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ISBN: 978-956-8694-07-4
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CONTENTS
PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
DESCRIPTION OF THE COURSE . . . . . . . . . . . . . . . . . . . 6
Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
TEENS CLUB METHODOLOGY . . . . . . . . . . . . . . . . . . . . . 8
Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 9
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Photocopiable evaluation instruments . . . . . . . . . . . . . 10
Error alert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . 10
THE INTERNET IN THE CLASSROOM . . . . . . . . . . . . . . 12
Tips to develop safe Internet lessons . . . . . . . . . . . . . . 12
LEARNING PROGRESS MAPS AS SUPPORT
MATERIAL FOR TEACHING . . . . . . . . . . . . . . . . . . . . . . 13
CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . 18
SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 20
Students Book
At the beginning of the book there is a list of contents and an
explanation of the symbols used. At the end, there is list of verbs
and a bibliography for students.
INTRODUCTION
CD
The CD includes all the material for the listening tasks in the
lessons, the oral practice exercises, and the listening component
of all the tests (Unit Check and Extra Tests).
This is the icon used in the Student's Book to indicate that
recorded material is used.
1
Teacher's Book
This component offers support to the teacher through several
elements:
An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
A suggested year planning that establishes the relationship
between the contents and the expected learning outcomes,
tentative time distribution, resources and types of evaluation.
Step-by-step lesson notes and suggestions, including ideas to
start each lesson, as well as follow-up activities and suggestions
for homework.
The cognitive abilities to develop in every activity of the
lessons (L.A.).
Background information related to the information content of
the different texts, to help the teacher deal with students'
questions.
An Error Alert! section that helps the teacher with information
about mistakes students can make together with additional
exercises to practice these specific points. They are shown in the
Teacher's Book as part of the guidelines for the activities in
which they may occur.
Photocopiable observation and evaluation sheets for the
teacher and the students.
The answers to all the activities in the Student's Book and in the tests.
Full transcripts of the recorded material: listening texts, oral
practice activities, listening tests.
One extra test per unit.
Reflection Spot
LANGUAGE SPOT
GAME SPOT
LETS CHECK
@
@@ CLICK ON
INTRODUCTION
Classroom management
In most cases the teacher is the only direct contact the students
have with English. Therefore, it is important that the teacher tries
to communicate with the students in English as much as possible.
Teachers can also use gestures or mime to help understanding.
Instructions for all the activities in Teens Club are given clearly
and simply, and teachers should encourage students to read and
interpret them on their own, and support them whenever
necessary through demonstration and examples.
Discipline
Teenage students are going through a difficult period of
development in their lives, so the teacher might face discipline
problems, disruptive behavior, or unwillingness to do the tasks
they are assigned.
One of the reasons for bad discipline is usually the students'
inability to cope with the tasks. To avoid these problems, two
preventive strategies are suggested:
Careful planning. Students realize there is a purpose which
keeps their attention on the task.
Clear instructions. Instructions must be given clearly and
assertively, including time limits whenever possible, so that
students know what to do and when they should finish the task.
Large classes
Large mixed-ability classes are a reality teachers have to face
every day. Grouping is one technique that is used to reduce the
negative effects of this situation. When the class is divided into
smaller units, many learning activities can be undertaken. This
implies a different role for the teacher; this does not mean that he
/ she will become less active in the classroom, but that he / she
will not be the center of the activities. Teachers who monitor,
encourage and participate in different classroom groups are even
more active than traditional teachers.
By re-organizing the classroom to allow more opportunities for
communicative interactions and activities, students will be in a
better position to practice and acquire the foreign language.
Pairwork and groupwork
One of the ways of giving students the time they require to
practice a language in class is by forming groups or pairs. This
helps teachers to individualize their learners, provides
opportunities for sharing experiences and it may also help
tasks, how well they did and the difficulties they encountered. In
the Let's Check and Unit Check sections, the students evaluate
themselves to become aware of their progress and in the Final
Reflection section they analyze their performance and make
decisions concerning steps they can take to improve.
Photocopiable Evaluation Instruments
The Teacher's Book offers a selection of rubrics and evaluation
sheets that the teacher can use in different situations, with
different purposes and with different students. The labels and
criteria can be adapted to the class situation, the topics covered,
the number of students, etc. They can be used by the teacher to
evaluate the students, or by the students to evaluate themselves
and / or their peers. As with all evaluation instances, these must
10
INTRODUCTION
Reading:
- First, ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognates words, which they can
identify easily, and which help comprehension and
consequent task realization. Present false cognates if there are
any in the text.
- Read and clarify instructions with the class, and do the different
reading activities one by one, concentrating on the task assigned
and checking answers after each successive reading. Every time
students read the text, they should have a clear purpose and
task, provided in the instructions, which will help them focus
their attention and identify the information required.
- Help students recognize different supporting elements in the
written texts: text organization, reference markers, letter
types, graphic support, punctuation marks, illustrations, etc.
- Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each
paragraph, connectors give important clues -and indicates
addition, but, however indicate contradiction, because
indicates a reason, or indicates alternatives, etc.
Before reading:
- Introduce and get students involved in the topic of the text. Elicit
what they know about it and help them relate it to their own
After reading:
- Help students summarize the text orally and / or in writing
using the models provided.
After listening:
- Help students summarize the text orally and / or in writing using
the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions or structures did they learn in
this lesson? Can they use them in other situations?
11
the dictionary / the computer? Can I work with ...? Can you tell /
give me ...?
c. Expressing feelings: I'm sorry / happy / impressed / tired / ill
/ worried. I'd be happy to ... . I like ... . I don't like ... . I liked ... . I
didn't like ... .
Encourage students to use English to do the different speaking
activities that show comprehension.
Choose relevant parts of the listening texts, especially dialogues,
for students to listen to, repeat, try to memorize and present in
front of the class.
Create a positive atmosphere in the classroom to facilitate students'
participation in oral exchanges.
Developing written expression
Always provide a model for students to follow. Go from simple, very
guided activities to more complex ones: just words that students
use to fill in blanks, or exercises in which they put words in order to
form sentences, short answers to simple questions, using a pattern
given and substituting some elements, etc.
Make students aware of punctuation marks and connectors to be
used.
Check written work while walking around the classroom, by
collecting notebooks, or by providing the correct versions on the
board or on a transparency.
people from different parts of the world and therefore practice their
English in a meaningful and motivating way.
@@ CLICK ON
12
INTRODUCTION
11
Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.
Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paids, Madrid, 2005.
13
The full Maps are published in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
12
13
14
INTRODUCTION
The criteria must be shared with the students so that they know and
understand them, and for them to direct their work accordingly.
Self-evaluation and peer-evaluation must be done using preestablished criteria. If this does not happen their validity will be
questionable, because different individuals naturally evaluate
according to their own personal criteria.
It must be remembered that evaluation necessarily involves
value judgements. This happens when a teacher assigns a
numerical qualification to a students test, and also when
concepts are used, for example poor or excellent to indicate a
students level of achievement at a certain moment.
The teacher must take responsibility for the evaluation
instruments he / she develops and uses with the students; this
means that he / she must make sure that they really let him /
her collect information about the learning outcomes defined in
the pre-established evaluation criteria.
What Learning Progress Maps are and what they are not.
What LPM are
They are materials for each area of the curriculum that describe the
usual road followed by students in their learning. They assume that
progress is the result of maturity and exposure to learning
opportunities in specific stages of school life.
They are not an expression of all the knowledge and abilities the
students can achieve in a specific level.
They are not a new curriculum and they do not assume that all the
students in the same class should be in the same level of learning.
15
16
INTRODUCTION
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,
attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium
complexity structural patterns and are related to well-known or personal interest topics.
Level 5
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.
Level 4
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Level 3
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly
stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are
related to concrete topics of the students immediate environment.
Initial level Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
sentences and are related to concrete topics of the students immediate environment.
In our teaching proposal for 1st and 2nd year, evaluation is conceived from the following level:
Level 5
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.
17
CLASSROOM LANGUAGE
17
Greetings:
Good morning / Good afternoon / Hello / Hi.
Good bye / See you tomorrow / See you later.
Have a nice weekend / Enjoy your holiday.
Moods and feelings:
A: How are you today?
B: Im fine / Im great / OK / Very well, thank you.
Im not very well / I have a problem / Im feeling low / Im sad.
Asking for clarification (STUDENTS)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt understand very well.
Can you help me with this exercise, please?
Encouragement (TEACHERS)
Well done!
Good!
Excellent!
Good work!
Congratulations!
18
INTRODUCTION
The date
A: What day is it today?
B: Its Monday / Its Tuesday / Its Wednesday / Its Thursday /
Its Friday / Its Saturday / Its Sunday
A: Whats the date today?
B: Its (Monday) March 9th.
The weather
A: Whats the weather like today?
B: Its sunny / Its cloudy / Its hot / Its cold / Its nice and warm /
Its nice and cool. Its raining / Its snowing.
The time
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three oclock. /
Its ten oclock. / Its twelve oclock.
A: Whats the time? / What time is it?
B: Its quarter past nine. Its half past ten. Its five past eleven./ Its
ten past twelve / Its twenty past one/ Its twenty five past two.
A: Whats the time? / What time is it?
B: Its a quarter to eight. Its twenty five to nine / Its twenty to
ten/ Its ten to three/ Its five to four.
19
UNIT 5
UNIT 4
UNIT 3
UNIT 2
UNIT 1
TOPIC
20
CMO
TIME
TEEN LIFE
Forum chats.
Diversity of
teenage cultures.
Reading
Identify cognates.
Find general and specific
information.
Infer meanings from the
context.
Locate and match information.
Listening
Discriminate between correct
and incorrect information.
Identify correct sequence
Differentiate sounds.
Find general and specific
information.
Identify collocations.
Language
Use the Simple Present and
adverbs of frequency.
Use adjectives of quantity.
Use connectors.
Use the Present Continuous for
future plans.
Speaking
Exchange personal information
Exchange information about
personal interests and
preferences.
Express quantities.
Writing
Write a personal introduction to
a forum chat.
Complete a personal profile.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
BELIEVE IT OR
NOT
A city on the moon.
Hopes for the
future.
Reading
Scan the text to validate
predictions.
Get meanings from cognates.
Find general and specific
information.
Discriminate between correct
and incorrect information.
Listening
Relate speakers and speech.
Discriminate sounds and words.
Identify specific information.
Language
Use the Simple Future tense to
express predictions.
Use the Present
Continuous tense.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
TECHNOLOGY
AND INVENTIONS
New inventions.
Technology.
Reading
Find general and specific
information.
Identify the sequence of
events.
Identify type of text.
Listening
Discriminate between correct
and incorrect information.
Relate speakers and speech.
Discriminate sounds
and words.
Identify sequence.
Language
Use the Simple Past tense.
Use linking words.
Use relative pronouns.
Speaking
Ask and answer questions
about biographies.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
SONGS - MUSIC
AND WORDS
Famous young
artists.
Styles of music.
Reading
Distinguish information.
Discriminate between correct
and incorrect information.
Identify type of text.
Listening
Infer mood of speakers.
Relate speakers and speech.
Discriminate sounds.
Language
Use would and could.
Use modal verbs must,
have to, need to.
Use the Passive Voice.
Use the First and Second
Conditional.
Speaking
Ask people about imaginary
situations.
Request information using
polite questions.
Writing
Write a book review.
Write questions and answers in
a chat room.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
HOW ABOUT
WORKING?
Volunteer
organization.
The role of
volunteer.
Reading
Locate missing information in a
text.
Discriminate between correct
and incorrect information.
Distinguish facts and inferences.
Listening
Discriminate between correct
and incorrect information.
Speaking
Ask people about preferences.
Participate in a telephone
conversation.
Writing
Write a letter of application.
Write a leaflet promoting an
organization.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
LEARNING
ABILITIES
EVALUATION
RESOURCES ATTITUDES
Read posts to a
Student Forum chat.
Read a magazine
article.
Listen to an
interview.
Listen to two
poems.
Reflection Spot
Metacognition
Lets Check
Listening
Reading
Language
Your English in
Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To use pictures to
formulate predictions.
To localize specific
information.
To apply/ use a new
language structure.
Reflection Spot
Metacognition
Lets Check
Listening
Reading
Language
Your English in
Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
Reflection Spot
Metacognition
Lets Check
Listening
Reading
Language
Your English in
Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To express opinions.
To predict topic from the
context.
To relate speakers and
speech.
Read a piece of
chat.
Read book reviews.
Listen to a
television program.
Listen to a song.
Reflection Spot
Metacognition
Lets Check
Listening
Reading
Language
Your English in Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To discriminate sounds.
To predict content from
cognates.
To relate previous
knowledge with the topic
of the lesson.
Read a leaflet.
Read a letter of
application.
Listen to an
advertisement.
Listen to telephone
conversations.
Reflection Spot
Metacognition
Lets Check
Listening
Reading
Language
Your English in Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
21
UNIT
TEEN
T EEN LIFE
In this unit you will:
read posts to a Student Forum chat
read a magazine article
listen to an interview
listen to two poems
You will learn how to:
Reading
identify cognates
find general and specific information
infer meaning of words from the context
locate and match information
Listening
discriminate between correct and incorrect
information
identify correct sequence
differentiate sounds
find general and specific information
identify collocations
Language
use the Simple Present and adverbs of frequency
Types of Evaluation
Indicators
Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts.
Reflection spot
Self - evaluation
Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.
Unit Check
Unit evaluation
Reading: Students find specific information and discriminate between correct and incorrect information.
Listening: Students find specific information, discriminate between correct and incorrect information and
identify sequence of information.
Language: Students use the Simple Present and the Present Progressive tense.
Speaking: Students exchange information about routines.
Writing: Students write and reply to e-mails.
Final Reflection
Extra Test
22
UNIT 1
Reading: Students find specific information and discriminate between correct and incorrect information.
Listening: Students identify specific information and discriminate between correct and incorrect information.
Language: Students use the Simple Present and Present Progressive tense.
Writing: Students write a short paragraph describing their best friend.
Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.
TEEN
TEE N LI FE
PAGE 8
2 +
GETTING READY
1
PAGE 10
LESSON 1
BEFORE READING
+
Draw students attention to the pictures and
then ask them to answer the questions in
pairs. Check their answers orally.
(L.A.: to use pictures to formulate
predictions).
a.
b.
c.
d.
Possible answers
hang out with friends; listen to music; play video
games; chat with friends; watch movies; play sports;
wear the same kind of clothes; surf the Internet.
3 ++
Ask students to choose the picture they
think best represents a typical Chilean
teenager. Ask them to support their ideas
and then to come to an agreement.
(L.A.: to relate pictures with personal
experiences).
4 +++
Explain to students that they are going to
read two posts from a Students Forum chat.
Invite them to make predictions about the
two students way of life.
(L.A.: to use general knowledge to formulate
predictions).
5 ++
READING
Answers
Between 13 and 18 years old.
They are from different parts of the world.
They are: acting in a play, answering questions,
chatting and doing sports.
They are wearing costumes, sport and casual clothes.
23
Answers
ERROR ALERT
Cognates are words in different languages related to
the same root, ex.: education (English) / educacin
(Spanish)
Anyway, students might get confused because there are
also several words in Spanish that are similar in
English, but have a different meaning. These words are
called False Cognates.
PAGE 12
6 ++
Invite students to read the words in the Key
Word Spot and then find their definitions in
an English-English dictionary.
(L.A.: to develop study skills).
24
UNIT 1
READING
7 +
Ask the students to read the text quickly to
check their predictions in Exercise 4.
Explain to them that it is not necessary for
them to understand every single word. They
only have to get the general meaning of the
text in order to check if their predictions
were right.
(L.A: to validate predictions).
Answers
The students do not have similar ways of life.
8 ++
Now, invite your students to read the text
again carefully, and then answer the
questions (a. e.) in their notebooks. Check
their answers orally or ask some students to
write the answers on the board.
(L.A.: to localize specific information).
a.
b.
c.
d.
e.
Answers
No, they are not typical teenagers because they live
in very different ways.
Josh 95 is American and Pink Sunshine is Australian.
Yes, he does, because he can go to a cyber cafe and
be in contact with the rest of the world.
She has e-lessons. She studies through the Internet.
Yes, it is. Because it is the way they can be in
contact with people from all around the world.
TEEN
TEE N LI FE
9 ++
Make the students copy the chart into their
notebooks and then complete it with
information from the text. Invite some of
them to write and complete the chart on the
board to check their answers.
(L.A.: to extract specific information).
Answers
Answers
Will vary
LANGUAGE SPOT
Name
Josh 95
Pink Sunshine
Always
Wear traditional
clothes
Watch soaps
or movies
Go shopping
in the city
Read
Hardly ever
Use a computer
Meet friends
Never
Watch TV or
listen to music
Go to school
Likes /
Loves
Chat with
other people
Chat with
other people
Often
10 +++
Ask the students to read the text once more
before completing the sentences in their
notebooks. Check their answers orally.
(L.A.: to identify specific information).
Possible answers
a. Josh95 and Pink Sunshines lives are similar because
they both live in a very different way others teenagers
do but they both like to know about people from all
over the world. They both live on a farm and they use
the Internet to communicate with other teens.
b. Josh95 and Pink Sunshines lives are different
because Josh is Amish and never watches TV or
listens to music, but he goes to school. Pink
Sunshine never goes to school but she always
watches TV or listens to music.
PAGE 13
AFTER READING
11 ++
Tell the students to add a column to the
chart in Exercise 9, and to complete it with
25
12 +
Reflection Spot
16 +++
PAGE 14
13 ++
Answers
Will vary
PAGE 15
17
15 ++
Encourage the students to complete the
post to introduce themselves to a Forum
Chat. Motivate them to be creative and write
as if they were chatting. You can assign this
activity as homework and check it orally the
next class
(L.A.: to express personal information).
26
UNIT 1
FL
14 +++
Motivate students to replace the parts
underlined with information that is true for
them and then role-play the conversation in
front of their classmates.
(L.A.: to ask for and give personal
information).
+++
Answers
Will vary
LETS CHECK
18 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
TEEN
TEE N LI FE
PAGE 16
LESSON 2
LISTENING
TEENAGE TALK
BEFORE LISTENING
1
+
Brainstorm students ideas about things or
activities that are related to teen culture.
Motivate them to find seven words related
to this topic in the Word Search puzzle. You
can divide the class into groups or pairs and
organize a competition, setting a time limit.
(L.A.: to use previous knowledge to
understand new vocabulary).
Answers
COMPUTERS / FASHION / FRIENDS / MUSIC / PARTIES
/ SPORTS / VIDEOGAMES
+ + + + + + + + N + + + + S +
+ + + + + + + + O S + + E + +
S E M A G O E D I V P I + + +
+ + + + + + + + H + T O + + +
+ + + + + + + + S R + + R + +
+ + + S + + + + A + + + + T +
+ + + + R + + P F + + + + + S
+ + + + + E + + + + + + + + +
+ + + + + + T + + + + + + + +
+ + + + + + + U + + + + + + +
F R I E N D S M P + + + + + +
+ + + + + + + U + M + + + + +
+ + + + + + + S + + O + + + +
+ + + + + + + I + + + C + + +
+ + + + + + + C + + + + + + +
2 ++
Now, in pairs, the students make a list of other
words related to teenagers. Check orally.
(L.A: to relate previous knowledge to the topic).
Answers
Will vary
3 +++
Draw students attention to the photo and
ask them to answer the questions in their
groups. Invite one member of each group to
share their answers with the rest of their
classmates.
(L.A.: to infer information from pictures).
Answers
Will vary according to students ideas.
4 +++
Have students read the words in the Key
Word Spot and then identify their meaning
in the list. Allow them to use bilingual or
monolingual dictionaries if necessary.
(L.A.: to infer meaning from the context).
Answers
a. fed up; b. look forward to; c. wool
27
Answers
look for a girlfriend (1); play the drums (3); talk about
music (2); wear a nice jacket (4)
PAGE 17
LISTENING
5 +
8 +++
6 ++
7 ++
28
UNIT 1
TEEN
TEE N LI FE
Presenter:
Danny:
Presenter:
Danny:
9 +
Refer students to the LANGUAGE SPOT to
copy and complete the dialogues using the
Simple Present or the Present Progressive
of the verbs in brackets. Then, ask them to
relate each dialogue with a picture.
(L.A.: to apply a language structure).
Answers
a. does, do, He / She plays. (3)
b. is, doing, is organizing. (2)
c. do, eat, drink (1)
AFTER LISTENING
LANGUAGE SPOT
The Present Progressive for future plans
This section is designed to help students revise
or discover a particular grammar structure or an
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not
enunciate them the answers.
1. The students read the questions and answers
from the interview carefully.
2. Help them identify which exchange talks about
an event that is happening now and which
exchange talks about future plans.
Answ ers:
a.- a.; b. b.; c. ii.
3. Now students copy and complete the general
rule in their notebook.
Answ ers:
We use the Present Progressive to talk
about temporary events and about what is
happening now.
We can also use the Present Progressive
to talk about future plans and arrangements.
ERROR ALERT
Present Progressive: Im wearing a uniform / He is reading
a book (NOT: I wearing a uniform / He reading a book)
Exercise: Use the prompts to write sentences in the
Present Progressive tense.
a. Anna / cook / the meal.
b. Bill / play / chess / his friends.
c. Diana / sleep / her best friends house.
d. Nick and Jill / swim / the pool.
e. Bob / read / a novel.
f. Jim and Sheila / have / dinner.
g. My parents / watch / a movie.
h. Ann / help / her mother.
i. The plane / take off.
j. Tina and Margaret / travel / around the world.
For more information on ERROR ALERT, see page 7 of
the Introduction.
29
PAGE 19
GAME SPOT
10 ++
11 +++
Ask students to ask and answer the
questions in the interview with their
partners. Then, encourage them to practice
and act it in front of their classmates.
Motivate them to participate actively in this
kind of activities, which are in most cases
the only opportunity they have to use
English.
(L.A.: to ask for and give information).
12 +
With the information from the interview, the
students complete the description of their
partners in their notebooks. Choose some
of them to read the descriptions aloud to
provide a model for their classmates. You
can also assign this activity for homework.
(L.A.: to consolidate content of the lesson).
30
UNIT 1
PAGE 20
LETS CHECK
13 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign a mark
according to the scale.
For more information on LET'S CHECK, see
page 6 of the Introduction.
TEEN
TEE N LI FE
Answers
The questions should be the same, but the answers will
vary, according to students' ideas. Make sure they are
coherent and use the correct language form.
a. What are you doing on Saturday morning? I'm / We
are ing .
b. What are you and your friends doing on your next
vacations? We are ing .
c. What clothes are you wearing for the birthday party?
I'm wearing ____.
14 ++ FL
Motivate keener students to unscramble the
words related to clothes and then match
them to the correct picture. Invite them to
share their answer with the rest of the class.
(L.A.: to consolidate vocabulary / to relate
words and pictures).
Answers
a. jacket (3); b. jeans (5); c. sneakers (8); d. top (6);
e. boots (1); f. t-shirt (7); g. shirt (2); h. skirt (4)
PAGE 22
LESSON 3
READING
BEFORE READING
1
PAGE 21
15 +++
In pairs, the students take turns to describe
the pictures, saying what the people are
doing. Select some students to describe the
pictures aloud in order to check the
answers.
(L.A.: to describe pictures / to use a
language structure).
1.
2.
3.
4.
5.
6.
Answers
The girl is reading a magazine.
