Ingcc20g2m 1 PDF

VO
LU
TEACHER’S BOOK
M
E
1
ENGLISH Lina Mercedes
Alvarado Jantus
Teacher of English
Instituto Profesional Chileno - Británico
TEENS
IN MOTION 2 Segundo medio
INDEX VOLUME 1
Description of index
This Teacher´s Book is presented in two volumes which contain the
methodological suggestions for units 1 and 2, and 3 and 4 of the Student´s
Book respectively.
The general introduction to the Teacher´s Book and the general appendixes
in the final pages are replicated in both volumes identically.
VOLUME 1
As regards the methodological suggestions for the units of the Student´s

Book, the number of pages correlates in both volumes. In relation to the first
and final pages of the Teacher´s Book, the number of pages also correlates
but in Roman numerals.
Teacher´s book Page

INDEX VOLUME 1 2
Description of index 2
INTRODUCTION i
Didactic and methodological proposal i
Lesson structure iii
Bibliographical references that support the methodological proposal iii
COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS:
v
Student´s Book - Teacher´s Book - Complementary Digital Resource
CLASSROOM LANGUAGE xi
GENERAL PEDAGOGICAL GUIDANCE xiii
Opening xiii
Development xiii
Closure xiv
FIRST TERM OVERVIEW xv
Unit 1 Go global! xv
Unit 2 Technology and its effects xvi
Teacher´s book Page Student´s book Page

OPENING
UNIT 1 Go global! 6 6
Purpose of the unit and guiding thread 6
Cross-curricular values (OATs) and attitudes 7
Unit Plan 8
GETTING READY 12 8
Setting objectives 12 8
Do you remember? 13 9
DEVELOPMENT
MODULE 1 15 10
Entry slip 15 10
How ready are you? 15 10
2 INDEX VOLUME 1
DEVELOPMENT
LESSON 1 Exploring global issues 16 11
Preparing to read 16 11
Focusing on reading 16 12
After reading 18 14
Speaking workshop: Talking about global issues 18 14
Exit slip 19 15
VOLUME 1
LESSON 2 What is globalization? 20 16
Preparing to listen 20 16
Focusing on listening 20 17
After listening 21 18
Writing workshop: Describing globalization 22 18
Exit slip 22 19
LESSON 3 Total globalization 23 20
After reading 25 24
Writing workshop: Describing globalization 25 24
Exit slip 26 25
SUBJECT CONNECTIONS: History, Geography and Social Science 28 26
MODULE 2 29 28
Entry slip 29 28
LESSON 4 Facing a global crisis 30 29
Speaking workshop: Proposing solutions 32 31
Exit slip 32 32
LESSON 5 Globalization and culture 33 33
After reading 35 36
Speaking workshop: Describing my multicultural self 35 36
Exit slip 36 37
LESSON 6 Embracing diversity 37 38
Writing workshop: Expressing opinions and feeling about a topic 38 40
Exit slip 39 41
SUBJECT CONNECTIONS Language and Literature 41 42
CLOSURE
PROJECT Globalization 42 44
UNIT SYNTHESIS AND FINAL REFLECTION 45 46
INDEX VOLUME 1 3
Teacher´s book Page
COMPLEMENTARY DIGITAL RESOURCE 46
Methodological Guidance 46
ANSWERS 48
Student´s Book 48
Complementary Activities 51
Extra Test 1 51
ASSESSMENT GUIDELINE FOR EXTRA TEST 1 52
VOLUME 1
TRANSCRIPTS 53
COMPLEMENTARY ACTIVITIES 56
EXTRA TEST 1 61
BIBLIOGRAPHY AND ONLINE REFERENCES 63

OPENING
UNIT 2 Technology and its effects 64 48
Purpose of the unit and guiding thread 64
Cross-curricular values (OATs) and attitudes 65
Unit Plan 66
GETTING READY 71 50
Setting objectives 71 50
Do you remember? 72 51
DEVELOPMENT
MODULE 1 73 52
Entry slip 73 52
LESSON 1 How it all began 74 53
Speaking workshop: Describing technological advances 76 55
Exit slip 77 56
LESSON 2 Living screens 78 57
After reading 81 60
Writing workshop: Narrating a personal experience 82 60
Exit slip 82 61
LESSON 3 Digital era 83 62
After reading 87 66
Writing workshop: Writing a set of instructions 87 66
Exit slip 88 67
SUBJECT CONNECTIONS Science 89 68
4 INDEX VOLUME 1
DEVELOPMENT
MODULE 2 91 70
Entry slip 91 70
LESSON 4 Edutainment technology 92 71
VOLUME 1
Speaking workshop: Talking about videogames 94 73
Exit slip 94 74
LESSON 5 The hidden figures 95 75
After reading 97 78
Speaking workshop: Talking about a remarkable woman 98 78
Exit slip 99 79
LESSON 6 140 characters at a time 100 80
Speaking workshop: Talking about a social networking service 102 82
Exit slip 103 83
SUBJECT CONNECTIONS Maths 104 84
CLOSURE
PROJECT ICT Report 106 86
UNIT SYNTHESIS AND FINAL REFLECTION 108 88
GLOSSARY 176
BIBLIOGRAPHY 179

Methodological Guidance 109
ANSWERS 111
Student´s Book 111
Complementary Activities 113
Extra Test 2 114
ASSESSMENT GUIDELINE FOR EXTRA TEST 2 115
TRANSCRIPTS 116
COMPLEMENTARY ACTIVITIES 119
EXTRA TEST 2 123
BIBLIOGRAPHY AND ONLINE REFERENCES 126
EVALUATION APPENDIX xvii

GENERAL BIBLIOGRAPHY xxvii
INDEX VOLUME 1 5
INTRODUCTION
Teens in Motion has been specially written to meet carry out in English and considering the development of
the requirements of the new Curriculum for the 2st the four skills (which have been grouped in three main
Year of Secondary Education and with the objective of areas: Oral Communication, Reading Comprehension
providing students with a textbook that will keep them and Written Expression). The students’ communicative
motivated and engaged when using it. competence is considered as the mastery of functions
they need to communicate across a range of situations.
The contents in Teens in Motion have been organized
VOLUME 1
in four units which have been developed around key This approach allows students to see language as a
topics that have proved to be interesting for our students necessary tool, and gives the grammatical and lexical
and that were suggested by the Chilean Ministry of content a clear purpose, so that “language learning
Education. The topics are highly motivating, and mainly can result from creating the right kinds of interactional
focus on issues related with today’s world and student’s processes in the classroom” (Richards, 2006).
reality, such as globalization, the power of technology
Special emphasis has been placed on cross-curricular
and the advances in communication, social networking,
values (Objetivos Fundamentales Transversales) and
outstanding personalities from different cultures and
attitudes students should pay attention to and develop
sustainable development and renewable energies.
as part of their everyday life.
The contents in each unit have been organized
according to the functions the learners should be able to
Didactic and methodological proposal

Teens in Motion adopts the orientations of the an enhancement of the learner’s own personal
Communicative Language Teaching approach, which experiences as important contributing elements to
focuses on developing students’ communicative classroom learning
competence through the use of pair and group work an attempt to link classroom language learning with
activities, role-plays, and project work. It also includes language activation outside the classroom
contributions of other approaches, especially the
Task-based learning is also linked to classroom
Task Based Learning and the Cooperative Language
experiential learning. In experiential learning,
Learning. Quoting Richards,“students are asked to
immediate personal experience is seen as the focal point
participate in classroom activities that are based on
for learning, giving “life, texture, and subjective personal
a cooperative rather than individualistic approach to
meaning to abstract concepts and at the same time
learning. They are expected to become comfortable with
providing a concrete, publicly shared reference point
listening to their peers rather than relying on the teacher
for testing the implications and validity of ideas created
for a model” (Richards, 2006).
during the learning process,” (KoIb, 1984: 21).
This approach to language teaching is characterized by
Regarding the definition and nature of tasks, they have
the following features:
a pedagogically-oriented characterization. In Teens in
an emphasis on learning to communicate through
Motion, a task is any classroom activity or action such
interaction in the target language
as: drawing a map while listening to a recording or
the introduction of authentic texts into the learning
listening to an instruction and performing a command,
situation
which is carried out as the result of processing or
the provision of opportunities for learners to focus,
understanding language and that “provides a purpose
not only on language, but also on the learning process
for the activity which goes beyond the practice of
itself
language for its own sake” (Richards, Platt, & Weber,
1985, p. 289).
i INTRODUCTION
At the same time, Teens in Motion has also focused on
Use of information technology and multimodal
developing the following aspects that are regarded as
texts
the main strands of the Chilean Curriculum:
Technology and multimodal communication are
Critical and creative thinking great tools that can really enhance the experience of
It is essential that students develop critical thinking learning a foreign language. Students who are used
abilities that will enable them to face 21st century to them, and know them well, are less dependent
demands. These require learners capable of on the teacher when searching for information or
analyzing, synthetizing and interpreting information, completing a task and become more autonomous
solving problems and also reflecting about their own learners. Technology also helps students cope with
VOLUME 1
learning process. different learning styles and use time efficiently.
Explicit teaching of learning strategies Assessment for learning

Students should be taught strategies that enable A strong body of evidence has demonstrated that
them to learn language on their own without their improving formative assessment raises student
teacher’s help. Knowing which strategies are the ones achievement. Assessment for Learning is also known
that best work for them saves time, gives confidence as formative assessment and has been defined as “the
and motivates learners to go further. process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners
are in their learning, where they need to go and how best
Connections to get there” (Assessment Reform Group, 2002).
Connecting school subjects promotes holistic
Assessment for learning is any assessment for which
learning and motivates students to look for
the first priority in its design and practice is to serve
information in areas that really interest them. When
the purpose of promoting students’ learning.
students make connections with other school
subjects, not only do they use authentic material that An assessment activity can help learning, if it
they can recognize from other classes, but also they provides information that teachers and their students
strengthen and expand their comprehension in can use as feedback in assessing themselves and one
those areas. another, and in modifying the teaching and learning
activities in which they are engaged.
Culture and intercultural competence Assessment that fosters understanding (rather
Learning a foreign language does not only mean than simply evaluating it) has to be more than an
learning about that language’s form, but also about end-of-the-unit test. It needs to inform students
the culture behind it. They learn to value diversity. and teachers about both what students currently
understand and how to proceed with subsequent
Students realize there is not one way of life, but teaching and learning.
many and therefore become more open-minded and
respectful of other people. In Teens in Motion, the evaluation activities are not
different from the rest of the tasks that are proposed,
but they include evaluation instruments that
The writing process provide opportunities for a variety of perspectives
Teaching students to follow the steps of the writing on assessment over each unit: self-assessment, peer
process allows them to analyze and reflect on the assessment, and teacher’s assessment.
process of writing and not only the product itself.
This aims at helping students develop the skills they
Focusing on the different strategies and steps (pre-
will need to provide one another and themselves
writing, drafting, revising, editing, publishing) helps
with useful feedback. Self-reflection and peer-
students gradually develop the ability to write
assessment does not come easily to most students,
organized, coherent and well-thought-out texts in an
but both can be learned from practice.
easier and faster way. In this process, students notice
and check their mistakes and errors, and discover
and develop strategies to improve the final product.
INTRODUCTION ii
Lesson structure Written Production: This skill is developed in the
section called Writing Workshop in which tasks are
Each lesson has a lead-in section that introduces the approached considering the different steps of the
learning objectives and their purpose, and presents an writing process: pre-writing, drafting, revising, editing
engaging task to activate students’ previous knowledge and publishing. In this section, students go through
and trigger their curiosity, interest and motivation. an initial instance of guided practice in which they
The lessons have special sections to practice and analyze a model and see how the writing process is
integrate reading, oral communication and writing skills. developed. It prepares them to work independently
In the section called Subject Connections, students are and produce their own pieces of writing.
asked to connect and apply what they have learned • Assessment for learning
VOLUME 1
with other subjects or curricular topics. Ultimately, this Teens in Motion advocates the benefits of the
better enables students to achieve higher level critical assessment for learning, over the assessment of
thinking and collaborative skills. learning. Assessment for learning is used at the
Throughout the lessons, there are also activities that can beginning of an instructional period to check for
be used as embedded evaluation. A self-evaluation rubric student understanding. Diagnostic tools determine
is provided so as to promote students’ independence.
what students already know and where there are gaps
• Skills development and misconceptions. It also includes assessment as
Oral Communication: Listening is developed in a learning, where students reflect on and monitor their
process consisting of three stages (Preparing to listen, own progress. Assessment of learning is used towards
Focusing on listening, After listening). Speaking skills and at the end of the instruction period. Teachers
are approached from a process-oriented perspective, document students’ learning achievements through
considering oral practice as the initial stage that tasks that invite students to demonstrate their mastery
prepares students for independent practice. and knowledge of the course content.
Reading Comprehension: This skill is also presented The evaluation activities are not different from the
in a three–phase approach, with before, while and rest of the tasks proposed, and are aimed at providing
after reading activities. A variety of texts are presented evidence about what a student knows, understands and
to students throughout the units. With the help is able to do. The evaluation instruments consider: self-
of activities and strategies, students are guided to assessment, peer and teacher’s assessment.
comprehend, discuss and analyze the texts from a
critical perspective.
Bibliographical references that support the methodological proposal

Ferris, D. R. & Hedgcock, J. S. (2005). Teaching ESL McCafferty, S. G., Jacobs, G. M., & Iddings, A. C. D.
Composition. Purpose, Process and Practice. New York: (2006). Cooperative learning and second language
Routledge. teaching. Cambridge University Press.
Goh, C. (2012). Learner Strategies. En Burns A. y Nunan, D. (1991). Communicative tasks and the
Richards J. (eds). Pedagogy and Practice in Second language curriculum.TESOL quarterly, 279-295.
Language Teaching. Cambridge, Cambridge University Nunan, D. (2004). Task-Based language teaching.
Press (Pp 68-75). Cambridge, Cambridge University Press.
Harvey, S., & Goudvis, A. (2007). Strategies that work: Oxford, R. (1990). Language Learning Strategies: what
Teaching comprehension for understanding and engagement. every teacher should know. Boston: Heinle & Heinle
Stenhouse Publishers. Publishers.
James, M. (2004). Assessment for Learning: What is it Richard, P. & Scriven, M. Defining Critical Thinking.
and what does research say about it. En The Critical Thinking Community. Retrieved
Kennedy, T. (2006). Language Learning and its Impact on from http://www. criticalthinking.org/pages/
the Brain: Connecting Language Learning with the Mind defining-criticalthinking/766
Though Content-Based Instruction. Foreign Language Richards, J. C. (2006). Materials development and
Annals, vol 39 n° 3, Dec 31, pp. 471-486. research—making the connection. RELC Journal, 37(1),
Kumaravadivelu, B. (2003). Beyond Methods. 5-26.
Macrostrategies for Language Teaching. London: Yale Van den Branden, K. et al (eds) (2009). Task-Based
University Press. language teaching: a reader. Amsterdam, John Benjamins.
iii
COURSE DESCRIPTION
Teens in Motion consists of a Student’s Book, a Teacher’s Book (with a CD-
Rom) and a Complementary Digital Resource.
In these components, the contents have been organized in four units which,
in turn, contain two modules divided in three lessons that integrate the
practice of the four language skills. The methodological proposal adopted by
VOLUME 1
Teens in Motion is based on considering three stages in each unit and lesson:
Opening, Development and Closure.
Each unit is based on the topics suggested by the English syllabus and
provides students with the opportunity to focus on the fundamental values
and attitudes that are indicated.
The twelve Complementary Digital Resources that are included consist of
pedagogical tasks with the three-stage approach (Opening- Development-
Closure), which are designed to reinforce and improve the practice of the
learning objectives of each unit. The moment or stage in which the use
of this resource is suggested is clearly indicated in the Student’s and the
Teacher’s Book by this easily identifiable icon .
UNIT UNIT
Technology an ople Sustainable de
UNIT
1
Go global! 2
d its effects UNIT
3
Outstanding pe 4
velopment
is interconnected. “Technology is nothi “Climate change

lization, everything nitely impact on ng. is destroying our
"In the era of globa will defi faith in people, that What’s impor tant is that you have e others to dream
more, learn world of looming path to
challenges and increa sustainability. Ours is a
part of the world e efforts they’re basically a "If your actions inspir
A problem in one ore, collaborativ you give them tools, good and smart, are a leader."Adams Sustainable devel singly limited resou
globe. (…)Theref and if become more, you opment offers the
other parts of the no
they’ll do wonderful
things with them more, do more and John Quincy
best chance to adjus rces.
red." Agus Harimurti Yudhoyo .” t our course.”
are essentially requi Steve Jobs Ban Ki-moon
DEVELOPME
NT CLOSURE 48 UNIT 2 DEVELOPME
NT CLOSURE 132 UNIT 4
OPENING OPENING
UNIT 1 UNIT 3
6 UNIT 1 Go global! OPENING
DEVELOPME
NT CLOSURE 90 UNIT 3 Outstanding peo OPENING
DEVELOPME
NT CLOSURE
ple
its effects elopment
Technology and Sustainable dev
Purpose of the Purpose of the
unit unit and guidin
In this unit, students
and guiding
thread UNIT 2 In this unit, students
g thread UNIT 4
and written texts are expected to and written texts are expected to
and also to express understand oral to and also to express understand oral Concerning the
Concerning the related with
3
and oral form,

1
and oral form, ideas, in written tasks propose g thread d, these are meant ideas, in written tasks propose g thread ons
VOLUME 2 UNIT
about outstand
VOLUME 1 UNIT
about the concept meaning of collocati

consequences, develop students d, these are meant unit and guidin Concerning the
tasks propose towards their contribu ing people´s lives develop students d, these are meant unit and guidin
Purpose of the
of globalization
effectively and and its ’ creative and to
’ creative and
critical thinking tion to humanit and ’ creative and to Purpose of the words and about
creatively. different perspect critical thinking understand oral develop students that are related
with y. different perspect critical thinking understand oral the topic of the
unit.
To accomplish ives
the topic of globaliza and aspects that are related
towards are expected to ives and aspects
To accomplish
this, they will
ives
outstanding people and aspects that are related
towards are expected to d, these are meant
and vocabulary
this, they will
use functions, with In this unit, students also to express ideas, in written different perspect ications technology and its
effects.
and vocabulary use functions, with In this unit, students also to express ideas, in written tasks propose
expressions tion. and connecte expressions to humanity. Finally,who made important contribu and and its Concerning the critical thinking
connected with Finally, students and written texts of communications y. the use of commun ons, (outstanding people´s d with the main topic and written texts ble development ’ creative and
(globalization). the main topic
are expected to about the use make connecti make connecti students are tions
about sustaina to develop students aspects that are
of multimodal
They will also
read and produce develop cultural make connecti and oral form, ly and creativel are expected to ension and also and their legacy). main achievem ons, develop criticalexpected to and oral form, y. perspectives and and the future
its effects, effective Finally, students ents, discoveries, eously and creativel towards different
2
awareness and ons,

texts
support compreh and use different strategies
a variety technology and thinking and compreh themselves and
comprehension thinking and effects spontan ble development
VOLUME 1 UNIT
VOLUME 2 UNIT
also work collabor compreh expressions and also to develop expressions

to atively and proactiv ension and use functions, develop critical
attitude towards They will also and to demons use functions, related with sustainaFinally, students are expected
ension and express their classmat this, they will an read trate an efficient cultural awarene this, they will ent.
They will demons ideas in a clear
way. es’ ideas. ely, respecting To accomplish d with the main
topic to develop a positive to learn and to demonstrate multimodal texts and produce a variety of technology to and responsible ss To accomplish d with the main
topics of the environm critical thinking
and
ry connecte They obtain and create ry connecte ons, develop ss
trate knowled
ge Considering the and vocabula s Technology). towards their
ability gy to obtain comprehension
and use different use of and vocabula change, global to make connecti cultural awarene
of words with
two syllables and about pronunciation learning outcome Communication dal texts ble use of technolo strategies to support Considering the
information. ment, climate and also to develop and responsible use
meaning of words more, assessment indicato s and the suggeste (Information and variety of multimo efficient and responsi
and express ideas
learning outcome (sustainable develop ve sources of energy). comprehension
that contain prefi and about rs, d and produce a comprehension tion. They will demons in a clear way. assessment indicato s and the suggeste and alternati trate an efficient
unit have been the activities will also read and create informa d warming , and also to demons create informa
tion.
xes im- and un-. specially designed in each stage of the strategies to support s and the suggeste of sound /ʒ /,
trate knowled
ge unit have been rs, the activities d a variety of to obtain and
in the followin and use different learning outcome in each stage of the and about meaning about pronunciation specially designed in each stage of the read and produce strategies to support of technology the suggested
g way: ideas in a clear way. Considering the the topic of the of words related for: They will also s and
and express iation rs, the activities unit. and use different a clear way. learning outcome in each stage of the
Activate and foster ge about pronunc assessment indicato for: with multimodal texts in Considering the
intrinsic motivation OPENING trate knowled of specially designed and express ideas rs, the activities
. They will demons and /t/, and about meaning unit have been comprehension iation assessment indicato for:
/d/ contain ge about pronunc nd specially designed
Develop metacogn A set of challengin of initial sounds the topic of the unit and that trate knowled unit have been
ition. pairs, in groups g questions invite students with Activate and foster They will demons /and /st/, intonation of compou
or as a class, using to discuss ideas words related intrinsic motivation OPENING /sp
Students are guided their creativity. in . of initial sounds
up a learning plan to identify and set their own
the prefix in-. ideas in ideas in
OPENING students to discuss Develop metacogn A set of challengin OPENING students to discuss
Activate prior knowledg for goal attainmen goals and to draw g questions invite ition. pairs, in groups g questions invite students g questions invite
e. DEVELOPMENT t. A set of challengin as a class, using their creativity. or as a class, using to discuss ideas A set of challengin as a class, using their creativity.
or and to draw their creativity. in or and to draw
. pairs, in groups set their own goals Students are guided . pairs, in groups
set their own goals
The unit provides intrinsic motivation to identify and up a learning plan to identify and set their own intrinsic motivation to identify and
Develop skills and previous ideas a space where Activate and foster Students are guidedfor goal attainment. Activate prior knowledg for goal attainmen goals and to draw Activate and foster Students are guidedfor goal attainment.
students can keep
strategies. and
the new material. knowledge that will help them record of their up a learning plan e. DEVELOPMENT t.
up a learning plan
ition.
make sense of Develop metacogn record of their The unit provides Develop metacogn
ition.
record of their
Special process-o DEVELOPMENT students can keepmake sense of DEVELOPMENT
students develop riented activities and strategies a space where Develop skills and previous ideas a space where students can keepmake sense of
Evaluate for learning. The unit provides knowledge that will help them students can keep a space where
oral communication.reading comprehe designed to help and strategies. and
the new material. knowledge that will help them record of their The unit provides knowledge that will help them
nsion, written expression previous ideas make sense of previous ideas
and
and e.
the new material. designed to help Special process-o
Formative assessmen Activate prior knowledg and strategies
expression and Activate prior knowledg
e.
the new material. designed to help
t activities have riented activities Evaluate for learning. students develop riented activities and strategies and strategies
Promote cross-curr unit and allow
students to gather been embedde Special process-o reading comprehension, written reading comprehe designed to help riented activities expression and
icular values and
the attitudes of and track their information about d along the students develop
oral communication. nsion, written expression Special process-o reading comprehension, written
the unit. progress. their learning d along the and students develop
Topics discussed Develop skills and
strategies. oral communication. been embedde Formative assessmen
go beyond curricular t activities have
about their learning Promote cross-curr unit and allow t activities have Develop skills and
strategies. oral communication. been embedde
d along the
well-rounded individual subjects and help Formative assessmen to gather information icular values and students to gather been embedde t activities have about their learning
Evaluate for learning.
CLOSURE
s. educate
unit and allow
students the attitudes of and track their
progress. information about d along the Formative assessmen to gather information
progress. educate the unit. their learning students
and track their subjects and help Topics discussed unit and allow
Evaluate for learning. go beyond curricular go beyond curricular progress.
Develop metacogn A challenging well-rounded individual subjects and help Evaluate for learning. and track their and help educate
ition. final
accomplish a real project allows students to use Topics discussed s. Evaluate for learning. s. educate beyond curricular subjects
the unit. go
task. the language to the attitudes of well-rounded individual CLOSURE Topics discussed
In the unit synthesis icular values and the unit. well-rounded individual
s.
Promote cross-curr to use the language
to the attitudes of
they have learned, and final reflection, students CLOSURE students Develop metacogn A challenging
final icular values and
remedial actions identify strengths and weakness synthesize what final project allows ition. accomplish a real project allows students to use Promote cross-curr language to
A challenging task. language to CLOSURE students use the
to face future difficulties es, and formulate
accomplish a real
task. what final project allows
in their learning reflection, students synthesizeformulate In the unit synthesis A challenging
process. and final es, and they have learned, and final reflection, students accomplish a real
task. what
Evaluate for learning. In the unit synthesisidentify strengths and weakness synthesize what students synthesizeformulate
learning process. remedial actions identify strengths and weakness and final reflection es, and
they have learned, face future difficulties in their to face future difficulties es, and formulate Evaluate for learning. In the unit synthesisidentify strengths and weakness
remedial actions
to in their learning learning process.
Develop metacogn
ition. process. they have learned, face future difficulties in their
ition. to
Develop metacogn remedial actions
6 UNIT 1 134 UNIT 3

INTRODUCTION INTRODUCTION
UNIT 2 INTRODUCTION UNIT 4 INTRODUCTION

64 204
iv
HOW TO CORRELATE THE COMPONENTS:
STUDENT’S BOOK
Unit introduction
UNIT
Go global!
The topic of the unit is introduced with an engaging
VOLUME 1
1
In this unit you will…
read and listen to texts about globalization,
You will also…
develop cultural awareness
What for?
quote which is intended to activate student’s curiosity
its advantages and disadvantages To understand main ideas and specifi
and interest.
and its and comprehension of your c
main consequences. information in oral and written texts,
own culture as well as of about
express ideas about this topic in an the advantages and disadvantages
different ones, showing of
effective and creative way. globalization and its main consequences.
interest, respect and
use different strategies to support tolerance. To develop communicative skills to
express
comprehension and express ideas ideas about the origin, advantages,
clearly. work collaboratively and
disadvantages and effects of globalization.
practice pronunciation of two-syllable creatively towards a
words, link ideas coherently and study common goal, showing To connect the topic of the unit with
other
words that contain the prefix im-. respect for everyone’s ideas. areas of the curriculum.
Picturing the unit

1. Look at the pictures on page
6 and
a. What is the first word that comes
discuss these questions. Then, exchange
to your mind when you look at them?
Why?
opinions with your classmates.
picturing the Unit
b. Are there any of the situations
The purpose of this activity is to engage them in the

in the poster related to Chile?
c. Do you agree with the quotation?
Why? Why not? Discuss.
Over to you
Read the list of objectives for this
unit. Then, tick (✔) and answer briefl
y, using the questions below as a
unit in such a way as to ensure that their situational

guide.
How important are the objectives Very important

above to your own life? Not so important
Important Not important at all
Why:
"In the era of globalization, everything is

interconnected.
Does "globalization" play an important
Why:
part in your own life? Very important
Important
Not so important
Not important at all
interest is activated.
A problem in one part of the world will defi
nitely impact on
other parts of the globe. (…)Therefore, collaborative Do you think it is important to develop
efforts
over to you
“cultural awareness” Very important
and value collaborative work? Why? Not so important
are essentially required." Why not?
Why:
Agus Harimurti Yudhoyono
6 UNIT 1
OPENING DEVELOPMENT CLOSURE
UNIT 1 7
Students start the unit learning what is expected from
them and reflecting on the importance of learning
objectives to their own lives.
OPENING
Getting ready
Setting objectives
In this section, students are given different models of
GETTING READY personalized goal setting practices. Different models
Do you remember?
Setting objectives
1. 18 Listen to two Chilean students talking

page 49 and answer questions a
about learning English. Then, read
– c, individually.
the list of learning objectives on
1.
a.
b.
In your opinion, which of the following
The use of the Internet and social
The Internet is taking the place of
statements are true? Compare answers
networks can become an addiction.
sports and games.
in your group.
are provided to help students identify the personal

goals for this unit? Why? Social networks may lead to antisocial
behavior.
goals they set for the unit and write a learning plan.
a. What are your personal learning c.
easiest to achieve? Why? than in the real world.
b. Which ones do you think are the d. Teens spend more time in cyberspace
most difficult to accomplish? Why?
c. Which ones do you think are the
ideas in exercise 1.
they will use and 2. 20 Listen to the recording and check your
learning to reach their goal. Identify the strategies
2. 19 Listen to how these students plan their
recording. If necessary, listen to
the difficulties they anticipate. best summarizes the ideas in the
3. In pairs, decide which of these paragraphs
for Unit 2, following the example
in the recording again.
for this unit? Draw up a learning plan
3. Which are your specific goals
the recording.
1.
My goals are:
Why? How can I achieve them?
The main difficulties
I can anticipate are:
I. David is an Internet addict. He spends

II. David is an Internet addict. He spends
so
time
do you remember?
many hours on it that he doesn’t have
so many hours online that he doesn’t
Students recall and check the previous knowledge

think
to exercise or make friends. He doesn’t
have time to exercise or make friends. he
that it may make him antisocial, because
He thinks it may make him antisocial, they
has a lot of virtual friends; he just thinks
but the problem is that spending time
are too much fun!
on social networks is too much fun.
2. 4. Compare in which ways your

own habits differ or are similar to
a. Do you consider yourself an Internet

b. What suggestion or advice can
addict? Why? Why not?
you offer David?
David’s. Answer these questions.
necessary to meet the learning objectives for the unit.

how ready you are to start the unit.
5. Tick (✔) the slot that best describes
In this section, they work on an activity related to the

On my own With some help
I can…
recording.
understand the main ideas in the
3.
summarize the main ideas in the recording.
offer advice and suggestions.
previous knowledge they bring into the lesson, so as to

use of technology.
demonstrate a responsible and effective
UNIT 2 51
CLOSURE
be better prepared to face the new contents.

OPENING DEVELOPMENT
50 UNIT 2
COMPLEMENTARY DIGITAL RESOURCE
Classroom practice with authentic multimodal texts

related to the topic of the unit, aiming at enhancing
students’ motivation, interest and curiosity.
v HOW TO CORRELATE THE COMpONENTS

Student’s book - Teacher’s book - Complementary digital resource
TEACHER’S BOOK
Unit introduction
picturing the unit
Methodological suggestions to help students tackle a different communicative task
VOLUME 1
OPENING Pages 6 - 9
at the begining of each. The activities on these pages have

Activate
the following purposes:
students’ motivation towards the topic
Allow students to recognize the importance of the unit.
of the learning goals for their
TEACHING WINDOW
180 min.
own lives. Questions to raise students’

motivation
VOLUME 1 UNIT 1
Allow students to set personal goals
Special theory and didactic windows support the importance of the key elements
for the unit. To focus students’ attention
Draw a learning plan to accomplish
students’ personal goals. on a particular topic, teachers
In order to accomplish these purposes, can make questions and give a
it is important that students devote
time to each section before starting limited time to answer them. This
the unit. is a very effective technique to
Picturing the unit Pages 6 - 7
activate students’ interest and
curiosity, and also to motivate
Generating initial motivation
in this stage.
them to learn more about
Ask your students to look at the pictures the topic proposed. Use this
on page 6 carefully. Then, invite motivational strategy anytime
them to read the questions in exercise you introduce a new content or
1 and tell them you will give them
some time to think about their answers topic.
and find a reason that supports their
ideas (personal experiences, documentaries To ensure a positive outcome, ask
they have seen about the topic,
information they have read, etc.). questions that require developed
answers and explanations. Time
Then, invite them to get in groups limit is the factor that will allow
of 4 or 5 and discuss their ideas. Allow
answers in Spanish, if necessary, as students to focus their attention
the purpose of presenting the unit
mainly fostering students’ motivation topic is and avoid distractions.
and interest. To round off, you can
over to you
them anticipate what they will learn make
during the unit. Source: Publishing team.
Over to you Page 7

Recognizing importance of learning
goals
Present the unit objectives to your
students, reading the learning goals
column aloud. Explain to them that in each
An introduction with a scope and sequence plan, with the unit objectives,
the question What for? refers to what
will be able to do once they meet each they
objective. Clarify questions, if necessary.
As you read the points in the columns,
make sure you give equal importance
both language and attitudinal objectives. to TEACHING WINDOW
After that, draw their attention to Promoting students’ awareness
the question How important are these
objectives to your own life? and to the of instrumental values
rest of the questions. Do not forget
the main aim of this section is to teach that associated with the knowledge
evaluation indicators (which states what is expected from students, and what
students to personalize the unit goals of English
so that they are able to answer the
question: Is this unit really important
to me? More specifically:
Tell them that, at this stage, they are
expected to value the lesson objectives Regularly remind students that
a personal level and say how important at
these are to them. the successful mastery of the
English is instrumental to the
Page 8 accomplishment of their valued
they are able to do), and the evaluation instruments or rubrics available (to help
GETTING READY goals.
Reiterate the role English plays
Setting objectives in the world, highlighting
its potential usefulness both
Setting students’ personal goals for for themselves and their
the unit. community.
Drawing a learning plan, identifying
strengths, weaknesses and possible Encourage the learners to apply
difficulties students may face.
their English proficiency in real-
teachers gather information about students’ learning). 12 UNIT 1

life situations.
Source: Dörnyei, Z. (2013). Motivational strategies
language classroom. Cambridge: Cambridge
OPENING DEVELOPMENT
in the
Univ. Press.
CLOSURE
The unit overview includes a short description of each unit and its lessons. It
justifies the choice and sequence of the tasks presented in the lessons in order to
accomplish the learning objectives of each unit.
Getting ready
BACKGROUND INFORMATION
Steve Jobs Biography
PLACE OF BIRTH: San Francisco,
Inventor (1955–2011) revolutionary products, which include
California
the iPod, iPhone and iPad, are now seen
Setting objectives
QUICK FACTS PLACE OF DEATH: Palo Alto, California as dictating the evolution of modern
NAME: Steve Jobs Steve Jobs was born in San Francisco, technology, with Jobs having left the
OCCUPATION: Inventor California, on February 24, 1955, company in 1985 and returning more
to two University of Wisconsin than a decade later. He died in 2011,
BIRTH DATE: February 24, 1955 graduate students who gave him up following a long battle with pancreatic
DEATH DATE: October 5, 2011 for adoption. Smart but directionless, cancer.
VOLUME 1 UNIT 2
Jobs experimented with different
Different models and extension activities are proposed to help students set
EDUCATION: Homestead High School, Source: Biography.com Editors. (2015) Steve
Jobs Biography.
Reed College pursuits before starting Apple Computer Retrieved from: http://www.biography.com/people/stev
e-
with Steve Wozniak in 1976. Apple’s jobs-9354805
Pages 50
GETTING READY LEARNING WINDOW
personal objectives and design an appropriate learning plan according to their Setting objectives
Setting students’ personal goals for
Drawing a learning plan, identifying
difficulties students may face.
the unit.
strengths, weaknesses and possible
Setting personal objectives
Classroom activities that connect
students with their real world
ambitions and
aspirations help them enhance
their motivation and answer the
strengths and weaknesses.

Remember that the purpose of this question: Is this
section is to guide students in setting important? in a significant and
own goals for the unit and designing their
a learning plan that will help them positive way.
accomplish their personal objectives. to
One clear message from the
Remind them that this is the space research and theory on the
where they will keep a record of their
learning goals. They do not need to goal-directed nature of human
use full sentences if they decide to
their goals in English. If this is the write behavior is that students are
case, you can encourage them to use
words or simple phrases that are familiar single more likely to engage in school
to them. If you notice this task is too goals that are linked to their
demanding to be tackled in English,
you can let them write their goals personal goals. These will
in Spanish.
increase the probability that
Do you remember?
For this reason, it is important that students perceive classroom
you take the time to model this new
behavior, telling them about the importance activities as important.
of goal setting practices and the
creation of a learning plan. Source: Marzano, R., & Pickering, D., & Heflebower,
T.
(2011). The highly engaged classroom. Bloomington,
IN:
1. 18 The recording will offer your Marzano Research Laboratory.
students a model that will guide them
when identifying personal goals.
The activities proposed will help students activate their previous knowledge. 2. 19 The speakers in the recording
achieve their goals.
3. Explain that, now that they know
how important these are to them,
like the students in the recording.
will talk about how they are planning
the unit objectives and have examined

they need to set their own personal
Refer your students to the diagram
to
goals,
encourage them to reflect on the difficulties and
they can anticipate and the
strategies they could use to overcome
In each unit, these activities are different and based on examples provided by
possible problems. If necessary, play
the recording again, so that students
can have a model.
Walk around, taking notes of the students’
most important comments
and concerns.
literature and research, such as: Carousel Brainstorming, Two Minute Talks, Think- OPENING DEVELOPMENT CLOSURE
UNIT 2 71
Pair-Share, Talking Drawings, The First Word Walk Around Survey, Find someone
who, etc.
COMPLEMENTARY DIGITAL RESOURCE COMPLEME

NtAry dIGIt
AL rESO urCE
cal Guidance
Methodologi DIGITAL RESOURC
E1
nt Indicators
COMPLEMENTARY Suggested Assessme cation
/ Main tasks globalization, communi
Learning outcomes information about
Identify general
Stage Time demonstrate n. n in the texts.
1 To listen and and and informatio specific informatio
45’ of general ideas questions about of the text.
comprehension n in an audio-visual Ask and answer a current
about the content the texts with
1
explicit informatio ion Exchange opinions information in

VOLUME 1 UNIT
ip between the
text about Globalizat Establish a relationsh
interest.
topic of global
think
the ones they
of globalizat ion and select
the topic
Stage: Opening of statements about to the topic and
to read a series
to students that they have video to confirm their answers. select some vocabulary related tion.
a
The tasks proposed aim at triggering students’ intellectual and affective

1. Explain now pronuncia
they must watch the video again,
but in order to check
are true. After that, they must watch to read them aloud,
activity, tell students . Encourage them
OPENING
2. In this second to their corresponding sentences read some

drag the words globalization, thenrepresent the
information about they
Developm ent video with more in-depth just heard, to decide whether
Stage: will watch a new n they have
that now they to the informatio
3. Explain to students a chart, according presented. Encourage
classify them in gaps in the text
statements, and ion or not. ion and fill in the
concept of globalizat extract about globalizat
commitment in their learning process.

listen to an audio work with their partner’s.
students must
4. In this activity, to get in pairs and compare their Allow
your students society or not.
it is beneficial for
whether they think
Stage: Closure of globalization,
about the topic class.
opinions and answers with the whole
Elicit students’ check their answers
to discuss in pairs and then
them
E2
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme s.
to jobs and profession
/ Main tasks information related al texts.
Learning outcomes n Identify specific about the content of multimod
Time explicit informatio and products of
a
Stage general ideas and Express opinions
To understand ion. related to practices
45’ 1 al text about globalizat to Identify elements
of an audio-visu details related
7 information and specific culture.
To identify specificopinions and actions.
3 people and their
B
the
D and then drag
country of origin,
products and their
Stage: Opening the origin of some places where they
audio extract aboutplaces on the map. activities with the
to listen to an
1. Ask students to their correspon
ding the images showing
photos of the products but now match
same audio extract,
to listen to the text.
DEVELOPMENT
2. Then, ask students to the audio

can be done, according disadvantages,
they are advantages or
whether
ent ion and predict
Stage: Developm s about globalizat to read the questions
read some statement 3. Then, invite them
3. Now, have studentscorresponding
letter. answers in exercise
clicking on the and confirm their and decide whether
the
to watch a video of globalization
students have
4. In this activity, alternative they think is correct. the specific effects
and click on the audio extract about
to listen to an .
invite your students correct alternative
5. In this activity, true or false, clicking on the
statements are of the CDR, clicking
the development
ce throughout
Stage: Closure self-evalua te their performan
they have to work.
tell your students feel about their
6. In this activity, that best represents how they
on the option
E
DIGITAL RESOURC
UNIT 1 COMpLEMENTARY
46
HOW TO CORRELATE THE COMpONENTS vi

STUDENT’S BOOK
MODULE 2
MODULE 1
Entry slip
Read what you
Questions
will do in each
lesson (p. 71
- 85) and answer
the questions
in the slip before
you start.
Modules 1 and 2
1. What is new Answers
to you?
you start.
s in the slip, before2. What is useful to you? 1.
Entry slip answer the question Why?
Module 1, and
will do in each lesson of 3. What interests 2.
Before you start

you most? Why?
Read what you Answers
3.
Questions 1.
already know?
1. What do you 2.
to you? Why? How ready
2. What is useful 3. are you?
these topics?
do you have about
This is the opening section of each module, which

3. What questions 1. Have a look at
the pictures and
identify the different
video games.
Then, answer
these question
s in pairs.
are you?
How ready or groups.
includes engaging and motivating activities to generate

with other pairs
exchange ideas ys?
s (a – c). Then, the world, nowada
1. Answer question t problems around
most importan ? Explain.
a. What type
what are the at the moment of video
where it is
a. In your opinion, affecting Chile you specify games are they?
mentioned are Makeb.sure
Have you ever
problems you town / city / area. played them?
b. Which of the t problem in your a list below. c. Apart from having Which is your
of a very importan happening. Write fun, do you find
favorite kind?
Why?
c. Give an example are involved, and why it is any other purpose
students’ initial motivation and engagement.

who for playing video
taking place, games? Explain.
2. In groups of 3-4,
other groups’. complete the
web diagram
with ideas of
your own. Then
share and compare
Types them with
Disadvantages
VOLUME 1
Advantages Video games
Purposes
3. Use the rubric

below to evaluate
and then commen how ready you
t with your partner. think you are
ve to start this module.
I am completeTick (✔) the best alternati Tick (✔) the best
this module. ly ready to start. alternative
you are to start I could even help my I am quite ready
how ready you think classmates. to start.
I think start. I am barely ready
below to evaluate to I may make a few mistakes. to start.
2. Use the rubric t with your partner.
I am not ready I think I need I am not ready
ready to start. help. some help. to start.
and then commen to start.
I am barely I definitely need I definitely need
I am quite ready 70I thinkUNIT
I need some help.
2 MODULE
help.
ly ready to start. make a few mistakes. 2
I am complete s. I think I may
my classmate
I could even help
OPENING DEVELOPME
NT CLOSURE
NT CLOSURE
OPENING DEVELOPME
UNIT 1 MODULE 1
10
Lessons 1 - 6
Lessons 1 - 3 and 4 - 6 belong to the Development
section of each module.
All units have six lessons that approach the unit topic
LESSON 5
Globalization and
culture
from a different perspective.
n.
What for? and specific informatio
The lessons have a lead-in section that introduces the

nsion of general others.
ate comprehe that derive from
You will... t. OA 9: To demonstr nsion of words
to a famous sociologis
ate comprehe comprehension.
read an interview n. OA 10: To demonstr strategies to support
and specific informatio and use different dʒ / properly.
identify relevant OA 12: To select using sound /
important factors
that information orally, strategies.
discuss the most OA 5: To present s, using different and
e in oral exchange showing tolerance
are part of your
identity. OA 6: To participat comprehension,
and un. awareness and
of prefixes im- OA B: To develop
cultural
study the use
main objectives and their purpose.

cultures.
respect for other
ta
to read that represen
preparing name of some
of the aspects
– 4) and write the
the pictures (1
It includes a communicative task to activate students’

Have a look at
What is culture?
dEVELOPMENt
1. teacher. 4
Check with your
group’s culture. 3
2
1
a list of 3 – 5
elements in your
notebook
motivation and relate the topic with their previous
culture? Write
are part of a group’s
knowledge.
on your list.
, do you think, aspects missing
2. What other aspects another pair’s list. Add any
it with in
and then compare are important
aspects that
to name cultural
center. Use the identity bubbles
line in the
name on the
3. Write your
you are.
defining who
Each lesson includes special sections with simple and

b.
questions a and
varied communicative activities that focus on developing

ions. Answer
your descript
differences in
similarities and
of four and discuss
Form groups your classmates?
4. to / different from Why?
are you similar your own culture?
a. In what aspects enriched or affected
globalization has
b. Do you think
students’ communicative competence through pair and

LESSON 5
33
UNIT 1 MODULE 2
CLOSURE
OPENING DEVELOPMENT
group work activities, role-plays, and project work.

