Ask students to
examples. complete the sentences with the words in the box.
Check the answers by having different students read
Answer: 1 each sentence out loud.
Class Answers: 1 setting; 2 script; 3 stage directions;

Lead-in 4 dialogues; 5 genre; 6 characters; 7 cast
Greet the class and explain that there are some very
short stories called mini-fictions. Tell them that you Stage 4: I practice
will write two examples on the board and that they
must write a continuation to the story in less than ten 10 Read the script and choose the best
words. Tell students to get in pairs. Each pairs chooses option.
one story. Write the lines: Upon awakening, the Have students read the play script on page 116 of their
dinosaur was still there … and For sale: baby shoes, Student Books. Ask for volunteers to signal its different
never worn … parts (author, title, setting, characters, etc.) Then,
When the activity is done, remember to explain that ask students to choose the best option to complete the
the lines you wrote are the actual titles of two mini- sentences below. This activity is intended to reinforce
fictions, one written by Monterroso and the other by students’ knowledge about the parts of a text.
Ernest Hemmingway, respectively. Encourage students to answer this activity without
looking back at other activities.
8 Read the definition and answer
the questions. Answers: 1 title; 2 author; 3 plot; 4 setting; 5
Provide a few examples of well-known plays, for characters; 6 cast
example, Romeo and Juliet, Grease, Hamlet, etc., and
elicit other examples from students. Have students get 11 Read the play script in Activity 10 and
together in groups of four and write the name of the insert the missing stage directions from the
main character(s) and then share the information with box.
the rest of the class. Write the words musical, drama, Elicit from students what the play is about: What genre
comedy, tragedy on the board, an explain that these is it? Which are the characters? Do you know any
plays share common elements: they all have characters similar play? What is the plot? Ask students to get in
and settings, what makes them different is the plot (or pairs and decide which stage directions they would
storyline) and what the characters say and how they say write for the dialogue. You can have a brainstorm of
it (dialogue). emotions and write them on the board. Ask a couple of
To point out genre, have students open their pairs to share their stage directions with the rest of the
Student Books to page 115 and ask a volunteer to read class, encourage dramatized readings of the text.
the definition.
Answers may vary.
Answers: 1 a satire; 2 answers may vary
22 12 Listen and complete the poster
Cultural Note advertising the new play King Blear.
Tell them to look at the poster and remind you about
Genre refers to a category of literature, art, music, or the important characteristics to announce a theatrical
other form of culture. Some basic theater genres are play (title, author, plot, place, date). Ask students to tell
musicals, comedies, and drama. Drama relies on the you what information is missing (venue, title, author,
dialogue to invoke feelings and emotions. Musical plot, setting, main character). Explain that venue refers
theater combines spoken dialogue with music and song. to the place where an activity or event happens. These
Comedies rely on humor to tell a story, even though the questions will help them anticipate what information
plot can refer to a serious subject. they need seek. Play the CD. Alternatively, have
Satire and farce are sub-genres of comedy. students listen again and look at the audioscript on
page 188 in their Students Books to check their
answers.
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Answers: Odeon Theater; King Blear; Héctor Flores; have the main details from the previous activity. Read
a king and his daughters; castle; King Blear is the instructions and tell students to write the script for
the story. Direct students’ attention to the quoted text,
Stage 5: I can wich can be included in the script. Have students work
in pairs so they can negotiate stage directions.
13 Read the excerpt from the story and
complete the organizer in the Worksheets Answers may vary.
section on page 179.
Read the instructions and ask a student to explain what 15 Compare your script with a classmate.
they are supposed to do. Tell students to turn to page 179. What are the differences and similarities?
Ask them to analyze the organizer and pay attention to Have students share what they have done and compare
the information they will need. Ask students to turn their scripts. Each group probably added a bit of their
back to page 117 and read the text silently. Then, personality to the script. Encourage students to provide
ask comprehension questions and monitor students’ feedback.
comprehension of the text. This activity is aimed to
reinforce students’ knowledge about text arrangement: 16 Work in groups. Choose and act out one of
stage directions, dialogues, etc. and pieces of your scripts.
information they need in order to form a script. Direct To have students perform a dramatized reading of a
their attention to the main ideas and examples, as well short play, join two pairs together so students can act
as details and specific information. out their scripts. Try to have them participate in front
of the class. If you have problems getting volunteers,
Answers: Genre: satire; Title: The Big Sell; toss a coin or ask them to do their scripts according to
Author: Sebastian Lane, Main characters: Paul, how they are seated. Encourage them to overcome
Humberto, Liliana, Carolina, Reece, and Cassandra; shyness. However, some students will in fact search for
Setting: a cafeteria at the Drama Club Camp in San these opportunities; let them be first, other students are
Diego. sure to follow.
Class 17 Did you enjoy acting in the play?

Lead-in What role is best suited for your personality?
Tell students to form groups of three. Then ask each Have a brief discussion on students’ reactions during
group to take out a coin and look for the year it was this short performance. Encourage them to explain
minted (made). Give them two minutes to recall some what they felt like, and what they think their strengths
cultural event that happened that year. Help them and weaknesses were during the performance. Ask each
remember their participation in community cultural class to make a list of things that could be improved for
expressions. Ask: What year is shown on your coins and the project and discuss them as a class, to be conscious
what event can you recall? Encourage them to tell a of their own and others ideas and emotions. Remember
story about that happening. Example: In the year 2010 this task involves a lot of personal reflection, so do not
Mexico celebrated the Bicentennial Independence force participation. Allow students to share their
Anniversary. On September 15th a huge party was held thoughts and emotions freely; feeling no constraints
all over the country. And then, have them share this will make them grow confident to express themselves
information in their group. If they have trouble talking more often.
in front of the class, help them out by asking leading
questions. If they say they cannot think of an important
event of that year, tell them to think about personal
experiences, for example: What was your favorite
movie? Did you go to a concert that year? How did you
celebrate “Día de Muertos”? etc.
14 Read the text in Activity 13 again and turn

it into a script. Remember to add stage
directions.
Ask students to open their Student Books to page 117.
To link spoken utterances and non-verbal
communication (movements, emotions) through the
stage directions, students to turn the story of the
Drama Club characters into a brief scene. They already
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Performance Indicators: – Perform a dramatized reading of a short play.

– Relate rhythm, speed, intonation, and volume with – Formulate and answer questions to explain and
the meaning of dialogues. describe attitudes and behaviors.
– Determine current actions, which continue to exist
nowadays and / or begin in the past and conclude in
the present. Materials:
– Participate in the dramatized reading of a short play – Audio CD
to aid its comprehension, with the teacher’s – Some books (to identify publishing data -colophon-),
supervision. information about Mexico City (brochure, Internet
– Distinguish the colophon. webpage, etc.)
Class thoughts about these peoples’ lives and see as a group

Lead-in what the general idea about them is. Ask questions like:
Greet the class and tell students to take out a piece of What kind of things do actors need to do in their jobs?
paper and a pen. Ask them to choose their favorite What about their appearance? Do they need to study?
movie and write it down, and then ask them to write Which actors get more jobs? Is it easy for Spanish-
down the names of the main characters and to underline speaking actors to go to Hollywood? What kind of actors
the one they identify with the most and to think why. are famous in Mexico?
Give them a couple of minutes to do this. Then, tell
them to share their information with the person sitting Stage 2: I build
next to them. Ask them to say what they would have
done differently if they had been that character in the 23 2 Listen to The Big Sell excerpt and circle
movie; encourage them to talk about the character’s T for True or F for False.
attitudes and behaviors. Tell students when it is their Remind students about The Big Sell by asking general
turn to listen, to ask questions to make their classmate questions about it: What are they looking for in the play
think about other things. The Big Sell? What do they want to sell? Elicit what
Next, have students choose another person with other things they remember, activate their knowledge
whom to share their thoughts and insights for another about the play, have them point out details like where
three minutes. Then ask if anyone wants to share their the setting of the play is, or what the attitudes of the
thoughts with the whole group. This activity is aimed different prototypes are. Next, have a volunteer read
to build self-awareness and to build trust among this activity’s instructions and the True or False
students. Additionally, it is a good way to help students statements. Tell students to close their books and have
formulate and answer questions to explain and describe them listen to the CD. Check answers as a class.
attitudes and behaviors. Alternatively, have students listen again and look at the
audioscript on page 188 of their Student Books to check
Stage 1: I know answers.
1 What makes someone a good actor? Answers: 1 T; 2 F; 3 F; 4 F

and look at the images. Elicit the names of the actors on 24 3 Listen to the two readings of the
the page and general information about them. Ask: Who excerpt from the play The Big Sell. Which
do you like best? Who do you think is a better actor? reading sounds better? Why?
Picture number one (Amanda Seigfred) and picture Ask a volunteer to read the instructions. Play the CD
number three (Daniel Radcliff ) portray famous English- and then have students decide which of the two readings
speaking actors. Pictures two (Gael García) and four is better. The objective of this activity is to make them
(Salma Hayek), famous Mexican ones. Ask students to aware of the required oral features of a dramatized
tell you which movies they’ve seen with these actors, reading. To relate rhythm, speed, intonation, and
what genre they were, what was the plot, who their volume. Elicit from the differences between the texts.
characters were, etc. Then, explore the general ideas Ask: Which reading do you believe the actor had stage
people have about actors and actresses in order to directions? What can we say is the main difference
unearth stereotypes. Ask students to share their between the two readings? What acoustic features make
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the reading better? Direct students’ attention toward Class
speed, intention, volume, and other acoustic features of Lead-in
the dramatized reading. Elicit from students what were the most important
notes about a text’s publication (the colophon:
Answer: the second one (dramatized reading) publishing house, year, and location). Write on the
board: publishing house, year, location. Hand out sample
4 Circle the characteristics that make the books borrowed from your school’s library. If borrowing
reading of the play in Activity 3 better. books from the school library isn’t an option, ask
Explain to students that any sentence in any language students to bring theater related books they can find at
will carry the stress that the speaker chooses, and this is home. If they don’t have any, ask them to bring their
done according to the message the speaker intends to favorite book. Model the activity and analyze your
transmit. The content is important because it Teacher Guide’s publishing data. Write the data on the
determines where the stress is put. Write on the board: board under the corresponding title (publishing house,
1 I’m talking to you. 2 I’m talking to you. Read the first year, location). Then, ask students to copy their book’s
sentence and say it stressing the underlined word you. colophon on three separate pieces of paper (one piece of
Ask students where the importance of the message lies. paper per item: publishing house, year, and location).
In the first one, I want to make clear fact that I am Collect the folded pieces of paper and put them in a bag.
unmistakably addressing you (and no one else). In the Next, tell students to pay a lot of attention because you
second one (say it out loud with the emphasis on I’m), are going to draw the pieces of paper and read them out
I want to point out that it is me who’s talking to you. loud one by one, but quite fast (otherwise the activity
Reinforce the idea of how important it is to find the might take too long since there are lots of papers on the
correct rhythm, speed, intonation, and volume to bag). The students cross out on their sheet the
transmit the meaning we intend to, when we are saying information about their book whenever it is called out.
a dialogue. Then, read the instructions and have a When one student gets all the elements of his colophon
volunteer read the options. Ask students to circle the called out, he or she wins and the game ends.
characteristics that make the reading of the play better
and check answers as a class. Stage 3: I think
Answers: 1; 3; 5; 6; 7 25 6 Listen to these lines said with
different stage direction. Does the meaning
5 Answer the questions about the play. change?
Before students answer the questions, discuss with To recognize acoustic features, have students open their
them how authors might define each character. Ask: Student Books to page 119. Have them look at the
How do you think the author develops the characters in sentence that they will listen to, and then ask them if
a play? Do you think he knows what the message of the they think that there will be a noticeable difference.
play will be? Do you believe they think of the character’s Play the CD twice and have them place arrows where
thoughts and feeling? What other elements do you think the intonation goes significantly up or significantly
an author may consider when developing a character in down. This activity aims to have students focus and
a story? Encourage students to explain their answers. relate rhythm, speed, intonation, and volume is related
Help them determine how an author may determine with the meaning and the intentions of the speaker. The
the subject matter, and the purpose. Elicit their thoughts arrows will help students become aware of the
on how having an objective when writing a play may relationship between the tone of voice and the person’s
help the author guide all actions to fulfill the message intention. Have a couple of volunteers read the lines out
the play must convey. loud with the signaled intention.
Read the instructions and ask students to read and
answer the questions in pairs. You might play the CD Answers: yes, the meaning changes; intonation goes
once more (Track 20) in case students are unsure about up: happy, proud; intonation goes down: angry, bored
the answers.
7 Complete the sentences with words
Answers: 1 Mr. White, Miss Glen, Prototypes 1, 2, 3; from the box.
2 Mr. White is choosing a prototype for an American Have a volunteer read the first sentence out loud; ask
doll. 3 shy young woman; 4 a grumpy business man; 5 students to raise their hands if they think they know the
for fifty years answer. Once the answer’s been given, ask: Does
everybody agree? Have a different volunteer read the
emember Next class you will need: some books second sentence out loud and elicit the answers in the
with colophons (or publishing data). same way you did with the first sentence.
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Answers: 1 dialogue; 2 rhythm, meaning they have to match the tense to an example. Do the
activity as a class. The activity is designed to start from
Cultural Note basic information to more complex. Go through the first
tense together: present (present simple). Ask students to
Spanish speakers usually make one common mistake; look at the sentences and tell you which of the activities
instead of saying I agree they say I am a gree. This is present. Tell them to focus on the verbs. The answer is:
comes from first language interference, because in Someone buys a Jennifer every two seconds. The verb buys
Spanish the formula to say that one agrees requires the (remind students about the third person s) is present
verb to be (estoy). When students say I am a gree, draw simple. The next tense deals with past (past simple).
a funny looking monster on the board and ask students: Again, the verb sold is the clue to the answer. Next, ask
What is a “gree”? They will want to know what a gree is. students to reflect on the meaning of the two sentences
Explain that a gree is a non-existing creature, such as that are left. Read: She has sold more than 200 million
the non-existing phrase they’ve said. Explain the correct units. Ask students: Did the action start in the past? Yes.
way to say that one agrees in English (I agree, without the Does it continue into the present? No. Explain that the
verb to be); students usually giggle and rarely forget the action has finished. Direct students attention to the use
correct way to say it. of the structure auxiliary has + verb. Now, read the last
sentence. Ask students to notice that the action is
continuous, it describes a current action still taking
8 Read the paragraph. Circle the verbs. place. The sentence “She has been studying for six years
Have a volunteer read the paragraph out loud. Then, now.” implies that the studying started in the past but
tell students to circle the verbs in the text. Call one that it is still going on. Point out that this structure
student to give you the verbs they underlined. Write on (present perfect progressive) is used to show that
the board: present, past, present perfect, and ask something started in the past and has continued up
volunteers to come to the front and write one of the until now.
verbs they found under the correct category. Do not
correct at this point. Answers: 1 b; 2 c; 3 d; 4 a
Explain to students that the present perfect is formed
by a combination of present (have, has) and past (past 10 Read the sentences and answer the
participle) and it is used to say that an action happened questions.
at an unspecified time before now. (The exact time is Have a volunteer read the instructions. Then ask
not important. You cannot use the present perfect with students to work in pairs and answer the questions.
specific time expressions such as: yesterday, one year Walk around the room monitoring their reactions.
ago, last week, etc.) Repeat the example from the After a few minutes, elicit the answers. Direct students’
paragraph: The doll has sold 20 million units; explain attention to the word that indicates the period of time
that this action lies in the past and we don’t specify the the action has lasted (for).
exact time when these dolls were sold, that it is not
important. Elicit from students what the past participle Answers: 1 a) Yes, she is. b) for an hour; 2 a) Yes, she
is. Instruct them to turn to page 181 of their Student does. b) for many years
Books to look at their Verb List. The past participle is
to be found in the third column. Explain that these Class
verbs refer to a completed action or time. Ask students Lead-in
if they notice some pattern. Point out that regular verbs Write the following tongue twister on the board:
form their past participle by adding -ed, while irregular
ones must be learn individually. Elicit a couple present Peter Piper picked a peck of pickled peppers.
perfect examples from students. Did Peter Piper pick a peck of pickled peppers?
If Peter Piper picked a peck of pickled peppers,
Answers: became; has been; has sold; buys; sold; knew; where’s the peck of pickled peppers Peter Piper picked?
was (based)
Clarify the meaning of these words: picked (past of pick,
9 Match the sentences to the correct to get flowers or fruit from a plant); peck (a unit for
time. measuring the amount of something dry such as grain or
The objective of this activity is for students to determine fruit, containing eight quarts); pickled (kept in vinegar);
current actions which continue to exist nowadays pepper (red, green, orange, or yellow vegetable with small
and / or begin in the past and conclude in the present. white seeds inside).
Ask students to read the list of tenses in the left column Have students read the tongue twister chorally,
and then the sentences in the right column. Explain that really slow at first. Then, read a bit faster, then faster,
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and so on. Ask for volunteers to read it out loud as fast reading of the text with their partner. Have them
as they can. practice for a few minutes and discuss how the setting
affects the tone of the dialogues. Encourage them to
Cultural Note focus on their oral performance. Tell them to formulate
questions that may help them place themselves in the
Professional actors usually warm up before they go on situation. Possible questions may be: Where is the
stage or in front of a camera. It is very common for conversation taking place? Who are the people in the
them to use tongue twisters to practice and improve conversation? What would I feel like if I was in that
diction. Most tongue twisters are made with a natural place, in that situation?
flowing rhythm.
It is said that some actors prefer to practice saying 13 Answer the riddles using phrases from
tongue twisters than talking to a friend on the phone, the box.
that is, with a complete alteration of rhythm. They say Have students look at the phrases in the box. Then read
it is very good practice to improve performance skills the instructions and ask them if they know any good
because it makes them really try to control their riddles in their first language. Have one or two students
intonation. share a riddle in Spanish (in order to make them feel
confident about riddle dynamics) and then, have
students read the riddles and fill in the gaps.
11 Read the table and complete the Direct students’ attention to the verbs ending in
examples with words from the box. -ing. Can you remember what the -ing stands for? (a
Elicit from students how the present perfect was continuous action). Ask general questions about the
formed. Tell them that they can easily remember it by riddles: What kind of actions do they describe? When do
thinking about a mix of present (have, has) and past these actions start? Do the sentences imply that they are
(past participle). Ask for a couple examples. Remind still going on?
students that it is used to talk about past actions, but
that it also used to express the idea that an action in the Answers: 1 making salsa; 2 been making hamburgers;
past is still true in the present. Write the following 3 have been doing your homework; 4 You have been
questions on the board: Where is your place? Since playing soccer.
when do you sit there? Elicit students’ answers. Then
write: I have sat in this chair since the beginning of the 14 Look at Liliana’s backpack. Unscramble
school year. Do more of these examples on the board. the sentences about what she has done in
Here are some ideas: Where do you live? Since when do San Diego.
live there? Have students look at the picture and see what Liliana’s
Next tell students that some actions begin in the backpack contains. Ask them to take a look at the items
past and continue into the present but they are not and describe them. Elicit the things that imply that
complete. They are in progress. This continuity is Liliana has been traveling in San Diego. Ask: What has
expressed with a verb ending in -ing. The emphasis is Liliana been doing lately? What places has she been to?
made in the duration and continuity of the action. Now Ask students to unscramble the sentences. Call out
write on the board: I have been sitting in this chair for different students to give you the answers.
forty minutes. Point out that in this case you are
basically expressing the same thing but you are focusing Answers: 1 She has been to the aquarium. 2 She has
on the specific duration of your action. Ask students to been to the beach with her friends. 3 She has been
open their Student Books to page 120 and read the shopping everyday. 4 She has been to a baseball game.
Reflection Box in Activity 11. Then ask them to get in 5 She has been on the trolley three times. 6 She has eaten
pairs (they can work with the student sitting next to a hotdog.
them) and fill in the blanks. Check answers as a class.
emember Next class students will need: tourist
Answers: 1 has; 2 been information about Mexico City.
Stage 4: I practice Class

