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Teacher’s G
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Di Yes, We Can! Secondary is designed for the twenty-first-century secondary school
teacher, using a friendly approach and modern methodology. The course is made up
3
of four components for each level that interact fully for optimum results:
• The Student’s Book is attractively illustrated for the students. In each unit, they
explore two different social practices within fun and meaningful environments.
Students are encouraged to participate actively, which ensures language learning in
we
a fun and natural way. The Student’s Book includes: dialogues, real-life situations,
stories, readings, games and worksheets.
• For each student, the series includes a Reader, which is divided into fiction and Secondary
nonfiction sections. Authentic literature is an excellent way to introduce real
language and general knowledge.
• The CD includes all the pronunciation and listening activities. The children and
3
adults whose voices are heard on the CD are all native speakers of English, which
helps learners acquire natural pronunciation and stress patterns.
Secondary
econdary
• The Teacher’s Guide provides clear, step-by-step instructions for getting the best
out of the program, as well as tips for promoting student independence. In addition,
the Teacher’s Guide includes valuable support material, such as routine activities,
assessments, website suggestions, learning and teaching tips, review ideas and
S
much more!
All in all, Yes, We Can! Secondary is a complete and balanced course that young
learners and their teachers will enjoy.
Teacher’s G
Teacher’s Guide
uide
Yes, We Can! Secondary helps learners learn and teachers teach. It’s that simple!
Portada
PosiciónYWCtgSec3
Teacher's Proni
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we
Secondary
3
Teacher’s G
Teacher’s Guide
u id e
INTRO
Yes weYWC-Secondary TG3.indd i 1
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9/13/11 4:17 PM
AM
Av. Río Mixcoac No. 274, Col. Acacias
Del. Benito Juárez, C.P. 03240, Ciudad de México
Yes, We Can! Secondary is a collective work written and edited by the following team: Griselda Cacho,
Miroslava Guerra, Dominic Wright
Publisher: Justine Piekarowicz
Proofreading: John Barnaby Wright
Design Supervisor: Marisela Pérez
Design: Orlando Llanas
Cover Design: Orlando Llanas
Art Direction: Celia Alejos, Karla Avila, Orlando Llanas
Layout and DTP: Gina Castañeda, Karen Esquivel, Erick López, Daniel Mejía, Jesús Pérez, Oscar Pozos
Technical Coordination: Salvador Pereira
Technical Assistance: Susana Alcántara, Julián Sánchez, Daniel Santillán
Illustrations: Gustavo Del Valle, Humberto García, Guillermo Graco, Grupo Pictograma,
Teresa Martínez, Javier Montiel, Diego Llanso
Photographs: © AFP: pp. 40 (The Picture Desk), 40 (Frazer Harrison), 70 (Jiji Press), 70 (Kazuhiro NogI); © Photos.com:
AbleStock.com p. 94 (Hemera Technologies), Comstock p. 33, 34, 65 (Jupiterimages) 83 (Comstock Images) 54, 56, 59, 60
(Getty images), 101 (Getty Images), 103, (Comstock Images, Thinkstock Images), 117, 131(Hemera Technologies),
133 (Jupiterimages), 135 (Thinkstock Images); iStockphoto p. 4, 8, 11, 25, 26, 27, 28, 34, 36, 42, 57 (Getty images), 64, 65, 71,
88, 92, 94 (David De Lossy, Jupiterimages), 94 (Getty images), 96 (Getty images), 98, 99 (Getty Images), 103, 131, 135; Photos.
com, 84 (Jupiterimages), 87 (Jupiterimages), 92 (Jupiterimages), 93 (Jupiterimages), 94 (Getty Images), 95 (Getty Images),
97 (Getty Images), 101 (Getty Images), 131( Hemera Technologies, Jupiterimages), 135; Photodisc p. 66, 82 (Thomas
Northcut), 86 (Thomas Northcut), 135 (Steve Mason); PhotoObjects.net p. 96 (Getty Images), 135 (Hemera Technologies,
Jupiterimages); © Richmond Archive pp. 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 66 (Justine Piekarowicz); © Thinkstock.com:
Creatas pp. 103 (Jupiterimages), 135; Digital Vision p.11 (Thomas Northcut), 94, 70; Goodshoot p. 95 (Jupiterimages);
Hemera p. 33, 41, 57,63, 82, 95, 100, 103, 131, 135; PhotoObjects.net p. 70 (Getty images); Pixland p. 65 (Pixland); Polka Dot
p. 25 (Jupiterimages), 64 (Design Pics), 117 (Brand X Pictures, Jupiterimages); Lifesize p. 65 (Ryan McVay), 82 (Michael Blann),
86 (Jetta Productions); liquidlibrary p. 34, Stockbyte p. 34 (Tom Brakefield), 36 (George Doyle); Valueline p. 34, 64 (Darren
Greenwood), 71, 103 (Design Pics / Keith Levit); Wikimedia Commons: pp. 55, 61, 95, 98
Richmond publications may contain links to third party websites or apps. We have no control over the content of these websites
or apps, which may change frequently, and we are not responsible for the content or the way it may be used with our materials.
Teachers and students are advised to exercise discretion when accessing the links.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary
omission at the earliest opportunity.
First Edition: July 2012
Eighth Reprint: May 2017
ISBN: 978-607-06-0734-9
D.R. © Richmond Publishing, S.A. de C.V., 2012
Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, Ciudad de México
Miembro de la CANIEM
Registro No. 3249
Unit Notes
Unit 1 a Making Complaints T4
b Expressing Emotions T14
Teacher’s Corner T23a - T23b
Resources
Assessments T104
Tracks T114
Glossary / Bibliography T120
Answer Key (Fiction / Nonfiction Readers) T121 - T122
Tiii
Teaching Teenagers
Teen agers
How to Motivate
ore, but not
Not children anym
teenagers find
quite adults either,
ficult place.
themselves in a dif
ions run high
Interests vary, emot
ep. However, the
and frustrations de
is inquisitive and
average teenager
t for knowledge.
has an endless thirs
d the unique
If we can understan
nage learners
characteristics of tee
e teaching
and employ effectiv
rces, we will
methods and resou
enge a teenage
motivate and chall
int erest.
class to learn with
Today’s Teenagers
Teenagers look for meaning
in what
they are taught by relating
it to their
own lives. The latest genera
teenagers has grown up sur
tion of Making Decisions
rounded
by text messages, music pla Teenagers appreciate participating
yers,
Facebook, and Messenge in decisions about what happens in
r, among
other means of communic the classroom so that they feel some
ation and
entertainment. Keeping up ownership of and commitment to
to date
with technology and events the learning program. It’s important
that
interest teenagers is vital to find ways to encourage teen
to getting
and holding their attention participation in decision-making
.
without allowing total teen control of
your classroom.
iv Introduction
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Their Identity
Between the ag
es of 13 and 19
teenagers try ou ,
t different iden
and like their te tit ies
achers to see th
as individuals em
with their own
Most teenager ideas.
s prefer their te
to value and re achers
spect them rath
than to be thei er What They Are Like
r friends. Acad
closeness is ac emic
ceptable betw Teenagers have great learning
teachers and te een
enagers, but no potential, but they are difficult
intimate friends t
hip, which is to motivate and manage. It also
regarded with takes longer to build up a trusting
disrespect.
relationship with them, but once
you find the correct balance of
respect and authority, teaching
teenagers can be a rewarding and
fun-filled experience.
Their L
oo k
We ma
y not li
teens: ke
pants h the look of s
hips, h anging ome
air in t low on
h eir face t h
walk a
nd a m , a pec eir
eyes. B y st u li a
ut their erious look in r
mean appea their
tee ranc
Behind nagers are un e does not
that ha reacha
sensitiv rd shell ble.
e perso , there
fun an n, eag is a
d enga er to le
ging a arn wit
ctivitie h
s.
Adapted from: Teaching Teenagers: How to Motivate and Interest Them http://www.suite101.com/content/teaching-
teenagers--how-to-motivate-and-interest-them-a229340#ixzz1JPuogHnq
Introduction v
vi Introduction
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Course Structure
Each level of Yes, We Can! Secondary consists of five The Self-Evaluation refers students back to The Plan at
units. Each unit covers two social practices of the The Beginning, and helps them evaluate their progress
language in two different environments. In this way, by marking each objective.
each unit is divided into two sections, A and B, which
are organized as follows: Q Tip Box
This provides guidance on how to perform an activity
The Beginning or specific language to help students produce an oral
This section provides students with an overview of the or written text. Read this box with students to make
topic of the unit. It seeks to activate students’ previous them feel more confident about doing an activity.
knowledge and familiarize them with what they will
Q Worksheets
be doing. Students have a chance to personalize the
topic by means of questions, exercises and tasks in These are found at the end of the Student’s Book.
which they share their opinions or experiences. There are two worksheets per unit with exercises or
tasks for further practice. The Worksheets may also
The Plan include tips to help students perform the activities
more easily. Students are referred to the Worksheets at
This section is part of The Beginning. It lists the
the optimal moment in the unit. Make sure students
objectives of the unit so that students know what they
use the correct one by looking at the number included
will have achieved by the end of it. It is related to the
in the icon:
Self-Evaluation section at the end of the unit.
Q Portfolio
The Steps
A portfolio is a collection of a student’s work. It can be
These are a series of activities that lead students to organized in a file, a binder or even a box. Portfolios
acquire the necessary language for the final product. are a useful tool because students can see their
This section covers eight pages and includes activities progress and evaluate their learning. They can add
to be performed individually , in pairs or in or take away material whenever they want in order
groups . The activities develop from controlled to keep it updated. In Yes, We Can! Secondary students
to free, and depend on the social environment and are encouraged to keep certain pieces of work in their
practices focused on in that part of the unit. For portfolio, but they can also add any other work they
example, if students have to write a text at the end of like. Work suggested for inclusion in the portfolio is
a unit, The Steps will ensure they acquire the necessary marked with an icon:
skills and language to do so.
Q Five-Minute Activities
The Presentation
In order to learn, students need to be exposed to
This is the last section of each unit. It contains vocabulary and structures many times. For example,
clear instructions to guide students to create a final students may recognize a word after seeing it only
product. By this stage, students will have acquired the once, but it is unlikely they will be able to use it until
necessary language and skills to prepare and perform they have been exposed to the word four or more
the final task. However, the number of sessions times. The acquisition of language structures and
needed to create the final product is not stated, as this tenses takes even longer. These Five-Minute Activities
will depend upon students’ progress and the teacher’s help recycle and review language students have
preference. It is important to read about the final already seen. We recommend you do one of these
product in advance so that students have what they activities at the end of each class. You can do them in
need at their disposal when they start working. any order.
The End
This section is found within The Presentation. It
consists of Group Reflection and Self-Evaluation sections.
Students complete the Group Reflection by answering
a series of questions about their experiences and
performance throughout the unit.
Introduction vii
Q Worksheets
At the end of the Student’s Book, students have a
section of Worksheets. There are two worksheets for
every unit. Activities that require a worksheet are
marked with the following icon: 1
Q Assessments
For each two-part unit, there is a two-page
photocopiable assessment at the back of this Teacher’s
Guide. This assessment guides students to transfer
onto paper what they have learned during the unit.
It focuses on language and / or the skills developed
throughout the unit. When using the assessments,
follow these steps:
1. Make a copy of the assessment for every student.
2. Read all the instructions out loud and make sure
everyone understands what they have to do.
3. Get students to work on the assessment
individually.
viii Introduction
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■ Teacher’s Corner
This section is found at the end of each unit.
It provides tips for busy teachers with ideas for
classroom management, class planning, student
evaluation and other similar tasks. It also includes
website and song suggestions.
■ Components
Introduction ix
x Introduction
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Scope and Sequence
Unit 1
a Making Complaints
Social Practice Interpret and convey instructions found in Connectives (e.g. furthermore, on one hand... on the other…).
daily life. Infer central sense.
Environment Family and community Detect and interpret technical or specialized information.
Objectives Establish motive or reason for a complaint.
Review complaints about a health service using context clues. Identify main ideas and information that explains or
complements them.
Listen to oral complaints (e.g. through the phone or the
Internet, etcetera) about a health service. Detect expressions to suggest solutions.
Recognize subject matter and purpose. Recognize strategies to emphasize meaning (e.g. rephrasing,
adjusting volume / speed, negotiate meaning, etcetera).
Establish form of communication.
Phonic, syntactic and semantic elements of texts.
Recognize the attitudes of speakers.
Verbs: modal (e.g. can, would).
Relationship between participants, attitude, etcetera.
Acoustic features.
Speech register.
Compose an oral complaint about a health service.
Detect ways to adjust the actions of speaking and listening
(e.g. pauses, rhythm, tone, etcetera). Express motive or reason. Choose word repertoire relevant to
a complaint.
Context clues: sounds, turns of participation.
Use and adapt a pertinent speech register based on the
Determine place or target of a complaint. addressee.
Structure of complaints: opening, body and closure. Use strategies to modify the meaning (e.g. volume, tone,
Interpret central sense, main ideas and some details about a rhythm, amount of details, etcetera).
telephone complaint. Compose expressions to suggest solutions.
Clarify meaning of words either by using an English Use linguistic resources to devise complete ideas in a complaint.
dictionary or from their context.
The Product: Leave a telephone complaint voice mail.
Activate previous knowledge.
Group reflection and self-evaluation.
b Expressing Emotions
Social Practice Read and understand different types of Answer questions to infer characters’ emotional states from
literary texts distinctive of English speaking countries. explicit information.
Environment Literary and ludic Relate emotional states to characters.
Make links in texts using explicit and implicit information
Objectives (e.g. main idea and details that enhance it, sequence of key
Determine subject matter. events, etcetera).
Recognize purpose (e.g. persuade, frighten, etcetera). Distinguish specific characteristics of language (e.g.
Detect intended audience from explicit information. connectives, determinants, adverbs, etcetera).
Identify text arrangement. Organize paragraphs to form texts.
Understand central sense, main ideas and some details of a Complete sentences to express emotional states.
suspense narrative. Describe characters’ emotional states.
Read and re-read narratives. Make sentences from words that express emotional states.
Use diverse comprehension strategies (e.g. self-questioning, Adjectives: comparative, superlative.
vocabulary, text arrangement and structure, etcetera). Pronouns: reflexive (e.g. myself, ourselves), relative.
Elements in narrative: narrator, characters, events, etcetera. Express and justify personal impressions towards a text (e.g.
Detect frequently used words. I didn’t like… because…, It was interesting… but…, etcetera).
Express and justify personal impressions towards a text. The Product: Create an inventory of emotions.
Listen to others’ opinions and justifications to recognize Group reflection and self-evaluation.
different interpretations.
Infer main ideas from details.
Introduction xi
b Reacting to TV Shows
Social Practice Interpret and convey information published Identify the function of pauses, rhythm and intonation.
in various media. Point out speech register.
Environment Familiar and community Recognize strategies to rephrase, adjust volume / speed,
negotiate meaning, etcetera.
Objectives
Differentiate main ideas and information that enhances,
Establish genre, subject matter, purpose and intended exemplifies or explains them.
audience.
Share emotions and reactions caused by a TV program.
Distinguish set(s) or place(s) where actions occur.
Exchange emotions or reactions.
Determine the roles of participants.
Formulate questions about the emotions and reactions
Distinguish visual effects. caused by a TV program.
Interpret central sense and some details of a TV program. Answer questions about the contents of a TV program.
Clarify the meaning of words. Include the explanation of main ideas during an exchange.
Reflect on the relationship between actions, images, dialogues Compose expressions to share emotions.
and sound effects.
Use strategies to repair a failed conversation.
Interpret technical or specialized information.
The Product: Make an oral presentation about a TV program.
Infer the central sense.
Group reflection and self-evaluation.
xii Introduction
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Unit 3
a Playing with Language
Social Practice Participate in language games to work with Compare sentences with and without irregular verb forms.
specific linguistic features. Determine simple past, present perfect, past perfect and
Environment Literary and ludic future perfect in sentences.
Sort out sentences in simple past, present perfect, past
Objectives perfect and future perfect.
Identify games by name. Complete sentences with irregular verb forms.
Recognize subject matter, purpose and intended audience. Compare differences and similarities in the composition of
Determine elements that construct a word game. irregular verb forms.
Recognize function of graphic and text components. Organize irregular verb form groups.
Establish number of words involved in the game. Compose sentences containing irregular verb forms.
Identify participants and role they play. Dictate and list sentences containing irregular verb forms.
Determine number of players and participation turns. Complete irregular verb forms based on one of their parts.
Recognize steps taken by a player to participate in a game. Order letters and words to compose irregular forms.
Language and language games as means to promote The Product: Memory game.
recreational activities. Group reflection and self-evaluation.
Locate sentences with irregular verb forms in diverse texts.
Introduction xiii
b Performing a Play
Social Practice Understand and express differences and Clarify meaning of words.
similarities between cultural features from Mexico and Verb tenses: (present continuous and present perfect).
English speaking countries.
Use diverse comprehension strategies.
Environment Literary and ludic
Formulate and answer questions to explain and describe
Objectives attitudes and behaviours.
Revise short plays suitable for a young audience from their Determine current actions, which continue to exist nowadays
oral reading. and / or begin in the past and conclude in the present.
Recognize text arrangement. Participate in the dramatized reading of a short play to aid
its comprehension.
Identify author(s).
Read dialogues from a play to practice pronunciation.
Determine subject matter, purpose and intended audience.
Relate rhythm, speed, intonation and volume with the
Understand central sense, main ideas and details in a short meaning of dialogues.
play suitable for a young audience from shared reading.
Link non-verbal communication with the meaning of
Read a short play. dialogues.
Distinguish stage directions. Perform a dramatized reading of a short play.
Point out genre of a short play (e.g. tragedy, comedy, farce, The Product: Perform a play.
etcetera).
Group reflection and self-evaluation.
Recognize protagonist(s), secondary character(s) and/or
incidental character(s).
Recognize central sense.
Point out details (e.g. attitudes and behaviours, place and
setting in which the actions occur, etcetera).
xiv Introduction
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Unit 5
a Preparing a Debate
Social Practice Produce texts to participate in academic Write agreeing and / or disagreeing arguments about a
events. subject matter of interest to take part in a debate.
Environment Formation and academic Search information from various sources.
Select information to write agreeing and disagreeing
Objectives arguments.
Determine purpose and intended audience. Organize information in agreement or in disagreement with
Predict subject matter from previous knowledge. a personal stance on a graph.
Review a topic of interest from various sources based on Paraphrase information to broaden, exemplify and explain
contextual clues. sentences that express agreeing and disagreeing arguments.
Choose texts about a subject matter of interest in various Emphasize or clarify agreements and / or disagreements.
sources. Employ words and punctuation marks to link sentences in a
Read texts. paragraph.
Anticipate central sense from explicit information. Write a short text that expresses agreements and / or
Clarify meaning of words. disagreements.
Recognize expressions used by the author to express opinions Edit agreeing and disagreeing arguments.
in agreement and / or disagreement about a subject matter. Read to review punctuation and spelling conventions.
Identify main ideas in agreement or disagreement with a Solve doubts and promote feedback.
personal stance. Write a final version.
Establish connections between a personal stance and The Product: Debate.
information in agreement or disagreement with it.
Group reflection and self-evaluation.
Use strategies to point out the information in agreement or
disagreement with a personal stance.
Distinguish a link between different parts of texts.
b Organizing Activities
Social Practice Interpret and convey instructions found in Determine speech register.
daily life. Rephrase ideas.
Environment Familiar and community Include non-verbal communication.
Objectives Use strategies to influence, establish or negotiate meaning.
Listen to instructions to plan a field trip or visit. Employ strategies to repair a failed conversation.
Recognize place and medium. Offer instructions.
Perceive intentions. Give further explanations to clarify instructions.
Identify volume and tone. Rephrase instructions to confirm comprehension.
Infer meaning from explicit information. Judge the relevance of instructions.
Compose instructions. The Product: Present an activity schedule.
Recognize composition of sentences. Group reflection and self-evaluation.
Understand central sense and details regarding a field trip
plan.
Recognize general information regarding a field trip plan.
Use words and expressions to link ideas.
Introduction xv
receive there.
Objectives
Write the word complaint on the board and elicit f Add two more complaints. Then discuss The Plan
what causes the problems.
or explain its meaning. In their notebooks, have In this unit you will:
1.
students write down three common complaints they • review complaints about a health service
make: My little brother is annoying. I don’t like traffic. • interpret central sense, main ideas and
some details about a telephone complaint
We get too much homework. Ask for volunteers to share 2.
• compose an oral complaint about a
health service
some of their complaints.
The Beginning 4 Unit 1a Review complaints about a health service using context clues.
T4 Unit 1a
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The Steps
1 Say what’s happening in the pictures. Then listen and check. 1 The Steps
1 2
3
4 dialogues. Divide the class into pairs. Point to the first
6
Unit 1a T5
Reception
/DERUDWRU\
volunteer a slip of paper and have the student read f Write three things that you would do in Sarah's situation.
T6 Unit 1a
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3 Listen to what Sarah did next and say where she is now. 3
Sarah got the results of a different person decided to complain.
She´s with the manager now.
fListen to the conversation again. Underline the correct option in the speech bubbles.
For each problem, have students write a possible
solution. Have several volunteers share their ideas.
1. I want to 4. That’s not
complain / talk bad / ggood at all.
about a member I do apologize. 3 Listen to what Sarah did next and say where
of your staff.
she is now. 3
5. I promise it
Ask students what problem Sarah had and remind
2. She was very
will / won’t
happen again.
them of key vocabulary: results, blood test, rude. Play
angry / rude.
Track 3. In pairs, have students discuss where they
think Sarah is now. Elicit that she is talking to the
manager of the laboratory.
3. First,, / Then she 6. I'll go and get
said the results the results in a
weren't ready. g now.
minute / right Listen to the conversation again. Underline
fComplete the sentences about Sarah's two conversations. Write 1 or 2.
the correct option in the speech bubbles.
1. The laboratory worker in conversation 1 is very rude.
2. Conversation 2 is more formal.
Read the speech bubbles with the class and elicit or
3. Sarah remains calm in conversation 2 . explain the meaning of new words. Explain that
4. The person apologizes in conversation 2 . students will listen to the track again and underline
fAnswer the questions with a partner.
Possible answers: the correct option in italics in each speech bubble.
1. How does Sarah begin her complaint above? What does she say at the end.
I want to complain about...
Play Track 3 again and have students complete the
2. Why is it important not to interrupt when someone is making a complaint? activity. To check, invite pairs of volunteers to act out
It´s rude.
3. Should you ever raise your voice when you make a complaint? Why or why not?
the dialogue imitating the people’s tone of voice.
No, because people will not listen to you.
4. What should your attitude be when expressing a complaint? Why? Complete the sentences about Sarah’s two
Polite. Because then people listen to you.
5. Do you think Sarah was right to make a complaint? conversations. Write 1 or 2.
Answers may vary.
Explain that conversation 1 refers to Sarah’s
Listen to oral complaints about a health service. Determine place or target of a
complaint. Recognize the attitudes of speakers. Context clues: sounds, turns of conversation with the clerk, and conversation 2 with
participation. Structure of complaints: opening, body and closure. Unit 1a 7
the manager. In pairs, have students decide which
conversation each sentence refers to.
Unit 1a-YWCabSec3.indd 7 10/13/14 11:57 AM
Unit 1a T7
Listen to a complaint. f Read the lines from the conversation and guess the meaning of the words in bold.
Then check their meaning in the Dictionary.
Clarify meaning of words. 1. I was in severe pain.
2. I want to make a complaint about one of the staff in the emergency room.
Activate previous knowledge. 3. We’ll look into your complaint.
4. I can assure you not all our staff are like that.
Connectives (e.g., furthermore, on one hand..., on the
f Complete the sentences with the words in bold from the previous exercise.
other).
1. I can assure you that we’re doing all we can.
2. Half the staff in my dad’s company lost their jobs.
3. The police say they will look into the burglary.
Before the Book 4. I have a terrible pain in my back.
T8 Unit 1a
5 Listen to a conversation between José’s
mother and a social worker and mark the
correct picture of José. 6
In pairs, have students discuss what is wrong with the
young man in each of the pictures. Elicit the answers
but don’t correct or confirm them at this stage.
Play Track 6. Have students mark the picture that
f Listen again and choose the correct answers to the questions. illustrates the conversation.
1. Which is the correct spelling of José’s mother’s name?
a) Ana Lopes b) Anna López f Listen again and choose the correct answers
2. Who is she complaining about?
a) a nurse b) Dr. Williams to the questions.
3. How does she feel and how do you know?
a) upset because you can hear it in her voice b) angry because she shouts
Read the questions and possible answers with the
4. Why does José’s mother use the phrase in bold: “She was totally apathetic, I mean, class and elicit or explain the meaning of unfamiliar
she just did not care”? vocabulary. In pairs, have students predict the correct
a) to emphasize her anger b) to explain “apathetic”
5. What solution does the social worker suggest?
answers. Play Track 6 again. Have students listen
a) writing a letter to the hospital manager b) referring José to another doctor carefully and circle the correct answers. Nominate
f Match the words from the conversation with the definitions. Look up the words in the open pairs to ask and answer the questions.
Dictionary if necessary.
1. decongestant stuffy
2. ophthalmic gel medicine for your nose
Language Awareness
3. dose eye gel
4. congested health problem
Vocabulary in Context
5. infection measure of a medicine
Explain that there are many ways to determine
Infer central sense. Detect and interpret technical or specialized information. the meaning of unfamiliar words in English. Using
Establish motive or reason for a complaint. Identify main ideas and information
that explains or complements them. Detect expressions to suggest solutions. context clues is one important way. For example,
Recognize strategies to emphasize meaning (e.g. rephrasing, adjusting volume/
speed, negotiate meaning, etcetera). Unit 1a 9 by looking at the rest of the sentence, you can
often determine the meaning of the word, such as
in question 4 of the previous exercise. Sometimes,
you can understand a word because it is a cognate,
Objectives which means it is similar to a word in your first
language. For example infection in English and
Infer central sense.
infección in Spanish are cognates. Other times it is
Detect and interpret technical or specialized necessary to look up the meaning of a word in a
information. dictionary.
Establish motive or reason for a complaint.
Identify main ideas and information that explains f Match the words from the conversation with
or complements them.
the definitions. Look up the words in the
Detect expressions to suggest solutions.
Dictionary if necessary.
Recognize strategies to emphasize meaning (e.g.,
Have students match the words with the definitions
rephrasing, adjusting volume / speed, negotiate
and then check in the Dictionary at the back of the
meaning, etcetera).
book. Elicit the answers from the class. Then ask
which column contains technical terms (the first) and
Before the Book which contains more informal terms (the second).