The boy is watching TV.
The boy is playing basketball.
The girls are talking about boyfriends / fashion /
music, etc.
The girl is wearing smart clothes.
The boy is playing video games.
+
You can introduce the topic of the lesson
starting a conversation about teen fashion.
Elicit students ideas about this issue and
make notes on the board. Then, ask the
students to look at the pictures and describe
the clothes the teens are wearing. Finally,
ask their opinion about the style they like
most.
(L.A.: to express opinions / to relate topic
with own reality).
2 ++
Motivate students to find out if they are
fashion victims. Tell them to answer the
questions honestly, calculate their scores
and then compare the results with their
partners or in their groups. Take advantage
of the activity to start a general conversation
about the relation between fashion trends
and teenagers.
(L.A.: to relate topic to personal
experiences).
Answers
Will vary.
31
PAGE 24
3 +++
Tell students to read statements a. d. and
then choose the ones they think are true.
Do not check answers at this point.
(L.A.: to use previous knowledge to
formulate predictions).
READING
6 +
The students read the text quickly and
confirm or correct their choices in Exercise
3. Remind them that this first reading is only
to validate their predictions; it is not
necessary to understand every single word.
(L.A.: to validate predictions).
PAGE 23
4 +
Ask the students to take a look at the text
and identify all the cognates they can find.
Check orally or asking some students to
write the list of cognates on the board.
Remind them that this first reading must be
very quick, only to find key words that may
help them to understand the text.
(L.A.: to identify cognates through
scanning).
Answers
All the statements are true.
7 ++
Now, the students must read the article
carefully and answer the questions in their
notebooks. You can ask some students to
read their answers aloud to check the
exercise.
(L.A.: to identify specific information).
Answers
fascinating, neon, colored, common, bands, accessories,
dictates, companies, specialize, hours, television,
different, style, influence, pop culture, shows, music,
celebrities, impact, millions, dollars, identify.
a.
b.
ERROR ALERT
c.
d.
False cognates
Notice = see, observe, pay attention (NOT: noticia)
For more information on ERROR ALERT, see page 7 of
the Introduction.
5 ++
Draw students attention to the words in the
Key Word Spot and tell them to find their
definitions in column A. Then, ask them to
identify their synonyms in column B.
(L.A.: to infer meaning of key words).
Answers
bare: not covered by any clothes; naked
household: connected with the house; domestic
track down: to find something; detect
trend: a general style; tendency
32
UNIT 1
Answers
Neon-colored hair; pierced tongues; bare stomachs.
They travel all over the world and watch thousands
of hours of movies and television.
Pop culture.
They spend millions of dollars.
8 +++
The students read the text again to insert
sentences a. d. back in it. Guide them to
find the textual clues that may help them,
for example: if it is a question, if it is a
reason, an additional idea, etc.
(L.A.: to localize missing information).
Answers
(1) d.; (2) c.; (3) a.; (4) b.
9 ++
Ask the students to read the article again if
necessary, and form collocations with the
words in columns A and B. Then, make
them relate three of the collocations with a
picture below.
(L.A.: to infer meaning of words from the
context ; to relate words and visuals).
TEEN
TEE N LI FE
Answers
a. v. (3); b. iii. (1); c. i. (2); d. iv.; e. ii.; f. vi.
10 ++
Tell the students to copy the chart into their
notebooks, and then complete it with
information from the text. You can copy the
chart on the board and then ask some
students to complete it to allow the class to
check their answers. You can also assign
this exercise as homework.
(L.A.: to extract specific information).
Answers
Parts of the body Entertainment Household items
tongue
TV shows
safety pins
stomachs
movies
rubber bands
hair
music
ankle
magazines
PAGE 25
11 +++
Invite your students to read the text once
more and find words in it that correspond to
descriptions a. e. Read the descriptions
aloud and analyze them carefully. Draw
students attention to the kind (or category)
of word that they should look for in each
case.
(L.A.: to infer meaning from the context).
Answers
a. (adjective) cool; b. (noun) trend spotter; c. (noun)
accessories; d. (noun) influence; e. (adverb) steadily.
LANGUAGE SPOT
Expressing quantity
Remember that this section is designed to help
students revise or discover a particular grammar
structure or an interesting item of vocabulary
related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not tell
them the answers.
1. Ask the students to read the sentences from
the text, paying special attention to the words
in bold.
2. Guide them to identify what the words in bold
express in each sentence.
Answ ers: b.
3. Now, the students copy and complete the
general rule in their notebooks. Draw students
attention to the Note in the Language Spot,
and make sure they know the difference
between Countable and Uncountable Nouns.
Answ ers:
We use words such as a lot of, a few ,
some, many, to express a quantity.
4. Now students go back to the text and identify
all the sentences that express quantity. Ask
them to copy the sentences in their notebooks
and underline the words used to express
quantity.
Answ ers:
Companies trend spotters watch a lot of hours
of movies and television.
A lot of TV shows, music, movies, magazines
and celebrities have a huge impact on teen
style.
Clothing companies spend a lot of money
trying to identify the next hot trend.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
AFTER READING
12 +
Ask the class to form groups of four or five
students to talk about clothes and
accessories they wear. Explain that they
can use the questions provided to guide the
conversation.
(L.A.: to relate topic to own reality).
33
ERROR ALERT
PAGE 26
Countable Nouns
Countable nouns are easy to recognize. They are things
that we can count. Countable nouns can be singular or
plural.
Uncountable Nouns
Uncountable nouns are substances, concepts, etc. that we
cannot divide into separate elements. We cannot count
them. We usually treat uncountable nouns as singular.
Countable
Uncountable
dollar
money
song
music
suitcase
luggage
table
furniture
battery
electricity
bottle
wine
report
information
tip
advice
journey
travel
job
work
view
scenery
Sometimes, the same noun can be countable and
uncountable, often with a change of meaning.
Examples:
13 +
Countable
Noun
Uncountable
Hair
I dont have
much hair.
Light
Theres too
much light!
Shhhhh! I thought
I heard a noise.
Noise
Paper
I want to draw a
picture. Have you
got some paper?
Room
Additional exercise:
Decide whether you have to use much or many.
a. _______ cars
f. _______ numbers
b. _______ music
g. _______ money
c. _______ pictures
h. _______ tea
d. _______ flowers
i. _______ girls
e. _______ milk
j. _______ pencils
For more information on ERROR ALERT, see page 7 of
the Introduction.
34
UNIT 1
14 ++
Play the recording and ask the students to
listen and read at the same time.
(L.A.: to imitate intonation patterns).
TEEN
TEE N LI FE
15 +++
18 ++ FL
LETS CHECK
16 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
For more information on LET'S CHECK, see
page 6 of the Introduction.
Answers
a. some; b. a few; c. many; d. a lot of, some, a few;
e. much, a few.
PAGE 27
17 +++
Motivate students to copy and complete the
paragraph in their notebooks, using the
information they collected in Exercise 14.
You can also assign this exercise as
homework and invite some students to read
their work aloud the next class.
(L.A.: to consolidate content of the lesson).
Answers
Will vary.
PAGE 28
LESSON 4
LISTENING
TYPICAL TEENAGERS
BEFORE LISTENING
1
+
Start the lesson by drawing students
attention to the pictures and tell them to find
the relationship with the comments (a. d.)
You can also ask the students if they can
identify themselves in any of the situations.
(L.A.: to relate visuals and written text).
Answers
1 a.; 2 b.; 3 d.; 4 c.
2 ++
Ask the students to revise the comments in
Exercise 1 and identify the topics that
represent a source of conflict with their
parents. Then, invite them to form groups and
compare their answers with their partners.
(L.A.: to relate topic to own reality).
Answers
Will vary.
35
PAGE 29
3 ++
Explain to your students that they are going
to listen to two poems related to the name
of the lesson. Ask them to read it and
choose the alternative they think is correct.
(L.A.: to use titles to formulate predictions).
Do not check answers at this point.
4 +++
Draw students attention to the words in the
Key Word Spot. Tell them to look them up
in a dictionary and then copy them in their
notebooks. Check orally.
(L.A.: to apply study skills).
folks:
fume:
mean:
swear:
unfair:
utterly:
Answers
members of your family, especially your parents.
to be very angry about something.
angry.
to use rude or offensive language.
unjust.
totally, very.
ERROR ALERT
Draw students attention to the difference between the
/&i:/ sound, as in leave, and the /I/ sound, as in live.
Exercise: Listen to the following word pairs. Repeat
them, being careful to make the distinction between the
two sounds.
pit / Pete; bitch / beach; living / leaving; gin / Jean; bid
/ bead; pick / peak; mid / mead; lick / leak; grin / green
Tongue twister:
Does Jim still steal Jills jeans?
For more information on ERROR ALERT, see page 7 of
the Introduction.
7 ++
LISTENING
5 +
8 +++
6 ++
36
UNIT 1
TEEN
TEE N LI FE
TRANSCRIPT - COMPLAINTS
PAGE 30
AFTER LISTENING
9 +++
Tell students to work in pairs to complete
the dialogue with facts that are true for
them. Let them know that several
possibilities are correct.
The students can also practice the dialogue
as homework and act it the next class.
(L.A.: to express facts / opinions /
information).
Possible Answers
A: Do you recognize yourself in the poem?
B: Yes, because my feelings often change, I talk to
friends for hours, and my room is a mess. What
about you?
A: Well, I dont recognize myself because my room is
always tidy, I dont think my parents are ancient
and my music is never too loud.
Getting Older
When you cannot find your pencil
And your purse has gone astray.
When youre feeling rather tired
For it has been a hectic day.
When the morning comes too quickly
And you just cant cope with rush;
When everyone is shouting
And youd rather have some hush.
Perhaps youre getting older,
For this happens we are told,
But no, this isnt how it is
Youre only thirteen years old!
37
LANGUAGE SPOT
Addition, alternative and contrast
This section is designed to help students revise
or discover a particular grammar structure or an
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not tell
them the answers.
1. The students revise the examples from the
poem, paying special attention to the words in
bold.
2. The students identify:
a. the word that introduces an additional idea
b. the word that introduces an alternative idea
c. what concept the word but introduces
Answ ers:
a. and; b. or; c. a contrast
3. Now, the students copy and complete the
general rules in their notebooks.
Answ ers:
We use but when we want to express a
contrast between two ideas.
We use and when we want to express
additional ideas.
We use or when we want to express
alternative ideas.
4. Provide transcripts of the poems to your
students. You can photocopy them or you can
write them on the board. Then, ask the
students to copy all the sentences that include
the words in the Language Spot, and to
identify what they express.
Answ ers:
Poem 1:
Theyll leave their room a mess and give
cleaning it a miss, (addition)
They think their folks are ancient, and utterly
unfair (addition)
Poem 2:
When you cannot find your pencil and your
purse has gone astray. (addition)
When the morning comes too quickly and you
just cant cope with rush; (addition)
When everyone is shouting and youd rather
have some hush. (addition)
For this happens we are told, but no, this isnt
how it is. (contrast)
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
38
UNIT 1
PAGE 31
10 +
Refer students to the LANGUAGE SPOT to
combine the pairs of sentences. Invite some
students to write their sentences on the
board to check the exercise.
(L.A.: to use / apply a new language
structure).
Answers
a. Teenagers sleep a lot but they are always sleepy,
anyway.
b. Teenagers dont talk with their parents but they talk
a lot with their friends.
c. Teenagers like music and sports.
d. Teenagers like to be with friends or to spend a lot of
time in their rooms.
11 +++
GAME SPOT
Encourage students to read the clues and try to
solve the crossword with words from the first
poem they listened to. Allow use of dictionaries if
necessary.
Answ ers:
Across: 2. hell, 6. confess, 8. unfair, 9. mess
Dow n: 1. ceiling, 3. folks, 4. ancient, 5. teen,
7. friend
For more information on the GAME SPOT, see
page 7 of the Introduction.
TEEN
TEE N LI FE
PAGE 32
PAGE 33
14 +++
LETS CHECK
12 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
For more information on LET'S CHECK, see
page 6 of the Introduction.
Answers
a. or; b. and; c. but; d. but; e. and.
13 ++
Read the words in the box with the class and
check that students understand their
meaning. Ask them to use the words to
complete the verses of the poem in their
notebooks.
afraid = feeling fear / temeroso/a; ashamed =
feeling shame or embarrassment /
avergonzado/a; blunt = very direct / muy
franco/a; bold = brave and confident / audaz;
brave = courageous / valiente; loud = making
a lot of noise / bullicioso/a; quiet = tending
not to talk very much / callado/a; shy =
nervous or embarrassed about meeting and
speaking to other people / tmido/a.
(L.A.: to use vocabulary related to the topic).
Answers
TURN UP THE VOLUME
Liz Boyatt
I need to be bold,
I need to be loud,
I need to be blunt,
I need to be brave.
I can't be shy,
I can't keep quiet,
I can't be ashamed,
I can't be afraid,
I can't be anyone but myself.
15 ++
Motivate students to read the first poem
again and find phrases or sentences to
describe each picture.
(L.A.: to relate text and visuals).
Possible Answers
Picture 1: Talking to a friend / They talk for hours on end.
Picture 2: Sending them a text,
Picture 3: Their music cracks the ceiling
Picture 4: They'll leave their room a mess, And give
cleaning it a miss
Picture 5: Happy, sad, sleepy, mean / And more time in
their room.
Picture 6: Talking to a friend / They talk for hours on end.
39
16 +++ FL
Encourage fast learners to find three
sentences in the poems they have seen in
this lesson that describe a typical teenager.
Ask them to write them on a nice piece of
paper and add illustrations. Display their
work in the classroom.
(L.A.: to express opinions and connect topic
to own reality).
PAGE 34
YOUR ENGLISH IN ACTION
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Answers
What do you generally do on Friday evenings?
I usually go to the movies.
How are you feeling right now?
Im tired. I have so much homework.
What are your favorite subjects at school?
I like Spanish and Math.
What are you doing next weekend?
I am doing sports and going to a disco with my
friends.
What are you wearing today?
Im wearing jeans, sneakers and a fleece jacket.
What do you like to do with your friends?
I like to go skating, going to parties and doing sports.
Will vary.
PAGE 35
@@ CLICK ON
If possible, motivate students to visit the web
site and find more about the extreme fashion
described in the interview. Next class, ask them
to share their findings with their classmates.
For more information on CLICK ON, see page
12 of the Introduction.
40
UNIT 1
TEEN
TEE N LI FE
PAGE 36
PAGE 38
UNIT CHECK
Interviewer:
Diamond:
Interviewer:
Diamond:
PAGE 37
Answers
READING - TWO CULTURES
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
41
LANGUAGE
42
UNIT 1
PAGE 39
FINAL REFLECTION
TEEN
TEE N LI FE
Dear friends:
Hi! Im Dora. Im 14 and I study at Liceo Superior
in Necochea, Argentina. I
like to chat with students all around the world to
learn more about their
culture and way of life. I like listening to music and
reading. At this
moment, Im reading a very interesting novel, Worl
d Without End.
Please write to me! I can write in English and, of
course, in Spanish!
in Brazil. Im interested
Hello! Im Ariel. Im 15 and Im from Porto Alegre,
es and computers. I
in all sports, especially soccer, and I love video gam
of the world, so I
would like to have cyber friends from different parts
hope someone writes to me.
at a secondary school in
Hello friends! My name is Enzo and Im a student
in the afternoon. I
Quito, Ecuador. Im 13. I go to school five days a week
I want to have friends
start lessons at 1 p.m. and return home at 6 p.m.
from other countries.
to the movies and
I have many hobbies, I like playing sports, going
the drums in my
play
I
c
musi
having fun with my friends. I also love
school band and sometimes I sing!
1 pt.
5 pts.
Country
4 pts.
Interests
43
Listen to the recording. What is the person who asks the questions doing?
1 pt.
a. Doing a survey.
b. Interviewing people.
c. Reading a piece of news.
5 pts.
LANGUAGE
5 pts.
SPEAKING
8 In pairs, role-play an interview like that in the recording. Exchange information about
5 pts.
9 Use the information from exercise 8 to write a short paragraph describing your best
5 pts.
44
UNIT 1
13 - 21
Good!
22 - 29
Very good!
30 - 35
Excellent!
TEEN
T EE N LI FE
Interviewer:
Girl:
Interviewer:
Girl:
1 b.
2 a. Because they want to have friends from
b.
c.
d.
e.
LANGUAGE
3
Name
Dora
Ariel
Enzo
Rachel
Country
Argentina
Brazil
Ecuador
USA
Interests
Listening to music; reading
Sports; video games; computers
Sports; movies; music
Sports, writing; music
4 a.
5 a. False. b. False. c. False. d. True. e. False.
6 a. go. b. baseball. c. DVDs. d. Most
TRANSCRIPT - TEENAGERS IN THE STREET
SPEAKING
45
UNIT
BELIEVE IT OR NOT
In this unit you will:
read a web page
read a scientific article
listen to an interview
listen to an advertisement
You will learn how to:
Reading
scan the text to validate predictions
use cognates to get the general meaning
find general and specific information
discriminate between correct and incorrect
information
Listening
relate speakers and speech
discriminate sounds and words
identify specific information
Language
use the Simple Future tense to express predictions
use the Present Continuous tense to talk about
Types of Evaluation
fixed arrangements
use conjunctive connectors
use the First Conditional
Speaking
ask and answer questions about fixed arrangements
talk about virtual life
Writing
write a short report
complete a paragraph about life in the future
You will also:
reflect about the importance of technology
development
develop acceptance and respect for everyones
opinions
Development
Lesson 1: four hours
Lesson 2: four hours
Lesson 3: four hours
Lesson 4: four hours
Indicators
Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts.
Reflection spot
Self - evaluation
Students analyze their performance in the speaking, reading, listening, and writing activities.
Unit Check
Unit evaluation
Reading: Students identify specific information and discriminate between correct and incorrect information.
Listening: Students identify the correct sequence of events and discriminate sounds.
Language: Students use the Future Tense and connectors although and besides.
Speaking: Students exchange information about future fixed arrangements.
Writing: Students write a short paragraph about a city on the moon.
Final Reflection
Extra Test
46
UNIT 2
Reading: Students identify type of text, find specific information and discriminate between correct and incorrect information.
Listening: Students identify specific information and discriminate between correct and incorrect information.
Language: Students use the Present Perfect tense to complete a paragraph.
Writing: Students write a short paragraph about their plans and hopes for the future.
Speaking: Students exchange information about their past experiences.
BELIEVE IT OR NOT
PAGE 40
2 ++
GETTING READY
1
Answers
Answers
There are only two pictures that show real life, the first
one (on the left) and the fourth (second line, on the right).
3 ++
Tell the students to have a look at the text
they are going to read and decide what type
of text it is. Do not check the answers at this
stage.
(L.A.: to identify type of text from visuals).
4 +++
In their notebooks, the students make a list
of cognates they expect to find in a text
related to a virtual world. Do not check their
answers at this point.
(L.A.: to predict content from previous
knowledge).
Answers
Will vary according to students predictions.
PAGE 42
LESSON 1
READING
BEFORE READING
1
Will vary.
5 +++
Ask the students to study the words in the
Key Word Spot. Tell them to match them
with their meaning (a. c).
(L.A.: to infer the meaning of key words).
Answers
encourage: c.; gathering: a.; skyscraper: b.
+
Tell the students to look at the pictures.
Explain to them that they all show virtual
life. Ask them to choose the virtual world
activities they would like to do.
(L.A.: to relate topic to own reality).
Answers
47
PAGE 43
PAGE 44
READING
@@ CLICK ON
Recommend the students to find more
interesting information about the text visiting the
web site mentioned.
At this point you may need to share some
additional information about Internet safety rules
with the students.
For more information on CLICK ON, see page
12 of the Introduction.
Background information
Teenagers nowadays are extremely technical
and generally ahead of their parents in this area.
They know how to access all the information they
need online. Possibly they own their own personal
computer, or have access to an unmonitored
computer at school or a friends house.
Parental monitoring and restrictions can be
resented. Comment with your students about
Internet rules firmly and convince them that it is
out of concern for their safety. Tell them that the
news often reports incidents of innocent
youngsters who have been led into danger
through misuse of the Internet, with sometimes
horrific results. Let your students be aware of the
dangers. Suggest them that if they know about a
friend who is in touch with a stranger, and
arranging secret meetings, they should tell
someone in authority without feeling like they are
telling tales.
Tell them to be careful what they say.
Finally, its worth mentioning that everyone,
including children, must be extra cautious with
what they write in emails. What may have been
meant as a harmless joke or amusing remark
can be misunderstood or misused by a third
person who can forward it to a number of people
causing misunderstanding and embarrassment.
And this is true of all internet communication, not
just email.
For more information on Background
information see page 7 of the Introduction.
48
UNIT 2
6 +
Ask the students to read the text quickly
and check their predictions in Exercises 3
and 4.
(L.A.: to validate predictions).
Answers
2. b.
3. globe, virtual, created, ideas, imagination,
international, create, digital, 3D, socializing, video,
program, adventure, company, founded, technology,
residents, unique, global, community, separate,
version, adults, interact, occasionally, special,
educational, projects, type, events, modest, entire,
region, park, computer, basic, level, islands, simple,
tutorial, appears, guide, controls, problems,
experienced, visit, page.
7 ++
Now, tell the students to read the text
carefully. Ask them to give each paragraph
(I. V.) a title (a. e.). Check their answers
orally.
(L.A.: to identify general information).
Answers
I. c.; II. e.; III. d.; IV. b.; V: - a.
8 ++
Ask the students to read the text again
and find the required information a. d.
(L.A.: to extract specific information).
Answers
a. learn, play, create a digital self, make their ideas
come true.
b. fly through a 3D landscape, build skyscrapers and
virtual vehicles, have virtual land.
c. chat, socialize, exchange ideas, make friends.
d. skyscrapers, virtual vehicles.
9 +++
Now the students read the text again and
decide if the statements a. e. are true or
false.
(L.A.: to discriminate between correct and
incorrect information).
BELIEVE IT OR NOT
Answers
a. true; b. false; c. true; d. true; e. false.
10 +++
Invite the students to correct the false
sentences in Exercise 9 in their notebooks.
(L.A.: to identify and extract supporting
information).
Answers
b. Its not a computer game. Its a place where teens
can meet and make friends, exchange ideas and
create.
e. You dont have to pay if you sign up for basic level.
The basic level accounts are free.
AFTER READING
11 +++
In pairs, the students think about the
characteristics they would like to create for
their own avatar. Encourage them to write
their ideas in their notebooks using the
pattern in the book, and then compare with
other students.
(L.A.: to relate topic to their own reality).
Answers
Will vary.
Reflection Spot
PAGE 45
LANGUAGE SPOT
Connectors besides, although
This section is designed to help students revise
or discover a particular grammar structure or an
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not
enunciate them the answers.
1. The students find the sentences a. and b. in the
text. Draw their attention to the words in bold.
2. The students read the other examples, again
paying special attention to the words in bold.
3. Help them identify which of the words in bold
expresses a concessive idea.
Answ ers:
a. although
4. Now, help them identify what the other word
expresses.
Answ ers:
b. besides expresses an additional idea.
5. The students copy and complete the general
rule in their notebooks.
We can use words such as although and
besides to join two sentences together. We
use besides when we want to express an
additional idea. We use although when we
want to introduce a concession.