Lead-in
12 Work in pairs. Act out the dialogue Tell your students they are going to play a mimicking
using the different stage directions. game. This activity is intended to help students link
Ask students to continue working with the same non-verbal communication with the meaning of
partner from the previous activity. Then ask them to dialogues and reinforce their knowledge about adverbs
choose a speaker (A or B) and perform a dramatized of place.
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Ask students to tell you the adverbs of place they 17 Complete the conversation to make
can remember. Write them on the board: down, a script.
downstairs, up, upstairs, outside, near, far, behind, Have students read the conversation silently. Then
under, in front, around, next to, here. Ask the class ask for a boy to play Reece and a girl to play his mom.
which gestures can communicate each adverb. Have Ask them to read the dialogue out loud. Go over any
volunteers share their ideas and choose one gesture to vocabulary doubts. Then, ask students to complete the
go with each adverb. For example, here can be mimied conversation on their own. Next, ask them to share
with a finger pointing to the ground. Then you will their ideas. Brainstorm possible stage directions and
make up a story using the adverbs and your students ask students to explain their choices.
must mimie the adverbs each time they are mentioned.
For example, if you say: There was a princess who lived Answers may vary.
in a far, far away land, students have to make a gesture
to imply the idea of distance when you say far. You can 18 You are in Mexico City for the weekend.
also have students create some stories and share them Work in pairs and write a phone conversation
with the whole group. similar to the one in Activity 17 about what
you have done.
Stage 5: I can Ask students to get in groups of three and share the
information about Mexico City. Then, have a
15 Choose a theme to write a riddle about. brainstorm and write on the board ideas about
Make notes about the activities that are done interesting places. Ask students who have been to these
in this theme or topic. places to share their personal experiences with the
Have students open their Student Books to page 122. group. Have students discuss cultural expressions in the
Tell them that they are going to make up riddles to city. Then, make a list with the elements they need to
formulate and answer questions to explain and describe write a phone conversation. Remind them about
attitudes and behaviors. They first need to brainstorm politeness formulas for greetings and farewells and ask
what topic they want to talk about and then make some them to get in pairs. Then, tell them to decide who will
notes about it. Have them look at the example given in be the caller and who will be the person who receives
their Student Books. Copy one of the riddles from the phone call. Instruct them to choose the best ideas
Activity 13 on page 121 and ask your students: What from the board and write their dialogues together. Ask
can you tell me about the structure that is being used? them to proofread their texts.
Elicit the form and use of the present perfect progressive.
Once they’ve chosen a topic, suggest that they 19 Work in pairs. Act out the dialogue from
question themselves to decide what information they Activity 18.
will include in the riddle. Some questions might be: Have students decide what kind of intonation they need
How do I feel about the topic? Why did I choose it? Who in order to perform a dramatized reading of their
might not enjoy this topic? Give them a time limit. dialogues. Ask them to focus on sounding natural and
Insist on the fact that they must make notes to have a convincing. Give them a couple of minutes to practice
clear idea of what they will write about. their telephone conversations and choose which is the
best way to say them. Then, ask for volunteers to read
Answers may vary. their conversations in front of the class. It is a good idea
to make students sit back to back to simulate the
16 Write out the riddle from Activity 15 without telephone conversation. It also makes them concentrate
the answer (topic or theme). Work in pairs in speaking louder and focusing on their pronunciation.
and find the answer to your partner’s riddle. Their dialogues will probably be very authentic so they
Have students turn to page 123 of their Student Books. may sound informal. Provide feedback. Start by
Ask your students to follow the model on the board and focusing on your students’ strengths before you talk
write their own riddle. Go around helping students, but about the things that need to be improved.
do encourage the use of their glossaries. Tell them to
have fun and relax with this activity that mainly aims
for them to be creative. Remind them to write the riddle
without the answer. Once they’ve finished, have student
choose a partner and trade their riddles to see if they
can guess each others.
Answers may vary.
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Unit 4 Product 2: Performance Student Book p. 124-125
You are going to sing a song in a recital. – Identify the stage directions in each case.
– Determine the date and time for each team’s
Performance Indicators: performance.
– Read the selected play aloud. – Rehearse the reading of the dialogues.
– Determine who will interpret the protagonist, – Perform the play in front of the group, in the
secondary, and / or incidental characters. previously chosen date and time.
Class short play: students can search the internet (check the
Lead-in link in the bibliography section) or go to the school
Write the word perform on the board. Tell students to library and choose a short play they like. They can also
check the definition in their Glossary on page 163 and use the scripts they wrote in Lesson 3 class 3 or they
lead a brainstorm about different elements related to can perform the short play featured in their Readers
performing. Write all the ideas in a mind map on the (The Big Sell). Point out that each group should choose
board. Some important elements of carrying out a play where all the group members can participate.
a performance, or acting in front of an audience
include: speech tone, diction, gestures, music, dance, 3 Determine who will interpret the protagonist,
etc. secondary, and incidental characters.
Once students have selected their short play, have them
Stage 1: I get ready sit in groups and go through it to check comprehension.
Have student consider who will play each role. Ask them
1 Can you name these famous plays? to take into consideration the length of the dialogues,
Ask students to open their Student Books to page 124. the characteristics of each character, etc.
Have them look at the pictures. Then ask: Do you
recognize these plays? What are their titles? Do you 4 Read the selected play out loud.
know who the writer is? The pictures portray three Have students read their dialogues and determine
classic plays by English author William Shakespeare. the best way to say them. Insist on having them use
Perhaps, these are among the most read and performed different intonation to express different ideas.
plays throughout history. Ask students what they know Encourage them to try different ways to say their lines
about this author. Direct their attention to the cultural and choose what works best. Students must provide
legacy of this author to the world. Shakespeare’s works feedback to their team members.
have been translated into almost every language on
Earth and, although written around 1600, people still 5 Plan the stage directions.
read his oeuvre because of his accurate and passionate Have students write their stage directions on their
portraits of human nature. scripts. Remind them this is team work. And, since all
Ask students to share their thoughts about these students are supposed to perform, it is better for team
classics and discuss the meaning of the topics of each members to negotiate and agree on how to move about
play. If they do not know them, give them a quick the stage. Tell them to look at their Readers and their
overview of each play’s plot. The first image portrays a Student Books to review what kind of stage directions
scene from Romeo and Juliet. The second image shows they can write. Encourage them to be very specific on the
a scene from Hamlet. Finally, the third picture shows a directions they will write; the more detailed they are, the
scene from The Merchant of Venice. better performance they will deliver. Have students
Encourage students to share their theatrical tastes. Ask discuss their suggestions. It is important that they are
what plays they have seen, and which their favorite one is. clear about the emotions they need to portray and the
movements they need to make on stage (especially the
Stage 2: I plan specific moments when they will enter and exit the
stage). Insist on the proper use of punctuation for stage
2 Select a short play. directions (use of parentheses and square brackets).
Depending on your class size, organize the students in
groups so that they can all participate in a short play. It
is recommended that each group chooses their own
short play. There are different ways to find a suitable
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AR_TG3_pp101_126_U4.indd 124 18/07/11 09:07

6 Determine the date and time for each This activity is intended to relax students and prepare
group’s performance. them for their performance. Explain that deep
Have students decide in which order they will perform breathing fills our body with oxygen and gives us energy.
their plays. If students hesitate, ask them to draw a When a person is nervous or under pressure the tendency
number (written on a piece of paper) from a bag. Write is to breathe with short breaths. So, breathing techniques
down this information. Then, decide where the can help people relax.
performances will take place. Since this is a very fun
and different activity, students will feel more motivated 9 Have a dress rehearsal.
if they can perform away from the classroom. Check If your school’s authorities allowed you some extra time
with school authorities if you can carry out performances for the performances, or if they gave you a different
in the school yard or the school’s auditorium. Depending schedule all together, you might have further rehearsals,
on your group’s level of confidence, you can also invite and a costume tryout. If not, your students need wear
other classes to see the play. This activity is quite different their costumes at this point. Advice student to choose
from others and it is predictable that performances will clothing that may be suitable for their play.
take longer that one single class (50 min). Again, check
with school authorities for a broader time slot, or an Stage 4: All ready to share
alternate date and time to perform.
10 Perform the play in front of the class.
7 What materials will you need? Make a list. Remind groups about their order of appearance, as
Ask students to think about all the things they will need agreed last class. If in the classroom, have each group
in order to carry out their performances. Ask them to come to the front to perform. Instruct the students in
think about costumes, make-up, and props. Insist that the audience to remain silent. Give positive feedback to
they should not spend any extra money on this. They actors once they’ve finished performing, and, if time
can search in their closet, borrow stuff, or make paper allows, lead a brief discussion at the end of the
costumes; but insist on spending no money or very performances on how students felt, which were their
little. Encouraging them to not spend money will also strengths, and what things they would have liked doing
make them be more creative and adapt what they differently.
already have in their closets. If possible, they can also
think about designing some simple layouts for the I learn
scenery. Suggest the use of construction paper for
this purpose. Ask students what they can do now that they couldn’t
Stage 3: I do listen to their responses. Encourage them to identify
the activities that they found especially helpful during
8 Read and rehearse the dialogues. the process of making the product. Then have them
At this point, what students need to do is rehearse their answer the I learn box. Explain that its purpose is to
short plays. It is possible that they will not have enough assess their performance while making the product in
time during the class to rehearse as many times as they order to improve weaknesses and reinforce strengths
need to. Encourage them to rehearse several times at during the process. Briefly have them discuss their
home. Tell them to pay special attention to pronunciation responses to the self-assessment in groups or with the
and intonation. A good way to practice is reading your rest of the class. Give positive feedback for their effort
lines first very slowly and then very fast. The harder and progress.
they work, the better the play will be.
emember Next class students will need: Teacher’s Reflection Tool

costumes, make-up, and props for the performance. My work in this social learning environment has
facilitated the learning process of the class so children:
Class – Can use various comprehension strategies.
Lead-in – Can formulate and answer the questions about the
Start by doing a simple breathing exercise called attitude and behavior of persons.
Hissing. Model the technique for students to see and – Can link non-verbal communication with the
ask them to follow your lead. First, take a deep breath dialogue's sense.
and then let the air out making a hissing sound, let out – Can read short plays.
as much air as possible from your lungs. You should not
move your shoulders up and down when breathing in.
AR_TG3_pp101_126_U4.indd 125 18/07/11 09:07

126
Unit 4
Continuous Assessment LE 1 Continuous Assessment LE 2 Global Assessment
Understands
and compares
Realizes the Understands differences
importance Is aware of Takes part Is aware of his and and similarities
Values his /
of using Is confident in Participates in the in the or her own participates in between
her behavior
AR_TG3_pp101_126_U4.indd 126
Student's Name language to the use of dialogues importance community and others’ conversations cultural
and others’
describe English effectively of objective cultural ideas and discussing features from
behavior
his / her descriptions expressions emotions leisure Mexico and
surroundings activities English
speaking
countries
General Comments
Assessment Criteria
• The learner acknowledges the main idea and details from a
w • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
07/05/12 10:46
Unit 5

Formation and Academic Familiar and Community
Social Practice: Produce texts to participate in Social Practice: Interpret and convey instructions
academic events. found in daily life.
Specific Activities: Write arguments in favor or Specific Activities: Understand and offer
against a subject to intervene in a debate. instructions to plan a field trip.
Product: Debate Product: Activity Schedule
At the end of this environment students will: At the end of this environment I will:
• detect and establish links between a personal stance • adjust volume, intonation, and tone to emphasize or
and information which agrees or disagrees with it. clarify instructions.
• emphasize or clarify agreements and / or • offer explanations to clarify instructions.
disagreements. • rephrase instructions to confirm comprehension.
• write up short texts which express agreement or • compose instructions.
disagreement. • appraise the pertinence of following or not
• solve doubts and encourage feedback in order to edit instructions.
agreements and / or disagreements.
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Performance Indicators: – Select information to write agreeing and disagreeing

– Determine purpose and intended audience. arguments.
– Identify function of graphic components. – Paraphrase information to broaden, exemplify and
– Predict subject matter from previous knowledge. explain sentences that express agreeing and
– Read texts. disagreeing arguments.
– Anticipate central sense from explicit information. – Distinguish and use the passive verb form and the
– Clarify meaning of words. possessive genitive.
– Identify main ideas in agreement or disagreement – Solve conflicts and foster understanding and respect.
with a personal stance.
– Establish connections between a personal stance Materials:
and information in agreement or disagreement – A large opaque bag
with it. – Scrap paper
– Distinguish a link between different parts of texts. – Pieces of paper with arguments for and against
– Use strategies to point out information in agreement – Cards with the names of famous buildings and
and / or disagreement with a personal stance. monuments, with information about where they are
– Select synonyms. and the date they were built
Class 2 Work in pairs. Discuss which situations

Lead-in from Activity 1 are controversial and which
Ask students to describe to you what their school rules are not. Explain your answers.
say about wearing a uniform. Then tell them they are Ask if anyone knows the meaning of controversial. Elicit
going to play a true / false game about school uniforms ideas and if necessary, explain or elaborate on the meaning
around the world. Divide the class into groups of five (a topic or something which causes discussion or
or six. Explain that every time a group gets a correct argument). Then elicit some examples of controversial
answer a point is given. Say: Students in __________ topics in the news or which students are aware of.
(name of country) must wear a uniform. True or False? Write them on the board for reference. Have students,
Use examples of countries where students do have to working in the same pairs as in Activity 1, discuss which
wear uniforms: England / Scotland / Japan / Australia / situations shown in the photographs from Activity 1
Brazil / Chile / New Zealand / India / Indonesia / they think are controversial. If they need help with
Dominican Republic / Vietnam / China / Cuba, and use ideas, guide them towards the following points: Where
examples of countries which do not have compulsory are they? What are they wearing? Do they look smart?
school uniforms: Argentina / Canada / USA / Denmark / What are they doing? What could the consequences
Spain / Finland / Switzerland / Germany / France / Italy. of any of these points be? Have them give reasons for
their answers.
Stage 1: I know
Answers may vary.
1 Look at the pictures and describe them to
a classmate. Cultural Note
and to look at the photographs in Activity 1. Divide School uniforms date back to the end of the Roman
them into pairs. For them to anticipate central sense Empire when all boys who attended classes which
from explicit information, ask them to look at the prepared them for the priesthood were thought to have
photographs and describe them to a classmate. Point worn similar chothes. Girls weren’t formally educated
out that they should try to recognize the topic or at that time.
common factor linking the photographs. Elicit ideas as School uniform policies vary from country to country.
to what that could be (dress code and behavior at school). In England, most students attending primary and
Encourage students to share their ideas. secondary schools are required to wear uniforms. This
policy was adopted to modernize the appeal of students
Answers may vary. and to help financially challenged families. It is widely
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believed that uniforms help to combat bullying, as well them to share their views with the rest of the class. Ask:
as instill a sense of pride and loyalty. In the USA, What debates would you like to see at school? Elicit
uniforms are not always a requirement. Private and suggestions and write them on the board. Then ask
Catholic schools are more likely to insist on their students to read through the rest of the chapter. Once
students wearing a uniform. In Vietnam, students wear they have finished, ask them to compare if any of the
uniforms depending on the level of education they’re topics that were raised in the text matched the
in, rather than the school they attend. suggestions on the board. Ask if they have any of the
same questions or opinions. Encourage students to
elaborate on their answers and to give reasons.
3 Match the opinions to the correct pictures. Have students turn to page 121 of their Readers and
Tell students to look at Activity 3 in their Student look at the Comprehension Questions. Check
Books. Read the three opinions out loud and check for understanding and ask them to work in pairs and
understanding. Ask students if they agree or disagree answer the questions. Ask students to share and
with each statement. Encourage them to think of both compare their answers with another pair of students.
sides of each argument and give reasons as to why each Check answers as a whole class activity by reading the
one should or shouldn’t be a rule. Then ask them to questions aloud and having different students read out
match the opinions to the correct pictures in their their answers. Have the rest of the class agree or
Student Books. disagree. Check answers in the Reader Answer Key on
page 172 of the Teacher’s Guide.
Answers: 1 c; 2 a; 3 b
Stage 2: I build 4 Skim the text and underline the most

appropriate title for the debate.
Ask students to read the two titles from the box in
Reader ake the World
M
a Better Place p. 111-120
Activity 4 and say if they agree with them or not.
Encourage them to give reasons to support their answers.
To read texts related to the statements, ask them to skim
Elicit ideas from students about what makes them feel the text and choose the most appropriate title. Give them
nervous and write examples on the board: sitting an just one minute to do this and tell them you are timing
exam, talking in public, going to the dentist, chatting to them in order to ensure that they just skim the text and
a boy / girl they like, etc. Then ask them to describe don’t try to read the whole thing. Elicit answers.
how they feel when they are nervous, and elicit as many
expressions as possible: stutter, fidget, get butterflies in Answer: Uniforms shouldn’t be obligatory at schools.
your stomach, shake, talk quickly, go blank, blush, etc. It
is important to write them on the board for reference 5 Read the text in Activity 4 again and match
and explain the meanings. Then ask students to get up the beginning of each sentence to the
and walk around the class asking each other: What correct ending.
makes you feel most nervous? What do you do when you To help students use strategies to point out information
are nervous? Set a time limit of three minutes and then in agreement and / or disagreement with a personal
ask for answers. Tell students to open their Readers to stance, elicit from students the two positions in a
page 111 and read the title. Ask them to guess what discussion or debate: for and against. Ask them to tell
they think the chapter will be about as well as determine you if they agree or disagree with the debate in Activity 4.
purpose and intended audience. Accept all answers. To Tell them to think what the arguments for and against
identify the function of graphic components in the wearing a uniform at school could be. Then ask them to
chapter, ask students to go through it just looking at the read the text in Activity 4 again and find the arguments
photos and ask them what they think the function of for and against. To distinguish a link between different
the photos in the text is. Then encourage them to say parts of a text, ask students to describe the three parts
if they think the pictures give them a clear idea of what of the introduction: the situation regarding uniforms,
the text is about, and if the photos attract them and the main argument in favor of uniforms, and the main
invite them to read. Then ask them to read pages 111 argument against.
and 112 of their Readers. Write the following questions Give students five minutes to read the text again.
on the board: What is a debate? What takes place Tell them to underline any words they don’t understand,
during a debate? What does the moderator do? What’s and write the list on the left hand side of the board. On
abstention? Is a decision always reached? Give students the other side write the Spanish equivalent in a jumbled
some time to think about their answers before asking up order. In order to clarify meanings of words, ask
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students to go to the front and match up the words. Ask Answers: John; Australian – against school uniforms.
the rest of the class to stand up if they disagree with any Teens should have the freedom to express their
answers and to remain seated if they agree. Elicit all creativity and personalities. Miguel; Mexican – for
answers and refer students to the Glossary on page 164 to school uniforms. Uniforms promote equality and help
clarify the meaning of words. Ask students to get into eliminate discrimination. 3 Peter; American – for
groups of five. Hand out the prepared for and against school uniforms. They are cheap and easy to get hold of.
cards with the text’s arguments to each group. Ask them
to work together to divide the arguments into for and 8 Read the sentences and answer the
against. Then elicit volunteers to paraphrase the question. Then underline the passive verbs.
information on their cards, and ask the rest of the class Ask students to read the sentences in Activity 8 and try
to broaden the information to exemplify and explain to remember who from the radio debate in Activity 7
those sentences. said them. Then ask them to read and answer the
Have students work individually and complete Activity question. Encourage students to give reasons to explain
5 in their Student Books. Check answers as a class. why they agree or disagree and give examples to
support their points of view.
Answers: 1 d; 2 a; 3 b; 4 c Elicit an example of the passive from the text and
write it on the board: Creativity is expressed through
Class clothes. Ask: Is this present or past passive? Then have
Lead-in students tell you how the passive is formed (subject +
Play Hangman with the words learned in Activity 5 verb to be + past participle).
from the previous class. Remember to include the Then ask students to look again at the sentences in
expressions to describe how you feel when you’re Activity 8 and to underline passive verbs in the text.
nervous (get butterflies in your stomach, stutter, etc.). Have them check their answers with a classmate. Ask
them in which sentence the negative is used (sentence 3,
Stage 3: I think People aren’t discriminated against because of their
clothes.) and how we form it (subject + verb to be + not
6 Look at the pictures and guess what the + past participle). Elicit when we use the passive by
teen radio debate is about. writing: agent is obvious / agent is unimportant on the
Ask students if they’ve seen or heard any debates recently board. Check students understand the meaning of agent
and if so, what they were about. Have them tell you (the person or thing which does the action).
some of the places where they can hear debates (TV,
radio, school, public forums, etc.) and which channels Answers: 1 are sold; 2 aren’t discriminated; 3 is
or TV programs have debates. To predict subject expressed, is seen; Answer may vary.
matter from previous knowledge, ask students to open
their Student Books to page 130 and to look at the 9 Complete the sentences with words
pictures in Activity 6. From what they can see, ask them from the box.
to guess what the teen radio debate is about (school To distinguish the passive verb form and use, ask
uniforms). Have them describe the pictures and help students to look at the Reflection Box in Activity 9 and
them with vocabulary to express their ideas. Encourage have them complete the sentences by choosing the
them to use a bilingual dictionary to enrich their correct word from the box. Check answers.
vocabulary.
Answers: 1 action, person; 2 affirmative; 3 negative
26 7 Listen to the teen radio debate and
complete the table. emember Next class you will need: cards with
Explain to students that they will listen to a debate the names of famous buildings and monuments, with
about school uniforms and then complete the table. information about where they are and the date they
Play the CD once and ask students to complete what were built.
they can. Then play the CD a second time and ask them
to write down more details. Have students listen again Class
and look at the audioscript on page 189 in their Student Lead-in
Books to check their answers. Finally, to identify main Elicit from students famous buildings and monuments
ideas in agreement or disagreement with a personal from all over the world. Put the prepared cards on your
stance, ask them to discuss their answers with a desk. The cards should include the name of a famous
classmate and say which of the opinions in the radio building (Big Ben, The Eiffel Tower, The Empire State
show they agree with the most. Monitor and check. Building, etc.), the date when it was built, and the city
Encourage them to explain their points of view. and country where it is. Students go to the front of the
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class, choose a card, and change the information into 13 Match the beginning of each
sentences: It was built in (date), in the city / town of sentence to the correct ending.
(name of town / city). Students can then add any other Revise with students what nouns, adjectives, adverbs,
information they know about the place, but without and verbs are. Elicit examples and write them on the
revealing the name of the building or monument. The board. Ask them to give you a synonym for each
rest of the class has to guess what it is. example given. Then divide the class into six groups
and give them five minutes to think of as many verbs,
10 Add the apostrophe to the correct place in nouns, adjectives, and adverbs with synonyms as they
the underlined words. can. After five minutes, ask each group to get together
Write: pen / Peter, bag / Jessica, classroom / students, with another group and compare their answers. Ask
Susan / friend of my sister, ingredients / soup, eyes / dog, them how many examples they could come up with.
height / girl on the board. Explain that when we describe Ask students to read the sentences in Activity 13 and to
something belonging to something else we use a match the beginning of each one to the correct ending.
possessive ’s in English. This is formed by adding an Check answers.
apostrophe (’) and an s to the end of the noun stating
who is the owner. Point to the first example of the Answers: 1 c; 2 b; 3 a
board (pen / Peter) and clarify who the owner is: Peter.
Ask students to make a sentence using the possessive ’s Stage 4: I practice
and write it on the board: This is Peter’s pen. Point out
where we add the apostrophe and the s. Do the same for 14 Complete the sentences with the passive
the second example: Jessica’s bag. Model the form of the verbs in the box.
pronunciation so that students can repeat it. Check that Ask students to think about a recent excursion they
students understand the meaning of the other words on have been on. Ask: What do you usually do on an
the board and clarify who the ‘owner’ is, then ask them excursion / vacation? Elicit answers and write them on
to write sentences using the words on the board, adding the board for reference: take photos, go for lunch, visit
the ’s. Check answers as a class. places, try the local food, buy souvenirs, etc. Then
Finally, ask students to turn to page 131 in their encourage students to use full sentences to give
Student Books and to add the apostrophes where examples of their trips: The guide told us about the
appropriate in Activity 10. Check answers. history of the museum. We bought souvenirs at the gift
shop. We took photos of our friends, etc. Check if
Answers: 1 children’s; 2 money’s; 3 year’s students know the past participle of the verb to be used
and then have them change the sentences into the
11 Match the beginning of each sentence passive voice.
to the correct ending. Ask students to turn to page 132 of their Student
To distinguish the possessive (genitive), ask students to Books. Tell them to read the sentences in Activity 14
work individually and match the first part of each but not look at the words in the box yet. Then ask them
sentence in Activity 11 to the correct ending. Monitor which tense needs to be used to complete the gaps
and provide individual help if necessary. (passive). Re-elicit how we form the present passive:
verb to be + past participle. Now ask students to look at
Answers: 1 b; 2 a the words in the box and write down the past participle
of each verb. Elicit answers. Then ask them to look at
12 Read the sentences and underline words the nouns at the beginning of the sentences and decide
with similar meanings. if they are singular or plural, as this will help them
Have students look at the pictures on page 131 and decide on the form of the verb to be. Ask students to
describe what they see. To select synonyms, ask them work in pairs to complete the gaps in the sentences.
to read sentences 1-4 in Activity 12 and to underline any Once they finish, ask them to check their answers with
words they find which have similar meanings. Ask: another pair. Check answers as a class.
What do we call a word which has a similar meaning to
another? (A synonym.) Elicit examples. Write the pairs Answers: 1 are not allowed; 2 are invited; 3 is divided;
of synonyms on the board. Ask students to get into 4 are turned; 5 are used
pairs and to write one sentence using one of the words
from each pair. Elicit sentences from different pairs. emember Next class you will need: a large
opaque bag and scrap paper (one piece per student).
Answers: 1 costly, expensive; 2 accessories, jewelry;
3 strong, sturdy, made to last; 4 clothes collection,
wardrobes
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Class Stage 5: I can
Lead-in
Write groups of four words on the board: four 17 Read the opinions and write C for Cell
buildings, four video games, four movies, four cities, phones or H for Homework.
four famous people, four pop groups, etc. Divide the This activity will help students establish connections
class into groups of five or six and tell them to choose between a personal stance and information in agreement
one option from each category. Then ask for volunteers or disagreement with it. Ask students if they think they
to explain why they would choose that option and why get just enough or too much homework. Elicit opinions
it is better than the others. about homework. Then ask them what their opinion is
on having cell phones at school. Encourage them to give
15 Unscramble the words to make phrases. reasons to justify their opinions. Ask students to read
Make sure that all students have some of their personal the sentences in Activity 17. Ask them what the main
belongings on their desks. Hold up one of your pens topics are (homework and cell phones). Then ask them
and say: My pen. Pick up one of the student’s personal to put an H next to the opinions which refer to
belongings and encourage the class to say: his / her homework and a C next to the ones referring to usage
(name of item). Repeat a few times until students are of cell phones. Check answers as a class. Finally, ask
comfortable using my, his, and her to talk about them if some of the ideas presented are similar to the
ownership. Go back to the first item you held up and opinions they expressed at the beginning of the activity.
elicit another way students can say who it belongs to:
Miss Driscoll’s pen. Go around the class again, holding Answers: 1 H; 2 C; 3 H; 4 C; 5 C; 6 H; 7 C; 8 H
up different items and encouraging students to say who
they belong to: Alfonso’s ruler, Maria’s book, etc. Check 18 Choose one of the topics from Activity 17,
students are using the ’s and that it can be heard in their cell phones or homework. Then choose one
pronunciation. Ask ten to twelve students to choose one side of the debate and write your opinion here.
of their personal items and, without showing it to the Explain to students that they’re going to have a debate
rest of the class, to put it in a large bag on your desk. about either cell phone use at school or about homework.
Invite random students to come to the front, pull out To promote the solution of conflicts and foster
an item and guess who it belongs to. After they guess, understanding and respect, ask them to choose the
have them write it on the board. Check they are using ’s topic they prefer and to think of additional arguments
after the person’s name. Ask students to look at the for or against it. Then divide students into groups of
scrambled phrases in Activity 15 on page 132 of their four to six according to their topics. Ask them to go to
Student Books. Remind them of the previous exercise the corresponding pages of their Readers (pages 113-
and what word their sentences usually begin with: The / 114 for cell phones and pages 117-118 for homework)
A / His / Her / My etc. Students unscramble the phrases and look at the arguments. Allow them a few minutes
and write them out in their Student Books. Remind to read the information and then each group should
them to use the correct punctuation and to think about decide who is going to be for or against. Then they
capital letters, etc. Check answers as a class. select information to write their arguments in their
Student Books. Monitor and check.
Answers: 1 My friend’s house. 2 Her friend’s boyfriend.
3 A writer of children’s books. 4 The airplane’s speed. 19 Work in groups. Discuss and compare
your opinions.
16 Rewrite the following sentences using Students, in their groups, begin their debates
synonyms of the underlined words. comparing opinions and ideas. Walk around the
Write some words that students know a synonym for classroom, monitor, check, and offer individual help
on the board: dad - father, sick - ill, sad - unhappy, fast - where necessary.
quick, thrilled - excited, cease - stop, direct - guide. Give
them a couple of minutes to write down the synonyms.
Then ask them to look at the words in the box of Classroom Management: Monitor group
Activity 16. Tell them to read the sentences and choose activities to ensure all students have the opportunity
a word from the box to replace the underlined words in to speak and contribute. Hand out pieces of paper,
the sentences. three pieces per student (depending on how long the
activity is). Each student puts down one of their
Answers: 1 Children get exhausted because of an papers when they would like to say something. At the
overload of homework. 2 Junk food should not be end of the activity, all students should have used all
permitted at school. 3 Water is better for you than soda. their pieces of paper. This also encourages turn-taking
4 People get shaky when speaking in front of lots of people. and less interrupting or shouting over one another.
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Performance Indicators: – Organize information in agreement or in

