WTG TG 8

8th grade
Teacher’s guide
WAY TO GO 8.indd 6 29/12/16 16:59

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

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

cuaderno aparte, no en el libro.
P001_021_TG8-prelims-p01-21_OK.indd 1 19/12/16 12:38 p.m.

JUAN MANUEL SANTOS CALDERÓN
Presidente de la República de Colombia
YANETH GIHA TOVAR

Ministra de Educación Nacional
VÍCTOR JAVIER SAAVEDRA MERCADO Coordinación Editorial:

Viceministro de Educación Preescolar, Básica y Media
PAOLA ANDREA TRUJILLO PULIDO Coordinación

Richmond, 58 Editorial:
St Aldate’s, Oxford, OX11ST, UK
JUAN MANUEL SANTOS CALDERÓN
Directora de Calidad para la Educación Preescolar, Deborah Tricker, Luke Baxter
Presidente de la República de Colombia
Básica y Media Richmond Colombia
Richmond,
Andrés 58 St Aldate’s,
Guerrero, Oxford, OX11ST, UK
Adriana Ramírez
MINISTERIO DE EDUCACIÓN NACIONAL Deborah Tricker, Luke Baxter
ALFREDO OLAYA TORO
Subdirector de Fomento deYANETH
Competencias Richmond Colombia
GIHA (E) Diseño:
Andrés Guerrero,
Colaboradores de Adriana Ramírez
diseño: Luisa Juliana Avella Vargas,
Ministra de Educación Nacional
ROSA MARÍA CELY HERRERA Diseño:
Global Blended Learning, Colin Stobbart
VÍCTORGerente
JAVIERPrograma Colombia
SAAVEDRA Bilingüe
MERCADO Colaboradores
Equipo deRichmond:
de diseño diseño: Luisa Juliana
Lorna Avella
Heaslip, Vargas,
Dave Kuzmicki,
Viceministro de Educación Preescolar, Básica y Media Global Blended
Magdalena MayoLearning, Colin Stobbart
Equipos técnicos Richmond design team: Lorna Heaslip, Dave Kuzmicki,
PAOLA ANDREA TRUJILLO PULIDO Magdalena Mayo
Edición:
Directora de Calidad para la Educación
Ministerio Preescolar,
de Educación Nacional Equipo editorial Richmond:
Básica y Media Edición:
Colombia Bilingüe Sue Ashcroft, Luke Baxter,
Richmond editorial team: Stephanie Bremner,
Elena Urrutia Sánchez David Cole-Powney,
Sue Ashcroft, Simone
Luke Baxter, Foster, Fiona
Stephanie Hunt,
Bremner,
ROSA MARÍA CELY HERRERA
Fressman Eduth Ávila Jonathan Tasman, Deborah Tricker.
David Cole-Powney, Simone Foster, Fiona Hunt,
Gerente Programa Colombia Bilingüe
Marcela Forero Jiménez Colaboradores
Jonathan Tasman, editoriales:
Deborah Tricker.
Equipo técnico programa Colombia Felipe Villalba
Bilingüe Manick Publishing
Colaboradores S.L., Christina Broadbridge, Sarah Curtis,
editoriales:
Elena UrrutiaMauricio
Sánchez Ríos Chloe Gathern, Ruth
Manick Publishing S.L., Goodman,
ChristinaAmanda Leigh,
Broadbridge, Stephanie
Sarah Curtis,
Fressman Eduth Ávila Parker, Claire Ransom, Sophie Sherlock, Rob Sved,
Chloe Gathern, Ruth Goodman, Amanda Leigh, Stephanie Neil
Marcela Forero Jiménez Wood
Parker, Claire Ransom, Sophie Sherlock, Rob Sved, Neil Wood
Felipe Villalba Molano
Chants: Intelligent Audio
Cántico:
Mauricio Ríos Delgado
Ricardo Romero Medina- Director Inglés Intelligent Georgina
Vocalista: Audio Jewson
Britishde
Juan Camilo Ortegón Sánchez- Gerente Council
Proyecto Vocalist: Georgina
Consultoría: Jewson
Otto Baxter
Ricardo
Miguel Ignacio Romero Medina-
Rodríguez Molano- Director
Director Inglés
Editorial Consultancy: Otto Baxter
Juan Camilo Ortegón
Carolina Sánchez-
Cruz Corzo- GerenteAcadémica
Consultora de ProyectoEES © Ministerio de Educación Nacional (2016)
Miguel Ignacio
Viviana Rodríguez
Caicedo Molano-
Triana- Directorde
Coordinadora Editorial
Proyecto © Ministerio
ISBN de Educación Nacional (2016)
978-958-691-954-8
Viviana Caicedo
Andrea Triana- Castro- Asistente
Santos Coordinadora de de Proyecto
Proyecto ISBN 43
Calle 978-958-xxxxxxxxx
No. 57-14 Piso 5, Bogotá D.C., Colombia
Andrea Santos Castro- Asistente de Proyecto Calle 43 No. 57-14 Piso 5, Bogotá D.C., Colombia
www.mineducacion.gov.co
Autores www.mineducacion.gov.co
Autores
Mariluz Murcia Sierra; Luis Fernando Gómez Citación: Ministerio de Educación Nacional (2016).
Mariluz Murcia Sierra; Luis Fernando Gómez; Mark Forbes Citación:
Way to go!Ministerio
8th Grade.deBogotá
Educación
D.C.Nacional (2016)
- Colombia
Proceso pre-editorial XXXXXXXXXXX
Impresión:
Proceso pre-editorial
Jorge Quiroga Impresión: en línea a través de la página:
Disponible
Jorge Quiroga; Ángela Sierra Disponible en línea a través de la página:
www.colombiaaprende.edu.co/colombiabilingue
Diseño de portada www.colombiaaprende.edu.co/colombiabilingue
Ilustración
Luisa Julianay Avella
fotografía:
Vargas Todos los derechos reservados.
©2003-2016 Shutterstock, Archivo Santillana Todos los derechos reservados.
Prohibida la reproducción total o parcial, el registro o
Créditos fotográficos portada la transmisión por cualquiertotal
Prohibida la reproducción o parcial,
medio el registro de
de recuperación o
Diseño de portada
Juan Gabriel Muñoz Duarte la transmisiónsin
información, por cualquier medio
autorización previade
delrecuperación
Ministerio dede
Luisa Juliana Avella Vargas
información,
Educación sin autorización previa del Ministerio de
Nacional.
Ilustración y fotografía:
Créditos fotográficos portada Educación Nacional.
©2003-2016 Shutterstock, Archivo Santillana Bogotá, D.
D. C.
C. –– Colombia
Colombia
Juan Gabriel Muñoz Duarte Bogotá,

Respetada comunidad educativa,
Una de las metas del Ministerio de Educación Nacional es impulsar políticas acordes
con el Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, que generen
un impacto positivo en la sociedad y en el mejoramiento de la calidad educativa,
impactando los tres pilares del actual gobierno: paz, equidad y educación. El gran reto
es convertirnos en el país mejor educado de América Latina en el año 2025.
Con el propósito de materializar dichas políticas, el Ministerio de Educación cuenta
con programas como Colombia Bilingüe, cuyo objetivo fundamental es lograr que
nuestras niñas, niños y jóvenes se comuniquen más y mejor en inglés y, de esta manera,
facilitar su acceso a nuevas oportunidades profesionales, laborales y culturales.
En este sentido, nos complace presentarle al país la serie de textos de inglés Way to
go!, dirigida a los estudiantes y docentes de los grados sexto (6º), séptimo (7º) y octavo
(8º) de educación básica secundaria, materiales enfocados en cuatro ejes temáticos
transversales: Democracia y Paz, Salud, Medio Ambiente y Globalización.
Los textos Way to go! fueron desarrollados bajo el enfoque comunicativo y las
metodologías de aprendizaje por tareas y proyectos, y se encuentran alineados con
el Currículo Sugerido de Inglés para grados de sexto (6º) a once (11º) y con la Cartilla
de los Derechos Básicos de Aprendizaje de Inglés. De esta manera, contribuimos
al desarrollo de las habilidades del Siglo XXI de los estudiantes, futuros ciudadanos
críticos, autónomos, seguros y mejor preparados para enfrentarse a retos académicos y
profesionales, para que puedan aprovechar los desafíos y las oportunidades del mundo
moderno.
Agradecemos el esfuerzo de los Secretarios de Educación, rectores, estudiantes y
padres de familia y, especialmente, a los docentes colombianos, quienes son el eje
de los procesos pedagógicos y de la calidad de la educación. !Lograr una Colombia
bilingüe es una meta de todos!
3
Ministerio de Educación Nacional

Presentation
Dear english teachers,
This year, the Colombian Ministry of Education, through the Colombia Bilingüe
program, introduced the Suggested English Curriculum from sixth (6th) to eleventh
(11th) grades, along with the Basic Learning Rights, whose main objectives are to
provide students with tools to communicate and interact in English. This has been the
first time our country has had access to a standardized, flexible, effective guideline
for English language teachers at public schools in all the regions of Colombia, hence
creating quality education and equal opportunities for our students.
We are now pleased to introduce to you the Way to go! English language textbooks
for sixth (6th), seventh (7th), and eighth (8th) grades. These textbooks are aligned
with both the Basic Learning Rights and the Suggested English Curriculum. The main
characteristics of the textbooks are transversality, adaptability, flexibility, and 21st
century skills. The Way to go! series has been developed taking into account the
Colombian context, regional characteristics, local themes, and cultural traditions, and
has been based on current tendencies in English Language Teaching (ELT), including
task-based and project-based methodologies, as well as assessment of and for learning.
This series includes key components to help the teacher carry out innovative tasks in
and out of class:
1. Teacher’s guide
2. Pacing guides for the teacher
2. Student’s textbook
3. Student’s workbook
4. Audio CDs
5. Interactive games for students
6. DVD with extra activities for the teacher
4 7. Interactive/digital version of the books (Colombia Aprende website*)
We hope you enjoy teaching English with these textbooks by adapting them to your
school’s particular needs and interests, and by motivating your students to learn english
in a fresh, innovative way. Thank you for opening a window for your students to
see English as a means of interacting with the world, and for contributing to make
Colombia a bilingual country!
*You can find the PDF versions of the Way to go! textbooks on the Colombia Aprende official website:
www.colombiaaprende.edu.co/colombiabilingue

GEN ERA L D ES C R I PT I O N
Way to go! is a six-level secondary school series aimed at grades 6 to 11 for schools that
teach between three and five hours of English per week. The main purpose of the series is to
create an appealing and enjoyable environment in which students can develop their English,
not only in terms of grammar, but also at a communicative level. This series takes into
account the guidelines set out by the Ministry of Education in terms of the Basic Learning
Rights and the suggested English curriculum for Colombian schools, and also incorporates
modern and innovative conceptual developments in the discipline of teaching and learning
languages at a global as well as a national level.
Objectives and Characteristics
Way to go! has been carefully designed to establish a foundation for students to engage
in English learning by concentrating on communication. It provides them with the skills
needed to be able to communicate effectively with native and non-native speakers of
the English language, while helping students to use the language as an instrument of
interpersonal communication that helps them to represent, interpret and understand the
world. The objective of this material is to guide students to achieve the following expected
levels based on the Common European Framework of Reference (CEFR) within 180 class
hours in the school year:
• Sixth grade: Level A1

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

• Language is a semiotic system that favours the construction of discourse and a variety
of text genres.

• Learning languages is a social phenomenon that includes cognitive, affective and
interaction processes (Bandura, 1992; Halliday & Hassan, 1989; Hymes, 1972; Vygotsky,
1978).
With these ideas in mind, the series provides a number of scenarios that promote interaction
with contexts that are as authentic as possible. In turn, this interaction facilitates the use
of language in a functional manner in situations that are similar to everyday life events (see
figure below).
THE WORLD
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Establish a
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the classroom
(Note: taken from MEN 2016, Pedagogical Principles and Guidelines, Suggested English Curriculum, p. 23)
The Way to go! curriculum was conceived to meet the particular and varying needs of
6 Colombian schools. Therefore, specific features have been defined in order to help integrate
the books into the Colombian public school system.
• Flexibility: Although the curriculum has established fundamental objectives, these may
be achieved in a variety of ways, taking into account the particular contexts of individual
schools.
• Adaptability: The individual circumstances of each school need to be considered in

terms of internal bilingual projects, number of hours per week devoted to English classes,
availability of teachers, level of students and similar considerations.
• 21st Century Skills: These include the principal skills required to live and be successful in
the 21st century, such as those proposed by Trilling and Fadel (2009):

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

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

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

In order to accomplish this, authors followed the proposals of the Suggested Curriculum for
English by the Ministry of Education regarding theoretical and methodological principles to
design the syllabus of the different grades, as follows:
Grades 6 and 7: Task-based Learning

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

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

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

guide the process which ultimately helps promote autonomy and flexibility during the

investigation, and allows students to come to their own conclusions and make their own
decisions. Problem solving encourages students to build social learning and cooperation
skills which, together with the ability to communicate and negotiate, come under the
category of 21st century skills.
Lesson Planning
Lesson planning is fundamental in the learning process, so we strongly recommend that all
teachers thoroughly plan all lessons. If properly organized, students are much more likely
to remain engaged and focused throughout the whole class. In the Way to go! series, we
suggest following this five-step structure when planning lessons: Warm Up, Familiarization,
Practice, Application, and Assessment.
1. Warm Up
This is where teachers need to draw on any previous knowledge students may have
regarding the topic, encouraging students to feel they have something to contribute. The
activities proposed must be appealing and can include short discussions, observing pictures
or talking about students’ prior experiences.
2. Familiarization
The first stage is to make students familiar with the communicative context on which the
lesson is based. Way to go! generally follows an inductive approach where language rules
are inferred by means of examples and structured context. In other words, students can
arrive at a rule by focusing on language examples instead of stated grammar structures and
rules.
3. Practice
Way to go! provides a wide variety of activities that offer students the chance to practise
what they are learning. This is the stage where students move from controlled exercises to
slightly freer and more creative activities. The teacher should always provide communicative
models in a clear and meaningful way, in order to promote communicative and problem
solving skills, while still allowing for time to reflect on the form as well.
4. Application
At this stage of the lesson, students should be ready to reinforce what they have learned
and use the language in different communicative activities. Just some of the activities
that are recommended here include games, songs, rhymes, tongue twisters, competitions, 9
role-playing, discussions, projects, surveys and workbook activities. The Teacher’s Guide
provides teachers with extra activities that help develop the competences promoted
throughout the series.
5. Assessment
At the end of each unit a self-assessment page is provided and is to be completed by
students. Each module also includes an evaluation page where teachers and peers evaluate
the students’ development throughout the module. Way to go! was created in the belief
that assessment is a permanent and on-going process. This means that the teacher and
students should use any point in the unit, or any single activity, to check understanding and
the ability to apply learned knowledge.

M O D U L E ST RU CT U R E
The four modules in the book address the following topics: Democracy and Peace, Health,
Globalization and Sustainability. These topics are in line with the socio-cultural approach
for the teaching-learning process in which the functional aspect of the language is framed
in real-life scenarios for communicative exchange to happen. Each module comprises a
module opening, three units, a chant activity, a review, self- assessment and a task or
project presentation.
a. Module Opening:
Every module starts with a presentation of the language functions students are expected
to learn and develop in each unit. Also, the types of texts students need to deal with
throughout the process are indicated.
Additionally, and depending on the grade, a description of the task, project or problem to
be developed throughout the module is stated. For sixth and seventh grades, a task will be
developed through mini-task activities. In eighth and ninth grades, students will work on
a project. Tenth and eleventh grades will be given a problem to work on and come up with
feasible solutions.
Besides familiarizing the student with the goals they are expected to accomplish, this
opening will also activate previous knowledge through open-ended questions and
background images and provide a glimpse of the topic to be developed throughout the
module. Finally, the name of the song for the chant section is announced.
b. Module Units:
Each unit progressively develops the topic and gives students the necessary tools in
three main lessons. There are plenty of communication activities, which give students the
opportunity to practise.
In the first lesson, students become familiar with the topic, the vocabulary and the
communicative activity which make up the learning process. They will also start to become
aware of the grammar structure, embedded within the communicative activity, in an
10 inductive manner. The main idea of lesson 1 is to provide the bases for the acquisition of
new language by cognitively elaborating both the instrumental knowledge of the language
(learning to communicate) and the formal knowledge of it.
In the second lesson, students are guided into a semi-controlled practice of the elements
introduced in the first lesson. They are also encouraged to expand their knowledge through
the introduction of new sub-topics, which help students develop further skills. The objectives
are announced at the beginning of each unit as Can-do statements, which are limited to just
a few in each lesson. The main focus of lesson 2 is to help students create associations in
their brains through activities aimed at their practice of the formal aspects of the language.
Finally, in the third lesson, students develop and practise autonomously the language
acquired in the first two lessons. The idea is to equip students to use all the tools, skills and

knowledge to perform personalisation activities and accomplish a mini-task that will help
them achieve a final task in each module.
In addition to the main lessons, supplementary sections are provided to help students
improve their learning strategies and processes. These are: Word Bank, Study Tip, Useful
Expressions and 21th Century Skills.
c. Chant:
In this section, which appears before the final self-assessment, students will be encouraged
to make use of the target language in a more enjoyable manner. This chant includes an
activity designed to consolidate the module’s objectives by appealing to students’ musical
intelligence in three different instances: before, during and after activities.
d. Self-assessment:
This section is based on the objectives established at the beginning of the unit. At the end
of the unit, students reflect on how well they have done in acquiring the knowledge they
are expected to achieve in each unit.
e. Review:
After the self-assessment in the third unit, a review section is included to prepare students
for the final assessment. This two-page review is based on play, usually in a board game
format that incorporates all the items to be assessed.
f. Project:
The project section seeks to work on the task established for the module. This task is the
result of a progression of activities that start in the first lesson and are concluded and
explored more deeply in the third lesson of each unit.
g. Evaluation:
The evaluation process includes self-assessment sections after each unit and a general
test at the end of the module. Both evaluation types assess the four skills. After each unit,
students should perform a 15-item activity. For the module’s evaluation, a 60-item test is
delivered to students. It is also important to mention that there are two types of evaluation:
evaluation of knowledge and evaluation for knowledge. The former is based on rubrics that
measure the indicators to be achieved by the student and the latter aims to promote the
skills and processes needed for the development of knowledge. Self-assessment is part of
11
this type of evaluation.
For a clearer insight of the module structure, see the following figure:
Self-
Unit 1 Lesson 1 Lesson 2 Lesson 3 assessment
Self-
Unit 2 Lesson 1 Lesson 2 Lesson 3 assessment
Self-
Unit 3 Lesson 1 Lesson 2 Lesson 3 Chant assessment
Review Project Evaluation

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

These rights constitute the knowledge and skills students must learn in education processes
in Colombia. The Colombian Ministry of Education adopted them as essential tools to
ensure quality and equity in education for all children. BLRs describe the elements and
skills needed to achieve communicative performance in a foreign language.
Modules:
Modules 1, 2, 3 and 4 are accessed as described in the previous section. The teacher will be
able to see the student’s page on one side with the corresponding teacher’s page opposite
it. The teacher will find all the useful information needed to develop lessons efficiently.
Communicative/Gap Activities:
These activities require students to communicate with each other in order to accomplish a
specific task or solve a given problem. For this, students need to make use of their linguistic
and strategic competences to obtain missing information from their classmate. Use the
Gap activities to enhance communicative skills; be aware that the answers for “Student B”
are found in “Student’s A” activity, and answers for “Student A” are found in “Student’s B”
activity.
Grammar Charts:
These charts provide useful reference information which teachers can refer students to
12 when necessary. The charts give a concise explanation of the grammar structures presented
in each module.
Vocabulary List:
This time-saving list can be checked by teachers to plan their classes and prepare vocabulary
activities beforehand. Teachers can refer students to this list in order to enhance their
vocabulary learning.
Verb list:
This is a list of common irregular verbs to assist teachers and students.

Workbook
For additional practice and reinforcement, the workbook presents the same number of units but with
fewer pages: three pages per unit, a self-assessment page per unit and a chant activity per module. After
the four modules, there is a section for vocabulary activities.
Teacher’s Guide
Besides presenting the student’s book content, this guide will provide:
Scope & Sequence:
This organizational structure gives the sequence in which linguistic, pragmatic and sociolinguistic elements
need to be delivered. Additionally, the objectives, activities, evaluations, tasks/projects, and methods are
included.
Vocabulary Teaching Tips:

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

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

Different websites are listed to help the teacher expand a certain element, provide additional practice,
prepare a lesson, or design class material.

STRUCTURE AND COMPONENTS
OF THE BLR: ENGLISH
For Grades 6th to 11th, there is a list of Basic Learning Rights. Every BLR is presented as follows:
An icon indicating the ability or abilities

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

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

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

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

to understand.
• First, there is a numbered statement that matches the basic learning right the student
is entitled to receive during the school year. The statement is identified by a color
and corresponds to either one or several language skills (reading, listening, writing,
monologue and/or conversation). It will be expressed in the third person singular
14 since it refers to the student.
• Then, secondary ideas or clarifications that contextualize the BLR are written in a
different color.
• Lastly, there is an example to allow for better comprehension of the BLR. This example
is NOT intended to be the only activity performed in class, as it does not represent all
of the implications of the BLR, but rather represents a sample of what the student may
develop within a certain context.
LISTENING READING WRITING
MONOLOGUE CONVERSATION

BASIC LEARNING
RIGHTS
ENGLISH
8th Grade
1 2
Explains in written form different familiar situations and
Requests and provides information about experiences
facts in a coherent and simple manner. The student can
and plans in a clear and brief manner using his/her own
establish relationships of addition, sequence, and cause and
information or information about familiar situations. Likewise,
effect as well as simple comparisons. For example:
the student uses familiar vocabulary and may ask for assistance
from classmates and/or the teacher. For example:
Condensation
Laura: Did you send the email to your teacher? Evaporation

Daniela: No, I didn’t. I am going to send it later. Precipitation
Laura: Remember that we have until 3:00 p.m.
Daniela: I know. I will do it.
The Water Cycle

Earth is mostly water. Water is needed for all forms of life. Water can be
found in snow, glaciers, lakes, streams, and underground. Water can also
be in the form of vapor. The sun heats the water and it evaporates into the
atmosphere. When the atmosphere is cold, the vapor becomes clouds and
then rain or snow.
3
Recognizes specific information in short oral and written 4
texts on topics of general interest. The student uses
different reading strategies such as: previewing (images,
Exchanges information about academic and general
titles, subtitles, etc.), prediction, the underlining of key
interest topics, through simple conversations, dialogues,
words and Spanish cognates, and the identification of the
and role-plays. In these conversations, the student may
general idea of the text (skimming). For example:
express opinions in a simple manner using previously
studied models. For example:
English around the World
People use words to express their ideas, intentions, emotions and
information. Currently, the words that people use are often English words. Santi: Do you think that recycling paper is important?
The English language has More than 500.000 words. Most of these words are
Camilo: Yes, because recycling paper saves the trees in the forest.
very unusual: we almost never use them. Some words that English speakers
use are taken from different languages. For example: 15
• Avocato, Barbecue and Totem come from indigenous American language.
• Jungle and Yoga are of Indian origin. Santi: How do you save
• Kangaroo comes from an aboriginal Australian word. the trees?
• Ketchup is Chinese.
Camilo: If we recycle
• Color is Latin.
paper, we don’t need to
Besides, other languages take some words from English too, for instance:
cut more trees to make
Basketball, Tennis, Play Station, Chat, O.K., Bye.
more paper.
Actually, you do not need to travel to USA or UK to learn English because
English is Everywhere. Santi: I agree with you.
I also think recycling paper
Reading strategy: Predicting: Reading strategy: Predicting: is very important.
Key words Cognates
How many times do these words Find words in the first paragraph
occur in the text: English, language that are similar to Spanish words.
(s), word?

BASIC LEARNING
RIGHTS
ENGLISH
8th Grade
5 6
Makes brief presentations on academic topics related
Makes recommendations to people in his/her community
to his/her school environment or community including
about what to do, when and how, based on daily situations in
in the presentation: relevant facts, specific details, and
his or her family life, school or local environment. For example:
specific vocabulary pertinent to the topic. Prior to giving
the presentation, the student prepares and receives advice
Tomas: You should organize your from his/her classmates and/or teacher. For example:
free time.
Eduardo: Really? How?
Tomas: You can make a schedule.
Eduardo: Really, is it helpful?
Tomas: Yes. I do it and it really helps
me to organize my time.
Eduardo: Thank you! I will try.
Tomas: I think that you really need
to do it as soon as possible.
Eduardo: Can you help me to do it?
Good morning! My purpose today is to talk about language. Language is
Tomas: O.k. Do you want to start
the ability to acquire and use the system of communication. There are about
right now?
5.000 to 7.000 languages in the world. When we communicate, we can use
Eduardo: It is O.k. I am free!
words, symbols, gestures, movements, or images. It means that language
Tomas: First of all, you should know when
can be verbal (words: spoken or written) and symbolic (images, gestures,
you are free and what activities you have
movements, symbols). In conclusion, we use language to interact with other
to do; then, you should plan the activities
people, to express our ideas, feelings and emotions.
according to their importance.
Eduardo: Oh! That’s a good idea! I am
going to do a list of my pending
activities.
8
7 Briefly narrates current facts, daily situations or
personal experiences orally and in written form. To do
so, the student considers the sequence of actions and the
clarity of ideas and receives advice from classmates and/
Expresses emotions and feelings about a situation or or the teacher. For example:
specific topic related to his/her family or school and
presents supporting reasons in a clear and simple
manner. For example:
Sara: I am really sad.
16 Julio: Why? What’s up?
Sara: My best friend has a

serious problem.
Julio: What kind of problem?
Sara: She has an eating disorder

called anorexia and I don’t know
how to help her. My first trip...
The first time I left my small town was when I went to the capital. We had
Julio: Oh, dear! Let´s talk to our
a school visit to a local newspaper printing plant to understand the process
teacher.
of producing and printing the newspaper. When we finished the activity, we
went to a mall. It was exciting for me because I have never been to a mall
before. There were some things which surprised me because I have never
seen them, such as: the electronic stairs and the elevator. I was afraid first
but once I tried them, I really enjoyed it!

BASIC LEARNING
RIGHTS
ENGLISH
8th Grade
9 10
11 12
17

L EV EL 8 SCO P E A N D S EQU E N C E
Language Functions Text types Grammar Vocabulary

Module 1:
Planet Earth
Unit 1: ▪▪ Describe human actions and ▪▪ feature stories ▪▪ Would (not) like ▪▪ Environment
Human Actions and environmental impact ▪▪ narrative text to … ▪▪ Environmental
▪▪ Present yourself to a group ▪▪ teenage profiles ▪▪ Adjective and impact
the Environment ▪▪ magazine article
by describing your interests,
▪▪ descriptive
preposition ▪▪ Human actions
concerns, desires and combinations
paragraph
talents ▪▪ Verbs followed
▪▪ Describe changes by gerunds
▪▪ Past simple
Unit 2: ▪▪ Request information about ▪▪ narrative paragraph ▪▪ Wh- questions ▪▪ Negative things for
Think Green! human actions ▪▪ questionnaire ▪▪ Making the environment
▪▪ Make suggestions to improve ▪▪ magazine article suggestions ▪▪ Environmental
practices
▪▪ interview ▪▪ Giving impact
▪▪ information leaflet explanations ▪▪ Human actions
▪▪ Describe how to do ▪▪ website
something ▪▪ school newsletter
Unit 3: ▪▪ Express opinions about ▪▪ news extracts ▪▪ Collocations to ▪▪ Eco-values

Caring for the human actions ▪▪ quiz express opinion ▪▪ Expressing opinion
▪▪ Discuss good and bad ▪▪ magazine article ▪▪ Giving reasons
Environment environmental practices ▪▪ narrative
▪▪ Describe ecological values paragraphs
▪▪ narrative story
▪▪ survey
▪▪ letter
Language Functions Text types Grammar Vocabulary

Module 2:
Health Issues
Unit 1: ▪▪ Describe minor illnesses and ▪▪ webpage ▪▪ Frequency ▪▪ Eating disorders
What is an Eating give suggestions ▪▪ poster adverbs ▪▪ Health problems
▪▪ Describe symptoms of ▪▪ conversation ▪▪ First conditional and remedies
Disorder? ▪▪ questionnaire
eating disorders and express
▪▪ narrative text
conditions ▪▪ informative article
▪▪ Describe past experiences ▪▪ descriptive
▪▪ Recognize negative health paragraph
practices
Unit 2: ▪▪ Ask for and give information ▪▪ nutrition advice ▪▪ Present simple ▪▪ Food
Healthy Food about eating habits ▪▪ survey questions ▪▪ Cooking methods
▪▪ Make suggestions about ▪▪ descriptive ▪▪ Wh- questions ▪▪ Nutrients
Choices eating habits paragraph
▪▪ ▪▪ ▪▪ Imperative
1 818 Ask for and give information
about the ingredients of a ▪▪
narrative paragraph
conversation
dish ▪▪ blog
▪▪ Give information about the ▪▪ recipe
nutritional value and health ▪▪ nutrition quiz
benefits of food ▪▪ article
▪▪ interview
Unit 3: ▪▪ Describe emotions and ▪▪ Wiki webpage ▪▪ Zero conditional ▪▪ Body parts
Body and Mind feelings ▪▪ online ▪▪ Making ▪▪ Describing
▪▪ Express conditions advertisement suggestions emotions
Connection ▪▪ Ask about past experiences ▪▪ descriptive ▪▪ Past simple
▪▪ Give and ask for suggestions paragraphs questions
▪▪ narrative texts
▪▪ instructions
▪▪ interviews
▪▪ newspaper article

Language Text types Grammar Vocabulary
Functions
Module 3:
A Good Citizen
Unit 1: ▪▪ Give advice ▪▪ online forum ▪▪ Modals: should/ ▪▪ Positive and negative adjectives
Solving Problems ▪▪ Apologize and admit comments shouldn’t, can, to describe personal qualities
mistakes ▪▪ descriptive (don’t) have to, ▪▪ Vocabulary to describe minority
with Others ▪▪ Talk about duties and paragraph must/mustn’t cultures
rights ▪▪ informative
▪▪ Talk about cultural paragraph
characteristics ▪▪ article
▪▪ poster
Unit 2: ▪▪ Talk about past/ ▪▪ article ▪▪ Present perfect ▪▪ Verbs related to verbal abuse
What is a Model present experiences ▪▪ informative (positive, ▪▪ Verbs related to helping others
▪▪ Express facts and paragraph negative and ▪▪ Expressions to make requests
Citizen? opinions ▪▪ graph question forms + ▪▪ Expressions to apologize
▪▪ Complain and ▪▪ survey ever and never)
apologize ▪▪ descriptive ▪▪ Modals: should/
paragraph shouldn’t, have
▪▪ letter to, need to,
▪▪ interview mustn’t
Unit 3: ▪▪ Express facts and ▪▪ headlines ▪▪ First conditional ▪▪ Adjectives describing positive
Making Peace justify opinions ▪▪ descriptive (If + present characteristics
▪▪ Express conditions paragraph simple + will) ▪▪ Adjectives with prefixes
Through Words and and justify points of ▪▪ web articles describing negative
Actions view ▪▪ informative characteristics
▪▪ Express future plans paragraph ▪▪ Nouns with suffixes (values)
▪▪ resolutions list ▪▪ Vocabulary related to charity,
▪▪ email forgiveness and peace-making
▪▪ Expressions to respond to
opinions and situations
Language Text types Grammar Vocabulary

Functions
Module 4:
Wise Consumption
Unit 1: ▪▪ Describe present and ▪▪ web page ▪▪ Present perfect ▪▪ Positive adverbs
Sensible shopping past experiences ▪▪ news article ▪▪ Present perfect with ▪▪ Negative adverbs
▪▪ Express opinions ▪▪ blog yet and already ▪▪ Positive adjectives
(about shopping ▪▪ questionnaire ▪▪ Present perfect with ▪▪ Gift items
practices) ▪▪ magazine article since and for ▪▪ Justifying a point of
▪▪ Justify points of ▪▪ narrative text view
view (about shopping ▪▪ descriptive ▪▪ Giving a contrasting
practices) paragraph opinion
Unit 2: ▪▪ Describe present and ▪▪ email ▪▪ Present perfect ▪▪ Vocabulary related

19
Controlling past experiences ▪▪ advertisement continuous to shopping habits,
▪▪ Justify points of view ▪▪ report ▪▪ Expressions to justify vacations and travelling
Expenses ▪▪ Propose or present a ▪▪ survey actions, decisions and
solution ▪▪ descriptive opinions: although,
paragraph because, instead of
(-ing)
Unit 3: ▪▪ Talk about ▪▪ email ▪▪ Modal verbs to express ▪▪ Vocabulary related to

Extreme possibilities ▪▪ advertisements degrees of certainty shopping practices,
▪▪ Express conditions ▪▪ questionnaire (could, may, might) vacations and trips
Consumption ▪▪ Talk about the future ▪▪ article and deduction (must) ▪▪ Vocabulary related
▪▪ Ask and answer ▪▪ letter ▪▪ play and go: to information and
questions on sports, ▪▪ posts to a forum play football, go communication
technology and ▪▪ survey swimming, etc. technology devices:
fashion ▪▪ descriptive ▪▪ Second conditional (If smartphone, laptop,
paragraphs + Past simple + could, download, etc.
▪▪ narrative text might, would)

CO N T EN TS
Modul
Sustainability
e 1 M o
Health
dule 2
Planet Earth Health Issues
Module Presentation ......................... page T8 Module Presentation ....................... page T48

Unit 1: Unit 1:
Human Actions and the What is an Eating Disorder? ......... page T50
Environment ........................................ page T10
Unit 2:
Unit 2: Healthy Food Choices ...................... page T60
Think Green! ........................................ page T20
Unit 3:
Unit 3: Body and Mind Connection ......... page T70
Caring for the Environment .......... page T30
Review .................................................... page T82
Review .................................................... page T42
Project .................................................... page T84
Project .................................................... page T44
Evaluation ............................................. page T86
Evaluation ............................................. page T46
20
Theoretical and methodological foundations of the series .......................... page 5
Explanation of the Module Structure...................................................................... page 10
Get to Know Your Book................................................................................................. page 12
Basic Learning Rights...................................................................................................... page 14
Scope and sequence....................................................................................................... page 18
Communicative Activities ........................................................................................... page 342
Grammar Charts .............................................................................................................. page 350
Vocabulary Lists ............................................................................................................... page 352
Vocabulary Teaching Tips ............................................................................................ page 354

M odule
Democracy and Peace
3 M o dule
Globalization
4
A Good Citizen Wise Consumption
Module Presentation ....................... page T88 Module Presentation .................... page T128
Unit 1: Unit 1:
Solving Problems with Others .... page T90 Sensible Shopping ......................... page T130
Unit 2: Unit 2:
What is a Model Citizen? ........... page T100 Controlling Expenses .................... page T140
Unit 3: Unit 3:
Making Peace Through Words Extreme Consumption ................. page T150
and Actions ...................................... page T110
Review ................................................. page T162
Review ................................................. page T122
Project ................................................. page T164
Project ................................................. page T124
Evaluation .......................................... page T166
Evaluation .......................................... page T126
21
Workbook Answers ....................................................................................................... page 356
Speaking Rubrics ............................................................................................................. page 360
Writing Rubrics ................................................................................................................ page 364
Project Rubrics ................................................................................................................. page 366
Additional Project Ideas ............................................................................................... page 368
Writing Bank ..................................................................................................................... page 372
Learning Strategies ......................................................................................................... page 378
Irregular Verb List ............................................................................................................ page 380
Online Resources ............................................................................................................ page 381
P001_021_TG8-prelims-p01-21_OK.indd 21 29/12/16 13:51

Mo d ule 1
Sustainability
Planet Earth
Unit 1 Unit 2 Unit 3

Human Actions and Think Green! Caring for the
the Environment Language Functions
Environment
Language Functions • Request information about Language Functions
human actions
• Describe human actions and • Make suggestions to • Express opinions about
environmental impact improve practices human actions
• Present yourself to a group • Describe how to do • Discuss good and bad
by describing your interests, something environmental practices
8 concerns, desires and • Describe ecological values
talents Text Types:
• Describe changes Text Types:
• narrative paragraph
Text Types: • questionnaire • news extracts
• magazine article • quiz
• feature stories • interview • magazine article
• narrative text • information leaflet • narrative paragraphs
• teenage profiles • website • narrative story
• magazine article • school newsletter • survey
• descriptive paragraph • letter
P022_045_TG8M1U1_OK.indd 22 10/12/16 8:23 p.m.

Module 1 Presentation
• Remind students that this • Remind students that Unit 1

10 book is divided into four 15 language functions help Human Actions and the Environment
minutes minutes
modules and that this is us to communicate more
• As a group, read the language
the first module of the effectively. Most of what we
functions students will learn in this
book. It deals with the say is for a specific purpose: whether
unit.
topic of sustainability. we apologize, ask for permission or
simply express ourselves, we use • Discuss the meaning of new
• Ask students what they understand
language functions to help convey vocabulary like affect, environment,
by the word sustainability. Students
these messages. concerns, desires, talents.
should reflect on whether they
think the society they live in is • Go over the specific language
sustainable or not. Encourage functions and text types of the Unit 2
them to give reasons for their three units. Think Green!
answers. Allow them to express
their ideas in L2 when needed, • Discuss the language functions
offering translations so they start to listed in this unit and elicit
become familiar with the topic and definitions of new vocabulary such
vocabulary. as request, improve, questionnaire.
• Read the module’s title, Planet

Earth, and discuss how human Unit 3
actions affect our planet, both Caring for the Environment!
positively and negatively. Write
• Read the language functions
students’ ideas on the board,
and text types and clarify words
helping with vocabulary when
students do not understand, e.g.
needed.
environmental, practices, values, news
• Point out that in order to make extracts, etc
changes in society, first we need
to take a look at our own personal
actions.
T8
P022_045_TG8M1U1_OK.indd 23 10/12/16 8:23 p.m.

Explore Your Knowledge
Look at the pictures and answer …
• Do you recognize the photos?

• Which things are good for the
environment and which are
bad?
• Which of the good things do
you do?
• Which of the bad things do
you do or contribute to?
• How can you do more to help
the environment?
Project: An Eco-newsletter
In this module you will work in groups to prepare a formal presentation.

1. Facts about Colombia’s 3. Eco-friendly advice for 7. Photos and facts about problems
9 eco-concerns travellers (Lesson 2, in the oceans (Lesson 3,
(Lesson 3, exercise 6) exercise 1)
exercises 5–7) 4. Information leaflet with 8. Article on the Magdalena River
2. Poster of suggestions for a school (Lesson 3, exercise 5)
environmental problem recycling programme 9. A petition letter (Lesson 3,
research (Lesson 3, (Lesson 3, exercise 3) exercise 8)
exercise 9b) 5. Eco-promise (Lesson 3,
exercise 4)
6. News articles about the
school eco-footprint
(Lesson 3, exercise 9)
Chant
Respect the earth
P022_045_TG8M1U1_OK.indd 24 10/12/16 8:23 p.m.

Explore Your Knowledge Project

20 10
minutes • Ask students to consider minutes • Explain that in module 1
which of the photos are students will be preparing
good for the environment an eco-newsletter. To
and which are bad. Encourage them help with this, in unit 1, they will
to give reasons for their answers. learn facts about Colombia’s eco-
concerns and create a poster to
• Once students have divided the list
present an environmental problem
into ‘good’ and ‘bad’, they should
they have researched. In unit 2,
reflect on how they contribute
students will work on eco-friendly
to some of the bad things. For
advice for travellers, a leaflet about
example, when we use energy
recycling, an eco-promise for other
to turn on our lights or when we
students in the school and articles
put water in a plastic bottle we
about the school’s eco-footprint.
are contributing to mining and
Finally, in unit 3, students will
pollution.
research problems in the oceans
• The last question makes students and the Magdalena River and write
reflect on change. Remind them a petition letter. Go through the
that the first step in changing a chart with students, answering any
society is to examine our own questions.
actions and start by changing
• Finally, read the title of this
ourselves. Education is extremely
module’s chant Respect the Earth
important when trying to bring
and ask students what they
about change.
understand and how they can relate
• Remind students that they need the content of the units with the
to perform a final project for each title of the chant.
module, but that they will work
towards achieving it during the
whole module by accomplishing
mini-tasks.
T9
P022_045_TG8M1U1_OK.indd 25 10/12/16 8:23 p.m.

Module // 1 Unit // 1 Lesson // 1
Unit »1
Objectives
» I can describe human actions that affect
the environment.
» I can present myself: my interests,
concerns, desires and talents.
Human Actions and » I can describe changes between the past
the Environment and the present.
In Context » Environmental Concerns

Match the photos of environmental problems with expressions from
1. Read the Word Bank.
Word Bank Eco life

soil pollution water pollution Subscribe to our newsletter
illegal mining air pollution
deforestation I’m concerned about ...
d.
a. b. c. e.
2. Speak People a. cut down trees

Cars and industries
Farmers b.
c.
a. Complete the human actions
with expressions from the
Word Bank.
b. Discuss your environmental
concerns with a partner.
What human actions in
10 Factories
exercise 2 are associated d.
with the environmental
problems in exercise 1? Mining companies
e.
Word Bank
dump waste
produce fumes I am, too.
extract metals and minerals People cut
cut down trees down too
use pesticides many trees.
I’m concerned about

deforestation.
P022_045_TG8M1U1_OK.indd 26 10/12/16 8:23 p.m.

Unit 1 Environmental Concerns!

Unit Objectives
Demonstrate an understanding of short, clear messages about environmental
Basic standards of competences
problems.
Vocabulary Environment; Environmental impact; Human actions
Would (not) like to … ; Adjective and preposition combinations; Verbs followed by

Grammar
gerunds; Past simple
▪▪ Write on the board:

1. Read 2. Speak
‘I’m concerned about
(15 minutes) (20 minutes) . (noun)
▪▪ Write the title ‘Environmental ▪▪ Students look at the pictures Agree: I am, too.
Concerns’ on the board. and describe what they see. Disagree: I’m not.
Students look at the photos. Ask: What human actions can ▪▪ Individual students express
Ask: What problems are these? you see? How do they affect the their concerns and the rest of
▪▪ Check students understand environment? the class respond. Encourage
the Word Bank expressions. ▪▪ Check students understand students to use an appropriate
Students repeat. Monitor their the Word Bank expressions. tone of voice and additional
pronunciation. Encourage them to use information to support their
▪▪ Students match the cognates and the pictures to concern, as in the model.
expressions with the photos work out meaning.
and compare in pairs. ▪▪ Students match and create
complete sentences. Check
Answer Key answers.
a. air pollution
b. water pollution Answer Key
c. soil pollution a. People cut down trees.
d. deforestation b. Farmers use pesticides.
e. illegal mining c. Cars and industries produce
fumes. d. Factories dump
waste. e. Mining companies
Extra Activity (10 minutes) extract metals and minerals.
Once students have matched the
photos and expressions from the ▪▪ For part b, focus attention on
word bank, ask them to work in the expression I’m concerned
groups and rank the problems about … and give two or three
from 1 (bad) to 5 (worst). This examples. Use an appropriate
will probably be a subjective tone of voice to show
discussion as there are no right concern. Students agree or
answers. Specifically, students disagree with your statements. T1 0
could consider which problems
are worst for Colombia.
P022_045_TG8M1U1_OK.indd 27 10/12/16 8:23 p.m.

module 1 // Unit 1
Read and listen to three stories about teenagers getting involved in
1 3. Listen their communities. Complete the text with environmental concerns
from exercise 1.
I’m Carlos. I live in Nóvita, Chocó. It’s near the River Támana. My friends and I love living
in the rainforest with all its plants and animals. We’re concerned about illegal a . This
activity pollutes rivers and streams, erodes land, and affects our health.
I’m Diego from Ciénaga. I’m the son of a fisherman and I live near the lagoon.
I’m worried about fish. They are dying because the level of oxygen is low. There is too
much water b .
I’m Luisa. I live in Arcabuco, Boyacá. I enjoy walking in these beautiful mountains.
I’m concerned about c . A lot of people cut down trees for agriculture and cattle
farming. It affects ecosystems and biodiversity.
Label the photos with the expressions in the box. Then listen and match
2 4. Listen the photos with the conversations.
organize and sign a petition go on a demonstration

create an environmental newsletter volunteer to plant trees
11
a. b. c. d.
P022_045_TG8M1U1_OK.indd 28 10/12/16 8:23 p.m.

3. Listen Audio Script

1 Audio Script
2
Carlos: I’m Carlos. I live in Nóvita, Conversation 1
(25 minutes) (track 1) Chocó. It’s near the River Támana. Juan: We have to do something.
My friends and I love living in the David: About what?
▪▪ Read the rubric. Students look rainforest with all its plants and Juan: About illegal mining. Those
at the photos and read the animals. We’re concerned about people are not interested in the
first line of each paragraph to illegal mining. This activity pollutes conservation of natural resources.
make predictions about the rivers and streams, erodes land, They just want to extract gold and
text. Ask: What kind of text is and affects our health. other metals. They use substances
this? (a section of a magazine Diego: I’m Diego from Ciénaga. I’m that are very dangerous for
for readers to express the son of a fisherman and I live our health.
personal concerns); What is near the lagoon. I’m worried about David: In school some people are
the purpose? (to describe a fish. They are dying because the organizing a petition to stop
problem they are level of oxygen is low. There is too illegal mining.
much water pollution. Juan: I’ll sign it!
concerned about).
Luisa: I’m Luisa. I live in Arcabuco, Conversation 2
▪▪ Students complete the text. Boyacá. I enjoy walking in Luisa: Did you read about the things
Play the audio to check their these beautiful mountains. I’m we can do to conserve the forest?
answers. Remind students to concerned about deforestation. Julián: Yes, I did! I heard there’s a
focus on the vocabulary in red. A lot of people cut down trees new eco-group that is looking for
for agriculture and cattle farming. volunteers. They want people to
Answer Key It affects ecosystems and work together and plant trees. I’d
a. mining biodiversity. like to volunteer. Would you like
b. pollution to help?
c. deforestation Luisa: Yes, it sounds good! I enjoy
planting trees.
4. Listen
Conversation 3
▪▪ Write comprehension (20 minutes) (track 2) Paula: I hate seeing all those
questions on the board: Where tyres that people dump in my
does Carlos/Luisa/Diego live? ▪▪ Students look at the photos. neighbourhood. It’s depressing. I
What activity is s/he concerned Ask: What are these people doing? would like to teach people how to
about? What is the consequence Why are they doing those things? recycle the tyres.
of the activity? ▪▪ Check students understand Mauro: Well, why don’t we volunteer
the expressions. Students to create a newsletter and
▪▪ Students re-read the text to
repeat. Monitor their distribute it using social media?
answer.
pronunciation. Paula: Great idea! I’ll take some
▪▪ Personalize. Ask: What is the photos.
biggest environmental concern ▪▪ Students label the photos and
Conversation 4
where you live? If students don’t share answers in pairs.
Teacher: Good morning, everyone.
know, they can find out for ▪▪ Play the audio as many times Student: Sir, did you hear that the
homework and report back. as necessary. Check answers lake is polluted? So now we can’t
as a class. swim anymore? We need to do
something!
Answer Key Teacher: Yes, I know. There’s a
a. go on a demonstration demonstration on Saturday
b. volunteer to plant trees outside the city hall. It’s to stop
c. organize and sign a petition factories dumping waste into the
lake. We want to support this
d. create an environmental
cause. If you would like to, you
newsletter can come with me. But ask your
Conversation 1 – c, Conversation parents first! T1 1
2 – b, Conversation 3 – d,
Conversation 4 – a
P022_045_TG8M1U1_OK.indd 29 10/12/16 8:23 p.m.

Work with a partner. Discuss the things you would like to do and
5. Speak the things you would not like to do.
a. rescue abandoned animals

b. pick up rubbish in a public place I would like to rescue
abandoned animals.
c. organize a petition
d. participate in a demonstration
e. volunteer at a community garden I wouldn’t like to pick up rubbish, but
f. design a website. I would like to organize a petition.
6. Speak Look at the pictures and find four differences.
Before Now Before, the air was polluted,

but now the air is pure.
Now there are a lot of trees.

Before, there were no trees.
7. Read Complete the text with the correct form of the verbs in brackets.
A Story of Change
La Paz School is a rural school in the dumping waste. They g (start) teaching
mountains of Central Colombia. A few years people about recycling methods and the
ago, teachers and students a (decide) whole town h (sign) a petition to stop 3
to do something about the environmental the destruction of their forests. They i
problems they had. Deforestation and bad (plant) more than 2,000 trees near the river.
management of waste b (be) their main
Now people in our town j (be) happy
concerns. As a result, they c (create) an
with the results. Liliana, a 15-year-old
environmental group to look for solutions.
student at La Paz School, said: ‘Now we
First, they d (research) information about
k
(have) lots of trees around our
12 the people, their businesses and the impact houses and parks; the rivers are clean; and
of their actions. Then, they e (organize) a we understand that when people work
campaign to protect the rivers in their town. together to support a cause, the little things
They f (talk) to the local authorities that everyone l (do) can create big
about prohibiting the industries from changes.”
In groups, create a mind map to show how some

human actions affect the environment negatively Study Tip
8. Write in your community or school. Then choose one Create a diagram to
problem to investigate and write notes about. show the relationship
between ideas.
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5. Speak 6. Speak 7. Read

(10 minutes) (15 minutes) (15 minutes)
▪▪ Write on the board: Human ▪▪ Read the rubric. Students look ▪▪ Students predict the content
initiatives to protect the at the picture and read the of the text using the title and
environment. example. information in exercises 3–6.
▪▪ Check students understand ▪▪ Focus attention on the words ▪▪ Students read and complete
the vocabulary in a–f and Before and Now. the text with the correct verb
model the dialogue with ▪▪ Students discuss the forms. Remind them to use the
one student. differences in pairs. time expressions to decide on
▪▪ Students work in pairs and ▪▪ Whole-class feedback. Remind the correct form of the verb.
share ideas, then report back students that the past simple ▪▪ Ask for volunteers to read
to the whole class. ending of regular verbs is -ed. each of the paragraphs.
Help with any difficulties in
Grammar Box using the past simple forms Answer Key
Would like is used to give of to be. Make sure students a. decided g. started
information about wishes and understand that was and were b. were h. signed
desires. Write on the board: correspond to is and are. c. created i. planted
d. researched j. are
Informal Less informal Answer Key e. organized k. have
Before: The air was polluted. f. talked l. does
I want to … I would like There were no trees;. There were
to … factories. Factories dumped their
waste in the river. Now: The air
Focus attention on the affirmative 8. Write
is pure. There are a lot of trees.
and negative forms.
There are no factories. The water (15 minutes)
I would like to volunteer to is clean.
▪▪ Lead a discussion on how
plant trees. (affirmative) human actions can be positive
or negative. Students can
I wouldn’t like to pick up
provide examples using the
rubbish. (negative)
previous reading.
▪▪ Remind students they
should select a concern to
Extra Activity (15 minutes) investigate. Outcome: mind
Put students in groups to play map and decision.
Charades with the vocabulary
in exercise 5. For each group, Study Tip
write the activities on pieces of Students organize their ideas
paper and put them in a bag. Each in a mind map. Each student
student takes a piece of paper decides on a problem and
and acts out the activity in turn. explains his or her concern in
The other students guess the their group.
activity. Set a time limit.
Extra Activity (15 minutes)

Invite students to create a mind T1 2
map with vocabulary from the
unit as a learning strategy. Have
them create different categories
to group together the new words
they have learned in the unit.
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module 1 // Unit 1
Expanding Knowledge » Working for a Cause!
Three friends are creating an online eco-newsletter. Complete the profiles
1. Read with the correct form of the verb in brackets. Then match each profile with
an occupation.
Juana is good at a. (read and write).

She enjoys b. (talk) to people. She’s
interested in c. (protect) the rivers and
lagoons in her area. She would like d.
(do) research into the levels of pollution.
1. Designer or photographer
Mateo loves e.
(take) photos. He also
likes f. (design and draw)
pictures of animals and flowers. He’s good at
g.
(use) software and applications. He
would like h. (travel) to remote villages
to learn about other people. 2. Editor/ writer
Carlos enjoys i.
(read) books. He’s
very good at j. (spell) words and
k.
(correct) mistakes. He has written
some articles for the school newspaper and has
helped many classmates with their essays. He
would like l. (work) with indigenous
communities. 3. Journalist
2. Pronunciation
3 a. Notice the different pronunciations of -ed. Listen and repeat.
I’m concerned about deforestation. I’m interested in planting trees in the school yard.
/d/ /əd/
b. In natural speech, final consonants are linked to the next vowel sound. Listen and repeat.
I’m concerned about illegal mining. I’m interested in planting trees in the school.
/aimkənsərndəbawtɪli:gəlmajnɪŋ/ /aimɪntrəstədənplæntɪŋtri:zənðəskul/
13
P022_045_TG8M1U1_OK.indd 32 10/12/16 8:23 p.m.

2. Pronunciation
1. Read
(15 minutes) (track 3)
(25 minutes)
▪▪ Write on the board: /d/
▪▪ Students look at the photos. and /əd/. Ask students the
Talk about the different tasks difference between these
or jobs involved in the creation sounds.
of a magazine. Model the
▪▪ Play the audio. Students repeat.
pronunciation of the jobs and
Monitor their pronunciation.
ask students to describe them.
Students identify which sound
▪▪ Read the rubric. Make clear is an additional syllable /əd/
that the first verb (e.g. be and which is only a single
good at, enjoy, be interested sound /d/.
in) determines the use of the
gerund (-ing form) or infinitive Audio Script
with to. Narrator: I’m concerned about
3
▪▪ Go over the first two verbs deforestation.
with the students. Students I’m interested in planting trees in
complete the exercise and the school yard.
match each photo with the I’m concerned about illegal mining.
correct profile alone. They then I’m interested in planting trees in
the school.
compare answers in pairs.
Answer Key ▪▪ In part b, students practise

a. reading and writing linking the final consonants
b. talking with the following vowel
c. protecting sound. This helps them sound
d. to do more natural and fluent.
e. taking
f. designing and drawing
g. using
h. to travel
i. reading
j. spelling k. correcting
l. to work.
Matching:
Juana – journalist;
Mateo – designer or
photographer;
Carlos – editor or writer.
T1 3
P022_045_TG8M1U1_OK.indd 33 10/12/16 8:23 p.m.

3. Speak Complete the outline with personal information.
a. W
ork with a partner and introduce b. L
isten to your partner. Suggest a role for
yourselves to each other. your partner on the eco-newsletter.
PERSONAL PROFILE Likes Concerns

Name: I like ... I’m concerned about ...
Age:
I live in ... Interests

I’m interested in ...
Skills and Talents

I’m good at ... Dreams
I would like to ...
4 4. Listen Listen to an interview about an environmental problem.
a. Listen to part 1. Select the photo that illustrates the environmental problem.
A. B. C.
b. L
isten to part 2. Put the photos in the correct order. Then write a sentence describing
each photo.
D. E. F.
14
First, they … Then, they … Finally, they …

21st Century Skills
c. W
hat did Luisa learn from the experience? · Collaborating
Discuss with a partner.
Why is it important to work together?
What have you learned from the times
I think she when you have worked with others?
learned that …
P022_045_TG8M1U1_OK.indd 34 10/12/16 8:23 p.m.

3. Speak 4. Listen Audio Script

4
Part 2
(20 minutes) (30 minutes) (track 4) Interviewer: So what did
you do?
▪▪ Remind students about their ▪▪ Students look at the photos Luisa: Well, first we took photos …
project and their role in the and describe them, e.g. and some video … and we went to
eco-newsletter. Students In photo A, the problem is talk to the local authorities. But
complete the profile chart, . they didn’t want to see us. So, we
and prepare an introduction of ▪▪ Play the audio for part 1. decided to use social media to
themselves. Students select the photo tell the people in our community
▪▪ Students work in groups that matches the topic of the what was happening. A lot of
of 5 or 6 and present their conversation. people joined us and finally, they
information using the chart. supported our cause and went
with us on a demostration to the
▪▪ Remind students about linking Audio Script
Part 1
4 city hall. Finally, the mayor listened
sounds, the target expressions to us, and they stopped the men
(I live in …, I like …, etc.) and Interviewer: Luisa, thanks
cutting the trees. They were doing
for being with us today.
verb combinations (verb + it illegally. From that moment,
Luisa: Thank you for having me.
gerund or infinitive). we realized that we could use
Interviewer: Tell us about your eco-
▪▪ As project preparation, our talents and interests to make
project and how you decided
students are assigned roles a difference and bring about a
to get involved to help your
positive change. When we work
according to their profiles. community with this problem.
together, we get results.
▪▪ Students use the evaluation Luisa: Well, I study at a rural school.
chart to assess their partners My friends and I used to go to a
beautiful forest up the hill in our
and suggest roles.
lunch break, or after school. It
was an area that was protected
Extra Activity (20 minutes) because there were a lot of Answer Key
Students create a PowerPoint different species of animals living D. 3 E. 1 F. 2
presentation or poster to there. One day, some people
introduce the presentation of came with machines to cut down
some trees. Immediately, a group ▪▪ In pairs, students discuss
each member of the magazine
of students got together and we the question.
team. Provide students with
expressions to construct and
decided to investigate who the ▪▪ Provide more models for
people were, and why they were students to express their ideas
organize their presentations. cutting down the trees. about the reading. Write on
Write on the board: I’m going to
the board: Do you know any
introduce myself, I would like to start
similar stories? What was the
by talking about my talents / my Answer Key problem? What did people do?
interests, etc. B
21st Century Skills
▪▪ Evaluate your partner’s ▪▪ Students describe each photo. Collaborating
presentation by asking the ▪▪ Read the rubric. Play the audio Invite a volunteer to read the
following questions: for part 2. Students identify questions. As a class, make a list
the correct sequence of of benefits when people work
Does s/he make eye together with a common purpose.
events.
contact? Provide a model: It’s easier to do
Does s/he speak fluently?
▪▪ Play the audio again if
necessary. Students write things when we work together.
Does s/he use the correct
a sentence for each photo, T1 4
expressions?
using the sequencing adverbs
What kind of magazine job
First, Then, Finally.
s/he is good at?
P022_045_TG8M1U1_OK.indd 35 10/12/16 8:23 p.m.

module 1 // Unit 1
Read the text from an eco-magazine. Put the sentences (1–3) in the
5. Read correct place (A, B, or C) in the text.
1. According to the WWF (the Worldwide Fund for Nature), human activity has destroyed
50% of the world’s forests.
2. Our lifestyle is responsible for most environmental problems.
3. In an ecosytem, everything has a specific role to play: if something does not work, it
will create imbalance in other parts of the ecosystem.
The Interconnectedness of Life (B) … We create pollution. We build roads, kill

animals, cut down trees, pollute the soil, air and
Everything is connected. There is a water, and consume resources without thinking
symbiotic relationship between all of the effects. Forests are necessary to purify the
living things. One good example of this air. Trees absorb CO2 and release oxygen. They
relationship is ecosystems. These are also maintain the water cycle by releasing water
communities of living organisms that vapour into the atmosphere. The forests are the
share the benefits of their habitat. They habitat of many organisms and animals. They
get air, water, and food. (A) … provide food and water. Clearly, deforestation is
Our planet is an ecosystem, made up our biggest problem. (C) …
of many other small ecosystems. But A healthy ecosystem allows many different
human actions have transformed the species to live together. This is biodiversity, and
Earth. Too much CO2 in the atmosphere it is sustainable when it is capable of providing
is changing the climate of the planet. the necessary conditons for all species to live and
This change creates other conditions reproduce.
that affect ecosystems.
6. Write Match the definitions with the words in bold in the article in exercise 5.
1. The natural environment where species live.

2. Connected and interdependent.
3. Cutting down large numbers of trees.
4. Communities of living organisms sharing mutual needs and benefits.
5. Capable of supporting itself.
6. A variety of different species living in the same space.
7. A gas that is present in the atmosphere.
15
7. Speak Read the article in exercise 5 again. Discuss the questions with a partner.
a. What are some characteristics of ecosystems? When people cut down trees,
b. According to the article, what happens when animals lose their habitat.
something does not work in an ecosystem? When people pollute rivers, …
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5. Read 6. Write 7. Speak

▪▪ Write the title of the text on ▪▪ Focus attention on the words ▪▪ Students read the questions
the board. Explain the idea in bold in the text. Students and re-read the text.
of interconnectedness, i.e. read the definitions and match ▪▪ Provide a model for students’
that there is a relationship them with the words in the answers, e.g. When industries
between human actions text. pollute water, animals die.
and their effects on the ▪▪ Remind students to use the ▪▪ Set a time limit. Groups
environment. Provide some context to understand the describe as many
model sentences: There is a clues and ideas. consequences as they can.
connection between … and … /
A is connected to B because … Answer Key Extra Activity (10 minutes)
▪▪ Read the rubric. Explain 1. habitat 5. sustainable Invite students to make a quick
that sentences 1, 2, 3, were 2. symbiotic 6. biodiversity drawing to illustrate the idea
removed from the text. 3. deforestation 7. CO2 of interconnectedness and
Students read the sentences 4. ecosystem human actions. Set a time limit.
and decide where in the text Encourage students to explain
they should go. their pictures.
Answer Key
A. 3 B. 2 C. 1
T1 5
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Preparing Your Task » Regional Environmental Problems

Play the game with a partner. The aim is to cross the board from start to
1. Speak finish. Your teacher will give you instructions.
START
Toss
again
FINISH
Read the story about Silvio the Spectacled Bear. Find six mistakes and
2. Read correct them.
Bear Cries Over Lost Habitat

Silvio the bear loved live in the forest by the
river. He enjoyed walked around the forest.
One day Silvio went to a different part of the
16 river to drink water and eat fruit from the
trees. When he came back to his place in the
forest, he saw something terrible. People had
cut in his favourite trees. Silvio sat by the
river and cried.
Now Silvio would like find another place to
live, but he’s not interested of living near hu-
mans because they destroyed its habitat.
P022_045_TG8M1U1_OK.indd 38 10/12/16 8:23 p.m.

1. Speak 2. Read
(20 minutes) (15 minutes)
▪▪ Students practise previously ▪▪ Read the rubric. Students
learned vocabulary by share any information about
following any route across the spectacled bears (e.g. They’re
board. endangered because they have
▪▪ For each group of three, you lost their habitat.)
need a token for each student ▪▪ Students identify the mistakes
and a coin. and compare answers.
▪▪ Each student takes a token
and tosses the coin to Answer Key
advance two squares (heads) Silvio the bear loved living in the
or one square (tails). forest by the river.
▪▪ When they land on a square, He enjoyed walking around the
they identify the human forest.
action and decide if its effect People had cut down his favourite
on the environment is positive trees.
or negative. Now Silvio would like to find
▪▪ Write examples on the board. another place to live, but he’s not
interested in living because they
Questions destroyed his habitat.
What is the human action? Is
it positive or negative? What
are the effects?
Answers
The action is deforestation.
It’s negative because people
cut down trees.
The action is networking. It’s
positive because you can use
social networks to support
a cause.
T1 6
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module 1 // Unit 1
Work with a partner. Think of a story about an environmental problem.
3. Speak Take turns to ask and answer questions.
Student A – Ask your partner the questions. Student B – Answer your partner’s questions.
a. What is the story about?
b. What happened at the beginning?
It’s about a family. They travelled to a beach,
c. What happened at the end? but it was closed because a factory dumped
waste in the lake and polluted the water. They
went home and organized an online petition.
4. Write Label the photos with the words and expressions in the Word Bank.
Word Bank
• open mine • fossil fuels • pesticides • deforestation
a. b. c. d.
5 5. Listen Decide if the sentences are true (T) or false (F). Then listen and check.
T F
a. Coal is the second largest export of Colombia.
b. The biggest environmental problem in Colombia is soil pollution.
c. In Colombia pesticides are not used very much.
d. El Cerrejón is the second biggest open mine in the world.
17 e. T
he world still depends on fossil fuels like coal, oil and gas to
produce energy.
5 6. Listen Listen again and complete the notes with the correct numbers.
The production of coal has 2.

% of the total Colombia lost 3. km2
increased by 1. %. illegal mining happens of forest last year.
in Antioquia and Chocó.
According to the Minister of Mines, illegal According to the World Bank,

mining of some minerals in Guainía and Colombia increased the use of
Guaviare destroyed 4. km2 of a pesticides by 6. % in the
protected nature reserve in 5.
months. last 20 years.
P022_045_TG8M1U1_OK.indd 40 10/12/16 8:23 p.m.

3. Speak 5. Listen It is also happening very fast in

Guainía and Guaviare. For example,
(20 minutes) (20 minutes) (track 5) illegal mining of a mineral called
Coltan destroyed five square
▪▪ Read the rubric. ▪▪ Students read the quiz. Check kilometres of a nature reserve
▪▪ Students work in pairs. they understand all the in three months. There is great
Student A creates a story vocabulary. demand for this mineral for the
using one of the pictures in ▪▪ Students take the quiz and production of electronics like
exercise 2. Student B asks mark statements T or F. mobile phone batteries. When
questions based on the people extract metals and minerals,
▪▪ Play the audio. Students check
they use many toxic substances
picture. They then change their answers.
like mercury and arsenic. These
roles. ▪▪ Students provide the substances escape from the mines
▪▪ Remind students to use the correct answers for the false and get into the water.
past tense and the correct statements. So, illegal mining and bad practices in
verb + gerund or infinitive agriculture have catastrophic effects
combinations. Audio Script for the air, the soil, the water and
According to the United Nations,
5 also for our health. The question we
Extra Activity (20 minutes) the biggest environmental problem need to ask ourselves is: how are
in Colombia is deforestation. we going to find solutions?
Each student writes their story.
Colombia loses 3,000 square
In pairs, students exchange
kilometres of forest every year.
stories and practise peer We are cutting down the forests Answer Key
correction. Provide a writing because agriculture demands a lot a. T b. F The biggest
checklist for students to evaluate of land. This destroys ecosystems, environmental problem is
their partner’s work. This can and pollutes the soil with excessive deforestation. c. F Colombia
include spelling, grammar, text use of fertilizers and pesticides. Did increased the use of pesticides in
organization, development of you know that, according to the
the last 20 years. d. T e. T
ideas, etc. You can add simple World Bank, Colombia increased
criteria for them to keep in mind the use of pesticides by 360% in the
last 20 years? Farmers in regions
such as very good (only one or
two mistakes), quite good (a few
like Boyacá or Cundinamarca use 6. Listen
very dangerous pesticides.
mistakes but well-organized and Another reason for deforestation is (15 minutes) (track 5)
interesting to read), and needs mining. Mining is a very important
more work (a lot of mistakes and industry because the world still
▪▪ Play the audio again. Students
badly organized / not interesting). depends on fossil fuels like coal, listen and complete the notes
oil and gas to produce energy. Did with the correct numbers and
you know that only 20 years ago, percentages.
the biggest exports from Colombia ▪▪ Play the audio as many times as
4. Write were agricultural products? necessary. Confirm the answers
(15 minutes) Now, coal is the second largest on the board.
export. Since the year 2000, the
▪▪ Write the title on the board. production of coal has increased
Answer Key
▪▪ Explain that they will read by 85%. Illegal mining brings more
serious environmental problems 1. 85 3. 3,000 5. three;
important information about 2. 80 4. five 6. 360
than agriculture. It destroys all the
Colombia’s environmental
vegetation, causing erosion and
problems. water pollution. For example, the
▪▪ Check students understand coal mine El Cerrejón is the second
the words/expressions in the biggest open mine in the world.
Word Bank. Students repeat. This mine pollutes the soil, the T1 7
Monitor their pronunciation. rivers around the mine and even
▪▪ Students label the photos. the beaches and the ocean.
Illegal mining is even worse because
there is no government control.
Answer Key According to the Ministry of Mines
a. open mine and Energy, 50% of the mining in
b. fossil fuels Colombia is illegal. Did you know
c. pesticides that 80% of that illegal mining for
d. deforestation gold is happening in Chocó and
Antioquia?
P022_045_TG8M1U1_OK.indd 41 10/12/16 8:23 p.m.

7. Read Your teacher will give you a text. Read the text and complete the chart.
Community Activity Impacts

(Who, Where) (What) (How) Study Tip
Rural areas in Chocó Destroys vegetation, Using table
Extraction of gold s can help
and Antioquia pollutes water you organiz
e your
ideas before
writing.
In groups, complete a similar chart for the environmental

8. Group Work problem you chose in lesson 1, exercise 8.
Community (Who, Where) Activity (What) Impacts (How)
9. Write When you do research, it’s important to show (cite) the source of your information.
a. Complete the notes for the environmental problem in exercise 8. Follow the example.
Example:
Source: The Ministry of Mines and Energy Source:
report in El Espectador.
Citing the information: Citing the information:
Information: Illegal mining of a mineral called Information:

Coltan ruined 5 km2 of a nature reserve in
three months.
According to a report by the Ministry of Mines According to

published in El Espectador, illegal mining of
a mineral called Coltan ruined 5 km2 of a
natural reserve in three months.
18
b. In your group, create a poster to present your environmental problem to the class.
Study Tip
Find different sources of reliable
information (the Internet, specialized
magazines and stories and videos).
Remember to cite your sources.
P022_045_TG8M1U1_OK.indd 42 10/12/16 8:23 p.m.

7. Read Answer Key
(20 minutes) Community

Activity (What) Impacts (How)
(Who, Where)
▪▪ Make copies of audio script 5
for exercises 5 and 6 on page Rural areas in Chocó Extraction of gold Destroys vegetation,
T17. and Antioquia pollutes water
▪▪ Students read the script Boyacá or Use of pesticides Affects human
and complete the chart, Cundinamarca and animal health,
individually or in pairs. produces erosion
Guainía, Guaviare Illegal mining of Destroys vegetation,
Study Tip
minerals pollutes water
Go over the tip box with
students. Use the following El Cerrejón, Extraction of coal Air and water
questions for students to pollution
identify the different elements
of the chart. Ask: What is
the problem? Who are the
people involved? Where is it 8. Group Work 9. Write
happening / did it happen? (30 minutes) (30 minutes)
How does it affect the
environment? ▪▪ Remind students about their
Study Tip
investigation in lesson 1,
exercise 8. Arrange a visit to Direct students’ attention to
the computer lab or library. the tip.
Students spend time doing Remind students of the
research and complete the importance of citing the source
chart with the information of their information.
they get. Alternatively, you
can set the research stage for
▪▪ Focus attention on the use of
homework.
the connector According to …,
and the need for quotation
marks (‘…’) if the exact words
are used.
▪▪ In groups, students share their
information to create a poster
(including an information chart
and map). Remind them to use
the information in exercise 8
to complete their poster with
all necessary data.
Outcome: A poster with contributions
from all members of the group.

Students can search on the
internet to find information
T1 8
related to human actions and
their impact on the environment.
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module 1 // Check Your Progress
Check Your Progress
Listen to Juana and Marcos talking about their

6 1. Listen environmental concerns. Complete the chart. I can present myself: my
interests, concerns,
desires and talents.
What are What would What are they
they concerned they like good at?
about? to do? Very well
Juana She’s concerned
about the pollution Quite well
in her city.
Marcos With difficulty
2. Write Complete the texts with the human actions.
Industries Agriculture Deforestation I can describe

human actions
that affect the
environment
Very well
Industries When people When people
and toxins in rivers. , they , Quite well
kill vegetation and many animals
damage the soil. lose their habitat.
With difficulty
Complete the article with the correct form

3. Write of the verb in brackets.
National Park Is Closed

The National Park was a beautiful place to go hiking. You could I can describe
see many different plants and animals there. The trees 1. changes between
(be) very tall and very old. Things changed when an illegal mining the past and the
19 business came to the park. They 2. (start) an open present
mine and quickly cut down most of the trees near the river. They
3.
(want) to extract some important and valuable minerals. Very well
Sadly, the local authorities 4.
(be) not interested in taking
care of the park. Time passed and many more illegal miners came. Quite well
They 5. (pollute) the water with mercury and other toxic
substances. With difficulty
Now, some environmental groups 6. (be)
concerned about the problem. But it may be too late.
The damage from the illegal mining is irreparable.
The soil in the affected areas will never regenerate.
P022_045_TG8M1U1_OK.indd 44 10/12/16 8:23 p.m.

Module // 1 Unit // 1 Lesson // Check Your Progress
1. Listen Marcos: Well, I’m investigating that 3. Write

right now. I’m an eco-volunteer at
(20 minutes) (track 6) the community centre. (20 minutes)
Interviewer: So what are your
▪▪ Read the rubric. Students read concerns? ▪▪ Read the rubric. Students look
the chart. Marcos: Well, firstly those trees are at the picture and read the
▪▪ Play the audio. Students very old. We need to protect them. whole text before completing.
answer the questions for each Also, they are an important habitat
person in each column. Play for a lot of different animals and Answer Key
the audio again if necessary. birds. So I’m also concerned about 1. were
the wildlife that lives in those 2. started
▪▪ Remind students to write
trees.
complete sentences. 3. wanted
Interviewer: What else do you know
4. were
about the area?
Audio Script 5. polluted
Conversation 1
6 Marcos: That land is protected. They
can’t build anything there. If they 6. are
Man: So, Juana … you’re interested do, it’s illegal.
in writing some articles for our Interviewer: Really? So what do you
newsletter, right? Tell us about want to do?
yourself. Where are you from? Marcos: Well, I would like to stop
Juana: I’m from Barranquilla, in them. I need to collect evidence of
Colombia. what is happening and then go to
Man: Tell us about Baranquilla. Is it a the authorities.
city or town? Interviewer: I see you have a camera.
Juana: Barranquilla is the largest and Marcos: Yes, I love taking photos. I’m
most important city on the Atlantic good at it and I can work really
coast. It’s near the delta of the fast.
Magdalena River. Interviewer: So … take some photos,
Man: And what’s your principal and I’ll talk to my colleagues at the
concern? local TV station. We need to get
Juana: Well, Barranquilla is a very this on the news channel.
polluted city. There are a lot of old Marcos: Great, thanks.
cars, and public transport is not
very efficient. There are a lot of
industries, too. So I would like to Answer Key
organize a petition to promote the Juana: She would like to organize
use of bicycles and reduce the use
a petition to promote the use
of private cars. I think this could
reduce the pollution.
of bicycles and reduce the use
Man: Are you good at talking to of private cars. She has good
people? computer skills.
Juana: No, I’m not good at talking to Marcos: He’s concerned about
people, but I have great computer the trees they are cutting
skills. I can organize an online down, and the wildlife. He
community, send e-mails, send would like to protect them;
tweets and persuade people to He’s good at taking pictures.
sign the petition.
Man: Well, it’s a good idea. We’ll
help you write your petition and
we’ll support your cause at an 2. Write
international level. But first, let’s
(10 minutes)
start by documenting the problem. T1 9
You need photos, statistics, ▪▪ Students look at the pictures
and interviews. When you have and complete the sentences.
everything, send it to us and we’ll
put it together ….
Answer Key
Conversation 2
Industries dump waste and
Interviewer: Hi. Can I speak to you for
a moment? toxins in rivers. When people use
Marcos: Sure. pesticides, they kill vegetation
Interviewer: Do you know why and damage the soil. When
they’re cutting down the trees in people cut down trees, many
the field next to the bridge? animals lose their habitat.
P022_045_TG8M1U1_OK.indd 45 10/12/16 8:23 p.m.

Unit » 2
Objectives
» I can request information about human
actions.
» I can make suggestions to improve
Think Green!
practices.
» I can describe how to do something.
In Context » My Ecological Footprint

Listen to Miguel talking about ecological footprints. Label with the words
7 1. Listen in the Word Bank. Then match the answers with the questions.
a. b. c. d. e.
Word Bank
water
energy
possessions
transportation
waste
a. What does an eco-footprint represent?
b. What does it measure?
c. How can we reduce our eco-footprint?
2. We can reduce 3. It represents

1. It measures our footprint by how much of the
how much we environment we use
consume. J changing
our lifestyles. to support our
lifestyles.
Listen to Tommy and Rocío talking about their lifestyles. Complete the
8 2. Listen chart with the correct name.
20 Eco-friendly actions 21st Century Skills

· Critical thinking
Rocío grows his/her own food
How important is the
buys packaged food
environment to you?
has a lot of appliances What simple changes can you
make to reduce your consumption
has a solar panel of resources?
turns off the lights when not in use
rides a bike to school
P046_065_TG8M1U2_OK.indd 20 10/12/16 8:33 p.m.

Unit 2 Think Green!

Unit Objectives
Identify general and specific information in a short text about ecological footprints
written in simple language.
Vocabulary Negative things for the environment; Environmental impact; Human actions
Grammar Wh- questions; Making suggestions; Giving explanations
Miguel: We can reduce our footprint Rocío: My mum goes to town at

1. Listen
by reducing consumption and weekends to get more food. But
(20 minutes) (track 7) making changes in our lifestyles. mostly we buy food in the local
If we all do some simple things, market.
▪▪ Read the rubric. Students it will give the planet the time it Interviewer: Let’s talk about energy.
look at the images. Write on needs to recover the resources What do you do to save energy?
the board: What does an eco- we use. If we consume only what Rocío: Well, we don’t have many
footprint represent? Accept all is necessary and behave more appliances. We have a solar panel
answers. responsibly, we will help the for the fridge, the computer and
▪▪ Explain that the footprint environment. our mobile phones. And hot water
too.
represents the way
Interviewer: Great! OK, let’s talk
human actions affect the about transportation. How do you
environment. Students use 2. Listen
get to school?
the Word Bank to label the (20 minutes) (track 8) Rocío: Well, we ride our bikes or we
images. walk. The school’s not far.
▪▪ Play the audio. Students ▪▪ Write Eco-friendly on the Interviewer: How long does it take?
match questions and answers. board. Students suggest Rocío: By bike it takes ten minutes. It
definitions (e.g. an action, takes longer to walk, of course.
person or object that is friendly Interviewer: How do you feel about
Answer Key
toward the environment). your lifestyle?
a. transportation
Rocío: I love it. It’s relaxing. I love
b. possessions ▪▪ Read the rubric. Students read
nature and it’s good to know
c. energy the actions.
that I’m not producing too much
d. waste ▪▪ Play the audio. Students rubbish and I’m not consuming a
e. water complete the chart with a lot. I think people who live in cities
questions: a. 3 b. 1 c. 2 name and compare answers consume a lot of unnecessary
in pairs. things.
Interviewer: Well, congratulations!
Audio Script Answer Key You’re a good example to a lot of
Interviewer: So, Miguel, what
7 people. Now … this is Tommy, who
(top to bottom) Rocío, Tommy,
is an ecological footprint? lives in a big city, Cali. Hi, Tommy.
Tommy, Rocío, Tommy, Rocío
Miguel: Well, basically, it’s a measure Tommy: Hello.
of how much of the environment Interviewer: Tommy, do you live in a
we use to support our lifestyle. house or in an apartment?
Audio Script
Interviewer: And what exactly does it
Interviewer: Can I ask you some
8 Tommy: I live in an apartment in the
measure?
questions about your lifestyles?
city centre. T20
Miguel: It measures how much we Interviewer: How big is the
Let’s start with you, Rocío. Where
consume in every aspect of our apartment?
do you live?
lifestyles. So, how much water and Tommy: It’s a small apartment. It’s just
Rocío: I live near a small town about
energy we use, how much food we me and my father.
two kilometres from Cucuta.
eat, how we use transportation to Interviewer: How often do you go
Interviewer: How big is your house?
move around, where we live, the shopping for food?
Rocío: Well, I live in a small house,
possessions we have … how much Tommy: Well, my father doesn’t cook,
but we have a big garden and we
of these things we consume and so we usually get takeaway food
grow our own food – vegetables
throw away. or we buy packaged frozen food.
and fruit.
Interviewer: So how can we reduce Yeah, I know it produces a lot of
Interviewer: So how often do you go
our footprint? rubbish.
shopping?
P046_065_TG8M1U2_OK.indd 21 10/12/16 8:33 p.m.

module 1 // Unit 2
Label the parts of the questionnaire with the words in the box.
3. Read Then answer the questions and check your answers.
transportation possessions at home waste
How big is your eco-footprint?
1. How do you get to school? 5. How big is your house?

a. by bicycle a. It’s big enough for the family.
b. by bus b. It’s a big house with a garden and extra
c. by car rooms.
c. It’s a very big house with a garden, a
2. How do you travel short distances? garage and a lot of rooms.
a. on foot/by bike
b. by bus
c. by car 6. What do you do with clothes, books
and magazines you don’t use any more?
a. I give them away to charity.
3. How often do you turn off the lights b. I pile them up in my bedroom.
when you leave a room? c. I throw them away.
a. I always turn off the lights when
I leave a room. I also turn off
appliances when they are not in use. 7. How does your family manage waste
b. I often turn off the lights when I at home?
leave a room. a. We use organic waste for
c. I sometimes turn off the lights when composting, recycle some materials
I leave a room. I often forget. and reuse plastic bags.
b. We reuse plastic bags and bottles.
4. How much water do you save? c. We put all our waste in one bag.
a. I take short showers and turn off the
tap when I brush my teeth. 8. What do you do with old or damaged
b. I use a glass when I brush my teeth. appliances, or electronic waste?
c. My shower is only 15 minutes. a. I take it to authorized e-waste
recyclers.
b. I put it in the attic.
c. I put it in the rubbish bin.
21 Mostly a. answers Mostly b. answers Mostly c. answers
Congratulations! You You are doing some good things Your eco-footprint is
show great respect for the but it’s important to reduce very big. It’s time to start
environment. It’s a good idea your eco-footprint a bit more. consuming less, and to stop
to pass on your knowledge Start by making more changes being so wasteful. Change
to other people. to reduce consumption of water some of those bad habits.
and energy.
P046_065_TG8M1U2_OK.indd 22 10/12/16 8:33 p.m.

