Quest 2 Teachers

Teacher’s Guide
Simon Cupit
Lysette Taplin
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Teacher's Guide
Simon Cupit
Lysette Taplin
Publisher The trademark University of Dayton Publishing is the property
Lauren Robbins of University of Dayton. Unauthorized copying, reproduction,
hiring, and lending prohibited.
Author
Simon Cupit, Lysette Taplin U.D. Publishing, S.A. de C.V., is the exclusive licensee
of the University of Dayton Publishing brand.
Editors
Dan Moby Humm Soriano, Alisa Delgado Carrillo, University of Dayton
Paulina Cruz Sánchez 300 College Park
Dayton, OH 45469
Proofreading
Jessica Melfi Quest 2
Series Design Teacher’s Guide
Ignacio Galván First edition, 2019
D.R. © U.D. Publishing, S.A. de C.V., 2011
Cover Design Magdalena 211, Colonia del Valle,
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Design Coordination Tel.: (55) 1087-8400
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Layout and DTP ISBN: 978-607-493-998-9

UDP Design Team, Carlos Fernández Member of the Cámara Nacional de la Industria Editorial
Mexicana
Illustration Registration number 3263
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David Levi Peón Rivero All rights reserved. No part of this book may be reproduced,
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© 2019 iStockphoto, © Fotolia 2019, Printed in Mexico/Impreso en México
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Quest 2
Production Teacher’s Guide
José Navarro, Adriana Poceros, Valeria Salinas
Este libro se terminó de imprimir en
Table of Contents
Introduction 4
Components 5
Unit Planner 13
Teacher’s Notes
Unit 1 23
Unit 2 35
Unit 3 47
Unit 4 59
Unit 5 71
Unit 6 83
Unit 7 95
Unit 8 107
Unit 9 119
Unit 10 131
Irregular Verbs 143
Phonemic Chart 144
Grammar Reference 145
Glossary 153
Assessments 163
Assessment Answer Key 183
Reader Answer Key 185
Evaluation Tools 186
Marking Criteria 196
Audioscripts 200
Bibliography 206
Class CD Contents 208
3
Introduction
Quest is a three-level series for secondary students learning English in Mexico. The
contents were selected and organized based on the international standards in the
Common European Framework of Reference for Languages (CEFR), and are aimed at
students at lower intermediate to intermediate levels.
Specific Purposes
The program of study outlines a number of specific purposes. At secondary level, it is
expected that students
• use English to express ideas and thoughts confidently and efficiently to people of
other cultures.
• organize thoughts and discourse, analyze critically, and solve problems, as well as
participate in different exchanges and cultural expressions.
• interact creatively and ethically, with empathy towards the perspectives and feelings
of others.
• recognize the role of language and culture in the construction of knowledge, shaping
of identity, and regulation of behavior, experience, and values.
• reflect on language and culture to interpret and produce meaning in exchanges.
Methodology
Quest adopts an action-oriented approach to language learning. It is based on the
premise that learning is constructed around actions required to achieve a particular
outcome, not just a pretext for language learning. To this end, each unit of study in
Quest revolves around the collaborative construction of a product (the outcome) that
requires the use of target social practices (competencies).
The Role of the Learner

The role of the learner in Quest allows the student to become a social agent, or
active participant, in the learning process. The idea of a social agent recognizes
that each learner has different experiences that define his or her identity, and that
genuine interaction requires a learner to be aware of his or her own knowledge and
competences, and use them in and for social action. For this to be successful, the
learner must be aware of this goal and the nature of the tasks, his or her needs,
strengths, and weaknesses with respect to this task, and what he or she still needs to
learn in order to accomplish the task.
The Role of the Teacher

The role of the teacher in an action-oriented approach is to propose and define,
together with the class, the products or final goal of each unit, and the activities
required to achieve it, based on students' knowledge, experiences, and interests. The
teacher must generate and promote opportunities for real communication, both oral
and written, in the classroom, while encouraging reflection and analysis. In addition,
the teacher is responsible for creating an atmosphere of respect and collaboration in
the classroom.
4
The Units
The unit structure revolves around the creation of the unit product using the social
practices of the unit. Students start by exploring and analyzing the social practice in
context. This context can be presented in a written text or in an oral text. Students then
use the social practice communicatively in activities that lead up to or are part of the unit
product. They then reflect on and review their production, and finally, they socialize and
share their product work with the class.
Building Learner Autonomy

In addition to its alignment with the social practices and specific purposes of the
program of study, Quest also encourages students to take control of their own learning
process. They are given multiple opportunities to reflect on and evaluate their own and
others’ work at the beginning, during, and the end of each unit. This enables them to
identify strengths and weaknesses and make suggestions for improvements. In this way,
students get a chance to identify the ways of learning that best suit them. With this in
mind, in most classes, Quest provides ideas for students to produce something tangible
and that can be assessed either individually or in groups. Very often, these activities are
steps towards a final group product, which students peer evaluate at the end of each
unit. However, there are also recommendations for evaluating progress in a variety of
other production activities in different classes throughout, as well as checklists to verify
students' spoken and written output.
Evaluation
Along with the continual self-assessment outlined above, there are a number of other
ways for the teacher to assess students’ progress. The Teacher’s Guide provides texts for
ongoing assessment at various stages. It is important to remember that this assessment
focuses on fluency and communicative competence in both written and oral texts. There
is also an evaluation instrument as suggested by the program at the end of each unit. In
addition, each unit comes with a two-page assessment, which can be found at the back
of the Teacher’s Guide.
Components
5
Class activities build the competencies students need to
complete the unit product and prepare for subsequent
product steps. Each of these steps produces a
subproduct that will then be used to build up to the final
presentation stage.
Listening comprehension activities will help students

to improve their comprehension of spoken English,
pronunciation, and fluency.
Model-based guided writing activities will help students

improve their academic writing skills. These activities
include Writing Checklists and reference to a Writing
Rubric that will help with self- and peer-correction.
The Activity Book The last classes of each unit are dedicated to the
presentation of the unit product. Self- and peer-
The Activity Book is divided into ten topic-based units,
evaluation instruments can be used to reflect on both
organized into three different learning environments:
performance and collaboration.
Family and Community, Recreational and Literary, and
Academic and Educational. The final page of each unit guides students through a
self-evaluation process that will allow them to reflect
The Units on their communicative competence, attitudes, and
collaboration.
On the opening page of each unit, Before You Start…
questions allow students to share what they already At the end of the book, there is a Grammar Reference
know about the topic and social practices of the unit. with grammar and usage explanations and an Irregular
Verbs table. In addition, there is a Glossary section
The social practices for the unit and what students will
with key words from the Activity Book. The words
do to achieve them are listed here. This way students
found in the Glossary have been highlighted in green
can take charge of their own learning by knowing
when they first appear in the Activity Book.
what learning outcomes are expected of them.
The classes of each unit build up to a Unit Product.

The overview of the Unit Product allows you and
the class to plan for each step and keep track of the
materials they produce and will need to finalize the
product.
The Content
The content in each unit allows students to explore
the target social practices in context, to use language
purposefully, and to analyze specific language to
consolidate learning. Finally, a review stage follows where
students can assess their competencies and come up
with ideas related to their own learning.
6
The Unit Product Product Steps
The steps for the Unit Product build up throughout each unit to a final presentation. When
these activities start and end is clearly indicated. An icon (see Other Features below) indicates
the material students will need for other steps. At the end of each unit, when students
present their products to the class, a Self/Peer Evaluation Form will allow them to assess their
performance and compare their feelings with the other members of their group.
Evidence Folders
The Evidence Folder is a place where students can keep Ideas for Your Folder
work that they have produced in each unit. This work • Decorate it.
can be related to the product or other work that reflects • Add a contents page.
their progress. By collecting evidence, they are learning • Divide it into separate quests.
by doing. At the end of each unit, they can review the • Organize the content by quest, type
work they saved and assess their progress. They can also of text, topic, or any other way you
keep the results of their Self/Peer Evaluation Forms from prefer.
each presentation.
At the end of the year, they will have a full record of their year’s work. At this
point, they can assess their progress.
Other Features
There are a number of other features in the book that help students complete their quests.
Glossary references send students to this section

at the back of their Activity Books to practice their
dictionary skills and find the meanings of words.
Resource icons indicate where students can find

additional material to support their learning in their
Reader or on external websites.
Grammar references send students to the section at

the back of the book to read full explanations of the
grammar points covered in the unit.
40
Audio icons indicate when there is a listening
activity. You will use the Class CD for these activities.

P A product icon appears at the end of each product
step. It indicates what materials students need to
keep for other steps in
the product.
7
Self-Evaluation
Before You Start…
Each unit begins with an activity that will help Speaking Rubric Total possible: 15
students evaluate what they know about the
Excellent Average Poor
topic of the unit and the social practices they will Aspect
4–5 points 3 point 1–2 points
be using in the unit.
Good use of Limited use of
Correct use
Self-Check Boxes language. language.
Grammar and
of language.
vocabulary
This easy-to-use evaluation tool will help students Some mistakes. Frequent
Almost no
assess their learning at different points in the Ideas easy to mistakes.
mistakes.
unit, so that they reflect on their learning and understand Ideas are
Ideas easy to
most of the difficult to
focus their study. understand.
time. understand.
Pronunciation
Speech is
Self-Check Yes = ✓ Speech
Speech is
difficult to
sometimes
Exchange information is easy to understand
difficult to
understand. most of the
understand.
I took turns speaking. time.
I participated confidently. Understands

Interaction Difficulty
Understands almost
I included relevant details. understanding.
everything everything.
and responds A lot of
Some pauses
appropriately. pauses when
Speaking and Writing Rubrics before
answering.
answering.
As students work towards the social practice
and final products, they will find more activities
where they can practice their speaking and Writing Rubric Total possible 20
writing skills. There are suggestions for self- Excellent Average Poor
Aspect
assessment at these points, as well. You should 8–10 points 4–7 points 1–3 points
invite students to use the rubrics in their Activity
Language Some language Most language
Appropriate
Books to evaluate their production and reflect appropriate appropriate for inappropriate
content
on their progress. for task. task. for task.

Interesting Predictable Not enough
Final Evaluation Tools information. information. information.
Different evaluation tools are present at the
end of each unit to help students evaluate their
organization
final products and their groups' collaboration. Text follows Partially follows Does not follow
Clear
It will also help them to reflect on their learning model for text model for text model for text
type. type. type.
throughout the unit with the materials they
keep in their Evidence Folders. Finally, you
can guide them to evaluate their overall
Correct tone
achievement of the unit learning outcomes and Directed Standard English Inappropriate
at desired but not specific for intended
reflect on how to improve. audience. to situation. audience.
All of these tools will allow students to become
more independent learners and take more active
vocabulary
Accurate
Some descriptive Very basic

roles in their learning process. Rich use of
words and simple
vocabulary.
phrases. vocabulary.
8
Reader
The Reader offers a selection of texts on
age-appropriate topics that will help bring the real
world into the classroom. It also includes a selection
of original and traditional stories which give students
the opportunity to explore different literary genres
while introducing them to the traditions and customs
of English-speaking cultures. The Reader texts
were designed to be used as additional extensive
reading, which students can read independently or
collaboratively, at home or in class.
The Reader presents language
in context and provides simple,
everyday patterns that students
can easily identify. These points
At the end of each unit, A Work in groups and
discuss the questions
.
is more common in your
are then revisited and practiced
1. What type of newspaper
broadsheet?
Comprehension Check activities
comm unity: tabloi d
2. Why do you think peopl
or
e would prefer to read in class.
one or another?
help students learn to read for B Share with your group

reports you prefer and
the type of news
give reasons. Key vocabulary and words that
specific information and for general students might have difficulty
comprehension. Vocabulary activities with have been hightlighted in
aid students in developing reading bold the first time they appear.
strategies related to deducing the C Work in pairs. Discu
ss the questions.
papers are important? These words can be found in
1. Why do you think news
meaning of words from the context. 2. Do you read the news
3. What can you do to
? Why or why not?
read the news more? the Glossary at the end of the
In addition to this, each text also In my opinion,
You are right. The
information provided is... Reader.
newspapers are
includes discussion questions that important because...
allow students to develop critical

thinking skills, like inference,
interpretation, and evaluation. 64
9
Teacher’s Guide
The Teacher’s Guide was designed to offer teachers suggestions and support in three main
areas: content and cultural information related to the topic of the unit; language support
for target structures; and suggestions for adapting materials to different student needs
and teaching contexts. A reproduction of the Activity Book is included with answers in
bold small caps for easy identification.
The Teacher's Guide also

presents ideas for alternative
products or how to adapt
the suggested product. The
product should be decided
at the beginning of the unit
so everyone is aware of the
goal of the unit.
About the Topic boxes give

Curricular Flexibility boxes
cultural, academic, or general
support the teacher with
information about the
A Pre-evaluation box suggests ways to adapt content or
topic of the unit or specific
how the teacher can use the specific activities to their
elements in the unit to aid
Before You Start... sections teaching context (group size,
teachers in class preparation.
as a diagnostic assessment. language proficiency, cultural
These can include additional
It includes prior knowledge backgound, social context).
sources where teachers can
students are expected to have The aim is for students to
go for more information.
at this level and suggestions achieve the social practice
for how to address weak irrespective of language level.
areas and scaffolding.
10
Learning to Learn boxes
provide students with a
range of self-study skills
which can help them to
become autonomous
learners.
The Self-assessment
boxes thoughout the unit
offer suggestions for the
areas that students need
to focus on in order to
help them achieve the
social practice.
Language Knowledge boxes offer grammar

explanations for structures related to the social
practice. They focus on the use and form of
different language structures, and common
problems that Spanish-speaking learners
have. Suggestions for how to deal with these
problems have been included.
The Ongoing Evaluation boxes throughout the

unit offer suggestions for activities or work the
teacher can use to evaluate students' progress
and achievements. These should include what to
evaluate, as well as suggestions at the specific
student level and the whole class level on ways
to address any problem areas.
Resources boxes suggest when and where students

might want to read the text in their Reader. It also
includes suggestions for how students can use
technology if they have access to it.
11
The Final Evaluation
box at the end of each
The Self-assessment box unit refers teachers
at the end of each unit to the suggested
suggests how to guide evaluation instruments
students in their use of for the product from
evaluation tools on the the SEP program,
last two pages of each which are available
unit to evaluate their at the back of the
final product, how they book, together with a
worked in the unit, and photocopiable exam
their achievement of the that is also included at
learning outcomes. the back of the book.
Other sections include

• An Irregular Verbs table and Phonemic Chart • A Marking Criteria section
• A Grammar Reference • The Audioscripts for the recordings. For easy reference,
• A Glossary a track list can be found on the inside back cover.
• A two-page Assessment for every unit • A Bibliography
• Assessment Answer Key
The Class CD
A Class CD comes with every
Teacher’s Guide. These CDs
have complete recordings of
the listening activities, some
Reader texts, and images
related to each unit.
12
Unit 1: What do I do? ........................................................................................................................................................... 9
Familiar and Community Environment
Social Practice: Express support and solidarity when facing an everyday situation
Final Product: Public Service Announcement (PSA)
Page Learning Outcomes Activities Product Self-assessment Evidence

10 Sympathize with others Listen to people’s Brainstorm Mind map of a
problems and identify common teen teen problem
situation, cause, and problems and
effect. make a mind
map.
11 Sympathize with others Analyze and compare Analyze different Discussion about
different problems and problems problems and
their context. their contexts
Relate other people’s
problems to own
experience.
12 Sympathize with others Analyze problems and Discussion about
their possible solutions. teenage problems
Give suggestions. and their
solutions.
13 Sympathize with others Provide appropriate Select a problem Advice for a
advice or suggestions for from your mind chosen problem
different problems. map and write
advice.
14–15 Define ways to express Analyze the features of Answer questions Identify the A PSA script
yourself according to the PSAs and identify the about your PSA. features and
audience audience. audience of PSAs
16 Sympathize with others Analyze prosodic Role play to
Contrast effects created resources and non- discuss a problem
by prosodic resources verbal language to show
and non-verbal language sympathy.
17 Sympathize with others Discuss the importance Write a script A PSA script
Contrast effect created of the elements of a PSA for your PSA
by prosodic resources and write a script for a including the
and non-verbal language PSA. main elements of
a PSA.
18 Contrast effect created Listen to a PSA and Rehearse your Analyze and use Feedback on your
by prosodic resources analyze prosodic features script and give sound effects and rehearsal
and non-verbal language and sound effects. each other prosodic features
feedback.
19 Sympathize with others Present your group’s PSA. Present a PSA. Self/Peer Peer evaluation
Contrast effects created Assess own and another Evaluation Form review
by prosodic resources. group’s work.
Self-assessment
20 Evaluate Your Collaboration Evaluate Your Progress Evaluate Your Achievement
Unit Planner 13
Unit 2: Cultural Differences ............................................................................................................................................... 21
Recreational and Literary Environment
Social practice: Read short literary essays and contrast cultural aspects
Final product: A Comparative Chart
Page Learning Outcomes Activities Product Self- Evidence

assessment
22–23 Analyze short literary Read, revise and understand Compare another Compare Comparative
essays essays to compare cultural culture with cultural chart
Read and understand aspects. your own in a differences
the general meaning, comparative chart.
main ideas, and details of
literary essays
Describe and compare
cultural aspects
24 Describe and compare Analyze cultural aspects and Discussion
cultural aspect compare them to your own. about cultural
aspects
25 Describe and compare Analyze and talk about Make notes about Interaction Notes about a
cultural aspects cultural differences. an embarrassing while talking cultural mistake
cultural mistake about cultural
and tell the story to differences
the group.
26–27 Describe and compare Read an article describing Compare another Comparative
cultural aspects cultural aspects and compare culture with chart
it with your own customs. your own in a
comparative chart.
28 Analyze short literary Read a short essay and Discuss Notes for a
essays compare the cultural aspects cultural discussion
Describe and compare described with your own. differences comparing
cultural aspects another culture
and your own
29 Describe and compare Analyze and discuss cultural Write an essay Exchange Essay
cultural aspects aspects and write an essay explaining cultural information
comparing them. differences and
similarities.
30 Analyze short literary Identify cultural aspects Create a Comparative
essays mentioned in essays and comparative chart Chart
Describe and compare compare them. for the countries in
cultural aspects the essays.
31 Describe and compare Display comparative chart. Present your Self/Peer Peer evaluation
cultural aspects Ask and answer questions. comparative chart. Evaluation review
Give and receive feedback. Form
Self-assessment
14 Unit Planner
Unit 3: Get active! .............................................................................................................................................................. 33
Social practice: Discuss your own personal experiences and those of others
Final product: An Autobiographical Anecdote

assessment
34 Listen to and analyze Listen to a conversation Brainstorm Mind map
conversations about about personal experiences memorable of personal
personal experiences and decide why they are experiences and experiences
relevant. make a mind map.
35 Understand the general Analyze a conversation Listen to
sense, main ideas, and about personal personal
details of conversations experiences. Use it as a experiences
Share personal experiences model to share your own.
in a conversation
36–37 Understand the general Read an anecdote and Make a chart of key Chart with key
sense, main ideas, and identify the main ideas and information about an information
details of conversations details. Identify the main experience.
Share personal experiences detail of an anecdote of
in a conversation your own.
38 Understand the general Analyze a personal Use the chart to write Narrating past Sentences with
sense, main ideas, and experience and identify the about the main ideas events main ideas
details of conversations main events. of your experience.
39 Understand the general Identify the characteristics List of tips of

sense, main ideas, and of a good anecdote. what makes a
details of conversations good anecdote
40 Understand the general Use a storyboard to Make a storyboard Storyboard for
sense, main ideas, and identify the main events of of the main ideas of an anecdote
details of conversations an anecdote. your experience.
41 Listen to and analyze Read and listen to Notes on about
conversations about personal experiences and how to express
personal experiences make notes about their feelings in an
Understand the general important aspects. anecdote
sense, main ideas, and
details of conversations
42 Share personal experiences Write and edit a personal Write an anecdote A personal
in a conversation anecdote. Use connectors about your personal anecdote
to link ideas. experience.
43 Share personal experiences Tell your anecdote and Present your Self/Peer Review of
in a conversation listen to others’ anecdotes. anecdote using the Evaluation performance
Ask and answer questions storyboard. Form
about their experiences.
Self-assessment
Unit Planner 15
Unit 4: Natural Disasters ..................................................................................................................................................... 45
Academic and Educational Environment
Social practice: Create instructions to help people be prepared for a natural disaster
Final product: An Instructional Leaflet

assessment
46–47 Select and analyze Read about natural disasters Make a list of List of natural
instruction sheets and analyze the instructions natural disasters disasters
to follow during a natural that may affect
disaster. your community.
48 Select and analyze Listen to and understand Listen and
instruction sheets instructions about what to express ideas
do in an emergency. to exchange
information
49 Select and analyze Identify and analyze Make notes on Before and
instruction sheets instructions about what to what to do before during notes
do before and during an and during a
emergency. natural disaster.
50–51 Read and understand Read an instruction sheet to Make notes on Interact in a After notes
instruction sheets identify what to do after a what to do after a conversation
natural disaster. natural disaster. about steps in a
natural disaster
52–53 Write instructions Read an instructional leaflet. Write instructions Select Instructions
Edit instruction leaflets Analyze its features and use for the before, appropriate for leaflet
it as a model to write your during, and after content and
own. sections of your organization of
instructional leaflet. an instructional
leaflet
54 Read and understand Relate instructions to visual Create a final Instructional
instruction sheets information. Make a drawing leaflet with pictures leaflet
for a leaflet. and illustrations.
55 Read and understand Present your leaflet to the Display and present Peer Evaluation Review of
instruction sheets group. Listen to another your leaflet to your Questionnaire performance
group’s presentation and group.
write a review of their
performance.
Self-assessment
16 Unit Planner
Unit 5: Today’s News ........................................................................................................................................................... 57
Social practice: Compare the same news item in different publications
Final product: A Comparative Chart
Self-
Page Learning Outcomes Activities Product Evidence
assessment
58–59 Analyze newspaper Analyze topic, characteristics, Make a list of recent A list of news
articles and order of events in news news stories. stories
Read newspaper articles articles.
60–61 Analyze newspaper Listen to a news report. Choose a story. Notes on
articles Identify the key information Identify the protagonist and
including the protagonist protagonist and speech
and what they say. what they said.
62x Analyze newspaper Analyze elements of a Interaction Discussion
articles newspaper article and while conclusion
Read newspaper articles identify the purpose of each discussing the about the
element. importance of importance of
element of a elements of a
news article news article
63 Analyze newspaper Establish the differences Create tabloid Analyze a Different styles
articles between types of newspapers and broadsheet newspaper of headlines
Contrast articles in and write headlines for each headlines. article
different publications type.
64 Analyze newspaper Read and analyze newspaper Complete a graphic A graphic
articles articles. Create a graphic organizer for a organizer
Read newspaper articles organizer for their main news story.
information.
65 Analyze newspaper Write a newspaper article Write and edit a Check style, A news article
articles and use a rubric to edit it. news article. theme,
Read other people’s articles organization
and give feedback. and
language of
a newspaper
article
66 Contrast articles in Contrast the same news Create a Contrast news A comparative
different publications story in the different articles comparative chart. articles chart
your group wrote. Create a
chart comparing important
elements in each article.
67 Contrast articles in Present the comparative Present a Self/Peer Peer evaluation
different publications table and listen to other comparative chart. Evaluation review
groups’ presentations. Form
Self-assessment
Unit Planner 17
Unit 6: A Dramatic Reading ................................................................................................................................................ 69
Social practice: Read play scripts
Final product: A Dramatic Reading

assessment
70–71 Select and revise short Listen to excerps from Select a play genre Identify genre Genre chart
play scripts for young plays and analyze them to and choose a and features
people recognize different play playscript.
genres and their features.
72–73 Read short play scripts to Read a scene from a short Identify and Identify details Notes on
understand the general play and identify the details compare the main of a play script characters
meaning, main ideas, and features of a play script. characters.
and details
74–75 Read short play scripts to Read an article about the Analyze the story of A chart to
understand the general structure of a play. Analyze your playscript. analyze a script
meaning, main ideas, scenes from a play and
and details create a chart with the main
ideas.
76–77 Read short play scripts to Read a script and listen Analyze a scene Notes on most
understand the general to its dramatize reading. from your important
meaning, main ideas, Recognize expression and playscript. actions
and details use of emotions in the
reading.
78 Participate in dramatic Listen to a teacher giving Practice a Use the Annotated play
readings tips on how to improve a dramatized reading proper scene
dramatic reading. Make and give feedback. intonation
annotations in the script to and emotion
help your reading.
79 Participate in dramatic Perform your dramatic Present a Self/Peer Peer evaluation
readings reading to the class, focusing dramatized reading. Evaluation review
on pronunciation and Form
emotion. Evaluate your
group performance.
Self-assessment
18 Unit Planner
Unit 7: Environmental Problems ........................................................................................................................................ 81
Social practice: Discuss viewpoints in a roundtable discussion
Final product: A Roundtable Discussion

assessment
82–83 Analyze texts related Read a text about pollution Make a list of List of
to civics and ethics and and analyze its causes, pollution problems pollution
select information effects, and possible in your community. problems
solutions.
84 Analyze texts related Listen to and analyze Create a research Analyze Research
to civics and ethics and information about pollution. guide for a information and guide
select information Select and define criteria to pollution problem select key ideas
search for information. from your list.
85 Analyze texts related Discuss and talk about future Discuss the Predictions
to civics and ethics and predictions based on factual consequences
select information information. of problems
86 Understand the general Listen to and read about an Interact in a Discussion
sense and main ideas of ethical problem. Understand discussion about an
texts related to civics and main ideas and compare about an ethical ethical
ethics them with your own. problem problem
87 Discuss viewpoints in a Discuss viewpoints about Make notes about Notes
roundtable discussion an ethical problem. Give the problems
solutions to the problem and you chose, their
use language to persuade consequences, and
others. solutions.
88 Analyze texts related Analyze a text related to Discussion
to civics and ethics and civics and ethics and apply to reach
select information the information to your own solutions for
context. an ethical
problem
89 Analyze texts related Write a persuasive essay Use your notes to Write an Persuasive
to civics and ethics and based on information about write a persuasive essay with essay
select information an ethical problem. Edit essay essay. appropriated
and evaluate your work content based
on factual
information
90 Discuss viewpoints in a Listen to and analyze the Create a question Question card
roundtable discussion features of a roundtable card based on the
discussion and prepare to ideas from your
have your own. essay.
91 Discuss viewpoints in a Participate in a round table Have a roundtable Self/Peer Feedback
roundtable discussion discussion. Share your discussion. Reach a Evaluation Form notes
conclusions with the rest of conclusion.
the class.
Self-assessment
Unit Planner 19
Unit 8: Solving the Problem ............................................................................................................................................... 93
Social practice: Complain about a product
Final product: Complaints

assessment
94 Listen to and analyze Listen to a person making Listen to Discussion
complaints about a complaint and analyze its personal about the
products information. experiences characteristics
of a complaint
95 Listen to and analyze Analyze a complaint. Make a mind map Mind map
complaints about Understand the request and of products and of product
products offer solutions. problems you can problems
complain about.
96–97 Interpret the general Read an article about Make notes on the Dealing with Notes on
meaning, main ideas, complaints and identify best way for sales complaints responses from
and details of complaints tips to make an effective staff to respond to sales staff
complaint. Interpret the a complaint about
general meaning and details your product.
of a complaint.
98 Interpret the general Listen to a product complaint Exchange Notes for a
meaning, main ideas, and interpret the main ideas information discussion about
and details of complaints and details. complaints
99 Listen to and analyze Analyze a complaint Make a list of Role-playing List of threats
complaints about to identify threats and language for when complaints and responses
products responses for a problem. someone complains and solutions
about a product.
100–101 Interpret the general Read a complaint email and Write a complaint Write a Email complaint
meaning, main ideas, a response email and identify email and a complaint and response
and details of complaints the main parts of each one. response email. email with
Use them as a model to appropriate
write your own. content
102 Make oral complaints Analyze the expressions Create a chart Chart
in a complaint. Choose a using the emails to comparing
suitable language to express compare written written and oral
complaints. and oral language language
for complaints.
103 Make oral complaints Use the information you Role-play a Self/Peer Peer evaluation
gathered to role-play an oral complaint for your Evaluation review
complaint. Evaluate your product. Form
own and others' work.
Self-assessment
20 Unit Planner
Unit 9: Creating a Monologue ......................................................................................................................................... 105
Social practice: Improvise a short monologue on a topic of interest
Final product: An Improvised Monologue
Page Learning Outcomes Activities Product Self-assessment Evidence

106–107 Analyze monologues Listen to and revise different Select a Select a situation Notes on a
situations and audiences of situation and and vocabulary monologue
monologues. theme for a
Identify features of monologue.
monologues.
Discuss similarities and
differences of monologues.
108–109 Analyze monologues Identify different genres of Choose a type Recognize types Notes on a
monologue. of monologue of monologue genre and topic
Identify audience, purpose, to deliver.
and topic.
110–111 Plan a monologue Organize ideas from the Create a chart Write a A monologue
background information and write a monologue with
of a monologue. Use monologue appropriate
an appropriate graphic following a content
organizer. model.
112–113 Plan a monologue Plan and practice your Practice the Practice a Notes for
Present a monologue monologue. Use fillers, monologue monologue presentation
Provide and respond to pauses, and emphasis. Give with fillers and with correct
feedback each other feedback. emphasis. pronunciation
and intonation
114 Analyze monologues Analyze the characteristics Create audience Audience cards
and content of a monologue cards.
and how it is affected by the
audience.
115 Present a monologue Use audience cards to Play a Self/Peer Peer evaluation
Provide and respond to improvise a monologue in a monologue Evaluation Form review
feedback limited amount of time. Assess game using
classmates' performances and monologue and
give each other feedback. audience cards.
Self-assessment
Unit Planner 21
Unit 10: How It Works ...................................................................................................................................................... 117
Social practice: Paraphrase information to explain how a machine works
Final product: An infographic

assessment
118–119 Select and analyze Read an infographic that Brainstorm Review Mind map of
materials shows the operation of a machines or devices materials that machines or
Read and understand machine and analyze its and create a mind explain how a devices
information contents. map. machine works
120 Read and understand Read and understand An oral Oral
information information about the description description
operation of machines and of a machine of how a
paraphrase information to process machine
describe the process. works
121 Read and understand Read information about the Choose a machine Fact file of a
information operation and purpose of a or device and machine or
machine. create a fact file. device
122 Read and understand Listen to a description of Think about how Images that
information how a machine works. your machine show how a
Write information Draw pictures to describe or device works machine or
the process to prove your and illustrate the device works
understanding. process.
123 Write information Describe the operation of a Understand a Description of
machine using connectors process the steps of
to mark the sequence of a a machine’s
process. process
124 Read and understand Read an infographic that Analysis of an
information shows the operation of a infographic
machine and analyze the
function of its parts.
125 Write information Make a graphic organizer Describe the Describe how a Index
Edit texts with a description of a process of the machine works cards with
machine’s process and use machine or device. description of
it to write information. Edit a process
your text.
126 Write information Assemble an infographic Create an Infographic
Edit texts with images and text to infographic using describing
explain how a machine the pictures and the how a
works. Make a final draft. index cards. machine or
device works
127 Explain how a machine Use the infographic to Explain how Self/Peer Peer review
works explain how a machine the machine Evaluation Form
works. Listen to other works using the
explanations and give each infographic as
other feedback. reference.
Self-assessment
22 Unit Planner
The pictures show teenagers
with different problems, such
as bullying, overwork, and
concern about body image.
To explore students' previous
learning, you can use the
alternative images on the Class
CD. Students should discuss
different problems and think of
advice they might give.
You should not expect students
to share personal problems.
To engage students in the

topic of health, the Reader
can support them in looking
at some of the more prevalent
health issues that teens face.
To help students understand

the final product, you can
explain that a PSA aims to raise
awareness about a social issue.
Students can refer back to the
advice they gave in the Before
You Start section and consider
if many teenagers face the
same problems. This will help
them to see to how to support
their product using mind maps
and advice.
About the Topic Pre-evaluation Curricular Flexibility

This unit explores the problems The Before You Start section The final product for this unit is a
teenagers face today such as gets students to discuss teenage PSA. The main supporting subproduct
puberty, self-esteem and body problems and compare them to is a questionnaire that helps students
image, anxiety, peer pressure, their own experience. Students prepare a written PSA script. The
bullying, and cyber-bulling, among can list the problems they discuss written PSA is an individual activity,
others. Teens can often feel in step 1 of the Product. Questions so you may consider helping weaker
misunderstood, so it’s important b and d allow you to evaluate students by reducing the word count
to make them feel respected the students’ use of the present and helping them correct their drafts
and listened to. You can read perfect to talk about experiences before they write the final copy. For
more about teenage problems and should to give advice. stronger students, you can encourage
and what to do on this website: Common errors for the present them to check their own drafts by
https://teens.lovetoknow.com/ perfect include confusing the giving them a code: SP=spelling,
Teenage_Problems_in_School simple past and present perfect. G=grammar, etc.
Unit 1 23
Picture 1 shows a boy looking
at his phone. He could be
chatting with friends online
or playing a game. He looks
obsessed. Picture 2 and 3 show
teenagers using computers, but
2 is at home and 3 at school
or work. Picture 4 shows a
student getting stressed in an
exam.
Possible answer: The problem

from the father's perspective
is that his son doesn't go out
and play with his friends, but
instead he spends all of his
time on his cell phone. The
father is worried that his son
doesn't have any friends at all.
Students need to think about

different problems teenagers
have and agree on one
problem for their mind map.
Students should think about
where the problem happens,
the people affected by the
problems, and the cause and
effects.
Curricular flexibility Ongoing Evaluation

Mind maps help students When evaluating students’ mind
connect information and ideas. maps, it is important to make
Depending on your students’ sure that students have included
learning preferences and abilities, the following four points: the
you can encourage them to situation, the people affected by
complete their mind maps using the problem, and the cause and
key words, images, different colors effect of the problem. You may
for different ideas, etc. This will also consider assessing students’
make it more enjoyable to create participation in their group by
and will help students remember monitoring students and making
the information more easily. It will sure that everyone is contributing
also help build confidence among to the discussion, and adding to
weaker students. the mind map.
24 Unit 1
Answers to activity G can be
used to encourage the students
to use the different simple
tenses. It is also an opportunity
to help students personalize
the topic of the unit, and to
begin to develop ideas that
they can use in Product Step 1.
Answers will vary, but this is

a valuable exercise to have
students practice sympathizing
and offering advice, which
is a big part of this unit's
social practice and learning
outcomes.
Language Knowledge Curricular Flexibility Self-assessment

Students often confuse the present To help weaker students prepare You may consider focusing
perfect and the simple past. The for the group discussion in activity students on the Self-check box at
present perfect is used to describe G, you may consider having the beginning of the lesson so they
actions that began in the past students read the questions and can understand what is expected
and continue up to now (I have make notes before the speaking of them, for example, being able
been here for a week) and life activity begins. This will give to analyze different problems,
experiences that are still relevant. them time to gather their ideas which they do in activity G, and
The past simple is used to describe before they discuss in groups. For their ability to show empathy.
single or repeated actions in the stronger students, you may want Students can look back through
past (I was there for a week). to encourage them to justify their their notes for this lesson and
There are examples of both in the opinions and encourage them to identify when they have used the
listening and text for activity E. use more complicated vocabulary. simple tenses correctly and what
mistakes they have made.
Unit 1 25
Before students discuss
different suggestions, you
can ask them to identify the
language from the text that
Aggie uses to give advice: You
should (not), Why don’t you,
Please don’t, Try talking. You
can evaluate students as they
use the language. This will help
you identify common errors,
such as using an infinitive with
to after should.
As students discuss the

questions, they may think
about how body image is
portrayed in the media and
how this can make teenagers
feel. They may also talk about
how bullying and teasing
someone about the way they
look can affect how they
feel about their body. For
question 2, students might
identify low self-esteem
and depression as ways this
problem can affect someone.
They may also discuss eating
problems. Students can use
their answers to question 3 to
build knowledge about how
PSAs can help change public
opinion.
About the Topic Curricular Flexibility Resources

The text is about giving advice Activity C encourages students to The Reader can be used by
on fitness plans and diets. It is use language for giving advice. If students to research more about
important for teens to maintain a students find this activity difficult, fitness plans and diets. The Reader
healthy and balanced diet, so you you can suggest looking back Answer Key can be found on page
might ask students what they know at the text and underlining the 185. The Reader describes which
about balanced diets. Students advice given by Aggie. This will foods to eat and which to avoid
may also find it interesting to help students identify the language and gives students tips on how to
learn that different colored fruits they need to use. When you eat more nutritionally. As students
and vegetables provide different evaluate the students' use of these read, you may want them to
nutrients. You can find out more expressions, you can also consider note how they already maintain a
at: https://www.livestrong.com/ how to individually support healthy lifestyle and what tips they
article/262977-nutrition-fruit-and- students and the feedback that found most helpful.
vegetable-colors/ you will provide them with.
26 Unit 1
To make advice less direct,
we can use a question. This
allows the person we are
advising to consider the advice
we are giving them. You can
ask students to identify the
question, number 2, and
underline the phrase that
is used: Why don’t you…?
You may want to elicit other
questions we can use to make
suggestions, such as how
about + ing...? Then you can
ask them to identify what
verbs the other sentences use:
should and try. It is a good
idea to explain that we can
use imperative verbs + ing
to give advice, such as try,
consider, etc.
Answers could vary quite

significantly in this discussion,
but students can be directed
to focus on the topics they've
previously focused upon,
and be reminded that they
may have heard advice
from teachers, other family
members, peers, and siblings.
Curricular Flexibility Ongoing Evaluation

Weaker students can use the Students write advice for one of
model text on page 12 to help their problems from their group
them. You may consider giving mind maps. When evaluating their
them time to generate ideas to writing, you can assess whether
write advice, without focusing on they have included a description
being accurate. Students might of the background to the problem
like to share their advice with the and expressions of advice. You
class, or might spend more time on can monitor students' progress by
the preceding activities in order to recording their use of simple tenses
generate more ideas. and expressions for giving advice.
When assessing language, you may
consider two aspects: accuracy and
use of the language.
Unit 1 27
If students find it difficult
to identify PSAs, you can
give them some examples of
popular campaigns or show
them the campaign on the
following website: http://
content.time.com/time/specials/
packages/. You may consider
putting students into pairs or
groups to discuss the questions
so they can share their ideas
about PSAs they have seen
or heard. As students discuss
question 4, encourage them to
think about why the PSAs were
effective; how they made them
feel (for example, shocked,
scared, sad, etc.); and what
was it that made them feel that
way. Reasons could include the
visuals, the sound effects, or
that they were able to relate to
what happened.
You may consider putting

students into groups of three:
Student A, Student B, and
Student C. While Student A
is talking, Student B should
listen attentively, and Student
C should take notes. They can
have a time limit and then
students change roles. Once
students have completed three
rounds, they can discuss their
feedback with each other.
About the Topic Self-assessment

Public Service Announcements To help students reflect on what
(PSAs) are designed to raise they’ve learned, students can work
awareness and change public in pairs or small groups, and tell
opinion about a social issue. They each other what they think a PSA
are often designed to cause a is, what the different audiences
reaction for change. PSAs, like and features are, and why PSAs
advertisements, can be made for use these different features. This
television or radio. You can find out will help them identify which areas
more about PSAs and read some they are confident in, and which
examples of popular PSAs on the areas still need improvement. If
following website: https://www. students are struggling, you could
thebalancecareers.com/what-exactly- have them complete a mind map
is-public-service-advertising-38455. to help organize their ideas.
28 Unit 1
If students are having trouble
answering the question, you
can play track 3 again and elicit
which PSA gives practical advice
about how to help someone
and how to tell someone you
are being bullied (the second
one). You can explain that a call-
to-action is what the campaign
wants the audience to do.
For example, in the PSA, the
campaign wants the students to
tell someone if they are being
bullied and ask their friends if
they are being bullied.
Students can reflect on the