– Recognize expressions used by the author to express disagreement with a personal stance in a graph.
opinions in agreement / disagreement about a – Edit agreeing and disagreeing arguments with the
subject matter. teacher’s supervision.
– Write sentences to express agreeing / disagreeing – Write a final version.
arguments. – Solve doubts and promote feedback.
– Emphasize or clarify agreements / disagreements. – Provide constructive criticism.
– Employ words and punctuation marks to link
sentences in a paragraph, using connectors. Materials:
– Write a short text that expresses agreeing / – Reader, Audio CD
disagreeing arguments. – 20-25 paper dominoes with expressions of agreement
– Read to revise punctuation and spelling conventions. and disagreement and connectors written on them
Class is added in British English: light -I lit the fire. (American

Lead-in English) I lighted the fire. (British English). Students
Write some regular and irregular verbs on the board usually have to simply learn these variations or at least
and ask students to give you the past simple and past be aware of them. Many of the British spellings are
participle forms. Then write down ten irregular and slowly going out of use and being replaced by the
regular verbs in their infinitive form on the board. American versions.
Students copy them down on a piece of paper. Then tell
them to try, individually, to write down as many of the
past simple and past participle forms of the verbs Stage 1: I know
as they can remember. After a minute ask them to work
in pairs and share answers. They should have more 1 Complete the questionnaire for you.
than when they were working alone. If they need to, Students open their Student Books to page 134 and
have two pairs get together to share their answers. look at the questionnaire in Activity 1. Ask them to
Write the verbs in the infinitive on the board, and have guess when they think the first home video game was
students go to the front and write the past simple and available. Write: 1950’s, 1970’s, and 1980’s on the board
past participle forms for each one. and students choose the correct answer (1970’s - in
1972, it was called Computer Space). Ask students if
Cultural Note they can remember the first video game they played.
Ask them if their parents played video games. If so:
Point out to students that there are some differences What did they play? Then check they understand the
between past participle verbs in American and British questions in Activity 1. Students work individually and
English. These are divided into three categories. First of complete the first column about themselves.
all, there are some verbs which end in –ed in American
English and -t in British English: learned / learnt, 2 Complete the questionnaire in Activity 1 for
spelled / spelt, dreamed / dreamt, spilled / spilt, smelled / a classmate.
smelt, burned / burnt. Generally in British English, if Ask students to find someone who they don’t usually
the -t form of the past tense or past participle can be talk to in class. They ask each other the same questions
used, then it is. For the verb get, British English uses got about video games and complete the second column of
while American English uses gotten. the questionnaire for their classmate. When they finish,
For some other verbs, the infinitive form is used in ask students to share their questionnaires with the rest
American English whereas in British English -ed is of the class to find out who plays the most video games,
used: The clothes fit. (American English); The clothes and which is the most popular.
fitted. (British English).
Finally, a third category of irregulary spelled verbs
have an irregular spelling in American English, but -ed
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3 Do you think video games are a good have students, individually, read the text and label it with
influence on teenagers? How have video the components from the box. Check answers as a class.
games influenced you?
Ask students to read the question and think about their Answers: 1 introduction; 2 main title; 3 subtitle;
answers for a few minutes. Encourage them to think of the 4 main idea; 5 detail; 6 conclusion
pros and cons of video games. Then have them share their
answers with a classmate. Finally, ask volunteers to share Class
their points of view with the rest of the class. Encourage Lead-in
students to ask questions and express their ideas. Play Charades. Divide the class into two groups. A
volunteer comes to the front and thinks of a film, TV
Stage 2: I build program, or video game. They hold up the number of
fingers for the number of words in the title and give a
4 Look at the pictures in the text in Activity 6. sign which lets their classmates know which category
What do you think the text is about? Circle it’s in (this could be drawing the outline of a TV screen
your answer. for TV program, pretending to play a movie camera for
Students look at the three topic options in Activity 4. film, and playing on a games controller for video game).
Check understanding. Then tell them to turn to page Then they mime each word by indicating its position in
135 of their Student Books and look at the pictures in the title, holding up one finger for the first word, two
Activity 6. Without reading any of the text, have them fingers for the second word, etc. Tell students that they
tell you which of the topics from Activity 4 the text can use tricks to help them. For example, if they have a
refers to. particularly difficult word, they can touch their ears to
show that it sounds like another word that may be
Answer: a easier to mime. Give groups a point if they guess
correctly, then swap and have a volunteer from the
5 Skim the text in Activity 6 and write two other group have a turn. Repeat.
advantages and two disadvantages of
video games. 7 Read the text in Activity 6 again and
Elicit the meaning and characteristics of skimming. Then underline the main ideas that are For video
ask students to skim the text in Activity 6 and write two games and circle the ones Against.
advantages and two disadvantages of video games. Ask Elicit the meaning of main ideas, and how they are
students to share their answers with a classmate. Finally, different from supporting ideas. Ask students to read
have some volunteers share their answers. the text in Activity 6 on page 135 again and underline
the main ideas that show agreement with the idea of
Answers: Two advantages: Children who play video teenagers playing video games and circle the ones that
games score higher on vision tests than non players. show disagreement. Check answers as a class. Refer
Increase in logical thinking ability, and problem solving students to the Glossary on page 164 to clarify the
skills. Improvement in children’s reading, mathematical, meaning of any new words.
and spelling ability. Two disadvantages: Eye strains, Write the following questions on the board: 1 How
wrist, neck, and back pains. Headaches and muscle do companies encourage people to buy video games?
damage, possible cause of obesity over time. Some children 2 What are some governments trying to do with educational
could become shy and introverted. Some gamers can video games? 3 What are the negative health effects of
lose control of their tempers and become aggressive. playing video games for too long? Go through the questions
with students and ask them to discuss the answers.
6 Read the text and label it with words from Have them working in groups of three, monitor while
the box. they discuss (1 Companies encourage people to buy
Ask students about the components and organization video games by improving the graphics, sound quality
of a text. Ask: How is a text organized or divided? (title, and interactivity of them. They also promote their health
subtitle, introduction, main ideas, supporting ideas, benefits. 2 They are trying to incorporate games into
details, body, and conclusion) Tell them to look at the their academic curriculum. 3 Some negative effects are
words in the box in Activity 6 and describe them. Ask: health problems, eye and wrist strains, headaches, muscle
What information is included in the introduction? (A damage, back and neck pains, and obesity. Kids and
brief description of the topic, how it is today, and then teens are not going out as much, they become shy and
the benefits of video games.) What is included in the introverted. Children can become aggressive.). Ask
conclusion? (A balanced conclusion to both sides of the students if they agree with the points raised in the article.
argument, as both arguments gave valid points.) Then
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Answers: For: Higher results on vision tests, increased expressions for showing agreement and disagreement.
logical thinking ability, and improved problem solving Tell students to discuss in pairs the arguments for and
skills, improvement in mathematics, spelling, and against using the expressions for agreeing and
reading; Against: Eye strains, wrist, neck, and back disagreeing they learned in Activity 8. Encourage them
pains, muscle damage, obesity, children become shy, to think of any other arguments. Finally, have
introverted, and aggressive volunteers share their answers with the class.
Students read the sentence parts in Activity 9 and
Stage 3: I think match the beginnings of each sentence to the correct
endings. Ask them to check answers in pairs.
8 Read the text and underline the
expressions that show agreement and Answers: 1 b; 2 c; 3 a; 4 d
disagreement.
Divide students into groups of four and ask them to 10 Read the sentences and circle
write three questions related to TV use. Elicit ideas for the connectors.
questions (What TV programs do you watch? How many To employ words and punctuation marks to link
hours of TV do you watch a week? Are there any programs sentences in a paragraph, ask students to look over the
you are not allowed to watch? What do you think of text about cell phones on pages 113 to 114 in their
reality TV? What are the advantages and disadvantages Readers, and find the connecting words (but, and,
of TV?). Once they finish their questionnaires, ask because, instead of, etc.). Ask what their purpose is: to
them to swap them with other groups. Give them three connect two ideas or sentences and show an opposition,
minutes to answer the new questionnaires and then a reason, add information, show a result, etc. Tell them
elicit some of the questions and answers. to read the sentences in Activity 10 and circle the
Ask students to open their Student Books to page connectors that join two ideas. Monitor and provide
136 and read the text in Activity 8. Ask them what the individual help if necessary.
text is trying to say (TV has both positive and negative Then ask: In which sentence does the connector come
effects on children). Elicit the arguments for and at the beginning to contrast it with a previous idea?
against TV: Children can learn from some programs; (however and but) In which sentence does the connector
however, some programs are not informative and can be come halfway through to compare two ideas? (yet) Elicit
a bad influence on children. Some programs are violent. the contrasting ideas in each sentence or part of the
Ask them if they agree with those arguments. sentence. Ask them if yet is similar in meaning to but
To recognize expressions used by the author to express and however (yes). Allow them to think of their answer
opinions in agreement or disagreement, ask students for a while. Elicit answers. Then explain that we can use
to read the text again and find and underline the all these connectors either at the beginning of sentences
expressions that show agreement and disagreement. or in the middle (yet) depending on how we want to
To check answers, draw two columns on the board with express ourselves.
the headings Agreement and Disagreement. Invite students Write: I like soda _________ my friend prefers
to go to the board and write their answers in the correct milkshakes on the board. Elicit the possible connectors:
column. Finally, refer students to the conclusion and but, however, yet. Then write: I drank a soda _________
ask them if they think it’s a good conclusion. Ask: Is it my friend did her homework. and elicit the answer (but,
justified? Why? (The text shows two valid arguments, however, yet). Then invite volunteers to add the correct
so the author tries to find a balance between both of them.) punctuation (a comma between the two clauses).
Students complete the sentences.
Answers: Agreement: In favor of this, In support of
this idea; Disagreement: A valid point against, Also Answers: 1 yet; 2 But; 3 However
against
11 Complete the sentences with words
9 Match the beginning of each sentence from the box.
to the correct ending. Tell students to turn to page 137 of their Student Books
Ask students to open their Readers to pages 113 and and look at the words in the box in Activity 11. Check
114. Ask: What do they use their cell phones for? they understand the meaning of compare and contrast
(texting, arranging to meet friends, chatting, sending (compare is to find similarities between two ideas, while
e-mails, playing games, etc.) Ask them how their lives contrast is to look for differences). Students then
would be different if they didn’t have or had a cell phone. complete the sentences.
Ask students to read the arguments for and against
having a cell phone. When they finish, elicit the Answers: 1 join; 2 join; 3 contrast; 4 compare
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Class 14 Complete the sentences with the correct
Lead-in form of the words from the box.
Write the following text message abbreviations on the Students look at the words in the box in Activity 14 and
board: CU2mo, CUnxt wk xoxo, RU ok? W84 me, plz. use them to complete the sentences. Ask volunteers to
2day? CUL8R, GR8 and u?, Wan2 go L8R? (See you write their answers on the board.
tomorrow; See you next week, hugs and kisses. Are you
ok? Wait for me, please. Today? See you later. Great and Answers: 1 days; 2 strategies; 3 says; 4 tries
you? Want to go later?)
Divide the class into groups of four and tell them 15 Read the rule and answer
they have five minutes to work out what the abbreviations the question.
mean. When they finish, check answers. Then invite Ask students to turn to page 138 of their Student Books
each group to come up to the board and write two more and to work in pairs and read the sentence in Activity 15.
short abbreviated messages for the rest of the class to Point out how the spelling changes, for words ending in
work out. a vowel and –y we just add –s. For words ending in a
consonant and –y, we take off the –y and add –ies. Ask
12 Read the text and underline the words students to read the sentence and answer the question
that end with –y. Then complete the table. in their pairs.
Divide students into groups and give them two minutes
to come up with as many adjectives, adverbs, nouns, Answer: If the noun or the verb ends in vowel and –y,
and verbs as they can. Elicit examples and write them we add –s. If the verb ends in consonant and –y, we take
on the board. Then ask students to read the text in off the –y and add –ies.
Activity 12 on page 137 of their Student Books. Elicit
the main points it is making. Tell them to underline the Stage 4: I practice
words that end in –y. Then ask students to write the
different words from the text in the appropriate column 16 Read the arguments and match them to
of the table. the correct picture.
Ask students to compare their answers in pairs. Have students look at the pictures and read the speech
bubbles in Activity 16. Ask them to describe what they
Answers: Words ending in –y: every, play, say, try, see drawn, and if they think they are funny at all. Then,
day, industry, strategy, interactivity, obesity; Adjectives: students read the titles of the arguments and match
new, long; Adverbs: every; Verbs: appear, require, play, them with the correct picture.
say, can lead, should try, reduce, spend; Nouns: games,
day, video game industry, skill, strategy, interactivity, Answers: 1 a; 2 c; 3 b
kids, hours, researchers, obesity, parents, number, screens
17 Match the columns to complete
13 Look at the table in Activity 12 and circle the sentences.
the words ending in –y that change. What Ask students to remember the connectors they saw in
words do not change? the previous class (yet, but, while, and however). To
Students look again at the words in the table from give students practice using the different connectors;
Activity 12. Draw their attention to the nouns. Ask write on the board: I don’t go to concerts, however
them what happens if we want to make them plural? _____________. There are some interesting programs on
Have students come to the board to try and spell them TV, but _____________. Allow students a little time to
in the plural form. They should come to the conclusion think of an ending to the sentences then elicit answers.
that for strategy, interactivity, and industry, they take off Then write on the board: My favorite band is Zoe,
the –y, change it to –i and add –es. For day they just however _____________. I want to go outside and play
add –s. Explain that obesity is uncountable and doesn’t football, but _____________. I want to buy some new
change in a plural form. Ask them if there are any words shoes, yet _____________. I wanted to do my homework,
in the other columns that change. They should guess but _____________. Students write them down and
that the verbs change when we conjugate them. complete the sentences in pairs. Tell them to try and
Students circle the words ending in –y that change. write imaginative or funny endings. Ask pairs to read
out their answers and decide on the best endings.
Answers: Words that change: industry; day; strategy; Ask students to read the beginnings and ends of the
interactivity; Words that don’t change: every; obesity sentences in Activity 17 and to match them to make
complete sentences in their Student Books. Check
answers as a class.
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Answers: 1 d; 2 a; 3 b; 4 c 20 Put all your information from Activity 19
together in a small text. Use the checklist
emember Next class you will need: paper below to help you.
dominoes. Divide pieces of A4 paper in two by drawing For students to write a final version, ask them to look at
a line down the middle. Then on each side write the text about video games on page 135 of their Student
expressions of agreement and disagreement and Books. Have them tell you what text features they
connectors. Prepare about 20-25 dominoes, so that should include: main title, subtitles, paragraphs,
each word or expression appears several times. introduction, and conclusion. Then have them compare
their checklist to the text guidelines in their Student
Class Books on page 139 to see if they were correct. In order
Lead-in to emphasize or clarify agreements and or disagreements,
Tell the class they are going to play dominoes. The ask students what words they can use to link and clarify
dominoes will include the connectors: but, yet, however, their arguments (connectors and expressions for agreeing
while, and the agreement and disagreement phrases: and disagreeing). Write the list on the board, and
In favor of this, In support of this idea: a valid point remind them that they must use these words in their
against, also against, etc. Each domino has two of these texts. Ask them what information the introduction
words or expressions, one on each end. Divide the class contains (it gives some general facts and briefly explains
into four equal groups and hand out the dominoes. A the controversy about using them). Then ask what
member from one group goes to the board and sticks information the conclusion contains (a brief summary
one of their dominoes to it. Then they make a sentence of the main ideas and a concluding sentence which
using one of the words or expressions. The group that suggests a balanced solution for both sides, provided
has the same word or expression on their domino, then both showed valid arguments). Then students write a
goes to the board, sticks the domino up and makes short text that expresses agreeing and / or disagreeing
another sentence using the other word or phrase on the arguments. Walk around and monitor, helping students
domino. Students should use arguments from the four where necessary. To edit agreeing and disagreeing
debates they’ve seen in the Reader to make their sentences. arguments with the teacher’s supervision, remind
students to read their work to check for spelling,
Stage 5: I can grammar, and punctuation.
18 Read the debate topics and check (3) the

one which is the most interesting to you. Classroom Management: When students write a
Ask students to recap the debates they’ve seen in the text, it is a good idea to write a checklist on the board,
previous two lessons. Then ask them to turn to page which can also serve as a template. Texts must include:
139 of their Student Books and check the debate which a main title, an introduction, arguments for,
is most interesting to them from the list in Activity 18. arguments against, connectors, expressions for
Ask them why they think that debate is the most disagreeing and agreeing, conclusion, punctuation,
interesting, and encourage them to answer using full grammar, and spelling. Students check they have
sentences. included the relevant points or sections once they
have finished. If they have a specific list to check their
19 Complete the sentences about the topic work against, then it helps them get into the habit of
you chose in Activity 18. always checking their work, and making sure it’s right.
Students open their Readers to pages 111-120 and find
the arguments for the debate they chose in Activity 18.
Ask them to read both sides. To write sentences to 21 Work in groups. Share your texts and
express agreeing or disagreeing with an argument, ask discuss your opinions.
them to complete the phrases in Activity 19, adding Students work in groups of four and take turns to read
their personal points of view. Tell them that this activity their texts to one another. To provide constructive
also helps them to organize information in agreement criticism, encourage them to actively listen to their
or in disagreement with a personal stance on a graph. classmates, to ask questions about what they are saying,
Monitor and provide individual help. to solve doubts, and promote feedback. Move around
the classroom and listen to what they are saying,
questioning them and solving their doubts.
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Unit 5 Product 1 Debate
Performance Indicators: – Write the agreeing / disagreeing arguments depending

– Choose a topic of interest. on the personal stance each one has adopted.
– Read texts from different sources. – Write a short text with the agreeing / disagreeing
– Take a personal stance regarding the information read. arguments.
Class Then ask students to look at the pictures on page 140