Interviewer: Do you have a lot of 3. Read Grammar Box: How questions

appliances at home?
Tommy: Well, the normal things: (40 minutes) Focus attention on the questions
fridge, TVs, microwave, sound in the questionnaire. Students
system, video game consoles, ▪▪ Ask: How big is your eco- identify combinations with How
computers, dishwasher, dryer … footprint? Model an example (how big / how important / how
yeah, a lot. answer: I think my eco-footprint much / how often / how do you).
Interviewer: And what do you do to is very big / quite big / not very
Ask them to match each
save energy? big / small because I …
combination with a function.
Tommy: Well, we turn off the lights ▪▪ Students describe their eco-
and all the appliances when they’re
Write on the board:
footprint and say why.
not in use.
Interviewer: Good! And how do you ▪▪ Read the rubric. Students read Asking about frequency:
get to school? the questionnaire and label How _________?
Tommy: I walk to school. It’s healthy. the sections. Asking about quantity:
Interviewer: One last question, ▪▪ Students answer the How ________?
Tommy: how do you feel about questionnaire to discover
your ecological footprint?
Asking about size:
their eco-footprint, then they How ________?
Tommy: Well, I try to be eco-friendly, compare the results in pairs.
but I know I need to change some Asking about importance:
things.
▪▪ Ask volunteers to report
How ________?
the results of their test and
challenge them to say if they Explain that How do you +
21st Century Skills agree or not with the results. verb means In what way, and
Critical Thinking ▪▪ Focus attention on the is different from the other
phrases in red for making questions, How + adjective /
Lead a discussion about the
suggestions on how to reduce adverb / quantifier. It is similar in
importance of our lifestyles
their eco-footprint. Students meaning to What do you do to …?
and the choices we make when
suggest other expressions for
consuming and buying.
making suggestions. Write
these on the board. For Extra Activity (20 minutes)
example: Invite students to draw their
You can … eco-footprint. Hold a competition
It’s important / necessary / to find the best picture(s). You
essential / to … may find it useful to search online
for images associated with eco-
It’s time to … / It’s a good idea
footprint to give students some
to …
ideas.
Start saving … / Stop wasting … /
Start by reducing …
It’s time to start saving …
Answer Key
transportation, at home,
possessions, waste
T21
P046_065_TG8M1U2_OK.indd 23 10/12/16 8:33 p.m.

4. Read Read the magazine article. Match each paragraph (a–c) with a picture (1–3).
The Fantastic Three Rs 9

It’s time to start reducing your eco-footprint. You can do it by following the three
Rs: Reduce, Recycle and Reuse.
a. When you reduce, you use only what you 1.
need. Start by reducing the things you don’t
really need. So, stop buying on impulse.
When you are shopping, try to buy food
from local markets so you reduce the
amount of packaging you use (you get more
packaging from supermarkets). At home, you
can reduce your consumption of water by
taking shorter showers or recycling the water
from the washing machine to flush the toilet.
2.
b. When you recycle, you can make new
products. There are a lot of materials that
you can recycle if they’re in good condition.
It’s a good idea to use plastic bottles as plant
pots. You can use waste paper for your art
projects. And don’t forget to use the paper
on both sides. To recycle, you just need some
creativity.
c. There are a lot of things we can reuse. Stop 3.
buying a bottle of water every day. You can
refill it from the tap in some cities and use
it many times. Stop throwing away bags and
clothes. Reuse the bags you have at home
and give the clothes to other people. You
can reuse things more than once.
5. Read Match the ‘R’ action with an example.
a. Camila is wearing her cousin’s old jacket. 1. reducing

22 b. Pablo stopped buying magazines and books he never reads. 2. recycling
c. Jorge uses old plastic bottles to plant flowers and vegetables. 3. reusing
Work with a partner. Use the questionnaire in exercise 3 to interview

6. Speak each other about your family’s eco-footprint.
What does your family do to We use energy-saving

reduce energy consumption? light bulbs.
P046_065_TG8M1U2_OK.indd 24 10/12/16 8:33 p.m.

4. Read 5. Read 6. Speak

▪▪ Introduce the topic of ▪▪ Students match the ‘R’ actions ▪▪ Before students interview
recycling. Ask: Do you think with the situations. their partners using the
recycling is an important human ▪▪ Ask them to suggest more questionnaire in exercise 3,
action? Why? Discuss with the examples of recycling, reusing ask them to create two or
whole class. and reducing. three similar questions related
▪▪ Students look at the pictures to waste management.
and say what they see. Ask: Answer Key ▪▪ Demonstrate the model
Do you produce the same waste? a. 3 b. 1 c. 2 conversation with a volunteer.
Do you and your family recycle? ▪▪ Students interview a partner.
▪▪ Write on the board: What are Encourage students to select
the three Rs? Students read the different partners for speaking
text to find the answers. Ask activities rather than the same
students their opinion about person each time.
the suggestions in the article. ▪▪ As a class, students report the
▪▪ Remind them to pay attention results of the interviews.
to the words and expressions
in red. Extra Activity (10 minutes)
▪▪ Students match the Students suggest other actions
paragraphs with the pictures. that start with R. Write examples
on the board: refuse, restore, refill,
Answer Key reforestation, rethink, repair, etc.
a. 3. b. 1 c. 2 Students explain the actions and
their impact on the environment.
For example:
Reforestation means planting more
trees. This has a positive effect on
the environment because …
T22
P046_065_TG8M1U2_OK.indd 25 10/12/16 8:33 p.m.

module 1 // Unit 2
Expanding Knowledge » Changing Lifestyles
Put the words in the correct order to complete the questions. Then listen
9 1. Listen to the interview and check your answers.
You: big / is / how / your / eco-footprint?

Leidy: According to the test it’s very big.
You: you / can / what / do / to reduce it?
Leidy: Well, I can save water and energy.
You: reduce / you / can / how / your consumption of water?
Leidy: I can stop taking long showers.
You: OK. It’s also important to reduce waste. you / what / do / do to reduce waste?
Leidy: Well, I need to stop buying so much packaged food.
You: Really? often / how / you / do / buy packaged food?
Leidy: Well, every day.
Label each picture with the questions. Then complete the answers with
2. Write expressions from the box.
How can I save water?

save water throwing away using a private car
What can I do to reduce waste?
turn off the tap reduce waste recycle old tyres
What can I do with my old tyres?
How can I reduce my carbon footprint?
1. 3.
It’s easy to a. . For It’s time to d. . You can compost

example, when you’re brushing peelings and leftover food. Stop e.
your teeth, you can b. . everything.
23
2. . 4.
Start riding your bike. Stop It’s easy to f. . You can make
c.
. Then you can help them into a nice planter for your
reduce carbon emissions. garden.
P046_065_TG8M1U2_OK.indd 26 10/12/16 8:34 p.m.

1. Listen 2. Write Answer Key

1. How can I save water?
(30 minutes) (track 9) (10 minutes) a. save water
▪▪ Set the context: a student is ▪▪ Write the abbreviation FAQs b. turn off the tap
interviewing other students. (frequently asked questions) 2. How can I reduce my carbon
▪▪ Read the rubric. Students read on the board. footprint? c. using a private car
the complete conversation ▪▪ Ask or explain what FAQ 3. What can I do to reduce
and write the questions in stands for. Elicit a question waste?
their notebooks. or provide a model: Why is it d. reduce waste
▪▪ Play the audio. Students check important to recycle? How can e. throwing away
their answers. I save water? What can I do to 4. What can I do with my old
save energy? tyres? f. recycle old tyres
▪▪ If you have time, play the
audio again for students to ▪▪ Read the rubric. Students look
repeat the questions. Focus at the pictures and label with
on the correct intonation. the correct question.
Students can personalize the As a class, decide on a question
dialogue and practise with a Grammar Box: Gerunds and for a survey to include in your
partner. infinitives eco-newsletter.
Remind students about verb Ask a question and provide three
Answer Key combinations with the -ing form possible answers. Students create
How big is your eco-footprint? and infinitive with to. Write on posters and put them up on the
What can you do to reduce the board: school bulletin boards for others
it? How can you reduce your to vote.
consumption of water? What do Start / Stop + -ing
you do to reduce waste? How
You can reduce waste by + -ing
often do you buy packaged food?
It’s important + to (infinitive).
Remind students that by is a
Grammar Box: What questions
preposition and after prepositions
Remind students how to form we use verbs with -ing. Contrast
Wh- questions. Write on the this with expressions that are
board: followed by an infinitive.
What + auxiliary + subject + verb
▪▪ Elicit suggestions to complete
What do you do to save
energy? the answers to the questions
(a–f). Then students complete
What can you do to save the suggestions with the
energy? expressions in the box.
Point out that Wh- questions
normally have an auxiliary or
modal verb before the subject.
Remind students that we use the
present simple for routine actions
– What do you do …? We use can
to talk about possibility – What T23
can you do …? Students find more
examples in the book. Write them
on the board.
P046_065_TG8M1U2_OK.indd 27 10/12/16 8:34 p.m.

3. Write Label the pictures with words from the Word Bank.
Word Bank
peelings crisp packet magazines batteries plastic bottles
a. b. c. d. e.
Listen and label the bins with the words from the Word Bank. Then listen
10 4. Listen again and match the items from exercise 3 with the correct bin.
Word Bank
e-waste recycling organic waste rubbish
Work with a partner. Complete the chart . Use the words in the box and
24 5. Speak your own ideas. You can use a word more than once. Then compare your
answers with the class.
clothes a newspaper plastic bottles

vegetable peelings photocopies mobile phones
It’s possible to reduce What can you:

water consumption.
reduce? recycle? reuse?
You can reuse a book. water glass a book

consumption
P046_065_TG8M1U2_OK.indd 28 10/12/16 8:34 p.m.

3. Write Audio Script

10 5. Speak
Daniela: What are you doing,
(10 minutes) Carlos? You just put a plastic (15 minutes)
bottle in the green bin! That’s for
▪▪ Students use the Word Bank organic waste. It’s important to
▪▪ Students put the words
to label the pictures. They separate waste properly to make
into the. Encourage them
then compare answers in recycling easier! to suggest more examples.
pairs. Carlos: Oh! I’m sorry! I don’t really Remind them to use the
▪▪ Students provide more know how to manage waste. expressions It’s possible to …
examples of things we throw Daniela: Well, it’s important to put and You can …
away. Ask: What do you usually organic waste in a separate bin
throw away? (e.g. glass, clothes, so you can use it as a natural Suggested Answers
leftover food) fertilizer. You can use it for reduce? water consumption,
compost. clothes, photocopies
Carlos: So how can I manage the
Answer Key recycle? glass, clothes,
waste that’s not organic?
a. plastic bottles newspapers, photocopies
Daniela: It’s easy. You can separate
b. magazines the waste by paying attention reuse? a book, clothes, water
c. peelings to the colours of the bins – and
d. batteries the labels. So, here in this school,
e. crisp packet green is for organic, like I said. Extra Activity (10 minutes)
Blue is for recycling magazines, Explain the terms upcycling
newspapers, plastic and glass (use material for something
bottles. But you can’t recycle more valuable than the original
4. Listen broken glass so you should put it in
purpose, e.g. art) and free cycling
the rubbish bin, the brown one.
(20 minutes) (track 10) Carlos: So, what is not recyclable?
(give objects for free so other
people can use them, e.g. books).
▪▪ Focus attention on the bins. Daniela: You usually recycle paper and
Encourage students to provide
Say the colours. Students cardboard, but if it’s dirty, like used
napkins, then we don’t recycle examples of these.
repeat.
it. Crisp packets and plastic bags
▪▪ Play the audio. Students label are not recyclable. They’re just
the bins. rubbish.
Carlos: What about e-waste? Some
Answer Key people don’t know what to do with
blue – recycling; their old batteries and they throw
green – organic waste; them in the rubbish bin.
brown – rubbish; Daniela: I know, but they shouldn’t
orange – e-waste do that. For e-waste there’s an
orange bin in the computer room.
All batteries, old mobile phones
▪▪ Students match the and electronic devices have to
vocabulary from exercise 3 go in this bin. Then they go to an
with the bins. authorized recycling point.
Carlos: I think the school should put
up clear signs so people can see
Answer Key
the difference. I think it’s a good
blue – magazines, plastic bottles idea to teach people how to do
green – peelings this correctly.
brown – crisp packets Daniela: I agree. It’s so important
orange – batteries to recycle, there’s just too much
waste. T24
▪▪ Students add examples: blue
– glass jars, aluminium cans, Answer Key
paper; green – vegetables, blue bin: recycling, magazines,
leaves and branches; brown – plastic bottles; green bin: organic
dirty paper, plastic bags, used waste, peelings; brown bin:
napkins, nappies; orange – rubbish, crisp packet; orange bin:
mobile phones e-waste, batteries
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module 1 // Unit 2
Read the article about eco-solutions given by kids from different parts of
6. Read Colombia. Label the paragraphs with the expressions.
Save energy Save water Reduce waste
Travelling Eco-footprint
Our ecological footprint follows us everywhere. When we travel, we have an impact on
the places we visit. Even when we go on holiday, we still have a responsibility to be eco-
friendly. Learn to be an eco-friendly traveller by following this advice from local kids.
a.
Tanacio, from Sierra Nevada
I live in a Kogui community in Sierra Nevada. I take
care of the rivers in the mountains by using natural
soaps to wash our clothes. Tourists can help to
keep our rivers clean by not using polluting cleaning
products when they visit us.
b.
Jerónimo from Palomino, Guajira
I help reduce waste in my community by recycling
plastic bottles. When tourists come, they buy a lot
of water and throw away the empty bottles. Tourists
can help by putting their bottles in the recycling bins
in our town.
c.
Mayra from Valledupar
Valledupar is very hot, so it’s important to plant trees because they provide oxygen and
shade. We all plant trees near the house because they keep the area cool. When you
come to Valledupar, you can help by turning off the air-conditioning when you leave your
hotel room.
Match the facts to the

7. Read paragraphs in the text. 8. Speak
25
1. There are about 35 rivers that come Work with a partner. Use your own ideas
from the Sierra Nevada and they to explain how to be a green traveller.
produce one hundred thousand million
cubic metres of water. When travelling, we can:
2. For every ton of recycled paper, we can a. reduce carbon emissions by …
save 17 trees. b. save water by …
3. The average time for a plastic bottle to c. save energy by …
biodegrade is about 450 years. d. reduce pollution by …
P046_065_TG8M1U2_OK.indd 30 10/12/16 8:34 p.m.


▪▪ Read the title of the article. ▪▪ Read the rubric. Students read ▪▪ In pairs, students provide
Students brainstorm things the facts 1–3. suggestions for improving
people do when they travel ▪▪ Encourage students to people’s travelling footprint.
that have a negative effect: look for key information to Walk around the classroom
drive, fly, ride on the bus, make the connection with monitoring and providing
go shopping (for clothes and the correct paragraph. For help with pronunciation
other products), go to the students who need help, go and any grammar questions.
beach, buy bottled water, go over the figures: present the Remind students to use the
swimming in rivers and the numbers – 100,000,000,000 expressions from exercises 5
ocean, stay at hotels, etc. (one hundred thousand million); and 6.
▪▪ Students give advantages and or paraphrase or explain ▪▪ Encourage students to search
disadvantages of tourism for a words – 1 ton equals 1000 for more facts about recycling
town or city. kilos. and eco-travelling to support
▪▪ Read the rubric. Students look their suggestions.
at the photos, title and sub- Answer Key ▪▪ Pairs present their ideas to the
headings, then read the text 1. a. 2. c. 3. b. whole class.
and label the paragraphs.
Answer Key You might want to invite pairs to
a. Save water role-play typical tourist activities
b. Reduce waste using the eco-tips discussed.
c. Save energy Students create a dialogue and
act it out in front of the class.
Grammar Box: by + -ing

Remind students that we use
by + -ing to explain how to do
something. Point out examples
of the negative form in the text.
Write on the board:
Positive: You can help

by turning off the
air-conditioning.
Negative: You can help by
not using polluting cleaning
products.
▪▪ Review the suggestions in the

article. Ask students for more
suggestions.
T25
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Preparing Your Task » A Green School!

You are going to collect information about the way your school manages
1. Write resources. Complete the questions.
Water Energy Waste

What does the school do to What does …? How does the school
save water? How can …? recycle?
How much …? What …?
Interview teachers and students. Ask the questions in exercise 1.

2. Speak Note down the answers in the chart.
Name Role What they said 11

It’s important to change our habits
Martha González Principal because we are throwing away a lot of
paper that we can recycle.
We can save energy by turning off the
Carlos Suárez Student (grade 8)
air-conditioning.
Work in groups. Create an information leaflet with at least five

3. Write suggestions to make your school ‘greener’. Use the answers from
exercise 2 and the expressions in the list.
It’s important to … 3 Steps For Managing waste
throwing away
Stop -ing … STOP
everything
Think about … It's important

to reduce trash
THINK
about
the
earth
We can …
START recycling
Start -ing … We can reuse many things
26
Invite a student from another class to sign an eco-promise. Tell your class
4. Speak what they promised to do.
I’m going to start: I’m going to stop:

recycling all paper and cardboard. throwing away plastic bottles and drink cans.
using paper on both sides. wasting paper.
turning off lights or equipment. Other:
turning off the taps. Name:
Other: Date:
P046_065_TG8M1U2_OK.indd 32 10/12/16 8:34 p.m.

1. Write 3. Write 4. Speak

Project: Tell students this ▪▪ In groups, students use the ▪▪ Write the word eco-promise on
information will be used for a information collected in the board and elicit reactions.
future writing exercise. the previous exercises to Ask: Do you keep promises?
create a poster, or leaflet. How good are you at keeping
▪▪ Review things related to Remind students to provide promises?
eco-footprints. Ask for suggestions using the ▪▪ Read the eco-promise list.
suggestions. Prompt some different expressions practised Students suggest other
ideas: There are many things in class. options. Give students the
involved in your eco-footprint. ▪▪ Direct students’ attention to choice of completing the
One is water: it’s important to the model. If necessary, write document and signing it.
manage water consumption additional ideas on the board
and not waste water. What to help students: Stop throwing Extra Activity (30 minutes)
else is part of your footprint? everything away, think about
Examples include energy, Groups create their own eco-
recycling, start using different promise document in a poster
waste, food, possessions and coloured bins, stop consuming
transportation. and carry out a small campaign
so much, think about the waste during the break to get students
▪▪ Read the rubric. Students it produces, start by turning off from other classes to read it and
write questions about the lights. sign it. The group with the most
school eco-footprint. Focus
signatures wins.
attention on the model Extra Activity (15–20 minutes)
questions and provide more
Students form groups to be
examples if necessary: How
environmental patrols. The
much paper does the school
aim is to go around the school
recycle? Does the school have
monitoring the use of energy and
a water-saving plan? Are there
water, and how waste is managed.
enough recycling bins?
Each group will check a specific
aspect, and provide reminders for
2. Speak teachers and students to follow
the suggestions provided in class.
(15 minutes) This activity can be associated
Project: Tell students this with the eco-promise in the next
exercise will be used for a future exercise.
writing assignment.
▪▪ Students prepare the
interview. Remind them
to use the questions from
exercise 1. They should
arrange interviews with
different people including
their classmates, teachers or
people in charge of recycling
at the school.
▪▪ Remind them to use the T26
correct format to record
the interview (name, role,
message).
▪▪ Students practise the
questions with several
partners. You might need to
coordinate with another class
and students may have to
conduct the interviews during
the break or when the people
are available.
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module 1 // Unit 2
Play the game with a partner. Cross the board from start to finish. Say how
5. Speak you can help in each situation.
riding my bike reusing old switching off taking shorter

START to school tyres lights showers
save energy?
I can help reduce reduce CO2? buying local
packaging by buying How can you help reduce waste? food
local food. save water?
using both composting

recycling turning off
FINISH sides of the vegetable
water bottles taps
page peelings
11 6. Listen Do the quiz. Select true (T) or false (F). Then listen and check your answers.
Facts about Recycling T F

a. You can recycle all waste materials.
b. The most recycled objects are aluminium cans.
c. One ton of recycled paper can save up to five trees.
d. Recycling a plastic bottle can power a light bulb for six hours.
e. Colombia produces 12 million tons of rubbish every year.
f. Colombia recycles only 17% of the rubbish it produces.
7. Read Read the article quickly. Select the best headline.
a. San Pedro School Waste Problem

b. Successful Recycling Programme At San Pedro School
c. San Pedro School Eco-Promise
1
In the last five years, San Pedro
has reduced 80% of the Lina Suárez, a secondary
School in the municipality of waste that goes to the local student, is very happy to see
27 El Tambo, Nariño, has become rubbish dump by promoting how her school is having
the number one school in the an interesting environmental a positive effect on the
region to efficiently manage education programme. The environment of the region.
most of the waste its students,
programme places importance She says, ‘When we learned
teachers and workers on recycling, reusing and that recycling paper saves
throw away. 2 reducing non-organic trees, and composting
material. It promotes the use provides the soil with natural
According to the ecological of composting to turn organic fertilizers, we understood that
pedagogical group ‘Ecología y waste into fertilizer for the not everything is rubbish,
4
Educación’, San Pedro School school garden. 3
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5. Speak Audio Script

11 7. Read
Presenter: … So now we have
(20 minutes) our new eco-quiz. Today we have (10 minutes)
three students: Juan, Jorge and
▪▪ Each pair needs two tokens Natalia. Are you ready? So, the
▪▪ Remind students the article is
and a coin. topic for today is recycling and a model for an activity in their
▪▪ Each student takes a token waste management. And the project.
and tosses the coin to first question is: Can we recycle ▪▪ Read the rubric. Students
advance two squares (heads) all waste materials? Juan gets to read the article to select the
or one square (tails). answer. correct headline.
▪▪ The other student asks a Juan: No, there are some dangerous
materials that we can’t recycle. Answer Key
question from the centre
Presenter: You’re right. Next question:
of the board that relates to Successful Recycling Programme
We all know that there are a lot of
the square the first student materials that we can recycle, but
at San Pedro School
arrived on. what is the most recycled item?
Natalia?
Natalia: Aluminium cans?
6. Listen Presenter: You’re absolutely right!
(20 minutes) (track 11) Yes, it’s aluminium cans. OK, next
question: How many trees can we
▪▪ Set the context for save with a ton of recycled paper?
the listening: students Is it five, fifteen, or fifty? Jorge.
participating in an eco-trivia Jorge: Between fifteen and twenty
quiz. trees. And it’s sad to see that not
everyone recycles their waste
▪▪ Students do the quiz in pairs. paper. You can save a lot of trees
▪▪ Alternatively, divide the class by recycling and reusing paper
into groups. Read the ‘facts’. products.
Each group votes for T or F. Presenter: You’re right. The answer is
▪▪ Play the audio to confirm fifteen trees are saved with every
answers. ton of recycled paper. OK, next.
Answer Key When you recycle a plastic bottle,
you can save energy to power a
a. False (some dangerous
light bulb for how many hours?
materials are impossible to
Is it one hour, three hours, or six
recycle) hours?
b. True Natalia: Six.
c. False (15 trees) Presenter: Sorry, not six. Jorge?
d. False (three hours) Jorge: Three hours.
e. True Presenter: Correct! Three hours.
f. True. So … next question: dealing with
rubbish is a serious problem.
In Colombia, how many tons of
rubbish do we produce every year?
Is it nine million, twelve million, or
twenty million? Natalia?
Natalia: It’s twelve million tons of
rubbish every year.
Presenter: Correct. And the next
question is a bit more difficult.
How much of those twelve million T27
tons is recycled? Is it 17%, 25%,
50% or 100%?
Juan: I think 25% of the rubbish is
recycled.
Presenter: Sorry, that’s not correct.
Natalia?
Natalia: I think it’s only 17%.
Presenter: Exactly, it’s 17%. Another
point for Natalia! Well, now let’s
move on to the next …
P046_065_TG8M1U2_OK.indd 35 10/12/16 8:34 p.m.

8. Read Label each part of the article in exercise 7 using the definitions.
a. Headline: gives the general idea of the story

b. Lead the introduction that gives the most Study Tip
paragraph: important information A good news report
c. Main body: develops the information develops the information
by answering the
d. Quotation: presents something that someone said
questions:
Who? Where? What?
When? How?
Use the information from your research in exercise 2 to write an article

9. Write similar to the one in exercise 7. Make sure you include:
a. a headline
b. a lead paragraph to create interest
c. a main body with information about the answers to your questions
d. a quotation from one of the people you interviewed.
Exchange your article with a partner. Evaluate your partner’s article.

10. Read Use the Evaluation Checklist.
Evaluation Checklist
Does the article have: Yes No
a headline?
a lead paragraph?
information using the answers to the
writer’s questions?
a quotation?
Add one comment or suggestion to improve the article.
12
28 Study Tip
It’s a good idea to revise,
reread and rewrite parts
of your writing to clarify
your ideas.
Always reread your
writing and ask someone
else to give you feedback.
P046_065_TG8M1U2_OK.indd 36 10/12/16 8:34 p.m.

8. Read 9. Write 10. Read

▪▪ Explain that news articles ▪▪ Make sure students
Study Tip
have particular features and understand the task. Remind
a particular way of organizing them to use the information Go over the Tip with students.
information. Direct students’ in exercises 1 (how the school Write Feedback on the board.
attention to the parts of the manages resources) and 2 (to Ask: What is feedback? Why is
article and the definitions support their writing with a it important when you write a
(a–d). quotation). composition?
▪▪ Students read and label the ▪▪ Remind students to use the
parts of the article. article in exercise 7 as a ▪▪ Students exchange
model. compositions and read their
Study Tip partner’s work.
Students read the tip and ▪▪ Focus attention on the
complete the Wh- questions for Evaluation Checklist. Explain
the information in the article. that this will help them give
Provide a model. Write on the feedback on the content and
board: Who? Who was involved? organization of their partner’s
/ Where? Where is the school? / article.
What? What happened? ▪▪ As a class, ask students what
Students complete the feedback they received. Ask:
questions for When and How. Was it helpful? How can you
revise your article based on the
feedback?
▪▪ Review the answers with the
whole class.
Answer Key
(depends on the design)
T28
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Check Your Progress
Complete the opinions with the correct form of
1. Read the verb in brackets.
ns to
suggestio
I can make
ctices.
Ernesto: It's María: You can start Stephan: When I go improve pra
important (recycle) (reuse) c. the food shopping. I
a.
to recycle plastic items that you have always carry my own
Very well
bottles to use them at home and don’t bag. It’s important
as planters. It’s use any more. You (stop) d.
also a good idea can give them to using plastic bags. Quite well
(reduce) b. friends or people People need to start
ulty
their consumption that need them. (think) e. With diffic
because making more about how
them causes plastic bags damage
pollution. the environment.
Read the interview with Mario, a teacher.

2. Read Complete the questions.
Interviewer: What a. ?
I can request
Mario: I take short showers. information about
Interviewer: Really? How b. ? human actions.
Mario: I spend fifteen minutes in the shower.
Interviewer: Hmm. That’s a lot of time. And how c. ? Very well
Mario: Well, I … turn off the TV when I’m not watching it.
Interviewer: And how d. ? Quite well
Mario: Every day! I always drive to school.
Interviewer: But you live near the school. According to this test, With difficulty
your eco-footprint is very big.
Mario: Really? I’m sorry. I need to change that.
12 3. Listen Listen to an interview with Marta. Which activities does she talk about?
29 a. You can start b. You can start c. You can reduce

saving water saving energy waste by:
by: by: I can describe how
to do something.
1. t aking shorter 1. d
isconnecting 1. throwing away
showers. from all devices. things you don’t
need. Very well
2. r ecycling 2. t alking to your 2. o

rganizing your Quite well
water from friends about rubbish into
the washing saving energy. two bins. With difficulty
machine.
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1. Read Audio Script

12
Interviewer: So, with me is
(10 minutes) Marta from Medellín. Marta is
going to tell us how to reduce our
▪▪ Remind students to work eco-footprint. Marta, thank you for
on their own as this is an being with us today.
opportunity for them to check Marta: Thank you, I’m happy to be
what they know or don’t here.
know. Interviewer: So, how do we reduce
▪▪ Students look at pictures and our footprint?
read the whole conversation Marta: Well, there are a lot of very
before completing the simple things you can do. For
example, you can reduce the
opinions.
consumption of water by recycling
the water from your washing
Answer Key machine. Then you can use that
a. to recycle water to wash the car, wash the
b. to reduce floors or flush the toilets.
c. reusing Interviewer: How often do you wash
d. to stop your car?
e. thinking Marta: I don’t have a car. I have a
bike. I ride my bike to work.
Interviewer: Great! Now, what about
energy consumption? How can
2. Read we reduce the consumption of
energy?
(15 minutes) Marta: OK, you can reduce the use
▪▪ Make sure students of energy by disconnecting from
understand that the objective all those electronic devices. Turn
off the TV, go to the park, go for
is to create What and
a walk. Turn off the computer,
How questions to request get together with your friends.
information. And of course, turn off the lights,
▪▪ Students read the whole especially when you aren’t in the
conversation before room!
completing the questions. Interviewer: That’s good advice! And
what about the production of
Answer Key waste? What can we do to reduce
that?
a. What do you do to save water?
Marta: Well, recycling is important.
b. How much time do you spend
Some people just throw everything
in the shower? in the rubbish. So, start by not
c. And how do you save energy? collecting so much stuff. And if
d. And how often do you drive to there is something you don’t need,
school? stop and think before you throw
it away. Ask yourself if you can
recycle it. We really need to do
more recycling. You can start by
3. Listen organizing your rubbish at home.
(15 minutes) (track 12) You need at least two different
bins: one to recycle organic waste
▪▪ Set the context for the and the other to recycle paper, T29
listening: an interview about cardboard, bottles and cans.
how to reduce an eco- Interviewer: Thank you very much,
footprint. Marta.
▪▪ Students listen and select the
correct answers.
Answer Key
a. 2 b. 1 c. 2
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Unit » 3
Objectives
» I can express opinions about human
actions
» I can discuss good and bad environmental
practices
Caring for the » I can describe ecological values.
Environment
In Context » Values and Virtues

Four people are being interviewed about the protection of the environment.
13 1. Listen Listen and match the speaker with the values in the Word Bank.
Word Bank
a. respect b. cooperation c. responsibility d. creativity
1. Sonia Campos 2. Samuel Pérez 3. Olga Rojas 4. Dr Ramón García

business woman fisherman teacher biologist
Read the news stories. Decide if the situation is good or bad for the
2. Read environment.
1. Big Business 2. Plastic Prohibition 3. Catching Only The Big Ones

The city council has The mayor of the city There are no fish in the markets.
announced the creation is now asking people to Local fishermen say that fishing
of a new shopping centre. stop using plastic bags. In has been especially difficult,
Sadly, it’s necessary to her opinion, it’s good to because the fish they catch are
cut down a small forest of prohibit the use of plastic very small. They really think it’s
200 trees to make space bags. Some people don’t wrong to catch such small fish.
for the development. agree with her. They feel They prefer to put them back
30 Local politicians strongly they have the right to in the ocean so they can grow
believe that the shopping use plastic bags because bigger. Now the city’s seafood
centre is great for they’re useful for restaurants are closed until the
business in the city. many things. big fish return.
Match the opinions with each news story in exercise 2.

3. Speak Tell your partner your opinion.
a. I agree with the b. I have no doubt that it’s a c. In my opinion, it’s

fishermen. I really think that mistake to cut down all those better to ask people to
it’s good practice to protect trees. Many birds and animals reuse them, because they
all marine species. will lose their habitat. are really useful.
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Unit 3 Caring for the Environment

Unit Objectives
Understand the general idea in a narrative or descriptive text.
Identify general and specific information in a short text written in simple language.
Describe or narrate in a simple way familiar activities and situations.
Use the right vocabulary to give coherence to texts, especially a letter.
Eco-values
Vocabulary
Expressing opinion
Collocations to express opinion

Grammar
Giving reasons
1. Listen Student: OK. Now, let’s listen

to Samuel Pérez. Samuel is a
2. Read
(20 minutes) (track 13) fisherman and I met him on the (20 minutes)
beach fixing his boat.
▪▪ Read the rubric. Students Samuel: Well, I’m a fisherman. I only ▪▪ Read the rubric.
look at the pictures and Word take the fish that I need from the ▪▪ Students read the news
Bank. ocean. The ocean gives me food. stories and decide if they
▪▪ Introduce the idea of I need to show respect for its describe good or bad
acting ethically towards the ecosystems and the animals that environmental practice.
environment. Ask: What is an live there.
Student: Samuel was very nice, very
▪▪ Students compare their
important eco-value for each of answers in pairs.
respectful. And this is Olga, of
the occupations in the picture?
course … one of our teachers. I
Students predict. asked her how she thinks that she Answer Key
▪▪ Play the audio. Students listen can contribute. 1. bad 2. good 3. good
and confirm their predictions. Olga: As a teacher, I can help students
learn how to find better solutions
Answer Key for the environmental problems we
1. c. 2. a. 3. d. 4. b. have now. I think creativity is really 3. Speak
important. Students can use their
creativity to look at the problems
(15 minutes)
Audio Script
and find practical solutions. ▪▪ Individually, students read the
Student: OK, so I interviewed
13 Student: That was good – we need opinions and match with the
creative solutions. And finally, this
some people from the community. news stories.
is Dr Ramón García, a biologist.
I asked them to share their ideas
Dr García: I think it’s everybody’s ▪▪ Students check answers in
about how we can contribute pairs and exchange personal
job to protect the forests, the
positively to the protection of
ocean, all our natural resources. opinions.
the environment and our natural
We cannot do it alone. The
resources. So first, let’s listen to
Sonia Campos, a business woman
environment needs our Answer Key
from our region.
cooperation – as a society, as a a. 3. b. 1. c. 2. T30
country – all of us, we have to
Sonia: I think a very important thing
work together.
for all business is responsibility.
Industries and business benefit
from natural resources. We use
them to create products and make
money. So we have an obligation
to protect the environment by
dealing with the waste we produce
and taking only what is necessary.
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module 1 // Unit 3
Olga Rojas’s students are showing what they did to celebrate Earth Day
4. Read at school. Match the descriptions with the photos
We are having an eco-competition to celebrate International Earth Day! Send pictures of your
school initiatives to show people the importance of caring for the environment.
1. 2. 3.
a. We’re sure that drama is b. We are certain it’s good c. We strongly believe it’s
a wonderful way to show practice to restore the necessary to know all the
our concern for forests. We forest. So we planted trees benefits we receive from our
presented a play about the around the school. planet. So we organized a talk
role of trees in our lives. with experts and people from
the community.
5. Read Match the events with the reasons.
Events Reasons
a. present a play or 1. with photographs people can admire the
an art show beauty of the forest and show respect for
b. organize a animals and plants.
It’s a good paper-recycling 2. when you plant a tree, you take
campaign because responsibility for the environment.
idea to
c. have a ‘plant a 3. with cooperation, you can reduce a lot of
tree’ event city waste.
d. have a photo 4. when you show creativity, people pay
exhibition attention to the message and enjoy learning.
Discuss with a partner what you would like to do in the eco-competition,

31 6. Speak and why. Follow the example.
I think it’s a good idea to have Yes, I agree with you, but
a photo exhibition, because I believe that it’s better to Giving Opinions
with photos people can organize an educational I (really) think that …
see the negative effects of campaign, because many I believe that …
deforestation. people don’t know about the I’m sure that …
benefits of planting trees. In my opinion… /
My opinion is (that) …
I agree with …
I have no doubt that …
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▪▪ Set the context. Students ▪▪ Students read the events and ▪▪ Tell students they can also
are participating in an eco- reasons. Remind them to use participate in the competition.
competition on Earth Day cognates to work out the Elicit a few ideas from the
(www.earthday.org). They meaning of words they don’t class. Ask: What would you like
have sent photos and a recognize. to do in this kind of competition?
description of their activity to ▪▪ Focus attention on the Why?
the organizers. different parts of the ▪▪ Focus attention on the
▪▪ Students identify the events statement. Students match Useful Expressions for giving
(planting a tree, a talk, a play). the events and the reasons. opinions. Explain that really
Ask for volunteers to read If necessary, do the first one is used to add emphasis and
each paragraph. together as a whole class: It’s that is optional. Write on the
▪▪ Students match the photos a good idea to present a play board:
with the descriptions. or an art show because when
▪▪ Ask some comprehension you show creativity, people pay I think (that) it’s important
questions: What was the play attention to the message and to respect nature.
about? Who went to the talk? enjoy learning.
I really think (that) it’s
Where did they plant the trees? ▪▪ Check the answers with the important to respect
▪▪ Focus attention on the whole class. nature.
expressions in red and
blue. Ask: What do the Answer Key ▪▪ Students repeat the
expressions in red and in blue a. 4. b. 3. c. 2. d. 1. expressions.
do? (red – express opinions; ▪▪ Model an opinion and
blue – suggest good and bad elicit some opinions from
practices) volunteers. Monitor
pronunciation.
Answer Key ▪▪ Students discuss what they
a. 3. b. 1. c. 2. would like to do in pairs.

Explain that your school has
decided to participate in
a drawing or photography
competition. In groups, students
discuss and decide what they
would like to enter. The drawing
or photo should include a brief
message with background
information, as in exercise 4.
Connect the activity to the
project by asking students to
decide what cultural or artistic
activity they will present for
the launch of their newsletter. T31
Encourage all students to give
their opinions and share the
decision-making.
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Do the quiz to find out how much you know about the importance of
7. Read forests. Select true (T) or false (F).
How much do you know about trees? T F

a. Every year people cut down 13 million hectares of the world’s forests.
b. Forests release CO2 and absorb oxygen.
c. The only cause of deforestation around the world is agriculture.
d. Trees help prevent soil erosion.
Read this article by Dr Ramón García about biodiversity and forests.

8. Read Check your answers to the quiz in exercise 7.
There are many reasons why we need to protect our forests. They make the landscape
beautiful and they are home to great biological diversity. Forests contain 80% of all the
world’s biodiversity and are the natural habitat of animals, plants and micro-organisms. In
addition, this diversity provides important natural resources that sustain our lives by releasing
oxygen, absorbing CO2, preventing soil erosion,
conserving water and moderating temperatures.
Sadly, the growth of the human population and our
needs for housing, fuel, paper, food and many other
things have a negative impact on the forests of the
world. According to FAO*, the world loses 13 million
hectares of forest every year.
We need to support good practices that protect and
restore forests by reducing the demand for paper,
creating protected natural reserves, controlling
agricultural development, and stopping illegal mining
and logging. However, the most powerful way to
achieve all these solutions is by educating people.
We need to understand that the exploitation of
forests can bring immediate benefits now, but it will
destroy opportunities for future generations.
Complete the chart with

9. Write information from the article. 10. Write
32
Write three sentences giving your opinion
Causes of Solutions Benefits about the information in the article.
problems
a. I have no doubt it’s wrong to …
population restore forests because …
growth forests absorb CO2 b. I strongly believe it’s good practice
to … because …
c. I think it’s necessary to … because …
*The Food & Agriculture Organization of the United Nations
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7. Read 9. Write 10. Write

▪▪ Explain that this is a prediction ▪▪ Students look at the chart ▪▪ As a class, discuss the
stage and that students will about forests. Remind them main ideas in the article in
read the text in exercise 8 to to refer to the article and exercise 8. Elicit opinions.
find out if their predictions are identify the principal ideas Ask: What’s your opinion about
correct. and important details. deforestation? What can we do
▪▪ Students read the quiz ▪▪ Students complete the chart. to protect the forest?
and select T or F for each ▪▪ Students complete opinions
statement. Answer Key a–c with their ideas.
Causes of problems: population ▪▪ Students share their opinions
growth, need for housing, need as a whole class.
8. Read for fuel, need for paper, need for
(15 minutes) food Possible answers
Solutions: education, restore a. I have no doubt it’s wrong to
▪▪ Students read to check their forests, reduce demand for cut down trees because they
answers in exercise 7. paper, create natural protected produce oxygen.
▪▪ After students read, ask these reserves, stopping illegal mining b. I strongly believe it’s good
comprehension questions and logging practice to protect the forests
(or write them on the board): Benefits: forests absorb CO2, because many animals and
What causes deforestation? they release oxygen, they prevent plants live there.
What are the benefits of soil erosion, they moderate c. I think it’s necessary to
preserving forests? What’s the temperatures, they help conserve educate people because if
best solution: to restore the water people do not know about the
forest or stop deforestation? dangers, they will continue
▪▪ Students share answers as a with bad practices.
whole class.
Answer Key Extra Activity (15 minutes)

a. T In pairs, students note down
b. F (forests release oxygen and three facts using the information
absorb CO2) in the article (ask them to use
c. F (the growth of the human facts not included in exercise 7).
population also causes Tell them to include at least
deforestation) one false ‘fact’. Students work
d. T in groups of four and test each
other using the true/false facts
they created.
T32
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module 1 // Unit 3
Expanding Knowledge » Respect Your Planet!
Read three texts about community involvement. Complete the texts with
1. Read the words in the Word Bank.
Word Bank a. Johana, teacher

think I am 1 that education is the best way to help
believe the environment. Some children love climbing trees
sure to take birds’ eggs. When we started reading about
the rich biodiversity of birds in Colombia, they
understood that it is wrong to take birds’ eggs.
b. Pedro, student
A lot of tourists come to our town on holiday, but they
throw away a lot of rubbish. Last summer we started
the campaign ‘Take your rubbish home’. I really2
it’s good to remind people that they have the obligation
to deal with their rubbish.
c. Daniel, office worker

I strongly 3 that changes are possible when people
unite. We are writing a petition to get financial help to
clean the river in our community. Everybody needs to sign.
It’s necessary to get involved and work together.
Read the texts in exercise 1 again and select the correct word to complete
2. Read the sentences.
a. When people understand that animals and plants have value and importance, they show
more respect / cooperation / creativity.
33 b. When people accept the obligation to keep places clean, they take respect /
responsibility / cooperation for the environment.
c. When there is no respect / creativity / cooperation, it’s difficult to get results, because
everybody needs to help.
3. Write Complete the conversation with the expressions in the box.
it’s better to it’s wrong to

Juana: Do you think that a. recycle paper?
it’s not necessary to it’s important to
Manuel: Yes, because b. cut down so
many trees.
Juana: OK. So, c. do things online. And
d.
print so many things.
Manuel: Yes, exactly.
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1. Read 2. Read 3. Write

▪▪ Students look at the photos. ▪▪ Check that students ▪▪ Students complete the
Elicit ideas. Ask: Who are the understand the key words: conversation with the
people? What are they doing? cooperation, creativity, expressions. Remind them to
▪▪ Students read and complete respect, responsibility. Elicit read the whole conversation
the texts. explanations from the before completing it.
▪▪ Ask students if they agree whole class: e.g. If you show ▪▪ To check their answers,
with the opinions expressed. cooperation, it means that you students read the
▪▪ Focus attention on the can work with other people. conversation in pairs.
expressions in red and blue. ▪▪ Students complete the Monitor and correct students’
Ask: What do the expressions sentences. They can reread pronunciation as you listen.
in red and in blue do? (red – the texts if necessary.
express opinions; blue – say ▪▪ Students give their personal Answer Key
if something is good or bad opinions about the situations. a. it’s important to
practice) Ask: Do you know any b. it’s wrong to
ecologically committed person c. it’s better to
who is an example for your d. it’s not necessary to
Grammar Box: Infinitives
community? Who is it / was it?
Remind students about the
What does/did they do to help
structure used to describe good Extra Activity (15 minutes)
the environment?
and bad practices (It’s + adjective In groups, students imagine an
+ infinitive with to). Remind them eco-superhero/heroine. Students
Answer Key
that It’s is a contraction of It is. describe his/her super-powers
a. respect
Write on the board: and qualities: Our eco-superhero’s
b. responsibility
c. cooperation name is … . He/She can ..... (powers).
It’s good to remind people
He/She is … (qualities)
that they need to be
responsible.
It’s wrong to take birds’ eggs.
Encourage students to provide
more examples, e.g. It’s necessary
/ a mistake / better / important to …
Write on the board:
be + adjective + infinitive

It’s necessary to plant trees.
It’s wrong to pollute rivers.
be + noun + infinitive

(phrase)
It’s a mistake to take birds’
eggs.
It’s good to forests.
practice restore T33
Answer Key
1. sure
2. think
3. believe
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Read the story of Easter Island. Number the sections in the correct order.
14 4. Listen Then listen and check.
Long ago, a group of people lived on a remote The people cut down all the trees and the
island in the Pacific Ocean. island lost its ecological balance. Without
trees, there was soil erosion, the lakes dried,
and the animals died.
In the end, the population of the island was The forest gave them food and water. It
reduced to very few people. Only the stone also provided materials to construct houses,
statues stood the test of time. canoes to go fishing in and tools to transport
the big statues to the coast.
As time passed, there were more and more At first, the people were very organized and
people living on the island. They divided into cooperative. In their free time, they created
two groups and started to compete for the big stone statues.
resources on the island.
5. Speak Discuss the questions with a partner. 21st Century Skills
· Taking Responsibility
a. What did the people on the island do wrong?
34 b. What lesson does this story teach us? Taking responsibility for your
actions will help you think about
your needs and the needs of others.
It is wrong The lesson is: it’s
What kind of eco-responsibilities do
to …. important to …
you have?
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14 5. Speak
Long ago, there lived a group of
(30 minutes) (track 14) people on a remote island in the (25 minutes)
Pacific Ocean. Today, we call it
▪▪ Set the context. Note that Easter Island. They lived in a very
Easter Island is now called organized society. They devoted necessary.
Rapa Nui and is a UNESCO their time to agriculture, fishing ▪▪ Students work in groups and
world heritage site. and the construction of very big discuss the questions. Write
▪▪ Students look at the pictures. stone statues that were placed more questions on the board:
Elicit what they know. Ask: near the coast of the island. What resources did the people
Have you ever heard of Easter The forests provided them with on Easter Island have at first?
Island? Have you ever seen the necessary resources: food, (a forest, food, wood, fresh
shade, water, and the materials
pictures of the Moais (statues)? water) Why do you think the
to construct houses, canoes that
What do you know about them? were used to fish in the ocean and
people divided into two groups?
▪▪ Students read and organize tools to transport the big statues (there were too many people,
the story in the correct order. to the coast. But slowly things they had different opinions)
▪▪ Students note down any began to change.
words or phrases they have As time passed, the population Answer Key
difficulty understanding. increased and there were more a. People on the island didn’t
and more people living on the restore the forest and
Write these on the board and
island. There were conflicts and consumed all the resources.
elicit suggestions for what the people divided into two
they mean. Demonstrate b. It’s important to use natural
groups. They started competing
how to use the context, key resources wisely.
for the resources the island
words, pictures and cognates provided. Without thinking of the
to understand difficult consequences of their actions, ▪▪ Students share their answers
vocabulary. they cut down more and more with the whole class and
▪▪ Play the audio. Students check trees to build statues. When most
discuss the message of the
of the trees were gone, the island
their answers in pairs. story. Elicit examples of
suffered. Without trees, there was
soil erosion, making agriculture where the islanders did or
Answer Key impossible. The rivers and lakes did not show cooperation,
(reading across) 1, 5, 6, 3, 4, 2 dried up and many animals died. creativity, respect or
When the people realized the responsibility. Example: They
problem, they decided to escape created sculptures. They showed
the island, but it was too late. (creativity).
Without wood it was impossible to
build enough canoes for everyone 21st Century Skills
to leave. And so the population of
Taking Responsibility
the island was reduced to a few
people, and eventually they also Read the information with the
died. The only things left now are class. Discuss the importance of
the huge stone statues standing on accepting responsibility for your
the coast, looking out to sea. actions. Ask students to think of
examples to illustrate this idea.
Then ask students to list the eco-
responsibilities that they have.
Extra Activity (20 minutes) T34

In groups, students think of
In pairs, students read the story or invent a similar story about
out loud in the correct sequence. sustainability. Ask them to outline
Encourage them to use story- the story by answering Wh-
telling techniques like using questions: Who … ?, Where … ?,
intonation, pauses and interaction What … ?
with the listeners to make the
story more interesting.
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module 1 // Unit 3
Read each category in this survey. Decide if the items (a–d) are very
6. Read important (V), quite important (Q), or not very important (N). Compare
your answers with a partner.
The Ideal City

1. For people living in your city, an important 3. A good environmental practice in your
value is: city is:
a. respect a. recycling
b. cooperation b. conserving the green areas
c. responsibility c. restoring forest
d. creativity. d. saving water and energy.
2. In your city, a bad environmental 4. In your city, it’s necessary to improve:
practice is: a. air quality
a. destroying forest for industrial purposes b. access to water
b. polluting water for industrial purposes c. transportation
c. throwing away rubbish d. waste management.
d. killing animals for food.
Find someone in your class who agrees with the opinions. Find out their
7. Speak reasons for agreeing.
Find someone who …

a. thinks respect is the most important eco-value
b. strongly believes it’s wrong to kill animals for food
c. is sure that restoring forests is the best environmental practice
d. agrees with the need to stop using private cars
I agree with you that respect is very Because when you live in a big city,
important, but I believe cooperation is you need cooperation to build things.
more important in our city.
In groups, read the text and discuss the city’s dilemma. What is your
8. Speak opinion? Who do you agree with, A, B or C?
You live in a coastal town. Fishing is a very important economic activity, but in recent years the
number of fish has decreased. This has had a negative impact. A foreign company is interested in
building a port to export coal by ship. It has offered to buy a part of the beach for this project. The
35 town has to decide what to do.
B I think it’s a good

opportunity to make money
to build more tourist facilities.
A I have no doubt it’s wrong
to sell the beach because the
transportation of coal will
pollute the coast. C I’m sure it’s a good idea to
sell but it’s important to make
the company promise they
will not pollute the beach.
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6. Read 7. Speak 8. Speak

▪▪ Set the context. Tell students ▪▪ Read the rubric. Explain that ▪▪ Students work in groups of
they will participate in a students need to stand up and three. Set the context and
debate about the ideal city. move around the class, asking explain the task.
▪▪ Students complete the survey and answering questions. ▪▪ Students read the text
individually, then share Provide a model of the and the opinions, A, B and
answers and compare results interaction, with the following C. Encourage students to
in pairs. questions and the sample agree or disagree with the
▪▪ In groups, students hold a answers from the Student’s opinions and offer their own
debate using the categories in Book: opinions. Remind them to use
the survey. Each student says A: Do you think respect is the expressions to give an opinion
what they think and supports most important eco-value? and describe good and bad
their opinion with a reason. B: I agree that respect is practices.
▪▪ At the end, the group votes to important, but I believe ▪▪ Monitor the discussions and
select a winner. cooperation is more offer help where necessary.
important in our city.
A: Why do you think that? Extra Activity (20 minutes)
A: Because when you live in a In small groups, students create a
city you need cooperation to similar dilemma for the rest of the
build things. class to discuss, and to express
their opinions about. Students
▪▪ Students note down names write their dilemma and exchange
and reasons.
with another group. Each group
▪▪ If you think it’s appropriate, discusses the dilemma and
you can make this a provides two or three opinions
competition. The first ten which they then give back to the
students to finish ‘win’. first group.
T35
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Preparing Your Task » Local Problems Are Global Problems!

1. Read Match the sentences (a–c) with the correct photo (1–3).
a. There is a very big island of rubbish floating in the ocean.

b. Plastic can kill marine animals.
c. People kill sharks for their fins.
1. 2. 3.
15 2. Listen Listen and decide if the sentences are true (T) or False (F).
a. There is an island in the ocean made of rubbish.

b. Fishermen kill sharks because they are dangerous.
c. Supermarkets don’t want people to pay for plastic bags.
3. Read Read the text. Select the correct form of the verbs in italics.
I a. have / haven’t no doubt that we all share the benefits the ocean
provides. We all affect its preservation in a positive or negative way.
It’s wrong b. to think / thinking that we cannot do anything to find
a solution. The oceans constitute 80% of the surface of the planet.
They are important because they regulate global temperatures and
capture CO2. It’s important c. to protect / protecting the habitats of
many plants and marine animals.
There are two big problems for the oceans: pollution and
overfishing. Pollution is a serious problem. Animals sometimes
eat plastic because they think that it’s food, or they get trapped in
36 plastic bags or fishing nets.
I d. am agree / agree with people who want to reduce or prohibit
industrial fishing because it e. is not / does not good practice. We
need to stop over-exploiting the ocean’s resources.
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15 3. Read
Conversation 1
(15 minutes) Oscar: Did you know there is an (15 minutes)
enormous island of rubbish
▪▪ Write the sentence on the floating in the Pacific Ocean?
▪▪ Students look at the photo.
board: Local problems are Pilar: Really? How big is it? Ask: What do you think are the
global problems! Ask students Oscar: Well, it’s big. Some people say two main problems of the ocean?
to explain. Give an example: it’s very, very big. What are the benefits the ocean
When we throw away rubbish, Pilar: That’s horrible! How can we provides? Write some ideas on
all those materials that are not clean up the oceans? Is it too late? the board.
organic stay in the soil or end up Oscar: Well, I think it’s very difficult. ▪▪ Remind students to read the
in the rivers and oceans. Then We have to stop throwing away so whole text before selecting
much rubbish. Especially plastic.
it’s not local any more – it’s a the correct verb form, to get
Pilar: Yes, I think it’s wrong when
problem for everyone.
people buy bottles of water and
an idea of the overall meaning.
▪▪ Elicit more examples. throw away the bottle without ▪▪ Students select the correct
▪▪ Students look at the photos reusing it or recycling it. form of the verbs, and check
and, as a class, describe what Conversation 2 their answers in pairs.
they see. Pilar: Do you think it’s important to ▪▪ Compare students’ ideas with
▪▪ Students match the photos stop killing sharks for their fins? the information in the text.
Oscar: Why do you ask? Of course it’s
and sentences a–c.
important! Fishermen kill millions
of sharks every year.
Answer Key
Answer Key Pilar: I think sharks are beautiful, a. have
a. 2. b. 3. c. 1. but a lot of people think they are b. to think
dangerous. c. to protect
Oscar: People are more dangerous. I d. agree
strongly believe we should show e. is not
2. Listen respect for all animals – including
(20 minutes) (track 15) sharks.
Conversation 3 Extra Activity (15 minutes)
▪▪ Ask what students know Pilar: What do you think of
Students think about the last time
about human actions and the supermarkets asking people to pay
for plastic bags? they visited the sea or a river. In
oceans. Encourage them to
Oscar: I think it’s a really good idea. pairs, they tell each other their
use the photos in exercise 1.
The sea is full of plastic bags. stories (what they saw, what they
Write any relevant vocabulary
Plastic stays in the water for a long did, etc.). Ask for volunteers to
on the board, e.g. fishing nets,
time and it can kill marine animals share their stories with the class.
marine animals, sharks, fins. and birds.
▪▪ Students decide if the Pilar: It’s not necessary to use new
sentences are true or false. plastic bags for everything.
▪▪ Play the audio. Students check Oscar: Yes, I agree.
their answers in pairs.
▪▪ As a class, students summarize
each of the conversations.
Answer Key
a. T b. F c. F
T36
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module 1 // Unit 3
s! 4. Read Read this article and complete the suggestions with the words in the box.
caption main body quotation headline lead paragraph
Magdalena River Make the a

by Gloria Torres more specific. What is the
problem with the river?
Ab is not a
description of the photo. It tells the
story behind the picture or adds
interesting information.
The c should explain

Dead fish in the Magdalena River.
the specific environmental problem
and the causes of this problem.
The Magdalena River is the most important river in
Colombia. It has permitted the cultural and economic
development of many towns and cities that are near it, The d should add
but it has a very serious environmental problem. interesting facts. For example, all
rivers provide drinking water.
The Magdalena River provides drinking water and food. But how many people benefit
It is also used to generate energy. But the river is now from the river as a drinking water
resource? Research!
very polluted. The number of fish is decreasing, and
there is a lot of deforestation around the river.
This part of the main body should
We need to do something to restore its biodiversity, say how to restore the river. It can
protect its waters and help the people that make a include the opinion of an expert.
living from it. Find a e .
Rewrite the article. Use the suggestions in exercise 4, the extra

5. Write information below and your own ideas.
• Large numbers of fish die every year in the Magdalena River because pollution reduces the
37 level of oxygen.
• According to the Nature Conservancy Agency, 38 million people benefit from its water.
• Pablo Garavito, environmental engineer: ‘Local people and industries need to take
responsibility for cleaning up the river. Without this important contribution, there is
no solution.’
Look back at your research in Unit 1, lesson 1, exercise 8 and lesson 3,

6. Write exercise 9. Complete the chart with notes from your research. Then write
a similar article, following the suggestions in exercise 4.
What’s the problem? Who is involved? Where is it? How can we solve
the problem?
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4. Read 5. Write 6. Write

▪▪ Set the context. Explain to ▪▪ Focus attention on the text. ▪▪ Explain that in this part of the
students that they will read an Explain that it contains extra project, students will complete
article written by a student. information to complete and the news article they outlined
▪▪ Students look at the photo improve the article. in Unit 1.
and title. Ask. What is the topic ▪▪ Students read the text. ▪▪ Students use the chart to
of the article? (the Magdalena ▪▪ Students modify or extend the generate and organize their
River) article in exercise 4 using this. information and ideas before
▪▪ Explain that the boxes on the writing.
right are suggestions made ▪▪ Students write the article,
by an editor. Students read using the Magdalena River
the suggestions. Ask: How can article as a model. Remind
we improve the headline? (with them to include the key
key words that establish and features: a headline, lead
limit the topic: e.g. Magdalena paragraph, main body,
River Is Dying, Magdalena River quotation and a caption for
Pollution Problem) any photos they use.
▪▪ Explain that the words in
the box are the names of Extra Activity (10 minutes)
the different parts of a news Encourage students to do some
article. peer correction. Students work
▪▪ Students complete the in pairs and read their partner’s
suggestions and check their article, and provide feedback.
answers as a class.
Answer Key
a. headline
b. caption
c. lead paragraph
d. main body
e. quotation
37 T37
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Read the letter from a student to an international foundation. Label the

7. Read letter with parts a–h.
a. Supporting information
b. Name and address of sender Study Tip
c. Opening salutation
Writing a letter is a
d. Request for help
very important skill.
e. Opening paragraph (statement of purpose)
Formal letters have
f. Closing salutation
specific and important
g. Concluding paragraph
elements.
h. Name, company and address of recipient
David Quiroga
Paso Verde School, Nóvita, Chocó
20 June 2018
Ms Claire Smith
World Ecosystems Foundation
210 Manchester Street, London SW2 1TJ, United Kingdom
Dear Ms Smith,
I’m writing to you about the illegal mining that happens in my community.
We need to stop illegal mining now because it is affecting our environment and
our health.
Every day the industry throws large quantities of mercury and other chemicals into
streams and rivers that are our sources of fresh water. According to the Mining and
Energy Ministry’s latest report, 35% of the protected area near the River Tamaña has now
been eroded as a result of illegal mining activities. We are concerned about our health,
deforestation and the destruction of local ecosystems in general.
We would like to ask for your international support because we have heard about your
initiatives and your commitment to helping communities like ours. We can all work
together to make sure that there is a healthy environment for everyone.
In conclusion, we strongly believe it is time to stop these activities before it is too late
for the people and the environment. The area is a beautiful rainforest with amazing
biodiversity, and it belongs to all of us.
Yours sincerely,
38 David Quiroga
Eco-Warriors Youth Group
Paso Verde School
In groups, think of an environmental problem in your town or city. Write a

8. Write similar letter to the local authorities expressing your concern. Include:
• the correct names and addresses • supporting information

• opening and closing salutations • a request for help
• an opening paragraph • a concluding paragraph.
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7. Read 8. Write
▪▪ Students read the letter ▪▪ Students work in groups to
quickly. Ask: What kind of write a letter. Remind them of
letter is this? (formal? informal? the purpose of the letter: to
personal?) Why would you write express their concern about
this kind of letter? an environmental problem.
▪▪ Write these comprehension ▪▪ Students can use the
questions on the board: Who information from the news
wrote the letter? Who is the article in exercise 6 for
letter to? What is it about? What content, and the letter in
is its purpose? exercise 7 as a model. Explain
▪▪ Students read the letter and that they can use the words
answer the questions in and expressions in red to
groups. organize the letter.
▪▪ Explain that items a-h are ▪▪ If there is time, groups can
the different parts of a exchange letters and give
letter. Check that students feedback on the use of correct
understand these before they language and organization.
match them with the content.
▪▪ Check answers as a class.
Study Tip
Read the text together and
discuss why this is a formal
letter and not an informal letter.
Ask students to decribe an
informal letter.
Answer Key
b, h, c, e, a, d, g, f
T38
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module 1 // Unit 3
16
Chant
Respect the earth
Save energy to be green!
Respect the earth and keep it clean.
Save energy to be green!
Respect the earth and keep it clean.
Sustainable energy will help us restore,

But we can’t afford to pollute any more.
Pesticides and open mines
I strongly believe will destroy us in time.
Be sure to recycle, wherever you are,

And use your bike instead of a car.
Sign a petition in this magazine,
To conserve biodiversity.
Save energy to be green! …
We must protect our habitat.

We need conservation, and that´s a fact.
Deforestation means losing our trees,
Water pollution’s destroying our seas.
Believe in the cause and join a campaign.

Ask your friends to do the same.
Have no doubt and cooperate.
Make a change, before it’s too late!
39
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Chant:
Respect the earth
There is one chant in each module. Chants are great activities for improving
confidence and accuracy of pronunciation. Specific guidance and ideas on how best
to use the chants in your class are included in the notes for each section.
Associating actions with key vocabulary items helps students to memorise the word
and associate it with the movement, and is a powerful learning tool. A lot of students
enjoy these activities, and they often make for fun and creative lessons.
Introduction to chants
Activities based on chants gradually increase in complexity and difficulty as the
module progresses, so it is best to teach activities in the order in which they are
presented in the book. If you have time for an additional classroom activity at the
end of the lesson, often there are further activities for more advanced students.
These additional activities are often slightly more complex than others within the
unit and demand some creative thinking from students. It is also opportunity for
them to include vocabulary from other lessons and topics.
Lesson 4 Group 1 Save energy to be

Listening Group 2 green!
Group 1 Save energy to be
Speaking (15 minutes) Group 2 green!
(5 minutes) Play the audio through a few Group 1 Pesticides and open
Group 2 mines
Before playing the audio for times. The first couple of Group1 I strongly believe will destroy
the chant, ask your students times, tell students to focus us in
what they think it is about. on listening to the rhythm Group 2
and pronunciation of the time.
Ask them to tell you which Group 1 Sustainable energy will help
words they can read that chant. On the third listen,
us
helps them to understand the encourage them to sing along Group 2
theme. If there are any items with the chant, and replay it restore,
of vocabulary that they don’t several times so that they feel Group 1 But we can’t afford to
confident with the melody and pollute any
understand, see if anyone in Group 2
the class can explain it either the rhythm. more.
in English, or in their own Once students are familiar T39
language. with the chant, split the class As part of this whole class
in two. Get one group to chant activity, you may find there is
the main body of the text, and a good opportunity to recap
the second group to say the modal verbs. In preparation for
final word at the end of each activity 1, ask students to tell
line. you what they must and must
not do, according to the chant
(must will be replaced with
should in activity 1).
P066_089_TG8M1U3_OK.indd 85 10/12/16 9:35 p.m.

1. Read What should and shouldn’t we do?
1 We shouldn’t cut down trees. 6 We respect the earth.

2 We pollute the environment. 7 We keep the earth clean.
3 We use sustainable energy. 8 We join a campaign.
4 We save energy. 9 We cooperate.
5 We use pesticides. 10 We have open mines.
2. Write Answer the questions.
1 What does the singer believe will destroy

us? 6 What must we protect?
Pesticides and open mines
2 What can’t we afford to do? 7 What happens when we lose our trees?
3 What should you do, wherever you are? 8 What destroys our seas?
4 What should you use instead of a car? 9 What should you ask your friends to do?
5 Where is the petition? 10 What should you do before it’s too late?
Write an article for a website about protecting the environment.

3. Write Say what we should do and why.
drive a car respect the earth join a campaign keep the earth clean use pesticides
have open mines use sustainable energy protect our habitat recycle ride a bike
40 sign a petition pollute water cut down trees join a demonstration save energy
pollute destroy our seas
We should …
We shoudn’t …
We must …
We mustn’t …
Always …
Never …
… because …
P066_089_TG8M1U3_OK.indd 86 10/12/16 9:35 p.m.

1. Reading
3. Writing
(10 minutes)
(15 minutes)
Activity 1 is a reading activ-
ity. You may find that stu- Activity 3 is an ideal
dents need a brief reminder homework exercise, as
of should and shouldn’t and students could feasibly write
modal verbs that don’t ap- quite a lot on the topic of
pear in the chant, so make protecting the environment at
sure that they understand the this point. Encourage them to
rubric before they start work recycle all the key vocabulary
in their pairs. You may like to in the chant, and that they
complete the first two or three have learnt whilst doing the
questions as a whole class to preceding exercise.
ensure everyone understands
Encourage students to use as
what to do.
great a variety of vocabulary,
ideas and concepts as
Get students to do the exer-
possible. Give one mark for
cises in their pairs, then bring
each correctly used item from
the whole class back together
the wordpool, and two marks
and run through each ques-
for each item that students
tion, identifying any problem
think of themselves (and use
questions or areas of difficulty.
in a grammatically correct
sentence).
2. Writing Extra Activity (10 minutes)

Ask students to reflect on what
(15 minutes)
they have learnt since the start
Activity 2 requires a of the lesson. Get them to write
down any new vocabulary in their
thorough and detailed
notebooks.
comprehension of the text,
and the ability to translate
this into grammatically correct
sentences. Students should be
encouraged to answer in full
sentences.
Once all pairs have written
down their answers, go round
the class getting a different T40
pair to answer each question.
Give extra marks for good
pronunciation and creative use
of correct English.
P066_089_TG8M1U3_OK.indd 87 10/12/16 9:35 p.m.

Check Your Progress
Complete the conversation with the

1. Read expressions in the box.
I have no doubt I’m not sure I really think I agree with
Ángela: Did you know that the mayor says it’s obligatory to
recycle our waste? I can express opin
ions
Carlos: No, I didn’t. a. it’s a good idea because about human actio
ns.
there is too much rubbish. I b. the mayor.
Ángela: c. . Is it the real solution?
Very well
Carlos: Absolutely! I d. we need to recycle and reduce
our waste to protect the animals in the oceans and rivers.
Quite well
Select the correct expression to
2. Read complete the letter. With difficulty
Dear Sir,
I am writing to you because I am interested in protecting
the forests of Colombia. Forests cover 53% of the total
I can discuss good
area of our country, but deforestation has advanced and
bad environmenta
quickly in recent years. It’s a. important / wrong to find practices.
l
ways to make companies restore the forests the country
is losing. It’s b. wrong / a good idea to cut down an area of
trees and not restore the forest, just because Colombia Very well
has a lot of forests. I think it’s c. necessary / bad practice to
protect nature reserves all around the country because the With difficulty
forests are home to a variety of plants and animals. It’s d.
important / not necessary to remember that Colombia has I agree with
the seventh largest area of tropical rainforest in the world,
41 and is second in terms of biodiversity.
Yours faithfully,
Ana Rodríguez
I can describe
ecological values
.
17 3. Listen Listen and answer the questions.
Very well
a. Why did Milo decide to do something about the
pollution in the oceans?
Quite well
b. What did Milo do to help protect the oceans?
c. What value do business people in San Francisco show?
With difficulty
P066_089_TG8M1U3_OK.indd 88 10/12/16 9:35 p.m.

1. Read 2. Read 3. Listen

(10 minutes) (10 minutes) (20 minutes) (track 16)
▪▪ Remind students to read the ▪▪ Remind students to read the ▪▪ Students read the questions
whole conversation before whole letter before selecting and possible answers before
completing it. the correct expression, to get listening.
▪▪ Students complete the an idea of the overall meaning. ▪▪ Play the audio. Students listen
conversation, then check their ▪▪ Students complete the letter, and select the best answer.
answers in pairs. then check their answers in
pairs. Answer Key
Answer Key a. He discovered there was a lot
a. I really think Answer Key of plastic waste in the oceans.
b. agree with a. important b. He started a petition to
c. I’m not sure b. wrong reduce the plastic used in
d. I have no doubt c. necessary supermarkets and stores.
d. important c. cooperation
Audio Script
Milo lives in San Francisco,
17
He is only nine years old, but he
has shown the world his concern
for the environment.
Milo was worried about the pollution
of the oceans. So he started
researching the causes of that
pollution. He discovered that there
is a lot of waste in the oceans,
including plastic bags, cups and
bottles. Milo was sure that some of
this plastic is not really necessary
and some of it can be reduced.
So he decided to do something to
help reduce the number of bags
and bottles that people use.
Milo organized a petition to
supermarkets and other big
stores, asking them to stop the
excessive use of plastic bags,
bottles and packaging. He sent the
petition to most of the businesses
in the San Francisco Bay area.
Surprisingly, most people from
these businesses decided to sign
the petition and they promised to
work together with Milo to help
protect the ocean.
T41
P066_089_TG8M1U3_OK.indd 89 10/12/16 9:35 p.m.

Module // 1 Review
Everyone picks a square in the same category and
Quiz
answers the question or instruction in that square.
When you answer correctly, you get the points. The
person with the most points at the end wins!
Negative Effects on Helping the Expressing your

the Environment Opinion Recycling
Environment
Describe an Talk about what you Say why you think it is Describe actions taken
environmental problem can do to help the important to protect in your community
in your community. environment. forests. to recycle.
800 points 800 points 800 points 800 points

What happens when What environmental Name two actions to the Explain how you
people don’t care about issue have you recently environment that you can reduce water
the environment? read about in the news? strongly disagree with. consumption.

What is the problem How is life Complete: I have no Name one item
with pesticides? interconnected? doubt that … you can reuse.

Name one eco-friendly What do you have Describe something Do you respect
action you do at home. to do to recycle? you and your friends public spaces?
strongly believe in?

Express your opinion Explain what you can do
Describe what’s What can people do to about adopting animals with these items.
happening. solve this problem? from a shelter.
42 400 points 400 points 400 points 400 points
What concerns do How does planting Complete: It’s wrong Describe one action
you have about the trees help the to … you can take to start
environment? environment? reducing waste.
How does signing

What is illegal mining? a petition help the Complete: I really think Name three eco-friendly
environment? that … actions.
P090_093_TG8_ReviewM1_OK.indd 42 10/12/16 9:40 p.m.

Module // 1 Review
module1 // Review
Eco-Friendly Writing a Letter Problems Working for

Actions a Cause
Discuss a possible
Write a short letter
Explain how your Describe what solution for the
expressing an
school can be more habitat loss island of rubbish in
environmental
eco-friendly. means. the Pacific Ocean.
concern.

How can carbon What is the closing What is the effect of Briefly tell the story of
emissions be reduced? paragraph of a letter? cutting down trees for Easter Island. What can
cattle farming? we learn from it?

Describe some eco- What is the purpose How do human Is it possible to work
friendly things you can of the letter in the box actions impact the together and change the
do when traveling. below? environment? world? Explain.

Define composting. Continue the letter: Explain what was What can teenagers
happening before and do to help the
what happened after. environment?
Dear Sirs,
Our community is not
recycling. There is
rubbish in the park and
public spaces …

What part of a letter
Is buying bottled water is this? What environmental What can a teacher
every day an eco- ‘I’m writing to problems are there in do to help the
friendly action? you because …’ Colombia? environment?
4433
Mention the three
Describe one way you important parts of a What is deforestation? What can a farmer do to
can save energy. letter. help the environment?

What can a
What is an eco- What is the first part of photographer do to help
footprint? a letter? What is air pollution? the environment?

Taking Care Of The Environment Challenge
Students play in pairs or groups of up to five people.

They need some paper and a pencil. Explain that they
should all choose a square in one of the categories
on the board and answer the question or complete
the statement. If the answer is correct, they can
collect the points indicated. The player marks this
question as answered and writes down the number
of points collected. If the answer is not correct,
the player doesn’t win any points and, on their
next turn, can try to answer again or can answer a
different question. In each group students should
decide together if an answer is correct or incorrect.
You can help with suggestions. When all the questions
have been answered, the player with the most points
wins. Walk around the classroom helping students
with vocabulary and structures as they play.
T42 Challenge Answers

Page 42-43 3. Negative Effects on the 5. Negative Effects on the
Environment, row 3: Answers may Environment, row 5: Fumes from
vary, but students may mention factories pollute the air and
1. Negative Effects on the
that pesticides contaminate water increase the greenhouse effect.
Environment, row 1: Answers may
and damage ecosystems.
vary. 6. Negative Effects on the
4. Negative Effects on the Environment, row 6: Answers may
2. Negative Effects on the
Environment, row 4: Answers may vary.
Environment, row 2: Answers may
vary.
vary.

Module // 1 Review
Review Race Answers continued

7. Negative Effects on the 21. Expressing your Opinion, row 7: 35. Eco-Friendly Actions, row 7: It is
Environment, row 7: Answers may Answers may vary. a symbol of the actions we take to
vary, but students may say that help the environment.
22. Recycling, row 1: Answers may
illegal mining is done without taking
vary. 36. Writing a Letter, row 1: Answers
care of the environment, increasing
may vary.
water pollution, deforestation and 23. Recycling, row 2: Answers may
habitat loss. vary but may include taking 37. Writing a Letter, row 2: It’s a
shorter showers, collecting paragraph that sums up the
8. Helping the Environment, row 1:
rainwater, not doing the laundry information and thanks the
Answers may vary, but students
every day, etc. recipient of the letter.
may mention saving energy and
water, using less plastic, signing 24. Recycling, row 3: Answers may 38. Writing a Letter, row 3: To ask
petitions, etc. vary, but may include clothes, authorities in the community to
paper, containers, etc. implement recycling and rubbish
collection.
Answers may vary. 25. Recycling, row 4: Answers may
vary. 39. Writing a Letter, row 4: Answers
may vary.
There is a symbiotic relationship 26. Recycling, row 5: They can all be
between living things. Every action recycled but need to be separated 40. Writing a Letter, row 5: It is the
humans do can damage or protect correctly. purpose of the letter.
the environment.
27. Recycling, row 6: Answers may 41. Writing a Letter, row 6: Answers
11. Helping the Environment, row 4: vary but may include reusing items, may vary.
Separate rubbish correctly. buying less plastic, etc.
42. Writing a Letter, row 7: The name
12. Helping the Environment, row 5: 28. Recycling, row 7: Answers may and date.
Answers may vary. vary but may include saving water,
43. Problems, row 1: It means losing
planting trees, recycling, etc.
13. Helping the Environment, row 6: It forests and animal habitats
helps to prevent deforestation and 29. Eco-Friendly Actions, row 1: because of human activity.
to produce oxygen. Answers may vary.
44. Problems, row 2: Habitat loss and
14. Helping the Environment, row 30. Eco-Friendly Actions, row 2: deforestation.
7: Collecting a lot of signatures Answers may vary but may include
45. Problems, row 3: Answers may
may lead to passing a bill or taking using cars less, having factories
vary but may include pollution,
action to protect the environment. work on reducing emissions, etc.
deforestation, habitat loss, etc.
15. Expressing your Opinion, row 1: 31. Eco-Friendly Actions, row 3:
46. Problems, row 4: Answers may
Answers may vary. Answers may vary but may include
vary, but students may say: ‘before
not throwing rubbish away, being
16. Expressing your Opinion, row 2: there was a forest but, due to
aware of the habitats visited, etc.
Answers may vary. deforestation and water pollution,
17. Expressing your Opinion, row 3:

32. Eco-Friendly Actions, row 4: It the habitat was lost.’ T43
means using organic material as
Answers may vary. 47. Problems, row 5: Answers may
fertilizer.
vary.
33. Eco-Friendly Actions, row 5: No.
Answers may vary. 48. Problems, row 6: Cutting down
We should try to buy less plastic.
trees for cattle farming.
34. Eco-Friendly Actions, row 6:
Answers may vary. 49. Problems, row 7: Pollution of the
Answers may vary but can include
air caused by fumes.
20. Expressing your Opinion, row 6: turning lights and appliances off
Answers may vary. when not using them. 50. Working for a Cause, row 1:
Answers may vary.

Module // 1 Project
PROJECT
An eco-newsletter to evaluate the impact of human
actions on the Colombian environment
1. I n groups, collect the information and materials you created in this module. Use the checklist
to make sure you have everything you need.

Human Actions and Think Green! Caring For the
the Environment Environment
Lesson 3, exercises 5-7 Lesson 2, exercise 6 Lesson 3, exercises 1-3
Facts about Colombia’s Eco-friendly advice for travellers Photos and facts
eco-concerns Lesson 3, exercise 3 about problems in
Lesson 3, exercise 10 the oceans
Information leaflet with suggestions
Poster of environmental for a school recycling programme Lesson 3, exercise 4
problem research Lesson 3, exercise 4 Article on the
Magdalena River
Eco-promise
Lesson 3, exercises 7-8
Lesson 3, exercise 9
A petition letter
News articles about the school
eco-footprint
2. Decide which information you want to include in your newsletter.