PSAs they discussed on page
14 and think about where
the PSA was advertised, e.g.,
on TV, on the Internet, etc.
If students identify where
the PSA was advertised, they
will recognize the intended
audience. For example, they
can think about whether
teenagers use the radio or
the Internet more often, and
decide if the campaign was
aimed at teenagers.
Resources Ongoing Evaluation

If you want to get more ideas for As students discuss the questions
possible designs for mind maps, in activity G, you could evaluate
Pinterest has lots of examples if they have used the expressions
of mind maps that people have for giving advice correctly. You can
produced (https://www.pinterest. record examples of errors to show
com.mx/mindmaps). There are also students what they need to work
sites for creating mind maps, such on. It is important to also evaluate
as coggle (https://elearningindustry. students’ participation in their
com/the-5-best-free-mind- group. Students may decide to
mapping-tools-for-teachers). answer all the questions together
Providing students with different as a group, or have each member
ways of creating mind maps can answer one of the questions and
encourage motivation. then share what they have written.
Unit 1 29
You can give students
the definitions from the
Glossary and match them
to the words and phrases in
green. Alternatively, you can
encourage students to read the
text and work out the meaning
of the words and phrases from
the context before you give
them the definitions.
If you do not show someone

you are listening in a
conversation, the speaker may
believe what they are saying
is uninteresting. People often
feel uncomfortable and unable
to talk easily and openly. To
answer question 3, students
can mention the expressions
from activity A and also the
body language people use to
show they are listening.
To demonstrate active listening,

you can role-play the activity
with your stronger students.
As the first student describes a
problem, you can look around
the classroom. Then a second
student can speak as you
smile, nod, and use some of
the expressions from activity
D. Then ask the students how
they felt and why.
Learning to Learn Self-assessment

Activity A provides students with Students should reflect on how
expressions they can use to show they felt during the speaking
they are listening. You could elicit activities. You may consider having
other ways they can show they students act out the role plays
are listening (body language, eye twice. The first time students can
contact, or gestures) and explain just listen to their partner without
that the tone of someone’s voice reacting, and the second time they
changes when someone is very can use the expressions to react to
interested or surprised. To help what the person is saying. Then,
students identify tone of voice, you they can compare how they felt in
can model different emotions, such both situations and describe what
as excited or angry, and then make made them feel this way.
your voice higher and louder.
30 Unit 1
The aim of a PSA is to change
public opinion or behaviors
towards a social issue. For
this reason, it is important to
include a memorable expression
and a call-to-action to get the
audience to remember the
PSA and to do something,
such as stop smoking. Statistics
and personal examples give
the audience background
information to the problem.
Depending on the type of PSA,
the location may be important
or not. For example, if the PSA
is about an event, then people
need the location. However, if
it is about a general issue such
as “quit smoking” then the
location is not important. Price
probably is not important since
public services are usually free.
Students use the table in

activity B to evaluate the PSA.
You can encourage them
to justify why they give the
scores they do. For example,
the PSA is aimed at bullying in
school and the statistics refer
to figures in secondary school,
which is appropriate for the
intended audience.
Learning to Learn Ongoing Evaluation

Activity C provides students with a When evaluating students’ PSAs,
model of a PSA script, and activity use the same rubric students
B shows them how to evaluate it. used to evaluate the PSA script
This will not only focus students' on bullying. Make sure students
attention on the important features have identified a call-to-action,
of a PSA, but also help them identify included relevant statistics, given
how they can improve their own personal examples, specified a
scripts. You can encourage students location and prices, and written a
to underline the different parts of memorable expression. When you
the PSA using different colors give students back their work, you
(e.g., call-to-action in red, personal can show them how you marked
examples in blue, etc.) to help them it, so they can improve the sections
complete activity D. that did not score as well.
Unit 1 31
It is a good idea to explain
intonation and emphasis. In
yes/no questions, the voice rises
at the end of the question.
When English speakers use
emphasis, they make words
longer, louder, and higher
in pitch. To practice this, the
students can read sentence 1
and practice the emphasis on
you and family. Students can
then work in pairs to read the
sentences in activity D aloud,
emphasizing different words
and pausing in different places
to identify how this changes
the meaning.
In mixed ability classes,

students who are more
confident may want to be the
narrators in their groups. Less
confident speakers may feel
more comfortable doing the
sound effects or working with
another student. Students can
evaluate their teamwork when
rehearsing their scripts and use
this evaluation at the end of
the unit.
Language Knowledge Ongoing Evaluation Self-assessment

Prosodic features are the features While students rehearse their Students assess themselves on
of speaking, such as changes in scripts, evaluate the examples of their use of sound effects and
intonation, emphasized words, prosodic features that they use. prosodic features. You can have
and dramatic pauses. Activity D For example, are students creating them reflect on how the music and
helps students recognize prosodic atmosphere by including dramatic sound effects made them feel in
features by getting them to mark pauses? Are they emphasizing the activity B. If students have difficulty
dramatic pauses, main stress, correct words? Are they using the identifying how they used prosodic
and changes in intonation. If correct intonation for questions? features, you may consider having
students have trouble recognizing It is also important to assess how them rehearse their scripts again,
intonation, you can help them by well the group works together but this time without including
having them hum the sentences when rehearsing their scripts. Does dramatic pauses and emphasized
using the same intonation but every member of the group have words, and explain how they
without using words. a role? changed their performance.
32 Unit 1
Depending on the size of the
class, students may be able
to perform their PSAs for the
entire class. If the class is too
big for individual presentations,
then two groups can perform
simultaneously. However, it
is necessary to evaluate each
student using the Descriptive
Evaluation Scale, so make sure
that there aren’t too many
students performing at one time.
While students watch the

performances, they should
complete the Peer Evaluation
Form. You may want to go
through the form beforehand,
so students know what they
need to assess. Then once
all students have finished
performing, they will use the
evaluation form to assess their
own performance.
When students review their

performance, they should
think about what they did well
throughout the product, not
just in the final performance.
Students may have contributed
well to the written script or
directed the performance.
Students can think about what
to work on to improve their
presentations in following
units.
Self-assessment Final Evaluation Instrument: Assessment

Descriptive Evaluation Scale
Students need to evaluate the You can photocopy Assessment 1
features of their PSAs as well as You can use the Descriptive on pages 163–164. You should
their performance, thinking about Evaluation Scale in the Evaluation have students complete the
the use of prosodic features and Tools section (pages 186–195) to assessment individually. You
sound effects. It is important that evaluate the students’ PSA scripts. can correct and go through the
students reflect on the language You need to evaluate the following: answers with the class. The Answer
in the PSAs, including language to • Did the PSA include all features? Key can be found on page 183.
give advice and use of tenses. You • Did students show interest and
can have students evaluate the solidarity?
memorable expressions from other • Did the students include prosodic
groups’ presentations to help them features for contrasting effects?
recognize how easy they were to • Did students express themselves well
remember. according to the audience?
• Did everyone in the group have a role?
Unit 1 33
You can help students
reflect on and evaluate their
collaboration by reminding
them of when they have
worked as a group. For
example, brainstorming
problems and creating a mind
map, planning a PSA script,
and rehearsing the script.
Students can reflect on which
activities they enjoyed the most
and explain their reasons. For
the activities students didn’t
enjoy as much or struggled
with, you can ask them to
write what they could do to
improve their collaboration in
the following unit.
You can encourage students

to look through their Evidence
Folder and compare their
grades in the self-assessments
at the beginning and end of
the unit to see how they have
progressed. They can also look
at your evaluation for their
mind maps, written advice,
PSA script, and their final
performances, and write down
what they need to work on.
Self-assessment Final Evaluation

To help students evaluate their Students reflect on their ability to
progress, students can look give advice, identify how to express
through the work in their Evidence themselves, and use prosodic
Folder. This should include the resources. You can remind them
following: a mind map, written how prosodic features created
advice, answers to questions about certain effects on page 18. If
their PSA, and their PSA script. students find it difficult to reflect
Students should reflect on their on these features, you can ask
collaboration in group work. In them guiding questions, such as
addition to the chart, they may What effect did your dramatic
think about times they worked well pauses create? What words did
together and why, and the roles you stress in your presentation?
they were good at. Why did you choose these words?
34 Unit 1
The pictures show people
greeting each other, eating a
meal, and giving flowers.
To explore students’ previous
learning, you can use the
alternative images to these
pictures on the Class CD.
Customs that are not appropriate
in some countries include
greeting with hugs. If students
have been in another country
or culture, they can share their
experience with the class.
Students will describe their past

experiences or the ones they
know from other countries.
They should describe actions
happening in the past to
describe what they saw people
doing. You can monitor and
record student examples for
the Pre-evaluation.

the final product, you can
explain that they will practice
making comparative charts
to compare cultural aspects
in literary texts. They will also
make notes about a cultural
mistake to write an essay. They
can use the information from
their comparative charts and
the information from their
essays to complete their final
product.

This unit explores cultures from The Before You Start section elicits Each step of the product involves
countries across the world. Culture students’ experiences with other students working with a partner
refers to the habits, traditions, and cultures. It would be normal to or a group. You might consider
beliefs of a country, society, or group use the past simple to describe dividing the class into groups
of people. This unit looks at cultural particular events and to use by level, enabling you to give a
aspects from India, China, New past continuous to describe the different level or number of tasks
Zealand, and Egypt. Examples of activities of people. You can record to each group. You could then
cultural differences include women positive and negative examples of spend more time supporting
wearing saris in India, and New Year students’ use of those tenses, and weaker students, and have groups
in China being celebrated at the then analyze those examples with of stronger students use the
start of spring. For information about students or use them to diagnose internet, books, or magazines to
cultural differences, see http://www. their needs. research more about the countries
topics-mag.com/internatl/center.htm. they are learning about.
Unit 2 35
The text is quite long and
students may find reading
a long text challenging. To
divide the text, you could have
everyone read the introduction
and conclusion, but then ask
volunteers to read the different
descriptions of cultural
differences: the flowers, the
snacks, and the serving of
food.
You may want to ask the

students to work in pairs and
discuss their answers. Possible
answers: 1. Events that happen
between people from different
cultures. 2. The people are from
a Western country and from
India. You can tell by the clothes
they are wearing.
About the Topic Learning to Learn

Cultural differences include having Predicting is an important reading
different beliefs, languages, and strategy. Students can discuss
customs. The text looks at the what they see in the pictures and
difficulties of meeting people from what they already know about
different cultures, such as not Indian culture to anticipate what
knowing that white flowers are will happen in the text. Predicting
given at funerals, or that it’s rude to encourages students to think ahead.
take food the first time it is offered. You can ask them what cultural
For more information about cultural mistake they think the boy will
awareness and diversity, see http:// make. After they read, you can get
www.pbs.org/parents/expert-tips- them to confirm their predictions
advice/2015/08/teach-children- and keep this information for step 2
cultural-awareness-diversity. of the product.
36 Unit 2
The correct order is the boy
riding his bike, him offering
flowers, an old woman crying
when seeing the white flowers,
him accepting food, and him
being served more food.
You may want to ask the

students to work together
and discuss their answers.
Possible answers: 1. Yes/no;
I apologized and decided to
learn more about that culture.
2. New languages, how to look
at the world from a different
perspective, traditions, and
how to appreciate our own
culture. 3. Our culture is also
very family-oriented, and there
are certain behaviors people
follow at the dinner table.
However, it is different because
not all people associate flowers
with a specific meaning.
Students should look at the

information from the text
and complete the table. They
can use short phrases or use
full sentences. They can also
compare their charts, as they
may have different answers for
describing cultural habits
in Mexico.
Ongoing Evaluation Self-assessment Resources

Students need to reflect on Students assess themselves on The BBC Learning English website
what they have read and make whether they included relevant provides a video that explains some
connections to their own culture details and identified differences in cultural differences and lists six
for the product. When you are both cultures. You can help them different items of vocabulary. You
evaluating their work, it is more to self-evaluate by referring them could provide students with a list
important to focus on the content back to their comparative chart to of these phrases and ask them to
and relevance of the information check they have included relevant match them with their definitions.
than the accuracy of their language. information for each heading. It You may consider asking students
Did they include information from is a good idea to point out what to translate the phrases into
the text? Does the information in students have learned about a Spanish. This will help them
the Mexico column directly compare new culture that they didn’t know recognize that not all cultures have
to the information about India? before reading the text to show words for the same things.
them how they have improved.
Unit 2 37
If time allows, suggest
students work in pairs and
share their answers with the
class. Possible answers: 1. It
protects you from the rain or
sun. 2. In China, the word for
umbrella sounds like the word
separation, so it is considered
unlucky. Students may have
other ideas regarding this topic.
Giving people gifts in sets of

four is considered unlucky
because the word for four
sounds like the word for death.
The clock represents "running
out of time" and sounds like
funeral ritual. Mirrors are
believed to attract evil ghosts
and break easily.
Suggest students discuss their

answers. Possible answers:
1. Breaking a mirror, walking
under a ladder, passing salt
directly to someone, and black
cats are things that bring bad
luck. 2. Good gifts in Mexico
could be food or drink or
something the person likes. Bad
gifts would be those that are
badly made or are not related to
the person receiving the gift.
3. It is important that people
know this information so as to
avoid offending people.
Learning to Learn Resources

It is a good idea to explain to The Reader can be used to research
students that the first time they more about cultural differences.
listen to the audio, they don’t need The Reader Answer Key can be
to understand every word. found on page 185. The three
Activity B encourages students to cultures described in the Reader
listen for the gist to understand the are German, Brazilian, and Thai.
general context of the listening. You If possible, when students are
might want to encourage them to reading, you could have them
make notes of key words as they compare different cultures to their
listen, such as study in China, date own culture, and if any of the
Mei, buy umbrella, gift, separation, students have traveled abroad,
etc., and then summarize what the have them share their experiences.
text is about in pairs.
38 Unit 2
You may want to ask students
to work in pairs. Possible
answers: 1. Sentences one
through four have actions
that happen before another
action. 2. The last one is
different. 3. The long actions
are all expressed in the past
continuous (While I was
studying, I was walking to
her house, It wasn’t raining
anymore, she was sitting in her
front yard). 4. The short actions
are all in the past simple (I met
a girl, I saw a store, When she
saw me, she looked shocked).
If students have experience of

different cultures, then this will
be an easier exercise. However,
if students have no experience
of other cultures, they can
discuss cultures which they
are familiar with from movies
or TV. Simple examples might
include the fact that the clothes
are different or how the food is
different. You can ask students
to imagine how they would
react in those situations.
Language Knowledge Ongoing Evaluation

The past continuous is used to Students produce notes for the
describe longer background actions Product to help them organize
or situations, and the simple past is their ideas before writing an
used to express finished actions in essay in step 4. It is a good idea
the past. The actions described in to record examples of their use of
the past simple often interrupt the simple past and past continuous
situation described in the so that it is possible to see how
past continuous. A common they progress and build on their
problem is the use of the past knowledge of the language.
continuous instead of the past You might consider two aspects:
simple to describe past habits and accuracy of the language and if the
completed events at a specific time correct tense was used to describe
in the past. the action.
Unit 2 39
This activity will help students
compare their culture to
New Zealand's. Possible
answers: People in Mexico can
sometimes be informal as well;
we are also very warm. I don't
think we are very reserved, etc.
To help students answer the

questions in activity B before
they read the text again, you
can ask them to look at the
questions and identify what
information they need. For
example, you can ask them,
Where does the text describe
the personality of New
Zealanders? so that they look
for the appropriate place.
About the Topic Learning to Learn

New Zealand has two main For activity A, students can use
islands: the North Island and the the pictures, the title, and their
South Island. The majority of background knowledge of New
New Zealanders live on the North Zealand to predict what the text
Island. People from New Zealand will be about before seeing which
are known as “kiwis,” the name customs are mentioned. You can
of a bird native to New Zealand. have students identify what they
The indigenous Maori culture is see in each picture (shaking hands,
an important part of kiwi life. To hugging, sharing food, kissing on
find out more about Maori culture, the cheek, and giving) before they
see https://www.newzealandnow. read the title of the text and find
govt.nz/living-in-nz/settling-in/ the relevant sections.
maori-culture.
40 Unit 2
This activity will help students
analyze and discuss what they
just read. You can suggest
they check answers with a
different set of pairs because
they may have a different
ranking for each excerpt. You
can monitor the activity to
make sure students are using
the language. It could be useful
to ask students to compare
answers as a class.
Once students have ranked

the excerpts, encourage them
to engage in a discussion
about the things they found
in the travel guide that could
also happen in their country.
Suggest they ask their
classmates if they agree or not.

The most common error made As in step 1 of the product,
by students is using many times students’ comparative charts
where often or usually should be need to include relevant and
used. You can remind students correct information from the text
that often and usually talk about on page 26 for comparison with
an activity that you do regularly. the information from their own
Another mistake students make is community. When evaluating their
confusing the word order. Adverbs work, you might consider giving
of frequency come before the main extra marks for attempting to use
verb but after the verb to be. You adverbs of frequency and for the
could ask students to identify the correct use of the language. Make
verbs and say if the adverbs should notes of mistakes to show students
go before or after them. what they need to work on.
Unit 2 41
You may consider having
students guess the answers to
this activity before they read
the text. This will make it easier
for students to understand the
text because they will have
thought about the topic and
seen some of the vocabulary in
the statements, such as speak
Arabic, shake hands, take
your shoes off, the bottoms of
your feet, etc. It also engages
students as they will want to
read the text to check their
ideas.

to discuss the questions
and share their information.
Possible answers:
1. Language, and covering
your head and face. 2. Shaking
hands, giving presents. 3. Yes/
no; it's not something that I'm
used to. 4. Students might say
differences are positive because
they give different perspectives
and ways of thinking, allow
us to try different foods, and
celebrate different festivals.
One negative aspect could be
discrimination due to cultural
differences.
About the Topic Ongoing Evaluation Self-assessment

Egyptians are friendly and polite, As students discuss the questions, Students assess themselves on
and will often greet you with a it is a good idea to listen and comparing cultural aspects and
smile. It is normal for someone record examples of their use of the giving opinions. It is important for
to ask you about your family and simple past, past continuous, and students to justify their opinion
your health, even if they do not adverbs of frequency. Students by giving examples. You can help
know you very well. One difference should make notes as they talk them analyze their oral production
between Mexico and Egypt is to add to their Evidence Portfolio. by asking them to make notes
dress code, which is much more You might consider comparing of the phrases they used to give
conservative in Egypt. To find out their use of frequency adverbs in their opinion (I believe/think
more, you can visit the webpage: these notes to their use in their that… because…). They should
http://blog.globalizationpartners. comparative charts in step 3 and also evaluate their participation by
com/traditions-and-cultures-of- mark them on their effort and identifying how often they spoke
egypt.aspx improvement. and what they contributed.
42 Unit 2
This activity ties together what
students have learned about
cultural differences throughout
the unit. Before they complete
the diagram, it is a good idea
to have students look back
through their subproducts
and make a list of all cultural
aspects they have learned
about, including language,
food, gift giving, superstitions,
behaviors, and dining
etiquette. Then you can have
students think about the most
important aspects of a culture
to complete the diagram.
Before students begin writing

their texts, it is a good idea to
give them some time to plan.
You can elicit what information
they should include in each
paragraph. You can help
students improve their narrative
writing by encouraging them
to think of adjectives to
describe sights, smells, and
sounds. Students can make
a list of adjectives they know
and think about how they can
use them to describe different
cultural experiences. The more
descriptive the information,
the easier it is for readers to
connect to a story.
Self-assessment Ongoing Evaluation Curricular Flexibility

Students assess their ability to Students should produce at To cater to mixed abilities, you may
exchange information. You might least two drafts for their written consider pairing stronger students
help them discuss how they narrative essay. The first they edit with weaker students. When
knew it was their turn to speak, with their Product group and the they exchange drafts, weaker
such as there was a pause or the second is the version they add students have a model text to use
other student asked a question. to their Evidence Portfolio. In to improve their second draft,
Students might have difficulty order to evaluate the students’ and stronger students have the
recognizing changes in intonation, development, you could keep the opportunity to find and correct
such as pitch or volume. One way first draft as well as a copy of the mistakes, which in turn will help
to help them would be to record final draft, or compare the first them become more aware of their
their conversations and replay the draft with their oral presentation of own learning. You can support
moment speakers take turns. the comparative chart. students by helping them correct
language not covered in the unit.
Unit 2 43
Depending on the size of your
class, you may want to divide
it into teams. You can draw
the chart on the board and
give students the sentences
on different strips of paper.
When you call out a category,
for example Language; India,
students with the strip Hindu
must run to the board and place
the strip of paper in the correct
column. For larger classes, you
can divide the class into groups
and have one student in each
group call out the categories.
It is important that each student

in the group has a role in group
work. You can encourage
participation by getting
each student in the group to
complete one column in the
comparative chart using the
information they wrote about
in their essays. Having students
write their essays individually
ensures that every member
of the group is contributing
something to the final product.

It is important to help students You may consider evaluating group
identify their strengths and participation as well as individual
interests when deciding how performance. It is important to
they are going to present the assess how students work together,
information in their comparative as well as the final Product they
charts. Students with strong create. For example, did students
speaking abilities may decide to listen respectfully to one another?
be the groups’ spokesperson, Did all members contribute to the
whereas a shyer student may final Product? It is also good to
prefer to prepare written notes assess students’ individual effort to
for the spokesperson to use. Try make sure that group members are
to give students options based on not adversely affected by students
their abilities. who do not make an effort.
44 Unit 2
class, it may be possible for
students to present to the
then students can present
simultaneously to their groups.
However, it is necessary to
evaluate each student using the
Descriptive Evaluation Scale,
so make sure that there aren’t
too many students presenting
at one time. While students
listen to the presentations,
they should complete the Peer
Evaluation Form. You may
want to go through the form
beforehand so students know
what they need to assess.
You can help students give

each other constructive
feedback by providing them
with examples of how to give
feedback. This includes giving
positive feedback as well as
saying how they could improve,
and by giving specific examples
of language used in their
presentations. For example,
You used adverbs of frequency
really well to describe what
people do in India, but you said
“people were speaking Arabic
in Egypt” instead of using the
simple past.
Self-assessment Assessment Assessment

The first element asks students to You can use the Questionnaire Photocopy Assessment 2 on
evaluate the cultural differences in the Evaluation Tools section pages 165–166. You should have
they noted in their charts. Then (pages 186–195) or a similar students complete the assessment
they need to evaluate if they are one to evaluate the students' individually. You can correct and
able to accurately and fluently presentations. go through the answers with the
use simple past, past continuous, You need to evaluate the following: class. The Answer Key can be
and adverbs of frequency. Finally, found on page 183.
students need to evaluate their • Comparison of cultures
presentation skills. It is a good idea • Use of the charts
for students to reflect on whether • Appropriateness of language
or not they used transition words,
fillers, and hesitation devices.
Unit 2 45
If you remind students of their
collaborative work, you can
help them provide honest and
accurate assessment of their
attitude in the unit. Examples
of collaborative work in this
unit include working in a group
to compare cultural aspects,
deciding on what country to
write about for their narrative
essay, creating a poster of
their comparative chart, and
presenting the chart in their
group.
To be able to achieve this unit’s

Learning Outcomes, students
need to assess their ability to
revise short literary essays, or
the texts they read in this unit.
They also need to understand
the general meaning, main
ideas, and details of literary
essays, such as the cultural
differences they wrote about
in their comparative charts.
Finally, students evaluate
how well they can describe
and compare cultural aspects
through the presentation of
their comparative charts. The
final grades in this section can
be for student use only or can
contribute to your grades as a
teacher.

To help students with the Students reflect on their ability
Self-assessment, you can to revise literary essays, read and
encourage them to consider understand the general meaning,
what they learned about different main ideas, and details of literary
cultures from the reading texts essays, and describe and compare
and the work they contributed to cultural aspects. You can ask them
the Evidence Folder, which should questions such as What do you
include two comparative charts, know about India, New Zealand,
notes about a cultural mistake, and and Egypt that you didn’t know
the final draft of their narrative before? How did the steps help
essay. You can also help them you plan your group comparative
reflect on whether their group chart? How did the chart help you
worked well together. give your presentation?
46 Unit 2
The pictures show teenagers
playing sports and performing
in different events. To explore
students’ previous learning,
you can use the alternative
images to these pictures on
the Class CD. The answers
to questions b, c, and d will
vary, but students can think of
any extra-curricular activities
they do as well as personal
achievements.
Students should use the past

perfect to refer back to the
preparation they made before
the event. They can use the
simple past to describe the
event they prepared for.
You can monitor and record
student examples for your
pre-evaluation.

the final Product, you can
refer back to their examples of
specific events from the Before
you Start section. The students’
recollections of personal
experiences can show them
how to tell an anecdote. This
will help them see what needs
to be produced and how each
step supports the anecdote.

This unit is about being active and The Before You Start section gets The final Product for this unit is
playing sports. Physical exercise students to identify different sports an autobiographical anecdote.
keeps people fit and helps the body and events and talk about their own The main supporting subproducts
produce endorphins which help experiences. Students can write the are a written anecdote and a
to improve mood. Physical activity ideas they discuss to use in Step 1 storyboard to assist with the telling
reduces the risk of depression, of the Product. Questions c and d of anecdotes. Students can use
increases self-esteem, and promotes allow you to evaluate students’ use written notes as support but should
restful sleep. Find out more about of the past perfect and simple past avoid reading a complete written
the benefits of being active on this to describe the order of events in the anecdote as this is not genuine oral
website: https://www.bupa.com. past and the present perfect to talk production. If telling a complete
au/health-and-wellness/health- about experiences. This will allow to anecdote is too challenging,
information/az-health-information/ you evaluate the students' previous students can produce individual
physical-activity-and-teens. knowledge. sentences about an event.
Unit 3 47
As students discuss what they
know about the sports in the
pictures, you can encourage
them to think about how
people feel when they play
these sports and why. For
example, they might feel
nervous before a game or
maybe scared in case they get
hurt. If students have played
these sports, it is a good idea
to have them describe how to
play and what they felt before,
during, and after playing.
These ideas can be used to
brainstorm experiences of
when they felt strong emotions
for the first step of the Product.
Possible answers: 1. I see
basketball, hockey, fencing,
and track. 2. People play the
sports for fun and to feel good
about their physical health.
3. I’ve played basketball
because it allows me to have
fun with my friends.
Possible answers: 1. Other
purposes include having fun or
competing. 2. Individual sports
depend on the performance of
one person and team sports on
all people involved. 3. I’ve played
basketball/volleyball/soccer.
4. I’d prefer team sports because
they create a fun atmosphere.
5. Teams sports make me feel
happy and motivated.

The Reader can be used by As students work in their groups,
students to research more about you can evaluate how well they
unusual sports. The Reader Answer work together by monitoring the
Key can be found on page 185. students’ discussions to make
The sports described in the Reader sure that everyone is contributing
are fencing, kite-fighting, rope and adding to the mind map.
courses and ice-fishing. If possible, When evaluating students’ mind
you can encourage the students maps, it is important to make
to talk about what sports they do, sure that students have included
and what unusual sports they have an experience for each of the
heard of. Perhaps there are new emotions: scary, happy, funny, and
types of sporting events in their exciting. They can discuss why they
community which they can discuss. chose these moments.
48 Unit 3
You can use a timeline to
help students understand the
order of events in the e-mail.
You can mark lines for the
different events in the story
on the timeline. We arrived
at the ice rink. The game had
started. You can help students
order the actions by asking
questions, such as Where was
Lizzy when the game started?
You may want to brainstorm

with the class a list of words
to express emotions. Some
volunteers can help write the
words on the board to support
students with activity D. You
could have students write the
words in their notebooks in
preparation for the step 1 of
the Product.
Language Knowledge Self-assessment

We can use the past perfect to You may consider focusing
refer to an event that happened students on the Self-check box at
before another past event. The the beginning of the lesson so they
simple past is used to describe can understand what is expected
single or repeated actions in the of them, for example, listening
past. A common problem is the carefully to their classmates
use of the simple past instead of and understanding anecdotes.
the past perfect, e.g., I think if To help students reflect on the
you were there, you would have language they used to talk about
enjoyed it too instead of I think if past actions, they can look back
you had been there, you would through the activities and identify
have enjoyed it too. when they have used the past
perfect correctly or not.
Unit 3 49
The text is about Sara and
her brother, Charlie. It is an
anecdote on a blog, which
is probably read by family
and friends. The main idea is
that Sara feels jealous about
Charlie’s success but then finds
her own success.
Possible answers: 1. They are a

way of sharing our experiences
with others who may identify
something in common. 2. Most
people may be interested.
3. The who, what, when,
where, and how
As students read the text, it is

a good idea to have them work
out the meaning of the words
in green from the context. If
students find this difficult, you
can encourage them to ask
their classmates, and finally to
use a dictionary. This will help
promote autonomous learning.
Students will have different

ideas for the title but it could
mention ideas of success,
jealousy, or understanding the
importance of practice and
training.
Learning to Learn Curricular Flexibility

Skimming is when people look You may consider getting fast
through a text quickly to find finishers to draw pictures to
out the general idea. You can illustrate what happened in the
ask students in which situations text. You can get students to cut
skimming is useful. For example, out their illustrations and give
to look through options on a web them to another student in the
page to see which sites are useful. wrong order. Students then need
To help students skim the text, to order the pictures and add
they can look at the visuals on the captions to create a storyboard.
page, read the first sentence of Alternatively, students could
each paragraph, and read the first draw pictures and write captions
and last paragraph. individually before sharing their
storyboards with others.
50 Unit 3
You may consider getting
students to compare Sara’s
experience to their own
experience with learning
English. Helping students to
understand that everyone has
different skills and talents will
encourage them to identify
their different strengths and,
in turn, will help motivate
students. Possible answers:
1. Because she got to
understand what is important
in life. 2. She included context,
people involved, how the
situation began, how the
situation ended. 3. Yes, because
it has a beginning, a middle,
and an end. 4. She could focus
more on the positive and less
on the negative aspects of her
experience.
It is a good idea to encourage

students to justify their
reasons for choosing a certain
experience by having them
think about how the event or
situation changed or affected
their lives. You can help them
do this by asking guiding
questions, such as How did you
feel before the event? How did
you feel after? Would you do it
again? Why/why not?

The exercises on this page help It is important to make sure
students choose information students include information
for their anecdotes. This will let for the Where, Who, What,
students know which elements Why and What questions. These
to include in their anecdotes. questions will help the students
However, it does not tell students to understand how to identify the
which elements are important in key elements of their anecdotes.
their stories. For example, some You can evaluate students'
anecdotes may focus more on understanding of each question
the people whereas others focus and also how well they answer the
more on the place. The students questions.
can explore these differences by
sharing their experiences.
Unit 3 51
Students can recognize that the
picture is a creative illustration
of a brain. They can discuss
what they know about the
human brain, and say how
they think people use their
brain when they read stories.
You can help students answer
question 2 by asking guiding
questions, such as Does it give
personal information? Does it
include facts and information?
You can encourage students to

explain their answers by using
information from the text or
their own ideas. For example,
if they like playing videogames,
you can encourage them to
think of how videogames
tell stories. You may consider
asking students to focus on the
aspect of the text they found
most interesting and create a
short presentation about it.
About the Topic Ongoing Evaluation

Storytelling has been around For students to know what to
for hundreds of years. Through include in their anecdotes, it is
storytelling students learn to important for them to identify
develop an understanding, what makes a good anecdote.
respect, and appreciation for As students discuss ideas, you
other cultures. When we listen can encourage them to justify
to stories, parts of the brain we their opinions and give examples
would use when experiencing from the text. It is important for
the events are activated, such as students to understand that to tell
the sensory cortex and the motor an anecdote effectively, they need
cortex. Check: https://greatergood. to be able to convey emotions
berkeley.edu/article/item/ and help the audience relate to
how_stories_change_brain. the event.
52 Unit 3
Narrative tenses, such as the
past perfect, past simple, and
past continuous are used to tell
anecdotes. To help students
practice using these tenses for
their anecdote, you can put
them into small groups and
give each student in the group
a strip of paper with a sentence
from a story using narrative
tenses. You may consider
using a text from the unit or
the Reader. Students can work
together to order the story and
then retell the story in their
own words.
Some students will naturally

be better story tellers than
others and find this task easier
than others. You may consider
pairing weaker students
with stronger students and
encourage students to give
each other feedback.
Self-assessment Ongoing Evaluation

The Self-check looks at how Students write the main event of
students used narrative tenses, their story using the information
such as the past perfect, past from their charts. For students
simple, and past continuous, to to make their storyboards in
narrate past events. Students Step 4, they need to know the
should reflect on the personal order of events in their anecdote.
experiences they shared with their You can assess students' use of
group and the tenses they used. narrative tenses to describe the
Students could write about their order of events and make sure the
experiences in activity B to see sentences are written in a logical
written examples of language. order. It is a good idea to record
Students should think about how examples of language to see how
they took turns when speaking. students progress through the unit.
Unit 3 53
You can write the following
words on the board: stage, ad,
shaking, and ask students to
match each word with a scene
from the storyboard. Then
you can write twisted my arm
on the board and encourage
students to guess the meaning
from context. The phrase means
someone changes your mind or
opinion about something.
The anecdote is about

the singer’s experience of
auditioning for the band. The
storyboard includes the main
events from the anecdote. These
are the ad for the band, the
boy’s emotions before going on
stage, the boy’s performance,
and the boy singing in the band
five years later. The storyboard
doesn’t show that the boy spent
hours singing in his room or that
he did not want to apply at first,
because these events describe
the background to the main
events and are not as important.
Students can use the storyboards
to help them organize their ideas
and choose the most important
events to illustrate.

To engage and motivate students, The storyboards in the final Product
you can encourage them to choose provide visual support for the
how they would like to present telling of their anecdote. However,
their storyboards. Students that are storyboards can be used as projects
more artistic may draw their own in their own right. Storyboards
illustrations. However, other students with examples of writing can be
may use pictures or technology. used to evaluate student progress
You can direct them to use www. throughout the unit in both written
canva.com or other storyboard and spoken English. You can
websites, such as https://www. evaluate the accuracy of students'
storyboardthat.com/. When students language in their storyboards and
are empowered to make their own make sure they have included the
choices, engagement increases. main elements of an anecdote.
54 Unit 3
Before students read the text,
you can ask them to identify
the style of email and ask
them what they think the
relationship is between Sam
and Adam (they are friends).
Possible answers: 1. To get in
touch with her. 2. He shared
a good experience. And I
can tell because he describes
how he played with the rest
of the group. 3. Yes, because
he covers the who, what,
where, when, and how of the
situation.
You may consider playing the

audio the first time for students
to identify how the speaker
feels. You can help students
discuss how they recognized
the emotions of the speakers
by focusing on the intonation
and use of language. The
speaker used phrases such as
I had so much fun, a really
scary thing happened,
trembling with fear. You may
consider replaying the listening
and stopping the recording at
the moment that the speakers
demonstrate their emotion.
It is important for students to
understand how to convey
emotion to help them present
their own anecdotes.

To help students compare the You can encourage students to
anecdotes and think of how they look at the mind maps they created
can improve their own writing, in step 1 of the Product and have
it is a good idea to encourage them add ways they can express
them to think of adjectives to each of the feelings. You can
describe sights, smells, sounds, evaluate students' use of adjectives
and feelings. If students struggle to describe each of the feelings as
to think of adjectives, you can help well as their ability to recognize
them identify the adjectives used how to use prosodic features such
in the text and in the listening. as intonation, emphasized words,
Alternately, you can have students and dramatic pauses.
use dictionaries to look up the
words.
Unit 3 55
It is important to use
connectors to link sentences
together to show how ideas
are organized and guide the
reader through the text. For
stronger students, you may
want to encourage them
to think of more advanced
connectors such as in spite
of, in order to, in addition,
moreover, nonetheless, etc.
rather than easy connectors
such as and, but, or, etc. so
they push themselves to use
more complicated vocabulary.
Students should refer to their

storyboard and sentences to
help them write their anecdote.
Writing the anecdote helps the
students to focus on the details
of the story. Ways to support
students include checking their
use of narrative tenses tips, and
make sure all the important
elements on their checklist are
included.
Learning to Learn Ongoing Evaluation Self-assessment

Students should read the tips to Students should produce at You can help students to evaluate
know what elements they should least two drafts for their written their written anecdotes by asking
include in their anecdotes. Using anecdote. They can edit the first them to consider if they have
short, simple sentences increases draft with their product partners. accurately used narrative tenses to
the pace of a piece of writing, The second and final draft is the convey the order of events. You
which helps create tension. version they add to their Evidence can help them identify whether or
Addressing the reader makes Folder. In order to evaluate the not they have used sequencers to
them feel like you are talking to students’ development, you may connect their ideas by asking them
them directly, which helps create want to keep the first draft, as well to go back through their drafts and
engagement. You can elicit that as a copy of the final draft, or to circle the words they have used.
it is important for students to tell compare the first draft with their Students also need to evaluate
events in order so that the reader oral presentation of the anecdote. whether or not their anecdote
can follow along. contained a memorable event.
56 Unit 3
entire class. However, if the
class is too big for individual
presentations, then students
can present simultaneously to
their groups. As they present,
encourage them to use their
storyboards to illustrate the
main ideas.

presentations, they can
write questions to ask their
classmates. This ensures
they are listening attentively.
Students will also need to
Form. Once all students have
finished presenting, they will
use the Evaluation Form to
assess their own performance
When students review the

performance of their group
members, encourage them to
think about what they did well
throughout the Product work.
Students can then think about
one or two aspects to work on
to improve their presentations
in following units.

Observation Guide
Students can evaluate the key You can photocopy Assessment
elements of their anecdote by You can use the Observation Guide 3 on pages 167—168. You
deciding if they told events in in the Evaluation Tools section should have students complete
chronological order, and used (pages 186-195) or a similar the assessment individually. You
narrative tenses accurately and one to evaluate the students’ can correct and go through the
fluently. Students can also evaluate presentations. answers with the class. The Answer
if their storyboard supported the You need to evaluate the following: Key can be found on page 183.
telling of the anecdote, although • Order of events described
not the quality of the storyboard • Description of memorable event
itself. Finally, students should • Use of narrative tenses
assess prosodic features they • Variety of words and expressions
used such as intonation, dramatic • Clarity of voice
pauses, and emphasized words.
Unit 3 57
You can help students reflect on
and evaluate their collaboration
by reminding them of when
they have worked as a
group, for example, when
brainstorming and sharing
experiences, creating a mind
map, and discussing what
makes a good anecdote. This
will help them provide honest
and accurate assessment
of their attitude in the unit.
Encourage students to reflect
on how well they listened and
valued their classmates’ ideas.
To be able to achieve this

unit’s Learning Outcomes, the
students need to understand
how to analyze personal
anecdotes and the general
sense, main ideas, and details
of a conversation. They can
analyze the stories told in the
listening on pages 34 and 41,
and the written anecdotes on
page 36, 37, 40, and 41. Finally,
students need to evaluate
how well they can share
personal experiences, or the
presentation of their anecdote.
The final grades in this section
can be for student use only or
can contribute to your grades
as a teacher.

To help students evaluate their Students should reflect on their
progress, you can encourage ability to discuss and share personal
them to look through the work in experiences. You can remind them
their Evidence Folder. This should of the examples from the unit
include the following: a mind map, (pages 34, 36, 40, and 41). They
a chart, a storyboard, and a written can also reflect on their telling of
anecdote. You can encourage the anecdotes. If they find this
them to compare the quality of difficult, you can ask students
their work at the beginning and guiding questions such as How did
end of the unit to see how they the different steps help you to tell
have improved. Students could your anecdote? The grades they
write a goal for how to improve on produce can be compared with
their weaknesses. your grade for the product.
58 Unit 3
The pictures all refer to natural
diasasters (floods, hurricanes,
emergency kits). To explore
students’ previous learning,
you can use the alternative
images to these pictures on
the Class CD. You can evaluate
their knowledge of relevant
vocabulary before starting the
unit and discuss different types
of natural disasters.
It is important to take this

opportunity to review
the school's emergency
procedures. The
recommendations in this
unit are standard emergency
procedures but you should
make sure they comply with
what the students are familiar
with doing.
You can use this opportunity

to evaluate the students' use
of imperatives for instructions
and expressing obligations with
must and have to.