Lead-in of their Student Books and identify the arguments
Choose one of the debate topics from the Student presented. They choose the topic that most interests them.
Book: school uniforms, cell phones, video games, TV.
Tell students they are going to play a word association Answers may vary.
game. Divide the class into two groups. Say a word from
one of the topics: video game. One of the groups begins 2 Read the arguments for and against the
by saying an associated word: computer. Then, the other topic you chose in Activity 1. Check (3) the
group must say a word associated with computer: mouse. side you agree with.
The other group says a word associated with mouse: cat / Students read the arguments for and against for the
gray / cheese, etc. Continue the game. Make sure students topic they chose in Activity 1. They select the argument
maintain a fairly continuous pace and don’t wait too they most agree with. If there isn’t a mix of students
long between saying the new word. Each group could who are for and against, then you will have to divide
begin with five lives, and each time they make a mistake, them. You could do this by having strips of four different
pause, say a non associated word, etc. they lose a life. colored paper in a bag. Each color is either for or against
one of the topics: school uniforms or cell phones at school.
Stage 1: I get ready Ask students to go to the front and choose a color. This
will be the argument and topic they will debate.
1 Read the texts. Check (3) the topic that
interests you the most. Stage 2: I plan
Ask students about the different debate topics they have
seen. Ask them to say why they are relevant in society 3 Research your topic using a variety of
right now. different sources.
Elicit from students what a debate involves and the Ask students to elicit the main points about the arguments
rules they should follow when participating in one. for and against cell phones in schools and school
Explain that a debate is a verbal argument about a uniforms. Write them on the board for reference. Ask
specified topic. The topic is often a controversial topic in students where they would look for further information:
that it has supporters for and against. Participants are books, magazines, Internet, etc. To help them with
allowed to present their arguments in a structured research on the Internet, as this will be where they are
manner with a moderator who introduces and concludes likely to find the most information, ask what key words,
the argument, and allows all speakers involved in the in English, they would type into the search engine: cell
debate to contribute. The format of debates may vary, phone use; statistics; arguments for wearing a school
sometimes it’s just two speakers, sometimes there are uniform; Why do some countries choose not to have
debate teams, and sometimes they involve the audience school uniforms? How do cell phones change the way we
as well. There are some important rules to ensure the live? etc.
debate is carried out fairly and effectively. Debaters Students then search information from various
not only have to prove their argument is correct but sources. Remind students that when they do their
point out the flaws in their opponents’ argument. Rules research, as well as looking for arguments which
include: debaters must respond to arguments put support their opinions, they should also think about the
forward by the other team, they must not put anyone arguments the other side of their group will use to
down, there is no whispering while someone is talking, uphold their points of view. Debating involves being
they must raise their hand to speak. They mustn’t able to convey your opinion, as well as justify it.
interrupt. Finally, although they hold a position with Anticipating what the other side will argue offers a
regards to the argument, they must respect other great advantage in this and allows for much greater
people’s opinion. preparation.
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4 Write three extra arguments supporting the Stage 4: All ready to share
side you chose in Activity 2.
Using their extra sources, students organize their 8 Organize a debate. Use and present the
information in agreement or in disagreement with a ideas from the texts in Activity 7.
personal stance. Then, they write three extra arguments Both groups will debate. Decide which topic will be
supporting their side. debated first. The moderator of the first group presents
the introduction. Then, they signal who can start and
Stage 3: I do they manage the debate until the end. The moderator
must ensure that all group members follow the rules.
5 Work in groups. Compare your ideas from Groups take turns to put forward their arguments while
Activities 3 and 4. the rest of the class acts as the audience. Each debate
Divide the class into two groups, one group will debate will have fifteen minutes. Be strict with the time limit,
cell phones, and the other will debate school uniforms. and signal when the second group must start their debate.
Then ask students to sub-divide their groups into those
for and those against the argument. They compare the 9 When the debate is over, vote on who is for,
extra arguments they wrote down. who is against, and who abstains.
At the end of each debate, the moderator should briefly
6 Write down the ideas from your group in resume the main arguments and ask the rest of the class
a simple text. to vote by raising their hands to show if they are for,
Have students organize their ideas and remind them against, or if they abstain. The moderator counts the
that it’s important to plan their text. They should note votes and announces the winner of each debate.
the order in which they want to put forward their ideas
and then write them out. When they are thinking about I learn
the order, they should consider the arguments the other
group could mention, and consider what will be their Ask students what they can do now that they couldn’t
counter argument. Collect the draft version of their texts. do at the beginning of the learning environment and
Check their drafts before the next lesson to ensure there listen to their responses. Encourage them to identify
are not any major grammatical or content mistakes. the activities that they found especially helpful during
the process. Then have them answer the I learn box on
emember Next class you will need: a small soft ball. page 141 of their Student Books. Explain that its
purpose is to assess their performance while making
Class the product in order to improve weaknesses and
Lead-in reinforce strengths during the process. Briefly have
Tell students to think of a sentence to complete the them discuss their responses to the self-assessment
following: I like eating donuts, however … Elicit some in groups or with the rest of the class. Give positive
answers. Then throw the ball to a student and say: I like feedback for their effort and progress.
eating ice-cream however … The student who catches Ask students to reflect on Lessons 1 and 2. Ask
the ball has to say an ending to the sentence. Then they them what they’ve learned in the debates and in English.
say the beginning of a new sentence, adding one of the Encourage them to say what they found easy and
connectors, and throw the ball to someone else. difficult in the lessons.
Continue until students have several turns.
7 Write the final version. Choose a moderator. Teacher’s Reflection Tool

Have students turn to page 141 of their Student Books. My work in this social learning environment has
Hand back the drafts of students’ texts with corrections. facilitated the learning process of the class so students:
Students should then write the final version of their – Can detect and establish links between a personal stance
texts. They should read to revise punctuation and and information which agrees or disagrees with it.
spelling conventions, and note any comments or – Can emphasize or clarify agreements and / or
corrections suggested by the teacher. They write their disagreements.
final version. Each group should also choose a moderator. – Can write up short texts which express agreement
Try to ensure that the moderators are high achieving or disagreement.
and confident students, as their role is important. – Can solve doubts and encourage feedback in order to
The moderator should prepare a brief introduction to edit agreements and / or disagreements.
the debate explaining the general situation surrounding
the controversy and citing a few main points from both
sides of the argument.
AR_TG3_pp127_152_U5.indd 139 19/07/11 16:42

Performance Indicators: Materials:

– Listen to instructions to plan a field trip. – Cut-outs or pictures of different people (sex, age,
– Recognize place and medium. nationality, religion, profession)
– Perceive intentions. – Situations written on individual cards. Include
– Recognize composition of sentences. activities like: wash a car, going to a party, sightseeing
– Establish sequence of enunciation. holiday, 6 mile run, going to a concert, first day at
– Compose instructions. college, first day in a job as a waitress, first trip abroad.
– Include non-verbal communication. At least twenty strips of scrap paper per group.
– Offer instructions. – CD with ten well-known songs (some must be in
– Give further explanations to clarify instructions. English)
– Rephrase instructions to confirm comprehension. – Strips of paper (at least twenty strips per group)
– Judge the relevance of instructions. – Sets of vocabulary cards with five words per set
– Distinguish and use modal verbs and imperatives.
Class 2 Work in pairs. Look at the items used

Lead-in for camping and number them in order
To promote a discussion, ask students about different of importance.
vacations or school field trips they have been on. Ask: What equipment do you need to go camping? Elicit
Encourage them to share their stories about where they ideas. Then have students working in pairs look at the
stayed, what they did, if they enjoyed it or not. Elicit from pictures in Activity 2 and identify the camping items.
students different types of field trips and what they could Refer them to the Glossary on page 165 to clarify any
do on them. Write their ideas on the board in the form new words (flashlight, sleeping bag, water bottle, tent,
of a concept map: activity vacation, camping vacation, insect repellent, and beans). Finally ask them to work
beach vacation, sightseeing vacation, student exchange, together to number the items in order of importance.
package tour, etc. Ask them which types of trips they Encourage them to give reasons for their answers.
would like to go on, where would they like to go, and
why. Encourage them to answer using complete sentences. 3 Work in groups. Decide on the same
order of importance for the items in Activity 2.
Stage 1: I know Have students get into groups of five and compare their
answers from Activity 2. As each student may have
1 Make a list of the differences you see ranked their items in a different way, it’s important that,
between the pictures. as a group, they come to an agreement regarding the
Have students turn to page 142 in their Student Books ranking. It’s important therefore, that students justify
and look at the photographs in Activity 1. Elicit what is their reasons for ranking their items the way they did.
happening in each picture (they are hiking). Then elicit Have them agree as a group on the new order of
the main features that are different: weather, equipment, importance of the items, and invite groups to share
and clothes. Then ask students to write down more their opinions with the rest of the class. Encourage them
specific information about the differences: the location, to give reasons for their answers.
the type of weather, the items of clothing and equipment.
Divide the board into three columns and write the
headings: Hiking in the snow, Hiking in the desert, Classroom Management: To form groups of five,
Hiking in the mountains. Invite volunteers to go to the write out five vocabulary words from Activities 1 and
board and add information. Finally, ask students where 2 on separate pieces of paper: sleeping bag, backpack,
they would prefer to go and why. flashlight, water bottle, tent. Write out enough sets
so that there is one set of words for each group of
Answers may vary. students. Hand out the pieces of paper randomly to
students (one piece of paper per student) and ask
them to find people with different words to form a
group. Each group should have someone with one of
the five different words.
140
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Reader A Weekend Away p. 124 –133
Stage 2: I build
4 Look at the picture and guess what the
Read the title of Chapter 10: A Weekend Away. Ask telephone call is about.
students to open their Readers to page 124 and to flick For students to recognize place and medium, have them
through the story and look at the pictures. Elicit ideas as look at the picture in Activity 4 on page 143 of their
to what they think the chapter is about and write them on Student Books and describe what they can see. Ensure
the board for reference. Ask if anyone has been, or is part that they identify the place and the situation (the Head
of an explorers’ club, or if they know a friend who is / was. Explorer in the Explorer’s hut talking on the telephone).
Have them tell the class what they know about this kind Elicit that he is actually leaving a message on an
of club. Ask them to read pages 124-133 of their Readers. answering machine and ask students to guess what the
Elicit whether their predictions about the story were message could be about. Elicit ideas and write them on
right, and refer to the ideas jotted down on the board. the board for reference.
Divide the class into groups of four and ask them to write
three questions about the story. Volunteers take turns to 27 5 Listen to the message to confirm your
ask the questions, and the rest of the class has to find the prediction from Activity 4.
answers within the text. Tell students they are going to listen to the message and
Have students turn to page 134 of their Readers and see if it matches their predictions from Activity 4. Play
look at the Comprehension Questions. Check the CD. Ask what the general idea of the message is and
understanding and ask them to work in pairs and answer ask random students to share their answers with the
the questions. Ask students to share and compare their rest of the class.
answers with another pair of students. Check answers as a
whole class activity by reading the questions out loud and 27 6 Listen to the message again and
having different students read out their answers. Have the check (3) the things Amy needs to pack for
rest of the class agree or disagree. Check answers in the her camping trip.
Reader Answer Key on page 172 of the Teacher’s Guide. To listen to instructions to plan a field trip, tell students
that they are going to listen to the message again and
check the items Amy needs to pack for the trip. To
determine speech register and perceive intentions, play
Alternative Activity: When students finish reading the CD again and ask students to identify the way the
the story, ask them to recap the main points: Amy is speaker adapts the speaking tone to leave the message.
excited about the trip, she tells her mom. Her mom says Ask: Is the tone formal / informal? What makes it
she can go provided she gets good grades, but they are formal / informal?
not sure how they will get enough money. They have an
idea for a garage sale, they tell Amy’s Dad, etc. Students Answers: flashlight; marshmallows
then write out a short conversation summarizing what
happens on pages 124-127. Ask students to act out their 27 7 Listen to the message from Activity 5
conversations for the rest of the class. and match the beginning of each sentence
Time: 8 minutes to the correct ending.
Tell students they will listen to the message again, but
this time they need to match the first half of the
Cultural Note sentences in Activity 7 to the correct endings. Have
students listen again and look at the audioscript on
There are many different associations that pages 183–190 in their Student Books to check
promote the development of young people (between their answers.
the ages of 6-25). They aim to help youngsters become
responsible citizens by encouraging them to achieve Answers: 1 b; 2 d; 3 a; 4 c
their full intellectual, social, and spiritual potential as
members of their local, national, and international emember Next class you will need: photos or
communities. Their educational programs include magazine cut-outs of different people.
activities such as camps, first aid courses, sports events,
ethics, and emergency preparedness, knowledge about Class
nature, pottery, chess contests, knotting, etc. When Lead-in
members of these associations pass their courses, they Write scrambled words on the board: tecnis llprnteee
can obtain merit badges which they sew on to their (insect repellent), lglsatifhh (flashlight), nten (tent), gba
uniforms. lpsengie (sleeping bag), terwa (water), kabcakcp
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(backpack), smrlahowlmas (marshmallows), tkcsi 10 Complete the sentences with words
(stick), gniikh (hiking). Give students three minutes to from the box.
work in pairs and unscramble them. Have them go to Ask students to read the sentences in Activity 10 and to
the board and write up their answers. try and complete them orally. Then ask them to complete
them in their Student Books and check their answers
Stage 3: I think with a partner.
8 Read the text and write MI for Main Idea or Answers: 1 central; 2 first; 3 extra; 4 after
D for Detail. Then underline the sentences with
may and might. emember Next class you will need: At least
Ask students to open their Student Books to page 144. twenty strips of scrap paper per group and situations
Tell them to say what main idea and detail in a text refer written on individual cards. Include activities like: wash
to (the main idea resumes the topic of the text and a car, going to a party, sightseeing holiday, 6 mile run,
detail provides additional information). Then tell going to a concert, first day at college, first day in a job
students to read the text in Activity 8 and write MI or as a waitress, first trip abroad.
D in the gaps. Check answers.
Class
Answers: 1 MI; 2 D; 3 D; Underline: She might be Lead-in
going away … We might go on a camping trip … Might? Ask students if they have ever been on a camping field
It may rain … trip. Elicit any games they played. Tell them they are
going to play 1-2-3 look! which is a traditional camp
9 Read the sentences and circle the best game in the UK and other parts of the world. If the class
option to complete each one. is very large divide them into two groups. Tell students
Ask students to get into groups of three and discuss to stand in a circle, close their eyes, and lower their
what the problem in the story, Chapter 10 in the Reader heads. Then call out: 1-2-3 look! All the students must
was: Amy wants to go on a field trip and she doesn’t look up at one specific person. Tell them they cannot
know if she has enough money. Ask them what they change who they are looking at. If two people are
think might happen. Encourage students to use might looking at each other then they are both out. Students
and may to speculate about the story. Monitor and lower their heads again and wait for the next 1-2-3 look!
provide individual help. Then ask them to read the instruction. Continue until only a few players are left.
sentences in Activity 9 and circle the best option to There will need to be a monitor for each group to check
complete each one. Check answers. there is no cheating.
Using pictures in the Student Books or cut-out
pictures you bring in of people, ask students to guess 11 Read the letter. Circle the sentences with
what nationality, age, name, and occupation the people need and underline the sentences with
have. They should use may / might: She might be called imperatives.
Lucy. She may be 25. etc. Give students a minute to Ask students to open their Student Books to page 145
think about their answers. Write: go on vacation, come and read the letter from the Head Explorer to the
to class tomorrow, go out with my friends on Saturday parents in Activity 11. Elicit why he wrote the letter.
night, go to a different country one day, see my friends Ask students for the meaning of need (it’s necessary
this week, leave school early today, go to college on the to do / have this, it’s a requirement to do / have this).
board. Ask students to think about which of these Ask them about how we use need in both sentences
events are certain for them and which are possible. (need + to infinitive, or we can use need + noun, such
Then ask them to write sentences using may or might. as the list of items kids will need). Ask: What do you
Model the first one for the class. Walk around and need to do to pass your exams? (I need to study) What
monitor. Once students have finished, ask them to read do you need in an exam? (I need a pen, I need an eraser,
out loud their sentences. Then ask them to think of etc.) Point out that we can use need with a verb or with
follow up sentences. If one student says: I may go on a noun. Ask students what the kids will need to bring
holiday this year. another student stands up and says a on the trip according to the list.
related sentence: I might / may go to Cancun. Continue Then ask students to circle the sentences with need
until all students have had a turn. Students underline and underline the sentences which give instructions in
the sentences in the text with may or might. their Student Books. Check answers as a class.
Answers: 1 possibility; 2 more possibility; 3 an Answers: Circled: We will have meeting on Tuesday
infinitive without to about what your sons and daughters will need to bring;
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The kids will need; Underlined: Please don’t forget to Check students understand the vocabulary and then
arrive punctually at 8:00 p.m. Bring a notebook and ask them to think of instructions they could make with
pen to write everything down. those verbs. Finally, have students complete the
sentences.
12 Match the beginning of each
sentence to the correct ending. Answers: 1 Wear; 2 Use; 3 Spray; 4 Wear; 5 Roll
Draw students’ attention to the list of items attached to
the letter in Activity 11. Elicit the verbs that go with 15 Read the sentences and write which
each item: use (a pillow), wear (a hat, a sweater, thick instruction from Activity 14 they correspond to.
socks), bring (a flashlight, a sleeping bag), put on (insect Ask students to look at the picture in Activity 15 and
repellent), sleep in / roll up (sleeping bag). Have them describe what is happening to the boy. Have them
make sentences using need + verb + item (I need to use discuss what instructions they would give him. Refer
a pillow at night). Divide students into groups of four them back to the sentences in Activity 14 to help them.
and give each group cards with situations on: wash a Ask: Why do you need to wear insect repellent? (Because
car, going to a party, sightseeing holiday, 6 mile run, insects might / may bite you.) Students then read the
going to a concert, first day at college, first day in a job sentences and write which instruction from Activity 14
as a waitress, first trip abroad, etc. Tell them to think of they refer to.
four or five sentences about what someone would need
to do and items they would need in each particular Answers: 3; 2; 5; 1; 4
situation: Wash a car. You need a sponge; you need water,
soap, and a bucket. You need to wear old clothes; you 16 Read the sentences and write the
need to put the car on a flat surface, etc. Walk around appropriate instructions.
and help students where necessary. Students read out Ask students to think about what could go wrong on a
their sentences and the other groups have to guess the field trip. Elicit the types of trips that students saw in
situation. the first class and write them on the board: beach, vacation
To recognize the composition of sentences and use package, camping, and student exchange. Write some
imperatives, have students look at the beginnings and other words to help them: sunburn, accident, get sick,
endings of the sentences in Activity 12 and match them rain, thunderstorm, heat wave, very crowded, overbooked,
to make complete sentences. Check answers. etc. Encourage students to make sentences about what
could go wrong using may or might: It may rain. There
Answers: 1 c; 2 b; 3 a; 4 d may be a thunderstorm. It might be very busy. It might
be very hot. There may be a heat wave. You might have
Stage 4: I practice an accident. To help students judge the relevance of
instructions, ask them to think of instructions that they
13 Read the sentences and number them in would give someone in each of those situations: Put on
the correct order. Then underline the main sun cream; Wear a hat; Buy your tickets early; etc. Remind
idea and circle the details. them we use the base form of the verb to give instructions.
Have students open their Readers and read page 124. Students then look at the sentences in their Student
Then have them remember what happens next (Amy Books. Ask if they are problems or instructions (problems).
and her Mom have to convince Dad). Students read the Students write the corresponding instructions. Check
sentences in Activity 13 on page 146 of their Student answers as a class.
Books and put them in the correct order.
emember Next class you will need: a CD with
Answers: 2; 1; 4; 3; Underline: She suggested that they ten well-known songs on it (some must be in English).
had a garage sale and sold all her old toys that she had
outgrown. Circle: He thought it was a brilliant idea. Class
They discussed the different prices. That day the whole Lead-in
family spent all day cleaning out the drawers and Bring in a CD with ten well-known songs on it. Play
closets. a song and have students move around the classroom.
When you stop the music, have them stand in a group
14 Complete the instructions for packing. with the four people closest to them. Students then sit
Elicit the tense we use when we give instructions (the down in their groups. Explain that you are going to play
bare infinitive, infinitive without to). Encourage the first few seconds of some songs and they have to
students to refer back to Activity 8 on page 144 of their write down the name of the song and the artist. They
Student Books, where they circled the sentences with must use It may be / It might be … when guessing.
imperatives to revise the sentence formation. Then Alternatively, bring in music or songs from different
have them look at the verbs in the box in Activity 14.
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countries or in different languages and students have to 20 Work in pairs. Take turns to say sentences
guess the country or language: It might be a French with the information from Activity 18.
song, etc. Have students work in the same pairs as in Activity 19.
Elicit some of the items they listed and write them on
Stage 5: I can the board. For students to offer instructions for the
planning of a field trip, encourage them to give you the
17 Match the beginning of each beach instruction: Take sun cream. Ask: Why do I need sun
activity to the correct ending. Then check (3) cream? Then, to encourage them to give further
three things you would like to do at the beach. explanations to clarify instructions, elicit the response
Ask students about the different activities they can do using might / may: You might get burned. It might be
on the different types of trips. Draw a graphic organizer very hot. You might want to go swimming in the sea. etc.
on the board and write field trip in the middle. Students Point to the conversation in their Student Books, model
come up to the board and draw different legs in the it, and have them practice it.
graphic organizer for each different type of trip. Then Explain that in their pairs they are going to choose
they take turns to add activities: sightseeing, visiting an item from the list and instruct their classmate to
museums, taking photographs, etc. Provide help with take / use / bring / wear it. Their classmate will ask why,
vocabulary they don’t know. and then they will say why they need to take / use /
Ask students about which places in their country bring / wear the item. Walk around and monitor that
they would like to visit. Ask if anyone has been to students are following the conversation.
Veracruz and what can they do there. Then have them For students to use non-verbal communication and
turn to page 147 in their Student Books and match each rephrase instructions to confirm comprehension,
beach activity to the correct ending. Refer them to the encourage volunteers to come to the front of the class
Glossary on page 165 to clarify any new words and and mime possible situations that could occur. The rest
check answers. of the class has to give the instruction and say what might
happen. The student could mime heat stroke, and the
Answers: 1 c; 2 a; 3 f; 4 d; 5 b; 6 e rest of the class would say: Drink lots of water! You might
faint! etc. Repeat until most students have had a turn to
18 Read the flyer and make a list of the mime. If the class is very large, you could divide it into
things you might need to take to the beach three groups for this final activity.
with you.
Ask students what type of text they think is in Activity 21 What places would you recommend
18 (a vacation flyer). Ask them to read the flyer and to visit in your city? Make a list of suggestions
make a list of the things they might need to take to the for visitors.
beach with them. They say the things they might want Ask students to brainstorm some famous places to visit
to do there. Encourage them to use complete sentences. in their city or town. Write their ideas on the board.
Ask them to individually choose their favorite and think
19 Work in pairs. Share your list from of the reasons why they like that place best. Then ask
Activity 18 and explain why you chose them to get into pairs and to make a list of at least five
those items. suggestions they would like to give to a person interested
Divide students into pairs. For students to rephrase in visiting their town or city. It is important that
instructions to confirm their comprehension, ask them students agree on only one place to visit. This way they
to share their lists of things they might need to take with will have to discuss and defend their choice giving
them and to explain why they need those items. Write: reasons why they prefer that place over the others.
I might … I may … on the board and encourage them to When students finish, ask them to share their lists with
use this structure when explaining why they chose their two other pairs.
items: a bottle of water - I may get very thirsty. etc.
Classroom Management: Ask students to get

into pairs with someone whose name has the same
amount of letters as theirs. If this isn’t possible, then
have them pair up with the person whose name has
the closest number of letters as theirs.
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Performance Indicators: – Use words and expressions to link ideas.