3. Look at the two options for presenting the newsletter. Discuss the advantages and
disadvantages of each option: an online newsletter or a poster presentation.
4. Read the suggestions for what to do before, during and after the launch of the newsletter.
Can you think of other ideas?
Online newsletter Poster presentation

a. Create a website – think of a name a. Look for a space to create a poster
44
and web address. presentation and ask for permission.
b. Choose a format for your newsletter b. Find materials to create your poster
(see the suggested format in Step 5). (What will you put it on? How big will it
c. Organize your material using the be?).
Before
format you chose. c. Make an outline of the design on paper
Then create your poster.
d. Decide on a date to launch the poster.
e. Announce the date and invite people to
the launch.
P094_097_TG8_ProjectM1_OK.indd 88 10/12/16 9:43 p.m.

Module 1 Project
1. Explain to students that they are 2. Students discuss which information 4. Clarify that in an online publication
going to create an eco-newsletter. they want to include. students should promote the website,
The newsletter will have different the launch event and share some
sections with informative texts on content previews to create curiosity
3. Students decide the format they’d
environmental and ecological issues. about the newsletter. For the wall-
like to use for their newsletter. Direct
Students will carry out research poster newsletter, students should
their attention to the chart. Go over
and produce posters, collages, trivia invite the audience to present their
the two options, and discuss the
questions, surveys and interviews. products. If students want to make
advantages and disadvantages of each.
Tell students they will be publishing copies of their news articles or
this newsletter in an eco-friendly contents of the newsletter, they should
way, either publishing online or using use recycled paper.
recycled paper. 21st Century Skills
Remind students that they’ve been Ask students to discuss why it’s
working on the project throughout important not to waste paper. Remind
the module. Direct them to the Unit them not to use unnecessary paper
overview pages so they can see the and cardboard as they produce their
Module tasks and elements which materials, and also to be aware of the
will contribute to the project. Remind need to use school resources wisely.
them of the different activities they
carried out earlier in the module.
It is important to use this checklist
to enable teachers and students to
clearly see where they’re going, how
much progress they have made, and
how much is missing. Tell students the
mind maps, outlines and posters will
help them decorate the classroom or
noticeboards and will help them in
their oral presentations of the topics.
T44

module1 // Project
Online newsletter Poster presentation
d. Give a presentation of your website f. Put up your poster.
(e.g. a PowerPoint presentation, a g. Present the information while people
presentation to the class). read the sections of the poster.
During e. Answer questions. h. Answer questions.
f. Think of different strategies to
promote your website (e.g. by email,
using social media).
g. Invite people to sign the eco- i. I nvite people to sign the eco-promise
promise and to vote in your online and to vote in your online survey.
After survey. j. Publish the results of the survey.
h. Publish the results of the survey. k. Ask people present for feedback.
i. Ask for feedback online.
5. Here are some suggestions for how to organize the information in your online newsletter or
poster.
Name of the newsletter:

Web address: Launch date:
WHO ARE WE? FEATURE STORIES / REGIONAL NEWS

• Personal information about the people in • News article about the school eco-footprint
the group • Article on environmental problems
• Article on the Magdalena River
EDITORIAL ECO-ACTIONS
• Map of environmental problems • Suggestions for travellers – how to reduce
your eco-footprint
• Eco-promise – ask people to sign
DID YOU KNOW …?
• Eco-facts, e.g. rainforest, recycling,
PHOTO CONTEST Colombian problems
• Exhibition of photos showing ONLINE SURVEY
45
environmental problems • Ask people to vote on ideas to reduce
the impact of human actions on the
environment.
PETITION LETTER
Read and sign!

Module 1 Project
5. Invite students to reflect on how a

newsletter is put together. Bring some
examples to class and invite students
to browse the different sections:
local news, feature stories, surveys,
contests, etc.
Direct their attention to the suggested
sections. Tell students they can
use these ideas to organize their
newsletter, but that they needn’t be
bound by them and can decide on
alternative ways to organize their
chosen content.
Have students reflect on the
importance of obtaining the
corresponding feedback after the
event. Explain that the audience or
readers should provide feedback on
the students’ presentations and also
on the newsletter as a whole.
Make sure students devise a form to
ask the audience for feedback. They
might want to use recycled paper to
make copies of the feedback form and
hand it out before the audience leaves.
Encourage students to reflect on the
results of the presentations. They
should congratulate themselves on
things that went well and discuss how
to improve things that did not work.
T45

Module // 1 Evaluation
Evaluation
Vocabulary
Circle the word or phrase that doesn’t belong to the same category. There is one example.
0. A. use pesticides B. illegal mining C. deforestation D. recycling

1. A. volunteer B. pollute C. rescue an animal D. sign a petition
2. A.waste B. reduce C. reuse D. recycle
3. A. plastic bottles B. recycle C. fruit peelings D. magazines
4. A. protect the B. take shorter C. have solar panels D. use energy saving
environment showers light bulbs
5. A. I strongly B. I’m certain… C. launch a petition D. I’m sure…
believe…
Grammar
Circle the word that best completes the sentence. There is one example.
0. I enjoy . 8. W
e can reduce pollution by
A. pollution less plastic.
B. walking A. buy
C. deforestation B. buying
C. is buying
6. There are many trees in our neighbourhood.
Before, there none. 9. I t’s important to consuming
A. were less.
B. are A. have started
C. weren’t B. starting
C. start
7. Jessica is really good at .
46 10. I strongly we can help the
A. sing
environment.
B. doesn’t sing
A. believe
C. singing
B. sure
C. opinion
P098_101_TG8_EvaluationM1_OK.indd 42 10/12/16 9:45 p.m.

Evaluation Answers
Page 46
Vocabulary Grammar
1. B 6. A
2. A 7. C
3. B 8. B
4. A 9. C
5. C 10. A
T46

module 1 // Evaluation
Reading
Read the following text. Circle the best answer for each question. There is one example.
In recent years, climatic phenomena such as El Niño and La Niña have increased the lack of
water in several countries. Fog catchers are nets between two wooden poles that capture
water without polluting the environment. Scientists are starting to think that fog catchers can
help us collect water in an efficient way. They are especially effective in deserts, mountains
and other places that have a lot of fog. In the Atacama Desert in Chile, fog catchers are
used for water supply and agriculture with wonderful results. A team of engineers from the
Massachusetts Institute of Technology (MIT) is working to improve fog catchers. Scientists
believe that, because they are easy to assemble and effective, fog catchers could become a
globalized solution for water supply and agriculture all over the world.
0. Where have El Niño and La Niña increased the lack of water?

a. In the Atacama Desert b. In places that have a lot of c. In several countries
fog
11. What are El Niño and La Niña?
a. They are objects that collect b. They are climatic c. They are a solution to the
water. phenomena. lack of water.
12. What is a fog catcher?
a. A type of agriculture. b. An object that pollutes c. A net that collects water.
water.
13. Why are fog catchers helpful?
a. Because are useful for b. Because they are easy to c. Because they are made of
collecting water. make. wood and a net.
14. Where are fog catchers especially efficient?
a. Near the ocean. b. In places with a polluted c. In deserts and mountains.
environment.
15. What is the MIT team doing?
a. They are working in the b. They are studying El Niño c. They are working to
Atacama Desert in Chile. and La Niña. improve fog catchers.
Writing
47 Complete the chart below about yourself.
A description of you:
What are you good at? (16)___________ What do you like?
(17)___________ (18)___________
What are you interested What worries you?

in? (19)___________ (20)___________

Evaluation Answers
Page 47
Reading Writing
11. B 16. Answers may vary.
12. C 17. Answers may vary.
13. A 18. Answers may vary.
T47

M o d ule 2
Health
Health Issues

What is an Eating Healthy Food Body and Mind
Disorder? Choices Connection
Language Functions Language Functions Language Functions
• Describe minor illnesses and • Ask for and give information • Describe emotions and
give suggestions about eating habits feelings
• Describe symptoms of • Make suggestions about • Express conditions
eating disorders and express eating habits • Ask about past
48 conditions • Ask for and give information experiences
• Describe past experiences about the ingredients of a • Give and ask for
• Recognize negative health dish suggestions
practices • Give information about the
nutritional value and health Text Types:
Text Types: benefits of food
• Wiki webpage,
• Webpage, poster, Text Types: online advertisement,
conversation, questionnaire, descriptive paragraphs,
narrative text, informative • nutrition advice, survey, narrative texts,
article, descriptive descriptive paragraph, instructions, interviews,
paragraph narrative paragraph, newspaper article
conversation, blog, recipe,
nutrition quiz, informative
article, interview
P102_125_TG8M2U1_OK.indd 2 10/12/16 9:51 p.m.

• Point out to students • Encourage students Unit 1

10 that this is the second 15 to look at the different What Is an Eating Disorder?
minutes minutes
module of the book and pictures spread out over the
it addresses the topic of two pages of the module
health. presentation. Point to each one
unit.
and ask students if they know the
• Ask: What do you understand by the
English word. Write the words on • Discuss the meaning of new
word ‘health’? Do you consider yourself
the board as students call them vocabulary like eating disorder,
healthy or not? Encourage students
out. Help with translations if no illnesses, symptom, health practices,
to justify their answers. Vocabulary
one knows the name of a particular poster.
might be a problem, so allow them
food or part of the body.
to express their ideas in L1 when
needed, offering translations so they • Remind students that language Unit 2
start to become familar with the functions help us to communicate Healthy Food Choices
topic and vocabulary. more effectively. Most of what
we say is for a specific purpose; • Discuss the language functions
• When explaining new vocabulary, listed in this unit and elicit
whether to thank someone, offer
do not translate words directly into definitions of new vocabulary
help or simply express an emotion,
L1. Use examples in L2, along with such as eating habits, nutritional
we use language functions to help
body language or drawings on the value, dish, health benefits, survey,
convey these messages.
board, etc. infographic, recipe.
• Go over the specific language
• Discuss the following: Is good health
functions and text types of the
just what you eat? Or does it include
three units Unit 3
exercise? Explain that in order to have
Body and Mind Connection
good health, there are a number of
factors involved. Obviously, good • Read the language functions
food and exercise are two very and text types and clarify words
important factors, but psychological students do not understand, e.g.
factors are also significant. For suggestions, wiki, advertisements, etc.
example, stress is a major problem
when it comes to health. There are
other external factors like fresh air
and sunlight that also contribute to
health.
• Draw students’ attention to the
theme of the module. Ask: What is
an eating disorder? Who can give me
some examples of eating disorders?
Elicit that there are a wide variety
of eating disorders, ranging from
anorexia and bulimia to overeating.
• Make sure students understand T48
that these types of disorders are
dangerous health issues and that
under no circumstances should we
make fun of someone who has an
eating disorder. On the contrary,
these people need proper medical
and psychological attention.
P102_125_TG8M2U1_OK.indd 3 10/12/16 9:51 p.m.

• Do you recognize the different

food items?
• Which foods are healthy and
which are unhealthy?
• Which foods do you like eating?
• Do you recognize some of the
different body parts?
• What is each body part used for?
Project: Create an Eating Disorder Prevention Plan and Present It at a Health Fair

1. Lesson 2, exercise 9 3. Lesson 1, exercise 8 8. Lesson 1, exercise 7
21st Century skills Survey on eating habits. Infographic suggesting positive
Ideas to raise 4. Lesson 2, exercises 8 and 9 ways to improve self-esteem and
awareness about Instructions on how to body image.
49 being overweight and prepare a healthy snack. 9. Lesson 3, exercise 8 Checklist
obesity. 5. Lesson 3, exercise 5 to discover if people contribute
2. Lesson 3, exercise 8 Nutrition quiz questions. to their own low self-esteem and
A text about a specific 6. Lesson 3, exercise 7 body image problems.
eating disorder Text and infographic 10. Lesson 3, exercise 10
including definition, describing a healthy food. Presenting ideas about the role
causes, symptoms, 7. Lesson 3, exercise 8 of self-esteem and body
treatment. Nutrition suggestions with image in the prevention
infographics. of eating disorders.
Chant
Be good to your body
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Explore Your Knowledge Final Project

20 10
minutes• Read the questions minutes • Let students know that,
together and discuss in module 2, they will be
students’ answers. Allow organizing a Health Fair
students to answer in L1 if they where they need to present an
need to. Eating Disorder Prevention Plan.
• Question three allows students • Explain that in order to organize
to personalize the information by the fair they will need to organize
asking them which food they like several committees, including a
to eat. Encourage them to give Promotion committee, a Logistics
reasons for their responses. and Decoration committee and
a Presentations committee. Also,
• The last two questions refer to
they will need to prepare their
parts of the body. For the last
presentation, an Eating Disorder
question, encourage answers like
Prevention Plan.
We use our hands to hold things or
We use our knees to help us walk, • To assist in preparing the Eating
etc. Disorder Prevention Plan, in
unit 1 students look at ideas to
• Finally, ask students if they can
prevent overweight and obesity,
name other body parts. Help
as well as researching specific
them with the English words if
eating disorders. Students focus
needed.
on healthy eating in unit 2, with a
• Remind students that they need survey on eating habits, a recipe
to perform a final project for each for a healthy snack, a nutrition
module, but that they will work quiz, a text and an infographic
towards achieving it during the about healthy food, and nutrition
whole module by accomplishing suggestions. Finally, in unit 3,
mini-tasks. students learn about positive ways
to improve self-esteem and body
image, and the role of self-esteem
and body image in preventing
eating disorders.
• Finally, read the title of this
module’s chant, Be good to your
body, and ask students what they
understand and how they can relate
the content of the units to the title
of the chant.
T49
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Unit » 1
Objectives
» I can describe symptoms of eating 18
disorders and express conditions.
» I can describe minor illnesses and
give suggestions.
What Is an Eating » I can describe past experiences.
Disorder? » I can recognize negative health practices.
In Context » I’m Interested in My Health!

It is the International Week of Eating Disorders at Kennedy School. The
1. Read school has created a webpage to inform students about the activities.
Read the webpage and answer questions a–d.
a. There’s a health fair at the school. When is it? From 2nd to 9th June.
b. Where can you find information about being overweight in Colombia?
c. Where can you find information about the symptoms of anorexia?
d. How can you contact a health specialist?
Kennedy School International Week of Eating Disorders
HEAL TH NEWS
Health Ministry reports half the population of Colombia is overweight.
Do you often have headaches? Do you feel low in energy? Are you worried about obesity?
Get a health check! Read more: Colombianews.com
Doctor speaking!
What is an eating disorder? Talk to the health specialist!
Telephone: 364-555-896
HEALTH CHECKLISTS
Not sure if your friend has an eating disorder? Use these checklists to find out. 19
50
Helping you prevent: Anorexia, Bulimia, Binge-eating
Join us! Show you care!
Health Fair 2nd–9th June
Special events! Healthy recipes! Active life workshops!
Talks, competitions, concerts … and more!
EATING DISORDERS – REAL STORIES!
Read Claudia and Nicolás’s stories about recovering from eating disorders.
The Digital Storytelling Project
Share your personal stories to work out problems together.
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Unit 1 What Is an Eating Disorder?

Unit Objectives
Understand basic information about eating disorder symptoms.
Identify general and specific information in a short text written in simple language.
Use notes to summarize short texts that describe people’s eating habits, symptoms
and causes.
Vocabulary Eating disorders; Health problems and remedies
Grammar Frequency adverbs; First conditional
1. Read
(15 minutes)
▪▪ Set the context. Write the title
of the lesson on the board and
ask: Are you interested in your
health? What do you do to stay
healthy?
▪▪ Read the rubric. Check
students understand the
term eating disorder. Elicit
the names of some eating
disorders (e.g. anorexia,
bulimia, binge-eating) and their
effects (e.g. obesity, being
overweight/underweight).
▪▪ Students scan the webpage to
answer the questions.
Answer Key
a. From June 2nd to 9th
b. Colombianews.com
c. The checklist: Helping you
prevent: Anorexia Bulimia
Binge-eating
d. Telephone: 364-555-896
T50
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module 2 // Unit 1
Jaime and Andrea want to help their friend Nicolás. Listen and note
18 2. Listen down the sections of the webpage they discuss. Then, listen again and
tick the ideas (a–e) they discuss.
a. Read real stories about people with eating disorders.

b. Get in touch with a psychologist or a health specialist.
c. Share Nicolás’s personal story online.
d. Invite him to go to the Health Fair.
e. Talk to his family about the problem.
3. Speak Which is the best idea in exercise 2? Discuss with a partner.
4. Read Look at the poster. Match the photos (a–e) with the phrases.
a. b. c. d. e.
eats too little

Do you care about your friends?
These are some symptoms or signs of a
eats in secret possible eating disorder. If your friend …
a. eats in secret
worries too much about their weight b.
c.
d.
can’t control their eating
e.
… he/she may have an eating disorder!
vomits after eating
51
Listen to Jaime and Andrea talking about Nicolás. Complete the sentences
19 5. Listen with the correct adverb.
always usually often sometimes hardly ever never
Andrea thinks that Nicolás a eats in secret, but b he can’t

control his eating. In Jaime’s opinion, he c
worries about his weight. Also,
he d
vomits after eating.
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▪▪ If you have time, suggest that

2. Listen 3. Speak students research more eating
(25 minutes) track 18 (15 minutes) disorders and their symptoms
for the project.
▪▪ Set the context. Two students ▪▪ Elicit expressions to give
are exploring the health opinions and suggestions Answer Key
website to find help for their (covered in Module 1, Unit a. eats in secret
friend. 3) and write on the board: I b. vomits after eating
▪▪ Read the rubric and ideas think, I’m sure, I believe, I have c. can’t control their eating
a–e. Make sure students no doubt, it’s important to, they d. eats too little
understand the task. can/should, etc. e. worries too much about their
Model the pronunciation of ▪▪ In pairs or small groups, weight
important words (e.g. health students give their opinions
specialist, psychologist). about what to do.
▪▪ Play the audio. Students listen
5. Listen
and identify the webpage Extra Activity (10 minutes)
sections they discuss. Write these questions on the (15 minutes) track 19
▪▪ Play the audio. Students listen board. In small groups, students ▪▪ Read the paragraph before
and tick the ideas. discuss and exchange ideas. playing the audio. Focus
▪▪ Students check their answers If a student thinks he or she has an attention on the frequency
in pairs. eating disorder, should they tell an adverbs and check meaning.
adult at school or at home? ▪▪ Play the audio. Students
Answer Key If you think that a friend may have complete the text.
Sections they discuss: Digital an eating disorder, should you tell ▪▪ Play the audio again if
Storytelling, Doctor speaking! his/her parents or talk to your friend necessary.
Health Fair
Ideas they discuss: a, b
first? ▪▪ Check answers as a class.
What if your friend doesn’t admit he
or she has an eating disorder? Answer Key
Audio Script a. never
Andrea: What’s wrong?
18 Which adult in your school might
you talk to about an eating disorder? b. sometimes
Jaime: Well, I think my best friend has c. usually
an eating disorder. I want to help d. often
him but I don’t know how.
Andrea: Umm, Well, there’s a page on 4. Read
the school website about eating Audio Script
disorders. Let’s have a look. There’s (20 minutes)
Jaime: Look at this poster!
19
of information on here, and stories ▪▪ Set the context. Read the Interesting! Hey, Andrea! What
of real people who have had these rubric. Make sure students do you think? Does Nicolás eat in
problems. This is great! secret?
understand the task.
Jaime: Yeah, and look here. You can Andrea: Umm … I‘ve never seen him
make an appointment to speak ▪▪ Focus attention on the main doing that.
with a psychologist or a specialist sentence and example. Explain Jaime: Does he control his eating?
doctor. I think we need to tell an that all the If… conditions have Andrea: Well, he eats very quickly
adult about Nicolás. I’ll make an the same result: If your friend and yeah … sometimes it’s like he
appointment right now. eats in secret, he or she may have can’t stop.
Andrea: Yeah, it’s the best thing to do. an eating disorder. Jaime: And he usually worries about
We could all go together to the his weight.
Health Fair next week, too – so he
▪▪ Focus attention on the
Andrea: And you know what? His
knows he isn’t alone.
phrases and model for
sister told me he often vomits after
T51
Jaime: Good idea! pronunciation. Students
eating.
repeat. Clarify the meaning of Jaime: We should tell a teacher about
any unknown words. him. He needs help now.
▪▪ Students match the phrases Andrea: Yes, he does!
with the photos.
▪▪ Students share their answers
with the class.
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6. Speak In groups, play a game with the vocabulary in exercises 4 and 5.
1. Write a sentence describing a symptom in exercise 4.

2. Act it out in front of your group. Do not talk. 21
3. The rest of the group guesses the symptom.
Look at the check-up questionnaire. Label the photos (a–h) using

7. Read phrases from the Word Bank.
a. b.
How often do you get a headache?
usually often sometimes
a few times a year never
When was the last time you got a headache? c. d.

a few days ago last week last month
What did you do?

I stayed in bed and relaxed.
e. f.
Word Bank
to have/get: 22
a headache stay in bed and relax bed and relax
g. h.
toothache take a home remedy
a cold visit the doctor/dentist
a stomach ache take some medicine
Listen to Roberto answering the check-up questionnaire. Complete his

20 8. Listen answers (a–c).
Doctor: Let me ask you some questions, Roberto.

Roberto: OK.
Doctor: How often do you get a stomach ache?
52 Roberto: Well, I a , like three or four times a week.
Doctor: When was the last time you got one?
Roberto: It was b .
Doctor: What did you do?
Roberto: I c .
Doctor: Alright, I think we should do some tests. Come with me!
Work with a partner. Create two more questions for the check-up
9. Speak questionnaire. Then, take turns to role play the questionnaire.
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6. Speak 8. Listen 9. Speak

(20 minutes) (20 minutes) track 20 (15 minutes)
▪▪ The aim of this exercise is ▪▪ Read the rubric. Students ▪▪ In pairs, students read the
to review the vocabulary of look at the photo. Elicit what questionnaire in exercise
eating disorder symptoms. Roberto is doing (having a 7 again and add two more
▪▪ Students work in groups of check-up at the doctor’s). questions.
four. Each student writes a ▪▪ Play the audio. Students close ▪▪ If students need help adding
symptom on a piece of paper their books and listen. Ask: questions, provide examples:
and puts their piece of paper How often does he get a stomach e.g. How often do you get a cold?
in a box or bag. ache? What do you usually do when
▪▪ Students take turns to take a ▪▪ Play the audio again. Students you have a toothache?
piece of paper and act out the read and listen to complete ▪▪ Students take turns to ask and
symptom. The other students the conversation, then check answer the questions in the
guess the symptom. Don’t their answers in pairs. questionnaire.
allow any spoken clues. ▪▪ Students act out the
conversation in pairs. Extra Activity (15 minutes)
Extra Activity (15 minutes) Students use the symptoms they
Students play ‘Pictionary’ Answer Key created in the previous extra
to illustrate some common a. often get a stomach ache, activity and ask questions related
vocabulary related to eating b. two days ago, to these. For example, Do you ever
disorders, minor illnesses and c. drank some herbal tea. find you can’t control your eating?
their symptoms. Students take Did you have breakfast today?
turns to draw the symptom. The
Audio Script
other students guess.
Doctor: Let me ask you some
20
questions, Roberto.
Roberto: OK.
7. Read Doctor: How often do you get a
stomach ache?
(10 minutes) Roberto: Well, I often get a stomach
ache, like three or four times a
▪▪ Set the context. Explain
week.
that doctors ask patients to
Doctor: When was the last time you
provide more information got one?
about their health in a check- Roberto: It was two days ago.
up questionnaire. Doctor: What did you do?
▪▪ Ask: How often do you get a Roberto: I drank some herbal tea.
check-up? How often should Doctor: Alright… I think we should do
people get a check-up? Elicit some tests. Come with me!
students’ opinions.
Word Bank and model for
pronunciation. Students
repeat.
▪▪ Students read the text and
label the pictures, then check
their answers in pairs. T52
Answer Key
a. a headache,
b. a cold,
c. a stomach ache,
d. toothache,
e. stayed in bed and relax,
f. take a home remedy,
g. take some medicine,
h. visit the doctor/dentist
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module 2 // Unit 1
Expanding Knowledge » I Feel Under the Weather
21 1. Listen Valentina is at the doctor’s office. Listen and complete the conversation.
Doctor: How are you today?
Valentina: I a under the weather. I have a terrible headache.
Doctor: b you hit your head?
Valentina: No, I haven’t.
Doctor: OK. Let me check your eyes ... Open your mouth, please. It’s been very hot today.
Your mouth is dry. Have you c enough water? If you don’t drink enough water,
you d get a headache.
Valentina: Well, no. I haven’t drunk much water today.
Doctor: You e drink a lot of water. Especially when it’s hot. If you drink more
water, you f
feel better.
Listen to three more conversations. Match the conversations (1–3) with

22 2. Listen the pictures (a–c).
a. b. c.
Write three sentences to express conditions. Use the words from the
3. Write conversations in exercise 2. Follow the examples.
53 Example:
don’t drink enough water / get a headache If you don’t drink enough water, you may get
a headache.
drink more water / feel better If you drink more water, you will feel better.
a. don’t wash your hands / get a virus
get a virus / get ill
b. don’t eat before taking pills / get a stomach ache
take pills on an empty stomach / get a stomach ache
c. don’t brush your teeth every day / get toothache
get toothache / go to the dentist a lot
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22 Grammar Box
Conversation 1 Conditional sentences
(15 minutes) track 21 Stella: I’m interviewing people for an
English assignment. Can I ask you Explain that conditional
▪▪ Write up the title of the lesson some questions? sentences have two parts: the If
and elicit possible meanings. Sara: Sure! (condition) clause and the ‘result’
To feel under the weather Stella: Do you have any bad eating clause. Point out that the If clause
means to feel unwell. habits? uses the Present simple, and the
▪▪ Students read the Sara: Umm, … Well, I don’t have any ‘result’ clause uses will or may /
conversation. now, but … when I was a little girl, might to talk about likely or
▪▪ Play the audio. Students I didn’t like to wash my hands. So I possible results. Explain that in
got a virus quite a few times. Now,
complete the conversation, this context, the doctor is talking
of course, I always wash my hands
then check their answers in about the likely or possible results
with lots of soap and water before
pairs. eating. It’s very important because of behaviour which are generally
if you don’t wash your hands, you’ll true. Write on the board:
Answer Key get a virus.
If clause Result clause
a. feel d. may Stella: Exactly. And if you get a virus,
b. Have e. should you’ll get ill. If you have you will feel
c. drunk f. will Conversation 2
breakfast better.
Stella: Camilo, do you have any bad every day,
eating habits?
Audio Script If you don’t you may get a
Doctor: How are you today?
21 Camilo: Well, last year I got really ill.
drink plenty of headache.
So I had to take a lot of medicine.
Valentina: I feel under the weather. And I had this terrible stomach water,
I have a terrible headache. ache. So I went to see a doctor
Doctor: Have you hit your head? and he told me that I need to eat
Valentina: No, I haven’t. something before I take my pills. If ▪▪ Students read the examples.
Doctor: OK. Let me check your eyes ... I don’t eat first, I may get a pain in Change the subject (you) for
Open your mouth, please. It’s been my stomach.
very hot today. Your mouth is dry. he or she. Students modify the
Stella: That’s important.
Have you drunk enough water? If result clauses accordingly.
Camilo: Yes. So, I learned! If I take pills
you don’t drink enough water, you or medicine on an empty stomach,
may get a headache.
Valentina: Well, no. I haven’t drunk
I’ll get a bad stomach ache. 3. Write
much water today. Conversation 3 (15 minutes)
Doctor: You should drink a lot of Stella: So, do you have any bad eating
water. Especially when it’s hot. If habits? ▪▪ Students read the examples
you drink more water, you will feel Sergio: Umm, well, I eat a lot of and write three complete
better. sweets, and ice cream, and I sentences.
drink a lot of fizzy drinks. And ▪▪ Check answers as a class.
sometimes I forget to brush my
teeth. I’ve had some problems with
2. Listen my teeth - toothache and a few
Answer Key
cavities. It’s very painful and I have a. If you don’t wash your hands,
(15 minutes) track 22 to go to the dentist a lot. you’ll get a virus. If you get a
Stella: So, now you know. If you don’t virus, you’ll get ill.
▪▪ Students listen and match
brush your teeth every day, you b. If you don’t eat before taking
the conversations with the
may get toothache. pills, you’ll get a stomach ache.
pictures.
Sergio: Yes, and if I get toothache, I If you take pills on an empty
will have to go to the dentist a lot. stomach, you’ll get a stomach
Answer Key So, now, when I eat sweet things, I ache.
T53
Conversation 1: a; always brush my teeth.
c. If you don’t brush your teeth
Conversation 2: c; Stella: That’s a good lesson.
every day, you’ll get toothache.
Conversation 3: b
If you get toothache, you’ll go
to the dentist a lot.
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Role play these situations with a partner. Ask about experiences,

4. Speak express conditions, and make suggestions.
Example:
A: How are you today?
B: I feel under the weather.
A: You should eat more. If you eat more, you may feel better.
a. Student A: You often get ill. You eat very little.

Student B: Express a condition. Make suggestions.
b. Student A: You have a toothache.

Student B: Express a condition. Make suggestions.
c. Student A: Ask some questions about habits and experiences.

Student B: You are a patient at a doctor’s office. Express conditions.
This text describes how Claudia recovered from an eating disorder.

5. Write Complete the text with the Past simple form of the verbs (a–i).
A few years ago Claudia (not feel) a good about her body shape and her weight.
She (decide) b
to go on a diet without any specialist help.
Time (pass) c
and Claudia (continue) d eating less and less food.
She (start) e
to feel really bad.
She also (avoid) f her friends when they (have) g plans to go
out. Claudia (feel) h
really lonely.
But one day, Claudia had to go to the hospital.
Fortunately, Claudia got medical help. When her mother came to the hospital, Claudia (realize)
i
that she was not alone.
6. Speak Discuss the questions about Claudia’s story with a partner.
a. What caused her eating disorder?

b. What did she do to deal with her problem?
c. How did the eating disorder affect her?
d. What kind of eating disorder do you think she has?
54 e. What will happen if she doesn’t talk to her mother?
Look at the word cloud. What is the topic

7. Read of the article you are going to read? Study Tip
Use word clouds to identify
key words in a text. Key words
will tell you the most important
ideas in a text. In a word cloud,
the bigger the word, the more
important the idea.
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▪▪ Read the rubric. Make sure ▪▪ Students discuss the ▪▪ Students read the word cloud
students understand the task. questions in pairs and and predict the topic of the
▪▪ Focus on the example and write answers in complete reading in exercise 8, based
model for pronunciation. sentences. on the words they see (the
Students repeat. ▪▪ Students compare answers problem of people being
▪▪ In pairs, students read the with another pair. overweight in Colombia).
roles and prepare three short ▪▪ In pairs, students tell the
conversations. complete story in the third Study Tip
▪▪ Students role play the person. As a variation, suggest
Explain that a word cloud is
conversations. they tell the story as a
a collection of words from a
▪▪ Ask for volunteers to act out personal narrative in the first
text or subject. The size of the
their conversations for the person.
words in the cloud indicate how
class. frequent or important they
Answer Key
are. Point out that identifying
Extra Activity (15 minutes) a. She didn’t feel good about her
the key words in a text can
body shape and her weight.
In groups, students create help understand the general
b. She went on a diet without any
more conversations using the meaning.
specialist help.
expression I feel under the weather.
c. She felt really bad and stopped
You might want to teach some
going out with friends.
other expressions related to
d. It may be anorexia.
health, or good or bad eating
e. If she doesn’t talk to her
habits. For example, to be a
mother, it will be more difficult
couch potato, an apple a day keeps
to recover.
the doctor away, etc. Ask for
suggestions of similar idioms in
Spanish. Extra Activity (15 minutes)
In pairs, students look back at the
story in exercise 5 and continue
5. Write the conversation between
(30 minutes) Claudia and her mother. Monitor
and provide help if necessary.
▪▪ Read the rubric and set the Ask for volunteers to act out their
context (a personal experience conversations for the class.
of an eating disorder). Discuss the value of personal
▪▪ Ask: What is the topic of the stories for this kind of heath
story? problem. These stories can help
▪▪ Students complete the people suffering from eating
sentences. Remind them to disorders because they can learn
use Past simple form. Explain from other people’s experiences.
that they are telling a story. Point out that people with eating
▪▪ Students check their answers disorders find it difficult to
in pairs. recognize their illness and talk
about it with family and friends.
T54
▪▪ Read the complete story as a
class. Individual students read
a sentence each. Monitor and
correct pronunciation of the
Past simple forms.
Answer Key
a. didn’t feel f. avoided
b. decided g. had
c. passed h. felt
d. continued i. realized
e. started
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module 2 // Unit 1
Read the article. Complete it with the key words from the word cloud in
8. Read exercise 7. Then, complete the pie chart with the correct percentages.
By Jairo Leal
The Colombian Ministry of Health has found that over half (52%) of the
a
of our country is b . The study confirms that there is also a
smaller group of 15% that is obese.
The figures from FUNCOBES (Colombian Obesity Foundation) show that one in two people
are overweight. This is more common in people over 45 years old who are living in cities. The
Ministry also says that one child in six is overweight.
Health specialists agree that the information is worrying, especially because c
people continue to eat junk food and drink
fizzy drinks without taking more exercise
to use up the extra energy.
Sara Rojas, an obesity specialist at
FUNCOBES, says: ‘It is sad to see that
Colombian
d
do not worry about their
e
until they develop serious
illnesses like diabetes, heart disease or
strokes. These illnesses may be prevented
if we drink more water, f
more fruit and vegetables, eat less junk g
and take more exercise’.
9. Speak Look at the bar chart. Explain the facts from FUNCOBES in your own words.
21st Century Skills

· Leadership
55
Think about the people in your
family or your community.
Are they affected by this
Did you know that … is In my family, four out
the region in Colombia problem? How can you help to
of seven people are raise awareness about being
with the most obesity? overweight. overweight and obesity?
If we don’t do something
now, it will be worse later.
I’m going to suggest …
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8. Read 9. Speak
▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure
students understand the task, students understand the task
and that there are two parts ▪▪ In pairs, students read the
(completing the text with the information in the bar chart
words in the word cloud, and and discuss their reactions.
completing the pie chart). ▪▪ Lead a class discussion
▪▪ Students identify the kind of and encourage students to
text it is (a news article). give their opinions on the
▪▪ Before reading, elicit what information in the bar chart.
students know about the Provide a model: I believe being
issue. Ask: Do you think your overweight is a serious problem
community has a problem with in Colombia because ..., I don’t
people being overweight? Do think it’s a serious problem
people in your community have because ...
healthy eating habits?
▪▪ Students read and complete 21st Century Skills
the article and the pie chart. Leadership
▪▪ Check answers as a class. Discuss with students the idea
of being a leader. Ask what they
Answer Key think are the most important
a. population, e. health, characteristics of a leader. To
b. overweight, f. eat, promote leadership, it’s important
c. Colombian, g. food to give students opportunities to
d. people, show their skills: encourage them
Pie chart: overweight 52%, obese to direct activities, take decisions,
15%, normal weight 33%. organize events, influence their
classmates, etc.
Students read the questions in
groups and make suggestions on
how to raise awareness. Write
some of the suggestions on the
board.

Students make a list of words
related to weight to include in
their Pictionary activity. Remind
them to talk about this health
problem with respect. Promote
the use of appropriate language
(the word overweight is better
than fat) and an awareness of T55
the need to improve people’s
lifestyles to deal with weight
problems.
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Preparing Your Task » Let’s Get Balanced

Listen and repeat the questions and answers. Notice how the word
23 1. Listen have is pronounced.
Conversation 1 Conversation 2
A: Have
you been ill recently? B: Yes, I have. A: How have
you been? B: I’ve been fine.
/aiv/
/ᵊvju/ /ᵊvju/
24 2. Listen Link the final consonant sound of a word with an initial vowel sound.
Listen and repeat.

Study Tip
A: Have you been
ill? B: Yeah, I’ve been
in hospital.
Have is reduced and linked in
questions and long answers. It is
Read and listen to the conversation. not reduced in short answers.
25 3. Listen Mark the linking and the reduction of have.
A: Have you had a headache lately? B: Yes, I have. I had one last week. It hurt a lot.
In groups, play the game. Your teacher will give you instructions about
4. Speak how to play. Start at any ‘feeling’ square and move from one side of the
board to any other side, passing through the centre.
s
int Ex
pla pe
om rie
hc nc
alt o
t d if
es
He ha
Ha
ve
W u do a f yo
yo have e? rec elt il u
u en l
yo dach tly
a ?
he en Ha
oft go v
ha e yo
w
Ho you e ca d an u
do o th ? viti y
es?
t tor
c
do
?? r ??
Y
u qu our
Yo tion esti
es on
qu
56
Eating habits
Remedies
slowly or
question
question
like going
quickly?
favourite
the TV?
remedy?
Do you
Do you
doctor?
Do you
What’s
Select a path.
eat in
to the
Your
Your
front
your
eat
??
??
You’re safe!
qu
n es
tio Yo tion
es
qu our u
Y ? ?? r
?
s? di
he or sord
ac ach a
sym n ea er.
m r
sto lls fo ke tin
pi ou ta Na ptom g
y me s
Do 2
dis
ill? eel o
ea rder
u f if Na ting s.
yo do o me
u
yo at d
Ea
s 2 tin
W
h on g
sti dis
ge g ord
Su ers
P102_125_TG8M2U1_OK.indd 18 10/12/16 9:52 p.m.

1. Listen 3. Listen Extra Activity (15 minutes)

(5 minutes) track 23 (10 minutes) track 25 In groups, students research
an eating disorder called Night
▪▪ Explain that students ▪▪ Students read the Eating Syndrome, or NES (eating
are going to practise conversation and mark the large quantities of food after the
pronunciation. linked sounds. last meal of the day). Students
▪▪ Students read the sentences ▪▪ Play the audio. Students listen create a questionnaire to discover
to themselves. and check their answers. if someone has NES. Provide a
▪▪ Remind students that have, ▪▪ Go over the answers with the model question (Do you ever feel
in this context, is an auxiliary whole class. Invite volunteers really hungry right before going
and so not stressed in to practise the conversation. to bed? Do you get up in the night
conversation. Focus attention Monitor the reduction and the to eat something?) Allow some
on the linked sounds (have linking. time for groups to write their
you) and model how the questions. Students ask the
syllables run into each other. Answer Key questions to volunteers and
Point out that in a short A: Have you had a headache report back on their results.
answer, the auxiliary have is lately?
not reduced. B: Yes, I have. I had one last
▪▪ Play the audio a couple of week. It hurt a lot.
times for students to listen
and identify the sounds.
▪▪ Students listen and repeat. 4. Speak
(25 minutes)
Study Tip
▪▪ In groups of three, students
Point out that the pronunciation
practise previously learned
of some words changes
vocabulary by starting at
depending on their use and
any ‘feeling’ square and
position in a sentence. Some
progressing to any other
words become less strong
‘feeling’ square. They need to
because other words in the
go through the centre of the
sentence are stronger.
board to get there.
▪▪ For each group of three, you
need a token for each student
2. Listen and a coin.
(5 minutes) track 24 ▪▪ Each student takes a token
and tosses the coin to
▪▪ Students read the sentences. advance two squares (heads)
▪▪ Students listen. Focus or one square (tails).
attention on the linked sounds ▪▪ When they arrive at a square,
(been in). Explain that in they answer the question.
continuous speech, the last
▪▪ Before starting, students read
consonant of a word combines
the questions. Explain that in
with the following vowel
some squares they need to
sound.
come up with a question for
▪▪ Play the audio a couple of their opponents. T56
times for students to listen
▪▪ Students play the game
and identify the sounds.
in pairs and make similar
▪▪ Students listen and repeat. questions and answers.
▪▪ At the end, elicit examples
from different groups.
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module 2 // Unit 1
Work with a partner. Student A, read part 1 of the article. Student B,
5. Read read part 2. As you read, match each paragraph (1–4) with one of the
questions (a–d).
a. What kind of treatment does a person with an eating disorder need?

b. What is an eating disorder?
c. What causes eating disorders?
d. What are some symptoms and behaviour?
Eating Disorders by Angie Roa

PART 1
1.
An eating disorder is a serious illness. It is characterized by extreme and dangerous eating
behaviour. This can have very serious physical and psychological consequences. This illness
affects all kinds of people: young and old, men and women, rich and poor. It is often difficult
to know when someone has an eating disorder – you can’t always tell by looking at them.
2.
Health specialists are not completely sure about the causes of many eating disorders.
There are many different reasons, such as bad eating habits, family history, attitudes and
emotions, a person’s income, and even where they live. However, some things are clear:
eating disorders are mainly the result of unhealthy eating habits, the desire for an ultra-thin
body and very low self-confidence.
PART 2
3.
It is very difficult to find out if a person has an eating disorder. However, some typical
symptoms include losing or gaining weight drastically, vomiting, excessive fatigue and
emotional distress. In addition, some typical behaviour includes paying excessive attention
to body weight and shape, not sleeping well, getting stomach aches and avoiding social
situations, especially for eating out.
4.
Fortunately, it is possible to treat most eating disorders if they are diagnosed in time.
People can be helped if they accept that they have an eating disorder, and get the
necessary nutritional and psychological treatment. People with eating disorders should
learn to eat well, change bad eating habits and get help from their family. They should also
57 accept their bodies the way they are.
In conclusion, eating disorders are complex illnesses, but treatment is possible. However,
people need a trained health specialist to diagnose and treat these disorders.
Match the questions from exercise 5 with the one-word paragraph

6. Write headings. Then note down the main ideas in each paragraph. Ask your
partner for the missing information.
1. Introduction ? 3. Symptoms ?
2. Causes ? 4. Treatment ?
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5. Read 6. Write
▪▪ Read the rubric. Make sure ▪▪ Students work in the same
students understand the task. pairs as exercise 5.
▪▪ Students read their part of ▪▪ Read the rubric. Make sure
the text and select the correct students understand the
questions. task. Explain that they are
▪▪ Students compare their practising taking information
answers in pairs. from a text and organizing it
▪▪ As a review, ask the class each to use in their own writing.
question. Students answer the ▪▪ Students write the two
questions in their own words. questions they noted in
exercise 5. They then read
Answer Key their part of the text again
Part 1: 1. b 2. c (Part 1 or Part 2) and note the
Part 2: 3. d 4. a main ideas of each paragraph.
▪▪ In pairs, students exchange
information to match the
Extra Activity (15 minutes) questions from exercise 5
It’s important for students to be with the one-word paragraph
aware of misperceptions about headings.
eating disorders. Write these
statements on the board. In Answer Key
groups, students discuss whether 1. Introduction: What is an eating
the sentences are true or false. disorder?
a. Only girls get eating disorders. 2. Causes: What causes eating
(False: boys can also develop disorders?
similar disorders.) 3. Symptoms: What are some
symptoms and behaviour?
b. People with eating disorders
4. Treatment: What kind of
are either very thin or very fat.
treatment does a person with
(False: they can be normal
an eating disorder need?
weight and still develop an
eating disorder.)
c. Eating disorders only have physical
consequences. (False: there can
be physical, psychological,
emotional and social
consequences.)
T57
P102_125_TG8M2U1_OK.indd 21 10/12/16 9:52 p.m.

Write a paragraph summarizing the article in your own words.

7. Write Use your notes from exercise 6.
a. Write one sentence as an introduction with the main idea.

b. Write three sentences about the main ideas in paragraphs 2, 3 and 4. 26
c. Write a concluding sentence for your paragraph, starting with In conclusion …
d. Exchange your paragraph with a partner. Evaluate your partner’s paragraph.
Use the Evaluation Checklist.
Study Tip
Evaluation Checklist
Does your partner:
marize a
When you sum
organize his/her paragraph correctly? Yes No e most
text, identify th
s, and
summarize the main ideas? Yes No important idea
ur
use his/her own words? Yes No write them in yo
own w ords .
include a concluding sentence? Yes No
In groups, create a prevention plan for a specific eating disorder

8. Group Work that you choose to research. The purpose is to raise awareness
about the disorder at your school’s Health Fair.
Step 1 – Research
Find out about existing eating disorders in your school.
Select an eating disorder and research its:
definition
causes
symptoms
treatment
Decide what research methods you will use – for example, surveys and interviews, internet
searches. Look for different sources of information.
Make a note of all the information you find.
Step 2 – Organization
In your group, put together all the information from your research.
Decide what you want to include and how you would like to present it. You can use ideas
from this lesson, the results from your surveys or interviews, posters, recipes or any other
58 activity.
Plan how to organize and present your information. Use a mind map, table or other diagram
to organize your ideas.
Step 3 – Presentation
Together, write an informative text to raise awareness about the eating disorder you
researched. Include information about the research and about the disorder. Make sure you
include ideas for how to recognize the disorder, and what people can do if they are worried
about any of their friends.
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7. Write 8. Group Work

▪▪ Read the rubric and ▪▪ Read the rubric and make
instructions. Make sure sure students understand the
students understand that they instructions and the task.
should write a five-sentence ▪▪ If students need to do detailed
paragraph summarizing the research, book a visit to the
text in exercise 5. Remind library or computer lab, and
them to use their notes and allow time for this. Remind
their own words, and not copy them to use the questions
sections of the article word in exercise 5 to get more
for word. information about the
▪▪ Encourage students to read disorder they are researching.
their paragraph and check ▪▪ Encourage students to
their spelling and punctuation. collaborate and to take on
▪▪ Students exchange different responsibilities,
paragraphs, read their ensuring that everyone has a
partners’ paragraphs and chance to contribute.
provide feedback using the
Evaluation Checklist. Extra Activity (15 minutes)
After groups have completed
Study Tip their written text, students
Summarizing helps students organize their information into an
remember more effectively. oral presentation. Make sure that
Explain that summarizing a text everyone in the group gets an
means identifying the most opportunity to speak, and make
important ideas and reducing sure they practise their parts of
them to a few sentences that the presentation a few times.
contain the main points. Ask: One tip is to practise in front of
What is the most important a mirror so that they can check
information? What is the their body language and eye
main idea? contact.
T58
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Check Your Progress
I can describe minor
illnesses and make
Listen to two conversations. Note down the
26 1. Listen problems and the doctor’s suggestions.
suggestions.
Complete the story with the past simple Very well

2. Write form of the verb.
Quite well
It all a (start) because I did not feel good about
With difficulty
my body shape and weight. I b (want) to be more
muscular, but I c (feel) so thin. I d
(not feel) I was someone special. So, I e (begin)
to eat a lot of food and I f (stay) at the gym all
I can describe past
day. But then I g (become) obsessed with food. experiences.
So one day I h (talk) to my teachers and they
i
(help) me find a solution.
Very well
Look at the pairs of pictures. For each pair, Quite well

3. Write write a sentence about the symptoms of
an eating disorder and what can happen.
With difficulty
a. b. c.
I can recognize nega

tive
health practices.
Very well
59
Quite well
With difficulty
4. Read Number the conversation in the correct order.
1 Dentist: Omar, be honest with me, please!

Do you have an eating disorder? I can describe symptoms
of eating disorders and
Dentist. Yes, but if you have an eating disorder express conditions.
and you vomit all the time, you will get very ill.
Dentist: Yes, I can see your teeth are in bad Very well
condition because you vomit a lot.
Omar: Well, I vomit, but I brush my teeth three times a day.
Quite well
Omar: Yeah, I worry a lot about my weight. So I vomit a lot.
And I have toothache.
With difficulty
Omar: It’s true. What should I do?
P102_125_TG8M2U1_OK.indd 24 10/12/16 9:52 p.m.

1. Listen Liz: Should I take vitamin pills? 4. Read

(15 minutes) track 26 Doctor: No, you shouldn’t. If you (10 minutes)
eat well, you won’t need extra
▪▪ Set the context. Germán and vitamins. ▪▪ Read the rubric. Remind
Liz are at the doctor’s. Liz: Thank you, doctor. I think I need students to read all lines of
▪▪ Play the audio. Students listen to change that bad habit. the conversation before they
Doctor: Yes, you do. start.
and note down the problems
and suggestions. ▪▪ Students reorganize the
▪▪ Play the audio again if conversation. Encourage them
necessary. 2. Write to read it aloud to themselves
when they have finished to
(10 minutes)
Answer Key check it makes sense.
▪▪ Students read the paragraph
Patient Problem Suggestion
and complete with the verbs Answer Key
Germán He has a Take some in the Past simple. 1, 5, 3, 4, 2, 6
headache. pills but not
on an empty Answer Key
stomach. a. started f. stayed
Liz She often Eat plenty of b. wanted g. became
gets colds vegetables c. felt h. talked
and fruit. d. didn’t feel i. helped
e. began
Audio Script
Doctor: Hello, are you feeling
26 3. Write
under the weather?
Germán: Doctor. I feel terrible! I have (10 minutes)
a headache. ▪▪ Students’ look at the pictures
Doctor: Have you taken anything for
and write If sentences
that headache?
expressing three conditions
Germán: No, I haven’t. What should
I do? and results.
Doctor: Well, here, you should take
these pills in the morning and at Possible answers
night, then you’ll feel fine. But a. If you eat too little, you may
you shouldn’t take the pills on an get a stomach ache.
empty stomach. If you do, you may b. If you can’t control your eating,
get very ill. you might have an eating
Germán: OK. Let’s see, I should take disorder.
these pills in the morning and at
c. If you vomit every time you
night, but I need to eat before I
eat, you may damage your
take the pills. OK! Thank you.
Doctor: How are you today? teeth.
Liz: I get colds very often. What
should I do?
Doctor: You are very young and
according to your medical record
you don’t have any serious
illnesses. Let me ask you some T59
questions. Do you eat well? I
mean, do you eat the right things?
Liz: Actually, I never eat vegetables.
Doctor: I see. Well, you should eat
plenty of vegetables and fruit,
because they have vitamins and
minerals to protect your body from
viruses. You should start including
more fruit and vegetables in
your diet.
P102_125_TG8M2U1_OK.indd 25 10/12/16 9:52 p.m.

Unit » 2
Objectives
» I can ask for and give information about eating
habits.
» I can make suggestions about eating habits.
Healthy Food Choices

» I can ask for and give information about the
ingredients of a dish.
» I can give information about the nutritional value
and health benefits of food.
In Context » Nutrition and Health

Look at the pictures relating to dishes from Australia, Japan and Colombia.
1. Read Label the ingredients with the words in the Word Bank.
baked
meat pie
Word Bank
onions
garlic steamed minced beef
"nikuman" flour
potatoes
oil
salt
ketchup
pork
fried baked
empanada
2. Listen Listen and complete the chart. 3. Write

60 Answer questions about the
Description
three dishes in exercise 1.
Nikuman It is healthy because it contains a ,a
good source of protein. a. What are the ingredients of
27 the dish?
Meat pie The b is healthy, but if you add b. What is it filled with?
too much ketchup, it is high in c . c. What is the cooking method?
Empanada This empanada is filled with d and The ingredients of nikuman are …
e
. It is better to eat it if it is f , It is filled with …
The cooking method is …
not fried.
P126_145_TG8M2U2_OK.indd 2 10/12/16 10:01 p.m.

Unit 2 Healthy Food Choices

Unit Objectives
Ask and answer simple questions in situations such as talking about your favourite
Basic Standards of Competences food, and eating habits of the people in the community.
Carry out research and write a short descriptive text about a familiar subject.
Vocabulary Food; Cooking methods; Nutrients
Grammar Present simple questions; Wh- questions; Imperative
▪▪ Students check their answers

1. Read in pairs. 3. Write
Answer Key
▪▪ Set the context. Explain that a. pork ▪▪ Students work individually to
the three dishes are part of an b. cooking method write the answers, then check
international food event. c. salt their answers in pairs.
▪▪ Students look at the pictures. d. meat ▪▪ Students close their books
▪▪ Focus attention on the e. onions and try to remember the
Word Bank and model for f. baked information. Ask: Which dish
pronunciation. Students contains pork? Which dish
repeat. contains minced beef?
Audio Script
▪▪ Students match the
Judge: … So today, we are
27 Extra Activity (10 minutes)
ingredients with the photos.
tasting three different dishes
▪▪ Check answers as a class. Students work in groups to
from three different countries.
So first, this is nikuman, which is describe their favourite dishes
Answer Key a traditional dish from Japan … or snacks. Students write their
Meat pie: Mm, it’s delicious. It’s steamed, so description individually, then
ketchup onions it’s not made with oil. It contains take turns to ask each other the
minced beef oil and salt pork and pork is a good source questions in exercise 3 to find
baked of protein. It also has onions and out more. Groups then present a
garlic, so it is healthy. summary of the dishes or snacks
Nikuman: Now, I’m ready for an Australian to the class.
flour garlic meat pie ... Well, in my opinion this
onions steamed meat pie is delicious. It contains
pork beef which is high in protein, too.
But the beef in this pie contains
Empanada: more fat than the pork. The
minced beef fried cooking method is healthy, it’s
flour and eggs baked baked in the oven. But people
potatoes often eat their pie with lots of
ketchup. Too much ketchup means
it’s very high in salt. So just have a
small serving of ketchup. T6 0
2. Listen Now … empanadas from Colombia!
This Colombian dish is delicious.
(15 minutes) track 27 It’s filled with meat and onions.
▪▪ Students read the Of course, onions contain a
lot of vitamins and minerals.
descriptions. Focus attention
My suggestion is to eat baked
on the words in red and check
empanadas, not fried, because
students understand. fried empanadas contain a lot
▪▪ Play the audio. Students listen of fat.
and complete the sentences.
necessary.
P126_145_TG8M2U2_OK.indd 3 10/12/16 10:01 p.m.

module 2 // Unit 2
4. Read Read this nutrition advice. Complete the text with words from the Word Bank.
Word Bank
bread, cereals and potatoes meat and eggs fats and sugary food
fruit and vegetables dairy products
THE FIVE FOOD GROUPS

Eat plenty of 4 . They
Make sure to include provide vitamins and minerals.
carbohydrates like 1 Try to eat a variety of both.
because this food group
provides energy for our bodies.
Don’t forget to drink lots of water.
You can get protein Include 5 . They give your

from 2 . body protein, vitamins and
minerals. Choose
Limit your consumption of 3fats and sugary food. low-fat cheese and milk.
Listen to a teacher talking about nutrition. Match the nutrients A–E with
28 5. Listen the parts of the body.
Word Bank
heart teeth muscles eyes skin intestines brain bones x2
A These need vitamins and minerals to

function properly.
B Calcium is important to keep these

healthy.
61 C Fibre helps these to function

correctly.
D Lipids help this to function correctly,

and protect the whole body.
E These need protein to be strong and

to grow.
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4. Read 5. Listen Audio Script

28
Teacher: So, today we’re talking
(20 minutes) (25 minutes) track 28 about nutrition – the nutrients
in our food that keep us healthy.
▪▪ Read the rubric. ▪▪ Set the context. Read the Good nutrition is essential for
▪▪ Focus attention on the Word rubric. Make sure students good health and to prevent eating
Bank and the five food understand the task. disorders.
groups. Make sure students ▪▪ Focus attention on the Word Now, what are the health benefits
understand the important Bank and the text about of a balanced diet?
words, e.g. carbohydrates, nutrients. Make sure students First, it’s important to include fruit
consumption, energy, minerals, understand the highlighted and vegetables in your daily diet
protein, variety, vitamins. words, e.g. calcium, fibre, lipids. because they contain vitamins
and minerals that are essential for
▪▪ Model for pronunciation. ▪▪ Check students understand
healthy eyes, good skin, and for
Students repeat. the parts of the body. Say a your heart. Very important. … Yes?
▪▪ Students read and complete word; students point at the Student: I have a question. Is calcium
the text. relevant part of their body. If good for your eyes?
▪▪ Check answers as a class. you wish, play a game with the Teacher: Calcium is really important
▪▪ As a class, discuss the class. Say a part of the body for healthy teeth. And bones
and point to a different part as well.
importance of having a OK, so, next … Well, again you
balanced diet. Ask: Why is it of your own body. Students
point at the part of their should eat a lot of fruit and
important to eat food from each vegetables because they also
of the groups? own body only if the word is
contain fibre. Your intestines need
correct.
fibre to function correctly.
Answer Key ▪▪ Play the audio. Students listen Another thing is to be careful
1. bread, cereals and potatoes and match the parts of the with the consumption of fats.
2. meat and eggs body with the nutrients in Too much fat can cause weight
3. fats and sugary food statements A–E. problems. However, you should
▪▪ Check answers as a class. include them in your diet because
4. fruit and vegetables
some fats, called lipids, help your
5. dairy products brain to function. Lipids are ‘good
Answer Key
fats’. They also protect your whole
A. eyes, skin and heart body. Just be careful not to eat too
B. teeth, bones much fatty food.
C. intestines Next, make sure you eat some
D. brain food with lots of protein. Protein
E. bones, muscles helps grow and maintain strong
bones and muscles.
Finally, include some
carbohydrates in your diet. They
are also very important because
they provide energy for our bodies;
energy to move, to learn, to think.
T6 1
P126_145_TG8M2U2_OK.indd 5 10/12/16 10:01 p.m.

6. Write Research some different foods and make notes in the chart.
Sourcesofvitamins Sourcesof Sourcesof Sourcesoffibre

and minerals protein carbohydrates
Meat, eggs
Read the guidelines for good nutrition. Match them with the
7. Read questions in the survey.
Guideline 1: Drink plenty of water Guideline 3: Measure your portions

Guideline 2: Choose fresh, natural food Guideline 4: Don’t skip breakfast
STUDENT NUTRITION SURVEY

1. Howoftendoyoueatbreakfast?
a. I always eat breakfast.
b. I sometimes skip breakfast and I feel very hungry during the morning.
c. I never eat breakfast because I never feel hungry very early in the morning.
2. Howmuchdoyoueat? 29
a. I eat regular portions. If I feel full, I stop eating.
b. I eat a lot. I am never full.
c. It depends. I eat small portions but I’m always eating.
3. Howmanyglassesofwaterdoyoudrinkaday?
a. I drink 3–4 glasses.
b. I drink 1 or 2 glasses.
c. I never drink water.
4. Whatkindoffooddoyouprefer?
a. I like fresh food like fruit and vegetables.
b. I like snacks like biscuits and potato crisps.
c. I like fast food like hot dogs and pizza at weekends.
29
8. Group Work In groups, research the eating habits of people in your school.
a. Think of two more guidelines for good nutrition. Add them to the survey in exercise 7.
b. Add two more questions to the survey using your ideas in a.
c. Each person in the group should choose a different question. Ask your question to ten people.
62
d. Note down the answers and share them with your group.
e. In your groups, write a report.
f. Share your results with the class. Are the results surprising?
P126_145_TG8M2U2_OK.indd 6 10/12/16 10:01 p.m.

6. Write 7. Read 8. Group Work

▪▪ Students research foods ▪▪ Students read guidelines 1–4. ▪▪ Read the rubric and
that are good sources of the Elicit their reactions. Ask: Why instructions. Make sure
essential nutrients in the is skipping breakfast not a good students understand the task.
chart. idea? ▪▪ In their groups, students read
▪▪ Students complete the chart, ▪▪ Students rank the guidelines the survey in exercise 7 again,
then check their answers in in order of importance for the then create two more dietary
small groups. prevention of eating disorders. guidelines. For each new
▪▪ Students read the survey guideline, they also create a
Possible answers quickly and label the question with three possible
Sources of vitamins and minerals: questions with the guidelines. answers (a–c), as in the survey.
fruit, vegetables, grains, milk, ▪▪ Encourage students to reflect ▪▪ When ready, students use
cheese. on their own eating habits. the survey to interview fellow
Sources of protein: beans, beef, Ask: What do you think about students. The aim is to find
eggs, milk, pork, chicken, fish, your eating habits? What is one out about the eating habits of
seafood. habit you need to improve? people in their communities.
Sources of carbohydrates: fruit, ▪▪ Students share their results
rice, sugar, bread, pasta. Answer Key with the group. Each group
Sources of fibre: whole grains, 1. Guideline 4: Don’t skip should decide how to record
vegetables, fruit, seeds, oats. breakfast; and interpret the results.
2. Guideline 3: Measure your ▪▪ Students write a report based
portions; on the results of the survey.
Extra Activity (15 minutes) 3. Guideline 1: Drink plenty of Provide the outline below as
Students add the nutritional water; a model.
value to the description of their 4. Guideline 2: Choose natural
favourite snack and decide if it is fresh food. Title: _________________________
healthy or not.
▪▪ Introduction (what the
report is about)
▪▪ Description of the situation
(the purpose of the survey
and what they did)
▪▪ Results
▪▪ Suggestions (to improve the
situation)
▪▪ Conclusion (concluding
statement)

Students create a poster with
infographics showing the results
of the survey and illustrations of
the suggestions they made.
T6 2
P126_145_TG8M2U2_OK.indd 7 10/12/16 10:01 p.m.

module 2 // Unit 2
Expanding Knowledge » What Does It Come With?
1. Read Match the photos with the food from the Word Bank.
Word Bank
grilled sausages fried onions steamed corn dough mashed potatoes
a. b. c. d.
Two students are talking about typical food from their countries. Complete
29 2. Listen the conversation with words to describe the cooking methods from exercise 1.
Then, listen and check.
What kind of dish It’s a kind of a.

is a tamal? corn dough in a banana leaf.
It’s filled with peas, carrots,
rice and meat.
It’s just b.
potatoes and c. What’s bangers
sausages. It comes with and mash?
d.
onions.
29 3. Listen Listen again. Do they think the food from their country is healthy?
Make a list of typical Colombian dishes. Take turns to describe the food
4. Speak to your partner.
63
What’s an Useful
empanada? Expressions
It comes with …
It’s a kind of bread It’s made with … Study Tip
made with corn It’s a kind of ...
and filled with The names of
It’s filled with …
beef or chicken. some traditional
food cannot be
translated. Instead,
you can describe
them.
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29 4. Speak
Ellie: What kind of dish is
(10 minutes) a tamal? (20 minutes)
Juan: It’s a kind of steamed corn
▪▪ Students talk about their dough in a banana leaf. It’s filled
▪▪ Read the rubric. Focus
favourite cooking methods. with peas, carrots, rice and meat.
attention on the example
Ask: What’s your family’s usual Ellie: And it’s wrapped inside a banana and Useful Expressions to
cooking method? Which one is leaf? (Yes.) And it’s steamed, not describe dishes. Model for
your favourite? baked? pronunciation. Students
▪▪ Students label the photos. Juan: Yes. It’s delicious. I love it. repeat.
▪▪ Check answers as a class. What’s your favourite dish from ▪▪ Individually, students make a
your country? list of five Colombian dishes.
Ellie: Well, I really like bangers and
Answer Key
mash.
▪▪ In pairs, students take turns
a. mashed potatoes Juan: What’s … bangers and mash? to describe their dishes,
b. grilled sausages Ellie: It’s just mashed potatoes and following the example.
c. fried onions grilled sausages.
d. steamed corn dough Juan: What does it come with? Extra Activity (10 minutes)
Vegetables? Extend to a whole class activity.
Ellie: It comes with fried onions. We
Pairs describe a dish from
eat it quite often.
2. Listen Juan: Do people from your country
exercise 4 to the class. The rest
eat healthily? of the class guesses the name of
(15 minutes) track 29 the dish.
Ellie: Not really. Some British food
▪▪ Students read the is high in fat and sugar. Some
conversation. Ask: What people eat a lot of fried food. But
nationalities are the dishes they we also eat a lot of vegetables – Study Tip
are talking about? (Colombian most dishes come with steamed
vegetables. What about Colombian
Explain that it is not always
and British) possible to find an exact
food?
▪▪ Focus attention on the Juan: I suppose Colombians eat too translation of names of food and
expressions for asking about many carbohydrates. And frying dishes from different regions or
and describing dishes. Model is probably the favourite cooking countries. Students should try
for pronunciation. Students method. to describe in simple terms what
repeat. the foods are by stating the
▪▪ Students complete the main ingredients and how they
conversation. 3. Listen are prepared. Students may
▪▪ Play the audio. Students listen also want to explain how and
and check their answers. (10 minutes) track 29 when such foods are eaten.
▪▪ Play the audio again. Students
Answer Key listen and answer the
a. steamed question.
b. mashed ▪▪ Check the answer as a class.
c. grilled Encourage students to give
d. fried their own opinion about
the nutritional value of the
dishes based on the cooking
methods and ingredients.
Answer Key T6 3
Neither of them thinks their
country’s food is healthy.
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Look at the ingredients of a famous Colombian dish. Match the photos

5. Speak with the words from the Word Bank. What dish is it? Which two
ingredients are not shown in the photos?
Word Bank
avocado beans rice minced beef fried egg
30
a. b. c. d.
Complete the traveller’s blog post using words from the Word Bank. Then,
6. Read discuss the blogger’s opinion about the dish with a partner. Do you agree?
Word Bank 31
comes good source contain high provide
Travel Blog: Colombian Cuisine

Posted by James Lee, August 31st.
I am a Canadian traveller and I have just come back from Colombia. I loved my stay there.
The food is a gastronomical adventure! I really recommend the paisa platter (bandeja paisa).
It’s a a of protein because it has eggs, red beans, fried pork and minced beef.
It b
with rice and slices of fried plantain called patacón. It’s served with
avocado. Avocados c a lot of vitamins and minerals. Personally, I love this dish
because it mixes a lot of flavours and nutrients. I suppose fried pork, minced beef and eggs
d
a lot of cholesterol, so this dish is not healthy if you eat it every day or if
you are not very active! But if it’s your first time in Colombia and you are in Antioquia, you
64 should try it!
Lorie, 15 September, 2016 at 3:24 pm
I’m a nutritionist. I agree the mix of flavours sounds interesting: eggs,
COMMENTS avocados and pork are great sources of protein. But unfortunately, it’s very e
in fat. Maybe you should include more vegetables and use a
different cooking method for some ingredients.
COLOMBIA
South American countries
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5. Speak 6. Read
▪▪ Students look at the photos ▪▪ Set the context. Ask: What
and read the Word Bank. kind of text is this? (a travel
Make sure they understand blog)
that there are six ingredients ▪▪ Students read and complete
but only five photos. the text, then check their
▪▪ Students label the photos. answers in pairs.
▪▪ Check answers as a class. ▪▪ Ask some follow-up
Elicit the name of the dish comprehension questions:
(Bandeja Paisa). Where is James Lee from?
▪▪ Encourage students to talk (Canada) What’s his opinion
about this dish. Ask: Do you about the food in Colombia? (it’s
sometimes eat Bandeja Paisa? a gastronomical adventure)
How often do you eat it? How
do you like it? Do you think it’s Answer Key
healthy? a. good source
b. comes
Answer Key c. provide
a. rice d. contain
b. avocado e. high
c. fried egg
d. beans
e. fried pork Grammar Box:
The dish is Bandeja Paisa. The third person -s
missing ingredients are minced Remind students that we use
beef. the third person –s with verbs in
expressions with It ….
Write on the board:
It It It comes
contains provides with …
… …
Contrast with the third plural
form (no –s):
They They They

contain … provide … come
with …
T6 4
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module 2 // Unit 2
Write a comment to James Lee. Ask him about some typical food from his
7. Write country. Complete questions a–d.
Hi James! I’m glad you like Colombian food. I have a couple of questions about the food in your
country. I’ve heard that traditional Canadian food is delicious. What’s your a from
Canada? What b method? What does c with? Do people from
Canada d healthily? I hope you come back to Colombia soon!
Lorie, the nutritionist, shares a video on her blog. It gives instructions on

30 8. Listen making an energy bar. Look at the ingredients for the energy bar. Listen to
Part 1 and note down the quantities.
bananas quinoa oats nuts honey

cups cup cup tablespoons
31 9. Listen Listen to Part 2. Number the photos in the correct order.
a. b. c. d. e. f.
1
Store in the When ready, Bake at 150°C Mix all the Shape the Peel and mash
fridge for up cut into bars for 25 minutes ingredients mixture into the bananas.
to five days. and let them or until together. a large bar or
cool. light brown. rectangle.
10. Group Work In groups, think about a recipe for a healthy snack.
a. Make a list of the ingredients with the correct quantity.

65 b. Write the instructions to make the snack. How much milk
c. Create some pictures for the instructions. does it need?
Share your recipe with other groups. Use the prompts

11. Speak to ask questions about other groups’ recipes.
a. What / ingredients / need?

b. How much / (ingredient) / need?
c. What / nutrients / contain?
Think about the recipes and their nutritional

12. Speak value. Make suggestions to make them For the sandwich, try to
healthier. Then, choose the winning recipe. use whole wheat bread!
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7. Write Audio Script

30 10. Group Work
Lorie: Today I want to show you
(15 minutes) a very healthy recipe using one (15 minutes)
of my favourite grains: quinoa,
▪▪ Read the rubric. Make sure and one of my favourite fruits:
▪▪ Read the rubric and
students understand that this bananas.
instructions. Make sure
text is a comment from the So first, let me show you the students understand the task.
previous blog. ingredients and quantities we ▪▪ Encourage students to
▪▪ Students read and complete need. collaborate and assign
the questions. We need two bananas … two cups different tasks to different
of quinoa … one cup of oats … one people.
Answer Key cup of nuts … and two tablespoons
▪▪ Students should research and
a. favourite dish/food of honey. OK, are you ready?
include the nutritional value of
b. is the cooking their recipe.
c. it come
d. eat 9. Listen 11. Speak
(15 minutes) track 31
(15 minutes)
Grammar Box: ▪▪ Students look at the photos.
Present simple questions ▪▪ Students complete the
▪▪ Focus attention on the questions and check their
Remind students to use the instructions, especially the answers in groups.
correct question form to ask words in red, and model for
about factual information.
▪▪ As a class, students take
pronunciation.
turns to ask other groups the
Write on the board: ▪▪ Play the audio. Students listen questions to find out more
and number the photos in about their recipes.
1. What is your favourite dish? sequence from 1 to 6.
2. What does it come with? ▪▪ Check answers as a class. Possible Answers
Elicit students’ thoughts on a. What ingredients do you
Point out that in question 1, the nutritional value of the need?
is is the main verb (to be). In energy bar. b. How much sugar do you need?
question 2, does is an auxiliary c. What nutrients does it
verb; the main verb is come with. Answer Key contain?
f 1, d 2, e 3, c 4, b 5, a 6
8. Listen Audio Script 12. Speak

Lorie: OK, now let’s prepare this
31
(10 minutes) track 30 (15 minutes)
delicious snack.
▪▪ Read the rubric and First, you need to peel and mash ▪▪ As a class, elicit suggestions
instructions. Ask: What is an the bananas. Then put all the to improve the recipes. You
energy bar? Who eats energy ingredients – with the bananas – might want to have a panel
bars? in a bowl and mix them together.
of judges in class who can
When it’s nicely mixed, shape
▪▪ Students look at the photos.
the mixture into a large bar or a
decide which one is the
▪▪ Play the audio. Students listen rectangle. Then, put it in the oven. winning recipe. Invite students
and note down the quantities. Don’t forget to pre-heat the oven to discuss which recipes to
to 150 degrees Centigrade. Bake include in their health fair.
Answer Key it for about 25 minutes or so. You
a. two can tell when it’s ready because it’s T6 5
b. two a nice light brown colour. When
c. one you take it out of the oven, cut it
into smaller bars and let them cool.
d. one
Finally, put the energy bars in the
e. two
fridge to keep them fresh. You can
store them for up to five days. But
you’ll probably eat them before
that! So … enjoy!
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Preparing Your Task » Do You Know About Nutrition?
32 1. Pronunciation 32 2. Pronunciation

Listen and repeat the words. Notice how the sounds Notice that in many words the
/əʊ/ and /ə/ are pronounced. first syllable is stressed. Listen
and repeat again.
a. carbohydrates /ˌkɑːbəʊˈhaɪdreɪts/
b. proteins /ˈprəʊtiːnz/
c. vitamins /ˈvɪtəmɪnz/ proteins vitamins minerals
d. minerals /ˈmɪnərəlz/ but: carbohydrates
33 3. Pronunciation Listen and repeat.
a. Our bodies need carbohydrates to get energy.

b. Meat and eggs are a good source of protein.
c. Fruit and vegetables contain a lot of vitamins and minerals.
34 4. Listen Answer the questions about nutrition. Then, listen and check.
Howmuchdoyouknowaboutnutrients?
Choose the best answer!
1. WhichfoodishighestinvitaminC? 4. Whichmineralisessentialfor
a. apples healthybones?
b. mangoes a. calcium
c. oranges b. potassium
66 d. broccoli c. iron
2. Whichfoodisagoodsourceofiron? 5. Whatisagoodsourceof
a. fish vitaminD?
b. milk a. sunlight
c. bread b. eggs
d. carrots c. onions
3. Whichmealismostimportant? d. chicken
a. lunch
b. dinner
c. breakfast
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1. Pronunciation 4. Listen
(5 minutes) track 32 (10 minutes) track 34
▪▪ Write the symbols: /əʊ/ and ▪▪ Set the context – students will
/ə/ on the board. Model the listen to part of a quiz about
sounds and check students nutrition.
can hear the difference. ▪▪ In pairs, students read the
▪▪ Play the audio. Students questions and guess the
listen and repeat. Check their correct answers.
pronunciation individually. ▪▪ Play the audio. Students listen
and check their answers.
2. Pronunciation ▪▪ As a class, discuss whether
any of the answers were
(5 minutes) track 33 surprising.
▪▪ Students focus on the main
Answer Key
stress in each word.
1. broccoli
▪▪ Illustrate the stress patterns
2. fish
on the board to show the
3. breakfast
stressed syllable in each word:
4. calcium
carbohydrates ooOo, proteins
5. sunlight
Oo, vitamins Ooo, minerals
Ooo.
▪▪ Play the audio again. Students Audio Script
listen and repeat. Teacher: OK, let’s start the quiz.
34
▪▪ Check their pronunciation Are you ready? The first question
individually. If you like, you is … Which food is highest in
Vitamin C? Is it apples, mangoes,
can make a game of it, with
oranges or broccoli?
groups competing to see who
Student A: Oranges have a lot of
can be the first to pronounce vitamin C.
all four words correctly. Teacher: Sorry, that’s not the answer!
Student C: I have no idea!
Student B: Broccoli is very high in
3. Pronunciation vitamin C. I think it’s broccoli.
(5 minutes) track 33 Teacher: Correct. Next question.
Which food is a good source of
▪▪ Play the audio. Students listen iron? Fish, milk, bread or carrots?
and repeat. Student C: Well, fish is a good source
▪▪ Students work in pairs and of iron.
Teacher: Correct again! The next
practise the sentences.
question is very easy! Which meal
▪▪ Check their pronunciation is the most important? Is it lunch,
individually. dinner or breakfast?
Student A: Breakfast is the most
important meal!
Teacher: That’s correct! OK, next
question. Which mineral is
essential for healthy bones? T6 6
Calcium, potassium or iron?
Student B: I think it’s calcium.
Teacher: That’s right! Calcium is
essential for your bones. And the
last question is, what is a good
source of vitamin D? Is it sunlight,
eggs, onions or chicken?
Student C: I know the answer!
Sunlight is a good source of
vitamin D.
Teacher: That’s correct! The answer is
sunlight. So, let’s move on to the
next subject …
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module 2 // Unit 2
5. Group Work In groups, write a similar nutrition quiz.
a. Research some foods that are good sources of important nutrients. Useful
Expressions
b. Write five questions with four possible answers. Include the
correct answer.
I have no idea!
Bread, cereal, rice and pasta are good sources of ? I don’t know!
a. carbohydrates b. cholesterol c. protein d. vitamins I think it’s …
c. Ask another group your questions. Then, answer their questions.

Which group has more correct answers?
Read the text and the nutritional value of tomatoes.