They also include an exit-slip to make students reflect on
different aspects of each lesson.
raphy
History, Geog
Science
SUBJECT CONN
ECTIONS and Social To whom it may
concern,
in the world and
c informatio n of
the largest family
What for? nsion of main
ideas and specifi
family, represent requires the full
You will... OA 9: To demonstr
ate comprehe
connections We, the forests l situation that
information in
a
of texts, making
interdisciplinary
about a critica
want to complain
specific a text.
read and identify different type
OA 13: To write y and Social Science, 7 , OA23).nsion.
th
s.
ational organization
global issue.
letter about a
by writing its ending. (History, Geograph s and comprehe
attention of intern land. By
of the Earth’ s
react to the letter global awarenes
Subject Connection
in Social OA d: To develop half
use what you
have learned nsion. used to cover
to support comprehe
years ago, we ed.
Science classes
Ten thousand ’ family has vanish
third of the forests forests have
now, about one ry, our tropical
Preparing to read these question
s.
es of the past centu
1. In groups of three
or four, answer
Since the last decad wide ‘massa cre’.
chop down trees? g a world year by human
a. Why do people forests serve? Can you mention
some causes been experiencin are logged each
s do you think in Science class.
b. What purpose learned about
deforestation n hectares of forests half the size of
big
c. Think about
what you have Up to 16.9 millio an area of about
words, forests of and it doesn’t seem
beings. In other
A section that includes special and challenging tasks to
and / or effects?
the last decades,
ed each day in
cities have vanish
group.
answers in your
compare your
Focusing on reading s a - d. Then
on will stop.
on page 27 and
answer question
like this situati grow can never
1. Read the letter Who is the intended
audience?
for us to reproduce and
writer of the letter? Why not? the speed human beings
a. Who is the letter a global
issue? Why?
As you may know, we get killed. You
put the concepts into practice and connect them with

described in the
b. Is the problem affected by this
problem?
the speed in which
c. Which places
in Chile are being problem in your
town / city / area? catch up with crime.
effects of this this outrageous
are to blame for
/ negative
the positive
d. Which are
(✔) the ideas

that are true.
If this goes on...
After reading the forests? Tick
other school subjects.

of damaging
are consequences
1. Which of these rainstorms.
sunshine and
is exposed to for the forest to
revive.
Land surface makes it hard
a.
and its nutrients disappear.
The loss of soil live in the forests
b. us tribes that
customs of indigeno
The culture and just die.
c. migrate or they
animals are forced to plants are cleared out.
d. Many animals and
and food of some
e. The dwellings
to say?
think it wanted
What do you
‘If this goes on…’
the tree says,
2. In the end,
to finish the letter.
Write some ideas
aloud. Team.
your endings Created by Publishing
turns to read
group and take
3. Join another
MODULE 1
27
UNIT 1
CLOSURE
OPENING DEVELOPMENT
CLOSURE
OPENING DEVELOPMENT
UNIT 1 MODULE 1
26
The icon indicates the moment in which the

Complementary Digital resource may be used. In this
stage, the activities provide students with additional
practice related to the contents of the unit.
vii HOW TO CORRELATE THE COMpONENTS

TEACHER’S BOOK
DEVELOPMENT Pages 10 - 43
Page 10
Module 1 EXTENSION ACTIVITY
Modules 1 and 2
Ask students to paraphrase the
Give students a few minutes to read objectives of the lessons with a
what they will do in each lesson in partner, each taking turns, and
Module 1, helping them identify the
content, skills and attitudes they
VOLUME 1 UNIT 1
will develop. using the frame:
“We are going to learn...
Entry slip (5 minutes) .”
Make sure students activate their ideas,
experiences and impressions by
answering the questions on the Entry
Slip, before you move on practicing
prerequisite language and vocabulary the
they need.
Before you start

How ready are you? (10 minutes)
TEACHING WINDOW
1. Have students read the questions
(a – c) and encourage them to use Promoting the OATs: Socio
creativity to explain and express the their
problems they can identify. You may cultural and civic responsibility
accept answers in Spanish if necessary.
Exercise 1 provides students with
the opportunity to reflect and
2. Individually, students may choose
and check (✔) the alternative that be aware of the global problems
The two modules included in each unit are organized in the Opening-
describes their feelings towards the best that may / may not affect their
future tasks and challenges in Module
Encourage them to give honest answers 1. own life.
and help them think what they can
do to improve, solve problems, get
help in case they need, etc. Source: Publishing team.
Notes
Development-Closure stages. The activities included in the initial section

of each module are aimed at motivating students and activating their
VOLUME 1
previous knowledge.
UNIT 1 15
Lessons 1 - 6
The lesson plans have also been organized in three stages (Opening – Development
– Closure) and specify the estimated time and resources needed for each session:
CD tracks, assessment instruments, extension ideas, complementary activities or Page 33
Lesson 5: Globalization and culture
180 min.
You will…
read an interview to a famous sociologist.
What for?
OA 9: To demonstrate comprehension
suggested websites to explore additonal resources related to the contents and topic
identify relevant and specific information. of general and
discuss the most important factors that specific information.
are part of your identity. OA 10: To demonstrate comprehension
of words that derive
Pages 33 - 37 from others.
study the use of prefixes im- and un-
OA 12: To select and use different strategies
comprehension. to support
VOLUME 1 UNIT 1
OA 5: To present information orally,
using sound / dʒ/ properly.
OA 6: To participate in oral exchanges,
using different strategies.
OA B: To develop cultural awareness
of each lesson.
and comprehension, showing
tolerance and respect for other cultures.
Opening (30 minutes)

preparing to read
1. To activate students’ prior knowledge
of cultural aspects, encourage
them to make interdisciplinary connections
with social studies. In this task,
students have to identify the name
of four cultural elements of a country.
After this discussion, they will have
Lessons plans for each section, together with the resources, activities and evaluation
a clearer picture of a country’s relevant
cultural expressions.
Answers
1. flags 2. languages 3. Traditional
music 4. celebrations
2. You may guide students’ discussion
by asking them some of
these questions:
instruments suggested. Are there any typical outfits in your country?

What do people do for recreation?
How do people greet one another?
Do buildings have identifiable features?
Describe how a holiday is celebrated.
What is humorous?
PROMOTING THE OATS
Moral dimension and socio-
cultural and civic responsibility
dimension
Exercise 4 provides a good
3. Individually, students reflect on opportunity to develop students’
Methodological suggestions are provided to guide students in the relevant activities

and identify those cultural aspects
consider important in modeling their they cultural awareness, acceptance
personality. Invite them to write
their names on the line at the center and respect towards everyone’s
and fill in the bubbles with different origin and culture.
cultural aspects.
Source: Publishing team.
4. Have students form small groups (4
students) and discuss their cultural
differences and similarities.
of each section. Pages 34 - 35
Development (140 minutes)

Focusing on reading
1. Students read the interview on
pages 34 – 35. Then, they read the
and complete the rest of the activities. text again
The Windows describe the theoretical background and research findings supporting OPENING DEVELOPMENT CLOSURE
UNIT 1 MODULE 2 LESSON 5 33
the lesson plans. They also give extension ideas, background information (useful
information about culture and language issues related to the topic of the units) and
suggestions to deal with frequent errors.
This icon indicates the moment in which the Complementary Digital
Resource may be used and the page where the methodological suggestions for
using it can be found.
Page 26
SUBJECT CONNECTIONS History,

Geography and Social Science
Students will...
90 min. What for?
read and identify specific information
in a OA 9: To demonstrate comprehension
letter about a global issue. of main ideas and specific
react to the letter by writing its ending. information of a text.
use what they have learned in Social OA 13: To write different type of texts,
Science making interdisciplinary
Pages 26 - 27 classes to support comprehension. connections (History, Geography and
Social Science, 7th , OA23)
VOLUME 1 UNIT 1
OA D: To develop global awareness

and comprehension.

In this section, students are expected EXTENSION ACTIVITY
to deal with texts and activities that
Subject Connection
aimed at allowing them to make connections are Web quest
and use what they know from
other subjects of the curriculum, in If it is possible, conduct a web
this case mainly from History, Geography
and Social Science. quest about Felix Finkbeiner.
Provide students with the list of
preparing to read websites they can visit (see the
1. Give students time to discuss the questions list below) and encourage them
can about each one, sharing their and say as much as they to find information about this
experiences and opinions. Pay special young man, and then complete a
attention to question c. Ask them the
following questions that will help file like the one below.
them remember some key information
about deforestation: If Internet access is available
What is deforestation?
What are its main causes? at your school, give them some
Is it a problem? Why? time to visit the sites and
What can we do to stop it?
This is the Closure stage of each module.

What kind of problem is it? research in groups. If this is not
possible, print the information
Development (40 minutes) and hand it out to your students
so that they can read and
Focusing on reading complete the file.
1. The purpose of this activity is that http://www.telegraph.co.uk/
students analyze a global issue, such news/earth/8476747/The-13-
deforestation, from another point as
of view. In this case, the text is written year-old-who-has-the-world-
member of the forest family. by a
planting-trees.html
Have students read the letter carefully http://therevolutionmovie.
and then discuss the answers to
Different types of texts and tasks are presented to allow students to apply what
questions a – d in small groups. Pay com/index.php/biography/
special attention to students’ answers
questions c and d. to felix-finkbeiner/
http://edition.cnn.com/2011/
Answers LIVING/02/23/teenage.tree.
a. The letter was written by a tree ambassador/
for humans to read.
After reading Name Nationality
they have learned and connect it with other school subjects.

1. Students must analyze the statements Date of Famous
and identify some consequences of birth
damaging the forests. Encourage them for
to use what they learned in the Social
Science class. You may evaluate students’
Answers ability to deal with this type
of activity using the evaluation
b. c. d. are some consequences of instruments in the appendix on
deforestation
page xvii.
2. In small groups, students write two
or three lines expressing their
predictions about this global problem.
Accept all the ideas, as long as they
are coherent and respectful.
Closure (20 minutes)

3. Invite some groups to read their
endings aloud in front of the class.
28 UNIT 1 MODULE 1

AL rESO urCE
NtAry dIGIt
COMPLEME
cal Guidance
Methodologi DIGITAL RESOURC
E4
COMPLEMENTARY nt Indicators
2
Suggested Assessme
VOLUME 1 UNIT
information.
/ Main tasks technology and
Learning outcomes information about n in the texts.
Stage Time Identify general specific informatio
To listen and demonstr
ate questions about of the text.
1 Ask and answer and periods
45’ of general
comprehension information about the content ical advances, cultures
Exchange opinions
ideas and explicit ip between technolog
The tasks proposed allow students to practice what they have learned in the
a relationsh
material about Establish
in audio-visual
information. of history.
technology and peoples that
the respective
match them with
ical advances and
Stage: Opening list of technolog After that,
that they have to read a ent of the next activities. place on the timeline.
1. Explain to studentsas a prediction for the developm to their correct
and drag them .
developed them, to read some inventionsto the information presented
activity, students have according
2. In this second a video and check their answers
context of authentic multimodal texts related to the topic of the unit.

OPENING
think
they must watch advances they
the technological the next
ent ideas of their own, about class before moving on to
Stage: Developm with some whole
must write a list answers with the
students that they you check their again and
3. Explain to your communi cation. Make sure them to watch the video
have affected human 3. After that, invite
ideas in exercise
activity. and check their in the chart.
to watch the video happened in the years shown
4. Invite your students
about the events
that the last
take some notes them to watch
After that, invite
y and communications.
Stage: Closure about the topic .
of technolog
opinions and answers
Elicit students’ once more and answer the questions
The tasks also aim at triggering students’ intellectual and affective commitment
part of the video
E5
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme
a multimodal text.
/ Main tasks n presented in
with informatio
Learning outcomes Complete a text
Time explicit ical process.
Stage general ideas and about Identify a technolog .
To understand text
an audio-visual
in their learning process.

1
45’
information of Complete a sequence
7 communications.
technology and details
3 information and
To identify specific y, its advantages and
A related to technolog
processes. as to match them
E ding images, so
o their correspon
HOW TO CORRELATE THE COMpONENTS viii

STUDENT’S BOOK
pROJECT
ICT Report
1.
I Preparation
Work in groups of four.
2. Read the instructions in section

II, carefully. Then fill in the information
in the file.
II Procedure
Globalization throughout history

1. Do some research on the Internet
about the
origin and development of globalization.
You may
ia/
How does globalization affect
1. Read some texts about the effects
of globalization
in everyday life. E.g.: https://www.enotes.
homework-help/how-does-globalization-a
com/
ffect-you-
our life?
Project
plan for the project. Before you start, read the visit http://nationalgeographic.org/encycloped me-302699 or conduct a survey in
your family or
weaknesses, elaborate an action
3. According to your strengths and that will be evaluated. globalization/ friends.
you know, in advance, the areas
rubric on page 87 carefully so that 2. Take notes of the most important
events. points mentioned.
2. Take notes of the most important
on a timeline.
3. Organize the information you collected in a graph.
A final group task that constitutes the end product of the

3. Organize the information you collected
cardboard or
4. Copy the timeline on a piece of 4. Copy the graph on a piece of cardboard
or prepare
PROJECT 1 PREPARATION FILE prepare a Power Point Presentation
(if possible).
a Power Point Presentation.
the events on
5. Get some pictures to illustrate 5. Write a short paragraph explaining
the way
Due date the timeline. globalization affects your own life.
Task on the timeline among the and conclusions
unit learning process.

the events
6. Distribute 6. Get ready to present your findings
Sources of information members of the group. to the rest of the class, orally.
orally, in front
7. Be prepared to present the information
Areas of curriculum involved of the class.
Member: Task:
Member: Task: III Presentation aid or show the Power Point

orally. Use the poster as a visual
It helps students apply, consolidate and assess what they

Present the information to your classmates,
Member: Task:
Presentation you prepared.
Materials
IV Evaluation according to
VOLUME 1
the group’s performance,

reflect on your work and evaluate
After you have finished the presentations,
the following scale:
II Procedure
4 = Excellent! / 3 = Good / 2 = Satisfactory
worked
/ 1 = Needs improvement
collaboratively and responsibly towards

The group…
the common goal.

Score
have learned.
and Communications Technology) has had
and impact that using ICT (Information completed the assigned work on
time.
1. In your group, discuss the effects
questions as prompts:
in your learning process.Use these
learning at school? And out of school? presented all the information required.
How has technology impacted your
help students learn better at school? acknowledged the sources of information
properly.
How do you think technology can
subjects.
What would you recommend? and used what we know from other
followed the instructions carefully
help students use technology safely?
What suggestions can you give to to support the learning process? and respect for other ideas.
you think the school should incorporate showed cultural awareness and comprehension,
What technological resources do
UNIT 1 45
CLOSurE
86 UNIT 2
UNIT SYNTHESIS
FINAL REFLECTION
Now that you have completed unit
1, check what you knew and how
you felt before starting each module.
1. Identify the main topics, skills,
contents and attitudes you developed
Synthesis and reflection

Compare it with your partner’s chart, in the unit and complete the chart
expanding, correcting and adding below.
learned throughout the unit. new information and using what
you have
1. Use markers A= always, S= sometimes,
N= never to evaluate your performance
in the unit.
Area to evaluate
Topic / subtopics Evaluation
Content taking control of the learning process
Mine My teacher's / partner's
I set goals and met them.
I stayed on task and completed additional

language activities.
Supporting classmates
Activities that guide and help students synthesize and

I tried to help my classmates when
they struggled or hesitated.
I showed consideration and respect
for myself and others.
understanding directions
I engaged in activities quickly and
Unit 1 by myself.
I watched and listened attentively
keep a record of the knowledge they have acquired.

to get instructions.
Vocabulary
Skills developed Mine
I incorporated past and new vocabulary. My teacher's / partner's
Strategies used
I asked the teacher to explain words
I did not understand.
Writing
Attitudes Mine My teacher's / partner's
I followed models when I did writing
tasks.
A special rubric that allow students to self-assess and

I checked my spelling and grammar.
Speaking
I could give small oral presentations
on the topic of the lessons.
I could engage in short dialogues
imitating a model.
Comprehension (reading / listening)
make conclusions about their learning process.

I demonstrated comprehension of Mine My teacher's / partner's
main ideas and supporting
information in the texts I read or listened
to.
I focused on using appropriate or
suggested strategies.
Critical thinking
2. In pairs, reflect on how you think Mine My teacher's / partner's
you will apply what you have learned My answers included supporting evidence
comments with your classmates. throughout the unit. Share your from the text / lesson.
I justified and explained my opinions.
I related content to personal experiences.
2. Ask your teacher or a partner

to assess your performance. Complete
Then, discuss your reflections in the column My teacher’s / partner’s
your group. view.
3. In your group, comment on the
things you can do to improve your weak
points in the future.
46 UNIT 1
UNIT 2 89
At the end of each unit, students may use this resource to

consolidate what they have learned throughout the unit
while dealing with authentic multimodal texts.
K
E A C H E r’S BOO ES
t C
rESOur
trANSCrIPtS
I O N A L COMPLEMENtAry ACtIVItIES
AddIt
1. 18
STUdENT’S BooK - UNIT 2 -
is: pAGE 50 -
Earth Summit say. The issue for discussion EXERCISE 1 21
STUdENT’S BooK - UNIT 2 -
a. Read what these delegates to an EXERCISE 1
pAGE 54 -
rise (the Greenhouse Effect) be solved? María: We´re Lucas and María from
How can the problem of global temperature Rancagua. Presenter: Good morning and welcome
We want to know more English to search
VOLUME 1 UNIT 2
for to another
information on the Internet because it´s edition of Technology Times! Today, we´re
VOLUME 1 UNIT 1
very going to learn about the most significant

to maintain our national economy. difficult to understand it. It´s also difficult
We need to develop our forest industry countries must provide us understand user´s manuals of technological
to technology advances of the last century,
If the forests need to be protected, developed devices like tablets, video game consoles, which had an impact on today´s world.
with financial and technical aid. etc. Hello, Mark!
Mark: Hi, Kate! You´re right! Perhaps the greatest
19
STUdENT’S BooK - UNIT 2 - advance in technology was the invention
The transcripts of the

pAGE 50 - of
EXERCISE 2 computers. It can be traced back to almost
down forests to
We have been using the method of burning Lucas: We´re planning to learn more two hundred years ago, when Charles
obtain farmland for decades. of English and
technology by memorizing new words Babbage, a mathematics professor, proposed
open up forests. How can and a machine called a Difference Engine.
We won’t have land to farm if we don’t asking our teacher about new things.
Probably,
1 our families make a living? it´ll be difficult for us to learn to describe Presenter: When was that, again?
technological devices and processes. Mark: Almost two hundred years ago, in 1822,
Engaging photocopiable activities (and the recordings are included in

actually… Unbelievable, right? The
machine was large as a train and had
20STUdENT’S BooK - UNIT 2 - a
pAGE 51 - stored program, could perform a small
EXERCISE 2 number of operations and print the results
Interviewer: Like alcoholism or drug automatically. But personal computers
abuse, the use of as we
2 the Internet and social networks can know them today were introduced in
be 1981.
an addiction too. Researchers say that And, well, this amazing device led to the
complete guidelines to work with them)

Internet addicts spend at least thirty
the Student’s Book and in

to creation of the Internet. In the 1960´s,
it was
aid to developing countries. Both forty hours online every week. They are conceived as a tool to link university and
Developed countries should provide financial should place importance on worried particularly about young people
developed countries and developing countries government research centers. Nowadays,
protection, in order to reduce waste. because the net is taking the place of the
educating the people about environmental sports Internet is not owned or controlled by
any
or games for many of them. Nowadays, company, corporation, or nation. It connects
the forest industry and reforestation
Multinational companies must make teens spend more time in cyberspace
and a large number of people in most countries
sustainable. social networks than in the real world instantaneously through computers, fiber
to meet students’ different learning styles,

with friends and family. What can you
the Teacher’s Book.

say optics, satellites, and phone lines. And…
about this, David? last, but not least! In the year 1973, Dr.
David: Well…I think I began to be an Internet Martin Cooper was the first person to
3 make
addict about two or three years ago. Now a call on a portable cellular phone. With
the
I’m sixteen and I can’t get rid of this help of a telecommunications company,
habit. he
Interviewer: How much time do you invented the first portable handset, which
spend on the web?
David: These days, I am connected all day and was incredibly large and heavy compared
and to review and expand the contents of

to
countries to carry I today´s smartphones.
We have provided money to developing play on-line games instead of exercising
or
out environmental protection works. doing sports. Presenter: Thanks very much Mark!
It´s been very
developed Interviewer: Do you think your addiction interesting! And…dear audience, I expect
However, it isn’t fair to monitor only the may make of you back in three days… in Technology
all
emitted by
countries as most exhaust gas are now you antisocial? Do you spend time with
Times!
developing countries. friends?
does not help. David: No! Not at all. I have lots of friends
Restraining developed countries only
each lesson. The printable version of this

on social networks. That is the main
4
problem…they are too much fun!
PHOTOCOPIABLE 116 UNIT 2 TRANSCRIpTS

56 UNIT 1 COMpLEMENTARY ACTIVITIES
material is included on the CDR.

ANSWErS
EXtrA tESt 2
Student’s Book
shortage: (n) a situation when there
Page 9
is not enough of 1. Read the text. Answer questions
the things that are needed. a – c on a separate sheet of paper.
Getting ready sustainable: (adj)that involves the
use of natural
products and energy in a way that
1. a. Because he’s tired of eating foreign does not harm the
VOLUME 1 UNIT 1
food every day environment.

and wants to eat some local food for
b. A cup of tea and some cereals.
dinner. trade: (n) the activity of buying and
selling or exchanging Modern Life
goods or services between people or
countries.
VOLUME 1 UNIT 2
c. At lunch. When New York City hosted The World’s

d. From Argentina. Fair in 1964, Isaac Asimov- American
Smart reading opportunity to wonder what the world scientist and author- took the
e. Tacos and some sushi. would
I. c. Global food production. II. b. Climate look like in 50 years’ time.
change.
The answers to the activities

2. a. two alternatives: or. III. h. Water shortage. IV. e. Ice shelf
Extra tests to assess

c. an additional idea: too. boundaries. In the article he wrote for The New
b. a reason: because. V. d Globalization. VI. f. Cultural diversity. York
d. a contrast: but. Times, he imagined a world that we
VII. g. Sustainability of the planet. can partly
VIII. a. Children’s recognize today.
Page 10 rights
“Gadgetry will continue to relieve
How ready are you? human
Page 14 beings of tedious jobs. Kitchen units
1. Expect answers related to global will
issues, such as global After reading be devised that will prepare ‘auto-meals,’
warming, terrorism, immigration, etc.
in the Student’s Book and in

will heat water and convert it to coffee;
the language skills and

2. Answers may vary. Work it out! Expressing time of will
actions toast bread, and so on. People will
1. (CA) Over the past years, scientists be able
have been order breakfasts the night before, to to
Page 11 noticing a rapid disintegration of ice be ready by
shelves. a specific hour the next morning.”
preparing to read 2. (RA) Humans have traded goods
and services since “Communications will become sight-sound
long before recorded history. and you will see and hear the person
1. Picture 1: A child with a helmet will be used to see the people you you telephone. The screen
in a war zone. 3. (CA) During the last decades, international call and also for studying documents
Children living in war zones. trade has passages from books. and photographs and reading
been increasing significantly.
the Complementary Digital

Picture 2: Water shortage. Millions
contents of each unit. The

of people live 4. (RA) Indigenous peoples have inherited “Men will continue to move away
without enough water. unique from nature to create an environment
social, cultural, economic and political that will suit them better.
Picture 3: Icebergs that are melting. characteristics. By 2014, electroluminescent panels
Global warming. a. i. We have been working for the will be in common use. Ceilings and
Picture 4: People leaving their homes past 6 hours and variety of colors that will change at walls will glow softly, and in a
/ countries. we are all very tired. the touch of a push button.”
Refugees and migrants.
ii. We have been walking for a long “Robots will not be very good or common
2. Answers may vary time, but we’re in 2014, but they will be in existence.”
still lost. “The appliances of 2014 will have
iii. The weather is really awful. It has no electric cords, of course, for they
Resource, to the Extra Tests, and

Page 12 y 13 been raining batteries running on radioisotopes.” will be powered by long- lived
printable version of this

for hours.
Focusing on reading iv. Bimbo has been sleeping all day. “The world of A .D. 2014 will have
I think it’s time few routine jobs that will be done
1. “When we talk about a global issue for a walk! beings. Human beings will become better by some machines than human
we are usually a race of machine operators.”
referring to something that affects
a number of Adapted from: Coleman, D. (n.d.).
Isaac Asimov ’s 1964 Predictions About
countries and populations. It is an Page 16 com/2013/08/isaac-asimovs-1964-
predictions-about-2014.html
What the World Will Look 50 Years Later.
Open Culture. Retrieved from http://www.openculture.
issue that impacts
upon or is important to the global preparing to listen
community.”
to the Complementary activities

Key words 2. Answers may vary.
material is included on
a. The following points are mentioned
boundary(ies): (n) a real or an imaginary in the text. Make a graphic organizer
line that complete the diagram with the corresponding that includes these four categories
and
marks the limits or edges of something Page 17 predictions Isaac Asimov made about
and separates it the future.
from other things or places. LISTENING FILE: What is globalization?
commodity(ies): (n) a product or appliances robots
raw material that can General information gadgetry communications
be bought and sold, especially between kitchen units
countries Type of recording: an interview
concern: (n) a feeling of worry, especially b. Summarize the main ideas in the
one that is Speakers: journalist and expert text in four sentences.
included in the Teacher’s Book.

shared by many people.
the CDR.
sanitation: the equipment and systems Purpose: to inform c. In what ways do you think Asimov’s
that keep places predictions were reflected in the year
clean, especially by removing human two technological devices that exist 2014? Explain your answers and mention
waste. now which correspond to the writer’s
predictions.
48 UNIT 1 ANSWERS
PHOTOCOPIABLE
UNIT 2 EXTRA TEST 2 123
ix HOW TO CORRELATE THE COMpONENTS

TEACHER’S BOOK
CLOSURE Pages 86 - 87
Page 86 - 87
project: ICT Report

Students will…
Project
What for?
VOLUME 1 UNIT 2
180 min.
work collaborativelyto create a OA 6: To prepare and participate in
multimodal project about the oral presentations.
OA 14: To write a variety of texts following
topic of the unit. the
OA 15: To write texts with different purposes, steps of the writing process.
Pages 86 - 87 use what they have learned in OA D: To be able to work responsibly clearly and coherently.
other areas of the curriculum. and collaboratively towards a
Estimated times: common goal, showing respect for other
ideas.
Preparation: 90’ OA E: To use ICT to obtain information
in an efficient and secure way.
Presentation and
Evaluation: 90’
This final instance of evaluation will

allow your students to be assessed
the meaningful context of a project. within
Final task in which students apply what they have learned and develop
THEORY AND RESEARCH
Students need to learn that most of
the first attempts of a project do not Benefits of project work in
immediately result in high quality
work. For this reason, when guiding second and foreign language
students in project work, you should settings
establish a process to provide feedback
(teacher, peer, and self-assessment)
so that they use this valuable information When students work on group
to make revisions.
projects, they are placed in
situations which require them
collaborative skills.
I. preparation
to use the target language in
1. Help form the groups. Remember authentic ways. By working
that teacher’s intervention is very
important at this stage as it is necessary in pairs or in teams, students
to ensure a variety of learning develop planning, organizing,
styles and levels among the members
of each group. and negotiation skills in order
Plan grouping carefully, so that you to perform their project tasks.
can make sure all students get the
most out of their collaborations.
Source: Tsiplakides, I., & Fragoulis, I. (2009).
Project-
Give groups time to work on their based learning in the teaching of English as
own in their planning and supervise language in Greek primary schools: From theory
a foreign
they complete it properly.
It may also be used as an instance of formative assessment to collect information.

to practice. English Language Teaching, 2(3),
113.
You may also want to evaluate the Retrieved from: http://www.ccsenet.org/journal/index.
process of group project planning. php/elt/article/viewFile/2739/3286.
To do this, ask students to hand in
pre-products, such as project plans,
timetables, outlines, diagrams and
drafts and consider them in the final
evaluation using the following scale:
Process evaluation
Project plan or timetable
VOLUME 1
10%
In this section, detailed instructions to help students work on the different projects
Product outline or diagram 15%
Product draft 25%
Final product 50%
II. procedure
Each group must follow the instructions
carefully.
are provided.
Give groups time to discuss their ideas.
Remind students to take notes of the
most important points in
the discussion.
106 UNIT 2
Synthesis and reflection Page 46 - 47

REFLECTION
UNIT SYNTHESIS AND FINAL
What for?
Students will…
unit. (OAA)
recall what they did throughout the process.
45 min. terms of content, To demonstrate autonomy in the learning
This stage provides students with the opportunity to synthesize and reflect on what
recognize what they have learned in language learning.
To show a positive attitude towards
skills and attitudes. English for
of what they To recognize the advantages of learning
identify possible future fields of application
learning goals. future academic or working life.
VOLUME 1 UNIT 1
Pages 46 - 47 have learned, according to their personal
TEACHING WINDOW
Page 46
Student Self-assessment
they have learned. It also allows them to evaluate their strengths and weaknesses
examine the unit they have just finished,
1. Give students plenty of time to Always have in mind that
individually. students’ self-evaluations are
and then compare their conclusions
with deliberate efforts to elicit
2. Students complete the diagram students’ perspectives on their
or give them examples for each slot.
their classmates. Before starting, elicit own learning. Students may
let students exchange and share opinions reflect on progress towards a goal,
3. Be flexible as to when you could on effectiveness of strategies
and to become aware of what and how they have learned, and their feelings with their classmates.
Page 47
1. Read the evaluation chart with the
understand what each point refers
whole class and make sure students
to. Encourage them to reflect carefully
used for reading, writing,
listening and speaking, on
perspectives of achieving future
goals or on lingering questions.
Self-evaluations encourage
students to monitor their own
and give honest answers. learning and learning needs and
towards it. 2. Get students to work in pairs and

criteria. Decide if you want to give
evaluate each other, using the same
each student your own assessment
besides or instead of their classmate’s.

serve as an additional source of
information on student learning.
THEORY AND RESEARCH

Digital Resource 3. It will allow Self-assessment: benefits for
You may finish the unit using the Complementary the unit.
what they have learned throughout teachers
students to consolidate and practice
on page 47. Students are not the only
See the instructions to use this resource
In this section, the tasks and instruments have been specially designed to allow
ones who benefit from self-
assessment practices. According
to different investigations,
teachers can obtain the
following benefits if they
incorporate this reflective
practice into their instruction:
students to self-evaluate, correct or expand previous ideas about their learning

Increase in student
engagement.
Teachers can access
information about student
effort and persistence
which would otherwise be
unavailable to them.
They help their students to
process and reflect on the results of their efforts. internalize instructional goals
and apply them to future
efforts.
Source: Rolheiser, C., & Ross, J.A. (2000).
evaluation – What do we know? Orbit, 30(4),
Student self-
33–36.
UNIT 1 45

AL rESO urCE
NtAry dIGIt
COMPLEME
In this stage, students are expected to developing their self-assessment skills and Methodologi
cal Guidance
COMPLEMENTARY
tasks
DIGITAL RESOURC
E1
Suggested Assessme
nt Indicators
globalization, communi
cation
outcomes / Main information about
Identify general
their commitment towards independent learning.

Learning
Stage Time ate n. n in the texts.
To listen and demonstr and and informatio specific informatio
45’ 1 of general ideas questions about of the text.
comprehension n in an audio-visual Ask and answer a current
about the content the texts with
1
explicit informatio ion Exchange opinions information in
VOLUME 1 UNIT
ip between the
text about Globalizat Establish a relationsh
interest.
topic of global
think
the ones they
ion and select
the topic of globalizat
Stage: Opening of statements about to the topic and
to read a series
that they have to confirm their
answers. vocabulary related
1. Explain to students they must watch a video now select some pronunciation.
video again, but them aloud, in order to check
are true. After that, students they must watch the them to read
activity, tell . Encourage
OPENING
2. In this second to their corresponding sentences some
drag the words ion, then read
informatio n about globalizat they represent the
in-depth whether
Stage: Developm
ent video with more just heard, to decide
will watch a new the information they have
that now they to
3. Explain to students a chart, according presented. Encourage
classify them in gaps in the text
statements, and ion or not. ion and fill in the
concept of globalizat extract about globalizat
listen to an audio work with their partner’s.
students must
4. In this activity, to get in pairs and compare their Allow
our students or society or not.
An Evaluation Appendix with

a set of evaluation instruments EVALUATION APPENDIX
Evaluation instruments
These evaluation instruments are assessment
tools
Self- assessment
Is a process of formative assessment
where students
you can use to assess students’ performance. reflect on and evaluate the quality
such as rubrics and rating scales,

They of their work and
are scoring guides that seek to evaluate their learning. They also judge the
students’ degree to which
performance based on the sum of they reflect goals or criteria and identify
a full range of criteria strengths and
VOLUME 1
rather than a single numerical score. weaknesses in their work. Give copies
to students and
The evaluation instruments provided ask them to assess their own performance
here include: on a task or
Rubrics project.
Rating Scales Always give students time to revise
their work after
to assess students’ performance

Self- assessment assessing themselves.
The instruments included in this section Rubric
differ from
traditional methods of assessment Similar to rating scale, the rubric is
in that they examine a formative
students in the actual process of learning, evaluation which provides a student’s
clearly performance
showing them how their work is being rating. It sets out clearly criteria and
evaluated. They standards for
communicate detailed explanations assessing different levels of performance
of what constitutes and are used
excellence throughout a task and provide for grading student work. A rubric
a clear can also be known
in language and collaborative

teaching directive. as a global assessment scale and is
helpful in assessing
These instruments are meant, above student performance because learners:
all, to inform and
Cd-rom
improve teachers’ instruction while Set goals and assume responsibility
giving students the for their learning,
feedback they need to learn and grow. because they know what comprises
an optimal
These instruments can also be used performance and can strive to achieve
in peer assessment it.
and then used to provide feedback. Receive specific feedback about their
areas of strength
and weakness and about how to improve
skills, general projects and

Prior to assessment, the evaluation their
instruments can be performance.
used to communicate expectations
The CD-Rom that comes with the

of achivement to and teachers can monitor progress
students. During the assessment phase, over a period of
they are used to instruction.
easily score a subjective matter.
Rating Scales
After an instrument is scored, it should Indicates the degree of achievement
be given back to of a student’s
students to communicate to them knowledge, skills, and/or attitudes
their grade and their through a range of
other tasks.
performance levels. Rating scales state
the criteria and
Students can use them to see the correlation provide three or four response selections
to describe the
Teacher’s Book includes a set of

between quality or frequency of student work.
effort and achievement. Sharing the
instruments with
students is vital as the feedback empowers
students to
critically evaluate their own performance.
Advantages of using a variety of
evaluation
instruments
Teachers can increase the quality of
their direct
classroom language expressions

instruction by providing focus, emphasis,
and
attention to particular details as a
The printable version of this

model for students.
Students have explicit guidelines regarding
teacher
expectations.
Students can use these instruments
as a tool to
develop their abilities.
Teachers can reuse these instruments
for various
and all the recordings used to

activities.
material is included on the CDR. xvii EVALUATION AppENDIX
practice Oral Communication and

GENERAL BIBLIOGRAPHY
to practice and evaluate listening
comprehension. The mp3 version of
foreign language
Johnson, K. (2009). An introduction to
General methodology Longman.
learning and teaching. Harlow: Pearson
Mosaic of thought:
Learning and Keene, E., & Zimmermann, S. (1997).
Brown, H. D. (2007). Principles of Language Portsmouth,
Inc. teaching comprehension in a reader’s workshop.
Teaching. New York: Pearson Education
An interactive NH: Heinemann.
Bown, H. D. (2007). Teaching by principles: (2011). Techniques
York: Pearson Larsen-Freeman, D. & Anderson, M.
approach to language pedagogy. New York: Oxford
and principles in language teaching. New
this material is included on the CDR.

Education Inc.
VOLUME 1
Strategies for English University Press.

Bouchard, M. (2005). Comprehension How languages are
Inc. Lightbown, P. & Spada, N. M. (2013).
Language Learners. New York: Scholastic
Nunan, D. (eds.) (2001). The Cambridge learned. Oxford: Oxford University Press.
Carter, R. & Cambridge,
Marsland, B. (2012). Lessons from nothing.
A list of bibliographical
of Other Languages.
Guide to Teaching English to Speakers
England: Cambridge University Press.
Cambridge: Cambridge University Press. for the
English as a Second Marzano, R., & Simms, J. (2013). Vocabulary
Celce-Murcia, M. ed. (2013). Teaching Research
Cengage Learning. common core. Bloomington, IN: Marzano
or Foreign Language, 4 edition. Boston:
th
activities. Cambridge: Laboratory.

Dale, L. and Tanner, R. (2012). CLIL Lessons
McCarten, J. (2007). Teaching vocabulary:
Cambridge University Press. Cambridge
The Handbook of from the corpus, lessons for the classroom.
Doughty, C. y Long, M. eds. (2011). /public/
references and websites that

University Press. http://faculty.mu.edu.sa
Language Teaching. Oxford: Wiley- Blackwell. 4corpus.pdf
in the language uploads/1384812704.71
Dörnyei, Z. (2013).Motivational strategies vocabulary in
Univ. Press. McCarthy, M. & O’Dell, F. (2011). English
classroom. Cambridge: Cambridge University Press.
and the Language use: Advanced. Cambridge: Cambridge
Dudeney, G. (2000). The Internet methods in ELT.
University Press. McDonough, J. (2004). Materials and
Classroom. Cambridge: Cambridge
Resource Pack. Oxford: Blackwell Pub.
Foster, Simone et al. (2002). Inside Out: The
Mirzaei, A., & Domakani, M. R. (2010)
Oxford: Macmillan Education. into
Theory and Practice of Bringing Literature
were consulted in the

J. (2007). English Grammar Framework. Black
Gascoigne, orage/
the EFL Classroom. http://www.ensani.ir/st
Cat Publishing.
that work: Files/20120427095024-8082-61.pdf
Goudvis, A., & Harvey, S. (2000). Strategies Oxford: Oxford
York, ME: Murphy, T. (1992). Music and Song.
teaching comprehension to enhance understanding.
University Press.
Stenhouse Publishers. in another
(2009). Teaching Nation, I. S. P. (2009). Learning vocabulary
Gower, R., Phillips, D. & Walters, S. Press.
Oxford: language. Cambridge: Cambridge University
practice: A handbook for teachers in training. I. S. P. (2009). Teaching ESL/EFL reading and
preparation of the
Nation,
Macmillan.
in use. writing. London: Routledge.
Hancock, M. (2004). English pronunciation listening and
Nation, I. S. P. (2009). Teaching ESL/EFL
Cambridge: Cambridge University Press.
language teaching. speaking. New York: Routledge.
Harmer, J. (2011). The practice of English & learning.
Nunan, D. (2008). Second language teaching
Harlow: Pearson/Longman.
in the language Boston, MA: Heinle, Cengage Learning.
Hedge, T. (2010). Teaching and learning Teaching reading skills
Press. Nuttall, C. & Alderson, J. C. (2011).
classroom. Oxford: Oxford University
and Social in a foreign language. Oxford: Macmillan.
teaching guide.
Holliday, A. (1994). Appropriate Methodology Approaches and
Press. Richards, J. C. & Rodgers, T. S. (2009).
Context. England: Cambridge University Cambridge
Curriculums: Design methods in language teaching. Cambridge:
Jacobs, H.H. (2004). Interdisciplinary
Hawker Brownlow University Press.
and Implementation. Moorabbin, Vic.: W. A. (2010). Methodology in
Richards, J. C. & Renandya,
Education. practice. New
for teaching language teaching: An anthology of current
Jamison, L. (2011). Marvelous mini lessons
DE: International York: Cambridge University Press.
intermediate writing, grades 4-6. Newark, A guidebook for
Scrivener, J. (2011). Learning teaching:
Reading Association.
as an English language teachers. Oxford: Macmillan.
Jenkins, J. (2010). The phonology of English Children: Vocabulary
new norms, new Slattery, M. (2010). Oxford basics for
international language: New models, Press
activities. Oxford: Oxford University
goals. Oxford: Oxford University Press.
xxvii GENERAL BIBLIOGRApHY
HOW TO CORRELATE THE COMpONENTS x

CLASSROOM LANGUAGE
1 GREETINGS 5 THE dATE

Good morning. / Good afternoon. / Hello. / Hi. A: What day is it today?
Good bye. / See you tomorrow. / See you later. B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
Have a nice weekend. / Enjoy your holiday. Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
A: What’s the date today?
VOLUME 1
B: It’s (Monday) March 9th.

2 MoodS ANd FEELINGS
A: How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. 6 THE WEATHER
I’m not very well. / I have a problem. / I’m feeling A: What’s the weather like today?
down. / I’m sad.
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice
and warm. / It’s nice and cool. / It’s raining. / It’s
snowing.
3 ASKING FoR CLARIFICATIoN
(STUdENTS)
Can you repeat that, please?
7 THE TIME
Can you say that again, please?
A: What’s the time? / What time is it?
Sorry? I’m afraid I didn’t understand.
B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. /
Can you help me with this exercise, please?
It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? /What time is it?
4 ENCoURAGEMENT (TEACHERS) B: It’s quarter past nine. / It’s half past ten. / It’s five past
Well done! eleven. / It’s ten past twelve. / It’s twenty past one. / It’s
twenty five past two.
Good!
A: What’s the time? / What time is it?
Excellent!
B: It’s a quarter to eight. / It’s twenty five to nine. / It’s
Good work!
twenty to ten. /
Congratulations!
It’s ten to three. / It’s five to four.
Do it more carefully.
Say it again.
Try to correct that, please. 8 SoME CoMMANdS ANd INSTRUCTIoNS
Not too bad. (TEACHERS)
You’ll do better next time. Add more words.
Keep trying! Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
xi CLASSROOM LANGUAGE
Copy the instructions. 9 TURN TAKING ANd pERMISSIoNS
Cross out the words you do not hear. (STUdENTS)
Discuss the ideas in your group. Can I talk to you after the class?
Do Exercise 1. Excuse me, can I say something?
Do not write in ink. Excuse me; can I leave the room for a minute?
VOLUME 1
Do not write in your book. May I go to the bathroom?
Fill in the blanks. It’s your turn.
Find examples in the text. Sorry, it’s my turn.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
That’s all for today, thank you.
Work in groups of four.
Work in groups of three or four.
Work with your partner.
Write the sentences.
CLASSROOM LANGUAGE xii

GENERAL PEDAGOGICAL GUIDANCE
Opening Development
• Examining importance of learning objectives • Teaching Comprehension Strategies
A key element of students’ engagement, that is The more explicit the comprehension strategy
when or whether a student chooses to learn, is the and self-regulatory instruction, the higher the
practice of examining importance of the objectives. likelihood that students will make significant gains in
VOLUME 1
Once students are able to understand the importance comprehension.

that unit tasks may have in their own life (present
Provide students with explicit instruction in
or future), they will be open to acquiring the new
comprehension strategies as a way to help them
knowledge and skills that are presented to them.
overcome difficulties in understanding written or
Getting students involved in thinking about the
oral texts.
objectives is a teaching opportunity that should not
be wasted. Students should be able to assess how well they
have accomplished the tasks, and to what extent
• Setting objectives and creating learning plans the use of strategies has helped them achieve better
Helping students with organization is important, comprehension.
so consider this as a key element in your teaching.
Organization skills are worthwhile life-long skills, • Critical thinking
which will prepare students to face the challenges of Critical thinking is the intellectually disciplined
the real world. process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating
Before you start a new unit, teach your students set
information gathered from, or generated by,
their own goals and organize a work plan and end the
observation, experience, reflection, reasoning, or
process by reviewing what was accomplished towards
communication, as a guide to belief and action.
meeting the objectives.
In its exemplary form, it is based on universal
• The importance of prior knowledge intellectual values that transcend subject matter
divisions: clarity, accuracy, precision, consistency,
The beliefs, life and academic experiences which
relevance, sound evidence, good reasons, depth,
students bring to the classroom are variables that
breadth, and fairness. (Retrieved June 6, 2016,
influence what is learnt and how it is learnt. At times,
from: http://www.criticalthinking.org/pages/
it is the case that prior knowledge has a positive effect
defining-critical-thinking/766)
on learning as students are able to create a mental
network of connections between the previous and the The critical thinker processes his/her experiences
new information. However, the opposite can also be in the world interpreting, analyzing, evaluating,
given and the new knowledge can come to conflict and making inferences about life, information and
with students’ preexisting misinformation. As a result, knowledge.
activating prior knowledge before teaching a new
Students must develop and effectively apply critical-
unit or lesson acquires key importance since learners’
thinking skills to their studies and to the decisions
preconceptions can lead to either failure or success in
they make.
the classroom.
As you plan instruction, consider engaging your
students´ preconceptions before you present them
with the new lesson. Check for prior knowledge that
can facilitate learning, possible misconceptions, if any,
and teach students to constantly contrast prior and
new knowledge throughout a unit or lesson.
xiii GENERAL pEDAGOGICAL GUIDANCE

• Student self-assessment Closure
Student self-assessment promotes intrinsic
• project
motivation, internally controlled effort, a mastery goal
orientation, and more meaningful learning. It also This final instance will allow students to be involved
empowers students to guide their own learning and within the meaningful context of a project, which
internalize the criteria for judging success. will present them with different problems to solve or
specific products to develop.
Self-assessment is defined as a process by which
students: When guiding students in project work, you should
establish a process to provide feedback (teacher, peer,
1. monitor and evaluate the quality of their thinking
and self-assessment) so that they use this valuable
VOLUME 1
and behavior when learning and
information to make revisions.
2. identify strategies that improve their understanding
and skills. Throughout the duration of the project, evaluate
groups’ research notes, drafts and plans. You can
Essentially, students should be encouraged to identify decide on a range of formative assessment practices
their learning and performance strategies, provide to improve project outcomes and increase students’
feedback to themselves based on well-understood performance. For this purpose, it is useful to co-create
standards and criteria, and determine the next steps or criteria for project performance with your students
plans to enhance their performance. and then support them in using rubrics and models to
• Interdisciplinary connections comment on peer work.
The classroom should include space for learning • Synthesis and reflection
beyond subject boundaries, so that students can make These are two skills that are very necessary for 21st
connections between different areas of learning. Century learners. Students need time to think about
These connections can provide relevant, challenging what it was that they learned and combine it with
and enjoyable learning experiences and stimulating what they already know to make the meaning more
contexts to meet the varied needs of students. long-lasting.
• Evaluation for learning Make sure students have enough time to develop
Evaluation for learning is any evaluation for which these specific skills:
the first priority is to serve the purpose of promoting • to reflect and think about their learning,
students’ learning. It thus differs from evaluation
• to combine what they already know with what they
designed to serve the purposes of certifying competence.
are learning to make it easier to understand,
An assessment activity can help learning if it provides • when given time in class to reflect, to try to prove
information that teachers and their students can use what they learned.
as feedback in evaluating themselves and one another
and in modifying the teaching and learning activities
in which they are engaged. Such evaluation becomes
“formative evaluation”when the evidence is actually
used to adapt the teaching work to meet learning needs.
GENERAL pEDAGOGICAL GUIDANCE xiv

FIRST TERM OVERVIEW
Unit 1
UNIT 1: GO GLOBAL!
Time 38 class hours Topic Globalization, global issues, global warming, social networks.
LEARNING OUTCOMES
VOLUME 1
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA 1 OA 9 Express agreement / disagreement.
To demonstrate comprehension of general To demonstrate comprehension of general Describe actions that began in the past and
ideas and explicit information in oral texts ideas and explicit information in written texts still continue.
about globalization and communication. about globalization and communication. Express quantity.
OA 2 OA 10 Connect ideas using either..or/ neither…nor.
To identify key words and thematic To demonstrate comprehension of articles use of prefixes im- and un-.
vocabulary, link ideas using either …or / about global issues. formation of some compound words.
neither…nor.
OA 11 Vocabulary
Practice and pronounce sound / dʒ/ properly. To demonstrate comprehension of literary Globalization, anti-globalization, global issues,
OA 3 texts. I agree/disagree with, global warming, water/
To identify: food shortage, threat, population, available,
OA 12 growth, economic, goals, abroad, recently,
topic, relevant ideas, purpose of the text To select and use different strategies to
specific information and details lately
identify specific information in the text.
relationships between ideas Pronunciation
Written expression Pronounce compound words properly.
OA 4
To select and use strategies to support OA 13 Practice and pronounce sound / dʒ /
comprehension of texts. To write a short paragraph about properly.
globalization, and an imaginary ending to a
OA 5 text.
To present oral information creatively using
multimodal resources. OA 14
To write a variety of short texts using the
OA 6 steps of the writing process, according to a
To participate in dialogues and presentations, rubric.
using different strategies before, during and
after speaking. OA 15
To write using:
OA 7 connectors
To respond to the texts through short correct spelling of frequent words
discussions and conversations. proper punctuation (quotation marks)
OA 8 OA 16
To use language in oral presentations and Use language in written texts properly.
exchanges properly.
ATTITUDES
OA B: To develop cultural awareness or intercultural understanding, showing interest, respect, and tolerance towards other cultures and their
own, and value their contribution to knowledge.
OA D: To work responsibly and collaboratively towards a common goal showing respect for other people’s interests and ideas.
CROSS CURRICULAR VALUES (OFTs)
Emotional dimension (*)
Work and proactivity dimension (*)
(*) All the dimensions of OAT are integrated along the units, but these ones are particularly articulated with the
Learning Outcomes and emphasized in each unit.
xv FIRST TERM OVERVIEW

Unit 2
UNIT 2: TECHNOLOGY AND ITS EFFECTS
Time 38 class hours Topic Use of technology and its consequences.
LEARNING OUTCOMES
VOLUME 1
Skills Knowledge
Oral Communication Reading Comprehension Language functions
Express suggestions and recommendations
OA 1 OA 9
using should / shouldn’t; ought / oughtn’t.
To demonstrate comprehension of general To demonstrate comprehension of general
ideas and explicit information in oral texts, ideas and explicit information in texts about Use as soon as / as a result to link
about communication and its effects. technology and its effects. instructions.
Express quantity: a large/small number.
OA 2 OA 10 Suffix in-: incomplete, inexpensive, etc.
To identify key words and thematic To demonstrate comprehension of internet
vocabulary and collocations. Use of sound /t/ articles, an interview and a technological Vocabulary
properly. process. Society, benefits, effects, development,
application, efficient, convenient, skills,
OA 3 OA 11 available, search engine, service, quality,
To identify: To demonstrate comprehension of a literary advantage, disadvantage, everyday life,
topic, relevant ideas, purpose of the text. excerpt. useful, privacy, streaming, social media,
specific information and details. device, item.
OA 12
relationships between ideas.
To select and use different strategies to Pronunciation: Identify and pronounce
OA 4 support comprehension. sounds /t/ and /d/ properly.
To select and use strategies to support
Written expression Punctuation: (quotation marks).
comprehension of texts.
OA 13
OA 5
To write short descriptive and narrative texts
To present oral information creatively using
about personal experiences with technology.
multimodal resources.
OA 14
OA 6
To write a set of instructions of a
To participate in dialogues and presentations,
technological process, using the steps of the
using different strategies before, during and
writing process, according to a rubric.
after speaking.
OA 15
OA 7
To write using:
To respond to the texts through short
connectors
discussions and conversations.
correct spelling of frequent words
OA 8 proper punctuation (quotation marks)
To use language in oral presentations and
OA 16
exchanges properly.
Use language in written texts properly.
ATTITUDES
OA A: To show a positive attitude towards themselves and their own capacity to learn English.
OA E: To use communication technologies with responsibility, in order to obtain information and create texts effectively and responsibly,
acknowledging authors’ copyright.
CROSS CURRICULAR VALUES (OFTs)
Cognitive and Intellectual dimension (*)
Information and communication technologies (TIC) dimension (*)
(*) All the dimensions of OAT are integrated along the units, but these ones are particularly articulated with the
Learning Outcomes and emphasized in each unit.
FIRST TERM OVERVIEW xvi

UNIT 1 Go global!
Purpose of the unit and guiding thread
In this unit, students are expected to understand oral Concerning the tasks proposed, these are meant to
and written texts and also to express ideas, in written develop students’ creative and critical thinking towards
and oral form, about the concept of globalization and its different perspectives and aspects that are related with
VOLUME 1 UNIT 1
consequences, effectively and creatively. the topic of globalization.