6. The students read the text again to find more
examples. Encourage them to identify the
addition or the concession. You can write this
example on the board:
( + ) addition
( / ) concession
Besides flying through a changing landscape,
chatting and socializing with other teens, ( + )
they can build anything from skyscrapers to
virtual vehicles.
( / ) Although it provides the technology , the
residents are the ones who really help shape
the world.
Answ ers
Teen Second Life is an international gathering
place for teens between the ages of 13 - 17 to
make friends and exchange ideas. Besides
this ( + ), they can learn, play and create.
Only teens between the ages of 13 and 17 are
allowed ( / ) (although there is a separate
version of Second Life for adults).
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
49
ERROR ALERT
Draw students attention to the note of the LANGUAGE
SPOT. Remind them not to mistake the connector
besides for the preposition beside.
Additional exercise
Complete these sentences with beside or besides, as
it corresponds.
a. Hes too busy to go to Japan; _______ he doesnt
speak Japanese.
b. Come and sit _______ me.
c. Have you seen my pen? I left it on the table
_______ the window.
d. I dont like to go out to; _______ its very cold today.
e. I cant help you with your homework. _______ its
too late.
Encourage students to find more examples in the text
and then copy them in their notebooks, identifying each
case.
Answers:
Besides (making friends and exchanging ideas), they
can play, learn and create. (addition)
Having land in Second Life allows you to build,
display and store your virtual creations; besides, you
can also host events and businesses. (addition)
For more information on ERROR ALERT, see page 7 of
the Introduction.
15 +++
You can assign this exercise as homework
for next class. Explain to the students that, in
pairs, they have to think about a game they
like to play. Then, in their notebooks, they
write a dialogue like the one in Exercise 13,
exchanging information about the game.
(L.A: to consolidate vocabulary and
language).
12 ++
Ask the students to copy and complete the
paragraph in their notebooks using besides
or although.
(L.A.: to use a new language structure).
Answers
besides, although, besides, although.
Answers
Will vary.
PAGE 46
13 +++
50
UNIT 2
LETS CHECK
16 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
BELIEVE IT OR NOT
PAGE 48
LESSON 2
LISTENING
BEFORE LISTENING
1
PAGE 47
17 ++
Motivate the students to think about what
their own avatar would be like. Ask them
to write about the virtual personality they
would like to have. Instruct them to use their
ideas in Exercises 1 and 2, information from
the text and also their imagination. Next
class, invite some students to share their
work with their classmates
(L.A.: to write a paragraph about virtual life).
Answers
+
Start the lesson asking the students to
identify the pictures. If you find that they
have difficulties with the words, help with
prompts or give them the words in random
order for them to match them with the
pictures. Then tell them to find the words in
the Word Search Puzzle
1. PLANET
2. ASTRONAUT.
3. ROBOT
4. SUN
5. MOON
6. MARS
7. SPACECRAFT
8. STAR
(L.A.: to activate vocabulary related to the
topic of the lesson).
Answers
Will vary.
18 + FL
Motivate fast learners to make a drawing in
their notebooks to illustrate their virtual
personalities. You can also make them draw
on a piece of cardboard and display the
drawings in the classroom.
(L.A.: to relate text and pictures).
Answers
Will vary.
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2 ++
The students answer the questions in pairs.
Check their answers orally.
(L.A.: to relate topic to previous knowledge).
Answers
Will vary, according to students opinions.
51
PAGE 49
5 ++
3 ++
Ask the students to name one positive and
one negative thing about living in space.
Invite some of them to write their answers
on the board.
(L.A.: to relate topic to previous knowledge).
Answers
Will vary.
4 ++
Explain to the students that they are going
to listen to an interview with three experts
about NASA plans to build a city on the
Moon. Ask them to choose three
alternatives to guess who they are. Do not
check their answers at this point.
(L.A.: to use previous knowledge to make
predictions).
You may need some background
information about this topic to share with the
students.
Background information
NASA announced plans to establish a base on
the Moon and make it into a permanent city by
2024. Crews of four astronauts are expected to
work on the base, a week at a time, beginning
around 2020.
To cover the costs, NASA is planning to keep its
current budget of $17 billion and use the money
saved by scrapping the space shuttle program.
The space agency plans to coordinate commercial
and international assistance with the program. It
consulted 13 space agencies from different
countries while formulating the initial plan.
One of the main goals of the project is to
establish a stepping-off point for human
exploration and colonization of Mars.
For more information on Background
information see page 7 of the Introduction.
http://news.cnet.com/2300-11397_3-6140867-1.html
52
UNIT 2
LISTENING
6 +
10
7 ++
10
8 ++
10
BELIEVE IT OR NOT
PAGE 50
9 ++
10
Answers
China 2024; Japan 2030; Russia - 2020
10 +++
AFTER LISTENING
10
10
GAME SPOT
Remember that games are highly motivating since
they are amusing and at the same time
challenging for the students. They employ
language in real contexts and they also
encourage and increase cooperation.
They create the motivation for learners of English
to get involved and participate actively in the
learning activities, bring real world context into the
classroom, and enhance students use of English
in a flexible, communicative way.
Remember that games are used not only for mere
fun, but more importantly, for the useful practice
and review of language lessons. Thus, the
meaning of the language the students listen to,
read, speak and write will be more vividly
experienced and, therefore, better remembered.
Encourage your students to find out how many
words related to space they can remember.
Explain to them that they must look at the pictures
and write the words using the letters in the sun
just once. Invite some students to write the words
on the board to check this exercise.
For more information on the GAME SPOT, see
page 7 of the Introduction.
53
Answers
1. SUNLIT; 2. SUPPLIES; 3. NASA; 4. CREW;
5. LAUNCH; 6. MILD
PAGE 51
LANGUAGE SPOT
The future
This section is designed to help students revise
or discover a particular grammar structure or any
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not tell
them the answers.
1. The students revise the examples from the text.
2. The students identify which of the sentences
gives information about
a. future events and predictions
b. plans and intentions
c. fixed future arrangements
Answ ers: a. c.; b. a.; c. c.
3. The students copy and complete the general
rule in their notebooks.
a. We use the Simple Future to give
information about future events and
predictions.
b. We use the Present Continuous to give
information about plans and intentions
and fixed future arrangements.
4. The students now identify what the future
tense expresses in sentences a. g.
Answ ers:
a. future arrangement; prediction; b. future
event; c. future plan; d. future event;
e. prediction; f. future event.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
54
UNIT 2
ERROR ALERT
The Present Continuous Tense is also used to express
actions and events that are happening at the moment.
(Example: Im reading a book)
Additional exercise
Read the following sentences. Identify which of them
refer to events that are happening now, and which of
them refer to future fixed arrangements. Write N (now)
or F (future).
a. Lauren cant talk to you now. Shes having lunch.
b. I cant help you. Im studying for the test.
c. My mother is arriving on the next bus from Santiago.
d. Susan is baking a cake for tea.
e. My brother is playing football on Saturday.
For more information on ERROR ALERT, see page 7 of
the Introduction.
11 ++
Refer students to the LANGUAGE SPOT.
Ask them to choose the correct alternative
for each sentence. Check the answers
orally.
(L.A.: to use a new language structure).
Answers
a. Im playing basketball at 5:30.
b. Do you think it will snow tomorrow?
c. I think Ill buy a new cap.
d. I am not working tomorrow. We can go
shopping if you like.
e. Yes, were visiting my grandmother.
f. Im helping Marcy with her homework after
school today.
g. My sister is getting married next month. We will
have a party at home.
12 +++
In their groups, the students write a short
report about the city on the Moon. Instruct
them to include information from the
interview and any other facts that they find
interesting to add. Encourage your students
to collect supporting materials such as:
illustrations, photos, more information, etc.
and present their report to their classmates.
Organize a class competition and give a
prize to the best performance.
(L.A.: to organize ideas to write a report).
BELIEVE IT OR NOT
Answers
LETS CHECK
Will vary.
Reflection Spot
PAGE 52
13 +++
11
PAGE 53
Answers
See transcript.
15 ++ FL
11
55
56
UNIT 2
BELIEVE IT OR NOT
PAGE 54
LESSON 3
READING
VIRTUAL ME?
BEFORE READING
1
+
Introduce the topic of the lesson with a
general conversation among the students.
Ask them if they think it is possible to
predict the future, and elicit their comments.
Then, motivate them to read the famous
predictions (a. g.) in pairs, and match
them with the person who made them
(i. vi.). Check the answers orally.
(L.A.: to relate topic to previous knowledge).
Answers
2 ++
Tell the students to find the words in the
Key Word Spot in the text and then choose
the correct meaning for them.
(L.A.: to infer the meaning of key words
from the context).
Answers
a. i.; b. ii.; c. ii.; d. ii.
PAGE 55
3 +++
Invite the students to read the text quickly
and identify all the cognates. Tell them to
predict what the text is about. Do not check
their answers at this point.
(L.A.: to formulate predictions from
cognates).
4 +
Ask the students to have a look at the text
and identify where it was taken from.
(L.A.: to identify the origin of a text).
57
8 +++
READING
5 +
The students read the text quickly and
check their predictions in exercises 3 and 4.
(L.A.: to validate predictions).
Answers
3. a.
Cognates: cyber, robots, optional, accent,
computer, engineer, family, artificial, intelligence,
planned, voice, use, creation, company, different,
personalities, producing, educational, animated,
interacts, details, conversation, related, courses,
university, technology, quarter, regularly, class,
students, prefer, moving, install, project, clients,
multimedia, systems, science, million, expansion,
article, estimates, billion, virtual, services, grammar,
logical, inference, verbs, adjectives.
4. c.
6 ++
Ask the students to read the text again
carefully. Tell them to put the sentences
(a. e.) back into blanks (1) (5).
(L.A.: to locate missing information).
Answers
a. (5); b. (1); c. (4); d. (3); e. (2)
7 ++
Ask the students to read the text again and
decide if the statements a. f. are true or
false.
(L.A.: to discriminate between correct and
incorrect information).
Answers
a. False (Shahin Magsoudi is the computer engineer
who created Robot Hosting). b. True. c. False (The
robots remember personal details and course related
information). d. True. e. True. f. True.
58
UNIT 2
PAGE 57
AFTER READING
9 ++
Ask the students to write a list of activities
or areas in which they think robots can be
very useful. Invite them to share their
comments with their classmates.
(L.A.: to relate topic with own reality).
Answers
Will vary.
BELIEVE IT OR NOT
LANGUAGE SPOT
The First Conditional
This section is designed to help students revise
or discover a particular grammar structure or any
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not
enunciate them the answers.
1. The students revise the sentences from the
text and other examples.
2. They answer the questions.
Answ ers:
a. two; b. the ones that refer to a condition
begin with if; the others refer to a
consequence; c. if; d. no.
3. The students read the general rule and choose
the correct alternative.
We use the First Conditional to talk about
future events that are probable to happen.
The if clause expresses a condition, and the
future clause expresses the consequence
or result.
Note: The future clause can also contain other
modal verbs such as can and must.
4. The students use the information in the text to
complete the conditional sentences.
Answ ers:
a. they log on to the Robot Hosting site; b.
you want to buy one.
PAGE 58
11 ++
12
12
10 +
Possible Answers
a.
b.
d.
e.
Answers
a. If you dont hurry, we will be late!
b. Mark will be very happy if he passes his exam.
c. If Henry fails his exam, he will not be very happy.
d. If you stay up all night, you will be very tired.
e. If Rick drives too fast, he will have an accident.
59
13 +++ FL
PAGE 60
LESSON 4
PAGE 59
LISTENING
LETS CHECK
IT WONT BE CHEAP!
2 ++
Invite the students to look at the picture in
pairs and identify the things that belong to a
city of the future. You can organize a class
competition, offering a prize to the fastest
pair. When the time is up, check the
answers orally.
(L.A.: to relate topic to previous knowledge).
Answers
a. go, will buy.
b. goes, will lose.
c. dont wear, will catch.
d. take, will feel.
e. doesnt rain, will go.
60
UNIT 2
Answers
a.
b.
c.
d.
e.
f.
BELIEVE IT OR NOT
PAGE 61
3 ++
Tell the students to read the list of
predictions for the year 2050 and choose
the predictions that they think are most
likely to come true. Ask some students to
share their answers with their classmates.
(L.A.: to relate topic and previous
knowledge).
Answers
Will vary, according to students opinions.
4 +++
Explain to the students that they are going
to listen to a recording about one of the
predictions in Exercise 3. Invite them to
predict which one they think it is related to.
Do not check their answers yet.
(L.A.: to predict content from the context).
5 +++
Ask the students to study the words in the
Key Word Spot and match them with their
meaning. Tell some students to write the
answers on the board.
(L.A.: to infer meaning of key words).
Answers
Accommodation: a place to work, live or stay.
Book (verb): to make a reservation.
Flight: a journey made by air.
Hang on: wait.
Luxurious: very comfortable, containing expensive
things.
ERROR ALERT
Hang on = wait (NOT= colgar en)
Alert your students on more cases of prepositional
verbs with the verb hang, such as:
Hang about, hang around, hang back, hang in, hang
on, hang out, hang up, hang together, hang out.
Additional exercise
Choose the correct definition for each phrasal verb.
1. Hang with means...
a. To do the same activity for a very long time
b. Spend time with
c. Make electrical connections
2. Hang about means
a. Make something increase
b. Spend time somewhere not doing much
c. Waste time
3. Hang around means...
a. Assume control of a company or organization
b. Stay in a place
c. Go away
4. Hang back means...
a. Harmonize or be compatible
b. Result from a process
c. Not move forwards to avoid doing something
5. Hang together means...
a. Work together when things are difficult
b. Accept something you dont really want to get
something you do want
c. Become controlled
Answers:
1. b; 2. b; 3. b; 4. c.; 5. a.
For more information on ERROR ALERT, see page 7 of
the Introduction.
6 +++
Ask the students to predict the kind of text
they think they are going to listen to. Tell
them to choose an alternative from the list,
but do not check their answers at this point.
(L.A.: to formulate predictions from the
context).
61
PAGE 62
LISTENING
7 +
13
8 ++
13
9 +++
13
13
62
Tourists can choose to take off from the Mojave Desert near Los
Angeles, or from our spaceport in New Mexico.
What about people who cant afford this vacation now? Dont
worry. The cost of space flight will come down, so perhaps their
grandchildren can think about spending their vacation on the
Moon or even have their honeymoon in a hotel orbiting Venus!
Meanwhile, they can deposit U$S 20,000 and book a spaceship
flight online at www.virgingalactic.com .
If it sounds too exotic for you, you can take our tours to Florida
and visit the Kennedy Space Center, instead. We are departing
tomorrow at 9:45 a.m.
UNIT 2
AFTER LISTENING
LANGUAGE SPOT
The Future Revision
This section is designed to help students revise
or discover a particular grammar structure or any
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not tell
them the answers.
1. The students read the sentences from the text
and other examples.
2. The students identify what the sentences refer
to, and choose an alternative.
Answ ers: b.
3. Invite the students to copy and complete the
general rule in their notebooks.
We use the Present Continuous Tense to
refer to fixed arrangements for the future.
4. The students analyze the sentence from the
text and identify the difference from the
examples provided in Point 1.
Answ ers:
It describes an event that is happening right
now, in this period of time.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
BELIEVE IT OR NOT
PAGE 63
LETS CHECK
10 +++
The purpose of this section is to allow students
to check their progress and to provide
information to the teacher about any points that
the majority of the students have problems
with.
In pairs, the students ask and answer the
questions, using the Present Progressive
tense. Instruct them to refer to Jerry and Beths
diaries as in the example, and make sure they
change roles to ask and answer. Then, tell
them to write the questions and answers in
their notebooks. Do not check the answers yet.
For more information on LET'S CHECK,
see page 6 of the Introduction.
11 ++
PAGE 64
14
14
13 +++
Tell the students to examine the boarding
passes. Then, motivate them to exchange
information in pairs about Mr. and Mrs.
Freemans fixed arrangements, as in the
example.
(L.A.: to use a new language structure).
Possible Answers:
a. When is Mrs. Freeman going to San Francisco? She
is going to San Francisco on June, 11th.
b. Where is Mrs. Freeman going? Shes going to San
Francisco.
c. Where is she taking the plane? Shes taking the
plane in New York.
d. Who is going to San Francisco in seat 15D? Mr.
Freeman is going to San Francisco in seat 15D.
e. At what time is Mr. Freeman taking the plane? Hes
taking the plane at 7pm.
63
Reflection Spot
@@ CLICK ON
Motivate the students to find out more information
related to this topic visiting the web site on page
65. Encourage them to take notes on any
interesting information they find and next class
share their comments with their classmates.
For more information on CLICK ON, see page
12 of the Introduction.
PAGE 66
YOUR ENGLISH IN ACTION
14 ++ FL
Encourage fast learners to read the list of
phrasal verbs related to the topic of the text.
Motivate them to match them with the pictures.
(L.A.: to relate meaning and pictures).
Answers
a. 2; b. 3; c. 1; d. 4.
PAGE 65
15 +++
You can assign this activity as homework
with an extra mark. Ask the students to
think about their fixed arrangements for
next week, and then write a short
paragraph about them. Next class, invite
some students to share their work with the
rest of the class.
(L.A.: to write a paragraph about future
fixed arrangements).
64
UNIT 2
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PAGE 67
4
a. Where are they departing from? (They
are departing) from their hotel.
b. At what time are they starting the tour?
(They are starting the tour) at 9:00 am or
3 pm.
BELIEVE IT OR NOT
PAGE 69
15
PAGE 68
UNIT CHECK
15
65
PAGE 70
LANGUAGE
WRITING
PAGE 71
SPEAKING
66
UNIT 2
FINAL REFLECTION
BELIEVE IT OR NOT
EXTRA
EXTRA TEST UNIT 2
http://idealog.co.nz/magazine/november-december-2007/now/goodnight-nurse
By Lauren Bartlett - Originally published in Idealog #12, page 26
Have a look at the text and choose the best answer. What type of text is it?
a. An encyclopedia article.
b. An advertisement.
c. A scientific article.
5 pts.
1 pt.
4 pts.
67
LISTENING
1 pt.
a.
b.
c.
d.
5 pts.
a.
b.
c.
d.
e.
4 pts.
LANGUAGE
5 pts.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
SPEAKING
Itinerary:
Day 1: Reception and transfer to San Pedro de Ataca
ma
from Calama airport.
Day 2: Breakfast in hotel. 08.00: departure from hotel
Visit to the town of Toconao and Bell Tower of Saint .
Lucas. From there we will continue our journey to the
Atacama Salt Flats and the Flamingos National Reser
ve.
Time of arrival in San Pedro: 19.00.
Day 3: 04.00: departure from hotel. 07.00: arriva at
the Geysers of El Tatio. We then continue to Caspalna,
the Pukar of Lasana, the petroglyphs in the Valley of
the Loa River, and the church and village of Chiu-Chiu.
Time of arrival in Calama: 16.00.
Day 4: Free morning. 14:00 hrs. Transfer to the world
largest open-pit mine (Chuquicamata). During the visits
it will be possible observe the extraction of copper and
its production process. Transfer to the airport.
End of our services.
5 pts.
5 pts.
9 With the information in Exercise 8, write a short paragraph (100-150 words) about Mr.
35 pts.
TOTAL
68
UNIT 2
13 - 21
Good!
22 - 29
Very good!
30 - 35
Excellent!
BELIEVE IT OR NOT
c.
2 a. Lauren Bartlett.
b. The University of Auckland and Robot
Hosting Company.
c. Hes the Research Manager for the project.
d. Around U$S 1,000.
e. They can speak eight languages.
3 a. Auckland.
b. Call for help, answer questions.
c. Patients, doctors and visitors.
d. Check a patients pulse rate, pick up
medicines.
LISTENING
16
4 b.
5 a. True; b. True; c. True; d. False; e. True.
6 a. washing machine; b. 3,000; c. store, house.
TRANSCRIPT - MOVING TO A NEW HOME
16
A "smart home" like this will lock the doors, close the
windows, turn the lights on and off, turn on your
favorite music, and open the front door to you - all
automatically.
Call us and you'll receive all the information about the
Smart Home! Order your Smart home and let our
technology enter your life!
LANGUAGE
69
UNIT
TECHNOLOGY
AND INVENTIONS
In this unit you will:
read a web page
read a biography
listen to a conversation
listen to a radio program
You will learn how to:
Reading
find general and specific information
identify the sequence of events
identify type of text
Listening
discriminate between correct and incorrect
information
relate speakers and speech
discriminate sounds and words
identify sequence
Language
use the Simple Past Tense
use linking words
use relative pronouns
Types of Evaluation
Speaking
ask and answer questions about biographical
information
exchange opinions about inventions and
technology
Writing
write a short summary of a biography
complete a paragraph about a new invention
You will also:
assess and appreciate the role of technology in
everyday life
develop respect and acceptance of other peoples
opinions
Development
Lesson 1: four hours
Lesson 2: four hours
Lesson 3: four hours
Lesson 4: four hours
Consolidation and evaluation activities: 3 hours
+ home assignments
Didactic resources
Complementary material such as articles
magazines, Student Forum chats.
Pictures of teenagers provided by the teacher
and by the students to illustrate the diversity of
teenage cultures.
Support material such as lists of adjectives,
dictionaries, glossaries, definitions, printed
handouts, library material, etc.
Methodological suggestions
Teachers should prepare the lessons beforehand
considering that thorough prior preparation
allows them to think of and apply some useful
ideas. It is their chance to make the class
entertaining and to involve students in the
learning process.
Teachers are advised to use a variety of resources
throughout the book.
Indicators
Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts.
Reflection spot
Self - evaluation
Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.
Unit Check
Unit evaluation
Final Reflection
Extra Test
70
UNIT 3
Reading: Students find specific information and discriminate between correct and incorrect information.
Listening: Students identify specific information and discriminate between correct and incorrect information.
Language: Students use the Simple Present and Present Progressive tense.
Writing: Students write a short paragraph describing their best friend.
Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
PAGE 72
PAGE 74
LESSON 1
GETTING READY
READING
BEFORE READING
Start a general conversation about the role and
development of technology in recent years, and
how it has changed or affected our everyday
life. At this stage, you may accept Spanish, as
the objective of the activity is to involve the
students in the topic of the lesson.
++
Ask the students to choose, in pairs, a few
recent inventions that they feel have
changed their lives and then to tell their
classmates about them.
(L.A.: to relate topic to own reality).
2 ++
Ask the students to look at the pictures
and then answer which of the inventions
they think was invented or conceived of by
teens. Elicit their answers, also telling them
to speculate about the reasons and
circumstances in which the inventors
created each object.
(L.A.: to relate topic and students previous
knowledge).
Possible answers
The three inventions were invented by teenagers.
Background Information
The inventors mentioned in the introduction of
the article are: Chester Greenwood (18581937), who, tired of cold ears while ice skating,
invented earmuffs at age 15; Philo T.
Farnsworth (1906-1971), who invented a
prototype for a working television at age 14 and
later built one; and Blaise Pascal (1623-1662),
who was 19 when he began work on what
became the Pascaline, the first business
machine and second mechanical calculator.
71
3 +++
Explain to your students that they are going
to read about two young inventors whose
creativity is making life a little easier for
others. Ask them to have a look at the
pictures and then choose the correct name
for each invention. You can guide the
exercise asking the students to describe
what they see in the pictures and what they
think the object is useful for. Once they
have identified the inventions, they can
choose a name for each from the list. Do
not check their answers at this stage.
(L.A.: to infer meaning from visuals).
