Tune Up

Teacher’s Book

Eugenia Contreras Méndez

MA English as a Foreign
Language, FUNIBER.

Ronda Haverland
MA TESOL, Institute of
Education University of London.

Lisa Huck
Cambridge Celta 2006,
Calgary, Canada; Academic
Writing certificate, Athabasca
University, Canada.

IV
Medio

Teacher’s Book
Tune Up Teacher’s Book IV Medio, is a collective work created and
designed by Richmond Publishing Department of Education, under the
direction of Rodolfo Hidalgo Caprile.

Publishing Deputy Director-Public Area: Marisol Flores Prado

Publishing Coordinator: Ly-Sen Lam Díaz
Editors: Logan Koch-Michael, Patrick May, Sebastían Muñoz,
Carmen Neira, Halima Salinas, Andrea Voigt
Proofreading: Regina Lam, Barnaby Wright
Authors: Eugenia Contreras, Ronda Haverland, Lisa Huck
Documentation: Paulina Novoa Venturino

Design: Mª Verónica Roman Soto

Design and Layout: Romina Yévenes Biénzobas, Karina Arancibia
Photography: Richmond Publishing, Latinstock
Illustrations: Álvaro de la Vega Arancibia
Cover: Francisca Martin

Original Texts References: In Gear 1. Authors: Adela Fidalgo Benayas, Alberto Fontanillo
Carrascal, Inmaculada Mayorga Malvarez. Printed in Spain 2010; Target B1. Authors:
Michael Downie, David Gray, Juan Manuel Jiménez. Printed in Spain 2011; English In
motion. Authors: Robert Campbell, Gill Holley, Rob Metcalf. Printed in Spain 2009.

Quedan rigurosamente prohibidas, sin la autorización escrita de los titulares del

“Copyright”, bajo las sanciones establecidas en la Ley de Propiedad Intelectual
Nº 17.336, la reproducción total o parcial de esta obra por cualquier medio o
procedimiento, comprendidos la reprografía y el tratamiento informático, y la
distribución en ejemplares de ella mediante alquiler o préstamo público.
©2014 por Richmond Publishing, de Santillana del Pacífico S.A. de Ediciones
Andrés Bello 2299 Piso 10, oficinas 1001 y 1002, Providencia, Santiago (Chile)
Certificado PEFC Impreso en Chile por A Impresores S.A.
Este papel proviene ISBN: 978.956.15.2314-2
de bosques manejados
de forma sustentable
y fuentes controladas.
Inscripción Nº 237.062
PEFC/24-31-900 www.pefc.org
Se terminó de imprimir esta 4a edición de 4.101 ejemplares, en el mes de
diciembre del año 2016. www.richmondelt.com
 INDEX

Scope and Sequence of your book 4-5 Unit 5 130

Get to know your book Transcripts 150-151
Student’s Book 6-7 Extra Test 152-153
Reinforcement Activities 154-155
Get to know your Book
Teacher’s Book 8-9
Unit 6 156
Introduction 10-19
Transcripts 176-177
CD Index 20-21
Extra Test 178-179
Functional Language 22 Reinforcement Activities 180-181
Thematic Index 23
Welcome 24-25 Unit 7 182
Transcripts 202-203
Unit 1 26 Extra Test 204-205
Reinforcement Activities 206-207
Transcripts 46-47
Extra Test 48-49
Reinforcement Activities 50-51 Unit 8 208
Transcripts 228-229
Extra Test 230-231
Unit 2 52
Reinforcement Activities 232-233
Transcripts 72-73
Extra Test 74-75
Reinforcement Activities 76-77 Songs and Rhymes 234-239
Grammar Reference 240-247
Unit 3 78 Rubrics for Skills Assessment 248-249
Transcripts 98-99 Question Bank 250-251
Extra Test 100-101 Irregular Verbs 254
Reinforcement Activities 102-103
Bibliography 252-253
Websites 255
Unit 4 104
Transcripts 124-125
Extra Test 126-127
Reinforcement Activities 128-129

Guia 4º U1.indd 3 27-07-16 15:48

 SCOPE AND SEQUENCE OF YOUR BOOK
Units Contents Reading Listening Speaking Writing Wrapping Up

UNIT 1 Stereotypes • An article

p.12-13
• A description
p.14
• Describing
people
• A description
p.13
• Review
p.25
Vocabulary on
People and clothing and • An email • A narrative
p.11
• A summary • Worksheets
our Beliefs describing people p.14 monologue • A debate of a popular p.26
p.15 p.16 story
unit
1 People and Our Beliefs Cultural • Three stories p.19 • Project
differences p.18-19 • A song • Retelling a p.28
p.17 story • An original
Urban legends p.24 story • My Progress
• A conversation p.24 p.29
Myths and
Reading and Understanding Speaking
• Use skimming and scanning reading • Integrate listening skills as a basic ability for

p.20
techniques. oral interaction.
• Locate evidence within the text that allows • Signal attention, understanting, agreement
the justification of simple infereces. and disagreement in conversations, and
• Integrate written expression to demonstrate initiate, maintain and close a conversation.

folktales
understanding of texts that have been read. • Self correct and reword statements.

Listening and Understanding Writing

• Identify relevant details to find out the main • Use connectors to sequence sentences in
points of a listening text. a logical, cohesive and coherent way for
• Locate expressions and fixed phrases communicational purposes.
associated to communicative functions. • Correction of cohesion and coherence
• Integrate oral and written expression to of their writing tasks according to its

• A story
demonstrate understanting of listening texts. communicational purpose and audience.
Living in Harmony
Respecting and valuing the ideas and cultures of all people equally.

10 UNIT 1

p.10-29 p.22

UNIT 2 Music genres and

music festivals
• An article
p.32-33
• Music genres
p.31
• An interview
p. 34
• A text
message
• Review
p.45
The Arts and Graffiti and street • An article • An interview • Preferences
p.36
• Worksheets
Their Influence art p.38 p.35 p.37 • A paragraph p.46
on the
unit
2 The Arts and Their Influence
Compound • Four • A conversation • Discussing relationship • Project
adjectives summaries p.39 literature with social p.48
p.41 p.40 media
Literature and • A report • My Progress
Reading and Understanding
• Discriminate between the main idea/s and
De la Fuente, G (1943 - 1946). Ferrocarriles del Estado. Mural Painting.

Speaking
• Integrate listening skills as a basic for oral
film p.43 • Finding out p.42 p.49
information
irrelevant information to summarize the interaction.
central meaning of the message. • Signal attention, understanding agreement
• Distinguish between fact and opinion by and disagreement to initiate, maintain and
identifying explicit and implicit information. close a conversation.

Social Networking • A paragraph

Listening and Understanding Writing
• Use previous knowledge of different topics, • Use connectors to sequence sentences in
non-verbal clues, gestures and intonation to a logical, cohesive and coherent way for

p.44
anticipate the content of the message and to communicational purposes.
whom it is directed. • Correction of cohesion and coherence
• Identify relevant details to find out the main of their writing tasks according to its

on a cultural
points of a listening text. communicational purpose and audience.

Living in Harmony
Valuing and discussing the diversity of cultural expressions and the value of local artists.

30 Unit 2

movement
p.30-49 p.44

UNIT 3 Reality Shows • An article

p.51-52
• A conversation
p.54
• Discussing
about reality
• An email to a
friend
• Review
p.65
Formal and show p.54
What’s On? informal letters • An article • A TV episode p.53 • Worksheets
p.58-59 p.55 • An email to p.66
unit
3 What’s On?
Advertising • A debate an authority
• A narrative • The history of a p. 61 p.57 • Project
Language related text product p.68
to driving and p.64 p.60 • Retelling a story • Opinions
Reading and Understanding
• Use skimming and scanning reading
techniques.
• Use context and relevant explicit facts to
Speaking
• Integrate listening skills as a basic ability for
oral interaction.
• Signal attention, understanting, agreement
safety p.64 about • My Progress
• A story p.69
infer information that is clearly suggested. and disagreement in conversations, and
• Integrate written expression to demonstrate initiate, maintain and close a conversation.
understanding of texts that have been read. • Self correct and reword statements.

advertising
Listening and Understanding Writing

Telling stories
• Identify relevant details to find out the main • Use connectors to sequence sentences in
points of a listening text. a logical, cohesive and coherent way for
• Locate expressions and fixed phrases communicational purposes.

p.62
associated to communicative functions. • Correction of cohesion and coherence
• Integrate oral and written expression to of their writing tasks according to its
demonstrate understanting of listening texts. communicational purpose and audience.

p.59
Living in Harmony
Learning to reflect on what we see and read before we decide it is true or false.

50 UNIT 3

p.50-69 • A conversation
p.63

UNIT Language related

to technological
4 • An article
p.72-73
• A report
p.74
• Discussing
about social
• Two text
messages
• Review
p.85
Keeping up with gadgets and the • An essay • A report
networks p.71
• Worksheets
effects of using p.73
Technology Internet p.76 p.75 • An essay p.86
Making p.77
4 Keeping up with Technology
Phrasal verbs • An article • A narrative predictions p.83 • Project
p.78-79 monologue • A list of rules p.88
unit

Modal verbs p.80 p.80

• An informative • My Progress
Reading and Understanding Speaking Linking words text • A TV p.89
p.81 programme
• Use skimming and scanning reading • Integrate listening skills as a basic ability for
techniques. oral interaction.
• Locate evidence within the text that allows • Signal attention, understanting, agreement
the justification of simple infereces. and disagreement in conversations, and
• Integrate written expression to demonstrate initiate, maintain and close a conversation.

Compound nouns
understanding of texts that have been read. • Self correct and reword statements.

Listening and Understanding Writing

p.82
• Identify relevant details to find out the main • Use connectors to sequence sentences in
points of a listening text. a logical, cohesive and coherent way for
• Locate expressions and fixed phrases communicational purposes.
associated to communicative functions. • Correction of cohesion and coherence

on technology • An article
• Integrate oral and written expression to of their writing tasks according to its
demonstrate understanting of listening texts. communicational purpose and audience.
Living in Harmony
Discussing our responsibility in the use of technology and reflecting on our personal role in a
changing society.

and the future p.84

70 UNIT 4

p.70-89

Answers 170 - 179 Grammar Reference 180-186 Rubrics 187 - 188 Pronunciation Guide 189 Learning Objectives 190 - 191
 Units Contents Reading Listening Speaking Writing Wrapping Up

UNIT 5 Vocabulary
on career
• An article
p.92-93
• A description
p.91
• Interviewing
your classmate
• Two
descriptions
• Review
p.105
Part Time or prospects, jobs
• An article • An interview
p.94 p.97
• Worksheets
Full Time? and job skills
p.98 p.95 • Role-playing a • A curriculum p.106
Reported dialogue vitae
unit
5 Part Time or Full Time?

speech and • An informative • A radio p.97 p.104 • Project

reported text programme p.108
questions p.101 p.100
• My Progress
Reading and Understanding
• Use skimming and scanning reading
techniques.
• Use context and relevant explicit facts to
infer information that is clearly suggested.
Speaking
• Integrate listening skills as a basic ability for
oral interaction.
• Signal attention, understanting, agreement
and disagreement in conversations, and

2nd conditional • An interview p.109

p.102
• Integrate written expression to initiate, maintain and close a conversation.
demonstrate understanding of texts that • Self correct and reword statements.
have been read.
Writing
Listening and Understanding • Use connectors to sequence sentences in
• Identify relevant details to find out the main a logical, cohesive and coherent way for
points of a listening text. communicational purposes.
• Locate expressions and fixed phrases • Correction of cohesion and coherence
associated to communicative functions. of their writing tasks according to its
• Integrate oral and written expression to communicational purpose and audience.
demonstrate understanting of listening texts.
Living in Harmony
Practising good work ethics and rigour while being responsible and perseverant.

90 UNIT 5

p.90-109
UNIT 6 Vocabulary
on free time,
• An article
p.111
• Three narrative
monologues
• Discussing
about a text
• A blog entry
p.117
• Review
p.125
Spending Time friendship and p.112 p.111
travelling • A poem • A paragraph on • Worksheets
Together p.113 • A song • Discussing cultural aspects p.126
Connectors p.114 about p.119
6
• Three narrative teenagers • Project
Question tags texts • A conversation • A description p.128
Spending Time Together
unit

p.112
p.115 p.116 p.124
Uses of play, do, • Giving advice • My Progress
and go • An article • A narrative text p.113 p.129
p.118-119 p.121
Reading and Understanding Speaking
• Discriminate between the main idea/s and • Integrate listening skills as a basic for oral
irrelevant information to summarize the interaction.

Should/
central meaning of the message. • Signal attention, understanding agrrement and
• Distinguish between fact and opinion by disagreement to initiate, maintain and close a
identifying explicit and implicit information. conversation.

• Interviewing
Listening and Understanding Writing
• Use previous knowledge of different • Use connectors to sequence sentences in
topics, non-verbal clues, gestures and a logical, cohesive and coherent way for

shouldn’t • Two • A narrative

intonation to anticipate the content of the communicational purposes.
message and to whom it is directed. • Correction of cohesion and coherence of their
• Identify relevant details to find out the writing tasks according to its communicational
main points of a listening text. purpose and audience.

your classmate
Living in Harmony
Understanding relationships with friends and family while respecting other cultures.

descriptions monologue
110 UNIT 6

p.110-129 p.116
p.124 p.122
• Role-playing a
situation
p.120

UNIT 7 Language
related to
• An article • A narrative
monologue
• Discussing
about health
• A paragraph
giving advice
• Review
p.145
p.132-133
Moving health and p.135 p.135 p.137
• Worksheets
habits • An informative
Forward text • A report • Sharing ideas • A letter p.146
Used to p.137 p.140 about a text p.141
7
unit
Moving Forward

3rd conditional p.139 • Project

• Four narrative • A radio p.148
I wish/If only texts programme • Discussing
p.142 about staying • My Progress
Reading and Understanding Speaking

Prefixes p.138 p.149

healthy
• Use skimming and scanning reading • Integrate listening skills as a basic ability for
techniques. oral interaction.
• Locate evidence within the text that allows • Signal attention, understanting, agreement
the justification of simple infereces. and disagreement in conversations, and
• Integrate written expression to demonstrate initiate, maintain and close a conversation.
understanding of texts that have been read. • Self correct and reword statements.

• An article
Listening and Understanding Writing

p.142
• Identify relevant details to find out the main • Use connectors to sequence sentences in
points of a listening text. a logical, cohesive and coherent way for
• Locate expressions and fixed phrases communicational purposes.
associated to communicative functions. • Correction of cohesion and coherence
• Integrate oral and written expression to of their writing tasks according to its
demonstrate understanting of listening texts. communicational purpose and audience.

p.141
Living in Harmony
Emphasizing the importance of a healthy diet and good habits to preserve our health.
Knowledge of the self, one’s potentials and limitations.

130 UNIT 7

p.130-149 • An article
p.144

UNIT 8 Language
related
• Two poems
p.151
• A report
p.154
• Discussing
about natural
• An email
p.160
• Review
p.165
The Price to natural • Four
• A conversation
resources
• A report • Worksheets
resources informative p.154
of Progress and the texts p.155 p.163 p.166
• Role-playing a
8 The Price of Progress
environment p.152-153 • A weather dialogue • Project
• An article forecast p.168
unit

Suffixes p.156
p.157 p.160
Direct and • An article • Discussing • My Progress
indirect • A conversation about climate p.169
Reading and Understanding
• Use skimming and scanning reading
Speaking
• Integrate listening skills as a basic ability for

p.158 changes
p.164
techniques. oral interaction.
• Locate evidence within the text that allows • Signal attention, understanting, agreement and
the justification of simple infereces. disagreement in conversations, and initiate,

questions
• Integrate written expression to demonstrate maintain and close a conversation.

• An article
understanding of texts that have been read. • Self correct and reword statements.

Listening and Understanding Writing

• Identify relevant details to find out the main • Use connectors to sequence sentences in

p.160
points of a listening text. a logical, cohesive and coherent way for
• Locate expressions and fixed phrases communicational purposes.
associated to communicative functions. • Correction of cohesion and coherence
• Integrate oral and written expression to of their writing tasks according to its

p.161
demonstrate understanting of listening texts. communicational purpose and audience.

Living in Harmony

Adverbs
Learning about our own natural resources and being conscious of our and other people’s actions.

• Interviewing
150 UNIT 8

• An article
p.150-169 Connectors p.163 your classmate
p.162

Transcripts 192 - 210 Thematic Index 211 Glossary 212 - 213 Bibliographies 214 Websites 214 Verb List 215
 GET TO KNOW YOUR STUDENT’S BOOK

Get to know your book!

Read about the titles. They will help you follow and enjoy your book.

• Reading
Ste reot
ype s
Speaking
In this section you will read a variety of texts
1
S SO N
an d
9 In pairs
LE

that will build your vocabulary and reading

ns
, look at

pre ss io
following ques the pictures and answ 10 Talk abou
er the t other activi

First Im
tions. You ties in your
box for help. can use the life.
Speak Out! A project
a Have you started
you ever been doing

comprehension in English.
the ’ mselves? b What
activities do
to the theat
re or balle The music
s see types? c What you see in t? you enjoy
teenager
dancing to
re stereo art forms the images?
Chilean Are the
do you like? Food you
How do world? like eating
over the
same all A book you
loved readi
s loo k the ng

• Listening
nager
‘Do tee help you
. A film you
hated
words to watching
. Use the
wearing A play you
they are
lary
are thinking
e what
Vocabu
of seeing
pair s, describ trousers

In this section you will listen to authentic audio

s and, in t-shirt shir t Something
the pict
ure hoodie tie boots you haven
’t finished
1 Look at headba
nd belt doing
ring leggings An activity
earrings you spend
e time doing
necklac

samples that will improve your understanding

A country
you are inter
ested in visitin
g
e.g.,What music
do you enjoy
I love listen listening to?
ing to Chile

of spoken English.
opera. an rock and
I really hate
Writing
edia.org

• Speaking
11 Write 6 sente
nces using
commons.wikim

below. the words

Sol in the box
Javier listen | eat
| think | play
| read | work
Camila
g SPEAK OU a
Speakin
stions Pre-writing
the que T!

In this section you will put into practice what you

. Brainstorm
Francisco tes with ideas.
classma n with the Use these b Drafting. Writ
w three sentatio expressions
Intervie n prepare a pre
to talk about e a draft.
ck you r answers. 4 I love listeni
ng to music
your likes and c Revising.
dislikes.
dislik
Listen and che re to each below. The ained. I really hate . Once you
have finish
2 three mo results
obt wear? watching roman read your ed writing,
adding work and

have learned by speaking with your classmates.

hes by usu ally colours I don’t enjoy tic comedies. check it.
the clot do you ? What walking the d Editing.
3 Classify at clothes urful clothes I can’t stand dog. Read your
a Wh colo s making my spelling and work again and
list. you like ting jean What do you bed. punctuatio check
b Do prefer? tight-fit like doing on n.
do you baggy or I like playin Sundays? e Publishing
Tops: r wear g video game . Share your
s: you eve you go
out? What about s very much classmates. work with
Bottom c Do sers? Wh
en?
r when
. your
ring, ... UNIT 2
or trou usually wea
you?
Jewellery: : at do you
ries d Wh
Accesso 11
ar:
Footwe

37

UNIT 3

Pre-Reading
Post Reading
13 Who and what can
you see in the picture?
Where is the situation taking 15 Work with a partner.
place? What do you Without reading the story
think has just happened? again, put the main events
in order. Only check
once you have finished.
a Bruno escaped and ran
after the other dog.
b Carolina went into the

• Writing
supermarket.
c Bruno saw another dog
and started barking.

4
S SO N d Carolina caught Bruno.
LE
s
Myths & Legend
e They went to have a

In this section you will put into practice what

coffee together.
f Carolina tied Bruno to
a lamppost outside
the supermarket.
g She apologized to the
boy.

you have learned by developing written tasks.

h Carolina ran out of the shop
to catch Bruno.
While Reading i She saw Bruno running towards
the park and
crossing the main road.
14 Read the text to check
if you guessed correctly. j The boy saw the dog, turned
and fell off his
scooter.

• Pronunciation
Bruno had a really lucky i ____
escape
I had gone into the supermarke yesterday. vi ____
biscuits and had left t to buy some ii ____
him tied to a lamppost vii ____
outside. The next thing iii ____
I knew, I could hear him viii ____

In this section you will practise different sounds

barking furiously. He had iv ____
seen a huge dog and
escaped. v ____ ix ____
As soon as I realized what x ____
had happened, I left
the biscuits in the shop
and ran out to catch him, 16 Now, try to re-tell
but he had already gone. the story in your own words

that are important for understanding and

Then I saw him running together with your partner.
towards the park and Use phrases like
I went after him. All of when, yesterday, and connecting
sudden, he ran straight a
across the main road! words to help
was terrible! As he was It your story flow.
running across the road,
a scooter appeared. When
the rider saw Bruno

communicating in English.
he turned violently to
avoid hitting Bruno, but
unfortunately, he fell off
the scooter. LIVING IN HARMONY
Luckily, I grabbed Bruno
in time and nobody got
hurt. The boy was very You will experience many
nice about the whole changes when this year is
thing. In fact, he invited over and many decisions
me to get coffee next will be made. Sometimes
week! we can make mistakes but
that’s okay as long as we

• Practice
learn from them. Don’t
Pre-Listening
forget to take a moment
before you make an important
what comes to your mind? myths and decision.
at the ilustrations, the following Chilean
1 Look legend. Then match
n a myth and a
the difference betwee background knowledge. women.
2 In pairs, discuss

In this section you will practise the main grammar

description using
your who impregnates
legends with their i _____ A dwarf the desert.
ii _____ Flower
s in 64
a Desierto Florido ted lake. UNIT 3
iii _____ An enchan
b La Calchona id.
iv _____ A merma

point using a variety of exercises.

c Portillo
v _____ A witch. brings good luck to miners.
d Alicanto bird that
vi _____ A the same
e Pincoya sisters who loved
vii _____ Three
f El Trauco young man.
as
g Las Tres Pascual

While Listening myth or legend

it refers to.
and identify which
3 Listen to the story

UNIT 1

22

• Language in Use
This section helps you review and remember
the most important points in the lesson.
4
S SO N
LE
Es ca pe s
Lucky
• Learning Tip
NG TIP in a stor
y
LEARNI tify the
order of
events
en, yest
erday, soo
n
d to iden or phrases (wh ntion to the verb
If you nee
onunciati o
ds
Pr
atte forms.
time wor special
listen for and pay r different
re, next) re) in thei

This section offers tips and advice to develop

nin g after, befo t, present or futu
Pre-Liste
ng? Tell
n

ethi (pas 6
d by som tens es Listen to each
ever bee
n shocke word. Put each BRITISH / AM
ERICAN
1 Have you ut it. main tening word unde
Post Lis
tner abo r the
your par at are the ns. pitch

and improve your learning skills. Read

nitio correct ‘gh’
ions. Wh s to the defi sound. field
illustrat he word
football
k at the ch t stops
2 Loo of the stor y? 5 Mat vehicle practise (verb soccer
events when a ly and slides g sound (go) ) practice (verb
sudden f sound (stuff) )
silent (high)
crash in a car Speaking

carefully, they are very useful!

device
a safety
lad t Add two more 8 Look at the
d an acciden words in each
column.
pictures.
in the roa What are they
a bend about these
famous for?
Make sente
ke
not awa information
people using
questions to
nces
gives

• American/British
. Practice your check
licence nt that
a documeright to driv
e LANGUAG sentences
you the
E IN USE in groups.
We add a
question at b
skid man information. the end of
a young Can you see a statement
to check
are made? a pattern in

This box shows you the differences between

cious Explain. how the phras
uncons es
a curve e.g., You are
coming
You aren’t comin to the party, aren’t you?
seatbelt
ciati on g to the party,
nun
He can drive, are you?
can’t he?
o

American and British English.

She doesn’t
own a car, does
Pr

They will campi she?

ng, won’t they?

g
followin d
6 Read the . With Practice
g
Liste nin
h ions a
ure in eac express
W hile

• Check This Out!

e
rect pict , practic 7
the cor a par tner with and Match each
choose express
statement with
Listen and saying them usiasm. ssed to a You want the correct c
3 enth are stre question.
pair. e sentenc
es without ds that to go skate
boarding,
plete thes the wor b Carlos
Identify loves surfin
n and com g,

This box gives you some extra information

sm. c Jogging
Listen agai ideas. enthusia
incredib
le! is boring,
4 Brady’s w, that’s d Teresa
with Mrs because
... a Wo
t did she
do? didn’t play
football last
7 o’clock wha e Everybody year,
a It was b So should do
came... ... exercise regul
fast and f He’s a

about the topics you are reading or listening

a car g too famous tenni arly,
b and was goin s player,
young lad ____ don’t
c the . UNIT 6 you?
kily, he.. ____ isn’t it? ____ doesn
d Luc ’t he?
____ isn’t he? ____ shoul
UNIT 3
dn’t they?

to. This information helps you complement

a __________
____ did she? _________
c __________
b __________ _________
_________
d __________
62 _________

123
your knowledge. Read!

6
UNIT 5

4
Guia 4º U1.indd 6 27-07-16 15:48
 WELCOM
• Speak Out!
Speaking
E This section provides useful language to
2
S SO N
LE
Ch ange s
8 9 Work in pairs. Ask and answer the questions.

help you improve your conversational

a Read the poem. What is it about?
1

M ak ing
Which stude
a What’s more important in your life: the nts do you
identify with?
I have too many things happening this year. internet, TV, music, literature or phone I’m bad at
Too much homework and a lot of conversations? Why? learning

skills.
languages
problems with my peers. b How much time do you spend on each . I’ll neve
r
improve. I don’t want
When I surf on the net my problems disappear. every week? to speak
because I’m
I can get lost, time flies, my mind becomes clear. scared of
c Do you keep a diary? Why or why not? making mista
ing uss
Pre-Listen
I can listen to many songs and
ramme? Disc kes.
e of the prog read a lot of books. d Do you tell your online friends all of your
t is the nam
image. Wha I can even learn many recipes problems? Why or why not?
1 Look at the below as a class.

• Step it Up!
because I love to cook. e How can living your life online become Daniel
the questions
of Canal 13

a satire? ue? My parents say I spend too much time unhealthy?

the family show critiq es to Chile
, too?
• How is value s does the US appli chatting with my friend Brook I need to Cris
Courtesy

s of of the
• What type the social criticism But I told them to try it and they’ll get hooked. Writing study more
think
• Do you

This section presents an extra activity

why.
In what ways
? es? Explain otypes wou
ld you
10 Write a paragraph about a cultural movement
grammar. I need to
s stereotyp , what stere
character translate
• Are the similar show b In pairs, discuss the poem. Do you identify you have learned about on the Internet. Use
were writing a every word
• If you ty? with the speaker? Explain why or why not. the diagram below as a model and complete the
Chilean socie .
critique in in cooking text in your notebook.

to challenge your English skills.

meanings. smell to use c Notice the quantifier words that go before
s with their g taste orr
the word
2 Match powders
with a stron meth ing
thing
each word in bold. Why do we use many in
Some ideasstyle
A new are:of music | A fashion trend Eva
about some in the kitch
en some cases and much in others? Go to the
ge opinion used A genre of film | An artistic movement
mallet
to chan
keep spice
s that are
they don’
t see you Grammar Reference on page 181 to check.
A social practice Spe aking Manu
rack a place to one quietly so Explain the rule to a partner.
spice to some
to go close 2
to sneak up er made of
wood
etc.) Talk to your

• Living in Harmony
a big hamm aelan gelo
ngelo zine, partner and
David by Michhaela paper, maga Speak Out! answer the
sculpture ia (tv, news box for help. following quest
a famous in the med ions using
the press who work a the
spices
the people LIVING IN HARMONY Where do
b
we find writte SPEAK OU
to change
mind
Where do
c
you see the
n English langu
English langu age? T!
Social media makes everything easier, including Where have age in your I often chat

This section asks you to reflect on

nt. you heard with...
ie being viole misinterpretation. We should always be careful of d
Do you listen English? daily life? I see...
hter Magg to music or
ening for her daug how much we share on the Internet as well as aware e
Do you ever watch video
While List
I usually listen
a TV show Subject chat with peop clips in Englis to...
e blames it? of who exactly can see our specific posts. Always le in other h? I
where Marg nt against countries online have heard
...
an episode a moveme consider your audience online so you can avoid 3 a Look
Listen to e started how easy it ? I always watch

fundamental values that help us live

3 after Marg misunderstandings and, most importantly, remember is to learn videos in...
ss: mmee
ramm David? English!
In pairs, discu ogra
on prog
the sculpture
that behind every post and ‘like’ is a living, breathing Simple alpha
ened to the carto opin ion of person the
with feelings and opinions just like you, and Where Where did Easy plurals:
bet: The girl
and the dog.
happ t Marge’s Why is it
a What Listen to One car –
can you infer abou
correct? ical order. they deserve to be valued and respected.
ologgical
nolo
did it you hear innovative? Short word two cars. There
b What actions were res in chro start? about it s: Most basic are very few
think her . Put the pictu exceptions.

harmoniously within society and the

Longer word words are
c Do you script again s are often short, for exam
listen to the Call everybody shortened ple: run, work,
pictures and ‘you’: You can : fridge: refrig big, go, man.
Look at the answers.
erator, PC:
dia.org

4 check your F
or to a group
of people.
say ‘Do you
speak Englis
personal comp
uter.
phrases to h?’ to your
s.wikime

E b Write friend or to
down two

world around us.

D more easy your teach
your ideas er
common

C with your partn aspects of learning

B er. English. Then
think abou
A t what you
find difficult.
8 Share
55
44 UNIT 2
WELCOME

NIT 3

• Review Pr
oject
3
o r k s h ee
ro
y P gr

es
M
4 3

W
In this section you will find activities to

ts

s
un it Listening
unit un it

ising to Childre n? 1 Complete

inst Advert
the sentences

help you review what you learned in each

5 Circle TVtheorcorrect option with the phras
For or Aga
a At 10pm
children on the to complete the sentence. last es you hear.
ts aimed at
Are You started chatt night, Susana _______
rts t are I really You will hear
Chilean adve aare adequate? Wha Juan: want to learn English. But it’s too ing. ________ the recording
think of any they late now. You (a) have to / don’t b her sister _______ her twice.
at? Can you them? Do you think a language. have to start young to learn insisted that TV when
is it aimed heard usefuul?l? c Then, the blogs can her sister
advert. Who es have you seen/hear Doris: That’s not true! You (b) came over

unit. By totaling your score, you can see

are usef
theyy are have to / don’t have to be young. they spoke _______
1 Look at the prog ramm ? Do you think the speak it fluently I started learning English when
I was 16 and they ment
about realit
y shows that
________
_______ by
and they
what them now. ioned Man
radio? On tions whe
n they see Juan: So what do I (c) have d Later, they vs. Wild. sometimes
_______
anyone with
a computer.
ren’s reac to / must do? ____ ____
child Doris: To start, buy a book and __ ________ ________
study it at home. You also (d) e She had ___ dinner ___ in exot
teacher in class. have to / don’t have to pay attention tried to call when their ic places and

where totalling you need more practice.

to your him before dinne dad showed up.
Juan: I don’t like my teacher
at school. Rea ding r to invite him,
but his mobi
Doris: You (e) have to / don’t le phone ____
have to like your teacher necessarily. ___ ________
Juan: I don’t know. I mean, I You have to pay attention! 2 Billbo _______.
want to learn English. I (f) have ards, as you
Doris: Well, I think you (g) have to / don’t have to learn it for my motorway know, are points

Just follow the suggestions for review in

to / don’t have to work hard. But future job. s, and large poste /5
rs used to
it’s fun, too! terms of sloga covering buildings advertise
ns and imag or construct products. They
6 Complete the following The pictures es. Slogans ion sites. This can be seen
sentences using verbs have to be have to be type of adve near main
that can agr
agree
express
or 7 Match the following words distinctive shor t and rtisement roads and
a possibility with the correct Answ , so humo differ
debate, you tts. How ever, or things that you are er the ques that peop
le notice and rous, so that s from othe
end of the meaning. tions in your people can rs in

the box at the bottom of the page.

orstate men
aren’t able to do.
6 At the of the to a own word remember
them. read them
on some
disagree with ust find count er-arguments What are s: quickly.
going to take a Children a adapt billboards?
ion you are you have to m t.
b Where
can billboards
what posit or against
it? you b gadget
2 Decide prove your
poin b Technology c What be found? d Why is
Are you for c criticism are slogans billboard adve
the issue. too much. like on billbo rtising differ
g on TV is . c The football team d interact Writing ards? e What
are the imag ent?
adverstisin informative
e.g., I think g on TV is es like on
on, advertisin AK OUT! d It
e warning billboards?

• Worksheets
In my opini
storm argu
men ts to SPE y are spea
king: 3 Write
a story abou
team, brain notes. pt a person
when the
e In the future ___ to communicate with points
3 With your and make terruupt t a past even /5
point of view box for help.
interr
To in
To ___ something that makes you t. (70 word
minute s). Use the
support your Out! Hold on a f Nowadays understand
the Speak te there is a possible danger story on page
You can use ing TV Wait a minu 64 as a mod
el.

These pages provide a number of

from enjoy ___ to change something to suit
g stops you One sec... different
e.g., Advertisin Excuse me...
conditions
amm es. few minu tes or so! ___ a small device
progr d every Wait ... with a particular purpose
interrupte
Films are Be confid
ent the class. ___ giving your opinion about
something or
opinions. the rest of
debate to

exercises and word games to continue

someone
s to give your play your
4 Take turn 7 Role - 8 Using allthe rtisin g board
and direc
t. l to theadvewords from exercise
rtisin g to 7, create a dialogue that talks
a formal emai opic: adve about
out technology.
•I think… 8 Write ition on t s.
g your pos 100 word
inion… confirmin een 80 –
•In my op e betw

building your English skills.

w… children. Writ
•In my vie
concerned…
•As far as I’m or disagree
say, agree
r people rguments.ts.
what othe
5 Discuss are counter-a
, and prep UNIT 3 Keep prac
with them tising
k so?
•Do you thin about that). Let’s revie
w points

• Project
9 3
ure ( /10
•I’m not s 0-5 Good job!
ee.
don’t agr
•Sorry, but I 6-10 Brilliant!
12-16
UNIT 3 17-20

This is a hands-on project that allows you

87
68 69

to put all of your skills—Reading, Writing,

Speaking, and Listening—into practice.

2
S SO N ro
LE
d Wor k y P gr
Fun an
.org
edia

Mix ing
ikim
es
M

s.w

5
on
m
s
m
co

Listening un it
do you 1
ning much time Listen to
te a
Paul and circle conversation betw
Pre-Lis sumer are
you? How o games?
ing vide the correct een Sally
and d Sally plans
media con you like play ld be the a Sally’s mum answer. to…
kind of day? Do think wou ose the i tell her
1 What ne each at do you cho i become
wants her
to…. mum abou
t her plans
spend onli text. Wh the board and an ii give her imme
ugh this
ons on ii travel arou engineer. mum differ
ent reasons diately.
skim thro suggesti iii study archi nd the world
take a gap
year. for decision
2 Quickly ? Write your er. iii explain to
best title your answ media. tecture in to her mum
t. Justify suming orking, Italy. permanen that she

• My Progress
fits bes day con b Paul want tly in Italy. wants to
one that hours a Web, social netw and are tte of s to do an
apprentice live
and 1/2 ves” The pale “right e Sally think
than 7 music, surfing thethe “digital nati r opinion.
i he hates ship because… s her moth
nd more to as gy. voice thei n choosing use.
the ii he want
the idea of
going to unive i too struc er is…
teens spe ching TV, listening y are known d with technolowould like to whe t to s to work rsity. tured.
Today’s de wat Teen s toda identifie yone ortant role ware you wan other. When time. and learn ii not well
inclu
These ing video gam es. so closely es, almost everplays a very imp use and
soft
with eac
h
submit
at the same organized.
ion to be iii his mum iii very chao

You will take a test at the end of each unit,

gam gn have to users interact a new page, or
and play first generat about video that’s why desi e you thinks it’s a
good idea.
tic.
the war and to
part of comes to talkingost infinite and e between soft how software s the form go dent c Paul has
When it ys is alm es the differenc is to figure out of errors? Doe largest
indepen for already spok
en to… Writing points
/5
nowada h is the dventure games i some plum
choices ign is what mak designer. His jobare users notified ur, whic ii an elect bers.
one”. Desa user interface happens? How cool, huh? d Behavio and 3D action/a rician 2 Write

which will help you measure how much you

t pany calle 2D iii some friend . a brief summ
Emilio is it a form, wha ent page? Pretty Canadian com production of duction.
8). Intro 1-17. s. do when you ary about
you subm ing on the curr a in the U. (200 what you
ks at Reading
pp.
cialising o DS. J, Glasser, : Basic Books. finish scho
and wor Palfrey, want to
while stay in Santiago io in Canada, speable and Nintend Based onl natives. New York
the Unit to
do so.
ol. Use infor
mation from
Emilio lives lopment stud PlayStation Port generatio
n of digita
game deve PlayStation
3, the first 3 Read

have improved your English!

Wii, rstanding about the
Xbox3, al: unde
needed for most dema points
Born Digit nding caree /10
each job. rs and answ
TOP JOBS er the ques
rview FOR THE tions. Writ
lio’s inte NEXT10 YEAR e sentences
t 2 of Emi correct • Computer S. describing
the skills
n to par the Programm
er: Developin
Now liste chart with
more indus
tening 4 tries to deve g new oper
plete the
While Lis
• Environm lop custom ating syste
w and and com . ental Engin softw are solutions. ms and common code
intervie tion the harmful eer: Environm
bases has
Emilio’s informa ental engin
par t 1 of • Networkin effects of human activi eers are respo allowed many
Listen to wing questions. rests g Specialist: ty on the
environment. nsible for studying, evalu
3 ur? a His inte responsible Diffe
answer
the follo at Behavio there? for installation rent from a traditional ating and mana

•
Emilio do on s infrastruct
ure, and netw , configuration, main computer ging

CD
at does s has he wor ked o games? b He love
Wh • ESL/EFL tenance and programmer, a netw
a
at project a lot of
vide sn’t like Teacher: Invol ork operating syste support of orking speci
b Wh he get to play c He doe developm ves teaching ms. networks
server hardw
alist is
y? ent of langu students of
c Do
es wor k? Wh urite age skills to all ages whos are, network
Why? outside d His favo es a ultimately e first langu
ak English video gam
be able to age is not
es he spe b communica English, throu
d Do re plans te in Englis gh the
e His futu gy is c
h.

This indicates an audio track.

s technolo
f He think d
ice
g His adv
95
UNIT 5 Keep pract
ising

Let’s revie
w points
0-5 Good job! /5
6-10 Brilliant!
11-15
16-20

109

7
UNIT 5

Guia 4º U1.indd 7 55
27-07-16 15:48
 GET TO KNOW YOUR TEACHER’S BOOK

• CD Index CD INDEX THEMATIC INDEX

In this section you will find all the audio tracks you need for the lessons Track 1 Classroom Language
Welcome Unit
A
Art L

organised by page and unit and with their corresponding number.

Track 2 page: 9 Activity 4. Legends
C
Unit 1 Career prospects M
Track 3 page: 11 Activity 2 Clothing Music
Track 4 page: 14 Activity 13 Cultural differences Myths
Track 5 page: 15 Activity 2
Track 6 page: 17 Activity 6 E N

•
Track 7 page: 20 Activities 8 and 9 Environment Natural Resources

Classroom Language
Track 8 page: 22 Activities 3 and 4
Track 9 page: 24 Pronunciation Activity 9 F P
Track 10 page: 29 My Progress Unit 1 Activity 2 Food Personality
Track 11 Extra Test Unit 1 Urban Trends Folktales
Free time R
Unit 2 Friendship Reality Shows

In this section you will find useful expressions for proper classroom
Track 12 page: 31 Activity 1b
Track 13 page: 31 Activity 3 CLASSROOM LANGUAGE H S
Track 14 page: 33 Pronunciation Activity 10 Health and Habits Social Networks
Track 15 page: 35 Activity 3 Stereotypes
Track 16 page: 36 Pronunciation Activity 8 I

management.
Track 17 page: 39 Activity 8 Welcoming students Checking for understanding
Internet T
Track 18 page: 43 Activities 5 and 6 • Good morning everyone! • Do you understand?
Technological gadgets
Track 19 page: 49 My Progress Unit 2 Activity 1 afternoon everyone!
• Good • Do you need help?
J Travel
Track 20 Extra Test Unit 2 YouTube • How are you today? • Can I help you with this?
Jobs
• OK, let’s start today’s class. • Is that clear?
Unit 3
• Are you sure?
Track 21 page 54 Activity 11 Taking attendance • Are there any questions?
Track 22 page: 55 Activities 3 and 4 • OK everyone, your attention please. • Can we continue?

•
Track 23 page: 60 Activity 11 • I’m going to call the roll. • Are you done?

Thematic Index
Track 24 page: 61 Pronunciation Activity 14
• Have you finished yet?
Track 25 page: 62 Activities 3 and 4 Giving instructions
Track 26 page: 63 Activities 8 and 9 • Silence, please. Encouragement
Track 27 page: 69 My Progress Unit 3 Activity 1
• Everyone, listen up. • Super!
Track 28 Extra Test Unit 3 Marketing in the• USA
Now, listen. • Well done!
• Listen carefully. • Excellent!

This is a glossary of the topics and themes you will find as you go through
Unit 4 • Keep your voices down. • Brilliant!
Track 29 page: 74 Activities 16 and 17 • Let’s calm down. • Wonderful!
Track 30 page: 75 Activities 3 and 4 • Come to the board. • Congratulations!
Track 31 page: 80 Activity 8 • Come to the front. • Good job!
Track 32 page: 82 Activities 2 and 3 • Please, go back to your seats.
Track 33 page: 89 My Progress Unit 4 Activity 2
• Please, open your books to page…

the text. This section helps you to be prepared for each lesson.
Going to recess
Track 34 Extra Test Unit 4 Social Networks• Close your books, please.
• Let’s go to recess.
• Let’s go back to page… • Time for a break.
• Pay attention, please.
20 • You cannot eat in the classroom. Saying goodbye 23
• Everybody, let’s tidy up! • OK everyone, time’s up.

Student’s Book pages 8 and 9

• Let’s clean up, please.
• Please repeat after me.
• Repeat, please.
• Alright, that’s it for today.
• Class is over.
• See you next class.
• Raise your hand. • Have a nice day.
• Hands up!/Hands down! • Have a nice weekend.
• Thumbs up/Thumbs down. • Goodbye, everybody.
• Check your answers.
• Wait for your turn.
• Work in pairs, please.
• Work in groups, please.

WELCOME
• Let’s sing a song!
• Let’s sing! Everybody, join in!
• Look at the picture.
• Mark with a check.

WELCOME
• Write your name.
• Let’s read. What does it say?

22 Lesson Summary
1 Which students do you identify with?
Aims: Motivate students to learn
I don’t want to speak
English. I’m bad at learning
languages. I’ll never because I’m scared of

Suggested Time improve. making mistakes.

45 minutes
Vocabulary
Learning English in different ways Daniel Cris

• Transcripts
Communicative Aims
Use context and relevant
I need to
study more
grammar.
I need to
translate
every word.

In this section you will find the transcripts for each track, which you may
information when asking simple a Tes
xtr

PHOTOCOPIABLE
Track 6 page: 17 Activity 6
questions. 1

t
Track 4 page: 14 Activity 12

E
use to correct activities and to prepare follow-ups or other related tasks.
I fell in love again
unit
middle of the photograph. (Review
There is a young woman in this picture. She’s in the
Simple
She looks older, maybe Questions)
all things go, all things go Eva Manu
in her fifties. She’s slim, with red hair. I don’t think drove to Chicago
Materials
she’s very tall because of her shoes—they have very all things know, all things know
Listening

Vocabulary

high heels. Perhaps she’s quite short and wears shoes
like this to seem taller. She’s wearing quite unusual
2
clothes: a dress that seems to be taken from the 19th
Speaking
we sold our clothes to the state
1 Listen to the reporter talking about urban groups 2 Match the adjectives in column A with their opposite
I don’t mind, I don’t mind
and decide if the following questions are True (T) or in column B.
SPEAK OUT!

•
Century, ripped tights and those shoes. She looks as I made a lot of mistakes
2 Talk

Extra Test:
in my mind, in my mind
False (F). to your partner for one
You will hear the recording twice. minute then share with
A the class. B
Dictionary
if she’s reading a book. In the background you can
see a park with children playing. I think it might be in Chorus a Where do we find English words in our
a Punk rockers were an urban group in the eighties. everyday lives new
second-hand I think…
a big city like London or Tokyo. She could be waiting What do you think?
you came to take us here
b Young people inidentifying
enjoy Chile? and sharing with introvert awful
for a friend.
all things go, all things go
b Where have you seen English?
others who have the same tastes and lifestyle. baggy short
In my opinion…

This is a photocopiable page for you to use as further assessment and see
to recreate us c Hippies loved Bob Dylan, flower power, and free And your opinion?
all things grow, all things grow
c Where have you heard English? straight tight-fitting
love. Because…
we had our mindset d Do you listen to music or watch video clips in English?
tall extrovert
d There is only one type of Goth. But…
all things know, all things know e Do you ever chat with people in other countries online?
Warm Up
thin curly
e Emos have an identifiable type of hairstyle.
Track 5 page: 15 Activity 2 you had to find it

the progress of students throughout the unit. It has a step-by-step guide

wonderful fat
all things go, all things go 3 a Look how easy it is to learn English!
Speaker: I’m really interested in the culture of other I drove to New York points /5 points /5
Simple alphabet: The girl and the dog.
1. Have students
countries. I don’t know why but I always
think other cultures are more interesting look at the
in a van, with my friend
we slept in parking lots
Reading
Easy plurals: One car – two cars. There are very few exceptions.
3 Answer the questions according to the information in the text. Use your own words.

provided with answers.

than my own culture. Every time I travel
illustrations onII don’t
I learn wonderful and interesting things
about other cultures.
page 8 and read
mind, I don’t mind
was in love with the place
Short words: Most basic words are short, for example: run, work, big, go, man.
Two teenage boys were recently imprisoned for life
Longer
for murdering words
a woman becauseare
sheoften
As the girlfriend tried to stop the attack, holding
shortened:
was dressed fridge:
his head on her refrigerator, PC:
lap and calling for help, personal computer.
some of the
what
One of the biggest each
surprises I had was when person says. Ask
in my mind, in my mind
I made a lot of mistakes
as a goth. The woman, twenty, and her twenty-one-
Call everybody
year-old boyfriend (both of whom ‘you’:
gang began kicking her. She was left lying by her
wereYou can say ‘Do you speak English?’
wearing to your friend or to your teacher
boyfriend’s side, unconscious. Police took them to
I went to the USA as a child. I’m English so I black clothes and had piercings) were walking home the nearest hospital and the woman was in a comma
or to a group of people.
questions
thought Americans had the same culture asin general. Use the
in my mind, in my mind
Chorus
through a park when they met a group of teenagers.
At first, there was a good-natured and friendly
for two weeks before she died. The boyfriend has
been out of his comma for a while now and claims

•
me. When I went to America I understood he finds the world a ‘terrifying place’ to live in.
b Write down two more easy aspects of learning English. Then think about what you find difficult. Share
SPEAK the culture ofOUT! box to help you.
if I was crying atmosphere between the young people, but this

Suggested Questions
Americans and Brits are very different
people. Understanding other in the van, with my friend
people is very important. It helps us all to
get along. If everyone really tried to learn
about other cultures, the world would be
a more peaceful place. And as the world is
conversation quickly became cruel as a group of The judge, who sentenced the attackers, said that
your ideas with your partner.
five youths attacked the twenty-one-year-old man. their behaviour seemed to be based solely on the
it was for freedom He was suddenly knocked to the ground and kicked way the pair were dressed.
about until he was unconscious.
from myself and from the land
I made a lot of mistakes
8 WELCOME

In each lesson you will find direct questions that will help you to guide
a What did the young people walking in the park look like? d Who rescued the young people?
becoming smaller, I think this is happening. Chorus
b Who did the teenagers attack first? e What does ‘solely’ mean in the last sentence?
c What made the gang attack the woman?
points /5
47
SPEAK OUT! Speaking
students through activities that need particular attention.
Keep practising Let’s review Good job! Brilliant!

0-3 4-7 8-11 12-15

Get students to talk about their 1.Students identify themselves with pictures and the information.
50 TEACHER’S BOOK

experience learning English in the 2. Students read the questions and answer in pairs. Then they share.
past and what are their expectations Write answers on the board in columns a, b, c, d, and e.
for this year. 3. Ask students to complete the activity in their groups and to use the
Student’s Book pages 118 and 119
Teacher: What experience have you SPEAK OUT! box to help them express opinions.
had learning English? Has it been
dififcult? Easy? Interesting?
Lesson Summary

3
ES S O N L
Aims: Develop reading
comprehension skills Travel Broadens Your Horizons
Suggested Time
90 minutes Pre- Reading

24 TEACHER’S BOOK
Vocabulary
Travel and culture
1 Complete the questionnaire.
They Do Things Differently Here

Travel broadens the mind, but as experienced

a Have you ever been on a blind date?
b Have you ever done an extreme sport?
Communicative Aims c Have you ever sung in public?
Sequence sentences in a logical way d Have you ever been lost?
e Have you ever started a conversation with a
(Connectors) stranger?
f Have you ever eaten strange food?
Materials 2 Count your points according to your answers to
question 1 and find out how adventurous you are.
45
No, I haven’t and I don’t want to = 1 point
Dictionary No, I haven’t but I would like to = 2 points
travellers know, you need to adjust your mindset
to enjoy your travels. Different destinations have
different cultures and it is easy to make cross-
cultural mistakes which lead to misunderstandings.
A quick look at eating customs around the
world highlights some typical problems. Anyone
expecting to have dinner at 10 p.m. in the UK
will find many restaurants closing for the night.
In fact, eating in someone’s house can be just as
problematic. Chinese hosts can press guests to eat
and drink more than they wish, and it is difficult
to say no without causing offence. Refusing coffee

•
Yes, I have = 3 points
in a Muslim house is also considered impolite. To

Reinforcement Activities
avoid being rude, accept the coffee and a couple
15+ You are very adventurous! You like to take
of the refills: drinking an odd number of cups is
Warm Up points risks and try new things. You enjoy being
with people who are similar to you and you
get bored easily. Be careful though – don’t
politer than drinking an even number.
Be careful how you show your enjoyment of a
do anything too dangerous! meal: even simple gestures can lead to problems.
Form groups of 10 students to sit

This is a photocopiable set of remedial exercises which objective is to

7 - 14 You are quite adventurous but you are
in circles with 9 chairs. The person points cautious, too. You are interested in new
things, but at the same time you always
without a chair says a sentence think before you act. You are a fun travel
companion.
using ‘If you have…’. For example, If
Joining the thumb and forefinger in a circle
might mean OK in the USA, but in France it can
actually mean zero and in Japan, money. Belching
after dinner is a sign of appreciation and thanks
in some Arabic cultures, although in the UK this
would not be taken as a compliment to the chef.

help and support either weaker students or to provide further practice

0-6 You like to stay with what you know. And
Likewise, resting your elbows on the dining table
points you like your home comforts. Don’t worry
you have been to the beach, change – there’s nothing wrong with that. is considered bad manners in Dutch and Russian
PHOTOCOPIABLE

homes although it is more acceptable in some

chairs. The person without a chair Mediterranean countries.

3 also finds a chair and sits down.

While Reading
unit Reinforcement Activities

and revision on core contents.

1 Choose a word from each column, if it corresponds and write five sentences. Complete them with yourcontinues
You may use a word several times.
campaigns
3 Quickly look through the text, find the
The person left without a chair information and finish these sentences
a Restaurants in the UK close ________________.
ideas. with a new sentence. b Chinese hosts __________________________.
c Resting your elbows on the dining table is
advertised considered ____________________________.
consumed d In the USA, thirteen is ___________________.
Background Information

•
e The colour red has ______________________.
a contestant is chosen

Background Information
an advert was sold
118 UNIT 6

the members are shown

Cultural differences around the
products were produced world:
• Shaking the head in a horizontal Pre-Reading While Reading
Section provided to help you with deeper information; tips or extra data
food eliminated

planned
direction in most countries
means ‘no’, while in India it 1. Students answer 3. Elicit what students know about how some
2 Look at the picture. Darío was angry because Malik
arrived late. Why had he arrived late? Write three means ‘yes’. the questions cultures may do things differently from Chileans.

about the topics you will cover in each unit.This will help you for activities
sentences explaining what had happened to him.
• Laughing is connoted in most individually. Students read the text and check their answers
countries with happiness - 2. Students calculate for activity 3. Clarify any unknown vocabulary.
3 Read this text about advertising and answer the
questions. in Japan it is often a sign of their score and share Answers:

that require further research.

Advertising has been used since Roman times. a What is the best title for this article?
confusion, insecureness and with their partner. a before 10pm.
Adverts were found in the ruins of Pompeii and the i How to Make a Commercial
ii Advertising Then and Now
embarrassment. Encourage them b can pressure guests to eat and drink.
Egyptians used to make wall posters.The first printed
adverts arrived with the invention of the printing
iii Advertising Has Changed TV
Source: http://www.cicb.net/en/home/ to ask follow up c bad manners in Dutch and Russian homes.
press in the 16th century. Classified ads became b What is the meaning of the word goods?
i types of advertisements
examples questions. d the unlucky number.
popular during the 19th century when all kinds of
goods were advertised in newspapers. Today there ii the process of advertising e blood and anger connotations.
iii products
are numerous methods used: billboards, posters on
taxis and buses, printed press, and the cinema and TV
ads. TV commercials are considered to be the most
c
174
Name two advertising methods mentioned in
the text.
TEACHER’S BOOK
effective. This is reflected in the prices TV networks i ____________________________________
charge for commercial airtime during popular TV ii ____________________________________
events. The Super Bowl football game in the USA
d Which method is thought to be the most effective?
is known as much for its ads as for the game itself. i TV commercials
The cost of a thirty-second TV spot can reach $2.7 ii billboards
million during the final. iii radio commercials

108 TEACHER’S BOOK

Guia 4º U1.indd 8 27-07-16 15:48

 a Tes
xtr
7

t
E
unit

Warm Up
Ask students what do they remember having worked on unit 7 and write the topics on the board. Have students
say out loud what they remember having read or listened about these topics and make some notes on the board
too.

Reading
1. Go through the instructions and check students have understood by asking some questions such as ‘Do you

• Common Mistakes
need to write anything?’ and ‘Do you need to match?’. You can also help them by explaining how to work in this type
of activities, in which they should first read quickly for a general idea of what the text I about and then scan for
specific information that links each paragraph to a heading. Students read and match individually so they can later
Grammar Reference

Section provided to help you with the effective use of the language check with a partner. Answers: a ii; b iv; c iii; d i; e v
FUTURE SIMPLE: WILL
Use:
• a spontaneous decision
REPORTED QUESTIONS
• When we report questions we make the same changes to
tenses, pronouns and references to time and place as we do

Listening
through grammatical information concerning students’ usual mistakes.This
• an opinion, hope, uncertainty or assumption regarding
with statements:
the future
Direct Speech: ‘Do you often go to the cinema?’
• a promise
Reported Speech: He asked us if we often went to the
• an action in the future that cannot be influenced
cinema.
2. Students listen to the recording for the first time and answer individually.
56 Before having them listen
Affirmative: I/you/we/they/he/she/it + will + verb
Direct Speech: ‘Why are you so serious?’
Reported Speech:He wanted to know why I was so serious.
again, get them to check in pairs. After the second time they listen, have whole class feedback to check the
infinitive
correct + will + not

will help clarify problems with word and sentence order, punctuation and
• We don’t use auxiliaries like do, does or did in reported
Negative: I/you/we/they/he/she/it
questions:
(won’t) + verb infinitive
answers. Answers: a T; b F; c T; d F; e T Interrogative: will+ I/you/we/they/he/she/it + verb
infinitive+?
Direct Speech:‘What time did you go to bed?’
Reported Speech: He asked what time I had gone to
bed
• When we report yes/no questions, we use if or whether
Signal Words: in a year, next …, tomorrow in the reported question:

tenses, as well as provide useful tips to make the practice of receptive

Expressions: I think, probably, perhaps Direct Speech: ‘Do you like eating crisps?’
Writing Unit 5
Reported Speech: He wanted to know if we liked
eating crisps.
Remember:
• We use affirmative and NOT interrogative, word order
3. Encourage students to plan their writing in order to save time and organise their ideas better. AfterUse:
REPORTED SPEECH
writing, direct in reported questions:

and productive skills more efficient.

• to repeat what a person has said Direct Speech: ‘Why are you wearing red clothes
students to the General Writing Rubric with Descriptors on page 188 of the Student’s book so they can assess
Direct Speech: ‘I am not going to school today, but I will
today?’
Reported Speech: She asked me why I was wearing

their own written piece before handing it in and to follow the three stages of writing (planning-producing-revising).
tomorrow’.
Reported Speech: She said that she wasn’t going to
red clothes that day ( NOT why was I wearing..?)

school that day, but she would go the next day. CONDITIONAL: 2nd
• We often omit that in reported speech, especially in Use:
informal situations: • To talk about imaginary or improbable situations in

•
Direct Speech: ‘Tom’s been to London many times’ the present or the future

Wrap Up • To give advice

Grammar Reference
Reported Speech: She said (that) Tom had been to
London many times.
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)
• We don’t use quotation marks (‘) in reported speech. Only
to indicate direct speech: If + past simple would + infinitive verb

This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go Direct Speech:‘I love travelling and meeting new people’
Reported Speech: She said (that) she loved travelling
If you saved money, you would be able to
buy a house.
and meeting new people.

In this section you will find useful and simple grammatical explanations
through the answers with the whole class and clarify any doubts. Remember:
• We often use the verbs say and tell to introduce reported
speech. Tell is always followed by an object, but say is not:
She told me she was eighteen years old.
She said she was eighteen years old.
• We can replace would with other modal verbs in
second conditional sentences:
We could go to the theatre tonight if you wanted to.
If we phoned Julie, she might come with us.
NOTE:

for you to use in the classroom when students require quick and specific
Background Information Common Mistakes • We often use were and not was in second
conditional sentences with the pronouns I/he/she/ it:
If Sally were here, she would know what to do.

Obesity is one of the most common illnesses

When students write, they tend to produce based
260 TEACHER’S BOOK
nowadays, and it is mainly caused by overeating

details of use and formation of some structures.

on spoken English, which leads to errors. Before
habits and lack of exercise. If you’re overeating often,
they go to the stage of writing revision, remind
there are some things that might help you avoid
them to focus on:
doing so. For example, instead of eating when you’re
not hungry, find other ways to keep yourself busy • Punctuation and Spelling
and don’t eat meals or snack while doing something • Gammar accuracy and vocabulary in context
else, like watching TV or doing homework. • Target audience and register
Source: http://kidshealth.org/teen/food_fitness/food_ • Organisation of ideas
fit_qa/expert_overeating.html

219

• Rubrics For Skills Assessment

Scales with criteria provided for the assessment of all four skills in
Question Bank

Question Bank for the Construction of Value Scales or Check Lists

activities related to projects and individual or group presentations.

(Alternative evaluation activities)

Listening Comprehension

• Does the student recognize sounds specific to the English language?

• Does the student understand the general meaning of a simple message within a specific linguistic context?
• Does the student follow simple oral instructions within a particular linguistic context?

•
• Does the student identify specific information associated to people, objects, and animals?
• Does the student use simple social expressions that he or she has learned throughout the year?

Question Bank
• Does the student make linguistic connections based on his or her previous knowledge?
• Does the student react to the texts he or she has heard by performing a related action or expressing
a preference?
• Does the student make personal connections through speech or using illustrations?
Pronunciation Guide

This is a set of questions provided to help you in the construction of

Oral Expression

Rubrics for Skills Assessment • Does the student repeat chants, rhymes, and songs while recognizing the specific English sounds?
• Does the student reproduce short phrases while recognizing all of their soundsConsonants specific to English? Vowels
• Does the student express him or herself in brief dialogues with the help of a teacher and images about
Writing topics they know?

guidelines needed for activities and projects.

7 / Outstanding • Does the student
5.5 / Appropriate use and understand2 simple
4 / Borderline social expressions learned throughoutSyMBOL
/ Insufficient the year? Examples SyMBOL Examples
• Can the student produce short phrases developed by the teacher?
The content is completely Minor irrelevances are Misinterpretation of Content is irrelevant, which p teachers?pen, happy /i:/ see, eat
Content relevant for the task. Target • isAt theinstructions
presented. Target reader end of the year,
leads can the student
to limited participate
impedes target in short dialogues with their peers and
reader from
reader is informed in detail successfully informed. information delivered to target being informed. b back, but /ɪ/ did, city
reader.
Reading Comprehension t two, talk /eɪ/ day, eight
Language Usage Organisation Communication

Attention of target reader
is held through the use of
engagement devices and
Straightforward ideas are The written piece
communicated through the communicates simple ideas in
proper use of writing• Can the
strategies. student
simple ways. understand written
Simple ideas are not properly
transmitted, as there is lack of d dog, do
words and simple sentences?
devices and use of strategies. /e/ bed, dress

•
straightforward ideas, which • Can the student understand the general message of brief and simple texts with the helpkof visual aids? came, key
/æ/ cat, bad

Pronunciation Guide
also makes the written piece • Can the student identify explicit information linked to basic subjects (personal information,gschool, family,
easy to understand.
game, girl
clothing, animals, toys, the weather) in brief and simple texts with the help of visual aids? /ɑ/ box, father
The text is well-organised and The text is connected• andCan the Thestudent
text is connected using The text is notcommonly
properly tʃ watch, chair
identify and understand used expressions and vocabulary that has been
coherent, thanks to linkers and
cohesive devices.
coherent, using simple linkers common linkers, which does
and only some cohesive studiednotthroughout year?
always assure coherence.
connected, as lack of linkers
and useful expressions lead to
dʒ July, bridge /ɔ/ bought, dog
devices. • Does the student react to the text at hand by expressing a preference and/or connectingfit to personal
incoherence. photograph, for /oʊ/ go, no
experiences either orally or through illustrations? v have

This section provides a phonological explanation that you may use in the
There is usage of a wide Everyday vocabulary • Does the
is used Onlystudent use theis used
basic vocabulary strategies
Thereof pre-reading
is poor control (by using their previous knowledge and visual elements),
of simple /ʊ/ book, good
range of everyday vocabulary appropriately in general, readingappropriately,
(by using there
the some aid), grammatical
isvisual and forms and basic
post-reading (by re-reading or reading to others θ drawing)?thing
and
with little inappropriate use with occasional repetition of control of simple grammatical vocabulary is used in excessive /u/ food, student
of less common lexis and common lexis. There • Can the
is a good student
forms. Meaninginterpret
may be individual words
repetition. or groups
Meaning cannot beof words in a simple text? ð the, this
good control of complex control of simple grammatical impeded to be conveyed conveyed because of constant s see, city /ʌ/ but, mother
grammatical forms. Errors do forms, and even though errors because of language errors. language errors.
not impede communication. are identifiable, meaning can z please, goes /ə/ banana, computer
still be conveyed.

classroom for more specific or detailed practice of pronunciation in all

ʃ shirt, station /ɚ/ shirt, hurt, her
Speaking ʒ pleasure /aɪ/ buy, eye, my
7 / Outstanding 5.5 / Appropriate 4 / Borderline 2 / Insufficient h hat, who /aʊ/ how, now
Good control of simple Good control of 266simple Sufficient control of simple TEACHER’S
Poor BOOK
control of simple m man, some
grammatical forms and some grammatical forms. Desired grammatical forms. Limited grammatical forms. Poor range /ɔɪ/ boy
Language

n sun, know

three levels: isolated sounds, stress and intonation.

successful attempts to use range of vocabulary to express range of vocabulary to express of vocabulary, which makes
Usage

complex structures. Wide ideas about every day topics. ideas about every day topics. difficult to express ideas about
ŋ sing /ɪr/ near, here
range of vocabulary to express every day topics.
different views of every day
l like /ɛr/ hair, there
topics.
Discourse is extended beyond Discourse is extended beyond Discourse is characterised by Excessive hesitation makes w white, we /ɑr/ bar
Management

short utterances. Hesitation is short utterances despite short phrases and constant short phrases almost
hard to detect. Contributions hesitation. Contributions are hesitation. Repetition of ideas impossible to understand. r run, very /ɔr/ door
Discourse

are relevant, with almost no
repetition of ideas. A wide
range of cohesive devices are
used.
Comprehensible, thanks to the
Pronunciation
relevant, but repetition of ideas and digression from the topic Digression from topic impedes
is detected. Basic cohesive make contributions irrelevant contributions to be expressed.
j yes, you /ʊr/ tour
devices are used. sometimes.
Mostly comprehensible. Comprehension is sometimes Comprehension is obscured by

use of appropriate intonation, Correct control of phonological obscured by the lack of control the constant lack of control of
accurate stress of syllables and features in simple utterances. of phonological features in phonological features in short
clear articulation of individual longer utterances. utterances.
sounds.

Appropriate initiation of Construction of questions and Simple exchange of information Exchange of information is
conversations and response answers to keep a conversation despite some difficulty. almost impossible, as prompting
Interaction

to ideas from partners.
Maintenance and development
of a conversation is shown
going. Attention to partner’s Prompting and support is and support are necessary for
discourse is shown. needed. the student to establish aids for
communication.
268 TEACHER’S BOOK

through negotiation and

discussion of ideas.

264 TEACHER’S BOOK

• Irregular verbs
List of verb formation provided for corrections, assessment or as
guidance in what verbs are being used throughout the book. Bibliography

For the Teacher • Pineda, A. (1999). Helping Learners to Develop

Reading
• Alderson, J. C., and Urquhart, A. H. (1984).

•
and Listening Skills in English. Santiago: Ministerio de
Reading in a

Bibliography
Educacion, Programa MECE/Educacion.
Foreign Language. London: Longman.
• Richards, J. (2006). Communicative Language
• Alderson, J. C. Testing Reading Comprehension
Teaching
Skills.
Today. New York: Cambridge University Press.
http://nflrc.hawaii.edu/RFL/PastIssues/rfl62anderson.pdf
• Rost, M. (1991). Listening in Action: Activities for
• Alexander, L. (1995). Longman English Grammar
Developing Listening in Language Teaching. New
Practice

This section offers a variety of titles used in the text as well as

York:
for Intermediate Students. New York: Longman.
Prentice Hall.
• Campbell, C., and Kryszewska, H. (1992). Learner-
• Ur, P. (1984). Teaching Listening Comprehension.
based
Cambridge: Cambridge University Press.
teaching. Oxford: Oxford University Press.
• Capel, A. (2008). Objective First Certificate
• Willis, J. (1996). A Framework for Task-based Websites
Learning.

publications you may use for further research, methodology tips and
Student’s Book
Harlow, Essex: Longman.
with answers + 100 Tips Writing Booklet. Cambridge:
Cambridge University Press. • http://www.scientificamerican.com/article.cfm?id=fact-orfiction-runaway-greenhouse
• Finch, D. F., and Ortiz Lira, H (1982). A Course
From Student’s Text • http://www.festivals.com/
in English Unit 1.P. 12: Adapted from Lewin, K. (1999). The Complete • http://www.nutrition.gov./
Phonetics for Spanish Speakers. London: Heinemann Social Scientist: A Kurt Lewis Reader. Washington, D.C.: • http://www.kidshealth.org/teen/flu_center/about_flu/immune.html

lesson preparation.
Irregular Verbs Educational Books Ltd. American Psychological Association Press • http://www.famouspeople.com/sports-person.php
• Grellet, F. (1995). Developing Reading Skills (15th Unit 1. P. 19: Adapted from Corrales, S. (1997). Chupacabras • www.foodnetwork.com/healthy-eating/index.html
ed.). and Other Mysteries. Sheffield: Greenleaf Publishing. • www.nationalgeographic.com
Cambridge. Cambridge University Press. Unit 2. P. 23: Adapted from Pérez, F. (2012). Mitos y
• Past
Linda, S. (1996). Vocabulary • www.unesco.org
Infinitive Past simple participle Infinitive GamesPast
for Intermediate
simple Past participle
leyendas de Chile.
English Language Learners. New York: • www.unicef.org
be was/were been lay laidMcGraw-Hill laid
Unit 2. P. 32-33: Taken from Fidalgo, A., Fantinillo, A.
Contemporary. • www.lonelyplanet.com
beat beat beaten learn learnt/learned learnt/learned
& Mayorga, I. (2010). In Gear 1. Oxford: Richmond

•
• Lowes, R. (1998). Helping Students to Learn: a • www.traveltochile.net/chile-cities.htm
become became become leave left left
Publishing. Pp. 6-7.
Guide to

Websites
begin began begun let London: Richmond.
let let
• www.artcyclopedia.com
Learner Autonomy. Unit 2. P. 35: Adapted from Roberts, L. (2013). Interview:
bite bit loseEnglish Grammarlost in Use: a lost • www.britishmuseum.org
• bitten
Murphy, R. (1996). Inti Castro’s graffiti legacy in Chile’s port city. The
break broke broken make made made
Santiago Times. Retrieved October 25, 2013, from http:// • www.moma.org/
self-study
bring brought brought
Reference and Practicemean meant Students:
Book for Intermediate meant
santiagotimes.cl/interview-inti-castros-graffiti-legacy-in- • www.bbc.co.uk/science/humanbody/mind/surveys/careers/
build built with answers (2.meet
built ed.). Cambridge: metCambridge met
chiles-port-city/ • www.nationsencyclopedia.com

In this section you will find a variety of websites which may help you in
buy bought University
bought pay paid paid
Unit 2. P. 38: Taken from Carrol, L. (1948). Alice’s • www.sofofa.cl
catch caught Press.
caught put put put
Adventures in Wonderland. • www.englishclub.com
choose chose • chosen
Murphy, R. (2006). readEssential Grammar
read in Use read
Unit 2. P. 38: Taken from Downie, M., Gray, D., Jiménez, • www.englishlistening.com
come came Spanish
come ride rode J.M. (2011). Target B1.
ridden • www.english-test.net
cost cost Edition. http://www.scribd.com/doc/29015505/
cost ring rang Unit 2. P. 41: Adapted from Rosemary Jackson (1981).
rung • www.funbrain.com
Essential- Fantasy: The Literature of Subversion.

the preparation specific topics for some lessons, further research or to

cut cut cut run ran run • www.teachingenglish.org.uk
Grammar-in-Use-Spanish-Edition
do did done say said Unit 3. P. 52: Adapted from Devolld, T. (2011). Reality
said • www.tolearnenglish.com
• Nam, J. TESL Canada Journal/Revue TESL du
draw drew drawn see saw TV: An Insider’s Guide to TV’s Hottest Market. Los Angeles:
seen
• www.usingenglish.com
Canada,
dream dreamt/dreamed dreamt/dreamed sell sold Michael Wiese Productions.
sold
• www.dictionary.cambridge.org
drink drank drunk send sent sent
270driven TEACHER’S BOOK • www.dictionary.com
drive drove shoot shot shot

clarify information concerning functional language and everyday topics.

• www.vocabulary.com
eat ate eaten show showed shown
shut shut shut
• www.guardian.co.uk
fall fell fallen
feed fed fed sing sang sung • www.stumbleupon.com
feel felt felt sink sank sunk • http://rubistar.4teachers.org/
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown smell smelt/smelled smelt/smelled
forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got stand stood stood
give gave given steal stole stolen
go went gone swim swam swum
grow grew grown take took taken
have had had teach taught taught
hear heard heard tell told told 272 TEACHER’S BOOK

hide hid hidden think thought thought

hit hit hit understand understood understood
hold held held wear wore worn
keep kept kept win won won
know knew known write wrote written

269

Guia 4º U1.indd 9 27-07-16 15:48

 INTRODUCTION

1 Greetings

Tune Up IV Medio has been developed and written taking account the patterns and activities most relevant to the
effective learning process adequate for IV Medio students in Chile.

The book was created with the intention of giving the teacher a set of resources and guidelines that will facilitate
interactive, fun and interesting classes and achieve visible results. By giving students access to a variety of authentic
materials and orienting the lessons to encourage communication about real teenagers’ issues in Chile, the book
provides a wide range of possibilities for both teacher and student.

Language textbooks often prioritise grammar and closed-response activities, but the goal of Tune Up IV Medio
was to trust students’ ability to not only follow instructions, but also to expand and develop their own ideas and
opinions in English. By focusing on themes while giving functional examples of grammar, the book encourages
students to express themselves individually and recognise their own unique path towards mastering the English
language.

Language, at its most basic, is needed for communication and verbal exchange of ideas. Concepts, vocabulary and
grammar are irrelevant if they aren’t used to effectively express oneself.

10

Guia 4º U1.indd 10 27-07-16 15:49

 2 The learning process
2.1 Diversity in learning styles and multiple
intelligences
Tune Up IV Medio considers that teenagers’ learning
is not linear and that there is a complex relationship
between input and output as students engage in a
process of independent construction of meaning
through personal and collective analysis of what is new
to what is previously known.
By exposing students to language in a variety of
contexts, they will gain the opportunity to internalise,
acquire and use language in an organic way.
2.2 Learning autonomy
As every student is different and has different needs,
it is important that they have the opportunity to not
only identify their own learning styles, but exceed their
potential when applying critical thinking.
Critical thinking involves analysing and questioning the
topics as well as the language itself instead of merely
digesting and repeating it.
2.3 Fantasy and imagination
These aspects are essential in the world of every
person. Imagination will enable students to process
Guia 4º U1.indd 11
and understand their feelings and experience of the
world. They help develop a positive sense of self-
identity and aspects of emotional intelligence such
as empathy and understanding the predicaments of
others.
In projects and class discussions students should be
encouraged to use their emotional abilities to fulfil the
requirements of each activity in an integral way.
3 The teaching process
3.1 Skill-based lessons
In Tune Up IV Medio the learning focus is on effective
communication in a wide range of situations and
contexts. In a practical sense, language is only useful
when it used in a functional way. Students need to
practise receptive and productive skills in order to
be able to communicate in several contexts that are
relevant for them as teenagers.
Through the receptive activities, students receive
information through reading and listening that can
then be used functionally in the productive activities of
speaking and writing. Both types of activities prepare
students not only for class assessment, but also to
hold their own in the types of real world situations on
which the activities are based.
11
27-07-16 15:49
 3.2 Teaching programme i Concrete experience
‘Something happened to me in the classroom’ which
In order to maximise the English class experience, involves intuitive feeling.
the teacher should be aware of the context in
which he/she is immersed. The location, age group, ii Reflective observation
socioeconomic status and individual characteristics of ‘Let me step back and look at what took place’ which
students can all drastically affect the teaching process. involves watching and perception.
As each student is unique, each lesson should foster
the development of the different learning styles, taking iii Abstract conceptualisation
account that multiple intelligences are present in ‘What principle or concept can I formulate which
each group. The teacher should always teach his/her will account for this event?’ which involves intellectual
students and not just a lesson plan. thought.

iv Active experimentation
‘Let me try to implement this idea in practice’ which
THEORY

Beliefs about language

teaching and learning
involves real-time action that will entail further
concrete experience.

Pre-lesson:
Concrete
Post-lessons: experience
PLAN

Absorb and adapt new Draw on experience of

information teaching and learner’s
responses and behaviour

Assessment Match
Active
experimentation Reflective
observation
DECISIONS

Tactics: Task:
Response to particular Choose appropriate
learners’ behaviour in learning experiences for
specific teaching situations specific and general goals

Abstract
STRATEGY conceptualisation
(Adapted from Anning, 1988)

(based on D. A. Kolb, Experiential

Learning: Experience as the Source of
Learning and Development, Prentice
Hall, 1984, p. 42)
3.3 Lesson Organisation and experiential learning

As the educational theorist David A. Kolb says, In order
for optimal learning to take place, the knowledge
acquired in every stage of a lesson needs to be
followed by further processing in the next stage, in a
recursive cycle.
3.4 Aim of assessment
The assessment serves to measure the progress of each
student in both a quantitative and qualitative manner.
The idea is not to assess the results, but to look back at
the process which led to those results so the contents
can be revised and recycled in future lessons.

12

Guia 4º U1.indd 12 27-07-16 15:49

 4 The book
4.1 Organisation of units
Tune Up consists of eight units, designed to address
different themes that are topical and in line with
Chilean teenagers’ interests.
Unit 1: People and Our Beliefs
The first unit focuses on diversity and belief systems.
The book begins by encouraging students to identify
stereotypes and to question their own biases while
also learning about traditional stories from many
cultures, including their own. With this as the starting
point, Tune Up encourages students to face the
material with sincerity and openness.
Unit 2: The Arts and Their Influence
The second unit focuses on art movements and
literature. It presents transversal topics such as music,
graffiti and classic literature. In Chile, the street art
scene is very developed and growing every day and it
is important that students see not just the value of art,
but also the importance of art that is flourishing in their
culture. Along with giving students the tools to discuss
different types of art, the unit pushes students to consider
the societal discourse behind the creation of this art and
what it says about opportunity and tradition.
Unit 3: What’s On?
This unit focuses on the media and its pervasive role
in our postmodern societies. Students discuss the
reality behind “reality” television as well as the role that
advertising plays in directing public attention. As well
as encouraging students to assess the truths that are
sold by the media, the unit gives students the tools to
tell their own stories.
Unit 4: Keeping up with Technology
The fourth unit is closely related to the life of present
day teenagers, most of whom spend much of their
Guia 4º U1.indd 13
day communicating with their thumbs rather than
their mouths. The lessons focus on text language,
social media, and future developments in technology.
The goal of the unit is both practical and critical, as it
gives students the language to discuss the topics they
would be discussing outside of class while also pushing
them to consider the potential problems with such a
plugged-in society.
Unit 5: Part Time or Full Time?
The second half of the book focuses on topics that
are relevant to students who are about to leave
high school and become more independent. This
unit includes topics related to employment and
undergraduate programmes of study. Students will
practice language that will be valuable in the near
future while also considering how they would like to
shape that future.
Unit 6: Spending Time Together
This unit focuses on relationships between teenagers
and societal problems that affect them. It addresses
romantic relationships, friendship, and giving advice
about common teenage problems. Teenagers are
exceedingly preoccupied thinking about these aspects
of their lives and it is important to give students the
opportunity to discuss them.
Unit 7: Moving Forward
As students are growing up and moving to the next
step of their lives, it is crucial that they begin to see the
long term effects of their behaviour and the habits of
their culture. This unit pushes students to talk about
the health problems in Chile and the negative aspects
of the Chilean lifestyle that could prevent them from
being healthy in the future. The activities encourage
students to assess their routines and actively seek a
healthier, more balanced lifestyle.
13
27-07-16 15:49
 Unit 8: The Price of Progress
This unit was designed to encourage students to
assess the changes that are happening to our planet
and the role that they play in the economy of Chile.
In a country with many valuable natural resources,
it is important that Chileans assess the practices
happening all over the world that could have severe
consequences related to the environment. Global
warming has become a global topic of discussion and
students will learn how to discuss its effects in their
own country and in the others that will be negatively
affected by extreme weather and depletion of
resources.
4.2 Sections and their role
i Lesson components
Pre-Reading / Listening
These sections encourage students to predict and
anticipate the information in the task before reading
or listening to it. This is a necessary step to practice
to increase comprehension, as proficient readers often
read ahead of their own pace as a way to predict what
might unfold in the story and native speakers often
talk over each other without missing any key points.
These activities are also designed to boost students’
confidence. Most are open-ended activities that
push students to predict content or vocabulary,
activating their prior knowledge. When the students
feel comfortable guessing and assuming based on
their own knowledge and creativity, their guards are
down and they are more receptive and more likely to
comprehend the task at hand.
14
Guia 4º U1.indd 14
While Reading / Listening
These tasks in Tune Up are designed to test students’
ability to comprehend English in a real world context.
They range from a text message to a literary excerpt
to an interview. The variety of material forces
students to pay attention to the purpose behind the
activity. Some of the reading texts require skimming
while other activities ask students to find key details
within longer texts. Similarly, the listening tasks require
students to identify both specific details and greater
themes or narratives.
Post Reading / Listening
These sections push students to personalise or give
projection to the content of the reading or listening.
These tasks will generally ask students to speak or
write about the concepts of the text or audio, using
their production skills to affirm their comprehension.
These activities are more specific when they deal
with vocabulary and more open when dealing with
concepts. Students will find that they remember the
ideas more when they go back to the text to look for
specific words or examples to support their points.
Speaking
Tune Up offers students a variety of exercises to
express themselves through the productive skill of
speaking. The activities are based on both background
knowledge and production of sounds that lead to
pronunciation as native speakers. The activities
are focused on developing and expanding the
context in which students feel comfortable speaking.
Throughout the book, students practise debates, casual
conversations, reports, and storytelling, among other
skills. As most of the activities are open-ended, the
burden falls on the student to fully express him or
herself by going back to the text to develop ideas and
to clarify any doubts.
27-07-16 15:49
 Writing
The writing sections in Tune Up are designed to
maximise students’ ability to write in real life situations.
By IV Medio, students are moving past basic functional
language in their writing and must begin to diversify
the written style they feel comfortable with or the
one that is required for different purposes according
to a variety of contexts. Throughout the book,
students will write letters, text messages, persuasive
essays, stories, and descriptions, along other types of
writing. The variety of the exercises pushes students
to trust their instincts and to not rely on standard
language that they have repeated in the past. They are
proficient enough to take on from casual to formal
register when writing.
Check This Out!
These boxes offer facts and background information
on the topics presented in the lesson. They allow
students to look deeper into the topics and can serve
as a jumping off point for projects or discussions.
Step It Up!
These boxes offer a challenge or project for students
that allows them to further research certain topics
in the lesson. The activities can be used for extra
practice, homework assignments, or to carry with fast
finishers.
Learning Tip
These boxes offer support based on the language
points from each lesson. They highlight common
mistakes that students make and offer suggestions to
avoid errors in the activities that follow.
British / American
These boxes draw attention to the words or phrases
from the lesson that are pronounced or written
differently in the USA and the UK. Many words have
Guia 4º U1.indd 15
a slightly different spelling and many common words
are completely different in both countries. In their
lives, students will encounter both types of English
and it is important for them to get a full picture of the
language while also being able to identify the subtle
differences between American and British English.
Review and Worksheets
These pages are at the end of each unit and serve
as a summary of the important themes and language
points of the lesson. It is important to have a
summary of the material before the assessment so
that students can identify which sections of the unit
are still not clear.
Project
Each unit contains a project for the students to
complete in groups. The collaborative effort allows
students to learn from each other and use their
individual skills to support their group members.
Before each project, the students and teacher decide
together on a rubric that will be used to assess them.
By including students in this process, the teacher
assures that they are fully informed on what the goals
of the project are, feel a greater sense of connection
to the work they are doing and see these goals as
something that they can achieve. The projects are
presented to the class and every student assesses
each group. The assessment should include different
categories depending on the type of project so that
more than one group is recognised for a job well
done.
My Progress
Tune Up contains 8 assessment, one for each unit.
This part of the book allows the teacher to assess the
students’ learning processes. The assessment include
closed-answer questions as well as more open-ended
activities that allow each student to express his or
15
27-07-16 15:49
 her opinion or personal experience. In addition, the
teacher’s guide presents a set of extra tests to be used
for further assessment of each unit.
ii Reference information
Grammar Reference
You can expand on unit content with the help of
the grammar reference section, which provides with
complementary explanations for the content covered
throughout the Student’s Book.
Rubrics
This section offers different rubrics that can be used
to assess the projects and skills practice revised in
each unit as well as other, more interactive activities
that the class participates in.
iii The Teacher’s Book
The Teacher’s Book has its own set of boxes designed
to orient the teacher during class and to direct his or
her attention to potential mistakes the students will
make or to activities and information that complement
the content of the units.
Warm Up / Wrap Up
These boxes offer ideas to open and close the class in
a cohesive way. They are generally a set of questions
or a short activity that are meant to be completed
without the Student’s Book. The Warm Up boxes
are to open the class and get the students thinking
about the themes of the lesson before working with
the contents in the book. The Wrap Up boxes contain
activities and questions to close the class and to assist
the difficulties students still have with the material
through on the spot and delayed correction moments.
Background Information
These boxes give the teacher extra information
related to the topic at hand. They can offer
16
Guia 4º U1.indd 16
biographical details of famous people discussed in the
book or greater exploration of the themes of each
lesson.
Common Mistakes
These boxes draw attention to the typical mistakes
made by students learning English as a foreign
language. There are many similarities between
Spanish and English and just as many instances where
language that appears to be similar in both languages
is actually quite different. By drawing the teacher’s
attention to the common mistakes related to meaning,
pronunciation and form, Tune Up attempts to minimise
long-term confusion and allow for students to
progress with steady foundation.
Extra Activity
These activities are included to be used when there
is extra time in the class or as alternatives to the
activities in the Student’s Book. They give the teacher
options on how to approach the material and
opportunities to keep fast finishers occupied if they
finish early.
Extra Tests
Each unit has a photocopiable extra test as teacher’s
resource for further assessment of the contents.
Reinforcement Activities
These pages are designed to complement the material
by giving the teacher a different style of exercise to
further explore the same content. They are generally
more visual exercises, games, and rhymes that allow
students to practise the content of each unit from a
different angle, serving as remedial practice for the
teacher to carry.
In offering a great variety of approaches and ideas to
both teacher and student, Tune Up seeks to develop
and maximise the skills of IV Medio and send them off
27-07-16 15:49
 into the world with a greater knowledge of practical The space in the classroom is not merely a location
and personal English. By developing their skills with to seat the students, but must be used proactively
content that is based in their own reality, students will during the class to activate students’ bodies as well
have the foundation to express themselves and discuss as their minds. By having students move around the
important topics with confidence and certainty. classroom, switch partners and seating, and use the
infrastructure available to expose their learning, the
Songs and Rhymes lesson will be infinitely more successful.
This section is included at the end of the teacher’s
guide to give students a greater understanding of
lyrical English and the way poetry and rhyme can
elevate the meaning of simple ideas. When students
practise rhyming and singing in another language,
the subtlety of intonation and metaphor can open
their eyes to other types of communication that are
different, but just as effective, as the academic reports
and articles they are used to reading in school.

5 Classroom management

One of the essential jobs of the teacher is to

determine the conditions in which learning can take
place. This could define the complete success or failure
of a course, so it is important to consider the teacher’s
attitude and personality, his/her intentions and the
relationship with the learners. Simple organisational
techniques can effectively lead every lesson to the
expected results.

5.1 Time and active space

Lessons should be previously planned in terms of

timing of activities and the pace of the class. It is
paramount to establish certain amount of time for
each stage of the lesson so the teacher can make sure
the core contents are properly addressed and that the
lesson keeps a consistent, active pace.

17

Guia 4º U1.indd 17 27-07-16 15:49

 5.2 Seating arrangement
The way students and the teacher sit in the classroom
will determine how they will be able to interact. That
is why this point will vary depending on the space
available and the amount of students.
separate tables
horseshoe orderly rows
= teacher
= board (Adapted from How to teach English, by Jeremy Harmer)
5.3 Giving instructions
Even though the level of the students is proficient
enough to comprehend more complex language,
instructions should always be straightforward by using
simple words and direct commands. It is also useful to
get students total attention by chesting the book to
visually convey the necessary information to complete
each activity.
To make sure students are able to work on their own,
the teacher should first ask some instruction checking
questions (ICQs) and then model the first part of the
activity so students can continue on their own.
18
Guia 4º U1.indd 18
5.4 Monitoring
As students work, the teacher should move around
the classroom to assess students performance without
interfering with their independent process.
Monitoring is also useful for identifying instructions
or content that are not clear. It gives the teacher the
opportunity to clarify either during the activity or
afterward.
5.5 Eliciting and mistake correction
One of the best way for students to learn is by
circle trusting themselves and their previous knowledge. It is
not necessary to explain every aspect of the content,
as much of it will come from students’ analysis. Any
piece of information the teacher wishes to add to the
class should be elicited from the students before he/
she intervenes.
mistake correction can be done in two ways:
i On the spot correction
In these instances, the correction is necessary for the
activity to advance as planned. The teacher interjects
in the moment of the mistake to keep students on
track and aware of potential inaccuracies in the rest of
the activity.
ii Delayed correction
In these instances, the teacher monitors and notes
the relevant mistakes that students are making. These
mistakes are more general and not as crucial for
completing the activities. When the activity is finished,
these mistakes are corrected as a class without
attributing them to specific students. This allows
students to realise their capacity to correct their own
mistakes, which will give them confidence in future
activities.
27-07-16 15:49
 5.6 The teacher as a model

The teacher should demonstrate the importance of

learning English outside of the classroom. Through his/
her enthusiasm, the students should see the positive
effects that a foreign language can have on their lives.
The teacher is meant to be a cultural and social
ambassador to the language, not merely an instructor.

5.7 Use of English in the classroom

The classroom may be one of the only contexts in

which students come into contact with English. Clear
guidance on instructional and classroom language is
included in the Teacher’s Book so that the teacher
can create standardised language that teenagers
will quickly recognise without needing to translate
anymore.

As the dynamic of the class will have students in pure

contact with the foreign language, they will also be
able to respond using English organically.

5.8 Behavioral management

The interaction between students and between

them and the teacher should establish horizontal
communication. Seeing each other as equals will give
students confidence as learners as well as force them
to take responsibility for their actions.

As the activities in the book require a mature level

of thought and production from the students, it is
important that they see the teacher as an asset to
them and not a figure who merely gives instructions
and corrects.

19

Guia 4º U1.indd 19 27-07-16 15:49

 CD INDEX

Track 1 Classroom Language

Welcome Unit
Track 2 page: 9 Activity 4.

Unit 1
Track 3 page: 11 Activity 2
Track 4 page: 14 Activity 13
Track 5 page: 15 Activity 2
Track 6 page: 17 Activity 6 Song Chicago
Track 7 page: 20 Activities 10 and 11
Track 8 page: 22 Activities 3 and 4
Track 9 page: 24 Pronunciation Activity 9
Track 10 page: 29 My Progress Unit 1 Activity 2
Track 11 Extra Test Unit 1 Urban Trends

Unit 2
Track 12 page: 31 Activity 1b
Track 13 page: 31 Activity 3
Track 14 page: 33 Pronunciation Activity 10
Track 15 page: 35 Activity 3
Track 16 page: 36 Pronunciation Activity 8
Track 17 page: 39 Activity 8
Track 18 page: 43 Activities 5 and 6
Track 19 page: 49 My Progress Unit 2 Activity 1
Track 20 Extra Test Unit 2 YouTube

Unit 3
Track 21 page 54 Activity 11
Track 22 page: 55 Activities 3 and 4
Track 23 page: 60 Activity 11
Track 24 page: 61 Pronunciation Activity 14
Track 25 page: 62 Activities 3 and 4
Track 26 page: 63 Activities 8 and 9
Track 27 page: 69 My Progress Unit 3 Activity 1
Track 28 Extra Test Unit 3 Marketing in the USA

Unit 4
Track 29 page: 74 Activities 16 and 17
Track 30 page: 75 Activities 3 and 4
Track 31 page: 80 Activity 8
Track 32 page: 82 Activities 2 and 3
Track 33 page: 89 My Progress Unit 4 Activity 2
Track 34 Extra Test Unit 4 Social Networks

20

Guia 4º U1.indd 20 27-07-16 15:49

 Unit 5
Track 35 page: 91 Activities 3 and 4
Track 36 page: 95 Activity 3
Track 37 page: 95 Activity 4
Track 38 page: 100 Activities 7 and 8
Track 39 page: 102 Activities 3 and 4
Track 40 page: 109 My Progress Unit 5 Activity 1
Track 41 Extra Test Unit 5 An English Course

Unit 6
Track 42 page: 112 Activities 9 and 10
Track 43 page: 114 Activities 18 and 19 Song Boys don’t cry
Track 44 page: 116 Activities 6 and 7
Track 45 page: 121 Activity 12
Track 46 page: 122 Activity 2
Track 47 page: 123 Pronunciation Activity 6
Track 48 page: 129 My Progress Unit 6 Activity 2
Track 49 Extra Test Unit 6 Yoga

Unit 7
Track 50 page: 134 Pronunciation Activity 13
Track 51 page: 135 Activities 2 and 3
Track 52 page: 140 Activities 8 and 9
Track 53 page: 142 Activity 3
Track 54 page: 143 Pronunciation Activity 7
Track 55 page: 149 My Progress Unit 7 Activity 1
Track 56 Extra Test Unit 7 Junk Food

Unit 8
Track 57 page: 154 Activity 12
Track 58 page: 155 Activity 3
Track 59 page: 160 Activities 9 and 10
Track 60 page: 160 Pronunciation Activities 13 and 14
Track 61 page: 164 Activities 9 and 10
Track 62 page: 169 My Progress Unit 8 Activity 1
Track 63 Extra Test Unit 8 The City or The Country

Rhyme and Songs

Track 64 Rhyme Consumer Blues by Patrick May
Track 65 Song Ain’t no mountain high enough
Track 66 Rhyme Digital Confusion by Patrick May
Track 67 Song Rome wasn’t built in a day
Track 68 Song What you’ll do when I’m gone
Track 69 A Poem The Spring Flower by Burt Ryan

21

Guia 4º U1.indd 21 27-07-16 15:49

 CLASSROOM LANGUAGE

Welcoming students Encouragement

• Good morning everyone! • Excellent!
• Good afternoon everyone! • Congratulations!
• How are you today? • Good job!

Taking attendance Going to recess

• OK everyone, your attention please. • Let’s go to recess.
• I’m going to call the roll. • Time for a break.

Giving instructions Saying goodbye

• Silence, please. • Everyone, time’s up.
• Listen carefully. • That’s it for today.
• Let’s calm down. • The class is over.
• Come to the board. • See you next class.
• Go back to your seats. • Goodbye.
• Open your books to page…
• Close your books, please.
• Go back to page…
• Pay attention, please.
• Clean up, please.
• Repeat, please.
• Raise your hand.
• Check your answers.
• Wait for your turn.
• Work in pairs.
• Work in groups.
• Let’s sing a song!
• Look at the picture.
• Mark with a check.
• Write your name.
• Let’s read.

Checking for understanding

• Do you understand?
• Do you need help?
• Are there any questions?
• Have you finished yet?

22

Guia 4º U1.indd 22 27-07-16 15:49

 THEMATIC INDEX

A
Art p. 30-49 L
Legends p. 10-29
C
Career prospects p. 90-109 M
Clothing p.10-29 Music p.30-49
Cultural differences p. 159-169 Myths p.10-29
p. 130-149
E p. 10-29 N
Environment p. 110-129 Natural Resources 150-169
p. 110-129
F P
Food p. 130-149 Personality p.10-29
Folktales p. 10-29
Free time p. 110-129 R
Friendship p. 110-129 Reality Shows p.50-69

H S
Health and Habits p. 130-149 Social Networks p.30-49
Stereotypes p.10-29
I
Internet p. 70-89 T
Technological gadgets p.70-89
J Travel p.110-129
Jobs p. 90-109

23

Guia 4º U1.indd 23 27-07-16 15:49

 Student’s Book pages 8 and 9

WELCOME

Lesson Summary
Aims: Motivate students to learn
English.
Suggested Time
45 minutes
Vocabulary
Learning English in different ways
Communicative Aims
Use context and relevant
information when asking simple
questions.
Materials
2

Dictionary

Warm Up
1. Have students look at the
illustrations on page 8 and read
what each person says. Ask
questions in general. Use the
SPEAK OUT! box to help you.

SPEAK OUT!
The SPEAK OUT! box helps
students answer a few question Speaking
related to English. In fact, the main
1.Students identify themselves with pictures and the information.
idea of both activity 2 and the
2. Students read the questions and answer in pairs. Then they share.
SPEAK OUT! box is that students
Write answers on the board in columns a, b, c, d, and e.
talk about their experience learning
3. Ask students to complete the activity in their groups and to use the
English in the past and what are
SPEAK OUT! box to help them express opinions.
their expectations for this year.
Teacher: What experience have you
had learning English? Has it been
dififcult? Easy? Interesting?

24 TEACHER’S BOOK

Guia 4º U1.indd 24 27-07-16 15:49

 Listening
4. 2 a Read the instructions as
a class and ask students to predict
what the conversation will be about.
Play the recording once and ask
them what they understood.
Teacher: What did the girls talk about?
Write the correct ideas on the board.
2 b Tell students they will listen
to the conversation again. While they
are listening, students should complete
the ideas.
Answers
i speaking in English / making mistakes
ii jealous
iii talking to herself
iv at home
v feel more comfortable using the
language
c Once they’ve finished.
Teacher: What did you find easy or
difficult in the listening activity? Ask if
they usually do any of the activities
mentioned in the conversation or if
they think they could be useful.

5. a Students put the questions in

order. Write the correct answers
on board.
Answers:
i Why do you think speaking and
Wrap Up writing in English is important?
• Close the class by playing a game. ii How does learning English help
Categories: Have the game charts prepared (divide the sheet in 6 us access information?
columns: verb/city or country/famous person/anything/ food/ Score) iii Does it help us communicate
Tell students they will play a game they know as Bachillerato. Have a with people in other countries?
student hand out the charts. Explain the rules; one student says the iv Does it help us get better jobs?
alphabet, another says stop. The letter they stop at is the letter they v What careers or jobs require
use to start writing words under each category. The first student who people who speak English?
completes the line yells stop! vi What kind of information would
Points: 50 points for a repeated word / 100 points for a word no one you like to read or listen to?
else wrote. At the end students count their points. b Students add their own ideas to
the chart.

25

Guia 4º U1.indd 25 27-07-16 15:49

 Student’s Book pages 10 and 11

UniT 1
People and Our Beliefs

Getting Started
Write the word beliefs, stereotypes,
urban tribes, myths, and legends on
the board.
Teacher:
• What do these words mean?
• How are they related?
• What do you think the unit is
going to be about?

Direct students’ attention to the

photo. Teacher: ‘Where is the girl?’
‘What is she reading? Why?’

Background Information
Stereotype: a widely held but
oversimplified perception of a
person or group of people.

Legend: A traditional story,

sometimes historical but
unauthenticated.

Myth: A traditional story about

the early history of a people or
that explains some natural or
social phenomenon.

Urban tribe: groups of people in Read the Living in Harmony section, keeping in mind that this is an OFT.
an urban area closely associated Draw students’ attention to valuing and respecting different ideas and
by similar lifestyles or activities. cultures. Then ask them how they can relate their own experiences to
these concepts.

26 TEACHER’S BOOK

Guia 4º U1.indd 26 27-07-16 15:49


Speaking
Write the following words on the
board and check if students know
the meaning:baggy, tight-fitting, and
second-hand.
4. In pairs, students ask and answer
the questions. Monitor and write
down correct and incorrect phrases
to adress at the end of the class.
Guia 4º U1.indd 27
3. Check students understand the
meaning of the categories. Then
have them classify the clothes.
Answers:
Tops: hoodie, shirt, t-shirt.
Bottoms: trousers, leggings.
Jewellery: necklace, earrings.
Accessories: belt, tie.
Footwear: boots.
Lesson Summary
Aim: Develop skimming techniques
to understand main idea. Distinguish
between fact and opinion in a text.
Suggested Time
90 minutes
Vocabulary
Clothes and physical appearance
Communicative Aims
Integrate oral and written expressions
when refering to routines.
Materials
3-4
Dictionary
Warm Up
Write the words Facebook, smart
phones, iPod on one side of the
board.Then, on the other side, write
the names of current urban tribes
from Chile. Draw students’ attention
to the first questions in the unit.
Teacher:
• How has technology influenced
your identity?
• How are teenagers around the
world similar?
• How are they different?
•Try to make mind maps on the
board with their ideas.
Vocabulary
Clarify any unfamiliar vocabulary.
1. In pairs, students use the
words in the box to describe the
people in the pictures.
Answers:
Francisco is wearing trousers, a
shirt, and a tie; Camila, a hoodie;
Javier, a belt, a t-shirt, a necklace;
and Sol is wearing a headband,
hoodie and leggings.
2. 3 Students listen to track
and check their answers.
27
27-07-16 15:49
 Student’s Book pages 12 and 13

Pre-Reading
5. Write Identity = Appearance on
the board.
Teacher: Is your identity reflected in
your appearance? Why or why not?
Students read the title and discuss
the topic.

While Reading
6. Students skim the article quickly
to get a general idea of the text and
answer the question.
F
The article is about stereotypes. T
Fashion can influence stereotypes F
and discrimination can result from F
stereotyping.
7. Students read the text again
more carefully. Then they decide
if each question is true or false.
Remind them to underline or
highlight the information that
justifies their answers.

Post Reading
8. Students answer based on
their understanding of the text.
Encourage them to make reference
to the text in supporting their own
ideas. Answers will vary.

BRITISH / AMERICAN Background Information

Ask students what differences they can observe
between British and American English. Explain that
there may be spelling or pronunciation differences
as well as different words for the same idea.
Ask students to find out any other words which
are spelt differently but have the same meaning.
Skimming is reading very quickly only to find the general
idea, usually focusing on the title, keywords, and the first
lines of each paragraph.
Scanning is searching an article for specific facts, dates,
statics, etc. Remind students they will scan to answer
specific questions.

28 TEACHER’S BOOK

Guia 4º U1.indd 28 27-07-16 15:49

 Vocabulary
9. Students look through the text
for description words. When
they are finished, elicit possible
answers and make a list on the
board for each of the categories.
Answers:
Hair: spiked, dyed, shaggy;
Clothes: multi-coloured, warm,
baggy, vintage;
People: extroverted, reserved,
old-fashioned, boring, tall, short,
slim, broad.

SPEAK OUT!
Put up a picture of a famous
person/a teenager/a journalist/
other. Ask students to look at the
pictures. Teacher: What comes
to your mind when you look at
these pictures? Students describe
each person. Model some of the
phrases for students before asking
them to describe famous people.
After practising as a class, have
students work on activity 10 in pairs.

Speaking
10. Students discuss the question
in pairs. Monitor and write down
correct and incorrect phrases the
students say. Look at the
SPEAK OUT! box as a class to
give students ideas.
Writing
11. a Tell your students to read carefully and write their ideas in their notebooks.
b Ask students to write a description of societal constructions. You can elicit examples of typical stereotypes that
society perpetuates that can be easily invalidated, e.g., All girls like pink, all boys want to play with cars.
c Ask students to read their work and then make any changes they think are necessary.
d Tell students to exchange work with a partner and correct their partner’s work.
e Ask groups to share their ideas. Focus on the ideas which could lead to a more profound discussion of
stereotypes and their origins.

29

Guia 4º U1.indd 29 27-07-16 15:49

 Student’s Book pages 14 and 15

Pre-Listening
12. 4 Students look at the
pictures and try to identify where
the people are from. Have them
focus on clothes, hair, and physical
appearance in general.

While Listening
13. Students listen to the audio
and note the differences between
the picture and the audio.
Answers: the girl does not look
older; she has black hair, not red;
she is on the phone, not reading;
there is no park behind her.

Post Listening
14. In pairs, students describe the
other picture. Suggest using the
transcript of the listening activity
and the phrases in the SPEAK
OUT on page 13 as a model.

Pre-Reading
15. Discuss the students’ ideas
about England. Before starting, ask.
Teacher: Are these ideas facts or
stereotypes?

While Reading Post Reading Wrap Up

16. a Students read email
b In pairs, students discuss the
two questions.
Answers:
He thought they were very reserved,
that they dressed traditionally and ate
fish and chips. He heard that from
other people. He discovered he was
wrong, because Great Britain is a
multicultural country.
17. In pairs, students
discuss the questions. Then,
students draw a sequence
map or diagram organising
and summarising the
information about Pablo’s
experience. Circulate
and monitor for language
points to note at the end
of the lesson.
• Ask students how do they get the main
idea of a text. Take notes on the strategies
students give you and choose one. Ask
students to use this strategy when reading
the text on Lesson 3.
• Ask students how can they distinguish the
difference between fact and fiction. Clarify
doubts of students.
• Highlight common mistakes and reinforce
the main points of the class.

30 TEACHER’S BOOK

Guia 4º U1.indd 30 27-07-16 15:49

 Lesson Summary
Aim: Develop listening skills to
find specific information. Develop
comprehension by using previous
knowledge.
Suggested Time
90 minutes
Vocabulary
Cultural differences and nationalities
Communicative Aims
Distinguish between moments in a
sequence of past events
Materials
5-6
Dictionary

Warm Up
Write hair style, clothes, jewellery,
glasses, short, tall, fair skinned, dark
skinned on the board. Then, ask
students to describe the pictures
using the words written on the board.
For example, in the first picture the
boy has got short hair, is fair skinned
and is not wearing any jewellery.
Draw students’ attention to the
question in the title of the lesson and
others related.
Teacher: Are we different?

Pre-Listening
1. Write the proverb on the board,
While Listening show a picture of Mahatma Gandhi.
Elicit information they might know
2. 5 Underline the phrases they hear from the list given. of this person. Discuss as a class.
a Encourage students to compare their answers with their partners. Elicit the difference between think
b Listen again and check their answers. and thoughts from students.
Answers: the culture of other countries; other cultures are more interesting Teacher: How does culture shape
than my own; every time I travel; things about other cultures; I went to the people’s lives? How do people shape
USA as a child; Brits are very different people; tried to learn about other their own cultures?
cultures; I think this is happening. Create a diagram with students
answers so they are able to see the
chain of positive or negative effects
culture has on people.

31

Guia 4º U1.indd 31 27-07-16 15:49

 Student’s Book pages 16 and 17

Post Listening
3. In groups of 4 or 6, ask students
to discuss the pictures, guess people’s
nationality, and talk about what they
know or think about them. Students
fill out the chart. Discuss as a class
afterward. Make sure students
are able to identify the difference
between a stereotype and a fact.

Speaking
4. a Elicit student’s first impression.
If they do not answer the question
correctly, tell them that even though
America is a continent, we refer to
people from the USA as Americans.
In fact, the dictionary states the
following:
a·mer·i·can (adjective) to the
United States or its inhabitants.
a·mer·i·can (noun) someone born
in or living in the United States,
especially a citizen of that country.
Richmond Compact Dictionary
b Divide the class in 2 groups
efficiently and not based on their
own opinions.
c/d Students brainstorm ideas and
form one central argument. Monitor
and ask students how they plan to
argue. Suggest if needed.
e Both sides take turns explaining
Common Mistakes
their arguments. Make sure as many
Make sure students are aware of the
students speak as possible. Give
different and specific ways to give
them a talking stick that they can
pass back and forth to maintain their opinions in English. Draw this
order and not talk over each other. chart on the board, if necessary.
f Students objectively vote on Incorrect Correct
which side had stronger arguments. In my point of From my point
Ask students to comment on the view of view or
experience of arguing an assigned For me, ... In my view
opinion that might not be their own. To me, ...

32 TEACHER’S BOOK

Guia 4º U1.indd 32 27-07-16 15:49

 Pre-Listening
5. Discuss the questions as a class.
•What do singer-songwriters do?
•When did they first become
popular?
•What are their songs often about?
•What instruments do they typically
play?
Write students’ answers on the
board and then ask them to read
the text. Students contrast their
answers with the information in
the text.
Answers: a They compose
melodies, write the lyrics and
perform their own songs. b They
first became popular in the 1960’s
and 1970’s. c They’re often about
their own experiences. d They
typically play either a guitar or a
piano.

While Listening
6. 6 Students listen to and
read the song lyrics once. Then
they listen again and answer the
questions.
Answers: b He travelled in a van.
c He travelled with his friend.
Wrap Up d They slept in parking lots.

• Ask students what strategies do they use to find specific information in

listening activities. Post Listening
• Ask students to share their answers with the class. Highlight the strategy 7. Write the adjectives on board
that is most repeated and ask them to use this strategy in the text. and elicit meaning from students in
• After answering the questions, students talk about a personal order to check that they recognise
experience on first impressions and stereotypes. Write answers on the the words.Then , they complete the
board. sentences using them. Check as a
• Students compare their answers in pairs. class.
Teacher: what other adjectives would
• Reinforce the main points of the class such as culture being
you use to describe the song?
everywhere.
33

Guia 4º U1.indd 33 27-07-16 15:49

 Student’s Book pages 18 and 19

Lesson Summary
Aims: Integrate writing to
demonstrate reading comprehension.
Develop self-correction for speaking.
Suggested Time The Ghost Who Hitchhikes
90 minutes
Vocabulary
Storytelling vocabulary
Communicative Aims
Use of oral and written expressions
to infer information.
Materials
7
Dictionary

Warm Up
Tell students to look at the pictures
on page 18 and 19. Using the title
Urban Legends and the pictures
ask the students to predict what
the stories are going to be about.

Pre-Reading Keep Your Promises, Receive Your Wish

1. a. Write the words Myths and
Legends on the board.
Teacher: What can they tell us about
culture? Elicit answers from students
and write them on board.
b. Make a list of differences while
students give answers. Have a
student do this.
c. Answers will vary. If they say any Post Reading Background Information
common ideas write them on board. 4. Students answer questions in Both La Rubia de Kennedy and
their notebooks. Have them check in Animita de Romualdito are famous
While Reading pairs and then discuss as a class after. legends from Santiago. The
2. Students skim through the text Answers: a In a car accident Chupacabra legend is famous all
to pick titles. There is one extra b He was an 11 year-old boy who over America.
title. was robbed and killed or he was an
3. Students work with a partner older man who was run over while
to look up the definitions of the leaving the hospital
words in bold. Elicit synonyms from c Answers will vary.
the class.

34 TEACHER’S BOOK

Guia 4º U1.indd 34 27-07-16 15:49

 LEARNING TIP
Illustrate how to learn new
vocabulary. Show students
examples of what you personally
do and give suggestions:
• Write new words in my
notebook and review them.
• Make flashcards with words and
definitions/translations and then
use them to test myself.
• Make lists of words that are
related, for example ‘food’,
A Hungry Beast ‘clothes’, ‘environment’, etc.
• Create sentences or stories in
my head with new vocabulary
words.
but when
so • Put words that I want to
and remember on a post-it note and
then put them on the wall in my
room at home.
• Other ideas
Ask students to look for two
words in the text and find two
synonyms for each,
e.g. distressed - anxious, nervous,
worried. Then have them discuss
the subtle differences between the
words and the situations where
each would be used.

Writing Vocabulary
6. Students complete the story of La Rubia de Kennedy 5. Ask students to scan the text
Answers: One night, a driver picked her up and she got distressed and find synonyms for the words
when the driver accelerated, so she asked him to go slower. But then, in the box. Expand this activity by
very slowly, she would disappear. using the techniques and strategies
from the LEARNING TIP box.
7 This activity can be done individually or in pairs. Students can either
write summaries or summarise the legend by making a comic strip of Answers: a alleged; b driver;
a legend from the text or one that they know. Ask them to brainstorm c untouched; d report; e originate;
vocabulary for each point before they start creating sentences. Monitor f sighted.
and help them with vocabulary and sentence structure.

35

Guia 4º U1.indd 35 27-07-16 15:49

 Student’s Book pages 20 and 21

LANGUAGE IN USE
Use of oral and written
expressions to infer information.
(First conditional and zero conditional)
Write these prompts on the board:
•If you heat water to 100°C…
•If I watch a horror film tonight, I…
Ask students to finish the sentences.
Ask the meaning of each sentence.
without writing the title of each
grammar structure, elicit the form
onto the board.
Zero Conditional
If + present simple + present simple
First Conditional
If + present simple + will + infinitive
Check the Grammar Reference at
the back of the book

Practice
8. Students use the verbs to create
their own sentences based on the
prompts given. Answers will vary.

Pre-Listening
9. Students discuss questions with
their partners. Circulate and monitor
for feedback later in the class. Check
if students comprehend meaning
and use of the word ‘spooky’. Elicit
some synonyms to make sure.

While Listening Post Listening Writing

10. 7 Before listening, have students read the sentences 12. Students fill in 13. Elicit the names of
and try to predict what goes in the gaps. Students listen and the blanks to make strange creatures and
correct what they had predicted. sentences that are true write them on the board.
11. Allow students to check their answers with their partner for them. At random, Ask students to brainstorm
before they listen again. Use the transcripts at the back of ask students to share ideas and make an outline
the book. answers. before they start writing
Answers: a you help me a little; b can I borrow it, please?; sentences. Monitor to help
c lend it to you; d ‘ll/will be able to write my summary for them with vocabulary and
tomorrow; e ‘ll/will go. sentence structure.

36 TEACHER’S BOOK

Guia 4º U1.indd 36 27-07-16 15:49

 SPEAK OUT!
Elicit the language from the box
to describe the character.
Ask Students
Teacher: How would you describe
Dracula/Yeti?
As students are speaking,
monitor and note language for
correction. Answers will vary.

Speaking
14. Use one of the pictures as
an example with the whole class.
Elicit ideas, descriptions, and
opinions about the character.

15. This activity could be done

in groups of 4 or 5 students.
Students should take notes on
their group’s answers and report
the information to the class by
creating a bar chart. Introduce
vocabulary used to read charts
related to surveys.

Background Information
The monsters in the pictures are
examples of imaginary creatures
recognisable to most people.
Abominable Snowman, or Yeti: an ape-
like monster that is said to inhabit
the Himalayan region of Nepal
and Tibet. Stories of the Yeti first
emerged in the 19th century.
Wrap Up Dracula: title character of Bram
Stoker’s 1897 Gothic horror novel
• Ask students for the strategies they use to write summaries of texts. Dracula. Described as the archetypal
Take notes on the board. Discuss these with the class and ask them vampire, inspired by Vlad III the
to hand in a summary of a text using the most common strategy. Impaler. He appears frequently in
• Highlight common mistakes and reinforce the main points of the class. popular culture.

37

Guia 4º U1.indd 37 27-07-16 15:49

 Student’s Book pages 22 and 23

Lesson Summary
Aims: Develop speaking and writing
skills based on a heard text.
Suggested Time
90 minutes
Vocabulary
Narrative linkers
Communicative Aims
Recognise relevant details when
identifying who is performing the
action.
Materials
8-9

Dictionary
Warm Up
Clarify any unfamiliar vocabulary
from activity 2, e.g. troll. Direct
students’ attention to the images.
Teacher: Do you know any of these
characters? To what myth or legend
f
could you relate them to? a
c
Elicit the titles or stories from e
b
students, giving them what is d
g
necessary.
Pre-Listening
1. Direct students’ attention to
the names of the myths in the
next exercise. Do they recognise
any of them? Have them work in
pairs to match the stories to their
descriptions. Work together as a
Elicit any others (e.g. City of the While Listening
class on the stories students don’t
recognise. Caesars, Alicanto, etc.). Draw their 3. 8 Tell students to

El Trauco: a forest troll; La
Calchona: the story of the woman
who turned into animals at night
(sheep), Las Tres Pascualas: three
sisters who loved the same man;
Pincoya: mermaid with golden
hair from Chiloé who dances for
the fish harvest.
attention towards “Desierto Florido” take notes of any important
and explain that it’s a phenomenon phrases or ideas they hear.
that occurs in the Atacama desert and Answer: The Origin of the
that there is a special story behind it. Is Flowering Desert
the story a myth or legend? Leave this
question written on the board.
2. Tell students to match the legend or
myth to the definition.

38 TEACHER’S BOOK

Guia 4º U1.indd 38 27-07-16 15:49

 4. 8 Direct students’ attention

to the vocabulary box. Elicit

infinitive forms of the verbs and
students can look up words they
don’t know. Read the words aloud.
Students listen and read the text
to complete the gaps.
Answers: i were able;
ii searching for; iii revealed to;
were able iv seeking; v return; vi appeared; vii
searching for
grief; viii wept; ix remain; x spread;
revealed to
xi bloom
seeking
return appeared
grief
wept
spot
Post Listening
remain spread 5. Ask some concept checking
bloom
questions to review and
summarise the story.
Answers: a He was looking for
gold. b No. c She died from grief,
extreme sadness. d So Añañuca
can always be close to the miner
and spread her love.
Teacher:
• What happened to the miner?
• Do the flowers still bloom in the
desert?
• Does ‘grief’ mean that she had a
disease?
Clarify any vocabulary doubts
students may have.

Extra Activity LANGUAGE IN USE

Write example(s) on board of
how to record new vocabulary.
You can also get a student or two
to do the same, e.g. Wept (verb) /
past form of weep (inf) / cry a lot /
llorar mucho
Recognise relevant details when identifying who is performing the action.
(Relative Clauses)
Write Añañuca on the board. Ask students who Añañuca is.
Write the prompt, ‘Añañuca is the woman who...’. Ask students to finish the
sentence. Point out answer from book. Give other examples in the same
manner.
A flower is a plant which smells nice and has leaves of different colours.
The desert is the place where it hardly ever rains.
Check the Grammar Reference at the back of the book.

39

Guia 4º U1.indd 39 27-07-16 15:49

 Student’s Book pages 24 and 25

Speaking
6. In pairs, students make notes.
Model an example on the board so
students do not write full sentences.
With either the same partner or in
a group with new partners, students
take turns telling their version of
the story.

SPEAK OUT!
Teacher: What linking words do you
use to tell a story?
Ask students to underline the
Linking words they find in the text.
Make sure students understand
use and meaning by writing some
examples on the board.

Writing
7. Students create their own myth. were near wept seek
learn clear red me
Go through the bullet points so
that the students have an idea
about the structure of their stories.
They can finish at home and hand
it in for homework.

Practice
8. Students complete the
sentences using relative clauses.
Answers: i. where (wild flowers
grow; ii. which/that (grows in the Wrap Up
desert); iii. which/that (people
attend to pay respects to a dead a Write the words please,- • Ask students for the strategies they use
person); iv. which/that (you have search - spread - appear on to organize their ideas when writing a
when something sad happens the board, students put them story or event. Share students’ strategies
to you). under the correct sound. to organize information. Ask them to
b. Ask students to do the same summarize the information of this unit.
Pronunciation with the words in the box. For reinforcement, paste 5 pictures of
9. Identify the ‘ea’ spelling.
Answers: a storyboard on the board. Divide the
9
Be sure students recognise the bird ear bed tree class in 4 groups. Each has 2 minutes to
were near wept seek tell a story based only on the pictures.
different sounds. Play audio several
learn clear red me
times.

40 TEACHER’S BOOK

Guia 4º U1.indd 40 27-07-16 15:49


Wrap Up
Results will allow you to
direct students to more
useful exercises on the
Worksheets.
For more examples and
explanations go to Grammar
Reference at the back of the
book.
Guia 4º U1.indd 41
Extra Activity
Students need to use the vocabulary
in context to remember it. To create
a puzzle or word search with specific
words, visit http://en.puzzlemaker.
com/ or any other of the websites
that offer free resources and you can
create your own material according
to students’ need.
Warm Up
These exercises can be done
in pairs or individually checking
answers in pairs before looking up
the answers.
1. Students complete sentences.
The sentences are all about topics
from the unit. Answers will vary.
2. Students complete the
conversation using structures they
have learnt in this unit. Answers
will vary.
3. Students complete if sentences.
Correct as a group. Clarify
doubts that students may have
about grammar structure.
Possible answers: a studies; b it
will become/be liquid/water; c
will put on weight/will have health
problems/will be overweight; d it is
placed in water (in its frozen state
it’s less dense than water)
4. Students write the first section of
the conditional sentences. Answers
will vary.
5. Students write sentences using
the words given and their ideas.
Answers will vary.
6. Students make sentences using
the vocabulary. Answers will vary.
41
27-07-16 15:49
 Student’s Book pages 26 and 27

Warm Up
Decide if students need the extra
practice, if so, which exercises they
need. These exercises can be done
in pairs or individually checking
answers in pairs before looking up
the answers.

1. Students choose 2 words

from the box and complete the
exercise with information they
have learned. Answers will vary.
2. Students look through the unit
to find ideas or vocabulary words
related to the different concepts.
Answers will vary.
3. Students write a paragraph
using the past tense.
4. Students answer questions
about their lives in the past.
Circulate to make sure students
are using the past simple.
5. Students complete the phrases
using their own ideas. Make sure
students know that their answers
should be relative clauses and not
necessarily full sentences.
Answers will vary.

Common Mistakes
Often, when students punctuate
sentences with relative clauses,
they repeat the subject two times.
Incorrect
My sister, who lives in Talca, she is
a nurse.
Correct
My sister, who lives in Talca, is a
nurse.
Extra Activity
If Clause 1 Show your students a picture. For example, a dog on the
side of a road. Ask them to write a story in groups using ‘if clauses’. Do
2/3 sentences on the board, ‘If the dog sees a cat on the other side of
the street, it will cross the road. If it crosses the road, it will get run over. If it
gets run over, it will get hurt…’. Set the time (suggested, 10 minutes). The
group with the longest story wins. Give feedback on the board with
the correct sentences. Try to give examples using the if clause at the
end, so they notice the use of the comma (,).

42 TEACHER’S BOOK

Guia 4º U1.indd 42 27-07-16 15:49

 6. Students complete questions
based on personal knowledge. They
can work in pairs or on their own.
7. Students complete the sentences
using first conditional.
8. Students answer questions using
the zero conditional. Answers will
vary.
Check activities 7 and 8 on the
board. Ask students to share their
answers, write them and correct
mistakes if necessary.
9. Students complete the sentences
using relative pronoun.
10. Students complete the
paragraph using the correct verb
tense.
Answers: 2 like; 3 listened; 4 plan;
5 haven’t got; 6 do you think; 7 go;
8 are; 9 closes; 10 takes

Extra Activity
Relative pronouns. In two columns
on the board write the following,

person I want to visit

place is my favourite
film I feel happiest
animal I feel closest to
sport I love the most
Wrap Up
Divide students into pairs or small
In pairs or groups ask them to talk about these topics (topics related groups and ask them to match the
to the unit, myths, legends, stereotypes, appearances) giving reasons for
first with the second columns (the
their choices. Give between five and ten minutes for this. Feedback by
place –> where I feel happiest);
asking individual students to share with the class one or two interesting
each half sentence should be used
pieces of information about another person in their group.
only once.
Write down the common mistakes for recycling and extra practice
Give a few minutes for this, then
during the next units.
feedback with the class and draw
lines connecting the possible
sentence halves.

43

Guia 4º U1.indd 43 27-07-16 15:49

 Student’s Book pages 28 and 29

Lesson Summary
Aims: Recycle descriptive
vocabulary from the Unit by
personalising context.
Suggested Time
45 minutes
Materials
Pictures of contemporary myths,
Rubrics and Dictionary.

Warm Up
Introduce the topic by
brainstorming different characters
from contemporary myths and
legends as a class.

1. Students look at the pictures

and answer the questions. Answers
will vary.
2. Go through the steps of the
project according to instructions in
the Student’s Book. Students can
either choose a known character
or create a new one. Set the
timing for the different stages and
make sure they keep to them. The
presentation should be a maximum
of 5 minutes. Recommend they
recycle vocabulary from other
lessons.
3. Ask students to read the boxes. Wrap Up
Check they have understood they 5. Define how they are going to Write down common mistakes
need to choose at least one of the vote for the best presentation. Use for recycling and extra practice.
points from the box and include different categories so that more Ask students to share comments
it in their presentation. Define than one story gets recognised. on the other presentations.
criteria with students of what
and how the presentation will be
assessed. Use Rubrics at the back
of the book.
4. Organise the presentations so
there is time for everyone.

44 TEACHER’S BOOK

Guia 4º U1.indd 44 27-07-16 15:49


Wrap Up
Correcting mistakes. This can
be done with self-correction,
peer correction or reviewed by
the teacher. Exercises 3 and 4
require checking by the teacher
to give feedback. For assessment
criteria check Rubrics at the
back of the book.
Guia 4º U1.indd 45
4. Students describe a character
or creature from the unit.
Make sure you remind them to
consider: physical aspect of the
character, place where it lives,
what it eats and does. If necessary,
write these points on board as a
reminder.
Lesson Summary
Aims: Assess themes and concepts
of the unit
Suggested Time
45 minutes
Materials
Dictionary
10
Warm Up
Review reading and listening
comprehension strategies with
the class before doing the test.
Check that students understand
the instructions of each question.
1. Students read article about Britain
and answer questions.
Possible Answers: : a As diverse;
b In the way they dress, music they
listen to, and the way they enjoy
themselves; c Music (The Beatles),
pubs (a pint of beer), food (fish and
chips), London taxis, the Double-
Deckers and telephone booths, the
Royal Family and, of course, the BBC;
d BBC; e multicultural programmes
2. 10 Students check the
sentence they hear. Play the audio
twice.
3. Students finish the sentences.
Possible answers: a I won’t go
skating; b a type of music that is
popular in Chile; c watch TV in
the evening; d a legend; e studied
History because today I have a test.
45
27-07-16 15:49
 Transcripts
Welcome
Track 2 page: 9 Activity 4
Carla: Hi Patricia, how are you?
Patricia: Hi Carla,What do you think about your English class this year?
Carla: I’m not sure, this year we’re doing a lot more speaking in
class. I’m a bit shy when I have to speak in English because
I worry too much about making mistakes.There are other
people in my class who speak much better than I do.
Patricia: I know, I have people like that in my class too. They don’t
care about making mistakes.They just talk.
Carla: Yeah, and they are able to get their message across even
using bad grammar! I’m so jealous! I think they practise out
of the classroom too.
Patricia: I listen to music but I don’t read books or magazines. My
teacher says that it’s best to learn by doing.You know what
I mean?
Carla: Absolutely, if I don’t start practising speaking now I won’t be
able to use it when I need it in the future. All I do is watch
television in English.
Patricia: Good for you. I’m afraid I don’t, but I usually surf the Internet
at the weekends.You know what I have started doing?
Carla: What?
Patricia: You’re not going to believe this but I started talking to
myself... like having short conversations with myself.
Carla: Really, have you lost your mind?
Patricia: No! I think it works. I make up stories about people and say
them out loud. I sometimes record them and then I listen
to them…
Carla: You’re joking!
Patricia: Of course,I do this at home in my room,so nobody can hear me.
I think it helps me feel more comfortable using the language.
Carla: Really? Hmmmm maybe I’ll try it.
Patricia: You should.
Carla: Thanks for the advice, see you after school.
Patricia: See you.
Unit 1
Track 3 page: 11 Activity 2
Speaker 1: Javier is wearing a ring on his thumb, a belt that
holds up his jeans because they’re not tight-fitted.
He is also wearing a black sweatshirt and has a
chain around his neck, like a necklace.
Speaker 2: Camila is wearing a black hoodie, a long, frilly skirt
though she doesn’t seem to be wearing earrings
and I can’t see if she has boots on her feet.
46 TEACHER’S BOOK
Guia 4º U1.indd 46
Speaker 3: Francisco is wearing part of his uniform: black
trousers, a white shirt, and dark tie. He looks a bit
untidy and informal.
Speaker 4: Sol is very much in fashion. She’s wearing light grey
leggings with a blue hoodie and a wide headband
in matching colours.
Track 4 page: 14 Activity 13
There is a young woman in this picture. She’s in the middle
of the photograph. She looks older, maybe in her fifties. She’s
slim, with red hair. I don’t think she’s very tall because of her
shoes—they have very high heels. Perhaps she’s quite short
and wears shoes like this to seem taller. She’s wearing quite
unusual clothes: a dress that seems to be taken from the 19th
Century, ripped tights and those shoes. She looks as if she’s
reading a book. In the background you can see a park with
children playing. I think it might be a big city like London or
Tokyo. She could be waiting for a friend.
Track 5 page: 15 Activity 2
Speaker: I’m really interested in the culture of other countries.
I don’t know why but I always think other cultures are
more interesting than my own culture. Every time I
travel I learn wonderful and interesting things about
other cultures.
One of the biggest surprises I had was when I went to
the USA as a child. I’m English so I thought Americans
had the same culture as me. When I went to America
I understood Americans and Brits are very different
people. Understanding the culture of other people is
very important. It helps us all to get along. If everyone
really tried to learn about other cultures, the world
would be a more peaceful place. And as the world is
becoming smaller, I think this is happening.
Track 6 page: 17 Activity 6
I fell in love again
all things go, all things go
drove to Chicago
all things know, all things know
we sold our clothes to the state
I don’t mind, I don’t mind
I made a lot of mistakes
in my mind, in my mind
Chorus
you came to take us
all things go, all things go
27-07-16 15:49
 Añañuca that he would return soon. Añañuca waited for him
to recreate us day after day, but her miner never appeared again.
all things grow, all things grow Añañuca’s heart was broken, and, inconsolable, she eventually
we had our mindset died from grief. Her funeral was on a rainy day and all the
all things know, all things know villagers wept for her.
you had to find it The next day, the sun warmed the valley and beautiful, red
all things go, all things go flowers grew from the spot where the young woman had died.
I drove to New York The legend says that Añañuca became a flower as a gesture of
in a van, with my friend love, so that she could always remain close to him and spread
we slept in parking lots her love everywhere.
I don’t mind, I don’t mind Today, you can still see the Añañuca flowers bloom in the area
I was in love with the place that is now known as the Elqui Valley, creating spectacular fields
in my mind, in my mind of wildflowers.This amazing phenomenon is known as ‘desierto
I made a lot of mistakes florido’, or desert in bloom.
in my mind, in my mind
Track 9 page: 24 Pronunciation Activity 9
Track 7 page: 20 Activity 10 and 11
bird – ear – bed – tree – please – search – spread – appear
Sonia: Hi Richard. Have you finished your project work for
school? Track 10 page: 29 My Progress Unit 1 Activity 2
Richard: Hey Sonia, I´ve nearly finished it but I´ll finish sooner
if you help me. a. I’ve known Paula for ten years.
Sonia: OK, How can I help you? Your project is about b. I don’t think that he’s been to Argentina yet.
spooky stories, isn´t it? c. I started playing computer games at 10 o’clock.
Richard: Yep, and I know you love them...Have you got any d. Were you studying at home last night?
story or film about the Yeti that I can borrow please?
Sonia: In fact I do... I have the latest zombie film. If you want Track 11 Extra Test Unit 1 Urban Trends
it, I can lend it to you.
Richard: Oh, that would be great Sonia. I have an idea. Why We had rockers in the fifties, hippies in the sixties, punk
don’t we watch it this evening? rockers in the seventies, and New Romantics in the eighties.
Sonia: Thanks Richard but I have to go to the dentist this The nineties was a time for hip hop. More recently, we’ve seen
evening. You can watch it alone a bit earlier so you’ll the emergence of goths and emos. Urban trends have always
have time to write the summary by tomorrow. existed. Young people enjoy belonging to a group. They feel it
If you’re decided, then I’ll go and get it, it’s in my is important to identify with like-minded people who share
bedroom. the same tastes. So, if hippies worshipped Bob Dylan, flower
Richard: Oh... OK then. power, and free love, and punks were interested in rebellion
Sonia: Just wait a minute till I finish this and I’ll go upstairs and adornment, what are goths into? And where do emos fit
to get it. in?
Richard: Thanks Sonia, I’ll let you know how it turns out in the end.
The key look for both goths and emos is a chalky white face,
black eye and lip make-up. Their favourite items of clothing
Track 8 page: 22 Activities 3 and 4 are corsets and capes – extravagant in design and very dark.
The goth look is not new, of course, and there is a difference
The Far North:The Origin of the Flowering Desert. between the first-time older goths and under-thirty baby bats.
During Spanish rule, there was a beautiful, young woman who
lived in a small village near the Limarí River. All the young men Emos are one of the youngest teenage cults. These are a
were in love with the lovely Añañuca, but none of them were younger subset of goths. The look is much the same although
able to win her love. One day, a handsome, young miner came emos have more distinctive hairstyles and they listen to bands
through town, searching for gold. When he saw Añañuca, he like My Chemical Romance. Being emo is about the music and
fell in love with her too, and this time she loved him back. One fashion that connect them.
night, the miner had a disturbing dream, in which a mountain
spirit revealed to him the precise location of the gold that
he was seeking. He revived his search for the gold, promising

47

Guia 4º U1.indd 47 27-07-16 15:49

 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT

Listening Vocabulary

1 Listen to the reporter talking about urban groups 2 Match the adjectives in column A with their opposite
and decide if the following questions are True (T) or in column B.
False (F). You will hear the recording twice. A B

a Punk rockers were an urban group in the eighties. second-hand new

b Young people enjoy identifying and sharing with introvert awful

others who have the same tastes and lifestyle. baggy short
c Hippies loved Bob Dylan, flower power, and free
straight tight-fitting
love.
tall extrovert
d There is only one type of Goth.
thin curly
e Emos have an identifiable type of hairstyle.
wonderful fat

points /5 points /7

Reading
3 Answer the questions according to the information in the text. Use your own words.

Two teenage boys were recently imprisoned for life
for murdering a woman because she was dressed
as a goth. The woman, twenty, and her twenty-one-
year-old boyfriend (both of whom were wearing
black clothes and had piercings) were walking home
through a park when they met a group of teenagers.
At first, there was a good-natured and friendly
atmosphere between the young people, but this
conversation quickly became cruel as a group of
five youths attacked the twenty-one-year-old man.
He was suddenly knocked to the ground and kicked
about until he was unconscious.
As the girlfriend tried to stop the attack, holding
his head on her lap and calling for help, some of the
gang began kicking her. She was left lying by her
boyfriend’s side, unconscious. Police took them to
the nearest hospital and the woman was in a comma
for two weeks before she died. The boyfriend has
been out of his comma for a while now and claims
he finds the world a ‘terrifying place’ to live in.
The judge, who sentenced the attackers, said that
their behaviour seemed to be based solely on the
way the pair were dressed.

a What did the young people walking in the park look like? d Who rescued the young people?
b Who did the teenagers attack first? e What does ‘solely’ mean in the last sentence?
c What made the gang attack the woman?
points /5

Keep practising Let’s review Good job! Brilliant!

0-3 4-7 8-11 12-17

48 TEACHER’S BOOK

Guia 4º U1.indd 48 27-07-16 15:49

 a Tes
xtr
1

t
E
UNIT

Warm Up
Before the test, clarify doubts students might have. Review material related to grammar and vocabulary. Focus
on the activities the test is based on (sequencing events, antonyms).

1. 11 Students listen to the audio about youth culture trends. Have students read the statements and decide
if they are True or False (T or F). Play audio twice so that students do not feel they have to hear everything
in one take. Tell them in advance that they will have two opportunities to listen.
Answers:
a F; b T; c T; d F; e T

2. Students match words from column A with their opposite from column B
Answers:
second hand/new; introvert/extrovert; baggy/tight-fitting; tall/short; wonderful/awful ; straight/curly; thin/fat

3. Students read a news report about a murder caused by stereotypes.They answer the questions based on the
information in the text. Answers will vary.
Possible answers:
a They both wore black clothes and had piercings. b They attacked the young man first. c She stayed with her
boyfriend and called for help. d The police. e It means ‘only’ or ‘just’.

Wrap Up
Have students switch their tests with their classmates in the same row. Go over the answers as a class. Play
the listening again and pause it where necessary if students don’t understand. When reviewing exercise 2, have
students give other examples of opposite words.

Background Information Common Mistakes

Teenagers have been labeled jocks, nerds, preps and punks for decades,
Students make mistakes when
but stereotyping isn’t usually productive or beneficial to a teen’s
choosing between an adjective
mental or emotional development. Stereotyping is about judging an
and an adverb.
individual based on real or imagined characteristics of a particular group,
For example:
according to some experts. It can be done by parents, teachers, coaches
I surf good on big waves.
and peers. When a teenager is stereotyped, he or she might assume he
The correct sentence is:
or she has to measure up to certain standards. Stereotyping puts a teen
I surf well on big waves.
in a box, making little room for growth beyond society’s limited labels
and often unjustified expectations.

49

Guia 4º U1.indd 49 27-07-16 15:49

PHOTOCOPIABLE

1
UNIT Reinforcement Activities

1 Complete the puzzle. Use vocabulary from the unit to complete the clues.
1
Across
2. I always wear the same ___________ when I work out. Now
they’re full of holes!
2 3 4

5. When I go to fancy dinners, I always put on a pair of

_______________.
6. My sister ____________ her hair pink! It looks amazing!
5

Down
1. I always wear __________ pants because I like to carry a lot of
stuff in my pockets
3. He is very _____________ to his friends, but he is very shy with
strangers.
4. When I hear noises at night, it gives me _____________. 6

2 Complete both versions of each sentence using relative pronouns.

where
a I’m looking for a place
that
that
b She needs a friend whose

when
c We need an appointment at a time
that

who
d La Rubia de Kennedy is a legend about a woman
whose

3 a In pairs, write your own urban legend. Use the words and phrases below to help you develop your story.

mysterious | goosebumps | odour | boots | a creature who…

b Illustrate a cover for your story.

50 TEACHER’S BOOK

Guia 4º U1.indd 50 27-07-16 15:49

 1
UNIT Reinforcement Activities

Warm Up
Write, ‘When I wear a suit, I always put on a nice ___________ and ___________’ on the board. Have students
guess which words could go in the blanks. Make a list of their suggestions. Direct their attention to the puzzle in
question 1 and show that the questions are similar.

1. Students fill in the blanks and complete the puzzle. When finished, have them check with a partner and then
check as a whole class.

B
1
2. Write ‘a woman who___________’ and ‘a woman whose
A ___________’ on the board. Elicit answers to fill in the
L 3E G 4 G I
2
N G S blanks. Ask students to explain their answers. Have
X O G students complete the exercise as a review of relative
T O Y pronouns. Check in pairs and then as a whole class.
R S
O 5
E A R R I N G S
V B 3. Ask students which of the urban legends they know the
E U best. Elicit main ideas (who, what, where, when) about
1. BAGGY one of the legends from students. Direct their attention
R M 2. LEGGINGS
T P
to exercise 3. Working in pairs, have them write their
3. EXTROVERT
S 4. GOOSEBUMPS own urban legends using the words in the box. Once
D Y E D 5. EARRINGS finished, have students design a cover for their story.
6. DYED Ask for student volunteers to share their stories with
the class. Note mistakes for correction later.

Wrap Up
Write 4 phrases on the board from students’ stories. 3 should have mistakes and 1 should be correct. Have
students identify which phrases are correct and which are incorrect. Elicit various ideas to improve the sentences.
Fix the 3 incorrect sentences as a class, drawing attention to the mistakes.

Background Information Common Mistakes

Fact or Fiction?: We Can Push the Planet into a
Students tend to get confused about whether
Runaway Greenhouse Apocalypse
using “its” or “it’s” in a sentence.
A new study suggests human activity could, in theory,
“Its” is a possessive pronoun and “It’s” is the
bring about the end of most life on Earth.
contraction of It is.
Ask students to read the article, give them the link:
http://www.scientificamerican.com/article.cfm?id=fact-or- Help Students identify this difference by
explaining that they can spell out It is and see if it
fiction-runaway-greenhouse discuss about this.
makes sense.

51

Guia 4º U1.indd 51 27-07-16 15:49

 Student’s Book pages 30 and 31

UniT 2
The Arts and Their Influence

Getting Started
Brainstorm on the board different
art forms in general (painting, music,
dancing, literature, poetry, crafts).
Show pictures of them. Ask students
to work in small groups and think
of both traditional and modern
examples of these art forms as well
as naming the artists they know.

Background Information
Chilean authors have reached
international recognition. Apart
from the Nobel Prize winners
(P. Neruda and G. Mistral) there
are many more: Eduardo Barrio,
Joaquin Edwards, Manuel Rojas,
Fernando Alegria, Juan Emar, José
Donoso, Luis Sepúlveda, Isabel
Allende, etc. Vicente Huidobro and
Nicanor Parra as poets. Painters:
Claudio Bravo, Miguel Venegas;
Roberto Matta and Marta Colvin
as sculptors. Each region in Chile
has its craftsmen, musicians, poets,
painters, and authors. If students
are unfamiliar with these artists,
have them do research according
to the themes of each lesson. Read the LIVING IN HARMONY section, keeping in mind that this is
Suggested activity: an OFT. Draw students’ attention to valuing and discussing the diversity
Divide the areas on board and of cultural expressions and the value of local artists. Then ask them how
write some names. they can relate their own experiences to these concepts.

52 TEACHER’S BOOK

Guia 4º U2.indd 52 27-07-16 15:53

 Lesson Summary
Aim: Recognise the main idea in a
text to get the central meaning of
the message.
Suggested Time
How many 90 minutes
Vocabulary
How
Music: musicians, genres, festivals,
other artistic expressions
Communicative Aims
Whose
Locate explicit information by asking
Which questions.
Materials
Where 12-14

Dictionary
Map of the World

Warm Up
Why
Teacher: Think and discuss the
following questions.
What
What type of music is the most popular?
Who Do teenagers around the world listen to
the same kind of music?
When

Post Listening
4. Divide students in small groups – no
more than 4. Ask them to think of a
musician or band they’d like to interview.
Once they’ve decided, ask them to
go back to activity 4 and look at the
questions they answered.They decide
who will be the interviewer/interviewee
and prepare their roles.
Suggested time: 5 minutes.
While Listening
3. 13 Students listen again
and check.
Answers: i Why, c; ii What, c;
iii Who, c; iv When, b;
v How many, b; vi How, c;
vii Whose, b; viii Which, c
Pre-Listening
1. a Write the list of genres on the
board. Teacher: Do you recognise
them? Can you interpret a song or
name a famous singer for each?
b 12 Listen to the extracts
and identify.
2. a On the board, put up question
words and related pictures next
to them (a house= where). Have
students come and match words
and pictures and then complete the
quiz.
b Students answer and discuss in pairs.

53

Guia 4º U2.indd 53 27-07-16 15:53

 Student’s Book pages 32 and 33

Pre-Reading
5. Elicit from students names of
Festivals that take place in Chile.
Give them an example: Maquinaria.
Teacher: Have you been to any of
them?
Read the instructions, students
match. Check as a class.
6. Students read the questions and
answer in pairs. Check by asking
a few students to share their
answers, write answers on board.
Possible answers: a singers; b Not
a real word: it stands for World of
Music, Arts and Dance;
c Celebrating different forms of
music, art and dance from countries
and cultures all over the world.

Background Information
This festival has been held in countries
like Spain, New Zealand, the UK,
Russia, etc. Peter Gabriel is an
experimental pop singer who
started in a band called Genesis.
If you have a world map in the
classroom, students can locate the
different countries.
forms of music, art and dance 8. Students read the text and
While Reading from countries and cultures all answer the questions by choosing
over the world. only one answer.
7. Write the acronym WOMAD b It also offers workshops where Check the answers by eliciting
on the board. At random, ask the you can taste or cook different them from students. Write them
questions and write the answers food, learn new dance steps or on board.
on the board as a spider map. play handmade instruments. Ask students to reflect on how
Possible answers: c It is important because it could they found the right answer and
a WOMAD’s objective is to bring help the city to be named the to identify the key words that
together and celebrate different 2016 European City of Culture. helped them.

54 TEACHER’S BOOK

Guia 4º U2.indd 54 27-07-16 15:53


Extra Activity
Students make 5 more questions of
their own preparing for an interview.
They will interview a musician or
singer.They can use these questions
to complete activity 13 on page 34.
Guia 4º U2.indd 55
Background Information
Kora: a musical instrument something
like a harp but with 21 strings.
Originally from Senegal.
Djembe: Traditional African drum,
shaped like a wine glass.
Post Reading
9. a Tell your students to read
carefully and write their ideas in their
notebooks.
b Ask students to write an article
with the information they gathered
and follow the given structure. Have
them to complete the spider map.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Suggest that students upload their
article to social networks.
STEP IT UP!
Use this section as a guide for
activity 9
Tell students they may use the
bullet points to organize ideas.
You can also give them websites:
http://www.escapenormal.
com/2011/03/29/50-greatest-
festivals-in-the-world/
http://www.festivals.com/
Pronunciation
10. 14 a-b Ask students to
write the questions they hear in
their notebooks and pay attention
to the intonation they hear.
Answers:
1. Where are you from originally?
2. When did you start playing music?
3. What music inspires you?
4. Who is your favourite musician?
5. How long have you been
performing?
c-d 14 Play the CD again for
them to check. They practise with
their partners. While you monitor,
write down general mistakes for
feedback at the end of the activity.
55
27-07-16 15:53
 Student’s Book pages 34 and 35

Practice
11. Read the instructions (ask a
student to do so). Use the example
to verify comprehension.
Answers
a Where is WOMAD held?
b What happens at a WOMAD
festival?
c Do the bands perform live?
d How often do you go to concerts
with your friends?
e Are you fond of jazz?
f Who is teaching you to play the
guitar?
12. Ask students to quickly go through
the questions and answers. Read the
instructions and draw their attention
towards the example. Students
complete the question using the
correct question word.
Answers
a Which b Where c How far
d When e Who f How many

Speaking
13. Divide students in small groups –
no more than 4. Ask them to think
of a band/musical group they’d like 14. Ask some students to read the results
to interview. Once they’ve decided, of the interview and check as a class.
ask them to go back to activity 10 Suggested time: 3-5 minutes.
(pronunciation) and look at the Answers
questions they practised and made. a-g
Wrap Up
They decide who will be the b-h Summarise this lesson by
interviewer/interviewee and prepare c-i eliciting festival information
their roles. d-j from them. Speaking activity
Suggested time: 3-5 minutes. e-f as a group.

56 TEACHER’S BOOK

Guia 4º U2.indd 56 27-07-16 15:53


4. Ask students to look at the
pictures. Draw their attention
to the slight difference between
them. Teacher: Which one do you
think is the graffiti and which one is
the actual sign?
Elicit ideas and identify the graffiti
(the picture on the right).
Ask students to do the exercise.
If necessary ask them to do
some research.
Guia 4º U2.indd 57
While Listening
3. 15 a Let students read the
sentences before listening. Students
read, listen and take notes
Answers
a He wanted to see his name on
the street. b He wants to make a
statement or give back to society.
c In Valparaiso, you can see everything
in one place.
Lesson Summary
Aim: Express likes and dislikes using
suitable expressions
Suggested Time
90 minutes
Vocabulary
Multiple-word adjectives
Communicative Aims
Integrate oral and written expressions
when expressing personal tastes.
Materials
Pictures of graffiti
15-16
Dictionary
Warm Up
Put up a picture of a Graffiti – write
under the picture, good or bad? Ask
students their opinions.
Teacher: Have you ever done it?
Do you think it should be legal? Why
do people paint on the streets?
Possible answers: just for fun, to
express ideas, social protest, etc.
Extra Activity
Put up or show pictures of graffiti
and ask students what they like/dislike
about them and what message they
think the artist is trying to express.
Pre-Listening
1. Students discuss the questions in
pairs. Ask some students to share
their opinions to the class.
2. Set a time limit (30 seconds) for
students to skim. Check by eliciting
the answer from students.
57
27-07-16 15:53
 Student’s Book pages 36 and 37

Post Listening
5. In pairs, students discuss questions
a and b. Go around the class and
monitor. Write down general mistakes
for feedback at the end of the activity.

Vocabulary
6. Write a hyphened compound
word on the board e.g., sugar-free
Explain the use of the hyphen symbol
(-), Students identify hyphened
adjectives in the text and write.
7. Show students your mobile sky high
phone. Teacher: What can I do with open mouthed
this besides making phone calls? clown like
Elicit ideas. brightly coloured

Ask them to write a text message to

a classmate. Give them small pieces
of white cardboard; ask them to
draw the message’s format and to
write it. Collect the messages and
ask a student to be the mailman
and deliver them.
Students may share their messages.

Pronunciation
Give a brief explanation:
Hyphens are used in many compound
words to show that the component
words have a combined meaning or
that there is a relationship between
the words.
e.g., bad-tempered, quick-thinking.
Write examples on the board.
8. 16 a Write well-known
on the board. Underline the first
syllable and draw a slanted line
over the word showing how the
sound falls. Students listen, repeat and
underline the stressed word.
Answers
well-known; brightly-coloured;
open-mouthed; sky-high; good-
looking; old-fashioned
b Students repeat and add a
noun to them.
Extra Activity
Divide the class in two or three
groups.
Each group should come up with
a list of 5 multiple-word adjectives.
They have to test the other groups
in intonation and meaning.
Each participant of the group should
pronounce the word correctly and
invent a coherent sentence.

58 TEACHER’S BOOK

Guia 4º U2.indd 58 27-07-16 15:53


Wrap Up
Word game: Teacher says a
word and the following student
should say another word using
the last letter of the word said
by the teacher, the next student
does the same and so on. Chain
game!
Guia 4º U2.indd 59
Possible answers: I love listening
to music; I hate reading poetry;
I enjoy eating avocado; etc. Give
students additional examples:
gerund as subject, Doing
homework isn’t easy; after
prepositions, I dream about
living on a tropical island.
Speaking
9. Direct students’ attention to the
pictures. Elicit the activities they
see (tango dancing, theatre, street
art). Ask for a show of hands for
the following questions:
Who has been to the theatre?
Who has tried tango dancing?
Who has done graffiti art?
Who has seen graffiti in Santiago?
Write and draw conclusions.
10. Model activity 9 by asking: Teacher:
Did you start any project recently?
Elicit an answer and respond
accordingly. This is a free-speaking
activity, but remind students to use
the proper tenses.
SPEAK OUT!
Write can’t stand on the board. Ask
Teacher: Who can give me a similar
verb , a synonym for can’t stand?
Tell students that they can use the
words in bold as prompts to do the
next speaking activity. Encourage
them to speak freely.
Practice
11. Write: He enjoys visiting people
in the neighbourhood. Elicit from
students the structure. Explain,
gerunds are verbs used as nouns by
adding –ing. Refer to the Grammar
Reference at the back of the book.
Remind students to use the writing
process.
59
27-07-16 15:53
 Student’s Book pages 38 and 39

Lesson Summary
Aims: Express opinion about a
topic and identify the main idea.
from a text.
Suggested Time
90 minutes
Vocabulary
Books and literature
Adjectives
Communicative Aims
Recognise relevant details or
characteristics when talking about
people or expressing feelings.
Materials
17
Dictionary

Warm Up
Introduce topic by writing “Lewis
Carroll” on the board. Elicit ideas
about who this person is. Take
notes using a spider map. If a
student guesses correctly stop and
ask him/her to share information, if
not, say who he is by giving the title
of his most famous book.

Pre-Reading
1. Elicit ideas from students then
they complete the short story quiz.
2. Students read the extract then
discuss the questions in pairs. Background Information
Answers will vary. The extract is from the opening of the book Alice’s Adventures in
Students predict the answers. Wonderland by Lewis Carroll. It tells a story of a girl named Alice, who falls
down a rabbit hole into a fantasy world populated by strange creatures.
While Reading The tale plays with logic, which has made the story popular with adults
as well as children. The narrative structure, characters and imagery have
3. Ask students to skim the text
been influential in both popular culture and literature, especially in the
quickly. Check answers for questions
fantasy genre.
1a and b. Ask them to highlight the
information in the text.

60 TEACHER’S BOOK

Guia 4º U2.indd 60 27-07-16 15:53


While Listening
8. 17 Students discuss the question
before listening. for unfamiliar vocabulary:
e.g. a waste of time, disappointing, I don’t
mind.
Students go through the text to
predict the order of the dialogue
before listening. Students listen twice.
Guia 4º U2.indd 61
4. Students read the text again
and answer the questions. Pairs
compare their answers.
Answers:
a It tells the story of a girl called
Alice who falls down a rabbit hole
into a fantasy world that is populated
by strange and magical creatures.
b Queen Victoria.
c Johnny Depp starred in Tim
Burton’s film version.
1 d The film was extremely successful
with critics.
6
e Readers can make Alice grow
9
or become smaller, throw darts at
the Queen, make the Mad Hatter
10
even madder or swing the rabbit’s
3
pocket watch.
8
7
Post Reading
5. Write the questions on board.Ask
4 students to write a paragraph giving
their opinions. Introduce a simple
essay format so that they identify it in
5
further writing activities.
2 Students hand it in for correction.
6. Ask students to quickly skim the
text again and look for the words:
countless, starred, shrink, darts, swing;
tell them to guess the meaning without
using their dictionaries.
Pre-Listening Students compare answers and check
with their dictionaries.
7. Students discuss questions
Elicit some answers from students.
in pairs or small groups. Fast
workers can do task in STEP
IT UP! box. Ask groups to
share their opinions, especially
on the last question.
61
27-07-16 15:53
 Student’s Book pages 40 and 41

Pre-Listening
9.Students circle the correct adjective
or adverb in each sentence according
to meaning.

Vocabulary
10. Put these sentences on the
board.
I was frightened by the monster.
Horror films are frightening.
Teacher: Why are these sentences
different?
Explain form and use of adjectives v/s
adverbs. Go over the pronunciation.
Clarify any doubts students may
have concerning the difference
between an adjective and an adverb.

Speaking
11. Students read the statements,
check the ones they agree with and
cross the ones they don’t agree
with.
Have students notice the words in
bold and consider their functions.
Divide the class (if possible) into
groups that agree and disagree with
a and c. Have them discuss/debate.
They must justify and defend their
Pre-Reading Extra Activity
position.
12. Ask students to create a dialogue 13. Tell students to look at the Divide students into groups of 5.
using activity 8 as a model and their pictures on page 41. Teacher: Do Prepare/ bring a story with its
own experience as inspiration. you recognise the pictures from sentences written in different pieces
Give each pair a number. Following somewhere? Elicit answers. of paper.
the numbers, students should present Under each picture, write if it is Each group should have the same
their dialogue. a book or a film. Can students story. In 3 minutes, each group
guess what they are about? should try to organize and put the
story together.
The group that gets the most similar
result to the story wins points.

62 TEACHER’S BOOK

Guia 4º U2.indd 62 27-07-16 15:53

 While Reading
14. Read a, b and c.
Students read the summaries.
Ask them to match the letters with
their summaries.
Teacher: What happens in each story?
a Cold Feet
b Dracula
c Sense and Sensibility

Post Reading
15. Students answer the questions.
Answers will vary.
Elicit ideas from students.
Make a list of titles of books they
give you. You may then ask them
to read the most popular title and
encourage students to read in
English.

Background Information Wrap Up

Encourage your students to read: • Encourage students to share
Here are 6 reasons why reading is important: the description words they
1. Kids who read often and widely get better at it. found more useful and ask
2. Reading relaxes the body and calms the mind. them to say why.
3. Reading helps develop empathy. • Ask them to share the strategy
4. Reading develops your imagination. they used when reading a text.
5. Reading improves vocabulary, leads to more highly-developed language • Highlight common mistakes
skills and improves the ability to write well. and reinforce the main points
6. Reading improves concentration. of the class.

63

Guia 4º U2.indd 63 27-07-16 15:53

 Student’s Book pages 42 and 43

Lesson Summary
Aims: Develop expression abilities
through the practice of productive
skills
90 minutes
Vocabulary
Social networking
Communicative Aims
Integrate oral and written expressions
in topics related to Social Network.
Materials
18
Dictionary

Warm Up
Write Internet, Facebook, Twitter,
e-mail, chats on the board. Draw
students’ attention to the questions:
• Could you be able to live without
any of these?
• Which networking is your
favourite? Why?
• What does culture have to do
with social networking?
• Imagine your life without any of
these networks and show it in a
picture.
Write students’ answers on the
board to share with the class.

Speaking Vocabulary Writing

1. Draw two columns on the board;
one with the word advantages
(smiley face) and the other with
the word disadvantages (sad face).
Ask students to form groups,
discuss the questions and fill the
columns.They compare how much
they already know about social
networking. Elicit some answers
from the class. Answers may vary.
2. a Students look for the words
in the box in the dictionary.
b In pairs, they identify how these
words are used and then write
sentences using them. They
should be able to recognise the
standard definition and the way
it is used on the Internet.
3. Ask students to write a short
paragraph using the words and
concepts that are in the box.
They should express how social
interaction has been changing
and they should be able to give an
opinion on whether the changes
have been positive or negative.
If necessary, ask students to write
it on a separate sheet of paper
and hand it for correction.

64 TEACHER’S BOOK

Guia 4º U2.indd 64 27-07-16 15:53

 Pre-Listening
4. a In pairs students dicuss how
social networking influences and
helps teenagers express themselves.
Elicit ideas from students.
b Ask students to predict the words
they are going to hear. Write them
on board so they can see them.
5. 18 Tell them they are going
to listen to a teenager talking about
social networking.
While they listen, they should tick
the words they hear on activity 4b.
Check if their predictions were
correct.
meet up
post

encouraging
anxious
While Listening
snoop 6. 18 Tell students that they
will listen again. Before they do, ask
them to go through the sentences
so they know what to listen for.
Students listen and complete.
Answers
a. meet up b. post c. anxious
d. encouraging e. snoop

Post Listening
7. Ask students to do a survey of
Background Information your classmates. They should go
around the classroom looking for
Teens favourite social networking sites. people who + the description.
Social networking site Main activities They ask questions, make a graph
Facebook create profiles-share photos/videos- online chat with the results and present. Paste
YouTube upload, share, and view videos their graphs on the classroom walls.

MySpace listen to music-watch videos-play games-

create profiles
Twitter create/post 140-character messages= “tweets”

65

Guia 4º U2.indd 65 27-07-16 15:53

 Student’s Book pages 44 and 45

8. a Students read the poem and

give ideas about its meaning.
The poem is about being a student.
b Students work in pairs and discuss
if they agree or disagree with poem’s
idea. Have them add another verse
to the poem. Share answers with
the class.
c Elicit the difference between the
use of many and much.
Ask students to invent a rule and
share it with their partner.

LIVING IN HARMONY
Use this box to close the unit.
Let students know that they should
be aware of the dangers there are
when using social media.
Ask them to make posters showing
the do’s and don’ts when talking
about social media.

Speaking
9. Students take turns working in
pairs asking and answering questions.
Check students have the language
to answer the questions. Circulate
and monitor. Note language points
for correction.

Writing Wrap Up
10.Teacher: What cultural movements do you know about? Details. • Share ideas about the ways social
Write ideas on board so they visualize the names of movements networks help value cultural diversity and
they might not know of. local artists.
Students write a paragraph about a cultural movement they Draw students’ attention towards the
researched on the Internet. They can use the diagram to LIVING IN HARMONY box.
organise their ideas.
If necessary, ask them to hand it in for correction.

66 TEACHER’S BOOK

Guia 4º U2.indd 66 27-07-16 15:53

 Warm Up
Ask two students to go up front.
Ask the class to compare them
using a set of words you give them.
Write suitable words (adjectives-
adverbs- compound words) on
board. Elicit sentences from students.

1. Before completing the activity, start

by asking students some questions
about themselves to model. Teacher:
How old are you? Where were you born?
b What colour are your eyes?
e
a
Answers will vary
f 2. Students complete the sentences
d
c
below using their own ideas.
g Answers will vary.
3. Students complete the sentences
with their own information making
them true for them. Show an example.
e.g., When I was 5 years old, I spent
my afternoons watching T.V
Answers will vary.
4. Complete a on the board and
ask students to make a sentence.
Review what a compound adjective
is and how it’s formed. Then they
complete the rest in pairs.
Write answers up on the board.
5. Students write a brief description
Wrap Up of their best friend. They should use
Word Game as many phrases as they can from
Divide the board in columns (5 or as many rows your class has). Each activity.
column is a group. In 3 minutes, each group should write as many words Ask students to hand it in for
as they can using the last letter of the word before. correction.
Rules.
Words must not be repeated in the same row or in others.
The group that writes more words, wins!

67

Guia 4º U2.indd 67 27-07-16 15:53

 Student’s Book pages 46 and 47

Warm Up
Get students to write. Write a
sentence on a piece of paper, fold it
and give it to the first student who
is sitting in the first seat in the first
row. The paper must go around
the class, each student writes a
sentence and folds the paper. At
the end, you will have a fan filled
with sentences, open it and read it
like if it were a story.
While the paper goes around, elicit
information from the unit.

1.Verify vocabulary with students.

Students finish the sentences adding
an appropriate word or phrase +
a gerund.
Possible answers
a running; screaming b listening to
but
music; c swimming and
d Going ; e shouting; f finishing; g but but
Writing but
2. Students complete the sentences and so
and
using their own ideas (Adjectives-
so
adverbs). Answers may vary.
3.Review adjectives and their forms
by writing sentences related to the
students or the school.
e.g., Our classrooms are colder than
the classrooms of the school next
4. Draw the mind map on the board to 5. Students complete the paragraph
door.
explain the activity. Students complete using and, but or so.
Clarify doubts.
the map with ideas related to the Check as a class, elicit answers
Students make sentences using
central topic.They present and explain from random students and write
the words given + comparative/
their mind maps justifying the points them on board.
superlative forms. Answers will vary.
Circulate and monitor. the highlighted.
Circulate and monitor. Note language
points for correction.

68 TEACHER’S BOOK

Guia 4º U2.indd 68 27-07-16 15:53

 6. Students identify the correct
tense and complete the dialogue.
Clarify doubts related to grammar
tenses.
Possible answers
a went b did you see c saw
d Did you like e was f think
g go h prefer i read j went
7. Students complete the chart
with the corresponding word in
each column. Elicit the first two
answers:
• How much..? water
• How many..? students
Circulate and monitor.
8. Students read the sentences,
find the mistakes and correct
them.
Answers
a. goes; got
b. went
c. arrived; started
water students
d. plays; stayed
coffee artists
9. Elicit two words taken from the
time exams
money books unit and ask students to write them
homework marks in the correct column. For example:
graffiti (Art), writer (Literature)
Students look through Unit 2 and
find 5 words or phrases related
to art, music or literature. Check
students understand vocabulary to
carry out the activity. Circulate and
Wrap Up monitor.
Class speaking activity. Divide the class in 4 groups, one group on each Answers will vary:
corner of the class, give each one a card with a topic: art, music, social Art: artist, colour, mural, paint
media, and literature. Music: hip hop, pop, reggaeton,
Ask them to summarise the topic using words and other learned in blues, Dj
the unit. Give them 10 minutes and then each group presents their Literature: story, character,
summaries. published, comics, cartoons

69

Guia 4º U2.indd 69 27-07-16 15:53

 Student’s Book pages 48 and 49

Lesson Summary
Aims: Create a drawing which
symbolises a message.
Suggested Time
45 minutes
Materials
Blank paper (tabloid size or similar)
Paints, markers, pens, pencils,
crayons, etc.

Warm Up
Teacher: Do you believe anybody can
be an artist? What do you know
about graffiti? What do street artists
use to colour? (spray paint); What is a
graffiti tag? (signature) Elicit answers.

1. Tell students to study the graffiti

pictures and determine what symbols
or meaning are in them.
2. Students discuss the questions in
their groups.

SPEAK OUT!
Teacher: What expressions do we
use to talk about art? Students use it
when speaking in their groups during
the project.
Ensure students comprehend the
meaning of the phrases, especially I
wonder what it means!’’ (I am curious
and want to know the meaning
of __); dull (lacks colour, boring)
3. Students plan their projects,
following the list of requirements.
Students choose who in their group
will be responsible for drawing/
painting, writing, and presenting.
Remind students to work as a team
and decide on the purpose of their
drawing, Teacher: Is it to make a political
statement, to rebel, or to show what is
important to you?
4. Each group takes turns presenting
their work to the class, five minutes
each. They can be graded on content,
team-work, language use, creativity, and
professionalism.
All art work should be displayed either
outside for everyone to see or in the
classroom walls.
Wrap Up
Encourage students to
discover their artistic side
in them.
As a group, discuss what
they liked or disliked about
the unit and the project.
Praise the entire group
for their performance and
good work.

70 TEACHER’S BOOK

Guia 4º U2.indd 70 27-07-16 15:53

 Lesson Summary
Aims: Assess concepts and themes
of the unit.
Suggested Time
45 minutes
Materials
19
4
Dictionary
2

1
Warm Up
5
Prepare students for the progress
3
test. Ask to answer it as if it was a
test, individual work.

Listening
1. 19 Tell students they are
going to listen to Sean Beaville,
who is a British ESL teacher, talking
about literature.
Ask them to read the sentences
once.
Students listen, put the sentences
in the correct order.
Play the audio twice.

Writing
2. Students write questions using
the following question words given.
Answers will vary.

Wrap Up Reading
Ask students to switch books, peer correction. Check answers by eliciting 3. Students read the paragraph
them from students. Each student corrects their classmate’s work and about Anamaria Merino Tijoux and
gives them points. complete the sentences.
Use this correction to verify there aren’t any doubts about the unit. Clarify any vocabulary doubts.

71

Guia 4º U2.indd 71 27-07-16 15:53

 Transcripts
Track 15 page: 35 Activity 3

Unit 2 Interviewer: Inti, How did you become an artist?

Track 12 page: 31 Activity 1b
4 folk
1 blues
5 hip hop
2 bachata
3 indie rock
Track 13 page: 31 Activity 3
A: Welcome to the show! Today we have a special music quiz
for all our listeners. We are going to test your knowledge of
Latin American Music… Let’s see… starting with the first
contestant. Question 1: Why did Los Prisioneros break up?
B: Because Jorge González went solo.
A: Alright, Question 2: What is the real first name of Daddy
Yankee?
B: It´s Ramon!
A: And who wrote the song La Joya del Pacifico?
B: Hmmm... Victor Acosta wrote it.
A: OK, fourth question: What year was the legendary
psychedelic band, Aguaturbia, formed?
B: It was 1968, I think.
A: And how many studio albums had the alternative rock
band, Los Bunkers, released by 2012?
B: Six
A: Question 6: How are the members of Calle 13 related to
each other?
B: They are step brothers.
A: OK, and whose father was a famous bolero singer?
B: Americo´s father.
A: Which female artist has a reputation for writing songs
about her ex boyfriends?
B: I think Taylor Swift does.
A: And finally, question 9: where did DJ Mendez start his
career?
B: He started it in Sweden.
A: Alright, Thanks! Let’s move on to the next contestant…
Track 14 page: 33 Pronunciation Activity 10
a Where are you from originally?
b When did you start playing music?
c What music inspires you?
d Who is your favourite musician?
e How long have you been performing?
Interviewee: I began in Valparaíso at the age of 14. I started
with small sketches and graffiti tags in the streets,
but later I studied painting.
Interviewer: Why did you decide to start doing graffiti?
Interviewee: When you start as a kid, you have no conscious
of what you’re doing. You just want to see your
name in the streets, invade spaces to make them
your own.
Interviewer: Did your goals change when you grew up?
Interviewee: Yes. When you get older, you see that what you
are doing touches other people, that it has a
political and social background. Now I use it to
say something or give something back to society.
Interviewer: Where does your inspiration come from?
Interviewee: Latin American people and the cultures before
the Spanish invasion.
Interviewer: Why do you always include food, shelter, music,
and alcohol in your art?
Interviewee: Because they are things I never want to live
without.
Interviewer: What does your name ‘’Inti’’ stand for?
Interviewee: It means sun’ in the Incan language.
Interviewer: Do you prefer to paint in Chile or in Europe?
Interviewee: In Europe the process to get permission is too
bureaucratic. Here, you just ask the owner of
the house to paint on their walls.
Interviewer: You are very passionate about your work. Do
you enjoy other forms of artistic expression?
Interviewee: I see art in everything—in music, in people, in
the streets. It’s all art to me.
Interviewer: Street art is more common nowadays. Do you
think that the messages and images behind the
art have gained importance?
Interviewee: I see influence in the long term, especially with
politics. What we can cultivate today is not for
tomorrow. It grows slowly. Over generations it
can change and influence.
Interviewer: Graffiti has been seen as a form of protest and
rebellion against the system and status quo. Is
there less opposition to street art around the
world today?

72 TEACHER’S BOOK

Guia 4º U2.indd 72 27-07-16 15:53

 Interviewee: Now that there is world-wide fame of street
artists, people’s perspectives are changing. It is
now viewed as legitimate art with commercial
value. In fact, artists are often contracted and
paid to produce paintings in the streets and in
galleries, especially in Europe.The progression of
underground to commercialized art is slower in
Latin America.
Interviewer: How is street art changing?
Interviewee: Many years ago people were painting for
ideology. Now, everyone is working for their
own individual ideals. Chile has been a centre for
radical propaganda painting since 1940. Today,
there is an art explosion in the streets of Latin
America. Chile is leading the innovation. I did
not know my art would have an impact when
I began, but I will continue to create and bring
Latin America to the world.
Track 16 page: 36 Pronunciation Activity 8
well-known| brightly-coloured | open-mouthed | sky-high |
good-looking | old-fashioned | up-to-date
Track 17 page: 39 Activity 8
Monica: What do you prefer to read: comics or books?
Roberto: Oh comics, definitely!
Monica: Why? Some people say that comics are for lazy
people.
Roberto: I’m not lazy! Sometimes books are complicated even uploaded a video. You might have chosen the most-viewed
and have too many characters. Comics are easier
tounderstand.
Monica: They are also shorter than books!
Roberto: That’s true. Books are longer, often too long.
Monica: I don’t mind a long book if it’s good. When you get
to the end of a good book you feel like you would
like it to go on…
Roberto: Yeah, but sometimes the ending of a book is really
disappointing. I hate that. You feel like you’ve wasted
a lot of time…
Monica: Yes, but it’s not really a waste of time. You just have to
hope the next book you read is better!
Roberto: Maybe you’re right, but I still prefer comics.
Track 18 page: 43 Activities 5 and 6
For today’s teenagers the Internet is as much a part of life as TV
or music. It’s a place to meet up, to talk about life, to search for
new friends and to get support.
Yasna, a 15-year-old from Concepción, uses her blog to
communicate with friends and as a way to express her emotions.
She finds it easier to say things in blogs that she could never say
in public.
Guia 4º U2.indd 73
Blogs are also an ideal place to post songs, display photos or write
about everyday life. Some teens use their blogs to reveal their
most private thoughts or to explore their deepest emotions.
Innocent pastimes, you might think; but many parents are worried.
The police have warned teenagers that posting too much
information about themselves could be dangerous, and are
encouraging them to be more careful. The risks don’t end there.
Recently, Yasna found her younger sister and her dad reading
her blog. She was upset. She felt like family and close friends
shouldn’t be reading her diary in secret. She said they should tell
her. She does not snoop on them!
Track 19 page: 49 My Progress Unit 2 Activity 1
Literature is one thing that makes me very happy. I have loved
books of all kinds since I was very small. I don’t know what I
would do in life without novels, poems and plays. It’s amazing
how literature can change your life. It educates you, makes you
happy, makes you sad, and inspires you. I think I’d be a completely
different person without it. Literature has been a big influence
on my life, perhaps, as much as my friends, and I think it’s really
powerful; it can help us understand other cultures. Recently
I have read a lot of Indian literature, in English of course. The
books I read have totally changed my image of India and Indians,
my experience has really made me want to read more books
from other countries.
Track 20 Extra Test Unit 2 YouTube
I’m sure most of you have logged in to YouTube and watched, or
video of the week, watched extracts from TV shows, music videos
and even films, not to mention the thousands of homemade
videos users upload.
YouTube came into existence in February 2005, when Chad
Hurley, Steve Chen and Jawed Karim got working on an idea to
make video sharing easy.
In fact, Karim starred in one of the first videos shown.They couldn’t
have possibly thought that in November 2006 they would sell
their project to Google for $1.65 billion! Organizations like the
BBC and MGM allow some of their materials to be broadcast,
subject to licensing agreements.
YouTube has been criticized by many sources. Copyright has been
a big issue for the website. Although unauthorised videos are not
permitted, there are videos on the website which have been put
there without the permission of their creators. For me, one of the
benefits of digital technologies is theYouTube Symphony Orchestra.
The orchestra, composed of over ninety people from over thirty
countries, played in New York in April 2009. What fascinates me
about this orchestra is not the quality of the music, but the fact
that the musicians were selected from the YouTube videos they
uploaded. If videos and technology are used appropriately, they
can bring people from around the world together.
73
27-07-16 15:53
 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT
Listening
1 Listen to someone speak about the advantages and disadvantages of YouTube. Complete the sentences. You
will hear the recording twice.

a You can watch____________________

b Three people who got together to ____________________________ were________________________,
______________and _____________________.
c The Project was sold______________________
d For the speaker, one of the biggest benefits was____________________________
e Musician were selected___________________________
points /5
Vocabulary
2 a Complete the sentences below using one of the words or phrase from the list.

social network - editions –festival – street artist– electronic version –band – popularity –Twitter

a Lollapalooza is ______________________.
b Chancho en Piedra is a _______________.
c Facebook is ________________________.
d __________________ is someone who paints murals.
e __________________ of this book have been successfully published.
f __________________ book of Alice in Wonderland for iPad.

b Use the extra words to write sentences using your own ideas.
g ______________________________________________________
h ______________________________________________________ points /6 U 8

Writing
3 Choose one of the following topics and then write a paragraph of no more than 50 words giving your opinion
on the topic.
• Being creative
• Skills of my own
• Love and hate about art

points /10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

74 TEACHER’S BOOK

Guia 4º U2.indd 74 27-07-16 15:53

 a Tes
xtr
2

t
E
UNIT

Warm Up
Before students answer the Extra Test, ask them to play the alphabet game just to get them to start thinking in the
foreign language. One student says a letter, another says a different letter, they do the same one at a time. Rules,
they can’t repeat the letter, students must be concentrated on what the rest of the students are saying.

Listening
1. 20 Students go through the sentences once. They listen and complete the sentences with ideas from the

audio. Play the audio twice so that students do not feel they have to hear everything in one take. Tell them in
advance that they will have two opportunities to listen.
Answers
a. extracts from TV shows, music videos and even films, not to mention the thousands of homemade videos that
users upload onto the site
b. to make video sharing/ Chad Hurley, Steve Chen and Jawed Karim
c. Google
d. YouTube Symphony Orchestra.
e. from the YouTube videos they uploaded

Vocabulary
2. Students complete the sentences using the words in the box. Then, they write two more sentences using the
extra words.
Answers
a. festival b. band c. social network d. street artist e. editions f. electronic version
Extra words: popularity / twitter

Writing
3. Students choose one of the three topics and write a paragraph of no more than 50 words giving their opinion.
If necessary, give them an extra sheet of paper to write the paragraph. Monitor the activity.

Wrap Up
Correct activities 1 and 2 as a group. Ask students to switch their sheets with their partner. Elicit answers from
random students, then ask them to hand the sheets in.

Background Information
Common Mistakes
Auditioning for a professional orchestra is a huge commitment.
To make the audition process, follow these steps: • Use commas when appropriate.
-Make sure you are familiar with the audition process. • Use a comma to separate main
-Get the necessary repertoire, scales, and learn them. clauses
-Get a good night’s sleep the day before the audition.
• Set off parenthetical material
-Walk into the room confidently.
within commas.
-If there is an interview, answer all questions to the best of
your knowledge. • Avoid unnecesarry commas

75

Guia 4º U2.indd 75 27-07-16 15:53

PHOTOCOPIABLE

2
UNIT Reinforcement Activities

1 In the outer circle you must write words expressing how these words relate to your personal life.

Facebook blogging

privacy Internet viral

search public post

Now write a paragraph about the Internet with your ideas + the words given in the circle.

2 Complete sentences with your personal information. Use the following words.

a Like:_______
b enjoy:______
c love: ______
d really hate_______
e I can’t stand:_________

3 Match the words to form compound adjectives. Then write a sentence for each one.

hot well

minded open

behaved

time common
+ terribly

too

76 TEACHER’S BOOK

Guia 4º U2.indd 76 27-07-16 15:53

 2
UNIT Reinforcement Activities

Warm Up
Do a quick review of certain points you think students need to clarify. Once you have done this, give students
the Extra Activity sheet. Read the instructions as a group so you may verify they know what to do in each
activity.

1. Go through the instructions again. Monitor the activity by moving around the class and verifying students know
the use and meaning of the words. If necessary, provide them with an extra sheet of paper that they can then hand
in for correction.

2. Students make sentences that are true for them using the words given. Answers will vary.

3. Students match the words forming compound adjectives.Then, they write sentences using them. Answers will vary.

Wrap Up
Ask students to revise their own Activity sheet and to later hand it in for correction.

Background Information Common Mistakes

What Is Twitter & Who Invented Twitter
It is ‘a free social messaging tool that lets people stay
connected through brief text message updates up
to 140 characters in length called tweets.’ Inventor
Jack Dorsey, wanted to use his cellphone to send
text messages to a service and have the message
distributed to all his friends. At the time, most of
his friend’s didn’t have text-enabled cellphones and
spent a lot of time on their computers. Twitter was
born of a need to enable text messaging to have a
cross platform capacity, work on phone, computers,
and other devices.
Compound v/s verb phrases
Here are a few compound words that can cause
students some problems.
They change in meaning and shape when they are
used as a verb, adjective, or noun.
-The verb form usually consists in two words:
I need to back up my WordPress site.
Did you set up the camera?
-The compound usually serves as an adjective:
Do you have a backup copy of your site?
I lost the setup instructions.
-Or the compound can serve as a noun:
I wish I had a backup of my site.
That was a setup.

77

Guia 4º U2.indd 77 27-07-16 15:53

 Student’s Book Pages 50 and 51

UniT 3
What’s on?

Getting Started
Write the word beliefs, stereotypes,
urban tribes, myths, and legends on
the board. Ask students, Put the
titles of the lessons on the board:
Are Reality Shows Real? Making
Changes, Advertising, Lucky Escape.
Students speculate about the
content of the lessons. Elicit words
and phrases around each title
forming mind maps.

Background Information
‘What’s on?’ is used to mean ‘what
is happening?’ As the OFT for this
section relates to reality and fiction,
the idea is that students begin to
question what they have been told
is ‘on.’
Statistically, people believe most of
what the television or newspaper
tells them simply because it is easier
for our brains to digest information
rather than invesitigating for
clarification. Our brains prefer
to accept information we receive
as truth unless it is too incredible Read the Living in Harmony section, keeping in mind that this is an OFT.
to be immediately taken as fact. Draw students’ attention to health and making life decisions. Then ask
Make students aware that many them how they can relate their own experiences to these concepts.
things they assume to be true are,
in fact, distinct world views that
are confirmed by the media even
though they may be a twist or
exaggeration of the truth.

78 TEACHER’S BOOK

Guia 4º U3.indd 78 27-07-16 15:54


4. This is a jigsaw reading
activity where each student
reads a different text, takes
notes on specific points, and
shares them with the rest of
the group.
The answers are highlighted
in the text.
Guia 4º U3.indd 79
write their answers. create a
collective mind map with “Reality
Show characteristics” as the main
idea. One member of each pair
should write something up on the
board. Answers will vary.
b Help students name some
characteristics of reality shows: type
of elimination, competitions, etc.
Lesson Summary
Aim: develop note-taking skills.
Suggested Time
90 minutes
Vocabulary
Reality shows
Communicative Aims
Identify relevant details to
communicate the main point
Materials
21
Poster paper, markers, dictionary
Warm Up
Give students one minute to make
a list of reality shows. In groups, one
student speaks for a minute about
one of the reality shows on the list.
Pre-Reading
1. Students discuss the questions.
Close the activity by asking what
is the most popular reality show
in Chile. Circulate and monitor.
Note language points for praise
and correction.
2. Do the example with the whole
class. Elicit the difference between
a member, a team, and a tribe. Ask
students to explain their answers
using examples.
While Reading
3. Students read the beginning of
the article and answer questions.
a Have students share answers in
pairs. On the board, have them
79
27-07-16 15:54
 Student’s Book Pages 52 and 53

Post Reading
5. Students rearrange the sentences
according to how they appear in
the text. Elicit some answers from
students.
Answers: c a b

CHECK THIS OUT!

Ask students if they have seen this
show or if they know of a similar one.

Pronunciation
6. Draw students’ attention to the
two phrases. Say both one time,
emphasizing the adjective. Ask
students: Is there another way to
say these sentences that will change
the meaning? Elicit changes in stress
from the students without telling
them specifically how the meaning Extra Activity
has changed. In groups, have them Changing the stressed words in sentences transforms the meaning of
underline different words to stress the whole utterance. In the first sentence the speaker is emphasizing the
in the sentences and have them agent (who), i.e. these or those people. In the second sentence, the level
take notes on how the meaning of talent is the focus and not the agent. Write the phrase ‘My sister is very
changes. Discuss as a class and smart’ on the board and have students say it different ways, emphasising
model different pronunciation for different words. Have them identify the different changes in meaning
the students to replicate. when different words are stressed.

80 TEACHER’S BOOK

Guia 4º U3.indd 80 27-07-16 15:54

 LANGUAGE IN USE
Identify relevant details to
communicate the main point
(Passive Voice)
Put the example sentence on the
board. Students underline examples
of passive voice in the reading text
on page 51.
• The show is filmed…
• They are made to compete with
each other…
Show them an example of the same
sentence in active and passive voice.
• People take the contestants to an
unknown location…
• The contestants are taken to an
unknown location
Ask why the passive is used. Check
the Grammar Reference at the
back of the book for more detail.

PRACTICE
7. Do activity a. together with
the whole class. Ask students why
was made is correct. Have them
complete the rest of the activities
on their own. Check together as
a class.

SPEAKING
Background Information 8. Students think of a Chilean
In 2003, the first Chilean reality show, Protagonistas de la fama, premiered reality show they know and use
on Canal 13. It was a mixture of Real World-style documentary and the diagram to describe it to a
competitions. The public played a large part in the voting and the partner without giving the name.
winners won a car and a spot on a Canal 13 series. The partner must guess and then
Today, every summer there is a reality show that lasts for a few months describe a show of his or her
and has a new episode every weeknight. The people on these shows are choosing. If the activity moves
recycled from other reality shows or they are B-list famous people. In too fast, have the students repeat
recent years, Chilean popular culture has been dominated by these types it with other pairs or groups or
of shows and people remain fascinated by their love lives and scandals. as a whole.

81

Guia 4º U3.indd 81 27-07-16 15:54

 Student’s Book Pages 54 and 55

Pre-Listening
9. a Students discuss their opinions
of reality shows in groups.Then, have
them debate as a class, asking one
member of each group to participate.
b Students match the vocabulary
words to their synonyms. Make sure
to tell them that these words can be
speaker 2
used in other contexts.
Teacher: If I get attached to something,
speaker 1
does that mean I am next to it? If my
sister works hard and receives a bonus,
does she deserve it? In what situation
would she not deserve it?

While Listening
10. 21 Students listen to two

people discussing reality shows. Have

them read the questions before and
take notes while listening.
11. Students listen to the track again.
Check student’s answers.

Post Listening
12. Students choose a Chilean
reality show write down their
reasons for liking or disliking it.
Elicit some answers from students.

Writing
13. a Tell your students to read
carefully and write their ideas in
their notebooks.
b Ask students to write an email
to a friend explaining the dangers
of spending time watching Reality
shows.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange
their work with a partner and
correct their partner’s work.
e Suggest students to share
their work with the class.
Encourage students to use
the vocabulary from activity 9.
Teacher: Which words from
above would be useful in this
letter? Why?
Wrap Up
Discuss how different strategies can
help students locate information in
long texts (scanning to find specific
words, reading topic sentences of
each paragraph, etc.) and remember
how to pronounce their sentences
correctly (copying an example they’ve
memorized, imitating a famous English
speaker, etc.)
Highlight common mistakes and
reinforce the main points of the class.

82 TEACHER’S BOOK

Guia 4º U3.indd 82 27-07-16 15:54


4. 22 Students listen again
and put the pictures in order.
Play track just once. Have
students read the transcript
along with the CD to help
them.
Guia 4º U3.indd 83
While Listening
3. 22 Students predict the type
of answers the activity might have.
Pre-teach the word blame. Then
listen, answer, and discuss the
questions.
Answers: a It became more tame and
boring; b She thinks it is important
and has respect for it as a famous
work of art; c Answers will vary.
Lesson Summary
Aim: understand sequence when
telling and listening to stories.
Suggested Time
90 minutes
Vocabulary
Formal email language
Communicative Aims
Sequence ideas in a logical way,
with cohesion and coherence for
communicational purposes
Materials
22
Dictionary
Warm Up
Students look at the picture.
Elicit the name of The Simpsons
characters.
Teacher: What makes the Simpsons
a cartoon for adults? What other adult
cartoons do you know?
1. As a class, discuss some of the
themes from The Simpsons.
Teacher: What does the word satire
mean?
Do you think social criticism is
easier to make through cartoons, as
opposed to real people?
2. Students match the definitions to
the words or phrases. Use the script
in the back of the book for context.
83
27-07-16 15:54
 Student’s Book Pages 56 and 57

Post Listening
5. Students use the pictures in
activity 4 to re-tell the story to a
partner.
6. a Students put illustrations in
order based on what they see.
Have them check with a partner
and then discuss as a class.
b Students compare their answers.
If there are any differences, have
them explain their thought process.

Pronunciation
7. Say the sentences out loud
for students and have them
mark the stress. When they have
done that, repeat the sentences
and have students focus on the C
D
pronunciation of to be. After they A
have identified the way that be is B
reduced to a smaller sound, drill
them on the pronunciation of to be
in continous phrases.

CHECK THIS OUT!

Students read about the Simpsons
and discuss the questions as a class.
8. Students complete the
sentences. Do the first sentence
together as a class as a model of
the rhythym and stress students
should use. Have them play
with their pronunciation, putting
the stress on different words to
change the meaning of the phrase.
Common Mistakes
Language students sometimes have difficulty hearing the intonation in
phrases and they tend to give each word equal weight. In order to make
sure that students understand the way that a continuous phrase sounds,
drill these sentences.
I was going to the store.
My mum was eating dinner.
We were hanging out.
Emphasise the pronunciation of to be and how it almost disappears from
the phrase, but is understood through context.

84 TEACHER’S BOOK

Guia 4º U3.indd 84 27-07-16 15:54

 Vocabulary
9. Students read the text and
decide the purpose of the email
and whether it is formal or
informal. Ask for evidence that it is
a formal email, e.g. no contractions
(do not), passive voice (Trainers
are prohibited...), ‘Dear Sir…’, etc.
Clarify any unfamiliar vocabulary.
Answers: a Dear Sir; b I am
writing; c We would like; d I look
forward to hearing from you;
e Yours faithfully

Writing
13. a Tell your students to read
carefully and write their ideas in
their notebooks.
b Ask students to write an email
to an authority about something
they would like to change.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange their
work with a par tner and correct
their par tner’s work.
e Suggest students to share their
work with the class.

Wrap Up
Ask students to write down a strategy for listening for main ideas. Elicit strategies from the class at random.Take a poll
to see how many students share the same process. Suggest that they try a new strategy in the next class.
Elicit some of the key phrases they have written about TV shows.
Teacher: Why is it important to memorize certain phrases? Direct the conversation toward the fact that everyone begins
by copying and using key phrases when they learn to speak as a baby. It helps you to speak from experience and
knowledge and to not over-think speech.
Highlight common mistakes and reinforce the main points of the class.

85

Guia 4º U3.indd 85 27-07-16 15:54

 Student’s Book Pages 58 and 59

Lesson Summary
Aims: develop an opinion about
the influence of advertising.
Suggested Time
90 minutes
Vocabulary
Advertising
Communicative Aims
Self correct and reword statements
Materials
23-24

Dictionary

Warm Up
Put these words phrases on the
board: beautiful people, celebrities,
colour, free gifts, humour, a jingle,
music, promotions, a slogan.
Teacher: What makes a good
advert? Students work in pairs or
small groups to discuss the words
and justify their opinions. Clarify
any unknown vocabulary.

Pre-Reading
1. Students discuss questions and
answer in pairs. Answers will vary.

While Reading
2. Students read the text quickly
and list the products that are
advertised in school. To make sure
students read for gist, you might
turn this into a competition or set
a time limit.
Answers: crisps, pizza, soft drinks,
breakfast cereals, junk foods, dairy
products, toys.
3. Students read the text again and
write answers to the questions.
Answers: a from manufacture’s
websites; b that crisps were
healthier than apples, sugary
foods were a good source of
carbohydrates; c schools promise
to broadcast its twelve-minute daily
programmes; d schools offer firms
a fantastic opportunity to reach an
audience of millions of students
who are potential consumers
of their products.
4. Students carefully read every
statement and eliminate the
wrong ones. Then search for
information in the text to justify
the answers. Circulate and
monitor. Note language points
for praise and correction.

86 TEACHER’S BOOK

Guia 4º U3.indd 86 27-07-16 15:54


Extra Activity
Arrange students in small groups and
assign them roles: teacher, director of a
school, representative of Channel One and
concerned parent. Explain that the school
does not have enough money to pay for
new equipment and materials and that the
director is considering employing the services
of Channel One. Students carry out the role-
play and report what the director of each
school decides to do in the end.
Guia 4º U3.indd 87
SPEAK OUT!
Make sure that students understand
and use the phrases in the speaking
activities. No way! has connotations
from disagreement to disbelief.
Teacher: What would you say to a
friend who told you a crazy story?
What other phrases do you know for
agreeing and disagreeing?
Post Reading
5. Students read opinions about
advertising and write whether they
agree or disagree. Have them do
this activity on their own.
6. Students put the letters from
number 5 in the correct box based
on their opinions. Put them in pairs
to compare answers and identify
any differences of opinion to open
the subject up to a class discussion.
Remind them to use expressions
for agreeing and disagreeing from
the SPEAK OUT! box. Circulate
and monitor. Note language points
for praise and correction.
CHECK THIS OUT!
Students read the information in
the box and discuss the positive
and negative effects ‘interest-
based advertising’ has on their
lives. Encourage students to
look at the ads that pop up on
the sides of their social network
profiles. Have them make a list
of things that were advertised to
them for the next class. Discuss
as a class the type of things that
each student was advertised and
why he or she thinks a company
would target his or her profile.
87
27-07-16 15:54
 Student’s Book Pages 60 and 61

7. Students look at the vocabulary

words and choose the odd one out.
Do the first set as a class so that
students are prepared to defend
their choices. Have them check in
pairs and then discuss each answer
as a class, focusing on why it is
different from the other words.

Practice past

past continuous
8. Look at the example with
the whole class. Have students infinitive

underline the verb that shows the present perfect

tense and write the name of the

tense. Check answers as a class.

9. Write the example sentence on

the board. Highlight the differences
between the passive and active
voices. Check answers as a class.
Answers: a Young sports stars like
Rafael Nadal are being hired by
large companies.; b The future of
advertising will be changed by the
Internet., c The decision has already
been made by the director; d The
new advert was being filmed in
the park by the crew; e Very young
children should not be targeted by
companies with unhealthy products. While Listening Background Information
11. 23 Give students Soft drink campaigns are not just for
Pre-Listening time to read the prompts entertainers these days, but for events
and options. Play audio more and institutions. Most private university
10. Elicit answers from the class as than once if necessary. campuses in the United States are
a whole. Use exercise to encourage sponsored by a soft drink company that
students to share their knowledge provides all types of food to the student
openly without restrictions. population. Even the Olympics, an event
supposedly based on sport and health, is
sponsored by soft drink companies.

88 TEACHER’S BOOK

Guia 4º U3.indd 88 27-07-16 15:54

 Post Listening
12. Students work in pairs.
a They write 5 sentences describing
a product without naming it
specifically. Monitor the pairs as
they write their sentences. Write
down any problems students have
with passive voice.
b Students share with another pair
and try to guess which product
they are describing.

Speaking
13. Allow students to choose their
side of the argument and prepare
debate arguments. Focus on
debate structure. Encourage more
motivated students to choose the
side they don’t agree with as a way
to practice critical thinking in English.

Pronunciation
Note:
14. 24 This year this exercise
was changed for a new one that
includes a new instruction which is
not recorded in the CD.
Wrap Up Ask students which words were
Elicit different ways to show that you agree with something. Tell the most difficult to stress and
students to practice these because people rarely say “I agree” in real in which words they could not
conversations. distinguish the sounds clearly.
Ask students to think about the second question and to mention that
topic sentences should contain the main ideas of the paragraph. This
will help them in their own writing.
Highlight common mistakes and reinforce the main points of the class.

89

Guia 4º U3.indd 89 27-07-16 15:54

 Student’s Book pages 62 and 63

Lesson Summary
Aims: develop storytelling skills.
Suggested Time
90 minutes
Vocabulary
Storytelling
Communicative Aims
Sequence sentences in a logical,
cohesive way
Materials
25-26
Dictionary
Map of the World

Warm Up
Write Lucky Escapes on the board
and have students work in groups
to write a short, silly story about a
lucky escape.

Pre-Listening
1. Tell students a story about a
shocking experience that you have
had. Students do the same with
their partner.
2. Students look at the picture
and decide what they think the
story is about.

While Listening
3. 25 Students check their

predictions from exercise 2 and LEARNING TIP Pronunciation

decide which pictures represent the
story.
4. 25 Students listen again for
details. Have them check their
answers with the script on page 198.
Post Listening
5. Students match the vocabulary
to the definitions.
Students read the advice from the
box. When students check their
answers in the script have them
highlight the tenses that signal time
of the events in the story.
6. Say each of the phrases
once out loud, emphasizing the
words that’s and did.
Teacher: Is there a way to make
these phrases more enthusiastic?
Which words would you stress?
Elicit ideas from students and
drill them on both sentences.

90 TEACHER’S BOOK

Guia 4º U3.indd 90 27-07-16 15:55

 Pre-Listening
7. Elicit ways in which we show
enthusiasm when we are involved
in a conversation. Teacher: How
would you act if someone gave you a
free trip to Europe?
How would you show your friend that
you like his new car?
8. 26 Listen to the audio once.
Ask students how the boy shows
interest and enthusiasm. Focus
more on intonation and energy
than on specific words and phrases.
9. 26 Listen again and have
students mark the specific
expressions they hear.

Post Listening
did 10. a Pairs work together to put
do
the expressions into the different
watched categories. Model one of the
had seen
expressions and ask students to
categorize it.
hadn’t
watched Answers:
escapes Asking for information – What
happened?; So what did she do?
burned Echoing- Screaming?
Encouraging the speaker to
continue-Go on
Using adjectives and exclamations-
Yeah
Asking for clarification- No, what?;
Practice LANGUAGE IN USE What do you mean?
b Students add two phrases to
12. Students complete Sequence sentences in a logical, cohesive way
the list from their own knowledge.
the dialogue using the (Past Perfect)
Elicit various examples from the
verbs in parentheses. Put the example sentence on the white board.
class and have the students model
Highlight the two verbs in the sentence.
them.
Draw a timeline and elicit which actions
11. a Students work in pairs to
happened first in the sentence. Students
create an end to the story from
practice describing this situation using the
activity 9.
correct grammar. Focus more on the form
b Students role-play the dialogue
of the sentence and less on the grammatical
together. Choose volunteers to act
names and technicalities.
out their dialogue in front of the class.
91

Guia 4º U3.indd 91 27-07-16 15:55

 Student’s Book pages 64 and 65

Pre-Reading
13. Students look at the picture and
predict what happened in the story.
Elicit different ideas from students
at random.

While Reading
14. Students read and check their
predictions. Clarify any unknown
vocabulary.

Post Reading
15. Students work in pairs to put
the main event in order, using the
f i
text as a guide. Check as a class b j
and have students defend their c d
a g
answers. h e
16. In different pairs, students
re-tell the story using their own
words. Encourage them to use
time phrases and sequencing
words to make the story flow.

LIVING IN HARMONY
Students work in groups and
discuss the following questions:
• How do we learn from our
mistakes in life?
• What decisions do you have to
make this year?
• Who usually helps you make
decisions?

Extra Activity Wrap Up

Students highlight past perfect and
past simple sentences in the text
to help them understand the use
of the two tenses. For example:
As soon as I realized what had
happened, I left the biscuits in the
shop...
Elicit different strategies for listening to a sequence of events (following
the intonation, listen for sequence words, listen for big ideas).Tell students
to really consider the way they listen and to practice listening other ways.
Elicit ideas for organizing a story. Ask for examples of words one could
use to open a story, in the climax, or to close a story.
Highlight common mistakes and reinforce the main points of the class.

92 TEACHER’S BOOK

Guia 4º U3.indd 92 27-07-16 15:55


Wrap Up
Results will reveal weaknesses
and strengths and allow you
to plan which exercises in the
Worksheets on the following
pages need to be completed.
For more examples and
explanations go to Grammar
Reference at the back of the
book.
Guia 4º U3.indd 93
Warm Up
Have students go through the
LANGUAGE IN USE boxes of the
unit and to write one sentence for
each grammar point. Explain that
these will help them answer the
following activities as well as help
them remember all the different
types of phrases that have been
covered in the unit.
1. Students write a short story
using the vocabulary in the box.
Emphasize that the story doesn’t
have to be long, but it should have
a clear beginning, middle and end.
2. Students make their own phrases
based on the prompts given.
Encourage them to be creative and
task
licence
to not write simple sentences.
3. Students read the different
seatbelt
phrases from the story and put
spices them in order. Afterwards, they
tribe
advertising complete the story in the empty
boxes.
perform
4. Students review vocabulary
broadcast
from the unit.
When they are finished, elicit the
two words that were not needed
in the exercise (audience and
crash). Have each student write an
Extra Activity original sentence with those words
and share them as a class.
Have students use all the words in the
box to create a dialogue and practise
their speaking skills. Split the students
into groups and give each group a set
of characters to play, for instance:
• Parents and teenagers
• A group of friends
• A group of grandparents
• Characters of students’ choosing
93
27-07-16 15:55
 Student’s Book pages 66 and 67

Warm Up
Write the following sentences
on the board and ask students
to identify the tense as present
perfect or past perfect:
• Meryl Streep has won many Oscars.
• I had cooked some stew for dinner,
but nobody liked it so I prepared
other plates.

1. Students read and choose the

sentence that makes more sense.
They must write a justification for
the answer. Do the first question
as a class to model the level of
detail necessary in the answers.
Both sentences are correct, so the
students should focus more on
defending their reasoning rather than
looking for the right answer.
a Football is played everywhere- this
sentence gives more weight to the
popularity of the sport, and not to
the people who play it.
People in every country play football-
this sentence gives more attention
to the people playing than the sport
itself.
b He lost some money at the casino –
this sentence gives more emphasis to
the person who lost the money
Money was lost at the casino- this
phrase gives more emphasis to the d A letter was sent to parents- this 3. Students use the prompts to
money that was lost. sentence emphasizes the letter write passive sentences about
c The army recognizes that mistakes and the action of sending each topic.
were made- this sentence emphasizes Parents of the students received a 4. Students complete the
the mistakes that were made, and not letter- this sentence focuses on sentences with the correct
the actors. the people who received the vocabulary and then locate the
The army recognizes that generals and letter and not the letter itself. words in the puzzle. Inform them
soldiers made mistakes- this sentences 2. Students circle the odd one that the words can go backwards,
places the focus on the agents. out. Invite them to discuss the diagonal, straight across or up and
reasoning behind their answers down.

94 TEACHER’S BOOK

Guia 4º U3.indd 94 27-07-16 15:55

 5. Students create a story using
the words in the box and the
sequencing words. Make sure
that they pay attention to the
sequencing words when framing
their stories, but it’s their decision
if they choose to ignore them.
6. Students choose an answer
based on the standards of formal
and informal letters.
7. Students separate the
language into formal and informal
categories. Afterwards, have them
write a formal letter in their
notebooks to a TV station that
they have complaints about.
Answers: Formal letters. Opening:
Dear Ms Hennessy, Dear Sir or
Madam, To whom it may concern.
Within the letter: I found our
meeting most interesting; did not.
Closing: I look forward to hearing
from you, Please do not hesitate
to contact me again, Best Wishes.
Informal letters. Opening: Dear
Vicky, Hi Sally. Within: Thanks for,
didn’t, It was great to see you.
Closing: Let me know, Love from,
See you soon.

Wrap Up Extra Activity

Praise language when necessary
and write down some common
mistakes you have seen.
Correct them as a class.
Working in small groups, students
choose a celebrity or cartoon
character and write a letter to
the editor of the newspaper
on a topic that would concern
that character, e.g., if they write
a letter about Batman, the topic
could be crime and corruption in
Gotham city.
Common Mistakes
Past participles of irregular verbs
are difficult to remember. Practice
in context, for instance, with
a narrative text or a listening
exercise in which they can read
the transcript, that way, they can
be aware of the spelling as well.

95

Guia 4º U3.indd 95 27-07-16 15:55

 Student’s Book pages 68 and 69

Lesson Summary
Aims: develop debate skills and
practice persuasive language.
Suggested Time
45 minutes
Materials
Dictionary

Warm Up
The class shares ideas about TV
and radio adverts. Which adverts
can they name that are interesting,
boring, convincing or useless? Why?

1. Briefly talk about the picture and

decide what the message is and who
it’s for. Compare with local versions.
2. Divide students in groups of 6.
Three ‘for’ and three ‘against’.
Set criteria for evaluating debates
and the scale.
Suggestions for rubrics: Language
used to present; interesting examples;
clarity in answers and interruptions.
3. Set the timing for them to
brainstorm and take notes according
to their position.
4, 5 and 6 Students review language
they’ll need (in Lesson 3) and decide
which points they are going to talk about.
Monitor groups and supply
SPEAK OUT!
vocabulary when needed or correct 7. While one of the
sentence structures. Approximately groups role-play their Ask students to use the language in the box to
20 to 30 minutes. debate, the other interrupt their peers during the debate.
Before setting up the debate you groups can complete Teacher: Do we use these phrases to begin a point?
might want to check some general the assessment chart
rules for debates. Each debate should with the previously Wrap Up
not last more than 5-7 minutes giving agreed criteria and 8. Have some students volunteer to read their
each member a chance to say his or rubrics. All receive a letters and discuss their ideas with the class. Who
her parts. clap for their effort. had the best ideas? Who made the best argument?

96 TEACHER’S BOOK

Guia 4º U3.indd 96 27-07-16 15:55


Wrap Up
Correcting mistakes.This can be done
through self-correction, peer correction or
corrected by the teacher. Exercise 3 requires
checking by the teacher to give feedback.
For Writing General Rubrics go to page 184
of the Students Book. Any other rubric can
be used as long as students know which it
will be before doing their writing. Keep a
note with the common mistakes to review
them in future units.
Guia 4º U3.indd 97
home, she had gone out
with a friend to do some
shopping. I was alone with
my little sister Manuela.
There was a car in the
street and two men with
guns, they were shouting.
Luckily a police car arrived
and took them away.
Lesson Summary
Aims: develop debate skills and
practice persuasive language.
Suggested Time
45 minutes
Materials
Dictionary
Warm Up
Review reading and listening
comprehension strategies with the
class before doing the test.
Quickly go though the test
exercises to make sure they
understand what is expected of
them and how to complete them.
1. 27 Students complete the
sentences using the words in the
box. Students should hear the
recording twice.
2. Students read text about billboards
and answer the questions.
Possible Answers
a Billboards are large posters used
to advertise products; b They can
be found on roads, motorways and
on buildings or construction sites;
c Short and humorous; d They are
different in the type of images and
slogans; e noticeable and distinctive.
3. Possible answer:
Students write about a past event
either in their own lives or from
popular culture. Possible Answer:
Last year I was watching TV at home
when I heard a very loud noise in the
street like a shot. My mum wasn’t at
97
27-07-16 15:55
 Transcripts
Unit 3
Track 21 page: 54 Activity 11 Track 23 page: 60 Activity 11

Speaker 1: Reality TV shows... do you like them? I used to love
American Idol, like back when Fantasia Barrino
was on it. And I started watching Project Runway
recently. I like those shows because they are about
things like singing and making cool clothes. The
people on the shows are talented.
Speaker 2: The ones I despise are those that glamourize
sexual promiscuity, lack morals, or have abusive
verbal or physical behaviour. To me, these cause
even more harm to society. I don’t think any
contestant deserves an award for losing their
dignity and self-respect for money. Those people
are ridiculous!
Track 22 page: 55 Activities 3 and 4
Marge Simpson doesn’t like cooking very much. One day,
Marge was cooking soup in the kitchen when Homer walked
in and noticed she didn’t have a spice rack to keep her spices in.
Homer decided to build a spice rack for Marge. While he was
working in his workshop, Maggie sneaked up behind Homer,
quietly, when he wasn’t looking and she hit Homer on the head
with a mallet.
At first they were shocked about Maggie’s bad behaviour.
Marge realized that it was because she had mimicked the
violent cartoon programme, The Itchy and Scratchy Show. Marge
wrote a letter to the producers of the programme and asked
them to tone down the violence, but they didn’t.
Coke was first sold in May 1886 by its inventor, Doctor John
Pemberton, a pharmacist from Atlanta, Georgia.
Nowadays, 1.3 billion Cokes are sold every day all over the
world.
Advertising has always been crucial to Coke’s success. The
first adverts were attractive posters with catchy slogans, but
things soon got sophisticated. The first television programme
sponsored by Coke was broadcast in 1950.
Both radio and television advertising were being used
throughout the 1960’s with the Things Go Better with Coke
slogan becoming very popular. Marketing personnel soon
realized that younger consumers could be targeted by using
popular musicians like Roy Orbison and Ray Charles. During
the mid-1970’s, the political uncertainty in the United States
made them change their campaigns to make Americans feel
better. The strategy was a great success and sales kept on rising.
In early 1982, Coke launched its most memorable campaign
with the slogan Coke Is It!
Coke has not been completely without problems! When the
company introduced a new taste for it in North America in
1985, the public demanded the return of the traditional drink
so insistently, that the company was forced to bring it back!
Track 24 page: 61 Pronunciation Activity 14
teachers - parents – knows – advertise – was – is – has
purchase – present misleading – used – broadcast – criticism

Then Marge formed a group and started a movement to

protest against the programme and many angry letters were
sent to the press and to the producers. Finally, the producers
conceded and changed the actions of the characters, Itchy
and Scratchy, so they were doing only boring things. Marge
was happy, but the rest of the family wasn’t watching the
programme anymore.

Meanwhile, the group was protesting about other things they

considered offensive, including an exhibition of the beautiful
Michelangelo sculpture, David. The movement, except for
Marge, believed that the sculpture was offensive because
David was nude. In the end, Marge changed her mind about
censorship.

98 TEACHER’S BOOK

Guia 4º U3.indd 98 27-07-16 15:55

 Track 25 page: 62 Activities 3 and 4
News Host: And for our last story tonight, we’re going over to
Simon with a story of a lucky escape. Simon?
Simon: Hello. I’m here with Mrs Barbara Brady, who had a
lucky escape this evening. Mrs Brady, can you tell us
what happened?
Mrs Brady: I was in my living room, waiting for my favourite TV
programme to start: it’s on at seven o’clock. I had
just made a cup of tea and sat down...
Simon: I see...
Mrs Brady: Well, I’d just sat down when there was a tremendous
crash and a car came through the sitting room wall.
Simon: A car came through your wall?
Mrs Brady: That’s right, it just appeared, right there in my living
room.
Simon: That’s incredible! What happened?
Mrs Brady: Apparently the driver, a young lad, had been going
too fast and my house is on a bend, and…
Simon: Go on...
Mrs Brady: He lost control of the car on the bend, it skidded, Presenter: Welcome everyone! Today we have a special guest,
hit my house and came right through the wall.
Simon: What did you do?
Mrs Brady: Well, I was really shocked, I can tell you.
Simon: But you reacted quickly, didn’t you?
Mrs Brady: Yes, I went outside and went over to the car. I
thought he was unconscious at first...
Simon: He wasn’t moving?
Mrs Brady: No, at first, no, but then he shook his head and
started to get out of the car slowly. Luckily, he’d
been wearing his seat belt. Then I dialled 999 and
the police came with the ambulance.
Track 26 page: 63 Activities 8 and 9
Girl: I had a really scary experience last week.
Boy: Really? What happened?
Girl: Well, I was on my way home and I was crossing the
bridge…
Boy: What, the one over the railway?
Girl: That’s right, yeah. I was half way across when I suddenly
heard this woman screaming and she was pointing,
pointing at something behind me.
Boy: Go on….
Guia 4º U3.indd 99
Track 27 page: 69 My Progress Unit 3 Activity 1
Susana had a lot of visitors to her new apartment. At 10pm last
night, Susana was cleaning her TV when her sister came over
and they started chatting. They were discussing the newest
post on a popular gossip blog. Susana believed the post was
completely true, but her sister insisted that the blogs can be
written by anyone with a computer. Then, they spoke about
reality shows that sometimes take place in exotic places and
they mentioned Man vs. Wild. Susana’s sister insisted that this
show, also, was fiction. Later, they were eating dinner when
their dad showed up.They were excited to see him, and Susana
wanted to make it a family affair, so she called up her brother,
José. She had tried to call him before dinner to invite him, but
his mobile phone had died.
Track 28 Extra Test Unit 3 Marketing in the USA
a journalist from the New York Times, Logan Koch-
Michael.
Journalist: Good Morning everyone! Today I’m going to tell
you a little bit about a study we did.
This generation of kids in the USA is growing up to
be the most materialistic society we have ever had.
Worst of all, many of the things that are advertised
for teens do not promote healthy development.
In this society, kids have too much money, and the
things they buy are usually luxury items, like clothes,
electronics, and music.
Marketers use advertising in magazines, movies,
TV shows, and on the Internet. Companies get
important demographic information about kids’
spending habits from apparently innocent Internet
‘quizzes’ and ‘surveys’. Marketing comes at kids from
all directions, twenty-four seven.
Advertising companies know how to capitalize on
important teenage issues and anxieties, like body
image, peer acceptance, coolness, and a need
for power. Marketers also often use themes and
attitudes that parents might find inappropriate or
offensive, like sex or alcohol and drug use, further
escalating the ‘coolness factor’ of the product.
99
27-07-16 15:55
 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT

Listening
1 Listen to a journalist speaking about marketing in the USA and decide if the questions are True (T) or False
(F). You will hear the recording twice.
a The journalist doesn’t consider the USA society as materialistic.
b He says kids have too much money to spend on luxury items.
c Marketers advertise their products for kids in newspapers.
d Companies find information about kids by supposedly surveying in an innocent form on the Internet.
e Advertising companies sometimes use themes and attitudes that parents don’t agree with.
points /5

Reading
2 Read the text and decide which would be the best title for this paragraph.
a False Solutions
b Parents and advertising.
c Advertising and the media.

According to the experts, advertising works best
when it creates insecurity in people, such as our
appearance or something we’ve taken from granted.
A successful ad convinces the viewer that they have
a problem that needs fixing, and then it offers the
solution that just happens to be the product they
are selling.
The message is that teens aren’t good enough the
way they are. Many kids ‘buy’ that message, and as
a result, end up being hypercritical of themselves
because they feel they don’t fit a certain ‘image’
that they believe is necessary for their happiness.
My recommendation is that teens need to become
more critical viewers of advertising. Adults should
help them recognize what’s behind the ads. Help
them identify the themes the advertiser is using to
try to connect with them. Ask them to point out
what ‘need’ is being projected that the product can
supposedly ‘fill’. Is the product really going to have
the impact that the ad implies?

points /5
Writing
3 Write a paragraph answering the following questions. Use 70/100 words.
Is society similar in USA and Chile according to the texts? Do marketers in Chile use the same strategies that are
mentioned in the reading text? What is your recommendation?

points / 10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 12-16 17-20

100 TEACHER’S BOOK

Guia 4º U3.indd 100 27-07-16 15:55

 a Tes
xtr
3

t
E
UNIT
Warm Up
Advertising is in all areas of life and I advertise myself on the board. Discuss these ideas as a class. How are people
transforming themselves into products through social media and personal style? Have students make a list in groups of
the subtle advertising that they see in their daily lives.

Listening
1. 28Students listen to the report on materialism and advertising. Play audio two times. Students identify if the
statements are true or false.
Answers: a F; b T; c F; d T; e T

Reading
2. Students read the article and decide the best title.
Answer: False Solutions

Writing
3. Students write a paragraph answering questions based on the article.

Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class and clear up any
doubts the students might have. Play the audio again if students have doubts about its contents. Poll the class to
see what the most difficult part of the test was. As a group, decide on strategies that students can use to improve
in that particular area. Collect the tests to correct the writing section.

Background Information Common Mistakes

There are many strategies that companies use to
sell to young people. Here are some of the more
successful ones.
• Taking advantage of teenage angst and how
teenagers feel misunderstood by older, ‘uncool’
generations.
• Targeting a specific section of youth culture
instead of treating all young people as one
unified group; they aren’t.
• Constant innovation. Young people are aware
of culture changes ages before middle-aged
advertising executives.
When students are asked to choose the best title
for a text, there are some common mistakes to
avoid, such as…
• Reading the text too thoroughly the first
time. It’s better to scan the text the first time
and then go back to look for information to
support the answer your gut tells you is right.
• Thinking all the answers are right or wrong.
Here, the answer is False Solutions, but
students may be tempted to choose the
other two because they include words that
appear in the text. Make sure students identify
a good title and not a general idea that is not
the central argument of the text.

101

Guia 4º U3.indd 101 27-07-16 15:55

PHOTOCOPIABLE

3
UNIT Reinforcement Activities
1 Choose a word from each column and write five sentences. You may use a word several times. Complete
the sentences with your own ideas in order to make them more coherent.
advertised

campaigns consumed

a contestant is chosen

an advert was sold

the members are shown

products were produced

food eliminated

planned

2 Look at the picture. Darío was angry because Malik

arrived late. Why had he arrived late? Write three
sentences explaining what had happened to him.

3 Read this text about advertising and answer the

questions.

Advertising has been used since Roman times.
Adverts were found in the ruins of Pompeii and the
Egyptians used to make wall posters.The first printed
adverts arrived with the invention of the printing
press in the 16th century. Classified ads became
popular during the 19th century when all kinds of
goods were advertised in newspapers. Today there
are numerous methods used: billboards, posters on
taxis and buses, printed press, and the cinema and TV
ads. TV commercials are considered to be the most
effective. This is reflected in the prices TV networks
charge for commercial airtime during popular TV
events. The Super Bowl football game in the USA
is known as much for its ads as for the game itself.
The cost of a thirty-second TV spot can reach $2.7
million during the final.
a What is the best title for this article?
i How to Make a Commercial
ii Advertising Then and Now
iii Advertising Has Changed TV
b What is the meaning of the word goods?
i types of advertisements
ii the process of advertising
iii products
c Name two advertising methods mentioned in
the text.
i ____________________________________
ii ____________________________________
d Which method is thought to be the most effective?
i TV commercials
ii billboards
iii radio commercials

102 TEACHER’S BOOK

Guia 4º U3.indd 102 27-07-16 15:55

 3
UNIT Reinforcement Activities
Warm Up
Write Coke is sold in most countries and Most stores sell Coke on the board. Ask students to change the passive
sentence to active and the active to passive. Ask students to discuss how Coke is the universal product in all
communities. Do they agree or disagree?

1 Students choose a word from each column and write sentences in the passive. Circulate and note creative
sentences to share when they are finished.

2 Have students look at the picture and read the instructions with students. Elicit a few possible answers to
the question so that students understand how to form their own answers. Again, circulate and note creative
or advanced responses for praise as well as Peak answers for correction as a class.

3 Have students read the article quickly and have them answer a. Then, have them re-read the article more in
depth in order to complete the rest of the questions. Have them check in pairs and then review as a class.
Answers: a Advertising Then and Now
b products
c Answers will vary
d TV commercials

Wrap Up
Write the phrases you have noted throughout the class on the board. First, identify the advanced or creative
responses for praise. Then, write some of the weaker responses on the board and, as a class, identify the mistakes
and correct them. Try to find various examples so the students don’t feel singled out.

Background Information Common Mistakes

Advertising underwent a big change in the
1960’s as the post-WWII generation grew up.
Before, advertising was dominated by need. In
a post-war society, people wanted products to
do things and fulfil needs. The next generation
wanted products to make them feel a certain
way. This legacy continues today, where
advertisements are more about selling you an
attractive or aspirational image of yourself as
opposed to selling you something useful. Back
then, they sold you a product. Today, they sell
you a better you.
The most common mistakes with the passive voice
are incorrectly conjugating the verb or adding to be
unnecessarily.
• The movie was opened last night.
Students are often confused by sentences with no
agent. They are passive, but use a different form
before the example.
• We were questioning by the immigration officer
at the airport.
It is common to see to be before the verb and
immediately assume that it is a continuous phrase.
Pay close attention to this when going over
students’ answers.
103

Guia 4º U3.indd 103 27-07-16 15:55

 Student’s Book pages 70 and 71

UniT 4
Keeping up with Technology

Getting Started
Tell students to think of the ways
individuals use technology in
every day life. Write the following
headings on the board: Medicine,
Media, Business, Entertainment, Food,
Security, Other. Elicit ideas from
students and write them under
appropriate category.

Students vote on the following: the

category that they consider the
most useful for society, and the
category they believe will continue
to develop the fastest.

Background Information
Social Media
Web-based media used for social
interaction which uses highly
accessible publishing techniques.
It differs from traditional media
in regard to reach, frequency,
immediacy, and permanence. It
has initiated substantial change
in communication between
organisations, individuals, and
communities. Some of the Read the Living in Harmony. Draw students’ attention to our
technologies include blogs, wikis, responsibility in the use of technology and tell them to consider what
social networks, Internet forums, our personal roles are in the way society is changing. Ask them to
photographs or pictures, and videos. relate their own experiences to modern life.

104 TEACHER’S BOOK

Guia 4º U4.indd 104 27-07-16 15:57


Background Information
Examples of Text Language:
lol - laughing out loud / smh -
shaking my head / omg - oh my god!
Guia 4º U4.indd 105
Writing
6. Students can use similar,
informal style as activity 3 to
complete messages.
Lesson Summary
Aim: Talk about technology and
social media.
Suggested Time
90 minutes
Vocabulary
phrasal verbs
Communicative Aims
Locate expressions and
fixed phrases associated to
communicative function
Materials
29
Dictionary
Warm Up
Direct students’ attention to the
images. Ask: What are the forms of
communication? Elicit answers to
board.
Possible answers: Webcam, Skype,
post cards, conversations, etc.
1. Take a poll of the class to see
what forms of communication are
most popular, preferred, and not
used at all in Chile.
2. Students make a list.
3. Ask students if they think it’s
okay to change the way we write
words in text.
Teacher: Is it okay to shorten
words? What are the long term
consequences?
4. Students discuss in pairs then
compare answers to those of
another pair.
5. Students remain in the same
groups to identify the verb that
doesn’t go with the others.
105
27-07-16 15:57
 Student’s Book pages 72 and 73

Pre-Reading
7. Ask students: What networks are
best for socializing? Which ones are
best for meeting new people? Elicit
answers and write them on the
board (possible ASK.FM, Facebook,
twitter).

While Reading
8. Pre-teach vocabulary: naked,
convey, clues, intrusive. Set time limit
(2 minutes) for students to read.
Answers: advantages: it’s better for
conversation because you can tell
how people are feeling and what
they really mean negative effects:
more insular society, harder to get
a good job or meet future mates,
we’re too dependent.
9. Students read the text again and
circle the correct answer. Check in
pairs and then as a class.

LEARNING TIP
Put the word turn on the board.
Ask for a definition. Then add on
to the verb and ask for definition.
Continue with other particles:
off, up, down, around, etc. Focus
on box. Students write their own Extra Activity
example sentence using two of
the new phrasal verbs. As an alternative to the reading activity, you can do a running dictation
exercise. Put students in groups of 8. Paste copies of text on the board,
one for each team. One student is set at a desk in back while another
member runs to the board to read part of the text and run back to tell
the writer who takes the dictation. Another member can monitor the
dictation to provide help while the rest of the team queues for their turn.
Blow a whistle to change after every minute. At the end, the team checks
for mistakes.

106 TEACHER’S BOOK

Guia 4º U4.indd 106 27-07-16 15:57

 Post Reading
10. a Students write down two
situations where they prefer online
communication and two situations
where they prefer face-to-face
communication. b Students find
differences in online behaviour
between Chile and the UK.

Vocabulary
take part in
11. Students match the highlighted
wiped out phrasal verbs from the text with
set up
do away with
the words in the activity.
get up 12. Students fill in the blanks with
the vocabulary from the previous
exercise.
set up
Teacher: How do you set up a
get up
Facebook account? What things do
you take part in outside of school?
take part

do away Speaking
13. Students form groups to
discuss the questions. Encourage
them to develop more complex
ideas and build off the ideas of
their partners.

Extra Activity
Teacher: Do you think before you
post pictures or comments online?
Background Information Show students this webpage as
Today, the speed at which information can travel has made a humorous way to discuss the
communication more efficient, but also less trustworthy. Many news speed at which one image can be
stories are published by online news sources without any fact-checking. seen by millions of people. https://
Websites prefer clicks over content, and, as a result, they give users www.buzzfeed.com/ryanhatesthis/
a constant stream of interesting material that may or may not be a-fifth-grade-teacher-wanted-
true. Discuss viral videos and viral articles with students as well as the to-show-her-students-what-
importance of truth in reporting. happe?utm_term=.lqDwmwZmz#.
rxKn3nR3B

107

Guia 4º U4.indd 107 27-07-16 15:57

 Student’s Book pages 74 and 75

LANGUAGE IN USE
Expressions and fixed phrases
associated with communicative
function.
(May/Might/Could)
Tell students that these modal verbs
are used when discussing future
possible plans or predictions or ideas
(possibilities). Explain that may/might
are interchangeable in this context.
Refer to the Grammar Reference
at the back of the book.
don’t

might not
Practice
might
14. Students complete the
have to
sentences with the modal verbs in
the box. Have them check their
answers in pairs and then discuss
the statements as a class. Does
everyone agree? If there are other
opinions, have a class discussion.

Pre-Listening
15. Students discuss uploading
videos online.

While Listening
16. 29 Students listen to the

audio to choose the best title.

Make sure that they read the
possible titles before listening so
that they have them in mind.
17. 29 Students listen again
and mark the ideas that are
mentioned in the audio. Again,
have them read the statements
over before listening so that they
will more easily identify the topics.
Post Listening
18. Suggestion for the
activity. Ask students if they
have watched Las 42 frases
of Woki Toki. Explain them
that they could base this
activity on those videos.
Wrap Up
Present this situation: Your friend invites you
a concert on Saturday night, but you have a
family lunch in the afternoon. How would you
tell him or her that you might not be able to
go? Share as a class. Are students reading
every word? Skimming? Tell them to try
different strategies.
Highlight common mistakes and reinforce
the main points of the class.

108 TEACHER’S BOOK

Guia 4º U4.indd 108 27-07-16 15:57

 Lesson Summary
Aim: Debate the pros and cons of
technology
Suggested Time
90 minutes
Vocabulary
gadgets, computers, linkers
Communicative Aims
Express possibility and ability
handheld Materials
touch
30
clownload
Dictionary

headphones
rechargeble batteries Warm Up
Focus on the title. Ask students to
keyboard
message define a gadget. Teacher: Define a
tablet. What different kinds are there?
What are the key features? Elicit
vocabulary related to gadgets and
write it on the board.

Vocabulary
1. Set time limit (30 seconds) for
student’s to complete. Review as
a class after in case the students
haven’t completed the whole
exercise or they have questions
about the vocabulary.

Post Listening While Listening Pre-Listening

5. a Students look up cognates
in the transcript on page 199.
If students don’t know what a
cognate is, explain its definition
so they can understand why it’s
easy to confuse these words.
b Students pick 3 of the
cognates and use them to write
original sentences.
3. 30 Students listen to and
understand the main ideas. Have
them take notes on the purpose
that technology serves to young
people.
Answer: to arrange meetings with
friends or entertaining (TV, radio)
4. 30 Students listen again and
choose the correct answer from
the options given.
2. a Tell students to take turns
describing an object of their choice,
incorporating the new vocabulary.
Have them brainstorm a list of words
related to all areas of technology.
b Students compare and contrast
the objects they have described.
Focus on the question about the
advantages and disadvantages of the
gadgets.

109

Guia 4º U4.indd 109 27-07-16 15:57

 Student’s Book pages 76 and 77

LANGUAGE IN USE
(Can, Could, Be able to)
the same meaning. However, Be
able to is used when we are trying
to say we can or cannot do things
but in the future. Give examples for
clarification:
I can dance salsa
I will be able to dance salsa after
my class.
Grammar Reference at the back of
the book.
‘m not able

Practice Are able

6. Students fill in the blanks using ‘ll be able

the correct form of be able to.
7. Students work independently,
check with partner.
Answers: a could/was able to; b
can/is able to; c be able to; d can;
e can’t

Pre-Reading
8. Students discuss their mobile
phone use in pairs. Ask class
which pair had the biggest
difference in habits. Is there a
student who doesn’t like to use his
or her mobile?
Background Information
While Reading Students may not be aware of the
different words to describe phones.
9. Students complete text with phrases from exercise
Explain that there are many ways
10. Have them check with partners.
and show them the British and the
Answers: a in the near future everybody will be using one;
American way.
b mobile phones are able to be used in emergencies; c who live in isolated
British - mobile
areas as well; d Besides, we can use even the cheapest mobile phones
verify vowel sound /mobail/
for many different tasks; e You can take photographs and send them to a
American – cell or cell phone
friend too.; f I would say that mobile phones are very useful gadgets

110 TEACHER’S BOOK

Guia 4º U4.indd 110 27-07-16 15:57

 Post Reading
11. Focus on box. Tell students to
look at examples of ‘’linkers’’ in the
text from the text.
Answers:
To make additions – also, and, as
well, besides, in addition, what is
more, too
To give reasons and conclusions –
first of all, secondly, in conclusion
To give opinions – I think, I would
say

Writing
12. Tell students that they are
going to plan an essay on the
topic. Students discuss their
opinions with a partner. Have
them discuss whether they agree
with the title or not.
13. Students complete the
chart with their own ideas. Have
them focus on brainstorming
and connecting their ideas with
examples, rather than following a
specific structure.

LEARNING TIP
Examples are used to support
opinion. They do not have to be
substantiated by fact. It is based
on personal information known
Wrap Up to the writer.
Ask students about exercise 2. Was it helpful to have a list of related
words before listening? Why? Take a poll of students to see how many 14. Students decide on a position
felt more confident listening after writing about the topic. to take in pairs. Have them use
Teacher: Why do we learn vocabulary? Why do people say vocabulary is the ideas from exercise 13 and
the most important component of language? Elicit ideas related to the put them into an essay outline.
importance of vocabulary. Have them choose some of the
linkers to include in their essay.
Highlight common mistakes and reinforce the main points of the class.
15. Each student should write
their own essay, focusing
on the four-paragraph structure.
111

Guia 4º U4.indd 111 27-07-16 15:57

 Student’s Book pages 78 and 79

Lesson Summary
Aims: Understand texts about
technology addiction.
Suggested Time
90 minutes
Vocabulary
technology
Communicative Aims
Functional language dealing with
obligation and prohibition
Materials
31

Dictionary

Warm Up
Focus on title. Ask students what
they think it means. Ask what
type of technology people can be
addicted to.
Possible answers: internet searching,
using mobile phones, etc.

Pre-Reading
1. Students work in pairs to form
the questions.
Answers: b Do your friends or
family think you spend too much
time online? c Do you get angry if
a website is slow?
d Does it bother you if you are
away from the Internet for more
than a day? e How many online
friends do you have? f Do you
waste time on the Internet when
you should be doing homework?.
2. Tell students to find the words in bold and check the meaning. Have
them draw a table similar to the one in in the book in their notebooks to
organise the part of speech and definition of each word.
Answers : update – to make something current; gadget - a small
mechanical device; look up - search; device – a thing made for a
particular task; warning – cautionary advice; sensible – adjective to
describe a person who is rational or reasonable
3. Students read the text again and make a list of habits of webaholics.
Answers: update blogs, visit social networks sites instead of studying

112 TEACHER’S BOOK

Guia 4º U4.indd 112 27-07-16 15:57

 While Reading
4. Students read the prompts and
then read the text thoroughly to
find the answers. Tell them to circle
any words that they don’t know
and continue reading to the end.
Students can go back to the words
and try to understand the meaning
based on context. If they have time,
they can look up the word(s) in the
dictionary or ask for the meaning.
Ensure students ask the question
in English. ‘’What does _______
mean?’’
Take care that students understand
the word sensible, which looks like
the Spanish word. It means practical
in English, not sensitive.
Students have 6-10 minutes to
read the complete text.
Check answers with a partner.

Extra Activity
Time permitting, ask students if any
of them have an Internet addiction
or if they know anyone else who is
addicted to the web. Ask them for
ideas to try to resolve this addiction.
Write some of their solutions to
the board.
Background Information
Addiction is defined as a compulsive need for and use of a habit-forming
substance.
In Germany, researchers were studying addictive substances as well as
social media and they came to some shocking conclusions. The desire to
check social media was stronger among the participants than the desire to
have a smoke or a drink. People today are more focused on participating
in social media for fear of missing something than they are on their own
personal vices. Perhaps it is a new social addiction, one which thrives off
of others’ perceptions of us instead of our own need to feel good, which
is what motivates other, more toxic addictions.

113

Guia 4º U4.indd 113 27-07-16 15:57

 Student’s Book pages 80 and 81

Post Reading
5. Students work in partners.
Teacher: What do your parents think
of all this new technology?
Are they as connected as you all
are? Why do you think that is?
Students write a dialogue focusing
on generational differences related
to technology. Have some groups
perform their dialogue for the class.

LANGUAGE IN USE
Functional language dealing with
obligation and prohibition
(Modal Verbs)
Have students read the information
in the box. Tell them that they will
need it for the next activity.

Practice
6. Students match the rules in
a
the LANGUAGE IN USE box
to sentences that demonstrate a b

specific rule dealing with obligation c

and prohibition. Have them discuss a

their reasoning in pairs. c

Extra Activity
Students write sentences that are
true for them, using one modal
verb from each rule. Put a modal
sentence on the board. Examples: I
don’t have to get up early on Sundays. Wile Listening Post Listening Writing
We mustn’t speak Spanish in class. 31 Students
8. 9. Students work in 10. Have students use
read the questions partners or in groups the LANGUAGE IN
Pre-Listening
first and then listen and discuss the question. USE box to make a list
7. Put students in groups of 3 or to the audio. Encourage stronger of suggestions to avoid
4 and have them discuss their Answers: a she took students to argue that webaholism. Have
history with computers. Ask the a course; b chatting it is impossible for students post their lists
students who have more unique and meeting older people to learn around the room so
experiences to share them with people; c becoming new technologies, that everyone can read
the class. Monitor and note addicted. even though they may the suggestions.
language for praise and correction. disagree.

114 TEACHER’S BOOK

Guia 4º U4.indd 114 27-07-16 15:58

 Pre-Reading
11. Ask students if they have ever
bought anything online or if they
know someone else who has
bought things online. Ask: What
products or services did you/they buy?
Possible answers: tickets, food,
furniture.

ii
While Reading
iv
vii vi 12.Students read the text
iii
completely and circle / underline
vi any words or phrases they don’t
v
understand to refer back to later.
i Go over any vocabulary that
students aren’t sure about. Ask
concept-checking questions.
Teacher: Is a ‘’closed padlock’’ a
physical device? Where will you
find a closed padlock?

Post Reading
13. Put students in pairs or
groups and have them make
a list of the advantages and
disadvantages of online shopping.
Have them share with the class.
If no one mentions identify theft,
Wrap Up write the phrase on the board
and ask the students if they are
Draw students’ attention to the vocabulary activity on page 78. Ask familiar with it.
them to consider why it is helpful to identify the key words and ideas of
a text. How does it help them read in the moment? How does it help
them remember the main ideas afterward? Give them a situation to
consider: Your friend keeps calling you for advice late at night when you are
sleeping. How would you tell him or her to stop? Write the phrases they say
on the board and drill the students on the intonation.
Highlight common mistakes and reinforce the main points of the class.

115

Guia 4º U4.indd 115 27-07-16 15:58

 Student’s Book pages 82 and 83

Lesson Summary
Suggested Time
90 minutes
Vocabulary
compound nouns
Communicative Aims
Use experience or evidence to
justify simple inferences
Materials
32

Warm Up
Write on board Life in 2050. Ask
students: What do you think will be
different in Chile in 2050? What
will be different about cars, phones,
schools, jobs? Elicit ideas from the
class and write on the board.

Pre-Listening
1. Have students read the
statements and circle their
predictions for the future. This
could be done individually or as
a class.

While Listening
2.a 32 Students listen for the
answers. Discuss them as a class.
Ask them how many they got
right. Who predicted 6 answers
correctly? Who predicted 5? etc.
b Read text then listen again to
complete gap fill.
Answers: b air conditioning;
c contact lenses; d microchip;
e blood pressure; f sightseeing tours
3. 32 Give students a few moments to read the questions first. Tell
them to take notes and that they will have time to copy the answers into
their books after they listen.
Answers: a a scanning device will let you in; b solar panels on the roof; c
special contact lenses will stream images from the Internet; d a personal
virtual representation of yourself called an avatar will attend work; e
sightseeing tours, shopping trips abroad, Siberia, Antarctica, outer space.

116 TEACHER’S BOOK

Guia 4º U4.indd 116 27-07-16 15:58

 Post Listening
4. Write the word tea cup on
the board. Teacher: What type of
word is tea? What type of word is
air conditioning
contact lenses
cup? Elicit noun. If they need more
microchip help, identify the words in this
blood pressure sentence. Write Santiago is a big
sightseeing
city. Help students identify every
word (proper noun, verb, article,
adjective, noun)
Explain that a noun phrase is
when a noun is modified by
another attributive noun to form a
compound noun.
Focus on the example from the
task. Reinforce that both the
words traffic and jam are nouns.
Students complete task.
5. Students use the compound
nouns from above and write their
own sentences. Encourage them
to be as creative as possible.

wind screen youth hostel lip stick pedestrian crossing

Vocabulary
6. Students match the words to
school bag burglar alarm pen knife sun glasses alarm clock create compound nouns. Give
them a short amount of time.
When they finish, match the
words sun and screen as ask them
if they know what it means. Use
Common Mistakes Speaking
this as an example of the many
7. a Focus on the pictures in different combinations possible to
Students may confuse the activity Students discuss how these make compound nouns.
use of will regarding plans. technologies will change our life style Teacher: What is a wind screen
Emphasize that we usually in 2025. made of? What are some things you
use present continuous or to b Place students in groups and have can use a pen knife for? Are traffic
be going to for plans unless them make a poster and share lights on the side of big roads?
we make a spontaneous their ideas with the class. Have a
decision at the moment of discussion about whether these
speaking. changes are universally positive or
negative or if there is grey area.

117

Guia 4º U4.indd 117 27-07-16 15:58

 Student’s Book pages 84 and 85

Pre-Reading
8. Write on the board: You are
thinking about.... Tell students: I bet
I can guess what you’re thinking!
Choose a couple students and try
to guess what they are thinking. You
are thinking about lunch (etc.)! Am I
right?
Ask students if they think it’s
possible to read people’s minds.

CHECK THIS OUT!

Ask students if they know the
company IBM. Ask them what IBM
stands for.
Answer: International Business
Machines. Ask students why Watson
could have made such a prediction?
What were computers like then?

While Reading
9. Students read the text and
answer the questions individually.
Afterward, put them in groups of
3 to share their answers.

Post Reading
10. a Tell your students to read
carefully and write their ideas in
their notebooks.
b Ask students to write an essay
and follow the given structure.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange their
work with a partner and correct
their partner’s work.
e Invite students to share their
essays with the class when they
are done.
LIVING IN HARMONY
Focus on the text. Give students
a few moments to read it. Be sure
they understand the word wisely.
Ask them for examples of how we
can act conscientiously.
Wrap Up
Draw students’ attention back to
the text and ask them: How do
you know this text is talking about
the present? Have them make lists
individually and then share them
with the class.
Elicit strategies for remembering
vocabulary. What are the easiest
compound nouns to remember? Why?
Which are the most commonly used?

118 TEACHER’S BOOK

Guia 4º U4.indd 118 27-07-16 15:58

 Warm Up
These exercises can be done
in pairs or individually checking
answers in pairs before looking up
the answers.

1. Students read the sentences

I want to buy the latest smarphone.
Really? My sister has it.
How does it work?
She told me the system is too slow.
Maybe I should wait until the next model
comes out.
and identify if the phrasal verbs
are used correctly. If they aren’t,
students must write their own
sentence using them correctly.
Answers: a incorrect; b correct;
c incorrect; d correct.
2. Students rearrange the words
to complete the dialogue.
3. Students write sentences
using may, might or could.
Encourage them to complete the
conversation however they see fit
and to not rely on default, generic
phrases that they have heard
before.
4. Students match the words to
their definitions.
5. Students choose a topic
and write a short essay (3-4
paragraphs). Have them structure
the essay as they did earlier in the
unit and have them include the
linking words in their outlines.

Wrap Up
Results will allow detecting weaknesses and strengths and plan which
exercises in the Worksheets on the following pages need to be
completed.
For more examples and explanations go to Grammar Reference at the
back of the book.

119

Guia 4º U4.indd 119 27-07-16 15:58

 Student’s Book pages 86 and 87

Warm Up
Decide if students need the extra
practice, if so, which they need.
These exercises can be done
in pairs or individually checking
answers in pairs before looking up
the answers.

1. Have students identify the mistakes

in the sentences and write their
own sentences explaining why the
compound noun is used wrong.
a alarm clock is different from
school bell, one is used in the
house and the other exclusively in
schools
b sightseeing tours show tourists
the most famous aspects of a city
c a traffic jam is when there is a lot
of traffic, a car crash is when two
cars hit each other.
d Traffic lights give directions to
cars, street lights illuminate public
spaces.
e Microchips are in cellphones and
computers, chocolate chips are in
cookies.
2. Students complete the dialogue
with their own ideas.
3. Students rewrite the sentences
using may, might or could.
Extra Activity Extra Activity
4. Students rewrite the phrases in
Working in pairs ask students to Brainstorm obligations students
the negative. Make sure to clarify
design a day in their lives in the have in their everyday lives on the
that may not has two meanings,
year 2025. They must consider board. Working in pairs students
one dealing with possibility and the
what their home and job will be. make a list of 5 things they have
other dealing with prohibition.
What their responsibilities will to do now then compare to
5. Students fill in the blanks with be and what they would like to when they were 5 years old. They
the words from the box. Remind do in their free time, as well as share their results in a small group.
them that there is one extra word what they won´t have to do. Ask Example: I must study at home
they do not need to use. students for examples using the for my lessons but when I was 5 I
modals from the unit. didn´t have to.

120 TEACHER’S BOOK

Guia 4º U4.indd 120 27-07-16 15:58

 5. Students circle the correct form
of have to to complete the sentence.
6. Match the vocabulary words to
their definitions. Check in groups
and then as a class.
7. Students use all the words from
the previous exercise to write an
original dialogue about technology.
Give them freedom to write it
d however they choose. Encourage
e
students to share with the class and
a invite other students to perform
b
their dialogue with them.
c

Common Mistakes
The use of “could”
Could for POSSIBILITY
John could/couldn´t be the
person who came yesterday (can
be replaced with may, might)
Could for PAST ABILITY
Wrap Up I could/couldn´t run very fast
Could as CONDITIONAL OF CAN when I was 10 years old (can be
Highlight the
If I had more money, I could travel to another replaced with able to)
good results and
country. Could for SUGGESTIONS
write down the
“Could not” vs. “Might not” We could go to the mall
common mistakes
“Could not” suggests that it is impossible for tomorrow. (no negative form)
for recycling and
something to happen. “Might not” suggests you Could for POLITE REQUESTS
extra practice
do not know if something happens. ex Jack Could I have water please ( can
during the next
might not have the key. (Maybe he has it). Jack be replaced by can, may, might)
units.
could not have the key. (It is impossible).

121

Guia 4º U4.indd 121 27-07-16 15:58

 Student’s Book pages 88 and 89

Lesson Summary
Aims: Use the vocabulary and themes
of the unit in a creative presentation
Suggested Time
45 minutes
Materials
Poster board, dictionary

Warm Up
Introduction: whole class share
ideas about the gadgets they use
and which they find are the most
useful.

1. a Briefly students identify the

gadgets in the pictures and say what
they are for.
b Students read the statements and
decide which of the gadgets pictured
can be categorized in that way.
2. Separate students into groups of
3 or 4 to design a gadget. As a class,
look over the rubrics in the back of
the book and decide which will be
the best to assess the project.
3. Have students delegate roles
within the group so that each team
member contributes something.
4. Students design the gadget. Have
them select certain team members
to draw it, create a marketing slogan
and discuss the ideal customer.
Wrap Up
Other students can design its
features and discuss how it will be Ask students to share their assessment and come to a conclusion as to
used. the highest assessed gadget. Have students focus on a variety of criteria
5. a Have each group present their so that more than one winner can be chosen. Who has the most
gadget. The presentations should creative idea? The most innovative design? The most practical gadget?
be no more than 5 minutes and Which one would students want to buy?
everyone on the team should speak Close the class by highlighting the good language you have heard in the
about his or her role in the project. presentations as well as noting some recurring mistakes.
b Decide which project fulfills the
most criteria as a class.

122 TEACHER’S BOOK

Guia 4º U4.indd 122 27-07-16 15:58


Wrap Up
Correcting mistakes. This can be
done through self-correction,
peer correction or corrected by
the teacher. Exercise 3 requires
checking by the teacher to give
feedback. Any rubric can be
used as long as students know
which it will be before doing
their writing. Keep a note with
the common mistakes to review
them in future units.
Guia 4º U4.indd 123
Writing
3. Students write a short paragraph
using the vocabulary in the box.
Possible answer:
I use my touch-phone every day
to send messages by typing on
the keyboard. I also download
music and listen to it with my
headphones. I don’t have another
handheld electronic gadget. The only
problem is that the batteries are not
rechargeable.
Lesson Summary
Aims: Assess themes and concepts
from the unit.
Suggested Time
45 minutes
Materials
Dictionary
Warm Up
Review reading and listening
comprehension strategies with
the class before doing the test.
Quickly go through the test
exercises to make sure they
understand what is expected of
them and how to complete them.
Remind students that the final
mark will be part of their monthly
markings or will be averaged with
others accordingly.
Reading
1. Students read the text and
answer the questions based on their
understanding. Answers will vary.
Listening
2. 33 Students listen and take
notes. Play the audio twice.
Possible answers:
a Domestic robots will do all the
boring jobs; b Robots will do the
dangerous jobs. c Jobs such as
doctors, pilots and scientists. d We
won’t be able to control them.
e Robots will destroy the human
race and possibly the entire planet.
123
27-07-16 15:58
 Transcripts
Unit 4
Track 29 page: 74 Activities 16 and 17
I’m sure most of you have logged on to YouTube and
watched, or even uploaded a video. Millions of people do
every day.
You might have chosen the most-viewed video of the week
or searched for something different. After all, you can watch
extracts from TV shows, music videos, and even films, not
to mention the thousands of homemade videos that users
upload onto the site. Teachers use it to show clips in class,
office workers to have a laugh in their coffee breaks, and
there is a growing list of people who have become famous
after being spotted on the video-sharing website. I wonder if
the founders of the site had any idea what they had started!
Track 30 page: 75 Activities 3 and 4
These days, teenagers are called the thumb generation
because they spend all day using their thumbs: to send text
messages, to play hand-held games, to listen to music on
MP3s and MP4s or to exchange photographs in real time.
You name it, they use their thumbs to do it!
Recently, Channel 4 TV commissioned research into the
relationship that young people, between the ages of twelve
and twenty-four, have with new technology. Youths own an
average of eight digital devices. These include MP3s, mobile
phones, game consoles, PCs, and digital cameras.
Most young people are expert multitaskers. This means
they can conduct as many as five activities at the same
time as they are watching TV. And as an interesting fact,
twenty-five percent of the interviewees admitted that they
sometimes send a text message to friends they are actually
with at the time.
124 TEACHER’S BOOK
Guia 4º U4.indd 124
Track 31 page: 80 Activity 8
Last year my mother said she was too old to start using
computers. Since she hated using them, she obviously wasn’t
used to sending emails. However, recently in a course for
pensioners she began to chat and she hasn’t stopped since!
She says she loves meeting new people on the Internet,
although, sometimes she would prefer to have a coffee with
them. Last week she asked me to help her create her own
web page. She said that after so long without Internet, now
she felt like learning as much as she could. I told her that
she’d better stop spending so much time online. Using the
Internet for longer than you had planned can be a symptom
of becoming a webaholic.
Track 32 page: 82 Activities 2 and 3
Have you ever wondered what your life will be like in the
year 2025? On a typical evening you will drive through a
traffic jam in your hydrogen-powered car. Your home will
have the very latest technology, which means that you
won’t need a key to open the front door: putting your
finger on a scanning device will let you in. As you walk in,
your movement will activate a sensor and the lights and air
conditioning will come on. All the energy that your house
needs will come from solar panels on the roof. A robot will
offer you a drink and you will then watch TV using a pair of
special contact lenses which stream images directly from the
Internet. Your dinner will be a healthy pill. If you feel unwell,
you won’t have to leave the house to go to the doctor’s. A
microchip under your skin will allow your doctor to check
your blood pressure and other body functions. Holidays will
take you to unusual destinations. There will still be beach
holidays, sightseeing tours and shopping trips abroad, but
you will also want to try places like Siberia, Antarctica and
maybe outer space.
27-07-16 15:58
 Track 33 page: 89 My Progress Unit 4 Activity 2
Are you tired of cleaning the house and taking out the
garbage? Don’t worry. Soon, domestic robots will do all the
boring jobs while you relax. But will this new technology be
a positive or negative change? Some scientists believe that
robots will make the world a better place because they
will do all the dangerous and difficult jobs. Life will be safer
with fewer accidents. In addition, they think that inventors
will develop robots that are highly intelligent and that will
do the jobs of doctors, pilots, and scientists. However, other
scientists have serious worries about robot technology.They
believe that intelligent robots will be difficult to control. The
most extreme predictions say that robots will destroy the
human race and possibly the entire planet.
Guia 4º U4.indd 125
Track 34 Extra Test Unit 4 Social Networks
A study, conducted by an Internet analytics company,
ComScore, suggests that Chileans spend up to a third of
their time online using social networks.
Analysts believe that the average Chilean web user spends
around 8.7 hours per day on social networking sites
compared to the worldwide average of 5.4 hours per day.
In fact, it is estimated that 9 out of 10 Chilean Internet users
are members of Facebook. The second most popular site in
Chile is Windows Live Messenger, and Twitter is the third,
with 1,000,116 visits, although it remains a long way behind
Facebook in terms of usage.
125
27-07-16 15:58
 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT

Listening
1 Listen to a media analyst speaking about Chileans and the usage of social networks. Answer the questions. You will
hear the recording twice.
a How does the text describe Chilean workers’ relationship with social networks?
b Does ComScore suggest that Chileans spend two thirds of their time using social networks?
c According to analysts, how many hours per day do Chileans spend on social networks?
d What is the worldwide average per day for people using social networks?
e Which is the most popular site in Chile?
points /5

Reading
2 Read this text about a research that a media analysis company carried out in Chile.Then answer the questions.

Businesses and companies in Chile, according to
ComScore media analysts, are worried because workers
are high users of social media sites. According to their
research, 7 out of 10 companies have blocked social
media sites such as Facebook, Youtube, and Twitter in
their offices due to security threats. The main concerns
of Chilean businesses include the increased risk of
malware through social networking sites, and security
threats to company information.
Com Score also speculates that these sites have played
a key role in the organization of student protests as it is
a better method of communication than the traditional
word of mouth. A university student explained that
communication via text message is expensive and
inefficient; however, Twitter messages can be sent to all
those involved instantaneously and cheaply, which is
very important in improving cohesion and exchanging
opinions.

a What is the name of the business that analyses the usage of social media?
b Why have businesses blocked social media sites?
c According to ComScore; how were social networks important in the organization of student protests?
d What did a student say about text messages?
e Why is Twitter efficient?
points /5

Writing
3 Write a paragraph about the use of social networks in Chile. Use 100/120 words.
Do you believe what the analysts of ComScore say in activity 1 & 2? How many hours do you and your friends
spend on social networks? Give examples of how you use them. Do you use text messages or Twitter? What is your
conclusion?
points /10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 12-16 17-20

126 TEACHER’S BOOK

Guia 4º U4.indd 126 27-07-16 15:58

 a Tes
xtr
4

t
E
UNIT

Warm Up
Present students with the following situation:
You are the boss, and your employees need to use the Internet for work. Will you block access to social media sites?
Why or why not?
Discuss the advantages and disadvantages of having an Internet connection at work or school. What does it
make easier? What does it make harder?

Listening
1. 34 Students read an article about social networks in the workplace and answer the questions.
Answers:
a Chile has the fifth highest usage of social networking sites in the world.
b No, it says they use one third of their time on social networking sites.
c 8.7 hours a day.
d 5.4 hours a day.
e Facebook

Reading
2. Students read about social media habits around the world and answer the questions.
Answers:
a ComScore.
b Companies have blocked social media sites because of security risks.
c Social networks help people communicate faster and to a wider audience, making it easier to organize mass
events.
d The student said text messaging was expensive and inefficient.
e Twitter sends a message to everyone who cares to look for it, which is much faster than sending individual
messages.

Writing
3. Students write paragraph describing their usage of social networks compared to the data about Chileans in
general. Encourage students to set up a comparisson in the structure of their sentences. e.g., The text says
that____________, but in my life _____________________.

Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class and clear up
any doubts the students might have. Play the audio again if students have doubts about its contents. Poll the
class to see what the most difficult part of the test was. As a group, decide on strategies that students can use
to improve in that particular area. Collect the tests to correct the writing section.

127

Guia 4º U4.indd 127 27-07-16 15:58

PHOTOCOPIABLE

4
UNIT Reinforcement Activities

1 Internet Vocabulary. Complete the following basic 2 Technology Phrasal Verbs. Complete the crossword
Internet vocabulary quiz. with the correct word.
a HTML is an acronym of
i High Tech Markup Language put together- close down | pick out | set up |
ii How To Markup Language turn off | look up | switch on
iii Hyper Text Markup Language
iv HoT MeaL 1 2

b URL is 3

i Unique Routing Link

ii Uniform Resource Locator
iii Universal Resource Locator 4
iv Unix Real Link
c HTTP is short for Across 5

i HyperText Transfer Protocol 2. Select,identify

ii HyperText Transfer Process 3. Start a machine
iii Homepage Text Talk Protocol 4. Stop a machine
6
5. Prepare for use
iv Homepage Text Transfer Protocol 6. Close by force
d WWW stands for Down
1.Try to find
i Wild Weird Web
2. Assemble
ii Wide & Wet Web
iii World Working Web
iv World Wide Web

3 Modern Life Technology. Complete the following text with one of the words given

catching | installed | computers | crime | cameras | equipment | technological | preventing

One of the latest (a) _____________ developments is the camera, which has been used for many years, especially
to fight against (b) ____________. First, cameras have started to be (c)_____________ in public places such as car
parks and shopping centres where the number of the staff isn’t enough to prevent theft.
Recent surveys have shown that theft has decreased in the places where (d) ______________ are installed.
Cameras have also been used in schools, colleges and office lifts to prevent the theft of valuable (e) ____________
such as (f) _____________. Secondly, cameras are helpful in (g) ______________ hooligans from spoiling the
pleasure of the majority at some social events like football matches. They film people at large sporting events so it
is easy to distinguish the people who are hooligans. Finally, cameras are used outside our houses as it is a good way
of (h) ____________thieves. To conclude, it is possible to reduce crime and feel more secure by means of cameras.

128 TEACHER’S BOOK

Guia 4º U4.indd 128 27-07-16 15:58

 4
UNIT Reinforcement Activities

Warm Up
Ask students: How many of you are familiar with Internet language? Write www.gob.cl on the board. Ask students
about the different parts of the web address. What does www mean? What about .cl? Discuss other things students
might know about programming or making websites.

1. Students complete the quiz on Internet words. Encourage them to make educated guesses if they are not
familiar with the material. Do as a class to demonstrate the way students should be thinking through their
answers.
Answers:
a iii ; b ii ; c i ; d iv ; e i
2. Students complete the crossword puzzle. Have them try first on their own before helping them with the
vocabulary. Encourage them to use process of elimination to figure out the definition of words that are new
to them.
Answers:
Down DownAcross 4. Turn off
1. Search 1. Look up out
2. Pick 5. Set up
2. Put together 2. Put together
3. Switch on 6. Close down
3. Students complete the paragraph using the technology words. As in the previous exercise, allow them to guess
before giving them the definitions of the words.
Answers:
a technological ; b crime ; c installed ; d cameras ; e equipment ; f computers ; g preventing ; h catching

Wrap Up
Write vocabulary words from the activity on the board and elicit sentences from the students. Make sure the
students understand the meaning of the words in both the digital and real world contexts. If a student uses
the word wrong, decide as a class how to fix his or her mistake. For homework, have students write their own
paragraphs using words of their choice.

Common Mistakes Background Information

Many words we use to describe Internet behaviors
are words with other meanings.
Surf: the name of a sport and also a verb meaning
browse the Internet
Set up: A verb that means to build something
physically as well as digitally
Look up: A verb that means to look for information.
Most commonly used with the dictionary or with
search engines on the Internet.
HyperText Markup Language (HTML) is the main
markup language for creating web pages and other
information that can be displayed in a web browser.
HTML elements form the building blocks of all
websites. HTML allows images and objects to be
embedded and can be used to create interactive
forms. It provides a means to create structured
documents by denoting structural semantics for
text such as headings, paragraphs, lists, links, quotes
and other items.

129

Guia 4º U4.indd 129 27-07-16 15:58

 Student’s Book pages 90 and 91

UniT 5
Part Time or Full Time?

Getting Started
Write the words job, work, full-time
job, part-time job, interview, recruit,
candidate on the board. Clarify
their meaning by asking some
concept checking questions.
Direct students’ attention to the
photo. Ask them:
Teacher: Where do you think the
girl is? What is she thinking? What
position do you think she holds?

Background Information
Job: the regular work that a person
does to earn money.
Work: an activity, such as a job, that
a person uses physical or mental
effort to do, usually for money.
Full-time job: done for the whole of
a working week
Part-time job: work for only some
of the day or the week:
Interview: a meeting in which
someone asks you questions to
see if you are suitable for a job or
course.
Recruit: to persuade someone to
Read the Living in Harmony section, keeping in mind that this is an OFT.
work for a company
Draw students’ attention to practising good work ethics and rigour while
Candidate: a person who is
being responsible and perseverant. Then ask them how they can relate
competing to get a job.
their own experiences to these concepts.

130 TEACHER’S BOOK

Guia 4º U5.indd 130 27-07-16 15:59


Post Listening
5. Students read the statements
with a partner and decide if they
agree or disagree.
Guia 4º U5.indd 131
partner. Listen again and check
their answers as a class.
4. Students listen again and answer
the questions.
Answers:
a make money, friends, and fi ll free
time.
b fi ll out application, interview well, write down 2 pros and 2 cons of
work with colleagues and superiors.
c become stressed, overtired, and
distracted in other areas.
Lesson Summary
Aim: develop reading
comprehension skills.
Suggested Time
90 minutes
Vocabulary
Career prospects and jobs
Communicative Aims
Self-correct and reword questions
Materials
35
Dictionary
Warm Up
Students look at the 4 pictures
next to the title and answer the
question. Teacher: What do these
people do? Would you like one of
these jobs? Why or why not?
Pre-Listening
1. Students review the information
and fi ll in the chart with the advantages
and disadvantages of each job.
2.Tell students that the illustrations
are related to the listening. Have
them make some general predictions
about what they will hear.
Teacher: Looking at the pictures, what
do you think this listening will be about?
What types of words do you think they
will use?
While Listening
3. 35 Students listen and
the jobs. Encourage students to
compare their answers with their
131
27-07-16 15:59
 Student’s Book pages 92 and 93

Pre-Reading
6. Promote participation by
discussing the fi rst question.
Elicit possible careers based
on students’ favourite subjects.
Write some opinions on the
board. Students discuss in pairs.
Teacher: How can you translate
your favourite subjects to a career?
Do you think its better to study
based on what you love or to be b
practical?

While Reading e

7. Students read text once and then

fi ll in the blanks with the phrases.
Clarify the meaning of some key
c
words in the text before reading.
8. Ask students to answer the
questions with their partner and
f
then check their answers on the
board.
Answers: a Because they are well-
paid, and are high demanding for
maintenance. b Most companies
need a technician to provide
technical assistance. c (suggested
answer) There is a need for
getting new fuels that are as
effi cient as oil but environmentally
friendly. Many institutions Background Information
and companies are requiring Recently, with the help of LaGuardia Community College in New
more external staff for confl ict York, Chile opened its fi rst community college. Community College of
management and problem solving. Santiago has become an attractive alternative to students who don’t
have the time or the money to study in a private university. With shorter
programmes and more focus on the technical areas, this college has
allowed for many Chileans to achieve upward mobility in an education
system that seems to be constantly stacked against them.

132 TEACHER’S BOOK

Guia 4º U5.indd 132 27-07-16 15:59

 Post Reading
9. Students match the words in the
columns with their corresponding
synonyms.
Teacher: Does compatible apply to
a
humans as well as technology? How?
What concerns in your life would you
describe as paramount?
10. a Encourage students to
d
rescan the text and write three
words they don’t understand.
Elicit the synonym if dictionaries
are not available. Another option
is to look up the synonyms online.
Answers will vary.
b Students choose 5 words from
this activity and the previous one
and write 5 sentences about their
dream jobs.

g
STEP IT UP!
Stimulate participation by eliciting
an example. One example of a
high demanding career in the
future may be: Systems software
developer: create everything from
word-processing programs to apps
for tablets and smart phones

Extra Activity
A newspaper in Boston recently published a list of the jobs that are
growing in demand. They include physical therapists, manicurists,
dental assistants, marriage and family therapists, social workers, forensic
technicians and theatrical make-up artists. Have students pick one of
these occupations and write a cover letter describing why they are
perfect for the job. They can feel free to invent a persona or speak
from personal experience.

133

Guia 4º U5.indd 133 27-07-16 15:59

 Student’s Book pages 94 and 95

Practice
11. Students work in pairs to
choose the correct options to
complete the reported statements.
Emphasise the subtle differences
between the options so students
are clear about how say and tell
are different. Have students explain
their reasoning.
12. Students complete original
sentences using say or tell. Have
them check in partners and then
take volunteers to share their
sentences. Ask students why they
chose to use say or tell in any given
situation.

CHECK THIS OUT!

Students read the information in the
box. Show students a newspaper
article which demonstrate the use
of reported speech. Invite students
to read online newspapers at home
to practice reported speech.

LANGUAGE IN USE
Rewording statements from others
(Reported Speech)
Start with this box. Write these
sentences on the board: She said
she wanted to become an engineer.
Students told the teacher about the Practice Wrap Up
accident.
Teacher: What do both sentences 13. Elicit the meaning of eligible. Highlight common mistakes
have in common? (both sentences Check students understand any such as verb tense change
are repeating what someone said). unknown vocabulary. Note language in reported sentences and
Check the Grammar Reference at points for praise and correction. reinforce the main points of
the back of the book for more detail. the class.

134 TEACHER’S BOOK

Guia 4º U5.indd 134 27-07-16 15:59


Answers: His interests: music,
bikes, football; He loves: working
with the latest technology; He
doesn’t like: extra hours; His
favourite video games: FPS,
Quake live, Call of Duty; Future
plans: Masters degree in USA;
He thinks technology is: part of
everyone’s life; His advice: do
something you enjoy.
Guia 4º U5.indd 135
pairs. Listen again and check their
answers.
Answers: a He is a graphic designer.
b He has made games for Hollywood
fi lms. c Yes, he does. When he has
time.
d Yes, he does because he likes to
socialise with his colleagues.
4. 37 Listen to part 2 of Emilio’s
interview to complete the chart.
Lesson Summary
Aim: To gain fl uency when talking
about jobs.
Suggested Time
90 minutes
Vocabulary
Terms related to professions and
unusual jobs
Communicative Aims
Self-correct and reword questions
Materials
36-37
Dictionary
Warm Up
Write fun, work, media, technology
on the board and ask students:
How are these words related?
Pre-Listening
1. Students share their answers with
the class. You may draw a question
chart on the board to record some
of the students’ answers.
2. Clarify any unknown vocabulary.
After reading, write students’ ideas
for title on the board. Answers will
vary.
Teacher: Would you like to have
Emilio’s job? Why/ Why not? What
would be a good title for this article?
While Listening
3. 36 Students read the
questions and then listen to part
1 of Emilio’s interview. Encourage
students to answer the questions in
135
27-07-16 15:59
 Student’s Book pages 96 and 97

LANGUAGE IN USE
Rewording questions with the
intention of repeating them
to someone else (Reported
Questions) Write these sentences
on the board: The teacher asked
if we knew the answer. Students
asked where the teacher was. Ask
students: What do both sentences
have in common? (the word asked
and that they are statements
not questions) Elicit examples of
direct questions and ask students
to change them into reported
questions.
• What you are doing? Jenny asked.
• When is your birthday? The teacher
asked me.
Remind students that reported
questions are actually statements.
Make sure they are aware that
there are two types of reported
questions as shown in the
examples. Check the Grammar
Reference at the back of the book.

Post Listening
5. Students choose the best
answer to report the questions
and explain their reasoning to a
partner. Pronunciation Vocabulary
6. Students re-write the reporter’s
questions using reported speech. 7. Choose a strong student to 8. Check students understand the
Draw their attention to the model the conversation. Elicit occupations shown in the chart
example as a model. Answers: reasons why certain words are such as professor, consultant, field
a The reporter asked Emilio if stressed. Model the sentences engineer and development manager.
Behaviour was a Chilean company. with different word stress. How words that give signifi cance to the
b The reporter asked Emilio do they change? sentence and carry the content of
what his future plans were. c The the sentence.
reporter asked Emilio if he used
English outside work.

136 TEACHER’S BOOK

Guia 4º U5.indd 136 27-07-16 15:59

 Writing
9. Check students understand any
unknown vocabulary. Write Snake
Milker and Laugher Therapist on the
board. Ask students to brainstorm
ideas on what they think these
jobs are about. Students read the
descriptions and share their answers
with their partner.
10. Elicit a few unusual jobs. Ask
students to use the diagram and
complete it with the information
from the prompts. Answers will vary.

Speaking
11. Model the dialogue to the class
with a volunteer. Then, ask students
to practice the dialogue with a
partner.
12. Tell students to make their own
conversation using the model in
activity 11. This time they will use
the information from activity 10.
Give them some time to practice
with their partners. Then ask some
pairs to perform the conversation
to the class. Circulate and monitor.
Note language points for praise and
correction.

Wrap Up
Have students write a description of their perfect job. This can be a paragraph or a list of characteristics. It can be as
specifi c as students want.
For the second question, have them describe the differences between technical colleges and universities. Again, it
can be a paragraph or a list or any other type of diagram that expresses the students’ opinions. Afterwards, have a
conversation about both questions.
Teacher: Is a perfect job more about the actual work or the work environment?
Reinforce the main points of the class such as fi nding a career that you can enjoy and highlight common mistakes such
as the sentence order in reported questions.

137

Guia 4º U5.indd 137 27-07-16 15:59

 Student’s Book pages 98 and 99

Lesson Summary
Aims: develop reading
comprehension skills and strategies
for fl uent reading.
Suggested Time
90 minutes
Vocabulary
Language related to skills, f
personality, workplace and advice. e
a
Communicative Aims b
c
Use context and relevant ideas to g
communicate specifi c information. d
Materials
38

Dictionary

Warm Up
Write positive, successful, personality
on the board. Then, ask students:
What words come to your mind
when thinking of these words? For
example: positive: nice, smile, happy,
optimistic, etc. Write some of
their answers on the board. Draw
students’ attention to the question:
How are these three words related?
Write some of their ideas on the
board.

Pre-Reading Background Information

1. Encourage students to infer the You can fi nd some career personality tests on the following links:
meanings of the words they don’t http://www.careertest.net/cgi-bin/q.pl
know. Students match the words http://www.quizrocket.com/careerpersonality-test
with the defi nitions. Then, ask students if any of them wants to share their results.
Check the answers with the
class and ask them to predict the
content of the text below. Write
some of their ideas on the board.

138 TEACHER’S BOOK

Guia 4º U5.indd 138 27-07-16 15:59

 While Reading
2. Students use the information
form the reading to match the
adjectives to the possible jobs. Check
students understand any unknown
vocabulary. There are many possible
answers, what’s important is the
explanation they give.

Post Reading
3. Have students read the LEARNING
TIP and do each of the strategy
exercises to practice reading in
different ways. Monitor to make sure
students are performing each task.
b
e
a
d
LANGUAGE IN USE
f Coming to conclusions based on
c
unreal situations
(Second Conditional)
Write these sentences on the
board: If I liked my job, I would be
more motivated. I would be happier
at work if my boss understood me.
Teacher: Does the person like their
job? Are these phrases based in real
or unreal situations? Ask students to
identify the form. Students read the
example in the box.

5. Students complete the
sentences. Ask for volunteers
to give possibilities for option
a. Have them share with
a partner and then ask for
answers for each option. As
a class, decide if the answer
is correct.
Practice
4. Have students match the
conditional clauses to create
sentences. Do the fi rst These strategies, especially re-
question as a class so that
the students have a model to
follow.
LEARNING TIP
For future readings, have students
practice these strategies.
reading texts, will help students to
grasp language visually and start to
see patterns that will help them
read faster without thinking about
each word individually.

139

Guia 4º U5.indd 139 27-07-16 15:59

 Student’s Book pages 100 and 101

Pre-Listening
6. Students discuss ways to keep a
job. Encourage them to think beyond
the obvious ways like arriving on
time and being focused. Share as a
class afterward.

While Listening
7. 38 Have students read over
the words and clarify any unknown
vocabulary. Listen to the audio and
have students mark the phrases or
words they hear.
8. 38 Have students take notes
on advice to keep a job. Have them
compare with a partner afterward
and then go over the activity as a
class. Play audio more than once
so that students can hear all the
different advice given and not just
the 5 ideas they wrote down.

Post Listening
9. Elicit the structure of a letter
from the class. Draw a model on
the board. Then, have students
work individually to write a letter
to a friend about their future plans.
Tell them to use the diagram to
brainstorm various ideas before
writing. Brainstorm ideas for a Pre-Reading
fi ctional character fi rst as a class 10. Students read the title and the
so that students understand that sub-sections of the text. Elicit ideas
they should be taking notes and about the content of the text.
not writing complete sentences. Teacher: What do you think hard
Their loose ideas will then be put and soft skills are? Can you give an
into letter format. After they have example of each? Why is it important
developed their ideas, monitor to to identify your specific skills?
make sure each student is using the
letter structure.

140 TEACHER’S BOOK

Guia 4º U5.indd 140 27-07-16 15:59

 While Reading
11. Have students skim the text
using the reading strategies from
the previous text. Were their
predictions correct? Check students
understand application, problem
solving, advantages, challenges,
feedback, recruiters and wisely.
Read the text aloud as they follow.
Then ask them again if they understand
what soft and hard skills are.

Post Reading
12. Students write down one
example of each skill. Before the
activity, ask why each skill is defi ned
as hard or soft.
Possible answers:
N° 1:You have a look at the
information given and take only
what is useful for the project.
N° 2:You need to make the
presentation because your
colleague is absent.
N° 3:You ask some of your
colleagues opinions and
participation to complete the
project proposal.
N° 4:You deliver the project
proposal on time to my supervisor.

Wrap Up
Encourage students to answer the fi rst question without much explanation. They should use the conditional tense
to describe an imaginary situation. Elicit answers from the students and write various examples on the board for
students to see the different possibilities.
The second question is more open ended. Tell students to think about how they can express their ideas using
English. When they don’t know the words, what strategies do they use? When they are trying to make a specifi c
point, how do they make sure it is clear?
Reinforce the main points of the class such as hard and soft skills and personality traits as important factors to get the
right job and highlight common mistakes such as the tense and structure in Second conditional.

141

Guia 4º U5.indd 141 27-07-16 15:59

 Student’s Book pages 102 and 103

Lesson Summary
Aims: develop listening
comprehension skills
Suggested Time
90 minutes
Vocabulary
CV, application letter terms,
five (5)
attitudes.
Communicative Aims Mac OS X Linux
Master expressions and fi xed phrases
skilled at HTML
related to specifi c communicative create
computer games
functions
Materials
39
Dictionary
Map of the World

Warm Up
Write attitude, motivation, excellence,
T
job interview on the board. Then, ask
students: How are these words related? F

Ask students to discuss the question F

with their partner. Write some of their F

responses on the board and tick the T

ones that students agree the most with. F

Pre-Listening
1. Check students understand
good attitude, good manners. Ask
students to discuss the questions in
pairs Write some of their answers
on the board and tick the best
ones. Circulate and monitor. Note
language points for praise and
correction.
2. Check students understand
features, self-confi dence. To answer detail and complete with the
the question, they tick the features
in the box on the right. Share
answers with their partner.
While Listening
3. 39 Students listen and
decide if the statements are
true or false.
4. 39 Students listen to the
job interview again with more
missing information.
partner.
Post Listening
5. Using the previous exercise
as a reference, students read
the notice and complete the
sentences in the job interview.
Afterward, students role-play
the interview in groups, taking
turns playing the interviewer
and the interviewee.

142 TEACHER’S BOOK

Guia 4º U5.indd 142 27-07-16 15:59

 Vocabulary
6. Have students read over the
vocabulary and have a discussion
about applying for a job in a foreign
country. To start, write this phrase
on the board as a model: Where
in the world would you apply
for a job? Monitor to make sure
students are using the vocabulary
correctly.

7. Students look at the vocabulary

words in the boxes and fi ll the
sentences in with the correct
words.

recruit
waiting tables 8. Draw students’ attention to the
overworked chart. Have students match the
free time expenses jobs to the qualities. Make sure
insertion paramount students recognise that they are
looking for traits that are NOT
necessarily ideal for each job. If
students have trouble coming up
with ideas, start a class discussion
about how some positive
characteristics are not necessary
for every job and some negative
characteristics are not detrimental
to every job. For instance, a
person who has bad attention
to detail will thrive in more
creative positions, while a neat and
Extra Activity organised person might fi nd such
Have students play the role of an angry boss. Have them write a positions overwhelming.
letter reprimanding an employee who is not performing well. This can b Students role-play the dialogue
be a babysitter or a more offi cial position. Encourage them to use together. Choose volunteers to act
different tenses to describe how the employee was when they started out their dialogue in front of the class.
working and how his or her performance has become worse over
time. Tell them to use the words on the diagram as references, but
also encourage them to use the dictionary to fi nd more specifi c words
related to the specifi c problem.

143

Guia 4º U5.indd 143 27-07-16 15:59

 Student’s Book pages 104 and 105

Writing
9. Ask students if they have ever
made a CV. What job were they
applying for? Have students discuss
the key components of a good CV
based on the example below.
10. a Ask students to brainstorm
their ideas.
b Ask students to complete the CV
following the structure of activity 9.
c Ask students to read their work
and then make any chages they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Invite students to share their
work to the rest of the class.
11. Have students complete their
own CV based on their experience.
If they have no work experience,
have them make a CV for a famous
character or person (see Extra
Activity).

LIVING IN HARMONY
Draw students’ attention to the
importance of being responsible
in order to become independent.
Highlight the importance of being
accountable for our actions, take
care of our duties and answer
for our actions. Then ask them
how they can relate their own
experiences to these concepts.
Elicit some examples if possible. To
close this activity, you could have
students personalise the OFT
by forming groups and making a Wrap Up
poster on the topic ‘how to be
responsible at school’ with a list of Highlight common mistakes
tips for themselves to remember. and correct target language.

144 TEACHER’S BOOK

Guia 4º U5.indd 144 27-07-16 15:59


Wrap Up
Results will allow detecting
weaknesses and strengths
and plan which exercises
in the Worksheets on the
following pages need to be
completed.
For more examples and
explanations go to Grammar
Reference at the back of the
book.
Guia 4º U5.indd 145
Extra Activity
Have students write a story that is similar
to the one in activity 2. Tell them to pay
attention to the construction of the
story and the words that signify different
changes in tone. Once they are done,
they read their story to a partner, who
must repeat it back. The students who
are listening may take notes on their
partners’ stories and get 3 clarifi cation
questions before speaking.
Warm Up
These exercises can be done in
pairs or individually, but checking
answers in pairs before whole class
feedback. Have students decide
which they prefer and have them
defend their positions in order
to get them thinking about their
learning process and the benefi ts
of working alone vs. with a partner.
1. Check students understand the
words in the table and have them
write original sentences.
2. Students read the story once.
Encourage them to take notes to
make sure that they do not repeat
the language of the story when the
rewrite it. Have students volunteer
to share their versions of the story
to the class.
3. Review the structure of reported
questions with the class by asking
them to change this sentence
into reported speech: I have class
tomorrow.
Students circle the correct sentence.
4. Students complete the conditional
sentences using words of their
choosing. When they are fi nished,
ask for volunteers to share their
answers. Make note of phrases for
praise and correction and the end
of the class.
145
27-07-16 15:59
 Student’s Book pages 106 and 107

Warm Up
Decide if students need the extra
practice, if so, which they need.
These exercises can be done in
pairs or individually, but always
checking answers in pairs before
whole class feedback.

1. Students complete the sentences

with the words from the table.
Check students understand the
meaning of words and context in
sentences.
2. a Students match the words and
phrases to complete the job word d
f
groups. Do this activity as a class a
so they understand that these are e
b
general phrases and not concrete c
vocabulary words.
b Students write six original
sentences using the phrases.
3. Students circle the correct
reported sentence based on the
prompt. Have them check in pairs
afterward.
4. Students complete the dialogue
using reported speech. Review
as a class afterward and ask
for volunteers to role-play the
dialogue as a class. Answers will
vary. Extra Activity
Using the dialogue in activity 4 as an example, have students create their
own dialogues using the vocabulary words from activity 2. Encourage
them to think outside the box and create a dialogue that is different from
the employer-employee dialogues that they have seen throughout the
unit. When possible, always encourage students to use the vocabulary
from the units in other contexts so that they avoid repeating things from
the unit.

146 TEACHER’S BOOK

Guia 4º U5.indd 146 27-07-16 15:59

 5. Students complete the
sentences with their own ideas.
Ask for a volunteer to complete
sentence a and tell students to be
as creative as they wish.
6. Students read the situations
and offer a piece of advice using
conditional phrases. Introduce
exercise by writing My neighbours
say my music is too loud, on the
board. Have students offer you a
suggestion using the conditional
tense. Write their suggestions on
the board so they can refer to
them while doing the exercises.
7. Students write a paragraph
explaining why they would be
the perfect candidate for a job
offer. Check students have the
vocabulary to write. Elicit one
or two sample sentences on the
board. Suggest using vocabulary
and expressions from the reading
on page 101. Remind them to
start by brainstorming ideas of
what they would like to include
in their paragraph. Reinforce the
use of connectors to join ideas.
Circulate and monitor students’
work.

Wrap Up Extra Activity

Highlight the good Activity 6 can be done as a class to make
results and write down sure that all students can see the thought
the common mistakes process behind the exercise. Sometimes it is
for recycling and extra easier for students to hear the explanations
practice during the and reasoning behind possible answers,
next units. which isn’t possible when they are working
on their own. In the more open-ended
exercises, always consider this option as a
way to decide if the class is ready for the test
and which things are not as clear to them.

147

Guia 4º U5.indd 147 27-07-16 15:59

 Student’s Book pages 108 and 109

Lesson Summary
Aim: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Dictionary

Warm Up
Ask students: What is the most
important question to ask in a job
interview? As a class, debate which
single question is the most signifi cant
for choosing an employee.

1. Remind students about the

importance of a job interview and
what makes a candidate perfect for
a job. Refer to lesson 3 and 4.
Students have a look at the advert
and decide which job they prefer.
2. Once they have decided on the
job, they answer the questions
individually and then take turns to
ask and answer with their partner.
Remind them that they can make
up information if they don’t have Wrap Up
it. Read the questions aloud so
3. Here, students can fi ll Have volunteers role-play their
students can clarify any doubts and
in their questions before dialogues in front of the class. Using
elicit some sample answers. Assign
asking them. Encourage the rubrics, have students assess
practice time before presenting to
students to use follow-up their classmates and vote on various
the class. Go over the rubric on
questions based on what categories. Who had the funniest
page 187 in the Student’s book
before presenting. their partner says instead interview? Who had the most creative
of sticking to a script they interview? Who had the most difficult
have pre-written. questions?

148 TEACHER’S BOOK

Guia 4º U5.indd 148 27-07-16 15:59


Wrap Up
Check students’ answers on
the board and elicit correct
answers when applicable.
Try to give positive feedback
to students based on what
they achieved, reinforcing the
importance of lesson and
practice time.
Guia 4º U5.indd 149
Reading
3. Students read a paragraph about
the most demanding careers
in the next 10 years and write
a sentence describing the skills
needed for each job. Remind
them about the soft and hard skills
text from earlier in the unit.
Lesson Summary
Aim: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
40
Dictionary
Warm Up
You may ask students to complete
this section individually or in pairs.
Listening
1. 40 Students listen to a
conversation and circle the correct
answer. Play the audio twice.
Writing
2. Students write a summary
about what they want to do when
they fi nish school. Ask them to
write on a separate sheet of paper.
It’s suggested to assign time to
carry out these types of activities.
Check students have the vocabulary
to write. Elicit one or two sample
sentences on the board. Suggest
students to use vocabulary and
expressions from lessons along the
unit. Remind them as well, to start
with a brainstorming of ideas of
what they would like to include in
their summary. Reinforce the use
of connectors to join ideas.
Circulate and monitor to answer
students’ doubts.
149
27-07-16 15:59
 Transcripts
Unit 5
Track 35 page: 91 Activities 3 and 4
These days, many high school or university students are getting
part-time jobs during the week.
The reasons why many of them are getting so enthusiastic to
get a job may be due to the following reasons:
• To get something else to do that is useful.
• To make their own money for free time expenses.
• To make money to help finance a degree.
Pros:
• Jobs are opportunities for teenagers to learn work skills
they will need throughout their lives, such as how to fill
out an application, how to do well in an interview, how to
work responsibly, and how to get along with co-workers
and superiors.
• Jobs can be taken as opportunities to build confidence
and independence.
• Jobs assist students in managing their finances responsibly.
• Jobs are excellent chances for students to find the essence
of their career paths.
Cons:
• Students who work more than 13 to 20 hours a week are
more likely to feel stressed.
• Students who work may have more difficulty maintaining
friendships or doing other extracurricular activities.
• Overworked students may have less time to sleep, exercise,
and spend time with their families.
Track 36 page: 95 Activity 3
Part 1
Interviewer: What do you do?
Emilio: I’m a graphic designer. My job title is User Interface
Graphic Designer.
Interviewer: Where do you work?
Emilio: At a video game company called Behaviour
Interactive.
Interviewer: What do you do at Behaviour?
Emilio: I create game interfaces, like splash screens, menus,
HUD, the tally, etc.The users need to be able to
interact with all the screens.
Interviewer: What interesting projects have you worked on
there?
Emilio: We’ve done lots of work making games for
Hollywood films, such as the Ice Age movies,
and at the moment we’re making a game for
a new Will Smith movie that’s just about to be
released.
Interviewer: That sounds like a lot of fun! Do you get to play
video games?
150 TEACHER’S BOOK
Guia 4º U5.indd 150
Yes, when I want to, but I also have a lot of work
Emilio:
to do.
Interviewer: What language do you speak at work?
Emilio: I speak mostly Spanish, but also English. A lot
of people speak different languages, but we
need English as a common language, especially
concerning computer technology.
Interviewer: Do you use English outside of work?
Emilio: Yes, I like to socialize with my foreign colleagues at work.
Track 37 page: 95 Activity 4
Part 2
Interviewer: What are some of your other interests?
Emilio: Music, especially ska, punk, and hardcore. I also ride my
bike everywhere and play football when I have time.
Interviewer: What do you like most about your job?
Emilio: I like working with the latest technology.
Interviewer: And what do you like the least about it?
Emilio: Working extra hours. We have deadlines and we
need to work so that the game is finished on time.
Interviewer: What are your favourite video games?
Emilio: II play online games like: Quake Live, Call Of Duty: Ghosts,
and now I play Battlefield 4.
Interviewer: What are your future plans?
Emilio: I would like to do a master’s degree in the United
States. I think it will improve my chances of getting
a better job with a higher salary. It would also be
a great life experience to live in another country
and learn about the culture.
Interviewer: How important do you think it is to be familiar with
computer and Internet technology nowadays?
Emilio: I think today technology is part of everyone’s life and
that’s also why so many people play games just for fun,
too.
Interviewer: What advice would you give a student here in Chile
who is trying to decide what to study and where to
study?
Emilio: I would tell them to look for something they really
enjoy doing, because they will have to do it 8 hours a
day, every day! So it’s a difficult decision.
Interviewer: Thanks Emilio, that was great!
Emilio: You’re welcome.
Track 38 page: 100 Activities 7 and 8
HOW TO KEEP YOUR JOB
• Try to be on time. This shows they consistently count on you
for work.
• Have a good attitude everyday and you will do a better job.
• Do your best work. Find new ways to challenge yourself through
smarter, faster and more effective and efficient work.
27-07-16 15:59
 • Cultivate a good relationship with others. Work in teams when
appropriate.
• Always be alert to training possibilities and new assignments.
• Take on new duties or assignments no one wanted if you have time.
• Try to participate in your company celebrations, reunions, seminars
and any other extracurricular activities you are invited to.
• Be neat and organised in all your tasks.
• Appreciate the job you have.
• Dare to innovate and create in the position you have at work.
• If necessary, do what is required even though it’s not on your
list of duties.
• Whenever you are not busy, see if you can help complete
someone else’s tasks in the spirit of team work.
• Do not waste your time gossiping or spreading rumours about
a colleague or your company.
• Show pride in yourself and respect toward others.
• Motivate yourself and learn the ability to work without
supervision.
• Work to have a good and professional relationship with your
supervisor.
Track 39 page: 102 Activities 3 and 4
Man: Okay, Mr. Pérez. First of all, tell me about your last job.
Mr. Pérez: Well, I worked for five years at Smart Computers.
Man: Okay. Smart Computers. And what do you know
about computer networks and operating systems
including Windows, Mac OS X, Linux?
Mr. Pérez: Well, let me see. I don’t know those films but I can
tell you for sure that I did use computers to watch
free movies every night at my last job.
Man: Right. And how about tools and skills for building
web pages? We are looking for someone who is
skilled at HTML and CSS validators, link checkers,
and an understanding of content on the web to
create and manage our site.
Mr. Pérez: Umm . . . uh, web page, web page. Huh . . . I don’t
think I’ve watched that film or is it a book…and I’m
afraid I’ve never used thowse HTML things.
Man: Huh?! And what about Adobe?
Mr. Pérez: Well . . . I think I’ve tried Adobe at a foreign friend’s
home or one time but I didn’t like it very much! It
tasted weird, if that’s what you mean.
Man: Okay, Mr. Pérez, I believe I don’t have any more
questions for you.Your information has been very clear!
Mr. Pérez: Oh, and I don’t only watch films I also play computer
games.
Man: Right, right.Thanks Mr. Pérez. Please don’t call us, we will
call you.
Track 40 page: 109 My Progress Unit 5 Activity 1
Sally: Hello Paul, are you here to see the career counsellor too?
Paul: I am. I’m surprised to see you, though. Your mother told
Guia 4º U5.indd 151
my mother that you were going to study Aeronautic
Engineering at university next year.
Sally: That’s my mother’s plan! I want to take a gap year and
travel to Italy and Spain.
Paul: Goodness! I’m planning to become an apprentice. It’s the
best of both worlds. You get paid and learn at the same
time. I’ve already spoken to a local electrician. He works
with a team of apprentices. I start in July.
Sally: Sounds good! You can learn a lot, and you’ll always have work!
Paul: How are you planning to convince your mother about
your gap year idea? She’ll go mad.
Sally: Well, my next argument is that twenty per cent of the
people who finish a degree course never work in that field
in their life. I think many young people and their parents
are too structured.They think you have to go automatically
from primary education, to secondary education to
university, and then to work. Other cultures don’t think the
same way. I can go to university at any point in my life – not
that I will ever want to be an engineer!
Paul: Um, I’m convinced, but knowing your mother…
Sally: Then I’ll remind her of my cousin Alfred. He studied for
nine years and after he left university he opened an
Internet café!
Track 41 Extra Test Unit 5 An English Course
Ian: Blarney Language Centre, Cork. Ian speaking.
Yvonne: Good morning. My name is Yvonne and I’m from Chile
and I want to take an English course this summer.
Ian: Good! Now, how can I help you?
Yvonne: Well, I need some advice about what course to take.
Ian: All our courses are for small groups of adult students.
We offer good-quality classes, great teachers and a
social programme with interesting cultural activities.
Yvonne: I’d like to have some classes and some fun, too.
Ian: Then I’d recommend our three-week General
English course.
Yvonne: OK.
Ian: Classes are held in the mornings from Monday to
Friday and run from 8.30 until 2.15. Usually you
have two teachers.
Yvonne: What are the teachers like?
Ian: Most of our teachers have been with us for a
few years. They are all fully qualified and very
experienced.
Yvonne: What activities can students do?
Ian: The activity programme starts with a tour of the city
so you can meet the other students and see around.
Yvonne: That’s good! How much is it?
Ian: For the three-week course I’ve described, including
classes, activities and accommodation, the price is €1,000.
Yvonne: And where do I go when I arrive at the airport?
Ian: You don’t need to worry about that because we
collect all our students at the airport.
Yvonne: That’s wonderful! I’ll fill in the registration form today!
Thanks for your help.
Ian: No, thank you!
151
27-07-16 15:59
 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT

Listening
1 Listen to Yvonne, who is from Chile speaking to Ian in Ireland. Yvonne wants to study English in Cork, a city in
Ireland. You will hear the conversation twice.
Take notes on what Ian says about the following things:
a the classes
b the teachers
c the activities
d price
e arriving in Cork

points /7.5
Reading
2 Read this article about a very lazy man and hard-working wife. Then answer the questions below.

A recent United Nations report states that South African men work on average just four-and-a-half hours a
day. However, they are workaholics in comparison to Jon Ecclestone from England.
The man, who has been married for twenty-two years, makes his wife and two children do everything around
the home. He hardly ever does anything to help.
His wife, Margaret, takes a cooked breakfast to him in bed every morning before he leaves for his job as a
mechanic. “Then, it’s a rush to get all his washing and ironing done before starting on the chores around the
home. I do all the DIY jobs, like painting the garden fence and fixing the taps in the kitchen and bathroom.
And that’s as well as all the vacuuming and dusting. I also work outside the home of course” she says.
Jon hopes his dinner will be on a tray waiting for him when he gets home so that he can take it upstairs to
eat on the bed while watching TV. He never buys his family birthday or Christmas presents. Instead he gives
them a ten-pound note each from his wallet, if he remembers! ‘I haven’t bought myself any clothes since we’ve
been married,’ he says. ‘My wife buys me everything. I don’t even know my size.’ Jon is so lazy that instead of
walking the dog, he holds the leash out of the car window as his son drives the car slowly round the block.

a Have Jon and his wife been together for over two decades?
b What does Jon do for a living?
c What does Margaret do at home?
d Who does Jon have his meals with?
e How does Jon walk the dog? points /5

Writing
3 Would you study English in a place like the language centre described above? Write approximately 120 words on
the advantages and disadvantages. Mention the benefi ts for your CV.
points /7.5

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

152 TEACHER’S BOOK

Guia 4º U5.indd 152 27-07-16 15:59

 a Tes
xtr
5

t
E
UNIT
Warm Up
Ask students: Would you ever take a private English class? Would you like to travel to an English speaking country?
Which one? Why? Have a discussion about how travel can help people improve their English skills.

Listening
1. 41Have students listen to the conversation and take notes on specifi c points while they listen. Encourage
them to listen more casually the fi rst time the audio is played to see if they can follow the fl ow of the
conversation.

Reading
2. Students read the article about a couple. Set a time limit for them to read (10 minutes)
Answer: False Solutions

Writing
3. Students write about the pros and cons of studying in a language centre like the one described in the listening.

Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class
and clear up any doubts the students might have. Play the audio again if students have doubts about its
contents. Poll the class to see what the most diffi cult part of the test was. As a group, decide on strategies that
students can use to improve in that particular area. Collect the tests to correct the writing section.

Background Information Common Mistakes

In Chile, more and more women are entering the
workforce and helping to provide for their families.
In the article, the woman states that she “also works
outside the home, of course.” This is an increasingly
relevant problem to discuss in a classroom, as a many
Chilean women are faced with both a job and an
entire house to run. Many men have risen to the
occasion and divide the work equally, but it is still very
common for men to assume that they do not have to
help out in the house merely because of their gender.
If there is extra time, talk with students about a way
to change this pattern.
Some common note taking mistakes are
Poor labelling: Students tend to write everything
they hear without thinking about how they will
fi nd information later.
No numbering or emphasis: A key element of
note taking is putting emphasis on the main ideas.
When students write every word and do not
organize their notes in a clear way, they are not
as helpful and can end up confusing the student
more.

153

Guia 4º U5.indd 153 27-07-16 15:59

PHOTOCOPIABLE

5
UNIT Reinforcement Activities
1 a Add 3 adjectives to the box. 2 should be negative.

Careful, interesting, clever, cool, confi dent, pessimistic, polite, quiet,

b Think of a person you admire and use three of these words to describe the person
c Choose 5 words to describe yourself. Use a dictionary if necessary.

2 Choose a word from each circle. In three minutes write as many phrases as possible. eg., earn a salary

fi ll out – recruit a CV - a photo

earn - do - take a salary - your father
VERBS NOUNS
get – ask for a reference - an exam
look like - write a form – a job employees

3 a Look at the table. Which adjectives apply to the people who are good at the job? Share with your partner

Jobs Adjectives
Actors Confident
Artists Decisive
Doctors Motivated
Nurses Creative
Waiters Organized
Farmers Strong
Pilots Honest
Miners Flexible
Lawyers Hard-working
Carpenters Responsible
Bricklayers Capable
Police officers Inspirational
Journalists Patient
Undertakers
Receptionists

b Choose fi ve and write about the skills the people need to do a good job.
e.g., Pilots need to be very responsible and well organized to follow all the safety procedures.

154 TEACHER’S BOOK

Guia 4º U5.indd 154 27-07-16 15:59

 5
UNIT Reinforcement Activities
Warm Up
Draw students attention to the list of jobs in activity 3 and place them into groups. Have them pick jobs for
the other people in their group and describe why they chose them.

1. a Students add 3 words to the box, 2 of which must be negative. Answers will vary.
b Students use three of the words to describe a person that they admire. Remind them that the negative
words can also apply to someone admirable; no one is perfect.
c Students use either the words from the activity or other words from the dictionary to describe themselves.
This can be in paragraph form or in 5 separate sentences.

2. Time students for three minutes while they match 2 phrases from each circle and write as many different
sentences as possible. Ask students to share their best sentences.
Answers: fi ll out a form– recruit employees – earn a salary - do an exam – take photos - get a job – ask
for a reference - look like my father – write a CV

Wrap Up
Have students share some of their answers to activity 3 and start a discussion about skills and jobs. Ask
students: These are all positive qualities, but what about the negative qualities people have? Is there a way to adapt
your flaws to your job? What are some examples? Elicit ideas about how to make your fl aws work for you in
every aspect of life. What strategies can the students offer you?

Background Information Common Mistakes

Learning, for visual-spatial learners,
takes place all at once, with large chunks of
information grasped in intuitive leaps, rather
than in the gradual collection of isolated facts,
habits gained through practice.
In these exercises, the information is presented
in a visual way to benefi t not only the students
who can memorize facts, but also those who
need to see the content as a whole before
breaking it down into sections. Pay attention
to the students who gravitate more to this
material so you can be aware of the different
learning patterns of each student.
Language students tend to literally translate phrases
they do not know how to say in their foreign
language. In Spanish, this happens all the time with
phrases such as, practice sport and make a party.
Make sure students are using the correct word
groups to talk about jobs.
Pay attention to:
Earn, make – in Spanish, people win their salary or
living.
Take – in Spanish, people give an academic test.
Look like- in Spanish, people appear like their parents.

155

Guia 4º U5.indd 155 27-07-16 15:59

 Student’s Book pages 110 and 111

UniT 6
Spending Time Together

Getting Started
Students work in small groups.
Give them a topic connected to
each lesson in this unit, e.g. Going
Out with Friends, Free Time, Travel,
Sports. Start by giving one topic,
e.g. Make a list of the 10 most
popular sports in Chile. Each group
makes a list and the first to finish
gets a point. Give additional points
to any group with creative and
original ideas. Continue with other
topics, for example:
• 10 things to do when you go
out with friends.
• 10 things you shouldn’t do on a
date.
• 10 things to do in (name of city/
town)
• 10 things to do on a rainy day.
• 10 most popular tourist
destinations in Chile.
• 10 extreme sports.
• 10 places to eat in the city
where you live in.

Background Information
Find things to do in Chile the easy way, by booking Chile tours and
Read the Living in Harmony section,
activities through Expedia. Whether you’re traveling with friends,
keeping in mind that this is an OFT. Draw
family or that special someone, Chile has something for you.You can
students’ attention to understanding
count on Expedia to have great rates on trips to tourist attractions
relationships with friends and family
in Chile – where you can experience the culture or find the best
while respecting other cultures. Then,
local things to do.
ask them how they can relate their own
http://thingstodo.expedia.ca/chile-activities/
experiences to these concepts.

156 TEACHER’S BOOK

Guia 4º U6.indd 156 27-07-16 16:00


4. Have students discuss possible
answers to the questions in groups
and then share ideas with the class.
Answers will vary.
Guia 4º U6.indd 157
Post Reading
3. After reading, students make
a list of recommendations. Pre-
teach the use of “should” by
eliciting from students and get
them to work in pairs or small
groups. Answers will vary.
Lesson Summary
Aim: Give advice and
recommendations in English.
Suggested Time
90 minutes
Vocabulary
Dating, relationships, love
Communicative Aims
Integrate oral and written
expressions when giving advice
Materials
42-43
Dictionary
Warm Up
Pre-teach the following words:
• ask someone out: ask someone
to go and do something together.
• a blind date: a romantic meeting
between two people who have
never met before.
• go on a date: to go somewhere
with someone you are
romantically interested in.
• love at first sight: when you feel
romantic attraction to someone
you see for the first time.
Pre-Reading
1. Students get together in pairs,
read and discuss the questions and
write down their ideas. Circulate
and monitor.
While Reading
2. Students read the subheading
and then discuss the questions
with a partner. Clarify any
important vocabulary they might
not know.
157
27-07-16 16:00
 Student’s Book pages 112 and 113

Writing
5. Read and explain the topic of
the article to students and have
them brainstorm their ideas on
paper before writing.

Pronunciation
6. Elicit examples of contractions
in English, e.g., it’s, he’ll, isn’t, etc.
Students rewrite the sentences
using contractions.
Answers: a I don’t like people who
are egocentric. b I wouldn’t go
out on a blind date. c I have a few
friends and they’re like family to
me. d I can’t see the point in speed
dating. e It doesn’t bother me if my
friends call me all the time. marks

7. Wait for students to work

together and correct each other. friendship

Then have whole class feedback shy

for clarification.
headaches

Pre-Listening any help

8. Students work in pairs ask relax

them to read the question and
order the problems according
their opinion, ask them to share
their preferences with the rest of
the class.

While Listening
42 Students listen to the
STEP IT UP
9.
track and write down the answers. Use this section for extra practice
Answers: a She’s too shy to ask her or for fast learners. Students think of
friend out. b He’s stressed because examples of cognate words, as well as
he started going to a new school. false cognates.
c She wants to help her brother Post Listening False cognates:
but he always gets angry. actual: real, fact
10. 42 Have students read the 11. Have students get la asistencia: attendance
sentences first and complete. Play together in pairs and discuss la red: network, net
the track again so that students can the advice they would give. sensible: sensitive
check.

158 TEACHER’S BOOK

Guia 4º U6.indd 158 27-07-16 16:00


Post Reading
16. Students match the
definitions with the words and
phrases. Then they check with
their partner to see if they have
the same answers.
Guia 4º U6.indd 159
d Answers will vary.
c
a
b
While Reading
14. Students read the poem and
decide on a title in pairs. Ask for
volunteers to share their titles and
to write them on the board. Decide
as a class which is the best title.
15. Have students discuss the
questions in pairs. Answers will vary.
SPEAK OUT!
Draw students’ attention to these
alternatives for giving advice. As a
class, discuss one of the problems
from the listening activity on
page 112 and offer advice. Elicit
examples using the prompts.
Teacher: Which expression sounds
more familiar to you? In which cases
would you use it?
SPEAKING
12. Students work in pairs
and think of problems they or
someone else may have and ask
their partner what advice they
would give. Monitor to check
they use “should” and other
structures to give advice from the
SPEAK OUT box. Make notes of
utterances for delayed correction.
CHECK THIS OUT!
Students read the information in
the box. Discuss with the class
what is acceptable in Chile.
Pre-Reading
13. Write the expression ‘fall head
over heels’ on the board, then ask
students to look at the picture
of the couple and relate it to the
expression.
159
27-07-16 16:00
 Student’s Book pages 114 and 115

Background Information
The Cure is an English rock band
that first released music in the late
1970s. The band plays gothic pop-
rock music. The Cure played at the
National Stadium in Santiago on the
14th of April 2013.

Pre Listening
17. Have students read the questions
and elicit what they know about the
mind
Cure. Before listening, students can
try to predict which words go in the unkind
gaps.

hiding

While Listening
43 Students listen to the
stay
18. plead
track and check their answers.

granted

Post Listening
19. 43 Students listen again and
discuss the message of the song.
Clarify any unknown vocabulary.

Extra Activity
Have students get together in
groups of three and write a new
verse for the song using the
words from the box. Students Wrap Up
present their verses to the class Students write down one question related to the topic of the lesson or about
and together with their classmates a point which was not clear. Students ask and answer in pairs. Give them
they decide which one fits best three minutes to discuss the questions and then have them change partners.
for the song.

160 TEACHER’S BOOK

Guia 4º U6.indd 160 27-07-16 16:00

 Lesson Summary
Aim: Develop the ability to speak
fluently about free time activities.
Suggested Time
90 minutes
Vocabulary
Free time activities
Communicative Aims
Apply cohesion and coherence
in production according to its
communicational purpose.
Materials
44

Dictionary

Warm Up
Tell students to work in small
groups. Give them 2 minutes to
make a list of free time activities. The
team with the most items on their
list wins.

Pre-Reading
1. Have students get together in
groups of three and discuss the
questions. Monitor students around
the class and encourage weaker
Post Reading students to speak within the groups.
3. Students look back in the texts to find the words.
Answers:
a actor, director, and extra;
b trilogy; c comedies and action films; d takes place; e well-known; f crowd; While Reading
g best-seller
4. Students complete the puzzle and then check in pairs. 2. Clarify any unknown vocabulary.
Answers: Students read the extracts and
a director b trilogy c actor d best-seller decide which one they agree with.

161

Guia 4º U6.indd 161 27-07-16 16:00

 Student’s Book pages 116 and 117

Pre-Listening
5. Students look at the photos
and predict the topics of the two
dialogues.

While Listening
6. 44 Have students listen to

the dialogues and take notes in

the chart.
Answers:
Annie: listening to music often, on
the bus, at home, doing exercise;
Mario: skateboarding and surfing,
in the evenings, once a week,
park, beach; Ruth: photography,
whenever but mainly weekends.
7. 44 Students should try to

answer the questions in their own

words before listening again.
Possible Answers:
a They worry about her safety at
concerts and going to concerts.
b The Great Band concert.
c It depends on the weather.
d Buildings in city centres,
especially in winter.
e Yes

Post Listening
8. a Students get together in
groups of four and complete the
chart with the classmates’ answers.
b Have them create their own bar
chart and then share the results
with the rest of the class.
Teacher: Why do you think this
hobby is the most popular? Did you
get useful information from your
partners?
Speaking
9. Students present their results to
the class. Find out with students what
is the most popular free time activity
among the class and ask.
Teacher: Why do you think this activity
is so popular among the class? Would
you say that this activity is carried out
by the majority of teens at your age?
Why? Discuss with the class.
Extra Activity
Pictionary: Students can play
in small groups. One person
in the group thinks of a free
time activity and draws it as the
others in the group try to guess
the activity.

162 TEACHER’S BOOK

Guia 4º U6.indd 162 27-07-16 16:00

 Writing
10. Students look at the pictures
and predict what they think the
blog is about. Elicit answers. Then,
have them read the text and check
their answers. Clarify any unknown
vocabulary.

STEP IT UP!
Elicit ideas from students about how
to create a blog. Refer them to the
box and have them create a sketch
of what they would like a blog to
look like. Remind students that these
sketches are called wireframes, and
that they are an essential step in
web design.You could bring some
pictures of wireframes so students
can get inspiration.

11. Have a class discussion about

using blogs. Ask them if they
regularly read any blogs or if they
have their own blog. Have students
suggest topics you could include
in the class blog and later create it
online on http://www.blogger.com/
or http://edublogs.org/ following the
Wrap Up
steps presented. This can become
Remind students that they should be careful with the difference in meaning a regular feature of your lessons if
of words that sound similar in English and in Spanish (false cognates). Ask you create a class blog and you can
for examples. have students post interesting pieces
Ask students to create a ‘cheat sheet’ summarizing the main points of the every week. Make sure you check
lesson. Encourage them to use diagrams and word maps to organize the the content and language of their
information. posts before uploading them.

163

Guia 4º U6.indd 163 27-07-16 16:00

 Student’s Book pages 118 and 119

Lesson Summary
Aims: Develop reading
comprehension skills
Suggested Time
90 minutes
Vocabulary
Travel and culture
Communicative Aims
Sequence sentences in a logical way
Materials
45

Dictionary

Warm Up
Form groups of 10 students to sit
in circles with 9 chairs. The person
without a chair says a sentence
using ‘If you have…’. For example, If
you have been to the beach, change
chairs. The person without a chair
also finds a chair and sits down.
The person left without a chair
continues with a new sentence.

Background Information
Cultural differences around the
world:
• Shaking the head in a horizontal Pre-Reading While Reading
direction in most countries
means ‘no’, while in India it 1. Students answer 3. Elicit what students know about how some
means ‘yes’. the questions cultures may do things differently from Chileans.
• Laughing is connoted in most individually. Students read the text and check their answers
countries with happiness - 2. Students calculate for activity 3. Clarify any unknown vocabulary.
in Japan it is often a sign of their score and share Answers:
confusion, insecureness and with their partner. a before 10pm.
embarrassment. Encourage them b can pressure guests to eat and drink.
Source: http://www.cicb.net/en/home/ to ask follow up c bad manners in Dutch and Russian homes.
examples questions. d the unlucky number.
e blood and anger connotations.

164 TEACHER’S BOOK

Guia 4º U6.indd 164 27-07-16 16:00

 4. Remind students how to scan
for details in a text. When you
discuss the answers ask them to
provide evidence for their answers.

Answers:
a Because cross cultural mistakes
can lead to misunderstandings;
b an odd number; c OK in the
USA, zero in France, money in
Japan; d Arabic cultures; e when in
Rome, do as the Romans do.

Post Reading
in fact however 5. Students get together in pairs
likewise although
and but and discuss the differences. Monitor
also around the class and encourage
weaker students to express their
opinions orally.

Writing
6. Ask students to scan the text
quickly and identify all the linking
words. Then students place the
connectors in the chart under the
appropriate category.
7. Have students brainstorm ideas
in groups of 3 and then write their
paragraphs. This could be set as
Background Information
homework.
Cultural differences between Americans and Europeans:
• Europeans are more likely to be found eating as a family around the
dinner table than many Americans who prefer the convenience of Extra Activity
eating in front of the television.
• Grocery delivery is very common in England, while it is still only Students get in groups of 5 and
seen occasionally in the US. think of a situation that involves
• In the U.S. the four major sports are Baseball, American Football, a cultural misunderstanding. Ask
Basketball, and Hockey, whereas in England they are Football, them to prepare a role-play and
Cricket, Rugby, and Tennis. then present it to the class.

165

Guia 4º U6.indd 165 27-07-16 16:00

 Student’s Book pages 120 and 121

Vocabulary
8. Have students read all the words
from the box and ask the class to
explain the concepts using their
own words. Then students must
complete the exercise. Check the
answers with the class.

Speaking
9. As a class, elicit ideas to develop
the role-play activity using basic
questions, e.g., Why are you going
to Peru?, What are you going to
do there?, etc. Have them write
the dialogues first so that you
can monitor and help them
with vocabulary or structures.
One way to role-play telephone
conversations is to have students
sit back to back, which helps
develop communication without
gestures, lip reading, or visual aids.

Practice
10. Ask students to indicate the
function of each connector without
looking at the previous page. Then
have students read and choose
the most adequate connector. Ask
Extra Activity
them to justify their answer and
check the results on the board. Based on the vocabulary from exercise 8, ask students to write a
Teacher: Why should we use letter to a friend who has never travelled by plane before. They should
‘however’ and not ‘so’ in this case? indicate step by step what the person has to do from the moment they
Which one sound better to you? arrive to the airport until they get into the plane.

166 TEACHER’S BOOK

Guia 4º U6.indd 166 27-07-16 16:00


Wrap Up
Students write down a short TV
spot including the main points
of the lesson in groups. Ask for
volunteers to present their spot
to the rest of the class.
Guia 4º U6.indd 167
Extra Activity
Refer students back to the
problems discussed at the
beginning of the lesson.
Elicit different problems that
happen on holidays. Students
choose which problems to
write about. Monitor and help
students as they write their
recommendations.
Pre-Listening
11. Have students look at the
pictures and discuss them. Ask
students if they ever had any
problems when they were on
holiday. You can also tell a story
about an experience you have
had. Ask students to describe
the problem and if they found a
solution to it.
While Listening
12. 45 Have students scan
the paragraphs and put them in
the correct order. Then listen and
check the answers.
Answers: 1 d; 2 c; 3 e; 4 a; 5 b
Post Listening
13. Have students go back to the
text and use evidence to explain
their answers.
Answers: a It was a mix of good
and bad things. b They began to
worry about the weather forecast.
c Go home before the storm
arrived. d They flew home 3 days
early. e The storm had avoided the
island and the people they had met
were unharmed.
14. Students get together in pairs
and create a tourist leaflet. You
can encourage them to write
about the city where they live in
or a touristic destination that they
would like to visit in the future.
Ask for volunteers to present their
brochures to the rest of the class.
167
27-07-16 16:00
 Student’s Book pages 122 and 123

Lesson Summary
Aims: Develop listening
comprehension skills
Suggested Time
90 minutes
Vocabulary
Sport
Communicative Aims
Locate evidence that allows to ask for swimming
more information
cycling
skateboarding

Materials
surfing jogging
volleyball basketball
46-47

Dictionary
football hockey
gymnastics yoga

Warm Up
Give groups one minute to make
a list of sports. Then ask them to
make sub-lists of sports that are
popular, boring, dangerous, etc.

Pre-Listening play
go

1. Students work in pairs answering do

the questions about their personal
experience.

While Listening
2. 46 Before listening, have
students skim the options. Clarify
any unknown vocabulary. As you
play the CD, pause it occasionally
and ask students to predict what
the speaker will say next.
Vocabulary
4. Ask students to name different sports and write them on the board
Post Listening in three columns (go, play, do). Do not tell the students why there are
3. Ask students to write down the different columns. Ask students if they can see any pattern with the sports
key elements of Alex’s story and in each column. Then, draw their attention to the diagram.
elaborate a short summary. Then 5. a Students complete the rules for using do, go and play.
have students get together in pairs b Students write a paragraph considering their own experiences and
and tell the story to each other. giving their opinion.

168 TEACHER’S BOOK

Guia 4º U6.indd 168 27-07-16 16:00


ghost cough
laugh
eight
thought
weigh
a b
f e
c d
Background Information
Serena Williams is a tennis
superstar, from the United States
who has been ranked World
No.1 in singles six times in her
career. She has won 17 Grand
Slam titles. Her older sister Venus
is also a highly ranked professional
tennis player. They have competed
together in doubles as well as
against each other in singles.
Guia 4º U6.indd 169
Speaking
8. Draw students’ attention to
the pictures. Ask if they know
who the people on the pictures
are and to tell what they know
about them.
Students interview each other in
pairs or groups. This activity can
be extended into a presentation
or a written assignment.
Pronunciation
6. 47 Before students listen; say
the example words to demonstrate
the sound. Draw students’ attention
to how the target sound is made,
especially the /f/. Then, drill the
words so that students can hear
and notice the differences. After
listening, elicit the words and write
them on the board so that students
can correct their spelling and notice
the various sounds of words with
-gh, e.g. ghetto, tough, tight.
LANGUAGE IN USE
Locate evidence that allows to
ask for more information
(Question tags)
Write the following sentences on
the board: You did your homework,
didn’t you? You didn’t do your
homework, did you? Use one of these
question tags in a conversation with
one of the students. For further
explanation check the Grammar
Reference at the back of the book.
Teacher: Did I ask the question
because I didn’t know the answer? Or
was I checking information that I was
quite certain about? Highlight the
form on the board.
Practice
7. Students match the statement
with the appropriate question tag.
BRITISH / AMERICAN
Draw students’ attention to the
different words and spelling.
169
27-07-16 16:00
 Student’s Book pages 124 and 125

Pre-Reading
9. Students read the questions
from the survey and then interview
5 classmates. After they have the
results, they compare them with
their partner.

While Reading
10. Students read the two texts
and guess the sports. Elicit the
evidence from the class.
Answers: a rugby; b bowling
11. Students skim the text and
highlight the key words or phrases
in each paragraph. Write down
the main ideas on the board.

Post Reading
12. Students work in pairs
describing the sports. Compare
the different descriptions from
the whole class.
Answers:
a sand boarding; b zorbing; c
bungee jumping; d coasteeering

Writing
13. In pairs students decide which
sport to describe. As students
write, check the accuracy of their
work. This activity can be extended
by posting the descriptions on the
walls around the room and having
students guess the sports.
It is also important to highlight the
writing steps:
a Tell your students to read carefully
and write their ideas in their
notebooks.
b Ask students to write the
description following the structure
given.
c Ask students to read their work and then Wrap Up
make any changes they think are necessary. Prepare questions
d Tell students to exchange work with a related to the lesson
partner and correct their partner’s work. and divide the class in
e Invite students to share their works with two groups. Read the
the class. questions and wait for
answers. The group
STEP IT UP! that answers more
Students can look up on the Internet to find questions correctly
what extreme sports are popular in Chile wins.
and prepare an oral presentation in groups.

170 TEACHER’S BOOK

Guia 4º U6.indd 170 27-07-16 16:00

 Warm Up
Organise students into teams.
Briefly remind them how to
complete question tags. Have a
prepared set of sentences with
missing tags. Say the sentence and
give students 30 seconds to write
a question tag on the board. The
team with the most points at the
end of the game is the winner.
go
do
play
go
do
1. Students write a list of three
was it
have done items for each point. Have them
wouldn’t you
didn’t they
compare with a partner. Extend
isn’t he? the activity by comparing answers
have they as a class and clarifying any doubts.
a fall in love, broken heart, go out
with; b check in, get your boarding
pass, wait in the departure
passport lounge; c skateboarding, canoeing,
swimming; d but, however,
arrive
although.
check in counter 2. Students fill in the blanks with
the correct form of the verb.
departure lounge
3. Students scrumble the words
in the box and then complete the
sentences with the correct word.
4. Students respond to the
negative questions with an answer
Wrap Up according to the symbol. Extend
Use the review to assess 6. I’ve seen that film. We use present perfect the activity by having students
the students’ strengths to talk about life experiences. I saw that practice the mini dialogues in
and weaknesses and film last week. We use past simple to talk pairs, noting the importance of
plan which exercises about events that happened in the past at intonation.
to emphasize in the definite times. b They’ve been going out for 5. Students finish the sentences
Worksheets. For two years. This action started in the past and with a question tag. Mention to
more examples and will perhaps continue into the future. They students that question tags are
explanations go to the went out for two years. They are not together more common in British English
Grammar Reference on anymore. c He’s been to the stadium. He went and not very much used in
page 180 in the Student’s to the stadium and has already returned. He’s American English.
Book. gone to the stadium. He’s still at the stadium.

171

Guia 4º U6.indd 171 27-07-16 16:00

 Student’s Book pages 126 and 127

Warm Up
Decide if students need the extra
practice, and if so, which exercises
they should do. These exercises
can be done in pairs or individually.
Students can check their answers
in pairs before looking them up in ask out

the answer key. blind datez

love at first sight

go out with

1.Students fill in the gaps with the

relationship expressions. Have them
refer back to Lesson 1 if they
need help.
2. Students fill in the blanks with a
form of should, and then have them
check their answers in pairs. Extend
the activity by asking them to role-
play the problems and to continue
the dialogue in their own way.
3. Students complete the questions
and then respond according to the
prompt. Responses to the questions
may vary.
a Didn’t you hear what she said? (+)
Yes I did. b Haven’t we met before?
(-) No we haven’t. c Wasn’t that a
beautiful goal? (+) Yes, it was.
d Don’t we have football practice
tomorrow? (-) No, we don’t.
e Aren’t you going to Valparaiso this Extra Activity Extra Activity
weekend? (+) Yes, I am. Students work in pairs creating Group work. Each group writes
4. This activity could be done in a dialogue between two 5 sentences related to the
groups. Take 5 slips of paper for each teenagers using at least three unit. Monitor and correct. Then
group. Write the different problems negative questions. They can students transform them into
on the papers. Put them face down choose the topic from any ‘jumbled sentences’, which they
in the centre of the group. Ask of the lessons of this unit. hand over to another group that
them to take turns reading out Go around monitoring and will have to write the original
their problem while the rest of correcting. The winners will be sentences out. Winners are the
the students offer suggestions or the first to finish and role-play first to complete the task and
recommendations. their dialogue. Set time limit. whose sentences are correct.

172 TEACHER’S BOOK

Guia 4º U6.indd 172 27-07-16 16:00


check in
carry-on bag
boarding pass
gate
departure lounge
board
Wrap Up
Have students get in
pairs and check their
answers. Discuss as a
class and write down
the common mistakes
for recycling and
extra practice during
the next units.
Guia 4º U6.indd 173
passport
luggage
Extra Activity
Make a worksheet for the song ‘I still haven’t
found what I’m looking for’ by U2.
Ask for and write the past participle for the
following verbs: climb, scale, feel, run find,
speak, crawl, kiss, hold.
Then, students listen and complete the lyrics.
Afterwards, talk about the meaning
considering the verb tenses involved.
5. Students complete the sentences
with the past simple or present
perfect simple. If students have
difficulty, draw their attention to time
indicators and the tenses they usually
go with.
6. Students complete the text with
words from the box.
7. Students complete the sentence
with the correct connector.
8. Students create an interrogative
sentence using question tags.
Answers
a Fred looks sick, doesn’t he?
b It is very hot, isn’t it?
c Mario is from Concepción, isn’t he?
d You don’t want to go shopping,
do you?
e Pablo is on holiday, isn’t he?
Common Mistakes
Past Simple vs. Present perfect
I visited Paris in 2004.I went to
Paris a few years ago.
Note that the moment in time is
specific—in 2004, a few years ago.
I’ve been to Paris.I’ve visited Paris.
In this case, the moment of my
visit is not specific. I am speaking
about an experience that I have
had in my life up to this moment
in time.
173
27-07-16 16:00
 Student’s Book pages 128 and 129

Lesson Summary
Aims: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Pictures of charity activities
Dictionary

Warm Up
Introduce the subject by
brainstorming different kinds of
holiday plans that students know
about. Mention examples of Un
Techo para Chile, reconstruction
after the earthquake, etc. Share
ideas with the whole class.

1. In pairs students read the ads

and match them with the pictures.
Share results and ask them to
imagine a full day in each of the
projects. Write ideas on the board.
2. Divide students in groups of 4
to work on their project. Ask them
to choose from the following
possibilities: Wrap Up
3. Ask each group to define the
4. To do their plan, they Students present their projects to the
location and then find out about
must add what they’ll do rest of the class in not more than 5
geographical characteristics, the
in their free time as well minutes. The most interesting can be
climate, the people who live there,
as preparations for the voted according criteria you need to
their culture, etc. This can be set
trip. They can add a few define with the students previously. If
as homework. Each member of
basic rules for their stay: you have a small group of students who
the group should find specific
responsibilities of each enjoy working on the computer, they
information.
member, how to respect could edit a magazine including all the
each other, etc. projects on a blog.

174 TEACHER’S BOOK

Guia 4º U6.indd 174 27-07-16 16:00

 Lesson Summary
Aims: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
48
4
2 Dictionary
5

1
Warm Up
3
Review reading and listening
comprehension strategies with the
class before doing the test. Quickly
go through the test exercises to
make sure students understand
what is expected of them and
how to complete the activities.

Answers:
1 a Students read and answer
questions. Answers: a It’s on the
Welsh coast between Great Orme,
Little Orme and the sea. b The local
people speak two languages: English
and Welsh, which is nothing like
English. c Lewis Carroll spent some
time there and it’s where he met his
wife, Alice. d Visitors can spend time
on the beach sunbathing, swimming
or surfing. Hiking up and skiing
down the Great Orme (on the dry
ski slope) is another possibility.
e Because Llandudno has something
for everyone.
Wrap Up 48 Read the sentences
2.
Correcting mistakes. This can be done through self-correction, peer together with the students and then
correction or corrected by the teacher. Exercise 3 needs to be checked play the track twice.
by the teacher to give feedback. For General Writing Rubrics, go to 3. Ask students to brainstorm ideas
page 187 of the Student’s Book. Any other rubric can be used as long related to their favourite free time
as students know which it will be before doing their writing. Keep a activity. Encourage the use of linking
note with the common mistakes for review in future units. words and the vocabulary of the unit.

175

Guia 4º U6.indd 175 27-07-16 16:00

 Transcripts
Unit 6
Track 42 page: 112 Activities 9 and 10 Track 44 page: 116 Activities 6 and 7
Caller 1: I really like the boy next door. We’ve known each other Conversation 1
for five years and we are friends. He’s quite popular: he Ben: Hi, Annie. I’m doing a survey on hobbies and I’d like to ask
gets good marks at school and he’s very athletic. The you a few questions.
problem is I’d like to go out with him. But I’m not sure if Annie: OK.
he likes me in that way. I’d love to ask him out, but I don’t
want to ruin our friendship. Ben: What do you like doing in your free time?
Annie: I’m really keen on listening to music.
Caller 2: I started a new school last week and as I’m quite shy, I
find it difficult to make friends. I can’t sleep at night, and Ben: I see. Where do you listen to music?
I’ve been getting very bad headaches. I find it hard to Annie: Everywhere I can: on the bus, at home, doing exercise...
concentrate when I’m in class. What can I do to feel less
stressed? Ben: Do you ever listen to music with your friends?
Caller 3: My brother is doing his exams and every time I talk to Annie: Oh yes, we go to each other’s houses and listen to music
him he gets angry and shouts at me. He doesn’t want to together there. My friends also go to concerts, but I can’t go
accept any help or advice from me. I can’t understand with them because my parents worry a lot about safety, the
him! I think he needs to relax more. What should I do to people there and transport to and from the concert.
help him? Ben: It sounds difficult.
Annie: It is, and I’d really like to go to the Great Band concert at
Track 43 page: 114 Activities 18 and 19 the end of the month and I don’t know what to do so my
parents will let me go!
I would say I’m sorry Ben: Oh, Good luck with your parents! Thanks for answering my
If I thought that it would change your mind questions Annie.
But I know that this time Annie: Bye Ben
I’ve said too much
Conversation 2
Been too unkind
I try to laugh about it Ben: Hello to both of you. I’m doing a survey on teen hobbies.
Cover it all up with lies Can you answer a few questions?
I try and Mario: OK, but we haven’t got much time.
Laugh about it Ben: It will only take a few minutes Mario.The first question is for
Hiding the tears in my eyes you then: How do you spend your free time?
‘cause boys don’t cry Mario: I’m mad about skateboarding and surfing.
Boys don’t cry Ben: Do you skate and surf often?
I would break down at your feet
Mario: Not very often. My friends and I meet up in the evenings
And beg forgiveness and go skating in the park. It isn’t easy to go surfing: you
Plead with you have to go to the beach and it depends on the weather. I
But I know that normally go about once a week.
It’s too late Ben: And what about you Ruth? Do you like surfing?
And now there’s nothing I can do
Ruth: Not really, no. I’m not mad about sports. My favourite hobby
So I try to laugh about it
is photography.
Cover it all up with lies
Ben: Great! and what types of photos do you like taking?
I try to laugh about it
Hiding the tears in my eyes Ruth: I love taking photos of buildings in city centres. And, of
‘cause boys don’t cry course, I take lots of photos of my friends.
I would tell you Ben: When do you take your photos?
That I loved you Ruth: Mainly at weekends.
If I thought that you would stay Ben: What a great hobby! Is it expensive?
But I know that it’s no use
Ruth: I spent a lot of money on my camera, but other than that,
That you’ve already you just need time and patience.
Gone away Ben: OK.Thanks for answering my questions.
Misjudged your limits
Pushed you too far Ruth: No problem. Bye.
took you for granted Mario: Bye Ben, see you around.
I thought that you needed me more

176 TEACHER’S BOOK

Guia 4º U6.indd 176 27-07-16 16:00

 Track 45 page: 121 Activity 12
I´ll never forget my holiday in Cuba. It was a time of contrasts:
fun and fright, relaxation and panic, sun and rain. I had gone there
with my friends. We spent our time on amazing beaches, going
to discos, and eating delicious local cuisine. We had been having a
fantastic time until the end of the first week.
The weather forecast predicted powerful hurricanes for the last
day on the island. My friends and I were terrified. The first thing
we did was speak to our hotel manager about the situation on the
island. He advised us to return home before the storm arrived.
Then we called our travel agent to see if we could change our
flights and go home early. It was a very difficult time. We spent
most of our time making lots of phone calls and not doing the
things we had arranged to do.
Finally, we got a phone call from our national airline who offered to
fly us home three days early.The weather had been getting worse
all week, but on our last day it was very bad. Before getting on the
plane, it had been raining heavily all morning and the wind was
blowing strongly. When I was walking to the taxi, I was nearly lifted
off the ground by a powerful gust. I was unbelievably lucky: I was
carrying my suitcase and the weight of it kept me on the ground.
We arrived home safely after a nine-hour flight. We didn´t feel
completely calm until we heard that the hurricane had avoided
the island and all the lovely people we had met were unharmed.
Track 46 page: 122 Activity 2
The first time I went swimming I was eight years old and I went
with the school. We all walked to the local public pool.
When we arrived, my best friend was very relaxed, but I was
really nervous. This was my first time. The instructor was waiting
for us. ‘Jump in!’ he shouted. There were thirty of us. I looked
nervously at the water and jumped. My feet didn’t touch the
bottom and I realised I was sinking in the water. I panicked and I
started splashing my arms frantically but I was still sinking, when
suddenly someone pulled me up. It was my best friend. ‘What
are you doing?’ he asked me. I was exhausted, but coughed back,
‘Swimming...I think!’ We both laughed.
Track 47 page: 123 Pronunciation Activity 6
eight ghost cough laugh thought weigh ghetto
Track 48 page: 129 My Progress Unit 6 Activity 2
Mandy: Did you see the game last night?
Alastair: No, the matches are boring these days.
Mandy: What was your favourite game then?
Alastair: I think Liverpool and AC Milan in the 2005 UEFA Championship.
Mandy: Was it good?
Alastair: Yes! AC Milan scored three goals in the first half of the match.
Mandy: In the first half? What a bad start for Liverpool!
Alastair: That’s what everybody thought. I mean, Liverpool needed to
score four goals to win, but well, the second half was brilliant.
Liverpool scored their first goal nine minutes into the second
half and then they scored another.
Guia 4º U6.indd 177
Mandy: So that was three goals for AC Milan, but only two for
Liverpool.
Alastair: Yeah, but Liverpool scored again! Both sides had scored three
goals. It was so exciting - The atmosphere was incredible, even
on TV!
Mandy: But why? Liverpool hadn’t won.
Alastair: No, but the game went to penalties and that’s when Liverpool
won.
Mandy: It sounds like an exciting match!
Alastair: It was! Liverpool won the cup for the fifth time.
Mandy: Five times.That’s a lot of cups.
Alastair: Well, AC Milan weren’t too unhappy – they’ve won the
competition six times!
Track 49 Extra Test Yoga
Presenter: Hello! Today we’re talking to Tom, who teaches yoga to
teenagers. Welcome to the show.
Tom: Good morning. It’s good to be here.
Presenter: Yoga seems to be increasingly popular in gyms and now
even in schools. Why is that?
Tom: Well, yoga is an ancient activity. Images of yoga postures
have been found in regions of present-day Pakistan and
India from over 5,000 years ago.
Presenter: And what’s the point of yoga?
Tom: Well, for most people, yoga is a form of exercise, but there
is a bit more to it.Yoga is really about balancing body and
mind; in fact, yoga means ‘union’.
Presenter: I see. And Tom, if I decided to take up yoga, where should
I start?
Tom: The most common form of yoga in the west is hatha
yoga. It focuses on movements, postures, and breathing
techniques, known as pranayama.
Presenter: And what’s a yoga class like?
Tom: A typical class might start off with breathing techniques
and then move on to exercises that stretch and work your
entire body.
Presenter: It sounds like hard work.
Tom: It is! But yoga keeps you fit and prevents many things like
heart attacks and depression.
Presenter: But, what are the benefits for teenagers then, as they don’t
tend to suffer from heart disease?
Tom: Well, the main benefit of yoga for teenagers is that it’s
an anti stress exercise. So learning about breathing and
relaxation helps teenagers deal with it.
Presenter: And what advice would you give to our teenage listeners?
Tom: I’d say that if you want to be healthier, yoga will help you!
Give it a try!
Presenter: Thanks for your advice and for being with us,Tom.
Tom: No problem!
177
27-07-16 16:00
 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT

Listening
1 Listen to a person speaking to Tom.Tom is a yoga teacher. Choose the correct option. Only ONE answer is possible.
1 Yoga is…
a more popular now. b less popular now. c not popular in schools.
2 Early images of yoga postures…
a are 500 years old. b are 5,000 years old. c were found in China.
3 The word yoga means…
a exercise. b separation. c union.
4 Hatha yoga focuses on…
a movements and postures. b breathing techniques known as pranayama. c both a and b.
5 A yoga class begins with…
a a run around the gym. b breathing techniques. c singing and dancing.
6 Yoga can help teenagers with…
a heart disease and back pain. b depression and chronic conditions. c stress and body control.
points /6
Reading
2 Read Vanessa’s letter and then answer the questions below
Which paragraph…
a introduces the letter?
b tells us about the writer’s problem?
c answers the questions from a previous letter? points /3

21 Harewood Road even tried surfing! It was great. As Mexico is so near, we

Waterford
Ireland
30 September 2012
Dear Katie,
How are you? Sorry for taking so long to write back to you,
but I’ve been really busy since I got back from America.
You asked me about my job in Arizona in your letter. It
was great! Looking after so many kids was a lot of hard
work, but I really enjoyed it. I also made a lot of new
friends there. We spent a week in San Diego before
coming home. San Diego is a great city to visit and the
beaches are beautiful. The ocean waves are enormous. I
crossed the border and spent a day in Tijuana. Tijuana is
really touristy, but it was good to see a different culture.
You should go there some day. How was your summer?
Did you enjoy your summer job in the café?
Since I’ve come home, Dani and I have broken up. He met
somebody else while I was away. I am very upset. I really
liked him and we always had a good time together. I’ve
stopped going out as much because I don’t want to see
him. I don’t know what to do to get my life back to normal.
Can you help me? What do you think I should do?
Write back soon.
Lots of love, Vanessa

points / 11
Writing
3 You are also Vanessa’s friend and she has written a similar letter to you. Answer Vanessa’s letter telling her what you
have been doing and suggest what she may do to feel better. Write approximately 120 words.

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

178 TEACHER’S BOOK

Guia 4º U6.indd 178 27-07-16 16:00

 a Tes
xtr
6

t
E
UNIT

Warm Up
Before the test, clarify any doubts that students have related to the contents of the lessons. You could ask
them the previous class to write their questions down on a piece of paper and hand it to you. Review
contents related to grammar and vocabulary from the lessons and focus on the activities the test is based on
(listening and reading comprehension, writing).

Listening
1. Give students one minute to scan through the questions. Play the recording two times and tell them in
advance they will have two opportunities to listen.
Answers: 1 a; 2 b; 3 c; 4 c; 5 b; 6 c

Reading
2. Ask students to read the questions and then skim quickly through the text in order to find the answers.
Answers:
a the first b the third c the second

Writing
3. Students read the text carefully and write a response to Vanessa’s letter.You could review the features of an
informal letter by doing a quick oral brainstorming with the students. Highlight that they should develop one
idea per paragraph and the use of linking words. Go to page 188 for a General Writing Rubric

Wrap Up
Have students switch the letters they have written with their partners. Give them a couple of minutes to check
the work of their classmate and then encourage a discussion based on the changes that they would make. Ask
students to justify their corrections to their peers.

Background Information Common Mistakes

Did you know that yoga can help you
develop your physical strength and
flexibility as well as your mental control?
Here are some of the benefits that you can
get if you do it!
• Improve your sleep quality, posture and
coordination
• Energize your body
• Normalize your weight
• Increase your cardiovascular efficiency
Remind students that when writing informal letters they
should keep in mind the following:
• It’s always convenient to write the date
• You can use colloquial language
• Address the letter to somebody
• Use a paragraph to describe why you are writing
or to answer what you’ve been asked in a previous
letter and another one to describe your message in
detail and to ask what you want to know.
• When you finish the letter use ‘Lots of love’,
‘Cheers!’, ‘Take Care’ or other informal sentences to
say goodbye.

179

Guia 4º U6.indd 179 27-07-16 16:00

PHOTOCOPIABLE

6
UNIT Reinforcement Activities

1 Imagine you won the lottery and went on a holiday to Brazil. You chose the company Platinum Tours to organize a
package-tour including air tickets and your stay in a three star hotel. You went there with your best friend. Look at the
brochure of the trip they offered you. In the brochure are some notes you wrote on what really happened during your trip.

My room had a view

PLATINUM TOURS TAKE YOU TO A BEAUTIFUL HOTEL
The receptionists didn’t
to the back of a
• By the beach – rooms Superb Location have any information
factory.
with a view to the sea • Historical buildings to see about tours or timetables
to visit historical buildings
The show at the • Excellent restaurant • Big sandy beaches
restaurant was terrible
• Friendly atmosphere • Plenty of nightlife
and drinks very expensive

You are going to write a formal letter of complaint to Platinum Tours and mention the problems you had during your stay.
Make notes to organize your letter and put your ideas into paragraphs.

2 a Look at the following words. Are they adjectives or nouns? Put them in the table under the correct category.

weekend | sunscreen | 17-year-old | departures board | handmade | ice cream | red-headed | easy-going

Nouns Adjectives

b Read the definitions below and complete them with an appropriate compound noun using the words in the box.

eyed | time | looking | luggage | control | open | check | left

i hand___________: the bags you take on the plane.

ii blue-___________: used to describe a person with blue eyes.
iii ___________-in: a desk at an airport where you go to hand in your bags and suitcases.
iv good-___________: a physically attractive person.
v ___________-handed: a person who uses the left hand to write.
vi passport-___________the place at an airport, port, or border of a country where an official checks your
passport.
vii ___________-minded: willing to consider ideas and opinions that are new or different to your own.
viii part-___________: used to describe a job where you are required to work only for a couple of hours a day or a
couple of days a week.

180 TEACHER’S BOOK

Guia 4º U6.indd 180 27-07-16 16:00

 6
UNIT Reinforcement Activities

Warm Up
Ask students the following questions about holidays:
When was your last holiday?
Where did you go?
Did you have any problems while you were there?
Write students’ ideas on the board and discuss their holiday experiences as a class.

1. Ask students to read the brochure of the trip and explain the instruction for the letter of complaint.You could
do a small review of the characteristics of a formal letter.

2. Have students get together with a partner and decide which words are nouns and which ones are adjectives
and then complete the compound nouns. Give them a couple of minutes to complete exercises and then pick
students to come to the board and write the answers.
Answers:
a nouns: weekend, sunscreen, departure board, ice cream; adjectives: 17-year-old, handmade, red-headed, easy-
going
b i hand luggage; ii blue-eyed; iii check-in; iv good-looking; v left-handed; vi passport-control; vii open-minded;
viii part-time

Wrap Up
Role-play. Ask students to get together in groups and choose a holiday problem that they have experienced.
Give them a couple of minutes to prepare their role-play and then present it to the class. You could do this as
an assessed oral activity. For futher guidance on assessment, check the Speaking rubric at the end of the book.

Background Information Common Mistakes

Travelling to different cities and getting to know
different cultures is something that many people
around the world enjoy doing. Here are some
fun facts about travelling:
• One third of all the airports in the world are
located in the United States.
• France is the most visited country in the world.
• Saudi Arabia is the only country in the world
where there are no rivers.
• Australia has more beaches than any other
nation in the world.
Remind students that when writing formal letters
they should keep in mind the following:
• Do not use slang language
• Avoid the use of contractions
• Always address the letter to somebody (Dear
Sir/Madam if you don’t know the name and
Dear Mr./Ms. and the surname of the person)
• When you finish the letter use ‘Yours sincerely’
if you know the name of the person and
‘Yours faithfully’ if the name is unknown to you.

181

Guia 4º U6.indd 181 27-07-16 16:00

 Student’s Book Pages 130 and 131

UniT 7
Moving Forward

Getting Started
Write ‘Moving Forward’ on the
board and check that students
understand what this expression
means. Elicit the meaning by
asking concept questions. Teacher:
‘If I move forward, am I making
progress? Am I doing something
better? Am I moving from one place
to another?’.
Ask students in which aspects
of their lives should they move
forward as teenagers and make
a list on the board. Some aspects
may be:
• Family
• Friends
• Relationships
• School
• Lifestyle (Health/Fitness)
Get students to work in groups
of four and discuss how they can
move forward in some of the
aspects mentioned before.

Background Information
9 Ways to Keep Moving Forward:
• Forget regret.
Read the LIVING IN HARMONY section, keeping in mind that this is
• Learn from failure.
an OFT. Draw students’ attention to understanding the importance of a
• Ask for help.
healthy diet and good habits to preserve our health.Then, ask them how
• Believe you are worthy.
they can move forward in this aspect of life.
• Take 100% responsibility.
• Know what you want.
• Trust.
• Want it more.
• Keep the faith.
• See the bright side of life.

182 TEACHER’S BOOK

Guia 4º U7.indd 182 27-07-16 16:02

 Lesson Summary
Aim: Analyse and discuss about
health in terms of food and
activities.
Suggested Time
90 minutes
Vocabulary
Nutrition, Healthy/Unhealthy Food
and Activities
Communicative aims
Use expressions to talk about past
habits
Materials
50

Dictionary

Warm Up
Ask students what they eat on a
regular day and see what eating
habits they have in common. Discuss
with the class if these eating habits
are good or bad and why.

1. Students mark the statements

that are true for them and then
compare with a partner.

Speaking
3. Get students to complete the table and then to discuss with their 2. Ask different pairs of students
partner what food and activities they both consider healthy. Each pair to share the habits they have in
should be asked to share their answers with the class by coming to the common with the class. As pairs
board and making a list of healthy food and activities. expose their habits, a list can be
This list could be also done on a big piece of poster board, which can made on the board and the rest
be put up on the walls of the classroom, as many habits may be similar of the class can say if they have
among the students. that habit or not, to see which are
the most popular.

183

Guia 4º U7.indd 183 27-07-16 16:02

 Student’s Book Pages 132 and 133

Pre-Reading
4. Students ask each other the
questions and see how similar
their answers are. Each student
is asked to tell the class about
the information they’ve learnt
from their partner. Vocabulary
clarification may be needed for
words such as meal and sugary
food. Elicit the meaning from the
class and help them with examples
(sweets and chocolate are sugary
food).

While Reading
5. a Remind students that looking
for words in context will help
them to understand their meaning.
If students can’t get the meaning,
they should ask partners or find
the meaning in a monolingual
dictionary. If students struggle
to find the meanings, elicit by
directing students to the text and
with examples of similar contexts
for the word.
b Students read the title of the
text and tell what they think it is
about. They should then discuss in
pairs which words are essential for
understanding the text. Ask each
pair to choose one of the essential
words for them and to come and Possible Answers:
write it on the board. a Chileans have a poor / bad nutrition. b Today, they spend more time
c Students read the text and then watching TV, surfing the net and playing video games. c Diabetes may
check together. become a major problem as children and teenagers consume excessive
6. Students answer the questions amounts of sugary food. d They should directly reach parents, teachers
and compare their answers in pairs. and teenagers themselves to work out the problem. e Suggested answers:
Exercise more and have a balanced diet.

184 TEACHER’S BOOK

Guia 4º U7.indd 184 27-07-16 16:02

 Post Reading
7. Students answer with a
partner and then compare their
reasons with another pair.
Possible Answers
a Shouldn’t, they are high in fat,
sugar and salt.
b Should, they are full of vitamins
and minerals.
c Shouldn’t, we can eat more
food than we need or the wrong
food.

8. Students work individually

and check a dictionary if they
have problems to find the right
synonyms. Remind them that they
can only change the adjectives,
so they have to find a new word
which is also an adjective.
Possible Answers:
a good/active lifestyle; b lazy/
f
d inert activities; c fast food; d
a sweet food; e good time
g
b
h
c
e STEP IT UP!
i
Students can take the activities
they wrote in exercise 3 as
reference and complete with
other unhealthy activities. Then,
9. Students match the word groups students compare their answers
individually and then check in pairs. and in pairs they give advice to
10. This can be set for homework, each other about how to change
as it requires Internet access. Ask their unhealthy habits.
Common Mistakes students to work in pairs and
investigate about proper nutrition.
Students may find a variety of Students should bring the chart
synonyms in dictionaries and the following class. Give students
thesauruses, but they must some useful websites such as
see which fit the context the http://www.nutrition.gov/ and
word is in. http://www.nutrition.org.uk/

185

Guia 4º U7.indd 185 27-07-16 16:02

 Student’s Book Pages 134 and 135

11. Students may bring a PPT

presentation with the chart or a
drawing on a piece of poster board
to present to the class.

LANGUAGE IN USE
Use expressions to talk about
past habits (Used to)
Draw a timeline on the board with
two moments. Moment 1 should be in
the past and moment 2 in the present.
Write ‘play with toys’ under moment
1 and ‘don’t play with toys’ under
moment 2. Ask concept questions
such as
Teacher: Did I play with toys in
the past? Do I play with toys now? Then
ask How can I say both things in one
sentence?’ Wait for students to say
‘with used to’ or give them clues until
they get the answer.
Direct students to the LANGUAGE IN
USE box and check the rules together.
For further explanation check the
Grammar Reference at the back of
the book.

Practice
12. Students work individually and
then check in pairs. Answers may vary.

Pronunciation
13. 50 Students listen once and
discuss in pairs. Ask students how
they knew which one was positive
and which one was negative (tone
of voice). Check with the class by
getting students to think of and
say out loud some positive and
negative sentences.
Wrap Up
Ask students if they remember the recommendations made in the text
on page 132. Refer them to the text and ask them to think of an answer
to the first question in groups of 3. Then students answer the second
question individually and compare in pairs.
Get students in groups of 4 or 5 and ask them to think about ways to
encourage the rest of the students in school to have a healthier lifestyle.
Students produce a list of 5 to 10 ideas, decorate it and put it up around
the school.

186 TEACHER’S BOOK

Guia 4º U7.indd 186 27-07-16 16:02


3. 51 Students listen to the
recording again and check in
pairs. Answers: a Bad nutrition
and mental illness. b Bad quality
lifestyle becoming an epidemic.
c Always in a hurry and in a bad
mood. d Because we have neglected
our eating habits and physical activity.
e By exercising the body, the mind
produces good energy. The body is
closely tied to the mind.
Guia 4º U7.indd 187
While Listening
2. 51 a Students listen to the
recording and take notes
individually. When the recording
finishes, they check in pairs.
b Students listen again to check
what they previously compared
with their partner and a whole
class feedback is carried out.
Lesson Summary
Aim: Analyse and give opinion about
frequent physical and mental illnesses
in teenagers.
Suggested Time
90 minutes
Vocabulary
Illnesses, Medicine
Communicative Aims
Integrate expressions of hypothetical
situations in a past time frame
Materials
51
Dictionary
Warm Up
Ask students to tell the class about
moments when they have felt ill.
Put them in pairs and get them to
discuss and decide the best thing to
do when each situation takes place.
Pre-Listening
1. a Tell students to work in pairs
and decide which words from the
list are problems and which are
potential solutions. Clarify unknown
vocabulary by eliciting meaning
from the class. Students then work
individually and choose which ideas
are familiar to them or which they
have experienced.They compare
answers in pairs and tell each other
about their experiences.
b students work together and talk
about how some ideas from activity
a are related. For example: bad
nutrition and wrong eating habits may
lead to obesity. Conduct a whole class
feedback session to get students to
share the ideas they discussed in pairs.
187
27-07-16 16:02
 Student’s Book Pages 136 and 137

Post Listening
4. Start by asking students how
nutrition is related to commitment
(for example balanced diet, will to
lose some weight). Students continue
brainstorming ideas in pairs to relate
nutrition to the other concepts.
5. Ask students to remember the
recording and elicit the type of
‘balance’ people need to have in
order to be healthy (body-mind).
Elicit some ideas of a sequence of
actions that may be done to achieve
this balance and write some of the
ideas on the board. Students work
in pairs and complete the sequence
map together.
6. Students find arguments to justify
their sequence map according to
the analysis carried out in exercise 4.

LANGUAGE IN USE
Integrate expressions of hypothetical
situations in a past time frame
(Third conditional)
Lead students to the box and ask
some concept questions Integrate
expressions of hypothetical
situations in a past time frame.
Teacher: Was the person careful?
Could they prevent something from
happening? Why? (for the first
sentence) and Did she answer? Extra Activity
Was she relaxing? (for the second 7. Students work individually Get students in groups of 6, and
sentence). Draw students’ attention in the activity and then check have them create 6 sentences,
to the board and ask for help to in pairs. Conduct a whole separating them in halves with
write the form, getting them to class feedback to check if clauses, and halves with main
identify each part of the sentences problems with sentence clauses. Groups exchange
and the order they follow. order and verb forms. sentence halves with other groups
For further explanation check the Answers may vary. and match the ones they receive.
Grammar Reference at the back of
the book.

188 TEACHER’S BOOK

Guia 4º U7.indd 188 27-07-16 16:02

 Pre-Reading
8. Ask students how often they
go to the doctor and if they go
only when they have accidents
or also when they feel ill. Have
students make a list of reasons
for going to the doctor and then
compare with a partner.

While Reading
9. For this activity, remind
students that skimming is a
strategy that allows them to
get the main idea of a text and
speed up their reading. Set a
time limit of 30 to 45 seconds
for students to read and answer
the question.
Possible Answer:
Illnesses and accidents that make
teenagers need a doctor.
10. Students discuss the question
and then share their ideas with
the class.

Post Reading
Wrap Up 11. Students choose three of the
problems from the text to write
Elicit names of eating disorders from students. Get them to talk about short paragraphs giving advice.
what can teenagers do about them and direct them to both questions. Encourage them to write at least
Ask students to anonymously write a medical problem they have had on four sentences for each problem
a piece of paper. Collect the pieces of paper and read some out loud. and to use the vocabulary and
Have a whole class discussion on what they would do if this happened grammatical structures from the
to them. unit.

189

Guia 4º U7.indd 189 27-07-16 16:02

 Student’s Book Pages 138 and 139

Lesson Summary
Aims: understand the advantages
and disadvantages of science and
technology in daily life.
Suggested Time
90 minutes
Vocabulary
Science, Technology
Communicative Aims
Distinguish between wishes and
regrets by identifying relevant
information
Materials
52

Pictures of machines and other

science-related content.

Warm Up
Bring pictures of different things
related to science and technology
(inventions, robots, human cells,
chemistry laboratories) and show them
to students. Ask what the pictures
have in common and elicit the words
science and technology from students.

Pre-Reading
1. Hide the pictures and get students
to remember some words they
mentioned in the previous activity.
Write the word science on the board
and have students create their own
spider map from it. It may be needed
to clarify the term spider map, so try
to elicit the meaning from students
or explain it by drawing on the board.
Clarify meaning by asking some
questions such as:
Teacher: Does science involve
medicine? Is it a subject you study at
school?
While Reading
2. Set a time limit of 1 minute for Common Mistakes
students to read. After that, get
Students tend to read word
them to close their books and ask
by word and they usually need
if they can remember any main
long time to understand what
ideas. How are they connected?
they’re reading. Gist reading
Answer
will require repetitive practice
The text includes different reflections
to become effective.
on how technology and science has
made an impact on our lives and
their wishes.

190 TEACHER’S BOOK

Guia 4º U7.indd 190 27-07-16 16:02


Extra Activity
Give students a piece of paper
where they can write a problem
they have. Collect them and give
them to a different student, who
will read the sentence out loud
and complete with a wish.
Check student’s utterances by
asking the class.
Teacher: Is that a wish or a regret?
How do you know?
Guia 4º U7.indd 191
Practice
5. Students complete individually
and then check in pairs. Have
whole class feedback to check
grammatical accuracy.
Answers will vary.
6. Students work in pairs and make
sentences. Have a whole class
feedback to see what different
ideas arise from each picture.
Post Reading
3. Students answer the questions
individually and then work in pairs
asking each other some questions
to see how similar their answers
are. Answers may vary. Have a
whole class feedback to share
answers and generate discussion.
Speaking
4. Students discuss the questions
in pairs. Monitor closely and write
down some relevant mistakes
students make.Then, write the
sentences with mistakes on the
board and have students correct
them. Remind students that it is not
important who made the mistake,
but the fact that they can correct
themselves, as this means they know
how to do it, but they just need to
practice spoken production.
LANGUAGE IN USE
Distinguish between wishes and
regrets by identifying relevant
information (Wish/If Only)
Get students to close their books.
Write four headings on the board
(wishes/situations we want to change/
regrets/complaints) and ask for a
sentence to complete each topic.
Ask concept questions to check
students have understood the
different uses of wish/if only and
then have them open their books
and check the Language in Use box.
For further explanation check the
Grammar Reference at the back of
the book.
191
27-07-16 16:02
 Student’s Book Pages 140 and 141

Pre-Listening
7. Students choose one object from
the classroom in pairs and then
they describe it to the class. There
could be a whole class discussion
on what the development process
was like.

While Listening
8. StuStudents
52 listen to the
recording and check the words
they can hear. Get them to check
in pairs and have a whole class
feedback to see how many words
they managed to identify.
9. 52 Students listen again,
complete the list and then
compare their answers in pairs.
Answers will vary.

Post Listening
10. a Students discuss the question
in pairs and they tell the class their
reasons. Remind them to think of
an invention.
b After students have made their
lists, get some students to go to
the board and write one of the
questions they have to make a
whole class list.

Pre-Reading While Reading

11. Answer the questions as a class.
Encourage the students to open up
about their sleeping habits and why
they sleep too much or too little.
12. Set a time limit of 1 minute for
students to skim the text and direct
them to the questions, which can
be answered out loud as a whole
class session.
13. Tell students that now they
will have more time to read the
text in detail and answer the
questions.
Answers:
b Experts suggest that school
should start later.
c They reported that they were
sleepy during the day and even
needed a daytime nap.
d Teenagers need more sleep
than they are getting.

192 TEACHER’S BOOK

Guia 4º U7.indd 192 27-07-16 16:02

 Post Reading
14. Ask the whole class for the
answer to the question out loud
and ask how they know it is
an article (it has a title, it gives a
description of something, it could be
found in a magazine or newspaper)
15. a Tell your students to read
carefully and write their ideas in
their notebooks.
b Ask students to write a letter
to their parents telling them how
important is to get enough sleep.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Suggest students to email their
letters to their parents.

Common Mistakes
Students may find it difficult to
identify the different types of
text and why they can’t use the
same structure for all of them.
Present to students some
Wrap Up sample writings, using authentic
Ask students how much television they watch and make a list on material so they can better
the board of the advantages and disadvantages of watching TV. understand and compare the
Direct students to the statement and get them to answer both different structures used for
questions. Once they have finished, they can compare their answers different purposes. You could
in groups of four to generate discussion. also have them work in pairs
and have each of them write a
different type of text, so they
can later compare them and
correct each other.

193

Guia 4º U7.indd 193 27-07-16 16:02

 Student’s Book Pages 142 and 143

Lesson Summary
Aim: Analyse and relate personal
life to different lifestyles and habits
to stay healthy.
Suggested Time
90 minutes
Vocabulary
Healthy habits, Physical and Mental
health
Communicative Aims
Integrate expressions to demonstrate
understanding of different meanings
Materials
53-54

Warm Up
v
Direct students to the pictures and iii
i
the title of the lesson and ask how iv
ii
they are related.
Possible Answer stairs walk
The pictures represent different
homemade cook
activities to get a healthier lifestyle.
best less
stress mental
heavy good

Pre-Listening
1. Have students form groups of
3 or 4 and discuss the questions.
Have a whole class conversation
for feedback.
2. Students complete the sentences
and then compare in pairs to see
what they have in common.
While Listening
53 Ask students what
3. a
they know about the immune
system and give some feedback.
Students then listen to the
recording, match the sentence
halves and check in pairs.
b 53 Students listen again
to complete the sentences and
check in pairs.
Background Information
The immune system, which is
made of a network of special cells,
proteins, tissues and organs, is the
body’s defence against infectious
organisms and other invaders.
Through a series of steps called
the immune response, it attacks
organisms and substances that
cause disease.
Source: http://kidshealth.org/teen/
flu_center/about_flu/immune.html

194 TEACHER’S BOOK

Guia 4º U7.indd 194 27-07-16 16:02


Pronunciation
7. 54 a You can use
strong students to model the
words. Elicit the difference in
pronunciation have students
complete the activity.
b After students have
practised enough, elicit some
words that many groups had
in common to check their
pronunciation with the class.
Guia 4º U7.indd 195
CHECK THIS OUT
This section may be used only
with fast finishers. Ask students to
read the three facts and ask them
to think of others that may seem
unreal, but are true. Let them
find interesting facts about human
beings and nature and share them
with the class. You can suggest
some websites such as http://www.
interestingfacts.net/ and http://
www.todayifoundout.com/
Post-Listening
4. Tell students to make a list of the
words that come to their mind and
then compare with a partner.
LANGUAGE IN USE
Integrate expressions to demonstrate
understanding of different meanings
(Prefixes)
Write the word healthy on the board
and ask students what is the opposite
of that word. Elicit the word unhealthy
and ask students how do they know it
is the opposite (because of the prefix
un-) Ask some concept questions to
check that students understand the
use of prefixes such as:
Teacher: Can we only use a prefix to
form opposites? Or can we use them to
change the meaning of words?. Direct
students to the LANGUAGE IN USE
box and have them complete the rule
of form. For further explanation check
the Grammar Reference at the back
of the book.
Practice
5. Students work individually and
then check in pairs. Carry whole
class feedback to check doubts
in meaning and elicit some other
examples of words with each
prefix. (superpowers, antibiotic,
unreal, underwear, ex-boyfriend,
microbus, oversleep, pro-life)
6. Have students find more
words with the prefixes studied,
monitoring in case new meanings
may arise.
195
27-07-16 16:02
 Student’s Book Pages 144 and 145

Pre-Reading
8. Elicit the meaning of the
expression from students and ask
them to think of local sayings and
share with the class.

While Reading
9. Direct students to the heading
of the article and ask them what
they think the text is about. Give
them enough time to read in detail
so they can choose the key words/
phrases and then ask them if their
predictions about the text were
correct.

Post Reading
10. a Tell your students to read
carefully and write their ideas in their
notebooks.
b Ask students to write a 100 words
paragraph expressing their opinion
on the article they have just read.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Suggest students to share their
work in class. Wrap Up
Ask students what healthy habits
they see every day and how are
Background Information • You can put things in order so habits changing in Chile. Direct
Planning your writing is useful for they make sense before writing them to the questions and have
the following reasons: the final version. a whole class feedback session.
• It helps you save time when • It’s a chance to correct mistakes Encourage students to consider
writing. before you do the writing. the second question in terms of
• You are more likely to remember Source: http://www.bbc.co.uk/ their own habits, not what they
everything you want to include. skillswise/topic/planning-your-writing should be doing.

196 TEACHER’S BOOK

Guia 4º U7.indd 196 27-07-16 16:02


b
d
a possible confusion caused by the
e order of clauses.
c
f
Wrap Up Extra Activity
Direct students to the Worksheets Put students in groups of 4 or
5 and tell them to note down
for extra practice and encourage
words they find interesting from
them to work individually before
unit 7 (they can go through the
checking in pairs or asking you.
unit in the book). Make groups
compete with each other by
describing a word from the ones
they have. They should keep a
score to see which group in the
class guessed more words.
Guia 4º U7.indd 197
Warm Up
These activities may be answered
in teams, and points may be given
for each correct answer as they are
checked.
1. Students work individually.
Collect different answers on the
board so students can see how
different options can be correct.
Answers will vary.
2. Students complete individually
and they compare answers in pairs.
Answers
a Although; b used to be; c used
to make; d however; e didn’t use
to show; f used to wear; g used to
speak; h used to take; i didn’t use
to eat; j used to punish
3. Students match the columns
to form sentences with the 3rd
conditional. Pay attention to
Common Mistakes
As to form a conditional sentence
students need to use more than
one complex structure to give
meaning to both clauses, mistakes
like these may arise:
• If I would have asked him, he would
have helped me. (If I had asked him,
he would have helped me)
• If you had spoken to my mother,
she would tell you where I was. (If
you had spoken to my mother, she
would have told you where I was)
197
27-07-16 16:02
 Student’s Book Pages 146 and 147

Warm Up
As students may need extra
practice in specific areas, you can
decide which activities to do in
class or let them choose a set of
activities to work on.

1. Students match the words to

revise vocabulary they have studied
through the unit.
2. Students complete individually
and then check in pairs.
Answers
a have done; b have helped; c have
had; d passes; e used to; f are having;
g contains.
3. If students have done extra
activities previously, they can start
this activity based on them or
based on closing tasks. They can
work individually or in pairs and
take the leaflets to the reception
desk of the school.
4. Students write sentences that
are true for them using used to.
They can later tell a partner how
much they have changed and share
with the class. Answers will vary.
5. Students complete with personal
wishes/regrets. Monitor to see if
they are using the grammatical
structures properly for the meaning Common Mistakes
conveyed. Answers will vary.
It is possible that students think they can say ‘I use to...’ to express
habits in the present. It might be necessary to clarify that we only
say ‘used to’ when we want to refer to actions that we did in the
past and that we don’t do anymore. This can be done by asking
some concept checking questions about how to talk about present
habits, which would be using the present simple.

198 TEACHER’S BOOK

Guia 4º U7.indd 198 27-07-16 16:03


Wrap Up
Take a poll of the class to
decide which activities were
the most challenging. Based
on students’ answers, review
the material as a class.
Guia 4º U7.indd 199
6. Students rewrite the
information given to complete the
sentences individually. Encourage
to compare answers with a
partner if doubts arise before
asking you.
Answers
a They wish he talked slower.
b He wishes he found a better job.
c The children wish school didn’t
start too early.
d She wishes she hadn’t begun
that project.
7. Students decide the meaning
of each prefix and then check in
pairs. Whole class feedback may
be needed to clarify any doubts
and expand the possibilities where
they can use each prefix.
Answers
a against; b former; c miniature; d
too much; e in favour of; f again; g
very large; h too little; i not.
8. Refer students to the sequence
map on page 136, exercise 5 and
have then plan their writing using
that information. Help them to
structure the information into
letter format.
Extra Activity
Divide the class in 4 or 5 groups and have them share the letters they have
written in the previous exercise. Considering the information from the letters, get
students to create a Health magazine, in which they will write articles, design the
front and back cover and some ads. Each student should have a role, which you
can decide and put them on the board along with specific instructions or which
can be defined by each group according to their needs. Possible roles are: article
writer, cover designer, advertiser. More than one student will take the same role
as it is required.
199
27-07-16 16:03
 Student’s Book Pages 148 and 149

Lesson Summary
Aims: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Pictures of healthy/unhealthy
food and activities, computers
and projector.

Warm Up
Direct students to the pictures
and ask them what they have in
common and how can they be
related to immortality.

1. Students discuss the questions

in pairs and then share their ideas
with the class. Answers will vary.
2. If students did the Extra Activity
from the Worksheets they will
know what a magazine should
include. Refer students to the topics
their magazine should include and
get them to start working as a
team (establishing roles). Monitor
around the classroom as students
work to clarify any doubts they
may have about instructions,
organisation of tasks and language Wrap Up
and to make sure each member of
the group is working. If possible, arrange seats so students can look at everybody (a semi-circle
3. Organise the order of is convenient). Have a whole class conversation on the performance of
presentation randomly, but let the groups in the presentations and encourage students to give advice
every group know when they to other groups. Monitor the conversation, making sure it takes place in
present. Remind students of the a comfortable atmosphere.
criteria that will be used to assess
the project. And encourage them
to assess their classmates as they
present by writing notes on their
performance.

200 TEACHER’S BOOK

Guia 4º U7.indd 200 27-07-16 16:03


Extra Activity
As a whole class, have students
give you ideas of wishes they
have. Collect on the board
the ones students have in
common and have them make
a poster to put up on the wall.
Guia 4º U7.indd 201
Wrap Up
This stage can be focused on
mistake correction and language
clarification. For detailed guidelines
on correcting writing you can check
the Writing rubric at the back of
the book. To clarify language from
the unit, you can elicit form rules
and use of tenses from students
and write them on the board.
Lesson Summary
Aim: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
55
Dictionary
Warm Up
Ask students what strategies they
remember for reading and listening
and write them on the board,
so they can use them during the
lesson.
1. 55 Students listen to the
recording and answer individually.
Before they listen again, have them
check their answers in pairs. After
the second time they listen, have a
whole class feedback session.
2. Students read and answer
individually. Then, get them to
compare answers with a partner.
Possible Answers:
a His diet is not very healthy and
he walks to school.
b He should eat more fruit,
vegetables and do more exercise.
3. Encourage students to plan
their writing by deciding and
noting down the situation and
some sentences that describe it
before doing the final version.
201
27-07-16 16:03
 Transcripts
Unit 7
Track 50 page: 134 Pronunciation Activity 13
a. But not all is lost and you can still live a life on the move,
looking and feeling better by adopting an improved lifestyle.
b. What makes the situation worse is that most of these
sedentary activities include food. Junk food.
Track 51 page: 135 Activities 2 and 3
Not careful enough with our own health?
Rumour has it that we, Chilean people, are becoming “famous”
for bad nutrition and mental illnesses such as depression, stress
and eating disorders.
We know we are not the only country in a situation like this,
but this is our country and we need to do something about it.
If you take the Metro, get on any public transportation or even
drive your own car, you will see, hear and feel people of all ages
acting stressed out. They seem to be angry all the time, making
everyone around feel useless because they are the only ones
who have problems, have a lot of things to do or are always
in a hurry to be successful. It’s alarming that many 9 year-old
children in Chile have already been diagnosed with stress.
We should not only blame the system, which is helping us
collapse, but consider we have neglected our eating habits and
physical activity too. Unhappily, we seem to have developed
ineffective lifestyles.
Mind and body need to be balanced. Physical Education and
Sport should be considered as core subjects in schools like
Maths and Language are.
Mind and body need to be fed and exercised regularly.
Remember that by exercising our body we help our mind
produce “good” energy.
How many people do you see running or riding their bikes in
the early morning? You will probably see some, but not enough.
A recommendation: be as polite as you can, try to smile.
Notice how many smile back in return. Another healthy habit
to consider.
202 TEACHER’S BOOK
Guia 4º U7.indd 202
Track 52 page: 140 Activities 8 and 9
If you think science doesn’t matter much to you, think again.
Science affects us all, all through our life.The modern world would
not be modern at all without the advancements of science.
Science affects us all, every day of the year. Just try imagining a
day without scientific progress. Electricity for example. Without
science, there would be no way to use electricity.There would be
no plastic, modern agriculture or modern medicine.
In fact, without science, many people alive today would have died
of diseases that are now easily treated. Scientific knowledge can
improve the quality of life at many different levels: from the routine
work of our everyday lives to global issues.
Think science! Because many aspects of scientific thinking are just
extensions of the way you probably think everyday. Have you ever
seen something surprising and tried to figure out how it happened,
or looked for more evidence to come up with a new explanation
for a mystery? These might seem like trivial examples, but in fact,
they represent scientific habits of the mind applied to an everyday
situation. Scientists use these ways of thinking to revise their topics
of study and you can use the same tools in your own life.
Track 53 page: 142 Activity 3
Did you know that you have many opportunities to do
something good for yourself, from the time you wake up to
the time you go to bed?
Here we show you 5 ways to improve your health.
1. Move your body to make your heart healthier.
• Avoid shortcuts, take the stairs, walk to school if possible, and
try to walk your dog more.
2. Watch what you eat.
• Get in the kitchen. Try to eat homemade food or if you have
the chance, cook your own food!
3. Eat less.
The best way to keep your body healthy is eating less. As
simple as that.
• Use portion control. Limit your serving size to the size of
your fist, really.
• Get real. It’s better to find a level of dieting and exercise that
you can maintain all along than eating soup the rest of your life
or going through awful diets.
4. De-stress
• Related with everything from headaches to heart disease,
stress can affect a person’s physical and mental health. To keep
the harmful effects of stress away. Yoga, meditation and deep
breathing techniques help diffuse stress.
27-07-16 16:03
 5. Sleep. Yes, true. Not sleeping enough hours causes irritability, Track 56 Extra Test Unit 7 Junk Food
depression and
high blood pressure. Junk food is food that is calorie-dense and poor in nutrients. In
• Put nicotine and caffeine away, as they are stimulants and recent decades, fast food in the United States have increased
shouldn’t be consumed before sleeping. Alcohol consumption dramatically, with 25 percent of people now consuming
and heavy meals can also interfere with a good night’s sleep. predominantly junk food diets.
Junk food plays a major role in the obesity epidemic. Children
who eat fast food as a regular part of their diets consume more
Track 54 page: 143 Pronunciation Activity 7 fat, carbohydrates, and processed sugar, and less fibre than
i. agree disagree those who do not eat fast food regularly. Obesity increases
your risk for cardiovascular disease, diabetes and many other
ii. regular irregular chronic health conditions.
iii. virus antivirus Another issue is that junk food may lead to depression in
iv. smoking non-smoking teenagers, according to Andrew F. Smith, author of the book
Fast Food and Junk Food: An Encyclopedia of What We Love
to Eat. Hormonal changes at puberty make teens more
Track 55 page: 149 My Progress Unit 7 Activity 1 susceptible to mood and behavioural changes. A healthy diet
Simon: Today we are very happy to welcome Martha plays a part in keeping hormone levels on an even level, while
Connolly. Martha is an editor of the science magazine a diet high in junk food doesn’t.
What’s new? and she’s come along today to tell us
about the world’s smallest transistor radio. Hello
Martha. Welcome to the programme.
Martha: Thank you, Simon. It’s a pleasure to be here.
Simon: So how small is “small”, Martha? I’m sure our listeners
will be interested in the dimensions of this transistor.
Martha: Well, we are talking about nanotechnology so
everything is already pretty small. This is a fifty-
nanometre transistor, which means more or less one
two-thousandth (1/2,000) the width of a human hair.
Simon: That’s small!
Martha: Yes! The transistor is special not only because of
its size, but also because all of its components are
built on top of a silicon sheet. It’s called a “vertical”
transistor because of this. Up until now transistors
have been horizontal. The fact that this is vertical
means it occupies much less space.
Simon: So, this kind of creation has never been seen before,
has it?
Martha: That’s right. In fact, it has several novelties. One
important difference is that with a conventional
transistor you only have one “gate” which switches
the current on and off. The new transistor has a gate
on each side. In real terms, having two gates makes
the processing faster. So everything is twice as fast.
Simon: So, tell us Martha, is this new transistor going to
replace the traditional transistors?
Martha: I think so, yes. But it might take some time. I can’t see
companies replacing expensive existing transistors
immediately. But when they need a new transistor, it
makes sense to develop a vertical one.
Simon: So Martha, what about the...

203

Guia 4º U7.indd 203 27-07-16 16:03

 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT
Reading
1 Match each subheading with a paragraph in the text.

a What are the health benefits of exercise? d Why do we need exercise?

b What type of exercise can I do? e How much exercise do I need to do?
c What are the social benefits of exercise?

What is exercise?
Exercise is basically the use of energetic movement to keep our bodies fit and healthy.
i The human body was not designed to be sedentary, but to move. In the past, mankind had to do physical tasks
on a daily basis. However, technology has made our lives easier in many ways and, as a result, we move considerably
less today. We drive to the shops instead of walking or we take the lift rather than going up two flights of stairs. Many
of us prefer indoor pastimes, like watching TV or playing video games, to outdoor activities.
ii There are numerous benefits to doing exercise. Exercise:
• strengthens hearts, lungs and blood vessels.
• facilitates good sleeping patterns.
• gives us more energy.
iii If we choose to go for a walk with a friend, we can have a chat. If we join a sports club or a gym, we can
meet people with similar interests and possibly develop new friendships. Being with others makes exercise more
interesting and motivating.
iv It is important to choose the right exercise type for our bodies, and one that will encourage us to continue.
If you want to improve muscular strength, you could do anaerobic exercise, like weightlifting. To improve physical
endurance, aerobic exercise is important. Activities such as jogging, dancing or swimming are aerobic and also help
augment overall fitness. Flexibility can be improved by regular stretching.
v Current guidelines recommend that we spend at least thirty minutes a day being physically active. It doesn’t
need to be expensive. You can take exercise at home by tidying the sitting room or dancing to your favourite music.
Not having enough time is no longer a valid excuse. Everyone has thirty minutes. Come on, let’s get fit!

points /5
Listening
2 Listen to this report about fast food and junk food in the USA. Decide if the statements are true (T) or false
(F). You will hear the report twice.
a Junk food is high in calories and low in nutrients. d Obesity doesn´t increase your risk for
b Fast food consumption in USA has not risen in cardiovascular disease, diabetes or any other
about 25% lately. chronic health conditions.
c Children who consume fast food usually consume e Teenagers may suffer depression if they consume
less fibre. plenty of fast food.
points /5

Writing
3 Write in your own words (approximately 120) about the benefits of doing exercise and eating healthy food. Give
reasons for your choices. points /10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

204 TEACHER’S BOOK

Guia 4º U7.indd 204 27-07-16 16:03

 a Tes
xtr
7

t
E
UNIT

Warm Up
Ask students what do they remember having worked on unit 7 and write the topics on the board. Have students
say out loud what they remember having read or listened about these topics and make some notes on the board
too.

Reading
1. Go through the instructions and check students have understood by asking some questions such as ‘Do you need
to write anything?’ and ‘Do you need to match?’. You can also help them by explaining how to work in this type of
activities, in which they should first read quickly for a general idea of what the text talks about and then scan for
specific information that links each paragraph to a heading. Students read and match individually so they can later
check with a partner. Answers: a ii; b iv; c iii; d i; e v

Listening
2. 56 Students listen to the recording for the first time and answer individually. Before having them listen again,
get them to check in pairs. After the second time they listen, have whole class feedback to check the correct
answers. Answers: a T; b F; c T; d F; e T

Writing
3. Encourage students to plan their writing in order to save time and organise their ideas better. After writing, direct
students to the General Writing Rubric with Descriptors on page 188 of the Student’s book so they can assess
their own written piece before handing it in and to follow the three stages of writing (planning-producing-revising).

Wrap Up
This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go
through the answers with the whole class and clarify any doubts.

Background Information Common Mistakes

Obesity is one of the most common illnesses
When students write in English, they tend to
nowadays, and it is mainly caused by overeating
produce based on what they usually hear, which
habits and lack of exercise. If you’re overeating often,
may lead to mistakes. Before they go to the stage
there are some things that might help you avoid
of writing revision, remind them to focus on:
doing so. For example, instead of eating when you’re
not hungry, find other ways to keep yourself busy • Punctuation and Spelling
and don’t eat meals or snack while doing something • Gammar accuracy and vocabulary in context
else, like watching TV or doing homework. • Target audience and register
Source: http://kidshealth.org/teen/food_fitness/food_ • Organisation of ideas
fit_qa/expert_overeating.html

205

Guia 4º U7.indd 205 27-07-16 16:03

PHOTOCOPIABLE

7
UNIT Reinforcement Activities

1 Complete the diagram with more words that according to your opinion fit in each category.
healthy

lettuce

nasty nice

cheese

unhealthy

2 Interview a partner. Use the answers to make the questions and then complete each answer with your partner’s
information.

a. ?

When I was 5 years old I used to

b. ?

I wish

c. ?

If I hadn’t entered this school

3 Work in pairs. Think about the healthiest person you both know and write a paragraph about her/him describing
their lifestyle and why she/he is inspiring to you.

206 TEACHER’S BOOK

Guia 4º U7.indd 206 27-07-16 16:03

 7
UNIT Reinforcement Activities

Warm Up
Write the words healthy and unhealthy on the board and elicit words that students think are related to these
concepts.

1. Students complete the diagram with words that fit each category (nasty-healthy, healthy-nice, nice-unhealthy,
and unhealthy-nasty). They should then compare in pairs and see what words from their partner are interesting
for them to note down. Answers will vary.

2. Students choose a partner to interview. This partner may choose another one to interview, but make sure
everyone is interviewing and being interviewed. Answers will vary.

3. Ask students what jobs healthy people do (usually sports). Get them to work in pairs and choose one person
who is inspiring to write about. They can tell the class later who they chose and why.

Wrap Up
Ask students which people they wrote about. Make a list on the board and choose the top three or four by having
students vote. Then, divide the class in as many groups as top people you have (three or four) and get students to
make a poster that represents how healthy this person is.

Background Information Common Mistakes

Play a few games and get fame and fortune in return;
As students will be working in more than one
who wouldn’t love that? Athletes and sportsmen, and
grammatical form in activity 2, they may get
women, have always been a great sour of inspiration
confused with formation. Monitor closely in case
for everyone. A few examples that would come
weak students struggle to make the questions and
to mind would be people like Michael Jordan, who
help them by eliciting from them and their partner
was actually denied the opportunity to play on the
the correct form.
varsity basketball team because he was too short.
Great athletes, whether they be cricketers, basketball
or baseball players, formula 1 drivers, footballers or
rugby players put in a substantial amount of their
time and energy in perfecting their skills.
Source: http://www.thefamouspeople.com/sports-
persons.php

207

Guia 4º U7.indd 207 27-07-16 16:03

 Student’s Book pages 150 and 151

UniT 8
The Price of Progress

Getting Started
Refer students to the picture and
ask them what they think it shows.
Direct them to the box with
topics from the unit and ask them
how they think they are related to
the picture. Then, have them read
the title of the unit and ask them:
Teacher: So, What is the Price of
Progress?, Does progress imply a
better world? Why?
Get students to discuss in groups
in order to define the advantages
and disadvantages of a world
in progress. Encourage them to
talk about global and local issues
related. Clarify any vocabulary
doubts that appear by drawing
students’ attention to the board
and elicit meaning, pronunciation
and form.

Background Information
Acción RSE is a nonprofit
organization that works with
member companies towards
Corporate Social Responsibility and
sustainable development in Chile. Read the Living in Harmony section, keeping in mind that this is an
Accion RSE helps companies to OFT. Draw students’ attention to understanding the importance of
improve their competiveness and consciousness towards the environment. Then, ask them how they and
sustainability through projects, others can cooperate to make the world a better place.
services, networking activities,
capacity building, studies and
publicity of their business case and
CSR activities.
http://www.accionrse.cl/

208 TEACHER’S BOOK

Guia 4º U8.indd 208 27-07-16 16:05

 Lesson Summary
Aim: Develop receptive and
productive skills in the context of
natural features of Chile and its
industry.
Suggested Time
90 minutes
Vocabulary
Chile, nature, industrial production
Communicative Aims
Integrate expressions to
demonstrate understanding of
different meanings
Materials
57

Dictionary

Warm Up
Refer students to the title of the
lesson and get them to work in
small groups, by noting down three
situations of contrast in Chile such
as The north is very hot and the south
is very cold.

Pre - Reading
1. a Students discuss in pairs if the
pictures show the same as the
opinions they have about Chile.
Answer: Different regions of Chile.
Post Reading b Pairs now try to find the meanings
3. Allow students to choose one or two industries after they discuss using their own words. Have them
about them all, so they can present what they investigated about. check with other pairs before whole
Suggest some websites where they can find useful information such as class feedback. Answers will vary.
https://www.cia.gov/library/publications/the-world-factbook/geos/ci.html,
http://www.sofofa.cl/sofofa/index.aspx?channel=3593 and http://www. While Reading
nationsencyclopedia.com/Americas/Chile-INDUSTRY.html 2. Students work individually and
then tell a partner the reasons for
STEP IT UP! their answers.
Use this section as extra practice for fast finishers. Have students Answer: a The second poem. b and
investigate by consulting books from the school library or the Internet. c will vary.

209

Guia 4º U8.indd 209 27-07-16 16:05

 Student’s Book pages 152 and 153

Vocabulary
4. Students match the columns
and then check in pairs. Clarify
vocabulary as needed.

Pre-Reading
5. Direct students to the picture
and the headings of the text. Ask c
them what they think the text will d
b
be about and write some ideas f
e
on the board. Get students to a

discuss the questions in pairs and

then check with the whole class.
Answers will vary.

While Reading
6. Set a time limit of 1 minute for
students to read the text to get
the main idea.
Answer: a a report
7. Encourage students to read
the text in detail this time and
have them answer the questions
individually. Get them to check in
pairs when they finish and have
whole class feedback.
Answers: a food production and
textile industry; b environmental
factors, low birth rate; c more
women are joining the workforce; CHECK THIS OUT! Common Mistakes
d talented farmers and excellent
Put students in small groups Give the opportunity to students
technology used.
and have them discuss to give their answers of skills
whether they knew these development activities with
facts or not. Then get confidence and remind them that
each group to investigate even if their answers are not exactly
something interesting the same as the answer key, they
about Chile and make a may have expressed the same idea
question for the class. Collect with different words. Encourage
questions and have a class them to see variety of language as
quiz with score. an asset and not as a mistake.

210 TEACHER’S BOOK

Guia 4º U8.indd 210 27-07-16 16:05

 Post Reading
8. a Ask students to remember
what they always have to do
before writing (planning) and
elicit useful ways of doing it such
as lists, mind maps, diagrams and
flowcharts. Have them make
their own spider map individually.
Answers will vary.
b Students compare their spider
maps and give ideas to each other
on how to improve them.
9. Have students write the
sentences in pairs and clarify the
use of make and do to the whole
class afterwards. Answers will vary.

SPEAK OUT
Direct students to the expressions
in the box and ask:
Teacher: What would you say to
complete the first sentence? How do
you know it’s a fact? Write some
examples on the board so they can
follow them as guide and decide
in pairs what ideas they could use
to complete the sentences. Have a
whole class discussion to see what
ideas they have in common and to
get them to use the expressions in
spoken English.

Extra Activity Common Mistakes

Have students revise their spider
When student produce spoken language they may have problems to
map from activity 8 and get
express their ideas using the correct grammatical structures. A good way
them to form pairs with the
of helping them is to carry on-the-spot correction, by interrupting students
same partner they worked with
gently when they make relevant mistakes and eliciting correction from
in that exercise. Each pair makes
themselves and the rest of the class. This should be done first with most
a brochure which they can later
confident students, as they can lead the rest to see correction as a way of
leave at the reception desk of
improving. Help yourself with useful phrases such as ‘Remember the only
the school for people to see.
way of getting better is by making mistakes’.

211

Guia 4º U8.indd 211 27-07-16 16:05

 Student’s Book pages 154 and 155

LANGUAGE IN USE
Integrate expressions to
demonstrate understanding of
different meanings
(Suffixes)
ending
Elicit the concept of ‘prefix’ by
asking students to remember a
grammar point from unit 7. Ask
students what the opposite of a
prefix is (suffix) and elicit the way The natural The natural The climate
barriers, barriers and has a cooling
to use it by asking some concept including the effect
The Andes Mediterranean
questions such as: Mountains, climate
Atacama
Teacher: Does a suffix change the desert,
meaning of a word like a prefix Patagonian
ice fields
does? If you put a prefix before a
word, where do you put the suffix?
For further explanation check the
Grammar Reference at the back of
the book.
10. Encourage students to use the
text to find the words so they
practise their reading skills and
can paraphrase when writing the
new sentences if they don’t have
new ideas. Answers: a agricultural;
b forestry; c cleaner; d effective; e
refining. Complete answers will vary.

Pre-Listening
11. Ask students what distinctive
natural features Chile has in
contrast with other countries.
Students discuss the questions and
tell the class. Answers will vary.
While Listening
12. 57 Students listen to the
monologue and complete the table.
Post Listening
13. Students discuss in pairs and
then share with the class.
Wrap Up
Students form groups of 3 and
choose their favourite place in Chile.
Encourage them to do some research
on the location chosen so they can
make a leaflet with useful information
for tourists.

212 TEACHER’S BOOK

Guia 4º U8.indd 212 27-07-16 16:05


shipping agents
customs
freight
waybills
customs
shipping agent
ship
container
packing slip
Common Mistakes
When students are told they
are to listen more than once,
they tend to avoid answering
all the questions during the first
listening as they prefer to focus
on some questions during each
time they listen. Encourage them
to answer as much as they can
during the first time they listen,
and then to check.
Guia 4º U8.indd 213
waybills freight
ship packing slip container
While Listening
3. 58 Tell students they’re going
to listen twice. They should work
individually during the first listening.
After this, ask who managed to
answer both questions and get
students to check in pairs. Play the
recording again and have whole
class feedback.
Possible Answers: a No, he isn’t.
b Custom procedures for the
containers and freight.
Lesson Summary
Aim: Practise and produce language
in the context of global trading.
Suggested Time
90 minutes
Vocabulary
International relations
Communicative Aims
Use context to determine what
register to use
Materials
58
Dictionary
Warm Up
Ask students what differences can
they think of between Chile and the
rest of the world. Write the concept
of ‘Global Trade’ on the board and ask
students to help you make a mind
map by saying words that come to
their minds that are related to that
concept. Make sure you get the
words ‘importations’ and ‘exportations’
as they will be useful to link content
to the next activity.
Pre-Listening
1. a Have students make the list on
their own before consulting lesson
1. Go through the questions with
the whole class.
b Students work individually before
checking in pairs and with the rest
of the class. Vocabulary clarification
might be needed when you give
feedback.
2. Students complete individually.
Have them check in pairs before
whole class feedback.
213
27-07-16 16:05
 Student’s Book pages 156 and 1567

4. Students guess the meanings of

the expressions. Answers will vary.
Take notes of students’ relevant
mistakes when speaking to use
them in the LEARNING TIP section.

LEARNING TIP
Refer students to the box and tell
them that now they are going to
have the possibility of checking
their own mistakes. Do not tell the
name of the person who made the
mistake and go through each of
them with the class.

Post Listening
5. Encourage students to practice
the script and personalise it if they
want. Groups can present to the
rest of the class.
6. Students form new groups and
create a new script for the role
play, practise and then present to
the class.

SPEAK OUT
Have them think of questions they
have about the lesson so far, so
they can ask partners and use the
expressions to check they have
understood. They could also come
to you for clarification.
Teacher: Do you use these
expressions if you completely believe
what people tell you? What are you
asking for with these expressions?
LANGUAGE IN USE
Use context to determine what
register to use
(Direct and indirect questions)
Write on the board some
questions that students used in
the SPEAK OUT activity and
elicit whether they are direct or
indirect. For further explanation
check the Grammar Reference at
the back of the book.
Practice
7. Students work individually and
then compare answers with a
partner. Carry whole class feedback
to correct grammatical mistakes.
Answers:
a Do you know at what time
Supermarket opens?; b Can you tell
me where the toilets are?; c Do you
know if Miguel is at work today?;
d Can you remember where we
parked the car?

214 TEACHER’S BOOK

Guia 4º U8.indd 214 27-07-16 16:05

 Pre-Reading
8. Ask for students’s main ideas
and write them on the blackboard.
Their answers are helpful for the
following question.
9. Tell students to remember the
mind map the whole class did
about ‘Global Trade’ so they can
use the related concepts in their
definitions. Have them compare
answers with a partner before
whole class feedback.

While Reading
10. Allow students enough time
to read in detail and answer the
question. Get them to compare
with a partner and ask the class for
different ideas. Answers may vary.

Post Reading
11. a Students discuss the questions
and share their ideas with the class.
b Students complete the diagram
individually. Answers will vary.
c Students compare with their
partners and tell the class their
conclusions.

Wrap Up
Elicit what is the mineral that
Chile produces and direct
students to discuss the statement
in their groups before answering
Background Information the questions individually. Have
them compare their answers
An export strategy is an essential component of a business plan. Keep and tell the class how similar or
it simple, but make sure everyone involved in achieving export results different they were.
is aware of the plan and has a sense of engagement with it. Developing Students form groups of 4 or 5 and
an export strategy helps you define your export aims and match your think about a Chilean product they
resources to those aims. all like. Then, they make a poster
Sources: http://www.austrade.gov.au/Export/About-Exporting/Export- that tells what strategies would they
strategy and http://export.gov/basicguide/eg_main_043072.asp use to export it to the world.

215

Guia 4º U8.indd 215 27-07-16 16:05

 Student’s Book pages 158 and 159

Lesson Summary
Aims: Analyse and produce
language in the context of climate
Suggested Time
90 minutes
Vocabulary
Climate, environment
Communicative Aims
Integrate expressions to describe
actions
Materials
59-60

Dictionary

Warm Up
Ask students about the weather
in Chile throughout the year.
Ask how much they think it has
changed in time and why this is
happening.

Pre-Reading
1. Direct students to the articles
and predict all together what the
text may be about. Students decide
which words the text will contain
and check in pairs before whole
class feddback. Extra Activity
2. Set a time limit of 45 seconds for
students to read for gist. Have them Ask each student to write one to three words related to the topic of the
compare answers in pairs and then lesson. Collect the pieces of paper and put students in groups. Go group
check with them. by group and give them a minute for one of them to describe as many
words as they can and the others to guess. If they do not guess, they
will have to put the word back into the pile so the next group has the
change to guess it. Carry a count of the score on the board to see which
group wins after all the words have been guessed.

216 TEACHER’S BOOK

Guia 4º U8.indd 216 27-07-16 16:05


Common Mistakes
Students may think that any noun
or adjective can be used to form
and adverb by adding –ly. Clarify
that even when this is the most
common formation pattern, there
are some irregular adverbs too
and give common examples such
as good-well; fast-fast; daily-daily;
wrong-wrong/wrongly.
Guia 4º U8.indd 217
Practice
7. Have students check in pairs
if they have formed the adverb
correctly before writing their
sentences. Ask questions to check
they have understand such as:
Teacher: Are we describing an
object or person? Are we describing
an action? How do you know?
What are the clues?
While Reading
3. Allow students enough time to
go through the text in detail and
answer the questions by scanning it.
Answers: a Researchers from the
British Antarctic Survey (BAS).
b That the ice sheet was stable.
c Becket thinks it will be almost
impossible to prevent major
damage caused by global warming.
d The existence of the penguin
species are threatened. e 250 cubic
kilometers a year. f A disaster: some
areas would be flooded (under
water).
4. Students work individually and
then check in pairs.
Post Reading
5. Students look for the words
or phrases individually and then
compare with a partner.
Answers: a revealed; b threat;
c eventually; d disintegrate; e
concern; f prevent; g remote; h rate;
i is raising
6. Encourage students to plan their
writing with a diagram and remind
them that concepts from the test
may be useful to note down.
LANGUAGE IN USE
Integrate expressions to describe
actions (Adverbs)
Write a model sentence on the
board that includes the four parts
of speech (noun, verb, adjective and
adverb) such as ‘The big ball bounces
repeatedly’ and ask students to help
you identify them. Clarify what is
the use of each word and how they
are related. For further explanation
check the Grammar Reference at
the back of the book.
217
27-07-16 16:05
 Student’s Book pages 160 and 161

Pre-Listening
8. Ask students how the pictures
are related and clarify unknown
vocabulary.

While Listening
9. 59 Students work individually

and check answers in pairs.

Answers: showers, snow and fog.
10. 59 Students listen once for e b

this exercise. Have them compare

with a partner and go through
whole class feedback. a f
Answers: showers, snow and fog.

CHECK THIS OUT! d c

Direct student to the box and ask
if they knew about the fact. Have
students do some research on the
subject and share some other facts
with the class.
Suggest some useful websites such
as http://www.climate-zone.com/
climate/chile/, http://www.chile.
travel/en/about-chile/weather-and-
geography.html, http://traveltips.
usatoday.com/weather-climate-
chile-14796.html

Post Listening Pronunciation Pre-Reading

11. Encourage students to choose
13. Elicit two words that have 15. Have students discuss in small
someone they know that would
the same vowel sounds to set an groups and then collect information
find the letter interesting and
example for the task. During whole from the whole class.
write to them.
class feedback have students model
12. Have students create their
the sounds and correct them with
forecast based on the investigation
gestures.
they did. 60 Students now listen and
14.
check their answers.

218 TEACHER’S BOOK

Guia 4º U8.indd 218 27-07-16 16:05

 While Reading
16. Encourage students to scan
the text in order to find the
information they need.
Answer: Greenhouse gases may
cause floods, storms, droughts, and
heat waves, and some species are
in danger of becoming extinct.
17. Have students read individually
and then get them to discuss with
a partner. Collect suggestions in
whole class feedback.

Post Reading
18. Tell students that they can
read the text again if they need
to find more specific information.
Have them go through the
questions first so they know what
information to look for.
1
5
2

6
7
4

Common Mistakes
It is paramount to clarify that the
Wrap Up best option to identify what a text
Explain students that global warming is a big chain reaction. The sea rises, is about, or its main idea is gist
water covers lowlands and drowns plants. When they die, animals lose reading, which does not involve
a source of food and habitat. The animals who don’t adapt also die. As a scanning or reading in detail, as
result, the ecosystem is completely changed. this techniques will lead students
to better understand only specific
Finally, students form groups of 4 or 5 and make a flowchart or diagram
pieces of information in a text. You
in a big piece of card in which they should include some solutions for
can contrast the uses of skimming
global warming. The diagrams should go in a poster to be decorated and
and scanning on the board.
put up on the wall.

219

Guia 4º U8.indd 219 27-07-16 16:05

 Student’s Book pages 162 and 163

Lesson Summary
Aims: Develop productive skills
from input in the context of
environmental issues.
Suggested Time
90 minutes
Vocabulary
Environment, recycling
Communicative Aims
Signal intention to receive
clarification of information.
Materials
61

Dictionary

Warm Up
Write the word eco-friendly on the
board and elicit its meaning. Ask
students to help you build a list of
things people have to do in order
to be considered friendly to the
environment.

Speaking
1. Students complete the quiz by
asking their partner for answers.
Have them compare their results to
see who is more environmentally
friendly. 2. Students compare
answers in pairs. Clarify any
unknown vocabulary.
Answers: a 2; b 7; c 5; d 1; e 4; f 3; g 6

SPEAK OUT! Common Mistakes

Ask students if there is something from the previous activities
they haven’t understood so far. Direct them to the box and have
them think of questions using the expression presented. Ask
questions to encourage them such as:
Teacher: Do you have any doubt with vocabulary from the text?
Can you form sentences to give your opinion?
3. Have students check the quiz from activity 1 to find ideas for
their opinions. Students work in pairs exchanging roles.
Students may tend to speak with
intonation from their mother tongue. This
happens particularly in questions, in which
the intonation usually falls. A good idea
is to go through some statements and
questions and use arrows to show their
intonation pattern on the board.

220 TEACHER’S BOOK

Guia 4º U8.indd 220 27-07-16 16:05

 Pre-Reading
4. Ask the class who recycles at
home and why they do it. Ask
the whole class for examples of
environmentally friendly actions.

While Reading
5. Students read the text
individually, to find specific
information.
Answers: a throw away, recycle; b
produce greenhouse gases, using
large amounts of energy, and
burying rubbish produces pollution
and reduces quality of life;
d recycle, reduce consumption,
reuse packaging.

Post Reading
6. Have students underline the
connectors and ask the whole
class what they can use these
expressions for (giving structure and
cohesion to a text).
7. Students work individually and
follow each step in order to plan
before writing. Monitor for doubts
and help students with ideas. As
students get to the writing part,
lead their attention to the board
and teach the structure of a report.

Extra Activity Background Information

Have each student think of 1 to 3 words related to the lesson. Students To have students write reports
will form groups of 4 or 5 and they will play a game against the other properly, there are some tips they
groups in three rounds. Round 1: a student from each group (in turns should follow:
of one minute) takes words from the pile and describe as many as •Use rather formal language.
they can to their group. Different groups take turns until all the words •Divide text into sections
are guessed. Round 2: All the words are put back in the pile, and now (introduction, description, conclusion
another student from each group will mime the words. Round 3: with recommendations) by having
Instead of miming, students now can say only one word as a clue for each section in a paragraph with its
the concept that the group needs to guess. Keep score on board to see heading.
what group is the winner. •Do not write a title for your report.

221

Guia 4º U8.indd 221 27-07-16 16:05

 Student’s Book pages 164 and 165

Pre-Listening
8. Students work in pairs to answer
the question together. Answers
will vary.

While Reading
9. 61 Play the recording once
and ask the whole class for
answers.
Answer: The granddaughter is
against the ring road and the
grandfather is in favour.
10. 61 Students answer
individually and then check in
pairs.
Answers: a Girl; b Grandfather;
c Grandfather; d Grandfather;
e Girl; f Grandfather; g Girl; h Girl

Post Listening
11. Ask students what they can
remember from both speakers
from previous exercise. Have
students decide in pairs.
Answer: c
12. Students work individually as
the preparation of the last activity
will be useful this time to write
about the grandfather. Students
can discuss in pairs before each
one writes the summary. Answers Wrap Up
will vary.
Taking the concept of the 3 Rs, ask students what people do to be
friendlier to the environment in their neighbourhoods. Direct students to
STEP IT UP! the questions and have them work in pairs.
Have students discuss in pairs and Explain students that in some communities in Santiago, people leave their
then put them in groups so each extra or unwanted items in the street on a specific day so they can be
pair can share their opinions. collected or re-used.
Students form groups of 5 and create a similar plan for their school. Each
13. Students work in groups and group should then create a detailed plan and make a PPT presentation to
put their posters on the wal. present to other classes.

222 TEACHER’S BOOK

Guia 4º U8.indd 222 27-07-16 16:05

 Warm Up
These activities may be answered
in teams, and points may be given
for each correct answer as they
are checked.

freight waybills shipping agents container

1. Refer students to activities from
the unit in which they can find the
information they need. Have them
declare packing slip customs ship
work individually and then check
in pairs.
2. Have students work in pairs,
as they may need to use will
for predictions, and this was not
studied in the unit.
3. Encourage students to look
through the unit to find the
answers they need. This may be an
effective way of revising contents.
Answers will vary.
4. Have students work individually
before checking in pairs. Draw
students’ attention to the board
and elicit meaning, pronunciation
and form to clarify unknown
expressions.
Answers: a iii; b ii; c i; d iv
5. Students work individually and
then check in pairs. Answers will
vary.

Wrap Up Extra Activity

Direct students to the Worksheets for extra practice and encourage them Ask students to close their
to work individually before checking in pairs or asking you. books. In small groups, have them
remember as much as they can
of what they have learnt. Then
go around the classroom and
make each group choose one
content and get them to prepare
a clarification session to present
to the class.

223

Guia 4º U8.indd 223 27-07-16 16:05

 Student’s Book pages 166 and 167

Warm Up
As students may need extra
practice in specific areas, you can
decide which activities to do in
class or let them choose a set of
activities to work on.

1.Students work individually and

carefully
then exchange their writing with kindness

a partner to correct each other. headache

politeness
It will be useful for them to check relationship
knowledge
the General Writing Rubric with
Descriptors on page 188 of the
Student’s book.
2. Students work individually and
then check in pairs. Carry whole
class feedback to clarify unknown
words. Answers: discussion, confirm,
arrived, shipped, information,
managed
3. Students work individually
and then form groups of 4 and
compare their definitions. You can
have them think of definitions as
a group based on their individual
work.
4. Have students work in pairs, so
they can discuss the correct way
of changing direct questions into
indirect. Clarify with the whole
class afterwards.
Answers: a Could you tell me
what it says?; b Do you know when Common Mistakes
the party is?; c Do you know if
Students may still have problems with parts of speech, as they usually
the bank is open yet?; d Can you
find it hard to discriminate between adjectives and adverbs. Make
remember if Isidora has the book?
sure that when going through activities that include language analysis
5. Have students discuss some
and transformation, meaning, pronunciation and form are clarified in
ideas in pairs and then complete
that order.
individually. Have whole class
feedback to share ideas.

224 TEACHER’S BOOK

Guia 4º U8.indd 224 27-07-16 16:05

 6. Set a time limit of 1 minute and
have students read the text for
the main idea and discuss with the
class. Then, students should read
the text in detail to find out about
the ideas from each paragraph
and how they can be linked to
the topic sentences.
Answers: a d; b a; c b; d c
7. Students now scan the text for
specific information and answer
the questions individually. Have
them check in pairs and then
carry whole class feedback.+
Answers: a The destruction of the
Amazon rainforest has harmful
effects on the environment. It
contains millions of insects, plant
species, birds and mammals that
live there. The rainforest contains
20% of the world’s water and
many of our food and medicines
originally come from the forest.
b Every second, almost one
hectare of forest disappears and
this affects all forest life.
c Burning trees increases
levels of carbon dioxide and
other greenhouse gases in the
atmosphere.
d Farmers use it to provide food
for their animals or to grow crops
Wrap Up and mining causes even more
deforestation across large areas.
Take a poll of the class to decide which activities were the most challenging. e To introduce protected areas
Based on students’ answers, review the material as a class. and controlled logging schemes
to ensure that only legal
companies can sell wood. They
also promote the use of recycled
paper and discourage people
from buying furniture made from
rare, tropical wood.

225

Guia 4º U8.indd 225 27-07-16 16:05

 Student’s Book pages 168 and 169

Lesson Summary
Aims: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Dictionary

Warm Up
Ask students if they remember any
debate they watched on television
or on the Internet. Ask them to
give you some details on what
debates are about, how people
interact and what the purpose of
these activities is.

1. Refer students to the notice

board and have them read it and
discuss the question in pairs. Get
them to share with the class their
answers and get them to think
about how it would be to take
part in a debating society.
2. Form groups of 4 to 6 students
and have them establish their
point of view and decide who will
be the chairperson.
3. Have students prepare their
Wrap Up
arguments and make notes for the Remind students that the best way of improving is by correcting
debate. themselves and carry a delayed correction session where they can
4. Have students define their notice and correct their own mistakes.
causes and effects on the issue to
debate and listen as they say them
for some on-the-spot correction.
5. Monitor as students work and
make notes of relevant mistakes
for delayed correction.

226 TEACHER’S BOOK

Guia 4º U8.indd 226 27-07-16 16:05


Wrap Up
This stage can be focused on
mistake correction and language
clarification. For detailed guidelines
on correcting writing you can
check the Writing General Rubrics
at the back of the book. To clarify
language from the unit, you can
elicit form rules and use of tenses
from students and write them on
the board.
Guia 4º U8.indd 227
3. Before students star writing
ask them if they remember how
to write a report. You can check
the Background Information
section on page 235 for more
information.
Lesson Summary
Aims: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
62
Dictionary
Warm Up
Ask students to remember what
were the easiest and the most
difficult contents from the unit.
They could check their books if
they don’t remember well. For the
most repeated contents, ask them
why they found them difficult and
what they think they could do to
improve. Write a list of tips for
self-study sessions on the board
so they can take that information
home.
1. Students listen once, then
check in pairs and have a second
listening if they need so.
Answers:
Speaker 1: plastics and packaging;
Speaker 2: recycling;
Speaker 3: traffic;
Speaker 4: water shortages
2. Before students complete the
activity, refer them to the title and
discuss together what the text
might be about.
Answers: a people will live longer
b not enough natural resources,
food scarcity, climate change and
possibly global warming, 9 billion
people on earth c worse
227
27-07-16 16:05
 Transcripts
Unit 8
Track 57 page: 154 Activity 12 Track 59 page: 160 Activities 9 and 10
Chile’s geographic barriers—the Atacama Desert to the north, This is the weather forecast for the U.K. for the next 24 hours.
the Andes Mountains to the east, the Patagonian ice fields to Most of the country will start the day overcast with a few
the south, and the Pacific Ocean to the west make Chile an moderate showers. Over the mountain range, you can expect
authentic agricultural island.Together they help maintain healthy heavy snow above 2,000 meters. Near the western coasts
conditions and protect vineyards against pests and disease. there will be isolated patches of fog.
And with geography as diverse as Chile’s, the combination During the afternoon sunnier weather will extend gradually
of beneficial natural barriers and a generous mediterranean eastwards but these clear conditions aren’t expected to reach
climate make sustainability and organics a true choice in southeast England before midnight. However, in the evening,
Chilean winegrowing. In wine production, Chile’s climate is the weather will become windy and cloudy and temperatures
highly influenced by the cooling effect of the Pacific Ocean and will drop to 15 degrees.
the Humboldt Current.
Track 60 page: 160 Pronunciation Activities 13 and 14
Track 58 page: 155 Activity 3
a blow snow showers below
Receptionist: Good morning, Global Trade.
Maria José: Good morning. May I talk to Jason, please? b weather heat heavy eventually
It’s Maria José calling from Mining Exports in c flood cool loose typhoon
Copiapó, Chile. d ice wind sky lightening
Receptionist: Sure, I’ll put you through. e sunny humid up thunder
Jason: Hello Maria José! What can I help you with?
Maria José: Well, the reason for my call is that I want to
Track 61 page: 164 Activities 9 and 10
touch base about the new regulations coming
into effect next month. Could you tell me if you
Grandfather: What are you looking at?
have had a chance to look them over yet? Granddaughter: It’s a leaflet about the demonstration on
Jason: I have only taken a quick look, but I believe most Saturday. I’m going with some friends.
of the new regulations won’t be applicable toGrandfather: Ah, so you’re against the ring road?
us when we ship. There should be no need to Granddaughter: Yes, I am. If we keep destroying the woods,
worry as long as our shipping agents are well we won’t have any trees left!
informed of the changes and the certificates of
Grandfather: But people need to move around the town
origin are in order. and get to work faster. If they build the new
Maria José: That’s great. However, do you know what the road, it will be a lot easier.
different procedures for customs will be? As I
Granddaughter: It isn’t just about getting to work. And anyway,
understand it, the regulation changes could I have to travel to college everyday and I
affect how we use particular containers and the don’t have any problems.
way we transport our freight. Grandfather: Building new roads creates employment too.
Jason: No, luckily for us, all we need to do is put some Have you anti-road protesters thought about
additional information on our waybills and that?
make sure our packing lists reflect the same Granddaughter: Protecting the environment can mean jobs
information. as well. If we had a natural park or nature
Maria José: What a relief! That really puts my mind at ease. reserve, we would have space for outdoor
Jason: Good, I’m glad you called then. activities like trekking, cycling and horse
riding, which are all really popular in town.
Grandfather: But the ring road is progress for the town,
you can’t stop progress!
Granddaughter: Come on Grandpa! That’s what people said
about closing the mines. And you protested
then!
Grandfather: That was different...anyway, they closed the
mines.
228 TEACHER’S BOOK

Guia 4º U8.indd 228 27-07-16 16:05

 Track 62 page: 169 My Progress Unit 8 Activity 1
Speaker 1: Nowadays, plastic bags and bottles are everywhere.
Laura: For centuries, people have moved from the
I try not to buy things in plastic containers and I tell
shop assistants not to put my fruit and vegetables
into plastic bags and I pop them straight into the
trolley!
Speaker 2: I recycle all my paper, glass, and containers like
milk cartons or yoghurt pots. There are recycling
containers near the house, so it’s easy for me.
Speaker 3: My family uses public transport! We travel by
bus and metro as much as possible. It’s annoying
when the bus arrives late or the metro is busy,
but there’s no way to avoid that.
Speaker 4: Water is a big problem in my country. I always
have a shower and not a bath. I make sure the
washing machine is full before I use it, and I
never brush my teeth with the tap running!
Guia 4º U8.indd 229
Track 63 Extra Test Unit 8 The City or The Country
countryside to cities to find work and a new life.
Cities have got something for everyone. However,
cities aren’t perfect and they can be difficult places to
live.
On the one hand, more jobs are available in cities
than in the countryside. People living in cities
sometimes spend less time travelling to and from
work. Cities also offer lots of amenities, like shopping
centres, restaurants, museums, theatres, etc. These
things aren’t available in the countryside.
On the other hand, there are also disadvantages to
living in cities. As there are so many people living
there, cities can be very noisy. Despite having large
populations, it can be difficult to get to know people.
With so many cars, buildings and people, pollution is
another problem. However, this isn’t a problem in the
countryside where there is fresh air.
Although cities are not for everyone, I love them
and I don’t want to live anywhere else. People will
continue moving to the cities in the future because of
all of the possibilities they offer. I would be very lonely
living in the countryside.
229
27-07-16 16:05
 a Tes
xtr
PHOTOCOPIABLE

t
E
UNIT

Listening
1 Listen to Laura talking about the differences of living in the city and living in the country. Name three advantages and
three disadvantages she mentions.You will hear the recording twice.
Advantages Disadvantages
a _____________ d ___________
b _____________ e ___________
c _____________ f ___________
points /6

Reading
2 Read this text on eco-homes and put the sentences/paragraphs in order from 1 to 5.

Protecting the environment is becoming more and more important in our daily lives.
__________ (a) Eco-home is the term used to describe these environmentally friendly houses. The concept behind
these homes is that they leave the smallest carbon footprint possible. They are built with materials from sustainable
sources and they are designed to use very little energy.
__________ (b) This zero carbon house has a concrete base and the rest of it is made of wood. The house itself is
prefabricated, which means that it costs very little, environmentally, to make or transport. To keep the house warm,
various systems are used. Power is generated using wind turbines and solar panels. Modern technology has also
allowed them to construct a greenhouse which produces its own energy and they grow their fruit and vegetables.The
Reas believe that their home is an ordinary house. Will we all be living in eco-homes in the future?
__________ (c) In fact, architects have taken on the challenge of designing house plans that are environmentally
friendly and built with sustainable materials.
__________ (d) One of the world’s first zero carbon homes (eco-home) can be seen on Unst Island in the north of
Scotland. Unst Island is one of the most difficult places to live in the UK: it’s an island where there are frequent storms
with strong winds in winter and the sun doesn’t set there in the summer. Despite these problems, it is here that the
Rea Family decided to build their environmentally friendly house.
__________ (e) We all try to reduce, recycle and reuse things like plastic containers and paper. The environment is
something which affects every one of us: from architects to zoologists.

points /5
Writing
3 Would you like to live in the country or in the city? Write about 150 words describing the advantages and disadvantages
of living in the city or in the country according to your choice. Use the vocabulary from the previous texts as a guide.

points /9

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

230 TEACHER’S BOOK

Guia 4º U8.indd 230 27-07-16 16:05

 a Tes
xtr
8

t
E
UNIT

Warm Up
Ask students what do they remember having worked on unit 8 and write the topics on the board. Have
students say out loud what they remember having read or listened about these topics and make some notes
on the board too. After this, have them check if their predictions were correct by looking through the book.

Listening
1. 63 Let students know that they will listen to the recording twice. Encourage them to follow the strategies
they’ve learnt for listening, especially to use both times they listen to answer as much as they can.
Possible Answers: a more jobs; b sometimes less travelling time; c more amenities for shopping and cultural
activities; d noisy; e pollution; f lonely or difficult to meet people.

Reading
2. Help students with the opening paragraph, by having them read paragraphs quickly and discuss with the
whole class which one should go first. Students then continue individually and later check in pairs.
Answers: 1 e; 2 c; 3 a; 4 d; 5 b

Writing
3. After writing, direct students to the General Writing Rubric with Descriptors on page 188 of the Student’s
book so they can assess their own written piece before handing it in.

Wrap Up
This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go
through the answers with the whole class and clarify any doubts.

Background Information Common Mistakes

After the reading, students could go through a follow-
Sometimes, students find it hard to define what
up speaking activity related to sustainability. Engage
type of text they should produce according
them to the topic by providing some background
to the information they want to show and
information like the following:
the way they want to show it (description,
“Sustainability is based on a simple principle:
arguments, and recommendations. Before each
Everything that we need for our survival and well-
writing activity, brainstorm with the class what
being depends, either directly or indirectly, on our
are the objectives of the writing and the target
natural environment. Sustainability creates and
audience, so you can help them detect when to
maintains the conditions under which humans and
write each type of text.
nature can exist in productive harmony, which
permits fulfilling the social, economic and other
requirements of present and future generations.”
Source: http://www.epa.gov/sustainability/basicinfo.htm

231

Guia 4º U8.indd 231 27-07-16 16:05

PHOTOCOPIABLE

8
UNIT Reinforcement Activities

1 Look back at unit 8 and for each lesson, choose a topic that called your attention. For each topic, note down some
words you find important or interesting. Use a spider map to organise your ideas and to see how words are related.
Here is an example:

cars
Chile and
mining
the price of pollution
progress industries
fertilisers

2 Imagine you have been invited to a national congress about the environment, with the mission of interviewing a
‘green celebrity’. Think of 5 questions you would ask and then make them indirect, as it is a formal event.

Direct question Indirect question

3 Write a report to your local government telling them what you know about the environmental situation of your
city. You can use the ideas from activity 1 to help you. Remember to describe the situation in detail and to give
recommendations in your conclusion. Use 100 or more words and follow the structure given.
INTRODUCTION

CONCLUSION

232 TEACHER’S BOOK

Guia 4º U8.indd 232 27-07-16 16:05

 8
UNIT Reinforcement Activities

Warm Up
Have students close their books. Together, have them tell you the different topics covered in the unit and write
them on the board. Get them to talk about what they remember from each topic and write some important
ideas next to the topic.

1. Students can use the ideas from the board to get started. Monitor to check they are properly doing the spider
map and allow them to discuss ideas together. Answers will vary.
2. Give students some information about ‘green celebrities’. For this, you can use the website from the Background
Information section. Allow them to do some research about the person they choose if they need before starting.
Answers will vary.
3. Before students star writing, tell them about the three stages of writing (planning-writing-checking), so they
know what steps to follow for this activity. Help them with the structure and register of a report, and have them
exchange books with a partner for the checking stage. Answers will vary.

Wrap Up
Refer students back to activity 2. Have them investigate about the person they choose and make a poster with
information about their life in environmental activism.

Background Information Common Mistakes

A green celebrity is someone famous that is
known to be in constant activity to help the
environment. Some of the most famous are Brad
Pitt, Cameron Diaz, Leonardo Dicaprio, Orlando
Bloom and Natalie Portman.
Source: http://www.thedailygreen.com/
environmental-news/latest/green-celebrities-
actors-actresses-0323#slide-1
In indirect questions formation, students
may have problems with word orden even
when they know what structures to use. Pay
attention to their production, as these typical
mistakes may appear:
•Direct: ‘Have you ever been to London?’ (direct)
•Indirect: ‘I would like to know if have you ever
been to London’. Should be ‘I would like to know if
you have ever been to London’

233

Guia 4º U8.indd 233 27-07-16 16:05

 Rhymes and Songs

Life: Money and love

PHOTOCOPIABLE

1. Read the following rhyme and decide the best

name for it. Ain’t no mountain high enough
a Life in stress Marvin Gaye and Tammi Terrell
b Impatient society
c Consumer Blues Oh, Listen baby
Ain’t no mountain high
TV, stop selling me things! Ain’t no valley low
I’m trying to relax and watch my show Ain’t no river wider, baby
It’s incredible the stress it brings
Like TNT, lit, sparking, and about to blow If you need me, call me
No matter where you are
I wish I could just have one day No matter how far
Without someone telling me what, when and where to buy Just call out my name
My patience is starting to slip away I’ll be there in a hurry
As my frustration turns into a battle cry You don’t have to worry

2. What does the rhyme talk about? Write a Chorus:

summary. ‘Cause baby,
There ain’t no mountain high enough
Ain’t no valley low enough
Ain’t no river wide enough
To keep me from getting to you, babe

Remember the day I set you free

I told you, you could always count on me,
darling
And from that day on I made a vow
3. Listen to the rhyme and pay attention to
I’ll be there when you want me
how words are stressed. Which words are
Some way, some how
harder to hear? Which words are emphasised?
4. Look at the title of the song opposite. (Chorus)
a What is the main message?
b What genre does is belong to?

5. Listen to the song. Were your guesses right?

Discuss in groups.
6. Investigate about R&B. What are its main
characteristics? What other genres has it
influenced? Share your ideas with the class.

234 TEACHER’S BOOK

PAGINAS FINALES GUIA.indd 234 27-07-16 16:06

 Rhymes and Songs
Life: Money and love

Warm Up
Refer students to the title of the page and ask them what they think it represents. Give them some clues and
encourage class discussion. Tell students that love and money are considered an essential part of life nowadays
and ask how important both aspects are for them. You can have a mind map on the board that connects money
and love to ideas from students.

1. Before directing students to the activity, ask:

Teacher: Have you got a favourite song or poem? Have you ever written or received one? Get students
to work in pairs and to think of a name for the rhyme. Answer: c
2. Students can discuss in pairs and then write their own summary. Tell them they could write it as a
rhyme but using their own words in case they want to and that they can also include their opinion.
Have them check in pairs or groups. Possible Answer: The rhyme talks about consumerism and
how stressful it can make your life.
3. 64 Students listen to the rhyme and write down on their notebooks some words that they
think are emphasised and the ones they can barely hear. If necessary, go verse by verse stopping
the recording to give them more time to analyse. Write one of the verses on the board and elicit
the right sentence stress.
4. Direct students to the title of the song and the singers and ask them if they know anything about
them. Students answer individually or in pairs and then share ideas with the class.
Possible answers: a It tells about a love from the past and how he/she continues loving him/her
after breaking up (setting free) and will stand to his/her promise (vow) b R&B (Rhythm and Blues)
5. 65 Students listen to the song and check their predictions in small groups.
6. Ask students what they know about R&B and have them investigate to find the answers. This could
be set as homework to work in groups.

Wrap Up
In this case activity 6 is set for homework, encourage them to prepare a class presentation that includes
information, music and graphic resources to tell about R&B. Students could even wear costumes and have a
music fair for other classes too.

Background Information
Rhythm and blues (R&B) was born in the 1940s. It was a combination of jazz and blues with a strong rhythm
for dancing too. 1950s rock and roll has its origins in R&B, and R&B influenced soul in the 1960s and funk in the
1970s. Contemporary R&B has hip-hop and pop influences, and Mariah Carey, Destiny’s Child and Usher are
some of its biggest names.

235

PAGINAS FINALES GUIA.indd 235 27-07-16 16:06

 Rhymes and Songs

What’s in a relationship?
PHOTOCOPIABLE

1. Look at this rhyme and the song opposite.

Define what relationships they refer to. What
are their main ideas?
2. Add a last line to the rhyme and share your
ideas with a partner.

Log in, sign on, chat, like, post 5. Read and listen to the song. What does the
Mold yourself, sell yourself, do the most title mean? Do you know a similar meaning in
Update them and me at lightening speed Spanish? What’s its message?
Who do you get to with your Internet feed? i it takes a long time to build a city
And when do you talk, converse, or laugh? ii people should stop fighting
From a keyboard, ideas and opinions get cut in half iii it takes time to make a relationship work
Nothing will ever replace a face or a glance
The megabytes and pixels have us all in a trance Rome wasn’t built in a day
Morcheeba
Stand up, move around, go outside
Behind a screen, it’s easy to hide Chorus:
But when faced with real people, real life, real things You and me we’re meant to be
You’ll feel more like yourself and begin to spread your wings Walking free in harmony
One fine day we’ll fly away
Don’t you know that Rome wasn’t built in a day,
hey hey hey
3. Listen to Digital Confusion, a rhyme by
Patrick May and practise its intonation. Then, In this day and age it’s so easy to stress
write your own rhyme. ‘Cause people are strange and you can never
second guess
4. Make a list of the instructions in the rhyme.
In order to love child we got to be strong
Below, put them into 2 groups: 3 for physical
I’m caught in the crossfire why can’t we get along
actions and 9 for non-physical actions.. Write
3 sentences below using one verb from each (Chorus)
column and a third of your choice.
Physical Action Non-Physical Action 6. Read the song again and find phrases that mean
the same as:
• •
• • a Were made for each other
• • b You don’t know how people will react
• c In the middle of a fight/argument
• d Have a good relationship
•
•
•
•

236 TEACHER’S BOOK

PAGINAS FINALES GUIA.indd 236 27-07-16 16:06

 Rhymes and Songs
What’s in a relationship?

Warm Up
This rhyme and the song refer to different kinds of relationships from personal to relationships with our
environment. These are only examples and they can come up with many more, so have them think about the
topic of relationships and elicit some literary productions that talk about it.

1. Elicit the main idea of each text and write them on the board. Possible answers: a The connection
between people by blood or marriage. b an emotional or other connection between people. c a
connection, an association or involvement. d Virtual communication and how different they are to
real relationships.
2. Ask students to work on the different texts and add the final line and have them share their
answers with the class. It does not matter which it is, as long as it makes sense. Write the original
final line on the board.
Answers: a I am to see to it that I do not lose you. b As my frustration turns into a battle cry. c There´s a
lot to be discovered. d You’ll feel more like yourself and begin to spread your wings.
3. Have students listen to the rhymes and practice intonation. Then, students could write their
66

own rhyme and say it to the class.

4. Ask students which instructions or commands they see in the rhyme. Elicit one or two verbs.
Have the students make a list of the commands that require a physical response and those which
describe a non-physical action (such as sign on, for example). After they make the list, have them
write 3 original sentences using one verb from each column and one of their choosing.
5. Elicit the meaning of the title of the song. They listen and follow by reading to choose the
67

answer. Answer: iii

6. Have students find the sentences individually before checking in pairs. Collect answers on the board
and elicit examples with these expressions to clarify meaning, pronunciation and form. Answers: a
were meant to be. b you can never second guess. c caught in the crossfire. d get along. e getting
somewhere. f can’t give up the fight.

Wrap Up
Ask students to mention two relationships that are important to them either with people or something in their
lives. Then, have them make a list of 5 issues they need to consider to help the relationship improve, be healthy
and grow. Students can work in small groups or make the list on the board.

Background Information
Morcheeba is a British band that plays chill-out electronic music. It was formed by brothers Paul and Ross
Godfrey.They’re joined by different female singers on their albums and on tour.The rhyme in this lesson is “Digital
Confusion”, by Patrick May; 1988 - USA. This rhyme opens the opportunity to discuss the new social habit of
communicating online and their advantages and disadvantages.

237

PAGINAS FINALES GUIA.indd 237 27-07-16 16:06

 Rhymes and Songs

This way or that way?

PHOTOCOPIABLE

1. Read the song quickly and discuss with a

partner. What is it about? 3. Read the Poem. Try to guess where the
missing words go.
2. Listen to the song. Where do the lines go?
chill- tight - golden -
a Is wondering what you’ll do when I’m gone
blanket - mountaintops
b I know some day I will
c About walking out that door
d Goodbye is in your eyes 4. Listen to the poem by Burt Ryan and
e That’s killing me inside check your predictions.
f Of us and all our love
The Spring Flower
What you’ll do when I’m gone Burt Ryan
Waylon Jennings
Once there was a flower
Staring at the door Growing in a mountain pass
Every night I’m thinking more and more Its i _____ eyes were bright
i _____ In a nest of soft green grass

I know some day I will One day the winds began to blow
Although I’m standing still some day I will And the flower felt a ii _____,
ii _____ Something soft and white fell slow
Upon the iii _____ and hill.
Chorus:
As right as we were we are wrong “I cannot grow, I can’t grow”, said the flower
Nothing’s going to change what we’ve done to the snow
The only thing that keeps me from going, babe “I cannot reach the sun and light”.
iii _____ “Rest now a few hours”, said the snow to
the flower
There’s somethin’ in your eyes As its golden eyes closed iv _____.
I swear your eyes are tellin’ me goodbye
The snow laid down
iv _____
Its v _____ on the ground
And played between the trees,
You can call it pride
While the flower slept and dreamed,
But my thoughts of someone else here by your
Of summer sun and bees.
side
v _____
5. Listen again. Pay attention to how slow
or fast it is recited. Try reciting a poem
yourself!
6. Write a poem using the same rhythm you
heard before and recite it!

238 TEACHER’S BOOK

PAGINAS FINALES GUIA.indd 238 27-07-16 16:06

 Rhymes and Songs
This way or that way?

Warm Up
The following texts are about decisions and choices. Brainstorm on the board the different choices and decisions
the students have to make and see which ones they have in common and why.

1. Ask the class what the title of the song infers and have a discussion. Possible Answer: the
composer talks of the day when the relationship will be broken up and how he will feel about the
possibility of his wife having a new boyfriend (jealousy)
2. 68Have students listen for the first time and check their answers in pairs. If many could not get
all answers play the song again. Answers: i c; ii b; iii a; iv e; v d.
3. Introduce the topic of poetry by asking the students what famous poets they know and whether
they like their work or not. You can use the Background Information section for help. Then, ask
students to try to complete the poem using the words from the box. Answers: i golden; ii chill;
iii mountaintops; iv tight; v blanket.
4. Tell students they will listen to someone recite the poem. Students listen and complete the
69

poem. Ask them to compare answers with their classmate.

5. Students listen to the poem again and then think of the pace to recite it.
6. Have students write a poem of their own using the same rhythm they heard before . Ask students
to recite it. If you believe it is necessary, do the same activity in pairs. As an extra activity, you may
ask them to write on a piece of cardboard and then hang them on the classroom walls.

Wrap Up
Have students think about their favourite song or poem. They should write a description of its message musical
style. Get each student to give the description of their favourite song/poem so the rest of the class can guess the
name and author.

Background Information
Poetry uses forms and conventions to suggest differential interpretation to words, or to evoke emotive responses.
Devices such as assonance, alliteration, onomatopoeia and rhythm are sometimes used to achieve musical or
incantatory effects. The use of ambiguity, symbolism, irony and other stylistic elements of poetic diction often
leave a poem open to multiple interpretations. Similarly, metaphor, simile and metonymy create a resonance
between otherwise disparate images—a layering of meanings, forming connections previously not perceived.
Kindred forms of resonance may exist, between individual verses, in their patterns of rhyme or rhythm.

239

PAGINAS FINALES GUIA.indd 239 27-07-16 16:06

 Grammar Reference

Unit 1
PRESENT SIMPLE PAST SIMPLE
Use: Use:
• Habits • Action finished in the past
• Facts, general truths • Action happened in the past
• Routines • Past event

Affirmative:
• I/you/we/they + verb infinitive
I get up at 7:00 o’ clock every morning.
• He/she/it + verb + s/es
She gets up at 7:00 o’ clock every morning.
He watches TV after school.
Negative:
• I/you/we/they + don’t + verb infinitive
They don’t work much at the factory.
• He/she/it + doesn’t + verb infinitive
He doesn’t work much at the factory.
Interrogative/Question:
• Do + I/you/we/they +verb infinitive + ?
Do you play video games on weekends?
• Wh+ do + I/you/we/they + verb infinitive + ?
What do you do on weekends?
• Does + He/she/it + verb infinitive + ?
Does she chat with her friends on Facebook?
• Wh+ does + He/she/it + verb infinitive + ?
Where does she go after school?
Signal Words: every day/week, sometimes , always ,
often, usually, seldom, never, first ... then
Affirmative:
• I/you/we/they/he/she/it + verb in past (2nd
column of verbs)
I went to a party last night.
He ate a big hamburger at the restaurant.
Negative:
• I/you/we/they/he/she/it + didn’t + verb infinitive
They didn’t travel because of the bad weather.
She didn’t arrive to school on time.
Interrogative/Question:
• Did + I/you/we/they/he/she/it + verb infinitive +?
Did you do your homework?
• Wh+ did + I/you/we/they/he/she/it + verb
infinitive +?
What did he say about the plan?
Signal Words: last ..., ... ago, in 1990, yesterday
CONDITIONAL: Zero
Use:
• to talk about things which are always true; such as
scientific facts and general truths
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)

If + present simple present simple

If you heat water at 100°C, It boils.
If the sun rises in the east, it sets in the west.

CONDITIONAL: 1st
Use:
• For real situations.
• Possible condition and its probable result.

IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)

If + present simple will + infinitive verb

If you study, grade in the test. you will get a good
If you make a mistake, no one will notice.

TEACHER’S BOOK
240

PAGINAS FINALES GUIA.indd 240 27-07-16 16:06

 RELATIVE CLAUSES
Use:
• To give additional information about something
without starting another sentence.
• To make a text more fluent and avoid repeating
certain words.
Relative pronoun
Who Subject or object pronoun for people:
I told you about the woman who lives next door.
Which Subject or object pronoun for animals and
things:
Do you see that guy next to the door?
Which Referring to a whole sentence:
He didn’t believe in Chupacabras which
surprised me.
Whose Possession for people animals and things:
Do you know the boy whose girlfriend has a
tattoo?
Whom Object pronoun for people, especially in
non-defining relative clauses:
I talked to the guy whom I met yesterday.
That Subject or object pronoun for people,
animals and things in defining relative
clauses (who or which are also possible):
I don’t like piercings that are big.
Defining Give detailed information defining a
Relative general term or expression. Defining
clauses relative clauses are not put in commas.
Do you know the girl who is talking to Tom?
Non- Give additional information on something,
Defining but do not define it. Non-defining relative
Relative clauses are put in commas.
clauses Jim, who we met yesterday, is very nice.
Remember:
Who’s, who is or who has is not the same as whose.
Who’s that boy? He is John.
Whose pencil is this? It’s Jenny’s.
PAGINAS FINALES GUIA.indd 241
Unit 2
QUESTIONS WITH AND WITHOUT AUXILIARIES
With auxiliary:
Question word + auxiliary + subject + verb+?
Where do you go during the summer?
What did you do last night?
Without auxiliary:
When the question word is the subject there is no
auxiliary verb and the verb agrees with the subject.
Question Word + verb + object
Who wrote Romeo and Juliet?
Who won the World Cup?
What happened?
GERUNDS
•A gerund is a noun made from a verb by adding -ing.
•The gerund form of the verb read is reading. You can
use a gerund as the subject, the complement, or the
object of a sentence.
-Subject of sentence: Reading helps you learn English.
-Complement of sentence: Her favourite hobby is reading.
-Object of sentence: I enjoy reading.
•Gerunds can be made negative by adding not.
He enjoys not working.
The best thing for your health is not smoking.
•We use gerunds with verbs that express likes and
dislikes:
can’t stand - enjoy – dislike – don’t mind –
hate – like – love – prefer
Do you like playing computer games?
241
27-07-16 16:06
 Grammar Reference

COMPARATIVES AND SUPERLATIVES

Adjective form Comparative Superlative

Only one syllable, ending
in e: wide, fine, cute.
Only one syllable, with
one vowel and one
consonant at the end:
hot, big, fat.
Only one syllable, with
more than one vowel or
more than one consonant
at the end: light, neat, fast.
Two syllables, ending in Y:
happy, silly, lonely.
Two syllables or more,
not ending in Y: modern,
interesting, beautiful
Add -r: wider, finer, cuter
My baby bother is cuter than yours.
Double the consonant, and add -er: hotter,
bigger, fatter
The mural in Metro U. de Chile is bigger than
the one in my street.
Add -er: lighter, neater, faster
People in Chile speak faster than in
Argentina.
Change y to i, then add -er: happier, sillier,
lonelier
My sister looks happier than yesterday.
Use “more” before the adjective: more
modern, more interesting, more beautiful
Valparaiso is more interesting than La Serena.
Add -st: widest, finest, cutest
My baby brother is the cutest baby here.
Double the consonant, and add -est:
hottest, biggest, fattest
The mural in Metro U. de Chile is the
biggest of all Metros.
Add -est: lightest, neatest, fastest
My best friend, Carmen, is the fastest
runner I know.
Change y to i, then add -est: happiest,
silliest, loneliest
You are the happiest person I know!
Use “most” before the adjective: most
modern, most interesting, most beautiful.
The most interesting artist I know is Inti Castro.

QUANTIFIERS
Use:
• to give information about the number of something:
how much or how many.
• Sometimes we use a quantifier in the place of a determiner:
Most students start school at 8:00 o´clock.
There are some beautiful paintings in Bellas Artes Museum.
We saw lots of singers in Lollapalooza. .
• We use these quantifiers with both countable and
uncountable nouns:
all – any – enough – less – a lot of – lots of – more –
most – no – none of – some
Less than 50% of students got a bad grade in the test.
• Some more colloquial forms:
plenty of – a load of – tons of
There are plenty of activities to do in MIM.
• Some quantifiers can be used only with countable nouns:
both – each – a few – few – many - several
• Some more colloquial forms:
a couple of – hundreds of – thousands of
There were hundreds of people at the party!
• Some quantifiers can be used only with uncountable nouns:
a little – little – (not) much – a bit of
We have little time to read the book. The test is tomorrow.
Unit 3
PASSIVE VOICE
Use:
• to give more importance to the action being performed
not the subject.
• when we don’t know who or what performed the
action or it’s irrelevant.
• Present Simple:
Active: People speak English all over the world.
Passive: English is spoken all over the world
• Present Continuous:
Active: They are launching a new range of jeans.
Passive: A new range of jeans is being launched.
• Past Simple:
Active: Levi Strauss manufactured the first jeans
Passive: The first jeans were manufactured by Levi Strauss.
• Past Perfect:
Active: Cowboys had worn jeans for years before they
became popular.
Passive: Jeans had been worn by cowboys for years before
they became popular.
• Present Perfect:
Active: Someone has stolen my jeans from the washing machine!
Passive: My jeans have been stolen from the washing machine!

TEACHER’S BOOK
242

PAGINAS FINALES GUIA.indd 242 27-07-16 16:06


• Going to:
Active: They are going to reduce the price of jeans in the sale.
Passive: The price of jeans is going to be reduced in the sale.
• Will:
Active: They will appreciate a good pair of jeans.
Passive: A good pair of jeans will be appreciated.
• Modals:
Active: You should not wash your jeans with white clothes.
Passive: Your jeans should not be washed with white clothes.
PAST CONTINUOUS
• We use past continuous to talk about actions in
progress in the past:
Nobody was dancing at the party. They were all watching
the Reality show in my bedroom.
• To describe the scene, when we are telling a story:
The sun was shining and all the guests were wearing
their best clothes.
• With the past simple to talk about interrupted
activities:
Pedro was having a lot of fun when his parents arrived
and saw the party mess.
PAST SIMPLE AND CONTINUOUS
Use:
• to talk about interrupted activities
• the past continuous tells us which activity was in
progress and the past simple tells us which activity
interrupted it.
I was getting ready for school when my friend called.
• We use when with the past simple and as or while
with the past continuous.
As/While I was getting ready for school, my friend called.
PAST PERFECT SIMPLE
• Use the past perfect simple to talk about past
events which happened before others:
Classes had started when we arrived to school.
• Use the past perfect simple to talk about events
which happened before a specific time.
By the time the Reality show was over, everyone in my
family had seen it at least once.
• With the expression the first/second/third time (that):
It was the first time my mother had followed a TV series.
Signal Words: ever, never, already, just, still, yet, for and since.
PAGINAS FINALES GUIA.indd 243
Unit 4
MODALS VERBS
Modals of Possibility and Certainty:
• We use could, might and may with an infinitive to
talk about possibility in the present.
I think my cell phone might be lost
It could be somewhere in your bedroom.
It may be under your bed or pillow.
• We use can’t and must with an infinitive to talk
about the present.
It can’t be in my room. I didn’t sleep there last night.
It must be somewhere else in the house. I haven’t gone anywhere.
Modals of Ability and Permission:
• We use can and can’t to talk about ability in the present:
Can you play the piano?
My dad can’t swim
• We use could and couldn´t to talk about ability in the past.
My nephew could play video games before going to
school. But he couldn’t read until he was 7!
• We use can to talk about permission in the present
and could to talk about permission in the past:
You can’t chat in class!
Students couldn’t log in their Facebook until they finished school.
• To talk about ability and permission in the past
or the future, we use the verbs be able to and be
allowed to:
I have never been able to run a kilometre in one minute.
Will you be allowed to go on holiday this summer?
Modals of Obligation and Prohibition:
• We use must and mustn’t to talk about obligation and
prohibition.
You must log out of your e-mail account correctly.
You mustn’t download music without paying.
• We can also use the verbs have to and need to to talk
about obligation but not prohibition.
We have to update our antivirus software regularly.
Remember:
• We often use have to to indicate an external legal
obligation:
You have to wear a helmet when you ride a motorbike.
• And we use must to indicate an internal, personal
obligation:
I must remember it’s Elizabeth’s birthday tomorrow.
• We use don’t have to to express lack of obligation:
You don’t have to be a professional cyclist to enter the race.
243
27-07-16 16:06
 Grammar Reference

SIMPLE FUTURE: REPORTED QUESTIONS

Use:
• When we report questions we make the same changes to
• a spontaneous decision
tenses, pronouns and references to time and place as we do
• an opinion, hope, uncertainty or assumption regarding
with statements:
the future
Direct Speech: ‘Do you often go to the cinema?’
• a promise
Reported Speech: He asked us if we often went to the
• an action in the future that cannot be influenced
cinema.
Direct Speech: ‘Why are you so serious?’
Affirmative: I/you/we/they/he/she/it + will + verb
Reported Speech:He wanted to know why I was so serious.
infinitive
• We don’t use auxiliaries like do, does or did in reported
Negative: I/you/we/they/he/she/it + will + not
questions:
(won’t) + verb infinitive
Direct Speech:‘What time did you go to bed?’
Interrogative: will+ I/you/we/they/he/she/it + verb
Reported Speech: He asked what time I had gone to
infinitive+?
bed
• When we report yes/no questions, we use if or whether
Signal Words: in a year, next …, tomorrow in the reported question:
Expressions: I think, probably, perhaps Direct Speech: ‘Do you like eating crisps?’
Reported Speech: He wanted to know if we liked
Unit 5 eating crisps.
Remember:
REPORTED SPEECH • We use affirmative and NOT interrogative, word order
Use: in reported questions:
• to repeat what a person has said Direct Speech: ‘Why are you wearing red clothes
today?’
Direct Speech: ‘I am not going to school today, but I will Reported Speech: She asked me why I was wearing
tomorrow’. red clothes that day ( NOT why was I wearing..?)
Reported Speech: She said that she wasn’t going to
school that day, but she would go the next day. CONDITIONAL: 2nd
• We often omit that in reported speech, especially in Use:
informal situations: • To talk about imaginary or improbable situations in
Direct Speech: ‘Tom’s been to London many times’ the present or the future
Reported Speech: She said (that) Tom had been to • To give advice
London many times.
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)
• We don’t use quotation marks (‘) in reported speech. Only
to indicate direct speech: If + past simple would + infinitive verb
Direct Speech:‘I love travelling and meeting new people’ If you saved money, you would be able to
Reported Speech: She said (that) she loved travelling buy a house.
and meeting new people.

Remember: • We can replace would with other modal verbs in

• We often use the verbs say and tell to introduce reported
speech. Tell is always followed by an object, but say is not:
She told me she was eighteen years old.
She said she was eighteen years old.
second conditional sentences:
We could go to the theatre tonight if you wanted to.
If we phoned Julie, she might come with us.
NOTE:
• We often use were and not was in second
conditional sentences with the pronouns I/he/she/ it:
If Sally were here, she would know what to do.

244 TEACHER’S BOOK

PAGINAS FINALES GUIA.indd 244 27-07-16 16:06

 TO BE GOING TO PRESENT PERFECT SIMPLE
Use: Use:
• to talk about intentions • to talk about actions which began in the past and
• to make predictions based on evidence continue in the present
• to talk about actions completed in the past if we don’t
Affirmative: I/you/we/they/he/she/it + be + going to say when they happened
+ verb infinitive • to talk about periods of time that have not finished
Negative: I/you/we/they/he/she/it + be + not + Affirmative: he/she/it + has + past participle
going to + verb infinitive She has lived in Chile for 5 years.
Interrogative: be + I/you/we/they/he/she/it + going you/they/we/you + have + past participle
to + verb infinitive+? We have studied quite a lot today!
Negative: he/she/it + has + not + past participle
Signal Words: in one year, next week, tomorrow She has not lived in Chile for 5 years.
you/they/we/you + have + not + past
participle
Unit 6 We haven’t studied at all today!
Interrogative: Has + he/she/it + past participle?
MODAL VERBS: GIVING ADVICE Has she spoken to you yet?
Have + you/they/we/you + past participle?
• We use should, shouldn’t, ought to, and ought not
to to give advice and making recommendations:
Remember:
You should think about taking up a new sport.
• if the action began in the past and finished in the
We ought to do more to help other people.
past, we use the past simple.
Young children shouldn’t watch violent TV shows.
• if we mention the specific time a past action
happened, we use the past simple.
NEGATIVE QUESTIONS
Uncontracted negative Uncontracted negative QUESTION TAGS
questions questions Use:
auxiliary verb + n’t + subject Auxiliary verb + subject + not • to check that something is true, or to ask someone
Didn’t she come? Did she not come? to agree with us.
Don’t you understand? Do you not understand?
Weren’t you surprised? Were you not surprised?
We change the verb from affirmative to negative (or
negative to affirmative) to make the question tag. We
• Negative questions can have two different kinds of also change the order of the verb and personal pronoun.
meaning. For example, a negative question can ask for It’s cold, isn’t it? / It isn’t cold, is it?
confirmation of a positive belief. In this case it expects You haven’t lost it, have you? / You have lost it, haven’t you?
the answer ‘yes’. Alan didn’t phone me, did he? / Alan phoned me,
Isn’t it true that she is going out with your brother? (I am didn’t he?
just asking for confirmation.) •We can also form question tags with would/can/
• A negative question can also ask for confirmation of could, and there is / there are,
a negative belief. In this case it expects the answer ‘no’. Henry would like this, wouldn’t he?
Aren’t they coming? (Am I right in thinking that they They can swim, can’t they?
aren’t coming?) It couldn’t happen, could it?
There’s a telephone here, isn’t there?
There are three apples, aren’t there?
•For imperatives, we use will,
Don’t forget, will you?

245

PAGINAS FINALES GUIA.indd 245 27-07-16 16:06

 Grammar Reference
PREFIXES
• a word, or letter(s) placed at the beginning of another word
Unit 7
(a base word) to adjust or qualify its usage or meaning
WISH and IF ONLY ADVERBS
Use:
• We use wish and If only with a clause to talk about
• to modify a verb, adjective, or another adverb
situations we want to change.
• We use wish and If only with the past simple or
MOST COMMON PREFIXES
past continuous to express a wish in the present:
I wish I didn’t have to get up early tomorrow. Prefix Meaning Example
If only we were spending more time together. anti- against antifreeze
• We use wish and If only with the past perfect to de- opposite defrost
express regrets about the past: dis- not, opposite of disagree
I wish we had gone to the party last night. en-, em- cause to encode, embrace
fore- before forecast
If only the teachers hadn’t taken that test!
in-, im- in infield
• We use wish and If only with would and an in-, im-, il-, ir- not injustice, impossible
infinitive to complain about somebody else: inter- between interact
I wish she wouldn’t speak so loud. mid- middle midway
If only the students would come on time to class. mis- wrongly misfire
non- not nonsense
FUTURE: GOING TO over- over overlook
Use: pre- before prefix
• to talk about intentions re- again return
• To make predictions based on evidence semi- half semicircle
sub- under submarine
Affirmative: I used to love watching horror movies but super- above superstar
now they scare me! trans- across transport
Negative: I didn’t use to listen to rock. Now we do. un- not unfriendly
Question: Did you use to wear bright colours as a child?
NOTE: There is no present tense equivalent of used to.

CONDITIONAL: 3rd Unit 8

Use:
• To talk about impossible hypothetical conditions in the past SUFFIXES
• To talk about situations we regret
• A suffix is an affix that is added to the end of a word
that conditions its usage or meaning in an inflectional or
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT) derivational way:
If + past perfect, would + present perfect • Inflectional (grammatical): for example, changing
If you had saved money, you would have bought a singular to plural (dog > dogs), or changing present
house. tense to past tense (walk > walked). In this case, the
basic meaning of the word does not change.
• We can replace would have with could have or might • Derivational (the new word has a new meaning,
have in third conditional sentences: “derived” from the original word): for example, teach >
If you had told me about the concert, we could have teacher or care > careful
bought the tickets.
Phil might have come with us if he had known about the party.
NOTE: The contracted form of both had and would is
‘d. Be careful not to confuse the words:
If he’d (had) remembered my birthday, he’d (would) have
bought me a present.

TEACHER’S BOOK
246

PAGINAS FINALES GUIA.indd 246 27-07-16 16:06

 MOST COMMON SUFFIXES Most (but not all) adverbs end in -ly
The rabbit jumped quickly. In this example, quickly is an
Prefix Meaning Example
-able, -ible can be done comfortable
adverb because it is used to modify the verb jumped.
-al, -ial having characteristics of personal Albert Einstein was a very smart mathematician. In
-ed past-tense verbs hopped this example, very is an adverb because it is used to
-en made of wooden modify the adjective smart.
-er comparative higher It started to rain just after the clouds appeared. In this
-er, one who worker example, just is an adverb because it is used to modify
-est comparative biggest the conjunction after.
-ful full of careful Jonas usually does his homework. In this example, usually
-ion, -tion, act, process occasion is a (frequency) adverb because it is used to modify
-ity, -ty state of infinity the verb does.
-ive, -ative, -itive adjective form of a noun plaintive
-less without fearless
-ly characteristic of quickly
-ment action or process enjoyment
-ness state of, condition of kindness
-ous, -eous, -ious possessing the qualities of joyous
-s, -es more than one books, boxes
-y characterized by happy

ARTICLES: THE, NO ARTICLE

NO ARTICLE THE ARTICLE

General words (indefinite). General words (definite).

Life in a clean environment is better. I've read a book on the life of people living in polluted environments.

Names of people on the singular, relatives. Family names in the plural.

Francisca and Maria are my classmates. The Pérez family I know lives in San Bernardo.
Public buildings, institutions, means of transport Public buildings, institutions, means of transport (definite).
(indefinite).
Most students go to public schools in Chile. The school that is on Apoquindo Avenue is not public.

Names of countries in the singular; summits of Names of countries in the plural; mountain ranges; regions.
mountains; continents; towns.

Germany, France, Chile, The United States of America, the Netherlands; the Highlands, the
Mount Whitney Rocky Mountains, the Alps; the Middle East, the west of Australia
Africa, Europe;
Cairo, New York

Parks; lakes; streets. Name with of-phrase; oceans; seas; rivers.

Central Park, Hyde Park; The Statue of Liberty, the Tower (of London), the Atlantic (Ocean);
Lake Michigan, Loch Ness;
42nd Street, Oxford Street
42nd Street, Oxford Street The Statue of Liberty, the Tower (of London), the Atlantic (Ocean);
the Mediterranean (Sea);
the Nile, the Rhine, the Suez Canal

247

PAGINAS FINALES GUIA.indd 247 27-07-16 16:06

 Rubrics for Skills Assessment
Writing
7 / Outstanding
Content is presented in a clear
Content
and organized manner as it
contains the elements studied
in class.
Attention of target reader
Communication
is held through the use of
engagement devices and
straightforward ideas, which
also makes the written piece
easy to understand.
The text is well-organised and
Organisation
coherent, thanks to linkers and
cohesive devices.
There is usage of a wide
Language Usage
range of everyday vocabulary
with little inappropriate use
of less common lexis and
good control of complex
grammatical forms. Mistakes do
not impede communication.
Speaking
7 / Outstanding
Good control of simple
grammatical forms and some
Language
successful attempts to use
Usage
complex structures. Wide
range of vocabulary to express
different views of every day
topics.
Discourse is fluent and
extended beyond short
Management
utterances. Hesitation is hard
Discourse
to detect. Contributions
are relevant, with almost no
repetition of ideas. A wide range
of cohesive devices are used.
Comprehensible, thanks to the
Pronunciation
use of appropriate intonation,
accurate stress of syllables and
clear articulation of individual
sounds.
Appropriate initiation of
conversations and response
Interaction
to ideas from partners.
Maintenance and development
of a conversation is shown
through negotiation and
discussion of ideas.
248
PAGINAS FINALES GUIA.indd 248
5.5 / Appropriate
Minor irrelevances are
presented. Target reader is
successfully informed.
Straightforward ideas are
communicated through the
proper use of writing strategies.
The text is connected and
coherent, using simple linkers
and only some cohesive
devices.
Everyday vocabulary is used
appropriately in general,
with occasional repetition of
common lexis. There is a good
control of simple grammatical
forms, and even though
mistakes are identifiable,
meaning can still be conveyed.
5.5 / Appropriate
Good control of simple
grammatical forms. Desired
range of vocabulary to express
ideas about every day topics.
Discourse is extended beyond
short utterances despite
hesitation. Contributions are
relevant, but repetition of ideas
is detected. Basic cohesive
devices are used.
Mostly comprehensible.
Correct control of phonological
features in simple utterances.
Construction of questions and
answers to keep a conversation
going. Attention to partner’s
discourse is shown.
TEACHER’S BOOK
4 / Borderline
The written message covers
some of the content studied in
class. However, the information
provided is insufficient.
The written piece
communicates simple ideas in
simple ways.
The text is connected using
common linkers, which does
not always assure coherence.
Only basic vocabulary is used
appropriately, there is some
control of simple grammatical
forms. Meaning may be
impeded to be conveyed
because of language errors.
4 / Borderline
Sufficient control of simple
grammatical forms. Limited
range of vocabulary to express
ideas about every day topics.
Discourse is characterised by
short phrases and constant
hesitation. Repetition of ideas
and digression from the topic
make contributions irrelevant
sometimes.
Comprehension is sometimes
obscured by the lack of control
of phonological features in
longer utterances.
Simple exchange of information
despite some difficulty.
Prompting and support is
needed.
2 / Insufficient
Content is irrelevant, written
message lacks content studied
in class.
Simple ideas are not properly
transmitted, as there is lack of
devices and use of strategies.
The text is not properly
connected, as lack of linkers
and useful expressions lead to
incoherence.
There is poor control of simple
grammatical forms and basic
vocabulary is used in excessive
repetition. Meaning cannot be
conveyed because of constant
language errors.
2 / Insufficient
Poor control of simple
grammatical forms. Poor range
of vocabulary, which makes
difficult to express ideas about
every day topics.
Excessive hesitation makes
short phrases almost
impossible to understand.
Digression from topic impedes
contributions to be expressed.
Comprehension is obscured by
the constant lack of control of
phonological features in short
utterances.
Exchange of information is
almost impossible, as prompting
and support are necessary for
the student to establish aids for
communication.
27-07-16 16:06
 Reading
7 / Outstanding
Total understanding of different
Comprehension
texts presented thanks to the
control of a variety of reading
strategies. Main idea is inferred
from gist reading and a wide
set of details are detected by
scanning.
Accurate and extended language
is produced orally or in writing
Response
Follow-up
based on the information
understood. Facts are described
in detail and opinion is justified
by making link to input content.
Input content is successfully
Further Content
extrapolated to new personal
production without base,
Projection
showing awareness of main
ideas and specific information
from content previously
revised.
Listening
7 / Outstanding
Total understanding of different
Comprehension
types of listening presented
thanks to the control of a variety
of listening strategies. Main idea is
inferred from gist listening and a
wide set of details are detected
by repetition.
Accurate and extended
language is produced orally or in
Response
writing based on the information
Follow-up
understood. Facts are described
in detail and opinion is justified
by making link to input content.
Input content is successfully
Further Content
extrapolated to new personal
production without base,
Projection
showing awareness of main
ideas and specific information
from content previously
revised.
PAGINAS FINALES GUIA.indd 249
5.5 / Appropriate
Reading strategies are applied
to better understand content.
Main idea of a text can be
inferred from gist reading.
Some details are detected
when scanning.
Accurate information is clearly
produced based on main
points of the text. Facts are
described appropriately and
opinion is expressed based on
input content.
Input content is successfully
extrapolated to new personal
production without base
despite some deviations from
topics previously revised.
5.5 / Appropriate
Listening strategies are applied
to better understand content.
Main idea of a recording can
be inferred from gist listening.
Some details are detected
when repeating the recording.
Accurate information is clearly
produced based on main
points of the recording. Facts
are described appropriately
and opinion is expressed based
on input content.
Input content is successfully
extrapolated to new personal
production without base
despite some deviations from
topics previously revised.
4 / Borderline
Reading strategies are
sometimes applied, as time is
not well managed. Main idea is
sometimes successfully inferred
by scanning.
Correct information is
produced in general terms with
some inaccuracies in some
facts. Opinion is expressed
based on personal belief
without link to input content.
Input content is extrapolated
to new personal production
with difficulty caused by
some deviation from topics
previously revised.
4 / Borderline
Listening strategies are
sometimes applied, as attention
is not focused on a particular
achievement. Main idea is
sometimes successfully inferred
by repetition.
Correct information is
produced in general terms with
some inaccuracies in some
facts. Opinion is expressed
based on personal belief
without link to input content.
Input content is extrapolated
to new personal production
with difficulty caused by
some deviation from topics
previously revised.
2 / Insufficient
No reading strategies are
applied. Main idea is only
predicted from pictures or
headings.
Production is impeded,
demonstrating poor
comprehension of input
content.
Input content cannot be
extrapolated to new personal
production because of constant
deviation and unawareness of
content previously revised.
2 / Insufficient
No strategies are applied.
Main idea is only predicted
from pictures or headings.
Poor comprehension does not
allow students to understand
content.
Production is impeded,
demonstrating poor
comprehension of input
content.
Input content cannot be
extrapolated to new personal
production because of constant
deviation and unawareness of
content previously revised.
249
27-07-16 16:06
 Question Bank

Question Bank for the Construction of Value Scales or Check Lists

(Alternative assessment activities)

Listening Comprehension

• Does the student recognize sounds specific to the English language?

• Does the student understand the general meaning of a simple message within a specific context?
• Does the student follow simple oral instructions within a particular context?
• Does the student identify specific information associated to people, objects, and animals?
• Does the student use simple social expressions that he or she has learned throughout the year?
• Does the student react to the texts he or she has heard by performing a related action or expressing
a preference?
• Does the student make personal connections through speech or using illustrations?

Oral Expression

• Does the student repeat chants, rhymes, and songs while uttering the specific English sounds?
• Does the student reproduce short phrases while uttering all of their sounds specific to English?
• Does the student express him or herself in brief dialogues with the help of a teacher and images about
topics they know?
• Does the student use and understand simple social expressions learned throughout the year?
• Does the student make linguistic connections based on his or her previous knowledge?
• Can the student produce short phrases developed by the teacher?
• At the end of the year, can the student participate in short dialogues with their peers and teachers?

Reading Comprehension

• Can the student understand written words and simple sentences?

• Can the student understand the general message of brief and simple texts with the help of visual aids?
• Can the student identify explicit information linked to basic subjects (personal information, school, family,
clothing, animals, the weather) in brief and simple texts with the help of visual aids?
• Can the student identify and understand commonly used expressions and vocabulary that has been
studied throughout year?
• Does the student react to the text at hand by expressing a preference and/or connecting it to personal
experiences either orally or through illustrations?
• Does the student use the strategies of pre-reading (by using their previous knowledge and visual elements),
reading (by using the visual aid), and post-reading (by re-reading or reading to others and drawing)?
• Can the student interpret individual words or groups of words in a simple text?

250 TEACHER’S BOOK

PAGINAS FINALES GUIA.indd 250 27-07-16 16:06

 Writing Expression

• Can the student write a description of him/herself, his/her classmates, stereotypes, his/her surroundings,
by using a variety of adjectives?
• Can the student write the summary of a story based on its main ideas?
• Can the student write the plot of a book or movie?
• Can the student write his/her own original story, using correct grammar (spelling, punctuation, verbal
tenses, connectors), cohesion and coherence?
• Can the student express his/her own opinion in a coherent way, using formal or informal language, in
one paragraph?
• Can the student write different types of texts taking into consideration their own typical characteristics
(like a text message, an essay, a list, a blog entry, a letter, an email, a report)?
• Can the student write a curriculum vitae, making it formal and interesting at the same time so that the
employer will want to read it?

Learning Abilities

• Does the student demonstrate interest in the activity and try to solve it despite possible difficulties?
• Does the student apply learning strategies such as using visual aids and hearing aids, and connecting new
knowledge with their previous knowledge?

Meta-cognitive Abilities

• Does the student react to the things they have learned by expressing a preference?
• Does the student react to the things they have learned by justifying his or her opinions?
• Is the student conscious of his or her progress (difficulties/achievements)?

Social Abilities

• Does the student show interest in learning English as a foreign language?

• Does the student cooperate with others when working in pairs or groups?
• Does the student learn from interacting with others (by imitating, reproducing, etc.)?
• Does the student share with and/or help their partner?
• Does the student show respect and appreciation for others?

251

PAGINAS FINALES GUIA.indd 251 27-07-16 16:06

 Bibliography
For the Teacher
• Alderson, J. C., & Urquhart, A. H. (1984). Reading
in a Foreign Language. London: Longman.
• Alderson, J. C. Testing Reading Comprehension
Skills. http://nflrc.hawaii.edu/RFL/PastIssues/
rfl62anderson.pdf
• Alexander, L. (1995). Longman English Grammar
Practice for Intermediate Students. New York:
Longman.
• Campbell, C., & Kryszewska, H. (1992). Learnerbased
teaching. Oxford: Oxford University Press.
• Capel, A. (2008). Objective First Certificate
Student’s Book with answers and 100 Tips Writing
Booklet. Cambridge: Cambridge University Press.
• Finch, D. F., & Ortiz Lira, H. (1982). A Course in
English Phonetics for Spanish Speakers. London:
Heinemann Educational Books Ltd.
• Grellet, F. (1995). Developing Reading Skills (15th
ed.). Cambridge: Cambridge University Press.
• Linda, S. (1996). Vocabulary Games for Intermediate
English Language Learners. New York: McGraw-
Hill Contemporary.
• Lowes, R. (1998). Helping Students to Learn: A
Guide to Learner Autonomy. London: Richmond.
• Murphy, R. (1996). English Grammar in Use:
A Self-study Reference and Practice Book for
Intermediate Students - with Answers (2nd ed.).
Cambridge: Cambridge University Press.
• Murphy, R. (2006). Essential Grammar in Use Spanish
Edition. http://www.scribd.com/doc/29015505/
Essential- Grammar-in-Use-Spanish Edition
• Nam, J., & Pineda, A. (1999). TESL Canada Journal/
Revue TESL du Canada. Helping Learners to
Develop Reading and Listening Skills in English.
Santiago: Ministerio de Educacion, Programa
MECE/Educacion.
• Richards, J. (2006). Communicative Language Teaching
Today. New York: Cambridge University Press.
• Rost, M. (1991). Listening in Action: Activities for
Developing Listening in Language Teaching. New
York: Prentice Hall.
• Ur, P. (1984). Teaching Listening Comprehension.
Cambridge: Cambridge University Press.
252 TEACHER’S BOOK
PAGINAS FINALES GUIA.indd 252
• Willis, J. (1996). A Framework for Task-based
Learning. Harlow, Essex: Longman.
From Student’s Text
Unit 1.P. 12: Adapted from Lewin, K. (1999). The Complete
Social Scientist: A Kurt Lewis Reader. Washington, D.C.:
American Psychological Association Press
Unit 1. P. 19: Adapted from Corrales, S. (1997). Chupacabras
and Other Mysteries. Sheffield: Greenleaf Publishing.
Unit 2. P. 23: Adapted from Pérez, F. (2012). Mitos y
leyendas de Chile.
Unit 2. P. 32-33: Taken from Fidalgo, A., Fantinillo, A.
& Mayorga, I. (2010). In Gear 1. Oxford: Richmond
Publishing. Pp. 6-7.
Unit 2. P. 35: Adapted from Roberts, L. (2013). Interview:
Inti Castro’s graffiti legacy in Chile’s port city. The
Santiago Times. Retrieved October 25, 2013, from http://
santiagotimes.cl/interview-inti-castros-graffiti-legacy-in-
chiles-port-city/
Unit 2. P. 38: Taken from Carrol, L. (1948). Alice’s
Adventures in Wonderland.
Unit 2. P. 38: Taken from Downie, M., Gray, D., Jiménez,
J.M. (2011). Target B1.
Unit 2. P. 41: Adapted from Rosemary Jackson (1981).
Fantasy: The Literature of Subversion.
Unit 3. P. 52: Adapted from Devolld, T. (2011). Reality
TV: An Insider’s Guide to TV’s Hottest Market. Los Angeles:
Michael Wiese Productions.
Unit 3. P. 59: Adapted from Children’s Food Campaign.
(2013). Ban junk food ads to kids under 12: report. Canadian
Press. Retrieved October 25, 2013 from http: //www.
childrensfoodcampaign.net/
Unit 4. P. 72: Adapted from Cellan-Jones, Rory (2011). We
don’t talk any more – is technology harming communication?.
BBC News. Retrieved October 25, 2013 from http://
www.bbc.co.uk/news/technology-16313832
Unit 4. P. 79: Adapted from Hakan Tuncer, A. (2000).
Webaholism: Modern Day Addiction. Topic Online
Magazine for Learners of English 9. Retrieved October
25, 2013 from http://topics-mag.com/
27-07-16 16:06
 Unit 4. P. 84: Adapted from Douglas P K, Harris Sam, Yuille
Alan, Cohen Mark S (2011). Performance comparison of
machine learning algorithms and number of independent
components used in fMRI decoding of belief vs. disbelief.
NeuroImage. 56(2): 544-53.
Unit 5. P 93: Adapted from Pino M., P (2012, August
25). Las carreras técnicas con más futuro y mejores
ingresos. La Segunda, pp. 4-5.
Unit 5. P. 95: Based on Palfrey, J, Glasser, U. (2008).
Introduction. Born Digital: understanding the first
generation of digital natives. New York: Basic Books.
pp. 1-17.
Unit 5. P. 97: Lewis, T .(2013, June 10). Scatologist? Snake
milker? Sexologist? 7 odd science careers. NBC News
Science. Retrieved October 25, 2013 from http://www.
nbcnews.com/science/scatologist-snake-milker-sexologist-
7-odd-science-careers-6C10271335
Unit 5. P.98: Adapted from Ogallo, G (2013). Importance
of Personality Testing. Wisdonexchangetv.com. Retrieved,
October 28, 2013 from http://www..wisdonexchangetv./
importance-of-personality-testing/
Unit 5.P. 101: Adapted from Doyle, A. (2013). Hard
Skills vs. Soft Skills. About.com. Retrieved October 28,
2013 from http://jobsearch.about.com/od/skills/qt/hard-
soft-skills.htm
Unit 6. P. 111: Adapted from Madsen, S. D. (2008). Parents’
Management of Adolescents’ Romantic Relationships
Through Dating Rules: Gender Variations and Correlates
of Relationship Qualities. Journal of Youth and Adolescence
37.9. Pp. 1044-1058.
Unit 7. P. 133: Adapted from Aliméntatesano (2012).
Primer Reporte del Programa Mi Fitbook. Alimentatesano.
com. Retrieved October 28, 2013 from http://www.
alimentatesano.cl/Resultados_Fitbook_Dic2010.php
Unit 7. P.138: Adapted from Downie, M., Gray, D.,
Jimenez, J.M (2011). In Gear. Oxford: Richmond Publishing
Unit 7. P. 141: Taken from Downie, M., Gray, D., Jiménez,
J.M. (2011). Target B1. Oxford: Richmond Publishing. P. 46.
Unit 7.P. 144: Adapted from Keogh, P. (2012, Autumn).
Restoring your immune defence Naturally. Healthy Life,
4, 4-6.
PAGINAS FINALES GUIA.indd 253
Unit 8. P. 151: Taken from Neruda, P. (1991). Discoverers
of Chile. Canto General. (Jack Schmitt, Trans.). Berkeley,
CA: University of California Press. Pp. 59-60.
Taken from MacKellar, D. (1993). My Country. My Country
and Other Poems. New York: Viking Press. P. 9.
Unit 8. P. 153: Adapted from ProChile (2013). Why
Chile. Prochile.gob.cl. Retrieved October 28, 2013 from
http://www.prochile.gob.cl/importers/why-chile/.
Unit 8. P. 157: Adapted from CORFO (2012). Mining
Cluster in Chile. Retrieved from http://www.unido.it/
americalat/Mining%20Cluster%20in%20Chile%5B1%5D.pdf
Unit 8. P. 158: Adapted from British Antarctic Survey
(2008, 25 March). The Antarctic Peninsula’s retreating
ice shelves. Retrieved from http://www.antarctica.ac.uk/
press/journalists/resources/science/antarctic_peninsula_
retreating_ice_shelves.php
Unit 8. P. 161: Adapted from Archer, D, and Rahmstorf,
S. (2010). Climate change so far. The Climate Crisis: An
Introductory Guide to Climate Change. London: Penguin
Books. Pp. 39-67.
Unit 8. P. 163: Adapted from Greening Princeton (2004).
Top Reasons to RECYCLE. Retrieved from https://www.
princeton.edu/~greening/
Unit 8. P. 167: Adapted from Archer, D, and Rahmstorf,
S. (2010). Impacts of climate change. The Climate Crisis:
An Introductory Guide to Climate Change. London: Penguin
Books. Pp. 151-190.
Unit 8. P. 169: Adapted from Archer, D, and Rahmstorf,
S. (2010). Avoiding climate change. The Climate Crisis:
An Introductory Guide to Climate Change. London:
Penguin Books. Pp. 191-196.
253
27-07-16 16:06
 Irregular Verbs

Infinitive Past simple Past participle Infinitive Past simple Past participle
be was/were been lay laid laid
beat beat beaten learn learnt/learned learnt/learned
become became become leave left left
begin began begun let let let
bite bit bitten lose lost lost
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 read read read
come came come ride rode ridden
cost cost cost ring rang rung
cut cut cut run ran run
do did done say said said
draw drew drawn see saw seen
dream dreamt/dreamed dreamt/dreamed sell sold sold
drink drank drunk send sent sent
drive drove driven shoot shot shot
eat ate eaten show showed shown
fall fell fallen shut shut shut
feed fed fed sing sang sung
feel felt felt sink sank sunk
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown smell smelt/smelled smelt/smelled
forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got stand stood stood
give gave given steal stole stolen
go went gone swim swam swum
grow grew grown take took taken
have had had teach taught taught
hear heard heard tell told told
hide hid hidden think thought thought
hit hit hit understand understood understood
hold held held wear wore worn
keep kept kept win won won
know knew known write wrote written

254 TEACHER’S BOOK

PAGINAS FINALES GUIA.indd 254 27-07-16 16:06

 Websites

• http://www.scientificamerican.com/article.cfm?id=fact-orfiction-runaway-greenhouse
• http://www.festivals.com/
• http://www.nutrition.gov./
• http://www.kidshealth.org/teen/flu_center/about_flu/immune.html
• http://www.famouspeople.com/sports-person.php
• www.foodnetwork.com/healthy-eating/index.html
• www.nationalgeographic.com
• www.unesco.org
• www.unicef.org
• www.lonelyplanet.com
• www.traveltochile.net/chile-cities.htm
• www.artcyclopedia.com
• www.britishmuseum.org
• www.moma.org/
• www.bbc.co.uk/science/humanbody/mind/surveys/careers/
• www.nationsencyclopedia.com
• www.sofofa.cl
• www.englishclub.com
• www.englishlistening.com
• www.english-test.net
• www.funbrain.com
• www.teachingenglish.org.uk
• www.tolearnenglish.com
• www.usingenglish.com
• www.dictionary.cambridge.org
• www.dictionary.com
• www.vocabulary.com
• www.guardian.co.uk
• www.stumbleupon.com
• http://rubistar.4teachers.org/

255

PAGINAS FINALES GUIA.indd 255 27-07-16 16:06

 256 TEACHER’S BOOK

PAGINAS FINALES GUIA.indd 256 27-07-16 16:06