HitTheRoad 3 TG

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Authors
Sergio Andrei Rosas Tafur
Marcela Alejandra Espinosa Dueñas
Andrea Yamile Gaitán Medina
Óscar Eduardo Adán Díaz
Authors
Sergio Andrei Rosas Tafur
B.Ed. in Basic Education with an Emphasis in English,
Universidad Distrital Francisco José de Caldas,
Colombia.
Marcela Alejandra Espinosa Dueñas

B.A. in Languages and Sociocultural Studies,
Universidad de los Andes, Colombia. Specialization
in Spanish-English-French translation, Universidad
del Rosario, Colombia. M.A. in Applied Linguistics for
Language Teaching, Kingston University, The United
Kingdom.
Andrea Yamile Gaitán Medina

B.A. in Humanities with an Emphasis in Foreign
Languages, Universidad Pedagógica Nacional, Colombia.
Óscar Eduardo Adán Díaz

B.A. in Film and Television, Universidad Nacional de
Colombia. M.A. in Education, Pontificia Universidad
Javeriana, Colombia.
Greenwich Editor-in-Chief, Javier Andrés Tibaquirá Pinto Educactiva S.A.S

Editors, Adriana Marcela Molano Pacheco, Violeta © 2018
Alejandra Villalba Zúñiga, Catalina Rozo Tovar This publication is protected by Copyright and no
Consulting Reviewer, Joseph Morgan Packer reproduction of any part may take place without the
Copy Editors, Alejandro Wilches, Cindy Viviana Reyes Alba written permission of the publisher.
Art Director, Gloria Esperanza Vásquez Arévalo
Cover Design, Rocío Milena Marmolejo Cumbe Printed by Carvajal Soluciones de Comunicación S. A. S.
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Layout, Yolanda Alarcón Vega ISBN: 978-958-00-0295-6
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Audio Producer, Juan Carlos Jaramillo
Market Research, Cristina Villamil
Hit the Road! is a secondary school series aimed at
achieving a B1 level as defined by the Common European
Framework of Reference for Languages (CEFR). The program
is based on the principles of the Communicative Approach
to language learning and teaching, which promotes the
interactive development of all language skills and intercultural
awareness in students, while at the same time focusing on
their experiences and interests. From this perspective, it is
important that teachers encourage interaction among students,
as well as between students and texts in such a way that the
classroom becomes a full-time language laboratory; that is,
developing skills through practical language experimentation
and application rather than just thinking about it. Additionally,
Hit the Road! views English as a vehicle to reinforce basic
content areas (social studies, science, math, art, technology
and civic literacy), thus making the language lessons richer
and promoting students’ intellectual development.
t’s Book
Studen Audio CDs
• Intro: A 5-page review unit

• 1 audio CD
• 6 content-based units, for students
which are divided into 5
lessons, plus a project and • 2 audio CDs
a quiz for teachers
• Gap activities, glossary
activities and a grammar
summary at the end of the
book Get to Know
Hit the Road!
Teacher’s Guide
Step-by-step guidance for each lesson

Workbook
•
• CEF descriptors and learning

strategies, activity by activity
• Expansion on cultural, cross-
• Intro: A 4-page
curricular and linguistic contents
review unit
• Extra ideas, useful web links and a
• 6 units that
special section to help develop critical
reinforce what is
thinking
presented in the
Student’s Book • Suggestions for self-, peer and
teacher assessments
• Rubrics

III
I. Principles Behind
The course has been conceived in accordance presented in the English class, those belonging to
with the CEFR and offers a sequential-spiral other subjects and current affairs.
syllabus (recycling as frequently as possible) to help
It is also through activities oriented to the
teachers in their work of promoting the development
development of autonomy, via learning strategies,
of the communicative competence (linguistic,
that Hit the Road! responds to students’ needs.
sociolinguistic, pragmatic) in their students.
According to Rebecca Oxford (1990), learning
The communicative functions of language and the
strategies are specific actions that a student carries
holistic development of students are key foundations
out in order to make his/her learning process more
for Hit the Road! Jim Cummins (1980) establishes a
effective. Hit the Road! incorporates these strategies
difference between conversational language (Basic
because they:
Interpersonal Communicative Skills, BICS) and
academic language (Cognitive Academic Language • contribute to the development of the
Proficiency, CALP). The first refers to the kind of communicative competence.
language students acquire in the earlier years of • allow students to assume responsibility with
life, which allows them to talk about topics they are respect to their learning process.
familiar with; in other words, it is the language they • can be used to solve problems, carry out
need to interact socially on a daily basis. The latter tasks and achieve specific goals.
refers to the ability to deal with complex aspects • extend the role of teachers to become
of language related to subject areas. Thus, Hit counselors who stimulate their use.
the Road! focuses not only on the development • involve more aspects than simply the
of listening, reading, speaking and writing in an cognitive one.
integrated and progressive way, but also on carefully • are flexible and adaptable.
selected subject area content materials to reinforce • Task-Based Learning: The lessons are designed
academic language acquisition and related skills. using a structure which enables learners to
Hit the Road! believes in eclecticism: The program acquire English for real-life purposes. Students
embraces different approaches for teaching are prepared through challenging tasks and
English as a foreign language with the belief that activities to use vocabulary, expressions, and
these benefit both the learning and teaching grammatical structures in practical ways. They
processes. The purpose of taking into account these are also encouraged to apply and analyze survey
approaches is to allow teachers to broaden their information, research, report / discuss on different
awareness on what they do, how they do it and, topics and show their results in the form of project
above all, how they may help their students to learn. presentations, which help them develop both
interpersonal and language skills.
• Learner-Centeredness: Hit the Road! considers
students’ interests at each level of the process. However, this does not mean that grammar will
The books include activities that take into not be studied in the series. Rather, it is expected
account different learning styles and stimulate to be used for understanding and producing
the development of values and critical thinking messages when trying to achieve a number of
by establishing connections between the topics practical purposes.
Learning Strategies included in Hit the Road!

Direct Indirect
Memory Cognitive Compensation Metacognitive Affective Social
• Creating mental • Practicing • Guessing • Centering your • Lowering your • Asking

linkages • Receiving and intelligently learning anxiety questions
• Applying images and sending messages • Overcoming • Arranging and • Encouraging • Cooperating
sounds • Analyzing and limitations in planning your yourself with others
• Reviewing well reasoning speaking and learning • Taking your • Empathizing
• Employing action • Creating structure writing • Evaluating your emotional with others
for input and output learning temperature

IV
• 21st Century Skills: Hit the Road! provides opportunities for students to develop a
number of habits, character traits and knowledge that are considered crucial in the
information age. Therefore, the series intends to contribute to much more than just the
learning of the English language, thus working on cross-disciplinary skills that will help
learners interact and succeed socially and professionally in today’s world.
Hit the Road! and 21st Century Skills
Information, Media
Learning and Innovation Life and Career
and Technology
Communication and ICT Literacy Leadership and Responsibility

Collaboration • Apply technology effectively • Guide and lead others
• Communicate clearly • Be responsible to others
• Communicate with others
Media Literacy
• Analyze media Social and Cross-Curricular
Critical Thinking • Create media products Skills
and Problem Solving
• Interact effectively with
• Reason effectively
others
• Use systems of thinking Information Literacy
• Work effectively in diverse
• Make judgments and • Access and evaluate teams
decisions information
• Solve problems • Use and manage
information
Initiative and Self-Direction
Creativity and Innovation • Manage goals and time
• Work independently
• Think creatively • Be self-directed learners
• Work creatively with others
• Implement innovations
• Soft CLIL (Content and Language Integrated Learning): By including selected

curricular content, Hit the Road! aims at reinforcing topics related to subject areas.
In particular, the program uses the 4 Cs Framework as described byy Doyle,
y , Hood and
Marsh (2010): Communication, Content, nt, Cognition and Culture, whose relationship
fosters both content and language learning:
ning:
Communication: Language • CEF standardss (A1-B1)

learning and using • Teaching / Learning
arning methods and approaches
Content: Subject matter • Selected topicss related to specific areas
• English and subject

ubject area skills: math, social studies,
Cognition: Learning and thinking science, art, technology
echnology and civic literacy
processes • Learning strategies
egies
• 21st century skills
kills
• Texts that motivate

ivate students to learn about
Culture: Intercultural
other cultures and value their own
understanding, global citizenship
• 21st century skills
kills

V
II. Components
A. STUDENT’S BOOK
INTRO
At the beginning of the book there is a five-page unit, whose
purpose is to help students make the transition from one level to
the next.
UNIT STRUCTURE
Opening
It includes two or three questions to activate students’ previous knowledge and
life experiences. The goals (one per lesson) and a summary of the final project
are also stated clearly, so students can visualize their learning.
Lesson 1
Vocabulary
It familiarizes students with the

main lexical items related to the
topic(s) of the unit and, when
necessary, reviews previously
studied grammar. The items
are introduced through dialogs,
listening activities, short readings,
picture analysis, etc. Lexical
development is a basic element
in language learning, but it is not
considered an isolated process.
Rather, it is a series of items
associated in a given context with
clear communicative purposes.
Lesson 2
Language and Function
It presents the main functions

and grammatical structures
associated with the topic(s) of the
unit. So, within communicative
contexts, teachers and students
will find form-oriented tasks, as
well as function-oriented tasks.

VI
Lesson 4
Lesson 3 CLIL
Pronunciation
It focuses on reading and writing, while reinforcing content from six
This lesson, always with the subject areas (one per unit): social studies, art, science, technology,
main topic(s) in mind, provides math, and civic literacy. The tasks include level-appropriate text
students with a wide range of types, along with before, while, and after reading activities. In
activities to get familiar and addition, most of the time students will use the texts as models to
practice English sounds. develop their writing. By this stage of the unit, they will integrate the
use of lexis, grammar, paragraph structures, etc. to achieve “above-
the-sentence” communicative purposes. Lesson 4 takes them from
understanding (and taking position, in some cases) to creating their
own texts in English.
Lesson 5
Communication
It focuses on day-to-day
situations, enabling students
to learn new expressions and
develop real life communicative
abilities: ordering simple food/
drinks, saying sorry, asking for
help, selling and buying things,
using abbreviations, etc.
Project
Here, students will use the recently acquired knowledge and 21st
century skills to develop and present a product related to the
topic(s) of the unit. This special page also includes a “Discuss your
experience” stage, which gives students the opportunity to reflect
on their feelings while they were working on the project. Assessment
rubrics are included in the Teacher’s Guide.

VII
SPECIAL SECTIONS
Quiz Time
Students will go through a Challenge

number of activities to show An activity to trigger students’ previous knowledge at the
they have achieved the goals beginning of lessons 1-5.
proposed at the beginning of the
unit. There is at least one activity
per communicative skill, whose
rubrics are also included in the
Teacher’s Guide.
Checkpoint
A self-assessment statement related to the lesson’s main goal.
Extra self- and peer-evaluation suggestions with rubrics provided
in the Teacher’s Guide.
Glossary
It revisits the main lexical items

of the unit. The words are
accompanied by their class
(noun, verb, adjective, adverb),
meaning and photographs.
They will also be practiced on
the Glossary Activities appendix
Strategy Box
section at the end of the book.
This provides learning strategies (see Oxford’s inventory in section
I) related to a specific activity. There is at least one strategy per
skill (reading, listening, writing and speaking) in every unit.

VIII
Word Bank
This includes words/expressions that are necessary for
specific activities.
Grammar Box
This focuses on language structures. It is often
accompanied with a brief description of the
communicative function being presented/practiced,
as well as examples with useful color coding.
Language File
This includes additional language explanations:
capitalization and punctuation rules, spelling, parts of
speech, collocations, etc.
Heads Up!
This provides students and teachers with
interesting, supplementary information related
to the topic(s) of the unit. It also includes
cultural and subject matter facts, which
stimulate students’ curiosity/critical thinking.
Daily English
This familiarizes students with expressions that are very
common in English.
Dictionary
This presents the meaning of difficult words,
necessary to better understand a text. It only
appears in lesson 4 (CLIL).

IX
APPENDICES
Glossary Activities Gap Activities Grammar Summary
These pages reinforce the By engaging in meaningful A general view of the most
understanding and use of interaction, students fill important language structures
vocabulary through activities that information gaps related to what studied in the book.
make a further impression on they have learned.
students’ brain (from short-term
memory to long-term memory).
B. AUDIO CDS C. WORKBOOK
Each level comes with 2 The purpose of the Workbook

CDs for teachers and 1 CD is to review the topics and
for students (which does linguistic contents presented in
not include selected tracks). the Student’s Book. To do so,
These recordings become the following key principles have
models of pronunciation and been set:
intonation, relevant for the • Repeating and practicing of
development of the listening vocabulary and grammatical
and speaking skills. Dialogs structures.
that reflect real life situations
• Deepening understanding of
in different contexts provide
communicative functions.
authenticity.
• Consolidating subject area
concepts.
At the end of each unit there is
another Quiz Time, which may be
used as reinforcement.

X
D. TEACHER’S GUIDE
This includes the complete scope and sequence charts (books 1 to

6), step-by-step suggestions on every page, the transcripts of those
listening activities that do not appear in the Student’s Book, and a
useful tracklist.
2
4
The Challenge suggestions Three methodological • Production: A variety

1 help provide context and stages to ensure of instances for using
activate students’ previous communicative language language in a less
knowledge. teaching: controlled-way. These
writing/speaking activities
• Presentation: Inductive are related to each lesson’s
The exercises are and deductive activities main goal.
2 accompanied by the CEFR that expose students to
standard they address. language fundamentals.
4 • Practice: Opportunities Suggestions for peer- and
to apply new knowledge. 5 self-assessment linked with
Learning strategies are The activities to be used Checkpoint statements.
3 clearly identified and during this stage should
developed. be as flexible and
adaptable as possible, Extra ideas contribute to
so teachers are more 6 take some activities one
than welcome to include step beyond.
additional tasks to
enrich their lessons.

XI
The special sections in the Teacher’s Guide 8 Answers to all the activities.
expand on the cultural, cross-curricular
7
and linguistic information presented in the
Student’s Book.
Reading comprehension (lesson 4) is
9 developed in three stages: before reading,
while reading and after reading.
9 10 Specific goals, activity by activity.

8
7
11 Useful, topic-related web links.
11
A special section to help develop critical

12
thinking.
9
9
8
10
12
12
Quiz Time and Project rubrics, for grading

13 and assessing students’ performance.

XII
Hit the Road! regards preparation as a way to foster success: Planning gives teachers
confidence and the chance to predict possible areas of improvement; it ensures that the
teaching sequence is balanced and appropriate for students; and it allows for adjusting
materials. The design of the program makes allowances for a conventional insight of
planning, which you can develop through the following stages, all of which account for the
achievement of the main learning goals, as well as for variety and flexibility of resources:
Activities that explore students’ previous knowledge and help them become aware that they have a
lot of ideas to contribute to the class.
Warm-Up
• Describing pictures • Listening to or reading short, simple texts
• Talking about personal experiences • Recalling what has been learned
• Brainstorming of key words
Activities that introduce the context and exemplify the topics of the lesson: vocabulary and
Presentation expressions, structures, functions.
• Using pictures and key words/expressions • Analyzing aural and written models
Activities that promote assisted application of new knowledge. Skill integration. Cognitively
challenging activities so that students develop a problem-solving attitude toward language learning.
Practice
• Following models • Listening comprehension
• Describing pictures • Practicing pronunciation
• Role-playing
Activities that reinforce learning by practicing or extrapolating new knowledge:

Production • Personalizing • Role-playing
• Speaking in pairs or groups • Writing short texts
Expansion • Projects • Extra activities

• Gap activities • Critical thinking activities
Evaluation • Self-assessment
• Peer evaluation
• Teacher feedback
References
• Brown, D. (2001) “Teaching by Principles,” in Teaching by Principles: an Interactive Approach
to Language Pedagogy, Addison Wesley Longman.
• Cohen, A., Macaro E. (eds) (2007) Language Learner Strategies: Thirty Years of Research and
Practice, Oxford University Press.
• Consortium for 21st Century Learning. Retrieved from: http://www.p21.org/about-us/p21-
framework
• Council of Europe (2001). Common European Framework of Reference for Languages.
Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
• Cummins, J. (1984) Bilingual Education and Special Education: Issues in Assessment and
Pedagogy, College Hill. Also, Jim Cummins on BICS and CALP. Retrieved from: https://vimeo.
com/56112120
• Doyle, C., Hood, P., Marsh, D. (2010) CLIL: Content and Language Integrated Learning,
Cambridge University Press.
• Oxford, R. (1990) Language Learning Strategies: What Every Teacher Should Know, Heinle
Cengage Learning.

XIII
Unit 1 Page 11 Unit 2 Page 25
Around the World! It Runs in the Family!
• Greet someone, introduce yourself and say • Describe a person you admire.
goodbye. • Describe a family member.
• Complete a text with personal information. • Recognize and pronounce the sounds /ಢ/ and /ೃ/.
• Contract simple sentences and recognize rising Apply different strategies to write short
Goals
•
and falling intonation in questions. descriptions.
• Write a short text describing your country, based • Talk about people’s physical and personality traits.
on a model.
• Use questions to show you don’t understand
something.
• Greetings and leave-takings • Parts of the body

• Personal information: name, last name, address, • Physical features: tall, short, medium height,
phone number, email little, pretty, beautiful, handsome, attractive, thin,
Grammar and Vocabulary
• Countries and nationalities chubby

• Verb to be in the present: I am Elena. Sara is from • Personality traits: shy, fun, quiet, messy, noisy,
Greece. He is 12 years old. What’s your name? lazy, outgoing, serious, sporty, relaxed, organized
How old are you? Where are you from? How do you • Family members: mom, dad, brother, sister,
spell your last name? cousin, uncle, aunt, grandma, grandpa
Functions • Possessive adjectives: my, your, his, her, its, our,
their
• Greeting people and responding to greetings
• Verb to be in the present: She is my mom. Her
• Introducing oneself and other people
name is Mary. She is tall. Her eyes are black. She
• Asking for and giving personal information is an outgoing person. Who is she?
• Asking for and giving the spelling of words • Live and have
• Asking for repetition and clarification
Functions
• Describing people
• Expressing possession
Strategies
• Expressing family relationships
Listening Listening
• Using context clues • Formally practicing with sounds
Reading Reading
• Guessing intelligently • Using imagery
Pronunciation
Writing • Associating
• Planning for a language task (based on a model) Writing

• Conjunctions: and (addition), but (contrast) •Recombining
Speaking Speaking
• Asking for repetition and clarification • Using a circumlocution or synonym
• Contractions (verb to be) Sounds /ಢ/ and /ೃ/

Communication
•
• Rising and falling intonation (yes/no and
wh-questions)
• Starting up a conversation at a basic level • Describing people’s physical and personality traits
CLIL
Social Studies: The continents Civic Literacy: Types of families

Project
Windows to the World (digital presentation) Family Ties (family tree presentation)
Derechos
HIT THE ROAD! 1 reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
The Right Clothing for

Every Day Is a Big Day!
the Season
• Talk about your daily routines. • Talk about the weather, seasons, and clothing.
• Discuss activities you do during the weekend. • Identify and signal an object’s owner and position.
• Identify and pronounce Simple Present tense verb • Identify and mark word stress.
endings. Read and interpret graphic data to complete a
Goals
•
• Describe your diet for one day. report.
• Talk about household chores you do. • Talk about celebrations.
• School subjects • Ordinal numbers, dates, and celebrations

• Days of the week • Seasons: spring, summer, fall, winter
• Time: o’clock, a quarter past, half past, a quarter • Adjectives (related to the weather)
to • Clothing (related to the weather)

• Prepositions of time: at, in, on • Demonstrative pronouns: this, that, these, those
• Adverbs of frequency: always, usually, sometimes, • Possessive pronouns: mine, yours, his, its, hers,
never ours, theirs.
• The Simple Present tense: He usually does • The Simple Present tense: She wears sandals in
homework in the afternoon. He doesn’t watch TV fall. It’s cold and snowy. Whose scarf is this? It’s
in the morning. Does he exercise on Sundays? hers.
How often does he play the guitar during the
week? He always plays the guitar. What time is it? Functions
It’s two twenty. • Asking and telling people the date
Functions • Talking about the weather
• Asking and telling people the day and time • Asking for and giving information about events
(celebrations)
• Asking for and giving information about routines
and habits • Asking for and giving information about personal
possessions
• Expressing the frequency of an action
Strategies
Listening Listening
• Identifying the purpose of a language task • Planning for a listening task
Reading Reading
•Highlighting •Using imagery
Pronunciation
Writing Writing
•Recognizing and using patterns • Using synonyms
Speaking • Using key words
• Placing new words into a context Speaking

•Practicing naturalistically
• Simple Present tense verb endings • Word stress

Communication
• Giving suggestions in simple ways • Showing interest in conversations

• Offering help in simple ways
CLIL
Science: Food groups Math: Weather and clothing trends

Project
A Day in a Comic Strip A Special Celebration (presentation)

HIT THE ROAD! 1
Art Around the City Are You Having Fun?
• Talk about a relative’s job. • Talk about free time activities, likes and dislikes.
• Ask for and give simple directions. • Complete a post.
• Create two-line verses using compound nouns. • Identify and pronounce the sounds /n/ and /ŋ/.
Write a short descriptive text about an artistic Connect ideas using because.
Goals
• •
expression. • Complete a short phone conversation.
• Ask for and give directions using a subway map.
• Occupations: accountant, historian, librarian, • Free time activities: going to the movies, eating
nurse, doctor, waiter, butcher, mechanic, chef, out, hanging out with friends, playing video
craftswoman, trainer, carpenter, pilot, hairdresser games, traveling, listening to music, playing (an
• Places in the city instrument), watching TV, cooking

• Prepositions of place: between, next to, near, • The Present Progressive tense: My family is having
behind, at, on, in, across from, in front of, on the a picnic in the park. My dad is eating, my mom is
corner of sleeping, and my brothers are playing basketball.
Are you listening to music? What are you doing?
• There is / There are: There is a train station on
Park Ave. There are two hospitals and three parks • Like, enjoy, love, dislike, hate: I enjoy playing video
in my neighborhood. games. She hates watching TV. Pete loves playing
the piano.
• Imperatives (verbs to give directions): go straight,
turn right, walk one block Functions
Functions • Expressing preferences, likes and dislikes
• Asking for and giving simple information about • Talking about what people are doing at the
places moment
• Asking for and giving directions
• Understanding simple signs and notices
Strategies
Listening Listening
• Using linguistic clues • Using other clues
Reading Reading
• Analyzing expressions • Reasoning deductively
• Summarizing Writing
Pronunciation
Writing •Recognizing and using formulas and patterns

• Identifiying the purpose of a language task Speaking
Speaking • Adjusting or approximating the message
•Recombining
• Compound words • Sounds /n/ and /ŋ/

Communication
• Using expressions to be polite when asking for and • Participating in telephone conversations
giving directions
CLIL
Arts: Public art Technology: Video games

Project
Walking Your City (digital photography exhibit) A Day in a Life (video)
Derechos
Talented People All

One Day At a Time
Around You!
• Ask and answer simple questions about how you • Describe someone’s personality and his/her
and other people feel. talents.
• Give information about your routines, habits, and • Talk about your abilities and future plans for those
current activities. abilities you lack.
Goals
• Use falling and raising intonation when asking • Correctly pronounce can and can’t.
yes/no and wh-questions. • Write about what some Paralympic athletes can do
• Ask and write information about someone else’s really well.
routine. • Use expressions to react to good and bad news.
• Use typical expressions in a telephone
conversation.
• Feelings (positive and negative) • Personality adjectives (I)

• Verbs related to school, home, work, and leisure • Action verbs
• Adverbs of frequency • Good at: I’m good at learning languages. They

• The Simple Present tense: I walk my dog twice a aren’t good at singing.
day. She never takes a nap in the afternoon. • Can: I can cook Thai food. He can’t do financial
• The Present Progressive tense: I’m chatting right math.
now. He’s taking hip hop classes this month. • Be + going to: I’m going to hire a voice coach. She
Functions isn’t going to give up!
• Talking about feelings Functions
• Asking for and giving information about routines • Describing people (qualities)
and habits • Talking about things that people do well
• Expressing the frequency of an action • Expressing ability in the present
• Talking about what people are doing at the • Talking about future plans
moment
Strategies
Listening Listening
• Asking for verification or clarification • Rewarding yourself
Reading Reading
• Highlighting • Translating
Writing Writing
Pronunciation
•Using mechanical techniques •Using a circumlocution or synonym

Speaking Speaking
• Taking risks wisely •Using mime or gesture
• Rising and falling intonation • Can and can’t

Communication
• Leaving and taking a message • Reacting to good and bad news

CLIL
Social Studies: Regions and routines Technology: Paralympic Games

Project
A Comic Presentation (comic strip) Got Talent (talent show)

HIT THE ROAD! 2
Healthy and Tasty! A Fascinating Kingdom
• Use different expressions to talk about food items • Complete a short paragraph describing an animal.
that you like and don’t like. • Describe an animal’s abilities.
• Write a simple recipe. • Identify and pronounce short and long vowels
• Identify and pronounce the vowel sound schwa /ə/ correctly.
Goals
correctly. • Write short sentences describing animals’

• Write suggestions based on a text for how to have emotions.
a balanced diet. • Use expressions to show interest and surprise in
• Use expressions to ask for and buy food. short conversations.
• Countable and uncountable nouns (food) • Vertebrates

• Containers and quantifiers • Animal body parts
• Cooking actions • Animal skills
• There is/are + some/any: There is some cheese. • Short and long adjectives
There aren’t any tomatoes. • The comparative form: The giant panda is heavier
• How much/many: How much butter do you need? than the spectacled bear.
How many bananas are there? • The superlative form: The ostrich is the largest bird
• Imperatives: Grate the cheese. Don’t boil it. in the world.
• Object pronouns it and them. • Can (review): Blue whales can swim up to 48
kilometers per hour (km/h).
Functions
• Expressing existence in the present Functions
• Talking about food • Making comparisons and expressing degrees of
difference
• Following and giving simple instructions
• Expressing ability in the present
• Describing simple recipes
• Buying and selling food
Strategies
Listening Listening
• Taking notes • Repeating
Reading Reading
•Switching to the mother tongue •Developing cultural understanding
Writing Writing
Pronunciation
• Structured reviewing • Adjusting or approximating the message
Speaking Speaking
•Asking for correction •Placing new words into a context
Sound /ə/ Long and short vowels

Communication
• •
• Buying and selling things (food) • Showing interest and surprise

CLIL
Math: Fractions and percentages Science: Animals’ emotions

Project
Global Foodcast (podcast) Animals on the Brink (photography exhibition)
Derechos
Ancient Civilizations The Traveler Is the Journey
• Ask and answer questions about an ancient • Use adjectives to describe different activities.
civilization. • Write summaries about past events, based on
• Give specific information about an ancient culture. simple interviews.
• Identify and pronounce the final -ed sound • Distinguish and pronounce the sounds /ʃ/ and /tʃ/
Goals
properly. correctly.
• Use also, too, and as well in different sentences. • Write simple ideas on how to become a more
• Use may, could, and can properly when asking for responsible tourist.
permission or making a request. • Recognize different airport announcements and
instructions.
• Personality adjectives (II) • Adjectives related to vacation experiences

• Regular verbs • Irregular verbs
• The verb to be in the Simple Past tense: I was in • Adjectives ending in -ed and -ing
Mexico last month. You were 12 when I met you. • There was/were: There was only local food. There
He wasn’t bored during his last vacation. were three international restaurants.
• The Simple Past tense with regular verbs: The • The Simple Past tense with irregular verbs: I
Muiscas thrived in the high Andean plains. The went to Rome last vacation. She didn’t go hiking
Egyptians didn’t cultivate maize. yesterday.
• Could: I could read when I was four. He couldn’t • Yes/No and wh-questions in the Simple Past tense:
speak Swahili. Did you have an accident during your trip? What
• Yes/No and wh-questions in the Simple Past tense: did you lose?
Did the Incas cultivate rice? Where did they live?
Functions
Functions • Expressing existence in the past
• Describing people (qualities) • Talking about past events and completed actions
• Talking about past events in the past
• Expressing ability in the past
Strategies
Listening Listening
• Delaying speech production to focus on listening • Taking notes
Reading Reading
•Highlighting •Reasoning deductively
Writing Writing
Pronunciation
• Overviewing and linking with already known • Seeking practice opportunities

material
Speaking
Speaking • Using mime or gesture
• Developing cultural understanding
• -ed ending: /㸍d/, /t/, and /d/ • Sounds /ʃ/ and /tʃ/
Communication
• Asking for permission and making requests • Recognizing airport announcements and
instructions
CLIL
Arts: Colors and their meaning Civic Literacy: Responsible tourism

Project
Comparing Civilizations (Venn diagram) A Trip Through Pictures (photo blog)

HIT THE ROAD! 2
They Changed the World! Tell Me About It!
• Ask and answer wh-questions about famous • Ask and answer questions using comparative and
inventions. superlative adjectives.
• Interview a person and write a short report about • Write a short anecdote.
life in the past. • Recognize and pronounce the sounds /æ/ and /Λ/
Goals
• Identify silent letters in words. correctly.

• Write a brief descriptive text about a serendipitous • Write a description of a disorder of the endocrine
invention. system.
• Understand and practice expressions to buy • Use expressions to apologize.
technological products.
• Regular and irregular verbs • Adjectives ending in -ed vs. adjectives ending in
• The Simple Past tense and the Simple Present -ing
tense: In the 50’s, married women usually stayed • The comparative and superlative forms
home. Now, they usually go to college. • There was and there were: There was a big
• Wh-questions in the Simple Past tense: Where sculpture. There weren’t any pets at the park.
was the automobile invented? When did Karl Drais • The Past Progressive tense and the Simple Past
invent the bicycle? tense: Herbert was listening to music when Paul
• Used to: Ryan used to sing in a rock band. Gloria phoned him. May and Sky weren’t dancing at the
didn’t used to drive to work. club when Sophie arrived.
• Could and couldn’t: Before the Internet, people Functions
couldn’t send emails. After the VCR, people could • Expressing feelings and emotions and describing
record their favorite TV shows at home. the situations that cause them
Functions • Making comparisons and expressing degrees of
• Talking about past events difference
• Asking for and giving information about routines • Expressing existence in the past
and habits in the present and the past • Describing actions that were in progress when
• Expressing ability in the past other actions occurred in the past
Strategies
Listening Listening
• Self-monitoring • Getting the idea quickly
Reading • Using visual clues
•Using linguistic clues Reading

Writing •Using linguistic clues
Pronunciation
• Highlighting Writing
Speaking •Recombining
•Discussing your feelings with someone else Speaking
• Using imagery
• Cooperating with peers
• Silent letters • /æ/ and /Λ/

Communication
• Understanding and practicing expressions to buy • Using expressions to apologize

technological products
CLIL
Social Studies: Serendipitous inventions Science: The endocrine system

Project
Life-changing Ideas (infographic) Words and GIFs (blog about anecdotes)
Derechos
What the Future Has in Store

It’s Never Too Late to Act
for Us
• Write an ad about a futuristic job and ask and • Write recommendations related to the three R’s.
answer questions about it. • Ask for and give advice on consumption habits
• Ask and answer questions about future plans. and routines.
• Understand and pronounce the reduced forms of • Link consonants to vowels in sentences with
Goals
be going to and want to correctly. phrasal verbs.

• Write the plot of your own futuristic story. • Use transition words to write pieces of advice.
• Use expressions to make, accept, or decline an • Use expressions to make promises
invitation.
• Futuristic jobs • Countable and uncountable nouns related to

• The Present Progressive tense (future): The class everyday technology and appliances
is starting in five minutes. We aren’t attending the • The three R’s: Reduce, reuse, recycle
conference today. • Eco-actions

• Future with Will: Genetic scientists will probably • Phrasal verbs (I)
find the cure to Parkinson’s disease. Megan won’t
• Definite and indefinite articles. No article
discover a new vaccine for the influenza virus. Will
engineers develop time traveling? • How many, how much, not many, not much, too
much, too many, a lot of, enough
• Be + going to: Jordi is going to buy a new car. My
parents aren’t going to travel to China by airplane. • Should and shouldn’t: Joan should drink more
Are we going to study computer science after water. They shouldn’t do the laundry so often.
graduating? Functions
Functions • Expressing quantity
• Talking about fixed arrangements • Asking for and giving information about
• Making predictions about the future consumption habits and routines
• Expressing future plans and intentions • Asking for and giving advice
Strategies
Listening Listening
• Using progressive relaxation, deep breathing, or • Paying attention
meditation
Reading
Reading • Using a circumlocution or synonym
• Getting the idea quickly
Writing
Pronunciation
Writing •Planning for a language task

• Planning for a language task
Speaking
• Making positive statements
• Cooperating with peers
Speaking
•Using laughter
• Reductions gonna and wanna • Linking consonants to vowels

Communication
• Using expressions to make, accept, or decline an • Using expressions to make promises

invitation
CLIL
Arts: Utopias and dystopias Technology: Technology to reduce pollution

Project
Futuristic Scenes (diorama) Ten Ideas to Change Your World (list of suggestions
to reduce pollution)

HIT THE ROAD! 3
A Peaceful Place for All Nature Unleashed
• Write pieces of advice related to a problematic • Give recommendations on how to act before,
situation at school. during, and after a catastrophe.
• Write school rules and make signs to represent • Use connectors of sequence, cause, and result to
them. describe how a natural disaster occurs.
Goals
• Recognize and pronounce the reduced forms of • Recognize and pronounce the -ed ending of
have to and has to in sentences. adjectives.
• Write recommendations to resolve a conflict • Write implications about natural disasters using the
situation at school. zero conditional.
• Use abbreviations to write informal messages. • Report an emergency.
• Phrasal verbs (II) • Natural disasters and verbs related to them

• Should and shouldn’t (review) • Imperatives: Prepare a first aid kit. Don’t drive your
• Have to: James has to clean his bedroom. William car during a flood.
and Patrice have to walk the dog. • The Zero Conditional: If/When tectonic plates
• Don’t have to: Mary doesn’t have to get up early. reaccommodate and collide, there is an
You don’t have to work on Saturdays. earthquake.
• Must: I must study hard to get the scholarship. • Connectors of sequence: first, then, later, next,
Children must eat healthy food. finally
• Mustn’t: Lauren mustn’t skip school. Visitors • Connectors of cause and result: because, as, for,
mustn’t take pictures. since
Functions Functions
• Expressing opinion and giving advice • Following and giving simple instructions
• Expressing obligation and lack of obligation • Expressing general truths, scientific facts, and
predictable results of specific actions
• Expressing that something is or is not necessary
• Describing processes
• Expressing prohibition
Strategies
Listening Listening
• Using imagery • Reasoning deductively
Reading Reading
•Summarizing •Highlighting
Writing Writing
•Recombining • Asking for correction
Pronunciation
Speaking • Placing new words into a context
• Adjusting or approximating the message Speaking

• Using physical response or sensation
• Becoming aware of others’ thoughts and feelings
• Taking notes
• Reduced forms /hæftə/ and /hæstə/ • Adjectives ending in -ed: /t/, /d/, /㸍d/
Communication
• Using abbreviations to write informal messages • Reporting an emergency

CLIL
Civic Literacy: Conflict resolution Math: Propositions

Project
Ad Festival (advertisement) Ready to Help! (emergency committee)
Derechos
Wonderful Experiences More than a Game
• Tell your vacation plans using travel-related • Talk about an Olympic sport and its equipment.
expressions. • Describe the rules of a sport you practice or have
• Describe personal experiences and provide practiced.
specific details. • Differentiate and pronounce the sounds /ɛ/ and
Goals
• Pronounce contracted forms correctly. /e㸍/ correctly.