The topic of this unit is natural The language of this unit refers The final Product for this unit
disasters. Many students may to how to give advice, including is an instructional leaflet that
have had experience with various modal verbs and imperatives for students will present to the
disasters so it is important to instructions. The opening questions class. The supporting activities
discuss the topic sensitively. can not only be used to generate are taking notes about what to
You could refer to the National relevant vocabulary but might also do before, during, and after a
Geographic for more dramatic be used to guide students into disaster happens. If some students
images and information https:// talking about what they have to find the final presentation too
www.nationalgeographic. do in a disaster. In this way, you challenging, stronger speakers can
com/environment/ can assess the degree to which support the students who are less
natural-disasters-weather/. students will need support using confident during the presentation.
the language. Students could also use the models
provided.
Unit 4 59
Since avalanches and blizzards
are disasters that students
might not have any experience
with, it might be useful to
focus on them. In addition
to the activities in the unit,
students could role-play or
discuss survival scenarios, or
even make up plays or stories
in these contexts.
The language in this section

is all written in the language
of instructions and uses
imperatives. It is a good idea
to ask students about the
audience of the leaflet: Who
is this leaflet written for? (The
public) and elicit if the leaflet
is suggesting ideas or telling
people what to do (telling).
Learning to Learn Resources

Students having difficulty with The Reader discusses ideas of
the reading can try to guess the what to do before, during, and
vocabulary from the context by after a natural disaster. The natural
using the images and the ideas of disasters discussed in the Reader
the leaflet. Another strategy that are earthquakes, hurricanes,
students can use is to check which blizzards, and wildfires. Students
words are similar in Spanish, such may find it interesting to research
as eruption. However, students information about blizzards
have to be aware that some because this is a natural disaster
words may look similar but have that they are probably less familiar
different meanings. Students can with. The Reader Answer Key can
refer to the Glossary to check the be found on page 185.
meanings of new words.
60 Unit 4
Students might talk about
the images providing extra
information.
Possible answers: 1. The
article might be distributed
door-to-door or in emergency
centers. 2. People from an
affected community. 3. The last
section. It has instructions to
be safe. 4. The address of
a safe place. 5. To make the
topic clearer.
Students could give a wide

range of ideas besides the ones
provided in the poster. They
might have ideas about what
to take with them when they
evacuate the house, and might
talk about ways to extinguish
a campfire. All of these ideas
will be useful to feed into the
project.
Ongoing Evaluation Language Knowledge

In step 1, students will begin Unlike in Spanish, verbs in English
thinking about natural disasters almost always have subjects.
for which they can create an However, imperatives do not use
instructional leaflet. Students can subjects. This means that students
refer to the discussion they had could over-correct and include
in the Before You Start section or an unnecessary subject. Students
the natural disasters pictured in might also forget to include the
the leaflet on the previous page. auxiliary verb do when expressing
This is also a good opportunity a negative imperative. Some more
to evaluate how students express advanced students might use
instructions and use the vocabulary modal verbs such as must. These
of natural disasters. sentences are correct, but they are
not imperatives as seen here.
Unit 4 61
Students might give a range
of answers here, but the
key ideas are listening to the
radio, protecting windows, an
evacuation route, a lightning
storm, a disaster kit, and a
circuit breaker. The pictures
represent a hurricane that
can be seen in the picture of
the evacuation route. This is a
similar symbol to the one seen
in the unit opener.
Depending on where the

students are from, hurricanes
may or may not be common
in their community. They are
most common in the Yucatan
Peninsula. However, the safety
measures are applicable to
many natural disasters: have a
disaster kit prepared, stay in a
safe place away from windows,
and learn the evacuation
routes.
Curricular Flexibility Self-assessment

For students who find it more Students can discuss how they
difficult to hear the correct analyzed information in the
information, you can support them listening and also how they applied
by guiding them in prediction it to their previous knowledge.
exercises (such as using the They can look for examples of
pictures) and highlighting the key new information they learned and
words they need to listen for to when they confirmed something
answer the true or false questions. they already knew. Finally, they
Equally, guiding questions before should consider how they listened
activity C such as What kind of to each others’ opinions. They
program is it? or Where would can reflect on examples of
you hear this program? could help agreement, disagreement, and
them find the answer. active listening skills.
62 Unit 4
Tornados might not be
common in the students'
communities. You can help
students by brainstorming what
they know about this type
of natural disaster before the
discussion. Students can focus
on the importance of being
prepared, regardless of the
natural disaster.
By this point, students will

probably be relatively familiar
with precautions to take before
and during an earthquake. For
a flood, they might mention
moving the family and valuable
things to higher ground to stay
safe, filling the space under
doors with towels or sandbags,
and protecting easily broken
objects and windows.
Ongoing Evaluation Curricular Flexibility Language Knowledge

You can take this opportunity Before students choose a natural A common error when learning
to evaluate if students are using disaster to discuss, it might be modal verbs of obligation is
the modal verbs for obligation, a good idea to check there is that students often confuse the
prohibition, and lack of obligation variety in the types of disasters meaning of don’t have to with
appropriately. You can also being described. This will ensure the meaning of mustn’t. Don't
evaluate their use of imperative that the students produce a wider have to is used when there is a
forms. You should also be able range of instructional leaflets and lack of obligation rather than
to see the students displaying an presentations. With a greater something being prohibited. For
understanding of the dangers range, students will be more example: Students don’t have to
of their disasters and what engaged during the presentations, bring food from home when they
precautions to take before and and will have the opportunity to go to school, but they can if they
during each one. learn different vocabulary. want to. On the other hand, they
mustn’t use their phones in class.
Unit 4 63
This section of the unit focuses
on what people should do
after a natural disaster, and
therefore all of the pictures
are of scenes of destruction
and repair. Students may be
unaware of what to do after
a natural disaster because this
is not often taught in schools,
but the most important actions
are checking the environment
is safe and informing medical
services if there are injuries.
Students might have difficulty

with the word debris. It is a
word with origins in French,
and so the final letter s is
silent. The ending of the word
sounds like brie. It means "the
remains of something broken
or destroyed."
Learning to Learn About the Topic

Students having difficulty with About Kids Health is a website
the reading can highlight key dedicated to health education for
words and try to get the main children, teenagers, family, and
idea of each paragraph.This text caregivers. The information on the
is clearly divided into five sections site is approved by The Hospital for
with a very different theme for Sick Children. This article (https://
each section (introduction, health www.aboutkidshealth.ca/Article?c
and safety, staying informed, ontentid=302&language=English)
returning home, and psychological explains psychological responses to
reactions). Students can focus on natural disasters.
the theme of the section and use
this to contextualize any unknown
words.
64 Unit 4
Students might have some
difficulty with this activity, as
some of the answers do not
come directly from the text.
For example, Listen.. should be
completed with ... to the radio.
It is clear from the context
that you should listen to the
radio but this is not stated in
the text. You should allow
for flexibility in the students'
answers.
Students should see the

importance of being prepared.
Their answers to question 2
will be different but you should
emphasize the importance of
listening and taking problems
seriously.
Possible answers: 1. Because
it is something that can happen
in our community. 2. We can
comfort that person. 3. All of
them. Each tip helps with a
different problem we can have.
Self-assessment Language Knowledge Ongoing Evaluation

Students should pay attention to The word “schedule” can In this Product step, students
the number of mistakes they and sometimes cause some issues, as it should be applying the learned
their partners make according to has two common pronunciations. vocabulary and the ideas they
the speaking Rubric on page 8. Some people pronounce it with have seen to the disaster they
As a result, it might be a good a hard c sound like sced. Others chose to create their instructional
idea for students to be aware of pronounce it with an h sound like leaflet for. Students should analyze
the need to use imperatives to shed. Both pronunciations are whether or not the elements from
answer questions. The other two acceptable and widely heard, so in the reading are relevant to their
categories are about understanding terms of correctness, consistency disaster and decide how they can
and being understood. Students is the only important factor. If a include the ideas. You can take this
can note any communication student uses one pronunciation, opportunity to review the use of
problems they have had. they should continue to use that those elements.
same pronunciation.
Unit 4 65
The natural disaster being
discussed is an earthquake.
The images represent the
instruction in each section of
the leaflet and are included
to help people understand
what to do. Images are often
clearer for people than written
instructions. The benefit
of leaflets is that they are
portable, easier to read, and
easy to distribute.
Students can check their

understanding of all the
vocabulary in the leaflet. You
might also have students
prioritize the instructions in
each column and then compare
answers. This will give them an
insight into editing which will
be helpful in their final project.
Curricular Flexibility Learning to Learn

Weaker students might have This could be an opportunity for
problems with certain elements students to research unfamiliar
of the vocabulary in the leaflet. vocabulary with the use of their
You could guide them in guessing Glossary. Alternatively, students
the meaning from the words they could analyze the leaflet and
do know and the accompanying use design ideas that would be
image. They might also choose to useful in the final project. This
rewrite the leaflet to use simpler form of independent analysis will
language in order to work on their help students to understand the
awareness of synonyms and to importance of key design ideas and
help them in memorizing the will help them engage more with
new vocabulary. the product.
66 Unit 4
At this stage in the unit,
students should have a range
of ideas for writing these
instructions. These could range
from finding a safety zone,
waiting to evacuate, or trying
to help people. You could
write these ideas on the board
for students to choose for
their projects.
Students could discuss different

alternatives to a leaflet. They
might suggest a range of
electronic options, such as TV
advertisements or social media.
information is organized as
before, during, and after an
earthquake. 2. Yes, because
they include images. 3. Because
leaflets are portable. 4. Contact
details or web links might be
useful in a leaflet.

Students might need to revise the Students should now be drafting
elements in the checklist. Direct final versions of their leaflet, so
language uses imperatives and you can evaluate their use of the
modals of obligation. Students different elements of a leaflet in
should look back at the examples the texts they are creating. You
throughout the unit. Students can also use this opportunity to
need to be aware that leaflets ensure that students understand
should use a limited number of the issues involved in their disaster
adjectives and dramatic language. and how each disaster has its own
The language in a leaflet should challenges and requirements for
only contain the key points. preparedness.
Students can refer to the leaflet on
page 52 for ideas.
Unit 4 67
You can ask students to
work individually, and then
get in groups to discuss the
questions.
Possible answers: 1. Warning
signs are useful because they
provide information without
words. 2. The use of two colors
is to simplify the message. 3.
The volcano. It is similar to a
real one. 4. The flood. Because
the water is not clear.
Some students might need

help organizing their groups.
Perhaps different students
could have different roles
representing what they will
talk about in the presentation.
You might also facilitate in
providing tips on how to speak
clearly to the class and how
best to present their ideas.

The benefit of a leaflet as a final You can take this final opportunity
product is that it allows for lots to ensure that students’ products
of different skills to be used in are close to completion before the
its creation. Artistic students can presentation. You can also check
create imagery while students the students’ pronunciation of key
stronger at writing can work on words. Finally, you can evaluate
the text. Others can take more of their use of language. Students can
an active role in the presentation. practice their presentations, which
It might be good for students to will allow you to see how best to
discuss how group members can support the students before they
contribute to the creation of the deliver the final presentation.
leaflet and the presentation.
68 Unit 4
If you have a big class,
students can present their
instructional leaflets to each
other. Alternatively, groups
can present to the class. You
should leave yourself enough
time to evaluate groups using
the rubric in the suggested
evaluation instrument. Students
should make notes to help
them with completing the Self/
Peer Evaluation Form.
It might be useful to review

the purpose of the leaflet (to
make sure that people are
prepared before a disaster and
know what to do if it happens)
so that they can respond to
questions about the helpfulness
and appropriateness of their
own and others’ work.
You could facilitate the writing

of the reviews by providing the
students with a template. For
example, students could open
with a positive, then something
that could be improved, then
close with another positive.
This way the classroom
dynamic isn’t affected, but
students still receive useful
feedback on which to reflect.

Rubric
You might want to have students It can be a good idea to photocopy
provide a range of positive and You can use the rubric in Assessment 4 on pages 169–170.
negative feedback from their the Evaluation Tools section You should have students complete
reviews, which could be written (pages 186–195) or a similar the assessment individually. You
on the board. This way, students one to evaluate the students’ can correct and go through the
have a wide range of factors to presentations. correct answers with the class. The
consider while reflecting on their You need to evaluate the following: Answer Key can be found on page
own performance in comparison relevance of advice, leaflet design, 183.
to other groups in the class, and use of imperatives for instructions
better understand what was and modals of obligation, variety
expected of them. of words and expressions, and
clear speaking voice.
Unit 4 69
unit include creating a list of
natural disasters; discussing
the actions before, during, and
after a natural disaster; and
creating and presenting an
instructional leaflet.
To achieve this unit’s Learning

Outcomes, the students need
to create instructions to help
people be prepared for a
natural disaster. They also need
to select, read, analyze, and
understand instruction sheets,
and write and edit instructions.
Finally, they should present
their leaflets. The final grades
contribute to your grades.

To help students you should Students should reflect on their
encourage them to consider the ability to create instructions to
attitudes they showed during the help people be prepared for a
unit and the work they contributed natural disaster. You can remind
to the Evidence Folder. The work in them of the examples from the
the Evidence Folder should include unit (pages 46, 50, 52, and the
the following: a list of natural Reader) as well as their own
disasters, before and during notes, versions. They can use these
after notes, instructions for a examples to reflect on the
leaflet, an instructional leaflet, and elements of instructional leaflets.
peer evaluation of performance. They can also reflect on the
feedback from the final Product.
Their grades can be compared with
your grade for the Product.
70 Unit 4
The pictures are of newspapers
and of a TV studio. To explore
students’ previous learning, you
can use the alternative images
to these pictures on the Class
CD. Students can discuss how
the way we receive news has
changed (social media, online
papers, etc.). Students can
produce a list of current stories.
When students report the

news stories they have seen or
heard, you could evaluate how
students are able to describe
what people said, as they
may be unfamilar with how to
report speech. You can record
the vocabulary students use to
describe the stories, add words
from the unit, and then have
students make a word web.
You could go through the

product steps and ask students
if they have any questions
about what they are going
to do. It is important that
students understand that each
subproduct (list of stories,
graphic organizer, news article
etc.) leads up to the creation of
the comparative chart.

This unit explores the theme It is a good idea to monitor and The final product for this unit is a
of news and newspapers. record what students know about comparative chart. Subproducts
Specifically, it looks at different different news sources when they include writing a list of stories,
styles of newspaper for students are discussing the Before You making notes about the stories,
to compare. There are two Start questions. It is a good idea writing a headline, and writing a
styles of newspaper: tabloid and to record the language used to news article. These subproducts
broadsheet. Traditionally, tabloids answer the questions and look for will support students in the
are smaller, contain more pictures, examples of how students report creation and presentation of their
have shorter articles, and have speech. You can also evaluate the charts. The length of the students'
more celebrity gossip. Today, range of students' vocabulary. This articles can change according to
however, many broadsheets have also provides a written record of their language level. The important
converted to tabloid size while students' pre-existing knowledge point is that they can identify how
maintaining more serious content. when they create a word web. the stories are presented.
Unit 5 71
By looking at the headlines,
students immediately see the
difference between two styles
of newspaper and should see
differences in presentation
styles. If they are struggling,
you can ask questions: Which
has bigger letters? Which uses
an exclamation mark? Which is
shorter?
You should make sure you give

students sufficient time to read
both articles. You can remind
them that it is not necessary
to understand every word in
order to match them to the
headlines. However, they can
use their Glossary if necessary.
Before deciding which article

they prefer in the second part
of the activity, students can
compare their answers to
activity B. You might want to
ask for examples of less formal
sentences (or so they thought)
and more detailed, longer
sentences. You may need to
explain human interest (a story
that makes you identify with
the people and situation).

Students can use the Reader to The first step of the Product is an
learn more about newspapers. Find important one because it lays the
out how journalists find stories, foundation for later stages. It also
how information is put together, gives students the opportunity to
the differences in style of headlines relate the unit to what is currently
and texts, and the importance of going on around them. Therefore,
print and online news. Students you should evaluate the students'
can refer to different parts of the choices of newpaper stories.
Reader as they move through the Students should focus on important
unit. The Reader Answer Key can news stories, and ideally they
be found on page 185. should research more about the
topics of the stories they choose
using reputable news outlets.
72 Unit 5
Students will know by now
that both articles refer to the
same events. You could ask the
class what is happening in the
pictures and which characters
or events they refer to. At this
point you are looking at the
order the events are mentioned
in the stories, not how
grammatical differences order
the events in a narrative.
You might want to divide the

class into pairs to discuss the
order of events. It might help
them if you list the events in
the present tense on the board
(Julie looks up, Dale is asleep,
etc.) and ask questions: Was
Dale asleep before the fire
started? When did Julie see
Dale? etc. After they have put
the events in order, students
can focus on the tenses used.
The events are all in the past.

The Past Perfect examples
describe actions from the
earliest part and the Past
Simple and Past Continuous
examples describe actions at
the same time.

For activity G, students should be In order to understand the order
familiar with the use of the past of events in a story, students need
simple for finished actions in the to understand the use of different
past and the past continuous for tenses. This will also help them
ongoing actions. You can refer compare articles later in the unit.
students to the texts to ask for You can evaluate the students' use
examples of ongoing actions of tenses in activity G and record
interrupted by other actions. any common problems. Students
You can elicit the use of the past can address those problems in
perfect (an action that happened extra communicative activities, for
before another action in the example, comparing the order of
past) and students can check the their different past actions on the
grammar reference. weekend.
Unit 5 73
This is a good opportunity
to discuss the importance
of making predictions when
deciding which news articles
to read. You can ask students
if they would want to read the
articles based on the headlines.
Most people make instant
decisions on whether to read
a story from the headline and
pictures.
Students might be able to

answer these questions before
listening again. When you
play the track again, you could
pause at the relevant points so
students can call out answers.
Students can look at the

different past tenses in a
context they are familiar with
by rewriting the sentences from
activity D. Brandon was staying
at his neighbors when his
friend called for help, etc.
About the Topic Resources Learning to Learn

This is another example of a Students can return to their To develop the prediction activity,
human interest story. Human lists of stories in step 1 of the you can focus on listening for
interest stories are popular with Product and look for stories specific information. For example,
readers and listeners and are used that present a human interest you could ask students to circle
by all news organizations. News angle in English-language the key words in the headlines
focused on facts and figures can news, such as Mexico News and listen for them in the news
get boring. A human interest Daily (http://mexiconewsdaily. article. After listening, you can ask
story looks at the news in a more com/). Local English language questions: What did it say about
personal way and is sometimes newspapers include www. alligators? (There weren't any.) Is
called the "story behind the story." theguadalajarareporter.com, the hurricane continuing? (No.)
The idea is to engage the audience www.gringogazette.com (from How many people did Brandon
emotionally by presenting a human Baja California), and www. save? (Seventeen.)
face to the news. theyucatantimes.com.
74 Unit 5
In the second part of the
activity, students should
notice a number of differences
between each pair. You could
write a pair on the board
and ask students to help you
circle the differences. Students
should point out the reporting
verb (say/tell), lack of speech
marks, change in verb tense,
and change in pronouns in the
reported sentence.
Advanced students can use this

as an opportunity to practice
reported speech. Students
can then write the reported
sentences: A neighbor said he
had thought he was going to
drown, but Brandon had saved
him.
Alternatively, students could
use this as a way to remember
what the people said.
This is another opportunity

for students to review what
they have learned about the
order of events in the past.
You can ask questions to make
sure they understand the
tenses being used. When does
Brandon receive the call from a
friend?, etc.

In activity I, students can reflect on For step 2 of the Product, you can
the use of reported speech in news encourage the students to choose
stories. They should have already a story where the protagonist has
observed the differences, but you something to say. As this will form
can draw attention to the concept the basis of the rest of their story,
of backshifting, or moving the verb you might consider checking their
tense back when reporting speech, notes at this stage. You can also
as well as changing pronouns. evaluate students' participation
For extra practice, students could and collaboration within each
report speech from the tabloid group. You should ensure that
article on page 58, and you everyone is actively participating.
could also have them check the
Grammar Reference.
Unit 5 75
You might want to give the
students the opportunity to
say what the purpose of each
element is before matching
them to the definitions. You
can ask them which parts of
the newspaper attract their
attention and why.
You can expand on this activity

by asking students to give
examples of each definition
from the article. For example:
What important information is
in the lead? What additional
information is in the body?
Who wrote the article? etc.
After pairs discuss the

questions, the class could
discuss similarities and
differences between their
ideas. Then groups can discuss
the most important elements.
You should stress to groups
that they must give reasons
for their opinions: I think the
body is the most important
because it gives all the essential
information.
Self-assessment Resources Curricular Flexibility

The students assess themselves There is more information about Some students will be stronger
on how well they participated in how a newspaper article is speakers than others. By
this discussion activity. To decide structured in the Reader. You can monitoring the discussion activity
on the most important element, refer students to the information and providing positive feedback
students need to express a point of about the lead and the inverted you can help the less confident
view, give reasons for their ideas, pyramid, as well as the part about students. Communication is key.
persuade others, and come to an headlines. If possible, you could If they get their point across and
agreement. They can evaluate and also bring examples of newspapers the rest of the group understands
grade their work using the Rubric into class for students to identify and responds to the message, you
on page 8. Students should pay the different parts. It doesn't should make sure students grade
attention to the three categories matter if these are in Spanish themselves appropriately.
in the rubric. Check that students because many of the elements are
take each one into account. the same.
76 Unit 5
Students have already
analyzed different types of
newspapers and their different
elements. Students can identify
differences in real examples
(use of pictures, size of
headlines, etc.). This might also
be a good time to ask what
the differences are between
print and online news. You
can refer them to the relevant
information in their Reader.
Students should now be

familiar with different
newspaper styles. When they
have matched the sentences,
students can name the
newspaper type: tabloid or
broadsheet.
It is important that students

write their headlines in different
styles before choosing one. You
can help them identify different
tones and styles.

The students assess themselves As students will be writing
on how well they analyzed parts different styles of headlines, you
of a newspaper and newspaper may want to evaluate their work to
elements in different sources. ensure they are using appropriate
Students should reflect on their language and punctuation for
analysis of articles and headlines. different styles of newspaper.
Students could add the words for You can check their collaboration
parts of a newspaper to their word and ensure that they all choose
webs or make a note of them in a a different headline. They don't
vocabulary list or phrasebook with have to choose the one they
definitions and sample sentences. wrote. Students should compare
their headlines and suggest
improvements.
Unit 5 77
As seen on page 62, the lead
is the first sentence of each
article and answers the main
questions of the reader. The
important details in the first
story are the traffic and the
weather. In the second story,
the important details are the
traffic, the protest, and the
reasons for the protest. The
rest is background information.
You can remind students that

most people only read headlines
before deciding whether to
read a complete article. You
can ask students why it is
not always necessary to read
background information, even
if you are interested in an
article. (There might not be
time. You may already know
the background information,
etc.). It is important students
have all of the information in
their Evidence Folder available
for this activity so they can refer
to their headlines and what the
protagonists say.

Graphic organizers are a common You could monitor and evaluate
and useful way to organize students' work by ensuring
information. Students do not have that their notes are organized
to use the graphic organizer in the in a logical way that they can
book. The important thing is that understand. You can ask students
they organize their information in a for a copy of their graphic
logical and easy-to-understand way organizers to be able to compare
so they can write an article later. them to their articles in the
It is important to allow students next Product step. You can also
to choose how they want to grade students on their learning
represent the information because autonomy in the creation of a
this will help them understand the graphic organizer. You might want
structure. to give group or individual grades.
78 Unit 5
Students should use the
checklist as they are writing
the article. The headline and
the examples of direct and
reported speech were covered
in previous steps. You can
monitor the activity to help
with specific language and
vocabulary queries, but allow
students to work alone and
with their groups as much as
possible.
Students need to understand

that this rubric is specific to
the writing of a newspaper
article. Therefore, it is useful for
students to review each point. In
the second part of the activity,
they can grade their own and
their partner's work using the
Rubric on page 8. Students can
create final drafts based on their
partner's feedback.
Language Knowledge Self-assessment Ongoing Evaluation

The article is an opportunity for The students can use both rubrics It's a good idea to monitor
students to combine all of the to assess themselves and each students as they are writing their
language aspects they have seen other on their writing skills. You newspaper articles. As well as
in the unit. These include the can tell them to focus on the grading their the final article,
different past tenses for narrating specific elements of a newspaper you can evaluate their ability to
a story, and direct and reported article but also take into account give and respond to feedback
speech. It is also important they clear organization, appropriate during the drafting process. You
use appropriate vocabulary and content, and the effective can provide feedback regarding
punctuation depending on the communication of the message. the organization of their content
type of article they are writing. Students can also compare the and their use of language and
You can remind students of this different drafts of their article or of vocabulary. You can also evaluate
and allow them time to check they their graphic organizer to measure how students' written skills are
have included everything. their progress. developing.
Unit 5 79
Students should analyze the
final drafts of their articles. You
can explain that now they are
not correcting the work but
instead comparing the different
elements.

elements from the box in
activity A. Students can go
through the examples of each
element and have the class
decide which element they
refer to.
The final chart will be quite

big so you might need several
sheets of paper for each group.
Students can add as many rows
as they feel necessary and the
charts can be different and
original.
Once the comparative charts

are complete, students should
now be able to easily see the
similarities and differences
between each other's articles
in terms of content, elements,
and style.

The Self-Check box looks at how The comparative charts are the
students compared their news key component for the final stage
articles. Students reflect on how of the product when students
different statements were used to peer evaluate each other's work.
describe the same facts, how they You could evaluate their charts
classified and compared elements to ensure that all of the elements
of a newspaper, and how they are present, that the examples
exchanged points of view. You can for each group member for each
encourage students to note down element are pertinent, and that
the main points of their discussion the charts are well-organized and
or summarize what the main presented. You can also evaluate
similarities and differences were the participation of the group
between articles. members.
80 Unit 5
Each group should present their
comparative charts. You could
hold a question-and-answer
session after each presentation
with questions from the
Final Evaluation Instrument:
Questionnaire. Students
should note the strong points
or things that need work for
each presentation and then
use their notes for the Self/Peer
Evaluation Form.
It is a good idea to remind

students of all the subproduct
steps before completing the
Self/Peer Evaluation Form.
They can think about the
content of their comparative
charts, the organization, and
the effectiveness of their
presentation.
For activities C and D, students

should think about their
performance throughout
the whole unit and how that
affected the final performance.
They should be constructive
and positive in their feedback
towards each other.

Questionnaire
Students can use Self/Peer You can photocopy Assessment
Evaluation Form to reflect on their You can use the questionnaire 5 on pages 171–172. You should
performances with their group. in the Evaluation Tools section have students complete the
They could give themselves a grade (pages 186–195) or a similar assessment individually. You
on overall participation and final one to evaluate the students’ can correct and go through the
presentation. Students should take presentations. answers with the class. The Answer
the time to compare each other's You need to evaluate the Key can be found on page 183.
grades and come to an agreement. following: important elements
You can monitor to make sure that of a newspaper article, a logical
groups agree on the grades they and understandable organization,
give each other. reported and direct speech
using appropriate tenses, and
understanding of newspaper style.
Unit 5 81
Students should provide honest
of their attitude during the
unit by reflecting on their
collaborative work. Examples
in this unit include: creating a
list of news stories, creating
different headlines, making a
graphic organizer, writing a
news article, and creating a
comparative chart.

Learning Outcomes, students
need to analyze different
newspaper articles and identify
different styles. They also need
to contrast articles in different
publications. Students can use
the Self-Check boxes in the unit
to reflect on their performance
at each stage. The final grades
contribute to your grades.

To help students you should Students should reflect on their
encourage them to consider the ability to read, analyze, and contrast
attitudes they showed during the news articles. Students can use
unit and the work they contributed examples from the unit (pages 58,
to the Evidence Folder. The work in 60, 62, 64, and the Reader) as well
the Evidence Folder should include as their own versions. They can
the following: lists of news stories, reflect on the different styles of
notes on protagonists and speech, articles and their purposes. They
headlines, a graphic organizer, and can also reflect on the feedback
a news article. they gave and received in the final
product. The grades they give
themselves can be compared with
your grade for the Product.
82 Unit 5
performing in front of an
audience, reading a script, and
acting on stage. To explore
CD. If students haven't been to
or in a play, they can talk about
plays they have heard of.
You might explain to students

that in a dramatic reading, you
read a script with the expression
that the character would use. To
do this you need to understand
the plot of the play, the role of
the character, and the scene you
are reading from. Expressing the
right emotion is as important as
pronunciation.

This unit explores the theme of plays It is a good idea to monitor and The final product for this unit is
and playscripts. There are different record what students know about a dramatic reading. Students can
types of theater productions that plays, the theater, and acting when use longer or shorter readings
cover different themes and styles. they are discussing the Share What depending on their language level,
These include musicals, comedies, You Know questions. The KWL but they should use the techniques
tragedies, history plays, and farce, chart will give you a written record learned in the unit. Plays are
among others. London's West End of students' previous knowledge. available free of charge online for
and New York's Broadway are two Students can return to their charts middle school students. If students
famous global locations for theater each time they learn something do not have access to plays they
productions. As students will learn, new. You could hold feedback can also write their own script
theater involves a lot of preparation sessions from time to time where from a short story or read a short
and is more than just acting students can share their ideas. story with direct speech.
on stage.
Unit 6 83
You can generate more interest
in the topic by asking students
for examples of comedies,
horrors, romances, and
tragedies. Ideally these should
be plays, but they can come
from any other medium: TV,
movies, or books.
Students can listen for a number

of clues to help them identify
the genres. These include sound
effects (horror), crying and
emotion (tragedy), repetition of
sentences (comedy), and tone
between characters (romance).
It is possible to identify the
genres without understanding
every word.
This activity requires

understanding of specific
information. You can pause
the audio to check answers.
tone of voice can help set the
mood: a low tone of voice
may indicate horror or tragedy.
2. Somewhere indoors,
because of the background
noises. 3. With their voices
and expressions. 4. A vampire
wants to suck someone's
blood, a series of unfortunate
events, a conversation between
two people.
About the Topic Learning to Learn Resources

The audio provides specific Activities B and C give students the The Reader can be used by
examples from real plays. These opportunity to practice inferring students to see a longer excerpt
are: Dracula by Richard M. Sharp information from audio. Inference from a different play, the Sherlock
(1980), Death of a Salesman by is the technique of finding answers Holmes story The Speckled Band,
Arthur Miller (1949), Waiting for from clues and prior knowledge by Sir Arthur Conan Doyle. This
Godot by Samuel Beckett (1955), rather than directly. By listening to mystery play was adapted from
and West Side Story by Arthur things such as tone and emotion, the short story by Doyle himself in
Laurents (1957). These plays are students can infer the relationship 1909. Students can read this at any
regarded as classics and are still between speakers, feelings, time throughout the unit to get
watched by people all over the background plot, and setting. It is a feel for how the elements of a
world to this day. important to encourage students playscript work together. If there is
to make inferences whenever time, you may want groups to read
possible. this play together.
84 Unit 6
Students will have inferred
some of these features on the
previous page, but they can
now see how they appear in
script format. Some of the
features refer to language,
others to different dramatic
techniques.
Ideally, students will use a

play here, but as many may
not have seen one, it is a
good idea to open this up to
include movies, TV shows, or
books. Many of these have
been converted into plays and
vice-versa, and so will enable
students to make the same
types of notes.
Now that students are working

on the product, they must look
for plays as examples. This
might mean providing them
with examples or allowing
them time to research plays of
their choice, either in class or in
between classes (see Resources
below).
Resources Self-assessment Ongoing Evaluation

The website referenced on page The students reflect on their The first step of the product is an
71 is a useful resource for finding identification of genres and important one because it lays the
playscripts to use in class. Students features of different plays. They foundation for later stages. It also
can tailor their search by selecting might like to keep a list of different gives students the opportunity
the appropriate categories at the play genres and their features to discuss as wide a range of
top of the screen. Groups will have and add titles to their lists as they genres and examples as possible.
already decided on a genre but research playscripts. They could Therefore, it might be useful to
they will find a number of options compare and contrast common check students' participation at
when they start their search. You features to all types of plays as well this point. You could check that
can remind them they don't need as genre-specific features. all group members are putting
the whole script and they will need forward their point of view and
to register to be able to read the participating fully when choosing
plays for free. the genre for the group's play.
Unit 6 85
Before students read the
playscript, you might have
them scan it for the main
features. You can ask questions
to elicit information: What is
the title? How many characters
are there? Which scene is it?
Who is in the first scene?
It is important that students

understand that a playscript
does not only contain the
words the actors need to say.
To explain, you might draw
a chart on the board with
the people in one column
and ideas for how the script
is important to them in the
other. Possible answers: The
character list gives the audience
some background information.
Set designers need to know
which props are going to be
needed. Stage directions help
the director and actors, and
emotions help the actors.
Curricular Flexibility Resources

In addition to identifying what is For a more detailed look at how
missing, students can add their to write a playscript, www.
own details to the playscript. playwriting101.com has an
You can suggest they use the extensive overview of the steps
script on the page as a model writers go through. Students can
and encourage them to use their check this website at home at
own ideas for emotions and stage various stages throughout the
directions. You can ask stronger unit and focus on the chapter that
students to write character covers the topic of the class. For
descriptions and share them with example, here they might look at
the class. the "Title Page Element" and the
"Cast Page Element."
86 Unit 6
You might want to write the
examples on the board as
students find them. Encourage
them to help each other. You
might want to help students if
they have a hard time trying to
finding all the adjectives.
Students should read part of the

playscript to get an idea of what
the characters are like. If there
are no details about appearance
or personality, then they can
be creative. You can help them
create character descriptions
that fit with the story.
You can point to the adjectives

on the board and check
understanding by transforming
sentences. For example: Sam is
not as confident as Paul. Is Sam
more confident than Paul? (No.)
Language Knowledge Ongoing Evaluation Self-assessment

Students should be familiar with the For step 2 of the Product, In this Self-Check box, students
comparative structures -er than and you might consider checking reflect on how well they identified
more ... than for longer adjectives. the character descriptions of details of a playscript. This includes
However, it may be the first time each group member. This is an sections of a play and descriptions
they have seen not as ... as. You opportunity to check that students and comparisons of characters.
can write some example sentences are using comparative adjectives Students should keep their
on the board and explain that not correctly for both appearance and annotated play extract from activity
as ... as compares things that are personality. You can also evaluate C in their Evidence Folders. They
not equal and as ... as compares students' participation and could also find other examples
things that are equal (see activity collaboration within each group. online and copy out small sections
D). Similarly, you should explain that You should ensure that everyone is for further analysis.
less than means to a smaller extent actively participating.
or degree.
Unit 6 87
Students can also use the
diagram in the text to help with
their predictions. You could
also ask questions to elicit
information: What is an act? (A
section of a play.) Where are
acts used? (In plays.)
Students can read the

text quickly to check their
predictions. The text contains
some new vocabulary, but you
can tell students not to worry
about every word on this first
reading. Then for activity B,
you can ask students to read
the text again more carefully.
It is a good idea to have them
work out the meaning of the
words from context, using both
the text and image. If they are
still struggling, you can remind
them to use the Glossary at the
end of the book. You could also
ask comprehension questions
to check understanding: What
are the three acts? What is the
purpose of the hook? How
is the subplot different from
the main plot? When are
all the audience's questions
answered?
Learning to Learn Resources Ongoing Evaluation

Guessing meaning from context The webpage offers more detailed You can use each group’s analysis
is an important skill and refers to information about writing a of the three-act structure and
the ability to infer the meaning three-act structure. Students can the descriptions they give to the
of words using contextual clues. use ideas from here or from the class to evaluate how well they
Students should be able to infer text on the page to analyze their understand the concept. You can
the meaning of unknown words own scripts. The webpage is quite also assess their presentation of
from the context they are in, the long, so groups could read about ideas, such as whether they gave
way the word is formed (or its one act each and then exchange a clear argument and provided
part of speech), and background information. You might want to examples.
knowledge of the subject. You encourage them to make notes to
might want to encourage students add to their Evidence Folders.
to practice this skill when the
opportunity arises.
88 Unit 6
After reading the play and
marking the text individually,
you could divide the class into
groups of three to act out the
play. Groups can decide which
person will play each character
and practice the lines. You
might want to monitor the
activity and encourage them
to use appropriate emotions
and gestures. If there is time,
groups could then act out the
play excerpts, following the
stage directions in the script.
Alternatively, you can give
different groups the option of
acting out different scenes.
Students can now use all of

the information from this class
to analyze features in scripts.
You may want to ask them to
work in pairs and check their
answers with the rest of the
class.

You can remind students that they As students complete their charts,
do not have to follow the exact you may want to check their work
style of graphic organizer as it to ensure they have understood
appears in the book. The important the terminology properly and
thing is that they organize their that they are writing appropriate
information in a logical and notes under each heading.
easy-to-understand way so that Students should discuss their
their analysis is clear. They can even scripts and agree on each point
make a chart in the form of a mind before completing each section
map if this visual representation of the chart. You can check their
helps them understand the participation and how well they
concepts better. work together.
Unit 6 89
to work in pairs and then
check their answers with their
classmates. Possible answers:
1. A living room. 2. A family
and the relationship between
its members.
3. Anger, because we can infer
that from the situation and the
tone they are using.
You can look at the pictures

with students before listening
to the audio and ask them to
predict how somebody would
sound if they felt that way. You
could practice sounding sad,
friendly, angry, etc. by saying
one word, such as "yes," out
loud in different ways.

to work in groups. Possible
answers: 1. Emotion can
sometimes completely
change the meaning of an
expression. 2. The description
in parentheses of what they are
doing, their pauses, etc.
3. I could relate to the
emotions. 4. They make them
feel their emotions depending
on the intention they give to the
dialogue each time they say it.
About the Topic Curricular Flexibility

This extract is taken from The As well as identifying tones and
Homecoming, written in 1964 emotions, this is an opportunity
by Harold Pinter. The original to practice expressing them. You
Broadway production won the could even turn this into a game.
1967 Tony Award for Best Play. Set You can first have pairs practice
in North London, it concerns the saying the script out loud in
morals of family life and power in different ways. Then you could
relationships. Harold Pinter and his join pairs together and have them
plays are often part of the English write adverbs on separate slips of
curriculum in English-speaking paper: angrily, happily, etc. Pairs
countries. can take turns selecting adverbs
at random and then perform the
script accordingly.
90 Unit 6
Students are now familiar
with the present simple and
present continuous. These
activities show how the tenses
are used in directions for plays.
After they have identified
the different actions, you
can point out the similarities
in use of the past simple
and past continuous when
narrating past events. Here,
the present continuous, like
the past continuous, is used to
provide ongoing, background
information.
Students can annotate or

rewrite their scenes in a similar
way to activity G. You can
make sure they are describing
background information and
shorter actions.