4 ++
Tell the students to study the words in the Key
Word Spot and then look them up in a
dictionary. Remind them that this is a very
important activity before they face any reading
task, even in Spanish. Make sure you devote
enough time to allow students to understand
the meaning of the words. It may also be a
good idea to make the students complete a
glossary in their notebooks, including the
Spanish translation for each word an example
and a drawing, when applicable.
(L.A.: to develop study skills).
Answers
Clap:
72
UNIT 3
Optional activity
Ask the students to give examples to illustrate
each word in the Key Word Spot, mime them if
they are actions, or write sentences using them,
in order to check they have understood their
meaning correctly.
5 +++
Tell the students to identify the cognates in
the text and then choose the alternatives
they think are correct. Again, reinforce the
idea that cognates are very useful to help
set the context for the reading
comprehension tasks. You may also ask the
students to anticipate a list of cognates they
think they will find according to the topic of
the lesson, and then check their predictions
skimming the text.
(L.A.: to use cognates to predict content).
Cognates: I.: invent, electronic, music,
ideas, company, manufactures, inventions,
prototype, model, final, product, patent,
invention. II.: animal, memorize,
programming, problem, site, final, product,
memorization, enter, data, vocabulary,
history, science, information, generates,
test, program, inventors, invent.
PAGE 76
READING
6 +
Students read the text quickly and check
their predictions in Exercises 3 and 5.
(L.A.: to validate predictions).
Answers
3., 1. d. Quizlet, 2. b. Hands on hand-clap game, 5. c.; d.
7 ++
The students read the text again, this time
more carefully, and choose the best
alternative to complete the sentences. Ask
them to note the words in the text that help
them decide on their answers and check the
exercise orally.
(L.A.: to identify specific information).
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
Answers
a. - ii.; b. i.; c. iii.; d. ii.; e. ii.
8 ++
Now the students read the text again to
identify the correct sequence of events for
each invention. It may be a good idea to
read the sentences aloud and tell the
students to decide the logical order of the
events. They can write the sequences on
the board and then check reading the text.
(L.A.: to identify the sequence of events).
Answers
a.: iv.; i.; ii.; v.; iii.; b.: iv.; iii.; ii.; i.
Optional activity
Ask the students to identify and extract the
sentences in the text that illustrate the sequence
of events described in the exercise.
Background information:
An acronym is a word formed from the first
initials of several words. Newsgroups, chat rooms,
and e-mail have spawned a rich set of acronyms
and abbreviations for common phrases. An
acronym is pronounced as if it were a word rather
than just a series of individual letters.
Additional exercises
1.Identify the words that formed these acronyms.
a. ASAP, b. BTW, c. FWIW, d. FYI, e. IMO,
f. LOL, g. TIA
Answ ers: a. As Soon As Possible; b. By
The Way; c. For What Its Worth; d. For Your
Information; e. In My Opinion; f. Laughing Out
Loud; g. Thanks In Advance
2.Write a list of acronyms that are familiar and
used in everyday life.
Possible answ ers: UNICEF, ANFP,
UNESCO, CD, DVD, MP3, laser, sonar, PSU,
etc.
For more information on Background
information see page 7 of the Introduction.
PAGE 77
AFTER READING
9 +++
Tell the students to read the text once more
and then answer the questions in their
notebooks. Ask some students to read their
answers aloud and make sure all the class
get the correct answers.
(L.A.: to extract specific information).
Answers
a. It stands for By Kids for Kids. Its an acronym.
b. It is a model of the final product.
c. You can enter vocabulary words, history dates,
science facts.
d. To look at everyday life and invent something to
improve it.
ERROR ALERT
Stand for = mean, represent; express indirectly by an
image, form, or model; be a symbol; denote or connote.
(NOT: the act of standing)
For more information on ERROR ALERT, see page 7 of
the Introduction.
10 +++
Motivate the students to reflect about the text
they have read, talking about the motives
and circumstances in which both inventors
created their objects. Then, invite them to
share their comments with their classmates.
Encourage the students to express and listen
to everybodys opinions with respect.
(L.A.: to express opinions).
Answers
Will vary.
11 +++
17
73
Answers
Reflection Spot
See transcript.
17
74
UNIT 3
13 +++
The objective of this activity is to allow
students to relate the topic of the lesson to
their own reality, and at the same time
practice their oral skills applying the new
structures they have learned, in a funny and
relaxed atmosphere. Ask the students to
think of an invention that would make life
easier, name and describe it to their
partners. Then, invite them to change roles.
(L.A.: to describe a device/gadget).
14 ++
Motivate the students to make a drawing of
the inventions they/their partners described
in Exercise 13. Encourage them to show
their drawings to their classmates and then
display them in a visible place in the
classroom.
(L.A.: to relate text and visuals).
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
Answers
PAGE 78
LANGUAGE SPOT
Because
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are
meant to promote independent learning, so
help, guide and check, but do not tell them the
answers.
1. The students revise the sentences from the
text and other examples paying special
attention to the word in bold. Tell them to
compare the sentences and find the
similarities among them.
2. Now, the students analyze each sentence
and answer the questions. If necessary,
analyze each alternative aloud and make
sure they understand the differences clearly.
Answ e rs:
a . Two; b. ii.
PAGE 79
16 +++ FL
Faster students complete the five sentences
in their notebooks using the connector they
learned in the LANGUAGE SPOT following
the example. Encourage them to be
creative and invite some students to write
their sentences on the board; make sure
all of them can check their answers.
(L.A.: to use a new language structure).
15 ++
Using the information from the LANGUAGE
SPOT, the students join the sentences. Ask
them to write each sentence twice,
changing the order of the clauses, as in the
example. Draw students attention to the
use of the comma in each case, according
to the location of the connector.
(L.A.: to apply a new language structure).
Answers
Will vary.
LETS CHECK
17
The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
For more information on LET'S CHECK, see
page 6 of the Introduction.
75
Answers
a. Because Jim was hot and tired, he sat under a tree in
the garden. /Jim sat under a tree in the garden
because he was hot and tired.
b. Because she was very thirsty, my mother drank some
tea. / My mother drank some tea because she was
very thirsty.
c. Susan hurried up because she was late for school. /
Because she was late for school, Susan hurried up.
d. Because the weather is cold, my father is wearing a
heavy coat. / My father is wearing a heavy coat
because the weather is cold.
e. Dan cant reach the top shelf because he isnt very
tall. / Because he isnt very tall, Dan cant reach the
top shelf.
f. Children can easily identify Italy on a map because it
has the shape of a boot. / Because it has the shape of
a boot, children can easily identify Italy on a map.
g. My sister has a sore throat because she shouted
loudly at the game. / Because she shouted loudly at
the game, my sister has a sore throat.
h. Helen is putting on her nicest dress because she is
going to a party. / Because she is going to a party,
Helen is putting on her nicest dress.
PAGE 80
LESSON 2
LISTENING
MY BEST INVENTION
BEFORE LISTENING
1
+
The objective of this activity is to get
students involved in the topic of the lesson,
76
UNIT 3
2 ++
Explain to the students that they are going
to listen to a recording about inventions. Ask
them to predict the topic of the recording
you will play. Do not provide the correct
answer at this stage.
(L.A.: to predict topic from the context).
3 ++
Before playing the recording, it is very
important that the students know the
meaning of the new words they will hear.
Ask them to read the words in the Key
Word Spot and then match them with their
pictures. Allow the use of dictionaries if
necessary.
(L.A.: to infer meaning from visuals).
Answers
Octopus 4 pulpo
Screw 5 tornillo
Sketch 1 dibujo en borrador
Switch 3 interruptor
Tire 2 neumtico
Optional activity
Once they understand the meaning of each word
in the Key Word Spot, you can ask your students
to predict why the words will appear in the
recording.
You may also tell them to relate the name of the
lesson and the key words to predict the content
of the recording.
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
Answers
a. ceilings; b. cups; c. posted; d. 4000; e. finding; f. hide
PAGE 81
LISTENING
4 +
ERROR ALERT
18
5 ++
18
6 ++
18
7 +++
18
8 ++
18
18
Teacher: Silence, please. Lets share ideas. Brian, what can you
tell us?
Brian: I invented Suction Tires to ride up walls and ceilings
because I wanted to take bike riding to new heights.
Teacher: Where did you get the idea?
Brian: In our science class we learned that an octopus has
eight arms with a bunch of suction cups that can stick
to almost anything and then I got the idea to attach
suction cups to my bike tires to ride on walls. After a
lot of different designs, I managed to keep the suction
cups attached to the tires with glue and screws.
77
PAGE 82
AFTER LISTENING
9 +++
Form groups of four students and tell them
to talk about the recording. Ask them to
answer the questions and take notes in their
notebooks. Then, tell the groups to appoint
one member to read their comments aloud
and organize a general conversation about
the topic. If there are students who like to
78
UNIT 3
LANGUAGE SPOT
The Simple Past
Remind students that this section is designed to
help them revise or discover a particular grammar
structure or an interesting item of vocabulary
related to the text.
Always keep in mind that the activities are meant
to promote independent learning, so help, guide
and check, but do not tell them the answers.
1. Invite the students to revise the sentences
from the text.
2. Tell them to read carefully and then answer the
questions.
Answ ers:
a. - i. ; b. the Simple Past tense.
3. The student must copy and complete the rule in
their notebooks. Invite one student to copy the
rule on the board to allow the rest to check it.
We use the Simple Past tense to talk about
events that happened in the past and are
finished now.
4. Invite the students to revise the exercises from
the listening section and identify all the
sentences in the Simple Past Tense they can
find. Then, ask them to copy the sentences in
their notebooks. Check orally.
Answ ers:
Exercise 7:
a. I invented Suction Tires to ride up walls and
ceilings.
b. That gave me the idea to attach suction
cups.
c. I posted my idea at InventNow.org.
e. I thought that a robot could be good at
finding things.
Exercise 8:
b. I added a switch.
c. I made a final sketch.
d. I needed a new challenge.
e. I used a computer.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
Background information
We can often identify the Simple Past tense by
the use of signal w ords such as: yesterday, a
month ago, last summer, in (month, year), etc.
For more information on Background
information, see page 7 of the Introduction.
ERROR ALERT
To make the past tense form of most regular verbs we
simply add -ed at the end.
Examples: walked, danced, arrived, etc.
Irregular verbs are not that simple. We sometimes need
a dictionary to help us write the different forms of
irregular verbs.
For more information on ERROR ALERT, see page 7 of
the Introduction.
Additional exercise
Change the verb in each sentence to its past
tense form and write it in the blank. You may
refer to a dictionary or to a list of verbs.
1.I _________ all my homework at school.(do)
2.She _________ of a better way to do it.(think)
3.Sam _________ us to lock the doors.(remind)
4.They _________ their names on the list.(put )
5.Who _________ my new jacket?(see)
6.We never _________ his real name.(know)
10 ++
The students must read the paragraph and
complete it with the Simple Past tense of
the verbs in brackets.
(L.A.: to apply a new language structure).
Answers
In 1824, when he was 15, Louis Braille invented a
way for blind people to read. His personal experience
was very important.
He became blind at the age of 3; when he was 12,
he went to a school for the blind in Paris. When a
soldier called Charles Barbier visited the school, he
told Louis about something called night-writing.
During the next three years, Louis simplified the system
and finally developed the Braille system of reading.
PAGE 83
11 +++
Tell the students to look at the pictures on
page 83, and write complete sentences
about what these people did yesterday using
the verbs in the box. Invite some students to
write the sentences on the board and make
sure they all check their answers. If
necessary, help them identify the irregular
verbs and provide their Past Tense forms.
(L.A.: to use a new language structure).
Answers
Yesterday
1. Anna danced all night.
2. Ben went to France.
3. Bob swam in the ocean.
4. Charles cooked lunch.
5. Emily and Eddie saw Titanic on TV.
6. Gina talked to her friend.
7. Jill and Nick had a picnic.
8. Kim wrote a letter.
9. Maggie played the piano.
10. Nick sang at the theater.
11. Philip drove his car.
12. Sheila rode her pony.
13. Sue and Tom bought some new clothes.
14. Terry caught rabbits.
15. Vincent went to London.
PAGE 84
12 ++
19
79
19
19
LETS CHECK
14 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
The students must copy and complete the
paragraph with the Simple Past tense of the
verbs in the box. Again, remind them that it
is very important to identify the kind of verb
(regular / irregular) to decide which form
they are going to use in each case.
For more information on LET'S CHECK, see
page 6 of the Introduction.
80
UNIT 3
Answers
Krysta Morlan was 16 when she invented the
waterbike. She got the idea when she was doing
exercises in the pool. Krysta had spent a lot of time in
hospital and needed to recover her strength. She loved
bicycles, but hadnt ridden for a long time, so the new
waterbike helped her to workout; besides, she invited
her friends and they had a lot of fun in the pool.
PAGE 85
15 +++ FL
It may also be a good idea to assign this
activity as homework or as a mini-project,
with an extra mark for the whole class.
Form groups of four students and ask them
to think about a funny invention they would
like to create.
Encourage them to draw a sketch and write
a short description of it, like the one in the
recording. Devote the next class to the
presentations. You may also prepare copies
of the peer-evaluation sheet and ask the
students to evaluate their classmates work.
(L.A.: to relate topic to students own reality).
Reflection Spot
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
GAME SPOT
PAGE 86
LESSON 3
Answers
1. Super Heat Dress; 2. Camera Glasses;
3. Electric-Heat Shirt; 4. Mouse Thermometer;
5. Space Center; 6. Gaming Tree House
16 FL
Encourage fast learners to read the
descriptions and then find the name of each
invention in the list in the GAME SPOT.
This activity represents a more advanced
step in which fast students must relate a
description with a name, without the help of
a visual clue. Again, tell the students to pay
special attention to the words that may
represent clues. Ask them to share their
answer with the rest of the class.
(L.A.: to infer meaning from titles).
Answers
a. Space Center; b. Sklurfboard; c. Super Heat Dress;
d. The Book Sorter; e. Electric Heat Shirt.
READING
BEFORE READING
Before starting the lesson and while the students
still have their books closed, brainstorm the most
important inventions in history. Ask the students
the name of the inventions they considered
changed peoples life and also the name of the
inventors. Write them on the board.
+
Form groups of four students and ask them
to write a list of the most famous inventions
that changed peoples life.
Then, invite the groups to share their lists
with the rest of the class and finally,
organize a general conversation so that the
students can reach an agreement to appoint
the most important invention in history.
(L.A.: to relate previous knowledge with the
topic of the lesson).
Answers
Will vary.
2 ++
Invite the students to look at the pictures
and identify the names in the list (a. f.)
Then, encourage them to find the name of
the inventors in the box.
(L.A.: to relate text and visuals).
Answers
a. 4 Blaise Pascal; b. 1 Wilbur and Orville
Wright; c. 5 James Watt; d. 2 Thomas A. Edison;
e. 3 Johannes Guttenberg; f. 6 Filo T. Farnsworth
Background information
Filo T. Farnsw orth was fifteen years old,
and a high-school student, when he read of the
research being carried out in the Soviet Union by
Boris Rosing on transmitting moving images by
electricity. He quickly designed a schematic
drawing of the required system. Farnsworth
entered Brigham Young University the next year
81
82
UNIT 3
3 ++
Tell the students that they are going to read
about one of the most famous inventors in
history. Invite them to guess his / her name,
according to their choice in Exercise 1. Do
not correct answers at this stage.
(L.A.: to use previous knowledge to
predict topic).
Reflection Spot
4 +++
Again, remind the students that this activity is
very important to face any reading text. The
cognates they can identify will be very helpful to
prepare for the reading tasks and to get the
general meaning of text. Invite the students to
read the text quickly and find the cognates in it.
Then, ask them to identify their relationship with
the topic of the text. Check the list of cognates
inviting a student to read his / her list aloud, but
do not check their predictions at this stage
(L.A.: to use cognates to make predictions).
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
Answers
3. Thomas A. Edison, 4. These cognates indicate that
the text is about a person who developed inventions:
science, practical, telegraph, operators, invention,
automatic repeater, transmitted, signals, stations,
patented, projects, patent, constructed, electric, voice,
transmitter, laboratory, phonograph, invented.
7 ++
The students read the text again, this time
more carefully, to identify the kind of text it
is. Before doing the exercise, brainstorm
students ideas (it may be in Spanish) about
the characteristics and differences of the
different kinds of texts enumerated, to help
them find the correct answer.
(L.A.: to identify kind of text).
PAGE 87
5 +++
The students read the words in the Key
Word Spot and find them in the text. They
must choose the correct meaning for each
word. For this activity, it is very important
that the students understand clearly the
context in which each word has been used,
and then decide the most logical meaning.
An easy way to demonstrate this is to
replace the word for each meaning and
check if it fits.
(L.A.: to infer meaning from the context).
Answers
a. - ii.; b. i.; c. i.; d. ii.; e. ii.
READING
6 +
Invite the students to read the text on page
88 quickly and check their predictions in
Exercises 3 and 4. Reinforce the idea that
this first time is only to validate / correct
what they had predicted before reading the
text. It is not necessary for them to
understand every single word.
(L.A.: to validate predictions through
skimming).
Answers
c.
Background information
A short story is a work of fiction that is usually
written in prose, usually in narrative format.
A biography (from the Greek words bos
meaning life, and grphein meaning to write) is
a description of someones life, usually published
in the form of a book or essay, or in some other
form, such as a film.
An autobiography (auto, meaning self,
giving self-biography) is a biography by the same
person it is about.
A biography is more than a list of impersonal
facts (education, work, relationships and death), it
also portrays the subjects experience of those
events. Unlike a profile or curriculum vitae
(resume), a biography presents the subjects
story, highlighting various aspects of his her life,
including intimate details of experiences, and may
include an analysis of the subjects personality.
A work is biographical if it covers all of a
persons life. As such, biographical works are
usually non-fiction. Together, all biographical
works form the genre known as biography, in
literature, film, and other forms of media.
For more information on Background
information, see page 7 of the Introduction.
http://en.wikipedia.org
83
8 ++
Invite the students to read the text once more
and then decide if the statements are true or
false. Once the students have decided which
statements are false, ask them to write the
correct sentences in their notebooks. Invite
some students to read their answers aloud to
check the exercise.
(L.A.: to discriminate between correct and
incorrect information).
Answers
a. True; b. True; c. False (Edison never patented the initial
version of this idea) d. True; e. True f. False (He didnt die
alone, his wife Mina was by his side).
9 +++
Tell the students to copy and complete the
time line of Thomas Edisons life in their
notebooks.
(L.A.: to identify the sequence of events).
Answers
1847: He was born on February 11, in Ohio, USA.
1859: He started his own business selling fruits and
vegetables.
1862: He obtained a job replacing a telegraph operator.
1863: He invented the automatic repeater.
1874: He opened his first laboratory in Newark, New
Jersey.
1876: He moved his laboratory to Menlo Park.
1877: He invented the first phonograph.
1879: He invented the first incandescent light bulb.
1892: His company became the General Electric
Corporation.
1900: He began to slow down.
1930: He obtained his 1093rd (last) patent when he
was 83.
1931: He died on October 18th, in New Jersey.
PAGE 89
AFTER READING
10 +++
Ask the students to work in pairs to prepare
a summary of Edisons biography using the
information in the time line in Exercise 9.
84
UNIT 3
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
LANGUAGE SPOT
Relative pronouns
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are meant
to promote independent learning, so help, guide
and check, but do not tell them the answers.
1. The students revise the sentences from the
text. Draw their attention to the words in bold
in each sentence.
2. Help the students to identify what the words in
bold introduce to the sentences in Point 1, and
what kind of information they are related to.
Answ ers:
a. i.; b. who person, which object; when
time; where place.
3. Ask the students to copy and complete the
general rule in their notebooks.
Answ ers:
a. We use w ho when we want to add
information about a person.
b. We use w hich when we want to add
information about an object.
c. We use w here when we want to add
information about a place.
d. We use w hen when we want to add
information about time.
4. Once they have finished Activity 3, the
students go back to the reading text and find
three sentences that contain a relative
pronoun. Ask them also to identify what the
relative pronouns refer to.
Answ ers:
1. At 16, he finally came up with his first
authentic invention, an automatic repeater
w hich transmitted telegraph signals
between stations. (object: the automatic
repeater)
2. Shortly before passing away, he awoke and
whispered to his wife Mina w ho was by his
side:It is very beautiful over there. (person:
Edisons wife, Mina)
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
11 ++
Tell the students to join the sentences in A
and B using the correct relative pronoun.
(L.A.: to apply a new language structure).
Answers
a. Thomas Alva Edison was an important inventor who
invented the incandescent light bulb.
b. Edison invented the automatic repeater which
transmitted telegraph signals between stations.
c. Edison got his first patent for an electric voice
recording machine which was a disaster.
PAGE 90
12 +++
The students must use their own ideas to
complete the sentences using the correct
relative pronoun. Invite some students to
write their sentences on the board and make
sure that the rest check their answers.
(L.A.: to use a new language structure).
Answers
Will vary according to students' ideas, but check that
they use the correct relative pronoun:
a. who. b. where / which. c. when. d. where. e. who.
13 +++
20
85
LETS CHECK
15 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about
any points that the majority of the students
have problems with. Make sure they
understand what they are expected to do
and give them enough time to answer
individually. Then, check on the board to
allow students to correct their work and
assign themselves a mark according to
the scale.
The students must complete the paragraph
with words from the box. Again, before
starting the exercise, invite the students to
analyze the kind of information that is
86
UNIT 3
20
Answers
THE INVENTION OF THE BARBIE DOLL
Perhaps one of the most famous toys in American history
is the Barbie doll. Along with co-founding the company
Mattel, woman inventor Ruth Handler also designed
the doll that became an American cultural icon.
She had always seen her daughter playing with paper
dolls, so she invented a grown-up, three-dimensional doll
that girls could use to act out their dreams.
Mrs. Handler named her new invention after the
nickname of her daughter Barbara.
After the Toy Fair in 1959, Barbie became an instant
sensation.
To this day, the Barbie doll invention remains one of
Mattels best-selling products.
PAGE 91
@@ CLICK ON
If possible, encourage your students to visit the
web site, and take notes about some interesting
information they find. Next class, you may ask
some of them to read their notes and share the
information. You may also visit the site yourself,
and take notes of any funny or strange facts.
For more information on CLICK ON, see page
12 of the Introduction.
http://www.pocketgadget.org/2008/01/14/serendipity10-accidental-inventions
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
PAGE 92
LESSON 4
5 +
LISTENING
TECHNOLOGY UPDATE
BEFORE LISTENING
1
LISTENING
+
Invite the students to work in groups
thinking about possible inventions that do
not exist yet but they think they need and
will exist in the future.
(L.A.: to relate the topic to students own
reality).
2 ++
Invite the groups to appoint a member to
share their comments with their classmates,
giving reasons for their choices. Take notes
on the board and ask the students to reach
an agreement on the best and most useful
idea for the future.
(L.A.: to exchange opinions).
Answers
Will vary.
3 ++
Invite the students to look at the pictures of
three new gadgets and then match them
with their names. Do not check at this stage.
(L.A.: to infer meaning from visuals).
PAGE 93
4 +++
Once they have chosen the names,
brainstorm the uses the students would give
to each gadget. You can make a chart on the
board and take notes of the students ideas.
Then, ask them to copy sentences
a. d. into their notebooks and then complete
them with the name of the corresponding
gadget according to the function they think
they have. Do not check at this stage.