• Write a letter to describe a personal experience. • Write a brief description of a sport.
• Understand and use airport-related expressions. • Understand and use expressions related to airport
situations.
• Iconic places and destinations around the world: • Sports and equipment
Tikal, Mount Fuji, Petra, Taj Mahal, the Great Wall, • Collocations (II)
Angel Falls...
• The Present Perfect tense (ongoing states): They
• Collocations (I) have played chess since primary school. She

• Verbs: past and past participle forms hasn’t done yoga since October.
• The Present Perfect tense and the Simple Past • Adverbs: since, for, how long
tense: I’ve been to Santiago. I traveled there two • Passive Voice in the present: To play hockey,
years ago. protective gear is required.
• Questions: Have you ever … ?
Functions
• Adverbs: already, yet
• Describing processes
Functions • Talking about ongoing states
• Describing places • Emphasizing an action rather than the person who
• Understanding and producing short narratives does the action
• Talking about personal experiences and giving
details
Strategies
Listening Listening
• Taking risks wisely • Taking notes
• Cooperating with peers Reading
Reading • Analyzing expressions
• Using linguistic clues Writing
• Highlighting Planning for a language task
Pronunciation
•
Writing Speaking
•Recognizing and using formulas and patterns •Using keywords
Speaking
•Using mime or gesture
• Contracted forms: ’ve, ’s • Sounds /ɛ/ and /e㸍/

Communication
• Checking-in at the airport • Hotel dialogs

CLIL
Social Studies: Globalization Arts: Sports and art

Project
The Impact of Tourism (report) Unusual Sports (presentation)

HIT THE ROAD! 4
Revolutionary Technology Cool Jobs
• Express your opinion about cool tech gadgets. • Write the profile of a person.
• Describe a gadget you like. • Write your own profile: interests, likes and dislikes,
• Recognize and use rising and falling intonation in plans, goals.
short conversations. • Express meaning through intonation.
Goals
• Formulate the introduction for an interview. • Write a career prospect.

• Make and answer complaints about technology • Make plans and arrange a meeting.
devices.
• Collocations (III) • Personality adjectives

• Opinions, agreement and disagreement: I think..., I • Collocations (IV)
believe..., In my opinion..., I guess..., to be honest, • Love, like, hate + -ing; want to – would like to
I (don’t) agree.
• Future: will
• Passive Voice in the past
• Future: going to
• The Past Progressive tense and the Simple Past
tense Functions
• Indefinite pronouns: everybody, somebody, • Describing people (qualities)
nobody, anybody, everything, something, nothing, • Talking about likes and dislikes
anything • Making predictions
• Expressing opinion, agreement and disagreement • Talking about future plans and intentions
• Emphasizing an action rather than the person who
did the action
• Talking about actions that were in progress when
other actions occurred in the past
Strategies
Listening Listening
• Using progressive relaxation, deep breathing, or • Getting the idea quickly
meditation
Reading
Reading •Overviewing and linking with already known
• Practicing naturalistically material
Writing Writing
Pronunciation
• Using a circumlocution or synonym • Developing cultural understanding

Speaking • Becoming aware of others’ thoughts and feelings
• Lowering your anxiety • Cooperating with peers
• Rising and falling intonation • Reduction: want to

Communication
• Complaining • Planning activities with friends

CLIL
Technology: Digital natives and digital immigrants Math: Graphic organizers

Project
Like a Journalist (interview) University Fair (brochure)
Derechos
Open Your Eyes Culture Everywhere
• Use gerunds as subjects to talk about • Describe cultural events by placing adjectives in
environmental issues. the correct order.
• Create a post to express consequences and give • Talk about a celebration and cultural icons related
recommendations related to an environmental to it.
Goals
issue. • Use word and sentence stress.

• Use pauses to stress powerful moments and • Write a detailed description of your own culture.
convey meaning.
• Communicate effectively in a fast food restaurant.
• Write a short description of a graph.
• Use polite formulas to interrupt a conversation.
• Gerunds as subjects: overfishing, oil spilling, • Phrasal verbs

monoculture farming, land clearing, overhunting, • Adjective order: I loved the red and white checked
poaching, irresponsible mining tablecloths.
• First conditional: If you don’t recycle electronic • Infinitive to express purpose: People use trouble
devices, you will genererate e-waste. dolls to tell them their worries and fears and to
• Modals: should, might, could, may sleep well. In order not to waste time, I took a train.
Functions • Gerunds after prepositions
• Talking about things that will possibly happen in Functions
the future • Describing objects with cultural value
• Asking for and giving advice and recommendations • Asking for and giving information about places and
• Expressing degrees of certainty customs
Listening Listening
Strategies
• Guessing intelligently • Guessing intelligently
Reading • Planning for a language task
• Structured reviewing Reading

• Associating •Reasoning deductively
Writing Writing
• Cooperating with peers • Grouping
Pronunciation
Speaking Speaking
• Discussing your feelings •Planning and organizing
• Formally practicing with sounds and writing
systems
• Punctuated pauses and comprehension • Word and sentence stress

• Emphatic stress
Communication
• Interrupting a conversation • Ordering food

CLIL
Science: Global warming - Climate change Civic Literacy: The concept of culture
Project
Wh-poster (poster) Cultural YouTubers (video presentation)

HIT THE ROAD! 4
Your Carbon Footprint Paws and Claws
• Identify important actions related to sustainable • Use adverbs of time, place, manner, and
living. frequency in context.
• Write about actions to reduce school food waste. • Use the passive voice in the Present Perfect tense.
• Pronounce correctly the sounds / / and /t /. • Pronounce and use words with short and long
Goals
• Identify some eco-friendly actions to offset your vowel sounds creatively.

family’s carbon footprint. • Use correlative conjunctions in context.
• Have a conversation to participate in a swap • Use expressions to show agreement and
network. disagreement, as well as to give opinions and
reasons.
• Sustainable development • Pets and owners:

• Natural resources • Adverbs of time, manner, and place: tomorrow,
• Waste management happily, here
• Environmental awareness • Adverbs of frequency: often, regularly

• The Present Perfect Progressive: We have been • Adverbs of sequence: first, second, next
composting for four years. What have you been • Correlative conjunctions: both ... and, not only ...
learning these days? Has she been teaching but also, neither ... nor, either ... or
gardening lessons? • Passive voice in the Present Perfect tense: Have
Functions animals been better understood in the 21st
century?
• Talking about events that started in the past and
have continued up until now Functions
• Analyzing and evaluating environmental awareness • Giving reasons and explanations
actions • Restating what has been said
• Talking about personal experiences and giving • Expressing agreement and disagreement
details
• Arguing for a particular point of view about an
issue
Strategies
Listening Listening
• Using linguistic clues • Using other clues
Reading Reading
• Using keywords • Highlighting
Writing Writing
Pronunciation
•Formally practicing with sounds and writing •Structured reviewing

systems
Speaking
Speaking • Formally practicing with sounds and writing
• Using mime or gesture systems
• Sounds / / and /t / • Short and long vowels

Communication
• Talking about participating in a swap network • Using expressions to show agreement and
disagreement, as well as to give opinions and
reasons
CLIL
Civic Literacy: Sustainability Science: Taxonomy

Project
A Garbage Journal (poster board and journal) Quizmaster for a Day (online test)
Derechos
Enough Resources for

The Art of Taking Pictures
Everyone
• Use the prefix over- to intensify the meaning of a • Use the imperative form in context to give
concept. photography tips.
• Use relative clauses and used to / didn’t use to in • Use the First Conditional in context.
context. • Correctly use contractions for will and will not.
Goals
• Identify and pronounce correctly words with the • Use discourse markers to add a point.
sounds / / and /ð/. • Use the First Conditional in order to find solutions
• Express your opinion about overpopulation. to potential problems.
• Ask a foreigner questions about his/her country.
• Large numbers • Imperatives: Keep an eye open for repetitive

• Words with the prefix over-: overpopulated, patterns. Don’t take pictures of people without
overconsumption asking for permission.

• Countries and population in the Americas • Intensifiers: Too much, too many, enough, not
enough
• Relative pronouns: who, where, which, that
• Relative clauses: Sarah shares a class with • The First Conditional: If you don’t have good
immigrants who speak three languages. lighting in a room, you will have to use the flash to
take a picture.
• Used to / Didn’t use to: My city used to have less
inhabitants in the 80’s. Housing didn’t use to be so • Discourse markers: Also, too, above all, equally
expensive. important.
Functions Functions
• Talking about habits in the past • Expressing possibility
• Expressing opinions and stating facts • Giving recommendations and/or advice
• Asking for and giving information about places and • Making predictions and speculating about the
customs future
• Understanding and producing simple narratives • Describing simple processes
Strategies
Listening Listening
• Practicing naturalistically • Paying attention
Reading Reading
•Using linguistic clues •Reasoning deductively
Pronunciation
Writing Writing
• Recognizing and using formulas and patterns • Adjusting or approximating the message
Speaking Speaking
•Adjusting or approximating the message • Finding out about language learning
• th: One combination, two sounds • Contractions: ‘ll - won’t

Communication
• Asking a foreigner questions about his/her country • Using the First Conditional in order to find
solutions to potential problems
CLIL
Social Studies: Overpopulation Arts: Photography tips

Project
Our Own Infographic (presentation) Smartphone Art (digital photography exhibition)

HIT THE ROAD! 5
Technology Is Great!
Climbers Must Be Prepared
However ...
• Express obligation and give advice about climbing • Use gerunds and infinitives in context.
mountains. • Talk about activities that happened before other
• Talk and ask questions about hypothetical activities in the past.
situations. • Correctly pronounce and use some phrasal verbs.
Goals
• Correctly pronounce the contraction of would in • Express wishes and regrets using the Past Perfect
context. tense.
• Write a diary entry following a model. • Use some slang internet terms.
• Give advice after considering a situation.
• Mountains and climbers • Gadgets and technology issues

• Modal verbs: Should, must, have to, can, had • Gerunds and infinitives
better The Past Perfect and the Simple Past: Emma
•
• The Second Conditional: If I were 18, I would could not work comfortably because she hadn’t
register with one of those mountaineering clubs. adjusted her table and chair.
What would you do if you were on the summit of • Phrasal verbs: stare at, find out, zoom in
Mount Everest? If I weren’t so tall, I could wear my
best friend’s clothes. • Wishes and regrets: He wishes he hadn’t uploaded
so much information. I wish I had created a safer
Functions password.
• Talking about imaginary situations Functions
• Expressing obligation and lack of obligation • Describing problematic events and their outcomes
• Expressing that something is or is not necessary • Discussing pros and cons
• Giving advice, warnings, and prohibitions • Expressing wishes and regrets
Listening Listening
Strategies
• Associating/Elaborating • Using physical response or sensation

Reading Reading
• Using imagery • Overviewing and linking with already known
• Summarizing material
Writing Writing
• Using mechanical techniques •Adjusting or approximating the message
Pronunciation
Speaking Speaking
• Formally practicing with sounds and writing • Practicing naturalistically
systems
• Using a circumlocution or synonym
• Contraction of would • Stress: Phrasal verbs

Communication
• Giving advice after considering a situation • Using correctly some slang Internet terms
CLIL
Math: Percentages Technology: Reflections on modern technology

Project
One More Challenge (digital presentation) A Digital Survey (pie chart presentation)
Derechos
Solved and Unsolved

Storytelling Time
Mysteries
• Describe the basic elements and devices of a • Identify and use vocabulary referring to mysteries.
fiction story you like. • Make guesses about mysteries using modals and
• Compare books to their comic or movie the Present Perfect tense.
adaptations. • Recognize and use the contracted forms must’ve,
Goals
• Identify and use rising and falling intonation in tag may’ve, might’ve, and could’ve.
questions. • Write a text giving two different explanations for a
• Write a short story plot based on an outline. mysterious event, artifact, place, or creature.
• Identify and use cognates and false cognates. • Complain politely about a service or product.
• Narrative elements: setting, character, plot, theme • Words related to mysteries

• Narrative devices: twist, flashback, hook • Must, may, might, and could in the Simple Present
tense: Mermaids must be fake. There may be an
• Fictional plot structure
explanation for that. Nessy might not be real.

• Comic elements: panel, speech balloon, thought I think ghosts could exist.
balloon, caption, onomatopoeia, gutter
• Must, may, might, and could in the Present
• Intensifiers so and such (that): It’s such an Perfect tense: You must have been really scared.
amusing comic! The resolution was so predictable! People may have mistaken a bear with the Yeti.
The plot develops so slowly that I got bored. What might have caused the Dancing Plague of
• Comparisons with as ... as: The movie adaptation 1518? The Celts couldn’t have built Stonehenge.
is not as thought-provoking as the novel.
Functions
Functions • Expressing degrees of certainty and possibility
• Emphasizing adjectives and adverbs about the present
• Expressing cause and effect • Expressing degrees of certainty and possibility
• Making comparisons and expressing degrees of about the past

difference
Strategies
Listening Listening
• Recognizing and using formulas and patterns • Using non-linguistic clues
Reading Reading
• Getting the idea quickly •Highlighting
• Practicing naturalistically Writing
Writing • Recognizing and using formulas and patterns
Pronunciation
• Linking with already known material • Summarizing

Speaking • Cooperating with others
• Asking for help or clarification • Becoming aware of others’ thoughts and feelings
• Becoming aware of others’ thoughts and feelings • Using laughter
• Tag questions: Rising and falling intonation • Contracted forms: must’ve, may’ve, might’ve,
Communication
could’ve
• Differentiating between true and false cognates • Using expressions to make, accept, or reject a
complaint
CLIL
Arts: Comic books vs. graphic novels Science: A mystery solved by science
Project
Another Way to Tell a Story (comic adaptation) An Eerie Podcast (podcast)

HIT THE ROAD! 6
Jumping Off the Page Keeping Up With the World
• Express your opinion about different kinds of • Talk about news sources and news sections.
sports. • Report what your classmates said.
• Talk about unreal situations in the past. • Identify and stress content and function words.
• Link words to sound more natural in short Make your own savings plan by solving
Goals
•
conversations. proportions.
• Write a short text about a sports issue. • Identify and use conversational expressions related
• Understand and use idioms related to sports. to understanding information.
• Olympic sports: hammer throw, curling, fencing, • News sources: print newspapers, TV news,
sprint running, skeleton, breaststroke swimming newspaper apps, radio news, online newspapers
• Paralympic sports: para ice hockey, wheelchair • News sections: Local News, World Affairs, Health,
basketball, 7-a-side football, sitting volleyball Education, Technology, Culture and Arts, Opinion
• Sports equipment • Adjectives to describe news
• The Past Perfect tense: The player had twisted his • The Passive Voice in different tenses: Hundreds
ankle when the coach came back. of selfies are taken every day. What will be done to
• The Third Conditional: What would have happened negotiate peace?
if you had trained harder? • Reported Speech in different tenses: Frank asked
if Sophie had bought the tickets. Ross said he
Functions didn’t like the news.
• Talking about actions that happened before other
actions in the past Functions
• Describing situations that might have happened
• Emphasizing an action rather than the person who
but didn’t does the action
• Reporting what other people said
Listening Listening
Strategies
• Paying attention • Cooperating with proficient users of the language

Reading Reading
• Taking notes • Grouping
Writing • Using resources for receiving and sending
• Identifying the purpose of a language task messages

Pronunciation
• Transferring Writing
• Semantic mapping
Speaking
• Asking for correction
• Using resources for receiving and sending
messages Speaking
• Analyzing expressions • Adjusting or approximating the message
• Linking: consonant to vowel and vowel to vowel • Content words vs. function words
Communication
• Using idioms related to sports • Showing understanding, showing lack of

understanding, and checking for understanding
CLIL
Social Studies: The two sides of sports Math: Solving proportions to make a savings plan
Project
Behind the Curtain of Big Sports Events (debate) Our Online Newspaper (news/feature articles)
Derechos
Internet: The Good, the Bad,

Human Rights First
and the Ugly
• Write a profile describing your personality. • Talk about situations in which human rights were
• Express opinions related to past events and infringed or protected.
decisions. • Reflect on positive and negative aspects of your
• Use the contracted forms should’ve and could’ve community.
Goals
in short conversations. • Recognize and use both British and American

• Write an opinion paragraph about a misuse of pronunciation.
technology. • Write a biography of a human rights activist.
• Use conversation starters to break the ice. • Use idioms to share personal experiences.
• Adjectives of personality: gleeful, messy, • Human rights: right to freedom of opinion, right
affectionate, grumpy, whiny, selfless, picky to take part in political affairs, right not to be
• Phrasal verbs: let down, bottle up, burn up, freak discriminated for any reason, right to education
out, chill out, end up, hype up • The Passive Voice in the Present Perfect tense:
• Wish: Etta wishes she were less shy. I wish I had Women’s rights have been infringed for centuries.
had a pet as a child. Don’t you wish you could The right to work hasn’t been denied here.
travel more? • The Passive Voice with modal verbs: Diversity must
• Should and could in the Present Perfect tense: You be respected. What could be done to protect the
should have listened to your mother. How could right of education? Discrimination shouldn’t be
they have done that? accepted anywhere.
Functions Functions
• Expressing wishes and regrets (past, present, and • Emphasizing an action rather than the person who
future) does the action
• Expressing criticism, regret, or disapproval related • Expressing obligation, strong opinion, possibility,
to past situations and decisions or advice
Strategies
Listening Listening
• Taking risks wisely • Taking notes
Reading Reading
• Using key words • Reasoning deductively
• Reasoning deductively • Summarizing
• Using linguistic clues Writing

Pronunciation
Writing • Organizing
•Planning for a language task • Discussing your feelings with someone else
Speaking Speaking
• Selecting the topic • Developing cultural understanding
• Coining words • Using music
• Contractions: should’ve and could’ve • British and American English

Communication
• Making small talk • Sharing personal experiences by using idioms

CLIL
Technology: Bad uses of technology Civic Literacy: Human rights activists

Project
Selfies with a Sense (PechaKucha 20x20) A Call to Action on Human Rights (video)

HIT THE ROAD! 6
Intro Here We Go Again!
In this unit, some of the grammar structures and vocabulary from Student’s Book 2 will be reviewed.
Throughout these pages, students will be able to activate prior knowledge and get ready for new content.
Itinerary Pages
Vocabulary Grammar Structures
• There is and there are
• Daily routine verbs • Expressing likes and dislikes
• Prepositions of time: on, at, in • The Present Progressive tense 6-10
• Adverbs of frequency and the Simple Present tense
• Countable and uncountable nouns • Can and be going to
• Object pronouns • How much and how many
6 • The Simple Past tense
CEFR A1.2 Can give short, basic descriptions of events, places and activities.
1. Goal: Recognize places on a map, answering questions with there is and there are.
• Get students to look at the map before reading the questions. Invite volunteers to write sentences about
each room (e.g., In the infirmary, the nurse takes care of sick students) on the whiteboard. They can use a
dictionary, if needed.
• After finishing the exercise, encourage them to answer the same questions about their school.
• Have students make a drawing of their own houses, and write ten questions using there is and there are
about it. Afterwards, tell them to give the drawings and questions to a partner for him/her to answer them.
2. Goal: Use the Present Progressive tense to describe daily routines.

• Direct students’ attention to the Word Bank. In groups, get them to mime the verbs to recall them.
• Write the example on the board. Analyze, as a class, its structure. Ask: What verbs are there in the sentence?
(to be + other verb) What is their difference? (The verb to be is in the Simple Present tense and the other verb ends
in -ing.) What is the name of this tense? (Present Progressive) What do we use it for? (to talk about actions that
are taking place at the moment of speaking.)
• Get students to draw a timeline in their notebooks. They should complete it based on a relative’s routine.
Have them write different times on the timeline and write the activity under it. Then, make students
exchange their timelines to write sentences about each other’s relative’s routines.

CEFR A1.2 Can write simple isolated phrases and sentences describing daily activities and expressing
preferences, likes, and dislikes.
3. Goal: Interpret emojis to write sentences describing likes and dislikes using like, love, and hate.
• On the board, write like, love, and hate. Ask students, which emoji they know can relate to each of the verbs.
• Get them to complete the exercise, and then check and correct their work with a partner.
• Divide the class into four groups. Write on the board: Do you hate making the bed? Do you like making
the bed? Do you love making the bed? Each group should create a survey to know their partners’ likes and
dislikes using the six verbs in the exercise and the questions written on the board. Then, get a group to ask
its questions to another one, and create a poster to present the feelings of the majority in that group. Tell
students that they should use emojis to show their findings on the poster.
Speaking Strategy
Affective: Taking Your Emotional Temperature (Discussing Your Feelings with Someone Else)
• After finishing the exercise, get students to draw a three-column chart in their notebooks labeled Like,
Love, and Hate, and complete it with, at least, five new daily routine verbs in each column based on their
personal feelings.
• Get students to exchange their notebooks and create a dialog using their own likes and dislikes. Invite
pairs to act their dialogs in front of the class.
• Provide feedback on grammar and pronunciation.
7 4. Goal: Describe personal preferences using love, like, and hate.

• Get students to think of other everyday activities not mentioned so far in the lesson, and write sentences
describing how they like them and why. (e.g. I hate doing the dishes because it takes too long.)
5. Goal: Identify the use of the Simple Present and Present Progressive tenses in short texts about routines.
• Read the greeting of the message aloud, and have the class guess what the words konnichiwa and chan
mean and the language they come from. Explain to them that in Japanese, konnichiwa means “hello” and
chan is an honorific form used to refer to babies, children, female family members, as well as close friends,
cute animals, and young women.
• To recall the Simple Present and Present Progressive tenses visit: https://learnenglishkids.britishcouncil.
org/en/grammar-videos/the-woolly-jumper
• Ask pairs to play the game on the following website: http://www.eslgamesworld.com/members/games/grammar/

present%20tenses/daily%20routines%20memory%20text.html
• After finishing the memory game, invite students to create a poster writing affirmative and negative sentences
in the Simple Present and the Present Progressive tenses using the verbs in the game, and drawing the actions
accordingly. Remind them that they can use a clock in their drawings to differentiate the Simple Present tense
from the Present Progressive tense.

CEFR A1.2 Can write simple phrases and sentences about themselves and imaginary people, where they
live and what they do.
6. Goal: Differentiate the use of prepositions of time (on, in, at) in a short text about a weekend routine.
• Before completing the exercise, draw a three-column chart on the board labeled On, In, and At. Divide
the class into groups, and give each group pieces of paper with the following information: 7:00 AM, 10:20,
night (At column); the morning, the afternoon, 1920, two weeks (In column); Friday, my birthday, weekdays, the
weekend, Christmas morning (On column).
• Check the following link and make students draw the triangle in their notebooks. Using this, they have
to write a sentence for each explanation. Ask volunteers to write some of their sentences on the board.
https://cstw.osu.edu/writing-center/handouts/prepositions
7. Goal: Practice writing sentences about personal routines using the Simple Present tense, prepositions of
time (on, in, at), and adverbs of frequency.
• Remind students that they have to use the Simple Present tense to write about Kaomi’s and their own
routines. Make sure they understand how to compare both routines using adverbs of frequency.
• Explain that they have to use the prepositions of time appropriately and include as much information as
possible, including specific times and days.
• Get students to check and correct their answers in groups of three.
Language File
8 • Explain that the adverbs of frequency are used to express how often an action is performed or how frequently
an event takes place.
• Advise students to use the percentages to remember the meaning of the adverbs of frequency. For them to
understand the percentages, invite them to draw a timeline in their notebooks and place the adverbs in the
appropriate place.
8. Goal: Select between can and be going to to express abilities and future plans in a short text.
Writing Strategy
Memory: Applying Images and Sounds (Using Imagery)
• Prior to the reading, get students to look at the pictures of the three characters and infer their occupations
based on their clothing and the items they are holding. Make them predict and describe the characters’
skills using the verb can. As a model, write on the board: The chef can cook delicious meals, The cyclist can’t
…, The stylist …
• Tell them to imagine future plans for each character and write a negative and an affirmative sentence
using the structure he/she is going to.
• After finishing the exercise, with the books closed, get students to listen to the audio once more and write,
at least, six wh- and yes/no questions based on what they hear. Invite them to check their questions in
pairs and make sure their partner’s spelling is correct.

CEFR A1.2 Can write simple phrases and sentences about themselves and imaginary people and
situations.
9. Goal: Produce sentences based on personal traits, skills, and future plans to talk about a dream job using can
and be going to.
Reading Strategy
Memory: Applying Images and Sounds (Semantic Mapping)
• Students read Jillian’s profile paying special attention to the use of the structures can and be going to.
Invite volunteers to write on the board the first skill, weakness, and action to improve and explain the
structures (subject + can/can’t + verb in its base form + complement) (subject + be going to + verb in its base
form + complement).
• Ask: What kind of words do you need to talk about your personality traits? (adjectives) What adjectives describe
Jillian’s personality trait? (passionate, self-confident, impatient, bad-tempered)
• Remind students to research their dream job to identify the skills they already have (can) and the
weaknesses they have to work on (can’t). Make sure they understand that the actions to improve should
be addressed to their weaknesses.
10. Goal: Classify food items as countable or uncountable nouns.
• Before completing the exercise, divide the class into groups and get students to play hangman on the
board to guess the food items in the exercise. (bread, oatmeal, eggplant, peach, cheese, almond, milk,
bacon, orange juice, kiwi, beef, carrot).
9 • After finishing it, make them check their answers in pairs. Make sure all students remember the
difference between countable and uncountable nouns by inviting volunteers to write their answers on
the board and explain them.
• Make students write sentences using the food items presented here and the information reviewed in the
previous exercises.
• Divide the class into groups of four. Get students to draw in their notebooks The Food Groups plate in exercise 10.
They should write the main characteristic of each food group and give four more examples of each of them.
• Afterwards, students create a poster with this information and share it with the class.
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A1.2 Can write about things and people using simple language.
11. Goal: Interpret information in questions about food items to complete them with how much and how many.
• Before completing the exercise, ask students: Which wh-question do we use to ask for the quantity of
oatmeal? (We use how much because it is an uncountable noun.) Which wh-question do we use to ask for the
number of eggplants? (We use how many because it is a countable noun.)
• After filling the blanks, remind students that in order to answer the questions, they need to use
containers or quantifiers. (e.g., for chocolate we can use “half a bar”, “a bar”, etc.; for soda, we can use “a
bottle”, “three cans”, etc.) Make them answer the questions in pairs. They can check which container or
quantifier is correct for each item on the Internet.
12. Goal: Complete a short legend using Language File
regular and irregular verbs.
• Remind students that the simple past form of a regular verb
• Before the exercise, divide the class is usually formed by adding -ed to its base form: decide
into teams for a quick game. – decided, live – lived, want – wanted. However, there are
• Give each team a verb in the some spelling rules to keep in mind:
infinitive form, different from the - When the verb ends in -e, add -d: like - liked
ones in the reading, and choose - When the verb ends in a vowel and a consonant, double
one of the members to write on the consonant: plan - planned
the board the correct form of the - When the verb ends in consonant and -y, turn the -y into
verb given. If the answer is correct, an -i and add -ed: try - tried
the team wins a point. - When the verb ends in a vowel and -y, add -ed: -stay -
10 stayed
• Make students take turns, so that
all of them take part in the game.
13. Goal: Use object pronouns to Language File

complete short sentences about a • Write the first sentence of the text on the board and use it to
legend. present the concepts of subject (the one that does an action)
• After reading the Language File, get and object (the one that receives the action of the subject):
The chief (subject) met with the Aztec emperor (object).
students to complete the exercise.
• Make them check and correct their • Explain that object pronouns are used to replace the object
in a sentence to avoid repetition.
answers in pairs.
• Divide the class into groups of four • Make students circle the subject and underline the object of
to research another legend and each sentence. Then, have them make a list of all objects in
the text and write in front of each of them the corresponding
write a summary of it using object
object pronoun.
pronouns.
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Unit 1 They Changed
the World!
Itinerary Pages
• Get one student to read the unit’s title aloud.
Lesson 1: Vocabulary
• Make the class think of objects or situations
they believe changed the world. • Inventions and inventors 12-13
• Write the prompts One thing that changed the • Regular and irregular verbs in
world was ... and After people discover it ... on the the Simple Past tense
board. • Wh-questions
• Provide an example to start the conversation: Lesson 2: Language and Function

11
One thing that changed the world was fire. After • The Simple Past tense and the 14-16
people discovered it, they started to cook food. Simple Present tense
They also used it to warm during cold days and • Could and couldn’t
nights. • Used to
• Have students share their ideas using the Lesson 3: Pronunciation
example you gave as a model.
• Silent letters 17
• Invite volunteers to describe and name the
inventions on the unit’s title page by using the Lesson 4: Reading and Writing
structure This is a … • CLIL: Social Studies – 18-20
• Name the inventions students don’t know. Serendipitous inventions
• Encourage them to explain what these Lesson 5: Communication

inventions were used for. Guide them by • Understanding and practicing 21
providing the following model: People used the expressions to buy
compass to determine directions and navigate. technological products.
• After naming all the objects, write the title
Project: Infographic 22
Inventions on the board.
Quiz Time 23
• Explain that the pictures represent inventions,
which are “new and useful machines, tools, or Glossary 24
processes that didn’t exist before.”

Lesson 1 Who Did What, When,
Where, and Why?
Challenge
As some verbs may be difficult to mime, like to be and become, establish a mimic code with students using
physical response. For example: To represent the verb to be, move your arms touching your chest as saying that
you are present; to represent become, spin to indicate a change. After a short practice of the code, organize the
class in groups and invite them to take part in a mime competition. You can include different verbs from the
ones in exercise 1.
CEFR A2.1 Can write short, simple formulaic notes relating to matters in areas of immediate need.
Presentation
1. Goal: Recall the past form of regular and irregular verbs.
• Ask students if they remember the past form of the verbs in exercise 1 to activate previous knowledge.
• Mention that there are two types of verbs: Regular and irregular. Call on volunteers to tell their differences.
• Remind them that the past form of regular verbs is formed by adding –ed at the end of the verb, as in mix
or clean.
• Also, recall that irregular verbs don’t follow a specific pattern to make their past form, so they need to
12 review those verbs and learn them by heart. Suggest some memory strategies like using imagery to do so.
• After doing the exercise, get volunteers to read their answers. Check and correct pronunciation when
necessary.
Practice
2. Goal: Use regular and irregular verbs in the past form to complete Heads Up!
a text about inventions.
Alexander Graham Bell’s father,
• Do some picture exploitation. Ask students if they recognize the Alexander Melville Bell, developed
inventions and make them describe what they were used for. in 1867 a system of phonetic
• Have them read the paragraphs for context. symbols known as the Visible
• Ask students if they have questions about the vocabulary. Speech, which was intended to
• Play the audio to check the exercise and draw students’ attention show the position and movement
of the throat, tongue, and lips as
to the pronunciation of the final –ed sound in the regular verbs.
they produce sounds and words.
• Make them repeat some specific verbs after you as pronunciation
practice.
• Prepare a card with 25 irregular verbs in the past form for each student in the class. Keep in mind that each
should be different, so have a selection of more than 50 verbs. Make sure to change the positions of common
verbs on the cards.
• Call out a verb in its base form from the ones on the cards, so students mark its corresponding past form on their
own cards. The first student to get five verbs in a single row wins.