To accomplish this, they will use functions, expressions Finally, students are expected to make connections,
and vocabulary connected with the main topic develop cultural awareness and comprehension and
(globalization). They will also read and produce a variety also work collaboratively and proactively, respecting
of multimodal texts and use different strategies to their classmates’ ideas.
support comprehension and express ideas in a clear way.
Considering the learning outcomes and the suggested
They will demonstrate knowledge about pronunciation assessment indicators, the activities in each stage of the
of words with two syllables and more, and about unit have been specially designed in the following way:
meaning of words that contain prefixes im- and un-.
OPENING
Activate and foster intrinsic motivation. A set of challenging questions invite students to discuss ideas in
pairs, in groups or as a class, using their creativity.
Develop metacognition. Students are guided to identify and set their own goals and to draw
up a learning plan for goal attainment.
DEVELOPMENT
Activate prior knowledge. The unit provides a space where students can keep record of their
previous ideas and knowledge that will help them make sense of
the new material.
Develop skills and strategies. Special process-oriented activities and strategies designed to help
students develop reading comprehension, written expression and
oral communication.
Evaluate for learning. Formative assessment activities have been embedded along the
unit and allow students to gather information about their learning
and track their progress.
Promote cross-curricular values and the attitudes of the unit. Topics discussed go beyond curricular subjects and help educate
well-rounded individuals.
CLOSURE
Evaluate for learning. A challenging final project allows students to use the language to
accomplish a real task.
Develop metacognition. In the unit synthesis and final reflection, students synthesize what
they have learned, identify strengths and weaknesses, and formulate
remedial actions to face future difficulties in their learning process.
6 UNIT 1 INTRODUCTION
Cross-curricular values (OATs) and attitudes
All the OATs deserve special attention and are integrated along the units, but the ones in the chart are particularly
articulated with the Learning Outcomes and emphasized in the unit:
VOLUME 1 UNIT 1
OAT dimension Outcomes
Socio cultural and civic responsibility The objectives in this dimension aim at placing students in their
To appreciate life in society as an essential dimension of a roles of citizens, accomplished with global concerns, with their
person’s development. environment and with a high sense of social responsibility.
To recognize and enhance the equality of rights and opportunities. They also promote students’ ability to develop and show respect for
people’s opinions, cultures and lifestyles.
Cognitive and intellectual In this dimension, the objectives guide students in their process of
To identify, process and synthesize information from different knowing and understanding reality, and promote their ability to
sources; organize relevant information about a topic, review analyze, research and set a position towards new situations and
new perspectives. alternatives they may face.
To develop free, creative and critical thinking.
Moral This dimension promotes the development of students’ ability to
To appreciate and value each human being and the diversity of all make judgments about reality, according to accepted universal
social and cultural expressions. human rights.
To recognize and appreciate cultural, religious and ethnic diversity.
Attitudes
OA B This objective aims at helping students recognize and appreciate
To develop cultural awareness, showing interest, respect and the value of different cultural expressions and ways of life, from the
tolerance for one’s and others’ cultures. perspective of human rights and gender equality.
OA D The purpose of this objective is to help students develop their
To work responsibly and collaboratively towards a common goal, ability to work in groups, organize tasks and accomplish common
showing respect for everybody’s ideas and opinions. goals while showing a positive attitude and responsibility towards
the tasks assigned.
Notes
UNIT 1 INTRODUCTION 7
Unit Plan
Each activity in the lessons that are part of the unit has been especially designed to address the curricular assessment
indicators in the chart that follows.
SECTION/LESSON Time Learning Outcomes / Main tasks Suggested Assessment Indicators

Introduction 45’ B Develop cultural awareness Identify universal and fundamental values.
In this unit you will... and comprehension showing Identify differences and similarities with other cultures.
interest, respect and tolerance
VOLUME 1 UNIT 1
Over to you Identify and accept different points of view.

for one’s and other cultures.
Picturing the unit
D Work responsibly and Reach an agreement and come to a decision after a general
collaboratively towards a conversation.
common goal showing Show respect for others’ opinions.
respect for other people’s
interests and ideas.
OPENING
Getting ready 90’ C Set personal learning goals Set challenging and relevant learning goals.
Setting objectives D related to one’s reality. Show a positive attitude towards learning English.
Do you remember? Activate prior knowledge. Recognize the importance of learning English for future
academic or working life.
Set common goals.
Accept the task with responsibility and carry it out on time.
Complementary 45’ 1 Watch, listen and show Identify the origin of the word “Globalization” and check with a
Digital Resource 1 comprehension of an video.
audiovisual text about Discriminate ideas related to the concept of Globalization and
globalization and decide whether they are True or False.
telecommunications, their
Listen to an audiotext and complete ideas about globalization.
origins, advantages,
disadvantages and
consequences.
Notes
MODULE 1
SECTION/
Time Learning Outcomes / Main tasks Suggested Assessment Indicators
LESSON
180’ 5 Read and analyze information in an Evaluate and compare ideas and solutions to global issues.
6 article about global issues. Practice and revise oral presentations.
7 Use strategies to identify specific Pronounce compound words properly.
information in the text.
1. Exploring global issues
10 Describe actions that began in the past and still continue.

Rank global issues and talk about Express agreement / disagreement.
12
them.
VOLUME 1 UNIT 1
D Relate the content of the text with own reality.
Use reference materials to support comprehension.
Identify key concepts and text organization.
Set a purpose before reading.
Confirm / correct predictions.
Re-read to localize specific information.
Identify and respect different opinions.
Reach an agreement after a discussion.
Show respect for everyone’s ideas.
180’ 1 Listen and identify main ideas in a Identify general information about globalization.
3 recording about globalization. Answer questions about specific information.
4 Identify specific information in a Make connections with own reality.
recording.
14 Identify key words and expressions related with globalization.
2. What is globlalization?
Identify how to express quantity. Identify speaker’s opinions.

15
Write a short paragraph about Set a purpose for listening.
16
globalization.
B Identify missing information.
DEVELOPMENT
Focus attention on relevant information.

Express quantity.
Organize ideas before writing.
Revise and edit texts.
Use correct spelling and grammar related with the topic.
Use correct language and expressions related with the topic.
Identify universal values.
Use courtesy expressions to introduce ideas.
180’ 11 Read and identify theme, characters, Identify the theme in a short story.
12 setting and main features of a story. Identify main literary elements and complete a visual organizer.
Link ideas using either …or / neither…
3. Total globalization
14 Compare and find alternative solutions to the problem in the story.

nor
15 Make, confirm and correct predictions.
Complete a graphic organizer. Use visual organizers to summarize the main literary elements.
16
Write an imaginary ending. Write a coherent ending for the story.
B
Organize, revise and edit written texts.
Connect ideas using either..or/ neither…nor
Use correct spelling, grammar and punctuation.
Identify different points of view.
Demonstrate knowledge about other cultures.
90’ 7 Read and identify specific information Make connections with other subjects.
SUBJECT CONNECTIONS:
History, Geography and
9 in a letter about a global issue. Read literary and fiction texts independently.
Social Science
13 React to the letter by writing its React to the text by writing an ending.
ending.
D Use the content learnt in Social Science to support comprehension.
Use what you have learned in Social Create and ending that integrates content from Social Science.
Science classes to support
comprehension. Share ideas and content from other curricular subjects.
Agree on common ideas after a discussion.
Accomplish a task.
MODULE 2
SECTION/
LESSON
180’ 2 Listen and identify relevant ideas in a Identify key words and expressions.
3 recording about a global problem. Use some words and expressions from the recording.
4 Complete missing information. Identify and pronounce compound words and expressions properly.
4. Facing a global crisis
6 Identify key words and expressions Identify general ideas about unknown topics.
related with the topic. Identify type and purpose of the text.
7
Propose a list of actions. Identify problems and consequences.
VOLUME 1 UNIT 1
D
Identify a speaker’s attitude.
Make predictions before listening.
Use contextual clues to infer meaning.
Practice oral presentations.
Identify and keep a record of mistakes.
Participate and contribute ideas to a discussion.
Make group decisions after a discussion.
Suggest and propose ideas to solve a problem.
180’ 9 Read an interview to a famous Summarize general information of an interview.
10 sociologist. Use reference material to support comprehension.
Identify relevant and specific Contribute ideas to the class.
5. What is globlalization?
12
information. Connect the topic with own reality.
5
Discuss the most important factors Describe how specific information supports general idea of the text.
6
that are part of your identity. Set a purpose before reading.
B
Study the use of prefixes im- and un- Skim the text to get the main ideas.
Scan the text to localize specific details.
Practice and pronounce sound / dʒ/ properly.
DEVELOPMENT
Practice and revise presentations.

Compare ideas and solutions about global issues.
Demonstrate cultural awareness and comprehension,
Show tolerance and respect for other cultures.
180’ 1 Listen and identify general and Identify topic, purpose and speakers.
4 specific information in a teen radio Identify speakers’ speech.
program. Draw conclusions about speakers’ speech.
5
Recognize speakers’ feelings from Use intonation pattern and stress to infer information.
14
phonological clues.
6. Embracing diversity
15 Make connections between the topic and own reality and rest of
Make connections between the the world.
B recording and your own reality. Use previous knowledge to support comprehension.
Explore formation of some compound Identify origin of compound words.
words. Use compound words properly.
Write a short paragraph expressing Organize, revise and edit texts.
your opinion and feelings. identify and correct own mistakes.
Write to express opinions and feelings.
Use connectors to link ideas.
Use correct grammar, spelling and punctuation.
Identify and respect different ideas and opinions.
Identify own culture’s values.
90’ 11 Read and identify main information in Identify theme of poems.
Language and Literature
12 poems. Answer questions about writer’s purpose.

6 Answer questions. identify words and expressions that support writer’s purpose.
Recite a poem. Complete visual organizers to summarize information.
Read carefully to interpret writer’s purpose.
Practice and rehearse presentations.
Recite a poem properly.
45’ 1 Analize and show comprehension of Listen to audio material and identify specific information.
Digital Resource 2
Complementary
3 multimodal texts related to the Watch a video and discriminate between advantages and
concept of globalization. disadvantages of globalization.
4
Evaluate and compare the advantages Ask and answer questions orally.
5
and disadvantages of globalization.
B
D
180’ 5 Work collaboratively to prepare an Create multimodal projects, individually or in groups.
6 oral presentation. Follow instructions to complete a task.
VOLUME 1 UNIT 1
13 Write texts about other subjects, creatively.
16 Write texts using multimodal resources.
D Practice and revise oral presentations.
PROJECT
E Work responsibly towards a common goal.

Accomplish the assigned task on time.
Assign roles to complete group work.
Show a positive attitude towards the task.
Acknowledge sources.
Show an ethic use of technology.
CLOSURE
Use confident and real sources.

45’ C Show a positive attitude towards Demonstrate autonomy in the learning process.
Unit Synthesis and
Final Reflection
own’s capacity to learn English as a Persevere in the attempts to achieve goals, despite the difficulties.
way to make an important
Identify strengths and weaknesses.
contribution to society.
Focus on the weaknesses of the learning process.
45’ 3 Analyze and show comprehension of Watch audiovisual material and compare different information about
Digital Resource 3
multimodal texts about globalization. the same topic.

Complementary
B
D To integrate and consolidate Watch audiovisual material and complete ideas about a specific
knowledge about globalization and topic.
its effects. Watch audiovisual material and relate information about the same
topic.
OPENING Pages 6 - 9 180 min.
The activities on these pages have the following purposes:

TEACHING WINDOW
Activate students’ motivation towards the topic of the unit.
Allow students to recognize the importance of the learning goals for their Questions to raise students’
motivation
own lives.
Allow students to set personal goals for the unit. To focus students’ attention
VOLUME 1 UNIT 1
on a particular topic, teachers

Draw a learning plan to accomplish students’ personal goals.
can make questions and give a
In order to accomplish these purposes, it is important that students devote limited time to answer them. This
time to each section before starting the unit. is a very effective technique to
activate students’ interest and
Picturing the unit Pages 6 - 7 curiosity, and also to motivate
them to learn more about
Generating initial motivation the topic proposed. Use this
motivational strategy anytime
Ask your students to look at the pictures on page 6 carefully. Then, invite you introduce a new content or
them to read the questions in exercise 1 and tell them you will give them topic.
some time to think about their answers and find a reason that supports their To ensure a positive outcome, ask
ideas (personal experiences, documentaries they have seen about the topic, questions that require developed
information they have read, etc.). answers and explanations. Time
limit is the factor that will allow
Then, invite them to get in groups of 4 or 5 and discuss their ideas. Allow students to focus their attention
answers in Spanish, if necessary, as the purpose of presenting the unit topic is and avoid distractions.
mainly fostering students’ motivation and interest. To round off, you can make Source: Publishing team.
them anticipate what they will learn during the unit.
Over to you Page 7
Recognizing importance of learning goals
Present the unit objectives to your students, reading the learning goals in each
column aloud. Explain to them that the question What for? refers to what they
will be able to do once they meet each objective. Clarify questions, if necessary.
As you read the points in the columns, make sure you give equal importance to TEACHING WINDOW
both language and attitudinal objectives.
Promoting students’ awareness
After that, draw their attention to the question How important are these of instrumental values
objectives to your own life? and to the rest of the questions. Do not forget that associated with the knowledge
the main aim of this section is to teach students to personalize the unit goals of English
so that they are able to answer the question: Is this unit really important to me? More specifically:
Regularly remind students that
Tell them that, at this stage, they are expected to value the lesson objectives at
the successful mastery of the
a personal level and say how important these are to them. English is instrumental to the
accomplishment of their valued
Page 8 goals.
Reiterate the role English plays
GETTING READY in the world, highlighting
its potential usefulness both
Setting objectives for themselves and their
Setting students’ personal goals for the unit. community.
Drawing a learning plan, identifying strengths, weaknesses and possible Encourage the learners to apply
their English proficiency in real-
difficulties students may face. life situations.
Source: Dörnyei, Z. (2013). Motivational strategies in the
language classroom. Cambridge: Cambridge Univ. Press.
12 UNIT 1 OPENING DEVELOPMENT CLOSURE

The purpose of this section is to guide students in setting their own goals
TEACHING WINDOW
for the unit and designing a learning plan that will help them to accomplish
their personal objectives. Your students may not be used to working with Setting effective learning goals
this metacognitive approach, as they have been normally taught to focus on Help students set effective
content in more traditional educational approaches. objectives in order to improve the
learning process. To be effective,
Tell them that this is the space where they will keep a record of their learning students’ goals should be:
goals. They do not need to use complete sentences if they decide to write their
Specific
goals in English. If this is the case, you can encourage them to use single words or Measurable
VOLUME 1 UNIT 1
simple phrases that are familiar to them. If you notice this task is too demanding Achievable
to be tackled in English, you can let them write their goals in Spanish. Relevant and appropriate
For this reason, it is important that you take the time to model this new Source: Publishing team.
behavior, telling them about the importance of goal setting practices and
learning plan creation.
Exercise 1 10
The recording will offer your students a model that will guide them through
these new tasks. Once they hear it, ask them to discuss the questions and LANGUAGE LEARNING WINDOW
share their opinions with the rest of the class. Creating learning plans
Organization skills are worthwhile
Exercise 2
life-long skills which will prepare
Explain that, now that they know the unit objectives and have examined how your students to face the
important these are to them, they need to set their own personal goals, like the challenges of the real world.
teen in the recording. Refer your students to the diagram and encourage them Teach your students to set goals
to reflect on the difficulties they can anticipate and the strategies they could use and organize a work plan before
to overcome possible problems. If necessary, play the recording in exercise 1 you start a new unit, and end the
again so that your students can have a model. process by reviewing what was
accomplished toward meeting the
Walk around, taking notes of the students’ most important comments and objectives. Helping students with
concerns. organization is important, so
consider this as a key element in
Page 9 your teaching.
Source: Payne, E., & Whittaker, L. (2006). Developing
Do you remember? essential study skills. Harlow: Prentice Hall.
Activating students’ previous knowledge

Explain to your students that, after they have drawn their learning plans, they
will revise what they can do and know in English, before starting the unit.
1. Invite your students to open their books on page 9 and read the short THEORY AND RESEARCH
story, in silence. Make sure they understand the whole text. Provide them
with enough time to read it carefully. After they finish, ask them to discuss Impact of questioning
strategies
questions a-f in pairs or small groups. Check orally.
Research has revealed the
Answers positive impact of questioning
a. Because he’s tired of eating foreign food every day and wants to eat some strategies. When a student is
local food for dinner. answering a question, his or
b. A cup of tea and some cereals. her attention is fully focused
on the challenging task of
c. At lunch. filling an information gap.
d. From Argentina.
Source: Marzano, R. J., Pickering, D. J., & Pollock, J.
e. Tacos and some sushi. E. (2008). Classroom instruction that works: research-
based strategies for increasing student achievement.
Alexandria, Va: Association for Supervision and
Curriculum Development.
OPENING DEVELOPMENT CLOSURE UNIT 1 13

2. After they finish discussing the questions, invite them to take another look
at the text, but specifically look for the highlighted words and figure out
what they introduce. Ask them to read the alternatives and discuss them
with their partners. Check orally and on the board.
Answers
a. two alternatives: or
b. a reason: because
c. an additional idea: too
VOLUME 1 UNIT 1
d. a contrast: but
3. Ask your students to read and discuss the questions in exercise 3,
considering their own views on different cultures. Give them some time and
then check orally.
4. This section allows students to decide whether they feel ready to face the
unit on their own of if they need some help. Invite them to check the slots
and provide them with help if necessary. Encourage them to go over page 9
again and review it with them in more depth, if necessary.

You may use the Complementary Digital Resource 1 to allow students to deal with
authentic multimodal texts related to the topic of the unit that will enhance their
motivation, interest and curiosity. The tasks proposed also aim at triggering students’
intellectual and affective commitment in their learning process.
See the instructions to use this resource on page 46.
Notes

Page 10
EXTENSION ACTIVITY
Module 1 Ask students to paraphrase the
objectives of the lessons with a
Give students a few minutes to read what they will do in each lesson in partner, each taking turns, and
VOLUME 1 UNIT 1
Module 1, helping them identify the content, skills and attitudes they using the frame:
will develop. “We are going to learn...
.”
Entry slip (5 minutes)
Make sure students activate their ideas, experiences and impressions by
answering the questions on the Entry Slip, before you move on practicing the
prerequisite language and vocabulary they need.
How ready are you? (10 minutes) TEACHING WINDOW
1. Have students read the questions (a – c) and encourage them to use their Promoting the OATs: Socio
creativity to explain and express the problems they can identify. You may
accept answers in Spanish if necessary. Exercise 1 provides students with
the opportunity to reflect and
be aware of the global problems
2. Individually, students may choose and check (✔) the alternative that best that may / may not affect their
describes their feelings towards the future tasks and challenges in Module 1. own life.
Encourage them to give honest answers and help them think what they can Source: Publishing team.
do to improve, solve problems, get help in case they need, etc.
Notes

Page 11
Lesson 1: Exploring global issues

Students will… What for?
180 min. read and analyze information in an article OA 10: To demonstrate comprehension of a expository text about
about global issues. global issues.
use strategies to identify specific OA 12: To use strategies to support comprehension.
information in the text. OA 5: To use vocabulary and expressions related to the topic.
Pages 11 - 15 rank global issues and talk about them. OA 6: To participate in presentations using different strategies before,
VOLUME 1 UNIT 1
during and after speaking.

OA 7: To respond to the text through a short presentation.
OA D: To work responsibly and collaboratively towards a common goal.
Every time you begin a lesson, read the name and the objectives aloud with
THEORY AND RESEARCH
the class. Draw students’ attention to the What for? column and explain that it
refers to what they will be able to do once they complete the tasks. Teaching to ask good
questions
Opening (30 minutes) The impact of asking good
questions is meaningful in the
preparing to read short and long term.
Asking good questions can:
1. The objective of this activity is that students recognize the different foster critical thinking skills
problems that affect the world nowadays. Make students look at the pictures boost self confidence
carefully and help them identify what the images are showing. Suggest enhance creativity
students to use their dictionaries to find words they don’t know or accept develop oral communication
Spanish, if it is necessary, to describe the problems. skills
encourage good listening
Encourage students to think about questions they would like to ask about
Source: Ananiadou, K., & Claro, M. (2009). 21st
each picture. century skills and competences for new millennium
learners in OECD countries. http://www.oecd.org/
Answers officialdocuments/publicdisplaydocumentpdf/?cote=e
du/wkp(2009)20&doclanguage=en
Picture 1: A child with a helmet in a war zone. Children living in war zones.
Picture 2: Water shortage. Millions of people live without enough water.
Picture 3: Icebergs that are melting. Global warming.
Picture 4: People leaving their homes / countries. Refugees and migrants.
2. Encourage students to give their opinion about the concept “global issue”
(as global is a cognate, they shouldn’t have problems with the meaning of
the expression).
LEARNING SKILLS WINDOW
Page 12 y 13
Using the dictionary
Development (140 minutes) Remind students of these
essential dictionary skills:
Focusing on reading Words appear in alphabetical
order.
1. Students read the first lines of text once, to confirm or correct their ideas in
Words normally appear in their
exercise 2, page 11. They can compare answers with a partner. singular form.
They should identify the definition and explanation of global issue easily: To find out the meaning of
expressions, it may be necessary
Answers to look up the individual words
“When we talk about a global issue we are usually referring to something and then work out the meaning
that affects a number of countries and populations. It is an issue that of the expression.
impacts upon or is important to the global community.” Context has to be taken into
account at all times.
16 UNIT 1 MODULE 1 LESSON 1 OPENING DEVELOPMENT CLOSURE

Key words EXTENSION ACTIVITY
Make students find the meaning of the words in the box in the dictionary. If possible, have students visit
https://www.teachingenglish.
Answers
org.uk/article/dictionary-
boundary(ies): (n) a real or an imaginary line that marks the limits or skills-primary-students and do
edges of something and separates it from other things or places the activities to complement
commodity(ies): (n) a product or raw material that can be bought and their practice on using on-line
dictionaries.
sold, especially between countries
VOLUME 1 UNIT 1
If not possible, get enough
concern: (n) a feeling of worry, especially one that is shared by many copies and make students work
people with their dictionaries.
sanitation: the equipment and systems that keep places clean,
especially by removing human waste.
shortage: (n) a situation when there is not enough of the things that
THEORY AND RESEARCH
are needed
sustainable: (adj)that involves the use of natural products and energy Reading Comprehension
Strategies
in a way that does not harm the environment
Research supports that
trade: (n) the activity of buying and selling or exchanging goods or the explicit instruction of
services between people or countries comprehension strategies
increases students’
Strategy in mind comprehension. Also, using
a repertoire of reading
Setting a purpose for reading comprehension strategies
enhances readers’ reasoning.
Here are a few prompts that will encourage purposeful reading: Explicit instruction typically
“Read until you get to the part where...” involves a multiple-step
“Read to find out...” process, during which teachers
gradually release responsibility
“Read up to the part where you find the answers.”
to students.
“Stop reading when you find out...”
Source: McLaughlin, M. (2012). Reading
“Read until you discover whether you were right or not.” comprehension: What every teacher needs to know. The
Reading Teacher, 65(7), 432-440.
Smart reading
Highlight the importance of paying attention to the words that are
related to each subtitle. TEACHING WINDOW
Answers Text-to-self connections
I. c. Global food production; II. b. Climate change; III. h. Water When making text-to-self
shortage; IV. e. Ice shelf boundaries; V. d Globalization; VI. f. Cultural connections, students draw
diversity; VII. g. Sustainability of the planet; VIII. a. Children’s rights on their prior knowledge and
experiences to connect with the
text. To prompt students to make
Your analysis text-to-self connections, invite
them to reflect on the following
1. Explain that the questions and tasks in this section require that questions:
students read the text more carefully, in order to find the Chilean
What does this text remind
examples for each category. me of?
2. Make students rank the problems described, according to the Can I relate my own life to the
importance they assign to them. Invite some students to share their facts in the text?
comments with the rest of the class. Does anything in this text
remind me of anything in my
Answer own life?
Students’ own examples and ideas. Accept any coherent example as
Source: Harvey, S., & Goudvis, A. (2007). Strategies that
long as it corresponds to what it is required. work: Teaching comprehension for understanding and
engagement. Stenhouse Publishers.
OPENING DEVELOPMENT CLOSURE UNIT 1 MODULE 1 LESSON 1 17

Think critically
THEORY AND RESEARCH
The questions in this section are meant to provide students with Exploring Personal
an opportunity to link the content and topic of the lesson to their Connections to a Text
own experiences and lives. Make students reflect on the questions When students see themselves
individually, and then invite them to share and compare ideas in in a text, they connect with the
small groups. text in significant ways that
lead to deeper comprehension.
Page 14 Some researchers explain that
VOLUME 1 UNIT 1
such language learners “easily

After reading construct meaning from a text
Work it out! Expressing time of actions that contains familiar elements
because their background
Students read the examples and answer the questions in pairs. knowledge helps them make
predictions and inferences
Answers about the text”.
1. (CA) Over the past years, scientists have been noticing a rapid disintegration Source: Freeman, D., & Freeman, Y. (2006). Essential
linguistics: What you need to know to teach reading,
of ice shelves. ESL, spelling, phonics, grammar. Portsmouth, NH:
2. (RA) Humans have traded goods and services since long before recorded Heinemann.
history.
3. (CA) During the last decades, international trade has been increasing
significantly.
4. (RA) Indigenous peoples have inherited unique social, cultural, economic
and political characteristics.
a.
i. We have been working for the past 6 hours and we are all very tired.
ii. We have been walking for a long time, but we’re still lost. TEACHING WINDOW
iii. The weather is really awful. It has been raining for hours.
Promoting the OATs: Socio
iv.Bimbo has been sleeping all day. I think it’s time for a walk!
dimension
Pages 14 - 15
The topic of the text and the
Speaking workshop: Talking about global issues questions proposed aim at
placing students in their role
Explain to students that, in this section, they will be guided, step by step, to of citizens, accomplished with
produce a short piece of spoken language. the problems that affect the
world today and with a high
1. preparing to speak sense of responsibility about the
a. 11 Play the recording once and ask students to listen carefully and then importance of equality of rights
repeat the words and phrases. Draw students’ attention to the fact that and opportunities for everyone in
all aspects of life.
they are all related with the topic of the lesson.
b. Make students go back to page 11, exercise 1. Have them rank each issue
(4 = most important / 0 = least important). Ask students to support their
opinions, taking notes about the reasons for their ranking.
2. practicing
In pairs, students take turns to express their opinions, using the openings
in the bubbles and the vocabulary from the lesson. If necessary, play
the recording again to allow students to imitate the pronunciation and EVALUATION FOR LEARNING
intonation. Allow them to correct each other, if they spot any mistakes in
their partner’s speech. The activities in the reading
section can be used as an
3. performing assessment activity, by using
the evaluation instruments in
Tell students to join another pair and exchange ideas. Each group the appendix on page xvii.
should agree on a new ranking of the most important global issues.

4. Evaluating
THEORY AND RESEARCH
After the task is finished, students reflect on their performance and self-
evaluate their work using the prompts in the box. Grammar discovery
Current theories of second
Make sure students exchange comments and suggestions for improvements language learning suggest that
in a respectful way, focusing on their strengths and proposing some remedial a discovery-based approach
actions for the areas they need to improve. to teaching grammar is highly
recommended in the classroom
For example:
because:
We could revise previous lessons to practice the language used.
VOLUME 1 UNIT 1
We should be more rigorous when making notes. Information is more
memorable when learning is
We could spend more time listening and repeating models of spoken generated by the learner.
language. It favors student engagement
and motivation.
Closure (10 minutes) It fosters development of
problem solving and critical
Exit slip thinking skills.
It fosters autonomous
Students reflect on the work they have done throughout the lesson and keep learning.
a record of their personal responses, which they can share with some of their Source: Thornsbury, S. (2011). Language Teaching
classmates. Encourage them to be as specific as possible about the difficulties Methodology. The Routledge Handbook of Applied
Linguistics, 185-199.
they think they will face in the future, and the measures they will take to
improve their performance.
TEACHING WINDOW
Involving students in self-assessment
By making learning goals explicit and involving students in
self-assessment, formative assessment can make students EVALUATION FOR LEARNING
become agents in their own learning, increasing their Student self-assessment
motivation, autonomy, metacognition, and learning. The term ‘student self-
By asking students to make their thinking public, formative assessment’ is used as an
probes can provide scaffolding that helps students confront “umbrella term”, which
their misconceptions, refine and deepen their understandings, encompasses:
and move to more sophisticated levels of expertise.
student self-assessment
Source: Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining student self-evaluation; and
twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer Netherlands.
student self-regulation or
self-monitoring.
THEORY AND RESEARCH In other words, the focus is on
the ability of the students to:
Grammar discovery
understand both learning
Peer feedback intentions and success criteria
Peer feedback is not the same thing as peer assessment. Peer use these criteria to judge
feedback occurs when students offer each other advice about what they have learned and
their work which incorporates reference to: what they still need to learn.
what has been done well in relation to the success criteria. reflect on the learning
what still needs to be done in order to achieve the success process to ascertain how they
criteria. learn best.
advice on how to achieve that improvement. act on feedback received from
their teacher and their peers.
Research suggests that peer feedback is most effective when set learning targets based on
students feel comfortable with each other and supported by what they still need to learn
their peers, respect each other’s opinions and feel able to take manage the organization of
risks and make mistakes. their learning.
Source: Black, P et al. 2003, Assessment for learning: Putting it into practice, Open University Press,
Maidenhead, England. Source: Publishing team.

Page 16
Lesson 2: What is globalization?

180 min. listen and identify main ideas in a recording OA 1: To demonstrate comprehension of main ideas and specific
about globalization. information of a recording.
identify specific information in a recording. OA 3: To identify purpose, type of text and relevant ideas.
identify how to express quantity. OA 4: To use different strategies to support comprehension.
Pages 16 - 19 write a short paragraph about globalization. OA 14: To write different texts using the steps of the writing process.
VOLUME 1 UNIT 1
OA 15: To write texts using correct grammar, spelling and

punctuation.
OA 16: To use language in written texts correctly.
OA B: To develop cultural awareness and comprehension.
Opening (30 minutes) EXTENSION ACTIVITY

Read the name of the lesson and the learning outcomes aloud with the class. Instead of writing a list of
Invite students to identify the relationship between the content of this lesson words, you may ask students
to create a word cloud related
and the topic of the previous one (Global issues).
with the word globalization. To
accomplish this, they can use
preparing to listen their dictionaries to find the
words they need. If you have
1. Before starting the activity, elicit students’ ideas about the meaning of the Internet access, you can suggest
concept globalization. Encourage them to work in pairs and write a list of using the following online word
words that come to their minds. cloud creators:
Wordle: http://www.wordle.net/
2. In small groups, students exchange ideas and compare examples of TagCrowd: http://tagcrowd.com
globalization. Invite some groups to share their examples with the rest of
the class. Additionally, you may ask students to go further and give non-
examples of globalization.
3. Explain that they will listen to a recording about globalization. Make
students read the sentences and anticipate what they will hear. Don’t check
answers at this point.
Page 17

Focusing on listening
Smart listening
Read the three strategies students should use while listening and Word clouds as an activating
the two pieces of advice in the Smart Listening box. Emphasize the strategy for visual learners
importance of using predictions and previous knowledge as a way of Word clouds are a great way for
focusing attention on anticipating words, phrases and content. students to distill and summarize
information. They help students
1. 12 Play the recording once. As they listen, students should confirm or get to the crux of an issue,
correct their ideas in the previous section. sorting through important ideas
and concepts quickly, in order
2. 12 Before listening again, allow students to identify the required to see what’s important. They
information that is necessary to complete the file. Then play the recording are particularly useful for visual
again (twice) and have students fill in the missing information. learners.
Source: Harvey, P. (2016). Word Clouds in the Classroom.
Retrieved from: http://edtech4learning.blogspot.
cl/2016/09/word-clouds-in-classroom.html

LISTENING FILE: What is globalization?
Answers
Listening strategies: Predicting
General information
When students make predictions
Type of recording: an interview before listening, they generate
Speakers: journalist and expert hypotheses about the type,
Purpose: to inform purpose or content of a text.
These hypotheses provide
Specific details a framework and enhance
comprehension.
VOLUME 1 UNIT 1
Main ideas. Complete the sentences.
a. Concept Source: Anderson, N. J. (2005). L2 strategy
research. Handbook of research in second
Globalization is a process by which people, companies, and language teaching and learning (757-772).
governments all over the world can integrate and interact. Mahwah, NJ, Lawrence Erlbaum Associates.
b. Development
During the last three decades a large number of governments around
the world have been acquiring the systems of free markets and
maximizing their own potential and opportunities for international
business.
c. Factors
Technology has been one of the chief drivers behind globalization, and
has transformed the habits of both consumers and marketers.
Main conclusions
According to the recording...
a. Is it easy to define the term globalization? Yes x No
b. Is globalization beneficial? x Yes No
c. it is not easy to arrive to a conclusion on this concept x Yes No
How can you define globalization in your own words? Write a short
answer in your notebook. THEORY AND RESEARCH
Students’ own ideas. Listening comprehension
According to a recent research,
Page 18 both beginner-level elementary
school students and beginner-
After listening level university students of
Work it out!: Expressing quantity languages have commented
on the power of predictions
Ask students to analyze the sentences in pairs. Invite them to close their for successful listening, the
eyes and visualize images related to each sentence and then prompt them to importance of collaboration
compare their comments with a partner. The idea is to make them understand with a partner for monitoring,
how they visualize quantity in every sentence and examine if they can really and the confidence-building
count each expression in bold. Imagery will help students comprehend impact of this approach. It
has been also found that
quantifiers and, once they have formed concrete mental representations of this method, accompanied by
these expressions, it will be much easier for them to face the task related to teacher discussion, proved to be
countable and uncountable nouns and to draw conclusions. effective with young learners.
Answers Source: Vandergrift, L. (2007). Recent developments in
second and foreign language listening comprehension
Countable nouns: a large number of, many, a few research. Language teaching, 40(03), 191-210.
Uncountable nouns: little

Writing workshop: Describing globalization
TEACHING WINDOW
/ Students will work in pairs or groups of three and write a short Explaining grammar
paragraph summarizing information about globalization.
Give lots of examples
As this is the first writing task in the book, explain to students that this activity Start off with an example of the
is carefully guided following the steps of the writing process (Organizing ideas, grammar in context. Then base
Drafting, Revising, Editing, Publishing). They will help students develop and your explanation on this, adding
practice their writing skills with the support and scaffolding they need. further examples as you go on.
Later, students can be asked to
Before starting, emphasize the importance of this task and advice students that suggest further examples of their
VOLUME 1 UNIT 1
these steps should be followed anytime they face a writing task, and are not own.
only meant at being used in the English class. Go straight on to practice
Immediately you’ve finished
After finishing the task, make sure students exchange comments and
explaining, go into a simple
suggestions for improvement for each of the prompts provided, showing practice activity. This doesn’t
support and respect for everyone’s ideas. have to be the traditional ‘gap-
fill’; it can equally well be a
Page 19 brainstorm, requiring students
to think of as many examples as
Closure (10 minutes) possible. The main point is to
elicit plenty of examples of the
Exit slip target grammar and help students
to feel that they are in control of
Make sure you devote enough time to allow students to reflect on their work
it, and can use it themselves to
and keep record of their responses, individually. Then, they can share their make meanings.
comments with a partner or in small groups.
Source: Ur, P. (2011). A course in language teaching:
practice and theory. Cambridge: Cambridge University
Press.
THEORY AND RESEARCH

Teaching Writing as a Process
When we teach students to think of writing as a process, we are trying to make
them more aware of the activities involved in writing, to increase their repertoire TEACHING WINDOW
of strategies and activities, and to recognize situations in which some strategies
may be helpful and others counterproductive. Teaching writing
A great deal of research on reading and writing processes over the past twenty Teaching writing as a process
years, including observational studies of what children and adults do as they write, rather than a product means that
supports these premises. the interest is not only focused
on the aim of the task, but rather
Source: Roen, D. H. (2002). Strategies for teaching first-year composition. Urbana, IL: National Council of Teachers of English
on the various stages that are
needed to put together a good
piece of work. Although this
approach is complex, because it
implies re-writing, re-drafting
and re-viewing, it will help your
students break writing into
manageable chunks. In this way,
they will be able to focus on
producing quality material, taking
the time to deal with each step
of the process, one at a time.
Source: Nation, I. S. P. (2009). Teaching ESL/EFL Reading
and writing. New York: Routledge.

Page 20
Lesson 3: Total globalization

180 min. read and identify theme, characters, setting OA 11: To demonstrate comprehension of a literary text
and main features of a story. about globalization.
link ideas using either …or / neither…nor OA 12: To use different strategies to support comprehension.
complete a graphic organizer. OA 16: To identify and use expressions to link ideas.
Pages 20 - 25 write an imaginary ending. OA B: to develop cultural awareness and comprehension.
VOLUME 1 UNIT 1
Opening (30 minutes) TEACHING WINDOW
Student engagement, that is,
preparing to read when or whether a student
Start the lesson reading the objectives in the chart, as a class. Once again, chooses to learn, is a necessary
explain that these are the Global Objectives stated at the beginning of the unit, condition for learning. Only
if students decide to make an
but approached in more depth.
effort to learn, they will be able
1. In pairs, students analyze the map of the world carefully and identify the to activate their metacognitive
location of the countries on it. If possible, prepare and project a transparency system and put it to work. A
or power point presentation and allow students to check their answers on key element in this process
is the practice of examining
the board. You can also get a map of the world from the Social Sciences importance. Once students
department. are able to understand the
Answers importance of classroom tasks in
their own life, they will be open
to acquire the new knowledge
and skills teachers are presenting
them with.
Source: Dornyei, Z. (2001). Motivational Strategies in the
Language Classroom. Cambridge: Cambridge University
Press.
Page 21
2. Ask students to look at the pictures and relate them with a concept in
the box.
Answers
EXTENSION ACTIVITY
Picture 1: large wasteland; Picture 2: energetic center of the world; Picture 3:
Ask students to share what they
fresh water reservoirs; Picture 4: lungs of the world.
know about the countries in the
3. Encourage students to locate the areas in the pictures in exercise 2, on the box with their classmates. You
may draw a chart on the board
map on page 20. Again, the use of a transparency or a big map on the board divided into: Country, Continent,
is a great idea to check the answers. Capital City, Language, Religion,
Answers Currency, and any other further
information.
1. - 2. Around Egypt. 3. Canada 4. England, Brazil.

4. Students get in small groups and complete the task that will allow
THEORY AND RESEARCH
them to make some predictions about the text they will read. Do not check
answers at this point. Making connections
Answers Language is best developed
when it is used in ways that are
Globalization is a process by which people, companies, and governments all active, convey meaning, and
over the world can integrate and interact. have a communicative purpose.
Activity-based teaching and
Page 22 - 23 learning focuses on what
VOLUME 1 UNIT 1
learners bring to the classroom

Development (140 minutes) and the active role that learners
play in the language acquisition
Focusing on reading process. Research on learning
and memory (Sprenger, 1999),
1. Students read the story quickly in order to confirm or correct their ideas in on language acquisition and
exercise 4, page 21. language learning (Cameron,
2001), and on the functions
Key words of the brain (Genesee, 2000)
shows us that English language
spread: (v.) open something that has been folded so that it covers a learners in elementary and
larger area than before. middle school are not passive
summit: (n) an official meeting or series of meetings between the recipients of learning. Rather,
leaders of two or more governments at which they discuss important they are actively constructing
“schema” (organizational
matters. structures of language and
supported: (adj) to be approved and helped to be successful. content) and meaning. Thus,
wasteland: (n) an area of land that is empty or cannot be used. all teaching—even direct
teaching—must be planned so
Use these meanings to check activity 1, in the section Vocabulary in that learners play active roles
Context, page 24. as they learn.
Schema theory explains how
Strategy in mind our previous experiences,
knowledge, emotions, and
Making predictions understandings affect what
Completing a visual organizer and how we learn (Harvey &
Goudvis, 2000). Schema is the
Discuss with the class how making predictions and completing a background knowledge and
diagram of the literary elements in the story can help them understand experience learners bring to the
better (For more information on this subject, refer to the Learning class. Good learners draw on
Window). prior knowledge and experience
to help them understand and,
thus, are able to use that
Smart reading knowledge to make connections.
Have students read the text again, carefully, and then complete the Source: Hedge, T. (2014).Teaching and learning in the
language classroom. Oxford: Oxford University Press.
diagram (literary web) summarizing its main elements.
Answers
Name: Total Globalization
Genre: Science-Fiction
Setting: June 2076, United Nations World Energy Summit
Theme: global energy problem
Main characters: Canadian delegate, Egyptian delegate

Your analysis LEARNING SKILLS WINDOW
1. This section invites students to answer some questions and then Using the dictionary
compare answers in small groups. Remind students of these
Answers essential skills:
a. The story depicts a future problem that may arise when the world Nouns normally appear in their
singular form and verbs appear
oil resources end. in the Infinitive.
b. The main problem is that the world needs to find alternative To identify the correct
VOLUME 1 UNIT 1
sources of energy, and to rule them. alternative between two or
c. To either give more political power to the United Nations, or to more meanings, context has
establish a new global government. to be taken into account at all
d. The countries decided to form a global government. times.
e. Students’ own answers. Source: Publishing Team
f. Students’ own ideas
Think critically
Remember this section is aimed at providing students with an
opportunity to link the contents of the text to their own ideas and
experiences. Encourage them to reflect on the questions individually TEACHING WINDOW
first and then invite them to share and compare ideas in small groups.
Vocabulary journals
Pages 24-25 To help students explore the
meanings of new words they
After reading encounter while reading, they
Vocabulary in context may keep vocabulary journals.
These journals are a specific type
1. Refer students to the story they have just read and encourage them to infer the of learning log where students
meaning of the words, considering the context in which they have been used. can record different ideas, image
Answers examples, notes and information
about the new words while they
a. i b. ii c. i d. i read.
Students may be able to respond
Work it out! Connecting alternatives and transact with the new words
they learn, using a variety of
Students analyze the sentences from the story, answer questions a and b
concepts and ideas through the
and then check with a partner. use of their own language in
Remember this section is aimed at helping students discover the use of a their vocabulary journals.
specific language structure by themselves, so guide and monitor their work but Source: Mc Carten, J. (2007) Teaching vocabulary.
don’t give the answers. Cambridge: Cambridge University Press
Answers
a. The words in bold link two alternatives
b. either … or connect two affirmative alternatives; neither … nor connect two
negative alternatives
Writing workshop: Describing globalization

Students will summarize the story they have read and write a possible
ending.
Students may not be used to working with a process-oriented approach to
writing. As a result, they may tend to direct their efforts towards the final piece
of writing they have to produce in each Writing Workshop section, without
paying much attention to the writing process and its steps.

Although your role in this section will be active and central, you can always
encourage students’ participation by asking them questions, such as the following:
How are ideas organized in this prewriting diagram/ outline? Literary webs
What new words have been added to transform the notes into a draft? They are particularly useful for
visual learners. They are diagrams
As you go through the steps as a class, you should draw your students’ or brainstorming webs that
attention to these aspects of the writing task: help students analyze stories or
Prewriting. Explain that good writers always start by listing the ideas that novels so that they can gain a
better understanding of literary
they will develop in their composition. These ideas can be organized into an
elements. A literary web helps
VOLUME 1 UNIT 1
outline or a diagram. students analyze the various

Drafting. Make students notice the way in which the outline or graphic literary elements such as plot,
organizer can be transformed into a draft. Guide them to notice the key characterization, theme, etc. at
language that writers use to expand each point (verb tenses, connectors, etc.). play in any given novel or story.
Revising. Have students notice the type of changes that can be applied to the By dissecting characters, setting,
draft. To guide them, it is useful to ask them questions such as: plots and sequence of events,
literary webs help students
Which words can you add/eliminate/replace? learn about the composition of
Editing. At this point, it is useful to tell students to read the text twice. In the narrative texts and get a better
first reading, they should pay attention to the structure of the text in general understanding of a story as a
and then, to the organization of every section in particular. In the second whole.
reading, stop at every correction mark as a class and explain the errors. Source: Mirzaei, A., & Domakani, M. R. (2010)
Publishing. Now students should read the final version of the writing The Theory and Practice of Bringing Literature into
the EFL Classroom. http://www.ensani.ir/storage/
task carefully and examine in what ways the composition has improved Files/20120427095024-8082-61.pdf
its language quality. It is useful to lead this reflection as a class and guide
students as much as possible, using questions and prompts.