6. Read
Tomatoes are not vegetables as many people think. They

are a fruit. They come in different sizes and colours. Tomatoes are a
basic ingredient of many popular foods like pizzas and ketchup and
healthier dishes like salads and sauces of all kinds.
Tomatoes contain essential nutrients and are high in vitamin C. This
vitamin helps the body grow and it can help to repair it. Inaddition,
tomatoes are a source of vitamin H. This vitamin helps the body in the
production of energy. Tomatoes also contain minerals like potassium
and copper. These minerals help to regulate body functions. Finally,
tomatoes can help digestion because they are a good source of fibre.
In summary, you should eat tomatoes in your daily diet, because
they are a tasty fruit with many benefits for
your health.
7. Write Write a similar description of a food.
a. Select a food and research information about it. EvaluationChecklist

b. Describe it. Include its name, colour, size, shape, taste,
Does your partner:
ways to eat it, or how it is usually served (in other
... describe the food and its
67 dishes, soups, juices, etc.).
c. Describe its essential nutrients – vitamins, minerals, appearance? Yes No
protein, etc. (select the ones with the highest percentages). ... describe its essential
d. Explain some of the benefits. Connect similar ideas with nutrients? Yes No
and, also, In addition. ... connect ideas with words like
e. Write a concluding sentence to say why people should and, also, in addition?
eat this food. Use In summary. Yes No
f. Exchange your paragraph with a partner. ... include a concluding sentence
Evaluate your partner’s paragraph. Use the starting with In summary?
Evaluation Checklist. ... include an infographic?
g. Create an infographic to summarize the nutritional Yes No
information.
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▪▪ Give students time to do the

5. Group Work 7. Write research or divide the task
(20 minutes) (35 minutes) into two sessions so students
can do the research for
▪▪ Read the rubric and ▪▪ Read the rubric and homework.
instructions. Make sure instructions. Make sure ▪▪ Remind students to use their
students understand the task. students understand the task. notes and their own words,
▪▪ Remind students that they Suggest they write about a and not copy sections of the
already have quite a lot of food they like. model text.
information in this unit. ▪▪ Explain that students should ▪▪ Encourage students to read
Encourage them to build on use the text in exercise 6 their paragraph and check
this and research more details. as a model for their writing. their spelling and punctuation.
▪▪ In groups, students create a Review the text and show
how it includes all the points
▪▪ Students exchange
similar quiz. paragraphs, read their
▪▪ Groups ask and answer each they need to cover in their
partner’s paragraphs and
other’s questions. Before they paragraph.
provide feedback based on
start, focus attention on the ▪▪ Focus attention on the linking the Evaluation Checklist.
Useful Expressions. Explain words/phrases in red in the
that these are expressions to text. Extra Activity (15 minutes)
use when you don’t know or ▪▪ Explain that these words/
Ask volunteers to provide a
are not sure of the answer. phrases connect ideas that
description of famous fruit or
have a similar connotation.
vegetables for the class to guess.
Extra Activity (10 minutes) Write on the board:
They should not say the name.
Students discuss ways to Tomatoes are a basic ingredient Provide an example: It’s a round
incorporate these questions as for many delicious dishes. They fruit. It is usually green or red. The
ice-breakers or games in their contain essential nutrients. green one is less sweet, the red one
presentations and health fair Elicit or demonstrate how to is very sweet. It contains vitamin A,
activities. connect these two sentences B, and C. It’s a good source of fibre.
using and, also, and In addition. What is it? (An apple.)
Tomatoes are a basic
6. Read ingredient for many delicious
dishes and they contain
(20 minutes) essential nutrients.
▪▪ Read the rubric and Tomatoes are a basic
infographic. Make sure ingredient for many delicious
students understand the task. dishes. In addition, they
▪▪ Before reading, check contain essential nutrients.
what students know about Tomatoes are a basic
tomatoes. Ask: Are tomatoes ingredient for many delicious
vegetables or fruit? What dishes. They also contain
nutrients do they contain? What essential nutrients.
dishes contain tomatoes? Do you Point out that each connector
like tomatoes? is used in a different place and
▪▪ Students read and complete with different punctuation.
the infographic.
T6 7
Answer Key
Vitamins: C, H
Minerals: potassium, copper
Nutrients: fibre, carbohydrates,
calories, protein
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In your group, provide suggestions for preventing the eating

8. Group Work disorders discussed in Unit 1.
Step 1
Think of foods, cooking methods and eating habits to be careful of, or to avoid. Suggest
nutritional alternatives. Complete the chart as a group.
Example Reason
Bad eating habits Skipping breakfast You eat more snacks later in
the day.
Alternative or good eating habits
Foods to be careful of
Foods to eat more of
Cooking methods to avoid
Alternative cooking methods
Step 2
Discuss questions a–c. Then, complete the mind map to summarize your ideas.
a. What are the three worst eating habits?
b. How do they affect people?
c. What are some suggestions for better eating habits?
skipping breakfast
Worst habits
make smart food

choices
Suggestions
Bad habits
eating disorders
How it affects people

68
Step 3
Create two more mind maps to summarize your ideas for: 21stCenturySkills
• foods to avoid / eat more of · Creativity
• cooking methods to avoid / alternative cooking Being creative will help you
methods. communicate ideas more
effectively.
Make a poster using all your
creativity!
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8. Group Work 21st Century Skills

Creativity
(60 minutes)
Encourage students to use their
▪▪ Read the rubric and imagination when creating mind
instructions. Make sure maps or other visuals. Students
students understand the can use different colours, create
task: to come up with dietary collages or make their own mind
suggestions to avoid eating maps using PowerPoint. Strong
disorders. and creative visuals help students
capture their audience’s attention
Step 1 and makes their presentations
more memorable.
(20 minutes)
▪▪ As a class, students talk about
the importance of having good
eating habits to avoid eating
disorders. Elicit examples of
good and bad eating habits,
and healthy and less healthy
foods and cooking methods.
▪▪ In groups, students read and
complete the chart.
Step 2
(20 minutes)
▪▪ The purpose of the mind
map is to summarize the
information students have
previously discussed.
▪▪ Students read the questions
and complete the mind map.
Step 3
(20 minutes)
▪▪ Students extend the mind map
with extra ideas. Encourage
them to be creative with their
ideas.
▪▪ Students exchange their
completed mind maps with
other groups and discuss the
way their ideas are presented.
Encourage them to find and
comment on similarities and
differences. T6 8
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CheckYourProgress
I can ask for and
give
information abou
Read the interview with Manuel about his t
1. Read eating habits. Complete the questions.
eating habits.
Very well
Interviewer: (a) What kind ?
Manuel: I like eating fast food like hamburgers and hot dogs.
Interviewer: (b) How many ? Quite well
Manuel: I drink five or six cans of cola a week.
Interviewer: (c) How often ? With difficulty
Manuel: I don’t eat breakfast but I have a big lunch.
Interviewer: (d) How much ?
Manuel: I never drink water. I don’t like it.
Make suggestions to help Manuel improve I can make sugges

tions
2. Write his eating habits.
about eating habi
ts.
You should eat / drink / include / avoid … Don’t eat / drink … Very well
a. ... because fast food contains too much salt and fat.
b. ... because cola has a lot of sugar in it. Quite well
c. ... because breakfast is the most important meal of the day.
d. ... because all the parts of your body need water to function
correctly With difficulty
Read the interview with Todd, a participant

3. Read in an international cooking competition.
Complete the questions in your notebook.
I can ask for and give
information about the
Interviewer: So, Todd, what (a) ?
ingredients of a dish.
Todd: I’m preparing a French recipe. It’s called hachis Parmentier.
Interviewer: I love French food. What (b) ?
Very well
Todd: Well, the main ingredients are potatoes, beef and cheese.
Interviewer: And what (c) ?
Todd: It’s filled with beef and sausages. Quite well
69
Interviewer: It sounds good. What (d) ?
Todd: The potatoes are mashed and the beef and sausages are fried. With difficulty
35 4. Listen Listen and select the best answer.

I can give information
about the nutritional
1. Bananasarea 2. Bananasare 3. Potassiumis
value and health
goodsourceof high in goodfor benefits of food.
a. vitamin C. a. fibre. a. your muscles.
b. vitamin B6. b. carbohydrates. b. your intestines. Very well
c. vitamin B2. c. protein. c. your eyes.
Quite well
With difficulty
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1. Read 3. Read
▪▪ Students read and complete ▪▪ Students read and complete
the conversation. the questions.
▪▪ Remind students to read ▪▪ Remind students to read the
the answers carefully before whole conversation carefully
completing. before completing.
Suggested answers Suggested answers

a. … of food do you like eating? a. … are you preparing
b. … fizzy drinks do you drink a b. … are the main ingredients
week? c. … is it filled with
c. … do you have breakfast? d. … are the cooking methods
d. … water do you drink daily? you use
2. Write 4. Listen
(10 minutes) (15 minutes) track 35
▪▪ Students read and complete ▪▪ Students read the statements
the suggestions. and possible answers before
▪▪ Make sure students playing the audio.
understand that their ▪▪ Play the audio. Students listen
suggestions are related to the and select the correct answer.
conversation in exercise 1.
Answer Key
Suggested answers a. vitamin B6
a. You should eat less fast food … b. fibre
b. Don’t drink so many cans of c. your muscles
cola …
c. Don’t skip breakfast …
Audio Script
d. You should drink more water …
OK, I’m going to describe the
35
nutritional value of my favourite
fruit: bananas. Bananas are
a good source of vitamin B6.
Vitamin B6 helps people regulate
their emotions and helps in the
production of energy. Bananas are
also a good source of fibre which
helps in the correct functioning of
the intestines. Bananas are also
high in potassium. This mineral is
essential for growing muscles.
T69
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Unit » 3
Objectives
» I can describe emotions and feelings.
» I can express conditions.
» I can ask about past experiences.
Body and Mind » I can give and ask for suggestions.
Connection
In Context » Everybody Is Different!

Discuss the photos with a partner. Which
1. Speak photo best represents the society we live in?
21st Century Skills
· Critical Thinking
How do you think photo B

influences how we feel about
our bodies?
A B
2. Read Read the three texts from a wiki. Match the questions with the correct text.
36
a. What is body image?
b. Why is self-esteem important?
c. How does the media affect people negatively?
1 In our lives, we all interact with 2 The picture we create in our mind of how we look
different kinds of media which is called body image. But this perception is not just
provide information and messages an image or an idea. It is a feeling that influences our
that influence our perception of personality and our behaviour. If you have a positive 37
reality. This influence can turn body image, you will feel good about who you are, not
70 negative if we cannot process the only about how you look. If you are unhappy with your
messages in a critical and healthy way. body image, this can affect your self-esteem and create
First of all, if we believe in the ideal negative feelings. If those feelings continue, they can turn
of a ‘perfect body’ that the media into serious illnesses like eating disorders or depression.
promotes, we will be frustrated at
not being beautiful enough. This
3 The value you attribute to yourself is your self-
can create a negative body image.
esteem. It is important because it is something that
Secondly, if we let the media tell influences your personality and your emotions. If you
us how to be happy and successful, have high self-esteem, you will believe in yourself and be
we will spend a lot of time, money confident in all areas of your life. On the contrary, if you
and energy going after the wrong have low self-esteem, you may be unhappy, anxious or
ideals and values. extremely self-conscious.
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Unit 3 Body and Mind Connection

Unit Objectives
Understand a short, spoken factual text.
Identify the sequence of events in a short story using visual prompts to aid
comprehension.
Basic Standards of Competences
Give simple suggestions and advice about mindful living and body image issues.
Understand and respond to questions about past experiences.
Organize and give a short presentation about improving self-esteem.
Vocabulary Body parts; Describing emotions
Grammar Zero conditional; Making suggestions; Past simple questions
▪▪ Students read the texts

1. Speak 21st Century Skills
and match them with the
Critical Thinking
(15 minutes) questions.
Ask: How do you think photo B ▪▪ Focus attention on the
▪▪ Set the context. Write the title influences how we feel about our words in red and check
of the lesson on the board. bodies? Each student selects two their meaning. Students list
Students suggest ways in words to describe the pictures. adjectives related to positive
which people differ: e.g. body Write the words on the board and negative feelings. Check
shape, height, race or ethnicity, and help with selecting the right answers as a class (positive:
gender, language, personality, vocabulary. Encourage students confident, happy, successful;
physical appearance, etc. to describe their reaction using negative: anxious, frustrated,
▪▪ Students look at the photos. complete sentences. self-conscious, unhappy).
Ask: What differences are there? ▪▪ Elicit any similar words and
Where do you usually see these add to students’ lists.
photos? How do you feel about
2. Read
what they show? Answer Key
▪▪ Give students time to prepare (25 minutes)
a. 2 b. 3 c. 1
their opinions. ▪▪ Read the rubric. Ask: Where
▪▪ Discuss as a class. would you find this kind of text?
(online – a wiki is a website
that allows people to edit or
add to its content).
▪▪ Read the questions. Check
students understand body
image, the media, self-esteem.
T70
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module 2 // Unit 3
3. Read Match the conditions with the results.
a. If you cannot process media messages 1. you will be frustrated.

critically, 2. their influence can turn negative.
b. If you have high self-esteem, 3. you will feel good about who you are, and
c. if you have a positive body image, not only about how you look.
d. If you believe in the ideal of a perfect 4. you will believe in yourself and you
body that the media promotes, will be confident.
Read the advertisement for online psychological support. Complete with

4. Read the words from the Word Bank.
Word Bank
frustrated confident unhappy self-conscious happy anxious
I don’t like the person I see in the mirror. What should I do? I feel a___.
You should call or text us.
My friend is often b___. Who can I talk to?
You can talk to one of our advisors.
Listen to two conversations. Select the correct emoticon to show how

36 5. Listen Tomas and Gina feel.
a. b. c. d.
Listen to a psychologist talking about things that influence our self-esteem
37 6. Listen and body image. Complete the mind map. Then, match the comments with
the influences.
71
a. Media 1. If you don’t eat your 2. We are going to have
vegetables, you will never be as a fashion show at school. Let’s
tall as me. select the best-looking girls and
Our boys to be models.
b. Influences d.
3. You want happy kids? Come
to Burger World and get a free fizzy
c. drink with a double-sized burger. 4. I need to go on a diet to
Because we know if they’re happy, fit into a size 8. Everyone is
you’re happy! size 8 except me!
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▪▪ In pairs, students match the

3. Read 5. Listen comments with the influences
(5 minutes) (10 minutes) track 36 in the mind map.
▪▪ Students match the conditions ▪▪ Read the rubric. Make sure
and results, then check their students understand the task.
▪▪ Elicit reactions from the class.
Ask: Which influence is the
answers in pairs. ▪▪ Students look at the strongest?
emoticons and say what
Answer Key feeling each one shows. Answer Key
a. 2 b. 4 c. 3 d. 1 ▪▪ Play the audio. Students a. Media (3);
listen and select the b. Friends (4);
correct emoticon for each c. School (2);
Grammar Box: conversation. d. Parents / Adults (1)
Conditional sentences ▪▪ Check answers as a class.
Remind students about the
structure of conditional Answer Key Audio Script
sentences (If clause and Result 1. c (unhappy) 2. d (confident) Psychologist: In today’s podcast,
37
clause) and that they studied this I want to talk about some of the
in Module 1, Unit 1, Lesson 2. things that can influence young
Audio Script people’s self-esteem, and especially
Explain that the two clauses in a
Conversation 1
36 their body image. It’s important to
conditional statement can change be aware of these, so we can help to
Lisa: What’s the matter, Tomás?
order. Write on the board: Tomás: I’ve just got my exam grades. change attitudes and perceptions.
They’re really bad. First of all, one of the biggest
If you have high self-esteem, Lisa: If you feel unhappy, you need to influences is the media. This means
you will believe in yourself. talk about it. TV, magazines, music videos – but
Tomás: Well, I worked really hard. And also social media. All these kinds
You will believe in yourself if of media are a powerful way of
you have high self-esteem. now I feel I’m not good enough
for my parents. I’m not the perfect communicating both positive and
student they want. negative messages.
Point out that if the condition Lisa: I’m sure they don’t think that. Secondly, friends are a big
clause begins the sentence, there Anyway, no one is perfect. We all influence. There may be some
is a comma separating the two have bad days. friends in a group who are always
clauses. talking about dieting, celebrities,
Conversation 2
clothes and body shapes and sizes.
Felipe: So, Gina, are you ready for the
This can create negative thoughts
presentation we have to do today?
in other people in the group. You
Extra Activity (10 minutes) Gina: Oh, no! I forgot. Is it today?
need to ask yourselves if you also
Ask students how important Felipe: Yeah, it is. And I’m really
contribute to negative feelings and
anxious about it.
body image is to them and how low self-esteem in your friends
Gina: Don’t worry, Felipe! You always
it affects their self-esteem. As a and in other people. Think about it,
do a good job!
class, discuss what they can do to and think about the language that
Felipe: It’s easy for you. You’re a
avoid negative feelings. you use when you talk about other
confident person, but I’m not! I get
people or about yourself. You don’t
really anxious when I talk in front of
want to make other people feel
a lot of people. I don’t know why.
they are not good enough.
Gina: Come on, we’ll do it together.
4. Read It’ll be fine!
OK, thirdly, think about what
happens at school. Some schools
(20 minutes) promote participation in events
that celebrate beauty or fashion
▪▪ Focus attention on the above health and happiness – T71
emoticons, and the words in 6. Listen
for example, beauty contests or
the Word Bank and model for (20 minutes) track 37 fashion shows. Or they may have
pronunciation. Students repeat. sports competitions where the
▪▪ Students read and complete ▪▪ Read the rubric. Make sure idea of winning is more important
the advertisement, then check students understand the task. than just competing with a healthy
their answers in pairs. ▪▪ Students look at the mind map. attitude to failure.
Encourage them to predict the Finally, sometimes it can be parents,
▪▪ Elicit responses from the class.
or adults in the family, who promote
Ask: What do you do when other influences (b–d).
the wrong ideas in young people
you feel anxious / frustrated / ▪▪ Play the audio. Students listen about what is really important in
unhappy? and confirm. Make sure they life. They may not mean to, but
note down the influences. they do. For example, parents who
Answer Key ▪▪ Check answers as a class. expect their kids to get perfect
a. unhappy; ▪▪ Students read the speech grades might unintentionally cause
b. frustrated / anxious. bubbles. Ask a volunteer to low self-esteem.
read each comment aloud.
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Classify these behaviours as positive (+) or negative (–). Then discuss ways
7. Speak to promote positive behaviours about body image and self-esteem.
Use need to, should,

We need to promote events for Schools shouldn’t promote
shouldn’t, can, can’t. people to show their talents. beauty contests.
Behaviours (+) (–)

a. Listen to friends when they want to talk about their feelings.
b. Encourage someone to lose weight to improve their body image.
c. Try to manage strong emotions without help.
d. Tell people about a friend’s personal feelings or emotions.
e. Compliment a person’s talents and special skills.
f. Promote events where beauty is the most important thing. 38
8. Read Read the text. Put the paragraphs (1–4) in the correct sequence.
The Myth of Narcissus

1. He also stopped talking to his friends; he even stopped
eating and drinking. Narcissus became so weak and
confused that one day, as he was looking at his reflection, he
fell into the lake and drowned.
2. The myth says he turned into a flower, which is called
the narcissus.
4. Long ago in ancient times, there lived a boy called Narcissus.
He was a very beautiful boy and everyone admired him.
One day, he was walking past a lake and saw his reflection in
the water. Immediately, he fell in love with the image
he saw.
3. From that moment on, Narcissus started coming to the
lake every day just to look at his reflection in the water.
Time passed and Narcissus became a different person. He
became vain and obsessed with his image. The only person
he loved and admired was himself.
72
Answer these questions about the story. Practise telling the story with
9. Speak a partner.
1. Who are the characters?

2. What happened to the characters?
3. What were the obstacles?
4. How did the story end?
In groups, create your own modern version of the story. Use the
10. Speak questions in Exercise 9. Discuss how it compares to the myth.
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7. Speak 8. Read 10. Speak

▪▪ Read the rubric. Explain that ▪▪ Students read the title of the ▪▪ Read the rubric. Make sure
students should keep in mind text and look at the pictures. students understand the task.
the information and advice ▪▪ Find out if they are familiar ▪▪ Students read the questions
given by the psychologist in with the Greek myth. Ask: and ideas in the table. Explain
exercise 6. Have you ever heard the story any important words (e.g.
▪▪ Students read the sentences of Narcissus? If so, elicit a brief characters, obstacles).
and decide if the behaviours explanation of the story. ▪▪ Groups follow the questions
are positive or negative, then ▪▪ Students read individually from Exercise 9 and complete
discuss their answers in pairs. and put the paragraphs in the the story or start from scratch
▪▪ Check answers as a class. correct order. with different characters.
▪▪ Check answers as a class. Encourage them to add details
Answer Key Elicit responses. Ask: What do to make it more real and
a. positive you think we can learn from this interesting.
b. negative story? ▪▪ Groups take turns to tell their
c. negative story to the class.
d. negative Answer Key
e. positive 1. c Extra Activity (10 minutes)
f. negative 2. d Invite students to role-play the
3. a story they have just created.
4. b Ask them to choose a narrator
Grammar Box: Modal verbs
and some actors. As you
Write the table on the board listen, monitor and correct
and explain that we use certain 9. Speak pronunciation of the verbs in the
modal verbs to make suggestions, past tense.
and talk about possibility and (5 minutes)
necessity. Elicit more examples. ▪▪ Students answer the
Modal questions.
Function Example
verb ▪▪ In pairs, students practise
should / To make You should asking and answering
shouldn’t suggestions think questions to retell the story in
or give positively. their own words.
advice.
can / To express
can’t possibility.
need to To express
necessity or
give strong
advice.
T72
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module 2 // Unit 3
Expanding Knowledge » Mindful Living
Read the definitions. Match each behaviour (a–d) with being mindful (M)
1. Read or self-conscious (S)
mindful: adj /’maindfəl/ paying attention to your own actions, emotions and sensations
self-conscious: adj /sɛlf `konʃəs/ paying too much attention to what others think of you
a. Look in the mirror and see the good qualities in your body.
b. Exercise every day to try to have a perfect body.
c. Eat slowly and concentrate on the flavours and textures of the food.
d. Dance thinking about what others think of the way you dance.
Work with a partner. Listen and complete the infographic about ‘mindful
38 2. Listen living’. Add one suggestion for each category.
a. You sleep for at least eight hours.

SLEEP WELL
If you don’t sleep well, .
Suggestion:
EAT WELL
b. You to eat slowly. If you eat slowly,
.
Suggestion:
BE ACTIVE
c. You reduce your screen time and get
more exercise. If you exercise, .
Suggestion:
3. Write Look at the example. Write two more sentence chains.
73
(sleep well / (not) feel stressed / concentrate more easily in class / get good grades)
you won’t feel you will concentrate you’ll get good Study Tip
stressed. more easily in class. grades.
Use a comma
If you sleep If you don’t feel If you concentrate to separate the
well, stressed, easily in class,
condition and
the result.
a. (eat slowly / better digestion / eat less / lose weight)
b. (take exercise / have more energy / (not) feel
anxious / feel more positive)
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38 3. Write
Presenter: … In today’s podcast,
(10 minutes) we’re going to talk about what (20 minutes)
it means to be mindful. There is
▪▪ Read the rubric. Make sure concern that teenagers today
▪▪ Read the rubric. Make sure
students understand the task. spend too much time connected
students understand the task.
▪▪ Students read the definitions. to their mobile devices and ▪▪ Read the example. Explain
Model the pronunciation of disconnected from their bodies that this is a chain exercise
mindful and self-conscious. and minds! To be mindful is to with three sentences, where
Drill the sound /ʃ/ a bit more: remember that you need to the result of the first sentence
conscious, should. respect your body’s need for becomes the condition of the
sleep, good digestion and physical second.
▪▪ Explain that the words mindful
activity. So here are some tips to
and self-conscious can be used
help you achieve this.
to describe behaviours a–d. Study Tip
First of all, your body needs to get
▪▪ Students read the behaviours enough sleep, at least eight hours Direct students’ attention to the
and match. a night. If you sleep well, you can condition. Remind them of the
▪▪ Check answers as a class. concentrate more easily. You are use of a comma to separate the
more alert and this reduces the two parts (if and result clause.)
Answer Key risk of accidents. Also, you are
a. M, b. S c. M, d. S able to concentrate more easily
in class, so it’s easier to memorize ▪▪ Students complete two more
information. If you don’t sleep sentences, then check their
well, you will probably feel more answers in pairs.
2. Listen anxious and stressed.
Secondly, eating well not only Answer Key
(20 minutes) track 38 means getting the right nutrients, a. If you eat slowly, you will have
▪▪ Students think about the but also eating in the right way. better digestion. If you have
importance of mindfulness If you eat slowly and mindfully, better digestion, you will eat
your brain will have time to send less. If you eat less, you will
in the prevention of eating
a signal to your stomach that you lose weight.
disorders. Ask: Why is it
are full – so your digestion will be
important to be mindful in order b. If you take exercise, you will
better, and more importantly, you
to have good health? will enjoy your food more. Also,
have more energy. If you
▪▪ Focus attention on the you will eat less, and this can help have more energy, you won’t
infographic. Make sure students you lose weight. It’s also important feel anxious. If you don’t feel
understand that they will hear to eat at the right moment and to anxious, you will feel more
tips about sleeping well, eating pay attention to the food you are positive.
well and being active. eating. So don’t eat your lunch or
dinner in front of the TV.
▪▪ Play the audio. Students listen Extra Activity (10 minutes)
Finally, be active. Do plenty of
and complete the tips.
exercise. Reduce the time you spend Students suggest other categories
▪▪ Play the audio again. Students on your smartphone. Exercise is the of mindfulness: e.g. mindful
listen and add suggestions. best way to keep your body and mind breathing, mindful posture,
▪▪ Students check their answers healthy. Just like sleep, exercise helps
mindful shopping. Elicit more
and compare suggestions to reduce stress and anxiety; and it
gives you more energy so you feel
suggestions for each of the
in pairs. categories: e.g. You need to breathe
more positive. Physically, exercising
has many benefits. For example, it deeply. You should stand straight to
Suggested Answers protect your back.
reduces the risks of heart disease, it
a. need to / should; you will
probably feel more anxious
helps you control your weight, and it T73
makes your muscles stronger.
and stressed
In conclusion, try to reduce your
b. need to; your digestion will
screen time and be mindful of every
be better moment of your life. Try to live
c. should; you will keep your more ‘in the present moment’ and
body and mind healthy connect with your body and mind.
Suggestions: students’ own
answers.
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4. Write Label the parts of the body with the words from the Word Bank.
Word Bank
knee neck leg arm shoulder
foot hand hip waist head
g.
c.
a. h.
d.
i.
e. f.
b.
j.
5. Write Look at the pictures. Complete the instructions with the parts of the body.
1. A: I’m very stressed after exams. What exercise

should I do to relax the muscles in my
a
and my shoulders?
B: OK. Stand with your b apart
and your hands on your c . Then,
slowly rotate your d to the left,
back, right and front. Change direction and repeat a
couple of times.
2. A: I often get backache. My doctor told me to
exercise. What exercises can I do?
B: Put your e on your hips. Move
your f to the left and then slowly
to the right. Keep your g down.
74
3. A: I want to start running, but I have heard you can
get injured if you don’t start carefully. What do I
need to do before starting?
B: It’s important to warm up your muscles before
you run. You can walk for a few minutes, or you
might like to do this exercise. Stand with your
h
together, put your hands on
your i_______and bend them a little. Slowly rotate
your knees to the left and then to the right.
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4. Write 5. Write
▪▪ Set the context. Ask: Why ▪▪ Students look at the pictures.
do you think our body needs Ask: What kind of exercise is
to exercise? Help students this? (warm-up routines)
recognize the relationship ▪▪ Students read the three sets
between good health and of instructions. Encourage
physical activity. them to find differences
▪▪ Focus attention on the picture between the routines.
and the Word Bank. Model ▪▪ Students complete the
the pronunciation of any instructions.
problem words (e.g. knee, ▪▪ Check answers as a class.
shoulder, waist) and check ▪▪ In pairs, students take turns
understanding. to give the instructions and
▪▪ Students label the picture, perform the exercises. Remind
then compare their answers them that these movements
in pairs. will help them relax their
▪▪ If you wish, have a muscles.
competition to see which pair
of students can identify all the Answer Key
parts of the body with their a. neck
books closed. b. legs/feet
c. hips
Answer Key d. head
a. hand e. hands
b. knee f. hips
c. shoulder g. shoulders
d. arm h. legs
e. hip i. knees
f. leg
g. head
h. neck Extra Activity (15 minutes)
i. waist In pairs, students create
j. foot instructions for another exercise
routine using the verbs in
instructions 1–3. Remind them to
think of a purpose for the routine
and perform it in front of class.
T74
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module 2 // Unit 3
Some young people are asking some famous athletes for advice. Complete
6. Read the requests (a–c) with the correct question. Then, match the requests
with the advice (1–3).
Should I tell the coach? What should I do? How can I compete against them?
a. I’d like to be a top gymnast but I feel

anxious about the food I eat. My trainer says b. I do weight training. My partners take pills
I have to be very thin to be the best. ___? to increase their strength. ___?
1. You should ask for professional c. I am a swimmer, but I feel frustrated

help. You can talk to a nutritionist about my next competition. The
or a health specialist to evaluate other swimmers are all taller and
how much weight you can lose. bigger than me! ___?
3. You should talk to your partners. Tell

2. You need to be more confident. If you them they are making a mistake. If they
train hard, you can be faster than them. don’t listen, tell the coach.
Read an article by a fan of a famous Colombian athlete. Complete the text

7. Read with the words in the box.
hurt recovered got overcome believe
Mariana Pajón is an inspiration to me and she has helped me a in

myself because success is about your mental attitude. Mariana had an accident
in her last competition. She fell and b her arm, but she c
quickly because she d
the support of her doctors and all her family. In
her last competition, the other competitors were bigger and stronger than her
but this did not make her anxious. Her self-esteem is very high because she is
confident in herself. I believe she always thought she could win and she did.
My personal motto is inspired by Mariana:
“If you have a positive mental attitude, you will e all obstacles. If you
fall, stand up and keep going. Don’t give up!”
Imagine you have interviewed Mariana. Match her comments with the
8. Read follow-up questions. Notice how to react to a comment.
75
a. It was a hard competition, but I always 1. No way! How did they feel when you
thought I could win. beat them?
b. Last year was a difficult year. I had two injuries.

2. Really? How did you recover?
c. My life has changed a lot since I won an

Olympic gold medal. 3. That’s amazing! How did you feel when you won?
d. When I was five, I had to compete against boys because 4. I bet! How has it changed?
there wasn’t a female category. I competed and I beat them.
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6. Read 7. Read 8. Read

▪▪ Set the context. Write on the ▪▪ Play a game. Divide the class ▪▪ Read the rubric. Make sure
board: Athletes are sometimes into two groups. Each group students understand the task.
affected by eating disorders. makes a list of famous athletes ▪▪ Read Mariana’s comments
Elicit responses. Ask: What they admire and their sport. and the reactions. Point out
kind of athletes usually have Set a time limit. The group that that the reactions include
these problems? (gymnasts, with the most names and a short expression and a
weightlifters) Why? (weight different sports wins. follow-up question.
is an important part of their ▪▪ Students say their favourite ▪▪ Model the reactions for
athletic performance) athletes. Elicit information pronunciation, especially the
▪▪ Read the rubric. Make sure about those athletes. Ask: expressions in blue.
students understand the task. Why do you admire him/her? ▪▪ Students match the questions
▪▪ Focus attention on the ▪▪ Focus attention on the photo and reactions, then check
questions. Explain that and explain the context – this their answers in pairs.
these are part of the student is a short article by a fan.
athletes’ requests for advice. ▪▪ Read the verbs in the box and Answer Key
▪▪ Students read the requests clarify their meaning. a. 3 c. 4
and complete with the correct ▪▪ Students read and complete b. 2 d. 1
question. the text with the correct verb.
▪▪ Students read the pieces of ▪▪ Check answers as a class.
advice and match them with Extra Activity (15 minutes)
the requests. Answer Key In pairs, students take turns to
▪▪ Check answers as a class. a. believe ask and answer the questions,
b. hurt taking turns to be Mariana.
Answer Key c. recovered Encourage them to continue the
a. What should I do? / 1 d. got conversation by asking, answering
b. Should I tell the coach? / 3 e. overcome and reacting to follow-up
c. How can I compete against questions.
them? / 2
Grammar Box:
Modal verbs
Explain that the modal verbs
should and can change position in
questions. Write on the board:
Statement Question
I should Should I
talk to a talk to
nutritionist. nutritionist?
You can get How can I get
help! help?
T75
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Preparing Your Task » The Power of Self–esteem
39 1. Listen Listen to four conversations. Match the conversations with the pictures.
42
a. b. c. d.
Listen again. Match the conversations with the way each person helped
40 2. Listen their friend feel better.
Conversation 1 a. He/She said that the whole team played badly, not just the friend.
Conversation 2 b. He/She told the friend what they were good at.
Conversation 3 c. He/She offered to work on a difficult exercise together.
Conversation 4 d. He/She said the friend looked great.
Read the interview with an athlete, Tina García. Complete the questions (a–c)
3. Read with the words in the box. Then, match the questions with the answers.
did x2 helped start recover
a. How this 1. I got specialized treatment from health experts. You cannot do it
problem ? on your own. And, after some time, I overcame the problem.
b. How you ? Now I am helping other people with the same problem.
c. Who you? 2. It started when I joined the school team. I was under a lot of
pressure to be the right weight.
3. My coach helped me realize that I had a problem and then my
family gave me the support I needed.
4. Speak Read the newspaper article. Then, correct the information with a partner.
76
A: Her eating disorder didn’t A: When she was at school. B: When did it start exactly?
start after she became famous.
Tina García, the famous gymnast, has openly admitted 21st Century Skills
that she has an eating disorder. Ms García told the press it · Critical Thinking
started after she became famous because she felt a lot of
Asking critical questions will help
pressure from the media to be thin. She also confessed that
you identify inaccurate or biased
her coach told her it was normal for a successful athlete. She
information. What can you do to get
finished by saying that she recovered by herself. She says
reliable information?
she’s now ready to win a lot of medals for Colombia!
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1. Listen 2. Listen 4. Speak

(15 minutes) track 39 (10 minutes) track 40 (15 minutes)
▪▪ Students look at the photos ▪▪ Students read the sentences ▪▪ Set the context. Explain that
and say what kind of feelings and match them to the students will read a news
they show. conversations. article based on the interview
▪▪ Play the audio. Students listen ▪▪ Play the audio again. Students in exercise 3.
and match, then check their listen and check their answers, ▪▪ Students read the article and
answers in pairs. then compare in pairs. find the incorrect information.
▪▪ Elicit responses about the ▪▪ Focus attention on the example
Answer Key situations. Ask: Have you ever and model for pronunciation.
1. c. 3. a felt this way? Have you ever been Students repeat.
2. b 4. d in this situation? ▪▪ In pairs, students explain the
mistakes and ask follow up-
Answer Key questions.
Audio Script
Conversation 1
39 40 1. c 2. d 3. b 4. a
Answer Key
Carlos: What’s the matter, Sonia?
Sonia: I’m just … frustrated. She doesn’t have an eating
disorder now. She had an eating
Carlos: Can I help? 3. Read
Sonia: I can’t understand this exercise. disorder, but she overcame it. /
I feel so stupid. (25 minutes) Her coach didn’t tell her it was
Carlos: You’re not stupid. Come on, a normal thing. He helped her
let’s work it out together.
realize she had a problem. / She
Conversation 2 didn’t recover by herself. She
context and the task.
Carmen: What do you think of this recovered with the help of a
dress? Do I look terrible? ▪▪ Students complete the
health treatment and the support
Sonia: No! You look great in questions with the correct
of her family.
that dress. word.
Carmen: Everyone is laughing at me. ▪▪ Students read the answers
Sonia: No, they’re not. They’re laughing and match them with the 21st Century Skills
because they’re happy. They’re questions.
having a good time. Stop worrying Elicit students’ response to the
about what other people think.
▪▪ Check answers as a class. mistakes they found in the news
Conversation 3 article. Invite them to reflect on
Answer Key how information is manipulated
Sara: What’s the matter, César?
César: I want to join the football team,
a. did, start 2 or misused. Elicit suggestions.
but they say I’m too small. b. did, recover 1 Ask: What can you do to get reliable
Sara: So what if you’re small? You’re c. helped 3 information? Provide examples:
really good at football. read reliable news sources,
César: But I’m not good enough. Look double check information in
at the other guys. They’re all much Grammar Box: different sources, etc.
bigger than me. Past simple questions
Sara: But you’re really fast and that’s a
Explain that did is an auxiliary, not
very important talent for a football
a verb, and that in questions with Extra Activity (25 minutes)
player.
César: You’re right … Maybe I should did the verb does not take the Ask students to find out
try again. past simple form. information about famous people
Conversation 4 and athletes who have gone
Toby: What’s up, Sandra? How did this problem start? through eating disorders and T76
Sandra: I’m just … a little sad. explain how they overcame the
Toby: Why? I know we lost, but … In questions without did, the verb problem.
Sandra: We lost because of me. I’m not takes the past simple form.
good enough to be in this team.
Toby: We lost because the whole Who helped you?
team played badly. Not just you!
We’re a team.
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module 2 // Unit 3
In speech, the sounds d /d/ and y /j/ create a new sound
41 5. Pronunciation /dʒ/. The sounds t /t/ and y /j/ create /tʃ/. Listen and notice
the sounds.
A: What did you do? B: I got help.

A: Who helped you? B: My family did.
42 6. Pronunciation Notice the intonation for Wh-questions. Listen and repeat.
A: What did you do? A: Who helped you?
Tip Stress the most important words. Tip Use falling intonation for Wh– questions.
Read the activities in the chart and think of a follow-up question for each
7. Speak activity. Ask and answer questions to find someone in your class who has
done the activities. Follow your teacher’s instructions and the example.
Did you go biking last week?
Yes I did.
Who did you go with?
Find someone who:
went cycling last week. did stretching this played football went dancing last
Who did you go with? week. yesterday. week.
Where ? Who ? ?
didn’t sleep well last had a big breakfast didn’t do exercise went jogging with a
night. today. yesterday. friend last week.
? ? ? ?
has done Zumba. has done weight has run in a race. did yoga last week.
77 ? training. ? ?
?
slept for a long time played a sport last walked to school didn’t have breakfast
last weekend. week (not football). today. this morning.
? ? ? ?
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5. Pronunciation 6. Pronunciation 7. Speak

▪▪ Explain that students ▪▪ Remind students that ▪▪ Read the rubric. Make sure
are going to practise intonation in Wh- questions students understand the task.
pronunciation. usually falls at the end. ▪▪ Explain that students need
▪▪ Students read the sentences ▪▪ Play the audio a couple of to interview a person for
to themselves. times for students to listen each square in the table.
▪▪ Focus attention on the linked and identify the intonation When they find a person
sounds and model how the patterns. who answers ‘yes’, they ask
sounds run into each other to ▪▪ Students listen and repeat. a follow-up question and
create a new sound. Explain ▪▪ Remind students that the take notes (name and specific
that these new sounds are most important words information.)
created in continuous natural are usually nouns, verbs, ▪▪ Read all the squares and
speech. adjectives, and adverbs. clarify any problem vocabulary
▪▪ Play the audio a couple of Auxiliaries, prepositions ▪▪ Focus attention on the
times for students to listen and articles are not usually example. Point out the
and identify the sounds. stressed. difference between yes/no
▪▪ Students listen and repeat. questions and follow-up Wh-
Audio Script questions.
hat did you do?
W
42
Audio Script ▪▪ Model the example for
A: What did you do?
41 Who helped you? pronunciation. Students repeat.
B: I got help. ▪▪ In pairs, students write a
A: Who helped you? follow-up question for each
B: My family did.
activity.
▪▪ Students interview their
classmates. Encourage them
to ask the same person only
one or two questions before
they move to the next person.
T77
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Discuss the behaviours in the list. Which are healthy and which are
8. Speak unhealthy? Which of them are common in your school community? 43
Add any other behaviours you can think of.
It is (un)healthy if you …
I think it’s wrong/
a. criticize yourself and your friends OK if you…
all the time.
b. do anything to be perfect.
c. develop a talent or special skills.
d. appreciate your body the way it is.
I think some
e. talk to other people about your feelings. people also…
f. pay too much attention to how you and
others look. If you...
Read a short presentation about self-esteem and body image. Match the
9. Read expressions (a–c) with an expression in bold in the presentation with the
same meaning.
a. In conclusion b. First of all c. Additionally
‘I want to talk about the importance of self-esteem for the prevention of mental and eating
disorders.
First, we should remember that if we have good self-esteem, we feel confident about who we
are. We don’t feel the need to criticize ourselves all the time. In addition, we should appreciate
ourselves for who we are, not how we look.
Our looks are not as important as our personalities, our talents and our values. When we truly
appreciate ourselves, we don’t spend a lot of time in front of the mirror comparing ourselves with
others. Instead, we exercise and eat healthy food because we care about our health. To sum up,
we respect ourselves and others because we believe that to be an individual is beautiful.
In groups, prepare a similar mini-presentation about the connection

between body image and eating disorders. Look back at the story you
10. Speak created in lesson 1, exercise 10 and your ideas in exercise 8 of
this lesson.
a. Discuss the questions.

1. How can an obsession with your appearance lead to eating disorders?
2. How can an eating disorder affect a person’s family life, school work and social life?
3. How do people with a negative body image see their bodies?
78 4. Does the person they see in the mirror always match reality?
5. How can they change this?
b. Plan a presentation based on your answers to the questions. Organize your presentation
like this:
Introduction: I want to talk about …
Point 1: First … / First of all …
Point 2: In addition … / Additionally …
Conclusion: In conclusion … / To sum up …
c. Give your presentation to another group.
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8. Speak 10. Speak

▪▪ Read the rubric. ▪▪ Read the rubric and
▪▪ Students work in their instructions. Make sure
project groups to discuss the students understand the
behaviours. Encourage them task. Write on the board:
to ask each other questions: Connections between body
e.g. Why do you think this image and eating disorders.
behaviour is wrong? ▪▪ Students read questions 1–5.
▪▪ One student in each group Check they understand the
should take notes and questions and if necessary
summarize their ideas at the provide example answers.
end of the exercise. ▪▪ Students discuss the
questions and take notes for
their presentation.
9. Read
▪▪ Students use the suggested
(10 minutes) outline to organize their ideas.
Make sure they also decide
▪▪ Set the context – a short
who is presenting each of the
presentation by a student.
points.
▪▪ Ask a volunteer to read the
presentation or do so yourself.
▪▪ Students practise their
presentation in their group.
▪▪ Students read and match the Encourage them to provide
expressions. each other with feedback.
▪▪ Check answers as a class. ▪▪ Students give their
presentations to another group.
Answer Key
a. In conclusion = To sum up,
b. First of all = First,
c. Additionally = In addition
T78
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module 2 // Unit 3
43 Chant
Be good to your body, be good to your body,
Come on everyone, be good to your body.
We’re all singing the healthy song
Come on everyone, sing along!
Make good choices with food you’re making

Before you start grilling and baking.
Don’t eat sugar, it’s not good,
But protein and fibres are really good!
So if you’re worried and overweight,

Just put healthy food on your plate.
Drinking water is good for your skin,
Sugary drinks go in the bin.
Be good to your body, be good to your body …
Calcium keeps our bones really strong,

Carbohydrates turn our energy on.
Vitamins and minerals, they’re OK,
So eat them at breakfast, every day!
If you’re unhappy, stressed or sad,

Try not to worry; life’s not that bad!
Just keep healthy and stay strong,
And remember to sing the healthy song!
79
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Chant:
Lesson 4 They will get louder as they ▪▪ sugary drinks go in the bin
get more confident! Focus on – mime putting a can of
any areas where they struggle something into a bin
Speak
with the rhythm or ▪▪ keeps our bones really
(5 minutes) strong – mime being
pronunciation, replaying parts a bodybuilder, flexing
Before you play the audio for of the recording if necessary. biceps
the chant, ask students to look Play as many times as ▪▪ turn out energy on – mime
at the page. Ask them what necessary in order for students someone with a lot of
they think the chant is about. to feel confident with the energy, whole body
They don’t need to understand shaking
rhythm and vocabulary.
all the vocabulary at this point, ▪▪ eat them at breakfast –
Listen and speak mime a bowl of cereal.
this is just to get them thinking
about the overall topic and (10 minutes) track 43 Replay the chant as many
how they can communicate
As a class, ask students to times as you need to, with
that to you and to one
suggest actions for different students reciting and miming
another. Once they have
activities mentioned in the the actions. Once your
correctly identified the main
chant. Associating actions with students are really confident
theme, ask them to explain
key vocabulary items helps with the chant, and familiar
why healthy eating is
students to memorise the with the words and
important.
word and associate it with the vocabulary, move on to the
movement, and is a powerful activities.
Without going into too much
specific detail at this stage, learning tool. Focus
ask students to identify one or particularly on these elements:
two words or phrases
▪▪ grilling – mime grilling
within the chant that they something in a grillpan
don’t understand or are ▪▪ baking – mime getting
unfamiliar with. Encourage something out of the
stronger students to respond oven
to any vocabulary questions ▪▪ don’t eat sugar – shake
before providing a translation. your head and wag your
finger to indicate ‘no’
▪▪ protein and fibres – mime
Listen strong muscles flexing
▪▪ worried – mime hunched T79
(10 minutes) track 43 shoulders and furrowed
Play the chant. Ask students brow. (NB Be sensitive
around the word
to especially focus on rhythm ‘overweight’ as this may
and pronunciation for the first be a delicate topic for
couple of listens. some students.)
On the second or third ▪▪ drinking water – mime
repeat of the chant, encourage drinking a glass of water
students to sing along with it.
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r?
Should I eat suga No. You shouldn’
t
eat sugar.
1. Speak Ask your partner questions about the things in the chant.
1 Sugar 6 Calcium
2 Protein 7 Carbohydrates
3 Fibres 8 Vitamins
4 Healthy food 9 Minerals
5 Sugary drinks 10 Breakfast
2. Read Read the chant again and answer the questions.
1 When should you make good choices with 5 What does calcium do?
food?
Before you start grilling and baking. 6 What does the song tell us to do with
2 What does the chant tell us about sugar? vitamins and minerals?
3 If you’re worried and overweight, what 7 What should you do if you are sad?
should you do?
8 What does the song tell you to remember?
4 What should you do with sugary drinks?
Write advice on how to eat healthily. Use the

3. Write words from the chant to help you and the phrases.
Hi everyone,
Can you help me? I need some
advice on healthy eating.
Karl Karl.
80
Hi Karl, 44
Here are some tips for healthy eating:
You should eat lots of …
You should avoid …
Charlie To be really healthy, you could …
Some really healthy foods are …
Good luck!
Charlie.
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1. Speaking 3. Writing
(10 minutes) Ask students to reflect on what
(10 minutes) they have learnt since the start
Activity 1 is a pairs speaking Activity 3 is an individual
of the lesson. Get them to write
activity. Before your students down any new vocabulary in their
writing activity that can be notebooks.
start the activity themselves,
done in class or as homework.
go through the rubric with
Students are asked to respond
the students so that they
to a question that someone
are clear what they have to
has posted online.
do. Walk through the first
couple of questions with the
Before asking students to
students and give students the
complete the activity, run
opportunity to ask questions,
through an example of a
then set the pairs up to work
completed reply to the mes-
together to answer all the
sage as a class. Students can
questions. When all pairs
have completed the exercise, reuse vocabulary and concepts
go through the answers as a from the chant, as well as the
group, calling on different pairs constructions provided in the
to demonstrate their answer prompt. You can encourage
to each of the questions. them to also include their own
examples and constructions.
2. Reading
(10 minutes)
Activity 2 is a reading activity
Ask students to act out the chant
that can be done in pairs, or in small groups (3-4 is the ideal
individually. This would make size group for this activity). Get
an excellent homework activi- them to act out a chat show slot
ty for individuals. on healthy eating. One person is
a presenter, one is someone who
is looking for advice on living a
Before asking students to healthy life, and the other two or
complete the activity, ensure three participants are guests who
they understand what it is that give advice on healthy eating.
they have to do. The vocabu- Encourage students to use a wide
variety of vocabulary, using the
lary in this activity makes great
phrases they see in the chant if
use of the vocabulary within they still need practice, as well
the chant, but students have as other vocabulary they are
to think carefully in some cas- familiar with. The focus should
es about how to phrase their be on using as many different
constructions and vocabulary
T8 0
answer. Answers can be short
items as possible.
sentences, but they should be
grammatically correct. They
cannot simply copy the text
directly from the chant, so
ensure that they understand
this and guide them through
the first one or two examples
as a class.
P146_169_TG8M2U3_OK.indd 23 10/12/16 10:27 p.m.

Check Your Progress
I can give and ask for
Complete the questions. Then, write an
1. Write appropriate suggestion.
suggestions.
a. My sister has an eating disorder, but she doesn’t want to admit Very well
that she is hurting herself. What ?
Quite well
b. My son is part of the school weight-lifting team. He gets really
stressed about being the right weight for the competitions.
What ? With difficulty
A journalist is interviewing a famous singer.

2. Write Write the interview questions.
Interviewer: ? I can ask about past

Singer: Well, when I was fifteen I was diagnosed with anorexia. experiences.
Interviewer: ?
Singer: I felt depressed and anxious. I had very low self-esteem. Very well
Interviewer: ?
Singer: I overcame it with the help of a therapist and my own
Quite well
determination.
Match the conditions (a–d) with the results With difficulty

3. Read (1–4). Complete with words in the box.
may will need should
I can express conditions.

a. If you have a healthy 1. you to do some
body image, yoga.
Very well
b. If you don’t sleep well, 2. you tell your
parents about it.
Quite well
81 c. If you feel stressed, 3. you accept yourself
the way you are.
With difficulty
d. If your sister has an 4. you be anxious and
eating disorder, tired all the time.
Listen to two conversations. Select the

44 4. Listen correct answer. I can describe
emotions and feelings.
Conversation 1
1. Julio feels a. really tired b. ill c. really depressed. Very well
2. Sara thinks he should a. not tell Ana’s parents b. talk to her
c. tell her parents.
Quite well
Conversation 2
3. Germán feels a. anxious b. excited c. confident.
4. Diego thinks he should a. go for a run b. believe in himself With difficulty
c. work hard.
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1. Write 3. Read Audio Script

44
Conversation 1
(15 minutes) (10 minutes) Sara: What’s the matter?
Julio: I am really depressed.
▪▪ Students complete the ▪▪ Students match the two Sara: Why?
questions with a request parts of the conditions, then Julio: My best friend Ana has a
for advice, then write a complete the conditions with serious problem.
suggestion. Remind them to the words in the box. Sara: What kind of problem?
use the language practised in Julio: She doesn’t eat. I think she has
this unit. Possible Answers anorexia. What should I do?
a. 3 (may) Sara: Do her parents know? They
Possible Answers b. 4 (will) need to help her.
a. should I do?; You should talk c. 1 (need) Julio: No, she doesn’t want to tell
to her and encourage her to d. 2 (should) them. Maybe I should tell them.
Sara: I think you should talk to her
speak to a doctor.
first.
b. can I do?/should he do; You Julio: Maybe you’re right. But … if
should speak to his coach. 4. Listen I don’t tell them, she may have
serious health problems in the
(10 minutes) track 44 future.
2. Write ▪▪ Students read the information Conversation 2
in the table. Diego: I’m so excited about the
(15 minutes) cycling competition. It’s going to
be great. How are you feeling,
▪▪ Students read the whole and select the correct answer. Germán?
interview before writing their ▪▪ Play the audio again if Germán: Actually, I feel quite anxious
questions. Remind them that necessary. … You know, I haven’t slept well
the questions should be in the lately. I’m worried that I won’t do
past simple. Answer Key well in the competition.
Conversation 1: 1. c. / 2. b. Diego: Oh, come on. You’re the best
Answer Key Conversation 2: 3. a. / 4. b. cyclist in the school. You can win if
a. When did it start? you believe in yourself.
b. How did you feel? Germán: Yeah, but the other guys are
c. How did you overcome your really good, too.
Diego: Germán, you need to be
problem?
confident. You have worked hard.
Come on, let’s go to the gym or go
for a run. It will help you relax.
T8 1
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Module // 2 Review
“Health Issues” Checkers

The game is for two players. Start on one side of the board and choose
a
colour. Put your counter in that square. Take turns to play. If you answe
r the
question correctly, go to the next square with the same colour. The
one who
gets to the other side first wins!
Why is it
Talk about the Name a food
important to What is your
importance of that is usually
drink enough favourite food?
self-esteem. baked.
water?
Is it important
Ask a friend Why is
to have a Name the five
how often breakfast
positive food groups.
he/she gets ill. important?
attitude?
Complete:
Describe What food is a What food is
If you believe
a healthy good source a good source
everything the
behaviour. of protein? of iron?
media says, …
Complete:
Have you tried Name a What is a good
If you don’t
a new sport traditional source of
drink enough
recently? Christmas food. carbohydrate?
water, …
What should
Complete: Name a food What is a
82 you do if
If you believe that is a typical dish
you have a
in yourself, … dairy product. in Colombia?
headache?
Complete: Name three

Why is
Explain a If you don’t healthy things
calcium
simple recipe. brush your teeth you’ve eaten
important?
frequently, … today.

module 2 // Review
Complete: You have a

Name two What mineral
if people headache and
cooking is essential for
have high a stomach ache.
methods. your bones?
self-esteem, … Tell the doctor.
Name three Complete:

What food is a
healthy things If you eat Explain a
good source
you’ve eaten a lot of simple recipe.
of fibre?
today. sweets, …
Complete:
What is a What food is a What should
If people are
typical dish in good source you do if you
confident about
your region? of protein? have toothache?
themselves, …
Name a typical Complete:

Why are Have you tried
food from If you don’t
vegetables a new sport
a different wash your
important? recently?
country. hands, …
What is a Is it important
What is a Name two
good source of to warm up 83
good source of symptoms of an
vitamins and before
vitamin D? eating disorder.
minerals? exercising?
Ask a friend
What does Name two
how often he/ Name a healthy
fibre do in sources of
she gets behaviour.
your body? vitamin C.
a headache.

“Health Issues” Checkers
Students play in pairs. Explain that the players

should be facing each other and that the
aim is to get to the other side of the board
before the other player. Each student chooses
a colour. Explain that they can only move one
square diagonally on their colour. They begin
on the first column of their side of the board
and choose a square. They have to answer the
question or complete the sentence. If the
answer is correct, they may move forward.
If not, they have to answer again on their
next turn. Help students with vocabulary and
structures as they play. The player who arrives
at the other side of the board first is the
winner.
T8 2

Module // 2 Review
“Health Issues” Checkers Answers

Page 82-83
1. Dark spaces from left to right by • Column 2, row 5: Answers may • Column 4, row 4: Answers may
columns: vary, but a possible answer is ‘… vary.
you’ll have a positive attitude and • Column 4, row 6: Answers may
• Column 1, row 1: Answers may
be able to accomplish many things.’ vary.
vary.
• Column 3, row 2: It provides 4. Light spaces from left to right by
nutrients and energy for the day columns:
vary.
ahead.
• Column 1, row 5: Answers may • Column 1, row 2: Fruit, vegetables
• Column 3, row 4: Answers may and whole grains.
vary.
vary.
• Column 2, row 2: How often do you • Column 1, row 4: They provide
• Column 3, row 6: Answers may essential vitamins and minerals.
get ill?
vary.
• Column 2, row 4: Answers may • Column 1, row 6: It helps your
• Column 4, row 1: Answers may intestine to work well and regularly.
vary, but a possible answer is ‘…
vary.
you’ll get a headache.’ • Column 2, row 1: Calcium.
• Column 4, row 3: Any food from the
• Column 2, row 6: Answers may • Column 2, row 3: Any food from the
protein group.
vary, but a possible answer is ‘… protein group.
you’ll get cavities.’ • Column 4, row 5: Answers may
vary. • Column 2, row 5: Fruit and
• Column 3, row 1: Answers may vegetables.
vary. 3. Dark spaces from left to right by
columns: • Column 3, row 2: Answers may
• Column 3, row 3: meat, fish, poultry, vary, but a possible answer is ‘… you
nuts, lentils, beans, etc. • Column 1, row 1: Answers may vary may get cavities.’
but may include baking, boiling,
• Column 3, row 5: Answers may vary • Column 3, row 4: Answers may
frying, etc.
but may include cheese, yogurt, etc. vary, but a possible answer is ‘… you
• Column 1, row 3: Answers may may catch a virus.’
• Column 4, row 2: Fruit and
vary.
vegetables, dairy products, grains, • Column 3, row 6: How often do you
sweets and fats, proteins. • Column 1, row 5: Exposure to the get a headache?
sun.
• Column 4, row 4: Any food from the • Column 4, row 1: Answers may
grains group. • Column 2, row 2: Answers may vary but a possible answer is: I have
vary. a headache and a stomach ache.
• Column 4, row 6: It helps keep your
bones strong. • Column 2, row 4: Answers may What should I do?
vary. • Column 4, row 3: You should go to
2. Light spaces from left to right by
columns: • Column 2, row 6: Oranges, guavas, the dentist.
etc. • Column 4, row 5: Eating in secret,
• Column 1, row 2: Yes, it is.
• Column 3, row 1: Answers may eating too much or too little, etc.
• Column 1, row 4: Answers may T8 3
vary.
they will have a positive attitude.’
vary.
• Column 2, row 1: It helps your body they will embrace life’s problems
to function well and stops you from with optimism.’
getting headaches.
• Column 3, row 5: Yes, it is.
vary.
you’ll believe you need products
that aren’t necessary.’

Module // 2 Project
PROJECT
A health fair to create an eating disorder prevention plan.
1. In groups, collect the information and materials you created in this module. Use the checklist

What is an eating Healthy food choices Everybody is different!
disorder?
Lesson 2, exercise 9 Lesson 1, exercises 7-8 Lesson 1, exercise 8
21st Century skills Survey on eating habits. Infographic suggesting positive
Ideas to raise awareness Lesson 2, exercise 9 ways to improve self-esteem and
about being overweight body image.
Instructions on how to
and obesity. prepare a healthy snack. Lesson 3, exercise 9
Lesson 3, exercise 9 Lesson 3, exercise 5 Checklist to discover if people
A text about the specific contribute to their own low self-
Nutrition quiz questions.
eating disorder you esteem and body image problems.
Lesson 3, exercise 7
researched, including
definition, causes and Text and infographic Lesson 3, exercise 11
symptoms. describing a healthy food.
Presenting ideas about the role of
Lesson 3, exercise 8 self-esteem and body image in the
Nutrition suggestions prevention of eating disorders.
with infographics.
2. Organize the material into a presentation of guidelines to prevent eating disorders. Try to:
• motivate and engage your audience (posters, games, quiz, pictures, recipes)
• inform your audience (texts, survey results)
• persuade your audience (suggestions on nutrition, mindful living and healthy behaviour).
3. Look at the two options for presenting your information. Discuss the advantages and
disadvantages of each option: an exhibition or a presentation. Can you think of other ideas?
1 Exhibition 2 Presentation
84 The audience arrives. Different groups each have a The audience listens to each group’s
stand or table with their presentation material. The presentation.
audience walks round the room, listening to the Advantages: The audience sees all the
different groups. information from all the groups.
Advantages: The groups and the audience can all All the groups can use the same
participate at the same time. equipment (e.g. digital projector).
All groups have an equal amount of time. All the groups can watch each other
giving their presentations.
Final decision: ______________________________________________________________________________________________
P174-177_TG8_ProjectM2_OK.indd 162 10/12/16 10:20 p.m.

Module 2 Project
1. Explain that the objective of the 2. Students discuss the way to 3. Go over the two options for the
health fair is for students to promote motivate, inform and persuade the presentation of the project. Read out
good eating habits, good nutrition and audience. and elicit more advantages. Then invite
healthy attitudes to food and body students to discuss any disadvantages
image. they might encounter. For example,
Brainstorm the different activities a explain to students that the Exhibition
health fair could contain: nutritional Mode might be more appropriate for
information, food stands, health a large school with many students,
talks and information, contests, and while the Presentation Mode could be
different activities to keep fit and more suitable for a school with a small
control anxiety or stress to deal number of students, or with only one
with bad eating habits and weight projector and computer. Time, space
problems. and tech tools available should be
taken into account when considering
Remind students that they’ve been
how best students can present their
working on the project throughout
work.
the module. Direct them to the Unit
overview pages so they can see the Remind students that if they select
Module tasks and elements which the Presentation Mode, they need to
will contribute to the project. Remind prepare their materials digitally.
them of the different activities they Invite students to think about more
carried out earlier in the module. advantages or disadvantages for each
It is important to use this checklist of the modes. Clarify that if students
to enable teachers and students to all talk at the same time it will be noisy
clearly see where they’re going, how but will give all groups plenty of time
much progress they have made, and to present their information, at the
how much is missing. Tell students the same time as providing students with
mind maps, outlines and posters will the opportunity to present their work
help them decorate the classroom or many times to many different students.
noticeboards and will help them in
their oral presentations of the topics.
T8 4

module 2 // Project
4. Set up three committees to prepare for the health fair.
5. Decide on their responsibilities. Add more examples to the chart if necessary.
6. Discuss what committee you would like to be part of, and why.
3 Presentations
1 Promotion committee 2 Logistics committee
committee
Promote the event (include Before the fair: Create the agenda and
information about place, - reserve a room; find tables, make a list of the activities
date and time). projectors and other equipment. for people to explore at
Create material: posters, the fair.
On the day of the fair:
leaflets, e-mails, social Help the other students
- put up posters, arrange exhibition
media messages. while they prepare
stands, tables and chairs.
and practise their
- check that all equipment is presentations.
working.
7. Use this checklist to make sure everything is ready. Add anything that is missing.
Before the fair starts During the fair After the fair finishes
a. Put up posters, arrange a. Greet the audience, show a. Hand out feedback
equipment, tables and them round, make sure they forms (see Step 8) to the
chairs. know where to go and what audience and collect them.
b. Committees do their to do. b. Present the objectives and
work. b. Collect all posters and the agenda for the event.
______________________________ equipment. Leave the c. Give presentations.
place clean, and return all
______________________________ d. Evaluate your presentations.
equipment and materials
_________________________________
c. Take photos of the event.
_________________________________
___________________________________
___________________________________
8. Create a feedback form using questions 1-5. Ask the audience to give feedback on the
presentation.
Yes No
85 1. Was the presentation clear?
2. Was the presentation well organized?
3. Was the presentation complete?
4. Did the presentation meet its objective?
5. Did everyone in the group participate?

Module 2 Project
4. Students analyse the functions 6. Explain that the Promotion General recommendations. Work
of the three different suggested committee should have creative together with students. Create a
committees and add more functions. and sociable students who enjoy constant dialogue so they can discuss
expressing ideas graphically and their important ideas with you. Be
verbally. The Logistics committee takes attentive to their needs. Task-based
5. Students allocate themselves to one
care of all the tools and technological projects require students to use and
of the committees.
gadgets involved. They also organize develop a wide range of skills that
Ask: What qualities should a person spaces, people and materials. This they might still be in the process of
in the Promotion committee have? committee could have members developing.
What talents? What skills? Explain who enjoy planning and details. The Ask the project groups to work
to students that it is important for Presentations group needs students together for the project activities,
them to discover their talents and join who have good communication and but be sure to promote other kinds of
committees that will benefit from their organizational skills. group work during other activities.
strengths and interests.
Once committees are created, Remember that students will pick up
everyone in the committee should language through their interactions,
be given specific responsibilities. which are maximized by the different
Constant communication in the group activities and stages of the project.
leads to the achievement of goals. Help them keep a picture dictionary
of all the important words they need
7. Look at the checklist. Students or encounter. The amount of new
should notice that the event is divided language might look overwhelming
into tasks to be done before, during but the context will make it easier for
and after the presentation. Students students to understand it.
should think of more possible
activities for each of the stages.
8. Make copies of the feedback

form for people in the audience
and ask them to return it after the
presentation. Remind students to use
recycled paper and to be mindful of
the careful use of resources.
T8 5

Evaluation
Vocabulary
Choose the sentence that is closest in meaning to the one provided.
0. Alejandra plays basketball four times a week.

A. She does sport often. B. She never does sport. C. She does sport once a week.
1. Mario has a headache and a stomach ache.
A. He needs to drink some B. He’s feeling ill. C. He should go to the doctor.
water.
2. Jane has a nutritious diet.
A. She only eats sweets. B. She drinks plenty of water. C. She eats food from the five
food groups in a balanced way.
3. Bake the mixture at 180°.
A. Store the mixture in the B. Put the mixture in the C. Mix all the ingredients.
fridge. oven.
4. In order to be healthy, you need to sleep well.
A. In order to be healthy, you B. In order to be healthy, you C. In order to be healthy, you
have to sleep for six to should sleep for six to eight can sleep for six to eight
eight hours. hours. hours.
5. If you believe everything the media say, you’ll feel frustrated.
A. You have to believe B. You’ll feel frustrated if you C. You shouldn’t believe
everything the media say. don’t see the media. everything the media say.
Grammar
Choose the correct question for the answer.
0. I sometimes watch TV. 8. Milk and soy products are a good source
A. How often do you watch TV? of calcium.
B. Have you watched TV? A. Is milk from the dairy group?
C. Do you like watching TV? B. Are soy products and milk nutritious?
C. What food is a good source of calcium?
6. You should go to the doctor.
A. How are you? 9.I felt positive and ready to participate!
86 B. I don’t feel well. What should I do? A. Do you have good self-esteem?
C. Should I wash my hands before eating? B. How did you feel before the race?
C. Did you win the competition?
7.Yes, it is. It provides protein and fibre.
A. Do you like quinoa? 10.You will feel more confident and prepared.
B. Is quinoa from the grains group? A. What happens if you have positive thoughts?
C. Is quinoa nutritious? B. What should you do to be healthy?
C. How often should you have positive
thoughts?

Evaluation Answers
Page 86
Vocabulary Grammar
1. B 6. B
2. C 7. C
3. B 8. C
4. A 9. B
5. C 10. A
T8 6

Reading
Read the recipe. Choose the correct option to complete the sentence.
Preparation:
Pasta with Broccoli Heat water in a pot for the pasta. 0
Recipe 11
Add the pasta to the boiling water and cook
• Ing redients: for 6 minutes. 12
• 2 cups broccoli florets In a different pot, heat the olive oil and add 13
• 500 g pasta the garlic, pepper and salt. Cook for 1-2
• garlic 14
minutes.
• ½ teaspoon pepper 15
Add the broccoli to the pasta and cook for
• 4 tab lespoons olive oil
3-4 more minutes until the pasta is ready.
• salt
• cheese Drain the pasta and broccoli and add the oil.
Add the cheese
0. This is a recipe to make

A. garlic pasta B. cheese C. pasta with broccoli
11. This recipe is …
A. healthy. B. nutritious. C. not healthy.
12. The ingredients include …
A. oil and garlic. B. cheese. C. broccoli.
13. Before draining the pasta…
A. add the oil. B. add the garlic. C. add the broccoli.
14. Before adding the pasta …
A. add the cheese. B. boil the water. C. heat the olive oil.
15. Some of the food groups included in this recipe are …
A. fruits and vegetables. B. grains. C. dairy products.
Writing
Write a recipe you know. Complete the instructions. You can use the words to help you.
preheat mix bake mash cut cook store
87
Ingredients: Preparation:
16. 17. ________________________________________________
______________________________
18. ________________________________________________
______________________________
______________________________ 19. ________________________________________________
______________________________ 20. ________________________________________________

Evaluation Answers
Page 87
Reading Writing
11. A, B 16. Answers may vary.
12. A, B, C 17. Answers may vary.
14. B 19. Answers may vary.
15. A, B, C 20. Answers may vary.
T8 7

M od ule 3
Democracy and Peace
A Good Citizen

Solving Problems Have You Been a Making Peace
with Others Model Citizen? through Words
Language Functions Language Functions
and Actions
• Give advice • Talk about past/present Language Functions
• Apologize and admit experiences
mistakes • Express facts and opinions • Express facts and justify
• Talk about duties and rights • Complain and apologize opinions
• Talk about cultural • Express conditions and
88 Text Types: justify points of view
characteristics
• Express future plans
Text Types: • article, informative
paragraph, graph, survey, Text Types:
• online forum comments, descriptive paragraph, letter,
descriptive paragraph, interview • headlines, descriptive
informative paragraph, paragraph, web articles,
article, poster informative paragraph,
resolutions list, email
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• Point out to students • Students look at the person is to create a myth about
10 that this third module 20 pictures and discuss what Colombia. Encourage students
minutes minutes
of the book deals with they represent. to reflect on the importance of
democracy and peace. Ask weighing up the consequences of
Remind students that
them what they understand by the their words and actions before they
Colombia has a diverse and
two words. Democracy is where say or do them.
particular culture, with African,
the government is elected by the
European and indigenous • Go over the specific language
people. Peace means not at war;
influences. Discuss the importance functions and text types of the
when a society lives in harmony.
of respect and tolerance when three units.
• Say the title, A Good Citizen. it comes to building peace and
• Explain any difficulties students
Students repeat this. democracy.
may have.
• Check understanding of citizen and • Ask students to name some
encourage students to suggest minority groups in Colombia and if
some ways to be a good citizen. they know their cultural traditions. Unit 1
Accept answers in L1. Solving Problems with Others
• Ask students to give some
examples of positive and negative • Explain that in all communities, it is • Read the language functions
language in L1 and ask them how normal that problems arise. What is students are expected to achieve at
important they think positive words important is how to deal with them. the end of the unit.
are when it comes to building peace Help students understand that their • Clarify vocabulary, e.g. apologize,
in a community. tone of voice and the words they admit, duties, rights, forum.
use when they make a complaint is
vital to solving the problem. If they
use negative words and speak in an Unit 2
angry tone of voice, they are likely Have You Been a Model Citizen?
to make the problem worse, not
• Read all the items, checking
solve it.
understanding of vocabulary like
• Tell students that outside Colombia experience, complain, graph.
there are many generalizations
• Tell students that their past and
about Colombian culture that
present experiences are a key part
are wrong or unfounded. For
of who they are as a person and
example, people think that it is very
how they fit into their community.
dangerous to travel in Colombia.
However, in general, Colombians
are friendly and most parts of the Unit 3
country are not dangerous. Making Peace through Words and
• Point out that these types Actions
of generalization can cause • Read all the language functions
stereotyping and prejudice. Elicit and text types, checking any word
other types of generalization students do not understand, e.g.
that foreign people make about justify, point of view and resolution. T8 8
Colombia.
• Elicit from students that their
• Help students understand from words and actions are extremely
this that actions or words have important when trying to make
a consequence, some positive peace with someone or solve a
and some negative. If someone problem. Encourage them to name
tells his friends that Colombia is a a foundation or group of people
dangerous country to travel in, and which helps others in society.
then those friends tell their friends,
the result will be that people will be
scared to travel in Colombia. So, the
consequence of the opinion of one
P182_205_TG8M3U1_OK.indd 3 10/12/16 10:31 p.m.

• What is happening in each

situation?
• How many positive actions
can you identify? Which are
they?
• How many negative actions
can you identify? Which are
they?
Project: A Poster Campaign on How to Be a Good Colombian Citizen


1. Advice on how to be 3. A few sentences explaining 6. Resolutions for being a better
89 emotionally intelligent how you have been a citizen (Lesson 2, exercise 7).
(Lesson 1, exercise 10) good citizen (Lesson 1, 7. Behaviours to create peace in
2. A poster to promote exercise 8) your school (Lesson 3, exercise 7)
the good citizen 4. Profile of your best 8. Results of the school survey
campaign, including neighbour (Lesson 3, on helping your community
a slogan and advice exercise 6) (Lesson 3, exercise 10)
(Lesson 3, exercise 8) 5. Analysis of the results of
the good citizen survey
(Lesson 3, exercise 9)
Chant
Help support people in need
P182_205_TG8M3U1_OK.indd 4 10/12/16 10:31 p.m.

Explore Your Knowledge Final Project

20 10
minutes • Read the questions and minutes • Explain that in module 3
elicit answers from some students will be preparing
students. Ask them what a poster campaign on how
they do when they have a problem to be a good Colombian citizen.
with someone, e.g. Your friends For that purpose, they will collect
always laugh at you because you can’t advice on how to be emotionally
play basketball well. Ask them what intelligent and create a poster to
they would do in this situation promote the good citizen campaign
and associate it to a picture in the in unit 1. In unit 2, they will write
module presentation. sentences explaining how they
have been good citizens, prepare
• Remind them that thinking
a profile of their best neighbour
positively is a powerful tool for
and analyze the results of the good
success, and positive language is
citizen survey. Finally, in unit 3,
just one tool that they can use to
they will make resolutions on how
achieve positive thinking.
to become a better citizen, promote
• Now tell them that the situation peace in their school and report the
is the reverse: You laughed at a results of the survey on improving
friend because he/she couldn’t play their community. Ask students
basketball well. Point out that we questions to elicit this information
all make mistakes in life and that from the chart and resolve any
it is part of growing up. What is difficulties.
important is to learn from these
• Finish the presentation by reading
mistakes and become better
the title of this module’s chant, Help
people. Ask them how they would
support people in need. Ask students
apologize for making their friend
what they understand and how
feel bad and relate this to an image
they can relate the content of the
in the module presentation.
units to the title of the chant.
• Suggest that students think for a
minute about the different qualities
that a good Colombian citizen
should have, e.g. be tolerant and
respectful of others. Ask them
to associate these good qualities
with the pictures in the module
presentation. Finally, ask them to
try and organize these qualities
from the most important to the
least important.
• Accept answers in L1 for all these T8 9
exercises as students may not know
the vocabulary they need.
• Remind students that they need
to perform a final task for each
mini-tasks.
P182_205_TG8M3U1_OK.indd 5 10/12/16 10:31 p.m.

Unit » 1
Objectives
» I can give advice.
» I can apologize and admit mistakes.
» I can talk about duties and rights.
Solving Problems
» I can talk about cultural characteristics.
With Others
In Context » Giving Advice

Some teenagers are sharing their experiences online. Match the
1. Read comments (1–3) with the replies (a–c).
Forum: When People Hurt Your Feelings

This topic contains 4 replies, and was updated by Susi0072 one minute ago.
TommiCoolguy Comment 1 Like · Reply · 1 · Feb 23, 2016 12:49 p.m. a. Reply to comment
My best friend is angry with me. He said that I was You should speak to the
selfish because I didn’t let him copy my homework. team coach about their
Now he doesn’t want to speak to me any more. comments. You probably
just need more practice.
Comment 2 Like · Reply · 1 · Feb 24, 2016 5:10 p.m. b. Reply to comment
I_love_football
You should speak to your
I feel really bad today. The other players in my mum and say you are sorry.
football team say that I’m lazy and fat. They say I You were rude to her. She is
should run faster. They make me feel I’m a bad player. just worried about you. You
should try to understand her.
Comment 3 Like · Reply · 1 · Feb 27, 2016 6:00 p.m. c. Reply to comment
Karen2017
You should speak to him about
I feel bad because I argued with my mum. She said that
the importance of honesty.
I can´t go to a party with my friends. So I said, ‘It’s not
Copying someone’s homework
fair! You’re ruining my life!’ She started to cry. Should I
is never OK. Don’t worry, you
say sorry or just forget about it?
did the right thing.
90
Susi0072 Comment 4 Like · Reply · 1 · Feb 27, 2016 7: 10 p.m. d. Reply to comment
I posted some photos of my 15th birthday party

on Facebook. One of my friends commented that
I looked skinny and ridiculous in my dress. I feel
really hurt.
2. Write Think of some advice for Susi0072 in comment 4. Write a reply.
You should / shouldn’t …
P182_205_TG8M3U1_OK.indd 6 10/12/16 10:32 p.m.

Unit 1 Solving Problems With Others

Unit Objectives
Describes, orally and in writing, situations related to good citizenship, personal
responsibility, and cultural understanding.
Positive and negative adjectives to describe personal qualities: sociable, tolerant,

Vocabulary intolerant, rude, etc; Vocabulary to describe minority cultures: traditions, beliefs, ritual,
nomads, etc.
Grammar Modals: should/shouldn’t, can, (don’t) have to, must/mustn’t

1. Read Alternatively, students can 2. Write
(25 minutes) work in pairs and take turns to (15 minutes)
read a comment and the reply
▪▪ Set the context. Check aloud. ▪▪ Read the rubric.
students understand the ▪▪ Students can work individually
terms blog and blogger. Grammar Box: should or in pairs to write their
▪▪ Give an example of a popular advice. Remind them to use
Point out that we use the modal
blog in Colombia. You should.
verbs should and could to give
▪▪ Ask the class: Do you read advice diplomatically. Write on ▪▪ Ask a few students to read
blogs? Have you ever written a the board: their advice to the class.
comment in a blog?
▪▪ Students look at the pictures. You should speak to the team Extra Activity (20 minutes)
Ask: How many bloggers coach. Focus attention on the title of the
can you see? What are their blog. Ask: Has anyone ever hurt
usernames? (TommiCoolguy, You should try to understand your feelings? Find out if students
I_love_football, Karen2017, your mum. have any experiences similar to
and Susi0072). the experiences of the bloggers.
▪▪ Students read the blogs and Encourage students to give each
match the comments with the Answer Key other advice.
replies. 1. c. 2. a. 3. b.
T9 0
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module 3 // Unit 1
Work with a partner. Think of some more advice for the bloggers in exercise 1.
3. Speak Use the expressions in the Word Bank and the Good Advice box.
Tommi Coolguy
Word Bank Good Advice
Don’t worry. You’re a generous friend. I think you
good daughter should suggest you do your homework together. – Talk to him/her and
generous friend apologize
caring mum – Invite him/her to . . .
attractive girl – Practise your football
skilled player skills with your dad
cool friend – Suggest you do your
homework together
– Be careful when posting
photos online
4. Read Match the photos (A–D) with the incidents 1–4.
A. B. C. D.
1. You said a bad word to your teacher because she told you to be quiet.
2. It is 7.00 p.m. You forgot that today was your best friend’s birthday.
3. You said something insensitive to friend A about friend B. Friend B was listening to you.
4. You laughed at a girl’s accent because she is from another region of the country.
Work with a partner. Apologize for the mistakes in exercise 4 and suggest
5. Speak a solution.
I´m sorry for forgetting

your birthday. Could I
Apologizing
buy you an ice-cream? I’m sorry. I didn’t I’m sorry for being so
91 mean to … insensitive …
I apologize for What I said the
saying that … other day was rude …
6. Speak Read the definition of emotional intelligence. Discuss the questions.
a. Do Colombian people have emotional intelligence?

Emotional intelligence is the ability
b. Do you think you have emotional intelligence?
to understand, control and express
c. Does emotional intelligence help you to be a
your emotions. It helps you to be a
good citizen?
good person and a good citizen.
P182_205_TG8M3U1_OK.indd 8 10/12/16 10:32 p.m.


▪▪ Read the example. ▪▪ Students look at the pictures ▪▪ Read the rubric. Check
▪▪ Focus attention on the words and describe the situations students understand the
in red, and the expressions they see. meaning of apologize and rude.
in the Word Bank and the ▪▪ Students match the ▪▪ Focus attention on the Useful
Good Advice box. Model the photos (A–D) with the Expressions. Model the
expressions for pronunciation. incidents (1–4). expressions for pronunciation.
Students repeat. ▪▪ Students compare their Students repeat.
▪▪ In pairs, students think of answers in pairs. ▪▪ Elicit some possible solutions
more advice for the bloggers ▪▪ Check answers as a class. for the incidents in exercise 4
in exercise 1 using expressions and write them on the board.
and ideas from the Word Bank Answer Key ▪▪ In pairs, students apologize for
and the Good Advice box. A. 2. B. 3. C. 4. D. 1. the incidents and suggest a
▪▪ Give them time to write their solution, as in the example.
advice.
▪▪ Pairs share their advice with Extra Activity (15 minutes) Suggested answers
the class. Students work in groups and 1. I’m sorry. I didn’t mean to be
discuss if they have ever rude to you. Could I help you
Suggested answers experienced anything similar to tidy the classroom at the end
1. Advice to I_love_football: the incidents in pictures A–D. of the day?
Don’t worry. You are a skilled Encourage them to share their 2. I apologize for forgetting your
player. I think you should experiences and say whether they birthday. Could I buy you an
practise your football skills apologized. Suggest questions, ice-cream?
with your dad. e.g. Have you ever made a similar 3. I’m sorry for being so
2. Advice to Karen2017: Don’t mistake? What did you do? Did you insensitive to you. Could I
worry. You are a good daughter apologize? invite you to my house for
and you have a caring mum. dinner?
I think you should talk to her 4. What I did the other day was
and apologize. rude. Could we be friends?
3. Advice to Susi0072: Don’t
worry. You are an attractive
girl. I think you should be 6. Speak
careful with posting photos
online. (15 minutes)
▪▪ Students read the definition of
emotional intelligence. Check
definition.
▪▪ Students discuss the
questions in pairs, then share
their opinions with the class.
▪▪ Elicit as much information as
possible to support students’
opinions about emotional T9 1
intelligence.
P182_205_TG8M3U1_OK.indd 9 10/12/16 10:32 p.m.

7. Read Read the lists of positive and negative personal qualities.
a. Select the personal qualities, positive or negative, that describe you. Be honest!
b. Select the qualities that can help you to be emotionally intelligent.
Positive Qualities Negative Qualities

tolerant self-controlled rational impatient impulsive angry
polite sensitive sociable kind aggressive intolerant indifferent
humorous understanding rude bad-tempered
With a partner, discuss how Colombians could improve their emotional

8. Speak intelligence to be better citizens. Use the words in exercise 7.
In my opinion, Colombians don’t I’m sorry, but I disagree. I think

have a lot of emotional intelligence they have high emotional
because they are intolerant. They intelligence because they are
should be more understanding. very sociable.
Listen to a presentation about how Colombian citizens deal with emotional

45 9. Listen intelligence. Decide if the statements are true (T) or false (F).
T F
a. 80% don’t know what emotional intelligence is.
b. 90% try to control their emotions, but can’t.
c. 10 people said that they get impatient in stressful situations.
d. The presenters interviewed their parents for the survey.
e. One conclusion is that Colombians control their emotions easily.
Write three sentences about your personal qualities and how you can
10. Write be more emotionally intelligent, and become a better citizen.
92 1. Your positive qualities: I am …

2. Your negative qualities: I am …
3. The qualities you can improve: I can try to …
Final project activity!
P182_205_TG8M3U1_OK.indd 10 10/12/16 10:32 p.m.

7. Read Extra Activity (15 minutes) Student A: Also, eight people said that
family problems made them angry.
(10 minutes) Students write their names on Seven parents said that they get
a piece of paper, then stick the angry with their children because
▪▪ Students read the lists of piece of paper on their back. they are sometimes rude. So,
positive and negative personal Students walk around the class anger, and sometimes aggression,
qualities. and ask their partners to write start at home.
▪▪ Model the expressions for positive qualities on the piece of Student B: Based on our survey, we
pronunciation. Students paper. At the end, students read conclude that we Colombians
repeat. Check students the list of qualities and report should try to control our emotions
understand the meaning of all back to the class. to be happy. For example, firstly,
we should try to have a positive
words.
attitude all the time. Secondly,
▪▪ Students select the personal we should recognize the negative
qualities, positive or negative, 9. Listen qualities we need to change – like
that describe them. Emphasize being intolerant or impatient. And
that they need to be honest (20 minutes) track 45 thirdly, we can try to express our
with their answers. As an emotions with respect for other
▪▪ Students read statements a–e. people.
example, select positive Check they understand all the
and negative qualities that vocabulary.
describe you.
▪▪ Refer students to the and mark the statements T 10. Write
definition of emotional or F.
intelligence in exercise 6. (15 minutes)
Students select three qualities ▪▪ Read the rubric. Make sure
necessary. Students check
that contribute to emotional students understand the task.
their answers.
intelligence. ▪▪ Students follow
▪▪ Students compare answers in
▪▪ Ask for volunteers to share
pairs. sentences 1–3.
their answers with the class. ▪▪ Check students’ writing
Answer Key and highlight any mistakes
8. Speak a. T. b. F. c. T, d. T. e. F in grammar, spelling and
punctuation.
(20 minutes) ▪▪ Students correct their
▪▪ Read the rubric. Students Audio Script mistakes.
Student A: We all have different
45
look at the photo and suggest ▪▪ If you have time, ask for
personalities and we feel different
positive or negative qualities volunteers to read their
emotions. Some people can stay
to match the people. For calm to solve problems, but many
sentences to the class.
example: They look sociable. He people become aggressive and
looks angry. impatient very easily. According
▪▪ Focus attention on the to Colombian psychiatrist Rodrigo
example. Model the Córdoba, Colombians are often
expressions for pronunciation. intolerant in their daily lives. For a
Students repeat. project in our English class, we did
a survey with twenty students and
their parents in the neighbourhood,
expressions in red, In my to find out if they were emotionally
opinion and I’m sorry, but I intelligent.
disagree, and explain that Student B: So, 80% of the people said
we use them to express and that they don’t really understand T9 2
support opinions. the term ‘emotional intelligence’.
▪▪ Students practise the example Only 20% said that they try to
dialogue in pairs. control their emotions, but they
can’t do it all the time. Ten people
▪▪ Give students time to prepare think that they don’t have emotional
their ideas, then create similar intelligence because they get very
dialogues. impatient – especially in stressful
situations at work or at school.
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module 3 // Unit 1
Expanding Knowledge » Children’s Duties and Rights
Work with a partner. Discuss who has to do the duties in photos
1. Speak A–E at home.
In my house, I have to I have to feed my dog.

make my bed. How
about you?
A. B. C. D. E.
do the laundry make your bed wash the dishes feed your pet clean your room
A psychologist is speaking about responsibility. Read the first part of

46 2. Listen the talk. Then, listen and complete the notes.
So, today I want to talk about responsibility. Being responsible takes dedication and it
sometimes means doing things you don’t want to do. Or not doing things you want to
do. OK, there are three types of responsibility.
1. You are responsible for your own

Being responsible for
2. You have to take
yourself
3. You have to yourself.
1. You have to and

93 Responsibility Being responsible for
2. At home you have to
doing the right things
3. You can also
Being responsible in 1. You have to

society 2. You have to say
The psychologist also talks about things you mustn’t do. Listen again and
46 3. Listen note down as many as you can.
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That is, you have to behave well
1. Speak Answer Key
Being responsible for yourself: with your parents, with your
(15 minutes) 1. You are responsible for
classmates and with your teachers.
You mustn’t be rude to other
▪▪ Students read the title of the your own actions, your own people. You have to show respect
lesson. Elicit the meaning of decisions and your own and be polite. So, for example,
duty and right. happiness. when you arrive somewhere, say
▪▪ Students look at the pictures. 2. You have to take care of your hello to other people.
Check they understand all the health and your body.
vocabulary. 3. You have to protect yourself
▪▪ Focus attention on the Being responsible for doing the Grammar Box: has to/have to and
example. Model the example right things: must
for pronunciation. Students 1. You have to study for your Point out that we use have to and
repeat. exams and show dedication. don’t have to to talk about duties
▪▪ Students practise the example 2. At home you have to help your or rules.
dialogue in pairs, then create parents around the house.
similar dialogues about the 3. You can also wash the dishes You have to make your bed
pictures. or do the laundry. every day.
▪▪ Ask a few students to tell the Being responsible in society:
1. You have to behave well with
My sister has to feed her dog.
class what their partner has to
do at home. your parents, classmates and We have to go to school on
teachers. Saturday.
Answer Key 2. You have to say hello to other
A. She has to do the laundry. people. We also use must, but this is
B. They have to make their beds. normally used to express a
C. He has to wash the dishes. personal obligation:
Audio Script
D. She has to feed her pet.
Psychologist: So, today I want to
46
E. He has to clean his room. You must be nice to your
talk about responsibility. Being
responsible takes dedication and
sister.
it sometimes means doing things
I must remember to do my
2. Listen you don’t want to do. Or not doing
homework.
things you want to do. OK, there
(25 minutes) track 46 are three types of responsibility.
We must go for an ice-cream
The first one is being responsible
▪▪ Read the rubric. Make sure for yourself. You are responsible
some time.
students understand the task. for your own actions, your own
▪▪ Students read the first part of decisions and your own happiness.
the talk, then study the mind You are responsible for having a
map to familiarize themselves better life. I can give you some 3. Listen
with the information before examples. You have to take care
of your health and your body. You
they listen.
▪▪ Check understanding. Ask:
have to eat well and do exercise. ▪▪ Read the rubric. Make sure
You mustn’t smoke cigarettes, or that this time students focus
What are the three types of take drugs or drink alcohol. Your
responsibility? on different information.
body is precious and you have to
▪▪ Play the audio. Students listen protect yourself from things that ▪▪ Explaing that we use mustn’t
and complete the notes in are dangerous to your health. to talk about things that it is
the mind map. Play the audio The second type of responsibility wrong to do.
again if necessary. is being responsible for doing the ▪▪ Play the audio. Students listen T9 3
right things. You have to go to and note down things they
▪▪ Students check their answers
school. You have to study for your
in pairs. mustn’t do, then check their
exams and show dedication. You answers in pairs.
have to work hard and you mustn’t
be lazy. At home, you have to help
your parents around the house.
Answer Key
You mustn’t expect them to do You mustn’t smoke cigarettes,
everything for you. So you have to or take drugs or drink alcohol.
look after your pets, and tidy your You mustn’t be lazy. You mustn’t
bedroom… And you can also wash expect them (your parents) to do
the dishes or do the laundry. everything for you. You mustn’t
OK, the third type of responsibility be rude to other people.
is being responsible in society.
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Work with a partner. Ask and answer questions about your duties at
4. Speak home. Say what you have to do and don’t have to do.
What are your duties I have to walk the dog

at home? before school. What
about you?
I don’t have to walk the

dog. But I have to make I have to clean my room,
breakfast. too.
A news reporter interviewed some children about their lives and duties.
47 5. Listen Listen and complete the interviews with a–h.
a. I have to go to class e. I have to work ten hours a day

b. I have to take care of them f. I have to work as a rubbish collector
c. I have to plant rice and water seeds g. I have to stay at school for eight hours a day
d. I have to cook and clean the house h. I have to give the money
1. Adhira
My name is Adhira. I live in Andhra Pradesh, in India. I had to leave school to go to work
because my family has economic problems. I work in the fields. 1. . 2. . I would like
to go back to school some day like my brother. He goes to school every day and he is
Adhira
learning many things. I’m sorry I can’t do that.
2. Masashi
My name is Masashi and I live in Seto, Japan. I have to study hard. Education in Japan
is very strict. 3. . I have two hours of homework every night, plus 4. on Saturday.
Exams are difficult, so I sometimes get very tired.
Masashi
3. Alala
My name is Alala. I live in a small town in Ghana, Africa. I’m 13 years old, and I don’t
go to school. I don’t know how to read and write. 5. . My parents have ten children.
Because I’m the oldest, 6. . Soon, I will marry and have many children.
Alala
94 4. Juan
My name is Juan. I’m 14 years old. I live in Bogotá, Colombia. I go to school every day,
but 7. in the afternoons. 8. to my parents because they are poor. I really want to
Juan finish high school soon to get a better job. I don’t like this job.
Juan
6. Speak Work with a partner. Discuss the questions about the children in exercise 5.
a. Are these children responsible? Why/Why not?

b. Who is more fortunate with his/her duties?
c. Should children have to work? Why/Why not?
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4. Speak 5. Listen 6. Speak

▪▪ Tell students that they will ▪▪ Students look at the photos ▪▪ Give students time to read
work with a partner to ask and and read the names of the the questions and prepare
answer questions about their children. Ask them to suggest their answers. Also, review
duties at home. They have to where the children are from. expressions to give opinions
talk about what they have to ▪▪ Read the rubric. Make sure (I think that… / In my opinion …
and don’t have to do. students understand the task. because …).
▪▪ Ask two students to read the Let them read the interviews ▪▪ Students discuss the
examples. before listening to familiarize questions in pairs. Encourage
▪▪ Give them time to prepare the themselves with the context them to get as much
dialogue. Walk around to help and check their suggestions. information as possible about
them if needed. ▪▪ Play the audio. Students listen each other’s opinions.
▪▪ Ask them to practise the and complete the interviews. ▪▪ Check answers as a class.
dialogue. Then, ask them to Then check their answers in Write the answers on the
come to the front of the class pairs. board and ask students to say
and act out the dialogue. which opinions are similar.
Answer Key
Extra Activity (15 minutes) 1. c. 4. a. 7. f.
Ask students to design a poster 2. e. 5. d. 8. h.
about their family’s duties at 3. g. 6. b.
home/work/or school. They
should stick pictures of their
Audio Script
family on the poster. Under their 1. Adhira: My name is Adhira.
47
names, students have to write I live in Andhra Pradesh, in India.
their duties. Remind learners to I had to leave school to go to work
use must and have to. Give an because my family has economic
example with your own family, problems. I work in the fields. I have
e.g. My mother has to… My to plant rice and water seeds. I have
older brother, John, has to… . to work ten hours a day. I would like
Then, ask them to get into small to go back to school some day like
groups. They should introduce my brother. He goes to school every
day, and he is learning many things.
their families and talk about their
I’m sorry I can’t do that.
duties at home. 2. Masashi: My name is Masashi, and
I live in Seto, Japan. I have to study
hard. Education in Japan is very
strict. I have to stay at school for
eight hours a day. I have two hours
of homework every night, plus I
have to go to class on Saturday.
Exams are difficult, so I sometimes
get very tired.
3. Alala: My name is Alala. I live in a
small town in Ghana, Africa. I’m
13 years old, and I don’t go to
school. I don’t know how to read T9 4
and write. I have to cook and clean
the house. My parents have ten
children. Because I’m the oldest, I
have to take care of them. Soon, I
will marry and have many children.
4. Juan: My name is Juan. I’m 14 years
old. I live in Bogotá, Colombia. I
go to school every day, but I have
to work as a rubbish collector in
the afternoons. I have to give the
money to my parents because they
are poor. I really want to finish
high school soon to get a better
job. I don’t like this job.
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module 3 // Unit 1
Read the six articles from the European Convention on Human Rights
7. Read (child-friendly version). Match the articles (1–6) with the headings (a–f).
a. Article 27, Adequate standard of living d. Article 18, Parents’ joint responsibilities
b. Article 4, Freedom from slavery and e. Article 12, Respect for the child’s
forced labour opinion
c. Article 2, Freedom from discrimination f. Article 28, Right to education
1. Article 2, Freedom from discrimination 4.

You should not be discriminated against hen adults are making decisions that
W
for any reason, including your race, affect you, you have the right to speak
colour, sex, language, religion, opinion, and give your opinion freely.
origin, or any other characteristic or
those of your parents. 5.
You should live in good conditions that
2. help you develop physically, mentally,
No one should treat you as a slave, and spiritually, morally and socially. The
you should not make anyone your slave. government should help families who
No one can make you work by force. cannot afford to provide this.
3.
oth your parents share responsibility
B 6.
for your care, and should always ou have a right to education. Discipline
Y
consider what is best for you. in schools should respect your human
Governments should provide services dignity. Primary education should be
to help parents, especially if both free. Rich countries should help poorer
parents work. countries to achieve this.
8. Group Work In groups, discuss the questions.
a. What is the difference between a right and a duty?

b. Can you think of other children’s human rights?
In groups, read these statements and decide if each one is a

9. Group Work right or a duty. Explain your decision to the class.
People should treat me kindly I can tell my parents about my feelings
95 I have to arrive on time

Teachers should listen to me
at school
I have to use my time wisely I have to learn a lot about

the world
I can ask for help
I need time to play with
my friends
I should be kind
I have to do my best
at school
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7. Read 8. Group work 9. Group work

▪▪ Read the rubric. Make sure ▪▪ Students discuss the ▪▪ Read the rubric. Make sure
students understand the task. questions. students understand the task.
▪▪ Students read the text and ▪▪ Encourage them to think of ▪▪ Groups discuss the
match the articles (1–6) with other human rights and note statements. Explain that they
the headings above (a–f). these down. Remind them to should try to agree on an
▪▪ Give students time to work use should (not) to talk about answer for each.
on any vocabulary they are rights, as in the text. ▪▪ Groups explain their decision
unsure of, using a dictionary. ▪▪ Groups share their answers Answer Keyclass.
to the
with the class. People should treat me kindly:
▪▪ If you have time, some
right
students could read the
article aloud to practise Teachers should listen to me:
pronunciation. right
▪▪ Check answers as a class. Ask I have to use my time wisely: duty
for their response to the text: I can ask for help: right
e.g. Are you surprised by any of
I should be kind: duty
the articles?
I can tell my parents about my
Answer Key feelings: right
1. c. 3. d. 5. a. I have to arrive on time at school:
2. b. 4. e. 6. f. duty
I have to learn a lot about the
world: duty
I need time to play with my
This text has a lot of vocabulary. friends: right
However, many of the words are
I have to do my best at school:
cognates. Explain that a cognate
duty
is a word with a similar origin
and meaning in both English
and Spanish (e.g. discrimination
is similar to discriminación in
Spanish). Students write the
cognates in English on one side
of a small piece of paper (one
piece of paper per word) and their
Spanish equivalent on the other
side. Students can then test each
other on the cognates they have
written. This will help them to
learn new vocabulary items and
check what they remember.
T9 5
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Preparing Your Task » Learning About Colombian Cultural Groups

Work with a partner. Look at the pictures of two cultural groups who live
1. Speak in Colombia. Discuss what you know about them.
The Roma people
The Palenqueros
With your partner, choose one of the groups of words related to these
2. Speak two cultural groups. Use a dictionary to find out the meaning of the
words. Then, explain them to your partner.
The Roma people The Palenqueros

nomads bilingual clan rainbow drums ritual
fortune-tellers artists slave dead
Read texts A and B on page 97 about the Roma people and the Palenqueros.
3. Read The paragraphs in each text are in the wrong order. Match the headings in the
box (1–4) with the correct paragraph in each text.
1. Origin and location in Colombia 2. Daily lives Study Tip

3. Traditions and beliefs 4. Their needs
Skim-reading helps
you find the main
ideas of a text
Make notes about the Roma people and the
96 4. Write without having to
Palenqueros in the chart, using the cultural
focus on every word.
information in the texts on the next page.
Compare your notes with a partner.
Note down something you The Roma people The Palenqueros

learned that was:
exotic Women are fortune-tellers.
new
interesting
artistic
unjust
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▪▪ Students look at the photos. ▪▪ In pairs, students choose one ▪▪ Read the rubric. Make sure
Ask: What do you know about of the groups of words and students understand the task.
the two cultural groups? use a dictionary to find out ▪▪ Focus attention on the
▪▪ What information about the the meaning of those words. headings and check
groups can you get by looking at ▪▪ Give students time to look up understanding.
the photos? all the words and write the ▪▪ Students read the texts and
meaning in their notebooks. match the headings with the
▪▪ Students close their books. correct paragraphs in each
As a class, test them on text.
the meaning of the words ▪▪ Give students time to read,
they have looked up. You but explain that they don’t
can write the word on the have to understand every
board and students give word to identify the correct
the meaning (insist they use heading.
English). Alternatively, give the ▪▪ Check answers as a class.
meaning and get students to ▪▪ If there is time, students can
tell you the word. read the text aloud to practise
▪▪ You could also play a spelling pronunciation.
game with some of the
words, e.g. complete the
Study Tip
word ( _ o _ _ d _ = nomads) or
anagrams (valse = slave). Skim-reading to understand the
main idea of a text is a useful
Answer Key skill to develop.
Roma people: nomads = people
who move from place to place, Answer Key
bilingual = able to speak two Text A The Roma People:
languages, clan = a large family,
4. Their needs
fortune-teller = a person who can
2. Daily lives
predict the future, artists – people
1. Origin and location in
who sing, dance or play musical
Colombia
instruments
3. Traditions and beliefs
The palenqueros: rainbow =
Text B The Palenqueros:
a multi-coloured, curved line
2. Daily lives
that appears in the sky, drums =
4. Their needs
cylindrical musical instruments
3. Traditions and beliefs
that you hit with a stick or your
1. Origin and location in
hands, ritual = a ceremony, slave =
Colombia
a person who is a servant and the
property of another person, dead
= not living.
T9 6
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module 3 // Unit 1
ps A The Roma People
Many Colombian people do not recognize them as citizens of the country. Roma people are
‘invisible’ Colombians, a minority group that live in poverty. They need health care, better
nutrition and education. There are about 5,000 Roma people in Colombia.
Roma people are nomads – they travel from one place to another. They are good artists.
In their culture singing, dancing and playing musical instruments are very important. The
women sometimes sell shoes or kitchen utensils. They are also fortune-tellers.
1. Origin and location in Colombia
Roma, or Rom, people arrived in Colombia in the 16th century from European countries
such as Spain and Portugal. Rom originally meant ‘men of low class who live on singing and
dancing’. They live in Bolívar, Antioquia, Tolima and Nariño.
Girls and boys get married when they are teenagers. Roma people don’t value individuality
because they belong to a clan. They only learn to read and write. They are bilingual: they
speak their native language, Romany, and Spanish.
B The Palenqueros
The women go to Cartagena every day to sell fruit and sweets. They wear colourful clothes
that represent the colours of the rainbow, and to show they are happy. Women carry
water from casimbas (holes near the river where they store the water). The men often
work on farms.
The Palenqueros suffer from racial discrimination. Many don’t know how to read or write.
They need more support from the government because they don’t have electricity or
running water. They live in extreme poverty.
They speak Palenquero, a language that combines Spanish and African languages. They have
97 a ritual for the dead called Lumbalú. They don’t cry. They sing, play the marimba and the
drums, and dance around the dead person to say goodbye.
The Palenqueros are descended from African slaves. Today, the Palenqueros form a group
of 3,500 inhabitants of Palenque de San Basilio, which is located in Montes de María, three
hours away from Cartagena. In 2005, UNESCO declared San Basilio a ‘masterpiece of the
oral and intangible heritage of humanity’.
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4. Write
(30 minutes)
adjectives in the left-hand
column (new, interesting, etc.)
and check understanding.
▪▪ Students read texts A and B
and make notes in the chart.
Explain that notes only include
the most important words –
they shouldn’t write complete
sentences.
▪▪ Students compare their notes
in pairs.
T9 7
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5. Speak Discuss the questions as a class.
a. What is a ‘minority group’? c. Do you know any other minority groups in

b. Why are the Roma people and Colombia?
48
the Palenqueros minority groups? d. What are their traditions, beliefs and needs?
The texts in exercise 3 describe some of the problems of the

6. Group Work Roma people and the Palenqueros. In groups, discuss how
other Colombians can help to improve their lives.
What can we do to help the Roma people? The government should…
Look at the chart about Wayuu culture and write a description of

7. Write the Wayuu culture using the verbs in column A and the information
in column B. Use exercise 3 as a model.
A B
Paragraph 1 live / be on the Guajira peninsula by the Caribbean Sea, northern Colombia and
north-west Venezuela
warm and dry environment
Paragraph 2 live by / grow / farming cows, sheep and horses chinchorros and mochilas
make / work on beans and corn extracting salt from the sea
Paragraph 3 live in / play / small groups of houses called rancherías

believe musical instruments called kashi and sawawa (a type of flute)
music is very important for the economy and social life of the clan
Paragraph 4 need better food and medicine
a fresh water supply
better resources for children
Outline: The Wayuu Culture

Paragraph 1: Location
Paragraph 3: Traditions and beliefs
The Wayuu live on the Guajira peninsula by …
Paragraph 4: Needs
98 Paragraph 2: Daily life
In groups, prepare a campaign on how to be a good Colombian

8. Group Work citizen. Your campaign will involve the school community,
including students and teachers.
a. Make a poster with a slogan for your campaign. For example: ‘Citizenship means serving
others’; ‘To be a good Colombian citizen is to have a sense of responsibility’.
b. Look back at lesson 1, exercise 10. Share your ideas and use them in your poster to give
more advice on how students can be good citizens. Use: You should/shouldn’t …, You can/
can’t …, You have to …, You mustn’t ... Write four sentences.
Final task activity!
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5. Speak 7. Write 8. Group work

▪▪ Give students time to read ▪▪ For this writing task, students ▪▪ Explain that in groups
the questions and refer to can follow the model texts students will prepare a
the texts in exercise 3 before in exercise 3 and use the campaign on how to be a
starting the discussion. Allow information in the chart. good Colombian citizen.
them to discuss their ideas in ▪▪ Students read and familiarize ▪▪ Read the instructions. Make
pairs. themselves with the sure students understand
▪▪ Lead the class discussion. Ask information in the chart. Give the task. (Notice that, as a
several students to answer students time to work on any teacher, this is an important
each question, especially c vocabulary they are unsure of, step for the final task.)
and d. Encourage students using a dictionary. ▪▪ Check students understand
to ask each other additional ▪▪ Explain that they should use what a slogan is. To
questions. the information in the chart and demonstrate, bring in posters
the outline to organize their or advertisements with
description. slogans, and focus attention
6. Group work
▪▪ Collect in the written on the examples.
(15 minutes) descriptions and highlight ▪▪ Students look back at lesson 1
▪▪ Focus attention on the any mistakes in the grammar, to review expressions for
example and review the use spelling, and punctuation. giving advice.
of can and should. Model the ▪▪ Return the descriptions in the ▪▪ Students write their four
example for pronunciation. next lesson for students to sentences as a group.
Students repeat. correct.
▪▪ Students discuss in groups ▪▪ Encourage students to
and note down their ideas exchange their compositions
in their notebooks. Take with other students and
advantage of this activity to encourage them to give each
review expressions to give and other feedback.
justify opinions (I think that… /
In my opinion … because …). Suggested answers
▪▪ Groups share their ideas with Paragraph 1 Location: The
the class. Wayuu live on the Guajira
peninsula by the Caribbean Sea,
Extra Activity (20 minutes) northern Colombia and north-
west Venezuela. It is a warm and
Encourage students to do some dry environment.
research online about other Paragraph 2 Daily life: They live
cultural groups in Colombia, e.g. by farming cows, sheep and
Silleteros, Cundiboyacenses, horses. They grow beans and
Llaneros, etc. They should find corn. They make chinchorros and
one piece of information about mochilas. They work on extracting
(1) their origin and location in salt from the sea.
Colombia, (2) their daily lives, Paragraph 3 Traditions and
(3) their traditions and beliefs, beliefs: They live in small groups
and (4) their needs. of houses called rancherías. They
Students present the information play musical instruments called
T9 8
to the whole class without saying kashi and sawawa (a type of flute).
the name of the cultural group. They believe that music is very
The rest of the class has to guess important for the economy and
the name of that group. social life of the clan.
Paragraph 4 Needs: They need
better food and medicine, a
fresh water supply, and better
resources for children.
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Check Your Progress
I can give advice
Listen to four people talking about their

48 1. Listen problems. Give them advice using should, Very well
shouldn’t or could.
Quite well
a. What a problem! You
b. Don’t worry. You
c. Well, I think you With difficulty
d. That’s not a serious problem. You
Read the problems and give an apology

2. Speak for each. I can apologize an
d
admit mistakes.
1. You didn’t remember to meet your friends after school.
2. You shouted at your English teacher.
3. You hurt your friend by accident. Very well
Write about your friends’ duties at Quite well

3. Write home today.
With difficulty
I can talk about

a. Marta b. Pepa c. Francia d. Tomás and
duties and rights
Jaime .
Very well
Write four sentences about the Palenqueros.
4. Write Use the information in the chart and the
Quite well
correct verbs from the box.
With difficulty
grow/sell need live play
99
The Palenqueros
Location San Basilio, near Cartagena I can talk about
cultural characteristics
Daily life fruit / agricultural products
Traditions Marimba and drums at funerals Very well
Needs electricity and water
Quite well
With difficulty
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1. Listen 2. Speak 4. Write

(15 minutes) track 48 (10 minutes) (10 minutes)
▪▪ Play the audio. Pause after ▪▪ Students look at the photos ▪▪ Read the rubric. Make sure
each problem and ask: What and read the situations. students understand the
was the problem? ▪▪ Students write an apology for task. Explain that they should
▪▪ Play the audio again. Pause each situation and discuss use a different verb in each
after each problem. Students their apologies with a partner. sentence.
listen and complete their ▪▪ Students read the information
answers. in the chart (marimba
3. Write and drums are musical
necessary, so that students (10 minutes) instruments) and decide which
can check their advice. verb goes with which piece of
▪▪ Students look at the photos information.
and write a sentence for each
Possible answers ▪▪ Students write their
one.
a. What a problem! You shouldn’t sentences.
be rude to people. You should
Suggested answers
call her and apologize. Answer Key
a. Marta has to wash the dishes.
b. Don’t worry. You could try to The palenqueros live in San
b. Pepa has to do the laundry.
make friends with the person Basilio, near Cartagena.
c. Francia has to feed her dog.
who sits next to you in class. They grow/sell fruit and
d. Tomás and Jaime have to make
c. Well, I think you should ask agricultural products.
their bed.
your teacher to help you
They play the marimba and the
understand.
drums at funerals.
d. That’s not a serious problem.
You should speak to your They need electricity and water.
teacher and explain yourself.
Audio Script
1. I have a problem. I was rude
48
to my best friend Daniela and she
got angry. Now she isn’t speaking
to me. What should I do?
2. I’m a new student at school and
I don’t have any friends. No one
speaks to me. What should I do?
3. I don’t understand my maths
lesson, and we have a test next
week. I’m worried.
4. I have a problem. I didn’t do my
English homework. My teacher will
be very angry with me.
T9 9
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Unit » 2
Objectives
» I can talk about past and present
experiences.
» I can express facts and opinions.
» I can complain and apologize.
Have You Been
A Model Citizen?
In Context » What Is A Model Citizen?

Work with a partner. Look at the magazine article in exercise 2.
1. Speak Discuss what you know about the two celebrities in the photos.
Read the article and complete

2. Read it with phrases a–f in the box.
Study Tip
Think about the meaning of
a. has felt d. has done model. Define it.
b. has said e. has helped
c. has been f. has visited Predict why the celebrities
could be models.
es
Two Great Model Citizens From Colombia
Missing By: Julián caballero
Shakira isn't only a great pop singer. She's a model citizen who has helped
people since she founded Bare Feet (in Spanish, Pies Descalzos) in 1997.
Bare Feet is a non-governmental organization that 1. to promote
education for poor children in Colombia. Bare Feet has supported seven
schools in Barranquilla. More than 10,000 children have gone to these
schools. Shakira 2. a Goodwill Ambassador for UNICEF since 2003.
Shakira 3. prestigious universities such as Oxford and Harvard to talk
100 to students about her campaign, Education For All. She has been a model
citizen in Colombia and in the rest of the world.
J Balvin, the famous Paisa, urban music singer and Grammy Award winner, is
also a model citizen. He 4. a lot of charity work. He has collected money
and given donations through his social networks to help Fundación La Familia,
an institution that helps children with cancer. He has also helped displaced
children in South America. Like Shakira, he became a Goodwill Ambassador
for UNICEF in 2010. Since then, he has supported a campaign to defend
women against domestic violence. He 5. very patriotic about Colombia
all his life. He believes in a superior being, and 6.
that he thinks God is Colombian!
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Unit 2 Have You Been a Model Citizen?

Unit Objectives
Basic Standards of Competences Show understanding about personal information.
Verbs related to verbal abuse: threaten, shout at, insult, laugh at, call (someone) names.
Verbs related to helping others: visit, take care of, help, volunteer, defend, invite, forgive,
etc.
Vocabulary
Expressions to make requests: Could you tell me …?, Can you …, please?
Expressions to apologize: I’m (really) sorry, I didn’t mean to disturb you, Please accept my
apologies, Sorry for disturbing you, It won’t happen again.
Present perfect (positive, negative and question forms + ever and never)
Grammar
Modals: should/shouldn’t, have to, need to, mustn’t
1. Speak 2. Read Grammar Box: the Present

perfect
Focus attention on the verb
▪▪ Students look at the photos ▪▪ Focus attention on the verb forms in the article. Explain that
and discuss what they know forms a–f. Model them for we use the Present perfect to
about Shakira and J Balvin. pronunciation. Students talk about life experiences:
To help with ideas, ask about repeat.
their origins, the kind of ▪▪ Students read the article and Positive: Shakira has
music they produce, their life complete it with the verb been a Goodwill
achievements, etc. forms a–f, then compare their Ambassador for
answers in pairs. UNICEF.
Possible answers ▪▪ Ask two students to read the
Shakira is from Baranquilla. She is article aloud. As they read, Negative: J Balvin hasn’t
a pop star. She lives in Spain. She check their answers and been president
is married to a footballer. correct if necessary. of Colombia.
J Balvin is a Paisa. He is an urban Question: Have you ever
music singer. He is single. Answer Key visited another
1. e 3. f 5. a country?
2. c 4. d 6. b
Yes, I have visited
Tip (5 minutes) Mexico. / No, I
Read the tip. Encourage students haven’t visited
to give a definition of a model. another country.
Then, elicit information from
students by asking them to
predict why these celebrities
could be models.
T1 0 0
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module 3 // Unit 2
Read the article again. Match the words (1–5) with the correct definition,
3. Read a or b. Do not use a dictionary.
1. promote a. make better b. help make something happen

2. poor a. without a job b. with no money
3. campaign a. a cause to support b. a serious problem
4. charity work a. artistic work b. work helping other people
5. displaced a. without a home b. with a lot of money
Work with a partner. Ask and answer the

4. Speak questions about Shakira and J Balvin. Check the
article if you don’t remember the information.
Study Tip
When you find a new
Example: word in a text, try to
infer its meaning from
How many schools has Wait a minute. I don’t the context.
Bare Feet supported remember . . . Bare Feet
since 1997? has supported …
Student A asks Student B Student B asks Student A

21st Century Skills
a. How many schools has Bare a. How many children has Bare · Information literacy
Feet supported since 1997? Feet supported? Making inferences will
b. Which universities has b. How long has Shakira been a help you identify implied
Shakira visited? Goodwill ambassador? information
c. How long has J Balvin c. What has J Balvin done
worked with UNICEF? through his social networks?
d. Which campaigns has d. What has J Balvin said about
J Balvin supported? God?
5. Read Decide who is saying statements a–e. Write S for Shakira or JB for J Balvin.
a. ‘We have to help poor children in Colombia to go to school.’

b. ‘Men should stop physical abuse against women.’
c. ‘Displaced children from Guatemala and El Salvador need our love.’
d. ‘We need to build more schools in Barranquilla for more children.’
101 e. ‘Children with cancer are also our children. Let’s help them.’
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then they change roles and

3. Read Student B asks the questions. 5. Read
(10 minutes) Make sure they understand (15 minutes)
that the purpose is to
▪▪ Students read the article again practise asking and answering
and match the words with the 21st Century Skills
questions in the Present
correct definition. Explain that perfect; it’s not a memory test. Students read the information.
by not using a dictionary they ▪▪ Ask a few pairs to ask and Explain that making inferences
need to infer the meaning answer the questions in front means to deduce or guess
from the context. of the class. information that is not given,
▪▪ If necessary, demonstrate with using some information we
one word as an example. already know. For example: If J.
Tip (5 minutes)
▪▪ Give students time to work Balvin is Paisa, we can infer that
out the answers and allow Explain that students should not he is from Colombia. If somebody
them to discuss with other depend on a dictionary every time is sick, you can infer that he is not
students if necessary. they find new words in a text. feeling well.
▪▪ Check answers as a class. Explain that the context refers
to other words and phrases
around the target word that can ▪▪ Students read the statements
Answer Key and identify who made them,
1. b. 3. a. 5. a. provide clues about the probable
meaning. If they try to infer the Shakira or J. Balvin.
2. b. 4. b.
meaning from the context, this ▪▪ Make sure they understand
will improve their fluency in that they need to use the
reading. information in the article to
4. Speak work out the answers.
(20 minutes) ▪▪ Give them time to refer to the
Answer Key article and find information
Student A asks Student B that can help them.
Grammar Box: the Present a. Bare feet has supported seven
perfect schools. Answer Key
b. Shakira has visited Harvard a. S, b. JB, c. JB, d. S, e. JB
Focus attention on the position and Oxford Universities.
of the auxiliary has/have in Wh- c. J Balvin has worked with
and How questions forms: UNICEF since 2010. Extra Activity (10 minutes)
d. J Balvin has supported Ask students to think about their
What has Shakira done for Fundación La Familia and
UNICEF? She has been a favourite Colombian artists and
campaigned to defend women write a four- or five-sentence
Goodwill Ambassador for against domestic violence.
UNICEF. article on a piece of paper,
Student B asks Student A. explaining why those artists are
What charity work has J Balvin a. Bare Feet has supported model citizens from Colombia.
done in South America? He has 10,000 children. Provide an example of your own
helped displaced children. b. Shakira has been a Goodwill favourite artist’s life experiences
ambassador since 2003. and achievements as good
How many schools has Bare models for society. Include
c. He has collected money and
Feet supported since 1997? It sentences in the Present perfect
given donations through
has supported … in your example, and make sure
his social networks to help
Fundación La Familia. that students also use the Present
d. He has said that that he thinks perfect in their articles. T1 0 1
▪▪ Focus attention on the God is Colombian!
example. Model the question
for pronunciation. Students
repeat.
and check the article again
if they don’t remember the
information.
▪▪ Students ask and answer the
questions in pairs. Student A
asks student B questions a-d,
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A reporter is interviewing ordinary Colombians in the street. Listen and

49 6. Listen match the names (a–f) with the photos (1–6).
1. 2. 3. 4. 5. 6.
visit someone teach take care of help someone volunteer for take food to
someone someone social work someone
a. Diana b. Martha c. Lupe d. Andrés e. Amanda f. Carlos
Notice how some sounds are

50 7. Pronunciation blended together. Listen and repeat. Study Tip
a. Have you ever won a race? Check the meaning of
b. Have you ever made a donation? the vocabulary before
c. Have you ever given an interview? you listen.
Have you done something to make you a model citizen? Answer

8. Speak questions 1–8. Then ask and answer the questions with a partner.
Have you ever . . . You Your partner

1. defended a friend from bullies?
2. visited a sick friend or relative?
3. volunteered for a social cause?
4. helped someone who has fallen down?
5. explained a difficult maths problem to a classmate?
6. forgiven a person who has offended you?
7. invited someone to have dinner with you?
8. bought a present for a person with your own money?
Prepare a short presentation to tell the class how you have been a model
9. Speak Colombian citizen. Choose one question from the box. Give details.
102
a. Have you ever given a donation to someone or to an organization?
b. Have you ever helped an old person?
c. Have you ever done something for your school or community?
d. Have you ever helped a close friend?
Examples:
1. I think I am a model Colombian citizen because I have given donations. Last Christmas
I donated some clothes to a Charity Fair.
2. I think I am a model Colombian citizen because I have helped many people. For example,
I have helped my grandmother feed the animals on her farm in Boyacá ...
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▪▪ Read each sentence aloud

6. Listen Conversation 3
or play the audio. Focus
Interviewer: What’s your name?
(20 minutes) track 49 Carlos: Carlos. attention on the underlined
Interviewer: Carlos, do you believe sounds and model how the
▪▪ Read the rubric. you are a model citizen? syllables run into each other.
▪▪ Students look at the photos Carlos: Well, yes, I do. ▪▪ Students listen and repeat.
and say what the people are Interviewer: Have you done
▪▪ Give an example of another
doing, using the captions in something good recently?
sentence in which the sounds
the photos. Elicit questions Carlos: Yes, I have taken food to
some old people in a care home. are blended. e.g. Have you ever
they think the reporter might visited an elderly neighbour?
ask. Actually, I do it all the time.
Interviewer: Oh, that’s excellent. ▪▪ Students work in pairs to
▪▪ Play the audio. Students listen Thank you. produce their own sentences.
and match people with the
photos. Conversation 4 Audio Script
▪▪ Play the audio again, more Interviewer: Could I ask you a ave you ever won a race?
H
50
than once if necessary. question? What’s your name? Have you ever made a donation?
Amanda: I’m Amanda.
▪▪ Check answers as a class. Have you ever given an interview?
Interviewer: We’re asking people if
they have done something good in
Answer Key their lives.
1. Marta 4. Andrés Amanda: Well, I have volunteered 8. Speak
2. Diana 5. Amanda with the Red Cross for about ten
3. Lupe 6. Carlos years. (20 minutes)
Interviewer: Ten years? So you are ▪▪ Read the rubric. Make sure
definitely a model Colombian
Audio Script citizen.
Conversation 1
49 ▪▪ Focus attention on the
Interviewer: Excuse me, can I talk to Conversation 5 question in the rubric. Elicit
you for a moment? Interviewer: I want to ask you if you answers from different
Andrés: OK … have done something for other students.
Interviewer: Thanks. Er … what’s your people. ▪▪ Students answer the
name? Marta: Sure, there’s this old lady I questions in the table.
Andrés: My name is Andrés. visit. I have visited her for two
Interviewer: We want to know if you years. She has no family, so I go
▪▪ Students ask and answer
think you are a model Colombian and talk to her. the questions with a partner
citizen. Have you helped anyone Interviewer: I think that means you and write his/her answers
recently? are a model citizen … Sorry, I in the Your partner column.
Andrés: Sure, I have helped people forgot to ask, what’s your name? Encourage students to provide
in a lot of ways. For example, Marta: Marta. additional information when
yesterday I saw a woman fall off Interviewer: Thank you, Marta. they answer. Give an example.
her bike. I helped her get up and Marta: No problem.
▪▪ Pairs share each other’s
checked she was not injured.
answers with the class.
Interviewer: OK, that’s great. Thank Conversation 6
you. Interviewer: What’s your name?
Lupe: My name is Lupe. 9. Speak
Conversation 2 Interviewer: Lupe, we are looking for
Interviewer: Hello! What’s your people who are model Colombian (15 minutes)
name? citizens. Have you done anything
Diana: My name is Diana. for other people recently? ▪▪ Students choose a question
Interviewer: Diana. So, have you Lupe: Well, I have looked after my from the box.
done anything for other people brother for the last five years. He is ▪▪ Focus attention on the T1 0 2
recently? blind. He is quite independent but examples.
Diana: I think so ... he needs someone to help him.
▪▪ Give learners time to prepare
Interviewer: Can you remember Interviewer: That’s great, thank you.
the activity. Encourage them
anything?
to think of some examples to
Diana: Well, yes … I have taught my
grandmother to use the computer. support their statement.
She has learned how to send 7. Pronunciation ▪▪ Students share their
e-mails. So she can talk to her (10 minutes) track 50 experiences with the class.
grandchildren.
Interviewer: That’s wonderful! Say ▪▪ Students read the sentences
hello to your grandmother from us. to themselves.
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module 3 // Unit 2
Expanding Knowledge » Let’s Stop Verbal Abuse!

1. Speak As a class, discuss the meaning of the types of verbal abuse.
a. threaten someone d. laugh at someone

b. call someone names e. shout at someone
c. insult someone f. post negative comments about someone
Read the introduction to an article. Complete it with the correct form of

2. Read the verbs in brackets.
Stop Verbal Abuse

By: Cecilia Rodríguez
1 2 3 4 5 6
According to a statistical report by DANE*, in recent years

verbal abuse has 1. (increase) in many Colombian The graph shows the
schools. More students have 2.
(be) disrespectful percentage (%) of students
to their parents, teachers and classmates. Over the past who admit using these
decade, many students have 3. (become) aggressive, types of verbal abuse.
and have 4.
(find) it difficult to use polite language.
They often use offensive language to establish status and *Departamento Administrativo
power. Verbal abuse includes name-calling, insults and Nacional de Estadistica
threats. These types of verbal abuse have 5. (destroy)
students’ social relationships. Table 1 shows the results of
a survey conducted by DANE with 5,000 students around
the country. The students were asked if they have 6. (use) verbal abuse in their
school lives.
103 So how can students avoid verbal abuse? How can we stop them being offensive to their
classmates? How can they become model citizens and use more positive, less abusive
language? How can parents educate their children at home to reduce offensive language?
Questionnaire
Have you ever: 4. shouted at someone?

1. called a classmate names? 5. threatened someone?
2. insulted a friend? 6. posted negative comments about
3. laughed at someone’s appearance? someone on social media?
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1. Speak 2. Read
▪▪ Students read the title of ▪▪ Students look at the pictures
the lesson. Ask: What do you and identify the verbal abuse.
understand by ‘verbal abuse’? ▪▪ Before students read the
Have you ever been a victim of introduction to the article,
verbal abuse at school? explain that the article is
▪▪ Discuss the meaning of the about a government survey
types of verbal abuse. Lead of verbal abuse by Colombian
the discussion yourself. Elicit children.
definitions and write them ▪▪ Students read and complete
on the board. Point out that the article with the correct
these are all negative ways to form of the verbs.
treat other people. ▪▪ Check answers as a class. As
▪▪ Check pronunciation, an option, students can read
especially of threaten and the article aloud while you
insult. check the answers.
Possible answers Answer Key

a. threaten someone: To say you 1. increased
will harm/hurt someone if that 2. been
person doesn’t do what you 3. become
want. 4. found
b. call someone names: To use 5. destroyed
insulting names in order to 6. used
hurt someone’s feelings –
often because of how they
look or behave.
c. insult someone: Similar to b –
to say unpleasant things to
another person.
d. laugh at someone: To tease or
make fun of someone, often
because of how they look or
speak.
e. shout at someone: To raise
your voice to someone
disrespectfully and
aggressively.
f. post negative comments about
someone: To write insulting or
unkind things about someone
on social networks.
T1 0 3
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Work with a partner. Look at the results in the graph. Ask and answer
3. Speak questions and suggest solutions to reduce verbal abuse in schools.
Example:
How many boys have According to the survey, 80% of boys

called a classmate have called their classmates names. In my opinion,
names? In my opinion, students should think I think that
about the negative effect of this. I believe that
Answer the DANE survey for yourself. Then write notes about how you
4. Write can change your behaviour in future.
I have insulted my friends and used bad words.

In future I will try to control my temper and
speak with respect.
Survey on verbal abuse (DANE)

Have you ever: YES NO
called a classmate names?
insulted a friend?
laughed at someone’s appearance?
shouted at someone?
threatened someone?
posted negative comments about someone on social media?
5. Read Match the situations (a–f) with the photos (1–6).
a. Your friend has told you that he has taken some money from his sister.
b. You have noticed that a new girl at school doesn’t have any friends.
c. Your best friend has been very unhappy for two weeks.
d. Someone has written offensive comments on your Facebook page.
e. Someone is bullying your little brother because he always gets top grades.
f. You have heard that an older student has threatened your classmate.
10 4
1. 2. 3.
4. 5. 6.
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3. Read Possible questions and answers 5. Read

– How many boys/girls have
(20 minutes) called a classmate names? (15 minutes)
▪▪ Focus attention on the graph 80% of boys / 20% of girls ▪▪ Students look at the photos
and questions. Give students – How many boys/girls have and match with the situations.
time to study the information insulted a friend? ▪▪ Check answers as a class.
and results. Make sure they 65% of boys / 35% of girls
read the questions and – How many boys/girls have Answer Key
understand which colours laughed at someone’s a. 3. c. 6. e. 4.
represent boys and girls. appearance? b. 1. d. 5. f. 2.
▪▪ Focus attention on the 50% of boys / 50% of girls
example and Useful – How many boys/girls have
Expressions. Model the shouted at someone?
question and answer for 35% of boys / 65% of girls
pronunciation. Students – How many boys/girls have
repeat. threatened someone?
▪▪ Explain the task. Make sure 20% of boys / 25% of girls
students understand that they – How many boys/girls have
should also suggest solutions. posted negative comments
Give them time to think of about someone?
solutions and write them in 45% of boys / 30% of girls
their notebooks.
▪▪ Students ask and answer the
questions in the questionnaire 4. Write
and suggest solutions to
(15 minutes)
reduce verbal abuse.
▪▪ Selected pairs ask and answer ▪▪ Read the rubric. Make sure
their questions in front of the students understand the task.
class. ▪▪ Focus attention on the
example. This will provide
Extra Activity (15 minutes) a model for their own
Ask questions such as: What sentences.
is your reaction when somebody ▪▪ Give students time to
shouts at you / laughs at you? Elicit complete the survey and
students’ answers and encourage write their answers in their
them to talk about the effects. notebooks.
For example: When somebody ▪▪ If appropriate, ask a few
threatens me, I feel bad/lonely, etc. students to read out a
When somebody laughs at me, I sentence they have written.
feel embarrassed / I get angry. This
activity is an opportunity for
learners to review feelings related
to emotional intelligence. You can
finish the activity by asking them
what actions are appropriate to
take when they are victims of T1 0 4
verbal abuse.
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module 3 // Unit 2
Work with a partner. Use one expression from box A and one from box B
6. Speak to resolve the situations in exercise 5.
A Polite requests B Saying what should happen

Could you tell me why you …? You should … / You shouldn’t …
Can you stop -ing …? You have to … / You need to …
Can you leave him/her alone, please? You mustn’t …
Could you tell me why you You have to return the

took your sister’s money? money right now.
7. Speak Work with a partner.
Student A: announce the achievements using the photos and the prompts (1–6). Add some details.
Student B: make positive comments using the expressions in the box. Then change roles.
Example:
1. 2.
Student A: Great news!

I have graduated from
high school! My parents
took me to a restaurant
I / graduate / from high I / write / my first book of to celebrate last night. It
was really fun!
school poems
3. 4.
Student B: That’s
great! You should
be very proud!
I / get /a job at a café I / win / a race

5. 6.
That’s great! You should

105 I / finish / my swimming I / play piano in the school be very proud!
classes concert That’s fantastic/
wonderful!
You deserve it.
Tell the class about something you have You’ve worked really hard.
8. Speak achieved recently. Add one detail. You can use Well done!
pictures from your photo album if you like. Good for you!
You must be really happy/
excited.
I have won a medal for table tennis. It was in the
Cundinamarca tennis tournament last week.
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6. Speak 7. Speak 8. Speak

▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure ▪▪ Students tell the class about
students understand the task. students understand the task. something they have achieved
▪▪ Focus attention on the ▪▪ Focus attention on the in life recently. Make sure they
phrases in the table (columns example and Useful understand that they have
A and B) and the example. Expressions. Model the to give one detail about that
Model the example for example for pronunciation. achievement. If there is time,
pronunciation. Students Students repeat. Then model encourage students to bring
repeat. the Useful Expressions and to class photos or any other
▪▪ In pairs, students take turns repeat. object (a medal, a diploma)
to make similar sentences for ▪▪ Students look at the photos related to that achievement.
situations b–f in exercise 5. and identify the people’s Remind students that
▪▪ Check answers as a class. achievements, using the achievements can be big or
prompts below each picture. small and give examples of
Extra Activity (30 minutes) ▪▪ Give students time to prepare smaller daily achievements like
and write their ideas in their being kind to someone.
In pairs, students make up a
notebooks. ▪▪ Students read the example
similar situation in which one
▪▪ Students act out the dialogues and identify the achievement
student verbally abuses the other.
in pairs. Encourage them (in the Present perfect)
Student A uses polite requests
to add a detail to each and the detail about that
to resolve the problem and says
achievement, as in the experience (in the Past
what should happen. Student
example. simple). If necessary, give an
B apologizes. They can review
additional example from your
expressions to apologize in
Answer Key own experience.
Lesson 1, exercise 5. Give them
time to write the dialogue and 2.
A: I have written my first book Extra Activity (15 minutes)
practise it. Students act out their
dialogues in front of the class. of poems. I’ve published it Students can research and report
online. important achievements of
B: That’s fantastic! Well done! famous artists in Colombia, or of
Possible answers 3. their own family members. They
b. Could you tell me why you A: I have got a job at a café. I can bring in photos to explain
don’t have any friends? You work three nights a week. the details of that achievement.
should try to be more sociable. B: You must be really happy. Remind them to announce the
We can be friends if you like. 4. achievement in the Present
c. Could you tell me why you A: I have won a race. I’m the perfect and the details in the
have been so unhappy for school champion! Past simple.
two weeks? You should talk B: That’s wonderful. Good for
to someone if you have a you!
problem. 5.
d. Can you stop writing offensive A: I have finished my
comments on your Facebook swimming classes. Now I
page? You need to be more have a certificate.
respectful when you use social B: Well done! You’ve worked
networks. really hard.
e. Could you stop bullying my 6. T1 0 5
little brother? You have to A: I have played piano in the
respect other children at school concert. Everyone
school. said I was brilliant.
f. Can you leave my classmate B: You deserve it.
alone, please? Don’t threaten
him anymore. You should
respect other people more.
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Preparing Your Task » Neighbours From Heaven And Hell

Do you have good neighbours or bad neighbours? Match the expressions
1. Read (1–7) with the photos (a–g).
1. have a noisy dog a. b. c.
2. threaten someone
3. shout at each other

d. e. f.
4. throw rubbish
5. have noisy parties

g.
6. ring the doorbell
7. play loud music
Listen to part of a radio programme with callers complaining about bad

51 2. Listen neighbours. Write the number of the caller (1, 2 or 3) next to each complaint.
Complaint Caller
a. The neighbour plays loud music.
b. The neighbour threatened her physically.
c. The parents shout at each other. 1
d. The neighbour has noisy parties.
e. The neighbour threw rubbish in her garden.
f. The neighbour’s dog barks all day.
106 g. The neighbours’ children ring the doorbell and run away.
h. The neighbour’s friends sang outside his door.
i. The neighbours’ baby screams all day.
3. Speak Work with a partner. Say what you think about the neighbours’ actions.
Example: I’m afraid that listening to loud You are absolutely right, because
music isn’t right because threatening people is …
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51 3. Speak
Presenter: … So, remember that
(15 minutes) today we want to hear your stories (15 minutes)
about terrible neighbours. The
▪▪ Discuss the question as a number is 0300 404040. Call in
class. Elicit information about and tell us your story. And we have
example. Model the example
what makes a good or a bad our first caller. for pronunciation. Students
neighbour. Caller 1: Hi, Richard. My name is repeat.
▪▪ Students look at the photos Elena. ▪▪ Focus attention on the
and say what the people in Presenter: Hi, Elena. What’s the expressions in red. These are
the pictures are doing. Elicit problem with your neighbours? used to give and respond to
the effects of the actions. Caller 1: Yes, well, my neighbours opinions.
have just moved in. They have
▪▪ Students match the
several children, and a baby that
▪▪ Give students time to look
expressions with the photos. screams all day. The parents are back at the situations in
▪▪ Check answers as a class. always arguing, they shout at each exercise 2 and prepare their
other all the time. It’s terrible. And opinions.
Answer Key the older kids … well, they ring my ▪▪ Students discuss their
1. d. 3. b. 5. e. 7. g. front doorbell and run away. They opinions in pairs, following the
2. c. 4. a. 6. f. think it’s funny, but it’s not. I have example.
asked the parents to control their
kids, but nothing has happened. I
don’t know what to do.
2. Listen Presenter: Well, we have someone Students work in pairs to create
from the police department on the a similar dialogue for a radio
(20 minutes) track 51 programme later. They’ll give you programme. Encourage them to
some advice, Elena ... think of a real problem in their
▪▪ Read the rubric. Make sure Presenter: … Now, we have another
students understand the task. community. Students read the
caller. What’s your name and listening transcript as a model.
▪▪ Students read the complaints what’s your problem?
Ask for volunteers to perform the
in the table. Caller 2: My name is Simón. I live in a
conversation in front of the class.
▪▪ Play the audio. Students flat and my upstairs neighbour is
complete the table. really noisy. He plays loud music
most of the day and all night.
▪▪ Play the audio again if It’s constant and I can’t sleep.
necessary. And he has parties until three or
▪▪ Check answers as a class. four o’clock in the morning. You
know, every weekend. I mean,
Answer Key last Saturday I had fifteen people
a. caller 2, f. caller 3, singing outside my door at 3.00
b. caller 3, g. caller 1, a.m. …
c. caller 1, h. caller 2, Presenter: … And we have another
caller on the line.
d. caller 2, i. caller 1
Caller 3: Hi, Richard. My name is
e. caller 3, Sofía. My neighbour has a really
aggressive dog, and it barks all day.
I complained to the neighbour,
and he threatened me physically.
He was really abusive. Can you
believe it?
Presenter: That’s terrible!
Caller 3: And … I saw him throwing T1 0 6
rubbish into my garden.
Presenter: OK, stay on the line, Sofía,
and we’ll have someone from the
police department with us, right
after the break.
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module 3 // Unit 2
ell 4. Speak Work with a partner. Role-play two of the situations.
Student A: Knock on the door and complain about the situation.

Student B: Open the door and listen to your neighbour’s
complaint. Apologize using the expressions in the box. I’m (really) sorry, I didn’t
mean to disturb you.
Please accept my
Excuse me. It’s late, and your dog I’m really sorry. I didn’t mean to apologies.
has been very noisy all evening. disturb you. Bella has been ill. I’m Sorry for disturbing you. It
She hasn’t stopped barking. taking her to the vet tomorrow. won’t happen again.
I will take care of it now.
1. 2. 3. 4. 5.
people fighting a dog barking a child crying loud music a bad smell
Take a survey. Answer questions 1–8 for yourself. Then ask and answer
5. Read the questions with a partner.
Are you a neighbour from heaven or a neighbour from hell?

Have you ever … Never Once or twice Many times
1. played loud music and disturbed your neighbours?
2. done something helpful for your neighbours?
3. left rubbish near your neighbours’ door?
4. said ‘good morning’ or ‘good afternoon’ to your
neighbours?
5. used bad language with your neighbours?
6. been told how to be a good neighbour?
7. helped to keep the neighbourhood clean and neat?
8. broken a neighbour’s window?
107 Decide who is the best neighbour in your neighbourhood / town.

6. Speak Prepare a profile of that person, then tell the class.
Example: Name Carlos’s Uncle William My uncle William is

What is his/her personality? Kind, friendly, helpful a good neighbour
What activities has he/she
done for the community?
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▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure ▪▪ Students think of someone
students understand the task. students understand the task. in their community who is a
▪▪ Focus attention on the ▪▪ Students read the questions in good neighbour.
example and Useful the table and tick the correct ▪▪ Focus attention on the
Expressions. Model the column for each question. example. Students note down
example for pronunciation. ▪▪ Students ask and answer the their name, personal qualities
Students repeat. Then model questions with a partner and and what they’ve done for the
the Useful Expressions and write down his/her answers. community, using the table as
repeat. Encourage students to ask an example.
▪▪ Students look at the pictures for and provide additional ▪▪ Select a few volunteers to
and choose two situations. information when they tell the class about their ‘best
Explain that in one situation answer. Ask: What happened? neighbour’.
they will be the neighbour, What did you do?
and in the other they’ll be ▪▪ Pairs share each other’s
the person complaining. Give answers with the class.
them time to prepare and
think about what to say.
▪▪ Students act out the
dialogues, following the
example.
Possible answers
1. Excuse me. It’s late, and you
are fighting …
2. Excuse me. It’s late, and your
dog is barking …
3. Excuse me. It’s late, and your
child is crying …
4. Excuse me. It’s late, and the
music is very loud …
5. Excuse me. There is a bad
smell coming from your
apartment …
T1 0 7
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Being a good neighbour is sometimes difficult because you

7. Group Work need to be tolerant. In groups, discuss the ideas (a–c). Say if
you agree or disagree.
a. ‘You are a citizen, b. ‘You can be a good c. ‘A good neighbour is a

and a citizen carries neighbour only if you have priceless treasure.’
responsibilities.’ good neighbours.’ -Chinese proverb
-Paul Collier -Howard Koch
I agree, because … I’m afraid that isn’t I agree completely,

In my opinion … right, because … because …
Write a letter to your teacher telling her/him why you are a ‘neighbour
8. Write from heaven’. Include anything you need to improve to become a model
neighbour. Use the ideas in the box and the outline to help you.
Useful ideas
Mompox, Antioquia
25 May listen to loud music ...
say bad things about ...
Dear (teacher’s name), fight with …
disturb ...
I personally think that I am a neighbour from make a noise late at night
heaven because I help to take care of my town. argue with ...
say ‘hello’ and ‘goodbye’ to…
As a neighbour, I’ve never / I've always …
put the rubbish …
respect ... 52
In future, I will try to …
10 8 help with ...
visit …
Best wishes,
speak kindly to…
(your name)
Continue your campaign on how to be a good Colombian citizen.

9. Group Work Interview people at your school to find what positive things they
have done in their community.
a. Interview them using questions from the unit.

Five people have defended a
b. Summarize the results. Say how many people friend from bullies.
have done each positive thing.
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7. Group work 8. Write 9. Group work

▪▪ Point out that being a good ▪▪ Read the rubric. Make sure ▪▪ In groups, students make a
neighbour is difficult because students understand the task. list of questions from the unit
we need to be tolerant. Ask ▪▪ Students read the letter and add questions of their
students if they are tolerant outline and the useful ideas, own using ‘Have you ever ...?’.
neighbours and elicit extra and think about anything they They decide how and when
information. need to improve to become a to follow the instructions and
▪▪ Students read the quotations model neighbour. conduct the interviews.
(a-c) and example responses. ▪▪ Students write their letters ▪▪ Students share the results and
(Note: Paul Collier is individually. prepare a summary.
Professor of Economics ▪▪ Check students’ writing
at Oxford University and and highlight any mistakes
author of a book, The Bottom in grammar, spelling and
Billion. Howard Koch was punctuation.
an American playwright and ▪▪ Students correct their
screenwriter.) mistakes.
▪▪ In groups, students discuss ▪▪ If time, ask for volunteers to
the quotations (a-c). Students read their sentences to the
say if they agree or disagree class.
and explain why.
▪▪ Students decide which of the
three quotations they like the
most.

Students create their own saying
about being a good neighbour.
Students write the idea in
quotation marks on a piece of
coloured paper and add their
name. Students share their
saying in small groups. Display
the sayings around the class and
hold a vote for the three best and
most original sayings. Suggest
to students that they put into
practice those ideas.
T1 0 8
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Check Your Progress
Read the table giving the results of a survey on verbal abuse at a school
1. Read in Argentina. One hundred students answered the survey. Write four
sentences reporting the results. Use the prompts.
Example:
Verbal abuse
Boys Girls boys / have / insult / a
results
friend using bad words
1. Insult a friend 40 9 Forty boys have insulted a I can talk about pa
st /
using bad words friend using bad words. present events.
a. boys / have / call / their
2. Call their 86 10
classmates names
classmates names
b. girls / have / shout / at Very well
3. Laugh at 50 50 their classmates
someone’s c. boys / have / laugh/ at Quite well
appearance someone’s appearance
d. girls / have / post /
4. Shout at 46 47 negative comments on
With difficulty
classmates Facebook
5. Post negative 10 0
comments on
Facebook
I can express fact
s and
opinions.
Write three sentences saying why you
2. Write think you are a model citizen. Use the
clues in brackets. Very well
volunteer/ Red Cross: I think I am a model citizen Quite well

because I have volunteered for the Red Cross.
With difficulty
109 a. give / a donation to a hospital
b. defend / my friends from bullies
c. not offend / my classmates
Listen to three situations. Match them to the photos (a–c) in the order
52 3. Listen you hear them from 1 to 3. Then decide if each
situation is an apology, a complaint or both.
I can complain and

apologize.
Very well

a. Complaint / b. Complaint / c. Complaint / Quite well
Apology / Apology / Apology /
Both Both Both With difficulty
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1. Read 2. Write 3. Listen

(15 minutes) (15 minutes) (15 minutes) track 52
▪▪ Students read the information ▪▪ Students read the example ▪▪ Students look at the pictures.
in the table and the example. and prompts, and write a ▪▪ Play the audio. Students
▪▪ Students write four sentences sentence for each one. match the situations with the
using the prompts. pictures.
Answer Key ▪▪ Play the audio again if
Answer Key a. I think I am a model citizen necessary, so that students
a. 86 boys have called their because I have given a can check their answers.
classmates names. donation to a hospital.
b. 47 girls have shouted at their b. I think I am a model citizen Answer Key
classmates. because I have defended my a. Situation 3
c. 50 boys have laughed at friends from bullies. b. Situation 1
someone’s appearance. c. I think I am a model citizen c. Situation 2
d. No girls have posted negative because I haven’t offended my a. both
comments on Facebook. classmates. b. apology
c. both
Audio Script
Situation 1
52
A: Hi. Can I help you?
B: Hi. Could you please ask your
daughter to stop screaming? It has
been noisy for an hour, and I need
to go to sleep.
A: I’m really sorry. She has toothache.
Situation 2
A: Hello? … OK… I understand … I’m
really sorry. I’ll separate the dogs
right now. They were just playing
in the garden. Sorry again … Yes,
goodbye.
Situation 3
A: Hello?
B: Hello, Kathy. This is Mrs López
from apartment 201. It’s very late
and the music is very loud. Could
you turn the music down, please?
A: I’m sorry, Mrs López. I didn’t mean
to disturb you. I’ll turn it down.
T1 0 9
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Unit » 3
Objectives
» I can express conditions and justify
points of view.
» I can understand and express facts
and opinions.
Making Peace through » I can express future plans.
Words and Actions
In Context » Let’s Make a Fairer World!

Read the messages from four charities (1-4). Complete them with the
1. Read expressions (a–d). Then, match the photos with the charities.
a. they will soon disappear c. you will make their old age happier
b. you will help to save lives d. they will grow up to be angry
1. Happy Faces, Colombia

‘Child abuse is one of the worst problems in the world. Many
children are victims of cruelty and abandonment by their
parents. If we don’t educate our children with love,
and may become violent. Please help us to help them.’
2. Food for Africa, UK

‘Millions of people in Africa are hungry. They have no food.
If we don’t provide them with basic food, many will die. If you
make a donation today, Please help us
reduce hunger in Africa.’
3. Indigenous Roots, Colombia

‘Many indigenous groups in Colombia suffer from poverty and
11 0 illness. Their population is decreasing. If we don’t improve their
health, . If we really want a country for all, we need
to give native Colombians medical assistance. Please help us.’
4. Silver Care, USA

‘Many elderly people feel abandoned by the younger generation.
They live alone, in poverty, without the necessary care. If you
help to reduce their isolation, . Please support
our cause.’
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Unit 3 Making Peace through Words and Actions

Unit Objectives
Basic Standards of Competences Exchange information on the topics of charity, forgiveness and peace-making.
Adjectives describing positive characteristics; Adjectives with prefixes describing

Vocabulary negative characteristics; Nouns with suffixes (values); Vocabulary related to charity,
forgiveness and peace-making; Expressions to respond to opinions and situations
Grammar First conditional (If + present simple + will)
1. Read Grammar Box Extra Activity (15 minutes)

First conditional Students work in small groups.
(20 minutes)
Explain that we use the first Give them the first clause of five
▪▪ Discuss the title of the lesson conditional (If + present simple + conditional sentences starting
as a class. Make sure students will) to express or predict possible with If (e.g. if you don’t do your
understand the meaning of results in the future. homework, … / If you don’t feed
fair and fairer. your dog, … / If you pass your
▪▪ Make sure students If + present + will exams, … / If you do exercise, …).
understand the meaning simple Groups complete each sentence
of charity. Ask what charity with a possible result in the
organizations students know. If you make a you will future: they should be creative
Elicit information about those donation make their but logical. Give them a time limit
charities. today, old age to complete the sentences. The
happier. group with the most correct and
▪▪ Focus attention on the names
of the charities the people If we don’t they will logical sentences is the winner.
in the pictures support. educate grow up to
Elicit ideas about what the our be angry.
charities do. children
▪▪ Students read and complete with love,
the messages with the
expressions in the box, then What will happen if we don’t
check their answers in pairs or provide people in Africa with
as a class. basic food?
▪▪ Students identify facts If we don’t provide people in
about social injustice in each Africa with basic food, many
message. will die.
Answer Key
Messages:
1. d 2. b 3. a 4. c
Pictures:
2, 1, 4, 3 T1 1 0
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module 3 // Unit 3
Read the charities’ web pages. Complete sentences a–d with the donations
2. Read each charity needs.
1. Happy Faces 3. Indigenous Roots
Home Who we are Help us Contact Home Who we are Help us Contact
Happy Faces is a Colombian charity that has We are a non-governmental organization

helped abused children in Ibagué since 2000. founded in 1992. We defend the rights of
We help kids who have been victims of parents’ indigenous groups in Colombia. We ask for
cruelty. With our help, children improve their financial help to provide these native
physical and emotional health and social Colombians with food, medicine and clothes.
conditions. We accept money, books, clothes, We have mainly supported the Nukaks, who
toys and blankets. If you sponsor a child, you are almost extinct. They live between the
will improve their life, now and in the future. Guaviare and Inírida rivers in south-east
The child you sponsor will send you a Colombia. We also help the Guayabero
‘thank you’ letter. If you would like to meet community, located in Guaviare and Meta.
the child you sponsor, we can organize this. There are only 1,118 of them. Help us to help
Please sponsor a child today. them. If you give a donation, we will invest it
in the future of these people.
2. Food for Africa 4. Silver Care
Home Who we are Help us Contact Home Who we are Help us Contact
We are a humanitarian organization that has Many elderly people are not only poor, but
responded to three food crises in the past five isolated, and feel that they are abandoned
years: in West Africa, Sahel and East Africa. by their children. Our foundation provides
A billion people are now hungry in Africa, and food, housing, health care and entertainment
child malnutrition has risen over the last ten for over sixty grandparents. However, we
years. We provide these people with drinking depend on people’s donations, such as
water, food and medical assistance. If you money, clothes, furniture and food. If you
feed them, they will live to thank you. Your give these grandparents a little happiness
money can help. Please give what you can. now, they will live longer and happier lives.
a. Indigenous Roots needs food, medicine and clothes.

111 b. Happy Faces needs .
c. Food for Africa needs .
d. Silver Care needs .
Complete the sentences using information from exercise 2. Match the

3. Read first part of each sentence (1–5) with the endings (a–e).
1. Indigenous people in Colombia a. are poor and feel isolated.

2. A billion people b. in Ibagué since 2000.
3. Happy Faces has helped children c. have happened in the past five years.
4. Three food crises d. are very few in number.
5. Many elderly people e. are now hungry in Africa.
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2. Read 3. Read
▪▪ Read the rubric. Make sure ▪▪ Students match the first part
students understand the task. of each sentence with the
▪▪ Pre-teach any vocabulary you endings.
think is necessary, e.g. crises, ▪▪ Students check their answers
extinct, sponsor. in the web pages in exercise 2
▪▪ Students read the web pages and compare answers in pairs.
and complete the sentences
with the donations each Answer Key
charity needs. 1. d 2. e 3. b 4. c 5. a
▪▪ Check answers as a class. As
an option, students can read
the article aloud while you
check the answers.
Answer Key
a. food, medicine and
clothes
b. money, books, clothes, toys
and blankets
c. drinking water, food and
medical assistance
d. money, clothes, furniture and
food
T1 1 1
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4. Speak
Work with a partner. Talk about the possible consequences if people
don’t support each charity in exercise 2. Use the Word Bank and the
E
Useful Expressions to express and justify your opinion.
If we don’t support Food for Africa, many You’re absolutely right.

children will become ill. They need our If we don’t provide them
support. We should help them with ... with donations, they will …
Word Bank
Expressing points of view join provide sponsor
You’re absolutely right/correct. help support donate
Exactly, I couldn’t agree more.
I think that … /In my opinion, …
Read the quotation from the Dalai Lama. Listen to part of a talk at a
53 5. Listen conference. Tick (✔) the ideas the speaker mentions.
1. Provide food for a homeless person

2. Send a nice email
3. Donate things you don’t use
4. Donate some money
5. Talk to a person who is lonely
6. Say ‘hello’ and ‘thank you’ ‘If you want others to
7. Give sweets to children be happy, practise compassion. If you
want to be happy, practise compassion.’
8. Share with your family
(the Dalai Lama)
With a partner, discuss the quotation from the Dalai Lama. Do you agree?
6. Speak Use the expressions in exercise 4 and ideas in exercise 5.
I agree with the Dalai Lama. If you Exactly, if you want to be

practise compassion, you will … happy, you need to …
11 2
Select one of the Colombian charities in the box and do some research
7. Write into their activities.
a. Make notes to answer the questions:

• The Children of the Andes Foundation
• When and where was the charity founded?
(Fundación Niños de los Andes)
• What is its mission?
• Help in Action (Ayuda en Acción),
• What kind of support does it need?
Valle del Cauca
• What will happen if people help?
• María José Foundation – Heroes, Big
b. Use your notes to write a short report about the and Small (Fundación María José,
charity. Use the information about the charities Pequeños y Grandes Héroes)
in exercise 2 as a model for your writing.
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4. Speak necessary.
people feel better. And you will feel
better, too.
(15 minutes) ▪▪ Students compare answers in So, I invite you to help someone
pairs, or check as a class. today. Be compassionate. You do
not need to be rich to practise
students understand the task. Answer Key compassion. Start with small things –
▪▪ Focus attention on the Provide food for a homeless they make a difference.
example. Model the example person.
sentences for pronunciation. Donate things you don’t use.
Students repeat. Talk to aperson who is lonely.
▪▪ Focus attention on the Useful
6. Speak
Give sweets to children.
Expressions and Word Bank Say ‘hello’ and ‘thank you’. (15 minutes)
and check understanding. Share with your family.
▪▪ In pairs, students think of
quotation from the Dalai Lama
possible consequences if
Audio Script in pairs. To help shape the
people don’t support each
Presenter: So, as I was saying,
53 discussion, ask or write on
charity in exercise 2 using the
it’s easy to forget the sense of the board: Do you agree with
words in the Word Bank. Give
compassion. The Dalai Lama that quote? What is happiness
students time to prepare what
once said, ‘If you want others to for the Dalai Lama? Is that real
they will say for each sentence. be happy, practise compassion. happiness?
▪▪ Students take turns to express If you want to be happy, ▪▪ Focus attention on the
and support their opinions. practise compassion.’ We should
example. Elicit ways to
▪▪ Selected pairs act out their always try to help other human
complete the conditional
exchanges in front of the class. beings because, if we practise
compassion, we will be happy, too. sentences. Model the
And that’s a great feeling. statement and response for
Extra Activity (15 minutes) pronunciation. Students repeat.
So, here are some suggestions
Students work in small groups for you to begin to practise ▪▪ Give students time to prepare
and plan a donation journey. compassion. their opinions. Encourage
They decide which particular The first suggestion is to donate them to refer back to
group of people they want to something you don’t use to a exercises 4 and 5.
support. Then, they imagine they charity. You could donate books, ▪▪ Students discuss in pairs.
have a donation box and think clothes, toys, shoes. If you give
away these things, other people
about what items to donate. If
appropriate, expand this activity
will use them. 7. Write
by inviting students to actually fill Second, take a minute to help
someone. You can accompany
(20 minutes)
up a donation box for any people
an elderly person to a doctor’s ▪▪ Students will select one of
in need in their community. appointment, talk to someone who the charities in the box and
is lonely and needs support, or you
do some research about their
can help someone who is sick.
humanitarian activities.
5. Listen Third, share your time with those
around you. Sometimes we think
(15 minutes) track 53 we don’t have time to sit and talk they should answer as part
with other people because we are of the research. Give them
▪▪ Check students know who time to find the information.
too busy. But this is an excuse. Be
the Dalai Lama is (his Holiness You may wish to assign this
generous with your time and share
the 14th Dalai Lama is the it with your family, friends and activity as homework so that
spiritual leader of Tibetan
Buddhism).
neighbours. students have time to do T1 1 2
Fourth, share food. In the break, the research and answer the
▪▪ Students read the quotation eat and drink with your friends. questions before writing.
from the Dalai Lama. Check Give sweets or fruit to children. ▪▪ Students write a short report
students understand the Giving food to a homeless about the charity. Encourage
meaning of compassion. Based person is a great way to practise
them to use the information
on the quote, students predict compassion.
about the charities in exercise 2
what the listening activity will Fifth, the easiest contribution as a model for their writing.
be about. you can make to other people’s
happiness is to smile and be ▪▪ Check students’ writing
▪▪ Read the rubric and the ideas and highlight any mistakes
before listening. Make sure friendly. Be kind, say ‘hello’ and
‘thank you’ to people at home, at in grammar, spelling and
students understand the task. punctuation.
work and at school. If you smile
▪▪ Play the audio. Students and you are friendly, you will make ▪▪ Students correct their
listen and check the ideas mistakes.
mentioned.
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module 3 // Unit 3
Expanding Knowledge » Solving Personal Problems Wisely!
Read the dictionary definitions. Then, read the text. Match the headings (a–d)
1. Read with the correct tip.
forgive v. stop feeling angry with someone for something bad they did
forgiveness n. the action of forgiving someone
a. See if you learned a lesson for life

b. Take action to resolve the situation
c. Let go of resentment
d. Put yourself in the other person’s shoes
The Power of Forgiveness

According to statistics, many Colombian people are intolerant
and violent because they don’t forgive their relatives, friends
and neighbours easily when they have a fight or an argument.
Colombians need to start making a change. If Colombians learn
to forgive and reconcile their differences, they will reduce
cruelty and violence in their daily lives. Here are some useful
tips for why you should forgive the people who have hurt you
and how to do this.
1.
If you really want to forgive someone who hurt you, you have to
forget your feelings of resentment. Resentment can destroy your
u inner peace. For your own well-being, give yourself time to calm
n.’ down. Talk about your resentful feelings to a friend or write them
down. Soon you will feel better and will forgive more easily.
2.
If you feel you are a victim of intolerance, think how that violent experience taught you a lesson
for life. You can learn how to choose good friends and how to trust other people. You can also
learn about respect.
3.
If you try to understand the other person, you will learn that he or she is not all bad. Maybe that
113 person never meant to hurt you. It was just a misunderstanding.
4.
Find the right moment to speak with the other person. Let that friend or relative know how you
feel. Listen to how they feel, and accept their apology. You can also say you are sorry.
Forgiveness has the power to cure body and soul. If you forgive, you will make people feel better and
more emotionally secure. You will also feel better and will be someone who promotes peace.
Look at the words in blue in the text. Match them with a word
2. Read or expression (1–7) that has a similar meaning.
1. make better 3. believe (in someone) 5. a fight with words 7. resolve
2. anger 4. relax 6. happiness
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1. Read 2. Read
▪▪ Students read the dictionary ▪▪ Focus attention on the
definitions. Make sure they words in blue in the text. If
understand the meaning of necessary, model the words
forgive and forgiveness. for pronunciation. Students
▪▪ Students read the text and repeat.
match the headings with the ▪▪ Students match the words
correct tip. Explain that at in blue with a word or
this point they don’t need to expression with a similar
understand every word. meaning. Encourage them to
▪▪ Students compare answers use the context to work out
in pairs. Ask which they think the meaning.
is the most useful tip for ▪▪ Check answers as a class.
practising forgiveness.
Answer Key
Answer Key 1. cure
1. c 2. a 3. d 4. b 2. resentment
3. trust
4. calm down
5. argument
6. well-being
7. reconcile

Spelling competition. Students
work in small groups. Spell out
the first part of five words studied
in exercises 1 and 2: forgi… /
reco... /rese… / misund… / secu…
(forgiveness, reconcile, resentful,
misunderstanding, secure). Groups
complete the words. Allow time
to check the spelling of the words
in their textbooks. The group to
finish first with five words spelled
correctly is the winner.
T1 1 3
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3. Write Complete the ideas (a–f) with information from the text in exercise 1.
a. If Colombians learn to forgive, … d. If you really want to forgive someone, …

b. If you feel you are a victim of intolerance, … e. If you try to understand the other person, …
c. Forgiveness has the power to … f. If you forgive, …
Intonation is about how we say sentences, rather than what we say.