– Identify volume, tone, rhythm, speed, and intonation. – Employ strategies to repair a failed conversation.
– Identify acoustic features. – Plan, organize, and foster group interaction.
– Distinguish and use future tenses.
– Recognize general information regarding a field trip. Materials:
– Rephrase ideas. – Small pieces of paper for Class 4 lead-in
Class Stage 2: I build

Lead-in
Choose five volunteers to stand in a row in front of the 3 Read the text and underline the plans.
board. Facing the rest of the class write the name of a Ask students what Amy, from the story A Weekend
classmate, a teacher, a well-known person, an object, Away in their Readers, did to raise money for her
place, or an action above each student’s head. The first camping trip (She organized a garage sale.). Then ask
volunteer then asks a yes / no question to the class to them to read the text on page 149 of their Student
find out who the person, or what the place or thing is. If Books and underline the plans mentioned.
the class answers ‘yes’ then they can ask another
question, if it’s a ‘no’ , then it’s the next student’s turn Answers: I will make the biggest effort at school. I will
standing at the board. The winner is the first to study even harder than I already do. I will sell all my
correctly guess what is above their head! old toys.
Stage 1: I know 28 4 Listen to the Head Explorer and check

(3) the information you hear about
1 What do you like to do on the weekend? the trip.
Ask students to open their Student Books to page 148, Ask students to read the itinerary in Activity 4. Check
look at the pictures in Activity 1, and say what they can understanding of the different activities. Tell students
see. Elicit all the activities and if necessary, refer that they are going to listen to the Head Explorer in a
students to the Glossary on page 165 to clarify the meeting and they should check in the itinerary the
meaning of words (go to a water park, go shopping, things they hear about the trip. Remind them that
have a BBQ, go paintballing, play football, play when they listen, they don’t have to worry about
basketball, go to the cinema, go hiking). Ask students understanding every single word, but should listen out
what they usually do on the weekend, and if it ever for key words such as the day and the time of day, as
includes any of these activities. Students share their well as the activity. Play the CD and ask students to
answers with the class. Elicit other activities that they complete the activity by recognizing general
might do on the weekend and write them on the board. information regarding a field trip. Have students listen
again and look at the audioscript on page 190 in their
2 Have you ever traveled with friends or been Student Books to check their answers.
on a school field trip over a weekend? Where
did you go? Where would you like to go in Answers: Friday afternoon: Arrive in Veracruz at 6:00
the future? p.m., set up the tents; Saturday morning: Hike through
Ask: What is a field trip? Elicit answers: Any trip taken the forest; Saturday afternoon: Swim in the lake;
outside of the school to do research or gain firsthand Saturday night: Sing and toast marshmallows around
experience of something. Elicit examples of field trips campfire; Sunday morning: Return to the city.
(trips to a museum, to the zoo, to a different town / city /
country, camping, etc.). Divide the class into pairs. Ask 29 5 Listen to the conversation and identify
them to discuss the questions together. Ask random what the speakers are talking about.
students to tell the class about their field trip and Students turn to page 150 in their Student Books. Tell
encourage the rest of the class to ask questions. them they will hear a conversation and they have to pay
attention to the volume, tone, rhythm, speed, and intonation
to identify the acoustic features and what the speakers
are talking about. Ask them to identify the gist of the
conversation. Check answers. Ask: Who is having the
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conversation? (Mom, Dad, and the Head Explorer) Have continuous. Check random answers, and ask a
students listen again and look at the audioscript on volunteer to explain the difference.
page 190 in their Student Books to check their answers.
Answer: The infinitive is used for the itinerary and
Answer: b the itinerary bullet points of things to do, while the sentences expressing
plans are written in full and use the present continuous.
29 6 Listen to the conversation again and
circle the best option to complete each 8 Read the sentences and write N for Now or
sentence. F for Future.
Tell students to listen to the conversation between Ask students about other uses of the present continuous
the parents and the Head Explorer again, and to circle (to talk about actions we’re doing in the moment). Ask:
the best option to complete the sentences. Give them What am I doing now? Have them answer using the
some time to read over the sentences in Activity 6 present continuous. Play a miming game. Ask a student
before playing the CD. Students complete the activity. to leave the classroom, while the rest of the class
Check answers as a class. Alternatively have students chooses an activity they do on vacation and mime it.
listen again and look at the audioscript on page 190 in Call the student back in, and the whole class freezes
their Student Books to check their answers. mid-mime. The volunteer has to guess what they are
doing. Encourage students to guess the activity using
Answers: 1 leaving; 2 arriving / leaving; 3 Monday; the present continuous: You are playing tennis.
4 Sunday / Monday Students then look at the sentences in Activity 8 on
page 150 of their Student Books and decide if they refer
Class to now or the future. Students answer in their Student
Lead-in Books by writing an N or an F next to each sentence.
Tell students they are going to play another camp game, Check answers. Ask students how they knew the
the Alphabet game. Divide students into groups of three situation was now or in the future: the time phrases:
or four. Tell them you are going to call out a letter of the after school, on Friday, on Saturday morning, all imply
alphabet: A, and together with their group, students the future. At the moment suggests now, and when
have to try and form that letter. Call out several there isn’t a time expression and one hasn’t been
different letters. referred to before, we assume the person is talking
about now: I’m practicing the guitar. Help students by
Stage 3: I think putting this into context. If someone says: What are you
doing tomorrow? and the response is: I’m practicing the
7 Look at the itinerary and then read the guitar. We know it’s talking about the future because the
sentences expressing plans. What is the previous question set the context.
difference?
Ask students to look at the activities in the itinerary Answers: 1 F; 2 F; 3 F; 4 N; 5 N
in Activity 7 on page 150 of their Student Books. Ask:
What is the first activity when they arrive at Veracruz? 9 Read the sentences and circle T for
(set up tents and sleeping bags) Then ask them to read True or F for False.
the sentences expressing plans. Elicit the difference. To distinguish and use future tenses, have students read
Explain that when we list things we need to do, we the sentences and decide whether each one is True or
write them in the infinitive without to (bare infinitive). False. Check answers as a class.
To make this point clear, ask them to write a quick list
of things they need to do when they get home (do Answers: 1 F; 2 T; 3 T; 4 T
homework, feed the dog, etc.). Volunteers read out
their lists. Check they are using the infinitive correctly. 10 Read the text and circle the verbs that
Then explain that when we talk about set / arranged refer to the future.
plans and use full sentences, we use the present Ask students to turn to page 151 of their Student Books
continuous. Ask how we form the present continuous and look at the pictures in Activity 10. Ask: What are
(subject + verb to be + verb in -ing). Then have they? (merit badges) Have them try to identify what the
different volunteers tell the class what they already have merit badges are for (camping, backpacking, respecting
planned to do on the weekend. Point out that we use nature, and birds). Then ask them to read the text to
the present continuous only when the plan is set, not find out the answers to these questions: Where did Amy’s
just because we intend to do it. Have students use their parents go? What was the meeting about? What will the
lists of things to do when they get home to transform children learn on camp? How much is the camp? What
the bullet points into full sentences using the present do Mom and Dad suggest to the other parents? Write
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the questions on the board while students are reading, Answers: 1 will; 2 be going to
and then check answers as a class.
Point out the verb form in the present continuous Cultural Note
(we are thinking of ) and ask students if this refers to the
future (no, it refers to an action in the present). Explain In British English, shall is sometimes used interchangeably
that we can also use going to + base form of the verb to instead of will to indicate the future, while it is very
talk about the future and will + base form of the verb. rarely used in this sense in American English. When
Ask students to look back over the text in Activity 8 and shall is used to refer to the future, it usually comes after
try to identify the difference between using the present I or we: I shall bring the music to the party. We shall
continuous, going to, and will to talk about the future. arrive around 6:00 p.m. Point out to students that the
Encourage students to share their answers and clarify negative of shall is shan’t, which again is rarely used in
that we use present continuous when the activity is American English: I shan’t help you.
scheduled. We use going to when it’s our intention or However, shall can be used in both British and
plan to do something, and we use will when we decide American English when asking questions for invitations
to do something at the time of speaking. or offers: Shall we dance? Shall I help you? In this case
Write: What are you going to do this weekend? What it would sound strange to use will: Will we dance? In
are you doing this weekend? on the board. Ask students American English, will is used almost exclusively when
which one they think is more definite (the second). Ask asking questions about the future: Will you go on
them why (because it’s using the present continuous and holiday next week?
therefore suggests that the person asking the question
imagines that the other person has arranged plans
already). Ask students to think about next weekend and Class
what they’re going to do. Ask them if it’s already Lead-in
arranged or just a plan. Have them write down their Play Tic-tac-toe. Draw a nine square grid on the board.
activities on paper. Then, encourage them to share In each square of the grid, write one of the following
their plans, arranged or not, with the rest of the class. sentence stems: I’m going to a party so; I like movies so;
Then ask: What are you doing next month? Have students I work in a hairdressers so; I’m going to Paris tomorrow
answer and talk about their plans and arrangements. so; I’m learning how to play the piano so; I’m not going
to school tomorrow so; I’m ill so; I don’t eat meat so; My
Answers: going to learn; going to be; will help; will sell favorite sport is soccer so … Divide the class into two
groups. They take it in turns to choose a square and
11 Choose the best option to complete complete the sentence using will. For each correct
the sentences. answer they can claim that square. The first group to
Ask students again about when we use will to talk about get a line of three wins!
the future (when we make decisions about the future
in the moment). Tell them you are organizing a party 12 Underline the phrases in the following
next Saturday. Ask students to think about what they can sentences that help understand failed
bring, or do to help, and have them tell you. Encourage communication.
them to use I’ll as they are making decisions in the Get the class’s attention and say something to them in a
moment about the future: I’ll bring the soda. I’ll bring very low voice which is barely audible. Encourage them
some music. I’ll clean up. I’ll put up the decorations. etc. to ask you what you said and to use the correct
Have them make as many suggestions as they can. While expression for doing that: Sorry, we can’t hear you.
they do this, note down who will do what. Divide Could you speak louder please? etc.
students into groups of four. Ask them to think of all Ask students to open their Student Books to page 151
the things they offered to do and write them down. and read the conversation between Mom, Dad, and the
Then ask groups to say how many tasks and people they Head Explorer in Activity 12. Elicit phrases that they think
could remember, and then have them recap who is are used to help clarify previously stated information,
going to do / bring what. During the recap, they should and ones that express that the speakers are apologizing
use going to: Miguel is going to bring the soda. etc. (as it’s for misunderstanding.
now an intention) For students to employ strategies to repair a failed
Students then look at the Reflection Box in conversation and to use words and expressions to link
Activity 11 in their Student Books. Ask them to read ideas, ask them to underline all the sentences that help
the two sentences and choose the best option to the speakers understand failed communication. Ask
complete them. Students read their completed students about the expressions the speakers use to clarify
sentences out loud to check their answers. failed communication (apologizing, asking a question
about what the person just said to clarify, saying no, giving
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the information again, explaining that you misunderstood 30 14 Listen to the conversation about what
or got confused, asking if there are any more questions, etc.). Tom is doing on the weekend and write notes
Model the sentences in the conversation that help to fill in his diary.
understand failed communication and have students Explain to students they are going to listen to a conversation
repeat them. Pay attention to the intonation of about what Tom is doing on the weekend and they should
questions and stress. Explain that in English, we stress write notes to fill in his diary for Friday, Saturday, and
the content words: verbs, nouns, adjectives, adverbs. We Sunday. Ask them if Tom will discuss his intentions, or
may stress the word that needs clarifying: Sorry, did you arrangements he has made (arrangements he’s made).
say that they were leaving at 6:00 p.m.? The stress is on Have students tell you what they think Tom could be
leaving, as this was the information that was unclear. doing on the weekend. Play the CD and students make
Model the conversation with a student. Finally, their notes. When they finish ask them to exchange their
divide the class into groups of three and have them answers with a classmate. Then play the CD again for
practice the conversation using the correct intonation them to check their answers and add any other information
and strategies to repair failed communication. Walk or details, such as times. Check answers as a class.
around and listen to students while they practice. Encourage students to say what Tom is doing using full
sentences and the present continuous. Have students
Answers: Sorry, did you say that they are leaving at listen again and look at the audioscript on page 190 in
6:00 p.m.? Oh, sorry! I misunderstood; Any more their Student Books to check their answers.
questions? Is that correct? Sorry, I must have got
confused. No, actually … Answers: Friday – have dinner; Saturday – swim with
dolphins at 10:00 a.m., tour along the Riviera at noon,
Stage 4: I practice visit a local market in the afternoon; Sunday – go to the
beach, fly home
13 Complete the sentences with the correct
form of will or be going to. 15 Use the information from Tom’s diary in
Ask students to think of the differences between using Activity 14 to describe what he is doing on
will and going to to talk about the future. Write: I’m the weekend.
going to go on a trip next year. I think I’ll go to Cancun. Students use their notes from the listening in Activity 14
on the board. Explain that you have the plan to go away, to describe what Tom is doing on the weekend. Elicit
and you’re still deciding where to go. Ask students to from them the different time points in the schedule and
write down five sentences about plans they have using write them on the board: On Friday, On Saturday
going to + base form of the verb. Then divide the class morning, afternoon, On Sunday, On Sunday evening …
into two equal groups. Explain that students from each Explain they will start their sentences with these time
group are going to take turns to stand up and read out expressions. Check answers.
their sentences. Students from the other group stand up
if they can add some information about something they Answers: On Friday he’s having dinner. On Saturday
decide, in the moment, to add to the sentences. A morning, he’s swimming with dolphins, and he’s taking
student from the first group could say: I’m visiting my a tour along the Riviera. On Saturday afternoon, he’s
grandparents next week. Then students from the second visiting a local market. On Sunday he’s going to the
group could add: I’ll take them some cookies. I’ll go by beach. On Sunday evening, he’s flying home.
bus. etc. The group that adds extra information has to
add as many sentences as possible using I’ll + base form 16 Rewrite the following sentences to clarify
of the verb. For each sentence they add, they score a information or to apologize.
point. The same students cannot stand up more than Ask students if they can remember some of the
once during a turn. At the end of the game, count the questions and expressions used to check understanding
points each group has. Then ask students to complete or help understanding when communication has failed.
the sentences in Activity 13 of their Student Books using Write them on the board: 1 Did you say … 2 No,
going to or will. Tell them to check their answers in pairs actually … 3 … is that correct? 4 Sorry, I arrived late …
and then check as a class. Monitor and provide help. 5 Sorry, I … Ask: Which ones are to ask a question to
clarify what someone said? (1 and 3); Which sentence is
Answers: 1 am going to; 2 are going to; 3 I will; clarifying the information? (2); and Which sentences are
4 I will; 5 are going to apologizing? (4 and 5)
Then ask students to look at the questions in
Activity 16 and read the first one out. Ask them to
rephrase it using the prompt on the line underneath
and to take into account whether it is to clarify or
148
AR_TG3_pp127_152_U5.indd 148 19/07/11 16:42

apologize. Check students understand how to do the Encourage them to think of clothes, equipment, first aid
activity and then have them, in pairs, rephrase the rest items, entertainment, food, etc. Students do this alone
of the questions and sentences. Check answers by but remind them to ask if they don’t know a word in
inviting volunteers to read out the whole conversation. English. Then allow students a couple of minutes to
mingle with others in the class to find people who
Answers: 1 Sorry, did you say that they are leaving at chose the same destination as them. They should
six p.m.? 2 You’re coming back on Monday, is that exchange ideas on the things they need to take with them.
correct? 3 I must have got confused. 4 Can you explain
that again please? Answers may vary.
emember Next class you will need: small pieces 19 Write reasons to explain why you chose
of paper for the lead-in. the items in Activity 18.
In order to give further explanations to clarify instructions,
Class students write down reasons why they chose to bring
Lead-in those particular items. In doing so they are judging the
Ask students to think about what important things or relevance of instructions. Then, have them discuss their
events could happen in the future to them or people reasons with a classmate. Their classmate judges
they know. Elicit different things and write them on the whether the reason is a valid one for bringing the
board: go to college, get a job, get married, meet your said item.
husband / wife, have children, travel, buy a house, live
in a different city / country, learn other languages, Answers may vary.
become famous for something. Hand out some small
pieces of paper to students and ask them to write three 20 Write an itinerary of activities that you are
or four sentences about what will happen to them in the going to do in the destination from Activity 17.
future (using will and be going to). They must work Elicit as many activities as possible from students that
individually and they must not tell anyone what they they could do on their trip and write them on the
are writing. Remind them to write neatly as someone board. Then students complete their itinerary for
other than themselves will have to read the information. the weekend in note form. To include non-verbal
Then ask them to fold up their papers and collect them communication, ask them to draw a picture in the
in. Hand them out at random to different students who agenda that shows some of the activities in the itinerary.
read out the short text. The rest of the class has to guess Ask students for a couple of examples of activities
who wrote each one, using the information as a clue. they have in their itinerary. Elicit sentences to describe
what they are going to do using the infinitive without to
Stage 5: I can (bare infinitive). Divide students into groups of four
and then, using their notes from the previous activity,
17 Look at the different destinations in the students describe what they are doing during their
travel flyer and check (3) your favorite. weekend away to the rest of their group using the
Ask students to open their Student Books to page 153, present continuous. The rest of the class could vote on
look at the photographs in Activity 17, and identify the the funnest itinerary.
type of material they can see: a travel flyer. Ask them to
identify the places shown in the pictures (mountains / Answers may vary.
Mexico City / Tulum, Riviera Maya). Have students
check their favorite destination. Encourage them to 21 Do you like to organize your activities
share their answers and give reasons as to why they or do you prefere not to plan and see what
would like to go there. happens?
Give students a few minutes to think about the question,
Answers may vary. then ask volunteers to share their points of view with
the rest of the class.
18 Make a list of some of the things you would
need to take with you to the destination you
chose in Activity 17.
To plan, organize, and foster group interaction, have
students complete the list of items they would need to
take to their destination of choice from Activity 17.
149
AR_TG3_pp127_152_U5.indd 149 19/07/11 16:42

Unit 5 Product 2 Activity Schedule
Performance Indicators: – Organize the instructions to put together an activity

– Select the field trip destination. schedule.
– Set the dates, times, and activities. – Practice the enunciation of the schedule.
– Compose the instructions for activities. – Present the schedule.
– Revise that instructions are understood when spoken
and listened to.
Class Stage 3: I do
Lead-in
Divide the board into three columns. Then divide the 3 Use the organizer on page 180 in the
class into three groups and tell them to stand in line Worksheets section to complete the
facing the board. Tell them they have to take it in turns information for your trip.
to go to the board and write a country or a geographical Elicit from students things they would have to think
destination (Mexico, USA, Great Britain, Canada, India, about when organizing a field trip. Elicit as many
Spain, beach, park, forest, mountain, etc.). Once a student different things as you can, including: date, place,
has written their word, they pass the marker to the next length of stay, time of departure, cost, and activities.
student in their line, and they go to the back. Set a time Ask them about the different items they would need to
limit of six minutes. Once the time limit is up, check take to either of the destinations in Activity 1 and also
how many words students wrote correctly and correct the type of activities they would do there. Elicit
any spelling mistakes. information and write it on the board for reference:
beach: sunbathing, scuba diving, paragliding, windsurfing,
Stage 1: I get ready surfing, snorkeling, shell hunting, have a campfire,
swimming, fishing, volleyball, build a sandcastle;
1 Work in groups. Choose a field mountains: hiking, climbing, ab-sailing, rappelling,
trip destination for your class. kayaking, white water rafting, raft building, horse riding,
Elicit from students what a field trip is: a trip by caving, orienteering, gorge walking, etc. Tell students to
students to gain firsthand knowledge outside of the choose which activities they would like to try or talk
classroom. Ask students what kind of field trips they about those they’ve already done. Students then turn to
have been on, and what they did there. Tell students to page 180 of the Worksheets section in their Student
look at the two photographs in Activity 1 on page 154 Books and look at the graphic organizer. Elicit the
of their Student Books. Elicit the difference between different sections. In their groups, students complete
the two destinations (a camping trip in the mountains / the organizer with information for their class field trip.
a camping trip to the coast). Have students work in Remind them to think about a variety of activities as the
groups of four. This will be their group for the rest of whole class will be taking part in the trip, and they
the product. Students select one of the destinations to should aim to please as many people as possible.
plan a field trip for their class. Monitor the groups and Encourage them to make their field trips fun, different,
ensure that there is a balance between the destinations, and educational.
and that not all groups chose the same one. Tell them
they will make an activity schedule for the class field 4 Write instructions for the activities written
trip. Go around the classroom and ask groups which down in Activity 3.
destination they chose and elicit reasons as to why they Students think of the different activities they are going
preferred that particular destination. to do at their camp and things they need to take to do
those activities. Ask them which tense we use when
Stage 2: I plan giving instructions (imperative), and elicit some
examples. Then ask how we make suggestions: you
2 What materials do you need? Make a list. should, and elicit some example sentences. Have
Ask students what materials they will need to make students say which verbs are useful when giving
their activity schedule, and to write a list. Materials instructions and suggestions and write them on the
could include: index cards, colored pencils, markers, board: take, don’t forget, bring, wear, use, pack, etc.
magazine cut-outs of equipment, clothing, destinations, Students then individually compose the instructions
activities, etc.
150
AR_TG3_pp127_152_U5.indd 150 19/07/11 16:42

for their field trip activities in their Student Books. instructions and activity schedule. Encourage them to
Guide students to the Check the Chart on page 155 decorate their activity schedule with appropriate
of their Student Books and explain that this is to help illustrations and magazine cut-outs.
them when they are editing their work. Students look
back over their instructions and check they’ve remembered Stage 4: All ready to share
to include everything.
8 Present your activity schedule to the rest of
5 Share your sentences. the class.
For students to revise that instructions are understood Students share the instructions and activity schedules
when spoken and listened to, ask them to get back into for their chosen destinations. Have each group of four
their groups of four and to share their sentences with present their field trip activity schedule and instructions
one another. The group should inform them if anything to the class. Before they present their schedules, have
is unclear, or if there are any other suggestions they them look at the useful expressions for presenting a
could add. field trip activity schedule. Check students understand
what each expression means and what information it
emember Next class you will need: markers, index introduces. Remind them to think about their
cards, colored pencils, an eraser, magazine cut-out pronunciation, and give them time beforehand to
pictures of destinations, activities, clothing, and equipment. practice the enunciation of the schedule.
When all the groups have finished presenting their
Class ideas, encourage students to share their thoughts about
Lead-in each field trip. Although there are only two possible
Play Simon Says with imperatives. Elicit all the activities destinations for the class field trip, each group should
students saw in the previous class for a beach or have come up with different ideas and each activity
mountain field trip. Invite a volunteer to the front of schedule should be different. Ask the rest of the class to
the class to call out a command. If they say Simon Says vote on which field trip they would prefer to go on, and
before their instruction, the other students must do the encourage them to give reasons why.
action. If they don’t precede the command with Simon
Says then students don’t do the action. Keep an eye on I learn
the class to ensure all students do the correct actions.
Ask students what they can do now that they couldn’t
6 Work in groups. Compare your activity do at the beginning of the learning environment and
schedules and instructions. listen to their responses. Encourage them to identify
Ask students what tense they will use for scheduling the activities that they found especially helpful during
activities: present continuous. Students get back the process of making the product. Then have them
together in their groups of four. Have them compare all answer the I learn box on page 155 of their Student
their activity schedules and instructions. For students Books. Explain that its purpose is to assess their
to practice adjusting volume, tone, rhythm, speed, and performance while making the product in order to
intonation, remind them about stressing content words improve weaknesses and reinforce strengths during the
in English and that they should do this when discussing process. Briefly have them discuss their responses to
their activity schedules. Elicit which content words can the self-assessment in groups or with the rest of the
be stressed in these sentences: We are going sailing on class. Give positive feedback for their effort and progress.
Wednesday. Take a flashlight and spare batteries. (We
are going sailing on Wednesday. Take a flashlight and
spare batteries.) Teacher’s Reflection Tool
My work in this social learning environment has
7 Work in groups and decide on the final facilitated the learning process of the class so students:
version of the activity schedule and – Can adjust volume, intonation, and tone to emphasize
instructions. Write it down. or clarify instructions.
In their groups, students decide on the final version of – Can offer explanations to clarify instructions.
their activity schedules and instructions and prepare – Can rephrase instructions to confirm comprehension.
them. Remind them that if they feel an activity should – Can compose instructions.
be included or excluded they should justify their – Can appraise the pertinence of following or not
reasons. They write down their final version of their instructions.
AR_TG3_pp127_152_U5.indd 151 19/07/11 16:42