Exit slip THEORY AND RESEARCH
Make sure you devote enough time to allow students to reflect on their work Using graphic organizers
and keep a record of their personal responses. to support reading
comprehension
According to empirical evidence,
TEACHING WINDOW there are a number of students
who have difficulties in text
Reading strategies: Making connections comprehension and successful
When students make authentic connections with the text they are reading, task completion, especially
they are able to gain a deeper understanding. For this reason, teachers need to when they encounter difficult
facilitate the conditions in which students can explore how a text can connect and long passages. Learners,
to their lives (text-to-self connections), to another text they have read (text- particularly the struggling
to-text connections), or to the world around them (text-to-world connections). ones, can be actively involved
in reading and derive meaning
Source: Goudvis, A., & Harvey, S. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse. from written texts using reading
comprehension strategies.
Among the various reading
strategies, graphic organizers
THEORY AND RESEARCH
have received great attention
Bringing literature into the EFL classroom and concern among general and
Recent research has shown that literature can provide a basis for extending special education researchers,
language usage. The successful comprehension and use of authentic literary as they depict a variety of
texts gives learners experience in real reading in L2 and can be confidence- relationships and structures in a
building and motivating for students. single display.
Source: Manoli, P., & Papadopoulou, M. (2012). Graphic
Source: Mirzaei, A., & Domakani, M. R. (2010) The Theory and Practice of Bringing Literature into the EFL Classroom. http://www.
organizers as a reading strategy: Research findings and
ensani.ir/storage/Files/20120427095024-8082-61.pdf
issues. Creative education, 3(03), 348. Retrieved from:
http://file.scirp.org/Html/19813.html

TEACHING WINDOW EXTENSION ACTIVITY
Using context clues to infer meaning of words You may ask students to write
Resort to the Think aloud technique to teach students how to use context clues to sentences per word, using each
infer meaning of words. of the meanings provided for
each word.
You can model the process to them, by saying the following:
“I´m going to show you a strategy to help you infer the meaning of words, as you read
a text. I have a form with four columns labeled”. TEACHING WINDOW
VOLUME 1 UNIT 1
Word Context clues Inferred Meaning ✔/✘ Teaching grammar
Use simple terminology. Limit
this to the simple and most
“As I read the text, I´m going to read the words in the first column and then I will essential items. They are very
write down what clues help me infer the meaning in the second one. helpful when you’re explaining
In the third column, I will write the meaning I’m inferring. When I have a solid idea grammar but they don’t
of what the word means, I will keep a record in the fourth column. contribute much to the student’s
One of the reasons we write the word in a sentence is that if we can do that, we vocabulary. For less advanced
probably understand the meaning”. classes, try to teach as much
as you can without using the
Source: Frey, N., & Fisher, D. (2009). Learning words inside and out, grades 1–6: Vocabulary instruction that boosts achievement in all subject areas. grammar terminology.
Portsmouth, NH: Heinemann.
Source: Ur, P. (2015) Explaining grammar – Ten tips.
Retrieved from: https://www.cambridgeenglishteacher.org/
resource-details/1986/explaining-grammar-tips-consultant
The importance of revising
Revising is a key part of the writing process, as it gives students the opportunity to TEACHING WINDOW
reflect on what they have written (in terms of both form and content). Revision is Recognizing story structure
also closely related to critical reading, when students revise a piece of writing, they
In story structure instruction,
are able to reflect on whether its message matches its writing goal or not.
students learn to identify the
Source: Best Practices in the Teaching of Writing- Developing the Craft. Retrieved from: http://elementarypgms.sp.brevardschools.org/Home/ categories of content (characters,
Writing%20Documents/Developing%20The%20Craft.pdf
setting, events, problem,
resolution). Often, students
learn to recognize story structure
through the use of story maps.
Exit slips / cards Instruction in story structure
Exit cards are written responses to questions posed at the end of a class or learning improves students’ comprehension.
activity. Students collect information about their own learning, analyze what it Source: Adler, C. R. (2004). Seven strategies to teach
reveals about their progress towards the intended learning goals and plan the next students text comprehension. Reading Rockets, 3479,
1-5. Retrieved from: http://www.upperdarbysd.org/
steps in their learning. images/blog/1572/Seven-Strategies-to-Teach-Students-
Text-Comprehension--Rea.pdf
Source: Dann, R. (2002). Promoting assessment as learning: Improving the learning process. London: Routledge Farmer.
TEACHING WINDOW EVALUATION FOR LEARNING

Guidelines for the Writing Workshop Remember that an essential
1. Explain that students must work silently, so that everyone can do their best component of the evaluating
thinking. stage is the feedback students
exchange. Make sure they make
2. Make students use a soft voice when conferring with you or with a partner. comments and suggestions for
3. When writing a draft, they should write on every other line and cross out when improvement for each of the
they make mistakes. prompts provided.
4. Ask them to request a teacher conference when they are ready for the final draft. You may use the evaluation
5. When they finish the final draft, have them re-read it and: instruments in the appendix
highlight all the interesting details on page xvii, to keep track
use the editing checklist and a dictionary to check their work and gather information about
students’ writing and their
Source: Best Practices in the Teaching of Writing- Developing the Craft. Retrieved from: http://elementarypgms.sp.brevardschools.org/Home/
Writing%20Documents/Developing%20The%20Craft.pdf
writing process skills

Page 26
SUBJECT CONNECTIONS History, Geography and Social Science

Students will... What for?
90 min. read and identify specific information in a OA 9: To demonstrate comprehension of main ideas and specific
letter about a global issue. information of a text.
react to the letter by writing its ending. OA 13: To write different type of texts, making interdisciplinary
use what they have learned in Social Science connections (History, Geography and Social Science, 7th , OA23)
Pages 26 - 27 classes to support comprehension. OA D: To develop global awareness and comprehension.
VOLUME 1 UNIT 1
Opening (30 minutes) EXTENSION ACTIVITY

In this section, students are expected to deal with texts and activities that are Web quest
aimed at allowing them to make connections and use what they know from If it is possible, conduct a web
other subjects of the curriculum, in this case mainly from History, Geography quest about Felix Finkbeiner.
and Social Science. Provide students with the list of
websites they can visit (see the
preparing to read list below) and encourage them
1. Give students time to discuss the questions and say as much as they to find information about this
can about each one, sharing their experiences and opinions. Pay special young man, and then complete a
file like the one below.
attention to question c. Ask them the following questions that will help
them remember some key information about deforestation: If Internet access is available
at your school, give them some
What is deforestation? What are its main causes? time to visit the sites and
Is it a problem? Why? What can we do to stop it? research in groups. If this is not
What kind of problem is it? possible, print the information
and hand it out to your students
so that they can read and
Development (40 minutes) complete the file.
Focusing on reading http://www.telegraph.co.uk/
1. The purpose of this activity is that students analyze a global issue, such as news/earth/8476747/The-13-
year-old-who-has-the-world-
deforestation, from another point of view. In this case, the text is written by a planting-trees.html
member of the forest family. http://therevolutionmovie.
Have students read the letter carefully and then discuss the answers to com/index.php/biography/
questions a – d in small groups. Pay special attention to students’ answers to felix-finkbeiner/
questions c and d. http://edition.cnn.com/2011/
LIVING/02/23/teenage.tree.
Answers ambassador/
a. The letter was written by a tree for humans to read.
Name Nationality
After reading Date of Famous
1. Students must analyze the statements and identify some consequences of birth for
damaging the forests. Encourage them to use what they learned in the Social You may evaluate students’
Science class. ability to deal with this type
Answers of activity using the evaluation
instruments in the appendix on
b. c. d. are some consequences of deforestation page xvii.
2. In small groups, students write two or three lines expressing their
predictions about this global problem. Accept all the ideas, as long as they
are coherent and respectful.

3. Invite some groups to read their endings aloud in front of the class.
28 UNIT 1 MODULE 1 OPENING DEVELOPMENT CLOSURE

Page 28
Module 2 Using web quests
Web quests can help students
Give students a few minutes to read what they will do in each lesson in Module develop higher level cognitive
2, helping them recognize the content, skills and attitudes they will develop. skills in an engaging way.
One of the advantages is that
students are forced to transform
Entry slip (5 minutes) information into something else:
a presentation, a short biography,
VOLUME 1 UNIT 1
Make sure students activate their ideas, experiences and impressions and have
a time line, etc.
them answer the questions before you move on to practice the pre-requisite
Web Quests are typically
language and vocabulary they need.
interdisciplinary and are also
inquiry-oriented. They require
How ready are you? (10 minutes) an engaging task or project and
use a predefined list of resources
1. The objective of exercise 1 is to make students explore the main topic of from the World Wide Web,
the unit by drawing their attention to specific environmental problems and primarily. They can incorporate
its consequences. Write the following prompt on the board and encourage cooperative or collaborative
them to use it as they speak: learning and provide scaffolding
for learners and guidance on
I think the picture of the … is related to the picture of the ... because both show the
cognitive and social skills.
problem of...
Source: March, T. (2004). New Needs. New Curriculum
Answers Educational Leadership, 61 (4), 42-47.
a. Logs b. Polar bear c. Water shortage d. Water pollution

2. In exercise 2, students continue talking about the pictures. Motivate them to
use their creativity to add more examples and think of related problems. EXTENSION ACTIVITY
3. Individually, students may choose and check (✔) the alternative that best objectives of the lessons with a
describes their feelings towards the future tasks and challenges in Module 2. partner, taking turns.
Encourage them to give honest answers and help them think what they can do
Use the frame:
to improve; solve problems they may have, get help in case they need it, etc.
“We are going to learn...
.”
EXTENSION TIP
Encourage students to give more examples of connections between EXTENSION TIP
present situations (causes) and their effects on the environment
(effects), this time related to the area in which they live. Using analogies
Motivate them to show their examples in drawings or mini-posters Challenge your fastest students
using a cause effect type of visual organizer. to elaborate a set of analogies
that relate the concepts in the
Cause Effect pictures using the “_ is to _ as
_ is to_” format. Then ask them
to explain the analogies to
their classmates.
TEACHING WINDOW An example of analogy can be:
Using a lot of paper is to
Promoting the OATs: Socio cultural and civic responsibility
deforestation as ocean / water
Exercise 1 provides students with the opportunity to reflect and be pollution is to death of fish.
aware of global problems related with the environment that may /
(Using a lot of paper and ocean
may not affect their own life.
pollution are both causes.
Source: Publishing team. Deforestation and death of fish
are effects).
OPENING DEVELOPMENT CLOSURE UNIT 1 MODULE 2 29

Page 29
Lesson 4: Facing a global crisis

180 min. listen and identify relevant ideas in a OA 2: To identify key words and expressions related with a global issue.
recording about a global problem. OA 3: To identify general purpose, main topic and relevant ideas in
complete missing information. a recording.
identify key words and expressions OA 4: To use different strategies to support comprehension of oral texts.
Pages 29 - 32 related with the topic. OA 6: Participate in oral exchanges.
VOLUME 1 UNIT 1
propose a list of actions. OA 7: React to oral texts by discussing the topic and proposing
solutions to a global problem.
OA D: To work responsibly and collaboratively towards a common goal.

preparing to listen
1. The purpose of this activity is that students recognize how globalization
has affected or changed some aspects of everyday life.
Answers
Pictures 1, 4 and 5 are related with the concept of globalization.
Pictures 2, 3 and 6 show examples of typical Chilean dishes / beverages.
2. In groups, students discuss the answers to questions a – d.
Answers
a. 1. USA, 4. Japan, 5. USA, Europe.
2-3-6. Chile.
b. c. d. Answers may vary according to STs’ context.
3. Explain that students will listen to a recording related with food.

Encourage them to make predictions about the content of the recording and
invite them to complete the sentences. Check orally.
Page 30

Strategy in mind
Making and checking predictions.
Inferring information from contextual clues.
Smart listening
As students listen, they confirm or correct their previous ideas about
the recording. Remind students that identifying the type and purpose
of a text can help them anticipate the language that will be used.
Recommend students to pay attention to clues such as speakers’ tone,
accentuation and expressions to infer information.
1. 13 This activity has two purposes: check predictions and find general
information. Refer students to the predictions they made and then play the
recording to allow them to confirm or correct them.

2. 13 Play the recording again (twice). As they listen, students may fill in the
THEORY AND RESEARCH
missing information in the file.
The ”prediction” strategy
LISTENING FILE: Facing a global crisis Students need to understand
how to recognize the purpose
Answers of the listening message, and
General information make connections about the
Type of recording: news report topic or tone to tune in as
preparation for processing the
Purpose: to inform
VOLUME 1 UNIT 1
information in the pre-listening
Main topic: food global crisis stage.
The purpose of the Pre-listening
Specific details
Activities is to prepare students
Circle the correct alternative. for listening, to ensure student
a. The Secretary-General said the growing price of food has developed success, and to get students
into a global crisis. excited about listening. Pre-
b. The United Nations estimates about 100 million of the world’s poorest listening Activities should
people cannot afford to buy food. motivate students and answer
c. The meeting in Bern will also address the impact of climate change the questions, “Why are we
doing this?”
on food production and explore ways to help developing countries
adapt to these changes. Prediction, or looking ahead,
is a basic strategy for using
d. Critics argue that the cultivation of crops for bio-fuels is taking good
prior knowledge to understand
land away from food production and causing prices to rise . a text. The learner generates
e. The meeting is expected to come up with a plan of emergency a hypothesis about the type,
measures to solve the global food crisis. purpose, or scope of a text
to provide a framework for
Match. transacting with the text to
Rising food prices; global crisis; increasing poverty; food production; confirm comprehension.
developing countries; growing controversy; emergency measures
The skill of prediction depends
Main conclusions largely on one’s prior knowledge
What are three main consequences of the problem? of the world and of the
language, how much one knows
hunger, poverty, instability
about the speaker, and how
What is the spokesman’s attitude? How do you know it? much one knows about the
Pessimistic (we know it by the speaker’s tone and intonation) speaker’s intent. Thus the initial
stage of the training program
Think critically for developing the predictive
skill should concentrate on
Make text-to-world connections getting the students to become
To prompt students to make this type of connections, invite them to aware of their own prior
reflect on the following questions: knowledge and to use this prior
How does this relate to my own life? knowledge as their basis for
prediction and comprehension.
How is this recording similar to/different from things that happen in
the place where I live? Source: Vandergrift, L. (2007). Recent developments in
second and foreign language listening comprehension
Does anything in this recording remind me of anything in my own life? research. Language teaching, 40(03), 191-210.
Page 31
After listening
Work it out!: Multi-word verbs
Remember that the activities in this section are aimed at helping students
discover a particular language function or item by themselves.

Students analyze the sentences from the recording in pairs, focusing the
TEACHING WINDOW
attention on the words in bold.
Self-assessment and the
Answers learning process
a. verbs; b. two or more; At different points in the learning
c. A phrasal verb is an idiomatic expression that combines a verb and one or process, learners may assess, or
two prepositions to make a new verb with a new / different meaning. reflect on, their own processes
of learning (skills, dispositions,
responsibilities), their learning
Speaking workshop: Proposing solutions products (content, presentation),
VOLUME 1 UNIT 1
In this activity, students will work in groups of three or four to propose or their own thinking. Reflection
some measures to solve the food crisis. must become intrinsic to learning
so that learning is not defined as
Before starting, make students notice how they will be guided, step by step, to an accumulation of information,
produce a short piece of spoken language related to the content of the lesson. but rather as the thoughtful
processing of information to
1. preparing to speak produce, apply, and create
a. 14 Play the first part of the recording. Have students listen and then repeat knowledge.
each phrase, paying special attention to the intonation and pronunciation. Recent research shows that
b. 14 Students listen to the second part of the recording and repeat self-regulatory processes are
the expressions again, paying special attention to the intonation and teachable and can lead to
increases in students’ motivation
pronunciation. and achievement.
c. Students form small groups (3-4), and discuss some ideas to solve Self-regulated students focus
the problem of the food crisis. Remind them to use the expressions and on how they activate, alter, and
vocabulary from the recording. sustain specific learning practices
in social as well as solitary
Page 32 contexts. In an era when these
essential qualities for lifelong
2. practicing learning are distressingly absent
a. Give students enough time to practice the measures they would like in many students, teaching self-
to propose, aloud, following the model in the previous section. regulated learning processes is
especially relevant.
b. While they practice, the members of the group notice the errors and offer
Source: Zimmerman, B. J. (2002). Becoming a self-
supportive feedback to each other. Make sure they express their ideas in a regulated learner: An overview. Theory into practice, 41(2),
respectful way. 64-70.
3. performing
Have each group present their measures to the rest of the class orally. Make
all the students listen to the other groups’ ideas attentively.
EVALUATION FOR LEARNING
4. Evaluating Help and guide students
a. Each group self-evaluates the performance after finishing, using the exchange supportive feedback
prompts in the box. for each of the prompts
provided. They should
b. As usual, make sure the groups exchange supportive feedback, focusing on also make comments and
their strengths and proposing remedial actions to improve their weaknesses. suggestions for improvement.
For example:
Closure (10 minutes) We should prepare the task
carefully, using the models
Exit slip provided.
We should use the language,
Make sure you devote enough time to allow students to reflect on their work intonation and pronunciation
and keep a record of their personal responses. from the recording.
We should reflect more on
possible solutions.
Source: Publishing Team

Page 33
Lesson 5: Globalization and culture

You will… What for?
180 min. read an interview to a famous sociologist. OA 9: To demonstrate comprehension of general and
identify relevant and specific information. specific information.
discuss the most important factors that OA 10: To demonstrate comprehension of words that derive
are part of your identity. from others.
Pages 33 - 37 study the use of prefixes im- and un- OA 12: To select and use different strategies to support
VOLUME 1 UNIT 1
comprehension.
OA 5: To present information orally, using sound / dʒ/ properly.
OA 6: To participate in oral exchanges, using different strategies.
OA B: To develop cultural awareness and comprehension, showing
tolerance and respect for other cultures.

preparing to read
1. To activate students’ prior knowledge of cultural aspects, encourage
them to make interdisciplinary connections with social studies. In this task,
students have to identify the name of four cultural elements of a country.
After this discussion, they will have a clearer picture of a country’s relevant
cultural expressions.
Answers
1. flags 2. languages 3. Traditional music 4. celebrations
2. You may guide students’ discussion by asking them some of

these questions:
Are there any typical outfits in your country?
What do people do for recreation? PROMOTING THE OATS
How do people greet one another? Moral dimension and socio-
Do buildings have identifiable features? cultural and civic responsibility
Describe how a holiday is celebrated. dimension
What is humorous? Exercise 4 provides a good
opportunity to develop students’
3. Individually, students reflect on and identify those cultural aspects they cultural awareness, acceptance
consider important in modeling their personality. Invite them to write and respect towards everyone’s
their names on the line at the center and fill in the bubbles with different origin and culture.
cultural aspects. Source: Publishing team.
4. Have students form small groups (4 students) and discuss their cultural
differences and similarities.
Pages 34 - 35

Focusing on reading
1. Students read the interview on pages 34 – 35. Then, they read the text again
and complete the rest of the activities.

Key words
When facing new words, remind students of the essential dictionary Notice that the activity in
skills they have learned. the Smart Reading section
can be used as Evaluation for
overwhelming: (adj.) very great or very strong; so powerful that you Learning, as students may find
cannot resist it or decide how to react. specific information in the text.
loss: (n) the state of no longer having something. You may use the evaluation
advocate: (n) a person who supports or speaks in favor of somebody or instruments in the appendix
VOLUME 1 UNIT 1
something. on page xvii, to gather

information of students’
reject: (v) to refuse to accept or consider something. reading skills.
Strategy in mind
Setting a purpose for reading
Identifying relevant information.
Smart reading
Answers
1. a. Globalization is an overwhelming world trend.
TEACHING WINDOW
b. Advocates of globalization say that globalization encourages
cultural diversity.
There is little point in asking
c. Globalization opponents are afraid of the loss of culture students just to read a text;
globalization may cause. teachers need to give students
d. Travel, the internet and social networking. a reason to read. For example,
when native speakers read, they
e. Isabella Lynton’s main ideas on this topic are: the cultural
know what they are reading and
homogenization is probably a good thing, because it increases our why. As there are different kinds
sense of a shared culture. of reading, and the information
you may find in a text is really
Your analysis different, students need to be
given some purpose for their
The questions in this section may require a second or third reading. reading.
Accept any coherent idea, but help students discover the main points in This can simply be done through
the interview. the setting of gist questions,
which are general questions that
Answers
refer to the overall meaning of
a. Students’ own ideas. a text and are usually not too
b. She says culture is not a rigid set or forms or parameters that must difficult.
be strictly adhered to. She considers culture is a dynamic force Without setting a purpose,
for change; it is in a constant state of flux, influencing and being students may try and read all the
influenced by other world-views and expressive forms. text in detail, focusing on trying
to understand every word.
c. She is for globalization. She thinks that breaking down of cultural Source: Richards, J. (2008). Teaching Listening and
barriers is probably one of the few things that societies can do to Speaking from Theory to Practice. New York: Cambridge
University Press. http://www.finchpark.com/courses/tkt/
increase harmony among ever more heterogeneous peoples. Unit_07/Richards-Teaching-Listening-Speaking.pdf

Think critically TEACHING WINDOW
These questions provide students with a great opportunity to discuss Recording the students
and exchange ideas about cultural diversity, social homogeneity and Students can feel embarrassed
advantages / disadvantages of local culture protection. or self-conscious when recording
themselves. However, it is an
They are also a good way to connect the topic of the interview with excellent way to build students’
the process of cultural transformation in Chile, as a result of the recent confidence and help their
migration of people from other countries. pronunciation. If they are able
to listen to themselves, they can
VOLUME 1 UNIT 1
Page 36 have a clearer idea as to what
they need to reinforce.
After reading Source: Robertson, C. & Acklam , R. (2000) Action
Plan for Teachers – A guide to teaching English. BBC
Vocabulary in context World Learning. Retrieved from: http://www.bbc.co.uk/
worldservice/learningenglish
Draw students’ attention to the prefixes un- and im- in bold and then have
them focus on how the words change to form the opposite concepts.
PROMOTING THE OATS
Suggest students some visual organizers to categorize the words, such as: a
chart, a Venn diagram, a mind map, etc. Suggest the title “Prefixes” (for their Socio-cultural and civic
diagram) and encourage them to classify the particles according to their ending dimension
letter. Invite some pairs to draw their diagrams on the board and share their This activity allows students to
ideas with their classmates. highlight the multiple dimensions
of their identities and reflect on
how any identity facet shapes
Speaking workshop: Describing my multicultural self the way they view the world. It
is an important instance to help
Students will be guided, step by step, to produce a short oral description of the students embrace the concept of
cultural elements that have modeled their personalities. being culturally responsive and
1. preparing to speak culturally sensitive.
a. 15 Play the recording. Have students listen and repeat the words, paying
special attention to the pronunciation of the sound / dʒ/.
THEORY AND RESEARCH
Page 37
Peer-feedback
b. 15 Play the second part of the recording. This time, have students repeat
Peer-feedback occurs when
the expressions, paying special attention to intonation and stress. students offer each other
c. Tell students to go back to page 33, exercise 3. They must use the advice about their work, which
information in the diagram to write some sentences, describing the main incorporates reference to:
What has been done well
features that are part of their culture (such as: origin of parents, country
What still needs to be done
of origin, grandparents’ culture and customs, language spoken at home, Advice on how to improve
religion, etc.)
Research suggests that peer
d. In their own words, students reflect on the effects of globalization on their feedback is most effective when
culture. You may talk about your personal experience or write this example students feel comfortable with
on the board: each other and supported by
their peers, respect each other’s
In my family, we used to eat/celebrate/watch/listen to/ etc. …, now we usually… opinions and feel able to take
2. practicing risks and make mistakes.
Teachers should create an
In pairs, students rehearse each presentation and give feedback to
environment in which taking
each other. If possible, make them record the presentation and ask other risks is accepted and there are no
classmates to listen to it. “put-downs” from other students
when mistakes are made.
3. performing Source: Black, Paul; Harrison, Chris; Lee, Clara;
Have students form groups of 6 to 8 and describe their multicultural Marshall, Bethan and William, Dylan (2003).
Assessment for Learning- putting it into practice.
self to their partners. Maidenhead, U.K.: Open university Press.

4. Evaluating
THEORY AND RESEARCH
Using the prompts in the box, each student should evaluate one person in
the group (except the partner he/she practiced with). Student self-assessment
Student self-assessment is
Closure (10 minutes) now regarded as vital to
success at school. Research has
Exit slip shown that students who use
self-assessment:
It is important that you assign enough time to make students reflect on the Recognize that learning
VOLUME 1 UNIT 1
work they have done, and keep record of their personal responses. is associated with a very
positive kind of difficulty,
which increases motivation
rather than destroying it.
Experience an increase in
Notes self-esteem.
Experience an improvement in
their learning, because they
come to know how and what
they learn.
Source: Dann, R. (2002) Promoting assessment as
learning: improving the learning process. London:
Routledge Farmer

Page 38
Lesson 6: Embracing diversity

180 min. listen and identify general and specific OA 1: To demonstrate comprehension of main ideas and
information in a teen radio program. relevant information.
recognize speakers’ feelings from OA 4: To infer meaning from intonation, accentuation and key words.
phonological clues. OA 5: To present information orally.
Pages 38 - 41 make connections between the OA 14: To write according to the steps of the writing process.
VOLUME 1 UNIT 1
recording and their own reality. OA 15: To write a paragraph using connectors and correct grammar,
explore some compound words. spelling and punctuation.
write a short paragraph expressing their OA B: To develop cultural awareness and intercultural comprehension.
opinion and feelings.
Opening (30 minutes) THEORY AND RESEARCH

preparing to listen Sequence of listening tasks
The sequencing of listening
1. In their groups, students fill in the required information in the chart.
tasks in the pre-listening,
2. With the information they collected, have students analyze the cultural while-listening, post-listening
sections has been a mainstay
composition of each group and find out how multicultural each group is. in the teaching of listening
Invite the groups to share their comments and conclusions with the rest of comprehension. Holden (2004,
the class. p.260) states that learners
would stand a far greater
3. Individually, or in pairs, students express their predictions on the recording chance of improving their
they will listen to. You may suggest students to take notes of their predictions listening ability, if listening
on a template like the one below. tasks are designed in such a
way, as they strongly encourage
My (our) prediction ✔/✘ Prediction corrected learners to make consistent
use of particular strategies
I think teens will …
at appropriate points in the
because… listening process, in order to
comprehend the material.
Page 39
Source: Chulim, F. (2008). The use of listening learning
strategies by Lengua Inglesa students in five Mexican
Development (140 minutes) universities: preliminary results. Memorias del IV Foro
Nacional de Estudios en Lenguas. 469-479. Retrieved
November 22, 2011.
Strategy in mind
Focusing on intonation pattern and stress
Smart listening
As students listen, remind them to pay special attention to the
speakers’ intonation and stress, and make connections with their
feelings towards the topic.
1. 16 Play the recording once. As students listen, they confirm or correct their
ideas in exercise 3, page 38.
Follow the information in the Teaching window; before listening to the
recording again, lead a general conversation about the usefulness of the
strategy they used.
2. 16 Have students listen to the recording again (twice) and complete the
rest of the file.

LISTENING FILE: Embracing diversity
TEACHING WINDOW
Answers
Incorporating listening
General information strategies
Main topic: multicultural schools An approach to incorporating
Purpose: to entertain / to make students become aware of advantages of listening strategies in a listening
cultural diversity lesson involves a cycle of
activities, as seen below.
Speakers
Step 1 Pre-listening activity
a teacher and students
VOLUME 1 UNIT 1
In pairs, students predict the

friends possible words and phrases that
x a journalist and students they might hear and write down
their predictions.
Specific details Step 2 First listen
1. Circle the correct alternative. As they are listening to the text,
a. The reporter is in (ii.) West London. students underline or circle those
b. At St Mary’s school, more than (iii.) twenty languages are spoken words or phrases that they have
c. It is one of the most multicultural schools in the (ii.) city. predicted correctly. They may
also write down new information
2. Who said that? Write S (Sharon), G (Greg) or K (Kendra). they hear.
a. K We are a lot more similar than different.
Step 3 Pair process-based
b. S Today, we live surrounded by many other cultures.
discussion
c. G I always think other cultures are more interesting. In pairs, students compare what
d. S It’s fantastic walking out of your door and seeing other cultures. they have understood so far.
e. G The world is becoming smaller. Step 4 Second listen
f. K Differences make our world more interesting and diverse. Students listen to those parts
that have caused confusion
Main conclusions and make notes of any new
What are the speakers’ feelings on this topic? information they hear.
Speaker Feeling Words used Step 5 Whole-class process-
1 P a great thing, fantastic, . I’m glad based discussions.
The teacher confirms students’
really interested, other cultures are more interesting, the culture of comprehension and then
2 P
other people helps us
discusses with students the
great opportunity, more interesting and diverse, more colorful strategies that they reported
3 P
individuals using.
Source: Richards, J. (2008). Teaching Listening and
Speaking - From Theory to Practice. New York: Cambridge
Think critically University Press. Retrieved from: www.cambridge.org
Encourage students to think of the advantages / disadvantages /

importance of showing respect for people from other cultures.
Pages 40 - 41
After listening
Vocabulary in context
An important aspect of developing students’ robust vocabularies is teaching
them tools to unlock the meaning of unknown words. Help students discover
the process of Compounding, through which two or more words can join up to
make one.
Writing workshop: Expressing opinions and feelings about a topic
Students will work in groups of three or four and will write a short
paragraph, expressing their feelings towards cultural diversity.

Remember that teaching writing as a process rather than a product means
TEACHING WINDOW
that the interest is not only focused on the aim of the task, but rather, on the
various stages that are needed to put together a good piece of work. Although Inferring meaning from
this approach is complex because it implies re-writing, re-drafting and re- intonation and stress
viewing, it will help students break writing into manageable chunks. In this Explain that spoken language
way, they will be able to focus on producing quality material, taking the time to delivers information about what
deal with each step of the process, one at a time. we know, what we do, and what
we want. It can be also used to
1. organizing the ideas communicate much more than
the exact meaning of the words.
VOLUME 1 UNIT 1
Have students discuss the answers to questions i – vi and then organize the It allows us to understand what
main ideas in a diagram. the speaker feels about what
he is saying and it helps us
2. drafting
infer meanings, that is, we can
Ask students to write sentences summarizing their conclusions in the get more information from the
previous point. words than their bare common
meaning. A proper accent helps
3. Revising people understand you exactly as
The following questions can help students revise and re-examine their you want them to. Listeners will
writing: lose a great deal of information
if they only focus on hearing
Who is the audience and how does this audience affect my writing? and understanding the actual
Was this text easy or difficult to write? Why? words used, without grasping
What parts did I rework? the meaning conveyed by the
What elements helped me improve my writing? intonation.
What could I change? Source: Tomlinson, J., & Bott, L. (2013). How intonation
constrains pragmatic inference. In 35th Annual Conference
What do I expect the reader to read? of the Cognitive Science Society, Berlin, Germany.
Cognitive Science Society.
3. Editing
Encourage students to proofread their work using the Editing Marks in the box.
4. publishing
As usual, each group presents their conclusions orally and then evaluates
another group’s work. Remember that an essential part of this stage is to
devote enough time to allow students exchange supportive feedback.
EXTENSION TIP
Listening and Goal-Setting
Exit slip Have your students reflect and
evaluate the effectiveness of
Make sure you devote the final part of the lesson to make students reflect their listening skills using the
on their performance in the tasks and then discuss the results of the self- following prompts:
evaluation in small groups and/or with the rest of the class. I was successful in identifying
ideas.
What surprised me was
TEACHING WINDOW .
Culturally relevant teaching Then, ask them to set goals for
Good teaching can be maximized when it is a future listening task:
culturally relevant. This means that instruction What I will do next time is
should take cultural background into consideration. .
When teaching is culturally relevant, students are
able to reinforce their own cultural identity and,
at the same time, understand other realities under
broader perspectives.
Source Williams, R. (2006), Communications as Cultural Science. Journal of
Communication, 24: 17–25.

LEARNING WINDOW
TEACHING WINDOW
Vocabulary notebooks
Helping struggling writers
Personal learning logs, like
Struggling writers have limited conceptions vocabulary notebooks, encourage
of revising and unclear goals and purposes students to continue learning
for writing. It is possible to get students outside of the class. Students can
to make more substantive revisions simply use different types of note-taking
by giving them specific goals for revising, skills and learning tips, as well as
giving simple directions to add ideas to different organizing tools such as
VOLUME 1 UNIT 1
make their texts more interesting. templates, grids, and charts. Very
It is also possible to affect revising by often, students’ own vocabulary
asking students to consider their audience note-taking consists only of
and goals. writing translations of single
words in lists, but it can be much
Source: Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best practices
in writing instruction. New York, NY: The Guilford Press.
more varied than this, including
labeling pictures and diagrams,
charts and word webs, example
sentences, etc.
Source: McCarten, J. (2007). Teaching vocabulary:
EVALUATION FOR LEARNING Lessons from the corpus, lessons for the classroom.
Cambridge University Press. Retrieved from: http://faculty.
Motivate students to reflect on their mu.edu.sa/public/uploads/1384812704.714corpus.pdf
performance in the writing task, giving
them the following prompts:
I learned to … in written English.
I learned to use these expressions… THEORY AND RESEARCH
to…
I feel … about my writing skills. How to teach revising
You may also use the evaluation Research has revealed the
instruments in the appendix on page positive impact of revising
xvii, to gather information on students’ strategies in writing instruction
writing skills. (Graham, & Harris, 2007;
MacArthur, 2007). Some
effective revising strategies
students can use to revise their
writing are the following:
THEORY AND RESEARCH Explicit teaching. Explain the
Self-assessment revising process explicitly,
providing specific goals
Today it is well known that self- for the revision and clearly
assessment has been shown to impact identifying the target reader.
both increased student achievement Focus on clarity and detail.
and improved student behavior, as it Students should answer
fosters student involvement in their own questions such as:
learning. Is there anything that is
Evidence has shown that, when students difficult to understand?
get involved in the classroom assessment What vocabulary words could
processes, this can increase their I add to make my composition
engagement and motivation. clearer?
Guided practice and feedback.
Source: Ross, 2006 Ross, J. A. (2006). The reliability, validity, and
utility of self-assessment. Practical Assessment Research & Evaluation, Source: Graham, S., MacArthur, C. A., & Fitzgerald, J.
11(10), 1–13. Retrieved from: https://tspace.library.utoronto.ca/ (2013). Best practices in writing instruction. New York,
bitstream/1807/30005/1/The%20Reliability,%20Validity,%20and%20 NY: The Guilford Press.
Utility%20of%20Self-Assessment.pdf
40 UNIT 1 MODULE 2 LESSON 6

Page 42
SUBJECT CONNECTIONS Language and literature

90 min. read and identify main information in poems. OA 11: To demonstrate comprehension of literary texts.
answer questions. OA 12: To use different strategies to support comprehension.
recite a poem. OA 6: To make an oral presentation.
Pages 42 - 43
VOLUME 1 UNIT 1
LANGUAGE LEARNING WINDOW
1. Ask students to read the poems on page 43 quickly in order to identify Interdisciplinary connections
the following information to complete the chart.
The language learning
Answers experience is more interesting
Answers can vary, but they should show the following main ideas: and challenging when teachers
encourage students to make
Tone (Pessimistic / Author’s position interdisciplinary connections.
Theme / main concern
Optimistic / Neutral) (against / for) Together with enjoyment,
Poem I Existence of a single human race optimistic for instruction that fosters
interdisciplinary connections
Poem II Consequences of globalization pessimistic against offers a number of other
Poem III Fear for globalization Pessimistic or neutral against advantages:
Integration of the language
Development (40 minutes) processes of reading, writing,
listening, speaking, and
2. Students read the poems again, carefully, and then answer the questions. thinking.
Exposure to a variety of reading
poem I and listening materials for
a. That human beings have a unique color of race. various purposes.
b. Café-au-lait (brown and white), as it combines all the colors of races. Students are encouraged to
c. To prejudice, intolerance, and bigotry. use prior knowledge to create
poem II relationships among various
sources of information.
d. As a big, global city, with many small towns. Application of new learning
e. Imitation in meaningful and ‘real world’
poem III contexts.
f. That globalization leads to misery. Enhancement of motivation
g. That it is better for people to be in their land. and participation in classroom
activities.
3. Encourage students to join another pair and discuss their ideas. Accept Source: Cross, K. P. (1999). Learning Is about Making
the use of Spanish if necessary. Connections. The Cross Papers Number 3. https://eric.
ed.gov/?id=ED432314

4. In each group, students must choose one of the poems on page 43 and
then recite it to their partners.

authentic multimodal texts related with the topic of the unit that will enhance their
motivation, interest and curiosity. In this step, students are expected to deepen their
knowledge and practice the contents of the unit.
The tasks proposed also aim at triggering students’ intellectual and affective
UNIT 1 MODULE 2 41
Page 44
project: Globalization
VOLUME 1 UNIT 1
180 min. work collaboratively to create a OA 5: To present information creatively using multimodal resources.
multimodal project about the OA 6: To prepare and participate in oral presentations.
topic of the unit. OA 9: To demonstrate comprehension of multimodal texts.
use what they have learned in OA 13: To write multimedia texts with relevant information, in a creative way.
Pages 44 - 45 other areas of the curriculum. OA B: To develop cultural awareness, comprehension and tolerance for
Estimated times: everyone’s culture.
Preparation: 90’ OA D: To be able to work responsibly and collaboratively towards a
Presentation and common goal, showing respect for other ideas.
Evaluation: 90’
This final instance of evaluation will allow your students to be assessed within LEARNING WINDOW
the meaningful context of a project. In every unit, students will find a list The Effectiveness of
of different project options, each of which will present them with different Collaborative Learning
problems to solve and with specific products to develop. Results of research are confident
that collaborative methods
To work on their projects, students will start choosing their preferred options accomplish a good deal. Evidence
and making their project plans. in support of this hypothesis
Then, they will do group research, in order to develop their chosen product, to (that learning always occurs as
part of an interaction between
finally share their projects with the rest of the class. learner and environment or
between learner and peers)
I. preparation
has been provided by many
1. Help form the groups. Teacher’s intervention is very important at researchers who have studied the
this stage and in the first project of the year, as it is necessary to ensure a collaborative learning process
variety of learning styles and levels among the members of each group. in detail. Studies confirm that
students often learn both skills
When creating groups, remember that a good team requires a mix of and content material more
skills. For this reason, encourage students to team up in heterogeneous effectively and efficiently when
groups, as this will allow them to learn from one another and expand they do so as part of a group.
social connections across the classroom. Plan grouping carefully so you Source: Smith, B. L., & MacGregor, J. T. (1992). What is
can make sure all students get the most out of their collaborations. Collaborative Learning. Retrieved from: http://uwf.edu/
dearle/Grad/Smit%20--%20collaborative%20Learning.pdf
The diagrams / tables students will find on the Preparation stage in the
Student’s Book will help them take relevant notes to plan their project.
Give groups time to work on their own in their planning and make sure
they complete it properly. If possible, make them expand their notes in
the diagrams by writing brief group reports of their plan and by handing
in lists of key language. In this way, you will teach your students to
develop problem-solving strategies and language for negotiation.
You may also want to evaluate the process of group project planning.
To do this, ask students to hand in pre-products such as project plans,
timetables, outlines, diagrams and drafts and consider them in the Final

Evaluation, using the following scale:
Process evaluation
Project plan or timetable 10%
Product draft 25%
Final product 50%
II. procedure
VOLUME 1 UNIT 1
Each group must follow the instructions of the project they chose carefully.
Give groups time to do some research on the topic they chose or let them
complete this task as homework.
Remind students to take notes of the information they collected.
Have each group organize the information in a diagram according to the
options in the instructions.
Help students create a poster or a PPP presentation, suggest them to add
some visuals and then prepare a short oral presentation.
III. presentation
Assign a session (90’) to allow students to present their findings to their
classmates.
IV. Evaluation
After they have finished the presentations, each group reflects on its work
and evaluates the group performance according to the rubric provided.
You may also use the evaluation instrument related to Projects in the
appendix on page xvii.
In the Presentation and Evaluation stage, it is recommended that teachers
play two roles:
Evaluator Commentator
Assesses and analyzing Comments on students’ work and guides their reflection
groups’ project performance to help them:
(by using the suggested center their attention on what they learned during
rubric for each project or any the project,
other instrument you may develop a balanced picture of their strengths and
prefer). weaknesses,
offers suggestions to revise and improve the project.

THEORY AND RESEARCH
Benefits of project work in second and foreign language setting
When students work on group projects, purposeful communication to complete A further benefit is that students
they are placed in situations which authentic activities, they have the have enhanced motivation,
require them to use the target opportunity to use language in a engagement and enjoyment because
language in authentic ways. By working relatively natural context (Haines, project work progresses according
in pairs or in teams, students develop 1989) and participate in meaningful to the specific context and students’
planning, organizing, and negotiation activities which require authentic interests (Lee, 2002).
VOLUME 1 UNIT 1
skills in order to perform their project language use. Authentic activities From a motivational perspective,
tasks. refer to activities designed to develop projects are more meaningful
Many benefits of incorporating project students’ thinking and problem to students, increase interest,
work in second and foreign language solving skills which are important motivation to participate, and can
settings have been suggested: in out-of-schools contexts, and to promote learning (Brophy, 2004).
foster learning to learn (Brown et al, Another set of reported benefits
The process leading to the end-product 1993). Authentic activities are tasks pertains to the development of
of project-work provides opportunities with real world relevance and utility, problem-solving and higher order
for students to develop their “that integrate across the curriculum, critical thinking skills (Allen, 2004).
confidence and independence (Fried- that provide appropriate levels of These skills are very important, since
Booth, 2002). complexity, and that allow students to they are life-long, transferable skills
Students demonstrate increased self- select appropriate levels of difficulty to settings outside the classroom.
esteem, and positive attitudes toward or involvement” (Jonassen, 1991), According to Dornyei (2001:100-
learning (Stoller, 2006:27). as quoted in Herrington et al, 2003). 101), among other potential benefits,
Among other characteristics, authentic project work encourages motivation,
Students’ autonomy is enhanced
activities have real-world relevance, fosters group cohesiveness,
(Skehan, 1998), especially when
provide the opportunity for students increases expectancy of success in
they are actively engaged in project
to examine the task from different target language, achieves “a rare
planning (e.g. choice of topic).
perspectives, enhance collaboration synthesis of academic and social
A further frequently mentioned and reflection, and allow competing goals”, reduces anxiety, increases
benefit relates to students’ increased solutions and diversity of outcome the significance of effort relative to
social, cooperative skills, and group (Reeves et al, 2002). ability, and promotes effort-based
cohesiveness (Coleman, 1992; attributions.
In addition, project-based learning
Papagiannopoulos et al, 2000: 36-37).
provides opportunities for “the Source: Tsiplakides, I., & Fragoulis, I. (2009). Project-based learning
Improved language skills (Levine, natural integration of language skills” in the teaching of English as a foreign language in Greek primary
2004). Because students engage in schools: From theory to practice. English Language Teaching,
(Stoller, 2006:33). 2(3),113. http://files.eric.ed.gov/fulltext/EJ1083088.pdf

Page 46 - 47
UNIT SYNTHESIS AND FINAL REFLECTION

45 min. recall what they did throughout the unit. (OAA)
recognize what they have learned in terms of content, To demonstrate autonomy in the learning process.
skills and attitudes. To show a positive attitude towards language learning.
identify possible future fields of application of what they To recognize the advantages of learning English for
Pages 46 - 47 have learned, according to their personal learning goals. future academic or working life.
VOLUME 1 UNIT 1
Page 46
TEACHING WINDOW
1. Give students plenty of time to examine the unit they have just finished, Student Self-assessment
individually. Always have in mind that
students’ self-evaluations are
2. Students complete the diagram and then compare their conclusions with deliberate efforts to elicit
their classmates. Before starting, elicit or give them examples for each slot. students’ perspectives on their
own learning. Students may
3. Be flexible as to when you could let students exchange and share opinions reflect on progress towards a goal,
with their classmates. on effectiveness of strategies
used for reading, writing,
Page 47 listening and speaking, on
perspectives of achieving future
1. Read the evaluation chart with the whole class and make sure students goals or on lingering questions.
understand what each point refers to. Encourage them to reflect carefully
Self-evaluations encourage
and give honest answers. students to monitor their own
learning and learning needs and
2. Get students to work in pairs and evaluate each other, using the same
serve as an additional source of
criteria. Decide if you want to give each student your own assessment information on student learning.
besides or instead of their classmate’s.

THEORY AND RESEARCH
You may finish the unit using the Complementary Digital Resource 3. It will allow
students to consolidate and practice what they have learned throughout the unit. Self-assessment: benefits for
teachers
Students are not the only
Increase in student
engagement.
Teachers can access
internalize instructional goals
and apply them to future
efforts.
Source: Rolheiser, C., & Ross, J.A. (2000). Student self-
evaluation – What do we know? Orbit, 30(4), 33–36.

COMPLEMENtAry dIGItAL rESOurCE
Methodological Guidance

Stage Time Learning outcomes / Main tasks Suggested Assessment Indicators
45’ 1 To listen and demonstrate Identify general information about globalization, communication
VOLUME 1 UNIT 1
comprehension of general ideas and and information.

explicit information in an audio-visual Ask and answer questions about specific information in the texts.
text about Globalization Exchange opinions about the content of the text.
Establish a relationship between the information in the texts with a current
topic of global interest.
Stage: Opening
1. Explain to students that they have to read a series of statements about the topic of globalization and select the ones they think
are true. After that, they must watch a video to confirm their answers.
OPENING
2. In this second activity, tell students they must watch the video again, but now select some vocabulary related to the topic and
drag the words to their corresponding sentences. Encourage them to read them aloud, in order to check pronunciation.
Stage: Development
3. Explain to students that now they will watch a new video with more in-depth information about globalization, then read some
statements, and classify them in a chart, according to the information they have just heard, to decide whether they represent the
concept of globalization or not.
4. In this activity, students must listen to an audio extract about globalization and fill in the gaps in the text presented. Encourage
your students to get in pairs and compare their work with their partner’s.
Stage: Closure
Elicit students’ opinions and answers about the topic of globalization, whether they think it is beneficial for society or not. Allow
them to discuss in pairs and then check their answers with the whole class.