CEFR A2.1 Can describe an event in simple sentences and report what happened, when, and where.
Presentation - Practice
3. Goal: Recognize and use the structure of wh-questions correctly.
• Call students’ attention to the words in red in sentence a. Ask: What is the wh-word that asks for the
information in red? (What) What does it refer to? (To the object of the sentence) What is the object of the
sentence? (The sandwich) Here, remind students that the object of a sentence is “the person or thing that
receives the action (verb).”
Language File
Write the following questions on the board for students to complete them with the correct wh-words:
• _____ did Thomas Alva Edison invent? The phonograph.
• _____ did he make it? In 1877.
• _____ did he develop it? In the USA.
• _____ invented the aspirin? Charles Frederic Gerhardt.
• _____ did Mary Anderson create the windshield wipers? To wipe off rain drops and snow from car windshields
when driving.
Practice
4. Goal: Practice the structure of wh-questions in the simple past form.
13
Reading Strategy
Compensation: Guessing Intelligently (Using Linguistic Clues)
• Tell students to read the questions in exercise 4 and locate their answers in exercise 3.
• Ask them to analyze what each wh-word refers to in order to give the correct answers.
• Call students’ attention to question c. Explain that when using who to ask about the person or thing that
did something (subject), there is no need to use an auxiliary verb.
Production
5. Goal: Produce a short dialogue using wh-questions.
• In advance, have students research about other inventions and prepare cards with information about it.
• Divide the class into groups by giving them a number. Tell them to get together according to the given
numbers to promote interaction and cooperation with different classmates.
• Tell them to use the information on the cards to make questions about the inventions on them.
Assessment
Draw the grid below on the board for students to assess Have students assess their own
their partner’s performance. learning process by:
• Choosing an invention from the
Self-
Peer
Great Good Regular lessonand write wh-questions

Use of wh-questions about it.
• Answering those questions by using
Use of regular/irregular verbs
the correct past form of the verbs.
Lesson 2 A View from the Past
Challenge
Using wh-questions, have students describe the pictures. Ask them: Who do you think are the people in the
pictures? What do they do? Choose a pair of pictures so students compare them: Who is the woman who wears a
helmet? How is she different from the woman holding the phone? Are they from the same time period? Also, ask about
these people’s jobs: Who was he? (He was Elvis Presley.) What was his profession? (He was a singer.) Invite students
to provide more answers or ideas.
CEFR A2.1 Can understand short narratives about everyday things dealing with topics that are familiar to
them if the text is written in simple language.
Presentation
1. Goal: Compare past and present ways of living.
Reading Strategy
• After reading the text and listening to the audio, invite students to look at the pictures again and search
14 for key words that help them do the matching.
• Tell them to circle the words or sentences that support their choices.
• Call out a few students to share their answers with the group.
• As homework, get students to ask their parents, grandparents, uncles, or aunts about life in the 1950’s.
• Tell them to ask about changes in their families and their city, women’s role in society, technology, etc.
• Have them prepare for a show-and-tell presentation to share their findings with the rest of the class.
Suggest them to bring pictures and family photos to support their presentation.
Grammar Box: The Simple Past Tense and The Simple Present Tense
• Go over the information in the chart. Point out the difference between the two tenses: The Simple Past
tense is used to talk about actions that happened in the past; whereas the Simple Present tense is used
to refer to actions that happen in the present, current habits, and things that are always true.
• Explain that these tenses are used together to compare past and present situations, actions, and
routines.
• Elicit the structure of both tenses from students by getting them to compare the highlighted words,
their position in the sentence, and structure.
• Call their attention to the use of time expressions such as in the 50’s, when I was …, when we were
younger ..., etc. to refer to past actions; and now, nowadays, in the present, and today to refer to actions in
the present.

CEFR A2.1 Can understand short, simple recorded and written texts on familiar matters of a concrete
type which consist of high frequency everyday language.
Practice
2. Goal: Use regular and irregular verbs to complete a text comparing life in the past and the present.
Reading Strategy
• Prepare, in advance, some pictures representing the new vocabulary from the text, as well as some pieces
of paper with the corresponding words written on them.
• After getting students to underline the unknown words in the reading, tell them to guess their meanings
based on the context.
• Paste the pictures you prepared on the board and choose some students to match them with the words
on the pieces of paper.
• If they still cannot infer the meaning of a word, give some example sentences or use synonyms.
Presentation
3. Goal: Recognize specific information related to past routines in an audio.
15 Listening Strategy
Cognitive: Creating Structure for Input and Output (Taking Notes)
• Suggest to students to read literals a-f and try to infer the context of the audio based on them.
• Have them share their guesses about the audio aloud.
• Advise students to focus their attention on content words (verbs, nouns, adjectives, etc.) to help them
complete the exercise correctly.
• When they have finished the activity, check and correct with the whole group.
Grammar Box: Used to
• Used to is a structure that refers to past routines and habits. It doesn’t have a present form.
• To make sure students understand the meaning of used to, provide them with some examples related to
your own routines in the past and the present: When I was 10, I used to go to bed at 8:00 PM. Now, I go to
bed at 11:00 PM.
• Ask a couple of students about activities they did when they were 10, but they don’t do anymore. Write
what they say on the board.
• Remark that when using the auxiliary verb did to make the negative form of used to, we don’t add –ed to
the main verb for it keeps its base form.

CEFR A2.1 Can describe people, living or working conditions, daily routines, etc. as a series of simple sentences.
Practice
4. Goal: Write about past routines using the Language File
structure used to.
• Prepare some cards about famous people and the
• Have students write four sentences about what activities they used to do and never used to do
they used to do and didn’t use to do when they when they were kids or teenagers. For example:
were younger. Mick Jagger / not play / with toys.
• Ask volunteers about their past routines using • Give each student a card and ask them to write
the question: What did you use to do? sentences describing the character’s past routines.
• Model the answers by saying: I used to attend • Tell them to write negative sentences using never.
swimming lessons. I never used to go hiking.
5. Goal: Identify specific information related to inventions.
• Get students to look at the pictures and ask if they know the objects presented. If they don’t, tell them
what they are and explain their uses.
• Before listening to the audio, have them fill in the blanks with the correct information based on the context.
• Play the audio file and make students close their eyes to focus on key information to check their answers.
16 Language File Heads Up!
• Remind students that could and couldn’t are the past In Australia and Canada, ATMs are called
affirmative and negative forms of can. bank machines or money machines. In
• Divide the class into groups. Give each group an envelope New Zealand, people know them as cash
with pieces of paper containing words to organize a points and in the United Kingdom, they are
sentence, and ask them to organize the sentences holes-in-the-walls. Finally, Europeans refer
following the structure of could and couldn’t. to them as bancomats.
Production
6. Goal: Interview people about their past routines and report them.
• Get students to prepare the questions they will ask using the correct wh-questions. Give some examples:
What did you use to play? What did you use to watch on the TV? What did you use to eat? Ask them to think about
specific aspects they would like to know about life in the 80’s and write more questions based on that.
Assessment
Make students exchange their notebooks Draw the following chart on the board to help students
and check their partners’ texts. Guide decide how many stars to color, based on their answers.
them by answering:
Coherence Spelling Grammar
Self-
Peer
• Did my partner employ the Simple Past My text makes My text is I employed used
tense, used to and could correctly? sense. spelled correctly. to and could
• Is the text coherent and easy to correctly.
understand?
Yes No Yes No Yes No
Lesson 3 Silent, Please!
Challenge
If students do not know the concept of silent letters, provide some examples in your mother tongue. In Spanish,
you can write qué on the board and have a volunteer read the word aloud. Ask: Did he/she say all the letters? (no)
What letter didn’t he/she say? (letter u). Give other examples for students to identify silent letters in them.
CEFR A2.1 Can understand phrases and expressions related to areas of most immediate priority provided
speech is clearly and slowly articulated.
Presentation
1. Goal: Listen and identify silent letters in words.
• Students may not know what seatbelt, lightbulb, and wristwatch mean. To help them learn these words, write
them on the board dividing them into their parts (seat - belt, light - bulb, and wrist - watch). Explain that these are
compound words. Use mimicry to show their meanings: seat (point at a chair and seat) - belt (touch your belt).
Practice
2. Goal: Recognize silent letters in sentences. 3. Goal: Classify words according to silent letters.
17 • Focus students’ attention on the words in • Before the listening, choose volunteers to read the
bold. Ask: Why are there some letters in red words in the chart aloud and identify the silent letters.
in these words? If they don’t realize these are • Invite students to visit http://mws.ust.hk/sir/silent_
silent letters, remind them of what they just words.php to learn more words with silent letters.
did in the Challenge. Language File
• After listening to the audio, say aloud • Write on the board: choir, taste, dumb, and yolk.
the words in bold. Have students
• Say aloud the words and have volunteers underline the
repeat them after you to practice
silent letters in them.
pronunciation.
Production
4. Goal: Practice silent words in sentences.
Listening Strategy
Metacognitive: Evaluating Your Learning (Self-monitoring)
• At home, invite students to record themselves saying aloud words with silent letters and to check their
pronunciation, monitoring their mistakes and correcting them.
Assessment
Small groups. Tell students to write six sentences • Dictate five sentences using words with silent
with words with silent letters (at least one for each letters for students to write them down.
type presented in the lesson.) Make them read
Self-
Peer
• Have them circle silent letters in each sentence.

the sentences aloud, while their partners listen to • Tell them to read the Checkpoint and decide
them. Then, have them answer: Did your partners how many stars to color according to their
say the words without pronouncing silent letters? performance in this short task.
Lesson 4 Fortunate Mistakes
CLIL
Challenge
Share with your students an anecdote that happened to you, which seemed to be bad at first, but then turned
into something really good by the end. Then, invite volunteers to share similar anecdotes to the class.
CEFR A2.1 Can give short, basic descriptions of everyday objects, events, and activities.
Before Reading
1. Goal: Describe everyday inventions by following a model.

• Get students to describe what they see in the pictures.
• As they may not know or recall what saccharin or penicillin are, encourage them to look up the meaning of
these words in a dictionary or by using the Internet.
• Make them write their own definitions of these objects by using synonyms.
• Use the example sentence to explain what type of information must be included in the description of the
inventions. Ask: What question does the first part of the sentence answer? (What is it?) What question does the
second part of the sentence answer? (What do people use it for?)
18 • Have the class answer these two questions to describe the other two inventions.
• Tell them they can also use questions with where, who, when, how, and why to describe any object.
2. Goal: Infer the topic of a text by analyzing its title.
• Get students to read the text under the subtitle Social Studies.
• Remind them of the short talk they had during the Challenge and ask them what they think the relation
between the word serendipitous and the term happy accident might be.
• Reflect on the fact that not all mistakes are bad things.
• Ask students to guess what kind of information they may find in the text.
CEFR A2.1 Can understand short, simple texts written in common everyday language.
While Reading
3. Goal: Complete a text about inventions by using the simple past form of regular and irregular verbs.
• Before starting, explain some expressions or phrasal verbs in the reading such as blow up, come across,
make the best out of, run into, look for, and find out by using synonyms, mimicry, examples, etc.
Daily English
• Get students to write four sentences using the expressions in the blink of an eye and a blessing in disguise.
• Tell them to swap with a partner to check and correct grammar and spelling.

CEFR A2.1 Can identify specific information in simple written material such as brochures and short
newspaper articles describing events.
After Reading
4. Goal: Comprehend specific information in a reading.
• After students have finished the exercise, have them get in groups of four.
• Ask them more questions regarding the reading. For example: How did Alexander Fleming discover
antibiotics? How did Fahlberg find the oldest artificial sweetener?
• Since the wh-word how has not been practiced before, remind students of its meaning and how to use it.
Explain that how is employed to ask about “the way something happens or is done.”
Make students reflect on the reading by answering these questions: Do you think it is necessary to work hard to
be successful in life? Could you give more examples of people close to you like your parents, siblings or relatives,
who have worked hard to find good results? Do you think all inventions are good for humanity? Could you mention
pros and cons of some inventions?
19 Encourage students to prepare a creative 5-minute presentation about one of the serendipitous inventions on
http://www.popularmechanics.com/science/health/g1216/10-awesome-accidental-discoveries/
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Goal: Identify the parts of an article. Writing Strategy
• Explain the parts of an article in more detail to the students. Cognitive: Creating Structure for Input
Mention that every part has a function and a specific style.
and Output (Highlighting)
• Start by talking about the headline. You can say that it must be • Make students bring the news
short and attractive to catch the readers’ attention.
article they chose to class and
• Explain that the lead is like the skeleton of the story and it should have them read each section
answer the questions who, what, when, why, where, and how.
again to look for key information.
• In the body, the writer develops the ideas presented in the lead • Encourage them to write a short
and provides more information in the form of explanations,
summary of it in a few lines.
details, or quotes.
• In the closing, the writer summarizes the main points or draws the conclusions of the topic.
6. Goal: Categorize concepts according to an idea.
• Prepare in advance pictures of famous people. Tape them to the board and invite students to associate
them with the categories in the chart.
• Explain why these people are examples of hard work: Usain Bolt, one of the best runners of all time, had to
train a lot to overcome a series of injuries that threatened his career. Thanks to his effort, he managed to break
Jamaica’s national 200-meter record held for over 30 years by Donald Quarrie.
CEFR A2.1 Can describe an event in simple sentences and report what happened, when, and where.
20 Writing
7. Goal: Create a short text describing the history of an invention by following a model.
Writing Strategy
Cognitive: Creating Structure for Input/Output (Summarizing)
• Show students the next video titled Top 10
• Get students to search the Internet for information on Accidental Scientific Discoveries https://www.
the inventions proposed in the exercise. youtube.com/watch?v=LwZML38Mokc
• Encourage them to rewrite the ideas with their own • Have a short class discussion about the
words. information presented in the video.
• Tell them to bear in mind connectors such as and, but,
also, or, and finally to organize their ideas and give
structure to their text.
Assessment
• In pairs, make students exchange their Invite students to check their texts by using the chart
texts to check each other’s work. below:
• Tell them to provide feedback to each other
by giving a compliment and a suggestion. Coherence Spelling Capitalization Grammar
Self-
Peer
To do so, write the following statements on My text My text I used capital I used the
the board: was was letters Simple
- My favorite part of your text is ______. coherent. spelled correctly. Past tense
- I suggest that you work on _________. correctly. correctly.
Yes No Yes No Yes No Yes No
Lesson 5 Tech Shopping
Challenge
To help students recall basic expressions to make a purchase, call a volunteer to help you role-play a shopping
situation. Encourage the whole class to mention any expressions that come to their minds.
CEFR A2.1 Can give and receive information about quantities, numbers, prices, etc.
Presentation
1. Goal: Identify specific information in a recording about a shopping situation.
• Make students read and underline key words in the Heads Up!
questions in the book.
The expression in stock is used in
• Invite students to concentrate on the key words they shopping to talk about a group of
underlined while listening to the recording. goods or objects available and ready
• Explain that in recorded conversations, people usually give for sale to customers. For example: The
a lot of information, so they shouldn’t feel bad if they don’t bookstore’s website shows that there
understand every single word. Instead, they should focus are 100 science fiction books in stock.
only on relevant information.
21
Practice - Production
2. Goal: Construct a short dialog using expressions to buy tech products.
• Encourage students to visit the following page to find more expressions to use in any shopping context:
https://www.myenglishteacher.eu/blog/shopping-vocabulary/
• Tell them to focus on the expressions they could use to buy tech products
and advise students to employ them in the dialog they will write.
Divide the class into pairs
3. Goal: Dramatize a dialog using expressions to buy tech devices.
to do the exercise on pages
Speaking Strategy 101 and 104. This activity is
found on pages 95 and 96 of
Affective: Taking Your Emotional Temperature (Discussing Your Feelings with this Teacher’s Guide.
Someone Else)
• Advise students to learn their lines by heart, so their presentation is more fluent and natural. Also, tell
them to bring to class some background elements to decorate and pieces of clothes to use as costumes.
• Encourage them to get into groups and share how they felt while preparing and acting out the dialogs.
Assessment
On the board, write the grid below so students assess their Before asking students to color
partners’ work. the stars, have them evaluate
their work by answering: Was the
Self-
Peer
Clarity Pronunciation Use of expressions information I gave clear? Did

My oral production My pronunciation I used the expressions my partner understand what I
was clear. was good. studied in this lesson. said? Did I use the expressions
studied in this lesson correctly?
Life-changing Ideas
Information Literacy: Use and Manage Information
21st Century Skill: • Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Apply Technology Effectively
Information, Media
and Technology
• Use technology as a tool to research, organize, evaluate, and
communicate information.
CEFR A2.1 Can communicate in simple and routine tasks using simple phrases to ask for and provide
things, to get simple information and to discuss what to do next.
Getting Started (1)

• Refer to the product of the project: An infographic,
which is a graphic representation of information. • Invite students to reflect on their attitude towards
Explain that it is an excellent tool for presenting everyday problems by asking: Is your attitude the
ideas in a quick, concise, and appealing way. best way to act before X problem? Do you think it
improves or makes the situation worse?
Development (2-5) • Encourage them to think of strategies to
• Elicit from students a list of problems they face effectively deal with problems.
in their neighborhoods. Divide the class into
22 groups and assign a problem to each of them. Presentation (6)
• Students will do online research about their • In advance, prepare a computer and a projector
problem. Their search must include: Causes of to present the digital presentations.
the problem, consequences, and solutions. • Talk to students about the importance of these
• Give them a tip to evaluate the quality of types of tasks. When they work together to
online pages: Pay attention to the extensions present their ideas, they are not only fulfilling
.gov, .edu, and .org. Domains like these belong an academic requirement, but they are also
to government, educational, and other developing abilities to communicate in real life.
organizations, whose information is often reliable. Evaluation
• Encourage them to make a digital infographic. • Have students evaluate themselves and their
Have them visit http://piktochart.com where partners by using the grid below.
they will find infographic templates to create • Evaluate your students using the grid on page
their own for free. 101 of this Teacher’s Guide. Keep in mind the
suggested criteria on page 102.
3 = Excellent 2 = Good 1 = Needs practice You Partner 1 Partner 2 Partner 3 Partner 4

Use(s) grammar and vocabulary appropriately.
Communicate(s) my/his/her ideas clearly, so the
audience can understand.
Collaborate(s) in the preparation, design, and
creation of the infographic.
Show(s) respect for my/his/her partner’s ideas.

Total
Listening (25%)
1. Cognitive Strategy: Receiving and Sending Messages (Getting the Idea Quickly)
• Ask students to scan the sentences given and underline any key words to identify the
information they need to get from the audio.
• Have them guess the possible answers based on their previous knowledge.
• Play the recording so students can verify their guesses.
Writing (25%)
2. Cognitive Strategy: Practicing (Formally Practicing with Sounds and Writing
Systems)
• Tell students to read the text carefully and identify what it is (a recount of Jules’ life as a
teenager) and the tense it is written in (the Simple Past tense).
23 • Explain that they have to fill the blanks with the simple past form of the given verbs, so they
need to recall which are regular and which are irregular verbs.
Reading (25%)
3. Compensation Strategy: Guessing Intelligently (Using Linguistic Clues)
• Focus students’ attention on the chart. Make them label the pieces of information in it
according to their categories (inventor, year of invention, place of invention, and purpose).
• Ask them to associate wh-words with the labelling they gave to the information.
Speaking (25%)
4. Social Strategy: Cooperating with Others (Cooperating with Peers)
• In pairs, get students to prepare for the interaction by going back to the Communication
lesson. Tell them to take notes about the expressions and vocabulary they may need for the
dialog on a piece of poster board.
• Make them include a greeting and a farewell, taking into account that this is a polite situation.
• Allot pairs enough time to decide on specific details for the dialog (what the customer wants to
buy, price, color options, etc.).
• Call out pairs to present their dialogs in front of the class. Have some students provide
feedback on their performance (vocabulary, grammar, use of expressions, and pronunciation).
Check page 113 of this Teacher’s Guide for rubrics.

24

Unit 2 Tell Me About It!
Itinerary Pages
• Write the following definitions on the board:
To express that someone feels the same way that
another person. / To ask someone for more details • Adjectives ending in -ed vs. 26-27
about his/her idea. adjectives ending in -ing
• Draw students’ attention to the lesson title and • The comparative and
challenge them to choose the definition they superlative forms
think corresponds to the expression. Lesson 2: Language and Function
25 • Clarify that this expression can be used in • There was / There were 28-30
both ways. Provide some examples: Mark: • The Past Progressive tense and
I’m so overworked. Susan: Tell me about it! (first the Simple Past tense
definition) Mark: I got the best job ever! Susan: Tell
me about it! (second definition) Lesson 3: Pronunciation
• For the first question, encourage students to • Sounds /æ/ and /Λ/ 31
write down at least five words and share them Lesson 4: Reading and Writing
in pairs to see if they have similar words.
• Read the second question aloud, point out the
• CLIL: Science – The endocrine 32-34
system
first character, and ask: Is this man happy, sad,
or scared? (He’s scared.) Encourage students to Lesson 5: Communication
support their answer: Because he’s biting his nails
and his eyes are wide open, so he’s scared!
• Using expressions to apologize 35
Project: Blog about anecdotes 36
• Ask students to write down the answer of
the third question in their notebooks. Provide Quiz Time 37
the following models: I feel scared when I stay
alone at home. I get angry when someone bullies Glossary 38
another person. I was surprised when I saw my dad
arriving with a puppy.

Lesson 1 Excited About Flicks!
Challenge
To make sure students are familiar with the emotions listed, ask them to complete the following sentences with
each word: I can’t hide my joy every time my mom cooks lasagna, I love it! He feels anger toward people who hunt
elephants. She held the plate of food away from her in disgust, it tasted awful. I could see the fear on her face, she was
so scared. There was great sadness in his voice. He was heartbroken.
CEFR A2.1 Can understand enough of what people say to be able to meet immediate needs, provided
people speak slowly and clearly.
Presentation
1. Goal: Distinguish types of adjectives based on their spelling.
Listening Strategy
Cognitive: Receiving and Sending Messages (Getting the Idea Quickly)
• Have students read the dialog first and look for unknown words.
• Call for volunteers to read their answers aloud. Check and correct pronunciation when necessary.
26 • After they finish the activity, ask them to look at the adjectives in bold again. Ask students if they know
why some adjectives have ending –ed or -ing. Give an example: embarrassed- embarrassing.
• Have them read the Language File. Provide another example: Joe was frightened after the movie. / The
movie was very frightening.
• Tell students that personalizing new vocabulary helps them internalize it because they make associations
with their personal life. Encourage them to write sentences using both types of adjectives describing their
own experiences or opinions regarding movies.
2. Goal: Identify specific information from an audio about people’s reactions towards movies.
• Before playing the audio, ask students to name the emotions represent by the people in the pictures.
• Have students listen to the audio to get a general idea of the context.
• Ask them to focus on the adjectives, the tone of voice, and the facial expressions of each person to
complete the chart easily.
• Play the recording twice and draw students’ attention to the pronunciation of the –ed and the -ing.
• Finally, talk about the importance of learning to recognize people’s emotions and feelings by “reading”
body language and gestures.
Language File
To expand on this topic, divide the class into two teams. Show a flashcard containing a picture of an object or
a situation towards they can react to. One member of each team goes to the board and writes a sentence using
either an adjective ending in –ed or an adjective ending in -ing. Play until all students have written a sentence.

CEFR A2.1 Can recognize the correct comparative form of adjectives.
3. Goal: Recognize the comparative form of Language File
adjectives. • To make a comparison expressing that one thing or
• Write a sentence on the board using person has a lower degree of a certain characteristic
a one-syllable adjective and then than another, we use the phrase less than: This movie
rewrite it using the comparative form. is less exciting than the one I saw yesterday.
Have them recall the rules to construct • Notice that you cannot use less than to form
the comparative form of this type of comparatives with one-syllable adjectives:
adjectives. - Carol is less tall than Anna. X
- Carol is shorter than Anna. √
• Do the same with two-syllable adjectives.
4. Goal: Recognize the superlative form of adjectives. Language File
Writing Strategy Remember that the superlative form of less than is
the least.
Memory: Reviewing Well (Structured Reviewing)
• This is the least exciting movie ever.
• To show the function of superlatives, draw a • He’s the least friendly person I know.
three-step podium, with the numbers 1, 2, and
3. Show steps 3 and 2 and say: 2 is better than 3.
And what about 1? 1 is better than 2 and 3, so 1 is the best.
27 • Write on the board some of the adjectives from exercise 3 and have students write their superlative form.
5. Goal: Interpret information from a chart.
• After students have finished the activity, ask them to work in groups and write more sentences related to
movies, actors, books, or TV series using comparatives, superlatives, and the adjectives studied.
Production
6. Goal: Use comparatives and superlatives to have a conversation with a partner.
• Encourage students to paraphrase the questions and give reasons to provide more structured and
complete answers.
• After students have finished, divide the class into groups. Provide them with a model to report his/her
partner’s answers: For example: For my partner, the most amazing actress is … or He/she thinks that watching
TV is more …
• For further practice, go to https://www.teach-this.com/grammar-activities-worksheets/comparatives-
superlatives
Assessment
Get students to draw the grid below and tell them to Make students reflect on what they have
grade their partners’ production in exercise 6. Have them learned by:
think of strategies to improve their performance.
Posing wh-questions using comparative
Self-
Peer
•
Use of Great job Good job Needs practice or superlative forms.
Comparatives • Answering to questions using
Superlatives comparative or superlative forms.
Lesson 2 How Was Your Week?
Challenge
Encourage students to ask wh-questions to expand on the information their partners give (Who was with you?
Where were you? Why did you do that?). After the Challenge, invite students to report what their classmates said.
CEFR A2.1 Can understand the essential information from short recorded passages dealing with
predictable everyday matters which are spoken slowly and clearly.
Presentation
1. Goal: Identify specific information related to a situation.
Listening Strategy
Cognitive: Creating Structure for Input and Output: Taking Notes
• Tell students to look at the details in the pictures first to give an idea of the context.
• Ask students to describe the objects aloud and then take notes of them so they can relate what they
already know and what they will listen to.
• Have students pair up and compare their work. Play the recording a second time for them to check their
answers. Finally, ask: Did you apply the strategy? How did it help you choose the correct pictures?
28
Language File
• Go over the information in the chart.
Point out the difference between • Bring photos showing many different scenarios, such as: A messy
there was and there were: The first room, a crowded street, a crowded stadium, etc.
one is used to express the existence • Show students one picture at a time and ask them to look at it for
of one thing in the past while the 1 minute, trying to remember all the objects they can see.
second one is used to express the • After one minute, hide the photo.
existence of two or more things in • Ask students to recall as many objects as they can.
the past. • Give one point for each correct sentence using there was or there
• Elicit some sentences from students were.
regarding the pictures in exercise 1. • Repeat the activity with the other pictures.
CEFR A2.1 Can give short, basic descriptions of past events and activities.
Practice
2. Goal: Write sentences using past forms to describe pictures.
Writing Strategy
Compensation: Guessing Intelligently: Using Linguistic Clues
• Encourage students to write more detailed sentences in their notebooks, so they can connect this
structure with the use of the Past Progressive tense. For example, for literal b, students may write:
There were three people riding on an elephant. / There were three people wearing hats.

Presentation
3. Goal: Recognize specific information from an audio related to a travel anecdote.
• Have students describe what they see in each picture by asking: What’s happening in each photo?
• Ask them to listen for key words that can help students organize the anecdote.
• When students have finished, encourage them to read the Grammar File and reconstruct the events using
the pattern presented.
Grammar Box: The Past Progressive Tense
• Make students notice the structure of the Past Progressive tense: They need to use the verb to be in the
past form depending on the subject (singular or plural), and a verb with –ing ending.
• Provide an example of the Past Progressive tense by using your daily routine: I always go to bed at 11 PM.
So, last night, I was sleeping at 11: 30. I wasn’t reading or watching TV.
• Write other activities from your daily routine on the board: 6 AM - breakfast, 9 AM to 1 PM - classes, etc.
• Ask students to tell you what you were doing or not doing yesterday using the structure presented.
• Have students pair up and ask each other about their routines (What were you doing at ...? / Were you ...?).
CEFR A2.1 Can write short, simple notes and messages.
Practice
29
4. Goal: Use a given grammar pattern to complete sentences in a text.
• Ask students to pair up and imagine what the story is about. Ask them to share their ideas with the class.
• Have students read the text to get a general idea of the context and infer the meaning of words such as
luggage, employees, hocked, and stitches.
• Make them notice that some verbs have a preposition (end up, look for, get on, start up, hold on, fell out, and
go back), and explain these are called phrasal verbs. Encourage students to include them in a vocabulary
notebook giving a synonym and a sample sentence related to each one.
• When students have completed the sentences, ask them to exchange their books with a classmate to
check and correct their work.
5. Goal: Identify specific information from an audio regarding anecdotes.
Listening Strategy
Centering Your Learning: Paying Attention
• Before listening, ask students to read the first part of the sentences and guess which of the possible ways
to complete them is the appropriate one.
• Tell them to underline the verbs in the sentences and guide them to infer their meaning.
• Ask: What tense is each sentence using? How do you know?
• Finally, play the audio so students can check their guesses.

CEFR A2.1 Can write a series of simple phrases and sentences describing anecdotes.
Grammar Box: The Past Progressive Tense and The Simple Past Tense
• To show the contrast between these two tenses, mime some situations with other students. Ask for one
volunteer to act an action while you interrupt him/her doing another action.
• Ask them to give examples of activities they were doing (last week, last night, yesterday, this morning)
and that were interrupted. Provide an example: Yesterday, I was driving home when my cell phone rang.
6. Goal: Analyze a given situation to determine the order of events.

• Before students complete the activity, display pictures of funny, embarrassing, or exciting situations
• Have them get into pairs and use the Past Progressive and the Simple Past tenses to describe what
happened.
• For further activities about these two tenses, visit the following websites:
- http://busyteacher.org/10734-3-great-activities-past-continuous-tense.html
- https://elt.oup.com/student/project3rdedition/level5/unit1/grammar/exercise1?cc=us&selLanguage=en
Production
7. Goal: Produce a text describing a personal Writing Strategy
30 anecdote.
Cognitive: Practicing (Recombining)
• Go over the model and ask: Is this a funny,
frightening, or embarrassing anecdote? Who has • Have students take the model to exemplify the
had a similar experience? aspects mentioned.
• Draw a three-column chart on the board and • Tell them to underline the answer for each question.
have the class brainstorm examples for the • Ask students to draw an outline taking into account
three kinds of anecdotes mentioned. each aspect before starting to write their texts.
As a follow-up activity, tell students to share their anecdotes in small groups. Encourage them to choose one of the
stories and prepare a short sketch to present it to the class.
Assessment
• Make students exchange Have students read the Checkpoint statement. Then, draw the following
notebooks and check their chart on the board to help them decide how many stars to color.
partners’ texts.
• Tell them to use the Coherence Spelling Capitalization Grammar
following questions: My text makes My info I use capital I use the Past
Self-
Peer
- Does the text have all the sense. is spelled letters for Progressive
aspects mentioned in the correctly. names and and the Simple
Writing Strategy? places. Past tenses
- Does it include the Past correctly.
Progressive and the
Simple Past tenses? Yes No Yes No Yes No Yes No
Lesson 3 A Bug in My Bag
Challenge
Tell students that strategies such as watching movies in English without captions or recording their voice after
listening to a native person speaking are useful to improve pronunciation. Ask: Why do you think it is important to
improve pronunciation? What are other useful strategies inside and outside the classroom?
CEFR A2.1 Can follow speech that is very slow and carefully articulated, with long pauses for him/her to
assimilate meaning.
Presentation
1. Goal: Recognize isolated minimal pairs.
• Before students complete the activity, ask them to name the pictures aloud and then read the Language
File for them to connect the minimal pairs from the Word Bank.
Speaking Strategy
Memory: Applying Images and Sounds (Using Imagery)
• In advance, tell students to bring blank cards. Form small groups and provide each group with a list of
31 different minimal pairs so they can create their flashcards.
Language File
• Visit the following websites for further information and activities about this minimal pair:
- https://www.englishclub.com/pronunciation/minimal-pairs-a-u.htm
- https://www.englishclub.com/efl/tefl-articles/minimal-pairs-games/
- http://kriswingo.com/index.php/2016/08/10/minimal-pairs-activities-esl-pronunciation-class/
2. Goal: Identify minimal pairs in context.

• Tell students to focus on linguistic clues while they listen to the audio so they can choose the correct
options. Ask: What words helped you make each choice?
3. Goal: Analyze linguistic clues to locate words correctly.
• Have students complete the text individually. Remind them about the importance of paying attention to
context clues before and after the blanks.
• Clarify the meaning of nag (bother).
Assessment
• In pairs, students read the conversation again • Dictate sentences using the minimal pairs
and correct their classmates if necessary. studied. Then, write them down on the board and
Self-
Peer
• Tell them to take into account this question: have students check how many were correct.
- Did your classmate pronounce the words • Ask them to decide how many stars to color
using sounds /æ/ and / / correctly? according to their performance.
Lesson 4 Regulating Your
CLIL
Emotions
Challenge
In order to introduce the concept of the endocrine system, explain how a gland releases a substance called
hormone that affects the entire body. Share an anecdote that may have happened to you and how you reacted
to that situation influenced by that hormone. For example, you can talk about the hormone adrenaline. Describe
a stressful situation you lived in the past and how adrenaline made you react.
CEFR A2.1 Can understand the main points in short newspaper/magazine stories, especially when they
are illustrated.
Before Reading
1. Goal: Locate words according to visual clues and background knowledge.

• Explain that the endocrine system is responsible for many incredible processes in the body: How body
and organs grow, how sexual functions are developed, how the fight-or-flight response functions and
how some cells make energy and synthesize insulin.
• Help them name the different organs in the picture. Explain these organs are part of the endocrine system
and have different functions.
32 • As students may not know the glands from the Word Bank, encourage them to look them up in a
dictionary and search for their functions.
• After the activity, have students exchange books to check and correct their work.
• As homework, ask them to watch this video about the endocrine system and how hormones regulate
emotions: https://www.youtube.com/watch?v=WVrlHH14q3o&t=162s
Tell students to keep these questions in mind as they read: Do you think hormones can determine our behavior?
Have you ever felt you don’t understand why you behave in certain way? How could you improve your emotional
and mental health no matters your hormones?
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can understand the main points in short newspaper / magazine stories, especially when they
are illustrated.
While Reading
2. Goal: Analyze the structure of a text to organize its parts.
Reading Strategy
Compensation: Guessing intelligently (Using Linguistic Clues)
• Before reading the text, focus students’ attention on the strategy. Explain that the context of a text often
gives clues about how it is organized through transitional words or phrases such as the ones mentioned in
the box.
• Get a volunteer to read the first paragraph aloud and elicit that it includes the introduction of the topic.
Then, ask: What do you think the next paragraph should be about? (the definition of the endocrine system)
• Have students skim the text for linguistic clues to find paragraph b. Help them clarify the meaning of to be
made up of and explain this phrase can be used to give definitions and describe how something is formed.
• Encourage the class to underline all the words or phrases that help them identify the sequence of the
paragraphs.
Daily English
Feeling full often makes you happier because food is a source of energy. In ancient times (even today), horses
33 used to be fed broad beans (also known as horse beans). So, a horse that had just had his meal of beans was
satisfied and full of energy. That’s how, eventually, full of beans came to refer to anyone who is “energetic, in
high spirits”.
Heads Up!
Another case of mass hysteria is the so-called Pokémon Panic. In Pokémon’s first season (year 1997), one of the
episodes caused an outbreak of nausea and seizures that affected 12,000 Japanese children after they watched
it. The episode showed bright flashing lights that some believe caused the seizures. Others argue that mass
media precipitated an epidemic psychogenic illness because of the dramatic reports describing a small number of
seizures.
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
After Reading
CEFR A2.1 Can write a short description of an event.
3. Goal: Skim a text to check understanding.