See page 22 for rubric criteria.
152
Is aware of
Uses language Is aware of the Realizes the
the use of Learns to Develops
to promote importance of Learns to use importance of Produces texts Understands
language to criticize in a responsibility
respect and language as language to using to participate and gives
Student's Name solve problems respectful and between
understanding a means to plan and language to in academic instructions
and for constructive themselves
AR_TG3_pp127_152_U5.indd 152
among promote group organize establish events in daily life
collaborative way and the group
classmates integration relationships
work
General Comments
Assessment Criteria
w
04/05/12 18:32
Glossary
Autonomous learning: A school of education Lifelong learning: The continuous building of skills
which sees learners as individuals who should be and knowledge throughout the life of an individual. It
responsible for their own learning. It also helps occurs through experiences encountered in the
students develop their self-consciousness, vision, course of a lifetime.
practicality, and freedom of discussion.
Main idea: The central idea of a text or paragraph.
Cognates: Words in different languages related to
the same roots. Metacognition: Also defined as “knowing about
knowing.” It includes knowledge about when and how
Collaboration skills: The ability to work to use particular strategies for learning or for problem
successfully with others at school, work, or in life. solving.
Cooperative learning: A teaching strategy Paraphrase: To express what someone else has said
involving teams in a collaborative environment. Each or written using different words, especially in order
member of the team is not only responsible for their to make it shorter or clearer
own learning , but for getting involved with other
teammates and creating an environment of Plot: The sequence of events in a story.
achievement. Scaffolding: A supportive framework that teachers
Critical thinking: The process of conceptualizing, give children while they are learning a language.
applying, analyzing, synthesizing, and / or evaluating Scan: A reading strategy to seek specific words
information from observation, experience, reflection, and phrases.
or communication.
Shared reading: Students, in pairs, take turns
Details: Information that supports or explains the reading sections of a text out loud to each other
main idea of a text or paragraph. and ask each other questions about what they have
Echo reading or repetition: Reading of a text just read.
where the teacher reads a line out loud and students Skim: A reading strategy to quickly identify the main
repeat. It is a good way to build pronunciation and ideas of a text.
expression when reading.
Readers’ theater: A dramatic reading of a text or a
Elicit: The action of obtaining information from the section of a text that is written as a conversation, with
students by provoking a response from them. parts divided among readers.
Graphic components: Illustrations, diagrams, Rhythm: The way some words are emphasized so as
maps in a text; and how the text is arranged on the to give the effect of regular beats.
page (layout).
Speech register: The spoken language used for
Graphic organizers: Diagrams or other pictorial a particular purpose or in a particular social setting.
devices that summarize and illustrate concepts and It is also used to indicate degrees of formality.
interrelationships among concepts in a text.
Story / Text structure: A set of conventions that
Inductive approach: A method where learners govern different types of texts, such as setting,
find out rules through the presentation of adequate characters , plot, climax, ending in a narrative text,
linguistic forms in the target language. or instructions and materials in an information text.
Inference: It is a logical conclusion reasoned from Syntax: The arrangement of words in a sentence.
evidence. For example, if the story reads that a
character is crying, you can infer that the character Turn-taking: The skill of knowing when to alternate
is sad. speaking in a conversation.
Intended audience: The readers for whom the Word stress: The relative emphasis that is given
author is writing. to certain syllables in a word by increasing loudness,
length, or tone of voice.
Intonation: The melodic pattern of connected
speech that distinguishes one language from others.
153
AR_TG3_pp153_163_AssessmentChart.indd 153 16/07/11 02:01

Unit 1 Formal Assessment Learning Environment 1
Name:
02 1 Listen to the conversation and answer the questions. (5 points, 1 each)
1 Why is the woman angry? .

2 What name was on the envelope? .
3 Who made the first mistake? .
4 What did the receptionist do? .
5 Who is sorry? The receptionist or the woman? .
2 Match the columns to complete the sentences. (5 points, 1 each)
1 If you had won the marathon, a) if you had slept two more hours.
2 You couldn’t have won that medal b) if you hadn’t trained so much.
3 If you hadn’t gone to that party last night, c) you would have gotten a nice medal.
4 If you hadn’t eaten all those tacos, d) you would have arrived on time for the exam.
5 You would have felt better e) you wouldn’t have stomach problems.
3 Read the conversation and complete the table. (10 points, 2 each)
Emma: Hi, Mark. Why are you running?

Mark: I’m late for school.
Emma: But why? You should get up earlier.
Mark: I know, but I forgot to set my alarm clock.
Emma: How did that happen?
Mark: I was so sleepy I didn’t remember.
If Mark had gotten up earlier, he wouldn’t have been late for school.
If Mark hadn’t forgotten to set his alarm clock, he would have gotten up earlier.
If Mark hadn’t been so sleepy, he would have remembered to set his alarm clock.
Situation Consequence
1 Mark got up late. 1
2 2
3 3
Score: ( / 20 points)
154 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.

Name:
1 Read this extract from a story and circle the correct answer. (4 points, 1 each)
It had been the worst three days of his life, but Samuel knew the future would be brighter. As he
looked at Penelope standing by the body of the dead dragon, he was again surprised that she
had been able to kill it all by herself. He felt bad that he hadn’t been able to help, but he knew his
part in this story had been written centuries before. He was now a full magician and he could feel
the power flowing through his veins. He knew he could do anything he wanted. He could go
anywhere in the universe in the blink of an eye, but right now, he was content sitting under a tree
watching the birds fly over the ocean. Tomorrow would be another day and he could wait
patiently until it arrived.
1 What part of the story does the extract come from?

a) beginning b) climax c) conclusion
2 What kind of story is it?
a) adventure b) horror c) romance
3 What would be a good title for the story?
a) The Longest Day b) The Magician and the Dragon c) The Enchanted Castle
4 In this extract, the main character ...
a) goes on another adventure. b) is in a dangerous situation. c) reflects on the present.
2 Circle T for True or F for False. (4 points, 1 each)
1 The story is about a real situation. T F 3 The story probably had some scary parts. T F
2 The person is dreaming. T F 4 The main character probably changed T F
during the story.
3 Answer the questions. (8 points, 2 each)

1 What did Penelope do to the dragon? .
2 What did Samuel become? .
3 What can he do now? .
4 What does he want to do right now? .
4 Complete the text using words from the box. (4 points, 1 each)
cheerful revulsion sadness surprised
I felt 1) when I finished the horror story. The main character died at the end. The
man who killed him made me feel 2) because he was so bad. I felt
3) when I read the climax. I never thought the main character would die. He was so
4) . I think I’ll spend the afternoon with my friends because I need to feel some love.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes. 155

Name:
1 Read the following instructions and complete the title of the experiment. (3 points, 1 each)
Does 1) float or 2) in 3) ?
Put two or three cups of water in each jar. Place one

Materials: egg into each jar. Do the eggs float in the water or do
they sink to the bottom?
• 2 large glass jars Next, take one jar and add a spoonful of sugar. Does
• 2 eggs the egg float or, if it was already floating, does it sink?
• some salt Add a few more spoonfuls of sugar. Does it change?
• some sugar Now take the other glass jar with the egg in it and add
• water a spoonful of salt. Does the egg float or, if it was already
floating, does it sink?
Record and compare your results.
1 What ingredients and materials do you need?

2 How many steps are there in the experiment?
3 What is the second step?
4 What is the fourth step?
3 Circle the correct options. (5 points, 1 each)
Another way 1) doing / to do this experiment is 2) getting / to get two cooked eggs. 3) Use / Using
four jars for the experiment. Follow the same instructions, but also include the cooked eggs. By
4) doing / to do the experiment this way, you have more results 5) to consider / considering.
4 Combine the two simple sentences in each pair to make one complex (4 points, 2 each)
sentence. Choose the appropriate linking word.
1 You do this experiment. Read the instructions carefully. (where / when)

2 Do not eat. You are doing an experiment. (before / while)

Name:
1 Read the excerpt from a TV show and answer the questions. (6 points, 2 each)
Host: Penny, you started a club at school called Save the birds. Why did you decide to do that?
Penny: I live in an apartment building and some of the people who live there don’t like birds
because they dirty their cars. They put pieces of aluminum in the trees to scare the birds away.
Host: That’s not very nice.
Penny: It isn’t. The birds don’t come to our trees anymore and you can’t hear them sing in the
mornings. I want people to realize birds aren’t bad and show them what they can do to
protect their cars.
1 What is this segment about?

2 Who is Penny?
3 What is the main idea of the show?
2 Read the sentences and circle the best option. (4 points, 2 each)
1 I have a dog named Spot. She’s wonderful. a) Spot is a male / female.
2 Dr. Porter is our veterinarian. His clinic is near our house. b) Dr. Porter is a man / woman.
11 3 Listen to this TV show and circle the best answer. (10 points, 2 each)
1 What was the name of Jamie’s dog?

a) Christmas b) Missy c) I don’t know.
2 How old was she when she got into trouble?
a) 2 months b) 3 months c) 4 months
3 What did Jamie’s father tell him to do?
a) Give her away. b) Hit her. c) Train her.
4 Where did Jamie’s father take the dog?
a) home b) outside the city c) to the desert
5 Why is it bad to abandon a dog?
a) They’re very expensive. b) They are too dangerous. c) They can’t live alone.

Name:
1 Read about this game and answer the questions. (4 points, 1 each)
My brother William invented a game to practice past tense verbs. The board has 49 squares, seven
horizontally and seven vertically. Each square has the present tense of the verb. Each player has a
token to move around the board and a set of cards. Each card has a time expression: yesterday,
last week, last month, etc. and the name of a person or people. Players throw two dice and move
the number they get. They move around the board from right to left, then up a row, then left to
right, and up a row. When they land on a verb, they have to say an affirmative sentence. They take
a card from their stack of cards and use the person or people and the time expression in their
sentences. The first player to get to the top of the board is the winner.
1 How do the players move their tokens?

2 How many dice are there?
3 What do the cards have on them?
4 What happens if they land on a verb?
2 Unscramble these sentences. (8 points, 2 each)
1 moved / I / my token / spaces / twelve

2 have put / on / the board / the tokens / they

3 during / had thrown / I / ten times / the game / the dice

4 by 6 p.m. / five games / have played / we / will

3 Write the correct forms of the verbs in parentheses. (8 points, 1 each)
Since we 1) (start) this Unit, I 2) (learn) a lot about

board games. Before this unit, I 3) never (read) much about games,
and by the end of the unit, I 4) (learn) a lot more.

Name:
1 Read this report and circle the correct answer. (2 points, 1 each)
The Civil War in the United States of America had many causes. The major one was that in the 18th
and 19th centuries, industry was concentrated in the Northern part of the country and the Southern
was dedicated to agriculture. Since Southern states had a smaller population, they brought in
slaves from Africa to work in their fields.
The people who lived in the North didn’t have slaves and they didn’t believe in slavery. Many
slaves from the South escaped and found freedom in the North. Slavery divided the country and, in
1860, some Southern states separated from the North and formed their own country. This led to the
Civil War. Very often brother fought brother and father fought son. It divided the country and it
divided families. It wasn’t over until 1865.
1 What is the main idea of the report?

a) The causes of the Civil War b) The history of the USA c) The US Civil War
2 When did the Southern states separate from the North?
a) 18th century b) 1860 c) 1865

1 Where did the landowners in the South get 2 What did slaves do when they escaped?
their slaves?
When the Civil War began, many slaves had already 1) (escape) to the
North. The landowners had 2) (bring) them from Africa.
4 Unscramble the sentences. (2 points, 1 each)
1 always / has / new ideas / my / teacher

2 bored / class / get / in / never / we
While slaves were 1) (work) in the fields, they 2) (dream)

of being free.
6 Use when to join the sentences. (2 points, 1 each)
1 Slaves often escaped. They wanted to be free.

2 The South elected a president. They left the Union.

Name:
17 1 Listen to the interview and answer the questions. (4 points, 1 each)
1 In what sport did Greg win his medal?

2 What medal did he win?
3 What happened during the preliminary dives?
4 How many stitches did he have?
2 Complete the sentences with words from the box. (3 points, 1 each)
at every for
Wilma is a diver. She trains 1) day of the week. She arrives at the pool 2)
6 a.m. and she does exercises 3) two hours.
3 Underline the best option to complete the sentences. (3 points, 1 each)
Mary is one of the (1) most interesting / interestingest people I know. She’s also the (2) prettyest /
prettiest girl in my class. She has the (3) most warm / warmest smile I’ve ever seen.
4 Write the correct past tense forms of the verbs in parentheses. (4 points, 1 each)
Ken 1) (see) Wendy at the party. They 2) (dance) all night. When he
3) (go) home that night, he knew he 4) (love) her.
5 Change these sentences to indirect speech. (2 points, 1 each)
1 “Jim trains for six hours every day,” she said. 2 “He will be the best diver in the world,” she told
them.
6 Read the text and answer the questions. (4 points, 1 each)
In 2009, during the preliminary three-meter springboard competition at the State Championships,
my brother had a horrible accident. He hit his head on the side of the pool when he went into the
water. Luckily he wasn’t seriously injured. Later, at the hospital, he said he was lucky because he
could have hit his head much harder.
1 Where?
2 When?
3 Who?
4 What happened?

Name:
1 Label the script with words from the box. (4 points, 2 each)
dialogue setting stage directions cast title author characters
1
The Last Chance
2
written by Alexander Benton
3 4
Mary Anderson, young secretary Cecilia Guzmán

Robert Heston, owner of a large company Mario Romo
Paul Anderson, Mary’s brother Luis Aldana
Sarah Heston, Robert’s wife Julieta Bernal
5 Robert Heston’s office at Acme Chemicals. The office is
designed in a 1960s style. The Statue of Liberty is visible
through the office windows. Mr. Heston is sitting at his desk.
Scene
6
Mr. Heston: Mary. Bring in yesterday’s mail please. I want to
check something.
7 iss Anderson: Here it is. I’ve already mailed your answers.

M
[She opens the door and enters rapidly.]
18 2 Listen and answer the questions. (3 points, 1 each)
1 When is the new play opening?

2 Who is the main character?
3 What time does the play start?
3 Write the correct verbs from the box. (3 points, 1 each)
has studied studied studies
Charles 1) French in the afternoon. He 2) German last year.

He 3) English for five years.

Name:
1 Read the text and answer the questions. (3 points, 1 each)
Many people think video games have a completely negative effect on children. They
say the health of children who play video games can be affected; they can get eye
strains, and pains in their necks, backs, and wrists. Children get fat and lazy, and never
make friends because video games keep them inside.
Other people say video games have a positive influence on children. They say
these games increase childrens’ abilities in logical thinking and problem solving. Many
teachers are now using video games to teach languages, history, and science.
1 What is the main idea of the first paragraph?

2 What are two negative effects of playing video games?
3 What are two positive effects of playing video games?
2 Complete the paragraph with the correct passive forms of the verbs (3 points, 1 each)
in parenthesis.
My father is organizing an important meeting. Many famous people 1) (invite)

to attend. The meeting is in a local hotel. It is going to be in a big room that 2)
(divide) into many smaller rooms so people can have group meetings. Cell phones must
3) (turn off) during the meetings.
3 Unscramble the words to make phrases. Use the correct punctuation. (2 points, 1 each)
1 best / house / friends / my 2 fathers / his / job

4 Complete the text with synonyms of the words in parenthesis. (4 points, 1 each)
Use words from the box.
allowed exhausted nervous sugary drinks
I always get 1) (shaky) when I have to speak in front of the class. It’s worse if I
drink too many 2) (sodas) before I talk.
When I finish, I’m 3) (tired), but I’m not 4) (permitted) to rest.
5 Circle the correct words to complete the sentences. (8 points, 2 each)
I’m 1) against / in support of students having cell phones. 2) However / Yet I don’t think they should
be used in class. It bothers me when cell phones ring, 3) but / against some students don’t mind
being interrupted. 4) In conclusion / In favor I think students must be polite if they are using their cell
phones at school. Score: ( / 20 points)

Name:
24 1 Listen to the message and answer the questions. (3 points, 1 each)
1 Why does Amy need a flashlight?

2 What else does she need?
3 Why does she need them?
2 Read the text and circle T for True or F for False. (4 points, 1 each)
That night, Richard’s father talked to him about his trip with the Young Explorers. He said, “Richard,
I’m very worried about this trip. It’s not just the money. But you would know it’s very expensive and
we really don’t have the money, but I’m thinking about how we can get it. You have to miss a
week of school, your grades aren’t very good, and I’m worried about your homework, too.”
1 Richard’s father is just worried about the money for the trip. T F
2 Richard has bad grades at school. T F
3 Richard’s father thinks they can get the money. T F
4 Richard won’t miss school if he goes on the trip. T F
3 Match the instructions to their causes. (5 points, 1 each)
1 Spray insect repellent. a) It’s very dark at night.

2 Check your boots before you put them on. b) The mosquitoes might bite you.
3 Don’t take short pants. c) There might be a scorpion inside.
4 Take a flashlight and extra batteries. d) You may get sore feet if you don’t.
5 Wear thick socks and hiking boots. e) You might fall down and scratch your legs.
4 Read the paragraph and circle the correct words. (6 points, 1 each)
It’s my sister’s birthday next week and we 1) are going to / will have a party. Right now I 2) am
making / will make a piñata. I think 3) I’ll / I’m call Bob, he 4) is going to / will help me. This afternoon,
my mother and I 5) are going / will go shopping. We’re 6) buying / going to buy her a present.
5 Complete the conversations with the correct phrases from the box. (2 points, 1 each)
I misunderstood is that correct
A: We’re leaving early tomorrow morning at 4:30 a.m.

B: Sorry. You’re leaving at 6:30 a.m., 1)_____________________________?
A: No, we’re leaving at 4:30.
B: Sorry. 2)_____________________________________.