While students are familiar with It's a good idea to monitor
the present simple for routines students as they are analyzing and
and facts, and the present making notes on their scenes. You
continuous for ongoing activities, can evaluate their ability to use
in stage directions the tenses are tenses correctly when describing a
used to describe activities in the scene. You can provide on-the-spot
"background" and "foreground." feedback regarding their language
For example, He is reading the use and content. You can also
paper is background information evaluate how students' written
that sets a scene. His daughter skills are developing through the
enters stage left and taps him school year.
on the shoulder are foreground
actions related to the plot.
Unit 6 91
to work together and share
their answers with the class.
Possible answers: 1. a. 2.
Rehearse by myself and then in
front of other people so they
can give me feedback once I'm
confident with my lines.
After discussing the useful

advice, students can add
information to their mind
maps from activity A. You can
encourage students to give
personal responses to the
advice. Don't panic is good
advice. I always make more
mistakes when I panic.
Students can check their lists

of tips with another pair. In the
second part of the activity, you
can first elicit what each of the
punctuation symbols means.
(! for expressing surprise
or strong emotions, ? for
questions, and ... for pauses)
You can stress that these
symbols are essential clues as
to how a writer wants an actor
to speak.
Learning to Learn Ongoing Evaluation Self-assessment

There are a number of ways Evaluate how students punctuate The students can assess themselves
students can analyze and record their scripts and then monitor on how well they pronounced the
their tips in this class. Two them practicing it. This is a lines in their scenes. To do this,
suggestions are the mind map good time to give feedback on they can check how they followed
and the list. What is important any pronunciation issues, such punctuation cues and stage
is that students synthesize the as tone, emotion, pauses, and directions about tone and emotion.
information and keep one set pronunciation. You can also ensure They can evaluate and grade their
of tips in a format that they that everyone is participating in the work using the rubric on page 8.
understand. Some tips will be activity and that everyone has a You might draw their attention
repeated in activities B and D and speaking role. to the three categories in the
students can create their own final pronunciation part of the Rubric
versions. and check that students take each
one into account.
92 Unit 6
If you have a big class, students
can perform their dramatic
readings for each other
simultaneously in groups.
Alternatively, groups can
perform their readings for the
class. You should leave yourself
enough time to evaluate
groups using the graphic
organizer in the suggested
evaluation instrument. While
students listen to the readings
of their group members,
they can make notes about
the strong points or things
that need work and later use
their notes for the Self/Peer
Evaluation Form.
It's a good idea to remind

form. They can think about
the preparation of their scripts
and the effectiveness of their
readings.
For activities C and D, you

should once again remind
students to think about their
towards each other.
Self-assessment Final Evaluation Instrument Assessment

Students can use the form You can use the Product Graphic You can photocopy Assessment
on page 79 to reflect on their Organizer in the Evaluation 6 on pages 173–174. You should
performances with their group. Tools section (pages 186–195) have students complete the
They can give themselves a grade or a similar one to evaluate the assessment individually. You
on overall participation and final students’ presentations. can correct and go through the
performance. It’s a good idea to You need to evaluate the answers with the class. The Answer
plan enough time for students to following: Key can be found on page 184.
compare each other's evaluations
and come to an agreement. You • Topic • Pronunciation
can monitor to make sure that • Character • Entertainment
groups agree on their evaluations • Emotion
of each other.
Unit 6 93
unit include: completing a
genre chart, making notes
on characters, adding stage
directions, making notes
on important actions, and
annotating a play scene.

Learning Outcomes, the students
need to select and revise short
playscripts for young people.
They also need to read short
playscripts to understand the
general meaning, main ideas,
and details. Finally, they should
participate in a dramatic reading.
You can suggest returning to the
Self-Check boxes throughout
the unit to reflect on their
performance at each stage. The
final grades in this section can
be for student use only or can
contribute to your grades as
a teacher. You can encourage
students to share their reflections
with the class.

To help students with the Students should reflect on their
Self-assessment, you should ability to select, read, understand,
encourage them to consider the and perform dramatic readings. You
attitudes they showed during the can remind them of the examples
unit and the work they contributed from the unit (pages 70, 72, 75,
to the Evidence Folder. The work in 76, and the Reader) as well as their
the Evidence Folder should include own versions. Students can reflect
the following: a genre chart, notes on the elements of playscripts
on characters, stage directions, and their purposes, as well as the
notes on most important actions, feedback they gave and received in
and an annotated play scene. the final product. The grades they
give themselves can be compared
with your grade for the product.
94 Unit 6
The pictures show water
pollution, land pollution,
and air pollution. To explore
CD. The effects of pollution
include global warming, acid
rain, etc. Some solutions
include reducing, reusing, and
recycling. Students can create a
list of solutions for step 1.
Students should use will, may,

and might to predict the future
environmental problems.
When students identify key
problems, you can monitor
their expressions of persuasion
for the Pre-Evaluation and to
see which language points the
students need support with.

explain that in a roundtable
discussion, students discuss a
specific topic that they have
researched. You can refer back
to their examples of problems
and solutions from the Before
you Start section to show
them examples of topics for a
roundtable discussion.

You can find out more about the The Before You Start section gets The Product for this unit is a
top environmental issues on this students to identify and describe roundtable discussion in which
website: https://www.conserve- environmental problems. For students discuss a topic they have
energy-future.com/top-25- questions b and c, students can researched. Students complete
environmental-concerns.php. write a list of problems and solutions a research guide and take notes
The unit looks at the causes and to use for step 1. For question b, you individually before sharing what
effects of these problems, and can monitor and record examples of they have learned with their
encourages students to think of the students’ use of will, might and group. The Think–Pair–Share
possible solutions. One solution may to talk about the future. This technique is a great way to provide
in Mexico is using vertical gardens will help you to see common errors students with the necessary time
to filter greenhouse gases. https:// (e.g., use of the wrong verb form to plan what to say and gain the
www.ics.uci.edu/~wmt/courses/ after will, overuse of will instead of confidence to talk in front of their
ICS5_W13/Mexico.html. may / might). group.
Unit 7 95
Before students discuss the
questions in Activity A, you
may consider giving them
time to underline the different
types of pollution in the article
and discuss what they already
know. You can encourage
students to use mind maps to
link their ideas around a central
topic (pollution) and use their
ideas from the Before you Start
section to help them.

describe the type of pollution
shown in the photos (picture
1: air pollution; picture 2: noise
pollution) and ask them if they
know where the first photo
was taken (Mexico City). As
they read the text, students
can add new information to
their mind maps and use these
in step 2 of the Product.
About the Topic Resources

The text talks about five different The Reader discusses pollution and
forms of pollution: land pollution the ways we can become more eco-
from household garbage and friendly. The Reader describes the
industrial waste, air pollution from three Rs – reduce, reuse, recycle,
cars, water pollution caused by explains how to save energy around
sewage, noise pollution, and light the house, and gives examples of
pollution. It describes how each eco-friendly products. As students
form can affect our planet and read, you may want them to note
what solutions there are. There what measures they are already
is a list of possible solutions on doing to help the environment and
this website: https://sustainability. what new things they will try to do
georgetown.edu/getinvolved/ after reading. The Reader Answer
thingsyoucando. Key can be found on page 185.
96 Unit 7
Articles are written pieces of
work that can be published in
print or online. Students can
recognize that the text is an
article from the introduction,
main body, and conclusion.
Articles are written to
inform, whereas essays aim
to persuade. Students can
talk about the advantages
and disadvantages of articles
written to persuade or inform,
and of government websites
such as this. It would be good
for students to discuss how
effective they believe the
photos are. They might say
they are effective because they
illustrate two of the five types
of pollution mentioned in the
text.
For mixed ability classes, you

may consider asking stronger
students to think of other
solutions to the problems as
you assist students who may
need more time. You can
encourage them to use their
Reader to investigate the
different ways they can help
solve problems and add them
to the chart in activity C.

It is important for students to You may consider evaluating
participate in group work to students on how well they
actively engage in the learning choose who to work with when
process. You may consider forming their product groups.
grouping the students yourselves Students should be respectful to
or get students to choose which one another and not discriminate
roles they would like to have and against anyone. As they discuss
then create a group consisting problems in their community, you
of students with different roles. can evaluate their ability to identify
The roles for the final product the causes and effects. It would
are a moderator, a secretary, and be good if students could think of
participants, so it would be good specific examples of problems in
for students to practice these roles. their own community.
Unit 7 97
Students can suggest
researching information on the
internet, in books, or by asking
teachers, parents, or relatives.
think about which information
they think will be more reliable
and why (on the internet
because it is up to date, or in
books because they are written
by experts and include accurate
facts and statistics).
You can use the jigsaw

technique to help students
discuss and agree on the
information they will research.
In this technique, students
are assigned specific tasks
to become an expert on a
particular topic. Each student
chooses one area to research
and then teaches the rest of
their group what they learned.
This helps students collaborate
and rely on one another as well
as creating a sense of individual
responsibility.
Resources Self-assessment Ongoing Evaluation

There are many internet sites with Students need to analyze their Students need to agree on what
information about environmental participation in the group information they would like to
problems. However, they are not discussion. It is important for find out about the problem. As
all reliable. It is important to teach students to reflect on which ideas you monitor students, it is a good
students how to critically evaluate they contributed. They should also idea to record examples of how
information when doing their think about how they respectfully students agree and disagree, and
research. You can help them do responded to different points of how they come to a compromise.
this by asking them: Who created view in order to identify the most When evaluating students’
the information on the site? When important ideas, even if the ideas research guides, it is important that
was the site last updated? Does weren’t theirs. they have used their own words,
the website have a reliable source? and not just taken information
What is the purpose of the site? from the Internet or books.
98 Unit 7
Students use the photos to
help them consider what they
think will happen to our planet
in the future. One photo is
of an apocalyptic future and
the other of a positive future.
to use the future tense to
discuss their opinions. You
can help students evaluate
their speaking performance
by asking them to reflect on
their pronunciation, range
of vocabulary, and accuracy.
You can also ask the students
questions about their
communication, for example:
Did the discussion stop if you
didn’t know a word or could
you find a way to express
yourself?

to use information from the
text on pages 82 and 83 and
reflect on what they learned in
the Reader to help them think
about what will happen if cars
disappear. To support students,
you can separate the ideas, for
example: cars cause pollution,
polluted air creates acid rain –
there will be less acid rain.
Language Knowledge Self-assessment Ongoing Evaluation

The future tense is used to express Students assess themselves on their Students choose the five most
certain or possible futures. Will is ability to use will, may, and might important predictions to add to
used to express futures that are to talk about certain and possible their Evidence Folder. After they’ve
certain to happen, whereas may consequences and to contrast their written their sentences, they can
and might are used to express ideas with others. It is a good idea exchange them with a partner to
futures which are possible. A for students to identify positive check. Students might want to
common error made by students examples of their use of language correct any errors before they add
is changing the form of the verb and note a few errors they made them to their Evidence Folder to
after will, for example: The movie to help them set a goal to work be evaluated. It is a good idea to
will starts at 9:30 pm. You can towards. You can help them see assess students’ predictions for
remind students that after modal their progress by reminding them both the appropriateness of their
verbs, we use the infinitive of the reflections they made on ideas as well as the accuracy of
without to. language use in activity A. their language.
Unit 7 99
students to skim the whole
text before underlining the
correct options. Sometimes
the answer is given later in the
text, for example, the texts says
deforestation leads to climate
change / pollution. Students
may think of examples of how
deforestation leads to pollution
(e.g., there is more carbon
dioxide in the air). However,
the text goes on to describe
specific examples of climate
change (e.g., the ice in the
Arctic Circle melts), therefore
the answer can only be climate
change.
The text informs readers of a

problem and persuades them
to buy locally and not buy
souvenirs made from animal
products. The main idea of the
text is to protect endangered
species.
Students need to give reasons

for their answers so that they
can reflect on how well their
group justified their opinions.
About the Topic Self-assessment

A species is at risk of extinction To help students evaluate their
when there are so few left that it speaking, you can ask them to
could disappear from the planet reflect on the vocabulary they used
completely. Endangered species to explain their ideas. Students
are threatened by habitat loss, should try to use the vocabulary
hunting, and climate change. The they learned in this lesson, such
vaquita dolphin in Mexico is at risk as deforestation, endangered
of extinction because they often species, etc. You can also help
get caught in fishing nets. You students recognize how well
can read more about endangered they communicated their ideas
species here: https://www. by asking them if their group
arkive.org/endangered-species/ understood their point of view and
image-G114851. gave an appropriate response.
100 Unit 7
The role play focuses on the
air and water pollution caused
by factories. If possible, guide
students towards these ideas
in the opening discussion. It
would also be useful to talk
about the costs of cleanup and
any local politics that affect
the efficiency of that kind of
environmental cleanup.
Students should be using any

research they completed since
Product Step 2. To reach an
agreement on which solution
to focus on, it would be good
to have students use some
of the discussion skills they
practiced in the role-play.

Students may find it helpful to It is important to evaluate how well
identify if the words they circled in students shared their ideas from
activity B are verbs or adjectives. their research guide and listened to
A verb describes an action and an their group members' opinions.
adjective describes a noun. You can As students make notes on the
explain that we use be + adjective problem, consequences and
+ that clause to emphasize the solutions, you can evaluate their
opinions and feelings. Common correct use of persuasive language.
problems include using very before
the adjective, e.g. It is very vital You can record examples of the
that….However, you should tell students' persuasive language
students that something is either to show how students progress
crucial, essential or vital or it isn't. through the unit.
Unit 7 101
Before students read the
text, they should analyze the
questions and then look for
the answers. It is a good idea
to encourage students to write
the answers using their own
words instead of copying the
answers directly from the text.
The answers will vary

depending on where students
are from. Some of the food
comes from tropical zones
(e.g. bananas). Some of the
food comes from temperate
zones (e.g. trout and salmon).
Students can also consider
how often the food is available
during the year. Local food
often follows the seasons.
It could be interesting to
have a discussion about how
families can reduce the number
of imported items they buy.
Firstly, students should identify
what imported products they
buy regularly and see if there
is a local alternative. This could
be a good practice for the
roundtable discussion.

Buying locally grown food helps This topic has the potential to be
reduce environmental damage by used as an independent project if
reducing overseas plane travel and students are interested. Also, it is a
long truck trips. Much of the food topic that combines a lot of different
at supermarkets travels over 1,500 subjects: environmental science,
miles to get there. If you shop family, economics, and politics.
locally, you can reduce the distance There are a range of different ways
food travels, and therefore reduce students could develop this topic:
fuel consumption and air pollution. surveys of families, investigations
You can learn more about the into local food markets, research
benefits here: http://www.gogreen. on food miles, producing
org/blog/the-environmental- informative videos or leaflets,
benefits-of-buying-locally. writing letters to politicans, etc.
102 Unit 7
If students find this exercise
difficult, the class can read
the introduction collectively
and identify what the text
aims to do (get people to
buy locally). Consequences
in the text include loss of
habitats, the increase and
decrease of carbon dioxide
in the atmosphere, and the
endangerment of animals.
Students are invited to add
their own ideas. This could
become a webquest/research
class to be completed together
or as homework in order to
get as much information as
possible in the chart. Students
can also copy and expand the
chart in their notebooks as you
feel necessary.
As students plan their

discussion, they should consider
what persuasive language from
the paragraph plan they want
to use. This plan also helps
students organize their ideas,
as can the chart.

Planning out a discussion like this When evaluating students’ charts,
helps students justify the reasons consider how much they have
for their opinions. Before students developed their ideas, including
begin planning, it is a good idea the consequences of their advice,
for them to use the chart to review and the consequences that could
what they need to include. They be avoided by following it. In the
can also be encouraged to support "reasons" boxes, they should be
their arguments with evidence considering the long-term and
in order to provide the strongest secondary effects that their advice
viewpoint poissible. could have.
Unit 7 103
In a roundtable discussion,
participants face each other
in a circle so that it is easy to
see and hear everyone. They
are useful because participants
can learn from other members
of the group, and everyone
contributes information. The
roles of a roundtable discussion
are participant, moderator, and
secretary. The topics may vary.
You may need to play the

recording more than once and
encourage students to make
notes as they listen. Students
only need to write down key
words and phrases and not
focus on spelling or grammar.
If students find it hard, you
can play the recording, but
pause after important aspects.
Answers may vary, but some
key details are:
21 million vehicles driving
around every day.
9,300 people die each year
because of air pollution.
Starting a carpool system.
About the Topic Ongoing Evaluation

In roundtable discussions, it is As they progress through the unit,
important for students to come students will continue to build on
prepared with their own thoughts their knowledge and confident use
on the topic as well as some facts. of persuasive language. It could be
The idea of roundtable discussions useful to record examples of how
is that every student participates they use persuasive language to
equally. There is a moderator who discuss how and why they assign
guides the discussion and stops their groups’ roles, for example:
students from changing the topic, It is important that the moderator
and a secretary who will make leads the discussion, so I think
notes of what has been discussed. Erika would be the best moderator
The moderator should make sure because…
that every student participates.
104 Unit 7
You should set a time limit for
the roundtable discussion. You
may consider the moderators
having a timer so they can tell
their group when they have
five minutes left and when it
is time to end the discussion.
This will also encourage them
to make sure all members have
participated and that each
student is given roughly equal
time to talk.
It is important for students

to think about what they
learned from their peers. This
will help build confidence
among students and help them
reflect on how each of them
individually contributed to the
discussion.
It would be good to discuss the

Peer Evaluation Form before
students begin their roundtable
discussion so they know
what they need to assess.
Each student must choose
one member of the group to
evaluate, so you should check
everyone has chosen someone
different. You can monitor and
evaluate during the discussion.
Self-assessment Final Evaluation Instrument Assessment

Students need to evaluate the You can photocopy Assessment 7
features of their participation in the You can use the Questionnaire on pages 175–176. You should
roundtable discussion. Students in the Evaluation Tools section have students complete the
can evaluate their contribution (pages 186–195) or a similar assessment individually. You
by recalling if the moderator one to evaluate the students’ can correct and go through the
needed to direct questions to them discussion. You need to evaluate answers with the class. The Answer
specifically or if they independently the following: Key can be found on page 184.
gave their point of view. Students
• Connected sentences and ideas
can reflect on how fluently and
• Spoke clearly and fluently
accurately they used the future
• Explained their point of view
tense and persuasive language
• Provided relevant questions for the
to give their opinion, and on any
moderator.
vocabulary they may have used.
Unit 7 105
evaluate their collaboration
by asking them to reflect on
the feedback they received
from their classmates and
ask them guiding questions,
such as: Did the feedback give
you suggestions for ways to
improve? Did you suggest how
your partner could improve in
the feedback you gave? You
can also encourage them to
think about how well they
performed their roles in the
group.

to look through their Evidence
Folder and compare how they
graded themselves in the self-
assessments at the beginning
and end of the unit to see
how they have progressed. It
is a good idea to encourage
students to assess their
strengths and weaknesses
and write a goal to help them
improve.

progress, you can encourage ability to analyze texts related to
them to look through the work environmental problems and discuss
in their Evidence Portfolio. This their viewpoints in a roundtable
should include the following: a discussion. You can remind them
list of pollution problems and of the problems they researched
solutions, a completed research in step 2 and the solutions they
guide, a persuasive essay, and a provided in step 3. They can also
question card. Students should also reflect on their participation in the
reflect on how well they prepared roundtable discussion. You can ask
for the roundtable discussion by students guiding questions, such as:
researching the information they Did you use persuasive language to
presented in the discussion. give your point of view?
106 Unit 7
The people in the pictures are
receiving a service or buying
a product in restaurants,
cafes, and stores. The first
two pictures show people
complaining, and the last one
shows a happy customer. There
are different ways to request
products and services, and if
the staff does not help you, it
is normal to complain.
The social practice of this

unit is complaining about a
product. There are a number
of set expressions for making
requests such as I was
wondering. Customers can also
express what they will do if
they do not receive the service
they want. You can evaluate
students' previous knowledge
of these expressions and ways
of expressing themselves.
About the Topic Pre-evaluation

As the number of ways of buying In the Before You Start section,
products has increased, the students will discuss different ways
number of ways of complaining of requesting products and services.
about a product or a service has They also discuss what they will do
also grown. This unit looks at face- if sales staff does not help them.
to-face complaints, complaints Students may or may not use
on websites or review sites, and fixed expressions for complaints in
complaints via email. Students different situations. By evaluating
may or may not have had direct how students use these expressions
experience with complaining, and structures, you can see how
but they will be familiar with the much support they will need.
reason for complaining, and they
are likely to be consumers.
Unit 8 107
Students may have a range
of responses to the pictures,
including comments about the
quality of the clothes. Some
key vocabulary words include
jeans, heel, receipt, broken,
policy, and other phrases from
the listening. You might choose
to note the useful vocabulary
on the board.
Students might have had a wide

range of experiences in relation
to sales. It might be useful for
students to reflect on their
friends' or family's experiences.
Equally, students could role-
play what they imagine those
interactions might be like. The
key focus is the language used
in complaints.
Self-assessment Curricular Flexibility

Students can consider not only To support weaker students, you
about how they felt or might can discuss the content of the
feel as a customer, but also the pictures to help students identify
salesperson's perspective. Being the details of the listening. It might
able to reflect on the complete also be useful to go through the
situation will help them write questions in Activity C and make
from the two perspectives in their sure students have a clear idea of
final Product. Students also need what they need to listen for. This
to compare their experiences of form of prediction exercise can
service from sales staff with the support students who find listening
examples they listen to in the audio more difficult.
and from their classmates.
108 Unit 8
Typically, longer expressions
such as "I was wondering..."
are more polite than shorter
expressions such as "Can I..."
The customer phrases are "I
was wondering..." and "Could
I talk to... "The others are sales
expressions.
Possible answer: Request:

Can you exchange my phone
for a new one? Solution: We
can fix your screen for you.
Students may need some

vocabulary that does not
appear in the Activity Book to
discuss these pictures such as
broken screen, ripped, zipper,
remote control car. You can
discuss possible ideas for how
these problems occurred. This
will help with the following
task, and also begin to develop
ideas for the upcoming Product
step.

Fixed expressions are used for As students consider the different
making requests or offering problems that people can have
solutions. Students can learn these with products, they should discuss
fixed expressions and then use them what customers might request
in a number of similar situations. and what the sales staff might
The expressions use different modal offer. By evaluating the students'
verbs such as can and could for use of these expressions, you can
requests and would for offers. After see the level of support that they
modal verbs, we use infinitives will need in the final Product. At
without to, and the modal verb and this stage, students should not be
the infinitive form don't change expected to fully know how to use
for the subject, for example He can the expressions but they should be
help, I can help, etc. able to see how useful they are.
Unit 8 109
The pictures show a broken
product, an angry customer, a
customer choosing an ethical
product, a negative review,
and a troll. People typically
complain in person, on the
telephone, or online.
A troll is a monster that appears

in fairy tales (such as Three
Billy Goats Gruff) but is used
currently to refer to people who
are negative or aggressive online
for fun, fame, or recognition.
That is picture 5. This is a term
that students might be familiar
with, but might not know the
original meaning.
About the Topic Curricular Flexibility Learning to Learn

Trolling is a part of life on the Weaker students can make To describe the images, students
Internet so students should know predictions about the text based on can use key words in the text that
how not to let negative comments the title and the images related to can help them understand the
from trolls affect them emotionally. the text. This is also an opportunity different types of customer being
Trolls are typically found on for them to focus on their ability to represented.
public forums, where people will guess the meaning of words from Students can read the description
read and respond to comments. context, and to record words that of each type of customer and then
Common Sense Media has good are new to them. More advanced mark the words that are important.
advice on how to deal with trolls students might finish reading the Those words are 1) broken 2) online
(https://www.commonsensemedia. text and then talk about how reviews 3) troll 4) philosophy
org/cyberbullying/how-should-my- they might deal with each kind of 5) never happy and pessimist.
kid-respond-to-haters-and-trolls- complaining customer.
online).
110 Unit 8
The students' answers may
vary as to which tip is the most
important, and which type
of complainer is the hardest
to deal with. In general, it is
important for sales staff to
deal with complaints because
they can damage business, and
make the experience worse for
customers.
Students could offer a range of

answers here, deciding which
kind of complainer is the most
difficult to deal with. This
would help students imagine
the position of the salesperson,
which will be useful for the
final Product.
The customers are complaining

about a coffee and a haircut.
The woman complaining
about the haircut might be
quite upset because it is an
emotional experience. The
service people would offer a
new coffee and try to make the
woman feel more comfortable
with the haircut.
Self-assessment Resources
By this point, students should have The Reader offers a range of
discussed and put themselves in scenarios for different times
the place of a variety of different when complaining is appropriate,
complainers in different situations, and advice for how one should
and also in the position of the sales complain to get the best result.
staff dealing with the complaints. Other than offering more relevant
They should have come up with a vocabulary, the Reader can support
range of ideas for how to address students who are struggling to
those problems, and also what the think of more situations and
benefits are of addressing different solutions and offer models for
customers in different ways. those less confident students.
The Reader Answer Key can be
found on page 185.
Unit 8 111
Possible answers could include
letters, emails, chat, face-
to-face, or telephone. The
immediacy of a face-to-face or
telephone conversation is more
likely to get faster results. It is
also good to make students
aware of how useful it is to
have a record of a complaint,
which is why email is a
common way to complain.
If your students need

support with reading long
texts, then the class can be
divided into one half that
reads the customer complaint
and another that reads the
company response. Students
from each half can work in
pairs describing the content of
their email.
Learning to Learn Language Knowledge

Students can analyze the two There are a number of useful
emails as models for a complaint formal expressions in the two
and a suitable response. After a emails: I am writing on behalf of, I
formal greeting, the complaint am writing to inform you, our most
email opens with the reason for sincere apologies, I regret having
writing, the details related to that to write this, thank you once
reason, and then a threat. The more, I look forward to. In both
company response provides some examples, the formal expressions
practical solutions before a formal are used to begin and close the
closing. Students can consider the emails and also to introduce
purpose of each paragraph. requests, offers, and threats.
112 Unit 8
The students might find it
difficult to create role cards
because they can not identify
different possible requests and
offers. The different requests
could be: a discount or an
apology. Possible offers could
be a discount or a free set
of t-shirts.
Language Knowledge Self-assessment

Students should be aware that Students can use the Writing
there are phrases they can use Checklist to make sure they have
to describe a problem and also included everything they need in
to make suggestions. In addition their role cards. The main points
to these models, they can use to include are a description of a
the phrases on page 95 or in the problem and suggestions of what
emails. When they perform their the customer wants. The role play
final role play, they will need to be card for the salesperson needs
familiar with these phrases. to consider a way to resolve the
problem.
Unit 8 113
Common problems for these
products could include
mechanical problems (bicycle,
roller blades, scooter, and
skateboard) or electrical
problems (gyroscooter). A
gyroscooter is not a very
common form of transport,
possibly because it runs
on electricty and requires
recharging.
The word threat is often used

to describe something violent
or aggressive, so it is important
that students understand
that it can be applied to any
negative consequence to the
speaker not getting what they
want. Valid threats would be
talking to a manager or making
a complaint. Any aggressive
or violent threat would not be
valid and also ineffective. The
best advice is to stay calm and
not become aggressive.
Self-assessment Curricular Flexibility

The students can use the Weaker students might benefit
Self-Check to ensure they have from discussing the questions
understood the situation in which before listening to the dialogue
Roger is making the complaint. with Roger. They have already seen
It is important that students different examples of complaints.
understand that Roger's behavior They will be able to predict the
is inappropriate for the situation emotions of the speakers and also
because they will decide when how they may behave. Even if
threats are valid or invalid. their predictions are not accurate,
thinking about the situation before
listening will help them.
114 Unit 8
The most aggressive sentence
is I'll sue the company. The
most effective is probably the
complaint to the manager
because then someone who
has direct authority will be able
to help them.
The threats used here are

all valid, but they will be
used in different situations.
Threatening to speak to the
manager or informing the head
office is often the last resort
and therefore should be only
used for serious situations.
Students' experiences of
different problems they have
had will vary. However, it is
important that they think of
realistic problems in order to be
able to identify ways to resolve
the situation.
Curricular Flexibility Curricular Flexibility

When presenting students with a Students will have different
model for their writing, you can feelings about role plays. Some
vary the level of support that you students greatly enjoy the
offer students depending on the opportunity to act and adopt
confidence they have. new roles. Other students will be
The greatest amount of support embarrassed. It is good to remind
would be an email template with students that a role play is not a
phrases already written and spaces test of their acting skills but an
for new ideas. The least amount opportunity for them to feel what
of support would be giving the is appropriate to say in different
students the models here and social situations.
asking them to use features they
think are useful.
Unit 8 115
The students should be aware
that the woman is acting
inappropriately and that she is
not giving the salesperson an
opportunity to react. She also
has not explained the problem
with her new phone.
The feedback that the students

will need to provide to the
customer is that she did not
explain the problem clearly and
that she did not listen to the
salesperson. Students might
think the threat is reasonable
but certainly not without a
context. The salesperson was
not given the opportunity to
resolve the problem or make
an offer.

checklist to think of ways to
improve the conversation. They
should add an explanation of
problem and also make sure
that the salesperson has the
opportunity to make an offer.
Curricular Flexibility Self-assessment

Students will have different Students should use the checklist
feelings about role plays. Some to make sure that their role plays
students greatly enjoy the contained all of the necessary
opportunity to act and adopt elements. This is particularly true
new roles. Other students will be at this stage because it is the
embarrassed. It is good to remind last opportunity for students to
students that a role play is not a practice a role play before they
test of their acting skills but an have to do their final role play in
opportunity for them to feel what the last Product stage.
is appropriate to say in different
social situations.
116 Unit 8
students to present a role play
to everyone. However, if the
class is too big, then students
can present simultaneously
to their groups. You might
suggest to students that there
is a varied series of role plays.
This will keep the class more
engaged.

role plays, they will need to
Form. You may want to go
through this beforehand, so
students know what they
need to assess. Then once
all students have finished
presenting, they will use the
Evaluation form to assess their
own performance.
When students review the

performance of their group
members, encourage them
to think about what they did
well throughout the Product
steps, not just in the final
performance. Students should
think about one or two aspects
to work on to improve their
presentations in following units.
Curricular Flexibility Final Evaluation Instrument: Assessment

Depending on the strength of the Interview
You can photocopy Assessment 8
class or individual groups, you You can use the Interview in the on pages 177–178. You should
may choose to differentiate the Evaluation Tools section (pages have students complete the
amount of support students are 186–195) or a similar one assessment individually. You
allowed to use while performing to evaluate the students’ can correct and go through the
their role-plays. Some weaker presentations. You need to evaluate answers with the class. The Answer
students may wish to refer to their the following: description of the Key can be found on page 184.
email template, their email, their complaint, use of suggestions,
comparative chart, or simply act efforts made to solve the problem,
out a role-play. role-play using body language and
facial expressions, the use of
complaint expressions, and the use
of first conditional for threats.
Unit 8 117
reflect on and evaluate their
collaboration by reminding
them of when they have
worked as a group, for
example, to brainstorm and
share experiences, to create a
mind map, to discuss problems
with buying products, etc.
This will help them provide
an honest and accurate
assessment of their attitude
in the unit. Students should
reflect on how well they
listened to and valued their
classmates’ ideas.

unit’s Learning Outcomes, the
students need to understand
how to complain about a
product. You can help them
reflect on their role play, email,
and chart. They also need to
interpret the general meaning,
main ideas, and details of
complaints. The final grades
can contribute to your grades.

progress, you can encourage ability to complain about a
them to look through the work in product. You can remind them
their Evidence Folder. This should of the examples from the unit
include the following: a mind (pages 94, 98, and 100). They
map, notes, a list of threats and can also reflect on their role-play.
responses, role cards, and a chart. If they find this difficult, you can
You can encourage them to ask students guiding questions,
compare the quality of their such as How did the different
work at the beginning and end steps help you to do the role-play?
of the unit to see how they have The grades they produce can be
improved. compared with your grade for the
Product.
118 Unit 8
Students can use the pictures
to identify where the people
are (in a classroom, outside).
The situations are similar in
that the people are speaking
alone, but they differ in
purpose (presenting, or telling
a story). To explore students’
previous learning, you can use
the alternative images to these
pictures on the Class CD.
The students are building

towards being able to deliver a
monologue which they adapt
to different audiences in an
impovised game. You could ask
students how they feel about
this Product, and what they
believe they will need to do to
achieve it.

This unit explores the theme of It is a good idea to monitor and The final Product for this unit
monologues. The word monologue record what students know is an improvised monologue.
literally means "to speak alone." about monologues when they are Subproducts include notes on ways
When one person dominates a discussing the Before You Start... to be fluent and a Monologue
conversation or gives a speech questions. You can make a note of Chart. They will also write and
to an audience, it is a form of students' fluency at this stage and practice giving a monologue and
monologue. However, monologues ask them how confident they are create audience cards that will
are also common in the theater about speaking for an extended provide the trigger for improvisation
and movies. Shakespeare's length of time. You will then have or a change in style. If the
soliloquies are famous examples, a better idea of which students will monologue is too challenging,
where characters reveal their inner need more support as you move students can refer to their
thoughts to the audience. through the unit. Monologue Chart.
Unit 9 119
giving monologues in a class,
the theatre, and the office.
Students mark the last two
pictures. You might want to
ask what the students are
doing in each audio (playing an
improvisation game). You can
tell them that this is a model of
the final product that they are
working towards.
The audio is an introduction to

the game so that the students
know how to play in the
final Product. They know the
audience from the audience
cards and they speak for one
minute.
A monologue is when
one person dominates a
conversation or gives a
speech to an audience. It is
characterized by someone
speaking alone. The situation
and the audience change the
content and language of the
monologue. The rules of the
game illustrate this.
For step 1, students should
brainstorm as many themes
and places as possible. This
will give them more choices
for situations and themes in
Activity I.
Resources Self-assessment
The Reader can be used by Have students think about how
students to learn more about well they identified different
monologues. You could look at situations in a monologue. This
the similarities and differences is important because students
between the different types of will play their own monologue
monologues presented. You could game at the end of the unit and
ask students to find examples of select their own situations and
famous monologues from movies purposes. Students should find as
or speeches. Finally, students can many examples of monologues as
think of times when they have possible as they go through the
given a monologue in their own unit.
language. The Reader Answer Key
can be found on page 185
120 Unit 9
Students may know some or all
of these words but they might
not be aware which are used
in the US and which in the UK.
You can point out the US and
UK vocabulary they use to help
them know where Jane and
Mike come from.
After completing the table, you

can explain that native speakers
will only use the US or the UK
version, although they will
understand both. One version
is not better than another.
You should emphasize that it

is better to use one form or
the other, but not mix them
up. You could hold a follow-up
conversation about Spanish
and ask if they know of any
differences in Spanish around
the world.

The UK/US differences seen here The first step of the Product is an
are some of the more common important one because in addition
instances. However, it will be useful to laying the foundation for later
to point out that there are many stages, it also checks that students
more words that are different in understand the variety of situations
each country. You could advise and purposes monologues are
students to make a note of these used for. Therefore, it might be
when they appear and keep a UK/ useful to monitor students as they
US glossary. You can stress that in make decisions. You might want
exams it is important to recognize to question the choice of any
both forms but only to use one theme that would not work for a
form or the other when writing particular situation.
and speaking.
Unit 9 121
Before they read, you can help
students make predictions by
asking them what they can see
in the pictures and what the
people are doing or talking
about.
Students could point to specific

examples in each monologue
that help match the
monologues to the definitions.
For example: The front of the
prince's castle. (Expositional)
Well, I must say, Algernon,
that I think... (Conversational) I
descended the steps of this fire
escape. (Soliloquy) See Learning
to Learn below.
About the Topic Resources Learning to Learn

Monologues can take many There are many websites dedicated When students read the
different forms. Soliloquies could to discussing different types of fragments, you can draw attention
be tragic or comic depending on monologues and their purposes. to the skill of scanning. Students
the play, but they all involve the The reference https://www. should already be familiar with this
speaker sharing his or her thoughts litcharts.com/literary-devices-and- technique. You can emphasize that
with the audience and not with terms/soliloquy gives a detailed to be able to match the fragments
the other characters. Similarly, account of how soliloquies are to the definitions, it is not
monologues can be used in this used, with plenty of examples both necessary to read, or know, every
way in movies, where techniques from Shakespeare and other, more word in the texts. It is useful to
such as voiceovers can show a modern authors. You can suggest have students look for the words,
character's thoughts, set the scene, to students that they visit this site phrases, or punctuation that tell
or move the storyline forward. to learn more about the topic. them what type of monologue it is
(see Activity B).
122 Unit 9
The people in each monologue
are speaking for different
reasons, and the reasons match
the type of monologue they
are giving. Tom is explaining
his inner feelings for his sister
(soliloquy), the narrator is
explaining the setting of the
story (expositional), and Lady
Bracknell is explaining her point
of view (conversational).
The answers are:

1. Monologue 2
2. Monologues 1 and 3
You can support the students

to see that the group members
have each understood the
monologue they analyzed and
can compare them with the
others. Students may need help
with the purpose (in 1 to reveal
inner thoughts of Tom, in 2 to
set the scene, in 3 to complain).
Students can point to specific
examples of language in their
monologues.
Ongoing Evaluation Curricular Flexibility

The students make notes for the Students may find it difficult
Product based on what they have to identify the different
learned about different genres elements of the monologues.
of monologue and how they can In particular, distinguishing
apply the features to the theme between type and genre may be
and situation they chose. As this challenging. Type is the function
will form the basis of the rest of of the monologue. Genre is the
their Product, you might consider style. You can have dramatic
evaluating their understanding at conversational monologues or
this stage. If students are planning comic conversational monologues.
a monologue genre or theme that Interior monologues cannot be
does not fit their situation, it is conversational.
better to highlight it now.
Unit 9 123
Students should have the
opportunity to guess what
the story is and say what is
happening in each picture
before listening to the
monologue. You can also
ask them what storyboards
are used for. (A sequence of
pictures that previsualizes a
movie or animation.)
Students should be able to

identify this monologue as
Monologue 2 on page 108.
They should know that this is
an expositional monologue.
You can elicit the features of
this monologue from them—
it explains the place and the
people in a scene. It makes the
listener want to know what
happens next because the
prince is cursed and we want
to know how the curse lifts.
This expositional monologue

describes the beginning of
Beauty and the Beast. The
students should be familiar
with the end of the story but
you may want to review the
events with them.

The monologue students listen The webpage referenced on
to on this page is relatively easy page 110 contains hundreds of
to understand. You could give examples of movie monologues.
groups or stronger students Some of these are inspiring,
the opportunity to write similar some funny, and some moving.
expositional monologues that set Very often it is necessary to hear
the scene for other well-known a monologue in the context of
stories. You can tell them to write the rest of the movie in order to
them as if they were voiceovers for understand how it moves the plot
movies. They could read examples forward. However, many can be
out loud and have the other read or watched as stand-alone
students guess the story. pieces. You may want to choose
one or two for class.
124 Unit 9
You could ask students what
they remember about Beauty
and the Beast before they
read the script. You may also
direct students to the Glossary
to check the meaning of
any words they don't know.
Students will by now be
familiar with this kind of chart
and you can check that they
have organized their notes in
the correct sections as a class.
The sections (Background

information, Setting,
Characters, Events) are the
main elements that the
narrator needs to explain.
Situation now sets up how the
story continues.
The picture is of the seven

dwarves with Snow White.
Again, this should be a famiiliar
story for the students, so they
will be able to improvise a
monologue.