54 4. Listen When we speak, our voice rises and falls. Listen to the intonation in
conditional sentences. Notice that the tone rises (↗)
in the first clause and falls (↘) in the second clause.
↗ ↘
a. If you forgive your friends, you’ll feel better about yourself.
b. If you apologize to your parents, they’ll be happy.
c. If people use rude language, I’ll ask them to be more respectful.
Work with a partner. Read situations 1–3. Use the a prompts to form a
5. Speak conditional sentence (If you …, you will/may …) to comment on each situation.
Then, make a suggestion using should or have to and one of the b options.
If you try to solve the conflict, you will see it was just a misunderstanding. You should
forgive each other.
1. Two students are fighting 2. A student is talking on her 3. A student is late

in class. mobile phone and is not paying for class.
attention in class.
a. solve the conflict/see it was a. pay attention in class/learn a. be on time for class/
just a misunderstanding something important set a good example
to your classmates
b. • forgive each other b. • turn the mobile phone off b. • get up earlier
• agree to respect each other • show respect to the teacher • be more punctual
114
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3. Write 5. Speak Extra Activity (15 minutes)

(10 minutes) (15 minutes) Students work in pairs and
think of similar situations to the
▪▪ Students complete the ideas ▪▪ Read the rubric. Make sure ones in exercise 5, involving
with information from the students understand the task. impoliteness, disrespect,
text. ▪▪ Students look at the photos intolerance or indiscipline. Pairs
▪▪ Give them time to complete and read the captions. Elicit write the situation on a piece of
the sentences in their what is happening in each paper. Collect the papers and put
notebooks. Then, check and photo. them in a bag or box. Pairs take a
correct. ▪▪ Focus attention on the piece of paper from the bag/box
example and the prompts in and read the situation. Each pair
Answer Key a and b. Model the example creates a conditional sentence (If
a. … they will reduce cruelty and statement for pronunciation. you …, you will/may …) about the
violence in their daily lives. Students repeat with the situation and makes a suggestion
b. … think how that violent correct intonation. with should or have to.
experience taught you a lesson ▪▪ Give students time in pairs
for life. to create sentences from
c. … cure body and soul. the prompts and think of
d. … you have to forget your suggestions.
feelings of resentment. ▪▪ Listen to some sentences
e. … you will learn that he or she and suggestions and monitor
is not really all bad. them for correct grammar and
f. … you will make people feel intonation.
better.
Answer Key
1. a. If you solve the conflict,
4. Listen you will see it was just a
misunderstanding.
(5 minutes) track 54 b. You should forgive each
▪▪ Read the rubric. Make sure other./You should agree to
students understand that respect each other.
intonation is about how we 2. a. If you pay attention in class,
say the sentences. you may learn something
▪▪ Play the audio. Students listen important.
to the sentences and use the b. You should turn off your
arrows to help them recognize mobile phone./You have
the intonation patterns. Then, to show respect to the
ask them to listen to the audio teacher.
and repeat. 3. a. If you are on time for class,
▪▪ Play the audio again, pausing you will set a good example
after each model sentence. to your classmates.
Students repeat each b. You should get up earlier./
sentence. You have to be more
punctual.
Audio Script
Speaker: If you forgive your
54
friends, you’ll feel better about
T1 1 4
yourself.
If you apologize to your parents,
they’ll be happy.
If people use rude language, I’ll ask
them to be more respectful.
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module 3 // Unit 3
Read the positive characteristics (a–j) in column A. Use a dictionary to
find the correct prefix (dis-, in-, ir-, un-) to change them to a negative
6. Write characteristic in column B. Then find the correct suffixes to complete
the values in column C.
A B C
Positive Negative characteristic Value Study Tip
characteristic (adjective prefix: dis-, in-, (noun, suffixes: -ity,
(adjective) ir-, un-) -ce, -ness, -ship) PREFIXES are added at
a. honest dishonest honesty the beginning of a word
and may be used to give
b. responsible a negative/opposite
c. respectful respect meaning to a word.
d. trustful trust SUFFIXES are added
at the end of a word to
e. fair unfair
form a verb, a noun, an
f. tolerant adjective or an adverb.
g. kind
h. forgiving
i. friendly friendship
j. punctual
In this module you have learned about being a good citizen and how to
solve problems. This week, you want to be a better citizen. Complete the
7. Write resolutions for what you will do in these situations. Write the values that
correspond to each resolution.
Resolution list for this week Values Values

1. If I am not on time for class, I will apologize to punctuality, collaboration
forgiveness
my teacher and ask if I can come in. respect friendship
2. If I accidentally hurt any of my classmates, I … honesty
kindness
3. If people use bad language, I … punctuality
4. If one of my classmates doesn’t understand the respect
lesson, I … responsibility
tolerance
5. If I am rude to my sister or brother, I …
1 15 6. If one of my classmates is hungry, I …
7. If a neighbour complains that I am listening to Study Tip
loud music, I …
A resolution is a firm
8. If a charity needs help, I …
decision to change
your life and be a better
person. When you write
a resolution list, you are
determined to change
in a positive way.
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6. Write Study Tip

(20 minutes) Tell students to read the study
tip about prefixes and suffixes.
▪▪ Make sure students have Also, give some examples from
access to a dictionary, either English and Spanish.
alone or in pairs or small
groups.
7. Write
Introduce the idea of prefixes (20 minutes)
and suffixes. Refer to the
Study Tip and elicit or provide
students understand the task
some examples from Spanish.
and the meaning of resolution.
▪▪ Students work together to
Refer to the Study Tip.
find the correct prefixes to
complete column B, and the
▪▪ Review the list of values in
the box with the students and
correct suffixes to complete
check understanding.
column C.
▪▪ Check answers as a
▪▪ Students read the resolutions
and select the values that
class. Model and practise
correspond to each resolution.
pronunciation of the new
words. ▪▪ Give students time to write
their ideas.
Answer Key ▪▪ Check students’ writing
a. honest and highlight any mistakes
dishonest in grammar, spelling and
honesty punctuation.
b. responsible ▪▪ Students correct their
irresponsible mistakes. You may want
responsibility your students to submit an
c. respectful improved version of this
disrespectful written task after receiving
respect your feedback.
d. trustful
distrustful Study Tip
trust Read and discuss the meaning
e. fair of resolution and relate it to the
unfair example given.
fairness
f. tolerant
intolerant Extra Activity (15 minutes)
tolerance Students interview five
g. kind classmates and ask them about
unkind their resolutions in real life.
kindness The resolutions can be related
h. forgiving to studies, family, food habits,
unforgiving friendships or behaviour in T1 1 5
forgiveness general. Students report back
i. friendly to the class, anonymously if
unfriendly necessary.
friendship
j. punctual
unpunctual
punctuality
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Preparing Your Task » Solving Cultural Misunderstandings

Charlie, from England, is planning to visit his friend Andrés in Colombia. They
1. Read are sharing some cultural information about their countries. Complete the
two emails with the words in the boxes.
Study Tip
a. cultural tip b. will feel c. will teach you d. weddings e. will have
Read the emails with the
help of your dictionary.
Write a list
Hi Charlie, of the new words in
If you’re planning to come to Colombia, you 1 your notebook.
to understand some cultural information. For example, many
Colombians celebrate birthdays, 2 , baptisms
and graduations in a very noisy way. Parents, cousins, friends
and grandparents dance salsa and vallenatos until 4.00 a.m.
Many foreigners think that we party all the time. However, some
Colombians prefer to travel and are quieter.
Another 3 is that if you spell the word Colombia
incorrectly as Columbia, many Colombians 4
offended. Foreigners sometimes confuse the name of our country
with the city of Columbia in the United States. It may be silly, but some
people can get annoyed.
Anyway, when you come to Colombia, I 5 more about
my country.
I look forward to seeing you soon.
Andrés
f. will need g. will see h. misunderstandings i. island j. inhabitants
Hi Andrés,
We British also experience cultural 6 . For example, most people think that all
116 British people are English, but that’s not true. Great Britain is the name of an 7
containing three different countries: England, Scotland and Wales. The United Kingdom (UK)
also includes Northern Ireland. Only people from England are English. The 8 of
these countries can be very different.
Everyone thinks that if you come to England you 9 an umbrella because it rains
every day. Well, it can be warm and sunny a lot of the time. People also think that the British are
cold and a bit serious – some of us are, but some of us like to party as well!
Anyway, I think that if we get to know each other’s culture, we 10 our own
cultures with different eyes.
See you soon at El Dorado airport in Bogotá.
Charlie
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1. Read
(30 minutes)
▪▪ Make sure students
understand the context:
Charlie and Andrés have been
in contact via email and social
media, but this is Charlie’s first
visit to Colombia.
▪▪ Students complete the emails
with the words in the boxes.
Give them time to work
individually and encourage
them to use a dictionary to
check any unknown words.
Answer Key
1. e 2. d 3. a 4. b 5. c
6. h 7. i 8. j 9. f 10. g
Tip (5 minutes)
As students have been asked
to use their dictionary, tell
them to list the new words in
their notebooks, then work in
pairs and compare their lists.
Students test each other
on their lists to review the
meaning of the ‘new’ words.

Bring a world map and teach
students where the United
Kingdom is located. Indicate the
names of the countries it consists
of and encourage students to
practise the pronunciation of the
names.
T1 1 6
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module 3 // Unit 3
Work with a partner. Explain the cultural misunderstandings (a–d) in your
2. Speak own words. Use the information in the emails in exercise 1.
a. People think that in England … c. Foreigners confuse …

b. People think that all British people are … d. Many foreigners think that Colombians …
Find this information in the emails in exercise 1. Decide if statements a–h are
3. Read facts (something that is true) or opinions (something people think is true).
a. Colombians party all the time. e. The city of Columbia is in the United States.
b. Great Britain is an island containing f. All British people are English.
three countries. g. Many foreigners say Columbia, not Colombia.
c. El Dorado airport is in Bogotá. h. British people are cold and serious.
d. It rains all the time in England.
Discuss what other cultural information about Colombia you could give
4. Speak Charlie before he comes to visit. Research some cultural facts about
Colombia. Give your opinion about those facts. Use the ideas in the box.
Fact: The Gold Museum has a collection of Cultural Facts

Quimbaya and Muisca golden pieces. 1. Animals, birds and plants
Opinion: I think it is a fascinating place to visit. 2. Tourist sites in your area
3. An unfair cultural stereotype or
misunderstanding about Colombians
Listen to the conversations about cultural misunderstandings about

55 5. Listen three countries. Number the photos 1 to 3.
a. b. c.
117
Listen again and select the correct option, a or b. Decide if the speakers
55 6. Listen refer to a fact, or express an opinion.
1. Colombia means a. drugs and violence b. poverty and malnutrition

2. Colombia borders with a. Venezuela and Ecuador b. the Atlantic and the
Pacific Oceans
3. represents power and a. The Statue of Liberty b. The United States
dominance
4. represents freedom and a. The United States b. The Statue of Liberty
friendship
5. is a very British tradition a. Drinking coffee b. Drinking tea
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2. Speak 4. Speak Charlie: I’ve learned a lot of things I

didn’t know. I mean, I’ve learned
(15 minutes) (20 minutes) that Colombia borders with
both the Atlantic and the Pacific
▪▪ Explain that this exercise is ▪▪ Read the rubric. Make sure Oceans.
related to the two emails in students understand the task.
exercise 1. ▪▪ Focus attention on the 2
▪▪ Students complete the Cultural Facts box and the Sara: So, what places will you visit if
sentences to explain the example. you go to the United States?
cultural misunderstandings. Miriam: Well, … I want to see the
▪▪ In pairs or small groups,
Statue of Liberty in New York City.
▪▪ Check answers as a class. students research cultural
Sara: Really? You know, some
facts about Colombia using people think that the Statue of
Suggested answers the ideas in the box. Liberty represents the power and
a. People think that in England it ▪▪ Students discuss which dominance of the United States of
rains every day. information about Colombia America.
b. People think that all British they should give Charlie Miriam: Well, actually, that is not
people are English. before he comes to visit, and true. I read in a history book
c. Foreigners confuse the spelling give their opinion about those that the true meaning of the
of the word Colombia with Statue of Liberty is freedom and
facts. This will help them to
friendship between nations. That’s
Columbia. distinguish fact from opinion. the real meaning. In fact, France
d. Many foreigners think that ▪▪ Pairs/groups share their ideas constructed the Statue of Liberty
Colombians party too much. with the class. and gave it to the USA as a present
between two friendly countries in
1886.
Extra Activity (10 minutes) 5. Listen Sara: Really? I didn’t know that.
Encourage students to research (15 minutes) track 55 Well, then, there’s a cultural
some other cultural aspects of the misunderstanding about it. Thank
United Kingdom. They should find ▪▪ Set the context: students you for telling me.
at least two facts in each of these will listen to cultural Miriam: You’re welcome.
categories: main cities, traditions, misunderstandings about
three countries. 3
sport, food, famous writers, Amy: Dad, is it true that British
artists and musicians, education ▪▪ Students look at the pictures
people drink tea all day, or it is just
and economy. and say which countries they a myth?
represent. Dad: Well, drinking tea is a very
▪▪ Play the audio more than once popular British tradition. According
if necessary. to a survey last year, most British
3. Read people drink about three cups of
▪▪ Students compare their
(10 minutes) answers in pairs. tea a day. They consume 60 billion
cups of tea per year.
▪▪ Read the rubric. Make sure Amy: I don’t understand why they
Answer Key
students understand that the don’t drink coffee like people in
a. 3 b. 1 c. 2 Colombia.
purpose of this exercise is to
identify facts and opinions in Dad: Well, a lot of British people do
the emails in exercise 1. drink coffee. Some British people
Audio Script
▪▪ Students read the statements 1
55 prefer coffee to tea. But tea is
part of their culture. Coffee is a
and find the relevant Andrés: So, you’ve been here for drink that identifies Colombia and
information in the emails. two weeks, Charlie. What’s your tea is a drink that identifies Great
Explain that, based on the personal opinion about Colombia? Britain. However, I personally think T1 1 7
context given in the emails, Charlie: Well, many people in the that coffee is better than tea.
they have to decide if the world think that Colombia means Amy: That’s because you are
statements are facts (F) or drugs and violence, but it’s not Colombian, but the British could
true. I think that Colombia means say the opposite. They might say
opinions (O).
friendly people, music, beautiful that tea is better than coffee.
▪▪ Give students time to read landscapes, emeralds … and great Dad: You’re right. We are all
and decide, then compare coffee! influenced by our cultural
answers in pairs. Andrés: And what have you learned traditions.
about Colombia?
Answer Key
a. O c. F e. F g. O
b. F d. O f. F h. O
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Decide if the behaviours belong to a ‘peace-maker’ or a ‘peace-breaker’.

7. Read Make two lists. Explain how you will be a peace-maker.
I will respect cultural differences in my country. I will value different races and tolerate their traditions.
Shout at people Be friendly and helpful Forgive others’ mistakes
Contradict parents and teachers Post negative

Say bad things to classmates
comments on Facebook
Recognize others’ achievements Defend innocent people Be intolerant in arguments
Say ‘thank you’ Be resentful Respect cultural differences
Work with a partner. Some friends from another country are coming to
8. Speak visit your town/city. Make a plan of the activities you will do with them
using the ideas in Things to consider.
What will we do if they want to Things to consider

go sightseeing? a. go sightseeing?
If they want to go sightseeing, b. eat typical food?
we’ll take them to … c. have fun?
d. travel around Colombia?
21st Century Skills

Responding to an idea · Social Skills
That’s a great idea! Do you tolerate and respect
Yes, let’s do that! differences?
I’m not sure about that.
In groups, develop your campaign on how to be a good

9. Teamwork Colombian citizen.
a. Identify four values students should practise to make peace in your school. Look at the
118 values in Lesson 2, exercises 6 and 7. Discuss why they are important in school life.
b. Based on the values you chose, propose four resolutions that the school community
should make to be good Colombian citizens.
10. Teamwork Prepare to interview 20 people from your school or community.
a. Write eight questions to find out what positive things they have done in the
community. Ask questions with Have you ever …?
b. Show the questions to your teacher.
c. Make a plan to conduct the survey, including typing, printing and
photocopying the interviews. Select a date to interview the 20 people.
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6. Listen Extra Activity (15 minutes) 9. Teamwork

(10 minutes) track 55 In pairs or small groups, ask (20 minutes)
students to add three more
▪▪ Play the audio. Students listen behaviours to the list of how to ▪▪ Students work in groups to
again and select the correct be a peace-maker. Give them continue developing their
option, a or b. time to discuss and evaluate campaign on how to be a
▪▪ Students decide if the their ideas, then share their good Colombian citizen.
speakers are referring to a fact suggestions with the class. ▪▪ In their groups, students
or expressing an opinion. discuss the values in lesson
▪▪ Play the audio again to allow 2, exercises 6 and 7, and why
them to check their answers. those values are important in
8. Speak
their school life. Their aim is to
Answer Key (20 minutes) identify four important values
1. a, opinion they should practise to make
▪▪ Read the rubric. Make sure peace in their school.
2. b, fact students understand the task.
3. a, opinion ▪▪ Based on the values they
4. b, fact
▪▪ Focus attention on the choose, students to propose
example and the Useful
5. b, fact four resolutions that the
Expressions. Model the
school community should
example and the Useful
make to be good Colombian
Expressions for pronunciation.
citizens. Remind them
7. Read Students repeat.
that they will present the
(15 minutes) ▪▪ Students read the ideas in resolutions at the end of the
Things to consider. In pairs, campaign.
▪▪ Read the rubric. Make sure students make a plan of the
students understand the task. activities they will do with
▪▪ Elicit the definition and their visitors. Remind them 10. Teamwork
characteristics of a peace- to follow the example to (20 minutes)
maker and a peace-breaker. discuss ideas, and the Useful
▪▪ Students read the behaviours Expressions to respond. ▪▪ Explain that students are
and put them in the correct ▪▪ Encourage them to share their going to interview 20
list. Then, check answers as a plans with other students. people from their school or
class. community.
▪▪ Focus attention on the 21st Century Skills ▪▪ In their groups, students:
example. Model the example Social Skills – prepare and agree on a list
for pronunciation. Students Focus attention on the of eight questions.
repeat. information. Emphasize that, – plan the interview process.
▪▪ In pairs, students explain how when students take part in – allocate tasks to different
they will be peace-makers, group activities, they need group members.
following the example. to be tolerant and respect ▪▪ Give feedback on the
different points of view. These questions and make
Answer Key are behaviours associated with suggestions for improvement.
Peace-maker: recognizes others’ peace-makers. ▪▪ Provide support with all the
achievements, says ‘thank you’, steps involved in typing,
is friendly and helpful, defends printing and photocopying the
innocent people, forgives others’ interviews.
mistakes, respects cultural T1 1 8
differences.
Peace-breaker: shouts at people,
says bad things to classmates,
contradicts parents and teachers,
is resentful, posts negative
comments on Facebook, is
intolerant in arguments.
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module 3 // Unit 3
56
Chant
Help support people in need.
Practice forgiveness and honesty.
Never argue that’s the key.
Sing the values song with me.
Try to be generous, kind and polite.

Trust in people that you like.
Be humorous and rational,
And everyone will think you’re cool.
Live your life with no regrets,

Be honest, forgive and show respect.
Caring and kindness go a long way,
So let’s start helping people today.
Help support people in need …
If you´ve told terrible lies,

Then do what´s right and apologize!
Don’t insult and never shout,
There are better things to think about.
If someone discriminates against you

Try to forgive: it´s a good thing to do.
Don´t be aggressive, angry or sad.
Life isn´t kind to those who are bad.
1 19
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Chant:
Lesson 4 ▪▪ is aggressive
Listen ▪▪ is angry
Speak (10 minutes) ▪▪ is sad
(5 minutes) Once you are confident that
Before playing the audio for the students have understood
as much vocabulary as 1 Speak
the chant, ask your students
what they think the chant is possible from the chant, play (10 minutes) track 56
about. Ask them to tell you the audio through a couple of
times. To start with, tell Activity 1 requires students to
which words they can read
students to focus on the review the chant and extract
that helps them to understand
rhythm and pronunciation of the different forms of advice
the theme of the chant. If
the chant. Once they have they find there. They need to
there are any items of
heard the chant a couple of understand all the items of
vocabulary that students don’t
times, encourage them to sing vocabulary in the wordpool,
understand, see if anyone in
along with it, and replay it so before you set pairs up
the class can explain it either
several times so that they start to complete this activity, it
in English, or in their own
to feel confident with the is worth asking the class to
language.
melody and the rhythm. identify any words in the
To make the preparation vocabulary list that they are
There is a lot of vocabulary
work fun, and to illustrate the still unfamiliar with. Students
in this activity, and concepts
different values, get students should make a note of words
which are not easy to explain
to give examples of famous that they are still unfamiliar
through actions. If students
people who they think with.
find it hard to explain the
concept in English, ask them embody certain values, or Allow students to work in pairs
to offer the opposite word (in who are famous for them. Try and to formulate their own
English if they can) as an and get students to think of a sentences. Encourage student
alternative way of illustrating different person for each one. to be creative with their
the meaning for their Use this list as a starting point. answers. Bring the group back
classmates. Someone who: together to compare answers
at the end of the activity.
▪▪ supports and helps
Before playing the recording, people in need
ask students to identify all ▪▪ is forgiving 2. Read
the items of vocabulary in the ▪▪ is honest T1 1 9
(10 minutes)
chant that give advice on how ▪▪ argues a lot
we should and shouldn’t ▪▪ trusts other people Activity 2 is challenging,
behave. This is important ▪▪ is caring and kind because there are items of
foundation work for the ▪▪ tells lies vocabulary in the wordpool
following activities and to ▪▪ apologises that do not appear in the
ensure students’ good ▪▪ insults other people chant itself – although they
comprehension of the ▪▪ shouts a lot should be familiar to your class
material. ▪▪ discriminates against from previous English lessons.
other people Before you set pairs up to
P226_249_TG8M3U3_OK.indd 21 10/12/16 11:23 p.m.

nerous.
You should be ge You shouldn’t tell
lies.
1. Speak Work with a partner. What should and shouldn’t you do?
be generous tell lies shout be humorous be honest insult discriminate against anyone
be rational be aggressive forgive show respect have regrets be sad argue be polite
be angry be kind trust people
2. Read Read verses 2 and 3 again. Complete the verse below with antonyms from
the box so that it has a similar meaning.
mean dishonest irrational hold a grudge humourless

unkindness cruelty full of regrets rude unkind nobody
Don’t be mean , and .

Trust in people that you like.
Don’t be or ,
Or will think you’re cool.
Don’t live your life .
Don’t be or , just show respect.
and just make us sad.
So let’s agree not to be bad!
You overhear someone being mean to your friend. Write constructive

3. Write advice to your friend and the bully, using the phrases in the box and
120 words from the chant.
1 Write a letter to the bully.

2 Write a letter to your friend. You should/shouldn’t …
You must/mustn’t …
Try to …
Don’t …
Never …
Always …
P226_249_TG8M3U3_OK.indd 22 10/12/16 11:23 p.m.

complete this actvitiy, spend

a couple of minutes with the 3. Writing
whole class together and ask (15 minutes)
students to identify items of
In activity 3, students are
vocabulary that they’re
expected to empathise and
unfamiliar with so that the
offer constructive advice to
answers are shared among
both sides of a conversation.
the class. Before providing
Steer students away from
an answer, or before inviting
being aggressive towards the
other students to provide the
bully and encourage them to
meaning of the words,
visualise the impact on their
encourage students to guess
friend who is the recipient of
the meaning. Students are
the encounter.
often surprised how much
they can guess, and
Additional marks should be
confidence is their biggest
given to students for being
barrier to success.
empathetic towards both
parties, and embodying the
Having run through each item
values contained within the
of challenging vocabulary, then
text, as well as for using
allow pairs approximately five
vocabulary not included in
minutes to complete this
the chant and more advanced
activity together, before
grammatical structures.
bringing the class back
together and running through
the answers as a group. Extra Activity (5 minutes)
Instruct students who finish they have learnt since the start
this exercise quickly to of the lesson. Get them to write
down any new vocabulary in their
continue working through the notebooks.
rest of the chant, substituting
the opposite words
wherever possible to provide a
new version of the chant. This
is great for practising
negatives, and is excellent
preparation for activity 3.
T1 20
P226_249_TG8M3U3_OK.indd 23 10/12/16 11:23 p.m.

Check Your Progress
Read the information about a charity
I can express cond
organization. Complete the sentences with itions and
1. Read if … will … to justify why it is important to help
justify points of vie
w.
this organization. Use the verbs in brackets.
Very well
The Children of the Andes Foundation is a Colombian organization
that has helped abandoned street children for more than 40 years. Quite well
We provide children with food, medicine, education and sports
and cultural activities to improve their lives. Help us with your
With difficulty
donation. If you sponsor a child, you will help him / her to be a
better Colombian citizen.
Their rights are our duty. Contact us now.
a. I think that (provide) children with food, they

(not/be) hungry.
I can understand
b. In my opinion, (not/help) these children with and express
facts and opinion
medicine, they (be) ill. s.
c. I believe that (sponsor) a child, he/she (go)
to school. Very well
d. In my opinion, (not/donate) money to the
Children of the Andes Foundation, they (not/have) Quite well
any cultural and sports activities.
Listen to the conversations. Write (F) if With difficulty

57 2. Listen the speakers refer to a fact and (O) if they
refer to an opinion.
Situation Fact or opinion?

Conversation 1 About the United Kingdom
About a bad experience
Conversation 2
yesterday
Conversation 3 About a trip to New York
Conversation 4 About Colombia
Conversation 5 About a poster of Colombia
121
Imagine a friend from another country is I can express
coming to visit your town/city. Make a future plans.
3. Write plan of the activities you will do with him/
her. Write complete sentences. Very well
Plans Quite well

Sightseeing a.
Food b. With difficulty
Entertainment c.
Shopping d.
Show how you are a peace-maker e.
P226_249_TG8M3U3_OK.indd 24 10/12/16 11:23 p.m.

1. Read Conversation 2
A: I had a really bad experience
(15 minutes) yesterday.
B: Tell me about it. Maybe I can help
▪▪ Students read the information you.
and complete the sentences. A: Jenny lent me her guitar for the
school concert, and I accidentally
Answer Key broke it. I don’t have any money to
a. I think that if I provide the repair it.
children with food, they won’t B: You broke her guitar? That’s
be hungry. terrible!
b. In my opinion, if I don’t help
Conversation 3
these children with medicine,
A: How was your trip to New York?
they will be ill.
B: Fantastic! New York is a wonderful
c. I believe that if I sponsor a city, and the Statue of Liberty is
child, he/she will go to school. amazing.
d. In my opinion, if I don’t donate A: Tell me more about New York. I’d
money to the Children of the like to go there someday.
Andes Foundation, they won’t
have any cultural and sports Conversation 4
activities. A: I’m doing my homework. I
need to investigate cultural
misunderstanding about
Colombian people around the
2. Listen world.
B: Well, there are a lot. One of them
(15 minutes) track 57 is that Colombia only means drugs
▪▪ Play the audio. Students mark production.
A: Is that really true?
the situations F or O.
B: Well, that has been a problem,
▪▪ Play the audio again if but Colombia has many positive
necessary, so that students things, too. It’s a general idea that
can check their answers. foreign people have about our
country.
Answer Key
1. Fact Conversation 5
2. Fact A: Adriana, I need to do a poster to
3. Opinion promote some good aspects of
Colombia. Can you help me? What
4. Opinion
information would you give the
5. Fact world about Colombia?
B: I would say that Colombia produces
emeralds, flowers and coffee. It is
Audio Script
Conversation 1
57 a country that borders the Atlantic
and the Pacific Oceans. And it has
Teacher: OK, I’m going to check your beautiful forests.
homework now. So, Julio, what A: That’s perfect. Thank you. I’ll do
information did you find about the poster right now.
Great Britain?
Student: I found out that Great
Britain is an island containing
T1 21
three countries: England, Scotland 3. Write
and Wales. The United Kingdom
is made of Great Britain and (15 minutes)
Northern Ireland.
▪▪ Students read the information
Teacher: That’s good. Now, just repeat
in the chart and write five
the names of the countries that
make up Great Britain so that sentences using the ideas.
everybody in class learns that
information.
Student: OK, so the United Kingdom
contains four countries: England,
Scotland, Wales and Northern
Ireland.
P226_249_TG8M3U3_OK.indd 25 10/12/16 11:23 p.m.

Module // 3 Review
START
20 points 25 points
FINISH 10 points
Question 1 Question 2 Question 3
20 points
Question 24
Review Race
10 points
Question 23 Play in pairs or teams of up to 4 players. Take turns to roll the die
and move your counter the corresponding number of squares.
When you arrive at a square, answer the question or do what it sa
ys
there. If you answer correctly, stay on the square. If you answer
15 points incorrectly, return to the previous square. The first team to get to
the FINISH is the winner.
Question 22
1. Read your neighbour’s complaint and apologize. “Excuse me,
your dog left mess over there where we are playing football and you
20 points didn’t pick it up.”
2. If you see a little boy on the streets suffering from
Question 21 malnutrition, what should you do?
3. Select the correct word in bold.
She has forgiven / invited / given her friend to the cinema.
4. Name two negative qualities of a bad citizen.
10 points
5. Complete with the correct form of the verb in parentheses.
Question 20 They have _________ (donate) blood.
6. Use must and mustn’t to talk about 2 obligations (or lack of
obligation) at home.
7. Complete the following question. “Have you ever…?”
10 points 8. Complete the sentence with should.
Question 19 If you want people to trust you, …
12 2 9. What are two important values for building peace?
10. You accidently closed the door in a neighbour’s face. Use
positive language and apologize.
Go back
3 squares
15 points
15 points Go back
3 squares Question 16
20 points Answer questions
Question 18 17 & 18

Module // 3 Review
module 3 // Review
25 points 10 points Miss a turn

10 points
Answer questions Question 6
Question 4
5&6
20 points
Question 7
11. Agree with or disagree with the following sentence. Give 15 points
your reasons why. “To be a good neighbour, you should invite your
neighbours for dinner.”
Question 8
12. If someone hurts your feelings, how should you act?
13. Answer the question. Have you ever defended someone from
bullies?”
14. Name two things you must do at school. 10 points
15. Agree with or disagree with the following sentence. Give your Question 9
reasons why. “To be a good citizen, you must respect and be tolerant
towards others.”
16. Offer some advice for the following problem. “I failed my exam.
What should I do?”
17. Complete the sentence with will. If I am a responsible person, … 20 points
18. Read your neighbour’s complaint and apologize. “Excuse me, but Question 10
it’s late and the music at your party is too loud. I can’t sleep!”
19. Name two positive qualities of a good citizen.
20. Select the correct word in bold. He has defended / visited /
helped an old lady cross the road.
20 points
21. You broke your classmate’s guitar. Use positive language and
apologize Question 11
22. Offer some advice for the following problem. “They always bully
me. What should I do?”
23. Name two things you mustn’t do at school. 123
24. Make a polite request to your maths teacher asking for some 15 points
extra help.
Question 12
20 points 10 points 15 points

Question 15 Question 14 Go back
Question 13
4 squares

Review Race
Pairs or small groups of up to four students

play the game. They must take it in turns
to roll the die and move their counter the
corresponding number of squares. When they
arrive at a square, players have to answer
the question or do what it says there. If they
answer correctly, they stay on the square. If
they answer incorrectly, they return to the
previous square. The first team to get to the
FINISH is the winner. Since most answers will
vary, circulate and monitor the activity.
T1 2 2

Module // 3 Review
Review
3-in-a-row
RaceAnswe
Answersrs
Page 82-83
1. Answers may vary, but an example 15. Answers may vary.
is: ‘I’m really sorry. I didn’t see my
dog making a mess. I’ll clear it up 16. Answers may vary, but may
immediately.’ include: ‘You should study more.’
‘You should ask your teachers for
2. Answers may vary. help.’
3. invited 17. Answers may vary.
4. Answers may vary, but may include 18. Answers may vary, but an
abuse, aggressive, bad-tempered, call example is: ‘I apologize for being
names, intolerant, etc. insensitive. I didn’t know it was so
late.’
5. donated
19. Answers may vary, but may
6. Answers may vary. include: generous, self-controlled,
tolerant,
7. Answers may vary.
understanding, etc.
8. Answers may vary, but an example
is: ‘… you should show them respect 20. helped
and kindness.’
21. Answers may vary, but an
9. Answers may vary, but may include example is: ‘I’m sorry. I didn’t mean to
forgiveness, honesty, tolerance, etc. break your guitar. I will help you buy
a new one.’
10. Answers may vary, but an
example is: ‘I’m so sorry. I didn’t 22. Answers may vary.
mean to close the door in your face. I
didn’t see you there.’ 23. Answers may vary.
11. Answers may vary. 24. Answers may vary, but an

example is: ‘I didn’t understand this
12. Answers may vary. lesson. Could you give me some help
after school, please?’

T1 23

Module // 3 Project
Project
A poster campaign to make people aware of what makes a
good neighbour and a good Colombian citizen.
1. I n groups, collect the information and materials you created in this module. Use the checklist

Solving Problems with Have You Been a Model Making Peace through Words
Others Citizen? and Actions
Lesson 1, exercise 10 Lesson 1, exercise 8 Lesson 2, exercise 8
Advice on how to A few sentences Resolutions for being a
be emotionally explaining how you better citizen
intelligent have been a good citizen Lesson 3, exercise 8
Lesson 3, exercise 8 Lesson 3, exercise 6 Behaviours to create peace
A poster to promote Profile of your best in your school
the good citizen neighbour Lesson 3, exercise 11
campaign, including Lesson 3, exercise 9 Results of the school survey
a slogan and advice.
Analysis of the results of the on helping your community
good citizen survey
2. You have completed some of the planning activities (✔). As a group, decide how you will
complete the others and who will do which activities.
3. Tick (✔) activities as soon as you complete them.
Planning the campaign Planning the launch Managing the launch

1. Design a poster on how 1. Select a date for the launch of 1. Prepare an agenda of the
to be a good Colombian the campaign. activities for the launch.
citizen. ✔
2. Design an eight- 2. Decide the time and book a 2. Prepare to present your
12 4
question survey. ✔ room for the launch. poster to the school
community.
3. Analyse the results of 3. Book any equipment you 3. Explain the reasons for the
the survey. ✔ need (e.g. TV, digital projector, questions in your survey.
computer).
4. Make a chart, similar to 4. Decide how to invite the 4. Present the results
the one in Unit 2, Lesson school community to the of the survey and the
2, exercise 4, to show the launch. commitment of the school
results. to be better citizens.
P254-257_TG8_way_to_go_ProjectModule3_OK.indd 22 10/12/16 11:28 p.m.

Module 3 Project
1. Explain to students that they are 2. It is important to use this checklist 3. Students look at the chart and
going to create a poster campaign to enable teachers and students to discuss which activities have been
on how to be a good neighbour and clearly see where they’re going, how completed and which they still have to
a model Colombian citizen. Jog their much progress they have made, and carry out. Remind them of how they
memories with some of the ideas they how much is missing. Tell students the organized themselves into committee
discussed earlier in the module. mind maps, outlines and posters will in Module 2, and encourage them to
Tell students they will be carrying out help them decorate the classroom or do the same here, allocating different
research and presenting the results to noticeboards and will help them in people to the different committees.
the school or to another class. their oral presentations of the topics
Remind students that they’ve been
working on the project throughout
the module. Direct them to the Unit
overview pages so they can see the
Module tasks and elements which will
contribute to the project. Remind them
of the different activities they carried
out earlier in the module.
T1 24

module 3 // Project
4. Look at the two options for launching your campaign. Discuss the advantages and
disadvantages of each option: in a lecture room/auditorium or in another classroom.. Can you
think of other ideas?
Option 1: Have the launch in a lecture room Option 2: Visit another classroom and have
or auditorium the launch there
1. Welcome the audience and explain the 1. Follow steps 1, 2 and 3 of Option 1.
purpose of your campaign. 2. Ask the audience to create their own
2. Show your poster to the school community. posters, in groups, on how to be a good
Read it and explain it. citizen. Provide them with paper and
3. Present the results of the survey and the coloured pens to complete their poster in
commitment of the school to be better 30 minutes.
citizens. 3. Select the best poster and give the winners
4. Invite the audience to write their personal a prize.
resolutions. 4. Show all the posters on the wall of the
5. Show all the resolutions in a part of the classroom.
school where everyone can see them.
We have won the poster

This is my competition! We must be good neighbours
resolution. and help each other.
A neighbour from
heaven is someone who
serves their community.
12 5
My resolution You should …
If somebody says bad things If you …
about me, I will …

Module 3 Project
4. Go over the two options for the

presentation of the project. Elicit
and discuss the advantages and
disadvantages of each. Then invite
students to discuss any disadvantages
they might encounter. Explain to
students that Option 1 might be more
appropriate for a large school with
many students, which Option 2 could
be more suitable if they don’t have a
projector and computer. Time, space
and tech tools available should be
work.
Have students reflect on the
importance of obtaining the
corresponding feedback after the
event. Explain that the audience should
provide feedback on the research and
activity as a whole.
Make sure students devise a form to
ask for feedback. They might want
to use recycled paper to make copies
of the feedback form and hand it out
before the audience leaves.
Encourage students reflect on the
results of the launch. They should
congratulate themselves on things that
went well and discuss how to improve
things that did not work.
T1 25

Evaluation
Vocabulary
Read the text. Choose the correct word for each space.
‘Help the Homeless’ is a charity that provides (0)_____________ and assistance to the
support
thousands of homeless people living on the streets of Bogotá. We firmly believe that all
(1)_____________ of Colombia, without (2)_____________, deserve the dignity that comes with
having our basic human rights guaranteed. The (3)_____________ and indifference of our
society towards our homeless neighbours has created a social crisis and needs urgent
attention. No more (4)_____________ at the hands of aggressive police officers or bad-
tempered citizens. Come and join our (5)_____________ by participating in our demonstration
this Saturday in the National Park.
Donations in the form of food, clothes, toys or money are more than welcome!
0. A. discipline B. support C. honesty

1. A. neighbours B. slaves C. citizens
2. A. discrimination B. rights C. wellbeing
3. A. respectfulness B. punctuality C. intolerance
4. A. abuse B. kindness C. apologies
5. A. indigenous B. campaign C. resentment
Grammar
Complete the conversation with the phrases in the box.
have donated should be really fit have run must be at least

have volunteered you will help
Pablo: Hi Tina! Do you consider yourself to be a good citizen?

Tina: Hmm, I think so. I (0)__________________________ my old toys to a children’s
have donated
foundation and I (6)__________________________ with the Red Cross.
Pablo: Really? I have always wanted to work with the Red Cross.
126 Tina: Well, if you volunteer with the Red Cross,
(7)__________________________ lots of people in need.
Pablo: What advice can you give me for becoming a volunteer?
Tina: Well, you (8)__________________________, because we do a lot of
walking.
Pablo: That’s no problem. I (9)__________________________ every day for
the last year.
Tina: Oh, and you (10)__________________________ 14 years old to
volunteer for the youth programme.
Pablo: Great. Thanks a lot, Tina.

Evaluation Answers
Page 126
Vocabulary Grammar
1. C 6. have volunteered
2. A 7. you will help
3. C 8. should be really fit
4. A 9. have run
5. B 10. must be at least
T1 26

Reading
Read the following passage. Choose True, False or Not enough information according to the text.
Write your answers in the box.
Afro-Colombian is a term that applies to Colombian citizens that are direct descendants of Africans.
Back in the early 16th century, Africans from countries like the Republic of Congo, Angola, Ghana
and Mali were brought to Colombia to work as slaves in the gold mines, sugar cane plantations and
cattle ranches. When they arrived, many Afro-Colombian slaves began to fight for their freedom.
They formed towns, called Palenques, where black slaves who escaped their oppressors
could live in freedom. In fact, Afro-Colombians played a very important role in the fight for
independence from Spain, with more than half of Simón Bolívar’s army being of African descent.
Finally, in 1851, slavery was formally abolished in Colombia but, unfortunately, life didn’t
immediately improve for the Afro-Colombians. Many were forced to live in the jungle regions of
the country to protect their cultural traditions, because the Colombian government wanted them
to be more like Europeans. Today the situation has improved. However, Afro-Colombians continue
to be displaced by armed groups that want to take their land for farming and mining purposes.
Not enough
True False
information
0. fricans were brought to Colombia at the end of the 16th
A
✔
century.
11. Afro-Colombians didn’t fight for freedom for many years
after arriving in Colombia.
12. There were towns where black people could enjoy their
freedom.
13. Afro-Colombians held high positions in Simón Bolívar’s army.
14. After slavery was abolished, Afro-Colombians began to lose
their cultural traditions.
15. Today, Afro-Colombians have taken land from armed groups.
Writing
Your best friend has had problems with bullies at his new school. Complete the sentences in the
email to give him some advice about how to deal with the problem.
Include: a. your friend’s name, b. what will happen if your friend doesn’t stop the bullies,
c. two suggestions to stop the bullies, d. your name.
127 Hello (16) a.__________________________!

Thank you for your email. I have some ideas about how you can stop the bullies from annoying
you. It is important to stop them immediately! If you don’t stop them now, (17) b._______________
_________________________________________________________________________________________.
First, I think you should (18) c1._______________________________________________________________________
__________________________________________________________________________________________________________.
If this doesn’t work, then you could (19) c2.__________________________________________________________
__________________________________________________________________________________________________________.
I hope this advice helps you. Have a great day!
(20) d.__________________________.

Evaluation Answers
Page 127
Reading Writing
11. False 16. Answers may vary.
12. True 17. Answers may vary.
13. No Information 18. Answers may vary.
14. True 19. Answers may vary.
15. False 20. Answers may vary.
T1 27

Mod ule 4
Globalization
Wise Consumption

Sensible Controlling Extreme
Shopping Expenses Consumers
Language Functions Language Functions Language Functions
• Describe present and past • Describe present and past • Talk about possibilities
128 experiences experiences • Express conditions
• Express opinions (about • Justify points of view • Talk about the future
shopping practices) • Propose or present a • Ask and answer questions
• Justify points of view (about solution on sports, technology and
shopping practices) fashion
Text Types:
Text Types: Text Types:
• email
• web page • advertisement • email
• news article • report • advertisements
• blog • survey • questionnaire
• questionnaire • descriptive paragraph • article
• magazine article • letter
• narrative text • posts to a forum
• descriptive paragraph • survey
• descriptive paragraphs
• narrative text
P262_285_TG8M4U1_OK.indd 150 10/12/16 11:37 p.m.

• Remind students that this • Show students the Unit 1

10 book is divided into four 20 pictures spread out over the Let’s See the World!
minutes minutes
modules. This is the final two pages of the module
module and it addresses presentation and ask them
globalization. what they see. Discuss briefly
unit.
which country or culture each
• Ask students if they know what
photo relates to. • Discuss the meaning of new
the word globalization means. If
vocabulary like weather, seasons,
they don’t, explain that it means • Remind students that language
tourist guide, blog, etc.
operations on an international functions help us to communicate
scale. more effectively. Most of what
we say is for a specific purpose. Unit 2
• Read the title International Cultures
Whether we apologize, ask for Travelling around Colombia
and ask students to suggest words
permission or simply express a wish,
that define what the word culture • Discuss the language functions
we use language functions to help
means: e.g. language, religion, listed in this unit and elicit
convey these messages.
cuisine, social habits, customs, definitions of new vocabulary such
music and art. • Go over the specific language as lifestyle, festival, celebration,
functions and text types of the personal opinion, etc.
• Elicit from students aspects of their
three units.
own culture, e.g. language – Spanish,
religion – Catholic, cuisine – Bandeja
Unit 3
Paisa, etc.
Wonderful Cultures
• Ask students what they know about
• Read the language functions
other cultures from around the
and text types and clarify words
world. Be specific, if necessary, and
students do not understand, e.g.
ask them about American culture,
points of view, dishes, tweet, etc.
British culture, Chinese culture, etc.
• When explaining new vocabulary,
• Point out to students that even
do not translate words directly into
though other countries’ cultures
L1. Use examples in English, along
may be different from theirs, it is
with body language or drawings on
important to always respect other
the board, etc.
cultures.
T1 28
P262_285_TG8M4U1_OK.indd 151 10/12/16 11:37 p.m.

• Which of these are items that

you can buy?
• Which items do you have and
which would you like to buy?
• Which pictures show
experiences?
• Which experiences have you
tried?
• Are there any experiences you
would like to try?
• Is it better to spend your money
on items or experiences? Why?
Project: A Documentary Film about Teenagers’ Shopping Needs and Habits

1. Quiz: “Are you a 3. Interview teenagers and 5. Chart based on survey results
129 shopping addict?” report on their monthly and video report (Lesson 3,
(Lesson 2, exercise 6) expenses (Lesson 2, exercises 8–9)
2. Questionnaire about exercise 5)
students’ shopping 4. Survey and recorded
habits (Lesson 3, interview on adolescents’
exercise 7) needs and spending habits
(Lesson 3, exercises 9–10)
Chant
Be careful with your money
P262_285_TG8M4U1_OK.indd 152 10/12/16 11:37 p.m.

Explore Your Knowledge Final Task

20 10
minutes • Look again at the pictures minutes • Tell students that in
spread across the two module 4 they will be
pages. As a group, read the writing a video script about
questions together and encourage a different country or culture and
students to answer them. The idea presenting it either in written form
is that most of the students will or video form. Explain that they
have visited some of the places or will need to take into account
eaten some of the foods shown various factors, including physical
in the pictures. Ask them to talk characteristics of the places, like
a little more about each photo location, size and population;
and give extra information such places of interest for tourists;
as what the dishes are made of or weather; cultural identity; festivals,
where the place is located, etc. You etc. If students are going to present
might need to help students with their script in video format, they
vocabulary in order for them to be need to make arrangements for the
able to talk more about each photo. video camera, etc.
• Use the third and fourth questions • Go through the chart with students,
as an opportunity to review the asking questions to encourage
names of different food like rice, them to identify the pieces of
beans, chicken, potatoes, etc. information about various towns,
cities, celebrations and festivals
• Encourage students to make a
which they can adapt to help them
list on the board of other typical
write scripts about a country or
foods or dishes from their region.
culture of their choice.
Also encourage them to make a
list detailing other famous places • Finally, read the title of this
in their region. The idea is to module’s chant, It’s Carnival Time,
personalize the information being and ask students what they
learned. understand and how they can relate
the content of the units to the title
• For question number 5, ask
of the chant
students to think about other
festivals that they know of. They
can be Colombian festivals or
international festivals.
• Remind students that they need
to perform a final task for each
mini-tasks.. T1 29
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Unit »1
Objectives:
» I can describe present and past
experiences.
» I can justify points of view about shopping
Sensible Shopping practices.

» I can express opinions about shopping
practices.
In Context » Shopping for Useful Items

Best Gifts for Teens is a webpage suggesting presents for teenagers.
58 1. Listen Listen and match the photos (a–f) with the radio advertisements for
the products (1–6).
a. b. c.
d. e. f. f
58 2. Listen Listen again and match the photos (a–f) with the prices (1–6).
1. £69.99 2. £120 3. £45.50 4. £150 5. £23 6. £95
Complete the sentences with words

3. Write from the Word Bank.
a. The hoodie will be really on cold nights; it will

keep your head nice and warm. Word Bank
130
b. The sunglasses are really ; they make you look like cool
a film star. cosy
c. It is great taking photos of you and your friends comfortable
with a selfie stick. practical
d. This telescope is completely ; no one else will unique
have one. fun
e. Our bean bag chair is very ; you can sit in it for
hours.
f. This is the most tent you can buy. It is very big but
it goes into a small, light bag.
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Unit 1 Sensible Shopping

Unit Objectives
Identify relevant information on consumption needs and practices in medium-length
Basic Standards of Competences spoken and written narrative texts.
Write a short, self-reflective text about consumption practices.
Positive adverbs; Negative adverbs; Positive adjectives; Gift items; Justifying a point
Vocabulary
of view; Giving a contrasting opinion
Present perfect; Present perfect with yet and already; Present perfect with since
Grammar
and for

58 2. Listen
1. Have you thought about
(20 minutes) track 58 what to buy for your son’s (10 minutes) track 58
birthday? If you haven’t bought
▪▪ Set the context. Students ▪▪ Model the prices for
anything yet, this thick and durable
read the title of the unit and pronunciation. Students
hoodie will be perfect. Your
the lesson. Check students teenager will love it so much that repeat. Make sure they notice
understand sensible, useful and he will never take it off. It is only the symbol for pounds: £.
items. Explain that sensible is a £45.50. ▪▪ Play the audio. Students listen
false friend and translates in 2. Has your daughter asked you for and match the prices with
Spanish as sensato. Sensible in a selfie stick? It will help her take the photos, then check their
Spanish translates as sensitive great photos for Facebook and answers in pairs.
in English. Instagram. Get it for just £23.
3. Haven’t you bought your teenage
▪▪ Focus attention on the title of
son a birthday present yet? He will necessary.
the webpage and the photos. love these sunglasses. They will be ▪▪ Check answers as a class.
Elicit the meaning of the title perfect for sunny summer days.
and the names of the items. They only cost £95. Answer Key
Students describe the items in 4. If you haven’t gone camping yet, a. 4 c. 1 e. 5
their own words. you should try it. Your whole b. 6 d. 3 f. 2
▪▪ Read the instructions. Have family will love this wonderful
them read the options they tent. It makes a fantastic birthday
present. It can resist extreme
have to match before the
listening.
weather conditions in the forest 3. Write
and in the mountains. It is £120.
▪▪ Play the audio. Students listen 5. Do you want to give your (10 minutes)
and match the photos with child a really special gift, but ▪▪ Focus attention on the
the advertisements, then haven’t found it yet? You can stop
Word Bank. Check students
check their answers in pairs. looking now. This telescope is
powerful enough to see the moons
understand the words.
▪▪ Give students time to read
of Jupiter. Only £150.
necessary.
6. Your teenager can relax, sleep, and complete the sentences.
▪▪ Check answers as a class. study and watch TV in this ▪▪ Check answers as a class.
amazing chair. We have designed T1 30
Answer Key it for their comfort and safety and Answer Key
a. 5 c. 6 e. 2 they will feel like they are sitting
a. cosy d. unique
b. 3 d. 1 f. 4 on a cloud. Just £69.99.
b. cool e. comfortable
c. fun f. practical
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module 4 // Unit 1
Alicia and Elena are looking at Best Gifts for Teens to buy a present for Alicia’s
4. Write boyfriend. Complete the sentences with words and prices from exercises 1–3.
A: Elena, help me, I need to buy a present for Ricardo’s birthday.

E: Haven’t you bought him anything yet? He will look cool in this a. .
A: He already has one of those and I always buy him clothes.
E: What about this b. ? Ricardo is studying astronomy, so it will be really c. .
A: No way! It costs d.
. That’s expensive.
E: I know! What about a e. ? They are f. because you can take pictures
together and it only costs g. .
A: Perfect! Thanks, Elena.
Practise the dialogue. Use your own ideas with products from
5. Speak Best Gifts for Teens and words from exercises 1–3.
Read the text messages between two parents buying Christmas presents
6. Read for their eight children. Complete the gaps with already or yet.
I’ve a. bought a football for Jaime. I’ve bought him a skateboard, but I haven’t
Have you decided what to buy him b. ? bought a pair of skates for Carolina c. .
What about the other children?
Look at the shopping list and discuss with a partner what Dad has already
7. Speak bought ( ✔ ) and what he hasn’t bought yet ( ✘ ).
Shopping list
A hoodie for Jane ✓ A football for Andrés ✓
A selfie stick for Laura ✗ A cap for Felipe ✗
A skateboard for Alejandra ✓ Sunglasses for David ✗
Dad has already He hasn’t bought

bought a present for sunglasses for his son 21st Century Skills
131 his daughter Jane. · Analyzing
David yet.
It’s a hoodie.
Look carefully at all the products.
Decide what is best for you.
a. Think about what you really need
now.
b. Decide if you will use it every day
or occasionally.
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4. Write 6. Read 7. Speak

▪▪ Read the rubrics. Give ▪▪ Students read and complete ▪▪ Read the rubric. Make sure
students time to read and the texts. students understand the task.
complete the dialogue. ▪▪ Check answers as a class. ▪▪ Focus attention on the
▪▪ Check answers as a class. examples and model for
Answer Key pronunciation. Students
Answer Key a. already repeat.
a. hoodie b. yet ▪▪ In pairs, students read the
b. telescope c. yet shopping list and make similar
c. practical/useful sentences, following the
d. £150 examples.
e. selfie stick Grammar Box: the Present ▪▪ Check answers as a class.
f. fun/practical perfect with already and yet
g. £23 Remind students that the Present Suggested answers
perfect tense is used to express 1. Dad has already bought a
actions, events or situations that present for his daughter Jane.
5. Speak started in the past and continue It’s a hoodie.
to be relevant in the present (see: 2. He hasn’t bought a selfie stick
(15 minutes) Module 3, Unit 2, Lesson 1). for Laura yet.
▪▪ Read the rubric. Make sure Focus attention on already 3. He has already bought a
students understand the task. and yet in exercise 6. Explain present for his daughter
▪▪ Model the dialogue in that already is used in positive Alejandra. It’s a skateboard.
exercise 4 for pronunciation. sentences, and yet is usually 4. He has already bought a
Students repeat, then read the used in negative statements and present for his son Andrés. It’s
dialogue aloud in pairs. questions. Write on the board: a football.
5. He hasn’t bought a cap for his
▪▪ Give students time to practise
I’ve already bought a football son Felipe yet.
their dialogue without reading.
for Jaime. (positive) 6. He hasn’t bought sunglasses
▪▪ Select a few pairs to act out
for his son David yet.
their dialogue for the class. Have you decided what to buy
him yet? (question)
Extra Activity (10 minutes) 21st Century Skills
Focus attention on the items on Yes, I’ve already bought him a Analyzing
the webpage Best Gifts for Teens. skateboard. (positive)
Students read the 21st Century
Students decide which item No, I haven´t bought him a Skills box and follow the
they would like to buy and why. present yet. (negative) instructions. Elicit as much
They can only choose one item. information as possible from
Students use the vocabulary students as they analyze the
Point out that already usually
presented on this page to justify possibilities.
goes between have or has and the
their choices with because. For
main verb. Yet usually goes at the
example, I would like to buy the
end of a sentence.
sunglasses because I will look cool.
T1 31
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We can buy useful (essential) or useless (unnecessary) things. Choose an

8. Speak item from options a–d below and justify to your partner why it will be
useful for you. Then, listen to your partner’s choice.
a. b. c. d.
OK, although I like all the items, I’ve already

decided to buy the headphones. They will be
useful because my parents don’t like the music I really need new ...
I listen to. So, I won’t disturb them. I need to change my
wardrobe. I only have…
It is / They are old-
Do you know the meaning of these words?
9. Speak Find somebody in the class who knows the
fashioned and…
meanings of the words you don’t know.
a. strange b. necklace c. possessions d. to secure e. to impress people
Listen to the introduction of a radio programme. What is the main

59 10. Listen subject of the programme? Choose a, b or c.
a. People’s favourite clothes, music and accessories.

b. How to impress other people.
c. The reasons people buy things.
Listen to the rest of the programme and write S1 (shopper 1), S2

60 11. Listen (shopper 2) or S3 (shopper 3), as they answer the question: Why do
we buy more things than we need? There is an extra answer.
a. Because we want to impress other people.

b. Because shopping makes us feel safe and satisfied.
c. Because we don’t like having money in our pockets.
13 2 d. Because we are influenced by advertising.

e. Because buying makes us happy.
60 12. Listen Listen again and choose the correct option (a–c).
1. Today, Shopper 1 has 2. Shopper 2 has already bought 3. Shopper 3 hasn’t found
already bought yet.
a. jeans and a necklace.
a. a pair of jeans. b. a watch and shoes. a. a book
b. a watch. c. jeans and some perfume. b. a watch
c. some perfume. c. some perfume
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8. Speak 10. Listen Reporter: And do you really need a

new watch?
(20 minutes) (15 minutes) track 59 Shopper 1: Not really. I already have
a lot of watches at home, but I just
▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure bought another one because it
students understand the task. students understand the task. makes me happy. It’s very strange,
As a class, discuss the idea ▪▪ Students read the three haha!
that we can buy things that options.
are useful and useless. ▪▪ Play the audio. Students listen Interview 2
▪▪ Students look at the pictures Reporter: Excuse me, madam. Can
and check, then compare their
and decide which items are I ask you a question? How many
answers in pairs.
things have you bought today?
useful or useless.
Shopper 2: Well, I’ve already bought
▪▪ Focus attention on the Answer Key a pair of jeans and a gorgeous
example and Useful c necklace.
Expressions and model for Reporter: Can you tell me, why you
pronunciation if necessary. think we buy more stuff than we
Audio Script
Explain that they should
Reporter: Hello. One of our
59 need?
Shopper 2: What a question. I think
follow the model.
favourite hobbies is shopping for there are two reasons. The first
▪▪ Focus attention on the words
clothes, music, and accessories. reason is that shopping makes us
although and because in the Although some people spend feel safe and satisfied. We think
model. Explain that we can sensibly, some buy things just to that if we have more things, we will
use them to justify an action, impress other people. We often have a more secure life and future.
opinion or decision. Write on buy more than we need, and we The second is maybe that we want
the board: often don’t use the things we buy. to impress other people. We want
Although they are expensive, So, we interviewed some shoppers to show off about our possessions.
I’ve decided to buy the in our nearest mall and asked them People can see that we’re successful
why they think we buy more things and have money to spend.
headphones.
than we need.
(= They are expensive, but I’m Interview 3
going to buy them.) Reporter: Excuse me, madam. Have
I’ve decided to buy the you finished shopping for today?
headphones because they are 11. Listen Shopper 3: No, I haven’t. I’ve already
really useful. bought some perfume, but I still
need to get a book.
(= They are really useful, so
I’m going to buy them.) ▪▪ Read the rubric. Explain that Reporter: Can you tell me why you
there is an extra answer not think we buy more stuff than we
▪▪ In pairs, students choose answered in the interviews. need?
Shopper 3: Oh wow, what a difficult
an item and use the Useful ▪▪ Play the audio. Students listen
question. I think that maybe
Expressions to explain their and match the answers with advertising controls our minds.
choices. the shoppers. Every day advertising on TV or
▪▪ Students compare their the radio sends us messages to
9. Speak answers in pairs. buy things, and we believe what
▪▪ Check answers as a class. they say and buy what they sell. I
(10 minutes) haven’t really thought about this
much, but I know I sometimes buy
▪▪ Students discuss and write Answer Key
things I don’t really need.
definitions of the words. a. S2 d. S3
b. S2 e. S1
c. extra answer T1 32
12. Listen
Suggested answers
a. strange unfamiliar or unknown Audio Script
b. necklace a piece of jewellery Interview 1
60 ▪▪ Students read the options
for wearing around the neck Reporter: Excuse me, sir. Can I ask carefully.
c. possessions property or you a question? Can you tell
belongings; things you own me why we buy more stuff than
d. to secure to save or protect we need? Why do we like going and check their answers.
e. to impress people to show other shopping? ▪▪ Students compare their
people how rich or successful Shopper 1: Wow, that’s a good answers in pairs.
we are question. Well, I think that we buy ▪▪ Check answers as a class.
more because it makes us happy.
We are happy when we own things. Answer Key
For example, I have already bought a
1. b 2. a 3. a
watch today and I feel happy.
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module 4 // Unit 1
Expanding Knowledge » Extreme Consumers

Read the article. Then, complete the sentences with the correct form
1. Read of the verbs in brackets.
Passionate Collectors or Shopping Addicts? You Decide!

was five years old when about cars. He bought his
her father gave her her first car for $350 when
first doll in 1966. However, he was fourteen. He has
she has b. (be) a f.
(spend) a lot of
professional collector for money on cars. He has
24 years. Of course, she g.
(collect) hundreds
has c. (spend) a lot of cars since the mid-1980s.
of money since she started He has h. (buy)
this hobby. Apparently, she famous cars like Bentleys
has d. (pay) nearly and Jaguars and less famous
£200,000 since 1993 for all ones. He has i. (have)
the dolls she has e. an intense passion for cars
Bettina Dorfmann, a woman (purchase). She won’t stop. since he was a child. He has
from Germany, has collected Bettina possesses the world j.
(own) one car, a ’55
15,000 Barbie dolls since record for her collection. Buick Roadmaster, for over
she was 13 years old. She 40 years. Luckily, he has had
has a. (be) interested Jay Leno, the famous US
the money since he became
in Barbie dolls since she chat show host, is crazy
famous.
2. Write Answer the questions about Bettina and Jay using since or for.
How long has…

a. Bettina been interested in Barbie dolls? d. Jay collected cars?
b. Bettina been a Barbie dolls collector? e. Jay had a passion for cars?
c. Bettina been a professional collector? f. Jay owned his ’55 Buick Roadmaster?
13 3
3. Speak Discuss the questions with a partner.
a. Do Bettina and Jay collect useful things? Use evidence from the text.
b. Are Bettina and Jay collectors or shopping addicts?
c. Have you collected anything in your life? If not, what would you like to collect?
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1. Read Write on the board: 3. Speak

(15 minutes) Bettina Dorfmann has (10 minutes)
▪▪ Discuss the title of the lesson collected 15,000 Barbie dolls ▪▪ Read the questions and check
as a class. Make sure students since she was 13 years old. understanding.
understand the meaning of She has been a professional
extreme consumers. Elicit ideas collector for 24 years.
questions in pairs. Encourage
about what makes a person an Jay Leno has collected them to refer back to the
extreme consumer. hundreds of cars since the text in exercise 1 to check
▪▪ Students look at the photo mid-1980s. He has owned a information and justify their
and read the title of the 1955 Buick for over forty opinions about questions a
article. Elicit the difference years. and b.
between a collector and a ▪▪ Select a few pairs to share
shopping addict. Encourage Check understanding by asking their opinions and ideas
them to speculate why the which examples indicate a with the class. Elicit as much
people could be passionate specific starting point and which information as possible.
collectors or shopping addicts. indicate a period of time.
▪▪ Students read and complete Extra Activity (10 minutes)
the article with the correct Students prepare six questions
form of the verbs. Give them starting How long … that they
time to read and review their
2. Write
could answer about their personal
answers. (15 minutes) lives (e.g. How long have you
▪▪ Focus attention on the studied in this school?, How long
expression How long (has/ have you played (a sport)? How long
Answer Key have you known your best friend?
have) …? Explain that we use
a. been f. spent How long have you lived in this city?,
this question form to ask
b. been g. collected etc.). Students ask and answer
about duration.
c. spent h. bought their questions in pairs. Make
d. paid i. had
▪▪ Students write the six
sure they give short answers with
questions with How long has
e. purchased j. owned since or for.
in their notebooks, then write
short answers beginning with
Since or For.
Grammar Box: the Present
perfect with since and for ▪▪ Give students time to
complete the task, then
Focus attention on the sentences compare their answers in
in the text where since and for pairs.
appear. Explain that:
▪▪ since is used when we know ▪▪ In pairs, students ask and
answer the questions.
the starting point of an
event or we are referring to
Answer Key
a specific time or date in the
a. Since she was five years old.
past when an event started.
b. Since she was 13 years old.
▪▪ for is used when we refer to a c. For 24 years.
period of time or the time or d. Since the mid-1980s.
date in the past when an event e. Since he was a child.
started is not specified. f. For over 40 years. T1 33
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Listen and complete the sentences (a–f) with the names and expressions
61 4. Listen in the box.
Sandra Patricia Jaime Elena Carlos

six years got married three years 2012 was a child
a. is a shopaholic. b. is addicted c. loves postage

She has been a shopaholic to smart phones. She stamps. He has collected
since when she has collected them for stamps since he .
won the lottery. .
d. can’t stop e. can’t resist f. Dad is crazy about ties.
buying old clocks. He buying shoes. She has He has had this obsession
has spent money on this bought 100 pairs since for five years.
hobby for . she last year.
5. Speak Read this Blog post. Do you agree? Discuss with a partner.
Do Celebrities Spend Their Money Foolishly?

They earn a lot of money but does this mean that rich and famous people should spend their
money so extravagantly? For example, the famous singer and fashion designer Victoria
Beckham has spent over $2 million on handbags! Justin Bieber is famous for spending his
money irresponsibly: he has even rented a house not to live in but just to have parties in.
Beyoncé bought an aeroplane for her husband Jay Z for $47 million and Cristiano Ronaldo has
spent $15 million on sports cars. What a waste of money; he can only drive one at a time! I wish
these people would not waste their income so carelessly when they could spend it responsibly.
Although Victoria Beckham earns a lot of I don’t agree! She works in fashion.
money, I think she has spent it foolishly. She It’s her own money; she can spend
has wasted a lot on handbags! it how she wants.
Use the questionnaire to interview a classmate and find out if he/she

6. Speak is a compulsive shopper.
13 4
Are You a Shopping Addict?
Always Sometimes Never
1. Do you buy chocolates, sweets, snacks and fast
food carelessly?
2. Do you spend the pocket money your parents give
you quickly?
3. Do you buy clothes and accessories 62
unnecessarily?
4. Have you saved any money cautiously?
5. Have you ever felt guilty after buying useless
products foolishly?
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4. Listen Conversation 4 Write on the board:

A: Where is Elena going?
(20 minutes) track 61 B: She’s going shopping. She just can’t Justin Bieber is famous
resist buying shoes. I think she’s for spending his money
▪▪ Read the rubric. Make sure bought a hundred pairs of shoes
irresponsibly.
since she got married last year.
▪▪ Set the context: students People should not spend their
will listen to six short Conversation 5 income so carelessly.
conversations about shopping A: Have you noticed that Sandra goes
addicts and collectors. shopping every weekend? I spend money responsibly,
B: Yes, I have. Sandra is a real but my brother spends it
▪▪ Students read the sentences. shopaholic. I think she hasn’t
Check they understand the foolishly.
stopped shopping since she won
meaning of any important the lottery in 2012! Although she
words, e.g. addicted to, is a millionaire, she shouldn’t waste
can’t resist, (be) crazy about, her money like that. ▪▪ Students read the blog post
obsession, purchase, shopaholic and discuss the opinions
(someone addicted to Conversation 6 expressed about the
shopping). A: Somebody told me Jaime is a celebrities’ spending in pairs.
collector. What does he collect? Encourage them to follow the
▪▪ Play the audio. Students listen B: Jaime loves postage stamps. He has
and complete the sentences. example.
collected stamps since he was a
▪▪ Play the audio again if child. Although it’s an interesting
▪▪ Select a few pairs to act out
necessary. Students compare hobby, I guess, he’s really spent a their dialogue for the class.
their answers in pairs. lot of money on those stamps.
▪▪ Check answers as a class. 6. Speak
Answer Key (15 minutes)
5. Speak
a. Sandra, 2012 ▪▪ Read the rubric. Make sure
b. Patricia, three years (20 minutes)
c. Jaime, was a child ▪▪ Explain that students are ▪▪ Students read the questions
d. Carlos, six years going to read a blog post in the chart, then ask and
e. Elena, got married about how celebrities spend answer the questions with
their money. Check they know a partner and note down
who the celebrities are. his/her answers. Encourage
Audio Script ▪▪ Focus attention on the students to provide additional
Conversation 1
61 example and model for information when they
A: What about your dad, is he a pronunciation. Students read answer.
consumer? the example aloud in pairs. ▪▪ Pairs share each other’s
B: Yes, he is. Dad is crazy about ties. ▪▪ Students discuss whether they answers with the class.
He says it’s just a hobby; I think agree with the opinion in the
it is an obsession. He’s had this example. Elicit opinions as a
obsession for five years now.
class.
It drives Mum crazy: she has
nowhere to put all her shoes!
Grammar Box: Adverbs of
Conversation 2 manner
A: Is Patricia a compulsive shopper? Focus attention on the adverbs
B: Definitely, she’s addicted to smart of manner that appear in the
phones! She’s collected them for
blog post (carelessly, extravagantly, T1 34
three years. She just loves them!
irresponsibly, responsibly) and
Conversation 3 make sure students understand
A: Would you agree that Carlos is a the meaning. Explain that adverbs
compulsive collector? of manner tell us how someone
B: Definitely. He can’t stop buying old behaves or does something, and
clocks. Most of the clocks don’t are usually formed by adding
work, but he’s wasted money on -ly to an adjective (e.g. foolish,
this strange hobby for six years foolishly). They usually come
now. either after the main verb or
after the object in a sentence.
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module 4 // Unit 1
Have you ever wasted your money? Use the expressions in the example
7. Speak and the Word Bank to justify your spending to a partner. Then, as a class,
discuss spending habits using information from exercises 6 and 7.
I have always spent Yes, I have. Instead

money cautiously of spending money
because… carelessly on snacks,
I will try to
Although I spend my
money foolishly, I
Word Bank
Positive adverbs: Negative adverbs:
carefully carelessly
cautiously foolishly Instead of…
correctly irresponsibly Because…
responsibly unnecessarily Although…
wisely unwisely
Look at the list of how Colombian teenagers spend their money. Now,
8. Write make a list for yourself. Order it from 1 (the product you buy the most)
to 5 (the product you buy the least).
Top things Colombian teenagers spend their pocket money on

a. shoes & clothes
b. fizzy drinks & ice-cream
c. sweets & chocolates
d. fast food
e. video games
Look at the examples and write a self-reflection note about how you
135 9. Write have spent your money during your life.
I often manage my money correctly Instead of spending Although I always

because I don’t spend much money unwisely on fizzy spend all my pocket
on fizzy drinks. drinks, I will… money, ……
Listen and complete the sentences. Notice how the sound

62 10. Pronunciation /S/ blends with other words.
a. She’s millions dollars c. I’ve collected stamps

. I child.
b. He’s all his d. I have always money because
this . want to a house
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7. Speak 8. Write 10. Pronunciation

▪▪ Read the rubric. Make sure ▪▪ Students write a similar list ▪▪ Explain that in natural speech,
students understand the and number it in order. when an s sound is followed
meaning of wasted. ▪▪ Check ideas as a class. by another s or a vowel, the
▪▪ Focus attention on the sounds run together.
example sentences, the ▪▪ Play the audio. Students listen
adverbs of manner and the 9. Write and complete the sentences.
Useful Expressions. (10 minutes) ▪▪ Play the audio again if
▪▪ Review the meaning and necessary.
use of because, although and
▪▪ Students write their self-
reflection note, following the ▪▪ Demonstrate how the sounds
instead of to justify an action, run together by modelling
examples. Encourage them to
opinion or decision (see them yourself. Students listen
use adverbs of manner and
Lesson 1, exercise 8). and repeat.
because, although and instead
▪▪ Give students time to prepare of to explain their actions.
their ideas. Answer Key
▪▪ Ask for volunteers to read
a. spent, of, on handbags
▪▪ In pairs, students discuss their their notes to the class.
spending habits, following the b. wasted, savings, year
examples. Lead a whole-class c. since, was a
discussion on spending habits. d. saved, I, purchase
Start with the question: Have
you ever wasted your money?
Audio Script
a. She’s spent millions of
62
dollars on handbags.
Students close their notebooks.
b. He’s wasted all his savings this
Test their memory by asking them
year.
to complete these sentences
c. I’ve collected stamps since I
logically with any of the adverbs
was a child.
of manner in this exercise.
d. I have always saved money
1. I do my homework _____.
because I want to purchase a
2. I use my money _____ because
house.
I am saving to buy a new bike.
3. Instead of buying so many
sweets _____, from now on I Extra Activity (15 minutes)
will buy some fruit.
Students write about their
4. I sometimes speak _____, but
own experience with money
now I will try to be respectful.
and consumption this year,
5. I always treat my dog _____.
reflecting on:
1. A useful item they have bought
this year.
2. Some unnecessary clothing
they have bought.
3. A gift they have given
someone this year.
4. Something they have eaten T1 35
constantly this month.
5. An expensive item their
parents have purchased this
year.
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Preparing Your Task » Shopping Traditions in Three Countries

Work in groups of three. Student A, read about the United States;
1. Read Student B, read about Colombia; Student C, read about the United
Kingdom. Choose the correct options to complete the text.
Shopping traditions: the excuse to buy

A. Shopping in the United States
Americans 1. have lived / have celebrated Black Friday since 1932. It
is the day after Thanksgiving Day in the US. It 2. has been / has had the
biggest shopping day of the year ever since because many shops offer
low prices on many items. Since 1932, shops 3. have opened / have
closed their doors at 5.00 a.m. Hundreds of customers come in quickly
to buy Christmas presents. In recent years, shoppers 4. have chosen /
have visited to shop online because they don’t like the crowds.
B. Shopping in Colombia
December has always been a time to go shopping in Colombia. However,
Colombians 5. have started / have learned to forget some Christmas
traditions because they 6. have done / have become a consumer society.
In the past they prayed to baby Jesus in the “novena” and sang carols.
Today these traditions 7. have increased / have diminished because new
generations think that Christmas means going shopping.
C. Shopping in the United Kingdom

In the UK, people 8. have always spent / have always celebrated
Boxing Day. It is the day after Christmas Day, on 26th December. Boxing
Day 9. has left / has been an important day for post-Christmas shopping.
Many shoppers spend the night and early morning waiting in queues to
get into the shops and buy items at lower prices. Traditionally, British
people 10. have always watched / have always rented football and rugby
matches on this day.
2. Speak In your groups, take turns to ask and answer the questions.
13 6
Questions on Black Friday Questions on Colombia Questions on Boxing Day
1. How long have 1. What has traditionally 1. When do the British
Americans celebrated been the time to go celebrate Boxing Day?
Black Friday? shopping in Colombia? 2. Why do the British go
2. When do Americans 2. Why have Colombians shopping on Boxing Day?
celebrate Black Friday? started to forget some 3. What have the British
3. Why do they shop on Christmas traditions? traditionally watched on
Black Friday? 3. What was a Christmas Boxing Day?
4. What shopping options tradition in the past?
have Americans chosen?
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1. Read 2. Speak
▪▪ Find out if students know ▪▪ Each student answers the
when the main shopping questions based on the text
season in Colombia is and they read in exercise 1.
what Colombians usually buy. ▪▪ Check answers as a class.
students understand the task. Answer Key
▪▪ Give students time to read Questions on Black Friday
and complete their text. 1. since 1932
▪▪ Check answers as a class. 2. the day after Thanksgiving Day
3. because many shops offer low
Answer Key prices on many items
1. have celebrated 4. to shop online because they
2. has been don’t like crowds.
3. have opened
4. have chosen Questions on shopping in
5. have started Colombia
6. have become 1. December
7. have diminished 2. because they have become a
8. have always celebrated consumer society
9. has been 3. people prayed to baby Jesus in
10. have always watched the novena and sang carols
Questions on Boxing Day

1. the day after Christmas Day,
on 26th December
2. because items are at low prices
3. football and rugby matches

Students write a five-sentence
paragraph describing how they
celebrate Christmas with their
families. Encourage them to focus
on traditions and shopping, and
to describe the most memorable
Christmas presents their parents
have given them.
T1 36
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module 4 // Unit 1
Look at the Christmas shopping list and note down the useful presents you
3. Speak want to buy for your family. Then, practise the dialogue with a partner.
Student A Student B
Christmas shopping list Christmas shopping list
Relative Useful present Relative Useful present
✗ Mum ✗ Mum
✓ Dad tie ✓ Dad
✓ Brother ✓ Brother
✗ Sister ✗ Sister handbag
✓ Grandparents ✓ Grandparents
A: Have you thought about your dad’s Christmas present?

B: Yes. I’ve decided to buy him a tie.
A: That’s very useful! I’ve decided to buy my sister a handbag.
B: That’s useful, too! Good choice.
The tick (✔) in the shopping list in exercise 3 indicates you have already
4. Speak bought their Christmas present. The ( ✘ ) indicates you haven’t yet.
Ask each other questions, following the prompts in the example.
Have / already / buy / Yes, I

a Christmas present for already
your ?
No, I yet.
I’ll buy
In groups, read these shopping mistakes and suggest why shoppers

5. Speak make them. Use positive and negative adverbs and instead of, although
and because.
Shopping mistakes
1. Not making shopping lists In my opinion, instead of shopping carelessly,
13 7 we should make shopping lists carefully.
2. Choosing busy times to go shopping
3. Taking too much money with us
4. Not comparing prices in other shops
5. Trying to buy too many products on one day
6. Buying products at the last minute
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▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure
students understand the task. students understand the task. students understand that
▪▪ Students complete the list ▪▪ Model the example with a the purpose of the task is
with a choice of present for student. to practise using adverbs of
every family member. ▪▪ Students take turns to initiate manner and although, because
▪▪ Focus attention on the similar dialogues about the and instead of.
example dialogue and model presents they have already ▪▪ Students read the mistakes
for pronunciation. Students bought / haven’t bought yet. and discuss why they think
repeat. ▪▪ Give them time to practise shoppers make those
▪▪ Students take turns to initiate their dialogues. mistakes.
similar dialogues about their ▪▪ Select a few pairs to act out ▪▪ Students read the example
choices of Christmas presents. their dialogue for the class. and work together to
▪▪ Give them time to practise complete the table with
their dialogues. Extra Activity (15 minutes) similar sentences, based on
▪▪ Select a few pairs to act out their discussion.
This is an opportunity to review
their dialogue for the class. the use of already and yet. ▪▪ Check answers as a class.
Students think about three
activities they have already done
today and three activities they
haven’t done yet. Encourage them
to say when they are going to do
the things they haven’t done yet.
Give an example: I have already
done my maths homework. I haven’t
had breakfast yet. I’ll eat something
after class.
T1 37
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Complete the suggestions for avoiding

6. Write mistakes when shopping. Use the words Study Tip
in the boxes. Review examples
in your notes and
Five tips for becoming a textbook.
smart shopper
1. You should make a shopping list 2. Instead of trying to buy everything

carefully because you will only buy carelessly on one day...
what you need.
3. Although you want

4. 5.
to buy a lot of things...
In groups, design a questionnaire to ask students five questions

7. Group work about their shopping habits. (For an example of a questionnaire,
see Lesson 2, exercise 6). Use these prompts:
a. you / ever / buy / useless items / in your life?

b. you / purchase clothes and articles because you want to
impress others?
c. you / believe / you / be / a shopping addict or a careful
shopper?
d. you / ever/ waste / your money on something?
e. you / ever / save / money to buy presents for your family?
63
13 8
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6. Write 7. Group Work

▪▪ Read the rubric and the ▪▪ Students work in groups
example (1). to create a questionnaire.
▪▪ Students complete tips 2 and Encourage them to look
3, and write two new tips, 4 back at the example of a
and 5, using their own ideas. questionnaire in lesson 2,
Explain that they can reuse exercise 6.
their ideas from exercise 5. ▪▪ Give groups time to complete
▪▪ Check students’ writing the questions, then ask and
and highlight any mistakes answer the questions with
in grammar, spelling and another group.
punctuation. ▪▪ Check answers as a class.
▪▪ Students correct their
mistakes. Answer Key
a. Have you ever bought useless
Study Tip (10 minutes) items in your life?
b. Have you ever purchased
Students read the tip. Explain
clothes and articles because
that by looking at sentences and
you want to impress others?
examples in their notebooks,
c. Have you ever believed that
from previous lessons, they will
you are/were a shopping
be able to remember and reuse
addict or a careful shopper?
language.
d. Have you ever wasted your
money on something?
e. Have you ever saved money to
buy presents for your family?

Students work in pairs and ask
each other the questions they
created in exercise 7. They should
be honest with their answers.
Students write the answers on a
sheet of paper. Collect the papers
and highlight any grammar,
spelling or punctuation mistakes
if necessary. Be aware that
students will pilot the questions
with this activity and will later
have to interview other people in
the school using these questions.
T1 38
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Check Your Progress
Sebastián and Carolina are talking about

1. Write their mother’s birthday. Complete the I can describe present
conversation with already or yet. and past experiences.
Sebastián: I have a. bought a phone

for Mum. Have you decided what to buy Very well
b.
?
Carolina: Yes, I have. But I haven´t bought her cake Quite well
c.
. You said you would
give me some money. With difficulty
Sebastián: I have d. given it to you.
Haven’t you spent it e. ?
Carolina: Oh, I remember now. It is in my purse.
Justify your points of view by completing

2. Write these ideas. y points of
I can justif
t shopping
view abou
a. Instead of spending money on sweets and practices.
snacks, .
b. I would like to save money because Very well
.
c. You should make a shopping list carefully Quite well
because .
lty
d. Although we waste money on things to With difficu
impress people, .
Listen and choose the things three

63 3. Listen celebrities have spent their money on.
Also, tick (✔) if they have spent the money
wisely or unnecessarily.
ions
I can express opin
Celebrity Spent money on about shopping
practices.
1. Andrew Jackson, a. sports b. antique
13 9 c. jewels
painter cars statues
Very well
b. beauty
2. Sasha, top model a. clothes c. trips
products
b. antique c. sports Quite well
3. Bobby Smith, actor a. trips
statues cars
With difficulty
Wisely Unnecessarily
P262_285_TG8M4U1_OK.indd 20 10/12/16 11:37 p.m.

1. Write 2. Write 3. Listen

▪▪ Students read the ▪▪ Students read and complete ▪▪ Play the audio. Students
conversation and complete the sentences using their own listen and select the correct
the sentences. ideas. answers.
Answer Key necessary, so that students
a. already can check their answers.
b. yet
c. yet Answer Key
d. already 1. a / unnecessarily
e. yet 2. a / unnecessarily
3. a / wisely
Audio Script
TV host: And now in our
63
entertainment section we will talk
about three famous celebrities
and what they have spent their
money on to impress people. The
first one is the famous painter
Andrew Jackson. He has earned
a lot of money from his paintings,
but he spends his money on sports
cars. He has already bought ten
cars. Although he has spent a lot
of money on cars, he has never
driven any of them.
Our second celebrity, Sasha, the
top model, has spent her money
on more and more expensive
clothes that she doesn’t need. She
can’t stop shopping, and people
say she’s becoming a shopping
addict.
Our last celebrity is Bobby Smith,
the famous actor. Instead of
wasting his fortune, we think this
man has spent his money wisely.
He likes to travel around the world
with his wife and son. They have
all enjoyed their trips and have
learned about different cultures
and countries of the world. That’s
a good way to spend money.
T1 39
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Unit » 2
Objectives
» I can describe present and past
experiences.
» I can justify points of view.
» I can propose or present a solution.
Controlling Expenses!
In Context » Too Good to Be True!