Reading Strategy
Affective: Taking Your Emotional Temperature (Listening to Your Body)
• After completing the chart, ask students to reflect upon the function of hormones and how they can
affect our bodies. Focus on some concepts, for example depression, which could be caused by a lack of
hormones like dopamine and serotonin. Encourage students to research how they can increase the levels
of these hormones naturally. Explain that listening to their bodies is important to know how they feel and
to ask for help and support if they are not feeling well.
• For more information, you may want to read this online article:
http://www.momjunction.com/articles/emotional-changes-during-puberty-for-boys-and-girls_00379793/#gref
Writing
4. Goal: Produce a descriptive text following a model.
Writing Strategy
34 Cognitive: Practicing (Recombining)
• Have students read the information given in the first box and the text that comes from it carefully.
• Go over sentence by sentence from the text and show how the data and the previous information from
the article is integrated in order to create a new text.
• Get students to create their texts about acromegaly and compare their work in pairs.
• Encourage students to look for cases of endocrine disorders in their family or search online. Tell them to
combine what they already know (technical terms, structures), the models, and the new information to
write their report.
Tell students to get into small groups and choose one of the hormones. They should prepare an innovative way to
present it to class and get their classmates involved during the presentation.
Assessment
• Have students pair up and complete the Ask students to revise their texts by using this chart:
following sentences regarding the texts:
Coherence Spelling Capitalization Vocabulary
- My favorite part of your text is
_____________. My text My info I use capital I use
Self-
Peer
- Suggestion: Work on _____________ makes is spelled letters technical

and _____________. sense. correctly. for proper terms.
• Ask students to check if the texts have names.
technical terms and follow the model. Yes No Yes No No No Yes No

Lesson 5 Oops! My Bad!
Challenge
Encourage students to explain why it is important to apologize. Have them give examples of moments they
apologized in the past. Ask them what happened, and how they felt before and after the situation.
CEFR A2.1 Can make and accept apologies.
Presentation
1. Goal: Listen for specific information regarding ways to apologize. Daily English
Listening Strategy Encourage students to think
Compensation: Guessing Intelligently (Using Visual Clues) of similar expressions in their
native language.
• Ask students to first read the expressions to understand their level of
formality. Before listening, have them infer the answers from the pictures.
Practice
2. Goal: Identify formal and informal apologies.
35 • Before listening, ask students to classify the expressions into formal or informal ways to apologize. Guide
them to pronounce the expressions correctly.
Production
3. Goal: Recombine information to create short dialogs.
• Ask students to be creative when writing the dialogs and use as
many expressions to apologize as they can.
Divide the class into pairs
Head Up!
Suggest students the following article about how forgiveness and health 101 and 104. This activity is
relate: found on pages 95 and 96 of
http://gulfnews.com/life-style/general/why-forgiveness-is-good-for-your- this Teacher’s Guide.
health-1.1038779
Assessment
• On the board, write these aspects for students to assess their Before asking students to
partners: color the stars, have them
evaluate their work by
Clarity Pronunciation Use of expressions
answering these questions:
Self-
Peer
I could understand His/her pronunciation He/she used the Did I use expressions to
what he/she said. was good. expressions studied. apologize? Did I respond
coherently to what my partner
• Have students give feedback to each other by providing a score
said?
(1 to 5) to the three aspects.
Words and GIFs
21st Century Skill: ICT literacy: Apply Technology Effectively
• Use digital technologies communication/networking tools and
Information, Media, social networks appropriately to access, manage, integrate,
and Technology evaluate, and create information.
CEFR A2.1 Can describe past activities, events, and personal experiences.
Getting Started (1) Presentation (5-6)

• Explain that blogs are excellent for displaying • Ask students to provide ideas about how to use
texts more dynamically and creatively. They also computers or a video beam to show their blogs.
allow for collaborative work and can be shared • Remind them that it is natural to feel nervous,
with many people. Add that a GIF (which is the but that with time and practice, they will
abbreviation of Graphic Interchange Format) become more confident. Also, give them some
is a graphic image on a web page that moves. aspects to take into account: Speak clearly,
Motivate them to include GIFs in their blogs. control your body movements and use media
Development (2-4) wisely.
36 • Ask students to take notes on some of the • Encourage them to push themselves beyond
funniest anecdotes they have. the model and innovate in their presentations.
• Divide the class into small groups. Ask them Evaluation
to share their stories and decide on the most • Have students evaluate themselves and their
hilarious ones to include in the blog. partners by using the grid below.
• Each member of the group should write their • Go over the Discuss Your Experience section
anecdote using correct grammar, spelling, with them. If necessary, allow them to use their
punctuation, and capitalization. If possible, mother tongue to elaborate on their feelings.
schedule a session to evaluate, and give • Evaluate your students using the grid on
feedback on the texts. page 103 of this Teacher’s Guide. Keep in mind
• Talk about the importance of this project. When the suggested criteria on page 104 in order
they work together, they are not only fulfilling to be more precise when giving students
an academic requirement but also developing feedback.
abilities to communicate in real-life situations.

Collaborate(s) in the design and production of the
blog and GIFs.
Show(s) respect for my/his/her partners’ ideas.

Total
Listening (25%)
• Ask students to scan the sentences and the Word Bank, so that they can get familiar with the
information they will get from the audio.
• Before playing the recording, elicit the tenses they will have to use to complete the sentences.
• Play the audio again for students to confirm or correct information.
Writing (25%)
3. Cognitive Strategy: Practicing (Recognizing and Using Formulas and Patterns)
• Tell students to read the text carefully.

• Explain that they have to fill in the blanks with the correct adjectives in the comparative or
superlative form.
37 • Remind them adjectives can have one, two, or three syllables and that there are also irregular
adjectives. Review the rules before they start completing the text.
• Encourage them to double-check their answers before they continue.
Reading (25%)
• Invite students to infer the meaning of important words such as boosting, decrease, improve,
release, lower, poses, strengthens, bonds. Model by asking: Do you think boosting has a positive
or a negative meaning? (positive) Why? (Because the paragraph is introducing the benefits of
laughter.) What kind of words are decrease and improve? (verbs) What relationship can you find
between these verbs? (They have quite opposite meanings.)
Speaking (25%)
• Have students prepare for the activity by writing key words related to the images.
• Tell them to prepare their speech using connectors (one day, first, then, so, suddenly,
unfortunately, luckily, finally).
• Have students form groups to tell their stories. As they talk, walk around the classroom
listening and taking notes on their performance to give them feedback later on.

38

Unit 3 What the Future
Has in Store for Us
Itinerary Pages
• For the first question, read the unit’s title and
elicit the meaning of the expression to have
something in store (It refers to what will probably • Futuristic jobs 40-41
happen to us in the future, regarding technology, • The Present Progressive tense to
work, education, health, environment, etc.). talk about arranged plans and
• Tell students to brainstorm ideas about the actions about to start
pictures. To guide their descriptions, you can Lesson 2: Language and Function
39 ask: What are people wearing in the first picture?
(VR Glasses) What do you see in the second one? (a • Will and be going to to talk about 42-44
robot) What does the picture of the city represent? the future
(the impact of contamination) Lesson 3: Pronunciation
• To answer the second question, ask students to • Reductions gonna and wanna 45
bring craft paper and markers in advance. Form
small groups and have them draw how they Lesson 4: Reading and Writing
think the world will be in 50 or 100 years.
• CLIL: Arts – Utopias and 46-48
• For the third question, tell the class how you dystopias
see yourself in 15 years using will to introduce
Lesson 5: Communication
the future tense but don’t go further on the
topic yet. • Make, accept, and decline 49
invitations politely
• Invite students to share what they want to do
after school. Ask: What do you want to study Project: Diorama 50
when you graduate? Where do you want to be in
Quiz Time 51
15 years? What are your plans for the future?
Glossary 52

Lesson 1 A Futuristic Job
for Everyone
Challenge
Ask students about their dream job. They can mention more than one and even mix them up to create their
perfect job. Tell them to describe it, including the place where they want to work, their tasks, etc. Then, refer to
the word offbeat and use synonyms to clarify its meaning: unusual, strange, awkward, etc. Finally, ask them if they
have ever heard of an offbeat job and if they know someone who performs it.
CEFR A2.1 Can use a series of phrases and sentences to describe in simple terms different types of jobs.
1. Goal: Become familiar with the characteristics of futuristic jobs.
• Make students look at the images and try to describe what they see. Write on the board the objects they
mention.
• Play the recording and get students to identify the objects mentioned by every person regarding their job.
Help them with spelling and accuracy in the vocabulary.
• Have students listen again, so they can identify the name of each person and complete the exercise.
2. Goal: Identify vocabulary related to futuristic jobs and their definition.
40
• Clarify the meaning of self-sustainable (sustaining soils and plants while it nourishes and sustains a family)
before students start the activity.
• Ask students to pick from the six options what job is interesting to them and why; which one they would
like to have. Encourage them to discuss their choice in pairs.
As a follow-up to the Challenge activity, make students think of what possible degrees they would have to study in
order to get their dream job. Ask them to prepare a short presentation about it.
Share with the class the following link. Have them take into account their own contexts (country, city, region) to
discuss in groups if the jobs presented pay as well as it is stated in the website: https://www.forbes.com/pictures/
efkk45ejgdm/10-unusual-jobs-that-pay-surprisingly-well/#703307761e14
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can write a series of simple phrases and sentences about a familiar subject.
3. Goal: Apply a grammar pattern in the context of a dialog.
• Elicit the meaning of that’s a bummer! (It refers to something frustrating or disappointing.) and explain that
the expression I won’t be able to make it means that Sean won’t be able to go to the launch of the book.
Language File
Ask students if they have fixed arrangements for the weekend. Write some of the activities on the board using
the Present Progressive tense: Pablo is biking with his friends to the park. / Amy is visiting her grandma and
watching a movie.
4. Goal: Analyze the information provided in a text to complete it with the correct terms.
• Bring other job ads for students to familiarize with them. Remind the class to look for linguistic clues to fill
in the blanks. After the class finish the activity, as them to visit this link:
https://www.forbes.com/pictures/efkk45fmhd/1-registered-nurses/#78223a054623
• Ask students to analyze the information given about the jobs. Have them write the impact technology can
have on this kind of jobs, how they will change in the future, and how the responsibilities will change.
Production
41 5. Goal: Produce a futuristic job ad.
• Using the samples brought by the teacher and the ones provided in the book, students should be able to
create their own ad for a job they will create. They will have to describe the profile of the ideal applicant
and his/her educational background. Encourage students to be as creative as possible when proposing
their new jobs.
Ask students to get into small groups and reflect upon this idea: You don’t get what you wish for, you get what
you work for.
Assessment
In pairs, have students assess each others’ ads in terms of Have students read the
vocabulary, grammar, and inventiveness. Then, tell them to assess Checkpoint statement and
speaking with the following grid: color the stars based on their
partners’ feedback. Tell them to
Self-
Peer
So-so Good Superb! take into account both written

Pronunciation and speaking parts.
Use of wh-questions
Answers

Lesson 2 2030: Predictions
and Facts
Challenge
Make students pick one of the movies they mentioned. Ask them to make notes on it including main characters,
setting, and plot. Then, they should go around the classroom describing the movie without mentioning its
name, so others can guess.
CEFR A2.1 Can understand enough of what people say to be able to meet immediate needs, provided
people speak slowly and clearly.
Presentation
1. Goal: Identify future predictions.
• Ask students to identify what job or situation each image represents without reading the texts. You may
want to review the vocabulary learned in Lesson 1.
• Encourage students to include new words such as self-driving, disease, bare, and perform in a vocabulary
notebook.
• Explain that the prefix tele (in tele-surgeons) means distant. Elicit other terms such as television, telescope,
teleconference, telereality, telephone, telecommute.
42
Heads Up!
A futurist is dedicated to disseminating information about the future to assist individuals, organizations, and
industries in effective strategic planning. Here is an article published in 2015 about some interesting predictions
from 7 futurists. http://www.huffingtonpost.com/2015/05/12/futurists-next-10-years_n_7241210.html
2. Goal: Recall information from an audio to classify statements related to it.

• Read the instruction and ask: What’s a vlog? (It’s the short of “video blog”, a blog that contains videos made by
people to share their opinions and experiences.)
• Ask students to read the statements and try to recall if they are true or false. Play the audio so they can
check and correct their answers. Make students reword the false statements to be true.
• Have them write one statement and read it aloud, so the class can say if it is true or false.
• Have a class discussion about vlogs and vloggers by asking: What’s your opinion about vlogs? Do you follow
any vloggers? Would you like to be a vlogger?
Form small groups. Encourage students to imagine they are futurologists. Each member of the group should make
predictions related to a specific area (science, education, economy, environment, culture, technology). The other
partners can express their agreement or disagreement, and start short discussions about the topic.

CEFR A2.1 Can understand short, simple texts on familiar subjects, which consist of high-frequency,
everyday or job-related language.
Grammar Box: Future with Will
• Tell students that for the auxiliary will, there are three basic rules they need to remember:
1. It never changes in the third person singular, nor does the main verb.
2. It always needs a main verb, as it is only an auxiliary without meaning by itself.
3. It is an auxiliary, so it doesn’t need anything else to ask questions, neither to give short nor to give
negative answers.
• Clarify that another use of this tense is asking for immediate decisions. (e.g. Will you go or not?)
3. Goal: Apply a grammar pattern to complete and write predictions.
• Before students complete the exercise, ask them to read the sentences in exercise 2 and try to identify the
grammar pattern they follow.
• Tell them to create their own examples, and write some of them on the board. Direct students’ attention
to the Grammar Box and ask them if the examples on the board are correct.
Language File
43 • Clarify that the verb can is not used in the future tense and that’s why it must be replaced by will be able to.
Tell them that the rules described in the Grammar Box section also apply to will be able to.
• Write the following sentences on the board. Say that they need to pick between will be able to or can. After they
are done, encourage them to write their own sentences using both forms.
- Annie will be able to ride her new bike next month.
- People can travel to unknown places using a GPS app nowadays.
- Carlos can swim very fast! I saw him in the pool!
- People will be able to fly to space in their own spaceships.
Presentation
4. Goal: Recognize people’s career plans in a short conversation.
• Have students read the phrases from the box and clarify that VR means virtual reality.
• After students finish, ask them to compare these sentences with the texts from exercise 3. Ask: How are
they similar or different? Do you think they have a difference in meaning?
• The following link contains a very accurate comparison chart between will and be going to as well as extra
examples and exercises. http://www.perfect-english-grammar.com/will-or-be-going-to.html
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can communicate in simple and routine tasks requiring a simple and direct exchange of
information.
Grammar Box: Be Going to
• After you have compared the difference between will and be going to with students, ask them about their
plans for the afternoon, the weekend, and their next vacation. Give your own examples as a guide.
• The following link provides useful examples and resources to practice be going to:
http://learnenglishkids.britishcouncil.org/en/grammar-practice/going-plans
Practice
5. Goal: Demonstrate understanding of the future tense with be going to.
• After students have written the sentences, ask them to exchange their books with a partner, so they can
check and correct their work. Talk about the importance of helping each other and not being afraid of
asking for clarification or further explanation.
6. Goal: Produce isolated sentences about personal future plans.

• For further practice, ask students to write sentences about their siblings, cousins, or friends’ future plans.
• As homework, have them confirm the information they wrote and report if they were right or not.
Production
44
7. Goal: Follow a model to have short conversations about future plans.
• Make students prepare yes/no and wh- questions related to this topic, for example: Are you going to take a
gap year? How are you going to do that? Who is going to travel with you? Where are you going to study?
• As a follow-up activity, play a “Find someone who” game (e.g. Find someone who is going to be an artist / is
going to go to the movies next weekend / is not going to watch TV tonight / is going to read a book before going
to bed / is going to visit his/her grandparents next weekend / is going to take a gap year after graduating / is
going to start a band after graduating).
Ask students to reflect upon these questions: Do you think taking a gap year after graduating from school is a
good idea? Why? How important is to make plans for the future? How can future plans become real?
Assessment
Have each student assess a partner’s performance in the Invite students to answer the following
Self-
Peer
previous task by providing a score from 1-5 to the following questions: Did I ask questions with be
aspects: use of be going to in questions / use of be going to going to correctly? Did I answer the
in answers. questions using be going to correctly?

Lesson 3 What Do You Wanna Do
After School?
Challenge
Ask students to read the title of the lesson and infer what wanna means. Ask: Have you seen this word before?
CEFR A2.1 Can construct phrases on familiar topics with sufficient ease to handle short exchanges.
1. Goal: Identify reduced sounds gonna and wanna.
• After students listen and practice, ask them to go back to lessons 1 and 2 to look for examples of going to
and want to they can reduce.
2. Goal: Distinguish the difference in pronunciation of reduced and complete forms.

Listening Strategy Daily English
Affective: Lowering your Anxiety (Using Progressive Make students think of similar expressions
Relaxation, Deep Breath, or Meditation) in their native language. Here you can find a
• Reflect with the class upon different ways to relax list of common idiomatic expressions: http://
www.smart-words.org/quotes-sayings/idioms-
and calm down when you face complex or stressful
45 meaning.html
situations (deep breathing, listening to soft music,
positive thinking, etc.).
• Invite students to apply such strategies in classroom activities, exams, or homework, so they can face
them with a receptive attitude.
• After students complete the exercise, have them pair up and take turns reading the sentences with the
reduced and complete pronunciation of going to and want to.
Production
3. Goal: Practice the use of reduced sounds gonna and wanna Language File
by means of a dialog. Reduced forms are very common in
• Invite students to include information from the activities informal conversations as well as social
they have done regarding their future plans in the media, text messages, and songs. List
previous units. Encourage them to use the reduced forms other common examples like gotta, ain’t,
mentioned in the Language File on this page. kinda, dunno, gimme, ‘cuz, etc.
Assessment
Have each pair of students • Tell students to answer the following questions individually:
who worked in exercise 3 - How was my performance in exercise 2? Did I mark the
get together with another reductions correctly?
Self-
Peer
pair and give each - During the dialog, was my pronunciation of the reductions gonna
other feedback on the and wanna correct?
pronunciation of the reduced • Then, ask them to color the stars in the Checkpoint based on their
forms gonna and wanna. answers.
Lesson 4 Visionary Writers
CLIL
Challenge
After students have named the movies or books, ask the rest of the class if they know any of the examples given.
Compose a very short summary of the plot, characters or place with help from students who know them.
CEFR A2.1 Can understand short, simple texts containing familiar vocabulary including international
words.
Before Reading
1. Goal: Identify and classify vocabulary according to their relation with specific images.
• Before students label the pictures, have them group the words based on their positive or negative
meaning. Ask them to classify the movies or books they mentioned in the Challenge using the same
pictures as categories. Then, ask: Can any of these words describe the movies or books you mentioned?
• Use the words utopia or dystopia to classify the books and movies from the Challenge and exercise 1.
For further explanation and resources to work on these concepts, visit:
https://ptfaculty.gordonstate.edu/jmallory/index_files/page0082.htm
http://www.utopianfiction.com/
46 http://www.utopiaanddystopia.com/
Language File
• Clarify that a topic sentence describes the theme of a paragraph. Form small groups and hand out a set of
paragraphs for students to identify the topic sentences, which should be located in different parts: At the
beginning, in the middle, or at the end.
• For further explanation, visit: http://writingcenter.fas.harvard.edu/pages/topic-sentences-and-signposting
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can understand the main points in short newspaper and magazine articles, especially when
they are illustrated.
While Reading
2. Goal: Identify topic sentences in different paragraphs.

Reading Strategy
Cognitive: Receiving and Sending Messages (Getting the Idea Quickly)
• Ask students that besides underlining the topic sentences, they should highlight, in different colors, the
supporting details and closing of each paragraph.
• Invite students to pair up and share if they have read any of these novels or seen their screen adaptations.
If so, have students comment on them. To facilitate this task, provide them with expressions and short
interaction models.
• As homework, have students write three paragraphs about a book or movie they like. Each paragraph
should have a topic sentence, supporting details and a conclusion or closing. Ask them to locate their
topic sentences in different parts of the paragraphs: at the beginning, in the middle, or at the end.
Heads Up!
• Sir Thomas More was a philosopher, writer, journalist, and lawyer. He was born in London, England, in 1478,
and died in 1535, after refusing to accept King Henry VIII as the leader of the Church of England. He was
47 declared a Catholic saint in 1935.
• Share this online article with students about Utopia. Ask them to summarize it by writing a few paragraphs
using the basic structure: topic sentence-supporting details-closing.
https://www.theguardian.com/books/2015/oct/16/utopias-past-present-thomas-more-terry-eagleton
• As homework, invite students to explore these links and take some notes as a preparation for an oral
interaction in class:
http://www.utopiaanddystopia.com/dystopian-fiction/
http://www.utopiaanddystopia.com/utopia/utopian-society
• Ask students to pair and share what they prefer, dystopian or utopian literature or movies and provide simple
reasons for their choices. Guide the talks with these questions: Do you think dystopian or utopian authors are
visionary writers? Why do you think these kinds of books or movies are so popular nowadays? Do you think
utopias can be dystopias at the same time? Why?
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can write short, simple imaginary biographies and simple ideas, settings and characteristics
about books and people in them.
After Reading
3. Goal: Find specific details in a text.

• After students finish the activity, have them look for the summary or review of one of the listed novels and
complete a similar chart in their notebooks:
- Fahrenheit 451 (Ray Bradbury)
- Brave New World (Aldous Huxley)
- The Giver (Lois Lowry)
- Divergent (Veronica Roth)
- The Dispossessed (Ursula Le Guin)
- I, Robot (Isaac Asimov)
• Share this link with the class about the best B Book Tube channels where they may find some of the
reviews needed: http://parchmentgirl.com/more-booktube-channels/
Writing
4. Goal: Outline a futuristic story.

48 • To help students plan their plots, have them brainstorm some utopian or dystopian ideas on the board.
Ask: What problems or advantages will there be in the future? (An epidemic will wipe almost all humanity.
Aliens from another galaxy will help humans live and understand peace. An adventurer will finally discover the
Fountain of Youth and humans will live forever, etc.)
5. Goal: Produce a text describing the plot of a story based on an outline.

Writing Strategy
Metacognitive: Arranging and Planning Your Learning (Planning for a Language Task)
• Tell students to review the tenses they need to write the plot in, so they can produce well-structured
sentences. Ask them to exchange their texts with a partner to make corrections and write a second draft.
This text will be the basis for their project of the unit.
Assessment
Have students exchange their books with a partner. Tell Ask students to color the starts in the
them to use the grid below to asses each other’s text. Checkpoint based on their partner’s
feedback and their own perceptions of
Self-
Peer
Use of tenses 1 2 3 4 their performance in the exercise.

Creativity 1 2 3 4
Use of new vocabulary 1 2 3 4

Lesson 5 It’s a Date!
Challenge
Elicit which of the questions they learned in Lesson 3 is useful to make an invitation (Do you wanna catch a
movie?). Teach a couple of ways to reply to invitations but do not go deeper into the topic. Elicit formal and
informal ways to make an invitation in their native language and classify them together in a table on the board.
CEFR A2.1 Can make and accept invitations, or refuse invitations politely.
Presentation
1. Goal: Identify the interlocutors in a short conversation and what they say.
• After students have completed the activity, ask them to think if the expressions given are used to make,
accept, or decline an invitation.
• Clarify that the expressions with how about … and feel like … should be followed by a verb in the gerund form.
Practice
2. Goal: Classify expressions to make, accept, or decline an invitation.
• Help students read the expressions using the correct pronunciation.
49 Explain that it’s important to use the appropriate tone of voice
depending on the intention you have (accepting or rejecting an Divide the class into pairs
invitation), so your English sounds as natural and native as possible. to do the exercise on pages
102 and 105. This activity is
• Get students to think of other expressions to complement the table. found on pages 95 and 97 of
For more examples, visit this link: this Teacher’s Guide.
http://www.english-at-home.com/speaking/making-invitations/
Production
3. Goal: Use expressions to make, accept, or decline an invitation.
• Tell students to think of free or really cheap activities in their city they can do with a classmate (walk in a
park, eat an ice-cream, go to a museum, play videogames, go biking, watch a movie at home, etc.).
• Encourage them to go around the classroom and invite different people. Another option is to have
students arranged in two circles in which they face each other. One of the circles moves to the right whilst
the other circle remains stationary, so students switch partners.
• Reflect together on how to sound polite when declining an invitation. Body movements and gestures play a
key role in this matter.
Assessment
Invite students to grade 1-5 their partners’ Have students answer the following questions:
performance in exercise 3 according to these Did I use expressions to make, accept, and decline
Self-
Peer
questions: Did he/she use expressions to make, invitations correctly? Which ones did I use?
accept, and decline invitations correctly? Which
ones did he/she use?
Futuristic Scenes
21st Century Skill: Creativity and Innovation: Think Creatively
• Use a wide range of idea creation techniques.
Learning and • Elaborate, refine, analyze, and evaluate their own ideas in order
Innovation to improve and maximize creative efforts.
CEFR A2.1 Can give a simple description or presentation of people, living or working conditions, daily
routines, likes/dislikes, etc., as a short series of simple phrases and sentences linked into a list.
Getting Started (1) to form several groups for them to feel more
• If possible, show the class pictures of dioramas. comfortable and find more ways to interact
Ask students to describe them and say what with their partners. For example, students
elements they find interesting, plus what can take notes during the presentations, ask
materials they can identify. questions, make short comments, etc. You
should go around the classroom visiting
Development (2-5) the groups, asking some questions to the
• Share these links where students can find the presenters and even other members of the
steps to make a diorama as well as nice ideas for group, and taking notes to provide feedback
50 the design: later.
http://www.wikihow.com/Make-a-Diorama
http://www.stormthecastle.com/diorama/ Evaluation
diorama-examples.htm • Have students evaluate themselves and
evaluate their partners by using the grid below.
• Suggest preparing some note cards with
chunks of information instead of trying to learn • Ask them to go over the Discuss Your
the plot by heart. Experience section and check the statements.
Also, have students pair up and tell each other
Presentation (6) about how they felt in the different stages of
• Organize, with the class, a futuristic fair. Invite the project.
them to decorate the room and bring posters, • Evaluate your students using the grid on page
books, comics, music, and movies to display. 105 of this Teacher’s Guide. Keep in mind the
• Instead of having students come in front of the suggested criteria on page 106 in order to be
class to present their dioramas, you may want more precise when giving students feedback.

Present(s) a creative diorama.

Total
Listening (25%)
1. Memory Strategy: Applying Images and Sounds (Representing Sounds in Memory)
• Ask students to read the terms from the Word Bank so they can become familiar with how
they sound before listening to them in the audio.
• Play the audio, with books closed, and have students pay attention when the terms are
mentioned.
• Play the audio again and let them complete the sentences.
Reading (25%)
• Read the example and elicit why the correct choice is will. Ask: What linguistic clues helped you
know? (The verb think implies that this sentence is more a prediction than a plan.) Other clues
51 include the words probably and sure.
Writing (25%)
3. Affective Strategy: Encouraging Yourself (Rewarding Yourself)
• This strategy is often forgotten by learners because, in general, we tend to expect

encouragement from other people and do not realize we can provide our own. As Rebecca
Oxford states, “The most potent encouragement may come from inside the learner. Self-
encouragement includes saying supportive things, prodding oneself to take risks wisely,
providing rewards.” Reflect together upon this idea before students continue.
Speaking (25%)
• Let students review Lesson 5 to get ideas to prepare their conversation. Invite them to
collaborate with each other during the whole task. To promote cooperative learning
strategies, either inside or outside the classroom, it is necessary to help learners confront
their culturally defined attitudes toward cooperation and competition by explaining that
cooperation increases confidence and enjoyment; develops mutual support; decreases
prejudice, anxiety, and fear of failure.

52

Unit 4 It’s Never Too Late
to Act
Itinerary Pages
• Get students to look at the picture on the
opening page and describe the situation. Ask:
What’s the setting? What is the person doing? • Countable and uncountable 54-55
What is the character wearing? Why is he/she nouns (everyday technology
wearing it? and appliances)
• Write pollution on the board. Encourage • The three R’s
students to write down as many words related • Phrasal verbs (I)
53 to this concept as possible. Provide some • Definite and indefinite articles.
examples: water, garbage, global warming, and No article
contamination. Lesson 2: Language and Function
• Invite students to share their words while a • How many, how much, not many, 56-58
volunteer writes them on the board. not much, too much, too many, a
• Explain that pollution is “the process by which lot of, enough
human beings contaminate the air, water and • Should and shouldn’t
soil, making them unsuitable for life. Lesson 3: Pronunciation
• To tackle question number two, discuss how • Linking consonants to vowels 59
human actions affect the environment. Give
examples: Using too much plastic is bad for the Lesson 4: Reading and Writing
environment because a single plastic bottle takes, • CLIL: Technology – 60-62
on average, 450 years to decompose completely. The Technology to reduce pollution
average American person takes 8.2 minute showers
and uses 17.2 gallons. That’s too much water! Lesson 5: Communication
• In pairs, invite students to make a list of their • Using expressions to make 63
everyday actions and their impact on the promises
environment. Afterwards, have them think of
Project: List of suggestions 64
easy, realistic ways to mitigate their negative
to reduce pollution
effects (take shorter showers, buy less bottle
water, etc.). Quiz Time 65
Glossary 66
Lesson 1 Cutting Back on Bad
Habits
Challenge
Before playing Stop the Bus, explain that the term home appliances refers to “any piece of equipment that is
powered by electricity and used at home.” Then, have students make a list of appliances at their houses. If they
don’t remember their names in English, allow them to use the dictionary.
CEFR A2.1 Can use the overall meaning of a text to derive the meaning of unknown words from the context.
Presentation
1. Goal: Classify vocabulary related to technology as countable or uncountable nouns.
• Remind students that countable nouns can be counted as individual items, so they have a singular and a
plural form; whereas uncountable nouns cannot be counted as separate entities and for that reason, they
do not have a plural form.
• In advance, prepare some pictures with countable and uncountable nouns (include items related to
technology).
• On the board, draw a chart with two columns and write countable and uncountable.
• Divide students into two groups. Put the pictures upside down on a table in front of the board. Have a
54 student from each group go to the back of the classroom and, on the count of three, go to the front of the
class as quick as possible to take a picture. The first student to grab one has the chance to write its name
on the board in the corresponding column. If he/she is correct, the group gets a point.
Practice
2. Goal: Identify vocabulary related to Language File
technology and use definite and indefinite Get students to write down the following sentences and
articles appropriately. correct them based on the information in the Language
• Make students read the situations and fill File box (mistakes are underlined and answers are in red).
in the blanks before playing the audio. - My sister has an computer. (a)
• Advise them to infer the word that best - The electricity surrounds us and can be used in an wide
completes each blank based on context range of ways. (- electricity / a)
clues and pictures. - There is a alarm clock on table. (an / the table)
Presentation
3. Goal: Recognize the meaning of phrasal verbs.
• Before completing exercise 3, ask students to go back to exercise 2 and focus on the words in bold.
• In pairs, tell them to infer the meaning of each phrasal verb by looking at the pictures and analyzing the
sense of each sentence.
• After completing the exercise, invite students to go back to the Word Bank. Have them choose five words
and use them to write a sentence for each phrasal verb from the exercise.

CEFR A2.1 Can write basic sentences linked with simple connectors like and, but, by, and because.
Practice
4. Goal: Understand the true meaning of sentences and correct them using phrasal verbs.
• To help students infer the real meaning of each
sentence, you can ask some questions. For example: Language File
to solve sentence a, ask: What does usually happen to There are at least four types of phrasal verbs.
smartphones when we use them a lot? What do you do For further explanation on this, visit http://
when this happens? www.bbc.co.uk/worldservice/learningenglish/
• Have them use the phrasal verbs in exercise 3 to flatmates/episode33/languagepoint.shtml
answer your questions.
Daily English Heads Up!
Cut back is both a transitive and an intransitive To learn more about the Three R’s, invite students to read
phrasal verb. the following article: https://www.thebalance.com/the-3-
Intransitive: Ryan smokes a lot, but he’s trying r-s-reduce-reuse-and-recycle-3157809
to cut back.
Transitive: We have to cut back on the pollution
produced by our public transportation system.
Note: When cut back is transitive, it uses the Encourage students to practice phrasal verbs by playing a
preposition on. game: https://www.eslgamesplus.com/phrasal-verbs-catapult/
55
5. Goal: Associate pieces of advice with specific technological and environmental issues.
• Pose the following scenario: Monica wastes too much electricity by leaving the TV on all night long and not
turning off her laptop. Get students to provide some ideas about what Monica could do to save electricity.
Write what they say on the board.
• Write Monica + Three R’s + issue + by + advice on the board. Tell students to get in pairs and write a piece
of advice for Monica by following the formula you just wrote.
Production
6. Goal: Write eco-friendly pieces of advice for different non-ecological scenarios.
• After finishing the exercise, make students think of three ecological issues at school and ways to use the
three R’s to tackle them. Then, invite them to write pieces of advice using the formula Three R’s + by.
Assessment
In pairs, make students exchange notebooks and check each other’s Invite students to reflect on
recommendations in the grid below: what they have learned by
answering:
Almost Keep
Way to go! • Can I use the phrasal verbs
there practicing
Self-
Peer
in the lesson correctly?

