Way To Go Teachers Guide 6

6th grade
Teacher’s Guide
Teacher’s Guide
be completed in your own book, and not

in this book.
en este libro se deben realizar en un

cuaderno aparte, no en el libro.
Coordinación Editorial:
Richmond, 58 St Aldate’s, Oxford, OX11ST, UK

JUAN MANUEL SANTOS CALDERÓN
Deborah Tricker, Luke Baxter
Presidente de la República de Colombia
Richmond Colombia
MINISTERIO DE EDUCACIÓN NACIONAL Andrés Guerrero, Adriana Ramírez
YANETH GIHA Diseño:

Ministra de Educación Nacional Colaboradores de diseño: Luisa Juliana Avella Vargas,
Global Blended Learning, Colin Stobbart
VÍCTOR JAVIER SAAVEDRA MERCADO Equipo de diseño Richmond: Lorna Heaslip, Dave Kuzmicki,
Viceministro de Educación Preescolar, Básica y Media Magdalena Mayo
PAOLA ANDREA TRUJILLO PULIDO Edición:

Directora de Calidad para la Educación Preescolar, Equipo editorial Richmond:
Básica y Media Sue Ashcroft, Luke Baxter, Stephanie Bremner,
David Cole-Powney, Simone Foster, Fiona Hunt,
ROSA MARÍA CELY HERRERA
Jonathan Tasman, Deborah Tricker.
Gerente Programa Colombia Bilingüe
Colaboradores editoriales:
Equipo técnico programa Colombia Bilingüe Manick Publishing S.L., Christina Broadbridge, Sarah Curtis,
Elena Urrutia Sánchez Chloe Gathern, Ruth Goodman, Amanda Leigh, Stephanie
Fressman Eduth Ávila Parker, Claire Ransom, Sophie Sherlock, Rob Sved, Neil
Marcela Forero Jiménez Wood
Felipe Villalba Molano
Mauricio Ríos Delgado Cántico: Intelligent Audio
Vocalista: Georgina Jewson
British Council Consultoría: Otto Baxter
Ricardo Romero Medina- Director Inglés
Juan Camilo Ortegón Sánchez- Gerente de Proyecto © Ministerio de Educación Nacional (2016)
Miguel Ignacio Rodríguez Molano- Director Editorial ISBN 978-958-691-950-0
Viviana Caicedo Triana- Coordinadora de Proyecto Calle 43 No. 57-14 Piso 5, Bogotá D.C., Colombia
Andrea Santos Castro- Asistente de Proyecto www.mineducacion.gov.co
Autores Citación: Ministerio de Educación Nacional (2016).

Pilar Barrera Wey; Luis Darío Paredes; Claudia Vinueza Way to go! 6th Grade. Bogotá D.C. - Colombia
Impresión:
Proceso pre-editorial Disponible en línea a través de la página:
Diana Maritza Romero F.; Ángela Sierra www.colombiaaprende.edu.co/colombiabilingue
Ilustración y fotografía:
Todos los derechos reservados.
©2003-2016 Shutterstock, Archivo Santillana
Prohibida la reproducción total o parcial, el registro o
Diseño de portada la transmisión por cualquier medio de recuperación de
Luisa Juliana Avella Vargas información, sin autorización previa del Ministerio de
Educación Nacional.
Créditos fotográficos portada
Juan Gabriel Muñoz Duarte Bogotá, D. C. – Colombia
Respetada comunidad educativa,
Una de las metas del Ministerio de Educación Nacional es impulsar políticas acordes
con el Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, que generen
un impacto positivo en la sociedad y en el mejoramiento de la calidad educativa,
impactando los tres pilares del actual gobierno: paz, equidad y educación. El gran reto
es convertirnos en el país mejor educado de América Latina en el año 2025.
Con el propósito de materializar dichas políticas, el Ministerio de Educación cuenta
con programas como Colombia Bilingüe, cuyo objetivo fundamental es lograr que
nuestras niñas, niños y jóvenes se comuniquen más y mejor en inglés y, de esta manera,
facilitar su acceso a nuevas oportunidades profesionales, laborales y culturales.
En este sentido, nos complace presentarle al país la serie de textos de inglés Way to
go!, dirigida a los estudiantes y docentes de los grados sexto (6º), séptimo (7º) y octavo
(8º) de educación básica secundaria, materiales enfocados en cuatro ejes temáticos
transversales: Democracia y Paz, Salud, Medio Ambiente y Globalización.
Los textos Way to go! fueron desarrollados bajo el enfoque comunicativo y las
metodologías de aprendizaje por tareas y proyectos, y se encuentran alineados con
el Currículo Sugerido de Inglés para grados de sexto (6º) a once (11º) y con la Cartilla
de los Derechos Básicos de Aprendizaje de Inglés. De esta manera, contribuimos
al desarrollo de las habilidades del Siglo XXI de los estudiantes, futuros ciudadanos
críticos, autónomos, seguros y mejor preparados para enfrentarse a retos académicos y
profesionales, para que puedan aprovechar los desafíos y las oportunidades del mundo
moderno.
Agradecemos el esfuerzo de los Secretarios de Educación, rectores, estudiantes y
padres de familia y, especialmente, a los docentes colombianos, quienes son el eje
de los procesos pedagógicos y de la calidad de la educación. !Lograr una Colombia
bilingüe es una meta de todos!
3
Ministerio de Educación Nacional

Dear English teachers,
This year, the Colombian Ministry of Education, through the Colombia Bilingüe
program, introduced the Suggested English Curriculum from sixth (6th) to eleventh
(11th) grades, along with the Basic Learning Rights, whose main objectives are to
provide students with tools to communicate and interact in English. This has been the
first time our country has had access to a standardized, flexible, effective guideline
for English language teachers at public schools in all the regions of Colombia, hence
creating quality education and equal opportunities for our students.
We are now pleased to introduce to you the Way to go! English language textbooks
for sixth (6th), seventh (7th), and eighth (8th) grades. These textbooks are aligned
with both the Basic Learning Rights and the Suggested English Curriculum. The main
characteristics of the textbooks are transversality, adaptability, flexibility, and the
promotion of 21st century skills. The Way to go! series has been developed taking into
account the Colombian context, regional characteristics, local themes, and cultural
traditions. The material has been developed based on current tendencies in English
Language Teaching (ELT), including communicative and student-centred approach,
task-based and project-based methodologies, as well as assessment of and for learning.
This series includes key components to help the teacher carry out innovative tasks in
and out of class:
1. Teacher’s guide
2. Pacing guides for the teacher
2. Student’s textbook
3. Student’s workbook
4. Audio CDs
5. Interactive games for students
4 6. DVD with extra activities for the teacher
7. Interactive/digital version of the books (Colombia Aprende website*)
We hope you enjoy teaching English with these textbooks by adapting them to your
school’s particular needs and interests, and by motivating your students to learn English
in a highly communicative and innovative way. Thank you for opening a window
for your students to see English as a means of interacting with the world, and for
contributing to make Colombia a better educated country!
*You can find the PDF versions of the Way to go! textbooks on the Colombia Aprende official website:
www.colombiaaprende.edu.co/colombiabilingue
Ge n e ra l De s cri pti o n
Way to go! is a six-level secondary school series aimed at grades 6 to 11 for schools that
teach between three and five hours of English per week. The main purpose of the series is to
create an appealing and enjoyable environment in which students can develop their English,
not only in terms of grammar, but also at a communicative level. This series takes into
account the guidelines set out by the Ministry of Education in terms of the Basic Learning
Rights and the suggested English curriculum for Colombian schools, and also incorporates
modern and innovative conceptual developments in the discipline of teaching and learning
languages at a global as well as a national level.
Objectives and Characteristics
Way to go! has been carefully designed to establish a foundation for students to engage
in English learning by concentrating on communication. It provides them with the skills
needed to be able to communicate effectively with native and non-native speakers of
the English language, while helping students to use the language as an instrument of
interpersonal communication that helps them to represent, interpret and understand the
world. The objective of this material is to guide students to achieve the following expected
levels based on the Common European Framework of Reference (CEFR) within 180 class
hours in the school year:
• Sixth grade: Level A1

• Seventh grade: Level A2.1
• Eighth grade: Level A2.2
• Ninth grade: Level B1.1
• Tenth grade: Level B1.2
• Eleventh grade: Level B1.3
5
To achieve this, each book of the series comprises four modules and, in turn, each module
consists of three units that feature attractive and motivating topics including Democracy &
Peace, Globalization, Health and Sustainability. These are the main requirements identified
by the research that formed the basis of the Suggested Curriculum issued by the Colombian
Ministry of Education. Each theme is developed through the three units of each module and
within each didactic unit through listening, speaking, reading and writing activities that have
been specifically designed to contribute to students’ cognitive and social development. In
fact, this series is founded upon the following ideas:
• Language is a means of communication and construction of meaning.

• Language is a semiotic system that favours the construction of discourse and a variety
of text genres.
• Learning languages is a social phenomenon that includes cognitive, affective and
interaction processes (Bandura, 1992; Halliday & Hassan, 1989; Hymes, 1972; Vygotsky,
1978).
With these ideas in mind, the series provides a number of scenarios that promote interaction
with contexts that are as authentic as possible. In turn, this interaction facilitates the use
of language in a functional manner in situations that are similar to everyday life events (see
figure below).
THE WORLD
wide cultural chara
world cte
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is s
D
CO M M UN I
THE or environm T Y
ies f
g
en tal
t rate co
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s e
h
lis
rs
t ab
ati
ASSR
E C L es o O O M
on
Es
H
T n for r luti on
la of
ap c
on
gn
fl ic
si
De
D I VI D U
ts
IN
HE A
L
T
Establish a
healthy personal
care routine in
the classroom
(Note: taken from MEN 2016, Pedagogical Principles and Guidelines, Suggested English Curriculum, p. 23)
The Way to go! curriculum was conceived to meet the particular and varying needs of
6 Colombian schools. Therefore, specific features have been defined in order to help integrate
the books into the Colombian public school system.
• Flexibility: Although the curriculum has established fundamental objectives, these may
be achieved in a variety of ways, taking into account the particular contexts of individual
schools.
• Adaptability: The individual circumstances of each school need to be considered in

terms of internal bilingual projects, number of hours per week devoted to English classes,
availability of teachers, level of students and similar considerations.
• 21st Century Skills: These include the principal skills required to live and be successful in
the 21st century, such as those proposed by Trilling and Fadel (2009):
Learning and innovation: including critical thinking and problem solving,
communication and cooperation, as well as creativity and innovation.
Digital literacy: including information, media and ICT literacy.
Skills for work and life: including flexibility and adaptability, initiative and self-
direction, productivity and responsibility.
Leadership and personal responsibilities
The topics, class activities, tasks, projects and challenges developed throughout the series
all feature these skills, so that students can put them into practice and be ready to function
as citizens who are well equipped for everyday life.
Competences
The Way to go! curriculum also considers the importance of developing different
competences in students. The MEN defines ‘competence’ as “the knowledge, abilities and
skills a person develops to understand, transform and participate in the world in which he/
she lives” (MEN, 2009, 1). According to the MEN, a competent student must know how to
be, how to do and how to relate “in specific situations that require creative, flexible and
responsible applications of knowledge, abilities and attitudes” (MEN, 2006a, p. 12).
The main competence considered throughout this series is the Communicative

Competence, including the linguistic competence which refers to the knowledge of lexical,
syntactic and phonological aspects of a language; the sociolinguistic competence (Hymes,
1972) which considers social and cultural factors which are implied in the use of a language;
and the strategic competence, referring to the ability to use varying resources in order to
communicate appropriately and successfully while overcoming limitations that may arise
due to an individual’s level of English.
Intercultural Competence is another competence that is built up throughout this series.

Malik (2003) defines it as “the knowledge, abilities or skills and attitudes a conversational
partner / intercultural mediator must have, supplemented by the values that are part of a
certain society and the numerous social groups to which we belong” (p 15). This series does
not approach this competence from the point of view that any particular culture is superior
or better. It simply focuses on familiarizing students with other cultures and encouraging 7
them to develop respect and value diversity regarding similarities to and differences from
their own culture. Thus, our Colombian identity is acknowledged, while simultaneously
allowing an insight into other cultures from around the world.
Teaching & Learning Approach
Way to go! is based on the theory that students learn best when they are provided with
the opportunity to use the language, rather than talking about it. In addition, it promotes
students’ development as autonomous learners.
In order to accomplish this, authors followed the proposals of the Suggested Curriculum for
English by the Ministry of Education regarding theoretical and methodological principles to
design the syllabus of the different grades, as follows:
Grades 6 and 7: Task-based Learning

This learning approach is based on asking students to carry out meaningful tasks while using
the target language. To do this, students need to accomplish different tasks that require a
wide range of meaningful communicative activities which encourage the use of English
to communicate ideas while placing greater emphasis on fluency than on grammatical
accuracy (Ellis, 2004; Brumfit, 1984). There are three main stages to this approach:
1. Before the task: A context for the task is presented by signaling the topic, situations and
lexical areas, as well as oral and written texts that will help students carry out such tasks
correctly. The aim here is to motivate students and encourage them to show interest.
2. During the task: Students work in groups or in pairs to complete the task. When ready,
they present their findings. The idea is to promote natural communication rather than
grammatical accuracy. For this reason, the teacher needs to constantly monitor the
students’ activities, making notes of problems observed.
3. After the task: Students present the results obtained from the execution of the task.
The teacher needs to offer feedback regarding common and specific problems such as
pronunciation, lexical phrases and sentence structure. The purpose of this stage is for
students to reflect on ways they can improve.
Grades 8 and 9: Project-based Learning

Project-based learning works in a similar way to Task-based learning, in that it focuses on
students learning in an entertaining, holistic, democratic and motivating way. However,
a little more time is needed for students to develop their projects as they relate to their
school, their community and the real world.
All the activities that are undertaken before and during the tasks must be focused on
building strategies that lead to a final project on the topic. For the project to be carried
out successfully, students need time to investigate, collect, analyse and use information,
while the teacher needs to centre his/her attention on providing support and motivating
students. The final goal of a project is for individual students or groups of students to
8 present it to the class, putting into practice their linguistic, sociolinguistic and strategic
competences.
10th and 11th Grades: Problem-based Learning

According to Barrows & Meyers (1993), teaching and learning based on problems focuses
on the students’ ability to apply their previous knowledge and the knowledge that they
acquire through the solving of problems that are similar to everyday life. In this way,
students develop their critical thinking abilities, while enhancing their potential to relate to
others in the search for joint solutions.
Problem-based learning requires commitment from teachers in order to facilitate and

guide the process which ultimately helps promote autonomy and flexibility during the
investigation, and allows students to come to their own conclusions and make their own
decisions. Problem solving encourages students to build social learning and cooperation
skills which, together with the ability to communicate and negotiate, come under the
category of 21st century skills.
Lesson Planning
Lesson planning is fundamental in the learning process, so we strongly recommend that all
teachers thoroughly plan all lessons. If properly organized, students are much more likely
to remain engaged and focused throughout the whole class. In the Way to go! series, we
suggest following this five-step structure when planning lessons: Warm Up, Familiarization,
Practice, Application, and Assessment.
1. Warm Up
This is where teachers need to draw on any previous knowledge students may have
regarding the topic, encouraging students to feel they have something to contribute. The
activities proposed must be appealing and can include short discussions, observing pictures
or talking about students’ prior experiences.
2. Familiarization
The first stage is to make students familiar with the communicative context on which the
lesson is based. Way to go! generally follows an inductive approach where language rules
are inferred by means of examples and structured context. In other words, students can
arrive at a rule by focusing on language examples instead of stated grammar structures and
rules.
3. Practice
Way to go! provides a wide variety of activities that offer students the chance to practise
what they are learning. This is the stage where students move from controlled exercises to
slightly freer and more creative activities. The teacher should always provide communicative
models in a clear and meaningful way, in order to promote communicative and problem
solving skills, while still allowing for time to reflect on the form as well.
4. Application
At this stage of the lesson, students should be ready to reinforce what they have learned
and use the language in different communicative activities. Just some of the activities
that are recommended here include games, songs, rhymes, tongue twisters, competitions, 9
role-playing, discussions, projects, surveys and workbook activities. The Teacher’s Guide
provides teachers with extra activities that help develop the competences promoted
throughout the series.
5. Assessment
At the end of each unit a self-assessment page is provided and is to be completed by
students. Each module also includes an evaluation page where teachers and peers evaluate
the students’ development throughout the module. Way to go! was created in the belief
that assessment is a permanent and on-going process. This means that the teacher and
students should use any point in the unit, or any single activity, to check understanding and
the ability to apply learned knowledge.
M o d ule Str u ctu re
The four modules in the book address the following topics: Democracy and Peace, Health,
Globalization and Sustainability. These topics are in line with the socio-cultural approach
for the teaching-learning process in which the functional aspect of the language is framed
in real-life scenarios for communicative exchange to happen. Each module comprises a
module opening, three units, a chant activity, a review, self- assessment and a task or
project presentation.
a. Module Opening:
Every module starts with a presentation of the language functions students are expected
to learn and develop in each unit. Also, the types of texts students need to deal with
throughout the process are indicated.
Additionally, and depending on the grade, a description of the task, project or problem to
be developed throughout the module is stated. For sixth and seventh grades, a task will be
developed through mini-task activities. In eighth and ninth grades, students will work on
a project. Tenth and eleventh grades will be given a problem to work on and come up with
feasible solutions.
Besides familiarizing the student with the goals they are expected to accomplish, this
opening will also activate previous knowledge through open-ended questions and
background images and provide a glimpse of the topic to be developed throughout the
module. Finally, the name of the song for the chant section is announced.
b. Module Units:
Each unit progressively develops the topic and gives students the necessary tools in
three main lessons. There are plenty of communication activities, which give students the
opportunity to practise.
In the first lesson, students become familiar with the topic, the vocabulary and the
communicative activity which make up the learning process. They will also start to become
aware of the grammar structure, embedded within the communicative activity, in an
10 inductive manner. The main idea of lesson 1 is to provide the bases for the acquisition of
new language by cognitively elaborating both the instrumental knowledge of the language
(learning to communicate) and the formal knowledge of it.
In the second lesson, students are guided into a semi-controlled practice of the elements
introduced in the first lesson. They are also encouraged to expand their knowledge through
the introduction of new sub-topics, which help students develop further skills. The objectives
are announced at the beginning of each unit as Can-do statements, which are limited to just
a few in each lesson. The main focus of lesson 2 is to help students create associations in
their brains through activities aimed at their practice of the formal aspects of the language.
Finally, in the third lesson, students develop and practise autonomously the language
acquired in the first two lessons. The idea is to equip students to use all the tools, skills and
knowledge to perform personalisation activities and accomplish a mini-task that will help
them achieve a final task in each module.
In addition to the main lessons, supplementary sections are provided to help students
improve their learning strategies and processes. These are: Word Bank, Study Tip, Useful
Expressions and 21th Century Skills.
c. Chant:
In this section, which appears before the final self-assessment, students will be encouraged
to make use of the target language in a more enjoyable manner. This chant includes an
activity designed to consolidate the module’s objectives by appealing to students’ musical
intelligence in three different instances: before, during and after activities.
d. Self-assessment:
This section is based on the objectives established at the beginning of the unit. At the end
of the unit, students reflect on how well they have done in acquiring the knowledge they
are expected to achieve in each unit.
e. Review:
After the self-assessment in the third unit, a review section is included to prepare students
for the final assessment. This two-page review is based on play, usually in a board game
format that incorporates all the items to be assessed.
f. Project:
The project section seeks to work on the task established for the module. This task is the
result of a progression of activities that start in the first lesson and are concluded and
explored more deeply in the third lesson of each unit.
g. Evaluation:
The evaluation process includes self-assessment sections after each unit and a general
test at the end of the module. Both evaluation types assess the four skills. After each unit,
students should perform a 15-item activity. For the module’s evaluation, a 60-item test is
delivered to students. It is also important to mention that there are two types of evaluation:
evaluation of knowledge and evaluation for knowledge. The former is based on rubrics that
measure the indicators to be achieved by the student and the latter aims to promote the
skills and processes needed for the development of knowledge. Self-assessment is part of
11
this type of evaluation.
For a clearer insight of the module structure, see the following figure:
Self-
Unit 1 Lesson 1 Lesson 2 Lesson 3 assessment
Self-
Unit 2 Lesson 1 Lesson 2 Lesson 3 assessment
Self-
Unit 3 Lesson 1 Lesson 2 Lesson 3 Chant assessment
Review Project Evaluation

Get To K n ow Yo u r S e ri e s
Following the theoretical foundations of this series and the previous module structure
explanation, this section aims to provide teachers with an overview to help them locate
throughout the teacher’s book all the information they require. In addition, this section
delivers a brief outline of all the book’s sections in their actual sequence.
Student’s Book
List of Contents:
A practical guide for teachers to find a particular item in the book.
Basic Learning Rights (BLRs):

These rights constitute the knowledge and skills students must learn in education processes
in Colombia. The Colombian Ministry of Education adopted them as essential tools to
ensure quality and equity in education for all children. BLRs describe the elements and
skills needed to achieve communicative performance in a foreign language.
Modules:
Modules 1, 2, 3 and 4 are accessed as described in the previous section. The teacher will be
able to see the student’s page on one side with the corresponding teacher’s page opposite
it. The teacher will find all the useful information needed to develop lessons efficiently.
Communicative/Gap Activities:
These activities require students to communicate with each other in order to accomplish a
specific task or solve a given problem. For this, students need to make use of their linguistic
and strategic competences to obtain missing information from their classmate. Use the
Gap activities to enhance communicative skills; be aware that the answers for “Student B”
are found in “Student’s A” activity, and answers for “Student A” are found in “Student’s B”
activity.
Grammar Charts:
These charts provide useful reference information which teachers can refer students to
12 when necessary. The charts give a concise explanation of the grammar structures presented
in each module.
Vocabulary List:
This time-saving list can be checked by teachers to plan their classes and prepare vocabulary
activities beforehand. Teachers can refer students to this list in order to enhance their
vocabulary learning.
Verb list:
This is a list of common irregular verbs to assist teachers and students.
Workbook
For additional practice and reinforcement, the workbook presents the same number of units but with
fewer pages: three pages per unit, a self-assessment page per unit and a chant activity per module. After
the four modules, there is a section for vocabulary activities.
Teacher’s Guide
Besides presenting the student’s book content, this guide will provide:
Scope & Sequence:
This organizational structure gives the sequence in which linguistic, pragmatic and sociolinguistic elements
need to be delivered. Additionally, the objectives, activities, evaluations, tasks/projects, and methods are
included.
Vocabulary Teaching Tips:

Complementing the previous section, these suggestions can help teachers make vocabulary learning
easier for students.
Student’s Workbook Answers:

Teachers will find the answers for the different workbook activities in this component of the series.
Rubrics:
In this section, teachers can find speaking, writing and project rubrics to help with the process of
assessment process. These charts include the criteria to be evaluated, with a brief description of all the
possible students’ performances, and suggest a corresponding numeric grade and performance descriptor.
Projects:
As equity is an important element in this series, this section suggests alternative options for tasks or
projects. Given the context of Colombian public schools, some of the projects proposed in the modules
may be difficult to achieve in every school in the country. For this reason, these alternatives are aimed at
suiting a broader range of school types (urban, rural, semi-rural), technology availability, supply access,
etc.
Writing Bank:
Samples of different writing types and/or formats with short examples are provided for teachers. The
purpose is to point out key elements in the different writing types featured in the book.
13
Learning Strategies and Study Skills:
Teachers will find this information very useful when planning lessons and helping students overcome
difficulties or improve their language learning performance.
List of Online Resources:

Different websites are listed to help the teacher expand a certain element, provide additional practice,
prepare a lesson, or design class material.
STRUCTURE AND COMPONENTS
OF THE BLR: ENGLISH
For Grades 6th to 11th, there is a list of Basic Learning Rights. Every BLR is presented as follows:
An icon indicating the ability or abilities

to be developed.
BLR that the student should achieve by the end
of the academic year.
1
Participates in short conversations providing information about him/herself
as well as about familiar people, places and events using simple phrases and
sentences previously memorized. For example:
It represents the BLR

number, but it doesn’t Luisa: Hi, Luisa. Tomorrow we Secondary ideas or
suggest a specific have our math test. clarifications giving
order or learning a context to the
structure during the Anita: That is true. I´m very BLR. These ideas are
academic year. nervous. I need to pass. written in a color
Luisa: Why don´t we study different than the first
together? statement.
Anita: That is a great idea.

When we finish, we can play
some videogames to relax.
Luisa: Ok. Come to my house

after school.
Anita: Ok. See you there.
An example to make the BLR easier

to understand.
• First, there is a numbered statement that matches the basic learning right the student
is entitled to receive during the school year. The statement is identified by a color
and corresponds to either one or several language skills (reading, listening, writing,
monologue and/or conversation). It will be expressed in the third person singular
14 since it refers to the student.
• Then, secondary ideas or clarifications that contextualize the BLR are written in a
different color.
• Lastly, there is an example to allow for better comprehension of the BLR. This example
is NOT intended to be the only activity performed in class, as it does not represent all
of the implications of the BLR, but rather represents a sample of what the student may
develop within a certain context.
LISTENING READING WRITING
MONOLOGUE CONVERSATION
Basic Learning
Rights
English
6th Grade
1 2
Participates in a short conversation where he/she Requests and provides clarification on how names and
provides his/her name, age and basic information to unknown words are spelled.
professors, friends and acquaintances. For example:
Hello, I am Antonio. I am your new classmate.
Hi Antonio, How are you?
Antonio: Where are you from?

Margarita: I am from Riohacha.
I am fine, thank you. What is your name? Antonio: Margarita, how do you spell that?
Margarita: R-I-O-H-A-C-H-A
My name is Margarita.
Antonio: Nice to meet you, Margarita
Margarita: Nice to meet you, too.
3
4
Understands and uses familiar words and short phrases
about routines, daily activities and preferences. For
example, the student understands or can produce a text like
the following:
Understands instructions related to class, school, and
community activities and expresses them orally and
I’m Angela Poole.
I’m a doctor.
in written form to evidence his/her understanding. For 15
example:
I work in a hospital.
I really like my job.
On weekends, I like
to play soccer with my
children and listen
to music.
Name: Angela
Last name: Poole
Occupation: Doctor
Likes: Play soccer Don´t run in Use the Turn off
and listen to music. the halls. trash can. the lights.
Basic Learning
Rights
English
6th Grade
5 6
Answers questions related to “what, who and when” after
Describes the basic characteristics of people, things,
reading or listening to a short simple text whose topic
and places found in his/her school, city or community using
is connected to familiar events. For example, whenever the
short phrases and sentences. For example:
student reads or listens to a text, he/she can answer questions
like the following:
Carnival of Barranquilla
Carnival is one of the most traditional
Colombian folklore celebrations.
Dance groups, costume makers, and
the Queen of the Carnival work very What is the Carnival
hard to make it an unforgettable party. of Barranquilla?
We celebrate carnival for four days. The Carnival is a traditional
On Saturday, we see ‘The Battle of Colombian folklore celebration.
Flowers’, a parade of dance groups Where is this celebration
and floats. performed?
On Sunday, we see ‘La Gran Parada de Barranquilla.
My City Tradición’ and the ‘Orchestra Festival’. Who participates in the party?
On Monday, ‘the Gran Parada de Dance groups, costume
I live in Pasto. This is a small and beautiful city in the Andean Comparsas’ shows fantasy costumes makers, and the Queen of
area of Colombia. There are many mountains around the city. and dancing. the Carnival.
Many tourists visit the famous Galeras Volcano and the Black Carnival ends on Tuesday with The What is the ‘Battle of Flowers’?
and White´s Carnival Museum. Burial of Joselito, who symbolizes the A parade of dance groups
joy of the Barranquilla Carnival. and floats.
7 8
Writes basic personal information in pre-established
forms that request information such as name, age, date of Understands the subject and general information of a short
birth, gender, nationality, address, phone, etc. For example, simple text using aids such as images, titles, and key words.
the student fills in an identity card with basic personal For example, after reading a short text, the student shares
information. ideas with his/her
16 Carlos: This text is

about France and
some interesting
Name: Mariluz facts.
Last name: González Jesús: Yes, for
Sex: Male __ Female X example the capital
Age: 15 is Paris and the
Birthday: August 24Th language they speak
Nationality: Colombian is French.
Address: 79th St # 42 - 200
City: Tunja Carlos: And the flag
Phone: 741 48 60 is blue, white and
red.
Basic Learning
Rights
English
6th Grade
9 10
11 12
17
L EV EL 6 SCO P E A N D S EQU E N C E
Language Functions Text types Grammar Vocabulary

Module 1:
Living Together in
the Classroom
Unit 1: ▪▪ Say hello and goodbye ▪▪ personal ID ▪▪ Present simple (to ▪▪ Greetings: Hello, hi,
Hello! ▪▪ Spell out names cards be) nice to meet you
▪▪ Ask and answer questions ▪▪ school ID ▪▪ Yes/No and Wh- ▪▪ Alphabet and
about basic personal cards questions numbers 0–10
information ▪▪ descriptive ▪▪ Indefinite article ▪▪ Plural and singular
▪▪ Introduce yourself and paragraph a/an nouns
another person ▪▪ directory ▪▪ Indefinite pronoun ▪▪ Classroom
▪▪ Ask and answer questions of famous some instructions;
about objects in the people/ ▪▪ Singular and plural Classroom objects
classroom students nouns
Unit 2: ▪▪ Describe daily routines ▪▪ survey ▪▪ Present simple: ▪▪ Routines: What

What Do You Do? ▪▪ Ask and answer questions ▪▪ narrative positive, negative time does she wake
about daily routines paragraph and question forms up? Does he do any
▪▪ Ask and answer questions ▪▪ article ▪▪ Yes/No questions (Do sport? How often/
about the time ▪▪ diary you ...? Yes, I do./ When do you ...?
▪▪ Describe the frequency of ▪▪ letter No, I don’t.) ▪▪ Numbers 0–100
activities ▪▪ poem ▪▪ Personal pronouns
▪▪ Talk about habits at school ▪▪ Adverbs of
▪▪ Understand and use frequency: always,
classroom language sometimes, never
Unit 3: ▪▪ Talk about family ▪▪ article ▪▪ Possessive adjectives ▪▪ Members of the

My People! relationships ▪▪ descriptive ▪▪ Present simple family
▪▪ Talk about people’s feelings paragraph affirmative, negative ▪▪ Feelings
▪▪ Understand information ▪▪ narrative and question forms ▪▪ Physical description
about people’s physical paragraph words
appearance ▪▪ personal ▪▪ Personality words
profile

Module 2:
Healthy Habits
Unit 1: ▪▪ Identify the main parts ▪▪ descriptive ▪▪ Regular and ▪▪ Parts of the body
My Body is an of the body and their paragraph irregular plural ▪▪ Adjectives to
features. ▪▪ informative nouns describe parts of
Amazing Machine! ▪▪ Understand short, simple sentences ▪▪ Personal pronouns the body
descriptions of body ▪▪ interview ▪▪ Present simple ▪▪ Problems of
problems. ▪▪ report ▪▪ Wh- questions different parts of
▪▪ Create short, simple ▪▪ recommendations the body
sentences about
recommendations to
1 81 8 protect our bodies.
Unit 2: ▪▪ Create short, simple ▪▪ explanatory ▪▪ Expressing likes ▪▪ Vocabulary related

sentences about interests paragraph and dislikes to sports and
People Can Do
and likes ▪▪ informative ▪▪ Expressing ability hobbies
a Lot of Things ▪▪ Describe what you and paragraph with can/can’t ▪▪ Vocabulary related
other people can/can’t do ▪▪ descriptive ▪▪ Questions with can to actions to help
▪▪ Ask and answer questions paragraph ▪▪ Present continuous the community
about what people are ▪▪ Questions in the
doing present continuous
Unit 3: ▪▪ Describe habits and ▪▪ informative ▪▪ Adverbs of ▪▪ Days of the week

personal care routines paragraph frequency and months of the
My Health Care
▪▪ Talk about the time and ▪▪ lists ▪▪ Prepositions of year
Routine days when I do activities ▪▪ survey time ▪▪ Ordinal numbers
▪▪ Exchange personal ▪▪ Telling the time
information about daily
activities
Module 3:
Green Community
Unit 1: ▪▪ Talk about your home and ▪▪ descriptive ▪▪ Prepositions of ▪▪ Parts of the House
Eco-friendly Home where you live paragraphs place ▪▪ Objects in the
▪▪ Ask about other people’s ▪▪ guide ▪▪ There’s/ house
homes ▪▪ poster There are ▪▪ Eco-friendly
▪▪ Talk about ways to help and ▪▪ interview ▪▪ This, these, activities
protect the environment that and those
Unit 2: ▪▪ Talk about places in town ▪▪ maps ▪▪ Wh- questions ▪▪ Places in town
I Belong to a ▪▪ Describe places ▪▪ questionnaire ▪▪ Prepositions of ▪▪ Being a good
▪▪ Talk about where places are ▪▪ signs Place citizen
Community ▪▪ directions ▪▪ Giving Directions
▪▪ interview
Unit 3: ▪▪ Use vocabulary related to ▪▪ explanatory ▪▪ Present ▪▪ Jobs

Every Job is jobs paragraph continuous ▪▪ Sequence
▪▪ Talk about actions in ▪▪ informative connectors
Important progress paragraph
▪▪ Describe actions in a simple ▪▪ diary
and logical sequence ▪▪ documentary
▪▪ Talk and write about daily
activities

Module 4:
Around the World
Unit 1: ▪▪ Talk about nationalities ▪▪ form ▪▪ Adjectives ▪▪ Countries and
One World ▪▪ Describe places ▪▪ informative nationalities
▪▪ Identify cultural paragraph ▪▪ Descriptive
characteristics ▪▪ descriptive adjectives
▪▪ Ask for and give information paragraph
about your town ▪▪ advertisement
▪▪ newspaper article
Unit 2: ▪▪ Describe weather conditions ▪▪ informative ▪▪ Adjectives to ▪▪ Weather and

Weather Changes ▪▪ Understand details about paragraph describe the seasons
the weather in short, spoken ▪▪ descriptive weather ▪▪ Clothes
texts paragraph ▪▪ Present
▪▪ Describe clothes ▪▪ poem continuous to
▪▪ Compare traditional clothes ▪▪ scientific paragraph describe what
from different regions and ▪▪ fable (narrative one is wearing
countries text)
19
Unit 3: ▪▪ Describe celebrations and ▪▪ descriptive ▪▪ Intensifiers ▪▪ Vocabulary related
Let’s Celebrate! traditions paragraph ▪▪ Comparatives to celebrations
▪▪ Talk about traditional foods ▪▪ informative ▪▪ Vocabulary related
▪▪ Describe people, places and paragraph to food
customs ▪▪ story (narrative ▪▪ Adjectives related
▪▪ Compare customs text) to food
C onte nts
Modul
Democracy and Peace
e 1 M o
Health
dule 2
Living Together in Healthy Habits
the Classroom
Module Presentation ......................... page T8 Module Presentation ....................... page T48

Unit 1: Unit 1:
Hello! ....................................................... page T10 My Body Is an Amazing
Machine! ................................................ page T50
Unit 2:
What Do You Do ................................ page T20 Unit 2:
People Can Do a Lot of Things! .... page T60
Unit 3:
My People! ........................................... page T30 Unit 3:
My Health Care Routine ................. page T70
Review .................................................... page T42
Review .................................................... page T82
Project .................................................... page T44
Project .................................................... page T84
Evaluation ............................................. page T46
Evaluation ............................................. page T86
20
Theoretical and methodological foundations of the series .......................... page 5
Explanation of the Module Structure...................................................................... page 10
Get to Know Your Book................................................................................................. page 12
Basic Learning Rights...................................................................................................... page 14
Scope and sequence....................................................................................................... page 18
Communicative Activities ........................................................................................... page 342
Grammar Charts .............................................................................................................. page 350
Vocabulary Lists ............................................................................................................... page 352
Vocabulary Teaching Tips ............................................................................................ page 354
M odule
Sustainability
3 M o dule
Globalization
4
Green Community Around the World
Module Presentation ..................... page T88 Module Presentation .................... page T128
Unit 1: Unit 1:
Eco-friendly Home ............................ page T90 One World ......................................... page T130
Unit 2: Unit 2:
I Belong to a Community ............ page T100 Weather Changes ........................... page T140
Unit 3: Unit 3:
Every Job is Important! ................ page T110 Let’s Celebrate! ................................ page T150
Review ................................................. page T122 Review ................................................. page T162
Project ................................................. page T124 Project ................................................. page T164
Evaluation .......................................... page T126 Evaluation .......................................... page T166
21
Workbook Answers ....................................................................................................... page 356
Speaking Rubrics ............................................................................................................. page 360
Writing Rubrics ................................................................................................................ page 364
Project Rubrics ................................................................................................................. page 366
Additional Project Ideas ............................................................................................... page 368
Writing Bank ..................................................................................................................... page 372
Learning Strategies ......................................................................................................... page 378
Irregular Verb List ............................................................................................................ page 380
Online Resources ............................................................................................................ page 381
Mo d ule 1
Democracy and Peace
Living Together in the
Classroom
Unit 1 Unit 2 Unit 3

Hello! What do you do? My people!
Language Functions Language Functions Language Functions
• Say hello and goodbye • Describe daily routines • Talk about family
• Spell out names • Ask and answer questions relationships
• Ask and answer questions about daily routines • Talk about people’s
about basic personal • Ask and answer questions feelings
information about the time • Understand information
• Introduce yourself and • Describe the frequency of about people’s physical
8 another person activities appearance
• Ask and answer questions • Talk about habits at school
about objects in the Text Types:
classroom Text Types:
• Understand and use • article
• survey • descriptive paragraph
classroom language
• narrative paragraph • narrative paragraph
Text Types: • article • personal profile
• diary
• personal ID cards • letter
• school ID cards • poem
• descriptive paragraph
• directory of famous people/
students
14/12/16 10:39 a.m.

Module 1 Presentation
• Explain to students that • Ask students to describe Unit 1

10 this book is divided into 20 the picture. This may be Hello!
minutes minutes
four sections or modules done in Spanish as they
• Read the language functions
and that this first section might not know all the
students are expected to achieve at
is called ‘Democracy and words they need; some students
the end of the unit.
Peace’. may just be able to say hand, so
allow L1 to be used. • Clarify vocabulary, e.g. spell out,
• Ask students if they know what
introduce, yourself, ID, etc. As you
peace means. If they don’t, draw a • Elicit that this picture of people or
may encounter true beginners,
dove with a little branch of an olive students raising their hands might
always use body language or
tree in its beak, as a symbol of peace. show people answering questions,
mime the words to help students
because active participation defines
• Read the title and explain that this understand the idea.
democracy. The people might also be
means knowing your classmates: i.e.
saying, ‘Here I am.’
their personal information (names,
telephone numbers, their family, • Emphasize the fact that the Unit 2
their likes and dislikes). presence of everyone is important. What Do You Do?
Every student makes significant • Read all the items, checking
• Point out that knowing who
contributions to the class, so understanding of vocabulary like
you share your classroom with
respecting everyone’s point of view daily, routine, time, habit, language,
contributes to achieving peace
is essential. diary and survey. Mime the words
and democracy in the classroom,
as knowing about another person • Go over the specific language and use pictures/drawings to help
helps you to understand him/her. functions and text types of the three students understand the concepts.
units.
• Explain to students that language Unit 3
functions refer to the purposes My People
for which we use language to
• Read all the language functions
communicate, for instance, saying
and text types, checking any words
‘Hello!’ represents the purpose or
students do not understand, e.g.
objective of greeting.
relationships, feelings, appearance,
profile.
• Use body language to make yourself
understood. Also, drawing faces on
the board can be helpful for moods
and feelings.
T8
Explore Your Knowledge
Look at the pictures and answer …
• Which classroom objects do

you recognize?
• What is your favourite colour
of pen?
• What is your favourite thing
about school?
• Do you have good friends at
school?
Task: A Wall of Honour
In this module you will work in groups to prepare a formal presentation.

Hello! What do you do? My people!
9 1. Introduction of two 3. Personal information 5. Interview (Lesson 2, activity 6) 9
classmates (Lesson 3, profile (Lesson 1, activity 7) 6. Description of a classmate, giving
activity 5) 4. Poster presentation personal and family information.
2. Class directory (Lesson 3, activity 8) (Lesson 3, activity 7)
(Lesson 3, activity 7)
Chant
Good Morning Everyone
L6M1_SB_Module Presentation_AFL_101016.indd 9 01/12/2016 12:17

Explore Your Knowledge Final Task

20 10
minutes • Ask students to look at minutes • Explain that in module
the images and tell you 1 they will be creating a
what they see. Write what Wall of Honour and for that
they say on the board. They might purpose they will be making a class
say things like school, pencil, colours. directory and introducing some
classmates in unit 1, a personal
• Write Classroom objects on the
information profile and a poster
board as a title and organize the
presentation in unit 2, and an
students’ list.
interview and a paragraph about
• Read the Explore Your Knowledge another classmate’s information and
questions and elicit some answers family in unit 3. It is even better if
from students. While students are this can be done through questions,
answering the first question, add the so students are asked to interpret
objects to the students’ original list. the information in the chart.
Some may ask how to say something
• Finally, read the title of this module’s
in English, so things like board, desks,
chant, Good morning, everyone! and
maps, atlas, noticeboard, notebook,
ask them what they understand and
ruler, pen, rubber, sharpener, books,
how they can relate the content of
scissors, brushes, protractor and sheet
the units to the title of the chant.
of paper may also be included on
the list. In addition, set square and
compass can be incorporated. Clarify
new vocabulary. To do so, you can
use real objects or pictures.
• Use the second question as an
opportunity to review the colours by
asking several students to name or
translate them from Spanish.
• For the last question, ask students
to tell you their friends’ names. This
is a chance for you to start learning
students’ names!
• Remind students that they need to
perform a final task for each module,
but that they will work towards
achieving it during the whole module
by accomplishing mini-tasks.
T9
Module // 1 Unit // 1 Lesson // 1
Unit » 1
Objectives
» I can ask and answer questions about
basic personal information.
» I can introduce myself and another
Hello!
person.
» I can understand information about
objects in the classroom.
In Context » My First Day at School

1 1. Listen This is the first day at school in Cali. Listen to the students.
Good morning! I’m

Andrea and I’m 12. Hello! I’m Duván.
I’m 12 years old.
Hello! I’m Saray.
I’m 12 years old.
Hi! My name’s
Sandra and I’m 13.
2. Write Complete the diagram. Then, practise with a friend.
10
Hello!
Study Tip
You can use visual
diagrams to organize
and remember
vocabulary. Expressions to
say Hello!
Colombia_Book 6_L6M1U1.indd 10 01/12/2016 10:45

Unit 1 Hello!
Unit Objectives
Identify words related to greetings and farewells.
Use common words and phrases to express my needs in the classroom.
Basic standards of competences
Understand written and oral texts expressing personal information.
Make short phrases in English about objects in my classroom.
Greetings: Hello, hi, nice to meet you; Alphabet and numbers 0–10; Plural and singular
Vocabulary
nouns; Classroom instructions; Classroom objects
Present simple (to be); Yes/No and Wh- questions; Indefinite article a/an; some;
Grammar
Singular and plural nouns
▪▪ Model how to use the

1. Listen Audio Script
1 information in the diagram
Girl 1: Hi! My name’s Sandra
(5 minutes) track 1 and I’m thirteen.
by introducing yourself. You
Girl 2: Hello! I’m Saray. I’m twelve could also choose a student to
▪▪ Say the title of the unit and years old. do it. Then, give them enough
discuss as a class what it Girl 3: Good morning! I’m Andrea and time to practise before they
means. I’m twelve. actually introduce themselves
▪▪ Read the rubric. Ask students Boy 1: Hello! I’m Duván. I’m twelve to the class.
where Cali is and which years old.
department it’s located in. Answer Key
Ask: Do you know anyone from Hi! Good morning!
Cali? What are typical products
2. Write
from Cali or Valle del Cauca?
You could bring in a map for (20 minutes)
students to locate Cali and
▪▪ Read the rubric.
any other towns in Colombia.
▪▪ Students use the vocabulary
from the previous exercise
Extra Activity (10 minutes)
to complete the mind map in
Use a map of Colombia and play their notebooks.
a capital cities game. Divide the
▪▪ Check the answers. Draw and
class into groups. Ask: What’s the
complete the mind map on the
capital of Cundinamarca? The first
board with the students’ help.
group to raise their hands can
answer. They get one point for
a correct answer and one extra Study Tip
point if they can locate the city Explain how charts and pictures
on the map. Continue with other can help students to organize
departments. and recall vocabulary. Encourage
students to record new words
in their notebooks and use T1 0
▪▪ Students listen to the audio. charts, pictures and words to
Repeat the track so that help them remember them.
students become familiar Give examples.
with the intonation and basic
pronunciation patterns.
module 1 // Unit 1
2 3. Listen Saray meets a new friend at school. Listen and read.
I’m Saray. What’s My name’s

your name? Leonardo.
How old are you? I’m 12 years old.
Nice to meet you. Nice to meet

you, too.
Meet other students from Colombia. Listen to the students spell

3 4. Listen their names.
Hi! My name’s Juliana

Payares. That’s J-U-L-I-A-N-A.
And my last name’s
P-A-Y-A-R-E-S.
Hello! My name’s Estefan.
That’s E-S-T-E-F-A-N.
My last name’s Restrepo. That’s
R-E-S-T-R-E-P-O.
21st Century Skills

· Communicating
It’s important to know
our country.
Can you guess the department
Good afternoon! each child is from in this activity?
Study Tip My name’s Hakani and my
alphabet at last name’s Huainiri. That’s
You can say the e!
. Take your tim H-A-K-A-N-I … and my last
your own pace name … H-U-A-I-N-I-R-I.
11
5. Speak Practise with a partner.
Hi! I am Linda. What’s Hey! I’m Nicolás

your name? Moreno.
How do you spell that?

That’s N-I-C- …
Are you 12 years old? No, I’m not. I’m 11.

▪▪ Ask how many people there

3. Listen are in the pictures, what their 5. Speak
(10 minutes) track 2 names are and where in (40 minutes)
Colombia they might come
▪▪ Ask students to look at the from. ▪▪ Ask students what is
picture and words, and say ▪▪ Play the complete track once. happening in the picture. (The
who the people are. children are saying hello.)
▪▪ Play the track again, pausing
▪▪ Play the track. after each dialogue. Students ▪▪ Model the conversation with
▪▪ Point out the red words. repeat the spellings. two students.
Explain that these words ▪▪ In groups of three, students
are essential for a basic Audio Script practise the conversation.
conversation. Girl : Hi! My name’s Juliana
3 ▪▪ Groups practise the
▪▪ Repeat the track. Students Payares. That’s J-U-L-I-A-N-A. And conversation again using their
listen and repeat. my last name’s P-A-Y-A-R-E-S. own personal details.
▪▪ Students practise the Girl 2: Hello! My name’s Estefanía.
That’s E-S-T-E-F-A-N. My last
conversation in pairs. Grammar Box
name’s Restrepo. That’s R-E-S-T-
▪▪ Ask different pairs to model R-E-P-O.
Questions with to Be
the conversation for the class. Girl 3: Good afternoon! My name’s Write on the board:
Hakani and my last name’s
Huainiri. That’s H-A-K-A-N-I and Question Answer
Grammar Box
Contractions my last name … H-U-A-I-N-I-R-I. What’s your My name’s
Explain that we use contractions name? …
in most spoken English.
Study Tip Are you …? Yes, I am./
Write the following on the board No. I’m not.
Explain that everybody learns
and model the pronunciation of
differently, and such differences
both forms:
are welcome in the English
Full form Contraction classroom. ▪▪ Give students prompts: Are
you Colombian? Are you a new
I am I’m student? Are you from (any town
21st Century Skills in Colombia)? Are you eleven?
My name is My name’s Communicating Encourage students to use the
Ask students to locate their town short answers as shown in the
on a map of Colombia and locate model.
Extra Activity (5 minutes) any other major, intermediate ▪▪ Students practise asking and
Make students stand up and and small towns so that they answering questions.
interact. They should introduce have a good idea of the regions in
themselves to four different our country. Then, ask students Extra Activity (10 minutes)
classmates using different to predict what department Ask students to rehearse the
expressions each time. the students in each picture conversation and role-play it in
are from. Highlight the value of front of the class. Give specific
our country’s diversity and how categories, e.g. the most fluent
Audio Script it helps us to become better
Girl: I’m Saray. What’s your name?
2 citizens of the 21st century.
group, the most dramatic
Boy: My name’s Leonardo.
group, the group with the best
Girl: How old are you? pronunciation, etc. Mix students
Boy: I’m 12 years old. with different abilities in the
Girl: Nice to meet you.
Write the following chart on the
different teams. T1 1
Boy: Nice to meet you, too.
board. Ask students to read and
repeat.
4. Listen Sound Letters of the alphabet

/eI/ AHJK
(30 minutes) track 3
/i:/ B C D E G PTV
▪▪ Go over the alphabet with /e/ FLMNSXZ
the class, repeating difficult
/aI/ IY
consonants, e.g. g, j, y and
vowels. /əʊ/ O
/ju:/ QUW
/ɑ:/ R
4 6. Listen Listen and repeat. Then, match.
Nine Five Four One
Three
Zero
Eight
Seven Ten Two Six
e
6 8. Listen
mplete th
Listen and co
5 7. Listen ID numbers. This is the ID card of a middle-
school student in San Diego,
USA. Listen and complete.
Daniel Augus
to Farfán Then, check with a partner.
ber 951205
Student ID Num
na Madero
Laura Valenti identification card
ber
Student ID Num
omero
Lady Julieth R School:
t ID N um ber
Studen Name:
amizar
Sebastián Vill Age:
ID N um ber
Student ID number:
Signature
12
Is she Kather ine?
Yes, she is.
Is she 14 years old?
9. Write
Now, draw your ID
card and complete
the information.
Yes, it is/
No, she isn’t. She’s 13. No, it isn’t. It’s …
Is her ID number ...?

5 Answer Key
OK, students. Please, write the School: Saint Mary’s School
(15 minutes) track 4 numbers you hear. They are your Name: Katherine Johnson
student ID numbers. Daniel Augusto Age: 13
▪▪ Read the rubric. Farfán: nine, five… one, two… zero,
▪▪ Play the track once and ID number: 280993
five. Laura Valentina Madero: eight,
pause after each number for six… three, nine… six, two. Lady
students to match. Julieth Romero: zero, three… seven,
Audio Script
▪▪ Play the track again for four… Oh, nine. Sebastián Villamizar:
Girl: Hello everybody. My name
6
students to repeat and five, eight… six, three… nine, four.
is Katherine Johnson. J–O–H…
emphasize the /Θ/ sound in N–S… O–N. I’m 13 years old… I’m
‘three’ and the /z/ sound in in 8th grade at Saint Mary’s school.
‘zero’. Extra Activity (5 minutes) My ID card is 280… 993. See you
Help students notice that around!
Audio Script numbers are usually grouped
Narrator: zero… one… two…
4 in twos or threes when giving
three… four… five… six… seven… personal information. When
eight… nine… ten. checking the answers, focus on
9. Write
this grouping. (20 minutes)
7. Listen ▪▪ Allow enough time for
(30 minutes) track 5 8. Listen students to draw their own ID
(20 minutes) track 6 cards in their notebooks.
▪▪ Give students time to copy the ▪▪ Read the rubric and give Extra Activity (15 minutes)
information in their notebooks students time to copy the Bring safety pins and make
(the students’ names) and then template in their notebooks. students draw their ID cards on
the ID numbers. Explain that ▪▪ Ask students if they know pieces of cardboard. They can
the ID number is the number where San Diego is. If pin their cards on their uniforms
that identifies each student possible, have them locate it and go around the class checking
at school. on a world map. personal information. Write the
▪▪ Play the first part of the track. ▪▪ Play the track once and tell following model on the board
Make sure students understand students to write down what and ask students to use the
the model and point out that they understand. Students vocabulary and language they’ve
number 0 may be pronounced / should try to continue seen:
ˈzirəʊ/ or /əʊ/. listening, even if they do ▪▪ W
hat’s your … (name/last
▪▪ Play each part of the track, not understand every single name/phone number)? It’s …
pausing for students to take number.
notes. ▪▪ How old are you? I’m …
▪▪ Play the track again to
complete and check the ▪▪ A
re you 11/12/13 years old?
Answer Key information. Yes, I am./No, I’m not.
Daniel Augusto Farfán: 951205 ▪▪ Model with a student how to Encourage the students to
Laura Valentina Madero: 863962 check the information with a practise as many times as
Lady Julieth Romero: 037409 partner. necessary and with different
Sebastián Villamizar: 586394 classmates.
▪▪ Go around the class
monitoring how students
check their answers. T1 2
module 1 // Unit 1
Expanding Knowledge » My Favourite Place
Joshua’s a new student in a middle school in Melbourne, Australia.
7 1. Listen Listen and repeat.
so
p ic t me
u re s
some a b o a rd
bo ok s a clock
y
a dic t io n a r
s ome s
s ome de s k
p a p e rs
s ome s a b ag
ch ai r
a pencil s ome
pe ns
2. Write Complete with a, an or some.
1. 2. 3.
13 a board an orange some
pen pencils
4. 5. 6.
Study Tip
English
You can focus
book dictionary chairs on colours to
understand
7. 8. 9. grammar.
students desk teacher

1. Listen 2. Write Extra Activity (10 minutes)

(20 minutes) track 7 (20 minutes) Explain to students that to form
the plural it is necessary to add -s
▪▪ Read the rubric. ▪▪ Read the rubric. Allow enough or -es to the singular noun.
▪▪ Ask where Australia is. Take time for students to write When the noun ends in -ch, -sh, x,
a world map to class and ask down the sentences and s, and z, add -es. For example,
them to locate Australia, and complete the spaces. benches, brushes, boxes, buses,
Melbourne, and other places ▪▪ Tell students to use a different quizzes.
in the world. colour to highlight a/an/some. Give students some nouns
▪▪ Play the track once and make to write the plural form. For
students repeat each word. Study Tip example: ruler, calculator, chalk,
Play it again to reinforce suitcase, city, lady, etc.
Show students how colours can
pronunciation. help them identify grammar.
Focus their attention on the red Answer Key
Audio Script
Boy: Hi Joshua, welcome to your
7 letters/words in the exercises 1. a board 2. an orange pen
and copy extra words on the 3. some pencils 4. an English
new school. Look at the classroom.
We have… a clock… a board… a
board using a different colour book 5. a dictionary 6. some
dictionary… some books… some for the a/an/some words and chairs 7. some students
paper… some pictures… a pencil… the initial letter (or the plural) 8. a desk 9. a teacher
some chairs… a bag… some pens… of the noun. For example:
and some desks. ▪▪ a door
Joshua: It’s very nice!
▪▪ an electric connection
▪▪ some windows
Play the How many…? game to ▪▪ Check with the class by asking
practise numbers and drill plural different students to give you
and singular nouns. Ask students the answers and praise them
how many boards/clocks/desks for their good work.
there are in Joshua’s classroom.
Do not worry about teaching How Grammar Box
many...? questions at this point. Singular and Plural Nouns
Write on the board:
Extra Activity (10 minutes) a an some
Ask students what similarities or
a boy an old boy some
differences they can find between
boys
the classroom in the picture and
their own. Make groups and a an some
give each group one item in the school interesting schools
classroom. They have to make a school
cardboard sign with the name of
it and put it next to the object. a girl an English some
When the week is over, remove girl girls
the cards. In your next class, ask
students to tell you how many
items there are of the object on
T1 3
each card.
3. Speak In pairs, name ten of the objects

in the picture.
Is it a pencil?
Yes, it is. One point!
Is it an English book?
No, it isn’t! That’s incorrect.
I’m sorry!
Are they pens? Study Tip
You can alw
ays use
a dictionary
to learn
Yes, they are. Two points! new vocabu
lary.
Listen to Joshua’s teacher.

8 4. Listen Number the missing instructions.
1 6 3
14
Word Bank
1. Raise your hand. 6. Open your books.
2. Read. 7. Write in your notebooks.
3. Be quiet! 8. Work in pairs.
4. Listen. 9. Look at the board.
5. Work in groups.

3. Speak Extra Activity (10 minutes) 4. Listen

(20 minutes) Ask two students to model the (30 minutes) track 8
activity. Ask the class to focus
▪▪ Read the rubric. on the pronunciation of the ▪▪ Read the rubric.
▪▪ Model how to make the correct plural/singular words, ▪▪ Play the first word of the track
questions with a student. or the fluency of the questions and focus on the model.
and answers. Another option is ▪▪ Allow enough time for
Grammar Box to play a memory game in pairs. students to write down the
Singular/Plural Questions with One student looks at the picture vocabulary and draw the
to Be for a minute and then closes the pictures in their notebooks.
Copy the following chart on the book. He or she has to think of ▪▪ Play the track twice and check
board: one of the objects. The other the answers with the class.
student asks questions following
Question Answer the model, to guess what the Answer Key
Is it a pencil? Yes, it is. object is. From left to right: 4; 1; 9; 6; 3; 7;
2; 8; 5
Is it an No, it isn’t.
eraser? Study Tip
A bilingual dictionary is always an Audio Script
Are they Yes, they are. Woman:
8
excellent tool in class. If possible,
pencils? One: Raise your hand.
bring dictionaries to class and
Two: Read.
Are they No, they play with students’ abilities to
Three: Be quiet!
books? aren’t. find words in it and explain the
Four: Listen.
meaning. Promote a culture Five: Work in groups.
of using their dictionaries Six: Open your books.
▪▪ Go around the classroom and reducing the use of their Seven: Write in your notebooks.
and check that students mother tongue. Eight: Work in pairs.
Nine: Look at the board.
are following the model in
both the questions and the
answers.
T1 4
module 1 // Unit 1
5. Read Read and tick (✔) the items mentioned in the text.
Hi! My name’s Yang Dawa. I’m a student in 6th grade at a public school
in Shanghai.
Look! This is a picture of my classroom. I see some chairs. That’s my
teacher. This is my
desk. On the desk, there’s a pencil, my bag, an English book and a dictiona
ry.
some some
a clock chairs desks
a bag some
a teacher students
some some
pens a pencil paper
a dictionary an English
book
6. Write 21st Century Skills

Write about your classroom. · Communicating
It’s important to communicate with
your classmates and your teacher.
Do you say hello and goodbye to them?
sroom. I see
Look! This is a picture of my clas
. That’s my . This
some
. On the , there’s a
is my
,a ,a and
a .
9 7. Listen Listen and match.
Bye care!
15 Study Tip See bye!
Good you!
You can use
models Take bye!
to write tex
ts in
English.

5. Read 6. Write Extra Activity (15 minutes)

(30 minutes) Ask students to go to the school
(10 minutes)
computer lab and write ‘hello
▪▪ Read the rubric. ▪▪ Read the rubric. and goodbye expressions’ in the
▪▪ Ask students where Shanghai ▪▪ Allow enough time for browser. They can watch videos
is. Have them locate it on a students to write in their too if they want. For homework,
world map. Have them locate notebooks and complete copy a similar diagram to the one
other important places in Asia. the text. they used in exercise 2, Lesson 1,
▪▪ Check the answers as a class but this time using expressions to
by asking different students to Study Tip say goodbye. Make a big diagram
give you the answers. for class and put it on the wall.
Tell students that when they
As the class finishes, play a game
have to write a text, they can
Answer Key with students. Tell them that they
follow a model and replace the
some chairs, a teacher, some can only leave the class if they
necessary information. In that
desks, a pencil, a bag, an English say goodbye to you and their
way, they can be sure that their
book, a dictionary classmates in English.
texts are acceptable in terms
of grammar and order of ideas.
21st Century Skills Extra Activity (30 minutes)
Communicating Extra Activity (10 minutes) Ask students to plan a very short
Highlight the information of this Make copies of the text (with role-play in groups of three or
section. How do they feel in their the blanks) and give them out, so four: one of them is the teacher
classrooms? Make a class poll that students can paste it in their and the others are students.
and write students’ answers on notebooks and use it as a model. In the script, the teacher says
the board. This exercise may well In this way, you can also give the hello to the students, give some
help students express their real activity for homework. You could classroom instructions, and asks
feelings about it. Highlight the ask them to write their texts on some questions about classroom
importance of communicating A4 pieces of cardboard and stick objects. The students do
with their classmates. them on the wall in your class. everything the teacher tells them,
answer all the teacher’s questions
and finally say goodbye to him/
Extra Activity (15 minutes) her and their classmates.
7. Listen
Ask different students (low
achievers, high achievers, (5 minutes) track 9
volunteers) to read the text
out loud and monitor their
pronunciation. Promote peer ▪▪ Play the track once and repeat
assessment practices by asking it to check the students’ work.
other students for feedback on ▪▪ Check the answers with the
each other. A variation of this whole class.
activity is to model the reading
out loud (you read to the class) Answer Key
and then make them work in Bye bye! See you! Goodbye!
pairs. It is always good to pair a Take care!
low achiever with a high achiever.
Audio Script
9 T1 5
Teacher: OK, students. We have
finished our classes for today.
Remember to do your homework.
Goodbye!
All children:
Boy 1: Bye bye, Yang!
Girl 1: Goodbye, Chen!
Girl 2: See you, Wei!
Boy 2: Take care, Li!
Preparing Your Task » Making a Directory
1. Speak Hampton School

G UA N G Z H O U S C H O O L
327 854 3
Look at the ID cards of Identi ficatio n Numb er
students from around Lam bert Roet hbar

Name Last name
the world. Ask and 12
answer questions. Age
8th Grade
752 4663 987
7 t h g ra d e Phon e numb er 87326734
Identific ation Number
D i a n g xe n
Mocoa school 6th Grade Shumin
Name Last name
13
120579
Age
Identification Number
2349873211
E u l o g i o Ta i n a m i j oy Is Diangxen 13 Phone number
Name Last name years old?
11 751 2459032
Ag e Phone number
Yes, she is.

Is Eulogio’s ID
number 130579?
No, it isn’t. It’s 120579.
Are Lambert and Eulogio
in 8th grade? No, they aren’t.
Eulogio is in … and
Is Diangxen’s ID Lambert is in …
number …?
2. Write
Hey! What’s your name?
Let’s play. Imagine you’re a famous person. I’m David Ospina.
That’s D-A …
Write your personal information. Work
with four classmates to complete How old are you?
the directory. I’m 28 years old.
16
OK. And what’s
your ID number?
It’s 819 …
SCHOOL STUDENT DIRECTORY

Student ID Age First name Middle name Last name
Full name: David Ospin

a Ramírez
Age: 28 years old
Mobile phone: 331 513
6045
ID: 81987654

1. Speak 2. Write
(20 minutes) (30 minutes)
▪▪ Read the rubric. ▪▪ Read the rubric.
▪▪ Ask students how many ID ▪▪ Model the exercise with David
cards there are in the exercise. Ospina’s information in the
Ask about the school names. box. Tell students to choose
Ask where (in what country) a real character’s name.
these schools are. Accept all Then, they can make up the
logical answers. other pieces of information
▪▪ Model with a student how (their student ID and their
to do the exercise. Allow approximate age).
enough time for students to ▪▪ Make groups of four. Students
work in pairs. Go around and have to ask all the members in
monitor their work. Make their groups and complete the
the necessary corrections directory.
regarding the wording of
questions and answers, but Extra Activity (10 minutes)
remember that the most Run a class poll and find out
important goal is for students which were the most repeated
to develop autonomous character names and the
communication. most unusual ones. Make an
International School Directory
with some of the characters. This
encourages students to use their
imagination and be more creative
in other speaking activities.
T1 6
module 1 // Unit 1
3. Write 5. Speak
Do you know your classmates well? Look at Introduce two of your
four of your classmates around you. Try to classmates to the class.
complete their ID numbers using your memory.
SCHOOL
Ide ntif icat ion Num
ber
Nam e
Las t nam e
Age
Pho ne num ber
6th GRADE
4. Speak
After you have filled out all the information
you know, ask questions to complete the rest.
Are you Maritza? Yes, I am.
Good morning, class! This is Maritza.

Her middle name’s Andrea and her last
name’s Ortiz. She’s 12 years old and her
student ID number is 443727.
Now … this is Juan. His middle name’s …
17 Final task activity!

Is your last No, it isn’t.
name Moreno?
Are you …
years old? Study Tip
Recycle questions from
previous lessons to
complete this exercise.

3. Write 4. Speak 5. Speak

(10 minutes) (20 minutes) (30 minutes)
Extra Activity (5 minutes) ▪▪ Tell students that, once ▪▪ Model how to do the activity
Bring any ID card template on they have completed their with another student.
pieces of paper to class and classmates’ ID cards in the ▪▪ Give each student the chance
distribute them to all the groups. previous exercise, it is time to introduce at least one of
Make sure every student gets to check the information. To their classmates.
four ID cards with the blanks to do so, they have to follow the
complete. model in the book.
▪▪ Model with a student if you
▪▪ Read the rubric. feel they need more guidance
before attempting to do the
▪▪ Arrange the class in groups of
exercise.
five. Students complete the
information for each of the ▪▪ Encourage the students to
four other classmates in their ask questions to complete the
group. Make sure they do not information.
ask questions at this point. ▪▪ Go around the classroom and
▪▪ Encourage students to include monitor students’ work.
full names on their classmates’
ID cards. Study Tip
Make sure students use the
necessary grammar and
expressions to make the activity
really communicative. Recycling
is always an important strategy
to make the learning process
more relevant and meaningful
for students.
T1 7
6. Read
21st Century Skills
A classroom directory is a list of the members of your class with · Critical Thinking
some basic personal information. Tick (✔) the information you Are you careful about using
think is important in a directory and cross out (✖) the information personal information on social
that is not. networks?
Emergency
Email
contact number
Mobile/
Age
home phone number
Social networks
Address Is That Information
user name/password
Private or Not?
Name Family information
Complete the classroom directory.

7. Teamwork Ask questions to four Final task
different classmates. activity!
Mobile / Home Emergency

Name Address Email
phone contact number
Let’s play a memory game! Check your

8. Speak memory for names and numbers.
Wow! I have a
What’s up? This is Hi! This is Lina. She’s 11. great memory
Lina and she’s 11. Good morning! This
I’m John and I’m 12.
This is John and he’s 12.
is Lina and she’s ... for names!
I’m Mateo and I’m 13.
Hello! I’m Lina

18 and I’m 11.
6. Read 7. Teamwork 8. Speak

Study Tip
▪▪ Allow time for students to ▪▪ Make groups of at least eight
check which information they To maximize time, bring the students. Show them how to
must include in a classroom classroom directory templates play the game by following
directory. ready to class so that students the model in their books. Then
do not have to copy them in allow them to practise.
Extra Activity (10 minutes) their notebooks. By doing this
you guarantee enough time to Extra Activity (5 minutes)
Draw the following chart on the practise orally.
board: Mix students among groups, so
that they can redo the activity
Private Public ▪▪ Read the rubric. with different students. Finally,
information information ▪▪ Use the questions and the play the game with the whole
answers. class, making it more difficult and
▪▪ Model with a couple of challenging.
students and then get
everybody to work.
▪▪ Allow enough time for
On pieces of cardboard, write the students to circulate freely
following words: email, mobile around the classroom and
phone number, password, name, complete the directory in their
emergency contact number, age, templates.
address and family information.
▪▪ Establish a time limit for the
Ask for volunteers to choose activity and offer a reward for
a card and put it under the the first ten students to finish.
corresponding heading on the Remember students need to
board. The class has to say Yes or feel motivated and praised,
No if they agree or disagree with and this activity provides a
the answer. great opportunity to do so.

21st Century Skills
Critical Thinking If you have students who enjoy
being challenged, pre-teach
Help students notice the the words at (@), underscore
importance of discriminating (_) and slash (/). Then, you can
what is private and what can be ask them to include some of
public. That decision must always their classmates’ emails in the
be conscious and responsible. directory.
Talk to students about being
careful with their information on
social media.
T1 8
module 1 // Check Your Progress
Check Your Progress
3. Read
Name:
Read about a classroom.
10 1. Listen Age: Tick (✔) true (T) or false (F).
Listen to a student Grade:
registering at the ID Number:
school library.
Complete the Hello! My name’s Jenny
information. Check Andrea Páez and I’m a
with a partner. pal.
student in a school in Yo
.
d answer My classroom’s very big
I can ask an c
Is she Shassad? about basi We have a big bo ard ,
questions a ti o n .
personal in
form six desks and 22 chairs.
No, she isn’t. She’s My classroom’s great!
Hassad. That’s H-A- …
Is she … years old? Very well
Quite well
Yes, she is. Is her T F
ID number …? lty
Yes, it is. With difficu 1. The classroom’s
small.
2. Jenny’s
classroom has
a board.
2. Speak City of
Panam
a Scho 3. The classroom
ol
Introduce these has 20 chairs.
students to a partner. 4. Jenny likes her
classroom.
Santa ool
a Sch
Ca rmell 8th Gra
de
ID number
: 45789
Name: Yo 209 I can understand
hanis Pao
Last Nam la information abou
e: Charr
y t
Age: 14 A kunis objects in the
Address: 2 classroom.
276 2449
824
19 6th Grade
Very well
er: 878
317
ID numb
iovanni
Name: G
ame: D
elpintto Quite well
Last N
Age: 10 845 I can introduce myself
: 3467
Address and another person. With difficulty
Very well
Quite well
With difficulty

Module // 1 Unit // 1 Lesson // Check Your Progress
1. Listen 2. Speak 3. Read

(15 minutes) track 10 (10 minutes) (10 minutes)
▪▪ Read the rubric. ▪▪ Read the rubric. ▪▪ Read the rubric.
▪▪ Allow enough time for ▪▪ Help students introduce ▪▪ Allow enough time for
students to copy the template. another person and let them students to read the text and
▪▪ Play the track twice, so that choose their character. write down the statements
students can write down their ▪▪ They work in pairs and 1–4.
answers in their notebooks. introduce the person they ▪▪ Students check in pairs: one
▪▪ Then, check in pairs. To do chose. reads the item and says True
so, students must use the ▪▪ After they finish the exercise, or False. The other agrees and
questions they have studied help them reflect upon their reads the next one.
throughout the unit (as shown performance in the exercise ▪▪ After they finish the exercise,
in the example in the book). and make them complete their make them reflect upon
▪▪ After they finish the exercise, reflection chart. their performance in the
help them reflect upon exercise and the background
their performance in the knowledge they needed. Make
exercise and the background them complete their reflection
knowledge they needed. Make chart.
them complete their reflection
chart. Answer Key
1. F 2. T 3. F 4. T
Answer Key
Name: Hassad Abadoubi
Age: 11
Grade: 7th
ID Number: 1012458234
Audio Script
Girl: Hello. Is this the school
10
library?
Woman: Yes, it is. Can I help you?
Girl: Yes, thank you. I want to read the
Harry Potter books.
Woman: OK, no problem. I just need
some information. Let’s see…
What’s your name?
Girl: My name’s Hassad Abadoubi.
Woman: How do you spell that?
Girl: It’s H-A-S… S-A-D… and… A-B…
A-D-O… U-B-I.
Woman: H-A-S… S-A-D, no?
Girl: Yes, that’s right.
Woman: A-B… A-D-O… U-B-Y?
Girl: No. I, not Y.
Woman: OK. How old are you?
Girl: I’m 11.
Woman: OK. What grade are you in?
T19
Girl: I’m in 7th grade.
Woman: OK. Perfect! What’s your ID
number?
Girl: Mhhh… Let me see… I don’t
remember well… Oh, yes! It’s 101…
245… 82… 34.
Woman: OK… 101… 245... 8234…
Perfect! All right, then. That’s it.
You just have to put a photo in
here and write your name. You can
start using the library now.
Girl: Now? Yeaaah!
Objectives
Unit »2
» I can describe daily routines.
daily routines.
the time.
What Do You Do? » I can describe the frequency of activities.