1. Read Read the definitions in the crossword. Then, complete the spaces with the words.
slim trainer acne cream gym in shape
a. Small spots on your face A C N E

b. Having a good body
c. Thin in an attractive way
d. A soft ingredient to put on your skin
e. A place to do exercise and aerobics
f. A person who helps people in a gym
64 2. Listen Listen to the radio advertisements. Complete the gaps.
1 2
Body Strength
Dersa Secret Fitness Centre
The acne 1. The newest 3.
that in the area!
14 0
really works! • Weight programme
“I have been using • “Get 4.
it for only two Fast” aerobics
weeks and my 2. • Olympic swimming pool
has Come and meet your personal
disappeared.” 5.
. They have all
been training for years. Get in
6.
with us!
Call 1-800-948-8488 or contact us at
Call us now on: 3105698354 or visit our website:
orderdersasecret.com bodystrength.com
P286_ 305_TG8M4U2_OK.indd 2 10/12/16 11:41 p.m.

Unit 2 Controlling Expenses!

Unit Objectives
Prepare short written and spoken narrative texts on spending habits, travel and
memorable experiences.
Vocabulary Vocabulary related to shopping habits, vacations and travelling
Present perfect continuous; Expressions to justify actions, decisions and opinions:

Grammar
although, because, instead of (-ing)
1. Read 2. Listen Audio Script

64
1. Girl 1: Oh, María, I have been
(10 minutes) (20 minutes) track 64 cleaning my face with this lotion
for two months and I have still got
▪▪ Set the context. Students ▪▪ Focus attention on the acne. My skin feels so dry.
read the title of the unit and advertisements. Students Girl 2: Ivonne, you should try Dersa
the lesson. Explain that they look at the photos and read Secret. I have been using it for
are going to listen some and identify the product only two weeks and my acne has
advertisements that promote and sports service. Elicit disappeared. And Dersa Secret
some ‘miraculous’ products. predictions about the leaves your skin really soft and not
Elicit the meaning of too good characteristics of the product dry at all.
to be true. and service. Man: Dersa Secret, the acne
▪▪ Students read the words ▪▪ Play the audio. Students cream that really works. Order
now because there’s a world
and definitions. These words listen and complete the
out there waiting for you. Call
appear in the advertisements. information with the words 1-800-948-8488 or contact us at
Model the pronunciation. from exercise 1. orderdersasecret.com.
▪▪ Students complete the spaces ▪▪ Play the audio again if
2. We have just opened a new Body
with the words. Encourage necessary. Students compare
Strength Fitness Centre in the city
them to use a dictionary if their answers in pairs. centre. Come and see this modern
necessary. gym where you can really get in
▪▪ Check answers as a class. Answer Key shape. We offer personalized training,
1. cream 4. Slim a weight programme, free “get
Answer Key 2. acne 5. trainer slim fast” aerobics and an Olympic
a. acne d. cream 3. gym 6. shape swimming pool. Our personal trainers
b. in shape e. gym have been training for years to help
you. You can join for as little as $100
c. slim f. trainer
a month. This is the gym that you
have been looking for. Call us now on:
310-569-8354 or visit our website:
bodystrength.com
T1 40
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module 4 // Unit 2
Listen again. Reorder the words to make phrases you heard in the
64 3. Listen radio advertisements.
1. for two months / with this lotion / I / cleaning / my face / have been
2. two weeks / have been / I / using / for only / it
3. have been / our personal trainers / for years / training
4. that you / this is / looking for / have been / the gym
s.
Read the emails. Then, match them to the radio

4. Read advertisements (1 and 2) in exercise 2.
Dear Mr Jones, Hi Richard,

Although I 1. have been going to your I am writing to you about the acne cream
Body Strength Fitness Centre gym for because I know you 4. about
two months to get in shape, I haven’t buying this cream too. If you could see my
had a personal trainer as you said in the face, you wouldn’t!
advertisement because he is always late.
It’s terrible. 5. I Dersa
In fact, I 2. my exercise
Secret for four months, but my acne
routine alone.
hasn’t gone. In fact, I have more acne.
I think, because you are the owner of the I have been calling the laboratory to
gym, you should speak to your personal complain, but they never answer. I think
trainer and give me some money back. the whole thing is a fraud. I look horrible.
I 3. for a And while I don’t want acne any more,
trainer for two months. I don’t want to waste my money.
14 1 Yours, Best,
Alicia Frank
Use the prompts (a–e) to make phrases. Complete the gaps in the emails
5. Read in exercise 4.
a. have / be / go b. have / be / do
c. have / be / think d. have / be / use
e. have / be / pay
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3. Listen Extra Activity (15 minutes) 5. Read

(10 minutes) track 64 Encourage students to tell the (30 minutes)
class the name of an item they
▪▪ Read the rubric. Make sure have been using recently or an ▪▪ Students use the prompts
students understand the task. activity they have been doing (a–e) to make phrases in the
▪▪ Students read the jumbled this year to take care of their Present perfect continuous
sentences before listening. appearance (e.g. an anti-acne and complete the gaps in the
▪▪ Play the audio. Students cream, a lotion, a shampoo, emails in exercise 4. Focus
listen and write the words a moisturizing cream, doing attention on the example 1.
in the correct order for each exercise, jogging). Make a list ▪▪ Give students time to read
sentence. on the board. Elicit information and check their answers.
▪▪ Play the audio again, pausing about why they use those ▪▪ Students compare their
if necessary. Students confirm products or do those activities. answers in pairs.
their answers. Ask them if it is important ▪▪ Check answers as a class.
▪▪ Students compare their for them to take care of their
answers in pairs. appearance, and why. Answer Key
▪▪ Check answers as a class. 1. have been going
2. have been doing
Answer Key 4. Read 3. have been thinking
1. I have been cleaning my 4. have been using
(15 minutes) 5. have been paying
face with this lotion for two
months. ▪▪ Explain that the emails are
2. I have been using it for only written by some customers
two weeks. complaining about the
3. Our personal trainers have products in the radio
been training for years advertisements in exercise 2.
4. This is the gym that you have ▪▪ Students read the emails
been looking for. quickly and match with the
radio advertisements.
Grammar Box: Present perfect
continuous Answer Key
Explain that we use the Present a. Alicia 2.
perfect continuous to refer to b. Frank 1.
an action that started in the
past and is still in progress now.
Focus attention on the form (have
been -ing) and the position of
the auxiliary has/have in positive
statements.
1. I have been cleaning my

face with this lotion for
two months.
2. I have been using Dersa
Secret for only two weeks. T1 41
3. Our personal trainers have
been training for years.
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6. Read Match the first part of each sentence (1–4) with the endings (a–d).
1. Body Strength Fitness Centre claims to offer a. the laboratory never answer when he
a personal trainer calls to complain.
2. Alicia wants the owner to speak to the b. but Alicia has been exercising alone.
personal trainer
3. Frank thinks Dersa Secret is a fraud because c. as well as some money back.
4. Frank has been using Dersa Secret for d. but his acne hasn’t gone.
four months
Listen to two people making complaints. Then, order the sentences in

65 7. Listen each conversation from 1 to 4.
Conversation 1. Conversation 2.
Shampoo to Payment for an
control hair loss Italian course
a. I haven’t seen any a. I’ve been waiting
results. patiently for the package.
b. Although I’ve been b. That’s strange. What’s
washing my hair . . . the purchase order
number?
Word Bank
c. Give me my c. Hello, Language
fraud
money back. Institute. May I
help you? make a complaint
d. We don’t sell d. I paid for an Italian false advertising

shampoo. course with my to complain
credit card.
Match the Organization, Situation and Complaint in the three columns.

8. Speak With a partner, practise short conversations. Student A calls to complain
about the fraud. Student B gives excuses. Then, switch roles.
Organization Situation Complaint Sentences to use

14 2 1. National a. You paid for a i. The International
Lottery Office French course with Language School
your credit card. hasn’t sent you the
books and material I’ve been waiting for
to study. I’ve been putting
2. International b. You want to have a ii. The National Lottery I’ve been calling,
Language clean face. Office hasn’t given but . . .
School you the money.
3. Dersa Secret c. You won the lottery!! iii. You have more acne.
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6. Read 7. Listen 8. Speak

▪▪ Give students time to read the ▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure
first part of each sentence and students understand the task. students understand the task.
the endings before they match ▪▪ Students read the sentences Explain that the purpose is
them. they will put in order. to practise using the Present
▪▪ Students compare their ▪▪ Play the audio. Students perfect continuous and that
answers in pairs. listen to each conversation they should use the phrases
▪▪ Check answers as a class. and number the sentences in in red.
order. ▪▪ In pairs, students match the
Answer Key ▪▪ Play the audio again if three components of each
1. b 2. c 3. a 4. d necessary. Students confirm conversation, then act out the
their answers in pairs. conversations.
▪▪ Check answers as a class. ▪▪ Students switch roles so that
Extra Activity (10 minutes) both have the opportunity to
Write the following problem on Answer Key practise complaining using the
the board. You have been using Conversation 1. Present perfect continuous.
the Machine Exercise Power for five 1. b 2. a 3. c 4. d ▪▪ Select a few pairs to act out
months because you want to get their conversations for the
in shape. You have been exercising Conversation 2. class.
every day, but you haven’t seen 1. c 2. d 3. a 4. b
any results. Also, the machine has Answer Key
a problem and is making a funny 1. 3. 2.
Audio Script
sound.
Conversation 1
65 2. 1. 1.
In pairs or groups, students write 3. 2. 3.
Woman: Hello. May I help you?
an email to complain about the Man: Yes, please. I bought some
machine, using the emails in shampoo to control hair loss and,
although I’ve been washing my Extra Activity (15 minutes)
exercise 4 as a model.
hair with that shampoo for five Students imagine that this
months, I haven’t seen any results. month they have been very busy
Could you please give me my because they have been trying
money back? hard to solve some problems.
Woman: Sorry, er, I think you have
Write the following sentences on
the wrong number.
the board. Students complete the
Man: Isn’t this 1-800-6889-9098?
Woman: Yes, sir, that is our number, sentences with their own ideas.
but… we don’t sell shampoo. Bye. 1. You failed your science exam =
Man: Hey. Are you there? Hello? I have been
this math.
Conversation 2
Man: Hello, Language Institute. May I
2. You have noticed that acne has
help you? appeared on your face = I have
Woman: I paid for an Italian course been
with my credit card online. 3. Your mobile phone broke and you
However, the course hasn’t arrived want to buy a new one = I have
yet. I’ve been waiting patiently for been
the package for two months, but
4. You have been ill because of T1 42
nothing has arrived yet.
Man: That’s strange. What’s the a heavy cold = I have been
purchase order number?
Woman: It’s 0009090.
Man: Let me check. No, we don’t have
that order.
Woman: Is this some sort of fraud?
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module 4 // Unit 2
Expanding Knowledge » Do I Control My Expenses?
The graph shows the results of a survey conducted with 1,000 teenagers
1. Read in Cali about what they spend their money on. Read the statements (a–d)
and choose True (T), False (F), or the survey doesn’t say (DS).
This year Last Year

Teenagers’ Spending in Cali, Colombia Today, Colombian teenagers want to
be more independent and spend their
own money on what they want. Their
consumption of some things has changed
% of Cali teenagers
significantly this year. These are the figures

for what teenage Caleños spent their
money on this year compared to last year.
s
ic
s
s
es
e
od
he
oe
ok
ar
us
am
fo
ot
lc
Sh
Bo
s/m
st
og
na
Cl
Fa
lm
so
de
Fi
r
Vi
Pe
This year, Cali teenagers have been . . . T F DS

a. spending more money on clothes than last year
b. eating more fast food than last year
c. spending less money on personal care
d. drinking more fizzy drinks than last year
2. Write Complete the sentences (a–c) with the words in the box.
143 three quarters half quarter
a. Less than a of Cali teenagers have been spending money on books this year.
b. This year over 60% of teenagers have been spending money on clothes while last year it
was just over .
c. of Cali teenagers have been spending money on personal care this year, the
same as last year.
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1. Read 2. Write
▪▪ Read the rubric. Make sure ▪▪ Focus attention on the words
students understand the task. and make sure students
▪▪ Give students time to read understand that these refer to
the introduction and become fractions – elicit by writing on
familiar with the information the board: ¾, ½, ¼.
in the graph. ▪▪ Give students time to read
▪▪ Explain that this year is not and complete the sentences.
over yet. Students use the graph in
▪▪ Students read and tick the exercise 1.
statements T, F or DS, then ▪▪ Check answers as a class.
confirm their answers in pairs. ▪▪ As an extension, focus
▪▪ Check answers as a class. attention on the phrases to
describe quantity: less than,
Answer Key over, just over, the same as.
a. T b. F c. F d. DS
Answer Key
a. three quarter
b. half
c. quarters

Encourage students to study
the graph in exercise 1 further
and write sentences in which
they compare Cali teenagers’
spending this year with last year.
They should write sentences
with although and while. Give an
example:
Although 60% of Cali teenagers
spent money on video games last
year, less than 20% have been
spending money on video games
this year.
T1 43
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These people spend too much money on their lifestyles. Listen and
66 3. Listen match the conversations (1–3) to the photos (a–c).
a. b. c.
Listen again. Which of these expressions (a–c) are mentioned in

66 4. Listen each conversation?
1. a. instead of buying b. while buying c. as well as buying

2. a. while this year b. as well as this year c. but this year
3. a. although b. the same as c. while
Work with a partner. Calculate your monthly expenses and write the
5. Speak figures in the ‘You’ column. Then, interview your partner and complete
the information in the column ‘Your partner’ column.
Our monthly expenses You Your partner How much do you spend on
school supplies per month?
a. School supplies (notebooks, $ $
photocopies, pencils, paper …)
b. Snacks $ $ According to my calculations,
I spend $ on school
c. Clothes (jeans, T-shirts …) $ $ supplies. How about you?
d. Going to the cinema $ $
144
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3. Listen Conversation 3 5. Speak

Leonardo: Mum, could you give me
(20 minutes) track 66 more pocket money? I’ve spent all (10 minutes)
my pocket money this week.
▪▪ Focus attention on the photos Mum: I know that you have been ▪▪ Read the rubric. Make sure
and encourage students to spending all your pocket money students understand the task.
guess what the people spend on video games and fast food. ▪▪ Give students time to read the
their money on. So, Leonardo, whether you like it information in the chart and
▪▪ Play the audio. Students listen or not, we won’t give you more complete the ‘You’ column for
and match the conversations money. themselves.
with the photos. Leonardo: But you must give me
more. It is a parent’s responsibility
▪▪ Play the audio again if to support their children. example and model for
necessary. Students compare Mom: Well, you should work for your pronunciation. Students read
their answers in pairs. money the same as we do. So, if the example aloud in pairs.
▪▪ Check answers as a class. you want more money, then you ▪▪ In pairs, students act out
need to wash the dishes and take similar dialogues and complete
Answer Key the rubbish out. Also, you need to the second column for their
a. 3 b. 1 c. 2 get good grades like your sister. partner.
Leonardo: What?
Audio Script
Conversation 1
66 4. Listen
Guillermo: What’s wrong, Sara? You
look worried. (10 minutes) track 66
Sara: I am worried, Guillermo. I’ve
been spending too much money
▪▪ Give students time to read the
this year. I have to pay the expressions before they listen.
personal trainer at the gym, buy ▪▪ Play the audio. Students
pills to lose weight and go to the listen and choose the correct
spa. It just adds up to too much answer.
money in one month. What can ▪▪ Check answers as a class.
I do?
Guillermo: You should control your
Answer Key
monthly expenses. Instead of
buying pills and going to the spa, 1. a 2. c 3. b
you should save that money. You
don’t need those things.
Sara: Thank you. I’ll take your advice. Extra Activity (10 minutes)
In groups, students discuss the
Conversation 2 following questions:
Jo: Harry, what’s wrong? You look
worried. What does it mean to have an
Harry: I’ve been thinking about expensive lifestyle?
money. Last year I saved a lot of Do you know anybody who has an
money, but this year I have spent expensive lifestyle? What aspects
a lot. of his/her life show he/she has an
Jo: How come?
expensive lifestyle?
Harry: I’ve been spending money on
silly things. I’ve bought expensive Have you ever dreamed of having an
jackets, ties and shoes that I really expensive lifestyle one day? What do
don’t need. you imagine exactly?
T1 44
Jo: Take my advice, Harry. You
What problems can a person have
should carry a notebook with
when he/she has an expensive
you and write a list of the things
you actually need and don’t buy lifestyle?
anything else. It will help you to
control your expenses.
Harry: Wonderful idea. Thank you, Jo.
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module 4 // Unit 2
Write a report comparing your monthly expenses with your partner’s.
6. Write Use the words and expressions in the box to help you.
Report on monthly expenses

I spend $20,000 on school supplies but my partner spends
$30,000. He has spent more money on school supplies similar to
than me. the same as
while
but
like
although
The graph shows how Colombians spent their money during their holidays
7. Write last December compared to how they have spent their money this December.
Use the information in the graph to complete the sentences (a–d).
Last December This December
How Colombians spent money on their

December holiday
travelled to the
a. While 60% of Colombians
145 coast last year,
b. This year
like
c. Although
d.
Travelling to Buying Going to Going to
the coast Christmas small towns festivals but
presents
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6. Write Extra Activity (10 minutes) 7. Write

(20 minutes) If appropriate, suggest students (15 minutes)
interview their parents and ask
▪▪ Read the rubric. Make sure them how much money they (the ▪▪ Read the rubric. Make sure
students understand that they parents) have been spending on students understand the task.
will write a report with the them (the students) this year. ▪▪ Give students time to read
information they collected in Students should design a similar the introduction and become
exercise 5. chart to the one in exercise 5, familiar with information
▪▪ Focus attention on the including the things their parents in the graph including the
example and the Useful have to pay for in order to raise figures, columns and labels.
Expressions so that they can and educate their children. ▪▪ Give students time to read
write similar sentences. Model They can ask about: tuition, and complete the sentences
some example sentences so food, snacks, entertainment and using the information in the
that students understand the personal care (e.g. How much graph.
correct structure. money have you been spending on ▪▪ Students compare their
Similarity: my tuition/personal care this year?). answers in pairs.
At the end, lead a discussion on ▪▪ Check answers as a class.
Like Elena, I spend $20,000. the effort parents make to raise
I spend $20,000, the same as their children. Note: not everyone Answer Key
Elena. may be comfortable with this Answers will vary
I spend $20,000, similar to activity – use some discretion.
Elena.
Difference:
I spend $20,000, but Carlos

spends $30,000.
While I spend $20,000, Carlos
spends $30,000.
Although I spend $20,000,
Carlos spends $30,000.
▪▪ Check students’ writing

and highlight any mistakes
in grammar, spelling and
punctuation.
▪▪ Students correct their
mistakes.
T1 45
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Preparing Your Project » Things that Money Can’t Buy

Listen to two friends talking about spending money. Answer the
67 1. Listen questions (a and b).
a. Who do you think is more

responsible, Juan or Andrés?
b. What two things does Juan say he
wants to buy?
Listen again. Match the first part of each sentence (a–h) with the
67 2. Listen endings (1–8).
a. If you buy the smart phone, 1. you’ll practise your English.

b. If you buy those jeans, 2. I will be able to buy cool smart phones and
fashionable jeans.
c. If you save all the money your 3. you will earn lots of money.
grandmother gives you,
d. And if you go travelling, 4. you’ll look silly.
e. And if you meet new people, 5. you will get a good job.
f. And if you practise your English, 6. you’ll be able to go travelling.
g. And if you get a good job, 7. you will meet new people.
h. And if I earn lots of money, 8. you’ll only lose it.
Imagine you have won a cash prize in a competition, but you don’t know
3. Write how much. What will you do with the money? Complete the sentences
(a–d) with your own ideas.
a. If I win 100,000 pesos, I will .

21st Century Skills
b. If I win 500,000 pesos, I will . · Interpretation and analysis will help you
c. If I win 1,000,000 pesos, I will . learn to respect different ways living.
146 d. If I win 10,000,000 pesos, I will . Which things have a monetary value and
which a sentimental value in your life?
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1. Listen 2. Listen 3. Write

▪▪ Before listening, students read ▪▪ Give students time to read the ▪▪ Students imagine that they
the questions. first of each sentence and the have won a cash prize in a
▪▪ Play the audio. Students listen endings before they listen. competition, but they don’t
and answer the questions. ▪▪ Play the audio. Students listen know how much exactly.
▪▪ Play the audio again if and match the sentences. ▪▪ Students imagine what they
necessary. ▪▪ Play the audio again if will do with the money and
▪▪ Check answers as a class. necessary. Students listen and complete the sentences with
check their answers. their ideas.
Answer Key ▪▪ Check answers as a class. ▪▪ Give them time to think of
a. Andrés ideas, and encourage them to
b. a smart phone and a pair of Answer Key be creative and responsible
jeans a. 8 c. 4 e. 1 g. 3 with the way they will spend
b. 6 d. 7 f. 5 h. 2 their money.
▪▪ Students share their ideas
Audio Script
Juan: Hey Andrés, guess what?
67 with the class.
My grandmother has just given me 21st Century Skills
300,000 pesos. She’s great. She is
always giving me money. I think I’ll Focus attention on the 21st
buy that cool new smart phone. century skill. Explain that
Andrés: Oh, Juan! If you buy the analyzing and evaluating will help
smart phone, you’ll only lose it. students learn to respect different
You always lose your phones. ways of living. Write up the
Juan: You’re right … I know, I’ll buy following question on the board:
those jeans we saw last month.
Andrés: If you buy those jeans, you’ll
Which things have a monetary
look silly. They aren’t fashionable
any more.
value and which things have a
Juan: Really? Well, what do you think sentimental value in your life?
I should spend the money on?
Andrés: You don’t have to spend it. Students read the questions
You could save it. If you save all and analyze and evaluate their
the money your grandmother gives answers carefully.
you, you’ll be able to go travelling.
And if you go travelling, you will
meet new people. And if you meet
new people, you’ll practise your
English. And if you practise your
English, you will get a good job.
And if you get a good job, you will
earn lots of money …
Juan: And if I earn lots of money, I will
be able to buy cool smart phones
and fashionable jeans. Fantastic!
You always have good advice,
Andrés. Thanks.
Andrés: Oh dear, Juan … T1 46
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module 4 // Unit 2
Work in groups to discuss the questions (a–c) about the situation in
4. Speak exercise 3.
a. Will you spend the money or save the money?

b. Will you spend the money on things or on experiences?
c. Do you think the money will make you happier?
Read the ideas about spending (a–c). Decide if you agree (A), disagree (D)
5. Speak or are not sure (NS). Then, as a class, discuss and justify your ideas about
spending money on travelling.
Well, although travelling is I disagree because spending

interesting, I want to buy some money on travelling will
make-up that I need right now. give you memories that will
last forever.
Ideas about spending money on travelling A D NS

a. Traveling is a waste of money.
We need to pay monthly bills first. although …
b. Colombia has everything. because
Why travel?
instead of + verb (-ing) …
c. Spending money on travelling gives
you important experiences.
d. I don’t need money. I just want
to see the world.
Prepare a two-minute presentation about a memorable experience you

6. Speak have had in your life. Use the ideas below or think of your own. The
prompts (a–d) will help you plan your presentation.
14 7
A festival A celebration A family holiday
a. Introduce the experience

b. Give details about the experience. Talk about the places you visited, the activities
you did, and the food you ate.
c. Calculate the cost of the experience (ask your parents).
d. Discuss the sentimental value of the experience.
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▪▪ Give students time to think ▪▪ Students read the ideas about ▪▪ Read the rubric and the
about their answers to the spending money on travelling prompts. Make sure students
questions. and decide if they agree, understand that they need
▪▪ Students discuss the disagree or are not sure. to prepare a presentation
questions in groups. ▪▪ Focus attention on the using the ideas and prompts
Encourage them to ask each example and the Useful provided.
other why they have decided Expressions. ▪▪ Explain that they can talk
to use the money in this way. ▪▪ As a class, students discuss about a festival, a celebration
▪▪ Groups share some answers and explain their responses to or a family holiday, or another
with the whole class. the ideas. Give them time to important experience if they
prepare what to say. wish.
Extra Activity (10 minutes) ▪▪ Encourage students to ask ▪▪ Give students time to think
Students write on a piece of each other questions to find about the experience and
paper something they think out more information: e.g. what they will say. Encourage
money can’t buy. Students mingle Why do you think travelling is them to make notes to help
and try to find someone in the a waste of money? What kind them organize their ideas.
class with the same answer. of experiences do you get from ▪▪ If they have photos of the
Encourage them to discuss and travelling? experience, suggest that
compare their reasons. Students students bring these to share
may mention love, friendship, with the class.
health, knowledge, parents, etc. ▪▪ Students give their
Write their answers on the board presentations in groups or to
and elicit comments. the whole class.
Tip
Remind students that for a good
presentation it is necessary
to have a structure. Students
should spend some time
planning the structure of their
presentation. They can use the
prompts in exercise 6 to help
them. Drawing a table can
also help students to see the
structure of their presentation.
Students can add notes to the
table and use these when they
give their presentation.

Use mime, gestures and/or
pictures to describe a memorable T1 47
experience you have had in your
life. Don’t speak, but elicit the
story from the students based on
the input you provide. Then, in
pairs or groups, students write a
description of your experience in
their own words.
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You have been in London for one week. You have spent a lot of money.
7. Speak Complete the sentences to show what you have been spending your money
on. Match the first part of each sentence (a–d) with the endings (1–4).
a. You’ve been eating 1. souvenirs for all your

friends and family.
b. You’ve been taking 2. in expensive restaurants.
c. You’ve been shopping 3. taxis to get around London.
d. You’ve been buying 4. for fashionable clothes.
You still have four more days in London. Work in groups to discuss how
8. Speak you can save money.
We can save money if we …
Prepare the second part of the survey on adolescents’ needs and

spending habits. Match the first column (a–e) with the second column
9. Speak (1–5). Then, include the five questions you prepared in unit 1, lesson 3,
exercise 8, for the final version of the survey.
Do you spend more money

148 on things or experiences?
a. Do you spend more money on 1. when you travel on holiday?

b. Have you ever bought 2. money in your wallet?
c. Do you spend much money 3. things or experiences?
d. Do you always have 4. to spend on holiday?
e. Do you save money 5. a product that doesn’t work?
Use both sets of questions and interview ten students in your school.
10. Speak Use your smart phone or a camera to film five of the interviews. Save
the videos for unit 3.
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▪▪ Students imagine they have ▪▪ Read the rubric. Make sure ▪▪ Explain that students are
been in London for a one- students understand the task: going to conduct an interview
week trip. They have spent a they are going to prepare the with different students using
lot of money. second part of the survey the questions in exercise 9.
▪▪ Students match the first part on adolescents’ needs and ▪▪ In their groups, students
of each sentence with the spending habits. discuss and decide alternative
endings, then compare their ▪▪ Remind students that they ways to record the interviews,
answers in pairs. designed the first part such as using the school video
of the survey in unit 1, camera. Encourage them to
Answer Key lesson 3, exercise 7 and that practise the interviews in their
a. 2 b. 3 c. 4 d. 1 they should refer to this if groups first so that they are
necessary. familiar with the questions
▪▪ Students match the first part and know approximately how
of each question with the long each interview will take.
8. Speak
endings, then compare their ▪▪ Make sure students
(15 minutes) answers in their group. understand that they need to
▪▪ Students imagine that they ▪▪ Groups combine the five save the videos for an activity
still have four more days in questions from unit 1, they will do later in unit 3.
London. Give them time to lesson 3, exercise 7 and the
think of ways to save money. questions in this exercise to
Elicit a few suggestions from create the final version of the
the class and write them on survey questionnaire.
the board.
▪▪ In groups, students discuss Answer Key
how they can save money and a. 3 b. 5 c. 1 d. 2 e. 4
suggest creative solutions
using the expression We can
save money if we …
▪▪ Groups share their ideas with
the class.
T1 48
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Check Your Progress
Complete the sentences (a–d). Use the
1. Write prompts in brackets. I can descri
be present
periences
and past ex
a. My mother (have/be/use) a moisturizing cream for two weeks,
but she (have/no/see) any results. Her face is still dry.
Very well
b. My father and my older brother (have/be/go) to the gym all Quite well
this month, but they (have/no/lose) any weight.
lty
With difficu
c. I (have/be/use) an anti-acne cream for two months, but it
(have/no/work).
d. My uncle (have/be/look) for a new house, but he (have/no/find)

one he likes.
Look at Luisa’s expenses last month and

2. Write this month. Write sentences with the
I can justify points
same as, although, while, and but.
of view.
Luisa’s expenses Last month This month

Very well
a. spent on school supplies $20,000 $20,000
(notebooks, photocopies…)
Quite well
b. buying a snack for break time $10,000 $15,000
c. spent on clothes (jeans) $80,000 $90,000 With difficulty
d. buying magazines $20,000 $25,000
Listen to three people talking about their

68 3. Listen spending problems. Then, suggest a solution.
a. Tomás b. Carolina c. Diana

149 I can propose or
present a solution.
Very well
Quite well
With difficulty
Solution: Solution: Solution:
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1. Write 2. Write 3. Listen

▪▪ Students read and complete ▪▪ Students read the information ▪▪ Play the audio. Students listen
the sentences. and write sentences using and propose a solution for
their own words provided. each speaker.
Answer Key ▪▪ Play the audio again if
a. has been using, hasn’t seen Possible answers necessary, so that students
b. have been going, haven’t lost a. Luisa has spent $20,000 on can check their ideas.
c. have been using, hasn’t school supplies this month, the
worked same as last month. Audio Script
d. has been looking, hasn’t found b. Although Luisa spent $10,000 A: Tomás, what’s wrong?
68
on snacks for break time last B: I’ve been spending too much
month, she has been buying money on expensive clothes.
more snacks this month. A: Why? You have lots of clothes.
c. While Luisa spent $80,000 B: I know, but I can’t control my
expenses.
on clothes last month, she
has been spending more on A: Why are you looking so sad,
clothes this month. Carolina?
d. Luisa spent $20,000 on B: I’ve been eating in restaurants this
magazines last month, but week and now I don’t have any
she has been buying more money for the rest of the month.
magazines this month. A: What? You’ve been eating in
restaurants and you’ve spent all
your money?
B: Yes. What should I do?
A: Diana, what’s your problem?

B: I’ve been using some cream to clear
my acne, but I haven’t seen any
results and it’s really expensive!
A: What is the name of that acne
cream?
B: Dersa Secret.
A: Well, what can I say …?
Answer Key
Answers will vary.
T1 49
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Unit » 3
Objectives
» I can talk about possibility and certainty.
» I can express conditions when talking
about possible situations.
» I can ask and answer questions on sports,
Extreme technology and fashion.
Consumption
In Context » Extreme Consumers

Listen to two conversations about people who are going on an extreme
69 1. Listen sports holiday. Match the conversations with photos A and B.
A. B.
69 2. Listen Listen again and choose the correct options (a–c).
1. Julia is going to to learn wingsuit 3. Juan’s mum is worried because she thinks
flying. Juan problems in the sea.
a. San Andrés b. Vasiliki c. California a. can have b. might have c. must have
2. Sara thinks that wingsuit flying a 4. Juan is taking a windsurfing course
dangerous sport. in Greece.
a. could be b. might not be c. must be a. five-year b. two-day c. two-week
3. Read Read the email. Complete the text with words from the box.
150 Hi Lorena,
I’ve been researching good places to go mountain climbing next year. I think that Los Nevados
could be a good area to visit. There are lots of different mountains to climb, but I think that El
Cisne might not be as 1 because it is the lowest. My mum says that I should be
2
because I might have an accident. I don’t agree – it looks 3 ,
but I will have a guide with me to help. I will need to stay for ten days because it could be
4
to climb too quickly – you can get sick from the altitude. What do you think?
Would you like to come with me?
Javi J
dangerous difficult
careful scary
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Unit 3 Extreme Consumption

Unit Objectives
Express opinions and ideas about consumerism, money issues, fashion, use of
technology, and entertainment in spoken and written interaction.
Vocabulary related to shopping practices, vacations and trips.

Vocabulary Vocabulary related to information and communication technology devices:
smartphone, laptop, download, etc.
Modal verbs to express degrees of certainty (could, may, might) and deduction
(must)
Grammar
play and go: play football, go swimming, etc.
Second conditional (If + Past simple + could, might, would)
Julia: Don’t worry, I’ll be fine. I am

1. Listen Grammar Box: Modal verbs
going with some friends. We have
for degrees of certainty and
(20 minutes) track 69 to wear this special suit, jump out
of an airplane, and start flying like deduction
▪▪ Set the context. Students read a bird. We will have so much fun. Remind students that may, might,
the title of the unit and the You could come with me some day. could and must are modal verbs
lesson. Check that students and are followed by a main verb.
remember the meaning of Conversation 2
Mum: Juan, you shouldn’t go May, might and could are all used
extreme consumers.
windsurfing in Greece. It could to express degrees of certainty.
▪▪ Focus attention on the photos.
be dangerous. You might have
Students describe what is I might go windsurfing in
problems in the sea.
happening in each photo. Juan: Don’t worry, Mum. I’ve been Greece next year.
Elicit the names of the sports: windsurfing for five years here in We use must to express a
wingsuit flying and windsurfing. San Andrés. I am going to take a deduction.
▪▪ Play the audio. Students listen windsurfing course in Vasiliki with
and match the photos with the most famous windsurfer in the Wingsuit flying must be
the conversations. world. Relax, Mum. I will only be dangerous.
there for two weeks.
Mum: But it’s too far away.
Juan: I’ll be fine. I’m going with twenty
Answer Key other Colombian friends.
A. conversation 1 3. Read
B. conversation 2 (10 minutes)
2. Listen ▪▪ Students read and complete
Audio Script the email. Check answers in
Conversation 1
69 (10 minutes) track 69 pairs and as a class.
Sara: Julia, I saw on Facebook that ▪▪ Give students time to read the
you’re going to go wingsuit flying questions and options. Answer Key
in Lake Elsinore! It could be very
▪▪ Play the audio. Students a. difficult T1 50
dangerous. You might have an b. careful
accident. choose the correct option to
complete the sentences. c. scary
Julia: You might think it’s a dangerous
d. dangerous
sport, Sara, but all you need to do ▪▪ Play the audio again if
is follow the safety rules. necessary. Students confirm
Sara: But you’ll be a long way from their answers in pairs.
home. What if you have an
accident?
Answer Key
1. c 2. a 3. b 4. c
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module 4 // Unit 3
4. Speak Look at photos A–D. Complete the risks with words from the box.
fall break
drown crash
A. into a rock B. in the sea 21st Century Skills

· Information literacy
Are you a sports participant, spectator
or both? Do you spend money on any
sport you enjoy?
C. off D. your leg
Work with a partner. Read the example sentence. Use the diagram below
5. Speak to tell your partner two more possible negative results of the extreme
sports. Then, listen to your partner.
I think that wingsuit flying might be

dangerous because you could crash into a tree.
If you are less
than 50%
certain, use
Mountain
might be difficult
climbing
Finally, finish
Then, how your sentence
certain are you If you are Then, choose with a
First, choose Add:
Windsurfing of the result? 50–70% an adjective: dangerous description of
a sport: because
Choose the certain, use what could or
right word: could be might happen.
Wingsuit
flying If you are more risky
than 70%
151 certain, use
must be
Think about possible positive results of the sports. Write sentences with
6. Write could, might or must and words from the box.
1. Wingsuit flying could be exciting because

I could jump from a helicopter. fun interesting
2. Wingsuit flying … exciting liberating
3. Mountain climbing …
4. Wind surfing …
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4. Speak 5. Speak 6. Write

▪▪ Read the rubric. Make sure ▪▪ Read the rubric. Make sure ▪▪ Read the rubric and elicit
students understand the term students understand the task: possible positive results of the
risk. they are going to speak about sports in exercise 5.
▪▪ Focus attention on the the possible risks of extreme ▪▪ Focus attention on the words
words in the box and make sports using the diagram to in the Word Bank and make
sure students understand make sentences. sure students understand
their meaning. Model for ▪▪ Give students time to read the their meaning. Model for
pronunciation. flowchart. Focus attention on pronunciation.
▪▪ Students look at the photos the percentages, representing ▪▪ Students read the example
and complete the captions, degrees of certainty. Explain and write three more
then compare their answers that if they are less than sentences using their own
in pairs. 50% certain they should use ideas.
▪▪ Check answers as a class. might be; if they are 50-70% ▪▪ Ask volunteers to share their
certain they should use could ideas with the class.
Answer Key be; and if they are more than
1. crash, 3. fall, 70% certain they should use
2. drown, 4. break must be.
▪▪ Ask students to work with
a partner and look at the
example sentence so that they
have a model to speak about
the risks of extreme sports.
example and demonstrate
step by step how to
choose from the options
in the diagram. Model for
pronunciation. Students
repeat.
▪▪ In pairs, students take turns
to make statements, following
the example. Make sure they
think of a possible negative
result for each sentence.
▪▪ Pairs share their ideas with
the whole class.
T1 51
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Look at photos A–D. Which sport is the most expensive? Order the
70 7. Listen photos (A–D) from 1 (most expensive) to 4 (least expensive). Then, listen
and confirm your answers.
A. Sailing B. Ski jumping C. Formula 1 racing D. Wingsuit flying
8. Read Match the advertisements with the photos (A–D).
1.
Take a risk and have an extreme day in Villa de Leyva, Boyacá
If you love adrenaline and adventure, come and enjoy Villa de Leyva. You could go
mountain climbing near the river. You could walk or rent a quad bike and explore the
dramatic scenery. Don’t stay at home, come and experience the extreme! You will remember
this adventure forever.
$45,000 COP (Quad bike rental is not included. It is $80,000 COP per hour.)
2.
Get out of your routine and experience the extreme with a day in San Gil, Santander
Breathe in the fresh air and go white water rafting in the Suárez river, known as ‘The Wild
Discovery’. You might also want to have a picnic at Juan Curi and later you could go
swimming at the bottom of the waterfalls there. It will be the best extreme day of your life.
$40,000 COP (Rafting tour is not included. It is $130,000 COP per person.)
A. B. C. D.
152
Decide which would be the best extreme sports day. Write three
9. Write sentences. Use questions a–c and the Useful Expressions to help you.
a. Which plan is better value for money?

b. Which plan is closer to your town/city?
c. What might be the risks of doing the
activities in each plan? I think … is better value because …
… is closer to my town/city …
… might be / could be dangerous /
scary / fun / exciting because …
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7. Listen Extra Activity (15 minutes) 9. Write

(10 minutes) track 70 Students name a sport or activity (15 minutes)
they would like to try and explain
▪▪ Students look at the pictures why it could be dangerous ▪▪ Read the rubric. Make sure
and captions. Model the and why it could be fun. Give students understand the
pronunciation of the sports. an example: I would like to try task: to write three sentences
▪▪ In pairs, students predict motorcycling. It might be dangerous explaining which extreme
which sports are the most and if I ride fast – I could have a crash. sports day in exercise 8 they
least expensive. Motorcycling could be fun if I went would choose and why.
▪▪ Play the audio. Students listen to the countryside with my friends. ▪▪ Give students time to read the
and confirm their predictions. advertisements again.
▪▪ Play the audio again if ▪▪ Focus attention on the
necessary. Students compare 8. Read questions and the Useful
their answers in pairs. Expressions. Explain that
(10 minutes) the questions will help them
Answer Key ▪▪ Students look at the photos compose their sentences.
A. 4, B. 2, C. 1, D. 3 and read the advertisements. ▪▪ Students write their
Make sure they understand sentences.
there are two photos to match ▪▪ Check students’ writing
Audio Script
Mateo: What are you reading,
70 with each advertisement. and highlight any grammar,
▪▪ Check answers as a class. spelling and punctuation
María?
mistakes.
María: Hmm? Oh, I’m reading this
article about the most expensive Answer Key ▪▪ Students correct their
sports in the world. Can you guess Advertisement 1 – photos A mistakes.
what might be the most expensive? and D;
Mateo: The most expensive sport? Advertisement 2 – photos B Extra Activity (15 minutes)
Well, it could be windsurfing? Oh, I and C Students research where they can
don’t know. Tell me!
do extreme sports in their own
María: Well, you’re nearly right.
The fourth most expensive
Department (e.g. Cundinamarca,
sport is sailing. The boat and the Quindio, Antioquía, Meta, etc.),
equipment cost a lot of money. and report back to the class. If
Mateo: That must be expensive. And possible, provide a map of the
what’s the third most expensive country so that students can
sport? indicate the places they have
María: It is wingsuit flying. It is very researched.
expensive because you have to
rent a plane or helicopter to jump,
pay a pilot, and also pay insurance.
Mateo: And the second place? I think
it must be ski jumping.
María: That’s right. How did you know?
Mateo: It was just a lucky guess.
María: Yes, ski jumping is in second
place. You need to buy expensive
equipment and hire a trainer. Also,
you have to pay life insurance,
and it is very, very expensive.
The insurance is usually more
T1 52
expensive than the equipment.
Mateo: Wow! And what is at the top
of the list, the most expensive
sport on the planet? I guess it
might be sky diving.
María: No, it isn’t sky diving.
According to this article, it is
motor racing. In Formula 1 racing,
participants must have their own
car, and racing cars are extremely
expensive. One Formula 1 racing
car can cost about $8 million!
Mateo: Really? That’s incredible!
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module 4 // Unit 3
Expanding Knowledge » Consumers of Technology
Read the questions (1–4) in the chart. Match the questions with the
1. Read photos (A–D).
How many hours a week do you spend … 1–2 hrs 2–4 hrs 6–8 hrs 9–10 hrs
1. looking for information online?
2. chatting on WhatsApp?
3. talking on the phone?
4. visiting Facebook?
A. B. C. D.
Complete the chart in exercise 1. Ask a partner the questions. Then,

2. Speak complete the chart with your partner’s answers.
Read the article about technology. Complete the sentences (1–5) with words
3. Read from the box.
library film development entertain Google Maps
What Would Life Be Like Without Technology?

Our lives in the 21st century have changed communicate
because of the 1 of information with the world so
and communication technologies such as the quickly, and we
internet, smartphones and smart televisions. would have to wait
153 Life has become easier with technology, and weeks for letters
we use it every day to communicate, work and and postcards to
2
ourselves. If the technology arrive from friends
didn’t exist, people’s lives would be more or relatives living
difficult. Life would be the same as it was at the in other countries. We also use technology
beginning of the for entertainment. With electronic devices
20th century. For example, if 3 like smartphones and smart TVs, we can play
and satellite navigation didn’t exist, we would Overmatter
video games, listen to music, see a good
have to use a paper map or stop people and ask 5
, and even shop online from
for directions. If we didn’t have the internet our homes. If we didn’t have these devices, we
to help us do our homework, we would have would have to go to different places to do those
to go to the 4 more often. activities in our free time. Can you imagine what
If email didn’t exist, we wouldn’t be able to your life would be like without technology?
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1. Read 2. Speak 3. Read

▪▪ Explain that students are ▪▪ Students answer the ▪▪ Students read the text and
going to talk about technology questions in exercise 1 for complete with words in the
and consumers of technology. themselves. box.
Ask them if they are ▪▪ In pairs, students ask and ▪▪ Give them time to read the
consumers of technology and answer the questions and text carefully. Encourage them
which devices, apps and social note down their partners’ to guess any words they don’t
media they use. answers. know from the context or to
▪▪ Students read the questions ▪▪ Students compare their use a dictionary.
and match with the photos. answers. ▪▪ Check answers as a class.
▪▪ Check answers as a class. ▪▪ As a class, students find out
who uses technology the least Answer Key
Answer Key and the most in a week. 1. development
1. D 2. C 3. A 4. B 2. entertain
3. Google Maps
4. library
5. film
T1 53
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4. Write Read the article again and complete these sentences.
a. If technology 1 didn’t exist, people’s lives 2 would be more difficult.

b. If we 1 the internet to help us do our homework, we
2
to go to the library more often.
c. If email 1 , we 2 able to communicate with the
world so quickly.
d. If we 1 these devices, we 2 to different places to
do those activities.
What would you do if the internet didn’t exist? With a partner, follow
5. Speak the example to ask and answer questions about the ideas in the box.
Use pictures A–D to help you.
What would you do if you couldn’t … What would you do if

a. download photos? you couldn’t download
b. receive and send emails? photos from the
c. download music? internet?
d. make friends on Facebook?
If I couldn’t download
photos from the internet, I
would take pictures with a
camera and print them in a
photo shop.
A. B. C. D.
If you had $2,000,000 COP, which technological devices would you buy?
6. Speak Justify your answer.
A smartphone A laptop A flat screen TV A digital USB player Home-cinema

$600,000 COP $1,600,000 COP $1,400,000 COP $500,000 COP equipment
154 $1,800,000 COP
‘$2,000,000
If I had $2,000,000, I COP’
would buy a smartphone
because it would be useful
to chat with my friends.
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4. Write Extra Activity (15 minutes) 6. Speak

(15 minutes) Ask students: What would you do if (10 minutes)
you lived in the 19th century without
▪▪ Students read the article modern technology? Students ▪▪ Focus attention on the photos
again. answer with two activities. Give of technological devices and
▪▪ Focus on the first example in an example: If I lived in the 19th check the vocabulary and
a. Ask: Does technology exist? century, I wouldn’t take the bus to prices.
(Yes) Are people’s lives easier go to school. I would walk or ride in ▪▪ Students read the example
because of technology? (Yes) a carriage. and prepare their sentences.
What would people’s lives be Remind them that they cannot
like without technology? (more spend more than $2,000,000
difficult) COP.
5. Speak
▪▪ Individual students tell the
Grammar Box: (10 minutes) class what they would buy
Second conditional ▪▪ Read the rubric. Make sure and why.
Remind students that they students understand the task.
have already studied the first ▪▪ Focus attention on the
conditional to talk about future example and model for
possibility. Explain that we use pronunciation. Students
the second conditional to talk repeat.
about situations that are possible ▪▪ In pairs, students take turns to
or hypothetical. ask and answer the questions
Second conditional sentences using the second conditional.
also have two parts: the If Listen and check for common
(condition) clause and the ‘result’ mistakes, e.g. If I would …
clause. Point out that the If clause ▪▪ Ask some pairs to act out their
uses the Past simple, and the dialogues for the whole class.
‘result’ clause uses would, could or
might. Write on the board: Possible answers
a. If I couldn’t download photos
If clause Result clause from the internet, I would take
If technology people’s pictures with a camera and
didn’t exist, lives would print them in a photo shop.
be more b. If I couldn’t receive and send
difficult. emails, I would write letters by
hand.
If I had a I might chat c. If I couldn’t download music, I
smartphone, more with my would listen to the radio.
friends. d. If I couldn’t make friends on
Facebook, I would talk to
people in person.
▪▪ Students complete the
sentences using the second
conditional, then compare
their answers in pairs.
▪▪ Check answers as a class. T1 54
Answer Key
b. didn’t have / would have,
c. didn’t exist / wouldn’t be
d. didn’t have / would have to go.
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module 4 // Unit 3
Javier and Camila are playing a game called ‘Guess what it is.’ Listen to
71 7. Listen their clues. Guess the answer.
Item 1 is a Item 2 is a Item 3 is Item 4 is a
What are the negative effects of spending too much time on the
8. Speak internet? Discuss the question in groups and suggest a solution. Use
the ideas (a–e) and the Useful Expressions.
a. gain weight because I think that if I spent

you’re less active. too much time on
b. become distant from the internet, then I I’d like to say that …
your family could get backache. You’re absolutely
c. get low grades at school In that case, I right/correct.
d. be shy in social contexts would have to go to Exactly, I couldn’t
e. have/get backache the doctor.
agree more.
Write a letter to your head teacher to suggest four possible solutions

9. Write to internet addiction. The Ideas for the Proposal will help you. Use the
correct form of the verbs in brackets.
Dear Ms/Mr
I would like to present a proposal to suggest
Ideas for the Proposal four important ways to help students control
r class,
1. If students (do) physical activity afte their time on the internet.
r com pute rs.
they (spend) less time on thei 1. I’d like to say that if students did
s time on the
2. If parents (control) their children’ more physical activity after school,
with their
internet, students (spend) more time
families. 2.
the internet to
3. If teachers (explain) the dangers of 3.
the class, the students (be) safer online. 4.
15 5 4. (Your own idea) Yours sincerely,
Listen and repeat each question. Notice how the words

72 10. Pronunciation would and you blend together. Then, take it in turns to ask
and answer questions 1–3 with a partner.
1. What would you do if the internet didn’t exist?

2. What electronic devices would you buy if you had a lot of money?
3. What would you do if you had a new smartphone?
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Item 4
7. Listen 9. Write
Javier: Last one. If you had this item
(10 minutes) track 71 you could take photos and … (15 minutes)
Camila: A smartphone!
▪▪ Set the context. Make sure Javier: No, it isn’t. It is another ▪▪ Read the rubric. Make sure
students understand the task. device. Some people have this students understand the task.
▪▪ Play the audio. Students listen professional equipment. ▪▪ Focus attention on the Ideas
and guess each item. Students Camila: I don’t know. You take for the Proposal, the Useful
can guess individually or in pictures with your smartphone. Expressions and the outline
pairs. Could you take selfies with the of the letter. Explain that
item?
▪▪ Play the audio again if students should complete
Javier: Yes, but it would be difficult.
necessary. People usually take selfies with
sentences 2 and 3 using
▪▪ Check answers as a class. their smartphone, while with this the second conditional. In
item they take pictures. sentence 4, they should add
Answer Key Camila: Ah, OK. Obviously, it’s a … an idea of their own.
Item 1 is a smartphone, ▪▪ Give students time to write
Item 2 is a TV, their letter and read it through
Item 3 is home-cinema Extra Activity (15 minutes) carefully.
equipment, Students play ‘Guess what it is’. ▪▪ Check students’ writing
Item 4 is a digital camera. On ten pieces of paper, write the and highlight any grammar,
names of different technological spelling and punctuation
devices, items of furniture or mistakes.
Audio Script gadgets that make our lives easier
Item 1
71 ▪▪ Students correct their
(e.g. headphones, toaster, TV mistakes.
Camila: This ‘Guess what it is’ game remote control, washing machine,
is so much fun. It’s my turn
a selfie stick, etc.). Put the pieces
now. Listen, if you had this item,
of paper in a bag or box. Students 10. Pronunciation
you would send and receive
emails, you would download take a piece of paper and describe (15 minutes) track 72
applications… the item written on it. The rest of
Javier: I know, I know. It is a the class has to guess the object. ▪▪ Play the audio. Students listen
computer. and repeat each question.
Camila: No, it isn’t. With this item you ▪▪ Focus on the pronunciation of
can also take selfies. would you in natural speech /
Javier: Ah, OK, it is a …
8. Speak
ˈwʊdju:/.
(10 minutes) ▪▪ In pairs, students take turns to
Item 2
▪▪ Read the rubric. Make sure ask and answer the questions.
Javier: It’s my turn now. Well, if you
had this item, you would watch students understand the task.
the news and your favourite Extra Activity (15 minutes)
programmes. ideas, Useful Expressions Students work in groups of three
Camila: That’s very easy. That’s a … to plan ‘A Perfect Day without
and example. Make sure
students understand that they Technology’. Encourage them
Item 3
should try to use the second to think about what they would
Camila: OK. It’s my turn now. If you
conditional to discuss the do if they didn’t have access to
had this item, you could listen to
music and watch movies. negative effects and solutions. technology for just one day: what
Javier: That’s easy. It’s a laptop. ▪▪ Students discuss in groups. would they do in the morning,
Camila: No, it isn’t. With this item, in the afternoon, and in the
▪▪ Groups share their ideas with
you could watch movies on a big evening? Encourage them to use
the class. T1 55
flat screen with very powerful sentences such as: If we spent a
sound while you relax on a sofa. day without technology, we would ...,
It’s nearly the same as being at the In the morning we would …, In the
cinema. afternoon, we would …, We would
Javier: Are you talking about . . .
like to …
Groups share their answers with
the whole class.
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Preparing Your Task » The Effects of Consumerism

73 1. Listen Listen to the conversation about shopping and complete the sentences (1–4).
Susana: Hi Lucía, would you like to come over to do some 1 with me today?
I need to get some jeans for my holiday.
Lucía: OK, but we went shopping yesterday. Do you really need more clothes?
Susana: I always need more clothes! I want to get some new ripped 2 and
I could buy a pair of trainers.
Lucía: They must be expensive. Do you have enough money?
Susana: No, but I have my mum’s 3 .
Lucía: She might be angry if you use her card without asking.
Susana: She could be angry, but I need 4 so she will understand.
Lucía: OK, I’ll be there soon.
Susana has called you because her mum is angry about her shopping.
2. Speak Match the problems (1–4) with the best solutions (a–d). Then, discuss
your answers with a partner.
1. I used my mum’s credit card without permission.

2. Mum says the trainers are too expensive.
3. I used my mum’s money to buy clothes for me.
4. I don’t have enough money to pay mum for the clothes.
a. You could cancel the order with the online shop.
b. You must apologize for using your mum’s card.
My shopping has really
c. You could sell some clothes you don’t need to make
upset my mum, what
some money.
can I do?
d. You could give your mum some money to pay for the clothes.
Read two posts from an online forum for teenagers about arguments with
3. Read their families. Then, read the statements 1–5 and write David or Milton.
Home About us Help us Contact

156
Hi everyone, I love listening to electronic dance music. It is my passion
and I have an app on my smartphone that lets me listen to music all
day. The problem is that my mum and dad are always angry with me
because I don’t talk to them very much now. My mum says I have to
eat dinner with them every day whether I like it or not, but we always
argue. What can I do? David, 13
Hi guys, I don’t know what to do. Last week, I went to get my
nose pierced. All of my friends have a piercing and I wanted to
have one too. The problem is I didn’t tell my parents. My dad is so
disappointed in me because I did the same thing as my friends,
but they all think it’s cool. What should I do? Milton, 14
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1. Listen 2. Speak 3. Read

▪▪ Set the context. ▪▪ Students read and match the ▪▪ Read the rubric. Make sure
▪▪ Play the audio. Students problems with the solutions, students understand the task.
listen and complete the then compare their answers ▪▪ Check students understand
conversation in pairs. the important words: argue/
▪▪ Play the audio again if ▪▪ Check answers as a class. argument, pierce/piercing.
necessary. Students compare ▪▪ Students match the
their answers in pairs. Answer Key statements.
▪▪ Check answers as a class. 1. b 2. a 3. d 4. c ▪▪ Check answers as a class.
Answer Key Answer Key

1. online shopping 1. David
2. jeans 2. David
3. credit card 3. Milton
4. new trainers 4. Milton
5. David
Audio Script
Susana: Hi Lucía, would you
73 21st Century skills (10 minutes)
like to come over to do some
Focus attention on the
online shopping with me today?
I need to get some jeans for my
21st century skill: Critical
holiday. Thinking. Explain that critical
Lucía: OK, but we went shopping thinking means logically and
yesterday. Do you really need objectively about an idea or
more clothes? a situation. In pairs, students
Susana: I always need more clothes! I analyze and discuss the family
want to get some new ripped jeans misunderstandings in exercise 3.
and I could buy a pair of trainers. Encourage them to discuss who
Lucía: They must be expensive. Do is right in each situation: the
you have enough money?
parents or the children. Elicit
Susana: No, but I have my mum’s
credit card.
supporting arguments and advice
Lucía: She might be angry if you use for David and Milton.
her card without asking.
Susana: She could be angry, but I
need new trainers so she will Extra Activity (15 minutes)
understand. Students find someone in the
Lucía: OK, I’ll be there soon. class who has had an argument
with their parents or teachers
because of fashion trends.
Students ask the following
questions and find out the details
of the argument.
a. Have you ever had a piercing?
What did your parents say? T1 56
b. Have you ever worn unusual
clothes? What did your parents
say?
c. Have you ever had an unusual
hair style? What did your parents
say?
d. Have you ever argued with your
parents because they do not
understand the way you dress?
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module 4 // Unit 3
1. He has a lot of arguments with his parents.
2. He doesn’t want to spend time with his family. 21st Century Skills
3. He copied something that his friends did. · Critical Thinking
4. He has disappointed his father. Who do you think is right?
5. He uses his smartphone every day. What could they do to solve the problems?
Make suggestions for how David and Milton could make things better
4. Write with their parents. Write sentences using could, should and the prompts
below.
Home About us Help us Contact Home About us Help us Contact
David, I think your mum and dad Milton, I think your dad is disappointed
are angry because you listen to because you copied your friends.
music and you don’t talk to them.
– remove / the piercing
– (not) listen to / music so often – (not) copy / your friends
– spend / more time with your family
Read Claudia’s problem. Write an email to her. Use the possible solutions
5. Write below with could and should to suggest how she could control the
negative effects of using technology.
My parents say that I spend all day chatting on WhatsApp and I

don’t have time for them, but I like it. It’s the only hobby I have.
Tip
Possible solutions: Identify the purpose of
WhatsApp
talk to her parents about why she likes the task: you want to
nts
15 7 spend some time every day with her pare present a solution to
find more hobbies the problems.
(your own idea)
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4. Write 5. Write
▪▪ Set the context. Explain that ▪▪ Read the rubric. Make sure
students will reply to David students understand the task.
and Milton. Give them time ▪▪ Students read Claudia’s
to think of some ideas and problem and the possible
discuss in pairs if necessary. solutions. Point out that they
▪▪ Students complete the replies, will need to change some of
then compare their ideas in the words from the third to
pairs. the second person.
▪▪ Check answers as a class ▪▪ Give students time to write
their email and read it through
Answer Key carefully.
Advice for David: You shouldn’t ▪▪ Check students’ writing
listen to music so often. / You and highlight any grammar,
could spend more time with your spelling and punctuation
family. mistakes.
Advice for Milton: You could ▪▪ Students correct their
remove the piercing. / You mistakes.
shouldn’t copy your friends.
Tip (5 minutes)
Students read the tip. Point out
that it is important to identify
the purpose of a task – in this
case, to suggest solutions to a
problem.

Students read and analyze these
situations, then discuss solutions
in pairs or small groups.
a. John has got his nose pierced
and his father is very strict and
conservative.
b. Rocío took her mother’s credit
card in secret and bought clothes
for $600,000 COP.
c. Nicolás dyed his hair purple and
now he doesn’t want to leave his
room.
d. Sara was wearing her mother’s
earrings without permission and
she lost one in the street. T1 57
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Listen to Angélica’s suggestions on how to save money to buy what you want.
74 6. Listen Read statements 1–5. Choose T (true), F (false) or NM (not mentioned).
1. You need to know how much money you receive weekly.

2. You might want to save all the money you receive.
3. You could sell things you don’t need any more.
4. You could find opportunities to make money.
5. You might want to spend your money, but control yourself.
Ask your classmates this survey question and record their answers (a–c)
7. Speak in a chart.
What do you think is the best way to be a better consumer?

a. If you bought cheaper products, you could buy more things for the same money.
b. If you did less shopping, you could save money for something big.
c. If you sold your old things, you could make money and buy new things.
Look at the chart you created in exercise 7. Write sentences to explain

8. Write the results of the survey. Do you agree with the results? Use the useful
expressions to help you.
Some students think …

The survey results show that …
Many students …
Nearly all of the students …
Design a bar chart using the answers to the survey in Unit 2, Lesson 3,
9. Group Work exercise 10. Then, present the results. Film your presentation. Include
examples of the students you filmed during the interview.
Title: Teenagers’ needs and spending habits
buy to impress spend more money on spend more money on

buy useless things
others things than experiences experiences than things
80% 70% 65% 35%
158
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6. Listen 7. Speak 9. Group Work

▪▪ Set the context. Give students ▪▪ Explain that students will ▪▪ Refer students back to
time to read the statements. interview their classmates by the survey on students’
▪▪ Play the audio. Students listen asking the survey questions consumption habits which
and choose T, F or NM. and giving three possible they created in Unit 2,
▪▪ Play the audio again if answers, a, b or c. lesson 3, exercise 10.
necessary. Students compare ▪▪ In pairs, students design ▪▪ Students create a bar chart
their answers in pairs. a chart to record their to present the results of the
▪▪ Check answers as a class. classmates’ answers to the survey.
question and record their ▪▪ Give students time to prepare
Answer Key answers. the presentation of the chart.
1. T, 2. F, 3. NM, 4. T, 5. F ▪▪ Give students time to Make sure they include
interview each other. examples and that they
Example chart: decide who will present which
Audio Script information.
A lot of teenagers want to save
74
What do you think is the best way ▪▪ Groups film their
money these days because we want
to be a better consumer? presentations. If you have the
to have our own laptops, video games,
equipment, you could select
a new smartphone or clothes that are Name a b c
in fashion. I think these steps might a few groups to show their
help you. Carlos ✓ presentation to the class.
First, you need to know exactly how Lucía ✓ Alternatively, suggest they
much money you receive weekly. Do post their video on social
your parents give you any mony? Do Rocío ✓ media for the class to watch.
you earn any money? How much?
Then, you could try to save half of the Extra Activity (15 minutes)
money you receive. Do not spend it 8. Write
all on snacks! Put the money you can
Encourage students to propose a
save in a piggy bank. Spend less, save (15 minutes) three-step plan on how to start
more. saving money as of next year,
Don’t waste your money on things using I will / I could / I might / I
you do not really need. You must should. Make a list of their most
distinguish between real needs and ▪▪ Check students understand useful ideas. Give an example:
wants. the meaning of the words in I want to save money next year. So,
Also, you could find opportunities Useful Expressions. I could buy fewer sweets and snacks.
to make some money. How? You ▪▪ Students write three I could save $ 20,000.
could clean windows, help an elderly sentences summarizing the
neighbour to carry his or her shopping results of the survey.
or you could walk someone’s dog.
You could negotiate with your
▪▪ Encourage students to say if
parents to get some extra money. For they agree or disagree with
example, you could tell them that if the results.
you get good grades at school, they
could give you more money. If you
are a good student, they might be
generous with you.
Finally, once you have started saving
your money, you could ask your T1 58
parents to help you open a savings
account. You might want to spend it
all, but be patient and you can save
the money you need to buy what you
want.
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module 4 // Unit 3
75 Chant
Be careful, be cautious with your money,
‘Cause when it runs out, it’s not funny!
It might be liberating at the time,
Although you’ll regret it
When you’re left behind.
I’m wearing my hoodie and I’m going into town.

I bought a selfie stick to take pictures all around.
I’ve foolishly spent my money on a tent,
Instead of wisely paying for my rent.
It is very cosy with a beanbag chair,
And there is also a telescope in there.
Be careful, be cautious with your money, …
I use the internet cautiously;

I only chat to people who are nice to me.
I go to the gym to have a fun time,
Instead of spending all my time online.
I download music on my laptop,

And I use my headphones quite a lot.
I bought some sunglasses unnecessarily,
I don’t need them but they look cool on me.
Be careful, be cautious with your money, …
159
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Chant:
Lesson 4 ▪▪ a tent – mime a triangle

Listening with your hands, to
indicate a tent
Speaking (10 minutes) track 75
▪▪ beanbag chair – mime
(5 minutes) Once you have highlighted any sitting in a very big
particularly challenging armchair, both arms
Before you play the recording out to the side and very
for your class, take some time vocabulary with the class, relaxed
together with the whole group move on to playing the ▪▪ telescope – mime using
to establish the theme of the recording. For the first one or a portable telescope to
chant. Ask them what they two times, play the recording look at the stars
think the chant is about, and all the way through, ▪▪ use the internet – mime
encouraging students to listen typing on a keyboard
the reasons for their answers.
carefully to the rhythm and ▪▪ go to the gym – mime
lifting weights at a gym
Once the group has pronunciation of the chant,
▪▪ headphones – mime
concluded that the theme of listening out especially for the listening to music
the chant is to do with more unfamiliar vocabulary through headphones
financial responsibility and items. ▪▪ sunglasses – mime
spending money wisely, ask putting on sunglasses
them to identify the key On the second or third ▪▪ they look cool on me –
recording, encourage stu- mime looking at yourself
vocabulary that indicates in a mirror with the
this. What word forms and dents to sing along with the sunglasses on.
structures do they see? What chant, and introduce a series
of mimes to accompany the When the class is confident
patterns can they identify?
meaning of the chant. Some with the actions, rhythm and
suggestions for mimes are pronunciation (you can usually
Ask the students to point out
listed below, but wherever tell they are getting confident
any words or phrases that
possible, allow your students as the volume of their singing
they don’t understand, and
to suggest their own actions increases), you might like to
encourage the class as a whole
(as long as they make sense split the class into two groups,
to work together to guess the
with the chant and and have each group recite
meaning, where possible.
demonstrate that they have alternate lines of the chant.
Encourage stronger students
clearly understood the Swap the group around to
to provide explanations in
meaning of the words), as this ensure both groups get chance
English wherever possible, or
will greatly assist their ability to recite all the lines.
translations into their own T1 59
language if not, and use this to memorise the new
opportunity to build the vocabulary.
confidence of the group in Suggestions for mime actions
using educated guesses to for this chant:
understand the text.
▪▪ when you’re left
behind – mime a fearful
expression
▪▪ wearing my hoodie –
mime pulling a hood up
onto your head
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Read the chant again. What is foolish and what is wise? Work with
1. Read a partner and draw lines.
1 be careful with your money

2 spend money on a tent
3 pay for my rent Foolish
4 buy a beanbag chair
5 buy a telescope
6 use the internet cautiously
7 chat to people who are nice to you
Wise
8 go to the gym
9 spend all my time online
10 buy sunglasses
2. Write Answer the questions.
1 What is the singer wearing? A hoodie.

2 What does the singer use the selfie stick for?
3 What did the singer spend his/her money on instead of rent?
4 What is in the tent?
5 Who does the singer talk to on the internet?
6 Why does the singer go to the gym?
7 What does the singer do instead of spending all his/her time online?
8 What does the singer do on his/her laptop?
9 How often does the singer use his/her headphones?
10 Why did the singer buy sunglasses?
Are you good with money? Write about your spending habits. Use
3. Write the phrase below and words from the chant, and your own ideas.
160
I buy …
I don’t buy …
I foolishly …
I wisely …
Instead of … I …
I need …
I don’t need …
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1. Reading 3. Writing
Activity 1 requires students to The final activity is an
read the information excellent homework activity
presented in the chant, and and requires students to write
categorise it according to about their spending habits,
whether the singer describes and to comment on whether
it as a wise thing to do, or a the choices they make are
foolish thing to do. good or bad. The prompt
phrases provided are in the
The chant doesn’t always use present tense, but extra marks
the words ‘wise’ and ‘foolish’ should be awarded to students
about all the actions in the who use a mixture of tenses,
text, so students must have and a combination of
a good understanding of the vocabulary from the module,
different words for ‘wise’ and as well as additional
‘foolish’, and the ways vocabulary and more complex
different ideas are linked grammatical structures.
within the chant. As
preparation for this exercise,
you might like to get students
to identify the phrase in the
they have learnt since the start
chant that indicate whether or of the lesson. Get them to write
not the singer classes them as down any new vocabulary in their
‘wise’ or ‘foolish’. notebooks.
Students should complete this

activity in pairs, and compare 6. Roundup
answers as a whole group. (5 minutes)
.
2. Writing
(10 minutes)
For activity 2, students must
read the questions, and write
answers based on the
information provided in the
chant. T1 6 0
Special attention should be

paid to question words and
pronouns in this exercise, so if
these are areas that your
students find challenging, it is
a good idea to do a quick
recap exercise before they
begin this exercise.
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Check Your Progress
Write two positive possibilities (PP) and two I can speak about
1. Write negative possibilities (NP). Use could, might, possibility and
and must and the prompts to help you. certainty.
1. NP: Climbing / risky / because I / fall .

2. PP: Climbing / interesting / because I / walk down a rocky Very well
mountain .
3. NP: White water rafting / dangerous / because I / crash into Quite well
the rocks .
4. PP: White water rafting / exciting / because I / go down a With difficulty
wild river .
I can express cond

itions
when talking abou
t
possible situations
.
Write three ideas to describe what your life
2. Write would be like if the internet didn’t exist.
Very well
1. If ,I
2. If ,I Quite well
3. If ,I
With difficulty
Listen to the interview with Francisco.
76 3. Listen Choose the correct answers (a–c).
1. What would Francisco do if the internet didn’t exist?

a. He’d watch TV.
b. He’d read newspapers. I can ask and answ
er
c. He’d buy a radio. questions on spor
ts,
2. What kind of clothes has Francisco bought? technology and fa
shio n.
a. a T-shirt
b. a pair of trainers
Very well
161 c. a pair of jeans
3. What’s Francisco’s main problem with technology?
a. He’s been distant from his family. Quite well
b. He’s had problems at school.
c. He’s always on the internet. With difficulty
4. What will he do to control technology consumption?
a. do an extreme sport
b. spend more time with friends and family
c. never play video games
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Audio Script
1. Write Reporter: I’m here with
76
(15 minutes) 16-year-old Francisco, from
Cartagena, to talk about his
▪▪ Students read and complete consumer habits and any
the sentences. problems he has with fashion and
technology. So, Francisco, what
Possible answers would you do if the internet didn’t
1. Climbing could be risky exist?
Francisco: Wow, erm… well, life would
because I might fall.
be more difficult. I think that if the
2. Climbing might be interesting
internet didn’t exist, I would still
because I could walk down a watch TV, but I would also read
rocky mountain. more books and listen to my dad’s
3. White water rafting must be radio.
dangerous because I could Reporter: OK, second question. Have
crash into the rocks. you ever spent your money on
4. White water rafting could be fashionable clothes?
exciting because I might go Francisco: Well, this T-shirt belonged
down a wild river. to my brother, but I have bought
some fashionable clothes. The last
time I went shopping I bought a
new pair of jeans, but they were
2. Write too big. I wanted to wear them
with some trainers my mum
(15 minutes) bought me as a present. I wasted
my money.
▪▪ Students write the sentences.
Reporter: Right, question three.
▪▪ Answers will vary. Focus Have you ever been more distant
on checking that they have from your family because of using
formed second conditional technology?
sentences correctly. Francisco: Yes, I have. I’ve spent a
lot of time downloading music
from the internet and I always
3. Listen spend hours playing games on
my smartphone. I need to control
(15 minutes) track 76 those habits. I know I’m not the
▪▪ Play the audio. Students only one.
listen and choose the correct Reporter: Oh, I know. Many teenagers
answer. prefer to spend time using
technology instead of speaking
▪▪ Play the audio again if with their friends and family in
necessary, so that students person. So, how do you think you
can check their answers. might become a better user of
technology?
Answer Key Francisco: Well, I could control the
1. a, 2. c, 3. c, 4. b time I spend online. I have plans to
change my life style because the
internet and video games shouldn’t
be the most important things. I
might do more exercise, but there
are other important things like T1 6 1
spending more time at home with
my family.
Reporter: That’s great. Francisco,
thanks for your time. Good luck
with your plans.
Francisco: Thanks.
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Module // 4 Review
Having fun Bingo

A B C D
What have you been What book have you What do you like to What does ‘spending
2 doing lately? been reading lately? collect? foolishly’ mean?
river photo missing
3
Imagine you bought Imagine you bought What is this sport? What positive
these. Tell your these. Tell your father Can it be dangerous? characteristics does
mother why you why you need them. this sport have?
need them.
Complete: Instead of Tell your friend about

Complete: Although I What should a smart
4 have the money, …
buying a video game,
…
buyer know?
a time when you spent
money carelessly.
Complete: If I spend Complete: If I play a Complete: If we didn’t Complete: If we didn’t

5 all my money, I … sport, I … have cars, … have the internet, …
6
162 Is this practical? Is this useful? Are these warm and Is this cool and
cosy? modern?
Say the price: Say the price: Complete: Car racing Complete: ____________
7 £130 £210 could be … is an exciting sport.
Pretend you are Complete with yet or Complete with yet or

at a shop. Ask the already: Name two essential already:
8 salesperson about the I have __________ items you need to buy. I haven’t studied for
price of a sweater. bought my textbooks. the test __________.

Module // 4 Review
module 4 // Review
Pick two columns and roll the dice, answer the
question in the square and write the number of the
square down if you answer correctly (e.g. 6B). The first
person that completes their two columns wins!
E F G H
Do you know a
What sport have you What have you been person who collects What does ‘spending
2 been playing recently? studying recently? something? What does wisely’ mean?
he/she collect?
3
Imagine you bought Imagine you bought What is this sport? What positive
this. Tell your mother these. Tell your father Can it be dangerous? characteristics does
why this is something why you need them. this sport have?
you need.
Complete: Have you Complete: (You spent Complete: (You had a

Complete: Please buy
spent much money too much and your piercing done and your
4 this year? On the
some notebooks as
well as …
mum is angry.) mum is angry.)
contrary, I … I will … I will …
Complete: If I study a Complete: If I save Complete: If we didn’t Complete: If we didn’t

5 lot, I … some money, I … have schools, … have computers, …
6
163
163
Is this useful? Is this practical? Are these modern? Is this unique and fun?
Say the price: Say the price: Complete: Sailing can Complete: ____________
7 £332 £567 be … is a dangerous sport.
Pretend you are a Complete with yet Name two Complete with yet
salesperson. Tell a or already: I haven’t unnecessary items or already: I have
8 customer how much a bought my textbooks you have bought in ____________ studied for
sweater costs. ____________. the last month. the test.

Having Fun Bingo
Students play in groups of four. Each player

chooses two letters of the board. They need
a pair of dice, a counter, paper and pen.
Explain that they should put their counter
on one of their letters. They should roll the
dice and answer the question or complete the
statement. If the player gets 2 to 8, he/she
goes to the corresponding square. (For example
if he’s/she’s playing on letter A and gets a 4,
he/she goes to square A-4.) Explain that if
the player gets 9 he/she misses a turn; if the
player gets 10 he/she rolls the dice again after
this turn; if the player gets 11, he/she can roll
again to change to a new question; and if the
player gets 12, he/she has two opportunities
to answer the question. If it is correct, he/she
writes the number of the square on the paper.
If the answer is not correct, he/she has to wait
until the next turn to try again. The player who
completes one or two columns (depending on
T162
what you decide) wins.

Module // 4 Review
Having Fun Bingo Answers

Page 162-163
A2: Answers may vary.
E2: Answers may vary.
A3: Answers may vary.
A4: Answers may vary, but may include: ‘… I don’t want to
spend it.’
E5: Answers may vary, but may include: ‘… I will pass the test.’
A5: Answers may vary, but may include: ‘… I won’t have any
for an emergency.’ E6: Answers may vary.
A6: Answers may vary. E7: Three hundred and thirty-two pounds.
A7: A hundred and thirty pounds. E8: This sweater is … pounds.
A8: Excuse me, how much is this sweater? F2: Answers may vary.
B2: Answers may vary. F3: Answers may vary.
B3: Answers may vary. F4: Answers may vary.
B4: Answers may vary, but may include: ‘… buy something F5: Answers may vary, but may include: ‘… I will have
you really need.’ money for an emergency.’
B5: Answers may vary, but may include: ‘… I will be healthy.’ F6: Answers may vary.
B6: Answers may vary. F7: Five hundred and sixty-seven pounds.
B7: Two hundred and ten pounds. F8: yet
B8: already G2: Answers may vary.
C2: Answers may vary. G3: Answers may vary.
C4: Answers may vary. G5: Answers may vary, but may include: ‘… people wouldn’t
be able to study and learn.’
C5: Answers may vary, but may include: ‘… we wouldn’t be
able to travel so efficiently from one place to the other.’ G6: Answers may vary.
C8: Answers may vary. H2: It means spending money on things that you really
need.
D2: It means spending carelessly and irresponsibly.
H3: Answers may vary.
D3: Answers may vary.
H5: Answers may vary, but may include: ‘… people wouldn’t T1 6 3
D5: Answers may vary, but may include: ‘… we wouldn’t be
be able to use the Internet, communicate more easily,
able to research topics so quickly.’
or send emails.’
D8: yet
H8: already

Module // 4 Project
Project
A documentary film to present information
on teenagers’ shopping needs and habits.
A documentary film is a short film that shows a real situation or event.

It usually has a narrator or reporters who describe the event and interview people.
1. In groups, collect the information and materials you created in this module. Use the checklist

Sensible shopping Controlling expenses! Extreme consumption
Lesson 2, exercise 6 Lesson 2, exercises 5-6 Lesson 3, exercises 8-9

Quiz: Are you a Interview teenagers and Chart based on survey
shopping addict? report on their monthly results and video report.
Lesson 3, exercise 8 expenses.
Questionnaire about Lesson 3, exercises 10-11
students’ shopping habits. Survey and interview on
adolescents’ needs and
spending habits.
2. Look at the six stages of making a documentary film. Decide who in your group will work on
the different stages.
a. Choose a topic for your film (e.g. teenagers’ shopping needs).
b. Write interview questions to ask people about the topic.
c. Decide who will be the interviewer/reporter. Start filming. Use a camera or smartphone.
Interview as many people as possible about the topic.
d. Watch the interviews and note down the results. Create a chart or infographic to show the
results.
16 4 e. Prepare a script for the narrator. Think about what you will say to introduce the topic and
the results of the interviews.
f. Edit the film.
• Decide how you will organize the interviews.
• Include some images of your school or community.
• Add a title at the beginning.

Module 4 Project
1. Explain to students that they are 2. Go through the different stages

going to create a documentary film of making a documentary film. Ask
to present information on teenagers’ students to choose who will work on
shopping needs and habits. Jog their which stage.
memories with some of the ideas they Students will need to prepare the
discussed earlier in the module. elements of the film and edit it.
Tell students they will be making the Encourage students to challenge
film and presenting it to the school or themselves to make the film as good as
to another class. possible. As students will be showing
Remind students that they’ve been this film to people outside the class,
working on the project throughout they should be proud of the work they
the module. Direct them to the Unit do.
overview pages so they can see the
Module tasks and elements which will
contribute to the project. Remind them
of the different activities they carried
out earlier in the module.
T1 6 4

module 4 // Project
3. Look at the two suggestions for ways to show your film. Discuss the advantages and
disadvantages of each one: showing your film in the school theatre/lecture room or uploading
it to the internet. Can you think of other ideas?
Option 1: Show your film in the school Option 2: Upload the film to the internet
theatre or a lecture room
1. Select a date and book a room. 1. Upload your film to YouTube or a similar
2. Book the equipment you need (e.g. TV, social media website.
digital projector, computer). 2. Visit classrooms in your school and invite
3. Decide how to invite the school community students and teachers to watch the film
to see the film. What information will you online. Make sure you give them the
give them about the film? correct link!
4. On the day, welcome the audience and Ä
3. Invite students to click ‘like’ ( ) and to write
introduce the group who made the film. positive comments about your film.
5. Show the film. 4. Reply to the comments.
6. After the film, have a ‘question and answer’ 5. Keep a note of the number of people
session with the audience. who watched and ‘liked’ the film, and the
comments.
4. In your groups, discuss the questions or comments and any other feedback from your
audience.
a. What was good about your film?
b. What could you improve?
c. What would you do differently in future?
165

Module 4 Project
3. Go over the two options for 4. Have students reflect on the

the presentation of the film. Elicit importance of obtaining the
and discuss the advantages and corresponding feedback after the
disadvantages of each. Then invite event. Explain that the audience should
students to discuss and disadvantages provide feedback on the research and
they might encounter. Explain to activity as a whole.
students that Option 1 might be more Encourage students to reflect on
appropriate for a large school with the process of filming, collating the
many students, which Option 2 could research and showing their film. They
be more suitable if they don’t have a should congratulate themselves on
projector and computer. Time, space things that went well and discuss how
and tech tools available should be to improve.
work.
T1 6 5

Evaluation
Vocabulary
Circle ALL the words and phrases with similar meanings.
0. A. cool B. modern C. useful D. ugly

1. A. foolishly B. imprudently C. responsibly D. carelessly
2. A. similar to B. in the same way as C. although D. as well as
3. A. unique B. prudent C. dangerous D. risky
4. A. boring B. fun C. interesting D. exciting
5. A. pay B. spend C. buy D. save
D
Grammar
Choose the sentence that is correct.
0. A. I have already bought a new tent.
B. I have yet bought a new tent.
C. I have already buy a new tent.
D 6. A. Although I like this jacket, it is also beautiful
B. Although I like this jacket, it’s too expensive.
C. Although I like this jacket, I bought it.
7. A. I have wait for a package for three weeks.
B. I have been waiting for a package for three weeks.
C. I’m waiting for a package for three weeks.
8. A. Instead of buying so many unnecessary things, buy some more.
B. Instead of buying so many unnecessary things, waste your money.
C. Instead of buying so many unnecessary things, try to save some money.
9. A. Mountain climbing could be dangerous.
B. Mountain climbing should be dangerous.
C. Mountain climbing be dangerous.
166 10. A. If mobile phones didn’t exist, we won’t be able to communicate so easily.
B. If mobile phones didn’t exist, we wouldn’t be able to communicate so easily.
C. If mobile phones didn’t exist, we can’t be able to communicate so easily.