Use of phrasal verbs and the • Can I write
Three R’s recommendations for
different ecological issues?
Text coherence and spelling

Lesson 2 An Eco-friendly
Undertaking
Challenge
Get students to discuss how much waste they produce at home when cooking, doing homework, etc.
Afterwards, ask them to make a list of devices that could contribute to produce such waste. Remark that these
devices were created to solve everyday needs, but some of them have turned into an environmental issue. For
example, smartphones keep people in touch with others, but their batteries and chargers are difficult to dispose
of. Finally, have students think of an ecological invention that could replace any of these devices.
CEFR A2.1 Can understand and extract the essential information from short, recorded passages dealing
with everyday matters which are delivered slowly and clearly.
Presentation
1. Goal: Match questions with their corresponding answers based on information from a recorded interview.
• Ask students if they have ever heard of Tesla. Explain that it is the name of one of the most innovative
electric automobile companies in the world.
• Tell them that Elon Musk, Tesla’s co-founder and CEO, is a South African inventor, investor, and
entrepreneur who has shown himself really interested in developing clean energy sources and alternative
transportation companies.
56
• Invite students to visit https://www.tesla.com/elon-musk for more information on Tesla and Elon Musk.
• Before playing the interview, have students match the questions with their correct answers by using
contextual clues such as the words in bold.
Grammar Box: Quantifiers
• A lot of and lots of have the same meaning: “A large amount or number of people or things.” Both are
quantifiers used before countable and uncountable nouns:
- Countable nouns: A lot of people went to the game. Lots of people went to the game.
- Uncountable nouns: A lot of snow falls in winter. Lots of snow falls in winter.
• A lot means “very often or very much.” It is used as an adverb, which often comes at the end of a sentence
and never before a noun.
- When she was younger, she used to travel a lot.
- Diane loves chocolate a lot.
• In the following link, students can have some extra practice on quantifiers: http://www.examenglish.com/
grammar/A2_some_any_much_many.htm
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can ask and answer questions about habits and routines.
Practice
2. Goal: Use quantifiers to make questions for given answers.
• After completing the exercise, write the following text on the board:
Situation 1: My neighbor has a technology shop. She sells computers, TV sets, smartphones, and tablets. She
makes a lot of money, but she has to pay for the energy and water the shop uses.
Situation 2: My neighbor has a convenience store. He sells groceries and snacks. He has to pay rent for the space.
• Individually, get students to make five questions about the situations using how many and how much. You
can provide the following examples: How many products does she sell? How much does he earn?
• Once students have written the questions, have them swap them with a partner so he/she answers them.
3. Goal: Discuss and reflect on consumption habits and routines.
• Invite students to use the questions in the exercise to survey their partners, students from other classes,
and their teachers to know a little more about their consumption habits and routines.
• Encourage them to present their results using pie charts, bar graph, or any other type of graph with the
help of their math teacher.
Language File
• Enough is a quantifier that can work as an adjective (I have enough sugar for the cake.), an adverb (Julia
57 studied hard enough to pass the test.), and even as an indefinite pronoun (I’ve had enough!). It always comes
before a noun or after an adjective.
• Write the following sentences on the board and get students to put them in order:
- water / She / enough / spends (She spends enough water.)
- don’t / enough / these / People / days / work out (People don’t work out enough these days.)
- enough / want / fries / Lisa / doesn’t / more / she / had / because (Lisa doesn’t want more fries because she
had enough.)
• Once exercise 3 is completed, write on the board: Teenagers waste too much food. Teenagers are not conscious
enough about the environment. Teenagers spend a lot of money on unnecessary, shallow things.
• Have students discuss the sentences in pairs and decide whether they agree or disagree with them and why.
• Tell them to support their point of view by writing three sentences using the quantifiers in the Grammar Box
and the Language File.
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
CEFR A2.1 Can use basic sentence patterns and communicate with basic phrases, groups of a few words,
and formulae about themselves and other people, what they do, places, possessions etc.
Presentation
4. Goal: Recognize the use of should and Grammar Box: Should
shouldn’t.
• Before completing exercise 4, present the • Draw a two-column chart on the board and write
following case: In my building, people leave Bad things to do and Good things to do as titles. Add
the lights on for a long period of time even three rows to it (school, home, and city).
when there is plenty of sunlight. • Ask students to mention good and bad actions people
• Ask students if people should or shouldn´t do in these places. Write what they say in the chart.
do this and why? • Have them write some advice about the situations
• Encourage students to give examples of by following the information in the Grammar Box.
similar situations that happen around them • For further information on should, visit: http://
asking always if people should or shouldn’t dictionary.cambridge.org/es/gramatica/gramatica-
do that. britanica/modals-and-modality/should
Practice
5. Goal: Relate vocabulary and pictures to give advice.
58 • After completing exercise 5, put students in groups which have to draw pictures representing situations in
which people misuse and waste natural resources.
• Tape the drawings around the classroom and get students to write pieces of advice for them.
Production
6. Goal: Use should and shouldn’t to give advice on consumption habits and routines.
• Have students go back to their answers to the questions on page 57, exercise 3.
• Invite them to analyze their results and write questions to ask a partner for some advice.
• Call out a volunteer to help you show how to do the exercise:
- Teacher: I spend too many hours online a week, What should I do?
- Student: You shouldn’t spend too many hours online. You should do other activities such as reading or
working out.
• Tell students to go around the classroom asking for and giving advice to their partners.
Assessment
Assign each student a partner to work with. Tell them Make students answerYes or No to the
to ask for and give each other advice on at least three following questions to reflect on their
of their consumptions habits and routines from page performance on exercise 6:
57, exercise 3. Then, have them provide each other
Self-
Peer
feedback on the following aspects: • Did I ask and give advice correctly?
• Did I use phrasal verbs correctly to ask
• Use of should and phrasal verbs for and give advice?
• Clarity and coherence • Was I clear when asking for and giving
• Pronunciation advice to my partner?
Lesson 3 Link Up with Sounds
Challenge
If students cannot solve the riddle, write the words year and week on the board and make students compare
them. Ask: What is similar between these words? (the letter e) How many times does it appear in the word “year”?
(once) How many times does it appear in the word “week”? (twice).
CEFR A2.1 Can pronounce clearly enough to be understood despite a noticeable foreign accent.
Presentation
1. Goal: Identify the meaning of phrasal verbs Language File
by relating them to pictures.
• Use mime to give examples and help clarify • After listening to the audio, say the phrasal verbs
aloud. First, say the verb, make a pause, and then
the meaning of these phrasal verbs where
say the preposition. Afterwards, say the verbs linking
necessary. consonants to vowels. Have students repeat after you.
• Invite volunteers to read the phrasal verbs • For more on the topic, visit: http://rachelsenglish.
aloud. Correct pronunciation if necessary. com/english-pronunciation-linking-consonant-vowel/
59 Practice
2. Goal: Recognize consonant and vowel patterns.
Listening Strategy
Metacognitive: Centering Your Learning (Paying Attention)
• Give students the following prompt: David was the most popular boy at school until he made a terrible mistake.
• Tell them to imagine what David’s big mistake was and complete the story by writing two sentences using
some of the phrasal verbs from exercise 1.
• Make them swap their sentences with a partner, who will link consonants to vowels to identify the
pronunciation pattern.
Production
3. Goal: Practice linking consonants to vowels in sentences with phrasal verbs.
• In pairs, tell students to link consonants to vowels in the sentences with a color pencil and have them take
turns saying the texts aloud.
Assessment
In pairs, make students assess their partners by using the grid below: Invite students to read the
Checkpoint statement and
Excellent Great Needs practice color the stars in it by using
Self-
Peer
Linking consonants to vowels the previous grid and their

partners’ feedback.
Pronunciation
Fluency
Lesson 4 Tech Solutions to Stop
CLIL
Pollution
Challenge
Divide the class into ten groups and assign an issue presented in the article 10 Daily Habits That Are Killing the
Environment to each group. http://www.onegreenplanet.org/lifestyle/10-daily-habits-that-are-killing-the-
environment/ Afterwards, invite them to present their issue in a creative way.
CEFR A2.1 Can use an idea of the overall meaning of short texts and utterances on everyday topics of a
concrete type to derive the probable meaning of unknown words from the context.
Before Reading
1. Goal: Match concepts with their definitions by analyzing the context.

• To help students match the main concept with its definition, ask them about the meaning of the word
pollution. As a clue, remind them there is a Spanish word that is very similar to it in spelling and meaning
(polución).
• Advise students to look for key words they could use to connect the concepts with their definitions (e.g.
light pollution with electric light).
60
• As homework, get students to look for newspaper articles presenting pollution cases and to categorize
them according to pollution type.
CEFR A2.1 Can identify specific information in simpler written material such as brochures, short
newspaper articles, and web pages describing events.
While Reading
2. Goal: Use context clues to complete a text about technology to reduce pollution.
Reading Strategy
Compensation: Overcoming Limitations in Speaking and Writing (Using a Circumlocution or Synonym)
• Get students to scan the texts in exercises 2 and 3 and underline the words they don’t know.
• Encourage them to go to the Dictionary section and to look up in a dictionary the meanings of the
underlined words.
• Have students prepare cards with synonyms of the words to remember their meanings.
• To find synonyms of words, tell students to visit http://www.thesaurus.com/
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Goal: Write an eco-action based on a given model.
• In advance, ask students to bring poster board sheets, markers, scissors, colors, glue, and magazines.
• After completing exercise 3, tell them to get in pairs to make a poster with symbols to represent their eco-
actions.
• Prepare a poster exhibition to show the pairs’ work. You can invite students from other groups and
teachers to visit the exhibition.
Heads Up!
• Write commute on the board.
• Ask students if besides the options mentioned in the eco-actions text, there are other actions or situations
related to this expression.
• Introduce the expression carpooling. Encourage students to guess what it means (“Sharing your car to
transport different people near the place you are traveling to.”).
Ask students to research positive and negative effects of technology on the environment. Challenge them to bring
ideas and examples to prepare a group poster and have a short class discussion.
61 Invite students to check https://www.fastcompany.com/3060571/10-clever-student-inventions-that-could-reduce-our-

waste Then, encourage them to choose one invention from the ones presented and do a short presentation about it.
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can understand short, simple texts containing the most common words, including some
shared international words.
After Reading
4. Goal: Analyze if certain statements are true or false based on a previous text.
• Get students to individually answer the exercise without going back to the text.
• In pairs, make them compare their answers and look for excerpts in the reading that help them support
their choices.
CEFR A2.1 Can understand short, simple texts on familiar matters and based on them, write a series of
simple phrases and sentences linked with simple connectors.
Writing
5. Goal: Classify everyday situations according to the type of pollution presented and write appropriate pieces
of advice.
• Ask a volunteer to read the first case and explain why he/she thinks this is an air pollution case (because
Morgan uses his car all the time and cars produce a lot of contaminating gases that go into the atmosphere,
polluting air.).
• Invite another two volunteers to read aloud the remaining cases and classify them according to the types
62 of pollution in the lesson. However, emphasize that more than one type could be presented in each
situation.
• In pairs, encourage students to propose other everyday situations to exemplify one kind of pollution or a
combination of two or more.
• As homework, invite them to visit http://greenliving.lovetoknow.com/Types_of_Pollution and https://
www.nationalgeographic.org/encyclopedia/pollution/ to learn more about the topic.
Language File
• Transition words are words or phrases that organize and connect ideas in a paragraph.
• First of all is a sequential transition word, which means that it helps present ideas or statements in
a chronological or logical sequence. Other sequential transition words include: Initially, to start with
(numerical); previously, afterwards (continuation); in the end, finally (conclusion).
• Also, as well as, and in addition are called additive transition words because they introduce ideas, show
similarity between them, etc.
• For more on transition words, you can visit https://msu.edu/user/jdowell/135/transw.html#anchor1671187
Assessment
Get each student to answer the following questions about Invite students to reflect on what
his/her partner’s recommendations: they learned throughout the lesson
Self-
Peer
- Did he/she identify the types of pollution correctly? by answering the previous questions
- Were his/her pieces of advice coherent and clear? regarding their own texts.
- Did my partner use transitions words correctly?

Lesson 5 A Promise Made
Is a Promise Kept
Challenge
Cut short pieces of paper of different colors (two pieces for each color) and put them in a bag. Ask each student
to pick a piece of paper and make pairs with the person that has the same color as theirs. Tell them to choose
one of the pictures, imagine the situation, and mime it in 1 minute or less.
CEFR A2.1 Can make and respond to invitations, suggestions and apologies.
Presentation
1. Goal: Recognize expressions to make promises.
• In pairs, tell students to read the unit’s title and the expressions in the box. Ask: What is the relation
between the title and these expressions?
• Explain that these are fixed formulae native English speakers use when making promises. In addition, tell
that the title means that “when someone makes a promise, he/she has to fulfill it no matter what.”
Daily English Language File
To let (sb) down is a transitive phrasal • Ask students to remember situations when they have made
verb meaning “to disappoint somebody promises (to their parents, teachers, friends).
63
by not doing something that he/she is • Tell them to share their stories with a partner, while using
expecting you to do.” expressions from exercise 1.
2. Goal: Use the appropriate expressions to make promises in a dialog.
Speaking Strategy
Social: Cooperating with Others (Cooperating with Peers) Divide the class into pairs
• In pairs, encourage students to look at the pictures and imagine 102 and 105.This activity is
the situation. Also, invite them to create a description of characters, found on pages 95 and 97 of
including their names, age, what they do for a living, etc. Based on that, this Teacher’s Guide.
have them write the dialogs.
• Allot enough time for students to practice and to give each other
feedback on pronunciation, fluency, and overall performance.
Assessment
Get students to assess their partners by using the grid below: Invite students to read the
Checkpoint statement and
Excellent Great Needs practice color the stars in it by using
Self-
Peer
Use of the given expressions the previous grid and their

Pronunciation partners’ feedback.
Fluency
Ten Ideas to Change Your World
21st Century Skill: Leadership and Responsibility: Guide and Lead Others
• Use interpersonal and problem-solving skills to influence and guide
Life and Career others toward a goal.
• Inspire others to reach their very best via example and selflessness.
CEFR A2.1 Can give a short, rehearsed presentation on a topic pertinent to his/her everyday life, briefly
give explanations for plans and actions.
Getting Started (1) Presentation (5)
• To emphasize the idea of little actions • Tell them that prior to launching their
generating big changes in the community, campaigns, they can create expectation by
invite students to watch the movie Pay It preparing flyers with clues and giving them out
Forward. around school.
• After watching it, you can have a short class • As a class, have them choose a launching date
discussion about the film. To do so, encourage for the campaigns and help them prepare a
students to bring real life examples of people small school event, inviting different members
in their community that have started little of the school community if possible (the school
64
campaigns and actions to help people in principal, teachers, parents, etc.).
need, foster the responsible dispose of waste, Evaluation
improve coexistence among neighbors, etc. • Ask students to develop the Discuss Your
Development (2-4) Experience section. Call on volunteers who
• Get students to revise their group lists of want to express their thoughts and feelings
ecological problems and narrow them to only about the project’s development.
one item, based on its impact and relevance for • Have students evaluate their partners and
the community. themselves by using the grid below.
• Ask them to visit the following website to • Evaluate each group by using the grid on page
gather ideas on how to create a good campaign 107 of this Teacher’s Guide. Keep in mind the
https://archive.informationactivism.org/basic1. suggested criteria on page 108 to be more
html However, tell them to read only until the precise when giving students feedback.
section Create a Common Vision.

Collaborate(s) in the making of the list of
recommendations and the campaign.

Total
Listening (25%)
1. Cognitive Strategy: Analyzing and Reasoning (Reasoning Deductively)
• Tell students to read the lists of verbs and nouns and link them by the way they are normally
used.
• Before playing the audio, make students read each of the cases and fill in the blanks based on
the information provided.
• Play the recording only once, pausing after every case so students can check their predictions
and/or correct them.
Speaking (25%)
3. Social Strategy: Asking Questions (Asking for Clarification or Verification)
• Allow students to get into pairs with partners they like working with, so they feel more
65 comfortable during the interaction.
• Make them prepare short dialogs and learn them by heart. Allot enough time for practice.
• Remind them that it is OK to ask their partners for clarification when they do not understand
what they say. For this, provide them with some expressions such as: Can you repeat?, I beg
your pardon?, What do you mean by ...?, Do you mean ...? etc.
Reading (25%)
2. Cognitive Strategy: Analyzing and Reasoning (Analyzing Expressions)
• Get students to scan the text, underline all the nouns in it, and write c for countable or u for
uncountable above them.
• Tell them to choose the quantifier that best completes each sentence by taking into account
the type of noun that is modified by it.
Writing (25%)
4. Social Strategy: Asking Questions (Asking for Correction)
• After completing the exercise, allow students to get into pairs and exchange their books.
• Encourage them to correct each other’s answers by checking the Grammar Summary at the
end of the book (page 110).

66

Unit 5 A Peaceful Place
for All
Itinerary Pages
• Make students answer the questions in pairs.
Invite volunteers to read their answers aloud. Lesson 1: Vocabulary
• Write in capital letters the word BULLYING on • Phrasal verbs 68-69

the middle of the board. Make a few students • Should and shouldn’t
write words or expressions related to this Lesson 2: Language and Function
concept around it. Get them to write whatever
they want, either sub-concepts related to the • Have to 70-72
67 core concept, feelings, or situations. • don’t have to
• must
• Make sure that students do not confuse acts • mustn’t
like exclusion or accidents with bullying,
which is “recurrent and deliberate abuse of Lesson 3: Pronunciation
power–such as physical strength, access to • Reduced forms /hæftә/ and 73
embarrassing information, or popularity.” /hæstә/
For further explanation, visit, as a class, the
following link: http://www.safefrombullies. Lesson 4: Reading and Writing
com/WhatIsNotBullying.aspx
• CLIL: Civic Literacy – 74-76
• As a class, talk about what the students wrote Conflict resolution
on the board and how they think people should
deal with a bullying situation. Allow them to
participate freely, even if they need to use their • Using abbreviations to write 77
mother tongue. informal messages
Project: Advertisement 78
Quiz Time 79
Glossary 80

Lesson 1 Conflict in the
Spotlight
Challenge
Before getting started with the challenge, tell students not to use the real name of other students in the
classroom in order to avoid any repercussions. In groups of five, have them create a poster with five ideas to
confront abuse. Then, make them share their posters in front of the class.
CEFR A2.1 Can use an idea of the overall meaning of short texts and utterances on everyday topics of a
concrete type to derive the probable meaning of unknown words from the context.
Presentation
1. Goal: Interpret visual and audio information to order a comic strip.
• Ask students to highlight the transition words in the text as a guide to order the comic strip. Then, they
should identify the parts of the story (introduction, climax, and ending).
• Get students to listen to the audio to check and correct their answers.
• After finishing the exercise, as a class, talk about the idea of following the chain of command to solve
these kinds of problems; rather than acting on your own.
2. Goal: Infer the definition of phrasal verbs related to conflict and conflict resolution.
68 • Remind students that a phrasal verb is a combination of a verb + a preposition/adverb or preposition + adverb,
which has a meaning on its own different from the words independently.
• Help students recall what they learned about phrasal verbs in Unit 4. Tell them that if the phrasal verb is
not followed by an object, it’s intransitive (e.g., I give up), and if the phrasal verb is followed by an object,
it’s transitive (e.g., They stand up to the situation). In the last case, the object can be placed between the
verb and the particle (e.g., We worked our differences out). Tell them that when using a pronoun as an
object, it has to be written after the verb (e.g., I’m going to take it off).
• Write on the board some of the phrasal verbs given and ask: How can you tell this is a phrasal verb? (It has a
verb and a preposition/adverb or preposition + adverb.) Get volunteers to identify each part on the board.
• In pairs, get students to use the comic strip to infer the definition of the phrasal verbs in the exercise. Get
them to share their answers with the class and explain their choices.
• Divide the class into two groups. Get volunteers to mime or draw for others to guess the phrasal verbs.
• With the class, watch a video called It only takes one about one way to stop bullying. https://www.youtube.com/
watch?v=t5CIQhK2suE
• In groups, get the students to draw a comic strip called It only takes one. Make them use some of the phrasal
verbs related to conflict and conflict resolution.
• Next, have them share their comic strip with the class and explain it.

CEFR A2.1 Can write short, simple notes and messages relating to matters in areas of immediate need.
Practice
3. Goal: Use phrasal verbs to complete short texts.
• Tell students to fill in the blanks based on their previous definitions, without reading them again.
• After listening to the audio, get students to check their answers in pairs.
Language File
• Explain that the structure for affirmative and negative sentences using should/shouldn’t is subject + should/
shouldn’t + main verb, and the structure for questions is Should/Shouldn’t + subject + main verb? (e.g., Should I
talk to my parents about this situation?)
• Get students to notice that should/shouldn’t is invariable, so it is not modified based on the subject, and that
the main verb is written in its base form, meaning that it is not modified based on the tense or the subject.
• In groups of four, make them ask for and provide three pieces of advice.
Production
4. Goal: Create pieces of advice using phrasal verbs.
• Encourage students to use the phrasal verbs seen in the lesson to express their own ideas. Invite them to
69 research more phrasal verbs to include in their texts. Remind them to use should and shouldn’t.
• Make them use their own experiences and/or what they think is the best to write their pieces of advice.
• Call upon some students to share their answers with the class. If their pieces of advice are not appropriate,
explain why they should not act that way. Remind them that making the wrong choices can make
problems even bigger.
• Prepare some cards with good and bad pieces of advice on how to deal with different bullying situations. Get
some students to role-play them in front of the class.
• Then, discuss with the whole class by asking: Do you think it is a good/bad piece of advice? Why? What are the
consequences of doing that? If it is a bad piece of advice, what do you suggest he/she should do?
Assessment
In pairs, get students to exchange their books to check the answers to Say: Based on the
exercise 4. Make them draw the following chart in their notebooks and previous chart,
fill it in according to their partner’s performance. assess your own
work in exercise 4.
Poor Needs Practice Great Then, color the stars
Self-
Peer
Coherence in the Checkpoint

Cohesion accordingly.
Relevance of the message
Use of phrasal verbs
Punctuation
Lesson 2 Rules Don’t Have
to Be Boring
Challenge
Using have to, tell students about the different chores that need to be done in your house and who carries them
out. Then, get them to make a list of their obligations at home and school. Divide the class into four groups. Ask
each of them to draw and write the most common chores on cards, so they can match them in a memory game.
CEFR A2.1 Can understand short conversations about family, hobbies and daily life, provided that people
speak slowly and clearly.
Presentation
1. Goal: Recognize, in an audio, the use of have to and don’t have to.
• Before completing the exercise, explain to students that have to refers to an obligation and don’t have to, to
something that it is not necessary for someone to do.
• Based on the Challenge exercise, get students to come up with other personal examples. However, this
time focused on what they don’t have to do at home and school (e.g., I don’t have to pay the bills at home.).
Ask volunteers to share them.
• After finishing the exercise, read aloud the list of home chores one by one, and get students to raise their
70 hand if they have or don’t have to do them at home.
• In groups of six, make students create a story using the sentences provided in the exercise.
Grammar Box: Have to
• Write the first two sentences on the board. Explain to students that the verb have needs to be modified
depending on the subject (first or third person singular). Make sure they notice that the following verb
does not change depending on the tense or the subject.
• On the board, in front of each sentence, write wh-questions and yes/no questions using have to, and
explain their structure.
• In pairs, make students write all the opposite sentences for exercise one, change positive to negative
and negative to positive. Get students to write at least two questions for each sentence.
• Get students to make a five question-survey for a classmate about the obligations he/she has at an
extracurricular activity he/she practices. Have pairs act a conversation using these questions in front of
the class.
Practice
2. Goal: Differentiate visual information to complete sentences using have to and don’t have to.
• Ask students to look at the pictures. Make sure they understand what the function of the x and the check
mark is in each of them. Then, have them fill in the blanks accordingly.
• In groups of four, get students to draw a poster using the same amount of activities based on their own
chores at school. Remind them to include the ones they have to and don’t have to do.

CEFR A2.1 Can write about himself/herself using simple language (information about his/her family,
school, job, hobbies, etc.)
Production
3. Goal: Generate sentences about obligations using have to and don’t have to based on personal information.
• Get students to use all the previous information from the lesson to complete the chart.
• Make them check and correct their exercises in pairs.
• Write on pieces of paper different occupations. In groups of five, have students pick one of them and
research the obligations related to that specific occupation. Make them create a dialog including negative
and affirmative sentences, and wh- and yes/no questions. All five members need to talk in the performance.
Presentation
4. Goal: Identify information, from an audio, to complete short sentences with must.
• With the books closed, play the audio twice and ask students what they have understood overall.
• Play the recording once again for students to complete the exercise. Get them to check the answers in
pairs. Make volunteers say what they think is the meaning or use of must.
• In groups of three, make students write one negative sentence for each phrase from the box. Get them to
write some of those sentences on the board.
Grammar Box: Must

71
• Explain to students that when we use must, this usually means that some personal circumstances make
the obligation necessary; so it is subjective. (e.g., I must go to bed early; They must do something about
their problem with the principal.)
• Make sure students notice that the modal verb must cannot be followed by to. Say: It isn’t correct to say I
must to go now.
• Tell them that the main verb has to be in its base form, meaning that it does not change depending on
the subject or tense.
• In groups of three. make students write, at least, four wh- and yes/no questions about each of them. Get
volunteers to write some of the questions on the board and explain their structure.
• Visit the following web page with the class to explain the differences between must, should, and have
to, and make them do the suggested exercises. http://learnenglishteens.britishcouncil.org/grammar-
vocabulary/grammar-videos/have-must-and-should-obligation-and-advice
• Draw a two-column chart on the board labeled Good Habits, Bad Habits. Write under Good Habits: wake up early,
eat a healthy breakfast; and under Bad Habits: over-eating, being a couch potato. Ask volunteers to write on the
board sentences with these concepts, using must and mustn’t, explaining why they are good or bad habits.
• Explain to students that it is important for them to start having good habits now while they’re young because
it’s very hard to change habits over time.
• Divide the class into groups of four. Make them draw the two-column chart in their notebooks and complete it.
They should include, at least, two habits for each column. Then, get students to write habits on pieces of paper
and put these in a bag. Divide the class into two groups, and make them mime and guess the habits. They get a
point if they can write a sentence correctly on the board about the habit using must and mustn’t.
CEFR A2.1 Can understand short, simple texts containing familiar vocabulary.
Practice
5. Goal: Organize sentences according to a previously learned grammatical structure using must.
• Write one of the disorganized sentences on the board and call upon a volunteer to organize it.
• Advise students to identify the subject and the verb of each sentence before putting it in order.
• Tell students to use the Grammar Box on page 71 as a guide.
6. Goal: Match visual information with sentences
using must. Heads Up!
• Ask students what they know about school • Explain to students that each culture has its own
routines in Japan. Tell them to mention some traditions and customs that have to be respected
oddities they may have observed in anime by everyone, even by foreigners.
(Japanese cartoons.) • Ask them to research about traditions in the
• After finishing the exercise, have them write different continents and write affirmative
and negative sentences with must using this
the sentences according to their own lives (one
information.
negative and one affirmative.)
7. Goal: Differentiate the use of must and have to in a dialog.
• Tell students to look at the picture and scan the text. Ask them to predict what the kids are talking about.
• Get them to discuss if the rules presented are similar to or different from the ones at their school.
72
Production
8. Goal: Create a sign to represent school rules.
• Provide feedback on the students’ school rules before they make their posters.
• Organize an exhibition of the signs in the classroom. Allow students to show and explain their posters
using must and mustn’t. Then, ask students to write questions about the signs using the modal verb in its
affirmative and negative form.
Assessment
Tell students to answer these Tell students to copy this chart and fill it in according to their own
questions on their partner’s work. knowledge and use of the following based on exercise 8.
• Was my partner able to use
must without any difficulties? Acceptable Good Great
chores vocabulary
Self-
Peer
• Were my partner’s invented

signs clear? have to
• Did my partner’s work show don’t have to
that he/she understands the must
difference between must and
mustn’t? mustn’t

Lesson 3 Saving Some Sound!
Challenge
Ask: What do you think the title means? Why do you think wanna and gonna are examples of saving sounds? Then,
provide examples of reductions in your mother tongue. Get students to answer the question in the Challenge
section. Finally, make sure they know that learning and using reductions will help them speak more naturally
and understand spoken English more easily.
CEFR A2.1 Can understand what people say to him/her in simple, everyday conversations, if they speak
clearly and slowly.
Presentation
1. Goal: Match pictures and information from an audio about obligations.
Listening Strategy
Compensation: Guessing Intelligently (Using Imagery)
• After completing the Listening Strategy exercise, make students share their predictions with the class.
• Draw a mind map on the board for each situation. Get volunteers to write some of the words related.
73
Practice
2. Goal: Distinguish reductions in spoken language. Language File
• After finishing the exercise, check the students’ • Ask to the class: Why do you think reductions are
answers. Then, in pairs, make them read the only used in speaking and not in writing?
sentences aloud, using reductions and not using • Have pairs research five more reductions in
them to notice the difference. English and share them.
Production
3. Goal: Detect the reductions /hæftә/ and /hæstә/ in spoken English.
• Read questions a and b to the class aloud emphasizing on the reductions. Speak slower when you don’t
use them and faster when you do.
• Get students to complete the exercise in groups of four.
Assessment
Ask students to assess their Provide students with the following grading scale and ask them to
partners’ pronunciation of the mark the stars in the Checkpoint depending on it:
reductions /hæftә/ and 1 - I can’t recognize or pronounce the reductions /hæftә/ and
/hæstә/ in exercise 3. Have
Self-
Peer
/hæstә/.
students give feedback as 2 - I can’t recognize or pronounce the reductions most of the time.
well. 3 - I can recognize, but I can’t pronounce the reductions sometimes.
4 - I can recognize and pronounce the reductions most of the time.
5 - I can recognize and pronounce the reductions always.
Lesson 4 Speaking out Against
CLIL
Bullying
Challenge
Divide the class into three groups to answer the question in the Challenge section. Then, make them create and
share three slogans promoting the simple actions they can take to change three specific problems.
Before Reading
1. Goal: Identify information related to the students’ personal beliefs.

• Write on the board: engage in a fight, do something on your guard, none of your business, tell on someone,
mind other’s business, spread a rumor, learn a lesson, pass a rumor on, and turn into a different person. Then,
get students to try to guess the meaning of these expressions. Remind them not to focus on the meaning
of each word, but to analyze them as a whole. Next, in pairs, have students research the actual meaning
of these expressions and write two sentences for each of them. Encourage volunteers to write their
sentences on the board.
• Afterwards, get some students to read the instructions, situations, and the options aloud. Make sure all
students understand what they have to do and the meaning of the situations and options.
74
• After completing the exercise, call students’ attention to the quiz results and what they tell about people’s
personalities. Make sure students understand the results.
• As a class, discuss the different types of reactions that people may have when facing a moment of conflict
and their pros and cons.
• Encourage them to rely on their teacher or an adult when they have doubts on how to act before a
situation of conflict.
• Ask students if they have seen or taken an online personality quiz.

• Invite them to visit the following web page, choose two quizzes, and take them: http://kids.nationalgeographic.
com/explore/adventure_pass/personality-quizzes/
• In pairs, encourage students to share their results and say if they agree or not with them.
• Ask: Why do you think personality quizzes were created? Why do you think people like taking personality
quizzes? Do you think they can be useful? Why? What for?
• Get students to work in groups to design their own conflict resolution quiz using must and have to and the
quiz in the book as a reference.
• Make them exchange their quizzes and share their results.