» I can talk about my habits at school.
In Context » It’s Just Another Day!

Read the survey from Teenagers Today magazine. Answer the questions.
1. Read Then, compare with a partner.
ARE YOU A TYPICAL TEENAGER?

Do you… Yes No
wake up late?
play video games?

use the internet to do your
homework?
listen to music on your
mobile phone?
play sports at school?
read books or magazines?
11 2. Listen Read Santiago’s email. Listen and complete with the words in the box.
breakfast shower dinner homework

20
Hi!
On Mondays to Fridays, I wake up early and
take a . I don’t make my because
my mother makes it for me. I go to school by
bus and I start school at 6.15. In the afternoon,
I do my . I don’t play sports, but I read
a lot! I watch TV, but I don’t make .
My father arrives early every day and cooks.

Unit 2 What Do You Do?

Unit Objectives
Identify phrases and expressions related to daily activities in short oral and written
Basic Standards of Competences texts.
Exchange information about daily activities through questions and sentences.
Routines: What time does she wake up? Does he do any sport? How often/When do you …?;
Vocabulary
Numbers 0–100
Present simple: positive, negative and question forms; Yes/No questions

(Do you …? Yes, I do./ No, I don’t.);
Grammar
Personal pronouns;
Adverbs of frequency: always, sometimes, never
1. Read 2. Listen Extra Activity (10 minutes)

(20 minutes) track 11 Play a game. Ask students to use
(15 minutes)
body language to represent each
▪▪ Say the title of the lesson ▪▪ Read the rubric. action as it is mentioned in the
and discuss as a class what it ▪▪ Point out that the email is text. Read it aloud doing each
means. from a student writing an action. Then, ask for volunteers
▪▪ Read the rubric. answer to the survey in the to do the same. This is a good
▪▪ Ask students what magazines previous activity. way for students to remember
they know. Are they familiar ▪▪ Play the track twice so that vocabulary with some TPR
with any teenage magazines? students become familiar activities.
What can they find in them? with the intonation and
Make a list with the class. pronunciation patterns.
If necessary, pause after Grammar Box
▪▪ Allow some time to explore
every sentence to highlight Present Simple
vocabulary and complete the
survey. specific features and ask the It is usually used to express
students to repeat. routines and repeated actions in
Extra Activity (10 minutes) time. Write on the board:
Audio Script
Run a class vote and check the Boy: On Mondays to Fridays, I wake Affirmative Negative
most common answers. Divide the up early and take a shower. I don’t I wake up I don’t wake
board into two columns (Good/ make my breakfast because my early every up late.
Bad habits) and ask students to mother makes it for me. I go to
day.
put each activity under the best school by bus and I start school
heading. at 6.15. In the afternoon, I do my You go to You don’t go
homework. I don’t play sports, but
school by to school by
I read a lot! I watch TV, but I don’t
bus. taxi.
Grammar Box make dinner. My father arrives
early every day and cooks.
Yes/No Questions in the Present He wakes up He doesn’t T20
Simple early every wake up
Help students to focus on day. late.
the repetitive pattern of the
questions. Write on the board: She goes to She doesn’t
school by go to school
Question: Do you (verb) …? bus. by taxi.
The idea is that students become
familiar with the basic structure.
The answers will be discussed
later in the unit.
module 1 // Unit 2
Is your routine similar to Santiago’s? Tick (✔) what you do. Then, practise
3. Speak with a partner.
On weekdays,
I wake up at 6.00 and
I make my bed. I ... On weekdays,
wake up at 6.00 I wake up at 6.30. I take a
take a shower shower, but I don’t make
breakfast. I ...
make breakfast
start school at 6.15
play sports at 10.35
12 Listen to Bill, a student from Atlanta. Complete with the words in the
4. Write Word Bank.
Word Bank
my email
my family
music
read make check listen to
sports
teeth
a book
bed
lunch
talk to play brush my go to
Listen to Yana talk about her sister Alina. Listen and tick (✔ ) the activities
13 5. Listen that you hear. Discuss Alina’s routine with a partner.
21st Century Skills

· Critical Thinking
She doesn’t take a How can you have better results
She wakes up late. shower.
21 at school? Do you have good
routines that contribute to your
good results?
What do you do in order to build
She studies She doesn’t do her good habits?
all afternoon. homework.
She wakes up late.
It’s bad because she
She doesn’t help doesn’t have time to
She watches TV. with dinner. have breakfast.

▪▪ Play the track once and

3. Speak give students some time to
Audio Script
13
I’m Yana, and I study at Petrograd
(20 minutes) write down the words they Public School in Moscow. My sister
understand. Students use the is 11 years old. She usually wakes up
▪▪ Read the rubric. Word Bank. late and sometimes she doesn’t take
▪▪ Go over the vocabulary with ▪▪ Play the track again to check a shower! She studies all afternoon,
students and help them with the answers. but in the evenings she watches a lot
the definitions. of TV. She doesn’t do her homework.
Extra Activity (10 minutes) In the evening, she does exercise, but
Extra Activity (10 minutes) doesn’t help mum with dinner. She has
Explain that when two or more dinner and goes to bed. She’s very bad!
Check numbers 11 to 100 before words go together (do homework,
doing this activity, especially if make the bed), they are called
there are people in your class ‘collocations’. They are very ▪▪ Use the model to discuss the
with no solid base in the English common in English and students activities they checked. Write
language in primary education. should try to memorize them. the following model on the
Remember to emphasize on the Make a list of collocations on board.
different stresses in numbers like a poster for them to look at in
fourteen and forty. Do the same every class. Grammar Box
with each pair of numbers. Linking Ideas with because
We use because to connect two
Grammar Box parts of a sentence. Because is
Ask students to close their books used to show the reason for
Connecting Sentences with and
and play a memory game. Divide something happening.
and but
the class into groups. Each group
We use and to connect two parts It is important to make sure
needs a piece of paper and a pen.
of a sentence. When one part of each sentence includes all the
Choose one of the collocations
the sentence is different from the necessary elements (a subject,
from the exercise and give them
other, we use but. a verb and a complement—if
the first word (‘read’). Students
necessary).
have to complete and write the
collocation on their piece of paper Part 1_______because______Part 2
4. Write (‘read a book’). The first four She goes to bed early because
groups that give you their papers she gets up at 6 a.m.
(30 minutes) track 12 get a point. Use this exercise to She studies hard because she
▪▪ Read the rubric. assess common mistakes that wants to be good at school.
▪▪ Explain to students that the students make.
exercise is set during a week
when there’s no class. In ▪▪ Ask students to work in pairs
to discuss the activities of the
North America, this is called 5. Listen
Spring Break. In Colombia, this exercise using because. Help
is called Recess Week. (20 minutes) track 13 them with the vocabulary
and be very supportive with
Answer Key their ideas.
▪▪ Ask students to locate Russia
read a book, make lunch, check on a map. How much do they
my email, listen to music, talk to 21st Century Skills
know about Russia?
my family, play sports, brush my Critical Thinking
▪▪ Look at the vocabulary before
teeth, go to bed Make students understand how
playing the track for the first
time. Allow enough time for
good habits at home can help T21
them to have better school
Audio Script students to write down the
12 results. Start mentioning the ones
Boy Hello! No school this week! sentences in their notebooks.
in the activity and then elicit two
I don’t wake up early in the ▪▪ Play the track once.
or three extra habits that can
mornings. I read my favourite books. ▪▪ Play the track again and check contribute to improve their school
I don’t make my bed because I read the answers with the class.
in it. I make lunch with my mum
results. You can make a big poster
and then I check my email. In the for the class and ask students
Answer Key whether they are following
afternoons, I listen to music and talk
She wakes up late. She doesn’t some of the suggestions of the
to my family. In the evening, I play
basketball, brush my teeth and go to take a shower. She studies all poster and if their results have
bed. I don’t study in the holidays, so the afternoon. She doesn’t do improved. This type of reflection
I can do my favourite things. homework. She doesn’t help with upon action is a key element to
dinner. becoming a modern citizen of the
world.
6. Speak In pairs, say what Alina does and doesn’t do.
Alina doesn’t take a

shower every day.
She studies hard
and she ...
7. Write Read the Teenagers Today article. Complete the article with the words in the box.
goes doesn’t watch drinks wakes up eats plays doesn’t eat
Tom Calvo’s a footballer. He at 5.15 every morning.

He eggs and bread for breakfast. He chocolate.
He football from 7 a.m. to 5 p.m. every day. He eats a lot of food
and a lot of water. In the evening, he TV. He reads
and to bed at 10.
Choose a famous person and tell your partner what that person does
8. Speak or doesn’t do.
22 Mariana Pajón rides her Justin Bieber 21st Century Skills

sings and plays
bicycle every day. She · Communicating
doesn’t eat bad food. She … the … He doesn’t …
Are you familiar with activities
people in other cities/countries
do? Can you name those
activities?
Why do people take part in
different activities in different
places?


6. Speak 7. Write students to say at least six
(15 minutes) (30 minutes) sentences about their famous
characters. Go around the
▪▪ Read the rubric. ▪▪ Read the rubric. class helping them with the
▪▪ Tell students this exercise ▪▪ Give students time to copy vocabulary and monitoring
helps them to reinforce the the information in their their sentences.
grammar in the unit, along notebooks and think about
with the vocabulary. They the answers. 21st Century Skills
can use the Study Tip of ▪▪ Check the answers with Communicating
using colours to identify the the class. Ask volunteers Listen again to the audio about
grammar points. to read each sentence and Alina, the girl from Russia. The
▪▪ Make students work in pairs praise them for their correct weather in Russia is very cold,
and go around the class answers. so maybe people do not take a
monitoring their work. shower every day because of that.
▪▪ Finish the activity by eliciting Answer Key Make the connection with the
answers from the whole Tom Calvo’s a footballer. He information in the box and elicit
class. Praise volunteers when wakes up at 5.15 every morning. a couple of ideas from students
they raise their hands to He eats eggs and bread for regarding different activities
participate. breakfast. He doesn’t eat people do in different cities/
chocolate. He plays football from countries. Finish the activity by
Answer Key 7 a.m. to 5 p.m. every day. He highlighting the importance of
She doesn’t take a shower. She eats a lot of food and drinks a knowing some basic information
studies in the morning/in the lot of water. In the evening, he about different contexts that
afternoon. She does exercise. doesn’t watch TV. He reads and define the type of activities
She watches TV. She doesn’t do goes to bed at 10. people do or don’t do.
homework. She doesn’t help with
breakfast/lunch/dinner.
8. Speak Extra Activity (20 minutes)
If your class is divided into rows,
Extra Activity (15 minutes) (20 minutes) play a game. Tell the students
Play the ‘Who’ game with the ▪▪ Read the rubric. sitting at the front of each row to
class. Everybody stands up. ▪▪ Model with the examples in get a piece of paper and a pen.
Then, ask a question related to the book. Students should say Then, give them the name of a
a specific routine, like this: Who at least six sentences about famous person. The first student
wakes up early? Who helps with each character (make sure has to write a sentence about
breakfast? Who does homework they use both positive and that person and pass the paper
every day? Those who do remain negative forms). to the student behind him/her.
seated. Those who don’t have to The second student has to write
sit down. The idea is to find out Extra Activity (5 minutes) another sentence and pass the
who the most dedicated student paper to the student behind.
is (the one who remains standing). If you feel your class needs extra
Continue the activity until the
You can adapt this game to help with the present simple,
last student in each row writes a
different grammar topics or write the information on the
sentence. Collect the papers and
structures in other lessons. board and leave it there for
read them aloud to the class. Give
students to use as a model. This is
a point for each correct sentence
especially useful for students who
on each paper. You could use
need extra support.
this activity to correct students’
T22
mistakes and reinforce grammar
awareness. The group with the
most points wins.
module 1 // Unit 2
Expanding Knowledge » At What Time?
Emilio’s the director of Teenagers Today magazine. This is his diary for
14 1. Listen Saturday. Listen and complete.
Saturday
7.30 dinner.
8.30 Have breakfast
with sister.
9.15 Club with my
10.00 Check email. friends
12.15 Have
with Luisa.
3.00 Watch a movie. 12.45 .
6.45 Have coffee with

mum.
2. Speak Match the numbers to make times. Then, practise with a partner.
12 15 four thirty
3 25 twelve forty-five
6 00 eleven o’clock
4 30 nine twenty-five
9 45 three fifty
23 1 50 six twenty
11 20 one fifteen
3. Speak Draw times on the clocks. Ask your partner what the time is.

1. Listen 2. Speak 3. Speak

▪▪ Explain that the diary ▪▪ Use 12.45 as an example. ▪▪ Give students some time to
belongs to the director of Then, students match the draw the clocks and the times
the magazine mentioned in hours and the minutes, and in their notebooks.
Lesson 1. write down the information in ▪▪ Get them to work in pairs.
▪▪ Look at the vocabulary before their notebooks. ▪▪ Students ask their partners
playing the track. ▪▪ Introduce the model with the the time.
▪▪ Play the track twice, making question and the answer.
sure students have enough Extra Activity (15 minutes)
time to write down the Grammar Box In order to practise how to ask
answers. Asking and Telling the Time and give the time, you can carry
▪▪ Check the answers with Copy the following examples on out a peer-assessment activity.
the class. the board. Prepare slides or pictures of
Question for clocks with different times on
Answer Key Answer them. Ask students to write the
time
12.15 have lunch with Luisa time on each clock, but without
7.30 have dinner What time It’s 12.45. writing their names. Then, collect
12.45 get home is it? the clocks and hand them out at
random again. Check the answers
of the exercise and students will
Audio Script 14 ▪▪ Students check their answers have to evaluate their partner’s
These are my plans for today.
in pairs. answers.
At eight thirty I have breakfast
with my sister. Then, at ten o’clock ▪▪ Check with the class. One
I check my emails. At twelve student asks the question,
fifteen I have lunch with Luisa. while another gives the
At three o’clock there’s a movie. answer. Praise them for their
In the evening, at six forty-five, good work.
I have coffee with mum … That’s
every day! Dinner is at seven Answer Key
thirty. At nine fifteen it’s the club
4.30 four thirty
with my friends. Finally, I get home
at twelve forty-five. Phew! What a
12.45 twelve forty-five
busy day I have today! 11.00 eleven o’clock
9.25 nine twenty-five
3.50 three fifty
6.20 six twenty
1.15 one fifteen
T 23
4. Speak Tell your partner what Lina does every day.
What time does

Lina wake up?
Lina’s typical day
She wakes up at
five thirty a.m.
She ... at … a.m.
Great! What
time does she ...?
Vincent and Lucía have a magazine survey. Listen and complete

15 5. Listen the information.
What time do you ... Vincent Lucía

1. watch TV?
2. check your email?
3. play sports?
4. read magazines or books?
6. Speak Ask and answer the questions in the survey from exercise 5.
What time do I watch TV at 7.30 a.m.

I wake up early.
you watch TV?
Study Tip
You can recycle
24 vocabulary from
What time
previous lessons to
do you ...?
make the exercise
more interesting.
I ... at ...

4. Speak 5. Listen 6. Speak

(20 minutes) (10 minutes) track 15 15 minutes
▪▪ Show students how to say the ▪▪ Point out that the survey ▪▪ Model how to make a
questions and the answers for is from the magazine they question, making students
this exercise. used in exercise 1. Before use the question for specific
playing the track, look at the activities (changing the
Grammar Box vocabulary with students. subject and the auxiliary).
Asking and Answering ▪▪ Play the track twice to make
Questions about Times sure students get most Study Tip
The question to find out the answers right. Explain to students that the
time that specific activities structure of the question is
happen is different from simply Answer Key similar to the one in activities
asking what time it is. We use What time Vincent Lucía 2 and 3 on the previous page.
the present simple instead of the do you … They only need to check
verb to be. Write on the board: the auxiliary that goes with
watch TV? 6.15 7.30
the subject.
Question Answer check your 6.45 12.00
What time He makes email?
does he make breakfast at ▪▪ Allow enough time for
play sports? 7.20 10.45 students to ask and answer
breakfast? 9.45 a.m.
read 9.30 8.40/ the questions in pairs.
What time She studies magazines 8.45
does she at 6.15 a.m. or books?
study?
Audio Script 15
▪▪ Make sure students Girl: Look! Some questions! OK …
question number 1. What time
understand the difference
do you watch TV?
between What time is it? and Boy: Oh, no! I’m not sure! I guess I
What time does she …? watch TV in the evenings, at about
▪▪ Go around the class 6.15. That is when my favourite
monitoring students’ work. programme starts.
Girl: That’s OK. I usually watch TV at
Answer Key night. I watch TV at about 7.30 p.m.
You can learn a lot on the TV news!
Q: What time A: She wakes ha, ha, ha. Let’s continue. Question
does she up at 5.30 number two. What time do you
wake up? a.m. check your email?
Boy: I check my email very early. At
Q: What A: She has
6.45 a.m., after breakfast. And
time does breakfast at you?
she have 6.10 a.m. Girl: I check my emails at twelve, after
breakfast? school. Now … question 3. What
Q: What time A: She goes to time do you play sports?
Boy: That’s easy! I swim every day
does she go school at
at 7.20.
T24
to school? 6.50 a.m.
Girl: Wow, Vincent. You are a sports
Q: What time A: She studies star, huh? I play volleyball in the
does she at 8.00 a.m. school breaks, so that’s at 10.45.
study? Final question, number four. What
time do you read magazines or
Q: What time A: She books?
does she watches TV Boy: Hey! I love to read. I read at 9.30
watch TV? at 2.00 p.m. at night, before I go to sleep.
Girl: I read a lot of magazines, usually
Q: What time A: She plays
after TV time. At about 8.40 or 8.45.
does she the guitar at
play the 3.00 p.m.
guitar?
module 1 // Unit 2
Teenagers Today magazine has some incorrect information about this pop star.
7. Write Make questions to correct the information.
• She lives in Florida. (✖) New York Does she live No, she doesn’t.
• She works in her music studio every in Florida? She lives in New
day. (✔) York.
• She sings rock and metal. (✖) pop
Does she
• She has children. (✔)
• She has three cats and three dogs. work every day in
(✖) one dog her studio?
• She does yoga and takes dancing and
singing lessons. (✔)
Yes, she
does. She
works …
8. Speak Think of a famous person. Ask and answer questions with your partner.
Does he play any

Rigoberto
sports?
Urán
Yes, he does.
Does he drive
a car? No, he doesn’t.
Does he
ride a bike?
Yes, he does.
25
Complete this survey for Teenagers Today magazine. Make questions to
9. Write complete the names in the chart.
Find someone who likes ... Do you like

Do you like dogs? fizzy drinks swimming books cats?
Name Name Name
dogs bachata cats
Yes, I do. No, I don’t.
Name Name Name
bicycles pasta cooking
Perfect!
I have one!
Name Name Name Oh, no! Do
you like ...?

7. Write Answer Key 9. Write

Q: Does she live in Florida?
(30 minutes) A: No, she doesn’t. She lives in (30 minutes)
▪▪ Read the rubric. New York. ▪▪ Read the rubric.
▪▪ Point out the model provided Q: Does she work in her studio ▪▪ Show how to ask a question
and help students to identify every day? using the answer in each
the word order. A: Yes, she does. She works in box. Students have to find a
her studio every day. person who answers yes to
Grammar Box Q: Does she sing rock and metal? one question and write his/
Yes/No Questions in the Present A: No, she doesn’t. She sings her name in the corresponding
Simple pop. box. Then, they ask another
Q: Does she have children? person to complete another
The order of the words in yes/ A: Yes, she does. She has
no questions in present simple box and continue.
children. ▪▪ Allow enough time for
is usually the same: Do/Does + Q: Does she have three cats and
person + verb + complement? students to copy the chart in
three dogs? their notebooks and get ready
Question Answer Sentence A: No, she doesn’t. She has three to work.
cats and one dog.
Does Yes, he He drinks Q: Does she do yoga and take
▪▪ Have a prize for the first five
he drink does. water students (or ten, depending on
dancing and singing lessons?
water? every the number of students you
A: Yes, she does. She does yoga
day. have) who complete the chart
and takes dancing and singing
with names.
lessons.
Does Yes, she She
she does. watches Extra Activity (5 minutes)
watch car– To make the activity more
TV? toons. 8. Speak interesting, set a time limit to do
Does No, he He plays (30 minutes) the activity, as well as clear rules
he play doesn’t. basket– to carry it out: they can ask just
▪▪ Read the rubric. one question per person and then
soccer? ball.
▪▪ Help students to follow the they have to change roles.
Does No, she She reads model and do the exercise.
Another variation of the activity
she doesn’t. child– ▪▪ Go around the class checking is to complete a line (horizontally,
listen to ren’s their work. vertically or diagonally) first, but
music? books. always with different names. It is
Extra Activity (5 minutes) the same idea as a bingo game:
Point out that the structure of the To make the activity a little more students can complete the entire
question is similar to the question challenging, especially for high chart or just some lines.
of time for specific activities, but achievers, limit the number of
without the wh- word. questions to find the secret
person. Twenty questions is a
good number. The idea is to
▪▪ Students do the exercise in make the activity interesting,
pairs. Go around the class challenging and motivating for all
monitoring their questions the students in your classroom.
and answers.
▪▪ Check their answers by asking T25
a student to ask a question
and another student to give
the answer. The rest of the
class should say Right! or
Wrong!
Preparing Your Task » I Never Do That!

16 1. Listen Listen and read.
Dear Makena!
How are you? It’s very cold here in Finland.
I usually go to school at 7 a.m. I like school.
Sometimes I go to the cafeteria for my lunch.
I always eat fruit and vegetables. I never eat
chips! Do you like the food at your school?
Love,
Lotte
17 2. Write Complete the letter with the words in the Word Bank. Then, listen and check.
Dear Lotte,
It’s very hot here in Rwanda.
I have lunch at home with my family.
I drink water because it’s really hot
here. I drink some soda, too.
After school, my friends play volleyball,
Word Bank but I play sports. I don’t like sports.
never
Love,
usually
Makena
always
sometimes
3. Write Read one of Makena’s poems. Follow the model and write a poem.
I always start my day I always start my day 21st Century Skills

26 By seeing the Kivu shores · Social Skills
My friends and I have great fun My friends and I have great fun
We swim, we row and we run Exchange poems with
a partner. Make some
It’s hard for me to get It’s hard for me to get comments on it!
Why our elders fight so much
Our families and our cities
Suffer the impact of war
I can only hope I can only hope Your poem

That we never forget the past is beautiful.
No matter; hutu or tutsi Congratulations!
We have to rebuild as one. I especially like
the part of ...

1. Listen Extra Activity (10 minutes) 3. Write

(20 minutes) track 16 After listening to the audio, ask (40 minutes)
students to read the text aloud.
▪▪ Read the rubric and ask Read the first sentence and after
students to locate Finland on each full stop say a student’s Extra Activity (5 minutes)
a map. name. He/She reads the next To maximize time, bring copies
▪▪ Ask students to look at the sentence and, after the full stop, of the poem template and hand
picture next to the letter. says another classmate’s name. them out to the class. Make sure
What can they see? Make a The activity continues until the every student gets one template
list of two or three things that letter is read. Repeat the activity to complete.
students can relate to Finland allowing as many students as
using the picture. possible to read at least one
sentence aloud. This is a nice ▪▪ Read the rubric.
▪▪ Tell students that the letter is
from a student who reads the way to check your students’ ▪▪ Tell the class that poems are
awareness of basic pronunciation. a way of expressing feelings
Teenagers Today magazine.
and that sometimes follow a
▪▪ Play the track and encourage
rhyme or structure.
students to read the text in
▪▪ Read the poem aloud putting
silence as they listen to it. 2. Write emphasis on intonation.
▪▪ Focus students’ attention on
(30 minutes) track 17 ▪▪ Focus on the poem written
the red words.
by Makena and discuss it as a
class.
Audio Script ▪▪ Tell students that this letter
Girl: Dear Makena!
16
is a reply to the letter in the Extra Activity (5 minutes)
How are you? It’s very cold here previous activity.
in Finland. In pairs, students practise
I usually go to school at seven. I ▪▪ Help students to locate
reading the poem aloud. Don’t
like school. Sometimes I go to the Rwanda on the map.
worry about pronouncing every
cafeteria for my lunch. I always eat Depending on your class level,
word correctly, but try to keep a
fruit and vegetables. I never eat chips! explain in very simple terms
‘reading pace’ (typical of poems).
Do you like the food at your school? that Rwanda was in a civil war
Love, in the 90s.
Lotte ▪▪ Students write what they ▪▪ With the help of a dictionary,
think the answers will be ask students to write their
before listening. Then, listen poems following the model.
Grammar Box and check. Tell them to write basic ideas
Adverbs of Frequency
▪▪ Allow enough time for in each gap.
We can use the expressions students to write down the
always, usually, sometimes and answers and then play the 21st Century Skills
never to say how often or track once. Social Skills
regularly we do something. These ▪▪ If necessary, play it again to Tell students that sharing their
adverbs usually go before the check their answers. work is key to creating a more
verb.
comfortable atmosphere among
We always study English. Answer Key friends and classmates. Therefore,
He usually watches TV in the usually, always, sometimes, never they will have to read their
morning. partner’s poem. Then, they need
They sometimes drink water at to make a comment following the
night.
Audio Script
17 model. Ask them to use simple T26
Girl: Dear Lotte,
words and to highlight the part
I never write poems. It’s very hot here in Rwanda. I usually
they liked the most. Recognizing
have lunch at home with my family. I
always drink water because it’s really and praising the work of others
hot here. I sometimes drink soda, too. is an excellent way of becoming
After school, my friends always play more tolerant and respectful of
volleyball, but never play sports. I don’t differences (which, in the end,
like sports. is one of the objectives of this
Love, module).
Makena
module 1 // Unit 2
4. Read Complete the survey. Then, compare with a partner.
What kind of student are you?
Do you go to school on time?

1.
Always Usually Sometimes Never
Do you play sports during the break?

2.
Do you read books at school?

3.
Do you do your homework on time?

4.
5. Speak Practise with a partner. Who has the best study habits?
Do you always Yes, I do. I

always go to 21st Century Skills
go to school · Critical Thinking
on time? school on time.
Does your school have
facilities to get better results?
No, I don’t. Which are those?
I never …
Makena’s school principal, Ms Bohasa, has a diary. Ask and answer

6. Speak questions about her activities.
How often does Ms Bohasa Monday Tuesday Wednesday Thursday Friday

have lunch with students? Talk to Check school Visit the
teachers evaluations school
27
She sometimes checks Talk to Play soccer Write a school Study Engligh
school evaluations. teachers report at home
Talk to Play volleyball Have lunch Study English Visit the

How often does she …? teachers with at home school
students
Talk to Study English Have lunch Check school

She always/sometimes/ teachers at home with evaluations
usually/never ... students
Talk to Play basketball

teachers

▪▪ Help students to identify the

4. Read 6. Speak frequency of Ms Bohasa’s
(20 minutes) (25 minutes) activities by looking at the
whole month, not just one day
▪▪ Read the rubric. ▪▪ Read the rubric. or one week.
▪▪ Tell students that the survey is ▪▪ Make sure students ▪▪ Get students to do the activity
from Teenagers Today. understand the model before and then go around the class
▪▪ Allow enough time for doing the activity. monitoring their work.
students to copy the chart in ▪▪ Check their answers as a class
their notebooks and answer Grammar Box by asking a student to ask one
the questions. Questions with Adverbs of question and another student
Frequency to give the answer.
5. Speak We use How often do/does …? or
When do/does ...? to ask how often Answer Key
(20 minutes) we do something or to say how Q: How often does Ms Bohasa
regularly something happens. have lunch with students?
We include an adverb of A: She sometimes has lunch
▪▪ Model the activity. with students.
frequency in the answer.
▪▪ Go around the class and Q: How often does she check
monitor students’ work, Question Answer school evaluations?
making any corrections if A: She sometimes checks school
How often / I always drink
necessary. evaluations.
When do you water in the
drink water? morning. Q: How often does she talk to
21st Century Skills teachers?
Critical Thinking How often / He never A: She always talks to teachers.
Explain to students that it can be When does plays tennis. Q: How often does she play
possible to develop good habits your father sports?
when a place, such as a school, play tennis? A: She usually plays sports.
meets minimum standards to Q: How often does she visit the
implement these habits. For How often We school library?
example, we need the internet to / When do sometimes A: She sometimes visits the
do homework. Ask: Do you have we study study English school library.
access to the internet at your school? English? on Fridays.
What other possibilities does your
school offer to develop better habits?
Make a list with the class, helping
them with the vocabulary.
T27
7. Write Complete the diagram with the activities you do and don’t do at school.
I never study during the Final task activity!

break. I don't like it!
I sometimes watch too I usually ...

much TV and I don't
read my books.
I always do my
homework on
time.
8. Speak Present your diagram to your class.
In our group, we usually I always check my

drink water at school notebook because I like
because we need to control to review my classes.
our temperature.
I sometimes use the

We never go to the library! internet, but Andrea
We’re lazy and we don’t always uses it.
like to do that!
28
9. Listen Read the poem and practise the times with a partner.
18
Seven fifteen, time to clean
Nine forty, time for a story
Eleven fifty-five, time to drive
Twelve o’clock, time to stop.
7. Write 8. Speak 9. Listen

(30 minutes) (30 minutes) (10 minutes) track 18
Extra Activity (10 minutes) ▪▪ Divide the class in groups of ▪▪ If you feel it is necessary, read
To maximize time, bring the task four. Students compare their the poem aloud first using a
template to class so that students charts and prepare a diagram nice rhythm and intonation.
do not have to copy the diagram to show the results of the Emphasize the rhymes at the
in their notebooks. Remember group. end of each line.
this task requires, at least, A4- ▪▪ Students present their ▪▪ Play the track twice to make
size paper or cardboard for each diagram to the class. sure students can repeat the
student, so make sure you have poem.
the material ready. Extra Activity (10 minutes) ▪▪ Students work in pairs and
Using the model provided in their practise the poem.
▪▪ Read the rubric. books, help students notice how
many elements from previous Audio Script
▪▪ Show students how diagrams Seven fifteen, time to clean
18
help to identify the frequency lessons/units are used. For
example, the connector because Nine forty, time for a story
of their activities at school. Eleven fifty-five, time to drive
is in some of the examples; also,
▪▪ Get students to write their Twelve o’clock, time to stop.
the connector but to contrast
sentences in the correct part
two different ideas. Encourage
of the diagram. Make sure
students to use the model and Extra Activity (10 minutes)
they use all the adverbs of
use the connectors. Additionally,
frequency in each level. Ask students to memorize the
you could mix high achievers with
▪▪ Allow enough time to make
low achievers in each group, so
poem and then say it aloud to the
an attractive poster by using rest of the class. You could even
that they can help each other
some coloured pens or ask for students to say it in the
with the task.
clippings from magazines (or next class without opening their
even drawings). books. How many students can
memorize it?
Challenge students’ imagination
by asking them to use a different
action in each level of the
diagram.
T28
Check Your Progress
I can describe
daily routines.
Listen to an American student.
19 1. Listen Complete the information.
Very well
Activity Yes/No How often/What time
Quite well
Make breakfast Yes No
Take the school bus Yes No With difficulty
Have lunch at school Yes No
Do homework Yes No
Go to sleep Yes No
I can ask and answer

questions about daily
2. Write routines and the time.
Make a list of your good and bad habits at school. Very well
Use expressions of frequency to describe your routines.
Quite well
With difficulty
I can talk a
bo
habits at sc ut my
hool.
Listen to your teacher’s
3. Write questions and answer them.
Very well
Write sentences. Use expressions Quite well

4. Write of frequency or times.
With diffi
culty
29
I I I
I can describe the
frequency of activities.
Very well
Quite well
With difficulty

1. What time do you usually

19 wake up?
I’m Samantha, from Texas.
(15 minutes) track 19 I usually wake up early to take a 2. How often do you use the
shower. I never make breakfast internet?
▪▪ Read the rubric. because I don’t cook! I always take
▪▪ Remind students that, 3. How often do you play
the school bus at 7.00 and start
depending on the place, sports?
school at 7.30 a.m. I sometimes have
people have different routines. lunch at the school cafeteria. At 4. What time do you usually
▪▪ Students listen to the routine 3.45 I get home and I always do my do your homework?
of an American girl and check homework. I always play with my dog. 5. What time do you start
the answers in the chart. At 8.45 I go to sleep. your classes?
▪▪ Play the track twice so that ▪▪ After students finish the
students can write down their exercise, help them reflect
answers in their notebooks. 2. Write upon their performance in the
▪▪ Check the answers as a class. exercise and the background
(20 minutes) knowledge they needed. Make
▪▪ After students finish the
exercise, help them reflect ▪▪ Read the rubric. them complete their reflection
upon their performance in the ▪▪ Elicit adverbs of frequency chart.
exercise and the background students have studied
knowledge they needed. Make throughout the unit. 4. Write
them complete their reflection ▪▪ Allow enough time for
chart. students to write their (10 minutes)
sentences. They should ▪▪ Read the rubric.
Answer Key include good and bad habits ▪▪ Make sure students
Activity Yes/No How often/ and use a frequency adverb understand they have to write
What time for each one. real sentences for the pictures
▪▪ After students finish the and use adverbs of frequency.
Make □Yes □No She never exercise, help them reflect
breakfast makes ▪▪ Allow enough time for
upon their performance in the students to write each
breakfast. exercise and the background sentence.
Take the □Yes □No She takes knowledge they needed. Make
▪▪ After students finish the
school bus the bus at them complete their reflection
exercise, help them reflect
7.00. chart.
upon their performance in the
Have □Yes □No She exercise and the background
lunch at sometimes 3. Write knowledge they needed. Make
school has lunch at them complete their reflection
the school (20 minutes) chart.
cafeteria. ▪▪ Read the rubric.
Do □Yes □No She always ▪▪ Read the following questions
homework does (her) twice – clearly and at a normal
homework. pace. Allow enough time
Go to □Yes □No She goes for students to answer each
sleep to sleep at question:
8.45.
T29
Unit »3
Objectives
» I can ask and answer questions
about families.
» I can talk about people’s feelings.
My People.
» I can understand information about
people’s physical appearance.
In Context » Family Life

20 1. Listen Listen to Andrea describing her family album. Complete the names.
This is my father.
His name’s . This is my brother.
His name’s .
My name’s Andrea.
This is my sister. This is my mother.

Her name’s . Her name’s .
Complete with some of the

2. Speak words in the Word Bank. Then, Word Bank
practise with a partner. father brother sister
mother son daughter
30 Andrea is Rosa and
Antonio’s daughter .
Yes! Antonio is
Andrea’s .
Right! Jairo is
Andrea’s .

Unit 3 My People
Unit Objectives
• Identify phrases and expressions related to my family and other people’s families.
• Produce simple sentences about people’s feelings.
• Exchange information about people’s physical description through questions and
sentences.
Vocabulary Members of the family; Feelings; Physical description words; Personality words
Grammar Possessive adjectives; Present simple affirmative, negative and question forms
▪▪ Read the example and

20 elicit the answer from the
Hello, everybody! My name’s
(15 minutes) track 20 Andrea and I live in Medellín.
class. Make sure everybody
I’m 11 years old. This is my family. understands the answer.
▪▪ Say the title of the lesson and This is my father. His name’s ▪▪ Allow enough time to
discuss what it means as a Antonio and he’s 42 years old. This students to complete the
class. is my mother. Her name’s Rosa. rest of the answers in their
▪▪ Read the rubric. She’s 38 years old. This is my brother notebooks. Help by answering
▪▪ Ask students how many Jairo. He’s 16 years old and he helps questions or correcting
people there are in their my parents every day on the farm.
spelling mistakes, if necessary.
families: Who has the biggest That’s my sister. She’s 14 years old.
Her name’s Liliana. ▪▪ Students compare their
family in the class? answers in pairs.
▪▪ Use the picture and ask how
many people there are in Answer Key
Andrea’s family. Students say 2. Speak Antonio is Andrea’s father.
where they think the family is (25 minutes) Jairo is Andrea’s brother.
from. Do they know families
from that part of Colombia? ▪▪ Read the rubric.
Are families big or small ▪▪ Tell students that the activity
there? Is their family similar to is about Andrea’s family.
Andrea’s? Students close their books
▪▪ Play the track once. Students and ask questions about the
identify the family members. names of Andrea’s family
members. Practise spelling.
▪▪ Play the track for the second
time and check answers as a
Grammar Box
class.
Possessives to Express Family
Answer Key Relations
This is my father. His name’s Tell students that we use an
Antonio. apostrophe (’) next to the
This is my mother. Her name’s person’s name and the relation
in the family to show the
T30
Rosa.
This is my sister. Her name’s Liliana. possessive.
This is my brother. His name’s Think of a famous family, like the
Jairo. Simpsons. Write on the board:
Bart is Marge and Homer’s son.
Lisa and Maggie are Marge and
Homer’s daughters.
Homer is Bart, Lisa, and Maggie’s
father.
Marge is Bart, Lisa, and Maggie’s
mother.
Use colours to help students
understand the grammar rule.
module 1 // Unit 3
Maya’s from Silvia, a little town in the Department of Cauca.
21 3. Listen Listen and read.
Hi! My name’s Maya

Itimay. I have t wo sisters.
Their names are Yolanda
and Morela. Yolanda’s 24.
Her son’s Alberto. His last
name’s Camijoi. Morela’s 16.
Our parents are Guambiano
people. Their names are
Lorenzo and Sashkay.
This is their picture.
4. Speak In pairs, describe Maya’s family.
Lorenzo is Maya’s father. Yes! His last name is ...
Yolanda is Alberto’s mother. No! Her mother is ...
5. Speak Describe Oriana’s family members.
• Angelino (dad) • Manuel (brother)

• 50 years old • 25 years old
• play chess • play soccer
31 • Romina (mum)
• 45 years old
• read books
• Oriana (daughter)
• Cristina (sister) • 15 years old
• 16 years old • running
• play video games
Oriana’s father is Her brother and sister are …

Angelino. He’s 50 years They’re…and…years old.
old. His hobby is … Their hobby ...


21 5. Speak
Girl: Hi! My name’s Maya Itimay.
(30 minutes) track 21 I have two sisters. Their names are (30 minutes)
Yolanda and Morela. Yolanda is 24.
▪▪ Read the rubric. Her son is Alberto. His last name is
▪▪ Ask questions about the Camijoi. Morela is 16. Our parents ▪▪ Ask questions: How many
place in the picture. Are are Guambiano people! Their members are there in Oriana’s
students familiar with the names are Lorenzo and Sashkay. family?’ Where are they from?’,
Cauca department? What This is their picture. ‘Is your family similar to
is its capital? Where is it in Oriana’s?
Colombia? Students locate ▪▪ Ask a student to read the
the department on a map. model sentences.
4. Speak
Then, ask them to find ▪▪ Pair students. Students
Silvia on the map. (20 minutes) describe Oriana’s family
▪▪ Play the track once. Students ▪▪ Read the rubric. members. Go around and
listen and read. Then, play the monitor students’ work,
▪▪ Read the model. Highlight
track again for students to especially regarding their use
the use of the possessive
notice pronunciation patterns. of possessive adjectives and
adjectives and the ’s. If
necessary, write on the board: possessive apostrophes.
To practise pronunciation Extra Activity (15 minutes) Extra Activity (20 minutes)
patterns, play the track and Divide the class into groups of
Use the Simpsons family tree to
pause it after every sentence three and tell them that they will
drill similar sentences to the ones
in the text. Students repeat the need a piece of paper and a pen/
presented in the model. Use as
sentence trying to imitate the pencil. You will say the name
many possessive adjectives as
pronunciation and intonation. of a member of Oriana’s family,
possible and change the subjects
Continue with the other and students have to write three
and the ’s so that students
sentences. Ask for volunteers to sentences about that member.
understand the changes they
read each sentence. Tell students that you will look
have to make when they do the
exercise. at the answers from the first
four groups who give you their
Grammar Box papers. Then, read each sentence
Possessive Adjectives ▪▪ Check as a class. You may like and give a point if it is correct
We can also express possession to ask for volunteers to go or, if it is incorrect, use it to raise
with possessive adjectives. Write to the board and write their awareness of typical errors.
on the board: examples. Give papers back to groups and
Maya’s sisters are Morela and continue the activity, naming
Yolanda. another member of Oriana’s
family. Praise groups that have
Her sisters are Morela and
correct sentences and encourage
Yolanda (her is the possessive
the others to get points in the
adjective that replaces the word
next round.
Maya’s).
Alberto’s last name is Camijoi.
His last name is Camijoi (his is the
possessive adjective that replaces
the word Alberto’s).
T31
Morela, Yolanda and Maya’s
parents are Guambiano people.
Our parents are Guambiano
people (our is the possessive
adjective that replaces the words
Morela, Yolanda, and Maya’s).
6. Speak Draw your family tree. Ask and answer questions with a partner.
Is he your brother? Yes, he is. His name’s ...
Is he a student? No, he isn’t. He works.
What’s his hobby? Study Tip

Practise ask
ing and
answering q
He always plays uestions
with your p
video games and … artner to
improve yo
ur oral
communica
tion skills.
Look at Oriana’s brother’s selfies. Match each

7. Read photo with a feeling from the Word Bank.
Word Bank
happy sad bored tired excited hungry
1. 2. 3. 4. 5. 6.
Take photos or draw pictures of your

8. Speak family and friends. Tell a partner about
21st Century Skills
how they’re feeling.
· Social Skills
32 When someone is upset or

This is my friend. This is my brother.
angry, are you respectful and
Her name’s Lorena. In this His name’s Raúl.
help them?
picture, she’s sad. In this picture, he’s happy.

6. Speak 7. Read 8. Speak

▪▪ Read the rubric. ▪▪ Read the rubric. ▪▪ Read the rubric and check
▪▪ Allow enough time for ▪▪ Give students time to look understanding.
students to draw their family at the vocabulary and make
trees and make questions sure they understand the Extra Activity (5 minutes)
to their partners. Go around adjectives. Ask students to take pictures
the classroom monitoring ▪▪ Students match the pictures of their family members and
students’ use of grammar and and the adjectives. organize them in a collage or
vocabulary. ▪▪ Check with the class by a digital presentation. Then, in
modelling like this: ‘In the next class they can show
Extra Activity (10 minutes) picture number 1, he is …’. the pictures and describe their
If you feel comfortable doing Ask volunteers to read each families following the model.
so, draw your family tree. sentence and praise them
Alternatively, draw the Simpsons for their correct work.
21st Century Skills
family tree again on the board
Social Skills
and use it as a model for the Extra Activity (5 minutes)
activity. Ask students to use the Introduce this section by telling
Present two or three extra
model and ask questions about students that we usually have
adjectives appropriate for the
one member of the family. good and bad days. Then our
level. Write the word on the
emotions may depend on what
board and use body language (or
happens during those days. When
face gestures) to help students
Study Tip we see people showing specific
identify its meaning. Then,
Help students read the emotions, we can always ask if
allow them to write that extra
information in the tip and they are you OK, and tell them
vocabulary in their notebooks.
emphasize the importance of that everything will be OK. In
Suggested extra words: thirsty,
asking questions and answering this simple way, we can show
scared, serious, relaxed.
them in class all the time. This our support and offer help when
will help students improve necessary; this demonstrates we
their oral skills, feel more feel empathy with the people
comfortable and help their around us.
classmates with difficulties in
class. Making questions and
answers is part of the
routine of the classroom
and promotes positive
relations among classmates.
T32
module 1 // Unit 3
Expanding Knowledge » We Are All Different!
Read the Kansas School Newspaper article about the volleyball team.
1. Read Complete the chart.
Position Physical
Name
in the team characteristics
Neil Patrick
tall
This is the school volleyball

team. The captain, Neil Patrick, is the guy on the left.
His hair is short, curly and black. The libero is Harry
Jones. He’s tall and blond. Ms O’Hara,
coach
the woman with long, straight, black hair is the coach.
22 2. Listen Listen and read. Then, write the names of the people in the photo.
33
Study T Harry Jones

William Blunt Neil Patrick is Josh Samir is
ip is really tall. He
Make a is tall. His hair medium-height. short and thin.
word has straight,
list in o is really short, He has short, He has short,
rd
remem er to blond, short
curly and black. black, curly wavy, fair hair.
ber the hair. He has
vocabu He has brown hair. His eyes are His eyes are
lar green eyes.
you lea y eyes. brown. blue.
rn.

1. Read 2. Listen Audio Script

22
ello, everybody! I’m Ellen
H
(20 minutes) (15 minutes) track 22 Darril, and I’m here at the volleyball
court. Look! Here come the boys from
▪▪ Read the rubric. ▪▪ Read the rubric. the school volleyball team. Do you
▪▪ Before reading the text, ask ▪▪ Play the track once. Students remember Harry Jones? He’s really
how many students in the listen without completing the tall. He has straight, blond, short
classroom are in a sports names. hair. He has green eyes. Oh… look!
team. Have they participated ▪▪ Play the track again. Students That’s William Blunt. He’s tall. His
in any school competitions? complete the names. hair is really short, curly and black. He
Did they win? has brown eyes. Then… oh, yes! The
▪▪ Check answers with the class
captain, Neil Patrick. Neil is medium-
▪▪ Students look at the by asking different students to height. He has short, black curly hair.
vocabulary and then read read each description and say His eyes are brown. Finally, we can
the text. the correct name. see Josh Samir. He’s short and thin.
He has short, wavy fair hair. His eyes
Extra Activity (5 minutes) Grammar Box are blue. Let’s go and say hello. Hello,
Ask students to check the Physical Descriptions guys! This is an interview for the
vocabulary in a dictionary. It We can describe people using
Kansas School Magazine.
is always a good idea to have three specific models. Write on
dictionaries to hand to help the board: Study Tip
students with vocabulary.
Alternatively, if you have access Model 1 Model 2 Model 3 Help students realize the
to the internet in your classroom, importance of recording
John He has His hair is
allow students to check the vocabulary in an organized way.
is tall. green long, curly
words they do not know on the In this case, physical description
eyes. and black.
internet. contains too many words to
Andrea She has Her eyes be memorized in just one
is black are brown. opportunity. Therefore, they can
▪▪ In pairs, students read to their short. hair. make lists of words in a special
partners. They can assess their section of their notebook
partner’s pronunciation and Sometimes more than one word to remember the important
fluency. can be used. For example: He has vocabulary. They can make
▪▪ Present the chart and check short, brown hair = His hair is short groups of words to make
students understand the and brown. shorter lists. For example,
information they must vocabulary related to hair,
complete. Use the model eyes and body.
provided in the chart and Answer Key
allow enough time for From left to right: Neil Patrick,
students to complete it. Harry Jones, Josh Samir, William
▪▪ Check answers with the Blunt
whole class.
Answer Key
Position
Physical
Name in the
characteristics
team
Neil captain short, curly, T33
Patrick black hair
Harry libero tall and blond

Jones
Ms coach long, straight,

O’Hara black hair
Ask and answer questions about the Kansas School basketball team.
3. Speak Use the Word Bank.
Ling Shoshana Word Bank

Physical Description
HAIR
black brown blond dark
long short curly wavy
HEIGHT
tall short medium-height
EYES
Alexa
Clara Louisa brown green grey blue
Does Alexa have No, she doesn’t.

short hair? She has long hair.
Yes, she does.

Does Ling have … eyes? She has … eyes.
Is Louisa short?
Yes, she is. She’s
short.
4. Read Match the pictures with the descriptions.
1. 2. 3. 4.
34
Mr Morales Ms Simonson is
Ms Rashid is very Mr Kuchynsky is tall
is young and short. She wears
short and slim. Her and thin. He has very
very tall. He has glasses. She’s the
hair is black and long. short hair. He has
short dark hair. swimming coach.
She’s the mentor of brown eyes. He trains
He coaches the
the volleyball team. the tennis players.
basketball team.


3. Speak students to ask questions and
Answer Key
1. Ms Simonson is short. She
(30 minutes) answer them. Go around the
wears glasses. She’s the
classroom monitoring their
▪▪ Read the rubric. swimming coach.
work, making any necessary
▪▪ Give students some time to 2. Mr Kuchynsky is tall and thin.
corrections.
look at the vocabulary and the He has very short hair. He
model. has brown eyes. He trains the
4. Read tennis players.
▪▪ Students look at the Word
Bank and check they (20 minutes) 3. Ms Rashid is very short and
understand the vocabulary. slim. Her hair is black and
▪▪ Read the rubric. long. She’s the mentor of the
Extra Activity (15 minutes) ▪▪ Students read silently and volleyball team.
match each picture with its 4. Mr Morales is young and very
Ask students to study the models
description. tall. He has short, dark hair. He
provided and notice the order of
▪▪ Check answers with the class. coaches the basketball team.
the words. Then, elicit students’
answers. They might be able to
identify two types of questions Extra Activity (5 minutes)
in the exercise: yes/no questions Extend the activity by asking
students to practise reading aloud Wrap up the activity by asking
with to be, and wh-/information
in pairs (or put students in groups students whether any of their
questions in the present simple.
of four, so that each student teachers at school are similar
Ask students to remember the
reads one description each). This to the teachers in the pictures.
order of words in each type of
type of activity can promote It is always fun to find some
question and compare that order
peer-assessment in a friendly similarities between the book
with the model provided.
way. content and students’ real life.
T34
module 1 // Unit 3
5. Speak In groups, describe someone in your class.
He’s tall and he

He’s tall.
has short hair.
21st Century Skills

· Social Skills
We’re all different. Physical
differences make us special.
Julian’s tall. Differences make the world awesome!
6. Speak In pairs, choose a teacher from your school. Ask and answer questions.
Is it a man or a It’s a woman.

woman?
No, she isn’t. She’s
Is she tall? really short.
Does she have Yes, she does. She

green eyes? has green eyes.
Is it Ms Torres? No, it isn’t.
7. Write Work in groups. Write about people in your country.
In La Guajira, people
35 are often short.
Some people are slim
and some people
aren’t slim. We often
have straight dark
hair and brown eyes.

5. Speak 21st Century Skills 7. Write

Social Skills
Ask some questions to reflect
▪▪ Read the rubric. upon the different physical ▪▪ Read the rubric.
▪▪ Model with a student. characteristics people have ▪▪ Ask students questions about
▪▪ Allow plenty of time for in different contexts. For the region mentioned in the
students to drill the models example, people who live by the text. How much do they know
and the vocabulary with coasts usually have particular about it? What is its capital?
their classmates. Go around characteristics that can be Where is it in Colombia?
providing the necessary help. very different from the people ▪▪ If necessary, read the
who live in the mountains. This model aloud and use
Extra Activity (5 minutes) ‘mosaic’ of characteristics is what different intonation patterns
Tell students to play in pairs and makes the world a great place to highlight important
choose a person in class. They to live. To wrap up, tell students vocabulary.
have to take turns saying one that they will have the chance to ▪▪ Students write about people
sentence without stopping. If one describe people in their countries in their country. Go around
of them takes longer than five in exercise 7. monitoring their writing
seconds to say another sentence, process and providing any
he/she loses a point and the help with vocabulary.
other wins one. 6. Speak
(20 minutes)
Try to promote some cultural
▪▪ Read the rubric. awareness of students’ region/
Play with the classroom rows. Tell ▪▪ Students think of a teacher city and its people. Ask students
each row that they will need a in the school and keep his/ to work in groups. They choose
piece of paper and a pen. Say the her name secret. They work in a specific population. They
name of a student in class, and pairs and ask questions to find will have to draw or include a
the last person in the row writes out who their partner’s secret picture and describe the physical
one sentence about that person. teacher is. characteristics of that population.
Then, he/she passes the paper to Ask students to put their work on
▪▪ Make sure students follow the
the person in front, who writes a wall of the classroom and invite
model provided.
another sentence. Continue other classes to come and read
until the first person in front of
▪▪ To make the activity more
challenging for everybody, tell the descriptions.
each row has written a sentence.
students that they can ask a
They cannot repeat any of their
maximum of 12 questions.
classmates’ ideas! Collect papers
and read them aloud. Give one ▪▪ Allow enough time for
point for each correct sentence. students to ask and answer
The group with the highest the questions in pairs.
number of points wins. ▪▪ Students guess who their
partner is talking about.
T35
Preparing Your Task » People I Admire
Look at the picture of the British Royal Family.

1. Speak In groups, describe the people.
FAME MAGAZINE Prince William’s

confident …
All about famous people
Queen Elizabeth II is short and has

grey hair. She’s very responsible.
She has to speak to important
people around the world.
Catherine, Duchess of
Cambridge, has long, black
Word Bank
Meet the Royal Family … and all their secrets! and straight hair. She’s
An exclusive interview!
really kind. She visits sick responsible caring
adults and children. confident creative kind
23 2. Listen Listen and complete.

Favourite person Description
Jeena
Robert
Sasha
3. Write Think of your favourite person and say why you like them.
An An
important important
36 person does person accepts
good things for different
other people. opinions.
An 21st Century Skills

important An · Leadership
person loves important
person is a Can you be a good leader and
nature and
role model do things that make others feel
animals.
for others. comfortable and happy?
Final task activity!

1. Speak Answer Key 3. Write

(20 minutes) Favourite
Description
(30 minutes)
person
▪▪ Read the rubric. Ask students ▪▪ Read the rubric.
to locate Great Britain on a Jeena Kim She’s beautiful ▪▪ Students describe what makes
map. Kardashian and famous. a person important and write
▪▪ Students look at the magazine. She has long, this on post-it notes (or in
What can they see on the dark hair and their notebooks).
cover? Do students know the brown eyes.
▪▪ First, ask students to think
British Royal Family? Robert Camilo He has short, of a person they consider
▪▪ Students look at the words in Villegas dark hair and important in their lives.
the Word Bank. Are there any brown eyes. ▪▪ Then, ask students to
words they don’t know? He’s confident think about the specific
▪▪ In groups, students describe and he’s a good characteristics that make that
the different members of player. person unique.
the Royal Family. Go around ▪▪ Ask them to write about their
monitoring students’ work and Sasha Adele Her songs are
favourite person. Go around
check they use the words in beautiful and
the classroom helping with
the Word Bank. her style is
vocabulary. Keep students
relaxed. She
focused on the activity by
Extra Activity (10 minutes) has a beautiful
asking them to write short,
voice.
To make sure students have simple ideas, keeping them
some basic information about the relevant and true.
Royal Family, prepare a simple ▪▪ Ask students to write their
family tree and draw it on the Audio Script
board. Include the names and the Jeena: Well … I really like
23 sentences on the post-it notes
and stick them on the board.
relations of the people in the tree. Kim Kardashian. She’s so beautiful You could also divide the class
and famous! She has long, dark
into groups and stick their
hair and brown eyes. How about
you, Robert?
ideas on the wall behind them.
Robert: I’m not sure … let’s see … ▪▪ Ask students to read their
Students use the vocabulary list Oh! I know! I really love Camilo notes aloud. Praise students
they have been working on in Villegas. He’s a golf player. He has for their ideas about people
previous lessons and add new short, dark hair and brown eyes. they admire.
vocabulary to it. Remind them He’s confident and a good player.
to use a heading to group the Sasha: Mhhh … I have a different idea. 21st Century Skills
new vocabulary (e.g. Personality To me, a very important person is Leadership
words). Adele. Her songs are beautiful and
her style is so relaxed. She has a Explain to students that a leader
beautiful voice as well. is a person who makes important
decisions, always looking to
2. Listen benefit everyone. It does not
(30 minutes) track 23 mean a leader of a group has
to be a perfect person. Some
▪▪ Read the rubric. of the people they have written
▪▪ Play the track once. Students about may be leaders. Encourage
take notes. the students to say which ones
▪▪ Play the track again. Students and why. Maybe one day your T36
complete the chart. students will be leaders to other
▪▪ Ask students to compare their people. Leaders are necessary in
answers in pairs and then history!
check them as a class.
▪▪ Ask volunteers to say
the name of the person
mentioned and some
characteristics about him/her.
module 1 // Unit 3
4. Speak Describe your favourite people.
Who is a person you admire in ...?

Music Cinema
Other (Technology, Artist,

Sports
Science, etc.)
My favourite person in science is Rodolfo Llinás. My favourite person in sports is …

He’s short and his hair’s grey. He studies the brain. She’s … and her hair’s …
5. Speak Write the top five people that your classmates like.
Who’s your favourite I like Ciro Guerra.

person in Colombia? His film Embrace of the
Serpent is really interesting.
His movie’s amazing!

TOP FIVE FAVOURITE
37 PEOPLE IN 37
COLOMBIA
1. Rodolfo Llinás
2. Ciro Guerra
3. Mariana Pajón
4. Goyo, Tostao
y Flow
(ChocQuib Town)
5. Fernando Botero

4. Speak 5. Speak Extra Activity (20 minutes)

(30 minutes) (30 minutes) As a variation of this activity,
ask groups to write their lists on
▪▪ Read the rubric. ▪▪ Read the rubric. posters and present them to the
▪▪ Students have to think of their ▪▪ Do this activity as a class class. Each group goes to the
favourite people in different or in small groups. board and takes turns to describe
areas. The pictures may give ▪▪ Tell students to check their the top five Colombian people.
them some ideas. classmates’ favourite people Make sure each student talks
▪▪ Allow enough time for them and list how many are from about one character. Encourage
to think of ideas about who Colombia. Then, find out how the other students to clap after
they want to talk about. Read many students chose the each presentation and praise
the model provided and tell same people and rank them. them for their effort.
students they can adapt it to ▪▪ Ask students to write their
their own person. lists in their notebooks and be
▪▪ Share the information as a ready to report to the class.
class or in little groups. Make sure they have at least
▪▪ Make sure students’ ideas one piece of information
are clear. A few mistakes about each person.
are OK. You do not want to
make students feel frustrated
because their ideas are not
completely accurate in terms
of form.
T37
24 6. Listen Listen and complete. Use the Word Bank.
Lorena’s favourite person
Word Bank Name

boring Physical
famous description
funny
interesting Family
generous
Why does she like
him?
Choose a relative, a celebrity or a

7. Write friend. Complete the mind map. 8. Speak
Present the person you
Final task activity! admire to your class.
Name Family
information
Physical
description
THE PERSON
I ADMIRE
Reasons I The person I admire is Oscar

Figueroa. He has…hair…I
admire him/her really like his…
9. Listen Listen and circle the sound th. Then, listen and repeat.
38
25
Family is mother
Family is father
Family is sister, brother
Like family … there’s no other!


24 8. Speak
Girl: My name’s Lorena.
(15 minutes) track 24 The person I admire is Will Smith. (30 minutes)
He’s a famous actor.
▪▪ Read the rubric. He’s tall and has short, black hair. He
▪▪ Ask students if they know has brown eyes. ▪▪ Put students in groups of four.
who the person in the picture I admire Will because I think he’s a They present the person they
is: Where’s he from? What does very good actor. He’s in interesting admire using the mind map in
he do? Why is he so famous? films, like I, Robot and Men in Black. exercise 7. Encourage groups
▪▪ Look at the Word Bank They’re never boring! He’s also very to help their partners and clap
and make sure students funny. I think he’s a generous person. after each presentation.
He gives money to a charity to help
understand the words.
poor people. Extra Activity (10 minutes)
▪▪ Play the track once and He has a son and a daughter. His
students take notes of key wife’s name is Jada. Help students notice how, in the
words they understand. model provided in their books,
▪▪ Play the track again and many elements from previous
students complete the lessons/units are recycled. For
7. Write example, the physical description
information in the chart.
▪▪ Give them some time to (30 minutes) vocabulary and the reasons why
organize their ideas in the you admire a person. Encourage
▪▪ Bring a template of the mind students to use the model and
chart before checking the map to class so that students
exercise. use the content of the unit.
do not have to copy it in their Additionally, you could put high
▪▪ Check answers as a class. notebooks. Remember this achievers with low achievers in
Accept any piece of task requires A4-size sheets each group so that they help each
information that is correct, of paper or cardboard for each other to complete the task.
even if it is a little incomplete. student, so make sure you
have this material ready.
Answer Key
9. Listen
Lorena’s favourite person ▪▪ Show students how the
Name Will Smith diagrams help to organize the (30 minutes) track 25
important information about
Physical He’s tall and has ▪▪ Read the rubric.
their favourite people.
description short, black hair. He ▪▪ Make sure students
has brown eyes.
understand the instructions
students to choose their
and play the track once.
Family He has a son and a person and write the
daughter. His wife’s information in their diagrams.
▪▪ Allow students to circle the
th sounds and play the track
name is Jada.
Extra Activity (10 minutes) again. Drill the pronunciation
Why does He’s a very good of the sound th and encourage
If you have access to the students to imitate you.
she like actor. He’s in
internet, allow students to check
him? interesting films, like
information about their chosen
▪▪ Finally, play the track again
I, Robot and Men in and pause after each line for
person (information about
Black. He’s very funny. students to repeat.
their families – provided such
He’s a generous
information is available online).
person. He gives Extra Activity (10 minutes)
If students choose people who
money to a charity to Students memorize the poem
seem to be known just by them,
help poor people.
make sure they include some and then say it to the class. T38
basic information in the diagram. Ask for students to say it in the
next class without opening their
books. How many students could
memorize it?
Audio Script
Family is mother
25
Family is father
Family is sister, brother
Like family … there’s no other.
module 1 // Unit 3
26
Chant
Good morning everyone
Good morning everyone,
How are you today?
Please raise your hand
If you have something to say!
I´m your teacher, nice to meet you.
Let’s work in pairs of two.
Get your papers and your pen
And open your books on page ten.
Now everyone listen to me.
Let´s learn about our families.
Look at the picture on the board.
Look at the dad, he looks bored.
He is short and very strong.
His hair is blond and very long.
He has two sons, they are tall.
He is responsible and he loves them all.
How are you today?
Look at the sister on the chair.
She has blond and curly hair.
She looks tired and very sad.
She is small, just like her dad!
Her mum is caring and very fun.
She has dark hair just like her sons.
They are an interesting family.
One, two, three, now rap with me!
How are you today?
39 Look at the grandmother on the chair.
She has grey and curly hair.
She looks tired and quite sad.
She is small, just like her dad!
Her mum is caring and very fun.
She has dark hair just like her sons.
They are an interesting family.
Now come on everyone, rap with me!
Good morning everyone, …

Chant: Good morning everyone

There is one chant in each module. Chants are great activities for improving
confidence and accuracy of pronunciation. Specific guidance and ideas on how best
to use the chants in your class are included in the notes for each section.
Associating actions with key vocabulary items helps students to memorise the word
and associate it with the movement, and is a powerful learning tool. A lot of students
enjoy these activities, and they often make for fun and creative lessons.
Introduction to chants
Activities based on chants gradually increase in complexity and difficulty as the
module progresses, so it is best to teach activities in the order in which they are
presented in the book. If you have time for an additional classroom activity at the
end of the lesson, often there are further activities for more advanced students.
These additional activities are often slightly more complex than others within the
unit and demand some creative thinking from students. It is also opportunity for
them to include vocabulary from other lessons and topics.
Most chants don’t require advance preparation. The chant in module 1 is an

exception, and requires just 5 minutes’ preparation before the class starts.
Line 11 in the chant refers to a picture on the board. Before the class begins, you
should prepare this image if you can.
If you don’t have time to prepare the image before the class, you can make drawing
the picture as a whole class activity directly after the first listening of the chant,
by calling one student to the front of the class and asking the rest of the class to
Pre-class preparation for instruct them what to draw in the picture.
module 1 (5 minutes)
The key for this is as follows:
▪▪ dad – looks bored, short, strong, responsible, loves his family
▪▪ daughter – long hair
▪▪ two sons – tall
▪▪ grandmother – sitting on a chair, grey, curly hair, looks tired and sad, she’s
small
▪▪ mum – caring, fun, dark hair.
T39
There are nine instructions in the chant. Work with a partner

1. Speak to find them all.
hand if Yes, that’s right. Th

Please raise your one is …
e next
ng to say!
you have somethi
2. Read Read the chant again and look for the words.
1. Underline all the imperative verbs.
2. Circle all the nouns for people.
3. Draw a box around all the adjectives.
3. Write Answer the questions. Use full sentences.

1 Where is the picture? 5 What do the sons look like?
The picture is on the board.
2 What does the dad look like? 6 Where is the sister?
3 What does the daughter look like? 7 What does the sister look like?
4 How many sons are there? 8 What is the mum like?
Write about your family. Use words from chant, the

4. Write phrases provided and your own ideas.
40
My dad/my mum is …
My brother/sister is …
curly caring interesting strong tall
We are …
responsible blond long sad small
My family is …
fun dark short tired
29/12/16 15:02
Lesson 4 ▪▪ He looks bored – mime a

bored-looking expression 3. Write
▪▪ Strong – mime flexing your
Good morning everyone. biceps (15 minutes)
▪▪ Hair is long – mime brushing
your hair as if it were very In activity 3, students are required
Speak to write answers to a series of
long.
(5 minutes) ▪▪ He loves them all – put both comprehension questions about the
your hands on your heart. second half of the chant. The focus
▪▪ One of the key learning of this activity is on ‘family’. Particular
outcomes from this module focus should be paid to the correct
is classroom instructions, so 1. Speak
grammatical structure of sentences.
activity 1 is particularly helpful (10 minutes)
to this end. Once students
have completed this activity, ▪▪ One of the key learning 4. Write
bring them back to a whole outcomes from this module
is classroom instructions, so
(10 minutes)
class and play a game of
‘Simon says’. activity 1 is particularly helpful The final activity in this section is
to this end. Once students another writing activity that is ideal
Listen have completed this activity, for homework.
bring them back to a whole
(10 minutes) class and play a game of
Play the chant a couple of times for ‘Simon says’.
students to get used to the rhythm ▪▪ The rules to ‘Simon says’
and pronunciation. Ask students to are as follows: if they say
suggest actions to indicate that they an instruction prefixed with
understand the content. Here are ‘Simon says’, the students
some examples to get you started must mime the action. If they
(there’s lots of potential for creativity say an instruction as a normal
with this exercise, so encourage command and not prefixed
students to be inventive too and with ‘Simon says’, the rest
adopt actions suggested as a whole of the students should not
class): move. Assign one student
as the leader, invite them
▪▪ Good morning everyone – to the front of the class to
mime a friendly-looking wave
give instructions to their
to everyone in the class.
classmates. The students
▪▪ Please raise your hand – mime
raising a hand as if to ask a then do the actions that their
question in class classmate tells them.
▪▪ I’m your teacher – gesture
to yourself, as the teacher. 2. Read
(When you ask students to
mime this with you, encourage (10 minutes)
them to point to you rather Activity 2 is a reading activity that
than pointing to themselves requires students to analyse the
as the teacher, as this will help grammar of some of the words in the
them to differentiate between
chant and categorise them correctly.
‘I’ and ‘you’.)
Once students have completed
▪▪ Get your papers and your pen T40
– mime gathering together this activity, revise each item of
a book of papers and a vocabulary with them to ensure
pen, getting ready to write thorough comprehension.
something.
▪▪ Open your books – mime
turning to a specific page in a
book.
▪▪ Listen to me – mime ‘listening’
by cupping a hand to your ear.
▪▪ Look at the picture on the
board – gesture to the picture
on the board
Check Your Progress
1. Speak Answer the questions. I can ask and

answer questions
about families.
1. Is Mary Jack’s
sister? Very well
2. Who’s Peter?
3. Is Mark Alex’s Quite well
cousin?
4. Is Jack Elizabeth’s With difficulty
grandmother?
5. Who are Juliet and
Anna?
6. Who are Jack’s
parents?
Describe the pictures. Talk about

2. Speak each person’s feelings.
bout
I can talk a
’s fe elings.
people
1. 2. 3. Very well
Quite well
lty
With difficu
4. 5. 6.
41 The person in picture The person in picture

number 1 is … number 2 is …
27 3. Listen Listen and match the people with the names.
rstand
I can unde
ti o n about
informa
ysical
people’s ph
.
appearance
Very well
Quite well
Liliana Darío Silvia Matías Juan With difficu

lty
29/12/16 15:03
1. Speak 2. Speak 3. Listen

▪▪ Allow enough time for ▪▪ Elicit words to express ▪▪ Play the track twice so that
students to write the answers emotions. students have time to write
to the questions. ▪▪ Allow enough time for and check their answers.
▪▪ Students compare their students to read their ▪▪ Check answers with the whole
answers in pairs, paying sentences. To make it more class.
special attention to the meaningful, pair students at
correct pronunciation of the random. Answer Key
members of the family. From left to right: Juan, Matías,
▪▪ Check their answers as a Suggested Answers Liliana, Darío, Silvia
class. Help students reflect The person in picture number 1
upon their performance in is excited.
▪▪ After they finish the exercise,
the exercise and make them The person in picture number 2
help them reflect upon their
complete their reflection is angry.
performance in the exercise
chart. The person in picture number 3
and make them complete their
is sad.
reflection chart.
Answer Key The person in picture number 4
1. Yes, she is. is bored.
Audio Script
2. Peter II is Peter I and Lucy’s The person in picture number 5 Boy: Hello, everybody.
27
son. is happy. My name’s Matías, and I’m
3. No, he’s not. Mark is Alex’s The person in picture number 6 10 years old. I’m short and thin
husband. is tired. and I have short, fair hair. My
4. No, he’s not. Jack is Elizabeth’s mother is Liliana. She’s short.
grandson. Her hair is brown and straight.
▪▪ After they finish the exercise My father’s name is Juan. He’s very
5. They’re sisters. They’re Justin and they check their answers, tall and thin. He has short, black
and Angelina’s daughters. help them reflect upon their hair. My sister’s medium-height
6. Jack’s parents are Lucy and performance in the exercise and her hair is very long. It’s fair.
Peter. and make them complete their Her name’s Silvia. My teacher’s
reflection chart. name is Darío. He’s short.
T41
Module // 1 Review
START
FINISH Question 1
Question 2 Question 3 Go back
Question 4
1 space 1 space
Question 30
Go back 2
Review Race
spaces
Question 29
[Up to] Take
[Up to 4 players 4 players
turns] Take turns
to roll the todieroll
andthe die and
move move the
the numbe r ofnumber of
squares. Dosquare s. Dor or
or answe answe
what r what
it says it says
in each in each
square square
. If the . If rthe
answe is answer is
correc
correct, stay t, stay
on the on the
square square
. If the answe. If rthe answerct,
is incorre is miss
incorre ct, miss a turn.
a turn.
Question 28 The first
The first player player
to get to get
to the to the
FINISH FINISH
square square wins.
wins.
1. Complete: I ——— always happy.