The students are improvising an This is a good opportunity to provide
expositional monologue from a students with feedback and let them
very familiar story. This has two know what they need to improve. In
effects: First, by improvising at this the final Product, the students will
early stage, students will feel more be assessed on the organization of
comfortable in their final product. their monologue, their fluency, and
Second, they get experience their consideration of their audience.
improvising a story that they will It could be useful to remind students
be confident explaining. the rules of the game (1 minute,
adapting monologue to audience,
fluency) so that they can practice
now.
Unit 9 125
You might like to write
Fluency on the board and elicit
what it means. The typical
meaning is the ability to
express ideas easily. The fillers
and punctuation might lead
students to think this text is
not fluent. It does not matter
at this stage; you can ask the
same question again after they
have heard the monologue.
The answers to the other
questions will vary.
It's a good idea to have

students call out the first tip
and you write it on the board
using the imperative: Practice in
front of the mirror. In this way,
students will know what to do
for the rest of the tips.
Students can now reflect

on other ways (apart from
fluency) that they can improve
their English. The dialogue
suggests using cognates, or
words similar in English and
Spanish. This is an opportunity
to suggest useful study
techniques.
Language Knowledge Curricular Flexibility

You can expand on the point If the expositional monologue for
of this class by holding a short the fairy tale was not challenging
discussion on fluency versus enough for some students, then
accuracy. It's good to remind instead of imagining a monologue
students that both are important, giving students advice, you can ask
but that the first priority is effective students to deliver a monologue.
communication. To communicate While this will be challenging
effectively, speakers need to show because it is improvised, you
some level of fluency. Students can provide scaffolding by
should understand that all of the brainstorming different advice
techniques used in this class can for their monologues before they
help achieve that goal. begin.
126 Unit 9
You might consider letting
students mark the pauses
before listening, using the
transcript on page 112. Then
they can listen and check
their answers. When they
have done this, you can ask
questions: Do the pauses affect
communication? (No.) Why
do we pause when we speak?
(Because we are thinking about
what to say next.)
Students may find it difficult

to think of ideas for the
checklist. Things to check for
fluency include repetition, use
of pauses but not stops, and
organization of thoughts.
You can employ a similar

technique for this activity by
allowing students to make
educated guesses about which
words will be emphasized
before listening to check.
The monologue is
conversational. The function
of words like err and well is to
allow the speaker time to think.
The monologue is fluent
despite it containing hesitation.
To be more fluent, the speaker
could avoid repeating ideas.
Curricular Flexibility Self-assessment Ongoing Evaluation

When practicing their monologues, The students can use the Rubric It's a good idea to monitor
students can make adjustments on page 8 to assess themselves students as they are practicing
wherever and whenever it is and each other on their speaking their monologues in groups. You
necessary. Some students will skills. You can tell them to focus on can provide on-the-spot feedback
be more fluent than others so the pronunciation section of the regarding their fluency and use
they will need varying degrees rubric. Students can compare their of the techniques recognized
of support. You can suggest that speaking abilities to earlier units and analyzed in class. You can
students make their monologues and assess their progress. You can also evaluate how students' oral
shorter and encourage them to remind them that both fluency and confidence develops as they
change their scripts and read from accuracy are important, but in this practice their monologues.
them. Stronger students can make lesson the focus is on fluency.
more improvisations or changes to
content.
Unit 9 127
It's a good idea to go through
this rubric with students.
Alternatively, you could divide
the class into groups to focus
on and discuss each area, and
then share ideas. You can ask
students what the missing
category of the rubric is
(audience).
You can draw attention to

which type of monologue was
used with which audience and
ask if the style was appropriate.
Guide them into focusing on
appropriateness of audience
when they complete the rubric.
You could brainstorm ideas for

different monologue types and
audiences with the class. You
could draw a two-column table
on the board for students'
ideas. Students can then
choose from these ideas for
their audience cards.

While the majority of this unit The audience cards are a key
has focused on organization and component for the final stage
fluency, this could be a good of the Product, which the
time to review the importance of improvisation depends on. It would
language in their monologues. be good to evaluate the students'
You can draw attention to the cards to ensure their monologue
language section in the rubric and types and audiences make sense,
talk about aspects of the language and that giving a short monologue
that are important for their topics. is achievable. You can encourage
Do you have a good range of students to make adjustments to
vocabulary? Is your monologue in their cards and think about how
the past, present or future? etc. they could apply them to their
monologues.
128 Unit 9
class, students may be able to
improvise their monologues
first for their Product group
and then for the class. You will
need enough time to evaluate
the monologues using the
Rubric. As students listen to the
monologues, they should note
the strong points or things that
need work to use later for the
Self/Peer Evaluation Form.
It's a good idea to remind

Self/Peer Evaluation Form. They
can think about the content
of their monologues, the
organization, and the fluency
techniques they used.
You should once again remind

students to think about their
towards each other.

Rubric
Students can use the rubric on You can photocopy Assessment 9
page 114 to reflect on their You can use the Rubric in on pages 179–180. You should
performances with their group and the Evaluation Tools section have students complete the
give themselves a grade. They have (pages 186–195) or a similar assessment individually. You
already assessed their participation one to evaluate the students’ can correct and go through the
and monitored what they included presentations.You need to evaluate answers with the class. The Answer
in their monologues in the Self/ the following: Key can be found on page 184.
Peer Evaluation Form, so here they
• Theme and Organization
should focus more on the overall
• Language
effectiveness of the monologue.
• Stress and Tone
You can monitor to make sure that
• Audience
groups agree on the grades they
give each other.
Unit 9 129
help them provide honest
of their attitude in the unit.
Examples of collaborative
work in this unit include
brainstorming situations and
themes for a monologue,
practicing the monologue with
fillers and emphasis, creating
audience cards, and playing a
monologue game.
To achieve this unit’s Learning

Outcomes, the students
need to analyze different
monologues in order to plan
and present monologues
themselves. Students should
refer to the Self-Check boxes
in the unit and their evaluation
of an improvised monologue in
the final Product. The grades in
this section can be for students
only or your grades as well.

To help students with the Self- Students should reflect on how
assessment, you should encourage they revised, planned, and
them to consider the attitudes presented monologues. You can
they showed during the unit and remind them of the examples from
the work they contributed to the the unit (pages 106, 108, 109,
Evidence Folder. The work in the 110, 111, 112, 113, and 114) and
Evidence Folder should include those in the Reader. They should
the following: notes on themes, also reflect on the different forms
notes on fluency, notes on genre of monologue and their purpose.
and topic, a Monologue Chart, Students can use the feedback
feedback after a presentation, and they gave and received in the final
audience cards. Product, and compare their grades
with your grade for the Product.
130 Unit 9
The pictures show a satellite
navigation device (Sat Nav),
a gyroscooter or hoverboard,
and a game console. Sat Navs
tell you how to get somewhere
by using a GPS system that
calculates your position by
using information from three
or more satellites. Gyroscooters
are used to travel. You tilt your
body forward and the board
advances. Game consoles
are used for entertainment
and work by using highly
specialized computers which
react to buttons and physical
movements. To explore
students' previous learning, you
to these pictures on the
Class CD.

explain that an infographic uses
images and text to present
complex information in clear
and concise way. You can get
students to think about how
the fact files, images, and
descriptions of a process will be
used in the final product.

This unit explores how different The Before You Start section gets The Product for this unit is an
machines work. Simple machines, students to identify different types infographic. The main supporting
such as the wheel and axle and of machines and discuss what subproducts are a fact file, images,
the lever were put together to they are used for and how they and a description of a process.
create compound machines, work. You may consider having You may group students according
such as the bicycle. Today, we students write down the ideas to their interests, so they agree on
have all types of machines, even they discuss to use in step 1 of the a machine to create an infographic
robots. This website explains the Product. Questions b and c allow for. Alternatively, you may want to
history of technology: https:// you to evaluate students’ use of group students according to their
www.pastemagazine.com/ the passive voice to talk about how learning preference so they can
articles/2014/06/infographic- things work. You can identify what assist one another in the Product.
shows-the-history-of-our- students already know and make a
technology-ge.html. note of common errors.
Unit 10 131
Activity A provides a model
of an infographic of drones.
Students may think the pictures
are important because they
attract the reader’s attention,
or that the text is important
because it gives specific details
about drones. These types
of informative posters are
found on the internet and in
magazines.
You may consider getting

students to work in pairs or
small groups to make notes of
what they already know about
drones and what information
they think they will find out
in the text. Some students
may even own a drone and
can explain more about them.
Students can predict what they
think drones will be used for in
the future.

An infographic is a visual Depending on your students’
representation of information that learning preferences and abilities,
uses elements such as images, you may consider dividing the
texts, charts, and processes. reading into segments and assign
Infographics present complex one student in each group to read
information quickly and clearly. If and summarize the information
you want to find more infographics they learned. Alternatively, you
that describe how machines could write the sections in the text
work, there are many internet on different strips of paper and
sites with a wealth of resources, have students work in groups to
such as https://thenextweb.com/ order the information into three
dd/2013/10/16/10-ways-use- groups: How Drones Work, Parts
infographics/. of a Drone, and What Drones Are.
132 Unit 10
Students can deduce the
meaning of the words from
the context of the poster. It is
a good idea to get students
to write their own definitions
and then compare them to the
definitions in the Glossary.
The audience of the poster

is teens or adults because
younger audiences would
probably have illustrations
instead of photos. The pictures
illustrate the information and
attract the reader’s attention.
The biggest picture is the drone
to allow space for labels. The
red arrows indicate a process
and the blue arrows indicate
movement.

You might let students complete the Students make a mind map for
Self-assessment, and reflect on the different machines or devices and
answers they gave to the questions their uses. When evaluating their
in activity A on page 118 and work, it is a good idea to make
activity D here. You can ask them sure they have included a variety
to look through the notes about of machines and have described
the characteristics of an infographic their uses. You can record student
in their Evidence Folder. Students examples of the passive voice so
can work in pairs to discuss how it is possible to see how students
infographics may change depending progress through the unit.
on the intended audience.
Unit 10 133
Before students read the text,
you can have them work in
pairs or small groups, and
discuss how they think each
of the objects in the pictures
work. Then, as they read,
students can check their ideas
and say if they were right or
wrong. Students should pay
attention to the words in green
and work out the meaning
from context.

to talk about simple machines
that are easy to describe. You
can record examples of their
use of the passive voice to
identify what errors students
make in order to suggest
specific practice tasks to help
them improve and to see how
they progress through the unit.
Language Knowledge Curricular Flexibility

In activity D, students should identify Some students will find the
the features of the passive voice. concept of the passive voice
The passive voice is used when easier to understand than others.
the focus of the sentence is on the You can support learners visually
action, rather than the person or by drawing a spring that is
object that performs the action. compressed (storing energy) and
Common errors made by students another that is extended (releasing
are omitting the auxiliary verb in energy). Picture A shows that
passive sentences, for example, “It energy is stored in the spring.
(is) made in Germany” and using the Picture B shows that energy is
base form of the verb instead of the released. In both cases, the energy
past participle, “It is use as energy.” is not performing the action. The
Students should refer to a list of energy is receiving the action.
regular and irregular verbs.
134 Unit 10
think about how the products
will help both people and the
environment. For example,
PermPaper will help the
environment because fewer
trees will be cut down to make
paper, and Cool/Hot Clothes
will reduce energy consumption
because people won’t need
to use central heating or air
conditioning systems.
To support students, you may

consider dividing the work
between them so that one
student completes the fact file
for PermPaper and the other
student completes the fact file
for Cool/Hot clothes. Then they
can exchange fact files and
check each other’s work.
Resources Ongoing Evaluation Curricular Flexibility

There are many Internet sites with Students choose a machine and Depending on the students’
a wealth of resources that students research information to complete abilities, you can have students
can use to research inventions, a fact file. When evaluating assign tasks within their group
including howstuffworks.com. their work, you can check the for doing research. For example,
You can also encourage them information is written in their own one student can research why
to use infographics, which will words, instead of copying from the product was made, another
help them get ideas for possible research. You can also evaluate student can research the materials
designs for their final product. If their use of the passive voice. used, and so on. Alternatively,
students describe a machine or When assessing language, you may students can create their own fact
device that they own, they can consider two aspects: accuracy and files then exchange them with a
use the user guide or manual, to if the correct voice was used. partner to check spelling, grammar,
find out the components, features, and punctuation.
characteristics, and how it works.
Unit 10 135
It is a good idea to have
students work in pairs and
describe what they can see in
the pictures, as this will give
them some ideas as to how
hot-air balloons work.
Before students listen to the

text, you can ask them to skim
through the sentences and
match them to the pictures.
This will help them predict
what information they will
hear in the listening and help
them identify the process
described. Consider asking
students to discuss what they
think an envelope is, and then
listen to check their ideas (the
envelope is the fabric part of
the balloon).
To support students as
they describe how a hot-air
balloon works, you can adapt
the task to the level of the
student. Stronger students
can rephrase the sentences
from the listening to describe
the process, whereas weaker
students can use the sentences
directly from the listening (as
long as they are in the correct
order).

The Reader can be used by When evaluating students, it is
students to research more about a good idea to assess how well
the invention of hot-air balloons. students work together. It is
Students can make notes as they important for them to listen to
read, and create a timeline to show each other respectfully and for each
the events in chronological order. member to contribute to group
The events can be connected with work. It is also a good idea to check
arrows to give students an idea that the steps students wrote are
of what they can include in their in chronological order and that the
infographics to show the history illustrations or cut-outs they use
or background information of a are relevant to the step they are
machine. The Reader Answer Key describing.
can be found on page 185.
136 Unit 10
Students can practice
sequencers by thinking of
an everyday activity, such
as coming to school. This
will be the last event in the
sequence. Then, in pairs or
small groups, students can
think of six activities they
do before coming to school.
Once students have completed
their lists, the two groups can
compare their answers, write
the events in the order they
do them, and use sequencing
words to describe the events.
Possible answer: First, you

sit on the seat. Then you take
hold of the handlebars. Next,
you push down on the pedals,
which pull the chain. After
that, the chain pulls the back
wheel. Finally, you are moving.
While you're moving, you
should maintain balance.
Language Knowledge Curricular Flexibility Self-assessment

Sequence words are used to To give students extra practice Students should assess themselves
describe the order of events or a using sequencers, you can refer on their ability to order and link
process. If students find it difficult them to the Reader and ask them ideas in a process. Students
to understand the order of events to write the events in chronological can identify the key ideas in
in activity A, you can draw their order if they haven’t already done a process by deciding if each
attention to the words once, then, so. Then, you can encourage them step is necessary to understand
after that, so first, and finally, and to match the sequencing words how something works. It is also
ask them to order the events and to the different stages, and write important for students to reflect
draw arrows to link the sequencing a summary of the text using the on the order of a process and their
words in the form of a flow chart. sequencing words. After that, correct use of sequencers.
Alternatively, you could play the students can work with a partner
audio again, pausing after each to compare and check their work.
sentence.
Unit 10 137
The paragraphs in the
infographic are written in
a specific order and use
sequencing words to link the
ideas. You may consider giving
students the paragraphs on
strips of paper to put into
the correct order. You can
encourage them to look at the
sequencing words to identify
the process.
You can assign extension

activities to students who finish
quickly. Fast finishers can use
the website on page 124 to
research how elevators work,
and create a quiz to test their
peers. Students can exchange
their quiz questions with
another student or group of
students and, depending on
time, answer the questions in
class or for homework.

For mixed-ability classes, you Students can use the webpage
may consider assigning extension on page 124 to find out more
activities to stronger students. For about how elevators work. This is
example students can label the an excellent resource as it shows
different parts of an elevator. The students the information in the
text talks about a pulley wheel form of an infographic, providing
and metal counterweights, so you them with another model of an
can ask students to research these effective infographic so they can
different parts to find out how decide which characteristics they
they work. You may even consider would like in their Product.
asking them to create a mind map
or infographic to teach or show
the rest of the class.
138 Unit 10
Students can identify the
use of the passive voice and
sequencers in the infographic
on page 124. Students
should write down examples
of language to justify their
answers. The textual features
include titles, headings, words
in bold, numbers, pictures,
captions, labelled diagrams, and
so on.
Students should check

their writing for spelling,
punctuation, and grammar
mistakes before creating
final drafts on index cards. If
students focus on different
elements (such as sequencing
words and the use of passive
voice), they can collectively edit
their notes. Then each student
can write up their paragraph
on an index card.
Graphic organizers help

students visualize and organize
information to structure their
writing. The graphic organizer
in activity B encourages
students to consider the
elements they need to include
in their writing as well as help
them plan each section.

Before students begin writing, they When evaluating students’ writing,
can review the Writing Checklist it is a good idea to make sure that
and identify the elements they they have included an illustration
need to include: a clear title, a or cut-out for each step of the
brief introduction that gives a process and that every step is
description of the device, different written on a separate index card.
paragraphs for different process When students work with another
steps, sequencing words, and group, they could mix up their
visuals. To help them practice index cards so that the other group
writing, you can encourage them needs to order them correctly.
to write and edit a draft before This helps them identify if they
they create their index cards. have included sequencers and the
elements of a process correctly.
Unit 10 139
If students find this difficult,
you can help them consider
which posters they see on the
street by asking them guiding
questions, such as What is
the purpose of billboard and
advertisements? (To catch
people’s attention as they walk
or drive past) Do they usually
include a lot of text? Why/why
not? (No, they are more visual
because people walk past
them quickly) How well do
they convey their message
through visuals?

students to justify their opinion
by giving examples. To help
students understand the
answers, you can explain that
images are processed 60,000
times faster than text and
therefore, posters that include
images are easier to interpret
and are more likely to be read.

If you need designs for Students should decide what
infographics, then Pinterest has information to include in their
lots of examples of infographics infographics and analyze the
that people have produced (https:// infographics on pages 118 and
www.pinterest.com.mx/mashable/ 124 for important information.
infographics/). You could print You can assess how well students
out examples of infographics, and have represented the information
display them in the classroom. through use of visuals, graphs,
It is a good idea to remind students timelines, and charts. It is a good
of the infographics they have idea to evaluate students on their
seen throughout the unit and use of sequencers, and make sure
encourage them to think of which they have written the steps in
ones they like best and why. chronological order.
140 Unit 10
Once students decide which
element of the infographic to
present, you can give them
some time to practice their
presentations in groups.
Encourage them to think about
the following presentation tips:
1. Make eye contact when
speaking. 2. Don’t read from
a script. 3. Speak slowly and
clearly. 4. Support others in
your group. 5. Don't interrupt.

then students can present
simultaneously to their groups.
However, it is necessary to
evaluate each student using
the Anecdotal Record so
make sure that not too many
students are presenting at one
time. While students listen to
the presentations, you can
encourage them to make notes
in their Peer Evaluation Form.

Anecdotal Record
As a group, students need to make You can photocopy Assessment
sure they include sequencers and You can use the Anecdotal Record 10 on pages 181–182. You
ideally the passive voice to describe in the Evaluation Tools section should have students complete
the process and how the machine (pages 186–195) or a similar the assessment individually. You
works, and visuals to make the one to evaluate the students’ can correct and go through the
infographic eye-catching and presentations. answers with the class. The Answer
interesting. Students can evaluate You need to include the following: Key can be found on page 184.
how well each member of the
group presents the information. • Description of the presentation
They can give their peers feedback • Observations
and then compare how they • Suggestions/Actions
improved when they presented to
the rest of the class.
Unit 10 141
teamwork in the unit. Examples
unit include creating a mind
map, fact files, index cards,
and finally, their infographic.
They should consider how they
took turns when speaking
and presenting and how they
helped their peers. Students
should identify an aspect they
would like to improve and how
they can do that.

unit’s Learning Outcomes,
the students need to reflect
on how they selected and
analyzed materials, and
understood information
such as the infographics
and descriptions of devices.
They also need to reflect on
their writing and their use of
sequencers to connect ideas.

To help students evaluate their Students reflect on their ability
progress, you can encourage to analyze materials, read and
them to look through the work in understand information, write
their Evidence Folder. This should information, and edit texts. You can
include the following: a mind map, remind them that they analyzed
a fact file, images that illustrate two infographics on pages 118
how a machine or device words, and 124 and ask them how these
and index cards with descriptions helped inform their own infographic.
of a process. You can encourage Students should also reflect on how
students to compare their work editing their writing helped them
at the beginning and end of the improve their final drafts and how
unit and give themselves marks for much of their writing used language
completing all the subproducts. from the unit.
142 Unit 10
Irregular Verbs
Base Past Base Past Past

Past simple
form participle form simple participle
be was/were been leave left left
become became become lose lost lost
begin began begun make made made

break broke broken meet met met
bring brought brought pay paid paid

build built built put put put
buy bought bought read /rid/ read /red/ read /red/

catch caught caught ride rode ridden
choose chose chosen run ran run

come came come say said said
cost cost cost see saw seen

do did done sell sold sold
drink drank drunk send sent sent

drive drove driven sing sang sung
eat ate eaten sit sat sat

fall fell fallen sleep slept slept
feel felt felt speak spoke spoken

fight fought fought spend spent spent
find found found steal stole stolen

fly flew flown swim swam swum
forget forgot forgotten take took taken
get got gotten tell told told
give gave given think thought thought
go went gone/been throw threw thrown
grow grew grown understand understood understood
have had had wake woke woken

hear heard heard wear wore worn
hit hit hit win won won

keep kept kept write wrote written
know knew known
Irregular Verbs 143

Phonemic Chart
Short Vowels Consonant Sounds
/œ/ at accident /b/ bad

/e/ egg every /d/ day
/I/ in did /dZ/ just
/Å/ odd off /f/ fine
/U/ put book /g/ go
/ø/ us sun /h/ happy
/i/ very baby /j/ yes
/´/ ago balloon /k/ cat
/l/ leg
/m/ me
Long Vowels /n/ not
/aÜ/ arm car /N/ ring
/iÜ/ eat me /p/ pet
/‰Ü/ sir her /r/ read
/OÜ/ or horse /s/ sit
/uÜ/ you blue /S/ she

/t/ ten
// better
Diphthongs /tS/ chip
day age /v/ view

/eI/
I by /w/ we
/AI/
boy toy /z/ zoo
/OI/
open flow /Z/ pleasure
/OÜ/
low show /D/ this
/oU/
about house /T/ thin
/aU/
/I´/ ear year
/e´/ repair hair
/U´/ cure pure
/aI´/ fire hire
/aU´/ our flour
144 Phonemic Chart

Grammar Reference
Present Simple 1. The normal rule is to add -ed to the base

Use form of the verb.
•• We use the present simple tense to indicate: wait–waited
1. Something is a regular, habitual activity. 2. We add -d to the base form of verbs ending
He feels really depressed every time he in e.
looks in the mirror. arrive–arrived
3. We remove the y and add -ied to the base
2. A permanent situation.
form of verbs ending in a consonant + y.
My friends always make jokes about my
cry–cried
arms and legs.
4. We double the consonant and add -ed to
Form verbs ending in a single vowel + consonant.
•• The form only changes in the third person stop–stopped
singular. 5. There are many common irregular verbs
Affirmative and Negative (see table on page 143).
I Present Perfect Simple

We look at the photos. Use
You don’t look at the photos. •• We use the present perfect simple to describe:
They
1. An activity that started in the past and
He
looks at the photos. continues to the present.
She
doesn’t look at the photos. We have always had a great relationship.
It
2. Actions that happened recently and have an
Questions effect now.
I I’ve done really well in my exams this year.
we 3. Actions that happened at an indefinite time
do
you in the past.
go on
they Agatha Henderson has returned from an
Where Saturday
extended vacation.
he night?
does she Form
it •• We form the present perfect with the auxiliary
have/has + past participle.
Past Simple Affirmative and Negative
Use I
have (I’ve/You’ve/
•• We use the past simple tense to indicate: You
We’ve/They’ve)
1. An action that is now finished. We
Have not (haven’t) always had a great
I had a chemistry exam. They
relationship.
He
Form has (He’s/She’s/It’s)
She
•• The form of the past simple is the same for all has not (hasn’t)
It
subjects.

Grammar Reference
Questions Affirmative and Negative

I
we I
Have was
you He
was not
they She
been worried? (wasn’t)
It walking.
he
Has she We were
it You were not
They (weren’t)
Short Answers
Yes, I have. Past Simple vs Past Continuous
Have you been
No, I have not Use
worried?
(haven’t). •• We use the past simple tense to indicate a
Yes, she has. shorter action or event that happened at the
Has she been worried? No, she has not same time as a longer action (past continuous):
(hasn’t).
1. We often introduce clauses in past
Modals of Suggestion: Should continuous tense with while.
While I was speaking to her, tears were
•• Should is used to give advice and to make
forming in her eyes.
recommendations.
While I was studying in China, I met a girl
You should tell them what jokes you are not
named Mei.
happy to hear.
2. We often introduce clauses in past simple
Try to Make Suggestions tense with when.
Use I was walking to her house one day when I
•• We use try + -ing to encourage someone to saw a store that sold umbrellas.
do something new without knowing what the When she saw me, she looked shocked.
outcome will be.
Adverbs of Frequency
Try talking to a personal trainer.
Use
Past Continuous •• We use adverbs of frequency to indicate
Use how often we do things or how often things
•• We use the past continuous tense to indicate happen. Adverbs of frequency include: always,
longer actions in the past. It indicates actions usually, often, sometimes, rarely, never.
or activities that have duration. •• The position of adverbs of frequency is
Fifteen-year-old Julie Parks was walking her different for regular verbs or the verb to be.
dog 1. They go before regular verbs.
They often start using first names as soon
Form
as they first meet someone.
•• We form the past continuous tense with the
They always shake hands and say hello.
auxiliary was/were + the present participle.
146 Grammar Reference

Grammar Reference
2. They go after the verb to be. I was walking through the woods.
New Zealanders are usually very easy to get 2. To describe continuous past actions
to know. happening at the same time.
People are always warm and welcoming. While Charlie was training, I was working
on my art piece.
Past Perfect Simple
Note
Use
•• We can use the past continuous with the
•• We use the past perfect to indicate something
past simple to show how a shorter action
that happened before another event
interrupted or took place at the same time as a
in the past
longer action.
I had just finished changing when they
I was watching him play when I suddenly had
announced it was my turn.
a thought.
Form
•• We use the past perfect to describe a
•• We form the past perfect with the auxiliary
completed action that happened before
had + past participle.
another action in the past.
Affirmative and Negative When I finally managed to get the ball off
I had(‘d) him, Charlie had already scored eight times.
scored eight
He/She/It had not Note
times.
We/You/They (hadn’t) •• Narrative tenses can be used with when,
while, and after to help describe the order of
Questions
events.
I
scored eight
Had he/she/it Imperatives
times?
we/you/they •• We use the imperative for:
Narrative Tenses 1. rules.

2. warnings.
Use
3. instructions.
•• We use the past simple, past continuous, and
4. recipes.
past perfect tenses to narrate past events.
Form
These tenses are sometimes combined to show
how different events in the past relate to each Affirmative
other. Depending on which tenses are used, Secure your home and learn local evacuation
we can describe past actions in various ways. routes.
•• We use the past simple to describe completed Negative
past actions. These can be one after the other. Do not use matches or lighters, in case of leaking
natural gas pipes.
I threw the ball at him and sat on the floor.
•• We use the past continuous to talk about:
1. Past actions in progress or continuous
background actions.

Grammar Reference
Modals of obligation Direct Reported

•• We can use the modal auxiliary verbs have to,
Present Simple Past Simple
don’t have to, must, and mustn’t to express
“I live on the first He told us that he and his
obligation.
floor with my mother lived on the first
Use mother.” floor.
•• We use must to show that the obligation is a
personal obligation. Present Past
You mustn’t go outside. Continuous Continuous
Once the tornado has started you must look “The water is rising His friend told Brandon
for refuge in underground shelters all around my that the water was rising
apartment.” all around his apartment.
•• We use have to to show that the obligation is
external, e.g., a law or a rule.
Past Simple Past Perfect
You have to stay informed.
“I learned to swim Brandon said that he had
•• We use don’t have to to show that something when I was six.” learned to swim when
is possible, but it’s not mandatory. he was six.
You don’t have to go to an official shelter.
Comparatives
Reported Speech Use
Use •• We use as + adjective/verb + as to show that
•• We use reported speech to tell another person the things compared are not equal in some way.
what someone said.
•• The order of the things compared is opposite
•• We usually move the verb in the reported to the one used in comparisons with
clause ‘one tense back’ if the reporting verb is comparative adjectives.
in the past tense, e.g., said, told.
Sam is not as confident as Paul.
Note: We often use say and tell as reporting
•• We use more with all adjectives with more
verbs.
than one syllable
•• The verb in the indirect clause usually moves
Paul is more confident than Sam.
one tense back.
Say + (that) Future Forms
He said (that) he was just thankful that there Use
hadn’t been any alligators in the water! •• We use will for predictions about the future. It
Tell + person (that) is used to express the opinion or belief of the
He told us that he and his mother lived on the speaker.
first floor. Winter will be shorter and spring will arrive
earlier.
•• We can also use might/may for predictions in
the future. It indicates possibility or uncertainty.
This number might increase in the near future.
We may be able to see the sky again.

Grammar Reference
Fronting Form
•• When we want to focus on something you do I will (I’ll)
post a bad review
important, we bring it to the front of the If nothing I will not
on your webpage.
sentence. This is called fronting. about it, (won’t)
•• The expression It is + adj emphasizes
Present Passive
information by bringing it to the front.
Use
It is essential that we know where the
•• We use the passive when we are more
products we buy come from.
interested in who or what receives the action.
Form
The pulley pulls the metal ropes. (We are more
•• We use this form by writing It is + adj + that
interested in the pulley)
+ another clause.
The metal ropes are pulled by the pulley. (We
It is crucial that governments do more to
are more interested in the metal ropes)
protect hunted animals.
•• We use the passive when the object or person
Making Offers, Requests, and Promises doing the action is not known or important.
Use A big fan is powered and starts to fill a
•• We use would to make requests. flexible skirt.
I would like to speak to someone about a Note
problem. At the end of passive sentences, we can mention
•• We use shall and would to make polite offers. the object or person doing the action by
using by.
Would you like me to help you with it?
The envelope is filled with air by a fan.
Shall I get the manager?
Form
•• We use will to make promises.
•• We form the passive with the verb to be +
We will help you with that. past participle.
•• The object of the active sentence moves to the
First Conditional: Warnings
front of the sentence.
Use
Active: The motors move the propellers.
•• We use the first conditional to express a
Passive: The propellers are moved by
possible condition and a probable result in the
the motors
future.
Affirmative and Negative
•• We separate the two clauses by a comma if
•• We form the negative by using the negative of
we begin with the if clause. We don’t use a
the verb to be.
comma when we begin with the conditional
clause. Drones aren’t used for simple tasks like taking
a selfie.
If they don’t do anything about it, I’ll be very
upset.
I will talk to the manager if the customer
service representative can’t help.

Grammar Reference
Questions and Short Answers Present Continuous

•• In questions, we change the order of the Use
subject and verb. We use the present continuous tense to describe
Is the hot-air balloon Yes, it is. actions that are in progress now or around now.
filled with air by a fan? No, it isn’t. This week, pilots are learning how to use new
flight equipment.
Note
Form
We use sequencers like first, then, next, after
We form the present continuous tense with the
that, once, finally, etc. with present passive to
auxiliary am/is/are + the present participle.
explain or describe a process in steps.
Additional Grammar Reference am
Present Simple Verb to be I (am not /I’m
not)
Use
•• We use the verb to be in the present simple He is (He’s/She’s/
tense to give information about people or She It’s)
things. It is not (isn't) helping.
We are (We’re/
You You’re/
am (I’m) They They’re)
I
am not (I’m not) are not
a sewer inspector. (aren't)
He
is (He’s/She’s/It’s)
She Past Simple
is not (isn’t)
It Use
We are (We’re/You’re/ •• We use the past simple tense to indicate:
You They’re) sewer inspectors. 1. An action that is now finished.
They are not (aren’t) Hiroshi opened the door. The bird flew into
the sky.
Questions
What’s your name? How old are you? 2. A sequence of events in the past.
Where are you from? When are you available? He went to his field and worked alone.
Short Answers
Form
Are you a taxi Yes, I am. •• The form of the past simple is the same for all
driver? No, I am (I’m) not. persons.
Is he a sewage Yes, he is.
1. The normal rule is to add -ed to the base
inspector? No, he is not (isn’t).
form of the verb.
Yes, they are. open–opened
Are they pilots?
No, they are not (aren’t). 2. We add -d to the base form of verbs
ending in e.
explore–explored

Grammar Reference
3. We eliminate the y and add -ied to the base Parts of Speech
form of verbs ending in a consonant + y. Use
cry–cried •• We use parts of speech to categorize English
4. We double the consonant and add -ed to words: noun, pronoun, adjective, verb, adverb,
verbs ending in a single vowel + consonant. preposition, conjunction, interjection. They help
stop–stopped us analyze sentences and understand them.
5. There are many common irregular verbs.
•• We use nouns in the name of a person, place,
(See table on page 161.)
thing, or idea: Daniel, London, dog, teacher…
Affirmative
•• We use pronouns in place of a noun or noun
I phrase to avoid repetition: I, you, he, me…
He/She/It
•• We use adjectives to describe, modify, or give
We opened the door.
more information about nouns and pronouns:
You
big, old, blue, beautiful…
They
•• We use verbs to show action or state of being:
Negative
cry, run, sleep, cook…
We use the auxiliary verb did not (didn’t) before
•• We use adverbs to describe or modify a verb,
regular and irregular verbs in the base form to
adjective, or another adverb: always, too, well,
form the negative in the past simple tense.
very…
I
He/She/It •• We use prepositions to show the relationship
did not carry the between a noun or pronoun and another word:
We
(didn’t) crane. to, at, between, about…
You
They •• We use conjunctions to join words or ideas:
and, but, since, because…
Questions
We use the auxiliary verb did in questions in the •• We use interjections to express a strong feeling
past simple tense. The main verb always stays in or emotion: Wow! Help! Ouch! Oh!...
the base form.
I
he/she/it
see the
When did we
crane?
you
they
Short Answers
Did you read the No, I did not (didn’t).
story? Yes, I did.
No, he did not
Did Hiroshi help the
(didn’t).
crane?
Yes, he did.

Grammar Reference
Adjective Order •• Adverbs of manner tell us how something

Use happened. They are usually placed after the
•• We can use more than one adjective to main verb or object.
describe nouns. There are different types of Please look at the script carefully.
adjectives and they have to follow a specific Please look carefully at the script.
order. •• Like adjectives, many adverbs are gradable, that
opinion: beautiful, ugly is, we can modify them using very or extremely.
size: big, small Note

•• The modifying words very and extremely are
age: young, old
themselves adverbs. There are called degree
shape: round, square adverbs because they specify the degree to
color: red, gold which an adjective or another adverb applies.
origin: American, French •• Degree adverbs include almost, barely,
entirely, highly, quite, slightly, totally, and
material: wooden, metal
utterly. Degree adverbs are not gradable.
purpose: These adjectives often end in -ing.
For example, sleeping bag Form
•• Many adverbs end in -ly. More precisely, they
Note are formed by adding -ly to an adjective.
•• We usually use a maximum of three different
adjectives. We separate them with a comma. Modal Verbs: Obligation, Necessity,
One day, someone steals a huge, round, blue and Advice
diamond from a museum. •• We can use the modal auxiliary verbs must,
Rachel pulls a long, green, silk dress out need to, might, and should to express
of a bag. obligation and necessity, and give advice.
Use
Adverbs
•• We use must to express strong obligation
Use
or prohibition.
•• We use adverbs to modify a verb, an adjective,
You must speak English on the trip.
or another adverb:
•• We use need to to express necessity.
1. Rachel reluctantly agrees. (The adverb
reluctantly modifies the verb to tell us how You need to make sure your plans work.
Rachel agrees.) •• We use might when we are not sure about
2. She has a fairly interesting job. (The something.
adverb fairly modifies the adjective to tell us We might have time to see the Statue
how interesting the job is.) of Liberty.
3. Victoria runs incredibly fast. (The adverb
•• We use should to make suggestions and
incredibly modifies the adverb fast to tell
give advice.
us how fast Victoria runs.)
We should run so we don’t miss it.