While Reading
2. Goal: Use but and however to connect ideas in a text about bullying.
• Before proceeding with the exercise, get students to read the text and highlight the words they do not
understand. Get them to list these unknown words in their notebooks and look them up in a dictionary or
on the Internet. In groups of three, make them create a dictionary with their words. Ask them to write after
the entry word its part of speech (noun, verb, adverb, etc.).
Language File
• Explain that connectors, such as but and however, are used to link ideas and keep coherence and cohesion.
Tell students that however is considered a more formal word than but.
• Write the sentences below to explain the punctuation rules for but and however.
- I can go to the party, but I must arrive home early. / Jack tried a new soda but still drinks the old one. (Only
use a comma before but when it joins two independent clauses.)
- I am excited about the party. However, I am sad because I have to be home early. (Always use a comma
after however.)
Daily English
• In pairs, make students find in newspaper or magazines, at least, four problems that can be solved or have
75 been solved after being put in the spotlight. Get them to write one sentence for each situation using the
expression in the spotlight.
Reading Strategy
Cognitive: Creating Structure for Input and Output (Summarizing)
• Get students to identify the main idea in each paragraph and write it in their notebooks using their own
words. Remind them that this will help them summarize the text more easily.
• Explain that a summary is not rewriting the text word by word, but paraphrasing it.
3. Goal: Distinguish the name of different conflict resolution strategies.
• Use some everyday situations to exemplify each strategy. Say for example: You and your brother/sister are
fighting over the last piece of pizza. However, your mother stops the fight and talks to you both about sharing.
Then everyone agrees to cut it in half. This is an example of mediating.
• Explain to students that governments solve their home conflicts and conflicts with other countries using some
of these resolution strategies as well.
• Divide the class into three groups and assign each one of the following subjects: peace negotiations between
countries, the role of the UN as a mediator, and war treaties.
• Get each group to research their subjects, elaborate one or more posters (including texts, sources, and images)
with the most important information and share this with the class.
• Make the class discuss the importance of these conflict resolution strategies, and what would happen if they
did not exist.
After Reading
4. Goal: Select the type of reactor suitable to the behavior of a character in a text.
• Get students to go back to page 74 and check what different types of reactor exist and choose the one(s)
that best suit(s) Camilo’s profile.
• Make them support their conclusions with excerpts from the quiz and contrast them with excerpts from
the reading when discussing their choice.
5. Goal: Complete a short letter by using the correct modal verbs and connectors.
• After finishing the exercise, make some students go to the front of the class and read each sentence aloud.
Check their answers and give feedback on their pronunciation.
Writing Strategy
Cognitive: Practicing (Recombining)
• Get students to use the note in exercise 5 as a model to write and recombine sentences and expressions
from the reading to write their own.
• Tell them that they do not have to talk about things that make them uncomfortable or use real names. Remind
students that in case any of them thinks he/she has a real problem, he/she needs to talk to you or an adult.
76 • Explain that this exercise is intended to show the importance of sharing their feelings and problems with
someone else. Let them know the importance of realizing that they are not alone in the world, and that
someone will always be happy to help in a problematic situation or to enjoy a good moment with them.
CEFR A2.1 Can write short, simple notes and messages relating to matters of everyday life.
Writing
6. Goal: Create a text to give recommendations based on known conflict resolution strategies.
• Read the example aloud and remind students that should must be used to give a piece of advice or a
recommendation. Get volunteers to write on the board two more examples for the Mediating strategy.
• After completing the exercise, get students to write additional recommendations on their notebooks.
Assessment
Get students to exchange their messages from Tell students to grade the following aspects
exercise 6 and check Yes or No according to their according to their own performance in exercise 6
partner’s performance. from 1 to 5, 1 being the worst.
I understand what the message I used the vocabulary from the
Yes No
Self-
Peer
is about. lesson.
The spelling is great. Yes No I used modal verbs and connectors.
The vocabulary is clear. Yes No I used the correct grammar.
The punctuation is correct. Yes No I used the correct punctuation.
It is not too short or shallow. Yes No
Lesson 5 Small Talks
Challenge
Explain what an abbreviation is. Then, ask: Why do you think people use so many abbreviations when chatting or
sending text messages? Do you know any English abbreviation? Have you ever used it/them? How do you know what
it/they mean(s)?
CEFR A2.1 Can understand short simple messages from friends (e-mails, web chats, postcards, or
short letters.)
1. Goal: Interpret abbreviations to translate a chat message.
• Before proceeding with the exercise, write on the board the abbreviations in the chart and have students
try to guess or recall what they mean.
• Talk to students about why they think that some acronyms, such as FYI, AKA, and ASAP, are used in spoken
language as well.
• Make students include on a chart in their notebooks more abbreviations. They can visit this link:
http://www.smart-words.org/abbreviations/text.html
77 Speaking Strategy
Compensation: Overcoming Limitations in Speaking and Writing (Adjusting or Approximating the Message)
• Divide the class into two groups for a debate: One pro and the other one against using abbreviations in
written texts. During the discussion, advise students to try to express their ideas in the simplest way possible.
Production
2. Goal: Produce a message using the most popular abbreviations
used in written English.
• After completing the exercise individually, get students to make
groups of four. Organize a contest to write a paper chat using the Divide the class into pairs
to do the exercises on pages
abbreviations presented and the ones they researched.
103 and 106. This activity is
• Every time each team uses an abbreviation correctly, it gets one found on pages 96 and 97 of
point. After three rounds, the team with the highest score wins. this Teacher’s Guide.
Assessment
Get students to give each other feedback on their individual work Based on the previous chart,
from exercise 2 grading it from 1 to 5, 1 being the worst. get students to assess their
individual work from exercise 2
Aspect Grade
Self-
Peer
and color the stars in the

Clarity of the message Checkpoint according to an
Use of acronyms average of their grades.
Meaningful content of the message
Ad Festival
Creativity and Innovation: Work Creatively with Others
21st Century Skill: • Develop, implement, and communicate new ideas to others
effectively.
Learning and
Innovation
• Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work.
CEFR A2.1 Can write short, simple notes and messages relating to matters of everyday life.
Getting Started (1) up with the initial idea, plan the ad, produce it,
• Talk about the product of the project: An and prepare themselves to present it.
advertisement. Point out that big companies Presentation (5)
also invest billions of dollars on getting their • Get the groups to present their pieces of work
messages through to the customers. Mention, in the ad festival. Assign time for questions
for example, that having a TV ad broadcasted from the audience.
during the Super Bowl costs millions of dollars,
because it has, on average, an audience of 113.7 Evaluation
million viewers. • Have students evaluate themselves and their
• Reflect on the fact that not all advertising partners by using the grid below.
78 • Invite them to reflect upon their feelings while
has commercial purposes. Check with the
students this link and talk about it: http:// carrying out the project. If necessary, allow
www.unwomen.org/en/news/stories/2013/10/ them to use their mother tongue to elaborate
women-should-ads on their feelings.
Development (2-4)
• Ask them to go over the Discuss Your
Experience section and answer the questions.
• Encourage students to use have to and must in
their affirmative and negative forms to create • Evaluate your students using the grid on page
the list of rules related to the issue they chose 109 of this Teacher’s Guide. Keep in mind the
to talk about in their ad. suggested criteria on page 110 in order to be
more precise when giving them feedback.
• Get students to prepare a simple schedule to
follow an organized process while they come

Collaborate(s) in the design and production of the
advertisement.

Total
Listening (25%)
• Make students read the instruction and the sentences before playing the audio. Tell them to
highlight the key words that will help them get the correct answer more easily because you
will only play the audio for them twice.
Writing (25%)
• Get students to read the whole text before completing it, to predict how to fill in the blanks.
• Then, make them read the incomplete sentences and complete the exercise. They should
analyze if their predictions were right or wrong, and why.
79 Speaking (25%)
• Make students use have to, must, and should in their affirmative and negative forms.
• Get them to write on cue cards with specific details about the story (e.g., characters’ names)
and vocabulary to use in case they forget something during the presentation. However,
remind them that they will not be allowed to read complete dialog lines.
• Give them enough time to prepare the dialog and rehearse it before performing it.
Reading (25%)
4. Memory Strategy: Creating Mental Linkages (Associating/Elaborating)
• Allow students to observe the images for a while and identify what is allowed and what is not
at this school. Then, remind them that this can help them know which sentences will be in
the affirmative form and which in the negative form.
• Get volunteers to read the sentences aloud. Make sure everyone understands them.

80

Unit 6 Nature Unleashed
Itinerary Pages
• Get students to observe the images on the
cover of the unit and answer the questions
in their notebooks. Then, allow them to share • Natural disasters and related 82-83
their answers with the class. verbs
• Get students to discuss the importance of • Imperatives
preparing for natural disasters. As a class, visit Lesson 2: Language and Function
https://www.ready.gov/make-a-plan and
81 devise a plan to face natural disasters at home. • The zero conditional 84-86
Choose the best plans and make the class • Connectors of sequence: first,
create posters for the classroom. then, later, next, finally
• Connectors of cause and result:
• Ask: What would happen if you didn’t know how because, as, since, as a result, that’s
to act before, during and after a natural disaster in why, therefore
your area?
Lesson 3: Pronunciation
• Adjectives ending in –ed 87
Lesson 4: Reading and Writing
• CLIL: Math – Propositions 88-90
• Reporting an emergency 91
Project: Emergency committee 92
Quiz Time 93
Glossary 94

Lesson 1 Mind-blowing Facts About
Disasters
Challenge
To ensure students participation, get them to read about recent natural disasters in advance on the following
web page and research the natural disasters mentioned there. As a class, create a world map and locate these
natural disasters. https://www.livescience.com/57303-biggest-natural-disasters-of-the-year.html
Presentation
1. Goal: Identify missing information in short texts about natural disasters and match the texts with images.
• Before starting the exercise, make students read the information and underline any words they do not
know. Create, as a class, a list with these words on the board. Research their meaning as a class, and get
students to create a dictionary with all this information in their notebooks.
• After completing the information about different natural disasters using the words in the Word Bank,
students complete a mind map on the board by writing the keywords that helped them relate each
meaning to a natural disaster. (e.g., in the mind map of flood they should write words like lakes, rivers, sea,
heavy rain, storms, etc.)
82 • In pairs, make students check their answers for the matching activity.
Heads Up!
Make students check the following website and, in groups of three, create posters with interesting facts about
hurricanes (including drawings, photographs and maps, and additional information with its sources).
http://www.sciencekids.co.nz/sciencefacts/weather/hurricane.html
2. Goal: Match given definitions to verbs related to natural disasters.
• After checking the reading in exercise 1, get students to focus their attention on the words in bold.
• Before starting the exercise 2, with books closed, read the definitions aloud and ask volunteers to match
them with the words in bold in exercise 1. If other students do not agree with these matches, make them
explain why.
• Get students to open their books and check if their proposed answers fit the letters that serve as a clue for
each definition.
• Practice the pronunciation of the verbs in the exercise by choral repetition and reinforce their meaning
using the excerpts of the reading where they appear.
Notes
_____________________________________________________________
_____________________________________________________________
CEFR A2.1 Can understand the main points in short, simple news items and descriptions if I already
know something about the subject.
Practice
3. Goal: Use verbs related to natural disasters to complete short texts.
• Get students to look for synonyms or antonyms of these verbs. Then, get them to play headbands. Divide
the class into groups of six. Each student must stick the headband with a verb from the Student’s Book
on the forehead without looking at it. The rest of the group tells synonyms or antonyms so the student
guesses the name on their forehead.
• In pairs, encourage students to write another sentence about a natural disaster for each verb. Have them
share the sentences with the class.
4. Goal: Classify as before, during, or after recommendations for natural disasters using imperatives.
Listening Strategy Language File
Cognitive: Analyzing and Reasoning (Reasoning Deductively) Explain that the affirmative imperative is
• Tell students to read the recommendations and guess the basic form of the verb, and the negative
imperative is formed by the auxiliary verb
the answers before listening to the audio.
don’t + the basic form of the verb.
• Get volunteers to explain how after analyzing the
83 expressions they decided if each recommendation was to be done before, during, or after a catastrophe.
• After listening to the audio, make them check their answers.
5. Goal: Select the best use of imperatives in recommendations to face natural disasters.
• Read the sentences in the exercise aloud, then go through the Language File with the students.
• Get students to check their answers in pairs and explain their choices.
Production
6. Goal: Design a list of recommendations to face a natural disaster using imperatives.
• Assign a natural disaster to each pair. Two or more pairs must have the same one.
• After the pairs write their own recommendations, have them get together with other pairs who have the
same natural disaster and come up with a creative way to present their recommendations to the class.
Make them include images and signs, when appropriate.
Assessment
Get students to assess their partner’s work from exercise 6 Tell each student to grade their own
grading each aspect in the grid from 1 to 5, 1 being the worst. work in exercise 6 based on the
previous grid. Make them color the
Aspect Grade stars in Checkpoint depending on the
Self-
Peer
Uses the imperative in affirmative form. average of the results.

Uses the imperative in negative form.
Uses verbs to write recommendations.
Uses verbs related to natural disasters.
Lesson 2 Cataclysms Explained
Challenge
Before proceeding with the exercise, as a class, make a list with the most important vocabulary in Lesson 1 on
the board. Then, make students play charades with it, even if the group are unable to guess the word.
CEFR A2.1 Can understand short, simple texts containing familiar vocabulary.
Presentation
1. Goal: Match the beginning and ending of sentences using the zero conditional.
• Before listening to the audio, get volunteers to explain their choices. Then, invite them to check their
answers in pairs and talk about their mistakes.
• Get students to write the complete sentences on the board. Make them underline the verbs and say
which is their tense (Simple Present tense).
Grammar Box: Zero Conditional
• Go through the Grammar Box with students. Explain that the conditional clause is always introduced by if
or when, and the result clause is always a sentence in the Simple Present tense.
84 • Using the sentences from exercise 1 on the board, make them circle the conditional clause and the result
clause, and explain their choices.
• Encourage some students to go to the board and write examples of wh- and yes/no questions based on
the sentences. Explain that the questions can start by the conditional clause (e.g., If you have to work, when
do you wake up?).
Language File
Get students to change the positions of the conditional and result clauses in the examples on the board. Remind
them to be careful with the punctuation.
Practice
2. Goal: Implement the zero conditional to complete a text.
• After completing the exercise, get students to color green the conditional clauses and red the result
clauses in the zero conditional sentences of the text.
• Divide the class into groups of three. Make them change the order of the clauses in all the sentences and
write, at least, two questions for each sentence. Get them to research hurricanes, and write one negative
sentence for each. The group that finishes first wins.
Notes
_____________________________________________________________
_____________________________________________________________
Production
3. Goal: Construct sentences using the structure of the zero conditional.
• Use the example in the exercise to show students how to complete the task. Students should notice that
they need to include if/when to create the conditional sentences, conjugate the verbs, and include the
auxiliary verbs, when needed, to get the negative forms.
• Invite students to write their answers on the board for you and the class to provide feedback.
• Get pairs of students to create an interview using the sentences in the exercise. They have to change the
order of some sentences, include negative sentences, and wh- and yes/no questions. The interview must
include additional information. Invite some pairs to share their interviews with the class.
Heads Up! Writing Strategy

Read with students more information about Social: Asking Questions (Asking for Correction)
the Mayan god Huracán in this web page. Get • Get students to check and correct each other’s
groups of students to create a poster based
sentences based on the Grammar Box and the
on the information presented there. Remind
them to use the zero conditional. http:// Language File on the previous page.
mayansandtikal.com/mayan-gods/huracan/ • To make sure their corrections are not based on personal
feelings, try to check all the students’ corrections.
85
Play exquisite corpse as a class. Explain to students that they will create a story collaboratively. Write on the board
the connectors in the Grammar Box. Use a voice recorder, so you can transcribe the story later and show it to the
class. Get one student to say a sentence using First. The student that does not use a connector is out of the game.
• Get students to research some organizations that have supported people affected by hurricanes and the
activities they carry out. Make students find out how everyone can help, even if they are not close to the place
where the natural disaster occurred.
• Invite groups to create a poster with the collected information and a plan to assist hurricane victims.
Grammar Box: Connectors
• Explain to students that texts include connectors to have coherence and cohesion; that they help make
logical connections among the sentences in the texts; and that connectors of sequence are useful to provide
order, and connectors of cause and result create a cause-effect relationship between two sentences.
• Get volunteers to read aloud the text of the Connectors of Sequence column. Change the reader after a
period (.). Draw a timeline on the board, and make students write each event in the order stated in the
text. Ask: How do you know which event comes first or later?
• Write on the board: Our teacher was ill. We had to put off the exam; I was tired. I went to bed early; You are
not interested. I won’t tell you about it; I helped him. I liked him. Make students join the sentences using
connectors of cause and result, and get them to explain their choices.

CEFR A2.1 Can understand the main points in short, simple news items and descriptions if I already
know something about the subject.
Presentation
4. Goal: Recognize the order of a short text using connectors of sequence.
• Get students to complete the exercise. Remind them that it is useful to use the images to identify the
order of the sentences. While completing the exercise, students should underline the words that help
them identify the order of the sentences. (e.g., warm air is mentioned in the first two sentences, etc.)
• Play the audio for students to check their answers.
Practice
5. Goal: Use connectors of cause and result to complete a text.
• Get students to read the sentences aloud. Remind them that different answers can be right. Make them
check and correct their answers in pairs.
Heads Up! Writing Strategy

• Get students to research more Memory: Creating Mental Linkages (Placing New Words Into a Context)
differences between hurricanes • Get students to think about a personal or a familiar experience
and tornadoes. Have them design
and keep it in mind to use as inspiration before writing the
a poster with a chart explaining
short story. Then, make them write their short story using the
86 the information. They should write
sentences using connectors. connectors in the unit.
• Invite them to share the poster • Tell them not to use just one connector of cause and one of result.
with the class. They have to use them all to join different sentences.
Production
6. Goal: Produce a short text about a natural disaster using connectors.
• Divide the class into enough groups to distribute the natural disasters on page 82. Make students
research the natural disaster they were assigned and write down the most important information in their
notebooks. Remind them that they should use the zero conditional and all the connectors in this unit.
• Get students to create posters with a text describing the natural disaster they were assigned and tape
them to the walls. Make other groups highlight the connectors of the unit with red.
Assessment
Make students asses another group’s work in exercise 6 based Get students to reflect on their own
on the following grid. Get them to grade these aspects from 1 to work in exercise 6 by coloring the
5, 1 being the worst. stars in Checkpoint based on the
coherence of the text, the spelling,
Aspect Grade
Self-
Peer
the grammar, the use of all the

Use of connectors of sequence. connectors in the unit, and the
Use of connectors of cause and result. correct use of the zero conditional.
Use of vocabulary related to natural disasters.
Use of the zero conditional.
Lesson 3
Scared by Lightning!
Challenge
Read the three words aloud: bored, convinced, and interested, emphasizing the -ed ending sounds. Get students
to repeat them and discuss about the difference in their pronunciation. Make students write more adjectives
ending in -ed and pronounce them. Guide them to notice the differences.
CEFR A2.1 Can understand what people say to me in simple, everyday conversation, if they speak clearly
and slowly and give me help.
Presentation
1. Goal: Recognize in an audio the pronunciation of -ed endings in adjectives.
• Before completing the exercise, go through the Word Bank with students. In groups, make them use
mime and try to guess the meaning of words.
Practice
2. Goal: Differentiate the three different ways to pronounce the -ed endings.
Speaking Strategy
87
Memory: Employing Action (Using Physical Response or Sensation)
• Get volunteers to read the information in the chart aloud.
• To make sure students classify the adjectives correctly, make them pronounce the following letters to
differentiate the voiced and voiceless sounds: b, d, and v (voiced) and p, t, k, s, sh (voiceless). Get them to
classify the additional adjectives they wrote during the Challenge accordingly.
3. Goal: Distinguish the three different ways to pronounce the -ed endings in a conversation.
• After finishing the exercise, draw a three-column chart on the board, so students can write their
classifications. Check and correct if necessary.
Production
4. Goal: Act out a dialog differentiating the pronunciation of -ed endings.
• In pairs, make students act the dialog in front of the class. Remind them to try to act naturally and notice
the proper pronunciation of the -ed endings. They may need to use the book as support.
Assessment
While the pairs act the dialog, make other Make students asses their own work in exercise 4 and
2 pairs assess their work in exercise 4 color the starts in Checkpoint accordingly based on
Self-
Peer
based on: pronunciation of -ed endings, their partners’ feedback and their own assessment
spontaneity, and not reading the dialog from of pronunciation of -ed endings, spontaneity, and not
the book. reading the dialog from the book.

Lesson 4 True or False?
CLIL
Challenge
Before completing the exercise, ask: If a teacher says “2 + 5 = 5”, does it make it true? If a child says “the grass is green”,
does it make it false? Have them discuss the question and understand that it does not depend on who says it.
Before Reading
1. Goal: Recognize sentences that are true, false or neither to familiarize with the concept of proposition.
• After finishing the exercise, get students to read each sentence aloud and explain their choices. Make sure
they understand why the b. and d. sentences are neither false nor true.
• In groups of four, get students to rewrite the sentences, so the false ones become true, the true ones
become false, the true and false ones become neither, and the ones that are neither become false or true.
Check their answers by getting volunteers to read them aloud.
88
While Reading
2. Goal: Distinguish simple and complex propositions from sentences that are not propositions.
• Read with the class the box about propositions. Explain that propositions are statements in which
something is affirmed or denied, so they must be classified as either true or false. If they cannot be
classified as either (orders or questions), they are not propositions.
• Then, make students complete stage a. Remind them to always write simple sentences with one verb.
• Once they have finished, draw a three-column chart on the board labeled True, False, Not a Proposition, and
encourage students to write on the board some examples of each. If some of the sentences are wrong,
have classmates correct them. Then, use students’ examples to clarify any misconception about the topic.
• Go through the second and third boxes with students. Make sure they notice that the complex
propositions are formed by two complete propositions, each with a verb. Explain that there are different
forms to build complex propositions, two of them are conjunction and disjunction, but there are more.
• Make them check and correct their answers for stage b in pairs.
Notes
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
• While you check the fourth box with students, explain to them that truth tables are used to determine the
truth-value of propositions, meaning, to decide if the complex proposition is true or false based on the
analysis of the truth-value of each proposition independently. Considering there are two statements in the
propositions we are analyzing, p and q, there are only four possible truth-value combinations, those are:
TT, TF, FT, FF. Write on the board: A conjunction p ^ q is true only when both of its simple propositions are true;
it is false in all other three cases (TT = T; TF = F; FT = F; FF = F.) A disjunction p q is false only when both of its
simple propositions are false. In the other three cases, the disjunction is true (TT = T; TF = T, FT = T, FF = F.)
• In truth tables, symbols are used to simplify the analysis of propositions. The letters p and q are used to
represent the simple propositions in a complex proposition.
• After analyzing the fourth box with students, in pairs, make them create truth tables for the complex
propositions they wrote in stage b. In groups of four, get them to check the other pairs’ truth tables.
Reading Strategy
Cognitive: Creating Structure for Input and Output (Highlighting)
• After reading the propositions in stage c, make students complete the exercise in the Reading Strategy box.
• Remind students not to underline the conjunctions, but only the simple propositions.
• After completing stage c, get volunteers to read aloud the propositions and explain their choices.
• Before writing the truth-value of the complex propositions in stage c, get students to mentally think of
the answers. Then, get them to create a truth table to make sure their answers were right. Students should
check their answers in pairs. If they were wrong, get them to explain why.
89 • Go through the last box (Implications) with students. Make them notice that the simple propositions in the
implications are joined with the adverb then, not and/or. Write on the board: An implication p q is false
only when p is true and q is false; it is true in all other three cases (TT = T; TF = F; FT = T; FF = T).
• Prior to the lesson, bring newspapers and magazines to the classroom.

• In pairs, make students choose news related to natural disasters; using the news information they should write a
short, cohesive, and coherent text with true complex propositions as the ones studied in the lesson, at least four
of each: conjunction, disjunction, and implication.
• Then, they have to exchange their texts with other pairs and rewrite their propositions, so they are false. Get them
to show their truth-value in a truth table.
• Get students to research the increase of natural disasters due to global warming.
• Divide the class into groups to research and elaborate an infographic about the subject. Make sure that each
group talks about a different issue.
• Encourage the class to use simple and complex propositions in the infographic. Get them to include false and
true propositions.
• Make groups create a truth table for other groups to determine the truth-value of conjunctions and
disjunctions in their infographics.

CEFR A2.1 Can understand the man points in short, everyday stories, especially if there is visual support.
After Reading
3. Goal: Distinguish the truth-value of some implications related to natural disasters.

• Get students to read the information. Make sure they understand the meaning of the chart. Explain that it
refers to the amount of energy an explosion releases based on the first measurement of 1 kiloton.
• Tell students that in order to determine if the simple propositions p and q are true or false, they have to
use basic math operations (addition, subtraction, multiplication, division.) Write on the board an example
for the question a: If a 9.0- magnitude earthquake = 23,000 Hiroshima sized atomic bombs (according to the
chart), and the Hiroshima nuclear bomb = 15 kilotons, then 23,000 * 15 kilotons = 345,000 kilotons. If a volcanic
eruption = 1,600 Hiroshima sized atomic bombs, then 1,600 * 15 kilotons = 24,000 kilotons, and 24,000 kilotons
* 10 times = 240,000 kilotons. The first proposition is true and the second one is false, so the truth-value is false.
Remind students that they have to do these operations in their notebooks to support their answers and
share them with the class afterwards.
• The relationship between the propositions in the implications is of logical consequence, meaning that the
second is consequence of the first one. However, the truthfulness or falsehood of this complex proposition
depends on the truth-values of each simple proposition, not on the relationship between the meanings of
the propositions (e.g., If the grass is red, then the ice is cold. = true)
Heads Up!
90
Explain that since the TNT equivalent is a standard measurement for explosions worldwide, it plays an important
role in the Comprehensive Nuclear-Test-Ban Treaty (CTBT). Have them research this treaty and write a summary
in groups.
CEFR A2.1 Can write short, simple formulaic notes relating to matters in areas of immediate need.
Writing
4. Goal: Generate implications about a natural disaster.
• Read the facts about tornadoes and the model with the class. Remind students that they have to identify
what they can use as a premise, and what they can use as a conclusion in their implications.
• Allow volunteers to write their implications on the board and how they determined their truth-value.
Assessment
Have students exchange Make students assess their own work in exercise 4 by checking Yes or No
their implications from in the following items.
exercise 4 and assess
I can write true and My implications are I can determine the
Self-
Peer
the spelling, grammar,

coherence, and proper false implications. spelled correctly. truth-value of an
conclusion of truth-value implication.
in their partner’s work.

Lesson 5 9 -1-1, Where’s Your
Emergency?
Challenge
After answering the question, ask: What is an emergency? What kinds of emergencies occur in your community? What
other emergency numbers are in your country? Is it important to have an emergency contact in your smartphone? Why?
CEFR A2.1 Can catch the main point in short, clear, simple messages and announcements.
Presentation
1. Goal: Remember the connectors of sequence in order to organize the Heads Up!
steps to report an emergency.
Ask students what they
• Before organizing the steps, get volunteers to read them. Make think about having a unique
sure they fill in the blanks based on what they remember about the emergency phone number
connectors, not by going back to the previous lesson. instead of different ones for
• Ask students to check their answers in pairs and explain them. each institution.
Practice
2. Goal: Organize a short dialog about reporting an emergency. Daily English
91
• Tell students to use the steps in exercise 1 to organize the dialog. Ask students to look for
• In pairs, make students check their answers and prepare themselves synonyms and antonyms of a
to act the dialog in front of the class. Remind them to use the correct bundle of nerves. Have pairs
tone for each character. Since it is an emergency, Nancy must sound include some of them in the
dialog they write in exercise 3.
worried, and because of her work, the dispatcher, must be calm.
Production
3. Goal: Produce a dialog to report an emergency.
Speaking Strategy
Social: Empathizing with Others (Becoming Aware of Others’ Thoughts and Divide the class into pairs
Feelings) to do the exercise on pages
• Get students to ask family members about an emergency they have 103 and 106. This activity is
found on pages 96 and 97 of
experienced and how they felt during it, so they can grasp how
this Teacher’s Guide.
people react during an emergency in real life. In that way, the dialogs
will be more natural.
Assessment
Make students assess another pair’s exercise 3 by answering Yes or No: Did Make students assess
they use the imperatives and the expressions in bold? Did they follow the their own work in exercise
Self-
Peer
steps? Did they act the dialog naturally? Were the reactions coherent? Did 3 by answering Yes or No
they include synonyms and antonyms of a bundle of nerves? to the previous questions.

Ready to Help!
21st Century Skill: Leadership and Responsibility: Guide and Lead Others
• Use interpersonal and problem-solving skills to influence and guide
Life and Career others toward a goal.
CEFR A2.1 Can give a short, rehearsed, basic presentation on a familiar subject.
Getting Started (1) • Explain to students that they can only use the
• Refer students to the product of the project: cue cards to remember specific information,
emergency committee. Remind them that for but they cannot read all the information during
a committee to work properly, it has to be well the presentation.
organized from the start by assigning roles
appropriately, creating schedules, researching
• Tell students that they can present each step
of the plan depending on the role they hold in
in reliable sources, etc.
the committee, considering they will have more
Development (2-4) information than the other classmates.
• Make sure that groups do not work on the same Evaluation
natural disaster.
92 • Have students evaluate themselves and their
• Get the student(s) in each role to research the partners by using the grid below.
natural disaster from their position.
• Invite them to reflect upon their feelings while
• Have students to choose the best images that carrying out the project. If necessary, allow
fit the information they are going to give and them to use their mother tongue to elaborate
that can cause great impact in the audiences, on their feelings.
so they can create awareness about the
emergency they chose.
• Ask them to go over the Discuss Your
Experience section and answer the questions.
• Remind students that an emergency plan is • Evaluate your students using the grid on page
organized in steps.
111 of this Teacher’s Guide. Keep in mind the
Presentation (5) suggested criteria on page 112 in order to be
• Remind students about the importance of more precise when giving them feedback.
having enough preparation and practice to
lower the anxiety before an oral presentation.

Communicate(s) my/his/her ideas clearly, so the audience
can understand.
Collaborate(s) in the preparation and design of the
presentation.
Derechos
Total
reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Listening (25%)
• Get students to read the whole text first and try to guess which one of the options is more
likely to be right.
• Then, play the audio twice and have them to listen carefully to check or correct their guesses.
Reading (25%)
2. Memory Strategy: Applying Images and Sounds (Using Imagery)
• Get students to observe the images and identify the function of the x and the tick in them.
• After completing the exercise, have them explain why the sentences are false or true.
Writing (25%)
93 3. Compensation Strategy: Guessing Intelligently (Using Linguistic Clues)
• Get students to read the verbs in the Word Bank and make sure they know their meaning.
• Tell students that they can use the words surrounding the blanks to choose the correct verb.
• Encourage students to read the whole text to confirm the verbs they chose fit well.
Speaking (25%)
• Make students research on the subject before writing a script.

• Explain to students that each one has to know what piece of information he/she is going to
say, to avoid speaking at the same time in the presentation.
• Tell students they can use cue cards with key words to remember some information.

94

95

96

97

98

99

100

Life-changing Ideas
Assessment Grid
Assess students’ performance using the table below and the criteria on
Unit 1
the next page.
Student 1 Student 2 Student 3 Student 4

Aspect Indicator
(name) (name) (name) (name)
Presents very complete, reliable information about a problem
Content
affecting his/her community and an invention to help solve it.
Coherence and Organizes his/her ideas appropriately which makes the message
101
cohesion clear and easy to understand.
Pronunciation Pronounces words and expressions related to the project correctly.
Uses simple grammar structures to present a problem affecting his/

Grammar
her community and an invention to help solve it.
Uses a good and functional repertoire of words and expressions
Vocabulary to present specific information about a problem affecting his/her
community and an invention to help solve it.
Is responsible for his/her role in the creation and presentation of the

Group work
infographic.
Aids Uses appealing tools to make the infographic. The final product is
(audiovisual) attractive and well organized.
Observations
_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Life-changing Ideas
Unit 1
Coherence Aids
Score Content Pronunciation Grammar Vocabulary Group work
and cohesion (audiovisual)
Presents very Organizes his/her ideas Pronounces words and Uses simple grammatical Uses a good and functional Is responsible for Uses appealing
complete, reliable appropriately, which expressions that are related structures (The Simple Past and repertoire of words and his/her role in tools to make the
information about makes the message to the topic (problems the Simple Present tenses) to expressions to present specific the creation and infographic. The final
a problem affecting clear and easy to affecting the community and present a problem affecting his/ information about a problem presentation of product is attractive
5
his/her community understand. inventions) appropriately. her community and an invention affecting his/her community and the infographic and well organized.
and an invention to to solve it. The appropriate use an invention to solve it. and contributes
solve it. of these structures facilitates accordingly.
communication.
Presents complete Organizes most of his/ In general, pronounces Uses simple grammatical Uses an average repertoire of Is generally Uses appropriate
information about her ideas appropriately, words and expressions that structures (The Simple Past and words and expressions to present responsible for tools to make the
102 a problem affecting although some are related to the topic the Simple Present tenses) to information about a problem his/her role in infographic. The
his/her community parts may not be (problems affecting the present a problem affecting his/ affecting his/her community and the creation and final product is nice
4 and an invention to understandable. The community and inventions). her community and an invention an invention to solve it. Although presentation of the and clear.
solve it. message is generally A few errors are present, but to solve it. Some confusion may confuses or lacks some of the infographic and
clear and easy to do not affect meaning. be present, but it does not affect vocabulary, this does not affect makes relatively
understand. communication. communication. meaningful
contributions.
Presents partial Some of his/her ideas Is sometimes able to Uses, with a lot of effort, simple Has a limited repertoire of words Is not entirely Uses tools to make
information about are clear, but many pronounce words and grammatical structures ((The and expressions to present responsible for the infographic.
a problem affecting others are difficult to expressions related to the Simple Past and the Simple specific information about the creation and However, the final
his/her community understand. topic (problems affecting the Present tenses) to present a problem affecting his/her presentation of product has the
3
and an invention to community and inventions). a problem affecting his/her community and an invention to the infographic minimum standards
solve it. However, constant mistakes community and an invention to solve it. Confuses or lacks the and makes a few of quality.
interfere with what he/she is solve it. Frequent confusion causes appropriate words most of the contributions.
trying to say. communication breakdowns. time, thus obscuring the message.
Presents very little Fails to organize his/ her Shows lack of familiarity Shows insufficient control of Has an insufficient repertoire Is not responsible Uses tools to make
information about ideas. The message is with the pronunciation of simple grammatical structures of words and expressions to for the creation and the infographic. Even
a problem affecting too confusing. Meaning words and expressions (The Simple Past and the Simple present specific information presentation of the so, the final product
his/her community is not conveyed. related to the topic Present tenses) to present about a problem affecting his/ infographic and is not appealing
2 and an invention to (problems affecting the a problem affecting his/her her community and an invention makes almost no and is difficult to
solve it. community and inventions). community and an invention to to solve it. His/Her low vocabulary contributions. understand.
Communication is greatly solve it. Too much confusion and range impedes communication.
affected. inaccuracy impede communication.
1 By default By default By default By default By default By default By default

Words and GIFs
Assessment Grid
Unit 2
the next page.

Aspect Indicator
Content Presents very complete, reliable information about a past anecdote.
Coherence and Organizes his/her ideas appropriately, linking utterances with basic
103
cohesion connectors.
Appropriately pronounces words and expressions that are related

Pronunciation
to the topic.
Uses the Simple Past and the Past Progressive tenses to describe
Grammar
a past anecdote.
Uses a varied and functional repertoire of words and expressions
Vocabulary
related to past anecdotes.
Is responsible for his/her role in the group and contributes

Group work
accordingly.
Uses appealing digital aids that expand the information and

Aids
reinforce the presentation, making it more interesting and
(audiovisual) meaningful.
Observations
_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Gifs and Anecdotes
Unit 2
Coherence
Score Content Pronunciation Grammar Vocabulary Group work Aids (audiovisual)
and cohesion
Presents very Organizes his/her Appropriately pronounces words Uses the Simple Past and Uses a varied and functional Is responsible for his/ Uses appealing digital
complete ideas appropriately, and expressions that are related the Past Progressive tenses repertoire of words and her role in the group aids that expand the
information about linking utterances with to the topic. to describe a past anecdote. expressions related to past and contributes information and reinforce
5 a past anecdote. basic connectors. The The appropriate use of anecdotes. accordingly. the presentation, making
message is very clear. these structures facilitates it more interesting and
communication. meaningful.
Presents complete Organizes most of his/ In general, pronounces words Uses the Simple Past and Uses an average repertoire of Is generally Uses, most of the time,
information about her ideas appropriately, and expressions that are related the Past Progressive tenses words and expressions related responsible for digital aids that enhance
a past anecdote. although some to the topic with a few errors to describe a past anecdote. to past anecdotes. Although his/her role in the the presentation.
104 4 parts may not be that do not affect meaning. Some confusion may be confuses or lacks some of the group and makes
understandable. The present, but it does not affect vocabulary, this does not affect relatively meaningful
message is generally communication. communication. contributions.
clear.
Presents partial Some of his/her ideas Is sometimes able to pronounce Uses, with a lot of effort, Has a limited repertoire of Is not entirely Uses digital aids that
information about are clear, but many words and expressions related the Simple Past and the words and expressions related responsible for his/ are related to the
a past anecdote. others are difficult to the topic. However, constant Past Progressive tenses to to past anecdotes. Confuses her role in the group information and enhance
to understand due to mistakes interfere with what he/ describe a past anecdote. or lacks the appropriate and makes a few the presentation only to a
3 mistakes when using she is trying to say. Frequent confusion causes words most of the time, thus contributions. limited extent.
basic connectors or communication breakdowns. obscuring the message.
choosing certain words.
Presents very little Fails to organize his/ Shows lack of familiarity with Shows insufficient control of Has an insufficient repertoire Is not responsible Uses digital aids, but
information about her ideas and link the pronunciation of words the Simple Past and the Past of words and expressions for his/her role they are not related
a past anecdote. utterances with and expressions related to the Progressive tenses to describe related to past anecdotes. in the group and to the topic and/or do
basic connectors. topic. Communication is greatly a past anecdote. Too much His/her low vocabulary range makes almost no not help enhance the
2
The message is too affected. confusion and inaccuracy impedes communication. contributions. presentation.
short and confusing. impede communication.
Meaning is not
conveyed.