Finally, get volunteers to make up riddles for their
A Complaint classmates to guess the words: I use it when I have a
Write on the board: complain, rude, wait, three hours, stuffy nose–decongestant.
doctor, attitude. In pairs, have students write a brief
dialogue including the words. Have several pairs Five-Minute Activity
perform their dialogue for the class. Choose an activity from page x and do it with the
class.
Unit 1a T9
Express motive or reason. f Think of a specific problem with a health service and complete the chart.
Answers may vary.
Choose word repertoire relevant to a complaint. Problem
Complaints about 1. How can I help you? 4. I’m not happy with the service…
2. Could you say that again, please? 5. The problem is that…
health insurance 3. I want to complain about… 6. Tell me what happened, please.
Complaints about
doctors and nurses Compose an oral complaint about a health service. Express motive or reason.
10 Unit 1a Choose word repertoire relevant to a complaint.
T10 Unit 1a
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AM Unit1a_YWCabSec3
7 Look at the pictures and answer the questions.
Answers may vary. complaints department receptionist
7 Look at the pictures and answer the
a doctor questions.
Divide the class into small groups and have students
look at the pictures. Read the questions with the class
and check everyone understands. Then have groups
discuss and answer the questions. Elicit ideas from
a nurse
several groups. Ask why some conversations would be
more formal than others.
your parents the hospital director
Unit 1a T11
Preparation Write an example of a complaint I gave enough details to express the problem.
about a health service on the board (it can be the I used appropriate expressions in my complaint.
same example that you used on page 10). My ideas are clearly and logically connected.
f Practice expressing your complaint. With the help of your teacher, check what emotion
Formal Scramble you are showing: concern, anger, confidence, etc.
Scramble the words in the following formal 9 Make your complaint to a partner. Suggest three solutions for his or her problem using
the phrases in the box.
complaints and write them on the board. In pairs
I suggest you… I think you should… Perhaps you could…
or small groups, have students unscramble the
1.
complaints: I’d like to make a complaint. I wish to
2.
complain about a member of staff. The treatment that I 3.
received was unsatisfactory. f Say if you agree or disagree with your partner’s suggestions.
f Go to Worksheet 1. 1
problem you chose on page 10. Use the chart the meaning (e.g. volume, tone, rhythm, amount of details, etcetera). Compose
expressions to suggest solutions. Use linguistic resources to devise complete ideas
12 Unit 1a in a complaint.
on that page as a guide.
Have students look back at the chart they completed
on page 10. Tell students to use the notes in the
chart to help them write a draft of their complaint. 9 Make your complaint to a partner. Suggest
Have students go to the Language Reference on page three solutions for his or her problem using
104 for ideas on what language to include in their the phrases in the box.
complaint.
Read out your complaint to the class and elicit
f Revise your draft by writing an X in the suggestions from students. Encourage them to use
the phrases in the box to make their suggestions.
appropriate column.
Then divide the class into pairs and have students
Use the chart in the Student’s Book and evaluate the take turns reading out their complaints and writing
complaint you wrote on the board in order to model suggestions as to how their partner could deal with
the activity for students. Have students read their the problem.
complaints and mark the appropriate columns to
evaluate their drafts. Monitor and provide help as f Say if you agree or disagree with your
necessary. Have students write a final version of their partner’s suggestions.
complaint and add it to their portfolios.
Have several volunteers share their partner’s suggestions
f Practice expressing your complaint. With and say whether they agree with them or not.
the help of your teacher, check what f Go to Worksheet 1. 1
emotion you are showing: concern, anger, Ask students to turn to page 117. Focus attention on
confidence, etc. the activities and check that everyone understands
Remind students of the importance of tone in order to the instructions. Have students complete the activities.
express meaning. Have students practice reading their Monitor and provide help as necessary. Ask volunteer
complaints to you and the rest of the class. Tell them pairs to perform their dialogue for the class.
what type of tone they are using, and whether or not
Five-Minute Activity
it is appropriate.
Choose an activity from page x and do it with the
class.
T12 Unit 1a
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The Presentation
1 Make a voice mail complaint.
1. Think of another problem with a health service. Repeat step 6 from the unit.
2. Write a draft of the complaint. Check it has an appropriate opening and include expressions
The Presentation
you learned in this unit to complain about a health service.
3. Make sure you are using formal or informal language as appropriate.
4. Revise your complaint by going through the chart in step 8 from the unit.
1 Make a voice mail complaint.
5. Practice the pronunciation and intonation of the complaint with the help of your teacher.
6. Make your complaint to your partner to make sure your message is appropriately expressed
Explain that this activity will allow you to assess how
and understood. well students have learned the skills from the unit.
7. Propose solutions to your partner’s complaint.
8. If possible, record your complaint and listen to it.
Point out that the skills include:
• Writing a complaint
• Choosing formal/informal language as appropriate
• Taking notes before writing a draft
• Revising a draft using a rubric
• Using appropriate tone when expressing a
complaint
• Suggesting solutions for other people’s complaints
Read the instructions carefully with the class and
check everyone understands. In pairs, have students
The End choose a complaint and repeat the procedures from
Group Reflection
steps 6 and 8 from the unit. Monitor and provide
1. Was it easy to follow the steps to express your
complaint? help as necessary. However, it is important that you
2. What do you find difficult about expressing your
ideas with the appropriate intonation?
encourage students to work more independently than
3. Was it easy to think of formal ways to express your previously in the unit. If possible, when students are
complaint?
finished, have them record themselves reading their
Self-Evaluation
Now turn to page 4 and mark ( or ) your progress.
complaints. Play some of the complaints for the rest of
the class to propose possible solutions.
The Product: Leave a telephone complaint voice mail. Group reflection and
self-evaluation. Unit 1a 13
The End
Group Reflection
Objectives Join pairs to form groups of four or six students. Read
the questions out loud and have groups discuss the
The Product: Leave a telephone complaint voice answers together. Lead a discussion on the topic of
mail. how to evaluate the way they used the appropriate
Group reflection and self-evaluation. intonation and level of formality. Ask what they
Suggested Materials voice recorders would like to focus on in later classes.
Self-Evaluation
Before the Book Have students turn to page 4. Read the objectives for
this part of the unit again and ask students to mark
Complaints Department them according to their own opinion. Put students
Read these complaints to the class and have students into pairs or small groups and have them compare
propose solutions as if they were the manager of a their answers together.
complaints department or similar: The doctor said my
ankle was bruised but really it was broken. I’m sure I was Five-Minute Activity
charged too much for my treatment. The hospital food is Choose an activity from page x and do it with the
disgusting. The doctor is refusing to attend to me because class.
I don’t have insurance. I only have a broken toenail but I
have been waiting for six hours. Go to Assessment 1a
on page T104.
Unit 1a T13
Social Practice Read and understand different 2. The story is… a) funny b) informative c) scary
3. The story is about… a) a mysterious dog b) a dark moor c) the great swamp
types of literary texts distinctive of English speaking 4. The genre is… a) suspense b) romance c) fantasy
countries.
A
strange cry suddenly rose out of the darkness of the moor, a cry that I had already
Environment Literary and ludic heard near the edge of the great swamp. It came with the wind through the
silence of the night, a long, deep mutter. Then a rising howl and finally, a sad
moan. Again and again it sounded, the whole air vibrant with it, wild and menacing.
Henry grabbed my arm and his face was white in the darkness.
“My God, what’s that, Watson?” he asked.
“I don’t know. It’s a sound they have on the moor. I heard it
Objectives once before.” It died away, and an absolute silence closed in
upon us. We stood straining our ears, but nothing came.
“Watson,” said Henry, “it was the cry of a hound.”
Determine subject matter. My blood ran cold in my veins, for there was a break in his
voice that told of the sudden horror that had seized him.
Recognize purpose (e.g. persuade, frighten, etcetera).
Detect intended audience from explicit information. fLook at the extract again and answer the questions.
The Beginning
Five-Minute Activity
1 Read an extract from The Hound of the Choose an activity from page x and do it with the
Baskervilles. Then circle the best options to class.
complete the sentences.
Read the sentences and options with the class
and elicit or explain the meaning of unfamiliar
vocabulary. Then have students read the extract
and circle the best options to complete the sentences.
Ask volunteers to read a sentence each to check the
answers.
The Plan
T14 Unit 1b
“Come now, Watson, didn’t you think that it was 1 Read another extract from The Hound
a hound? I am not a child. Don’t be afraid to tell
the truth,” said Henry. of the Baskervilles and circle T (true) or
“Stapleton was with me when I first heard it.
He said that it might be a strange bird.”
“No, no. It was a hound,” replied Henry. “My God,
F (false).
can there be some truth in all these stories? Is it
possible that I am really in danger from so dark a
Have students read the extract individually.
cause? You don’t believe it, do you, Watson?” Then read the statements with the class and check
“No, no.”
“And yet it was one thing to laugh about it in everyone understands. Have students read the text
London, and it is another to stand out here in
the darkness of the moor and to hear such a cry
again and decide if the statements are true or false.
as that. And my uncle! There was the footprint
of the hound beside him as he lay dead. It all
Elicit the answers and have volunteers correct the
fits together. I don’t think that I am a coward,
Watson, but that sound seemed to freeze my very
false statements.
blood. Feel my hand!”
It was as cold as a block of marble. f Find synonyms for these words in the
1. They aren’t absolutely sure what made the noise. T F
text.
2. Henry laughed when he heard the noise. T F Explain that synonyms are words with the same
3. There is some evidence that a dog made the noise. T F
meaning. Find a synonym for dog in the second
4. Henry is cold because of the weather. T F
line with the class to demonstrate the activity.
f Find synonyms for these words in the text.
1. dog hound (line 2) Tips Then have them find synonyms for the other two
2. kid child (line 2) Remember: words. Encourage them to look up the words in the
3. mysterious strange (line 5) Synonyms are words that have
similar meanings. For example,
Dictionary at the back of the book if necessary.
f Find antonyms for these words in the text. pretty / beautiful, smart / intelligent. Write on the board: What’s a synonym of X? Nominate
1. impossible possible (line 8) Antonyms are words that have
opposite meanings. For example, open pairs to ask and report their answers.
2. alive dead (line 15) tall /short, happy /sad.
3. melt freeze (line 17)
Tips
Understand central sense, main ideas and some details of a suspense narrative.
Read and re-read narratives. Use diverse comprehension strategies (e.g. self-
Unit 1b 15
Read the text in the Tips box with students. Make sure
questioning, vocabulary, text arrangement and structure, etcetera).
they understand what synonyms and antonyms are.
Elicit more examples of both, and write them on the
board.
Objectives
f Find antonyms for these words in the text.
Understand central sense, main ideas and some Explain that antonyms are words with opposite
details of a suspense narrative. meanings. Have students follow the same procedure
Read and re-read narratives. as in the preceding activity to find the antonyms.
Use diverse comprehension strategies (e.g. self- Encourage students to look up unfamiliar words in the
questioning, vocabulary, text arrangement and Dictionary. Check the answers in the same way.
structure, etcetera).
Time to read! Fiction pp. 5-7
Before the Book Ask students whether they know what bullying is.
Elicit characteristics of a bully. Ask them to read
Baskervilles Review
the corresponding pages and then ask volunteers
In groups, have students recall everything they can to name the bully and its victim in the story. Invite
of the extract on the previous page. Write these students to share their ideas about how Bob can
headings on the board to help them: Where? What solve his problem.
happened? Who? How did they feel? Then ask: What do
the characters in the extract think made the noise?
What do you think? Five-Minute Activity
Choose an activity from page x and do it with the
class.
Unit 1b T15
questioning, vocabulary, text arrangement and 5. the plot Watson and Henry hear a terrifying howl on the moor.
6. the theme Holmes and Watson have to solve the mystery of a killer hound.
structure, etcetera).
f Find words in the two extracts for the definitions.
Elements in narrative: narrator, characters, events,
etcetera.
Detect frequently used words.
Express and justify personal impressions towards a
text.
Listen to others’ opinions and justifications to
recognize different interpretations.
another list of antonyms. Then join two pairs to form 6. A person who is not brave enough to do something: c oward .
f Discuss why the words appear more than once in the extracts.
groups of four and have them ask and answer about Possible answer: They create a mood of suspense
the words they listed: What’s a synonym of “happy”? 3 Ask and answer the questions. Justify your answers.
Answers may vary.
What’s an antonym of “day”? Have several pairs ask 1. How did the extracts make you feel?
2. Would you like to read more of the story?
the class about some of their words.
Use diverse comprehension strategies (e.g. self-questioning, vocabulary, text
arrangement and structure, etcetera). Elements in narrative: narrator, characters,
2 Match the narrative elements with events, etcetera. Detect frequently used words. Express and justify personal
impressions towards a text. Listen to others' opinions and justifications to
the examples from The Hound of the 16 Unit 1b recognize different interpretations.
Baskervilles.
Explain that almost all fictional works contain the
narrative elements on the left. In pairs have students Five-Minute Activity
match the narrative elements with the examples from Choose an activity from page x and do it with the
the text. Elicit the answers from different pairs and class.
have the rest of the class say if they agree.
T16 Unit 1b
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4 Read an extract from Oliver Twist and underline the correct answers to the questions.
Unit 1b T17
Relate emotional states to characters. "Stop thief! Stop thief!" There is a magic in the words that eveyone responds to. The crowd runs
away, yelling, screaming and pushing each other. "Stop thief, stop thief," people shout. One
Make links in texts using explicit and implicit miserable child, exhausted, with terror in his eyes and large drops of perspiration on his face tries
hard to escape from the people who are chasing him.
information (e.g. main idea and details that With every step, they cheer because the boy is losing strength. Finally, he stops. Someone in the
crowd steps forward and kicks the boy. He is down on the pavement and the crowd gets closer,
enhance it, sequence of key events, etcetera). shouting at him.
A man dressed in fine clothes and an expensive hat is walking down the street.
"Here comes the gentleman that you robbed," says someone in the crowd.
A woman yells out, "Here! We caught him. Come this way!"
Before the Book Another man pulls the gentleman in front of the crowd. "Is this the boy, sir?"
Finally, form pairs and get students to talk about The gentleman looks at the boy, dirty with mud and bleeding from his mouth.
"Yes," said the gentleman. "Poor boy, he has hurt himself."
famous people or people they know who could be
described using these and other adjectives. Elicit
answers from several pairs.
Language Awareness
Oliver The Gentleman The Crowd
the way people feel. Elicit other adjectives that 4. Do you think Oliver is still in the orphanage? No, he isn´t.
follow the same pattern: frightened / frightening, Relate emotional states to characters. Make links in texts using explicit and
implicit information (e.g. main idea and details that enhance it, sequence of key
bored / boring, worried / worrying, surprised / 18 Unit 1b events, etcetera).
T18 Unit 1b
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6 Read another extract from Oliver Twist and complete the sentences.
“I robbed for you when I was a child not half his age!”
6 Read another extract from Oliver Twist and
shouted Nancy, pointing at Oliver. “I have been stealing
for you for twelve years now. Don’t you know it? Speak out! complete the sentences.
Don’t you know it?”
“Well, well,” replied Fagin calmly, “and now it’s your living.” Divide the class into pairs and have students read
“Yes, it is!” screamed the girl desperately. “It is my living,
and the cold, wet, dirty streets are my home, and you’re the
the next extract from Oliver Twist. Then have them
villain who put me there and who will keep me there, day complete the sentences with information in the text.
and night, day and night, till I die!”
“And I’ll do much worse,” warned Fagin, now angry too, Have volunteers read a sentence each to check the
“much worse than that, if you say any more!”
The girl said nothing more, but, tearing at her hair and
answers. Allow other students to give alternative
dress, ran at Fagin wildly. Sikes caught her roughly before answers. Elicit or explain the meaning of unfamiliar
she could reach him and held her till she fainted.
vocabulary in the text.
1. Nancy and Oliver robbed for Fagin.
f Answer the questions.
2. Nancy has been a thief for twelve years.
3. Nancy is angry at Fagin . Have students look at the text again, discuss the
4. At the end Nancy attacks Fagin. questions with their partner and then write the
f Answer the questions. answers when they are sure. Check the answers
1. How many times does “said” appear in the extract?
One
as a class.
2. What other words describe how someone speaks?
shouted, replied, screamed, warned f Find the words in the text and complete the
3. Why are these phrases repeated: “Don’t you know it?”; “day and night”; “much worse”?
TO create the mood of despair.
table.
f Find the words in the text and complete the table. In the same pairs, have students find words to
Connectives Adjectives Nouns Adverbs complete the table. Draw the table on the board as
wh e n co l d ch i l d ca l m l y students are working. Ask volunteers to write one
an d we t s t r e e t s de s p e r a t e l y word each in the table on the board to check the
t i l l d i r t y ho me w i l d l y answers.
bu t an g r y ha i r r o u g h l y
Unit 1b T19
Objectives Crackit pushed the boy into a dark 3 The man on the horse shouted, "Bring
room and locked the door. me a ladder!" His face was red and 4
the
"Hey!" shouted Sikes at the crowd crowd stepped away quickly.
Organize paragraphs to form texts. through the window. "Try to catch "Give me a rope," demanded Sikes,
me! I'll just escape!" moving away from the window. The
Complete sentences to express emotional states. Some people shouted to set the
to
whole crowd is in front of the house.
I
house on fire while others yelled may be able to escape out the back.
Describe characters’ emotional states. the police officers to shoot him. Give me a rope, or I will murder more
people and then kill myself!"
Make links in texts using explicit and implicit
information (e.g. main idea and details that Sikes had his knee on Oliver's throat
1
when Crackit pointed to the window
.
enhance it, sequence of key events, etcetera). There were lights on the street below, "Help!" cried Oliver. "Nan
cy's murderer 2
door!"
and they could hear loud voices. is here! Break down the
Listen to others’ opinions and justifications to Many footsteps were crossing the
bridge "Find some place to lock
this boy up,"
pushed the boy
and there was even one man on a Sikes told Crackit and
recognize different interpretations. Then they heard a loud knocking
horse.
toward him.
at
the door downstairs and angry voices
behind it.
Have students recall how the previous extract ended: 1. Sikes is violent towards the boy. 4. The people in the crowd are angry .
2. The boy is terrified of Sikes. 5. Sikes is defiant of the crowd.
Sikes holding Nancy until she fainted. Generate interest
3. Crackit is worried about the crowd. 6. The man on horseback is furious .
in the next extract by having students predict what Tips
will happen to Nancy and Sikes. 8 Answer the questions.
Possible answers: Remember that you can use the following
1. What happened to Nancy? How do you know? language to express your opinion:
She was killed. Oliver says ¨Nancy´s murderer
2. How do you think the boy feels about this?
7 Number the paragraphs from another Angry.
3. How do you think Sikes feels?
I think that…
I believe that…
Desperate. I don’t think that…
extract from Oliver Twist in order. fGo to Worksheet 2.
2
I don’t believe that…
Elicit from students which is the first paragraph Organize paragraphs to form texts. Complete sentences to express emotional
(bottom left) or tell them if they are having difficulty. states. Describe characters’ emotional states. Make links in texts using explicit
and implicit information (e.g. main idea and details that enhance it, sequence
Then divide the class into pairs and have them order 20 Unit 1b
of key events, etcetera). Listen to others' opinions and justifications to recognize
different interpretations.
the remaining paragraphs. Elicit the meaning of
unfamiliar vocabulary using the context for help.
Unit 1b-YWCabSec3.indd 20 10/9/14 5:27 PM
Complete the sentences. Look up the words match the characters with the profiles. In the same
in the Dictionary if necessary. groups, have students answer the questions. Then
Elicit the meaning of the adjectives from students or discuss and answer the questions as a class.
have students look up the adjectives in the Dictionary
at the back of the book. In pairs, have students use Time to read! Fiction pp. 8-11
the adjectives to complete the sentences, referring
back to the text if necessary. Have volunteers read out Ask students the following questions:
a sentence each to check the answers. How does Bob feel? How does Marvin feel? What do
you think Bob should do? Ask students to read the
8 Answer the questions. corresponding pages. Have students raise their
Join pairs to form groups of four. Have students hand if they think Lindsay’s advice was good. If
discuss the answers to the questions. Elicit the answers there are students who disagree with her advice,
from several groups. Accept any plausible answer as ask them to justify their answers. Then ask: Who’s
long as students are able to justify their opinions. Marvin’s other victim? (Dave.) Elicit predictions about
the ending of the story. Accept all answers.
Tips
Read the text in the Tips box with students. Then go Five-Minute Activity
over the answers for activity 8 with the whole class,
Choose an activity from page x and do it with the
encouraging students to express their opinions. You
class.
can also ask them their opinion about other aspects
of the text: Do they think it is interesting? Do they think
it is exciting?
Go to Worksheet 2. 2
Ask students to turn to page 119. Elicit what students
already know about each character. Then have them
T20 Unit 1b
Objectives
Unit 1b T21
Express and justify personal impressions towards a ourselves when we go to the beach.
1. We always enjoy ______________
f Find comparative and superlative adjectives in the sentences. Then write sentences in
Looking at Yourself your notebook that compare the characters represented in the pictures below.
Answers may vary.
11 Underline reflexive pronouns in the Adjectives: comparative, superlative. Pronouns: reflexive (e.g. myself, ourselves).
Express and justify personal impressions towards a text (e.g. I didn’t like…
sentences. 22 Unit 1b because…, It was interesting… but…, etcetera).
Group Reflection
Have students work in the same groups as before.
Read the questions aloud and get groups to discuss
the answers. Lead the class into a discussion on how
The End to evaluate how they worked, and what they would
Group Reflection like to focus on in later classes.
1. Was it easy to find suspense narratives?
2. Was it easy to think of situations for the emotions on your list?
3. Did you enjoy reading the extracts in the unit?
Self-Evaluation
4. Do you read novels in your free time? Have students turn to page 14. Read the objectives for
5. Do you plan to read more novels after studying this unit?
this part of the unit again and ask students to mark
Self-Evaluation
Now turn to page 14 and mark ( or ) your progress.
them according to their own opinion. Put students
into pairs or small groups and have them compare
The Product: Create an inventory of emotions. Group reflection and self- their answers together.
evaluation. Unit 1b 23
Unit 1b T23
T23a Unit 1
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Unit 1 T23b
demonstrate.
2 1 3
Social Practice Understand and write instructions.
Environment Formation and academic
Write three headings on the board: materials, 4. Are the experiments organized in the
same way? Find some similarities and
• edit instruction manuals to perform an
experiment
procedure, conclusion. Divide the class into small differences.
groups and tell students to think of a science Select instruction manuals to perform experiments based on contextual clues.
Examine distribution and function of text and graphic components. Recognize
experiment and to note ideas under the headings 24 Unit 2a text arrangement. Identify purpose and intended audience.
The Beginning
The Plan
1 Look at the pictures and guess what the Invite volunteers to read the objectives. Then get
experiments demonstrate. students to share their ideas about the meaning
Divide the class into pairs and focus attention on the of each objective. Encourage the class to say what
pictures. Have students guess what they think the expectations they have of the unit.
experiments are designed to demonstrate. Elicit ideas
from several pairs but don’t confirm or correct them Five-Minute Activity
at this stage. Choose an activity from page x and do it with the
class.
f Read the texts and match them with the
pictures.
Explain that the texts describe the experiments in
the photos. Have students read the texts and match
them with the pictures. Check the answers with the
class. Elicit or explain the meaning of unfamiliar
vocabulary with drawings, definitions, synonyms
and examples.
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The Steps
1 Look at the materials and guess what experiment they are for. The Steps
bottle cooking oil detergent food coloring water
f Read the experiment and complete the last column of the table. f Look up the words in the Dictionary and
Answers may vary.
Instructions match them with the pictures.
Add some drops of food coloring to the water. Then add two tablespoons of the colored water
and two tablespoons of cooking oil to the bottle. Screw the lid on tightly and shake the bottle as Have a volunteer read out the words. Explain that the
hard as you can. Stop shaking. What happens to the oil?
Now add some detergent to the mixture of oil and water. You’ll see that the detergent is photos illustrate the words, and have pairs match the
attracted to both the oil and water, forming an emulsion.
words with the photos, referring to the Dictionary at
Read instruction manuals. Clarify meaning of words. Anticipate central sense the back of the book if necessary. Elicit the answers
through self-questioning. Unit 2a 25
from the class.
Unit 2a T25
referring to the photos for help if necessary. Play Track 1. To give instructions or describe procedures in experiments we use:
a) the simple present b) imperatives c) question forms
7 and have students listen and check.
Go through procedure components (e.g. steps, descriptions, activities, times,
26 Unit 2a etcetera). Distinguish the details that describe steps. Verb forms: imperative.
f Look at the pictures and circle the correct
description of each step, A or B.
Divide the class into pairs. Explain that the photos
Have students go to the Language Reference
show the steps of an experiment and the text contains
on page 105 for more information about the
the instructions for the steps. Explain that they have
imperative form. Play Simon Says with students.
to look at the photos and decide which instructions
Give an instruction. If you precede the instruction
describe them correctly. Divide the class into pairs and
with: Simon says, they should follow it; if not, they
have them complete the activity. Monitor and provide
should ignore it.
help as necessary. Check the answers with the class
and then elicit or explain the meaning of unfamiliar
words. Five-Minute Activity
Choose an activity from page x and do it with the
f Read the instructions again and circle the
class.
verbs. Then choose the correct option.
Ask students to look at the first picture and read the
text. Elicit the first verb: pour. Write it on the board.
Have students complete the activity. Elicit the verbs
and write them on the board. Ask students to choose
the correct verb form from the options.
Language Awareness
The Imperative
Establish that we use the imperative form to give
instructions, commands and advice. Ask students
how we can recognize imperative verbs: They don’t
have a subject. Elicit the form of the imperative in
the first person plural: Let’s + infinitive without to.
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3 Number the instructions for the two experiments below in the correct order. Then
listen and check. 8
of instructions and have students write the number 1
2
Baking Soda For this experiment,
1 in the corresponding box. Divide the class into pairs
First, put some baking
soda into the container. and Vinegar you need baking soda
(which is another nam
e
and ask them to number the steps of each experiment
for sodium bicarbonate),
and
in order. Elicit the answers from the class, but don’t
The explanation is simple: 4 vinegar, a container
the baking soda is a base and paper towels or a cloth
. confirm or correct them yet. Play Track 8, and have
the vinegar is an acid. When
they are mixed, they form students listen and check their answers. Check the
carbonic acid, which quickly
deteriorates to form water and
Then pour in some 3
vinegar and watch
answers with the class.
carbon dioxide. The carbon what happens!
dioxide creates all the fizzing.
f Answer the questions.
Have pairs answer the questions. Nominate open
1
Then hold the tennis
3
Next, let go off the
4 pairs to ask and answer the questions, and have other
For this experiment,
you need a basketball ball on top of the
basketball.
balls at exactly the students correct them if necessary.
and a tennis ball. same time. Finally,
observe what happens.
Ene f Find the words in the experiments and circle
rg n s f er
y
Here's how it works: The
Tra
5
basketball is much heav
the tennis ball so it has
ier than
more
them.
kinetic energy. When the
hit the ground together,
balls
the
First, hold the basketball 2 Write the words on the board. Ask students to find the
kinetic energy in the bask at arm's length in one
transferred to the smal
etball is
ler tennis
hand. same words in the two texts and put a circle around
ball and sends it flying
the air.
high into them.
Perseverance
Use this opportunity to talk with students about
Objectives the importance of perseverance. Write the word
on the board and ask if anyone can explain the
Follow instructions to confirm understanding. meaning. Elicit or explain that perseverance means
continuing to try to do something even though
Recognize instruction order.
there are problems, or not giving up because it
Adverbs of sequence. becomes difficult. Ask if students know of any
examples of people persevering in history. Mention
Before the Book that it took Thomas Edison almost two years of
failed attempts before he was able to invent the
Imperative Mime electric light bulb. Elicit tasks in students’ lives that
Divide the class into two teams. Have one member may need a certain amount of perseverance, such
of each team come to the front and write one of the as learning English, and discuss them. Teach the
following imperatives or another on a piece of paper: expression: If at first you don’t succeed, try, try again.
Pour a glass of water. Peel a potato. Eat an apple. Hold
your nose. Hit a glass with a pencil. Shake a bottle. Screw Five-Minute Activity
the cap on a bottle. Shine a flashlight. Have the students
Choose an activity from page x and do it with the
mime the action for their team to guess. The first
class.
team to guess wins a point for the team. Only accept
the imperative form in correct answers.
Unit 2a T27
Objectives
Before the Book 3. Do you think you can do the experiment at home?
4. Do you think it’s dangerous? Fin t
.
al gh
prod k li
5. Would you like to do the experiment? uct under blac
Hangman f Look up the words in the Dictionary and complete the text about the experiment.
Play Hangman using the phrase: ultraviolet light. cut knife remove room submerge turn
light. Elicit ideas from students and write them on room . Turn on the black light and observe the result.
the board.
f In your notebook, rewrite the procedure using sequencers. Decide on the number of
steps you want to include.
4 Look at the pictures and answer the f Read the explanation of the experiment and circle T (true) or F (false).
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5 Look at the pictures and read the notes. Look up the words in the Dictionary if necessary.
Then write the experiment procedure on the card.
sequence: First, stretch the balloon. Write the sentence
on the board and have students copy it in their book.
Divide the class into pairs and have them complete
the activity, referring to the Dictionary at the back of
the book if necessary. Monitor and provide help as
stretch / balloon pour 40 ml / bottle teaspoon / baking soda
necessary. Elicit the procedure from students and write
it on the board.
Use panels, ordinary numbers or words that indicate sequence to point out steps.
Write simple and complex sentences. Verb tenses: simple present. Unit 2a 29
Five-Minute Activity
Choose an activity from page x and do it with the
class.
Objectives
Unit 2a T29
Objectives 5 6 3
Simple Facts 4 2 1
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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8 Look at the picture and circle the
words you think will appear in the
experiment. Look the words up in 8 Look at the picture and circle the words you
the Dictionary if necessary.
9 Look back at the experiment and circle these punctuation marks. f Complete the experiment procedure with
comma (,) period (.) apostrophe (’) question mark (?)
Unit 2a T31
correct them. Read to review punctuation and spelling conventions. Verify the arrangement of
the sequence in sentences. Remove, add, change and / or rearrange information
Have students look at the text. Invite a volunteer to 32 Unit 2a to improve a text. Write final version.
read the first sentence out loud and elicit the spelling
mistake and its correct form: cher—chair. Have
students find the other five spelling mistakes and stuck, allow them to refer back to the text on page 32,
write the corrections in their books. Elicit the words but discourage them from copying the instructions
and the corrections and write them on the board. word by word. Then have students illustrate each
step in the spaces provided. Display the completed
f Read again and number the steps of the
worksheets around the class and have students vote
experiment in order. on the clearest explanations and best illustrations.
Ask students to read the instructions again and Encourage students to put their worksheets in their
number them in order. Monitor and provide help as portfolios.
necessary. Have volunteers read out a step each. Elicit
or explain the meaning of unfamiliar vocabulary. Five-Minute Activity
Choose an activity from page x and do it with the
f Write punctuation marks (commas, periods class.
and apostrophes) where necessary.
Divide the class into pairs and explain that some
punctuation marks are missing in the text. Have pairs
read the instructions again and insert the missing
punctuation marks in the correct places. Read out the
text and have students stop you where they think a
punctuation mark is missing.
f Go to Worksheet 3. 3
Divide the class into pairs and have them turn to
page 121. Focus attention on the activity and check
that everyone understands the instructions. Have
students complete the worksheet by paraphrasing
the procedure for the parachute experiment. Monitor
and provide help as necessary. If students become
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The Presentation
1 Make an instruction album.
1. Work in small groups, choose an experiment and find information about it.
2. Write instructions to carry out the experiment.
science-experiments.com / or a similar website and
3. Check the sequence of the instructions and illustrate them. choose one. Have students write a list of materials
4. Check spelling and punctuation. Tips
5. Edit and rewrite a final version of the instructions.
and then the steps for their experiments. Monitor and
Writing clear instructions can be
6. Design an album to display all the experiments.
tricky, so choose an experiment
provide help as necessary. Have students check the
7. Make an index with the names of the experiments.
8. Put the album together and add it to the classroom library.
that is easy to do.
spelling and punctuation in their texts and then write
a final version. Have them illustrate the steps. Ask
the class to compile a class album including an index
page with all the experiments.
Tips
Read the text in the Tips box with students. Discuss
different types of simple experiments they could
choose, and if necessary, help them write some simple
instructions on the board for one of the experiments.
The End
The End
Group Reflection
Group Reflection Have students work in the same groups as before.
1. Was it easy or difficult to interpret instructions to perform an experiment?
Read the questions out loud and get groups to discuss
2. Could you write clear instructions for your experiment?
3. Was editing your notes easy? the answers. Lead the class into a discussion on how
4. Did you like the topic you chose for your experiment?
to evaluate how they worked, and what they would
5. Did you learn anything interesting from the experiments?
Self-Evaluation
like to focus on in later classes.
Now turn to page 24 and mark ( or ) your progress.
Self-Evaluation
The Product: Create an album of instructions for experiments. Group reflection
and self-evaluation. Unit 2a 33
Have students turn back to page 24. Read the
objectives for this part of the unit again, and ask
students to mark them according to their own
opinion. Put students into pairs or small groups and
Objectives have them compare their answers together.
Unit 2a T33
drama comedy
Objectives
Establish genre, subject matter, purpose and intended audience. Distinguish set(s)
mdraa nsew poear or place(s) where actions occur. Determine the roles of participants. Distinguish
34 Unit 2b visual effects.
asop
roocta
ydmoec TV genres
Value
laeriyt Good Judgment
psonS
hswo Use this opportunity to talk with students about the
miheTs ranemdcotyu
influence TV shows can have on they way we see
the world. For example, characters in sitcoms and
soap operas are often exaggerated, and young
Explain that the scrambled words are examples of people especially have a tendency to imitate their
TV genres, except one, which is the name of a TV behavior. Ask students to name characters who set
program. Have students unscramble the words to find a bad or a good example and why.
the names of the genres and identify the odd one out.
Check as a class.
2 Choose one TV program that you all watch
The Beginning and answer the questions.
Join two or three pairs to form groups. Allow a few
1 Find the TV genres in the pictures.
minutes for students to discover a TV program that
Focus attention on the TV genres in the box and the they all watch and to answer the questions about it.
pictures. In pairs, have students identify the pictures Elicit the answers from several groups.
that illustrate the genres. Check as a class.
The Plan
f Draw a table in your notebook. Use the TV
genres as seven column headings. Invite volunteers to read the objectives one by one.
Then get students to share their ideas about the
Call on three volunteers to read out the prompts.
meaning of each objective. Encourage the class to say
Draw a table on the board as an example. In the
what expectations they have of the unit.
same pairs, have students draw the table and
complete it. Elicit the answers from several students Five-Minute Activity
and discuss differences of opinion.
Choose an activity from page x and do it with the class.
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The Steps
1 Read the transcript from a TV show and circle the correct options in The Steps
the sentences.
Unit 2b T35
Objectives
Team Definitions
2 meteorologist
Divide the class into two teams. Have one member
from each team sit at the front facing away from
1 anchor
the board. Write one of the words from the second
f Label the people in the pictures with their professions.
activity on page 35 on the board and have the other
team members define the word for the two students anchor cameraman meteorologist reporter
to guess. They must not use Spanish, and they must f Imagine you have one of these professions. Discuss the questions.
Answers may vary.
not say the word on the board. Continue until all the 1. What are you?
2 Look at the transcript again and number the f Complete the sentences using words in the box.
f Label the people in the pictures with their Reflect on the relationship between actions, images, dialogues and sound effects.
36 Unit 2b Interpret technical or specialized information.
professions.
Have students label the people with the names of the
professions in the box. To check, describe a person
and get a volunteer to say the profession.
Language Awareness
f Imagine you have one of these professions.
Word Families
Discuss the questions.
Use this opportunity to explore word formation
Form pairs and invite students to imagine that they and affixes. Ask students to list more words for
work as one of the people in Activity 2. Have them people ending with –er/–or and –ist, and other
discuss the questions as if they were the professionals. words related to them: reporter, report, visitor, visit;
Finally, ask students how many would like to have meteorologist, meteorology, meteorological, biologist,
one of these professions in the future. biology, biological. Explain that students can expand
their vocabulary more quickly by learning complete
f Complete the sentences using words in the
word families rather than individual words.
box.
Focus attention on the sentences and explain that the
Five-Minute Activity
gaps can be filled using some of the words in the box
from the previous activity. Allow time for the students Choose an activity from page x and do it with the
to complete the sentences, referring to the Dictionary class.
at the back of the book if necessary. Have volunteers
read out a completed sentence each to check the
answers. Finally, have students create sentences for
some the other words in the box.
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3 Listen to an extract from a TV show and mark the correct picture. 9
Tips
B OSS K LEIN R OZ Read the text in the Tips box with students. Encourage
1. Boss : Roz, you go around the back.
students to try to say the following sentence with
2. Boss : Klein, come with me!
3. Klein : Why don’t we break the door down, Boss?
different tones of voice: I think we should go. Tell
4. Roz : Everything’s under control. Tips
them to say the sentence angrily, sadly, desperately,
f Listen again and check. Then answer the questions. Remember that you can confidently, etc.
convey feelings with your
1. Which person sounds authoritative? Boss .
Listen and check. Then answer the
tone of voice. Practice
2. Which person is submissive? Klein . expressing different feelings
in English by changing
3. Which person is confident? Roz .
your own tone of voice! questions.
4. What does Roz mean in line 4? That there .is no problem.
Infer the central sense. Reflect on the relationship between actions, images, dialogues
Play Track 9 again and have students check their
and sound effects. Identify the function of pauses, rhythm and intonation. Unit 2b 37 answers to the previous activity. Divide the class into
pairs and have students answer the questions. Check
as a class. Then have volunteers repeat the lines using
Objectives the same intonation.
Five-Minute Activity
Infer central sense.
Choose an activity from page x and do it with the
Reflect on the relationship between actions, images,
class.
dialogues and sound effects.
Identify the function of pauses, rhythm and
intonation.
Unit 2b T37
Objectives
TV Characters
Make a list of characters from popular TV shows.
Divide the class into teams. Call out the first name on
the list and have students raise a hand if they know Tom
Julian’s best friend
Watson
the butler
which TV show the character is from. Elicit the answer
f Read the dialogues from the show and name the speakers.
from the first student to raise a hand and award 1. – I don’t feel well. Can I stay home today? J – Sure, honey, but ask your dad, too. L
the team a point if it is correct. Continue with other 2. – Do you think I could stay home today? J – Never! You need to toughen up! MX
3. – Answer the door, Watson. MX – Yes, sir, right away, sir. W
characters. 4. – Hello, is Julian at home? T – I will call him, boy. Wait right there. W
5. – Hey, dude. What’s up? J – Your butler is so full of himself. T
4 Look at the characters from a TV show and f Listen and check. Then match the speakers with the emotions. 10
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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5 Match the lines from the soap opera with the responses.
Language Awareness
Such as?
For example?
What’s that? Intonation
Explain to students that the meaning of a sentence
I didn’t catch that. can change according to the intonation you use.
For example, regular phrases, such as several of the
ones on the page, can be turned into questions by
using rising intonation at the end: Say again? Such
What does that mean?
as? For example?
Recognize strategies to rephrase, adjust volume / speed, negotiate meaning, etcetera. Unit 2b 39 Time to read! Fiction pp. 20-22
Unit 2b T39
program.
Top Model
This popular reality show revolves around
a modeling competition. Twelve aspiring young models compete to
Before the Book become the next top model, with one model eliminated each week.
The winner receives a contract with a major agency and a cover
shoot with a fashion magazine.
Alphabet Shows
Divide the class into teams and have one student in Glee
This highly original musical drama focuses on
each team write the letters of the alphabet vertically a high school music group. While the group is competing on the
show choir circuit, its members deal with relationship and social
in the margin of a notebook. Give teams three issues. The elaborate choreography and popular music make this
show a hit with teens and adults alike.
minutes to write the name of one TV show for each
letter. When the time is up, ask teams how many TV
The Simpsons
shows are on their list. Check their responses as a This animated comedy parodies American
life. The show is set in the fictional city of Springfield, and stars
class. Homer, Marge, Bart, Lisa and Maggie Simpson. Jokes revolve
around American culture, society, television and the lifestyle of the
American working class.
6 Complete the TV show synopses with the
genres. f Read the synopses again. Underline the ideas in these colors.
Value
Health
Use this opportunity to discuss how a sedentary
lifestyle, aided by watching too many hours of
television, can cause poor physical health and lead
to obesity if not balanced with more energetic
activities. Elicit other examples of activities that
are fine in moderation but that become harmful in
excess.
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7 Complete the table with information about three TV shows that you watch.
Answers may vary.
Name / Genre Actors / Characters Main Idea and Further Information
about the feelings that something or someone
provokes in us. Elicit adjectives that we could use
with this expression: happy, sad, scared, frightened,
excited, bored, etc.
Invite volunteers to share their ideas about how
some things or people make them feel: My little
brother makes me feel happy.
Finally, explain that in the next activity they will have
an opportunity to use these expressions to talk about
how TV programs and movies make them feel.
f Complete the sentences about the shows.
Answers may vary.
1. (name of show) makes me feel (adjective).
2. I always feel (adjective) when I watch (name of show). 7 Complete the table with information about
3. (name of actor) is (adjective).
4. My favorite shows are all (genre).
three TV shows that you watch.
5. I talk about my favorite shows with (names). Using the TV shows from the opening activity or
f Unscramble the questions.
others, have students complete the table with as much
1. is / what / favorite / show / your / of / type
information as they can. Call on a few volunteers to
What is your favorite type of show? ?
2. which / shows / do / never / miss / you
share their information with the class.
Which shows do you never miss? ?
3. what / main / of / the / is / show / each / idea f Complete the sentences about the shows.
What is the main idea of each show? ?
Have students complete the sentences about the shows
4. make / how / the / do / feel / you / shows
How do the shows make you feel? ?
in the table. They can also copy and complete the
5. what / actors / are / like / the sentences in their notebook in order to write about all
What are the actors like? ? the shows. Call on volunteers to share their completed
Exchange emotions or reactions. Formulate questions about the emotions and sentences with the class.
reactions caused by a TV program. Unit 2b 41
Unit 2b T41
Use strategies to repair a failed conversation. f Match each strategy above with an appropriate example. Write the corresponding
numbers in the boxes. Then think of more examples.
Do you see what I mean? Could you speak up? How do you say
“espeluznante” in English?
Before the Book 1 3
4
Communication Breakdown
Conduct any normal part of the classroom
routine: calling the roll, checking homework, etcetera.
Deliberately cause communication problems by
speaking too quickly or too quietly. At the end of the
activity, ask students what you were doing and what
effect it had on them. Ask them if they have ever Do you like the actors? 6 What does that mean? 2
Say that more
slowly, please. 5
experienced these problems outside the classroom
f Ask and answer the questions that you unscrambled in Activity 7. Use the strategies
(either in English or in Spanish). above to keep the conversation going.
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The Presentation
1 Make an oral presentation about a TV program. 4
1. Select a TV program.
2. Go to Worksheet 4.
program to use. Ask students to turn to page 123
3. Work with another pair. Take turns reading your sentences. Use conversation strategies to keep and look at the worksheet. Read the instructions
the conversation going.
4. Establish turns and extension for each oral presentation. and the prompts with the class and check everyone
5. Make your oral presentation to the class. understands. Have pairs complete the notes on the
6. Pay attention to other presentations and ask for further information or something to be
repeated, clarified or said more slowly. worksheet, referring to the completed example on
7. Add the Worksheet to your portfolio.
page 43 as necessary. Monitor and provide help as
Worksheet 4 necessary. Next, ask them to expand their notes into
1 Choose a TV program and take notes. Look for vocabulary in the Dictionary.
full sentences in their notebooks before revising the
Name, genre and Actors Characters
setting
Nicholas Hoult,
Tony: popular, attractive
Sid: Tony's best friend, nerd
spelling, meaning and punctuation of the sentences.
Skins Jack O'Connell,
Michelle: Tony's girlfriend,
mature Join pairs to form groups of four or six. Have students
teen drama Dakota Blue
Cassie: Michelle's friend,
Unit 2b 123
The End
The Product: Make an oral presentation about a TV program. Group reflection Group Reflection
and self-evaluation. Unit 2b 43
Have students work in the same groups. Read out the
questions and have groups discuss the answers. Lead
the class into a discussion on how to evaluate how
Objectives they worked and what they would like to focus on in
later classes.
The Product: Make an oral presentation about a TV
program. Self-Evaluation
Group reflection and self-evaluation. Have students turn back to page 34. Read the
objectives for this part of the unit again and ask
students to mark them according to their own
Before the Book
opinion. Put students into pairs or small groups
Stop the Bus and have them compare their answers together.
Play Stop the Bus (known in Spanish as Basta) with Five-Minute Activity
the following categories: TV programs, TV show genres,
Choose an activity from page x and do it with the
Actors, Characters from TV shows. Explain that you will
class.
give students a letter, and to get a point, they have
to think of one example for each category that starts
Go to Assessment 2b
with that letter. When they have finished, they shout:
on page T107.
Stop the bus! Explain that only the first team to finish
will get a point, so they have to be quick. Check as a
class after each round.
The Presentation
Unit 2b T43
Teaching Tip
Ecology
http://www.sciencedaily.com/news/earth_climate/
How to Review Previous Material ecology/
At this point of the semester, encourage students to This is a very complete site where students can find the
review what they have learned so far. Suggest several latest news about the environment along with amazing
ways of doing so. In the case of vocabulary, ask them images and videos of unusual plants, animals and
to write in their notebooks as many sentences as places. If you need to research about pollution, natural
possible, using words related to the different topics. disasters, ecosystems or the history of our planet, this
For functional items, invite them to write short website is an excellent source of exploration.
dialogues and to practice them with a partner.
Finally, for grammar practice, ask them to write small Sociology
paragraphs using the structures they have more http://www.aicr.org.uk/Ideas.stm
difficulty with. Why not raise money for charity or for a local project?
This site lists many ideas from “guess the baby
Learning Tip competition,” to sponsored haircuts. It also offers support
in the development of a successful fundraising campaign.
Learning Adjectives
To help students learn adjectives, suggest that they Suggestions for Songs
keep a special section in their notebooks where they
can note down adjectives and nouns that go with 1. “Penny Lane,” by the Beatles
them. They can even draw pictures. • Print out a copy of the lyrics from http://www.
To help students build their vocabulary, invite them to lyrics.com.
draw a table in their notebooks where they can write • White out all the words that are related to jobs
words that come from the same root, for example: and make one copy of your version for each pair
of students. Ask a volunteer to bring a CD with
Adjective Noun Verb
this song to class.
mysterious mystery - • Play the song and ask students to complete the song
wooden wood - by filling in the blanks.
sharp - sharpen • Play it again and encourage students to sing along.
Point out that there is nothing wrong with writing 2. “Butterfly,” by Mariah Carey
the translation of the adjective, but that following • Print out a copy of the lyrics from http://www.lyrics.com.
the suggestions above will make it much easier to
• Underline the following words: deeply, succumb,
remember them.
spread, unbridled, flowing.
Formative Assessment Tip • Make one copy for each pair of students and ask a
volunteer to bring a CD of the song to class.
Debates exemplify different ways of thinking about
• Play the song and ask the class to deduce the
a problem and solving it. They demonstrate higher
meaning of these words from context.
order of thinking and problem-solving skills.
Divide the class into several sections (possibly as Website used for the development of the unit:
many sections as there are ways of approaching a
Unit 2a
problem). Ask the large groups to think from the
different perspectives and come up with arguments http://www.suffolk.lib.ny.us/youth/jcsexperiments.html
to defend their way of thinking. Give students five http://www.helping-you-learn-english.com/how-to-
minutes to discuss in pairs or proximity-seating give-instructions.html
small groups. Then call the class to regroup and ask http://www.ehow.com/list_6515375_fun-science-
volunteers to give examples of their way of thinking. experiments-teens.html
If you use debates to explore pros and cons, consider
also a third group who must not take sides, but which Unit 2b
may come up with reasons for an agnostic approach. http://www.answers.com/topic/television-habits
http://www.bbc.co.uk/tv/programmes/genres
http://www.charlottedillon.com/synopsis.html
T43a Unit 2
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Unit 2 T43b
6
5 3
Objectives
Riddles
The Plan
Have students say if they know what a riddle is (a In this unit you will:
statement or a question that has a hidden meaning). • get to know different language games
Then say a riddle and have students solve it: Where • understand the characteristics of irregular verb forms
• write sentences with irregular verb forms to create a language game
does Friday come before Thursday? In the dictionary! Elicit
• create a memory game with irregular verb forms
more riddles from the students and have students
solve them. Present some more if students cannot
44 Unit 3a Identify games by name. Recognize subject matter, purpose and intended audience.
think of any: What has two hands and a face, but no
arms and legs? A clock. What can’t be used until it’s
broken? An egg. Which letter is not me? U. What five-
letter word becomes shorter when you add two letters to it? The Plan
Short.
Invite volunteers to read out the objectives one by
The Beginning one. Then get students to share their ideas about the
meaning of each objective. Encourage the class to say
1 Match the names of the games with the what expectations they have of the unit.
pictures. Five-Minute Activity
Focus attention on the illustrations. Invite volunteers
Choose an activity from page x and do it with the
to read the names of the games out loud. Ask students
class.
to write the corresponding number in the square next
to each game. Elicit the answers and check as a class.
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The Steps
1 Solve the crossword puzzle to discover some basic elements of Form pairs and have students solve the crossword
language games.
Across
puzzle. Monitor and provide help as necessary. Then
2. The aim of a game, or when you score in football. join pairs to form groups of four and have them
4. Another name for the parts of a game, such as tokens, counters, boards, cards and dice.
6. If you don't follow these, you're a cheat!
compare their puzzles. Have volunteers read out one
Down clue and answer each to check the answers.
1. These are the people who participate in a game.
3. Combinations of letters form these.
5. This is what a game is called.
2 Use the answers in the crossword to discuss
the games on page 44.
Divide the class into groups. Encourage students to
p use the answers to the crossword puzzle to ask and
l answer about the games on page 44. Read out the
g o a l
example questions and elicit others: What are the
y
e
rules? What is the goal of the game? How many players
w r are there? Have groups ask and answer the questions.
c o m p o n e n t s Monitor and provide help as necessary. Finally,
r a
d m
nominate open pairs to ask and answer questions
s r u l e s about the games.
2 Use the answers in the crossword to discuss the games on page 44.
Value
What are the rules? Integrity
What are the
components?
Explain to students that nobody likes to lose in any
game, but it is very important not to cheat or break
the rules. If participants don’t follow the rules,
the game loses all integrity and there is no point
Determine elements that construct a word game. Unit 3a 45 playing.
Unit 3a T45
swim board
teach
Recognize function of graphic and text talk components
• boards • cards • counters
components.
participants
Establish number of words involved in the game. • 1 coordinator or “caller”
• 1–6 players
Identify participants and role they play. clean
cook
sing rules
Determine number of players and participation • Hand out a bingo board to
Word Snakes
Divide the board into three sections and write a word run
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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4 Read the text and solve the doublet.
Unit 3a T47
Objectives
I had never seen a cow before last weekend. On
Compare sentences with and without irregular verb Saturday my dad took me to a farm and there it was
– a beautiful, black and white cow with little calves,
forms. grazing on the field. I watched them for hours and
decided never to eat meat again. Since then I have
Determine simple past, present perfect, past perfect become a vegetarian. I haven’t eaten any meat in
three days, only vegetables and fruit. I investigated
and future perfect in sentences. online and discovered that if I keep doing that, by
the time I am twenty I will have saved twenty cows!
not eat meat 3 not see a cow 1 save twenty cows 4 spend time on the farm 2
Before the Book f Now find in the text the complete sentences for the events you numbered above and
copy them onto the timeline.
I had never seen I watched them I haven't eaten I will have saved
Language Awareness a cow before. for hours. any meat. twenty cows.
Auxiliary Verbs Past Perfect Simple Past Present Perfect Future Perfect
7 Read the sentences and write SP (simple past), PrP (present perfect), PaP (past perfect)
Explain to students that auxiliary verbs are or FP (future perfect) next to each one.
combined with main verbs to form tenses. Write 1. Where did you spend your last vacation? SP
2. Had you finished your homework before you went to the park? PaP
the following sentences on the board and elicit
3. Claudia has worked as a teacher for over fifteen years. PrP
the auxiliary verb or verbs and main verb in 4. I hadn’t been to that mall before last weekend. PaP
each one: I don’t like water sports. Did you do your 5. Will you have finished college by 2016? FP
homework? I have lived here all my life. We will have 6. Where has she been for the last two years? PrP
finished school in five years’ time. Ask students which 7. I went to the cinema and saw a movie. SP
8. Adrian will have finished his homework by 5 p.m. FP
tenses the auxiliary verbs indicate. Write sentences
on the board with the auxiliary verbs missing for 8 Go to Worksheet 5. 5
volunteers to complete. Compare sentences with and without irregular verb forms. Determine simple
past, present perfect, past perfect and future perfect in sentences. Sort out
48 Unit 3a sentences in simple past, present perfect, past perfect and future perfect.
Explain to students that a timeline is a graph that Ask students to turn to page 125. Read the
shows the events in someone’s life in order. Then instructions with the class and check everyone
ask a volunteer what was the first event in the girl’s understands. Divide the class into pairs and have
story: She hadn’t seen a cow. Invite students to find them play the game. Monitor pairs while they play.
the sentence in the text: I hadn’t seen a cow before Check the answers with the class and correct them as
last weekend. Tell them to copy it onto a timeline as necessary.
the first event. After that, get them to continue on
Five-Minute Activity
their own copying the remaining sentences. Finally,
ask students about the use and form of the different Choose an activity from page x and do it with the
tenses: When do we use the past perfect: To talk about an class.
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9 Complete the text with the correct form of the verbs in parentheses.
A Word Game with History played? How many Scrabble sets have been sold around
One hundred and twenty-one countries around the world have played (play – present perfect)
Scrabble. Game-makers Hasbro and Mattel have sold (sell – present perfect) more than 100 the world? Who invented the game?
million sets of the game in twenty-nine languages worldwide.
Alfred Mosher-Butts created (create – simple past) the crossword type game in 1931.
Alfred had been (be – past perfect) an architect who had lost (lose – past perfect) his
job during the Great Depression. He found (find – simple past) a way to combine luck
and skill in one game. He called his first version of the game Lexico. Alfred made (make
Language Awareness
– simple past) 200 Lexicos himself and sold (sell – simple past) them to his friends.
In 1948 he met (meet – simple past) investor James Brunot, who bought Time Expressions
(buy – simple past) the rights and produced thousands of games.
By 2014, many people will have seen (see – future perfect) the game on television, since plans Since students are going to play a game that deals
are ready to turn the popular game into a TV show.
with four different tenses, it’s important to review the
10 Play a game!
time expressions to use with each of the new tenses.
1. Play Rock, Paper, Scissors to see who goes first (Student A).
Explain that a time expression is a word or phrase
2. Student A chooses one of the following sentences, reads it out loud and says the name of a that indicates when an event occurs. Write several
team member (Student B).
3. Student B completes the sentence with the verb in the appropriate tense.
time expressions on the board: last night, for five
4. If the sentence is correct, he or she chooses a sentence, reads it out loud and says the name years, before he moved, by noon, etc. Hold up an
of another team member (Student C).
5. If it is not correct, Student A starts all over again. index card and invite volunteers to say a sentence
using a time expression on the board and the
1. John caught (catch) the bus at seven o’clock yesterday morning.
2. Have you ever taken (take) the subway by yourself?
verb form on the card. Continue with other time
3. Anna hasn’t fed (feed) the cat yet today. expressions and verb forms.
4. Robert will have finished (finish) by ten o'clock this evening.
5. We had been (be) living in that neighborhood for ten years before we moved.
f Unscramble the past and past participle forms of each verb. Then make up more 10 Play the game!
sentences and play again.
1. eat tea ate tneea eaten Have volunteers show to class how you play Rock,
2. forget otgrof forgot ntfgorote forgotten Paper, Scissors. Then read the rules of the following
3. grow werg grew ngrwo grown game aloud. Explain doubts as necessary. Tell them
4. become mbeace became embcoe become
to remember what they learned about the time
5. drink krand drank dunrk drunk
expressions before they decide on the form of the verb.
Complete sentences with irregular verb forms. Compose sentences containing
irregular verb forms. Order letters and words to compose irregular forms. Unit 3a 49 For example, in sentence 1 they should know that the
specific time (seven o’clock yesterday morning) demands
the simple past tense. Form groups of five and invite
them to play. Monitor and check as necessary.
Objectives
f Unscramble the past and past participle
Complete sentences with irregular verb forms.
forms of each verb. Then make up more
Compose sentences containing irregular verb forms.
sentences and play again.
Order letters and words to compose irregular forms.
In the same groups as above, have students
Suggested Materials a soft ball unscramble the forms of the verbs. Check as a class.
When they are ready, have each member of the group
Before the Book write one sentence with the incomplete verb form.
When all the members are ready get them to play the
Error Correction game from Activity 10 again.
Say a verb and its corresponding past and past
participle forms. Throw the ball to a student and Time to read! Nonfiction pp. 29-31
ask if the forms are correct or incorrect. If they are
incorrect, the students should also give the correct Form groups and have them make lists of irregular
forms. Repeat the procedure until all students have verbs with common sounds: buy bought bought
participated. / catch caught caught, etc. Have students read
the corresponding pages in pairs and find the
9 Complete the text with the correct form of following: a name of a thing you tell to make someone
the verbs in parentheses. laugh / word that means “important” / name for
the garden behind your house. Elicit answers from
Divide the class into pairs. Focus attention on the text
volunteers. Finally, have pairs make a rhyme with
and ask if they have ever played Scrabble. Then have
an irregular verb and the words above.
pairs read the text and write the verbs in parentheses
in the corresponding tenses.
Elicit answers. Ask some questions to check Five-Minute Activity
comprehension: In how many countries is Scrabble Choose an activity from page x and do it with the class.
Unit 3a T49
Objectives Tips
• Some verbs undergo similar changes to form the past and past participle forms. Grouping
verbs with similar changes will help you learn them faster.
Organize irregular verb form groups.
Conjugation 1 Conjugation 2
Compare differences and similarities in the Simple past: the vowel changes to a Simple past: the vowel changes to o
composition of irregular verb forms. Past participle: the vowel changes to u Past participle: the vowel is o, ends in en
Present Past Past participle Present Past Past participle
sing sang sung break broke broken
Conjugation 3 Conjugation 4
Before the Book Simple past: the vowel changes to o Simple past: ends in ew
Past participle: the vowel is i, ends in en Past participle: ends in own
Write these tenses on the board: Simple Past, Present Conjugation 5 Conjugation 6
Perfect, Past Perfect, Future Perfect. Divide the class Infinitive: ends in nd Simple past: same as infinitive
Simple past and past participle: ends in nt Past participle: same as infinitive
into pairs and have students write a conversation on Present Past Past participle Present Past Past participle
a sheet of paper including at least one example of bend bent bent let let let
two of the verb forms. Monitor and provide help as f Classify the verbs in the chart.
necessary. Have students practice their conversation. drink forget get grow hit hurt blow lend put ride ring rise
send speak spend swim throw write
Ask volunteers to read out their conversations for the
class to identify the verb forms. Conjugation Present Past Past Participle
1 begin ring began rang begun rung
drink swim drank swam drunk swum
11 Read the rules and complete the 2 wake
get
forget
rise
woke
got
forgot
rose
woken
gotten
forgotten
risen
conjugations. 3 drive
ride
speak
write
drove
rode
spoke
wrote
driven
ridden
spoken
written
4 know blow knew blew known blown
Divide the class into new pairs. Invite a volunteer to grow throw grew threw grown thrown
5 bend send bent sent bent sent
read the first conjugation out loud. Elicit the correct lend spend lent spent lent spent
6 let hurt let hurt let hurt
past and past participle forms and write them on the hit put hit put hit put
board as the class spells them out. Have pairs read the
rest of the conjugations and complete the examples. 50 Unit 3a
Organize irregular verb form groups. Compare differences and similarities in the
composition of irregular verb forms.
Elicit the forms and write them on the board.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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12 Play a game!
Five-Minute Activity
Choose an activity from page x and do it with the
class.
I’ve / gift / the / put
/ box / in / a
zero degrees Celsius
a video game / for Victor / we / for / eight
/ water / at / freezes
/ his / Billy / birthday / have / known / years
/ got
I / just / made /
Angela / a / cake / had
/ when / arrived
f Start the game again. This time dictate the sentences for your partner to write.
Correct each other’s work.
Objectives
Unit 3a T51
Sentence Chain
idea.
Start a chain by saying: Yesterday I went to the mall, Let's try harder!
We'll do better
next time! That's a great
and allow several minutes and invite volunteers to 7. Play until all the slips of paper have been used. Keep the score.
Reflecting on the Game
share their ideas: Red – Preparing the Game / Blue – Take turns using the expressions in the green speech bubbles to compliment the
other winning team and your own effort.
Playing the Game / Green – Reflection.
f Follow the instructions and play charades. 52 Unit 3a Recognize steps taken by a player to participate in a game.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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The Presentation
1 Make a memory game.
1. Work in teams.
2. Make a list of irregular verbs from the unit or another source. Include the past and past Remind students to communicate using the
participle forms.
3. Agree on twenty verbs to use in your memory game. Write a sentence with the past or past
expressions they learned in the previous class for
participle form of each verb on a sheet of paper, putting a line instead of the verb. While you different stages of the game. Once their games are
are doing this, communicate with your team members using the expressions appropriate for this
stage of the game. ready, ask teams to play the memory game. Finally,
4. Write the simple past and past participle form of each verb on a card.
5. Write each sentence on another card.
have teams swap games and play again. After
6. Check grammar, spelling and punctuation. students have played a few times, encourage them
7. Establish the rules for the memory game, for example: Each player turns over two cards. If the
cards match, he/she keeps them and continues playing. If they don’t match…
to make a copy of their memory games and put it in
8. Play the memory game. Read the verbs and the completed sentence out loud each time a pair is their portfolios.
found. Use the expressions from the previous page when you are playing.
9. Each make a copy of the memory game and add it to your Portfolio.
10. At the end of the game compliment one another using the corresponding expressions. The End
By the end of bought
the summer, bought Group Reflection
she will have
Have students work in the same groups as before.
(break) a
record. Read the questions out loud and have groups discuss
The End the answers together. Lead the class into a discussion
She hasn’t
Group Reflection on how to evaluate how they worked, and what they
1. How useful did you find the memory game would like to focus on in later classes.
(buy) any to learn verbs?
books this 2. Did you communicate in all stages of the
year. game using the new expressions? Self-Evaluation
3. Can you think of a variation of the
memory game to make it more
challenging?
Have students turn back to page 44. Read the
4. Which of the language games in the unit objectives for this part of the unit again and ask
was the most useful for learning verbs?
He
Why? students to mark them according to their own
(write) twenty Self-Evaluation opinion. Put students into pairs or small groups and
e-mails last
weekend. Now turn to page 44 and mark ( or ) your have them compare their answers together.
progress.
The Product: Memory game. Group reflection and self-evaluation. Unit 3a 53 Time to read! Nonfiction pp. 32-36
The Presentation
Unit 3a T53
ideas appear.
What do you know about the first time man landed on the Moon? Think about: which nation,
when, who, what they did, etc. Answers my vary.
Social Practice Read and rewrite informative texts
from a particular field. Apollo 11
The mission plan of Apollo 11 was to land the moment Armstrong set foot on the surface
Environment Formation and academic two men on the surface of the Moon and of the Moon. As Armstrong stepped off,
return them safely to Earth. When the crew he proclaimed: “That’s one small step for (a)
finally got back to Earth on July 24, 1969, man, one giant leap for mankind.”
the mission evaluation concluded that all 3. Surface Operations
tasks had been completed satisfactorily. The astronauts had several tasks.
1. Mission Crew They planned to collect rock samples, to
Objectives The spacecraft carried a crew of three:
Neil Armstrong, Michael Collins and Edwin
do several experiments and to examine and
photograph the lunar surface. Armstrong and
"Buzz" Aldrin. Collins, the command module Aldrin were out of the lunar module for over
pilot, remained in orbit while the mission two hours, during which time all the scientific
Select descriptions of historic events. commander, Armstrong, and lunar module activities were completed.
pilot, Aldrin, went to the moon. 4. Lunar Samples
Activate previous knowledge. 2. The Landing Apollo 11 carried the first rock samples from
The Apollo 11 Lunar Module, the Eagle, the Moon back to Earth. These samples
Suggested Materials twenty index cards landed in the Sea of Tranquility on July 20,
1969. A camera on the lunar module filmed
provided no evidence of living organisms on
the Moon.
other decades on the rest: Martin Luther King’s 1. Do you know anything else about the event In this unit you will:
described in the text?
Assassination, Woodstock Festival, Assassination of John 2. What other events were occurring in the
• revise descriptions of
historic events
world around that time?
F. Kennedy, Olympic Games in Mexico, Cuban Missile 3. What did Neil Armstrong mean when he • understand the content of
Crisis, The Beatles, First Man on the Moon, The Vietnam said, “That’s one small step for (a) man, a historical text
one giant leap for mankind”? • write and edit a short report
War, Construction of the Berlin Wall, The Hippie 4. Do you think our lives changed after the about a historic event
Apollo 11 mission? Explain your answer.
Movement. • create an anthology of
Answers my vary. historical reports
Before the Book 54 Unit 3b Select descriptions of historic events. Activate previous knowledge.
Previous Knowledge
Write The Sixties on the board. Display the cards
The Plan
around the room. Divide the class into four groups
and invite groups to find cards with events from the Invite volunteers to read the objectives one by one.
sixties and to attach them to the board. At the end, Then get students to share their ideas about the
check everyone is in agreement about the ten events meaning of each objective. Encourage the class to say
from the sixties and elicit information about each what expectations they have of the unit.
one.
Five-Minute Activity
The Beginning Choose an activity from page x and do it with the
class.
1 Answer the question. Then read the text and
check if your ideas appear.
Divide the class into groups. Have a volunteer read
the question out loud and have groups note their
ideas on a sheet of paper. Ask groups to read the text
about Apollo 11 and check if their ideas appeared
on the text. Ask several groups which of their ideas
appeared in the text.
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The Steps
1 Mark () the photograph that best illustrates the text on page 54. keep the bookmark. Otherwise they return the
bookmark, and the other team takes a turn.
The Steps
2 Read about four ways to organize a nonfiction text. Decide which structure was used
for the text.
f Underline the correct title for the text.
Have pairs read the three titles. Encourage them to
Compare and Contrast Description or List underline the most suitable title for the text about
an event
Similarities and differences are A description of
about it is Apollo 11. Elicit the answer and have students justify
presented in texts that use this or a list of facts
structure.
structure.
ture. included in this
why they selected that title.
or Problem
Cause and Effect Sequence or Time Order
and Solution 2 Read about four ways to organize a
cribes effects and A sequence of events
This structure des
their causes or
problems and the
ir is described in this
structure.
nonfiction text. Decide which structure was
solutions.
used for the text.
f Discuss where the text may appear and who would read it. Explain to students that the cards show four ways
Graphic and text components. Identify subject matter and intended audience. to organize nonfiction texts. Invite four volunteers
Recognize text organization. Unit 3b 55
to read out a structure each. Then divide the class
into new pairs and encourage them to select which
structure was used in the Apollo 11 text. Discuss the
Objectives answer as a class.
Graphic and text components. f Discuss where the text may appear and who
Identify subject matter and intended audience. would read it.
Recognize text organization. Have pairs discuss where the text would appear and
to which audience it is intended. Give them options
Suggested Materials paper bookmarks, a box
if they are having difficulty deciding: a textbook, the
Preparation Write a title of a nonfiction or fiction Internet, an encyclopedia, a magazine, a newspaper,
book on each bookmark: Nonfiction—America’s a novel; college students, children, historians, school
Great Depression, Anne Frank’s Diary, Philosophy and students, etc. Elicit the answers and discuss them as a
Civilization, A Study of History, How the Brain Works; class.
Fiction—Alice’s Adventures in Wonderland, The Lord
of the Rings, Harry Potter and the Sorcerer’s Stone, Five-Minute Activity
Twilight. Choose an activity from page x and do it with the
class.
Before the Book
Fiction or Nonfiction?
Write the words Fiction and Nonfiction on the board.
Have students define the difference: Fiction describes
imaginary events. Nonfiction is about facts and real
events. Divide the class into two teams. Teams take
turns sending a student to draw a bookmark from the
box, read the title on the bookmark and say if it is
fiction or nonfiction. They win a point if correct and
Unit 3b T55
Identify new terms to broaden vocabulary. transplant from Denise Darvall, a young woman
who had died in a car accident. Surgeon Christiaan
Anticipate subject matter from familiar words or Barnard performed the revolutionary transplant,
using a technique that Norman Shumway had
phrases. developed on dogs.
Suggested Materials four short magazine articles After Washkansky’s surgery, he was given drugs
to suppress his immune system and prevent
in English his body from rejecting the heart . These
drugs left him susceptible to infections, however,
and eighteen days later he died from pneumonia.
heart
Before the book Washkansky’s new had functioned normally until his death.
In the 1970s anti-rejection drugs improved and this type of operation became more
viable. Dr. Barnard continued to perform heart transplant operations,
Skimming and by the late 1970s many of his patients were living up to five years with a new
heart . Heart transplant recipients now survive for an average of
Explain to students that skimming is like reading fifteen years. The main obstacle is finding appropriate donors.
but three or four times faster. Reasons to skim a text
include: there is a lot of material and a little time; to see
f Complete the text with one of these pairs of words.
if it is going to be of your interest; or to identify the main
1. kidney, surgery 2. heart, transplant 3. hair, transplant
idea. One common way of skimming a text is to read f Mark the correct first paragraph.
the title, subheadings, captions and the first sentence On December 3, 1987, 53-year-old Louis Washkansky received the first human heart
of each paragraph. Divide the class into four groups transplant in Cape Town, South Africa.
and give each a magazine article. Have groups skim On December 3, 1967, 53-year-old Louis Washkansky received the first human heart
transplant in Cape Town, South Africa.
the article and write on a sheet of paper the main On December 3, 1967, 53-year-old Christiaan Barnard received the first human heart
idea and an incorrect main idea. Then have groups transplant in Cape Town, South Africa.
exchange articles and papers. Encourage groups to f Read the text again and list unfamiliar words in your notebook. Guess their meaning
from context and then look them up in the Dictionary.
skim the new articles and to circle the corresponding
Read history texts. Identify new terms to broaden vocabulary. Anticipate subject
main idea. Monitor groups and provide help as 56 Unit 3b matter from familiar words or phrases.
necessary.
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4 Read paragraphs 1–4. Then add sentences a–f to the paragraphs. Write the letters on
the lines.
4 Read paragraphs 1–4. Then add sentences
1. Martin Luther King helped organize a boycott of the a–f to the paragraphs. Write the letters on
Montgomery bus system. a
2. In 1963, King led mass protests in Birmingham, Alabama. the lines.
d, f
3. King participated in a huge civil rights march in Washington,
Focus attention on the photo of Martin Luther King
D.C. e Jr. Then encourage students to say what they know
b, c
4. In 1964, King was awarded the Nobel Peace Prize.
about him. Explain that paragraphs 1–4 contain the
a) The boycott was organized after Rosa Parks, a black woman, refused to give her bus seat
main idea of four paragraphs and that sentences a–f
to a white man. are further details about the main idea. Have students
b) He got the prize for fighting for civil rights without resorting to violence.
c) He was the youngest person ever to win the prize.
decide which main idea the further details go with.
d) The protestors were angry at discriminatory laws in Alabama and other states in the South. Check the answers as a class. Ask some questions to
e) He delivered his most famous speech, “I have a dream,” in front of a quarter million people at
the Lincoln Memorial in Washington, D.C. check comprehension: What did Rosa Parks refuse to
f) For his participation in the Birmingham protests, King was arrested and put in jail. do? What were the protestors angry at? Which is Martin
5 Read more about the history of civil rights in the USA and answer the questions. Luther King’s most famous speech?
President Harry S. Truman
agreed that something had to
1. What is the main idea of the first 5 Read more about the history of civil rights in
paragraph?
be done about civil rights.
He asked Congress to legislate a) The role of the U.S. Government in the the USA and answer the questions.
against racial discrimination, civil rights
g movement.
and asked the Supreme Court b) Legislation in Congress against Form new pairs and focus attention on the texts. Have
to rule against the legality of discrimination.
segregated schools. c) Segregated schools are ruled illegally. pairs read each paragraph and choose the main idea
of each one. Elicit the answers and ask why the other
sit-ins
In 1955 black college students staged
people. 2. What is the main idea of the second options are not correct: They are about details and not
at cafeterias that served only white
Integrated teams of black and white
travelers
South. For the
paragraph?
the main idea.
staged Freedom Rides across the a) White-only cafeterias.
black people were openly rebelling
first time, b) Blacks and whites traveling together.
er, using
against racial discrimination. Moreov c) Public action against
g discrimination.
nonviolent tactics.
Value
Point out information about key events. Ask questions to differentiate main ideas
from secondary ideas. Unit 3b 57
Tolerance
Explain to students that in order to live peacefully,
we must be tolerant of others. Tolerance is the
acceptance of other people’s opinions and behavior
Objectives that we may not agree with, as long as they don’t
do any harm. Tolerance also includes acceptance of
Point out information about key events.
other people’s religion, language, ethnicity, culture,
Ask questions to differentiate main ideas from and so on. Ask students why it is important to be
secondary ideas. tolerant toward people who are different from us.
Suggested Materials slips of paper, a bag
Preparation Write these main ideas on slips of
paper and put the slips in a bag: The rules of conduct Time to read! Fiction pp. 27-31
for exams are clear. Recycling is an important way of
Divide the class into groups. Have them talk about:
saving the environment. Technology makes our lives
What important inventions didn’t exist when you were
easier. People have always fought for equal rights.
born, but do now? What did these inventions replace?
Social networks may be dangerous.
What did people do before this object was invented?
Ask volunteers to give examples of their findings.
Before the Book Ask students to read the corresponding pages and
then ask: When did Bob start his diary? Why? How
Main Ideas many years have passed on these pages? Finally, ask
Divide the class into four groups. Have a student from students who has been writing a diary and for how
each group draw a slip from the bag. Ask groups to many years.
read the main idea written on the slip and list five
details to support it. Invite a volunteer from each
Five-Minute Activity
group to read their main idea and supporting details
out loud. Discuss the ideas as a class. Choose an activity from page x and do it with the
class.
Unit 3b T57
sheet of paper into six panels. Have pairs write 3. Check the spelling and punctuation and then copy each sentence onto a slip of paper.
4. Give your slips of paper to another group.
instructions for a simple task with one step in each 5. Form a paragraph by ordering the sentences on the other group’s slips.
panel: making popcorn, sending a text mail or riding 6. Return the paragraph for the other group to check.
public transportation. Have pairs cut out the panels, 8 Write your sentences from the game in chronological order. Write the years in the blue
boxes and copy the sentences in the rectangles.
exchange them and arrange the panels so that they
are in order. Next, invite students to write the events
using the Simple Past in their notebooks. Refer them
to the Language Reference on page 106 for help with Answers my vary.
Ask students to say what they know about the Cold 58 Unit 3b Recognize order and meaning of a text. Identify chronological order.
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Have groups choose one sentence and add clauses
to create a complex sentence. Monitor and provide
help as necessary. Invite volunteers from each
group to read out their complex sentences.
9 Follow the steps to write a report about robots.
1. Read the information and write the headings.
Disadvantages Robots in Space Advantages 9 Follow the steps to write a report about
robots.
Robots in Space
1. Ask students to describe the pictures. Then have
Disadvantages Advantages them look at the flow chart. Explain that the top
level is the topic, the next level is for main ideas
• can do dangerous jobs • batteries don’t last long
• do not need oxygen • difficult to maneuver from about the topic, and the final level is for specific
far away
• can stay in space a long time
• need precise programming
ideas. Have students write the two words and the
• can move in rough surfaces
• contribute to science phrase from the box in the flow chart below.
Robots can do dangerous jobs. Robots batteries don’t last long. 2. Next, have students to work in pairs. Ask them
to come up with a short sentence about robots.
2. Write a simple sentence at the end of each column. Say, A sentence without connectives is called a simple
3. Say complex sentences about robots. Go to the Language Reference on page 106.
First, complete the two examples below.
sentence, for example: Robots can look like humans.
Function: Contrast Cause Additional information
Ask for one or two additional examples and then
However, because and have students work in pairs or groups.
Connectives: but Therefore, In addition,
Although Moreover, 3. Explain that complex sentences are ones with
I think robots are important because They can do dangerous jobs .
connectives. Go over the information in the box
Robots can do dangerous jobs. However, Their batteries don’t last long . with the students. Refer them to the Language
4. Write complex sentences about robots in your notebook. Reference on page 106 to review the function of
Complete flow charts with information that broadens main ideas. each connective and its position in a sentence.
Compose simple and complex sentences. Unit 3b 59
Read the first phrase (I think robots are important
because…) and elicit some responses. Then have
students write answers in their books in pairs. Next,
Objectives ask students to practice describing robots using
complex sentences. Elicit one or two examples from
Complete flow charts with information that the class first. Walk around and monitor.
broadens main ideas. 4. Finally, have them remember four sentences of the
Compose simple and complex sentences. ones they said in pairs, and write them in their
notebooks.
Before the Book
Time to read! Fiction pp. 32-34
Unit 3b T59
Historic Events
Title: History and Importance of Robots
Brainstorm historic events with the class and write Main idea: Main idea: Main idea:
Robots are important
them on the board. Have the class vote for one event. Robots have a long history. Robots contribute to society. in the media.
Then brainstorm main ideas that students want to Supporting information: Supporting information: Supporting information:
know about the event and write them as questions In 4000 BC, Archytas built a
wooden bird; could fly!
The medical industry: robots
help in complex operations. First robot
on the board. Have the class vote for one main idea. appeared in movie
Metropolis in 1926.
De Vaucanson NASA’s Mars
Divide the class into five groups and have them write made a robot Rovers perform
Famous movie
musician in science
the introductory paragraph for a report about the 1737! experiments.
robot is C3PO
(Star Wars).
event. Explain that the paragraph should include an
introduction to the topic and a thesis statement in 6. Write a paragraph with a main idea and supporting ideas.
Use connectives to clarify the ideas. Follow the example.
which the question about the main idea is answered. Robots have a long history. About 6,000 years ago, the Greek
Monitor groups and provide help as necessary. Invite mathematician and astronomer invented a wooden bird. It was amazing,
because it could really fly! A more recent invention was…
a volunteer from each group to read their paragraph
out loud. Have groups vote for the best paragraph.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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10 Make notes on the key events in the history of robots and computers on the timeline.
a) In 1943 Colossus, the world’s first electronic computer, is built in Britain.
b) In 1997 world chess champion Gary Kasparov loses to IBM’s Deep Blue supercomputer.
students note the letter of the events in order on the
c) In 1833 Charles Babbage begins work on the Analytical Engine, one of the first computational timeline. Monitor pairs and provide help as necessary.
machines.
d) In 1948 British robotics pioneer William Grey Walter creates autonomous machines, Elmer and
Elsie, that mimic lifelike behavior with very simple circuitry. f Read the paragraph and find two key events
e) In 1999 Sony sells 5,000 Aibos, the first electronic dogs, in twenty minutes.
f) In 1921 Karel Capek publishes the play R.U.R. (Rossum’s Universal Robots), in which human-like from the timeline. Notice the change in
machines are created to replace workers.
g) In 1973 the Artificial Intelligence Department at Edinburgh University shows off Freddy II, a tense from present to past.
robot that assembles objects automatically.
Have students form new pairs. Focus attention
on the photograph and ask students if they know
1800 1840 1880 1920 1960 2000
what machine it shows: The Colossus computer. Then
invite pairs to read the paragraphs and to identify
which two key events from the previous activity are
c f a d g b e
mentioned. Explain that past events are usually
written in the present tense on a timeline.
f Read the paragraph and find two key events from the timeline. Notice the change in
f Find two more sets of key events on the
tense from present to past.
timeline. Then write a paragraph about
each set of events in your notebook.
In 1833 Charles Babbage
began work on the Analytical
Engine, one of the first
y
Have pairs find two more sets of key events on the
computational machines. timeline. Ask them to write a paragraph about each
More than one hundred
years later, Colossus, the first set in their notebooks. Monitor and provide help as
electronic computer, was
built in Britain. necessary. Remind students to use the past tense and
have them go to the Language Reference on page 106
f Find two more sets of key events on the timeline. Then write a paragraph about each for help. Invite pairs to exchange notebooks and read
set of events in your notebook.
each other’s paragraph. Ask volunteer pairs to read
Determine the order of key events in a timeline. Group sentences which give
similar information to form paragraphs. Unit 3b 61
their work out loud.
Five-Minute Activity
Choose an activity from page x and do it with the
Objectives class.
Personal Timeline
Explain to students that a timeline is used to present
a series of events in a chronological order. Encourage
them to make their own timeline. Ask students to
draw a horizontal line on a sheet of paper and to
write a start and end date, such as birth until now,
last year, the first five years of their life, and so on.
Have students divide their timeline into logical
segments and label each division. Encourage students
to note significant events in their lives on the timeline.
Have students explain the events on their timeline to
a partner.
Unit 3b T61
Objectives
1. Select a topic from history and write it in the top box.
2. Choose three main ideas about the topic and write them in the
Write a short report, based on a model. flow chart below.
3. Research details to support your main ideas. Note the details in
the flow chart.
Read to revise punctuation and spelling 4. Write paragraphs containing the main ideas and their supporting
conventions. details.
5. Write an introductory paragraph.
Add, remove, change and / or reorganize 6. Revise the spelling and punctuation in your text.
7. Consider who is going to read your work. Ask yourself: Is it
information. too long? Is it too difficult? If necessary, add, remove or
reorganize the information.
Adjust language in accordance to the intended 8. Write a final draft of your report.
audience and purpose.
Write a final version.
Suggested Materials card (one sheet per group),
paste, scissors
12 Go to Worksheet 6. 6
Five-Minute Activity
Ask students to turn to page 127. Divide the class into
Choose an activity from page x and do it with the
small groups and distribute materials. Focus attention
class.
on the activity and check that everyone understands
the instructions. Brainstorm a list of historic events,
subjects and people and write them on the board for
students to choose from. Have groups create a history
T62 Unit 3b
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The Presentation
1 Create an anthology of reports on historic events.
1. Work in teams.
2. Choose a topic or event from history. Tips Have each group choose a historic event and do
3. Read texts about the topic and select Remember that historical events are written research on it in reference books or on the Internet.
information you wish to include. in the past. Check that you are using
4. Organize the information on a flow chart irregular verbs correctly. Here are some of Make sure each group chooses a different event.
or a timeline. the most common irregular verbs:
5. Write a report using the information. be – was/were lose – lost
Then ask groups to arrange the information that they
6. Edit the report and write a final draft. do – did know – knew found on a flow chart or a timeline. Have groups
7. Agree on a design for the anthology. fall – fell ride – rode
8. Create an index. fight – fought run – ran
use their chart or timeline to write a report about the
9. Integrate all the reports in the anthology fly – flew see – saw event, including an introductory paragraph. Monitor
and donate it to the school library. get – got sit – sat
give – gave speak – spoke
groups while they work and provide help as necessary.
go – went write – wrote Next, have students edit their reports and write a final
The Wo draft. Invite volunteers from each group to read their
men’s L
ib
Movemen eration
report out loud and encourage other groups to give
t feedback. Collect the reports and have the whole class
It is har
d
differen to imagine ju
women
t the w st
orld was how design a cover and index page for them to create an
just fift for
my gran
she had
y ye
dmother ars ago. When
got mar
anthology. Finally, put the reports in the cover and
to leave ri
bank. It her job ed, donate the anthology to the school library.
w in a
husban as assumed th
d at her
and she would take ca
would re of her
look af
home.
Th
many jo is was not un
ter the
usual—
Tips
bs, incl in
civil se u
rvice, m ding the entire
The End were n ar
ot emp ried women Read the text in the Tips box with students. Go over
loyed.
Group Reflection the list of verbs with the class and make sure all the
1. Was it difficult to choose a historic event?
students know their meaning. Then, as students are
2. Where did you find information about the event?
3. Did you all participate in the writing and correcting of the reports? working on their reports, write any new irregular
4. How did you agree on the design for the anthology?
verbs on the board, for all the class to use as reference.
5. Did you listen to different proposals respectfully?
Self-Evaluation
Now turn to page 54 and mark ( or ) your progress.
The End
The Product: Create an anthology of historical event reports. Group reflection Group Reflection
and self-evaluation. Unit 3b 63
Have students work in the same groups as before.
Read the questions out loud and have groups discuss
the answers. Lead the class into a discussion on how
Objectives to evaluate how they worked, and what they would
like to focus on in later classes.
The Product: Create an anthology of historical
event reports. Self-Evaluation
Group reflection and self-evaluation. Have students turn back to page 54. Read the
objectives for this part of the unit again and ask
students to mark them according to their own
Before the Book
opinion. Put students into pairs or small groups and
True or False? have them compare their answers.
Invite a pair of students to come to the front of the Five-Minute Activity
classroom. Say some information about a historic
Choose an activity from page x and do it with the
event and ask students to say if it is true or false:
class.
Columbus discovered America in 1942. If students
answer correctly, they stay for the next sentence.
Go to Assessment 3b
If either or both students answer incorrectly, other
on page T109.
students take their place. Continue with other historic
events.
The Presentation
Unit 3b T63
Formative Assessment Tip • Finally, play the CD again and invite students to
sing along.
Role-playing works well in history and literature
classes. Divide the class into groups for role-playing. Website used for the development of the unit:
Ask students to perform their arguments or plan the Unit 3a
behavior the characters they are representing would http://iteslj.org/c/jokes-riddles.html
have. Students may choose different characters of
http://thinks.com/words/doublets.htm
a play or different groups in history. Establish the
context. Then ask students to discuss briefly, in pairs http://esl.about.com/od/englishgrammar/English_
or small groups, how their characters would react. Grammar_Help_Rules_Worksheets_Games_Quizzes_
Then ask them to represent their descriptions. Exercises.htm
Unit 3b
Website Suggestions
http://kclibrary.lonestar.edu/decade60.html
Health http://www.ehow.com/how_6894648_do-write-history-
http://familydoctor.org/online/famdocen/home/ report_.html
children/teens.html http://www.grammar-quizzes.com/
The habits you develop now will affect you later in
life. Do you exercise and eat well or are you a junk-
T63a Unit 3
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Unit 3 T63b
in each situation.
A B C D
Social Practice Understand and incite oral
exchanges regarding leisure situations.
Environment Familiar and community
Objectives 3 2 4 1
f Listen and number the pictures in order. 12
Listen to descriptions of unexpected situations. f Listen again and complete the missing information about each person.
Identify subject matter, purpose and intended Person Place Occupation Was the event good or bad?
The Plan
Before the Book In this unit you will:
• revise descriptions about unexpected situations from context clues
Unexpected Events • understand central sense, main ideas and some details in descriptions
of unexpected situations
Give students an example of an unexpected event: • describe unexpected events
I was walking down the street, and I saw a famous
movie star. In small groups, have students discuss Listen to descriptions of unexpected situations. Identify subject matter, purpose
and intended audience. Establish the speakers’ profiles. Determine the place
unexpected events from their life. Elicit anecdotes 64 Unit 4a where an exchange occurs.
The Beginning
The Plan
1 Look at the pictures and discuss what is Invite volunteers to read the objectives one by one.
happening in each situation. Then get students to share their ideas about the
Write these words on the board and elicit or explain meaning of each objective. Encourage the class to say
their meaning: police officer, secretary, office, reporter, what expectations they have of the unit.
swimmer. In pairs, have students discuss what is
happening in each picture. Elicit the answers but Five-Minute Activity
don’t confirm or correct them at this stage. Choose an activity from page x and do it with the
class.
f Listen and number the pictures in
order. 12
Play Track 12. Have students number the pictures in
order. Elicit the answers from the class.
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The Steps
1 Look at the situations and discuss. describing the unexpected situation? What do you think
1. Who is describing an unexpected situation to whom? Answers my vary. happened? How do the people feel? In pairs, have
2. Which words describe how the people feel? Check in the Dictionary if necessary.
students answer the questions about each picture.
surprised happy confused angry embarrassed
Elicit ideas from several pairs.
excited scared interested entertained sad
1 2
f Match the pictures with what the people
say.
Have students read the texts and decide which picture
illustrates each one. Elicit answers from the class, but
don’t confirm or correct them at this stage.
Feeling Words
Have a volunteer come to the front of the class. Give
the student a slip of paper. Tell the student to act out
the meaning of the word. Have the rest of the class
guess what the word is. Repeat the procedure with the
remaining adjectives.
The Steps
Unit 4a T65
Objectives
Ask students to imagine that a student from 1. When did the woman go to Rio? Last year.
2. Did she like Rio de Janeiro? Justify your answer. Yes, because she wants to go back.
another country is going to visit them for a week.
3. What unpleasant experience did she have? Her wallet was stolen.
In pairs, have students list possible activities. Write f Listen to the second part of the recording. Circle the verbs you hear. 15
this sentence structure on the board: We should … A: Something very strange happened to me when I went to Rio. You won’t believe who
I met / ran into!
because… Elicit ideas from several pairs: We should go B: Who? What happened?
to the ruins because they are the biggest in the state. A: Well, I was walking / hiking up Sugarloaf Mountain and as I arrived at / got to the top,
I saw a very old friend from primary school! Can you believe it? It was such a surprise!
We hadn’t seen / spoken to each other for a long time. It was so nice to see her. She was
2 Listen and write two things that you can do with her husband and her two children.
B: So you mean you went / traveled all the way to Rio and you bumped into a friend from
in Rio de Janeiro. 14 primary school?
A: Yes, it’s unbelievable, isn’t it?
Have students describe the pictures and say what f Unscramble the questions about the text. Then underline the answers in the text.
they know about Rio de Janeiro. Play Track 14. Have 1. she / what / doing / was 3. friend / alone / was / her
students note two of the activities mentioned on the What was she doing ? Was her friend alone ?
Language Awareness
Past Forms
Remind students that for most verbs in English, you
add –ed to the end in order to form the past tense,
but that many verbs have irregular past forms,
which they have to memorize. Write these verbs
on the board: meet, run, walk, arrive, get, go, travel,
happen. In pairs, have students write the past form
of each verb and decide if it is regular or irregular.
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3 Listen and mark the scene that is not mentioned in the dialogue. 16
1. Right, you’d better stay and do it at lunch so nothing else happens to it!
picture doesn’t illustrate one of the boy’s excuses and
2. What do you mean? You haven’t given me any homework all week. mark it.
3. Are you telling me that someone stole your incomplete homework from your bag?
4. But I’m sure you brought the rest of it, didn’t you?
5. What are you saying? Your baby brother ate your homework?!
f Listen again and write the numbers of the
MATT: Sir, I just want to let you know that I TEACHER: 4
missing sentences in the correct places.
can't hand in my homework today. MATT: Sir, I’m really sorry, but I think that Read the sentences and dialogue with the class. Elicit
TEACHER: 2 someone stole it from my bag. I left my
bag under my chair and went to the or explain the meaning of unfamiliar vocabulary.
MATT: You won’t believe what happened. I did
my homework and left it next to my baby
bathroom. When I came back, I saw my Explain that students have to use the numbered
bag was open. And the homework was
brother. I went to the bathroom. When
gone! sentences to complete the dialogue. Have them
I came back, he had eaten some of the
pages! I could see paper in his mouth. TEACHER: 3 predict where each sentence goes. Play Track 16 again
TEACHER: 5 MATT: It’s strange, isn’t it? and have students insert the missing sentences in
MATT: Well, he didn’t eat it all, just the most TEACHER: 1
important parts.
the dialogue. Read out the dialogue again and have
f Read the completed dialogue and underline the main idea.
volunteers say the missing sentences as you get to
them.
Babies eat paper. People steal homework. Matt doesn’t do homework.
f Imagine you are Matt giving excuses to your teacher. Make up a dialogue using your f Read the completed dialogue and underline
imagination and the phrases below. Answers may vary.
Unit 4a T67
1. Where are the girls from? Vanessa is from the USA, and Lydia is from England.
Objectives 2. Where are they now? England
f Read the phrases and write BE (British English) or AE (American English). Then listen
BE Great flat, right? BE Did you see that great shop next door?
Recognize strategies used to rephrase ideas. AE There was a huge line at the subway. AE Oh, you mean the store.
Clarify meaning of words. BE There was a long queue for the underground. AE It had some nice pants.
5 Write the words in the table. Look them up in the Dictionary if necessary.
bill car park check diaper elevator flashlight football highway license plate
Before the Book lift motorway nappy number plate pants parking lot ride rubbish sneakers
soccer subway torch trainers trash trousers underground
In pairs, have students discuss where the two girls are 1. Form a team of five. Each teammate writes a British or American word on a slip of paper.
from and where they are now. 2. Hand the slips to the teacher. He / She should shuffle them and put them face down on a table.
3. Teams take turns sending a person to pick a slip and describe the meaning of the word for
his / her team to guess. He / She can’t use the actual word or its equivalent in British or
f Read the phrases and write BE (British American English: lift – it’s a machine that takes you up or down in a building.
4. If the team can’t guess after two tries, the other teams get a chance to guess.
English) or AE (American English). Then listen 5. Teams get a point for guessing the word.
again and check. Notice English variant. Recognize strategies used to rephrase ideas. Clarify
68 Unit 4a meaning of words.
Explain that all languages have different dialects,
and that two dialects of English are American English,
from the USA, and British English, from the UK. In
pairs, have students read the phrases and guess if Time to read! Nonfiction pp. 42-44
they are British or American English. Play Track 17
again. Have students confirm or correct their answers. Divide the class into groups. Ask them if anyone has
ever “put them on the spot”. (If you put someone on
5 Write the words in the table. Look them up in the spot, you cause them embarrassment or difficulty
the Dictionary if necessary. by forcing them at that moment to answer a difficult
Point out that one way in which the dialects of a question or make an important decision.) Were they
language differ is their vocabulary. Tell students that comfortable with the situation? How did they handle it?
they have to sort the words according to whether they Have they ever put someone in this kind of situation?
are used in British or American English. In pairs, have Ask students to read the corresponding pages and
students guess which dialect the words are from before then elicit what the unexpected situation was: Frida
checking in the Dictionary at the back of the book introduced Billy to her boss. Then refer students to
and writing them in the table. Draw the table on the the last paragraph and have a volunteer read the
board and have volunteers complete it. questions aloud. Then form groups and have them
discuss them. Finally, have volunteers share their
f Play a game! groups’ ideas with the class.
Read the instructions with the class and check
everyone understands. Divide the class into teams Five-Minute Activity
and pair teams up to play against each other. Hand
Choose an activity from page x and do it with the
out slips of paper for students and then have teams
class.
play against each other. Monitor games and provide
help as necessary.
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6 Match the parts of the sentences to discover the unexpected situations.
1. Liz was running when suddenly the lights went out.
rest of the activity on their own. Have volunteers read
2. Tony was thinking about calling his sister a taxi came along.
out a completed sentence each.
3. I was having my nap when without warning she saw a wallet.
f In your notebook, rewrite the sentences adding more information. You can use the
adding more information. You can use the
phrases in the box. Answers may vary.
phrases in the box.
When: early in the morning in the afternoon last night on Friday
Where: in San Francisco in the living room in the park on the ground Model the activity for students. Write the first sentence
on the board: Liz was running when suddenly she saw
7 Number the pictures in order to find two stories. Then tell one story to
a friend using the underlined phrases in Activity 6. a wallet. Ask Where do you think Liz was running? Use
3 1 4 2
a phrase from the box to add information to the
sentence: Liz was running in the park when she saw a
wallet. Have students rewrite the remaining sentences
in their notebooks, adding information about where
and when the situations took place.
Unit 4a T69
answer the questions. Elicit answers from several 1. Police officers are investigating the escape.
pairs. Explain to the class that today they will be The radio show reported that police officers were investigating the escape. .
learning how to report things that other people have 2. The escape was provoked by careless zookeepers.
The zoo director said that the escape had been provoked by careless zookeepers. .
said. 3. The director said that four different types of animal had escaped.
Four different animals have escaped. .
f Listen and complete the police report. 18 4. Police reported there was a fear that the animals would attack people.
There is a fear that the animals will attack people. .
Read the paragraph with the class and have students
10 Go to Worksheet 7.
guess the missing words. Explain that students will 7
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11 Discuss these statements and mark () which are true for you. Justify your answers.
Answers may vary.
An unexpected situation… 11 Discuss these statements and mark ()
sometimes makes me happy.
which are true for you. Justify your
sometimes makes me nervous.
happens to me almost every day. answers.
does not happen to me very often.
In pairs, have students discuss the statements and
check the ones that are true for them. Ask volunteers
12 Listen to the dialogue and number the phrases in the order they are said. 19
Underline in the following colors: to share their ideas and explain them: An unexpected
6 You’re kidding! Blue 4 Do you mean like a surprise party? Yellow
3 I don’t understand what you're saying. Yellow 1 Can I ask you a question? Dark green
situation sometimes makes me happy because I like
5 I mean something out of the ordinary. 2 What do you want to know? Dark green surprises.
Light green
f Underline the phrases according to the key.
disbelief asking for information asking for clarification clarifying 12 Listen to the dialogue and number the
f Interview other students about unexpected events in their lives and take notes.
phrases in the order they are said. 19
f Complete the chart using your notes. Then write what your friends said using reported
speech. Answers may vary. Read the six statements with the class and check
Name What he / she says What you report
everyone understands what they have to do. Play
Track 19. Tell students to number the statements in
Anna said that she had
I got a letter from a order. Have volunteers read one sentence each in
Karen gotten a letter from a
secret admirer.
secret admirer. order to report their answers.
Friend 1:
f Underline the phrases according to the key.
Friend 2:
Read the key with the class and check everyone
understands the meaning of the functions. Elicit an
example of each function if necessary: I don’t believe
Friend 3:
you. Distribute the colored pens or pencils. Have
students underline the phrases according to their
Use strategies to repair a failed conversation. Produce descriptions of unexpected
function using the color key. Play Track 19 again for
situations spontaneously. Maintain an exchange and use strategies to add
meaning. Unit 4a 71
students to confirm or correct their ideas.
Unit 4a T71
Objectives
Before the Book f Read the accounts aloud. Pay attention to diction and intonation considering that
they are talking about a very scary unexpected event. Then listen and compare. 20
f Read the accounts aloud. Pay attention to elicit and write Kashiro’s account in reported speech
as an example: Kashiro had been in his office. When
diction and intonation considering that they
he felt the earthquake, he got under his desk. He could
are talking about a very scary unexpected feel the whole building moving. In pairs, have students
event. Then listen and compare. 20 rewrite the remaining accounts in reported speech.
Have students look at the pictures of the four Elicit reported versions from several pairs and discuss
individuals giving their accounts and tell them to differences.
find the same people in the pictures in the previous
activity. Ask students what the people might have Time to read! Nonfiction pp. 45-48
been feeling at the time. In pairs, have students take
turns reading the first account out loud. Tell them Assign students to read the corresponding pages
to imagine how Kashiro feels and to adjust their of the reading. Ask them to identify the strategies
tone of voice accordingly. Play Track 20 and pause recommended in the text to do when they
after Kashiro’s account. Ask students to compare the encounter unexpected situations. Ask them if they
intonation on the recording with the intonation they have any suggestions of their own. Finally, have
used. Play the account again for students to repeat students turn to page 48 and solve the tasks in
if necessary. Repeat the procedure for the remaining groups of three. Set a time limit. When time is up,
accounts. read the answers aloud for students to check their
work.
f Imagine you heard the accounts above and
you are telling a friend about them. Five-Minute Activity
Tell students that they are now going to rewrite the Choose an activity from page x and do it with the
accounts in reported speech. Go to the Language class.
Reference on page 107 again for help. Go over the tips
with students and reinforce the idea that they don’t
have to use exactly the same words. On the board,
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The Presentation
1 Share an account of an unexpected event from your life.
1. Form groups and brainstorm unexpected events from your lives. They can be from the unit or
any other that you have heard about. have learned the skills from the unit. Point out that
2. Choose an unexpected event for your account. the skills include:
3. Compose sentences to describe the event. Assign a leader to check the sentences.
4. Practice reading your sentences aloud and check if all the group members understand them. • Sharing an unexpected situation
5. Decide who is going to read which part during the presentation.
6. Give your accounts to the class. • Using appropriate word choice and intonation
7. Keep your accounts in your portfolios.
• Taking appropriate notes before writing a draft
• Working collaboratively
Read the instructions carefully with the class. Explain
that, as a group, they should choose one unexpected
situation that they were all involved in. The situation
could be something that really happened to one
of them or something they have made up, for
example, students could imagine that they were all
in a building together when a fire started and they
had to evacuate. Have students compose individual
accounts and then join their group to prepare a joint
presentation. Have each group present its accounts
The End
to the class. Tell the rest of the class to take notes so
Group Reflection
that they can report what some of the speakers said.
1. Did you like talking about unexpected situations? Remind the class of the importance of being attentive
2. Do you know how to describe situations like these?
listeners. After the presentations, encourage students
3. How did you feel preparing a testimonial with your group?
4. What did you learn from the experience? to put the accounts in their portfolios.
Self-Evaluation
Turn back to page 64 and mark ( or ) your progress. The End
The Presentation
Unit 4a T73
Spanish), eight index cards • understand central sense, main ideas and details in a short play from shared reading
• participate in the dramatized reading of a short play to aid its comprehension
Preparation Write these phrases on the index
cards: gives objective information; has photographs; Revise short plays suitable for a young audience from their oral reading.
Recognize text arrangement. Identify author(s). Determine subject matter,
is written in columns; has extensive descriptions; is 74 Unit 4b purpose and intended audience.
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The Steps
1 Listen to your teacher and read along to the second part f Listen again and repeat each line after your
of the play.
teacher. Then answer the questions.
Act 2 Read out the play again, pausing after each sentence
(Lion continues walking through jungle.)
Lion: (rapping) I’m the king of the jungle, nobody
for students to repeat. Model the pronunciation
messes with me, when they hear me
coming, they run and hide up a tree. (gets caught
in a hunter’s net) Oh no! I’m stuck. Help! of difficult or new words. Have students copy your
Kid Mouse: What’s that strange roar? Is that
Lion: Help!
Lion?
intonation as closely as possible. Go through
Kid Mouse: It sounds like he’s saying help. But
he’s Lion! He can’t need help. the questions with the class and check everyone
Lion: Heeeelp!
Kid Mouse: Oh my! Coming! (reaches Lion) Oh,
understands. Form pairs and have students answer
Lion, what happened?
Lion: I got caught in this net. I’m doomed! The
hunters will return any minute and turn me the questions. Monitor and provide help as necessary.
into a rug!
Kid Mouse: Perhaps I can help. Have volunteer pairs ask and answer the questions
Lion: Oh, Mouse, I wish you could, but you’re
so small and weak! and allow others to correct them as necessary.
Kid Mouse: I may be small and weak but my
teeth are big and strong. See? (flashes him a smile)
Lion: So you have a lovely smile. And?
Kid Mouse: And I can chew through the net.
Watch! (chews away busily, Lion falls heavily to the
f Underline the moral of the story.
ground)
Lion: Ouch! Let’s go! What a good decision that
was to save your life! (Mouse and Lion run away.)
Write moral on the board and ask students if they
know what the moral of a story is: A lesson that a story
contains. Go through the possible morals and elicit
f Listen again and repeat each line after your teacher. Then answer the questions.
or explain the meaning of unfamiliar words. Ask
1. Why did Lion spare Mouse’s life in Act 1? Mouse made lion laugh. students to underline the sentence that contains the
2. Did Lion think Mouse could help him? No. moral of the play and then to compare their answers.
3. How did Mouse help Lion? By chewing through the net.
Check the answer as a class.
4. Why is some of the text in italics? They’re the stage directions.
y p
1. It always y to be kind to others.
pays Value
2. Depend on nobody but yourself.
3. Humans can be cruel to animals.
Kindness
Understand central sense, main ideas and details in a short play suitable for
a young audience from shared reading. Read a short play. Distinguish stage Take the opportunity to have students relate the
directions. Unit 4b 75
moral of the story to their own lives. Have them
say who has been kind to them and who they have
been kind to, and how kindness has paid off.
Objectives
Understand central sense, main ideas and details Time to read! Fiction pp. 39-44
in a short play suitable for a young audience from
shared reading. Have students say what “a play” is. Listen to several
ideas, but do not correct. When someone comes
Read a short play.
up with the correct explanation, ask: What are the
Distinguish stage directions. characteristics of a play? (dialogues, scene descriptions,
etc.) Then have students read the corresponding
Before the Book pages and pay special attention to the format.
When they have finished, ask: What parts is a play
Play Summary divided into? How do we know who is saying each line?
Form groups and ask students to discuss what has How do we recognize the scene description? Finally,
happened so far in the play. Then check as a class. elicit and write the characters on the board and ask
what the play is about.
The Steps
Five-Minute Activity
1 Listen to your teacher and read along to the
Choose an activity from page x and do it with the
second part of the play.
class.
Read the play out loud, changing your voice for each
character, as students read along. Have students say
how the second part of the play is similar or different
to the fable they know. Ask them to tell you which
version they prefer and why.
Unit 4b T75
Read a short play. f Listen to your teacher and read along. Then mark the correct picture.
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of plays. Understand central sense, main ideas and details in a short play suitable for a young
audience from shared reading. Read a short play. Point out genre of a short play (e.g.
Divide the class into pairs. Read the play genres in tragedy, comedy, farce, etcetera). Recognize protagonist(s), secondary character(s)
76 Unit 4b and/or incidental character(s). Verb tenses: present continuous and present perfect.
the box and the sentences with the class and check
everyone understands. Then have pairs complete
the sentences with the play genres, taking into
account keywords. Have volunteers read a completed
definition each. Language Awareness
f Listen to your teacher and read along. Then Present Continuous vs. Present Perfect
mark the correct picture. Ask volunteers to remind the rest of the class how
Focus attention on the title, subtitle and pictures and to form the present continuous and the present
have them predict what they think the play is about. perfect tenses. Elicit the auxiliary words: be and
Read the play out loud, changing your voice for have. Elicit the forms of the verb: present participle
each character and using appropriate intonation, as (-ing) and past participle. Then get students to
students read along. Have students mark the picture find and underline in the play the sentences in the
that correctly illustrates the play. Check as a class. present continuous and the present perfect tenses
using two different colors. Finally, get them to read
f Read the play again. Then answer the the sentences and write in pairs a definition for
questions. the use of each of the tenses: We use the present
continuous to talk about actions that are happening
As students read along once more, have them
at this moment. We use the present perfect to talk
underline unfamiliar words. Then ask students
about actions that started at an unidentified moment
to guess the meaning of the words from context.
in the past and their result is important at the present
Confirm or correct their guesses. Have pairs answer
moment.
the questions. Check as a class and ask students to
justify their answers.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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3 Write which characters in The Key are described by these adjectives.
1. helpful The neighbors 2. foolish Nasrudin 3. critical Nasrudin’s wife
are contained in the play. Give pairs enough time to
f Read three morals of the play and say which you like the most.
Answers may vary.
1. The answer to our problems is often inside, but it’s easier to look outside.
discuss which moral they prefer. Take a class vote on
2. The easy course of action isn’t always the correct course of action. the favorite moral and ask students to justify their
3. It’s good to try to help others even if you can’t solve their problems.
answers.
f Find the words and phrases in the play. Then guess what they mean from their context
and check in the Dictionary.
1. streetlamp 2. search 3. on his hands and knees 4. before long
f Find the words and phrases in the play. Then
f Match the questions and answers. Then ask and answer about other words in the guess what they mean from their context
plays on pages 74–76.
1. What is a “streetlamp”? Light. and check in the Dictionary.
2. Is “search” the same as “look for”? It’s a light on a pole on the street.
3. What’s the opposite of “dark”? It’s the joint in the middle of your leg. In the same pairs, have students scan the play and
4. What does “knee” mean? Yes, it is. underline the words. Encourage them to guess their
4 Look at the pictures and match them with the captions. meaning using context clues, such as the pictures or
Naz kept looking for many days, Naz had the key arou
synonyms. Then have them look up the words in the
Naz remembered nd
where he left his key.
but he never found the key. his neck the whole time
. Dictionary at the back of the book.
Unit 4b T77
hold, and others from the unit. hat with a mark on it. He then takes out a different
piece of paper and holds it to his forehead.)
Tranzo: Now, the first experience… Please,
5 Read the play. Decide if the protagonist is a complete quiet in the crowd, no noise
at all or you’ll scare away the spirits. Ah,
I’m listening, yes, it’s here: You’ve been
brilliant mind reader or a clever fraud. taking karate classes!
Volunteer 1: (laughs) Ha ha, not me!
Read the play out loud, using appropriate intonation Volunteer 2: Me either, sorry.
for each character, as students read along. Don’t read
out the stage directions. Have students identify the Read a short play. Distinguish stage directions. Use diverse comprehension strategies.
main character and secondary characters and say 78 Unit 4b Recognize protagonist(s), secondary character(s) and/or incidental character(s).
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f Unscramble the questions about the play. Then ask and answer the questions.
3. What/do wrong/Volunteer 1/does 6. the act/the crowd/Does/believe Read the examples taken from the play on the
What does Volunteer 1 do wrong ? Does the crowd believe the act ?
previous page, and rules in the chart with the class
6 Read the examples and rules, and write the verb forms. and check everyone understands. Form groups and
present continuous present perfect present perfect continuous have students discuss which verb form is used in each
example. Have them identify how each verb form is
Example Rule Verb form made and how it is used. Elicit the answers from the
I’m helping my grandma A current action. class.
decorate her house. present
continuous
Have I met any of you A past state that f Find more examples of the verb forms in The
before? continues to exist. present
perfect Medium.
You’ve been taking A past action that
karate classes. continues to exist. present perfect
In their groups, have students underline more
continuous
examples of the verb forms and discuss why each is
f Find more examples of the verb forms in The Medium. used. Divide the board into three columns with the
f Use the prompts to share personal information. headings Present continuous, Present perfect, Present
Answers may vary.
perfect continuous, and have volunteers write
one example each in the correct column. Have students
go to the Language Reference on page 107 on their
own. Use this opportunity to clarify any doubts
students may still have.
something you’re doing something you’ve been doing something you’ve had for f Use the prompts to share personal
this semester since primary school a long time
information.
Formulate and answer questions to explain and describe attitudes and
behaviours. Determine current actions, which continue to exist nowadays and / or
begin in the past and conclude in the present. Unit 4b 79
Have students describe the pictures. Ask what the two
students in the first picture are doing this semester
(They’re doing science experiments.), what the girl in the
second picture has been doing since primary school
Objectives (She has been riding her bike to school since primary
school.) and something that one student has had for a
Formulate and answer questions to explain and long time (He has had a teddy bear since he was a baby.).
describe attitudes and behaviors. In groups, have each student share at least one piece
Determine current actions, which continue to exist of personal information for each prompt. Have some
nowadays and / or begin in the past and conclude volunteers share their information with the class.
in the present.
Language Awareness
Before the Book
For and Since
Memory Write the examples from the chart on the board
Divide the class into groups and ask them to write and underline for and since. Have students tell
four sentences about The Medium, two true and you where the words come in the sentence, which
two false. Have groups take turns reading out their verb forms they are used with, and how they are
sentences for the rest of the groups to identify as true used: for with a period of time, and since with a
or false from memory. Give groups one point for each point in time. Write some more present perfect and
sentence they correctly identify as true or false. continuous sentences on the board with for and
since missing and have students copy and complete
f Unscramble the questions about the play. them.
Then ask and answer the questions.
Form pairs and have them unscramble the questions. Five-Minute Activity
Have volunteers write a question each on the board Choose an activity from page x and do it with the
for the class to check and correct if necessary. Invite class.
pairs to ask and answer the questions. Nominate
students to ask and answer the questions in front of
the class.
Unit 4b T79
(Son and Mother are standing beside their bean field.) Coyote: Yes, she’s much too good for you.
Participate in the dramatized reading of a short Son: Mother, Mother, just look at our field! Rabbit Rabbit: Why don’t you marry her instead? You are
play to aid its comprehension. has been eating the beans again. Soon there
will be none left! What are we going to do?
strong and handsome, and you'd make a much
better husband than I.
Suggested Materials a picture of a rabbit and a Mother: Don’t worry, Son. I know just how to
stop him. First, take this doll and cover it with
Coyote: Of course I will.
Rabbit: Help me out of the bag and take my place.
picture of a coyote molasses. Then leave it by the side of the field
(Coyote unties the bag and lets Rabbit out. Coyote then gets
and we’ll hide behind this tree.
in the bag and Rabbit ties it up.)
(Son covers the doll with molasses and they both hide.
Coyote: Now go away quickly before the old
Before long Rabbit appears on stage.)
woman comes back. (to self) Stupid Rabbit!
Before the Book Rabbit: Aha! Those foolish humans have left their
beans unguarded again. It’s time for my lunch!
(Rabbit exits. Son and mother enter stage with wood in
their arms and start to make a fire.)
(Rabbit goes toward the field but falls over the doll and gets
Son: Ah, what a delicious dinner we’re going to
Descriptions one foot stuck.)
have!
Rabbit: Let go, Doll, or I’ll hit you! (waits for a reply
Coyote: (wriggles a little in bag; aside to audience)
Attach the pictures to the board and have students but doesn’t get one) Let go I say! (hits doll and gets
his hand stuck) Let go of my hand and foot or I’ll
Dinner?
identify the animals. Form groups and give students punch and kick you! (receives no reply so punches
and kicks the doll, and becomes completely stuck)
Mother: Yes, I’m so hungry. OK, the fire’s ready.
Son, open the bag and we’ll cook Rabbit!
two minutes to write as many adjectives as possible (Mother and Son appear from behind the tree.) Coyote: (aside to audience) Fire?
(Son opens bag, Coyote jumps out and runs away.)
to describe the animals. Elicit the adjectives and have Mother: Now we’ve caught you, Rabbit!
Son: (gets a shock) Mercy me!
Son: And you’ll taste delicious with all those beans
students justify their choices if necessary. The group inside you! Coyote: (runs offstage shouting) Rabbit! Rabbit! You
Mother: Put Rabbit in a bag and let’s collect some tricked me. I’ll get you for this!
with the most adjectives wins. wood for a fire.
(Son and Mother leave Rabbit in the bag at the front of the
stage and exit. Coyote appears on stage.)
7 Listen to the play and read along. 21 Rabbit: Who’s that walking by?
Focus attention on the title of the play. Ask them if Coyote: It is I, Coyote. Is that you, Rabbit? What
are you doing in that bag?
they know other stories in which a coyote or a rabbit Rabbit: The old woman put me in this bag because
she wants me to marry her daughter.
appear. Play Track 21. After listening, ask students to Coyote: Really?
compare the actions or personalities of coyotes and Rabbit: Yes, but I’m small and ugly, and her
daughter is tall and beautiful.
rabbits in other stories with those of the characters in
this play. f Listen again and read along out loud.
f Listen again and read along out loud. 80 Unit 4b Participate in the dramatized reading of a short play to aid its comprehension.
Five-Minute Activity
Choose an activity from page x and do it with the
class.
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8 Match the characters with the lines from the play. Write M (Mother), R (Rabbit),
S (Son) or C (Coyote).
says each one. Have volunteers read a line each and
say whose line it is.
f Listen and underline the stressed syllables in the lines. Then listen again
check.
and repeat. 22
Read the questions with the class and check everyone
f Answer the questions. Then listen again and check.
1. Why are the sentences in 2 and 8 said more loudly? Because they are threats.
understands. Form pairs and have them answer the
2. Which sentences are… questions, taking into account punctuation marks
a) questions? 3,4 b) threats? 2,8 c) imperatives? 1,5 d) affirmative sentences? 6,7
3. How does the intonation change on the different sentences?
and context clues. Nominate students to ask and
Because they have different meanings. answer the questions to check.
9 Work in groups of four. Choose a character and read the play. Then change characters
and read the play again.
9 Work in groups of four. Choose a character
10 Go to Worksheet 8. 8
Unit 4b T81
Objectives 1 2
f Match the gestures with the phrases. Then say if you use the same gestures in Mexico.
Before the Book 4 Come here! 2 Go away! 3 Everything's OK. 1 Be quiet!
f Think of other hand signals that you use to Time to read! Fiction pp. 48-50
communicate ideas. Ask students to sum up the story so far. Then have
Form groups and ask students to think of at least them choose one of the following endings for the
three more hand signals (not rude ones). Monitor and story:
provide help as necessary. Have a volunteer from each 1. Norma and Pablo appear in another world and they
group go to the front and make the hand signals. The don’t see each other again.
rest of the class has to say what the signals mean. 2. Norma and Pablo go back home and they visit each
other in their dreams.
f Find lines in Coyote and Rabbit for these non- 3. Norma and Pablo can’t go back home.
verbal clues. Ask students to read the corresponding pages of the
Focus attention on the pictures and have them say story and check their predictions. Finally, have them
what ideas the people are expressing. Ask students turn to page 50 and solve the tasks in small groups.
to find lines in the play for the gestures and to write For the writing part, have them write the definitions
them under the pictures. Check the answers as a class. on separate sheets of paper to put away in their
portfolios.
12 Work in groups of four. Assign characters
and perform the play again. This time act Five-Minute Activity
out the scenes while you read. Choose an activity from page x and do it with the
Divide the class into groups of four and tell them to class.
assign roles from Coyote and Rabbit. Ask groups to
practice reading their lines and acting them out at the
T82 Unit 4b
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The Presentation
1 Perform a play.
1. Select a short play for a young audience. It can be one from the unit or another of your choice.
2. Read the selected play out loud.
front of the class or invite other classes and even
3. Choose or assign characters. parents if possible.
4. Check you understand the stage directions.
5. Choose a time and date to perform your play.
6. Rehearse the dialogue. Try to memorize your lines.
Tips
7. Hold a dress rehearsal. Find suitable costumes if possible.
8. Decide on a date and time and perform the play in front of the class.
Read the text in the Tips box with students. Encourage
them to take the tips into account when acting out
their play.
The End
Group Reflection
Have students work in the same groups as before.
Read the questions out loud and have groups discuss
the answers. Lead the class into a discussion on how
to evaluate how they worked, and what they would
like to focus on in later classes.
The End
Self-Evaluation
Group Reflection
1. Did you like the play that you chose?
Have students turn back to page 74. Read the
2. Did you get the part that you wanted? objectives for this part of the unit again and ask
3. Was it easy to memorize the lines? Tips
4. Did you get nervous when you performed the play?
students to mark them according to their own
Remember to speak in a loud
5. Did you enjoy acting? and clear voice. Don’t speak too opinion. Put students into pairs or small groups and
6. Which group’s play was the best? quickly. Try to make pauses, this
creates a more dramatic effect. have them compare their answers together.
Self-Evaluation Also, try to convey emotions
Now turn to page 74 and mark ( or ) your progress. with your tone of voice.
Five-Minute Activity
The Product: Perform a play. Group reflection and self-evaluation. Unit 4b 83
Choose an activity from page x and do it with the
class.
Go to Assessment 4b
Objectives on page T111.
The Presentation
1 Perform a play.
Divide the class into groups. Read the instructions
with the class and check everyone understands.
The preparation of the play may take more than
one class. Encourage students to find other plays
of interest to young people in a library or on the
Internet. If possible, have them create costumes.
Monitor and provide help as necessary. Remember
to help students with pronunciation, intonation and
body language. Have students perform the play in
Unit 4b T83
Science Unit 4b
http://www.greenpeace.org/usa/en/news-and-blogs/ http://www.123teachme.com/learn_spanish/cultural_
news/true-food-shopping-list/ differences_mexico_united_states
Greenpeace is famous for protecting the environment. http://www.ehow.com/how_2045040_write-play.html
They are also concerned about genetically modified http://www.everythingesl.net/inservices/body_
produce. Check out their list of GMO and non-GMO language.php
foods so that you can make healthy, informed choices.
T83a Unit 4
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Unit 4 T83b
Divide the class into pairs and have students look at The Plan
the poster and questions. Read the questions with the
class and check everyone understands. Then have Invite volunteers to read the objectives one by one.
pairs ask and answer the questions. Elicit the answers Then get students to share their ideas about the
to questions 1 and 2 and then discuss questions 3 and meaning of each objective. Encourage the class to say
4 with the class. what expectations they have of the unit.
T84 Unit 5a
Unit
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The Steps
1 Follow the lines and write sentences about what debating The Steps
teaches you.
D ¿Qd
dLVWLQJXLVK oWKHU YLHZ doQ
W LQIoUPDWLoQ 1 Follow the lines and write sentences about
coQVLdHU EHWZHHQ SoVLWLoQ SUHVVXUH XQLPSoUWDQW LQIoUPDWLoQ what debating teaches you.
WDNH XQdHU oWKHU \oX LdHDV DJUHH ZLWK Focus attention on the activity. Ask students to find
WKLQN SoLQWV XS oI DQd ZLWK the word distinguish, follow the lines from it, and
SHUVXDdH EDcN UHlHYDQW \oXU SHoSlH LQIoUPDWLoQ
dictate the entire sentence for you to write on the
board. Have students complete the rest of the activity.
Debating is useful because you learn to…
1. Distinguish between relevant and unimportant information. Have volunteers read out a sentence each to check
2. Consider other points of view. the answers. Have students look up the meaning of
3. Take a position you don´t agree. unfamiliar vocabulary in the Dictionary at the back
4. Think under pressure.
of the book.
5. Persuade other people.
6. Back up your with information.
7. Find information.
2 Reading is one of the most important steps in
2 Reading is one of the most important steps in preparing for a debate. Discuss and
preparing for a debate. Discuss and mark ()
mark () where you can find accurate information. Answers may vary.
where you can find accurate information.
newspapers encyclopedias textbooks
magazines the Internet movies Divide the class into pairs and have them decide in
which sources they can find accurate information for
3 Read these debate motions and decide if you agree () or disagree ().
Answers may vary. a debate. Elicit ideas and ask students to explain their
Make way for cyclists.
Ban all experiments on animals. choices.
There’s nothing wrong with using
Roads are for drivers, not cyclists.
animals in experiments.
3 Read these debate motions and decide if you
Uniforms are a must at schools. No cell phones for children under 16.
agree () or disagree ().
Clothes define your personality. Cell phones are not dangerous.
Read the debate motions with the class. Check
Review a topic of interest from various sources based on contextual clues.
Choose texts about a subject matter of interest in various sources. Unit 5a 85 everyone understands them. Ask students to consider
how they feel about the sentences and to mark them
accordingly.
Objectives
Time to read! Nonfiction pp. 49-51
Review a topic of interest from various sources
Ask students to take notes individually about:
based on contextual clues.
1. what they know about penguins 2. what they
Choose texts about a subject matter of interest in don’t know 3. what they would like to know. Ask
various sources. students to read the corresponding pages of the
reading. When they have finished, ask them to
Before the Book check and complete their notes. Finally, ask whether
they found out the information that they didn’t
Debate Dictation know about penguins.
Divide the class into pairs. Dictate the following
sentences, spelling out unfamiliar words if necessary, Five-Minute Activity
and have pairs write them down. Then have students
Choose an activity from page x and do it with the class.
discuss which sentence is not true about debates (the
second one; often debaters are required to argue a
position contrary to their personal standpoint):
A debate is an argument with rules. Debaters only argue
positions that they agree with. In a debate, one team
argues in favor of a motion and the other team argues
against the motion. Have volunteers write a sentence
each on the board and other students correct them
if necessary.
Unit 5a T85
opinions in agreement and / or disagreement about of school uniforms. Some students think they lose their Red
individuality if they have to wear a school uniform, but
a subject matter. Blue others think it promotes equality. Another positive aspect
of school uniforms, at least for teachers, is that they
generate a sense of order and discipline in the classroom,Blue
as well as a positive learning environment.
Divide the class into small groups and write on the 2. trend (n.) costing a lot of money
3. perspective (n.) good behavior
board: loshoc mufinro. Have pairs race to unscramble 4. bullied (adj.) aware
the two words: school uniform. Then write two 5. expensive (adj.) tendency, fashion
6. discipline (n.) physically or emotionally abused
headings on the board: Advantages, Disadvantages.
Give groups a few minutes to brainstorm the pros and 5 Play a game!
cons of wearing a school uniform. Elicit ideas and 1. Play in teams of four.
pool them on the board. Leave the ideas on the board 2. Students A are in favor of uniforms. Students B are against uniforms.
3. Students A: You have one minute to give your point of view on why uniforms
for the duration of the lesson. are important at schools.
4. Students B: You have one minute to give your point of view on why uniforms
should not be used at schools.
4 Read the text and underline the parts that 5. When both teams have finished giving their points of view, discuss how you
felt debating without preparing a written document.
support each argument.
Focus attention on the activity. Have students scan the Read texts. Anticipate central sense from explicit information. Clarify meaning of
words. Recognize expressions used by the author to express opinions in agreement
text to see if their ideas from the brainstorm appear. 86 Unit 5a and / or disagreement about a subject matter.
5 Play a game!
Ask volunteers to read the instructions out loud.
Check everyone understands. Divide the class into
groups of four, pair up groups and assign each pair
A and B roles. Give students a few minutes to prepare
their arguments, referring back to the text but without
writing anything down. Monitor and provide help as
necessary. Then have teams close their books and take
turns stating their views. At the end, ask students how
difficult it was to debate ideas from memory without
recourse to written notes.
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6 Read the arguments in favor of and against wearing school uniforms. Underline the
ones that represent your personal point of view.
Value
Before the Book
Respect
Vocabulary Review Use this opportunity to talk with students about
Divide the class into groups of four or five students. the importance of respect for other people’s ideas
Have each group send one member to the front of the and opinions. Establish that we should always give
classroom. Read the first word from the following list others the opportunity to put forward their points
out loud and have the students at the front write it on of view whether we agree with them or not. Point
the board. The first student to write the word correctly out that it isn’t always necessary for people to
wins a point for the group. Repeat the procedure with agree on something and sometimes we just have to
other words and students: bullied, expensive, discipline, agree to disagree.
trend, conscious, perspective, appearance, fanatical,
obsession. Five-Minute Activity
Choose an activity from page x and do it with the class.
Unit 5a T87
Objectives Cell phones cause brain cancer. Cell phones are not dangerous.
fUnderline ideas in the text that support the statement you marked.
answers from groups and discuss them as a class. Add information Contrast Cause and effect
and but So
Although Therefore
7 Mark (✓) the statement you agree with. However
On the one hand
Read the statements with the class and then have on the other hand
students decide which they agree with. Take a fTalk about cell phones using the connectives above.
quick show of hands for each statement and have
Although experts are not sure about
volunteers give reasons for their point of view. the risk for cancer, I am not worried. You’re wrong! I think…
Underline ideas in the text that support the Use strategies to point out the information in agreement or disagreement with a
88 Unit 5a personal stance. Distinguish a link between different parts of texts.
statement you marked.
Ask students to read the text and underline ideas
Unit 5a-YWCabSec3.indd 88 10/9/14 5:28 PM
that support the statement they marked. Have them
look up the meaning of unfamiliar vocabulary in the
Dictionary at the back of the book, and ask you or Language Awareness
guess from context if the words don’t appear there.
Agreeing and Disagreeing
Write the connectives from the text in the Divide the class into groups. Draw three columns
right columns. on the board with these headings and have
students copy them in their notebooks: Informal,
Ask students what the first connective in the text (but)
Neutral, Formal. Explain that you are going to
expresses. (A contrast.) Ask students to write the word
dictate phrases agreeing and disagreeing and
but in the column with the header Contrast. Have
students must decide in which column they go.
students work in pairs to copy the other connectives in
Elicit the answers and write them in the correct
the corresponding columns. Check their answers.
column on the board: You’re wrong! Absolutely!
Talk about cell phones using the connectives I agree with you up to a point. Yes, you’re right. I agree.
Well, you have a point. I’m afraid I can’t agree with
above.
you. That’s complete nonsense! I disagree. You don’t
Read the instructions and the examples aloud. Ask know what you’re talking about! Finally, model the
students to give you a few additional examples and pronunciation of the phrases for students to repeat.
write them on the board. Elicit what people say to Have students go to the Language Reference on
express agreement or disagreement (see the Language page 108 for more useful debating language.
Awareness section below). Ask students to have a brief
discussion in pairs. Walk around and offer help when
necessary. Five-Minute Activity
Choose an activity from page x and do it with the class.
T88 Unit 5a
Drivers pay taxes. Cycling is good exercise. Cyclists don’t f Add one more statement to each column of
respect traffic rules.
NHZVSDSHU AUWLclHV IQWHUYLHZV TKH IQWHUQHW GoYHUQPHQW DDWD Time to read! Nonfiction pp. 51-55
1. Statistics on road accidents in which bicycles have been involved.
2. Transit regulations for cyclists.
Write the following questions on the board:
3. Health benefits of cycling. Answers may vary. What’s the Greenhouse effect? Why is it useful?
4. Statistics on the number of cars on the road per day.
5. Information from other countries about how to set up bicycle lanes.
How is the Earth’s atmosphere similar to the
6. Financial benefits of cycling. Greenhouse effect? When did the last Ice Age end?
7. Public opinion of bicycle lanes.
What happened? Is a warm period good or bad? What
Write agreeing and / or disagreeing arguments about a subject matter of interest
to take part in a debate. Search information from various sources. Unit 5a 89
do scientists illustrate that is happening to our planet?
Where does most of carbon dioxide come from? Do you
think humans are responsible for global warming? Refer
students to the corresponding pages of the reading
Objectives and encourage them to find the answers to the
questions. When they are ready, elicit answers from
Write agreeing and / or disagreeing arguments volunteers.
about a subject matter of interest to take part in a
debate.
Search information from various sources.
Five-Minute Activity
Choose an activity from page x and do it with the class.
Unit 5a T89
Objectives 1. Take a personal position in the car vs. bikes debate. Write your position in the box
at the top
of the diagram.
2. Write four arguments in favor of your position in the diagram below.
Select information to write agreeing and 3. Then write four arguments against your position in the diagram. In a debate, it’s important
to predict what arguments your opponents will use against you.
disagreeing arguments.
Organize information in agreement of My position:
9 Follow the instructions. f Compare the arguments using the words in the box. Go to the Language Reference on
page 106.
Read the instructions with the class and check that
although and because but in addition moreover therefore
everyone understands. Have students write their
Cars are faster. However, they pollute more. Possible answers:
position in the box at the top of the diagram. Then Bicycles help reduce pollution. In addition, they take up little parking space.
have them write arguments for their position in the Drivers pay taxes. Moreover, driving a car is more comfortable.
four boxes on the left-hand side. Next, have them Cyclists don´t respect traffic rules. Therefore, they cause accidents.
write a counter-argument for each of their arguments. f Find another student who took the same position as you. Discuss the questions.
Refer students to the arguments on the board Select information to write agreeing and disagreeing arguments. Organize
90 Unit 5a information in agreement or in disagreement with a personal stance on a graph.
throughout the activity.
Five-Minute Activity
Choose an activity from page x and do it with the class.
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10 Use your notes to write a paragraph about your position. Use the tips.
Unit 5a T91
Before the Book f Number the arguments in order: 1 = the most persuasive argument.
by changing one word at a time: Skateboards are 6. There is more variety of junk food now than before.
environmentally friendly because they don’t use gasoline. 7. Answers may vary.
11 Read the motion and the arguments. f Write a counter argument for each of the
Write F next to the arguments for the points above.
motion and A next to the arguments In the same pairs, have students read the arguments
against the motion. Then add another against the motion again and think of a counter
argument. argument for each one. Monitor and provide help
as necessary. Elicit a counter argument from several
Read the motion with the class and elicit possible
pairs and have the class decide which of the original
arguments for and against it. Divide the class into
arguments it counters.
pairs and have them decide if the arguments are for
or against the motion. Get them to write F or A on the 12 Go to Worksheet 9. 9
lines next to each argument. Elicit the answer and
Ask students to turn to page 133. Focus attention on
explain the meaning of unfamiliar vocabulary. Have
the activities and check that everyone understands
pairs add another argument against the motion. Elicit
the instructions. Have students write a text according
arguments from several pairs.
to the instructions. In pairs, have students check each
f Number the arguments in order: 1 = the other’s texts and suggest improvements. Monitor
and provide help as necessary. Invite volunteers to
most persuasive argument.
read out the final version of their text to the class.
In the same pairs, have students read the arguments Encourage students to put the final draft of the texts
again and number them according to how strong in their portfolios.
they are. Elicit the answers and see if there is a class
consensus. Five-Minute Activity
Choose an activity from page x and do it with the class.
T92 Unit 5a
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The Presentation
1 Have a debate. Go to the Language Reference on page 108.
1. Work in teams. Make sure there is an even number of teams.
2. Choose one or more motions of interest to the class. Decide which teams will argue for each
go to the Language Reference on page 108 for help.
motion and which will argue against it. When the teams are ready, ask them to agree on the
3. In your teams, look for information in different sources. Read the texts and take notes.
4. Write your arguments and anticipate your opponents' arguments using the steps you learned in procedure for their debate, as per points eight and
the unit. Ask your teacher for help if necessary.
5. Write a short text with your arguments.
nine in the instructions. Check teams have organized
6. Check that the information is clear: add to it, expand or delete it as necessary. their debates and everyone knows how their debate
7. Check the grammar, punctuation and spelling.
8. Decide on a place and date for the debate(s) to take place.
will proceed. Have the teams carry out their debates.
9. Choose a moderator. Define how long each team has:
a) to make a presentation of their arguments b) to reply to the other team's arguments
The End
10. Take a vote at the end of each debate to see who won.
Group Reflection
Have students work in the same groups as before.
Read the questions out loud and have groups discuss
the answers together. Lead the class into a discussion
on how to evaluate how they worked, and what they
would like to focus on in later classes.
Self-Evaluation
Now turn to page 84 and mark ( or ) your progress.
Five-Minute Activity
Choose an activity from page x and do it with the class.
The Product: Debate. Group reflection and self-evaluation. Unit 5a 93
Go to Assessment 5a
on page T112.
Objectives
The Presentation
Unit 5a T93
found in daily life. 1. Where does the conversation take place? At school.
2. Where are they going to go? To the museum.
Environment Familiar and community 3. How are they going to get there? By bus.
4. What should students do during the visit? Take notes.
5. What are students going to do after the visit? Eat lunch.
6. What is not permitted? Talking on a phone or texting.
f Mark the phrases using the code. Then listen one more time and check.
Objectives L / S – loud and serious L / SU – loud and surprised Q / D – quiet and disappointed
So, don’t be late. L/S Oh, that’s not fair. Q/D Take notes? L/SU
Listen to instructions to plan a field trip or visit.
Recognize place and medium.
Perceive intentions.
Identify volume and tone.
to share details about the last field trip they went on. • offer instructions for the planning of a field trip or visit
questions.
The Beginning
The Plan
1 Listen and mark () the instructions you Invite volunteers to read the objectives one by one.
hear. 23 Then get students to share their ideas about the
Read the phrases with the class and elicit or explain meaning of each objective. Encourage the class to say
the meaning of unfamiliar words with drawings, what expectations they have of the unit.
mime, synonyms, definitions and examples. Play
Track 23 and have students put a check mark beside Five-Minute Activity
the instructions they hear. Check the answers as a Choose an activity from page x and do it with the class.
class.
T94 Unit 5b
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The Steps
1 Imagine you can choose a place for a field trip. Order these places to share their preferences with the class. Encourage
from 1 (favorite) to 5 (least favorite). Answers may vary.
them to explain why they prefer certain places to
others. Ask if anyone has been to any of the places.
Unit 5b T95
Compose instructions.
Recognize composition of sentences.
arch
Understand central sense and details regarding a Do a project about mon
ation.
butterflies and their migr
field trip plan.
f Listen again. Write the instructions that the guide gives for each of these points.
Simon Says. They are out of the game if they perform f Answer the questions about the instructions above.
Simon says take notes. Take a shower! 2. Why should the students stand still and wait to get a photo with butterflies?
The butterflies will come to them.
3. What information do the students need for their project?
3 Listen and mark () the objective of the trip. About their migration.
Language Awareness
Imperatives and Modal Verbs for
Instructions
Using the examples from the track, guide students
to compare and contrast the form and meaning of
instructions given with imperatives and with modal
verbs. Ask What do you notice about the verb after the
modal verb? What form of the verb is used to make the
imperative? Which instructions are stronger?
T96 Unit 5b
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4 Listen and complete the notes. 26
Opening hours:
10 a.m. to 5 p.m. 27
car or bus
Transportation: by Read through the sentences with the class and
Tickets:
60 pesos
: two hours have students guess which phrases may complete
Duration of the tour
them. Encourage them to look up the meaning of
f Listen to the next part and complete the sentences with the linking
words or phrases. 27
unfamiliar words in the Dictionary at the back of the
although and because but since so this means that too
book. Play Track 27 and have students complete the
but
sentences. Have students check their answers in pairs.
1. Maybe not at seven, no later than eight.
2. Do we have to pay an entrance fee, too ?
Then check the answers as a class.
3. Although it might seem expensive, I really think we should go with a guide.
4. They can turn the lights on and they know lots of stories about the caves. f Write the linking words and phrases in the
5. So I guess it’s worth it.
This means that we must stay together.
mind map. Then, in your notebook, write a
6.
7. Since it’s very warm in the caves, we should wear light clothes. sentence using each one.
8. You need to wear good walking shoes because it’s slippery and easy to fall down.
Copy the mind map on the board and elicit or
f Write the linking words and phrases in the mind map. Then, in your notebook, write a
sentence using each one. Answers may vary. explain the meaning of each heading. In pairs, have
students look at the context for each word and phrase
Adding Contrasting
information ideas
and write it beside the correct heading in the book.
Do one or two examples with the class if necessary to
Linking demonstrate the activity. Check the answers as a class
words
and complete the mind map on the board. Then have
Giving Giving pairs write a sentence with each of the linking words
reason result
in their notebooks. Elicit the sentences and have other
students correct them if necessary.
Recognize general information regarding a field trip plan. Use words and
expressions to link ideas. Unit 5b 97
Unit 5b T97
1. Which part is formal and which is informal? The first part is formal; the second informal.
Objectives 2. Which part is a face-to-face conversation? The second.
3. What kind of conversation is the other one? A phone conversation.
Determine speech register. 4. Which conversation has more participants? The second.
F I F
Before the Book
Could you answer some Say around Yep.
Formal and Informal People of my questions, please? eight?
I
Explain to students that how formally we speak F I
5 Listen to Tracks 26 and 27 again. Then 3. You need to take walking shoes because it’s slippery.
Since it is slippery, you need to take walking shoes .
answer the questions. 26, 27 4. Since it is warm, you should wear light clothes.
You should wear light clothes because it’s warm .
Divide the class into pairs. Read the questions with 5. What’s the price of admission?
the class and check everyone understands. Play Tracks How much are the tickets ?
6. This means that we must stay together.
26 and 27. Have pairs discuss the questions and write So we must stay together .
their answers. Discuss the answers as a class.
7 Go to Worksheet 10. 10
7 Go to Worksheet 10. 10
Focus attention on Worksheet 10 and read the
instructions with the class. Have students cut out the
cards and match the sentences and pictures. Point
to the pictures in turn and have the class chorus
the corresponding sentence. In pairs, have students
shuffle their two sets of cards and spread them face
down on a desk. Explain that students will take turns
turning over two cards at a time. If the cards form a
matching picture and instruction, students keep them.
If not, they put them back in the same place. After the
game, have students paste the matching pairs in their
notebook.
Five-Minute Activity
Choose an activity from page x and do it with the class.
T98 Unit 5b
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8 Look at the photos and underline what the people say. Then listen and check. 28
Unit 5b T99
Objectives 1 2
Chinese Whispers
3 4
Divide the class into large groups of around ten
students and have each group stand or sit in a circle.
Whisper the same short sentence to the first student
in each group. Have them whisper what they heard to
the next student and so on until the sentence reaches
the last student in each group. Make sure each
student whispers the sentence only one time.
The listeners have to guess the content if they are not f Match the dialogues with the pictures.
sure. Have the last student say the sentence. Compare
– Hello, hello… Is anybody there? I – Now, you must stay together during 2
the sentence to the original one and award a point to didn’t catch the last thing you said.
4
the visit.
Could
Could you repeat that, please? – I’m sorry, sir. We can’t hear you.
the team whose final sentence is closest to the original. you possibly speak louder?
left,
– You have to go straight, then 1
10 Look at the scenes and discuss what they then right and then left again… – Sh.. pl.. me…and… 3
what
– Excuse me, I don’t think I follow – Sorry, I don’t understand what you’re
have in common. you’re saying. Can you speak a
little saying. Could you speak more clearly,
slower, please? please?
Divide the class into pairs. Have them describe
f Listen and check. 29
the pictures and say what they have in common.
f Now think of other situations where you could use the expressions above.
Have volunteers describe the pictures to the class. Act them out for the class.
T100 Unit 5b
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11 Listen and answer the questions. 30
f Read the conversation again and underline phrases according to the code.
Unit 5b T101
people’s home. Ask the students in Zones 3 and 4 to OK, pay attention. OK, guys, get on
11:15 a.m.–1 p.m.
imagine that they are high school students who are Ready? Let’s play. the bus. It’s time
2:15 p.m.
to go home.
going to visit the old people’s home. Ask the students
in Zones 1 and 3 to discuss separately what they Sit down. So, I really
enjoyed getting your letter.
9:30 a.m. Hi, Mom. We had
3:00 p.m.
a great time.
would like to do during the visit. Ask the students in
Zones 2 and 4 to discuss separately what topics they Today, we’re going to We're here. Let's go and
1–2 p.m.
have chicken tacos.
would like to talk about during the visit. After a few wait for the director in
9:00 a.m.
the reception.
minutes, ask students in Zone 1 to find a partner in
It’s great to meet you all. I’m
Zone 3, and ask students in Zone 2 to find a partner sure everybody is going to OK. Sit down. It
enjoy this visit. Just remember, should take us an
in Zone 4. Have students tell their partners what this is all about respect.
9:15 a.m.
hour to get there.
8:00 a.m.
people’s home. Then write the plans for the Rephrase instructions to confirm comprehension. Judge the relevance of
102 Unit 5b instructions.
Five-Minute Activity
Choose an activity from page x and do it with the class.
T102 Unit 5b
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The Presentation
1 Present an activity schedule.
1. Work in groups. Select your field trip destination.
2. Set the day and the time.
Help groups think of an original way to present their
3. Make a schedule of activities for the day of your trip. schedule to the class, such as with a poster or in the
4. Write instructions for the activities.
5. Practice the pronunciation of the instructions.
manner of an advertisement. Have groups take turns
6. Think of a way to present your schedule to the class. presenting their schedule to the class and encourage
7. Make a copy of your field trip schedule and
instructions and put it in your Portfolio. other groups to use conversation repair strategies
if anything is unclear. Finally, take a vote on the
best field trip. Encourage students to make a copy
of their field trip schedules and instructions for their
portfolios.
The End
Group Reflection
Have students work in the same groups as before.
Read the questions aloud and get groups to discuss
the answers. Lead the class into a discussion on how
to evaluate how they worked, and what they would
like to focus on in later classes.
The End
Self-Evaluation
students to mark them according to their own
Now turn to page 94 and mark ( or ) your progress. opinion. Put students into pairs or small groups and
have them compare their answers together.
The Product: Present an activity schedule. Group reflection and self-evaluation. Unit 5b 103
Five-Minute Activity
Choose an activity from page x and do it with the class.
Objectives Go to Assessment 5b
on page T113.
The Product: Present an activity schedule.
Group reflection and self-evaluation.
The Presentation
Unit 5b T103
Teaching Tip
Sociology
http://www.beyondintractability.org/essay/stereotypes/
Checking Answers This website explains stereotypes and actions that can
When you check the answers of a given activity, you be taken to combat stereotypes. It also contains links to
need to be efficient, purposeful and often creative. various other resources for addressing stereotypes.
Sometimes a task only requires students to write one
word in a sentence, or match one item with another. Human Rights
In this case, getting volunteers to read the completed http://www.hrw.org/
item aloud is often the most practical and efficient Human Rights Watch is an organization dedicated to
technique to make sure that everyone has the same promoting human rights around the world. Their team
answer. However, for activities that require a change of journalists, lawyers and academic professionals calls
in the form of a word or language creation – like attention to human rights violations.
writing a whole sentence– it can be better for students
to write their answers on the board. Finally, take Suggestions for Songs
into consideration the purpose of the activity. If the
task is to get students to think about a subject, you 1. “ Free Nelson Mandela,” by the Specials
may not need to check answers at all. Just monitor • Print out the words from http://www.lyrics.com.
and comment as students do the activity. If the task
• Ask a volunteer to bring a CD with the song to class.
helps students to choose between two verb tenses,
encourage them to give the answer and say why they • Play the song and tell the students to tally the times
chose it. In the end, you want students to be equipped the word free appears in the song.
with a repertoire of problem-solving techniques and • Hand out the lyrics and ask students to check their
language functions. The correct answers in the book answers.
are only a means to that end. • Write these headings on the board in random order:
His time in prison / His political activism / Public pressure
Learning Tip ignored
Leaving Written Messages • Finally, invite students to match a heading with a
verse and check answers as a class.
Explain that written messages should be short and
concise. We should also make sure we include all the 2. “Independent Woman,” by Destiny’s Child
important information.
• Print out the words from http://www.lyrics.com and
Have students look at message number 1. Elicit the
white out specific items that the singers say they bought
most important information: The place and the time.
themselves. Compile a list of all the words you have
Point out how the writer uses the abbreviations
whited out and put the words in random order in a box.
CU. Continue in the same way with the remaining
messages. • Make a copy for each student and ask a student to
bring a CD to class.
1 We’re meeting @ Joe’s • Next, invite students to work in pairs to fill in the gaps.
2 Paula needs your report
Café after work tonight.
before 3 p.m. • Finally, play the song again and invite students to sing
CU there?
along.
3 I have to go now. Call
4 Urgent: Call Jake
me on my cell if you need Website used for the development of the unit:
Merkel back! 3368-5211!
any help. Susana Unit 5a
http://www.truthtree.com/debates.shtml
Formative Assessment Tip
http://targetstudy.com/languages/english/debate-
Preparation Write a short quiz with questions similar writing.html
to the ones on the assessment.
http://www.mindtools.com/pages/article/newISS_01.htm
Hand out the quizzes. Have students answer them
individually or in groups. Evaluate students’ Unit 5b
understanding of the topic(s) and review if necessary. http://www.techscribe.co.uk/ta/how-to-write-
instructions.htm
http://www.englishgrammarsecrets.com/imperative/
menu.php
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Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
ș = word missing understandșideas.
Unit 5 T103b
The doctors are always late. The doctors at the clinic are rude to me.
There isn’t enough medicine at the clinic. The appointments are never on time.
There aren’t any good products to buy. I had to wait for the doctor for three hours.
The quality of transportation is really bad. The cost of the products is expensive.
MAN: Good morning. I have an MAN: But you never told me that!
appointment at 8 o’clock. RECEPTIONIST: Would you like to make
RECEPTIONIST: I’m afraid the doctor will be late. an appointment for next week?
He’s got a surgery today. MAN: Oh, no thanks. I’m going
MAN: I made an appointment last week! to complain formally, and I don’t
RECEPTIONIST: I’m sorry, but this surgery was think I want to see this doctor.
scheduled a month ago. RECEPTIONIST: OK, sir.
3 Rewrite the sentences in a more formal way. Use the words in parentheses. /5
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1 Read the extract from The Canterville Ghost and complete the sentences. /7
“You’ll be sorry you bought the house,’ her as she was dressing for dinner. I must tell
people told Mr. Hiram B. Otis. “Everyone you, Mr. Otis, that several other members of my
knows that a ghost lives in it.” family have also seen it. My wife herself cannot
Mr. Otis was a rich American who had just sleep at night because of the noises in the library!”
bought a Àne, old house called Canterville ‘I’ll take the furniture and the ghost, sir,’ answered
Chase. It had been the country home of Lord Mr. Otis. ‘I come from a modern country where
Canterville, who had been completely honest money can buy anything. If there’s a ghost here,
with Mr. Otis about his reasons for selling it. I’ll send it to America. Back home, they’d pay to see it!”
“We haven’t liked living in the place ourselves “It’s certainly here,’ said Lord Canterville. ‘The ghost
since an old aunt of mine was terribly has been known for three hundred years. It always
frightened by the ghost,’ Lord Canterville told appears before the death of anyone in
Mr. Otis. “Two skeleton hands touched the family.’
1. The story is about a man who .
2. had a lot of money.
3. People say there is in the house.
4. was scared by the ghost before dinner.
5. can’t sleep at night.
6. Mr. Otis wants to send the to America.
7. When someone is going to die .
2 Read another extract and find synonyms for the words below. /8
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1 Complete the sentences with the words from the box. /5
Could you speak louder? Could you speak more slowly? Could you please explain?
Did you hear about Jane? Do you see what I mean?
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1 Complete the crossword with the verbs in parentheses in the correct form. /8 1
8
6 7
8. Has she ever (take) the subway in this city?
2 Fill in the blanks with the correct form of the verbs in parentheses. /7
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1 Read the history of chess and number the events in order. /5
The origin of chess is not deÀnitely other for centuries, the Àrst international
known. But the game may have started tournament was played during the Great
in India around the 6th or 7th century. Exhibition in London in 1851. The World
It arrived in Europe by way of Persia. Chess Federation, founded in 1924 in
In the Middle Ages, collections of chess Switzerland, governs all world chess
problems appeared in written form. events. Late in the 20th century, the
A chess book, written by a Dominican friar Àrst matches between
in about 1300, was published in 1476. human chess
The Àgures of the chess pieces and their experts and
movements used today are probably from computer
the 15th century. Although people from programs
different countries played against each took place.
The scientific plan of Apollo 11 was to land two men on the of the
Moon and return them safely to Earth.
The astronauts had several tasks. They planned to collect to
do several and to examine and photograph the lunar surface.
Armstrong and Aldrin were out of the lunar for over two hours;
during that time all the activities were completed.
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1 Read the text and answer the questions. /5
THE MOUSE AND THE LION Adapted from Aesop’s Fable
KID MOUSE: (shouts to someone offstage) I’m the king of the jungle.
Mom, I’m so hungry. Let’s go Ànd some food I don’t eat sunÁower seeds.
in the jungle. KID MOUSE: (worried) Gulp!
MOM MOUSE: (calls from offstage) You go, sweetie, So what do you eat?
I’m busy. But watch out for the other animals. LION: Anything that moves, including mice!
They may be hungry, too! KID MOUSE: But I am so small. You won’t even
KID MOUSE: OK, Mom! (sets off foraging) know I’m in your stomach!
Ah, there are some sunÁower seeds. LION: Better than nothing!
I’ll eat a few and then take some KID MOUSE: Please, Lion. I promise, if you save
home. (starts eating) me, I’ll make it up to you some day.
LION: Roar! (appears on stage)
LION: (laughs, pauses, then laughs again) Ha, ha, ha.
KID MOUSE: Argh! Who’s that? You, Mouse? Help me, Lion? (laughs again)
LION: It’s me, Lion. And I’m hungry! That’s the best laugh I’ve had in ages. Just for
KID MOUSE: Well, you’re in luck! that I’ll let you go…
There are lots of sunÁower KID MOUSE: Oh, thank you, Lion. SunÁower
seeds here. seed?
LION: SunÁower seeds? LION: Roar! (Kid Mouse runs offstage.)
2 Use the prompts to make questions about the text. Then answer them. / 10
1. name / fable ?
.
2. who / author ?
.
3. who / hungry ?
.
4. mouse / helpful ?
.
5. lion / kind ?
.
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1 Read the text and complete the chart with ideas from the text. /4 1
Video Games
Violent video games have become effects in some contexts
an important issue between parents and such as team play, and it can
school authorities, regarding their restriction also help people develop
and prohibition. Some people argue that certain skills and thinking
videogames expose people to violent images such strategies, as well as exercising
as criminal behavior, addiction and aggression. the brain.
Some studies have shown that exposure to Many school authorities suggest parents make
violent games causes a temporary increase the right choice for their kids in order to ensure
of aggression in the real world. good and positive entertainment. Apart from
On the other hand, recent research has doing so, they should also set speciÀc rules like
suggested that playing video games the amount of time their kids spend playing
may actually have potential positive them.
Arguments in favor of playing video games Arguments against playing video games
1. 1.
2. 2.
3 Write two sentences for and two against the use of public transportation in a city. /4
1. .
2. .
3. .
4. .
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1 Rewrite the following instructions. /6
1. It’s forbidden to separate from the group.
We must .
2. You need to take light clothes because it’s very hot.
You should .
3. Is it necessary to pay in advance?
Do we have ?
4. What’s the cost of the tour?
How ?
5. It’s forbidden to bring cameras in.
You can’t .
6. It’s important to take photos.
You should .
Entrance fee:
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Tracks
Unit 1a miss classes because the doctor’s SARAH: Well, she was very rude
TRACK 1 behind schedule. He should show when I asked her for the results
NARRATOR: Conversation 1. more respect to his patients. It’s not of my blood test.
DR. SOLIS: Redford Clinic, good right that… MANAGER: How so?
morning. NARRATOR: Conversation 4 SARAH: First, she said the results
MAN: Hello, Dr. Solis? It’s Michael FATHER: Hello… weren’t ready, and it was only when
Taylor. BOY: Dad, it’s me. I insisted that she went to look for
DR. SOLIS: Hello, Michael. How are FATHER: Dave, what’s up? them. And she interrupted me all
you? BOY: Well, I twisted my ankle the time.
MAN: Not too well, Doctor Solis. playing football. MANAGER: I see…
In fact, I’m calling to complain FATHER: Oh, no! Are you OK? SARAH: Then when I arrived home
about the service I received at your BOY: Yeah, yeah, I’m fine now. and opened the envelope, they were
clinic. The gym teacher took me to the somebody else’s results!
DR. SOLIS: Oh! Please tell me what clinic downtown. The problem is that MANAGER: Oh, that’s not good at all.
happened. the doctor hasn’t told me when I I do apologize.
MAN: Well, last week I had an can go home. He’s been very rude SARAH: Would you please make sure
appointment with Dr. Lee, you to me. Whenever I ask him if I can I get my test results today? Ah, and
know, the other dentist? go, he says he will only talk to you you can ask your staff not to be so
DR. SOLIS: Sure. and walks away. The nurse let me rude, too.
MAN: And I told him I had a terrible call you. Can you come and get me? MANAGER: Yes, I promise it won’t
pain in one of my teeth. So he FATHER: Of course I can, and I will happen again. I’ll go and get the
checked the tooth and said it was also speak to the hospital manager. results right now.
in perfect condition. But obviously Wait right there. SARAH: OK, thank you very much.
he was wrong because now I have
an abscess, and I can’t… TRACK 2 TRACK 4
NARRATOR: Conversation 2 SARAH: Good morning, miss… Miss? MANAGER: Hello, City Hospital,
MR. SÁNCHEZ: Come in, please. CLERK: Yes. complaints manager. How can
MOTHER: Mr. Sánchez, excuse me SARAH: I’m here to pick up the I help you?
for interrupting, but this is important. results of my blood test. My name’s KEN: It’s Ken Jensen here. I want to
MR. SÁNCHEZ: No, problem. Please, Sarah Smith. make a complaint about one of the
take a seat. How can I help you? CLERK: They’re not ready yet. staff in the emergency room.
MOTHER: Well, I’m afraid one of SARAH: Oh! Well. Could you check? MANAGER: OK, Mr. Jensen, tell me
your doctors is not doing her job I was told to pick them up today what happened, please?
properly. and… KEN: I went to the hospital because
MR. SÁNCHEZ: Oh, which one? CLERK: Madam, I said they are not I had a serious stomach infection,
What did she do? ready yet. you see.
MOTHER: It’s Dr. Powell… Marcela, SARAH: Look. Please, I really need MANAGER: Go on…
can you explain what happened those test results today. Could you KEN: So I told one of the doctors
to Mr. Sánchez? at least take a look? I was in severe pain, and all he did
PATIENT: Yes, I’m allergic to CLERK: Yeah, whatever. Oh, here was tell me to take a seat and wait
penicillin, you see. If the doctor had they are. for my turn.
read my medical history carefully, SARAH: See? MANAGER: Oh…
she would have known that. CLERK: Calm down, lady. There’s KEN: On one hand that was rude,
I trusted her and took the pills she no need to make a fuss. and on the other it was negligent,
gave me, and then I had an allergic SARAH: A fuss? If you knew how too!
reaction and had to go to the ER. to do your job, I wouldn’t need to MANAGER: I agree. That’s not good.
It was a terrible… make a fuss! What did you expect? KEN: Furthermore, I had to wait for
NARRATOR: Conversation 3 almost three hours before I was
PATIENT: Nurse, I was supposed to TRACK 3 attended to!
see the doctor at eight o’clock, and MANAGER: How can I help you? MANAGER: Do you know the doctor’s
it’s eight forty-five already. SARAH: I want to complain about name?
NURSE: I’m sorry, sir, but the doctor a member of your staff, the woman KEN: It’s Thompson. I think he’s
will see you as soon as he… who delivers the test results. totally incompetent. I mean doctors
PATIENT: No, no, no. I always have MANAGER: Oh! OK. Please tell me should listen to their patients,
to wait a long time. And I always what happened. right?
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Tracks
MANAGER: Of course, and I’m very he asked the nurse, she told him Unit 2b
sorry about this, Mr. Jensen. We’ll she was too busy. She was totally TRACK 9
look into your complaint, and if we apathetic, I mean she just did not BOSS: Roz, you go around the back.
need any more information, we’ll care about José at all. ROZ: On my way, boss.
get back in touch. SOCIAL WORKER: Well, Ms. López, BOSS: Klein, come with me.
KEN: Whatever. That’s the last time I suggest you write a letter of KLEIN: Yes, sir, Boss!
I’ll ever be coming to your hospital. complaint to the hospital manager. BOSS: Police! Open up. Open up!
MANAGER: That’s understandable, ANNA: And perhaps you can refer It’s the police. Open up!
sir, but I can assure you not all our my son to another doctor… KLEIN: Why don’t we break the door
staff are like that. SOCIAL WORKER: We can certainly down, Boss?
KEN: OK, then. Thank you for your do that. Please hold the line one BOSS: Go for it!
listening, at least. Good-bye. moment. KLEIN: Ow! Shoot. That hurt. You try.
MANAGER: Good-bye, Mr. Jensen. ANNA: Thank you, I will. BOSS: Dude, it’s open. Roz! Roz!
ROZ: Don’t worry, Boss. Everything’s
TRACK 5 Unit 2a under control.
KEN: So I told one of the doctors TRACK 7
I was in severe pain, and all he did 1. milk, m-i-l-k, milk TRACK 10
was tell me to take a seat. 2. glass, g-l-a-s-s, glass 1. JULIAN: I don’t feel well.
On one hand that was rude, and 3. water, w-a-t-e-r, water Can I stay home today?
on the other it was negligent, too! 4. flashlight, f-l-a-s-h-l-i-g-h-t, LILIANCITA : Sure, honey, but ask
Furthermore, I had to wait for flashlight your dad, too.
almost three hours before I was 2. JULIAN: Do you think I could stay
attended to! TRACK 8 home today?
Baking soda and vinegar MARCO XAVIER: Never! You need to
TRACK 6 For this experiment, you need toughen up!
SOCIAL WORKER: Crawley Health baking soda (which is another 3. MARCO XAVIER: Answer the door,
Center, this is the social worker name for sodium bicarbonate), Watson.
speaking. vinegar, a container and paper WATSON: Yes, sir, right away, sir.
ANNA: Hello, it’s Anna López here. towels or a cloth. First, put some 4. TOM: Hello, is Julian at home?
SOCIAL WORKER: Is that López with baking soda into the container. WATSON: I will call him, boy. Wait
an “s” or a “z”? Then pour in some vinegar and right there.
ANNA: With a “z.” watch what happens! 5. JULIAN: Hey, dude. What’s up?
SOCIAL WORKER: And are there two The explanation is simple: the baking TOM: Your butler is so full of himself.
“n’s” in Anna? soda is a base and the vinegar is
ANNA: Yes, two “n’s.” an acid. When they are mixed, they TRACK 11
SOCIAL WORKER: OK, Ms. López. form carbonic acid, which quickly 1. JULIAN: I can’t stand him!
What can I do for you? deteriorates to form water and TOM: You hate him?
ANNA: I’m not happy with the way carbon dioxide. The carbon dioxide 2. WATSON: Dinner will be served
Dr. Williams’s nurse treated my creates all the fizzing. at seven.
son José. Energy transfer MARCO XAVIER: What time? Speak
SOCIAL WORKER: What happened For this experiment, you need a up, man!
exactly? basketball and a tennis ball. First, 3. JULIAN: Can you get me the new
ANNA: Well, I took José in early this hold the basketball at arm’s length Supermario for PS3?
morning because he had a stuffy in one hand. Then hold the tennis LILIANCITA: The new what? What’s
nose and an eye problem, you see. ball on top of the basketball. Next, PS3?
SOCIAL WORKER: An eye infection? let go off the balls at exactly the 4. JULIAN: And then Johnny and Karl
ANNA: Yes, I think so. Anyway, same time. Finally, observe what were late for gym and Mr. Howard
Dr. Williams prescribed two doses happens. Here’s how it works: sent them to detention and it’s so
of decongestant and some The basketball is much heavier than unfair because Mr. Howard’s always
ophthalmic gel. She knows that the tennis ball so it has more kinetic late and…
José has trouble communicating energy. When the balls hit the LILIANCITA: Hey, slow down. Who’s
in English, so she told the nurse to ground together, the kinetic energy Johnny?
help José if he had any doubts. in the basketball is transferred to 5. JULIAN: The butler says some
SOCIAL WORKER: OK… the smaller tennis ball and sends it horrible things to me.
ANNA: But José doesn’t understand flying high into the air. LILIANCITA: Like what?
what “dose” means, and when
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Unit 4a ALAN: I haven’t seen you for ages. 2. BOY: It was great! There was
TRACK 12 How have you been? nothing in the hat, and suddenly
NARRATOR 1. BRIAN: Fine, thanks. How about you? he pulled a rabbit out of it. I swear
POLICE OFFICER: Good morning, miss. ALAN: Very well. So what have you it was magic.
How can we help you? been up to? 3. TEEN: Last night, I went out on
RACHEL: Good morning. My name BRIAN: Ah, you know, not much. the balcony to get some fresh air.
is Rachel Walsh, and I’m here to What are you doing in town And there it was, in the sky, above
report a crime. anyway? Shouldn’t you be at school our neighbor’s roof, a very bright
POLICE OFFICER: Please tell me what teaching? light. It wasn’t a plane. You have to
happened. ALAN: Um, yes, but I just came to believe me!
RACHEL: Well, I’m here on vacation town quickly to get this pair of 4. WOMAN: Unbelievable! He finally
in England with my brother. hiking boots for a trip next weekend. did it. He popped the question out
We went for a walk, and I left my BRIAN: Wow! Nice boots! I love on the beach. He brought a shell
bag in our tent. When we got back, hiking. and gave it to me. And the ring was
the bag had disappeared! I’m very ALAN: Really? Because I’m going inside. Oh, so beautiful…
sad because this is the last day of alone. I was going to go with some
our vacation before we go back to other teachers, but they canceled TRACK 14
the States. on me, you see. NARRATOR: Part 1.
POLICE OFFICER: That’s terrible, BRIAN: Perhaps we could go WOMAN: Last year I went to Rio
Rachel! together… de Janeiro, and I thought it was
NARRATOR: 2. ALAN: Great idea! one of the most beautiful places
RADIO HOST: Today on Star FM NARRATOR: 4. in the world. There are so many
Radio, we have free tickets to see NEWS ANCHOR: After sixteen hours exciting things to do; you never get
Roxanne Scott, the most famous in the sea, Alanna Cahill is about bored. Every day there’s something
singer in town. As you probably to become one of the youngest and different to do. You can visit the
know Roxanne Scott is playing a fastest swimmers to cross the English Corcovado and see a huge statue
live show this weekend and to win Channel. Our reporter is live in of Jesus Christ. It’s one of the most
your free tickets just call us at … France as Alanna arrives on the famous statues in the world. You
SANDRA: Hey Kate, we should call. beach. What’s going on over there? can also climb Sugarloaf Mountain
It’s Roxanne Scott. She has an REPORTER: Here she comes, now. or learn Samba, Brazil’s traditional
incredible voice! Congratulations, Alanna! What dance. But, as in any big city,
KATE: Yeah, she’s my favorite singer. a marvelous achievement! you must be careful with your
SANDRA: We’ll never win. Roxanne ALANNA: Thanks so much. possessions. One day I got a nasty
is so famous. Everyone in town will REPORTER: How did it go? shock when I opened my bag and
be calling. ALANNA: It was tough. I really didn’t found that my wallet had been
KATE: Go on, call, Sandra! think that I would make it at one stolen. Soon I will go back to Rio de
SANDRA: I’m dialing! point. I was so tired. My legs just Janeiro. There is still so much fun
RADIO HOST: You’re through to Star couldn’t kick for the last few hours. to have.
FM, and you’ve won two tickets REPORTER: We would like to know
to see Roxanne Scott’s concert why you attempted this heroic task. TRACK 15
tomorrow night. What’s the name ALANNA: I wanted to show other NARRATOR: Part 2.
of our lucky winner? young people that they can do WOMAN: Something very strange
SANDRA: My name’s Sandra. anything they want. You just have happened to me when I went to
RADIO HOST: Sandra, are you a fan to put your mind to it. Rio. You won’t believe who I ran
of Roxanne Scott? REPORTER: Alanna, we are very into!
SANDRA: Yes, I am. I’m a secretary in proud of you today! MAN: Who? What happened?
an office, and we listen to her songs WOMAN: Well, I was hiking up
all day. TRACK 13 Sugarloaf Mountain, and as I got to
RADIO HOST: Well, congratulations, 1. MAN: She was walking next to the top I saw a very old friend from
Sandra. Enjoy the concert! me, smelling the flowers and all. primary school! Can you believe it?
SANDRA: I will. Thank you so much! And then, out of nowhere, this It was such a surprise! We hadn’t
NARRATOR: 3. other dog appeared and Zoe ran spoken to each other for a long
ALAN: Hello, Brian! after it. I tried to catch her, but she time. It was so nice to see her.
BRIAN: Alan! was too fast. She was with her husband and her
two children.
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MAN: So you mean you traveled all LYDIA: Did you just get here? ANNA: You’re kidding!
the way to Rio and you bumped VANESSA: Yeah, it took ages; there KAREN: Well, I think…
into a friend from primary school? was a huge line at the subway.
WOMAN: Yes, it’s unbelievable, isn’t it? LYDIA: A what? Ah, you mean TRACK 20
there was a long queue for the KASHIRO: I was in my office. I felt
TRACK 16 underground. the earthquake and got under my
MATT: Sir, I just want to let you VANESSA: Underground? Like in desk. I could feel the whole building
know that I can’t hand in my a mine? moving.
homework today. LYDIA: A mine? No. Anyway, did NOZOMI: I was coming back from
TEACHER: What do you mean? you see that great shop next door? a business trip. The plane was
You haven’t given me any VANESSA: An autoshop? about to land when the earthquake
homework all week. LYDIA: No, the clothes shop. struck. We had to fly to a different
MATT: You won’t believe what VANESSA: Oh, you mean the store. airport.
happened. I did my homework Yes, it had some nice pants. MIKO: I was picking up my kids
and left it next to my baby brother. LYDIA: We say trousers over here. from school. We saw the trees
I went to the bathroom. When I VANESSA: I guess. Hey, did you bring swinging from side to side. The kids
came back, he had eaten some of a car? started crying.
the pages! I could see paper in his LYDIA: Yes, why? HIROSHI: My car began to move
mouth. VANESSA: Do you think you can give from one side to another. I got very
TEACHER: What are you saying? me a ride home later? nervous. I stopped and jumped out
Your baby brother ate your LYDIA: You mean a lift, right? of the car.
homework?! Sure, as long as it’s not…
MATT: Well, he didn’t eat it all, just Unit 4b
the most important parts. TRACK 18 TRACK 21
TEACHER: But I’m sure you brought REPORTER: The London National Zoo NARRATOR: Coyote and Rabbit,
the rest of it, didn’t you? is closed to visitors at the moment as Adapted from a Traditional Native
MATT: Sir, I’m really sorry, but I police are investigating the escape American Tale
think that someone stole it from of a 300-pound female Siberian SON: Mother, Mother, just look at
my bag. I left my bag under my tiger, six capuchin monkeys, our field! Rabbit has been eating
chair and went to the bathroom. a white rhino and a 400-pound the beans again. Soon there will be
When I came back, I saw my bag was male African lion. The escape was none left! What are we going to do?
open. And my homework was gone! provoked by careless zookeepers and MOTHER: Don’t worry, Son. I know
TEACHER: Are you telling me that there are fears that the animals will just how to stop him. First, take this
someone stole your incomplete attack the general public. doll and cover it with molasses.
homework from your bag?! Police are requesting that local Then leave it by the side of the field
MATT: It’s strange, isn’t it? residents stay indoors and report any and we’ll hide behind this tree.
TEACHER: Right, you’d better stay incident to the police immediately. RABBIT: Aha! Those foolish humans
and do it at lunch so nothing else have left their beans unguarded
happens to it! TRACK 19 again. It’s time for my lunch!
ANNA: Hello, Karen. Can I ask you RABBIT: Let go, Doll, or I’ll hit you!
TRACK 17 a question? Let go I say! Let go of my hand and
LYDIA: Hi. It’s Vanessa, right? KAREN: Sure, Anna, what do you foot or I’ll punch and kick you!
From the USA? want to know? MOTHER: Now we’ve caught you,
VANESSA: Yes, that’s right. And you ANNA: Have you ever experienced Rabbit!
are…? an unexpected situation? SON: And you’ll taste delicious with
LYDIA: I’m Lydia. You’re at my KAREN: Um, I don’t understand what all those beans inside you!
school here in England. you’re saying. MOTHER: Put Rabbit in a bag and
VANESSA: Nice to meet you. ANNA: Has anything surprising ever let’s collect some wood for a fire.
LYDIA: Are you enjoying the party? happened to you? RABBIT: Who’s that walking by?
VANESSA: Yeah, it’s cool. KAREN: Do you mean like a surprise COYOTE: It is I, Coyote. Is that you
LYDIA: Great flat, right? party? Rabbit? What are you doing in that
VANESSA: Flat? Like a tire? ANNA: No, I mean something out bag?
LYDIA: No, flat, um, what do you of the ordinary. RABBIT: The old woman put me in
say in the States? Apartment? KAREN: Yes! Last week I got a letter this bag because she wants me to
VANESSA: Ah, apartment. Yeah, from a secret admirer. It was a marry her daughter.
it’s nice. nice letter. COYOTE: Really?
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RABBIT: Yes, but I’m small and TEACHER: No, but you should have TEACHER: Good work. Now, there’s
ugly, and her daughter is tall and a pencil and a notebook with you no phone or electricity. We can
beautiful. to take notes. use cell phones but we should use
COYOTE: Yes, she’s much too good for STUDENT 3: Take notes? them only in an emergency.
you. STUDENT 1: What? And we are going to need flashlights.
RABBIT: Why don’t you marry STUDENT 2: Yeah, right. Come on! I also have a first-aid kit for minor
her instead? You are strong and TEACHER: Yes, everything that you accidents. If there’s a more serious
handsome, and you’ll make a learn in the museum will be on medical problem, we’ll need to go to
much better husband than I. the exam. So pay close attention. the clinic in Valle de Bravo. It’s good
COYOTE: Of course I will. STUDENT 1: Exam? we’re going to have the school bus!
RABBIT: Help me out of the bag and STUDENT 2: Sir!
take my place. STUDENT 3: Oh no! TRACK 25
COYOTE: Now go away quickly TEACHER: Yes, the exam on the GUIDE: Welcome to the Monarch
before the old woman comes back. human body. Oh, one more thing, Butterfly Sanctuary. This is a
Stupid Rabbit! under no circumstances do I want wonderful place and I’m sure
SON: Ah, what a delicious dinner to catch anybody talking on a you’re going to learn a lot.
we’re going to have! phone or texting. STUDENT 1: Can we take photos?
COYOTE: Dinner? STUDENT 3: But can I bring my GUIDE: No problem. Take lots of
MOTHER: Yes, I’m so hungry. OK, the phone? photos. And I have a tip for you:
fire’s ready. Son, open the bag and TEACHER: Look, I just don’t want If you want to take a photo with
we’ll cook Rabbit! to see it or hear it. Keep it in your the butterflies, just stand still and
COYOTE: Fire? pocket. Is that clear? wait. The butterflies will come to you.
SON: Mercy me! ALL STUDENTS: Yes, Mr. Brewster. STUDENT 2: Wow! That’s so cool.
COYOTE: Rabbit! Rabbit! You tricked STUDENT 1: What about lunch? Can we touch them?
me. I’ll get you for this! Teacher: Bring a sandwich and a GUIDE: No, you mustn’t touch the
drink. We will have some time to butterflies. The oils on your skin
TRACK 22 eat it outside the museum. can damage them. They’re very
1. MOTHER: Don’t worry, Son. delicate.
2. COYOTE: Let go, Doll, or I’ll hit TRACK 24 STUDENT 3: We’re doing a science
you! TEACHER: Can I have your attention, project about the monarch butterflies
3. RABBIT: Who’s that walking by? please? Now you’ve read the and their migration to Mexico.
4. COYOTE: What are you doing in information about the campsite. Are we going to hear information
that bag? STUDENT 1: Yes, we have. It’s a bit about that during the visit?
5. RABBIT: Help me out of the bag. basic. Something about how they navigate
6. COYOTE: She’s much too good for TEACHER: Well, that’s why planning to the same place every year?
you. is everything. I hope you have GUIDE: Of course. We’re going to
7. MOTHER: I’m so hungry. come up with some ideas. have plenty of time to talk about
8. COYOTE: I’ll get you for this! STUDENT 2: We think we should take this. And I’m sure it will help with
bottles of water and cans of food. your project.
Unit 5b We should get a gas stove and some STUDENT 3: Thanks a lot.
TRACK 23 pots, too. But if not, we can eat cold GUIDE: You’re welcome. Just
TEACHER: OK, guys. We’re leaving food. It’s only three days. remember a few important things.
tomorrow at eight o’clock sharp. TEACHER: Or we could take matches You mustn’t throw garbage on the
Remember that if you don’t come and make a fire. ground; there are plenty of garbage
on time, you will not go. And it STUDENT 2: If they allow that. cans around. If you make a fire at
will cost you a point in science. We’re going to need some paper night, put it out before you go to
So, don’t be late! plates and cups. We can buy some sleep. Every year fires destroy large
STUDENT 2: Oh, that’s not fair. fresh food in the store, I guess. areas of the sanctuary. Also you
STUDENT 1: No way. TEACHER: It might be closed on the shouldn’t get separated from the
STUDENT 3: Whatever. first day since it’s a Sunday. group, it’s easy to get lost. Oh, and
STUDENT 1: Where are we meeting? Where are we going to sleep? don’t shout.
TEACHER: At the main entrance. STUDENT 3: We plan to take three big STUDENT 2: Will we see any other
The buses will be waiting. tents with air mattresses. It’s going animals?
STUDENT 2: Should we bring our to be cold at night, so we might GUIDE: Oh, yes, I hope so. That’s why
books? need sleeping bags. it’s important to keep quiet. Right.
Let’s start our tour. Follow me!
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TRACK 26 BOY: First of all, the caves open at MALE FACTORY GUIDE: Now, you must
NARRATOR: PART 1 ten a.m. So we should leave early stay together during the visit.
MAN: Hello, Cacahuamilpa if we want to be there in good time. BOY: I’m sorry, sir. We can’t hear
National Park, this is Andrés BOY 2: Say around seven? you. Could you possibly speak
Ramírez speaking. BOY 1: Maybe not seven, but no louder?
BOY: Good afternoon. We’re calling later than eight. Next thing, I think NARRATOR: Three
from Mexico City. Our class is we should hire a guide and take OLD LADY: sh… pl… me… and…
planning a field trip to the caves. a tour. But the guide charges 150 MALE: Sorry, I don’t understand
Could you answer some of my pesos. what you’re saying. Could you
questions, please? GIRL 2: Do we have to pay an speak more clearly, please?
MAN: With pleasure. What would entrance fee, too? NARRATOR: Four
you like to know? BOY 1: Yep, sixty pesos. Although MALE: Hello, hello… Is anybody
BOY: How can we get there? it might seem expensive, I really there? I didn’t catch the last thing
MAN: You can get here by car or by think we should go with a guide. you said. Could you repeat that,
bus. It’s about two and a half hours They can turn the lights on and please?
from Mexico City. they know lots of stories about
BOY: What time do you open on the caves. TRACK 30
Friday? BOY 2: So I guess it’s worth it. PETER: Ok guys. Let’s plan the visit
MAN: We open at ten a.m. every Can we take photos? to the old people’s home.
day and we close at five p.m. BOY 1: Yes, you can and you ELLI: Let’s just go and see what
BOY: Hmm… So, we should leave should. We need photos for our happens, Peter.
around seven-thirty to be there at presentation. PETER: That’s not very helpful, Elli.
opening time. Is that right? GIRL 1: What about exploring? Anyone else? Anna?
MAN: Yes, that’s right. BOY 1: Well, the caves are enormous ANNA: I think that first we should
BOY: Do you think we should hire and it’s easy to get lost. This means find out names of people who live
a guide or go by ourselves? I mean, that we must stay together. there, Peter.
is a formal tour really necessary? REST OF STUDENTS: No problem. Fine. ELLI: What for?
MAN: You can go through the caves BOY 1: Since it’s very warm in the ANNA: So we can then each choose
by yourselves. However, I suggest caves, we should wear light clothes, a person and make the visit more
you hire a guide. Only guides can shorts and T-shirts. personal.
turn on the lights, and they can BOY 2: Or swimsuits! PETER: That’s a good idea.
tell you lots of interesting stories. BOY 1: Right, very funny. Finally, OSCAR: And we can write our person
How many people are there in your you need to wear good walking a letter before going.
group? shoes because it’s slippery and easy ELLI: What are we going to write
BOY: About twenty-five. to fall down. Is everything clear? about? I don’t get it.
MAN: OK, so you could hire a guide REST OF STUDENTS: Yes, good job! OSCAR: Let me explain. We’re going
for only 150 pesos. Thanks. to write who we are, what we do.
BOY: That’s pretty cheap. And how We can also ask them what they like.
long does the tour last? TRACK 28 ANNA: Or maybe we can ask
MAN: It lasts about two hours. 1. MAN: Let me think about it. whether they need something.
BOY: One more question… 2. WOMAN: I agree. ELLI: And what if they don’t need
How much do the tickets cost? 3. TEEN BOY: I have a question. anything?
MAN: They’re sixty pesos per person. 4. TEEN GIRL: I disagree. PETER: We can take some chocolates
Also, if you have more doubts you 5. TEEN BOY: I have an idea. or flowers.
can go to our website. 6. TEEN GIRL: I have no idea. ELLI: And if they don’t like them?
BOY: Thank you very much. PETER: The important thing is to
MAN: You’re welcome. TRACK 29 show that we care.
NARRATOR: One ANNA: You aren’t very happy about
TRACK 27 MAN: You have to go straight, this visit, are you, Elli?
NARRATOR: Part 2 then left, then right, and then left ELLI: I just think it’s going to be a
BOY 1: Hi, guys. I’ve talked to the again… bit sad.
people from Cacahuamilpa, and WOMAN: Excuse me. I don’t think I OSCAR: I’m sure it’s going to be
I’ve checked out the website. follow what you’re saying. Can you great. You need to remember that
GIRL 1: Great. speak a little slower, please? they probably feel lonely, and our
GIRL 2: What did you find out? NARRATOR: Two visit is going to change that.
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Glossary
Brainstorming: generating ideas based around a Skimming: a way of reading quickly. Skimming is
topic. There is no editing or ordering of these ideas. reading through a text very quickly, for example, so
They may then be used as the basis for another that you know what each paragraph is about before
activity such as writing or discussion. It is often very you look at the comprehension questions or to check
productive as a whole-class activity. whether it really is something you want to read or
buy.
Conveying meaning: making sure that students
understand the significance of the vocabulary
and structures they are learning. Meaning can be
conveyed through mime, examples or paraphrasing. Bibliography
Elicitation: having students provide information Richmond Pocket Dictionary, Spain, Richmond
(vocabulary) to the teacher rather than the teacher Publishing, 2009.
providing it to the students. Elicitation develops
a learner-centered dynamic, makes learning Callella, Trisha and Marilyn Marks, Integrating
memorable because students link new ideas with Science with Reading Instruction, United States,
information they already have, and helps to produce Creative Teaching Press, 2002.
an engaging environment.
Harmer, Jeremy, The Practice of English Language
Functional Language: language that is meant to Teaching. Third Edition, United States, Pearson
achieve a particular purpose, e.g. a request or a Education, 1997.
promise.
Jaggar, Angela and M. Trika Smith-Burke, Observing
Mind Map: a diagram (= simple plan) with lines and the Language Learner, United States,
circles for organizing information so that it is easier to International Reading Association / National
use or remember. Council of Teachers of English, 1985.
Monitoring: watching and listening without Olness, Rebecca, Using Literature to Enhance Content
interfering directly, while students are involved in Area Instruction, United States, International
an activity. Note that in monitoring, there are times Reading Association, 2007.
when a brief intervention is appropriate: to clarify
instructions, or to help students move forward by Pennington, Martha C., ed., New Ways in Teaching
prompting them with simple questions. Monitoring Grammar, United States, TESOL, 1995.
is an excellent way of finding out what problems
the students are having so as to be able to give them Ur, Penny, Grammar Practice Activities. A practical guide
feedback. for teachers, Great Britain, Cambridge
Handbooks for Language Teachers, 1994.
Portfolio: a method of testing where students are
given marks for a selection of work they have put
together rather than/ as well as for a final test.
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Answer Key – Fiction Reader
Mark (9) the correct option for each question. 1. a) Sara has a curfew, but her boyfriend has tickets
for a movie.
1. e-mail / phone / in person / letter
b) Billy is surprised by an unplanned meeting with his
2. Nursing home / Medicine / Dentist / Hospital
sister’s boss.
3. Apologize / Be polite / Take notes / Listen
c) Diego’s car has a flat tire and he doesn’t know how
4. Aromatherapy / Meditation / Acupuncture / Massage
to fix it.
5. bad service / shortages / mistakes / negligence
2. She has a 9 p.m. curfew on school nights and isn’t
allowed to go out to the movies without her parents’
Match each definition with the appropriate word.
permission.
1. Abuse somebody or something – mistreat 3. He is nervous and doesn’t feel prepared to meet her.
2. Load or a weight that causes stress – burden (Answer may vary.)
3. Make full again – replenish 4. Diego doesn’t know how to change a flat and is
4. Immoral behavior – misconduct afraid they will not get to the dance on time. (Answer
5. With the necessary tools to do the job – equipped may vary.)
5. Breathe deeply / Keep calm / Accept what
happened / Keep positive / Don’t think about the
Experiments
negative aspects. (Answers may vary.)
6. A rule requiring children to return home by a
1. It is important to have fun and learn at the same time.
specific time.
2. These two salts make a clear salt solution. Table
7. To be very angry. (Answers may vary.)
salt will be cloudy.
8. To be confined at home as punishment.
3. To discover iron in the water with the bill.
9. To have a look of depression. (Answers may vary.)
4. Number the steps for The Money Blending
10. To make others have a good opinion of you.
experiment: 3 1 5 2 4
5. Match the opposites: result – cause / fail – succeed /
raw – cooked / sink – float / dangerous – safe Global Warming: Man-made or Natural
Phenomenon?
If You Play, You Have Played But… If You Read,
Read each statement and write T (true) or F (false).
Have You Read?
1. F
1. Strategies for learning the past and past participle 2. T
forms of verbs. (Answers may vary.) 3. T
2. Regular verbs end with -ed and irregular ones do 4. T
not. They must be memorized. 5. F
3. That you know what an irregular verb is. / That
you want to get better at using them while writing, Correct the following statements.
listening or speaking. 1. The atmosphere prevents the heat from going back
4. Rhymes help because they have rhythm and are into space.
catchy. 2. Scientists do not agree that men generated most of
5. In grammar books or on the Internet. the CO2 in the atmosphere.
6. The context in which they appear will help identify
which form is being used. Each word is a synonym of a new word from the text. Write
7. Make a list of five regular and five irregular verbs the appropriate words on the lines.
that you find in the text.
1. verify 2. severe 3. tide 4. warm up 5. decrease
Possible answers:
Regular Irregular
stop write
play ride
move hide
happen drive
remember hit
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