Glossary
A available /əˈveɪ.lə.bəl/ adj able to be bought or

act /ˈækt/ n something that is done used
ad /ˈad/ n a picture, short film, song, etc. that avalanche /ˈævəˌlæntʃ/ n a large amount of
tries to persuade people to buy a product or snow and ice or of dirt and rocks that slides
service suddenly down the side of a mountain
advice /ədˈvaɪs/ n an opinion or suggestion avocado /ˌɑːvəˈkɑːdoʊ/ n a fruit with rough
about what someone should do dark green or purple skin, smooth light green
aerial /ˈerijəl/ adj used or performed in the air flesh, and a large seed in the middle
after /ˈæftɚ/ adv following in time avoid /əˈvoɪd/ v to stay away from someone or
agony /ˈægəni/ n extreme mental o physical something
pain awareness /əˈwer.nəs/ n knowledge that
aim /ˈeɪm/ v to point at a target something exists or understanding a situation
aircraft /ˈɛəˌkrɑːft/ n a machine that flies
B
through the air
baggage /ˈbæɡ.ɪdʒ/ n all the suitcases and bags
alliteration /əˌlɪtəˈreɪʃən/ n the use of words
you take with you when you travel
that begin with the same sounds
balcony /ˈbælkəni/ n a raised platform that
allow /əˈlaʊ/ v to give permission to do
is connected to the side of a building and
something
surrounded by a low wall or railing
alluring /əˈlurɪŋ/ adj very attractive
banana /bəˈnænə/ n a long curved fruit with a
amazing /əˈmeɪ.zɪŋ/ adj extremely surprising;
thick peel that is yellow when it is ripe
very good
basketball /ˈbæskɪtˌbɑːl/ n a game in which
amount /əˈmaʊnt/ n a quantity of something
two teams of five players bounce a ball and try
announce /əˈnaʊns/ v to make something
to score points by throwing the ball through
known or tell people about something
one of the raised nets at each end of a
officially
rectangular court
announcement /əˈnaʊns.mənt/ n something
bathroom /ˈbæθˌruːm/ n a room with a sink and
that someone says officially
toilet and usually a bathtub or shower
antenna /ænˈtɛnə/ n a thin sensitive organ on
battery /ˈbætəri/ n a device that is placed inside
the head of an insect, crab, etc., that is used
a machine to supply it with electricity
mainly to feel and touch things bean /ˈbiːn/ n a seed that is eaten as a vegetable
apart from /fɑːr frɑːm/ prep not at all and that comes from any one of many
apartment /əˈpɑɚtmənt/ n a room or set of different kinds of climbing plants
rooms that is part of a building and is used as behalf /bɪˈhæf/ n as a representative of
a place to live someone
appliance /əˈplaɪ.əns/ n a device, machine or belief /bəˈliːf/ n a feeling of being sure
piece of equipment, especially an electrical that someone or something exists or that
one that is used in the house something is true
appointment /əˈpɔɪnt.mənt/ n an arranged beneath /bɪˈniːθ/ prep under someone or
meeting something
approach /əˈproʊtʃ/ v to move or become near big deal said when you do not think that what
or nearer to something or someone someone has said or done is important or
assembly /əˈsɛmbli/ n the act of connecting special
together the parts of something bill /bɪl/ n a piece of paper on which a payment
attach /əˈtætʃ/ v to join or connect to something is written
attempt /əˈtɛmpt/ v to try to do something biodegradable /ˌbaɪ.əʊ.dɪˈɡreɪ.də.bəl/ adj
aunt /ænt/ n the sister of your father or mother capabale of being slowly destroyed by a
or the wife of your uncle natural process
Glossary 153
Glossary
blast /blæst/ v a powerful explosion or force character /ˈkerɪktɚ/ n a person who appears in
blend /ˈblɛnd/ v to mix (things) thoroughly and a story, book, play, movie, or television show
usually with good results cheek /ˈtʃiːk/ n the part of the face below the
blizzard /ˈblɪzɚd/ n a severe snowstorm that eye and to the side of the nose and mouth
goes on for a long time chew /tʃu/ v to break food between your teeth
boundary /ˈbaʊndri/ n something that shows as a part of eating
where an area ends and other area begins chili /ˈtʃɪli/ n a small pepper with a very hot
bow /ˈbaʊ/ v to bend forward at the neck or flavor
waist as a formal way of greeting someone or chill /ˈtʃɪl/ n a feeling of being cold
showing respect citizen /ˈsɪt̬.ə.zən/ n a person who legally
brag /bræɡ/ v to speak too proudly about what belongs to a country
you have done or what you own civil rights n the rights that every person should
breach /briːtʃ/ n an opening in a line of a have regardless of his or her sex, race, or
military defense religion
broadsheet /ˈbrɔːdʃiːt/ n a large newspaper claim /kleɪm/ v to say that something is true
usually with serious news climax /ˈklaɪˌmæks/ n the most exciting and
brood /bruːd/ v to think for a long time about important part of a story, play, or movie that
things that make you sad, worried or angry occurs usually at or near the end
build /ˈbɪld/ v to make something by putting coal /koʊl/ n a black or brownish-black hard
together parts or materials substance within the earth that is used as a
bunch /ˈbʌntʃ/ n a group of people or thing that fuel
are together or are associated with each other cocoa /ˈkoʊkoʊ/ n a brown powder made from
in some way roasted cocoa beans that is used to give a
business /ˈbɪznəs/n the activity of making, chocolate flavor to foods
buying, or selling goods or providing services coffee /ˈkɑːfi/n a dark brown drink made from
in exchange for money ground coffee beans and boiled water
comedy /ˈkɑː.mə.di/ n the humorous part of a
C situation
can-crusher /kən krʌʃ/ n a device to crush cans command /kəˈmænd/ n an instruction in the form
caption /ˈkæpʃən/ n a small text that explains of signals that tell a device to do something
what is being show, such as a picture competition /ˌkɑːmpəˈtɪʃən/ n the act or
carbon dioxide /ˌkɑːr.bən daɪˈɑːk.saɪd/ n process of trying to get or win something that
the gas formed when carbon is burned, or someone else is also trying to get or win
when people or animals breathe out concern /kənˈsɚn/ n a feeling of worry usually
care /ˈkeɚ/ n effort made to do something shared by many people
correctly, safely, or without causing harm confident /ˈkɑːnfədənt/ adj having a feeling
careful /ˈkeɚfəl/ adj giving a lot of attention to or belief that you can do something well or
what you are doing succeed at something
carve /kɑːrv/ v to make something by cutting congratulate /kənˈɡrætʃ.ə.leɪt/ v to tell
into wood or stone (someone) that you are happy because of his
catastrophic /ˌkætəˈstrɑːfɪk/ adj a terrible or her success or good luck
condition of disaster cope /ˈkoʊp/ v to deal with problems and
certain /ˈsɝː.tən/ adj having no doubt or difficult situations and try to come up with
knowing exactly something is true solutions
chances are /tʃæns ɚ/ it is likely copy /ˈkɒpi/ n an imitation or reproduction of an
chaos /ˈkeɪˌɑːs/ n a complete confusion and original
disorder
154 Glossary
Glossary
corn /ˈkoɚn/ n a tall plant that produces yellow disposed of /dɪˈspoʊz/ phrasal v to get rid
seeds that are eaten as a vegetable, used to of something
produce many food products, and used as dodge /dɑːdʒ/ adj to avoid being hit by
food for animals something by moving quickly to one side
council /ˈkaʊnsəl/ n a group of people who are dressing gown /ˈdres.ɪŋ ˌɡaʊn/ n a loose piece
chosen to make rules, laws, or decisions about of clothing like a coat, worn informally inside
something the house
countryside /ˈkʌntriˌsaɪd/ n land that is away drift /drɪft/ v to move without control
from big towns and cities drill /ˈdrɪl/ n a tool used for making holes in
coworker /ˈkoʊˌwɚkɚ/ n a person who works hard substances
at the place where you work drop /ˈdrɑːp/ v to let something fall
crisis /ˈkraɪsəs/ n a difficult or dangerous drop down /ˌdrɑːp.daʊn/ v to fall or to allow
situation that needs serious attention yourself to fall
crouch /kraʊtʃ/ v to lower your body to the drought /draʊt/ n a long period when there is
ground by bending your legs little or no rain
custom /ˈkʌstəm/ n an action or way of dynamo /ˈdaɪ.nə.moʊ/ n a device that changes
behaving that is usual and traditional among energy of movement into electrical energy
the people in a particular group or place
E
D each other /ˌitʃ ˈʌð·ər/ pron each of two
damage /ˈdæmɪʤ/ n physical harm that is done or more people, animals, who are doing
to something or to someone’s body debris something together or in relationship to the
deadly /ˈdɛdli/ adv causing or able to cause other or others in the group
death earthquake /ˈɚθˌkweɪk/ v a shaking of a part
debris /dəˈbriː/ n pieces that are left after of the Earth’s surface that often causes great
something has been destroyed damage
deceive /dɪˈsiːv/ v to persuade someone that effectiveness /ɪˈfek·tɪv·nəs/ n degree to which
something false is truth something is successful in producing a desired
deceptive /dɪˈsɛptɪv/ adj intended to make result
someone believe something that is not true effort /ˈɛfɚt/ n a serious attempt to do
decode /diːˈkoʊd/ n to discover the meaning of something
information given in a secret or complicated elbow /ˈɛlˌboʊ/ n the joint where your arm
way bends
deforestation /diːˌfɔːr.əˈsteɪ.ʃən/ n the emission /iˈmɪʃ.ən/ n amount of gas, heat, light,
cutting down of trees in a large area, or the etc. that is sent out
destruction of forests by people empathic /emˈfæt̬.ɪk/ adj done or said in a
delighted /dɪˈlaɪtəd/ adj full of great pleasure or strong way and without any doubt
satisfaction emphasize /ˈem.fə.saɪz/ v to show something is
deserve /dɪˈzɚv/ v used to say that someone or very important
something should or should not have or be employee /ɪmˌploɪˈiː/ n a person who works for
given something another person or for a company for a salary
despite /dɪˈspaɪt/ prep without being influenced enchantress /ɪnˈtʃæn.trəs/ n an extremely
by attractive and interesting woman
device /dɪˈvaɪs/ n an object, machine, or piece encourage /ɪnˈkɝː.ɪdʒ/ v to make someone
of equipment that has been made for some more likely to do something
special purpose endangered species n a species threatened with
dialogue /ˈdajəˌlɑːg/ n the things that are said extinction
by the characters in a story, movie, play, etc.
Glossary 155
Glossary
engage /ɪnˈɡeɪdʒ/ v to interest someone in forecaster /ˈfɔːr.kæs.tɚ/ n a person who tells

something and keep them thinking about it you what particular conditions are expected to
enhance /ɪnˈhæns/ v to increase or improve be like
ensure /ɪnˈʃuɚ/ v to make sure something is forehead /ˈfoɚˌhɛd/ n the part of the face above
done or happens the eyes
erupt /ɪˈrʌpʃən/ v to send out rocks, ash, lava, forum /ˈfɔːr.əm/ n a situation or meeting in
etc., in a sudden explosion which people can talk about a problem or
exhaust /ɪɡˈzɑːst/ n the waste gas from an matter especially of public interest
engine, especially a car's, or the pipe the gas forward /ˈfoɚwɚd/ adv in the direction that is in
flows through front of you
experience /ɪkˈspɪr.i.əns/ n something that fossil /ˈfɑː.səl/ n an impression of a plant or
happens, practical knowledge animal that you can see in some rocks
exploitation /ˌek.splɔɪˈteɪ.ʃən/ n the use of fossil fuels / fä-səl-ˌfyü(-ə)ld/ adj a fuel (such
something in order to profit from it as coal, oil, or natural gas) formed in the earth
from plant or animal remains
F freeze /friːz/ v really really cold
fabric /ˈfæb.rɪk/ n cloth or material for making freezing /ˈfriː.zɪŋ/ adj the temperature at which
clothes a liquid freezes
fast food /ˌfɑːst ˈfuːd/ n food that is prepared friendly /ˈfrend.li/ adv behaving in a pleasant,
quickly, usually inexpensive and fried kind way towards someone
feature /ˈfiː.tʃɚ/ n a typical quality or an front desk /ˈfrʌnt ˈdɛsk/ n desk near the
important part of something entrance to a hotel or office building where
feedback /ˈfiːdˌbæk/ n helpful information people go when they arrive and where they
or criticism that is given to someone to say can get information
what can be done to improve a performance, fuel /ˈfjuː.əl/ n a substance that is used to
product, etc. provide power
fencing /ˈfɛnsɪŋ/ n the art or sport of fighting fumes /fjuːmz/ n strong and sometimes
with swords dangerous gas or smoke
fewer /ˈfjuːwɚ/ adj a smaller number of people
or things G
finally /ˈfaɪnl̟i/ adv at the end of a period of gather /ˈgæðɚ/ v to form a group of things or
time people
first /ˈfɚst/ adj coming before all others in time, geologist /ʤiˈɑːləʤɪst/ n a person who studies
order, or importance geology
fitness /ˈfɪt.nəs/ n the condition of being glass /ɡlæs/ n a hard, transparent material, used
physically strong and healthy to make windows and other objects
flexible /ˈflɛksəbəl/adj capable or being goods /ɡʊdz/ n items for sale, or possessions
changed or bend gossip /ˈgɑːsəp/ n conversation or report about
flight controller /flaɪt kənˈtroʊ.lɚ/ n device other people’s lives that might be unkind or
used to operate an aircraft untrue
flood /flʌd/ n a large amount of water covering gotta /ˈɡɑː.t̬ə/ v short, informal form of have
an area of land that is usually dry got to
flooding /ˈflʌd.ɪŋ/ n a situation where water guidelines /ˈɡaɪd.laɪn/ n information intended to
covers normally dry land advise people on how something should be done
flyboard /ˈflʌɪbɔːd/ n a device attached to the
feet that propels a person through the air by H
means of jets of water pumped through a habitat /ˈhæb.ə.tæt/ n the place or environment
hose connected to a jet ski where a plant or animal naturally or normally
lives and grows
156 Glossary
Glossary
handful /ˈhændˌfʊl/ n an amount that you can hydrocarbons /ˌhaɪ.droʊˈkɑːr.bən/ n a chemical

hold in your hand combination of hydrogen and carbon, such as
handle /ˈhæn.dəl/ v to deal with or be in charge in oil or petrol
of something I
handshake /ˈhændˌʃeɪk/ n the act of taking identify /aɪˈdɛntəˌfaɪ/ v to know and say who
someone’s right hand and shaking it when you someone is or what something is
meet or leave each other illegal /ɪˈliː.ɡəl/ adj not allowed by law
handsome /ˈhænsəm/ adj pleasing to look at image /ˈɪm.ɪdʒ/ n a picture that is produced by a
hang /ˈhæŋ/ v to attach or place something so camera or a mirror
that it is held up without support from below improvement /ɪmˈpruːvmənt/ n the act of
happy /ˈhæpi/ adj feeling pleasure and improving something
enjoyment because of your life, situation, etc. increased /ɪnˈkriːs/ v to become larger or
hard-working /ˈhɑɚdˈwɚkɪŋ/ adj using a lot of greater in size, amount, number, etc.
time and energy to do work infographic /ˌɪnfoʊˈɡræf.ɪk/ n a picture or
harmful /ˈhɑːrm.fəl/ adj causing damage or diagram or a group of pictures or diagrams
harm showing or explaining information
haunted /ˈhɑːntəd/ adj lived in or visited by infrastructure /ˈɪn.frəˌstrʌk.tʃɚ/ n the basic
ghosts systems and services that a country or
hazard /ˈhæz.ɚd/ n something that is dangerous organization uses
and likely to cause damage injury /ˈɪnʤəri/ n physical harm or damage to
headline /ˈhedlaɪn/ n the title of a newspaper someone’s body caused by an accident or an
article or story attack
heater /ˈhiː.t̬ɚ/ n a device that produces heat inner /ˈɪn.ɚ/ adj located toward the inside of
hockey /ˈhɑːki/ n ice hockey something
hold /ˈhoʊld/ v to have something such as a instance /ˈɪn.stəns/ n an occasion of something
meeting or an election happening
hometown /ˈhoʊmˈtaʊn/ n the city or town insurance /ɪnˈʃɚrəns/ n an agreement in
where you were born or grew up which a person makes regular payments to a
hook /ˈhʊk/ n a curved or bent tool for catching, company and the company promises to pay
holding, or pulling something money if the person is injured or dies, or to
hose /ˈhoʊz/ n a long, usually rubber tube pay money to the value of something if it is
where liquids or gases can flow through damaged, lost, or stolen
host /hoʊst/ n someone who has guests intrude /ɪnˈtruːd/ v to come or go into a place
household /ˈhaʊsˌhoʊld/ n the people in a where you are not wanted
family or other group that are living together issue /ˈɪˌʃuː/ n problems or concerns
in one house
however /haʊˈɛvɚ/ adv used when you are J
saying something that is different from or jet ski /ˈdʒet ˌskiː/ n a brand name for a fast
contrasts with a previous statement vehicle that is used on water and carries one
howl /haʊl/ v to make a long, loud sound or two people
howling /ˈhaʊ.lɪŋ/ n the sound of a wind joint /ˈʤoɪnt/ n a point where two bones meet
blowing hard and making a lot of noise in the body
human kind /ˈhjuːmənˌkaɪnd/ n all people as a joke /ˈʤoʊk/ n something said or done to cause
group laughter
hurricane /ˈhɚrəˌkeɪn/ n an extremely large, journalist /ˈdʒɜːnəlɪst/ n a person that works
powerful, and destructive storm with very in journalism, a writer or editor of a news
strong winds that occurs especially in the medium
western part of the Atlantic Ocean judge /dʒʌdʒ/ n to form an opinion about
something or someone after careful thought
Glossary 157
Glossary
K manner /ˈmæn.ɚ/ n the way that something is

kinetic /kɪˈnet̬.ɪk/ adj involving or producing done; the way a person normally behaves
movement manufacture /ˌmæn.jəˈfæk.tʃɚ/ v to make
something in large amounts by using
L machines
lacrosse /ləˈkrɑːs/ n a game played by two manufacturing /ˌmæn.jəˈfæk.tʃɚ.ɪŋ/ n the
teams in which the players use a long stick business of producing goods in large numbers
with a net at the end to catch, carry, and market /ˈmɑɚkət/ n a place where products are
throw a small ball, and try to get the ball in bought and sold
the other team's goal masthead /ˈmæst.hed/ n the title of a
landing /ˈlændɪŋ/ n the act of returning to the newspaper displayed at the top of the first
ground or another surface after a flight page
landing ground /ˈlændɪŋ ɡraʊnd/ n a piece of matter /ˈmætɚ/ n something that is being done,
land on which a plane can land talked about, or thought about
lead /liːd/ v to direct in a certain direction meaningful /ˈmiːnɪŋfəl/ adj having a clear
leadstory /ˈlēd ˈstór-ē/n the most important meaning
story in a newspaper or magazine midpoint /ˈmɪdˌpoɪnt/ n a point at the middle
leak /ˈliːk/ n a hole in a surface that lets of something
something pass in or out milestone /ˈmaɪl.stoʊn/ n an important event in
lever /ˈlev.ɚ/ n a bar or rod that is used to the development or history of something
operate a device minerals /ˈmɪn.ər.əl/ n a substance that is
lifestyle /ˈlaɪfˌstajəl/ n a particular way of living neither animal nor vegetable
lift /ˈlɪft/ v to move to a higher position minimalist /ˈmɪn.ə.məl.ɪst/ adj part of a style in
lightning /ˈlaɪt.nɪŋ/ n the flashes of light that art or design that uses simple forms
are produced in the sky during a storm monoxide /-məˈnɑkˌsaɪd/ n a poisonous gas
lightweight /ˈlaɪt.weɪt/ adj of relatively light that is formed when carbon is not completely
weight, having less weight than the average burned and especially when gasoline is burned
litter /ˈli-tə r/ n trash, wastepaper, or garbage in car engines
lying scattered about morbid /ˈmoɚbəd/ adj not healthy or normal
livable /ˈlɪvəbəl/ adj making it possible to live motor cortex /ˈmoʊtɚ ˈkoɚˌtɛks/ n the cortex
or to have the things that people need to live of a motor area
properly movie /ˈmuːvi/ n a recording of moving images
load /loʊd/ n a large amount of something that tells a story and that people watch on a
long /ˈlɑːŋ/ adj extending a great distance from screen or television
one end to the other end murder /ˈmɝː.dɚ/ n the crime of intentionally
look at /lʊk ət/ phrasal v to think about killing a person
something must /ˈmʌst/ v used to say that something is
loss /ˈlɑːs/ n failure to keep or to continue to required or necessary
have something
loud /ˈlaʊd/ adj making or causing a lot of noise N
neatly /ˈnit·li/ adv in a tidy way
M neighbor /ˈneɪbɚ/ n a person who lives next to
magnitude /ˈmægnəˌtuːd/ n the size, extent, or or near another person
importance of something neighborhood /ˈneɪbɚˌhʊd/ n a section of a
make /ˈmeɪk/ v to build, create, or produce town or city
something by work or effort
158 Glossary
Glossary
nervous /ˈnɚvəs/ adj having or showing feelings pay /ˈpeɪ/ v to give money for goods or services
of being worried and afraid about what might persecute /ˈpɚsɪˌkjuːt/ v to constantly annoy or
happen bother
news /ˈnjuːz/ n new information about personal trainer /ˌpɝː.sən.əl ˈtreɪ.nɚ/ n
something that has happened recently someone whose job is to help you become
newsflash /ˈnuːz.flæʃ/ n a short news report stronger and healthier
on radio or television, giving the most recent pesticide /ˈpe-stə-ˌsīd/ n a chemical substance
information about an important or unexpected used to kill harmful insects, small animals, wild
event plants, and other unwanted organisms
newsworthy /ˈnuːzˌwɝː.ði/ adj interesting pike /paɪk/ n a spike or sharp point, the tip of a
enough to be described in a news report spear
next /ˈnɛkst/ adj coming after this one play /ˈpleɪ/ v to do activities for fun or enjoyment
nitrogen /ˈnaɪ.trə.dʒən/ n a chemical element plot point /plɑːtpɔɪnt/ n a series of events that
that is a gas with no color or taste, forms most form the story in a novel, movie, etc.
of the earth's atmosphere, and is a part of all poisonous /ˈpoɪzn̩nəs/ adj a causing sickness or
living things death by entering or touching the body
notice /ˈnoʊtəs/ n information that tells you or policy /ˈpɑːləsi/ n an officially accepted set of
warns you about something that is going to rules or ideas about what should be done
happen polite /pəˈlaɪt/ adj having or showing good
notorious /noʊˈtorijəs/ adj well-known or manners or respect for other people
famous especially for something bad pollutants /pəˈluː.t̬ənt/ n something that
nowadays /ˈnawəˌdeɪz/ adv at the present time contaminates
nowhere /ˈnoʊˌweɚ/ adv not in or at any place population /ˌpɑːpjəˈleɪʃən/ n the number of
people who live in a place
O portion /ˈpɔː.ʃən/ n a section or part of
off-lead /ɑːf liːd/ n the second most important something
story in a newspaper post /poʊst/ n a place where a soldier or a
once /ˈwʌns/ adv one time only guard is appointed
outlet /ˈaʊt.let/ n an opening through which present /ˈprɛzn̩t/ n something that you give
something, like electricity, can come out and to someone especially as a way of showing
be used affection or thanks
outrageous /ˌaʊtˈreɪ.dʒəs/ adj shocking and pricey /ˈpraɪ.si/ adj expensive
morally wrong or unacceptable process /ˈprɑː.ses/ n the actions taken to
overheat /ˌoʊvɚˈhiːt/ v to become too hot achieve a result
overwrought /ˌoʊ.vɚˈrɑːt/ adj in a state of produce /ˈprɑː.duːs/ n food or any other
nervous or worried substance or material that is grown or
own /ˈoʊn/ v to have as property obtained through farming, v to create or make
ozone layer /ˈoʊ.zoʊn ˌleɪ.ɚ/ n an something
atmospheric layer that is characterized by propeller /prəˈpɛlɚ/ n a device with two or
high ozone content which blocks most solar more blades that turn quickly and cause a ship
ultraviolet radiation from entry into the lower or aircraft to move
atmosphere provide /prəˈvaɪd/ v to give someone something
that they need
P publish /ˈpʌb.lɪʃ/ v to make something known
pants /ˈpænts/ n a piece of clothing that covers to many people
your body from the waist to the ankle and has pulley /ˈpʊli/ n a wheel or set of wheels that is
a separate part for each leg used with a rope, chain, etc., to lift or lower
pastry /ˈpeistri/ n a small cake heavy objects
Glossary 159
Glossary
pull over /ˈpʊlˌoʊvɚ/ v when a vehicle moves to scene /ˈsiːn/ n a division of an act in a play
the side of the road and stops during which the action takes place in a single
pull quote /pʊl kwoʊt/ n a shot text taken from place without a break in time
an article schedule /ˈskedʒ.uːl/ n a plan of things that will
pun /pʌn/ n a humorous use of a word or phrase be done and the times when they will be done
that has several meanings scoop /skuːp/ n a story or piece of news
discovered and published by a newspaper
Q before all others
quotation /kwoʊˈteɪ.ʃən/ n a short text or seem /ˈsiːm/ v to appear to be something or to
passage taken from a different source do something
sensational /senˈseɪ.ʃən.əl/ adj news reports
R that are intended to be shocking instead of
radio controller /ˈreɪ.di.oʊ kənˈtroʊ.lɚ/ n radio serious
controller n a device used to operate or control sensible /ˈsen.sə.bəl/ adj showing good sense
a machine remotely by radio signals or reason, good judgement
rattle /ˈræt̬.əl/ v to make a quick succession of set /ˈsɛt/ n to put something in a place or
percussive sounds position
refresh /rɪˈfreʃ/ v to make someone less hot or setup /ˈsɛtˌʌp/ n the process of making
tired something ready to be used
refund /ˈriː.fʌnd/ n an amount of money that is sewage /ˈsü-ij/ n refuse liquids or waste matter
given back to you because you are not happy usually carried off by sewers
with a product or service shake /ʃeɪk/ v to move backwards and forwards
regain /rɪˈɡeɪn/ v to take or get possession of or up and down in quick, short movements
something again share /ˈʃeɚ/ v to have or use something with others
results /rɪˈzʌlt/ n something that is a sharp /ʃɑːrp/ adj having a thin edge or point
consequence, a conclusion that can cut
relative /ˈrɛlətɪv/ n a member of your family shelter /ˈʃel.t̬ɚ/ n a building designed to give
rescue /ˈrɛskju/ n an act of saving someone or protection
something from trouble shout /ʃaʊt/ v to speak with a very loud voice
resist /rɪˈzɪst/ v to fight against a force shove /ʃʌv/ v to push someone or something
resource /ˈriː.zɔːrs/ n a supply of something forcefully
that someone has and can use when it is sibling /ˈsɪb.lɪŋ/ n a person’s brother or sister
needed sidebar /ˈsaɪd.bɑːr/ n a box on a newspaper
ripped /rɪpt/ adj having strong, well-developed with extra information
muscles sidewalk /ˈsaɪdˌwɑːk/ n a usually concrete path
rude /ruːd/ adj not polite; offensive along the side of a street for people to walk on
signal /ˈsɪgnl̟/ n a wave of light or sound that
S
carries a message, sound, or image
sale /ˈseɪl/ n the act of selling something
skinny /ˈskɪni/ adj very thin or too thin
salmon /ˈsæmən/ n a large fish that is born in
slim /slɪm/ adj really thin
streams but that lives most of its life in the
sling /slɪŋ/ v to throw or drop something
ocean and that is commonly used for food
carelessly
safe /ˈseɪf/ adj not able or likely to be hurt in
sneaker /ˈsniːkɚ/ n a shoe with a rubber sole
any way
that is designed for people to wear while
save /ˈseɪv/ v to keep someone or something
running, playing sports, etc.
safe
soar /sɔːr/ v to rise very quickly
scandal /ˈskæn.dəl/ n an action or event that
soil /sɔɪl/ n the top layer of earth in which plants
causes shock or disapproval
grow
160 Glossary
Glossary
soliloquy /səˈlɪl•ə•kwi/ n the act of talking to surrender /səˈren.dɚ/ v to stop fighting and admit
oneself defeat
solution /səˈluː.ʃən/ n an answer to a problem survey /ˈsɚˌveɪ/ n an activity in which many people
source /ˈsoɚs/ n someone or something that are asked a question or a series of questions in
provides what is wanted or needed order to gather information
southwestern /saʊθˈwɛstɚn/ adj in, toward, or from sweat /swet/ v the clear, salty liquid that you pass
the southwest through your skin
speckled /ˈspek.əld/ adj cover with small marks of a sworn /ˈswoɚn/ adj used to describe people who
different color than the area around it have openly stated their feelings, opinions, etc
spread /spred/ v to cover, reach or have an effect on
a wider area T
spring /ˈsprɪŋ/ n a piece of curved or bent metal that tabloid /ˈtæblɔɪd/ n a newspaper of small format
can return to its original shape after it has been with lots of pictures
pressed down or stretched tackle /ˈtæk.əl/ v to try to stop someone or
stage /ˈstāj/ n the part of a theater on which the something
acting takes place take arms idiom to prepare to fight
stage direction /ˈsteɪdʒ daɪˌrek.ʃən/ n a description tap /tæp/ v to hit gently and repeatedly
or instruction in the text of a play that explains terrifying /ˈterəˌfajɪŋ/ adj causing great fear
how the play should be performed that /ˈðæt/ pron used to indicate which person,
standfirst /stænd ˈfɝːst/ n an introductory thing, fact, or idea is being shown, pointed to, or
paragraph which summarizes an article mentioned
stand-up /ˈstand-ˌəp/ v to get yourself into an then /ˈðɛn/ adv at that time
upright position on your feet therefore /ˈðeɚˌfoɚ/ adv for that reason
steroids /ˈstɛˌroɪd/ n a natural substance that is thrill /θrɪl/ n a feeling of extreme excitement
produced in the body tip /tɪp/ v to give someone who has provided you
store /ˈstoɚ/ v to put something that is not being with a service extra money
used in a place where it is available to use later tornado /toɚˈneɪdoʊ/ n a violent and destructive
strike /straɪk/ v to cause a person or place to suffer storm in which powerful winds move around a
severely central point
string /strɪŋ/ n a piece of thin rope track running /træk ˈrʌn.ɪŋ/ n path or road
submit /səbˈmɪt/ v to give a document, proposal, designed for sports events
piece of writing etc. to someone so that it can be treat /triːt/ v to deal with something or someone in
considered or approved a particular way
subplot /ˈsʌbˌplɑːt/ n a plot that is related to, but tremble /ˈtrem.bəl/ v to shake slightly, usually
less important than the main plot of a story because you are cold,frightened, or very emotional
success /səkˈses/ n to achieve what is hoped for troll /ˈtroʊl/ n a person who tries to cause problems
suck /ˈsʌk/ v to pull something with great force on an Internet message board by posting messages
suffer /ˈsʌfɚ/ v to experience something painful or that cause other people to argue, become angry,
unpleasant etc.
sugar /ˈʃʊɡ.ər/ n a sweet powdered substance from troublemaker /ˈtrʌbəlˌmeɪkɚ/ n a person who
plants such as sugar cane creates problems or difficulties
suggest /səˈdʒest/ v to mention an idea, possible trout /ˈtraʊt/ n a common fish that lives in rivers and
plan, or action for other people to consider lakes and is often used as food
supply /səˈplaɪ/ n the amount of something that is truth /truːθ/ n the quality of being true
available to be used tsunami /sʊˈnɑːmi/ n a very high, large wave in the
support /səˈpɔːrt/ v something that shows that a ocean that is usually caused by an earthquake
fact is true under the sea and that can cause great destruction
when it reaches land
Glossary 161
Glossary
twisted my arm phrasal v to persuade someone to waste /ˈweɪst/ n loss of something valuable that
do something they do not want to do occurs because too much of it is being used
or because it is being used in a way that is not
U necessary or effective
unchewed /ˌən-ˈchüd/ adj not crushed food into weight lifting /ˈweɪt ˈlɪftɪŋ/ n the activity of lifting
smaller softer pieces with the teeth weights for exercise or in competition
underneath /ˌʌn.dɚˈniːθ/ prep below or under well-being /ˌwelˈbiː.ɪŋ/ n the state of feeling healthy
unfortunately /ʌnˈfɔːr.tʃən.ət.li/ adv used to say and happy
that something is sad, disappointing, or has a bad while /ˈwajəl/ conj during the time that
effect whiteout /ˈwaɪ.taʊt/ n a blizzard that severely
uninhabitable /ˌʌnɪnˈhæbətəbəl/ adj not safe or reduces visibility
suitable to be lived in whistling /ˈwɪs.əl/ n the act when someone whistles
unique /jʊˈniːk/ adj used to say that something or wicked /ˈwɪk.ɪd/ adj morally wrong and bad
someone is unlike anything or anyone else wildfire /ˈwajəldˌfajɚ/ n a fire in a wild area that is
until /ənˈtɪl/ prep used to indicate the time when a not controlled and that can burn a large area very
particular situation, activity, or period ends quickly
upset /ʌpˈset/ v to make someone worried, unhappy wind-up /waɪnd/ v to turn a part of a device to make
or angry it operate
up-to-date /ˌʌp.tə ˈdeɪt/ adj including the latest wire /waɪr/ n a piece of thin metal thread that can
information be bent, usually used for carrying electric current
utmost /ˈʌtˌmoʊst/ adj the highest point or degree wiring /ˈwajɚrɪŋ/ n the system of wires that carry
that can be reached electricity in a particular place, device, etc.
witness /ˈwɪtnəs/ n someone that is present to see
V an event
vacation /veɪˈkeɪʃən/ n a period of time that a wonderful /ˈwʌn.dɚ.fəl/ adj extremely good
person spends away from home, school, or
business usually in order to relax or travel Z
vanilla /vəˈnɪlə/ n a dark substance that is made zip line /ˈzip-ˌlīn/ n a system for recreation or
from the beans of a tropical plant and that is used transportation by means of a suspended cable
to flavor food
vitamin /ˈvɪt.ə.mɪn/ n a natural substance obtained
from food that is essential for the body
volcano /vɑlˈkeɪnoʊ/n a mountain with a hole in the
top or side that sometimes sends out rocks, ash,
lava, etc., in a sudden explosion
volume /ˈvɑːlˌjuːm/ n the amount of sound that is
produced by a television, radio, stereo, etc.
W
waist /weɪst/ n the part of the human trunk below
the chest, usually narrower than the hips
warn /wɔːrn/ v to make someone realize a possible
danger or problem
warning /ˈwoɚnɪŋ/ n something that tells someone
about possible danger or trouble
162 Glossary
Unit 1 Assessment
Name: Score: /50
A Read the text about teenage problems and answer the questions with full sentences.
( /10 points)
Teenage problems and how to deal with them

Being a parent to a teenager is not easy.
Teenagers will experience different physical
and emotional changes. It is also very
difficult being a teenager. They need to
create their own identities and may follow
bad advice from friends.
So what are the common problems? The Each problem has its own solution, but the
most important are: most important thing to remember is that
• Addiction to social media teenagers will make mistakes, so they need
• Bullying to be able to discuss their problems with you.
• Anxiety and depression A relationship of trust, respect, and patience
• Body image is crucial.
1. Who is the text for? B Complete part of an email from a mother

about her daughter using the correct form
of the verbs in parentheses. ( /10 points)
2. Why is it difficult to be a parent to a Last year, Sarah 1) (be)
teenager? a completely different person. She
2) (listen) to her

parents and 3) (find) her
schoolwork really easy. But in these last six
3. Why is difficult to be a teenager?
months, Sarah 4) (have)
a lot of problems. After she
5) (fail) a physics exam last
4. What does it mean when the text says semester, Sarah 6) (not
‘teenagers need to create their own spend) time studying and now her grades are
identities’? terrible. Her friends 7) (be)
not much help either. They often
8) (not go) to school and
they always 9) (stay) up
5. Why is it important to have a relationship
late chatting on the computer. What
of trust, respect, and patience?
10) you

(think) I should do?
Assessment Unit 1 163

Unit 1
C Complete the sentences with the words in E Underline the correct options to complete
the box. ( /5 points) the sentences. ( /5 points)
ask keep support talk worry 1. Someone who gives advice professionally
is an .
1. You should your
a) agony aunt b) agonizing aunt
family or older friends for advice.
2. A way to develop muscles is to do .
2. Why don’t you to
a) meditation b) weight lifting
your parents about your problem?.
3. is a good way to change a friend's
3. You should not about
behavior.
what your friends say.
a) Setting boundaries b) Getting angry
4. Try a record of each
time someone bullies you. 4. are drugs used to develop muscles.
5. Your teacher should a) Steroids b) Vitamins
you if you have a problem in class. 5. A gives you exercise advice.
a) therapist b) personal trainer
D Match the responses in bold to the reason 6. Look at the hole! My jeans are .
for using that response. ( /5 points)
a) ripped b) on fire
Graham: Hey Marco. 1) What’s wrong?
7. The bully me agressively.
Marco: Oh, nothing. Difficult day, that’s all.
a) shoved b) encouraged
Graham: 2) I’m interested. What's wrong?
8. I along well with my parents.
Marco: My dad is really strict. He always tells
a) get b) move
me what to do. For everything.
9. What he's saying is from the truth.
Graham: 3) For everything. What does your
mom say? a) a story b) far
Marco: I don’t live with her. But she listens. 10. What's the ?
Graham: 4) It sounds like your mom could a) sports b) point

help. 5) Try talking to her.
F Write an email to a family member giving
sking questions shows you want to
A
them advice about a problem they have.
know more.
E choing the same phrase proves you're
listening.
sing this expression shows you want to
U
know more.
escribing what you have heard shows
D
you understood.
Making suggestions shows understanding.
164 Unit 1 Assessment

Unit 2 Assessment
Name: Score: /50
A Read the text about Chinese New Year and B Complete the text using the correct form
answer the questions with full sentences. of the verbs in parentheses.
( /10 points) ( /10 points)
Last year, I 1) (go) to Japan to
study. I 2) (have) an amazing
Hi, my name’s Xiu and I
time and 3) (eat) lots of
live in the US. Last year,
delicious food. But there 4)
I went to China to visit
(be) some things that really shocked me.
some of my relatives
First, just as we 5) (enter) the
who live in Shanghai.
classroom one day, the teacher
When we arrived at
6) (ask) us to take off our
their house, everyone
outdoor shoes and put our indoor shoes on.
was cleaning. They told us that the next day was
The next thing that shocked me was that
New Year and they were sweeping away bad
while 7) (eat) lunch, all the
luck. They were also decorating the house with
Japanese students 8) (get)
red lanterns. That evening, while we were eating
up and started to clean. I asked one of the
dinner, my cousin gave me a red envelope with
students what 9) (happen).
money inside. When I opened it, everyone looked
She 10) (tell) me that in Japan,
at me, shocked. Then he told me that you shouldn’t
students clean the school, not the janitors.
open gifts immediately. It was better to open it later,
in private.
C Match the two halves of the sentences.
( /5 points)
1. Who does the girl visit?
1. I was opening my present…

2. When the Malaysian girl saw her father…
3. When the leader of the tribe left…
2. Why are they cleaning the house?
4. I was getting on the subway in Japan…

5. Her Chinese friends got angry…
when I saw the expression on her face.
3. What color do you think represents good
fortune and joy? Why? she put his hand on her forehead.
when she was talking at dinner.
when a guard started pushing me inside.
4. What cultural mistake did Xiu make? the tribespeople kissed the ground.

5. How did her family react to her mistake?


Unit 2
D Underline when or while to complete the F Put an arrow s where the adverb of
sentences. ( /5 points) frequency in parentheses should go.
1. When/While I saw my friend at the ( /5 points)
mosque, he was washing his feet. 1. People in Japan make a lot of noise when
2. What were you doing when/while I was they eat certain food. (often)
buying the gift? 2. I kiss my French friends twice to say hello.
3. I was waiting for the school bus when/ (always)
while a man said something to me in 3. João is late for any event. (usually)
Arabic. 4. Mexicans are very friendly. (normally)
4. When/While I was studying in Spain, I 5. In most of the Middle East, people use
made some really good friends. their left hand in public. (rarely)
5. They were cooking some new, exotic food
when/while I arrived. G Read the instructions to write a short
essay. ( /10 points)
E Underline the correct options to complete Choose a country you learned about in this
the sentences. ( /5 points) unit and write a short essay comparing and
1. People greet each other in New Zealand contrasting three cultural aspects to your own
by . country. Include adverbs of frequency.
a) kissing on the cheek
b) shaking hands
2. It is a custom to accept food only after it is
offered three times in .
a) India
b) Egypt
3. In , people take their shoes off when
they enter someone’s house.
a) Egypt
b) New Zealand
4. In China, are often given as gifts to
newly married couples.
a) flowers
b) chopsticks
5. Saris are worn by women in .
a) China
b) India

Unit 3 Assessment
Name: Score: /50
A Read the text about ultra-marathons and answer the questions with full sentences.
(___/10 points)
My first Ultra-Marathon
Have you ever heard of ultra-marathons? They are races
longer than the classic marathon distance of 42 kilometers.
Last year, I took part in my first ever ultra-marathon race. I
had trained a lot, running almost every day, so I didn’t feel
too nervous. On the day of the race, I had to wake up at 4
am because the race started at 5. I got to the starting line,
everyone started counting down, and we were off, running
through the mountains in the state of Hidalgo. The race
was really tough, but the training paid off. I finished after 8
hours and saw my friends at the finish line. They had already
finished, so we went and celebrated together.
1. What is the anecdote about? B Complete the sentences with the words in
the box. (____/5 points)
bragging tremble freezing

2. What is an ultra-marathon? wonderful twisted my arm

1. I had a time in France
last year.
3. Why wasn’t she nervous?
2. When I jumped in the pool, the water was
.
3. I was so nervous about singing in front of
4. Where did the race take place? my friends that my whole body started to
.
4. My brother is always
5. What does she mean when she says ‘the about how good he is at guitar.
training paid off’? 5. I wasn’t going to take part, but my sister
.

Unit 3
C Choose the correct answer to complete E Complete the anecdote using the correct
the sentences. (____/5 points) form of the verbs in parentheses. (___/10
1. I wanted to go to London because I ___ points)
there before. It was one of those days where everything
a) had never been seemed to go wrong. I 1) (be
invited) to a party and was really excited. I
b) never went
2) (take) quite long getting
2. As soon as we arrived, it to rain.
ready, so I was running a bit late. Just as I
a) had begun
3) (leave) the house, I
b) began 4) (realize) I had a hole in
3. When we arrived, the competition . my tights, so I quickly went back to get
a) started already changed. When I left the house again, my
dad 5) (already start) the car,
b) had already started
so I jumped in and we started driving. But we
4. The car broke down just as we home.
took a wrong turn somewhere and got really
a) were driving lost. I 6) (look) in my bag for
b) had driven my phone so I could look up the address and
5. Last week, my team our soccer match. realized I 7) (leave) it in my
bedroom. By the time I finally
a) won
8) (get) to the party, I was
b) had won
almost two hours late. My best friend
9) (just leave) and all the food
D Answer the questions with sentences
10) (go).
using the past perfect. (____/5 points)
1. Why was Miguel so happy? F Write an anecdote about a time you felt
(his team/win the match). really embarrassed. Include a memorable
. event and narrative tenses. (___/15 points)
2. Why did Matilde get up late?
(not set/her alarm clock)
.
3. Why was Freddy angry?
(his brother/break his computer)
.
4. Why did Sara fail her exam?
(not study enough)
.
5. Why was Lisa bored?
(see/the movie before)
.

Unit 4 Assessment
Name: Score: /50
A Read the text about floods and answer the questions with full sentences. (___/10 points)
Floods!
Floods happen when water rises to cover an area of
land that is normally dry. This process can happen
very slowly or very quickly. The cause of a flood can be
heavy rain, an overflowing river, or a coastal event like
a tsunami. Floods happen all over the world, but some
of the biggest in recent history have happened in India,
Brazil, and China.
If you hear a flood warning, the most important thing is
that you don’t panic. Make an emergency kit bag and
try to secure your home. If the flood is severe, you must
get out of low areas. Listen to the radio for emergency
broadcasts because the government and the army will
send out rescue teams.
1. What is a flood? B Underline the correct option to complete

the sentences. (___/10 points).
An 1) avalanche / earthquake is caused when
there is a 2) light / heavy snowstorm. The
2. How quickly do they happen?
3) old / new snow causes the snow
underneath to become 4) unstable / lighter.
Avalanches normally happen 5) in the
3. What are the causes of floods? mountains / by the sea. Scientists classify
avalanche risk as being low or 6) big / high.
If you are caught in an avalanche, you should
try to ski 7) up / down the mountain to get
4. What must you do when you hear a flood
out of the way. If you can, hold onto 8) a tree
warning?
/ the ground. If you get caught in the 9) snow
/ water, try to make a hole around you. Put
your hand up high in the air and wait 10) to
5. Who will send out rescue teams? be rescued / for the snow to melt.

Unit 4
C Number the instructions for what to do E Complete the instructions for what to
during an earthquake. (____/5 points) do before, during, and after a hurricane
hen the tremors have stopped, find the
W using the words and phrases in the box.
nearest exit. (____/10 points)
Find a safe zone. secure identify stay away
hen the building is safe to enter,
W listen for use locate create
carefully check the damage. remain check listen to
Stay calm. BEFORE
Stay still and wait. an emergency kit.
the emergency exits.
D Choose the correct option to complete the
safe places.
sentences. (____/5 points)
furniture and loose objects.
1. In an emergency, you stay calm.
DURING
a) have to/must
calm and alert.
b) mustn’t
instructions from officials.
c) don’t have to
from dangerous objects.
2. In a blizzard, you go outside.
the radio for updates.
a) have to/must
AFTER
b) mustn’t
the building for structural damage.
c) don’t have to
Only your phone for emergencies.
3. During a drought, you stay hydrated.
a) have to/must
F Write an instructional leaflet about what
b) mustn’t to do during a natural disaster.
c) don’t have to (___/15 points)
4. If you are driving during an earthquake, You can choose a disaster from the unit
you pull over and stop the car. or another one you know about. Include
a) have to/must what to do before, during, and after. Use
direct language and only include important
b) mustn’t
information.
c) don’t have to
5. After a natural disaster, you can talk to
your family and friends but you .
a) have to/must
b) mustn’t
c) don’t have to

Unit 5 Assessment
Name: Score: /50
A Read the newspaper article and answer the questions with full sentences. (___/10 points)
Fire Escape!
Fifteen-year-old Julie Parks was walking her dog yesterday evening when
she saw smoke.
“A fire had just started on the first floor!” she told us. “I shouted to everyone
to get out.”
Then quick-thinking Julie called the fire department. By the time firefighters
arrived, everyone had left the building safely.
Or so they thought. Julie looked up and got her second shock. “I couldn’t
believe it!” she said. “A man was hanging from the fourth-floor balcony.”
Twenty-year-old Dale Winton had been asleep all morning. “I only woke up
when I heard the fire engine sirens,” he said. “I was terrified!”
Fortunately, officers managed to rescue Dale and stop the fire. Unfortunately,
the building is badly damaged. Residents are staying with relatives.
1. What is the lead of the article? B Rewrite the sentences into reported
speech. (____/5 points)
1. “I can’t believe it!” she said.
2. What did people do before the firefighters
arrived?
2. “A man is hanging from the fourth-floor
balcony!” she shouted.
3. What were the two shocks Julie had?
3. “I only heard the sirens a few minutes

ago,” he mentioned.
4. What woke Dale up?
4. “I am terrified!” he declared.
5. What is the situation now?
5. “The residents left the building earlier,”

he said.

Unit 5
C Complete another newspaper article with E Label the parts of a newspaper.

the correct form of the verbs. (____/5 points)
(___/10 points)
Byline Caption Placeline
There 1) (be) an accident on Headline Extended Headline
the main highway last night while people
2) (return) home from work.
1
There 3) (be) heavy rain
all afternoon and there were floods at the IT’S HOT,
entrance to Blackstock tunnel.
A truck 4) (lose) control in 2
HOT, HOT!
the flood waters and 5)
(overturn), blocking the entrance. Fortunately,
there were no injuries, but traffic SCHOOLS CLOSE AS
6) (come) to a standstill. COUNTRY BAKES IN
3
Many drivers 7) (become) RECORD TEMPERATURES
angry while they 8) (wait).
Some even tried to turn around and go back
By Clark Kent, Features Reporter
to the previous exit. This 9)
Metropolis
(cause) more chaos and delays.
Eventually, the truck was moved, and the road 4
was cleared by 10 p.m. One driver said she 5
10) (be) there for four hours.
D Label the sentenewspaper criteria T

(tabloids) or B (broadsheets). (____/5 points)
People are visiting the beach in record numbers!
1. They have shorter sentences.
2. They have a more serious tone. 1. ____________________________
3. They have more stories about celebrities 2. ____________________________
and gossip. 3. ____________________________
4. They are bigger in size. 4. ____________________________
5. They are more detailed. 5. ____________________________
F Write a short newspaper article about a

story that is currently in the news.
(___/15 points)
Make sure your story has a lead (who, what,
when, etc.), other important details, and
background information. Use a variety of past
tenses.

Unit 6 Assessment
Name: Score: /50
A Read part of a play script and underline the correct options below. (___/5 points)
ACT II
SCENE 1: Rochester. An inn yard.
(Enter a CARRIER with a lantern in his hand.)
FIRST CARRIER: Heigh-ho! and it be not four by
the day, I’ll be hanged: Charles’ wain is over the new
chimney, and yet our horse not packed. What, ostler?
OSTLER: (within) Anon, anon.
FIRST CARRIER: I prithee, Tom beat Cut’s saddle,
put a few flock in the point; poor jade, is wrung in the
withers out of all cess.
(Enter another CARRIER.)
SECOND CARRIER: Peas and beans are as dank
here as a dog.
From Henry IV, Part 1 by William Shakespeare
1. It is the of the play. B Complete the stage directions with the

a) beginning c) end correct form of the verbs in parentheses.
(____/10 points)
b) middle
2. The scene takes place
A clock 1) (tick) above a
a) before the sun b) at lunch time.
table in the center of the stage. JOE
rises. c) after breakfast. 2) (sit) at the table. He
3. At the beginning of the scene, there 3) (read) a newspaper.
on stage. A bell rings and he 4)
a) is no one c) are two people (get up) to answer the door (stage right).
Snow 5) (blow) onto
b) is one person
the stage when he 6)
4. The first carrier is talking to
(open) it. The wind 7)
a) Ostler. (howl) outside. JANET 8)
b) the second carrier. (enter). She 9) (wear) a
c) himself. thick sweater and boots. She
10) (run) to the fireplace
5. At the end of the extract, there on stage.
(stage left) to warm her hands.
a) is one person c) are three
b) are two people people
Unit 6
C Complete the sentences with the words in D Rewrite the sentences to have the
the box. (____/10 points) same meaning using the prompts in
parentheses. (___/10 points)
act characters dialogue scenes
setting stage directions resolution 1. Paul is more confident than Sam. (as)
subplot climax hook
1. The say to enter from
stage left, not stage right. 2. She has longer hair than me. (as)
2. The was at night
outside an inn in Rochester.
3. It was an exciting . There 3. This play is more exciting than that one. (less)
was a huge battle on a mountain.
4. I didn’t like the . It didn’t
really answer my questions.
4. Julie and Paul are equally friendly. (as)
5. There were only two .
I don’t know how they remembered their
lines.
5. Scene 2 is not as exciting as Scene 1. (more)
6. The first is divided into
three scenes.
7. I think the about his
family life was more interesting than the
main story. E Write a short opening scene from a play.
(___/15 points)
8. The was difficult to
understand. They spoke very fast. Choose a topic, and remember to include
information about setting, characters, stage
9. There was a great after
directions and dialogue.
five minutes. It really caught my attention.
10. The on the balcony are
my favorite parts of Romeo and Juliet.

Unit 7 Assessment
Name: Score: /50
A Read the text about endangered species and answer the questions with full sentences.
(___/10 points)
The Baiji Dolphin-Extinct

The Baiji dolphin is the first dolphin to become
extinct because of human activity. This animal
lived in the Yangtze river in China and was
declared extinct in 2007.The Yangtze is a busy
waterway, and there are many boats. The Baiji
used sonar to hunt, but because the boats were
so noisy, they couldn’t find food. Another factor
was that the pollution in the river killed a lot of
fish and overfishing meant that the Baiji dolphin
didn’t have any food. The loss of this species is a
shocking tragedy, but it is vital that we prevent this
happening to the Vaquita dolphin in Mexico. With
just 30 left in the Gulf of California, we need to take
action now to save this beautiful species.
1. What is the main purpose of the text? B Match the effects to the type of pollution.
(____/5 points)
1. Acid rain kills trees and affects human
health.
2. How many Baiji dolphin are there today?
2. Baby turtles get lost on their way out to
sea.
3. Animals can’t use sound to hunt for food.
3. Why couldn’t the Baiji dolphin catch food?
4. It can poison fish and cause illness or death
in humans when they eat the fish.
5. People and animals can have serious health
4. Why wasn’t there any food for the Baiji problems.
dolphin to eat?
Land pollution
Air pollution
Water pollution
5. Why does the author compare the Baiji
Noise pollution
dolphin to the Vaquita dolphin?
Light pollution

Unit 7
C Complete the sentences with the words in E Complete the conversation with will or
the box. (____/6 points) may/might. (___/10 points)
waste produce habitats litter Mark: Emily, look! They’re building a new
exhaust deforestation shopping mall near school!
Emily: Oh no! There’s already a lot of traffic,
1. It is vital that people dispose of household
and now there 1) be more. That means
appropriately.
there 2) be more pollution too.
2. I recommend buying local
Mark: You’re right! I think I 3) start
because it helps reduce
cycling to school instead to avoid the traffic.
pollution.
Emily: That’s a good idea, and you 4)
3. It’s crucial that people don’t drop
definitely get fitter too. I don’t think I
.
5) be able to cycle to school because
4. is destroying large areas I live too far away. But I 6) start
of rainforest. carpooling with some friends. If we reduce
5. Car is one of the main the number of cars, we 7) help reduce
reasons for the city’s pollution. pollution.
6. It’s essential that everyone helps protect Mark: Maybe the mall is a good thing after
animal . all. I don’t think we 8) be the only ones
who are worried about pollution. I think the
D Underline the correct options to complete school 9) try to help raise awareness
the sentences. (____/4 points) too. And other students 10) start to
1. It is that people become more use alternative transportation too.
environmentally friendly.
F Read the statement below and write an
a) essential b) encouraging
essay to persuade someone to follow your
2. We saying no to straws.
suggestions. Include two reasons and two
a) crucial b) recommend solutions to the problem. (___/15 points)
3. Experts buying locally grown food. Global warming is one of the biggest threats
a) vital b) encourage to our environment. What solutions are there
4. It is to start recycling. to this problem?
a) imperative b) suggest

Unit 8 Assessment
Name: Score: /50
A Read the dialogue and answer the questions with full sentences. (___/10 points)
Salesperson: Welcome to Airwalk Accessories! How can I help?

Tony: I bought this skateboard last week. There’s something wrong with it.
Salesperson: Could you explain the problem in more detail?
Tony: One of the wheels is really loose.
Salesperson: Let me see. It definitely seems loose. Do you want me to replace the wheel for you?
Tony: Actually, I don’t really like the design on the board. Could you just give my money back?
Salesperson: Unfortunately, we don’t do refunds. I can offer you a replacement board.
Tony: That’s ridiculous! I have the receipt here! If you don’t give me my money back, I’ll tell my
skater friends not to come here.
Salesperson: I’m sorry, it’s a company policy. Will you at least have a look at some other options?
Tony: I suppose so…
1. What does the shop sell? B Complete the complaint e-mail with the
words in the box. (___/10 points)
chicken can aggressive upset

2. What’s Tony’s problem? sue sick stomach complain
if restaurant
Dear Cluck Norris,
3. What does Tony request? I’m writing to 1) . Last night, I
was eating in your 2) . I ordered
the 3) , and everything was fine.
Later, I felt really 4) , and I spent
4. What does Tony threaten to do?
all night vomiting in the bathroom!
5) . you don’t do something
about this, I’ll 6) . your company.
5. Does the problem get resolved? My 7) . is normally fine so my
food must have been really off.
I don’t mean to be 8) . but I’m
really 9) . 10) you
help me or do I need to speak to my lawyer?
Amelia Wings

Unit 8
C Mark the sentences from the conversation E Complete the excerpts by choosing the
with O (offer) or R (request). (____/5 correct options. (___/10 points)
points) 1. I can offer you a a) _____, but can I see
1. Would you like me to replace it? ___ your b) _____, please?
2. I would like to give you a refund. ____ a) refund / receipt
3. I was wondering if you could help me? ___ b) refund / receipt
4. How can I help you, sir? ____ 2. a) _____ me. I was wondering if someone
5. Can I exchange these jeans? ____ b) _____ help me with something I bought.
a) hello / excuse
D Read the statements and match them to b) could / will
the number of the type of complainer.
3. I will a) _____ to the b) _____ if the
(____/5 points)
salesman doesn’t do anything.
1. valid complainer
a) complain / request
2. pessimist complainer
b) salesman / manager
3. different philosophies complainer
4. a) _____ we don’t receive the order soon,
4. competitor complainer we b) _____stop working with you.
5. troll complainer a) if / will
I never get the right product when I
“ b) if / will
order online. Every time, they send me
5. If you explain the problem a) _____, I’ll try
the wrong thing! It’s so unfair.”
to find a b) _____.
Our company is much bigger than
“
a) in more detail / more aggressively
yours. We’ll leave you bad reviews
b) voucher / solution
online if you don’t join us.”
OMG the absolute worst
“
F Read the situation below and write a
service at Coffee Grande #unlike
complaint e-mail. Include a solution to the
#iwantedalatte”
problem and a threat to the company, but
Hello. I bought these roller blades last
“ remain polite. (___/15 points)
week but one of the straps is broken.”
You bought some shoes from an online
Their clothes are amazing, but I hate
“ company called Street Feet. When the shoes
that they don’t get their cotton from arrived, they were the wrong color.
fair trade farms.”

Unit 9 Assessment
Name: Score: /50
A Read the monologue and choose the correct options according to the information.
(___/5 points)
I went to see Breakout 3 at the movies over the

weekend, and I want to see it again. Seriously, it’s
the best movie I’ve ever seen! There is one part
where this woman escapes from an apartment.
She jumps from the bathroom window ...it was on
the third or fourth floor, I think ... anyway, she jumps
onto the sidewalk to escape. She rips her pants
and loses one of her sneakers when she falls. And,
err... then what happens? Oh yes... she runs off
down the street and goes into a store... then it gets
really exciting. I was on the edge of my seat. I’m
not going to tell you anymore, though. Why don’t
you come and watch it with me?
1. What type of monologue is this? B Now complete the monologue with UK

a) Dramatic words. (____/7 points)
b) Conversational I went to see Breakout 3 at the cinema over
the weekend. I want to see it again. Seriously,
2. Who is the speaker talking to?
it’s the best 1) _____________ I’ve ever seen!
a) A friend
There is one part where this woman escapes
b) A theater audience from a 2) _____________. She jumps from the
3. What is the speaker describing? 3) _____________ window ...it was on the
a) Something he or she did over the weekend third or fourth floor, I think ... anyway, she
jumps onto the 4) _____________ to escape.
b) A scene from a film
She rips her 5) _____________ and loses one
4. How does the speaker feel about what he
of her 6) _____________ when she falls. And,
or she is talking about?
err... then what happens? Oh yes... she runs
a) Nervous off down the street and goes into a
b) Excited 7) _____________ ... then it gets really
5. How does the monologue end? exciting. I was on the edge of my seat. I’m not
going to tell you anymore, though. Why don’t
a) With an invitation
you come and watch it with me?
b) With a recommendation

Unit 9
C Write three examples of fillers in the F Read the monologue and write what the
monologue. (____/3 points) topic, audience, and purpose are.
1. ________________________________ (____/6 points)
2. ________________________________
"Hey. Don’t ever let somebody tell you, you
3. ________________________________
can’t do something. Not even me. All right?
You got a dream? You gotta protect it.
D Match the fillers to the reasons a speaker
People can’t do something themselves, they
uses them. (____/5 points)
want to tell you you can’t do it. You want
1. anyway something? Go get it! Period!"
2. err From "The Pursuit of Happyness"
3. What was it?

1. Topic
4. I mean
5. you won’t believe this
___ correcting him or herself
2. Audience
___ pausing to think
___ directly addressing the listener
___ asking yourself a question
3. Purpose
___ changing the subject
E Match the words to the definitions of

types or genre of monologues.
(____/5 points) G Read the instructions and write a short
monologue. (___/15 points)
conversational interior dramatic
Write a short monologue to describe a
soliloquy comic
movie you saw or book you read. Decide on
1. ______________: the speaker reveals his or your audience and purpose and choose an
her thoughts to the audience in a play appropriate genre.
2. ______________: has a funny tone and
ideas
3. ______________: the ideas express the
speaker’s inner thoughts
4. ______________: discusses serious ideas
and themes
5. ______________: gives a speaker’s point of
view on a topic to another character

Unit 10 Assessment
Name: Score: /50
A Read the text about how to make a cell phone speaker and order the sentences 1—6.
(___/6 points)
How to make a cell phone speaker

To make this cell phone speaker, you will need: two Styrofoam cups, a paper
towel tube, a pen, a ruler, scissors, and a smartphone.
First, use the ruler to mark the center of the paper towel tube with a pen.
Next, place your smartphone around the center point, parallel with the tube,
and trace around it. After that, cut out the slot.
Then, place the end of the paper towel tube on the lower region of the
Styrofoam cup, draw around it, and cut out the traced circles.
Once the holes have been cut, slide each cup onto either end of the tube,
laying the cups on their sides.
Finally, you can place the smartphone into the slot in the paper towel and
now you can listen to your favorite music out loud!
Trace around your cell phone. C Complete the explanation using the
Draw circles on the Styrofoam cups. correct form of the verbs in parentheses
(___/10 points)
S lide the cups onto the ends of the paper
towel tube. So today, we’re going to talk about how cell
phones 1) (make). First, the
Mark the center of the paper towel.
outer casing 2) (create). Then,
Insert your smartphone and enjoy
chips and electronic components
your music.
3) (put) together and
Cut a hole in the paper towel tube. 4) (place) on a circuit board.
The circuit board is the most important part
B Rewrite the sentences in the passive voice. of the cell phone, where the software and
(____/5 points) operating systems 5) (find).
1. They update the website regularly. If the circuit board 6) (not
design) correctly, the phone won’t work. Once
the circuit board 7) (finish),
2. How do you make robots?
it 8 ) (place) inside the outer

casing, and other parts such as the screen,
3. He uses organic materials in his invention. keypad, microphone, and speakers
9) (add). Finally, the phone
4. People make chocolate from cocoa. 10) (test) to check that it
works.

5. What do you make paper from?

Unit 10
D Match the words to the definition. F Order the steps in the process, then
(____/4 points) complete the sentences with the words in
the box. (____/10 points)
propeller battery antenna spring
once then finally after that first
1. a device that produces
electricity to provide power the wax is melted, add
2. a piece of metal that curves scents and food coloring to the wax.
around and returns to its original shape , light the wick.
after being pushed or pulled , pour the melted wax into
3. a piece of metal used to the mold. , melt the wax.
receive signals , place the mold on a flat
4. two or more flat pieces of surface and put the wick in the center of the
metal that turn and cause aircraft to move mold.
E Complete the sentences with the correct G Read the instructions to write about a
form of the words in the box. process. (___/10 points)
(____/5 points) Think of a simple device or machine and
store signal lift commands forward write a short description of how it works and
what it is used for. Use the passive voice and
1. GPS systems send a to sequencers to order your ideas.
satellites to find our location.
2. You can the robot with
your voice. Just say “go” and it will move.
3. Just stand on the hoverboard, tilt your
body , and it will move.
4. All the information is on
the hard drive.
5. In 1903, the Wright brothers made an
airplane that them off the
ground.

Assessment Answer Key
Unit 1 (163–164) E 1) had been invited, 2) had taken / took, 3) was leaving,
A 1. For the parents of teenagers. 2. Teenagers will 4) realized, 5) had already started, 6) looked, 7) had left,
experience physical and emotional changes. 3. Teenagers 8) got, 9) had just left, 10) was gone
need to create their own identities and may follow bad G Make sure students use a variety of narrative tenses and
advice from friends. 4. Teenagers need to be independent a range of connectors and sequencers to link their ideas.
from their family. 5. To discuss problems if there are any
Unit 4 (169–170)
and to listen to each other.
A 1. It is when water rises to cover an area of land that
B 1) was, 2) listened, 3) found, 4) has had, 5) failed,
is normally dry. 2. They can happen very slowly or
6) hasn’t spent, 7) haven’t been, 8) don’t go, 9) stay,
very quickly. 3. They can be caused by heavy rain, an
10) do/think
overflowing river, or a coastal event, like a tsunami.
C 1. ask, 2. talk, 3. worry, 4. keeping, 5. support
4. You mustn’t panic, you must make an emergency
D (From top to bottom): 1), 3), 2), 4), 5)
kit bag, and you must try to secure your home. 5. The
E 1. a), 2. b), 3. a), 4. a), 5. b), 6. a), 7. a), 8. a), 9. b),
government and the army will send out rescue teams.
10. b)
B 1) avalanche, 2) heavy, 3) new, 4) unstable, 5) in the
F Make sure students use a variety of expressions for advice
mountains, 6) high, 7) down, 8) a tree, 9) snow, 10) to
and a range of simple tenses to explain the background
be rescued
of the problem.
C (From top to bottom): 4, 2, 5, 1, 3
Unit 2 (165–166) D 1. a), 2. b), 3. a), 4. a), 5. c)
A 1. Her relatives in Shanghai. 2. To sweep away bad luck. E (From top to bottom): create, locate, identify, secure,
3. Red. 4. She opened the gift immediately. 5. Everyone remain, listen for, stay away, listen to, check, use
looked at her, shocked. F Answers may vary but students must include what to
B 1) went, 2) had, 3) ate, 4) were, 5) were entering, do before, during, and after. They should also use have
6) asked, 7) were eating, 8) got, 9) was happening, to, must, don’t have to, mustn’t, and imperatives. Some
10) told background information on the type of disaster at the
C (From top to bottom): 1, 2, 5, 4, 3 beginning would be useful.
D 1. When, 2. while, 3. when, 4. while, 5. when
Unit 5 (171–172)
E 1. b), 2. a), 3. a), 4. b), 5. b)
A 1. Fifteen-year-old Julie Parks was walking her dog
F 1. In between Japan and make. 2. In between I and kiss.
yesterday evening when she saw smoke. 2. People left
3. In between is and late. 4. In between are and very.
the building before firefighters arrived. 3. She saw smoke
5. In between people and use.
and then she saw a man hanging from the balcony.
G Make sure students write about three cultural differences,
4. The sirens from the fire engines woke Dale up. 5. The
use a variety of adverbs of frequency and a range of
building is badly damaged and residents are staying with
simple tenses to describe and compare the cultures.
relatives.
Unit 3 (167–168) B 1. She said she couldn't believe it. 2. She shouted that a
A 1. A girl’s experience of running an ultra-marathon. man was hanging from the fourth-floor balcony.
2. Any race longer than a marathon distance of 42 3. He mentioned he had only heard the sirens a few
kilometers. 3. Because she had trained for the race. minutes ago. 4. He declared he was terrified. 5. He said
4. In the state of Hidalgo. 5. She was able to complete the residents had left the building earlier.
the race because she had trained well. C 1. was, 2. were returning, 3. had been, 4. lost,
B 1. wonderful, 2. freezing, 3. tremble, 4. bragging, 5. overturned, 6. came, 7. became, 8. were waiting,
5. twisted my arm 9. caused, 10. had been
C 1. a), 2. b), 3. b), 4. a), 5. a) D 1. T, 2. B, 3. T, 4. B, 5. B
D 1. His team had won the match. 2. She hadn’t set her E 1. Headline, 2. Extended Headline, 3. Byline, 4. Placeline,
alarm clock. 3. His brother had broken his computer. 5. Caption
4. She hadn’t studied enough. 5. She had seen the movie F Answers may vary, but ensure students use a variety of
before. past tenses (past simple, continuous, and perfect) and
Assessment Answer Key 183

Assessment Answer Key
organize information in the correct way (most important E 1. a) refund, b) receipt, 2. a) excuse, b) could, 3. a)
information first). complain, b) manager, 4. a) If, b) will, 5. a) in more detail,
Unit 6 (173–174) b) solution
A 1. b, 2. a, 3. a, 4. c, 5. b F Answers may vary but students should include: the name
B 1. is ticking, 2. is sitting, 3. is reading, 4. gets up, of the company (Street Feet), a solution to the problem,
5. blows, 6. opens, 7. is howling, 8. enters, 9. is wearing, and a first conditional threat. Their tone should remain
10. runs polite and formal.
C 1. stage directions, 2. setting, 3. climax, 4. resolution, Unit 9 (179–180)
5. characters, 6. act, 7. subplot, 8. dialogue, 9. hook, A 1. b, 2. a, 3. b, 4. b, 5. a
10. scenes B 1) film, 2) flat, 3) toilet, 4) pavement, 5) trousers,
D 1. Sam is not as confident as Paul. 2. My hair is not as 6) trainers, 7) shop
long as hers. 3. That play is less exciting than this one. C Any from: ...it was on the third or fourth floor, I think ...
4. Julie (Paul) is as friendly as Paul (Julie). 5. Scene 1 is anyway, err..., then what happens?, Oh yes...
more exciting than Scene 2. D (From top to bottom): 4, 2, 5, 3, 1
E Answers may vary, but ensure students use the elements E 1. soliloquy, 2. comic, 3. interior, 4. dramatic,
of a play, and use the correct tenses for setting a scene. 5. conversational
Unit 7 (175–176) F Answers may vary, but ensure students have the essential
A 1. To inform the reader of the extinction of the Baiji information. (Students may not have read the Reader, so
dolphin and to persuade the reader to help protect accept logical answers.) 1. Believing in yourself/Following
the Vaquita dolphin. 2. None. 3. The baiji dolphins your dreams. 2. A child or children 3. To inspire or
used sonar to catch food, but they couldn’t use sound encourage the listener.
because the boats were too noisy. 4. Fish died because of G Make sure students use an appropriate style for the
pollution and humans were overfishing. 5. The Vaquita type of monologue they write (conversational, dramatic,
dolphins are endangered and if we don’t protect them, etc.). Ensure there are a few sentences organized into a
they will become extinct, like the Baiji dolphin. beginning, middle, and end.
B 1. Air pollution, 2. Light pollution, 3. Noise pollution, Unit 10 (181–182)
4. Water pollution, 5. Land pollution A (From top to bottom): 2, 4, 5, 1, 6, 3
C 1. waste, 2. produce, 3. litter, 4. deforestation, B 1 The website is updated regularly. 2. How are robots
5. exhaust, 6. habitats made? 3. Organic materials are used in his invention.
D 1. a), 2. b), 3. b), 4. a) 4. Chocolate is made from cocoa. 5. What is paper made
E 1) will, 2) will, 3) may/might, 4) will, 5) will, 6) may/ from?
might, 7) may/might, 8) will, 9) will, 10) may/might C 1) are made, 2) is created, 3) are put, 4) are placed, 5) are
F Make sure students include an introduction, two reasons found, 6) isn’t designed, 7) is finished, 8) is placed, 9) are
and two solutions, and a conclusion as well as a variety added, 10) is tested
of expressions to persuade. D 1. battery, 2. spring, 3. antenna, 4. propeller
Unit 8 (177–178) E 1. signal, 2. command, 3. forward, 4. stored, 5. lifted
A 1. The shop sells skateboards. 2. One of his skateboard’s F 1. First, melt the wax. 2. Once, the wax is melted, add
wheels is really loose. 3. He suggests getting a refund. scents and food coloring to the wax. 3. Then / After that,
4. He threatens to tell his skate friends not to go to the place the mold on a flat surface and put the wick in the
shop again if he doesn’t get a refund. 5. Partially. The center of the mold. 4. Then / After that, pour the melted
salesperson offers to show Tony the other skateboards wax into the mold. 5. Finally, light the wick.
they have and he agrees. G Make sure students use the passive voice and sequencers
B 1) complain, 2) restaurant, 3) chicken, 4) sick, 5) If, to describe the process.
6) sue, 7) stomach, 8) aggressive, 9) upset, 10) Can
C 1. O, 2. O, 3. R, 4. O, 5. R
D (From top to bottom): 2, 4, 5, 1, 3
184 Assessment Answer Key

Reader Answer Key
Staying Healthy B Answers may vary. Encourage students to give reasons for
A (Answers may vary) 1. Encourage students to explore their preference.
other options than those they read in the unit; 2. Getting C (Answers may vary) 1. They inform people about their
sufficient sleep is not covered. Ensure students’ answers stick communities and what is happening in the world. 2.
within diet and fitness. 3. Buying gifts, being supportive, Encourage students to give reasons behind their answers.
researching the health problem, etc. 3. Students should think about others sources for news: TV,
B Answers may vary. radio, online, etc.
C (Answers may vary) 1. Encourage reflection. 2. Encourage The Speckled Band
students to use advice from the unit. 3. Support and A The genre is mystery. The pictures reveal that it is a period
encouragement. mystery, set in the Victorian times.
Culture Corner B The stage directions inform the actors or the reader of sound
A (Answers may vary) 1. Brazilian, Thai, and German cultural effects, actions for the characters, and any other details that
aspects, focused on manners and politeness. 2. Greetings, cannot be explained through dialogue.
not being on time, being very polite, saying “Enjoy your C Answers may vary. The original story ends with the speckled
food.” 3. All the above could be surprising. band being revealed as a venomous snake, sent by Dr. Rylott
B Answers may vary. to kill Enid Stoner.
C (Answers may vary) 1. There will be more similarities to Being Eco-friendly
the Brazilian customs than Thai or German. 2. Encourage A Answers may vary. Encourage students to provide multiple
students to use the language seen in the unit to give advice. effects to the environment in their flow chart.
Get active! B Answers may vary. Students must give reasons behind their
A (Answers may vary) 1. All take place in different locations, rankings.
require different equipment, and have different purposes. C Answers may vary.
2. None are very popular or well-known. Some require very Fixing the Problem
specific environments. 3. TomTom has never done anything A Answers may vary. Students must give reasons for their
so incredible, PixieGirl wants to compete at the Olympics answers.
in fencing, Nilesh finds kite-fighting difficult but is good at B 1. She interrupts her and walks away. 2. By asking questions
being a kite runner, JakeB enjoys the silence of ice fishing. and commenting at appropriate times. 3. To show that their
B 1. Kite-fighting; 2. Rope courses; 3. Fencing; 4. Ice fishing; complaints are being taken seriously. 4. Calm.
5. Kite-fighting; 6. Fencing C 1. Answers may vary. Students should give reasons for their
C (Answers may vary) 1. Encourage students to describe the ideas. 2. Answers may vary.
sport. 2. Encourage students to give reasons behind their Expressing Our Thoughts: Dramatic Monologues
answers. 3. It helps your health and gives you a hobby. A Answers may vary. Common teenage problems will feature
Surviving a Natural Disaster on students’ mind maps.
A (Answers may vary) Encourage students to use the language B Answers may vary.
seen in the unit. C (Answers may vary) 1. So readers know what characters
B (Answers may vary) Encourage students to follow flow chart are thinking or feeling. 2. Students can draw from their
format. personal experiences to answer. 3. Students should use the
C 1. Hurricanes, earthquakes, volcanic eruptions, and flooding language from the unit to answer.
are common in Mexico. 2. Answers may vary. Up, Up, and Away
Read All About It! A Answers may vary. Students should try to remember as many
A 1. Tabloids are more common in Mexico but some students details as possible when describing the process.
may be more familiar with broadsheets. 2. Tabloids tend to B Answers may vary. Students should refer back to the text to
have shorter stories, be quicker and easier to read, and may help them.
interest people who want an entertainment focus. People C (Answers may vary) 1. Students must give reasons for their
who read broadsheets want factual information and more opinion. 2. The Montgolfier brothers liked to make things,
serious journalism. were imaginative and creative, and had a mind for business.
Reader Answer Key 185

Evaluation Tools
Unit 1
Product: Public Service Announcement
Name: Grade:
Suggested Evaluation Instrument: Descriptive Evaluation Scale
Very Good Needs Work
5 4 3 2 1
Content of PSA
Comments:
Message of PSA
Comments:
Audience Appropriate
Comments:
Prosodic Skills
Comments:
Appropriacy of Language
Comments:
Teamwork Skills
Comments:
Overall Presentation
Comments:
186 Evaluation Tools

Evaluation Tools
Unit 2
Product: A Comparative Chart
Name: Grade:
Suggested Evaluation Tool: Questionnaire
1. Was the student able to understand and analyze literary essays?

Yes To an extent No
2. Could the student identify the cultural aspects mentioned in literary essays?
Yes To an extent No
3. Did the student relate the cultural aspects mentioned in essays with their own cultural aspects?
Yes To an extent No
4. Did the student follow the models from the unit to write his or her essay?
Yes To an extent No
5. Could the student compare the cultural aspects mentioned in essays by making a chart?
Yes To an extent No
6. Was the student able to explain the contents of his or her comparative chart?
Yes To an extent No
7. Was the student able to present the comparative chart fluently?

Yes To an extent No
8. Was the student able to answer the questions from his or her classmates?
Yes To an extent No
9. Did the student work well with the rest of his or her product group?
Yes To an extent No
10. Was the overall work of the student satisfactory?

Yes To an extent No
Comments:

Evaluation Tools
Unit 3
Product: Personal Anecdote
Name: Grade:
Suggested Evaluation Instrument: Observation Guide
Needs to
Aspects to evaluate Excellent Good Observations
improve
Completed all the

subproducts
Used the storyboard to

present anecdote
Used the written anecdote

only as a guide
Told the anecdote in

chronological order
Presented anecdote fluently

and confidently
Used the correct intonation

to enhance the anecdote
Used connectors to link

ideas while presenting
Used language appropriate

for the situation
Answered questions from

classmates about anecdote
Listened attentively to
classmates’ anecdote and
asked questions about it

Evaluation Tools
Unit 4
Product: An Instructional Leaflet
Name: Grade:
Suggested Evaluation Instrument: Rubric
Excellent Good Needs Work

Category
(9–10 points) (6–8 points) (4–5 points)
Preparation Had all the materials Had most of the material Didn’t have all the
needed. Completed his or needed. Completed his material needed. Couldn’t
Score: her part correctly. or her part of the work complete his or her part
withdifficulty. of the work.
Organization Began work promptly and Didn’t start work on time, Didn’t start work on time,
finished tasks on time. but could finish task on and didn’t finish task on
Score: time. time.
Content Instructional leaflet Instructional leaflet Instructional leaflet
included clear instructions included some didn’t include enough
Score: and appropriate pictures instructions and pictures instructions and pictures
to support them. to support them. to support them.
Use of language Was able to write Wrote instructions in Needed a lot of help
instructions in sequence sequence for different to write instructions in
Score: for different possible possible situations sequence for different
situations with no or with difficulty and with possible situations.
few mistakes. Used mistakes. Used imperatives Was not able to use
imperatives correctly. but needed help. imperatives.
Presentation Was able to explain Was able to explain Wasn’t able to explain the
the group’s leaflet. the group’s leaflet but group’s leaflet.
Score: Presentation was fluid needed help. Hesitated
and the language was while presenting, but
appropriate. the language was
appropriate.
Teamwork Worked well with the Worked well with the Didn’t work well with the
rest of his or her team. rest of his or her team, rest of his or her team.
Score: Contributed to the team but had some problems. Wasn’t willing to work.
and was willing to work. Contributed to the team,
but didn’t always work.
Comments:
Total:

Evaluation Tools
Unit 5
Product: A Comparative Chart
Name: Grade:
Suggested Evaluation Tool: Questionnaire
1. How well did the student analyze the newspaper article?
2. Which aspects did the student include in their news article?
3. What examples of newspaper language did the student use in their article and how well did
they use it?
4. How well did the student edit their news article?
5. Was the student able to compare another student's article with their own?
6. How was the student’s performance during the presentation?
7. How well did the student interact with and contribute to the team?
8. How did the student improve and what are his or her areas of improvement?

Evaluation Tools
Unit 6
Product: A Dramatic Reading
Name: Grade:
Suggested Evaluation Instrument: Graphic Organizer
Dramatize
Reading
Attitudes Performance Organization
Use of prosodic
Teamwork Time management
resources
Use of non-verbal Previous work and
Response to teacher
language subproducts
Management of work
Willingness to work Use of languge
within the team
Confidence while
performing
Notes: Notes: Notes:

Evaluation Tools
Unit 7
Product: A Roundtable Discussion
Name: Grade:
Suggested Evaluation Instrument: Checklist
1. The student based his or her discussion on factual information.
2. The student used the persuasive essay as back up information for

the roundtable.
3. The student/group used the question cards to guide the roundtable.
4. The student stated the consequences and solutions of the problem

discussed in the roundtable.
5. The student participated actively in the roundtable discussion.
6. The student spoke in complete sentences without hesitation.
7. The student used language accurately to make predictions about

the future.
8. The student listened to and respected the opinion of his or her

classmates.
9. The student fulfilled his or her role during the roundtable.
10. The student took the discussion seriously.
Notes:

Evaluation Tools
Unit 8
Product: A Complaint Role Play
Name: Grade:
Suggested Evaluation Instrument: Interview
1. How did you organize your time to complete the product?

2. How did you and your partner divide the work?

3. Which activities from the subproducts were difficult for you? Why?

4. Which activities from the subproducts were easy? Why?

5. How did you feel when making or responding to a complaint?

6. How well did you interact with your partner while roleplaying?

7. What new language did you learn while doing the product?

8. What did you learn about making and responding to complaints?

9. Which aspects of making complaints do you need more practice with?

10. Overall, how would you grade yourself? Why?


Evaluation Tools
Unit 9
Product: An Improvised Monologue
Name: Grade:
Suggested Evaluation Instrument: Rubric
Monologue Excellent Good Needs Work

Rubric (9–10 points) (6–8 points) (4–5 points)
Organization Topic addressed in detail Clear beginning, middle, Unclear organization of
and Theme with very clear beginning, and end. Main points of topic and lack of purpose.
middle, and end. topic addressed.
Score:
Language Excellent range of Good range of Inappropriate or

vocabulary and extremely vocabulary and effective incoherent language; little
Score: clear communication communication. vocabulary range.
withappropriate fillers.
Stress and Tone Wide range of stress Some use of stress and No change in tone, and
and tone that helps tone. little stress or emphasis.
Score: understanding.
Audience Completely appropriate Appropriate for some Inappropriate for target

for the target audience. members of the audience. audience.
Score:
Attitudes Confident while Seemed nervous but Had a lot of trouble

performing. managed to perform. performing due to nerves.
Score:
Comments:
Total:

Evaluation Tools
Unit 10
Product: Infographic for the Operation of a Machine or Device
Name: Grade:
Suggested Evaluation Instrument: Anecdotal Record
Topic of Infographic:

Description of student’s product development and presentation:

Observations:

Recommendations:

Conclusions:


Marking Criteria
Evaluation of all skills in Quest should be interpreted Can produce simple connected text on topics that
at the B1 (Threshold) Level of the Common European are familiar or of personal interest. Can describe
Framework. This states the student “can understand experiences and events, dreams, hopes and ambitions
the main points of clear standard input on familiar and briefly give reasons and explanations for opinions
matters regularly encountered in work, school, leisure, and plans.” You should keep this in mind when
etc. Can deal with most situations likely to arise whilst marking written and spoken work.
traveling in an area where the language is spoken.
Writing
It is unrealistic to expect students to produce
Overall Marking Scheme
perfect examples of reviews, biographies, and
Mark Criteria (3 = Pass)
other texts at B1 level. However, they should be
aiming to do the following: 5 Excellent
• Use simple sentences to describe an event 4 Good
(where, when, and what happened)
3 Reasonable
• Use short sentences and expressions to write
2 Inadequate
about different aspects of daily life
• Write personal letters or emails with standard 1 Poor
expressions conveying functions such as 0 Irrelevant/Illegible
introducing oneself, inviting and responding,
thanking people, or making requests a uniform criteria to assess whether a student has
• Give details about where they live and how to achieved these goals when writing a text.
get there However, before giving a final mark for a written
• Give information about their education, work, text, separate assessments should be made on the
interests, and skills following areas:
• Use simple linking words effectively (but, Content—Does the text include all the points related
because, or, etc.) to the task?
• Show they have a vocabulary large enough to Organization and cohesion—Is the text logically
give relevant information about the task presented and understandable?
• Use linking words to express a chronological Appropriateness of register and format—Is the
writing style and presentation appropriate to the type
sequence of events (first, then, etc.)
of text in the task?
• Use previously taught language such as tenses
Accuracy and range—Does the text include wide
and conditionals in appropriate texts and in a
and effective use of previously taught vocabulary and
relevant way
grammar?
The overall marks in the following table provide
Target reader—Is the intended message clearly
communicated?
196 Marking Criteria

Marking Criteria
Example: Describing an Event

Content (major points)—Description must include all the points in the
tips, e.g., when and where the event happened, what the person did, etc.
Content (minor points)—Extra details about the event,
including specific descriptions.
Organization and cohesion—Review format with clear
organization of paragraphs moving from general to specific
and giving opinions.
Appropriateness—A review or personal opinion.
Accuracy and range—Appropriate language
for giving details of and an opinion about an
event. Use of relevant vocabulary and previously taught
structures.
Target reader—Provide enough information for the reader to form
an opinion about the event and decide if he or she would like it.
The Flaming Lips

November 17
Foro Sol, Mexico City
ented an American band
Last week l went to a festival which pres Content—All content points
them as a psychedelic
called The Flaming Lips. l would describe
since 1993 and this covered and developed well. (5)
happy band of alternative music. l know them
is the f rst Time they come to Mexico. Accuracy and range—Mostly
all dressed in orange
First the staff appeared to f x the stage accurate, but some errors (the show
lif ers and even the
as street workers, the drums, cables, amp begun…) and awkward expressions
leading singer appeared
microphones were orange too! Then the (they appeared through all the
show begun with
in a white suit and said hello to us, and the show…). Good use of adverbs
nd them.
different projections on the screens behi (taught in class). Excellent range. (4)
had chosen people from
A funny detail was that, previously they Organization and cohesion—
ies costumes and they
the audience to get dressed with teletubb
y them! The singer Good, clear organization. Good use
appeared through all the show onstage, luck
t plastic bubble and
introduced them and then got inside a gian of linking words. (5)
walked on top of the crowd! Appropriateness—Generally
and Everyone sang each
They played almost all their greatest hits appropriate. (4)
said good-bye without
of them. l was a little unhappy when they Target reader—Would be fully
sure it was a great
playing one of my favorite songs. But for
previously because for understood by the reader. (5)
show, and you don’t need to know them
sure you are gonna love them. Grade 5

Marking Criteria
Example: Describing an Event
Fabulosos Cadillacs
The Fabulosos Cadillacs were performed in México

City at November. Content—Most major content points
They haven’t been to México since 2002, when the included, with some omissions. (3)
band broken relations ships.
Accuracy and range—A number of
The band sang many songs and Danced many styles errors that don’t affect communication.
in this concert. The people was singing all songs but Misuse of articles (taught in class).
when they sang “Malbicho” The people was clapping Reasonable range. (3)
and Dancing.
Organization and cohesion—Adequate
The band played some instruments, all of them were
organization. No linking words. (3)
magnif icent The sound was cool too. My favorite
Time was when they songs “Matador” This song was Appropriacy—Appropriate register
written for them and was a hit in the nineties. attempted but not always successful. (3)
If you like the rock music and ska, you should be Target reader—Message communicated
listen this band. with some effort by the reader. (3)
Grade 3
Teaching Tips
Assessments
Mark Mark Mark
The Marking Criteria on the right can be used for the
5 A 90–100%
written questions in the assessments in the Teacher’s
4 B 70–90%
Guide. All writing assessments carry a score of 10 3 C 50–70%
points. Use these criteria to mark your students’ work 2 D 30–50%
and double the grade you give them to get a mark 1 E 10–30%
out of 10. It is also possible to adapt this system to the 0 F 0–10%
grading criteria you have in your school.
Correction and Feedback

Symbol Meaning Example
Students should be encouraged to correct their own Sp Spelling recieved
and each other’s work. Underline each mistake in a P Punctuation Whats your name.
text and use the key on the right to tell students what WO Word order Always I go shopping.
type of error they are looking for. T Wrong tense They have played yesterday.
Subject-verb
It is often a good idea to focus on one particular S/V The people was clapping.
disagreement
problem area, rather than trying to correct every M Meaning not clear Come and rest with us.
mistake in a text. Hold class feedback sessions about [] Unnecessary word It was too much difficult.
common problems. Missing word You should listen them.
198 Marking Criteria

Marking Criteria
Speaking
Students’ speaking skills should be continually Grammar and vocabulary—Accuracy and range
assessed throughout the year using the speaking leading to effective interaction.
activities in the Activity Book. It is important that Discourse management—Logical development
students can express themselves in basic situations of sentences relevant to the task. Assess factors
and use relevant strategies to help them make such as linking words and overly long hesitation.
progress in the classroom:
Pronunciation—Ability to produce intelligible
• asking for and giving information words that fulfill the requirements of the task.
• stating simple facts
Interaction—Active development of discourse,
• ordering food including initiating and responding appropriately.
• buying tickets
Use the indicators in the table below to award
• reacting to news an overall mark on the effectiveness of students’
• making and responding to invitations responses to the task.
• describing likes and dislikes These marks can be adjusted and adapted to the
• making arrangements marking scheme at your school (see the Marking
• responding to statements Criteria on page 200).
• describing oneself and others
• describing homes
Mark Criteria (3 = Pass)
• telling a simple story
5 Excellent
• describing one’s background
4 Good
• asking for repetition
3 Reasonable
• showing understanding
2 Inadequate
• asking for help 1 Poor
Evaluation takes into account the following 0 Irrelevant/Illegible
performance indicators:
Teaching Tips
Correction and Feedback
This should be used to help motivate students rather than embarrass or demotivate them.
• Try to correct individual students on a one-to-one basis.
• Do not name individual students when doing class feedback.
• M
onitor speaking activities and make notes of common mistakes for a class
feedback activity.
• D
o not try to record every mistake you hear. Focus on certain aspects and tell
your students in advance what you are listening for, so they have an opportunity
to correct themselves when they talk to each other.
• Give feedback on positive aspects and where students are making progress.

Audioscripts
Track 2 has also been bullied and almost Track 5

(Unit 1, Activity Book, page 10) everyone you know understands the (Unit 2, Activity Book, page 24)
Father: I’m worried about my son. He situation. That is why here at the Jack: My name is Jack. A few years
doesn’t seem to have any friends. National Bullying Organization, we ago, while I was studying in China,
Well, he says he has lots of friends, always say: If you are being bullied I met a girl named Mei. She was
just that they are all online. I know at school, you should tell an adult. very nice and we started dating.
things are different now and that it That adult could be a teacher, the We both lived in a small town
isn’t like it was when I was a kid. I principal, a member of your family, where it rained a lot, but Mei never
played with my friends in the street or an older friend. Whoever you get carried an umbrella. I was walking
and we went to the woods to play along well with and who you think to her house one day when I saw a
in the river and I get it. The way is responsible. But you should tell store that sold umbrellas. I decided
that kids play has changed and kids someone. to buy her one. By the time I got
don’t play on the streets these days. When you tell someone, keep a to Mei’s house, it wasn’t raining
But still. It can’t be right! He’s only record of what you said and when. anymore and she was sitting in her
young. I think that he shouldn’t be If you expect that person to do front yard. But when she saw me,
on his phone chatting all the time something to help you and nothing she looked shocked. “Marcus, this
instead of playing. Ok yeah, I know happens, then go back to them with must be a joke. Don’t you want
he’s playing but come on, you know the record of what you said and ask to date me anymore?” she yelled.
what I mean! Playing! Like with a why. Bullying. You aren’t alone. So “What? Yes, of course I do!” I
ball or something. With his friends. talk to someone. replied. “And this is a gift for you!”
Running around. Like, don’t kids do While I was speaking to her, tears
Track 4
that now? I’m happy that he has were forming in her eyes. She ran
(Unit 1, Activity Book, page 18)
his own phone because it is a good inside and closed the door.
It follows you into your home.
way for him to talk to his mom and Her mother was watching from the
It’s with you in the evenings.
the family, but all the time? Like last window. She gave me a terrible look!
It crawls into your bed.
Saturday was crazy. I actually had to My jaw dropped. What just
It looks at you in the mirror.
take his phone away from him. happened? I was confused.
Anxiety.
He was on his phone in the Luckily the Chinese man from the
While it may be hard to believe,
morning for three hours and then store was watching the whole
roughly 14 million American teenagers
I had to go out to the store and thing. He explained that in the
suffer from a form of anxiety.
when I got back he was still there. Chinese language, the words for
That means that one in three
He must have been on his phone “umbrella” and “separation”
American teenagers need help.
for like six hours! He looked so sounded the same. Mei thought
Are you one of those people? Or
tired! And don’t get me wrong. I wanted to break up with her
someone in your family?
He’s a good kid. He listens to me because I wanted to give her an
Here at FreedomFromFear.org, we
and he helps me in the house and umbrella! I apologized to Mei. She
want teenagers to lead happy,
he always does his homework. accepted, and now we are married!
healthy, productive lives.
And we have always had a great
Do you want to talk to someone? Track 6
relationship so maybe I shouldn’t
Reach out to one of our trained (Unit 3, Activity Book, page 34)
worry so much but… I don’t
psychologists waiting for you at the Lizzy: Hey Arthur. How was track
know… He never plays outside. Is
end of the line. Call our toll-free practice?
that ok? Is he too young to have a
number at 01800 3327 3733. That’s Arthur: Hi Lizzy! Oh, well… It wasn’t
phone? Maybe I need to play with
01800 FEAR FREE. Call today. Our that great. I’m not sure it’s the right
him more. I don’t know.
experts will listen to you and offer sport for me.
Track 3 you free, clear and easy, practical Lizzy: Why do you say that? What
(Unit 1, Activity Book, page 14) advice. Or chat to us online; we have happened?
When you’re being bullied, it is experts waiting to help you twenty- Arthur: Well, it may sound silly, but I
very easy to feel that you are alone four hours a day, seven days a week feel quite sad and pathetic running
and that no one knows how you at www.freedomfromfear.gov. there all alone. My trainer is really
feel. But that is far from the truth. Remember, more than 14 million demanding and keeps pushing
30% of children in grades 6 to 12 American teenagers suffer from me to run faster, but that is just
have experienced bullying and an anxiety. And no one needs to do not helping me. I love sports, but
incredible 70% of children have it alone. I don’t feel quite myself when
witnessed bullying in school. If you running.
are being bullied, then chances are Lizzy: I see… Have you done any
that one out of three of your friends other sport before?
200 Audioscripts
Audioscripts
Arthur: Basketball and hockey. some scratches and like I said the Now, during the hurricane, you
Lizzy: Team sports… Maybe that’s keyboard doesn’t work. But we mustn’t go outside. You don’t have
the reason you feel sad and lonely were lucky, considering everything. to stay in a safe room inside the
on the track. It’s not you, and it’s So, we can say my winter has been house, but it is crucial that your
not your trainer. You are just doing intense too! family members stay away from the
the wrong sport. Why did you stop doors and windows, even if they are
Track 8
doing those sports? secured. If your house is in danger
Arthur: Hmmm… I never thought of being flooded, you should turn
Steve: Hi, you are listening to
about that. Well, for a very long off the electricity from the main
Miami’s Biggest Issues. Today,
time I played basketball, and I breaker. Finally, lightning is a serious
we are speaking to Mary Adams,
loved it. It made me feel like part risk here in Florida so…you have to
a weather forecaster from the
of something, you know? We be aware of lightning too!
hurricane forecast center. Mary,
were all very close on the team—it Steve: Thank you Mary. Now, there’s
we are about to start the hurricane
was so much fun… But then we just something else I would like
season here in Miami. We all know
moved to Canada. There was no to add. Listeners, remember, you
that we live in one of the cities
basketball team at school so… I always have to keep your radio
most vulnerable to hurricanes in
joined the hockey team. It felt like on and listen to the most recent
the United States. Is there anything
family—I was so happy! We were information about the hurricane.
we can do to prevent or minimize
always planning new strategies, After the break we are going to…
the risks?
encouraging each other… Oh,
Mary: Good morning Steve. Thank Track 9
man! We spent hours at the
you for having me. You are right, (Unit 5, Activity Book, page 60)
ice rink—it didn’t even feel like
Miami takes the number one spot News Reporter: Finally, hurricane Alice
training! But then my family moved
with a 16% chance of experiencing has left the south coast after two
here to California and well, I need
the impacts of a hurricane. days of chaos. Authorities say there
to train but running doesn’t feel
However, there are many things could be over ten million dollars of
like the right sport for me.
citizens can do before and during a damage to streets and buildings.
Lizzy: Well, you should have asked.
hurricane to stay safe. However, it is not all bad news. At
I have good news for you. The
Steve: That’s great news. I’m sure our two o'clock on Sunday morning,
school has a hockey team. We
listeners are interested in knowing Brandon Smith was pushing an air
don’t have an ice rink but the team
what to do to preserve their lives mattress through four feet of water
practices at the local rink.
and homes during these natural behind his apartment building. He
Track 7 disasters that affect us every year. came down from the second floor
(Unit 3, Activity Book, page 41) So, can we stop hurricanes? after hearing his neighbors' cries
Sam: Hi Adam! I’m sending the voice Mary: No, Steve. Unfortunately, we for help. He stayed calm and one-
message because the keyboard can’t. But technology now allows by-one pushed seventeen people
on my phone isn’t working. The us to have a little more time to to safety through the dark, dirty
picture you sent me is amazing, know when hurricanes are coming waters.
thanks for sharing! I can tell you: and be prepared. The incredible thing is, Brandon
You’re crazy! Steve: That’s true. OK, what do we Smith does not work for the
Anyway, I went with my family have to do? emergency services. He is a
to an amusement park on the Mary: Well, prevention is very thirteen-year-old school boy.
weekend. I had fun, but a really important. Before the hurricane, When we talked to Brandon, he
scary thing happened. My little you have to create a disaster kit. It told us that he and his mother lived
sister wanted to ride the chairs that should have water, food, batteries, on the first floor, but he said they
spin in the air. The ride started and flashlights, a first aid kit, garbage had moved upstairs to a neighbor's
my sister started to yell like crazy. bags, and a phone with a backup apartment when the flood waters
The straps weren’t tight enough charger. Also, at least one member came into their home. He described
and she was slipping out of the of the family must attend official first how he had just gone to sleep
chair. I grabbed her and tried to aid training, but it’s important that when he got a call from a friend
stop her from falling. But, with all every member of the family knows in another building. His friend told
of the chaos, I dropped my phone. what to do in a disaster situation. It Brandon that the water was rising
The ride finally ended and we is essential to know the evacuation all around his apartment and that
got out trembling with fear. My routes and the shelters available in his family needed help because
parents were furious. Miraculously, case of a hurricane. Finally, we all they couldn’t swim.
the phone had fallen in some know we have to protect windows in That's when Brandon had his idea. He
bushes and it was okay. It just has the days prior to a hurricane arriving. swam back to his apartment, pulled
Audioscripts 201
Audioscripts
out the air mattress, and started Estragon: What am I to say? Track 12
pulling his friend’s family to safety. But Vladimir: Say, I am happy. (Unit 6, Activity Book, page 78)
then, once they were safely on the Estragon: I am happy. Teacher in a drama class: OK, class.
second floor, he kept on going. Vladimir: So am I. It's the school play on Friday. I
Brandon said he had learned to Estragon: So am I. know you are nervous so I just
swim when he was six and he was Vladimir: We are happy. want to say don't worry. If you
glad he could help. The last person Estragon: We are happy. What do we forget your lines, which I'm sure
he rescued was an elderly woman do now, now that we're happy? you won't, but if you do, take a
who couldn’t walk. Vladimir: Wait for Godot. deep breath and relax. Don't panic.
After a long night, Brandon finally Narrator: Four Stop for a second and think about
got some sleep. When we asked Tony: You're not thinking I'm what you just said. This will help
Brandon how he felt about his someone else? you remember what comes next.
life-saving act, he said he was just Maria: I know you are not. The audience doesn't know what
thankful that there hadn't been any Tony: Or that we have met before? you are going to say so you don't
alligators in the water! Maria: I know we have not. have to be precise. They probably
This is Janet Long at XYZ News. Tony: I felt, I knew something-never- won't notice that you are taking a
Sports up next. before was going to happen, had few extra seconds. So, again. Don't
to happen. But this is… panic, take a breath, and remember
Track 10
what you just said. OK?
(Unit 6, Activity Book, page 70) Track 11
Narrator: One (Unit 6, Activity Book, page 76) Track 13
Dracula: Welcome to my house. Director: OK, let's try again. (See Reader, pages 65–76)
Enter freely and of your own will. Remember this is the start of the
Track 14
Jonathan: How do you do? I am play, so it needs to have some
Jonathan Harker, in the service of impact. Max, be angry. Lenny, you
Laura: So, here are the books for
Mr. Peter Hawkins. are not interested. OK, go.
us to research for the roundtable
Dracula: Come freely. Go safely. And Max: What have you done with the
discussion. Did you bring the
leave something of the happiness scissors? I said I'm looking for the
questions for the research guide?
you bring. scissors. What have you done with
Ben: Yes, here they are. We are going
Jonathan: I am here to see Count them? Did you hear me? I want to
to research the effect of cars on air
Dracula. cut something out of the paper.
pollution, right?
Dracula: I am Dracula. And I bid you Lenny: I'm reading the paper.
Laura: Yes. Okay, so what is the first
welcome, Mr. Harker, to my house. Director: Hmm, maybe not. Too
thing we want to find out?
Come in. The night air is chill and angry. We don't want to frighten
Ben: Well we already know that cars
you must need to eat and rest. the audience. Max, what about if
contribute to air pollution because
Narrator: Two (from Death of a you do it politely, but Lenny, you
of the exhaust gases, but we don’t
Salesman Arthur Miller, 1949) are very serious. Reply very slowly
know exactly why.
Linda: Forgive me, dear. I can’t cry. and firmly. Let's try that.
Laura: Right. Let’s have a look.
I don’t know what it is, I can’t cry. Max: What have you done with the
Ben: This book says that gases are
I don’t understand it. Why did you scissors? I said I'm looking for the
emitted through the exhaust as a
ever do that? Help me Willy, I can’t scissors. What have you done with
result of the combustion of fuels, like
cry. It seems to me that you’re just them? Did you hear me? I want to
gasoline and diesel. In that gas, there
on another trip. I keep expecting cut something out of the paper.
is a mix of nitrogen, carbon dioxide
you. Willy, dear, I can’t cry. Why did Lenny: I'm reading the paper!
and monoxide, hydrocarbons, and
you do it? I search and search and Director: No, that didn't work. Let's
particulate matter.
I search, and I can’t understand it, try again. Max, look at me. Use
Laura: Wait, what is particulate matter?
Willy. I made the last payment on your charm. Be charming and
Ben: They are little particles of soot and
the house today. Today, dear. And friendly. And Lenny, you're in a
metals. It’s what forms the smog.
there’ll be nobody home. good mood. React happily. Laugh a
Anyway, these components damage
Narrator: Three bit. Let's go.
the respiratory system, block oxygen,
Vladimir: You must be happy too, Max: What have you done with the
produce acid rain, and contribute to
deep down, if only you knew it. scissors? I said I'm looking for the
the global warming.
Estragon: Happy about what? scissors. What have you done with
Laura: Listen to this! This article from
Vladimir: To be back with me again. them? Did you hear me? I want to
a scientific magazine says that 80%
Estragon: Would you say so? cut something out of the paper.
of lung diseases are a result of car
Vladimir: Say you are, even if it's Lenny: I'm reading the paper.
pollution and that this number
not true. Director: Perfect!
might increase in the near future.
202 Audioscripts
Audioscripts
Ben: Does it say something about We know where they come from contamination.
global warming? and it’s not the rainforest. Ben: Yeah. Around 9,300 people die
Laura: Mmmm… yes. It says that Tim: Doesn’t deforestation contribute each year because of air pollution.
the average global temperature to climate change, too? Zach: Sorry, what was that? Could
is increasing and this increase Teacher: Yes! And that’s also you speak louder.
will cause the seasons to change. destroying habitats. Climate Ben: Yes, sorry. I said there are
Winter will be shorter and spring change is melting away the Arctic around 9,300 deaths a year
will arrive earlier. The changes Circle. because of air pollution.
in the seasons might affect the Suzy: I’ve read that illegal hunting is Tom: Exactly. So, it’s really important
ecosystem, too. So it’s essential that another problem. that we do something about it.
pollution from cars is eliminated or Teacher: Yes, Suzy, it is. People hunt Laura: Well, what can we do about
at least reduced. animals for their skins, bones, and it? Sam?
Ben: Ok. Percentage… other parts. To illustrate, in Vietnam, Sam: Mmm… In our city, our
Consequences…The next question people believe that rhinoceros horns government is stopping people
is… What are some solutions to the can cure cancer. So thousands of from using their cars once a week.
problem? rhinos are being killed. But I think it’s necessary to take
Laura: I just read that governments Mike: So that’s why some other measures. For example, we
are making special laws to reduce governments advise that tourist not can start a carpool system in our
pollution. These laws will force buy products made from animals school.
vehicle owners to use cars only in certain countries. They may be Ben: What do you mean?
when necessary. illegal. Sam: Well. Everyday my mom drives
Ben: That’s great. Here it says that Teacher: Right. And it’s crucial that my brother and me to school. But
scientists and global organizations governments do more to protect there are other two seats in the car.
are investing money in research. hunted animals. Now, who can tell Let’s say that on our way to school,
They are developing electric cars me… we go past your house. That way,
and they may find alternative we could pick you and your sister
Track 16
fuels that we can regularly use. up and bring you to school. That
In the meantime, civilians can use way, we use one less car.
Teacher: Okay, guys. Let’s start
alternative transportation, like bikes Laura: That’s a great idea! We can
the roundtable discussion. Get
or public transportation. map out routes to see who lives
into a circle. Laura, you are the
Laura: Carpooling is also an option. close to each other.
moderator, right?
Like I do with my neighbors to get Ben: And we need to record how
Laura: Yes.
to school. many seats are available in each
Teacher: Do you know what to do?
Ben: Sure, that is a good idea too. OK car.
Laura: Yes. I’m going to lead the
last question, what might be the Laura: Okay, so what would be the
discussion. I’ll ask my classmates
benefits of solving this problem? benefit of this idea?
questions and make sure that they
Laura: Well, that’s obvious! The air Zach: I think there might be less
stay on topic.
will be cleaner and people might be traffic near our school and
Teacher: Correct! And Zach, you are
healthier. therefore less pollution.
going to be the secretary?
Ben: We may also be able to see the Sam: Yes, there also will be less noise
Zach: Yes. I already have my
sky again, without so much smog. pollution meaning students might
notebook ready to take notes.
be less stressed at the beginning
Track 15 Teacher: Okay, then. Laura, I’ll let you
the day.
(Unit 7, Activity Book, page 86) begin.
Laura: Great! And what would be
Teacher: Ok, class. Today, we’re Laura: Great. So, our topic is car
the consequences in the long term?
talking about endangered species. pollution in our community. Did
Tom: Mmm, I think that maybe…
Did you know that over 17,000 you bring your research?
animals are endangered or nearly Everyone: Yes! Track 17
endangered? One-third of those Laura: Excellent. Tom, you’re the (Unit 8, Activity Book, page 94)
species are amphibians. first speaker, why is car pollution a Salesperson: Hello, welcome to Fresh
Mike: Why are there so many? problem? Look! How can I help you?
Teacher: Well, there a lot of reasons. Tom: Well, as we know, most Lisa: Hi. I was here last Saturday.
For instance, deforestation is a big lung diseases are caused by car I was wondering if someone could
problem. In the rainforest, trees are pollution. And in our city, there are help me with something I bought.
cut down to make more farmland about 21 million vehicles driving Salesperson: Of course. How can
and to get materials for wooden around every day. And almost half I help you?
products. That’s why it is essential of those cars are 18 years old or Lisa: Thanks. OK, so I came in here
that we buy locally made products. older and therefore cause a lot of last Saturday and I bought a pair
Audioscripts 203
Audioscripts
of shoes. But I’m not really happy Argh! Can we go into the store Fred: I understand you are upset sir,
with them, so I would like to return quickly? But I’m warning you now, but if you just let me explain. What
them, please. if they say they can’t help me, I’ll be I was about to say is that you’ve
Salesperson: Absolutely, but I need very upset. used the gyroscooter and normally
a little more information. What Alison: Calm down, Roger. I’m sure we don’t allow refunds for used
exactly is the problem? they can help you but ahm… why products. However, we’ve had
Lisa: Yes, sorry. The thing is, the heel are you still using it? What if they some problems with this particular
is broken. They were fine in the say they won’t help you because brand and we are offering our
store but when I opened the box at you’ve been using the scooter. customers a complete refund. Or
home, the heel was broken. Just a Roger: Well, I guess but that’s the you can exchange the product
sec… See? It’s broken. And you can point, right? It’s only after you use for this other gyroscooter. This is
see I haven’t worn them. something that you know it doesn’t the best one on the market. It has
Salesperson: Let me see… Oh dear! work. You think the salesman a maxiumum speed of 25 mph
I’m very sorry about that. Can I see is going to help me? He better and you can travel for over 30km
your receipt, please? help me. I will complain to the without having to recharge the
Lisa: Right, there’s a small problem – I manager if the salesman doesn’t do battery. It has excellent reviews
don’t have it. I put it in my pocket, anything. online.
but I think I threw it away. But Alison: Okay… I really think you need Roger: Oh wow, really? That’s
look! They are still in the box and to calm down. I think you’ll be awesome, thanks!
the bag you guys gave me with more successful and it will be easier
Track 19
the store’s name on it. That must for them to help you if you are not
help… aggressive and tell them calmly
Narrator: One.
Salesperson: Uhm… I would like to what you want.
Boy: OK, your turn Jane. What's your
help you, but it’s company policy Roger: Ok, ok. I’ll try my best. Excuse
topic?
that we need to see the receipt to me. Can you help me?
Jane: A bad day.
offer an exchange or a refund. Fred: Hello, my name is Fred. How
Boy: OK, take an audience card.
Lisa: But it wasn’t my fault! It’s the can I help you?
Jane: OK… So… I'm a man in my
shoes. They are broken. I haven’t Roger: I’ve got a serious problem
twenties talking to a friend at
worn them! with this gyroscooter. I bought it
work. My friend is listening to my
Salesperson: Sure. I can see that but here two weeks ago and I need you
problems.
we really can’t do anything without to replace it. I’ll post a really bad
Boy: OK. So that's a conversational
the receipt. Would you like me to review on your website if you don’t
monologue. You have one
show you another pair? Or… Shall I replace the scooter.
minute… go!
get the manager? Fred: Okay… I’m sure that won’t be
Jane: I had a terrible day yesterday!
Lisa: I don’t want another pair. Fine, necessary. If you explain what the
I… well… first, I missed the bus. I
could I talk to the manager? problem is, I’ll try to find a solution.
ran out of my flat… really ran fast
Manager: Good afternoon. Lisa Alison: Thank you, that would be
along the pavement, but the bus
just told me about your situation. very kind. Remember–try not to be
was leaving the stop when I got
Unfortunately, we can’t do aggressive; he’s actually being very
there. Then I, err… I was late… but
anything without your receipt, but nice.
I waited at the stop and eventually
I would like to give you a voucher Roger: I bought this gyroscooter and
another bus came. Then on the
for your next purchase. you told me that it could travel at
bus—you won't believe this—
Lisa: Unbelievable! I don’t want a around 13mph and that the battery
someone spilt their coffee all over
voucher! I just want the shoes I lasted for over an hour. But that
my trousers and my trainers. So,
paid for. was a total lie! I don’t think it goes
when I got to work, I went to the
any faster than 4 or 5 mph and
Track 18 toilet to clean up but the coffee
the battery only lasts for about 20
(Unit 8, Activity Book, page 100) wouldn't… I mean I couldn't get
minutes. I would like a refund for
Alison: Hey there! How are you? the trousers clean. So, after work
the total price of the skateboard.
I thought you were never going I had to go to… go to… oh yes,
Fred: I see. I’m very sorry you are
to come. that shop on the High Street…
so disappointed with it. I can tell
Roger: Hi Alison. Sorry I’m this late what is it? Anyway, I got some new
you’ve used the scooter, however…
but I bought this gyroscooter in clothes. When I got home I decided
Roger: Yes, I have. So what? That’s
that store last week. And it’s so to watch a film. But then the TV
exactly how I knew that it doesn’t
slow! It took me almost over an broke down! I've had enough. I
work. If you don’t help me, I’ll sue
hour to get here and I can normally think… I think I need a holiday!
the company.
get here in around 20 minutes. Boy: OK, stop!
Alison: Roger!
204 Audioscripts
Audioscripts
Narrator: Two. Track 21 the movie theater. He was next to

Girl: Mike. It's your turn to do the (Unit 9, Activity Book, page 113) the movie theater. He wore a…
improvised monologue. What's Girl: Fluency? I think… I sometimes what was he wearing? Oh yes! A
your topic? think it is difficult to speak fluently. long overcoat with black pants and
Mike: A detective story. You know… speaking quickly old, dirty sneakers.
Girl: Wow. OK. Take an audience without pausing or stopping all the
Track 25
card. time. But… err… good speakers…
Mike: Right. Oh… cool… I'm a good speakers… well, they get
Henry: Aunt Maggie, this balloon is
narrator in a play. their message across smoothly.
incredible! I love that it is shaped
Girl: Dramatic! OK. Your minute
Track 22 like a person. How do you fly it?
starts… now!
(Unit 9, Activity Book, page 113) Maggie: Well, the process is actually
Mike: The man was still just there
Girl: My last Spanish teacher gave me quite simple. Just remember that
standing on the sidewalk… He
some good advice… what was it? hot air weighs less than cool air.
was there on the corner, next to
Oh yes… speak Spanish whenever Henry: All right.
the movie theater. He was wearing
you get the chance. Maggie: So first, the envelope—that’s
a long overcoat with black pants
I wouldn't… I mean I couldn't speak the fabric part—is filled with air by
and old, dirty sneakers… His eyes
Spanish at all three years ago. a fan. Once the balloon is inflated,
were fixed on the second-floor
the burners are turned on. Flames
apartment across the street. The Track 23
are released from them, and the air
one above the store. He knew (Unit 9, Activity Book, page 113)
inside the envelope is heated up.
someone was in there… Suddenly, Girl: Fluency? I think… I sometimes
Henry: I see. The balloon is released
he saw a shadow move across the think it is difficult to speak fluently.
after that, right?
bathroom window. That was his You know… speaking quickly
Maggie: Yes. Since the air inside is so
sign… He slowly walked towards without pausing or stopping
hot, it floats up into the sky.
the door. all the time. But… err … good
Henry: How do you come back to
Girl: Ha! That was awesome! speakers… good speakers… well,
Earth?
they get their message across
Track 20 Maggie: A vent at the top of the
smoothly. I sometimes—you won't
(Unit 9, Activity Book, page 110) envelope is opened. Then, hot air is
believe this—I sometimes practice
Narrator: Once upon a time, in the released and cool air goes in. With
Spanish in front of the mirror. It
middle of France, a handsome the cool air, the balloon is heavier,
helps make… it helps me feel
prince lived in a castle full of so it sinks.
more confident. My last Spanish
beautiful things. But this prince Henry: Cool! So can we go for a ride
teacher gave me some good
was not happy. In fact, he was a sometime? I’d love to see the city
advice… what was it? Oh yes…
cruel man who took money from from up in the sky.
speak Spanish whenever you get
his people. Maggie: Sure, Henry! The next time I
the chance. I wouldn't … I mean I
One night, there was a terrible go up, you can be my co-pilot.
couldn't speak Spanish at all three
storm. Suddenly there was a knock
years ago. Now people say I'm Track 26
on the castle door. When the
quite fluent. Anyway … if you are (See Reader, pages 117–128)
prince answered, he saw an old
learning English, remember to be
woman. She wanted to shelter
clear… very clear… about what
from the storm and offered the
you want to communicate. Then
prince a rose as a gift. However,
you will sound more natural.
the prince did not like the old
woman's appearance so he told Track 24
her to go away. At this moment, (Unit 9, Activity Book, page 114)
the old woman changed into a Narrator: One.
beautiful enchantress. The prince Mike: The man was still just there
was very sorry but it was too late. standing on the sidewalk… He was
The enchantress knew he was a there on the corner, next to the
cruel and selfish man who only cared movie theater. He was wearing a
about his appearance and his money. long overcoat with black pants and
As a punishment, she turned the old, dirty sneakers…
prince into a terrifying beast. Narrator: Two.
She also put a spell on the castle Mike: The man was… err… he was
and all who lived there. That spell still there, I think. On the sidewalk,
still exists today… standing on the corner. He… he…
was next to the store… no, I mean
Audioscripts 205
Bibliography
Source Material OneGreenPlanet. “10 Reasons Buying Local is

Great for You and the Planet,” http://www
Archive.org “Full Text of Production Book .onegreenplanet.org/lifestyle/reasons-to
for Waiting for Godot” https://archive. -buy-local/ (accessed 07/04/2018) Page 88
org/stream/productionbookfo00bake/
Peliser. “Death of a Salesman,” http://www
productionbookfo00bake_djvu.txt
.pelister.org/literature/ArthurMiller/Miller
(accessed 07/04/2018) page 71
_Salesman.pdf (accessed 07/04/2018)
CNBC. “2017–A Year of Disaster,” https:// Page 71
www.cnbc.com/2017/12/26/2017--a-year
Physics.Org “How Do Mobile Phones Work?,”
-of-disaster.html (accessed 07/04/2018)
http://www.physics.org/article-questions
Page 46
.asp?id=82 (accessed 07/04/2018)
CommisceoGlobal. “New Zealand Guide,” Page 120
https://www.commisceo-global.com
Ready. “Recovering from Disaster,” https://
/resources/country-guides/new-zealand
www.ready.gov/recovering-disaster
-guide (accessed 07/04/2018) Page 26
(accessed 07/04/2018) Page 50
ExplainThatStuff. “Elevators,” https://www
SimplyScripts. “Dracula,” www.simplyscripts
.explainthatstuff.com/how-elevators-work
.com/scripts/DRACULAnScript.rtf (accessed
.html (accessed 07/04/2018) Page 124
07/04/2018) Page 71
ExplainThatStuff. “Hovercraft,” https://www
StopBullying.com “Facts About Bullying,”
.explainthatstuff.com/hovercraft.html
https://www.stopbullying.gov/media/facts
(accessed 07/04/2018) Page 120
/index.html (accessed 07/04/2018)
HowStuffWorks. “How Drones Work,” https:// Page 17
science.howstuffworks.com/transport
TheElementsofCinema. “The Three-Act
/flight/modern/drones5.htm (accessed
Structure,” http://www.elementsofcinema
07/04/2018) Page 118
.com/screenwriting/three-act-structure
LifeHacker. “The Complete Guide to What To / (accessed 07/04/2018) Page 74
Do Before, During, and After a Disaster,”
Unbounce. “An Infographic About
https://lifehacker.com/5976362/the
Infographics,” https://unbounce.com
-complete-guide-to-what-to-do-before
/content-marketing/infographic-about
-during-and-after-a-disaster (accessed
-infographics/ (accessed 07/04/2018)
07/04/2018) Page 49
Page 126
LiveScience. “Pollution Facts & Types of
Pollution,” https://www.livescience
.com/22728-pollution-facts.html (accessed
07/04/2018) Page 82
206
PB Bibliography
Bibliography
Suggested Websites for ESL Students: Resources for English as a Second

Language
British Council. “Grammar and Vocabulary,”
http://learnenglishteens.britishcouncil.org BBC. “Online Learning, Support and Advice,”
/grammarvocabulary (accessed July 4, 2018). http:// www.bbc.co.uk/learning/subjects
British Council. “Skills,” http://learnenglishteens /english.shtml (accessed July 4, 2018).
.britishcouncil.org/skills (accessed July 4, 2018). Merriam-Webser. “Learner’s Dictionary,” http://
English-at-home. “Learn English for Free,” learnersdictionary.com (accessed July 4, 2018).
www.english-at-home.com (accessed
July 4, 2018)
English-to-go. “Instant Workbook,” www
.english-to-go.com (accessed July 4, 2018)
English Club. “EnglishClub Helps You Learn
or Teach English,” https://www.englishclub.com
/ (accessed July 4, 2018).
Bibliography 207
PB
Class CD Contents
Audio Images
Track Component Unit Component
1 Copyright notice 1 Teacher’s Guide page 23
2 Activity Book page 10 2 Teacher’s Guide page 35
11 Activity Book page 76
13 Reader pages 65–76
26 Reader pages 117–128
208
PB Class CD Contents
Nombre
Grado
Escuela
Maestro (a)
Quest is a three-level series for secondary school students in Mexico.
It encourages students to discover and practice how English is used in
everyday situations.
Quest helps students at an intermediate level continue to improve their
communicative competence in English. They will develop skills associated
with the social practices of the language as specified in the curriculum.
Quest gives students the opportunity to reflect, conceptualize, apply,
and act on their knowledge. It strongly emphasizes the social component
of language learning, in which students respond to real-world issues.
Quest
• presents language in context in an illustrated Reader.
• emphasizes the contexts in which different kinds of language are used,
and shows students how to use them.
• gives opportunities for self-reflection and group work.
Components
• Activity Book
• Reader
• Teacher’s Guide
• Class CD with audios and images
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Teacher’s Guide

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Layout and DTP ISBN: 978-607-493-998-9

The Role of the Learner

The Role of the Teacher

Building Learner Autonomy

Listening comprehension activities will help students

Model-based guided writing activities will help students

The classes of each unit build up to a Unit Product.

Glossary references send students to this section

Resource icons indicate where students can find

Grammar references send students to the section at

I participated confidently. Understands

on their progress. for task. task. for task.

Some descriptive Very basic

help students learn to read for B Share with your group

includes discussion questions that important because...

allow students to develop critical

The Teacher's Guide also

About the Topic boxes give

Language Knowledge boxes offer grammar

The Ongoing Evaluation boxes throughout the

Resources boxes suggest when and where students

Other sections include

Page Learning Outcomes Activities Product Self-assessment Evidence

Page Learning Outcomes Activities Product Self- Evidence

Page Learning Outcomes Activities Product Self- Evidence

39 Understand the general Identify the characteristics List of tips of

Page Learning Outcomes Activities Product Self- Evidence

Page Learning Outcomes Activities Product Self- Evidence

Page Learning Outcomes Activities Product Self- Evidence

Page Learning Outcomes Activities Product Self- Evidence

Page Learning Outcomes Activities Product Self-assessment Evidence

Page Learning Outcomes Activities Product Self- Evidence

To engage students in the

To help students understand

About the Topic Pre-evaluation Curricular Flexibility

Possible answer: The problem

Students need to think about

Curricular flexibility Ongoing Evaluation

Answers will vary, but this is

Language Knowledge Curricular Flexibility Self-assessment

As students discuss the

About the Topic Curricular Flexibility Resources

Answers could vary quite

Curricular Flexibility Ongoing Evaluation

You may consider putting

About the Topic Self-assessment

Students can reflect on the

Resources Ongoing Evaluation

If you do not show someone

To demonstrate active listening,

Learning to Learn Self-assessment

Students use the table in

Learning to Learn Ongoing Evaluation

In mixed ability classes,

Language Knowledge Ongoing Evaluation Self-assessment

While students watch the

When students review their

Self-assessment Final Evaluation Instrument: Assessment

You can encourage students

Self-assessment Final Evaluation

Students will describe their past