45’ 1 To understand general ideas and explicit information Identify specific information related to jobs and professions.
7 of an audio-visual text about globalization. Express opinions about the content of multimodal texts.
3 To identify specific information and details related to Identify elements related to practices and products of a
people and their opinions and actions. specific culture.
B
D
Stage: Opening
1. Ask students to listen to an audio extract about the origin of some products and their country of origin, and then drag the
photos of the products to their corresponding places on the map.
DEVELOPMENT
2. Then, ask students to listen to the same audio extract, but now match the images showing activities with the places where they
can be done, according to the audio text.
Stage: Development
3. Now, have students read some statements about globalization and predict whether they are advantages or disadvantages,
clicking on the corresponding letter.
4. In this activity, students have to watch a video and confirm their answers in exercise 3. Then, invite them to read the questions
and click on the alternative they think is correct.
5. In this activity, invite your students to listen to an audio extract about the specific effects of globalization and decide whether the
statements are true or false, clicking on the correct alternative.
Stage: Closure
6. In this activity, tell your students they have to self-evaluate their performance throughout the development of the CDR, clicking
on the option that best represents how they feel about their work.
46 UNIT 1 COMpLEMENTARY DIGITAL RESOURCE

45’ 2 Identify words, phrases and key Identify specific information about the impact of globalization around the world.
B expressions in multimodal texts. Identify relevant ideas and vocabulary related to the topic of globalization
D and communications.
Ask for teacher’s help.
Accept the task with responsibility.
Stage: Opening
VOLUME 1 UNIT 1
1. In this activity, explain to students that they must watch two videos and, after that, decide whether the statements are true or
false, clicking on the correct alternative. Encourage them to compare their answers with their partners.
2. In this activity, students must watch a video about the effects of globalization in today’s world, and complete some sentences
CLOSURE
with information extracted from the audiovisual material. Encourage your students to compare their answers with their partners
and then share them with the whole class.
Stage: Development
3. In this activity, tell your students that they must watch a video and identify and number the most critical areas in which
globalization will impact the world, writing the numbers themselves. You can check this activity with the whole class, using the
board and encourage them to justify their answers aloud.
4. In this activity, students have to drag the concepts to match them with their respective areas of impact. After that, they must
watch the video and check if their ideas were correct. Encourage them to try to explain why they made mistakes (in case they
did), so that they can be aware of their own learning process.
Stage: Closure
5. In this activity, tell your students they have to self-evaluate their performance throughout the development of the CDR, clicking
on the option that best represents how they feel about their work.
CDR (Complementary Digital Resource) Rubric

Exemplary Proficient Partially Proficient Needs improvement
CATEGORY Points
4 3 2 1
Key aspects (relevant Identified more than Identified between Identified fewer than Could not identify any
information, key words, five significant aspects three and five significant three significant aspects significant aspects of
purpose of tasks, in the resource. aspects in the resource. in the resource. the resource.
problems to be solved)
Fully understood. Understood the majority Understood a few Did not understand the
of the instructions. instructions. instructions.
Ability to understand
the instructions
Ability to deal with a Correctly answered at Correctly answered Correctly answered Unable to answer
variety of question least five questions of between three and five fewer than three questions.
types (closed or different types. questions of different questions that are the
multiple choice, true or types. same type.
false, and analytical or
evaluative questions.)
Used a large number of Used several original Rarely used original Did not use any original
Use of creative
original ideas and ideas and strategies to ideas to answer. ideas to answer.
thinking strategies
strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider new
changes when new and some encouragement. changes when new and and relevant ideas and
Ability to react to
relevant ideas and new relevant ideas and information.
constructive feedback
information was information were
presented. presented.
All team members Assisted group/partner Finished individual task Contributed little to the
contributed equally to in the activity’s but did not assist group effort during the
Group/pair teamwork
the activity’s objective. objective. group/partner during activity.
the activity.
TOTAL POINTS
UNIT 1 COMpLEMENTARY DIGITAL RESOURCE 47

ANSWErS
Student’s Book shortage: (n) a situation when there is not enough of

the things that are needed.
Page 9
sustainable: (adj)that involves the use of natural
Getting ready products and energy in a way that does not harm the
1. a. Because he’s tired of eating foreign food every day environment.
VOLUME 1 UNIT 1
and wants to eat some local food for dinner. trade: (n) the activity of buying and selling or exchanging
b. A cup of tea and some cereals. goods or services between people or countries.
c. At lunch. Smart reading
d. From Argentina.
e. Tacos and some sushi. I. c. Global food production. II. b. Climate change.
III. h. Water shortage. IV. e. Ice shelf boundaries.
2. a. two alternatives: or. c. an additional idea: too. V. d Globalization. VI. f. Cultural diversity.
b. a reason: because. d. a contrast: but. VII. g. Sustainability of the planet. VIII. a. Children’s
rights
Page 10
How ready are you? Page 14
1. Expect answers related to global issues, such as global After reading

warming, terrorism, immigration, etc. Work it out! Expressing time of actions
2. Answers may vary. 1. (CA) Over the past years, scientists have been
noticing a rapid disintegration of ice shelves.
Page 11
2. (RA) Humans have traded goods and services since
preparing to read long before recorded history.
1. Picture 1: A child with a helmet in a war zone. 3. (CA) During the last decades, international trade has
Children living in war zones. been increasing significantly.
Picture 2: Water shortage. Millions of people live 4. (RA) Indigenous peoples have inherited unique
without enough water. social, cultural, economic and political characteristics.
Picture 3: Icebergs that are melting. Global warming. a. i. We have been working for the past 6 hours and
Picture 4: People leaving their homes / countries. we are all very tired.
Refugees and migrants. ii. We have been walking for a long time, but we’re
still lost.
2. Answers may vary
iii. The weather is really awful. It has been raining
Page 12 y 13 for hours.
iv. Bimbo has been sleeping all day. I think it’s time
Focusing on reading for a walk!
1. “When we talk about a global issue we are usually
referring to something that affects a number of Page 16
countries and populations. It is an issue that impacts
upon or is important to the global community.” preparing to listen
2. Answers may vary.
Key words
boundary(ies): (n) a real or an imaginary line that Page 17
marks the limits or edges of something and separates it
from other things or places. LISTENING FILE: What is globalization?
commodity(ies): (n) a product or raw material that can General information
be bought and sold, especially between countries Type of recording: an interview
concern: (n) a feeling of worry, especially one that is Speakers: journalist and expert
shared by many people. Purpose: to inform
sanitation: the equipment and systems that keep places
clean, especially by removing human waste.
48 UNIT 1 ANSWERS
Specific details Page 21
2. Picture 1: large wasteland; Picture 2: energetic center
a. Concept
of the world; Picture 3: fresh water reservoirs; Picture
Globalization is a process by which people,
4: lungs of the world
companies, and governments all over the world
can integrate and interact. 3. 1. - 2. Around Egypt. 3. Canada 4. England, Brazil.
b. Development 4. Globalization is a process by which people,
During the last three decades a large number companies, and governments all over the world can
of governments around the world have integrate and interact.
VOLUME 1 UNIT 1
been acquiring the systems of free markets
and maximizing their own potential and Page 22 - 23
opportunities for international business. Focusing on reading
c. Factors
Smart reading
Technology has been one of the chief drivers
behind globalization, and has transformed the Name: Total Globalization
habits of both consumers and marketers. Genre: Science-Fiction
Setting: June 2076, United Nations World Energy
Main conclusions Summit
According to the recording... Theme: global energy problem
a. Is it easy to define the term globalization? Main characters: Canadian delegate, Egyptian delegate
No
b. Is globalization beneficial? Your analysis
Yes 1. a. The story depicts a future problem that may arise
c. it is not easy to arrive to a conclusion on this when the world oil resources end.
concept. b. The main problem is that the world needs to find
Yes alternative sources of energy, and to rule them.
How can you define globalization in your own c. To either give more political power to the United
words? Write a short answer in your notebook. Nations, or to establish a new global government.
d. he countries decided to form a global government.
Students’ own ideas.
e. Students’ own answers.
Page 18 f. Students’ own ideas
After listening Pages 24 - 25
Work it out!: Expressing quantity
After reading
Countable nouns: a large number of, many, a few
Uncountable nouns: little Vocabulary in context
1. a. i b. ii c. i d. i
Page 20 Work it out! Connecting alternatives
Preparing to read a. The words in bold link two alternatives.
b. either … or connect two affirmative alternatives;
1.
neither … nor connect two negative alternatives.
Page 26
Focusing on reading
1. a. The letter was written by a tree for humans to read.
After reading
1. b. c. d. are some consequences of deforestation.
UNIT 1 ANSWERS 49
Page 28 Page 31
How ready are you? After listening
1. a. Logs b. Polar bear c. Water shortage Work it out!: Multi-word verbs
d. Water pollution a. verbs b. two or more c. A prepositional verb is an
idiomatic expression that combines a verb and one or
Page 29
two prepositions to make a new verb with a new /
preparing to listen different meaning.
VOLUME 1 UNIT 1
1. Pictures 1, 4 and 5 are related with the concept of Page 33

globalization.
Pictures 2, 3 and 6 show examples of typical Chilean preparing to read
dishes / beverages. 1. 1. flags 2. languages 3. Traditional music
4. celebrations
2. a. 1. USA, 4. Japan, 5. USA, Europe.
2-3-6. Chile. Pages 34 - 35
b. c. d. Answers may vary according to STs’ context.
Focusing on reading
LISTENING FILE: Facing a global crisis Smart reading
General information 1. a. Globalization is an overwhelming world trend.
Type of recording: news report b. Advocates of globalization say that globalization
Purpose: to inform encourages cultural diversity.
Main topic: food global crisis c. Globalization opponents are afraid of the loss of
Specific details culture globalization may cause.
Circle the correct alternative. d. Travel, the internet and social networking.
a. The Secretary-General said the growing price of
food has developed into a global crisis. e. Isabella Lynton’s main ideas on this topic are: the
b. The United Nations estimates about 100 million cultural homogenization is probably a good thing,
of the world’s poorest people cannot afford to because it increases our sense of a shared culture.
buy food. Your analysis
c. The meeting in Bern will also address the
a. Students’ own ideas.
impact of climate change on food production
and explore ways to help developing countries b. She says culture is not a rigid set or forms or
adapt to these changes. parameters that must be strictly adhered to. She
d. Critics argue that the cultivation of crops for considers culture is a dynamic force for change; it
bio-fuels is taking good land away from food is in a constant state of flux, influencing and being
production and causing prices to rise . influenced by other world-views and expressive forms.
e. The meeting is expected to come up with a plan c. She is for globalization. She thinks that breaking
of emergency measures to solve the global food down of cultural barriers is probably one of the few
crisis. things that societies can do to increase harmony
Match. among ever more heterogeneous peoples.
Rising food prices; global crisis; increasing poverty;
Page 39
food production; developing countries; growing
controversy; emergency measures Focusing on listening
Main conclusions LISTENING FILE: Embracing diversity
What are three main consequences of the problem? General information
hunger, poverty, instability Main topic: multicultural schools
What is the spokesman’s attitude? How do you Purpose: to entertain / to make students become
know it? aware of advantages of cultural diversity
Pessimistic (we know it by the speaker’s tone and Speakers:a journalist and students
intonation)
Specific details
1. Circle the correct alternative.
50 UNIT 1 ANSWERS
a. The reporter is in (ii.) West London. B A delegate from a ✘ Country’s ability to
b. At St Mary’s school, more than (iii.) twenty developing country support its population
languages are spoken C An delegate from a ✔ Country’s concern
c. It is one of the most multicultural schools in the country highly about environment
(ii.) city. concerned about protection
environment
2. Who said that? Write S (Sharon), G (Greg) or K
(Kendra). D A representative ✔ Principle of fairness
from a developed
a. K We are a lot more similar than different. country
b. S Today, we live surrounded by many other
VOLUME 1 UNIT 1
cultures. Exercise 2, activity b
c. G I always think other cultures are more 1-b 1-a
interesting.
d. S It’s fantastic walking out of your door and
seeing other cultures. Extra Test 1
e. G The world is becoming smaller.
f. K Differences make our world more interesting 1. Other
and diverse. Legends Gods and spirits cultural Celebrations
aspects
Main conclusions
Legends The Aymara believe The social The Carnival.
What are the speakers’ feelings on this topic? in the power of obligation
about the
Speaker Feeling Words used origin of spirits that live in to help
things, mountains, in the other
1 P a great thing, fantastic, . I’m glad such as sky, or in natural members
really interested, other cultures are more the wind, forces such as of the
2 P interesting, the culture of other people hail, lightning. community.
helps us mountains, Pachamama, the
and lakes. Earth
great opportunity, more interesting and
3 P Goddess. The god
diverse, more colorful individuals
Tunupa, the creator
of the universe. The
Page 42
Good Luck spirit,
1. Answers can vary, but they should show the known as Ekeko.
following main ideas: 2. a. The most sacred of their deities is Pachamama, the
Theme / main Tone (Pessimistic Author’s
Earth Goddess because she has the power to
concern / Optimistic / position make the soil fertile and ensure a good crop.
Neutral) (against / for) b. The Aymara celebrate Carnival dancing to drums
Poem Existence of a optimistic for and flutes in a week-long celebration.
I single human c. Because people think this spirit brings prosperity
race and grants wishes.
Poem Consequences pessimistic against
3. Students will express their own ideas. Make sure they
II of globalization
are coherent and well supported.
Poem Fear for Pessimistic or against
III globalization neutral 4. 17 a. years b. superstitions c. luck d. money
e. north f. four
5. 17 a. Sleeping with the head to the north causes
Complementary Activities
bad luck.
Exercise 1, activity b. b. Because only dead people lie with their head to the
Agree? Arguments for / north.
Speaker Identity ✔ / ✘ against environmental c. Because it has the same pronunciation as the word
protection death in Japanese.
A A representative ✔ Development of the
from a developing economy of his 6. Students will express their own ideas and describe a
country country superstition they know well.
UNIT 1 ANSWERS 51
ASSESSMENt GuIdELINE FOr EXtrA tESt 1
Task: Reading – Writing / Exercises 1, 2, 3

Criteria
Yes No Needs improvement
Student…
identifies the main ideas.
VOLUME 1 UNIT 1
organizes the information in a diagram.

identifies 3 pieces of specific information.
uses correct spelling, punctuation and grammar.
(not more than 4 mistakes)
supports the opinion.
Task: Listening - Speaking / Exercises 4, 5, 6

Criteria
Student…
identifies the main ideas in the recording.
uses correct language and frequent expressions.
paraphrases to describe a superstition briefly.
52 UNIT 1 ASSESSMENT GUIDELINE FOR EXTRA TEST 1 PHOTOCOPIABLE

trANSCrIPtS
10 STUdENT’S BooK - UNIT 1 - pAGE 8 - Prof Ramsey: Correct! It is easier to do business because
EXERCISE 1 of better transport, the Internet and more
trading between countries. It is also easier
Student A: Did you read the list of learning objectives?
to work in another country.
What’s your personal goal for this unit?
VOLUME 1 UNIT 1
Interviewer: How has this happened?
Student B: You know I want to become a journalist.
I’m very interested in writing texts about Prof Ramsey: During the last three decades a large
different topics. number of governments around the
world have been acquiring the systems
Student A: Did you find it difficult?
of free markets and maximizing
Student B: Yes, but I think I can achieve it by reading their potential and opportunities for
and following models of articles. international business.
Additionally, they have been working
11 STUdENT’S BooK - UNIT 1 - pAGE 14 -
towards the elimination of limitations to
business and trade of goods and services
EXERCISE 1
across the world.
cultural diversity
Interviewer: Which are the most important factors
global issue behind this process?
globalization
Prof Ramsey: Well, there’s little doubt that technology
natural resources has been one of the chief drivers behind
sanitation globalization, and has transformed the
sustainable habits of both consumers and marketers.
water shortage Thanks to technology development, goods
are easily transferred from and received
by countries, and business deals, mergers,
12 STUdENT’S BooK - UNIT 1 - pAGE 17 - and acquisitions have become a common
EXERCISE 1 thing in these days.
What is globalization? Interviewer: Now let me ask you a controversial
Interviewer: Professor Ramsey, can you explain what question, Prof. Ramsey. Is globalization a
is globalization? good or bad thing?
Prof Ramsey: Well, it’s hard to define the term Prof Ramsey: (laughing) Oh! That’s a difficult question
‘globalization’ briefly. It can be said that, to answer! As you know, there are always
globalization is a process by which people, two facets to a coin and globalization
companies, and governments all over the has many advantages but implies a
world can integrate and interact. few disadvantages too. I would like to
Interviewer: In other words, we can say that the world add that, even with equal advantages
has become smaller and is now a village – and disadvantages of globalization, it is
a global village. Isn’t it? hard to conclude if it is a joy or a main
problem to the world.
UNIT 1 TRANSCRIpTS 53
13 STUdENT’S BooK - UNIT 1 - pAGE 30 - 14 STUdENT’S BooK - UNIT 1 - pAGE 31 -
EXERCISE 1 EXERCISE 1
Reporter: The member states of the United Nations a. Growing crisis - rising prices - global crisis
are heading emergency talks aimed at - international community - food production -
tackling the growing crisis caused by rising developing countries - emergency measures
food prices around the world. b. We think that… In our opinion… We agree that…
At the opening session, the Secretary- We don’t think… In the future… We propose
General, said the growing price of food
VOLUME 1 UNIT 1
that…
has developed into a global crisis and the
meeting in Bern must find solutions to a
problem that is increasing hunger, poverty 15 STUdENT’S BooK - UNIT 1 - pAGE 36 -
and instability in the world. EXERCISE 1
The United Nations estimates about 100 a. heterogeneous - homogeneity - indigenous - reject -
million of the world’s poorest people cannot religious - rigid
afford to buy food. The spokesman of the
b. Nowadays, … On the contrary, … Undoubtedly,
international organization expressed that
… It means that… It doesn’t mean …
most of these people are totally dependent
on food donations from the international
community.
Spokesman: “This kind of dramatic price increases can
also touch off instability, particularly in
poor countries” .
Reporter: The meeting in Bern will also
address the impact of climate change on
food production and explore ways to help
developing countries adapt to these changes.
The growing controversy over bio-fuels is
also on the agenda, as critics argue that the
cultivation of crops for bio-fuels is taking
good land away from food production and
causing prices to rise.
The U.N. meeting is expected to come up
with a plan of emergency measures to solve
the immediate global food crisis.
This is Elizabeth Klein reporting for KLW1
from the Swiss capital, Berna.
54 UNIT 1 TRANSCRIpTS
16 STUdENT’S BooK - UNIT 1 - pAGE 39 - 17 TEACHER’S BooK - UNIT 1 -
EXERCISE 1 EXTRA TEST 1 - pAGE 62 - EXERCISE 4
Reporter: Hello everyone. You’re listening Teen Talk CNY Speaker: Superstitions are beliefs handed down over
– Teen voices for good choices. the years. They vary from country to country
Today I’m in Southall Broadway in West according to cultural beliefs, but some
London. Here at St Mary’s School, more than superstitions are very similar from one country
20 languages are spoken. It’s one of the most to another.
multicultural schools in this city. In Japan, there are a lot of superstitions. There
VOLUME 1 UNIT 1
The United Kingdom is an ethnically diverse is a superstition about a white snake. People say
country with many different communities if someone finds a white snake, he will be lucky
that reflect the multicultural nature of Britain. in life. It’s an event of good omen; it is believed
What do the new generations say about it? that white snakes carry good luck. Some people
Sharon: Hi! My name is Sharon. I think put a picture of a white snake on the wall.
multiculturalism is everywhere today. Few Snakes are a symbol of money and wealth
of us today live in towns in which there are in Japan. Some people believe the snake is
people from only one culture. Today, we live an animal of God, so they never kill snakes.
surrounded by many other cultures. I think People say if you kill a snake, you will lose your
multiculturalism is a great thing. Walking money.
out of your door and seeing other cultures is There is also a superstition called “kita-
fantastic. This didn’t happen when our parents makura.” Kita means north, Makura means
were young. People didn’t understand other pillow. In Japan, only dead people lie with
cultures. I’m glad things are changing today. their head to the north. If you put your head
Greg: I’m Greg. I’m really interested in the culture to the north when you sleep, you will have bad
of other countries. I don’t know why, but luck. People can’t sleep with their heads to the
I always think other cultures are more north. It’s a bad omen. Most people believe this
interesting than my own culture. When I was superstition.
a little child, I used to think Americans and The last one is about the number four. There is
British had the same culture because they a superstition that four is an unlucky number
speak the same language. Now I know they because the number four has the identical
are very different people. Understanding the pronunciation as the word ‘death’, so most
culture of other people helps us all to get along. people tend to avoid it and most hotels don’t
The world is becoming smaller, so I think this use the number four.
has to happen.
Kendra: Hello! My name’s Kendra. Navigating through
different cultures is a great opportunity! I
can get along with all my classmates based
on values that we share as human beings
because in essence, we are a lot more similar
than different. However, the differences make
our world more interesting and diverse. By
embracing new cultural aspects, I think we
become more colorful individuals.
COMPLEMENtAry ACtIVItIES
1.
a. Read what these delegates to an Earth Summit say. The issue for discussion is:
How can the problem of global temperature rise (the Greenhouse Effect) be solved?
VOLUME 1 UNIT 1
We need to develop our forest industry to maintain our national economy.

If the forests need to be protected, developed countries must provide us
with financial and technical aid.
We have been using the method of burning down forests to

obtain farmland for decades.
1 We won’t have land to farm if we don’t open up forests. How can

our families make a living?
Developed countries should provide financial aid to developing countries. Both

developed countries and developing countries should place importance on
educating the people about environmental protection, in order to reduce waste.
Multinational companies must make the forest industry and reforestation
sustainable.
We have provided money to developing countries to carry

out environmental protection works.
However, it isn’t fair to monitor only the developed
countries as most exhaust gas are now emitted by
developing countries.
Restraining developed countries only does not help.
56 UNIT 1 COMpLEMENTARY ACTIVITIES PHOTOCOPIABLE

b. Who supports environmental protection, and who doesn’t? What are their arguments? Complete the
chart below.
Agree?
Speaker Arguments for / against environmental protection
✔/✘
A
B
C
VOLUME 1 UNIT 1
D
c. Imagine you are attending to the Earth Summit as a Chilean delegate.

Answer questions a – c and write a short speech summarizing your ideas and position.
i. Are you for or against environmental protection? Why?
ii. What does your country (Chile) need to do in relation with this global issue?
iii. What would you answer to Delegate D when he says: “most exhaust gas are now emitted by
developing countries”?
PHOTOCOPIABLE UNIT 1 COMpLEMENTARY ACTIVITIES 57

2.
a. Choose and circle five items from the box that you think are the most important to be a global city.
high quality means of transport - famous football team - big airport -Opera House -
headquarters of multinational corporations - many fast-food restaurants - financial
centers - universities - advanced communication infrastructures - highways
VOLUME 1 UNIT 1
b. Read the texts (I – II) about two global cities and identify which cities they are. Match the texts with a picture (1 – 2).
Then, write the name of each city above the corresponding picture.
1 2
a. It has as a population of more than 12,5 million and it is one of the most populated cities of the world.
Around 35 million people live in its metropolitan area. It is also one of the
most expensive cities of the world and one of the most powerful cities for the world’s economy.
It has a lot of banks, headquarters of important global companies and huge
shopping centers. Its Stock Exchange is the second largest in the world.
The city has two main airports: Narita and Haneda. There are a few and very beautiful parks.
The biggest one is East Garden, near the Imperial Palace.
b. It is the capital of England and the United Kingdom and the most populated urban area in Europe. The city
has around 7,5 million inhabitants, but 12 million live in the surrounding area.
It is home of the headquarters of the largest global companies and it has one of the most important financial
centers around the world. There are many historic buildings in the downtown area and it has the oldest and
most extensive subway network in the world.
The city has a variety of people, cultures and religions and it offers a lot of cultural and entertainment
activities.
It has four airports: Heathrow, Gatwick, Stansted, and Lutton.
There are many parks; the biggest one is very famous and is called Hyde Park.

c. Compare the two global cities. Organize the information in a Venn diagram.
VOLUME 1 UNIT 1
d. Do you know another global city? Look up some information on the internet, and complete the file. Get a photo of
the city and stick it on the space provided below.
Name
Population
Financial and productive activities
Parks
Airports
Means of transport

3. Webquest: globalization and women
Within the past two decades, globalization has had a huge impact on the lives of women in developing
Introduction nations. Many critics fear that globalization, in the sense of integration of a country into world society,
will exacerbate gender inequality.
VOLUME 1 UNIT 1
You will be working in teams. There should be a team leader, who will organize the work and divide the
issues within each topic, to make sure everything is covered and there is no overlap. However, all team
Task
members are responsible for presenting information in class. At the end of this, we will debate whether
you believe globalization has had positive or negative effects on women.
1. Visit these websites and answer the questions (a – d).
http://en.wikipedia.org/wiki/Globalization
http://business.mapsofindia.com/globalization/history.html
a. What are 2 views on the history of globalization?
b. When did globalization begin according to Thomas Friedman’s definition?
c. When did globalization begin, according to Andre Gunder’s definition?
d. What are the main phases of the development of globalization?
2. Go over the following websites and complete the tasks.

Process http://sociology.emory.edu/faculty/globalization/issues02.html
http://www.iapss.org/2015/03/30/globalization-and-its-impact-on-women-in-developing-countries/
http://www.globalization101.org/uploads/File/Women/Women.pdf
a. Write a list of the positive effects that globalization has had on women.
b. Write a list of the negative effects that globalization has had on women.
3. Based on the information you collected, set a position towards this topic.
a. Are you for or against globalization in relation to this issue? Explain and support you position in a
short paragraph. Do some additional Internet search for information on the issue, if necessary.
b. Report the class your position and listen to your classmates’ opinions. Do you still support your
initial position? Why? Why not?
The presentation will be evaluated with common grade for group work and correct presentation will be
highly valued. Percentages are as it follows:
Evaluation - Quality of information: 30 %
- Oral Presentation: 30 %
- Conclusion, paragraph and use of language: 40%

EXtrA tESt 1
1. Read the text. Then complete the graphic organizer with the main ideas.
VOLUME 1 UNIT 1
An important feature of the culture is the social obligation to help other members of the community.
Gods and spirits

Legends (topics)
Aymaras’
Other aspects cultural
features Celebrations
2. Read the text again, this time paying attention to specific details. Answer the questions.
a. Who is the most sacred God in Aymara’s mythology? Why?
b. How do Aymaras celebrate the carnival?
c. Why do Aymaras households have figures of Ekeko?
PHOTOCOPIABLE UNIT 1 EXTRA TEST 1 61

3. In your opinion, has globalization affected this culture? Why? Why not? Write a short paragraph (4 – 6 sentences)
explaining and supporting your position.
VOLUME 1 UNIT 1
4. 17 Listen to the recording and identify the information required.

a. Superstitions are beliefs handed down over the .
b. In Japan, there are a lot of .
c. It is believed that white snakes carry good .
d. People say if you kill a snake, you will lose your .
e. In Japan, people can’t sleep with their heads to the .
f. In Japan, most hotels don’t use the number .
5 17 Listen again and answer the following questions.

a. What is Kita matura superstition about?
b. Why can’t people sleep with their heads to the north?
c. Why is number 4 considered as an unlucky number?
6. In groups of three, talk about another superstition you know. Follow the pattern.
In there is a superstition about . People believe , because
.
7. Ask your teacher to provide you with a rubric and evaluate your performance in each task. Then, interpret your
results according to the criteria below.
Great Good OK Needs improvement

(6 correct answers) (4 or 5 correct answers) (2 to 3 correct answers) (1 correct answer)
You are achieving the learning You are very well prepared. Your performance is You need to revise the
goals. You can easily achieve the satisfactory, but you can contents and practice more,
Keep on working hard! highest score by analyzing the improve. Revise the mistakes in order to improve your
few mistakes you made. you made and reinforce the performance in the next unit.
weakest areas.
62 UNIT 1 EXTRA TEST 1 PHOTOCOPIABLE

BIBLIOGrAPHy ANd ONLINE rEFErENCES
Theory and research Harvey, S., & Goudvis, A. (2007). Strategies that
work: Teaching comprehension for understanding and
Ananiadou, K., & Claro, M. (2009). 21st century engagement. Stenhouse Publishers.
skills and competences for new millennium Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013).
learners in OECD countries. http://www.oecd.org/ Best practices in writing instruction. New York, NY: The
VOLUME 1 UNIT 1
officialdocuments/publicdisplaydocumentpdf/?cote=e Guilford Press.
du/wkp(2009)20&doclanguage=en McLaughlin, M. (2012). Reading comprehension:
Hedge, T. (2014). Teaching and learning in the language What every teacher needs to know. The Reading
classroom. Oxford: Oxford University Press. Teacher, 65(7), 432-440.
March, T. (2004). New Needs. New Curriculum Nation, I. S. P. (2009). Teaching ESL/EFL Reading and
Educational Leadership, 61 (4), 42-47. writing. New York: Routledge.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2008). Payne, E., & Whittaker, L. (2006). Developing essential
Classroom instruction that works: research-based study skills. Harlow: Prentice Hall.
strategies for increasing student achievement. Alexandria, Thornsbury, S. (2011). Language Teaching
Va: Association for Supervision and Curriculum Methodology. The Routledge Handbook of Applied
Development. Linguistics, 185-199.
Tsiplakides, I., & Fragoulis, I. (2009). Project-based Ur, P. (2011). A course in language teaching: practice and
learning in the teaching of English as a foreign theory. Cambridge: Cambridge University Press.
language in Greek primary schools: From theory to Yunus, M. M., Salehi, H., & John, D. S. A. (2013).
practice. English Language Teaching, 2(3),113. http:// Using Visual Aids as a Motivational Tool in Enhancing
files.eric.ed.gov/fulltext/EJ1083088.pdf Students Interest in Reading Literary Texts. https://
Vandergrift, L. (2007). Recent developments in second arxiv.org/ftp/arxiv/papers/1305/1305.6360.pdf
and foreign language listening comprehension
research. Language teaching, 40(03), 191-210. Evaluation
Strategies Black, Paul; Harrison, Chris; Lee, Clara; Marshall,
Bethan and William, Dylan (2003). Assessment for
Anderson, N. J. (2005). Handbook of research in second Learning- putting it into practice. Maidenhead, U.K.:
language teaching and learning (757-772). Mahwah, NJ, Open university Press.
Lawrence Erlbaum Associates. Dann, R. (2002) Promoting assessment as learning:
Goudvis, A., & Harvey, S. (2000). Strategies that work: improving the learning process. London: Routledge
Teaching comprehension to enhance understanding. York, Farmer.
ME: Stenhouse. MacArthur, C. (2007). Best practices in teaching
Harvey, P. (2016). Word Clouds in the Classroom. evaluation and revision. In S. Graham, C. MacArthur,
http://edtech4learning.blogspot.cl/2016/09/word- & J. Fitzgerald (Eds.) Best practices in writing instruction.
clouds-in-classroom.html New York: Guilford.
Roen, D. H. (2002). Strategies for teaching first-year Rolheiser, C., & Ross, J.A. (2000). Student
composition. Urbana, IL: National Council of Teachers selfevaluation – What do we know? Orbit, 30(4),
of English. 33–36.
Ross, 2006 Ross, J. A. (2006). The reliability, validity,
Language skills and utility of self-assessment. Practical Assessment
Binkley, M., Erstad, O., Herman, J., Raizen, S., Research & Evaluation,11(10), 1–13. https://tspace.
Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). library.utoronto.ca/bitstream/1807/30005/1/The%20
Defining twenty-first century skills. In Assessment and Reliability,%20Validity,%20and%20Utility%20of%20
teaching of 21st century skills (pp. 17-66). Springer Self-Assessment.pdf
Netherlands. Zimmerman, B. J. (2002). Becoming a self regulated
Freeman, D., & Freeman, Y. (2006). Essential linguistics: learner: An overview. Theory into practice, 41(2), 64-70.
What you need to know to teach reading, ESL, spelling,
phonics, grammar. Portsmouth, NH: Heinemann.
UNIT 1 BIBLIOGRApHY 63
UNIT
1 Go global!
"In the era of globalization, everything is interconnected.

A problem in one part of the world will definitely impact on
other parts of the globe. (…)Therefore, collaborative efforts
are essentially required."
Agus Harimurti Yudhoyono

In this unit you will… You will also… What for?
read and listen to texts about globalization, develop cultural awareness To understand main ideas and specific
its advantages and disadvantages and its and comprehension of your information in oral and written texts, about
main consequences. own culture as well as of the advantages and disadvantages of
express ideas about this topic in an different ones, showing globalization and its main consequences.
effective and creative way. interest, respect and To develop communicative skills to express
tolerance. ideas about the origin, advantages,
use different strategies to support
comprehension and express ideas clearly. work collaboratively and disadvantages and effects of globalization.
creatively towards a To connect the topic of the unit with other
practice pronunciation of two-syllable common goal, showing
words, link ideas coherently and study areas of the curriculum.
respect for everyone’s ideas.
words that contain the prefix im-.
Picturing the unit

1. Look at the pictures on page 6 and discuss these questions. Then, exchange opinions with your classmates.
a. What is the first word that comes to your mind when you look at them? Why?
b. Are there any of the situations in the poster related to Chile?
c. Do you agree with the quotation? Why? Why not? Discuss.
Over to you
Read the list of objectives for this unit. Then, tick (✔) and answer briefly, using the questions below as a guide.
Very important Not so important

How important are the objectives above to your own life?
Why:

Does "globalization" play an important part in your own life?
Why:
Do you think it is important to develop “cultural awareness” Very important Not so important
and value collaborative work? Why? Why not?
Why:

GETTING READY
Setting objectives
1. 10 Listen to some students talking about their learning goals. Then, read the list of learning objectives on page
7 and answer questions a – c, individually.
a. Which ones do you think are the easiest to achieve? Why?
b. Which ones do you think are the most difficult to accomplish? Why?
c. What specific knowledge (content, vocabulary, attitudes) would you need, in order achieve them?
2. Which are your specific goals for this unit? Draw up a learning plan for Unit 1, following the example in
the recording.
Goals Why? How can I achieve them? The main difficulties

1. My first goal is... because...
2.
3.

Do you remember?
1. Read this short story and answer questions a – e.
Living globally
er asked tiredly. “At lunch, I went to a Peruvian restaura

“What’s on this afternoon?” Sonia’s fath of my colleagues. Then, I bought a bot
nt with some
s or some sushi. I tle of mineral
“Let’s see…I think we could eat taco water at the store. When I read the labe
l on the
love pizza, too!” bottle, I realized it was from Argentina”,
Sonia’s father
went on talking about his day.
Sonia’s father gave a deep sigh.
nk and eaten “What’s wrong with that? Why are you
“Look, Sonia, on a single day I have dru so upset?”,
ning, I had a Sonia asked.
food from all over the world. In the mor
tea leaves came
cup of tea and ate some cereals. The “Because, after such a day, I only wan
ted to come
.
from India and the cereals from the USA home and enjoy a good portion of a
typical Chilean
a cup of dish, but my adorable daughter says
When I got back to the office, I bought she would be
that the coffee delighted to eat tacos or some sushi!”
coffee from the canteen. It happens
beans were from Brazil.”
a. Why is Sonia’s father so disappointed? d. Where did the mineral water come from?
b. What did he have in the morning? e. What does Sonia want to eat?
c. When did he eat Peruvian food?
2. Discuss with your partner which of the highlighted words in the text introduce:
a. two alternatives b. a reason c. an additional idea d. a contrast
3. Discuss the questions.

a. To what extent is your daily life influenced by cultures from all over the world? Do you value and appreciate other
cultures? Why?
b. To what extent do you value and appreciate other cultures’ contribution to your own way of life?
4. Check the slot that best describes how ready you are to start the unit.
I can… On my own With some help

understand the main ideas in the story.
identify specific information and answer questions.
identify meaning of connectors.
appreciate and value other cultures’ contribution to my own life.

MODULE 1
Entry slip
Read what you will do in each lesson of Module 1, and answer the questions in the slip, before you start.
Questions Answers
1. What do you already know? 1.
2. What is useful to you? Why? 2.
3. What questions do you have about these topics? 3.
How ready are you?

1. Answer questions (a – c). Then, exchange ideas with other pairs or groups.
a. In your opinion, what are the most important problems around the world, nowadays?
b. Which of the problems you mentioned are affecting Chile at the moment? Explain.
c. Give an example of a very important problem in your town / city / area. Make sure you specify where it is
taking place, who are involved, and why it is happening. Write a list below.
2. Use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the best alternative
and then comment with your partner.
I am completely ready to start. I am quite ready to start. I am barely ready to start. I am not ready to start.
I could even help my classmates. I think I may make a few mistakes. I think I need some help. I definitely need help.

LESSON 1 Exploring global issues
You will... What for?

read and analyze information in OA 10: To demonstrate comprehension of an expository text about global issues.
an article about global issues. OA 12: To use strategies to support comprehension.
use strategies to identify specific OA 5: To use vocabulary and expressions related to the topic.
information in the text. OA 6: To participate in presentations using different strategies before, during and
rank global issues and talk after speaking.
about them. OA 7: To respond to the text through a short presentation.
OA d: To work responsibly and collaboratively towards a common goal.
preparing to read
1. In pairs, complete the first two columns of the chart. Then, join two other partners and discuss your ideas
with them.
Picture What situation / problem is this image What questions do you have about Rank (*)
showing? this image?
2. Answer these questions.

a. In your opinion, what is a global issue?
b. What do we refer to when we talk about a global issue?
c. Do you think the issues in exercise 1 are global? Why? Why not?
(*) You will complete this column at the end of the lesson.

Focusing on reading
1. Read this article. As you read, confirm or correct your ideas in exercise 2, page 11.
Key words
boundaries
What is a Global Issue?
commodities
concern
sanitation
An “issue” is a matter of concern or of interest, and may have a political, social,
shortage
sustainable environmental or economic focus. An example of a political issue is, whether a
trade country becomes a republic. An example of a social issue might be how to reduce
violence on the streets.
Issues can also occur on different scales. They can be local or global, according to
the area that is affected.
When we talk about a global issue, we are usually referring to something that
affects a number of countries and populations. It is an issue that impacts upon or is
important to the global community.
Here are some examples of the most important global issues nowadays:
Strategy in mind I.
International organizations predict that rising prices
for food commodities and increasing fuel prices will
lead to an increase in the numbers of hungry people in
developing countries over the next decades.
II.
Since the early twentieth century, global temperatures

Smart reading have been increasing gradually. There is growing
1. Read the text carefully. international concern that climate change will impact
Identify the subtitle (a – h) on the economy, health, safety and security of many
for each paragraph (I – VIII). countries and their inhabitants.
a. Children’s rights
b. Climate change
c. Global food production
d. Globalization
e. Ice shelf boundaries III.
f. Cultural diversity
Effective sanitation is important for human health.
g. Sustainability of the
Exclusion from water and sanitation services on the
planet
basis of poverty, ability to pay, group membership or
h. Water shortage
place of habitation is a violation of human rights.

Your analysis
1. Give Chilean examples of:
a. A political issue
b. A social issue
IV. c. An environmental issue
d. An economic issue
Over the past years, scientists have been noticing a
2. Rank the global issues in
rapid disintegration of ice shelves on the Antarctic the text according to their
Peninsula and the northern coast of Canada. This impact on Chile (assign a
process has had a huge impact on world climate, number from 1 to 4, 1= the
ocean currents and the wildlife in the area around most important). Discuss
ice shelves. your ideas in your group.
I. V.
V.
II. VI.
Humans have traded goods and services since III. VII.
long before recorded history. However, during
IV. VIII.
the last decades, international trade has been
increasing significantly due to improved
transportation, communication and the integration
of country economies.
VI.
Indigenous people have inherited unique social, Think critically

cultural, economic and political characteristics. Make text-to-world
The international community has recognized that connections
indigenous people are vulnerable and that steps need Which of these specific
issues are affecting your
to be taken to protect their unique cultures.
town / city / area? Why?
VII. Make text-to-self

connections
Sustainable development recognizes that future Are you personally
development cannot occur without protection of the concerned about any of
these issues? Why? / Why
world’s natural resources for future generations.
not?
VIII.
In 1989, world leaders decided that people under 18

years old often need special care and protection. A
summary of the rights under The Convention on the
Rights of the Child can be found at http://www.unicef.
org/crc/files/Rights_overview.pdf
Adapted from: Department of Education and Early Childhood Development (n.d.) What is a Global Issue?
Retrieved from: http://www.sev.asn.au/model-citizen/what-is-a-global-issue.html

After reading
Work it out! Expressing time of actions
Analyze these examples from the text and answer the questions. Then compare your answers with another pair.
1. Over the past years, scientists have been noticing a rapid disintegration of ice shelves.
2. Humans have traded goods and services since long before recorded history.
3. During the last decades, international trade has been increasing significantly.
4. Indigenous people have inherited unique social, cultural, economic and political characteristics.
a. Which sentences emphasize the result of the action? Write RA on the line beside them.
b. Which sentences emphasize the duration or continuous course of the action? Write CA on the line beside them.
c. Now, use the pictures below (1 – 4) to complete sentences i – iv, emphasizing the course of the actions that they
show. Take turns to read the sentences to your partner.
1 2
3 4
i. We for the past 6 hours and we are all very tired.

ii. We for a long time, but we’re still lost.
iii.The weather is really awful. It all afternoon.
iv. Bimbo all day. I think it’s time for a walk!
Speaking workshop Talking about global issues
Work in pairs. You will exchange information about global issues.

1. Preparing to speak
a. 11 Listen and repeat the words and phrases in the recording.
cultural diversity global issue globalization natural resources

sanitation sustainable water shortage
b. Go back to page 11, exercise 1, and assign a score or rank to each issue (4 being most important and 0 representing least
important). In your notebook, write reasons for your ranking.

2. Practicing
a. Take turns to express your opinions about global issues to your partner. Use the openings in the bubbles below, and the
vocabulary from the lesson, to start your ideas.
I think that… because… In my opinion, … I agree that…
I don’t think… I disagree with…
b. Correct each other’s mistakes and agree on the most important global issues.
3. Performing
Join another pair and present your ideas to them. Listen to their ideas and
agree on a new ranking of the most important global issues.
We…
4. Evaluating prepared our presentation.
in
After you finish, self-evaluate your work using the prompts on the list. Then, used the openings and the words
offer feedback and suggestions to each other, focusing on your strengths and the lesson.
setting personal goals to improve your weaknesses.
reached an agreement.
corrected each other with respect.
ely.
worked responsibly and collaborativ
Exit slip
Reflect on your performance in the tasks and tick (✔) the corresponding line. Discuss the results of your
self-evaluation in your group and / or with the teacher.
My performance What difficulties do I

anticipate for next lesson?
Outstanding.
I exceeded the objectives.
Very good.
How can I overcome those
I met the objectives. difficulties?
Satisfactory.
I met some of the objectives.

LESSON 2 What is globalization?

listen and identify main ideas in OA 1: To demonstrate comprehension of main ideas and specific information of a recording.
a recording about globalization. OA 3: To identify purpose, type of text and relevant ideas.
identify specific information in OA 4: To use different strategies to support comprehension.
a recording. OA 14: To write different texts using the steps of the writing process.
identify how to express quantity. OA 15: To write texts using correct grammar, spelling and punctuation.
write a short paragraph about OA 16: To use language in written texts correctly.
globalization.
OA B: To develop cultural awareness and comprehension.
preparing to listen
1. In your opinion, what does globalization mean? With your partner, write a list of words that come to your mind
when you read / hear this word.
2. Form groups of three or four. Compare your lists and discuss these questions.
a. Is globalization positive or negative? Why?
b. In what ways can you see the effects of globalization? Give some examples.
3. You will hear a recording about globalization. Read the sentences below. Tick (✔) the ideas you think will
be mentioned.
a. It is very easy to define the term globalization.
b. Globalization means it is easier to do business.
c. Globalization means it is easy to migrate from one country to another.
d. Technology development has been an essential factor in this process.
e. Globalization has many advantages.

1. 12 Listen to the recording. As you listen, confirm or correct your ideas in exercise 3, p. 16.
2. 12 Listen to the recording again (twice). Focus on the parts of the recording that are relevant to complete the
missing information in the file.
Strategy in mind
LISTENING FILE: What is globalization? Setting a purpose for
listening.
Focusing attention on
General information
relevant information.
Type of recording:
a conversation a lecture an interview
Speakers:
teacher and students a journalist and an expert
Purpose:
Smart listening
to entertain to inform to persuade Before listening, think about
the topic of the recording
Specific details and try to remember familiar
words associated with it.
While listening, pay
a. Concept attention to the parts of the
Globalization is a by which , companies, and recording that are relevant to
your purpose.
, all over the world, can and .
b. Development
During the last , a large number of around the
world have been acquiring the systems of and maximizing
their own and opportunities for business.
c. Factors
Think critically
has been one of the chief drivers behind , Make text-to-world
connections
and has the economy of both consumers and .
Can you mention any
Main conclusions positive or negative effect of
globalization? Which one?
According to the recording: Yes No
Make text-to-self
a. Is the term globalization easy to define? connections
In your opinion, is
b. Is globalization beneficial?
globalization positive or
c. It is not easy to come to a conclusion about this concept. negative? Why?
How can you define globalization, in your own words? Write a short
answer in your notebook.

After listening
Work it out! Expressing quantity

Analyze these examples from the recording, paying special attention to the parts in bold. Then, complete the task.
- During the last three decades, a large number of governments around the world have been acquiring the system of
free markets.
- There’s little doubt that technology has been one of the chief drivers behind globalization.
- Globalization has many advantages, but it implies a few disadvantages, too.
a. Identify which expressions are used with…

countable nouns:
uncountable nouns:
Writing workshop Describing globalization
Work in pairs or groups of three. You will write a short paragraph summarizing information about globalization.
1. Organizing ideas
a. Before you start, take notes of the main ideas you have learned about globalization. Use the diagram below.
Brief definition Easier things to do /

advantages
Globalization
Main factors
Our opinion
b. Join another pair or group and compare your notes. Add any missing information to your diagram.
2. Drafting
Use your notes to write a short paragraph (7 to 8 sentences) about globalization. Make sure you include a sentence
expressing your opinion about this topic.

3. Revising
Put the ideas together in one paragraph, using the phrases in the boxes to introduce and link your ideas. Follow the
examples in the listening file or ask the teacher to play the recording again.
We can say that… In other words… Thanks to…
However… In our opinion…
Editor’s Marks
4. Editing Capital letter /
Lowercase
Check for grammar, spelling and punctuation mistakes using the Editor´s Marks in the box, and
write the final version of your paragraph. Punctuation
Add a word
ss Check spelling
5. Publishing s
Change place
a. Exchange your paragraph with another pair or group and evaluate
each other’s work using the prompts in the box.
b. Discuss the result of the evaluation and offer supporting feedback The paragraph…
to each other. Remember to accept all the ideas and opinions is clear and well organized.
with respect. ired.
contains all the information requ
was revised carefully.
g the
was checked and corrected usin
Editing Marks on the list.
Exit slip
Reflect on your performance in the tasks and tick (✔) the corresponding line. Discuss the results of your self-
evaluation in your group and / or with the teacher.

Outstanding.
Very good.
Satisfactory.

LESSON 3 Total globalization

read and identify theme, characters, setting OA 11: To demonstrate comprehension of a literary text about globalization.
and main features of a story. OA 12: To use different strategies to support comprehension.
link ideas using either …or / neither…nor OA 16: To identify and use expressions to link ideas.
complete a graphic organizer. OA B: To develop cultural awareness and comprehension.
write an imaginary ending.
preparing to read
1. Look at the map of the world carefully. Find the countries in the box and circle them, using different
color pencils.
Brazil Canada Egypt England France Russia

2. Match each picture (1 – 4) with a concept in the box.
a. energetic center of the world b. fresh water reservoirs c. “large wasteland” d. lungs of the world
1 2
3 4
3. Locate the areas in the pictures (1 – 4) in exercise 2 on the map on page 20.
4. Work in groups of three or four.

a. Find and copy the meaning of the term “Globalization” on the space provided below.
b. You will read a science-fiction story about globalization. Brainstorm and write a list of ideas you think you will find
in it.

Focusing on reading
1. Read the story below. As you read, confirm or correct your ideas in exercise 4, page 21.
Key words
spread
summit
Total Globalization
supported
At the beginning of the twenty first century, the economic crisis spread
wasteland
almost all over the world. In March 2075, the world oil resources were over
and people changed gasoline cars to electric means of transportation. They
were cheaper but much slower. Trucks could not move faster than fifty
kilometers per hour which made the process of logistics last about twice
longer than usual.
Strategy in mind
Making predictions
Completing a visual organizer In June 2076, the United Nations called the World Energy Summit. In the
opening, the delegate of the host country said: “The world is facing a serious
problem today, a problem which requires us to be united more than ever…
We face a crucial dilemma: we either give more political power to the United
Nations, or we establish a new global government.”
A few days later, the Canadian delegate spoke.“The region of the Middle East
is no longer the energetic center of the world.” She added: “Which energy is
more pure than solar energy? The huge desert of Sahara, which has been a
“large wasteland” till now, can become an important economic region and a
global government could control this area.”
Smart reading
Read the text carefully. Then
write the following in your
notebook:
Name
Genre
Setting
Theme
Main characters

Your analysis
Compare your answers in
your group.
“I suggest”, she continued,” that this global government should have neither
more than one thousand nor less than five hundred members; maybe one a. Why is the story settled in
the future?
hundred per each continent. That would make six hundred members. It’s a
pretty big number, but they will rule the whole world.” b. What’s the main problem
in the story?
The motion was significantly supported by many countries. c. What are the possible
The next day, it was the President of Egypt’s turn. solutions?
d. Was the problem solved?
“Today, all the countries of the desert are speaking one voice. You want to How?
build the power plant on the territory of our Sahara and take away our land. e. How many members
The area which you find a wasteland, is however our home…” he spoke for a do you think the global
long time before he made his point. government included in
the end? Why?
“We must have additional seats in the global government. They will be the
guardians of the territory, and will ensure appropriate exploitation of the f. What do you think
happened afterwards?
desert!”
At this time, a political market began. Brazil asked for extra places in the
government, as owner of the Amazon rainforest, the lungs of the world.
England and France also claimed for extra power but they were weak
countries in the second half of the twentieth century.
Russia was another political player in problems. Only two third of the citizens
of Russia were Russians, and ethnic minorities and others were the rest of
the society. So, it got few less places in the global government than the other
empires did.
Think critically
Thus, after about a year of negotiations, a new global government was
Make text-to-world
established.
connections
(Try to guess the number of members and what happened further!) Have you ever read a story
of this genre? Which one?
Explain the main topic to
your classmates.
Are you familiarized with the
topic of this story? Discuss
with your partner.
Make text-to-self
connections
Can you think of any other
solutions to the problem in
the story? Discuss.
Does the story help you
develop cultural awareness
Adapted from: KDRZAZGA (2012). Total Globalization. Retrieved from: http://yourstoryclub.com/short- and comprehension of other
stories-social-moral/short-story-science-fiction-total-globalization/
cultures? How?

After reading
1. Find the words below in the text and underline them. Then, in pairs, choose the correct meaning for each
word, according to the context in which they are used in the story. Check your answers with another pair.
a. Spread
i. to gradually affect or cover a larger area.
ii. to cover a surface with a thin layer of a soft food.
b. Summit
i. the top of a mountain.
ii. a meeting or series of meetings between leaders of two or more countries.
c. Supported
i. to be approved and helped to be successful.
ii. to be provided with money, food, shelter, or other things that someone needs in order to live.
d. Wasteland
i. an area of land that is empty or cannot be used.
ii. an area, situation, or time that is boring and has no interesting features.
Work it out! Connecting alternatives
Read and analyze these sentences from the story. Answer the questions and then check with your partner.
- We either give more political power to the United Nations, or we establish a new global government.
- This global government should have neither more than one thousand nor less than five hundred members.
a. What do the words in bold link in each sentence? Tick (✔) an option.
i. additional options ii. alternatives iii. opposite options
b. Which words are used to connect…
i. affirmative options: / ii. negative options: /
Writing workshop Describing globalization
You will summarize the story you have read and write a possible ending.
1. Organizing the ideas
a. Copy the “sequence organizer” in your notebook and fill it to summarize the main events in the story. Don’t
complete the last row of the chart yet.
Setting: Conflict:
Characters:
Event 1 Event 2 Event 3 Event 4
Solution: Further events:
b. In your group, agree on some possible further events to continue the story. Fill in the last row of the chart with
your ideas.

2. Drafting
Write some sentences summarizing the main events in the story, and two or three sentences describing how you think
the story continued.
3. Revising
Put the sentences together into different paragraphs, using connectors to express the sequence
Editor’s Marks
of events and link your ideas, adding words to make them more interesting to read. Use the
Capital letter /
story as an example. Lowercase
Punctuation
4. Editing Add a word
a. Check for grammar, punctuation and spelling mistakes, using the Editor´s Marks on the list. ss Check spelling
s
b. Write the final version of the summary, including the possible ending you agreed on. Change place
5. Publishing
The group’s summary…
a. Read aloud the ending of the story you wrote, for the whole class
is clear and well organized.
to hear.
s in
includes connectors to link the idea
b. Exchange summaries with another group and evaluate each other’s
each paragraph.
work using the prompts in the box. Remember to focus on the other g
group’s strengths and offer positive feedback and suggestions to includes a final paragraph narratin
further events.
improve their weaknesses.
has only a few / some spelling,
s.
punctuation and grammar mistake
Exit slip
Reflect on your performance and tick (✔) the corresponding line. Discuss the results of your self-evaluation in your
group and / or with your teacher.

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS History, Geography
and Social Science
read and identify specific information in a OA 9: To demonstrate comprehension of main ideas and specific information of
letter about a global issue. a text.
react to the letter by writing its ending. OA 13: To write different type of texts, making interdisciplinary connections
use what you have learned in Social (History, Geography and Social Science, 7th, OA23).
Science classes to support comprehension. OA d: To develop global awareness and comprehension.
Preparing to read
1. In groups of three or four, answer these questions.
a. Why do people chop down trees?
b. What purposes do you think forests serve?
c. Think about what you have learned about deforestation in Science class. Can you mention some causes
and / or effects?
Focusing on reading
1. Read the letter on page 27 and answer questions a - d. Then compare your answers in your group.
a. Who is the writer of the letter? Who is the intended audience?
b. Is the problem described in the letter a global issue? Why? Why not?
c. Which places in Chile are being affected by this problem?
d. Which are the positive / negative effects of this problem in your town / city / area?
After reading
1. Which of these are consequences of damaging the forests? Tick (✔) the ideas that are true.
a. Land surface is exposed to sunshine and rainstorms.
b. The loss of soil and its nutrients makes it hard for the forest to revive.
c. The culture and customs of indigenous tribes that live in the forests disappear.
d. Many animals are forced to migrate or they just die.
e. The dwellings and food of some animals and plants are cleared out.
2. In the end, the tree says, ‘If this goes on…’ What do you think it wanted to say?
Write some ideas to finish the letter.
3. Join another group and take turns to read your endings aloud.

To whom it may concern,
We, the forests family, represent the largest family in the world and
want to complain about a critical situation that requires the full
attention of international organizations.
Ten thousand years ago, we used to cover half of the Earth’ s land. By
now, about one third of the forests’ family has vanished.
Since the last decades of the past century, our tropical forests have
been experiencing a worldwide ‘massacre’.
Up to 16.9 million hectares of forests are logged each year by human
beings. In other words, forests of an area of about half the size of big
cities have vanished each day in the last decades, and it doesn’t seem
like this situation will stop.
As you may know, the speed for us to reproduce and grow can never
catch up with the speed in which we get killed. You human beings
are to blame for this outrageous crime.
If this goes on...
Created by Publishing Team.

MODULE 2
Entry slip
Read what you will do in each lesson of Module 2, and answer the questions in the slip before you start.
Questions Answers
1. What is new to you? 1.
3. What interests you most? Why? 3.
How ready are you?
1. Look at the pictures carefully. Match a picture (a-d) with a picture in the second row and explain the
connection between them to your partner.
a b c d
i ii iii iv
2. Discuss these questions in your group. Then agree on a general answer and share your ideas with the rest of
the class.
a. What made you link each pair of pictures?
b. In your opinion, are these pictures showing “global issues”? Why? Why not?
I could even help my classmates. I think I may make a few mistakes. I think I need some help. I definitely need help.

LESSON 4 Facing a global crisis

listen and identify relevant ideas in a OA 2: To identify key words and expressions related to a global issue.
recording about a global problem. OA 3: To identify general purpose, main topic and relevant ideas in a recording.
complete the missing information. OA 4: To use different strategies to support comprehension of oral texts.
identify key words and expressions OA 6: To participate in oral exchanges.
related to the topic. OA 7: To react to oral texts by discussing the topic and proposing solutions to a
propose a list of actions. global problem.
OA d: To work responsibly and collaboratively towards a common goal.
preparing to listen
1. Look at the pictures (1 – 6). In your opinion, which of the pictures are related to the concept “globalization”?
Why?
1 2 3
4 5 6
2. Join another pair and answer these questions.

a. Do you know the origin of the products in exercise 1? Where do they come from?
b. How often are they consumed in your family / group / town?
c. Have the products related with globalization affected local culture? How?
d. Do you think food is a global problem? Why? Why not?
3. You are going to listen to a recording related to food. With your partner, make predictions about the type and
content of the recording.
We think we will listen to .

In the recording, these main ideas will be mentioned: , .

1. 13 Listen to the recording, check your predictions and complete the first point in the file.
2. 13 Listen to the recording again (twice). As you listen, complete the rest of the file.
Strategy in mind
LISTENING FILE: Facing a global crisis Making and checking
predictions.
Inferring information from
General information
contextual clues.
Type of recording:
Purpose:
Main topic:
Specific details
Circle the correct alternative.
a. The Secretary-General said the growing / decreasing price of food
Smart listening
has developed into a global crisis.
As you listen, confirm or
b. The United Nations estimates about 100 / 10 million of the world’s correct your previous ideas
poorest people can / cannot afford to buy food. about the recording.
c. The meeting in Bern / Berlin will also address the impact of climate Pay attention to clues
change on food consumption / production and explore ways to help such as speakers’
developing / developed countries adapt to these changes. tone, accentuation and
expressions to infer
d. Critics argue that the cultivation of crops for bio-fuels is taking good information.
land away from food production and causing prices to drop / rise.
e. The meeting is expected to come up / finish with a plan of emergency
measures to face / solve the global food crisis.
Match according to the information in the recording.

rising controversy
global poverty
increasing production
Think critically
food measures
Make text-to-world
developing food prices
connections
growing countries Do you also think this is a
emergency crisis global problem? Why? Why
not?
Main conclusions Do you also think the use
of bio-fuels is affecting food
What are three main consequences of the problem? production? Yes? No? Why?
What emergency measures
, ,
would you suggest to solve
What is the spokesman’s attitude? How can you tell? this crisis?
pessimistic / optimistic

After listening
Work it out! Multi-word verbs
Read these sentences from the recording, paying special attention to the words in bold. Then answer the
questions and check your answers with your partner.
- This kind of dramatic price increases can also touch off instability, particularly in poor countries.
- The cultivation of crops for bio-fuels is taking good land away from food production.
- The U.N. meeting is expected to come up with a plan of emergency measures.
a. What are these types of words? verbs / nouns / adverbs

b. How many elements do these types of words combine?
c. Complete.
A phrasal verb is an idiomatic expression that combines and to make a new verb
with a meaning.
Speaking workshop Proposing solutions
You will work in groups of three or four to propose some measures to solve the food crisis.
a. 14 Listen to these phrases, paying special attention to intonation and pronunciation.
growing crisis rising prices global crisis international community
food production developing countries emergency measures
b. 14 Listen and repeat these expressions.
We think that… In our opinion… We agree that…
We don’t think… In the future… We propose that…
c. Brainstorm and write some ideas to face and solve the food crisis. Use the expressions you practiced and the
vocabulary in the recording.

2. Practicing
a. Read the measures aloud in your group. Follow the model in the recording.
b. Correct each other’s mistakes in a supportive way and be ready to present your proposals to your classmates.
3. Performing
Take turns to present your emergency measures in front of the class, orally.
4. Evaluating
We…
a. Evaluate the group’s performance after you finish. Use the prompts in dy
took the task seriously and everybo
the box.
contributed to it.
b. Exchange supportive feedback, focusing on your strengths and on
used the correct language, intonati
proposing remedial actions to improve your weaknesses. and pronunciation.
e
reflected on and proposed possibl
solutions.
itive
corrected each other, giving pos
feedbac k and app reci atin g our
strengths and achievements.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 5 Globalization and culture

read an interview to a famous sociologist. OA 9: To demonstrate comprehension of general and specific information.
identify relevant and specific information. OA 10: To demonstrate comprehension of words that derive from others.
discuss the most important factors that OA 12: To select and use different strategies to support comprehension.
are part of your identity. OA 5: To present information orally, using sound / dʒ / properly.
study the use of prefixes im- and un. OA 6: To participate in oral exchanges, using different strategies.
OA B: To develop cultural awareness and comprehension, showing tolerance and
respect for other cultures.
preparing to read
1. What is culture? Have a look at the pictures (1 – 4) and write the name of some of the aspects that represent a
group’s culture. Check with your teacher.
1 2 3 4
2. What other aspects, do you think, are part of a group’s culture? Write a list of 3 – 5 elements in your notebook
and then compare it with another pair’s list. Add any aspects missing on your list.
3. Write your name on the line in the center. Use the identity bubbles to name cultural aspects that are important in
defining who you are.
4. Form groups of four and discuss similarities and differences in your descriptions. Answer questions a and b.
a. In what aspects are you similar to / different from your classmates?
b. Do you think globalization has enriched or affected your own culture? Why?

Focusing on reading
1. Read the interview. As you read, keep in mind your ideas in exercise 4, page 33.
Key words
overwhelming
loss
advocates
reject
Does globalization
mean one
single culture?
By Adam Jones
18 November 2020
Nowadays, globalization is an development, globalization reflects

overwhelming world trend, but those somewhat the theory of convergence
who oppose it are especially sensitive and hegemonic control, but in deeper
about loss of culture. They view sense, it promotes cultural identity.
globalization as homogenization.
Strategy in mind Q: Prominent critics disagree on
Setting a purpose for reading On the contrary, advocates of that. They argue that globalization
Identifying relevant globalization say that, instead of has its own dominant culture,
information. creating a single, boring global village, which tends to be homogenizing...
the forces of globalization are actually Isabella Lynton: Well, first, people
encouraging the proliferation of are not mere objects of cultural
cultural diversity. influences. They can reject or
Famous sociologist Isabella Lynton integrate culture. Surprisingly, I have
shares her reflections about this observed that, in this new era of
current and controversial topic. globalization, people become much
more concerned about the richness
Q: Modern humans have created and particularity of their own culture.
many thousands of distinct
cultures. Is globalization making Q: There are also inter-ethnic, inter-
the world more homogenous? cultural and inter-religious conflicts
in the world. It seems that people
Smart reading Isabella Lynton: Undoubtedly, the
are protecting their cultural roots.
1. Answer in your notebook. current era of globalization is having
a homogenizing influence on people. Isabella Lynton: Globalization and
a. Globalization is...
Many people think it may also cultural identity is hotly debated in
b. Advocates of the academy. Indigenous people are
globalization say... produce an immeasurable loss of local
culture, which in turn can lead to loss affirming and defending their cultural
c. Globalization opponents and social identities in the new global
are afraid of... of identity.
era. It makes the situation about
d. What factors Q: Does globalization mean globalization and cultural identity
have accelerated homogeneity? quite complex.
homogenization?
Isabella Lynton: In terms of
e. Isabella Lynton’s main science, technology and economic
ideas on this topic are...

Your analysis
1. Discuss with the class:
a. Does the interview
confirm or reject your
ideas in exercise 4, page
33? Why?
b. What does Isabella
Lynton think about
culture?
c. Is she for or against
cultural globalization?
Why?
Q: Are there any benefits due to I argue that the seemingly

cultural globalization? unstoppable and ever accelerating
Isabella Lynton: Balancing the cultural homogenization around
benefits of integrating into a the world brought about by travel,
globalized world against protecting the internet and social networking,
the uniqueness of local culture is probably a good thing, even
requires a careful reflection. if it means the loss of cultural
uniqueness: it increases our sense of
It is impossible to understand culture
a shared culture. In fact, the breaking
as a rigid set or forms or parameters
down of cultural barriers is probably
that must be strictly adhered to. We
one of the few things that societies
need to understand that culture is
can do to increase harmony among
a dynamic force for change; it is in Think critically
ever more heterogeneous peoples.
a constant state of flux, influencing Make text-to-world
and being influenced by other world- connections
views and expressive forms. In which way is the topic of
the interview connected to
Chile? Explain.
Make text-to-self
connections
Adapted from: Pagel, M. (2014) Does globalization mean we will become one culture? In which way is this
Retrieved from: http://www.bbc.com/future/story/20120522-one-world-order controversy related with your
own reality? Explain.

After reading
1. Read sentences from the interview, paying special attention to the parts in bold. Do they have anything
in common?
- Undoubtedly, the current era of globalization is having a homogenizing influence on people.
- Many people think it may also produce an immeasurable loss of local culture.
- It is impossible to understand culture as a rigid set or forms or parameters…
- (…) the seemingly unstoppable and ever accelerating cultural homogenization around the world (…) is probably a
good thing …
2. In your own words, explain the meaning of the parts in bold to your partner.
3. Classify and organize the words in different categories. Draw a diagram or chart and compare it with
other pairs. Check with your teacher.
Speaking workshop Describing my multicultural self
a. 15 Listen and repeat these words. Pay special attention to the pronunciation of the parts in bold.
heterogeneous homogeneity indigenous
reject religious rigid

b. 15 Listen and repeat these expressions. Pay special attention to intonation and stress.
Nowadays, … On the contrary, … Undoubtedly, …
It means that… It doesn’t mean …
c. Go back to page 33, exercise 3. Use the diagram you completed and write a short paragraph describing your
cultural roots and identity. Mention the most important factors that are part of it.
d. Write a final sentence explaining how, in your opinion, globalization has affected your own culture.
2. Practicing
Rehearse your presentation with your partner and provide each other with feedback. If possible, record your
presentation and ask your partner to listen to it.
My classmate…
described his / her cultural roots.
3. Performing
explained how globalization affected
Form groups and describe your multicultural self to your his / her identity.
partners. used correct pronunciation and
intonation.
4. Evaluating valued the contribution of different

cultures.
Use the prompts in the box to evaluate one person in your group showed awareness, tolerance and
(except the partner you practiced with). respect for cultural diversity.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 6 Embracing diversity

listen and identify general and specific information in OA 1: To demonstrate comprehension of main ideas and
a teen radio program. relevant information.
recognize the speakers´ feelings from phonological OA 4: To infer meaning from intonation, accentuation and key words.
clues. OA 5: To present information orally.
make connections between the recording and your OA 14: To write according to the steps of the writing process.
own reality. OA 15: To write a paragraph using connectors and correct grammar,
explore some compound words. spelling and punctuation.
write a short paragraph expressing your opinion OA B: To develop cultural awareness and intercultural comprehension.
and feelings.
preparing to listen
1. Work in groups of three or four. Make a list of everyday actions that are manifestations of your own culture
(such as: the food you eat, the language you speak, the music you listen to, etc.). Complete the chart.
Name Student 1 Student 2 Student 3

Food
Music
Language you speak
2. In your group, discuss the meaning of the concept “multicultural”. Then, answer these questions.
a. How many different languages do students speak in your school?
b. Do you or your classmates speak different languages at home and at school?
c. Do you think you live in a multicultural area? Why? Why not?
3. You will listen to some teens expressing their feelings about multiculturalism. Do you think they like this concept?
Why? Why not?

1. 16 Listen to the recording and check your ideas on page 38, exercise 3. Complete the first point in the file.
2. 16 Listen to the recording again (twice). As you listen, complete the rest of the file.
Strategy in mind
LISTENING FILE: What is globalization? Focusing on intonation
pattern and stress.
General information
Main topic:
Purpose:
Speakers
a teacher and students friends a journalist and students
Specific details
1. Circle the correct alternative. Smart listening
As you listen, pay attention to
a. The reporter is in .
the speakers’ intonation and
i. South London ii. West London iii. East London stress and make connections
with their feelings towards
b. At St Mary’s school, more than languages are spoken. the topic.
i. ten ii. fifteen iii. twenty
c. It is one of the most multicultural schools in the .

i. area ii. city iii. country
2. Who said it? Write S (Sharon), G (Greg) or K (Kendra).
a. We are a lot more similar than different.

b. Today, we live surrounded by many other cultures.
c. I always think other cultures are more interesting.
Think critically
d. It’s fantastic walking out of your door and seeing other cultures. Make text-to-world
e. The world is becoming smaller. connections
Why do you think some
f. Differences make our world more interesting and diverse. people decide to move to a
new country?
Main conclusions
What difficulties do you think
What are the speakers’ feelings on this topic? a migrant family would face?
Write P (positive), N (negative) or Ne (neutral) and the words he / she used Make text-to-self
to express it. connections
Speaker Feeling Words used How does this topic make
you feel? Why?
1
2
3

After listening
1. Read the sentences from the recording, paying special attention to the words in bold.
- This is our website Teentalkradio.org.
- Find us on your favorite social network.
- Hello everyone. You’re listening to Teen Talk CNY.
- I think multiculturalism is everywhere today.
2. Answer these questions. Then, check with your partner.

a. What do the words in bold have in common? Look carefully.
b. How many parts can you recognize in each word?
c. Find more examples of these types of words.
Writing workshop Expressing opinions and feelings about a topic
Work in groups of three or four. You will write a short paragraph expressing your feelings towards cultural diversity.
1. Organizing ideas
a. In your group, discuss questions i. – vi.
i. How multicultural is your school and your town?
ii. Are your customs different from / similar to your classmates’ customs? Why?
iii. What reasons can you think of for moving to a new country?
iv. What difficulties do you think a migrant family would face in Chile?
v. Would you like to live in a multicultural city / town?
vi. What are the advantages / disadvantages of living in a multicultural society?
b. Take some notes of the main ideas discussed. Organize them in the diagram below. You can copy it onto your
notebook.
Advantages
Reasons
Our experience
Difficulties
Disadvantages
Our feelings

2. Drafting
Use your notes to write some sentences, summarizing your conclusions and feelings about this topic.
3. Revising
Put the sentences together to create a paragraph, using connectors to link your ideas and adding words to make the
paragraph more attractive to read. You may use some of the ideas in the boxes.
In our opinion… We think that… because However… either… / or…
From our experience… We like / don’t like but neither… / nor…
Editor’s Marks
Capital letter /
4. Editing Lowercase
With your teacher’s help, proofread your revised draft using the Editor´s Marks in the box. Punctuation
Add a word
5. Publishing ss Check spelling
s
a. As a group, present your conclusions to the class, orally. Use the text Change place
you wrote as help.
b. Ask another group to evaluate your written work using the prompts The group…
in the box. Then, evaluate other groups’ work. organized the ideas in a diagram
.
c. Exchange supportive feedback, focusing on the other group’s used the ideas to write the first draf
t.
strengths and offering some recommendations to improve into a
used connectors to put the ideas
their weaknesses.
paragraph.
corrected spelling, grammar and
punctuation mistakes.
showed cultural awareness and
comprehension.
Exit slip

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS LANGUAGE AND LITERATURE
read and identify main information in poems. OA 11: To demonstrate comprehension of literary texts.
answer questions. OA 12: To use different strategies to support comprehension.
recite a poem. OA 6: To make an oral presentation.
1. Read the poems on page 43 quickly. Identify the following information and complete the chart.
Tone (Pessimistic / Optimistic / Author’s position

Theme / main concern Neutral) (against / for)
Poem I
Poem II
Poem III
2. Read the poems again, carefully. As you read, answer the following questions.
Poem I
a. What does the author have in mind?
b. What color of race does the author propose? Why?
c. What does the author wish to put an end to?
Poem II
d. How does the author see the world?
e. What word does the author use to define our way of life?
Poem III
f. What is the author worried about?
g. What is the “global truth”?
3. Join another pair and discuss. Do you agree with the poems’ points of view? Why? Why not?
4. Choose one of the poems on page 43.

a. Practice reciting it to a partner and then recite it in your group.
b. Ask your classmates to provide feedback on your performance.

A global race Globalization
I can imagine a Planet Earth I see single communities becoming small towns of a
global city
All multicultural, with one human race
But short before now, the world is just a system of different
A single race color, of café au lait
geographies
Putting the boot into prejudice today
I see all cultures beginning to envelope into same ideology
No more persecuted refugees,
Imitation becoming a way of life
No more disenfranchised human beings,
Zones of different regions becoming similar in operation
I do dream big, can you see?
The same styles being
A global race free from prejudice exhibited in different
intolerance, and bigotry. distant corners
International, that’s the
word to define our current
way of life
Nations learning from
nations to make the world
one large room.
Global truth
Somehow it seems that the people are lost,
In a world with internet and international posts.
Globalization has come here to be,
But what if it all leads to misery.
What if some nations have come together,
To decide for the future of all lands forever.
People are people, we need to understand,
That it is better to be in our land.
Then we’ll be happy, then we’ll be free,
Of unhappy faces and of misery.
So let us join hands. Let’s fight for this cause.
It is a statement. And it is the truth.
Let’s come together. Let’s fight for our youth.
Adapted from: Grenness, J. (2016) Racism; Steen, P. (2015) Globalization; Makama, F. (2015) Globalization. Retrieved from: http://hellopoetry.com/words/69417/
globalization/poems/

pROJECT
Globalization
I Preparation
1. Work in groups of four.
2. Choose one of the projects on page 45 and read the instructions in the Procedure section. Then fill in the
information in the file.
3. According to your strengths and weaknesses, elaborate an action plan for the project. Before you start, read the
rubric carefully so that you know, in advance, the areas that will be evaluated.
PROJECT 1 PREPARATION FILE
Task Due date
Sources of information
Areas of curriculum involved
Member: Task:
Member: Task:
Member: Task:
Materials

II Procedure
Globalization throughout history How does globalization affect our life?

1. Do some research on the Internet about the 1. Read some texts about the effects of globalization
origin and development of globalization. You may in everyday life. E.g.: https://www.enotes.com/
visit http://nationalgeographic.org/encyclopedia/ homework-help/how-does-globalization-affect-you-
globalization/ me-302699 or conduct a survey in your family or
friends.
2. Take notes of the most important events.
2. Take notes of the most important points mentioned.
3. Organize the information you collected on a timeline.
3. Organize the information you collected in a graph.
4. Copy the timeline on a piece of cardboard or
prepare a Power Point Presentation (if possible). 4. Copy the graph on a piece of cardboard or prepare
a Power Point Presentation.
5. Get some pictures to illustrate the events on
the timeline. 5. Write a short paragraph explaining the way
globalization affects your own life.
6. Distribute the events on the timeline among the
members of the group. 6. Get ready to present your findings and conclusions
to the rest of the class, orally.
7. Be prepared to present the information orally, in front
of the class.
III Presentation
Present the information to your classmates, orally. Use the poster as a visual aid or show the Power Point
Presentation you prepared.
IV Evaluation
After you have finished the presentations, reflect on your work and evaluate the group’s performance, according to
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
The group… Score
worked collaboratively and responsibly towards the common goal.
completed the assigned work on time.
presented all the information required.
acknowledged the sources of information properly.
followed the instructions carefully and used what we know from other subjects.
showed cultural awareness and comprehension, and respect for other ideas.

UNIT SYNTHESIS
Now that you have completed unit 1, check what you knew and how you felt before starting each module.
1. Identify the main topics, skills, contents and attitudes you developed in the unit and complete the chart below.
Compare it with your partner’s chart, expanding, correcting and adding new information and using what you have
learned throughout the unit.
Topic / subtopics Content
Unit 1
Skills developed Strategies used
Attitudes
2. In pairs, reflect on how you think you will apply what you have learned throughout the unit. Share your
comments with your classmates.

FINAL REFLECTION
1. Use markers A= always, S= sometimes, N= never to evaluate your performance in the unit.
Area to evaluate Evaluation

taking control of the learning process Mine My teacher's / partner's
I stayed on task and completed additional language activities.

Supporting classmates Mine My teacher's / partner's
I tried to help my classmates when they struggled or hesitated.
I showed consideration and respect for myself and others.

understanding directions Mine My teacher's / partner's
I engaged in activities quickly and by myself.
I watched and listened attentively to get instructions.

Vocabulary Mine My teacher's / partner's
I incorporated past and new vocabulary.
I asked the teacher to explain words I did not understand.

Writing Mine My teacher's / partner's
I followed models when I did writing tasks.

Speaking Mine My teacher's / partner's
I could give small oral presentations on the topic of the lessons.
I could engage in short dialogues imitating a model.

Comprehension (reading / listening) Mine My teacher's / partner's
I demonstrated comprehension of main ideas and supporting
information in the texts I read or listened to.
I focused on using appropriate or suggested strategies.
Critical thinking Mine My teacher's / partner's
My answers included supporting evidence from the text / lesson.
I justified and explained my opinions.
2. Ask your teacher or a partner to assess your performance. Complete the column My teacher's / partner’s view.
3. In your group, comment on the things you can do to improve your weaknesses in the future.

UNIT 2 Technology and its effects
Purpose of the unit and guiding thread

In this unit, students are expected to understand oral Concerning the tasks proposed, these are meant to
and written texts and also to express ideas, in written develop students’ creative and critical thinking towards
and oral form, about the use of communications different perspectives and aspects that are related with
VOLUME 1 UNIT 2
technology and its effects, effectively and creatively. the use of communications technology and its effects.
To accomplish this, they will use functions, expressions Finally, students are expected to make connections,
and vocabulary connected with the main topic develop critical thinking and comprehension and also
(Information and Communications Technology). They to develop a positive attitude towards themselves and
will also read and produce a variety of multimodal texts towards their ability to learn and to demonstrate an
and use different strategies to support comprehension efficient and responsible use of technology to obtain
and express ideas in a clear way. and create information.
They will demonstrate knowledge about pronunciation Considering the learning outcomes and the suggested
of initial sounds /d/ and /t/, and about meaning of assessment indicators, the activities in each stage of the
words related with the topic of the unit and that contain unit have been specially designed for:
the prefix in-.
OPENING
Activate and foster intrinsic motivation. A set of challenging questions invite students to discuss ideas in
pairs, in groups or as a class, using their creativity.
Develop metacognition. Students are guided to identify and set their own goals and to draw
up a learning plan for goal attainment.
DEVELOPMENT
Activate prior knowledge. The unit provides a space where students can keep record of their
previous ideas and knowledge that will help them make sense of
the new material.
Develop skills and strategies. Special process-oriented activities and strategies designed to help
students develop reading comprehension, written expression and
oral communication.
Evaluate for learning. Formative assessment activities have been embedded along the
unit and allow students to gather information about their learning
and track their progress.
Promote cross-curricular values and the attitudes of the unit. Topics discussed go beyond curricular subjects and help educate
well-rounded individuals.
CLOSURE
Evaluate for learning. A challenging final project allows students to use the language to
accomplish a real task.
Develop metacognition. In the unit synthesis and final reflection, students synthesize what
they have learned, identify strengths and weaknesses, and formulate
remedial actions to face future difficulties in their learning process.
Cross-curricular values (OATs) and attitudes
All the OATs deserve special attention and are integrated throughout the units, but the ones in the chart are
particularly articulated with the Learning Outcomes and emphasized in the unit:
VOLUME 1 UNIT 2
OAT dimension Outcomes
Socio cultural and civic responsibility The objectives in this dimension aim at placing students in their
To appreciate life in society as an essential dimension of a person’s roles of citizens, accomplished with global concerns, with their
development. environment and with a high sense of social responsibility.
To recognize and enhance equality of rights and opportunities. They also promote students’ ability to develop and show respect for
people’s opinions, cultures and lifestyles.
Cognitive and intellectual In this dimension, the objectives guide students in their process of
To identify, process and synthesize information from different knowing and understanding reality, and promote their ability to
sources; organize relevant information about a topic, review new analyze, research and set a position towards new situations and
perspectives. alternatives they may face.
To develop free, creative and critical thinking.
Information and communication technologies: These objectives guide students to utilize ICTs that solve needs of
To search, access and process information from varied virtual information, communication, expression and creation within the
sources and evaluate its quality and relevance. close educational and social environment.
To use applications to present, represent, analyze and model
information and situations, communicate ideas and statements,
understand and solve problems efficiently and effectively taking
advantage of the multi-media (text, image, audio and video).
Attitudes
OA A This objective aims at helping students recognize their capacities,
To show a positive attitude towards themselves and their own strengths and weaknesses in the learning process.
capacity to learn English.
OA E The purpose of this objective is to help students use technology in
To use information and communications technology responsibly an effective and responsible way, recognizing the importance of
and effectively, acknowledging the value of other people’s work and copyright and of identifying reliable sources of information.
using reliable sources of information.
Notes
Unit Plan
Each activity in the lessons that are part of the unit has been especially designed to address the curricular assessment
indicators in the chart that follows.
SECTION/LESSON Time Learning Outcomes / Main tasks Suggested Assessment Indicators

Introduction 45’ A Examine the learning Participate actively in class.
In this unit you will... outcomes for the unit. Plan concrete actions to achieve learning goals.
Evaluate the importance of
VOLUME 1 UNIT 2
Picturing the unit Persist in efforts to achieve goals.

learning objectives for their
Over to you
own life.
Get involved in the topic of
the unit.
Getting ready 90’ C Set personal learning goals Set challenging and relevant learning goals.
OPENING
Setting objectives related to one’s reality. Show a positive attitude towards learning English.
Do you remember? Activate prior knowledge. Recognize the importance of learning English for future
academic or working life.
A Set common goals.
E Accept the task with responsibility and carry it out on time.
Complementary 45’ 1 Analize and show Predict the content of a video about technological advances
Digital Resource 4 7 comprehension of multimodal and their creators.
texts related to the Write a list with some of their own ideas about technological
development of technology advances.
and its effects on
Watch a video and take notes of the information presented.
communication and
information. Answer questions to show comprehension of a video.
Notes
MODULE 1
SECTION/
LESSON
180’ 1 listen to a recording about Identify general information related with technology.
2 technological advances. Identify key words and expressions.
1. How it all began
3 describe the advantages / Identify and pronounce sound /t/ properly.

disadvantages of a technological
4 Identify type and purpose of recording.
invention.
5 Make and explain predictions using previous knowledge.
identify and use quantity expressions.
VOLUME 1 UNIT 2
8 Validate predictions.
practice pronunciation of sound /t/.
E Describe advantages and disadvantages of a technological
advance.
Use sound /t/ properly.
Express quantity.
180’ 11 read and analyze a literature excerpt. Identify theme of a literary excerpt.
12 use strategies to identify specific Compare and contrast characters’ actions.
13 information in the text. Elaborate hypothesis.
14 identify literary elements. Infer characters’ actions.
2. Living screens
15 study expressions to make Summarize the story.

suggestions.
16 Use a visual organizer to summarize the literary elements.
explore words related with
A Write a short text about a personal experience.
entertainment technology.
Follow the steps of the writing process.
write about a personal experience
related with technology. Check and revise the text.
DEVELOPMENT
Use language and structures related with the topic.

Express suggestions and recommendations using should /
shouldn’t; ought / oughtn’t.
Show a positive attitude towards learning.
180’ 9 Read and use different strategies to Summarize information.
10 understand two Internet articles. Organize information in a diagram.
12 Identify different technological Identify sequence of a process.
processes.
13 Identify connectors.
Complete a sequence graphic
3. Digital era
14 Use text features to support comprehension.

organizer.
15 Use what they know from other subjects to write a text.
Write a set of instructions of a
16 technological process. Use TICs to correct, revise and edit texts.
E Write instructions in the correct order.
Use: as soon as / as a result to link instructions.
Present reliable information.
Use and mention reliable sources.
Identify dangerous actions when using technology.
90’ 13 • Write a set of instructions about a • Write texts about other curricular topics (Science).
14 scientific process. • Organize ideas before writing.
15 • Revise and edit texts.

A • Use technology to revise, edit and publish texts correctly.
E • Use correct sequence markers.
• Use correct spelling, grammar and punctuation.
• Persist in achieving goals despite the difficulties of the task.
Science
• Ask for teacher’s help.

• Learn from mistakes.
MODULE 2
SECTION/
LESSON
180’ 1 Listen and identify main ideas in a Exchange comments on the content of the recording.
2 recording about edutainment Relate the content of the recording with a current topic of interest.
4. Edutainment technology
technology. Identify and pronounce /d/ correctly.

3
Identify specific information in a Identify and use key expressions in oral exchanges.
4
recording. Make comments about the information in the recording.
5
Infer meaning of words from context. Take notes about specific information.
VOLUME 1 UNIT 2
6
Talk about video games. Infer information.
8
Pronounce initial sound /d/ properly.
A Describe advantages / disadvantages of video games.
Practice and perform oral exchanges.
Use correct language and expressions.
Participate in class actively.
Formulate questions to clarify information.
180’ 9 Read an interview to a remarkable Identify different past events.
10 woman. Relate the content of the text with their own reality.
5. The hidden figures
12 Identify relevant and specific Write questions about specific information.

information. Use proper vocabulary when asking questions.
14
Prepare an interview. Set a purpose for reading.
15
Identify different past events. Use the purpose to check comprehension.
16
Make questions to expand information.
E
Write according to the steps of the writing process.
Write clearly and coherently.
DEVELOPMENT
Use correct punctuation marks.

Narrate events that happened before others in the past.
180’ 1 listen to a report. Summarize main ideas from a recording.
2 identify relevant and specific Identify type and purpose of text.
3 information. Use words from the text to paraphrase ideas.
4 evaluate consequences and changes Identify main topic and relate it with previous knowledge.
caused by a social networking service. Take notes of specific information.
6. 140 characters at a time
5
recognize words with opposite Discuss and evaluate information from the recording.
6
meaning. Take notes of relevant information while listening.
7
talk about the evolution of a social Reflect on predictions and validate them.
E networking service. Present information using multimedia resources.
Make an oral presentation about an interesting topic related with
communications technology.
Participate in oral exchanges actively.
Make logical and coherent connections between ideas.
Participate in discussions, contributing ideas, expressing opinions
and evaluating information.
Evaluate the consequences of using an ICT application or service.
Present information from reliable sources.
Acknowledge sources of information.
90’ 9 read some interesting facts about ICT identify explicit information related with the topic of the unit.
16 (information and communications contribute comments and ideas to the class, using what they know
technology). from other areas of the curriculum (maths).
A
find out about figures related to the make calculations and find out figures related to the topic.
E
topic in the texts. solve problems related to the topic.
show the data on graphs. use graphs to show the data.
Maths
SECTION/
LESSON
45’ 1 Analize and show comprehension of Identify general information in the texts, related to technology and
Digital Resource 5
Complementary 7 multimodal texts related to the inventions.
development of technology. Establish relationships between the information in the text and a
A
topic of global interest.
E
Identify key words and expressions.
VOLUME 1 UNIT 2
180’ 5 Work collaboratively to prepare an Create multimodal projects, individual or in groups.
6 oral presentation. Follow instructions to complete a task.
13 Write texts about other subjects creatively.
16 Write texts using multimodal resources.
PROJECT
D Work responsibly towards a common goal.

E Accomplish the assigned task on time.
Assign roles to complete a group work.
Show a positive attitude towards the task.
Acknowledge sources.
Show an ethic use of technology.
CLOSURE
Use confident and real sources.

45’ C Show a positive attitude towards Demonstrate autonomy in the learning process.
Unit Synthesis and
Final Reflection
own’s capacity to learn English as a Persevere in the attempts to achieve goals, despite the difficulties.
way to making an important
Identify strengths and weaknesses.
contribution to society.
Focus on the weaknesses of the learning process.
45’ P Analyze and show comprehension of Identify key words and expressions related to technology and
Complementary
multimodal texts about the inventions.

Digital Digital
development of technology.
Resource 6
Answer questions about the topic to show comprehension.

To integrate and consolidate Make predictions based on information presented in a text.
knowledge about technology and
inventions.
Notes
OPENING Pages 48 – 51 180 min.
The activities on these pages have the following purposes:

TEACHING WINDOW
Activate students’ motivation towards the topic of the unit.
Allow students to recognize the importance of the learning goals for their Increasing students’ ability to
be goal-oriented
own life.
Allow students to set personal goals for the unit. Learning goal descriptions are
VOLUME 1 UNIT 2
usually very different from the

Draw a learning plan to accomplish students’ personal goals.
goals students are actually
In order to accomplish these purposes, it is important that students devote pursuing during the language
time to each section before starting the unit. classes. You have won half the
motivation battle if students
have a clear purpose and sense
Pages 48 – 49
of direction by taking into
Picturing the unit Page 49 account:
• individual goals (which may
Generating initial motivation range from having fun to
passing an exam or to getting
Ask your students to look at the pictures on page 48 carefully. Invite them to the minimum level required to
read the questions and tell them you will give them some time to think about understanding);
their answers and find a reason that supports their ideas (personal experiences, • success criteria (which
documentaries they have seen about the topic, information they have read, etc.). traditionally has to do with
tests and marks, but other
Then, invite them to get in groups of 4 or 5 and discuss their ideas. Allow communicative specific objectives
answers in Spanish, if necessary, as the purpose of presenting the unit topic is can often be a better incentive)
mainly fostering students’ motivation and interest. To round off, you can make Source: Dörnyei, Z. (2001). Motivational strategies in the
them anticipate what they will learn in the unit. language classroom. Cambridge: Cambridge University
Press.
Over to you Page 49
Recognizing importance of learning goals
Present the unit objectives to your students, reading the learning goals in each
column aloud. Explain to them that the question What for? refers to what they
will be able to do once they meet each objective. Clarify questions, if necessary.
As you read the points in the screens, make sure you give equal importance to
both language and attitudinal objectives.
Draw their attention to the question How important are these objectives to your
own life? and to the rest of the questions. Do not forget that the main aim of
this section is to teach students to personalize the unit goals so they are able to
answer the question: Is this unit really important to me?
Tell them that, at this stage, they are expected to value the lesson objectives at a
personal level and say how important these are to them.

Steve Jobs Biography PLACE OF BIRTH: San Francisco, revolutionary products, which include
Inventor (1955–2011) California the iPod, iPhone and iPad, are now seen
PLACE OF DEATH: Palo Alto, California as dictating the evolution of modern
QUICK FACTS technology, with Jobs having left the
NAME: Steve Jobs Steve Jobs was born in San Francisco, company in 1985 and returning more
California, on February 24, 1955, than a decade later. He died in 2011,
OCCUPATION: Inventor to two University of Wisconsin following a long battle with pancreatic
BIRTH DATE: February 24, 1955 graduate students who gave him up cancer.
VOLUME 1 UNIT 2
for adoption. Smart but directionless,
DEATH DATE: October 5, 2011 Source: Biography.com Editors. (2015) Steve Jobs Biography.
Jobs experimented with different
Retrieved from: http://www.biography.com/people/steve-
EDUCATION: Homestead High School, pursuits before starting Apple Computer jobs-9354805
Reed College with Steve Wozniak in 1976. Apple’s
Pages 50
LEARNING WINDOW
GETTING READY Setting personal objectives
Classroom activities that connect
Setting objectives students with their real world
Setting students’ personal goals for the unit. ambitions and
Drawing a learning plan, identifying strengths, weaknesses and possible aspirations help them enhance
difficulties students may face. their motivation and answer the
question: Is this
Remember that the purpose of this section is to guide students in setting their important? in a significant and
own goals for the unit and designing a learning plan that will help them to positive way.
accomplish their personal objectives. One clear message from the
research and theory on the
Remind them that this is the space where they will keep a record of their goal-directed nature of human
learning goals. They do not need to use full sentences if they decide to write behavior is that students are
their goals in English. If this is the case, you can encourage them to use single more likely to engage in school
words or simple phrases that are familiar to them. If you notice this task is too goals that are linked to their
demanding to be tackled in English, you can let them write their goals personal goals. These will
increase the probability that
in Spanish. students perceive classroom
For this reason, it is important that you take the time to model this new activities as important.
behavior, telling them about the importance of goal setting practices and the Source: Marzano, R., & Pickering, D., & Heflebower, T.
(2011). The highly engaged classroom. Bloomington, IN:
creation of a learning plan. Marzano Research Laboratory.
1. 18 The recording will offer your students a model that will guide them
when identifying personal goals.
2. 19 The speakers in the recording will talk about how they are planning to
achieve their goals.
3. Explain that, now that they know the unit objectives and have examined
how important these are to them, they need to set their own personal goals,
like the students in the recording. Refer your students to the diagram and
encourage them to reflect on the difficulties they can anticipate and the
strategies they could use to overcome possible problems. If necessary, play
the recording again, so that students can have a model.
Walk around, taking notes of the students’ most important comments
and concerns.

Page 51
EXTENSION ACTIVITY
Do you remember? Creating learning plans
Activating students’ previous knowledge Explain to students that it is
critical to pursue learning goals
Explain to your students that, after they have drawn their learning plans, they that get them really excited
will revise what they can do and know in English, before starting the unit. and energized. Share with your
students these useful tips to
Answers create a learning plan.
3. II
VOLUME 1 UNIT 2
1: Reflect on successes,
4. b. Students are expected to offer advice using the modal verbs should / challenges, etc., from the
shouldn’t. previous unit.
What strengths do you want to
further develop?
What weaknesses do you want
You may use the Complementary Digital Resource 4 to allow students to deal with to mitigate?
authentic multimodal texts, related to the topic of the unit, which will enhance their What specific skills do you
motivation, interest and curiosity. The tasks proposed also aim at triggering students’ want to work on?
intellectual and affective commitment throughout their learning process.
2: Write some learning goals for
See the instructions to use this resource on page 110. the next unit.
3: Prioritize your goals. Look
at the list and ask yourself,
“If I could only accomplish
EXTENSION ACTIVITY two things on this list, what
To get students engaged with the prior knowledge of the topic of would they be?”
the unit, you may want to replace the activity on page 51 with a 4: Come up with a preliminary
Think-Pair-Share activity. Students will have time to think about a plan for pursuing your
question related to the topic of study. They will, then, pair up with learning. Ask yourself:
a partner to share their thoughts. Finally, the pairs will select one
major idea to share with the entire class. How do you want to learn?
What resources are available to
Think-Pair-Share you?
1. On the board, write a higher-level question related to the topic Can you connect with other
you are about to study. You may choose a question from the people who want to learn the
examples below: same thing?
- What jobs might require the use of technology?
- What are the advantages and disadvantages of using the 5: Set specific concrete tasks to
internet for research? be accomplished every day.
- Should everyone have access to the Internet? 6: At least once a week, review
2. Group students into pairs. and reflect upon both what
you’ve been learning and your
3. Pass out a Think-Pair-Share worksheet to each student or draw learning plan. Document your
the example on the board (a sheet of paper with three areas or reflections somehow--written
columns: Think / Pair / Share). in a blog post, record audio or
4. Give students 5 minutes to write down their individual thoughts video.
in the “Think” section of the worksheet. 7: Use your reflections on your
5. Then, in pairs, have groups share their individual thoughts. Pairs learning plan to change
should summarize their common thoughts in the “Pair” section course if necessary. Have
of their worksheet. you found another topic you
want to pursue? Do you feel
6. Finally, pairs choose one major idea to share with the entire
your interest in your topic
class. This should be written in the “Share” section of their
is waning? Do you need to
worksheet.
change tactics? Refine your
plan as you go.

Page 52
THEORY AND RESEARCH
Module 1 How do goals affect
performance?
There are four mechanisms by
VOLUME 1 UNIT 2
Give students a few minutes to read what they will do in each lesson in
which goals affect the students’
Module 1, helping them recognize the content, skills and attitudes they will performance:
develop.
They direct attention and
effort towards goal-relevant
Entry slip (5 minutes) activities.
Make sure students activate their ideas, experiences and impressions and have They regulate the amount of
effort to the difficulty level
them answer the questions before you move on practicing the prerequisite required by the task.
language and vocabulary they need.
They encourage persistence
until the goal is accomplished.
How ready are you? (10 minutes) They promote the search for
relevant action plans or task
1. Before starting, lead a general conversation about technology and about
strategies.
the most important technological devices present in everyday life. Then have
students work in pairs and write a list of the devices they use. Source: Dörnyei, Z. (2001). Motivational strategies
in the language classroom. Cambridge: Cambridge
University Press.
2. In pairs, encourage students to classify the devices in their list. Motivate
them to explain the advantages and disadvantages of each device to the rest
of the class.
TEACHING WINDOW
3. After they have finished, students choose and check (✔) the alternative that Promoting the OATs:
best describes their feelings towards the future challenges. Information and
communication technologies
Exercises 1 and 2 provide
Notes students with the opportunity to
reflect on and be aware of the
important role that technology
plays in our life and also on the
skills they need to develop, in
order to cope with the challenges
of their future academic or
working life.

Page 53
Lesson 1: How it all began

180 min. listen to a recording about a technological OA 1: To demonstrate comprehension of general ideas in
advance. a recording.
describe the advantages / disadvantages of OA 2: To identify key words and expressions.
a technological advance. OA 3: To identify type and purpose of a recording.
Pages 53 - 56 identify and use quantity expressions. OA 4: To use strategies to support comprehension.
VOLUME 1 UNIT 2
practice pronunciation of initial sound /t/. OA 5: To present information orally, using initial sound /t/ properly.
OA 8: To express quantity.
OA E: To acknowledge the importance of using communication
technologies effectively and responsibly.
Every time you begin a lesson, read the name and the objectives aloud with
the class. Draw students’ attention to the What for? column and explain that it EXTENSION ACTIVITY
refers to what they will be able to do once they complete the tasks. Before students work on
exercises 1 and 2, prepare
a list of descriptions of the
Opening (30 minutes) technological advances in
exercise 1. Have students close
preparing to listen their books. Ask them to work in
1. The objective of the activities in this section is to allow students to groups of 4 or 5 and tell them
you will read some descriptions
preview and recall what students know about the topic and pre-teach
of objects. Motivate the groups
expressions and vocabulary necessary to understand the recording. to guess the technological
Answers advances you describe.
Picture 1: desktop computer.
Picture 2: cellphones.
Picture 3: radio. TEACHING WINDOW
Picture 4: the Internet. Listening strategy: Making
predictions
2. Encourage students to organize the ideas they discussed in exercise The pre-listening phase prepares
1. Motivate them to complete a diagram or file for each of the pictures in students for both top-down and
exercise 1 and then share their comments with another pair. bottom-up processing through
activities involving activating
3. Invite your students to predict what they think will hear in the recording and prior knowledge, making
make some notes in the space provided. predictions, and reviewing key
vocabulary.
Page 54
The skill of prediction depends
Development (140 minutes) largely on one´s prior knowledge
of the world.
Focusing on listening Thus, the initial stage of a
training program for developing
Strategy in mind
the predictive skill should
Focusing attention concentrate on getting students
to become aware of their own
prior knowledge and to use this
Smart listening as their basis for prediction and
comprehension.
Point out that good listeners always focus their attention on the
information in the recorded material that is relevant to their purpose. Source: Richards, J. C. (2009). Teaching listening and
speaking. Cambridge: Cambridge University Press.
Stress the importance of note-taking.

1. 21 Tell students that the objective of this first listening is to find out EXTENSION ACTIVITY
whether the predictions they made in the previous activity were correct.
You may ask students to do some
Once they listen, give them some minutes to share the results. Motivate
research related with the origins
students to correct their wrong predictions, stating the right information of the Internet.
from the recording.
1. Write some questions on the
2. 21 Have students listen to the recording twice again, to allow them to board:
How was the Internet
complete the file. invented?
Explain that a useful technique is to read the questions carefully before
VOLUME 1 UNIT 2
When did the Internet come
listening and identifying the kind of word that is missing. If you see your about?
students have rapidly incorporated the strategy, you can let them work on What is the Internet?
their own in the last two questions. When did the Internet become
available?
You can also invite students to underline key words and explain that these
2. Invite students to click on the
words will help them focus their attention on the segments (of the radio following link and find the
program) that provide the answers. answers. They may use their
smartphones, if possible (if
LISTENING FILE: Digital era there are only a few devices
in the class, assign a smart
Answers phone per group or use the
General information computer room).
Type of recording: a report https://www.internetsociety.
org/internet/what-
Purpose: to inform internet/history-internet/
brief-history-internet
Specific details
Main ideas. 3. Motivate students to share
their findings with the rest of
a. Fill in the blanks with one word the class.
i. Perhaps the greatest advance in technology was the invention of
computers.
ii. It can be traced back to almost two hundred years ago.
iii. Charles Babbage invented a machine as big as a train. TEACHING WINDOW
b. Identify Promoting the OATs:
Name of Charles Babbage’s machine: Difference Engine Information and communication
ii. Charles Babbage’s job: mathematics professor technologies
iii. Date in which first personal computer was created: 1981 The topic of the recording
iv. Reason for creating the Internet: to link university and government provides a great opportunity
research centers to start a general conversation
about the importance of using
c. What does the speaker mean? Circle the Internet with responsibility
a. ii. Can you repeat that? and evaluating the quality of the
b. ii. but equally important different sources of information
carefully.
Main conclusions Source: Publishing team.
According to the recording...
a. The first portable handset was larger and heavier than today´s
smartphones.
b. No, because nowadays it is used by many people and with many
different purposes, such as: entertainment, information, business
transactions, etc. The activities in the listening
section can be used as an
assessment by using the the
evaluation instruments in the
appendix on page xvii.

Think critically
PERSONAL APPLICATION OF
The questions in this section are meant to provide students with an LANGUAGE FEATURE
opportunity to link the content and topic of the lesson to their own It’s important for students
experiences and lives. Invite your students to reflect on the questions to have opportunities to use
(individually first), and then to share and compare their ideas in the target feature actively
small groups. to understand and make
meanings, to ‘say their own
Page 55 thing’ and not just produce
some kind of pre-determined
VOLUME 1 UNIT 2
After listening text.

Work it out! Expressing quantity This means that the tasks
should invite meaningful
Students can work in pairs to notice how quantity is expressed in the responses made up by the
sentences. Give them some time to read the examples and discover the use of students themselves. Some
the quantifiers a big / small number of and all of. examples of these are free
sentence completion, for
If you see your students have problems to understand the use of the words, example, open responses
read the examples as you walk around the classroom, marking the words in to suggestions or cues, or
bold as you say them and using a special tone of voice and a higher volume. performance of a communicative
Also, support the words with your body language to help students understand task (like the one in point c)
them. that make students apply the
grammatical feature.
Answers (from left to right)
Only through engaging with
Picture 1: a small number of; tasks using the target feature
Picture 2: all of; will students achieve a feeling
Picture 3: a large number of. that they have made the
grammar their own and be able
to use it to communicate and
Speaking workshop: Describing technological advances express their own ideas.
Explain to students that, in this section, they will be guided, step by step, to Source: Publishing team.
produce a short piece of spoken language.
1. preparing to speak
a. 22 Play the recording once and ask students to listen carefully and then
repeat the words, paying special attention to the initial sound /t/. Draw EXTENSION ACTIVITY
students’ attention to the fact that they are all from the recording.
Encourage students to show
b. 22 Make students listen and repeat the expressions, imitating the their examples in point c by
intonation in the recording. graphic representations like the
ones in point b.
c. Have students collect information about a technological advance they
consider important and prepare a short oral presentation about it.
Page 56
2. practicing
In pairs, students take turns to practice their presentations, using the
expressions in the bubbles and the vocabulary from the lesson. If necessary,
play the recording in the listening section (CD track 21) again to allow
students to imitate the pronunciation and intonation.
Motivate students to correct their mistakes in a supportive way.
3. performing
Invite each pair to present their work to the rest of the class. Encourage the
use of visual aids, if possible.

4. Evaluating
After the task is finished, each pair joins another one to reflect on their
performance and peer-evaluate their work using the prompts in the box. Student self-assessment
Make sure students exchange comments and suggestions for improvements The term ‘student self-
in a respectful way, focusing on their strengths and proposing some remedial assessment’ is used as
an umbrella term which
actions for the areas they need to improve.
encompasses:
For example: student self-assessment
“We could revise previous lessons to practice the language used”. student self-evaluation; and
VOLUME 1 UNIT 2
“We should be more rigorous when making notes”. student self-regulation or
“We could spend more time listening and repeating models of spoken self-monitoring.
language”. In other words, the focus is on
the ability of the students to:
Closure (10 minutes) understand both learning
intentions and success criteria
use these criteria to judge
Exit slip what they have learnt and
Students reflect on the work they have done in the lesson and keep a record of what they still need to learn
their personal responses, which they can share with some of their classmates. reflect on the learning
process to ascertain how they
learn best
act on feedback received from
THEORY AND RESEARCH their teacher and their peers
Peer feedback set learning targets based on
what they still need to learn
One of the ways in which students manage the organization of
internalize the characteristics of quality their learning
work is by evaluating the work of their
peers. However, if they are to offer helpful Adapted from: Clarke, S 2005, Formative assessment
in the secondary classroom, Hodder Murray, UK.
feedback, students must have a clear
understanding of what they are to look for
in their peers’ work.
For peer evaluation to work effectively, TEACHING WINDOW
the learning environment in the classroom
must be supportive. Students must feel Involving students in
comfortable and trust one another in self-assessment
order to provide honest and constructive The clear message from the
feedback. Instructors who use group work research on attribution theory
and peer assessment frequently can help (for example by Vispoel and
students develop trust, by getting them Austin, 1995) is that teachers
into small groups early in the semester must aim at inculcating the idea
and having them work in the same groups that success takes place because
throughout the term. This allows them to of unstable specific factors such
become more comfortable with each other as effort, rather than because
and leads to better peer feedback. of stable general factors such as
Source: Black, P et al. 2003, Assessment for learning: Putting it into ability.
practice, Open University Press, Maidenhead, England.
Source: Allal, L., & Lopez, L. M. (2005). Formative
assessment of learning: A review of publications in French.
Formative assessment: Improving learning in secondary
classrooms, 241-264. Paris: OECD Publishing.

Page 57
Lesson 2: Living screens

180 min. read and analyze a literature excerpt. OA 11: To demonstrate comprehension of a literary text by
use strategies to identify specific identifying theme, setting, plot and characters.
information in the text. OA 12: To use strategies to support comprehension.
identify literary elements. OA 13: To write about personal experiences.
Pages 57 - 61 study expressions to make suggestions. OA 14: To write a short story following the steps of
explore words related with entertainment the writing process.
VOLUME 1 UNIT 2
technology. OA 15: To write a narration using correct language.

write about a personal experience related OA 16: To express suggestions and recommendations.
with technology. OA A: To show a positive attitude towards learning English.
Opening (30 minutes) BACKGROUND INFORMATION

Read the name of the lesson and the learning outcomes aloud with the class. Ray Bradbury
Invite students to identify the relationship between the name of this lesson Ray Bradbury was an American
and the topic of the unit. novelist, short story writer,
In this lesson, students will read an excerpt from the famous novel Fahrenheit essayist, playwright, screenwriter
and poet, who was born August
451 by Ray Bradbury. As they will read a literary text, it is especially important
22, 1920 in Waukegan, Illinois.
that you take the time to construct background knowledge so that they are He became a full-time writer in
able to overcome the natural difficulties that literary texts present. The text 1943, and contributed numerous
students will find in this lesson has a rich potential to work with both language short stories to periodicals before
and thinking skills. Try to make the most of this reading experience, creating publishing a collection of them
a friendly and positive atmosphere that motivates students to appreciate the that was known as Dark Carnival,
piece of literature. in 1947.
His reputation as a writer
preparing to read of courage and vision was
established with the publication
1. Students preview the topic, finding information about the author, of The Martian Chronicles in
Ray Bradbury, and about the novel. Ideally, students should find this 1950, which describes the first
information on the Internet. However, if Internet access is not available in attempts of Earth people to
your classroom, you can plan these activities in advance and prepare some conquer and colonize Mars, and
biographical material to take to the class. Ask students to work in pairs the unintended consequences.
and give them enough copies of the biography. Students read the material, Next came The Illustrated Man
complete the table and then compare their answers with other groups. and then, in 1953, Fahrenheit
451. Most people consider this
2. Now that students are familiar with the author’s biography, invite novel as Bradbury’s masterpiece.
Adapted from: About Ray Bradbury (2012, June).
them to find information about Fahrenheit 451. Draw students’ attention Ray Bradbury. Retrieved January 19, 2015 from www.
to the diagram and read the literary elements in it (a – d). Before they start raybradbury.com/bio.html
searching for the information, make sure students understand what literary
You can also recommend visiting
elements are, so take your time to explain each concept clearly. To do so, you the following sites:
can share the definitions in the Background Information box with the class.
Bio: http://www.biography.com/
If Internet access is not available, give students some material about people/ray-bradbury-9223240
Fahrenheit 451. Make them work in pairs or in groups and give them some Famous Authors.org: http://
time to complete the diagram. Find information about Ray Bradbury and the www.famousauthors.org/
novel Farenheit 451 in the boxes. ray-bradbury
3. Explain that they will listen to a recording about globalization. Make

students read the questions and anticipate what they will hear. Don’t check
answers at this point.

BACKGROUND INFORMATION BACKGROUND INFORMATION
Fahrenheit 451 Literary elements
The novel is set in a future time in which a totalitarian a. Setting. It is the time and
government has banned the written word. Montag enjoys place in which the events of a
his job as a professional book-burner. But he begins to narrative text take place.
question his duties the when he learns of a time when b. Characters. People or animals
books were legal and people did not live in fear. Montag who take part in the action of
begins stealing books marked for destruction and meets a story, play, or other literary
VOLUME 1 UNIT 2
a professor who agrees to educate him. texts.
When his theft is discovered, he must run for his life. c. Plot. The series of related
Adapted from: About Ray Bradbury (2012, June). Ray Bradbury. Retrieved January 19, 2015 from
events that make up a story.
www.raybradbury.com/bio.html d. End. It is the resolution of
the story, when characters
To find information about the novel online, ask students problems are solved.
to visit this site:
Fahrenheit 451’s plot overview http://www.sparknotes.
com/lit/451/summary.html
LEARNING WINDOW
Pages 58 - 59 Literary webs
They are diagrams or
Development (140 minutes) brainstorming webs that help
students analyze stories or
Focusing on reading novels so that they can gain a
better understanding of literary
Strategy in mind
elements. A literary web helps
Visualizing students analyze the various
literary elements such as plot,
characterization, theme, etc. at
Smart reading play in any given novel or story.
By dissecting characters, setting,
• Tell them that visualizing is a useful strategy to comprehend literary plots and sequence of events,
texts. Explain that good readers create pictures in their minds while literary webs help students
they read and invite your students to read, stop and visualize as they learn about the composition of
understand the different events in the excerpt. narrative texts and get a better
understanding of a story as a
• To model this strategy, prompt students to purposefully picture the whole.
place, the characters and the events of the extract of the novel.
Source: Manoli, P., & Papadopoulou, M. (2012). Graphic
organizers as a reading strategy: Research findings and
1. Give students enough time to think about the characters and the setting of issues. Creative education, 3(03), 348.Retrieved from:
the novel, and draw those images in their notebooks. Then, encourage them http://file.scirp.org/Html/19813.html
to share and compare their drawings and examples with the rest of the class.
2. Students choose a scene from the excerpt and complete the graphic
organizer with the corresponding literary elements. You can guide them
by asking questions, such as: Where does the scene take place? When? Who
participates in this scene? What is the main conflict?
Answer
Name: Students’ own ideas.
Setting: Mildred and Guy’s living room.
Characters: Mildred and Guy
Conflict: Mildred’s addiction to wall-TV. She wants Guy to buy a fourth
wall-TV but he says they can’t afford it.
The main conflict is lack of communication between them.

Your analysis LEARNING WINDOW
Remind students that the activities in this section require them to read Reading strategy: Visualizing
the story more carefully, in order to relate what they understand with Visualizing refers to our
their own ideas. Encourage students to read the story again and answer ability to create pictures in
questions a – d individually. Then invite them to get in groups of 3 or 4 our heads based on text or
and discuss their ideas. words. It strengthens reading
comprehension skills, as
You may conduct these activities as a Literature Circle. students gain a more thorough
understanding of the text they
VOLUME 1 UNIT 2
Think critically are reading by consciously using

the words to create mental
Make text-to text connections images. Students who visualize as
they read not only have a richer
Encourage students to remember any other similar novel they might
reading experience, but can recall
have read, or another novel by the same author, in their Literature what they have read for longer
and Language classes. If they haven’t, conduct a general conversation periods of time.
about the science-fiction genre and invite them to talk about their This simple technique --
literature preferences. visualization -- can help
transform students from passive
to active readers while improving
their reading comprehension.
Source: Opening the Door: Teaching Students to Use
TEACHING WINDOW Visualization to Improve Comprehension (n.d.) Retrieved
from: http://www.educationworld.com/a_curr/profdev/
Focusing on text-to-text connections profdev094.shtml
Ask students to think about the following questions.
How is this text similar to other things you have read?
How is this text different from other things you have read?
Source: Goudvis, A., & Harvey, S. (2000). Strategies that work: Teaching comprehension to enhance
understanding. York, ME: Stenhouse.
TEACHING WINDOW
Modeling the strategy
Direct modeling of the active thought processes involved in
visualizing text is the first step. Begin reading a sentence or
a short paragraph aloud. As you read a short passage, describe
images you see in your mind.
After reading that quote, share with your students the images
you visualized as you read it.
When you finish sharing your thoughts, let students try the
same technique on their own. Offer the suggestions below:
“While I read, close your eyes and listen carefully. Stay alert
and think about what happens in the story. See if you can
imagine the scene the words describe. Pretend you are making a
movie; what would you see from behind the camera?
As you read, when you find describing words (adjectives) -- such
as hot, red, musty, or quiet -- use those words to help paint
pictures in your head.”
Source: Keene, E., & Zimmermann, S. (1997). Mosaic of thought: teaching comprehension in a reader’s
workshop. Portsmouth, NH: Heinemann.

Page 60
TEACHING WINDOW
After reading Explaining grammar.
Work it out! Expressing suggestions and recommendations Grammar discovery.
Teachers should not consider
To work on this section, explain to your students that they will have to look grammar as a ‘content’ to be
at the sentences from the text, read them carefully and analyze them, using taught, but rather, as a topic
questions a - c as a guide. which students can communicate
As you check answers, encourage students to explain how they led to their about using the target language.
VOLUME 1 UNIT 2
In this way, a grammar
conclusions, stressing that this is precisely what you are more interested in:
discovery task doubles up as a
knowing the way in which they were able to find their answers and knowing communicative task.
why they think they are correct or wrong.
Answers practice and theory. Cambridge: Cambridge University
Press.
1. a. ii b. i c. ii
EXTENSION ACTIVITY
Invite your students to read the sentences taken from the text and focus on the
Challenge your students
words in bold and infer their meaning by their context. Encourage them to use
to advise Mildred and Guy.
their bilingual dictionaries, in case they cannot figure out the meaning. After Tell them: “So, if you really
that, invite them to explain the meaning of the words to their partners and understood this story and its
then choose a word in bold and write a couple of sentences, using the word as conflict, I’m sure you can give
a noun and a verb. Check on the board with the whole class. Mildred and Guy a piece of good
advice! What’s their problem?
What should they do?”
In order to make this activity
BACKGROUND KNOWLEDGE more lively and challenging,
Should / Ought to you can encourage students to
think of a conversation context
In most cases SHOULD and OUGHT TO are used
or situation in which they have
interchangeably today. However, there is a slight difference
a dialogue with the characters
in meaning.
and give them their advice. Give
SHOULD is used when we want to express our subjective them some time to write the
opinion. In other words, ‘what I think is best for you to do’. script of these conversations and
OUGHT TO is used when we want to express an objective then invite them to act out their
truth. In other words, ‘what is necessary, and cannot dialogues in small groups of
be avoided’. three in front of the class.
That’s why we usually use OUGHT TO when we are talking
about laws, duties and regulations.
Examples:
You should call your mother more often.
He should apologize before she stops talking to him.
They ought to follow the school’s policy, or they will
get expelled.
According to this road sign, they ought to stop here.
Notice that OUGHT is always followed by to + infinitive.

Writing workshop: Narrating a personal experience
TEACHING WINDOW
Students will work individually and write a short experience related to
Teaching writing
addiction to technology (it can be a real experience or an invented one).
It is important to explain to
Remind students that the activity in this section is carefully guided, following students how a story flows –a
the steps of the writing process (Organizing ideas, Drafting, Revising, Editing, beginning that introduces the
Publishing). They will help students develop and practice their writing skills characters and setting and
with the support and scaffolding they need. perhaps describes the problem
or goal of the main character, a
Before starting, emphasize the importance of the task and advice students that
VOLUME 1 UNIT 2
middle part, where attempts are

these steps should be followed anytime they face a writing task, and are not made to reach the goal, solve
only meant to be used in the English class. the problem or describe the
experience, and an ending that
After finishing the task, make sure students exchange comments and leaves the reader satisfied.
suggestions for improvement for each of the prompts provided, showing Source: Nation, I. S. P. (2009). Teaching ESL/EFL
support and respect for everyone’s ideas. reading and writing. New York: Routledge.
Share these useful tips with the class:

How to write a story
1. Divide the story into three/four paragraphs. THEORY AND RESEARCH
2. Begin your story by setting the scene (Who, Where, When, What, etc.) Teaching Writing as a process
3. In the second paragraph, describe the events which happened before the Moving on from what we most
main event. often practice in classes lets
4. In the third paragraph, describe the main event / conflict. us focus on how we can better
5. Finally, end the story narrating how the conflict was solved. our instructional strategies and
treat writing as a process. To
do that, we need to see writing
Closure (10 minutes) as a skill that gradually unfolds
in several stages and we need
Exit slip to take our students through
Make sure you devote enough time to allow students to reflect on their work each stage methodically. We
and keep a record of their responses, individually. Then they can share their need to teach how to execute
the writing task at hand
comments with a partner or in small groups. successfully. Let us, therefore,
look at the stages the writing
process may be divided into,
Notes and what each stage involves.
Evaluate every step of the
process, not only the final
outcome. Ask your students
to hand in their outlines
and drafts and evaluate their
process, assigning a grade for
the outline, a grade for the
draft, and a grade for the final
version of the story. Then,
calculate the average of the
three steps and assign a new
grade. Inform your students
clearly about the assessment
process, so that they know that
every part of the process will be
assessed.
Source: Mukhopadhyay, L. (2016) How can we teach
the process of writing in ESL classrooms? The English
& Foreign Languages University, India. Retrieved from:
https://www.academia.edu/28962825/How_can_we_
teach_the_process_of_writing_in_ESL_classrooms

Pages 62
Lesson 3: Digital era

180 min. read and use different strategies to OA 9: To demonstrate comprehension of main ideas and specific
understand two Internet articles. information of a text about technology.
identify different technological processes. OA 10: To identify the steps of a technological process.
complete a sequence graphic organizer. OA 12: To use different strategies to support comprehension.
Pages 62 - 67 write a set of instructions of a technological OA 13: To write a text about interdisciplinary topics.
VOLUME 1 UNIT 2
process. OA 14: To write texts following the steps of the writing process.
OA 15: To use correct language in written texts.
OA 16: To connect ideas in a sentence / paragraph.
OA E: To use technology to create texts and/or images effectively
and responsibly, acknowledging copyright and respecting other
people’s privacy.
Opening (30 minutes) TEACHING WINDOW

Presenting Objectives to the
preparing to read Class
Start the lesson reading the objectives as a class. Once again, explain that Concrete content objectives that
these are a more concrete and detailed specification of the objectives for the identify what students should
whole unit. know, and be able to do, must
guide teaching and learning.
1. Have students look at the pictures carefully and speculate about the Typically, teachers do not
objects in them. Do not check answers at this stage; you may also organize consistently present objectives to
a group / class competition keeping a record of their answers. The winner(s) students. As a result, students do
will be the student(s) who guesses/guess all the elements in the pictures. not know what they are supposed
to learn. Teachers should do
2. 23 Use the recording as a way to get students’ attention and engage them more than writing the objectives
in this question / answer activity about the topic of the lesson (exercise on the board and reading them
quickly to the class. Getting the
1). Check their answers to exercise 1 while you play the recording (twice).
students involved in thinking
After they listen to the recording for the last time, ask them how similar or about the objectives is a
different their answers were to what they heard in the recording. teaching opportunity that should
Answers not be wasted.
Picture 1: a camera lens; Source: Dornyei, Z. (2001). Motivational Strategies
in the Language Classroom. Cambridge: Cambridge
Picture 2: a pen scanner; University Press.
Picture 3: a modern smartphone connected with a game pad;
Picture 4: virtual reality glasses.
3. Monitor and give students the necessary support to develop the
discussion in exercise 3. In this activity, you should stress the importance of
extending their ideas as much as they can and provide justification for every
point they mention. Be willing to answer vocabulary questions and praise
them as they participate and speak. Remember that praising is especially
useful to build self-confidence and create a friendly classroom atmosphere.

Pages 63
LANGUAGE LEARNING WINDOW
4. The objective of exercise 4 is to help students preview the topic of the Mind maps
texts they are going to read, by activating their background knowledge on Students can use mind maps to
computers. With the help of the word map, students should brainstorm support and improve reading
things to do, programs and computer games they know. To check, draw the comprehension.
word map on the board and model how to complete the diagram with an When they are used before
example, and using the technique Think Aloud. Then, invite some students to reading, they enable students
give their own examples. to structure and order their
VOLUME 1 UNIT 2
prior knowledge by creating

5. Pay special attention to Exercise 5, which introduces the reading strategy visual representations of their
Analyzing text features. To work with this pre-reading strategy, read the understanding.
information in the boxes. In comparison to linear notes,
In Exercise 5, questions (a – d) are the prompts that have been given to mind maps offer a number of
make students notice the specific features of the texts on pages 64 - 65: text benefits that can aid students in
comprehending and retaining the
type, and organization, author, target reader, text topic, visuals, etc. information they read.
The objective of this activity is to analyze the text features in order to
Source: Cadieux, C. (2011) Mind Mapping is a Creative
predict what the text will be about. Take your time to model the target Way to Improve Comprehension. Retrieved from: http://
info.marygrove.edu/MATblog/bid/73027/Mind-Mapping-
strategy, doing the activity as a class and checking answers. You can is-a-Creative-Way-to-Improve-Comprehension
expect more autonomous work as your students continue reading texts
strategically throughout the course.
TEACHING WINDOW
TEACHING WINDOW Think aloud
Get your students into the
Why mind maps?
habit of thinking out loud when
Mind maps are effective in terms of A mind map can help students reading, writing, listening
helping communicate information, structure their thoughts. No matter and solving problems. This
because they can clarify complex how complex an idea or big a topic, pedagogical strategy will not only
concepts and turn them into a mind map brings order into the enrich the classroom discourse
simple, meaningful displays so that chaos. and experience, but also, it will
students can develop a holistic give teachers an important tool
Mind mapping provides a clear
understanding of the content to for assessment and diagnostic.
overview of a topic. It enables
be learned. students to see the bigger picture, The process of thinking out loud
1. Introduce the vocabulary topic find connections and detect can be used during all phases
and the map to the students. hierarchies between individual of the reading process. Before
pieces of information. reading, you may think out loud
2. Teach them how to use the map
to demonstrate accessing prior
by writing examples in each Mind mapping enhances memory
knowledge or to make predictions
space. by utilizing a number of mental
about the text. During reading,
3. Ask students to suggest words or triggers such as colors, images
model reading comprehension,
phrases to write in the spaces, and a two-dimensional structure.
using fix-up strategies or
which answer the following Because mind maps encourage the
examining text structure to
questions: use of single keywords instead of
maintain meaning. After reading,
“What things are related to whole sentences, students are able
model using the text to support
computers?” to review core concepts and ideas
an opinion, or analyze the text
at a glance.
“What examples of computer from the author’s point of view.
programs do I know?” Source: Brandner, R. (2015) How to Improve Reading Source: Think Aloud Strategy. (n.d.) Retrieved from:
“What are some examples of Comprehension with mind maps. Retrieved from: http://blog. https://www.teachervision.com/problem-solving/think-
whooosreading.org/how-to-improve-reading-comprehension- aloud-strategy
computer games?” with-mind-maps/

LEARNING WINDOW
Reading strategies: Analyzing text features
An effective pre-reading passages, boldface words or
strategy is drawing students’ sections, color, and symbols.
attention to the features that This strategy allows students
are applied consistently in a to see where they are headed
text. Some texts have more and clearly shows them what
of these features than others.
VOLUME 1 UNIT 2
to expect when reading. By
Before facing a new text, previewing ahead of time, they
help your students locate are establishing connections
the text’s main features, such and building their background
as: headings, sub-headings, knowledge. This will allow for
preface, paragraphs separated easier comprehension as
by spacing, bulleted lists, they read.
footnotes, illustrations, pictures,
Source: Analyzing Text Features. (n.d.) Retrieved from: http://
diagrams, charts, graphs, comprehensionkatieweiers.weebly.com/strategy-1-analyzing-
captions, italicized words or text-features.html
Page 64 - 65

Focusing on reading
Tell students that they are going to read ‘actively’. This means that they will
need to stop to think about what they know about the topic. To help them even
more, you can write the following prompts on the board:
This text reminds me of…
This part is like…
I already know about…
This text is different from... because ...
This section made me think about…
Strategy in mind
Analyzing text features
Using prior knowledge
Discuss with the class how the text features and organization supported
their comprehension.
Have students ask themselves these questions as they read:
Do I know something about this topic?
How can I use my background knowledge to understand the text?
Have I ever done/read about this process in Spanish?

Smart reading EXTENSION ACTIVITY
1. Before students complete exercise 1, ask them: What was the main Have students read the text
purpose of the text: to tell a story, to describe a process or to sell a again in pairs and then organize
product? Elicit that the text described a process and then keep the steps of the process in a
on asking: How many steps did the process have? Can you visual organizer, adding any
information they remember.
remember them? Invite some pairs to present the
Once students complete the task, invite them to retell the steps of the process in front of
instructions to their partners, aloud. the class, using their diagrams as
VOLUME 1 UNIT 2
visual aid.
Answer
a. 4 b. 2 c. 1 d. 5 e. 3 f. 6
2. Students can work in pairs and find the related expressions in the EXTENSION ACTIVITY
text. When they identify the words, make sure they take notes of the Interdisciplinary connection:
new vocabulary in their notebook. Technology
The best connections students
Answer can make with technology
a. a movie b. to click c. at the bottom d. whole e. director, producer, involve its active use.
character, etc. f. pictures, music, clips, etc. g. credits. Encourage them to exploit and
apply what they know about
Your analysis technological devices and the
Web 2.0 technologies.
Critical thinking is an essential skill which will help students develop as
Ask students to work in groups
human beings and function effectively in the modern world.
of four. If possible, provide
The critical thinker processes his/her experiences in the world by them with a computer and
interpreting, analyzing, evaluating, and making inferences about life, Internet connection, follow the
information and previous knowledge. instructions and make their own
video.
Think critically Then, assign time to allow the
groups to present their movies to
Remember this section is aimed at providing students with an the rest of the class.
opportunity to link the contents of the text to their own ideas and This activity can be assigned as
experiences. Encourage them to reflect on the questions, individually homework, if Internet access
first, and then invite them to share and compare ideas in small groups. is not available in the school.
If this is the case, you can use
this part of the class to explain
TEACHING WINDOW students that they are going
Reading strategies: Making connections to make their own movie using
technology. Prompt them to plan
When students make authentic connections with the text they are reading,
their project, set deadlines and
they are able to gain a deeper understanding. For this reason, teachers need to
help them organize group work.
facilitate the conditions in which students can explore how a text can connect
to their lives (text-to-self connections), to another text they have read (text-
to-text connections), or to the world around them (text-to-world connections).
Source: Goudvis, A., & Harvey, S. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.
THEORY AND RESEARCH

Using schemata
Schema is the background knowledge and experience readers bring to the text.
Good readers draw on prior knowledge and experience to help them understand
what they are reading and thus are able to use that knowledge to make
connections.
Source: Al-Issa, A. (2011). Schema theory and L2 reading comprehension: Implications for teaching. Journal of College Teaching &
Learning (TLC), 3(7). DOI: http://dx.doi.org/10.19030/tlc.v3i7.1700

Page 66 - 67
TEACHING WINDOW
After reading Use Spanish
Work it out! Connecting ideas It’s often a good idea to do the
language explanation in Spanish.
Remind students that the activities in this section are meant to help them
The language needed to explain
discover a particular language item by themselves. So, guide and monitor their a grammatical structure is often
work, but do not provide the answers. more difficult than the structure
After they answer the questions, share the following information with them: itself, so to do it in English may
VOLUME 1 UNIT 2
be very difficult and take a long
“As a result” is often used as a conjunctive adverbial phrase to indicate cause- time. It’s clearer and quicker
and-effect relationships; in this sense, it is a synonym of “therefore,”“hence,” to do it in Spanish, and then
“consequently,” “as a consequence,” and “accordingly.” save time that can be used to
As soon as is used to show that something happens immediately, i.e. ‘at the provide more examples in English
very moment another action is completed’, or ‘shortly after another action and start practicing the target
structure in context.
is completed’.
Answers practice and theory. Cambridge: Cambridge University
Press.
a. As soon as b. As a result
Words related to technology EXTENSION ACTIVITY
The objective of this section is to build vocabulary through a variety of Illustrated words
strategies that will help students acquire deeper knowledge of the new words Ask your students to work in
and expressions from the text. Each step in this vocabulary section corresponds small groups of 2 or 3 and
to a different strategy that has been organized according to the level of choose a couple of verbs from
cognitive difficulty they demand. the list. Then, encourage them
to create signs to represent each
word (for instance, the word
Writing workshop: Writing a set of instructions upload could be illustrated by an
These activities will help students to develop their writing skills with the “upload” pointing arrow).
support and scaffolding they need. In this section, your students will have Assign a time limit for this
the opportunity to see a clear and simple model of the application of the activity and then ask different
writing process. groups to make cards with their
signs and show their work with
Remember that teaching writing as a process rather than a product means that other groups. Motivate your
the interest is not only focused on the aim of the task, but rather on the various students to guess the words as
stages that are needed to put together a good piece of work. This approach they see their partners’ signs.
implies breaking this process into manageable chunks and taking the time to
deal with each step, one at a time.
THEORY AND RESEARCH

Non-linguistic representations
Evidence from a variety of
studies on nonlinguistic
representations suggests that,
the more students use both
types of representations, the
better they are able to think
about and recall knowledge.
Source: Marzano, R. J., & Simms, J. A. (2013).
Vocabulary for the common core. Bloomington, IN:
Marzano Research Laboratory.

Page 67
LEARNING WINDOW
Closure (10 minutes) The writing process should be an
ongoing cycle in every writing
Exit slip classroom. Students should be
engaged in prewriting, drafting,
revising, editing, and publishing.
and keep a record of their personal responses. The process is not a linear step-
by-step sequence, but rather a
recursive process that students
1 2UNIT 2
pass through at different rates,

TEACHING WINDOW sometimes moving on and at
UNIT
Outlining other times revisiting earlier

VOLUME
Outlining is a type of graphic organizer and steps in the cycle. Students

provides students with visual aid for organization. who experience the process will
learn skills which enable them
Using graphic organizers to produce polished pieces of
Graphic organizers may also be used to link writing.
words with the main topic. Students enjoy Source: Jamison, L. (2011). Marvelous minilessons for
creating graphic organizers and find them most teaching intermediate writing, grades 4-6. Newark, DE:
helpful in the writing process. International Reading Association.
Source: Best Practices in the Teaching of Writing- Developing the Craft. Retrieved
from: http://elementarypgms.sp.brevardschools.org/Home/Writing%20Documents/
Developing%20The%20Craft.pdf

Remember that an essential
Notes component of the evaluating
stage is the feedback students
exchange. Make sure they make
comments and suggestions for
improvement for each of the
prompts provided.
You may use the evaluation
instruments in the appendix
on page xvii, to keep track
and gather information about
students’ writing and their
writing process skills.
LEARNING WINDOW
Exit slips / cards
Exit cards are written responses
to questions posed at the end
of a class or learning activity.
Students collect information
about their own learning, analyze
what it reveals about their
progress towards the intended
learning goals and plan the next
steps in their learning.
Source: Dann, R. (2002). Promoting assessment as
learning: improving the learning process. London; New
York: RoutledgeFalmer.

Pages 68 - 69
SUBJECT CONNECTIONS Science

90 min. write a set of instructions about the OA 13: To write different types of texts, making interdisciplinary
distillation process. connections (Science)
OA 14: To write a text following the steps of the writing process.
OA 15: To use correct language.
Pages 68 - 69 OA A: To show a positive attitude towards the learning process.
OA E: To use communication technologies responsibly and effectively.
VOLUME 1 UNIT 2
In this section, students are expected to deal with texts and activities that allow The distillation process
them to make connections and use what they know from other subjects of the Distillation is a process of
curriculum, in this case, from Science. separating the component or
substances from a liquid mixture
To accomplish this activity, you may need to do some research on the Internet by selective evaporation and
or ask students to bring a Science textbook. You may also exchange information condensation. It works when the
with a Science teacher in advance. liquids have different boiling
points. Distillation is commonly
used to separate ethanol - the
1. Start the session eliciting names of scientific processes that the students
alcohol in alcoholic drinks - from
have seen in their science classes. As they mention them, write the names of water.
the processes on the board.
This is the sequence of events in
2. Have students identify the processes in the pictures (1-3). distillation:
heating → evaporating →
Answer
cooling → condensing
a. distillation b. decantation c. crystallization.
Step 1 - water and ethanol
solution are heated.
Development (140 minutes) Step 2 - the ethanol evaporates
first, cools, then condenses.
3. In groups of 3-4, students recall information about the distillation
process and write a set of simple instructions to separate ethanol from water. Step 3 - the water left
evaporates, cools, then
a. Have students write two lists: one of verbs and one of nouns that are condenses.
related with this process.
The mixture is heated in a flask.
They may use an on-line dictionary or encyclopedia. Ethanol has a lower boiling point
b. After they finish the lists, ask students to organize the steps of the process than water, so it evaporates
in the correct sequence. They can use a diagram to do it. first. The ethanol vapor is then
cooled and condensed inside the
4. With the information in their notes, encourage students to write a set condenser to form a pure liquid.
of instructions following the model in lesson 3 (e.g.: using bullet points, text The thermometer shows the
layout and organization, etc.). Remind students the importance of using and boiling point of the pure ethanol
liquid. When all the ethanol has
acknowledging reliable sources of information.
evaporated from the solution,
5. Motivate students to revise their drafts as a group. Make sure each group the temperature rises and the
water evaporates.
accepts, all the ideas and suggestions and shows respect for everyone’s opinions.
Source: Distillation (n.d.) Retrieved from: http://www.bbc.
6. Ask students to proofread the instructions using a word processor tool co.uk/schools/gcsebitesize/science/edexcel_pre_2011/
oneearth/fuelsrev1.shtml
or any of the Editing Marks list in the book.

Closure (10 minutes) LEARNING WINDOW
7. When they finish, have students send their work by e-mail to you and to the Making connections
rest of their classmates. If not possible, have them make a poster and display Connections are a way of
it on a visible place in the classroom. organizing instruction around
themes or topics, instead of
Remember to collect all the groups’ material (notes, first draft, revised copy around separate subject areas
and final version) in order to gather information about students’ writing such as maths, reading or history.
skills development.
Connections allow learners to
VOLUME 1 UNIT 2
grasp a better understanding of

the content of the subject.
Notes
Most importantly, students
will themselves begin to find
connections between school
and the real world. When
students begin to make their
own connections, it becomes
one step closer to becoming an
independent learner. Multiple
connections are an excellent
way to integrate the learning
subjects.
In other words, it is a way to
combine all subjects rather than
focusing on them one at a time.
Connections hold the promise of
unifying the entire curriculum by
bringing together social studies,
science, mathematics, art, music,
and language arts into a coherent
program of study.
Source: Jacobs, H.H. (2004). Interdisciplinary Curriculums:
Design and Implementation. Moorabbin, Vic.: Hawker
Brownlow Education.

Page 70
EXTENSION ACTIVITY
Module 2 objectives of the lessons with a
partner, each taking a turn, and
Give students a few minutes to read what they will do in each lesson in Module using the frame:
2, helping them identify the content, skills and attitudes they will develop. “We are going to learn...
.”
Entry slip (5 minutes)
VOLUME 1 UNIT 2
Make sure students activate their ideas, experiences and impressions, and
invite them to answer the questions before you move on practicing the EXTENSION ACTIVITY
prerequisite language and vocabulary they need. Ask students to work in pairs
and motivate them to think
How ready are you? (10 minutes) of an innovative and fun idea
for a game. Give them five to
1. Use the pictures in exercise 1 to make students discover the topic that the seven minutes to discuss their
lesson is going to develop. For most teenagers at this level, games are a very ideas with their partner and
important part of their everyday lives. then encourage them to share
their innovation with the rest
If possible, share / invent some fun personal anecdotes related to games of the class. This activity can
with them. This technique will help you get their attention and interest and be done in Spanish, if students
will therefore result in a good start. have difficulties when speaking
without direct supervision.
Take the time to listen to their answers and write some of them on the board.
Remember that the main
Answers objective at this stage is to
Picture 1: strategy / war game; engage them in the topic of the
Picture 2: sports game (racing) next lessons.
Picture 3: virtual reality game;
Picture 4: puzzle game (Sudoku)
TEACHING WINDOW
2. Then, continue with the following question. This previous discussion will Promoting the OATs: Emotional
help them recall their ideas more easily in order to work with the visual and physical dimension
organizer in this activity. The topic provides students with
a great opportunity to exchange
3. Individually, students may choose and check (✔) the alternative that best ideas about advantages and
describes their feelings towards the future tasks and challenges in Module 2. disadvantages of playing video
Encourage them to give honest answers and help them think of what they games for long periods of time,
can do to improve, solve problems they may have, get help in case they need instead of doing physical or
some, etc. social activities.

Page 71
Lesson 4: Edutainment technology

180 min. listen and identify main ideas in a OA 1: To demonstrate comprehension of main ideas and
recording about edutainment specific information.
technology. OA 2: To identify key expressions and sound /d/.
identify specific information in a OA 3: To identify purpose, type of text and relevant ideas.
Pages 71 - 72 recording. OA 4: To use different strategies to support comprehension.
VOLUME 1 UNIT 2
infer meaning of words from context. OA 5: To pronounce sound /d/ correctly.

talk about video games. OA 6: To participate in oral exchanges.
OA 8: To use proper expressions and correct language.
OA A: To show a positive attitude towards learning and using English.

preparing to listen Edutainment software
It is software that is designed
1. Prepare students for the listening tasks, so that they get familiarized with the to entertain as well as educate.
topic of the text and its key vocabulary. For example, a maths game that
Answer plays like a traditional game,
but requires the looks to answer
All the pictures are related with the topic of video games and gamers in maths-related questions or
general and there is also a disabled young man, which is mentioned in problems, helping increase the
the text. user’s maths skills.
2. The prompts in the graphic organizers will help students express

their ideas about the pictures and the text they are going to listen. After
completing the table, encourage them to work with a partner and share their TEACHING WINDOW
first impressions, using the prompts in each column. Encourage them to
The prediction strategy
learn these expressions and use them in the classroom, when appropriate.
Remember that the purpose of
3. In pairs, students discuss the meaning of the concept “edutainment the Pre-listening Activities is to
prepare students for listening,
software”.
to ensure student success, and
Answer to get students excited about
You can find information about this concept in the Background Information listening. Pre-listening Activities
should motivate students and
Window. answer the questions, “Why are
we doing this?”
Pages 72
Source: Vandergrift, L. (2007). Recent developments in
Development (140 minutes) second and foreign language listening comprehension
research. Language teaching, 40(03), 191-210.
Strategy in mind
• Making and checking predictions.
• Taking notes.
Smart listening
As students listen, they confirm or correct their previous ideas about
the recording. Remind students that identifying the type and purpose
of a text can help them anticipate the language that will be used.
Recommend students to pay attention to relevant information and
take notes as they listen.