(L.A.: to infer meaning from visuals).
21
6 ++
21
7 +++
21
87
8 +++
21
88
UNIT 3
21
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
PAGE 94
AFTER LISTENING
LANGUAGE SPOT
Linking words
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are meant to
promote independent learning, so help, guide and
check, but do not tell them the answers.
1. The students read the sentences. Draw their
attention to the words in bold.
2. Tell the students to identify what the words in
bold express and choose an alternative from
the list. To do this task, it is very important that
they can first identify the two parts in each
sentence and then decide what they express.
Answ ers:
a. contrast
3. Once they have checked the answer, the
students copy and complete the rule in their
notebooks.
Linking words like although, how ever,
w hile and though indicate a relationship of
contrast between ideas.
Although and though are generally placed
at the beginning of a supporting idea.
How ever goes at the beginning of the
second sentence and is followed by a comma.
While is placed either at the beginning or in
the middle of two main clauses expressing
contrasting ideas.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
ERROR ALERT
Linking words are extremely important since they
indicate the relationship between ideas. Connectors can
be grouped according to meaning.
For example, while, however, and although all indicate
contrast or qualification. However, they are different types
of words, and require different punctuation.
Additional exercise
Relate these two sentences using
although / though, w hile, and how ever.
They all indicate contrast. They are different
types of words.
Answers
a. Although / though they all indicate contrast, they are
different types of words.
b. They are different types of words, while they all
indicate contrast.
c. They are all different types of words. However, they
all indicate contrast.
9 ++
Refer the students to the LANGUAGE
SPOT to complete the sentences in their
notebooks. Invite some of them to write
their sentences on the board to check their
answers.
(L.A.: to apply a new language structure).
Answers
a. Although / though, b. However, c. while,
d. Although / though
Reflection Spot
89
PAGE 95
10 +++
22
Answers
Will vary.
PAGE 96
GAME SPOT
Answers
See transcript.
22
12 +++ FL
You can assign this activity to fast learners or
as homework for the whole class. Ask the
students to write a description of a new gadget
on a piece of cardboard and a drawing to
90
UNIT 3
LETS CHECK
13 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
PAGE 97
PAGE 98
YOUR ENGLISH IN ACTION
Possible Answers
Name of invention: Bicycle.
Name of inventor: Kirkpatrick MacMillan.
Place:
Scotland.
Year: 1939
Additional information:
Name of invention: Bikini.
Name of inventor: Louis Reard
Place:
France
Year: 1949.
Additional information: It took its name from the
Bikini islands.
Name of invention: Glasses.
Name of inventor: Galileo.
Place:
Italy.
Year: 1609.
Additional information: Galileo used them first to observe
the universe, and that was the beginning of Astronomy.
Name of invention: Kites.
Name of inventor: Unknown.
Place:
China.
Year: 2800 BC.
Additional information: After its appearance in Chila,
the kite migrated to Japan, Korea, Thailand, Burma
(Myanmar), India, Arabia and North Africa.
Name of invention: Telescope.
Name of inventor: Hans Lippershey.
Place:
Netherlands. Year: 1608.
Additional information: Niccolo Zucchi is credited with
constructing the first reflecting telescope in 1616. In
1668, Isaac Newton designed and improved the reflecting
telescope that bears his name, the Newtonian reflector.
Name of invention: Umbrella.
Name of inventor: Unknown.
Place:
Ancient Egypt. Year: Unknown.
Additional information: In Egypt, the parasol is found
in various shapes. In some instances, it is depicted as a
faellum, a fan of palm leaves or colored feathers fixed
on a long handle, resembling those now carried behind
the Pope in processions.
91
Answers
Will vary.
PAGE 99
3 a. His garage.
b. The glove.
c. Six hours every weekend.
d. An electric boat powered by solar panels.
PAGE 101
5 a.
6 a. 2,000; b. five; c. work; d. made
7
can cant
The human
robot
PAGE 100
The garbage
eater
UNIT CHECK
PAGE 102
Explain to the students that the purpose of this
section is to help them revise contents and
evaluate their performance in the whole unit. Read
the instructions and make sure all the students
understand what they are expected to do in each
activity. Encourage them to give honest answers in
order to detect their strengths and weaknesses.
Check students results and revise any points
that the majority of them had problems with.
For more information on UNIT CHECK, see page
6 of the Introduction.
Answers
READING THE LIFE OF A TEEN INVENTOR
c.
92
UNIT 3
8 b. e. a. d. f. c.
TRANSCRIPT - THE GARBAGE EATER AND
23
THE HUMAN ROBOT
Teacher:
Michael:
Teacher:
Michael:
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
PAGE 103
FINAL REFLECTION
93
2 Read the text again. Choose the best alternative to finish each sentence.
a. Josh Wesolowski is
i. one of the youngest students in his school.
ii. one of the oldest students in his school.
iii. an university student.
b. The hybrid engine uses different types of fuel:
i. gasoline, propane, methanol and hydrogen.
ii. gasoline, methanol and hydrogen.
iii. gasoline, propane, and hydrogen.
c. Methanol is very similar to
i. gasoline.
ii. ethanol.
iii. propane.
d. The project started because the inventor
i. was bored.
ii. found an old lawn mower.
iii. participated in a school project.
e. The public who want to see the new invention
i. have to pay a fee to enter the exhibition.
ii. dont need to pay to enter the exhibition.
iii. have to wait for the awards ceremony to see the invention.
94
UNIT 3
5 pt.
10 pts.,
2 pts. each
TECHNOLOGY
T ECHNOLOGY AND
AND INVENTIONS
INVENTIONS
3
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
5 pts.
10 pts.,
2 pts. each
LANGUAGE
5 Fill in the blanks in these sentences with the Simple Past form of the verb in brackets.
10 pts.
6 Choose an everyday object and describe it to your partner but dont name it. Tell
8 pts.
him/her about its shape, its functions, its components, etc., so that your partner
guesses what the object is. Then change roles.
WRITING
8 pts.
name, where you got the idea, the materials you used to make it and why it is useful
for everyday life.
56 pts.
TOTAL
0 - 13
Keep trying!
14 - 28
Good!
29 - 43
Very good!
44 - 56
Excellent!
95
LANGUAGE
SPEAKING
24
24
96
UNIT 3
WRITING
UNIT
SONGS - MUSIC
AND WORDS
In this unit you will:
read a piece of chat
read book reviews
listen to a television program
listen to a song
You will learn how to:
Reading
distinguish general and specific information
discriminate between correct and incorrect
information
identify type of text
Listening
infer mood of speakers
relate speakers and speech
discriminate sounds
Language
use would and could
use modal verbs must, have to, need to
use the Passive Voice
Types of Evaluation
Didactic resources
Complementary material such as articles
magazines, Student Forum chats.
Pictures of teenagers provided by the teacher and
by the students to illustrate the diversity of teenage
cultures.
Support material such as lists of adjectives,
dictionaries, glossaries, definitions, printed
handouts, library material, etc.
Methodological suggestions
Teachers should prepare the lessons beforehand
considering that thorough prior preparation allows
them to think of and apply some useful ideas. It is
their chance to make the class entertaining and to
involve students in the learning process.
Teachers are advised to use a variety of resources
throughout the book.
Indicators
Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts.
Reflection spot
Self - evaluation
Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.
Unit Check
Unit evaluation
Final Reflection
Extra Test
Reading: Students find specific information and discriminate between correct and incorrect information.
Listening: Students identify specific information and discriminate between correct and incorrect information.
Language: Students use the Passive Voice and the Second Conditional.
Writing: Students write a short paragraph describing their best friend.
Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.
97
PAGE 104
2 ++
GETTING READY
1
Literature
book, novel, writer,
story, chapter, character,
protagonist, title, plays,
drama, plot, setting
PAGE 106
LESSON 1
READING
BEFORE READING
1
98
UNIT 4
Background information
Riha nna
Robyn Rihanna Fenty (born February 20,
1988), known as Rihanna, is a Barbadian
singer, model and fashion designer. She also
serves as the cultural ambassador for the island
of Barbados.She is the first Barbadian artist to
officially win a Grammy Award. Rihanna is
currently signed to the Def Jam Recordings
label. Five of her singles have been on the
Billboard tops.
Rihanna broke into the industry in 2005 with the
release of her debut album Music of the Sun,
which features her hit single Pon de Replay.
Less than a year later, Rihanna released A Girl
Like Me and earned her first number-one single,
SOS. In 2007, Rihanna released her third
studio album, Good Girl Gone Bad. The album
has yielded six hit singles, including three
worldwide number one singles: Umbrella,
Dont Stop the Music, and Take a Bow. Since
the release of her debut album, Rihanna has
amassed twelve top 40 hit singles in the U.S.
K uda i is a Latin Grammy Award-Nominated
Chilean pop rock group founded in Santiago,
Chile. Its original members were Toms Caas
Manzi, Pablo Holman Concha, Nicole Natalino
and Brbara Seplveda Labra. In 2006 Nicole
Natalino left the group citing personal reasons,
and was replaced by Ecuadorian Gabriela
Villalba. The bands name comes from the
Mapudungun word kdaw, meaning work.
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
99
PAGE 107
100
UNIT 4
6 +
3 +++
chords:
lyric:
vessel:
READING
7 ++
Ask the students to read Sarahs answers
again and find the correct location for each
question (a. g.).
(L.A.: to locate missing information).
Answers
a. I; b. IV; c. II; d. VII; e. V; f. III; g. VI
8 +++
Invite the students to read the text again
and decide if the statements a. e. are true
or false. As an additional exercise, you can
ask the students to identify the incorrect
information in the false statements and then
correct them in their notebooks.
(L.A.: to discriminate between correct and
incorrect information).
Answers
a. True; b. False (She says its difficult); c. False.
(Songwriting is the only thing in her life she can
organise); d. True; e. True.
9 +++
The students read the text once more and
then answer questions a. d. in their
notebooks. Motivate them to write complete
sentences and check orally.
(L.A.: to extract specific information).
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
a.
b.
c.
d.
Possible answers
6,500 people went to see Sarah at Exeter.
They are free events where people can sing.
Sarah would like to play at the Albert Hall one day.
In the future, Sarah would like to work in a project
like Live Aid.
PAGE 109
AFTER READING
10 ++
In their groups, the students talk about the
text they read. Tell them to think of three
more questions to ask Sarah in the chat and
invite some students to share their questions
with their classmates. As an optional activity,
you can ask the students to take notes of
the questions. If possible, as homework,
encourage students to visit the web-site:
http://www.bbc.co.uk/blast/music/people/sarah_
bennett.shtml and find the answers.
LANGUAGE SPOT
Indirect questions
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or any interesting item of
vocabulary related to the text.
Always keep in mind that the activities are meant to
promote independent learning, so help, guide and
check, but do not tell them the answers.
1. The students read the questions from the text.
2. They analyze and compare questions a. c.
with questions d. - g. Guide them to identify
the answers to questions i. v.
Answ ers:
i. a., b., c..g.; ii. d., e., f.; iii. indirect
questions are more polite; iv. they are
shorter than indirect questions; v. they are
longer than direct questions.
3. The students copy and complete the general
rule in their notebooks.
Answ ers:
Indirect questions are more polite, longer
forms of normal questions. Indirect questions
are formed of tw o parts: a polite expression,
like Could you tell me, What do you
think, and a question which has no subject /
verb inversion or does not use an auxiliary, like
a direct question.
4. Once they have completed the rule, the
students go back to the text and copy all the
questions in their notebooks. Then, they turn
the direct questions into indirect ones, and the
indirect questions into direct ones.
Answ ers:
a. How hard is it to write a song?
b. Could you tell me what you think of first
the music or the lyrics?
c. What should I do?
d. Can you tell me what your dream project is?
e. Could you tell me where you get the
inspiration for your lyrics?
f. Who are your music idols?
g. Can you tell me who your favorite musician
is?
For more information on the GAME SPOT, see
page 7 of the Introduction.
ERROR ALERT
Indirect questions do not use the auxiliary verb do in
the main question. For example:
- When does the next train arrive? - Direct question
- Do you know when the next train arrives? - Indirect
question
- Do you know when does the next train arrive? - Incorrect
For more information on ERROR ALERT, see page 7 of
the Introduction.
Additional exercise
Transform these direct questions into indirect
questions, using a polite expression.
a.What is your name?
b.Why do you want this job?
c.How much do you earn?
d.How soon can you start?
e.When did you see the advertisement?
f. Where do you live?
g.Which newspaper did you see the
advertisement in?
h.Who gave you my name?
101
PAGE 110
a.
b.
c.
d.
e.
f.
g.
11 ++
13 ++
The students use their questions from
Exercise 10 and transform them into polite
questions. Ask them to write the sentences
in their notebooks. Invite some students to
write them on the board to allow the rest to
check the activity.
(L.A.: to use a new language structure).
Reflection Spot
25
25
14 +++
In pairs, the students use the polite
expressions in the bubbles to write a short
interview using indirect questions.
(L.A.: to apply a language structure to a
communicative situation).
Answers
Will vary.
12 +++
25
102
UNIT 4
15
+++
Encourage the students to role-play the
interview they wrote. You can supply
copies of the Oral Presentation Rubric
(page - of this bak) and ask the rest to
evaluate their classmates performance.
(L.A.: to role-play a communicative
situation).
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
LETS CHECK
16 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
The students must use the polite
expressions in the box to transform
questions a. e. into indirect questions.
Answers
Any of the expressions +
a. when the next train arrives?
b. what time the museum closes?
c. how hard it is to be an artist?
d. when you wrote your first story?
e. if we can hear your latest song?
17
PAGE 111
@@ CLICK ON
Motivate students to visit the web-site indicated
at the bottom of page 111 to find more
information on the topic of the REAL LIFE SPOT.
For more information on CLICK ON, see page
12 of the Introduction.
PAGE 112
LESSON 2
LISTENING
+++ FL
You can assign this activity to fast learners
as homework for whole class. Invite your
students to think about a famous young
artist they would like to chat with. In their
notebooks, ask them to write a short piece
of chat like the one in the text, with the
questions they would like to ask and the
artists answers.
(L.A.: to exchange information in a chat
room).
Answers
Will vary.
18 +
If you assigned Exercise 17 as homework,
next class encourage the students to show
their work to their classmates. Organize a
general conversation about the importance
of being capable to exchange information on
the Internet, and the usefulness of English
as a general means of communication.
(L.A.: to relate content to students own reality).
NEW STARS
BEFORE LISTENING
Draw the students attention to the pictures. Elicit
students ideas about what they see in them.
+
Explain to the students that these are all names
of radio or TV programs (according to their
location in one of the pictures) and they are all
related to music. Students work in pairs and write
a list of radio and TV programs related to music
that they know. The share it with other pairs.
Invite some students to write their lists on the
board.
(L.A.: to relate previous knowledge to the
topic of the lesson).
Answers
Will vary, according to students own lists.
103
2 ++
5 ++
3 +++
Ask the students to read the words in the
Key Word Spot and then identify their
meanings in the list (a. e.). You may also
tell the students to predict or guess the
meanings and then check their answers
with a dictionary.
(L.A.: to infer meaning from the context).
Answers
audience: c.; coach: b.; contestant: a.; fit: e.; pretend: d.
Reflection Spot
PAGE 113
26
104
UNIT 4
6 ++
26
7 ++
26
LISTENING
4 +
26
/s/
sick
sink
mouse
pass
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
Possible Answers
/ o/
thunder
thief
thanks
thought
thin
through
math
PAGE 114
8 +++
26
9 +++
26
26
AFTER LISTENING
10 ++
In their groups, the students answer the
questions and then share answers with
another group. Encourage the use of
English as much as possible, as for the
majority of the students these are the only
occasions in which they can practice.
Remember not to interrupt to correct them
while they are speaking. Its better to talk
about the most important general mistakes
at the end of the activity or the class. Invite
some groups to report their answers to the
rest of the class.
(L.A.: to relate topic to own reality).
105
PAGE 115
LANGUAGE SPOT
Need to, dont need to, must
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are
meant to promote independent learning, so help,
guide and check, but do not tell them the
answers.
1. Ask the students to read the sentences from
the text.
2. Help them discover what the sentences
express and ask them to relate this to the
verbs used.
Answ e rs:
a . obligation; b. obligation; c . necessity; d.
no necessity
3. The students copy and complete the general
rule in their notebooks.
We use m ust to express an obligation, and
ne e d t o / dont ne e d t o to express a
ne c e ssit y / no ne c e ssit y.
4. Motivate the students to recall the
conversation they listened to. Ask them to
write three more sentences using the verbs in
the LANGUAGE SPOT.
Possible a nsw e rs:
The audience must vote by phone.
You dont need to know how to sing and
compose.
If you get the lowest number of votes you
must leave the program.
You dont need to sing like a star.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
ERROR ALERT
As stated in the NOTE of the Language Spot:
have to = must
dont have to = dont need to.
For more information on ERROR ALERT, see page 7 of
the Introduction.
106
UNIT 4
Additional exercise
Use must, have to, mustnt or not have to in the
following sentences.
a. Jack __________ (go) home early today. He
has got homework.
b. Children __________ (play) with cleaning
liquids.
c. We __________ (go) now. Its already
midnight!
d. Peter __________ (arrive) to work at 8:00
every day.
e. You __________ (do) the cleaning today. Ive
already done it.
f. We __________ (hurry). Were on time.
11 +++
Encourage your students to write
sentences in their notebooks using the
verbs in the LANGUAGE SPOT and the
clues in the box as shown in the example.
Invite some of them to write their
sentences on the board to allow the rest to
check the exercise.
(L.A.: to apply a new language structure).
Answers
Will vary. Accept all coherent sentences.
LETS CHECK
12 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about
any points that the majority of the students
have problems with. Make sure they
understand what they are expected to do
and give them enough time to answer
individually. Then, check on the board to
allow students to correct their work and
assign a mark according to the scale.
Ask the students to complete the
sentences with facts that are true for them.
For more information on LET'S CHECK, see
page 6 of the Introduction.
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
a.
b.
c.
d.
e.
Possible Answers
Ive got to go now. I must arrive home early.
You have got a lot of games. You dont need to buy
more.
He is a very rich man. He doesnt need to work.
My mother doesnt feel well. She needs to rest. / She
must call the doctor.
Ive got a message for you. You must call Susan.
PAGE 116
13 ++
27
27
A: Hi! Can I ask you a few questions? Im new here, you see.
B: Sure! What do you need to know?
A: Well, Id like to know how long were going to stay here.
B: Well stay here for six weeks, and then well learn to sing and
compose.
A: How about the rules?
B: We must obey their rules and attend all the classes.
A: Tell me about our coaches.
B: They are great! They help us to develop our talents, but we
need to work hard.
14 +++
27
PAGE 117
GAME SPOT
Games are highly motivating since they are
amusing and at the same time challenging for the
students. They employ language in real contexts
and they also encourage and increase cooperation.
They create the motivation for learners of English to
get involved and participate actively in the learning
activities, bring real world context into the
classroom, and enhance students use of English in
a flexible, communicative way.
Remember that games are used not only for mere
fun, but more importantly, for the useful practice and
review of language lessons. Thus, the meaning of
the language the students listen to, read, speak and
write will be more vividly experienced and,
therefore, better remembered.
Read the instructions aloud and motivate the
students to apply the Truth Questionnaire to two of
their classmates.
For more information on the GAME SPOT, see
page 7 of the Introduction.
Answers
Will vary.
15 +++ FL
You can assign this activity to fast learners
or for homework for the whole class. With
the information they collected when
applying the questionnaire, the students
must write two short paragraphs about
their classmates answers.
Invite the students to read the paragraphs
they wrote to a classmate. You may also
supply copies of the Writing Rubric and ask
the students to assess their partners work.
(L.A.: to write a short report).
107
PAGE 118
LESSON 3
READING
BEFORE READING
1
+
Draw students attention to the people in
the pictures. Elicit their ideas about what
these people have in common. Make them
relate the title of the lesson to the pictures
and ask them to predict the general topic
of the lesson.
(L.A.: to use previous knowledge to predict
topic).
Answers
The people in the pictures are all famous writers.
The general topic of the lesson is literature.
Background information
I sa be l Alle nde : Chilean writer; she was
born on August 2nd, 1942. She worked as a
journalist in Chile from 1964 to 1974, and in
Venezuela from 1975 to 1984.
As an author she has published articles in
newspapers and magazines in America and
Europe, has made lecture tours in America and
Europe colleges and taught literature at the
University of Virginia, Charlottesville , Montclair
College, New Jersey and University of
California, Berkeley.
Her most important novels are:
- The House of the Spirits, (novel) Spain 1982.
- Of Love and Shadows, (novel) Spain 1984.
- Eva Luna, (novel) Spain 1985.
- Stories of Eva Luna, (short stories) Spain 1989.
- The Infinite Plan, (novel) Spain 1991.
- Paula, (novel) Spain 1994.
- Aphrodite (recipes, stories and other
aphrodisiacs) Spain 1997.
- Daughter of Fortune, (novel) Spain 1999.
- Portrait in Sepia, (novel) Spain 2000.
- The City of the Beasts (young adult novel)
Spain 2002.
- My Invented Country, (novel) Spain 2003.
108
UNIT 4
SONGS
SONGS -- MUSI
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C AND
AND WORDS
WORDS
109
2 ++
Ask the students to look at the pictures of
the book covers and then match them with
their names.
(L.A.: to relate topic and previous
knowledge).
a.
b.
c.
d.
e.
f.
Answers
A Hundred Years of Solitude (1)
Harry Potter and the Deathly Hallows (4)
Kingdom of the Golden Dragon ( 2)
Papelucho and the Alien (6)
The Lord of the Rings (3)
The Movies of my Life (5)
3 ++
In pairs, the students make a list of the most
interesting books they have ever read. Tell
them to say the genre of the books.
Optionally, you can ask the students to
draw and complete a chart in their
notebooks with the name of a book they
can remember for each category.
(L.A.: to relate topic and previous knowledge).
110
UNIT 4
Genre
Name
Comic
Detective
History
Horror
Manual
Play
Romance
Science Fiction
Thriller
Other
You may need some background
information to help your students identify the
characteristics of each genre.
Background information
De t e c t ive
Detective fiction has become almost
synonymous with mystery. These stories relate
the solving of a crime, usually one or more
murders, by a protagonist who may or may not
be a professional investigator. This large,
popular genre has many subgenres, reflecting
differences in tone, character, and it always
contains criminal and detective settings.
H orror
Horror fiction aims to evoke some combination
of fear, fascination, and revulsion in its readers.
This genre, like others, continues to develop,
recently moving away from stories with a
religious or supernatural basis to ones making
use of medical or psychological ideologies.
Sc ie nc e fic t ion
Science fiction is defined more by setting
details than by other story elements. Science
fiction by definition includes extrapolated or
theoretical future science and technology as a
major component, and is often set on other
planets, in outer space, or on a future version of
Earth. Within these setting details, however, the
conventions of almost any other genre may be
used, including comedy, action-adventure and
mystery. A sub-genre of science fiction is
alternate history where, for some specific
reason, the history of the novel deviates from
the history of our world. Both alternate history
and science fiction are often referred to
alongside fantasy fiction, magical realism and
some horror fiction under the umbrella term
speculative fiction.