Evaluation Answers
Page 166
Vocabulary Grammar
1. A, B, D 6. B
2. A, B, D 7. B
3. C, D 8. C
4. B, C, D 9. A
5. A, B, C 10. B
T1 6 6

Reading
Read the following text. Choose the best answer, True or False, for each question.
We are now living in a ‘digital world’. Everyone has a mobile phone, and people are
always looking for the newest model. Every teenager depends on their phone not only to
communicate, but also to play games, check their social networks, listen to music, use the
internet, etc. Every day, new terms related to communication appear: ‘texting’, ‘messaging’
and ‘chatting’ are some of the words that refer to communicating using a mobile phone.
Although schools are now aware of this, their opinion on this issue seems to vary. Some
schools, for example, accept the use of mobile phones and allow them to be used for
homework. Other schools prohibit the use of mobile phones and students use them in
secret. Should schools have a balanced view on mobile phone use and take advantage of
these new forms of communication and words? Of course. If this was the case, students
would feel free but at the same time only use their mobile phones when it is appropriate.
True False
0. The term ‘digital world’ means that there is new technology such as
✔
mobile phones that everyone uses.
11. According to the article, people don’t use their mobile phones.
12. According to the article, teenagers use their phones only to talk.
13. New ways of communication and words related to communication
have appeared because of new technology.
14. All schools accept the use of mobile phones in class.
15. The article says that schools shouldn’t allow students to use their
mobile phone in class.
Writing
Write what would happen if the following situations happened. Use the Word Bank.
(0) What would happen if we didn’t have
technological resources?
- We would not have any cultural
We would not have any cultural development.
_______________________________________________________
development.
16. What would happen if we didn’t have the internet?
- We wouldn’t be able to travel so
easily. _______________________________________________________
167 17. What would happen if people didn’t have books?
- We wouldn’t be able to research
topics so fast. _______________________________________________________
- We wouldn’t be able to study and 18. What would happen if there weren’t phones?
read about different topics. _______________________________________________________
- We wouldn’t be able to 19. What would happen if there weren’t planes?
communicate easily from one _______________________________________________________
place to the other. 20. What would happen if we didn’t have TVs?
- We wouldn’t be able to watch _______________________________________________________
shows and movies.

Evaluation Answers
Page 167
Reading Writing
11. False 16. We wouldn’t be able to research
topics so fast.
12. False.
17. We wouldn’t be able to study and
13. True read about different topics.
14. False 18. We wouldn’t be able to
communicate easily from one place to
15. False
the other.
19. We wouldn’t be able to travel so

easily.
20. We wouldn’t be able to watch

shows and movies.
T1 6 7

Module // 1 Gap Activity
Gap Activity
Student A
Stage 1
Look at expressions and pictures about illegal mining and its effects. Match three expressions to
your pictures.
affected health 1 2 3
campaigns
contaminated the air
destroyed the forests
education programs
writing letters
polluted the rivers
Now, read the text about illegal mining. Then, complete the questions.
About a ago, the town where I lived had a

terrible. The beautiful forests and lot of illegal mining. It was
mountains near our home were com
destroyed. Over time, the mining pletely
b and destroyed the
forests. It was so terrible that it eve
nc the air we breathe. It became
so bad that our town was constantly
covered in black smoke. As you can
it really d our health. Many people began to imagine,
problems and there was an increas suf fer from respiratory
e in cancer.
People in the town decided to do
something about it. We started e
wrote letters to the local governme and
nt. We also began several education
We managed to improve the local programs.
regulations for mining. We also saw
government and the police workin the
g with the local community to stop
mining. Today, there are not as ma a lot of illegal
ny illegal mines and we feel there
improvement in the air quality and has been a big
342 local environment here.
Questions Stage 2
a When did the illegal begin? Now ask your questions to
b What happened time? Student B. Listen and write
down the answers to complete
c What to the air? your text. Listen to Student B’s
d What did the mining do to people’s health? questions and answer them with
information in your text.
e What did people start to ?
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module 1 // Gap Activity
Student B
Stage 1
Look at expressions and pictures about illegal mining and its effects. Match three expressions to
your pictures.
affected health 1 2 3
campaigns
contaminated air
destroyed forests
education programs
writing letters
polluted the rivers
Now, read the text about illegal mining. Then, complete the questions.
About 5 years’ ago, the town where

I lived had a lot of illegal mining. It
The beautiful forests and mountains was a .
near our home were completely des
the mining polluted the rivers and troy ed. Ove r time,
b . It was so terrible that it even
contaminated the air we breathe. It
became so bad that our town was
c . As you can imagine, it really damage constantly covered
suffer from d d our health. Many people began to
and there was an increase in cancer.
People in the town decided to do
something about it. We started cam
e to the local government. We also paigns and
We managed to improve the local began several education programs.
regulations for mining. We also saw
and the police working with the loca the government
l community to stop a lot of illegal
there are not as many illegal mines mining. Today,
and we feel there has been a big imp
the air quality and local environme rovement in
nt here.
Questions Stage 2
a How the illegal mining? Now ask your questions to
b What happened time? Student A. Listen and write 343
down the answers to complete
c What to the town? your text. Listen to Student A’s
d What did people begin to from? questions and answer them with
information in your text.
e What did people start to do?
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Gap Activity
Student A
Stage 1
Complete the questions that a doctor might ask when
somebody is ill. Work with Student B to check your answers.
a How you feel today? e Do you ill all the time?

b are your symptoms? f you sleeping enough?
c did your symptoms begin? g Are eating enough?
d What you do yesterday? h Do you drink lots water?
Stage 2
Now, decide what advice a doctor normally gives somebody who is ill. Work with Student B to
check your answers.
i You should / shouldn’t take antibiotics. m
n
You should / shouldn’t drink plenty
j You should / shouldn’t take vitamin C.
of water.
o You should / shouldn’t go outside in

k You should / shouldn’t take lots of rest.
the cold.
l You should / shouldn’t stay at home. p You should / shouldn’t eat some garlic.
Stage 3
Now, you will pretend to be ill. Think of your symptoms, using the Word Bank to help you. Student
344 B is the doctor. Tell the doctor what’s wrong. Write down the doctor’s advice. Thank the doctor at
the end of your conversation.
Stage 4
Word Bank
Now, you will pretend to be the doctor.
feeling really stressed have a fever
Find out what’s wrong with Student B.
Listen carefully to Student B’s feeling really tired have a headache
symptoms. Give advice to Student B have a bad cough have a stomach ache
for getting better.
TG_way_to_go_L8_344_345.indd 344 11/12/16 12:26 a.m.

Student B
Stage 1
Complete the questions that a doctor might ask when
somebody is ill. Work with Student A to check your answers.
a How you feel today? e Do you ill all the time?

b are your symptoms? f you sleeping enough?
c did your symptoms begin? g Are eating enough?
d What you do yesterday? h Do you drink lots water?
Stage 2
Now, decide what advice a doctor normally gives somebody who is ill. Work with Student A to
check your answers.
i You should / shouldn’t take antibiotics. m You should / shouldn’t eat plenty of sweets.
j You should / shouldn’t take vitamin C. n

You should / shouldn’t drink plenty of water.
o You should / shouldn’t go outside in

k You should / shouldn’t take lots of rest.
the cold.
l You should / shouldn’t stay at home. p You should / shouldn’t eat some garlic.
Stage 3
Now, you will pretend to be the doctor. Find out what’s wrong with Student A. Listen carefully to
Student A’s symptoms. Give advice to Student A for getting better.
Stage 4
Word Box
Now, you will pretend to be ill. Think of your feeling really stressed have a fever
symptoms, using the Word Bank to help you.
Student A is the doctor. Tell the doctor feeling really tired have a headache
what’s wrong. Write down the doctor’s have a bad cough have a stomach ache 345
advice. Thank the doctor at the end of your
conversation.
TG_way_to_go_L8_344_345.indd 345 11/12/16 12:26 a.m.

Gap Activity
Student A
Stage 1
Read about your neighbour. He or she isn’t a very good neighbour!
My neighbour …
Doesn’t clear the front garden – it’s
always messy
Has a smelly back garden – I saw rats
there
Burns rubbish in the back garden
– it’s quite dangerous on a hot day
Stage 2
Complete the missing words to make sentences you might use to complain to your neighbour.
Two of the missing words are should and shouldn’t.
1 Your front is really messy.

2 Could tidy it up, please?
3 I’m afraid I also saw in your back garden. It’s really smelly there.
4 You clear it up.
5 And I’ve seen you burning in your back garden.
6 You burn rubbish on a hot day. It might cause a fire.
Stage 3
Your neighbour is Student B!
346 Student B doesn’t know you are
unhappy. You need to tell Student B
about the problems. Be polite.
Try to help the situation.
Excuse me, do you
Student B is also unhappy with you! have a moment? …
Listen to Student B’s complaints
and write them down. Be polite. Try
to help the situation.
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Student B
Stage 1
Read about your neighbour. He or she isn’t a very good neighbour!
My neighbour …
Hasn’t painted our garden fence –
it’s his or her repsonsibility to do tha
Always plays loud music late at nig t
ht
Leaves rubbish in the street in fron
t of my home
Stage 2
Complete the missing words to make sentences you might use to complain to your neighbour.
Two of the missing words are should and shouldn’t.
1 You haven’t painted our garden – it’s your responsibility to do that.

2 Could do it this weekend, please?
3 I’m afraid I often hear loud at night, after 11pm.
4 You play loud music or have the TV on loudly late at night.
5 And you leave in the street in front of my home.
6 You put it in the rubbish bin for collection.
Stage 3
Your neighbour is Student A!
Student A doesn’t know you are
unhappy. You need to tell Student A
about the problems. Be polite. Try to
help the situation.
Excuse me, do you
Student A is also unhappy with you! have a moment? …
Listen to Student A’s complaints and
write them down. Be polite. Try to
347
help the situation.
P346_347_TG8M3GA_OK.indd 347 11/12/16 12:24 a.m.

Gap Activity
Student A
Stage 1
Look at the picture. Then, complete the questions
about shopping habits. Work with Student B to check
your answers.
a you like shopping?

b How time do you spend each week shopping?
c Do prefer to spend lots of money or small amounts of money when you are shopping?
d Have you ever bought something that never used?
e Have your parents ever become irritated because you wanted to buy much?
f Do you like buying things buying experiences?
g Does advertising help you decide what things to ?
h you buy things according to the fashions?
i Was the last thing bought absolutely necessary?
j Would you describe yourself as a ‘smart shopper’ a ‘compulsive shopper’?
Stage 2
Use your completed questions about shopping from Stage 1 to find out the shopping habits of
Student B. Listen and write down Student B’s answers.
Do you think Student B is a ‘smart shopper’ or a ‘compulsive shopper’? Why? Why not?
348
P348_349_TG8M4GA_OK.indd 348 11/12/16 12:21 a.m.

Student B
Stage 1
Look at the picture. Then, complete the questions
about shopping habits. Work with Student A to check
your answers.
a you like shopping?

b How time do you spend each week shopping?
c Do prefer to spend lots of money or small
amounts of money when you are shopping?
d Have you ever bought something that never used?
e Have your parents ever become irritated because you wanted to buy much?
f Do you like buying things buying experiences?
g Does advertising help you decide what things to ?
h you buy things according to the fashions?
i Was the last thing bought absolutely necessary?
j Would you describe yourself as a ‘smart shopper’ a ‘compulsive shopper’?
Stage 2
Use your completed questions about shopping from Stage 1 to find out the shopping habits of
Student A. Listen and write down Student A’s answers.
Do you think Student A is a ‘smart shopper’ or a ‘compulsive shopper’? Why? Why not?
349
P348_349_TG8M4GA_OK.indd 349 11/12/16 12:21 a.m.

Grammar Chart
Module 1
Would (not) like to … Wh- questions Collocations to express opinion
Used to let someone know what you Used to request information. Use certain collocations to express your
would or wouldn’t be interested in doing. How can I save water? opinion.
I would like to rescue abandoned animals What do you do with damaged appliances? I believe that it’s better to organize an
I wouldn’t like to pick up rubbish. Making suggestions educational campaign
Adjective and preposition combinations Use can to make suggestions. In my opinion, the school should have more
Some adjectives often go with You can reuse a plastic bottle. recycling bins.
prepositions. They are normally followed Giving explanations Giving reasons
by a verb in gerund form. by followed by a gerund is used to explain because is used to express a reason for
I am good at using computers. how something is done. something.
Verbs followed by gerunds. You can help by putting your bottles in the We need to stop using private cars because
Some verbs are followed by other verbs in recycling bins. they pollute the environment.
gerund form.
Carlos enjoys reading books.
Past simple
Use before and now to show change.
Before, the water was polluted; now, it is
clean.
Module 2
Adverbs of Frequency Present simple questions Zero Conditional
never, usually, often, sometimes, hardly Used to ask for information. Often used This is used to talk about things that are
ever, always with a wh- question word. generally always true. It is formed as
Use these to say how often something Which mineral is essential for healthy follows:
happens. bones? Use the present simple after if, and the
Nicolás usually eats in secret. What’s an empanada? present simple or imperative for the
First Conditional Imperative consequence:
This is used to talk about something that You can use this to give advice or If + present simple, present simple or
will happen (a consequence) if a particular instructions. imperative
condition is completed. Mix all the ingredients together. If you cannot process media messages
It is formed as follows: Don’t forget to drink lots of water. critically, their influence turns negative.
Use the present simple after if, and the Put your hands on your waist Making suggestions
future simple with will to talk about the Use need to and let’s to make suggestions.
consequence: You need to feel happy about your body
350 If + present simple, will + infinitive image.
If you have breakfast every day, you will Let’s start by drinking more water.
feel great. Past simple questions
Past simple Used to ask about past experiences
Use this tense to talk about past How did this problem start?
experiences
It all started because I was not happy with
my weight
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Module 3
Modal verbs Present perfect First Conditional
should and could This tense is used to talk about something This is used to talk about something that
These are modal verbs that are used to that started in the past and continues in will happen (a consequence) if a particular
give advice and suggestions. the present. condition is completed.
What should I do? It is formed using the present form of the It is formed as follows:
You should wash your hands before eating auxiliary verb have and the past participle Use the present simple after if and the
You should speak with your friend about of a verb: future simple with will to talk about the
the problem. I have insulted my friends with bad words. consequence:
You shouldn’t shout at her. I haven’t donated clothes to a foundation. If + present simple, will + infinitive
He could be more respectful. She has volunteered at the Red Cross. If you give your grandparents a little
must/have to She hasn’t forgiven her friend for shouting happiness, they will show their gratitude.
These are modal verbs that are used to at her. If we don’t support Food for Africa, children
show obligation. Have you ever…? will be sick and weak.
What must you do at home? This question asks if once in your life you
I must wash the dishes. have done something. This conditional form is also used to make
I mustn’t go to bed late. Have you ever defended a friend from future plans.
What do you have to do at school? bullies? If they come to visit, we’ll take them to the
I have to wear my uniform properly. carnival.
Module 4
Present perfect with yet and already Present perfect continuous Modal Verbs
Use yet in negative statements to say that Used to talk about an action that started These verbs can be used to express levels
something hasn’t happened before now. in the past and is still happening at the of certainty about future events
I haven’t bought Juan’s present yet. moment of speaking. Could - 50% certain
We also use it in questions. How long have you been going to the gym? It could be very dangerous.
Have you bought the present yet? I have been going to the gym for two Might - 50% certain
Use already to talk about an action that months now. You might have problems in the sea.
has happened before now and doesn’t Can - 70% certain
need to be repeated. First Conditional You can go scuba diving on the Caribbean
I’ve already bought a present for Juan. Used to talk about hypothetical situations coast.
Present perfect with since and for that are likely to happen in the future. Must - 100% certain
Use since to talk about a starting point of If we travel, we will meet people from You must be careful.
an action that still happens in the present. different countries. Second Conditional
She has collected Barbie dolls since she was Talking about statistics Used to talk about hypothetical situations 351
5 years old. Use half, quarter and three quarters to say that are not very likely to happen in the
Use for to talk about a period of time up how many people did something. future.
until the present. Three years ago, less than half the If students spent less time on the computer,
She has been a professional collector for teenagers in school recycled their plastic they would do more physical activity.
24 years. bottles. Now, three quarters of the students
recycle regularly.
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Vocabulary List
Module 1
Environmental Negative things for
Eco-Values Human actions Expressing opinion Environment
impact the environment
cooperation n. compost v. air pollution n. according to … absorb (v.) CO2 fumes n.
creativity n. conserve v. batteries n. (not) agree with … biodiversity n. open mine n.
respect n. cut down v. crisp packets n. be certain/sure that … ecosystem n. pesticides n.
responsibility n. destroy v. deforestation n. be concerned/worried habitat n. possessions n.
dump v. energy n. about … sustainable adj. population growth n.
extract v. erode v. be sure that … symbiotic adj. rubbish n.
go (v.) on a erosion n. believe that … transportation n.
demonstration e-waste n. have no doubt that … tyres n.
produce v. illegal mining n. in my opinion … waste n.
restore v. magazines n. it’s a good idea to …
save v. organic waste n. it’s better to …
sign (v.) a peelings n. it’s good/important/
petition plastic bottles n. necessary/wrong to …
support (v.) a pollute v. really think that …
cause recycling n. strongly believe that …
throw away v. soil pollution n.
volunteer v. water pollution n.
Module 2
Health
Eating Cooking Describing
Problems and Food Nutrients Body Parts Verbs
Disorders Methods emotions
Remedies
anorexia n. cold n. avocado n. baked adj. a good source bones n. anxious adj. eat v.
body image n. headache n. flour n. fried adj. of … brain n. confident adj. feel v.
bulimia n. stomach ketchup n. grilled adj. calcium n. heart n. frustrated adj. get v.
binge-eating n. ache n. minced beef/ mashed adj. carbohydrates n. hips n. happy adj. provide v.
obesity n. toothache n. pork n. steamed adj. fats n. intestines n. mindful adj. take v.
overweight relax v. onion n. fibre n. muscles n. self-conscious vomit v.
adj., n. stay (v.) in bed oil n. minerals n. skin n. adj. worry v.
self-esteem n. take (v.) salt n. protein n. waist n. stressed adj.
a home sugary foods vitamins n. unhappy adj.
remedy/some n.
medicine
352 visit (v.)
the doctor/
dentist
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Module 3
Positive Negative
Expressions for Values for
Personality Personality Verbal Abuse Good actions Bad actions
Apologizing Building Peace
Qualities Qualities
attractive adj. aggressive adj. call (v.)names I’m sorry, I forgiveness n. apologize v. abuse v.
caring adj. angry adj. insult v. didn’t mean honesty n. defend v. argue v.
cool adj. bad-tempered laugh at v. to … kindness n. donate v. discriminate
generous adj. adj. shout at v. I’m sorry respect n. explain v. against v.
humorous adj. impatient adj. threaten v. for being so responsibility n. forgive v. hurt.
kind adj. impulsive adj. insensitive. tolerance n. join v. treat (v.) as a
polite adj. indifferent adj. I apologize for trust n. provide v. slave
rational adj. intolerant adj. saying that … sponsor v.
self-controlled rude adj. What I said the support v.
adj. other day was teach v.
sensitive adj. rude. volunteer v.
skilled adj.
sociable adj.
tolerant adj.
understanding
adj.
Module 4
Words and
expressions to Sports
Positive Negative Positive
Gift Items Money justify a point Characteristics
Adverbs Adverbs Adjectives
of view or give a and Dangers
contrasting view
carefully adv. carelessly adv. cosy adj. bean bag chair n. earn v. although careful adj.
cautiously adv. foolishly adv. comfortable adj. headphones n. income n. as well as crash v.
correctly adv. irresponsibly adv. fun adj. hoodie n. rent v. because dangerous adj.
responsibly adv. unnecessarily liberating adj. selfie stick n. save v. but difficult adj.
wisely adv. adv. practical adj. sunglasses n. spend v. instead of drown v.
unique adj. telescope n. like exciting adj.
tent n. on the contrary interesting adj.
similar to scary adj.
the same as 353
while
Health and
Fitness
acne n.
cream n.
gym n.
in shape adj.
slim adj.
trainer n.
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Vocabulary Teaching Tips
Academics’ attitude towards language and vocabulary It has also been proven that more efficient strategies exist
acquisition has changed considerably over the years. to help students learn and remember information for long
Many teachers and students believe that repetition is the periods of time, such as making meaningful associations
best strategy for learning vocabulary. Today, it is widely (Chamot, A. et al. 1999). Other strategies that help
considered that it is best to learn vocabulary not as single students recall vocabulary include:
isolated words, but as chunks of language (Lewis, M. 1997).
• Imagining key words to create a visual and personal association between meaning and sound
• Creating categories by grouping or classifying words according to attributes
• Transferring word meaning from one language to another, generally from L1 to L2
• Using both visual and verbal aids to help individuals learn faster and recall better
• Using flashcards and picture vocabulary cards
Teachers may also consider encouraging students, when to learn (e.g. words related to health, conservation, etc.)
they encounter new words while reading, to look the Call on students’ previous knowledge about the topic and
word up in the dictionary, write it on a blank picture card elicit words they might already know. Engage students
and draw a picture that helps them remember the word. in activities that require those words for the exchange
Teachers can suggest that students use this method to of information or expressions of personal feelings, etc. It
create their own Picture Vocabulary Notebook. is vital that enough time is provided for students to have
simple communication experiences, using the new words,
Before teaching students new vocabulary, it is important in order for them to use them in a meaningful way and
to provide a context for the type of words they are going therefore memorize them more effectively.
Module 1
Charades. Students form two groups. One student from each group comes to the front of the class
Human actions
and acts out an action that you give him/her. The group that guesses the most words wins the game.
Environment:
eco-values and Start with a picture-word matching exercise. Then ask students to match the words with a
environmental consequence of each action.
impact
Expressions to
Use context clues to introduce the expressions and then ask students to match them with an image.
describe human
Continue by encouraging them to have a conversation with a partner where they actually use the
actions on the
expression, together with ways of expressing opinion which are introduced in this module.
environment
3 54
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Vocabulary Teaching Tips
Module 2
“Head, shoulders, knees and toes” song. Different parts of the body can be substituted in the song.
Parts of the body
If students are unable to touch a particular body part, e.g. intestine, use pictures.
Write a list of symptoms and a list of remedies on the board. In no particular order, act the
Symptoms and
symptoms out, or ask students to take turns to act them out. Students have to guess what the
remedies
problem is and what remedy you should use to get well.
Inferring. Provide short stories with enough context clues for students to be able to infer the
Illnesses and eating
meaning of a particular illness or disorder. Context clues can include definitions, synonyms, picture
disorders
clues, etc.
Food, cooking Various picture-word matching games can be played. Nutrient cards or cooking method cards can
methods and be matched to food cards. You could also ask students to draw a “plate” and use nutrient cards to
nutrients show a balanced diet.
Describing Charades. Students act out each emotion that they are given, while other students guess the word.
emotions You can do an emoticon–word matching exercise as well.
Module 3
Positive and
Negative To differentiate between positive and negative qualities, ask students to divide the words into two
Personality lists. As for the specific meaning of each word, using synonyms is a great idea.
Qualities
The game Pictionary is a fun way for students to learn vocabulary related to verbal abuse. They
Verbal Abuse can draw people shouting at each other, etc. Remind students that, even though the topic is verbal
abuse, they can’t talk!
Values for building Play bingo, but instead of giving the word, only give the definition. Students have to guess what
peace word you are describing. You can use examples for this, too.
As you go through the list, students give a ‘thumbs up’ (good action) or ‘thumbs down’ (bad action)
Good and Bad
for each word or phrase. Tell students to invent sentences using each word or phrase, in order for
actions
them to remember them.
Module 4
Play a kind of ‘Show and Tell’. Ask students to bring different things they have bought into class.
Consumerism When students show their items to the class, the other students must say the name of the item and
whether the object is a ‘need’ or a ‘want’.
355
Play the Synonyms and Antonyms word game. Divide students into two groups and give each group
Words to express
vocabulary cards. If you are working on synonyms, group 1 will have a card with the word “fun”,
similarities and
group 2 will have the card “entertaining”. They need to match their cards. For antonyms, you will
contrast
need to provide different cards, like expensive – inexpensive, etc.
Provide students with a list of words and expressions that they can use to suggest a solution. Then
Expressions to
give them a problem. Encourage them to decide, in groups, which words and expressions can be
suggest a solution
used to propose a solution.
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Module // 1 Answers
Student´s Workbook Answers

Lesson 1, page 3 Lesson 1, page 7 p.11 Lesson 1
1 A water pollution; B illegal mining; 1 2 G; 3 B; 4 F; 5 A; 6 C; 7 D 1 2. responsibility 3. cooperation
C air pollution; D deforestation 2 2. recycle 3. reduce 4. recycle 4. creativity
2 2. B; illegal mining 3. D; 5. recycle 6. reduce 2 1. use plastic bags; bad 2. catch
deforestation 4. A; water 3 Students’ own answers small fish; bad 3. organize a party;
pollution good 4. use recycled paper; good
Lesson 2, page 8
3 Students’ own answers 3 Students’ own answers
1 1. How can I reduce my electricity
Lesson 2, page 4 consumption?; B 2. What can I
Lesson 2, page 12
1 2. in 3. about 4. at do with my fruit and vegetable
1 1. believe 2. important
2 2. being 3. organizing 4. peelings?; C 3. How can I reduce
3. agree 4. necessary
meditating 5. start 6. my eco-footprint?; A 4. What
5. opinion 6. mistake 7. sure
swimming 7. creating Paragraph can I do with my plastic water
2 Students’ own answers
1 – C; Paragraph 2 – B; Paragraph bottles?; D
3–A 2 2. recycle 3. batteries 4. in a Lesson 3, page 13
3 1 b; 2 e; 3 a; 4 f; 5 d; 6 e private car 5. crisp packets 1 1 Name and address of sender
3 Students’ own answers C 2 Date H
lesson 3, page 5 3 Name, company and address of
1 Example answers 1. Several Lesson 3, page 9
recipient E
regions of Colombia have been 1 2. reduce pesticide use 3. reduce
4 Opening salutation A
affected, including Caquetá in the waste 4. reduce possessions
5 Opening paragraph (statement
Amazon region. 2. Deforestation 5. save water 6. save energy
of purpose) B
is a big problem in Colombia. 7. save trees 8. educate people
6 Supporting information G
3. Deforestation is a problem 9. reduce consumption
7 Request for help D
because of the increase in Illegal 2 Example answers 2. The class
8 Conclusion I
logging, agriculture and mining are going to save water by collect
9 Closing salutation F
industries. 4. Deforestation has rain water to use on the school
caused a decrease in biodiversity garden. 3. The school is going
in Colombia. to publish an environmental Check your progress, page 10
2 Students’ own answers newsletter to educate people 1. d; 2. c; 3. a; 4. b; 5. b;
about environmental issues. 6. d; 7. a; 8. d; 9. c; 10. c
Check your progress, page 6 3 Students’ own answers
1c; 2c; 3d; 4b; 5c;
6a; 7a; 8b; 9c; 10d Check your progress, page 10
1b; 2d; 3c; 4c; 5a;
6d; 7b; 8c; 9c; 10c
356
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Module // 2 Answers
Unit 1 Unit 2 – Healthy Food Choices Unit 3

Lesson 1, page 17 Lesson 1, page 21 Lesson 1, page 25
1 A Binge-eating; B Anorexia; C 1 Key to be determined once 1 2. high self-esteem 3. low self-
Bulimia photo selected – labelled dish esteem
2 1. Anorexia 2. Bulimia 3. Binge- ingredients are dependent on 2 2. self-conscious 3. confident
eating photo 4. frustrated
3 1. often; drink more water 2 Grains: corn cake; beans; 3 1. Analyse images critically.-
2. sometimes; take a home rice Fruit and vegetables: Positive
remedy 3. hardly ever; visit the avocado; plantain Meats 2. Ignore someone when they ask
dentist 4. usually; take some and eggs: egg; minced meat; for help.-Negative
medicine sausage Fats and sugary foods: 3. Go on a diet to look like fashion
pork rind Dairy products is the models.-Negative
Lesson 2, page 18 group that isn’t included. 4. Encourage someone to feel
1 A. soap; B. pills; C. virus; D. 3 2. fruit and vegetables 3. fats and good about their body image.-
injection; E. toothache; F. sugary food 4. meat and eggs Positive
stomach ache 5. grains 5. Laugh at someone’s physical
2 1. C; 2. A; 3. D; 4. B 4 2. intestines 3. muscles 4. skin appearance.-Negative
3 1. you will feel sick 2. you won’t 6. Express your emotions and
get better 3. you will become Lesson 2, page 22 feelings.-Positive
thin 4. you might get a stomach 1 B. boiled C. grilled D. baked 7. Students’ own answers
ache E. fried 8. Students’ own answers
4 Example answers 2. If you eat 2 2. It comes with; fried 3. It’s made
too much food, you might get a with; boiled Lesson 2, page 26
stomach ache. 3. If you feel sick, 3 1. peel 2. cut 3. mix 4. bake 1 B. eat healthily C. educate
you won’t be happy. 4. You will yourself D. spend time in
become thin if you suffer from Lesson 3, page 23 nature E. exercise daily
anorexia. 5. If you don’t get 1 example answers 1. If you eat 2 Students’ own answers
better, you might go to hospital. a healthy breakfast, you will be 3 1. It was amazing. I couldn’t
happier. 2. A healthy breakfast believe it. 2. About two years old.
Lesson 3, page 5 should include fruits and I learned to ski and walk at the
1 2. Losing control 3. Steps to vegetables, carbohydrates and same time. 3. Yes, I did. I hit a tree
recovery 4. New experiences proteins. 3. Our bodies need and broke both my legs.
2 2. When she felt depressed, carbohydrates to make energy. 4. It took lots of patience and
Viviana started binge-eating 2 Students’ own answers determination.
and vomiting more often to feel 3 Students’ own answers
better. 3. Viviana suffered from Lesson 3, page 27
bulimia for 15 years. 4. Viviana Check your progress, page 24 1 1. c; 2. a; 3. b; 4. d
thought that if she didn’t diet she 1. c; 2. a; 3. d; 4. a; 5. c; 2 Students’ own answers)
would become obese. 6. b; 7. d; 8. c; 9. c; 10. a 3 2. did; speak 3. did; say 4. did; do
5. Viviana thought it was helpful 4 Students’ own answers
to talk to people who had similar
experiences. Check your progress, page 10
1. c 2. b 3. d 4. d 5. a
Check your progress, page 6 6. c 7. c 8. d 9. b 10. a 357
1. b; 2. d; 3. c; 4. d; 5. b;
6. a; 7. c; 8. d; 9. a; 10. b

Module // 3 Answers

1 1. apologize 2. patient 3. 1 Students’ own answers 1 1. responsible 2. will give 3. will
understand 4. practice 2 1. Malala 2. Juanes 3. Malala combat 4. sponsoring 5. crisis
2 Students’ own answers 4. Juanes 5. Malala 6. Malala 6. will have
3 Positive Qualities: kind; polite; 3 2. Juanes has given peace 2 A. 3; B. 2; C. 1
sociable; understanding Negative concerts. 3. Malala has become 3 example answers 2. If you
Qualities: aggressive; angry; rude; known worldwide because of donate $3.000 a month,
intolerant her support of human rights for Refugees Today will use the
women and children. 4. The Mi funds to help refugees. 3. If you
Lesson 2, page 32 Sangre Foundation has helped are a responsible and patient
1 1 D (feed the cat) 2 F (make over 12,000 people. 5. The Malala person, you could help United In
breakfast) 3 E (walk the dog) Fund has opened schools for girls Differences. 4. (students’ own
4 F (do the laundry) 5 C (wash the in Gaza, Lebanon and Pakistan. answers)
dishes) 6. The Mi Sangre Foundation has
2 A (sweep the floor) 2 Students’ helped people in Colombia. Lesson 2, page 40
own answers 4 Students’ own answers) 1 3. tolerant 4. intolerant
3 Students’ own answers 5. fair 6. unfair 7. respectful
Lesson 2, page 36 8. disrespectful 9. kind
Lesson 3, page 33 1 b. forgive c. shout d. offend
1 1 c; 2 b; 3 a; 4 c 10. unkind
e. insult f. donate
2 1 F; 2 T; 3 DM; 4 F; 5 F; 6 T 2 Students’ own answers
2 b. Has a friend ever shouted at
3 Students’ own answers) you?; Students’ own answers
Check your progress, page 34 c. Have you ever defended Lesson 3, page 41
1. c 2. d 3. a 4. c 5. c someone from bullies?; Students’ 1 Fact 1 opinion Fact 2 fact
6. b 7. c 8. a 9. b 10. c own answers d. Have you ever Fact 3 opinion Fact 4 fact
written bad comments about
Fact 5 opinion
someone?; Students’ own
answers e. Have you ever felt sad 2 1. will 2. thank you 3.
because someone offended you?; positive 4. respect 5. will
Students’ own answers 6. won’t
f. Has your mum ever said sorry to 3 2. will we eat 3. will we do
you?; Students’ own answers
g. Have your parents ever donated Check your progress, page 42
something to a foundation?; 1. c 2. b 3. d 4. c 5. a
Students’ own answers h. Have 6. c 7. a 8. b 9. d 10. b
you ever forgiven someone for
hurting you?; Students’ own
answers
Lesson 3, page 37
1 A2; B1; C4; D5; E3
358 3 1 O; 2 F; 3 F; 4 O; 5 F
4 Students’ own answers)
5 1. Have you ever helped old
people cross the road?
2. Have you ever rescued stray
cats or dogs? 3. Students’ own
answers 4. Students’ own
answers)
6 No key
Check your progress, page 38
1. b 2. d 3. c 4. b 5. a;
6. d 7. a 8. c 9. a 10. c

Module // 4 Answers

1 B. telescope C. selfie stick D. 1 2. has been applying 3. have been 1 B. white water rafting C.
tent E. sunglasses F. beanbag following A. 3; B. 2; C. 1 mountain bike riding D.
chair 2 2. Gloria’s son has been using it paragliding
2 1. yet; already 2. yet; yet 3. yet; for almost 3 months, but he still 2 2. risky 3. fun 4. liberating 5.
already has acne. 3. Rick and his wife have careful 6. dangerous 7.
3 Students’ own answers been following the diet for two interesting 8. scary 9. difficult
months and they haven’t lost any 3 2. could be 3. must be; can be 4.
Lesson 2, page 46 weight. could be 5. must be
1 2. bought 3. collected 4. had 5. 3 1. My computer game hasn’t 4 1. C; 2. D; 3. A; 4. B
was 6. paid 7. spent arrived yet. 2. I’ve been waiting
2 2. since 3. since 4. for 5. for 6. patiently for my order. 3. Can you Lesson 2, page 54
since give me my money back? 1 2. didn’t spend; wouldn’t be 3.
3 1. Students’ own answers 2. Do wasn’t; would play 4. didn’t exist;
you ever feel guilty for buying Lesson 2, page 50 would socialize
something?; Students’ own 1 2. as well as 3. While 4. Instead 2 example answers 2. use a cable to
answers 3. Have you ever lied of 5. similar to connect to the internet. 3. Juan
about how much something cost?; 2 Students’ own answers would play computer games on
Students’ own answers 4. Do 3 Students’ own answers his console. 4. If Luna lived in an
you spend more money when you area with no internet service, she
feel sad or angry?; Students’ own Lesson 3, page 51 would read a book.
answers 1 example answers 2. you will learn 3 Students’ own answers
things 3. you will face exciting
Lesson 3, page 47 challenges 4. you will open your Lesson 3, page 55
1 2. have offered 3. have saved 4. mind 5. you will get great value 1 2. shopping 3. everyone 4.
have made 5. have given 6. have for money whether you like it or not 5.
continued 2 Students’ own answers job 6. teacher 7. music 8.
2 example answers 1. Shops 3 Students’ own answers whether you like it or not 9.
in Spain have their discount concert
shopping periods in January and
Check your progress, page 52 2 Students’ own answers
1. b 2. d 3. a 4. c 5. a
July. 2. The biggest discount you
can receive during the rebajas
6. c 7. a 8. d 9. c 10. b Check your progress, page 56
1. c 2. b 3. c 4. a 5. d
is 70% 3. The rebajas period
6. b 7. c 8. a 9. c 10. d
is important for shop owners
because they can make 20%
of their yearly sales. 4. The
government in Spain ended their
control of the rebajas in 2012.
Check your progress, page 48
1b; 2c; 3a; 4c; 5a;
6c; 7d; 8b; 9a; 10d 359

Rubrics for speaking
Module 1
Low Performance Basic Performance High Performance Superior Performance

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content Has difficulty Covers with some Covers the expected Easily covers the
• Planet Earth covering the difficulty parts of the content successfully. expected content
expected content. intended topic, but successfully.
the message is not
badly affected.
Vocabulary Used Has difficulty using Uses with a certain Uses vocabulary Easily uses extensive
• Eco-Values vocabulary related amount of difficulty which is appropriate and appropriate
• Human Actions to the topic. some appropriate to the subject studied. vocabulary related to
• Environment vocabulary related the subject studied.
• Environmental Impact to the subject
• Negative things for the studied, but the
environment learner can make
• Expressing Opinions himself/herself
understood.
Use of English Has difficulty Uses with some Uses correctly most Uses grammar rules
• would not like to + verb using grammar difficulty grammar of the grammar related to the subject
• Adjective-Preposition rules related rules related to the rules related to the extensively and
combinations to the subject; subject to make subject and expresses expresses himself/
• Verbs followed by has problems himself/herself himself/herself herself clearly.
gerunds expressing himself/ understood. clearly.
• can for suggestions herself clearly.
• Collocations to express
opinion
• because to give reasons
• by followed by gerund to
give explanationss
Oral Ability Speech is Even though Speech is generally Speech is well

(Pronunciation / impossible to speech is difficult well pronounced articulated,
Intonation / Fluency) understand or to understand, the and fluid, with a few pronounced and
hard to follow speaker has the hesitations. However, fluid, with very few
due to very poor creativity to make the speaker has some or no hesitations. It
pronunciation, himself/herself pronunciation and is easy to understand
intonation of key understood. intonation problems. and uses correct
words and slow, intonation.
hesitant speech.
Interaction and audibility Has difficulty Sometimes Interaction with Always maintains
maintaining maintains audience or speaking appropriate
appropriate appropriate partner is appropriate interaction with
360 interaction with interaction with most of the time, audience or
audience or audience or although some speaking partner,
speaking partner, speaking partner, mistakes are made. which facilitates
which impedes but communication Level of speech in communication.
communication. is occasionally terms of sound is well Level of speech in
Speaks very impeded. adjusted to setting terms of sound is well
softly, making it Often speaks very and surroundings adjusted to setting
extremely hard to softly, making most of the time. and surroundings,
hear and impeding it hard to hear facilitating
understanding. and therefore understanding.
frequently impeding
understanding.
P360_363_TG8_RubicSpeaking_OK.indd 360 11/12/16 12:13 a.m.

Module 2

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content Has difficulty covering Covers with some Covers the expected Easily covers the
• Health Issues the expected content difficulty parts of the content successfully. expected content
points. intended topic, but successfully.
the message is not
badly affected.
• Eating Disorders vocabulary related to amount of difficulty which is appropriate and appropriate
• Health Problems the topic. some appropriate to the subject studied. vocabulary related to
and remedies vocabulary related to the subject studied.
• Food the subject studied,
• Cooking Methods but the learner can
• Nutrients make himself/herself
• Body Parts understood.
• Emotions
Use of English Has difficulty using Uses with some Uses correctly most Uses grammar rules
• Adverbs of grammar rules related difficulty grammar of the grammar related to the subject
Frequency to the subject; has rules related to the rules related to the extensively and
• First Conditional problems expressing subject to make subject and expresses expresses himself/
• Imperative himself/herself himself/herself himself/herself herself clearly.
• Zero Conditional clearly. understood. clearly.
• Making suggestions
• Past Simple
questions
Oral Ability Speech is impossible Even though Speech is generally Speech is well
(Pronunciation / to understand or hard speech is difficult well pronounced articulated,
Intonation / Fluency) to follow due to very to understand, the and fluid, with a few pronounced and
poor pronunciation, speaker has the hesitations. However, fluid, with very few
intonation of key creativity to make the speaker has some or no hesitations. It
words and slow, himself/herself pronunciation and is easy to understand
hesitant speech. understood. intonation problems. and uses correct
intonation.
Interaction and Has difficulty Sometimes maintains Interaction with Always maintains
audibility maintaining appropriate audience or speaking appropriate
appropriate interaction with partner is appropriate interaction with
36 1
interaction with audience or speaking most of the time, audience or
audience or partner, but although some speaking partner,
speaking partner, communication is mistakes are made. which facilitates
which impedes occasionally impeded. Level of speech in communication.
communication. Often speaks very terms of sound is well Level of speech in
Speaks very softly, making it hard adjusted to setting terms of sound is well
softly, making it to hear and therefore and surroundings adjusted to setting
extremely hard to frequently impeding most of the time. and surroundings,
hear and impeding understanding. facilitating
understanding. understanding.

Module 3

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
• Making Peace the expected content difficulty parts of the content successfully. expected content
through Words and points. intended topic, but successfully.
Actions the message is not
badly affected.
• Positive Personality vocabulary related to amount of difficulty which is appropriate and appropriate
Qualities the topic. some appropriate to the subject studied. vocabulary related to
• Negative vocabulary related to the subject studied.
Personality the subject studied,
Qualities but the learner can
• Verbal Abuse make himself/herself
• Values for Building understood.
Peace
• Good Actions
• Bad Actions
• Present Perfect grammar rules related difficulty grammar of the grammar related to the subject
• First Conditional to the subject; has rules related to the rules related to the extensively and
• Modal verb should problems expressing subject to make subject and expresses expresses himself/
• Modal verb could himself/herself himself/herself himself/herself herself clearly.
• Modal verb must clearly. understood. clearly.
• Modal verb have to
Intonation / Fluency) to follow due to very to understand, the and fluid, with a few pronounced and
poor pronunciation, speaker has the hesitations. However, fluid, with very few
intonation of key creativity to make the speaker has some or no hesitations. It
words and slow, himself/herself pronunciation and is easy to understand
hesitant speech. understood. intonation problems. and uses correct
intonation.
audibility maintaining appropriate audience or speaking appropriate
appropriate interaction with partner is appropriate interaction with
interaction with audience or speaking most of the time, audience or
audience or partner, but although some speaking partner,
speaking partner, communication is mistakes are made. which facilitates
3 62 which impedes occasionally impeded. Level of speech in communication.
communication. Often speaks very terms of sound is well Level of speech in
Speaks very softly, making it hard adjusted to setting terms of sound is well
softly, making it to hear and therefore and surroundings adjusted to setting
extremely hard to frequently impeding most of the time. and surroundings,
hear and impeding understanding. facilitating
understanding. understanding.

Module 4

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
• Wise Consumption the expected content difficulty parts of the content successfully. expected content
points. intended topic, but successfully.
the message is not
badly affected.
• Positive Adverbs vocabulary related to amount of difficulty which is appropriate and appropriate
• Negative Adverbs the topic. some appropriate to the subject vocabulary related to
• Positive adjectives vocabulary related to studied. the subject studied.
• Gift Items the subject studied,
• Money but the learner can
• Health and fitness make himself/herself
• Adjectives to describe understood.
sports
• Actions on the
Internet
• Expressions to justify
points of view
• Present Perfect with grammar rules related difficulty grammar of the grammar related to the subject
yet and already to the subject; has rules related to the rules related to extensively and
• Present Perfect with problems expressing subject to make the subject and expresses himself/
since and before himself/herself himself/herself expresses himself/ herself clearly.
• Present Perfect clearly. understood. herself clearly.
Continuous
• First Conditional
• Second Conditional
• Modal Verbs: could,
might, can, must
Intonation / Fluency) to follow due to very to understand, the and fluid, with a pronounced and
poor pronunciation, speaker has the few hesitations. fluid, with very few
intonation of key creativity to make However, the or no hesitations. It
words and slow, himself/herself speaker has some is easy to understand
hesitant speech. understood. pronunciation and and uses correct
intonation problems. intonation.
audibility maintaining appropriate audience or appropriate
36 3
appropriate interaction with speaking partner is interaction with
interaction with audience or appropriate most of audience or
audience or speaking partner, the time, although speaking partner,
speaking partner, but communication some mistakes are which facilitates
which impedes is occasionally made. communication.
communication. impeded. Level of speech Level of speech in
Speaks very Often speaks very in terms of sound terms of sound is well
softly, making it softly, making it hard is well adjusted adjusted to setting
extremely hard to to hear and therefore to setting and and surroundings,
hear and impeding frequently impeding surroundings most facilitating
understanding. understanding. of the time. understanding.

Rubrics for writing
Rubric for an Informative Text

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content The topic is not Even though the Most of the intended Conveys a
developed in a logical information in the information is satisfactory amount
way and there is very text is expressed in expressed logically of information
little information. vague terms and lacks in the text. The effectively and in a
The narrative event logical unification, general idea can be logical way. Ideas are
is absent or not the general idea is understood, although clearly expressed
understood. covered and can be it is not conveyed and developed,
understood. quite as well as it making them easy to
could be. understand.
Use of Language Has difficulty using Uses some grammar Uses most of Uses grammar rules in
(Grammar / grammar rules in rules in sentences the grammar sentences extensively
Vocabulary) sentences. Paragraphs and some correct rules correctly in and ideas are stated
are not used correctly. paragraphing. sentences and ideas clearly in paragraphs,
Has problems are structured in with appropriate
expressing himself/ Although he/she uses paragraphs. transitions.
herself clearly. simple vocabulary, the
Has difficulty idea is clear. Expresses himself/ Expresses himself/
using appropriate herself clearly. herself clearly.
vocabulary.
Uses appropriate Word choice is
vocabulary. accurate and correct.
Text Structure It is difficult to Ideas or information Information is The writing format for
identify a specific are expressed in quite structured an informative text
writing form for an a writing format in an appropriate is clear and ideas are
informative text. suitable for an writing format for well expressed within
Ideas are scattered informative text, an informative text. the structure.
and no concluding but concluding Suitable concluding
expressions are used. expressions need expressions are used. Uses concluding
improving. expressions
appropriately.
Mechanics Misspelling of words Frequent spelling and Spelling is correct Spelling is correct.
364 (Spelling / interferes with punctuation mistakes, most of the time. Uses punctuation
Punctuation) understanding. but the meaning of accurately and
Lacks all or most the text is clear. Most punctuation effectively.
punctuation elements are used.
(capital letters, full
stops, commas,
question marks and
exclamation marks).
P364_365_TG8_RubicWritingM1_OK.indd 364 11/12/16 12:12 a.m.

Rubrics for writing
Rubric for an Argumentative Text

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content The topic is not Even though the Most of the intended Conveys a
developed in a information is information is satisfactory amount
logical way for an expressed in vague expressed logically of information
argumentative text terms and lacks the in the text. The effectively and in
and there is very little logical unification general idea can be a logical way for
information. The appropriate to an understood, although an argumentative
original idea is either argumentative text, it is not conveyed text. Ideas are
not covered or not the general idea is quite as well as clearly expressed
easy to understand. covered and can be it could be for an and developed,
understood. argumentative text. making them easy to
understand.
Use of Language Has difficulty using Uses some grammar Uses most of Uses grammar rules in
(Grammar / grammar rules in rules in sentences the grammar sentences extensively
Vocabulary) sentences. Paragraphs and some correct rules correctly in and ideas are stated
are not used correctly. paragraphing. sentences and ideas clearly in paragraphs,
are structured in with appropriate
Has problems Although he/she uses paragraphs. transitions.
expressing himself/ simple vocabulary, the
herself clearly. idea is clear. Expresses himself/ Expresses himself/
herself clearly. herself clearly.
Has difficulty
using appropriate Uses appropriate Word choice is
vocabulary. vocabulary. accurate and correct.
Text Structure It is difficult to Ideas/information are Ideas/information The argumentative

identify a specific expressed in a writing are quite structured text writing format
writing form for an format suitable for in an appropriate is clear and ideas
argumentative text. an argumentative writing format for an are well expressed
Ideas are scattered text, but connectors argumentative text. within the structure.
and no connectors of contrast and/ Suitable connectors Uses connectors
of contrast and/or or addition need of contrast and/or of contrast and/or
addition are used. improving. addition are used. addition correctly.
Mechanics Misspelling of words Frequent spelling and Spelling is correct Spelling is correct.
(Spelling / interferes with punctuation mistakes, most of the time. 36 5
Punctuation) understanding. but the meaning of Uses punctuation
the text is clear. Most punctuation accurately and
Lacks all or most elements are used. effectively.
punctuation
(capital letters, full
stops, commas,
question marks and
exclamation marks).
P364_365_TG8_RubicWritingM1_OK.indd 365 11/12/16 12:12 a.m.

Rubrics for Projects
Rubric for Project Preparation

Criteria
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Preparation of the Students did not Students Students understood Students understood
Project research the Project had difficulty and communicated and communicated
topic. They did not understanding and the Project topic the Project topic
accomplish the mini- communicating the satisfactorily. They successfully. They
tasks assigned in each Project topic. They accomplished with accomplished to a
unit to develop the accomplished the only minor mistakes high standard the
Project. mini-tasks assigned in the mini-tasks mini-tasks assigned in
each unit to develop assigned in each each unit to develop
the Project, but only unit to develop the the Project.
at a very basic level. Project.
Use of English Students are not Little motivation Students show a Students are very
motivated to to communicate in reasonable amount motivated to
communicate in English is evident and of motivation to communicate in
English and they do use of the grammar communicate in English and use the
not try to use the structures learned English and use the grammar structures
grammar structures throughout the units grammar structures learned throughout
learned throughout is limited. learned throughout the units.
the units. the units.
Use of Materials and Students do not use Students only use Students use a good Students use a great
Resources any materials or a limited number number of materials diversity of materials
resources in the mini- of materials and and resources in the and resources in the
tasks. resources in the mini- mini-tasks. mini-tasks.
tasks.
Teamwork Students do not Students only work Students work Students work
work collaboratively collaboratively in collaboratively and collaboratively and
or in an organized some areas and communicate well communicate very
way. A lack of communication within with each other. Their well with each other.
communication within the group is very work is reasonably Their work is well
the group is evident. limited. Their work is well organized. organized.
3 66 a little disorganized.
P366_367_TG8_RubicProject_OK.indd 364 11/12/16 12:32 a.m.

Rubrics for Projects
Rubric for the Final Project

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

disorganized and demonstrates little demonstrates demonstrates
does not work collaborative work collaborative work good collaborative
collaboratively. or communication and members work and members
There is a lack of between members. communicate communicate well.
communication Their combined effectively. Their Their combined
between group delivery of the final combined delivery delivery of the 36 7
members in the Project is fairly of the final Project is final Project is well
combined delivery of disorganized. well organized. organized.
the final Project.
P366_367_TG8_RubicProject_OK.indd 365 11/12/16 12:32 a.m.

Module 1 Final Project
Eco-Documentary
1. Planning 4. Action!
In groups, take a look at the module again and prepare a. Students use their cell phones or other equipment to
an eco-documentary about an ecological problem in make the film.
Colombia and how to solve it. The message can take b. Students take turn to film each other.
different forms. Brainstorm ideas with the students and
c. If possible students use computers to edit the film and
use this list to start them off:
make it look as professional as possible.
• What is the problem?
• Is it specific to Colombia or a global environmental
5. Present
problem?
• What solutions might there be? a. Students can invite other students from the school or
members of the local community to watch the film.
2. Development b. Make the event as close as possible to a movie night.
a. Students research the problem they have chosen.

6. Evaluation and feedback
They could speak to local people or go online to find
some facts and figures. a. Ask everyone who attended the movie night to give
b. They discuss what the solutions could be. feedback.
c. Students prepare a script for their eco-documentary. b. Ask for opinions about each of the environmental
d. Students can play different roles in the documentary. problems that were presented.
For example, one student could be a reporter and
another student could be a local person who is
affected by the environmental problem.
3. Rehearsal
a. Students rehearse and practise their lines to make

sure they know exactly what they are going to say.
368
P368_371_TG8_ProjectsModule_OK.indd 368 11/12/16 12:08 a.m.

Get Fit Campaign to Raise Sponsorship for an NGO
1. Prepare
Name Amount
Tell students that as a class they are going to participate Isabel Fuertes 500 pesos per kilometre
in a sponsored Get Fit Campaign to raise money for an
Andrés Caballero 2000 pesos en total
NGO.
b. Once they have prepared their sheets, students
a. As a class students should choose a Non-
should ask people to pledge money. Encourage them
Governmental Organization that they want to
to ask members of their family and local community to
raise money for. They could consider a global
contribute what they can. It is important for students
organization such as Greenpeace or a more local
to be polite and realistic. Remind them that they
organization that works in their community.
should not ask people for too much money and that
b. Each student should think about a challenge for they should explain what they are doing and why it is
themselves. This could be a fitness challenge such important.
as running a marathon or doing 10 minutes of
exercise a day. Or they could consider a healthy
3. The challenge
eating challenge such as cutting out fast food or
sweets and cakes for a month. a. Students should carry out their challenges and record
what they do.
2. Development b. Once they have successfully carried out the challenge
they should then collect the money and send it to their
a. Students should prepare a sheet detailing their chosen NGO.
personal challenge and a list for people to complete
with the amount of money they will contribute if the
student successfully completes the challenge. The 4. Evaluation and feedback
sheet should look something like this:
I, Juan Manuel Moreno, challenge myself to run 1km every Congratulate students on their achievements, however
week for a month. If I complete this successfully, the people small. Encourage them to discuss their experiences.
who sign this list will contribute the amount of money What could have worked better? What went very well?
they have promised below. This money will be donated to
Misión Gaia, the conservation NGO.
36 9

A Graffiti Wallpaper for Peace in Colombia
1. Planning 3. Students write their message of peace on the graffiti
wallpaper.
In groups, take a look at the module again and prepare
a message of peace to write on a graffiti wallpaper. The a. They choose a corner or area on the graffiti wallpaper
message can take different forms. Brainstorm ideas with for their message of peace. Encourage them to use
the students and use this list to start them off: paints, colors or sprays respectfully and carefully and
• Advice on how to construct peace in Colombia. to sign their message.
• How I have been a peacemaker. b. Students may want to decorate or draw images or
symbols related to peace.
• Promise to be a better peacemaker in the future.
• An invitation to other students in the school to
write their messages of peace. 4. Present your message.
a. Students take turns to present their message of peace

2. Development
to their classmates.
a. Choose one wall in the school or classroom and cover b. Encourage them to speak without looking at their
it with white paper. Remind students to use masking notes.
tape so that you do not damage the walls. c. Invite other students in the school to add their
b. Working in groups, students help each other to create messages in English.
a message of peace for Colombia. Make sure the
message contains three main ideas: e.g. (1) a piece
5. Evaluate your work.
of advice on how to construct peace in Colombia,
(2) an idea of how you have been a peacemaker, (3) a a. Discuss the positive points of writing messages of
resolution for becoming a better peacemaker in the peace.
future. Encourage students to be creative with their
b. Discuss legal and illegal graffiti walls.
three ideas.
c. Discuss or investigate why legal graffiti is a way to
c. Check grammar and spelling.
build peace in our country.
d. Have messages ready to be written on the graffiti
d. Exhibit the graffiti wallpaper for a few days. Then ask
wallpaper for peace in Colombia.
students to remove it gently and clean the area where
it was placed.
370

A TV News Item on Online Shopping
1. Planning 3. Rehearsal
Tell students they are going to play the role of reporters, Students prepare to film the TV news item.
making a short piece of news on how to shop online. To a. They take on the role of reporters, giving the news.
carry out the project they need to: Student 1 introduces the news item and explains
• Design a survey of Colombian people’s perceptions the results of the interview (the chart on 10 people’s
around online shopping. perceptions of shopping online). Student 2 should
• Design a chart analyzing the results of the survey. explain the advantages of shopping online. Student
3 should explain the disadvantages and risks of
• Investigate the advantages and disadvantages of
shopping online. The three students should give
shopping online.
some advice on online safety.
• Record a piece of TV news, reporting people’s
b. Students rehearse their part several times.
perceptions and summarizing the research on
shopping online. c. Students film the TV news item and include some of
the video recordings of the people they interviewed.
d. Students play their piece of TV news for their
2. Development
classmates using computers, cell phones, or an
Students complete these steps to make the piece of TV overhead projector.
news.
a. In groups of three, they prepare 5-6 questions to
4. Evaluation and feedback.
interview 10 people in their community about their
perceptions of shopping online. Brainstorm possible a. Discuss the positive points of shopping online.
questions: have they ever shopped online, do they feel
b. Reflect on why this topic is important for new
safe shopping online, do they prefer shopping online
generations, especially for children and teens.
or in a store, etc.
c. Summarize the precautions you would need to take to
b. Students conduct the interview and film people using
buy safely on line.
their cell phones or a videocamera.
c. Students design a chart based on the results of the
interview like the one in activity 8, unit 3.
d. Students research the advantages and disadvantages
of shopping online.
371

Outline
An outline helps you plan

and organize your ideas
before writing an essay, a
report, a blog, etc. The most
important elements in an
outline are:
Indigenous Power
Title:
A title
The subject you are going
Introduction:
to write about
Native American indigenous communities have taken
protection of the environment into their own hands.
Topic Sentence:
Tired of the lack of cooperation from local
and national governments, various indigenous
communities have come together to combat the high
An introduction levels of water contamination and deforestation in
The sentence you use to their local environments.
give the context
Supporting Details:
First, they organized meetings between the
different communities to discuss their plan of
action. Community leaders proposed various ideas
for consideration, including reforestation and water
purification programmes.
Next, volunteers were called upon to help

implement the programmes in the worst affected
areas.
A topic sentence
The idea you want to Then, technical staff were hired to supervise
communicate the day-to-day running of each programme and
coordinate the different volunteer groups.
Conclusion:
Now, almost one year after implementing the
programmes, the local indigenous groups are happy
with progress, even though they understand that
this is a long-term project and that results won’t be
3 72 seen immediately.
Supporting Details Writing Strategy

The information or
arguments that support Use sequence connectors such as first,
your topic sentence next, then, finally, and now to link A conclusion
ideas from one sentence to the next, The sentence which
thus providing coherence between summarizes your text
paragraphs. They are placed at the
start of a sentence.
P372_377_TG8_WritingBank_OK.indd 372 11/12/16 12:05 a.m.

Writing Bank
Blog
A blog is a personal online The four main parts of Blogs have various uses
text similar to a diary or a blog include: including:
journal. A person who writes • a personal diary
a blog is called a blogger. 1. header
• a corporate newsletter
2. content area
• mass media portfolios
3. sidebar
• building a community
4. footer
www.mytravelblog.com
Header
Cultural Cuisine Blog
“The way to really experience a culture is through its food!”
Sidebar Content Area

Previous articles Posted by Julian Rodríguez, 2 November, 2016
After more than eight years travelling the world and sampling different
Instagram cultures through their traditional dishes, one country stands out. Mexico!
What a gastronomic delight!
Followers
Enchiladas, quesadillas, nachos, tacos, you name it, they’ve got it! But
HTML / Java Script my absolute favourite is the original Mexican burrito. Now, I know that
today you can find burritos in most countries, but there is nothing like a
traditional Mexican burrito! A wheat tortilla filled with meat and beans. If
you’re lucky, they might also add some traditional Mexican guacamole
to the mixture. Oh, and I shouldn’t forget to mention the delicious co-
chinita pibil! It’s a traditional Mexican dish that is prepared by marinating
pork in acidic citrus juice and then slow roasting it in a banana leaf. I
have never tasted anything like it anywhere in the world!
To sum up, if you are looking for a gastronomic adventure, you can’t
beat Mexico. With an array of flavours and spices (especially hot chilli) 373
Footer
there is something for everyone! I definitely recommend Mexico!
About me Portfolio FAQ Contact me
Writing Strategy
Expressions like ‘To sum up’, ‘In
conclusion’ and ‘Therefore’ help bring
a text to a conclusion. They are
used at the start of the concluding
paragraph of a text.

Blog comment
A Blog comment is a space

provided in a Blog that
allows readers to post their
ideas and thoughts relating
to the topic.
The design includes:
• Title of the forum
• Comment Number
• Name and Picture of the
person leaving the comment
• Comment
www.myfunnyblog.com
How to use language constructively

Register FAQ Members Calendar Today’s Posts
reply topic
Comment Number:
This topic contains 1 reply, and was updated by GrammarGranny 8 minutes ago.
Name and Picture:
GrammarGranny Comment:
Language is an extremely powerful tool that can help us in our day-to-day lives.
We should use it positively and constructively, but people often use language in a
negative way. Use of negative language conveys a bad image to the people around
us and can create problems. On the other hand, positive language makes people
feel they can trust you and gives them a sense of confidence. Try making the change
today. I guarantee you will see a difference!
Comment 1 Like · Reply · 1 · 23 Feb, 2016 12:49pm
374
Writing Strategy
Contrast connectors such as However,
but and on the other hand are used
to show differences between ideas.
When used appropriately, they help
us add variety to our writing.

Writing Bank
Persuasive Text
A persuasive text uses

facts and evidence • introduction
to persuade or
• support
convince the reader.
The elements of • refutation
a persuasive text • conclusion
include:
Writing Strategy 1
Anti-Ageing Creams: Effective Contrast connectors such as
However, but, on the other hand and
Solution or Marketing Fraud? nevertheless are used to combine
sentences and show differences
the cosmetic companies that between ideas.
manufacture them. It is a fact
that they do moisturize the
skin, but it cannot be proven
that they effectively reduce
ageing. Many companies
say that they have scientific
evidence to prove that their
cream works; nevertheless, they
refuse to make these studies
public. Furthermore, it has been
proven that most of the creams
Introduction: Today, in an on the market do not include
age where vanity is at the enough of the active ingredients
forefront of our society, there to reduce the signs of ageing.
are many different anti-ageing
creams available on the market. Conclusion: After extensive
However, are these creams as research, it can be concluded
effective as they claim to be that there is a fine line between
or are consumers victims of the cosmetic companies’ claims
marketing fraud? and marketing fraud. More
scientific research needs to
Support & Refutation: Most be conducted, in addition to Writing Strategy 2 375
leading dermatologists agree raising consumer awareness, Addition connectors like in addition,
that anti-ageing creams do as well as stricter regulations to furthermore, as well as and also are
not fulfil the claims made by control misleading marketing. used to combine sentences and
show a similar relationship between
ideas.

Tourism Advertisements
An advertisement generally includes:

The aim of tourism- • title
related marketing is
to attract potential • brief introduction
travellers to come and • offer details
spend money in a certain • price
area or country. • contact details
Writing Strategy
Use parentheses when you want
to provide additional information
to help clarify something (Note:
parentheses are always used in pairs).
Title
EXPLORE THE AMAZING AMAZON

Brief introduction:
Have you ever been to the Amazon Rainforest?
Well, now is your chance.
Nature lovers (and anyone who loves travelling)
don’t miss this special offer.
Offer details:
• Sleep in indigenous huts
• Watch local dances and traditional celebrations
• Eat traditional food (3 meals a day included)
• Visit the Monkey Island (entrance fee not
376
included in the price)
• Take a boat safari on the Amazon River
Price:
All for only $400,000 for 4 nights ( airfares not included )

Contact details: For reservations, call 0800 876 54321
or Book online: www.amazonadventure.com

Writing Bank
Survey
Surveys are used to Elements of a survey often include: Writing Strategy

collect data and gather • Title
information about people Use a question mark (?) at the end
• Instructions of a direct question but never at
and their habits. They
may focus on factual • Questions the end of an indirect question. A
information or they • Answer space question mark replaces a full stop at
might obtain opinions. the end of a sentence.
• Results
Title
How Environmentally Friendly Are You?
Instructions
Complete the survey and calculate your results to find out if you are environmentally
friendly or environmentally unfriendly.
Tick (✓) Yes or No
Answer Space
Questions Yes No
1. Do you ride your bicycle or walk to school?
2. Have you ever participated in a park clean-up day?
3. Would you donate money to an environmental cause?
4. Does your family compost organic food at home?
5. Do you take showers for no more than 5 minutes?
6. Have you ever planted trees to help reforestation?
7. Do you turn off the water tap when you brush your teeth?
8. Have you ever thrown rubbish away in the street?
9. Do you organize your rubbish into different recycling categories?
10. Have you ever been involved in an environmental campaign?
Results
0-4 ticks for Yes
You are Environmentally Unfriendly. You need to start thinking about
how you can change your ways to help the environment. 377
4-7 ticks for Yes
You are reasonably Environmentally Friendly but you could do more.
Make an effort to change one or two of the actions described in the survey.
8-10 ticks for Yes
Congratulations! You are a very Environmentally Friendly person. The
environment is important to you and you want to make a difference!

Learning Strategies
The term Language Learning As their language levels progress, Way to Go! has been designed taking
Strategies, according to Rebecca many students will consciously and into account a variety of Learning
Oxford, refers to specific actions that unconsciously develop their own Strategies (direct and indirect)
language learners apply in order for learning strategies. However, some that fit into different categories.
them to learn and use a new language strategies may need to be taught in Various projects, tasks and exercises
more effectively. They are considered order for students to improve their throughout the series require the
to be thoughts and actions that learning techniques. Given that application of these strategies in
are intentionally used by language each student is different, a strategy order to be successfully completed
learners of all levels to assist them in that works for one student may by students. In this way, Way to
performing various tasks, such as how not necessarily work for another; it Go! promotes these strategies and
they learn and remember information, greatly depends on their individual allows students to develop their
different ways they can study for tests learning styles. For example, the communicative competence while
and how they can take advantage of strategies used by an outgoing assuming autonomy in their learning
their learning strengths. student may be different from those process.
used by a more introverted student.
Rebecca Oxford classified learning strategies into the following categories:
• Cognitive Strategies: actions that help students in the direct manipulation of language
Summarizing Synthesizing Outlining
Reorganizing information Practising in naturalistic settings Practising structures and sounds
• Metacognitive Strategies: actions that relate to the management of the overall learning process
Monitoring mistakes Self-monitoring preferences and needs Planning tasks
Evaluating the success of any type of

Evaluating task success
learning strategy
• Memory Strategies: actions that link one L2 item or concept with another but not necessarily to develop deep understanding
Learning and retrieving information in an orderly string

Locating (on a page or board)
(e.g. Acronyms)
Learning and retrieving via sounds (rhyming) Grouping
Making images (mental picture of the word or meaning) Finding patterns and associating
Relating sounds and images (keyword method)
• Compensation Strategies: actions that help make up for missing information or knowledge
Guessing meanings from context (listening and reading) Using synonyms
Using gestures or pause words (speaking) “Talking around” a missing word (speaking and writing)
3 78 • Affective Strategies: actions that encourage students to learn

Identifying your mood and anxiety level Reducing anxiety
Encouraging yourself Talking about feelings
Rewarding yourself for good performance Singing and talking positively to yourself
• Social Strategies: actions that help learners work with others and understand the target culture and language
Asking questions for clarification or verification of a
Asking for help in doing a language task
confusing point
Becoming culturally aware Exploring cultural and social norms
P378_380_TG8_LearningStrategies_OK.indd 378 29/12/16 13:47

Study Skills
These skills cover procedures to retaining information and coping with the student is. Thus, discovering an
make learning more efficient. They assessment procedures. Most of the individual learning style can be of
address the process of organizing following features will vary somewhat great assistance to the student in
and taking in new information, depending on what type of learner using efficient study skills.
• Effective reading: active process
The PQRST method suggests a sequential procedure for these language skills:
• Preview: Titles can help learners predict and activate previous knowledge based on the topic, associated images or
key words.
• Question: The learner establishes hypotheses to be answered by reading the text.
• Read: Actively reading the text. This includes note-taking or underlining relevant information.
• Summary: Writing a summary in the learner’s own words to ensure understanding. Notes taken during reading are
helpful at this stage.
• Test: An assessment of the process can be important.
• Exam strategies: assessment time
punctuality,
anxiety reduction,
making lists of the items to be tested
• Time management: optimal organization
fighting against procrastination,

prioritizing tasks by using different colours for assignments
• Study environment: a place to learn
peace,
quiet,
background music,
access to the necessary tools
• Rest and proper nourishment: vital tips
having a good rest before going to class or taking an exam; eating healthily and drinking plenty of water
379
P378_380_TG8_LearningStrategies_OK.indd 379 29/12/16 13:47

Irregular Verbs list
IRREGULAR VERBS LIST IRREGULAR VERBS LIST
become became become let let let

begin began begun lie lay lain
bite bit bitten lose lost lost
blow blew blown
break broke broken make made made
bring brought brought mean meant meant
build built built meet met met
buy bought bought
pay paid paid
catch caught caught put put put
choose chose chosen
come came come quit quit quit
cost cost cost
cut cut cut read read read
ride rode ridden
do did done ring rang rung
draw drew drawn rise rose risen
drink drank drunk run ran run
drive drove driven
say said said
eat ate eaten see saw seen
sell sold sold
fall fell fallen send sent sent
feed fed fed set set set
feel felt felt shake shook shaken
fight fought fought shut shut shut
find found found sing sang sung
fly flew flown sit sat sat
forget forgot forgotten sleep slept slept
forgive forgave forgiven speak spoke spoken
spend spent spent
get got got steal stole stolen
give gave given sweep swept swept
go went gone swim swam swum
grow grew grown
take took taken
have had had teach taught taught
hear heard heard tear tore torn
hide hid hidden tell told told
hit hit hit think thought thought
hold held held throw threw thrown
hurt hurt hurt
3 80
understand understood understood
keep kept kept
know knew known wake woke woken
lay laid laid wear wore worn
leave left left win won won
lend lent lent write wrote written
P378_380_TG8_LearningStrategies_OK.indd 380 23/01/17 10:29 a.m.

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

resources for learning and teaching English as a second This lexicon offers images demonstrating the true meaning
language, including a grammar glossary, printables, and of the word, making it easier for English language learners
teacher handouts. to understand.
http://www.everythingesl.net http://www.manythings.org/
This is an awesome place to find ESL teaching resources, On this website, you’ll find quizzes, word games, puzzles,
from lesson plans to teaching tips and resources. and a random sentence generator to help students better
http://www.colorincolorado.org/teaching-english- grasp English as a second language.
language-learners http://en.bab.la/games/
This website is full of useful information, activities, and Bab.la is a really fun site for ELL learners, with reference
resources for ELL teachers, especially those at the Pre-K to tools like a dictionary and vocabulary, supplemented with
third grade level. However, most activities can be adapted quizzes, games and a community forum.
all the way up to high school, making this a diverse and
useful website. http://www.eslbasics.com/
On this site, you’ll find free English videos for both
Articles & Advice students and teachers.
Check out resource lists, journal articles, and ideas for best
http://www.bbc.co.uk/learningenglish/
practices in ELL with this link.
On this website from the BBC, students can find help with
http://ies.ed.gov/ncee/wwc/
grammar, vocabulary, and pronunciation, with plenty of
Scholarly publications for effective outcomes in English references to current events. Also, you’ll find a special
language learning. section for ELL teachers.
Organizations http://www.eslgold.com/
Take advantage of the great opportunities and resources Students can practise pronunciation, find a book to study,
available from these organizations that benefit ELL and even talk to someone in English on this site. Also,
teachers. teachers can find a job, search for textbooks, discover
games and so much more.
http://www.ets.org/toefl/teachers_advisors?WT.
ac=toefl_27125_teachers_advisors http://www.real-english.com/
As the official language test for education, TOEFL hosts a Have a look at this free site for learning English, with lots
website that is incredibly useful for sharing test-taking and of videos from real English speakers, as well as quizzes and
studying information with students. community support.
38 1
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Online Resources
http://repeatafterus.com/ Teaching Resources
In this online library, students can get access to a huge With these resources, you can find great ways to
collection of English texts and scripted recordings. communicate more effectively, explore lessons, and be a
great ELL teacher.
https://translate.google.com/
http://www.uen.org/k12educator/ell/
An awesome resource to use for simple translations,
Google Translate can help your students see how it’s done This is a great list of resources for ELL, with teaching ideas,
and better understand translations between two or more forums, and even news and research.
languages. http://www.onestopenglish.com/
http://www.esl-lab.com/index.htm Specially designed for English language teachers, One Stop
Direct your students to this ESL cyber listening lab with English has a monthly topics series, news lessons, and even
study guides, quizzes and teacher features. an app for ELL teaching on the go.
http://www.vocabulix.com/ http://casanotes.4teachers.org/
This online tool is designed to help jump-start students’ This ingenious tool allows ELL teachers to effectively
vocabulary skills, with more than 90 vocabulary lessons, communicate effectively with non-English speaking
and the option to create lessons of your own. parents. You’ll be able to quickly make and customize
notes that you can translate and send home to parents,
http://wordsteps.com/ effectively communicating information about field trips,
Wordsteps makes it easy for students to build their own behaviour, homework, and more.
vocabulary collection, and even access their vocabulary https://www.wyzant.com/resources/lessons/english/esl
through a mobile device for English language learning on
the go. A great site for ELL teachers, with lesson plans, strategies,
worksheets, flashcards, quizzes, games, and even
vocabulary resources to help you be a better ELL teacher.
http://a4esl.org/
Thousands of teacher contributions can be found on this
site full of quizzes, exercises and tests for teaching English
as a second language.
https://elt.oup.com/learning_resources
A service provided by Oxford University Press, this
learning resources bank for English language teaching has
courses, titles, and interactive English reading tools.
http://www.english-test.net/
Encourage students to self-test with this website, offering
free English tests, grammar exercises, and worksheets.
http://www.ef.com/english-resources/english-test/
Have a look at these tests and games that offer a great way
for students to test and improve their English language
382 skills.
P382_383_TG8_Resources_OK.indd 382 23/01/17 10:30 a.m.

38 3
P382_383_TG8_Resources_OK.indd 383 23/01/17 10:30 a.m.

Agradecimientos:
Equipo técnico Ministerio de Educación Nacional – Apoyo Revisión de Textos:

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

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

Selene Candela Sáenz (Institución Educativa CASD Hermógenes Maza – Armenia), Alexander
Franco Pineda (Institución Educativa Los Fundadores – Montenegro), Gracce Llanos Guevara (Es-
cuela Normal Superior La Hacienda – Barranquilla), Román Rodríguez Vargas (Institución Educa-
tiva San Nicolás de Tolentino – Puerto Colombia), Andrés Eduardo Corrales Valencia (Institución
Educativa Normal Superior Santiago de Cali – Cali), Ayda Lucy Zambrano Pasos (Institución Educa-
tiva Técnico Industrial Antonio José Camacho – Cali), Ana Lucía Arias Mayorga (Institución Educa-
tiva Fagua – Chía), Neyla Esperanza Prieto (Institución Educativa Departamental Carlos Abondano
González – Sesquilé), Diana Paola Pedroza Bello (Institución Educativa Distrital República Estados
Unidos de América – Bogotá D.C.), Silvana Tutistar (Institución Educativa Miguel de Cervantes
Saavedra – Bogotá D.C.), Carolina Toloza (Institución Educativa Colegio Holanda - Piedecuesta) ,
Elizabeth Mantilla Lucerna (Girón), Julia Yasodara Trujillo (Institución Educativa Raíces del Futu-
ro – Ibagué), Leonardo Herreño (Institución Educativa Policarpa Salavarrieta – Yopal) y Esperanza
Carbonell Sierra (Normal Superior de Acacías – Acacías).
384
P384_OK.indd 382 17/01/17 8:30 a.m.

Ministerio de Educación Nacional
Calle 43 N.º 57-14
Centro Administrativo Nacional, CAN
Bogotá, D.C. - Colombia
Conmutador: (+571)2222800
Fax: (+571)2224953
Línea gratuita fuera de Bogotá: 01 8000 910122

@Mineducacion
2016
ISBN: 978-958-691-783-4 Ministerio de Educación Nacional
www.mieducacion.gov.co
www.colombiaaprende.edu.co/colombiabilingue mineducacion_colombia
WAY TO GO 8.indd 4 29/12/16 16:59

WTG TG 8

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8th grade

WAY TO GO 8.indd 6 29/12/16 16:59

be completed in your own book, and not

en este libro se deben realizar en un

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YANETH GIHA TOVAR

VÍCTOR JAVIER SAAVEDRA MERCADO Coordinación Editorial:

PAOLA ANDREA TRUJILLO PULIDO Coordinación

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Ministerio de Educación Nacional

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Objectives and Characteristics

• Sixth grade: Level A1

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

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

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Digital literacy: including information, media and ICT literacy.

Leadership and personal responsibilities

The main competence considered throughout this series is the Communicative

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

Teaching & Learning Approach

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Grades 6 and 7: Task-based Learning

Grades 8 and 9: Project-based Learning

10th and 11th Grades: Problem-based Learning

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

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Review Project Evaluation

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Basic Learning Rights (BLRs):

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Vocabulary Teaching Tips:

Student’s Workbook Answers:

List of Online Resources:

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An icon indicating the ability or abilities

It represents the BLR

Anita: That is a great idea.

Luisa: Ok. Come to my house

Anita: Ok. See you there.

An example to make the BLR easier

LISTENING READING WRITING

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Laura: Did you send the email to your teacher? Evaporation

The Water Cycle

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Sara: I am really sad.

16 Julio: Why? What’s up?

Sara: My best friend has a

Julio: What kind of problem?

Sara: She has an eating disorder

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Language Functions Text types Grammar Vocabulary

Unit 3: ▪▪ Express opinions about ▪▪ news extracts ▪▪ Collocations to ▪▪ Eco-values

Language Functions Text types Grammar Vocabulary

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Language Text types Grammar Vocabulary

Unit 2: ▪▪ Describe present and ▪▪ email ▪▪ Present perfect ▪▪ Vocabulary related

• Remind students that this • Remind students that Unit 1

• Read the module’s title, Planet