04 Lesson 1 / Activity 12 / Page 10
Audioscripts Listen and complete the conversation.
Mother: Where’s the ice cream that I put in the freezer?
Ben: I ate it while I was watching TV.
UNIT 1 Mother: No! You shouldn’t have eaten it!
Ben: Well, Mother, if you hadn’t left it in the freezer,
I wouldn’t have eaten it!
Listen to the conversation and circle T for True or F Mother: You must be more aware of your health! You’re
for False. already 15 years old!
Mrs. Macdonald: Hello. Is this Dr. Brown’s office? Ben: Mom, if you had told me not to touch it, I wouldn’t have.
Receptionist: Yes, please hold. Mother: I know, I know, I could be more careful about
Mrs. Macdonald: But I’ve been waiting patiently. what I buy, I suppose.
Receptionist: Dr. Brown’s office, how can I help you?
Mrs. Macdonald: This is Mrs. Macdonald. I went by today 05 Lesson 2 / Activity 3 / Page 14
to pick up my son’s lab results. Listen to the voicemail message and answer
Receptionist: Yes, your son Ben has an appointment next the questions.
Monday. We’ll see you then. Woman: Thank you for calling Tremendous Teen
Mrs. Macdonald: Don’t hang up! I need to talk to you ... Magazine. If you want a subscription, push 1; if you
Receptionist: Dr. Brown’s office, how can I help you? want to complain about something, push 2; if you …
Mrs. Macdonald: You can try to listen to me. I am Ben Man: You have reached the complaint department.
Macdonald’s mother. Your opinions are important to us. Please leave your
Receptionist: Oh, do you need to change your name and phone number as well as your complaint
appointment? after the tone, and we will get back to you as soon
Mrs. Macdonald: No, It’s about the lab tests. You gave as possible.
me the wrong ones. These are pregnancy tests and Karen: This is Karen Sandoval. I have been a Tremendous
my son is a boy! Teen fan since I was 14 years old and I have never
Receptionist: What is the name on the envelope? had any reason to complain about my favorite
Mrs. Macdonald: Mary Smith. magazine until now. You must modify the completely
Receptionist: Well, if you had read the name, I could negative image of the models you showed in the
have changed the envelope when you were here. section called: The Perfect Outfits for Autumn Fashion
Mrs. Macdonald: And if you had given me the correct last month. I’m sorry to have to say this but the girls are
tests, this situation wouldn’t have happened. extremely thin. You must remember that the images in
your magazine greatly influence us.
This is Karen Sandoval calling from Mexico City.
Listen to the conversation and answer the My phone number is 5553 3330.
questions.
Receptionist: Hello Mrs. Macdonald, how are you today? 06 Lesson 2 / Activity 4 / Page 15
Mrs. Macdonald: I’m feeling better, thank you, but I still Listen to the conversation and complete the
don’t have my son’s results. sentences using words from the box.
Receptionist: I’m terribly sorry about the mix up. I have Mr. Thomas: Hello, is this Karen Sandoval?
them right here. Karen: Yes, it is. Who is this?
Mrs. Macdonald: Thank you; can we see the doctor Mr. Thomas: This is Bruce Thomas from Tremendous
today? Teen Magazine. I am responding to your voicemail
Receptionist: I’m very sorry, Mrs. Macdonald, but the message. Can we talk about your message?
doctor had an emergency surgery and had to leave Karen: Yes of course, what do you want to talk about?
early. Mr. Thomas: What part of the section bothered you the
Mrs. Macdonald: But we had an appointment! most?
Receptionist: Yes, I know and I couldn’t call you. He has Karen: Well, as I said in the voicemail, it was the pictures
just left. However, you can see Dr. Jones; he is taking of the models. They are thinner than anyone I know.
all of Dr. Brown’s patients. As a matter of fact, they are the thinnest models we
Mrs. Macdonald: How long will we have to wait? have ever seen.
Receptionist: You won’t have to wait. You can see him in Mr. Thomas: Well, our readers have always liked thin
five minutes. models.
Mrs. Macdonald: OK, we’ll see him. Karen: No! You don’t understand! There are too many
girls who are very affected by advertisements. Can’t
you find models that are a bit fuller?
Mr. Thomas: Well, I suppose that we could. I didn’t
realize that young people saw them as too thin.
164
AR_TG3_pp164_170_Audioscript.indd 164 03/05/12 12:49

Karen: It’s true; you should get a nutritionist to help them. the paper towel absorbs the water and the water
We are quite worried about them. touches them. You will see the dots beginning to
Mr. Thomas: You are absolutely right. I want to thank you break down into different colors. As you watch,
for your helpful ideas. We always appreciate advice notice how many different colors gradually appear.
from our readers. You will see a difference in next Finally, when the dots have finished changing
month’s issue. colors, look to see which dot contains the most colors.
07 Lesson 2 / Activity 10 / Page 17 09 Lesson 3 / Activity 5 / Page 53

Listen to the conversation and complete the Listen to the first part of the TV show and circle the
information. best answer.
Matilda: Luz María! I’m dying! I need some painkillers! Host: We have all heard stories about abandoned pets.
Nurse: Matilda, you know perfectly well that we can’t Animal shelters in the US are full of unwanted dogs
give you medicine at school. and cats that need good, loving homes. Americans
Matilda: You should have something for students like me! spend as much on food, clothing, and medical care
Nurse: But I do! Here, they are called placebos. Now tell for their pets as they do for their children. So why are
me, what happened today? there so many unwanted animals?
Matilda: Do you know that absolutely gorgeous new boy To find out, I talked to pet owners, veterinarians,
in third grade of secondary? and people who work in animal shelters. Many
Nurse: Well, actually no. No, I don’t. All I know is that of their stories were difficult to listen to and will
almost all boys in third grade of secondary are certainly cause viewers to feel strong emotions. But
gorgeous in your eyes. there are also many success stories, and I will share
Matilda: Don’t make fun of me! This one is different. He’s one of those with you today. It’s about a group of
the most handsome young man in the school. teenagers who are working hard to help animals.
Nurse: And what is your health problem? I’m assuming And we hope that their story will motivate other
that you are here for something. animal lovers to help, too!
Matilda: I told you! I have the most terrible pain!
Nurse: Where is this pain? 10 Lesson 3 / Activity 6 / Page 53
Matilda: This is remarkably simple! In my heart! It’s broken Listen to excerpts from three segments of the TV
in two! show and number the scenes in the order you
Nurse: That’s hardly a reason to be here. Now get back hear them.
to your classes; I don’t want to see you here for 1
another month, at least! Host: Dr. Crane, in your opinion, is there a serious
problem of unwanted pets in this country?
UNIT 2 Dr. Crane: Yes, Rachel. The number of homeless animals
is far greater than most people realize, and our
08 Lesson 1 / Activity 13 / Page 43 animal shelters are over-crowded. There are too
Listen to the TV show and check your answers. many irresponsible pet owners.
Katie Clarkson: Good afternoon. I’m Katie Clarkson, Host: I guess you see a lot of mistakes that people make
and you’re watching Fun with Science! In today’s with their pets. What do you recommend to people
experiment, you will see colors changing as you who are thinking of getting a pet?
watch. Nurse: Good morning, Hillside Clinic.
You will need a cup of water, a sheet of strong 2
paper towel, a glass, five differently colored markers, Host: Pattie, you work as a volunteer in an animal shelter.
a teaspoon, scissors, and salt. Is this an emotional job?
OK, let’s get started. First, cut the paper towel to Pattie: Oh, yes! We experience many different emotions
the width of the diameter and height of the glass. every day here. We feel love and affection for the
Then, put the paper flat on a table. Press each animals, and we feel angry at people who don’t
differently colored marker down gently on the paper care about them, frustrated that we can’t find
towel about four centimeters above the bottom homes for all of the animals, and happy when we do
edge of the paper to make a dot on it. You will have find a good home for an animal. It’s, uh, I guess ...
a row of dots of different colors. both a difficult and wonderful job.
After that, pour water into the glass and add Host: You see hundreds of dogs and cats every year. Do
one teaspoon of salt. The water should be two you ever adopt any yourself? I’m sure you would like
centimeters above the bottom. to adopt all of them!
Next, pick up the paper and fold it. Place it in 3
the glass. The bottom edge of the paper should be Host: Jamie, you started a club at your school called
placed in the bottom of the glass. It is important not Save the Animals. Why did you decide to do that?
to let the water touch the dots. Jamie: It was because of what happened to my dog.
Now it’s time to watch the colored dots as It’s like, a pretty bad story.
165

Host: You don’t have to tell it if you don’t want to. made me feel sad. What about you, Callie? You’re
Jamie: No, that’s cool. Uh, so, I had this puppy. Her pretty quiet. How do you feel about it?
name was ... sorry... Missy. Callie: I’m upset about it. I’m really angry at Jamie’s dad
Host: Missy’s story is just one of hundreds of similar acts of for abandoning that poor dog. How could someone
cruelty each year. Imagine how a dog feels when its do something like that?
human puts it out of a car and drives away. Eddie: Yeah, I think we all felt bad about that. But the
ending made me feel more optimistic. I really liked
11 Lesson 3 / Activity 13 / Page 56 the part about the Save the Animals club.
Listen to the segment from the documentary and Paula: I agree. The last part was very motivating. I felt
check your ideas in Activity 12. really happy about the dog, Scout, that the kids
Host: This is Jamie, and he has a sad story with a adopted.
motivating outcome. Jamie, you started a club at Callie: You’re right, I guess. I got really frustrated about
your school called Save the Animals. Why did you all the abandoned animals at the animal shelter, but
decide to do that? when they started talking about the Save the Animals
Jamie: It was because of what happened to my dog. club, I felt like maybe there was hope for those
It’s like, a pretty bad story. animals after all.
Host: You don’t have to tell it if you don’t want to. Jeff: You know, we could do something like that! We
Jamie: No, that’s cool. Uh, so, I had this puppy. Her could start a club like that at our school!
name was ... sorry ... Missy. Paula: That’s a great idea, Jeff! I feel better already just
Host: Take your time. thinking about it! Let’s talk to Ms. Parker about it on
Jamie: OK. So, when I was ten, my parents gave me a Monday.
puppy for Christmas. She was really cute. I named
her Missy, and she went everywhere with me ... well, UNIT 3
not to school, of course.
Then, when she was about four months old, she 13 Lesson 1 / Activity 5 / Page 69
kind of got to be a problem. I mean, she just did stuff Listen to the conversation and circle T for True of F
that all puppies do. She chewed up things, and she for False.
had lots of, uh ..., you know, accidents in the house. Ms. Barquin: Did you know that many of the games we
I guess I didn’t really know how to train her, and my play today were prohibited in England, at one point
parents didn’t have time. in history?
My parents got mad at her a lot, and finally, Len: No, Ms. Barquin. Tell us about it.
my dad said I had to give her away to someone. It Ms. Barquin: Well, Henry VII asked the parliament to pass
wasn’t easy to find a home for an untrained dog, a law that prohibited servants and apprentices from
and my father got tired of waiting. Then one day, my playing cards or games.
dad said, I’m taking the dog to the park. He put her Mary: So, who played games, then?
in the car, and when he came home, he didn’t have Ms. Barquin: Only the rich could play games and cards.
Missy with him. He ..., uh ..., said he had left Missy This doesn’t mean that the rest of England didn’t
where she could run around and be free. play, just that they had to hide. Of course, kings and
I was just a kid, and I didn’t ask questions. But queens could play any kind of game whenever they
later, I found out that he ... well ..., he took her wanted to. The cards didn’t look much like the ones
outside the city, and ... he just left her! we use to play with today; the artwork was more
The thing is, my dad is a good person. He really sinister and the faces of the kings and jacks were
didn’t realize that a dog can’t just live in the woods very frightening.
by itself. But that’s why my friends and I started the Len: What did the rest of England play, then?
club – to educate both kids and adults about pets. Ms. Barquin: There were many, many physical games like
Host: Missy’s story is just one of hundreds of similar acts of the beginnings of soccer and a game that today is
cruelty each year. Imagine how a dog feels when its called tennis.
human puts it out of a car and drives away. Mary: Wow, Ms. Barquin, that’s really interesting!
12 Lesson 4 / Activity 3 / Page 58 14 Lesson 2 / Activity 15 / Page 79

Listen to the conversation and answer the Listen to the conversations and continue the
questions. How did the kids feel after watching the game.
TV show? Mr. Morris: OK, kids, today we're having another game.
Paula: Wow. That was pretty intense. Students: No, Mr. Morris, not another one!
Eddie: Yeah. I didn’t expect that at all! At first, I was Mr. Morris: Aha!, I know that you will just love this one, no
curious to find out what the program was about, but writing and no reading.
then I started to feel really angry. Jake: Well, that sounds better.
Jeff: Me, too. Those pictures of the abandoned animals
166

Mr. Morris: Here’s how it goes. I’m going to start off the UNIT 4
activity by saying a verb in the past tense.
Ellen: An irregular verb? 17 Lesson 1 / Activity 2 / Page 98
Mr. Morris: It can be any kind of verb in the past tense; Listen to the conversation and check (3) the best
regular or irregular. option.
Ellen: So then what happens? Radio DJ: Hi folks. This is Radio FMJ! Today we are
Mr. Morris: Well, suppose I say a sentence with bought; asking people from the local community about
the next person in line makes a sentence with the last unexpected situations they have experienced this
letter in that verb. year. Jane, from Trentwell, what do you do, Jane?
Ellen: OK, so for example: Yesterday I bought a book for Jane: I’m a secretary. I work at the biggest law firm in
my mother. the city.
Mr. Morris: Right. Bought ends with a t, so the next Radio DJ: Jane, did anything unexpected happen to
person in the line makes a sentence with a verb that you this year?
begins with t. For example … Jane: Yes, yes it did! Every year I enter a travel
Jake: I took my sister to school. competition and this year I won! It was the best
Paul: And yesterday, I kicked my soccer ball! surprise I’ve ever had.
Ellen: And last week, I drew a picture! Radio DJ: Wow! That’s amazing. Where did you go?
Jane: I went to the Snow Festival in Japan. It was a
15 Lesson 3 / Activity 10 / Page 86 beautiful festival, a really magical experience. I
Listen and check your answers. saw enormous snow sculptures made of many tons
Number 1, picture c of snow. They were as tall as buildings! I also saw
The Dutch also lived on the Atlantic Coast of North hundreds of delicate ice sculptures.
America. In 1626, the Dutch bought Manhattan Radio DJ: That sounds fantastic! How long did the festival
Island from a Native American tribe and established last?
New Amsterdam. Eventually, New Amsterdam was Jane: It went on for seven days and they hold it every year.
re-named New York. New York grew rapidly and It is one of the most important festivals in Japan now.
became a large, prosperous city. I really recommend it to anyone who likes snow or is
Number 2, picture a interested in Japan. I’ve never seen anything like it.
The settlers built their homes, worked on their farms, and Radio DJ: Was it cold?
made their own furniture and clothing. Some people Jane: It was the coldest place I have ever been in my
went to school at home. Older boys learned a craft life. I had to wear my warmest jacket. No one told
or trade. me anything about the cold. The funniest part was
Number 3, picture b trying to walk in the snow. I felt like a bear.
Scientists believe people first came to the Americas Radio DJ: Was there anything you didn’t like about it?
from Asia during the Ice Age. People in present-day Jane: No, I can’t think of anything I didn’t like about
Mexico grew the first crops of corn and beans. The Japan or the festival. The people were amazing, and
Mayans and Olmecs were early civilizations in the even though we couldn’t understand anything they
Americas. were saying, we still managed to communicate.
Radio DJ: Who should go to this festival?
16 Lesson 4 / Activity 2 / Page 88 Jane: Well, I didn’t know anything about this event
Listen to Mrs. Bishop and number the illustrations. before I won the competition. But I really
Mrs. Bishop: Class, please pay close attention and recommend it to anyone who likes snow and ice
take notes. sculptures, or anyone who likes the magic of winter.
In the 1800s, most of the people in the Northern Even if you don’t know anything about Japan, go
states lived in urban areas. The Southern states were anyway. You’ll love it.
agricultural; their economy depended on large cotton Radio DJ: So you think someone who likes snow or winter
plantations with slave labor. They didn’t want to give up magic should go to this festival?
their way of life, nor free their slaves. By 1850, there were Jane: Yes, they should.
four million slaves in the United States, and only 430,000 Radio DJ: There you have it, folks. Jane, the secretary,
free African Americans. won a trip to the Snow Festival in Japan in February.
The Southern states knew that Abraham Lincoln was Thanks for calling in today, Jane. It was nice to talk to
opposed to slavery. When he was elected President in you. Bye!
1861, they decided to secede, or leave the Union and form
a separate country. The United States had divided in two. 18 Lesson 1 / Activity 11 / Page 101
The Civil War started when the Confederates Listen to the unexpected situation and answer the
attacked Fort Sumter. It finally ended four years later, in questions.
1865, when the Confederates surrendered. Radio DJ: Hi folks. This is Radio FMJ! Today we are
asking people from the local community about
unexpected situations they have experienced this
167

year. Raul from Sneadgrass is our next caller. What do Greg: Thanks.
you do Raul? Interviewer: For those of you who don’t know, this medal
Raul: I’m a student. I study economics at the University. came after a painful incident during the preliminary
Radio DJ: Raul, did anything unexpected happen to you dives. Greg hit his head on the diving board. What
this year? dive were you attempting when that happened?
Raul: Yes! Yes it did! Every year I go to the running of the Greg: I tried to do a reverse somersault.
bulls in Pamplona! In fact, I run with the bulls. But this Interviewer: What happened?
year a bull ran over me. Greg: I hit my head on the way down. I didn’t realize
Radio DJ: Wow! That’s terrible. What happened? I was that close to the board. When I hit it, it was
Raul: I ran in front of the bulls with hundreds of other a shock. But I think my pride was hurt more than
people every day in the morning. On the last day, anything else.
I fell over and this huge bull stepped on my leg. I Interviewer: How many stitches did you have?
rolled away and the bull kept on running. It was a Greg: I had five stitches. But thirty-five minutes later, I was
scary experience, a really terrifying moment. I saw back in the pool to finish the dives.
the bull’s eyes and horns as it stepped on me. I Interviewer: Wow! You are tough. Thank you for talking
heard people around me scream. to us tonight. Good luck in the next Olympics.
Radio DJ: How long did it last?
Raul: Just a few seconds. 21 Lesson 3 / Activity 3 / Page 112
Radio DJ: What did you do? Listen to the advertisement for a local production
Raul: I was OK. I could walk. I went to the hospital for an of The Big Sell and circle the information that is
hour and got four stitches. I was embarrassed. My different.
girlfriend was watching. I felt foolish. There is a new play opening on the 22nd of October
Radio DJ: Will you go again next year? at the Odeon Theater. It’s called The Huge Sell. It is
Raul: No, we’re going to the Carnival in Rio. written by Reece Jones and Carolina Ramírez. It has an
Radio DJ: There you have it, folks. Raul, the student, interesting plot about a big toy company looking for
went to Pamplona and ran with the bulls like he a prototype for its new product. The main character
does every year, but this year, a bull stepped on him. is Mr. Front, the toy company’s owner and president.
Thanks for calling in today, Raul. A secondary character is his assistant, Miss Glen, who
is played by the hilarious Fanny Green. The play is
19 Lesson 2 / Activity 3 / Page 104 set in New York City in the 1950s. The subject matter
Listen to the interview. is quite interesting. It is about stereotyping in society.
Interviewer: Good Morning, János! Can you tell us about Congratulations to the young talents at this year’s
the accident? Drama Club. This was the winning play. The play starts at
János: This accident ruined my chances of winning 8:30. Don’t be late. Get your tickets at the box office.
a gold medal. It was the most important moment
of my life, the Beijing Olympic Games. I was finally 22 Lesson 3 / Activity 12 / Page 116
there. I was trying to complete my third lift and I Listen and complete the poster advertising the
couldn’t feel my arm. new play King Blear.
Interviewer: What did you do? There is a new play opening on the 23rd of December
János: I couldn’t hold it anymore. I dropped the bar. I at the Odeon Theater. It’s called King Blear. It is written
felt my elbow. It was dislocated. by Héctor Flores. It has an interesting plot about a
Interviewer: How many kilos were you trying to lift? king and his daughters who fight over the throne. The
János: 148 kilos. main character, King Blear, is played by the wonderful
Interviewer: Coach, János had a terrible experience Geoffrey Brush. The play is set in a castle during a war.
yesterday. When will he be able to compete again? You can’t miss it!
Coach: He will be out of the competition for the rest of The play starts at 7:30 p.m. Don’t be late. Get your
the year. tickets at the box office.
Interviewer: That’s too bad. Thanks for talking to us,
János and Coach. 23 Lesson 4 / Activity 2 / Page 118
Coach and János: You’re welcome. Listen to The Big Sell excerpt and circle T for True or
F for False.
20 Lesson 2 / Activity 14 / Page 107 Prototype 1: Well, Mr. White. I really need a job. I would
Listen to the interview. Circle the greetings and love to be the next Jennifer Doll. I can wear a wig. I
underline the farewells you hear. could breathe in, see?
Interviewer: Good evening Greg. Mr. White: Next please!
Greg: Good evening! Miss Glen: Through here please. Can I hold your bag?
Interviewer: Firstly, congratulations on your Gold Medal No? OK, then.
in diving. This is your back to back medal. Well done! Mr. White: What? You’re Chinese. Jennifer is blonde with
blue eyes.
168

Prototype 2: I could wear contacts, Mr. White. I am very 2
cute, you see? I have been waiting in the lobby Prototype 1: Well, Mr. White. I really need a job. I would
for an hour. I have wanted to be a doll for many love to be the next Jennifer Doll. I can wear a wig. I
years. There are 19 million Asian-Americans in the US. could breathe in, see?
Perhaps Jennifer could be Chinese? Mr. White: Next please.
Mr. White: No, no, no. Jennifer is 180 cm, she wears a size Miss Glen: Through here please. Can I hold your bag?
six. She is blonde, blue-eyed, and American. No? OK, then.
Prototype 2: I’m American, Mr. White. Mr. White: What? You are Chinese. Jennifer is blonde
Mr. White: Not the America I’m selling! Out! with blue eyes.
Miss Glen: Here’s number three. Prototype 2: I could wear contacts, Mr. White. I am very
Mr. White: Now, this is more like it. You’re tall, you have cute, you see? I have been waiting in the lobby
blue eyes, you’re thin. We can put a wig on you. for an hour. I have wanted to be a doll for many
How long have you wanted to be a doll? years. There are 19 million Asian-Americans in the US.
Prototype 3: I’ve dreamed of being a doll my whole life. Perhaps Jennifer could be Chinese?
Mr. White: You’re perfect for Jennifer. You’ve got the job. Mr. White: No, no, no. Jennifer is 180 cm, she wears a size
You are the perfect American Doll. six. She is blond, blue-eyed and American.
Prototype 3: I just have one tiny confession to make, Mr. Prototype 2: I’m American, Mr. White.
White. I’m not American. I’m Mexican. Mr. White: Not the America I’m selling! Out!
Mr. White: But all Mexicans are short! They don’t have Miss Glen: Here’s number three.
blue eyes. They’re always late. Are you going to be Mr. White: Now, this is more like it. You’re tall, you have
late? … Oh, I don’t know about this … OK, I’ll give blue eyes, you’re thin. We can put a wig on you.
you a chance. How long have you wanted to be a doll?
Miss Glen: So Prototype three became the model for Prototype 3: I’ve dreamed of being a doll my whole life.
Jennifer. Jennifer has been on the market for 50 Mr. White: You’re perfect for Jennifer. You’ve got the job.
years now. She has sold more than 200,000 million You are the perfect American Doll.
units. Someone buys a Jennifer every two seconds.
Mr. White sold the world the perfect American Doll. 25 Lesson 4 / Activity 6 / Page 119
But no one knew she was really Mexican! Listen to these lines said with different stage
direction. Does the meaning change?
24 Lesson 4 / Activity 3 / Page 118 I have been sitting here for an hour. (happy)
Listen to the two readings of the excerpt from the I have been sitting here for an hour. (angry)
play The Big Sell. Which reading sounds better? Why? I have been sitting here for an hour. (bored)
1 I have been sitting here for an hour. (proud)
Prototype 1: Well, Mr. White. I really need a job. I would
love to be the next Jennifer Doll. I can wear a wig. I Unit 5
could breathe in, see?
Mr. White: Next please. 26 Lesson 1 / Activity 7 / Page 130
Miss Glen: Through here please. Can I hold your bag? Listen to the teen radio debate and complete the
No? OK, then. table.
Mr. White: What? You are Chinese. Jennifer is blonde Hannah: Thank you for joining us for today’s Teen
with blue eyes. Debate program. I’m Hannah Higgins …
Prototype 2: I could wear contacts, Mr. White. I am very Rachel: And I’m Rachel Bonner.
cute, you see? I have been waiting in the lobby Hannah: Some wear blue.
for an hour. I have wanted to be a doll for many Rachel: Some wear green.
years. There are 19 million Asian-Americans in the US. Hannah: Some wear skirts.
Perhaps Jennifer could be Chinese? Rachel: Others wear pants.
Mr. White: No, no, no. Jennifer is 180 cm, she wears a size Hannah: What are we talking about?
six. She is blond, blue-eyed and American. Rachel: School uniforms of course! Some people believe
Prototype 2: I’m American, Mr. White. that it’s good to make teens wear the same clothes
Mr. White: Not the America I’m selling! Out! to school. Other people believe that school uniforms
Miss Glen: Here’s number three. are a bad idea. So, today on the program, we will
Mr. White: Now, this is more like it. You’re tall, you have look at the debate about school uniforms.
blue eyes, you’re thin. We can put a wig on you. Hannah: That’s right, Rachel. Many people don’t like
How long have you wanted to be a doll? school uniforms because they believe that they
Prototype 3: I’ve dreamed of being a doll my whole life. don’t let teens express who they really are. These
Mr. White: You’re perfect for Jennifer. You’ve got the job. people believe that teens should wear what they
You’re the perfect American Doll. want to school.
Rachel: The debate is on our website blog and some
people have already told us what they think about
169