Futuristic Scenes
Assessment Grid
Unit 3
the next page.

Aspect Indicator
Content Presents a very complete and engaging plot of a futuristic story.
105
cohesion connectors.
Appropriately pronounces words and expressions that describe a

Pronunciation
futuristic story.
Uses the Simple Present tense and the auxiliary will to describe the
Grammar
details of a plot (characters, setting, events).
Uses varied and functional vocabulary to give specific information
Vocabulary
about a futuristic story.
Group work Does not apply
Uses appealing tools and materials that expand the information

Aids and reinforce the presentation, making it more interesting and
meaningful.
Observations
_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Futuristic Scenes
Unit 3
Coherence
Score Content Pronunciation Grammar Vocabulary Group work Aids
and cohesion
Presents a very Organizes his/her Appropriately pronounces words Uses the Simple Present Uses varied and functional Does not apply Uses appealing tools
complete and ideas appropriately, and expressions that describe a tense and the auxiliary will vocabulary to give specific and materials that
engaging plot of a linking utterances with futuristic story. to describe the details of a information about a futuristic expand the information
5 futuristic story. basic connectors. The plot (characters, setting, story. and reinforce the
message is very clear. events). The appropriate use presentation, making
of these structures facilitates it more interesting and
communication. meaningful.
Presents a complete Organizes most of his/ In general, pronounces words Uses the Simple Present Uses an average repertoire of Does not apply Uses, most of the time,
and engaging plot of her ideas appropriately, and expressions that describe tense and the auxiliary will words and expressions to give tools and materials
a futuristic story. although some a futuristic story. A few errors to describe the details of the specific information about that enhance the
106
parts may not be are present, but do not affect plot (characters, setting, a futuristic story. Although presentation.
4
understandable. The meaning. events) most of the time. confuses or lacks some of the
message is generally Some confusion may be vocabulary, this does not affect
clear. present, but it does not affect communication.
communication.
Presents a partially Some of his/her ideas Is sometimes able to pronounce Uses, with a lot of effort, the Has a limited repertoire of Does not apply Uses tools and materials
complete and are clear, but many words and expressions that Simple Present tense and words and expressions to give that are related to the
engaging plot of a others are difficult describe a futuristic story. the auxiliary will to describe specific information about story and enhance the
futuristic story. to understand due to However, constant mistakes the details of the plot a futuristic story. Confuses presentation only to a
3 mistakes when using interfere with what he/she is (characters, setting, events). or lacks the appropriate limited extent.
basic connectors or trying to say. Frequent confusion causes words most of the time, thus
choosing certain words. communication breakdowns. obscuring the message.
Presents an Fails to organize his/ Shows lack of familiarity with Shows insufficient control Has an insufficient repertoire Does not apply Uses tools and materials,
incomplete and her ideas and link the pronunciation of words and of the Simple Present tense of words and expressions to but they are not related
unappealing plot of utterances with expressions that describe a and the auxiliary will to give specific information about to the story and/or do
a futuristic story. basic connectors. futuristic story. Communication describe the details of the a futuristic story. His/her low not help enhance the
2
The message is too is greatly affected. plot (characters, setting, vocabulary range impedes presentation.
short and confusing. events). Too much confusion communication.
Meaning is not and inaccuracy impede
conveyed. communication.
1 By default By default By default By default By default Does not apply By default

Assessment Grid
Unit 4
the next page.

Aspect Indicator
Presents complete, reliable information about ecological problems
Content
affecting the community and recommendations to help solve them.
Coherence and Organizes his/her ideas appropriately which makes the message
107
cohesion easy to understand.
Pronounces words and expressions that are related to the topic

Pronunciation (ecological problems and recommendations to help solve them)
appropriately.
Uses simple grammatical structures (should and shouldn’t) to talk
Grammar
about ecological problems and recommendations to help solve them.
Uses a good and functional repertoire of words and expressions to
Vocabulary
present ecological problems and recommendations to help solve them.
Participates actively in the preparation, making, and launching of

Group work
the campaign.
Aids Uses appealing tools to present the campaign making it attractive

(audiovisual) and well organized.
Observations
_________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Unit 4
Coherence
and cohesion
Presents very Organizes his/her Pronounces words and Uses simple grammatical Uses a good and functional Is responsible for Uses appealing tools to
complete information ideas in a logical expressions that are structures (should and shouldn’t) repertoire of words and his/ her role in the present the campaign.
about ecological and appropriate way, related to the topic to present in detail ecological expressions to describe preparation, making, The presentation is
5 problems affecting which makes it easy (ecological problems problems and recommendations to ecological problems and give and launching of the attractive and well
the community and to understand the and recommendations) help solve them successfully. The recommendations to help solve campaign. organized.
recommendations to content. appropriately. appropriate use of these structures them.
help solve them. facilitates communication.
Presents complete Organizes most of his/ In general, pronounces Uses simple grammatical Uses an average repertoire Is generally Uses tools to present
information about her ideas appropriately, words and expressions structures (should and shouldn’t) of words and expressions to responsible for the campaign. The
108 ecological problems although some that are related to the to present ecological problems describe ecological problems his/her role in the presentation is nice and
affecting the parts may not be topic (ecological problems and recommendations to help and give recommendations preparation, making, clear.
4
community and understandable. The and recommendations) solve them accurately most of to help solve them. Although and launching of the
recommendations to message is clear. appropriately. A few errors the time. Some confusion may confuses or lacks some of the campaign.
help solve them. are present, but do not be present, but it does not affect vocabulary, this does not affect
affect meaning. communication. communication.
Presents partial Some of his/her ideas Is sometimes able to Uses, with a lot of effort, simple Has a limited repertoire of Is not entirely Uses tools to present
information about are clear, but many pronounce words and grammatical structures (should words and expressions to responsible for the campaign. However,
ecological problems others are difficult expressions related to the and shouldn’t) to present ecological describe ecological problems his/her role in the the presentation has the
affecting the to understand due to topic (ecological problems problems and recommendations and give recommendations preparation, making, minimum standards of
3 community and problems in adjusting and recommendations). to help solve them. Frequent to help solve them. Confuses and launching of the quality.
recommendations to language to the level However, constant confusion causes communication or lacks the appropriate campaign.
help solve them. needed and in selecting mistakes interfere with breakdowns. words most of the time, thus
the appropriate what he/she is trying to obscuring the message.
expressions. say.
Presents very Has problems Shows lack of familiarity Shows insufficient control of simple Has an insufficient repertoire Is not responsible for Uses tools to present
little information organizing his/her with the pronunciation of grammatical structures (should of words and expressions to his/her role in the the campaign. Even so,
about ecological ideas. The message is words and expressions and shouldn’t) to give information describe ecological problems preparation, making, the presentation is not
problems affecting confusing and meaning related to the topic about ecological problems and and give recommendations to and launching of the attractive and is difficult
2
the community and is not conveyed. (ecological problems recommendations to help solve help solve them. His/Her low campaign. to understand.
recommendations to and recommendations). them. Too much confusion and vocabulary range impedes
help solve them. Communication is greatly inaccuracy impede communication. communication.
affected.

Ad Festival
Assessment Grid
Unit 5
the next page.

Aspect Indicator
Presents very complete information about the issue that affects

Content
coexistence in the classroom, which his/her team selected.
109
cohesion connectors such as but or however. The message is very clear.

Pronunciation
(conflict and conflict resolution strategies) appropriately.
Uses grammatical structures (must, mustn’t, have to, and don’t have
Grammar to) to give a message about coexistence in the classroom successfully.
The appropriate use of these structures facilitates communication.

Vocabulary
present a message about coexistence in the classroom.
Group work Is responsible for his/her role in the group and contributes accordingly.
Aids Uses appealing digital aids that expand the information and reinforce
(audiovisual) the advertisement, making it more interesting and meaningful.
Observations
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Ad Festival
Unit 5
Coherence
and cohesion
Presents very complete Organizes his/her ideas Pronounces words and Uses simple grammatical Uses a good and functional It is responsible for Uses appealing
information about appropriately, linking expressions that are related structures (must, mustn’t, have repertoire of words and his/her role in the audiovisual tools that
the issue that affects utterances with basic to the topic (conflict and to and don’t have to) to give expressions to present a group and contributes expand the information
coexistence in the connectors such as but conflict resolution strategies) a message about coexistence message about coexistence in accordingly. and reinforce the
5
classroom, which his/ or however. The message appropriately. in the classroom successfully. the classroom. advertisement, making
her team selected. is very clear. The appropriate use of it more interesting and
these structures facilitates meaningful.
communication.
Presents complete Organizes most of his/ In general, pronounces words Uses simple grammatical Uses an average repertoire of It is generally Uses, most of the
information about her ideas appropriately, and expressions that are related structures (must, mustn’t, have words and expressions to present responsible for time, audiovisual
110 the issue that affects although some parts may to the topic (conflict and to and don’t have to) to give a a message about coexistence his/her role in the tools that enhance the
coexistence in the not be understandable. conflict resolution strategies) message about coexistence in in the classroom. Although group and makes advertisement.
4
classroom, which his/ The message is generally appropriately. A few errors the classroom, accurately most confuses or lacks some of the relatively meaningful
her team selected. clear. are present, but do not affect of the time. Some confusion vocabulary, this does not affect contributions.
meaning. may be present, but it does not communication.
affect communication.
Presents partial Some of his/her ideas Is sometimes able to pronounce Uses, with a lot of effort, simple Has a limited repertoire of words It is not entirely Uses audiovisual tools
information about are clear, but many words and expressions related grammatical structures (must, and expressions to present a responsible for his/ that are related to the
the issue that affects others are difficult to the topic (conflict and conflict mustn’t, have to and don’t have message about coexistence in her role in the group information and enhance
coexistence in the to understand due to resolution strategies). However, to) to give a message about the classroom. Confuses or lacks and makes a few the advertisement only to
3 classroom, which his/ mistakes when using constant mistakes interfere with coexistence in the classroom. the appropriate words most of contributions. a limited extent.
her team selected. basic connectors or what he/she is trying to say. Frequent confusion causes the time, thus obscuring the
choosing certain words. communication breakdowns. message.
Presents very little Fails to organize his/her Shows lack of familiarity with Shows insufficient control of Has an insufficient repertoire of It is not responsible Uses audiovisual tools,
information about ideas and link utterances the pronunciation of words and simple grammatical structures words and expressions to present for his/her role but they are not related
the issue that affects with basic connectors expressions related to the topic (must, mustn’t, have to a message about coexistence in the group and to the topic and/or do
coexistence in the such as but or however. (conflict and conflict resolution and don’t have to) to give a in the classroom. His/Her low makes almost no not help enhance the
2
classroom, which his/ The message is too short strategies). Communication is message about coexistence vocabulary range impedes contributions. advertisement.
her team selected. and confusing. Meaning greatly affected. in the classroom. Too much communication.
is not conveyed. confusion and inaccuracy
impede communication.
Ready to Help!
Assessment Grid
Unit 6
the next page.

Aspect Indicator
Presents very complete information about a natural disaster and his/
Content
her team’s prevention and action plan.
Coherence and Organizes his/her ideas in a logical and appropriate way which makes
111
cohesion the message easy and clear to understand.

Pronunciation
(natural disasters and prevention and action plans) appropriately.
Uses imperatives, the zero conditional, and connectors successfully

Grammar to present a natural disaster and his/her team’s prevention and
action plan.
Vocabulary present a natural disaster and his/her team’s prevention and action
plan.

Group work
accordingly.
Aids Uses appealing aids that expand the information and reinforce the
(audiovisual) presentation, making it more interesting and meaningful.
Observations
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Ready to Help!
Unit 6
Coherence
and cohesion
Presents very Organizes his/her ideas in a Pronounces words and Uses imperatives, the zero Uses a good and functional repertoire Is responsible Uses appealing tools that
complete information logical and appropriate way expressions that are related to conditional, and connectors of words and expressions to present for his/her role expand the information
about a natural which makes the message the topic (natural disasters and successfully to present a natural a natural disaster and his/her team’s in the group and reinforce the
5 disaster and his/her easy and clear to understand. prevention and action plans) disaster and his/her team’s prevention and action plan. and contributes presentation, making
team’s prevention and appropriately. prevention and action plan. The accordingly. it more interesting and
action plan. appropriate use of these structures meaningful.
facilitates communication.
Presents complete Organizes most of his/ In general, pronounces words Uses imperatives, the zero Uses an average repertoire of Is generally Uses, most of the time,
information about her ideas in a logical and and expressions that are related conditional, and connectors to words and expressions to present responsible for tools that enhance the
112 a natural disaster appropriate way, although to the topic (natural disasters present a natural disaster and a natural disaster and his/her his/her role in presentation.
and his/her team’s some parts may not be and prevention and action his/her team’s prevention and team’s prevention and action plan. the group and
4 prevention and action understandable. The general plans) appropriately. A few errors action plan accurately most of Although confuses or lacks some of makes relatively
plan. message is clear. are present, but do not affect the time. Some confusion may the vocabulary, this does not affect meaningful
meaning. be present, but it does not affect communication. contributions.
communication.
Presents partial Some of his/her ideas are Is sometimes able to pronounce Uses, with a lot of effort, Has a limited repertoire of words Is not entirely Uses tools that are related
information about clear, but many others are words and expressions related to imperatives, the zero conditional, and expressions to present a responsible for to the information and
a natural disaster difficult to understand due the topic (natural disasters and and connectors to present a natural disaster and his/her team’s his/her role in the enhance the presentation
and his/her team’s to problems in adjusting prevention and action plans). natural disaster and his/her prevention and action plan. Confuses group and makes a only to a limited extent.
3 prevention and action language to the level However, constant mistakes team’s prevention and action or lacks the appropriate words most few contributions.
plan. needed and in selecting the interfere with what he/she is plan. Frequent confusion causes of the time, thus obscuring the
appropriate expressions. trying to say. communication breakdowns. message.
Presents very little Has problems organizing Shows lack of familiarity with Shows insufficient control of Has an insufficient repertoire of Is not responsible Uses tools, but they
information about his/her ideas. The message the pronunciation of words imperatives, the zero conditional, words and expressions to present a for his/her role are not related to the
a natural disaster is too short and confusing. and expressions related to the and connectors to present a natural disaster and his/her team’s in the group and topic and/or do not help
and his/her team’s Meaning is not conveyed. topic (natural disasters and natural disaster and his/her team’s prevention and action plan. His/ makes almost no enhance the presentation.
2 prevention and action prevention and action plans). prevention and action plan. Too Her low vocabulary range impedes contributions.
plan. Communication is greatly much confusion and inaccuracy communication.
affected. impede communication.

The Quiz Time is a short test that has been prepared to promote continuous evaluation and to give a more accurate picture of students’ progress throughout
the unit. It can serve two purposes: a) as an opportunity to work on ongoing assessment practices; b) as a summative or cumulative evaluation to get a sense
of what CEF standards have been consolidated and what areas need further practice.
The following rubrics should be used for grading the four communicative skills. Each rubric corresponds to a different standard and to a score that has been
specified on the third column. The sum of the corresponding scores, one per skill, should yield the final score.
Unit 1
Skill CEF Standard Performance Descriptor Skill CEF Standard Performance Descriptor
Easily understands general and specific Successfully understands information in a chart

Excellent Excellent
information in recorded texts related to the history and uses it correctly to make questions about
(5 answers) (5 answers)
of some inventions. inventions.
Can understand
Listening phrases and Reading
Can ask and Understands information in a chart and uses it to
(25 points, expressions Good Understands general information in recorded texts (25 points, Good
answer simple make questions about inventions, although some
5 points related to past (3-4 answers) related to the history of some inventions. 5 points (3-4 answers)
113 each correct events provided each correct
questions about misunderstandings are present.
past events.
answer) that people speak answer)
slowly and clearly.
Fails to identify general and specific information Faces difficulties understanding information in
Needs practice Needs practice
in recorded texts related to the history of some a chart and using it to make questions about
(0-2 answers) (0-2 answers)
inventions. inventions.
Excellent Accurately completes a short text about past Successfully uses expressions to buy technological
Excellent
(9-10 answers) routines with the correct verb forms. products.
Can understand
short, simple Can interact with Is able to use expressions to buy technological
Writing Good Is able to complete a short text about past routines products. Some lexical and grammatical mistakes
texts on familiar reasonable ease Good
(25 points, (6-8 answers) with the correct verb forms with some accuracy. and hesitations may be present, but these do not
matters of a Speaking in structured
2.5 points affect communication.
concrete type (25 points) situations
each correct
which consist of and short
answer)
high frequency conversations. Shows difficulty using expressions to buy
everyday language. Needs practice Shows difficulty completing a short text about past technological products. Often uses inappropriate
Needs practice
(0-5 answers) routines with the correct verb forms. vocabulary and structures, which may cause
communication failure.

Unit 2
Easily understands short conversations regarding

Excellent Excellent Successfully identifies specific information in a
events in the past that are interrupted by another
(5 answers) (5 answers) short text about a health issue.
event.
Can understand Can understand
sentences using short, simple
Listening Reading
the Simple Past texts on familiar Identifies specific information in a short text about
(25 points, Understands most sentences related to events in (25 points,
and the Past Good matters of a Good a health issue with some accuracy. Though some
5 points the past that are interrupted by another event, but 5 points
Progressive tenses (3-4 answers) concrete type (3-4 answers) misunderstanding might be present, generally it
each correct confuses their meaning at times. each correct
provided that which consist of does not affect comprehension.
answer) answer)
people speak high frequency
114 slowly and clearly. everyday language.
Has trouble in understanding short conversations Has trouble with identifying specific information in
regarding events in the past that are interrupted by a short text about a health issue. The selection is
another event. largely inaccurate, which impedes comprehension.
Excellent Accurately completes a text with sentences using Successfully describes a past anecdote using
Excellent
(5 answers) the comparative and superlative form of adjectives. appropriate grammar structures and connectors.
Is able to complete a text with sentences using the

Can complete Can describe a Is able to describe a past anecdote. Some lexical
Writing Good comparative and superlative form of adjectives.
a text with past anecdote Good and grammar mistakes and hesitations may be
(25 points, (3-4 answers) A few mistakes may be present but the message is
sentences using Speaking using appropriate present, but these do not affect communication.
5 points clear.
the comparative (25 points) grammar
each correct
and superlative structures and
answer)
form of adjectives. connectors.
Fails to complete a text with sentences using the Shows difficulty describing a past anecdote.
Needs practice
comparative and superlative form of adjectives. Too Needs practice Often uses inappropriate grammar structures and
(0-2 answers)
many mistakes impede communication. connectors, which causes communication failure.

Unit 3
Easily understands phrases and expressions related Accurately organizes sentences about future plans
Excellent Excellent
to future plans and futuristic jobs in short and or life in the future. The use of be going to and will
(5 answers) (5 answers)
simple conversations. is precise and facilitates communication.
Can understand
phrases and Can write a series
Listening Writing
expressions related Understands most phrases and expressions related of simple phrases Is able to organize sentences about future plans or
(25 points, (25 points,
to future plans Good to future plans and futuristic jobs in short and and sentences Good life in the future. A few mistakes may be present
5 points 5 points
and futuristic jobs (3-4 answers) simple conversations, but confuses their meaning about future (3-4 answers) when using be going to and will, but the message
each correct each correct
provided speech is at times. plans or life in the is clear.
answer) answer)
clearly and slowly future.
115 articulated.
Fails to understand phrases and expressions Fails to organize sentences about future plans or
related to future plans and futuristic jobs in short life in the future. Too many mistakes when using
and simple conversations. be going to and will hinder communication.
Excellent Successfully identifies the correct phrases to Successfully makes, and accepts or declines an
(5 answers) complete a short text about life in the future. Excellent
invitation.
Can understand Identifies phrases to complete a short text about

short, simple Good life in the future with some accuracy. Though some Can interact with Is able to make, and accept or decline an invitation.
Reading Some lexical and grammatical mistakes and
texts on familiar (3-4 answers) misunderstanding might be present, generally it reasonable ease Good
(25 points, hesitations may be present, but these do not affect
matters of a does not affect comprehension. Speaking in structured
5 points communication.
concrete type (25 points) situations
each correct
which consist of and short
answer)
high frequency conversations.
everyday language. Fails to identify phrases to complete a short text Shows difficulty making, and accepting or declining
Needs practice
about life in the future. The selection is largely an invitation. Often uses inappropriate vocabulary
(0-2 answers) Needs practice
inaccurate, which hinders comprehension. and structures, which may cause communication
failure.

Unit 4
Easily understands general and specific Successfully identifies countable and uncountable
Excellent Excellent
information in recorded texts related to ecological nouns and chooses the correct quantifiers to
(5 answers) Can understand (9-10 answers)
issues and recommendations. complete a text about eco-actions.
Can understand short, simple texts
phrases and containing the
Listening Reading
expressions related highest frequency
(25 points, (25 points, Identifies most countable and uncountable nouns
to areas of most Good Understands general information in recorded texts vocabulary, Good
5 points 2.5 points correctly and chooses the appropriate quantifiers to
immediate priority (3-4 answers) related to ecological issues and recommendations. including a (6-8 answers)
each correct each correct complete a text about eco-actions.
provided speech is proportion
answer) answer)
clearly and slowly of shared
116 articulated. international
Fails to identify general and specific information vocabulary items. Fails to identify countable and uncountable nouns
in recorded texts related to ecological issues and and choose the correct quantifiers to complete a
recommendations. text about eco-actions.
Excellent Successfully makes promises, using polite formulas Excellent Accurately identifies mistakes in sentences and
Can communicate corrects them using articles.
to interrupt and clarify meaning. (5 answers)
in simple and
routine tasks
requiring a Is able to make promises, using polite formulas
simple and Good to interrupt and clarify meaning. Some lexical and Writing Can write a series Good Is able to identify mistakes in sentences and
Speaking (25 points, of simple phrases
direct exchange grammatical mistakes and hesitations may be (3-4 answers) correct them using articles.
(25 points) 5 points and sentences
of information present, but these do not affect communication.
on familiar and each correct linked with simple
routine matters to answer) connectors.
do with work and Shows difficulty making promises, using polite
free time. Needs practice formulas to interrupt and clarify meaning. Often Needs practice Fails to identify mistakes in sentences and correct
uses inappropriate vocabulary and structures, (0-2 answers) them using articles.
which may cause communication failure.

Unit 5
Easily understands phrases and expressions

Excellent Successfully presents a problem to a person, and
related to rules and obligations in short and simple Excellent
Can understand (5 answers) asks for and gives advice.
conversations.
phrases and
expressions Can interact with
Listening
related to areas of Understands most phrases and expressions related reasonable ease Is able to present a problem to a person, and ask
(25 points,
most immediate Good to rules and obligations in short and simple Speaking in structured for and give advice. Some lexical and grammatical
5 points Good
priority (rules (3-4 answers) conversations, but confuses their meaning at (25 points) situations mistakes and hesitations may be present, but these
each correct
and obligations), times. and short do not affect communication.
answer)
provided speech is conversations.
117 clearly and slowly Shows difficulty presenting a problem to a person,
articulated. Fails to understand phrases and expressions
Needs practice and asking for and giving advice. Often uses
related to rules and obligations in short and simple Needs practice
(0-2 answers) inappropriate vocabulary and structures, which
conversations.
may cause communication failure.
Successfully understands the most important
Excellent Accurately completes a text using correctly have to, Excellent
information in short, simple texts about rules and
(5 answers) don’t have to, mustn’t, and must. (5 answers)
obligations.
Can understand
Can complete a Understands the important information in short,
Writing Is able to complete a text using correctly have to, Reading short, simple
simple message, Good Good simple texts about rules and obligations with some
(25 points, don’t have to, mustn’t, and must, sometimes (25 points, texts about rules
using correctly (3-4 answers) (3-4 answers) accuracy. Though some misunderstanding might be
5 points confusing one and the other. 5 points and obligations
have to, don’t have present, generally it does not affect comprehension.
each correct each correct which consist of
to, mustn’t, and
answer) answer) high frequency
must.
language. Fails to understand the most important information
Needs practice Fails to complete a text using correctly have to, Needs practice in short, simple texts about rules and obligations.
(0-2 answers) don’t have to, mustn’t, and must. (0-2 answers) The selection is largely inaccurate, which impedes
comprehension.

Unit 6
Easily understands phrases and expressions related

Excellent Excellent Accurately completes a text with verbs related to
to areas of interest (natural disasters) in short and
(9-10 answers) (10-11 answers) natural disasters.
simple conversations.
Can understand
phrases and
Listening Writing Can complete a
expressions related Understands most phrases and expressions related
(25 points, (25 points, simple message Is able to complete a text with verbs related to
to areas of interest Good to areas of interest (natural disasters) in short and Good
2.5 points 2.27 points with verbs natural disasters, sometimes confusing one and
(natural disasters) (6-8 answers) simple conversations, but confuses their meaning (6-9 answers)
each correct each correct related to natural the other.
provided speech is at times.
answer) answer) disasters.
clearly and slowly
118 articulated.
Fails to understand phrases and expressions Needs practice Fails to complete a text with verbs related to
Needs practice
related to areas of interest (natural disasters) in (0-5 answers) natural disasters.
(0-5 answers)
short and simple conversations.
Successfully presents a news report about a
Successfully understands short, simple texts and Excellent natural disaster, explaining its causes and giving
Excellent
images about recommendations to face natural recommendations for before, during, and after it.
(5 answers)
disasters.
Can communicate
Can understand Is able to present a news report about a natural
to present a news
short, simple Understands the most important information disaster, explaining its causes and giving
Reading Good report about a
texts and images in short, simple texts and images about Good recommendations for before, during, and after it.
(25 points, (3-4 answers) natural disaster,
on topics of recommendations to face natural disasters. Speaking Some lexical and grammatical mistakes may be
5 points explaining its
interest about (25 points) present, but these do not affect communication.
each correct causes and giving
recommendations
answer) recommendations
to face natural
for before, during, Shows difficulty to present a news report about
disasters.
and after it. a natural disaster, explaining its causes and
Needs practice Fails to understand short, simple texts and images giving recommendations for before, during, and
(0-2 answers) about recommendations to face natural disasters. Needs practice
after it. Often uses inappropriate vocabulary and
structures, which may cause communication
failure.

Audio Scripts
CD A
Unit 1 Doctor Perkins: What a difficult question … You see, in Customer: Well, I’m looking for a smartphone for my
the 50’s and the 60’s inventors developed great inventions boyfriend. You know, he used to have a simple cell phone,
They Changed the World! that improved our lives. For example, before the invention small, monochromatic, no access to the Internet …
of the black box in 1953, investigators couldn’t know Worked for him. But two weeks ago, it was water damaged
Lesson 2: A View from the Past exactly what caused an airplane to crash. After that, they and now I want to give him something more in fashion, a
Page 15 could recover recordings from pilots and analyze them to “modern” one. You know what I mean? ... Anyway, can
understand a plane crash. you tell me where I can find a smartphone?
3. (Track 8) Podcast host: Wow! Salesman: They are in the technology aisle. I’ll take you
Laura: What I remember from growing up in the 60’s there.
Doctor Perkins: After the invention of the solar cell in
is how life used to be simpler. Every morning, I used to
1954, people could convert sunlight directly into electrical Customer: Thanks.
have breakfast with mom and dad and then I used to
energy. This invention is still a great innovation and an Salesman: Well, here we are.
walk to school. After classes, mom used to help me do
economic way to produce clean energy.
homework and then we used to make dinner. When dad Customer: All right, all right. How much is the model in
came home from work, I took him to the dinner table, Podcast host: I see! A nice alternative for those who want the window? The blue one?
where we all used to eat dinner together. Then, we used to take care of the planet and save a few bucks in their
Salesman: That’s the X-Citing 10. It’s $950.
to sit in front of our black and white TV set to watch The electric bill. And what about the 60’s, doc?
119 Customer: Oh, my God! That’s a little off my budget. Do
Carson Show. I must say I didn’t like it much, but we only Doctor Perkins: I think that two important inventions from
you have anything cheaper?
had three TV channels, so there weren’t too many options the 60’s are the audio cassette and the automated teller
to choose from. machine. Before the invention of the audio cassette in Salesman: Well, the X-Citing 8 is on sale right now. It has
1962, people couldn’t record music directly from the radio a 30% discount.
Tyler: One thing about the 60’s is that the pace of life was
slower. People didn’t use to feel stressed and they used to at home. After its invention, they could record and play Customer: How much is it?
enjoy the small things in life. My family, for example, used their favorite singers and bands whenever they wanted to. Salesman: $490, discount included. It has a regular price
to stay home on Sundays to watch a baseball game or a They could also make mixed types for their loved ones. of $700.
sitcom on TV. Another interesting thing from the 60’s was Podcast host: And what about the ATM? Customer: That sounds better. Do you have it in red?
traveling. People didn’t use to travel by airplane because Doctor Perkins: Well, after its invention in 1967, people Salesman: I’m afraid black is the only color we have in
it was expensive. In my case, when the family wanted to could withdraw money from their bank accounts at any stock.
travel, we used to buy bus tickets from the Greyhound time. Before its invention, they couldn’t do so.
Bus Company, “the king of the road.” Customer: mhm … Does it come with a guarantee?
Podcast host: Well, doc time’s up for tonight. Thanks for
Salesman: Of course, all our products come with a 1-year
Page 16 coming to our show. And to our listeners, stay tuned for
guarantee.
our next podcast on inventions from the 70’s and the 80’s.
5. (Track 9) Bye, bye. Customer: And, do you have a refund policy?
Podcast host: Hello, everyone! Welcome to Wonders of Salesman: Yes, we do. You just have to keep the receipt
Science. In tonight’s podcast, we’re going to talk about
Lesson 5: Tech Shopping safe and bring it back within one month.
some inventions from the 50’s and the 60’s. Here with Page 21 Customer: OK, I’ll take it.
us is Doctor Joan Perkins, historian and professor at
1. (Track 13) Salesman: Great. Is there anything else I can help you with?
Dartmouth College. Good evening, Doctor Perkins, what
do you think are some of the most important inventions Customer: Excuse me, do you work here? Customer: No, thank you very much.
from those two decades? Salesman: Yes, I do. What can I do for you? Salesman: You’re welcome.

Quiz Time how they make you feel. We have Charles on the line. Hi, c. Josh: What’s the most terrifying show?
buddy, what do you wanna tell us? River: In my opinion, it’s Hell’s Night. It blows your mind
Page 23
Charles: How ya doin’, Oliver? I wanted to talk about week after week with its special effects and scary plots.
1. (Track 15) Dumb and Dumber, a comedy road film from 1994 that I d. Ashley: What’s the best sitcom ever?
a. Amy: Before the invention of the wheel around 3500 happened to watch a couple of days ago.
Donald: I think it’s Daddy Is home! Greg Williams and
BC, human beings were very limited on the amount and Oliver: Interesting … And how did you like it? Melinda Carter’s performances are just brilliant.
weight of things they could transport and how far they
could travel with it. Charles: I must say I was amused. It was a very amusing Lesson 2: How Was Your Week?
film.
b. Sam: While working at the CERN in Switzerland in 1989, Page 28
Tim Berners-Lee noticed that his colleagues had problems Oliver: Thanks for your opinion, Charles. Now, we say
exchanging information, so he worked on a system to hello to Patricia. 1. (Track 19)
combine the Internet and hypertext technology as an Patricia: Hi, Oli. I’d like to talk about Halloween, the a. Thomas: Hey, Kate! How was your trip? Do you have any
efficient and faster way of sharing information. The result original independent slasher film from 1978. After pics?
of his work was the invention of the World Wide Web. watching it, I was really frightened. I’d thought it’d be a Kate: Of course, I have one right … here! This is a picture
c. Jody: One of the greatest contributions of Ancient China was boring movie, but it was quite frightening. Perhaps the of Park Güell, one of Gaudi’s most famous constructions.
the invention of paper. According to some historians, Ts’ai scariest movie ever.
Thomas: Wow! What was it like?
Lun reported his invention to Emperor Ho-di in 105 A.D. Oliver: I must say I totally agree with you. Now, we have Kate: When I arrived at the park, I was amazed by what I
d. Edward: A computer is a device that receives raw Thomas. Hello and what movie do you want to mention? saw. At the main entrance, there was a sculpture called El
information as input and processes it according to a Thomas: How’s it going? I want to share with you and the Drac, a multicolored mosaic salamander. At its sides, there
specific set of programmed instructions. It was originally audience what I think about Star Wars: Episode 7. I’m were two stairways and there was a square covered by an
120 invented to perform complex mathematical calculations really, truly shocked by what happened at the end, man! I amazing ceiling supported by huge columns. I think there
and make some tasks easier for humans. still can’t believe how shocking it was! were 86 of them. There were also lots of trees with brown
e. Wendy: Living without mobile phones seems like Oliver: It seems to me that it kinda left an impression on leaves, but there weren’t any flowers because it was fall.
something impossible nowadays. However, before its Thomas: And were there many people?
you, didn’t it? … Now, Claire is on the line. Hello, there.
invention in 1973 by American engineer Martin Cooper,
people used to make phone calls through public Claire: Hi, Oliver. My boyfriend dragged me to the cinema Kate: Yes, there were a lot. I saw people from Japan,
payphones and didn’t used to text message. to watch La La Land. I didn’t wanna waste more than two Argentina, and Greece. There was also a woman from
hours watching people sing and dance, but I must say I Iran who was wearing a burka. She was so nice, she even
enjoyed the story a lot. It surprised me. I must say it’s a helped me take this pic.
really surprising movie. Thomas: And do you know if pets are allowed in the park?
Unit 2 Oliver: Oh, really? I’m not a fan of musical films, but after If I ever go, I’d like to take Lucky with me.
listening to what you said I’ll give it a shot. Now, time for Kate: Well, I’m not sure. There weren’t any dogs, but there
Tell Me About It! some rock music on Radio Flick 103.9 FM. was a yellow cat. I think it got in without buying a ticket!
Lesson 1: Excited About Flicks! Page 27 b. Mark: Look, Sue! This is a picture of my trip to Villa de
Leyva, in Colombia. It’s one of the loveliest places I’ve ever
Page 26 4. (Track 18) been to.
2. (Track 17) a. Stacy: What’s the worst TV drama?
Sue: Oh, wow! That’s astonishing!
Clinton: I must say it’s Green’s Law. The acting is terrible,
Oliver: This is Radio Flick 103.9 FM. I’m Oliver covering Mark: This is the town’s main square. There was a lovely
not to mention the crazy story lines.
for Sarah, who got so frightened by Rise of the Terrifying old fountain, but there wasn’t any water pouring from it. I
Zombies that she couldn’t leave her bed today. Ha, ha, b. Keneth: Who’s the funniest actor? guess it was under maintenance ... There were also some
ha! Just kidding! Sarah’s sick with the flu, so we hope she Summer: For sure it’s Jim Fox. He’s hilarious! And his latest old houses and buildings that made me feel like I was
gets well soon … Now, let’s keep talking about movies and movie, Traveling with Mr. Marshall, is his best work so far. traveling back to the past.