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
Rom a nc e
Romance is currently the largest and bestselling fiction genre in North America. It has
produced a wide array of subgenres, the majority
of which feature the mutual attraction and love of
a man and a woman as the main plot, and have
a happy ending. This genre, much like fantasy
fiction, is broad enough in definition that it is
easily and commonly seen combined with other
genres, such as comedy, fantasy fiction, realistic
fiction, or action-adventure.
Pla y
A story meant to be performed in a theater
before an audience. Most plays are written in
dialogue form and are divided into several
a c t s. Many include stage directions and
instructions for sets and costumes.
Com e dy: A lighthearted play characterized by
humor and a happy ending.
Fa rc e : A form of high-energy comedy that
plays on confusions and deceptions between
characters and features a convoluted and fastpaced plot. Farce often incorporates buffoonery,
slapstick, and stock characters to provoke
uproarious laughter. Molire was a master of
farce with such plays as The Imaginary Invalid.
M ira c le pla y: A play from the Middle Ages
featuring saints or miraculous appearances by
the Virgin Mary.
M ora lit y pla y: A play written in the fifteenth
or sixteenth centuries that presents an
a lle gory of the Christian struggle for salvation.
M yst e ry pla y: A short play based on a
biblical story. Mystery plays, popular in the
Middle Ages, often were presented in c yc le s,
in which dozens of plays were performed at
different locations throughout a city and
collectively presented the most significant
moments in the Bible.
N oh dra m a : A ritualized form of Japanese
drama that evolved in the 1300s involving
masks and slow, stylized movement.
Proble m pla y: A play that confronts a
contemporary social problem with the intent of
changing public opinion on the matter. Henrik
Ibsen popularized this form in plays such as
Hedda Gabler.
T ra ge dy: A serious play that ends unhappily
for the protagonist. Sophocles Antigone is one
of the best-known Greek tragedies.
PAGE 119
4 ++
Invite the students to have a quick look at
the texts and guess what kind of text they
are. Write students ideas on the board but
do not correct at this stage.
(L.A.: to identify of text).
111
5 +++
8 ++
6 +++
Invite the students to read the words in the
KEY WORD SPOT and find them in the
text. Then, tell them to choose the correct
meaning according to the context in which
they are used.
(L.A.: to infer meaning from the context).
Answers
a. i.; b. ii.; c. i.; d. ii.; e. i.
Reflection Spot
READING
7 +
Tell the students to read the texts quickly to
check their predictions in Exercises 4 and 5.
To check students' predictions in Exercise 5
refer to the words written on the board.
(L.A.: to validate predictions).
Answers
4. a.
5.: author, characters, role, family, magic, discovers,
person, idea, Labrador, story, based, specially,
adapted, original, connect, really, interesting,
adventures, magnificent, events, protagonist,
illustrations.
112
UNIT 4
Answers
Charmains father is a baker.
Charmain discovers that she is not a very nice person.
Marley is a Labrador (dog).
Marleys masters is called John Grogan.
Johnny Trott works at a hotel in London.
Kaspars owner is Countess Kandinsky.
PAGE 121
9 +++
Tell the students to copy the sentences into
their notebooks. Then, ask them to read the
texts carefully again and write the name of
the book that corresponds.
(L.A.: to identify specific information).
Answers
a. Kaspar, Prince of Cats; b. Marley: A Dog Like No
Other; c. Kaspar; d. Kaspar; e. House of Many Ways.
10 +++
If necessary, the students read the texts
again to find the name of the review section
for each definition. Before doing this activity,
you may recall students knowledge of
literature to make sure they understand the
concepts.
(L.A.: to infer meaning from the context).
Answers
a. character; b. highlights; c. protagonist; d. author;
e. plot.
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
PAGE 122
11 ++
Invite your students to copy and complete
the fact file into their notebooks with
information from the reviews. Copy the chart
on the board and ask some students to
complete it, to allow the rest to check.
(L.A.: to extract specific information).
Answers
Name of Book
House of
Many Ways
Marley: A Dog
Like No Other
Kaspar,
Prince of Cats
Author
Diana Wynne
Jones
John Grogan
Michael
Morpurgo
Characters
Chairman
Marley, John,
Jenny
Johnny Trott,
Countess
Kandinsky,
LizzieBeth
AFTER READING
12 +++
In groups, the students compare their lists
from Exercise 3 and exchange information
about their preferences in literature. Choose
some students to report their answers to
their classmates. You can also organize a
short survey to discover your students
favorite book, genre and author (to relate
content of the text on their own reality).
13 +++
The first part of this activity can be assigned
as homework. Ask the students to think of a
book they have recently read and write a
review for it like those in the reading texts.
Next class, organize a group game. Tell the
student to read the reviews in their groups
without saying the name of the books, and
see if their classmates can guess the
names.
(L.A.: to write a short review).
LANGUAGE SPOT
Passive Voice Present Tense
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are meant to
promote independent learning, so help, guide and
check, but do not tell them the answers.
1. The students revise the sentences from the
text.
2. Tell the students to answer questions a. c.
Answ ers:
a. a. a story; b. a dog; c. a name.
b. at the beginning of the sentences.
c. that the subject does not perform the action.
It receives the effect of it.
3. In their notebooks, the students copy and
complete the general rule.
Answ ers:
We use the Passive Voice when we want to
draw the attention to the person/thing that
received the effect of the action, more than to
the person who executed the action.
The Present Simple Passive is formed with the
present tense of the verb to be
+ the participle of a main verb.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
ERROR ALERT
The Passive Voice is generally used when the subject of the
sentence is indefinite, general, or unimportant. In the
sentence: They mine coal in Pennsylvania, the subject
is so indefinite that it is not clear what is meant by they. It
might mean the miners, the people, or the companies.
These sentences are improved by putting the verb in the
Passive Voice (Coal is mined in Pennsylvania).
The Passive Voice is also used when what is done is
more important than the doer of the action. The Passive
Voice is generally used when you want to emphasize the
receiver rather than the doer.
For more information on ERROR ALERT, see page 7 of
the Introduction.
113
Additional exercise
Write these sentences in the Passive Voice. Add
by where necessary.
a. Children open the door all the time.
b. We set the table every night.
c. People pay a lot of money in taxes.
d. People wear white shoes in summer.
e. They dont help you.
f. They open the book at the beginning of the class.
g. You do not write the letter.
h. They build houses for poor people.
i. Does the police officer catch thieves?
14 ++
Refer the students to the LANGUAGE
SPOT. Tell them to order the words to form
sentences in the Passive Voice.
Additionally, you may ask your students to
write three more examples of the structure
in their notebooks and then invite some
students to read them aloud.
(L.A.: to apply a new language structure).
Answers
a. This title is designed to advertise the new website.
b. Those books are printed on recycled paper.
c. Our website is visited by thousands of people.
15 ++
28
Answers
a. v.; b. i.; c. iii.; d. ii.; e. iv.
PAGE 123
28
114
28
Answers
They are all expressed in the Passive Voice.
Will vary.
Will vary.
Dime con quin andas y te dir quin eres.
16 +++
UNIT 4
LETS CHECK
18 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
The students complete the sentences with the
Simple Present Passive of the verbs in
brackets.
For more information on LET'S CHECK, see
page 6 of the Introduction.
Answers
a. are written; b. are drawn; c. is used;
d. are sold; e. are bought
SONGS
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PAGE 124
LESSON 4
LISTENING
BEFORE LISTENING
1
++
2 +
Ask the students to copy and complete the
chart in their notebooks with the names of
bands and singers they know according to
the kind of music they interpret. Then, invite
them to compare their work with other groups.
(L.A.: to relate topic and previous knowledge).
Answers
Will vary.
PAGE 125
3 +++
Draw students attention to the man in the
photo. Ask them to answer the questions in
pairs.
(L.A.: to infer information from visuals).
Background information
Eric Patrick Clapton (born 30 March 1945) is an
English blues-rock guitarist, singer, songwriter
and composer. He is probably most famous for
his mastery of the Stratocaster guitar. Clapton
has entered the Rock and Roll Hall of Fame as a
member of The Yardbirds, of Cream, and as a
solo performer. Often viewed by critics and fans
alike as one of the greatest guitarists of all time,
Clapton was ranked fourth in Rolling Stone
magazines list of the 100 Greatest Guitarists of
All Time and #53 on their list of the Immortals:
100 Greatest Artists of All Time.
Although Clapton has varied his musical style
throughout his career, it has always remained
grounded in the Blues. Yet, in spite of this focus,
he is credited as an innovator in a wide variety of
genres. These include blues-rock (with John
Mayall & the Bluesbreakers and The Yardbirds)
and psychedelic rock (with Cream). Additionally,
Claptons chart success was not limited to the
Blues, with chart-toppers in Delta blues (Me and
Mr. Johnson), pop (Change the World) and
reggae (Bob Marleys I Shot the Sheriff). One of
his most successful recordings was the hit love
song Layla, which he played with the band
Derek and the Dominos.
For more information on Background
information see page 7 of the Introduction.
4 ++
Explain to the students that they are going
to listen to a recording related to this singer.
Motivate them to predict what kind of text it
is. Do not correct at this stage.
(L.A.: to make predictions from the context).
5 ++
Before listening, ask the students to look up
the words in the Key Word Spot in a
dictionary.
(L.A.: to develop study skills).
Answers
beg: to ask for something, especially in an anxious way.
belong: to be in the right or suitable place.
bend: to move an arm or a leg, so that it is no longer
straight.
heaven: the place believed to be the home of God where
good people go when they die.
knee: the joint between the top and bottom parts of
the leg.
115
LISTENING
6 +
29
7 ++
29
a. iii; b. ii.
8 ++
AFTER LISTENING
29
PAGE 126
9 +++
29
116
UNIT 4
10 +++
The students form groups of four, answer
questions a. c. and talk about the song they
have listened to. Invite them to share their
answers with the rest of their classmates.
(L.A.: to exchange opinions).
Answers
a. The situation that the song describes is a father asking
a question to his son who is dead and in heaven.
b. It is an imaginary situation: the father and the son
together in heaven.
c. A father is singing to his son.
Background information
Tears in Heaven is a ballad written by Eric
Clapton and Will Jennings about the pain Clapton
felt following the 1991 death of his four-year-old
son, Conor, who fell from a 53rd-story window in his
mothers friends New York City condominium. By
all accounts, the death was simply a tragic accident,
and Clapton was distraught for months afterwards.
This song is one of Claptons most successful,
reaching #2 on the Billboard Hot 100 singles chart
in the U.S. The song also spent three weeks at #1
on the American adult contemporary chart in 1992.
Clapton wrote the song with Will Jennings, who
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
LANGUAGE SPOT
Hypothetical situations
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or any interesting item of
vocabulary related to the text.
Always keep in mind that the activities are meant to
promote independent learning, so help, guide and
check, but do not tell them the answers.
1. The students read the sentences from the
song and other examples.
2. Help them find the answers to questions a. and b.
Answ ers:
a. two ; b. iii.
3. Ask the students to copy and complete the
rule in their notebooks.
When we talk about situations that are only
hypothetical, and their results, we use a verb
tense called the Second Conditional.
It consists of If + Simple Past tense in the
condition+ w ould + base form of a verb in the
result.
We use if to introduce the condition and
w ould with the result.
4. The students go back to Unit 2, Lesson 3,
page 57, and compare the First and the
Second Conditional.
Answ ers:
a. They both contain two clauses in a sentence;
In both, If is used to introduce the condition.
b. The First Conditional refers to possible
future situations. The Second Conditional
refers to hypothetical situations, which are not
very likely to happen. Both structures use
different tenses in their clauses.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
PAGE 127
11 ++
Ask the students to read each situation
carefully, and then use the Second
Conditional to express them as in the given
example. Help them to recognize which is
the condition and which is the result in each
situation, so that they can apply the
structure correctly. Explain to them that the
order of the clauses is not important.
(L.A.: to use a new language structure).
Answers
a. Tom would go to the concert if he had money for
the ticket.
b. If I understood Math, I would help my sister.
c. If we spoke Chinese, we would talk to the new student.
d. If I was / were 18, I would drive my fathers car.
e. If she didnt live abroad, my grandmother would
visit us.
ERROR ALERT
The Second Conditional (also called Conditional
type 2) is a structure used for talking about unreal
situations in the present or in the future.
The Second Conditional is used to talk about things
which are unreal (not true or not possible) in the present
or the future things which dont or wont happen:
Additional exercise
Match the beginnings and endings of the sentences.
Identify which of them are hypothetical situations and why.
a. If I was less busy
i. Ill give him your phone
number.
b. If I stay late at work ii. Id meet you for lunch.
c. I will get bored
iii. Ill take a taxi.
d. Well be home by six iv. Ill finish the project.
e. If I see Jack
v. I could buy a nice jacket.
f. If I were you
vi. if the trains on time.
g. If I saved $5,000
vii. if I go to that party.
a month
h. If its raining in the
viii. Id get a new job.
morning
Answers:
a. ii.; b. iv.; c. vii.; d. vi.; e. i.; f. viii.;
g. v.; h. iii.
For more information on ERROR ALERT, see page 7 of
the Introduction.
117
12 ++
PAGE 128
30
Will vary.
30
Andy:
Beth:
Andy:
Beth:
Andy:
Beth:
Andy:
14 +++
Motivate the students to use the structure
they have learnt in an everyday situation.
Tell them to copy the chart on page 127 into
their notebooks. Then, ask them to interview
three students using the questions in
Exercise 12 and complete the chart with the
information they collect.
(L.A.: to use a new language structure).
Answers
Will vary.
118
See transcript.
13 +++
15 +++ FL
UNIT 4
16 ++
Invite the students to share their reports in
their groups
(L.A.: to give an oral report).
GAME SPOT
Games are highly motivating since they are
amusing and at the same time challenging for the
students. They employ language in real contexts
and they also encourage and increase
cooperation.
They create the motivation for learners of English
to get involved and participate actively in the
learning activities, bring real world context into the
classroom, and enhance students use of English
in a flexible, communicative way.
Remember that games are used not only for mere
fun, but more importantly, for the useful practice
and review of language lessons. Thus, the
meaning of the language the students listen to,
read, speak and write will be more vividly
experienced and, therefore, better remembered.
Ask the students to form groups of four or five and
then ask and answer questions about the
imaginary situations in the pictures. Invite a group
to play in front of the class to provide a model for
their classmates.
For more information on the GAME SPOT, see
page 7 of the Introduction.
SONGS
SONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
Reflection Spot
@@ CLICK ON
If possible, encourage your students to visit the
web site suggested at the bottom of page 129
and play the game about the lives and
relationships of four teenagers.
For more information on CLICK ON, see page
12 of the Introduction.
PAGE 130
YOUR ENGLISH IN ACTION
LETS CHECK
17 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
The students read the sentences and choose
the correct alternative. Remind them to pay
special attention to the verb tenses, so that
they can recognize the hypothetical situations.
For more information on LET'S CHECK, see
page 6 of the Introduction.
Answers
a. will; b. were; c. isnt: d. will; e. were; f. will; g. knew;
h. refuses; i. wouldnt; j. can.
PAGE 129
Will vary.
119
PAGE 131
PAGE 132
Author
J.K. Rowling
Sandokan, the
Tiger of Malaysia
Romeo and Juliet
Emilio Salgari
William
Shakespeare
J. Verne
20,000 Leagues
under the Sea
The Lord of
J.R.R. Tolkien
the Rings
Papelucho
Marcela Paz
Little Women Louise May Alcott
Narnia Chronicles
The Iliad
Sinbad the sailor
The Call of the Wild
C.S. Lewis
Homero
unknown
Jack London
Oliver Twist
The Hound of
the Baskervilles
Charles Dickens
A.C. Doyle
Adventures of
Huckleberry Finn
Mark Twain
Characters
Harry Potter,
Hermione, Prof.
Dumbledore
Sandokan
Romeo and Juliet
Captain Nemo
Lebolas,
Papelucho
Jo, Beth,
May, Laurie
Lion, wizard
Achilles, Hector
Sinbad
Buck, John
Thornton
Oliver
Charles
Baskerville,
Dr. Mortimer
Huck Finn, Tom
120
UNIT 4
UNIT CHECK
PAGE 133
Answers
READING - SPOT LIGHT ON BEVERLEY
KNIGHT
31
SONGS
S ONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
31
PAGE 135
FINAL REFLECTION
121
Plot
Time for another adventure with lots of ginger
beer and plenty of fantastic scrapes!
A mysterious reporter turns up at Uncle Quentins
house asking about a shipwreck that happened years
ago - and in which a precious jewel had been lost.
Of course, this sparks a huge adventure for the
Famous Five - with secret rooms, spooky towers,
a train drama and dangerous camping.
Great guides
This book is written through diary extracts from the
four kids, plus their drawings, photos and graphics
of clues that they find on their exciting adventure.
And as well as the story, the book includes useful
advice on topics such as code breaking, using a
compass, building an escape raft, first aid,
camping, and much more.
5 pt.
Name
Author
Date of publication
Time setting
Characters
122
5 pts.
UNIT 4
5 pts.
SONGS
S ONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
4
a.
b.
c.
d.
e.
Listen to the recording. Choose the correct alternative for each sentence.
I wouldnt / couldnt get to the meeting.
Well stay here for three months / weeks.
Each week we will perform one of our own songs on a radio / TV show.
If you get the highest / lowest number of votes
Performing my own songs will be a great feeling / filling.
5 pts.
Listen to the recording again. Number the questions in the order you hear them.
a. Are there any rules?
d. What else would you like to know?
b. Can I ask you a few questions?
e. What happens if we can't sing like stars?
c. Can you explain that, please?
f. What would you like to know?
6 pts.
Listen to the recording once more. Complete each sentence with one word.
a. Im _______________ here.
c. Our _______________ are great!
b. We must obey all the rules and
d. Everyone here can ____________.
attend all the ____________.
4 pts.
LANGUAGE
7 Transform these direct questions into indirect questions. Use different openings.
a. Where do you live?
b. Where can I find a pharmacy?
4 pts.
4 pts.
8 pts.
SPEAKING
10 With your partner, take turns to exchange information about what you would do in two
10 pts.
imaginary situations. You can choose from these suggestions or use four own ideas.
see a ghost meet your favorite music star travel to space
WRITING
11 Imagine you are a famous music / TV star and you are chatting with a fan. Write the
answers to these questions.
a. When and where did you start singing / acting?
b. How difficult is it to write a song / act in a play, movie, etc.?
c. Who are your idols?
d. What is your dream project?
0 - 20
21 - 37
Keep trying!
Good!
10 pts.
66 pts.
TOTAL
38 - 54
Very good!
55 - 66
Excellent!
123
1
Name
124
UNIT 4
32
A: Hi! Can I ask you a few questions? Im new here, and I couldnt
get to the meeting with the Director on time, you see.
B: What would you like to know?
A: Id like to know how long were going to stay here.
B: Well stay here for three months, more or less, if you dont
have to leave earlier.
A: Can you explain that, please?
B: Well, you know we are here to learn to sing and compose
and each week we will perform one of our own songs on a
TV show. The audience will vote for them by phone. If you
get the lowest number of votes you will leave the program.
A: Are there any rules?
B: We must obey all the rules and attend all the classes.
A: I wonder how they will make music stars of us.
B: Let me tell you, our coaches are great! They will help us to
develop our talents, but we need to work hard. They promised
we will work together. We have to do that to stay till the end.
A: What happens if we cant sing like stars?
B: I think everyone here can sing, and their job is just to help
us find our special voice.
A: For me, the most difficult thing is to get the music to fit the
lyrics.
B: Eddie, our songwriting coach, said that we dont need to be
poets. The important thing is to fit the words to the music,
and that most of the participants can do that. What else
would you like to know?
A: Oh, thats all, thanks! Im sure that even if I stay here for only
a week, performing my own songs will be a great feeling.
SONGS
S ONGS -- MUSI
MUSIC
C AND
AND WORDS
WORDS
LANGUAGE
7 Possible answers:
a. Can you tell me where you live?
b.Can you tell me where I can find a
pharmacy?
c. Do you know what time the bus arrives?
d.Would you mind telling me who your
favorite artist is?
WRITING
125
UNIT
HOW ABOUT
WORKING?
In this unit you will:
read a leaflet
read a letter of application
listen to an advertisement
listen to telephone conversations
You will learn how to:
Reading
locate missing information in a text
discriminate between correct and incorrect
information
distinguish facts and inferences
Listening
discriminate between correct and incorrect
information
relate speakers and speech
extract specific information from a recording
Language
use Modal Verbs to express necessity
use Modal Verbs to express preferences
use polite phrases in a telephone conversation
Speaking
ask people about preferences
participate in a telephone conversation
Writing
write a letter of application
write a leaflet promoting an organization
You will also:
assess and appreciate the role of volunteer
organizations around the world
value the importance of voluntary work for
people in need
Development
Lesson 1: four hours
Lesson 2: four hours
Lesson 3: four hours
Lesson 4: four hours
Consolidation and evaluation activities: 3 hours
+ home assignments
Types of evaluation
Didactic resources
Complementary material such as articles
magazines, Student Forum chats.
Pictures of teenagers provided by the teacher
and by the students to illustrate the diversity of
teenage cultures.
Support material such as lists of adjectives,
dictionaries, glossaries, definitions, printed
handouts, library material, etc.
Methodological suggestions
Teachers should prepare the lessons beforehand
considering that thorough prior preparation
allows them to think of and apply some useful
ideas. It is their chance to make the class
entertaining and to involve students in the
learning process.
Teachers are advised to use a variety of resources
throughout the book.
Indicators
Continuous / informal Students do reading and listening activities, take part in conversations, and produce written texts.
Reflection spot
Self - evaluation
Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.
Unit Check
Unit evaluation
Reading: Students identify general information and discriminate between correct and incorrect information.
Listening: Students identify specific information, relate speakers to their speeches and discriminate between correct and incorrect information.
Language: Students use modal verbs to give advice and recommendations.
Speaking: Students imitate a telephone conversation to apply for a job.
Writing: Students write a letter applying for a volunteer organization.
Final Reflection
Extra Test
126
UNIT 5
Reading: Students identify specific information and discriminate between correct and incorrect information and between facts and inferences.
Listening: students identify the correct sequence of information and discriminate between correct and incorrect information.
Language: Students use Modal verbs to refer to future situations and to express necessity, obligation and impossibility.
Writing: Students write a leaflet promoting a volunteer organization.
Speaking: Students role-play a telephone conversation.
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
PAGE 136
GETTING READY
1
Background information
U nit e d Pla ne t
It builds houses for Chiles poorest families;
teaches English to students; provides daycare
for homeless children and becomes role model;
supports the sick in a local hospital.
All La ngua ge s Abroa d
It offers the chance to volunteer in selected
locations around the world helping the local
community. These volunteer programs are not
just fun and interesting but very rewarding and
meaningful for the local people.
M ondo Cha lle nge
V olunt e e r T e a c hing
It works mainly in three rural schools, welcoming
pupils aged from 4 to 14 in the villages of Monte
Grande, Paihuano and Pisco Elqui. Volunteers
help raise the level of English in the comuna, as
well as teaching sports to the children.
V olunt a rios de la Espe ra nza (V E)
Volunteer work in Chile to pursue the mission
of combating poverty and child abuse.
Volunteers in Santiago work daily in
orphanages, community centers and schools,
organizing larger scale projects in education,
sports, and fundraising throughout Santiago.
Former volunteers continue their service through
a global network currently functioning in North
America, South America, and Europe.
WorldT e a c h
It offers opportunities for volunteers to make a
meaningful contribution to education by living
and teaching in developing countries.