Miss a turn 2. Name 5 physical description words.
3. Give 3 greeting expressions.
4. Describe your mum’s routine.
5. Give 3 expressions teachers use in the classroom.
Question 27
6. What time do you get up?
7. Name 5 colours.
8. Describe your daily routine.
Question 26 9. Say the name and age of two classmates.
10. Talk about your family.
11. Give 3 good habits at school.
Bonus 12. Name 4 frequency expressions.
go to the finish 13. Talk about a person you admire.
42
Question 25
Question 24
Bonus
Go back Question 21 exchange
Bonus Question 23 Question 22 1 space places places
roll again
SB6 MOD1 RPE pp42-47.indd 42 01/12/2016 12:28

module 1 // Review
Bonus
Question 8 roll again
Miss a turn Question 7
Question 5 Question 6
Question 9
Question 10
Question 11
14. Complete: This is ——— book. These ——— some dictionaries.
15. Spell the names of two classmates.
16. Describe your father’s routine. Bonus
17. Complete: This is ——— eraser. This is ——— chair. move forward
18. Give 2 bad habits at school. 2 squares
19. Name 5 classroom objects.
20. Ask two classmates what time they go to bed and
report it to your group. Question 12
21. Say 3 words to describe people you admire.
22. Introduce yourself and your team to the class.
23. Give 2 expressions to ask about routines. Question 13
24. Talk about your habits at school.
25. Say the name and age of your parents, and where they
come from.
26. Tell the time. Miss a turn
27. Say the numbers: 13, 30, 60, 70
28. Give a physical description of your best friend.
29. Name 5 parts of the body.
Question 14
30. Say the days for yesterday, today and tomorrow.
Bonus 43
move forward
3 squares
Question 15
Question 20 Question 19 Bonus
Question 18
move forward Question 17
1 square Question 16
SB6 MOD1 RPE pp42-47.indd 43 01/12/2016 12:28

Module // 1 Review
Review Race
Pairs or small groups of up to four students

play the game. They must take it in turns
to roll the die and move their counter the
corresponding number of squares. When they
arrive at a square, players have to answer
the question or do what it says there. If they
answer correctly, they stay on the square. If
they answer incorrectly, they return to the
previous square. The first team to get to the
FINISH is the winner. Since most answers will
vary, circulate and monitor the activity.
T42
Module // 1 Review
Review Race Answers
Page 42-43
1. I am always happy. 17. This is an eraser.
This is a chair.
2. Answers may vary.
27. Students pronounce the
12. Answers may vary. numbers indicated: thirteen,
thirty, sixty and seventy.
14. This is a book.
These are some dictionaries. 29. Answers may vary.
15. Answers may vary. 30. Answers may vary.
T43
Module // 1 Final Task
Final Task
The Wall of Honour

1. In groups, collect the information and materials you created in this module.
Use the checklist to make sure you have everything you need.

What’s New! What Do You Do? My People
Lesson 3, exercise 5 Lesson 1, exercise 8 Lesson 1, exercise 5
Introducing another Description of a Description of a person’s
person person’s routine. family.
A classroom directory Description of frequency Description of a person’s
of activities physical appearance
Lesson 3, exercise 8
Description of a person
you admire.
2. Make groups of five people. Write the names of the five classmates your teacher tells you.
3. In your group, do a survey to find all the possible information about each classmate.
Include all the questions you studied in the module.
• Questions about personal

information
• Questions about routines
• Questions about family
• Questions about the
44
person he/she admires
• Other interesting questions
4. Interview your classmates. Collect the answers in your notebook.

Module 1 Final Task
The Wall of Honour

• Ask students to read the 1. 3.
5 5 20
minutes name of the module task. minutes • Have them take a look minutes • Read the rubric.
Explore what they think it is through the whole module • Focus students’ attention
about and accept any answer and check which of the mini- on the model provided and
from students. tasks they have developed by using the tell them they can use any content
• Explain what the Wall of Honour checklist provided. studied in the Module.
consists of and check they all • Encourage students to write as
understand it. Make sure they many questions as possible to find out
2.
understand the purpose of the activity. 15 information about their partners.
minutes • Put students in groups of
• Remind them they will have collected • Make sure they use English in their
five (either at random or you
or done some of the mini-tasks in the groups.
can give students a minute
three units of the module in order to
to make the groups as they want).
carry out this final stage.
Have a class list to hand and go group 4.
by group giving them the names of five 30
minutes • Ask students to share the
of their classmates. Students write the
work and get ready. They
names in their notebooks.
will have to choose one of
the people in their list and ask him/
her the questions prepared in the
previous activity. The answers have to
be written down for the task.
• Go around the classroom helping
students. Do not correct them.
Let them use their compensation
strategies to come up with the
language they need to express
meaning. Encourage them to do their
best at communicating.
T44
module 1 // Final Task
5. In your group, prepare your Wall of Honour. Choose Option 1 or Option 2 and start
organising the information.
6. Follow the steps for your presentation choice.
21st Century Skills
· Technology Literacy
You can use your
The Wall of Honour
technological skills
to make your digital
presentations more
interactive and interesting.
Option 1: Option 2:
Make a video presentation for Show and present your
each student. work on a classroom wall.
Use the information

Use all the material you Present your
collected in the activities Show your video
created in the module poster.
from the module to make to the class.
and make a poster.
your video.
Option 1: A video presentation Option 2: A poster
Record a short video of

yourself talking about Include a photo of your
STEP 1 your classmate. Show his/ STEP 1 classmate.
her picture!
Show and describe your Draw your classmate’s

STEP 2 classmate’s family tree. STEP 2 family tree.
Make a collage of
Talk about your
images related to your
STEP 3 classmate’s routines and STEP 3 classmate’s routines and
favourite activities.
favourite activities.
45
Show a picture/video
of the person he/she
Include a picture of the
STEP 4 admires and talk about STEP 4 person he/she admires.
why your classmate likes
him/her.
STEP 5 Present! STEP 5 Present!
SB6 MOD1 RPE pp42-47.indd 45 01/12/2016 12:28

Module 1 Final Task
5. 6.
5 • In groups, students select 40 • Students work in groups.
minutes minutes
one of the options to make • Allow enough time for
their presentation. students to prepare, organize
and edit the necessary material for
their task. If they choose the video
21st Century Skills option, tell them they need some visual
aids to accompany the video. They can
Technology Literacy use their school tablets (if available),
In the new millennium, emergent their phones (if available), or even the
software and technologies have school video cameras (if available). If
made it possible to make incredible they choose the poster, tell them they
academic presentations without need to be creative and artistic to
much effort. Encourage groups make the poster interesting.
who choose the video option to use • Since this task is planned during the
any kind of tech tool they know to academic term, tell groups that they
make the video more interesting. will have to do their presentations at
This use of new technologies usually the beginning of each class. To make
makes people more interested in sure all groups present, plan a schedule
the information and the way it is in which one (or two, depending on
presented. the number of groups you have) group
presents and have that schedule visible
to all groups. In that way, you can
remember what groups should present
in coming classes and get everything
ready.
• Make a final round up session asking
students what they like about the
other groups’ presentations and give
positive feedback to the others.
• Individually, each student can write
a short reflection paragraph about
how they can help their own groups in
future presentations or how they can
improve their contribution, be it at the
procedural level or linguistic one.
T45
Module // 1 Evaluation
Evaluation
Vocabulary
For questions 1-5, circle the word or phrase that does not belong in each group.
There is one example.
0. Feelings: A. happy B. upset C. surprised D. always

1. Classroom objects: A. board B. chairs C. hello D. ruler
2. Routines: A. architect B. do homework C. wake up D. go to bed
3. Family members: A. blond B. father C. son D. mum
4. Physical A. tall B. wavy C. daughter D. dark
description:
5. Personality: A. responsible B. dictionary C. creative D. caring
Grammar
For questions 6-10, organize the sentences and rewrite them on the lines. There is one
example (0).
0. three brothers. / Hi! My name / I have / is Sandra.

Hi! My name is Sandra. I have three brothers.
_______________________________________________________________________________________________________
6. my brother / This is / Steven.
_______________________________________________________________________________________________________
7. blond hair. / He / has / curly,
_______________________________________________________________________________________________________
8. work / Does / ? / he
_______________________________________________________________________________________________________
46 9. he / Yes, / does
_______________________________________________________________________________________________________
10. arrives at school / on time / He always
_______________________________________________________________________________________________________
SB6 MOD1 RPE pp42-47.indd 46 01/12/2016 12:28

Evaluation Answers
Page 46
Vocabulary Grammar
1. C 6. This is my brother Steven.
2. A 7. He has curly, blond hair.
3. A 8. Does he work?
4. C 9. Yes, he does.
5. B 10. He always arrives at school on

time.
T46
module 1 // Evaluation
Reading
Read the text below. Then, choose the correct statement True (T) or False (F). There is one
example (0).
A teacher’s typical day

Some people think that a teacher’s day is easy. Teachers usually get up at 4:00 or 5:00 am,
because they start class at 6:30 am. They are always on time for class. They always prepare
their classes and check school evaluations at home. During the break, they sometimes talk
to parents at school or write school reports. They never have lunch at home; they usually
have lunch at school with students. After school, they sometimes have extracurricular
activities, sports or conversation clubs. A teacher’s typical day is very busy!
True False
0. Some people think that a teacher’s typical day is easy ✔
11. Teachers are usually on time for class.
12. Teachers always talk to parents after school.
13. Teachers never have lunch at home.
14. Teachers sometimes write school reports during the break.
15. Teachers usually get up early.
Writing
For questions 16-20, complete the following text with words from the box. Write your answers
in the answer box. There is one example (0).
doesn’t hair takes has up has
Hi! My name is Patrick, and I’d like to talk about my brother Erick.
He is 35 years old. He’s very tall and he (0) has
47
short, dark (16) .
He is very responsible and respectful. His wife’s name is Linda.
She is a teacher. She always gets (17)
at 5:00 am because she starts class at 6:30 am. Erick (18)
get up early. He sleeps late every day. He
(19) breakfast, (20)
a shower and goes to work at 10:30 am. He is a businessman and
sometimes travels to different cities around Colombia. I love my
brother!
Evaluation Answers
Page 47
Reading Writing
11. F 16. hair
12. F 17. up
13. T 18. doesn’t
14. T 19. has
15. T 20. takes
T47
M o d ule 2
Health
Healthy Habits

My Body is an People Can Do a My Health
Amazing Machine! Lot of Things Care Routine
• Identify the main parts of • Create short, simple • Describe habits and
the body and their features sentences about interests personal care routines
• Understand short, simple and likes • Talk about the time
descriptions of body • Describe what you and and days when you do
48 problems other people can/can’t do activities
• Create short, simple • Ask and answer questions • Exchange personal
sentences about about what people are information about daily
recommendations to doing activities
protect our bodies
Text Types: Text Types:
Text Types:
• explanatory paragraph • informative paragraph
• descriptive paragraph • informative paragraph • lists
• informative sentences • descriptive paragraph • survey
• interview
• report
• recommendations
14/12/16 10:42 a.m.

• Explain that this second • Students look at the Unit 1

10 section of the book is 20 pictures. Ask what My Body is an Amazing Machine!
minutes minutes
about health. Then, ask activities the people are
students to repeat the doing. Encourage the use
word. of L2 as much as possible.
the end of the unit.
• Elicit a definition of health: ‘a • Ask students if they think
• Clarify vocabulary, e.g. amazing,
state where your body is in good sportspeople take care of their
machine, recommendation, protect,
condition.’ bodies and elicit some ways in which
etc. Use body language or mime the
they think they do. Write students’
• Check the meaning of habit by words to help students understand.
suggestions on the board.
encouraging students to provide
examples of activities they do every • Elicit the other activities shown
day. Allow L1 as they might not in the pictures. Discuss how they Unit 2
know the vocabulary. You can draw might help you to keep healthy. For People Can Do a Lot of Things
stickmen on the board to illustrate example, painting might help you • Read all the items, checking
the activities. to relax; performing (or watching understanding of vocabulary like
a performance) can stimulate your interests, likes and explanatory. Elicit
• Read the title and explain the
brain, etc. examples of students’ interests,
concept of healthy habits.
• Go over the specific language likes and dislikes to help to explain
• Point out that looking after our these concepts.
functions and text types of the three
bodies is very important for being
units.
healthy and it is our responsibility. To
do this, we need to develop healthy • Explain any difficulties students may Unit 3
habits. If we do some exercise and have. My Health Care Routine
spend some time every day taking
• Point out that asking questions • Read all the language functions
care of ourselves, our bodies will be
and exchanging information about and text types, checking any word
healthy.
daily activities gives students more students do not understand, e.g. care
ideas about how to develop healthy and daily.
habits.
• If you did a drawing at the beginning
of the module presentation, show
students the stickmen on the board
to illustrate everyday routines.
T48
• What activities do you like

doing?
• Do you eat healthy or junk food
during the break?
• Do you eat healthy or junk food
at home?
• Do you do any sports during
the break?
• Do you do any sports at home?
• Do you think an athlete needs
a special routine and a special
diet? Why?
Task: A Visual Campaign to Promote Healthy Habits

1. Parts of the body 4. Activities people like to do 8. Daily routine (Lesson 1,
49 (Lesson 1, exercise 8) (Lesson 1, exercise 4) exercise 4) 49
2. Description of 5. Activities people are doing 9. Identification of healthy and
accidents and injuries for Colombia (Lesson 2, unhealthy habits (Lesson 2,
(Lesson 2, exercises 1, exercise 6) exercises 1–5)
3 and 6) 6. Description of what leaders 10. Ideas to start a healthy routine
3. Ways to prevent are doing in specific contexts (Lesson 3, exercise 4)
accidents (Lesson 3, (Lesson 2, exercise 8). 11. Description of a healthy day
exercise 4) 7. Identification of a school (Lesson 3, exercise 7)
problem and possible solution
(Lesson 3, exercise 7)
Chant
Activities Are Exciting


20 10
minutes • Ask students to look at minutes • Explain that in module 2
the pictures and explain students will be working
what they see. Ask students: on a visual campaign
Can you think how the pictures relate to promote healthy habits.
to each other? Do you believe athletes For that purpose, they will be
need to sleep or eat well? Do they need identifying parts of the body,
to go to the doctor? describing accidents and injuries
and suggesting ways to prevent
• Read the Explore Your Knowledge
accidents in unit 1. In unit 2, they
questions and elicit some answers
will find activities people like to do
from students. Write any new
and activities people are doing for
vocabulary, e.g. junk food, check-up,
Colombia, describe what leaders
on the board and clarify it. You can
are doing in specific contexts,
use examples or drawings. To check
identify a school problem and
their understanding, you can invite
suggest a solution. Finally, in unit 3,
students to act out some of the
they will discuss their daily routine,
vocabulary.
identify healthy and unhealthy
• Use the questions as an opportunity habits, suggest ideas for starting
to check if students know more a healthy routine and describe
vocabulary related to activities, a healthy day. Go through the
sports or healthy routines by chart with students, eliciting this
making a contribution list on the information by asking questions
board for the whole class. You can and clarifying any difficulties.
use the list on the board from earlier
• Finally, read the title of this module’s
in the module presentation as a
chant, Activities are exciting, and ask
starting point for discussing healthy
students what they understand and
routines.
how they can relate the content of
• Remind students that they need to the units to the title of the chant.
achieving it during the whole
module by accomplishing mini-tasks.
T49
Unit »1
Objectives
» I can identify the main parts of the body
and its features.
» I can understand descriptions of
body problems.
My Body Is an » I can write simple recommendations to
Amazing Machine protect our bodies.
In Context » From Head to Toe

Camila’s having a check-up with the school doctor, Ms Romero. Listen and
28 1. Listen tick (✔) the parts of the body the doctor checks.
PART OF THE BODY

• arm
• leg
• eye
• ear
• stomach
• head
• back
• foot
Label the pictures (1–8) with the words in the Word Bank.
2. Speak Practise the pronunciation with a partner.
Word Bank
50 stomach neck knee

shoulder back leg
arm elbow
1. … 2. … 3. … 4. …
Study Tip
Make a word list
to remember the
vocabulary
5. … 6. … 7. … 8. … you learn.
Unit 1 My Body Is an Amazing Machine!

Unit Objectives
Identify phrases and expressions related to parts of the body and their
characteristics.
Basic Standards of Competences
Produce simple sentences about ways to protect our bodies from accidents.
Exchange information about problems of the body.
Parts of the body; Adjectives to describe parts of the body; Problems of different
Vocabulary
parts of the body
Grammar Regular and irregular plural nouns; Personal pronouns; Present simple; Wh- questions

28 2. Speak
Doctor: Hello, Camila.
(15 minutes) track 28 Girl: Hi, Doctor Romero. (15 minutes)
Doctor: Let’s see how you are today.
▪▪ Say the title of the unit and Let’s start with your head. Please,
discuss as a class what it look at me … OK. Your head’s fine. ▪▪ Students check they
means. How about your stomach? Do you understand the vocabulary
▪▪ Read the rubric. have a problem if I touch it? in the Word Bank before
▪▪ Students say if they know Girl: No, I don’t, doctor. labelling the pictures.
where to go if they have an Doctor: Now … I want to check your ▪▪ Students label the pictures
accident at school. What back. Let me see ... All right! It’s with the words.
perfect.
should they do? Who is
Girl: I’m very healthy. ▪▪ Pair students and make them
responsible for contacting Doctor: You are! And finally, I want practise the pronunciation of
a child’s parents if there is a to check your leg. Mhhhh … no the words. Monitor their work.
medical emergency? What problem. OK, Camila. You can ▪▪ Check the answers.
other number can they call? go now. You are in a very good
physical condition. Answer Key
Extra Activity (10 minutes) Girl: Thank you, doctor. Can I go to 1. back 5. arm
play now?
Students talk about emergencies. 2. knee 6. stomach
Doctor: Sure! Bye, Camila!
Ask: What’s the number for 3. neck 7. elbow
Girl: Bye!
emergencies in Colombia? (123) 4. leg 8. shoulder
What’s the number for the police?
(112) What’s the number for the fire Extra Activity (10 minutes)
department? (119)
Check the pronunciation of the Study Tip
parts of the body, especially Remind students that they
▪▪ Play the track. Students tick the ones students tend to have already studied this tip
the words they hear. mispronounce: eye /ai/ (not / in Module 1. When they are
▪▪ Play the track again so that ei/), ear /iər/ (not /ear/), stomach learning new words making lists
students can check their /’stʌmək/ (not /stomaʧ/), head / with a logical structure helps
answers. hed/ (not /head/), foot /fʊt/ (not them to remember vocabulary in T50
/fɔ:t/). You must emphasize the an easier way. Ask them to label
Answer Key correct pronunciation of specific the group of words ‘parts of the
head, stomach, back, leg vowels and consonants. body’ and draw the part of the
body in front of each word or
cut pictures from a copy and
then paste them. They should
have a vocabulary section
in their notebooks just for
vocabulary work.
module 2 // Unit 1
Match the parts of the body with the
3. Speak correct number. Then, check with the class.
Part of the body Number We have one mouth.

Word Bank mouth 10 We also have two hands.
We have 32 teeth.
Regular plurals hands 1
one finger - - ten fingers toes 10
one ear - - - - two ears
teeth 2
Irregular plurals fingers 2
one foot - - - two feet
feet 32
one tooth - - - thirty-two teeth
eyes 2
nose 1
Play with a partner. Ask your partner a question. Give your partner
4. Speak one point for a correct answer.
We have ten fingers. Now
it’s your turn. How many
How many fingers
… do we have?
do we have?
Study Tip
You can learn adjectives by
knowing their opposites. It
can help you to remember.
big ≠ small
weak ≠ strong
short ≠ long
5. Read Match the pictures (1–6) with the descriptions (a–f).
1. … 2. … 3. …
51
4. … 5. … 6. …
a. Luisa does gymnastics. b. José loves exercising at the c. Ramiro plays basketball in
Her legs are quite short. park. His body looks very the school team. His arms
strong. and legs are quite long.
d. Martha likes to plant trees e. Johnny doesn’t do much f. Antonio catches the ball
in the school garden. Her exercise. His body's really often. His hands are
hands are really small. weak these days. very big.

3. Speak 4. Speak 5. Read

▪▪ Students practise the words ▪▪ Students practise asking How ▪▪ Before matching the pictures
for numbers (previously many …? questions. with the descriptions, explore
studied in Module 1) and parts the vocabulary. If students
of the body. Grammar Box are not familiar with the
Questions for Countable Nouns vocabulary, encourage them
Extra Activity (15 minutes) The question for countable to use dictionaries.
Go to the school library (or use nouns is always the same. The
the computer laboratory, if only words that change are the Grammar Box
available) and get students to look auxiliary and the subject. Using Adverbs with Adjectives
for information about the number Write on the board: An adverb can add extra
of teeth that humans have. Do information to an adjective.
animals have the same number Question Answer
Write on the board:
of teeth? This activity could also How many We have two
be done in one of the students’ Emphatic
hands do we hands. Adjectives
other classes (Biology, Physical adverbs
have?
Education, etc.). My arms are My arms are
How many I have one
heads do you head. strong. quite strong.
▪▪ Students match each have? His body is His body is
part of the body with its weak. really weak.
corresponding number. Her neck is Her neck is
▪▪ Present the model with a long. very strong.
Grammar Box student.
Regular and Irregular Plural ▪▪ Allow enough time for
Nouns students to work in pairs. Go ▪▪ Allow enough time for
In English, we usually add -s (or around the class monitoring students to read, work on
-es) to the noun to make the their work and help them with the vocabulary and match
plural form. However, there are any pronunciation or grammar each picture with the correct
some irregular plurals that do not difficulties they may have. description.
follow this rule. ▪▪ Check the answers with ▪▪ Check the answers by asking
Write on the board: the class by asking pairs of different students to read
students to ask and answer a them out loud.
Irregular question.
Regular plurals
plurals
Answer Key
one finger one foot Study Tip 1. f 3. d 5. e
ten fingers two feet Explain to students that knowing 2. c 4. b 6. a
one ear one tooth the opposite meaning of a

two ears 32 teeth word (antonym) will help them
to improve their vocabulary.
They can make a list with the
adjectives they have seen in
▪▪ Check the answers with the
class, asking different students
the unit and write down their T51
opposite. If there are any
to follow the model. Praise
words they are not sure about,
their good work and when
they can check them in a
they pronounce each word
dictionary.
correctly.
Answer Key
mouth 1 fingers 10
hands 2 feet 2
toes 10 eyes 2
teeth 32 nose 1
Look at the Wall of Honour. Listen and label the pictures with the
29 6. Listen correct names.
Wall of Honour: Johanna Ramiro Giovanny Manuel Lina
… … … … …
Use the pictures on the Wall of Honour to describe each person.

7. Write Write three things about each person.
Giovanny plays
basketball. His
legs are really
long.
Johanna is a …
How many sentences about your body can you write in one minute?
8. Write Write them on the board.
52
My arms are strong. My head’s small, but my nose is big. My ears are
small and my eyes are small, too. My legs are . . . and my head is . . .

6. Listen 7. Write Extra Activity (10 minutes)

(15 minutes) track 29 (30 minutes) Do a peer-assessment session.
When students have written their
▪▪ Read the rubric. ▪▪ Read the rubric or ask a sentences, tell them to exchange
student to read it out loud. their notebooks and assess their
Extra Activity (5 minutes) Make sure they understand partner’s ideas. The following
Check the vocabulary before the they have to write three criteria can guide the students’
listening task. Ask students if different sentences about assessment process: Are the
they can name each sport in the each person. sentences complete? Is their spelling
pictures. Play a spelling game to ▪▪ If you followed the suggested correct? Are the sentences separated
see if they know how to spell the model to check the answers by a full stop?
words correctly. Ask students in the previous exercise,
what other sports they can play tell students that sentence
in their school and make a list number one has already Extra Activity (20 minutes)
on the board. Run a class vote to been done. They just have to Ask three or four students to
identify which is the most popular copy it and write two extra go to the board and write their
sport. sentences. sentences in exactly one minute,
▪▪ Allow enough time for as if they were playing the ‘Stop’
students to write them down game. Then, assess students’
▪▪ Play the track once and pause
and go around the class work with the whole class. Praise
after each number. Students
monitoring their work. each student for their effort, no
label the pictures with the
names. ▪▪ Students go to the board and matter the number of mistakes
write some of their ideas. they make. Then, repeat the
▪▪ Play the track again for students
activity asking three or four
to check their answers.
Extra Activity (20 minutes) different students to write their
▪▪ Check the answers with the sentences on the board.
class. Use the following model: Ask two or three students
In Picture 1, ... practises .... to write their sentences on
the board simultaneously.
Answer Key First, ask them to write their
From left to right: sentences about Johanna, for
1. Manuel 4. Ramiro example. Then, check their ideas
2. Lina 5. Johanna highlighting the fact that all
3. Giovanny possibilities are correct. Make
any necessary corrections and
continue with the next group of
Audio Script students to write sentences about
Girl 1: Hello, Martha. What’s
29 another person in the exercise.
this?
Girl 2: It’s the Wall of Honour for the
Physical Education class. These are
the best students in the class. For 8. Write
example, look at Johanna. She’s (10 minutes)
a cheerleader. Her legs are short,
but she jumps with her pompoms ▪▪ Read the rubric and give
and everything. students time to study the
Girl 1: Oh, yeah! She jumps a lot! model provided.
What about this one? Ramiro? ▪▪ Students use the model and T52
Girl 2: He does gymnastics. He’s really
write information about
strong! I mean … REALLY STRONG!
Girl 1: Hey! I know this boy. His
themselves and their body.
name’s Giovanny. He plays in the ▪▪ Put students in groups
basketball team. Wow! His legs are of three. They read their
really long! sentences to each other.
Girl 2: Of course! He’s a basketball ▪▪ Students write their ideas on
player. Manuel, he’s the opposite. the board.
His arms are short, but that’s not
a problem for him. Look! He can
stand on his head! And here you
have Lina. Her legs are quite long.
She does beautiful jumps.
Girl 1: It’s true! I want to be on this
wall! Let’s go to the school gym
and start practising. We can be the
next stars on the Wall of Honour.
module 2 // Unit 1
Expanding Knowledge » Protecting Our Bodies
This is a report from the Ministry of Education about accidents at school.
1. Read Read out loud with a partner.
Typical acciden ts You can fall You can hit your

at school! head.
21st Century Skills
· Collaborating
Work with your
For example,
You can hurt You can break your classmates to check
your arm. You can cut your arm or leg. pronunciation.
finger.
With the class, make a list of the parts of the body that you can hurt in
2. Speak an accident.
You can cut your finger. Study Tip

Recycling
vocabulary fr
om
You can hit your head. previous less
ons/
units helps y
ou to
53 communicat
e in
different way
s.
30 3. Listen Listen to the report. Make a top five of the accidents. Report to the class.
Here we have the top five typical

accidents in Colombian schools.
I position number 5, is ... In posi-
tion number 4, is ...

▪▪ Draw a big circle on the board ▪▪ Play the track once. Students
1. Read and write the word ‘Accidents’ take notes of key words.
(20 minutes) in it. Add other circles to the ▪▪ Play the track again so that
diagram. Ask students to say students can check their key
▪▪ Read the rubric. short sentences and include words and add them to their
▪▪ Make sure students them in the diagram. notes. Then, allow some time
understand the instructions. for them to copy the chart with
You can the information in the audio.
21st Century skills cut a
Collaborating finger.
class, starting with number
The ability to work in groups 5 and then numbers 4, 3, 2
and help each other to reach a and 1.
common goal is very important. You can
You can
Accidents hit your
In this case, students have the fall.
head.
Answer Key
chance to read out loud and peer- 1. Students hurt their legs and
assess their pronunciation. In arms.
order to make the activity really 2. They hit their heads.
meaningful, make sure they are You can
3. They cut their fingers.
break your
familiar with the pronunciation 4. Students/They fall.
arm.
of most words before reading 5. They can break an arm.
the text.
Audio Script
▪▪ Allow some time to explore Ask students to include the
In Middle School, students
30
the vocabulary and check the place of the school in which the usually have accidents because
pronunciation of any new accidents can happen. they’re not careful. Here we have the
words. Take dictionaries to top five school accidents. In position
class or use an online one. number five, is an accident students
▪▪ Allow enough time for 3. Listen
have when they play – they can break
students to read and work an arm. In the next position, number
together. Go around the (15 minutes) track 30 four, we have a common situation –
when students fall. In position number
classroom monitoring their ▪▪ Read the rubric. three, we have a simple problem
work.
▪▪ Tell students that this report is students have with paper – they cut
▪▪ After reading the report, a ‘real’ report which describes their fingers. In position number two,
ask students the following the most common accidents we have the typical accident that
question: What types of students have at school. happens when students don’t pay
accidents happen at school? attention – they hit their heads on
Discuss the answers as a class. walls, windows or doors. And finally,
Extra Activity (5 minutes) in position number one, we have the
Ask students for examples of top most typical accident in Colombian
2. Speak fives. Then, ask: Who is the tallest schools – students hurt their legs and
student in the classroom? Which arms. In every school, we always have
(20 minutes) a minimum of five students who hurt
rooms are the biggest in the school?
themselves every week!
▪▪ Read the rubric. What songs are the most popular
▪▪ Go over the model provided these days? Then, write top fives
and make sure students for the answers to the questions
understand what they have on the board.
to do. T53
Study Tip Students predict which accident
Make students aware that the they think is in number 1. Elicit
vocabulary of the previous some ideas and tell students they
lessons can help them to will have the chance to check
complete this activity. They can their predictions.
combine the new vocabulary of
accidents with the parts of the
body to make full sentences,
as shown in the example.
4. Speak Look at the pictures (1–7) and name the places. Use the Word Bank.
Word Bank
hallway stairs kitchen toilets laboratory classroom playground
Number 1 is ...
Number 2 is ...
1. … 2. … 3. …
4. … 5. …
6. … 7. …
5. Speak Make a list of different places in your school. Present your list to the class.
We have a school
playground.
54
There are ten

classrooms.


(15 minutes) Students work in groups and
make a floor plan of their school.
▪▪ Read the rubric. If there are different floors, give
▪▪ Explore the vocabulary each group a floor. Students
before doing the exercise. draw the floor plan and label the
Students do peer-assessment different places.
to monitor each other’s
pronunciation.
▪▪ Students match the places students to prepare their
with their corresponding sentences and get ready to
name. Then, check as a class present them to the class.
by asking for volunteers to
▪▪ Check with the class by asking
read the answers following
different students to say a
the model provided.
sentence each.
Answer Key
1. stairs 5. toilets
2. hallway 6. kitchen
3. laboratory 7. classroom
4. playground
5. Speak
(20 minutes)
▪▪ Students write down their
ideas.

Play a game and reuse the
content and grammar studied
in the previous lesson. Ask:
How many kitchens are there in
the school? Then, take students
around the school so they can
name the different places. After
ten minutes, students return to
class and say the names of the
places. Write them on the board.
T54
module 2 // Unit 1
31 6. Listen Listen and match the sentences (1–4) with the photos (a–d).
1. You can break your arm if you fall a.

down the stairs.
2. You can hurt your leg if you fall in b.

the playground.
3. You can fall if you run in the hallway. c.
4. You can cut your finger on a piece of d.

paper if you don’t pay attention.
Look at these types of protection. Complete the sentences (1–4)

7. Write with the words in the box.
wears knee pads wears a helmet wear gloves wear safety glasses
1. This boy goes skateboarding, 2. Students work in a laboratory,
55 so he wears kneepads. so they …
3. The staff do the cleaning, 4. Jessica rides a bike,
so they … so she …


31
Girl: You can break your arm
(10 minutes) track 31 if you fall down the stairs.
Man: You can hurt your leg if you fall
▪▪ Read the rubric. in the playground.
▪▪ Check that students know all Boy: You can fall if you run in the
the vocabulary. Students use hallway.
a dictionary for words they Woman: You can cut your finger on
don’t know. a piece of paper if you don’t pay
▪▪ Play the track twice so that attention.
they can check their work.
Grammar Box 7. Write

Connecting Ideas with if
(25 minutes)
We join two ideas using the
word if to talk about the result of ▪▪ Read the rubric.
something happening. ▪▪ Check that students
Write on the board: understand the vocabulary
before doing the activity.
Result Connector Action ▪▪ Allow enough time for
You can if you run students to write their
break in the sentences in their notebooks.
your arm hallway. ▪▪ Students compare their
answers with a partner.
You can if you play
hurt your rugby.
class by asking four different
leg
students to read a sentence
each.
▪▪ Check the answers with the Answer Key

class. 1. wears kneepads
2. wear safety glasses
Extra Activity (10 minutes) 3. wear gloves
Ask students for ideas of their 4. wears a helmet
own. Ask them to follow the
model and tell you two or three
extra sentences of possible
accidents they can have at school
or at home. Accept any logical
answer.
Answer Key
1. c 2. a 3. d 4. b
T55
Preparing Your Task » Safe Schools

Look at the graph about accidents at middle schools. Then, answer
1. Speak the questions.
Hallway accidents
Accidents 4 School playground

per week in accidents 21st Century Skills
15
Colombian · Information Literacy
Public Middle 6 Classroom accidents
Schools Using and understanding
8 Sports accidents numbers helps you to
learn about the world
5 Stair accidents around you.
0 5 10 15 20
a. How many accidents happen per week?

b. Where do a lot of accidents happen?
c. Do you have to be more careful inside or outside
the classroom?
Work in pairs. Say how you can have an accident at school.

2. Speak Make sentences using the vocabulary in the chart.
we run too fast in the

school hall.
heads
we don’t use the
arms necessary protection.
hit hands we don’t follow our
teacher’s suggestions.
hurt fingers
we don’t pay attention
We can cut our legs if
when we walk.
break faces we jump on the
stomachs school stairs.
56 we don’t look in front
backs
of us.
we push our
classmates in a game.
We can hit our heads if we

don’t look in front of us.

▪▪ Ask a student to read the

1. Speak heading on the left of the
Suggested answers:
We can hurt our legs if we run
(25 minutes) graph and check their
too fast in the school hall.
understanding.
▪▪ Read the rubric. ▪▪ Students work in pairs and
We can cut our fingers if we don’t
▪▪ Ask students if they are use the necessary protection.
answer the questions. Tell
familiar with graphs like We can hurt our backs if we don’t
them that they have to read
the one in the exercise. follow our teacher’s suggestions.
the questions carefully and
What information does We can hit our faces if we don’t
find the information in the
the graph show? Why are pay attention when we walk.
graph to answer them.
colours important? Do they We can break our arms if we jump
▪▪ Go around the class on the school stairs.
understand the information in monitoring their work and
the graph? We can hit our heads if we don’t
providing help if necessary. look in front of us.
21st Century skills We can hurt our hands if we push
Answer Key our classmates in a game.
Information Literacy a. In total, 38 accidents happen
The internet and social networks per week.
manage a great amount of b. A lot of accidents happen in
information about people, the school playground.
characteristics, animals and many c. You have to be more careful
more categories. Therefore, outside the classroom.
sometimes information is
organized in groups of numbers
and presented using graphs like
the one in the exercise. Usually,
2. Speak
a graph includes information (for (20 minutes)
example, students, accidents,
animals, sports, etc.) in a specific ▪▪ Read the rubric.
context. Identifying the graph ▪▪ Students combine words from
in which the information is each column and make logical
presented and the relation of sentences about accidents in
numbers helps us to be much school.
more informed about the world ▪▪ Ask a student to read the
around us and have a more solid model and have the student
opinion about it. point to what expressions
were combined to make that
sentence. Point out that more
Extra Activity (15 minutes) than one combination may be
Check students’ understanding possible.
of the graph by asking them to ▪▪ Encourage students to be as
think of another possible context creative as possible and enjoy
in which a graph can be used. the activity.
For example, a graph showing ▪▪ Check the answers with the
the number of students and class, accepting that there are
computers in a school, soccer many possible answers.
teams in Colombia and the
number of goals, etc. Elicit some Extra Activity (5 minutes)
ideas from students. T56
Elicit from students the grammar
studied in previous lessons and
check the use of the connector if.
Remind them of the order of the
words and ask students to make
sentences.
module 2 // Unit 1
32 3. Listen Listen to an interview with Ms Román. Tick (✔) true (T) or false (F).
T F
1. Ms Román is a Mathematics teacher. ✔
2. Students usually have accidents

because they don’t pay attention.
3. Students often cut their fingers.
4. Sometimes a student can push

another student by accident.
5. The stairs and the hallways are typical

places where accidents happen.
6. For Ms Román, attention is the best

way to prevent accidents at schools.
Write how we can prevent accidents at school. Share your ideas

4. Write with a partner.
Useful
To prevent accidents in the classroom Expressions
it’s important to pay attention.
And to prevent accidents in the stairs To prevent
it’s important not to jump ... It’s important to
It’s important not to
Interview your classmate and

5. Speak record the answers.
Good afternoon, Camila. Fine, thanks.

How are you? 21st Century Skills
· Social Skills
57 Working in groups helps you
to give and receive feedback
about your speaking skills.
What accidents can happen In my class, students

in your school? sometimes . . .

3. Listen Ms Román: They hurt themselves

5. Speak
because they run too fast and
(20 minutes) track 32 they don’t look in front of them. (40 minutes)
Sometimes also because students
▪▪ Read the rubric. push other students by accident. ▪▪ Read the rubric.
▪▪ Students read the sentences Man: Aha! Any other accidents? ▪▪ Students plan what questions
before listening and check Ms Román: Well … there’s another they will ask and write them
their understanding. common accident. Students hit down.
their heads or legs on the chairs or
▪▪ Play the track once. Students ▪▪ Students write four questions
the tables in the classrooms, and
tick the sentences. to ask a classmate. Check
also the chairs in the playground.
▪▪ Play it again and students Again, this usually happens because their work.
make sure they have ticked students don’t pay attention when ▪▪ Pair students and tell them
the correct sentences. they walk or run. to interview each other and
▪▪ You may need to play the Man: OK. Well, dear listeners, this is write down their answers.
track again. Then, check the another story from a Colombian You could let them use their
school. We’ll be back later with mobile phones to record their
answers with the class.
another interview. Ms Román, interviews.
thank you very much for your time.
Extra Activity (5 minutes) Ms Román: Thank you. And
Students correct the false remember, it’s very easy to prevent
statements by writing the correct accidents at school. Pay attention! Students plan the interview
information. Then, listen again and do it with a student from
and check. a different class (same level, of
course).
4. Write
▪▪ Get students to compare their (30 minutes)
answers. 21st Century skills
▪▪ Check the answers by ▪▪ Read the rubric. Social Skills
asking different students to ▪▪ Go over the model and Read the information and
read each sentence and say draw students’ attention to
highlight the value of group work
whether it is true or false. the Useful Expressions box.
in class. Students can always
Point out the word order (To
help each other in a positive way
Answer Key prevent usually goes at the
because learning is a cooperative
1. F 3. F 5. F beginning of a sentence and
activity. Instead of criticizing, they
2. T 4. T 6. T It’s important to/It’s important
can make constructive comments
not to can go in the middle of
on both positive aspects and
the sentence).
things to improve. In this way,
Audio Script ▪▪
Man: Hello, everybody!
32 Read the model again (out
loud) and show students how
students can reduce their natural
anxiety in class and get better
Welcome to our ‘Safe Schools’ to organize their ideas.
programme. Today we’re here with results.
Ms Román, a Physical Education
teacher who works at Puerto de students to write their
Buenaventura School in Cali. How own sentences. Provide
are you today, Ms Román? any necessary help with
Ms Román: Hello. I’m fine, thank you. vocabulary.
I’m very happy to be here. ▪▪ Check the answers by asking
Man: Tell us, Ms Román, what are the different students to write
typical accidents students have in their ideas on the board.
your school? T57
Ms Román: Well … students usually
have simple accidents because
they don’t pay attention or don’t
follow the rules when they play
sports. For example, one of the
most common accidents I have in
my classes is when students hurt
themselves, especially their elbows
and their knees.
Man: Why does this happen?
Write a report with the information you have from the interview
6. Write in exercise 5.
Accidents can There are

This is Andrea.
sometimes happen … accidents in …
She’s 12 years old.
For example, she … and in …
She’s in 6 C.
To prevent In conclusion, … Final task activity!

accidents we can …
and we can …
Present your report to the class. Use your favourite visual option to
7. Speak present information. Vote for the best presentation.
This is Andrea. She’s 12 years old. She’s in 6 C. She says that

accidents can happen … For example …
21st Century Skills

· Technology Literacy
You can use interesting ideas
to present information to class.
You can use a collage, a digital
presentation or a video. Use
your imagination!
58
Listen to the poem. Then, read it out loud. Emphasize the

8. Speak pronunciation of the -s/-es sound in the plural words.
33 I have one head. My parents have two heads.

I have one nose. My parents have two noses.
I have two ears. My parents have four ears.
I have ten fingers. My parents have twenty fingers.
I have thirty-two teeth. My parents have … I don’t know!

6. Write 8. Speak
(30 minutes) (20 minutes) track 33
▪▪ Go over the model and ▪▪ Play the track once and repeat
tell students to check the plural words. Emphasize
the information in their the final -s/-es sounds in the
interviews. Ask: How can plural words.
you present the information in ▪▪ Play the track again and ask
a creative way? Can you use students to repeat as a class.
paper or an electronic device ▪▪ Let students work individually
to organize the information? and practise the poem. How
Encourage them to use their fast can they read it?
imagination.
▪▪ Allow enough time for Extra Activity (5 minutes)
students to write down their Students memorize the poem and
ideas. Make sure they include say it out loud. Give points for the
as much information as best recitals.
possible from the interview.
Audio Script
7. Speak I have one head. My parents
33
(30 minutes) have two heads.
I have one nose. My parents have two
▪▪ Read the rubric. noses.
▪▪ Follow the model with a I have two ears. My parents have four
student. ears.
▪▪ To save time, get students I have ten fingers. My parents have
twenty fingers.
to work in groups of four.
I have thirty-two teeth. My parents
They will have to give their have … I don’t know!
presentations to their group
and they will then vote for
their favourite presentation.
Why is it their favourite?
What things did they like
about it?
21st Century skills

Technology Literacy
Remind students that technology
offers a lot of possibilities to make
interesting and visually attractive
presentations. Encourage them
to use alternative ideas, not
always paper and pencil. They will
be surprised to see the level of
creativity of their classmates. T58
Check Your Progress
1. Write Write the parts of the body. Then, describe the girl.
fy the main
I can identi
e body and
parts of th
s.
its feature
Very well
Quite well
lty
With difficu
2. Read Read and complete the text with the words in the Word Bank.
Word Bank
in and
break Some students have accidents
accident rstand
out of the classroom . A typ ical I can unde
s of body
hurt is when a child runs too fast and … They description
s, and problems.
falls sometimes … their legs, their arm
sible that
sometimes their heads. It’s pos
cut s bec ause Very well
some children … their arm
dren
they hit the ground. Finally, chil
n they’re Quite well
sometimes … their fingers whe
or at hom e in
in the school laboratory lty
With difficu
59 the kitchen.
Listen and write a recommendation for

34 3. Listen each situation. I can write simple
to
recommendations
t ou r bo di es .
protec
Situation 1 It’s important …
Situation 2 It’s … Very well
Situation 3 … Quite well
With difficulty

1. Write 3. Listen
▪▪ Allow enough time for ▪▪ Play the track once so that
students to copy the picture students can write down the
of the girl in their notebooks. words they hear.
▪▪ Students write the parts of ▪▪ Play the track again and
the body and label the picture. students write their answers.
▪▪ Students write sentences ▪▪ After they finish the exercise,
about the girl. help them reflect upon their
▪▪ After they finish the exercise, performance in the exercise
help them reflect upon their and make them complete their
performance in the exercise reflection chart.
reflection chart. Suggested Answers
1. It’s important to run slowly/
It’s important not to run too
2. Read fast.
(15 minutes) 2. It’s important to pay attention.
3. It’s important not to push your
▪▪ Read the rubric. classmates.
▪▪ Students complete the
sentences with the words in
Audio Script
the Word Bank.
34
▪▪ Set a time limit. Boy: Mum! Mum! Look at my elbow.
I always fall in the park when I run
▪▪ Check the answers. Ask
too fast.
different students to read Girl: Doctor, I don’t pay attention
sentence by sentence. The when I’m doing my art homework
class has to say whether the and I usually cut my finger. Is it OK?
answer is right or wrong. Doctor: Don’t worry, Ana. It’s just
▪▪ After they finish the exercise, a small cut. You just have to pay
help them reflect upon their more attention next time.
performance in the exercise Man: Mhhh ... Those students have a
problem again. When they play in
the playground, they push their
reflection chart. classmates too hard.
Answer Key
Some students have accidents
in and out of the classroom. A
typical accident is when a child
runs too fast and falls. They
sometimes hurt their legs, their
arms, and sometimes their heads.
It’s possible that some children
break their arms because they
hit the ground. Finally, children
T59
sometimes cut their fingers when
they’re in the school laboratory or
at home in the kitchen.
Unit »2
Objectives
» I can create short, simple sentences
about interests and likes.
» I can describe what other people
can or can’t do.
People Can Do a Lot » I can ask and answer questions about
of Things! what people are doing.
In Context » That Is Interesting to Me!

Look at the noticeboard from the Quiroga Community Centre.
1. Speak Ask and answer with a partner.
Which courses
Quiroga Community Centre. Courses for everyone!
do you think are
interesting? In my opinion,
football isn’t so
Learn how to play interesting. I like
e Do you like walking? the accordion and
e do ll s? W working with
Do you li k you h ow to Join the walking club vallenato music!
a ch
ca n te e th em ! and make friends!
Football’s mak
paper, so origami's
interesting interesting to me.
to me. I like Free cours es for
playing football. children, teens and
adult s!
Rolle r skati ng. Free origami The foo tba ll sch ool is
You can be a lesso ns! ope n eve ry wee ken d!
cham pion!
2. Speak
Study Tip
ps helps
ords into grou
Make a list of activities. Then, ask Classifying w .
ber vocabulary
questions to learn your partner’s opinion. you to remem
60
Yes, I do.
ACTIVITIES SPORTS
I like + -ing …
making dolls football Do you like …?
origami roller skating
play a musical
instrument … No, it isn’t.
I don’t like
… … + -ing …
Is … interesting
for you?

Unit 2 People Can Do a Lot of Things!

Unit Objectives
Identify phrases and expressions related to activities people do in their free time.
Basic Standards of Competences Produce simple sentences about characteristics of activities and hobbies.
Exchange information about ways to help the community be a better place.
Vocabulary related to sports and hobbies; Vocabulary related to actions to help the
Vocabulary
community
Expressing likes and dislikes; Expressing ability with can/can’t; Questions with can;
Grammar
Present continuous; Questions in the present continuous
▪▪ Students work in pairs and

1. Speak ask and answer the questions. Grammar Box
Expressing Likes and Dislikes
(20 minutes) Draw their attention to the
words in red, which indicate To express likes and dislikes we
▪▪ Say the title of the unit and an opinion of the activity use like + -ing, like + object and
discuss as a class what it and their interest in specific don’t like + -ing, don’t like + object.
means. activities. The activity, sport or hobby
▪▪ Tell students they are going ▪▪ Students listen to each other comes after like /don’t like /doesn’t
to learn about hobbies and and assess each other’s work. like.
activities they can do in their Write on the board:
free time.
▪▪ Read the rubric. Ask students 2. Speak Likes Dislikes
if they know where Quiroga (20 minutes)
neighbourhood is. How I like music. He doesn’t
familiar are they with Bogotá, ▪▪ Read the rubric. Make sure like school.
or the city they live in? students understand the
instructions. You like We don’t
writing like playing
Extra Activity (5 minutes) ▪▪ Look at the vocabulary in the
poems. volleyball.
Play a game. Students make a list list. Are students familiar with
of neighbourhoods in their city. all the activities? What about My mother He doesn’t
The winner is the group (or pair) the sports? likes dancing. like reading
that has the highest number of books.
neighbourhood names. Study Tip
Classifying words into groups with
▪▪ Ask students what a common characteristics is a great ▪▪ Pair students and ask them
way to help students organize to practise the model in the
community centre is. What
and remember more vocabulary. book. Then, they can continue
activities can they do there?
They can classify the new words using the words in their list of
Why are those centres so
according to their personal activities.
important for communities?
criteria, as long as it is a logical
Do they know where their
way of understanding the T6 0
community centre is?
words in the group.
▪▪ Students read the
noticeboard. Do the courses
sound interesting to them? ▪▪ Ask students to write more
Would they like to take any? words in the list. Encourage
them to use dictionaries, if
possible.
▪▪ Point out the words in red.
What do they indicate? Ask two
students to read the model.
module 2 // Unit 2
Listen to Manuela, Juan Pablo and Matías talking about their favourite
35 3. Listen activities and sports. Tick (✔) the activities they like.
Manuela Juan Pablo Matías
reading books swimming volleyball basketball model making painting
martial arts model making drawing
Talk with a partner about what activities you like and don’t like.
4. Speak Use the Useful Expressions.
Reading books
is interesting Likes
to me. It’s It’s easy for me!
fascinating! I’m very good at it!
I like playing It’s exciting!
tennis. I’m
very good at Dislikes
it! It’s difficult for me!
I don’t understand it!
I don’t like tennis. I don’t like drawing. It’s a bit boring!
I don’t understand it! It’s difficult for me!
Look at the list of popular activities

5. Write and explain why you like or don’t like 21st Century Skills
them. Tell the class. · Communicating
Giving your opinions in a respectful
Sport/Activity Like Don´t like Why? way helps you to have good
because … relationships with other people.
riding a
61 bike
running
singing

3. Listen Juan Pablo: Great! That’s my sport! disagreement, but we should

How about you, Matías? Are you
always be respectful and
(10 minutes) track 35 interested in sports?
understand that people have
Matías: Not really, Juan Pablo. I’m
▪▪ Read the rubric. more of an artistic person. I like different opinions in order to
▪▪ Get students ready for the painting, drawing and doing things build more solid relationships
listening task by looking at with my hands. with our family, classmates and
the pictures first and checking Manuela: Do you like doing origami friends.
that students know the and things like that?
meaning of the words. Matías: Yes, I do. I like making model
aeroplanes, too. I’m good with my ▪▪ Students practise in pairs. Go
▪▪ Play the track once. Students hands. around monitoring students’
tick the activities that they Juan Pablo: Model aeroplanes? Wow! work and making any
hear. That sounds interesting! necessary corrections.
▪▪ Play the track again for them Matías: Yeah! It is interesting.
to tick any answers they
missed. Then, ask them to 5. Write
compare answers in pairs.
4. Speak (25 minutes)
▪▪ Check the answers as a class
by asking different students. (20 minutes) ▪▪ Read the rubric.
▪▪ Students look at the list of
▪▪ Read the rubric. activities and tick what they
▪▪ Tell students this activity helps like or don’t like.
Play the track again and ask them to practise what they
students to focus on the way
▪▪ Students think about why they
have studied in the lesson. like or don’t like the activities.
the students in the conversation ▪▪ Use the model with a student
express their interests. They are and point out how people Extra Activity (5 minutes)
good with their hands, they prefer express their opinions.
sports or they are artistic. Run a Remind students of the use of
class vote and ask students who connectors in their sentences.
Grammar Box Write on the board: don’t like
they are similar to Manuela, Juan
Likes and Dislikes drawing because it’s difficult for me.
Pablo or Matías. This poll will
be a good transition to the next When we talk about our likes and Then, ask students to give more
activity. dislikes, it is possible to give more sentences using because.
information about why we like or
don’t like specific activities.
Answer Key Write on the board: students to write their reasons
Manuela: She likes reading books
and help them use as much
and she likes martial arts. Like/Dislike Reason
vocabulary as possible from
Juan Pablo: He likes volleyball
I like It’s easy for previous activities.
and basketball.
Matías: He likes model making, painting. me. ▪▪ Check the answers by asking
some students to read their
painting and drawing. I don’t like It’s a bit sentences out loud.
doing martial boring.
arts. Extra Activity (25 minutes)
Audio Script 35
Manuela: Look at this bulletin Ask students to make a similar
board! They have a lot of courses! chart on a piece of cardboard and
For example, the reading club. I ▪▪ Point out the Useful to include three or four different
like reading fantasy books! Expressions box and check activities in the first column. T6 1
Juan Pablo: The reading club? No students understand what the Then, ask students to paste their
way! That’s too boring for me. I expressions mean.
don’t like sitting on a chair and
charts on the classroom. Students
reading for hours. I prefer sports.
▪▪ Ask two volunteers to practise walk around the classroom. Then,
Manuela: I like sports, too. I like
using the model. They should shout ‘stop!’ Students then write
martial arts. Do you like martial try to use some of the their opinion on the closest chart.
arts? expressions. They should tick the activity that
Juan Pablo: Not really. Martial arts they like or don’t like and write
are not so interesting. I like team 21st Century Skills their reason. Continue the activity
sports, for example, volleyball or Communicating until all the charts on the wall are
basketball. complete.
In everyday conversation we have
Manuela: Hey! There’s a basketball
team here!
the chance to express our honest
opinions about things we like and
things we don’t like. This can create
36 6. Listen Listen and choose the correct answers, a, b or c.
In Ukraine, students are very good at gymnastics, swimming and

athletics. We like doing sports because they help people to be more
disciplined and healthy. We also like doing other things that are
different from sports. For example, sewing’s an exciting activity in many
schools in Ukraine. It’s very difficult for me. My sister’s really good at it,
but she doesn’t like it. She likes dancing. She likes salsa, the Latin dance.
It’s a bit hard for her, but she practises every day. sewing
1. Ukrainian students are good at … 2. For Dimitri’s sister, salsa’s …
a. swimming and cooking. a. a bit difficult.
b. athletics and gymnastics. b. really easy.
c. football and watching TV. c. boring.
3. In Ukraine, students do sports to be … 4. For Dimitri, sewing’s …
a. strong and fast. a. very difficult.
b. disciplined and healthy. b. exciting.
c. interesting and fascinating. c. very easy.
Write about some activities students do in your country/department/

7. Write community. Follow the model to complete your text.
In …, students are very good at …, … Study Tip

and …. We like doing these activities
r to follow
because …. We also like … and …. Remembe rite.
o d e ls w hen you w
In my opinion, … is fascinating. m
u to write
… is a bit difficult for me, but I It helps yo ts.
practise every day. better tex
8. Write Read a partner’s text. Make corrections. Finally, write a positive comment.
21st Century Skills

62 very good at like doing
· Collaborating
In Puerto Gaitán, Meta, students are very
good running and swimming. We like do these Making positive comments about
activities because they’re traditional activities. other people’s work helps them to
We also like dancing and playing the piano. In my be more confident.
opinion, the harp is fascinating. Dancing Joropo’s
a bit difficult for me, but I practise every day.
Natahly: your text is very interesting. Congratulations.

The ideas are incredible. I especially like the part about
dancing and playing the piano because I like dancing, too!


36 8. Write
Dimitri: In Ukraine, students are
(20 minutes) track 36 very good at gymnastics, (20 minutes)
swimming and athletics. We like
▪▪ Read the rubric. doing sports because they help
▪▪ Read the rubric and give
▪▪ Locate Ukraine on a map. Tell people to be more disciplined and
students time to study the
students that they will learn healthy. We also like doing other model provided.
about the customs of young things that are different from ▪▪ Tell students to exchange
Ukrainians. sports. For example, sewing’s an papers/notebooks with
▪▪ Play the track once. Students exciting activity in many schools a partner and read their
listen and read. in Ukraine. It’s very difficult for partner’s text. If possible,
me. My sister’s really good at it, make corrections by circling
▪▪ Play the track again for but she doesn’t like it. She likes
students to read along with the error and indicating the
dancing. She likes salsa, the Latin
again and further undersatnd correction.
dance. It’s a bit hard for her, but
the text. she practises every day. ▪▪ When students finish, they
▪▪ Students read the questions should write something
and choose the correct positive about the text,
answers. following the model provided.
7. Write ▪▪ Allow enough time for
Extra Activity (5 minutes) (30 minutes) students to do the peer-
assessment activity. Help
In case you have high achievers ▪▪ Read the rubric out loud or them with corrections and
who finish the exercise quickly, ask a student to read it.
ask them to indicate in the text encourage them to write
▪▪ Students should write about a positive comments about their
where they find the answer real activity that is common in
to each. This helps students classmates’ work.
their region.
to identify specific pieces of
▪▪ Read the model provided and 21st Century Skills
information. If they can do it well,
read the information in the Collaborating
ask them to help their classmates
Study Tip.
who need help. This peer-help Learning is a process that takes
exercise helps to create stronger time and effort, and we always
Study Tip need some supporting words to
bonds among classmates.
Following models is a strategy keep working hard. When we
to have better results not only make good comments about each
▪▪ Check the answers with the in writing, but with many other other, we are promoting a culture
class. Ask different students skills in the classroom. Using a of respect and tolerance, and this
to read the questions and the model helps to give students will give people confidence and
corresponding answers. confidence, too. will help them to perform better.
Run a class vote to find out what students to write their ideas
students like and don’t like: and provide help as necessary.
gymnastics, swimming, athletics,
salsa dancing and sewing. Ask
▪▪ Go round and monitor
students’ work.
students why different activities
are more or less popular in
different countries (the weather,
the tradition, the religion).
T6 2
Answer Key
1. b 2. a 3. b 4. a
module 2 // Unit 2
Expanding Knowledge » We Can Do Great Things!

Some programmes offer many options to public schools in Colombia.
1. Speak Talk about what you can and can’t do.
English classes for public Really? I can’t act.

schools in Colombia Theatre’s interesting It’s a bit boring to
to me. I can act in me. But I can play
front of people. the guitar.
dance painting
crafts performing arts
Wow! I can’t play an

instrument, but I can …
drama instrumental music
Ask five questions with Can you …? to a different

2. Write partner. Write the answers and report to your class. 21st Century Skills
Do you know your
Yes, I can.
QUESTIONS YES NO school rules?
Do you follow them?
1. Can you do crafts?
2. Can you play a sport? No, I can’t.
3. Can you …?
4. …? Yadira can do crafts.
Can you do She can play the piano.
5. …?
crafts? She can’t …
63
With your class, make a list of the things you can or can’t do in different
3. Speak parts of the school. Use the Word Bank.
We can eat in the We can play in the playground,

Word Bank cafeteria, but we can’t but we can’t play in the library.
eat play eat in the classroom.
run arrive late
yell speak loudly
16/12/16 10:22 a.m.

1. Speak Extra Activity (5 minutes) 21st Century Skills

Students explore what extra- Critical Thinking
(20 minutes)
curricular activities they can do in School rules are very important
▪▪ Read the rubric. their school. Students write down because they include the
▪▪ Ask students what activities what they know and share their things students can and can’t
they can do in the programme. ideas with the class. do at school. Sometimes, we
How long have they been part might think that those rules are
of it? What is their favourite unnecessary, but rules are a social
activity? agreement that make living and
2. Write
▪▪ Go over the vocabulary and learning with other people more
check pronunciation. (20 minutes) enjoyable. Knowing the rules of
▪▪ the school is an essential aspect
Go over the model and draw ▪▪ Read the rubric. Make sure
students’ attention to the to ensure everyone gets along
students understand that they
words in red. at school.
have to ask five questions to
five different classmates, i.e.
Grammar Box one question per person.
Expressing Ability with Can/Can’t ▪▪ Read the model, focusing 3. Speak
We express our ability to students’ attention on the way (15 minutes)
do different things with the the questions are asked.
expressions can or can’t. We use ▪▪ Read the rubric.
an action after can and the action Grammar Box ▪▪ Tell students that in this
is in the infinitive form. Questions with Can activity they will talk about
Write on the board: Can appears at the beginning of what they can/can’t do but in
the question. a different context: school.
Ability Reason ▪▪ Go over the model and ask
Write on the board:
expression students to use the school
Question Answer Reason vocabulary studied in previous
I can sing It’s lessons.
karaoke. interesting Can you Yes, I I like ▪▪ Remind students to use
to me. dance? can. dancing connectors such as but.
I can’t draw. It’s very very ▪▪ Check students understand
difficult much. the vocabulary in the Word
to me. Bank.
Can you No, I It’s very
speak can’t. difficult
Italian? for me.
▪▪ Make students work in pairs Play a game. Students work in
using the information in the groups of three or four. You say a
pictures. ▪▪ Students write five questions place in the school and point to a
▪▪ Go around monitoring in their notebooks in a similar group. They have two minutes to
students’ work, especially the chart to the one in the book. say as many sentences as possible
use of can/can’t. about the activities they can/
▪▪ Students stand up and
▪▪ Encourage students to use can’t do there. The group with the
ask their questions to five
some of the expressions highest number of answers wins.
students.
from the previous lesson, e.g. ▪▪ Once students finish asking
boring, hard, easy, interesting. the questions and recording ▪▪ Go around monitoring T6 3
the answers, check with the students, helping them with
class. Ask volunteers to read the vocabulary.
their answers, expanding
if they can.
Listen and read about a Colombian person who’s making an important

37 4. Listen contribution to the world. Then, practise reading aloud with a partner.
Adriana Ocampo’s a Colombian scientist. Right now, she’s

working for NASA on a project to explore Jupiter, a planet in
our solar system. She’s coordinat ing the project called ‘New
Horizons’. In that programme, a spaceship is travelling across the
solar system and is going to Jupiter. The ship’s collecting rocks
and analyzing Jupiter. Adriana’s controlling the process and she’s
making Colombia famous.
Look at the names (1–4). Use the pictures to help you talk about what
5. Speak these people are doing. Use the Word Bank.
Word Bank
play jump sing
talk about history
1. Diana Uribe 2. Colombian football team

Number 1 is Diana Uribe.
She’s talking about history.
Yes! Number 2 is the

Colombian football team.
3. Caterine Ibargüen 4. Monsieur Periné They’re …
Make a list of people who do things for Colombia. Work with

6. Speak another pair and ask and answer questions.
What are Bomba They’re singing in 21st Century Skills

Estéreo doing? different countries. · Leadership
Leaders are people who influence and
64 motivate others to get involved in
What’s Juan José He’s playing in a
the achievement of a particular task.
Cuadrado doing? football team.
You can recognize a leader’s work by
discussing their contributions to their
community/country.

they have to do. Focus their

37 attention on the words in red
Adriana Ocampo’s a Colombian
(15 minutes) track 37 scientist. Right now, she’s working
in the questions.
for NASA on a project to explore
▪▪ Read the rubric. Jupiter, a planet in our solar system. Grammar Box
▪▪ Tell students that the text She’s coordinating the project called Questions in the Present
is about a real person from ‘New Horizons’. In that programme, a Continuous
Colombia. spaceship is travelling across the solar
▪▪ Play the track once. Students system and is going to Jupiter. The Question Answer
listen and read. Ask them if ship’s collecting rocks and analyzing
they understood the general Jupiter. Adriana’s controlling the What’s your She’s
idea of the text. process and she’s making Colombia brother doing studying to
famous. these days? be a doctor.
▪▪ Play the track again and tell
them to try to understand What are They’re
more this time. your parents working
5. Speak doing? hard.
Extra Activity (5 minutes) (15 minutes)
Prepare this activity in advance
and get some pieces of cardboard ▪▪ Ask students to write down
(or slides, if you have a computer ▪▪ Look at the names before the names of five or six people
in your room) to make vocabulary doing the exercise. Are from Colombia.
students familiar with the
flashcards of any of the words
people 1-4? What do they do?
▪▪ Students work in pairs and ask
in the text. On one side of the and answer questions about
card, write the words. On the ▪▪ Ask a student to read the the five or six people they
other side, draw or stick a picture model and focus students’ wrote down.
of the word. After listening to attention on the use of
the -ing form to express
▪▪ Go around monitoring
the text, read the text out loud students’ work.
and stop after the words you something that is happening
have flashcards for. Show the now.
flashcards to students and keep ▪▪ Check students understand
on reading. the meaning of the words in Ask students different questions
the Word Bank. about people they know, e.g.
What’s Mr/Ms (principal’s last name)
▪▪ Students read out loud ▪▪ Students talk with a partner
doing now? What’s your sister doing
in pairs. Go around the about the pictures. Go around
now? What are the policemen doing
classroom and help students the classroom and monitor
right now? Encourage students to
with pronunciation. students’ work. raise their hand to answer and
praise their good work.
Extra Activity (15 minutes) Answer Key
Number 1 is Diana Uribe. She’s
Play a pronunciation game in ▪▪ Check with the class by asking
talking about history. Number 2
which students read sentences different students to say one
is the Colombian football
from the text. Prepare some question and another student
team. They’re playing football.
reading comprehension questions to answer it.
Number 3 is Caterine Ibargüen.
(appropriate for the students’ level).
She’s jumping. Number 4 is
Monsieur Periné. They’re singing. 21st Century Skills
▪▪ Ask students to focus on the Leadership
words in red: What do they Leaders are people who make T6 4
indicate? What is the common important decisions for different
6. Speak
characteristic they have? (They people. Usually, leaders are
are all in the -ing form.) (20 minutes) recognized by communities
▪▪ Read the rubric. and sometimes their work goes
Grammar Box beyond the local context. There
▪▪ Ask if students know other
Present Continuous are many anonymous leaders, and
Colombian people who are
We use the present continuous the only way to recognize their
doing some positive things.
for things happening now, at the work is by talking about what
▪▪ Follow the model with a
they are doing and its impact
moment of speaking. student and make sure
on the community. This makes
Write on the board: students understand what
leaders more visible.
She’s reading a book.
We’re cleaning the house.
I’m teaching class now.
module 2 // Unit 2
Think about a leader who’s doing something important for your
7. Write community/city/country. Complete the information.
My aunt Carla’s Name:

working for my
community. She’s
painting murals with
the children of my What’s he/she doing?
neighbourhood.
Work in groups of three. Share your information about your leaders.

8. Speak Say what information is interesting to you. Talk to your classmates.
Great! Is he
working alone?
My brother’s a leader in my
community. At the moment, he’s
helping children eat healthy food.
Wow! That’s really

interesting.
No, he isn’t. He’s

working with a team. Final task activity!
65 9. Speak Say if you have personal goals. Tell a partner.
I want to be an excellent
student this year. I’m doing all
my homework these days. I’m
checking my lessons at home.
I’m not using the internet
very much.


▪▪ Read the rubric. ▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure
▪▪ Students think of a person students understand what students understand the
who is doing something to do. activity.
important. It should be a real ▪▪ Read the model before doing ▪▪ Give students enough time
person. the exercise. to think about one goal they
▪▪ Read the model provided have (a real one) and come up
and point out the -ing forms. Extra Activity (5 minutes) with two or three sentences
Do students understand the Make a list of expressions students related to that goal.
model? Is it clear what they can use to indicate their opinion. In ▪▪ Ask students to share their
have to do? the model, the students use Wow! goals with the class. Praise
That’s interesting! Show students students for their effort.
students to write their ideas. three or four extra expressions
they can use. For example, write Extra Activity (5 minutes)
Go around providing help as
necessary. on the board: That’s great! That’s Use some of the expressions
amazing! That’s perfect! Encourage from the previous exercise and
students to use the right intonation encourage students to use them
when using the expressions (point when reacting to their classmates’
Do this activity in pairs. Students out the exclamation marks at the goals.
ask and answer questions about end of each expression).
the important things people are
doing to help other people.
students to share their ideas
and express their opinions.
▪▪ Check students’ ideas by
asking them to read out their
sentences. Then, ask other
students to react using the
expressions.
T6 5
Preparing Your Task » What Can I Do to Help?