Sue: And what’s happening in the picture? I guess there b. Gary: Last night, Maria was sleeping when her children d. Joseph: Please don’t cry, Meg. I’m so sorry. I threw your
was a concert ...? woke her up. They told her that they were sleeping when ball and lost it in the woods. I messed up!
Mark: No, there wasn’t a concert. There was a kite their water mattress exploded, so they got scared and Meg: It was my favorite toy!
festival. There were a lot of colorful kites in the sky. There asked to stay with her.
was even a band playing traditional music and there were c. Billy: My pets are the funniest in the world. About a week Page 35
some happy couples dancing. Also, there were some ago, my dog was eating when suddenly the cat jumped on 2. (Track 28)
booths where locals sold traditional dishes and beverages. him and scared him off. I couldn’t stop laughing! Conversation a
However, there weren’t any chairs, so I had to sit on the d. Sharon: In 2004, Laura was living in New York when Alexa: I really am truly sorry for saying that about your brother.
ground to enjoy my food. she got her first acting job. It was the beginning of her
Andrew: Ok, I forgive you, but don’t do it again. He’s my
Page 29 successful career as a movie actress.
family and I love him.
3. (Track 20) Lesson 3: A Bug in My Bag Conversation b
Kate: Look, Tina! These are some pictures of my trip to Page 31 Bill: I take full responsibility for my mistake, boss. I tried
Venice. to do my best, but it wasn’t enough.
2. (Track 24)
Tina: Oh, what a lovely place, Kate! And did anything Kim: It’s OK this time, but it shouldn’t happen again!
funny happen to you while you were there? a. Max: Oops! I dropped your red cup and broke it. I’m so
sorry! Conversation c
Kate: Actually, it did! One evening, I went to the Piazza
b. Bart: About a week ago, I was walking along the street Julia: Please, forgive me, auntie! I regret that I yelled at
di San Marco to take pictures of the carnival. There were
while checking my smartphone when I tripped and hit my you. It won’t happen again.
some musicians playing traditional music with a tuba and
drums, while a colorful parade of people wearing masks ankle. I almost broke it. Rita: Your words were really mean, Julia, but I know you
and costumes were passing by. Lots of women and men c. Roger: Fred, let’s go to the appliance store. We need a didn’t mean to hurt me.
121 were dancing on the street, while others were eating some new fan for the summer. Conversation d
traditional food. d. Selena: What happened, Debra? Helen: Did you rent the SUV for our summer road trip, Alan?
Tina: And then what happened? Debra: I lost Rex, my cat!!! Alan: I forgot it!
Kate: While people were distracted partying, a small dog Lesson 5: Oops! My Bad! Gordon: And did you book the cabin?
jumped onto one of the tables with trays full of food and
Page 35 Alan: Oops! My bad!
ate it all!
Tina: Oh, no! Really? Ha, ha, ha! And what were you doing? 1. (Track 27)
Kate: I was holding my camera, so I had the chance to a. Sarah: How could you laugh at me in front of my
record a short video. Do you want to watch it? friends?!!! I’m so mad at you right now! Unit 3
Tina: Maybe later. And what did people say? Thomas: Oh, I’m so ashamed! Please, don’t be angry.
Kate: Surprisingly, nobody seemed to care. They just b. Christina: Hey, Monica. Can I have a word with you? What the Future Has in Store
laughed and cheered the dog. Monica: Mhm ... Sure. for Us
Tina: That must have been funny! Christina: Looking back, I realize that it was my mistake. I
Lesson 1: A Futuristic Job for Everyone
Page 29 regret not having listened to you. You’re right to blame me.
Monica: Don’t be so hard on yourself, Chris. I forgive you. Page 40
5. (Track 21)
a. Stephanie: Last Monday, my friend Monica and I met at c. Paul: Sorry I didn’t show up for our date. I didn’t even 1. (Track 31)
call. I know that I shouldn’t do that.
our favorite Asian restaurant. We were having lunch, when School principal: Hello, students. Welcome to the first
the waiter tripped and spilled coffee on me! It was kind Hanna: You know I hate it when you let me down! annual Futuristic Jobs Fair. Today with us are George,
of painful, but in the end the restaurant manager didn’t Paul: I’m sorry to have disappointed you. Please, let me Sarah, Dean, Sophia, Mark, and Lindsey, six former
charge us for our meal! make it up to you. students of our school who are telling us about their jobs.

Sophia: Hi, guys. My name is Sophia and I’m a robotics Celeste: In the near future, doctors won’t operate on Lesson 5: It’s a Date!
engineer. I design and build robots to help carry out people with their bare hands. Future tele-surgeons will
everyday tasks and optimize industrial processes. use robots to perform remote, non-invasive medical Page 49
Mark: Hey, everyone! I’m Mark, and I grow fruit and procedures with extreme precision. There will also be 1. (Track 38)
vegetables in self-sustainable gardens in the cities and robodocs who will deliver babies and treat patients over
Anthony: Hi, Cindy! I’m glad I found you. I was looking for
teach people how to grow their own organic crops. I’m video calls. However, traditional surgeons will still be
you all over school.
what you call an urban farmer. necessary in the future world.
Cindy: Really? What for?
Sarah: Hi, I’m Sarah and I’m a 3D printing engineer. I’m Man: One!
Anthony: The guys and I are going to that new Japanese
in charge of designing products to satisfy our customers’ Celeste: People won’t have to drive to work anymore, since
restaurant. Would you care to join us?
needs using 3D modeling software and 3D printers. self-driving cars will be mass-produced and affordable for
almost everyone. They won’t use fossil fuels, but clean, Cindy: Thanks, but that’s not really for me.
Lindsey: Hello, I’m Lindsey and I develop engaging user
experiences related to virtual reality for video games and alternative fuels like hydrogen and liquid nitrogen. Anthony: What a bummer … How about getting together
apps, as well as real-life simulations such as car-driving for a movie tomorrow afternoon?
Page 43
or flying simulations. I’m a virtual reality or VR experience Cindy: Great idea, but I can’t. I have to study for the
designer. 4. (Track 34) algebra test.
Dean: Hey, boys and girls! My name is Dean and I’m a Peter: Heidy, what did you do after the Futuristic Jobs Fair? Anthony: That’s too bad. Well, I have an extra ticket for the
professional gamer. I not only play video games for fun, I Heidy: Well, I went to my molecular cooking class. And rock concert on Saturday. Do you feel like coming with me?
compete in tournaments for prizes, so I must practice very you know what? I’ve decided I’m going to go to cooking Cindy: I’d love to, thanks!
hard every day to improve my gaming skills. school after I graduate. Then, I’m going to cook at my
George: Good evening. I’m George and I’m a medical father’s restaurant, and I’m going to open a molecular Quiz Time
doctor specialized in surgery. I use robotic tools to operate food restaurant.
122 Page 51
on people remotely. I’m a tele-surgeon. Peter: Great! Don’t forget to invite me for dinner when
Lesson 2: 2030: Predictions and Facts you’re a famous chef! By the way, I took a career aptitude 1. (Track 40)
test at the fair, and after checking my results with the a. Megan: Do you already know what you wanna be in the
Page 42 school counselor, I’m sure I’m going to study computer future?
science. Then, I’m going to specialize in VR technology,
1. (Track 33) Ryan: Well, after attending the Futuristic Jobs Fair at
and I’m going to be a VR experience designer.
Celeste: Hello and thanks for watching my vlog. I’m school this morning, I’ve decided I’m going to be a
Celeste Ruiz and I’m a futurist. Today, I will tell you my top Lesson 3: What Do You Wanna Do After professional gamer. I know I can make a living doing that.
four predictions for 2030. School? b. University secretary: Good morning, madam. How can I
Man: Four! Page 45 help you?
Celeste: In 2030, genetic engineers will find cures Sophia’s Mom: I would like to sign my daughter up for
2. (Track 36)
for many diseases such as breast cancer and Down one of your technology courses. My Sophia wants to be a
syndrome by understanding their genetic bases. They
a. Sandra’s mom: Sandra doesn’t want to go to the doctor VR experience designer, and I want to help her make her
after school. Can you believe her? dream come true.
will be able to reprogram human biology to avoid many
diseases. Also, people will use a wide variety of medical b. Brandon: No, mamma! I don’t wanna do the dishes. c. Jen: Hello, everyone. For those who don’t know me yet
and genetic procedures to prevent aging. c. Sabrina: I’m so excited! I’m gonna visit grandpa next I’m Jen and I’m gonna talk to you about my mother’s job.
Man: Three! summer. Her name is Claire and she works as a robotics engineer.
Celeste: By 2030, 3D printing engineers will be able to d. Kyle: Luis is the best, so I’m sure he is going to beat his d. School counselor: What’s your dream, Ann?
design and produce almost anything: From clothes and opponents in the gaming tournament.
Ann: Well, Mr. Simmons, until a few months ago, I
human organs with modified stem cells, to modules for e. Joyce: What’re you gonna study? wanted to be a mathematician, but after watching that
assembled low-cost houses which will be very cheap. f. Radio DJ: I Wanna Change the World! That’s Lihanna’s documentary about the plastic island in the ocean, I dream
Man: Two! new song title. of being a garbage designer and help clean up the ocean.

e. Greg: Mom, dad, I have to tell you that I’ve decided to Elon Musk: Well, I disagree. That’s not too much money other people’s opinions and differences, and following the
drop out of med school. I’m not going to be a tele-surgeon compared to other vehicles. school rules.
anymore. I’m going to become a male nurse to be more in Reporter: And what about the Tesla Gigafactory. Can you Donna: Mr. Jones also explained to us:
contact with people. tell me about it? Mr. Jones: Our school has an obligation to prevent
Greg’s Mom: Don’t worry, Greg. Your father and I support Elon Musk: Mass producing electric vehicles requires a bullying and help students in dealing with it.
you in all your choices. lot of lithium ion batteries. That’s why we created the Tesla Donna: After that, the school psychologist helped us
Gigafactory: To satisfy our demand for batteries. stand up to the bullies and work out our differences with
CD B Reporter: How many cars do you plan to produce in the them. At last, things changed. Jerry and I made up with
following years? the bullies. Now, we get along with them and even share
Elon Musk: We’re planning to produce 500,000 cars per lunch sometimes.
Unit 4 year in the latter half of this decade. Lesson 2: Rules Don’t Have to Be Boring
It’s Never Too Late to Act Reporter: Isn’t that too many cars? Do you really think
people will buy them? Aren’t you investing a lot of energy
Page 70
Lesson 2: An Eco-friendly Undertaking in this? 1. (Track 19)
Page 56 Elon Musk: Not much. I’m investing in the future by Mr. Smith: This is the third time your teacher has sent
letting people know that just by changing their fossil you here this month, Paul.
1. (Track 4) fueled cars to electric vehicles, they can help mitigate Paul: I’m sorry, Mr. Smith.
Reporter: Welcome back to the show, Mr. Musk. It’s great their impact on the environment.
to have you here. Mr. Smith: Well, let’s talk it through. What’s going on with
you? Is there anything bothering you at school?
Elon Musk: I’m glad to be back.
123 Reporter: Everyone knows you’re an environmentalist and
Paul: At school? No. Actually, it’s my only escape from
home.
a visionary, but also a successful businessman. So, this Unit 5 Mr. Smith: And why do you feel like escaping home?
makes my first question: How many companies do you
Paul: Well, mom just nags me all the time: “Paul, you
own?
A Peaceful Place for All have to wash the dishes. Paul, you have to clean your
Elon Musk: I own three: Space Exploration Technologies
Corporation, or SpaceX, a space travel company; Tesla Lesson 1: Conflict in the Spotlight bedroom every weekend. And please, don’t forget you
Motors, which manufactures electric cars in the US; and have to do the laundry when you get home from school.
Page 68
SolarCity Corp, a company specialized in solar energy You have to do this; you have to do that.” Man, I hate all
services. 1. (Track 17) those chores!!!
Reporter: Why are you so interested in promoting Donna: Hi, I’m Donna and a few months ago, a couple of Mr. Smith: Then, you won’t like my advice. You should
alternative fuels and energy sources? bullies started to make my life impossible. They called my respect your mom and do as she says. You have certain
friend Jerry and me names, laughed at us, and sometimes obligations at home and school that you have to fulfill.
Elon Musk: We have mistreated our planet and we
beat us up and stole our lunch. Paul: I know that I have to follow mom’s rules so I don’t
took it to the limit. Now, we’re starting to suffer the
consequences. It’s time to do something and starting a One day, I finally told mom about it. After a long talk, she get in trouble, but it’s very hard to be a good teen all the
revolt against fossil fuels is the beginning. said we should speak out against the bullies. And that’s time. For example, I have to take out the trash, but I hate
exactly what we did! it, so I try to turn a blind eye on garbage collection day.
Reporter: And is the electric car one way to help the Earth?
The next morning, Jerry and I went directly to Mr. Jones, Mr. Smith: Hmm … Well, I see your point, but doing
Elon Musk: Indeed!
our school counselor. He said: chores isn’t such a big deal. When you don’t feel like
Reporter: How much does a Tesla car cost? doing what you have to do, remember all the things your
Mr. Jones: All of you, boys and girls, have rights that
Elon Musk: The basic model is around $35,000. should be respected, such as expressing your opinions mother does for you.
Reporter: Don’t you think that’s a price not many people and being yourselves, but you also have certain Paul: Well, she works 12 hours a day and makes dinner
can afford? obligations that you must comply with, such as respecting as soon as she gets home, no matter how tired she is, so

I don’t have to cook. She does all the cleanup and takes of Little Creek School. Guys, welcome. Tell us: Why did d. Chase: According to her doctor, Lauren has to eat low fat,
care of my brother, so I don’t even have to babysit him. you decide to found this club? Maggie? low sugar meals.
Hummm … Man, I feel awful now … Maggie: Keith, Patricia, and I have been friends since e. Lexi: The team lost again. They have to train harder to win
Mr. Smith: I’m glad you realized all the hard work your kindergarten. When we got to middle school, a bunch of a place in next year’s Champions League.
mom does for you. And whenever you have an argument bullies started laughing at us and called us mean names. f. Mason: Children have to respect their elders. They are a
at home, just talk to her to work things out. This way it’ll In the end, we solved the problem, but we realized we had source of wisdom.
be easier to get along with her. to do something for other teens in need. So, we founded
g. Breanna: Earl has to quit smoking or his lung problems
Paul: I’ll think about it. Thanks for listening to me, Mr. Smith. the club.
will get worse.
Reporter: But aren’t you too young to think about helping
Page 71 h. Eli: Josh has to get up now if he doesn’t want to run late.
others? Patricia?
4. (Track 20) Maggie: I don’t think so. I strongly believe teenagers must Quiz Time
Reporter: Hi, I’m Liza Turner and I’m at Little Creek get to work to fight bullying. Page 79
School asking eighth graders what they consider to be Keith: Teenagers aren’t the future. We’re really the
things they as young people must do to prepare for life. 1. (Track 28)
present, so we must speak out against any form of abuse.
Hello, what’s your name? Bullying is just one of the issues teenagers face every day, Doctor Xanders: Welcome, Mrs. Daniels. How are you today?
Barbara: Hi, I’m Barbara. but we must start by dealing with a problem closer to our Mrs. Daniels: Hi, Doctor Xanders. Well, I’m concerned
Reporter: Barb, tell us: What do you consider important to own reality. about Pete.
be doing as a teenager? Reporter: That’s very inspiring, guys. Thank you! Doctor Xanders: Why? What happened?
Bárbara: For me, school is key for my future life. I want Mrs. Daniels: He’s still having some trouble at school.
to go to Yale or Harvard and get a full scholarship, so I
Lesson 3: Saving Some Sound! He’s even skipping classes and he knows very well he
124 simply must study hard to get good grades starting now. Page 73 mustn’t.
Reporter: Thanks, Barb! ... And what’s your name, young 1. (Track 22) Doctor Xanders: What is he doing after school?
man? Don’t forget that he has to practice a sport or do an
a. Ronald: Oh, my God! Our friends are coming in ten extracurricular activity to channel his energy.
Justin: I’m Justin. minutes and this is a mess! Hurry up! We have to do the
Reporter: Tell us, Justin. What do you think you have to dishes now. Mrs. Daniels: He just started karate, but I don’t really like
do as a teen? it. I read in a magazine that kids with anger management
b. Theresa: One of the maid’s responsibilities is to clean up issues should practice relaxing hobbies, so I told him to
Justin: Well, I’m into sports and I wanna be a professional the guests’ rooms. Also, she has to make their beds every
quit karate and take yoga lessons.
athlete like Usain Bolt, so I must get up at 4:30 AM every morning.
day to practice at the running track before school. It’s Doctor Xanders: Well, I have to disagree with you. Martial
c. Russell: Howard’s gonna go on vacation next week, but arts teach discipline and self-control and they’re also a
tough, but very rewarding. he needs to finish his pending tasks before leaving. So, he
great way to maximize anyone’s potential.
Reporter: That’s impressive, Justin, thanks! ... Hey, what’s has to work overtime.
your name? Mrs. Daniels: Oh, I see … But I think Pete is being more
d. Madison: I believe children must do simple chores angry and disrespectful since he started karate. I had to
Juan: Hey! I’m Juan. according to their age. For example, my kids, Sarah and
ground him at least three times in the last month.
Reporter: Juan, can you tell us what you as a teenager Ron, have to vacuum and dust their bedroom.
Doctor Xanders: Well, remember you don’t have to ground
have to do to prepare for life?
Page 73 him any time he misbehaves. That’s not the best strategy
Juan: I’m too young to worry about adult stuff that comes to deal with the problem. Instead, you must ask Pete
later in life; as a teenager, I must enjoy life and make lots 3. (Track 24)
about the things that bother him and listen carefully to
of friends. a. Ethan: I have to study for the math test. what he has to tell you. Otherwise, you won’t get to have a
Reporter: Okay, thanks Juan. b. Caleb: Oh no, I can’t miss it!!! I have to catch the bus. close relationship with your son.
Reporter: Now we are with Keith, Patricia, and Maggie. c. Shelby: Liz has to leave now if she wants to be in time for Mrs. Daniels: I’ll do as you say, but I fear he will use his
They are the founding members of the Stop Bullying Club her boyfriend’s surprise birthday party. karate to fight the bullies at school.

Doctor Xanders: In that case, tell Pete that he doesn’t Peggy: Good afternoon, everyone. The following are some Lesson 5: 9 – 1 – 1, Where’s Your Emergency?
have to fight to prove he’s strong and confident. recommendations on how to act in case of an earthquake.
Page 91
Mrs. Daniels: Thank you so much, Doctor Xanders. - Before anything, learn first aid. You can take a free
Talking to you has been really helpful. course at your local Red Cross office. Also, don’t leave 1. (Track 39)
Doctor Xanders: I’m glad I could help. heavy objects on shelves. They could fall during the Woman: When reporting an emergency, first assess and
event and cause serious injury. make sure the situation is really urgent. Then, call the
- During an earthquake, don’t use the elevator, use the emergency services and stay on the line. Later, report your
stairs instead. location and give your phone number to the dispatcher.
- After the event, make sure you’re in a safe place, and Next, describe the nature of the emergency. Provide
Unit 6 only then assist wounded people. Also, listen to the as many useful details as possible. Finally, follow the
news and don’t ignore the authorities’ instructions. Do dispatcher’s instructions.
Nature Unleashed as they say.
Page 91
Lesson 1: Mind-blowing Facts About Disasters Mike: This has been an announcement from your local
emergency committee. 2. (Track 40)
Page 83 Dispatcher: 9 - 1 - 1. Where is your emergency?
Lesson 2: Cataclysms Explained
4. (Track 31) Nancy: Umm … This is Forest Lane 104.
Page 86
Doctor Emilia Eastwood: Catastrophes are sudden and Dispatcher: 104 Forest Lane … OK. What’s your phone
violent events that can strike anywhere and anyone at 4. (Track 35) number?
any moment. They’re almost impossible to predict, so we A tornado is a powerful column of rotating air extending Nancy: It’s 447 - 9374.
must be ready to face them to prevent life-threatening from a large thunderstorm called a super cell down to the
consequences. Dispatcher: OK, got it. Madam, please describe your
ground. Every year, the United States is hit by an average
125 emergency.
Before any cataclysm, establish a family plan and prepare of 1,200 tornadoes. They happen mostly in two regions
an emergency kit, which should include water, enough known as Tornado Alley, an area in the southern plains Nancy: There’s a wildfire spreading in the forest next to
food for at least three days, a first aid kit, a flashlight, and of the central United States, and Dixie Alley, on the Gulf my property.
a whistle. Coast. But how does a tornado form? First, the sun heats Dispatcher: A wildfire? Right … Is everyone OK? Do you
During a disaster, above all don’t panic. Follow the family the air above the ground. The warm wind rises and meets know of anybody else who could be in danger?
plan and protect yourself before helping others. If you are the cold air above it. Then, the warm air starts to spin and Nancy: No, my son and his children are here with me and
injured, you won’t be able to help anyone and you’ll roll over the cold wind like a cylinder. Later, more warm air we’re safe. But the smoke is getting worse.
become a burden. rises, making the spinning wind cylinder rise up vertically.
Dispatcher: OK, madam. Help is on its way. Meanwhile, I
Next, the faster, spinning winds create a vortex. Finally,
My final recommendations are about how to act after the want you to follow my instructions: Leave the property and
the tornado is fully formed and starts to move over land.
event takes place. Many people who survive a natural keep a safe distance from the fire.
disaster die afterwards because they were reckless and Lesson 3: Scared by Lightning! Nancy: OK, we will. Please, hurry! I’m a bundle of nerves!
thought the danger was over. Therefore, don’t lower your Page 87
guard. Stay out of dangerous areas. Also, don’t use
electricity or gas and don’t drink tap water. Use the items 1. (Track 36)
in your basic emergency kit instead. And last but not a. Madeline: Rita is still frightened by the accident she
least: Don’t spread misinformation. Follow the instructions suffered a year ago.
given by the emergency authorities. b. Alex: Sean is amused by the clown show.
Page 83 c. Aidan: Lee feels excited about his team winning the cup.
5. (Track 32) d. Jade: Sarah is disappointed with Natasha.
Mike: And now, a brief announcement from your local e. Gareth: Sayo feels relaxed after yoga class.
emergency committee. f. Audrey: Glenda is shocked by the current news.

Tracklist
Intro Unit 1 Unit 2 Unit 3

Contents Track Contents Track Contents Track Contents Track
Presentation 1 Page 12, exercise 2 6 Page 26, exercise 1 16 Page 40, exercise 1 31
Page 6, exercise 1 2 Page 14, exercise 1 7 Page 26, exercise 2 17 Page 41, exercise 3 32
Page 17, exercise 3 11 Page 29, exercise 5 21 Page 45, exercise 2 36
Page 21, exercise 1 13 Page 31, Language File 23 Page 49, exercise 1 38
CD A Page 22, exercise 1 14 Page 31, exercise 2 24 Page 50, exercise 1 39
Page 32, exercise 2 26
126
Unit 4 Unit 5 Unit 6

Contents Track Contents Track Contents Track
Page 59, Language File 8 Page 73, exercise 3 24 Page 87, exercise 1 36
CD B Page 59,
Page 59,
exercise 2
Listening Strategy
9
10
Page 75,
Page 75,
exercise 2
exercise 3
25
26
Page 87,
Page 88,
exercise 3
exercise 2
37
38
Page 61, exercise 3 13 Page 92, exercise 1 41
Page 63, exercise 1 14 Page 93, exercise 1 42

Ready to Help!
Assessment Grid
Unit 6
the next page.

Aspect Indicator
Presents very complete information about a natural disaster and his/
Content
her team’s prevention and action plan.
Coherence and Organizes his/her ideas in a logical and appropriate way which makes
111
cohesion the message easy and clear to understand.

Pronunciation
(natural disasters and prevention and action plans) appropriately.
Uses imperatives, the zero conditional, and connectors successfully

Grammar to present a natural disaster and his/her team’s prevention and
action plan.
Vocabulary present a natural disaster and his/her team’s prevention and action
plan.

Group work
accordingly.
Aids Uses appealing aids that expand the information and reinforce the
(audiovisual) presentation, making it more interesting and meaningful.
Observations
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Ready to Help!
Unit 6
Coherence
and cohesion
Presents very Organizes his/her ideas in a Pronounces words and Uses imperatives, the zero Uses a good and functional repertoire Is responsible Uses appealing tools that
complete information logical and appropriate way expressions that are related to conditional, and connectors of words and expressions to present for his/her role expand the information
about a natural which makes the message the topic (natural disasters and successfully to present a natural a natural disaster and his/her team’s in the group and reinforce the
5 disaster and his/her easy and clear to understand. prevention and action plans) disaster and his/her team’s prevention and action plan. and contributes presentation, making
team’s prevention and appropriately. prevention and action plan. The accordingly. it more interesting and
action plan. appropriate use of these structures meaningful.
facilitates communication.
Presents complete Organizes most of his/ In general, pronounces words Uses imperatives, the zero Uses an average repertoire of Is generally Uses, most of the time,
information about her ideas in a logical and and expressions that are related conditional, and connectors to words and expressions to present responsible for tools that enhance the
112 a natural disaster appropriate way, although to the topic (natural disasters present a natural disaster and a natural disaster and his/her his/her role in presentation.
and his/her team’s some parts may not be and prevention and action his/her team’s prevention and team’s prevention and action plan. the group and
4 prevention and action understandable. The general plans) appropriately. A few errors action plan accurately most of Although confuses or lacks some of makes relatively
plan. message is clear. are present, but do not affect the time. Some confusion may the vocabulary, this does not affect meaningful
meaning. be present, but it does not affect communication. contributions.
communication.
Presents partial Some of his/her ideas are Is sometimes able to pronounce Uses, with a lot of effort, Has a limited repertoire of words Is not entirely Uses tools that are related
information about clear, but many others are words and expressions related to imperatives, the zero conditional, and expressions to present a responsible for to the information and
a natural disaster difficult to understand due the topic (natural disasters and and connectors to present a natural disaster and his/her team’s his/her role in the enhance the presentation
and his/her team’s to problems in adjusting prevention and action plans). natural disaster and his/her prevention and action plan. Confuses group and makes a only to a limited extent.
3 prevention and action language to the level However, constant mistakes team’s prevention and action or lacks the appropriate words most few contributions.
plan. needed and in selecting the interfere with what he/she is plan. Frequent confusion causes of the time, thus obscuring the
appropriate expressions. trying to say. communication breakdowns. message.
Presents very little Has problems organizing Shows lack of familiarity with Shows insufficient control of Has an insufficient repertoire of Is not responsible Uses tools, but they
information about his/her ideas. The message the pronunciation of words imperatives, the zero conditional, words and expressions to present a for his/her role are not related to the
a natural disaster is too short and confusing. and expressions related to the and connectors to present a natural disaster and his/her team’s in the group and topic and/or do not help
and his/her team’s Meaning is not conveyed. topic (natural disasters and natural disaster and his/her team’s prevention and action plan. His/ makes almost no enhance the presentation.
2 prevention and action prevention and action plans). prevention and action plan. Too Her low vocabulary range impedes contributions.
plan. Communication is greatly much confusion and inaccuracy communication.
affected. impede communication.

Unit 6
Easily understands phrases and expressions related

Excellent Excellent Accurately completes a text with verbs related to
to areas of interest (natural disasters) in short and
(9-10 answers) (10-11 answers) natural disasters.
simple conversations.
Can understand
phrases and
Listening Writing Can complete a
expressions related Understands most phrases and expressions related
(25 points, (25 points, simple message Is able to complete a text with verbs related to
to areas of interest Good to areas of interest (natural disasters) in short and Good
2.5 points 2.27 points with verbs natural disasters, sometimes confusing one and
(natural disasters) (6-8 answers) simple conversations, but confuses their meaning (6-9 answers)
each correct each correct related to natural the other.
provided speech is at times.
answer) answer) disasters.
clearly and slowly
118 articulated.
Fails to understand phrases and expressions Needs practice Fails to complete a text with verbs related to
Needs practice
related to areas of interest (natural disasters) in (0-5 answers) natural disasters.
(0-5 answers)
short and simple conversations.
Successfully presents a news report about a
Successfully understands short, simple texts and Excellent natural disaster, explaining its causes and giving
Excellent
images about recommendations to face natural recommendations for before, during, and after it.
(5 answers)
disasters.
Can communicate
Can understand Is able to present a news report about a natural
to present a news
short, simple Understands the most important information disaster, explaining its causes and giving
Reading Good report about a
texts and images in short, simple texts and images about Good recommendations for before, during, and after it.
(25 points, (3-4 answers) natural disaster,
on topics of recommendations to face natural disasters. Speaking Some lexical and grammatical mistakes may be
5 points explaining its
interest about (25 points) present, but these do not affect communication.
each correct causes and giving
recommendations
answer) recommendations
to face natural
for before, during, Shows difficulty to present a news report about
disasters.
and after it. a natural disaster, explaining its causes and
Needs practice Fails to understand short, simple texts and images giving recommendations for before, during, and
(0-2 answers) about recommendations to face natural disasters. Needs practice
after it. Often uses inappropriate vocabulary and
structures, which may cause communication
failure.

TEACHER´S GUIDE
A1.1
TEACHER´S GUIDE
A1. 2
TEACHER´S GUIDE
HIT THE ROAD! is an engaging six-level secondary

program aimed at achieving the B1 level according to the
Common European Framework. The program features:
• a wide variety of activities using a combination of learning
A 2.1
strategies (memory, cognitive, compensation, metacognitive,

affective, social), which motivate students to play an active
TEACHER´S GUIDE
role in their learning process and foster autonomy.
• ongoing (self) and summative assessment.
• integration of subject area content material (soft CLIL) to
reinforce/develop academic language acquisition and related
skills.
• special lessons focused on improving pronunciation and
speaking skills.
A 2. 2
• challenging projects that consolidate both language and

content knowledge while raising awareness on 21st century
TEACHER´S GUIDE
skills.
B1.1
TEACHER´S GUIDE
61081171
Kit Hit the Road! 3, TG
ISBN: 978-958-00-0295-6
0817

B1. 2

HitTheRoad 3 TG

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Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Marcela Alejandra Espinosa Dueñas

Andrea Yamile Gaitán Medina

Óscar Eduardo Adán Díaz

Greenwich Editor-in-Chief, Javier Andrés Tibaquirá Pinto Educactiva S.A.S

• Intro: A 5-page review unit

Step-by-step guidance for each lesson

• CEF descriptors and learning

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Learning Strategies included in Hit the Road!

• Creating mental • Practicing • Guessing • Centering your • Lowering your • Asking

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Hit the Road! and 21st Century Skills

Communication and ICT Literacy Leadership and Responsibility

• Soft CLIL (Content and Language Integrated Learning): By including selected

Communication: Language • CEF standardss (A1-B1)

Content: Subject matter • Selected topicss related to specific areas

• English and subject

• Texts that motivate

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It familiarizes students with the

It presents the main functions

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Students will go through a Challenge

It revisits the main lexical items

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Glossary Activities Gap Activities Grammar Summary

B. AUDIO CDS C. WORKBOOK

Each level comes with 2 The purpose of the Workbook

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This includes the complete scope and sequence charts (books 1 to

The Challenge suggestions Three methodological • Production: A variety

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9 10 Specific goals, activity by activity.

A special section to help develop critical

Quiz Time and Project rubrics, for grading

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Activities that reinforce learning by practicing or extrapolating new knowledge:

Expansion • Projects • Extra activities

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Around the World! It Runs in the Family!

• Greetings and leave-takings • Parts of the body

• Countries and nationalities chubby

• Expressing family relationships

• Planning for a language task (based on a model) Writing

• Contractions (verb to be) Sounds /ಢ/ and /ೃ/

Social Studies: The continents Civic Literacy: Types of families

The Right Clothing for

• School subjects • Ordinal numbers, dates, and celebrations

to • Clothing (related to the weather)

Functions • Talking about the weather

• Placing new words into a context Speaking

• Simple Present tense verb endings • Word stress

• Giving suggestions in simple ways • Showing interest in conversations

Science: Food groups Math: Weather and clothing trends

A Day in a Comic Strip A Special Celebration (presentation)

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Art Around the City Are You Having Fun?

• Places in the city instrument), watching TV, cooking

Writing •Recognizing and using formulas and patterns

• Compound words • Sounds /n/ and /ŋ/

Arts: Public art Technology: Video games