Cult ura l Em bra c e
It provides an outstanding opportunity to
volunteer in Latin America by choosing to join
one of its volunteer projects. It offers projects in
Argentina, Brazil, Chile, Costa Rica, Ecuador,
Guatemala, Mexico, and Peru. Projects include
working at orphanages, wildlife conservation,
construction work, and many more.
Globa l V ision I nt e rna t iona l
After a comprehensive training period,
activities include exploration and trekking on the
Ice Caps of the Argentinean Andes, lake
traversing by kayak, surveying the Andean
Condor, recording mammal species and
assisting local rangers and scientists in the field.
For more information on Background information,
see page 7 of the Introduction.
127
PAGE 138
LESSON 1
READING
BREAKING FRONTIERS
BEFORE READING
1
+
The students answer the questions in
groups. Encourage them to start a
conversation about the pros / cons of
working during vacations. Listen attentively
to their answers and ask them to reach a
general agreement.
(L.A.: to relate topic to own reality).
Answers
Will vary.
2 ++
In pairs, the students make a list of
characteristics they think a teen job has.
Brainstorm ideas and get different students
to write them on the board.
(L.A.: to relate topic and previous knowledge).
Possible Answers
temporary; part time; not qualified;
not very well paid; flexible.
3 ++
Ask the students to have a look at the text
they are going to read and say what kind of
text it is. Do not check answers at this stage.
(L.A.: to predict kind of text from visuals).
4 +++
In their notebooks, the students write a list
of cognates they expect to find in a text
about jobs. Make sure the students do not
read the text yet.
(L.A.: to predict content from cognates).
5 ++
Once they have written the list of cognates,
invite the students to read the words in the
Key Word Spot and match them with their
synonyms. Allow the use of dictionaries if
necessary. Additionally, you can ask the
students to give you examples in which
these words are used in a text about jobs.
(L.A.: to develop study skills).
Answers
abroad - a.; support - b.; insurance - c.;
developing - d.; placement - e.
READING
6 +
The students read the text quickly and
check their predictions in Exercises 3 and 4.
(L.A.: to validate predictions).
Answers
3. a.
4. unique, international, organization, volunteers, organize,
programs, particular, emphasis, education, community,
opportunity, important, local, Latin America, included,
experience, cultures, different, gain, cost, family,
medical, constant, period, information, interests.
7 ++
Tell the students to read the text again.
Ask them to fill the blanks with a word
from the boxes.
(L.A.: to locate missing information).
Answers
a. support; b. opportunity; c. contribution;
d. locations; e. projects; f. communities; g. contribute;
h. host; i. airfare; j. pocket; k. application; l. volunteer
PAGE 140
8 +++
Ask the students to read the text carefully
again and decide if the statements are true
or false. Then ask your students to correct
the false statements in their notebooks.
(L.A.: to discriminate between correct and
incorrect information).
128
UNIT 5
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
Answers
a. False (It works with volunteers).; b. True;
c. False (It offers two kinds of programs: short term and
long term); d. True; e. False (They must be between 17
and 24); f. False (Volunteers need to speak English);
g. True; h. True; i. False (Volunteers must send letters and
forms); j. False (Volunteers must apply at least six months
in advance).
AFTER READING
LANGUAGE SPOT
Obligation and necessity
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are meant to
promote independent learning, so help, guide and
check, but do not tell them the answers.
1. The students read the sentences from the text.
Draw their attention to the words in bold.
9 +++
In their groups, the students talk about the
text they have just read. Invite them to
answer the questions and then share their
reflections with another group. Invite some
groups to report their answers to their
classmates.
(L.A.: to relate topic and own reality).
Answers
Will vary, according to students opinions.
Reflection Spot
129
PAGE 141
10 ++
Tell the students they must choose one of
the verbs in the LANGUAGE SPOT to
complete the sentences in their notebooks.
Then, they must identify what each
sentence expresses.
(L.A.: to apply a new language structure).
Answers
a. need to (necessity); b. must (obligation; its a law);
c. need to (necessity); d. need to (necessity);
e. must (obligation, its a law)
11 ++
Ask the students to match the sentences in
column A with the replies in column B, and
then write the complete exchanges in their
notebooks. Invite some students to write
them on the board.
(L.A.: to use a new language structure).
Answers
a. vi.; b. v.; c. i.; d. ii.; e. iv.; f. iii.
12 +++
33
33
130
UNIT 5
A:
B:
A:
B:
PAGE 142
13 +++
33
14 ++
Explain to your students that the form on
page 142 is the Amigos de las Americas
application form. Ask them to copy it into
their notebooks and then fill it in with their
personal information. Check answers orally,
asking different students to read what they
wrote in each section.
(L.A: to complete an application form).
Answers
Will vary, according to students personal information.
15 +++
Once they have completed the application
form, tell the students to imagine they want
to join Amigos de las Americas during their
vacation. Tell them to write an
accompanying letter for the application form.
Remind them to include all the information
that is required in the instructive brochure.
(L.A.: to write a letter of application).
16 ++
Motivate the students to form collocations
related to the topic of the lesson matching
the verbs in box A with the phrases in box B.
(L.A.: to identify collocations related to the
topic).
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
Answers
be young and single; complete an application form;
give constant support; make an important contribution;
organize international projects; pay for your food; speak
English; stay with a local family; work in teams; write a
letter.
PAGE 143
17
+++
Encourage the students to choose five
collocations from Exercise 16 and write five
sentences with them using the verbs in the
LANGUAGE SPOT.
(L.A.: to consolidate language and
vocabulary of the lesson).
PAGE 144
LESSON 2
LISTENING
Answers
Will vary.
LETS CHECK
18 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of the students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
Ask the students to choose must / (have to)
/ need to to complete the sentences.
For more information on LET'S CHECK, see
page 6 of the Introduction.
Answers
a. need to; b. need to; c. have to; d. must; e. have to;
f. must; g. need to; h. must; i. must; j. have to
BEFORE LISTENING
1
+
The students work in groups and answer
the questions. Ask them to take notes and
then compare answers with other groups.
Invite some groups to report their answers
to the rest of the class.
(L.A.: to relate topic and own reality).
Answers
Will vary.
2 ++
Ask the students to copy and complete the
chart in their notebooks.
(L.A.: to relate topic and previous
knowledge).
Possible Answers
Positive aspects of
doing voluntary work
Socially rewarding
Can make a contribution
Can help people
Knowing other cultures
Negative aspects of
doing voluntary work
Dont receive salary
Sometimes they are
far from home
Not very good conditions
Living with another family
131
8 ++
PAGE 145
4 +
5 ++
Ask the students to read the words in the
Key Word Spot and match them with their
Spanish equivalent.
(L.A.: to infer meaning from the context).
Answers
helping hand- b.; non-profit making - c.;
worth achieving - a.
LISTENING
34
7 ++
34
132
UNIT 5
34
6 +
34
Answers
a. True; b. False; c. False; d. False; e. False; f. False;
g. True.
10
34
PAGE 146
11 +++
34
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
Answers
Picture 1: Teach people (); Picture 2: Visit a web site
(X); Picture 3: Lend a helping hand () Picture 4:
Make a profit (X); Picture 5: Distribute medication ();
Picture 6: Build houses (X).
34
AFTER LISTENING
LANGUAGE SPOT
Expressing possibility
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or any interesting item of
vocabulary related to the text.
Always keep in mind that the activities are
meant to promote independent learning, so help,
guide and check, but do not tell them the
answers.
1. The students read the sentences from the
recording. Tell them to pay special attention
to the words in bold.
2. Help them to identify what the sentences
express. Ask them to choose an alternative.
Answ e rs: b.
3. In their notebooks, the students copy and
complete the general rule.
M a y and m ight are synonyms and are
commonly used to express proba ble
e ve nt s in the fut ure .
Note: We use may when something is likely
to happen and might when something is
rather less probable to happen.
4. Ask the students to work in pairs. Play the
recording once more and invite them to write
two sentences about things that are likely to
happen if they join VW.
Possible answers:
You may help people.
You may clean up after a natural disaster.
You may distribute food and medication.
You may teach children and adults to read
and write.
You may find helping people more rewarding
than any salary.
You may work near an urban center.
You may feel tired.
You may learn new things.
You may make a difference.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
133
PAGE 147
14 +++
12 ++
Encourage the students to rewrite
sentences a. g. using may or might, as in
the example. Guide them to find the
difference in using may / might referring
them to the note in the LANGUAGE SPOT.
(L.A.: to use a new language structure).
Answers
a. I might see you tomorrow.
b. Ann might forget to book the tickets.
c. It may snow today.
d. David may work till late today.
e. Mary may not be at home tomorrow.
f. They might go away for the weekend.
g. You might be right.
13 ++
15 +++
In their groups, the students reflect on the
recording they have heard and answer the
questions. Then, motivate them to
compare their answers with other groups.
(L.A.: to exchange opinions).
PAGE 148
LETS CHECK
35
35
134
35
UNIT 5
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
PAGE 149
17 +++
Ask the students to form groups of four.
Motivate them to prepare an advertisement
like the one in the recording, giving Five
Good Reasons why People Should
Consider Voluntary Work. Explain to them
that they can use the ideas from the
recording and also from their lists in
Exercise 2. Ask them to get ready to read
their advertisement to the class. You can
assign this activity as homework or as a
mini-project with an extra mark.
Reflection Spot
GAME SPOT
Games are highly motivating since they are
amusing and at the same time challenging for the
students. They employ language in real contexts
and they also encourage and increase
cooperation.
They create the motivation for learners of English
to get involved and participate actively in the
learning activities, bring real world context into the
classroom, and enhance students use of English
in a flexible, communicative way.
Remember that games are used not only for mere
fun, but more importantly, for the useful practice
and review of language lessons. Thus, the
meaning of the language the students listen to,
read, speak and write will be more vividly
experienced and, therefore, better remembered.
Explain to the students what they must do and
then read the instructions carefully. Make sure
they all understand before they start playing.
For more information on the GAME SPOT, see
page 7 of the Introduction.
PAGE 150
LESSON 3
READING
18 +++
Encourage the students to write their
advertisement on a nice piece of paper,
add some art work and display it in the
classroom. Next class, organize a class
competition and ask the students to assess
their classmates works. Assign a reward
to the group that wins.
(L.A.: to make a graphic advertisement).
MAKING A DIFFERENCE
BEFORE READING
1
+
Ask the students to work in pairs and answer
the questions. Tell them to take notes in their
notebooks and then compare answers with
other pairs. Invite some pairs to share their
comments with the rest of the class.
(L.A.: to relate topic to own reality).
Answers
Will vary.
135
2 ++
Tell the students to form groups of four. In
their groups, they make a list of the type of
information they would include in a letter of
application. Ask them to write the list in
their notebooks and then compare with
other groups.
(L.A.: to relate topic to previous knowledge).
3 ++
Explain to the students that they are going to
read two letters of applications for the Amigos
de las Americas programs. Ask them to read
sentences a. c. and guess if the information
is true or false. Do not check at this stage.
(L.A.: to make predictions from the context).
4 +++
Ask the students to choose the cognates
they think they will find in a letter of
application for a job. Make sure they dont
read the text to do this exercise.
(L.A.: to use cognates to predict content).
5 ++
Tell the students to read the words in the
Key Word Spot and find them in the text.
Then, they must look up their meanings in
a dictionary, before starting to read the text.
(L.A.: to develop study skills).
Answers
airfare: the money you pay to travel by plane.
get along with: to have a friendly relationship with
somebody.
raise: to increase the amount or level of something.
settlement: a place where people have come to live
and make their homes.
strengthen: to become stronger.
PAGE 152
READING
6 +
The students read the letters quickly to
check their predictions in Exercises 3 and 4.
(L.A.: to validate predictions).
136
UNIT 5
Answers
3. a. No; b. No; c. No
4. contribution, cost, difference, exercise, information,
member, motivation, multicultural, native, opportunity,
organization, politics, program, project, term, volunteer.
7 ++
Invite the students to read the first letter
again. Ask them to match the labels
(a. j.) with the corresponding sections of
the letter (i. x.).
(L.A.: to identify general information).
Answers
a. - ii.; b. - x.; c. - ix.; d. - iv.; e. - vi.; f. - vii.; g. - v.;
h. - viii; i. - iii.; j. - i.
8 +++
Tell the students to read the second letter
again. Ask them to identify items a. j.
from Exercise 7 that are included in the
letter.
(L.A.: to identify specific information).
Answers
All of them are mentioned.
9 ++
The students now read the two letters
again and use the information in them to
complete the chart in their notebooks. You
can copy the chart on the board and invite
some students to complete it.
(L.A.: to extract specific information).
Answers
Topic
Name
Age
Nationality
Address
Applicant 1
Sandra Duran
17
Chilean
Manuel Rodriguez 815,
Osorno, Chile
Occupation High school student
Languages Spanish, English
Places
Puerto Madryn,
to travel
Rio Negro, Argentina
Interests
Ocean animals,
scuba diving
Applicant 2
Thomas Carlyle
16
American
53 Mill Lane,
Cincinatti, Ohio, USA
High school student
English, Spanish
Latin America
History,
Pre-Spanish cultures
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
10 +++
If necessary, the students read the two
letters once more and then decide if the
sentences either in case, are facts or
inferences. Optionally, you can ask the
students to decide first and then check
while reading. Make sure they all
understand clearly the difference between
a fact and an inference. (See Background
information). Once they have answered,
elicit their answers and ask them to explain
the reasons for their choices.
(L.A.: to distinguish facts and inferences).
a.
b.
c.
d.
e.
f.
g.
h.
Answers
F: what I like most is to be in contact with nature.
I: the information can be derived from I enjoy
working as a volunteer at our local organization.
I: it derives from: Ive always wanted to visit
Patagonia.
I: it derives from: Im confident I will be able to raise
the money.
I: it derives from: first, Id rather work as a volunteer
for a time.
F: I would like to be a politician one day.
I: it derives from: The possibility to visit some Maya
or Inca ruins is very motivating.
F: Ive already raised the money.
Background Information
The term fact refers to something that actually
exists or can be verified.
Inference is the process of deriving a
conclusion not only based on facts but also
based on human perceptions, logic, statistical
methods etc.
Additional exercise
Read the paragraph. Mark whether each
statement is an inference or a fact.
You probably know that humans have red blood.
So do other mammals. But other kinds of creatures
have different color of blood. Insects have yellow
blood, and the blood of the lobster is blue.
Fact Inference
PAGE 153
AFTER READING
LANGUAGE SPOT
Expressing preferences
Remind students that this section is designed to
help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are meant to
promote independent learning, so help, guide and
check, but do not tell them the answers.
1. Ask the students to read the sentences from the
text, paying special attention to the words in bold.
2. Help them to choose the correct alternative to
replace the words in bold in sentences a. c.
Answ ers: b.
3. In their notebooks, they copy and complete the
general rule.
Answ ers:
When expressing a preference, we can use
w ould rather as an alternative to w ould
prefer to, followed by an infinitive without to.
Would rather is very common in spoken
English and is often abbreviated to d rather.
4. The students go back to the letters and find all
the sentences that express a preference. They
rewrite them using would rather.
Answ ers:
Id rather be in contact with nature.
Id rather apply for a short-term program.
Id rather apply for a long-term program.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
11 ++
36
137
Answers
GAME SPOT
See transcript.
36
LETS CHECK
12 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about
any points that the majority of the students
have problems with. Make sure they
understand what they are expected to do
and give them enough time to answer
individually. Then, check on the board to
allow students to correct their work and
assign themselves a mark according to the
scale.
Tell the students to imagine that they want
to do some voluntary work this summer.
They must read the advertisements and
write a letter of application to one of the
organizations. Before starting the letter,
remind the students their letters must
include all the sections as in the reading
texts and also contain all the required
information. You may use the Writing
Rubric to assign a mark, or you can supply
copies of it and ask the students to
evaluate their classmates work.
For more information on LET'S CHECK, see
page 6 of the Introduction.
138
UNIT 5
Answers
Will vary.
PAGE 155
HOW
HOW ABOUT
ABOUT WORKI
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NG?
@@ CLICK ON
If possible, motivate your students to visit the
web site suggested at the bottom of page 155,
and find more information related to the topic of
the lesson. Next class, invite those who have
visited the site to share their comments with
their classmates.
For more information on CLICK ON, see page
12 of the Introduction.
PAGE 156
LESSON 4
Possible Answers
Answering the phone: Hello? (informal), Thank you
for calling XXX XX speaking How may I help you?,
How can I help you?
Introducing yourself to the caller: Hi, its XXX
(informal) Hello, this is XXX calling Hi, this is XXX
from the accountants office Hi, this is XXX speaking.
Asking to speak with someone: Is XXX in? (informal)
Is Mrs XXXX there, please? Can I talk to Mrs XXX,
please? May I speak with Mr XXX, please? Id like
to speak to Mrs XXX, please Would Dr XXX be
available? Is XXX around? (informal).
Connecting someone: Just a sec, Ill go and get her
(informal) Ill just get him (informal) Hang on a
second (informal) Please hold the line Ill put you
through to her office One moment, please Im
sorry but her line is engaged at the moment Would
you like to call back later? Bear with me, please
All of our operators are busy at this moment Please
hold the line Im sorry, but shes not available at the
moment.
Taking a message for someone: Would you like to
leave a message? Whos calling, please? Ill let her
know you called Ill make sure she gets the
message May I take a message? Can I take a
message? Would you like to leave a message?
LISTENING
IS IT GOOD NEWS?
BEFORE LISTENING
1
+
You can do this activity while the students
still have their books closed. In order to
prepare them for the listening activities,
ask the students to work in pairs and write
a list of useful phrases they need when
talking on the phone. You may ask them to
write two different lists: one for expressions
for an informal conversation, and the other
with more formal or business expressions.
If necessary, allow them to give examples
in Spanish and then find the translation.
Elicit their answers and write some
examples on the board.
(L.A.: to relate topic to previous
knowledge).
2 ++
Ask the students to open their books and
match the phrases in column A with their
function in column B.
(L.A.: to relate topic to previous knowledge).
Answers
a. iii.; b. ii.; c. i.; d. vii.; e. v.; f. iv.; g. vi.
3 ++
Explain to your students that they are going
to listen to two telephone conversations.
Ask them to guess the phrases in
Exercises 1 and 2 that they think will hear.
Do not check at this stage.
(L.A.: to make predictions from the
context).
139
4 +++
6 ++
PAGE 157
5 +
37
140
UNIT 5
7 ++
37
8 +++
37
9 +++
LISTENING
37
37
HOW
HOW ABOUT
ABOUT WORKI
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NG?
37
I.
Steve Hello?
Janet: Hi, can I speak with Steve, please? This is Janet, from
Breaking Frontiers, and Im calling about his application.
Steve: Oh, hello, this is Steve speaking. Is it good news?
Janet: Im afraid we cant say yet. There are one or two points
I want to check with you. Can we do it now?
Steve: Yes, of course. Is something not clear?
Janet: You say that youve done similar work before. Can you
tell me when and where?
Steve: Sure! I went to the north with a group from my school last
summer, to help people build and repair their houses.
Janet: Right. And one more thing: the form says youre 16
whens your birthday?
Steve: In January.
Janet: So, youll be 17 by the time you travel.
Steve: Wellactually no Ill be 16.
Janet: Oh, dear. Im so sorry, Steve. Im afraid you have to be
17 to join us, so youd better apply again next year.
Steve: Yes, I will. Thank you. Bye!
II.
Carol: Hello, Carol Saunders speaking.
Janet: Hi, Carol. This is Janet Clark and Im ringing from
Breaking Frontiers.
Carol: Oh, hello, Janet.
Janet: Many thanks for your application I think its a very
strong one. I just need to check one thing with you.
Carol: Yes, of course.
Janet: You see, you didnt complete the back of the form with
your medical details, Carol.
Carol: Oh! Im terribly sorry! I never even looked at the back
of the form. Is it too late to do it now?
Janet: No, but our doctors have to check your medical details
to see if its OK for you to join us, and we cant give you
a place before they say yes. So, let us have your
medical details immediately, and well get back to you
one or two days after we receive them.
Carol: Thank you ever so much. Ill send them to you right away!
PAGE 158
AFTER LISTENING
LANGUAGE SPOT
Obligation, necessity, impossibility
Remind students that this section is designed to
help them revise or discover a particular grammar
structure or an interesting item of vocabulary
related to the text.
Always keep in mind that the activities are meant to
promote independent learning, so help, guide and
check, but do not tell them the answers.
1. The students read the sentences from the
recording. Draw their attention to the words in
bold.
2. Guide them to discover which of these
sentences expresses
a. A prohibition: a.; d., b. A need: b., c. An
obligation: c.; e.
3. Tell the students to copy and complete the
general rule in their notebooks.
Answ ers:
We use cant, need to and have to to
express impossibility, necessity and
obligation.
We use need to to say that it is necessary to
do something and have to when it is
obligatory to do something.
We use cant to express that we are not capable
of doing something, or that something is prohibited.
4. In groups, the students collect information
about the conversations they listened to and
they write two more sentences using the verbs
in the LANGUAGE SPOT.
Answ ers: will vary. Accept any coherent
sentence related to the recording.
For more information on the LANGUAGE SPOT,
see page 6 of the Introduction.
ERROR ALERT
Do not have to vs. Must not
Do not have to = Do not need to. It means that
someone is not required to do something.
Must not means that you are prohibited from doing
something.
For more information on ERROR ALERT, see page 7 of
the Introduction.
141
Additional exercise
Complete the sentences with have to or do not
have to.
a. You ______ hurry up. You cant be late on your
first day.
b. You ______ give back the book yet. I havent
finished mine yet.
c. She is overweight. She ______ do some
exercise.
d. He ______ study so hard. The test is not very
difficult.
e. She ______ run. The class begins at 6:00 and
its only 5:30.
10 ++
Using the verbs in the LANGUAGE
FOCUS, the students complete the
sentences in their notebooks. Invite some
students to write the sentences on the
board to allow the rest to check their
answers.
(L.A.: to apply a new language structure).
Answers
a. have to; b. have to; c. need to; d. have to; e. cant; f.
cant; g. cant; h. needs to
PAGE 159
11 ++
38
142
UNIT 5
38
Martha:Hello?
David: Hi, can I speak with Martha, please? Im ringing from
Young Volunteers about her application.
Martha:Oh, this is Martha speaking. Is it good news?
David: Im afraid I cant say yet. Theres one point I want to
check with you over the phone. Is that all right?
Martha:Yes, of course. Is something not clear?
David: You didnt complete the back of the form with details
about your education.
Martha:Oh! Im terribly sorry!
David: You have to send us this information immediately
and well get back to you quickly.
Martha:Thank you so much. Ill do it right now!
12 +++
38
13 +++
As homework, ask the students to work in
pairs and write a similar dialogue with their
own ideas. Next class, motivate them to
role-play it in front of their classmates. You
can assign an extra mark to this activity.
(L.A.: to consolidate language and
vocabulary).
Answers
Will vary.
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
Reflection Spot
LETS CHECK
14 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about
any points that the majority of the students
have problems with. Make sure they
understand what they are expected to do
and give them enough time to answer
individually. Then, check on the board to
allow students to correct their work and
assign themselves a mark according to the
scale.
The students must choose the correct
alternative to complete the sentences with
need to, have to or cant.
For more information on LET'S CHECK,
see page 6 of the Introduction.
Answers
a. have to; b. need to; c. have to; d. cant; e. cant;
f. cant; g. need to; h. has to; i. cant; j. needs to.
PAGE 160
15 ++
Tell the students to copy the chart into
their notebooks and then to complete it
classifying the expressions under the
corresponding labels. Copy the chart on
the board and invite some students to
complete it to allow the rest to check their
answers.
(L.A.: to consolidate vocabulary).
Answers
Introducing Asking who Asking to Connecting Informing Offering
yourself is calling speak to
someone is to take a
someone
not available message
This is
Can I ask
May I
Can you Im afraid Could I take
Sylvia. who is calling, speak to
hold a
he is not a message?
please? Alan, please? moment? available at
the moment.
This is Excuse me, Can I speak Can you Mrs. Davies Would you
George who is this? to Benjamin, hold the is out at the like to leave
speaking.
please?
line?
moment. a message?
Is Jake in? Ill put you Mr. Jackson
through.
isnt in
right now.
16 ++ FL
Encourage fast learners to add one more
phrase to each category in the chart.
(L.A.: to consolidate vocabulary).
Answers
Will vary.
17 +++
As homework, ask the students to work in
pairs and write short conversations for
situations a. c. Tell them to practice the
conversations at home and get ready to
role-play one of the conversations in front
of their classmates.
(L.A.: to role-play a communicative
situation).
143
PAGE 161
GAME SPOT
Games are highly motivating since they are
amusing and at the same time challenging for the
students. They employ language in real contexts
and they also encourage and increase cooperation.
They create the motivation for learners of English to
get involved and participate actively in the learning
activities, bring real world context into the
classroom, and enhance students use of English in
a flexible, communicative way.
Remember that games are used not only for mere
fun, but more importantly, for the useful practice
and review of language lessons. Thus, the meaning
of the language the students listen to, read, speak
and write will be more vividly experienced and,
therefore, better remembered.
Ask the students to form groups of six or eight
members. Read the instructions aloud and make
sure they understand clearly what the game consists
on. If necessary, explain the rules in Spanish.
Finally, tell the students to reflect on the last
question and ask each group to share their
comments with their classmates.
For more information on the GAME SPOT, see
page 7 of the Introduction.
Background information
In the game variously known as Chinese
whispers, Telephone Gossip, Arab Phone (from
the French Le tlphone arabe), Russian
Scandal, and Stille Post (Silent Post), the first
player whispers a phrase or sentence to the next
player. Each player successively whispers what
that player believes he or she heard to the next.
The last player announces the statement to the
entire group. Errors typically accumulate in the
retellings, so the statement announced by the last
player differs significantly, and often amusingly,
from the one uttered by the first. The game is
often played by children as a party game or in the
playground. It is often invoked as a metaphor for
cumulative error, especially the inaccuracies as
rumors or gossip spread, or, more generally, for
the unreliability of human recollection.
144
UNIT 5
HOW
HOW ABOUT
ABOUT WORKI
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NG?
PAGE 162
Answers
Will vary according to students personal information.
PAGE 163
PAGE 164
UNIT CHECK
PAGE 165
Answers
READING - TEEN JOBS OFFERED
b.
39
4 c.
5 a. Stella; b. Chris; c. Stella; d. Chris; e. Jennifer;
f. Chris.
145
PAGE 166
39
Chris:
Stella:
Chris:
Stella:
Chris:
Stella:
Chris:
Stella:
Chris:
Stella:
II.
Jennifer:
Stella:
Jennifer:
Stella:
Hello?
Hello, can I speak to Jennifer, please?
Speaking.
This is Stella Rawlings, from Children Aid. Im
ringing about your application.
Jennifer: Is it good news?
Stella: There is one point I need to check. On your form, it
says that youre 16. When is your birthday,
Jennifer?
Jennifer: In December.
Stella: So youll be 17 then.
146
UNIT 5
7
arrive ask chew go have leave
look at thank wear write
a. If you want to find a job, you have to read
the newspaper ads.
b. You cant arrive late for an interview.
c. You need to write a good CV.
d. You cant wear jeans when you go to a
job interview.
e. You have to thank the interviewer at the
end of the interview.
SPEAKING
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
WRITING
PAGE 167
FINAL REFLECTION
147
I volunteered in Cusco, Peru for six weeks during the summer of 2008
and it was the kind of experience that I could not possibly obtain any
other way. I worked at a rehabilitation center for young people with
drug and alcohol addictions. Working with the psychologist, I had the
opportunity to be a part of the rehabilitation process, helping conduct
interviews, psychological assessments, and group meetings.
Logan Nealis, Short-Term Quest Volunteer, Peru
for
This experience was definitely a great new experience
me! Not only did I get to work to help beautify the
environment, I also experienced the real culture of Costa
Rica by living with a host family. I even went to the beach
the
in my spare time and swam in the ocean! This trip was
fun!!
perfect balance between hard work and
Erica Hsu, Short-Term Quest Volunteer, Costa Rica
4 pts.
4 pts.
3 Read the text once more. Which of these sentences are facts (F) and which are
4 pts.
inferences (I)?
a. Lizzie Lee will continue working hard.
b. Logan Nealis experience could not be repeated.
c. Cynthia Castaldo didnt visit pre-school students.
d. Erica Hsu worked in an environmental project.
LISTENING - VOLUNTEER JOBS FOR STUDENTS AND TEENS
4
a.
b.
c.
d.
148
Listen to the recording. Number the sentences in the order you hear them.
All volunteers play an integral role.
Habitat offers basic shared accommodation.
Volunteering can also help you to gain new skills.
An associate will contact you.
UNIT 5
5 pts.
HOW
H OW ABOUT
ABOUT WORKI
WORKING?
NG?
Listen again. Match the beginnings in column A (a. - c.) with the endings in
column B (i. - v.).
A
a. Habitat for Humanity
b. All volunteer applications
c. If you are interested in becoming a
volunteer
d. For any further questions
6
a.
b.
c.
d.
e.
5 pts.
B
i. are carefully screened.
ii. needs short term volunteers.
iii. please download an application form.
iv. please contact the Volunteer
Program Manager
Listen to the recording once more. Are these statements true or false?
Habitat for Humanity needs volunteers below 16.
Habitat for Humanity accepts only local volunteers.
Foreign volunteers need a special visa.
If you want to join a program, you must send a letter.
You can contact the Program Manager by e-mail or by phone.
5 pts.
LANGUAGE
4 pts.
They (can / might) ______________ be away for the weekend but Im not sure.
It is probable he (might / may) ______________ go to Sheffield.
Probably, tomorrow (might / may) ______________ be a cooler day.
You (may / might) ______________ be right but it is not very probable.
8 Complete these sentences expressing preferences and using expressions from the box.
3 pts.
walk home / send an e-mail / stay at home / travel before / drink water
a. Would you like to go out for dinner tonight? No, ___________________
b. Do you want some orange juice? I ___________________
c. Will you phone me? I ___________________
3 pts.
SPEAKING
10 pts.
11 Write a short leaflet promoting a volunteer organization that offers works for teens.
10 pts.
Explain the objectives, the kinds of programs, the way the applicants can apply and
any other useful information.
57 pts.
TOTAL
0 - 15
Keep trying!
16 - 30
Good!
31 - 45
Very good!
46 - 57
Excellent!
149
40
40
150
UNIT 5
HOW
HOW ABOUT
ABOUT WORKI
WORKING?
NG?
SPEAKING
151
EVALUATION INSTRUMENTS
These are assessment tools you can use to measure students work.
They are scoring guides to evaluate a students performance based on
the sum of a full range of criteria rather than a single numerical score.
The evaluation instruments provided here include:
Rubrics.
Questionnaires.
Observation sheets.
These instruments differ from traditional methods of assessment in
that they examine students in the process of learning, clearly
showing them how their work is being evaluated. They
communicate detailed explanations of what excellence is
throughout a task and provide clear teaching directives.
The instruments strength is their specificity, which means that
individual students can fall between levels, attaining some but not
all standards in a higher level. While scores can be translated into
final grades, we must remind students that not every score counts.
These instruments are meant, to inform and improve teachers
instruction while giving students the feedback they need to learn
and grow.
These instruments can also be used in peer assessment and then
used to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment
phase, they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to students to
communicate them their grade and their strengths and weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital as the
feedback empowers students to evaluate their own work.
Advantages of using a variety of instruments:
Teachers can improve their direct instruction by providing focus,
emphasis, and attention to details as a model for students.
Students get explicit guidelines of teacher expectations.
Students can use the instruments to develop their abilities.
Teachers can reuse these instruments for various activities.
Complex products or behaviours can be examined efficiently.
They are criterion referenced, rather than norm referenced: (Did
the student meet the criteria for level 4? rather than How well
did this student do compared to other students?).
Ratings can be done by students to assess their own work, or by
others (peers, teachers, instructors, U.T.P. people, etc.).
152
EVALUATION INSTRUMENTS
153
Oral Presentation
Use this instrument two or three times per student during the year.
The students will be evaluated in: Non-verbal skills, Vocal Skills and
Content areas.
The teacher can give each student a copy of the instrument and
then read it with them. The students will improve their
performance if they know what they are expected to produce and
the areas they have to focus their attention on.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students performance according to
this scale. Once you have worked out the score of each student, you
can apply this chart to express his/her results:
1= Unsatisfactory 2 = Fair 3 = Very Good 4 = Excellent
Class participation
Use this instrument, at the end of each semester. It is a useful tool
for teachers to evaluate the way in which students take part in the
different activities and their level of engagement in class. It also
provides useful information to share with parents. The teacher can
combine the results of this rubric and those of the Behaviour rubric
to get a global additional mark at the end of a period.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students performance according to this
scale. Once you have worked out the score of each student, you can
apply this chart to express his/her results:
1= Unsatisfactory 2 = Fair 3 = Very Good 4 = Excellent
Behaviour
Use this instrument when you detect behaviour problems. This
rubric is meant to offer information on students attitude and
behaviour in relation to their classmates and can be a useful source
of information for course council. It can be applied by teachers or
used for peer assessment.
After applying this instrument, make students identify the areas in
which they got higher scores, and also the areas that need
improvement.
To work out the score of each student identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students performance according to
this scale. Once you have worked out the score of each student, you
can apply this chart to express his/her results:
1= Unsatisfactory 2 = Fair 3 = Very Good 4 = Excellent
Extended-response reading
Use this instrument in any lesson that invites students to
154
EVALUATION INSTRUMENTS
Skills
Criteria
1
Points
3
Understands 1
or 2 events or
key facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understands
most events in
sequence or
understands
most key facts.
Understanding details.
Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Gets most
important details
and key
language.
Nearly never.
Sometimes.
Most of the
time.
Nearly always.
Answering questions.
Answers
questions with
incorrect
information.
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Doing tasks.
Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher and
requires 4 or 5
questions and
prompts.
Provides
adequate
response to
teacher 2 or 3
questions and
prompts.
Provides
insightful
response to
teacher 1 or no
questions or
prompts.
Answer factual
questions on
general
information.
Answer factual
questions on
general and
specific
information.
Summarise the
beginning,
middle, and end
of the story.
Reveal the
sequence of
events, providing
details on
dialogue, and
motivation of
characters.
PHOTOCOPIABLE
Name: _______________________________
Total points
155
Name: _______________________________
Skills
Criteria
1
Points
3
Understands 1
or 2 events or
key facts.
Understands
some of the
events or key
facts.
Understands
many events or
key facts,
mainly in
sequence.
Understands
most events in
sequence or
understands
most key facts.
Understanding details.
Gets few or no
important
details.
Gets some
important
details.
Gets many
important
details.
Gets most
important details
and key
language.
Identifies 1 or 2
characters or
topics using
pronouns (he,
she, it, they).
Identifies 1 or 2
characters or
topics by
generic name
(boy, girl, dog).
Identifies many
topics or
characters by
name in text
(Ben, Giant).
Identifies all
characters or
topics by specific
name (Old Ben
Bailey).
Answering questions.
Answers
questions with
incorrect
information.
Answers
questions with
some
misinterpretation.
Answers
questions with
literal
interpretation.
Answers
questions with
interpretation
showing higher
level thinking.
Doing tasks.
Provides limited
or no response
and requires
many
questions or
prompts.
Provides some
response to
teacher 4 or 5
questions and
prompts.
Provides
adequate
response to
teacher 2 or 3
questions and
prompts.
Provides
insightful
response to
teacher 1 or no
questions or
prompts.
Total points
PHOTOCOPIABLE
156
EVALUATION INSTRUMENTS
PROJECT
Name(s):
Date:
Process
Poor
Satisfactory
Excellent
1,2,3
4,5
6,7
1,2,3
4,5
6,7
1,2,3
4,5
6,7
1,2,3
4,5
6,7
1,2,3
4,5
6,7
Poor
Satisfactory
Excellent
1. Format.
1,2,3
4,5
6,7
1,2,3
4,5
6,7
1,2,3
4,5
6,7
4. Creativity.
1,2,3
4,5
6,7
5. Demonstrates knowledge.
1,2,3
4,5
6,7
1. _____________________________
1,2,3
4,5
6,7
2. _____________________________
1,2,3
4,5
6,7
3. _____________________________
1,2,3
4,5
6,7
4. ____________________________
1,2,3
4,5
6,7
Product (Project)
Points
Points
Other:
Total:
PHOTOCOPIABLE
Teacher comments:
Source: http://www.sdst.org/shs/library/resrub.html
157
WRITING RUBRIC
Name:
Title of work:
Date submitted:
Criteria
Points
Unclear and
incorrectly placed;
it is not restated in
the closing
sentence.
Unclear and
incorrectly placed;
it is restated in the
closing sentence.
Either unclear or
incorrectly placed;
it is restated in the
closing sentence.
Clear, correctly
placed, and is
restated in the
closing sentence.
Supporting Sentence(s)
Paragraph(s) have
no supporting
detail sentences
that relate back to
the main idea.
Paragraph(s) has /
have one
supporting detail
sentence that
relate(s) back to the
main idea.
Paragraph(s) has /
have two
supporting detail
sentences that
relate back to the
main idea.
Paragraph(s) has /
have three or more
supporting detail
sentences that
relate back to the
main idea.
Detail Sentence(s)
Each supporting
sentence has no
detail sentence.
Each supporting
sentence has one
detail sentence.
Each supporting
sentence has at
least two detail
sentences.
Each supporting
sentence has three
or more detail
sentences.
Legibility
Writing is not
legible.
Writing is not
legible in places.
Marginally legible
handwriting,
typing, or printing.
Legible
handwriting,
typing, or printing.
Six or more
punctuation,
capitalisation, and
spelling errors.
Three to five
punctuation,
capitalisation, and
spelling errors.
One or two
punctuation,
capitalisation, and
spelling errors.
No errors in
punctuation,
capitalisation, and
spelling.
Total:
PHOTOCOPIABLE
Teacher comments:
158
EVALUATION INSTRUMENTS
Teacher: _______________________
Skills
Working with others
Criteria
1
Points
3
Help
Never offers
assistance to
others.
Listen
Participate
Never contributes
to the project.
Persuade
Never exchanges,
defends and
rethinks ideas.
Question
Never interacts,
discusses and
poses questions to
all member of the
class.
Respect
Never encourages
and supports the
ideas and efforts
of others.
Share
PHOTOCOPIABLE
Teacher comments:
159
HOMEWORK
Name: _______________________________
Date: _________
Teacher: _______________________
Skills
Criteria
1
Points
3
Assignment Completeness
9/10 of items
attempted.
All items
attempted.
Accuracy
Demonstrated Knowledge
Response shows a
complete lack of
understanding of
the problem.
Shows substantial
understanding of
the problem, ideas,
and processes.
Shows complete
understanding of
the questions,
ideas, and
processes.
Requirements
Meets the
requirements of
the problem.
Legibility
Writing is not
legible.
Response shows
some
understanding of
the problem.
Writing is not
legible in places.
Total points
PHOTOCOPIABLE
Teacher comments:
160
EVALUATION INSTRUMENTS
ORAL PRESENTATION
Name: _______________________________
Date: _________
Teacher: _______________________
Criteria
1
Points
3
Eye Contact
Facial Expression
Occasionally
demonstrates
conflicting
expression during
presentation.
Enthusiasm
10 or more are
noticed.
Topic Announced
Audience has no
idea what the
report is about.
Vaguely tells
audience what
report is about.
Gives some
Clearly explains
explanation of what what the report is
report is covering. covering.
Time frame
Within required
time frame.
Visual Aids
Poor, distract
audience, hard to
read / see.
Thoughts
articulated clearly,
but not engaging.
Enhance
presentation,
thoughts
articulated; keep
interest.
Completeness of Content
Vocal Skills
Vocalised Pauses (uh, )
No vocalised pauses.
Content
Most points
All points
covered in depth, thoroughly
some glossed over. explained.
PHOTOCOPIABLE
Add nothing to
presentation.
Total points
Taken and adapted from: http://www.tcet.unt.edu/START/instruct/general/oral.htm
161
CLASS PARTICIPATION
Name: _______________________________
Date: _________
Teacher: _______________________
Skills
Criteria
1
Student is late to
class more than
once a week and/or
has poor
attendance of
classes.
Student never
contributes to class
by offering ideas
and asking
questions.
Student is late to
class more than
once a week and/or
has poor
attendance of
classes.
Student rarely
contributes to class
by offering ideas
and asking
questions.
Listening Skills
Student never
listens when others
talk, both in groups
and in class.
Behaviour
Preparation
Attendance / Promptness
Points
3
Student is late to
class once every
two weeks and
regularly attends
classes.
Student is always
prompt and
regularly attends
classes.
Student proactively
contributes to class
by offering ideas
and asking
questions once per
class.
Student always
contributes to class
by offering ideas
and asking
questions more
than once per class.
Student rarely
listens when others
talk, both in groups
and in class.
Student sometimes
listens when others
talk, both in groups
and in class.
Student almost
always listens
when others talk,
both in groups and
in class.
Student almost
always displays
disruptive behaviour
during class.
Student often
displays disruptive
behaviour during
class.
Student rarely
displays disruptive
behaviour during
class.
Student almost
never displays
disruptive behaviour
during class.
Student is almost
never prepared for
class with
assignments and
required class
materials.
Student is rarely
prepared for class
with assignments
and required class
materials.
Student is usually
prepared for class
with assignments
and required class
materials.
Student is almost
always prepared for
class with
assignments and
required class
materials.
Total points
PHOTOCOPIABLE
Teacher comments:
162
EVALUATION INSTRUMENTS
BEHAVIOUR
Name: _______________________________
Date: _________
Teacher: _______________________
Skills
Criteria
Points
Distraction
Distracts
instruction several
times during a
class period.
Distracts
instruction 2-3
times during a class
period.
Distracts
instruction once
during a class
period.
Leadership
Never displays
leadership
Does not
participate at all in
class activities.
Rarely displays
leadership
Participates in
some class
activities.
Generally displays
leadership
Participates in
most class
activities.
Displays leadership
and is positive
Participates in all
class activities.
Cooperation
Never listens,
shares and
supports the
efforts of others.
Rarely listens,
shares and
supports the efforts
of others.
Generally listens,
shares and
supports the
efforts of others.
Always listens,
shares, and
supports the efforts
of others.
Often is publicly
critical of the work
of other members
of the group.
Occasionally is
publicly critical of
the work of other
members of the
group.
Rarely is publicly
critical of the
project or the work
of others.
Never is publicly
critical of the
project or the work
of others.
Repeatedly has a
negative attitude
about the task(s).
Rarely has a
positive attitude
about the task(s).
Generally has a
positive attitude
about the task(s).
Always has a
positive attitude
about the task(s).
Participation
Total points
PHOTOCOPIABLE
Teacher comments:
163
EXTENDED-RESPONSE READING
Name: _______________________________
Date: _________
Teacher: _______________________
Level
Student uses information from the text to interpret significant concepts or make connections to other
situations or contexts logically through analysis, evaluation, inference, or comparison/contrast.
Student partially integrates interpretation of the text with text-based support, also uses relevant and
accurate references; some are specific; some may be general and not fully supported.
Student uses information from the text to make simplistic interpretations and demonstrates an
accurate but limited understanding of the text.
Student does not address the task, makes little or no interpretation of the text and demonstrates brief
or no understanding of the written work.
Yes/No
Initial level
The aim of this Reading Progress Map is to place students in one of these levels according to their reading skills to generate future
improvements.
See English Progress Map on page 15 of the Introduction.
Teacher: _______________________
Includes a connection between the text and the reader's background knowledge.
Attempts to make a prediction or draw a conclusion about the text, includes details that are not explicitly stated.
No evidence of inference (making a prediction, interpreting information or drawing a conclusion) about the
text, conveys a minimum amount of information about the written work.
PHOTOCOPIABLE
Level
Yes/No
Initial level
Adapted from: the Hill Middle School Staff, Long Beach Unified School District, 1/2000
The aim of this Inference Reading Progress Map is to place students in one of these levels according to their reading skills to generate
future improvements.
See English Progress Map on page 15 of the Introduction.
164
EVALUATION INSTRUMENTS
QUESTIONNAIRE
Development of Tasks
Student's Name: _______________________________
Date: _______________________
Questions
Always
Frequently
Occasionally
Hardly ever
Never
Total
Total
Poor
Fair
5 - 10
11 - 15
Good
16 - 20
Excellent
21 - 25
PHOTOCOPIABLE
Teacher comments:
165
BIBLIOGRAPHY
The following web pages and books have been selected as
support and extra activities for teachers:
Listening comprehension:
http://www.elyrics.net
http://www.isabelperez.com/songs.htm
http://www.musicalenglishlessons.org/popsongs/
index.htm
http://www.saberingles.com.ar/songs/57.html
Book, Interchange Third Edition Class Audio, by Jack C. Richards
(author), Cambridge University Press, 2004.
Book, Edutainment: How to Teach Language With Fun & Games
(Paperback) by I. E. Hewitt (author), Delta Systems Co Inc; Bk &
CD edition (December 1998)
Book, Classroom Teacher's ESL Survival Kit No 1, by Elizabeth Claire
and Judie Haynes (authors), paperback, Pearson ESL, 1994.
Book, Simple Listening Activities, Jill & Charles Hadfield
(authors), Oxford Basics series, Oxford University Press, 2002.
Students learn better by listening to songs, videos or audio
recordings. So, it is advisable to work in pairs or small groups
and do not forget the three stages (before, while and after
listening). As a consolidation activity and if the text is
appropriate, ask them to sing together.
Reading comprehension:
http://www.abcteach.com/directory/
reading_comprehension/grades_24/informational/
http://www.readwritethink.org/lessons/
lesson_view.asp?id=152
http://www.breakingnewsenglish.com/
0805/080506-cyclone.html
Book, Reading, Writing and Learning in ESL: A Resource Book for
K-12 Teachers (3rd Edition), by Suzanne F. Peregoy (Author), Owen
F. Boyle (Author).Allyn & Bacon, Pearson, 2005.
Book, In the Middle: New Understanding about Writing,
Reading, and Learning (Workshop Series) by Nancie Atwell,
Heinemann, 1998.
Book, Reading Reminders: Tools, Tips, and Techniques by Jim
Burke, Boynton/Cook, 2003.
Students need to read in a wide variety of genres: narrative,
informational, procedural, biographical, persuasive, poetic; the
texts will become part of their background knowledge, providing
166
www.curriculum-mineduc.cl y www.textosescolares.cl