Listen to how these people are helping the community. Match the
38 1. Listen conversations with the pictures. Then, check with a partner.
police officer paramedic firefighter
Number one is a
police officer.
No! Number one is …
39 2. Listen Listen and write what each person can do.
People I can … I can also …

police officer
paramedic
firefighter
Let’s play. Ask your partner questions and guess who they’re thinking of.
3. Speak Use the model.
66 Does he/she put

out fires?
No, he/she doesn’t.
Does he/she help

people in the street? Yes, he/she does.
Are you talking about Yes, I am!

a police officer?
1. Listen Extra Activity (5 minutes) 3. Speak

(10 minutes) track 38 Ask students if they think the (20 minutes)
jobs are easy, difficult, interesting
▪▪ Read the rubric. Ask students or boring. Run a class vote and ▪▪ Read the rubric.
if they are familiar with the check students’ answers on ▪▪ Practise the model with
people in the picture. the board. Which was the most another student.
▪▪ Play the track once. Students popular job? ▪▪ Students work in pairs. Go
match the pictures and the around the classroom and
answers. monitor students’ work.
▪▪ Play the track once again to Answer Key
check their work. People I can … I can Extra Activity (5 minutes)
▪▪ Read the model. Students also … Students work in different
work in pairs and compare pairs. You may want to pair low
police help check
answers. achievers with high achievers.
officer people the cars
in the follow
Answer Key
street the rules
1. firefighter
2. paramedic paramedic take give
3. police officer people medicine
to the to
hospital patients
Audio Script 38 firefighter put out teach
1. Woman: Please leave the
a fire students
building. We need to go upstairs to
control the fire. Go … go … go out! how to
2. Woman: OK. The patient’s OK. prevent
Let’s put her in the ambulance and a fire
go to the hospital.
3 . Man: Hey, guys, you can cross the
road now. Audio Script
Police officer: Hi! My name’s
39
Bob and I’m a police officer. I help
people in the street. I make sure
2. Listen that everyone can cross the street
(20 minutes) track 39 safely. I can also check that the
cars are following the traffic rules.
▪▪ Read the rubric. Paramedic: How’s it going? I’m Joanna
▪▪ Play the track once. Students and I’m a paramedic. In my job, I
match the person with the take people to the hospital so they
activity. can get medical care. I can also
give the patients medicine.
▪▪ Play the track again and ask
Firelighter: Hello! I’m Kayla and I’m a
students to write down key firefighter. I put out fires all over
words about each person. Play the city. We’re really quick at it!
the track again if necessary. I can also teach students how to
▪▪ Before checking answers with prevent a fire. Stay safe!
the class, students can check
their answers in pairs.
▪▪ Check the answers with the T6 6
whole class.
module 2 // Unit 2
With two other classmates, choose someone from your school and
4. Write describe what he/she does to help others.
The teacher’s an
important person. He
likes to help us. He
teaches us English.
At the moment, he’s
preparing us to take
exams. He’s giving us
some recommendations.
Some members of your community can act in bad ways. In groups of three,
5. Speak say what they can do to be better.
1. She’s driving and texting. 2. He’s crossing the street on 3. They’re leaving a campfire
a red light near trees.
4. He’s throwing rubbish on 5. They’re drawing on the 6. He’s saying bad words to
the street. school desks. a classmate.
Texting in the car Yes, it’s really dangerous. To be better,

is dangerous. you can text when you aren’t driving.
6. Read Match the problems (1–5) with the solutions (a–e). Check with a partner.
67
1. Car accidents a. You can listen to others with patience.
2. Rubbish on the street b. You can pay more attention to other people’s space.
3. Fights in the street c. You can give other cars more space.
4. Arguments with a person d. You can put the rubbish in a bag and take it home.
5. People pushing other people e. You can ask about the problem and suggest a solution.
For car accidents, Yes! And for arguments with

you can … other people you can ...

4. Write 5. Speak 6. Read

▪▪ Read the model. Point out the ▪▪ Read the model. ▪▪ Before matching the actions
use of punctuation, tenses ▪▪ Put students into groups with the possible solutions, go
and the ‘tone’ of the text. of three. Go around the over the vocabulary. Be ready
▪▪ Students work in pairs and classroom monitoring to explain using synonyms.
think of a person. Then, they their work. ▪▪ Students read the text again
have to write some sentences, and match the corresponding
helping each other with Extra Activity (10 minutes) ideas.
vocabulary and grammar. Ask students to rate the bad ▪▪ Check the answers. Ask
▪▪ Students should write a actions where number one is the volunteers to read their
minimum of three sentences. most serious and six the least. answers.
▪▪ Ask different pairs to read Give them a couple of minutes
their texts out loud. Praise to write a number next to the Answer Key
them and continue with sentences. Run a class vote and 1. c 3. e 5. b
another pair. write the results on the board. 2. d 4. a

Answer Key
Students write their sentences
1. To be better, you can text when
on pieces of card and stick them
you aren’t driving.
around the classroom.
2. To be better, you can cross the
street on a green light.
3. To better, you can put the
campfire out before you leave.
4. To be better, you can throw
rubbish in the bin.
5. To be better, you can draw on
paper.
6. To be better, you can be
friendly with your classmates.
T6 7
Complete with possible things you can do to help solve a problem

7. Write in your school.
The problem …
I like to help
I can do something
I can … in my school!
I can …
I can …

Iʼm doing this!
Iʼm …
Iʼm …
Iʼm …
Present your ideas to the class. Listen to the other groups’ ideas and vote
8. Speak for your favourite.
I like Andrea’s group’s idea. I prefer Pedro’s group’s idea. A problem in our
Let’s vote for her group. school is ... We can …
Congratulations! I like
Andrea’s group’s idea.
68
Listen to the sentences. Pay attention to the pronunciation of can and
9. Listen can’t. Practise in pairs.
40
I help at school and I help my family. We can all help.
My parents say I can’t go to bed late and I can’t eat chewing gum!
She can speak Spanish, but she can’t speak Japanese.

7. Write 8. Speak 9. Listen

▪▪ Read the rubric. ▪▪ Read the rubric. ▪▪ Read the rubric. Point out the
▪▪ Students work in groups of ▪▪ Ask groups to read their ideas pronunciation of can and can’t.
three and choose a problem in and make sure the others are ▪▪ Play the track once.
their school. They write down listening. ▪▪ Play it again, stopping after
the problem. ▪▪ When all the groups have each line. Ask students
▪▪ Students work together to presented, focus their to repeat.
think of possible solutions to attention on the model ▪▪ Students work in pairs and
the problem. provided and ask them to read the text out loud.
▪▪ Ask students to assess each vote for their favourite group ▪▪ Ask for volunteers to read the
other’s work. presentation. They cannot text out loud. The rest of the
▪▪ Allow enough time for vote for themselves. class has to evaluate how well
students to write their ideas. ▪▪ Run a class vote and find out it was pronounced.
which was the most popular
Extra Activity (10 minutes) presentation. Praise the Extra Activity (5 minutes)
Students write a problem on a groups for their work. Students memorize the sentences
piece of paper and exchange it and say them out loud. Give
with another student. The other Extra Activity (10 minutes) points for the best pronunciation.
student writes a possible solution. Write numbers 1 to 5 in a list on
Students then give their opinion the board. Each number represents
on the suggested solutions. a different group. Students clap Audio Script 40
loudly if they liked the group’s Girl: I help at school and I help
presentation. Write the results of my family. We can all help.
the class vote on the board. The My parents say I can’t go to bed
late and I can’t eat chewing gum!
winner should be the group that
She can speak Spanish, but she
received the loudest clapping. can’t speak Japanese.
T6 8
Check Your Progress
I can create short, sim
Write sentences about the activities that ple
1. Write people in your family do or don’t like doing.
sentences about intere
sts
and likes.
My mother likes … She doesn’t like … Very well

My father likes … He doesn’t like …
My grandma likes … Quite well
My brother …
My sister …
With difficulty
Look at the pictures and say what each

2. Speak person can or can’t do.
I can describe what oth

er
people can or can’t do
.
Very well
Chung Mi
Magdalena
Quite well
With difficulty
Listen to the questions.

41 3. Listen Write the answers.
1. …
I can ask and answer
2. … questions about what
69
people are doing.
3. …
4. … Very well
5. …
Quite well
With difficulty

1. Write Answer Key Answer Key

Chung Mi can play volleyball and Suggested answers:
(20 minutes) he can play the guitar. He can’t 1. He/She’s teaching a class.
▪▪ Read the rubric. paint and he can’t do karaoke. 2. Yes, I am. I’m studying hard./
▪▪ Allow enough time for Magdalena can do sudoku and No, I’m not. I’m not studying
students to write down the she can dance. She can’t do hard.
information. origami and she can/can’t 3. Yes, she is/No, she isn’t.
▪▪ Students write what different roller-skate. 4. I’m … (answers will vary).
members of their family like 5. Yes, I am. I’m … (answers
doing or don’t like doing. will vary).
▪▪ After they finish the exercise, 3. Listen
help them reflect upon their Audio Script
performance in the exercise (10 minutes) track 41 1. What’s your teacher
41
and make them complete their ▪▪ Read the rubric. doing now?
reflection chart. 2. Are you studying hard these days
▪▪ Play the track once. Listen to to pass your school exams?
the questions and take notes 3. Is your mother watching TV right
2. Speak of key words. now?
(15 minutes)
▪▪ Play the track again and allow 4. What are you doing to help your
enough time for students community?
▪▪ Read the rubric. to write their answers 5. Are you doing something to help
your school?
▪▪ Give students two minutes accordingly.
to prepare their ideas ▪▪ After they finish the exercise,
individually. help them reflect upon their
▪▪ Students then work in pairs performance in the exercise
and share their sentences. and make them complete their
They can work in pairs reflection chart.
and peer-assess their
performance.
individual performance in
the exercise and make them
complete their reflection
chart.
T6 9
Unit »3
Objectives
» I can describe habits and personal care
routines.
» I can express the times and the days when
My Health Care I do activities.

» I can exchange personal information
Routine about daily activities.
In Context » On a Normal Day, I ...
1. Write Put the days in the correct order and choose which activities you want to do.
Community Centre
Healthy Week Programme
Tue s d ayt We dne s d

ay
Fr id ay ng S u n d ay
H ow to ea Le t’s ru n
Are yo u sl
ee pi Game s day at Th u rs d ay
he al th ily
? to ge th er ! th e ce nt re! Co ok ing cl
as s!
wel l?
I want to
do ‘Let’s run together!’
S at u rd ay
n
on Wednesday. I want Mot iv at io
to run fast! Ta k ing ca
re Mo n d ay
s
of ou rs el ve
2. Speak Match the pictures with the daily routines. Then, tell a partner.
70
spend time
drink brush do cook
comb your hair with your sleep well
water teeth exercise healthy food
family
In the morning, he In the afternoon, he

brushes his teeth. spends time with
his family. In the morning
In the afternoon
In the evening
At night

Unit 3 My Health Care Routine

Unit Objectives
Identify phrases and expressions related to habits and personal care routines.
Basic Standards of Competences Produce simple sentences about times and days when people do activities.
Exchange information about ways to start a healthy routine.
Vocabulary Days of the week and months of the year; Ordinal numbers; Telling the time
Grammar Adverbs of frequency; Prepositions of time
▪▪ Read the model.

1. Write ▪▪ To check the answers, run a 2. Speak
(20 minutes) class vote to find out which (25 minutes)
were the most common
▪▪ Say the title of the unit and answers. ▪▪ Read the rubric.
discuss as a class what it means. ▪▪ Look at the vocabulary under
▪▪ Read the rubric. Extra Activity (15 minutes) each picture. If students do
▪▪ Ask students if they remember Play a pronunciation game. Who not understand it, use your
what a community centre is can say the correct pronunciation body language to help them
and what it is for. of each day of the week? Pay with the exercise.
special attention to the ones ▪▪ Students match the pictures
Extra Activity (5 minutes) students usually mispronounce. with the corresponding
Ask students if they remember Monday /ˈmʌndeɪ/, Tuesday / routine. Then, in pairs, they
the courses offered by the ˈtuːzdei/, Wednesday /ˈwenzdeɪ/, describe what the man does
Quiroga Community Centre at Thursday /ˈθɝːzdei/, Friday / every day.
the beginning of Unit 2 (without ˈfraɪdeɪ/, Saturday /ˈsæt̬ərdei/, ▪▪ Point out the model and
looking in their books). Which Sunday /ˈsʌndeɪ/. Make sure you the Useful Expressions box.
of those courses were related to drill these words as many times Tell students that we say on
sports and physical activities? as possible. Monday (without the). We use
in the with phrases, such as in
the morning, in the afternoon
▪▪ Students put the days of the and in the evening; however,
week in the correct order and Answer Key
Monday, Tuesday, Wednesday, the exception is at night.
then discuss which activities
they want to do. Thursday, Friday, Saturday, ▪▪ Students work in pairs.
Sunday Monitor their description of
the man’s daily routines. Make
sure they use the correct
Play a Days of the Week game. phrases and prepositions, and
Organize students in groups of recycle the correct tenses
four or five. Then, say ‘Monday’. (present simple).
You point to a group and the ▪▪ Check the answers with
first student has to say the first the class by asking different
letter of the word ‘Monday’. Then, T70
students to tell you one
the student next to him/her has activity the man does and the
to say the second letter of that corresponding time of the day.
day. Then, the third student says
the third letter, etc. If a student
makes a mistake, point to another
group. The other group has to
start spelling from the beginning
of the word.
module 2 // Unit 3
42 3. Listen Listen and put the activities in the correct order.
Valerie Castagna
She meets her friends.
She eats vegetables, cereals and fish.
She jumps on the floor.
She goes to the gym.
She goes home.
She combs her hair.
She jumps on trampolines.
She reads magazines.
4. Speak Tell your partner what you do on a normal day.
On a normal day, in the

morning, I usually … In the
Final task activity! afternoon, I always …
Study Tip
You can recycle
vocabulary from
earlier units.
Make a list of different activities your family does during the week.
5. Write Tell your class.
71
swimming On Saturdays, we
class usually go to a swimming
class together. On Tuesdays,
we sometimes … On
Wednesdays, we always …

3. Listen Extra Activity (5 minutes) 4. Speak

(15 minutes) track 42 Teach students that, when we (20 minutes)
describe a routine, we can start
▪▪ Read the rubric. with the word first, continue ▪▪ Read the rubric.
▪▪ Ask students what they know with ordinal numbers (or use ▪▪ Give students some time to
about a gymnast’s routine: alternative expressions like then, prepare their ideas and look
Where do they train? How long after that, after), and to express for the necessary vocabulary.
do they train a day? Where are the final action we usually use Have some dictionaries to
the most famous gymnastics the word finally. This indicates we hand in case students need to
champions from? have finished the actions we were check any words.
▪▪ Allow enough time for describing. ▪▪ Point out the adverbs of
students to copy the frequency. Students can use
sentences in their notebooks. these to talk about something
Answer Key that happens very often.
▪▪ Play the track once and let
First, she goes to the gym.
students make a note of any ▪▪ Ask a student to read the
Second, she meets her friends.
key words. model and get them to work
Third, she eats vegetables, cereals
in pairs. Go around the class
and fish. Fourth, she jumps on the
Extra Activity (5 minutes) monitoring their work.
trampolines. Fifth, she jumps on
It is always useful to tell students the floor. Sixth, she gets home.
▪▪ Ask a couple of volunteers to
that when they have to do tell the class their routines.
Seventh, she reads magazines.
listening activities, they should Eighth, she combs her hair. ▪▪ Tell students that this activity
keep focused even if they miss will help them to have better
some information. They can leave ideas for their final task.
a ‘space’ in their notebooks if they Audio Script
miss something and keep Hey! I’m Valerie Castagna and
42
Study Tip
on listening. I’m a gymnastics champion.I want
to do well in all my competitions, so Help students remember the
my routine is very important. I wake vocabulary they studied in
▪▪ Play the track again. Students up at 5.30 and have breakfast: lots previous units and lessons, and
complete the exercise. of fruit gives me the energy I need that it can be recycled to make
You might need to play the for exercise. Then, I brush my teeth, the exercise more interesting.
track again. take a shower and get ready to go Are there any sports or hobbies
▪▪ Before checking with the to my gym. I arrive at my gym, meet they do with their families?
my friends and get ready to do my Encourage students to recycle
class, ask students to compare
exercise. We work hard. I run a lot,
their answers in pairs. Then, the vocabulary they need,
phew, it’s exhausting! I have lunch at
ask different students to tell 12.30. I eat lots of vegetables, cereals
or even to look for new
you the order of the activities and fish. In my lunch hour, I can vocabulary as needed in the
using the ordinal numbers. take a break to get ready for the last dictionary.
exercises. First, I jump a lot using the
Extra Activity (30 minutes) trampolines, and then I do my jumps
on the floor. I also get on the bars, so
Ask students to find out about a 5. Write
I need to be strong. After that, I go
famous gymnast.
home and have a big dinner with my (25 minutes)
Ask students the following parents; my parents’ food is delicious!
questions: Finally, I read my favourite magazines, ▪▪ Read the rubric.
What is his/her name? comb my hair and go to bed at nine to ▪▪ Go over the days of the
get ready for the next day. I want to week in the calendar and tell
Where is he/she from? be the best for a long time, so I T71
students that this time they
Which competitions does he/she do? work hard!
will have to describe routines
What do you think is his/her daily that people in their family
routine? have.
▪▪ Give students enough time to
write down their ideas.
▪▪ Check the answers by
asking students to read their
sentences.
Read the routine of a Latin American swimming champion. Tick (✔)

6. Read true or false.
I wake up at 4.30 every day. I arrive at the pool at 5 a.m. Then, I swim
for two hours. After I finish, I go home. I have breakfast before I take
a shower. I go to school at 7.45 and I finish at 2.45. After school, I go
swimming again. I usually arrive home for dinner at 6.30. Sometimes I’m
late because I swim more.
True False
1. He wakes up very early every day.
2. First, he takes a shower. Then, he has breakfast.
3. He has breakfast at school.
4. He goes swimming before and after school.
5. He always has dinner at 6.30.
7. Write Interview a sports star. Write four questions. Use the Useful Expressions.
What time do you wake up?

What sport do you do?
Do you do your sport in the afternoon?
Final task activity! What do you do after practice?
Role-play. Be a sports star and an interviewer. Ask and answer questions.

8. Speak Vote for your favourite interview in class.
What sport do I play football.

you do?
When do you I practise every day.

play football?
72
What time do I usually practise

you practise? at 5.30 p.m.
I always take a
What do you do break and then
before practise? eat something.

6. Read 7. Write 8. Speak

▪▪ Read the rubric. ▪▪ Read the rubric out loud or ▪▪ Put students in pairs. You
▪▪ Ask students if they know any ask a student to read it. could pair high achievers with
famous swimmers, either local ▪▪ Make sure they understand low achievers to balance each
or international. Elicit some they have to role-play an pair. Then, assign roles: one
of their names (for example, interview with a famous student will be the sports
Michael Phelps, Omar Pinzón, athlete. It can be any sport or star and the other will be the
etc.). discipline, as long as it is a interviewer.
▪▪ Give students some time to real one. ▪▪ Ask the sports stars to get
read the text and understand ▪▪ Point out the Useful ready to answer their partners’
the information. Expressions box. Students questions.
▪▪ Students read the sentences write questions similar ▪▪ Ask them to role-play their
below the text and tick True to those in the Useful interviews, paying special to
or False. Tell them to make Expressions box. fluency and intonation.
sure that their answers are ▪▪ Allow enough time for ▪▪ Go around the classroom
supported by information in interviewers to prepare monitoring students’ work.
the text. their questions. Make sure Praise them for the great work
▪▪ Check the answers with everybody has questions they are doing.
the class by asking different to ask. ▪▪ Make pairs switch roles and
students to read each do the activity again. The
statement and say if it is Extra Activity (10 minutes) idea is that they are different
true or false. Invite students to the front of the people in every opportunity,
class to read their questions. Tell taking advantage of students’
Extra Activity (10 minutes) students to pretend they are a real imagination when they choose
Run a class vote to find out interviewer on the television. their characters.
students’ similarities or differences
with the routine described in the Extra Activity (20 minutes)
text. Do they wake up early? Do Invite two students to the front
they do any sports? of the class to perform their
interview. Tell students to pretend
they are real interviewers and
Answer Key sports stars on the television.
1. True Ask students to vote for their
2. False. First, he has breakfast. favourite interview.
Then, he takes a shower.
3. False. He has breakfast at
home.
4. True
5. False: He usually has dinner at
6.30, but sometimes he is late.
T72
module 2 // Unit 3
Expanding Knowledge » Is that Healthy?
Answer the questions in the survey about being healthy and tell your
1. Read partner your results.
Republic of Colombia School

Always Sometimes Hardly
ever
In the morning
1. Do you have breakfast?
2. Do you have a shower and
brush your teeth?
3. Do you have a fruit snack?
In the afternoon
4. Do you watch TV for less
than one hour a day?
5. Do you drink a lot of
water?
6. Do you do exercise?
In the evening
7. Do you eat vegetables?
I have a healthy routine. In the
8. Do you share time with
morning, I always have breakfast,
your family?
I have a shower and I ...
9. Do you sleep seven or
eight hours per day?
Understand your results!

7-9 always 3-6 sometimes 5-7 hardly ever
You have a Your routine is not It’s time to make
healthy routine. so balanced. a change! You’re
not healthy!
Listen to Luz and Ramiro talking about their routines. Write in blue the
43 2. Listen healthy activities and in red the unhealthy ones.
Luz is a student from Ráquira, Boyacá. 21st Century Skills

She brushes her teeth three times a day. · Critical Thinking
73 She likes to drink water. On Fridays, she
Identifying what is healthy or
sometimes watches four hours of TV.
unhealthy helps you to have a
She likes to eat hot dogs and burgers with
balanced life.
her brothers. On Saturdays and Sundays,
she usually plays sports.
Ramiro’s a student from Medellín.

He always eats burgers or pizza, but he
likes to eat fruit as a snack. He sometimes
goes swimming and runs in the park. He
plays video games on Sundays, sometimes
all morning.
1. Read 2. Listen Answer Key

(20 minutes) (15 minutes) track 43 Routines
▪▪ Read the rubric. ▪▪ Read the rubric. Healthy Unhealthy
activities activities
▪▪ Check that students ▪▪ Students write in blue the
understand the vocabulary healthy activities and the ▪▪ She brushes ▪▪ She
unhealthy ones in red. her teeth watches a
and check any pronunciation.
three times lot TV.
▪▪ Allow enough time for ▪▪ Play the track once so that
a day. ▪▪ She eats
students to read the survey students get the general idea.
▪▪ Ask students to read along
▪▪ She likes to hot dogs
and write the answers.
drink water. and
and try to imitate the
▪▪ She plays burgers.
Grammar Box intonation and the pace of the
audio track. sports. ▪▪ He eats
Adverbs of Frequency
▪▪ He eats fruit burgers
We express the frequency of as a snack. or pizza.
our actions with expressions like ▪▪ He plays
Use a ‘T chart’. This is a chart ▪▪ He goes
always, sometimes, hardly ever video
with two columns in which swimming
and never. These expressions are games.
information is easily recorded and and runs in
called adverbs of frequency and
can be used later. Ask students to the park.
they have an invariable position
in the sentence. copy the following chart in their
notebooks:
Audio Script
Person Adverb of Action ROUTINES Woman: Luz is a student from
43
frequency Ráquira, Boyacá. She brushes her
Healthy Unhealthy
teeth three times a day. She likes
I always drink activities activities to drink water. On Fridays, she
water sometimes watches four hours of
in the TV. She likes to eat hot dogs and
mornings. burgers with her brothers. On
Tell students they will have to
complete their chart with the Saturdays and Sundays, she usually
She sometimes reads plays sports.
books. corresponding information.
Man: Ramiro’s a student from
Medellín. He always eats burgers
We hardly ever play
sports.
▪▪ Ask volunteers to come or pizza, but he likes to eat fruit
to the board and write as a snack. He sometimes goes
swimming and runs in the park.
You never eat pasta. their sentences. Ask other
He plays video games on Sundays,
volunteers to read them and
sometimes all morning.
check pronunciation and
▪▪ Check the answers as a class intonation patterns.
by asking different students to
read their results. Provide the 21st Century Skills
following model: Critical Thinking
Knowing what activities
According to the survey, I have a
constitute healthy or unhealthy
healthy routine. I always …
practices helps us to have a more
I’m not so healthy. I sometimes … balanced life. This does not mean
My routine is not healthy. that we should control every
I hardly ever/never … single activity we do, but at least
T73
to understand that there must be
variety and balance of the things
we do in our daily routines. Such
balance of life is only possible
when we decide to start making
some changes and follow a
healthier routine.
Listen and complete the chart. Then, write what healthy and unhealthy
44 3. Listen routines Gina has.
Final task
activity!
Healthy activities Unhealthy activities

... ...
Gina has some
healthy routines.
For example, she ...
Describe each picture and say which activities are very good or not so
4. Speak good for your body.
1. 2. 3.
swimming eating a burger studying in bed

4. 5. 6.
eating fruits and

going to bed late using dental floss
vegetables
7. 8. 9.
staying in all day drinking fizzy drinks washing your hands
Say which activities in exercise 4 you do. Say who has a healthy routine
74
5. Speak in your group.
I always go swimming on I sometimes eat a burger

holiday. It’s really good on Saturdays. It isn’t so
for me. good for me.
I never go swimming.
I don’t like it. It isn’t so Yes. And she’s … it’s …
good for me. for your body.
In my group, Carla has a He’s swimming. It’s very

healthy routine. good for your body!
She likes to ... and ...
3. Listen 4. Speak 5. Speak

▪▪ Students copy the chart in ▪▪ Check students understand ▪▪ Before getting students to
their notebooks. the vocabulary. work, ask four volunteers to
▪▪ Play the track once, allowing ▪▪ Students write down their read the model provided.
students to take notes of key ideas and then share with ▪▪ Put students in groups of four
words in each column. a partner. or five. They tell their group
▪▪ Play the track again, asking which of the activities they
students to complete Extra Activity (5 minutes) do (or don’t do) and say how
the chart. often.
Always provide models for
▪▪ Ask students to check their conversation exchange. For ▪▪ After every member of the
answers in pairs. example, for this activity, you group has spoken, they should
could use the following model: decide who has the healthiest
lifestyle.
students to write down the
A: Swimming’s good for my body. ▪▪ Ask a student to report their
information in their notebooks
and finish the exercise by B: I know! I love swimming. But group’s findings. Continue the
eating a burger isn’t so good activity until all the groups
asking different volunteers
for my body. have had the chance to
to read the healthy and
A: You’re right. And … describe the healthiest person
unhealthy routines Gina has.
in their group.
▪▪ Tell students that ‘unhealthy’
activities are only bad when
they are done a lot. It is fine to Extra Activity (15 minutes)
go and have a burger or stay Students follow the model
up late every once in a while, provided and give more
as long as it doesn’t become a information by saying why each
part of their routine. activity is good (or not so good)
for their body. They will have to
Answer Key give a logical reason and should
Healthy Unhealthy try to recycle vocabulary from
activities activities previous lessons.
▪▪ She rides ▪▪ She drinks For example:
her bike. a lot of
A: Swimming’s good for my
▪▪ She plays fizzy drinks.
body because it helps me to
volleyball or ▪▪ She eats be strong.
basketball. a lot of
chocolates. B: I know! I love swimming. But
eating a burger isn’t so good
▪▪ She eats for my body because it has a
pizza.
lot of unhealthy ingredients.
▪▪ She eats
a big
sandwich.
T74
Audio Script
y name’s Gina. I live in Boyacá,
M
44
a little town near Bogotá. I always ride
my bike to school because it’s nearby.
I drink a lot of fizzy drinks because
I’m thirsty all the time. At school, I
sometimes eat a lot of chocolates. At
the weekend, I like to eat pizza with
my family and we go to the park to
play volleyball or basketball. At night,
I sometimes eat a big sandwich. I feel
really hungry at night!
module 2 // Unit 3
You’re planning activities for this year. Say the activities that you
6. Speak can do in the months of the year.
In June, we can
have a healthy
picnic.
In May, we have
Mother’s Day.
We have lots of fun

activities this year.
Our final class is on

11 November.
7. Write With your class, make a list of important dates. Use a calendar to help you.
Teacher’s Day is Darío’s birthday is on ...

on 15 May. 21st Century Skills
· Information Literacy
Knowing about important dates helps
you to plan your activities. Are you
familiar with the special days in your
75 country? When are they?
Do you celebrate them?

6. Speak 7. Write 21st Century Skills

Information Literacy
Knowing about our own history
▪▪ Read the rubric. ▪▪ Read the rubric. and important dates helps us
▪▪ Ask different students to ▪▪ Ask students how much they to plan our lives, feel more
read the models and focus know about national holidays proud of being Colombian and
students’ attention on the or important dates. Which celebrating our diversity. It is not
words in red. ones can they name? obligatory to memorize all the
▪▪ Ask students to work in dates in a calendar, but at least
Grammar Box groups of three and give them to be familiar with some of them
Prepositions of Time three minutes to make a list of (the ones that are relevant for
When we talk about the month in important dates in Colombia students’ lives).
which we do an activity, we use with the exact dates.
the preposition in. When we talk ▪▪ Ask for a volunteer from each
about the month and the day in group to read their sentences.
which we do the activity, we use ▪▪ Write a list of all the important
the preposition on, and an ordinal dates on the board and ask
number. students to raise their hand if
they celebrate them.
Month Month and
day Extra Activity (15 minutes)
We fly kites There’s a Tell students to make a big
in August. party on 2 calendar for the year (or do
August. it month per month as the
academic year goes by) with
My family My sister the information of the activity
celebrates celebrates in English and put it up on one
Christmas in her of the classroom walls. At the
December. birthday on beginning of every month,
6 January. they can check what important
activities or celebrations they
have during that month and say
▪▪ Go around the class how they will celebrate them.
monitoring students’ work.
T75
Preparing Your Task » The Healthy Day

Listen to a report about the routines of Colombian students.
45 1. Listen Complete the diagram. Then, compare with a partner.
How How
1. 4.
often? often?
... ...
How Healthy Unhealthy How

2. 5.
often? routines routines often?
... ...
How 3. 6. How

often? often?
... ...
In Colombia, Aha! But students don’t

students like … like … That’s unhealthy.
That’s healthy.
Talk to a partner and describe your healthy/unhealthy routines

2. Speak at school/home.
I have some healthy I have some unhealthy

routines at school. routines at home.
For example, I … For example, I …
3. Speak Use the information to describe the routine of a Colombian student.
Ramiro is from Bogotá

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
√ √ √ √ √
Watch TV in the in the in the in the in the
afternoon afternoon afternoon morning morning
76
√ √ √ √ √ √ √
Brush teeth
3 times 3 times 3 times 3 times 3 times 3 times 3 times
√ √
Drink water
2 times 3 times
√ Ramiro sometimes
Play video √
in the
games all day watches TV in the
evening
afternoons, he
√ √ √
Do sports in the in the in the always brushes his
afternoon evening morning teeth three times
√ √ a day. He …
Chat with √
in the in the
friends at night
afternoon afternoon


45 3. Speak
The results of the study of our
(15 minutes) track 45 students’ routines by The National (20 minutes)
Ministry of Education are very
▪▪ Read the rubric. Ask students interesting. A lot of our students don’t
if they are familiar with the exercise enough. Our elementary ▪▪ Encourage students to pay
general routines of Colombian school students exercise three times close attention to the number
students. Are they healthy or a week in the break, but the high of times an activity is repeated
unhealthy? school students don’t exercise in the because it can make the
▪▪ Ask students to copy the break, they often eat snacks and talk. difference between saying
diagrams in their notebooks Students don’t drink enough water. usually or sometimes.
and focus on the information They drink fizzy drinks about four
times a week at school. At home, the
▪▪ Students share their ideas
they have to listen to. in pairs.
situation is different. Students drink
▪▪ Play the track once and allow juice or water six times a week. This
students to take notes on is much better. Most students go Extra Activity (5 minutes)
key words in each part of the to bed late two times a week, this Introduce once and twice. Tell
diagram. makes them go to school feeling tired. students that once means just
▪▪ Play the track again. Students Students like to wash their hands one time and twice means two
complete their diagrams. before lunch every day. As we can
times. Model with a couple of
see, these results are important. We
▪▪ Go over the model. Students
have to start promoting healthy habits
examples about yourself, and
work in pairs and compare in ALL our Colombian students. then practise with some ideas
their answers. from the exercise: I always wash
my hair twice a week. I usually eat
Answer Key pizza once a month.
Healthy routines:
2. Speak
1. exercise – three times a week (20 minutes)
2. drink juice or water – six times
a week
3. wash hands before lunch – ▪▪ Students work in pairs and
every day describe some of their
healthy/unhealthy routines
Unhealthy routines: both at home and at school.
4. eat snacks (and talk) – usually
▪▪ Go around the class
5. drink fizzy drinks – three or monitoring students’
four times a week work. Make any necessary
6. go to bed late – twice a week corrections and encourage
students to use English as
much as possible.
▪▪ Check students’ ideas by
asking them to say their
healthy/unhealthy activities to
the rest of the class.

Ask students about healthy/
unhealthy routines some
members of their families have.
T76
module 2 // Unit 3
Think about ideas to start healthy routines at school and at home.
4. Write Make a list and show it to your class.
At home … 21st Century Skills

I can drink a glass of · Initiative
water.
Making a change in your life is
Final task I can use the stairs.
the first step to having a more
activity! balanced life. Are you realistic
At school …
I can play a different about your initiatives? Are they
sport in the break. easy to start today?
I can …
Listen to the description of a health project in a public school in Bosa.

46 5. Listen Choose the correct answers, a, b or c.
a. The Healthy Project

1. What’s the name of the project? b. The Healthy Week
c. The Healthy School
a. Make a list of unhealthy habits
2. What do students do at the
b. Speak to friends about unhealthy habits
beginning of the project?
c. Stop unhealthy habits
a. Students and teachers
3. Who participates in the project? b. Teachers and parents
c. Students, parents and teachers
a. Change healthy habits
4. What activities do they have in
b. Promote healthy habits
the project?
c. Explain healthy habits
a. Yes, with no problems
5. Does the project work? b. Yes, with some problems
c. No, with many problems
77

4. Write 5. Listen Audio Script

46
Hey! My name’s Arturo and I’m
(30 minutes) (15 minutes) track 46 a student in sixth grade at Bosa’s La
Estancia School. In our school, we
▪▪ Read the rubric. ▪▪ Read the rubric. have a project called the Healthy
▪▪ Students write a minimum ▪▪ Ask students if they know Week. It consists of some simple
of three sentences about where Bosa is. How many activities to promote healthy habits.
themselves. Encourage them places do they know in At the beginning, we make a list of
to write more if they can. Bogotá? Can they list ten of what we think the unhealthy habits
▪▪ Ask students to read the them? are in our school. There are usually
model to see how ideas are lots of habits, but we make a top five
Extra Activity (5 minutes) and then we choose a week of the
organized.
year to do the activities. For example,
▪▪ Allow enough time for Bring a map of Bogotá to class this year we have the healthy week in
students to come up with and show students the areas of October because during Halloween,
their own ideas, helping them the city. Which is the biggest students don’t eat healthily.
when necessary. area? Where is their school Everybody in the community can
▪▪ Ask different students to located? take part in the project, because we
read their texts out loud. are all responsible for our health. We
You might want to leave the
have a campaign to promote healthy
Praise them for their great map on the wall for a few days habits. We have to promote them and
cooperative work and and then, in another class, take explain them in each classroom during
continue with other students. it down and see if students can that week. The idea is to improve
remember it by trying to draw it people’s habits. Sometimes it’s
21st Century Skills on the board. difficult. It’s hard for people to change
Initiative their unhealthy habits in a short time,
People who want to promote and it’s just one week in the year,
▪▪ Ask students to read the people forget about the campaigns.
a more balanced lifestyle make questions and options before In conclusion, it’s a very interesting
decisions to start healthier listening to the recording. activity in our school. Do you like it?
routines at home, school or at Do they understand all the
work. The first step is to have the questions?
initiative and start with simple
▪▪ Play the track once allowing
steps. One by one, each step will
students to tick the answers
help us the expected outcomes.
they understood with just one
Such initiative is always welcome,
listening.
provided the ideas are logical,
realistic and achievable. ▪▪ Play the track again and
ask students to check their
previous answers.
▪▪ Check the answers by asking
different students to read
the questions and their
corresponding answer. The
rest of the class has to say
right or wrong.
Answer Key
1. b 2. b 3. c 4. b 5. b
T77
Plan a Healthy Day at your school. Choose one unhealthy habit, the
6. Write month, the day and the activities to do that day.
We can have our healthy day in

OurHealthy
Our Health Week
Week November before the holidays.
Month: ...
Date: Month________ Great idea! We can
Day: ... promote healthy
UnhealthyDay________
habit to stop: habits in sports.
...
Unhealthy habit to stop
__________________________ We can have healthy
Three activities to do that day: competitions!
...
3 Activities to do that day
We can make
___________________________ posters, too!
___________________________
___________________________
7. Speak Present your Healthy Day to the class. Vote for your favourite idea.
Our healthy day is

on ….
Final task activity! We want people
to stop …
First, we plan to …
Then, …
Finally, …
Listen and repeat the ordinal numbers. Listen to the pronunciation of the
47 8. Listen th sound. Practise with a partner.
78
6. Write 8. Listen
▪▪ Put students in groups of ▪▪ Remind students to focus on
three or four, making sure the -th sound at the end of
there are high achievers and the ordinal numbers.
low achievers in every group. ▪▪ Play the track once for
▪▪ Students decide on the students to get familiar with it.
unhealthy habit they want to ▪▪ Play it again, stopping after
change. each number. Ask students
▪▪ Students choose a day and to repeat. Exaggerate the
a month, and discuss what pronunciation of each ordinal
activities they think could be number with your mouth
part of that day. so that students can notice
▪▪ Ask students to read the the way the -th sound is
model and follow it. produced.
▪▪ Students write their ideas in ▪▪ Get students to work in pairs
reading the numbers out loud
an organized way to be ready
and practising pronunciation.
to present them to class.
Audio Script
first
47
Tell the teams that everybody second
should know about the Healthy third
Day of each group because fourth
anybody can be chosen to fifth
present the information. sixth
Students should practise their seventh
presentations in front of each eighth
ninth
other before actually presenting it
tenth
to the whole class.
eleventh
twelfth
thirteenth
7. Speak fourteenth
fifteenth
(30 minutes) sixteenth
seventeenth
▪▪ Read the rubric. eighteenth
▪▪ Students present their Healthy nineteenth
Day ideas to their classmates. twentieth
▪▪ Go around taking notes twenty-first
on students’ performance, twenty-second
noticing any common twenty-third
mistakes. twenty-fourth
twenty-fifth
▪▪ Students present their ideas to twenty-sixth
the whole class. Ask students
to vote for their favourite
twenty-seventh T78
twenty-eighth
proposal and say why. twenty-ninth
thirtieth
thirty-first
module 2 // Unit 3
48
Chant
Activities are exciting
Activities are exciting.
What do you enjoy?
Dancing or hiking?
Or playing with your toys?
On Mondays I play basketball.

On Tuesdays I go swimming.
On Wednesdays I draw pictures
And on Thursdays I like singing.
On Fridays I play football,

It´s the start of the weekend.
On Saturdays and Sundays
I go dancing with my friends.
Activities are exciting. …
In the mornings I take care,

I brush my teeth and comb my hair.
Eat healthy food and wash my hands,
Then I´m ready to make plans.
I ride my bike to the school.

I wear my helmet in case I fall.
I wear kneepads and my gloves
And my glasses that I really love!
I really love to exercise.

When I play football I use my eyes.
I use my elbows and my hands
To play an instrument in my band.
79
I use my legs to run up the stairs.
I use my arms to brush my hair.
I play at the playground at my school
And use the laboratory, it´s really cool!

Chant: Activities are exciting

Lesson 4 The parts of the body that soap and water
are included in this chant are: ▪▪ ready to make plans –
Speak teeth, hair, hands, knee(pads), mime rolling up your
eyes, elbows, hands, legs, arms. sleeves
(5 minutes) ▪▪ ride my bike – mime
Before playing the audio for riding a bike, pedalling
(sit down for this!)
the chant, ask your student ▪▪ wear my helmet, kneepads
Listen
what they think the chant is and gloves – mime
about. Ask them to tell you (10 minutes) track 48 putting on a helmet,
which words they can read Play the audio recording of kneepads and gloves
that helps them to understand ▪▪ football – mime kicking
the chant. Listen through as a a ball
the theme of the chant. If whole group a couple of times
there are any items of vo- ▪▪ parts of the body (e.g.
before encouraging students elbows, hands, legs, arms)
cabulary that students don’t to adopt actions for some of – point to the relevant
understand, see if anyone in the lines, and gradually help body part.
the class can explain it either them with pronunciation and Once students are getting
in English, or in their own rhythm to ensure that, after more confident with the
language. one or two more listens, they words to the chant, set them
are able to chant along with all different challenges each time
Recap the days of the week the words. they listen to it. Challenge
and months of the year, and Get your students to suggest them to miss out words for
ask students to shout out all actions for the chant them- sports – get them just to mime
the different activities they selves, as this will help them them instead, or challenge
can read in the text. to personalise the content and them to miss out all the verbs.
memorise the words more eas- Choose a different category
At this point, you may also ily. Here are a few suggestions each time to keep them
choose to recap the different to help you get started: concentrating on a different
parts of the body, so an un- aspect of the chant each time.
usual and fun way to start this ▪▪ dancing – mime dancing
lesson might be to play a game on the spot
with your students where you ▪▪ hiking – mime hiking
call out a body part, and they with ski poles up a steep
have to point to it on them- slope
▪▪ brush my teeth – mime
selves. To make it more chal- teeth clenched, brushing
lenging (and to get a clearer your teeth
idea of how well your students ▪▪ brush my hair – mime T79
know their body vocabulary), someone brushing their
tell your students to close hair
their eyes so that they are not ▪▪ wash my hands – mime
influenced by their neighbours. washing your hands with
Match the activities and

1. Speak ay football.
corresponding nouns. I use my legs to pl
1 play football my legs

2 play an instrument my legs
3 run upstairs my arms
4 brush hair my arms
5 play at the playground my arms and legs
6 dancing my eyes
7 watch TV my whole body
2. Read Look at the table. Complete the sentences.
Juana and
Me Charlie My mum
Helene
Monday football sing dance work in a laboratory
play guitar in my
Tuesday band
work in a laboratory
Wednesday draw pictures ride bikes work in a laboratory

play in the
Thursday playground
basketball work in a laboratory
Friday dance with friends dance with friends work in a laboratory
1. On Mondays, Charlie sings .

2. On , Helena and Juana ride bikes.
3. Mum works in a laboratory .
4. On Fridays, dance with friends.
5. On Tuesdays, play guitar in my band.
6. On , I play in the playground.
When do you do these activities? Write

3. Write sentences.
80
every day on Mondays on Tuesdays on Wednesdays on Thursdays on Fridays
at the weekend on Saturdays on Sundays in the morning at lunchtime in the evening
football play an instrument run upstairs brush hair play at the playground dance
play with toys hike brush my teeth go to school learn English play in a band
I go to school every day. I learn English on Mondays, Wednesdays and Fridays. I play
an instrument after school on Thursdays and play in a band at the weekend.

1. Speak 3. Write
Activity 1 is a speaking exer- Activity 3 is a creative writing
cise that requires students to activity where students are
match activities and corre- told to write about their own
sponding parts of the body. weekly timetable. Encourage
Divide the class into pairs and students to be as creative as
get each pair to complete the possible with this activity, and
speaking activity together. to make up answers if they
need to (if, for example, they
For students that finish this don’t have any hobbies).
activity quickly, encourage
them to think of different
sports that don’t appear in the Ask students to reflect on what
chant, and to say what they they have learnt since the start
use to do those sports. of the lesson. Get them to write
down any new vocabulary in their
notebooks.
2. Read
For students that finish
activity 2 quickly, or as an
additional homework activity,
you can ask students to use
the information in the table to
make questions and answers
sentences about what each
person does, e.g.
▪▪ What do you do
on Mondays? ~ On
Mondays, I play football.
▪▪ What do Juana and
Helene do on Mondays?
~ On Mondays, Juana
and Helene dance.
▪▪ What does mum do
on Tuesdays? ~ On
Tuesdays, mum works in T8 0
a laboratory.
▪▪ What does Charlie do
on Wednesdays? ~ On
Wednesdays, Charlie
draws pictures.
Check Your Progress
be habits
1. Speak Describe your routine using the pictures. I can descri
al care
and person
routines.
Very well
Quite well
lty
With difficu
Look at the clocks and write when you

2. Write do these activities.
I wake up at ...
I can express the times
and the days when
I do activities.
Very well
Quite well
With difficulty
Think of a person you like very

3. Speak much and tell your partners about
81 his/her routines. I can exchange personal
information about
daily activities.
I like Michael Phelps. He
starts his day with a big Very well
breakfast and then he
goes to the pool …
Quite well
With difficulty

1. Speak 2. Write 3. Speak

▪▪ Allow enough time for ▪▪ Focus students’ attention on ▪▪ Give students one minute to
students to look at the the images and ask them if think about the person they
pictures and identify the they know which vocabulary will talk about and organize
vocabulary they need to use. they need to do the activity. their ideas.
▪▪ Students work in groups of Give students two minutes ▪▪ Students work in pairs.
three and share their routines. to prepare their ideas ▪▪ After they finish the exercise,
Focus students’ attention on individually. help them reflect upon their
fluency and intonation, since ▪▪ Students write the times and performance in the exercise
they have already studied this the activities in complete and complete their reflection
vocabulary in the unit. sentences. chart.
▪▪ After they finish the exercise, ▪▪ After they finish the exercise,
help them reflect upon their help them reflect upon their
performance in the exercise performance in the exercise
and complete their reflection and complete their reflection
chart. chart.
T8 1
Module // 2 Review
Battleships Game
(2 players) Put 5 ships on the board (1 box for each ship). Select a b
ox and
answer the question; if you answer correctly, you can fire a missile. P
ut an X
in the box every time you hit a ship and get 1 point. The first player
to get 5
points wins.
1A. How many teeth do we have? 1I. Do you always have breakfast?
1B. Say what you usually do on Wednesday. 1J. What time do you wake up?
1C. Can a firefighter teach a class at school? If 2A. Name 2 activities you can do in different
not, what can they do? parts of your school.
1D. Name 1 activity you can do in October.
2B. Name 2 unhealthy activities.
1E. Do you like roller skating? What is your
2C. How often do you have a fruit snack?
opinion about it?
1F. What are students from your class doing 2D. Name 3 places in your school.
to make a contribution to your school? 2E. Do you always brush your teeth?
1G. Can you play a sport? 2F. Name 2 accidents that can happen at
1H. Name 2 sports you don’t like doing. your school.
Player 1
1 2 3 4 5
C
82
D
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module 2 // Review
2G. Some people throw rubbish on the 4D. How many feet do we have?
street; what can you do to be better? 4E. Name 2 activities you don’t like doing.
2H. Name 2 healthy activities. 4F. Can a paramedic put out a fire? If not,
2I. What sports are you good at? what can they do?
2J. Do you like singing? Why or why not? 4G. Do you like origami? What is your
opinion about it?
3A. Do you like dolls? What is your opinion
about them? 4H. What do you do in the afternoon on a
normal day?
3B. Can you play a musical instrument?
4I. Name a part of the body that you can
3C. Identify 1 problem you have at school cut in an accident.
and say what you can do to help solve it.
4J. Name 1 activity you can do in May.
3D. What do you do in the morning on a
5A. Say what you usually do on Saturday.
normal day?
5B. How often do you use dental floss?
3E. Name 3 parts of the body that you can
hurt in an accident. 5C. Do you like reading books? Why or why
not?
3F. Do you sleep for 7 or 8 hours per day?
5D. Say what you usually do on Monday.
3G. How often do you drink fizzy drinks?
5E. What time do you do your homework?
3H. What time do you go to bed?
5F. Name 1 activity that is interesting for you.
3I. How often do you go to bed late? 5G. Do you like model making? What is your
3J. Say what you usually do on Sunday. opinion about it?
4A. Name 1 activity that is difficult for you. 5H. Name 2 activities you can’t do at school.
4B. Do you always take a shower? 5I. How often do you exercise?
4C. How often do you eat burgers? 5J. Name 1 activity that is easy for you to do.
Player 2
1 2 3 4 5
C
83
D
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Module // 2 Review
Battleship Game
(2 players) Each player positions 5 ships on the

board (1 box per ship). Players take turns to
select a box to fire missiles. Every box has a name
given by coordinates, for example 4G. Students
must answer the corresponding question for
the selected box; if they answer correctly, they
can fire a missile. Players get 1 point for every
opponent´s ship hit. Students put an X in the box
every time they hit a ship. The first player to get
5 points wins. Answers may vary, so circulate to
monitor the activity.
T82
Module // 2 Review
Battleship Game Answers
Page 82-83
1A. 32 3F. Answers may vary.
1B. Answers may vary. 3G. Answers may vary.
1C. No, they can’t. Answers may vary. 3H. Answers may vary.
1D. Answers may vary. 3I. Answers may vary.
1E. Answers may vary. 3J. Answers may vary.
1F. Answers may vary. 4A. Answers may vary.
1G. Answers may vary. 4B. Answers may vary.
1H. Answers may vary. 4C. Answers may vary.
1I. Answers may vary. 4D. 2
1J. Answers may vary. 4E. Answers may vary.
2A. Answers may vary. 4F. No, they can’t. Answers may vary.
2C. Answers may vary. 4H. Answers may vary.
2F. Answers may vary. 5A. Answers may vary.
2G. Answers may vary. 5B. Answers may vary.
2H. Answers may vary. 5C. Answers may vary.
2I. Answers may vary. 5D. Answers may vary.
2J. Answers may vary. 5E. Answers may vary.

T8 3
3A. Answers may vary. 5F. Answers may vary.
3C. Answers may vary. 5H. Answers may vary.

Final Task
A Visual Campaign to Promote Healthy Habits


My Body Is an Amazing People Can Do a Lot of My Heath Care Routine
Machine! Things!
Parts of the body Activities people like to do Daily routine
Lesson 2, exercises 5 and 7 Lesson 2, exercise 6 Lesson 2, exercise 5
Description of accidents Activities people are doing Identification of healthy
and injuries for Colombia and unhealthy habits
Ways to prevent accidents Description of what leaders are Proposal of ideas to
doing in specific contexts start a healthy routine
Lesson 3, exercise 7 Lesson 3, exercise 7
Identification of a school Description of a
problem and possible solution healthy day
We can work on unhealthy

habits at home. No! Let’s work with OK! So our final decision is to
unhealthy habits at school! work on unhealthy habits at…
2. In groups of four, choose your context for the task: an unhealthy habit at home or at school.
84
• Questions about the unhealthy routine

• Questions about the frequency of that
unhealthy habit
• Questions about parts of the body that
can be affected by that unhealthy habit
Module 2 Final Task

1. 2.
10 5
minutes Ask students to read the minutes Put students into groups of
name of the module task. five (mix high achievers and
Explore what they think it low achievers).
is about and accept any answers from Students choose one habit they
students. want to fight. It could be at home or
Explain what the visual campaign at school. Ask them to tell you their
consists of and check they all final decision so that each group
understand it. Make sure they has a different idea and there is no
understand the purpose of the activity: repetition of topics.
they have to promote a campaign
to reduce how often people do an
unhealthy habit/activity. It has to be
visual so everybody must use images.
Remind students that they have
already done some mini-tasks in the
three units of the module which will
help with this final task.
Students look back through the
units and find the mini-tasks they
completed. Use the checklist provided.
T8 4
3. In your group, do a survey to get all the possible information about an unhealthy habit.
Include all the possible questions you studied in the module.
4. Hand out the survey and interview your classmates. Collect the answers in your notebook.
Make sure you have all the information.
5. In your group, prepare your campaign to promote healthy habits. Think of a possible idea
to change an unhealthy habit. Be creative!
A Visual Campaign to 21st Century Skills

Promote Healthy Habits · Initiative
Do you take action for
positive changes in your
Option 1: Do a play that Option 2: Make models to home or school? How do
promotes healthy habits. represent a healthy habit. you take the first step?
Use plasticine, cardboard, Present your model

Make a script for your Present your play
figures or any other artistic and encourage
play. Talk about the and encourage other
element to make a visual other classes to
unhealthy habit and classes to adopt a
representation of the healthy adopt a healthy
how to stop it. healthy routine.
habit. habit.

Option 1: A play Option 2: A model
Make figures/plasticine
Using the survey results, to show the healthy habit
STEP 1 make a script for your play. STEP 1 according to the survey
results.
Choose parts for

Explain what parts of the
everyone in the group.
STEP 2 Make sure all members STEP 2 body can be affected by
the unhealthy habit.
take part.
Mention the frequency of

STEP 3 Dress up to play your part. STEP 3 the unhealthy habit.
85
Encourage students to
The play has to show
write ideas to change the
an idea to prevent an
STEP 4 unhealthy routine and STEP 4 unhealthy habit and promote
a healthy one. Stick the ideas
promote a healthy one.
on the model.
Put the models in the

classroom and read the
Present your play in front
STEP 5 of your class! STEP 5 ideas to promote healthy
habits. How can these
ideas become routine?
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Module 2 Final Task
3. 4. 6.
20 30 60
minutes Read the rubric. Students minutes Ask students to distribute minutes Students work in groups and
have to make a survey in work and get ready. They decide who will do what in
which they will find out as have to go around the the task.
much information as possible about classroom asking their questions to Allow enough time for students to
the unhealthy habit they chose. their classmates and recording the prepare, organize and create the
They can ask questions of frequency, information in their notebooks. necessary material for their task.
reasons, times, days, opinions and Go around the classroom helping If they choose the play option, tell
any other type of information they students. Do not correct them. them they need to use some visual
consider relevant. Encourage them to make their best aids. Focus their attention on the
Allow enough time for students to effort at communicating and making suggested steps for the play option.
work on their questions and make sure this a fun stage in the process of If they choose the model, tell them
they are clear. learning. they need to be creative and artistic to
Make sure they use English in make the model visually attractive and
their groups and practise their focus their attention on the suggested
communication skills. 5 steps of the model option.
minutes 5.
Make a final round-up session asking
In their groups, students
students what they like about the
should select one of the
other groups’ tasks. Ensure that they
options to make their presentation: a
give positive feedback to the others.
piece of theatre (no longer than five
minutes) or a model. Individually, each student writes a
short paragraph about how they can
do future presentations better and
how they can improve their way of
working.
T8 5
Evaluation
Vocabulary
For questions 1-5, read the clues and fill in the crossword puzzle with the correct word.
There is one example (0).
1 ACROSS
0. One of the two organs on the face
that you see with.
2. The part of the body between the
2 3 5 head and the shoulders.
4. The Japanese art of folding paper
into attractive figures.
4 DOWN
1. The 1st month of the year,
between December and February.
0
EY E 3. To prepare food.
5. The activity of making things with
your hands.
Grammar
For questions 6-10, each sentence has one (1) mistake. Find the mistakes and rewrite the
sentences. There is one example (0).
0. I writing an email about my friends.
I am writing an email about my friends.
CORRECTION: _____________________________________________________________________________________
6. Martha is a firefighter. She cans put out fires.
CORRECTION: _____________________________________________________________________________________
86 7. Samantha eats hamburgers never.
CORRECTION: _____________________________________________________________________________________
8. They play basketball every day in 6:30 pm.
CORRECTION: _____________________________________________________________________________________
9. I am not like to play basketball. I don’t understand it!
CORRECTION: _____________________________________________________________________________________
10. What sport does you play?
CORRECTION: _____________________________________________________________________________________
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Evaluation Answers
Page 86
Vocabulary Grammar
1. January 6. Martha is a firefighter. She can put
out fires.
2. Neck
7. Samantha never eats hamburgers.
3. Cook
8. They play basketball every day at
4. Craft 6:30 pm.
5. Origami 9. I do not like to play basketball. I

don’t understand it!
10. What sport do you play?
T8 6
Reading
Read the following text and match the health advice (11-15) with the photos (A-E).
Why is it important to have a healthy lifestyle? Read these ideas and you will see, feel and
experience the benefits:
• Wash your hands (0): do it before eating and after using the bathroom or playing
outside. This is your first line of defence.
• Exercise regularly (11): this can reduce stress and anxiety.
• Sleep for a minimum of 8 hours per day (12): some of the benefits include better
memory and better grades at school.
• Drink lots of water (13): it helps digestion and prevents headaches.
• Don’t eat fast food (14): it can cause weight problems and acne.
• Brush your teeth after meals (15): you can get white teeth and prevent tooth decay.
A B C D E
Writing
For questions 16-20 look at the activities in parentheses. Which ones can you do? Which ones
can’t you do? Which ones do you like? Which ones don’t you like? Write sentences on the lines
about yourself. Use the words in parentheses. You can also use other expressions to explain or
87 give extra information about your statements. There is one example (0).
I don’t like to make models. I think it’s boring!

0. ________________________________________________________________________ (like / make models)
16. ________________________________________________________________________(can / ride a bike)
17. ________________________________________________________________________ (can / cook)
18. ________________________________________________________________________ (like / martial arts)
19. ________________________________________________________________________ (can / origami)
20. ________________________________________________________________________ (like / reading)
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Evaluation Answers
Page 87
Reading Writing
11. B 16. Answers may vary (positive/
negative and extra information).
12. C Students need to use the words
given.
13. E
17. Answers may vary (positive/
14. A negative and extra information).
Students need to use the words
15. D
given.

given.

given.

negative and extra information)
given.
T8 7
Mo d ule 3
Sustainability
Green Community

Eco-friendly I Belong to a Every Job Is
Home Community Important
• Talk about your home and • Talk about places in town • Use vocabulary related
where you live • Describe places to jobs
• Ask about other people’s • Talk about where places are • Talk about actions in
homes progress
• Talk about ways to help and Text Types: • Describe actions in
88
protect the environment a simple and logical
• maps
sequence
Text Types: • questionnaire • Talk and write about daily
• signs activities
• descriptive paragraphs • directions
• guide • interview Text Types:
• poster
• interview • explanatory paragraph
• informative paragraph
• diary
• documentary
• advertisements
14/12/16 10:44 a.m.

• Say the name of this • Students describe the Unit 1

10 section of the book – 20 picture. This may be done Eco-friendly Home
minutes minutes
‘Sustainability’. Students in Spanish as they might
repeat the word. not know all the words they
need. However, encourage the use
• Define sustainability as keeping the end of the unit.
of L2 as much as possible.
nature varied and its resources
• Clarify vocabulary, e.g. home, protect
unlimited. • Ask: How are the pictures related to
each other?
• Check the meaning of environment
by relating it to the natural world: • Check their understanding of Unit 2
rivers, oceans, etc. Encourage the three R’s, especially the I Belong to a Community
students to provide more examples difference between reuse and • Read all the items, checking their
of these, e.g. mountains, forests, etc. recycle. Encourage students to give understanding of vocabulary.
examples of all three and write them Explain belong (be part of
• Read the title, Green Community, and
on the board. Again, the use of L1 something), signs (boards which give
explain that the concept of green is
may be necessary, but encourage L2 information or instructions) and
not about the colour, but its other
when possible. directions (instructions on how to get
meaning of ecological, or something
which helps to take care of the • Emphasize the fact that taking to a place)
environment. care of the environment involves • Elicit suggestions for places in town,
everyone in a community and the in preparation for unit 2.
• Point out that protecting the
development of different strategies.
environment is vital for our
survival and that we need more • Go over the specific language
Unit 3
environmental campaigns in the functions and text types of the three
Every Job is Important
world. units.
• Explain any difficulties students may
have, e.g. the meaning of eco-friendly.
students do not understand, e.g. in
progress, logical sequence, diary.
T8 8
• Do you care about the

environment?
• What activities do you do to
protect the environment?
• Which places do you
recognize?
• Are there any activities to
protect the environment in
your community?
Task: A Radio Programme about My Community

1. Understanding data 4. Santiago’s interview with 7. Ramiro’s documentary on Ligia,
89 (Lesson 3, exercise 1) Mrs Pérez (Lesson 3, the baker (Lesson 3, exercise 1)
2. Survey on classmates’ exercise 1) 8. Documentary about a person
home and eco-friendly 5. Interview with a person from your community (Lesson 3,
activities (Lesson 3, in your neighbourhood exercise 3)
exercise 2) (Lesson 3, exercise 2)
3. Eco-friendly person 6. Advertisement to
interview (Lesson 3, encourage people to
exercise 6) improve their community
(Lesson 3, exercise 7)
Chant
Welcome to Our Town


20 10
minutes • Ask students to look at minutes • Explain that in module
the pictures and explain 3 students will prepare a
what they see. radio programme about
their community. For that purpose,
in unit 1, they will show that they
understand data, carry out a
survey on other students’ home
vocabulary on the board and
and eco-friendly activities and
clarify it. You can use examples or
interview eco-friendly people. They
drawings.
will look at and carry out more
• Use the third question as an interviews in unit 2, and produce
opportunity to check if students an advertisement to encourage
know more vocabulary related people to improve their community.
to places in town by making a In unit 3, students will look at a
contribution list on the board for documentary before preparing
the whole class. their own documentary about a
person in their community. Go
• Ask how these places can help to
through the chart with students,
protect the environment.
eliciting this information by asking
• Remind students that they need to questions and clarifying any
perform a final task for each module, difficulties.
• Finally, read the title of this
module’s chant Welcome to our
town and ask students what they
understand and how they can relate
the content of the units to the title
of the chant.
T8 9
Unit » 1
Objectives
» I can talk about my home and where I live.
» I can ask about other people’s homes.
» I can talk about ways to help and protect the
environment.
Eco-Friendly Home
In Context » This Is My Home!

Label the rooms in house. Use the words in the box. Then, listen
49 1. Listen and check.
bathroom
bedroom
living room
garage
laundry room
kitchen
dining room
Look at the photos of different homes. Say which one is more similar
90 2. Speak to your place. Discuss with your class.
Where do you live?
nahouse.
I live i I live on a fa
rm.
I live in an apartment.

Unit 1 Eco-Friendly Home

Unit Objectives
Exchange information about parts of the house.
Basic standards of competences Exchange information about common objects in the house.
Build simple spoken and written sentences about eco-friendly activities
Parts of the house;

Vocabulary Objects in the house;
Eco-friendly activities
Prepositions of place;
Grammar There’s / There are;
This, these, that and those
1. Listen 2. Speak Extra Activity: (30 minutes)

(40 minutes) track 49 (15 minutes) Bring to class pictures of solar
panels, energy-saving light bulbs
▪▪ Read the rubric. ▪▪ Read the rubric. and recycling bins. Paste the
▪▪ Students look at the house ▪▪ Students look at the photos pictures on the board and write
and name the different and describe the different the words for them. Then discuss
rooms. Point to the basement homes. Which is more similar the following questions:
and make sure students to the place where they live? How can you make this house
understand its meaning. ▪▪ Look at the question and eco-friendly? (By putting solar
▪▪ Students listen and write the sentences provided, pointing panels, recycling bins, and using
words. out the correct use of the energy-saving light bulbs.)
▪▪ Check answers as a class. prepositions. What other actions can you do at
▪▪ Ask some of the students home to help the environment?
Audio script where they live. Then have
I live in a house with my
49 students ask each other.
(You can save water and have
your own vegetable garden.)
parents and my sister.
There are three bedrooms, a Then students draw the house
bathroom, living room, dining room from activity 1 but with solar
and kitchen. There’s a laundry room panels, energy-saving light bulbs,
in the basement. We have a garage recycling bins, and a vegetable
where my parents park our car. garden. Students describe their
houses and name the rooms.
Discuss as a class what they do at
home to help the environment.
T9 0
module 3 // Unit 1
3. Write Look at the house plan and answer the questions.
a. How many bedrooms

are there?
b. How many bathrooms
are there?
c. Is there a garden?
d. Is there a living room?
In pairs, look at the house furniture and ask and answer questions
4. Speak about where you can find them.
table desk sofa shower bed
refrigerator cooker washing machine wardrobe toilet

91
Is there a desk in Yes, there is.

your bedroom?
Is there a No, there isn’t. There’s a

washing machine in washing machine in the
your garage? laundry room.

3. Write 4. Speak
▪▪ Students look at the house ▪▪ Students look at the photos
plan and identify the different and repeat the words. Elicit
rooms. other words related to
▪▪ Explain the use of there’s and common objects in the house
there are. that students may already
know and write them on the
Grammar Box: there’s and there board.
are ▪▪ Go over the models provided
We use there is or there are to talk and practise with different
about the presence of something. students.
▪▪ In pairs, students ask each
There’s goes before a singular other similar questions.
noun: There’s a bathroom in my
house. Extra Activity: (60 minutes)
The negative is There isn’t. There Students research unusual
isn’t a garage in my house. homes from different parts of the
The question is Is there a…? world. They label the different
Is there a bathroom in your rooms, write a short descriptive
house? paragraph, draw them and
present them to the class. You
N.B. there’s = there is may want to write on the board
There are goes before a plural the model sentence and suggest
noun: There are two bathrooms some of the houses below.
in my house. Model sentence: People in (name
The negative is There aren’t. of place) live in / on a (kind of home).
There aren’t solar panels on my a. Igloo used by Inuit people,
house. Northern Canada.
The question is Are there …? b. Yurt used by Mongolian
Are there two bedrooms in nomads.
your house?
c. Nipa huts used by fishermen in
Philippines.
▪▪ Check answers as a class.
Answer Key
a. There are two bedrooms.
b. There is one bathroom.
c. Yes, there is.
d. Yes, there is.
Extra Activity: (15 minutes) T9 1

Practise using there’s and there
are by using the illustration from
activity 1 to ask the following
questions:
Are there solar panels on this

house? (No, there aren’t.)
How many bedrooms are
there? (There are three.)
How many bathrooms are
there? (There’s one.)
In pairs, guess where the characters in the stories live. Then listen,
50 5. Listen and match the houses with the names of the characters.
Bilbo Baggins, the Hobbit Hansel and Gretel Shrek and Princess Fiona
That green house is beautiful. That house is very big.

That house has a chocolate
It has a round door and a round There are many windows
door. The roof has cookies.
window. There’s grass on and doors. There are many
There’s a candy chimney too!
the roof. bedrooms, too.
In pairs, design an imaginary house.

6. Speak Then, describe it in groups. This house is eco-friendly.
There are…
There’s…
Does your house have…?
Is there…?
Are there any…?
Draw a plan of your home. Then, compare

7. Speak in groups. Use the following objects.
Study Tip
Drawing creatively
cooker tables and chairs toilet shower helps you to
remember new words.
92
sofa bed table door
This is my house. And where’s the

This is the kitchen. dining room?

5. Listen 6. Speak
(45 minutes)
▪▪ Students look at the names of ▪▪ Explain that students are
going to design an imaginary
the characters. Do they know
house. Read the model
them? Can they guess which
provided.
houses belong to their stories?
▪▪ Students listen, read and
▪▪ Students work in pairs to
design and draw their houses.
match the characters with the
Encourage them to include
homes.
eco-friendly and fantastic
▪▪ Elicit other characters they are
characteristics.
familiar with and where they
live. Students describe the
▪▪ They describe their houses in
groups. Encourage them to
characters’ houses. (Consider
ask each other questions.
Batman and his mansion,
Harry Potter and Hogwarts,
Extra Idea (10 minutes)
Snow White’s dwarves and
their house in the woods, etc.) Run a class vote to find out the
favourite house and presentation
Answer key: of the class.
The Hobbit: house with grass
on the roof; Hansel and Gretel:
candy house; Shrek and 7. Speak
Fiona – palace.
(30 minutes)
Extra Activity: (45 minutes)
▪▪ Students look at the icons and
Ask students to make a say the words.
newspaper advert to sell one
▪▪ Students design individually a
of the houses from exercise 5.
floor plan of their homes using
Use the advert below as a model
the one provided in activity
and then have them create their
3 as a model and the icons
own advert in pairs. Encourage
provided.
students to be creative. Then, ask
them to present their adverts.
▪▪ Go over the model provided
and practise with some
Hobbit House for Sale students and their floor plans.
Three bedrooms, two ▪▪ Students ask and answer
bathrooms, big kitchen, questions about their floor
vegetable garden located in plans in groups.
Hobbiton with lovely green
grass on the roof. Study Tip
Explain that drawing helps visual
Call Bilbo at 2445637 learners to recall words and is
a useful strategy to remember T9 2
vocabulary.
module 3 // Unit 1
Expanding Knowledge » I Help the Environment
51 1. Listen Listen and read. Tick (✔) the things that you do at home.
Eco-Friendly Guide
We Can All Help the Environment
Separate the rubbish Use energy-saving Don’t waste water. Collect rainwater.
and recycle. light bulbs. Use only the water
you need. Turn off
the tap.
Walk or use your Turn off the lights Use the air conditioning Use paper bags, not
bicycle when when you aren’t in or heater only when plastic bags.
possible. a room. you need it.
2. Speak In pairs, match the problems with the solutions to help the environment.
21st Century Skills

· Creative Thinking
What can you do at home to
1. This light bulb isn’t 2. These bags have rubbish help to save the planet?
93 energy saving. that is not separated!
3. That air conditioning is on 4. Those lamps are on and

and there isn’t anybody there isn’t anybody in the
around. room.
a. Turn off the lights! b. Turn off the air conditioning!
c. Use energy-saving d. Separate the rubbish!
light bulbs!

1. Listen 2. Speak Extra Activity: (30 minutes)

(45 minutes) track 51 (40 minutes) Students discuss in groups the
questions below. Encourage them
▪▪ Read the rubric. ▪▪ Read the rubric. to try to find words to express
▪▪ Students look at the guide and ▪▪ Students look at the photos and their ideas. Then write the ideas
guess what it is about. Then, describe what is happening. on the board.
they read the title and say if ▪▪ Students read the sentences a. Is there a culture in your region
they agree that we can all help and, in pairs, match a solution to help the environment?
the environment. with each problem. b. Do you use paper bags?
▪▪ Using the photos in the guide, ▪▪ Discuss as a class.
check students understand c. When do you turn off the
▪▪ Use your hand to indicate that lights?
the words in red. that and those are used to refer
▪▪ Students listen, read, and say to objects that are far away. d. What is something you do to
if they do or don’t do these help the environment?
actions at home. Grammar Box: This, these, that
and those
this, these, that, and these are
As a class discuss the following pronouns used to refer to specific
questions (Allow students to use objects or people.
L1 as necessary.):
Why is it important to separate this indicates a singular
the rubbish? (To recycle and object that is near the person
avoid polluting the environment. who is speaking: This book is
Rubbish should be separated into interesting. (I’m holding the
organic material, plastic, metal, book in my hand.)
paper, glass and other.) these indicates the plural form,
How can you use water in an and refers to objects that are
eco-friendly way? (You can save near the speaker: These books
water by using only the water you are interesting. (I’m holding
need, by turning off the tap, and more than one book in my
by collecting rainwater.) hands.)
Why is it important to collect that indicates a singular object
rainwater in closed containers? that is far from the person
(To avoid mosquitoes breeding who is speaking: That book is
and to prevent dengue, zika, and interesting. (The book is far
chikungunya.) away from me.)
How does walking and riding your those indicates the plural form,
bike help the environment? (By and refers to objects that
not using cars, we reduce carbon are far from the person who
dioxide emissions.) is speaking: Those books are
How can you save energy?
interesting. (The books are far
(By turning off the light and
away from me.)
appliances when you aren’t using
them.)
Why is it better to use paper 21st Century Skills T9 3
bags than plastic bags? Read the text and discuss the
(Because plastic bags never fully question as a class. Highlight that
decompose.) the activities presented in activity
1 are simple and easy ways to
help the environment at home.
Read about Earth Day at Simón Bolívar School. Choose the correct word.
52 3. Read Then, listen and check.
Buy green
products!
Everyone at school works together

on different projects. These / This
children are helping to collect rubbish.
This / Those children are giving

Today’s April 22nd. presentations about saving energy.
It’s Earth Day.
This / These is my
poster with an That / Those are my friends in the
eco-friendly message. school vegetable garden.
Listen to Keiko talk about her house and put the pictures in the
53 4. Listen correct order. Then, discuss the questions in groups.
organic strawberry farm

a. Where does Keiko live?
b. What’s special about Keiko’s house?
c. Where does her family sit?
d. Is their living room similar to the
one in your house?
e. Where do they sleep?
solar panels
futons
94
traditional Japanese
living room
kitchen
recycling
grandparents


53
Keiko: Hello! My name’s Keiko.
(25 minutes) track 52 (20 minutes) track 53 I live in Japan. I live on an eco-
friendly farm. These are my
▪▪ Read the rubric. ▪▪ Read the rubric. parents working on the organic
▪▪ Students look at the photos ▪▪ Students look at the photos strawberry farm.
and say what Earth Day at and describe them. What eco- This is my house and those are
Simón Bolívar School is friendly activities do they see? solar panels.
and what activities the ▪▪ Students read the words and We recycle. We separate plastic
students do. look at the photos. Ask: What bottles.
▪▪ Students listen and read. is a futon? (It is a kind of bed.) My house is a typical Japanese
house. This is the living room.
They choose the correct What is a traditional Japanese
There isn’t a sofa and there aren’t
answers. Check the answers living room like? (It is a room
chairs. We sit on the floor.
with the class. that has a table and cushions This is the bedroom. There aren’t
▪▪ Discuss the following for the people to sit. There beds. We sleep on Japanese beds
questions: aren’t any chairs. The floor is called futons. This is my mother
a. When is Earth Day? (It’s on covered with tatami (a straw in the kitchen. The kitchen is
April 22nd.) mat that forms the traditional very small.
b. What are some of the eco- Japanese floor).
friendly activities students ▪▪ Students listen and put the
pictures in the order that they Extra Activity: (30 minutes)
do on that day? (They
collect rubbish, work in the hear about them. Students discuss in groups the
vegetable garden, and give questions below:
presentations about saving Answer Key
1. organic strawberry farm; What do they grow on
energy.)
2. solar panels; the farm? (They grow
c. Do you have a similar day strawberries.)
in your school? 3. recycling;
4. traditional Japanese living What eco-friendly activities
Answer Key room; do they do? (They grow
This, These, Those, Those. 5. futons; organic fruit, use solar panels,
6. kitchen and recycle.
What is Keiko’s house like?
Audio Script
Girl: Today’s April 22nd. It’s
52 ▪▪ Students read the questions (It is a traditional Japanese
house.)
and then listen again, take
Earth Day! This is my poster with
notes, and then compare their What is the kitchen like in
an eco-friendly message.
Everyone at school works together answers in groups. Keiko’s house? (It is very
on different projects. These small.)
children are helping to collect Answer Key
rubbish. a. She lives on a farm in Japan.
Those are my friends in the school b. Her house is eco-friendly.
vegetable garden. c. They sit on the floor.
Those children are giving d. Answer will vary.
presentations about saving energy. e. They sleep on futons.
Extra Activity: (45 minutes)

Students plan a celebration of
Earth Day in their school. They
T9 4
should think about what activities
they can do and how they
can work together to help the
environment. In groups, students
take notes and write a plan. Then
they discuss as a class.
module 3 // Unit 1
5. Read Look at the poster and label.
a. That means there are solar panels on

the house.
b. Those vegetables mean there’s a
vegetable garden.
c. That indicates they collect rainwater.
d. That means they use a bicycle.
e. That sign means they recycle
In groups, design a similar poster about your ideal eco-friendly house.

6. Speak Describe the drawing to a partner.
What does that mean? That means they

save water.
Play the ‘Eco Inspector’. Use the pictures to ask and answer questions
7. Speak about what you can do to protect the environment.
taps with
plastic bags running water
TV on in an
empty room
95 rubbish that is not separated
What are these? What’s this? What’s that? What are those?
Don’t use… Use…!

Turn the… off!
Stop! What are these?
Recycle! Separate the…

5. Read 6. Speak 7. Speak

▪▪ Students look at the poster ▪▪ Students design a poster in ▪▪ Students look at the photos
and describe it. Explain that groups using the one from and describe them.
it shows how people in this activity 5 as a model. They ▪▪ Explain that they are going to
house are eco-friendly. need card and coloured pens play a game in which someone
▪▪ Students match the or pencils. has broken some rules.
explanations with each of the ▪▪ Explain that the idea of the Students have to say what to
items in the house. poster is to have elements do to help the planet.
▪▪ Discuss as a class. that represent different eco- ▪▪ Review the model provided,
friendly activities. and tell students to ask similar
Answer Key ▪▪ Read the text in speech questions and use imperatives
the plug in the sun means that bubbles. Then ask students to say what the person should
there are solar panels in the in pairs to ask and answer or should not do to be eco-
house (a). questions about the posters. friendly.
The vegetables in the garden
mean that there is a vegetable Extra Activity (10 minutes) Answer Key
garden (b). Run a class vote to find out which Stop! What are these? These are
The funnel on the roof means poster is the class’s favourite. plastic bags. Use paper bags!
that they collect rainwater (c). Stop! What is this? This is rubbish
The bicycle means that they use a that is not separated. Separate
bicycle when possible (d). the rubbish! Recycle!
The three green arrows is the sign Stop! What is that? That is a TV
that means they recycle (e). on in an empty room. Turn off the
TV! Save energy!
Stop! What are those? Those are
taps with running water. Turn off
the tap. Save water!
T9 5
Preparing Your Task » Respect the Environment

Look at Cecilia’s notes about her classmates’ homes and answer
1. Read the questions.
Santa Rita School in Zipaquirá

• There are 25 students in total
• 14 students live in houses
• 7 students live in apartments
• 4 students live on farms
• 21 students recycle at home
• 15 students use rainwater to wash
• 22 students turn off the lights when
they don't use them
• 20 students try to use paper bags
• 18 students use their bikes
Final task activity! Can we say that… Yes No
most students live on farms?
most students recycle?
one, two or three students reuse rainwater?
all the students use a car to go to school?
most students want to help the environment?
In groups, design a survey using the information

2. Speak from exercise 1. Ask and answer the questions. Final task activity!
96
Question Friend 1 Friend 2 Friend 3 Friend 4
a. Where do you live? In a house, an apartment,
or a farm?
b. Do you recycle?
c. Do you … when you don’t
use them?
d. Do you use … ?
e. Do you use your … ?

1. Read 2. Speak
▪▪ This activity will help them ▪▪ This activity is part of the
with the Final Task as a model Final Task, so make sure
for activity 2. students keep it. Students
▪▪ Students read the notes and read the questions in the
decide if it is possible to say survey and complete it.
the statements below. How ▪▪ Each student asks four friends
do they decide? the questions and writes the
▪▪ Check answers as a class. answers.
▪▪ Students make conclusions
Answer Key similar to the ones in
no, yes, no, no, yes. activity 1. What can they say
about the results?
Extra Activity: (30 minutes) Extra Activity: (30 minutes)

Students discuss in groups the Write the results of the survey
questions below: on the board and draw a graph
How many students are there in to illustrate them. Ask students
Cecilia’s class? (25.) if they think the results are
Do the majority of students live in surprising.
houses? (Yes, they do.)
Do the majority of students
collect water? (Yes, they do.)
Is there an eco-friendly attitude in
Cecilia’s class? (Yes, there is.)
Are the students and their
families saving water and energy?
(Yes, they are. They turn off the
lights when they are not using
them and collect rainwater.)
T9 6
module 3 // Unit 1
3. Speak In pairs, describe these famous houses in Colombia.
Casa de Nariño Rafael de Núñez’s house Policarpa Salavarrieta’s house

Where? Bogotá Cartagena Cundinamarca
Bathroom? Yes Yes Yes
Bedrooms? Many 2 2
Dining room? Yes Yes Yes
Balcony Yes Yes No
Observatory Yes No No
Patio Yes Yes Yes
4. Speak In pairs, find the differences between the house plans.
PLAN 1 PLAN 2
There’s one bedroom

in Plan 1. In Plan 2,
there are two.
54 5. Listen Listen and read the diary. Then, draw a plan of the house.
21st Century Skills

Walden, Massachusetts · Critical Thinking
I live in the woods Do you think you’re an
97 because I want to eco-friendly person?
live a simple life. Why? / Why not?
My house is small.
There’s only one
room. There’s a
small kitchen.
There isn’t a
bathroom. I bathe in Walden pond.
There’s one bed, a cooker, a table, a desk
and three chairs. I have books and my flute.
Outside there’s a vegetable garden. I grow
my food and respect the environment. I
want to enjoy nature…

3. Speak 4. Speak Extra Activity: (30 minutes)
(20 minutes) (20 minutes) Students discuss in groups the

questions below:
▪▪ Students look at the names ▪▪ Students look at the floor What’s Thoreau’s house like?
of the famous houses in plans and name the different (It’s small and there’s only
Colombia. Do they recognize parts of the house. one bedroom and a kitchen.)
any of them? ▪▪ Practise the model with a Is there a bathroom in the
▪▪ Show students the model and student and then students house? (No, there isn’t.)
the table and elicit some more compare the two house plans Where does he bathe? (In the
examples using the prompts. in pairs. pond.)
(new line and bullet) Ask if
Does he respect the
they can guess what ‘balcony’ Answer Key
environment? How? (Yes. He
and ‘observatory’ mean. There is one bedroom in plan 1.
produces his own food.)
▪▪ Students describe these In plan 2, there are two
bedrooms. There is one bathroom What does he do in the
places in pairs.
in plan 1. There are three house? (He enjoys nature.)
Answer Key bathrooms in plan 2. There is a
Casa de Nariño is in Bogotá. It’s dining room in plan 2. There isn’t You may want to include more
the Presidential Palace. There’s a dining room in plan 1. details about Thoreau’s life:
a bathroom and there are many
Henry David Thoreau was
bedrooms. There is a dining room
an American philosopher
and a balcony. There’s also an 5. Listen and writer. He was born in
observatory (in the garden) and a
patio. (45 minutes) track 54 1862. He decided to build
a house and live there only
Rafael de Núñez’s House is now ▪▪ Read the rubric and look at with essential things and
a museum in Cartagena. There’s the picture. to grow his own food. He
a bathroom and there are two ▪▪ Elicit the format of the text: lived there for two years to
bedrooms. There is a dining room it is a diary. Discuss as a class prove his theory of simplicity.
and a long balcony. There isn’t an what a diary is (a text in which While there, he wrote his
observatory but there is a patio. a person records his/ her daily book ‘Walden, or Life in the
Policarpa Salavarrieta’s house is activities or thoughts.) Explain Woods’.
now a museum in Cundinamarca. that this is the diary of Henry
There’s a bathroom and there are David Thoreau, a famous
two bedrooms. There is a dining American philosopher and
21st Century Skills
room but there isn’t a balcony. writer.
There isn’t an observatory but ▪▪ Students listen and read the Discuss the questions as a class.
there is a patio. diary and then look in the Are they an eco-friendly person?
dictionary for the meaning of Why/Why not? Was Thoreau
the words in red. an eco-friendly person? Why/
Extra Activity: (40 minutes) ▪▪ Students draw a plan of the
Why not?
Students research a famous house and discuss where
house from another part of the everything will go.
world. In pairs, have them draw it ▪▪ They draw the objects
and describe it to the class. You mentioned in the diary in their
could suggest one of the famous sketches. T9 7
houses below:
a. 10 Downing Street,
London: residence of the
UK’s Prime Minister
b. The White House:
residence of the President
of the United States of
America
c. The Imperial Palace:
residence of the Japanese
Emperor
Write questions for an interview with an eco-friendly person.

6. Write Work in pairs.
Final task activity! QUESTION ANSWER

a. What are … ? Those are solar panels. They create energy
from the sun.
b. … ? These are recycling bins. I separate all
the rubbish.
c. … ? This is my vegetable garden. I grow
organic food.
d. … ? That’s eco-friendly air conditioning.
It doesn’t use much energy.
7. Speak Play Headbands using words from the unit.
1. Write as many words as you can 2. Put them face down and choose one.
from the unit on different pieces of The player sticks it on their forehead
paper. Include: parts of the house, and asks questions to guess what the
furniture, and eco-friendly elements. object is.
kitchen lamp Is it an
object in
chair the living
room?
solar panel
shower
No, it isn’t.
Pronunciation. Say the following eco-friendly slogans. Pay special

55 8. Speak attention to the pronunciation of the s.
98


▪▪ This activity is part of the ▪▪ Students play a ‘Headbands’ ▪▪ Students practise the /s/, /z/,
module’s final task. Make sure game. They need paper and and /ɪz/ sound of the letter
students save it. tape to play this game. s by listening and repeating
▪▪ Students read the answers ▪▪ Students play in groups and different messages related to
and write the questions write on separate pieces of eco-friendly activities.
in pairs. paper as many words as they ▪▪ Students listen and pay special
can from the unit. attention to these sounds.
Extra Activity: (15 minutes) ▪▪ The categories are: parts of Then, have them repeat.
Students learn some interviewing the house, furniture, and eco-
techniques. friendly elements. Extra Activity: (35 minutes)
Explain that in an interview, the ▪▪ Then, they should put the Students design a brochure
interviewer usually greets the words face down and shuffle with a set of eco-friendly
person and presents the topic them. messages similar to the ones
of the interview. Elicit what the ▪▪ One of the players picks up in the Pronunciation activity in
presenter could say to introduce one of the pieces of paper groups. They need cardboard
this particular interview. (An and, without looking at it, and markerpens. Students then
example is: Hello, ladies and sticks it to his/her forehead present their posters.
gentlemen. Today we have an so that everybody can read
interview with an eco-friendly the word.
Audio Script
person!) ▪▪ The player has to ask
Narrator:
55
Tell students that the presenter questions, such as the one Reduce, reuse, recycle
usually makes comments such as provided in the model, and try Save water
That’s very interesting. Can you tell to guess the chosen object. The world is in our hands
us more?
Elicit other questions that can be
asked in this interview. (Are you
an eco-friendly person? Do you
save water?)
▪▪ Students role-play the

interview and then switch
roles.
Answer Key
a. those
b. What are these
c. What’s this
d. What’s that
T9 8
Check Your Progress
Read about the house and label the rooms.
1. Read Say if this is your perfect house.
I can ask about
other people’s homes.
You want to buy a
house. Your ideal home
isn’t too big. There’s
one bedroom, one Very well
bathroom, a kitchen, a
living room and dining Quite well
room, and a space for
studying. You don’t
have a car, so you don’t With difficulty
need a garage.
Is this the house
for you?
Yes No Why?
Listen and tick (✔) the objects that you

56 2. Listen hear. Then, describe the things that
Joanna has in her room with a partner.
my home
I can talk about
and where I live.
Very well
Quite well
With difficulty
In pairs, ask and answer questions about

99
3. Speak ways to help and protect the environment . I can talk about ways
to help and protect
Questions the environment.
a. What can you use to create energy from

the sun? Very well
b. What can you use to separate rubbish?
c. Where can you grow organic food? Quite well
d. What are the most eco-friendly ways to go
to school? With difficulty
e. What can you use instead of plastic bags?

1. Read 2. Listen 3. Speak

(15 minutes) (10 minutes) track 56 (10 minutes)
▪▪ Students look at the house ▪▪ Students look at the photos ▪▪ Students complete the
plan and describe it. and name the objects. questions first.
▪▪ They label the rooms and read ▪▪ Students listen and tick ▪▪ They ask and answer the
the text about the house they the objects that are in questions in pairs.
want to buy. Joanna’s room. ▪▪ After they finish the exercise,
▪▪ They decide if this is the ideal ▪▪ Students compare their help them reflect upon
house for them and say why answers. their performance in the
or why not. ▪▪ After they finish the exercise, exercise and complete their
▪▪ After they finish the exercise, help them reflect upon their reflection chart.
help them reflect upon performance in the exercise
their performance in the and complete their reflection Answer Key
exercise and complete their chart. a. solar panels
reflection chart. b. recycling bins
Answer Key c. in a vegetable garden
Answer Key bed, lamp, wardrobe, sofa. d. eco-friendly air conditioning
(from top left to bottom left) small doesn’t use much energy
space for studying, dining room, e. paper bags
Audio Script
kitchen; (middle) living room:
Girl: Hi, my name’s Joanna,
56
(right), bedroom, bathroom.
(possible answers) Is this the and this is my room. I like it very
much! There’s a bed, of course,
house for you? Yes, it is. It is
a lamp and a wardrobe. There
not too big; there is only one isn’t a desk and there isn’t a TV,
bedroom. There is a bathroom, and there aren’t any chairs. There’s
a kitchen, a living room, a dining a sofa.
room, and the small living room
can be an area for studying.
T9 9
Unit »2
Objectives
» I can talk about places in town.
» I can describe places.
» I can talk about where places are.
I Belong to
a Community
In Context » This Is My Neighbourhood

Look at the map of Kaitlin’s neighbourhood in New Jersey, USA, and answer
1. Speak the questions.
Department Store Bookshop Cinema

21st Century Skills
Restaura nt Bakery
· Initiative
Chestnut Street
Do you know where key places

near your house are?
Church Bank
Hospital
Pharmacy Café
Hill Avenue
a. Where can you buy groceries?
You can buy groceries at the …
School b. Where can you play basketball?
Pine Street
Public Library Square You play basketball at the …

Fire Station
c. Where can you buy medicine?
You can buy medicine at the …
d. Where can you get money?
River Avenue You can get money at the …
Police Station e. Where can you buy books?
You can buy books at the …
Oak Street
Superma rket f. Where can you see a film?

Park You can see a film at the …
10 0
g. Where can you buy bread?
You can buy bread at the …
2. Speak In groups, discuss if you have these places near your house.
Yes, there is.
Is there a pharmacy in
your neighbourhood?
No, there isn’t.

Unit 2 I Belong to a Community

Unit Objectives
Exchange information about places in town
Build simple sentences about neighbourhood activities
Places in town;
Vocabulary Being a good citizen;
Giving directions
Prepositions of place;
Grammar
Wh- questions
▪▪ Locate emergency places on

1. Speak the map. (The police station’s 2. Speak
(20 minutes) on River Avenue / Oak Street. (15 minutes)
The fire station’s on Pine
▪▪ Read the rubric. Street. The hospital’s on Hill ▪▪ Read the rubric.
▪▪ Students look at the map. Avenue.) ▪▪ Go over the model and
Can they name some of the practise with some students.
places? Write them on the Answer Key ▪▪ Students ask similar questions
board. Which places are there a. supermarket e. bookshop in groups.
in their neighbourhoods? b. park f. cinema
Which places do they c. pharmacy g. bakery
visit often? d. bank
▪▪ Students use the dictionary to
find the definition of the words
groceries and film. Extra Activity (15 minutes)
▪▪ Go over the different names In pairs, students write the
of the streets on the map. names of different places in their
Provide an example, such as neighbourhood and say where
Where’s the school? It’s on River they are. (For example: Fresh
Avenue. Then ask students Bread Bakery. It’s on 2nd Avenue.)
other similar questions. Then they share their answers as
▪▪ Students ask each other a class.
questions and then share
answers as a class.
21st Century Skills

Discuss which places are
key (important) in case of an
emergency (the hospital, the
T1 0 0
police station, etc.). Ask students
if they know the location of these
places in their neighbourhood.
module 3 // Unit 2
Look at the map of Michael’s neighbourhood and read the directions.
3. Read Then, point to the places.
School
Bookshop
Department Store
Café
e
Ave n u
Th i rd
Cinema Public
Library
Bank Pharmacy
Hospital
Bakery
ue
nd Ave n
Se c o e nu
e Restaurant
Av
F i rs t
a. The bank’s b. The cinema’s c. The school’s d. The pharmacy’s e. The bakery’s
next to the opposite between the café behind the in front of the
hospital. the bank. and the bookshop public library. restaurant.
Listen to Michael talk to Kaitlin about his neighbourhood and point to

57 4. Listen the places on the map in exercise 3. Then, listen again and complete
the sentences.
Michael: So… this is the map of my neighbourhood. Here’s the

Word Bank hospital a. Second Avenue. It’s b. the
on bank. c. the bank is the cinema, and d.
101 between the cinema is the department store.
behind Kaitlin: Where’s your school?
in front of Michael: The school’s e. the café and the bookshop. My
next to mum always goes to that café. It’s on Third Avenue.
opposite Kaitlin: Where’s the bakery we always go to?
Michael: The bakery’s right here on the corner of First Avenue,
f. the restaurant.
Kaitlin: And your house?
Michael: It’s on Third Avenue, g. the pharmacy, h.
the public library. Let's go to the bakery and get some
cupcakes!
Kaitlin: Sure!

3. Read Give more practice using the Audio Script

map from exercise 1 to locate Michael: So… this is the map of
57
(20 minutes) the different places. Ask the my neighbourhood. Here’s the
questions below: hospital on Second Avenue. It’s
▪▪ Read the rubric. next to the bank. Opposite the
▪▪ Students look at the map and Where’s the café? (It’s bank is the cinema and behind the
name the places. between the pharmacy and cinema is the department store.
▪▪ Ask On which street or avenue is the department store.) Kaitlin: Where’s your school?
the hospital/bank/bookshop? Michael: The school’s between the
Where’s the school? (It’s next café and bookshop. My mum
▪▪ Students read the directions to the public library.) always goes to that café. It’s on
and locate the places paying Third Avenue.
Where’s the park? (It’s in front
special attention to the words Kaitlin: Where’s the bakery we always
of the fire station.)
in red. go to?
▪▪ Use objects in the classroom Where’s the restaurant? (It’s Michael: The bakery’s right here on
and place them in different behind the hospital / next to the corner of First Avenue, in front
locations to practise the the bakery.) of the restaurant.
different prepositions. Kaitlin: And your house?
Michael: It’s on Third Avenue, next to
the pharmacy, behind the public
Grammar Box: Prepositions
4. Listen library. Let’s go to the bakery and
of place get some cupcakes!
Students have already seen the (20 minutes) track 57 Kaitlin: Sure!
prepositions: at, in, on. ▪▪ Read the rubric.
There are other prepositions to ▪▪ Students listen to the track as
describe where something is. many times as necessary to
These include: behind, between, in locate the places on the map.
front of, opposite, next to ▪▪ They listen again and
The order of the words in a complete the script.
sentence with a preposition is: ▪▪ In pairs, students ask each
subject + verb + preposition + other similar questions.
object ▪▪ Check answers as a class.
For example: The restaurant is in
front of the bookshop. Answer Key
a. on e. between
b. next to f. in front of
Extra Activity (20 minutes) c. Opposite g. next to
d. behind h. behind
When students feel confident,
ask the following questions about
the map in exercise 3:
What‘s behind the cinema? Have students work in
(The department store.) groups to create a model of a
What‘s next to the school? neighbourhood using recycled
(The café.) items such as bottles, used boxes,
etc. If you want, you can have
What‘s opposite the café? students paint the boxes and
(The public library.) containers and write the names of T1 0 1
What‘s behind the cinema? different places in town. Tell them
(The department store.) to locate the places and describe
where they are. You can have
students from different groups
say where a place is located in
another group’s neighbourhood.
5. Speak In pairs, look at the photos and say where the places are.
Street 1 Street 2
pha rmacy boo ksh op ba ke ry café

sch ool
sup erm ark et res tau ran t
The supermarket’s The bakery’s…

between… the café.
Listen to some students talk about their favourite places in the

58 6. Listen neighbourhood and complete the table. Then, compare with a partner.
Study T
Taking ip
notes h
you to elps
fo
specific cus on the
Place: Place: Place: inform
you wa ation
nt to
unders
tand.
Location: Location: Location:
102 Why: Why: Why:
In groups, ask and answer questions about your favourite place in your
7. Speak neighbourhood.
What’s your Where is it?

favourite place in your
neighbourhood?
Why do you like it?


▪▪ Students look at the streets ▪▪ Students look at the photos ▪▪ Review the models as a class.
and name the places. and say what the places are. ▪▪ Students work in groups and
▪▪ Follow the model provided talk about their favourite
and have students say where Study Tip place in their neighbourhood.
the places are on each street. Explain that taking notes as
▪▪ Students talk about their they listen helps them to focus Extra Activity (10 minutes)
street and describe the places. on the important information Run a class vote to find out the
they need. students’ favourite places. Which
Answer Key was the most popular place?
Street 1: The supermarket’s
between the school and the ▪▪ Students listen and take notes.
pharmacy. The pharmacy is next ▪▪ They listen again and compare
to the supermarket. their answers.
Street 2: The bookshop’s ▪▪ Discuss the kind of place
opposite the café. The restaurant where these places might
is next to the café. be (a big city, a small town, a
village, etc.)
Extra Activity (20 minutes) Answer Key

Have students bring to class a a. Place: bakery, location:
map of their town. In groups, between the café and the
have them tell everyone about bookshop, why: the bread is
the different places using the delicious.
vocabulary they have studied. b. Place: park, location: in front of
the girl’s house, why: there is a
basketball court.
c. Place: public library, location:
next to the school, why: he
loves reading.
Audio Script
Girl: What’s your favourite
58
place in your neighbourhood, Jeff?
Jeff: Well, I think it’s the bakery.
Boy 2: Where is it?
Jeff: It’s between the café and the
bookshop. The bread’s delicious
and I love eating! What about you?
Girl: I love the park. It’s in front of my
house. There’s a basketball court
and I love playing basketball.
Boy 2: My favourite place in the T1 0 2
neighbourhood is the public
library. It’s next to the school so
it’s easy to go to. I love reading!
module 3 // Unit 2
Expanding Knowledge » I’m a Good Citizen
1. Read Take the test and learn if you’re a good citizen.
A Good Citizen Knows This!
1. Do you recycle and keep your 2. Do you make noise that makes 3. Do you know the
neighbourhood clean? your neighbours unhappy? emergency numbers in your
a. Always ❏ a. Always ❏ neighbourhood?
b. Sometimes ❏ b. Sometimes ❏ a. Yes ❏
c. Never ❏ c. Never ❏ b. No ❏
4. Do you say hello to your 5. When you walk your dog, do you 6. Do you respect public
neighbours and people in your keep your park clean? spaces and objects such as
community? a. Always ❏ bins, benches, bus stops,
a. Always ❏ b. Sometimes ❏ playgrounds, etc.?
b. Sometimes ❏ c. Never ❏ a. Always ❏
c. Never ❏ b. Sometimes ❏
c. Never ❏
Score: 20–30 points: You’re a good
Question 1: a = 5 points, b = 3 points, c = 1 point citizen! Good job!
Question 2: a = 1 point, b = 3 points, c = 5 points 10–20: You try to be a good citizen.
Question 3: a = 5 points, b = 1 point Continue trying!
Questions 4, 5 and 6: a = 5 points, b = 3 points, c = 1 point. 6–10: You aren’t trying to be a
good citizen. You can do it!
2. Read Match the signs with the instructions.

103
1. 2. 3. 4.
a. ‘Please recycle.’ b. ‘This area is c. ‘Clean up after d. ‘Don’t make noise.’

protected by police.' your dog.’

1. Read 2. Read
▪▪ Students look at the photos ▪▪ Students look at the signs
and describe them. Then read and describe them. Are
the title as a class and discuss there signs like these in their
what the text might be about. neighbourhoods?
▪▪ Students use a dictionary to ▪▪ Students read the four
check the meaning of the instructions and match them
words in red. with the signs.
▪▪ Students read and answer the
test. Then they add up their Answer Key
score and check how they can 1. c. 2. a. 3. d. 4. b.
improve and become better
citizens.
Extra Activity (20 minutes) In groups, students design
As a class discuss the following a street sign to encourage
questions and make notes on the people to be better citizens.
board: First, they identify a problem in
their community. Once they’ve
What can you do if a decided, encourage them to
neighbour is noisy? (You can design their sign creatively. The
try talking to this person, and message should be clear. Have
if that doesn’t work, you can each group present their signs.
call the police.)
Do you know the emergency
numbers off by heart? Is it
important to know them?
Where’s a good place
to keep the emergency
contact numbers? Why? (It
is important to have these
numbers within easy reach in
case of an emergency. A good
place is on the fridge or on a
table that everybody sees.)
What other aspects are
important to be a good
citizen? (Helping others,
reporting suspicious
activities, etc.)
Are you a good citizen?
What can you do to be T1 0 3
better?
59 3. Listen Listen to people talk about their community and answer the questions.
Mr Gómez The Parra Family Jennifer and Raúl and his friends
Michael
a. What does Mr Gómez do to help his community?

b. What does the Parra family do?
c. What do Jennifer and Michael do?
d. What do Raúl and his friends do?
Look at the signs, stand up, walk around the classroom and follow the
4. Read directions your teacher gives.
Turn right Turn left Go straight ahead
5. Read Look at the map and read the directions. Say where Mr Gómez is going.
a. Walk straight
ahead to
Park Avenue Leaf Avenue
Creek Avenue
Restaurant
and turn left
Café there.
May Street
Sun Street
Supermarket
Bakery
b. Turn right on
10 4 May Street.
Creek Avenue
Study Tip
Bookshop Bank Learning
Tree Street
how
to read m
Rain Street
c. The place is aps

opposite the and signs
helps
Rose Avenue bakery. you beco
me
aware of
your
surround
Mr Gómez is here
ings.

3. Listen Extra Activity (40 minutes) 5. Read

Bring old magazines or
(30 minutes) track 59 (35 minutes)
newspapers, cardboard and
▪▪ Read the rubric. markerpens to class. In groups, ▪▪ Read the rubric.
▪▪ Students look at the photos students choose a picture of a ▪▪ Students look at the map
and describe the people. person or a group of people from and, using the prepositions
How old are they? How do you the magazines or newspapers learned in lesson 1, say where
think these people help their and invent who they are, where some of the places are (for
community? they live and how they help their example: The bank is opposite
▪▪ Students read the questions community. the bookshop. The restaurant is
and then listen and take notes. Then they present and discuss as behind the supermarket, etc.)
▪▪ Students discuss their answers a class.
as a class. Study Tip
Highlight the importance of
Answer Key 4. Read reading and interpreting maps.
a. Mr Gómez says hello to Learning to read a map helps
everyone and works in the (15 minutes) people to become familiar with
community garden. ▪▪ Read the rubric. their surroundings and can
b. The Parra family recycle and encourage them to take more
▪▪ This exercise introduces some
teach others how to recycle. interest in their neighbourhood
directions through physical
c. Jennifer and Michael clean and their community.
movement.
after their dog. They also have
a sports group in the park and ▪▪ Students look at the signs and
everybody can participate. read their meanings. ▪▪ Make sure students identify
d. Raúl and his friends help to ▪▪ They stand up and walk the starting point on the map
clean the park and carry Mr around the classroom (It is at the point marked
Gómez’s groceries. following the directions you Mr Gómez). They follow the
say. (Go straight ahead. Turn directions to discover where
right. Turn left.) Mr Gómez is going.
Audio Script
Mr Gómez: I live in a flat by
59 Extra Activity (20 minutes) Answer Key
myself. I love my community. Every Students work in pairs. One Mr Gómez is going to the
morning I go to the bakery and say
student wears a blindfold and supermarket.
hello to everyone. My neighbours
are all very friendly. After that,
the other student gives the
I go and do some work in our blindfolded student directions.
community garden. They must try to guide their
Parra Family, mother: We live in a partners to a different desk and
house. I think it’s very important to be sure not to bump into any of
help in the community. the other students in the class.
Little Girl: Yes! We recycle!
Little Boy: And we teach others how
to recycle.
Father: That’s right!
Jennifer: Michael and I live in an
apartment. We have a dog and we
always clean after it when we go
for a walk in the park!
Michael: We’re also in a group that
T1 0 4
does sports in the park. Anyone
can take part and we’re always
looking for new people!
Raúl: My name’s Raúl. My friends and
I love our community, too! We help
to clean the park. We also help Mr
Gómez to carry his groceries.
module 3 // Unit 2
In pairs, read the directions and use the map in exercise 5 to say
6. Read where you arrive.
1. You’re at the café on 1. You’re at the 1. You’re at the bank

Leaf Avenue. Walk restaurant on Park on Rain Street. Walk
straight ahead and Avenue. Walk straight straight ahead and
turn left on Sun Street. ahead on May Street. turn left on Creek
2. Turn right on Creek Turn left on Creek Avenue.
Avenue. Avenue. 2. Turn right on May
3. The place is on the 2. Turn right on Rain Street.
corner of Creek Street. 3. The place is opposite
Avenue and Rain 3. The place is opposite the supermarket.
Street. the bookshop.
Place: Place: Place:
7. Speak In groups, use the map in exercise 5 and give directions.
Walk straight
ahead on Rose Avenue.
Turn left…
Look at the community's strategy to make their neighbourhood better

8. Speak and discuss the questions in groups.
Volunteer
service at church:
organizing events
for charity
10 5
Recycle at
Park
a. Does everybody home and
cleaning and
work together in your in public
maintenance
neighbourhood? areas Community
b. What strategies are there
to keep the neighbourhood
clean?
c. What strategies are there Teach All
to include others in your something you neighbours are
neighbourhood? know: dancing, reponsible for
d. Is a good community the arts and security
responsibility of everybody? crafts

6. Read 8. Speak
▪▪ Students read the directions ▪▪ Go over the mind map as a
and find the places on the class and discuss the following
map in exercise 5. questions:
▪▪ Make sure students notice a. What do you think a
that the starting point is volunteer service is?
different in each case. (It’s working without
▪▪ Students share their answers payment in order to help a
as a class. community.)
b. What does ‘maintenance’
Answer Key mean? (It means to keep
bookshop, bank, bakery things in good condition.)
c. What strategies are there
in the mind map to help
the community? (Volunteer
7. Speak service, park maintenance,
(20 minutes) being responsible for
security, sharing people’s
▪▪ Read the rubric. abilities and recycling.)
▪▪ Go over the model and ▪▪ In groups, students
practise with a student. think about their own
▪▪ In pairs, students use the map neighbourhood and discuss
from exercise 5 to give each the questions in the exercise.
other directions.
▪▪ Remind them to have a clear Extra Activity (25 minutes)
starting point on the map In groups, students create a
before beginning. similar mind map about their
communities. What strategies are
Extra Activity (15 minutes) there in their community to make
Students work in pairs. One it better? How do people help?
student gives directions and Give students time to work on
the other student imagines they their mind maps and help them
are walking through the school. with vocabulary. Then have each
Where does the first student tell group present their work.
the other to go?
T1 0 5
Preparing Your Task » For a Better Community

Listen to Santiago interview a person from his neighbourhood
60 1. Listen in Armenia and complete the questions.
a. live? I live in downtown, Armenia.

b. about your I like my street. There are
neighbourhood? lots of shops. There’s a
supermarket, a bookshop, a
c. in your department store, everything!
neighbourhood? My favourite place in my
d. places do neighbourhood is the square
you like? where the San Francisco
church is. There’s also a park
there where I take my dog.
Another place I like is Café de
la Merced. I always go there
with my friends for coffee!
Interview a person in your neighbourhood. Write the Final task activity!

2. Write questions using the words below. Then, write the answers.
Question Answer
10 6 a. Where / live?
b. What places / are there?
c. Is there a bakery / pharmacy / bank?
d. What / like / about neighbourhood?
e. What’s / favourite place?
f. Do / like / your community?
g. What / do / to help in the community?


60 2. Write
Boy: Hello, Mrs Pérez. How
(30 minutes) track 60 are you? (60 minutes)
Lady: I’m fine. I’m very happy to help
▪▪ Read the rubric. you in this interview.
▪▪ Students look at the pictures Boy: Mrs Pérez, tell me: where do ▪▪ This exercise is part of the
and describe Mrs Pérez. How you live? final task, so make sure
old do they think she is? Lady: I live in downtown Armenia. students keep it.
▪▪ Discuss what an interview Boy: What do you like about your ▪▪ Students read the prompts
is and what it’s for. (It’s a neighbourhood? and write the questions. Then
conversation between two Lady: I like my street. There are lots they compare in pairs.
of shops. There’s a supermarket,
people where one asks the
a bookshop, a department store.
▪▪ In groups, students think of a
other questions to learn person in their neighbourhood
Everything!
about his/her life, interests, or Boy: That’s great! What’s your they would like to interview.
knowledge.) favourite place in your ▪▪ Remind students of the
▪▪ Students read the answers to neighbourhood? importance of greeting and
the questions and guess what Lady: My favourite place in my encouraging the person and
the questions are. neighbourhood is the square thanking him / her for the
where the San Francisco Church is.
▪▪ Students listen to the interview.
There’s also a park there where I
interview and complete the
take my dog. ▪▪ After they have done the
questions. Then they compare Boy: What other places do you like? interview, have them present
their answers. Lady: Another place I like is Café de la their findings to the class.
▪▪ Students practise the Merced. I always go there with my
interview both as the friends for coffee! Extra Activity (40 minutes)
interviewer and as the person Boy: Thank you, Mrs Pérez. Nice
Students work in pairs. One of
being interviewed. talking to you.
them is the interviewer and the
Lady: Thank you!
other imagines he/she is one
Answer Key of the following people in their
a. Where do you community:
b. What do you like
Students listen again and discuss a. a mother or father of three
c. What’s your favourite place
the questions below: small children
d. What other
b. a retired person
Does Santiago greet Mrs
c. a teenager
Pérez? (Yes, he does.)
The interview should be about
Does Mrs Pérez explain her
how this person helps his/her
answers clearly? (Yes, she
community. Have students
does.)
write the questions and role-play
Does Santiago use words to the interview.
show he’s interested in what
Mrs Pérez is saying? (Yes, he
does. He says ‘That’s great!’)
Does Santiago thank Mrs
Pérez at the end of the
interview? (Yes, he does.)
T1 0 6
module 3 // Unit 2
In pairs, look at the list of things to do. Say where you need to go in
3. Read your neighbourhood.
We need to buy
Things to do: groceries.
• Buy milk, bread, eggs

• Buy medicine for grandpa
• Buy a new adventure book
• Visit Emma who is sick
• Play volleyball with Matthew
• Do volunteer work at church
We need to
go to the…
In groups, design a map of your neighbourhood. Label the different

4. Write places and take turns to ask for and give directions.
What places There’s a

are there? supermarket, a
cinema, a park …
I want to go to To go to the park,

the park and I’m walk straight
here … ahead ….
In groups, look at the following community ad. Say what it’s about and if
5. Speak you think it can work.
Our neighbourhood park We want it to look like this!

21st Century Skills
looks like this…
107 · Leadership
How can you help to improve
your community?
Come with your family this Saturday and help us clean it and
fix the playground.
Together we Can Build a Better Community!

▪▪ Students read the list and ▪▪ Students design a map of their ▪▪ Students look at the ad and
discuss what they need to do. neighbourhood in groups. describe the two parks. What
▪▪ Go over the model. Students They label the places and is wrong with the first one?
have a similar conversation the streets. ▪▪ They read the ad and discuss
and say where they need ▪▪ Go over the model and in groups if they think the
to go. practise with some students. ad is good and can persuade
▪▪ Students role-play their ▪▪ Remind them to choose a people to come and to
conversations. specific starting point. improve the community’s
▪▪ Students give each other park.
Answer Key directions to get to different
We need to buy groceries. We places. Extra Activity (10 minutes)
need to go to the supermarket. As a class, discuss the following
We need to buy medicine for Extra Activity (30 minutes) questions:
grandpa. We need to go to the In groups, students draw their
pharmacy. Why is it important to show
maps on large pieces of paper
We need to buy a new adventure the two photos?
or card. Stick their maps on the
book. We need to go to the wall. Students vote for their Do you think people are going
bookshop. favourite map. to help?
We need to visit Emma who Are there ads like this in your
is sick. We need to go to the community?
hospital.
We need to play volleyball with
Matthew. We need to go to the
park. 21st Century skills
We need to do volunteer work Talk about the question and elicit
at church. We need to go to the ideas on how students can help in
church. their communities.

In pairs, students write a Things-
to-do list. They exchange their
lists with other groups and say
where they need to go to do the
things on the list.
T1 0 7
In groups, number the neighbourhood problems in order of importance

6. Speak and discuss what you can do to help. Use the words in the box.
repair rubbish crime

paint noise unkindness
call emergency services
be friendly traffic vandalism
put signs up
talk to the police
do a campaign That’s right. We
have a neighbourhood meeting can repair the
benches.
We can paint the

rubbish bins.
The problem
we have is vandalism in
our public spaces.
In groups, make an ad to encourage people in your community to solve

7. Write the problems in exercise 6.
a. Is your ad visually
attractive? Yes No
b. Does it give the message Final task
you want? Yes No activity!
c. Does it give solutions to the
problem? Yes No
61 8. Speak Pronunciation. Listen and practise asking the following questions.
a. Do you like your neighbourhood?

108
b. What’s an important place in your
neighbourhood?
c. Do you know the emergency numbers?
d. Where’s the police station?


▪▪ Students read the list of ▪▪ This exercise is part of ▪▪ Students practise the
problems and discuss their the module’s final task, so intonation of yes/no and Wh-
meaning. Do they have any students should save it for the questions.
of these problems in their end of the module. ▪▪ Students read the questions
community? ▪▪ In groups, students choose and guess the intonation.
▪▪ In groups, students number one of the problems from ▪▪ They listen and check their
the problems in order of exercise 6 and think of a answers. Then listen again
importance (where 1 is the creative and effective ad to and repeat.
most important and 6 is the improve the problem. ▪▪ Ask students to write different
least important) and discuss. ▪▪ They review the checklist and questions and repeat them
▪▪ Go over the model and make sure they have all the using the correct intonation.
practise with two students. elements in the ad.
▪▪ Review the meaning of the ▪▪ Students present their ads. Audio Script
61
expressions in the box and a. Do you like your
have students match solutions Extra Activity (10 minutes) neighbourhood?
b. What’s an important place in your
with the problems. Run a class vote to find out neighbourhood?
students’ favourite ad. c. Do you know the emergency
Extra Activity (35 minutes) numbers?
Students research a current world d. Where’s the police station?
problem in the news. In groups,
they discuss what can be done
to solve it. Use exercise 6 as a
model. As a class, decide which
the best solution is.
T1 0 8
Check Your Progress
Look at the map of a different neighbourhood

1. Speak and ask and answer the questions.
I can talk about
places in town.
Department Store Cinema
a. Where can you
Apple Avenue
buy shoes?
Bank Very well
b. Where can you
Pear Street
Lemon Avenue
Police Station
buy an aspirin?
Quite well
Café
c. Where can you
Hospital
Peach street
Pharmacy watch a film? With difficulty

Bookshop d. Where can you
buy fruit?
Bakery
Supermarket e. Where can
Strawberry Avenue you report an
Public Library Church School emergency?
62 2. Listen
I can talk about
Ted’s helping Harry find his way in the neighbourhood. where places are.
Listen and follow the directions on the map in exercise 1.
Say where Harry goes.
Very well
a. The first place is the on
Quite well
.
b. The second place is the on With difficulty
.
3. Speak In pairs, ask and answer questions about your neighbourhood.
109
a. What places are there in
I can describe
your neighbourhood?
places.
b. What’s your favourite place?
Where is it?
Very well
c. Do people in your community
help each other? How?
Quite well
d. What do you like about your
neighbourhood? With difficulty


▪▪ Students look at the map and ▪▪ Students listen and follow the ▪▪ Read the questions as a class.
name the places. directions to find the places ▪▪ Students ask and answer the
▪▪ They also say the names of on the map from exercise 1. questions in pairs. Go around
the streets where some of the ▪▪ Students listen again and the class monitoring their work.
places are. confirm their answers. ▪▪ After they finish the exercise,
▪▪ They practise saying where ▪▪ They compare their answers. help them reflect upon their
some of the places are with ▪▪ After they finish the exercise, performance in the exercise
respect to other places. help them reflect upon their and complete their reflection
▪▪ They answer the questions performance in the exercise chart.
and compare their answers. and complete their reflection
▪▪ After they finish the exercise, chart.
performance and complete Answer Key
their reflection chart. public library on Strawberry
Avenue, pharmacy on Peach
Answer Key Street
a. at the department store
b. at the pharmacy
Audio Script
c. at the cinema
Harry: Hi! I’m Harry. I’m new
62
d. at the supermarket
in the neighbourhood.
e. at the police station
Ted: Hi! I’m Ted. Nice to meet you.
Harry: I’m looking for this place…
Ted: Sure! We’re on the corner of
Peach Street and Apple Avenue.
So, walk straight ahead. Turn
right on Pear Street. Then, turn
left on Lemon Avenue and cross
Strawberry Avenue. The place
you’re looking for is next to the
church.
Harry: Thank you. I also need to go
here.
Ted: OK. We’re on the corner of
Peach Street and Apple Avenue
right now. So turn right on Peach
Street. The place you want
is between the café and the
bookshop.
T1 0 9
Unit »3
Objectives
» I can use vocabulary related to jobs.
» I can talk about actions in progress.
» I can describe actions in a simple and
logical sequence.
Every Job Is Important » I can talk and write about daily activities.
In Context » Different Jobs

Look at Joyce’s neighbourhood map and describe the people that
1. Speak live there.
Who’s she? She’s Cynthia.

What does she do?
Name: Cynthia
Job: Nurse
Name: Cecilia Place: Shield Hospital Where does
Job: Cook she work?
Place: Fresh and
Yummy Restaurant
Name: Christopher
Name: Lynn Job: Teacher
Job: Baker Place: Lakeside School
Place: Corner Bakery Name: Luis
Job: Sales clerk
Place: Green
Supermarket
Name: Delia
Job: Hairdresser
Place: Celia's Salon
She’s a nurse.
She works at
Shield Hospital.
Name: Ron Name: Mary Anne

Job: Pharmacist Job: Police officer
Place: Blue Pharmacy Place: Police station
1 10
Discuss with a friend if you know people with these jobs in
2. Speak your community.
Do you know a baker Yes, I do.

in your community? His name’s José.

Unit 3 Every Job Is Important

Unit Objectives
Exchange information about different jobs.
Build simple spoken and written sentences about action in progress.
Jobs;
Vocabulary
Sequence connectors
Grammar Present Continuous
▪▪ Elicit other jobs students

1. Speak know and write them on the 2. Speak
(20 minutes) board. Ask them where the (15 minutes)
people work.
▪▪ Read the rubric. ▪▪ Review the model and ▪▪ Read the rubric.
▪▪ Students look at the pictures practise with a student. ▪▪ Go over the model and
and say which jobs they know. ▪▪ In pairs, students ask and practise with some students.
▪▪ Point out each of the answer questions about the ▪▪ Students ask similar questions
characters presented and have different characters. in pairs.
students say their job and the
place where they work. Answer Key Extra Activity (40 minutes)
Cecilia is a cook. She works at In pairs, students draw a map
Extra Activity (20 minutes) the Fresh and Yummy Restaurant. of their street and locate the
As a class discuss the following Christopher is a teacher. He different places. Then they say
questions and make notes on the works at Lakeside School. Luis who works there and what they
board: is a sales clerk. He works at the do using sentences similar to the
Green Supermarket. Mary Anne ones in exercises 1 and 2.
What does the cook do? (She is a police officer. She works
cooks and prepares food.) at the police station. Ron is a
What does the nurse do? (She pharmacist. He works at the Blue
helps sick people.) pharmacy. Delia is a hairdresser.
What does the teacher do? She works at Celia’s Salon. Lynn is
(He teaches and works with a baker. She works at the Corner
students.) Bakery.
What does the sales clerk
do? (He sells and organizes
things.)
What does the police officer
do? (She helps to protect
people in a neighbourhood.)
What does the pharmacist
T1 1 0
do? (He gives different
medicines and treatments.)
What does the hairdresser
do?) (She cuts people’s hair.)
What does the baker do? (She
makes bread and pastries.)
module 3 // Unit 3
In pairs, look at the photos and write what these people
3. Write do. Use the Word Bank.
actor builder farmer mechanic
doctor engineer artist accountant
Word Bank 21st Century Skills

builds houses takes care of people acts in a play · Critical Thinking
fixes cars designs buildings and streets checks accounts
What do you like about
grows fruit and vegetables paints these jobs?
Listen to Joyce talk about her sister’s job and guess what job it is.
63 4. Listen Then, compare your answers with a partner.
Yes No
a. Joyce’s sister works in an office.
b. Jane works with computers.
c. Jane works with children.
d. Jane gets phone calls.
11 1 e. Jane grows fruit and vegetables.
Write about a member of your family with the words given.

5. Write Then, share your information in groups.
My is a .
He/She works at a .
He/She works with children/
computers/accounts/plants…

3. Write 4. Listen 5. Write

▪▪ Students look at the photos ▪▪ Students read the statements ▪▪ Go over the model and
and read the words. Using so that they know what to provide information about a
vocabulary they know, listen for. member of your own family.
students say what the people ▪▪ Students listen to the track Write the information on
do in their jobs. and tick Yes or No. the board.
▪▪ Go over the Word Bank and ▪▪ They listen again and confirm. ▪▪ Students think of a member
use the photos or actions to ▪▪ Students compare their of their family and write about
explain the meanings. answers with a partner. his/her job.
▪▪ Students use the Word Bank ▪▪ They share their paragraphs in
to say what the people do. Extra Activity (20 minutes) groups and then as a class.
Highlight the –s or –es ending As a class discuss the following
of the third person singular in questions and make notes on Extra Activity (20 minutes)
the present simple tense. the board: As a class discuss the following
questions and make notes on
21st Century skills What elements are important the board:
Discuss the question as a class. in Jane’s job? (Books and a
Talk about the interesting aspects board.) Who in your family did you
of the jobs presented in exercises 1 Where does she work? write about?
and 3. Encourage students to think (At a school.) What’s interesting about this
about many aspects of the jobs. person’s job?
What does she do?
(She prepares classes and What aspects aren’t very
organizes school events.) interesting about his/her job?
Answer Key
An actor acts in a play. A builder Does she like her job? Would you like to have this
builds houses. A farmer grows (Yes, she does.) job?
fruit and vegetables. A mechanic
fixes cars. A doctor takes care
of people. An engineer designs Answer Key
buildings and streets. An artist a. no c. yes e. no
paints. An accountant checks b. no d. no
accounts.
Audio Script
Extra Activity (25 minutes) Joyce: My sister’s name’s
63
Students imagine they have one Jane and she works with children.
of the jobs in exercise 3 and She uses books and a board.
write about it using the questions She works at a school.
She prepares classes and organizes
below:
school events.
She works a lot, but she enjoys it!
What’s your job?
Where do you work?
What do you do in your job? T1 1 1
What’s interesting about your
job?
What isn’t interesting about
your job?
6. Speak In pairs, choose a character and ask and answer questions about their job.
Study Tip
Practise ma
kin
questions se g
veral
times in ord
er
to rememb
er
the languag
e
structures.
Does she work in a

restaurant?
No, she doesn’t.
Is she wearing a hat?

Yes, she is.
7. Listen Match the photos with the sentences. Then, compare with a partner.
11 2
64
1. 2. 3. 4.
¨ ¨ ¨ ¨
a. In this photo, she’s b. Here, she’s helping c. Here, my sister’s d. Here, she’s
reading a story. the children. doing exercise with painting.
They’re playing the children.
with blocks.

6. Speak 7. Listen Extra Activity (15 minutes)

(40 minutes) (20 minutes) track 64 In pairs, students make a list in
two columns of different jobs
▪▪ Read the rubric. ▪▪ Read the rubric. they like and don’t like.
▪▪ Students look at the pictures ▪▪ Students look at the photos What’s interesting about the jobs
and describe the characters say what the person’s job is. they like?
and their jobs. ▪▪ Students listen and match the What isn’t interesting about the
▪▪ In pairs, students choose one photos with the sentences. jobs they don’t like?
of the characters without Then, compare answers.
What does this list tell them about
telling their partner. ▪▪ Make students notice
what they want to do in the future?
▪▪ Go over the model the form of the present
provided and practise with continuous and explain that it Discuss their conclusions as
a student first. is used because these actions a class.
▪▪ They ask questions about the are happening in the photos.
character’s job and physical
appearance and try to guess Answer Key
which character it is. 1. c. 2. d. 3. a. 4. b.
▪▪ Then switch roles. They can
do this three or four times.
Audio Script
Joyce: I think my sister’s job
64
Study Tip is great!
Remind students that the more Girl: She’s a teacher, right?
they use the language, the Joyce: That’s right. It’s a fun job.
more they will feel confident Boy: Tell us about it.
about asking and answering Joyce: Look, here I have some photos
of Jane working with her students.
questions
Here, my sister is doing exercise
with the children.
Boy: That is fun!
Joyce: And here, she’s painting.
Girl: What is she doing here?
Joyce: In this photo, she’s reading a
story. Her students love stories!
Boy: And here?
Joyce: Here, she’s helping the
children. They’re playing with
blocks.
Girl: You are right. Being a teacher
looks really fun!
Boy: Yeah!
T1 1 2
module 3 // Unit 3
Expanding Knowledge » What Are You Doing Right Now?
Read the diary and say what Andrea’s doing on each day. Then, answer
1. Read the questions.
June 20th June 24th

Dear diary, Dear diary,
It’s fun to Today’s
be a 6th Wednesday
grader while and I’m with
everybody my dad. He’s
else is working! My mother’s a cook and she a pharmacist
works in a restaurant. Right now, I’m at the and works at a pharmacy in town. Right now,
restaurant with her. She’s cooking lots of food he’s talking to a customer. While he’s working,
and I’m helping her to prepare a sauce. I’m doing my homework!
June 26th June 27th

Dear diary, Dear diary,
Today I’m with my Today’s
sister, Julia. She’s a Saturday and
salesperson. She works I’m home while
in a shop. Right now, all my family’s
we’re organizing the working. I’m
products in their place. doing my favourite activity in the world! I’m
painting!
a. What does Andrea’s mother do? e. What does Andrea’s sister do?
b. Where does she work? f. Where does she work?
c. What does Andrea’s father do? g. What’s Andrea’s favourite activity?
d. Where does he work?
Look at the photos and say Word Bank

113 2. Speak what the people are doing right run talk eat play
now. Use the Word Bank.
They’re… She’s… He’s… They’re…

▪▪ Also explain the use of while

1. Read as connectors between 2. Speak
(45 minutes) sentences. (20 minutes)
▪▪ Read the rubric. Answer Key ▪▪ Read the rubric.
▪▪ Students look at the photos a. She’s a cook ▪▪ Students look at the photos
and describe them. What are b. She works in a restaurant and, using the words in the
the people’s jobs? Where are c. He’s a pharmacist. Word Bank, say what the
they? What are they doing? d. He works at a pharmacy. people are doing.
▪▪ Make students notice the e. She’s a salesperson. ▪▪ Students compare their
format of the text. What is f. She works in a shop. answers in pairs.
it and what is it used for? (A g. Painting
diary is used to record daily Extra Activity (20 minutes)
experiences and activities.) Bring as many pictures as possible
Does anybody in the class Extra Activity (20 minutes)
of characters doing different
have a diary? Have students bring photos of activities and place them on the
▪▪ Students read and answer the members of their families doing board. Have students say what
questions in pairs. a specific action (doing a sport, the characters are doing.
▪▪ Review the present opening a present, etc.) and ask
continuous tense and write questions about them using the
examples on the board. Make present continuous tense. This Answer Key
students notice that this can also be done with pictures They’re eating. She’s talking.
structure is used when the from magazines. He’s playing the piano. They’re
action is happening at the running.
moment of speaking.
Grammar Box: The present continuous

The present continuous is formed with the verb be and the -ing form of another verb. It’s used to describe actions
that are happening at the moment of speaking.
Affirmative sentences: Negative sentences:
I am I am
You are You are
He/She/It is running in He/She/It is not running in
the park. the park.
We are We are
They are They are
Questions:
Am I Yes, I am. / No. I’m not.

Are you Yes, you are. / No you aren’t.
Is he/she/it running in the park? Yes, he / she is. / No, he / she isn’t. T1 1 3
Are we Yes, we are. / No, we aren’t.
Are they Yes, they are. / No, they aren’t.
Look around the classroom and take notes about what’s happening.
3. Speak Then, share your ideas in groups.
Name
Is somebody drinking water right now?
Is somebody writing?
Is somebody listening to music?
Is somebody jumping?
Is somebody eating?
4. Write Write a diary entry about what the people in your family are doing now.
Today’s…
Right now my mum/dad/brother is…
My cousins are…
While my mother/sister is…. I’m…
What’s your sister doing right now?
What do you do while they’re…?
Listen and read about what an

65 5. Listen actor does. Use the Word Bank Word Bank
to complete the sentences.
perform learn practise
Then, compare with a partner.
Secondly, we have to learn

First of all, the director gives the lines. Here, I’m with the
My name’s Oscar and I’m an me my role. I have to read other actors. We
actor. It isn’t an easy job! the text of the play. our lines!
114
Thirdly, we have to practise Then, we do the play in the Finally, after all that work,
and practise. Here, we theatre. Here, I a here’s the audience clapping!
a scene. play by Shakespeare.

3. Speak 4. Write Audio script

65
Oscar: My name’s Oscar and
(30 minutes) (40 minutes) I’m an actor. It isn’t an easy job.
First of all, the director gives me
▪▪ Read the instructions and ▪▪ Read the rubric. my role. I have to read the text
questions as a class. ▪▪ Students look at the photo and of the play. Secondly, we have
▪▪ On separate pieces of paper say what the people are doing. to learn the lines. Here, I’m with
write the actions ‘drink water’, ▪▪ Bring a picture or drawing the other actors. We are learning
‘write’, ‘listen to music’, ‘jump’, of your own family doing our lines. Thirdly, we have to
and ‘eat’ and give them to some different activities and write on practise and practise. Here, we are
students. Tell them to do these the board what they are doing practising a scene. Then, we do
actions when you tell them. the play in the theatre. Here, I am
using the model sentences.
performing a play by Shakespeare.
▪▪ Give a sign to the students who ▪▪ This exercise can be done as Finally, after all that work, here’s
have to perform the actions. homework or in class. the audience clapping.
▪▪ The rest of the class take ▪▪ At home, students have to
notes and write the names observe their family on a busy
of students who are doing day and write, using a diary
▪▪ Make students notice the
the actions and then say the words in red. What do they
format, what everybody is
sentences. indicate? (They indicate the
doing at that moment. The
sequence in which
▪▪ Do this again with other verbs next day they share their
actions occur.)
and other students. (You can diaries in class.
include ‘sing’, ‘run’, ‘cry’,
‘sleep’, etc.)
5. Listen Discuss the following questions:
▪▪ Students write the sentences
using the present continuous. (35 minutes) track 65
What does Oscar do?
▪▪ Read the rubric. (He’s an actor.)
Extra Activity (70 minutes,
▪▪ Students look at the photo Is it an easy job? (No, it isn’t.)
10 minutes each day for 7 days)
and guess what the man’s job
Students write an Observation is and what the people are Number the actions in the order
Diary for one week. They have doing in every photo. Oscar mentions them:
to go to a park or look outside ▪▪ Students read and complete
their window at home and write The actors practise the
with the present continuous play. (3)
about what’s happening at that tense using the verbs in the
specific moment. They should Word Bank. The director gives him a
write the date and say where they role. (1)
▪▪ Students listen and confirm
are. Students read their diaries in The actors perform the play in
their answers.
class. They can draw pictures too front of an audience. (4)
if they want.
Answer Key The actors learn their lines. (2)
are learning, are practising, am
performing.
T1 1 4
module 3 // Unit 3
Read about Jane’s typical day as a violinist and put the sentences in the
6. Read correct order. Then, compare with a partner.
First of all, I wake ¨ Then, Jane practises with

up at 6:00 a.m. and her teacher.
get ready for work. ¨ Finally, Jane and the
I’m a musician. orchestra perform for an
I play the violin audience.
in an orchestra. ¨ First of all, Jane wakes up
Secondly, I arrive early.
at the conservatory ¨ After lunch, she practises
and begin to study. Then, I practise on my own. Here with the orchestra.
I’m playing a piece. Later, we have lunch with the ¨ Later, Jane eats lunch with
other musicians. After that, we practise for two hours. other musicians.
Sometimes we have a performance at night. It’s usually ¨ Secondly, Jane goes to the
a busy day, but I love my job! conservatory and studies.
Write the names of different jobs and choose one. Then, act it out and
7. Write ask your classmates to guess your job.
What are you doing?

Are you a dancer?
Are you dancing?
Choose a job and draw different activities you have to do for your job.
8. Speak Then, share in groups.
115
I’m a…
Here I’m…
At the minute, I’m… and…
While I do this, my colleagues…
What’s your job?
What are you doing here?

▪▪ Students look at the photo ▪▪ Each student makes a list of as ▪▪ Students look at the photo
and say what Jane’s job many different jobs as he/she and name the jobs.
is. Would they like to be can think of. ▪▪ They choose a job and draw
musicians? What do they ▪▪ Each student chooses one of different activities the people
imagine musicians have to do the jobs. do in that job. They should
in their jobs? ▪▪ Go over the model and explain include at least four drawings.
▪▪ Students read the text and that they are going to guess ▪▪ Review the model sentences.
think about the order in which the different jobs. Then, have students show
Jane does the activities. ▪▪ Each student acts out their drawings and ask each
▪▪ They order the activities and his/her job. other about the activities they
compare with a partner. ▪▪ The other students ask are doing in each picture.
▪▪ Students share their answers questions and guess.
as a class.
Answer Key Students look at the job adverts below. What are some of the jobs? What do
First of all, Jane wakes up early. they have to do? Which job seems interesting to them? Discuss as a class.
Secondly, Jane goes to the
conservatory and studies. Then, Job Offer: Job Offer: Job Offer:
Jane practises with her teacher. Teacher Cook Mechanic
Later, Jane eats lunch with other To work in a high To work at a hotel To work in a garage.
musicians. After lunch, she school. Has to teach restaurant. Has to Has to repair
practises with the orchestra. maths, history, know international cars, trucks and
Finally, Jane and the orchestra geography and art. recipes and work from motorcycles.
perform for an audience. 7:00 p.m. to 2:00 a.m.
Job Offer: Job Offer: Job Offer:

▪▪ Point out that the sequence Hairdresser Engineer Accountant
connectors indicate the order
in which events happen. For To work at Linda’s To work for a To work in an
example first of all is action Salon for Dogs. Has to construction office. Has to check
number 1 and finally indicates like dogs and company. Has to build accounts, and work
that it is the last action. be patient. bridges and buildings. with computers.

Discuss the following questions:
What does Jane do?
(She’s a violinist in an orchestra.)
What time does she wake up?
(6:00 a.m.)
Where does she go?
(To the conservatory.)
What do you think you need to T1 1 5
be a good musician? (You need to
be happy to practise a lot.)
Preparing Your Task » I Know the People in my Community
Listen and read Ramiro’s documentary about the job of a baker.

66 1. Read Then, answer the questions.
This is Ligia. 1. 2.
She’s a
baker. She
works at
Grandma’s
Bread The first thing that Ligia does
Bakery. in the morning is prepare Secondly, Ligia bakes the
the ingredients. Here’s Ligia bread. The bread goes in
making the dough. the oven.
3. 4.
This is my
docume ntary.
Thirdly, the bakers make other

different breads and cakes. At
this moment, they’re making Here, Ligia’s putting plastic
bread rolls. on some bread rolls.
5.
Finally, when everything’s
ready, Ligia and the other
bakers sell the bread.
a. Where does Ligia work? c. What’s she doing in picture 1?

b. What’s the first thing she does in d. What’s she doing in picture 2?
the morning? e. What’s she doing in picture 4?
11 6 2. Speak Look at the photos and say who works at the places.
There are
doctors in the
hospital. They
help people.
Hospital in The Sydney School in

Zapatoca, Opera House Cabo de la Vela,
Santander in Australia Guajira
29/12/16 15:35
1. Read Audio Script

66 2. Speak
This is Ligia. She’s a baker.
(40 minutes) track 66 She works at Grandma’s Bread (15 minutes)
Bakery.
▪▪ Read the rubric. The first thing that Ligia does in the
▪▪ This exercise is important morning is prepare the ingredients. ▪▪ Students look at the photos
for the Final Task because it Here’s Ligia making the dough. and describe the places. What
familiarizes students with a Secondly, Ligia bakes the bread. The are they?
documentary format. bread goes in the oven. ▪▪ Use the model provided.
▪▪ Students look at the photos Thirdly, the bakers make other Students say who might work
different breads and cakes. At this in each place.
and describe Ligia’s job as a
moment, they’re making bread rolls.
baker. What are some of the
Here, Ligia’s putting plastic on some
activities that she does? Answer Key
bread rolls.
▪▪ Discuss what a documentary Finally, when everything’s ready, Ligia Doctors and nurses work at
is. (A set of pictures and and the other bakers sell the bread. Zapatoca hospital. Actors, singers
interviews with real people and dancers work in the Sydney
on a particular subject.) Opera House. Teachers work at
Explain that the boy in the Extra Activity (20 minutes) the school in La Guajira.
photo, Ramiro, has made a Discuss the following questions:
documentary about Ligia’s What activities does Ligia do on a
working day. Extra Activity (35 minutes)
normal day?
▪▪ Students use a dictionary to In pairs, students make a poster
What order does she do the about an important building
find the meaning of the words
following activities? in their town and write who
in red.
▪▪ Go over the questions so that he puts the bread in the
S works there. They need card and
students know what to look oven. (2) coloured pens. Students draw
for in the text. They sell the bread. (4) the building and write, using the
model provided in exercise 2 as
▪▪ Students listen and read. Then igia prepares the bread
L
a guide. Students present their
they answer the questions. dough. (1)
buildings.
▪▪ Check answers as a class. he bakers make different
T
breads and cakes. (3)
Answer Key Is Ligia’s job fun and interesting?
a. She works at Grandma’s Bread
Bakery. What are some aspects you don’t
b. She prepares the ingredients. think are interesting?
c. She’s making the dough.
d. She’s making bread / talking to
another baker.
e. She’s putting plastic on bread
rolls.
T1 1 6
3. Write 4. Speak 5. Write

▪▪ This exercise is part of ▪▪ Students look at the flow ▪▪ Students look at the photo
the module’s final task, so chart and, in groups, complete and say what her job is. Then
students should save it for the with the jobs corresponding read the text and discuss the
end of the module. to each need. questions below:
▪▪ In groups, students think of a ▪▪ Discuss as a class. Why’s her job important?
person in their community for (She’s a nurse and helps
a documentary. Answer Key many people.)
▪▪ Explain that they need to (clockwise from the top) doctors
and nurses, teachers, farmers, What’s Rocío like? (She’s kind.)
interview this person about
his/her job and take photos, answers will vary, police officers, Why’s she the Community
or draw about his/her daily sales clerks/salespeople Person of the Month?
activities at work. (She helps everybody in
the community.)
Extra Activity (20 minutes) ▪▪ In groups, students think of
Ask students what types of a person in their community
questions they could ask in an who can be Community
interview: Person of the Month and
write a paragraph similar to
What is your job? the model. If possible, tell
Where do you work? them to include a photo of
this person.
At what time do you begin
and finish your work?
▪▪ Students present their
Community Person of the
What is the first thing you do? Month to the class.
What do you do next?
21st Century Skills
Discuss the question. How does
▪▪ Students imagine an interview everybody’s job contribute to a
with the person and then, community?
in class, complete the
documentary with photos and
pictures and texts, explaining Extra Activity (45 minutes)
what the person is doing in In groups, students research the
every photo. courses offered at their nearest
▪▪ Share as a group. university or technical institute
and write a list of the options
available. Have them write some
of the names of the courses and
what jobs can be done after
studying them. Which ones
interest them? Students share
their information with the class. T1 1 7
Read and say whether the sentences are true for you. Then, say what job’s
6. Speak a good choice for you.
Yes No
I like working with computers.
I like working with children.
I like working with animals.
I like working with plants.
I like designing things.
I like cooking.
I enjoy working outdoors.
You like working with You can be an artist or an

children. You‘re creative and art teacher.
like art and music.
7. Read Read quotations about work and match them with the explanations.
1. Every body’s 2. Work is victory.

work in literature,
or music, or Ralph Waldo Emerson
(1803–1882) American
architecture or philosopher and poet
anything else, is
always an image
of themselves. 3. We create our own
Samuel Butler (1612–1680) fortune and are the
British poet children of our own works.
Miguel de Cervantes (1547–1616)

Spanish novelist, dramatist and poet
a. You choose your b. People usually choose jobs c. If you work hard, you see the
destiny and you related to things that interest results of your work.
11 8 decide what them. Their choice shows
you are. what the person’s like.
67 8. Speak Pronunciation. Listen and practise asking the following questions.
a. What do you do? î

b. Do you like your job? ì
c. What activities do you have to do in your job? î
d. Is your job difficult? ì

module 3 // Unit 3
In groups, choose a person from your community and create a
3. Write documentary about his/her job. If possible, take photos or draw the
activities he/she does.
This is .
Then, he/she
He’s/She’s a
.
He/She works at a .
Later, he/she
The first thing Final task activity!
.
he/she does is .
Here he’s/
Here he’s/she’s .
she’s .
At this moment, Finally,

he’s/she’s . he/she .
Look at the flow chart and write the corresponding job for each need.
4. Speak Then, discuss in groups.
In our community people

need good health services.
We need .
We need to buy things. People need education.

We need . We need .
People need security. We need food.

We need . We need .
People need .
We need .
117
In groups, choose a person from your community to be Person of the
5. Write Month. Explain why.
This is Rocío Pérez. She’s the 21st Century Skills

Community Person of the Month. · Leadership
She’s a nurse. She’s very kind.
She helps everybody in the How do people with other jobs
community when they are sick. help your community?
She makes people feel better.

6. Speak 7. Read 8. Speak

▪▪ Elicit a list of jobs and write ▪▪ In groups, students read the ▪▪ Students practise the
them on the board. quotations. Help them to intonation of yes/no and Wh-
▪▪ Students read the statements understand the quotations questions.
and mark Yes or No. They and match them with their ▪▪ Students try to use the correct
compare in pairs. corresponding explanation. intonation.
▪▪ Go over the model and have ▪▪ Discuss the questions below: ▪▪ They listen to the questions.
students tell each other a. Do you agree with the They listen again and repeat.
possible jobs they can do in first quotation? ▪▪ They practise in pairs.
the future according to what
b. Is working a good
they like. Audio Script
experience? Why?
What do you do?
67
c. Do you agree with the third Do you like your job?
quotation? What activities do you have to do in
d. Do the decisions we make your job?
Is your job difficult?
every day decide our
future?
Answer Key
1. b. 2. c. 3. a.

Students research a quotation
about work. In groups, they
debate what it means and write
an explanation.
T1 1 8
module 3 // Unit 3
68
Chant
Welcome to our town
Welcome to our town,
We like to keep it clean!
We take care of the environment,
Our parks are very green.
We turn off all the lights

And we always use our bikes.
Welcome to our town.
Let me show you around!
There’s a church and a café,

And a square where people meet.
There are lots and lots of restaurants
Where people like to eat.
There’s a doctor healing people,

And the bakers love to cook,
There are builders building houses,
And a library full of books!
Welcome to our town, …
Come and see my house,

My bedroom’s really cool!
Turn left, then right,
It’s opposite the school.
My house has two bathrooms,

A kitchen and a garden!
119 In my room I have a desk,
And a bed where I can rest.
Welcome to our town, …

Chant: Welcome to our town

Lesson 4 ▪▪ church – mime a church
with a steeple (tips of
Welcome to our town. fingers in a triangle)
▪▪ café – mime drinking a
cup of coffee
Speak
▪▪ people like to eat – mime
(5 minutes) eating some pasta
▪▪ healing people – mime
Before playing the audio for taking someone’s pulse
the chant, ask the class what ▪▪ builders building houses
the chant is about. Get them – mime hammering
to identify key vocabulary something into a wall
items that point to the topic, ▪▪ books – mime opening a
and ask them to identify any book
words or phrases that they ▪▪ turn left, then right –
mime turning to the left,
don’t understand or aren’t then turning to the right
familiar with. Ask other ▪▪ where I can rest – mime
students if they can supply the sleeping (hands pressed
meanings. Don’t spend too together to the side of
long on detailed your head, and close
understanding, as listening to eyes, as if lying on a
pillow)
the chant itself will help a lot
with students’ comprehension. Gradually get students to sing
along with the words, paying
particular attention to the
rhythm and punctuation. Play
Listen the audio as many times as
you need in order to ensure
that students feel confident
Play the audio through a with the words and rhythm.
couple of times and get
students to listen. Gradually
introduce actions to assist
comprehension. Here are
some examples to help you get
started:
▪▪ welcome to our town T1 1 9
– wave to welcome
someone to the town
▪▪ turn off all the lights –
mime pulling down on a
light chord
▪▪ we always use our bikes –
mime pedalling on a bike
Do you find these nouns in a house or in a

1. Speak town? Ask and answer with a partner.
bedroom kitchen church café parks room square restaurants garden houses
bed library school desk
In a town In a house
bedroom
Where do yo
u find a bedro
om? m in a house.
You find a bedroo
2. Read Match the words to make sentences.
1 We build in my room.
2 Books are green.
3 The bakers cook food.
4 The builders have houses.
5 Libraries rest in the library.
6 Parks heals people.
7 The doctor use in the square.
8 People meet the lights.
9 We are our bikes.
10 I turn off books
3. Write Write answers in complete sentences.
1 What do the people of the town take care of? 6 What does the doctor do?
12 0
They take care of the environment.
2 What do people turn off? 7 What do the bakers do?
3 Where do people meet? 8 What is in the library?
4 How many restaurants are there? 9 Where is the speaker’s house?
5 What do people do in the restaurants? 10 How many bathrooms does the house have?

If students find this activity Extra Activity (35 minutes)

1. Speak challenging, you can As an additional fun activi-
(10 minutes) encourage them to complete ty, and particularly for more
the activity working advanced students who might
For activity 1, tell students to
backwards from the third finish
cover the chart complete this early, get students to rewrite
column. They will need to use
task from memory, if they can. the chorus of the chant from
their logic and reasoning, as
They are required to the point of view of a town
well as be able to understand
understand the meaning of that is not very good at caring
the words in the chant.
various nouns that appear in for the environment. Use the
the chant, and be able to following as an example, but
categorise them into two encourage students to be
3. Write
groups. The answers all creative with their answers.
(10 minutes)
appear in the chant but
Welcome to our town,
students should also be able The final activity is the most
We don’t keep it clean!
to place most of the nouns challenging in this unit. It
We don’t take care of the
into the correct column in the builds on the understanding environment,
table. This checks their of the topic and knowledge Our parks aren’t very green.
understanding of the target of vocabulary that students
vocabulary in this unit. have been developing whilst We turn on all the lights
reciting the chant, and in the And we never use our bikes.
After pairs have completed the preceding exercises. It is Welcome to our town.
exercise, go round the class important that they have a Let me show you around!
taking it in turns for a good understanding of the
different pair to ask and chant and associated
answer the questions for each vocabulary, but they will also
of the nouns listed. need to be able to formulate
simple, yet grammatically
correct sentences in order
2. Read
to respond accurately to the
(10 minutes) questions that are posed.
Activity 2 is a reading and
matching exercise. Students
will need to re-read the chant
carefully and identify the
sentences that are included
in the text. It is important
that students understand the
meaning of the words
rather than being able to copy T1 20
it word-for-word from the
chant.
Check Your Progress
I can use vocabular
y
related to jobs.
Look at the descriptions and write the names of
1. Write the jobs.
Very well
1. This person makes food and works in a kitchen.
2. This person meets customers and sells products Quite well
3. This person makes houses.
With difficulty
Look at the photos of different jobs
2. Write and say what the people are doing.
I can talk about ac

tions
in progress.
Very well
She’s . He’s .
Quite well
Need help
He’s . She’s .
I can describe
actions
in a simple an
Listen to Jim talk about his typical day d logical
69 3. Listen and put the sentences in order.
sequence.
Very well
Thirdly, he collects the First of all, Jim arrives at
ingredients. the restaurant.
Quite well
Finally, Jim decorates Then, he prepares the
the plates. Now the soups.
food’s ready! After that, Jim prepares Need help
Secondly, he checks the the more complicated
12 1 menus of the day. dishes.
Imagine you have a job. Tell a friend what

4. Speak you do on a typical day.
I can talk and
write about
daily activities
.
I’m a… I work at a…
The first thing I do is… Very well
Secondly, I…
After that… / Then… Quite well
With difficult
y

1. Write 3. Listen 4. Speak

▪▪ Students read the descriptions ▪▪ Students read the instructions ▪▪ Students imagine they have
and decide the name of the and the sentences. a job they like and use the
job for each one. Then they ▪▪ They listen to the track at words and phrases to create
compare with a partner. least twice and number the sentences about their job.
▪▪ Discuss as a class which of sequence. ▪▪ In pairs, they tell each other
these jobs interests them Discuss the questions: what they do on a typical day
and why. Where does he work? in their job.
▪▪ After they finish the exercise, (At a restaurant.) ▪▪ After they finish the exercise,
help them reflect upon their When does he arrive at the help them reflect upon their
performance and complete restaurant? (Early in performance in the exercise
their reflection chart. the morning.) and complete their
Does he like his job? (Yes, reflection chart.
Answer Key he does.)
cook, accountant/salesperson,
builder
▪▪ They share their answers.
2. Write and complete their reflection
(10 minutes) chart.
▪▪ Read the rubric. Answer Key

▪▪ Students look at the photos First of all, Jim arrives at the
and name the jobs. restaurant. Secondly, he checks
▪▪ They write what each person the menus of the day. Thirdly, he
is doing. prepares the food. After that, Jim
▪▪ They compare their answers. prepares the more complicated
▪▪ After they finish the exercise, dishes. Then, he prepares the
help them reflect upon their soups. Finally, Jim decorates the
performance in the exercise plates. Now the food’s ready!
and complete their reflection
chart.
Audio Script
Man: My name’s Jim and I’m a
69
Answer Key cook. I work at a restaurant.
teaching, talking, painting, playing First of all, I arrive at the restaurant
the piano early in the morning. Secondly,
I check the menus of the day.
Thirdly, I collect all the ingredients
for the recipes. After that, I
prepare the more complicated
dishes. Then, I prepare the soups.
Finally, I decorate all the plates,
and the food is ready to be served! T 1 21
It’s a busy day but I enjoy cooking
very much!
Module // 3 Review
3-in-a-row
(2-4 players) Players/teams choose a square and answer the questio

n. If
your answer is correct put your mark (O or X) in the square. If you
have 3
consecutive marks (3-in-a-row), you get 1 point. The team/player
with the
highest score wins.
1. How many chairs are there in your dining 16. What places are there in your
room? neighbourhood? Name 3.
2. Complete (use the verb in parentheses): 17. Does your house have a garage?
My mother is an architect. She ——— (work)
18. Complete: When you walk your dog, it is
right now.
important to ——— up after it.
3. Choose: ————————————
Is there / are there a desk in your
bedroom? 19. What is your favourite place in your
4. Complete: Don’t ——— noise that makes neighbourhood?
your neighbours unhappy. 20. Complete: What ——— he do? He is a baker.
5. Is there a TV in your living room? 21. Where can you buy bread?
6. Do students in your school use a car to go 22. Complete: She is an ———; she designs
to school? buildings and streets.
7. Choose: ————————
That / Those children are working
23. Complete: He is a ———; he takes care of
on a recycling project.
people.
8. Choose: What ———————————
is that / are those? They are
solar panels. 24. Complete (use the verb in parentheses):
9. Where can you buy groceries? While I am studying at school, my dad
10. Complete: ———, I arrive at school and ——— (make) lunch.
begin to study. Then, I have a break and 25. What do you like about your
play with my friends. neighbourhood? Name 2 things.
11. How many bedrooms are there in your 26. Complete: The pharmacy is in ——— of the
house/apartment? bookshop.
12. Complete (use the verb in parentheses): At 27. What does your father do?
the moment I ——— (do) my homework.
122 28. Complete: ——— do you live? I live in
13. Complete: Walk straight ahead and ————
Villavicencio.
left on Creek Avenue.
14. Do you separate rubbish and recycle? 29. Do you live in a house or an apartment?
Explain. 30. Complete: First of all, Sam arrives at the
15. Choose: —————————
Where / What does she work? She bakery. ———, she prepares the ingredients.
works at República de Colombia School. Thirdly, she bakes the bread.
SB6 MOD3 RPE pp122-127.indd 122 01/12/2016 17:38

module 3 // Review
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25
26 27 28 29 30
123
SB6 MOD3 RPE pp122-127.indd 123 01/12/2016 17:38

Module // 3 Review
3-in-a-row
(2-4 players)
Players/teams choose a square and answer the
question. If the answer is correct, the player/
team puts their mark (O or X) in the square. If
they have 3 consecutive marks (3-in-a-row),
they get 1 point. Explain that players must
get 3 adjacent squares, either horizontally,
vertically or diagonally. The team/player with
the highest score wins. Some answers may vary,
so circulate and monitor the activity.
T1 2 2
Module // 3 Review
3-in-a-row Answers
Page 82-83
2. is working / ’s working 17. Answers may vary.
3. Is there 18. clean
4. make 19. Answers may vary.
5. Answers may vary. 20. does
7. Those 22. engineer
8. are those 23. doctor / nurse
9. At the supermarket 24. is making / ’s making
10. First of all / First 25. Answers may vary.
11. Answers may vary. 26. front
12. am doing / ’m doing 27. Answers may vary.
13. turn 28. Where
15. Where 30. Secondly
T1 23
Final Task
A Radio Programme about My Community!


Eco-Friendly Home I Belong to a Community Every Job Is Important

Understanding data Santiago’s interview with Ramiro’s documentary
Lesson 3, exercise 2 Mrs Pérez on Ligia, the baker
Survey on classmates’ Lesson 3, exercise 2 Lesson 3, exercise 3
home and eco-friendly Interview with person in Documentary of person
activities your neighbourhood from your community
Lesson 3, exercise 6 Lesson 3, exercise 7
Eco-friendly person Ad to encourage people to
interview improve their community
2. Read and match the sentences with the parts of a radio programme. Then, practise in groups.
1. Good 2. Today 3. Now, 4. Thank 5. And now, 6. Thank you

morning, we have an we have a you! Now we an advert very much.
ladies and interesting survey about have another break. See you
gentlemen. interview. our school section on our tomorrow
This is Radio community. programme: a with another
1! documentary. interesting
show!
124 a. This b. This c. This d. This e. This f. This

finishes the indicates that introduces introduces an introduces a introduces a
show. there are ads the radio interview. survey. documentary.
in the show. show.
Module 3 Final Task
A Radio Programme about My Community

1. 2.
5 • Go over the title of 15 • Read the instructions
minutes minutes
the Final Task. What’s a of the exercise as a class
radio programme? (It’s a and discuss the following
programme on the radio in which questions:
people present and discuss a variety • During a radio programme, does the
of topics.) Do they listen to the radio? presenter greet the audience? (Yes,
Which radio programmes are their he/she does.)
favourites? • Does the presenter use special
• Students go over the checklist and expressions to change the topics?
make sure they have all the materials (Yes. He/She uses transitions.)
they’ve done throughout the module. • Students read the expressions a
radio programme presenter may say
and match them with their meaning.
• Discuss as a class.
• Students practise in groups saying
the different expressions
Answer Key
a. This introduces the radio show.
b. This introduces a section of the
show: an interview.
c. This introduces another section in
the show: a survey.
d. This introduces another section in
the show: a documentary.
e. This indicates that there are
commercials in the show.
f. This finishes the show.
T1 24
3. In your group, prepare a Radio Programme. Choose Option 1 or Option 2 and start organising
the information.
21st Century Skills
A Radio Programme about My Community · Communicating
Learning to express
your ideas clearly is very
Option 1: Make a live Option 2: Make a recorded important. Use precise
broadcast. radio programme. words and say what you
mean so that you are clear.
Practise the survey, Practise the survey,

interviews, ad break and interviews, ad break Listen to the radio
Present your show.
documentary to make and documentary, then, programme.
your live show. record it!

Option 1: A live broadcast
Pre-Production Production On Air Post

production
a. Get your material c. Choose two presenters. e. Present f. In your
ready: prepare your Decide in groups what each of your group, say if
interviews, survey, ad and everybody is going to say parts to the you think it
documentary. and when. Use the language class. went well and
b. Prepare an introduction in exercise 2. how it could
to the programme. Say d. Practise until everybody be better.
that it is a show about your feels that they know the
community. Say where material.
it is and the name of the
neighbourhood.
Option 2: A recorded radio programme
Pre-Production Production On Air Post

production
12 5
a. Get your material ready: d. Choose two f. Prepare the recording h. In your
prepare your interviews, presenters. Decide equipment (mobile group, say
survey and documentary. in groups what phone, recorder, if you think
b. Use the ad you made in everybody is going computer, etc.) and it went well
Unit 2, Lesson 3, exercise 7 to to say and when. other elements, such as and how
make a radio ad. Use the language music, for the ad. it could be
in exercise 2. g. Record the show. better.
c. Prepare an introduction to
the programme. Say that it is a e. Practise until Because it’s recorded,
show about your community. everybody feels you can change some
Say where it is and the name that they know parts you think could be
of the neighbourhood. the material. better.
SB6 MOD3 RPE pp122-127.indd 125 01/12/2016 17:38

Module 3 Final Task
4. 5.
21st Century Skills 30 45
minutes • Students review the minutes• As a class read the
Communicating
exercises from the units different stages of a radio
People who want to promote a mentioned in the chart and programme. Discuss the
more balanced lifestyle make discuss the questions in groups. questions below:
decisions to start healthier
• They share ideas as a class. What’s the pre-production stage?
routines at home, school or at
work. The first step is to have the • Give students time to plan their (The stage in which the programme
initiative and start with simple radio programme. is prepared.)
steps. One by one, each step will What’s the production stage? (It’s
help us the expected outcomes. when the script for the programme
Such initiative is always welcome, is written and practised.)
provided the ideas are logical, What’s the ‘On Air’ stage? (It’s
realistic and achievable. the moment in which the radio
programme is recorded or
presented.)
What’s the post-production stage?
3. (It’s when the team gets together
30
minutes • Students choose one of and discusses what worked well in
the two options of the Final the show and what they can do for
Task: one is making a live it to be better.)
broadcast and the other is recording • Students follow the instructions
the show. The first option means that according to the option they chose.
students have to role-play the show
in front of the class, and the second • For option 1, students follow
option involves having access to the instructions for each stage.
mobile phones or tape recorders. They prepare the introduction and
transitions, decide what everybody is
going to say and practise.
• Students present their radio show
to the class.
• After that, students discuss what
they could have done better.
• If students chose the second option,
they follow the instruction for this
option.
• During the pre-production stage,
students collect their material and,
using the ad from Unit 2, lesson 3,
exercise 7 as a model, they invent
their own ad.
• Then they decide what everybody T1 25
is going to say, and choose two main
presenters.
• They practise until they feel
confident.
• Students record their radio
programme and play it to the class.
• The team gets together and decides
what could have worked better.
Evaluation
Vocabulary
For questions 1-5, match the words and the definitions. Write the correct letter in the box.
There is one example (0).
0. Baker A This person’s job is to design and build engines, machines, roads,
1. Cooker bridges, etc.
2. Pharmacy B a shop that sells medicines and also other types of products, for
3. Greet example cosmetics
4. Bedroom C a person who bakes and sells bread and cakes
5. Engineer D a room for sleeping in
E to say hello to somebody or to welcome them
F an appliance for cooking food, containing an oven and gas or
electric rings on top
0 C
1
2
3
4
5
Grammar
For questions 6-10, read the conversation and complete the sentences by choosing the correct
word. Write your answers in the box. There is one example (0).
0. What do you do/are you doing right now?
6. My sister and I are play/playing outside, in the garden.
7. Wow! There are/is a garden at your house! Please, send me a picture.
8. What are that/those objects on the house?
126
9. They are solar panels. What/Where do you live? In a house? In an apartment?
10. I live in an apartment. There is/are 3 bedrooms, 1 bathroom, a kitchen and a living room.
0 are you doing

6
7
8
9
10
SB6 MOD3 RPE pp122-127.indd 126 01/12/2016 17:38

Evaluation Answers
Page 126
Vocabulary Grammar
1. F 6. playing
2. B 7. is
3. E 8. those
4. D 9. Where
5. A 10. are
T1 26
Reading
For questions 11-15, read the directions / locations and put a ✔ next to the ones that are correct
according to the map. There is one example (0).
Church
Supermarket Library
Main Street
2ND Avenue
Café
1ST Avenue
Park Hospital
Central Street
Bakery Bookshop Bank
0. To go from the supermarket to the library, go straight down Main St. on to 2nd
✔
Avenue. It’s at the corner of Main St. and 2nd Avenue, on the left.
11. The bookshop is on Central St. opposite the park.
12. To go from the café to the bank, just cross the street. The bank is opposite the café.
13. To go from the park to the church, just cross the street. The church is at the corner
of Main St. and 2nd Avenue.
14. The hospital is on 2nd Avenue. It is next to the church.
15. Where is the library? It’s at the corner of Central St. and 1st Avenue.
Writing
127 For questions 16-20, think about different ways to be a good citizen and build a better community.
Use the words to help you write five (5) ideas for a campaign. There is one example (0).
0. greet Always greet people in your neighbourhood.

________________________________________________________________________________
16. recycle ________________________________________________________________________________
17. clean up after pets ________________________________________________________________________________
18. be friendly ________________________________________________________________________________
19. rubbish ________________________________________________________________________________
20. noise ________________________________________________________________________________
Evaluation Answers
Page 127
Reading Writing
11. ✔ 16. Answers will vary. Students need
to use the words given.
12. ✗
17. Answers will vary. Students need
13. ✔ to use the words given.
14. ✗ 18. Answers will vary. Students need

15. ✗

T1 27
M od ule 4
Globalization
Around the World

One World Weather Changes Let’s Celebrate!
• Talk about nationalities • Describe weather • Describe celebrations and
• Describe places conditions traditions
• Identify cultural • Understand details about • Talk about traditional
128 characteristics the weather in short, spoken foods
• Ask for and give information texts • Describe people, places
about your town • Describe clothes and customs
• Compare traditional clothes • Compare customs
Text Types: from different regions and
countries Text Types:
• form, informative paragraph,
descriptive paragraph, Text Types: • descriptive paragraph,
advertisement, newspaper informative paragraph,
article • descriptive paragraph, story (narrative text)
poem, scientific paragraph,
fable (narrative text)
14/12/16 10:47 a.m.

• Point out to students • Draw students’ attention Unit 1

10 that this fourth module 20 to the pictures and ask One World
minutes minutes
of the book is based on them if they recognize any
• Read, or ask a student to read, the
globalization. of these landmarks. If they
different items, clarifying any new
do, ask them if they know where
• If necessary, explain that, in this vocabulary, such as nationalities,
they are located (the Great Wall of
case, globalization refers to the fact characteristics, town.
China, the Eiffel Tower in Paris, the
of opening up to other international
Houses of Parliament in London, • Tell students they will learn about
cultures but understanding
Machu Picchu in Peru, etc). different nationalities and how to
Colombian culture first.
describe places and people in terms
• It would be useful to have a world
• Read the title, Around the World, of their culture.
map in the classroom to help
and elicit from students examples
students locate these places. A
of different countries and cultures
brief warm-up activity could be for Unit 2
joining together, such as sporting
students to point out the location Weather Changes
events, scientific research,
they think is correct. The student
ecological projects, etc. • Read all the items, checking their
closest to the right answer scores a
point. understanding of vocabulary like
weather, clothes, scientific, fable.
• Go over the specific language
functions and text types of the three • Explain that students will discuss
units. weather conditions and clothing
related to different places.
Unit 3
Let’s Celebrate!
students do not understand, e.g.
celebration, traditions, customs, story.
• Tell students that they will find out
about celebrations and traditions
from different cultures, including
food and clothing. You can use the
picture of indigenous people to help
them to understand the concept of
costume.
T1 28
Look at the pictures and say …
• Which places do you

recognize?
• Which animals do you
recognize?
• Which products do you
recognize?
• Which regional things can you
identify?
Task: A Regional Exhibition

1. Pablo’s presentation 4. Drawing of the traditional 5. Chart about a festival in your
129 of his town (Lesson 3, costume of your region region (Lesson 3, exercise 4)
exercise 1) (Lesson 3, exercise 5) 6. Information about typical foods
2. Factsheet about your from your region (Lesson 3,
Department (Lesson 3, exercise 6)
exercise 5)
3. Plasticine map of your
Department (Lesson 3,
exercise 6)
Chant
Where are you from?


20 10
minutes • Ask students to look at minutes • Explain that the task
the pictures and explain for module 4 is a Regional
what they see. Exhibition. In order to
develop this presentation, in unit
1, students hear someone talking
about their home town and create
a booklet about their department,
vocabulary on the board and
together with a plasticine map
clarify it. You can use examples or
showing its features. Students
drawings.
draw the traditional costume of
• Students may find vocabulary a their region in unit 2 and, in unit
problem, so allow the use of L1, but 3, students make a chart about a
encourage L2 as much as possible. festival or celebration that takes
place in their town, department or
• For the first question, students
region and they also present two
may mention the landmarks in the
typical foods from their region.
introduction: Great Wall of China,
Eiffel Tower, Houses of Parliament, • Go through the chart with students,
Machu Picchu, etc. Help them with eliciting this information by asking
this vocabulary if they do not know questions and clarifying any
it and write it on the board. difficulties.
• For the second and third questions, • Finally, read the title of this
when students are familiar with the module’s chant Where are you from?
new words, ask them to describe the Ask students what they understand
pictures with simple sentences like by this title and how they can relate
‘There is a llama in Machu Picchu.’ the content of the units to the title
of the chant.
• For the final question, elicit answers
and ask students where these
regional things come from (coffee:
Colombian coffee region, such as
Quindío, Caldas, Risaralda; bananas:
Colombian coastal departments,
such as Magdalena; cotton: the
south-eastern region of the United
States and the Sinú region of
Colombia). Also mention that the
bald eagle in the picture (Big Ben)
is the national bird of the United
States.
• Remind students that they need to T1 29
Unit »1
Objectives
» I can talk about nationalities.
» I can describe places.
» I can identify cultural characteristics.
One World
» I can ask for and give information about
my town.
In Context » I’m Colombian!

70 1. Listen Listen and read about an Intercultural Encounter in Medellín.
Come and meet new Youth Intercultural Encounter

friends! Celebrate Medellín, Colombia
every culture and
exchange ideas and
opinions for a better
world!
Paola’s from Colombia. Kenji’s from Japan. Josh’s from the United Mei-Li’s from China.
States.
2. Read Match a–f with the names of the countries.
Mexico the United States Japan

Colombia China Canada
13 0 Brazil the United Kingdom Argentina a f
Australia France Peru c

b e
3. Write Complete the form. d
Second Youth Intercultural Encounter

Your name: Your country: Your age:
Some friends I want to meet are:
Australian Chinese Colombian Peruvian Mexican American
Japanese Brazilian Canadian English French Argentinian

Unit 1 One World

Unit Objectives
Identify information related to specific characteristics of different countries and
nationalities
Use vocabulary related to characteristics of people in oral and written texts.
Describe the physical and personality traits of people.
Answer personal questions regarding age, nationality and address, with the help of
repetition when necessary.
Vocabulary Countries and nationalities; Descriptive adjectives
Grammar Adjectives
1. Listen Grammar Box: Adjectives Answer Key

a. Mexico d. Argentina
(30 minutes) track 70 In most cases nationality
b. Colombia e. Australia
adjectives are formed by adding
▪▪ Read the rubric. -n, -an or -ian to the name of the c. Brazil f. China
▪▪ Say the title of the unit and country: Colombia – Colombian;
discuss as a class what it Mexico – Mexican; Brazil – Brazilian.
means. Keep in mind some exceptions 3. Write
▪▪ Read the title of the brochure that will appear later in the unit:
and ask students what an (10 minutes)
Switzerland – Swiss
Intercultural Encounter means.
Germany – German ▪▪ Read the rubric.
▪▪ Talk about similar events such Sweden – Swedish ▪▪ Explain that at Intercultural
as national and international Peru – Peruvian Encounters people complete
scouts encounters, or France – French forms about themselves.
international language England – British / English ▪▪ Have students fill in theirs and
exchanges in which students Ireland – Irish compare in pairs.
go to other countries to Scotland – Scottish
experience a different culture Japan – Japanese
and learn a language. China – Chinese
▪▪ Students read and listen to
the audio. Ask: What are some
of the nationalities participating
in this event? Would you like to 2. Read
participate in this event? (15 minutes)
▪▪ Make students notice that
nationalities are always ▪▪ Read the rubric.
capitalized. ▪▪ Students look at the map and
identify the countries marked
Audio Script
70 on the map. Can they name T1 30
Welcome to this year’s Youth the nationalities of these
Intercultural Encounter, Medellin, countries?
Colombia. Come and meet new ▪▪ Students name the other
friends! Celebrate every culture and
countries mentioned in the list
exchange ideas and opinions for a
and name the nationalities.
better world! Where is everybody
from? Paola’s from Colombia. Kenji’s
from Japan. Josh’s from the United
States and Mei-Li’s from China.
module 4 // Unit 1
Listen to children at the Second Youth Intercultural Encounter and
71 4. Listen complete the answers.
a. Where’s Paola from? d. What’s Josh’s nationality?

b. How old is she? e. How old’s Mei-Li?
c. Which city’s Kenji from?
Listen to a radio programme about the Intercultural Encounter in Medellín

72 5. Listen and tick (✔).
China The Great China

bagels
the USA Wall the USA
The Heaven China China

noodles
Temple the USA the USA
The Statue China

of Liberty the USA
Listen again and complete. Use the words in the box.

72 6. Listen Compare with a partner.
big active organized interesting beautiful disciplined
1. Mei-Li says the Great Wall of China and the Heaven Temple are
and .
2. Mei-Li thinks Chinese people are and .
3. Josh says New York is a city.
4. Josh thinks people in New York are very .
In groups, write about your country and town. Use the Word Bank
7. Speak to help you. Then, tell your class.
13 1
Word Bank
quiet
My country: My town: kind
serious
funny
An interesting place in We’re: hard-working
my country:

4. Listen 5. Listen Josh: We have bagels, of course!

Paola: How can you describe people
(30 minutes) track 71 (20 minutes) track 72 in New York?
Josh: I think we’re very active because
▪▪ Read the rubric. ▪▪ Read the rubric. we’re often busy going to different
▪▪ Students read the questions. ▪▪ Ask students to look at the places around town…
Check they understand the pictures and describe what Paola: Thank you, Josh! This is Paola
meaning of them all. they see. talking about different countries.
▪▪ Students listen at least three ▪▪ Play the audio and have We will continue later…
times and compare their students tick where the items
answers. are from.
▪▪ Tell students that they do not ▪▪ Play the audio once more so 6. Listen
need to understand every that students can check their
single word when they are answers. (20 minutes) track 72
listening or speaking. ▪▪ Ask if they can think of ▪▪ Read the rubric.
any other foods, places ▪▪ Go over the words in the
Answer Key or landmarks from these box and make sure students
a. She’s from Colombia. countries. understand their meaning.
b. She’s 13 years old. Take advantage of cognates
c. He’s from Tokyo. Answer Key such as ‘interesting’,
d. He’s American. bagels – the USA, ‘organized’, ‘active’, and
e. She’s 14 years old. The Great Wall – China, ‘disciplined’.
The Heaven Temple – China, ▪▪ Play the audio. Students listen
noodles – China, again and take notes on what
Audio Script
Colombian girl: Hello,
71 The Statue of Liberty – the USA the characters say.
everybody! And welcome to ▪▪ Check answers as a class.
the Second Youth Intercultural
Audio Script
Encounter. Welcome to Medellin!
Paola: Hello, we’re in the
72 Answer Key
Welcome to Colombia! My 1. interesting, beautiful
Second Youth International
name’s Paola. I’m 13 years old. 2. disciplined, organized
Encounter in Medellin. My name’s
I’m from Envigado, Antioquia. I’m 3. big
Paola. We’re visiting the different
Colombian. Here are some of the
stands. First we’re here with 4. active
students from different parts of
Mei-Li! She’s Chinese. Hello,
the world.
Mei-Li. How are you? Tell us about
Japanese boy: Err… Hi! My name’s
your country.
Kenji. I’m from Tokyo, Japan. I’m
Mei-Li: Hi, Paola… Well, yes, that’s 7. Speak
Japanese. I’m very happy to be
right, I’m Chinese. China’s a very
here. (20 minutes)
big country. There are many
American boy: Hi, everyone! My
name’s Josh. I’m from New York in
people in China. ▪▪ Go over the words provided in
My city is Beijing, the capital of the Word Bank.
the United States. I’m American.
China. We have the Great Wall
Chinese girl: Good morning! Uh… My ▪▪ Read the rubric.
of China and the Heaven Temple.
name’s Mei-Li and… I’m Chinese…
These places are interesting and ▪▪ Students use some of the
I come from China… I’m 14 years words to talk about their
beautiful!
old. country and town. They
Paola: How can you describe Chinese
people? also mention an important
Mei-Li: I think that we’re very landmark. They may also use
Extra Activity (20 minutes) disciplined and organized. words from the previous
As a class, play the audio again Paola: What about special food? exercise.
T1 31
and discuss the following Mei-Li: Food in China’s delicious! My
favourite Chinese food is noodles.
▪▪ Students exchange their ideas
questions: and say if they agree with the
Paola: OK. Now, we’re with Josh, from
What part of Colombia is Paola the United States. Hello, Josh! Tell characteristics mentioned.
from? (She’s from Envigado.) us about your city.
How does Kenji feel about being at Josh: Hi, Paola… so… I’m American.
the encounter? (He’s very happy.) I’m from New York. It’s a big city
and there are many things to do!
Where’s Meili from? (She’s from We have the Statue of Liberty!
China.) Paola: What about a typical food in
New York?
8. Speak Look at the sportspeople. Ask and answer questions with a partner.
Nationality: Swiss Nationality: Jamaican Nationality: Nationality: Japanese

Sport: Tennis Sport: Track and Field Colombian Sport: Figure Skating
Special characteristic: Special characteristic: Sport: Cycling Special characteristic:
strong fast Special characteristic: agile
brave
Choose three international sportspeople and complete. Then, ask

9. Write and answer questions with a partner.
Name: Name: Name:

Country: Country: Country:
Characteristics: Characteristics: Characteristics:
10. Read Read and complete the diagram with information from the text.
My name’s Luciana and I’m from Peru. I’m 13 years old and I
love swimming. I swim every day from 6:00 a.m. to 8:00 a.m.
and then in the afternoon from 5:00 p.m. to 7:00 p.m. I think
that to be a good athlete, it’s important to be disciplined. I
13 2 think that friends and family are very important too. Thanks
to them I feel strong and motivated. I also think it’s very
important to balance sports with school and family. I enjoy
swimming competitions.
To be a good
athlete
Important characteristics Other important things:
, and


(20 minutes) Have students research and
present information about
▪▪ Read the rubric. famous scientists, artists, writers
▪▪ Students look at the album or other prominent international
of the sportspeople. Ask figures.
them if they know their
names and what they know
about them. (Roger Federer,
Veronica Campbell-Brown, Nairo
10. Read
Quintana, Mao Asada.) (45 minutes)
▪▪ Students look at the flags ▪▪ Read the rubric.
and name the countries
the sportspeople are from.
▪▪ Go over the diagram with
students, then they read the
(Switzerland, Jamaica, Colombia,
text and try to identify the
Japan)
characteristics mentioned.
▪▪ With a student, model the
questions students should ask:
▪▪ Students complete the
diagram in pairs and exchange
Where is he/she from? What is
ideas with other groups.
his/her name? What sport does
he/she play? What is his/her
special characteristic?
As a class discuss the following
Extra Activity (15 minutes) questions:
Discuss as a class other Where is Luciana from? (She’s
characteristics that the from Peru.)
sportspeople in exercise 8 have How old is she? (She’s 13.)
(disciplined, motivated, organized, What does she do during the
busy, active, etc.). day? (She swims.)
How does she feel about
competing in an international
9. Write swimming event? (She enjoys
(30 minutes) swimming competitions.)
Is it important to have a balance
▪▪ Read the rubric. between studies and free time?
▪▪ Bring photos of different (Yes, it is. It helps you have a
famous sportspeople (e.g. full life.)
Usain Bolt, Lionel Messi,
Is it important to be disciplined
Serena Williams, Mariana
and organized? Why? (Yes, it is
Pajón, etc.).
because these characteristics
▪▪ Students look at the photos help you to become a good
and say what they know athlete and organize a balanced
about these sportspeople schedule.)
(nationality, the sport they
play, etc.).
▪▪ In pairs, students think of Answer Key T1 32
three sportspeople they Important characteristics: to be
admire and write their names, disciplined, strong, motivated.
research and write the country Other important things: school
and different characteristics and family.
they have.
▪▪ Students use the information
to ask and answer questions
about these sportspeople.
module 4 // Unit 1
Expanding Knowledge » I’m from Cali
Look at a map of Colombia and be a tourist. Ask and answer questions
1. Speak in pairs.
It’s in Chocó.
Where’s
Capurganá?
San Andrés Island
Tayrona Park
Barichara
Villa de Leyva
Capurganá
Zipaquirá
La Lindosa Park
Coffee National
Park
Tatacoa Desert Leticia
Choose a place in exercise 1 and draw a picture of it.

2. Write Then, make notes and tell a partner.
13 3
A place in Colombia I like is ... It’s in the Department of ...
3. Speak Ask and answer questions in groups.
What’s the name of your department?

What is a famous place there?
What other places can you visit in your department?


▪▪ Have students look at the ▪▪ Students choose a place from ▪▪ Go over the model and
map. the map in exercise 1 and practise the questions with
draw an outline map of it. some students.
Extra Activity (20 minutes) ▪▪ Students write about ▪▪ Students ask and answer the
Students look at the map and this place and exchange questions in groups.
discuss the following questions: information with a partner. ▪▪ Explain that the purpose of
Which places do they recognize? ▪▪ Discuss other characteristics learning a new language is to
these places have (interesting, communicate. In this sense,
Have they visited any of these
beautiful, etc.) and what it is OK to make mistakes
places?
activities can be done there as long as they express the
Which ones would they like to (swimming, hiking, watching message.
visit? the stars, etc.).
▪▪ Go over the model provided Extra Activity (45 minutes) Students work in pairs and
and practise with some Have students do a similar practise their spelling by spelling
students. exercise by choosing a place the name of their department
▪▪ Have students ask and answer in a different country. Suggest and famous places there. Their
the question in pairs about the the places below or let students partners must write down the
different places on the map. research their own place. letters that they hear. Then,
▪▪ As a class, make a list of other The Great Canyon in Colorado, compare answers.
interesting and beautiful the United States; the beaches
places in Colombia. Where are in Cuba; Iguazu Falls in Argentina
they located? and Brazil; Grey Glacier in Chile.
▪▪ Make students notice that the
names of places are always
capitalized.
Answer Key
Where is the Tayrorna Park? It’s in
Magdalena.
Where is the San Andrés beach?
It’s in San Andrés.
Where is Barichara? It’s in
Santander.
Where is Villa de Leyva? It’s in
Boyacá.
Where is Zipaquirá? It’s in
Cundinamarca.
Where is La Lindosa Park? It’s in
Guaviare.
Where is Leticia? It’s in
Amazonas. T1 33
Where is Tatacoa Desert? It’s in
Huila.
Where is the Coffee National
Park? It’s in Quindío.
4. Write Look at the tourist ads. Then, design one about a place in your town or city.
Old-Fashioned? Yes! Modern? That too!
Visit San Andrés.

It’s beautiful and relaxing!
Visit Bogotá: Always fun.
In Leticia…
enjoy exciting
In Zipaquirá, live activities. It’s
an interesting and never boring
peaceful experience. here!
Look at the words. Then, write your own word using a

5. Write special style. Share it with a friend.
Study Tip
You can learn
vocabulary by drawing
Happy pictures of words.
Ask your classmates questions about their town.

6. Speak Then, complete the chart.
Question Friend’s name Yes, it is. No, it isn’t.

Is your town fun?
13 4
Is your town boring?
Is your town old-fashioned?
Is your town modern?
Is your town stressful?
Is your town noisy?
Is your town quiet?
Is your town crowded?

4. Write Grammar Box Extra Activity (35 minutes)

Descriptive adjectives Have students create a postcard
(60 minutes)
Descriptive adjectives (boring, to a friend about a place they’re
▪▪ Read the rubric. interesting, exciting, etc.) are used visiting. Tell them to describe and
▪▪ For this exercise students to describe an object, a place or draw the place. Use the model
need cardboard, markers and a person: text below.
pencils.
▪▪ Bring to class some The film is interesting. Draw Dear ____________,
advertisements from here How are you? I’m
magazines and put them on The adjective can come at the fine. Right now I’m
the board. end of a sentence or before a in _____________.
▪▪ Ask students what the noun: It’s a _____________,
advertisements are about, _____________ place.
what colours there are, and if The house is beautiful. Please say hello to
they would like to buy or try everybody!
It’s a beautiful house.
any of the products. Discuss
as a class that the idea of an
advertisement is to make a Love,
product, a place or a concept ________________
appealing to the public.
5. Write
▪▪ Students look at the (15 minutes)
advertisements in the
▪▪ Read the rubric. 6. Speak
textbook. What are they about?
Are they colourful and is the
▪▪ Students look at the words.
▪▪ Discuss how they are (30 minutes)
message clear? What words do
these ads use? illustrated to express their ▪▪ Read the rubric.
▪▪ Highlight the words
meaning. Is the word ‘exciting’ ▪▪ Go over the adjectives in
exciting? the questions and make sure
and expressions in the
advertisements. Clarify ▪▪ Students work individually. students know their meaning.
meaning by using movements, They choose one of the Use pictures and gestures to
pictures, and taking advantage adjectives presented in represent the meaning of new
of cognates. lessons 1 and 2 and write it vocabulary.
with a design that reflects its ▪▪ Practise asking some students
Extra Activity (20 minutes) meaning. two or three of these
Students discuss the following
▪▪ Students share their work with questions.
questions:
a partner and then as a class. ▪▪ Students walk around
the classroom asking the
Do all the words in the
Study Tip questions and taking notes.
advertisements in exercise 4
have a positive meaning in this Explain that drawing pictures ▪▪ Discuss the results as a class.
context? (Yes, they do.) of words or writing them in a ▪▪ You may want to include other
meaningful way is useful to adjectives such as ‘interesting’,
Do they transmit the message
learn words, because writing ‘beautiful’, ‘busy’, ‘organized’,
vividly? (Yes, they do.)
and drawing stimulate the and ‘quiet’.
Which words could have a visual memory.
negative meaning in a different Extra Activity (20 minutes)
context? (boring, old-fashioned)
Write the results of the students’ T1 34
questions and then ask students,
▪▪ Have students work in groups in groups, to draw a chart/graph
and design an advertisement to illustrate the results. Then, ask
about a place in their town. questions, such as: Which question
They should use some of did most students agree with?
the descriptive adjectives
mentioned.
▪▪ Each group presents their
advertisement.
module 4 // Unit 1
Read a newspaper article. Discuss in groups if you
7. Read agree or disagree with the article.
The Problem of Living in a Big City:

How Can Citizens Help?
Help!
• Respect traffic signs.
• Report dangers. Study Tip
• Use buses. Use a dictio
nary
• Recycle rubbish. to find key
words.
• Respect others. Put the ide
as in
a sentence
to try
to see what
Living in a big city can It can also be positive. the
words mea
be a problem: traffic, A big city has libraries, n.
crime, noise, rubbish … museums, restaurants,
parks and sports centres.
Your city’s your

responsibility, too! Help
to make your city the
place you want it to be!
Listen to students talk about their towns and take notes.

73 8. Listen Then, give your opinion.
21st Century Skills

What are the positive and
negative things about your
town?
135 1. Andrea’s from… She likes her town. / She

doesn’t like her town. Her town is ….
2. Jason’s from… He likes his town. / He
doesn’t like his town. His town is…
3. Ricardo’s from… He likes his town. / He
doesn’t like his town. His town is…
I like / don’t like my town. My town is…

7. Read 8. Listen Extra Activity (20 minutes)
(30 minutes) (30 minutes) track 73 Have students write a similar

newspaper article about their
▪▪ Read the rubric. ▪▪ Read the rubric. town or city. Use the text below
▪▪ Discuss with students ▪▪ Have students look at the as a template for students to
what kind of text this is (a photos and guess where the complete. Explain that their
newspaper article). Students people live. Is it a rural or an article should have a title and
look at the photos and urban place? photos or drawings.
describe them. ▪▪ Go over the question so that
▪▪ They read the article’s students know what to listen ____________ Help!
title. What are some of the for in the audio. (Title) • ____________
problems of a city? ▪▪ Students listen at least twice Living in a big • ____________
▪▪ Ask how they can contribute and take notes. Then, compare city can be • ____________
to make their city better. their answers in pairs. a problem:
You can help
▪▪ Ask students to use the ▪▪ Students write and express ____________.
your city!
dictionary only to find the their own opinion about their It can also
meaning of necessary words. town. be positive.
Otherwise, they should try to ____________
understand the context. 21st Century skills
▪▪ Ask additional comprehension Critical Thinking
questions: Discuss as a class the positive and
a. What are some of the negative aspects of their town.
problems of living in a What can they do to help?
city? (noise, crime, traffic,
rubbish)
b. What are some of the Answer Key
positive aspects of living in a. Andrea is from Ráquira in
a city? (There are libraries, Boyacá. She likes her town.
museums, parks, and sports Her town is beautiful.
centres.) b. Jason is from San Gil,
c. Do they agree with the Santander. He likes his town. It
suggestions provided? What is big and it’s never boring.
else can they do? c. Ricardo is from Cali. He likes
d. Is it true that their city or his town. It is interesting.
town is their responsibility
too?
Audio Script
▪▪ Students read the text again
Andrea: Well, I’m from Ráquira
73
and underline the actions they in Boyacá…
do to help their city. Then Jason: Do you like your town?
compare in groups. Andrea: Yes, I do. It’s beautiful, but
there are a lot of tourists!
Study Tip Jason: I’m from San Gil in Santander.
We also have a lot of tourists.
Explain that when reading
Paula: And do you like San Gil?
a text it is not necessary to Jason: Sure! I do a lot of activities
know every single word but outside. The town’s never boring!
to understand the idea. The Ricardo: I’m from Cali. It’s a big city. T1 35
dictionary is valuable tool to Andrea: Do you like it?
clarify the main idea of a text. Ricardo: Yes, I do. There are a lot
of restaurants. It’s stressful
sometimes, but it’s an interesting
place.
Preparing Your Task » I Know My Town

Listen and look at Pablo’s presentation of his town.
74 1. Listen Then, ask and answer questions with a partner.
My city, Popayán a. Does he present a map?
by Pablo Talero Velasco, grade 6th Yes ✔ No

b. Does he talk about his town?
Where is it? It’s in Cauca.
Yes No
Description: peaceful, interesting
Favourite place: Humilladero Bridge c. Does he say his favourite place?
Something special: I can buy fruit on Yes No
the street.
The people: kind and happy d. Does he say what he likes?
Yes No
e. Does he talk about people in his town? Final task
Yes No activity!
f. Does the presentation have pictures?

Yes No
2. Speak In groups, play charades.
136 busy crowded fun hard-working
Study Tip
modern noisy
organized kind Using physical
movement helps you to
remember new words.
old-fashioned
disciplined
boring
Box of Words

1. Listen 2. Speak
▪▪ Explain that students ▪▪ Review the words and make
are going to listen to a sure students know their
presentation. meaning.
▪▪ Have them look at the images ▪▪ Divide the class into groups
and discuss the following and have them write these
questions: words on separate pieces of
a. What is the presentation paper. You can include other
about? words such as ‘active’, ‘quiet’,
b. Do you think Pablo’s ‘noisy’, ‘exciting’, ‘relaxing’ and
materials for the presentation ‘serious’.
are appealing? ▪▪ Explain that to play ‘Charades’
c. Do Pablo’s visual materials they can only use movement
reflect the contents of the and gestures.
notes? ▪▪ A student picks a word and
▪▪ Explain that students are reads it without showing it to
going to evaluate Pablo’s the rest of the group.
presentation and check if he ▪▪ The student acts out the
has all the information in the meaning of the word and
questions. the rest of the group tries to
▪▪ Quickly review the questions guess. If they guess, they get
and clarify any language. a point.
▪▪ Students listen to the ▪▪ The group with the most
presentation two or three points wins.
times and check the questions
in pairs. Study Tip
▪▪ Students discuss the Explain that physical movement
questions in the checklist in is another way to learn and
groups. Explain that at the end remember words.
of the module they are going
to make a similar presentation
about their department, and Extra Activity (20 minutes)
that this exercise can be used
Practise this vocabulary by giving
later on as a model for their
students a list of the words
own presentations.
written in a ‘secret’ code. Have
them work in groups and ‘crack’
Answer Key
the code as fast as they can, using
a. Yes. c. Yes. e. Yes.
the clues. Example:
b. Yes. d. Yes. f. Yes.
25 12 15 6 11 4 (boring)
The code is
Audio Script
Pablo: OK… So… Hello… My
74 a=24, b=25, c=26,
name’s Pablo and I’m from
d=1, e=2, f=3 etc. T1 36
Popayán, Cauca. Here’s Cauca…
and here’s my city, Popayán. I
like my town. It’s peaceful and
interesting. My favourite place in
Popayán is Humilladero Bridge. It’s
beautiful. Something special that
I like about my town is that I can
buy fruit on the street. People in
Popayán are kind and happy.
module 4 // Unit 1
3. Speak Look at the places and describe them.
Pereira, Risaralda Turbo, Antioquia Manizales, Caldas
Pereira’s interesting but

very busy. Turbo is…
4. Read Read about Serranía de la Macarena and complete the flow chart.
Serranía de la Macarena
Five Colours River Serranía de la Macarena is in the department

of Meta. There are mountains here and there
are lots of different animals: anteaters, deer,
monkeys, jaguars and many species of birds
and insects.
You can explore the famous River of Five

Anteater
Colours, the Caño Cristales River. It’s beautiful.
137
Deer
Place: There are I can visit This place is

3. Speak 4. Read
▪▪ Students look at the photos. ▪▪ Students look at the photos
Do they recognize any of the in the brochure and read the
places? title. What kind of place is
▪▪ Go over the model provided. this? Do they know these
▪▪ Discuss the positive and animals?
negative aspects that each ▪▪ Go over the titles in the flow
place may have. chart so that students know
▪▪ Students use the same what to look for in the text.
technique to describe their ▪▪ Students read the text and
own town. complete the flow chart.
Discuss the answers as a class.
Students work in pairs. One Answer Key
student describes a place (this Place: Serranía de la Macarena
could be one of the places in There are: mountains, animals,
exercise 3 or another place birds and insects
in their country or another I can visit: the River of Five
country). The other student has Colours and the Caño Cristales
to guess the place their partner is River
describing. This place is: beautiful
Extra Activity (60–90 minutes)

In groups, students choose and
research a Colombian national
park and design a brochure similar
to the one in exercise 4. Tell them
to include drawings or pictures
and to use the structures and
vocabulary studied throughout
the unit. Then, have each group
present their brochures.
T1 37
Final task
5. Write In groups, research your department and complete the chart. activity!
My department is: This is the flag of my department:
Some towns in my department are: An important product in my department is:
An important person in my department is: A typical animal in my department is:
6. Write Make a map of your department in Colombia. Show and tell.
1. Draw the 2. Cover the map

map on with plasticine.
some cardboard.
3. Create the 4. Make signs to

mountains or
any other things
indicate where
your town or
Ibagué
you think other important
are important. places are
located.
5. Present your map.

This is the Department
of Tolima. Some Final task
13 8 activity!
important places are…
75 7. Speak Say the tongue twister. Who can say it faster?
In my country there are treasures, treasures and

parks, mountains, rivers and stars in the dark.

5. Write 6. Write 7. Speak

▪▪ This exercise is part of the ▪▪ This exercise is also part of ▪▪ Through this tongue twister
module’s final task. For this the module’s final task. Make students begin to recognize
reason, it is important that sure students save it for their the different pronunciation of
students save it until the end final presentations. the /s/ sound.
of the module. ▪▪ Students trace the silhouette ▪▪ Students listen once and then
▪▪ Students work in groups and of the map of their read the tongue twister aloud
complete the chart. department on the cardboard. slowly.
▪▪ Students show it to the class. ▪▪ Then, they put plasticine along ▪▪ They listen again until they
the borders and geographical feel confident with the words.
features of the map (for ▪▪ Students take turns trying to
instance, use green plasticine repeat the tongue twister as
for any forests or fields, yellow fast as they can.
for deserts and blue for bodies
of water). Audio Script
▪▪ Students model mountains In my country there are
75
and other particular traits of treasures, treasures and parks,
their department. mountains, rivers and stars in
the dark.
▪▪ Making flags, as indicated
in the instructions, students
mark important places of their Extra Activity (10 minutes)
department.
Play a game. Use the tongue
▪▪ Check the model provided
twister in exercise 7, or find
and have groups present their
another from the internet, and
maps.
time the students as they try to
say it. The student who says the
tongue twister the quickest is the
Run a class vote to find out winner.
students’ favourite model and
presentation.
T1 38
Check Your Progress
1. Speak Read and describe to a partner.

a. Shakira is .
b. El Chicharito is .
STARS WITH A CAUSE
JACKIE CHAN: c. Taylor Swift .
SHAKIRA: An actor from
She sings, Hong Kong who
helps to build
d. Jackie Chan .
dances and
helps children. schools.
JAVIER HERNANDEZ
TAYLOR OR 'CHICHARITO':
SWIFT: A football player from I can talk about
The singer who Mexico who works
wants to stop
nationalities.
with UNICEF.
bullying.
Very well
76 2. Listen Listen and complete. Quite well
a. Lucía’s from . With difficulty
She likes her city. She doesn’t like her city.

Lucía thinks her city is .
b. Hernán’s from .
I can describe places.
He likes his town. He doesn’t like his town.
Hernán thinks his town is .
Very well
c. Lorena’s from .
She likes her city. She doesn’t like her city. Quite well
Lorena thinks her city is .
With difficulty
3. Speak Write and tell a partner about your town.
13 9 I’m from . It’s in the Department of .

My town’s and . I can identify cultural
My favourite place is . characteristics.
In my opinion, people in my town are and

. Very well
Quite well
I can ask for and give information about my town.

With difficulty
Very well Quite well With difficulty


▪▪ Bring to class different ▪▪ Students listen twice to the ▪▪ Students work in pairs, take
magazines and ask students track, take notes and compare notes and use them to talk
what the magazines are their answers in pairs. about their town.
about, who appears in them, ▪▪ After they finish the exercise, ▪▪ After they finish the exercise,
etc. What is the presentation help them reflect on their help them reflect on their
about? performance in the exercise performance in the exercise
▪▪ Students look at the magazine and complete their reflection and complete their reflection
article and say if they chart. chart.
recognize any of the stars
presented. Answer Key
▪▪ Students read the article’s a. Lucía is from Bogotá. She
title. What is about? What likes her city. She thinks it is
kind of information will interesting and busy.
probably appear? b. Hernán is from Guatapé. He
▪▪ They read the texts and likes his town. He thinks his
complete the sentences town is fun.
with the nationalities of the c. Lorena is from Pasto. She
characters. doesn’t like her city very much.
She thinks it is old and cold.
Talk about other famous people Audio Script
and their good work. Lucía: My name’s Lucía and I live
76
Some additional examples are in Bogota. I like my city. I think it’s
Angelina Jolie or Brad Pitt who an interesting and busy city. There
help with UNICEF, and Emma are lots of things to do. You can
visit museums and there are good
Watson who fights for women’s
places to eat.
equality.
Hernán: My name’s Hernán and
I’m from Guatapé. Guatapé is a
▪▪ After they finish the exercise, beautiful town. I like my town
help them reflect on their because it’s fun. You can go
swimming in the lake or go on a
boat.
and complete their reflection Lorena: My name’s Lorena and I live
chart. in Pasto. My city’s OK but it’s very
old. I prefer modern cities. It’s
Answer Key also quite cold. I always wear a
a. Colombian. sweater.
b. Mexican.
c. American.
d. Chinese.
T1 39
Unit » 2
Objectives
» I can describe weather conditions.
» I can understand details about the
weather in short, spoken texts.
» I can describe clothes.
Weather Changes » I can exchange information about my
home city and country.
In Context » What’s the Weather Like Today?

77 1. Read Listen and read.
It’s sunny. It’s snowing. It’s raining. It’s windy.
It’s hot. It’s cold. It’s stormy. It’s cloudy.
2. Speak Look and describe.
140
1. 2. 3.
What’s the weather
like in picture 1?
It’s sunny and

it’s hot.

Unit 2 Weather Changes

Unit Objectives
Exchange information about characteristics of people and places through questions
Basic standards of competences and sentences.
Produce simple sentences, orally and in writing, about places and their weather.
Vocabulary Weather and seasons; Clothes
Adjectives to describe the weather; Present continuous to describe what one is

Grammar
wearing
1. Read 2. Speak Extra Activity (60 minutes)

(20 minutes) track 77 (30 minutes) Students make their own
‘weather painting’ using
▪▪ Read the rubric. ▪▪ Read the rubric. cardboard and poster paints or
▪▪ Students look at the pictures ▪▪ Students look at the paintings watercolours. Have students
of different types of weather. and read the titles, authors work individually. Tell them to
▪▪ Play the audio once and and dates. give their work an evocative title.
have students repeat each ▪▪ Students say how they feel Have them present their paintings
sentence. when they look at these and describe the weather or
▪▪ Check students’ pronunciation. paintings (happy, nervous, sad, you can make an art exhibition
worried, etc.) and have the class describe the
Audio Script ▪▪ Review the model and weather in the paintings.
It’s sunny.
77 practise with a student.
It’s snowing. ▪▪ In pairs, students ask each
It’s raining.
other questions about the
It’s windy.
paintings. Then, switch roles.
It’s hot.
It’s cold.
It’s stormy. Answer Key
It’s cloudy. 1. It is sunny.
2. It is stormy, windy, and rainy.
3. It is rainy.
Ask students to say what the
weather is like today and then
tell them to work in pairs and ask
each other what the weather is
like in different countries.
T1 40
module 4 // Unit 2
3. Read Mark whether the weather is good (✔) or bad (✘) to do the activities.
Monday Tuesday Wednesday Thursday Friday
play football fly a kite do arts and crafts run play chess
4. Write Complete the chart. Then, tell a partner.
Antonio Nariño Middle School

Integration Week 21st Century Skills
· Collaborating
Monday Tuesday Wednesday Thursday Friday
Weather Weather Weather Weather Weather Does your school have an
Integration Week?
Do you participate in it?
It’s
raining.
Activity: Activity: Activity: Activity: Activity:
watch TV
5. Read Read and describe the weather.
The flowers dance

141 after the rain. 21st Century Skills
It’s green. It’s green. Image · Creative Thinking
The grass smiles To come
What words are used in these
after the rain.
poems to describe
It’s clean. It’s clean.
the weather?
I watch the clouds: I can’t play today.
an elephant there, I can’t. The wind
a bear. They now blows hard. It’s dark.
become grey and I watch the rain
black, a tiger in pour down.
the sky. I can’t play today.
I can’t.
3. Read 4. Write Answer Key

Clues to the weather in each
(40 minutes) (40 minutes) poem (1: clouds and the fact that
▪▪ Read the rubric. ▪▪ Read the rubric. there are many shapes, indicate
▪▪ Students look at the weather ▪▪ As a class, elicit activities that it is cloudy. 2: after the rain,
icons and read the words students would like to do green, smile, clean indicate a
underneath. during an Integration Week at sunny day after raining. 3: can’t
▪▪ Students practise the meaning their school. play, wind blows, darkness,
of the weather icons by using ▪▪ Students work in groups and pouring rain indicate a stormy
body movements and sound write an activity and draw a day.)
(for instance, you can shiver weather icon for each day.
to explain the word ‘snowy’, or ▪▪ They think of weather 21st Century skills
you can blow and move your conditions that will be perfect Creative Thinking
arms to clarify the meaning of for each activity or that won’t
‘windy’). Read the text and questions.
interfere with it.
Highlight some of the words that
▪▪ Students look at the weather ▪▪ Discuss as a class and decide
are used to describe the weather
and say if the conditions are which activities are the most
(e.g. elephant, bear, tiger, dance,
good for the activities. popular.
smiles, clean) and ask students
▪▪ Students rearrange the
to suggest why the writer chose
activities to match the Extra Activity (20 minutes)
these words. Students suggest
weather conditions. Students read the title of the alternatives to the words used.
▪▪ Use questions such as: Why bulletin board and discuss the
can’t you play football on following questions:
Monday? What can you do What’s an Integration Week? (A Extra Activity (60 minutes)
instead? week of different activities so Students write their own weather
that students interact with each poem using the Word Bank
Answer Key other.) below:
Monday: not good
Tuesday: good Who participates? (All students of
the school.) Word Bank
Wednesday: good
Thursday: good What are other events that help blow, fall, see, pour, shine
Friday: good students to interact with each other? cold, hot, fresh, new, tired
(A sports week, a reading week, a sky, flower, leaf, mountain, river
field trip, etc.)
Grammar Box Use pictures and gestures to
Adjectives for describing weather make the words clear. Then,
Remember that the words rainy, 5. Read divide the class into groups
windy, cloudy, snowy, sunny, and (45 minutes) and explain that they are going
stormy are adjectives and can be to write a poem similar to the
used as follows: ▪▪ Read the rubric. ones in exercise 5. The idea is to
▪▪ Students look at the pictures write about the weather without
Today is a rainy day. and describe them. What’s the explicitly saying what the weather
It’s rainy. weather like? is like. They can use the words
▪▪ Read the poems as a class. in the Word Bank if necessary
▪▪ Make students pay special but they can also use other
Extra Activity attention to the way some vocabulary they know. Groups T1 41
of the lines are formed. read their poems to the class;
(10 minutes x 5 days)
For example, in the first the other groups guess what the
Students keep a weather journal weather is like.
poem, there are incomplete
for one week. They write the name
sentences. This is fine in
of each day on a piece of paper,
poetry and strengthens
and draw and write a weather
images or ideas.
icon for each day. Each day, have
students describe the weather.
78 6. Listen Listen to the weather forecast and match the places with the weather.
21st Century Skills

· Communicating
What can you do when it’s

a. Pasto b. Armenia sunny? What can you do
when it’s raining?
c. Riohacha d. Bogotá
78 7. Listen Listen again and write the temperatures.
Pasto: Useful Words

Riohacha: 11 eleven 21 twenty-one
12 twelve 22 twenty-two
Armenia:
13 thirteen 30 thirty
Bogotá:
14 fourteen 40 forty
15 fifteen 50 fifty
16 sixteen 60 sixty
17 seventeen 70 seventy
18 eighteen 80 eighty
19 nineteen 90 ninety
20 twenty 100 one-hundred
8. Speak Describe today’s weather.
142 Good morning! This is the weather.
Today in… the weather is…

The temperature in… is…
Today in… We have a… day.

6. Listen 7. Listen 8. Speak

(15 minutes) track 78 (10 minutes) track 78 (40 minutes)
▪▪ If possible, bring to class a ▪▪ Play the audio from exercise 6 ▪▪ Students look at the image
map of Colombia and highlight again. and discuss the following
the cities. ▪▪ Students listen again and questions as a class:
▪▪ Students look at the weather focus on the temperature in a. What does a weather
icons and describe the each city, then compare their presenter do?
weather. answers with a partner. b. What’s the weather like in the
▪▪ Play the audio. Students listen cities presented?
and focus on the weather for Answer Key ▪▪ Go over the models provided
each city. Bogotá 16°, Riohacha 31°, and practise with a student.
▪▪ Explain that it doesn’t matter Armenia 22°, Pasto 14°. ▪▪ Students work in pairs and
if they can’t understand all the prepare their own weather
information. The objective is report.
to get the information they ▪▪ Students present their
are looking for. Play bingo. Prepare cards forecast to the class.
▪▪ Check answers as a class. with six different numbers or
temperatures (from 11 to 100). Extra Activity (10 minutes)
Answer Key Call out different numbers. The
Run a class vote to find out
Bogotá: stormy. Riohacha: sunny. first student to cross out all of
students’ favourite weather
Armenia: cloudy. Pasto: rainy. their six numbers, calls out ‘Bingo’
report.
to win the game.
Audio Script
Woman: Good morning! This is
78
Colombian News. First, we take a
look at the weather. Here’s Wilson
with the weather forecast for
today. Good morning, Wilson.
Man: Good morning, Piedad. Today,
it’s stormy in Bogotá. It’s also
raining today. The temperature is
16 degrees. In Riohacha, it’s sunny
and the temperature is 31 degrees.
In Armenia, it’s cloudy today and
the temperature is 22 degrees.
In Pasto, it’s raining and the
temperature is 14 degrees. That’s
all for the weather news, now back
to you!
21st Century skills

Communicating
Read the text and questions. Talk
about the importance of enjoying T1 42
each day no matter what the
weather is like. There are many
activities that can be done on a
sunny or rainy day.
module 4 // Unit 2
Expanding Knowledge » What Are You Wearing Today?
Imagine a trip to one of these places in Colombia. Say what clothes
1. Speak you will take.
Tunja Guatapé Cali Santa Marta

Temperature: 13°C Temperature: 18°C Temperature: 15°C Temperature: 25°C
shirt sweater underwear trousers socks t-shirt scarf
blouse jacket shorts skirt shoes hat dress
I want to go to Tunja…
In Tunja, it’s cold… In Tunja, you
wear a sweater or a jacket…
14 3 You don’t wear shorts because

it isn’t hot!
What do you wear in…?
2. Write Complete the paragraph. Then, tell a partner.
In general, the weather where I live is with a

temperature of degrees. Today is
I usually wear .

1. Speak Grammar Box: 2. Write

Present continuous
We use the present continuous
▪▪ Read the rubric. to say what we’re doing now. To ▪▪ Read the rubric.
▪▪ Students read the title of the describe how we are dressed at ▪▪ Students practise the
lesson. Explain its meaning by the moment of speaking, we say vocabulary related to clothes
describing and showing what ‘I’m wearing’. and personalize it with
you are wearing today: Today, Remember that the present information related to the
I’m wearing a shirt and trousers, continuous is formed with the weather in their own town.
etc. present form of the verb to be, ▪▪ Students work individually.
▪▪ Students imagine they are as an auxiliary verb, and the ▪▪ They share their paragraphs
going on a trip. Ask: What is continuous form of the verb (-ing) in pairs.
important to consider before form.
a trip? (The destination and Extra Activity (10 minutes)
its weather, the clothes they I am/’m Run a class vote to find out
are bringing, where they are students’ favourite paragraph.
staying, etc.) You are
Each student presents their
▪▪ Elicit ideas and write them on
He/ She/ It is/’s wearing a paragraph and the students vote.
the board.
jacket.
▪▪ Students look at the photos
and discuss if they know We are/’re
where these places are.
They are/’re
▪▪ Students look at the weather
icons and describe the
weather in each place.
▪▪ Review the model and
questions and give examples.
▪▪ In groups students choose one
of the places and decide what
clothes they have to bring
according to the weather.
Suggested answers
If you go to Tunja, you need
underwear, a shirt/blouse,
trousers, socks, a scarf, a jacket,
shoes.
If you go to Zapatoca, you need
underwear, a t-shirt, trousers /
skirt, socks, shoes, a jacket.
If you go to Villavicencio, you
need underwear, a t-shirt, shorts/
skirt, a dress.
If you go to Cucunubá, you
need underwear, a shirt/blouse,
trousers, socks, a scarf, a jacket, T1 43
shoes.
3. Write Complete the chart with what your friends are wearing today.
Friend’s name Clothes

, ,
, ,
, ,
4. Speak Read and answer the questions.
What’s the weather like in the different seasons? What clothes are the people wearing?
Which weather is more similar to the weather in your hometown?
Other Useful spring

Words:
autum n
hot cold
summe r
winter
warm cool
5. Read Describe the weather for each season.
Spring: In spring, the weather is . Summer: In summer, it is .

It can be too. The temperature is . It can be too. The temperature is .
Autumn: In autumn, the weather is and . Winter: In winter, the weather is

The temperature is . and the temperature is very .
144
6. Read Read and tick (✔) true (T) or false (F).
We have seasons because the Earth moves around the sun. When certain parts of the
Earth are close to the sun, they are warm.
The Earth moves, so when it’s summer in the northern hemisphere, it’s winter in the
southern hemisphere.
Some regions of the Earth do not have the four seasons; for example, the areas in the
poles and the areas in the middle. Colombia does not have the four seasons because it
is in the Equatorial zone of the earth. In Colombia, the weather depends on the altitude
and each region has a relatively permanent temperature during the year.

▪▪ Students discuss which

3. Write weather is more similar to 6. Read
(25 minutes) the weather in their town (35 minutes)
and what clothes they usually
▪▪ Before doing the exercise, wear. ▪▪ Read the rubric.
students describe what a ▪▪ Students read the text and
friend is wearing today. (If Suggested answers use a dictionary to find the
your school has a uniform, In spring the weather is warm. meaning of the words in red.
students draw themselves The mother is wearing a hat, Discuss them as a class.
wearing their favourite clothes trousers and a blouse. The girl is ▪▪ Go over the sentences as a
and then do the exercise as wearing a blouse and trousers. class.
follows.) In summer the weather is hot. ▪▪ Students read the text again.
▪▪ Read the rubric. They are wearing swimsuits. ▪▪ In pairs, they decide if the
▪▪ Students practise the In autumn the weather is cool. sentences (a–e) are true or
vocabulary related to clothes The children are wearing jackets, false.
by describing what their sweaters, and trousers. One girl is
classmates are wearing today. wearing a hat and a scarf. Answer Key
▪▪ They walk around the In winter the weather is cold. a. F, b. T, c. T, d. F, e. T.
classroom asking three friends The girl is wearing a jacket, a hat,
and taking notes. gloves, a scarf and trousers.
▪▪ Students report back their Extra Activity (40 minutes)
answers. Students make a collage about
5. Read the four seasons. They can do
Extra Activity (40 minutes) this in pairs or groups. They
(15 minutes) need magazines, newspapers,
Have students research the
typical costumes of another ▪▪ Read the rubric. cardboard and marker pens. Have
country. They find a picture and ▪▪ Students do this exercise students divide the cardboard
draw the costume, then describe individually or in pairs. into four sections, one for each
the clothes. You may want to ▪▪ They read the sentences using season. Then, have them find
consider the following traditional the images as cues. pictures that reflect the weather
costumes: and clothing of each season.
▪▪ Students share their answers They cut them out, stick them
a. Japanese kimono as a class.
b. The traditional Bavarian on the board and write a short
costume from Germany. description. Have students
Answer Key
c. The traditional Inca costume present their collages to the class.
In spring the weather is sunny. It
from Peru. can be rainy too. The temperature
Students present their drawings is warm.
to the class. In summer it is sunny. It can be
stormy too. The temperature is
hot.
4. Speak In autumn the weather is windy
and rainy. The temperature is
(25 minutes) cool.
▪▪ Students read the instructions In winter the weather is snowy
of the exercise first. and the temperature is very cold.
▪▪ Students look in groups at
the photos and describe the
T1 44
weather and the clothes the
Students write a text similar
people are wearing.
to the one in exercise 5. They
▪▪ Go over vocabulary in the
describe each season using similar
Useful Words box to describe
logos. They then read their texts
the temperature during each
to a partner. The other students
season (for example: ‘In spring,
must guess which season they are
the weather is rainy and cool.’)
describing.
▪▪ Students read the questions.
module 4 // Unit 2
True False
a. Colombia has four seasons.
b. The seasons depend on the Earth’s movement around the
sun and on itself.
c. When a region in the Earth is close to the sun, it is warm.
d. Colombia is in the polar zone of the Earth.
e. In Colombia, the weather depends on the altitude.
79 7. Listen Listen to some children from around the world and complete the chart.
Name: Name: Name:

Place: Place: Place:
Weather: Weather: Weather:
Clothes: Clothes: Clothes:
Month: Month: Month:
Look and be one of the people. Talk about the clothes you’re wearing
8. Speak and describe the weather.
145 Jocelyn
Natalie
Fernando Dhruv

7. Listen 8. Speak
▪▪ Students look at the photos ▪▪ Students look at the flags and
and describe the clothes the identify where the children in
children are wearing. Can they the photos are from.
guess the season? ▪▪ Students work in groups of
▪▪ Play the audio. Students listen four and write notes about
and take notes. each child using the notes
▪▪ Students compare their from exercise 7 as a model.
answers in pairs. ▪▪ They pretend they are one of
the children in the photos.
Answer Key ▪▪ Encourage students to be
Angie: Australia, sunny, t-shirt, creative and include extra
December. Susan: Chicago, information.
windy and cool, hat and sweater,
October. Yoshi: Japan, sunny and Suggested answers
cool, sweater, April. My name is Natalie. I am from
the United States. I am American.
I am wearing a hat and a jacket.
Audio Script
Australian girl: Hello! My
79 The weather is cold and snowy.
It’s winter.
name’s Angie and I live in Australia.
My name is Fernando. I am from
It’s December now and it’s sunny
and very, very hot! I wear a T-shirt Brazil. I am Brazilian. I am wearing
every day. a t-shirt and a shirt. The weather
American girl: My name’s Susan. I live is cloudy and windy.
in Chicago. Right now, it’s October. My name is Jocelyn. I am from
The weather’s windy and cool. I’m New Zealand. I am a New
wearing a hat and a sweater. Zealander. I am wearing a dress.
Japanese boy: Hi! My name’s Yoshi The weather is rainy.
and I’m Japanese. It’s now April in My name is Dhruv. I am from
Japan. It’s sunny and cool. I wear a
India. I am Indian. I am wearing a
sweater every day!
t-shirt. The weather is sunny.

Students listen to the audio
Students look at a world map
again and discuss in groups the
and choose another country.
questions below:
They research the weather and
What month does Angie mention? pretend they are living there for
(December.) a time. They take notes and then
What season is it? Why? (It’s describe the weather and the
summer, because Australia is in the clothes they have to wear.
southern hemisphere.)
According to Angie, what’s summer T1 45
like in Australia? (It’s very hot.)
What month does Susan mention?
(October.)
What’s the season? (It’s autumn.)
What month does Yoshi mention?
(April.)
What’s the season? (It’s spring.)
Preparing Your Task » What’s the Traditional

Costume in your Region?
Look at the pictures. Discuss where the people are from and what
1. Speak they are wearing.
Colombian Festival
2. Speak In pairs, discuss the questions.

21st Century Skills
a. What’s the weather in your region like? · Communicating
b. What’s the traditional costume in your region?
c. What’s the name of a traditional dance in Do you ever wear the traditional
your region? costume of your region?
14 6

1. Speak 2. Speak
▪▪ Discuss with students what a ▪▪ Students discuss the
festival is. (An event in which questions in pairs. Students
an aspect or different aspects talk about the weather, the
of a culture are celebrated.) traditional costumes, and
▪▪ Students look at the photos a traditional dance of their
and say where the people region.
might be from. ▪▪ If they don’t know the
▪▪ Students look at the photos answers, students research
and describe the clothes. and find out more about a
▪▪ Discuss the answers as a class. traditional costume and dance
of their region.
21st Century skills ▪▪ Students share ideas a class.
Communicating
Read the text and questions. Extra Activity (45 minutes)
Students discuss in groups the Have students research one
questions below: of the dances presented in
Are there any festivals where exercise 1. If possible, have
they live? them watch a video about it
What do people usually wear? and try to imitate it. This can be
What do they do and eat? a fun activity done in groups.
Is there a special music during the You can also give each group
event? one of the dances and, using
the corresponding music, have
each group dance. Students also
describe the clothes they need
for each dance.
T1 46
module 4 // Unit 2
3. Write Label the clothes. Then, compare with a partner.
Traditional Dress For Joropo In Los Llanos Orientales
Word Bank ___________________________

dress
hat
jacket
trousers ___________________________
shoes
___________________________
___________________________ ___________________________
80 4. Speak Look, listen and compare.
Word Bank
kilt
turban
necktie
bowtie
Draw the traditional costume of your region. Label the clothes and
5. Speak describe them.
The traditional costume of

147 my region is…
Final task activity! The woman wears… and the
man wears…

▪▪ Students look at the photo ▪▪ Go over the words in the ▪▪ This exercise is part of the
and describe what the man Word Bank and use the module’s final task. Make sure
and woman are wearing. photos to clarify their students save it for their final
▪▪ If possible, have students meaning. presentations.
listen to the music from this ▪▪ Students look at the photos ▪▪ Students need paper and
dance. and describe the clothes. coloured pens.
▪▪ Students work individually and ▪▪ Discuss the following ▪▪ In pairs, students draw the
write the names of different questions: traditional costume of their
clothes. a. Where do they think these region and label the different
▪▪ They compare their answers people are from? clothes.
with a partner. b. Do they recognize any of ▪▪ Go over the model provided
these dances? and have students describe
Answer Key c. Do any of these dances their drawings.
Woman: headdress, skirt. look similar to a traditional
Man: hat, shirt, trousers, Colombian dance? Extra Activity (10 minutes)
espadrilles. ▪▪ Play the audio. Students Run a class vote to find out
listen to the music and decide students’ favourite drawing.
whether the music sounds
are similar to any traditional
Colombian music.
▪▪ Discuss as a class.
Audio Script
Argentinian tango music.
80
Traditional Scottish music.
Dandia dance music from India.

Have students research a
traditional dance from another
country. They describe the
clothes people wear for dance.
If possible, ask them to listen to
the music and say if it is similar to
Colombian music.
T1 47
6. Read Read Aesop’s Fable and choose the correct message.
The Sun and the Wind from “It’s not working” says
Aesop’s Fables the Wind.
The Sun and the Wind are talking The Sun is now in the sky.
about how strong they are. It is now a sunny day and it
At that moment, a man comes. is very warm.
He is wearing a jacket. The man takes the
“Listen,” the Wind says. “If I make jacket off.
the man take off his jacket, I am “OK. You win,” says
the king of nature.” the Wind.
“OK,” says the Sun. The Sun smiles.
So the Wind blows and blows,
but the man doesn’t take off his
jacket.
a. It’s a good idea to wear a jacket.

b. Kindness is always good. 21st Century Skills
c. The wind has to blow more. · Critical Thinking
Is it better to be kind or strong?
7. Speak Ask and answer the questions. Are you kind to others?
a. What’s the man wearing?

b. What does the Wind do to make the man take it off?
c. What does the Sun do to make the man take it off?
d. Who’s the winner? Why?
8. Write Play Scattergory. Use the chart.
Weather conditions and the seasons Clothes Nationalities Countries
148
9. Listen Listen and repeat.
Tongue Twister
81 The sun shines and the snail hides in the bushes,
in the bushes.
The wind blows and pushes. It pushes!

6. Read 7. Speak 8. Write

▪▪ Discuss what a fable is. (A ▪▪ Students discuss the ▪▪ Divide the class into small
short story, usually about questions in groups. groups.
animals or personified objects, ▪▪ Check answers as a class. ▪▪ Students copy the chart on a
with a moral.) Are students separate piece of paper.
familiar with any other fables? Answer Key ▪▪ Before playing, give one
▪▪ Explain that the purpose of a. The man is wearing a jacket. or two examples of the
this exercise is to find the b. The Wind blows and blows. categories.
moral of the fable. c. The Sun shines. ▪▪ Students write as many words
▪▪ Students read the story in d. The Sun is the winner because as they can for one of the
groups and then choose the instead of being violent, he categories.
best message of the story. was kind and ‘shone’. (In a ▪▪ Each group says their words.
▪▪ Students work in pairs and literal sense when there is The group that has the highest
role-play the story. wind one does not want to number of words wins. If there
take a jacket off, but when is a tie, the group that has
Answer Key there is sun and it’s warm, one fewer spelling mistakes wins.
b. Kindness is always good. (You takes the jacket off.)
▪▪ Do the same with every
get better results when you are category.
kind to others.)
Explore another Aesop’s fable on 9. Listen
21st Century skills kindness: The Lion and the Mouse.
Critical Thinking Use the text below and discuss (25 minutes) track 81
As a class, discuss the questions. with students the comprehension ▪▪ Read the rubric.
What other stories do they know questions. Then, decide if the ▪▪ This tongue twister practises
that transmit this message? moral is similar to the one of The the different pronunciations of
Sun and the Wind. the /s/ sound.
A lion catches a mouse, but the ▪▪ Students listen and repeat the
Extra Activity (20 minutes) mouse begins to cry: ‘Let me tongue twister slowly.
Discuss the questions as a class: go, Mr Lion, and I can help you ▪▪ They listen again until and
another day!’ The Lion laughs make sure they identify the
Who are the characters of the story?
at this idea: ‘Ha! Ha! You, Little different /s/ sounds.
(The Sun and the Wind.)
Mouse, you think you can help me?
What’s the characters’ discussion ▪▪ Students repeat the tongue
OK, go…’ So the mouse escapes.
about? (It’s about their power and twister at different speeds
One day the lion is caught in a net. until they feel confident with
who has more.)
‘Help me! Help me! ’He cries, and the pronunciation.
How does the Wind want to prove the mouse who is near hears and
who has more power? (By making a comes to help the lion. The mouse Audio Script
man take off his jacket.) bites through the net with its teeth 81
The sun shines and the snail
What’s the weather like when and the lion escapes. The lion and hides in the bushes, in the
the Wind blows? (It’s windy and mouse become good friends. bushes.
probably cool.) a. Why does the lion laugh?
(Because he thinks that the The wind blows and pushes. It
What’s the weather like when the
pushes! T1 48
Sun shines? (It‘s sunny and hot.) mouse can’t help him because
it’s very small.)
b. What happens to the lion?
(He’s caught in a net.)
c. How does the mouse help Play a game. Use the tongue
him? (It bites through the net twister in exercise 9, or find
with its teeth.) another from the internet, and
d. What’s the moral of the time the students as they try to
fable? (Every act of kindness say it. The student who says the
is rewarded and every small tongue twister the quickest is the
friend is a great friend.) winner.
Check Your Progress
I can describe weather
Read and complete. Use the words in the conditions.
1. Write Word Bank.
Very well
Monday Tuesday Wednesday

Quite well
Activity for today: Activity for today: Activity for today:

With difficulty
a. On Monday, it’s . A perfect activity for today is .

b. On Tuesday, it’s . A perfect activity for today is . Word Bank
c. On Wednesday, it’s . A perfect activity for today is . flying a kite
playing football
Listen and complete. Then, compare with
82 2. Listen a partner.
reading at the library
ls
I can understand detai
Oxford Bristol Bath London about the we ath er
Temperature: Temperature: Temperature: Temperature: in short, spoken texts.
°C °C °C °C
Weather: Weather: Weather: Weather: Very well
Quite well
Choose a place to go on holiday from exercise
3. Speak 2 and talk about the clothes you need.
With difficulty
I can describe clothes.
Very well Quite well With difficulty
149
I can exchange
4. Speak Ask and answer questions. information abou
t my
home city and co
untry.
Which clothes are A traditional costume

traditional in your region? is…. The man wears… Very well
What do people wear? The woman wears….
Quite well
With difficulty


▪▪ Students look at the weather ▪▪ Students look at the photos ▪▪ Students choose a place from
icons and describe the and describe the weather. exercise 2 and imagine they
weather. ▪▪ Play the audio. Students listen are going there.
▪▪ Students check the chart and at least twice and take notes. ▪▪ Students talk about the
write the activities. ▪▪ Students complete and clothes they need according
▪▪ They decide which activity compare their answers in to the weather forecast.
is the best according to the pairs. ▪▪ Students exchange ideas.
forecast and complete the ▪▪ After they finish the exercise, ▪▪ After they finish the exercise,
sentences. help them reflect on their help them reflect on their
▪▪ After they finish the exercise, performance in the exercise performance in the exercise
help them reflect on their and complete their reflection and complete their reflection
performance in the exercise chart. chart.
and complete their reflection
chart.
4. Speak
Audio Script
Answer Key
Narrator: Good morning!
82 (10 minutes)
a. On Monday, it’s stormy. A
perfect activity for today is
Here’s the weather in England. ▪▪ Read the rubric.
In Oxford, it’s snowing and the
reading in the library. temperature is 0°. It’s very cold! In
▪▪ Go over the model provided
b. On Tuesday, it’s windy. A Bristol, it’s cloudy, the temperature and practise with a student.
perfect activity for today is is 6°. In Bath, the temperature is ▪▪ In pairs, students talk about
flying a kite. 8° and it’s sunny. In London, it’s the weather and traditional
c. On Wednesday, it’s sunny. raining and the temperature is 9°. costume of their region using
A perfect activity for today is similar sentences.
playing football. ▪▪ After they finish the exercise,
Answer Key help them reflect on their
Oxford – Temperature: 0°. performance in the exercise
Weather: snowing. and complete their reflection
Bristol – Temperature: 6°. chart.
Weather: cloudy.
Bath – Temperature: 8°.
Weather: sunny.
London – Temperature: 9°.
Weather: raining.
T1 49
Unit » 3
Objectives
» I can describe celebrations and traditions.
» I can talk about traditional foods.
» I can describe people, places and customs.
» I can compare customs.
Let’s Celebrate!
In Context » Today Is a Special Day

1. Read Read about different celebrations.
Ch ris tm as tre e 21st Century Skills

Tam a l What celebrations are
Ch ine se Ne w Yea r:
Jan uar y-Febr uar y important to your family?
Pa p er
la n te rn Colom bian
Chris tmas:
N ati v it y Decem ber 24th
Lights
Am
Indian Th a n k s e r ic a n
Diwali: Th u rs d a g iv ing: f o u rt h Tu rk ey
y in No v
Dur ing aut um nsweets embe r
83 2. Listen Listen and complete the chart.
150
American
Chinese New Year Indian Diwali Colombian Christmas Thanksgiving
When: When: When: When:
Important facts: Important facts: Important facts: Important facts:
Food: Food: Food: Food:

Unit 3 Let’s Celebrate!

Unit Objectives
Understand personal information.
Read and understand simple, authentic texts about events associated to cultural
traditions.
Basic standards of competences Write cards with short greetings or invitations.
Express feelings in words or short sentences.
Seek opportunities to use what students know in English.
Express personal opinions when exchanging information about a party.
Vocabulary related to celebrations; Vocabulary related to food; Adjectives related to

Vocabulary
food
Grammar Intensifiers; Comparatives

83
Sandra: Do you like my
(30 minutes) (20 minutes) track 83 scrapbook?
Camila: I love it! Tell us about these
▪▪ Read the rubric. ▪▪ Read the rubric. celebrations.
▪▪ Students look at the collage. ▪▪ Students look at the photos Sandra: Well, this is the Chinese New
Explain what a collage is and describe the new Year. It’s in January or February.
(a collection of personal elements of the celebrations Luis: Why’s everything red?
photos, cut-outs and other from exercise 1. Sandra: Red’s a colour for good luck.
memorabilia to display and ▪▪ Play the audio. Students listen Camila: What about the food?
present information about and take notes. Sandra: They eat oranges for good
personal interests in an luck, too.
▪▪ Students compare their Luis: What about this one?
attractive way). answers in pairs. Sandra: This is the Indian Diwali. It's in
▪▪ Students look at the photos the autumn. It’s the celebration of
and guess what this collage Answer Key light. They eat special sweets.
is about. (Celebrations from Chinese New Year – When: Camila: How interesting! I know
different countries.) January or February; colour red. about the Colombian Christmas!
▪▪ Have students describe the Food: oranges. It’s on December 24th.
clothes and food they see. Indian Diwali – When: in the Luis: My family gets together and we
What elements are important autumn; light, candles. Food: prepare a nativity scene.
Sandra: We usually eat tamales.
in each celebration? sweets.
Camila: I love Christmas!
▪▪ Discuss which celebration Colombian Christmas – When: Sandra: Me too!
is familiar to them and what December 24th; nativity scene. Luis: What about this one?
they usually do. Make a list Food: tamales. Sandra: This is American
on the board of the food and American Thanksgiving – When: Thanksgiving. It’s on the fourth
decorations students mention. fourth Thursday of November; Thursday of November.
people give thanks. Food: turkey Luis: That sounds complicated. T1 50
21st Century skills and vegetables. Sandra: No, it isn’t. It’s always on the
fourth Thursday of November. The
Critical Thinking
traditional food is turkey.
Ask students when each Camila: And vegetables, right?
celebration takes place and Sandra: Sure… I love food!
discuss the question in the box as Luis: Me too! I love celebrations!
a class.
module 4 // Unit 3
3. Speak In groups, discuss if you agree or disagree.
“I think Diwali is more colourful than the Chinese New Year.”

“I think the food at Thanksgiving is nicer than the food in Diwali”.
“In my opinion, tamales are spicier than turkey.
“I think the sweets of Diwali are sweeter than the oranges of
Chinese New Year.
“Chinese New Year lasts longer than Colombian Christmas.”
“In my opinion, a Thanksgiving meal is bigger than a Diwali meal.”
4. Speak Ask and answer questions. 21st Century Skills

· Flexibility
pizza burgers delicious Do you respect others’
Which is more delicious: a pizza or a burger? opinions?
hot weather cold weather comfortable
Which is more… cold weather or hot weather?
the beach the mountains beautiful
Which is… the beach or the mountains?
football basketball good
Which is better: football or basketball? I think pizza’s more
fruit sweets healthy delicious.
In my opinion…
Which is healthier: fruit or sweets?
I believe that…
I like…
5. Read Read and complete the chart.
In the UK, people sing The big celebration is on Christmas Day, December
Christmas carols in December. 25th. Usually families get together and eat turkey,
vegetables, potatoes and pudding.
On Christmas Eve, children hang stockings. People wear paper hats and pull crackers that
Father Christmas fills them with presents. make a noise!
15 1
Christmas in the UK Christmas in Colombia

Children hang stockings. ✔ ✘
People sing carols in December.
Father Christmas brings presents.
People celebrate Christmas on
December 25th.
A traditional dinner is turkey with vegetables.
People wear hats and pull crackers.


(20 minutes) Students practise expressing their
opinions and, in groups, discuss
▪▪ Students encounter the questions below:
comparatives for the first What do you like more: watching
time. Do not explain the TV or playing video games?
grammar yet.
What do you prefer: reading a
▪▪ Focus on the communicative
book or watching a movie?
aspect of this exercise:
students discuss in groups if Which is more interesting: a
they agree or disagree with science project or a literature
the statements. Encourage project?
them to say why. What’s more delicious: fruit or
sweets?
Extra Activity (20 minutes) What do you prefer: cats or dogs?
Students discuss in groups the
questions below:
Which of these celebrations is 5. Read
your favourite?
(30 minutes)
Which of these foods do you like
the most? ▪▪ Read the rubric.
▪▪ Students look at the pictures
and describe what they see.
4. Speak Are they familiar with the
different Christmas traditions
(30 minutes) shown?
▪▪ Read the rubric. ▪▪ Students read the words in
▪▪ Students continue practising red and check their meaning
comparatives in an inductive in a dictionary.
way by concentrating on the ▪▪ Tell students to read and
content of the statements and think about the differences
learning expressions about between the Christmas
personal opinions. celebrations in the United
▪▪ Go over the models provided Kingdom and Colombia.
to express one’s opinion and ▪▪ Students complete the chart
give some examples of your and compare their answers in
own preferences. pairs.
▪▪ Students read the statements
in groups and talk about Extra Activity (60 minutes)
their preferences using the Have students research the
expressions. Christmas celebration in another
country and make a poster about
21st Century skills it. Tell them to use the text from
Flexibility exercise 5 as a guide. Tell them
to include drawings or cut-outs.
Discuss the importance of the
They can use the questions below
T1 51
tolerance of and the respect for
others’ opinions. as a guide:
a. How do people celebrate
Christmas?
b. What do they usually eat?
c. When do they celebrate
Christmas, on Christmas Eve or
on Christmas Day?
d. What other important
elements are there in the
celebration?
6. Speak Say if you agree or disagree.
I think birthday parties I believe Halloween’s the best In my opinion, Mother’s Day
are absolutely wonderful! celebration. It’s very exciting! is really fun because I make a
They’re better than New card for my mum and I choose a
Year’s parties! present for her.
Agree Disagree Agree Disagree Agree Disagree
7. Speak Match the words to express your opinions.
m
a Maths exa a race a school dance a field trip a science experiment
absolutely totally completely really very
amazing great boring interesting stressful
Really? I don’t agree.

I think a Maths exam’s I think a Maths exam’s
really interesting … very stressful.
Look at the diagram about American New Year and describe it in pairs.
8. Write Then, make one about New Year in Colombia and share in groups.
American
When: Other
New Year Study Tip
152 December 31st elements:
people say “Happy New Making diagrams
Food: Year” at midnight and helps you to

How: make resolutions for categorize words
people have meat, peas, and concepts.
cabbage the New Year.
parties with
friends and
Personal
family.
opinion: absolutely
great!

▪▪ Students express their

6. Speak opinions in a similar way 8. Write
(20 minutes) about other topics: (a trip, a (60 minutes)
medical appointment, winning
▪▪ Read the rubric. a competition, a visit from ▪▪ Read the rubric.
▪▪ Students read what the relatives). ▪▪ Make students notice the
characters say and decide in different categories in the
pairs if they agree or disagree. Grammar Box diagram.
▪▪ Discuss as a class. Intensifiers ▪▪ Students describe this
▪▪ Point out that the words in Intensifiers are used to make the celebration in pairs using the
red are used to intensify the meaning of certain adjectives information in the diagram.
meaning of the adjective that stronger. Compare ‘It’s an ▪▪ In pairs, students make a
follows them. interesting book’ and ‘It’s an similar diagram about New
extremely interesting book’. Year celebrations in Colombia.
Extra Activity (30 minutes) Notice that the opinion in the ▪▪ Students present their
Students discuss in groups the second sentence is stronger diagrams and talk about the
questions below: because of the intensifier. different ways they celebrate
What’s an absolutely wonderful Remember that some adjectives New Year.
celebration? are already strong. For example:
excellent, amazing, delicious, great, Study Tip
What’s a very exciting sport?
awful. With strong adjectives, the Read the information in the box
What activity’s really fun?
intensifiers very or super are not and tell students that charts
What’s a very interesting movie? used. Instead, intensifiers such as and diagrams are a great way to
What’s a really boring movie? absolutely, totally, completely and remember groups of words or
really are used. concepts.
Examples:
This movie’s absolutely great.
(30 minutes) Have students make a similar
This movie’s very boring.
diagram about any celebration
they choose and how it is
▪▪ Write the intensifiers from celebrated in Colombia. Have
the previous exercise on the Extra Activity (35 minutes) them work in groups and then
board.
Students write the adjectives present their diagrams.
▪▪ Elicit other similar words
interesting, stressful, boring and
students might already know.
amazing and classify as many
▪▪ Go over the intensifiers and topics as they can think of in
the model. Students repeat these categories. Then, students
the words. express their opinions on these
▪▪ Make students notice that topics using intensifiers.
the intensifiers in the pink
boxes are used with the
adjectives in the pink boxes,
and the intensifiers in the
orange boxes are used with
the adjectives in the orange
boxes. Note that really can be T1 52
used with all the adjectives,
pink and orange.
▪▪ Review the model and
practise it with a student.
▪▪ In pairs, students express
their opinions about the
topics in the blue boxes by
saying sentences using the
intensifiers and adjectives
provided.
module 4 // Unit 3
Expanding Knowledge » Party Time!
Look and describe the foods. Then, tell a partner which foods you like
1. Speak and don’t like.
American Christmas American Halloween Mexican tortillas for a birthday Colombian pipián empanadas for
biscuits: sweet chocolates: party: salty and a birthday party: salty and
Traditional German
sauerkraut for Japanese pickles for Grapes for Colombian New Oranges for Chinese
New Year: New Year: Year: New Year:
21st Century Skills

American Christmas biscuits · Communicating
and Halloween chocolates
are sweet. What is a traditional food
of your region for a birthday
party?
2. Write Ask and answer questions in groups.
a. Which is sweeter: a Christmas biscuit or a Halloween chocolate?

b. Which are spicier: Mexican tortillas or pipián empanadas?
c. Which is more sour: sauerkraut or pickles?
d. Which are juicier: grapes or oranges?
e. Which is saltier: a Mexican tortilla or the sauerkraut?
15 3
3. Speak Ask and answer the questions.
What is a spicy/sweet food in

your town/region?
When do you eat it?
Do you like it?
Which kind of food do you
prefer: sweet, spicy or savoury?

▪▪ Go over the Grammar Box

1. Speak with students and practise
(30 minutes) comparatives using the cues In groups, students research a
below: traditional celebration food from
▪▪ Read the rubric. a. My friend Jim / tall / than / another country. Students draw
▪▪ Students look at the photos Charles. (My friend Jim is the food, describe it and compare
and name the foods they taller than Charles.) it with a Colombian food. Then,
know. b. This painting / beautiful / students present their drawings.
▪▪ Students read and say if they than / that one. (This
would like to try the foods. painting is more beautiful
▪▪ Write the words sweet, than that one.) 3. Speak
salty, spicy, sour and juicy on c. This book / interesting /
the board. Check students than / the other one. (This (20 minutes)
understand their meaning. book is more interesting than ▪▪ Read the rubric.
▪▪ Students put the foods in the the other one.) ▪▪ Go over the questions and
exercise into categories. Give d. Chocolate / sweet / practise with a student.
other examples. cookies. (Chocolate is
▪▪ In pairs, students ask and
▪▪ Go over the model and have sweeter than cookies.)
answer the questions about
students say similar sentences a sweet, a spicy, a sour and a
about the other foods Grammar Box
juicy food from their region.
presented. Comparatives
Comparatives in English have
Answer Key three basic forms (notice that
Mexican tortillas and Colombian they all use than to compare the
pipián empanadas are salty and first object with the second one):
spicy. German sauerkraut and a. One-syllable adjectives: the
Japanese pickles are sour. Grapes comparative is usually formed
and oranges are juicy. by adding -er.
tall – taller: My sister is taller
21st Century skills than my mother
Communicating short – shorter: My brother is
As a class, discuss the question shorter than my cousin.
and have students describe a b. Two-syllable adjectives ending
traditional party food from their in -y: the comparative is
region. formed by changing the -y into
-ier:
salty – saltier: This soup is saltier
2. Write than that one.
easy – easier: This exam is easier
(40 minutes)
than the other one.
▪▪ Read the questions as a class c. Other two-syllable adjectives
and make students notice the and adjectives with more
words in red. than three syllables: the
▪▪ Explain that some comparative is formed by
comparative forms, such as placing the word more before
sweeter and spicier, have a the unchanged adjective: T1 53
special ending (-er/-ier) and boring – more boring: This
others have the word more movie’s more boring than the one
before them. In both cases about trains.
they mean a comparison
between two people or things, difficult – more difficult: This
and both forms are followed Maths question’s more difficult
by than. than the other one.
▪▪ Students discuss the
questions in groups.
4. Write Complete the chart.
Come to the Lopez Family

Christmas Party!
When? What activities can you do
When: there?
December 23rd
What time?
Games! Bingo! Dance contest!
3:00 to 8:00 pm
Christmas
Where: Party
Cra. 79b 129-34, Casa 27 Food:
Where?
In pairs, look and describe Rodrigo’s friends. Then, listen and say
84 5. Speak who’s who.
Rodrigo Study Tip

Sebastián Opposites can be very useful.
Do you understand what these
Ana words and their opposites mean?
Carolina long short
fat thin
tall short
dark light
6. Speak Discuss with a friend whether the sentences below are true or false.
True False
Carolina’s taller than Rodrigo.
Ana’s thinner than Sebastián.
Rodrigo’s hair’s longer than Ana’s.
Sebastián’s shorter than Ana.
7. Write Look at Sandra’s birthday photo album and describe the children.
154
That's
My
me!
Birthday
Party a. Jessica is than Sandra.
Mateo b. Ricardo is than Sandra.
c. Daniel’s hair is
Jessica
than Tomás’s.
d. Sandra’s hair is than
Daniel Jessica’s.
e. Sandra is than Mateo.
My brother
Ricardo Tomás

▪▪ Before doing the exercise,

4. Write practise comparatives Extra Activity (35 minutes)
(20 minutes) by comparing pictures of Students bring a photo of their
different people. families to class. Have students
▪▪ Read the rubric. ▪▪ Students look at the photo in use a photo from a magazine. Tell
▪▪ Students look at the invitation exercise 5 and describe the them to write the names of the
card, say what the celebration people. characters and write comparisons
is and describe the food. ▪▪ Students listen at least twice similar to the ones in exercise 5
▪▪ Students read the information and identify the people based and 6 between their own photos
on the card and complete the on the descriptions they hear. and the magazine photos. Then,
chart. have students present their
▪▪ Students compare their
photos to a friend.
answers in pairs.
Answer Key
When? On December 23rd Answer Key
What time? from 3:00 to 8:00 pm From left to right, Carolina, 7. Write
Where? at Cra. 79b 129-34, Rodrigo, Ana, Sebastián.
(20 minutes)
Casa 27
What activities can you do there? ▪▪ Read the rubric.
Audio Script
Play games, bingo and participate Rodrigo: Hello! My name’s
84 ▪▪ Students look at the
in a dance contest scrapbook and say what it is
Rodrigo. Today’s my birthday and
about. (It’s about a birthday
Food: Christmas cookies, tamales, I’m with my friends: Carolina,
Sebastián and Ana. I’m shorter party.)
turkey
than Sebastián. I have longer and ▪▪ Students look at the photos
darker hair than Sebastián. I’m also and describe the people.
Extra Activity (30 minutes) thinner than Sebastián. Carolina’s ▪▪ They complete the sentences
taller than Ana and Carolina’s hair’s in groups and compare their
Students discuss in groups the shorter than Ana’s.
questions below: answers.
Whose party is this? (the Lopez
▪▪ Elicit other comparisons and
write them on the board.
family’s)
6. Speak
Would you like to go to this Extra Activity (20 minutes)
party? (15 minutes)
What do you like most about this ▪▪ Read the rubric. questions below:
party? ▪▪ Students practise What does Ricardo give Sandra?
Imagine you are planning a comparatives using the (a teddy bear.)
Christmas party. Think of the photo from the exercise 5.
Ask students two or three How is Sandra feeling today?
food and activities you would like
questions: (She’s very happy.)
to have.
a. Is Carolina taller than Ana? What are they eating? (They are
(Yes, she is.) eating cupcakes.)
b. Is Sebastián thinner than
5. Speak
Rodrigo? (Yes, he is.)
(25 minutes) track 84 c. Is Rodrigo’s hair shorter Suggested answers
than Sebastián’s? (No, it a. Jessica is taller than Sandra.
isn’t.) b. Ricardo is taller than Sandra.
Study Tip c. Daniel’s hair is longer than
▪▪ Students discuss the
Have students notice that statements in pairs and tick
Tomás’s. T1 54
connecting adjectives with d. Sandra’s hair is shorter than
true or false.
their opposites is an effective Jessica’s.
strategy to learn more words
▪▪ Encourage students to make e. Sandra is shorter than Mateo.
other comparisons between
and remember their meaning.
the characters.
▪▪ Read the rubric. Answer Key

▪▪ Go over the adjectives and a. true c. false
give the comparative form of b. true d. true
the adjectives (long – longer,
short – shorter, fat – fatter,
thin – thinner, tall – taller,
short – shorter, dark – darker,
light – lighter).
module 4 // Unit 3
8. Write Write about your friends in groups.
Friend’s name Description

is than .
is than .
is than .
is than .
9. Read Read and answer the questions.
Ana María's
You’re invited to
13th Birthday Party
Juan Andrés's Party
Date: March 10th
On May 16th at 3:00 pm Time: 2:00 pm
Come to my house Place: Park in front of my house
Av. 34 68-20 casa 2 COME FOR VOLLEYBALL AND
Music and dancing FOOTBALL FUN
a. Whose parties are these?

b. When are the parties?
c. At what time are the parties?
d. Where are the parties?
e. Which party do you think is more fun?
155
10. Write Plan your own party.
When? What activities can you do

there?
What time?
My
Where? Party
Food:

8. Write 9. Read 10. Write

▪▪ Students get into groups and ▪▪ Students look at the ▪▪ Students plan a party.
write comparisons between invitations and describe them. ▪▪ Go over the different parts of
their classmates. ▪▪ They discuss the questions. the chart as a class.
▪▪ They work in groups and then ▪▪ Have students complete their
discuss as a class. Answer Key charts.
▪▪ Encourage students to use a. The first party is Andrés’ ▪▪ Students share their ideas in
different adjectives and the party. The second party is Ana groups.
comparative. María’s party. ▪▪ As a class, talk about the
b. The first party is on May 16th. different ideas for an ideal
The second party is on March party.
10th.
c. The first party is at 3:00 pm. Extra Activity (35 minutes)
The second party is at
2:00 pm. In pairs, have students design the
d. The first party is at Andrés’ invitation for their ideal birthday
house. The second party is in party. Have them include all the
the park in front of Ana María’s parts shown in the invitations,
house. and say what activities there are
going to be.

questions below:
How old is Ana Maria?
Which of these parties would you
like to attend?
What food is usually served at
birthday parties?
What kind of activities do kids do
during parties?
T1 55
Preparing Your Task » Colombian Celebrations

and Festivals
1. Speak Ask and answer.
January February March April
Black and Vallenato

Barranquilla’s Holy Week,
White Festival,
Carnival, Popayán,
Carnival, Pasto, Valledupar,
Atlántico Cauca
Barranquilla Nariño Cesar Flower Festival,
Carnival Medellín,
May June July August Antioquia
July 20th
Flower Festival,
Parade,
Teacher’s Day Father’s Day Medellín,
Cartagena
Antioquia
Bolívar
September October November December
Love and The Day of All

Holy Week, Children’s Day Christmas Black and white
Friendship Day Races
Popayan carnival, Pasto
When is Teacher’s Day? It’s in May. It’s celebrated

Where is it celebrated? all over Colombia.
2. Speak Look at the chart and describe each celebration. Compare with a partner.
Cultural Religious Celebrates Historical Food Music Dance Presents Special

event celebration a person celebration costumes
Black and White
✓ ✓ ✓
Carnival
156
Holy Week ✓ ✓
Vallenato Festival ✓ ✓ ✓ ✓
Father’s Day ✓ ✓
July 20th Parade ✓ ✓ ✓
3. Speak In groups, compare the celebrations in the calendar. Give your opinion.
The Vallenato Festival’s a cultural event.

There’s special music, dance and costumes.
In my opinion, it’s absolutely amazing!

1. Speak Answer Key 3. Speak

The Black and White Carnival is a
(30 minutes) cultural event. There is music and (20 minutes)
▪▪ Read the rubric. special costumes. ▪▪ Read the rubric.
▪▪ Students look at the calendar Barranquilla’s Carnival is a cultural ▪▪ Review the model and role-
in groups and say which event. There is music, dance, and play it with a student.
of these festivals they are special costumes. ▪▪ Students work in groups and
familiar with. Holy Week is a religious express their opinions about
▪▪ Students ask each other celebration. There is special food. the different celebrations from
questions about the The Vallenato festival is a cultural exercise 1.
celebrations in the calendar event. There is music, dance, and ▪▪ Share ideas as a class.
special costumes.
Teacher’s Day is an occasion that
Students discuss in groups the celebrates a person; in this case,
questions below: teachers. There are presents for
What do you know about these this person.
celebrations? Father’s Day is also an occasion
When is each celebration? that celebrates a person; in this
case fathers. There are presents.
Do you participate in any of these
celebrations? July 20th Parade is a historical
celebration. There is music and
What other festivals or special costumes.
celebrations do you know about
and when are they celebrated? The Flower Festival is a cultural
event. There is music, dance, and
special costumes.
Love and Friendship Day is a day
2. Speak that celebrates a loved person
(30 minutes) and friends. There is food and
presents.
The Day of All Races is a historical
▪▪ Describe one of the
celebration.
celebrations from the chart
as an example (e.g. The Black Children’s Day is an occasion that
and White Festival is a cultural celebrates children. There are
event. There is music and special presents.
costumes.) Christmas is a cultural and
▪▪ Students describe the festivals religious celebration. There is
and celebrations from the food, music and presents.
chart.
▪▪ Students compare their
sentences in pairs. Extra Activity (40 minutes)
In groups, students research
a Colombian festival they
don’t know much about. Have
them find pictures and write a T1 56
description. Then, each group
presents their work.
module 4 // Unit 3
In pairs, discuss an important celebration in your region and
4. Write complete the chart. Include drawings.
When? What is it about?

Where? Special food?
Look and describe the different Colombian foods. Say whether you like or
5. Speak don’t like them.
Study Tip
The names
of
traditional
things
(foods, nam
es of
places, etc.)
aren’t
generally tr
anslated.
You can say
them in
the original
language.
It’s my favourite traditional

It’s really horrible. food. It’s absolutely delicious!
I don’t like it! I love it!
In groups, choose two typical foods from your region and compare
6. Speak them. Discuss the questions and make a poster.
15 7
a. Name of food: 1.
2.
b. Description of food: 1.
2.
c. Are these foods for special occasions? 1.

2.

▪▪ This exercise is part of the ▪▪ Students look at the photos, ▪▪ This exercise is part of the
module’s final task. Make sure name the food and say if it is a module’s final task. Make sure
students save it for the end of salty, spicy, sweet or sour. students save it for the end of
the module. ▪▪ Go over the models provided. the module.
▪▪ In pairs, students think of an ▪▪ Students express their opinion ▪▪ Students choose two typical
important festival from their about the food using similar foods from their region and
region and complete the chart. sentences. compare them in groups.
▪▪ Students draw or cut and ▪▪ They make a poster about
paste important elements of Extra Activity (20 minutes) these foods and include a
the festival. Ask students what they think description and a drawing of
▪▪ Students share their material about other typical Colombian the food.
with the class. foods such as ajiaco, bandeja ▪▪ Have students use the
paisa, sancocho, cocadas, sentences provided as a model
Extra Activity (45 minutes) panelitas, etc. and compare the two foods
In groups, students research Encourage students to express using the adjectives sweet,
an international celebration their opinions and ask them salty, sour, juicy and spicy.
and make a brochure about it. which is their favourite typical ▪▪ Students present their
Have them use the chart from food. posters.
exercise 4 as a model. You may
want to consider the following Extra Activity (10 minutes)
celebrations: Study Tip Run a class vote to find out
1. Venice Carnival, Italy. Cultural Explain that in English arepas is students’ favourite poster.
event. Elaborate masks and arepas because it is a word for a
costumes. typical food that does not exist
2. Saint Patrick’s Day, Ireland. in the English language. Words
Cultural and religious like this are kept in the original
celebration. Music, a parade, language.
special costumes. The green
colour is important.
3. Yi Peng Lantern Festival,
Thailand. Cultural event.
Hundreds of paper lanterns
and paper decorations.
Students present their brochure.
T1 57
Listen and match the expressions with the celebrations. Listen to the
85 7. Listen pronunciation of the ‘s’.
a. Today’s a friend’s birthday.

b. You and your family give your mum a secret party.
c. Your brother’s graduating.
d. A friend’s travelling to another country.
e. Today’s Christmas.
86 8. Read Listen and read A Christmas Carol. Put the events in the correct order.
A Christmas Carol by Charles Dickens

21st Century Skills
This is Mr Scrooge. He’s richer The Ghost of Christmas · Social Skills
than everybody in town. He’s a Present shows him Cratchit’s
Can people change?
terrible person. house. Scrooge sees that Bob’s
Do you give people a
Mr Cratchit helps Mr Scrooge very poor and has a sick child.
second chance?
in his office. He’s poorer than Scrooge is sad…
Mr Scrooge… Today’s the The Ghost of Christmas Future
day before Christmas, but shows Scrooge his grave. He
Mr Scrooge doesn’t believe now understands…
in Christmas, so Cratchit has Suddenly, Scrooge is in his
to work. house again. He feels better Study Tip
Scrooge goes home. That night and younger than ever. He’s a
three ghosts visit him. The new man. Scrooge celebrates Stories show you
Ghost of Christmas Past shows Christmas with Cratchit. He’s structures and
Scrooge his sad past only kinder and more generous vocabulary that you
158 know and help you
thinking about money. now. Together they have a
merry Christmas! use them.
The Ghost of Christmas Past Scrooge celebrates The Ghost of Christmas

shows Scrooge his Christmas with Mr Cratchit. Present shows the poor
terrible past. life of Cratchit.
The Ghost of Christmas Scrooge makes Mr Cratchit
Future shows Scrooge his grave. work on Christmas Eve.

7. Listen 8. Read Audio Script

86
Narrator: This is Mr Scrooge.
(25 minutes) track 85 (35 minutes) track 86 He’s richer than everybody in town.
He’s a terrible person.
r Cratchit helps Mr Scrooge in his
M
▪▪ Students practise the ▪▪ Explain that this is a summary
office. He’s poorer than Mr Scrooge…
pronunciation of different of Charles Dickens’s famous
Today’s the day before Christmas,
common expressions used for story A Christmas Carol, first but Mr Scrooge doesn’t believe in
special occasions. Emphasis is published in Britain in 1843. Christmas, so Cratchit has to work.
placed on the pronunciation ▪▪ Students listen and read the crooge goes home. That night
S
of the /s/ sound (/s/, /z/, story and think about the three ghosts visit him. The Ghost of
and /iz/), though other order in which the events Christmas Past shows Scrooge his sad
expressions may not have this happen. Discuss the order of past only thinking about money.
sound. the events as a class. he Ghost of Christmas Present
T
▪▪ Play the audio. Students listen shows him Cratchit’s house. Scrooge
and repeat the expressions on 21st Century skills sees that Bob’s very poor and has a
the cards. Social Skills sick child. Scrooge is sad…
▪▪ Students read the situations As a class, discuss the question he Ghost of Christmas Future
T
(a–e) and decide which and decide if this message is shows Scrooge his grave. He now
expression is the best one for transmitted in the text. Is Scrooge understands…
each situation. given a second opportunity? uddenly, Scrooge is in his house
S
▪▪ Students compare ideas in Does he change? again. He feels better and younger
than ever. He’s a new man. Scrooge
pairs.
celebrates Christmas with Cratchit.
He’s kinder and more generous
Answer Key Answer Key
now. Together they have a merry
a. Happy birthday! 1. Scrooge makes Mr Cratchit
Christmas!
b. Surprise! work on Christmas Eve.
c. Congratulations! 2. The Ghost of Christmas Past
d. All the best! / Good luck! shows Scrooge his terrible
e. Merry Christmas! past.
3. present shows the poor life of
Cratchit.
Audio Script 4. The Ghost of Christmas Future
Best wishes.
85 shows Scrooge his grave.
Surprise! 5. Scrooge celebrates Christmas
Congratulations! with Mr Cratchit.
Happy birthday!
Merry Christmas!
All the best!
Good luck!

Include similar expressions and
have students imagine situations
in which they would use them.
Break a leg! (It means ‘good luck’
but it is used before theatre and T1 58
stage performances.)
Get well soon! (This is used to
wish a quick recovery to someone
who’s sick.)
Have a great day! (This is a
common expression used to wish
someone a nice day.)
Happy New Year! (It’s used during
the New Year’s celebration.)
module 4 // Unit 3
87 Chant
Where are you from?
Where are you from, where are you from?
Let’s dance together, everyone.
Jamaican, English or Australian,
Let’s join together and have some fun!
The weather for Mexico and Brazil

Is stormy, sunny, rainy and hot.
The weather for England and Canada
Is cold, snowing and raining a lot.
Brazil has jaguars and monkeys,

Exotic anteaters and birds to see,
The Chinese like food that’s salty,
Sweet and sour and spicy for me.
Where are you from, where are you from? …
When it’s cold and not very hot,

I like to wear trousers and socks.
Old-fashioned dresses and hats
Make me look beautiful: I really like that!
In my opinion, I’m active and fun,

and serious when work’s to be done.
Boring and quiet is not for me;
I like to keep busy with activities.
159

Chant: Where are you from?

Lesson 4 This is very good preparation
Listen for activity 2, when students
will need to work with
Where are you from? (10 minutes) track 87
adjectives, and be able to
Play the audio through a categorise them according to
Speak their meaning.
couple of times to introduce
(5 minutes) students to the pronunciation Depending on the level of
Before listening to the audio and the rhythm. Highlight any your students, at this time,
words that the students had it may be sensible to spend
of the chant, get students to some time paying attention to
tell you what they think the previously identified as
‘hot’, which has three different
themes of the chant will be. challenging to pronounce and meanings within this chant,
Ask them to highlight any ask students to say them aloud depending on context.
key areas of vocabulary that when the recording has come ▪▪ ‘hot’ weather
point towards the topics. (The to an end. ▪▪ ‘hot’ to describe food
theme of this chant is Encourage students to chant (meaning ‘spicy’) and
describing words. This is along with the song, paying ▪▪ ‘hot’ to describe food
conveyed through exten- particular attention to rhythm (meaning ‘temperature’).
sive use of adjectives. Some and pronunciation.
key areas of vocabulary are Ensure students understand
weather, nationality, food, and When students are becoming when it should be used in each
personality.) more confident with saying situation.
the chant, ask them to
identify words that describe To consolidate their
Ask students to identify any understanding of the different
words they don’t know how the following: types of adjectives. Play the
to pronounce, and encourage chant two more times. The
them to specifically listen ▪▪ nationality first time, tell students they
carefully for those words in ▪▪ weather must not say any adjectives
▪▪ food that describe nationality
the recording. or personality. The second
▪▪ personality
time, they must miss out
any adjectives that describe
weather or food.
T1 59
1. Speak With a partner, say the nationality for each of these countries.
1 Mexico 5 America
2 Jamaica 6 Canada Mexico.
3 England 7 China
4 Brazil Mexican.
2. Read What do the adjectives describe? Put them in the chart.
juicy rainy hot sour sunny stormy cold salty sweet snowy spicy
weather food both

juicy
3. Write Answer the questions in full sentences.
1 What’s the weather like in Brazil and Mexico?

The weather in Brazil and Mexico is stormy, sunny, rainy and hot.
2 What’s the weather like in England and Canada?
3 What animals are there in Brazil?
4 What food do people eat in China?
5 What clothes does the singer wear when it’s cold?

16 0
6 What clothes make the singer look beautiful?
7 How does the singer describe himself/herself?
8 What does the singer dislike?
9 What does the singer like?

Once students have Extra Activity (10 minutes)

1. Speak completed this activity, get For advanced groups, or as a
(5 minutes) them to make their own useful homework activity, get stu-
sentences using the adjectives, dents to write questions that they
In activity 1, students will need
e.g. will then answer themselves, e.g.
to be able to recognize the
▪▪ What’s the weather like in
name of a country and say the ▪▪ I like it when the weather is your country?
nationality of people from that snowy. I don’t like it when it’s ▪▪ What animals are there in
country. This should be done hot. your country?
in pairs, and depending on the ▪▪ I don’t like spicy food. I like ▪▪ What food do people eat in
level of your students, you may sweet food. your country?
find that they Pay special attention to the ▪▪ What clothes do people
wear in your country?
complete this quite quickly. adjectives that can be used
▪▪ What are you like?
With all level of students, for both food and weather, ▪▪ What do you like?
encourage the pairs to mix up and make sure the students
Encourage students to use words
the order of the questions. create two sentences for from the chant, and their own
Once they’ve answered all the each of these: one where ideas.
questions on nationality, get ‘hot’ and ‘cold’ are used to
them to reverse the exercise, describe weather, and a
so that they ask and answer second sentence where they
questions in reverse, e.g. describe food. Take care
‘Where do Americans come Ask students to reflect on what
with the multiple meanings
they have learnt since the start
from? ~ America.’. You could of ‘hot’ in this situation, of the lesson. Get them to write
also challenge them to do a especially relating to food, down any new vocabulary in their
true/false exercise, where and ensure students are clear notebooks.
students are required to as to whether they mean ‘hot
correct their partner if they say (temperature)’ or ‘hot (spicy)’.
an incorrect statement, e.g.
‘Americans come from
Canada. ~ That’s false.
Americans come from 3. Write
America OR That’s false. (10 minutes)
Canadians come from Canada.’ Activity 3 gets students to
look carefully again at the
text for the chant, in order to
answer some detailed
2. Read comprehension questions.
They should answer in
(10 minutes)
complete sentences.
In activity 2, students are T1 6 0
asked to categorise the dif-
ferent adjectives into three
columns, one for food, one for
weather and another for ‘both’,
which is limited to the special
adjectives in this activity that
can be used for either weather
or for food.
Check Your Progress
Look at the photos and describe the brations
1. Write I can describe cele
Brazilian Carnival. and traditions.
Very well
Quite well
With difficulty
sweet Brazilian
parade samba
carnival bolos
The Brazilian Carnival is a cultural event. There’s food; for example, .

There’s also music; for example, in the . Finally, there’s dancing ; for example,
dancing.
88 2. Listen Listen and complete. Then, describe to your partner.

I can talk about
traditional foods.
Very well
Quite well
American apple pie Japanese curry and rice
With difficulty
sweet sour sweet sour
salty spicy salty spicy
For special occasions? Yes No For special occasions? Yes No
Describe how your family celebrates Christmas.

16 1
3. Speak Then, compare with your partner.
I can describe people,

What do you wear? places and customs,
What do you eat? and compare customs.
What else do you do?
Very well
Quite well
With difficulty


▪▪ Students look at the photos ▪▪ Students look at the photos ▪▪ Students work in pairs. Go
and describe them. and describe the foods. Are over the questions as a class.
▪▪ Students complete the they sweet, salty, spicy or ▪▪ Students ask and answer the
paragraph. sour? questions.
▪▪ Discuss the following ▪▪ Play the audio. Students ▪▪ After they finish the exercise,
questions: listen and tick the correct box help them reflect on their
a. What do you know about underneath each photo. performance in the exercise
the Brazilian Carnival? ▪▪ They compare their answers. and complete their reflection
b. Why’s it famous? ▪▪ Ask the following questions: chart.
c. Is there a similar a. Which food is sweeter, the
celebration in Colombia? pie or the curry and rice?
▪▪ After they finish the exercise, (the pie)
help them reflect on their b. Which food is spicier, the
performance in the exercise pie or the curry and rice?
and complete their reflection (the curry and rice)
chart. c. Which of these foods
would you like to try?
Answer Key d. Are any of these foods
The Brazilian Carnival is a cultural similar to Colombian food?
event. There’s food; for example, ▪▪ After they finish the exercise,
sweet Brazilian carnival bolos. help them reflect on their
There’s also music; for example, performance in the exercise
in the parade. Finally, there’s and complete their reflection
dancing; for example, samba chart.
dancing.
Answer Key
American apple pie: sweet; for
special occasions (Thanksgiving).
Japanese curry and rice: salty and
spicy; not for special occasions.
Audio Script
Boy: So… This is the traditional
88
American apple pie…
Girl: Wow! It looks delicious!
Boy: It is! It’s very sweet.
Girl: Do you eat it on special
occasions?
Boy: Yes, especially at Thanksgiving.
Girl: Well, this is the traditional
Japanese curry and rice.
Boy: Mmm! It looks great!
Girl: It’s a salty, very spicy food. T1 6 1
Boy: Do you eat it on special
occasions?
Girl: Not really. We eat it all the time!
Module // 4 Review
START
FINISH Question 1
Question 2 Question 3 Move forward
Miss a turn
2 squares
Question 30
Go back 3 Review Race

squares
Question 29
Play in pairs or teams of up to 4 players. Take turns to roll the die
and move your counter the corresponding number of squares.
When you arrive at a square, answer the question or do what it sa
ys
Question 28 there. If you answer correctly, stay on the square. If you answer
incorrectly, return to the previous square. The first team to get to
the FINISH is the winner.
Question 27
1. Name nationalities related to seven South American
countries.
2. Where is your father from?
Question 26 3. Name nationalities related to four Asian countries.
4. Name nationalities related to eight European countries.
5. What nationality is someone from Switzerland?
Go back 6. What nationality is someone from the United States?
to question 10 7. Where is your favourite actor from?
8. What nationality is someone from France?
9. A Thai person is from ———.
10. An Irish person is from ———.
Question 25
11. Is English a nationality or a country?
162
Question 24
Question 23
Go back Question 20 Question 19

Question 22 Question 21 to question 10
Miss a turn
SB6 MOD4 RPE pp162-167.indd 162 02/12/2016 09:28

module 4 // Review
Question 7 Miss a turn

Go back 1 Question 6
Question 4 Question 5 square
Question 8
Question 9
Go back
12. Is someone in your class from a different city or town? to question 4
13. Describe people in your country.
14. Describe your city or town.
15. What are people in your city or town like? Question 10
16. What is your mother like?
17. What is the weather like today?
18. What are you wearing today?
Question 11
19. What is the teacher wearing today?
20. What do you wear to go to the cinema?
21. What do you need to wear in winter?
22. List five clothes you wear in summer. Question 12
23. Describe common weather conditions for winter.
24. What do you usually wear at the weekend?
25. Name your favourite traditional food. Bonus
26. Compare two traditional foods from your region or country. move forward
27. Describe your favourite food. Is it spicy? Is it sweet? 1 square
28. Compare two of your classmates.
29. What do you do during your favourite holiday or festival?
Question 13
30. How does your family celebrate Christmas?
163
Question 14
Question 15
Bonus Bonus
move forward Question 18 Miss a turn Question 17 Go back 3
4 squares
4 squares Question 16
squares
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Module // 4 Review
Review Race
Pairs or small groups of up to four students

play the game. They must take it in turns
to roll the die and move their counter the
corresponding number of squares. When they
arrive at a square, players have to answer
the question or do what it says there. If they
answer correctly, they stay on the square. If
they answer incorrectly, they return to the
previous square. The first team to get to the
FINISH is the winner. Since most answers will
vary, circulate and monitor the activity.
T 1 62
Module // 4 Review
Review
3-in-a-row
RaceAnswe
Answersrs
Page 162-163
1. Answers may vary. 16. Student’s own answer.
2. Student’s own answer. 17. Answers may vary.
5. Swiss 20. Answers may vary.
6. American 21. Answers may vary.
7. Student’s own answer. 22. Answers may vary.
8. French 23. Answers may vary.
9. Thailand 24. Student’s own answer.
10. Ireland 25. Student’s own answer.
11. A nationality 26. Answers may vary.
14. Student’s own answer. 29. Student’s own answer.
15. Student’s own answer. 30. Student’s own answer.
T1 6 3
Final Task
A Regional Exhibition

Pablo’s town presentation Drawing of the traditional Chart about a festival
Lesson 3, exercise 4 costume of your region. in your region.
Factsheet about your Lesson 3, exercise 6
department. Information about typical
Lesson 3, exercise 5 foods from your region.
Plasticine map of your
department.
2. Use the words to complete the advice on how to give a good presentation.
eye practise material hear oral
In order to make a good presentation,

it is important to have some aspects in mind. First, you have
to know your well. It is also important
to your presentation beforehand.
Remember to speak loudly and clearly so that your audience
can you well. Don’t forget to make
contact. And enjoy yourself! You have
worked hard so it’s time to show what you know!
164 3. In your group, prepare the Colombian Regional Exhibition. Choose Option 1 or Option 2 and
start organising the information.
Colombian Regional Exhibition 21st Century Skills

· Teamwork
When working as a team,
Option 1: Make a Option 2: Show and
PowerPoint presentation present your work. you need tolerance
and respect for making
decisions together.
Make your presentation Prepare a display with
Show the Present your
with the information the material you’ve
presentation. display.
you’ve collected. created.
Module 4 Final Task
A Regional Exhibition
1. 2. 3.
15 • Read the rubric. 15 • Read the rubric. 15 • Read the rubric.
minutes minutes minutes
• Go over the title of the • Students look at the • Students choose one of
Final Task. What does photos. What do they think is the two options for the Final
a regional exhibition mean? (An important to have in mind when giving Task: one is making a PowerPoint
exhibition about their department and an oral presentation? Write their ideas presentation of their region and the
its characteristics similar to the ‘Youth on the board. other is making an actual stand at an
Intercultural Encounter’ presented in exhibition in their classroom. The first
• Students compare their answers in
the first lesson of Unit 1. Students will option involves technological and
groups. Remind students that these
prepare stands for their region and presentation skills, and the second
steps are the logical order for an oral
show and present what it is like). choice is about preparing a visually
presentation.
• Students go over the checklist and appealing stand and presenting their
• Discuss the following questions:
make sure they have all the material work.
they created throughout the module a. Why’s it important to know your
• Go over the 21st Century Skills box.
for the Final Task. material? (Because it gives you
confidence for the presentation).
b. Why’s it also important to 21st Century skills
practise? (Because you know what Teamwork
to say and how to say it). Discuss why teamwork is
• Tell students that speaking loudly important and whether they find
and making eye contact are strategies the characteristics mentioned
used to address the audience necessary to work as a team.
effectively.
• Discuss as a class which of these
aspects are really important for them.
Answer Key
In order to make a good oral
presentation, it is important to have
some aspects in mind.
First, you have to know your
material well. It is also important
to practise your presentation
beforehand. Remember to speak
loudly and clearly so that your
audience can hear you well.
Don’t forget to make [wol] contact.
And enjoy yourself! You have
worked hard so it’s time to show
what you know! T1 6 4
4. Compare Pablo’s presentation in Unit 1, Lesson 3, exercise 1 with your presentation.

Then, check the following elements.
a. Is your presentation clear? Yes No

b. Is your presentation interesting and presented well? Yes No
c. Is your presentation complete? Yes No
d. Does everybody in the group know what to say? Yes No
e. Does the presentation have pictures? Yes No
Option 1: A PowerPoint Presentation Option 2: A recorded radio programme
Make one slide that

includes a photo of the Use a table to display the elements
STEP 1 booklet you made in Unit 1 STEP 1 of your exhibition.
about your department.
Make a slide with a photo Discuss as a group if you need to

STEP 2 of the plasticine map of your STEP 2 design a poster with the name of
department. your department.
Make a slide with a photo Plan how to display your

of the traditional costume drawings and information. Do you
STEP 3 of your department that you STEP 3 need to paste it on colourful paper?
made in Unit 2. Do you need to add something?
Make a slide with the

Decide what everyone in the group
STEP 4 diagram about a festival in STEP 4 is going to say and practise.
your region.
Make a slide with

16 5 STEP 5 information about typical STEP 5 Present!
foods in your region.
Decide what everyone in

STEP 6 the group is going to say and
practise.
STEP 7 Present!
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Module 4 Final Task
4. 5.
15 • Before doing this exercise, 30 • Read the rubric.
minutes minutes
give students some time • This exercise is the
to begin planning their culmination of the Final
presentations. Task. Students follow the instructions
• Students look at the presentation according to the option they chose.
given by a character in Unit 1, lesson • For the PowerPoint presentation
3, exercise 1. Tell them to look and students make a slide for each of the
listen to Pablo’s presentation again elements of the Final Task (the booklet,
and discuss why this is a solid, well- the plasticine map, the drawing of the
prepared presentation. traditional costume, the diagram about
• Go over the checklist provided in the festival, and the poster about the
that exercise again. food). It is important that each person
• Students discuss the questions in the group has a part to present and
provided and analyze the preparation knows what to say.
of their own presentations. • Give students time to prepare
and practise their presentations.
Then, have each group share their
PowerPoint presentation.
• If students chose the second option,
decide as a class on a day on which the
exhibition will take place.
• Make space in the classroom for
students’ stands and make sure each
group has a table where they can
display their materials.
• Students follow the steps provided
and prepare extra material if needed,
such as a colourful poster with the
name of their department.
• They practise and everybody
decides what to say. You may invite
other classes and teachers to visit
the exhibition, and as visitors come
to the stands, they should make their
presentations.
T1 6 5
Evaluation
Vocabulary
For Questions 1-5, circle the correct definition of types of people and places. There is
one example.
0. A person with nice behaviour towards other people.
A. interesting B. serious C. kind
1. A person who spends a lot of time and energy on work.
A. kind B. fun C. hard-working
2. A place with a lot of people.
A. active B. crowded C. disciplined
3. Not modern; something that belongs to the past.
A. old-fashioned B. ugly C. serious
4. Not interesting; monotonous.
A. organized B. fun C. boring
5. Quiet, calm, tranquil; not violent.
A. serious B. boring C. peaceful
Grammar
For questions 6-10, circle the correct question for each answer.
There is one example.
0. She is from Peru.
A. Where is she from? B. Is she from Peru? C. Are she from Peru?
6. No, they aren’t. Sam and Ellie are American.
A. Are Sam and Ellie American? B. Where are Sam and Ellie from?
C. Are Sam and Ellie Australian?
7. We are from India.
A. Where is Deva from? B. Are you and Premal from India?
166 C. Where are you and Premal from?
8. Yes, I’m Colombian.
A. Where are you from? B. Are you Colombian?
C. Is you Colombian?
9. No, it isn’t. Bogotá is very noisy.
A. What’s Bogotá like? B. Is Bogotá peaceful?
C. Are Bogotá noisy?
10. Yes, it is. It’s very beautiful.
A. Is Cartagena beautiful? B. What’s Cartagena like?
C. Are you from beautiful Cartagena?
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Evaluation Answers
Page 166
Vocabulary Grammar
1. C 6. C
2. B 7. C
3. A 8. B
4. C 9. B
5. C 10. A
T1 6 6
Reading
Read the following passage. For questions 11-15, choose True, False, or No Information according
to the text. Write your answers in the box. There is one example.
The Black and White Carnival in Pasto is a very colourful Colombian festival. It starts on the
second of January and ends on the seventh. On the first day, people from local towns arrive
in Pasto to show their traditions and cultural values in a parade. On the second day, children
have the chance to participate with their own parades. On the third day, the Castañeda Family
arrives in the city, making fun of everyone. The next day is the Black Day. People paint their
faces or bodies with black body paint. The last day is the White Day. A huge parade with
decorated floats takes place in the streets of the city. People wear white body paint and throw
white powder at each other. Talented artisans work on the beautiful and creative floats all
throughout the year. So, maybe next year you can plan to have your holiday here!
A. True B. True C. No Information

0. You can see a lot of colours in this carnival. ✔
11. The carnival takes place at the end of the year.
12. Artisans make the floats quickly.
13. The parades are for everyone in the region.
14. The parades are boring because they are
repeated every day.
15. The Castañeda Family arrives before children
have their parades.
Writing
Complete the following e-mail. Write your answers in the answer box. There is one example.
Dear Shaun,
I hope you are well. I want to tell you about my city, so you
can plan your holiday better. Cali is (0) sunny
1 67 and (16) during the day. It is warm in
November. For this reason, you need to bring sandals, a hat and
(17) . But at night the temperature is
(18) than during the day, so a sweater is a good idea. 0 sunny
Cali is a long way from Bogotá, the capital city of Colombia. Bogotá is 16
a big, noisy city. However, my city is (19) (small) 17
than Bogotá, and it is (20) (peaceful). In Cali,
people love dancing. Maybe you can learn to dance salsa here. What is 18
your city like? Could you describe it for me? 19
Best wishes, 20
Marisol
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Evaluation Answers
Page 167
Reading Writing
11. False 16. hot
12. No Information 17. T-shirts and shorts
13. True 18. colder/cooler
14. No Information 19. smaller
15. False 20. more peaceful
T1 6 7
Module // 1 Gap Activity
Gap Activity
Student A How old is this person?
Stage 1
Read the text. Ask Student B
questions. Complete the missing
information in your text.
My name is Mila Alboth. I’m a

1098246537. I’m in sixth grade. I years old. My ID number is
wake up at b
At 3:00 pm, I get home. My mothe to go to school.
r comes home and then she takes
c me to
. My mother is great. She is very hel
good for me because I want to be pfu l and confident. This is
ad when I grow up and she
helps me with this. I practice for two
hours every day.
When I come home at e
dinner. After dinner, we talk or play , I do my homework and my mum
cooks
games with my older brother Simon.
thin. He is very good at basketball. He is very tall and
He is also very intelligent. He has
f and short curly hair. I go to bed at
9:00 pm. I love my family!
Stage 2
342 Now, Student B asks you
questions. Listen and answer
Student B’s questions with
information in your text.
Her name is Mila Alboth.

module 1 // Gap Activity
Student B
Stage 1
Read the text.
Listen and answer
She is 13 years old.
Student A’s questions
with information in
your text.
Stage 2
Now, ask Student A questions.
Complete the missing information in
your text.
What is this person’s

name?
My name is a . I’m 13 years old. My ID number is

b . I’m in sixth grade. I wake up at 5:00 am to go to school.
At c , I get home. My mother comes home and then she takes
me to my violin lessons. My mother is great. She is very d and
confident. This is good for me because I want to be a violinist when I grow up and she 343
helps me with this. I practice for two hours every day.
When I come home at 6:30 pm, I e and my mum cooks
dinner. After dinner, we talk or play games with my older brother Simon. He is very
f . He is very good at basketball. He is also very intelligent. He
has green eyes and short curly hair. I go to bed at 9:00 pm. I love my family!
Gap Activity
Student A What is person 1
doing?
Stage 1
Look at the picture. Ask Student B questions.
Find out what the missing people are doing in
your picture. Draw them.
Stage 2
Now, Student B asks you questions. Listen and
answer Student B’s questions about what the
people are doing in your picture.
Person 1 is playing
guitar.
1 2 3
344 4 8
5 6
9
7
Student B
Stage 1
Look at the picture.
Listen and answer
Student A’s questions
about what people are What is person 1
doing in your picture. doing?
Person 1 is playing
Stage 2 guitar
Now, ask Student A questions. Find out

what the missing people are doing in your
picture. Draw them.
1 2 3
345
4 8
5 6
9
7
GAP ACTIVITY
What place is next to
Student A the restaurant and in
front of the square?
Stage 1
Look at the map. Ask Student B questions.
Find out what the missing places are on
your map. Write them in.
Stage 2
Now, Student B asks you questions. Listen and
answer Student B’s questions with the information
on your map.
It’s the school.
Restaurant Pharmacy
b c
Super Department
Square Bookstore market store
346
d e f
Fire
Church Bakery station
Student B
Stage 1 It’s the school.
Look at the map.
Listen and answer
Student A’s questions What place is next to
with the information the restaurant and in
on your map. front of the square?
Stage 2
Now, ask Student A questions. Find out
what the missing places are on your map.
Write them in.
a
Restaurant Public library
b c
Department
Square Café Bank store
347
d e
Bakery Cinema Park Police station
GAP ACTIVITY
Student A
Stage 1
Read the two identification forms. Think about the missing information. Work with
Student B to check any new words.
Form 1
1 Name: Sam Smith
2 Nationality:
3 Personality:
4 Name of town/city:
5 Likes: extreme sports, baseball, and reading
6 Dislikes:
7 Favourite foods: spicy foods, Indian foods
8 Favourite items of clothing: scarf, jacket
Form 2
1 Name:
2 Nationality: Portuguese
3 Personality: active, organized
4 Name of town/city: Lisbon, Portugal
5 Likes:
6 Dislikes: noisy places
7 Favourite foods:
8 Favourite items of clothing:
Stage 2 Stage 3
348 Write questions for the missing information. Work with Now, ask Student B questions to find
Student B to check you have the correct questions. out the missing information in your two
identification forms. Listen and answer
1 What’s ? Student B’s questions as well.
2 Where is ?
3 What’s ?
4 Where does ?
What’s his or
5 What ? her name?
6 What doesn’t ?
7 What are ?
8 What are ?
Student B
Stage 1
Read the two identification forms. Think about the missing information. Work with Stu-
dent A to check any new words.
Form 1
1 Name:
2 Nationality: American
3 Personality: strong, hard-working
4 Name of town/city: New York City
5 Likes:
6 Dislikes: crowded places
7 Favourite foods:
8 Favourite items of clothing:
Form 2
1 Name: Line Da Silva
2 Nationality:
3 Personality:
4 Name of town/city:
5 Likes: sports, movies, and dancing
6 Dislikes:
7 Favourite foods: health foods, vegetables
8 Favourite items of clothing: hat, sandals
Stage 2 Stage 3
Write questions for the missing information. Work with Now, ask Student A questions to find
Student A to check you have the correct questions. out the missing information in your
two identification forms. Listen and
1 What’s ? answer Student A’s questions as well.
2 Where is ?
3 What’s ? 349
4 Where does ?
5 What ?
What’s his or
6 What doesn’t ?
her name?
7 What are ?
8 What are ?
Grammar Chart
Module 1
Verb to be Present simple Present simple
This verb introduces basic personal I wake up at 6:00 am. Verb to be
information like name or age. You can use Add an –s to the verb for the third person This verb is used to talk about your family.
it in affirmative and negative sentences singular (he, she, it) Rosa is my mother. They are my brothers.
and for questions. Marla reads books. This verb is also used to talk about the
What is your name? My name is Ursula. I’m Jaime plays football. personality and physical appearance of a
Ursula. Ana studies all afternoon. person.
This is Ursula. Yes / No Questions I am short and fat.
She’s 11 years old. Do you wake up late? Marie is confident and responsible.
How old are you? I’m 13. Yes, I do / No, I don’t wake up late. We are tall and slim.
My ID number is 87984535. Does she wake up late? Does Lisa have short hair?
What’s your home number? It is 4302097 She doesn’t wake up late. It also expresses a temporary mood or
Verb to be Does Carlos play tennis? state:
This verb can also be used in questions No, he doesn’t. She’s happy.
about objects. Wh- Questions He’s tired.
Are they some pencils? What time do you wake up? ’s
Yes, they are. What time does Simón start school? ’s expresses possession.
Is it a dictionary? Yes, it is. Adverbs of frequency Juan is Rosa’s son = Juan is the son of Rosa.
Is it a pencil? Always; Usually; Sometimes; Never express Possessive Adjectives
No, it isn’t. It’s a pen. the frequency of an action. My, your, his, her, our, their
Quantifiers How often is used to ask about the They also express possession, but they
a, an, some. frequency of an action. are used before a noun.
Use a for a single item, an when the next word How often do you play football? My sister is Clementina.
starts with a vowel, some for several items. I always play football in school. Your father is Pedro.
a pen / an orange pen / some chairs Their names are Juan and Penelope.
Module 2
Verb to be Present simple Always; Usually; Sometimes; Never express
This verb can be used to describe parts of Use it to express likes. the frequency of an action when talking
the body. Do you like dancing? Yes, I do. about daily routines.
His arms are strong. Does she do origami? No, she doesn’t like I always play football after school.
His legs aren’t weak. crafts. Cathy never plays sports.
Her nose is small. I like to play the guitar. I don’t like to play On Saturday, we sometimes go swimming.
Verb to have football. At the weekend, we often eat breakfast
Use this verb to talk about possession. Verb to be together.
We have two feet. This verb describes activities. Wh- questions
Germán has small hands. Is origami interesting for you? Yes, it is. These questions are used to ask about
How many is used to ask about quantities. Football is boring for me. detailed information.
How many teeth do we have? Basketball isn’t difficult for me. What time do you practise basketball?
Modal can Modal can What sport do you do?
This modal expresses possibilities. This modal also expresses abilities. You When do you spend time with your family?
350 You can hit your head in the playground. can use it in affirmative and negative How often do you drink fizzy drinks?
sentences and in questions.
I can play the violin. I can’t sing.
Can you swim?
Yes, I can. No, I can’t.
Present continuous
This tense expresses the actions
happening right now.
My mother is working.
They’re playing football.
Is he eating?
Yes, he is. No, he isn’t.
Module 3
Demonstratives Present simple Present simple
Use This and These to point to something Use it to give personal information. Use it to describe what people do.
near you. Wh- questions The doctor heals people.
What’s this? This is a desk. These questions are used to ask about The mechanic fixes cars.
What are these? These are futons. detailed information. Present continuous:
Use That and Those to point to something Where do you live? This tense expresses actions happening
far away from you. Where is/Where’s the bank? right now and develops actions in time.
What is that? That is a hospital. Where can you buy medicine? My mother is working.
What are those? Those are restaurants. What do you like about your I like cooking.
There is / There are neighbourhood? Wh- questions
These express the existence of things. What does Sara do to help her family? This type of question asks for detailed
How many bathrooms are there? Prepositions of place information.
There is one bathroom. They help locate elements within a given Who is/Who’s she? Where does she work?
There’s a small kitchen. space. What does she do?
Is there a refrigerator in the kitchen? The bank is next to the police station. Sequence of actions
Yes, there is. No, there isn’t. The bookshop is behind the café. First of all, Pablo gets the ingredients.
Imperatives The restaurant is in front of the cinema. Then, he makes the cake. Later, he bakes it
Use them to give instructions. Imperatives in the oven. Finally, he eats it!
Separate the rubbish. They are also used to give directions.
Don’t waste water. Turn right/left.
Walk/Go straight ahead.
Module 4
Verb to be Verb to be Comparatives
This verb can express nationality, Use it to express weather conditions. Juana is taller than Pedro.
personality characteristics and What is/What’s the weather like today? Medellín is bigger than Santa Marta.
description of places. Today, the weather is sunny. Bogotá is noisier than Cartagena.
Usain Bolt is Jamaican. It can be stormy in the mountains. The Thanksgiving celebration is more
Where are you from? It’s cloudy. interesting than the Independence Day
People in Caldas are very kind. Verb to wear celebration.
What are people like in your town? This verb expresses dressing habits. Cartagena is more beautiful than Neiva.
La Guajira is an exotic place. What do you usually wear? Which sweater do you prefer, the blue one
Is your town interesting? I wear a T-shirt every day. or the red one?
What are your favourite places in your In the present continuous, it also Which is prettier, the blue or the red one?
town? describes what people are wearing. Which is more beautiful, the green or the
Verb to be What are you wearing? orange one?
This verb also expresses location. I’m wearing a hat and a sweater. Intensifiers 351
Popayán is in the Department of Cauca. These make descriptions more powerful.
Verb to like I think holidays are absolutely wonderful.
This verb expresses your favourite things. The parade is really exciting.
I like Humilladero Bridge. It is an important Tests can be very stressful.
tourist place in Popayán.
Do you like dancing?
Vocabulary List
Module 1
Introducing,
Feelings and
Greeting Classroom Classroom Family Physical
Numbers Daily Routines Personality
and Saying Items Language Members Appearance
Descriptions
Goodbye
Good bag n. be (v.) quiet one n. wake up mother n. bored adj. curly adj.
morning board n. listen v. two n. take a father n. excited adj. straight adj.
Goodbye / book n. look (v.) at three n. shower brother n. happy adj. wavy adj.
Bye-bye chair n. the board four n. have sister n. hungry adj. blond adj.
Hello / Hi clock n. open (v.) five n. breakfast/ son n. sad adj. dark adj.
How do you desk n. your books six n. lunch/dinner daughter n. tired adj. light adj.
spell that? dictionary n. raise (v.) seven n. make big adj.
I’m xx and paper n. your hand eight n. breakfast/ boring adj. small adj.
this is xx pen n. read v. nine n. lunch/dinner caring adj. short adj.
Nice to meet pencil n. work (v.) in ten n. go to school confident adj. long adj.
you picture n. groups start school creative adj. tall adj.
See you student n. work (v.) in read a book famous adj. strong adj.
Take care teacher n. pairs play sports funny adj. weak adj.
write (v.) check your generous adj. black adj.
in your email interesting adj. brown adj.
notebooks talk to your kind adj. blue adj.
family responsible green adj.
watch TV adj. grey adj.
listen to
music
go to bed
Module 2
Days of the
Types of Activities and Expressions Health Care
Parts of the Body School Week/Months of
Accidents Sports about Activities Routines
the Year
arm n. classroom n. break v. basketball n. It’s Monday brush (v.) teeth

back n. hallway n. cut v. crafts n. fascinating! Tuesday comb (v.) hair
ears n kitchen n. fall v. dancing n. It’s exciting! Wednesday cook (v.)
elbow n. laboratory n. hit v. drawing n. I’m (very) good Thursday healthy food
eyes n. playground n. hurt v. football n. at it. Friday do (v.) exercise
finger n. stairs n. hiking n. It’s easy for Saturday drink (v.) water
foot-feet n. toilet n. painting n. me. Sunday eat (v.) healthy
hand n. playing (v.) an I don’t food
head n. instrument understand it. January sleep (v.) well
knee n. riding (v.) a It’s a bit February spend (v.) time
352 leg n. bike boring. March with family
mouth n. singing n. It’s difficult for April use (v.) dental
neck n. swimming n. me. May floss
nose n. volleyball n. June wash (v.) hands
shoulder n. July
stomach n. August in the morning
tooth-teeth n. September in the
October afternoon
November in the evening
December at night
Module 3
Actions Related to
Parts of the House Furniture Places in Town Eco-friendly Actions Jobs
Jobs
bathroom n. bed n. bakery n. collect (v.) accountant n. act (v.) in a play

bedroom n. cooker n. bank n. rainwater actor n. build (v.) houses
dining-room n. desk n. bookshop n. don’t throw (v.) artist n. check (v.)
garage n. refrigerator n. café n. rubbish in the baker n. accounts
garden n. shower n. cinema n. street builder n. cook (v.) food
kitchen n. sofa n. church n. don’t waste (v.) cook n. design (v.)
laundry room n. table n. department store n. water doctor n. buildings and
living-room n. toilet n. fire station n. keep (v.) places engineer n. streets
wardrobe n. hospital n. clean farmer n. fix (v.) cars
washing machine n. neighbourhood n. reduce (v.) waste mechanic n. grow (v.) fruit and
park n. separate (v.) nurse n. vegetables
pharmacy n. rubbish pharmacist n. heal (v.) people
Giving Directions police station n. take care (v.) of police officer n. help (v.) people
public library n. others and the salesperson n. paint (v.)
turn right perform (v.) a play
restaurant n. environment teacher n.
turn left take care (v.) of
school n. turn off (phr. v.)
go straight ahead
square n. lights people
between
supermarket n. turn off (phr. v.)
behind
water
in front of
use (v.) a bicycle
next to
use (v.) energy-
on
saving lightbulbs
opposite
use (v.) paper
bags
Module 4
Description Food Description of
Nationalities Weather Animals Clothes Verbs
of People descriptions Places
American adj. active adj. it’s cold (adj.) anteater n. blouse n. juicy adj. beautiful adj. dance v.
Argentinian busy adj. it’s cloudy bird n. dress n. salty adj. boring adj. eat v.
adj. disciplined adj. (adj.) deer n. hat n. sour adj. crowded adj. like v.
Australian adj. fun adj. it’s hot (adj.) insect n. jacket n. spicy adj. exotic adj. be v.
Brazilian adj. hard-working it’s raining (v.) jaguar n. scarf n. sweet adj. fun adj. wear v.
Canadian adj. adj. it’s snowing monkey n. shirt n. modern adj.
Chinese adj. organized adj. (v.) shoes n. noisy adj.
Colombian adj. serious adj. it’s stormy shorts n. old-fashioned
English adj. (adj.) skirt n. adj. 353
French adj. it’s sunny (adj.) socks n. peaceful adj.
Jamaican adj. it’s windy (adj.) sweater n. quiet adj.
Japanese adj. seasons n. trousers n. stressful adj. Expressing
Mexican adj. t-shirt n. Opinion
Peruvian adj. underwear n. I think …
Swiss adj. I believe
that …
In my
opinion, …
I like …
Vocabulary Teaching Tips
Vocabulary needs to be presented Step 1: introduce a new word by Step 4: ask students to use the
in context. Isolated words are establishing connections new words by comparing,
sometimes difficult to remember, but with prior knowledge, using associating or classifying
if they are introduced within a word imagery, acting out, etc. them, making analogies or
family group or a particular context, metaphors, creating poems or
students can remember them more Step 2: ask students to use the new haikus.
easily. The more a student is exposed word by creating a song or
to the new words, the more retention using total physical response Step 5: ask students to discuss the
and learning is guaranteed. “to speak their minds” new words, e.g. think-pair-
share, elbow partners.
Following Marzano (2009), you can Step 3: ask students to create a
help your students learn vocabulary non-linguistic representation Step 6: play games to review new
by using these six stages: of the word, e.g. a picture, a vocabulary, e.g. Jeopardy,
symbolic representation. Guess Who (here the options
are endless).
Some tips are given below for many lexical aspects of Way to Go!:
Module 1
Labelling real classroom objects is a good way to use realia. This can be done as a race in teams to
Classroom items
score points.
Acting can be used to guess in teams the different routines.

Daily routines
For final personalization practice, routines can be recorded by completing a time/routine chart.
A family tree can be drawn as a mind map; students can personalize this by writing the family
Family members
member’s name and the corresponding family tie.
Bingo is a suitable activity to practise both numbers and the time.

Numbers and time Match the word with the picture.
Spelling of numbers can be checked by unscrambling words.
Module 2
“Head, shoulders, knees and toes” song. Different parts of the body can be substituted in the song.
“Hokey Cokey” song.
3 54 Parts of the body Labelling a picture of the body.
Word-picture matching exercise.
Unscrambling words for parts of the body.
Papers in a hat activity, with time expressions written for students to complete with routines in
Time expressions
simple sentences.
related to routines
A time expression/routine chart can be completed by students.
Collocations of phrases can be practised by matching activities where the phrase is split and placed
in two different columns.
Phrases for
Scrambled routines in sentences or in a comic strip which do not follow a logical chronological
personal care
sequence; students organize them into the correct order. Then, as a more challenging follow-up,
students can be asked to use connectors to link the sentences in a paragraph.
Vocabulary Teaching Tips
Module 3
Use a kitchen/living room picture for students to label furniture and devices.
Word-picture matching exercise.
Rooms and
Unscrambling activity.
furniture
If there is a possibility for realia, ask students to label real objects.
Provide descriptions of devices for students to guess the item.
Expressions to Collocation dominoes using the expressions, to be played in pairs or groups.

describe energy- Papers in a hat activity with environmental problems written for students to think about and share
saving actions feasible solutions. At this level students may just say short and simple expressions.
Module 4
Use a real map for students to label the name of the country. Then, with a list of the countries,
Countries and
students can complete nationalities. Draw students’ attention to the different suffixes to create
nationalities
nationality adjectives (maybe through a matching activity).
Word search
Food Crossword
Word-picture matching exercise
Brainstorming famous celebrations and matching them to their corresponding dates.

Celebrations
Matching activity of celebration photos to their names.
Dress up paper dolls. Fun clothing can be designed by students.

Distribute pictures of different people for students to describe what they are wearing. If possible,
bring in real clothes for students to dress up and create a fashion show where students describe
Clothing
what their classmates are wearing.
A good way to link celebrations and clothing can be asking students what to wear for certain
celebrations.
Adjectives to Pelmanism for opposite adjectives.

describe all the Use pictures of people and places for students to use adjectives to describe them. This can be
categories in this done as a competition by setting a time limit for students to write a list of adjectives and the team/
module student with the highest number of correct words wins.
355
Module // 1 Answers
Student´s Workbook Answers

Lesson 1, page 3 Lesson 1, page 7 Lesson 1, page 11
1. 1. Can you spell your last name? 1. a. Read a magazine. 1. a. mother b. brother
2. Are you 12? b. Check e-mail. c. daughter d. father e. son
3. What’s your name? c. Play video games 2. a. No, he isn’t. Leo/He is his
4. How old are you? d. Listen to music father.
5. Nice to meet you. e. Use the internet. b. Yes, she is.
2. Answers may vary. f. Make dinner. c. No, he isn’t. Marco/He is his
3. a. two b. one c. three g. Ride a bicycle. brother.
d. ten e. four f. eight 2. a. likes b. doesn’t like d. Yes, she is.
g. seven h. six i. zero c. doesn’t like d. checks e. No, it isn’t. It’s Cardona.
j. five. e. uses f. play g. makes 3. a. Jose - tired face
Mystery sentence: h. go b. Patricia – excited face
Welcome to school! 3. a. No, he doesn’t. c. Maria – bored face
b. No, he doesn’t. d. Clara – happy face
Lesson 2, page 4 c. Yes, they do. e. Eduardo – sad face
1. a. Is it a board? No, it isn’t. It’s a d. No, he doesn’t.
clock. e. Yes, they do. Lesson 2, page 12
b. Are they some pens? Yes, they 1. a. Pedro is fat and tall. He has
are. Lesson 2, page 8 dark eyes and short straight
c. Is it an English book? Yes, it is. 1. a. Twenty to ten. dark hair. Similar answers are
d. Is it a dictionary? No, it isn’t. It’s b. A quarter past three. accepted.
a desk. c. Twenty-five past one. b. Drawing must correspond to
e. Are they some tables? No, they d. Ten past seven. description.
aren’t. They’re some chairs. e Half past four. c. Drawing must correspond to
f. Is it a bag? Yes, it is. f. A quarter to eleven. description.
2. 1. Open your books. g. Twenty-five too six. d. Drawing must correspond to
2. Read. 2. a. takes b. make c. have description.
3. answer. d. go e. starts f. arrive 2. Answers may vary.
4. Write. g. do h. watch i. play 3. Answers may vary.
5. look. j. have k. go
6. Be quiet. 3. Answers may vary. Lesson 3, page 13
7. Raise your hands. 4. Answers may vary. 1. intelligent; great; patient;
8. work in pairs. responsible; confident.
9. do Lesson 3, page 9 2. Answers may vary.
10. see you 5. Answers may vary. 3. Answers may vary.
6. a. sometimes
Lesson 3, page 5 b. usually Self-assessment, page 16
1. a. What’s your last name? c. sometimes 1. b 2. a 3. b 4. a 5. a
b. How old are you? d. always 6. c 7. c 8. d 9. a 10. b
c. What’s your ID number? e. never
d. What’s your mobile number?
e. What’s your home number? Self-assessment, page 10
356 2. a. He is 13 (years old). 1. b 2. a 3. d 4. b 5. a 6. c 7.
b. He’s in sixth grade. c 8. d 9. a 10. c
c. His ID number is 1009675283.
d. His mobile number is 301 223
7621.
Self-assessment, page 6
1. d 2. c 3. a 4. b
5. b 6. c 7. a 8. c
9. a 10. b
Module // 2 Answers
Unit 1 Unit 2 Self-assessment, page 24

Lesson 1, page 17 Lesson 1, page 21 1. c 2. b 3. d 4. c 5. b
1. Check students labelled the parts 1. Students’ own answers. 6. a 7. c 8. a 9. b 10. c
of the body correctly. 2. Students’ own answers.
2. a. Nairo Quintana can ride his bike 3. a. Do you like playing football? Unit 3
in high mountains because he has b. Does your sister like making
very strong legs. b. Catherine dolls? c. Is origami boring for
Lesson 1, page 25
Ibargüen can jump well because you? d. Are you good at making 1. Students’ own answers.
she has really long legs. models? e. Are martial arts exciting 2. Students’ own answers.
c. Basketball players usually have to you? / Do you like martial arts? 3. a. What time do you wake up?
big hands. d. Weak people can’t Answers may vary. b. What sport
do gymnastics. e. Some short Lesson 2, page 22 do you practice? Answers may
football players can be very agile 1. a. The man in photo B can’t vary. c. When do you spend time
and fast like Lionel Messi. sing. b. The woman in photo C with your family? Answers may
3. Verify specifications are can play the guitar. c. The boy in vary. d. How often do you take a
accomplished by students. photo D can’t ride a bike. d. The shower? Answers may vary.
girl in photo E can’t cook. e. The e. What do you do in the evening?
Lesson 2, page 18 boy in photo F can swim. Answers may vary.
1. 2. People can fall on a wet floor in 2. a. Can you dance? (Students’ own
the toilets. 3. We can hit our head answers). b. Can your mother Lesson 2, page 26
in the playground. 4. Children can play an instrument? (Students’ 1. Students’ own answers.
break their leg on the stairs. own answers). c. Can your father 2. Students’ own answers.
5. We can cut our fingers in the sew? (Students’ own answers). 3. a. It’s on December 24th. b. We
kitchen. d. Can you paint? (Students’ own celebrate it on October 31st.
2. 1. e 2. d 3. b 4. c 5. a answers). e. Can your sister or c. It’s in May. d. It’s in July.
3. a. If you don’t wear safely brother rollerskate? (Students’ e. It’s in June. f. Students’ own
glasses in the laboratory, you own answers). answers, but check the use of the
can hurt your eyes. b. If don’t preposition. g. Students’ own
wear a helmet when you ride Lesson 3, page 23 answers, but check the use of the
a motorcycle, you can hurt 1. a. The paramedic is giving preposition.
your head. c. If you don’t wear emergency treatment. b. The
police officer is protecting Lesson 3, page 27
kneepads when you go skating, 1. a. takes a shower b. has
you can hurt your knees. d. If you people. c. The firefighter is
controlling a fire. d. The street c. eats d. brushes e. goes
don’t wear rubber gloves when f. doesn’t have g. has h. comes
you clean, you can hurt your cleaner is cleaning the streets.
2. a. The cyclist not wearing a i. makes j. does k. plays l. eats
hands. 2. a. No, he doesn’t. b. Students’
helmet. (Possible answer: The
Lesson 3, page 19 cyclist can put on a helmet.) own answers.
1. Students’ own answers. b. People are throwing rubbish 3. Students’ own answers.
2. Students’ own answers. in the forest. (Possible answer: Self-assessment, page 28
3. Students’ own answers. People can take their rubbish 1. d 2. a 3. b 4. c 5. a
home / People can pick up 6. b 7. c 8. b 9. a 10. c
1. d 2. c 3. b 4. d 5. d
their rubbish.) c. The woman 357
is smoking in the restaurant.
6. c 7. b 8. a 9. d 10. c (Possible answer: The woman
can smoke outside / The woman
can put out her cigarette.) d. The
mobile phone is ringing in the
cinema. (Possible answer: The
mobile phone can be on silent.
/ We can turn off the mobile
phone.) e. The driver is not
wearing a seatbelt in the car.
(Possible answer: The man driver
can put his seatbelt on.)
Module // 3 Answers

1. a. Check labelling is correct. 1. a. At a cinema. b. At a library. 1. a. It’s an accountant. b. It’s a
2. a. There’s one bedroom. c. At a pharmacy. d. At a bakery. hairdresser. c. It’s a farmer. d. It’s
b. Yes, there is. c. No, there aren’t. e. At a department store. a baker. e. It’s a sales clerk.
There’s one. d. No, there isn’t. 2. a. The café is opposite the 2. a. Where does she work? b. Does
(But there’s one in the kitchen.) pharmacy. b. The police station she work with people? c. Does
e. No, there isn’t. f. There are four. is opposite the restaurant. she help people in her job?
3. a. Is there a shower? c. The department store is at the d. Does she use any tools?
b. How many TVs are there? c. Is end of the street on the corner. e. She’s an artist.
there a cooker? d. The petrol station is next to the 3. a. She’s a nurse. b. She works in
d. Is there a dining room? supermarket. e. The restaurant a hospital. c. She’s taking care/
e. How many chairs are there? is between the pharmacy and the helping a patient. d. Yes, she is.
4. a. Order may change. b. People supermarket. e. Yes, she does.
eat in the dining room c. People
sleep in the bedroom. d. People Lesson 2, page 36 Lesson 2, page 40 a
sit and talk in the living room. 1. a. 1. 1, 3 and 5 1. Check the verbs are used in the
e. People cook in the kitchen 2. Possible answers: following way:.
f. People bathe in the bathroom. a. It’s between the public library a. He’s teaching / He is teaching (a
and the pharmacy; It’s on Oak class) . b. She’s dancing
Lesson 2, page 32 Avenue. b. It’s next to the bakery c. She’s singing / She is singing
1. a. What’s this? / What is this? on Main Avenue; It’s opposite the d. He’s playing / He is playing
It’s a cooker b. What are these? cinema; It’s on the corner of Main (football) e. He’s cooking / He
They’re light bulbs. Avenue and Walnut Street. c. It’s is cooking f. She’s painting / She
c. What are these? They’re on Main Avenue, on the corner is painting g. He’s acting / He is
taps. d. What’s this? / What is (with Pine Street). It’s opposite acting h. She’s playing / She is
this? It’s a refrigerator. the supermarket. playing
2. a. those b. food c. that 3. a. The police station b. The 2. 1. D 2. G 3. A 4. F 5. E 6. F
d. bicycles e. those pharmacy c. The school 3. a. First of all, the cook receives
3. a. produce electricity fruit and vegetable deliveries.
b. collect c.grow food d.separate Lesson 3, page 37
b. Secondly, the cook prepares
rubbish e.save energy 1. Possible answers:
soups, sauces, and cakes because
a. What’s the name of your
they take long to do. d. Then,
Lesson 3, page 33 neighbourhood? b. What’s
the cook makes lunch. e. Later,
1. Inorganic: boxes; metal your favourite place in your
the cook gets the food ready for
containers; plastic bags; plastic neighbourhood? c. What places
dinner. f. Then, the cook makes
bottles Organic: damaged fruit; are there in your neighbourhood?
dinner. g. Finally, the cook checks
food leftovers; fruit peel; old d. Where is the supermarket?
the kitchen is clean to go home.
vegetables; e. What problems do you have in
2. Step 1: Separate organic waste in your neighbourhood? Lesson 3, page 41
a container. Step 2: Dig a hole in 2. Students’ own answers 1. Students’ own answers
the soil and put a layer of straw in 2. Students’ own answers
the bottom. Step 3: Put in all the Self-assessment, page 38
3. a. is helping / ‘s helping b. Are you
358 kitchen waste and add more straw 1. b 2. a 3. b 4. b 5. c
making c. are you making d. is
and green waste on top. Step 4: 6. d 7. a 8. a 9. c 10. c
he doing e. are cooking f. Is he
Cover all of it with plastic or wood. playing g. are you laughing
Step 5: Leave it like that for two
weeks. Step 6: Mix everything Self-assessment, page 42
with a shovel and add more 1. b 2. c 3. a 4. d 5. a
organic waste. 6. c 7. b 8. a 9. c 10. a
1. c 2. b 3. d 4. c 5. a
6. d 7. b 8. d 9. a 10. d
Module // 4 Answers

1. Japanese; Australian; Brazilian; 1. a. It’s snowing. b. It’s cold and 1. Answers may vary but you can
Portuguese; French; German; cloudy. c. It’s stormy d. It’s hot accept: a. Mexican food is spicier
Egyptian; English; American; and sunny. e. It’s rainy. than a cocada. b. Bandeja paisa is
Chinese; Thai; Irish. 2. a. snowy b. sunny c. cloudy d. more colourful than a cocada.
2. a. Portuguese b. Australia sunny and windy c. A cocada is sweeter than a
c. Irish d. French e. United States 3. a. A warm and sunny day. b. Eat, bandeja paisa. d. A bandeja paisa
3. a. are b. am c. Is d. Where drink, relax, run, play football, fly is saltier than a cocada. e. A
e. Is f. Isn’t g. from h. Are a kite, etc. c. Play chess, read, bandeja paisa is more delicious
watch a film, watch TV, etc. than Mexican food.
Lesson 2, page 46 4. Eat cake, dance, play games, etc. 2. Students’ own answers.
1. 1. i 2. d 3. b 4. h 5. g 6. c 7. a 3. Students’ own answers.
2. Peaceful can be the opposite of Lesson 2, page 50 Lesson 2, page 54
stressful or noisy Fun can be the 1. Possible answers: a. a shorts and 1. Students’ own answers.
opposite of boring a t-shirt or (for girls) a skirt and 2. a. Going to parents’ house
3. Underlined words: busy noisy a t-shirt or a dress b. hat, scarf, b. Decorating the house with red
crowded interesting old- sweater, socks, shoes, jacket, lanterns and couplets c. Eating
fashioned disorganized trousers, etc. c. trousers (or skirt), fish, rice rolls, and rice cakes with
beautiful t-shirt, etc d. girl: dress or skirt family d. Lighting firecrackers
4. a. Cairo is the capital city of and blouse, boy: trousers, shirt, e. Giving red envelopes
Egypt. b. No, it isn’t. (It’s busy, jacket, etc e. underwear, socks, f. Watching the dragon dance
noisy and crowded.) c. They ride shoes, shirt, and either trousers or 3. 1. c 2. a 3. d 4. b
them on tours to the pyramids. skirt f. dress or skirt/trousers and
d. People need to go to the market blouse lesson 3, page 55
to buy antiques 2. Ireland: winter Canada: autumn 1. Students’ own answers.
e. Students’ own answers. Japan: spring Australia: summer 2. Circled words: uncooked raw
f. Students’ own answers. 3. a. spring b. rainy c. cloudy raw salty beautiful natural
d.sunny e. sweaters f.jacket strong sour sweet sweet sour
Lesson 3, page 47 g. walking 3. Answers may vary; however,
1. Students’ own answers. 4. Students’ own answers. the idea should be close to the
2. Country’s name: Japan following: a. I believe Japanese
Characteristics and Importance: Lesson 3, page 51 food is healthier (healthy) than
words describing the country: Activity 1 - 1. d 2. c 3. b 4. a Chinese food because it’s not
very interesting, crowded island Activity 2 - 1. Kimono 2. Obi 3. Getas oily. b. I think that Japanese food
with large, busy cities; beautiful 3. Students’ own answers. is saltier (salty) than Chinese
and peaceful countryside because they use soy sauce.
words describing products and Self-evaluation test, page 52 c. In my opinion, Chinese food is
animals: cars, mobile phones, 1. d 2. b 3. d 4. c 5. a stronger (strong) than Japanese
computers, rice, tea, sugar; giant 6. b 7. b 8. d 9. a 10. c food because they use a lot of
salamanders, snow monkeys, spices. d. Japanese food is more
spidercrabs. Anime and Manga beautiful (beautiful) than Chinese
a unique characteristic: it has food because food presentation is 359
many contrasts very important for them.
People: words describing its e. Students’ own answers.
people hard-working, disciplined
and organized. Self-evaluation test, page 56
3. Students’ own answers. 1. d 2. a 3. c 4. a 5. b
6. c 7. a 8. d 9. c 10. b
Self-evaluation test, page 48
1. c 2. b 3. a 4. b 5. c
6. d 7. c 8. b 9.a 10. d
Rubrics for speaking
Module 1
Low Performance Basic Performance High Performance Superior Performance

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content Has difficulty covering Covers with some Covers the expected Easily covers the
• Democracy and the expected content difficulty parts of the content successfully. expected content
Peace: Getting to points. intended topic, but successfully.
Know Others the message is not
badly affected.
Vocabulary Used Has difficulty using Uses with a certain Uses vocabulary Easily uses extensive
• Introducing, vocabulary related to amount of difficulty which is appropriate and appropriate
Greetings and the topic. some appropriate to the subject studied. vocabulary related to
Saying Goodbye vocabulary related to the subject studied.
• Classroom Items the subject studied,
• Numbers but the learner can
• Classroom make himself/herself
Language understood.
• Family members
• Feelings and
Personality
descriptions
• Physical
appearance
Use of English Has difficulty using Uses with some Uses correctly most Uses grammar rules
• Verb to be grammar rules related difficulty grammar of the grammar related to the subject
• Possessives to the subject; has rules related to the rules related to the extensively and
• Quantifiers problems expressing subject to make subject and expresses expresses himself/
• Different verbs himself/herself himself/herself himself/herself herself clearly.
• Modal do clearly. understood. clearly.
• Frequency adverbs
Oral Ability Speech is impossible Even though Speech is generally Speech is well
(Pronunciation / to understand or hard speech is difficult well pronounced articulated,
Intonation / Fluency) to follow due to very to understand, the and fluid, with a few pronounced and
poor pronunciation, speaker has the hesitations. However, fluid, with very few
intonation of key creativity to make the speaker has some or no hesitations. It
words and slow, himself/herself pronunciation and is easy to understand
hesitant speech. understood. intonation problems. and uses correct
intonation.
Interaction and Has difficulty Sometimes maintains Interaction with Always maintains
audibility maintaining appropriate audience or speaking appropriate
360 appropriate interaction with partner is appropriate interaction with
interaction with audience or speaking most of the time, audience or
audience or partner, but although some speaking partner,
speaking partner, communication is mistakes are made. which facilitates
which impedes occasionally impeded. Level of speech in communication.
communication. Often speaks very terms of sound is well Level of speech in
Speaks very softly, making it hard adjusted to setting terms of sound is well
softly, making it to hear and therefore and surroundings adjusted to setting
extremely hard to frequently impeding most of the time. and surroundings,
hear and impeding understanding. facilitating
understanding. understanding.
Module 2

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
• Health: Healthy the expected content difficulty parts of the content successfully. expected content
Physical Routine points. intended topic, but successfully.
the message is not
badly affected.
• Parts of the body vocabulary related to amount of difficulty which is appropriate and appropriate
• Places in school the topic. some appropriate to the subject studied. vocabulary related to
• Verbs to talk about vocabulary related to the subject studied.
accidents the subject studied,
• Safety items to but the learner can
wear make himself/herself
• Activities and understood.
sports
• Health care
routines
• Days of the week
• Months of the year
• Verb to be grammar rules related difficulty grammar of the grammar related to the subject
• Verb to have to the subject; has rules related to the rules related to the extensively and
• Modal can problems expressing subject to make subject and expresses expresses himself/
• Present simple himself/herself himself/herself himself/herself herself clearly.
• Present continuous clearly. understood. clearly.
• Wh-questions
• Frequency adverbs
intonation.
appropriate interaction with partner is appropriate interaction with
36 1
Module 3

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
• Sustainability: the expected content difficulty parts of the content successfully. expected content
Environment points. intended topic, but successfully.
the message is not
badly affected.
• Parts of the house vocabulary related to amount of difficulty which is appropriate and appropriate
• Furniture the topic. some appropriate to the subject studied. vocabulary related to
• Places in town vocabulary related to the subject studied.
• Giving directions the subject studied,
• Eco-friendly actions but the learner can
• Jobs make himself/herself
• Actions related to understood.
jobs
• Demonstratives grammar rules related difficulty grammar of the grammar related to the subject
• there is / there are to the subject; has rules related to the rules related to the extensively and
• Imperatives problems expressing subject to make subject and expresses expresses himself/
• Wh-questions himself/herself himself/herself himself/herself herself clearly.
• Prepositions of clearly. understood. clearly.
place
• Present simple
• Present continuous
• Sequence
connectors
intonation.
3 62 appropriate interaction with partner is appropriate interaction with
Module 4

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
• Globalization: Our the expected content difficulty parts of the content successfully. expected content
World points. intended topic, but successfully.
the message is not
badly affected.
• Nationalities vocabulary related to amount of difficulty which is appropriate and appropriate
• Personality the topic. some appropriate to the subject studied. vocabulary related to
description vocabulary related to the subject studied.
• Weather the subject studied,
• Animals but the learner can
• Clothes make himself/herself
• Food description understood.
• Place description
• Expressing opinions
• Verbs to be and to grammar rules related difficulty grammar of the grammar related to the subject
like to the subject; has rules related to the rules related to the extensively and
• Verb to wear problems expressing subject to make subject and expresses expresses himself/
• Comparatives himself/herself himself/herself himself/herself herself clearly.
• Intensifiers clearly. understood. clearly.
intonation.
appropriate interaction with partner is appropriate interaction with
interaction with audience or speaking most of the time, audience or 36 3
Rubrics for writing
Rubric for a Narrative Paragraph

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content The topic is not Even though the idea Most of the Conveys narrative
developed in a logical is vaguely stated, the intended ideas are events effectively
way and there is very narrative event is stated logically. and in a logical way.
little information. present and it can be The narrative Events are clearly
The narrative event easily understood. event can be easily stated, understood
is absent or not understood although and developed.
understood. it is not totally well
developed.
Use of Language Has problems Uses successfully Expresses himself/ Expresses himself/
(Grammar / expressing himself/ some grammar rules herself clearly herself clearly using
Vocabulary) herself clearly when in sentences and because he/she uses grammar rules in
he/she narrates simple vocabulary to correctly most of sentences correctly.
events close to his/ make himself/herself the grammar rules in Narrative events
her reality, mainly understood when he/ sentences. Narrative are stated clearly,
because he/she does she narrates events. events are reasonably using appropriate
not use grammar well expressed. transitions.
rules in sentences and
uses inappropriate Uses acceptable Word choice is
vocabulary. and appropriate accurate and correct.
vocabulary.
Text Structure There is no evidence Narrative events Narrative events The writing format
of a specific are stated in a vague are quite structured is clear and narrative
writing format or writing format in a coherent events are well stated
paragraphing; ideas with very basic writing format and within the paragraph
are scattered without paragraphing, but the paragraphing is clear. structure.
narrative cohesion. narration, in general,
can be understood.
Mechanics Misspelling of words Frequent spelling Spelling is correct Spelling is correct.

364 (Spelling / interferes with and punctuation most of the time.
Punctuation) understanding. mistakes; but these Uses punctuation
do not affect the main Most punctuation accurately and
Lacks all or most message elements are used. effectively.
punctuation
(capital letters, full
stops, commas,
question marks and
exclamation marks)
Rubrics for writing
Rubric for a Descriptive Paragraph

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content The topic is not Even though Most of the intended Conveys a good
developed in a logical descriptive elements descriptive elements number of descriptive
way and there is very are vaguely stated are stated logically. elements effectively
little information. and they lack The general idea can and in a logical way.
Descriptive elements logical unification, be understood. Ideas are clearly
are absent or not the general idea is stated, understood
understood. present and it can be and developed.
easily understood.
Use of Language Has problems Uses successfully Expresses himself/ Expresses himself/
(Grammar / expressing himself/ some grammar rules herself clearly herself clearly using
Vocabulary) herself clearly when in sentences and because he/she grammar rules in
he/she describes simple vocabulary to uses correctly most sentences correctly.
people, places make himself/herself of the grammar Descriptive elements
or things, mainly understood when he/ rules in sentences. are well expressed,
because he/she does she describes people, Descriptive elements using appropriate
not correctly use places or things. are expressed transitions.
grammar elements for satisfactorily.
descriptive sentences Word choice is
and uses incorrect Uses acceptable accurate and correct.
and restricted and appropriate
vocabulary. vocabulary.
Text Structure There is no evidence Descriptive elements Descriptive elements The writing format is
of a specific are stated in a vague are quite structured clear and descriptive
writing format or writing format in a coherent elements are well
paragraphing; ideas with very basic writing format and stated within the
are scattered without paragraphing but, paragraphing is clear, paragraph structure.
cohesion. overall, the text can
be understood.
Mechanics Misspelling of words Frequent spelling and Spelling is correct Spelling is correct.
(Spelling / interferes with punctuation mistakes, most of the time. 36 5
Punctuation) understanding. though the ideas are Uses punctuation
clear. Most punctuation accurately and
Lacks all or most elements are used. effectively.
punctuation
(capital letters, full
stops, commas,
question marks and
exclamation marks)
Rubrics for Tasks
Rubric for Task Preparation

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Preparation of the Students did not Students Students understood Students understood
Task research the Task had difficulty and communicated and communicated
topic. They did not understanding and the Task topic the Task topic
accomplish the mini- communicating the satisfactorily. They successfully. They
tasks assigned in each Task topic. They accomplished with accomplished to a
unit to develop the accomplished the only minor mistakes high standard the
Task. mini-tasks assigned in the mini-tasks mini-tasks assigned in
each unit to develop assigned in each unit each unit to develop
the Task, but only at a to develop the Task. the Task.
very basic level.
Use of English Students are not Little motivation Students show a Students are very
motivated to to communicate in reasonable amount motivated to
communicate in English is evident and of motivation to communicate in
English and they do use of the grammar communicate in English and use the
not try to use the structures learned English and use the grammar structures
grammar structures throughout the units grammar structures learned throughout
learned throughout is limited. learned throughout the units.
the units. the units.
Use of Materials and Students do not use Students only use Students use a good Students use a great
Resources any materials or a small number number of materials diversity of materials
resources in the mini- of materials and and resources in the and resources in the
tasks. resources in the mini- mini-tasks. mini-tasks.
tasks.
Teamwork Students do not Students only work Students work Students work
work collaboratively collaboratively in collaboratively and collaboratively and
or in an organized some areas and communicate well communicate very
way. A lack of communication within with each other. Their well with each other.
communication within the group is very work is reasonably Their work is well
the group is evident. limited. Their work is well organized. organized.
3 66 a little disorganized.
Rubrics for Tasks
Rubric for the Final Task

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Knowledge The group The group has The group The group
demonstrates very some difficulty demonstrates demonstrates with
limited knowledge in demonstrating knowledge of the ease knowledge of the
and a lack of knowledge and topic and satisfactory topic and also shows
comprehension of the comprehension of comprehension of the good comprehension
topic’s main issues. the topic’s main topic’s main issues. of the topic’s issues.
The topic is under- issues. A basic level There is evidence The topic is well
prepared. Mini-tasks of preparation of the that the topic was prepared and mini-
are not discussed. topic is evident, but sufficiently prepared tasks are discussed.
mini-tasks are barely and most of the mini-
discussed. tasks are discussed.
Use of English Most vocabulary, Some vocabulary, Most of the Vocabulary, grammar
grammar and text grammar and text vocabulary, grammar and text type rules
type rules related to type rules related to and text type rules related to the subject
the subject are not the subject are used related to the subject are used widely and at
used properly. properly. are used properly. a high level.
Presentation; Use The presentation The presentation The presentation The presentation is a
of Materials and reveals few significant reveals some reveals many good reflection of the
Resources outcomes from the significant outcomes significant outcomes expected outcomes
Task. from the Task. from the Task. from the Task.
The group uses no
materials or resources The group uses a The group uses a good The group uses
in the Task. few materials and range of materials and a great diversity
resources in the Task. resources in the Task. of materials and
resources in the Task.
Teamwork The group is The group The group The group

disorganized and demonstrates little demonstrates demonstrates
does not work collaborative work collaborative work good collaborative
collaboratively. or communication and members work and members
There is a lack of between members. communicate communicate well.
communication Their combined effectively. Their Their combined
between group delivery of the combined delivery of delivery of the final 36 7
members in the final Task is fairly the final Task is well Task is well organized.
combined delivery of disorganized. organized.
the final Task.
Module 1 Final Task
A Family Collage
1. Planning Encourage students to decorate 4. Show the collages
10 their collage and stick down the 20
minutes minutes
In groups, students take a corresponding pictures. Assign turns to present
look at the module again their collages.
and decide what type of Encourage students to be as clear as
3. Prepare the presentation
collage they are going to do. It can be 15 possible and to try their hardest.
minutes
• to describe family members. Help students work
• to talk about the routines of together and practise the
5. Evaluate the work
family members. presentation. 15
minutes
• to mention the good or bad Make sure students do not just stand Ask students to take notes
routines some family members there to read what is written on the on the important aspects to
have. captions that go with some of the improve.
pictures. Discuss the positive points and what
Tell students to assign roles and
Encourage students to help each to do better next time as a class.
decide on the responsibilities each
other with pronunciation, body Finally, ask students to write a self-
person has: writing texts, doing
language, clarity of the message, etc. evaluation on how they can help their
drawings, giving the presentation, etc.
Ask students to choose the group to get better results next time.
best representatives to give the
2. Development presentation.
25 Get students to work in Tell the other members to help the
minutes representative learn his/her part
groups and write a brief
description of each picture. so that she/he can say it without
reading it.
Make sure some members of each
group help by checking grammar and
spelling of the text.
368
Module 2 Final Task
1. Ask students to read the Allow enough time for students to 5. In their groups, students
10 5
minutes name of the module task. work on their questions and make minutes should select one of the
Explore what they think it sure they will be understood by their options to prepare their
is about. peers. presentation: a play (no
Make sure they use English in their longer than 5 minutes) or a model.
Explain what the visual campaign
groups, as it is in this type of situation
consists of and check they all
that they are expected to negotiate
understand it. Make sure they
meaning. That is, it is expected that 6. Have them work in
understand the purpose of the
their learning is a matter of taking 60 groups and assign roles for
activity: they have to produce a minutes
advantage of the possibilities for the development of the
campaign to reduce the frequency
using English they have, and this is task.
with which people do an unhealthy
one of the clearest opportunities.
habit/activity. It has to be visual
It is not only a matter of having a Allow enough time for students to
so everybody must use images
good end result, it is also a matter of prepare, organize and create the
and actions with language in an
going through the process according necessary material for their task.
effective way.
to the principles of communicative
Remind them they should have language learning and teaching. If they choose the play option, tell
collected or done some of the helpful them they need to use some visual
mini-tasks along the three units of aids to accompany the performance.
the module in order to carry out this 4. Ask students to share They can use any creative idea that
30 out roles and prepare.
final stage. minutes can help people understand the
They have to go around unhealthy habit and the proposed
Have them take a look through the
the classroom asking their actions to prevent it. Focus their
whole module and check which of the
questions to their classmates and attention on the suggested steps for
mini-tasks they have done by using
recording the information in their the play option.
the provided checklist.
notebooks because the information is
necessary for the task. If they choose the model, tell them
2. Make groups of five they need to be creative and artistic
5 Go around the classroom helping
minutes people at random (or you to make the model visually attractive
can mix high achievers students. Do not correct them. and focus their attention on the
and low achievers evenly). Let them use their compensation suggested steps of the model option.
When the groups are ready, they will strategies in order to find the language
have to decide on just one habit they they need to express meaning. You can do a final round-up session
want to fight. It could be at home or Encourage them to try their best at asking students what they like about
at school. Ask them to tell you their communicating and make this a fun the other groups’ tasks and give
final decision so that each group has a stage in the process of learning. positive feedback to the others.
different idea and the campaign does
not repeat topics. 21st Century Skills—Initiative Individually, each student can write a
short reflection paragraph about how
The people of the new millennium they can help their own groups for a
who want to promote a more future presentation or how they can
3. Read the rubric. Students balanced lifestyle make decisions improve their contribution during the
20 have to create a survey in to start healthier routines at every process, be it at the procedural level
36 9
minutes
which they will find out place they are. Home and work or linguistic one.
as much information as are two of those places, and many
possible about the unhealthy habit simple yet effective ideas can be
they chose. implemented in those places. The
first step is, always, to have the
They can ask questions of frequency, initiative and start with simple steps.
reasons, times, days, opinions, and One by one, each step will help us
any other type of information they achieve the expected outcomes.
consider relevant to get a solid idea of
people’s bad habits.
Module 3 Final Task
A Newspaper
1. Planning 3. Prepare the presentation
10 25
minutes minutes
a. In groups, students imagine the sections a. Students practise their section so that they
a community newspaper would have. You can present it and feel confident about it.
can suggest the following sections: editorial, b. Decide the order in which each member of the group
an interview, a news section (related to interests will present.
of the community such as activities, classes, etc.),
advertisements and job adverts.
b. Assign each person a particular section to work on. 4. Show the newspapers
30
minutes
a. Ask groups to present each part of their
2. Development newspaper.
50 a. Each person researches, and draws or takes b. Encourage the groups to exchange newspapers with
minutes other groups and ask them questions about their
pictures, then writes his/her section on separate
pieces of paper. paper. (What is your interview about? What news do you
have in your newspaper?)
b. In their groups, students review each section and
make any corrections.
c. Students put the newspaper together. They put 10
5. Evaluate the work
minutes
advertisements on every page and organize each page
a. As a class, discuss the positive points and the
in a visually clear way. Encourage them to think of a
aspects students can improve on next time.
good title for their newspaper.
b. Ask students to write a self-evaluation of how they
can help their group to get better results next time.
370
Module 4 Final Task
A Travel Brochure
1. Planning 3. Prepare the presentation
10 20
minutes minutes
a. In groups, students think of a country they a. Students work in groups and practise the
would like to research and describe: presentation. Because this is a travel brochure,
• where it is located in the world they should make sure it is inviting and appealing.
• what its weather is like b. Emphasize that students should learn their part so
that they can say it and not read it.
• what important landmarks there are
• what its culture is like in terms of typical food,
customs, music, and celebrations 10 4. Show the brochures
minutes
b. Assign each person a particular area to work on
a. Each group presents each part of its brochure.
b. Students watch other groups present their brochure
2. Development
50 and ask questions about their country. (Is this typical
minutes food sweet? What is an interesting place in this country?)
a. Each person researches his/her area and
draws and writes about it on separate pieces of
paper. 5. Evaluate the work
10
b. In groups, students put the brochure together. minutes
a. As a class, discuss the positive points and what
to do better next time.
c. Make sure that students check that all the aspects of
the country they chose are included. b. Students write a self-evaluation on how they can help
their group to get better results next time.
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ID cards
An ID card shows the Title

identity of a person. The There is a heading showing the
information is grouped in kind of ID card, for example it can
sections: be an educational institution’s
card or it can be a nationality ID
card. Depending on the type of
card, the information shown
can change.
Other information
Depending on the type of ID
Name and last name card, it will have an address, a
The full name of the person telephone number, age, the
is shown. place and date of birth, etc.
Gabriel García
Márquez SchooL
Name: Carlos Andrés
Last Name: Pineda
ID number: 1.003.576.897
Grade: Sixth
Age: 12
Home phone: (5) 276-9831
ID number Writing Strategy Photo

3 72 Every person has a number that
Use Capital Letters to write proper Most ID cards have a photo
identifies them. Some names
names, for example the name of the of the person.
may be the same, but the
number will always be unique. institution giving the ID card and the
name of the person. In these cases,
every letter starting a word will be
in capital letters. Also, use capital
letters when beginning a sentence
or for acronyms (ID=Identity
Document).
Writing Bank
Narrative Paragraph
A narrative paragraph tells

a story or a series of events.
It usually tells the story
in chronological order, in
other words the story has a
beginning and an end.
Writing Strategy
Use a full stop every time you end a
complete sentence.
I wake up at 6:00 am every day, even at the

weekend. From Monday to Friday I go to school,
so I have to wake up early. I study from 7:00
am to 3:30 pm. When I get back from school, I
do my homework, eat a snack and play sports.
Sometimes I play tennis with my sister or I ride
a bike with my friends in the park. After that,
I help my mum with dinner and I take out the
rubbish. Then, the family gets together to talk
and watch TV. At 8:00 pm, my sister and I get
ready for bed because we need to go to sleep at
9:00 pm. At the weekend, I get up early because
my sister and I need to do chores. After doing
chores, I go to piano lessons. In the afternoons,
my family plays board games or we go somewhere 373
special to spend time together. We go to bed late

at the weekend, at 10:30 pm.
Tips
Writing Strategy A list is usually numbered;

Tips are a list of useful ideas on Use an exclamation mark when sometimes each item
a specific topic. communicating a categorical is indicated with bullet
declaration, a command, or an points. The general idea is
interjection to express strong then expressed in a very
feelings like surprise. short phrase which is
The topic is stated
in the title. normally highlighted.
h e Enviro nment
5 Tip s o n H e lp in g t
• Buy local: If you travel long distances to buy your groceries or clothing,
you are consuming unnecessary petrol to get to that place. This produces
unnecessary pollution. It’s the same if you buy things that come from
very distant places because some of these products come in planes from
remote countries, polluting the air. Buying products produced locally can
also help the people who live near you, creating a positive impact on the
local economy. So, buy local and make a difference!
• Reuse: Many products have packaging that can be used again. For
example, plastic bottles can be used again to carry tap water when you
go out. By doing that, you can also save a lot of money!
• Reduce: Sometimes we have a lot of old clothes in our wardrobes. They

can be practically new, so don’t buy more: just have a fashion show
with your friends and exchange them! In this way, you will have “new”
clothes from time to time.
• Recycle: This one is a classic! Most of the things we buy can be used
again in a different way. For example, food tins can be cleaned and
painted and used as pencil holders for your desk.
374 • Use a large plastic bottle in your toilet tank: With this strategy you
will use less water every time you flush the toilet. You can save up to 10
gallons of water per day! Just put some stones and water in a 1-2 litre
bottle and put it in your toilet tank. Be careful not to interfere with the
toilet parts inside the tank.
After the general idea is
stated, a brief description
of the idea is expressed.
Writing Bank
Brochure
A brochure is a piece of A brochure is folded into

informative writing, mostly several parts. Brochures
used in advertisements, to have a lot of images and
give the reader information precise information about
about a specific product, the topic or item.
course, event, place etc.
Writing Strategy
Use a colon when you want to give
examples. Use a colon when you are
going to introduce an item or a set of
items. Also, use it when you need to
introduce a list of elements.
activities
s of
• Upper circuit: awesome view
r exu ber ant
the waterfalls and thei
vegetatio n.
ple
• Lower circuit: ramps for peo
to get clos e to the casc ade s.
e
• Devil’s Throat: astonishing larg
waterfa ll.
tour
• Forest train: ecological train
to the fore st and the rive r.
kilometres
These large waterfalls are 2.7
the heig ht vari es betw een 60
wide and
re are about
metres and 82 metres. The
200 falls here .
the Iguazú
These waterfalls are located on
ing two cou ntri es: Arg entina and
River divid
Brazil.
t famous falls
On the Brazilian side, the mos 375
are:
• Benjamin Constant
• Deodoro
• Floriano
17/11/2016 10:24
flyer iguazu falls.indd 1

Descriptive Paragraph (people)
A descriptive paragraph of a person represents in

words his or her physical or personality features.
A descriptive paragraph appeals to the five
senses. In other words, descriptive writing will
try to tell you how someone or something
looks, smells, sounds, tastes or feels.
Writing Strategy
Remember you can use adjective +
noun when you describe someone’s
features.
Samuel is a tall, strong man. His skin is dark and soft, maybe
because he spends so much time at sea. He has big hands,
with a great talent for carving wood. His big, round, green
eyes are always trying to see right through you. His curly hair
is very dry, thanks to the salt water. For this reason, he always
keeps his hair short. He has learned to be very patient. The
long hours at sea have taught him not to expect anything big
very soon. His quiet and peaceful personality has given him
the nickname of the “Lone sea lion”.
376
Writing Bank
Descriptive Paragraph (places)
A descriptive paragraph of a place

represents in words its physical features.
A descriptive paragraph appeals to the
five senses. In other words, descriptive
writing will try to tell you how a place Writing Strategy
looks, smells, sounds, tastes or feels. Use a comma to separate different
items in a series.
Use a comma and a short

conjunction to connect two
independent clauses.
Use a comma to separate linked

adjectives.
Use a comma after logic or time

connectors.
This place is very popular because the river flows into the
sea here. The fresh and salt water combine. You can have a
current of fresh water after a salt one. Early in the morning,
you can swim in the river and see the peaks of the Sierra
Nevada shining in the sun, but you have to hurry if you want
to take a picture because soon the clouds cover the peaks.
Beside the river, the vegetation is very green, exuberant and
exotic. On the other hand, near the sea it gets dry and scarce
because the winds from the sea are very strong.
377
Learning Strategies
The term Language Learning As their language levels progress, Way to Go! has been designed taking
Strategies, according to Rebecca many students will consciously and into account a variety of Learning
Oxford, refers to specific actions that unconsciously develop their own Strategies (direct and indirect)
language learners apply in order for learning strategies. However, some that fit into different categories.
them to learn and use a new language strategies may need to be taught in order Various projects, tasks and exercises
more effectively. They are considered for students to improve their learning throughout the series require the
to be thoughts and actions that techniques. Given that each student application of these strategies in
are intentionally used by language is different, a strategy that works for order to be successfully completed
learners of all levels to assist them in one student may not necessarily work by students. In this way, Way to
performing various tasks, such as how for another; it greatly depends on their Go! promotes these strategies and
they learn and remember information, individual learning styles. For example, allows students to develop their
different ways they can study for tests the strategies used by an outgoing communicative competence while
and how they can take advantage of student may be different from those assuming autonomy in their learning
their learning strengths. used by a more introverted student. process.
Rebecca Oxford classified learning strategies into the following categories:
• Cognitive Strategies: actions that help students in the direct manipulation of language
Reasoning Repeating Note-taking
Applying deduction and inference Practising in naturalistic settings. Practising structures and sounds
• Metacognitive Strategies: actions that relate to the management of the overall learning process
Identifying one’s own learning style Self-monitoring preferences and needs Evaluating task success
Evaluating the success of any type of

Gathering and organizing materials Arranging a study space and a schedule
learning strategy
• Memory Strategies: actions that link one L2 item or concept with another but not necessarily to develop deep
understanding
Learning and retrieving via sounds (rhyming) Producing body movement (total physical response)
Making images (mental picture of the word or meaning) Grouping
Relating sounds and images (keyword method)
• Compensation Strategies: actions that help to make up for missing information or knowledge
Guessing meanings from context (listening and reading)

3 78 Using synonyms
• Affective Strategies: actions that encourage students to learn
Identifying your mood and anxiety level Reducing anxiety
Encouraging yourself Using deep breathing
• Social Strategies: actions that help learners work with others and understand the target culture and language
Asking for help in doing a language task Exploring cultural and social norms
Study Skills
These skills cover procedures to retaining information and coping with the student is. Thus, discovering an
make learning more efficient. They assessment procedures. Most of the individual learning style can be of
address the process of organizing following features will vary somewhat great assistance to the student in
and taking in new information, depending on what type of learner using efficient study skills.
• Exam strategies: assessment time
punctuality,
anxiety reduction,
making lists of the items to be tested
• Time management: optimal organization
fighting against procrastination,

prioritizing tasks by using different colours for assignments
• Rest and proper nourishment: vital tips
having a good rest before going to class or taking an exam;

eating healthily and drinking plenty of water
379
Irregular Verbs list
IRREGULAR VERBS LIST IRREGULAR VERBS LIST
become became become let let let

begin began begun lie lay lain
bite bit bitten lose lost lost
blow blew blown
break broke broken make made made
bring brought brought mean meant meant
build built built meet met met
buy bought bought
pay paid paid
catch caught caught put put put
choose chose chosen
come came come quit quit quit
cost cost cost
cut cut cut read read read
ride rode ridden
do did done ring rang rung
draw drew drawn rise rose risen
drink drank drunk run ran run
drive drove driven
say said said
eat ate eaten see saw seen
sell sold sold
fall fell fallen send sent sent
feed fed fed set set set
feel felt felt shake shook shaken
fight fought fought shut shut shut
find found found sing sang sung
fly flew flown sit sat sat
forget forgot forgotten sleep slept slept
forgive forgave forgiven speak spoke spoken
spend spent spent
get got got steal stole stolen
give gave given sweep swept swept
go went gone swim swam swum
grow grew grown
take took taken
have had had teach taught taught
hear heard heard tear tore torn
hide hid hidden tell told told
hit hit hit think thought thought
hold held held throw threw thrown
hurt hurt hurt
3 80
understand understood understood
keep kept kept
know knew known wake woke woken
lay laid laid wear wore worn
leave left left win won won
lend lent lent write wrote written
P378_380_TG6_way_to_go_LearningStrategies_OK.indd 380 23/01/17 10:13 a.m.

Online Resources
Websites Learning Resources
Resource tools, printables, and other great stuff for ELL Enrich your students’ learning by sharing these excellent
educators are all available on these websites English resources that they can check out in the classroom
https://www.usingenglish.com/ or on their own.
Here, you’ll find an incredible collection of tools and http://capl.washjeff.edu/index.php

resources for learning and teaching English as a second This lexicon offers images demonstrating the true meaning
language, including a grammar glossary, printables, and of the word, making it easier for English language learners
teacher handouts. to understand.
http://www.everythingesl.net http://www.manythings.org/
This is an awesome place to find ESL teaching resources, On this website, you’ll find quizzes, word games, puzzles,
from lesson plans to teaching tips and resources. and a random sentence generator to help students better
http://www.colorincolorado.org/teaching-english- grasp English as a second language.
language-learners http://en.bab.la/games/
This website is full of useful information, activities, and Bab.la is a really fun site for ELL learners, with reference
resources for ELL teachers, especially those at the Pre-K to tools like a dictionary and vocabulary, supplemented with
third grade level. However, most activities can be adapted quizzes, games and a community forum.
all the way up to high school, making this a diverse and
useful website. http://www.eslbasics.com/
On this site, you’ll find free English videos for both
Articles & Advice students and teachers.
Check out resource lists, journal articles, and ideas for best
http://www.bbc.co.uk/learningenglish/
practices in ELL with this link.
On this website from the BBC, students can find help with
http://ies.ed.gov/ncee/wwc/
grammar, vocabulary, and pronunciation, with plenty of
Scholarly publications for effective outcomes in English references to current events. Also, you’ll find a special
language learning. section for ELL teachers.
Organizations http://www.eslgold.com/
Take advantage of the great opportunities and resources Students can practise pronunciation, find a book to study,
available from these organizations that benefit ELL and even talk to someone in English on this site. Also,
teachers. teachers can find a job, search for textbooks, discover
games and so much more.
http://www.ets.org/toefl/teachers_advisors?WT.
ac=toefl_27125_teachers_advisors http://www.real-english.com/
As the official language test for education, TOEFL hosts a Have a look at this free site for learning English, with lots
website that is incredibly useful for sharing test-taking and of videos from real English speakers, as well as quizzes and
studying information with students. community support.
38 1
P381_TG6_way_to_go_IregualVerbs_OK.indd 381 23/01/17 10:14 a.m.

Online Resources
http://repeatafterus.com/ Teaching Resources
In this online library, students can get access to a huge With these resources, you can find great ways to
collection of English texts and scripted recordings. communicate more effectively, explore lessons, and be a
great ELL teacher.
https://translate.google.com/
http://www.uen.org/k12educator/ell/
An awesome resource to use for simple translations,
Google Translate can help your students see how it’s done This is a great list of resources for ELL, with teaching ideas,
and better understand translations between two or more forums, and even news and research.
languages. http://www.onestopenglish.com/
http://www.esl-lab.com/index.htm Specially designed for English language teachers, One Stop
Direct your students to this ESL cyber listening lab with English has a monthly topics series, news lessons, and even
study guides, quizzes and teacher features. an app for ELL teaching on the go.
http://www.vocabulix.com/ http://casanotes.4teachers.org/
This online tool is designed to help jump-start students’ This ingenious tool allows ELL teachers to effectively
vocabulary skills, with more than 90 vocabulary lessons, communicate effectively with non-English speaking
and the option to create lessons of your own. parents. You’ll be able to quickly make and customize
notes that you can translate and send home to parents,
http://wordsteps.com/ effectively communicating information about field trips,
Wordsteps makes it easy for students to build their own behaviour, homework, and more.
vocabulary collection, and even access their vocabulary https://www.wyzant.com/resources/lessons/english/esl
through a mobile device for English language learning on
the go. A great site for ELL teachers, with lesson plans, strategies,
worksheets, flashcards, quizzes, games, and even
vocabulary resources to help you be a better ELL teacher.
http://a4esl.org/
Thousands of teacher contributions can be found on this
site full of quizzes, exercises and tests for teaching English
as a second language.
https://elt.oup.com/learning_resources
A service provided by Oxford University Press, this
learning resources bank for English language teaching has
courses, titles, and interactive English reading tools.
http://www.english-test.net/
Encourage students to self-test with this website, offering
free English tests, grammar exercises, and worksheets.
http://www.ef.com/english-resources/english-test/
Have a look at these tests and games that offer a great way
for students to test and improve their English language
382 skills.
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38 3
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Agradecimientos:
Equipo técnico Ministerio de Educación Nacional – Apoyo Revisión de Textos:

Diana Marcela Agatón, Jeimmy Herrera, Milton Mendoza, Daniel Quitián, Laura Higuera y Andrés
Najar.
Instituciones Educativas, Secretarías de Educación y docentes participantes en el pilotaje de ma-

quetas:
Alain Arturo Tapia y Duván Armando Vargas Marín (Institución Educativa La Merced – Mosquera),
Vilma Papagayo Lara (Secretaría de Educación de Zipaquirá), Carlos Andrés Mora González (Sec-
retaría de Educación de Chía), Carolina Campo Sánchez, Adriana Velandia y Camilo Díaz (Insti-
tución Educativa Bicentenario - Cundinamarca), Silvana Tutistar (Institución Educativa Miguel de
Cervantes Saavedra – Bogotá D.C.), Diana Camila Amaya (Instituto Bogotá Centro - Bogotá D.C.),
Laura Merlo (Secretaría de Educación de Facatativá), Liliana Ballesteros (Colegio Ciudadela Educa-
tiva de Bosa – Bogotá D.C.) y Esmeralda Silva (Institución Educativa José Joaquín Casas – Chía)
Instituciones Educativas y docentes participantes en el pilotaje de los materiales:

Selene Candela Sáenz (Institución Educativa CASD Hermógenes Maza – Armenia), Alexander
Franco Pineda (Institución Educativa Los Fundadores – Montenegro), Gracce Llanos Guevara (Es-
cuela Normal Superior La Hacienda – Barranquilla), Román Rodríguez Vargas (Institución Educa-
tiva San Nicolás de Tolentino – Puerto Colombia), Andrés Eduardo Corrales Valencia (Institución
Educativa Normal Superior Santiago de Cali – Cali), Ayda Lucy Zambrano Pasos (Institución Educa-
tiva Técnico Industrial Antonio José Camacho – Cali), Ana Lucía Arias Mayorga (Institución Educa-
tiva Fagua – Chía), Neyla Esperanza Prieto (Institución Educativa Departamental Carlos Abondano
González – Sesquilé), Diana Paola Pedroza Bello (Institución Educativa Distrital República Estados
Unidos de América – Bogotá D.C.), Silvana Tutistar (Institución Educativa Miguel de Cervantes
Saavedra – Bogotá D.C.), Carolina Toloza (Institución Educativa Colegio Holanda - Piedecuesta) ,
Elizabeth Mantilla Lucerna (Girón), Julia Yasodara Trujillo (Institución Educativa Raíces del Futu-
ro – Ibagué), Leonardo Herreño (Institución Educativa Policarpa Salavarrieta – Yopal) y Esperanza
Carbonell Sierra (Normal Superior de Acacías – Acacías).
384
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Ministerio de Educación Nacional
Calle 43 N.º 57-14
Centro Administrativo Nacional, CAN
Bogotá, D.C. - Colombia
Conmutador: (+571)2222800
Fax: (+571)2224953
Línea gratuita fuera de Bogotá: 01 8000 910122

@Mineducacion
2016
ISBN: 978-958-691-783-4 Ministerio de Educación Nacional
www.mieducacion.gov.co
www.colombiaaprende.edu.co/colombiabilingue mineducacion_colombia

Way To Go Teachers Guide 6

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Way To Go Teachers Guide 6

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6th grade

be completed in your own book, and not

en este libro se deben realizar en un

Richmond, 58 St Aldate’s, Oxford, OX11ST, UK

YANETH GIHA Diseño:

PAOLA ANDREA TRUJILLO PULIDO Edición:

Autores Citación: Ministerio de Educación Nacional (2016).

Ministerio de Educación Nacional

Objectives and Characteristics

• Sixth grade: Level A1

• Language is a means of communication and construction of meaning.

• Adaptability: The individual circumstances of each school need to be considered in

Digital literacy: including information, media and ICT literacy.

Leadership and personal responsibilities

The main competence considered throughout this series is the Communicative

Intercultural Competence is another competence that is built up throughout this series.

Teaching & Learning Approach

Grades 6 and 7: Task-based Learning

Grades 8 and 9: Project-based Learning

10th and 11th Grades: Problem-based Learning

Problem-based learning requires commitment from teachers in order to facilitate and

Review Project Evaluation

Basic Learning Rights (BLRs):

Vocabulary Teaching Tips:

Student’s Workbook Answers:

List of Online Resources:

An icon indicating the ability or abilities

It represents the BLR

Anita: That is a great idea.

Luisa: Ok. Come to my house

Anita: Ok. See you there.

An example to make the BLR easier

LISTENING READING WRITING

Hello, I am Antonio. I am your new classmate.

Hi Antonio, How are you?

Antonio: Where are you from?

16 Carlos: This text is

Language Functions Text types Grammar Vocabulary

Unit 2: ▪▪ Describe daily routines ▪▪ survey ▪▪ Present simple: ▪▪ Routines: What

Unit 3: ▪▪ Talk about family ▪▪ article ▪▪ Possessive adjectives ▪▪ Members of the

Language Functions Text types Grammar Vocabulary

Unit 2: ▪▪ Create short, simple ▪▪ explanatory ▪▪ Expressing likes ▪▪ Vocabulary related

Unit 3: ▪▪ Describe habits and ▪▪ informative ▪▪ Adverbs of ▪▪ Days of the week

Unit 3: ▪▪ Use vocabulary related to ▪▪ explanatory ▪▪ Present ▪▪ Jobs

Language Functions Text types Grammar Vocabulary

Unit 2: ▪▪ Describe weather conditions ▪▪ informative ▪▪ Adjectives to ▪▪ Weather and

Module Presentation ......................... page T8 Module Presentation ....................... page T48

Unit 1 Unit 2 Unit 3

14/12/16 10:39 a.m.

• Explain to students that • Ask students to describe Unit 1

• Which classroom objects do

Task: A Wall of Honour

In this module you will work in groups to prepare a formal presentation.

Unit 1 Unit 2 Unit 3

L6M1_SB_Module Presentation_AFL_101016.indd 9 01/12/2016 12:17

Explore Your Knowledge Final Task

In Context » My First Day at School

Good morning! I’m

2. Write Complete the diagram. Then, practise with a friend.

Colombia_Book 6_L6M1U1.indd 10 01/12/2016 10:45

▪▪ Model how to use the

I’m Saray. What’s My name’s

How old are you? I’m 12 years old.

• Explain to students that • Ask students to describe Unit 1