school uniforms. John Harper, from Australia says, 29 Lesson 4 / Activity 5 / Page 150
“Creativity is expressed through clothes. Personality Listen to the conversation and identify what the
is seen in the clothes teens wear, and teens should speakers are talking about.
have this freedom of speech at school.” Mom: Sorry, did you say that they are leaving at
Hannah: Miguel is in Mexico. He wrote, “In uniform 6:00 p.m.?
everyone looks the same. There are no rich, there Head Explorer: No, actually we are arriving in Veracruz
are no poor. Everyone is equal and people aren’t at 6:00 p.m. We’re leaving here at 3:00 p.m. Please
discriminated against because of their clothes.” make sure you arrive on time or the bus will go
Rachel: Interesting. Peter is from the United States of without your child.
America, and said, “In the US, millions of uniforms Mom: Oh, sorry, I misunderstood.
are sold every year. Uniforms often cost less money Head Explorer: That’s OK. Any more questions?
and are easier to provide than popular fashionable Dad: And you’re coming back on Monday, is that
clothes.” correct?
Hannah: So, Rachel, are school uniforms a good idea for Head Explorer: No, we’re coming back on Sunday.
teens? Or are they a bad idea? Dad: Sorry, I arrived late. Can you explain that again?
Rachel: Well, Hannah, I don’t know. But the debate is Head Explorer: OK. No problem. We’re coming back on
sure to continue as long as schools and teens exist! Sunday, as the children all have classes on Monday.
Send us your ideas on our program blog. Could you please note down your home numbers
and cell phone numbers here so we can contact
27 Lesson 3 / Activity 5 / Page 143 you if necessary? Please note down my number
Listen to the message to confirm your prediction which is 55-66-77-88-99 so that you can call if you
from Activity 4. have any further questions …
Message: We’re not here to take your call right now.
Please leave your message after the tone. 30 Lesson 4 / Activity 14 / Page 152
Head Explorer: Hi, this is the Head Explorer, and this Listen to the conversation about what Tom is doing
is a message for Amy. There are two things that on the weekend and write notes to fill in his diary.
you will need that we forgot to include on the list Brenda: Hi Tom. I want to go to the movies this weekend …
for the camping trip. First, don’t forget to take a Would you like to come with me?
flashlight. You’ll need it because it gets quite dark Tom: Oh, I’m sorry Brenda, but I’m going to be away!
at night in the countryside. Second, bring a bag of Brenda: Oh? Where are you going?
marshmallows. You’ll need them to toast over the Tom: I’m visiting some friends that live by the beach.
campfire. Call me if you have any questions. See you And they are organizing my itinerary. Look!
on Saturday! Brenda: Oooh, can I see it? You’re arriving on Friday
Mom: Amy, did you hear that? evening and you’re having dinner. Then, on Saturday
Amy: No, what? morning you’re swimming with dolphins at around
Mom: The Head Explorer called and left a message. 10:00 a.m. Wow!
He says pack a flashlight and that you need some Tom: Yeah! I’m not sure about that. I don’t know if I’m
marshmallows, too! going to enjoy it. But I’ll give it a try.
Amy: OK! Thanks, Mom! Brenda: You should, it sounds amazing! At around noon,
after swimming with the dolphins, they’re taking you
28 Lesson 4 / Activity 4 / Page 149 on a tour along the Riviera. Then in the afternoon,
Listen to the Head Explorer and check (4) the you’re visiting a local market. It sounds fun!
information you hear about the trip. Tom: Yes, I know! And on Sunday I’m going to the beach
Head Explorer: Thank you for coming to the meeting. to rest, because at eight in the evening, I’m flying
Today we’ll look at the different activities that the back home.
children will do during the trip. Brenda: Wow! Well, have lots of fun! Take lots of photos!
First, we’re leaving on Friday afternoon at 3:00
p.m. on the dot, from the Explorer’s Club hut. Please
make sure you pack everything you need and arrive
fifteen minutes before so that we leave on time.
We’re arriving in Veracruz at around 6:00 p.m. …
depending on the traffic. On arrival we’re setting up
the tents and getting supper ready for the first day.
The next day we’re hiking through the forest
in the morning, and swimming in the lake in the
afternoon. In the evening we’re singing around
the campfire, and that’s when we’ll toast our
marshmallows, too. We are returning to the city
on Sunday morning. Does anybody have any
questions?
170

Answer Key for Reader Comprehension Questions
Unit 1 Unit 2 Unit 3
Chapter 1 Chapter 3 Chapter 5

Activity 1, page 17 Activity 1, page 43 Activity 1, page 69
1 1 They were not that active or 1 1 a; 2 b; 3 a; 4 c; 5 a; 6 b 1 1 A pre-marked surface called the
aware of health issues or dietary Activity 2, page 43 board. Counters that are moved.
needs. 2 Because they were heavily 2 Answers may vary. Rules. 2 Senet; 3 Egypt; 4 You
influenced by the media. 3 Because Activity 3, page 43 can learn, they are not expensive,
young girls might perceive this 3 Answers may vary. people interact.
as the body type for success and Activity 2, page 69
modify their diets. 4 On the Chapter 4 2 1 F; 2 F; 3 T; 4 F; 5 T
Internet. 5 Because they plant, Activity 1, page 56 Activity 3, page 69
grow, harvest and cook their dishes. 1 1 Because they all had pets. 2 To 3 Answers may vary.
Activity 2, page 17 give us information about things in
2 1 T; 2 F; 3 F; 4 F; 5 T different parts of the world, and to Chapter 6
motivate people to do something. Activity 1, page 82
Chapter 2 3 A strong effect on people that 1 1 To work in teams and prepare
Activity 1, page 30 motivate them to do something. a presentation on the Civil War.
1 1 b; 2 b; 3 c 4 A dog who was abandoned. 2 How to organize the work and
Activity 2, page 30 5 Give their talk in other classes the materials they would need for
2 1 He felt very sorry for him. and form a club to save animals. their presentation. 3 They lost their
2 Because the ghost was breaking 6 Between March and August. USB. 4 They gave an unplugged
the furniture in the room. 3 To Activity 2, page 56 presentation. 5 Answers may vary.
have his body buried. 4 Haunting 2 Answers may vary. Activity 2, page 82
a plaster cast copy of himself. 5 2 a T, b F, c T, d T, e F
Angry and stupid. Activity 3, page 82
3 Answers may vary.
171
AR_TG3_pp171_176_Endmatter.indd 171 31/08/12 18:34

Unit 4 Unit 5
Chapter 7 Chapter 9
Activity 1, page 95 Activity 1, page 121
1 1 in February; 2 dance, party, 1 Answers may vary.
see amazing parades, have fun; Activity 2, page 121
3 in Saint Fermin’s Festival in 2 Answers may vary.
Pamplona, Spain; 4 Most of them,
but not all. 5 Answers may vary. Chapter 10
6 Answers may vary. Activity 1, page 134
Activity 2, page 95 1 3; 5; 1; 4; 2
2 1 N; 2 Y; 3 N Activity 2, page 134
2 1 It was a letter for parents
Chapter 8 inviting them to a meeting to
Activity 1, page 108 discuss the trip. 2 Garage sale
1 1 in San Diego, in the United information: Saturday, 26th of May,
States of America; 2 different all day, lots of fun objects for sale,
drama students from Mexico and bargains, good prices!
(Humberto, Carolina, Liliana) and 3 Information about the trip;
the USA (Reece, Carolina, Paul); 4 A sleeping bag, a pillow, long
3 It is devoted to studying and cotton pants, insect repellent,
performing theather. 4 That they suntan lotion, camper’s water
are short and don’t speak English bottle, hiking boots, thick socks,
well. 5 That they are all rich, blond waterproof jacket, an umbrella;
and with blue eyes. 5 Friday 6:00 p.m. arriving
Activity 2, page 108 Veracruz, setting up tents and
2 1 T; 2 F; 3 T sleeping bags, preparing supper;
Saturday 10:00 a.m. hiking through
the forest, studying plants and
insects; Saturday 4:00 p.m. making
lunch by the lake and swimming
in the lake; Saturday 7:00 p.m.
returning to camp, singing, and
toasting marshmallows around
campfire; Sunday 9:00 a.m. packing
up the camp and returning to
the city.
172
AR_TG3_pp172_176_Enmatter.indd 172 18/07/11 09:10

Answer key for Self-Tests
Unit 1 angry. 7 Tell me the time when 3 He asked her if he could offer
Learning Environment 1 you will arrive. her something to drink.
(page 166)
1 1 If the alarm clock had gone off, Learning Environment 2 Learning Environment 2
I wouldn’t have missed the school (page 169) (page 173)
bus. 2 If I hadn’t eaten so much 1 1 b; 2 d,f; 3 e; 4 a,g; 5 c 1 1 title; 2 author; 3 character;
chocolate cake, I wouldn’t have 2 1 frustrated; 2 motivating; 3 sad; 4 cast; 5 script; 6 dialogues;
felt sick. 3 I could have bought 4 upset; 5 intense; 6 optimistic; 7 stage directions
another book if I hadn’t spent all 7 curious 2 1 Angelina Jolie has been an
my money on clothes. 4 I could/ actress since she was a child.
might have won the race if I had 2 She almost always takes part in
trained enough for it. 5 If I had Unit 3 action movies. 3 She won an
followed your advice, I wouldn’t Learning Environment 1 Oscar in 2002. 4 She has been
have missed my chance. 6 If I (page 170) divorced twice. 5 She has been
hadn’t had a headache, I could 1 1 have played; 2 made; 3 took; 4 living with Brad Pitt since 2005.
have taken my piano class. 7 If held; 5 competed; 6 had taken; 7 6 She has been doing some
I hadn’t left early, I would/could will have been humanitarian work. 7 She has
have seen the end of the show. 2 1 taught; 2 drew; 3 broke; 4 been to Mexico twice.
2 1 extremely; 2 skinnier; 3 taller; knew; 5 took; 6 spoke; 7 ate
4 Most; 5 slightly; 6 fuller;
7 stunningly. Learning Environment 2 Unit 5
(page 171) Learning Environment 1
Learning Environment 2 1 1 invaded; 2 had already occupied; (page 174)
(page 167) 3 had settled; 4 returned; 1 1 This is my sister’s car. 2 No
1 1 f; 2 d; 3 a; 4 g; 5 e; 6 b; 7 c 5 offered; 6 fought; 7 defeated food is allowed in the classroom.
2 1 alarm; 2 rage; 3 revulsion; 2 1 When; 2 While; 3 when; 3 Cell phones must be turned off
4 contempt; 5 amazement; 4 When; 5 while during the movie. 4 Uniforms are
6 irritation; 7 horror only worn on special occasions.
5 William is my brother’s friend.
Unit 4 6 Charlie and Ellie’s son is one of
Unit 2 Learning Environment 1 the school’s best students. 7 Pets
Learning Environment 1 (page 172) aren’t permitted at school.
(page 168) 1 1 historic, traditional; 2 1 a; 2 g; 3 d; 4 f; 5 b; 6 e; 7 c
1 1 hypothesizing; 2 fill; 3 place; 4 2 extensive; 3 annual; 4 decent; 5
start; 5 adding; 6 keep; 7 adding international; 6 amazing Learning Environment 2
2 1 Don’t talk on the phone while 2 1 “Are you happy with your new (page 175)
you are driving. 2 Before you car?” she asked Peter. 2 “I won’t 1 1 need; 2 make; 3 Wear; 4 may;
leave the room, turn off the lights. drive fast,” he promised her. 3 “I 5 may; 6 might; 7 need
3 You decide when you go on fell off my nephew’s skateboard,” 2 1 I’ll get; 2 is coming, I’m going
vacation. 4 You invite friends Peter told her. 4 “I just want to buy; 3 I’ll get; 4 I’m going to
where you think they will enjoy plain water,” she said. study; 5 is leaving; 6 showing
themselves. 5 After you fill the 3 1 Peter thanked Julia for coming
glass with water, put the egg in it. to his birthday party. 2 Julia asked
6 I don’t understand why you are Peter what happened to his arm.
173

Answer Key for Formal Assessments
Unit 1 club to save birds. 6 1 preliminary three-meter

2 1 female; 2 man springboard competition, State
Learning Environment 1 3 1 b; 2 c; 3 a; 4 b; 5 c Championships; 2 in 2009;
(page 154) 3 brother; 4 He hit his head on
1 1 She got the wrong lab test the side of the pool.
results; 2 Mary Smith; 3 The Unit 3
receptionist; 4 She gave her the Learning Environment 2
wrong envelope; 5 The receptionist (page 161)
(page 158)
2 1 c; 2 b; 3 d; 4 e; 5 a 1 1 title; 2 author; 3 characters;
1 1 They throw the dice. 2 two; 3 a
3 1 Mark got up late. He was late 4 cast; 5 setting; 6 dialogue;
time expression and the name of
for school; 2 He forgot to set 7 stage directions
a person or people; 4 They have
his alarm clock. He didn’t get 2 1 December 23rd; 2 King Blear;
to say a sentence.
up early / He got up late; 3 He 3 at 7:30 p.m.
2 1 I moved my token twelve
was sleepy. He forgot / didn’t 3 1 studies; 2 studied; 3 has studied
spaces. 2 They have put the
remember to set his alarm clock. tokens on the board. 3 I had
Learning Environment 2 thrown the dice ten times during Unit 5
(page 155) the game. 4 By 6 p.m. we will
1 1 c; 2 a; 3 b; 4 c have played five games.
(page 162)
2 1 F; 2 F; 3 T; 4 T 3 1) started; 2) have learned; 3) had
1 1 Some people think video games
3 1 She killed it; 2 A full magician; read; 4) will have learned
are bad. 2 (two of the following
3 Anything he wants; 4 Sit under Learning Environment 2 options) eye strain, neck pain,
a tree (page 159) back pain, wrist pain, get fat, get
4 1 sadness; 2 revulsion; 1 1 c; 2 b lazy, don’t make friends; 3 (two
3 surprised; 4 cheerful; 2 1 Africa; 2 They tried to go North. of the following options) increase
3 1 escaped; 2 brought. logical thinking, increase problem
Unit 2 4 1 My teacher always has newideas. solving, teach languages, history,
2 We never get bored in class. and science
Learning Environment 1 5 1 working; 2 dreamed / were 2 1 are invited; 2 is divided; 3 be
(page 156) dreaming. turned off
1 1 an egg; 2 sink; 3 water 6 1 Slaves often escaped when 3 1 My best friend’s house. 2 His
2 1 two large glass jars, 2 eggs, they wanted to be free. 2 The father’s job.
some salt, some sugar, water; South elected a president when 4 1 nervous; 2 sugary drinks;
2 six; 3 Place one egg into each they left the Union. 3 exhausted; 4 allowed
jar; 4 Add a few more spoonsfuls 5 1 in support of; 2 However;
of sugar. 3 but; 4 In conclusion
3 1 to do; 2 to get; 3 Use; 4 doing; Unit 4
5 to consider Learning Environment 2
4 1 When you do this experiment, (page 163)
(page 160)
read the instructions carefully. 1 1 It gets dark at night.
1 1 diving; 2 Gold; 3 He hit his
2 Do not eat while you are doing 2 marshmallows; 3 To toast them
head on the diving board. 4 five
an experiment. over the campfire.
2 1 every; 2 at; 3 for
2 1 F; 2 T; 3 T; 4 F
Learning Environment 2 3 1 most interesting; 2 prettiest;
3 1 b; 2 c; 3 e; 4 a; 5 d
(page 157) 3 warmest
4 1 are going to; 2 am making;
1 1 A school club called Save the 4 1 saw; 2 danced; 3 went; 4 loved
3 I’ll; 4 will;
birds; 2 She is a student that lives 5 1 She said Jim trained for six hours
5 are going; 6 going to buy
in an apartment building and every day. 2 She told them he
5 1 is that correct;
likes birds. 3 Penny formed a would be the best diver in the
2 I misunderstood
world.
174

Bibliography for Teachers
• De Bolt, Virginia, Write! Cooperative Learning and the Writing Process. San Clemente : Kagan Publishing, 1998
• Harmer, Jeremy, How to Teach English. Upper Saddle River, NJ : Pearson ESL, 2007
• Lewis, Gordon, Teenagers. Oxford : Oxford University Press, 2007
• Nuttall, Christine, Teaching Reading Skills in a Foreign Language. Oxford : Macmillan, 2005
• Seymour, David & Popova, Maria, 700 classroom Activities. Oxford : Macmillan, 2008
• Stone, Jeanne M., Cooperative Learning & Language Arts. San Clemente : Kagan Publishing, 1994
• Stone, Jeanne M., Cooperative Learning Reading Activities. San Clemente : Kagan Publishing, 2000
• Stone, Jeanne M., Cooperative Learning Writing Activities. San Clemente : Kagan Publishing, 1998
• Tate L., Marcia, Graphic Organizers and Other Visual Strategies: Engage the Brain. Thousand Oaks : Corwin
Press, 2008
Reference Websites and Resources
For the Teacher

• One Stop English: http://www.onestopenglish.com/
Macmillan’s resource site for English language teachers.
• Teaching English: http://www.teachingenglish.org.uk

BBC and the British Council’s site for classroom materials and teacher development.
• Adolescent Literacy: www.adlit.org

Literacy resources for parents and educators.
For Students
• Learn English: http://learnenglish.britishcouncil.org/en/
A site that includes games, songs, stories, listening activities, and grammar exercises.
• BBC Bitesize: http://www.bbc.co.uk/schools/ks3bitesize/

A website provided by the BBC, with interactive activities for years 7, 8, and 9 in the English school system.
• The Podcast Directory: http//www.podfeed.net

A listing of imaginative and informative podcasts with a variety of topics.
• Teen Reads: http://teenreads.com

A website with numerous sections to connect teens with the love of reading.
• Kids Love to Know: http://www.kids.lovetoknow.com

Numerous topics for helping children, parents, and teachers.
• One Act Plays: http://www.one-act-plays.com

This website is an excellent resource for royalty-free short plays.
175

Tracklist
Track Contents Page Track Contents Page
Unit 1 Unit 5
1 Introduction 26 Lesson 1, Activity 7 130
2 Lesson 1, Activity 3 8 27 Lesson 3, Activity 5 143
6 Lesson 2, Activity 4 15
Unit 2
Unit 3
Unit 4
176

All Ready Teachers Guide 3

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All Ready Teachers Guide 3

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Jimena Lizalde

Fanny Riva Palacio

Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt

4733358_AR_TG3_CON_Cover_bn.indd 1 5/23/13 11:43 AM

AR_TG3_pp001_022_Prelims.indd 1 16/07/11 01:47

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

AR_TG3_p002_Imprint page.indd 2 10/09/12 15:18

Introduction ………………………………………………………… page 5

Unit 1 …………………………………………………………………. page 23

Unit 2 …………………………………………………………………. page 49

Unit 3 …………………………………………………………………. page 75

Continuous and Global

Familiar and Community Literary and Ludic Formation and Academic 3

AR_TG3_pp001_022_Prelims.indd 3 16/07/11 01:47

Unit 5 …………………………………………………………………. page 127

Glossary ………………………………………………….…………. page 153

AR_TG3_pp001_022_Prelims-1.indd 4 17/07/11 15:38

Learn: Indicates activities which promote lifelong learning, learning autonomy,

Think: Indicates activities which develop critical thinking such as analyzing,

Me: Indicates activities which help students understand themselves, their

Collaborate: Indicates activities which involve cooperative work and develop

AR_TG3_pp001_022_Prelims.indd 6 19/07/11 18:40

Teaching notes Yearly Planner Unit 1

Learning Environment 1 of degree; connectors (furthermore, on one hand …, etc.)

This guide provides step-by-step comprehensive teaching notes on how

to cover the material in the Student Book. Each corresponding unit of

the Teacher’s Guide is clearly sub-divided into learning environments,

Lesson 1 Lesson Stages Student Book Reader Competencies

and when to do it.

The lesson notes follow the previously mentioned five-stage language

development plan. Similarly, product lessons are clearly based on the

aforementioned four-stage plans. Both of these lesson types begin with

key features like answer keys and competency icons.

Other useful sections in the teaching notes include: Product 1

Student Book activities, the chapters of the Reader, the competencies to

Reader box: This is a set of instructions on how to present and carry

Alternative Activity box: This offers the teacher an alternative way to

AR_TG3_pp001_022_Prelims-1.indd 7 17/07/11 15:23

Bibliography for Teachers: This is a list of reference materials for teachers.

Other resource material:

The Readers consist of three main sections:

AR_TG3_pp001_022_Prelims.indd 8 16/07/11 01:47

texts, followed by a glossary designed to help comprehension during the

Helpful ideas for using All Ready! 3

All Ready! 3 provide activities designed to improve and

At word level, drawing students’ attention to spelling patterns and

Similarly, there is an abundance of useful sentence-based activities available to the teacher;

AR_TG3_pp001_022_Prelims.indd 9 16/07/11 01:47

To begin with, songs can be used as a means of teaching values and

One thing is certain, songs are an excellent way to engage students’

AR_TG3_p003_022_Prelims.indd 10 08/05/12 10:50

Learning Environment 1 of degree; connectors (furthermore, on one hand …, etc.)

AR_TG3_pp001_022_Prelims.indd 11 19/07/11 18:32

Learning Environment 2 Achievements:

The Ghost Think

I practice Pages 20-32

AR_TG3_pp001_022_Prelims-1.indd 12 16/07/11 17:18

Learning Environment 1 Achievements:

AR_TG3_pp001_022_Prelims-1.indd 13 16/07/11 17:19

Learning Environment 2 Achievements:

Class 37 I know Activity 1

AR_TG3_p003_022_Prelims.indd 14 31/08/12 17:33

Learning Environment 1 Achievements:

AR_TG3_pp001_022_Prelims-1.indd 15 17/07/11 15:37

Learning Environment 1 of degree; connectors (furthermore, on one hand …, etc.)

Learning Environment 2 Achievements:

Learning Environment 1 Achievements:

Learning Environment 2 Achievements:

Learning Environment 1 Achievements:

L earning Environment 1: Learning Environment 2: