Get Ahead 1 TG RT PDF

Get Ahead 1!
Teacher Guide de Margarita De Jesús Dueñas

Kittrell y Laura Alicia Meza Martínez se editó y publicó
por Ríos de Tinta, S.A. de C.V.
D.R. © Ríos de Tinta, S.A. de C.V.
Morelos 16, Centro, México,
Ciudad de México, C.P. 06040.
Teléfono (55) 51402999, ext. 31957
www.riosdetinta.com
Primera edición, 2018
Primera reimpresión, 2019
ISBN: 978-607-8495-37-5
Dirección editorial Ma. Georgina Adame Moreno

Coordinación editorial Arturo Cruz Pérez
Coordinación de diseño e iconografía S. Gabriela Badillo Hernández
Coordinación autoral y desarrollo editorial Letra Cardinal®
Impreso en México
Miembro de la Cámara Nacional
de la Industria Editorial Mexicana.
Registro número 3483.
Queda estrictamente prohibida la reproducción

parcial o total de esta obra por cualquier sistema o
método electrónico, incluso el fotocopiado,
sin autorización escrita del editor.
Agradecimiento Get Ahead! 1 Student Book.

A los archivos fotográficos de los museos y las Esta obra se terminó de imprimir en
entidades públicas que nos han proporcionado julio de 2019, en los talleres de
material iconográfico. Multigráfica Publicitaria, S.A. de C.V.
La editorial está a disposición de los poseedores Democracias 116, Col. San Miguel Amantla,
de los derechos eventuales de fuentes bibliográficas C.P. 02700, Azcapotzalco,
e iconográficas no identificadas. Ciudad de México.
INDEX
Contents 4
Introduction 8
Warmers and Fillers 14
Unit 1 Community Services 17
Unit 2 Bilingual Dictionaries 32
Unit 3 Reading Stories 47
Review Units 1-3 62
Term Test 1 65
Unit 4 Likes and Dislikes 67
Unit 5 Forecasts 82
Unit 6 Silent Movies 97
Unit 7 Human Body Systems 112
Review Units 4-7 127
Term Test 2 130
Unit 8 Comic Strips 132
Unit 9 Making a Presentation 147
Unit 10 Let's Travel Together 162
Review Units 8-10 177
Term Test 3 180
Language Reference 182
Glossary 187
Strategies Summary 191
Digital Skills Summary 192
Audio Scripts 193
Term Test 1 198
Term Test 2 200
Term Test 3 202
Answers Key Teacher's Guide Term Test 204
Resources for Students 206
References 206
Suggested Resources for Teachers 207
3
TABLE OF CONTENTS
Communicative
Unit Environment Social Practice
Activity
1 Exchanges associated
Family and Exchange views of a
Community with specific
Community community service.
Services purposes.
2 Interpretation Write instructions

Academic and
Bilingual and follow-up of to use a bilingual
Educational
Dictionaries instructions. dictionary.
3
Recreational and
Reading Literary Expression Read Classic Tales
Literary
Stories
Exchange
4 Exchanges associated
Family and compliments, likes
Likes and with information of
Community and dislikes in an
Dislikes oneself and of others
interview.
5 Recreational and Recreational Produce constructive

Forecasts Literary expression forecasts for others.
4
TABLE OF CONTENTS
Project
Achievements Portfolio Evidence (Final
product)
• Table with information

• Listen to and review dialogues about public
about a community
and community services
service.
• Understand general and main ideas of a
• List of questions and Role play
dialogue.
answers to ask for and
• Exchange information about public and
give information.
community services
• Select and revise bilingual dictionaries

Instructions
• Understand the use of textual components • Table with classified
to use
of bilingual dictionaries. words
bilingual
• Write instructions. • Sentences
dictionaries.
• Edit instructions
• Choose and review classic tales and stories

• List with key events.
• Understand general and the main ideas in
• Dialogues about the
tales and stories
comprehension of a Big Story
• Compare variation in pronunciation and
tale. Book
style of writing
• Rewritten sentences
• Express key events when discussing stories
• Paraphrase key events from stories
• Listen to and review likes and dislikes in

• List of preferences with
interviews. Dialogue
likes and dislikes.
• Understand the main idea(s) in a dialogue. about likes
• Questions and
• Express compliments, likes and dislikes in and dislikes
sentences
written dialogues.
• List with future

• Revise samples of written forecasts.
situations.
• Listen to and identify ways to express
• Sentences describing
future actions.
future situations.
• Formulate and respond to questions to Forecast
• Constructive dialogue
understand forecasts.
about own and others’
• Write sentences that express future to
forecasts.
create forecasts
5
TABLE OF CONTENTS
Communicative
Unit Environment Social Practice
Activity
Compose dialogues
6 Family and Exchanges associated
and interventions for
Silent Images Community with media.
a silent short film
7 Write notes to
Academic and Search and selection
Human Body elaborate human
Educational of information.
Systems body schemes.
Read comics to
8 Recreational and Understanding
discuss cultural
Comic Strips! Literary oneself and others.
expressions.
9 Exchanges associated Present information

Academic and
Making a with specific about linguistic
Educational
Presentation purposes. diversity
10
Family and Exchanges associated Agree with others a
Let’s Travel
Community with the environment. travel itinerary.
Together
6
TABLE OF CONTENTS
Project
Achievements Portfolio Evidence (Final
product)
• Revise and understand context and

situations in silent short films
• Understand general sense and main
• Chart with sentences to Script for a
idea(s) in dialogues that match a
compose dialogues. silent short
silent short film
• Script with dialogues. film
• Create lines and dialogues to match a
series images from silent short films
• Revise and understand information

about the human body systems.
• Propose and answer questions about • Descriptions of a system.
Notes for
the human body systems. • A system diagram.
a human
• Write notes to describe human body • Dialogue based on questions
body system
systems. and answers.
diagram.
• Edit diagrams in teams and with the
guidance of the teacher.
• Select and review comic strips in

English Discussion
• Notes with ideas and beliefs
• Understand main idea(s) in different on cultural
expressed in in a comic strip.
comic strips values in a
• Comparative chart.
• Exchange opinions about cultural comic
content in comic strips in a discussion
• Investigation questions.
• Select information
• Criteria to select information.
• Read information Oral
• Notes with information that
• Rehearse giving a presentation Presentation
responds questions.
• Give a presentation
• Graphic support
• Search, find and access information

about travel destinations • List of ideas and proposals.
• Compare pros and cons of ideas and • Notes with data and
proposals information that support Itinerary for
• Build arguments to defend ideas and proposals and ideas. a class trip
proposals • Comparative table.
• Listen to and express pros and cons to • List of agreements.
reach a consensus
7
INTRODUCTION
Welcome to
G E T
1
This book aims to help students learn English in a dynamic and
practical way, so that when they finish this level, they can communicate
in English for basic social and academic purposes. By the end of this
level, students should be able to understand main ideas in simple
spoken and written texts. They will also be able to interact in situations
where English is needed where they live or when they travel. Help your
students Get Ahead! 1 and become successful in English by using this
educational package.
The Get Ahead educational package is comprised of:
Student Book
A comprehensive guide and practice book that will guide students to
learn English in the classroom or at home.
Reader
A collection of stories, essays, articles and other types of text that
will complement what your students learn in class through interesting
content.
Teacher’s Guide
Detailed suggestions on how to conduct a class using Get Ahead! 1. There
are suggestions for extra activities to challenge demanding classes or to
support students who need more guidance, as well as different tools to
enrich the teaching-learning process and simplify teachers' planning.
Electronic Component: CD
A CD with all the audio tracks from the Get Ahead program and
images you can use to complement classes. The CD has been created
to contain different types of audio so that students can develop their
listening skill. The images contained here are support material for
optional extra activities. The Teacher's Guide will suggest when and
how to use them in Poster Activities boxes, but we are sure you will
find other creative ways to exploit them as well.
8
INTRODUCTION
The Student Book
The Get Ahead! 1. Student Book has been written taking into account all the requirements
stated in the curriculum established by the Mexican Ministry of Education (SEP).
Units have been put together in such a way that Communication is highlighted form the
start. We open each unit with a trigger question that invites the students to get into the
topic and exploits their background knowledge.
The unit is then divided into sections that have different functions:
The unit starts with tasks in which students interact with a listening or
G E T written text, or complete a task that challenges them to use previous
knowledge and to see new input in context.
STOP AND THINK about... Students solve reflective tasks that may deal with language, culture,
self-awareness, learning to learn, or being with others. In this first
reflective stop, they deal with one or two aspects only.
Students are now ready to move on using the target language in

G E T scaffolded tasks that give them a higher challenge or where new
content is integrated. This is the longest section of a unit.
STOP AND THINK about... This second reflective stop, will deal with four of the areas mentioned
before: language, culture, self-awareness, learning to learn, or being
with others.
At this stage, students can get together the information they generated
G E T towards their final product. They can put the skills they have acquired
or practiced, in presentations. This page gives detailed suggestions on
which information to recall and how to organize presentations. Here you
will also find a task in which students reflect on the final product.
reading CORNER This section connects students with their reading book, encouraging
to undertake simple tasks before, while and after reading the material.
Students solve here a short test that will help them evaluate how well they
quick CHECK! can deal with material from the unit. This is a formative evaluation tool.
Students read an inventory of can-do statements that reflect the expected

learning outcomes or achievements of the unit and decide how well they
self ASSESMENT perform. This is an important tool for formative evaluation.
As students progress through the sections, they gain more confidence and develop their
language skills in a practical and critical manner.
9
INTRODUCTION
Throughout the Student Book units you will find different icons that can help you and your
students make a better use of the different sections, and / or give you an indication of the
type of activities at hand.
This icon indicates that the activity can or should be conducted in pairs.
This is used to indicate work in groups.
This is used to indicate whole-class work or discussions.
TRACK 01 This icon tells you there is a recorded track listen to contained in the audio files
of the CD.. The number of the track will tell you which audio script to read in
the section Audio Scripts.
This icon indicates work that students should save as evidence of their learning,
and as information that will be useful to create the final project or product in the
section Get Ahead! You might consider having a detailed look at the material
created in this sections, as it provides opportunity for formative evaluation.
When you see this icon, it means that the activity will be useful for a
presentation of students' work near the end of the unit. You and your students
can check the Get Ahead! page to find out what the presentation will be about
and to understand how this information could help.
Culture Stop You will find interesting cultural aspects to learn or discuss in
class.
These are brief recommendations on how or when to integrate

IT Stop information technology in the learning process.
This icon recommends the point when you can tell students to start reading the
corresponding text for the unit.
This icon will direct you to work on different sections of the Reading Corner
R page so that your students can relate the content of the reader to the content
in the unit.
This icon will direct you to a language summary at the end of the book that can
be useful to understand how specific aspects of the language work.
10
INTRODUCTION
The Student Book contains other useful sections that learners should
get familiar with and that you can exploit to support them more in the
process of learning.
There is a Get Started! page at the beginning of the book to review

basic knowledge before starting the program.
After units 3, 7 and 10 your will find:
A review unit where students can revisit and consolidate knowledge

covered in the period.
A term test that your students can complete so you can get an idea of
progress. You can use this test for formative or (informal) summative
evaluation.
The review units and term tests have been placed after these units
considering the most common distribution of a school calendar year.
We believe that having a period to review and evaluate content in
these three moments, your planning throughout the year will be more
productive and the learning outcomes will be better consolidated.
In the final pages of the Student Book you will find:
A Language Reference Section that

complements some important language
points of the target language of each unit.
Within the units, the icon will tell you when to
use it.
G Glossary A comprehensive list of key vocabulary from each

unit with simple and clear definitions.
Strategies Summary A section that summarizes the learning to learn

strategies students cover in each unit. This section can be used at any
point in the program and not necessarily in the order of the units.
Digital Skills summary. Throughout the book students will find IT Stop
boxes that guide them to reflect on uses of technology in their learning
process. This section summarizes the tips covered in the IT Stop
boxes and, as the strategies summary, can be used at any point in the
program and not necessarily in the order of the units.
Resorces for students. Recommended print and electronic sources for

students.
11
INTRODUCTION
Reader
Reader is an anthology with texts closely connected to the target language in each unit
of the Students Book, but we have given texts a fresh outlook that will make the content
different and more attractive to your students.
Texts in this book seek to motivate extensive reading through a variety of genres that
includes articles, stories, a comic and a script. Each text is complemented with an optional
set of activities that students can complete independently or working with you as part of
their class.
At the end of the reading book, there is a glossary for key vocabulary to support
independent reading. After the glossary, you will find optional follow-up suggestions,
recommending further reading of the same type and / or the same topic as well as
additional projects connected to the texts is also suggested for each reading.
Content, questions and extra suggestions seek to help students engage in the reading and
establish connections between the text, themselves and their world. Connecting a text at
a personal level and then to our reality helps readers become critical thinkers, so we hope
you don’t miss the opportunity to exploit this component and the support material that
accompanies it.
Teacher’s Guide
This Teacher’s Guide gives you practical
and step by step advice on how to use the
Student Book in class.
A typical page of your TG has the following

features:
The answers for each one of the activities.
Extra information that can be useful

for the teacher.
Detailed suggestions on how to conduct

each activity.
12
The extra information in boxes includes different ideas for different moments of the class:
Extra support: tips and ideas on how to direct students that need more support through some
of the tasks.
Extra Activity: Ideas for activities independent of the material in Get Ahead.
Poster Activity: Ideas on practical application of the images included for each unit in your
Teacher’s CD.
Critical Thinking: Guidance in certain areas to help students become critical thinkers.
Reader: A box at the beginning of each unit with a recommendation on when to tell students to
start reading the text that corresponds to the unit.
The reading Corner page in this guide contains the answers to the exercises in the Reader.
Answers for Review units and Term tests are also included for you. And you will find a
photocopiable evaluation tool at the end of each unit.
In the final pages of this book you will find the same sections from the Student’s Book for your
reference. You will also find an alternative set of photocopiable Term Tests that will be more
reliable to use as a summative evaluation tool or that can be part of the formative evaluation
you conduct throughout your course. The answer key for these tests is included after the tests.
And finally, a list of references for support material you can use to get more information or find
more activities to bring variety to the classroom.
Electronic Component: CD
An electronic component which contains:
28 Audio Tracks with different content such as dialogues, stories, pronunciation examples,
interviews, model discussions, etc.
All of the audio material has been created to support the development of skills and knowledge
the Student Book addresses.
3 Audio tracks that reflect the content of 3 of the texts of the Reader Book. This material might
help you support reading and listening in class time, and might function the way audio books do
for readers with different learning styles or needs.
10 poster-like images that can be used projected in class or printed to create extra activities
connected to the contents of each unit.
We have written this guide with the hope of making your teaching experience with Get Ahead! 1.
more enjoyable.
We wish you the best in this school term!

Sincerely,
The Authors
13
Warmers and Fillers
It is always a good idea to start a class with a short, fun activity that can engage students
into the topic you will cover. Warmers can also bring students’ attention into the classroom
and into English. The list of activities we offer can also help you “fill-in” moments when
you think a change of pace is needed or to end your classes on a nice note. Check this list
regularly and vary ways to start or end your class!
These activities are 100% optional. In order to include them formally in your plan, you will
need to consider if time is available, which depends on your particular context and class
needs. All of the activities need very little preparation time and they would take 10 to 15
minutes to develop in your class.
Hang-man
Think of a word connected to the topic of your class (e.g. services).
Write on the board one line per letter of the word. Tell students to
shout out letters that are part of the mystery word. If they guess a
letter, write it on the correct space. If they give you a letter that does
not belong to the word, start drawing a stick figure hangman (one
line or geometrical figure at a time). If your drawing gets “hanged”,
students lose the game. If they guess the word correctly, you can
start a conversation on the topic you wrote.
Body-to-body
Ask students to stand up and make space at the center of the room
so everyone can move freely. Alternatively, you can try this activity
outside the classroom. Tell students you are going to say a phrase
like “Hand to hand!” and that this will mean they have to put their
hand together with someone else’s. No one should be left without
a partner. Say the phrase again and tell them to change partners.
They should NOT repeat the same partner in each turn. Change
the part of the body “Ankle to ankle” and have students find a new
partner, this time they have to join their ankle with someone else’s.
Continue in the same manner for seven turns. This activity is good
to review parts of the body, but it is also useful to have students
mingle in a fun way and then pair them up in the end with someone
they haven’t worked with before.
Travel Chain
Make a sentence with the class. Start saying -Let’s make plans for vacation.
We’re going to New York. Nominate a student to add an activity. - Let’s make
plans for vacation. We’re going to New York and we’re going to a museum.
The next student adds something else. Keep the activity going as long as
you can. Have the class repeat the sentence together a then start a new one.
Adaptations: use this activity to review past: Teacher: We took a trip last year.
We went to New York. Student 1: We went to New York and we bought a bag.
Student 2: We went to New York, we bought a bag and we saw…
14
Warmers and Fillers
Functional Phrase Tic-Tac-Toe

Draw a Tic-tac-toe grid on the board and on each
empty space write a phrase that the students have
studied recently. Divide the class into two large groups and tell
them they will play tic-tac-toe, but to be able to choose the square
where they will draw their cross or naught, they have to tell you
directions in the following manner: “I want to use the square that
has the phrase to [apologize]”. If they cannot express the function
of one of the phrases or sentences they have to miss a turn. Play
with the whole class once and you can then divide the class into
teams and have them prepare a similar grid for other teams to
play with. Adaptations: You can follow a similar procedure to play
the game to review parts of speech (writing a preposition in one
square, and adverb in another, etc. Students have to ask for the
square with the preposition, etc.) You can also review vocabulary of
a unit (students tell you a synonym of the word in the space they
want to use).
Yes / No Game
Have students ask you Yes/No questions on any topic. Tell
them you will try to answers without using the words “yes”
or “no”. They can ask: Can you teach? And you can answer:
Obviously! / Of course! / I do it all the time. / It’s my job, etc.
For a negative answer you can use: It’s not my thing. / I’m
bad at it. / I never thought about it. Have them ask you a few
more questions in that manner until they get you to make a
mistake and say yes/no or until you have modeled enough
affirmative/negative alternative responses. Have a volunteer
students come to the front and then the class follows the
same procedure trying to get a “yes” or “no” from the student.
The class can they play in teams.
Guess the picture

Bring a picture to the class and have student guess what the picture is
about by asking questions. They have 10 opportunities to guess. You can
limit the game by only answering ask yes / no questions like: Is it an object?
Is it a place? Can you drive in this place? etc. You can let them information
questions like: Where was the picture taken? How many people/objects are
there? What are the people doing? If they are allowed to use information
questions, they have to guess exactly what is in the picture. Invite a volunteer
student to come to the front, give him/her a different picture and continue
the activity in the same manner.
15
Warmers and Fillers
Slap the board!

Write on the board vocabulary words you wish to review in random
order. Divide the class into two large groups and have groups form
a line and stand in front of the board. Tell students that you will
read a definition of one of the words on the board. The first student
in each of the lines has to run and slap the correct word. The first
students to get to the word and slap it gets a point for their team.
Play the game until all students have had a chance to participate.
What’s that word?

Have students cut a sheet of paper into six
parts and copy in each square a word from
a reading you have been working with. Ask
students to write a definition of the word
on the back part of the paper. The definition
cannot contain the word. Ask students to work
in groups of six and pull their words together.
Have them eliminate items that are repeated
and then organize the rest of the cards with
the definition side up into a pile. Have teams
exchange piles and then, students in the
team take turns to take a card and read the
definition. If they guess the word correctly they
get to keep the card, if not, they put the card
back in the pile.
Nice to see you!

Tell students to have ready a blank piece of paper and a pencil/pen. Have
students write a note for the person sitting to their right. The last person in a
line writes for the 1 person on the other side. The note should say something
nice to the person and then ask a question. e.g. Hi Brian! You’re wearing a
nice sweater today. Where did you buy it? or Hi, Carolina! You’re a good
friend. Who is your best friend? You can demo a pair of examples by asking
a volunteer student to write an example for you on the board. Students pass
the paper to the person sitting next to them who then writes a reply and
gives the paper back. You can try this activity in several classes, asking them
to write to the person sitting behind them, in front of them or to their left.
16
UNIT 1 Community Services
SOCIAL LEARNING ENVIRONMENT: Family and Community
COMMUNICATIVE ACTIVITY: Exchanges associated with specific purposes.
SOCIAL PRACTICE OF THE LANGUAGE: Exchange views about a community service.
Achievements Teaching Guidelines Evaluation

Recommendations
1. Listen to • Recognize topic, purpose, and intended Collect evidence

and revise audience. such as:
dialogues • Detect contextual clues.
about • Identify the form of communication. − Table with
community • Distinguish intonation and attitude. information about
services. • Recognize speakers’ actions that support a community
meaning. service.
• Notice language register. − List of questions
and answers to
2. Understand • Activate previous knowledge. ask for and give
the general • Anticipate general sense. information.
and main • Clarify the meaning of words and
ideas. expressions. Final product:
• Distinguish the composition of expressions: Role play
types of sentences and modal verbs.
• Identify use of words and expressions that Suggested evaluating
contain ideas. instrument:
• Detect key words.
• Determine the structure of dialogues: − Evaluation Rubric
opening, body, and conclusion; and the
sequence of enunciation: description,
instruction, etcetera
3. Exchange • Select appropriate repertoires of words and
information expressions.
about • Determine language register according to
community the intended audience.
services. • Take turns speaking fluently.
• Include relevant details and interesting
information.
• Formulate and respond to questions to ask
for and give information.
• Consult notes to remember information that
is necessary to know.
• Confidently and appropriately participate in
brief dialogues.
• Monitor their own progress through
formative and end assessments.
17
UNIT 1 • PAGE 12
GET GOING
Before or after the firemen arrived? Elicit
Lead-in the correct answer: before. Then ask: When
You can ask the students to read the opening question do the firemen use their water hoses?
and have them discuss it in pairs or groups. You can let During or after the fire. Elicit the correct
them share ideas with other classmates and elicit a few answer: during the fire.
answers. Here you can introduce the topic of the unit. • You can play the audio and elicit the
answer. You might want to encourage
students to give reasons for their answer.
1. Match the headline to the correct picture. Possible reasons: Nelly says that “the
• You can have students look at the pictures. hurricane was awful.”
You can ask: What can you see in the
pictures? You can then elicit the answers: Answers
a. firefighters / a fire. b. (the effects of) a c
hurricane. c. (the effects of) an earthquake.
• You can read the headlines aloud and TRACK 02
elicit which picture matches the headline.
• You might use this opportunity to 3. Listen to the conversation again.
motivate students to develop strategies Choose the best answer.
for dealing with new vocabulary, for • You can read the questions and options
example, similar words in English and aloud. Clarify vocabulary if necessary
Spanish, such as emergency, hurricane, (stranger: someone you don’t know).
and services. • To facilitate students’ understanding of
• To help students work on the more specific information, such as the
pronunciation of words so that you purpose of the dialogue, you can ask them
encourage them to participate in oral to focus on noises or sounds to identify
activities in the class, you can write the where the conversation takes place, or
three words for the disasters illustrated the speakers’ attitude to identify their
in the pictures on the board: fire, relationship.
hurricane, and earthquake. You can model • You can play the audio once and have
pronunciation and then do choral and students answer the questions individually.
individual repetition. If mispronunciation Play the audio a second time for students to
occurs, you can do some extra choral complete or check their answers individually.
repetition to make sure students feel
confident saying the words in English. • Students can compare their answers
in pairs. You can then elicit the correct
Answers answers.
b
Answers
TRACK 02 1 c; 2 a; 3 b; 4 a

2. Listen to a conversation and
choose the best option to
complete the sentence.
• After reading the instructions, you
can read the sentece. You might ask a Depending on the level of your class, it may
volunteer to read the instructions to the be a good idea that you read the script of the
class. Students will listen to a dialogue to conversation to the class. In this way, students
understand the general idea. You can will be exposed to your pronunciation too.
elicit / explain the meaning of the three
options in the answer: before, during, You could read the text slower so that students
and after. You can then direct students to can identify key information.
picture a and ask: When did the fire start?
18 Community Services
UNIT 1 • PAGE 13
GET GOING
TRACK 02
Extra Support
4. Listen to the conversation again With your class, you could review the ordinal numbers
and fill in the table. used with dates: first, second, third, fourth, fifth, etc., for
• You can direct students to the table and example, October seventeenth, December thirty first.
focus their attention on the wh-words. Tell your students how to read email addresses in English.
Explain that each wh-word or phrase asks volunteers@mail.com = volunteers AT mail DOT com
for specific information. Elicit what the
wh-words refers to When = time, Where = the class and ask the students to reflect
place, How long = duration, Who = person. individually on the answer. You might want
• You can have students do the activity to encourage students to identify the
individually. Play the audio once. Pause aspects they have to review if necessary;
the recording to give time for students to for example, the use of the correct
write their answers. Play the audio again question word, the order of the wors in
for students to check or complete their the questions, etcetera.
answers. Then have volunteers write the
answers on the board to check as a class. 6. Read the advertisement. Work with a
classmate. Use the questions in Activity 5
Answers to ask and answer questions about it.
1 organized, need; 2 hour; • If you read aloud the questions from
3 twenty /20 minutes; 4 in the blue tent Activity5 to model pronunciation you can
have students notice the falling intonation
5. Match the questions to their purpose. at the end of the questions. You can then
• Refer students to the table. You can have students practice how to ask the
focus their attention on the wh-words or questions.
phrases. Then have students identify the • You can have students read the information
key words in the answers: a. place, in the advertisement. You can organize
b. purpose, c. time / lasts, d. time / starts, the class into pairs and have students take
e. what you need. turns asking and answering questions.
• You can let students work individually. • You can read the question aloud to the
Ask them to compare their answers class or you can have a volunteer read
with a classmate. Refer students to the it for the class. Then you might have
Language Reference on page 176, if students reflect on the question. For this
necessary. Elicit the correct answers to purpose, you might guide them to identify
check as a class. their strengths and the aspects they need
to improve.
Answers
1 d; 2 a; 3 c; 4 b; 5 e
• You can read the question together with
Poster Activity
You can use image 1 on the Teacher’s CD to IMAGE 01
review / expand students’ vocabulary on natural

You might want to copy the table on the board, disasters: earthquake, flood, hurricane, landslide,
or draw the table and have volunteers complete tsunami, and volcanic eruption. You can ask students
the information from the text. Then you might ask to discuss in small groups what they know about these
volunteers to write the answers on the board. In types of disasters and then elicit the group’s ideas.
this way you can check if students find the listening
activity difficult at the same time you check their
spelling.
Community Services 19
UNIT 1 • PAGE 14
GET GOING
TRACK 03
• You can ask: Do you use similar sounds
7. Listen to a conversation and or phrases in your language? Which are
choose the best answer. they? You can then elicit a few examples.
Possible answers (in Spanish): mmm, eh,
bueno, este.
Before you do this activity you might want to review Answers

basic vocabulary for members of the family: father, Uhmmmm, er, Well
mother, daughter, son, sister, brother, etcetera.
• You can refer students to the picture on To give students further reading and speaking
page 14 and ask: Who are the people in practice, you might have them role-play the
the picture? What do you think they are dialogue. You can encourage them to imitate the
talking about? You can then elicit a few intonation. You could demonstrate by reading
answers. the first lines of the dialogue and by focusing the
• You can tell students they will listen to students' attention on the phrases and fillers.
a conversation between the people in
the picture. You can have them read
the questions and options to answer. 8. Work with a classmate. Discuss
You might want to make sure students and write.
are clear on the meaning of the word • You can organize the class into pairs and
strangers = a person that you don't know. have students discuss the statements.
You can play the audio and have students You can monitor and provide help with
answer individually. You can then check vocabulary when necessary. You might
the answers as a class. want to elicit a few answers.

Answers will vary
Answers
1 a; 2 b
• You can compare answers with the class.
• You can direct students to the Get Smarter! • You can have students compare their
box. Read the note aloud. You can explain answers with other classmates.
that sounds and phrases occur in regular • You can direct students to the Culture Stop
conversation in any language, and speakers box and have a volunteer read the note.
use them as a strategy to get more time to Possible answer: The national emergency
think about the words they want to use or number in Mexico is 911, although there may
what they want to express. be other local emergency numbers.
• You can have students find examples of
sounds and phrases (known as fillers) in
the text. You can then elicit the answers.
Critical Thinking
You could raise your students’ awareness on
Extra Support the importance of using emergency numbers
Phone numbers are said in single digits and 0 is responsibly. Ask: What do you think happens when
pronounced as the letter O, for example, 562 9330 is someone uses these numbers to play or to make
said five – six – two – nine – three – three – Oh; and 911 fake calls? Elicit a few ideas. Possible answers:
is said nine – one - one people keep the line busy and then a person
who’s in a real emergency might not have a quick
response; people at the emergency centers might
not send ambulances or fire trucks soon.
UNIT 1 • PAGE 15
STOP AND THINK about…
...language Ask: What is my attitude? Is it positive?
Elicit their answer.
1. Read the sentences below and decide in • You can have students read the two
which one(s) the speaker… columns before they listen to the audio so
you can then elicit the answers.
The objective of this activity is that students
notice and reflect on the use of the modals Answers
to express specific meanings. 1 d; 2 e; 3 c; 4 b; 5 a
• You can have students read the sentences
and the meanings expressed by the • You might want to listen again and repeat
speaker. You can ask students to focus on the phrases using the same intonation.
the meaning of the whole sentence. You • You can play the audio a second time
can help them decide by asking about one and have students notice the intonation
sentence, ask: How old do you have to be given by the speakers to express their
to get an official driver license? Elicit the intentions. You can then have students
answer: You must be 18 or older. Ask: Is repeat the phrases and sentences using
this an option or an obligation? Elicit the the same intonation.
answer: It is an obligation.
• You can ask students to continue with the
rest of the sentences and elicit the correct ...language
answers after.
1. Work with a classmate. Read the
Answers sentences from the conversations on the
1 a; 2 b, d; 3 c previous pages and discuss the questions.
• You can have students work in pairs and
explain that we usually adapt the way we
speak to the situation we are in and the
You might copy the sentences on the board to people we are speaking with. You can ask
explain to students the structure of modals. them to analyze each sentence and elicit
Underline the modal verbs and the main verbs that the answers.
follow and have students notice that modal verbs
are followed by the infinitive of the main verb. Answers
The tone in sentences a and b is polite,
and sentence b might be both angry
...being together or polite, depending on the way people
say it. The tone is appropriate to the
situations.
TRACK 04
1. Listen and match the sentences

with the attitude / intention.
• You can explain how the way we express You might have students work in pairs and take
our thoughts and feelings can give turns to saying the sentences from the conversation
meaning to a sentence. You could explain with different tone. You can have a pair of volunteers
that when we are with others, the words come to the front of the class and act out the
and the intonation we use say something. sentences to their classmates.
Say in a polite tone: You have to learn
these verbs in English! Ask: Is my intention
to tell you that it is important for you to
learn verbs in English? Elicit the answer.
UNIT 1 • PAGE 16
GET MOVING
• R Page 10 At this point you
can invite students to start reading the 2 Complete the following sentences
text that corresponds to this unit in their with the words in the box.
Reader Book. After exploring the title and • You can have students complete the
the initial image with them, you can ask sentences in pairs. Ask them to read the
them to solve the section "Get Ready to whole sentence first and then go back and
Read" on page 23 of their student's book. choose a modal verb to complete it.
They can do this working in pairs. • You can have volunteers write the sentences
on the board to check answers as a class.
1 Read the paragraph and complete the Answers
table with the words in bold. a should; b can; c have to; d must; e have
• You can have students work on the activity to; f musn't
individually. You might want them to focus
on the modal verb in the sentences of the
paragraph and complete the table. You can
then check the answers as a class. 3 Mark (✓) how you feel about what
• You can then refer students to the Language you have learned in this unit.
Reference page 176, and have them review
the structure of modal verbs: modal verb + Reflect on your progress
verb in the infinitive (without to). • This activity invites students to reflect
on their progress and it can be a great
Answers opportunity for you and your students to
Prohibition: musn't; Obligation- find out what goals have been met and
Possibility: must, have to, should, can. to identify areas of improvement. You can
read instructions with the class to make
sure everyone understands what the task
is about.
You might want to read the whole text aloud and

then have students repeat after you. You might want Extra ActivityYou could assign a type of emer-
to do this once or twice for pronunciation practice. gency to each group. Have them use these promps:
Additionally you might ask some comprehension We should, We can, We have to, We must, We
questions to look for specific information, for example, mustn’t, to write a list of actions to be taken in a par-
What is the best recommendation in case of an ticular emergency. You can have students do this on
emergency? poster paper. Ask them to give a title to their list, for
example, In case of fire, of an earthquake, etcetera.
You could then display students’ lists in the class-
room and revisit them regularly.
UNIT 1 • PAGE 17
GET MOVING that they are clear on the function of the
words: they connect ideas: words, phrases
or sentences. You can have students go to
4 Discuss with a classmate. the Language Reference on page 176.
• You can ask students to discuss the answers
to each question in pairs and then ask them Answers
to take notes about the ideas discussed. a and; b because; c if; d so;
• You can have volunteers write some of their e and then
ideas on the board and then discuss with
the whole group which ideas they think may
be more useful in their community. Extra Activity
TRACK 05 You could play the audio a second time for students to
identify specific information about what volunteers can
5 Listen to the presentation for do. You can then have students compare their answers.
volunteers and write T for the Possible answers: They can pack boxes with products,
sentences that are TRUE and F for keep control of things (register supplies, write down
those that are FALSE. where the supplies go). They can help take supplies to
• To raise students’ awareness of strategies the shelters and help rescue workers.
they can use for listening comprehension
activities, you can ask: Why do you think
it is useful to read the sentences before 7 Work with a classmate. Read the
you listen to the audio? Elicit / Give a few sentences from the conversations in
answers: To get an idea of what the listening previous pages and discuss the questions.
will be about, to understand information, to • You can read the instructions aloud or have
identify key words. a volunteer read the instructions to the
• You can elicit they key words in the class. You can read the first sentence and
sentences: volunteer, disabilities, ask the question: What is the consequence?
emergency. You can then explain that key Elicit from students the connecting word
words usually contain the most important they should use to express a consequence
information in a sentence and students or result = so.
should focus on them. Play the audio. • You can write the sentence on the board
Pause the recording to allow students to There is a fire, so... and elicit possible answers:
identify and number the sentences. we have to call the fire department, we have
to be safe, etc. Have students work on the
Answers rest of their sentences on their own and then
a 5; b 1; c 4; d 2; e 3 repeat the procedure you followed to work
with the first sentence.
6 Read the sentences Sonia used in her • You can check answers as a class.
presentation. Match the words in bold
used in each sentence with their purpose. Answers
Write the correct letter on the lines. 1 If a disaster happens, volunteers are
• You can read the instructions aloud and needed. 2 Volunteers have to register and
then read the phrases a to e. You can then they go to an information session.
have students identify the word that adds 3 Melissa is a volunteer and she has a
information = add. Ask students to give disability. 4 Most people are good, so they
one or to extra examples. My brother is a offer their help.
volunteer and a teacher etcetera.
• You can ask students to continue with the
rest of the sentences and then ask them to • At this point you might want to
check their answers in pairs. After this you make sure your students have read the
can check as a class. You might want to story in their Reading Book. Ask students
refer students to the Language Reference to solve the section "Get into the Text" on
and analyze the information in the table. page 23 of their student's book. They can
What is more important for students is do this working in small groups.
UNIT 1 • PAGE 18
GET MOVING
8 Work in pairs. Look at the page services in their community. You can
from a community website. Mark (✓) suggest adding any information they
the services that would respond to consider relevant to know.
emergencies. Discuss the public services
your community has. • You can choose two public services
• You can organize students into pairs and have in your community and make a chart like
them look at information about public and the one above. Add a list of questions
community services. You can ask: Which of about specific information.
these services are there in your community? • You can ask students to do this activity
What information do you know about on a separate piece of paper and
them? Elicit a few answers. include it in their portfolios. This activity
provides students with the practice
Extra Support they need to ask and answer questions
To facilitate the next activity, you could elicit from the about a community or public service. It
students the questions they need to ask: What is / is important that students have enough
What’s the telephone number of…? What’s the address practice in this stage of the product
of…? What are the working hours? or What time do they development.
open? What time do they close? What’s the website? • You can refer students to the IT Stop box.
What’s the email address? Students may add this information to their
charts.
9 Work with a classmate. Ask and

answer questions about the services to
complete the table.
• You can have students complete the table
with information from Activity 8 and ask
them to take turns asking and answering
the questions. You can copy the table on
the board and have volunteers ask and
answer the questions aloud and write their
answers on the board to check as a class.
Answers
• You can ask students to make a similar
chart with real information about two
Public Telephone Working

Address Website / email
Service Number hours
Police 234 Hidalgo
55.3465.9871 24 hours poldep22@hemail.ofgov
Department Ave.
Paramedics 01800.675.231 565 Constitution 9 to 5

paramed.101@mobilemail.ofgov
Association 55.9534.0912 St. 24 hours
Sport 514 6 am to
55.9087.9876 www.parksandrecreation.eum
Center Independence St. 9 pm
Fire 965 Arboledas

55.5019.9865 24 hours www.firedept.flo
Department St.
UNIT 1 • PAGE 19
GET MOVING
10. Work in pairs. Read the dialogue and 12 Work in pairs and, in your
write the letter of the missing sentences notebook, underline and organize
where they belong. phrases from the conversation in the
• You can have students read the dialogue on correct section. There is an example
their own before they listen to the audio. started for you.
• You can demonstrate the activity by doing • Consider reading the instructions and
the first two sentences with the class. Ask: information in the activity with the class
What do you usually do when you arrive so that students understand the structure
at a place, or you meet a person? Elicit of a dialogue and can easily identify the
the answer: You greet people. Ask: Which phrases in the conversation that belong in
sentence starts with a greeting? Elicit the each box.
answer: Sentence c: Hello, my name is Rosa… Students may compare their answers in
• You can have students continue with the pairs before you check with the class.
rest of the sentences. Tell them to find
key words in each sentence that can help Answers
them work out the correct sequence. You Opening: Hello my name is Rosa and I'm
can explain to students that key words are doing a project for school, can you help
the most important words in a sentence. me?
Elicit the answers but do not confirm Development: I'm sorry... What are those?
for now as students will listen to the / Are they like houses?
conversation to check their answers. Closing: Thanks, this information is great
TRACK 06 for my project.
11. Listen to the conversation to

check your answers.
• You can play the audio and have students
check their answers. Pause the recording Extra Support
to give time for students to follow the Before students practice a similar dialogue, you could
sequence. play the audio and have students follow along with
the conversation. You could ask them to focus on the
Answers intonation, attitude, and intention of the speakers so
1 c; 2 d; 3 a; 4 e; 5 b they can imitate the tone and intonation.
UNIT 1 • PAGE 20
...language
1. Add the following phrases • You might want to read the instructions
to the table you created on Activity 12, with the class to make sure everyone
page 19. Do they open, develop or close knows what to do. Students can work
a conversation? in pairs as the instructions suggest, but
• You can have students work individually. you may decide to invite them to work
Then check answers as a class. You can individually for the first part and then just
tell students you are going to read the compare their answers with a classmate.
sentences out loud and then ask them to • As you review answers with the class, you
stand up if they think a sentence starts can invite volunteers to read the phrases
a conversation and to remain seated if a with the correct tone and intention or you
sentence can be used to end a conversation. may model that yourself.
They can clap when the sentence develops • Work with a classmate and write phrases
the conversion. Writing the key to the from the table you improved in Activity
movements would simplify the instructions 1 on this page in a similar dialogue
and make the activity easier and more fun framework. Then, practice reading the
to follow. You might want to make sure dialogue changing roles.
students add this information in the correct • This part of the activity allows for creative
section as they transfer it to the table they choices while still giving students a lots
created in Activity 12, page 19 as the table of support. Students can now “play” with
will be used in the dialogues they create. the framework and their table of phrases,
choosing them for the correct speaking
Answers turn and then thinking about the correct
Open: c, g, k answer. You may model a few choices with
Develop: b, e, f, i, j, l the class before asking them to do this
Close: a, d, h by themselves. You can also ask them to
practice saying the lines before they write
them.
2. Work in pairs. Copy the dialogue • If you decide to model the activity, it
framework below in your notebook and might be a good idea to choose phrases
find a phrase, sentence or question in the they would have on their tables and direct
conversation in Activity 10, page 19 to the conversation towards community
complete it with examples. and public services. E.g. A (to start the
• The objective of this activity is to provide conversation) Excuse me, do you mind if
a support framework for the dialogue I ask you a question? B (agreeing to help)
students will act out as the final product Not at all. What can I do for you? etcetera.
of the unit. You might want to start by
analyzing with students the empty boxes
and asking them which boxes are the
opening, the development and the closing
of a conversation.
UNIT 1 • PAGE 21
...language ...being together
3. Use the dialogue frame from Activity 2, 1. Reflect on the dialogue you practiced
page 20 to work with a classmate. Follow in the role-play of page 19. Mark (✓) the
the instructions. option that best describes your attitude.
• The aim of this activity is to allow students • Go through the list of statements with the
to create their own dialogue as the final class. Have students reflect on the recent
product of the class. They have now role-play activity on page 19 and their
information about community and public attitude to the classmate the practice the
services that may allow for more creativity, dialogue. You can go through the list of
so you could tell students to modify the statements with the class and have students
framework to make the conversations reflect on the recent role-play activity on
longer or more interesting. For students page 19 and their attitude to the classmate
who need more support, the frame dialogue the practice the dialogue. The objective of
is an excellent option and they could just this activity is to raise students’ awareness
follow it as is to complete the task. of the importance of developing effective
• You could start this activity by reading communication skills with all people.
instructions with the class and assigning • You can have students reflect on how they
pairs. Students could also be given the can improve their attitude. You might want
option of choosing their partner. to encourage students to take personal
• Making sure students have the necessary notes on this.
information at hand will facilitate the
development of the activity. Consider • You can do a quick review of the story
walking around the class making sure they in their Reading Book and ask students
have the information on public services and to work in groups to do the section "Get
questions from Activity 9 page 18, as well Together" on page 23 of their student's book.
as the list of phrases to open, develop and
close a conversation from activity 1 page 20.
• When you finish your conversation, work
with your classmate to reflect on your Support your students to express their ideas. You
progress: How easy or difficult is it to could encourage them to participate and help them
organize a dialogue so that it can have an to say their ideas in English. When students express
opening, development and closing? Can something in their language, use short phrases or
you use words to link ideas in sentences sentences to translate what they want to express.
while having a conversation? It is really important they feel confident during oral
• Once students have practiced the dialogue, activities.
you may decide to put two pairs together
to reflect on the questions.
• If your students needed the support of
the frame, consider asking them what
they think they need to be able to create
a dialogue without any support. You could
suggest they try to memorize a few phrases
and improvise responses or to listen to
more conversations in English to develop
confidence.
UNIT 1 • PAGE 22
GET AHEAD
1. Preparing
• The aim of this section is for students to
reflect on the product they have created
and to gain awareness of the work You might adapt the activity according to the
throughout the unit that has brought them number of students you have in your class.
to this point.
• You can ask students to focus on the You might also have volunteers act out the
activities they have worked on the different dialogue in front of the class.
stages in the unit. You might explain to
students that they can go back to the
activities listed in their books. • You might organize students in groups and
• You might organize the class in pairs. ask them to take turns to perform the role-
Allowing students to explore the activities plays in pairs.
in pairs and inviting them to discuss all
the activities they carried out is a great • If you monitor the activities, you
way to invite deeper reflection on their can take notes as the students present
achievements in this unit. so you can give constructive feedback
at the end of the activity. You can use
2. Presenting phrases such as: I noticed… You used
the expressions you learned to start and
• You might organize students in end the dialogue! You used the right
groups and ask them to take turns to intonation.
perform the role-plays in pairs.
• You can remind students that they will 3. Reflecting on my Progress
have to fill in some information about each
pair of classmates presenting. You might • You can read the information with the
want to read together with students the class to make sure everyone understands
questions in the list about the aspects the the task and its objectives. Students will
should focus on as they perform the role- probably need a few minutes to complete
plays. You can clarify any doubt students the activity.
might have before starting the activity.
They can take notes in their notebooks. • A recommendation to make sure everyone
You can then ask them to listen attentively understands what to fill in this task is to
and respectfully. give very general examples telling students
that in the first column they should write
something they are so good at they could
help others learn it, the second column is
for something they have learned so far and
the third one is for something they have
found difficult to do in this unit.
UNIT 1 • PAGE 23
reading CORNER
• R Page 10 Get into the Text!
• As students read the text, you can ask
them to check their predictions of the
Get Ready to Read! words they found in the article.
• Before students start reading the article • If you organize the students in small
‘Communities and Their Services’ in their groups, you can have them working
Reader, you can have students answer the together on making the concept map to
questions in pairs. Then you could ask them summarize the main information of the
to share their answers with another pair of text. You could encourage students to
classmates. discuss the ideas they want to include.
Possible answers Get Together

1. An article is a short piece of writing
that includes facts and opinions about a • You could have students work on
specific topic. 2. Answers will vary. the first two tasks in groups. Then have
students compare their lists and ranking
with other groups. Elicit a few answers
from all the groups.
Reader
Answer key
Get the Main Idea

1 Teenagers, young people. 2 Public and community services. 3 To explain how public
and community services work.
Get the Details

1 By doing things together. 2 Public services are essential services that are provided by
the government. Community services are services aimed at improving the community,
but they are funded by people. 3 Taxes are a contribution to the public good that every
person makes. 4 Taxes help to pay the public services.
Get the Words

1 The population of Mexico City is around nine million citizens; 2 Taxes pay for public
services.; 3 Women and children are part of a vulnerable group.; 4 Citizens must pay
taxes.; 5 You can make a donation to support a local charity.
29
UNIT 1 • PAGE 24 / 25
Quick Check
• You can students work individually on this
page.
• You can read aloud the instructions for
each part of the Quick Check.

Answers
Part 1: a 3; b 1; c b
Part 2: a 2; b 4; c 1; d 3; e 5
Part 3: a 1; b 2
Part 4: 1 e; 2 d; 3 c; 4 f; 5 a; 6 b
Self-Assessment
• You can read all the statements in the
self-assessment box together with the
class. Make sure students are clear on the
meaning of all the I-can statements.
• You might want to explain the meaning of
each heading:
I get it = I can do this with no problem.
I almost get it = I can do this but
sometimes I have some problems to do
it. I need more work to get it = I can’t do
this, or I find this very difficult to do.
• To promote students’ autonomy, you
could ask them to reflect on the steps
they might follow to improve their
performance. You can have them write
down their ideas and elicit / give some
ideas, for example. • Practice what I have
to say to improve my participation in a
dialogue. • Revise how to use modal verbs.
• Listen to conversations in English on the
Internet. • Improve my communications
skills.
Evaluation Instrument
Name of student: Date:
The Evaluation Rubric can help you identify the main aspects of the achievements and activities
covered in this unit. Consider the formative aspect of evaluation as you fill in the table. You
might want to keep this instrument as evidence of your students’ learning.
Sometimes
Always or
Usually
always
almost
Never
Achievements / Descriptors
Listen to and revise dialogues about community services
Recognizes topic, purpose, and intended audience.
Detects contextual clues.
Distinguishes intonation and attitude.
Recognizes speakers’ actions that support meaning.
Notices language register.
Understand the general and main ideas
Anticipates general sense of a dialogue.
Clarifies the meaning of words and expressions.
Distinguishes types of sentences and modal verbs.
Determines the structure of dialogues.
Exchange information about community services
Selects appropriate repertoires of words and expressions.
Takes turns speaking.
Includes relevant details and interesting information.
Make questions to ask for and to give information.
Consults notes to remember necessary information.
Participates in brief dialogues with confidence.
©Photocopiable material
31
Bilingual Dictionaries UNIT 2
SOCIAL LEARNING ENVIRONMENT: Academic and Educational

COMMUNICATIVE ACTIVITY: Interpretation and follow-up of instructions.
SOCIAL PRACTICE OF THE LANGUAGE: Write instructions for using a bilingual dictionary.

Recommendations
1. Select • Value the function of textual and graphic Collect evidence

and revise components: lists of words, typographic such as:
bilingual signs, Arabic and Roman numbers, and
dictionaries. abbreviations. − Table with
• Locate sections assigned to each language. classified words.
• Identify entries and subentries. − Sentences.
• Understand the use of numbers and special
characters.
Final product:
2. Understand • Show curiosity and interest in searching for Instructions to use
the use and obtaining information. bilingual dictionaries.
of textual • Locate words in English and in the mother
components tongue. Suggested evaluating
of bilingual • Read definitions of words in English and the instrument:
dictionaries. mother tongue.
• Determine types of words based on − Questionnaire.
abbreviations.
• Understand instructions for using a bilingual
dictionary.
3. Write • Classify types of words in a table.
instructions. • Make a list of abbreviations.
• Write lists of textual components.
• Write instructions.
• Revise verb forms: imperative.
• Establish a number of instructions in steps.
• Order sentences into a sequence.
4. Edit • Favor cooperation and integration in school
instructions. work.
• Value the use of punctuation and standard
spelling.
• Remove and / or add information in order to
improve instructions.
• Write final versions.
32
UNIT 2 • PAGE 27
GET GOING
Lead-in Extra Activity
You can direct students to the opening page of You could have students close their books and organize
the module and ask them to read the opening an activity to review the English alphabet. Arrange the
question and discuss it in pairs or groups. You can class in pairs. Ask: How many letters does the English
have them share ideas with other classmates and alphabet have? Elicit the correct answer: The English
elicit a few answers. You can then introduce the Alphabet has 26 letters. Have students tell you the
topic of the unit. letters as you write them on the board. Then ask some
questions and brainstorm the answers.
1. Look at the pages of three dictionaries. 1. What’s the 13th letter of the alphabet? (M) 2. Write
Write the correct letter under each two words starting with the fourth letter of the alphabet.
picture. (dictionary, day, dad) 3. Write a word that includes the
• You can have students look at the pages fifth and the twentieth letter of the alphabet (ten, enter).
of three dictionaries. You could read aloud
the two options and ask students to write
the correct letter a or b. You can then
elicit / give the meaning of monolingual R Page 23 At this point you can
= one language and bilingual = two invite students to start reading the text
languages. that corresponds to this unit in their
Reader Book. After exploring the title and
Answers the initial image with them, ask them to
a; a; b solve the section Get Ready to Read on
page 32 of their student's book. Then,
have them do section "Get into the Text".
They can do this working in pairs.
You might take your group to the school's library and
explore dictionaries. Alternatively, you might ask
students to bring a dictionary and explore it in class.
If it is not possible for all the students to bring
a dictionary, organize them in groups and ask
students to explore them together.
2. Work in pairs. Write True or False to

the statements below. Then discuss the
answers.
• You can have students answer the True /
False statements to reinforce the concept
of monolingual and bilingual dictionaries.
• You can write the questions on the
board and have students work in small
groups. You can then ask them discuss
the answers and make a brief list of the
answers to both questions.
• You could ask volunteers to write their
answers on the board and then discuss
them with the whole class.
Answers
a True; b True
Bilingual Dictionaries 33
UNIT 2 • PAGE 28
GET GOING
3. Look at the dictionary page below. Check
the correct option.
• You can refer students to the dictionary Critical Thinking
page and have them students identify You could organize students in pairs and write this
the elements of a dictionary illustrated in question on the board: Why is all the information
the picture. Ask: How many elements can about part of speech, sample sentence, etc.
you identify? Answer: 7. Which are they? important? Have students reflect on the possible
Have volunteers say the elements. Ask a answer to then elicit a few ideas.
few questions about the elements. Which
are the Guides Words? nail and narrow.
Which letter indicates the part of speech?
v (verb) What do Arabic numbers 1 and 2 4. Use the dictionary elements in
indicate? The different meanings. Activity 4 to complete the definitions
• You can have students circle the correct below.
option below the dictionary page. • You can read the instructions aloud and
have volunteers read the definitions
Answers individually. You can then ask students in
This page can be found in a bilingual pairs to use the dictionary elements from
English-Spanish dictionary. Activity 4 to complete them. Check the
answers by calling out the elements and
then elicit the correct answers.
Extra Activity Answers

You could organize students in pairs and have them a Guide word; b Sample sentence;
create a section of dictionary similar to the illustrated c Entry word; d Part of speech;
on Activity 4. You could ask them to think of a different e Different meaning; f Translation;
word. The section should contain the same elements. g Pronunciation
Students may do this in their notebooks or on a larger
piece of paper and then display their work in the
classroom.
34 Bilingual Dictionaries
UNIT 2 • PAGE 29
GET GOING
5. Look at the dictionary entries. In the Extra Support
organizer, write the abbreviation for each You could also model pronunciation of the parts of
part of speech. Then add the entry word speech, and do some choral repetition. The names of
to each category. parts of speech are similar in Spanish, so to prevent
• You can refer students to the organizer on students from having language 1 interference, as you
page 29 and have them look at the parts pronounce the words, you might want to focus on
of the speech in there. Ask How many the stressed syllables (underlined): article, adjective,
parts of speech are there? What are their adverb, conjunction, preposition, pronoun.
names? Elicit the answers.
• You can direct students to the dictionary
entries and ask: What elements of a 7. Work in pairs. Look up the
dictionary can you see in these entries? words below in a dictionary. Write the
Answer: pronunciation, part of speech and abbreviation for the part of speech next
translation. You can have students write to each word.
the abbreviation for each part of speech in • You can read the instructions aloud,
the appropriate box, and then ask them to organize the class into pairs and ask
add the entry words to each category. students to use their dictionaries for this
• You can have a volunteer copy the activity. You might want to check answers
organizer on the board, and then ask them as a class.
to come to the board to write the answers.
Answers
Answers a curiosity (n), floor (n), see (v), butterfly
Article: art, the; Adjective: adj, tall; Adverb: (n); b big (adj), attractive (adj), lion (n),
adv, slowly; Conjunction: conj, and; Noun: brave (adj); c always (adv), beautiful (adj),
n, window; Preposition: prep, under; sometimes (adv), usually (adv)
Pronoun: pron, she; Verb: v run.
• Circle the word in each group that does

6. Work in pairs. Discuss the questions. not belong.
• You might want to read the questions • Compare your answers with other
together with the class and have students classmates. Did you circle the same
discuss in pairs. To check the answers, you words? Do you have the same
can have students add to the organizer on abbreviations?
the board the translation in Spanish of the • You can have students do the task. Ask
parts of speech. You can then elicit a few them to compare their answers with
examples of each category in Spanish. another pair of students. Check answers
as a class.
Answers
1. Parts of speech: Partes de la oración: Answers
a see; b lion; c beautiful
artículo, adjetivo, adverbio, conjunción,
sustantivo, pronombre y verbo. 2. Except
for noun, the rest of the words are very
similar. 3. Answers will vary.
UNIT 2 • PAGE 30
1. Match the parts of speech with the 2. Use the parts of speech in the table to
examples. Write the missing numbers complete the sentences below.
(1 to 8) or letters (A to H) in the table • You can ask students to keep on working
below. There is one example done with the same classmate. Monitor
for you. the activity as students complete the
• You can direct students to the chart and sentences. This activity helps students
then read the instructions aloud. Explain identify some features in a sentence
to students what they have to do. You in order to identify the correct part of
could demonstrate by doing the example speech. For example, sentence d ends
together with the class asking What part with an adjective, and students should be
of speech is an example of an article? Elicit able to notice that adjectives go before a
the answer F = the. noun.
• The activity may result interesting for
your students. You can have them work in Answers
pairs to solve the puzzle, which is basically a from; b but; c careful; d dictionary; e
a matching exercise but the inclusion carefully; f She; g read; h the
of numbers and letters make it more
challenging.
• When students have finished, you can Extra Activity
elicit the answers as a class. Alternatively You could ask students to make a puzzle like the
you might copy the table on the board one on Activity 1. Have them copy the table in their
and ask volunteers to write the correct notebooks, and use different colors to fill in the
answers. boxes in the table.
Students then change the order of the parts of
Answers speech and add new words as examples to match.
1-F; 2-B; 3-G; 4-A; 5-D; 6-H; 7-C; 8-E You might ask students to do for homework a list
of gapped sentences as an additional task.
UNIT 2 • PAGE 31
GET MOVING
1. Look at the picture. Answer the questions
below. Extra Support
• You can refer students to the picture of On the board, you could write the alphabet to help
the dictionary on page 31 and then read students identify the order of the letters.
the questions aloud. You can let students
think about the answers individually.
• You can organize students in pairs to
compare their answers and then check as Answers
a class. a analyze, and, angry, animal, annoy,
annual, b skill, sky, sleep, small, smell,
Answers snack, snow
a Bilingual, because you can see the
words Dictionary and Diccionario;
b Alphabetically; c late and bote
Extra Activity
You could have students in groups look up the words
2. Work in pairs. Read the instructions from Activity 2 in a dictionary, and find the following
for alphabetizing words. Order the words information for each word: part of speech and
in the box on the proper dictionary page translation. You can organize it as a competition, by
indicated by the guide words. IPW setting a time limit and having students write down the
• You can elicit the meaning of information on a large piece of paper. Ask them to add a
alphabetizing = put words in alphabetical sample sentence in English. Have students paste their
order. Read together with the class the paper on the wall. The first team to finish has an extra
instructions for alphabetizing. You can point. Then give points for each correct answer.
demonstrate the steps with these words:
man / men and mark / mask.
UNIT 2 • PAGE 32
GET MOVING area, maybe some students do not have
access to a computer on a regular basis
3. Look at the words below. Use a dictionary and then printed dictionaries can be the
to find the meaning in English or Spanish. best option.
Read their entry and complete the table • If students give their opinions in Spanish,
with the information you find. When the you could translate them into short
word has a different meaning, add it to phrases or sentences in English and
the table. motivate them to say their answers in
• You can read the instructions to the class English too.
and go through the information in the
tables. You can let students work in pairs 5. Work in pairs and follow the
and ask them to have their dictionaries at instructions.
hand for the activity. Monitor the activity • You might want to read the instructions
and help when necessary, then you might together with the class and make a pause
elicit a few answers. after each statement so that students are
clear on what they have to do. You might
Answers ask a confident student to translate the
habilidad = skill; head = cabeza. The rest instructions into Spanish.
of the answers will vary. • Students should classify all the underlined
words and make a table to classify the
words. Alternatively, students might work
in small groups and make the table on
• Share your answers with a classmate. poster paper and add illustrations to show
How similar or different is the information the meaning of some of the words. If you
you found? carry out the activity like this, you can
have students display their tables on the
classroom walls.
Poster Activity • This is an activity which is part of the
You can use Image 2o the Teacher’s CD for IMAGE 02
stages of the unit product, and helps them
further practice on parts of speech. You become familiarized with categories of
might have students make a table in their notebooks words in English and in their language.
to classify the words on the image. You could ask Finally, it also helps the students develop
students to use abbreviations for the parts of speech: their Dictionary Skills.
v, n, adj, etc. • Reflect on your progress. The aim of this
question is for students to reflect on the
4. Work in pairs. Read the text activity they have just done in preparation
and discuss the advantages and for the final product.
disadvantages of printed and online • You can read the question together with
dictionaries. Which ones do you prefer? the class and you might have students
Why reflect on the answer for some minutes.
• Have students read the text in pairs. Then Allowing students to compare their
ask them to discuss the advantages of answers in pairs, inviting them to discuss
printed and online dictionaries. the reasons behind each selection is a
• You can ask students to take brief notes great way to invite deeper reflection on
if they want as you will be eliciting their progress.
ideas. • Offer help and support to students who
• You can draw two columns on the board: seems to consider their progress is slow.
Advantages / Disadvantages. Organize
the activity as a class, and brainstorm Extra Activity
ideas. You could ask students to reflect on their progress
• You might want to encourage the class so far. As they have been participating in a variety of
to add their own ideas, for example, activities with words, they will probably feel confident
sometimes the connection to Internet is on this skill.
really slow, or there is no Internet in the
UNIT 2 • PAGE 33
GET MOVING
6. Mark () what you have done to get
prepared for writing instructions to use a Extra Support
dictionary. Before doing Activity 6, you could ask students to go
Reflect on your Progress. back to Activity 4 on page 28 to review the elements of a
• You can read the information with the dictionary.
class to make sure everyone understands
the task and its objectives. Students will
probably need a few minutes to complete
the activity. Monitoring would help here to TRACK 07
gain a sense of what their perception of
their own progress is. 8. Work in pairs and compare
• Offer help and support to students who your answers. Then listen to the
seems to consider their progress is slow. instructions to check your answers.
Complete the list of instructions to use a
7. Complete the list of instrucions to use a bilingual dictionary with the words in the
bilingual dictionary with the word in the box. You have to use the word read three
box. You have to use the word read three times.
times. • Play the audio and you can ask students
• You can have a volunteer read the to complete the spaces. Play the audio
instructions. Ask students to go through a second time, pausing the recording
the list and find terms they learned for students to check or complete the
in previous lessons, for example, statements. You can then check answers
alphabetically, guide words, entry word, as a class.
etc. Then read the list of words aloud. You
can then have students choose the word 9. Look at the forms of the verbs
that completes the first statement. Elicit in the sentences in Activity 5. Then check
the answer: Read. the correct definition of the form of
• You can allow students to work in pairs imperative sentences.
and continue completing the list of • You can read the instructions and the
instructions. Do not check answers for statements together with the class. Ask
now as they will listen to a recording in students to do the activity individually and
Activity 8 to check them. then compare their answers in pairs.
• The imperative form is relatively easy to
Answers understand by English learners, although
1 Read; 2 Look; 3 Check; 4 Read; 5 Use; sometimes students tend to add the
6 Identify; 7 Read; 8 Find subject before the verb.
Answers
a
UNIT 2 • PAGE 34
GET MOVING
10. Read the text. Complete the instructions 12. Work in pairs. In your notebook,
with a word from the box. Add capital copy the sentences from Activity 9 and
letters when necessary. the sentences from Activity 5, page 33.
• This Activity has two main objectives: to Decide on the following.
provide students with a guide to write • You can read the instructions, one by
their instructions for the unit project, one, together with students. It is very
and to provide further exposure to the important that students are clear on what
imperative form of verbs. they have to do as they will starting the
• You can direct students to the text and last stage of the product.
the words in the box and have them read • Allow enough time for students to
the whole text individually before they plan this activity thoroughly. You can
start completing the instructions. encourage them to take their own
decisions on what they consider the most
• Work in pairs and compare your important instructions. However, motivate
answers. them to give a reason for their sequence
• You can have students compare their of instructions.
answers and then check answers as a • Monitor the activity and provide help
class by having volunteers read the text when necessary.
aloud. • You could encourage students to reflect
Answers on their progress. Have them discuss in
a Write; b Start; c give; d Order; e Use pairs or small groups the answers to the
questions.
11. Match the columns to form sentences that

give instructions to use a dictionary.
• You can have students match the columns
to form complete answers. They might
draw a line to connect the halves.
• You might want to elicit the answers by
having volunteers read the full sentences.

Answers
1 d; 2 c; 3 b; 4 a
UNIT 2 • PAGE 35
...learning
1. There are some mistakes marked in the • Ask students to compare their marks
text below. Write the types of mistakes with another pair of classmates. You can
they are: CL (Capital letter), S (Spelling) copy the sentences on the board and
and P (punctuation. have volunteers mark the mistakes in each
• You can read the instructions together instruction.
with the class then direct students to the
text. Make sure students are clear on the instructions to use a dictionary
meaning of capital letter and spelling. Look up the word .
• You can organize the class in pairs and Check the part of spech.
have students label the types of mistakes. Choos the best dictionary for you.
Explain to students that what they are find the meaning or translation.
doing now is one important step in the look for examples.
writing process. Recommend doing this
after they have written the first draft of a • To discuss the questions, you can organize
piece of writing. the class in groups of three or four
• It is advisable that students are students. You might want to copy the
familiarized with a set of basic editing questions on the board and read each
marks so they can edit their work. question aloud. Ask students to discuss
Consider the level of your group in case the answers for a few minutes and then
you want to add later a few extra editing elicit the answers from the whole class.
marks, for example VT for verb tense or
WW for wrong word. Suggested Answers
• You can copy the text on the board for Instructions to use a dictionary
students to mark and label the mistakes (Choose the best dictionary for you)
so that you can check as a class. 1. Look up the word.
2. Check the part of speech.
Answers 3. Find the meaning or translation.
CL: Sometimes; S: important, 4. Look for examples
find, words; P: language.
The title could be written in capital letters,
or it could be written in a different color,
• Explain to students that after they edit the or in a different style.
text, that is, after they mark corrections The sentence Choose the best dictionary
in a text,. they should write a new version for you is not necessary to give
with the mistakes corrected. Ask students instructions to use a dictionary.
to work individually on the task of writing
a new version of the instructions and then
they can compare in pairs their texts. 3. Work in pairs. Follow the steps from
Activity 2 to edit the sentences you wrote
2. Work in pairs. Now it is your turn to in Activity 12, page 34, in preparation for
identify and mark the mistakes in the list the final version of your instructions to
of instructions below. Use the marks you use a dictionary.
learned in Activity 1. • Tell students that now they will edit or
• Organize the class in pairs. Then you can make corrections to the sentences they
have students mark the mistakes, using the wrote before. Explain that it is advisable
editing marks they learned in Activity 1. to edit their pieces of writing in a different
color to the one they used to write.
Monitor the activity and then ask students
to prepare their final version of their
instructions.
UNIT 2 • PAGE 36
...language
1. When you write a short list of 2. Read the text about instructions. Use
instructions, you can use some words or some of the expressions from Activity 1.
phrases to indicate the sequence of each • Read the text aloud. Then you can have
instruction. Read the phrases and put students read the text individually. Clarify
them in the correct box. any vocabulary if necessary if you can,
• You can go through the whole list of and then elicit a sequence word to
phrases and model pronunciation. Then complete the first space. Possible answers
organize students in pairs, and ask them are: To start / First.
to put the expressions in the correct box. • You can let students continue working on
• You can copy the table on the board and their own.
have volunteers write the answers. Make • Ask students to compare their answers.
any corrections if necessary. Tell students Then have students practice reading the
they may find these phrases useful when instructions aloud.
writing instructions.
Answers
Answers To start; Next; Then; After this.
Beginning: First, To start; Continuing:
After this, and, and then, next, then; Reflect on your progress.
Ending: Finally, to finish. • You could read the questions together
with the class or ask a volunteer to read it
aloud.
• Allowing students to compare their
answers in pairs, inviting them to discuss
the reasons behind each selection is a
great way to invite deeper reflection on
progress.
• Offer help and support to students who
seems to consider their progress is slow.
UNIT 2 • PAGE 37
GET AHEAD
1. Preparing • You can ask students to give feedback to
• Ask students to review all the activities their classmates using the questions as a
they have carried out throughout the unit. guide. You should give them an example:
• You can ask students to focus on the I think the instructions were useful, and
activities included in the table, as well as the sequence was correct, it helped me
in Activity 3, page 35. find the words easily. I don’t think you
• You might organize the class in pairs. need to add anything, or You might add
Allowing students to explore the activities some words like First, Then, to indicate the
in pairs and inviting them to discuss all sequence.
the activities they carried out is a great • Monitor the activities. As students work,
way to invite deeper reflection on their you might want to take notes so you can
achievements in this unit. give constructive feedback at the end.
You can use phrases such as: I noticed…
• Ask students to choose the bilingual Your instructions were well organized! You
dictionary they will use in the next stage. included all the elements of the dictionary
Encourage students to ask any doubt they in your instructions! Your illustrations were
may have so that they can perform the useful!
activity with no difficulty.
• The aim of this section is for students to 3. Reflect on your progress
reflect on the product they have created • You can read the information with the
and to gain awareness of the work class to make sure everyone understands
throughout the unit that has brought the task and its objectives. Students will
them to this point. probably need a few minutes to complete
the activity.
2. Presenting • You might consider a good idea to
• You can organize students into pairs and walk around the classroom to monitor
ask them to exchange their dictionaries the activity and take notes on how the
and instructions. students perceive they are doing, so
• Students may choose three new words that you can plan remedial activities like
and then follow their partners’ instructions having extra practice with the language
to look them up in the dictionaries. In their of the unit: imperatives and sequence
notebooks, students can write down the word, or consolidating their knowledge
information they find. on the parts of speech. For this purpose,
• Once the activity has finished, on the students might create a memory game to
board, you can write the questions to match the parts of speech with example
discuss: How useful did you find the words.
instructions? Are the instructions in a
sequence easy to follow? What would you
add to the instructions?
UNIT 2 • PAGE 38
reading CORNER
Get Ready to Read! Get Together
• Before students start reading the article • You can have students work in small
The History of Dictionaries, you can have groups to compare the information
them work in pairs and complete columns they have in the last column of the
1(K) and 2 (W) of the table in their books. table. Then ask students to decide on
You might guide by asking two or three the most interesting fact they found
questions, e.g. Do you know who writes about dictionaries. Stop and think about
dictionaries? How are dictionaries made? laguage. You might want to refer students
Who collects the words? back to page 30 and use some of the
phrases in their discussion.
• You can ask students to discuss the
Extra Support questions. You can have them come
If necessary, you could have your students copy the up with ideas about sources they can
KWL table in their notebooks so they can add all the consult to find the information they still
information they want! want to know about dictionaries: the
library, Internet, dictionaries websites,
encyclopedias, etcetera.
Get into the Text!
• As students read the text, you can
ask them to check if they could find
information about what they already
know, and if they found out what they
wanted to know. Ask students what they
can do to find the information they didn’t
Reader
find. You can then elicit a few ideas.
• You can have students fill in the last
column with the new information they Answer key
learned from reading the article. You
should guide them to write short phrases
or sentences, for example: Get the Main Idea
1. The definition 2. Who makes dictionaries 1. T; 2. T; 3. T; 4. T
3. When the first dictionary was printed,
etcetera. Get the Details
1. Lexicographers; 2. Names of animals,
ships, and stars; 3. Because the French
Empire had a great influence on culture
and politics in England; 4. In 1604;
5. Samuel Johnson; 6. The American
English Dictionary.
Get the Words

1. app (p.24); 2. collection (p.24);
3. research (p.27); 4. civilization (p.29);
5. influence (p.29); 6. perspective (p30);
7. (in the) meanwhile (p.31);
8. focused (p.32)
44
UNIT 2 • PAGE 39 / 40
Quick Check Self-Assessment

• You can have students work individually • You can read together with the class all
on this page. the statements in the self-assessment box.
• You can read aloud the instructions for Make sure students are clear on every I
each part of the Quick Check. can statement.
• You should explain the meaning of each
Answers heading:
Part 1: You take a look; You browse; You I get it = I can do this with no problem.
look up; You put. I almost get it = I can do this but
Part 2: The: el, la, los, las - article; sometimes I have some problems to do
bilingual: bilingüe - noun, adjective; it. I need more work to get it = I can’t do
usually: usualmente - adv; advantage: this, or I find this very difficult to do.
ventaja - noun; learn: aprender - verbo; • To promote students’ autonomy, you
foreign: extranjero - adjective; and: y, can ask them to reflect on the steps
conjunction; a: article - un, una. they might follow to improve their
Part 3: 1 e; 2 d; 3 a; 4 b; 5 c performance. Have them write their ideas.
Elicit / give some ideas, for example,
• Revise in more detail the sections
and elements of dictionaries. • Write
instructions using imperative sentences.
• Analyze the functions of words in a
sentence to identify the part of speech
they are.
The Questionnaire can help you identify the main aspects of the achievements and activities
Scale: 4 Yes, always 3 Yes, mostly 2 Struggles 1 No, can’t do it.
Can the student… 1 2 3 4

1 identify the function of textual and graphic
components?
2 identify entries and subentries in the different sections
of a bilingual dictionary?
3 understand the use of numbers and special
characters?
4 locate words and read definitions in English and in the
mother tongue?
5 determine types of words based on abbreviations?
6 understand instructions to use a bilingual dictionary?
7 classify types of words in a table?
8 make a list of abbreviations?
9 write instructions?
10 use the imperative form?
11 establish a number of steps in instructions and order

sentences in a sequence?
12 use conventions of punctuation and spelling correctly?
13 remove and / or add information to improve

instructions, and write a final version?
TOTAL SCORE
31-40 Excellent, exceeds expectations.

21-30 Good, meets expectations.
11-20 Needs support.
0-10 Does not meet expectations.
46
UNIT 3 Reading Stories
SOCIAL LEARNING ENVIRONMENT: Recreational and Literary
COMMUNICATIVE ACTIVITY: Read Classic Tales.
SOCIAL PRACTICE OF THE LANGUAGE: Literary Expression

Recommendations
1. Select and • Propose realistic learning goals. Collect evidence

review classic • Recognize textual and graphic organization. such as:
tales. • Identify author(s).
• Activate previous knowledge about narrative − List with key
elements. events.
• Recognize topic, purpose, and intended − Dialogues about
audience. the comprehension
of a tale.
2. Understand • Anticipate content based on graphic and − Rewritten
general sense textual components. sentences.
and main • Use different comprehension strategies.
ideas. • Recognize general sense and locate key Final product:
events. Big Book.
• Determine number and order or key
elements. Suggested evaluating
• Value reading as a leisure activity. instrument:
3. Compare • Classify sounds represented by different
variants of letters: uncommon clusters of letters which − Descriptive
pronunciation are absent in their mother tongue. evaluation scale.
and writing. • Consider the differences between British and
American spelling.
4. E
xpress key • Contribute with observations and points of
events orally. view.
• Express personal reactions and opinions
about events.
• Promote respecting others’ opinions.
• Recount events based on illustrations.
• Make questions to locate specific
information.
• Express past actions and actions in progress.
5. Rewrite key • Remember and use repertoires of words and
events. expressions.
• Rewrite sentences and key events.
• Sequence events.
47
UNIT 3 • PAGE 42
GET GOING
• Play the audio once for them to check
Lead-in quickly if the phrases they predicted are in
You can direct students to the opening page of the the audio.
module and ask them to read the opening question and • You can play the audio again and ask
discuss it in pairs or groups. You can have them share them to answer the activity. Check
ideas with other classmates and elicit a few answers. answers with the class.
You can then introduce the topic of the unit.
Answers
1 Cinderella; 4 Wizard of Oz.
1. Read the title of stories and match them TRACK 08

to the correct picture.
• To start the class, you may have students 3. Listen to the conversation again
look at the pictures. Ask: 1. What can you and mark (✓) the reasons they are
see in each of the pictures? Elicit answers considering to choose a story.
as you introduce and explain vocabulary • You can read instructions and the options
items such as witch, wizard, step-mother, aloud to the class.
step-sisters, snow, ice, swan, tin-man, and • You may go over each item to make sure
scarecrow. students understand the options, or you
• Read the titles of the stories, and ask can elicit the meaning of words from the
the students if they know them. If they class.
don’t, try to elicit the names of the tales • You can Play the audio once and have
in Spanish. Have students answer the students complete the questions
exercise individually and then check individually.
answers as a class. • You can let students compare their
• You can divide the class into groups of answers in pairs to then elicit the correct
three or four and have them discuss the answers.
questions below the pictures. You should
guide students to remember famous Answers
tales by the authors mentioned such as 5 familiar / unfamiliar
Rapunzel, and Rumpelstiltskin by the 6 interesting / boring
Grimm Brothers; Little Red Riding Hood
and The Sleeping Beauty by Charles
Perrault; The Little Mermaid and The
Emperor’s New Suit by Hans Christian
Andersen; Mother Goose by Frank Baum. You might want to consider asking students what
the criteria they would follow to choose a story is.
Answers Mention other possibilities like recommendation
a 3; b 4; c 2; d 1 from friends or teachers or curiosity.
TRACK 08
2. Listen to two students deciding

on a story to read. Mark (✓) the
stories they mention.
• Before doing the task, you can ask
students to predict phrases or words they
will hear in the conversation. Write them
on the board.
48 Reading Stories
UNIT 3 • PAGE 43
GET GOING
4. Read the following story and answer the • Check answers with the class.
question. • You can direct students’ attention to the
• For this part of the class, it might be a Get Smarter! Box. Ask them if this tip
good idea to start with books closed. helped them while reading to answer this
• You can ask your students if they enjoy activity.
reading and what kind of stories they • You can check if they have identified
prefer. Accept all answers without judging. a word they would like to look up in a
• Tell the class they will read a story called dictionary. If dictionaries are available, you
"The Six Swans". You can ask if anyone is could tell them to quickly check that word.
familiar with the story. If someone is, tell Otherwise direct them to the glossary at
them to tell you a bit of the story without the end of their book to see if any of the
revealing the end. If no one is familiar with words there can help them.
the story, you can ask them to guess what • You might want to remind students that
the story is about. general understanding of a text needs
• You can ask students to open their book fluent reading. That is, reading without
and read the title of the story and the stopping to get involved in the story.
author. Ask if they are familiar with other
stories from the Brothers Grimm. You Answer
might want to mention Hansel and Gretel, The story is about a girl whose brothers
Cinderella and Little Red Riding Hood as were transformed into swans by an evil
examples of stories by these two authors. witch.
• You should direct students' attention to
the question they have to answer. Make
sure they understand they just have to
find (or confirm, if they are familiar with
the story) the topic of the story. They Critical Thinking
don't have to stop and understand every You could raise students’ awareness on the fact that
little detail. we do not always get to choose the texts we have to
• You can ask students to read the text read, and that it is important to develop an ability to
quickly to find the answer. You may read all kinds of texts. Ask students: How can you
time this reading so that they don’t stop develop an ability to read all kinds of texts? How can
to ask for vocabulary. Tell them again you become a good / critical reader? Can you give an
that this first reading is just for general opinion about a book just by looking at its cover? You
understanding. could guide them to understand that it is important to
read with an open mind and not to decide if we like a
text or not until we have understood it and analyzed it
from different perspectives.
Reading Stories 49
UNIT 3 • PAGE 44
GET GOING
5. Number the events of the story in the • You can have a representative for each
order they happened. group share their ending with the rest of
• You can ask the class: What happens at the class. As they listen, tell students to
the beginning, in the middle and at the take notes as they will vote for the best
end of the story? Have students answer in story.
their own words. • On the board you could write: tragic /
• You can read the instructions and the interesting / funny as categories to vote
options aloud to students and make sure for. You could also add a couple of more
they understand the words in the options. categories if your class is large. Conduct
• Students can work individually to solve a class vote on the most tragic, most
the activity. You may assign a bit more interesting, and funniest stories. When you
time for this reading task. get the results you could ask individual
• You can ask students to compare their students specific questions about the
answers with a classmate. stories like: why do you think this ending is
• You can check answers as a class. the funniest?
• You might want to make sure students • You can direct students' attention to the
understand that the story is told in the real ending and have them read it quickly.
past tense by asking them what elements Conduct a new class vote on the ending
or words in the text indicate the story is that was closest to the real one, asking
told in the past (the phrase “Once upon students why.
a time” which means a long time ago and
the verbs in the past tense).
Extra Support
Answers • If students do not seem to have ideas for the
(From top to bottom, first column) 4, 5, 7, ending, you could direct them with questions
1; (second column) 6, 3, 2 like: Do you want your ending to be happy or
sad? What do you think happened to the main
characters in the end? What are the main
problems in the story? How can they be solved?
6. Work in groups and follow the • You could invite the students to invent a new
instructions. ending in just one sentence. Do not focus on
• You can let students work in groups of correct grammar at this point, just on the
three or four students. central idea and on promoting your students’
• You can tell students to work together creativity.
to imagine the end of the story. They can
write notes about their ideas but they
don't have to write. You can suggest
groups to nominate a person who will • R Page 36 At this point you
share the final idea they get to with the can invite students to start reading the
rest of the class. text that corresponds to this unit in their
the initial image with them, ask them to
solve the section "Get Ready to Read" on
page 53 of their student's book. They can
do this working in pairs.
50 Reading Stories
UNIT 3 • PAGE 45
...language 2. Fill in the sentences with the correct
form of the verb (past simple or past
1. Read the examples from the continuous)
story and analyze the information about • You can discuss with your class the
the time when they happened. Write the specific situations in which we use past
correct heading in the spaces. simple and past continuous:
The objective of this activity is for Past simple is used to talk about
students to notice and reflect on meaning completed actions at a definite time in the
and use of the past tenses. past. Past continuous is used to talk about
• You can have students read the example actions that were interrupted in the past.
sentences and the meaning in the line • You can let students continue to work in
below the examples. Ask students to think pairs and complete the sentences.
when the particular action happened. • Go over the answers as a class.
Refer students to the Language Reference
on the page 177 if necessary. Answers
• Elicit answers from the class. 1 Read, 2 was, 3 gave, 4 was reading,
remembered, 5 didn’t know,
Answers 6 was doing
1 Past continuous; 2 Simple Past; 3 Past
Perfect. • You can ask students to read the question
to think about their progress. Have them
• You can go over the structure of the past decide if they can narrate part of a story
tenses highlighting important points, e.g. in the past, a complete story or nothing.
When do we use “was” and when do we This can be an individual task where they
use “were”? Can you give me examples write their "evaluation" in their notebook
of regular verbs in the past? What about and they don't need to share it. You
irregular verbs? should invite them to think of evidence
• You can let students work in pairs and to support what they think can / can't
underline one more example of each type do. After that, you can elicit ideas from
of sentence from the story. Elicit answers the class on how to improve the skill of
from the class. telling a story to others. Ideas may include
• You might want to direct the students' reading more, practicing telling a story,
attention to the last instruction of this activity reviewing verbs in past, etcetera.
(think about another story) and the examples
in the speech bubbles. Elicit more examples
from "Cinderella" or another story and then Extra Activity
ask them to work in pairs to talk about You could have students cut out a piece of paper in four
another story. If they don't know any classic and find four verbs in the past tense in the story. Have
stories, they could talk about local myths or them work in groups of five and put their cards together
legends, or stories from movies or TV. eliminating verbs that are repeated. Tell students to
shuffle the cards and put them in a pile on a desk. Have
students take turns drawing out a card and say the verb
they get in its simple form. If they are correct, they can
If your students are already using past tenses keep the card. If not, they put it back in the pile. Give
correctly, you might want to consider going through them 5 minutes to play. The winner is the student with
this activity very quickly, reminding them that the the most cards at the end of the game.
objective of understanding how the past tense To make the activity more challenging, students
works, is to support their learning, not to make it can also be asked to say a sentence in the past using
more complicated. Devote more time to the last the verb they get. Both the verb in simple form and the
instruction in activity 1. sentence have to be correct for them to keep the card.
Reading Stories 51
UNIT 3 • PAGE 46
GET MOVING
1. Match the elements of classic stories to 3. Look at the illustration from the story.
their meaning. Work with a classmate and answer the
• You can elicit from students what “setting” questions.
is. You can accept all answers and then • You might want to direct students'
have them read options a-f to check who attention to the illustration and ask: Who
was right. are the women in the illustration? What
• You can give students the example of a is happening to the woman in the green
setting in The Little Mermaid (a kingdom dress? Who’s the man? What are the
by the sea). swans doing?
• You can have students work in pairs and • You can divide the class into pairs and tell
finish solving the activity. them to discuss the questions.
• You can allow pairs to check answers with • When discussing question c you could tell
others before you check as a class. students to concentrate on important or
• You can invite students to tell you key events of the story.
examples of the other elements using The
Little Mermaid or any other story as an • At this point you might want to
example. This will facilitate the next task. make sure your students have read the
story in their Reading Book. Ask students
Answers to solve the section "Get into the Text" on
1 e, 2 d, 3 a, 4 b, 5 f, 6 c page 53 of their student's book. They can
do this working in small groups.
2. Read the story of The Six Swans again 4. Work with a classmate. On a
and fill in the table. Consider the ending separate piece of paper write a list of the
you chose in Activity 6, on page 44. most important events in the story.
• You can let students answer the activity • You can keep students working with the
individually. They can read the story again same classmate. Have them look at the
if necessary. story once again and write a bullet-point
• You can have students compare their sequence of events of what happened
answers with their classmates. You can in the story. They should set in a single
then explain that some answers might ending of the story.
differ according to the ending they chose. • You can monitor the discussion and help
groups by asking What happened next? or
Answers should be similar to: What did Elise do?
Setting: A kingdom near a forest. • You could try to have the class discuss
Magical elements: A spell to turn people their answers, and try to elicit a single,
into swans. general time-line of events as a class.
Good Characters: The King, the Brothers,
Edward, Elise.
Evil Characters: The Evil Witch that
became queen, Melvina.
Problem: The king married the witch. The
witch turned the brothers into swans.
Resolution: Varies according to what
students chose was the best ending.
52 Reading Stories
UNIT 3 • PAGE 47
GET MOVING
TRACK
6. Think about the work you have done so
5. Listen to a student telling a piece far in this unit and finish the sentences
of the story from a picture. Check below.
the picture he’s using. • This activity invites students to reflect
• You can organize students in pairs. Play on their progress and it can be a great
the audio for pairs to decide on the opportunity for you and your students to
correct answer. find out what goals have been met and
• You can check the answer with students to identify areas of improvement. You can
and ask What words from the audio read instructions with the class to make
track helped you decide on this picture? sure everyone understands what the task
Possible answers might include: Melvina; is about.
Elise threw shirts in the air; flew; became • If you decide to give examples, you can
human. If necessary, you can play the write on the board simple alternatives to
audio again for them to check key words. guide them like: 1 Now I remember… how
• You can ask students if they know the to use the past tense, as I learned it in
real ending of the story. If they don’t, you primary. / A story my grandmother once
could tell them that in the end Edward read to me… etc.
puts his mother in prison and he and Elise 2 I now understand… what the elements of
lived happily ever after. a classic story is.
• As a class, you can review the rest of the 3 Reading a story and identifying main
pictures. You can do a quick vocabulary characters and events is…easy / difficult /
review of the things they can see in the impossible / fun / entertaining, etc.
pictures, such as trees, a castle, knitting, 4 Using my own words to tell a part of a
and so on. story is… easy / difficult / impossible / fun
• You can have students take turns telling / etcetera.
the story of a picture using their own • It is advisable to encourage the class
words. You might want to monitor this to go back to the activities that have
part and encourage them to use the completed so far so that they can identify
simple past to tell the events. the best way to complete the sentences.
• You might consider a good idea to
Answers walk around the classroom to monitor
The last picture is the one that has a the activity and take notes on how the
check (✔) students perceive they are doing, so
that you can plan remedial activities like
reading more outside the class or finding
simpler texts for them.
Poster Activity
You could use image 3 on the Teacher’s CD IMAGE 03 Extra Support
to provide extra practice on selecting key • If your students are not so confident in
events from a story to retell it. Highlight the English, you consider taking copies of the
origin of the stories and their authors and open a Audio Scrip at the back of the Teacher's
class discussion on the cultural value of each asking Guide and have students read as they listen
students: What are the stories about? How / Why did to the conversation. You can do this before
they become so popular? Divide the class into groups they complete task 6. Afterwards, you can ask
of four and have them choose a story to retell to the students to underline phrases or they think can
rest of the class. be useful when telling a story.
Reading Stories 53
UNIT 3 • PAGE 48
GET MOVING
7. Read the title of the story and guess with
a classmate: What do you think the story Extra Activity
is about? What country / culture do you Students could work in pairs to create an
think this classic tale is from? advertisement for the story "The Boy and the
• The aim of this activity is to give students Wolves". Their ad can contain images and some
a reason to read the text and awaken words, and it should be attractive. You can invite
their curiosity towards the story. It can be pairs to share their ads and then the class vote
a good idea to start with books closed on the most effective ones. With the class, you
and write the title of the story in the may analyze what makes the ads they created
board, asking students to predict what more or less effective, guiding students to see
the story could be about. that to create that type of information, the general
• Asking students to guess the country idea and message of the story has to be 100%
and culture a classic story is from is a understood, and that there are other important
great opportunity to discuss the fact that elements that are commonly used (like attractive
the term “classic tales” is very often only graphics or design) to try to get people to read
connected to the European tradition of stories.
story tellers, but there are classic stories
in every culture which have the same or
similar elements to the European one.
• After discussing the questions above, you
can ask students to open their books and
find clues to check if their predictions and
guesses were correct.
Note: the most important clue to guess
this is a classic Native American tale is the
fact that they refer to an Indian hunter in
the first paragraph.
• Before moving further, you can check
general understanding by asking who
the main characters are and what the
lesson or main message from the story is.
Alternatively, you can write on the board
place, problem and resolution as titles of
information they should give to you. Try
to elicit the information from students, if
they remember it from what they read.
If they don't know the answers, tell them
not to worry as they will read the story
and listen to it.
54 Reading Stories
UNIT 3 • PAGE 49
GET MOVING
TRACK 10
consider when writing their version of the
8. Read and listen to the story. story.
Summarize what happens in the • Students should work individually to write
story using the graphic their own story. You can ask them to write
organizer below. just one paragraph.
• Invite students to read the story as you • Once they have finished, you can have
play the recording, as they read, students students exchange texts with a classmate
can underline the information that they and use the information in the box to
consider important. make comments to their classmate.
• You can read the information in the boxes • You might want to remind students to
with the group and then explain that the give positive feedback: If the story is not
organizer helps summarizing the story easy to understand, you can have them
they heard and that the task is about point to each other out what parts they
choosing only the most important events. don’t understand. You can also have
• Students could do this activity individually, them highlight possible incorrect uses of
so that they can develop the ability to capitalization, punctuation and grammar.
recognize the most important ideas in a
story. Working in pairs on in groups later • If students give back the text to their
on will allow them to further develop this classmate, you can tell them to improve
ability. their version and keep it in their portfolio
as evidence of their writing skills.
• You can invite students compare their
answers in pairs. Ask: Are the answers 10. Complete the questions for the following
the same or different? If the answers answers.
are different tell them to decide how • You can let students work individually and
important the event is for the story. They complete the task.
should ask: does the story make sense • You can tell students to use the Language
if I omit this piece of information? If the Reference section if they need support to
answer is “yes”, maybe that event is not write the questions.
key to the story.
• Check answers as a class. TRACK 11
• Invite students to re-read the summary of • You can play the audio once giving
the story they chose before and then draw students opportunity to change
a similar diagram in their notebooks with the questions they wrote.
the most important information from their • You can play the audio a second time
story. They will use this information later stopping after each question and checking
on, to present the story to the class. them with the class.
• You can have students write four more
Answers questions about the story in their
Setting: The Forest. Event 1: The notebooks. Then, you can organize
father dies Event 2: The little brother is them in pairs and have them ask these
abandoned Event 3: The little brother questions.
turns into a wolf Ending: His older brother • Still working in pairs, students could
and sister suffer. discuss which of the stories they prefer
and why.
9. Use the graphic organizer from • If you do a quick review of the

activity 10 to write the story of The boy story in their Reading Book, you can ask
and the Wolves in a paragraph with your students to work in groups to do the
own words. section "Get Together" on page 53 of their
• You could go over the criteria in the box student's book.
to make sure students know aspects to
Reading Stories 55
UNIT 3 • PAGE 50
...language Extra Support
You can read with the class the digital strategies
1. When telling stories, pronunciation is summary at the end of the book. After that, discuss
important. There are words in English with the class possibilities of using pronunciation apps.
that contain sounds that do not exist in If apps are not an option for you class, brainstorm
Spanish. The box below contains a few possibilities of finding models of pronunciation
examples. Write the words taken from the somewhere else. Are there dictionaries with CDs in the
stories you read in the correct group. library? Could they access videos or radio programs in
• You can have the students look at the English? Are there other teachers in the school who
words in the purple square, and clarify speak English and can help?
meaning if necessary.
• You can try to read the words aloud to
them exaggerating the pronunciation 2. Read the sentences from the two
of the sounds to check. You can have stories and circle the difference in the
students put their hand to their throat highlighted words.
to notice vibration with all of the sounds • You can discuss as a group what the
except /ᶴ/. Show a big smile as you read difference between the highlighted words
the words with /i:/. is (travelling spelled with one or two ‘l’, the
• You can have the class read the words with color gray spelled grey).
you copying the movement of your mouth. • You can ask the class which sentence they
think is correct – you can ask them to check
• You can organize the students into in dictionaries if they are available. The
pairs and have them categorize the words conclusion should be that both spellings are
according to their sounds. correct, it is just a different variety of English.
• You can let your students know that
• You can encourage students to sentences 1 and 3 are in British English.
approach a different pair to compare their The story of the Six Swans is in British
answers. English while the Boy and the Wolves is in
TRACK 12 American English.
• you can read the Culture stop with the
• You can play the audio for students class and have students use dictionaries
to check the correct answers. (if available) to check the variety of
English the spelling of the words like
• You can play the audio again, pausing favor, neighbor or color. After they check
after each word so that students can the spelling in their dictionary write
repeat after the recording. them on the board and write the British
Spelling next to them (favour, neighbour
Answers and colour). You can check with them if
/ᵟ/ brother, father, the; /ᶴ/ finished, wish; their dictionary has this information.. If
/u:/ flew, food, roots; /i:/ queen, seen dictionaries are not available you can let
them speculate a little before going over
• You can read the IT stop with students the next piece of information.
and explain what a pronunciation app is: • You could also briefly discuss with your
an application you download on a phone class the differences between American
or tablet and that helps you practice and British spelling variances.
individual sounds in English or words and You might discuss that:
sentences to improve pronunciation. If - British English uses “s” where
the class has access to technology and Americans would use a “z” in words like
you believe they will benefit from using organize, apologize, analyze.
pronunciation apps, you can assign the - Words Ending in “-or” usually end in
task of looking for apps suggestions for “-our” in British English (words such as
the class as homework. flavor, color, humor, favor).
56 Reading Stories
UNIT 3 • PAGE 51
...being together
Critical Thinking 1. Choose the best way to continue the
You could ask students: What variety of English is conversations.
better? What happens if we mix varieties when we • The objective of this activity is to make
speak / write? Guiding them to understand that no students aware of different ways of
variety is better (or easier) than the other and that continuing a conversation using positive
mixing varieties can give the impression of making responses.
mistakes. • You can go over this exercise as a class
and discuss how each answer is negative
or positive, and what could happen when
using positive responses.
...self • You can try to ask students to come up
with other positive responses.
1. Identify what happens when you read • You can have students practice reading
stories or long pieces of text. Mark (✓) the exchanges in pairs encouraging them
the sentences that express your feelings to use intonation that shows interest in
or opinions. continuing a conversation.
• The objective of this activity is to raise • You can ask students to now discuss the
students’ awareness of their own reactions stories that have read so far and ask and
to literature and written expression. This is answer questions about them, trying to
a moment of personal reflection. You can keep a conversation going.
read the instructions and sentences with
the class, and make sure you give them
time to answer.
• You can organize students into pairs and
have them discuss their answers.
• As a group, you can ask students to raise
their hands if they answered a, b, c or d.
You can discuss why it is good to read
texts, and why they might sometimes have
to do it. If many students answered D, it
may be OK to spend some time in finding
out why they see no point in reading, and
perhaps discuss how they might become
more interested in it.
Reading Stories 57
UNIT 3 • PAGE 52
GET AHEAD
2. Presenting
1 . Preparing
• It is advisable to go over the information • You can organize students into
of this section with your students to make groups and explain they will take turns to
sure they get the information they have show their material to their classmates,
developed so far in the unit and that they including pictures and text. You can ask
understand what they will do with it. them to have their “Big Book” ready for
the presentation.
• Students can work in groups of four • You can ask students to write the answers
for the presentations. Or, if they have been to the questions on page 52 in their
working with the same pair to generate notebooks for each story.
the information for the story they will • You could take notes of presentations
present, you might decide to keep the in order to give written constructive
work in the same pairs. feedback to teams at the end of the
activity. Use phrases such as: I noticed…
• If possible, bring a big book of you used the correct phrases to start and
stories to give them an idea of the type of end the story!
product you expect from them. You could • You can organize class feedback where
encourage them to create something volunteers share their answers to the
beautiful and nicely illustrated, because questions on page 52.
some students will be motivated by this.
However, it is advisable to let them know 3. Reflecting on my Progress
that the goal of the unit is to tell a story • The aim of this section is for students to
effectively, so the focus should be more reflect on the product they have created
on that and not on illustrations. and to gain awareness of the work
throughout the unit that has brought
them to this point
• You can read the information with the
the activity. Monitoring would help here to
their own progress is.
progress.
58 Reading Stories
UNIT 3 • PAGE 53
reading CORNER
Get Ready to Read!
• Before students start reading the story If you do, you might want to make sure
Bearskin in their Reader Book, you can that each prediction is justified (e.g. the
have them answer the first question in evil character will be a witch because this
pairs. You can check and discuss as a illustration shows and evil witch).
class.
• You can elicit from the class the elements Possible answers
of a story and write them on the board 1. A classic story is a fictional tale that
(setting, magical elements, good and evil generally contains magic elements and
characters, problem, and resolution). where there is a struggle between good
• You can tell students the title of the story and evil. They were used to teach a lesson.
they will read and have them predict what 2. Answers will vary.
the story will be about taking into account
the elements written on the board, e.g.
What do you think the magical element Get into the Text!
will be? What can the problem be? • As students read the text, you can ask
• You can read with the class question 2 them to check their predictions and make
and organize the class into pairs to fill a note on how close to the events they
in the table after having a quick look at were.
the illustrations on their Reading Book. • You can have students copy the diagram
in their notebooks and tell them to fill it in
as they read the story.
• When they finish, they can compare their
story timeline with others and decide
Reading Book together on the key events of the story
that should be there.
Answer key
Get Together
Get the Main Idea
1b • You can have students work in
groups to decide a better ending for the
Get the Details story. You can organize class feedback
Important events can/ should include: for groups to share their ideas. You can
Encounter with Death, the challenge of 7 have a class vote on the most original /
years with the bearskin, the help Bearskin the funniest / the most dramatic / the
gives the old man, the happy end with the shortest ending.
old man’s daughter.
Get the Words

1 soldier, 2 brave, 3 revealing, 4 worsened,
5 frightened, 6 carriage, 7 embrace
59
UNIT 3 • PAGE 54 / 55
Quick Check
• You can let students work individually on • To promote students’ autonomy, you
this page. can ask them to reflect on the steps
• You can read aloud the instructions for they might follow to improve their
each part of the Quick Check. performance. Have them write their ideas.
Elicit / give some ideas, for example:
Answers
Part 1: 1 b, 2 c, 3 a, 4 b, 5 c Read more stories to improve my
Part 2: 2 a, 4 b, 5 c understanding of general ideas.
Part 3: answers will vary.
Tell stories to others from pictures.
• You check answers for section 3 of the
Quick Check, you should make sure Listen to stories in audio books.
students keep the original idea from the
sentences they rewrote. You can ask them Share with others my opinions about
to compare their sentences in groups of stories.
three and give each other feedback.
• You can have students read the
Self-Assessment recommendations at the end of the page,
• You might want to remind students of the and invite them to go back to the sections
general aim of the unit which is reading they found out to be the most challenging
classic tales. You can ask the class if they to review content.
believe that can read classic stories in * You might want to consider using the
English. You can explain to students that evaluation instrument on the following
the statements in the self assessment box page to give students feedback on
all relate to the overall aim. their performance and give them
• You can read together with the class all recommendations on how to keep up the
the statements in the self-assessment box. goodwork and how to improve in areas of
Make sure students are clear on every I opportunity.
can-statement.
60 Reading Stories
This Descriptive Rating Scale can help you identify the main aspects of the achievements and
activities covered in this unit. Consider the formative aspect of evaluation as you fill in the table.
You might want to keep this instrument as evidence of your students’ learning.
Choosing and reviewing classic tales and stories

Does Not Meet
Exceeds Expectations Meets Expectations
Expectations
Recognizes with no effort the Recognizes the elements of Cannot recall elements of a
elements of a classic tale. a classic tale. classic tale.
Is not able to share own

Confidently shares opinions Shares own and listens
ideas and / or understand
and listens to others as they to others’ opinions about
others’ opinions about
give theirs. stories.
stories.
Understanding general and main idea in tales and stories
Needs little support to With some support, he / she Even with support, struggles
understand the topic and can understand the topic to understand the topic and
purpose of a story. and purpose of a story. purpose of a story.
Needs little or no support to Understands the general Even with support, struggles
understand the general idea idea of a story, especially to understand the general
of a story. when guided. idea of a story.
Comparing variation in pronunciation and style of writing
Easily recognizes and Recognizes some sounds in Struggles to recognize

reproduces sounds in English English that are not used in sounds in English that are
that are not used in Spanish. Spanish. not used in Spanish.
After careful analysis Even with support, does
Can quickly recognize when
recognizes when words not recognize differences
words are in American or
are in American or British between American and
British English.
English. British English.
Expressing key events when discussing a story (speaking)
Is able to re-tell a story in Is able to re-tell a story in
Can’t re-tell a story in the
the past from illustrations or the past from illustrations
past from illustrations or
other clues with almost no or other clues even if use of
other clues.
mistakes. language is not perfect.
Comments:
61
Review Units 1-3
SPEAKING / WRITING
• You can read the instructions together
with the whole class. Once students are
organized, ask them to go back to Unit 1
and review all the activities they carried
out as well as the notes they took in their
notebooks.
• You can ask students to follow the

instructions and explain to them that you
will be taking notes of how the activity is
progresssing. Explain briefly the aspects
you will be observing.
• You can use the scale template on page

63 and 64 to evaluate your students. You
might get a photocopy for each student
so you can keep it as evidence of their
learning.
• You should consider the size of your class

to organize the evaluation of speaking
activities.
• Please bear in mind that the evaluation of

grammar and vocabulary should mainly
include the linguistic aspects covered in
the unit where the topic was covered.
Answer key
Part 2 Part 4 Part 5 Part 7 Part 8
a should a noun 1 large a was sitting down – started 1 b
b mustn’t b adverb 2 laser b didn’t remember 2 a
c can c adjective 3 last c was waiting 3 c
d have to d verb 4 learn d started 4 e
e conjunction 5 leg e didn’t know 5 g
f pronoun 6 letter f enjoyed 6 d
7 light
8 like
62
Review Units 1-3
Name of student:
Date: Unit:
Mark (✔) the appropriate box.
SPEAKING EVALUATION FORM
Very Not
good Good
so bad
Grammar and Vocabulary
• The student makes use of simple grammatical forms

relevant to the communicative activities of the SPL.
• The student uses appropriate vocabulary when talking

about situations related to the SPL.
Pronunciation
• Is most of the times clear although there may be some

words mispronounced.
Communication
• The student can maintain simple exchanges with no

difficulty.
Adapted from Cambridge Assessment Handbook
63
Review Units 1-3
Name of student:
Date: Unit:
WRITING EVALUATION FORM
he writing is clearly well organized. The use of language includes good

T
control of grammar and a good range of vocabulary. The student uses
1
basic connectors to join ideas. Only minor spelling and grammatical
mistakes occur. The reader can clearly understand the text.
he writing is organized. The use of language includes control of

T
grammar and a range of vocabulary adequate to the task. The student
2
sometimes uses basic connectors to join ideas. Some spelling and
grammatical mistakes occur. The reader understands the text.
The writing is not very well organized. The use of language includes
some control of grammar but has a limited range of vocabulary. The
3 student occasionally uses basic connectors to join ideas. Spelling and
grammatical mistakes occur with some frequency. The reader has to
make some effort to understand the text.
64
Term test 1
Part 1
1 a
2 e
3 f
4 b
5 c
6 d
Part 2
Start the conversation
1 Good morning… Can I ask you some
questions?
2 Sure!... Tell me, what questions?
End the conversation
1 Thank you very much for the information.
2 You’re welcome! It was nice to meet you.
65
Term test 1
Part 3
Alice was getting bored. She was sitting
with her sister under a tree in the garden.
She looked at her sister’s book, but it didn’t
have pictures in it. It was a hot day and she
felt very sleepy. She was thinking what to
do when suddenly a White Rabbit with pink
eyes ran past her.
There was nothing strange about seeing
a rabbit. And Alice was not very surprised
when the Rabbit said, ‘Oh dear! I’ll be late!’
Then the Rabbit took a watch out of its
pocket, looked at it, and kept walking. Alice
jumped to her feet and…
Part 4
Setting: A garden
Characters: Alice, White Rabbit, Alice’s sister
Magical elements: The White Rabbit
Part 5
Suggested answers:
1 Alice sitting with her sister in the garden.
2 A White Rabbit runs past her.
3 The Rabbit speaks and looks at its watch.
4 Alice jumps to her feet.
66
UNIT 4 Likes and Dislikes
COMMUNICATIVE ACTIVITY: Exchanges associated with information about oneself
and others.
SOCIAL PRACTICE OF THE LANGUAGE: Exchange compliments, likes, and dislikes in an
interview.

Recommendations
1. Listen to and • Value dialogue and language as a means to Collect evidence

review likes exchange experiences. such as:
and dislikes in • Identify topic, purpose, and intended
interviews. audience. − List of preferences
• Notice contextual clues in leisure situations. with likes and
• Recognize behavior adopted by speakers to dislikes.
clarify and confirm comprehension. − Questions and
• Determine sequence of enunciation. sentences.
• Identify language register.
Final product:
2. Understand • Anticipate the general sense and main ideas. Dialogue about likes
the main • Recognize the structure of dialogues to and dislikes.
idea(s) in a determine the function of lines
dialogue. • Recognize the types of sentences used to Suggested evaluating
express likes and dislikes. instrument:
• Compare ways of expressing likes,
compliments, and dislikes. − Evaluation Rubric.
• Detect syntactic differences between British
and American English: collective nouns
agreement.
• Identify words used to connect ideas.
3. Express • Show empathy in oral interactions.
compliments, • Determine language register and compose sentences.
likes, and • Consider repertoires of words and expressions.
dislikes • Order sentences into a sequence using connectors.
in written • Include details in main ideas.
dialogues. • Make and respond questions to solve doubts.
4. Express • Take roles as interviewer and interviewee, with and without the help
compliments, of a script. / Use expressions to make time to articulate spontaneous
likes, and answers. / Use question tags to request confirmation. / Use non-verbal
dislikes in a language to reinforce what is being said. / Recognize appropriate
dialogue. moments to interrupt interlocutors. / Adjust questions and answers
depending on the interlocutor’s reactions. / Practice and follow
rhythm, speed, and pronunciation.
• Compose sentences that include “like” to express likes and dislikes. /
Use stranded prepositions to offer details.
• Express points of view in favor and against.
67
UNIT 4 • PAGE 62
GET GOING
TRACK 13
Lead-in 2. Listen to the interview again and

You can direct students to the opening page of the choose the best answer.
module and ask them to read the opening question and • You can let students work in pairs and tell
discuss it in pairs or groups. You can have them share them to read the instructions and the set
ideas with other classmates and elicit a few answers. of questions.
You can then introduce the topic of the unit. • You can allow pairs a couple of minutes
to see if they can remember or guess the
correct answers.
Get Going! • You can play the audio again for them to
TRACK 13 answer the activity. You can then check
answers with the class.
1. Listen to an interview and choose
the best option.
IMAGE 00
Answers
• You can ask students about programs 1 a; 2 c; 3 b; 4 b; 5 c; 6 a
where they can see or listen to interviews
with famous people.
• You can tell students they will listen to an • You can ask the class: Who are Rodrigo
interview. Have them read the questions and Gabriela? (A duo / musicians) What
and the options in silence, and when they instruments do they play? (guitars)
are ready, play the audio track for them to What kind of music do they play? (A
get the answers. combination of genres).
• You can have students compare their • If necessary, you can play the audio again
answers in pairs and check as a class. as they follow in the Audio Script in the
next page so that they can answer your
Answers questions.
1 a; 2 b; 3 b Note: Rodrigo and Gabriela are a Mexican
duo of guitarists who found their fame
while working in Dublin. To enhance your
• You can ask the class: Which words or class, you can bring in some of their music
phrases helped you identify the topic of and play it at some point to check your
the interview? (They might mention the students’ opinion of it.
name of the duet and also that an album
was not mentioned).
• You can ask the class if they know the
duo Rodrigo and Gabriela. If they know
something, invite volunteers to share their
answers with the class; if they don’t, you
can ask them to pay attention to the next
activity and check what they can learn
about the duo.
68 Likes and Dislikes

UNIT 4 • PAGE 63
GET GOING
3. Work with a classmate and follow 4. Read the conversation. Copy the
the instructions. table below in your notebook and write
• Before starting the task, you might want the highlighted phrases in the correct
to explain to students that conversations, column.
like any text, have an introduction, a • If you direct students’ attention to the
development, and a closing. To expand highlighted phrases, you can ask them
on this explanation, you can write a what they are about (likes and dislikes).
table with these headings on the board:
Conversation starters; Phrases to keep • You can divide the class into pairs
a conversation going; Phrases to close a and have them copy the table in their
conversation. notebooks so that they can categorize the
• You can elicit from the class one or two words.
examples they might use in each of the • You can have pairs compare their tables
columns. with other students and then check
• You can let them work in pairs and read answers together as a class.
the instructions together for item 1. • You can suggest students to leave blank
• You can ask volunteer students to write space in the table so that they can
the phrases they underlined in the correct continue filling in expressions as you
column of the table on the board. advance in the unit. A clean copy on a
• You can discuss the second question separate piece of paper could go in their
with the class as a whole and direct the portfolio of evidence.
discussion so that they can reach the
right conclusion by asking questions like: Answers
Is Jerry’s tone friendly or serious? Is the Questions about likes and dislikes: Do
content casual or academic? you like…?, What do you like about…?,
How can you not like…?, Are you into?;
Answers Expressing likes: I love…, I like…, They are
1 To start: “OK, let’s start with our huge fans; Expressing dislikes: I am not
topic.” To end: “Well, thanks for your a big fan, I guess it’s not my thing, I can’t
intervention…” 2 The conversation is stand…
informal. Some indication: “OK, OK… just
checking” is very informal; “love, love” is
informal, (in a formal conversation you just • You could also have students practice
use one adjective); “I’m not a big fan”, “I the phrases in pairs using their own
guess it’s not my thing”, “are huge fans” information (e.g. I love reading. I can’t
are fairly informal. stand romantic movies).

• You can tell students to copy the table
you wrote on the board into their
notebooks and save space to keep on
adding phrases and expressions to it as
the unit progresses.
Likes and Dislikes 69

UNIT 4 • PAGE 64
GET GOING
5. Complete the following dialogue. 6. Read the conversation and complete the
• You can have students cover the right table.
part of the page and tell them that you • You can refer students to the Get Smarter!
will read part of a conversation between Box at the bottom of the page and
two students who are discussing likes and have them notice how Patrick kept the
dislikes. conversation going with Elsa.
• You can read to them Patrick’s part of • You can let students complete the table
the dialogue aloud as they follow along in individually.
their book. • You might want to allow some time for
• You can ask students to imagine the students to compare answers with a
answers Elsa might give. Read Patrick’s classmate and then check with the class.
first intervention aloud again and elicit
possible answers for Elsa’s response from Answers
volunteer students. Follow the same 1. Do you like playing sports? 2. How
procedure with two or three more of about watching sports? 3. What’s your
Patrick’s lines. favorite team? 4. It’s the team from
• You can divide the class into pairs for Seattle, isn’t it?
them to complete the activity.
• You can play the audio track for them to
check their answers. • R Page 49 At this point you
can invite students to start reading the
Answers text that corresponds to this unit in their
1. e; 2. f; 3. c; 4. d; 5. b; 6. a Reader Book. After exploring the title and
the initial image with them, you can ask
TRACK 14 them to solve the section "Get Ready to
Read" on page 53 of their student's book.
• Still working in pairs, you can have
students choose a role (Elsa or
Patrick) and read the dialogue
sounding as natural as possible. Extra Support
You can play the audio again if • You might want to spend some time reviewing
needed for them to follow the question words for place (Where?), people
model. Have them exchange roles (Who?), purpose (What for?), etc.
to have more practice. • You could say a sentence aloud like “I like
reading.” Ask a volunteer to ask you a question
using where (Where do you like reading? Where
do you normally read?). Answer the question
and then have a second volunteer ask you a
question with How (How often do you read?).
• You could divide the class into groups of four
and have them take turns saying a sentence
so that the rest of the group can ask questions
about it. Monitor so that they use different
question words.

UNIT 4 • PAGE 65
...language • You can read the instructions aloud to
your students and give them time to read
1. Mark (✔) the function the the sentences and options silently. You
two short question have. can let them complete the activity in pairs.
• The objective of this activity is for • You can check answers as a class and
students to notice and reflect on the use ask students why it is a good idea to use
of question tags. words like this. You should accept their
• You can invite students to reflect on when ideas and make sure they understand that
the questions are used (when we think we these words (connectors) are used to
know information, as in It's the team from make the longer sentences sound more
Seattle, but we want to check if we are natural. They can also go to the Language
right: isn't it?). Reference page 178 for extra support.
• You can give them time to complete the Answers
activity individually. Check answers as a
1 but, 2 and, 3 or
class.
Answer
b ...culture
• You can explain to students that when we 1. Underline the verb in the
think something is true, we can say the sentences and discuss with a
sentence in affirmative or negative, and classmate: What is the difference?
then check with a short question. • You can direct students’ attention to the
• You can go over the ways to form tag words in bold in the two examples. Explain
questions using the Language Reference that band and team are words that refer
page 177 for extra support. to more than one individual.
• You can have them tell you what the
2. Write questions for a classmate using the verb in each sentence is and ask them to
endings in each line. underline it. Ask: Is the verb in the singular
• You might want to make sure students or the plural?
understand that they will be trying to Answers
confirm information from classmates, so Verb to be is in the plural in sentence 1
they should write a sentence that can be and in the singular in sentence 2. Both
confirmed (or not) with the tags at the end. sentences are correct (American English
• You can allow students time to complete sees collective nouns as a unit while
the task of writing the questions British English considers “many members”
individually. Invite them to work in pairs to of that noun).
check if the sentences are correct and if
they make sense with the tag. • You can read the Culture Stop box with
• After that, they can work with their the class and make sure they understand
classmate to actually ask and answer the that both sentences are correct. Remind
questions. them they should use just one variety of
• To further support students, you could English and try to be consistent in its use.
write question words on the board, like • You can go over more example with
how, when, why and tell students to ask students. Read just one sentences from
more questions about the information each pair and have students decide if the
they checked. e.g. You are not into sports, sentence is in British or American English.
are you? Why aren't you into sports? etc. The audience loves Rodrigo and Gabriela. (Am.)
The audience love Rodrigo and Gabriela. (Br.)
3. Complete the sentences with the correct The crowd always dances to their music. (Am.)
word. Use the information in parenthesis The crowd always dance to their music. (Br.)
to guide you. All of the class were in the concert. (Br.)
All of the class was in the concert. (Am.)

UNIT 4 • PAGE 66
GET MOVING
1. Match the words in the first column to the 2. Organize the phrases (a-j) in the table
correct group of people or things they below. Each section can have more than
refer to. one phrase.
• You can ask students to tell you the words • You can go through phrases a-j very
that refer to more than one individual in quickly with the class reviewing if they
the sentences in Think about Culture (last express like or dislike. You might want
exercise p. 65). The words are team and to ask a few comprehension check
band (they are collective nouns). questions like: What is the opposite of "I
• You can ask the students to tell you which Love"? What is a sport most people in our
of the pictures on this activity show a community are not really into?
team and a band. Elicit from them other • You can write like and love on the board
words that refer to groups of people or and ask students which word expresses
things. that you like something more than the
• You can have students complete the other (love). Write a + sign next to like and
activity individually and then suggest that +++ next to love.
they compare answers in pairs. Check • You can divide the class into groups of
answers as a class. four and have them organize the phrases
in the correct column of the table.
Answers
1 b; 2 d; 3 c; 4 a Answers
+++ I love / I am a huge fan; ++ I really like
/ I’m into; + I like; Dislike: +++ I can’t stand
• Complete the following sentences with / I hate; ++ I don’t like; + I’m not really into
your information and using the verb in / It’s not my thing
parenthesis.
• You can let students complete the
sentences individually. • You can check answers as a class.
• You can ask them to compare their
answers in pairs. Invite volunteers to share
their answers and then have them reflect
on the variety of English they chose to
complete the sentences. You might want Poster Activity
to remind them that consistency is key. You could introduce the vocabulary IMAGE 04
shown in the poster for the activities
(photography, gaming, riding a bike, etc.)
You could have students work in pairs and say a
sentence with each of the activities. Their partner
then asks them three questions about what they
say. e.g. Student A: I don’t like photography.
Student B: Why don’t you like it? / When did you
decide you didn’t like it? / What don’t you like
about it? Student A answers, and then they switch
roles. You can use a pair of strong students to
demo the activity before asking the class to do it.

UNIT 4 • PAGE 67
GET MOVING
3. Look at the list of different hobbies. Mark • Work with a classmate. Ask and
(✓) the ones you like and (✗) the one you answer about the activities above.
don’t. • You can divide the class into groups
• You can go through the list of hobbies of four and have them practice a
making sure students understand the conversation following the example you
different activities. For this, you can ask just gave them. You could encourage
concept checking questions like: Who them to talk about all the hobbies on the
is a famous soccer player? What is the pictures and ask each other questions
difference between football and soccer? using different question words.
What’s the name of a popular video game?
• You can allow students a couple of • Write a list in your notebook
minutes to individually mark the activities organizing the activities in two groups,
that they like/dislike. the ones you like and the ones you don’t.
• You might want to encourage the class Add any other activities you like or
to ask you a confirmation question about dislike.
reading. Write the question on center of • You can ask students to copy a table like
the board: You like reading, don’t you? the one below on a separate sheet of
Write the answer and, around it, write the paper.
question words What? Where? When? • You can tell them to write a complete
Who? How? sentence about each the hobbies listed in
• You can invite students to ask you Activity 5 in the correct space. This page
questions about this activity using the should go into their portfolio as evidence.
question words.
(e.g. Why do you like reading? Where do
you like to read? etc.).
• You can remind students of the contents
in the Get Smarter! Box on page 64 Extra Activity
(encouraging questions for a good You could have students work in groups of three and
conversation). Direct their attention to the share their lists with their classmates. Students take
Get Smarter! box on this page and have turns asking each other questions about the inormation
them look at the conversations on pages they see in the list. e.g. Why don't you like skating?
63 and 64 for examples of answering You love soccer. You also play it, don't you. Where do
with more than a yes / no. (A very good you play? etc. Consider sharing a couple of your likes/
example of this is when Jerry asks Joan: dislikes and invite volunteers to ask you questions about
Do they play alternative music? and Joan them as indicated above so that you can model the
answers “no” but also tells him what kind activity for the class.
of music they play, without waiting for
Jerry to ask for that).
• You can tell the class that they will now
do an activity where they should try apply
those tips.

UNIT 4 • PAGE 68
GET MOVING
4. Think about the work you have done so • You can highlight the importance of
far in this unit and complete the chart. compliments to make a conversation
• This activity invites students to reflect friendly and motivating for others.
on their progress and it can be a great • You could also mention body language
opportunity for you and your students to and ask students to imagine how the
find out what goals have been met and speakers in each of the conversations
to identify areas of improvement. You can might move.
is about.
• A recommendation to make sure everyone Critical Thinking
understands what to fill in this task is to You could ask the class: What are people’s
explain to students that in the first column reactions to compliments? Why can they help
they should write something they are so in a conversation? Direct them to consider that
good at they could help others learn it, people might be shy or not very open to accepting
the second column is for something they compliments, but that they are generally grateful
have learned so far and the third one is for to receive them and therefore, more open to
something they have found difficult to do continue a conversation in a friendly way.
in this unit.
• It is advisable to encourage the class to go
back to the activities that have completed • You can divide the class and ask them to
so far so that they can identify the best practice reading one of the conversations
way to complete the sentences. thinking of the correct tone and body
• You might consider a good idea to language.
walk around the classroom to monitor
the activity and take notes on how the • At this point you might want to
students perceive they are doing, so that make sure your students have read the
you can plan remedial activities. story in their Reading Book. You can ask
students to solve the section "Get into
the Text" on page 53 of their student's
Answers book. They can do this working in pairs.
1 a; 2 c; 3 c After that, you can invite them to work
in groups and do the task in the "Get
5. Match the phrases with their function. Together" section.
• You can read the instructions and options
with the class. Ask them to complete Answers
the activity individually. Tell them that to 1 b; 2 c; 3 a
decide function, they can ask themselves:
“When would I say this phrase? When I Answers
want to do… what?”. Interrupting: That's OK, don't say mote /
• You can give them time to compare Can I stop you there?
answers in pairs and then check as a class. Complimenting: Jo is a famous and
• Working in pairs, you can ask them to find wonderful soccer player. / I think you are
and underline an example of interruption, a wonderful player. / Your drawings are so
sound, and a compliment in conversation 2. nice to look at.

UNIT 4 • PAGE 69
GET MOVING
6. Read the following diagram. Work • Once they have finished, you can
with a classmate and write at least two have students exchange texts with a
options for each box. classmate and use the information in the
• You can read the instructions and the box to check their classmate’s work.
information in the diagram with the class. • You can tell students to be objective
• You can have students focus on box 1 and about the feedback they give and receive.
elicit possibilities for phrases to start a If they disagree with their classmate’s
conversation. opinion, they can ask (politely) the reason
Possible answers: Good morning! for their opinion. If they still disagree they
Welcome to the show (in an interview). can just not make corrections to their
Hello, Can I ask you something? / Hi! I text, but they should always welcome a
have a question for you. (between friends). different point of view on their work.
• You can write the possibilities on the • You can tell students to improve their
board and tell students to continue version and keep it in their portfolio as
working with the rest of the boxes in the evidence of their writing skills.
same manner. • You can let students work in pairs and
• You can organize the group into pairs and work with one of their dialogues. They
have students write their different options should choose a role (A or B) and read
for each box. At the end of this activity the dialogue aloud. When they finish, they
they should have a good repertoire for should exchange roles. Finally, they should
generating a dialogue. do the same with the other dialogue.
• You can read the IT Stop box with the
7. In your notebook, write a dialogue class and ask for their opinions about
following the diagram. recording themselves. If they have access
• You can go over the criteria in the box to to cellphones or other recording devices,
make sure students know which aspects encourage them to record one of the
to consider when writing their dialogues. dialogues they rehearsed and then listen
• You can have them work individually to it to check their fluency, intonation, and
to write a dialogue using some of the pronunciation. This recommendation is
phrases they generated in Activity 10. also listed in the Digital Skills Summary on
page 186 of the student's book. You might
want to remind students that they can go
to this section anytime they need ideas on
how to integrate Information Technology
in their learning process.

UNIT 4 • PAGE 70
...language
1. The words in bold refer to a person or • You might want to follow the same
object. Match the person or object they procedure with the other three items.
refer to. There is an option that you don’t • You can tell students to stand up and
need. mingle until they find a person who says
• In this activity, students should gain "yes" to the first question. They should
awareness about what dangling write their name on the line and then
prepositions are (They are prepositions move on to the second question.
used at the end of a sentence). You can • When they fill in their list with 4 different
have students tell you which part of names they can go back to their place.
speech the words in bold in sentences 1, 2 • You can have volunteers share some of the
and 3 are. If dictionaries are available, you information they found out.
can allow them to use them to find the You may reflect on your progress: Can you
answer. (prepositions) ask and answer questions about likes and
• You can elicit more propositions from the dislikes?
class or have them look though the unit You can ask the class how easy or difficult
to find more (into, on, in, of, for, about, asking and answering the questions
during, etc). You can tell students that was. Have them reflect on how easy or
prepositions indicate the place, time, or difficult it would be for them to ask the
movement of something. Clarify that questions in English to people outside the
about means in the subject of… classroom.
• You can ask students to complete the 1. What is it? (we are asking about it).
activity in pairs, telling them that if
prepositions are about something, they
have to find what the “something” is in the
...self
3 sentences. 1. Mark (✔) the option that best applies to
• You can check answers as a class. you.
• You can read the instructions and options
Answers with the class.
1 c; 2 b; 3 d • You can ask students to complete the
activity individually and to be honest about
2. Interview some of your classmates and it. You can tell students that they won’t
complete the table with different names. have to share their answers if they don’t
• You can read the instructions and the lines want to.
(1-4) with the class. • You can go over the items with the class
• If students are familiar with this type of asking them which ones reflect a person
activity, you can decide to start straight who is good at conversations. (2, 4 and 5)
away asking students to stand up and Students should reflect if they are good at
mingle to complete the task. conversations individually. You can tell them
• If your students need more support, you to think about it and answer yes or no.
can start the task by asking for a volunteer • You can write two ideas to share with
to formulate the question for item 1 and the class: How can a shy person share
ask it to you. The volunteer can get help more ideas when having a conversation in
from all the class if he/she wishes to. English?
When they ask "Do you like being talked
about?" write the question on the board • You can divide the class into groups
and clarify its meaning: if you like being and tell them to discuss this point.
talked about it means that you enjoy that • You can ask groups to share their ideas. To
others mention you often in conversations. close the activity, you could ask volunteer
Answer the question. students what they can try to become
better at conversation.

UNIT 4 • PAGE 71
...learning ...being together
1. Read these strategies to understand a 1. Read the following sentences. Write P for
dialogue. Match the questions to the the Polite ways to interrupt the person
correct strategy. who is speaking and I for the Impolite or
• You can explain to students that there rude way to do it.
are strategies we can use to better • You can have students look again at
understand a text in English or in conversation 1 and 2 in Activity 4 (page
their own language. You can read the 68) and tell you which phrases the
instructions and questions a-e with the speakers use to interrupt the other. (That’s
class. Tell students to look at the list of OK, don’t say more in conversation 1 and
items 1 to 5 and ask them: What strategy Can I stop you there? in conversation 2).
are we using when we ask question a? • You can ask them how polite or impolite
• After they give you the correct answer, the phrases are. You could ask: Would you
you can allow them a few minutes to feel bad if someone interrupted you with
complete the activity individually. those phrases?
• You might want to guide students to
• You can divide the class into groups understand that phrases should be polite,
and have them compare answers. You can but that the attitude and tone when you
check answers as a class. use them should match the intention.
• You can divide the class into pairs and
Answers have them complete the activity. Check
1 e; 2 d; 3 c; 4 a; 5 b answers as a class.
Answers
• You can choose two strategies and find an 1 P; 2 P; 3 I; 4 I; 5 P; 6 I
activity in this unit where you used each.
• You can ask groups to choose two
strategies and find an example of each in • You can discuss with a classmate:
activities in the unit. You can handle this Which interruptions help continue the
as a competition, awarding a small prize conversation? Which ones don’t? When
to the group that finishes first and gives can you use some of these ways to
you correct options. The prize can also be interrupt?
a round of applause. • Still working in pairs, students could
discuss the questions. You can have
volunteers share their conclusions with the
class.
Extra Activity
You could have students read the phrases in pairs
playing with the intonation and body language so that the
polite/impolite language becomes evident. You can have
volunteers come to the front and mime a phrase for the
rest of the class to guess.

UNIT 4 • PAGE 72
GET AHEAD
1. Preparing 2. Presenting
• The objective of this part, is to present a • You can organize students into groups of
conversation about likes and dislikes to 8 (four pairs).
others in the group. • You can tell pairs to take turns presenting
• Students have already worked in these their dialogues.
dialogues so you can invite them to do • As students present their conversations,
this section to practice what they have the other three pairs can take notes,
achieved more formally. answering questions a-c at the bottom of
• You can divide the class into pairs and the page for each presentation.
have them choose the place where • When presentations are over, students can
their conversation takes place. You can discuss their answers to these questions.
have students decide on a purpose and You could try to conduct class feedback
topic for their conversation: Will the asking volunteers to share what they saw.
conversation entertain or inform your
classmates? How formal or informal does 3. Reflecting on my Progress
your conversation needs to be? • The aim of this section is for students to
• You can tell them that once they have reflect on the product they have created
decided on the context, they can review and to gain awareness of the work
information they have prepared. throughout the unit that has brought
• Invite students to objectively choose one them to this point.
of the dialogues they have already written • You can read the information with the
considering which one their classmates class to make sure everyone understands
will appreciate more listening to. the task and its objectives. Students will
• Students review their work and make probably need a few minutes to complete
adaptations or changes if necessary. the activity. Monitoring would help here to
• If they made corrections, encourage gain a sense of what their perception of
groups to exchange papers to review their own progress is.
different aspects such as the ones they • Allowing students to compare their
reviewed on page 69 (Activity 8). answers in pairs, inviting them to discuss
• When they have produced a final version, the reasons behind each selection is a
encourage students to rehearse their great way to invite deeper reflection on
presentations. They might choose to progress.
record rehearsals to make sure their body • Offer help and support to students who
language and their choice of content seem to consider their progress is slow.
works as they intended.

UNIT 4 • PAGE 73
reading CORNER
Get Ready to Read! Get Together
• Before students start reading the article • You can have students work in groups
We Like the Same! in their Reader page to imagine themselves as interviewers
43, you can have them answer the and plan new questions for celebrities
questions individually and then discuss and participants in the show We Like the
their answers in groups. Same!
• You can tell students to imagine a show • You can encourage students to write
where people could find out what similar questions that will better entertain or
likes and dislike they have with a famous inform a reader of the magazine.
person. You can ask the class: What could • You can invite volunteer students share
you expect to see in a show like that? You their questions with the class explaining
might want to accept all answers. why their questions would improve the
article.
Answers
Answers will vary.
Get into the Text!

• You can tell students to read the questions
in this task. As they read the text, they
should find the correct answers for this
section.
Answers
1 T; 2 DM; 3 T; 4 T; 5 F; 6 T; 7 DM; 8 F
Reader Book
Answer key
Get the Main Idea

1. F 2. T 3. F
Get the Details

1. We like the same! 2. He likes to be with his fans. 3. He loves Mexican food. 4. They have
some similarities and some differences. 5. She’d never been interviewed before. 6. No,
they aren’t. 7. The text doesn’t say. 8. He thinks she is a musical prodigy.
Get the Words

1. pleased; 2. whole; 3. excited; 4. unforgettable 5. annoying; 6. kidding
79
UNIT 4 • PAGE 74 / 75
Quick Check
• You can let students work individually on • To promote students’ autonomy, you
this page. can ask them to reflect on the steps
• You can read aloud the instructions for they might follow to improve their
each part of the Quick Check. performance. You can have them write
their ideas. You can elicit / give some
Answers ideas, for example, • Participate more
Part 1: 1 a; 2 a; 3 b; 4 a; 5 c in dialogues. • Ask more questions in
Part 2: 1 d; 2 b; 3 a; 4 c; 5 f; 6 e conversations. • Listen to others patiently.
• Record my conversations in English to
reflect on my performance. • Learn more
Self-Assessment about differences between American and
• You might want to remind students of British English.
the general aim of the unit which is to • Alternatively, students can go back to the
exchange compliments, likes and dislikes sections they found out to be the most
in an interview. You can ask the class if challenging to review content.
they believe that they can participate in • Consider using the evaluation instrument
a conversation about likes and dislikes on the following page to give students
and if they can compliment others in a feedback on their performance and give
conversation. You can explain to students them recommendations on how to keep
that the statements in the self-assessment up the good work and how to improve in
box all relate to the overall aim. areas of opportunity.
• Together with the class, you can read all
the statements in the self-assessment box
to make sure they understand what to
write in each of the boxes.

This Evaluation Rubric can help you identify the main aspects of the achievements and activities
covered in this unit. Consider the formative aspect of evaluation as you fill in the chart. You
Sometimes
Always or
Usually
always
almost
Never
Listens to and reviews likes and dislikes in interviews.

Identifies topic, purpose, and intended audience.
Notices contextual clues in leisure situations.
Determines the sequence of phrases in a dialogue.
Identifies language register.
Understands the main idea(s) in a dialogue.
Anticipates general sense of a dialogue.
Recognizes structure of a dialogue.
Recognizes and compares phrases and expressions to
express likes and dislikes.
Identifies words used to connect ideas.
Expresses compliments, likes, and dislikes in written dialogues.
Considers repertoires of words and expressions.
Orders sentences into a sequence using connectors.
Includes details in main ideas.
Forms and responds to questions.
Expresses compliments, likes, and dislikes in a dialogue.
Can take role of both the interviewer and interviewee.
Uses expressions that give him/her time to think.
Uses question tags to confirm information.
Composes sentences to express likes and dislikes.
Uses stranded prepositions to offer details.
Expresses points of view in favor and against.
81
Forecasts UNIT 5

COMMUNICATIVE ACTIVITY: Recreational expression.
SOCIAL PRACTICE OF THE LANGUAGE: Produce constructive forecasts for others.

Recommendations
1. Revise • Analyze topic, purpose and intended Collect evidence
samples audience. such as:
of written • Value the use of graphic and textual
forecasts. components. − List with future
• Understand sentences that describe future situations.
situations. − Sentences
• Contrast types of sentences to express describing future
forecasts. situations.
• Compare sentences with future, past and/or − Constructive
present verb forms. dialogue about
own and others’
2. L
isten to and • Listen to forecasts and discover future verb forecasts.
identify ways forms.
to express • Distinguish future tense uses in forecasts. Final product:
future Forecasts.
actions.
3. Formulate • Make and respond questions to make Suggested evaluating
and respond forecasts based on present situations instrument:
questions to • Show a critical and self-critical constructive
understand attitude, to evaluate one self’s and − Anecdote.
forecasts. classmates’ strengths.
4. Write • Extend repertoires of words to express
sentences future.
that express • Write questions and sentences that describe
future to future actions.
create • Analyze letter clusters which are non-
forecasts. frequent or absent in their mother tongue.
• Link sentences with connectors to write
forecasts about real or fictitious situations.
• Promote feedback between classmates.
• Check spelling and punctuations, in pairs.
82
UNIT 5 • PAGE 77
GET GOING
Lead-in 2. Read the texts again. Choose the correct
You can direct students to the opening page option.
of the module and ask them to read the • If you read the instructions aloud, you can
opening question and discuss it in pairs or ask students to read the sentence and the
groups. You can have them share ideas with options individually, and then elicit the
other classmates and elicit a few answers. correct answer.
You can then introduce the topic of the unit.
Answers
a2
Get Going!
1. Look at the pictures and read the texts.
Match the texts with the correct option • You can discuss in pairs: How do
below. the images help the reader know what
• You can direct students to the pictures the texts are about? Who do you think is
and have them identify details of each interested in these texts?
picture. You can then ask them to match • You can read the questions aloud. You can
the texts with the correct options below. ask students to reflect on the information
• Before you continue with Activity 2 you that images can convey, and the type of
might model pronunciation of the four people who could be interested in each
sources/texts and have students repeat text.
once or twice. • You could allow 5-6 minutes for students
to discuss and then elicit a few answers.
Answers • You might want to explain to your
1 c; 2 a; 3 d; 4 b students the meaning of forecast and
prediction: a forecast is a prediction of
• You might do a survey to find out how the future under certain conditions, it is
your students learn about important news. based on information available at present.
Ask a few questions and have them raise Forecast, for example, is frequently used
their hands when the answer is yes. Ask when we talk about the weather or the
a few questions such as: Do you read the economy. A prediction, on the other hand,
newspapers? Do you watch TV? Do you is a statement about what might happen
read the news on the Internet? in the future. We can make predictions
with or with no evidence.

Forecasts 83
UNIT 5 • PAGE 78
GET GOING
3. Read the conversation. Then check the 4. Discuss in pairs. Which
correct answer. grammar structure do the
• To help students develop their reading speakers use to…
skills, you can ask them to read the • You can copy the grammar structures
conversation quickly without worrying if on the board and have students identify
they find unknown words. In this way they the structures in the conversation from
should focus on getting the main idea of Activity 3 and then answer the questions.
the text only. • You can elicit the correct answers and
• It would be a good idea to elicit the have students tell you an example
answer and have students which words in sentence for each structure, e.g.
the text helped them notice that the text Predictions: Warriors will win. Intentions or
is about future events. Possible answers: plans: I’m going to watch it at home. Make
plans, See you tomorrow. a decision at the moment: I’ll bring some
• You can ask students to read the text popcorn.
again and work in pairs to answer the
question. Answers
• You can have students focus on the a 2; b 1; c 2
underlined sentences in the text.
Alternatively, you might copy the • You could try to encourage your students
sentences on the board to carry out the to explore and discover the grammar
activity with the whole class. of English in an interesting and, when
• Although students will work in this unit possible, fun way.
with different texts, oral and written, in
the future tense, you might refer them
to the Language Reference on page 178 Extra Support
for further explanation and examples of This might be a good opportunity to review
language, if necessary. vocabulary of jobs or professions. If you have
• You can have students compare their flashcards, you can organize memory games on
answers and then check as a class. the board. Alternatively you might provide your
students with construction paper and ask them to
Answers make drawings of the professions.
a; 1 John; 2 John; 3 Pete; 4 John

Extra Activity can invite students to start reading the
In groups of three, you could ask students to practice text that corresponds to this unit in their
the dialogue in Activity 4. Read the dialogue before Reader Book. After exploring the title and
you ask them to get in groups so you can model the initial image with them, you can ask
pronunciation and intonation. Have them repeat some them to solve the section "Get Ready to
lines that you think might be challenging for them, but Read" on page 88 of their student's book.
avoid repeating the whole dialogue, line by line. You Then, have them do section "Get into the
could also encourage students to change the names of Text". They can do this working in pairs.
the speakers and choose their role in the dialogue.
84 Forecasts
UNIT 5 • PAGE 79
GET GOING
5. Read the conversations. Which
conversation refers to… Extra Support
• If you read the instructions aloud, you You can direct students to the Language Reference on
could then ask students to read the page 178, where they can find further explanations and
conversations quickly to identify the time sample language. The section for this unit includes
they refer to. notes on the present and future tenses. The past tense
• When you elicit the answers, you can ask is included in the notes for Unit 3.
students to tell you sentences indicating
the tense, for example Past: What did you
do yesterday? We went…. We watched.
Did Peter…? Present: What time do you…? I Extra Activity
take the bus… Future: What are you going For further grammar practice, you could ask students
to do…? I’m going to… to change the verb tenses of the conversations, e.g.
• For oral practice, you can have students in Conversation 1: What did you do yesterday? – What
pairs role-play the conversations. are you going to do tomorrow? and so on. Students
may need to make some other small changes to the
Answers conversations.
a 3; b 2; c 1
7. Work in pairs. Ask each other about past

TRACK 15 and present, as well as activities you're
planning to do in the future.
6. Listen to parts of the • You can organize your students in pairs, or
IMAGE 05 conversations. Which verb tense in groups of four. Ask them to identify the
do you hear? Write P (past), questions in the dialogue and use them as
Pr (present) or FW (future ) G a model for the activity.
(going to). • You may want to demonstrate the activity
• You can have a volunteer read the before they start and have volunteers ask
instructions aloud. you the questions first.
• You can tell students they are going • Set a time limit 6-8 minutes soso that
to listen to some sentences from the everyone has the opportunity to practice.
conversations in Activity 1.
• You can play the audio and have students
write the answers. You can play the audio
again and have students complete or
confirm their answers.
• Once you have finished checking the
answers, you can play the recording again,
pausing after each sentence for students
to repeat. It'd be a good idea to focus
on the pronunciation of Do you, which is
usually said together, e.g. doyou, and the
pronunciation of contracted forms such
as: I’m and I’ll.
Answers
1 P; 2 Pr; 3 FW; 4 P; 5 Pr; 6 G; 7 P
Forecasts 85
UNIT 5 • PAGE 80
...language ...learning
1. Read the sentences and write P 1. Analyzing patterns in English is an
(prediction), I (intention), and DM effective strategy to understand and learn
(decision at the moment of speaking). the structures of the language.
Before students identify the meaning • You can have a volunteer read the
of the sentences, direct them to the instructions.
conversation on page 78 and have them • You may allow students to work in pairs,
go through the activities they carried out read together the information in section
so they can refresh their knowledge. a and then answer the questions. You can
• You can read the instructions and the write the sample sentences on the board.
sentences aloud. • You can elicit the correct answers and
• You can have students work in pairs and then ask students which is the other form
ask them to write the correct letters next of verb to be in the present simple: (I) am.
to each sentence. • You may copy the questions from section
• It is important that students can identify b on the board and have students answer
the structures used to express the future questions 1 to 3. You could then elicit the
as well as the different meanings the answers.
structures can have: • You can ask students to check the correct
• You could check answers as a class. pattern of be-going questions. You could
then elicit the answers.
Answers
a DM; b I; c P; d P; e I; f I Answers
a 1 Yes, 2 No; b: 1 Yes, 2 Yes, 3 No; c ✔ Verb
to be + subject + main verb.
Extra Activity
Extra Activity You could have students do a similar analysis for
You could ask students to write in their notebooks the past and future sentences from the dialogues
two extra sentences with each meaning: Prediction; 1 and 2 in Activity 5, page 79.
Intention and Decision at the moment of speaking. To
personalize the activity, you could encourage students
to write the sentences about themselves or their
classmates. Monitor the activity and help students
when necessary. Have students compare their answers.
86 Forecasts
UNIT 5 • PAGE 81
GET MOVING
1. Read the texts. Match them with the 2. In your notebook, write a list of
correct picture. sentences about your plans or intentions
• You can direct students to the pictures for the rest of the month.
and have them describe what they see. • You can let students work in pairs. Read
You could encourage students to describe the instructions aloud and then you could
the people in the pictures by asking a few review the meaning and form of going to.
questions, such as: How old do you think • You can demonstrate by writing on the
the are? What are doing? What is the girl board two or three sentences about your
thinking about? You could then elicit a few plans for the weekend.
answers. • You can ask students to review their
• You can ask students to read the texts sentences. This time, encourage them to
in silence. The objective is that students focus on the correct form of the verbs.
keep developing their reading skills as You can ask them to do this in pairs, and
they get the general idea of the texts, so refer them to the conversation in Activity 1
they can connect it to the correct pictures. or to the section of Language Reference.
• You can ask students to compare their • It'd be advisable to motivate students
answers, and then check as a class. You to ask you any doubt they might have.
might want to encourage students to Once you are sure that their sentences are
give reasons for their answers, e.g. I think correct, write the questions on the board:
picture (#) is the correct one because the What are you going to do on ...? What are
text says that… your plans for the rest of the month?
• You can have students read the texts • You can ask students to practice asking
again and underline new vocabulary they and answering questions about their
find. You can either refer students to the plans.
Dictionary pages of their books or can
elicit/give the meaning. You may also refer
students to their bilingual dictionaries.
Answers
a First text; b Second text
• You can your students of the expressions

they can use to ask about the meaning
of words in English: What does achieve
mean? What is the meaning of achieve?
• You could make a poster paper or cards
with common and useful phrases so that
students can look at them and practice on
a regular way.
Forecasts 87
UNIT 5 • PAGE 82
GET MOVING
3. Work in pairs. Imagine you are going
to play a game next Saturday. Answer the Extra Support
questions. On the board, you could write a sample sentence
• You can let students work in pairs. using the first conditional structure: If + present
• You can ask a volunteer to read the tense + will, e.g. If they win the game, they will be
instructions. Then have individual the champions. Explain to students that we write
students read the four questions and the sentences like this to express predictions and things
incomplete sentences: that may happen in the future. It is not necessary for
• You can tell students they should students to know the name of the structure, but it
complete the sentences with their is important they identify that this type of sentences
predictions, using sentences with will. have two parts, that the If clause is written in the
Make sure students notice that in the present tense, and that there is a comma after the If
answer to question c, the order of the clause when it is written at the beginning.
clauses has been inverted.
• You should monitor the activity and help
students when necessary.
• You might want to elicit a few answers.
Extra Activity
Answers will vary You could ask students to make a similar calendar for
their week. Then ask them to work in pairs and take
turns asking and answering about their activities.
4. Work in pairs. Look at Joe’s calendar.
Answer the questions.
• If you read the instructions aloud, you
could then ask students to look at the
sample sentences in the speech bubbles.
• You can refer students to the calendar.
You can have students in pairs write
questions and answers about Joe’s
calendar.
• You should monitor the activity and make
corrections when they are necessary.
• You can have students practice asking and
answering questions.
• You can refer students to the Get Smarter!
box. Have a volunteer read the note aloud.
You can tell students they can like their
ideas when they want to write about two
or three activities that John plans to do
in the same day, e.g. On Monday, Joe is
going to play basketball at 8, then he’s
going to go to the library at 3, and after
that, he’s going to watch Amazing Things.
88 Forecasts
UNIT 5 • PAGE 83
GET MOVING
TRACK 16
5. Check what you have done on previous 7. Listen again. Mark (✔) the
pages of this unit to get prepared to sentence that you hear.
write a forecasts for a classmate and for • You could go over the sentences and tell
yourself. Write 1 = Yes 2 = Yes, but it's a students they are going to listen to the
bit hard! 3 = No, it's really hard! next to audio from Activity 4 again.
each statement. • If you play the audio, you can ask students
• This activity invites students to reflect to check the correct answers. You can
on their progress and it can be a great then have them compare their answers
opportunity for you and your students to and finally check as a class.
find out what goals have been met and • Once you have checked the answers,
to identify areas of improvement. You can you could play the audio again and have
read instructions with the class to make students repeat the sentences to practice
sure everyone understands what the task pronunciation of contractions.
is about.
Answers
TRACK 16 1 a; 2 b; 3 a
6. Listen and mark (✔) the picture

that best represents the situation.
• You can ask a volunteer to read the Extra Activity
instructions. You can allow students to On the board, you could write the correct sentences
work in pairs and discuss what they can from Activity 5. Try front and back chaining to give
see in the pictures. students oral practice. In the front chain, students start
• You can play the audio and have students reading the initial word of the sentence, and add more
check the correct picture. You can play parts to reach the end. Example:
the audio a second time for students to T: Let’s SS: Let’s
confirm or complete their answers. Then T: Let’s go SS: Let’s go
check answers as a class. T: Let’s go. It’s SS: Let’s go. It’s
Continue adding words until the sentence is complete.
Answers To do back chaining, use the same technique, but start
1 picture on the left; 2 picture on the right; from the last word of the sentence.
3 picture on the left
Forecasts 89
UNIT 5 • PAGE 84
GET MOVING
8. Read the conversation between two 10. Use your sentences from Activity 9 to
friends. Then mark (✔) the pictures write a short paragraph in your notebook.
related to the conversation. Look at the model of the forecast in the
• You can read the instructions aloud or dialogue in Activity 8.
ask a volunteer to do it. To help students • When students finish writing their
develop reading skills, ask them to do the sentences in Activity 9, ask them to
activity individually. You might want to set write a paragraph similar to the model
a time limit for this. text in Activity 8. Monitor the activity
• Before students start reading, you and encourage students to use their
can remind that they do not have to dictionaries if they want to find new
understand all the words in the text to words.
answer the question. • Once students finish their paragraphs, you
• Elicit the answers from the whole group. can also ask students to practice reading
Encourage students to tell you where in their.
the text they found the information to
answer. (Olympic Games / travel around
the world) Extra Support
Have students notice how the linking word and
Answers joins sentences. Refer them to the example used
Pictures a and b in the model text. You can explain how to use too
at the end of the sentences, e.g. You will become a
9. In your notebook, write 4-5 sentences doctor and you will become famous too, or but to
to make predictions about a classmate's join two contrasting sentences, e.g. You will travel
future life: You may want to use some a lot but you will come back to live in Mexico.
of the verbs in the box to write your
predictions.
• You can have students work individually 11. Check your forecast. Correct spelling and
or in pairs for this activity. Remind them punctuation. Keep your forecast in your
that the sentences they write will be part notebook.
of the product of the unit: a constructive • To improve the forecasts, ask students to
forecast for a classmate. check the spelling and punctuation, for
• You might demonstrate the activity by example, capital letters at the beginning
writing two or three sentences on the of a sentence, use of a period at the end
board making future predictions for you of a sentence, use of the apostrophe
class: You will become famous in the for contracted forms of will, or use
future. You will get a high score in your of exclamation marks if they want to
English test. Make sure students are clear make emphasis on certain predictions.
on the form of will + verb. Encourage students to ask any doubt they
• You can monitor the activity and help may have.
students when it is necessary.
90 Forecasts
UNIT 5 • PAGE 85
...learning ...language
1. Read the prediction. Then put the phrases 1. Look at the underlined letters. In pairs,
to respond from the box in the correct discuss which are similar or different in
column. Add one of your own. your language.
• You can ask students to keep their books • You can tell students that there are some
closed. Then write the prediction on the sounds in English which are not frequent
board and encourage students to give or do not exist in their mother tongue.
their responses. • On the board, you can write the
• You can explain to students that the combinations of letters from the activity
phrases in the box can respond the sh / ll / ee.
prediction. Then ask students to classify • You can direct students to the tongue
the phrases in the correct column of the twisters. Elicit the meaning of tongue
table. For this, you may have students twister.
work individually and then compare their • You can ask students to think about the
questions in pairs: combination of letters. Encourage them to
• You may copy the headings of the table reflect if the word has these combination
on the board and ask volunteers to write or if they sound the same. You might
their answers, so you can check as a class. mention that there are other combinations
of letters that have the same sound.
Answers
TRACK 17
Questions: Really? Why? / What makes
you think that? Why do you think that? 2. Listen and pay attention to the
Phrases to agree: Of course! I know I'll be sounds of the underlined letters.
a firefighter. I'm sure I'll be a firefighter. Do they sound the same in your
Yes, I believe I'll be a firefighter. language?
Expressions to show disagreement: No! • You can play the audio and ask students
I could never be a firefighter. No! I'm not to focus on the sounds of the underlined
interested in that. I don't think so! I believe letters (sh, ee, ll). Elicit a few answers to
that's too dangerous. the question.
• You can play the audio again and have
2. Work in pairs. Use the phrases in Activity students practice saying the tongue
1 to talk about the predictions you made twisters. For this purpose, you may pause
in Activity 11 on page 84. the audio after each line, and then play
• You can organize students to work in the the full tongue twister so that students
same pairs as in Activity 11 on page 84. can repeat them.
You might model pronunciation of the • You may then write the tongue twisters on
phrases in Activity 1 and have studenets the board and ask students repeat them.
repeat one or two times.
• To have students practice the expressions,
refer them to the predictions they made Poster Activity
for their classmate and encourage You could display image 5 from your Teacher’s
students to respond using an expression CD. Project the image of the tongue twisters. IMAGE 05
appropriate for the type of respond they Read the tongue twisters aloud. You should
wan to give: question, agreement or do it slowly so students can identify the features of
disagreement. Monitor the activity and pronunciation. Have students practice, then divide the
help when necessary. class into groups. Each group send representatives to
say the tongue twister in front of the class as fast as
they can and with no mistakes. You should encourage
students to have fun!
Forecasts 91
UNIT 5 • PAGE 86
...self
You can read the definition of • You can walk around the classroom and
perseverance aloud. Make sure students help when necessary.
are clear on the meaning: You can • You can have students in pairs share and
ask students if they consider they are discuss what they wrote in the table.
perseverant, if they know people who are
perseverant. You could then elicit a few 4. In pairs discuss your predictions and
answers. intentions.
• You can divide the class into pairs and
1. Look at the page of the diary. Complete ask them to share their predictions and
John's prediction with two intentions he intentions with a classmate.
has to reach his goal. • It'd be a good idea to encourage students
• You can have students skim the text and to be curious about their classmates'
ask general questions. You can ask them goals. Remind them the importance of
what they think about John's ideas. respecting others. To check answers, you
• You can ask students to locate the could ask pairs to share their predictions
predictions and intentions. You might and intentions with the class.
want to focus their attention to the
different structures in the statements. • You could do a quick review of the
2. Think about what you want to do when work in groups to do the section "Get
you grow up or something you have been Together" on page 88 of their student's
trying to do or learn. Look at some ideas: book.
become an engineer learn how to play a
musical instrument teat healthier food.
• You can ask students to write their
intentions and predictions about the
topics in the table (they do not have to
write about all of them). If they want to,
students can write their sentences in their
notebooks.
• It'd be a good idea to monitor the activity
and help students when necessary.
3. In your notebook write three

predictions and your intentions or plans
to reach your goals.
• You can ask students to choose one
future goal and write their predictions and
intentions in their notebooks.
• You could remind students the different
structures for talking about future plans.
Tell students it may be a goof idea to keep
a personal record to follow-up on how
things are going.
• You could also remind students the
importance of being perseverant when
pursuing a goal.
92 Forecasts
UNIT 5 • PAGE 87
GET AHEAD
1. Preparing 3. Reflecting on my Progress

• You can read the instructions together • You can read the information together
with the class. Guide them to review with the class to make sure everyone
the activities they did in the unit, and to understands the task and its objectives.
focus on the activities listed in the box. Students will probably need a few minutes
Ask students to check the forecasts they to complete the activity.
wrote, first in the form of sentences, • You might consider a good idea to
and then in the form of a paragraph in walk around the classroom to monitor
Activities 11 and 12, on page 84. the activity and take notes on how the
• Allow students some time to make any students perceive how they are doing,
change if they want to. If necessary, you so that you can plan remedial activities
can help them so that they are ready for making a forecast about other topics
the next stage. working as a class. For this purpose,
• You might organize the class in pairs. you might write a topic on the board,
Allowing students to explore the activities for example, Internet, schools, etc. and
in pairs and inviting them to discuss all elicit sentences that describe the future
the activities they carried out is a great conditions or situations of the topic. You
way to invite deeper reflection on their might write the sentences as you elicit
achievements in this unit. them or you can call volunteers to write
their predictions on the board. In this way,
you can check how students are using the
2. Presenting verb forms to talk about the future.
• You might organize the class in pairs or in
groups of four, depending on the size of
your group. You can read the instructions
together with the class so that they are
clear on what they should do in this stage.
• As students share their forecasts, you
might want to take notes so you can give
constructive feedback at the end. You
can use phrases such as: I noticed…You
organized your sentences very well You
made very interesting predictions! You
use the correct forms to express future
tenses! You added time expressions and
mentioned evidence to make your forecast
more precise!
Forecasts 93
UNIT 5 • PAGE 88
reading CORNER
Get Ready to Read!
• Before students start reading
Expectations in their Reader, you can ask
them to discuss the questions in groups.
• You can ask volunteers to share with the
class what they would like to be when they
grow up and why.
Get into the Text!

• You can tell students to read the story and
find the characters who say the lines in
the story.
• To guide students to find the lines more
easily, you could tell them that the lines
appear in the text in the same order they
are in the table.
Get Together
• You can have students form groups and
give them time to compare their answers.
• You can ask students how they imagine
the characters' voices. Encourage them
to say the lines out loud expressing the
emotions of the characters.
Reader
Answer key
Get the Main Idea

1. Short story 2. Because it talks about others' expectations for the future 3. They have
similar thoughts about others' expectations 4. Answers will vary.
Get the Details

1. She liked books and math and she always did well at school; 2. She will be a doctor or
scientist; 3. Because she defended an idea and could put an argument together easily;
4. Angie was talked about professions while Ed was talked about not going to university.
about not going to university; 5. Because they put dreams inside a box;
6. To be successful in her own terms; 7. Positive, he supported Angie; 8. Because she felt
supported by her dad and wanted Ed to feel the same.
Get the Words

1. C (p.64); 2. B (p.66); 3. C (p.67); 4. C (p.70).
94
UNIT 5 • PAGE 89 / 90
Quick Check
• You can have students work individually
on this page.
Answers
Part 1:
1 will become, 2 going to see, 3 am going,
4 is going, 5 will replace
Part 2:
On Monday, she's going do to math
homework. On Tuesday, she's going
to work on the science project. On
Wednesday, she's going to talk to Luis
about the tickets. On Thursday, she's
going to go to swimming class. On Friday,
she's going to watch the game.
Note: Consider contractions and full forms
as correct.
Self-Assessment
• You can read together with the class
the instructions. To help students do the
task, you might read the text together
with them to clarify any doubt. You could
also give some examples of each of the
activities described in the text.
• You can explain the meaning of each
option: easy: an activity they did with no
problem at all / not very easy: an activity
they did but found some problems doing
it / difficult: an activity that the did with a
lot of difficulty or an activity they couldn't
do.
might want to ask them to reflect on the
steps they might follow to improve their
performance. Have them write their ideas.
You might elicit or give some ideas or
other types of forecasts they could work
on, for example, • Read more forecasts
on the Internet or magazines. • Watch
and listen to videos or podcasts making
predictions about issues of global interest.
• Write sentences making their own
forecasts about issues of personal interest.
Forecasts 95
This Anecdotal Notes Form can help you identify the main aspects of the achievements and
activities covered in this unit. Consider the formative aspect of evaluation as you fill in the chart.
Student’s name Date:
Achievements:
• Revise samples of written forecasts.
• Listen to and identify ways to express future actions.
• Formulate and respond questions to understand forecasts.
• Write sentences that express future to create forecasts.
Evidence of student’s performance (related to expectations)
Date:
Date: Date:
Notes:
Notes: Notes:
Recommendations for next steps:
96 Forecasts
UNIT 6 Silent Movies
COMMUNICATIVE ACTIVITY: Exchanges associated with media.
SOCIAL PRACTICE OF THE LANGUAGE: Compose dialogues and interventions for a silent
short film.

Recommendations
1. Listen to • Recognize topic, purpose and intended Collect evidence
and revise audience. such as:
situations in • Differentiate characters.
films. • Distinguish non-verbal language used by − Chart with
characters. sentences
• Identify relation between scenarios, actions to compose
and sound resources. dialogues.
• Determine the nature of actions (funny, − Script with
tragic, etc.) dialogues.
• Value the cinema as a mean to reflect on
emotions, experiences, people and their
culture. Final product:
Script for a silent
2.Understand • Anticipate general sense and main ideas. short film.
the general • Clarify the names of objects, actions and
and main concepts. Suggested evaluating
ideas. • Establish genre. instrument:
• Get to know values and behavior in English-
speaking countries. − Anecdotal Notes.
3. Write • Propose sentences to complete lines and
lines and dialogues.
dialogues. • Briefly justify the choice of sentences for a
dialogue.
• Include examples, appropriate details and
interesting information using adverbs.
• Use connectors to link sentences and / or
reformulate expressions.
• Describe motivations, hopes, desires and / or
ambitions, using expressions to shade them.
• Order sentences into sequences to form
dialogues.
• Adjust verbal and non-verbal language
according to a specific audience. Adequate
volume and speed.
• Register lines and dialogues in a script
format.
• Perform dialogues.
97
UNIT 6 • PAGE 92
GET GOING
2. Analyze the pictures in detail and choose
Lead-in the one that shows...
You can direct students to the opening page of the • You can ask students to individually see
module and ask them to read the opening question and each picture and pay attention to detail.
discuss it in pairs or groups. You can have them share • You can read the instructions and make
ideas with other classmates and elicit a few answers. sure students understand the situation
You can then introduce the topic of the unit. described in each option. Ask concept
check questions such as: How does
someone proud act? What does a scared
1. Look at the pictures and choose the best person do? What expression does an
option. aggressive person make?
• You can have students look at the pictures • You may allow student work in pairs and
and ask: What can you see in the pictures? choose the answers.
You should encourage them to name • You can make students discuss with a
object, actions and characters if they classmate: Which clues from the picture
recognize them. helped you find the correct answers for
• You can have students work in pairs activities 1 and 2?
to read the question and complete the
activity. Answers
• You can elicit answers from different pairs b 4; c 2 or 3
and have students agree on the choice. If
there is a difference of opinion, you could
ask students to explain why. • You can direct students to the Culture
• You can ask students if they recognize Stop box. Have a volunteer read the note.
the story (Frankenstein) and a bit of what Ask students if they like silent movies
they know about it. and why (not). If they haven’t seen any,
• You can share some of this information ask what type of movie they would like
with the class: Frankenstein is a Gothic to watch as a silent film: A romance? A
Novel written in 1818 by Mary Shelley horror movie? A science fiction one? And
(British author). It has been adapted as a tell you their reasons for that.
movie on many occasions, the first was a
16-minute-long silent film by the Edison
Company in 1910. Frankenstein is the last
name of the doctor, not the name of the
monster.
Answers
1b
98 Silent Movies
UNIT 6 • PAGE 93
GET GOING
TRACK 18
3. Match the scenes from the silent movie 4. Listen to the noises and
Frankenstein to their corresponding match them with the correct
dialogue. picture in Activity 3. Solve this
• The aim of this activity is to help students activity as a class with the help of
relate images to possible dialogues. your teacher.
Before starting this activity, you could • You can direct students’ attention to the
explore the images only and ask students pictures in Activity 3 again, and ask them
what they imagine the characters are to imagine the kinds of noises that the
saying. Doing this will activate creativity scene would generate in real life.
and make completing the activity simpler. • You can tell students they will listen
• After some prediction, you can invite to some sounds from the scenes in
students to read the dialogue boxes in Activity 3. Play the audio and ask the
silence and then tell you how similar or students to describe them. Elicit some
different the texts are from the ideas they answers helping with vocabulary if
generated previously. necessary (clanking, bubbling, dramatic
• Students could then work matching the music, etc.).
dialogues to the correct picture. They can • You could play the audio with sounds
compare answers with a classmate before a second time and ask students to
you check them as a class. individually match them to the pictures in
• This might be a good point to go back activity 3.
and re-read the lines with the class
and then have students work in pairs • You can have students compare their
to describe the tone and attitude that answers in pairs and then check them as a
each line should have (sad, happy, class.
angry…?), based on the pictures and
their knowledge of the story. Ask them Answers
to discuss the importance of conveying a 3; b 2; c 1; d 4
emotions on lines for movie scenes.
Answer • You could ask: What elements from the

1 B; 2 C; 3 A; 4 D scenes helped you decide on what the
correct sounds were? Elicit answers from
individual students encouraging the rest
of the class to participate by saying if they
agree with the answers or not.
Silent Movies 99
UNIT 6 • PAGE 94
GET GOING
5. Work in groups of four and follow with movie making or comic book writing
the instructions. they might recognize the term story board
• You can divide the class into groups of which is basically a draft of the story to
4. Ask students to look at the pictures be told, with the main events outlined and
in Activity 6 and have them mimic the organized into sections or scenes. If they
posture of the characters in each picture. don’t know the term, you can explain it to
• You can then ask students to read the them.
lines they matched to the picture as they • As students are familiar with the narrative
mimic the posture. Have them notice the structure they saw in Unit 3 (for stories)
use of tone in each representation. you could elicit from them what the setting,
• You could also ask students to create main topic, conflict and resolution in the
three more postures and expressions. story of Frankenstein might be. Accept all
Provide some situations if students are ideas, as students may know more about
having trouble imagining some of their the story than what they read on their
own (an action scene, a dramatic one): activity book. (Note: The main topic is the
• You might want to ask volunteers to artificial creation of life, the conflict is the
present some of their scenes to the class. creation of the monster who turns violent
and the resolution is the death of Victor
6. Read the following sentences from the Frankenstein. The setting is not defined
story. Work with a classmate and decide clearly on the pages but the original story
in what part of the story the characters was set in a European city in the 1800’s).
said these lines. • After the discussion, students can
• If you read the sentences aloud to your complete the activity individually. You can
students, you could ask them why they ask them to compare the answers in pairs
think the characters said these phrases. If before you check them with the class and
you do this, you should accept all ideas, then have students discuss the questions
reminding them of what the summary of on the page.
the story says if necessary. • After this, students can be invited to
• You can ask students what the purpose work in pairs and choose a story they
of the sentences is. What are they will develop as a silent movie throughout
expressing? (wishes). Ask them to work the unit. You can have the class copy a
in pairs and underline the specific words similar chart to the one for this activity in
used to express ambitions or dreams their notebooks, so that they can outline
(wish, hope, want to). 4 scenes that tell the story they choose.
• You can ask them to express a wish they If your class can handle a higher level of
may have in a similar way. It'd be advisable challenge, you can tell them to outline
to remind students that the information in more scenes in their draft boards. To check
the Language Reference section may help the main ideas are contained in their draft
them understand how to put together boards you can ask them to check if there
sentences that express ambitions or is a clear introduction to the story (which
dreams. should ideally establish the setting and
topic) and if conflict and resolution for the
7. Complete the following draft board for story are considered.
the silent movie “Frankenstein” with • Consider telling students to keep the draft
words from the box. boards simple, as they will have time to
• Before starting this activity you can ask develop dialogues and drawings for their
the class if they know what a draft board silent movie as the unit progressess.
or a story board is. If students are familiar
100 Silent Movies

UNIT 6 • PAGE 95
...culture
1. Complete the following text guessing talking to vary from country to country
what the correct country could be. Your (e.g. Mexicans may kiss a person to say
teacher will then give you the correct hello, while in the UK a handshake is more
answers. than enough and sometimes not even that
The objective of this activity is for is necessary).
students to reflect on the interpretation Note: Gestures and body language
that different gestures have in different complement verbal communication.
cultures. Students are not expected to Posture, hand movement, facial gestures,
know the answers, but trying to guess can and facial expressions are part of body
be a fun activity. language and there are remarkable
• You can have students read the article differences in different cultures. For
without answering. Ask students to focus example while in most countries moving
on the gestures mentioned in the article. your head up and down to indicate "yes",
Help them visualize them by acting them in Greece the same gesture is used to say
out. "no".
• To reassure students about this task, you
can tell them that the idea is to just make
their best guess. They are not expected to
...language
know the answers, just to speculate.
• You can share the correct answers with 1. Work with a classmate and
them. draw this table in your notebook with
• You could ask students if the information sentences, phrases, or expressions that
surprises them or not. can be used for dialogues for the pictures
• You can ask if they are familiar with in Activity 1. Use the headings below.
national differences in body language and • You can direct students attention to the
open a discussion on the possibilities for table in the activity. Read the headings
differences. and ask students for examples for each,
using picture 1 in Activity 6 as a model.
Answers • You can have students copy the chart on
1 Australia; 2 New Zealand; 3 US; 4 UK a separate piece of paper and write the
options under each heading.
• You can encourage students to work in
• You can discuss with the class other groups to add more phrases under each
differences they may know in the use of heading and to keep space on the page
gestures and body language from other to add phrases as they move on in the
places. Usually, there are differences unit. This should be kept as part of their
within different regions of a country. You portfolio of evidence.
could raise students’ awareness of the
fact that handshakes and the distance you
keep between you and a person you are
Silent Movies 101

UNIT 6 • PAGE 96
GET MOVING
2. Work with a classmate and look at
Poster Activity the picture above again. Circle the words
You could display image 6 on your teacher’s IMAGE 06 that refer to objects and people you can
CD and go over the different genres, eliciting see there.
from students what each type of film is about. • You can allow students to work in pairs to
(Horror movies are scary stories, Drama deals with complete the activity.
personal conflict, Comedies are funny movies, Thrillers • After that, you can ask two pairs of
are suspense movies where there is a mystery to solve students to work together. Ask them to
and Romance are about love relationships). You could point to the objects from the list in the
then elicit example names of movies. picture. When they do, the rest of the
group says the name of the object out
loud. Make sure they know what a leaflet
1. Look at the scene from the silent film "I or a bow tie is. You might want to remind
Met my Idol" and complete the wishes. your students to use the glossary at the
Write the name of the person who makes back of the book for key vocabulary.
each wish.
• You can have students work on the Answers
activity individually. Ask them to focus on fans, a reporter, a hat, a bow tie, an actor
the structure of wishes in each sentence.
• You can refer students to the Language
Reference section (page 178) and have 3. Work with a classmate. Ask and
them analyze the structure of wishes: If answer questions about the people,
only or I wish + could, etc. Ask them to objects and actions in the picture
check the information in pairs so that they • You can allow students to continue
can check their answers. working in pairs. You can ask them to
• With their sentences complete, you could speculate about the actions and objects in
ask students to write the name “Claude” the picture.
or “Barbara” in the lines next to the • You can have them ask and answer
wishes. questions about the actions and objects
• You might want to check answers as a using their ideas. Ask students to express
class. their opinions freely. The questions on the
page should help trigger ideas on what
Answers to ask / answer, but these should not limit
1 only / could – Barbara; 2 can – Claude; 3 the language students use.
could – Barbara; 4 want / to – Claude
102 Silent Movies

UNIT 6 • PAGE 97
GET MOVING
4. Look at more scenes from the • In pairs, you can have students
silent film "I Met my Idol". Work in small discuss the questions: What is the purpose
groups and discuss: of each text? What is the purpose of the
• You can direct students to the pictures in words in parenthesis in text B? What is the
Activity 4. Read the questions aloud and purpose of the words in bold in text A?
tell students to think of possible answers • You can have volunteers give some ideas
but not to share them yet. and elicit / give correct answers.
• You can organize the class in small groups
and have students discuss the answers to Suggested Answers
each question. Ask students to take notes Text A is a description of a scene for a
of the ideas discussed. movie script, so that the readers (actor,
• You can have volunteers share their ideas producers, directors, etc.) understand
and discuss with the whole group which what is happening. Text B is the dialogue,
of the ideas better correspond to the and the words in parenthesis indicate the
images and why. emotion actors should convey. The words
• It'd be a good idea to ask the class about in bold in Text A indicate sequence.
possible ideas for the ending and decide
as a class which possibility is the most
interesting or appropriate. • You can direct students’ attention to the
Culture Stop box. Have a volunteer read
Answers will vary the note. Ask students how hard they
think the director’s or actor’s job is. Have
5. Read two parts of a script: a description students give reasons.
and a dialogue. They were written for two
of the illustrations. Which scene do they
belong to? Extra Activity
• You can direct students’ attention to the You could divide the students into groups and have
pictures in Activity 4. Ask: What do you them write a list of jobs connected to the movie industry
think the characters are saying? and a short description of the job (e.g. a double or a
• You can ask students to read the two stunt – is the person who does dangerous or difficult
texts in the activity in silence. Individually, scenes, instead of the real actors). Tell students to use a
you can have them complete the activity dictionary if they need to. You could time the activity and
individually. assign a small prize to the group with the longest list.
• You may let students compare answers Compare lists as a class.
in pairs. You could encourage them to
describe emotions and actions as they
compare answers. • R Page 75 At this point you
• You can check answers as a class. can invite students to start reading the
text that corresponds to this unit in their
Answers Reader Book. After exploring the title
Text A 2; Text B 4 and the initial image with them, you can
ask them to solve the section "Get Ready
to Read" on page 103 of their student's
book. They can do this working in pairs or
groups.
Silent Movies 103

UNIT 6 • PAGE 98
GET MOVING
6.
TRACK 19
Listen to two students talking 8. Think about the work you have done so
about one of the scenes in activity far in this unit and complete the chart.
4. Which one are they discussing? • This activity invites students to reflect
Write the number of the scene. on their progress and it can be a great
• You might want to consider having opportunity for you and your students to
students' books closed to start this task. find out what goals have been met and
You can tell students they will listen to a to identify areas of improvement. You can
conversation between two students. Ask read instructions with the class to make
them to tell you what the conversation is sure everyone understands what the task
about. is about.
• You can play the audio and elicit the • A recommendation to make sure everyone
answer (the conversation is about one of understands what to do is to tell them to
the scenes in the picture I Met my Idol). think about specific activities that have
• Students could now open their books and done so far in the unit and asking them if
read the instructions for this activity. You they feel their performance was great, ok,
can play the audio again and ask them to or not good at all, and then choose the
identify individually the scene the audio correct score.
refers to. Then, give the correct answer. • You might consider a good idea to
• You can elicit key words in the listening: walk around the classroom to monitor
dramatic, bored, angry, expression. You the activity and take notes on how the
might want to explain that key words students perceive they are doing, so that
usually contain the most important you can plan remedial activities.
information in an idea and students should
focus on them.
Answers
1
TRACK 19
7. Listen to the conversation again

and choose the best answer.
• You can read the instructions and
questions with the class.
• You can ask students to work with a
classmate and choose the answers from
what they remember from the audio.
• You can play the audio and tell students
to check their answers as they listen. You
can ask them to clap when they hear each
phrase so that you can stop the recording
and reflect on the meaning together.
Answers
1 c; 2 a; 3 a; 4 c
104 Silent Movies

UNIT 6 • PAGE 99
GET MOVING
9. Order the following dialogue. Write a scrip for 4 scenes of the story you
• You can direct students’ attention to chose on Activity 7, page 94.
the image and ask them to describe the • Students wrote a summary of a story they
scene to you. Ask: Is it a happy scene? can use to create a silent movie. To make
Sad? What can the characters be saying? the writing of a script easier, you can have
Accept all ideas at this point. them decide on 4 important scenes that
• You can organize the class into pairs. can tell the whole story.
Have them read phrases a-f in silence • You can tell students to imagine the
and then tell them to order them to form scenes as pictures. If it helps, they could
the dialogue that corresponds to the draw a draft of the pictures they image
illustration. Tell them there is an answer represent the story.
given as an example so that they follow • After this, students can work together to
the model. write the dialogue for each of the scenes
• You might want to check answers as a in their movie.
class.
Answers
11. Work in groups of three to
practice reading the dialogue. Use
2 d; 3 b; 4 c body language and the correct tone to
emphasize what you are saying. Take
turns being A, B or C.
• You can work with a classmate and • You can have the class into groups of
practice reading the dialogue. Change three. Assign letters A, B and C to each
roles when you finish. student.
• Still working in pairs, you can have • You can have students go over the table
students practice the dialogue. Tell them in explain that one of them will evaluate
to exchange roles so they can practice performance of the others using the
both parts of the conversation. information in the table. Make sure
• You could also ask volunteers to roleplay students understand the information in it.
the scene in front of the group without • You can ask A and B to perform their
reading it. dialogues to C. Student C completes the
table on A and B’s performance. Once
10. Work with a classmate. In your they finish, C gives feedback to A and B.
notebook, write the following about this Then, another student takes the role of
scene from the movie. C and they repeat the process. Finally,
• You can direct students’ attention to the the third student takes the role of C to
picture in Activity 10 and ask: Where are evaluate their classmate’s performance.
they? What is happening? What do you
think they are saying? Answers will vary
• You can tell students that they will write
a description of the scene and then • At this point you might want to
a dialogue following the format from make sure your students have read the
Activity 5, on page 97. story in their Reader Book. Ask students
• You can have them work on a first draft. to solve the sections "Get into the Text"
Then ask them to work with another and "Get together" on page 103 of their
pair to help each other check their work student's book. They can do this working
and improve it. They should write a final in small groups.
version individually to keep as evidence of
learning in their portfolio.
Answers will vary
Silent Movies 105

UNIT 6 • PAGE 100
...language
1. Label the parts of a script with the 2. Organize the words in the correct column.
correct name. Write the correct letter in • You can ask volunteers to read aloud the
the box. words in the box. Remind them that words
• You can read the information of a script have different functions (parts of speech).
with the class. Tell them that scripts are Tell them the words in the box can be
composed of a number of elements that used to describe something / someone or
follow an order. to describe an action.
• You can read the list of elements a-e and • Working in pairs, you can ask students to
ask students to complete the activity organize the words in the table. Copy the
individually. table on the board and ask volunteers to
• You can have students compare their write a word in the correct space to check
answers in pairs and then check as a class. answers as a class.
Answers • You can divide the class into groups

1 d; 2 c; 3 e; 4 b; 5 a of four and ask them to analyze the
spelling of words to describe actions. Have
them look at the Language Reference
• You can tell students you are going to section on page 179 to notice the correct
read the dialogue out loud in groups. spelling of adverbs.
Divide the class into two large groups and • You can have students copy the dialogue
assign each group a role. Have them read in order from Activity 8 in their notebooks.
the dialogue aloud chorally taking turns. Then they decide on a word to describe
Ask them to emphasize the intention how each line should be read and write
specified in parenthesis. You might want the adverb in parenthesis.
to ask strong students to model the
intention in parenthesis to make sure Answers
everyone understands the meaning of the Words to describe a place, person, or
adverbs. thing: angry, cold, elegant, happy, sad,
slow, soft, suspicious; Words to describe
an action: angrily, coldly, mysteriously,
happily, sadly, slowly, softly, suspiciously
106 Silent Movies

UNIT 6 • PAGE 101
1. To indicate the order of events in a 1. Mark (✔) which feedback sentence covers
story, we use words called connectors of all these three aspects of effective and
sequence. Organize the following events respectful feedback.
from the scene and then write the correct • You can direct students’ attention to the
word: first, after that or finally. 3 sentences and ask: Is this a positive or
• You could start by asking: Is the sequence negative way to give feedback? (Positive).
of events important in a movie? (Yes) You could explain that the sentence in the
How can we emphasize the sequence in a box is a note on a student’s performance.
paragraph? Accept all reasonable answers. They have to imagine someone wrote that
Explain that we normally use words such “no” and then that person uses sentences
as (First, then, etc.) to indicate sequence a, b and c to give feedback to a classmate.
and that they are called connectors. • You can ask students to work in pairs and
• You can read the instructions to the class decide which of the three options covers
and tell students that the statements in all the aspects of positive feedback.
the list are a summary of the story "I Met
my Idol". You could then explain that the Answers
sentences are not in the correct sequence. b
• You can have students go through the
sentences. Ask them to work in pairs to
order them in the correct sequence. Check
answers with the class. Poster Activity
• You can ask students to write the correct You could display image 6 of your Teacher’s CD
connectors according to the order and have pairs choose a movie and work in a IMAGE 06
they decided. Elicit answers and ask a possible plot summarizing it in three lines. Ask
volunteer to read the resulting paragraph. them to use sequence words to narrate the events. You
could have pairs share their work by reading it aloud.
Answers
a after that, b finally, c first
• You can discuss with a classmate:
What feedback phrases can you use when
working with others in a team?
• Finally, you might want to ask students to
work with other pair of students to
discuss the question. Have groups
brainstorm a list and then invite volunteers
to share their ideas with the class.
Silent Movies 107

UNIT 6 • PAGE 102
GET AHEAD
1. Preparing
• You can allow students to work in groups • It'd be advisable to monitor the activities.
of 4. Read instructions in this section You can take notes so you can give
together with the class. constructive feedback at the end of the
• You could encourage students to think of activity. You can use phrases such as: I
key events in the story they chose so that noticed… You prepared a very detailed
these can get illustrated. script! Your dialogues go well with each
• If they created drafts of the illustrations picture.
while working on Activity 10 page 99,
they can use them and work on them. • The class may share some of their
If they don't have drafts yet, you can answers to step 2.
decide to tell them to create drafts for the
illustrations and then a final version 3. Reflecting on my Progress
of their drawings. • This activity invites students to reflect
• This might be a good opportunity to on their progress and it can be a great
integrate technology in the class. You opportunity for you and your students to
could ask students if using slides can find out what goals have been met and
help their presentation. Ask them to be to identify areas of improvement. You can
practical in their considerations. You can read instructions with the class to make
refer them to the Digital Skills Summary sure everyone understands what the task
page 186 at the end of their Activity Book is about.
for further ideas on how to use slides. • If you decide to give examples, you can
• You can have students check the script write on the board simple alternatives to
they wrote before while working on guide them like:
Activity 10 page 99. 1 The nicest part about writing the script
• You can have students practice reading was… the way I felt, working with others,
their scripts. etc.
• Consider giving students a clear idea 2 The most challenging part about writing
of how some of the activities in the unit the script was…using correct English,
have helped them get the information getting ideas for the script.
they needed to create the script. Ideal 3 Illustrating and presenting the story
examples for this can be: Activity 7 on was… fun, boring, important, easy, difficult,
page 94 helped them organize scenes etc.
for a silent movie. Activity 1 on page 95 4 If I create a script again, I will… start to
(language) helped them create a list of plan before, contribute with more ideas,
phrases or expressions to use in their etc.
story. Activities on page 97 helped them • It is advisable to encourage the class to
analyze and practice how to write a go back to the activities that they have
dialogue for a movie scene. Or you can completed so far so that they can identify
mention any other important activities the best way to complete the sentences.
they may have done in class. • You might consider a good idea to
2. Presenting the activity and take notes on how the
• You can ask 3 groups to work together. students perceive they are doing, so
• You could remind students that they will that you can plan remedial activities like
have to answer the questions on step 2 reading more outside the class or finding
for each group of classmates. They can simpler texts for them.
take notes in their notebooks. Tell them to
listen attentively and respectfully.
108 Silent Movies

UNIT 6 • PAGE 103
reading CORNER
Get Ready to Read! Get into the Text!
• Before students start reading the script • You can tell students to read the script
Finding Celia in their Reader page 67 and take notes about what they think
you can have them answer the questions might be the most important scenes.
individually first and then have them • You can suggest they do a flowchart or a
compare their answers in groups. diagram like the one they made for stories
• From what they saw as they were in Unit 3.
browsing pages to get the name of • Once they have finished reading and
characters, you could ask the class: What deciding on the most important scenes,
do you think the play will be about? you can tell them to choose the two most
Accept all answers. important ones and draw them in the
spaces.
Answers • It'd be a good idea to invite them to
1 scenes, script, director, actor, camera, compare their drawings in pairs or groups.
tickets. 2 Answers will vary. You can also have them discuss the
questions.
Get Together
• You can have students work in
Reader groups to rehearse reading the script.
Each member of the team chooses a
Answer key character and they read the lines trying to
convey the correct emotion.
Get the Main Idea • If time allows, you can ask teams to
1. A girl who got lost. perform a scene from the script for the
2. In a big city. entire class!
3. Celia's family never found her. She got
sick and needed a bone marrow donation.
Get the Details

a The woman and the man adopted Celia
after a while. b Mrs Rourke works for the
orphanage. c Celia was happy. d They
needed to find any blood relative. e Celia's
brother found her.
Get the Words

1 clearly; 2 mother and father; 3 tolerant;
4 pleased; 5 important; 6 family member;
7 nervously
109
UNIT 6 • PAGE 104 / 105
Quick Check • After identifying specific activities done

• You can allow students to work in class, it might be easier for students to
individually on this page. complete the last column. Give them some
• You can read aloud the instructions for time to reflect on this and note down their
each part of the Quick Check. answer.
Answers could ask them to reflect on the steps
Part 1. 1 b; 2 a; 3 d; 4 a; 5 b; they might follow to improve their
Part 2. a 2; b 5; c 3; d 1; e 4 performance. Have them write their ideas.
Elicit / give some ideas, for example,
• Read more plays and other types of
Self-Assessment scripts in English. • Practice reading
• You might want to remind students dialogues with the correct intention.
of the general aim of the unit which is • Watch short films in English on the
composing dialogues and interventions Internet. • Try other roles when preparing
for a silent short film. Ask the class if they a play to gain different strategies.
believe that can write dialogues to for • You can also have students read the
scenes in English. Explain to students that recommendations at the end of the page,
the statements in the self-assessment box and invite them to go back to the sections
all relate to the overall aim. they found out to be the most challenging
• You can read together with the class all to review content.
the statements in the self-assessment box. • You might want to consider using the
Make sure students are clear on every evaluation instrument on the following
I can statement. page to give students feedback on
• Consider giving examples of information their performance and give them
needed under each column heading. recommendations on how to keep up the
For example, for recognizing the topic, good work and how to improve in areas of
purpose and audience of a silent movie, opportunity.
students worked in activity 1, page 92
and others. Or they might have done
something extra you brought into the
class. Students can work in pairs to
identify one or two examples for each
statement.
110 Silent Movies

This Anecdotal Notes Form can help you identify the main aspects of the achievements and
activities covered in this unit. Consider the formative aspect of evaluation as you fill in the chart.
Student’s name Date:
Expectations:
• Revises silent short films.
• Understands the general sense and main ideas in a silent film or story in pictures.
• Writes lines and dialogues for silent images in script format.
Evidence of student’s performance (related to expectations)
Date: Date: Date:

Notes: Notes: Notes:
Recommendations for next steps:
111
Human Body Systems UNIT 7
SOCIAL LEARNING ENVIRONMENT: Academic and Educational.

COMMUNICATIVE ACTIVITY: Search and selection of information.
SOCIAL PRACTICE OF THE LANGUAGE: Write notes to elaborate human body diagrams.

Recommendations
1. R
evise and • Analyze graphic and textual components. Collect evidence
understand • Establish the relation between illustrations such as:
information and text.
about the • Define topic, purpose, and intended − Descriptions of a
human body audience. system.
systems. • Identify new words. − A system diagram.
− Dialogue based
2. P
ropose • Extend repertoire of words and expressions. on questions and
and answer • Make and answer questions to describe answers.
questions components.
about human • Use demonstrative determiners, verb forms, Final product:
body systems. and adjectives in questions and answers. Notes for a human
3. Write notes • Write sentences to describe components body system
to describe summarizing information from sources. diagram.
human body • Use verb forms and nouns in the writing of
systems. notes. Suggested evaluating
• Organize terms and descriptions in tables. instrument:
• Establish a number of descriptions based on
illustrations. − Checklist.
• Order sentences to compose notes and
relate them to pictures.
4. Edit diagrams • Promote respect and collaboration in school
in teams work.
and with the • Value the use of punctuation marks and
guidance of standard spelling.
the teacher. • Sport and clarify doubts.
• Delete or add information to improve their
notes.
• Adjust language according to purpose and
intended audience.
112
UNIT 7 • PAGE 107
GET GOING
Lead-in
You can direct students to the opening page of Critical Thinking
the module and ask them to read the opening You could organize the class in groups of three. On
question and discuss it in pairs or groups. You can the board, write these questions: Which do you think
have them share ideas with other classmates and is the most important body system? Why? Have
elicit a few answers. students discuss the questions and take note of
You can then introduce the topic of the unit. their answers. You could then ask students to work
with another group and share their opinions. You
might want to help students give reasons for their
Get Going! opinions. Do they agree on the answers?
1. Look at the book page below and mark
(✔) the correct answers.
• If you read the instructions aloud, you can
refer students to the diagram and then
read the statements and the options.
• You can have students look at the Extra Activity
illustration and then read the texts quickly. You could divide the class into five groups and assign
Ask them to work individually. each group a body system. Elicit / give the meaning of
• You can have students choose their the three organs from each system included in the text.
answers. Then check the answers as a Ask students to make an illustration of the system in
class. their notebooks, including and labeling the main organs
mentioned in each description. Ask students to include
Answers the name of the system.
a Organs and Functions; b Biology for
Students
2. Label the organs. Use the words in red

from the text.
• You can organize students in pairs. Ask
them read the text again and find the
terms in each description to label the
organs of the body.
• You can check the answers as a class.
• You can have students notice how some
terms are similar in Spanish, for example,
trachea, carbon dioxide, nerves, digestive
system, etc.
Answers
brain, heart, lungs, stomach, bones
Human Body Systems 113

UNIT 7 • PAGE 108
GET GOING
3. Read the text below and number the
sentences in the correct sequence.
• You can ask students to read the
statements. Elicit / give the meaning of
‘release’ = to discharge, to let go. Ask
students to read the text individually and
then order the sentences in pairs. Check
answers as a class.
Answers
3, 5, 4, 1, 2
Extra Support
You could refer students to the Strategies
Summary on page 185 to get ideas of strategies
for learning academic vocabulary.
4. Read the text again and answer the

questions below.
• Go over the questions. Have students go
back to the text and find the answers. Ask
students to compare their answers. To
check as a class, ask an individual student
to read a question and have another one
answer it. You can do the same with the
rest of the questions.
Answers
a The aorta carries blood full of oxygen
into smaller arteries; b It releases nutrients
and oxygens into the cells.; c Veins carry
waste products away from cells and bring
blood back to the heart; d Blood picks
up oxygen and eliminates waste carbon
dioxide.
Extra Activity
You could organize students in pairs and ask them
to take turns to reading The Circulatory System
aloud to each other. As one student reads, the
other should follow the flow of the blood in the
diagram.
114 Human Body Systems

UNIT 7 • PAGE 109
GET GOING
5. Complete the description of the Digestive Answers
System with the sentences in the list. Student A: 1. In the mouth, when the
Write the correct letter. food is chewed and mixed with saliva;
• You can read with the class the sentences 2. In the stomach; 3. The liver; 4. To the
in the list and then ask students to read long intestine; Student B: 1. Through the
the text on their own. esophagus; 2. The nutrients are absorbed;
• You could make sure students are clear 3. Through the walls of the small intestine;
on what they have to do. Demonstrate by 4. The excess food travels into the long
reading the first sentence in the text and intestine.
eliciting the correct answer.
• If students do not come up with the answer, 7. In your notebook, draw a diagram of the
you could guide them to find the relation Digestive System. Include all the parts
between the word chewed in the first underlined in the text above.
sentence and the word chewing in option b. • You can explain to students that they are
• You can ask students to continue with going to make a diagram in their books of
the task on their own. Set a time limit the digestive system. Encourage students
and then organize students in pairs to to go through the previous pages to
complete their answers. use the diagrams there as a model.
• You might want to check answers as a Alternatively, students might go through
class. Then start reading the text aloud, their Science book to find other models.
make a pause and invite students to read • You can tell students that they have to
the next sentence, then you continue label the parts of the system underlined in
reading, pause and ask another student to the text, but they can add other parts of
continue reading. the system.
• You can direct them to the IT box and
Answers tell them that they may find interesting
b; a; d; c information on websites like the one
recommended. This may be useful in case
6. Work in pairs. Take turns to ask and you decide to set the task as homework
answer the questions below. for the next class.
• You can organize students in pairs:
Student A and Student B. Explain to 8. Work in pairs. Review the diagram you
students that they are going to ask each made in Activity 7. Then choose a human
other questions about the text. Read all body system for your product and make a
the questions as students follow along so diagram of it.
they can check pronunciation. • To start working on the stages of the
• You can have students take turns asking product, you may have students work in
and answering the questions. Set enough the same pairs as in Activity 7. Then ask
time for students to read the questions, them to decide on a human body system
go to the text to find the answer and give so they can make a diagram taking as
the answer to the other student. a model the ones from this unit or from
• Once students finish, you can have a other source.
volunteer read a question aloud and have • You can encourage students to think
another volunteer answer the question. about different ways to make their
• It might be a good idea to tell students diagrams so they can make them
that this activity gives them practice to attractive to the reader.
ask and answer questions about a body
system, which is one of the stages of the
product they will be developing in this
unit.

UNIT 7 • PAGE 110
...language
1. Look at the pair of sentences in the active 2. Use the words on the left to complete the
(a) and passive voice (b). Then check (✓) rule to form the passive voice.
the sentences that are correct. • You can refer students to the table. Read
• You could try to copy the sample the rule aloud together with the class
sentences (a and b) on the board. Have and as you pause your reading, elicit the
volunteers read the sentences aloud, correct answers.
one by one, and have students identify
the information in the sample sentences Answers
and check the correct sentences in their 1 action; 2 passive; 3 present;
notebooks. 4 be; 5 participle
• When students have finished reading
the sentences, you can you can elicit 3. Complete the extract of the Respiratory
the answers as a class. As students give System with the verbs in the box. Use the
their answers, have volunteers come to passive voice.
the board and underline or circle what
each sentence states, e.g. 1 In sentence • You can read the instructions to the class.
a, the verb is in the present simple tense. Then you might review the form of the
Students should underline transport and passive voice. You can ask students to
check the answer as correct. work individually or in pairs and complete
• You can carry on with the rest of the the sentences.
sentences. Clarify any doubt if necessary.
• You can check answers by writing the
Answers gapped text on the board and have
Correct: 1, 2, 3, 4: Incorrect: 5 because volunteers write the answers.
both sentences have the same meaning.
Answers
are protected, is made, are connected
Extra Activity
You could ask students to choose three to five words
from the texts they have read and make drawings in
their notebooks to illustrate them. Alternatively, they
could make the drawings on cards and then display You might want to refer students to the texts on
them in the classroom. pages 107 and 108 to find examples of the passive
voice. Students may copy the sentences in their
notebooks to have them as a reference in the
development of their product.

UNIT 7 • PAGE 111
GET MOVING
1. Read the statements below. • If you read the questions aloud, you
Reflect on what you have learned to could then ask students to reflect on
be prepared to describe human body their answers, and then take notes in
systems. Mark (✔) (✘) the statements. their notebooks. Have students discuss in
• This activity invites students to reflect pairs, and then ask them to join another
on their progress and it can be a great pair of classmates. When students finish
opportunity for you and your students to their discussion, ask them to name a
find out what goals have been met and representative to report to the class what
to identify areas of improvement. You can they have discussed.
is about. Extra Activity
Answers On poster paper, you could have students write a list of
are protected, is made, are connected actions they can take at school to help each other eat
healthy food. It'd be a good idea to paste the poster in
TRACK 20 the classroom so that students can try the actions on a
regular basis!
2. Listen to the first part of a
conversation. Check (✔) the main
topic. • R Page 88 At this point you
• You can direct students to the picture and can invite students to start reading the
ask them to describe what they can see. text that corresponds to this unit in their
Then, direct them to the three options. Reader Book. After exploring the title and
Remind students that the main topic is the initial image with them, ask them to
the most important idea in a text. Play the solve the section "Get Ready to Read" on
audio and have students check the correct page 118 of their student's book. Then,
answer. have them do section "Get into the Text".
Answer
c
TRACK 21
3. Listen to the second part of the

conversation. Match the columns.
• You can go over the sentences with the
class. Play the audio and have students
write the number of the phrase that
completes each answer correctly. Play the
audio a second time and have students
complete or confirm their answers. It'd be
a good idea to check answers as a class
by having students read the complete
sentences.
Answers
a 2; b 3; c 4; d 1
• You can work in pairs. Discuss your

ideas for healthy eating. Take notes in your
notebook.

UNIT 7 • PAGE 112
GET MOVING
4. Look at the diagram. Read the • You can refer students to the organizer on
information and label the yellow boxes in page 113. Tell students they are going to
the graphic organizer on the next page. complete the organizer with information
• You could start by having students keep from the text. Point to the yellow box at
their books closed and then tell them they the top of the organizer and then to the
are going to read a text about the nervous box right below it. Elicit the title of the
system. organizer: The Nervous System.
• On the board, you could write these • You can have students continue reading
words: eyes, brain, nose, heart, nerves, the text and complete the missing
information, intestines. Have students information in the yellow boxes.
predict the words they may find in the • You can ask students to share and
text. Elicit their answers. Do not confirm compare their answers with another pair
them yet, as they will do it when they read of classmates.
the text on their own. • You might want to check information as a
• You can have students open their books class.
to page 112. Have them read the text
quickly and look for the words. Ask how Answers
many words they could find. Note: All the Yellow boxes, First Level: The Nervous
words written on the board are mentioned system; Yellow boxes, Third Level: The
in the text. Central Nervous System (on the left box),
• You can direct students to the diagram The Peripheral Nervous system (on the
and ask them what they can see in the right box); Yellow boxes, Fifth Level:
illustrations: the brain, nerves, the spinal brain, spinal cord (on the left boxes, as
cord. Read the text aloud as students part of the Central Nervous System);
follow along. Then have students read the Somatic Nervous System, Autonomic
text in pairs. Focus their attention on the Nervous System (on the right boxes, as
words in bold. part of the Peripheral Nervous System)
• You could do a quick review of the

work in groups to do the section "Get
Together" on page 118 of their student's
book.

UNIT 7 • PAGE 113
GET MOVING
• You can have students read the text again 5. Work in pairs. Write a dialogue with
individually. This time they should focus on questions and answers about the nervous
the functions and specific characteristics system. Role-play the dialogue.
of the parts of the Nervous System. • You can refer students to the questions in
Remind them that they already included the table on page 109. They may use these
the parts of the nervous system in the questions as a model or they may come
yellow boxes of the organizer. up with new questions.
• You might want to monitor closely so you
Answers can support your students in the process
Brain: weighs 1.3 to 1.4 kg., contains about of writing and answering the questions.
100 billion nerve cells or neurons; Spinal 6-8 questions should be good practice at
cord: about 43 cm long, protected by this stage of development of the product.
the vertebral column, about 70 cm long;
Somatic Nervous System: consists of
sensory nerves, sends information to the
SNC, information comes from the sense
organs, sends information through the
motor nerves to the muscles; Autonomic
Nervous System: functions involuntarily,
regulates functions of internal organs:
heart, stomach, intestines.
• You can have students continue working

in the same pairs. Tell them that they are
going to complete the organizer with the
information from the text on page 112.
• You can try to elicit the parts they are
going to write about to complete the
organizer: brain, somatic nervous system,
and autonomic nervous system.
• To check answers as a class, you could
have a volunteer draw the organizer on
the board and have students complete all
the information.

UNIT 7 • PAGE 114
GET MOVING
6. Work in pairs. Use the information 7. Work in pairs. Revise and order your
in the diagram of the brain to write sentences to write brief notes about the
sentences in your notebook about the brain in your notebook.
general characteristics and functions of • Have students revise their sentences and
the different parts of the brain. write brief notes in their notebooks. Ask
• You could start by directing students them to check punctuation and spelling.
to the diagram. Have them look at the • You could remind students that their
illustration and identify the main parts of sentences should be in the present simple
the brain. Ask how many parts are labeled tense. For this activity, it is advisable
in the illustration: five. to help them form sentences in the
• You can say the names of the parts of passive voice when appropriate, e.g. It
the brain out loud and have students (the cerebellum) coordinates voluntary
notice that the double ll in callosum and movement and balance = Voluntary
cerebellum is pronounced as ‘L’. movement and balance are coordinated
• You can have students read the general by the cerebellum.
characteristics and functions of each part
of the brain and identify the parts in the
illustration. Extra Support
• You can tell students they are going You could tell students they can use a comma
to write sentences / notes with that and the connector and to join sentences. e.g. The
information. Cerebral Cortex is on the surface of the cerebrum,
• You can ask students to cover the lower and it is responsible for complex brain functions.
part of the page. On the board, write
Corpus Callosum…. Ask students to read
the information and to tell you how to 8. Work in pairs. Now it is your turn
form the first sentence. Elicit the answer: to write notes about the diagram of the
The Corpus Callosum is (made up / body system you made in Activity 8,
formed by) a band of fibers. Elicit the page 109.
second sentence: It divides the brain into • For the purpose of working on this stage
two hemispheres. Then have students of the product, students work in pairs
continue writing sentences. Monitor the and prepare notes for the diagrams of the
activity and help when necessary. human body system they chose.
• You can motivate students to be creative
Suggested Answers and think of different ways to present
The Corpus Callosum is (made up / their notes: a chart, a mind map, a list of
formed by) a band of fibers. It divides the sentences, for example.
brain into two hemispheres. It transfers • To support your students in the writing
information between the hemispheres; The of their notes, monitor the activity and
Cerebrum is the biggest part of the brain; provide help when necessary.
The Cerebral Cortex is on the surface of
the cerebrum. It is responsible for complex
brain functions; The Cerebellum is at the
back of the brain. It coordinates voluntary
movement and balance; The Brain Stem
connects the brain with the spinal cord. It
controls automatic functions.

UNIT 7 • PAGE 115
...language
1. Read the sentences. Look at the 2. Classify the words in the box
underlined words. into the table below.
• You can direct students to the sentences • You can direct students to the words in
and focus their attention on the the box and then elicit the part of speech
underlined words. Elicit what part of they are: nouns. Explain that nouns can
speech they are: adjectives. be countable, things that can be counted;
• You could have volunteers read the and uncountable, things that cannot be
sentences aloud. Then write on the counted.
board, the regular form of the underlined • You can go over each noun and elicit what
adjectives: amazing, large, intelligent, type of noun it is. Then have students
short. write the nouns in the correct space in the
• You can explain to students that we use table.
the comparative and superlative forms • You can have volunteers read the
of adjectives when we want to compare descriptions from the table. Explain
something or someone. that we do not use a or an before an
• You might want to refer students to the uncountable noun, e.g. Blood is red.
Language Reference Section on page 180 • You could refer students to the Language
for further explanation on comparative Reference on page 179 for further
and superlative adjectives. explanation and examples of countable
• You can ask students to complete the and uncountable nouns.
sentences with the correct form of the
adjectives. Answers
• You could try to copy the sentences on Countable: artery, lung, nutrients, vein;
the board and have volunteers write the Uncountable: blood, oxygen, water
answers.

Answers 3. Write C (countable) or U (uncountable)
a bigger; b larger; c the largest; next to each noun.
d smallest • You can have students identify the
countable and uncountable nouns. Elicit
answers.
Answers
a U; b C; c U; d U
Poster Activity
You could display image 7 from your teacher’s IMAGE 07
CD. Review the name of the organs by testing

your students’ memory. You could organize
this as a game-like activity. Ask student to look at the
image for one minute and memorize the organs. Stop
projecting the image and then give students another
minute to write all the organs they remember on a
piece of paper. The team with the most words (spelled
correctly) is the winner.

UNIT 7 • PAGE 116
...learning Answers
1. Look at the diagram of the Digestive a. The heart is also important.
System. Find the mistakes in the names of b. Sentences 1, 3, and 4 should be
some organs. Write the correct name on marked (✔).
the lines.
• To start this activity, direct students to the
diagram. Tell them that some organs are 4. Work in pairs. With the help of
labeled incorrectly. Students will probably your teacher, rewrite in your notebook
recognize the incorrect names, as they the paragraph in Activity 3, adding and
have already read about the Digestive deleting information to improve the
System in Activity 5, page 109 and in the notes.
article An Amazing Food Processor in • You can now have students rewrite the
their Reading Book. You can ask students text. Walk around the classroom, helping
to work individually on this task and then students to make the changes. Remind
compare their answers with another students that what they are doing is an
student. Elicit answers as a class. important part of the writing process:
editing; and these changes should
Answers improve a text. To check the answers, you
The label Stomach is pointing to the liver. can have volunteers write the sentences
The label Liver is pointing to the pancreas. on the board until the paragraph is
The label Pancreas is pointing to the completed.
stomach. Answers
The heart is also important should be
2. Find and circle 3 mistakes (2 spelling deleted. Sentence 3 should be included
mistakes and 1 punctuation mistake) in after … are important organs. Next to
the text in Activity 1. Make the corrections sentence 3, sentences 1 and 4 should be
in the text. included. Sentence 2 is not to be included.
• Organize the class in pairs. You can
refer students to the text in the diagram
in Activity 1 to identify the mistakes. 5. Work in pairs. Now it is your
Students could use the editing marks they turn to review the notes you have written
learn in Unit 2 to mark the mistakes: Circle for the diagram of the human body
the words incorrectly spelled and the system you chose in Activity 8, page 109.
incorrect or missing punctuation marks. Consider all the activities in this page,
You can copy the text on the board and and with the help of your teacher, make
have volunteers mark the mistakes and the necessary changes to improve the
write the correct words and punctuation diagram.
mark. • You can organize students in their teams
Answers to edit their diagrams. Encourage them
Spelling mistakes: mauth = mouth, foot = to check all the information they have,
food. Punctuation: The question mark at including the illustrations. Monitor the
the end should be replaced by a period. activity and provide help when necessary.
3. Read the second paragraph of the text

and follow the instructions below.
• You can read the paragraph aloud and
have students follow along. Then ask
students to work in pairs and answer
statements a and b. Allow enough time so
that students can identify the unnecessary
and the missing information.

UNIT 7 • PAGE 117
GET AHEAD
1. Preparing
• You can allow students to work in pairs. • After each team’s presentation, you
Read the instructions aloud: can have the class ask the questions about
Go back to the pages of this unit to the information and the graphic resources
review the activities you have done to their classmates presented.
make a human body system diagram. Talk • As students present, you might want to
to your teacher if you need help to clarify take notes so you can give constructive
the information you have. feedback at the end. Use phrases
• You could ask students to focus on like: I noticed… Your diagram was
the activities they have worked on the well organized! You included relevant
different stages in the unit. You can information about the system! Your notes
explain to students that they can go back were clear and well written! Your graphic
to the activities listed in the table. Allow resources were useful to understand the
time for teams to review the notes and information!
illustrations of their diagrams, and to
get organized before they present their
diagrams to their classmates. 3. Reflecting on my Progress
• You might organize the class in pairs. • You can read the information together
Allowing students to explore the activities with the class to make sure everyone
in pairs and inviting them to discuss all understands the task and its objectives.
the activities they carried out is a great Students will probably need a few minutes
way to invite deeper reflection on their to complete the activity. You might
achievements in this unit. consider a good idea to walk around the
classroom to monitor the activity and
2. Presenting take notes on how the students perceive
• You can organize the order of the how they are doing, so that you can plan
presentations. remedial activities.
• You can let students know in advance • You can have students go back to the
about the body systems that will be texts of the unit and the text An Amazing
presented, so they can prepare a few Food Processor in their Reading Book and
questions to ask their classmates. have them identify sentences in the active
and passive voices. Students might also
create a diagram using modeling clay or
if the resources are available, they might
make a diagram using a computer and
project it in class.

UNIT 7 • PAGE 118
reading CORNER
Get Ready to Read!
• Before students start reading the Get Together
article An Amazing Word Processor,
you might have them work in pairs to • You can organize students in
complete the information in the table. groups of three or four to create a
You might have students work with other diagram of the digestive process. They
students to compare all their answers. could add notes to the diagram in
different formats: a mind map, a chart,
Get into the Text! a list of sentences. Then you can have
• You can have students go through the students share their diagrams and vote on
pages of the text looking for the specific the best diagram.
information that answer their questions or
what they would like to know.
• You can organize students in small groups
to discuss the answers to the questions.
• You can have students working
individually on this task and them
compare their answers with a classmate.
Suggested Answers for task 2

1. Food enters the mouth, 2. Food is
chewed, 3. Food is swallowed, 4. Food
enters the stomach, 5. Food enters the
small intestine, Food enters the large
intestine.
Reader
Answer key
Get the Main Idea

Sentences 1 and 3
Get the Details

1. It has to break down the food into smaller molecules that it can process. 2. The liver,
the gall bladder, and the pancreas. 3. To move and mix the food, and to push the food
toward the back of the throat. 4. A few seconds. 5. To mix and mash together all the
small balls of food that came down the esophagus and makes them into smaller pieces.
6. It is broken down more so that the body can absorb all the vitamins, minerals, proteins
and carbohydrates. 7. water and some minerals.
Get the Words

1. (to) perform, 2. amount, 3. stage, 4. sack, 5. (to) squeeze, 6. molecule, 7. harmful, 8. (to)
remove.
124
UNIT 7 • PAGE 119 / 120
Quick Check
• You can let students work individually on
this page.
• You can read the instructions aloud for
Answers
Part 1: liver, large intestine, small intestine,
rectum.
Part 2: a ✔a blood; b ✔ a nutrients;
c ✔ an air
Part 3: a best; b faster; c the most
intensive
Self-Assessment
• Together with the class, you can read all
the statements in the self-assessment box.
Make sure students are clear on every
I can statement.
can ask them to reflect on the steps
performance. Have them write their
ideas. Elicit / give some ideas, for
example, • Revise the steps to select
information • Follow specific steps to plan
your presentation. • Learn appropriate
language for presentations. • Use visual
aids effectively.

UNIT 7
This Checklist can help you identify the main aspects of the achievements and activities covered
in this unit. Consider the formative aspect of evaluation as you fill in the chart. You might want
to keep this instrument as evidence of your students’ learning.
improvement
Needs
Yes
No
Revise and understand information about the human body
systems.
Analyzes graphic and textual components.
Establishes the relation between illustrations and text.
Defines topic, purpose, and intended audience.
Identifies new words.
Propose and answer questions about human body systems.
Extends repertoires of words and expressions.

Makes and answers questions to describe components.
Uses demonstrative determiners, verb forms, and adjectives in
questions and answers.
Reflects and acts for their own and others’ physical benefit.
Write notes to describe human body systems.

Writes and / or rewrites sentences to describe components,
summarizing information from sources.
Uses verb forms and nouns in the writing of notes.
Organizes terms and descriptions in tables.
Establishes a number of descriptions based on illustrations.
Orders sentences to compose notes and relate them to pictures.
Edit diagrams in teams and with the guidance of the teacher.

Promotes respect and collaboration in school work.
Deletes or adds information to improve their notes.
Adjusts language according to purpose and indented audience.
126
UNIT 7 • PAGE 121 / 122
Review Units 4-7

Speaking Writing
• You can read the instructions together • You can read the instructions together
with the whole class. Once students are with the whole class. Once students are
organized, ask them to go back to Unit 4 organized, ask them to go back to Unit 5
and review all the activities they carried and review all the activities they carried
out as well as the notes they took in their out as well as the notes they took in their
notebooks. notebooks.
• You can ask students to follow the • You can ask students to follow the
instructions and explain to them that you instructions and explain to them that you
will be taking notes of how the activity is will be taking notes of how the activity is
progressing. Explain briefly the aspects progressing. Explain briefly the aspects
you will be observing. you will be observing.
• You may use the scale template on page • You may yse the scale template on page
128 to evaluate your students. You might 129 to evaluate your students. You might
get a photocopy for each student so you get a photocopy for each student so you
can keep it as evidence of their learning. can keep it as evidence of their learning.
• You should consider the size of your class • You should consider the size of your class
to organize the evaluation of speaking to organize the evaluation of writing
activities. activities.
• Please bear in mind that the evaluation of • Please bear in mind that the evaluation of
grammar and vocabulary should mainly grammar and vocabulary should mainly
include the linguistic aspects covered in include the linguistic aspects covered in
the unit where the topic was covered. the unit where the topic was covered.
Part 1 Part 5 Part 7
1 b a nervous a A
2 b b amazingly b A
3 c c wonderful c P
4 c d quiet d A
e P
Part 3 Part 6
a will store Circulatory: arteries, heart, veins
b are going to sell Digestive: esophagus, large intestine, stomach,
c will live Nervous: brain, nerves, spinal cord
d am going to move Respiratory: lungs, nose, trachea
Skeletal: bones, ligaments, tendons
127
Review Units 4-7
Name of student:
Date: Unit:
Very Not
good Good
so bad


Pronunciation

Communication

difficulty.
128
Review Units 4-7
Name of student:
Date: Unit:

T
1

T
2
129
UNIT 7 • PAGE 124
Term test 2
Answer key
Part 1
1. it's not my thing.
2. I can't stand it
3. I'm not a big fan.
Part 2
1 c
2 b
Part 3
Answer will vary but they should be written
using will
130
UNIT 7 • PAGE 125
Part 4
1 b
2 c
3 d
4 a
Part 5
a The muscular and the skeletal systems.
b Voluntary and involuntary.
c The Nervous System.
131
Comic Strips UNIT 8

COMMUNICATIVE ACTIVITY: Understanding oneself and others.
SOCIAL PRACTICE OF THE LANGUAGE: Read comics to discuss cultural expressions.

Recommendations
1. S
elect and • Identify topic, purpose and intended Collect evidence
revise comic audience. such as:
strips in • Recognize graphic and contextual
English. components. − Notes with ideas
• Identify textual organization. and beliefs
• Recognize author(s). expressed in in a
• Activate previous knowledge. comic strip.
− Comparative chart.
2. Interpret • Analyze the function of comic panels, speech
content in bubbles, sound effects/onomatopoeias, etc. Final product:
comic strips. • Use different comprehension strategies (e.g. Discussion.
making questions about the content of the
text, anticipate what follows, identifying Suggested evaluating
explicit and implicit information, etc.). instrument:
• Recognize behavior and values expressed in
texts and comic panels. − Self Evaluation and
• Identify and share reactions (ideas and Peer Evaluation
beliefs) to a text. Card.
• Compare own ideas and beliefs with those
represented in comic panels and texts.
• Value cultural diversity.
3. Exchange • Recognize ideas and take a stand.
opinions • Defend own ideas with arguments based on
about cultural evidence
expressions in • Question stands based on common sense
a discussion. opinions
• Express points of view and acknowledge the
interlocutor’s answer
• Make preferences explicit
• Use examples to clarify confusion
• Make questions based on what the
interlocutor said
132
UNIT 8 • PAGE 127
GET GOING
Lead-in • R Page 127 At this point you
You can direct students to the opening page of can invite students to start reading the
the module and ask them to read the opening text that corresponds to this unit in their
question and discuss it in pairs or groups. You can Reader Book. After exploring the title and
have them share ideas with other classmates and the initial image with them, ask them to
elicit a few answers. solve the section "Get Ready to Read" on
You can then introduce the topic of the unit. page 138 of their student's book. They can
do this working in pairs.
3. Read the comic strip and mark (✔ ) the
Get Going! correct summary of the story.
1. Look at the covers and choose the best • You can have the students read the comic
option. in silence and individually, and then ask
• You can start by having students look at them what the intention of the author is.
the pictures and then ask: Do they look Ask: Is he trying to be serious or funny?
familiar? Why?/Why not? Elicit a few (funny) How do you know? (the type of
answers. drawings, what happens at the end).
• You can read the instructions and the • You can read the two summaries aloud
options to the class. Elicit the correct answer. for your students. Clarify vocabulary if
necessary.
Answer • You can give students time to choose
1c the correct summary and compare their
answers with a classmate.
• You might want to check answers as a class.
• You can discuss with the class the topic of
each of the comic books. Answer
1
2. Analyze the covers and choose the comic
that is more likely to be about... • You can have students tell you what
• You can ask students to individually elements in the comic strip lead them
analyze the pictures, read the question choose their answer.
and choose the correct answer.
• You can have them compare their answers
in groups and then check as a class.
Answers
1 a; 2 c; 3 b
Comic Strips 133

UNIT 8 • PAGE 128
GET GOING
4. Write the letter(s) of the panel(s) in the • Note: April 1st is a day celebrated in
comic strip that show(s)... different western countries where
• You can have a volunteer student read the jokes and pranks are played on people.
instructions and the options for the rest of The origin of the tradition seems to
the class. be unknown. Although this is not an
• You can organize the class into pairs and official holiday, people in the media may
have them complete the activity. participate by publishing strange or
• You might want to check answers as a class. unusual pieces of news. This is interesting
cultural information you can share with
Answers students and invite them to learn more
1 f; 2 e; 3 h; 4 a, b, c, d; 5 a, b, g about it.
• You can have students complete the
5. Mark (✔) the topics that are mentioned or activity in pairs and then check answers
that can be seen in the comic strip. as a class asking volunteer students to
• You could explain to students that all texts explain what information in the comic
carry more than just a simple message, strip helped them choose each option.
there is normally cultural information
contained, because authors are people Answers
and all of us are influenced by the culture 1, 2, 4 (information that supports the
around us. answers is: 1 The dialogue in panel g
• You can read the options aloud to the referring to April Fool’s Day, 2 Friends have
class and have them notice the values or presents in panels f and g, 4 We can see
cultural information that can be part of a Ducky cleaning his house in panels (a-d).
text. Ask if they know about April Fool’s
Day. Elicit answers.
134 Comic Strips

UNIT 8 • PAGE 129
GET GOING
7. Look at the comic strip again. 9. Mark (✔ ) the values the comic illustrates.
Work in small groups and discuss: Why • You can write the words value and topic
is Ducky waiting for his friends? What do on the board and ask students to give you
you think happened before panel a? What a definition for each (values are principles
do you think happens after panel h? or standards of behavior, a topic is the
• You can divide the class into groups theme or the subject of a text).
of four or five and have them read the • As students already talked about the
instructions together and discuss the topics in the comic, you can tell them that
questions. now they will have to identify the values
• You can have groups brainstorm ideas, illustrated in the comic.
creating phrases or dialogues that could • You can have students complete the
be said before and after the story. activity individually. Ask them to compare
• You can tell them to take notes of their in pairs and then check answers as a class.
ideas in their notebooks as they will need
this for Activity 8. Answers
8. Use your ideas in Activity 7 to draw two 1, 2, 4
panels for the comic on page 128. Use
speech bubbles for dialogues if you need
to. • You can have students write notes
• You can tell students to work individually in their notebook. You can tell them their
for this task and use the ideas they got in notes should explain why the writer is
Activity 7 to draw the panels. showing that particular value. For this,
• If students don't feel confident drawing, you can guide the class to write together
you could suggest using stick figures. On a first example along what you all think,
the board, show a few easy examples of something like: I think the comic promotes
stick figure ducks for them to use as a spending holidays with friends because
model. at the end, the other two birds go to
someone else’s place, not to their family.
• You can have students work
in teams of four or five to share their
drawings and talk about why they think
the beginning and ending they chose is
possible.
Comic Strips 135

UNIT 8 • PAGE 130
...language to reach that conclusion? Which countries
or cultures celebrate Christmas?
1. Match the following speech bubbles with • You can divide the class into groups of
their function. four or five. Read the instructions aloud
• With their books closed, you can ask for them and tell them to look for clues
students if they know what a speech in the text to find out the information
bubble is (the space in a comic used to to answer the first two questions. Tell
write what the character is saying). them that by discussing which countries
• You can ask a volunteer student to draw celebrate Christmas in a similar manner as
one speech bubble on the board that says it is illustrated they can infer the answer to
“Thank you!” Then ask the class, what if the second question.
my character is suffering and is expressing • You might want to check answers as a class.
pain? What does my character say? Elicit
a sound for pain in English (Argh!) Have Possible answers
another volunteer write the sound on a Students may be able to recognize that
speech bubble asking them if the shape the of the author does not sound British
of the bubble would be the same or or from the Americas. Besides his name,
different. we know that because he mentions April
• You can ask students to open their books Fool’s Day and Christmas, one can come
to page 130. Read the instructions with to the conclusion that he is from a western
the class and have students complete the country. He is actually from Poland.
activity individually.
• You might wanto to check answers as a Note: Culture can be defined as a way to
class. see the world or understand reality. The
• You could try tolose this activity by asking way we talk to others, the way we greet
volunteers to write other expressions or people, carries cultural information. In the
sounds they may have seen in comics in same way, writers reflect their cultural
English or give them a few examples (like knowledge and values when they write.
sigh! for relief or resignation, Pow! for a Readers should be aware that they
blow or punch, Boom! for an explosion, will not always share the same cultural
or zoom! for someone or something who background as the writer. When reading
goes fast). comic books (or any text) readers should
be aware of cultural content and adopt a
Answers critical perspective. This can translate as:
1 b; 2 e; 3 a; 4 c; 5 d we should prepare students to recognize
the cultural information in texts and
understand it, before they judge.
• After students have discussed their

Poster Activity answers, you can direct their attention to
You oucld display image 8 from the CD and ask IMAGE 08 the Culture Stop box and remind them
students to work in pairs to decide what each speech that most texts carry cultural information.
bubble should say. You could organize class feedback so
that teams can share their ideas with the whole class. • At this point you might want to
make sure your students have read the
...culture
story in their Reader Book. Ask students
to solve the section "Get into the Text" on
page 138 of their student's book. They can
1. Read the comic strip on page 128 do this individually and compare answers
again and discuss in small groups: Where in small groups. With that group, they can
do you think the author is from? What continue to discusss the topics suggested
information in the comic gives you clues in the section"Get Together".
136 Comic Strips

UNIT 8 • PAGE 131
GET MOVING
1. Read the following comic strip and
answer the questions.
• You can ask students to read the comic in Critical Thinking
silence. You could highlight the fact that the phrase “Mi casa es
• You can ask the class: What was the tu casa” does not have a literal translation in English
intention of the author? Was he/she trying as it is a cultural expression. Invite students to think of
to be funny, serious, or dramatic? (funny) other similar phrases, these will normally be sayings
Ask them if they found the comic funny or or popular wisdom like “En boca cerrada no entran
not and why. moscas”. Tell students that there are also sayings in
• You can have students answer the English that cannot be translated literally. You cold
questions in this activity individually and ask students: Where and how could we learn about
then compare in pairs. expressions like this in English? Allow students to
• You might want to check answers as a class. think as a group and guide them towards discovering
. that, besides their English class, there are books and
Answers online material where they can learn phrases like that.
1 they are probably friends;
2 Xolo’s; 3 He was trying to be friendly;
4 He took the phrase literally
TRACK 22
2. Listen to two friends talking about

the comic strip. Circle the correct
answer.
• With their books closed, ou could tell
students they will hear a conversation,
they have to tell you how many speakers
there are and if they are men or women.
• You can play the first few lines of the
audio and elicit answers. (Two friends, a
boy and a girl).
• You can tell students to open their
books and read the instructions and the
questions in silence.
• You can play the audio once for students
to answer individually. Play the audio once
more if necessary. Have them compare
answers with a classmate and then check
answers as a class.
Answers
1 a; 2 b; 3 b; 4 c; 5 c; 6 a
Comic Strips 137

UNIT 8 • PAGE 132
GET MOVING
3. Read the dialogue and write the
highlighted phrases in the correct column. • You can tell students to check the
• You can give students a couple of minutes Language Reference on page 180 for
to read the dialogue in silence. further ideas.
• You can have two volunteers read the • Direct students’ attention to the last
dialogue aloud for the class, as if they phrase in the dialogue (Let’s agree to
were acting it. disagree). Ask them what they think it
• You might want to direct students’ means. Accept all ideas at this point.
attention to the highlighted phrases and • You can ask a volunteer student to read
ask what they have in common (most of the information in the Get Smarter! box
them are phrases to express opinions). and tell the rest of the class to listen and
• You can read the titles of the boxes below check if their ideas for the meaning of the
for the class. phrase Let’s agree to disagree was correct.
• You can divide the class into pairs and • You could explain to students that
ask them to organize the phrases in the discussions are a very good way to
correct space. exchange ideas and learn from others, but
• Yo can have pairs compare their answers that discussing a subject or reaching an
with others. agreement doesn’t always mean you have
• You could try to copy the table on the to adopt someone else’s ideas.
board and ask volunteer students to read
the first phrase (It’s so funny!) to you. As • Work with a classmate, practice
they read it to you, write it in the correct reading the dialogue together. Change
space. Ask students to check if they wrote roles.
this phrase in the correct space. • You can have students take turns to role
• You could continue in the same manner play the dialogue, encourage them to use
until they have read to you all the phrases. the correct intonation while doing it.
.
Answers
Expressing an opinion: It’s so funny! The
dogs are cool!; Explaining and opinion:
That’s why I think, What I mean is;
Disagreeing: I don’t agree with you, I don’t
believe; Asking for explanations: Why?,
Do you mean…?
138 Comic Strips

UNIT 8 • PAGE 133
GET MOVING
4. Read the comic on page 131 again and
finish the sentences with your opinion. Poster Activity
Use the words from the box to give your You could use image 8 from the CD. Ask IMAGE 08
ideas. students to work in groups to take noteson
• You could start by reading the adjectives their opinions on the comic (encourage them to
in the two boxes with students making consider illustrations and content) and then have a short
sure they understand the meaning. Ask discussion in teams of three to practice expressions to
questions to check the concept like: What agree or disagree that they have seen so far.
is the name of a clever famous person?
What is the opposite of boring? What is 5. Think about the work you have done so far
another word for silly? etc. in this unit and finish the sentences below.
• You can tell the class that these adjectives • This activity invites students to reflect
can help them express their opinions on their progress and it can be a great
about a comic and its illustrations. Elicit opportunity for you and your students to
from the class other possible adjectives find out what goals have been met and
they can use and write them on the board to identify areas of improvement. You can
(e.g. innovative, unusual, dark, sad, original, read instructions with the class to make
well/badly written, different, etc.) sure everyone understands what the task
• You can ask students to read the comic is about.
again and then complete the sentences • If you decide to give examples, you can
individually. write on the board simple alternatives to
guide them like:
Answers 1 I now understand…cultural information
Answers will vary. on readers, the main idea in a comic,
etc. 2 Understanding comic strips or
panels is…fun, easy, difficult, impossible,
• Work in small groups. Express and etc. 3 Recognizing values and cultural
explain your opinion. Listen to others and information in comics is… fun, easy,
agree, disagree with what they say. Ask difficult, impossible, etc. 4 Expressing
for explanations or clarification of ideas. my opinions about comics is… fun, easy,
• You can divide the class into groups of difficult, impossible, etc.
four and ask them to share their opinions. • It is advisable to encourage the class to go
Ask students to be prepared to ask their back to the activities that have completed
classmates questions about their opinions. so far so that they can identify the best
Encourage the use of phrases from the way to complete the sentences.
table in Activity 3 page 132. · You might consider a good idea to
• Whether your students are using the the activity and take notes on how the
comic from their Reader Book or another students perceive they are doing, so
option, this would be a good point to that you can plan remedial activities like
ask them to reflect on its contents and reading more outside the class or finding
prepare a list with notes on their opinions. simpler texts for them.
This can be an individual task or an
activity in pairs eher they negotiate their Extra Activity
joint opinion. You could invite students to work in groups and "rewrite"
the comic. Tell then to imagine the situation now is two
foreigners with a person with your community ordering
food at a local restaurant / food stand. What questions
from the vendor would be confusing for foreigners and
very normal for locals? Would the situation be funny too?
Yu could have students draw a draft of the new version of
the comic and share it with the class.
Comic Strips 139

UNIT 8 • PAGE 134
GET MOVING
6. Analyze the cultural information • Prepare a list with notes on the ideas
in the comic panel in Activity 5. Write and beliefs contained in the comic of
your opinion about the ideas in the first your Reader Book (page 101).
column.• • If there are comics in English available
You could start by writing the word to your students, you can ask them
Stereotype on the board and elicit a to choose one in groups, bring it to
definition from students. You could the classroom and work with it for the
explain that stereotypes are pre- portfolio activities (and the Get Ahead!
conceived ideas that usually have little or Lesson). If this is not the case, use the
no justification. Tell them to be prepared comic in your Reader to have groups write
to explore stereotypes when they discuss the notes as indicated in the instruction.
the following comic panels. Invite students to review the content
• You can read the information in the table before they write questions for others.
and ask students if the comic panel shows
the ideas listed in the first column and 7. Read the comic panel. Then answer the
how the comic shows this. (e. g. There is questions.
a boy who says "Welcome to America" • Pre-teaching words on options
so they are in the US. The place in the for a sandwich can help for better
cartoon looks like a fast food place, and understanding of the comic. Ask students,
those are common in the US). if I want to eat a sandwich, what is the
• You can ask students if they believe this difference between having it warm or
is true and why. Accept all answers at this toasted? What types of bread do you
point and tell them to write what they know? What vegetables can I use? Is
believe under the column “My opinion”. ham always the same? As they give you
• You can have students finish this part. different answers for these questions
make sure they understand the words
• Work in pairs and complete the warm, toasted, wheat, wholegrain, brown
second column of the table with your bread, pickles, onions, and lean ham.
classmate’s ideas. Ask about reasons for Consider asking students to read the
the answers. comic individually and just watch their
• Once students finish completing the reaction. After they have read ask
information, ask them to work with a about that reaction: Were you amused?
Confused? Entertained? Elicit some
answers and then give students time to
answer the questions...
Critical Thinking • Have students compare answers in pairs
You could ask students to reflect on the stereotypes and conduct a class discussion on how
people believe in. Ask: What do you know about people funny the cartoon is.
from other countries? How do you know that? How • Ask students if they could find a place
good/bad is it to generalize about others? Accept all like the one in the picture near where
answers and guide them to realize that we have to be they live. Ask: How similar or different is
very critical about pre-conceived ideas. the situation in the picture to something
weÜan experience?
• Working in pairs, students can discuss the
classmate and hold a discussion following questions in the Activity. You can also
the instructions. have a class discussion for this.
• As they listen to each other, students • Compare answers in small groups. Discuss
could fill in the third column of the table the reasons for the differeces.
with their classmate’s opinion
Answers
Answers will vary
140 Comic Strips

UNIT 8 • PAGE 135
...language ...self
1. Mark (✔) the phrases that show the
person is interested in the opinion of the 7. Work in small groups. In your
other. notebooks, brainstorm and write a list of
• You can direct students’ attention to the questions you can ask each other when
Get Smarter! box on the side. Read the discussing ideas in comic strips.
information aloud for the class. Ask for an • You can direct students’ attention to the
example of a question that shows you are speech bubbles at the bottom of the
interested in what someone else is saying. page and ask: What are these questions
• You can read the instructions for the for? (To know more about someone else’s
activity with the class and ask them to ideas) Guide them to notice that by asking
complete it individually. questions like these, a discussion can
• Yu can have students compare their become more interesting.
answers in pairs and then check as a class. • You can have students copy these questions
• You might want to make sure that in their notebook and work with a classmate
students understand that it is not wrong to add more questions to the list.
to express your opinion as in options c
and d, but that these two options could
end a discussion or make it difficult to
continue if they are not used carefully.
Answers
a; b; e
• Choose one of the comic strips from

the unit and practice the expressions
with a classmate.
• You can ask students to work with a
classmate and hold a discussion following
the instructions.
Comic Strips 141

UNIT 8 • PAGE 136
...being together ...learning
1. Match the tips for group discussion with 1. Look at some useful strategies for reading
what a student might say in options a-e. a comic strip. Write the number of the
• You can tell students that there are ideas page and activity in which you used
to make discussions productive and fair, them.
like the ones listed in 1-5. Read the tips • You can tell students that so far in their
aloud for the class. book they have used different reading
• You can tell students to imagine a strategies. Elicit a couple of reading
student that wants to follow these ideas. strategies they have used so far (thy
Ask: What does this person tell his/her might mention “predicting content” or
classmates? “analyzing title”). Accept all ideas.
• You can have volunteers read options a-e • You could try to go over the strategies in
aloud, and ask learners to complete the the box clarifying vocabulary if necessary.
activity individually • You can divide the class into teams of
three and have them find at least two
• Compare answers with a classmate. examples for each strategy.
Discuss: How do these tips help a group
discussion be effective? Possible answers
• You can divide the class into pairs and ask 1 Act 1 page 127, Act. 4 page 128, Act. 5
them to compare answers and discuss the page 133; 2 Act 4 page 127, Act 1 page 131,
question. You might wat to check answers Act. 5 page 133; 3 Act 6 and Act 7 page
as a class. 129; 4 Act 5 page 128, Act 8 page129, Act 1
page 131 .
Answers
1 c; 2 e; 3 d; 4 a; 5 b
• You can ask students: Are these good

tips? Why? Accept all answers and then
tell them the tips are written with the
intention to make a discussion productive
and fair.
• You can ask students if they have ever
participated in online discussions. If they
have, encourage them to share their
experience. Ask: Are the discussions
productive? What happens when someone
is rude or inappropriate? If they haven’t
experienced this, describe what an online
discussion is like and/ or compare them to
chat discussions on smartphones.
• You can read with them the information in
the IT Stop box and elicit a few ideas for
the question there.
• You could suggest to students to review
the online discussion rules in the Digital
Skills Summary at the back of their book
(page 186).
142 Comic Strips

UNIT 8 • PAGE 137
GET AHEAD
1. Preparing 2. Presenting
• You can start by having students work in
groups of 4 or 5. Read the instructions in • Ask groups to get together and
this section. together with the class. hold a discussion on the ideas about the
• If students conducted research and found comic they read.
another comic to talk about, they should • You might want to remind students
use their ideas in this part. Ideally, they to take notes of their agreements and
would have the comic at hand so that you disagreements as the conversation
and all the members in the group can look progresses.
at it to clarify or demonstrate a point. If • It is advisable to monitor the discussion
this is not the case, students can use the and take notes on students’ performance
information they have developed in the (individual and in groups). Consider the
portfolio activities using the comic Knights formative aspect of feedback and, at the
and Dragons from their Reader Book. end of discussions you can report to the
• You can tell students that this project is class something like: Group [1] made sure
about conducting a discussion, so rules everyone participated by… A very effective
have to be clear. question I heard from group [2] was… etc.
• It'd be good idea to encourage them
to decide on the rules everyone has to • Groups may share some of the
follow. notes they took with the rest of the class.
• Students decide who moderates the NOTE: The evaluation instrument for this
discussion and the role this person will unit can be used here.
play: making sure everyone participates,
interrupting long interventions politely
and helping the group moving on to a 3. Reflecting on my Progress
different point after some time.
• Students might also decide on • The aim of this section is for students to
the maximum time for continuous reflect on the product they have created
participation, to make sure everyone will and to gain awareness of the work
have time to speak and share ideas. throughout the unit that has brought
them to this point.
• You can read the information with the
the activity. Monitoring would help here to
their own progress is.
progress.
Comic Strips 143

UNIT 8 • PAGE 138
reading CORNER
Get Ready to Read!
• Before students start reading the
comic story Knights and Dragons: Legends
in their Reader, you can have them work in
Reader
groups to discuss the questions. Answer key
• You could conduct class feedback to give
a few students an opportunity to share Get the Main Idea
their opinions with the whole class. Ask 1. His name (Fredo, or Alfredo) and his
the class: Does someone in your group like level of experience in the game (not
a different/unusual/original type of comic? much).
2. Answers will vary
Get into the Text!
• You can tell students to read the comic Get the Details
and take notes on different parts as 1 b; 2 a; 3 c; 4 a
required in the table.
• Once they have finished reading and their Get the Words
table is completed, you can tell them to 1 a; 2 b; 3 c
work in groups of 4 or 5 to discuss the
information they wrote.
• You might want to encourage them to
conduct a discussion following the tips
and rules they have seen in this unit.
Get Together
• You can have students work in groups
to decide on the order of the different
elements.
• You can divide the board into as many
sections as groups you have and have
each group write the elements in the
order they decided in one of the spaces.
• You can conduct a class discussion giving
each team an opportunity to explain their
ideas and inviting individual students to
ask questions about decisions to other
students/groups.
144
UNIT 8 • PAGE 139 / 140
Quick Check I need more work to get it = I can’t do

• You can have students work individually this, or I find this very difficult to do.
on this page. • To promote students’ autonomy, you
• You can read aloud the instructions for imght want to ask them to reflect on the
each part of the Quick Check. steps they might follow to improve their
performance. Have them write their ideas.
Answers Elicit / give some ideas, for example, •
Part 1: 1 c; 2 a; 3 d; 4 b Read more comics in English. • Having
Part 2: 1 thought bubble; 2 character; discussion in English more often. • Trying
3 speech bubble; 4 sound, 5 panel online discussions on topics I like. • Pay
more attention to cultural content.
Self-Assessment • You can have students read the

recommendations at the end of the page,
• You might want to remind students of the and invite them to go back to the sections
general aim of the unit which is reading they found out to be the most challenging
comics to discuss cultural information. to review content.
Ask the class if they believe that can read
comics in English and understand some of • Consider using the evaluation instrument
the cultural content they contain. Explain on the following page to give students
to students that the statements in the self- feedback on their performance and give
assessment box all relate to the overall them recommendations on how to keep
aim. up the good work and how to improve in
areas of opportunity.
• You can ead together with the class all the
statements in the self-assessment box.
I can statement.

heading:
sometimes I have some problems to do it.
Comic Strips 145

Activity:
Use this Self-evaluation and Peer Evaluation card to identify if the achievements of this unit
have been covered. Fill in this page after a group discussion and give it to your teacher.
Write the names of the members of your group in the numbered boxes. Grade your
performance according to the scale in the first column. Then grade the performance of your
classmates.
Scale: 4 Outstanding 3 Good 2 Acceptable 1 Needs work
Student 2
Student 3
Student 4
Student 1
Me
1 I can understand main ideas in the comic.
2 I can recognize and understand visual

elements in the comic.
3 I can recognize cultural information in a

comic.
4 I can share opinions on the content of a

comic.
5 I can listen to others express their opinions.
6 I can invite others to participate by asking

questions.
146
UNIT 9 Making a Presentation
SOCIAL LEARNING ENVIRONMENT: Academic and Educational
COMMUNICATIVE ACTIVITY: Exchanges associated with specific purposes.
SOCIAL PRACTICE OF THE LANGUAGE: Present information about linguistic diversity.

Recommendations
1. Select • Form questions to guide their search for Collect evidence
information. information. such as:
• Define criteria to select sources for
information. − Investigation
• Evaluate the function of textual components. questions.
• Locate information that helps with − Criteria to select
responding to questions. information.
• Use strategies to find information. − Notes with
information that
2. Read • Define purposes for reading. responds to
information. • Relate previous knowledge to the text. questions.
• Detect frequently used words to anticipate − Graphic Support
general sense.
• Use reading strategies. Final product:
3. Rehearse • Prepare notes and graphic resources that Oral presentation.
giving a support their presentation.
presentation. • Classify and compare prosodic resources Suggested evaluating
(e.g. volume, rhythm, clarity). instrument:
• Define language register.
• Revise and practice non-verbal language. − Evaluation Rubric.
4. G
iving a • Make explicit references to the topic and
presentation. questions of the investigation.
• Combine oral interaction with graphic
resources and the use of notes to aid their
memory.
• Use expressions to bring up a topic.
• Summarize or extend information to clarify
ideas.
• Invite the audience to formulate questions or
make comments.
• Confirm or clarify ideas.
• Consolidate their strengths in the use of
English.
147
UNIT 9 • PAGE 142
GET GOING
Lead-in Extra Support
You can direct students to the opening page of the Before doing the listening activity, you could copy
module and ask them to read the opening question and the two questions on the board. Underline Where
discuss it in pairs or groups. You can have them share and Who. You could elicit from students what these
ideas with other classmates and elicit a few answers. question words refer to: Where = a place, Who = a
You can then introduce the topic of the unit. person or people.
1. Look at these pictures. In pairs,

discuss: 3. TRACK 23 Listen again and number the
• You can read the instructions and the steps to do research in the correct
questions aloud. Have students look at the sequence.
pictures and then discuss the questions in • You can have a volunteer read the
pairs. Elicit students’ answers. instructions aloud. Elicit / give a synonym
for research = investigation.
Possible Answers
They are reading / looking for information. • You can go over the four steps. Play
Students are in the school / at the library / the audio, pausing after each piece of
in the computer lab. information to give time to students to
write the answers. Play the audio a second
TRACK 23 time for students to confirm or complete
their answers. Then ask students to
2. Listen to a conversation. Answer compare their answers in pairs, and check
the questions. as a class.
• As this listening task is aimed at having
students identify the general idea of the Answers
conversation, you can ask them to pay a 1; b 3; c 2; d 4
attention to the speaker’s intonation, so
that they can identify key words. 4. Match the columns to complete the
• You can read the instructions and definitions.
questions aloud. Tell students they will • You can direct students to the information
listen to the audio, focusing only on in the columns. Have them match the
identifying the information that answers information in pairs. Then check the
the two questions. Play the audio once. answers as a class. Make sure students
Have students write their answers and are clear on the meaning of narrowing the
then compare them with a classmate. topic = set limits on the topic to research.
Elicit the correct answers.
Answers
Answers a 3; b 1; c 2
a At school, in a classroom; b A teacher and
students.
can invite students to start reading the
text that corresponds to this unit in their
the initial image with them, you can ask
them to solve the section "Get Ready to
Read" on page 153 of their student's book.
148 Making a Presentation

UNIT 10 • PAGE 143
GET GOING
Extra Activity
5. Read the teacher’s notes for the students. You could have students look at the bibliography of
Answer the questions below. other subjects from their textbooks and different
• You can ask a volunteer to read the types of sources: books, websites, articles, etc.
instructions. Then direct students to and then identify relevant information such as the
the notes that the teacher from the year of publication, name of the author(s), etc.
conversation in Activity 3 gave his
students. Elicit / give the meaning of
these words from the Notes: blog = a • Once students are clear on what they have
website where a person writes about to do, organize them in pairs and ask them
topics they find interesting, software = to choose one of the topics to research.
programs used on a computer, reliable = • On the board, write the wh-words to
can be trusted. help students make their questions.
• You can ask students to read the Demonstrate by choosing a topic and
notes individually and then answer the eliciting one or two questions, for example,
questions. Have students compare their Languages in America, How many
answers before your check as a class. languages are there in America? When did
people start to speak Spanish? and so on.
Answers • Monitor the activity and provide help
a print and electronic or e-sources; b when necessary. Three or four questions
electronic or e-sources; c reliable; d library should be enough, as students will share
their questions later.
• You can direct students to the IT Stop. You • Then ask students to refer to the teacher’s
could explain to them that they can find notes from Activity 5 and discuss
information that might help them for their which resources they could use to find
research. You might also refer students to the information about the topic they chose.
"Digital Strategy" for Unit 5 in the Digital Skills They should think of three or four specific
Summary and read the recommendations for resources at least and write their ideas
a safe use of the Internet. in their notebooks. Encourage students
to share with the rest of the class their
6. Complete the sentences below with the information: topic, questions, and sources.
elements of a text.
• You can read the instructions and the
words in the box aloud. Have volunteers Critical Thinking
read the sentences, pause after each one, You could talk to students about these statements
and elicit the correct answer from the class. from the teacher’s notes: Make sure your sources
are reliable, and Traditional research should
Extra Support supplement your Internet research. Ask: What are
You could model pronunciation of the elements of a reliable sources? What does the teacher mean
text, and do some choral repetition. The names of by traditional research? Why should traditional
some elements are similar in Spanish. To prevent research supplement Internet research? You
interference from Language 1, as you pronounce the could elicit students’ answers. Possible answers:
words, focus on the stressed syllables (underlined): reliable sources = safe websites, websites that
bibliography, footnotes, glossary, index, headings. provide correct information; traditional research
refers to print sources like books; it should
• You can ask students to find the elements supplement online research because it improves
in a textbook from another subject: e.g. it, you can find information in books that may
Spanish, Science, etc. not be available on the Internet. Information in
books is often more reliable than sources on the
Answers Internet.
a index; b headings; c footnotes,
d bibliography; e glossary
Making a Presentation 149

UNIT 9 • PAGE 144
GET GOING
7. A student wrote some research questions 8. Work in pairs. Investigate one of the
for her presentation. Read the text and topics below or add any other you choose
mark (✔) the questions that can be related to linguistic diversity.
answered with the information in it. You can tell students that this activity will
• You can read the instructions together with be the first step in preparation for their oral
students. You might remind students what presentation.
research questions are about: asking what Students might choose of the topics
you want to know about the topic. suggested or one of their own. Once
• You might read the questions or have students have decided on what to research,
volunteers read them aloud. The objectives they should formulate their questions.
of this activity are two: first, that students You can direct students to the research
practice their reading skills as they look questions in Activity 7 to use them as a
for specific information, and second, model. You might ask students what all
that students get familiarized with the the questions have in common: they are
formulation of research questions before all wh-questions: Encourage students to
they make their own for their research. formulate open-ended questions (wh-
• Depending on the profile of your class, you questions) for their research.
might have students read the text aloud,
or read it in pairs. You can encourage
students to underline or highlight key facts
as they read the text.
• You can check answers as a class and
encourage students to say the section of
the text where they found the answers.
Answers
Except for questions 4 and 6, all the
research questions can be answered from
the information in the text.

UNIT 9 • PAGE 145
...self
Strategies for Note-Taking • Finally, you could explain that how to make
• The objective of this activity is that references of sources of information as
students identify and reflect on the you go over the information of the last
importance of note-taking when doing box in the organizer.
research. • You can organize the class in small groups
• You can go through the information in and ask them to discuss the questions
the organizer. You might want to explore about the strategies and their importance.
together with the class the information so
you can explain any doubts or you might
have students explore the information
on their own and then working with the Extra Activity
whole group, clarify any doubts. In their notebooks, students could make a chart that
• As you go through the sections of the includes the strategies they find most useful for all
organizer with the class, you might want the subjects they learn. You could ask them to add
to encourage them to share which of a strategy they have not tried with specific subjects.
these strategies they already follow. You're advised to encourage students to try new
Encourage students to give you examples strategies to develop their learning skills.
of what they do in other subjects they
study.
• It'd be a good idea to make strong
emphasis on the importance of
referencing their work. You could explain
what "plagiarism" is = to copy another's
ideas and pretend they are your own. Talk
to them about how easy it is to detect
plagiarism on the Internet.

UNIT 9 • PAGE 146
GET MOVING
1. Read the text. Look at the underlined 2. Work in pairs. Based on the topic you
sentences. Complete the statements decided to research in Activity 8,
below. page 144, think about three or four
• You might read the statements aloud sources of information to investigate.
or ask a volunteer to do it. If you think Consider the following points:
it is necessary, explain to students the • You can read the instructions aloud to the
concepts of main idea (the idea that class. You might elicit the types of sources
expresses what the text is bout) and of information they read about in Activity 8.
supporting idea (the idea or ideas that are • You can go over the points, one by one,
closely related to the main idea. and clarify any doubt your students might
• You can ask students to read the text have. You can remind them that they
individually and then focus them to the should record their sources of information
underlined sentences. It might be a good in their notebooks.
idea to have them in pairs discuss their • You can read together with the class the
answers and the reasons for them. note in Get Smarter. Remind them of the
• You can elicit the answers from the whole meaning of key words = important words
class: in text, words that carry information.
Answers
a South America is one of the most
linguistically diverse areas in the world.
b One reason for the linguistic diversity of Extra Activity
South America is its geography. You might have students in pairs take turns to
read the text aloud. One student starts reading
and stops when the sentence ends; then the other
continues until both have had the opportunity
to read aloud the whole text to each other. This
activity can help students develop their confidence
with speaking English in class.
Critical Thinking
On the board, you could write this question: Why do we
speak so many different languages? Organize class
in small groups and have them come up with ideas.
You could elicit a few and help students back up their
ideas. Note: It seems that environmental, social, and
geographic conditions correlate with the number of
languages found in various locations.

UNIT 9 • PAGE 147
GET MOVING
4. Look at the pictures. Discuss in pairs. 6. Read the evaluation form below. Then
Where are the students? What are they listen to the students from Activity 5
doing? again. Mark (✓) your answers to evaluate
• You can start by directing students to the the presentations.
pictures and have them discuss in pairs
where the students are and what they are
doing. Elicit the answer. Extra Support
Possible answers: The students are On small pieces of paper, you could write words from the
at school, in their classroom giving a conversation: a set of 10 words should be enough e.g.
presentation to their classmates. history, century, America, superpower, countries, official,
TRACK 24 schools, billion, definition, questions. Make enough sets
to be able to give each student a card. Tell students that
5. Listen to two students giving a they will listen to the audio again and they will have to
presentation. Write T (True) or F stand up when they hear the word in their cards.
(False) for each student.
• You could have a volunteer read the
instructions. Go over the list of statements • You can read the instructions aloud and
in the table. Tell students that they will explain to students that they are going
listen to the audio and focus only on if the to listen to the presentations again,
students mention the information in the but this time to evaluate them. Go over
table. Explain that they will listen to one the statements in the table. Make sure
student, and then to the second one. students are clear on the meaning of
each statement. Play the audio and have
• R Page 114 At this point you students evaluate the speakers.
might want to make sure your students • In pairs, you can compare and discuss
have read the story in their Reading Book. your answers.
You can ask students to solve the section • You can have students compare their
Get into the Text on page 153 of their answers. Encourage them to give reasons
student's book. They can do this working for their answers, e.g. I think Student 2
in small groups. didn’t plan the presentation, because
• You can play the audio once and have he didn’t have the charts ready.
students write their answers as they listen.
Play the audio a second time and then Answers
have students compare their answers. S1 ✔ a, b, c, d, e S2 ✔ a
Check answers as a class.
Answers 7. TRACK 25 Listen to the final part of the

S1 a T; b F; c T; d T; S2 a T; b F; c T; d F presentation from Activity 5. Write
P if the phrase is used by the
presenter and S if the phrase is
used by a student in the audience.
• You can read the instructions and play
the audio twice if necessary. Elicit correct
answers.
Answers
a P; b S

UNIT 9 • PAGE 148
GET MOVING
8. Look at the notes Student 1 prepared for • You could do a quick review of the
his presentation. Number them in the story in their Reading Book. Ask students
correct order. work in groups to do the section Get
• You can have a volunteer read the Together on page 153 of their student's
instructions and ask students to read the book.
student’s notes for his presentation in
Activity 5. In pairs, have students discuss 10. Read and answer the questions below.
the order. If necessary, play the audio from 1 = Very well, 2 = Well, 3 = Not well.
Activity 5 again. Elicit the correct answers. Mark ( ✔) the correct box.
• This activity invites students to reflect
on their progress and it can be a great
Poster Activity opportunity for you and your students to
You could use the image Gracias on the IMAGE 09 find out what goals have been met and
Teacher’s CD. Ask the class the question. Have to identify areas of improvement. You can
students in pairs match the words with the language. read instructions with the class to make
Then ask them to practice saying to each other Gracias sure everyone understands what the task
in different languages. Answers: Kiitoksia-Finnish, is about.
Danke-German, Grazie-Italian, Arigato-Japanese, • Offer help and support to students who
Obrigado-Portuguese, Takk-Norwegian, Tack-Swedish, seems to consider their progress is slow.
Merci-French, Thank you-English.
Ask students to identify the country / nationality from
the flags.
Answers
a 1; b 4; c 2; d 3
9. Work in pairs. Read the information

you researched for you topic in Activity 8
on page 144.
• You can refer students to the information
they researched and invite them to
prepare for the presentation they will
have to make by the end of the unit.
Students could write notes to support
their presentation, similar to the notes in
Activity 8.
• You can have a student read the
information about the notes and remind
them to keep them in preparation to
answer questions they might be asked in
their presentations.

UNIT 9 • PAGE 149
GET MOVING
11. Read the steps for making a • You can have students plan their
presentation. Number the sentences in presentations on their own. Monitor the
the correct sequence. activity and support with ideas when
• This activity is aimed at having students necessary.
review the steps for doing research and • You can direct students to the Get
preparing presentations. You can have a Smarter! box and have a volunteer read
volunteer read the instructions. the note. If students haven’t prepared a
• You can have students do the task set of notes, remind them to do it before
individually. Ask them to go back to the their rehearsal.
previous pages of the unit to review • You can read the information in the IT
the steps for selecting and reading Stop. Tell students that they can agree on
information. Then ask them to sequence making a video of the presentations while
the steps to plan a presentation: their partners are presenting and then in
• You can compare your answers in pairs. groups, analyze them and see how they
can improve it. Note: If students do not
• You can have students compare their want to make the videos, they just can
answers. Then elicit the correct sequence take notes as their classmates present.
for each stage and write the answers on
the board to check as a class.
Extra Support
Answers You could have students read the notes for unit 9 in
Selecting and Reading Information: 6, 5, 1, the Digital Skills Summary on page 186, before they
3, 4, 2; Planning the Presentation: 3, 1, 4, 2 rehearse their presentations.
12. Work in groups of four. You are • You might organize students in the groups
going to plan and rehearse a short they formed for Activity 12. You can read
presentation of your topic. Consider the the questions aloud and have them reflect
following: on what they have learned in this unit.
• You can organize the class in groups of • Allowing students to compare discuss
four. You may want to organize the class answers to the questions in groups,
in groups of six if you have a large class. inviting them to discuss the reasons
Read the instructions. Go over the steps behind their answer is a great way to
with the class. Clarify any doubt students invite deeper reflection on progress
may have. Remind them that this is a
rehearsal of a short presentation they’ll be
giving in their groups.

UNIT 9 • PAGE 150
...language
1. Read the notes about Body closing you summarize your main idea
Language. and close the talk. Questions can be
• You can organize students in groups of left at the end, but it might be good to
three. Ask each student to read a section inform students that different presenters
of the text and discuss it with their have different styles and interaction with
classmates. the audience can be had at any stage,
• You can work in the same groups as in depending on the intention and the time
Activity 12 from page 149. available).
• Ask students to make comments on • You could play track 24 from Activity
their body language while doing the 5, page 147 for students to identify the
presentations. phrases in the students' presentations.
• You can organize the students in the same • Students could work individually to
groups that rehearsed the presentations complete this activity and they could, as
from Activity 12. Ask them to watch the they finish, compare answers in pairs or
videos of their presentations, if they were groups.
able to record them, and analyze their • You can have students work in pairs to
body language. Ask students to make check their answers. Then ask students
comments on each other’s presentations. to check the notes they have already
• If students do not have videos of their prepared for their presentation, and
presentations, you could ask them to decide in which sections, they could
discuss their body language during the integrate some phrases from the table.
presentations in groups. • After that, students could practice giving
their presentations using the phrases they
2. The following phrases were used by the introduced.
students making their presentations in
Activity 5, page 147. Classify them in the Answers
correct box. Some phrases can be used in OPENING The topic of my presentation
more than one stage of a presentation. is… / I’ll start with…
• Before starting the activity, it would be DEVELOPING This graph shows you… /
advisable to go over the different parts That leads me into… / I would like to add…
of a presentation asking students what / As I was saying…
happens in each of the stages. (In the CLOSING Do you mean...? (which can
opening you state what the audience be a participant asking a question - this
will hear and you will try to catch their option could also go in development) /
attention; in the development you inform Finally… / Are there any questions?
your audience by giving information and
showing visuals if there are any, in the

UNIT 9 • PAGE 151
...being together ...learning
1. In groups, decide which are the 1. Work in pairs. Discuss the questions
most important characteristics of a good below about your presentation.
presentation. Order them in order of • You can tell students that they have
importance. learned / reviewed the main steps
• You can read the instructions and then they should follow when planning their
go over the characteristics of a good presentations.
presentation. Students have worked on • You could explain that one important
this type of ranking activity before, so thing to do when making a presentation
they should be familiar with the way they is to think about the audience that
have to order the phrases in the organizer. will be listening to them. Knowing this
• You might want to give students enough will help them focus on the information
time to discuss the order as they may they are going to present, how they are
have different opinions on this. going to present it, and the appropriate
• At the end of the discussion, you can have language to use.
each group report to the class the way • You can have students discuss the
they ordered the characteristics and help questions. Ask them to consider the
them give their reasons for that. presentation they made in Activity 12,
as an example. Although the students’
audience is their classmates most of the
Extra Support time, ask them to think of a different
To facilitate the discussion, you could ask students audience: their teachers, students from a
to write each of the characteristics (five in total) on different school, students from a higher /
small pieces of paper. In this way, as they discuss, lower grade, etc., and have them reflect on
they can be placing the phrases in different how things would be different.
positions in the organizer until they reach an • You could complete the sentences below.
agreement. • Once students finish Activity 1, you could
ask them to complete the sentences.

UNIT 9 • PAGE 152
GET AHEAD
1. Preparing
You can ask students to go back to the • As students present, you might want to
activities they have done in the unit and take notes so you can give constructive
check if they have any doubt related to feedback at the end. Use phrases such
their presentations: as: I noticed… Your presentation was well
• You could ask students to focus on the organized! You included very interesting
activities included in the table, which have information! Your body language was
been developed on the different stages appropriate! Your visual aids were
in the unit. You might organize the class excellent!
in pairs. Allowing students to explore the
activities in pairs and inviting them to 3. Reflecting on my Progress
discuss all the activities they carried out is You can read the information together
a great way to invite deeper reflection on with the class to make sure everyone
their achievements in this unit. understands the task and its objectives.
Students will probably need a few minutes
2. Presenting to complete the activity.
• You can organize the order of the
presentations. You might consider a good idea to
• You can ask students to copy the walk around the classroom to monitor
format: Evaluating Presentations on the activity and take notes on how the
page 147 to express their opinions about students perceive how they are doing,
the presentations. Encourage them so that you can plan remedial activities.
to be objective when evaluating their Students might want to research another
classmates’ work. topic related to linguistic diversity, and
• Ask a volunteer to read the note in the through all the process again, step by
Get Smarter! box. Remind them of how step, with your guidance.
these phrases can help them improve their
oral participation.
Extra Support
You could have students read the notes for unit 6 in
the Digital Skills Summary on page 186, before they
prepare their visual aids.

UNIT 9 • PAGE 153
reading CORNER
Get Ready to Read!
• Before students start reading the article
About Languages and Language Learners,
page 103, you can have them work in
groups to brainstorm their ideas and
complete the table.
• You can have students compare their
ideas with another group.
Get into the Text!

• As students read the text, you can ask
them to discuss how similar or different
the ideas from Activity 1 are to what they
read in the text.
• You can have students order the topics in
the order they appear on the text.
Answers
5, 4, 7, 1, 6, 2, 3
Get Together
• You can have students work in
small groups to discuss the answers.
• You can have each group report their
answers to the questions to the rest of the
class.
Reader
Answer key
Get the Main Idea

a F, b F, c T, d T
Get the Details

1. Europe; 2. 7.2 billion people; 3. English; 4. 12; 5. Two thirds; 6. They will be in the
minority; 7. Body language.
Get the Words

1. diverse (p.115), 2. monolingual (p.119), 3. profound (p.118), 4. puzzle (p.119), 5. abroad
(p.120) 6. master (p.123)
159
UNIT 9 • PAGE 154 / 155
Quick Check
• You can have students work individually
on this page.
Answers
Part 1: 1 choose; 2 narrow; 3 research
questions; 4 sources of information.
Part 2: Print resources: books, magazines,
encyclopedias; Electronic resources:
websites, blogs, videos.
Part 3: 1 c; 2 a; 3 d; 4 e; 5 b
Part 4: Possible answers: a The topic of
my presentation is… b I would like to add…
c. This graph shows… d Are there any
questions?
Self-Assessment
• You can read together with the class all
the statements in the self-assessment box.
I can statement.
heading:
sometimes I have some problems to do
it. I need more work to get it = I can’t do
this, or I find this very difficult to do.
might want to ask them to reflect on
the steps they might follow to improve
their performance. Have them write
their ideas. Elicit / give some ideas, for
example, • Revise the steps to select
information • Follow specific steps to plan
your presentation. • Learn appropriate
language for presentations. • Use visual
aids effectively.

UNIT 9
The Evaluation Rubric can help you identify the main aspects of the achievements and activities
Sometimes
Always or
Usually
always
almost
Never
Select information
Form questions to guide their search for information.
Define criteria to select sources of information.
Evaluate the function of textual components.
Locate information that helps with responding to
questions and using strategies to find information.
Read information
Define purposes for reading.

Relate previous knowledge to the test.
Detect frequently used words to anticipate general sense.
Use reading strategies.
Rehearse giving a presentation

Prepare notes and graphic resources that support their
presentation.
Classify and compare prosodic resources and define
language register.
Revise and practice non-verbal language.
Give a presentation
Make explicit references to the topic and questions of the
investigation.
Combine oral interaction with graphic resources and the
use of notes to aid their memory.
Use expressions to bring up a topic.
Summarize or extend information to clarify ideas.
Invite the audience to formulate questions or make
comments.
Confirm or clarify ideas.
161
Let's Travel Together UNIT 10

COMMUNICATIVE ACTIVITY: Exchanges associated with the environment.
SOCIAL PRACTICE OF THE LANGUAGE: Agree with others on a travel itinerary.

Recommendations
1. S
earch, find • Enlist proposals of destinations and ideas Collect evidence
and access about travel. such as:
information • Define sources of information to find out
about travel about destinations. − List of ideas and
destinations. • Discard proposals based on consulted proposals.
information. − Notes with data
• Take note of data that support viable and information
proposals and ideas. that support
proposals and
2. Compare • Contrast advantages and disadvantages ideas.
pros and cons using graphic material. − Comparative table.
of ideas and • Add data to viable proposals and ideas. − List of agreements.
proposals.
3. Build • Analyze reasons of proposals and ideas. Final product:
arguments • Use connectors to link reasons and data to Itinerary.
to defend build arguments.
ideas and • Analyze expressions and strategies of Suggested evaluating
proposals. persuasion. instrument:
• Reflect on ways to negotiate ideas and
proposals . − Questionnaire.
4. Listen to and • Emphasize words or alter volume to get an

express pros effect of impact.
and cons • Recognize emotions in the language to
to reach a persuade.
consensus. • Talk clearly and loud enough.
• Interpret body language to detect emotions.
• Organize agreements showing assertiveness.
162
GET GOING
• You can read the instructions of the
Lead-in activity aloud to the class and tell them all
You can direct students to the opening page of the the material is useful for travelers.
module. • You can divide the class into pairs and
You can ask them to read the opening question ask have them complete the activity.
if they have ever been in charge of planning a day • You might want to check answers with the
out or a short trip with friends and family. You class.
can have them read the question and discuss in
groups the considerations of planning a trip or Answers
activities with others, the obstacles they can face 1 a; 2 d; 3 c; 4 b; 5 e
or the advantages of planning trips in groups.
• You can go over each of the types of
material asking students: Who publishes
1. Match pictures (1-5) with the correct it? What for?
sources of information. Possible answers: All of them are written
• You might want to start this unit by asking and produced by publishing houses or
students who plans their free time and radio/TV professionals that want to give
how they do this. Ask students to imagine advice to travelers. Travel blogs are usually
they are in charge of planning the free published by travelers to share their
time and vacations for their families or for experiences and also give tips to others.
their friends. Ask: what do you need to
know before strating to plan free time for 2. Choose the best source (a-e) from
others? (time available for the activities, activity 1) for the following cases.
what everyone likes or hates, disabilities of • You can read the instructions aloud to the
poeple in the group, the money available class and invite individual students to read
to spend, etcetera). each item aloud.
• You can ask students where they could • You can have students work individually
find information about possible travel on this activity.
destinations if they needed to check • You can have them compare their answers
places to go with with their friends and with a classmate and then check as a
/ or family on a vacation. Have students class.
look at the pictures and ask them if they
have ever used any of these materials to Answers
check information about places. Accept 1 b, e; 2 a, d; 3 b, c; 4 a, d
ideas from a few volunteers.
Let's Travel Together 163

GET GOING
TRACK 26
3. Listen to a conversation between • To consolidate understanding of the

friends choosing a travel conversation you can ask students to
destination. Circle the places they work in groups of three, analyze the
mention. conversation and decide which character
• Before students listen, you may want to they relate more to and why. To connect
over the words in the box to make sure the listening text with their world you can
students understand the vocabulary. Ask encourage them to discuss how realistic
concept check questions like: What is the a conversation like this is in the place
driest place in this list of places? What is they live in. You can ask: Can you plan
the name of a famous river / lake? Which vacations with friends without consulting
place is not a geographical location? your parents? How old do you need to be?
• You can have students cover the lower Can teenagers plan a trip and then check
part of the page. with their parents if the trip is possible?
• You can tell them they will listen to
a conversation and that, for the first
listening, they should concentrate on Answers
trying to recognize if the words on the 1 c; 2 b; 3 d; 4 a
box are mentioned or not.
• You can play the audio as students
complete the activity individually. Have
them compare answers with a classmate.
• You might want to check answers as a Critical Thinking
class. You could ask students about the sources the
• You could ask the class: Did the friends friends mentioned in the conversation (a travel
agree on a place to go? (No). magazine and an unspecified source) when Joey
says “I hear…”. Ask the class: How reliable is the
Answers information the speakers are considering? What
beach, the mountains, lake, national park, sources can they use to make a good decision for
desert their plan? Guide the discussion to make the point
that reliable information is always key to take
TRACK 26 important decisions.
4. Read and listen to the

conversation again and match the
places with the reason given to
go there.
• You can tell students you will play the
audio again, this time they will have to
match the ideas for destination with
the reason the friends give to go to a
particular place.
• You can give students a couple of minutes
to read the options in silence.
• You can play the audio as they read along.
• You could allow some time for students to
match the answers.
• You can ask them to compare answers
with a classmate and then check as a
class.
164 Let's Travel Together

GET GOING
5. Read the conversation in activity 4 again the exchange between A and B.
and complete the table. • You can ask this pair to read again
• You can start by asking students if they changing “the beach” for “the mountains”.
are familiar with the phrase “pros and With the help of the rest of the class
cons”. they read a new version of the dialogue,
• You can have them look at the table and changing the underlined parts.
read the information so that they can tell • You can tell the class to use the
you what pros and cons are (advantages information in the table to continue doing
and disadvantages). Ask a concept check something similar in pairs.
question like: In what situations do we • It is advised to monitor the activity
consider pros and cons? (When we want encouraging students to be creative and
to take a decision). use as much of the information they wrote
• You can have students complete the as possible.
activity. They can go back to the printed
conversation on page 159 if they need to. • Discuss with the class: What is the
function of the highlighted words?
• Compare your answers with a • You can tell students to discuss their ideas
classmate. together. Then elicit the answers.
Have students compare their answers with
a classmate and then check as a class. 7. Think about the work you have done so
far in this unit. Mark (✔) the things you
Answers can do so far.
2 (+) cheap (–) Brad thinks it’s boring; • This activity invites students to reflect
3 (+) can camp, it’s cheap, on their progress and it can be a great
(–) not original; 4 (+) interesting (–) hot opportunity for you and your students to
during the daytime find out what goals have been met and to
• Direct their attention to the Get Smarter! identify areas of improvement. Although
Box and encourage them to take this tip this is happening very early in the unit,
into account when they try to reach a students have a school-year of progress
decision in the future. which can make this stage appropriate to
informally evaluate achievements. They
will have more opportunities to check
• Working together, think about and progress further along in this unit.
add your own ideas on more pros and • You can read instructions with the class to
cons for each one of the places. make sure everyone understands what the
• You can divide the class into groups of task is about.
four and have them add more pros and • It is advisable to encourage the class to go
cons to the places. Tell them to imagine back to the activities that have completed
they could go to one of the places, so they so far so that they can identify the
really need to list all possible advantages statements they want to check and the
and disadvantages. ones that don't.
• You might want to conduct class feedback • You might consider a good idea to
for groups to share their ideas. walk around the classroom to monitor
• After hearing all pros and cons you could the activity and take notes on how the
have a show of hands to check which students perceive they are doing, so
place would be the most popular for your that you can plan remedial activities like
class. reading more outside the class or finding
simpler texts for them.
6. Work with a classmate and practice
a dialogue with the information from the
table. Follow the example.
• You can invite a pair of students to read

1. Match the phrases with their
purpose.
• You can start by reading the instructions 1. When trying to reach an agreement
and the options with the class. in a group, there are certain rules that
• You can tell students to complete the must be followed. Complete the rules in
activity individually. the first column with their complement
in the second column.
• Compare answers with a classmate. • You can read the instructions aloud to the
Think of more phrases you can use for the class and, before looking into the options,
functions a to d and write them in your ask students what they think are good
notebook. rules to observe when trying to reach an
• Students have studied phrases to agree agreement in a group.
and disagree as well as phrases to invite • You can write their ideas on the board.
others to participate in a discussion • You can ask them to work in pairs to
in other units, so this task should be complete the activity.
relatively easy for them. You can have • You might want to check answers as a
them pay attention to the phrases to class.
support an idea, telling them that when
defending a point of view, it is essential Answers
to justify what we say. If necessary refer 1 c; 2 e; 3 d; 4 a; 5 b
them to the Language Reference section
on page 180.
Answers • In small groups discuss: Are there

1 d; 2 a; 3 b; 4 c any other rules that are important when
trying to reach an agreement with others?
• You can divide the class into groups
Poster Activity and have them check if the ideas on the
You could display image 10 from the CD and ask IMAGE 10 board are different or similar to the ones
students to work in pairs to discuss the places and in the activity.
decide where to go using the phrases and expressions • You can ask them to come up with
they know so far (e.g. A: We should go to the more ideas for rules or tips to reach an
observatory. B: Why? A: Because I think…) agreement in groups or to complement
the ones on the board.
• You can have groups share their ideas in a
discussion with the whole class.

GET MOVING
TRACK 27
1. Listen to two friends planning a Answers

day of their trip. Complete their 1 London / Great Britain; 2 London Eye;
itinerary. 3 British Museum; 4 1 pm; 5 Museum;
• You could start this activity with books 6 5:30 pm; 7 £25
closed telling students they will listen to
a conversation, telling them you will play 2. Write the letter of the expressions taken from
the track once with no pause for them to the conversation in the correct box.
tell you how many people are speaking • This activity provides a good opportunity
and where they are, in the US or in Great to study the structure of a discussion
Britain. Play the recording for them to with students. You might want to start by
volunteer the answers and then check. looking at the table with your class and
(There are two people speaking, probably making sure they understand what each
two friends and they are in Great Britain). section does and why.
For stronger classes you could also ask NOTE: It might be important to share with
the purpose of the conversation (agreeing the class that in a discussion, openness
on how to spend a day in London). to accept or reject ideas is central. The
• You might want to direct students’ language we use has to help consider
attention to the pictures and ask if they and reflect on information. The goal of a
know the name of the places. If they discussion is not to win an argument, but
listened to the recording once already to evaluate what the best solution to a
they might be able to tell you they are the problem is.
British Museum and the London Eye. You • Ask students to work in pairs to complete
might explain to them a little about this the activity.
two popular attractions in the UK • You can have students compare their
Note: The London Eye also called The answers in pairs and then check as a class.
Millennium Wheel was built in the year
2000 as a tourist attraction and is a huge Answers
Ferris wheel with great views of the city of 1 c; 2 e; 3 d; 4 a & f ; 5 g; 6 b
London. The British Museum is one of the
largest and most respected museums with
art pieces from all the world. • In pairs, practice reading the phrases
• Students could read now the incomplete or expressions using the right intonation.
information from the itinerary. Before they Find expressions for the same purpose
listen again to complete the task you can (1-6) in the conversation from Activity 4,
ask: What is an itinerary for? And direct page 158.
students’ attention to the Get Smarter box. • You can divide the class into pairs and ask
Reading the information together with the them to practice reading the phrases or
class will help your students understand expressions with the right intonation.
why the friends may want to organize the • Still working in pairs, students find
information for the trip in this manner. examples of sentences for each box (1 to
• Now would be a good moment to play the 6) in the conversation on page 158. You
recording again and ask students to complete can do this as a class activity to keep
the task. They can compare answers in pairs on analyzing with them the structure
before you check them as a class. of a discussion and helping them gain
• Once the itinerary is complete, you can awareness that the sequence is not fixed,
discuss with the class other ways to but that it can change depending on what
organize an itinerary (in calendar format, the speakers want to express and how
adding more details such as mode of many speakers are involved.
transportation, number of days in each
place, etc. on a table).

GET MOVING
3. Read the information about different • You can have students look at the pictures
places to visit in New York. Answer the and tell you if they know anything about
questions. these specific places.
• If possible, bring in pictures or Note: Times Square is a very popular area
flashcards of New York City and some for theaters and shopping. The Statue of
of its landmarks and ask the class if Liberty was given to the US by France in
they recognize the place. Show them a 1886 and it has become a very important
map with its location. If pictures are not landmark that represents freedom and
available, you could ask the class if they democracy. The Metropolitan Museum is
have hear the name of the city and ask one of the largest and most important
what hey know about it. museums in the world.
• To familiarize the class more with New • You can ask students what each of the
York City, you could write the following places is (a city square, a monument and a
headings on the board. Name of Place, museum).
Location, Population, Famous for. Fill in • You can read instructions with the
the chart with the information given below students and explain them that they
and then fill in the same information about should not decide in their favorite place
the place you and your students live in. until they read carefully about each. If you
This information can serve as a basis do this, you should remind them that they
to discuss similarities and differences will need to justify their choice.
between NYC and the place students live • You can give students time to read the
in. Make sure the class is not distracted by information in silence. As they read, they
trying to decide which place is better, let can underline important words they don’t
them know hat comparisons with other understand. Tell them you will check those
places and cultures are more enriching words with them later.
when we center on similarities, or when • When they finish reading, you can have
they help us appreciate what we have at them answer the questions.
home. We should always appreciate the • It might be a good idea to invite a few
fact the people who live there would also volunteers to share their answers with the
benefit from appreciating from what they rest of the class.
have in their homeland.
Note: Name of place New York City, Answers will vary
Location: Near the Hudson River,
Southeast of New York State and
Northeast in the US, population: 8.5 million Extra Activity
Famous for: Attracting tourists (more You could ask students to find information about
than 30 million a year), being an important these places on different sources to make sure the
center for business (Source: https://www. details on the page are accurate and updated.
britannica.com). You could direct them to the bibliography page at
• You can read the Culture Stop with the end of the book for ideas on where to look.
students and invite them to find out more
information about the city as suggested
in the box. This could be an interesting
assignment for homework.

GET MOVING
4. Work with a classmate. 5. Fill in the following itinerary with your
Organize the information available in the ideas for an ideal day in New York City.
following table. Consider meal times (breakfast, lunch,
• You can divide the class into pairs. and dinner), the place(s) you want to
• At this point, they are not required to visit, the time it takes to get there and
plan, so you can explain to them that the time you want to spend there.
this activity is just to make sure they can • For this activity, students can be invited
organize information. to work individually. They should analyze
• If your students are ready and / or the information on NYC and then fill in the
motivated to start planning, you might table according to their ideas.
consider suggesting to them that a first • You can encourage them to be creative
step is to get the information together about their day and think about activities
and then dedicate some time of the lesson not mentioned in the leaflet they would
inviting them to make notes on a possible like to do like finding a nice park and walk
travel plan. or just go to one attraction and then relax.
• Read instructions with the class as well • It is always advisable to monitor as
as the information in the table. You can students complete tasks like this to offer
let them know that the “information help if they seem to have problems or
available” refers to the leaflet on page 162. doubts.
• You can tell students that the reasons to • After they have planned their ideal day
go to a place should be generic – Why individually, students should consider
would someone want to visit these places? sharing their ideas with others, as they will
• Students fill in the table. You could be planning the trip with other students.
monitor as they do to make sure they Have students write notes that will help
analyze the information on page 162 in them when they try to convince others
detail. or to know when they could negotiate
• You can students to make a clean copy of possibilities of change. Notes can include
their ideas on a separate piece of paper phrases they might use or just importance
and keep it in their portfolio. of the activity and arguments to defend
what they really would like to do if they
Answers will vary had the opportunity to make this trip.
NOTE: Consider telling students that
You could do a quick review of the the extra column with notes is not a
story in their Reading Book. Ask students part of a regular itinerary, but it is rather
work in groups to do the section "Get more a section to help them reflect on
Together" on page 168 of their student's their choices and prepare them for the
book. discussion that will follow.
• For extra support for some students you
could write on the board phrases like: I
think we should... Why don't we...? Are
you sure that...? It is very important for
me to... and others you can brainstorm
from students to give them some ideas on
the language they will need to negotiate
their itinerary in the next activity. You
can ask the class to check the phrases
they generated in Activity 2, page 161.
conversation acting the parts.

GET MOVING
6. Work in groups. Reach 7. In your groups, reflect on the
an agreement on an itinerary for a day language you used to reach an agreement
in New York. Use a similar discussion and mark (✔) the boxes that applied.
structure as the Activity 2, page 161 and • You can direct students’ attention to
the information you wrote in Activity 5. the table and its contents. Read the
Follow these steps: instructions with the class and have them
• You can divide the class into groups of first reflect on their performance, marking
three. the boxes that apply to what they did
• You can tell them to imagine they will go during the discussion.
to New York and they have available the • You can have them think and decide on
information from the leaflet on page 162. the correct marks for their classmates.
They have read the information and filled • You might want to remind the class that
in the pros and cons table on page 163, so to give useful feedback they need to be
now they can use this to have a discussion honest, constructive and polite as they
and agree on an itinerary for a day in New saw in Unit 6. Refer them to the strategies
York. summary for Unit 6 if necessary.
• You can tell students everyone should • Share your answers with the members
have an opportunity to ask the questions of your team. Do you agree with the
listed in Step 1 and also to answer them. feedback?
• You can allow some minutes for • Working together, students could
discussions in groups to take place. compare the marks assigned to each
Monitor making sure students listen to other and discuss the reasons to support
each other and that they take notes on them.
important points.
• You can have groups share their itineraries
with the rest of the class.
• Discuss with the class: What

extra information do you need to make a
complete itinerary? Where could you get it?
• It'd be a good idea to open a class
discussion with these questions and elicit
ideas from students. Write a few on the
board.
Extra Activity
You could ask students to write their itineraries on
poster paper and display them on the walls. Have
students walk around and decide if they prefer an
itinerary other than theirs. You could have the class vote
on the most popular itinerary.

...language • You can play the audio again and check
answers for this part of the activity.
TRACK 28
Answers
1. Listen to the phrases and follow 1 sure, free; 2 great; 3 afraid, expensive;
the instructions. 4 only
• You can start by discussing the
importance of word stress in a sentence. • You can have students now match the
Tell students that we generally stress the phrase with the correct picture and then
words that carry the most important part the adjective following the example.
of the message in a sentence. • You can have students compare their
• You could ask the class: besides words, answers in pairs and then check as a class.
what other elements are important to
convey a message? (body language and Answers
tone). 1 third picture, d; 2 first picture, b; 3
• You can tell students that they will now second picture, c: 4 fourth picture, a
listen to phrases for the conversations
they heard before. Tell them you will play
the recording once for them to underline
the stressed words in the sentences.
• You can play the recording once and have Extra Support
them underline the phrases individually. To make sentence stress more fun and memorable for
Have students compare in pairs. As students, you could ask five students to come to the front
they are comparing, have them read the and assign a word to each of them from the phrase Are
sentences aloud, marking the stress to you sure it’s free? (It’s will be considered as a unit). Have
check if they are correct. students say their word one at a time until they complete
the question. Have them practice this several times
until they can say this fluently – it needs to sound as a
natural question. Once the team is fluent enough, have
important words take a step forward when they say the
sentence again. You could divide the class into groups
and have them do the same with other expressions on
the page.

...learning ...self
1. Memorizing common phrases is a useful 1. Think about the work you have done so
way to improve your level of English. far in this school year. Write how you
Mark (✔) one strategy you would like to felt in each of the situations mentioned
try. (Did you feel… scared, anxious, worried,
• It would be a good idea to start a class indifferent, OK, satisfied, motivated,
discussion about memorizing things and enthusiastic, other?).
how hard/easy it is for students. Ask: • This activity invites students to reflect
What things do you need to memorize on their feelings and attitudes towards
at school? What things are important to the English class, the language and their
remember outside of school? performance. As it asks students to reflect
• You can invite volunteer students to read on feelings for the whole school year,
items 1-4 aloud and then ask the class if awareness of progress could be obtained
they have tried any. and, hopefully, it might motivate students
• You can have them complete the activity if they felt more confident towards the
individually choosing a new strategy to end of the course.
try. • You can read instructions with the class to
• You could try inviting volunteer students make sure everyone understands what the
to share their answers. task is about. You can also give examples
of your own, saying how you felt the first
• Work in small groups and help day of class, for example.
each other try the strategy each one of • Inviting students to compare their answers
you chose. in pairs, and to discuss the reasons behind
• You can divide the class into groups of each answer is a great way to invite
three and tell them to help each other try deeper reflection on progress.
the technique each one of them chose. • You might consider a good idea to walk
For this, write on the board a list of five around the classroom to monitor the
words or phrases you think they should activity and take notes on how the
learn from the unit of the Reader. students felt in different activities.
• You might want to monitor as groups Consider closing this part giving them
experiment with their choices and give recommendations on how to overcome
them suggestions if alternatives are negative feelings. For example, is
needed (e.g. if they are not allowed to someone felt uncomfortable when
write on windows, suggest they use an presenting, recommend taking more
unusual color or font to write the words opportunities to participate in class so
on cards). that they can feel more confident when
presenting their work to others.

GET AHEAD!
1. Preparing 3. Reflecting on my Progress
• In order to use the information they have • The aim of this section is for students to
agreed for the travel itinerary, it would reflect on the product they have created
be a good idea to start with assigning and to gain awareness of the work
groups, and then reading the information throughout the unit that has brought
in this section together with the class. them to this point.
• Different pairs of students will have • You can read the information with the
different itineraries. You can take class to make sure everyone understands
advantage of that situation to encourage the task and its objectives. Students will
students to choose the one they consider probably need a few minutes to complete
the best for the team, after discussing the activity. Monitoring would help here to
the options in their groups, using the gain a sense of what their perception of
language they have practices in this unit. their own progress is.
• As they transfer the itinerary they will • If you decide to give examples, you can
use on a poster, students could take the write on the board simple alternatives to
opportunity to revise their work. guide them like:
1 The easiest thing about planning a trip
is… researching information, imagining
Extra Activity what I want to do, etcetera.
To give them a greater challenge, you may decide to 2 Convincing others about my options is…
assign a certain budget and have them check process fun, easy, difficult, very hard, etcetera.
not only for the attractions, but also for flights and 3 Discussing and agreeing on ideas for a
hotels. trip with others is… fun, easy, difficult, very
hard, etcetera.
4 Next time I plan a trip with classmates,
2. Presenting I will…do more research, suggest more
options, organize the options better, etc.
• You can ask groups to display their • Allowing students to compare their
posters on classroom walls. answers in pairs, inviting them to discuss
• You can have all the class walk around to the reasons behind each answer is a
read all posters in silence (you can play great way to invite deeper reflection on
music as students do this). progress.
• As they walk, students could take notes • Offer help and support to students who
on other team’s itinerary so that they can seems to consider their progress is slow.
ask questions about the plans.
• Teams may assign a person to stand by
their poster and answer questions other
students may have. The rest of the team
go to other posters to ask their questions.
• You could organize a class vote on the
best end-of-school trip itinerary and the
best tour for foreign students.

reading CORNER
Get Ready to Read
• Before students start reading the
story Flash Forward in their Reader,
have students work in pairs to write the
Reader Book
definition of Flash Forward. Answer key
• To check if their phrases are in the story,
students scan the text quickly. You might Get the Main Idea
consider timing this so that they don't 1. a
stop to read the story in detail yet.
Get the Details
Get into the Text a F; b T; c T; d F; e F; f T; g T; h F
• Before they answer the exercise, it might
be a good idea to review vocabulary Get the Words
connected to feelings. You can decide to 1 disagreement
do this contextualizing the review with 2 itinerary
feeling one experiences when traveling or
planning trips.
• As students read the story, they should
fill in the table with the feelings Lizzy was
experiencing in each part.
• Once they finish reading the story, they
could compare their charts with other
students trying to find information in
the text to support their answers as they
check together.
Get Together
• You could divide your class into two
large groups, tell students to stand on one
side of the classroom if they prefer writing
and acting, they should stand on the other
side if they prefer singing.
• You can divide each half into smaller
groups of five students and assign task a
to the writers and task b to the singers.
• You could give teams some time to
prepare and then invite groups to share
their product with the rest of the class.
174
UNIT 10 • PAGE 169 / 170
Quick Check
• Have students work individually on this • Memorizing more useful phrases to use in
page. discussions.• Share my ideas more often.
• Read aloud the instructions for each part • Practice my use of body language in front
of the Quick Check. of a mirror.
• You can have students read the
Answers recommendations at the end of the page,
Part 1: 1 b; 2 b; 3 a; 4 b and invite them to go back to the sections
Part 2: 1 a; 2 b; 3 c; 4 d; 5 e they found out to be the most challenging
to review content.
• Consider using the evaluation instrument
Self-Assessment on the following page to give students
• You might want to remind students of the feedback on their performance and give
general aim of the unit which agreeing them recommendations on how to keep
with others on a travel itinerary. Ask the up the good work and how to improve in
class if they feel comfortable discussing areas of opportunity.
travel arrangements with others in English.
Explain to students that the statements in
the self-assessment box all relate to the
overall aim.
• You can read together with the class all
the questions in the self-assessment box.
question.
• Consider reading the scale with the class
in order to help them decide on the option
that best applies to them.
can ask them to reflect on the steps
performance. Students could write their
ideas. Some of the ideas you could elicit
from them or offer as suggestions, are:
• Write pros and cons for different types of
decision making.

UNIT 10
Reading
This Questionnaire can help you identify the main aspects of the achievements and activities
covered in this unit. Consider the formative aspect of evaluation as you fill in the chart. You
Scale: 4 Yes, always 3 Yes, mostly 2 Struggles 1 No, can’t do it.
Can the student… 1 2 3 4
1 use different resources to find information about

destinations?
2 list and consider different places as options for travel?
3 discard proposals based on researched information?
4 contrast advantages and advantages of a proposal

using a table?
5 analyze reasons of proposals and ideas?
6 use expressions and different strategies for

persuasion?
7 use correct sentence stress to emphasize ideas?
8 participate effectively in a discussion to reach an

agreement?
9 interpret and use correct body language while

participating in a discussion?
10 help a group reach an agreement?
TOTAL SCORE
31-40 Excellent, exceeds expectations.

21-30 Good, meets expectations.
11-20 Needs support.
0-10 Does not meet expectations.
176
UNIT 10 • PAGE 172 / 173
Review Units 8-10

WRITING SPEAKING
• You can read the instructions together • You can read the instructions together
with the whole class. Once students are with the whole class. Once students are
organized, ask them to go back to Unit 7 organized, ask them to go back to Unit 10
and review all the activities they carried and review all the activities they carried
out as well as the notes they took in their out as well as the notes they took in their
notebooks. notebooks.
• You can ask students to follow the • You can ask students to follow the
instructions and explain to them that you instructions and explain to them that you
will be taking notes of how the activity is will be taking notes of how the activity is
• You may use the scale template on page • You may use the scale template on page
178, to evaluate your students. You might 179 to evaluate your students. You might
get a photocopy for each student so you get a photocopy for each student so you
can keep it as evidence of their learning. can keep it as evidence of their learning.
• You should consider the size of your class • You should consider the size of your class
to organize the evaluation of writing to organize the evaluation of speaking
• Bear in mind that the evaluation of • Please bear in mind that the evaluation of
include the linguistic aspects covered in include the linguistic aspect covered in the
the unit where the topic was covered. unit where the topic was covered.
Part 4 Part 6
1 a 1 Plan
2 b 2 Organize
3 b 3 Rehearse
4 c 4 Give
177
Review Units 8-10
Name of student:
Date: Unit:

T
1

T
2
178
Review Units 8-10
Name of student:
Date: Unit:
Very Not
good Good
so bad


Pronunciation

Communication

difficulty.
179
Term test 3
Answer key Part 2
1 c
Part 1 2 a
a It’s cool 3 e
b I don’t agree with you 4 b
d that’s what I think 5 d
e He’s so funny
f Do you mean
h I agree with you
180
Term test 3
Part 3 Part 4
a 5 a 2
b 6 b 2
c 4 c Travel Magazine
d 3 d Podcasts
e 1 e Travel Blog
f 2
181
LANGUAGE REFERENCE
UNIT 1
Question words. When we need to get information, we can use question words
to find out what we want to know. Ask about…
time place duration purpose things

What time is the Where is the How long is the What is the What do you
session? class? recess? session for? need to take?
Expressing possibility, necessity, obligation and recommendation. To express

these ideas, we can use Modal Verbs. These are words used before a verb in its
simple form.
recommendation
possibility obligation or necessity
or to give advice
You have to leave now. You
You should call the police. You can do many things
must go to a shelter!
Connect ideas. When writing or speaking, connect your ideas with the correct
words.
to express a to add to express a to express a

to give a reason
condition information consequence sequence
Wait after the
If there’s an Keep calm and Go to a strong Don’t run
earthquake and
earthquake, go to a safe wall so you are because you can
then leave the
don’t run. place. safe. fall.
building.
UNIT 2
Giving instructions
To tell someone how to do something, you can use the imperative form. For this,
you use the verb in simple form and the auxiliary do + not to form the negative.
Check the sources you use. Don’t use any online dictionary!
Agreeing and disagreeing
Phrases to agree Phrases to disagree Phrases to negotiate a common decision

I agree with you. I don’t think this is right. Let’s hear what he / she says.
I think so. I don’t agree with this. Let’s decide on this…
I think you’re right. I don’t think so. I think we can agree that…
182
LANGUAGE REFERENCE
UNIT 3
Past tenses
To tell stories or events that happened in the past, we can use different past
tenses.
Affirmative Negative Question form
Simple Past They went to the forest. She didn’t like the
Did she hate Elise?
(events before now) She visited her brothers. King’s children.
Past continuous
She was knitting all the She wasn’t crying Was she singing
(events in progress
time before the prince when she was when she met the
at a specific time
met her. saved. prince?
before now)
Past Perfect
(events before the I hadn’t seen the Had these stories
When I talked to you, I
specific time in the movie before I read been written before
had read the story.
past we are talking the book. we were born?
about)
Verbs in the past can be regular or irregular. Regular verbs end in –ed; you add
the ending to the verb or just –d to verbs that finish in –e
Regular Verbs Irregular verbs

accept accepted like liked be was/were have had
decide decided live lived become know knew
finish finished save saved fall fell leave left
UNIT 4
To confirm information say a sentence and then ask a short question (tag
question). In affirmative sentences, the question is negative. In negative
sentences, the question is positive. Check the use of auxiliaries in the examples
below.
We should listen to the You didn’t see the movie,

You like music, don’t you?
story, shouldn’t we? did you?
We are reading the same They weren’t talking to me,

This isn’t your hobby, is it?
book, aren’t we? were they?
183
LANGUAGE REFERENCE
Connecting sentences. When writing or speaking, connect ideas to make more

natural sentences.
To add information To contrast information To give an alternative
I like sports and I like reading Liz loves heavy metal but not Do you like football or any
magazines. that group you mention. other sport?
UNIT 5
Present Tense. When we want to express general truths, habits or routines we
use the simple present tense.
I don’t study Do they study

I, You, We, They We study English.
Japanese. foreign languages?
She thinks this is Does he think it is

He, She, It It doesn’t matter.
important. important?
Predicting the future

Use will to make predictions about the future. Use going to when your
prediction is based on evidence.
will You’ll be rich one We won’t have Will we have flying

(predictions) day. problems. cars?
going to
I’m going to study I’m not going to Are you going to
(intentions or predictions
hard. fail exams. go to university?
with evidence)
UNIT 6
Expressing wishes and hopes
almost impossible possible realistic
I wish I could disappear. I want to travel to other

I hope I can see you again.
If only I could fly! countries.
184
LANGUAGE REFERENCE
Adjectives and adverbs. Adjectives describe people or things, and adverbs

describe actions or adjectives, e.g. She is mysterious. (Adjective) / She speaks
mysteriously (Adverb)
To form adverbs from adjectives, add –ly. If the word finishes in –y, we often
change the –y for and –i. For words ending –le remove –e and add –y
nice nicely happy happily terrible terribly
Showing sequence. We use certain words (sequencers) to indicate the order of

events.
Beginning Middle End

First, Then / After that, Finally,
UNIT 7
Passive voice is used normally in formal texts when we want to give importance
to the thing or person that receives an action.
Your actions are controlled by the nervous system. (“Your actions” are the
important thing here).
Passive voice in the present tense is formed with the verb to be (singular or
plural) and the past participle of a verb.
Digestive enzymes are made Food isn’t stored in the Is all food digested in the
in the pancreas. stomach. stomach?
Countable and uncountable nouns. Countable nouns are the ones that we can
count using numbers. For example: two lungs, two eyes, many arteries. When
we cannot count things (for example liquids, powders, gases, etc.) we call them
uncountable nouns. They don’t have a plural form and we express their quantity
with phrases like some, a lot of, a bit or with specific measurements (for
example, 1 litter of blood).
How many _____ are in your cells, nerves, arteries, bones,

countable
body? muscles, organs
How much _____ is there in blood, water, electricity,

uncountable
your body? energy, oxygen, adrenaline
185
LANGUAGE REFERENCE
Making Comparisons. When you want to express differences between people or

things, we use the comparative or superlative forms of adjectives.
Adjectives
two syllable three or
One syllable that finish in
adjectives that more syllable
adjectives vowel sound +
finish in -y adjectives
consonant
-er than (smaller happier than, more (beautiful)
comparative (fatter than)
than) simpler than than
the -est (the the happiest, the the most

superlative (the fattest)
smallest) simplest (beautiful)
UNIT 8
Asking for
Expressing opinion Explaining Disagreeing explanation or
clarification
I think… …that’s why I think… I don’t believe… Why do you say…?

I don’t believe… What I mean is… I don’t agree… Do you mean…?
In my opinion… Let me explain… I don’t think… Can you explain…?
UNIT 9
Making Presentations
Starting a presentation Developing content Closing a Presentation

This graph shows you…
The topic of my presentation Are there any questions?
That leads me into…
is… Finallly…
I would like to add…
I’ll start with… To end today’s topic…
As I was saying…
UNIT 10
Agreeing on plans with others
Inviting others to
Proposing an idea Disagreeing Supporting an idea
participate
Sorry, I don’t agree They say…
I think we should... That sounds
with that. I read in [source]
What about…? interesting, doesn’t it,
I’m afraid it’s… that...
Here’s an idea, let’s… Bren?
Are you sure…? We should do it
Why don’t we…? What do you think?
I don’t think… because…
186
GLOSSARY
G
UNIT 1
advertisement n. a printed, radio, online or TV commercial often used as its
abbreviation: ad.
campsite n. an area used for camping, the base of a holiday camp
homeless n. a (poor) person who has no place to live
hurricane n. a natural disaster with heavy rains and strong winds
major adj. big, important
paramedic n. person who gives emergency medical care
(to) rescue v. to save or liberate
shelter n. a temporary and safe place to stay
G
UNIT 2
(to) add v. increase numbers of something
(to) alphabetize v. order words following the alphabet
bilingual adj. written in two languages, able to speak two languages
bulleted adj. list with a bullet point (•) before each item
(to) draft v. to write a first version of a text
(to) edit v. correct and improve a text.
heading n. title of a section in a text
(to) look up v. find, search (in a dictionary)
meaning n. the sense or idea of a word
monolingual adj. written in one language, able to speak only one language
part of speech n. the group to which a word belongs depending of its function
(to) proofread v. to check and correct a written text
sample n. an example
G
UNIT 3
character n. a person in a story
evil adj. harmful and/or bad, malevolent
king n. a monarch, the ruler of a kingdom (male)
(to) knit v. to make things with wool using needles
once upon a time exp. (used in story telling) a long time ago
prince n. the son of a king
queen n. a monarch, the ruler of a kingdom (female)
setting n. the location or place where a story happens
spell n. a magic incantation made to achieve a purpose
theme n. the idea reflected in a story
(to) travel v. going from one place to another
(to) turn into v. transform, convert
witch n. a female with magical powers, especially to do evil things
187
GLOSSARY
G
UNIT 4
commercial break n. an interruption in a program for advertisements
(to) compliment v. to say nice things about someone or something
cool adj. impressive
huge adj. extremely big
politely adv. in an ice and attentive manner
(to) stand (something) v. (informal) to tolerate
topic n. the subject or area of study
G
UNIT 5
forecast n. a prediction or calculation
weather n. atmospheric conditions
UNIT 6
(to) act v. perform (as in acting in a play)
bow tie n. a tie knotted at the neck
gossip n. talk that involves reports on others, normally unfounded or false
leaflet n. a pamphlet with information usually advertising something
(to) realize v. to some to understand
rude adj. unpleasant, offensive
soft adj. not firm, easy to the touch
188
GLOSSARY
G
UNIT 7
average n. typical
carry v. transport, take
health n. the state of being well physically
(to) make up v. to compose
(to) pump v. to use suction or pressure to move liquids or gases
(to) regulate v. to control, adjust
(to) release v. to discharge, let go
(to) remove v. to eliminate
(to) shape v. to form in a particular way
throughout adv. / prep. all over a place or object
waste n. material not wanted or needed
G
UNIT 8
clever adj. intelligent, smart
comic strip n. a story told in drawings separated in panels
funny adj. amusing, humorous
noise n. an unpleasant sound
panel n. the square or other shape where an illustration of a comic strip
is contained
silly adj. trivial, foolish
(to) snore v. to make noise when you sleep
speech n. spoken language or dialogue
189
GLOSSARY
G
UNIT 9
chart n. a diagram or similar in which information is organized
(to) develop v. to elaborate or expand in a topic or idea
diversity n. variety, mixture
e-source n. an electronic source such as CDs, podcasts, etc.
footnote n. a note at the end of the page that clarifies or expand on an idea
graph n. a diagram that shows relation between data
(to) narrow v. to make more specific
reliable adj. that can be trusted
research n. investigation, study
resource n. material, action, or strategy that can help solve a problem
topic n. the subject or area of study
G
UNIT 10
blog n. webpage or publication online, normally written in
a
informal style and frequently updated.
cabin n. a small house made of wood usually in the forest
(to) discard v. to throw away, to get rid of
fee n. the money paid for a service
ferry n. a ship or boat that crosses a river or water stretch
to take people across
itinerary n. the program or plan for a trip or journey
national park n. grounds protected by the federal government
because of their historical or ecological value
pedestrian n. someone who walks
podcast n. an e-source; a digital audio file
(to) propose v. to say, or suggest and idea
(to) reach an agreement v. to come to a conclusion as a group
(to) refer to v. to mention
source n. the place where information can be obtained
(to) support v. verify, corroborate
190
STRATEGIES SUMMARY
Unit 1 Unit 6
Memorizing dialogues Giving Productive Feedback
1 Read the phrases aloud – repeat them 5 1 Specify what the feedback is about.
times. 2 Make sure you are not evaluating or trying
2 Record yourself, listen to check. to control what others do.
3 Listen to radio or TV in English. 3 Be simple and direct, but also polite.
4 Write the phrases in a notebook.
5 Use the phrases with friends who speak
English.
6 Practice the phrases with friends.
Unit 2 Unit 7
Improving vocab skills Learning Academic Vocabulary
1 Looking up words in a dictionary. 1 Read the same topic in different sources.
2 Listening to English songs. 2 Find or decide on the key vocabulary for
3 Playing vocabulary games. the topic.
4 Reading (individually or with friends). 3 Create a vocabulary record with new
5 Recording vocabulary in my notebook. words and simple drawings to represent
6 Making drawings to illustrate the meaning meaning.
of a word. 4 Write example sentences with the new
7 Writing sample sentences to practice new vocabulary.
vocabulary.
Unit 3 Unit 8
Improving Your Pronunciation Reading Comic Strips
1 Listen to and watch people with good. 1 Analyze visual elements.
pronunciation – pay attention to how they 2 Read the text quickly to get the main idea.
move their mouth. 3 Predict what happened before or after.
2 Pronounce words in front of a mirror to 4 Read in detail to find specific information.
check how you move your mouth.
3 Listen to yourself (you can record
yourself).
Unit 4 Unit 9
Understanding Spoken Dialogue Speaking to an Audience
1 Understand the context: 1 Consider audience: Who is listening to me?
2 Predict: What phrases will I hear? What do they need or want to hear?
3 Identify the speakers. 2 Consider purpose: Why do I want / need
4 Focus on the main idea. to present?
5 Get details. 3 Practice, practice, practice.
4 Be confident and positive, have fun as you
talk to others!
Unit 5 Unit 10
Making Sense of Grammar Structures Memorizing strategies for different types of
1 Analyze the patterns: look at the function learners.
of the words and pay attention to how 1 Kinesthetic students can connect a
they are linked together. specific movement to phrases they repeat.
2 Compare different structures (affirmative, 2 Visual students can find creative ways to
negative, question forms or even different see the information.
tenses). 3 Auditory students can find creative ways
3 Look at the difference between English to repeat the information.
and your own language.
191
DIGITAL SKILLS SUMMARY
Unit 1 Unit 6
Emergency Apps Using Slides in Presentations
Find out about the specific emergency apps Using computer slides instead of posters
or websites in your community. To make sure can save you and your team a lot of work.
they are safe try your federal government However, you need to remember that the
official website first. slides support your presentation, they are not
the most important part.
• Do not use too much text in a slide
• Use images to enhance meaning
• Charts and graphs should be simple
• Find safe online sites where you can
download or create illustrations for your
presentation.
Unit 2 Unit 7
Online Dictionaries Interactive Online Diagrams
Choose an online dictionary according There are interactive diagrams online that are
to your needs: learner dictionaries from good to have fun with science knowledge.
established and reliable sources should be Try
the best to use. https://www.healthline.com/human-body-
maps
Unit 3 Unit 8
Pronunciation Apps Online Discussion Rules
There are free pronunciation apps that you • Online discussion groups also have rules:
can try. Download them from trusted sources • Use proper language
(https sites). Try several before you decide • Be precise
on one or before buying one. • Justify your opinions and invite others to
give theirs
• Don’t use capitals – it’s the same as
shouting.
Unit 4 Unit 9
Recording Dialogues Recording Presentations
Using phones to record your dialogues (or Try recording your presentations when you
part of your dialogues) can help you get an rehearse them, so that the final one is better.
idea on aspects of pronunciation you want/ If you can, make a video of your
need to improve. presentations. In groups, watch your videos
(focus on organization and language) and
take notes of what you can do to make it
better the next time.
Unit 5 Unit 10
Finding Information Online Online Safe Sites
When searching information online, search Official websites of tourist attractions and
engines help but some sites are not destinations are normally safe and reliable.
safe (they might contain inappropriate Try to use national tourism organization
information or have viruses that affect your pages or sites whose address starts with
computer). Search for a general term such https to make sure the sites are safe.
as “life in the future” and choose educational
sites, or sites whose address starts with
htpps. Avoid clicking on ads or links in the
sites you check.
192
AUDIO SCRIPTS
Track 2 Unit 1 Get Going Activity 2 Track 5 Unit 1 Get Moving Activity 5
Mark: Hello! My name is Mark. Is this the right Sonia: Attention volunteers! My name is Sonia
place to sign up as a volunteer? and I’d like to tell you about the work we do
Nelly: Yes, Mark. This is the right place. here. We help emergency services as they
Welcome, my name’s Nelly. This hurricane was rescue people affected by the hurricane.
awful. Is your family OK? Melissa: What are emergency services?
Mark: Yes, everyone is fine, thanks. I’d like to Sonia: The police, the paramedics, the
help now. firefighters, the army… all of the public services
Nelly: Great! You have to wait for the next that can help in a crisis. They are working
information session. together because they want to help the
Mark: An information session? What is that for? people in the community.
Nelly: We let you know how we are organized, Person 1: And how can we help?
what we need from you, and then you tell us Sonia: As you know, many people are donating
what you can do. If you know more about what food, clothes, and other supplies. We have to
we do, it will help you decide how to help. pack boxes with the correct products for shelters.
Mark: That’s nice! When is the next information Melissa: Excuse me, Sonia. I have a disability. I
session? don’t think I can pack things. Can I still help?
Nelly: It’s in 30 minutes. At 2:00 pm. We have Sonia: Sure! Can you type? We need people
one session every hour. to register the supplies we get, and then write
Mark: And how long is it? down where they go. We need to keep control
Nelly: Not very long. It’s about 20 minutes. of things. There are many other things to do,
You have to fill in this form to register as a so every volunteer is more than welcome!
volunteer. You can fill it now if you want. Person 2: Are there other ways to help?
Mark: Sure! And where is the information session? Sonia: Yes, that’s why I need you to fill in a
Nelly: Oh, sorry – it’s over there. In the blue volunteer registration form. If you can drive,
tent where people are going in. you can help take supplies to the shelters. If
Mark: Thanks! you have a boat, we need you to help rescue
Track 3 Unit 1 Get Going Activity 7 workers. Some of you can help in the shelters.
Ron: Do you know what services to call in case Track 6 Unit 1 Get moving Activity 11
of an emergency? Rosa: Hello, my name is Rosa and I’m doing a
Marion: If there is a fire, you should call the project for school. Can you help me?
fire department. If there is a crime, you should Joy: Sure, Rosa. What can I do for you?
call the police. When someone has a health Rosa: Just answer a question, please. What
problem, you should call an ambulance. public services are there in your community?
Correct? Joy: I am from California. We have very
Ron: Yes. What number do you call? good public services –the police, the fire
Marion: Let’s see…Uhmmm ….er... I have no department, the city services, you know –
clue. like trash collection, parks and recreation,
Ron: You have to know this Marion! This is museums. We also have shelters for homeless
important. Do you have to learn three different people.
numbers? Rosa: Shelters? I’m sorry… What are those?
Marion: Well… no. I think… do we use 911 for all? Joy: Places where people without a home can
Ron: Yes, Marion. If you have any emergency stay for a short time.
here in the US, you call 911. Rosa: Are they like houses?
Marion: What about other countries? Joy: They can be. They are normally small
Ron: Well… that’s a very good question. I guess rooms with a large common area for eating.
we should find out. Rosa: OK. This is impressive! Thanks, this
Track 4 Unit 1 …Being Together information is great for my project.
Nelly: Welcome. This hurricane was awfull. Is Joy: I’m glad I could help.
your family ok? Rosa: Bye, nice to meet you!
Ron: You have to know this Marion! Track 7 Unit 2 Get Moving Activity 5
Mark: I’d like to help now. 1. Read the introduction.
Mark: Thanks! 2. Look up the words alphabetically.
Ron: I guess we should find out. 3. Check the guide words.
193
AUDIO SCRIPTS
4. Read the entry word and the information After some time, both brother and sister got
that follows. tired of taking care of their brother. The eldest
5. Use the phonemic symbols to learn how to brother left first, and after one year, the sister
pronounce a word. told her little brother, “Here’s food for you. I’ll
6. Identify the part of speech of the entry word. go to find our brother, and we’ll come back
7. Read the sample sentences. for you”. The sister left and found her older
8. Find additional meanings. brother, but she did not come back. Both
Track 8 Unit 3 Get Going Activity 2 brother and sister started a new life in town.
Patrick: Which of these stories should we read? The little boy survived for a few months with
Elsa: What about Cinderella? I like the story. the food his sister had left. After the food was
Patrick: Mmmmm, but that’s so common. finished, he ate roots and berries from the forest.
Everybody knows the story. But then the winter came, and there was no food.
Elsa: That’s right, and because we know Not knowing what to do, the boy followed a
something about the story, it will be easy to read! pack of gray wolves and ate what they had
Patrick: That’s true! But, I don’t know… Maybe left behind. The wolves noticed the little boy
we should read something different. How and felt sorry for him, so they accepted him as
about The Wizard of Oz? We know the story a friend. Little by little, the boy became part of
because of the movie. the wolf pack.
Elsa: Why don’t we read the abstracts before One day, the big brother was traveling through
deciding? And remember that the original the forest, and he heard an Indian cry that
stories are very different from the movies. sounded like a wolf. But then, he recognized
Patrick: Abstracts? the voice of his little brother. He called after
Elsa: Yes, the summary of the story. him, “Come back, please! I’m sorry!” As the big
Patrick: Ah, OK. That sounds good. Let’s read brother shouted, the little boy changed into a
the abstracts first, and then we can decide. wolf. The big brother cried, but the little wolf-
Let’s choose an interesting one. boy had no time for him. Once transformed,
Elsa: Not an easy one? he ran after his new brothers, the wolves.
Patrick: No. If we find an interesting story, it The big brother came back to town and
will be easy and interesting to work on. told his sister what he had seen. Since that
Elsa: Ooh, I see. Let’s do it, then. day, they were sad and miserable, always
Track 9 Unit 3 Get Moving Activity 7 lamenting on breaking their promises.
After some time, Melvina said that Elise had Track 11 Unit 4 Get Moving Activity 13
committed a horrible crime. The guards were Patrick: Have you read the story of The Boy
about to burn Elise, but she threw the shirts and the Wolves?
in the air. Her brothers flew down and got Elsa: Yes, I read it last week. It’s a good one.
the shirts. They became human. Melvina was Reading is my hobby, and I love classic tales!
horrified because she knew Elise was not a Patrick: I read it too, but I can’t remember
criminal. Edward was confused, but in the end… some details. The little boy was alone, and he
Track 10 Unit 3 Get Moving Activity 9 had food his sister left him, right?
THE BOY AND THE WOLVES Elsa: Yes, that’s right.
(An adaptation from Andrew Lang’s version) Patrick: How long did the food last? Do you
Many moons ago there was a good Indian remember?
hunter who decided to live in the forest with Elsa: Yes, the food lasted for a few months.
his family, away from the evil of others. He had Patrick: And why did the wolves help him?
a wife and three children. Elsa: Because they felt bad for him. Those
As time passed, his wife died and he grew wolves were nice.
old and weak, so he spoke to his older son Patrick: Ha ha ha! What was the end of the
and daughter. He told them “I love you, and I story? I don’t remember well.
wish you well, but please,” he begged, “do not Elsa: The brother and sister felt bad forever.
abandon your younger brother, for he is young Patrick: That’s right! Because they broke their
and weak”. The son and daughter promised, promise. I remember now.
with tears in their eyes, to always take care of Track 12 Unit 3 …language
their little bother. And with this promise, their Sound /th/ as in mother: brother, father, the
father smiled and passed away peacefully. Sound /ᶴ/ as in fish: finished, wish
194
AUDIO SCRIPTS
sound /u:/ as in boot: flew, food, roots Elsa: I like the Seahawks.
sound /i:/ as in tree: queen, seen Patrick: Oh! That’s a great team. It’s the team
Track 13 Unit 4 Get Going Activity 1 from Seattle, isn’t it?
Announcer: And this is KXWR, your favorite Elsa: Yes! That’s the one. You are also into
radio station. We’re back with Jerry Sanders in football, aren’t you?
The Alternative Music Spot. Patrick: Oh, no… I’m not into football. I’m more
Jerry: Thank you Bill. Welcome back to the into hockey – ice hockey.
show. Today, to discuss views on an alternative Elsa: Wow! That’s a really cool sport.
music duet, we have invited Joan Silverstone, Track 15 Unit 5 Get Going Activity 6
who is the president of Rodrigo and Gabriela’s 1. Did you come alone?
fan club in this area. Joan, welcome. 2. I take the bus at the corner of my house.
Joan: Thanks for the invitation, Jerry. 3. I’ll think about it.
Jerry: OK, let’s start with our topic – Do you 4. We watched the game on TV.
like Rodrigo and Gabriela? 5. What time do you wake up on weekdays?
Joan: Yes, I do. [Laughs] I am the fan club’s 6. I’m going to see the movies.
president! 7. What did you do yesterday?
Jerry: OK, OK… just checking. Tell me now, Track 16 Unit 5 Get Moving Activity 4
what do you like about Rodrigo and Gabriela? 1 Let’s go. It’s going to rain.
Joan: Oh, Jerry – I love, love their music. It’s 2 Watch out! You’re going to fall.
different, fresh, and original. 3 He’s going to win the race.
Jerry: Well, I think it’s intense, but… I don’t Track 17 Unit 5 …language
know. I’m not a big fan. She was shocked by the sharks circling the
Joan: What are you talking about? How can ship near the shore.
you not like their music? Freezy breeze made three bees sneeze and
Jerry: Well, it’s not that I don’t like it. I can listen freeze.
to a piece or two… and that’s all. I know a lot of If tall Lilly calls, well, you’ll call. If small Billy
people like it, but I guess it’s not my thing. yells, well I’ll yell.
Joan: Really?! That is hard to understand for Track 19 Unit 6 Get Moving Activity 6
me. I like the intensity and the combination of Patrick: In this picture, I think the woman is
the two guitars. Their sound is very easy to saying “How can you do this to me, Claude?”
listen to. Elsa: Mmm, I don’t know. That sounds too
Jerry: Do they play alternative music? dramatic.
Joan: Not really. They play a combination of Patrick: But look. She is obviously angry!
jazz, flamenco, heavy metal, rock… Elsa: That’s right. Then, let’s have Claude say
Jerry: Wait a second… You just said heavy “Forget about it. It’s just gossip!”
metal, didn’t you? Patrick: Yes, but what does he sound like when
Joan: Sure! Both Rodrigo and Gabriela are he says that?
huge heavy metal fans. Elsa: Bored. He thinks she’s wasting his time.
Jerry: Wow! That’s interesting. What about Look at his expression and his posture.
you? Are you into heavy metal? Patrick: You’re right. He’s not angry; he’s bored.
Joan: [Laughs] Oh no, I can’t stand heavy Elsa: Does the conversation continue?
metal or heavy music in general. But what Patrick: Mmm, maybe. What do you think?
Rodrigo and Gabriela play is not that. Track 20 Unit 7 Get Moving Activity 2
Jerry: Well, thanks for your interview, Joan. We Teacher: Good morning, Doctor. Welcome to
will be right back after this commercial break. our Health Day at school. Can you talk to our
Track 14 Unit 4 Get Going Activity 6 students about blood pressure? What is it?
Patrick: Do you like playing sports? Doctor: Well... let me start at the beginning.
Elsa: Not really. I guess it’s not my thing. Every time your heart pumps, it sends blood
Patrick: How about watching sports? out of your heart to travel to every part of
Elsa: Ooh! That’s different. your body, from the top of your head to the
Patrick: Different? Why is it different? tips of your toes. To do that, the left ventricle
Elsa: Because I love football. I watch it all the uses a strong force to push blood out. That
time. force is your blood pressure. The blood
Patrick: Really? What’s your favorite team? presses on the inside of the artery walls; then
195
AUDIO SCRIPTS
the walls stretch and spring back to give your Dana: Oh, OK… what I mean is… what I said
blood an extra push. before… It’s not very original.
Track 21 Unit 7 Get Moving Activity 3 Greg: OK – let’s agree to disagree!
Teacher: And what about high blood pressure? Track 23 Unit 9 Get Going Activity 2
Doctor: Several things can cause high blood Teacher: Hello, everybody. Please, sit down.
pressure. One of them can be eating very salty Today I’m going to give you the guidelines for
foods. Fatty foods are also bad for your circulatory your research paper, are you ready? Research
system because fat collects in the arteries. is about studying a subject carefully, because
Teacher: Is this dangerous? you want to learn something new. The first
Doctor: Yes, it is. It can damage the arteries. thing to do is to choose a topic that you find
When there’s a lot of fat in the arteries, the interesting. What’s next? The second thing to
flow of blood can be blocked, and this is do is narrow the topic. Yes, Julieta?
something serious because it can cause a Julieta (girl 1): Narrow the topic? What does
heart attack. that mean?
Teacher: What can people do to help their Teacher: Well… It means you must be specific.
circulatory system? If your investigation is about natural disasters
Doctor: A balanced diet is the best you can … think about which kind of disasters,
do to help. For example, fruits, vegetables, hurricanes? Earthquakes? Am I being clear?
and whole grain bread are excellent source Julieta: Yes, you’re clear. Thanks.
of vitamins and minerals. And you also need Teacher: Then the third thing to do, and I think
protein. It is essential for growth; meat, an important one, is to formulate the research
nuts and beans are good source of protein. questions: what do you want or need to know
Remember, a balanced diet is about eating a about the topic? Remember, research or
variety of foods and avoiding eating in excess. investigation is not only about writing facts,
Teacher: What else would you recommend? it’s about asking why, where, when, how things
Doctor: Exercising. Physical activity helps your happen.
body be healthy. Doing exercise improves your Julieta: This means that if I choose the topic
respiratory and circulatory system. And this of hurricanes, my research questions might
is excellent for helping you to have a healthy be: How do hurricanes form? Where do they
blood pressure. happen? And things like that?
Teacher: Thank you doctor! Teacher: Exactly!
Track 22 Unit 8 Get Moving Activity 2 Daniel: And what do we do after that?
Greg: Hey, Dana! Did you read the comic strip Teacher: Then you select your sources of
today? It’s so funny! information. Yes, Daniel?
Dana: I read it – but I don’t agree with you, it’s Daniel: What do you mean by that?
not funny. Teacher: Good question! Listen up everybody.
Greg: But it’s about this mistake… you know, Take these notes about selecting sources
the Mexican dog translated a phrase to be of information. Please read them and start
polite… thinking of a topic. See you next class!
Dana: I know… “my house is your house” is just Track 24 Unit 9 Get Moving Activity 5
an expression to make people feel welcome. Patrick: Good morning. The topic of my
Greg: See? And the English dog takes it presentation is English as a Global Language.
literally… that’s why I think it’s so funny. My presentation has two parts. The history of
Dana: It’s OK, but I don’t think it’s very original. English as a world language and the definition
Why does the author use dogs? of global language. There will be some time
Greg: Because it makes it funnier. The dogs for questions at the end of the presentation.
are cool! I’ll start with the history of English as a world
Dana: Well, I don’t believe a mistake like that is language. This began in the 17th century with
possible. the English arriving in North America. Then it
Greg: Really? Why? continued with the British colonial expansion
Dana: Because that phrase is so common. in the 19th century until the 20th century
Greg: Common? Do you mean common in when the United States became a world
Mexico? Because it’s not common in England, superpower. You can see this in the chart.
and Wilbur is English. That leads me into my second point. To be
196
AUDIO SCRIPTS
considered a global language, a language has lake where we can fish.
to be spoken by other countries around the Brad: What about camping? That is cheaper, isn’t
world. And this can happen, for example, if it it? We should go camping in the national park!
becomes a second or official language of a Joey: How about something original? I hear
country, or if it is taught at schools in a country that camping in the desert can be interesting…
as a foreign language. I would like to add that a you can look at the stars and tell stories
global language is used by more people in the together at night.
world than any other language, this is the case Monica: Where did you hear that? It is
of English today. Finally, this graph shows you definitely interesting, but I am not sure it is a
that more than 1.5 billion people in more than great idea.
100 countries in the world speak English as a Brad: What do you do in the daytime?
first, second or foreign language. Track 27 Unit 10 Get Moving Activity 1
Are there any questions? Samantha: What’s the plan for tomorrow? I
Daniel: Hi there, I’ll talk about English… as a want to go to the London Eye.
global language. I’ll tell you about the history Patrick: The London eye? What is that?
of English and then, I’ll talk about… hmmm. no, Samantha: It’s one of London’s major
I’ll tell you the definition of English…. English attractions. Here, look at the guide book. It’s
as a global language. a fantastic way to see the whole city from up
The history started with English in North above! Doesn’t it look great?
America in the seventeenth century and then Patrick: Well, yes. It looks great, but I am afraid
in the twentieth century… no, the nineteenth it’s going to be expensive, and it’s just a fun
century, with the British going to many attraction. I want to go to the British Museum;
countries. In the last century… the United it has many interesting things to see from
States became a world superpower…Where is cultures around the world. And it’s free!
this thing? Here… Look at the chart. A global Samantha: Are you sure it’s free? The
language is when many people in different London Eye is only £25. And of course it’s
countries speak the language. Today many a fun attraction! We should have fun on our
people speak English in the world. Look at vacations, right?
the chart… no, this is not the chart. Here it is. Patrick: Well, I’m sure the museum is free; I
Questions? ...what time is it? There’s no time, checked the official website. Do you really
Sorry! want to spend £25 on this attraction? It’s not
Track 25 Unit 9 Get Moving Activity 7 cheap at all.
Julieta: I have a question. I know that there are Samantha: Yes – I really want to go to the
1.2 billion people who speak Chinese. Does it London Eye! The ride is only 30 minutes. I hear
mean that Chinese is a global language too? the museum takes forever!
Patrick: No, Chinese is not a global language. Patrick: But £25…
As I was saying, English is a global language Samantha: Maybe there’s a discount for
because it is spoken by people in many students… let me check… Yes! Here it is! We
countries, and it is used as a first, second or can get a discount.
foreign language by more people than any Patrick: That’s perfect! OK, here’s an idea – we
other language in the world. can go to the London Eye first. Then we can
Julieta: OK, thanks! spend the rest of the day at the British Museum.
Track 26 Unit 10 Get Going Activity 3 Samantha: I think that’s a good plan. The
Brad: I think we should go to the beach. museum is not too far from the London Eye. I
Everyone loves the beach! think we can walk there. Here, look at the map.
Monica: Sorry, I don’t agree with that… not Patrick: We should start early in the morning.
everyone loves the beach. I don’t. If we get to the London Eye at 11, we can be
Joey: I read an article in a travel magazine, and at the museum by 1 pm and have lunch there.
they said the beach is more expensive than Then, we can stay there until they close at 5:30.
renting a cabin in the mountains. Linda says we will need time because it’s huge!
Monica: A cabin in the mountains? That Track 28 Unit 10 …language
sounds relaxing, doesn’t it, Brad? 1 Are you sure it’s free?
Brad: Or boring… what can we do there? Walk 2 Doesn’t it look great?
and sleep? 3 I am afraid it’s going to be expensive.
Joey: We can go horseback riding. There is a 4 The ride is only 30 minutes.
197
Term Test 1
WRITING
1. Write instructions to use a Bilingual Dictionary. Look at the words in the box to get ideas.
Read Check Use Find Identify
Phonemic Sample
Guide words Translation Alphabetically
symbols sentences
Additional
Introduction Part of speech Entry word Page number
meanings
2. Write your first draft on these lines.
3. Review your writing. Check punctuation and spelling. Add or delete ideas and write your
final instructions on the lines below.
198
Term Test 1
SPEAKING
1. Work in pairs. Take turns to ask and answer questions about Public Services. Take turns
asking and giving information about:
• Telephone Number
• Address
• Working hours
• Website or Email
• Other information
Student A Student B
Ask for information about the Ask for information about the
FIRE DEPARTMENT SPORTS CENTER
Take notes below to give information to Take notes below to give information to
Student B about the SPORTS CENTER. Student A about the FIRE DEPARTMENT.
199
Term Test 2
SPEAKING
1. Work in pairs. Take turns to ask and answer questions about like and dislikes. Look at the
list of topics to get some ideas.
• Movies
• Music
• Sports
• Hobbies
• Food
Student A Student B
Take some notes about the topics in the list Take some notes about the topics in the list
to talk about them to your classmate. to talk about them to your classmate.
Use short questions to confirm the Use short questions to confirm the
information and phrases to express your information and phrases to express your
likes and dislikes. likes and dislikes.
200
Term Test 2
READING
1. Read these sentences. Then read the passage to find out if the sentences are true or false.
Circle the correct answer.
1 We know more about the brain than about any other part of the body. T F
2 Scientists have known for years exactly how the memory works. T F
3 People never really forget what goes into their Long Term Memory. T F
4 The brain sends instructions to the body through the Sensory System. T F
5 Engineers have not yet invented computers that can think imaginatively. T F
THE BRAIN
The brain is the most complicated part of the human body. It is very small (a normal human
brain weighs about one 1.3 kg), and a bigger brain does not mean a better brain.
The surface area of the cortex (the outside part) is more important than the actual size of the
brain. Over the centuries, the cortex has grown, and it is now deeply folded to provide a larger
surface area without requiring a greater total volume.
The brain receives information from the outside world through the Sensory System: the eyes,
the nose, the ears, the mouth and the surface of the body, or the skin. The information is stored
in the memory, which has a tremendous capacity. In fact, scientists do not fully understand how
the memory works and it is believed that there is no limit to the amount of information that the
human brain can store. Also, it appears that the information is never lost. Very old people often
remember incidents from their childhood which have not come to heir minds for sixty to seventy
years. If we have stored something in our memory, it is there. But can we get it out again to use
it? That is the difficulty.
Some of the information we receive only goes into the Short-Term Memory; we only keep this
information for a minute or two, then we lose it. School children in class often seem to use only
the Short-Term Memory if they are not interested in the subject. But if a child is interested, he
puts the information in his Long-Term Memory, and he never loses it, but of course, there are
times when the child cannot recall it.
The brain sends instructions to the body through the Motor System. This tells the arms and the
legs to move, the eyes to focus, the hands to open and close, the jaw to move up and down, etc.
Through the Motor System we can even control our breathing for a short time.
So the brain is a complex and delicate part of the human organism, and it can do many things
and work in special ways. It can use the information that is stored in it to think creatively,
allowing the human race to make amazing scientific, artistic and technical progress. It will be a
long time before a computer is invented that can do this because imagination is a very difficult
thing to build into integrated circuits and silicon chips.
201
Term Test 3
SPEAKING
1. Work in groups of four. Look at the options for tourist destinations. Follow the instructions
below:
• Read all the details and decide where to go.
• Consider the activities, cost, distance and weather.
• When you give your opinion, give your reasons. Listen to the others as they say their
opinions.
• In groups make a decision on where you would like to go.
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202
Term Test 3
READING
1. Read the text of a presentation and write the letter of the sentence that completes the
spaces correctly.
a. As you can see in the chart
b. I would like to add
c. I’ll start
d. My presentation has two parts:
e. That leads me into
1 The definition of the scientific method as a method of research, and the second
part: the steps of the scientific method.
2 with the answer to the question: What is the scientific method? The scientific
method is the way for scientists to study and learn things. They use this method for
everything they study.
3 the second part of my presentation: the steps of the scientific method.
4 , the first thing to do is to come up with a question, then you need to observe
and gather information to come up with a guess, which is also called a hypothesis. Then
you do an experiment or experiments to see if your guess was right. After that, you analyze
your results and then, you present your final answer, or conclusion. Finally, 5 that
without the scientific method, we wouldn’t have science or the knowledge we have today.
203
Answer Key Teacher’s Guide Term Test
Writing Speaking
• Read the instructions together with the • Read the instructions together with the
whole class. whole class.
• Ask students to follow the instructions • Ask students to follow the instructions
and explain to them that you will be and explain to them that you will be
taking notes of how the activity is taking notes of how the activity is
• Use the scale template on page 205 to • Use the scale template on page 205 to
evaluate your students. You might get a evaluate your students. You might get a
photocopy for each student, so you can photocopy for each student, so you can
keep it as evidence of their learning. keep it as evidence of their learning.
• Consider the size of your class to • Consider the size of your class to
organize the evaluation of writing organize the evaluation of writing
• Bear in mind that the evaluation of • Bear in mind that the evaluation of
include the linguistic aspects covered in include the linguistic aspects covered in
the unit where the topic was covered. the unit where the topic was covered.
Term Test 2 Term Test 3

Reading Reading
1 F 1 d
2 F 2 c
3 T 3 e
4 F 4 a
5 T 5 b
204
SPEAKING
Name of student:
Date: Unit:
Very Not
good Good
so bad
Pronunciation
Communication
difficulty.
Name of student:
Date: Unit:

T
1
T
2
205
Unit 1
RESOURCES FOR STUDENTS Department of Homeland Security Plan Ahead
Unit 1 for Disasters https://www.ready.gov/
(Reading about volunteering for your communi- Morgan, Douglas F., et al. Foundations of Public
ty) Rusch, Elizabeth. Generation Fix: Young Ideas Service. Routledge, New York, 2015.
for a Better World. Beyond Words Pub. (2013) Unit 2
(Ideas to make plans or emergency kits for Norman Coe, Mark Harrison, Ken Peterson Ox-
teens) https://www.ready.gov/kids ford Practice Grammar Oxford University Press,
Unit 2 2006.
(Bilingual Dictionary) Rollin, Nicholas. Compact Oxford Advanced Learner’s Dictionary. Oxford
Oxford Spanish Dictionary: Spanish - English, University Press 2015.
English - Spanish Oxford Univ. Press, 2013. Shoebottom, Paul. “How to Use a Dictionary
(Online Dictionary for learners) Effectively.” Using a Dictionary, esl.fis.edu/learn-
http://learnersdictionary.com/ ers/advice/dic.htm.
Unit 3 Unit 3
(Stories) Perrault, Charles (2000) Perrault’s Fairy Grimm, Jacob, and Wilhelm Grimm. (2004)
Tales. The Folio Society Pub. Grimm’s Fairy Stories. Public Domain Books,
(Differences between American and British En- 2004.
glish) https://www.oxfordinternationalenglish. Unit 6
com/differences-in-british-and-american-spelling/ Walker, Richard. Essentials of Screen Writing.
Unit 4 Plume, 2010.
(To watch and listen to conversations in English) Mensa Research Foundation. “Writing a Screen-
http://www.elllo.org/english/ play.” Mensa for Kids, www.mensaforkids.org/
Unit 5 teach/lesson-plans/writing-a-screenplay/.
(To learn about the future) Unit 7
http://channel.nationalgeographic.com/break- Moyer, Richard, et. Al. Human Body: Pathways
through-series/episodes/predicting-the-future/ McGraw-Hill School Division, 2000.
Unit 6 Kindersley, Dorling. Human Body: A Visual Ency-
(Support for writing scripts) clopedia DK Smithsonian, 2012.
https://www.mensaforkids.org/teach/lesson-plans/ “How the Body Works.” Kids Health, The Nemours
writing-a-screenplay/ Foundation, kidshealth.org/en/kids/htbw/.
(A free resource for drawing) https://krita.org/ Unit 8
es/ Freay, Nancy and Douglas Fisher. Teaching Visual
Unit 7 Literacy. Corwin, 2008.
(To Learn about science) Green, John. Human BC Admin Using Cartoons and Comic Strips,
Anatomy in Full Color. Dover Publications, 2013. Teaching English British Council, www.teachin-
(Interactive body diagrams in 3D) https://www. genglish.org.uk/article/using-cartoons-com-
healthline.com/human-body-maps ic-strips.
Unit 8 Unit 9
(a comic book for teens) Telgemeier, Raina. Dra- “The celebration of linguistic diversity” Council
ma. Scholastic, 2012. of Europe https://edl.ecml.at/Home/
(Funny Comic strips) https://garfield.com/ Thecelebrationoflinguisticdiversity/tabid/2972/
Unit 9 language/en-GB/Default.aspx
(Intercative map for linguistic diversity) “Linguistic Diversity” Oxford Bibliographies.
https://www.nationalgeographic.org/maps/language- oxfordbibliographies.com/view/document/
diversity-index/ obo9780199756810/obo-9780199756810-0116.
Unit 10 xml
(Guide for visitors to New York)
http://www1.nyc.gov/nyc-resources/service/2152/ “Research Project Handbook” Howell Township
official-visitors-guide-to-nyc Public Schools, howell.k12.nj.us/files/gener-
(Guide for visitors to London) Evans, Susanna. al/302/2010_research_handbook.pdf
The Adventure some Teenager’s Travel Guide to Unit 10
London. Bremerhaven Press, 2017. National Park Service “Plan Your visit” U.S.
Extra support Department of the Interior.
Haberling, Jen, and Kevin Stanton. Big Fat Note- www.nps.gov/planyourvisit/index.htm.
book: English Language Arts. Workman Publishing,
New York. 2016.
(Resouces to read) http://www.read.gov/books/
REFERENCES
206
SUGGESTED RESOURCES FOR TEACHERS
General sources for language and methodology
Davies, Paul, and Eric Pearse. Success in English Teaching. Oxford University Press, 2014.
Hedge, Tricia. Teaching and Learning in the Language Classroom. Oxford University Press, 2000.
Hockly, Nicky. Focus on Learning Technologies. Oxford University Press, 2016.
Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development
(2nd Edition) Pearson FT Press, 2014.
Nunan, David. Task-Based Language Teaching. Cambridge University Press, 2004.
Swan, Michael. Practical English Usage. Oxford University Press, 2016.
Extra Activities Resources
More warmers and fillers

Zakhareuski, Andrei (ed.) 300 New Warmers and Fillers (Warmers, Ice-breakers and Fillers).
BusyTeacher, 2014.
British Council Spain. Warmers and Fillers. Warmers and Fillers, British Council Spain, www.
britishcouncil.es/sites/default/files/warmers_and_fillers.
A site that allows you to create flashcards

Cambridge English. “Flashcard Maker.” Flashcard Maker - Create & Print Flashcards in a Flash!,
www.cambridgeenglishonline.com/Flashcard_maker.
Techniques to use Reading aloud

Gold, Judith, and Akimi Gibson. Reading Aloud to Build Comprehension. Reading Rockets, 23
Aug. 2017, www.readingrockets.org/article/reading-aloud-build-comprehension.
Activities and Games

Vernon, Ann Shelley. ESL Classroom Activities for Teens and Adults: ESL games, fluency
activities and grammar drills for EFL and ESL students. Create Space Independent Publishing
Platform, 2012.
Extra resources per Unit
Unit 1
A guide to learn about public services in the US and with ideas for classroom activities that can
be useful to transfer to other contexts.
PSRW.org Public Service Recognition Week Teacher’s Guide Partnership for Public service, 2017.
207
Unit 2
Worksheets and directed activities with an online dictionary
“Key Stage 3.” Oxford English Dictionary, OUP, 2017,
www.public.oed.com/resources/for-students-and-teachers/key-stage-3/.
Unit 3
A book with ideas on using stories in the classroom.
Morgan, John and Mario Rinvolucri. Once upon a Time: Using Stories in the Language Classroom.
Cambridge University Press, 1984.
Unit 4
An extra lesson plan to teach likes and dislikes
Trowbridge, Sally. “All about Me.” Teaching English, British Council | BBC, Nov. 2016, www.
teachingenglish.org.uk/article/all-about-me.
Unit 5
A short podcast discussing future tenses
“6 Minute Grammar, Future Tenses.” BBC Radio, BBC, www.bbc.co.uk/programmes/p05qwg21.
Unit 6
A book on using film in the EFL classroom.
Sherman, Jane. Using Authentic Video in the Language Classroom. Cambridge University Press,
2003.
Unit 7
An article on teaching science content as well as language.
Toste, Verissimo. “The EFL Classroom: Teaching More than English.” English Language
Teaching Global Blog, OUP, 27 Oct. 2017, oupeltglobalblog.com/2014/05/22/the-efl-classroom
-teaching-more-than-english/
Unit 8
A comprehensive and practical guide to using comics in the classroom.
Thompson, Terry. Adventures in Graphica: Using Comics and Graphic Novels to Teach
Comprehension. Stenhouse Publishers, 2008.
Unit 9
An article about the origin and range of the English language.
Nelson, Libby. “25 Maps That Explain the English Language.” Vox, 3 Mar. 2015, www.vox.
com/2015/3/3/8053521/25-maps-that-explain-english. Accessed: Dec, 2017.
Unit 10
An alternative lesson plan on planning trips (2 classes).
Sanazaro, Cate. “Budgeting for a Trip.” Lesson Plan, Scholastic, 2017, www.scholastic.com/
teachers/lesson-plans/teaching-content/budgeting-trip/.
208

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Get Ahead 1!

Teacher Guide de Margarita De Jesús Dueñas

Dirección editorial Ma. Georgina Adame Moreno

Queda estrictamente prohibida la reproducción

Agradecimiento Get Ahead! 1 Student Book.

2 Interpretation Write instructions

5 Recreational and Recreational Produce constructive

• Table with information

• Select and revise bilingual dictionaries

• Choose and review classic tales and stories

• Listen to and review likes and dislikes in

• List with future

9 Exchanges associated Present information

• Revise and understand context and

• Revise and understand information

• Select and review comic strips in

• Search, find and access information

The Get Ahead educational package is comprised of:

The Student Book

Students are now ready to move on using the target language in

Students read an inventory of can-do statements that reflect the expected

This is used to indicate work in groups.

This is used to indicate whole-class work or discussions.

These are brief recommendations on how or when to integrate

There is a Get Started! page at the beginning of the book to review

After units 3, 7 and 10 your will find:

A review unit where students can revisit and consolidate knowledge

In the final pages of the Student Book you will find:

A Language Reference Section that

G Glossary A comprehensive list of key vocabulary from each

Strategies Summary A section that summarizes the learning to learn

Resorces for students. Recommended print and electronic sources for

A typical page of your TG has the following

The answers for each one of the activities.

Extra information that can be useful

Detailed suggestions on how to conduct

We wish you the best in this school term!

Functional Phrase Tic-Tac-Toe

Guess the picture

Slap the board!

What’s that word?

Nice to see you!

Achievements Teaching Guidelines Evaluation

1. Listen to • Recognize topic, purpose, and intended Collect evidence

• You can read the question together with

review / expand students’ vocabulary on natural

Before you do this activity you might want to review Answers

1. Listen and match the sentences

You might want to read the whole text aloud and

9 Work with a classmate. Ask and

Public Telephone Working

Paramedics 01800.675.231 565 Constitution 9 to 5

Fire 965 Arboledas

11. Listen to the conversation to

Possible answers Get Together

Get the Main Idea

Get the Details

Get the Words

Listen to and revise dialogues about community services

1. Listen to • Recognize topic, purpose, and intended Collect evidence

1. Listen and match the sentences

11. Listen to the conversation to

1. Select • Value the function of textual and graphic Collect evidence

6 understand instructions to use a bilingual dictionary?

8 make a list of abbreviations?

11 establish a number of steps in instructions and order

13 remove and / or add information to improve

1. Select and • Propose realistic learning goals. Collect evidence

2. Listen to two students deciding

• The student makes use of simple grammatical forms

• The student uses appropriate vocabulary when talking

• Is most of the times clear although there may be some

• The student can maintain simple exchanges with no

he writing is clearly well organized. The use of language includes good

he writing is organized. The use of language includes control of