1. 24 Refer students to the predictions they made and then play the recording LEARNING WINDOW
to allow them to confirm or correct them.
Effective note-taking
2. 24 Play the recording again (twice). As they listen, students may fill in the Effective note taking requires that
missing information in the file. you record information quickly. To
do this, good note takers DO NOT
WRITE DOWN EVERY WORD or try
LISTENING FILE: Facing a global crisis to take notes in neat sentences;
Answer instead, they write only key words
and phrases. In addition, good
VOLUME 1 UNIT 2
General information
note takers use shorthand when
Type of recording: an interview they take notes. In other words,
Topic: advantages of edutainment software (playing video games) they use symbols to represent
Purpose: to discuss a new theory words or ideas.
Specific details
a. A new theory says that a game is similar to a classroom.
b. Games can actually help cognitive development and have educational
benefits.
c. Children with genetic syndromes are very visual so they learn much
better from visual materials than from other learning styles. BACKGROUND INFORMATION
Infer. What does Dr. Evans mean? Blending
a. Ethan is an excellent Tekken 5 player, very aggressive. It is the process of creating a
b. Ethan has a lot of difficulties to sort in his life because of his disability. new word by combining the parts
of two different words, usually
Main conclusions the beginning of one word and
According to Dr Evans... the end of another. A blend is
a. Yes a word formed from parts of
two other words. These parts
b. Yes
are sometimes, but not always,
c. Yes morphemes.
Answer. Source: Yousefi, M. (2009). Word Formation Processes in
a. In both of them there are tools, objectives and obstacles. English. Retrieved from: http://www.translationdirectory.
com/articles/article1991.php
b. Positive. He says Ethan is a very good video gamer, very spontaneous
and creative, despite his disability.
Think critically
Make text-to-world connections
Have students activate the personal knowledge of the world that will
allow them to make the necessary connections. Each student may know
a person who may benefit from playing videogames or use any other
type of edutainment software.
Make text-to-self connections
To prompt students to make this type of connections, invite them to
reflect on the questions in the box.

Pages 73
After listening Edutainment software
Work it out!: Word formation Help and guide students
exchange supportive feedback
Remember that the activities in this section are aimed at helping students
for each of the prompts
discover a particular language function or item by themselves. provided. They should
Students analyze the sentence from the recording in pairs, focusing the also make comments and
attention on the word in bold. suggestions for improvement.
VOLUME 1 UNIT 2
For example:
Answer
We should prepare the task
a. Software that is designed to entertain as well as help educate at the same time. carefully, using the models
b. Education + entertainment. provided.
c. Infotainment, Spanglish, motel, camcorder. We should use the ideas from
the recording.
We should support our
Speaking workshop: Talking about videogames opinions.
Before starting, make students notice how they will be guided, step by step, to We should support and correct
each other, using ideas from
practice and perform a dialog about videogames in front of their classmates.
the lesson.
1. preparing to speak You may also use the rubric on
a. Ask students to go back to the questions in the Think Critically page xxii to gather information
on students’ oral skills.
box on page 72 and discuss the answers in pairs. Invite them to make
some notes.
b. 25 Play the recording. Invite students to listen and then repeat the TEACHING WINDOW
words, paying special attention to the intonation and pronunciation.
Class Discussion
c. In pairs, students discuss their opinions about playing videogames. Class discussions can enhance
Remind them to use the expressions in the bubbles and the vocabulary student understanding, add
from the recording. context to academic content,
broaden student perspectives,
Page 74 highlight opposing viewpoints,
reinforce knowledge, build
2. practicing confidence, and support
a. Give students enough time to practice the dialogue. While they practice, community in learning. By hearing
encourage them to notice the errors and offer supportive feedback to each the thoughts of their peers,
other. Make sure they express their ideas in a respectful way. students can identify with each
other, in terms of past experience,
3. performing perspectives, and opinions.
Invite students to role-play their dialogues in front of the class. As they do The opportunities for meaningful
and engaging in-class discussion
it, you may use the rubric on page xxii to gather information on students’
may vary widely, depending on
oral skills. the subject matter and format of
the class.
4. Evaluating
Source: Ferris, D., & Tagg, T. (1996). Academic listening/
Each pair self-evaluates the performance after finishing, using the prompts speaking tasks for ESL students: Problems, suggestions,
and implications. Tesol Quarterly, 297-320. Retrieved
in the box. from: http://tesol.aua.am/tqd_2000/tqd_2000/tq_d2000/
As usual, make sure students exchange supportive feedback, focusing on Vol_30_2.pdf#page=106
their strengths and proposing remedial actions to improve their weaknesses.

Exit slip
and keep a record of their personal responses.

Pages 75
Lesson 5: The hidden figures

180 min. read an interview to a OA 9: To demonstrate comprehension of general and specific information.
remarkable woman. OA 10: To identify main ideas.
identify relevant and specific OA 12: To select and use different strategies to support comprehension.
information. OA 14: To write texts following the steps of the writing process.
Pages 75 - 79 write an interview article. OA 15: To write texts using correct spelling, grammar and punctuation.
VOLUME 1 UNIT 2
identify different past events OA 16: To narrate events that happened before others in the past.
OA E: To use communication technologies responsibly and effectively,
acknowledging sources of information and respecting people’s privacy.

preparing to read
1. To activate students’ prior knowledge about a technological topic,
encourage them to number the pictures in chronological order, according to
the history and development of computers. In this task, students may use
what they know and also search for information on an on-line encyclopedia.
Ask students to visit http://www.old-computers.com/museum/default.asp
Answers
1. 1960 Olivetti A5
2. 1968: IMLAC PDS-1
3. 1978: Pertec Pcc 2000
4. 1979 Midwich Microcontroller
5. 1983 Triumph Adler TA-1600
6. 1984: Commodore C64 Golden Jubilee
2. You may guide your students’ discussion. Encourage them to reflect
on all the areas in which maths is present and used (academic, working
or everyday life). Motivate them to think about what life was like before
computers.
In question c, students are expected to find the relationship between these
two meanings of “figure” (a number representing a particular amount /
the shape of a person seen from a distance or not clearly), and then make
predictions about the content of the interview.
Pages 76 - 77

Focusing on reading
1. Students read the interview to Katherine Johnson. As they read, they
confirm or correct their ideas in exercise 2, page 75.

Katherine Johnson
Born: August 26, 1918 (age 99 years), though grades to graduate from high school personally recheck the calculations made
White Sulphur Springs, West Virginia, at 14, from college at 18. by the new electronic computers before his
United States. In 1953, after years as a teacher, she began flight aboard Friendship 7 – the mission on
Education: West Virginia State University. working for NASA’s predecessor, the National which he became the first American to orbit
Advisory Committee for Aeronautics, or the Earth. She continued to work at NASA
Award: Presidential Medal of Freedom. until 1986 combining her maths talent with
NACA. The NACA had taken the unusual
VOLUME 1 UNIT 2
Katherine Coleman Goble Johnson is step of hiring women for the tedious and electronic computer skills. Her calculations
an African-American physicist and precise work of measuring and calculating proved as critical to the success of the Apollo
mathematician who made contributions to the results of wind tunnel tests in 1935. Moon landing program and the start of
the United States’ aeronautics and space In a time before the electronic computers the Space Shuttle program, as they did to
programs with the early application of we know today, these women had the job those first steps on the country’s journey
digital electronic computers at NASA. title of “computer.” During World War II, into space.
Born on August 26 (Women’s Equality Day), the NACA expanded this effort to include From honorary doctorates to the 1967 NASA
1918, in the little town of White Sulphur African-American women. The NACA was Lunar Orbiter Spacecraft and Operations
Springs, West Virginia, Johnson was a so pleased with the results that, unlike team award (for pioneering work in the field
research mathematician, who by her own many organizations, they kept the women of navigation problems supporting the five
admission, was simply fascinated by numbers. computers at work after the war. By 1953 spacecraft that orbited and mapped the
By the time she was 10 years old, she was a the growing demands of early space moon in preparation for the Apollo program)
high school freshman--a truly amazing feat research meant there were openings for Katherine Johnson has led a life positively
in an era when school for African-Americans African-American computers at Langley littered with honors, and on Tuesday,
normally stopped at eighth grade. Her father Research Center’s Guidance and Navigation November 24, 2015, she received the nation’s
was determined that his bright little girl Department – and Katherine Johnson found highest civilian award, the Presidential Medal
would have a chance to meet her potential. the perfect place to put her extraordinary of Freedom, from President Barack H. Obama.
He drove his family 120 miles to Institute, mathematical skills to work. Source: Smith, Y. (2017). Katherine Johnson: The Girl Who Loved
West Virginia, where she could continue her As a computer, she calculated the trajectory
to Count. Retrieved from: https://www.nasa.gov/feature/katherine-
johnson-the-girl-who-loved-to-count You will also find additional
education through high school. Johnson’s for Alan Shepard, the first American in space. information on this topic on: http://www.space.com/35430-real-hidden-
academic performance proved her father’s Even after NASA began using electronic figures.html
decision was the right one: Katherine skipped computers, John Glenn requested that she
Key words
When facing new words, remind students the essential dictionary skills Notice that the activity in
they have learned. Smart Reading section can be
figure(s): (n) a number representing a particular amount, used as Evaluation for Learning,
especially one given in official information. as students may find specific
(n) the shape of a person seen from a distance or information in the text.
not clearly. You may use the evaluation
boundary:(n) a real or imaginary line that marks the limits or edges of instruments in the appendix
on page xvii, to gather
something and separates it from other things or places; a
information about students’
dividing line. reading skills.
cutting-edge: (n) the newest, most advanced stage in the development
of something.
Strategy in mind
Scanning to find specific information
Formulate / answer questions as reading

Smart reading TEACHING WINDOW
Answer Develop students’
1. a. black female mathematicians. metacognitive skills
b. girls. Teachers must provide frequent
c. they helped send Americans into space. and ongoing opportunities
for students to reflect on the
d. West Computing group at NASA’s Langley Research Center in skills and strategies they are
Virginia. learning, as well as reflect on
e. Alan Shepard, the first American in space, and John Glenn, the the strategies they are using to
VOLUME 1 UNIT 2
first American to orbit the Earth. answer questions in response
f. Presidential Medal of Freedom (2015). to text. Brief but frequent
g. a “new” maths to go from an elliptical to a parabolic orbit. opportunities for reflections
should accompany instruction
2. Students’ own ideas. Encourage questions that make them think with a new skill or strategy that
about the main social and political problems of the time, and also students are learning to apply to
connections with their own reality. make meaning from texts.
Source: Hartman, H. J. (2011). Developing students’
metacognitive knowledge and skills. Metacognition in
Your analysis learning and instruction: theory, research and practice,
33-68. Dordrecht, London: Springer.
The questions in this section may require a second or third reading.
Accept any coherent idea, but help students discover the main points
in the interview. When they finish, invite some students to share their LEARNING WINDOW
conclusions with the rest of the class or have them discuss the answers Scanning to find specific
in small groups (3 – 4). information
Scanning is the opposite of
Answers
skimming. Ask students to run
Students’ own ideas. their eyes over the reading again,
this time to pick out specific
Think critically information or words. They may
want to look for the dates of
These questions provide students with a great opportunity to discuss events, or the names of important
and exchange ideas about the advantages / disadvantages of being a characters. In some cases, they
woman and a scientist in Chile. may want to scan to identify
words they think are important to
They are also a good way to connect the topic of the interview with their the content but which they are
own reality, as Katherine Johnson’s final advice could be applied to any not familiar with. Tell them to list
student (female or male) who wants to achieve an academic goal. the words, but don’t look them up
at this point; they may be able to
Pages 78 guess meaning by the context as
they read.
After reading Source: Long & Macián (2005) Reading Strategies.
Boston: Heinle Cengage, 2005.
Work it out! Narrating past events
Remember this section will allow students to discover a particular language TEACHING WINDOW
feature by themselves. Guide, monitor and help them, but do not give them
the answers. Explaining grammar
As soon as you’ve finished
Answers explaining, go to a simple
a. The words highlighted in yellow express the idea that something occurred practice activity. Require students
before another action in the past. to think as many examples as
b. The words highlighted in green express actions that started and finished at a possible of the application of the
new structure; the main point is
specific time in the past.
to help students feel they are in
control of their learning.
practice and theory. Cambridge: Cambridge University
Press.

EXTENSION ACTIVITY
The activities in this section are aimed at providing students with the
If possible, print some sentences
possibility to explore some compound words that act as adjectives within a of different events in someone’s
sentence. Monitor their work, but do not give the answers. biography. Ask students to work
Encourage students to discover the meaning of each adjective from the context in groups of four and order the
sentences into a paragraph,
in which they are used.
expressing the order of the
Answers events, and using the structure
they learned.
VOLUME 1 UNIT 2
2. a. adjectives.
b. two. To make this activity more
c. Students’ own examples. challenging and game-like, set a
limit of one minute to do this.
Speaking workshop: Talking about a remarkable woman

Students will be guided, step by step, to role play an interview to the
LEARNING WINDOW
remarkable woman in the text they read.
Vocabulary journals
To help students explore the
a. Have students go back to the questions they wrote in the Smart Reading meaning of new words they
section, on page 76. encounter while reading or
b. Encourage them to think of other aspects of Katherine Johnson’s life listening, they may keep
vocabulary journals.
they would like to know about, and then write 5 – 6 questions, using the
openings in the bubbles as a guide. These are a specific type of
learning log where students can
c. Students should find the information to answer their questions and record different ideas, images,
then write a short interview like the one in the model (pages 76 – 77). notes and information about the
new words they learn.
2. practicing
Students may be able to respond
a. 26 Play the recording. Tell students to listen and repeat after each and transact with the new words
expression, imitating the intonation and pronunciation in the model. they learn, using a variety of
b. In pairs, students ask and answer the questions, taking turns to be the concepts and ideas, through the
interviewer and Katherine Johnson. They take notes of their mistakes and use of their own language, in
their vocabulary journals.
give feedback to each other. If possible, make them record the interviews
and ask other classmates to listen to it. Source: Larson, L., Dixon, T., & Townsend, D. (2013).
How Can Teachers Increase Classroom Use of Academic
Vocabulary?. Voices from the Middle, 20(4), 16. Retrieved
3. performing from: http://www.ncte.org/library/NCTEFiles/Resources/
Invite each pair to role-play the interview in front of their classmates. Journals/VM/0204-may2013/VM0204How.pdf
4. Evaluating
Using the prompts in the box, each pair should evaluate another pair’s
performance. EXTENSION ACTIVITY
You may ask students to find
other examples of these types of
adjectives. Encourage them to
find compound adjectives related
with the topic of the unit, such
as: online, long lasting, up to
date, out of date, etc.

Closure (10 minutes) TEACHING WINDOW
Exit slip Motivating speaking activities

Lower level learners often find
It is important that you assign enough time to make students reflect on the it especially difficult to speak
work they have done and keep a record of their personal responses. spontaneously, so activities that
incorporate ‘thinking time’ during
which learners can prepare for
speaking by planning what they are
THEORY AND RESEARCH going to say, asking the teacher or
VOLUME 1 UNIT 2
Identifying tasks for TBL using a dictionary to look up missing
vocabulary, has shown to increase
Task-based teaching is about creating opportunities for production in speaking tasks.
meaning-focused language use.
Source: Blackmore, A. (2012). Motivating speaking
In other words, learners doing tasks will not just be activities for lower levels. Retrieved from: http://www.
speaking to practice a new structure (e.g. doing a drill or teachingenglish.org.uk/activities/motivating-speaking-
activities-lower-levels
enacting a dialogue or asking and answering questions
using the ‘new’ patterns or writing to display their
control of certain language items). These are primarily
form-focused activities, designed to practice language Promoting the OATs: Socio-
items that have been presented earlier; activities such as cultural and civic dimension
these are not tasks. This activity allows students to
Learners doing tasks (i.e. focusing on meanings) will be reflect on the difficulties that
making free use of whatever English they can recall to people (women in particular)
express the things that they really want to say or write who belong to a racial minority
in the process of achieving the task goal. may face in their life. It is an
important instance to help
Source: Willis, J. & Willis, D. (2012). Doing Task-based Teaching. Oxford: Oxford University Press
students embrace the concept
of being socially responsive
and culturally sensitive to all
minorities and cultures.
THEORY AND RESEARCH
Assessment for Learning
Assessment for learning should promote commitment
to learning goals and a shared understanding of the
criteria by which they are assessed.
For effective learning to take place, learners need to
understand what it is they are trying to achieve - and
want to achieve it. Understanding and commitment
follows when learners have some part in deciding goals
and identifying criteria for assessing progress.
Communicating assessment criteria involves discussing
them with learners, using terms that they can
understand, providing examples of how the criteria can
be met in practice and engaging learners in peer and
self-assessment.
Source: Black, P. et al. (2010). Assessment for learning: putting it into practice. Maidenhead, N.Y.:
Berkshire Open University Press.

Pages 80
Lesson 6: 140 characters at a time

180 min. listen to a report. OA 1: To demonstrate comprehension of general and specific
identify relevant and specific information. information related with technology.
evaluate consequences and changes OA 2: To identify main ideas and key expressions.
caused by a social networking service. OA 3: To identify type, purpose and main ideas related
Pages 80 - 83 recognize words with opposite meaning. with technology.
VOLUME 1 UNIT 2
talk about the evolution of a social OA 4: To use different strategies to support comprehension.
networking service. OA 5: To present information creatively, using correct language.
OA 6: To participate in oral exchanges using different strategies.
OA 7: To react to the texts by discussing main ideas.

Twitter
preparing to listen
Twitter is a free microblogging
Before starting the lesson, conduct a general conversation of the most service founded in 2006 by
important applications students use every day. Elicit general ideas about the Jack Dorsey and Biz Stone. It
concept “application” and take notes on the board. Invite them to identify the is an online news and social
relationship between the concept and the title of the lesson. networking service where users
post and interact with messages
1. In pairs, students analyze and identify the correct definition for the word (tweets), restricted to 140
“application”, considering the topic of the unit and the title of the lesson. characters. Registered users can
post tweets, but those who are
Remind them of the short form “app”, in case they have problems finding unregistered can only read them.
the right definition.
Source: MacArthur, A. (2017). The Real History of Twitter.
Answer Retrieved from: https://www.lifewire.com/history-of-
twitter-3288854
c. a program designed to do a particular job.
2. In groups of 3 – 4, students discuss the questions and exchange ideas

THEORY AND RESEARCH
about the future of communications technology. Tell them to take notes of
their ideas and invite some groups to express their predictions aloud. Write Using visual clues to make
them on the board, but do not check at this point. predictions
Predicting is a key strategy in
3. In pairs, students must write a short list of popular apps in their country. listening comprehension. Many
Invite them to share their list with the rest of the class. times, speech can be too fast
or unclear to understand as
Pages 81 students listen. Some clues that
can be used to make predictions
Development (140 minutes) come from the students’ own
knowledge about the topic.
Focusing on listening Other clues come from some
Focusing attention visual elements which are
Taking notes interpreted by students’ own
logic. Based on what students
listen to and on all these visual
Smart listening clues, they are able to make
strong predictions about what it
As students listen, remind them to focus on key words or phrases and is likely to come next.
take notes that help understand the general ideas in the recording.
Source: Chulim, F. (2008). The use of listening learning
strategies by Lengua Inglesa students in five Mexican
universities: preliminary results. Memorias del IV Foro
Nacional de Estudios en Lenguas. 469-479. Retrieved
November 22, 2011.

TEACHING WINDOW
Identifying relevant information
As students listen to a text, they To accomplish this, you may play
need to make decisions with respect the recording and make students
to the information that they hear. tell you: Stop! every time they
The capacity to decide what is and recognize the relevant information
is not important to understand is in the text.
a strategy which can be taught
Source: Vandergrift, L. (2007). Recent developments in
VOLUME 1 UNIT 2
explicitly. This can be done by second and foreign language listening comprehension
making students analyze listening research. Language teaching, 40(03), 191-210.
tasks in terms of the information
gaps they present, and the listening
purposes that are set prior to listen.
1. 27 Play the recording once. As students listen, they go back to exercise 3

EXTENSION ACTIVITY
on page 80 and check if the app is on their list.
Follow the information in the Extension activity window; before listening to Listening and Goal-Setting
the recording again, lead a general conversation about the usefulness of the Invite your students to reflect
strategy they used. and evaluate the effectiveness of
their listening skills, using the
27 Invite students to listen to the recording again (twice) and complete the following prompts:
2.
rest of the file. I was successful in identifying
ideas.
LISTENING FILE: 140 Characters at a time The most difficult aspect was
.
Answers
General information
Type of recording: a report
Topic: the history of Twitter and some main facts about it.
Specific details
Concept and purpose
a. Twitter is the brainchild of a group of programmers who worked at a
podcasting company in San Francisco.
b. They were looking for a way to send text on their cellphones and a way
to reinvent an inefficient and dying company.
In numbers
a. 2006 iii. year in which the first message was sent
b. 200 million v. people who use the application
c. 460,000 vii. accounts that are opened each day
d. 140 million viii. tweets that are sent daily
e. 8 vi. people who worked in 2008
f. 1 billion i. tweets that are sent weekly
g. 400 iv. people who actually work for the company
h. 140 ii. the maximum length for a message

Main conclusions
TEACHING WINDOW
How has the application changed…
a. the media? News stories arrive in tweets from people we follow. This allows Class discussion
everyone to create their own newspaper or newscast instantaneously. The questions in the “Think
b. politics? Political messages used to be highly controlled. Now the critically “section provide
messengers, and hence the messages, are more diffuse and diverse. an inestimable opportunity
for students to engage in a
c. business? Business can communicate real-time messages to the meaningful in-class discussion.
customers they want to reach. When customers are unhappy with a
Class discussions can enhance
product or service, they can spread the word quickly with a few tweets.
VOLUME 1 UNIT 2
students’ understanding, add

context to academic content,
Think critically broaden student perspectives,
highlight opposing viewpoints,
Encourage students to reflect on the future of communications reinforce knowledge, build
technology and how they think this area will evolve in the near future. confidence, and support
community in learning.
Then, ask them to evaluate the usefulness of this application in their
own lives. By hearing the thoughts of their
peers, students can identify
Pages 82 with each other in terms of past
experience, perspectives, and
After listening opinions.
Work it out! the prefix in-
Remember the activities in this section will provide students with the
opportunity to analyze and discover a particular language feature by themselves.
EXTENSION ACTIVITY
Help, guide and monitor their work, but do not provide the answers.
“Think critically” presentations
Students might have difficulties in identifying the function of prefix in- (that is
Transform the section THINK
to express the opposite meaning of words). Explain that they can be recognized CRITICALLY into an oral
because they contain the prefix in+ adjective. presentation.
Answer Ask students to work in groups
a. efficient, estimable of three or four and present their
b. the opposite evaluation of the report, their
c. inadequate incompetent inefficient conclusions and the connections
incapable incomplete inevitable they made with the text.
inconvenient inexpensive You may use the evaluation
incorporate instruments in the appendix on
page xvii, to evaluate their work
incorrect
and the Think Critically rubric
to gather information on the
Speaking workshop: Talking about a social networking service students’ critical thinking skills.
In this section, students will be guided, step by step, to produce an oral
presentation supported by multimedia resources. If not possible, have them
prepare posters or show pictures to enhance the presentation.
a. Ask students to get in groups of 3-4 and choose a social network they
usually use or one they know well. Invite them to search for information
about its creation, evolution, main facts, etc. Remind them the importance
of using reliable sources of information.
b. Make students reflect and discuss the questions and draw a conclusion.
Then, ask them to write a short paragraph (3-4 sentences) summarizing
their reflections.

c. Encourage the groups to prepare a multimedia presentation (Power Point,
Prezi, Flash ) about the social network they have chosen. EVALUATION FOR LEARNING
Notice that, if this is not possible, they should prepare an oral Motivate students to
presentation supported by visuals (pictures, a poster, illustrations, etc). reflect individually on their
performance in the speaking
task, giving them the following
Pages 83 prompts:
2. practicing I learnt to … in spoken
a. Help the groups split up their reports, using the openings in the bubbles English.
I learnt to use the following
VOLUME 1 UNIT 2
to introduce the ideas. useful expressions … to…
b. Monitor the groups while they rehearse the oral presentations. I think I can communicate…
c. If it is necessary, allow students to listen to track 27 again. Ask the groups I feel … about my
to identify and take notes of the most important mistakes they make. communication skills.
3. performing
Devote enough time (15 – 20 minutes) to allow the groups to present their
reports. As they do it, you may gather information on students’ oral skills by THEORY AND RESEARCH
using the rubric on page 28. Self-assessment
Unfortunately, many teachers
4. Evaluating fear that, if student self-
After they finish, conduct a general discussion about the effectiveness and assessment cannot be used for
usefulness of the activity. Ask students how they felt and their opinions grading purposes, then they
about all the groups’ performances. Then, motivate them to vote for the most should not devote class time
interesting presentation. to teaching students how to
do it. On this respect, today
Make sure students express their opinions, showing respect for their it is well known that self-
classmates’ work. assessment has been shown to
impact both increased student
Closure (10 minutes) achievement and improved
student behavior, as it fosters
student involvement in their
Exit slip own learning.
Make sure you devote enough time to allow students to reflect on their work Evidence has shown that, when
and keep a record of their personal responses. students get involved in the
classroom assessment processes,
this can increase their
Notes engagement and motivation.
Source: Ross, J. A. (2006). The reliability, validity,
and utility of self-assessment. Practical Assessment
Research & Evaluation

Page 84 - 85
SUBJECT CONNECTIONS Maths

90 min. read some interesting facts about ICT OA 9: To read and demonstrate comprehension of texts about
(information and communications technology). other subjects (Maths).
find out about figures related to the topic in OA 16: To express quantities, count and enumerate.
the texts. OA A: To show a positive attitude towards the learning process.
Pages 84 - 85 show data on graphs. OA E: To use communication technologies responsibly
and effectively.
VOLUME 1 UNIT 2
Opening (10 minutes) THEORY AND RESEARCH

The main objective of the activities in this section is to engage students by Integrating content
using unusual information (you can read about this engaging strategy in the Research has shown that
Teaching Window) and then apply what they know from other areas of the integrating content from
curricula (in this case, Maths). other areas of the curriculum
improves learners’ performance
Start the class by brainstorming interesting or strange information students
in both subjects. It also has
know about technology. shown that learners are more
If Internet access is available in your school, you can give students time to confident when using the target
search for this information online and recommend the following websites: language, they acquire a more
extensive and varied vocabulary
Discover Magazine: http://discovermagazine.com/ and they reach higher levels
Trivia-Library.com: http://www.trivia-library.com/technologyscience. htm of English.
Remind them that they only have a maximum of 5 - 6 minutes to find the Additionally, research shows
information and then share it with the rest of the class. that students are likely to
become more autonomous and
proactive in their conduct as
Development (50 minutes) thinkers and learners. They are
also likely to be more prepared
1. 28 Explain to students that they will listen to 4 interesting and weird facts to make connections between
about the use of ICT (Information and Communication Technologies). Tell contexts that, at first, seem
students to listen and complete each piece of information. quite separate.
Before starting, draw students’ attention to the specific information that they Source: Jacobs, H.H. (2004). Interdisciplinary
must find (numbers). Curriculums: Design and Implementation. Moorabbin,
Vic.: Hawker Brownlow Education.
Answers
Fact 1: The average 21 year old has spent 5,000 hours playing video games,
has exchanged 250,000 e-mails, instant and text messages and has
spent 10,000 hours on the mobile phone.
Fact 2: About 1.8 billion people are connected to the Internet. Only 450
million of them speak English as a native language.
Fact 3: There are 6.8 billion people on earth; a conservative estimate of
the number of mobile phone users is 4.0 billion; and our research
indicates that about 3.5 billion people own a toothbrush.
Fact 4. Every minute, 100 hours of video are uploaded on YouTube by
individual users.

2. Have students get in groups of 3 – 4 and complete the tasks related TEACHING WINDOW
to each piece of information. Explain that, in these activities, they must use
what they have learned in their maths classes. Engagement strategies:
Providing unusual or intriguing
Help form the groups so that a variety of learning styles and levels can be information
assured within each group. This strategy promotes student´s
authentic interest, curiosity and
Answers
engagement.
Fact 2: 25% are native speakers of English. Unusual information taps into
Fact 3: 58,8% have a cellphone and 51,4% have a toothbrush.
VOLUME 1 UNIT 2
the natural human tendency to
Fact 4: 6.000 hrs are uploaded every hour and 1.008.000 are uploaded pay attention to anything that is
every week. unexpected, suspenseful, or out
of the ordinary. Even if unusual
3. When students finish, tell them to join another group and compare their information is only tangentially
answers. Make sure they take notes of the mistakes they made (if this is the related to the content being
case) and the reasons (the mistakes can originate in misunderstanding of studied, it still helps elicit
texts or in errors in the calculations) why they were made. triggered situational interest and
can lead to maintained situational
interest.
Closure (10 minutes) Source: Marzano, R. J., Pickering, D., & Heflebower, T.
(2011). The highly engaged classroom. Marzano Research
Invite some groups to share their answers with the rest of the class and to Laboratory.
explain how they figured out the results.

As the students can have some difficulties to explain the calculations in
English, you may allow them to use Spanish in this final section of the class.

authentic multimodal texts, related with the topic of the unit that will enhance their
motivation, interest and curiosity. In this step, students are expected to deepen their
knowledge and practice the contents of the unit.
The tasks proposed also aim at triggering students’ intellectual and affective
Notes

Page 86 - 87
project: ICT Report

VOLUME 1 UNIT 2
180 min. work collaboratively to create a OA 6: To prepare and participate in oral presentations.
multimodal project about the OA 14: To write a variety of texts following the steps of the writing process.
topic of the unit. OA 15: To write texts with different purposes, clearly and coherently.
use what they have learned in OA D: To be able to work responsibly and collaboratively towards a
Pages 86 - 87 other areas of the curriculum. common goal, showing respect for other ideas.
Estimated times: OA E: To use ICT to obtain information in an efficient and secure way.
Preparation: 90’
Presentation and
Evaluation: 90’
This final instance of evaluation will allow your students to be assessed within
THEORY AND RESEARCH
the meaningful context of a project.
Benefits of project work in
Students need to learn that most of the first attempts of a project do not
second and foreign language
immediately result in high quality work. For this reason, when guiding settings
students in project work, you should establish a process to provide feedback
When students work on group
(teacher, peer, and self-assessment) so that they use this valuable information projects, they are placed in
to make revisions. situations which require them
I. preparation authentic ways. By working
1. Help form the groups. Remember that teacher’s intervention is very in pairs or in teams, students
important at this stage as it is necessary to ensure a variety of learning develop planning, organizing,
styles and levels among the members of each group. and negotiation skills in order
to perform their project tasks.
Plan grouping carefully, so that you can make sure all students get the
Source: Tsiplakides, I., & Fragoulis, I. (2009). Project-
most out of their collaborations. based learning in the teaching of English as a foreign
language in Greek primary schools: From theory
Give groups time to work on their own in their planning and supervise to practice. English Language Teaching, 2(3), 113.
they complete it properly. Retrieved from: http://www.ccsenet.org/journal/index.
php/elt/article/viewFile/2739/3286.
You may also want to evaluate the process of group project planning.
To do this, ask students to hand in pre-products, such as project plans,
timetables, outlines, diagrams and drafts and consider them in the final
evaluation using the following scale:
Process evaluation
Project plan or timetable 10%
Product draft 25%
Final product 50%
II. procedure
Each group must follow the instructions carefully.
Give groups time to discuss their ideas.
Remind students to take notes of the most important points in
the discussion.

Have each group write a formal letter to the School Headmaster,
LEARNING WINDOW
summarizing their ideas and suggestions.
Help students revise and edit their letters. Allow them to use dictionaries, Learning through projects
textbooks or other online reliable sources. When students work on group
projects, they are placed in
III. presentation situations which require them
Assign enough time (45 – 50 minutes) to allow the groups to read their
authentic ways. By working
letters aloud. Then organize a class discussion and summarize the main in pairs or in teams, students
points in the letters. develop planning, organizing,
VOLUME 1 UNIT 2
Appoint a student to write a list (if possible, using a word processor) of the and negotiation skills in order to
most interesting suggestions and give it to the School Headmaster. perform their project tasks.
Research evidence on project
IV. Evaluation learning shows that students
After they have finished the project, each group reflects on its work and identify project skills as very
evaluates the group performance according to the rubric provided. important for living successful lives.
You may also use the evaluation instruments related to Projects, in the Source: Stein, S. G. (1995). Equipped for the future:
a customer-driven vision for adult literacy and lifelong
appendix on page xvii. learning. Washington, DC: National Institute for Literacy.
Remember that, during the Presentation and Evaluation stage, it is

recommended that teachers play two roles:
Evaluator Commentator
Assesses and analyzes groups’ Comments on students’ work and guides their reflection
project performance (by to help them:
using the suggested rubric for center their attention on what they learned during the
each project or any other project,
instrument you may prefer). develop a balanced picture of their strengths and
weaknesses,
offers suggestions to revise and improve the project.
Notes

Page 88 - 89
UNIT SYNTHESIS AND FINAL REFLECTION

45 min. recall what they did in the unit. (OAA)
recognize what they have learned in terms To demonstrate autonomy in the learning process.
of content, skills and attitudes. To show a positive attitude towards language learning.
identify possible future fields of application To recognize the advantages of learning English for future academic
Pages 88 - 89 of what they have learned, according to or working life.
VOLUME 1 UNIT 2
their personal learning goals.
Page 88 TEACHING WINDOW

1. Give students plenty of time to examine the unit they have just finished, Student Self-assessment
individually. Always have in mind that
students’ self-evaluations are
2. Students complete the diagram and then compare their conclusions with deliberate efforts to elicit students’
their classmates. Before starting, elicit or give them examples for each slot. perspectives on their own learning.
Students may reflect on progress
3. Be flexible as to when you could let students exchange and share opinions towards a goal, on effectiveness
with their classmates. of strategies used for reading,
writing, listening and speaking, on
Page 89 perspectives of achieving future
1. Read the evaluation table with the class and make sure students understand goals or on lingering questions.
what each point refers to. Encourage them to reflect carefully and give Self-evaluations encourage
students to monitor their own
honest answers.
learning and learning needs and
2. Get students to work in pairs and evaluate each other using the same serve as an additional source of
information on student learning.
criteria. Decide if you want to give each student your own assessment
besides or instead of their classmate’s. Source: Publishing team

THEORY AND RESEARCH
You may finish the unit using the Complementary Digital Resource 6. It will allow
students to consolidate and practice what they have learned throughout the unit. Self-assessment: benefits for
teachers
Students are not the only
Increase in student engagement.
Teachers can access
internalize instructional goals
and apply them to future efforts.
Adapted from: Rolheiser, C., & Ross, J.A. (2000).
Student self-evaluation – What do we know?

COMPLEMENtAry dIGItAL rESOurCE
Methodological Guidance

45’ 1 To listen and demonstrate Identify general information about technology and information.
VOLUME 1 UNIT 2
comprehension of general Ask and answer questions about specific information in the texts.
ideas and explicit information Exchange opinions about the content of the text.
in audio-visual material about Establish a relationship between technological advances, cultures and periods
technology and information. of history.
Stage: Opening
1. Explain to students that they have to read a list of technological advances and match them with the respective peoples that
developed them, as a prediction for the development of the next activities.
OPENING
2. In this second activity, students have to read some inventions and drag them to their correct place on the timeline. After that,
they must watch a video and check their answers according to the information presented.
Stage: Development
3. Explain to your students that they must write a list with some ideas of their own, about the technological advances they think
have affected human communication. Make sure you check their answers with the whole class before moving on to the next
activity.
4. Invite your students to watch the video and check their ideas in exercise 3. After that, invite them to watch the video again and
take some notes about the events that happened in the years shown in the chart.
Stage: Closure
Elicit students’ opinions and answers about the topic of technology and communications. After that, invite them to watch the last
part of the video once more and answer the questions.

45’ 1 To understand general ideas and explicit Complete a text with information presented in a multimodal text.
7 information of an audio-visual text about Identify a technological process.
technology and communications. Complete a sequence.
3
To identify specific information and details
A related to technology, its advantages and
E processes.
Stage: Opening
1. Invite your students to watch the video, read the statements and drag them to their corresponding images, so as to match them
DEVELOPMENT
with the speakers.

2. In this activity, students must watch the video and decide which the advantages of the Internet were, in the period of time
depicted in the video, by clicking on the ideas mentioned.
Stage: Development
3. In this activity, students must watch the video and complete the instructions, so as to describe the technological process
correctly.
4. In this activity, students must watch the video and number the instructions in the correct order, according to what they saw in
the video. Check with the whole class.
Stage: Closure
5. In this activity, students must evaluate their own performance throughout the development of the digital resource, clicking on
the option that best represents how they feel about their work.
UNIT 2 COMpLEMENTARY DIGITAL RESOURCE 109

45’ 1 To understand general ideas and explicit information of Complete a written text with information presented in a
7 an audio-visual text about technology and multimodal text.
communications. Answer questions about a specific topic, based on a video.
3
To identify specific information and details related to Discriminate between correct and incorrect information.
A technology, its advantages and processes.
E
Stage: Opening
VOLUME 1 UNIT 2
1. In this activity, students must watch an animation about social media and is evolution, and complete a text with the information
CLOSURE
presented.
2. In this activity, students must watch an extract of a talk about the role of social media in our lives and answer some questions,
based on the information presented.
Stage: Development
3. In this activity, students must read some statements and predict which ones they think are correct, clicking on them. Then, they
must watch a video about videogames and their advantages and check their predictions.
Stage: Closure
4. In this activity, students must evaluate their own performance throughout the development of the digital resource, clicking on the
option that best represents how they feel about their work.
CDR (Complementary Digital Resource) Rubric

Exemplary Proficient Partially Proficient Needs improvement
CATEGORY Points
4 3 2 1
Key aspects (relevant Identified more than Identified between Identified fewer than Could not identify any
information, key words, five significant aspects three and five significant three significant aspects significant aspects of
purpose of tasks, in the resource. aspects in the resource. in the resource. the resource.
problems to be solved)
Ability to Fully understood. Understood the majority Understood a few Did not understand the
understand of the instructions. instructions. instructions.
the instructions
Ability to deal with a Correctly answered at Correctly answered Correctly answered Unable to answer
variety of question least five questions of between three and five fewer than three questions.
types (closed or different types. questions of different questions that are the
multiple choice, true or types. same type.
false, and analytical or
evaluative questions.)
Used a large number of Used several original Rarely used original Did not use any original
Use of creative
original ideas and ideas and strategies to ideas to answer. ideas to answer.
thinking strategies
strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider new
changes when new and some encouragement. changes when new and and relevant ideas and
Ability to react to
relevant ideas and new relevant ideas and information.
constructive feedback
information was information were
presented. presented.
All team members Assisted group/partner Finished individual task Contributed little to the
contributed equally to in the activity’s but did not assist group effort during the
Group/pair teamwork
the activity’s objective. objective. group/partner during activity.
the activity.
TOTAL POINTS
Fuente: http://www.uwstout.edu/soe/profdev/rubrics.cfm#website
110 UNIT 2 COMpLEMENTARY DIGITAL RESOURCE

ANSWErS
Student’s Book Page 55
Page 51 After reading

Getting ready Work it out! Expressing quantity
3. II Picture 1: a small number of.
VOLUME 1 UNIT 2
4. b. Students are expected to offer advice using the Picture 2: all of.
modal verbs should / shouldn’t. Picture 3: a large number of.
Pages 58 - 59
Page 53
1. Picture 1: desktop computer. Focusing on reading
Picture 2: cellphones. 2. Name: Students’ own ideas.
Picture 3: radio. Setting: Mildred and Guy’s living room.
Picture 4: the Internet. Characters: Mildred and Guy
Conflict: Mildred’s addiction to wall-TV. She wants
Page 54 Guy to buy a fourth wall-TV but he says they can’t
afford it.
LISTENING FILE: digital era
The main conflict is lack of communication between
General information them.
Type of recording: a report
Purpose: to inform Page 60
Specific details
After reading
Main ideas.
a. Fill in the blanks with one word Work it out! Expressing suggestions and
i. Perhaps the greatest advance in technology recommendations
was the invention of computers. 1. a. ii b. i c. ii
ii. It can be traced back to almost two hundred
years ago. Pages 62
iii. Charles Babbage invented a machine as big as preparing to read
a train.
2. Picture 1: a camera lens.
b. Identify
Picture 2: a pen scanner.
Name of Charles Babbage’s machine: Difference
Picture 3: a modern smartphone connected with a
Engine.
game pad.
ii. Charles Babbage’s job: mathematics
Picture 4: virtual reality glasses.
professor.
iii. Date in which first personal computer was
Page 66 - 67
created: 1981.
iv. Reason for creating the Internet: to link After reading
university and government research centers. Work it out! Connecting ideas
c. What does the speaker mean? Circle a. As soon as b. As a result
a. ii. Can you repeat that?
b. ii. but equally important. Pages 68 - 69
Main conclusions
According to the recording... 2. a. distillation. b. decantation. c. crystallization.
a. The first portable handset was larger and heavier
than today´s smartphones.
b. No, because nowadays it is used by many people
and with many different purposes, such as:
entertainment, information, business transactions,
etc.
UNIT 2 ANSWERS 111

Page 70 Pages 73
How ready are you After listening
1. Picture 1: strategy / war game; Work it out!: Word formation
Picture 2: sports game (racing)
a. Software that is designed to entertain as well as help
Picture 3: virtual reality game;
educate at the same time.
Picture 4: puzzle game (Sudoku)
b. Education + entertainment
Page 71 c. Infotainment, Spanglish, motel, camcorder
VOLUME 1 UNIT 2
preparing to listen Pages 75

1. All the pictures are related with the topic of video preparing to read
games and gamers in general and there is also a
1. 1. 1960 Olivetti A5
disabled young man, which is mentioned in the text.
2. 1968: IMLAC PDS-1
3. You can find information about this concept in the 3. 1978: Pertec Pcc 2000
Background Information Window. 4. 1979 Midwich Microcontroller
5. 1983 Triumph Adler TA-1600
Pages 72 6. 1984: Commodore C64 Golden Jubilee
LISTENING FILE: Facing a global crisis
Pages 76 - 77
General information
Type of recording: an interview Smart reading
Topic: advantages of edutainment software (playing 1. a. black female mathematicians
video games) b. girls
Purpose: to discuss a new theory c. they helped send Americans into space
Specific details d. West Computing group at NASA’s Langley
Main ideas. Complete the sentences. Research Center in Virginia
a. A new theory says that a game is similar to a e. Alan Shepard, the first American in space, and
classroom. John Glenn, the first American to orbit the Earth.
b. Games can actually help cognitive development f. Presidential Medal of Freedom (2015)
and have educational benefits. g. a “new” maths to go from an elliptical to a parabolic
c. Children with genetic syndromes are very visual orbit
so they learn much better from visual materials 2. Students’ own ideas. Encourage questions that
than from other learning styles. make them think about the main social and political
Infer. What does Dr. Evans mean? problems of the time, and also connections with their
a. Ethan is an excellent Tekken 5 player, very own reality.
aggressive.
b. Ethan has a lot of difficulties to sort in his life Your analysis
because of his disability. Students’ own ideas.
Main conclusions
According to Dr Evans... Pages 78
a. Yes After reading
b. Yes Work it out! Narrating past events
c. Yes
Answer. a. The words highlighted in yellow express the idea that
a. In both of them there are tools, objectives and something occurred before another action in the past.
obstacles. b. The words highlighted in green express actions that
b. Positive. He says Ethan is a very good video started and finished at a specific time in the past.
gamer, very spontaneous and creative, despite his
disability. Vocabulary in context
2. a. adjectives.
b. two.
c. Students’ own examples.
112 UNIT 2 ANSWERS

Pages 80 Page 84 - 85
1. c. a program designed to do a particular job. 1. Fact 1: The average 21 year old has spent 5,000 hours
playing video games, has exchanged
LISTENING FILE: 140 Characters at a time 250,000 e-mails, instant and text
General information messages and has spent 10,000 hours on
Type of recording: a report the mobile phone.
Topic: the history of Twitter and some main facts Fact 2: About 1.8 billion people are connected to
about it. the Internet. Only 450 million of them speak
VOLUME 1 UNIT 2
Specific details English as a native language.
Concept and purpose Fact 3: There are 6.8 billion people on earth; a
a. Twitter is the brainchild of a group of conservative estimate of the number of mobile
programmers who worked at a podcasting phone users is 4.0 billion; and our research
company in San Francisco. indicates that about 3.5 billion people own a
b. They were looking for a way to send text on their toothbrush.
cellphones and a way to reinvent an inefficient Fact 4: Every minute, 100 hours of video are
and dying company. uploaded on YouTube by individual users.
In numbers
2. Fact 2: 25% are native speakers of English.
a. 2006 iii. year in which the first
Fact 3: 58,8% have a cellphone and 51,4% have a
b. 200 million message was sent
toothbrush.
c. 460,000 v. people who use the application
Fact 4: 6.000 hrs are uploaded every hour and
d. 140 million vii. accounts that are opened
1.008.000 are uploaded every week.
e. 8 each day
f. 1 billion viii. tweets that are sent daily
g. 400 vi. people who worked in 2008
h. 140 i. tweets that are sent weekly Complementary Activities
iv. people who actually work for
the company 1. a.
ii. the maximum length for Context
Meaning
Dictionary
a message Word inferred
clues definition
by context
Main conclusions
sliding Students’ Students’ (adj.) that moves easily
How has the application changed… own ideas own ideas backwards and forwards on
a. the media? News stories arrive in tweets from an instrument or machine
people we follow. This allows everyone to create shots Students’ Students’ (n.) a photograph; a short
their own newspaper or newscast instantaneously. own ideas own ideas piece in a film in which there
b. politics? Political messages used to be highly is a single action or a short
controlled. Now the messengers, and hence the series of actions
messages, are more diffuse and diverse. gently Students’ Students’ (adv.) calmly, slightly, gradually;
c. business? Business can communicate real-time own ideas own ideas without force or strength
messages to the customers they want to reach. delay Students’ Students’ (n.) the situation in which you
When customers are unhappy with a product or own ideas own ideas have to wait longer than
expected for something to
service, they can spread the word quickly with a happen, or the time that you
few tweets. have to wait
UNIT 2 ANSWERS 113

b. He predicted advances in gadgetry, communications,
shutter button and appliances.
LCD screen c. Students’ own ideas.
zoom lever 2. a. Computer engineer.
b. Robots.
c. Company.
d. Educational.
VOLUME 1 UNIT 2
Memory card e. Conversations.

slot 3. a. ii b. iii c. i
on / off switch 4. Students’ own ideas.

5. Assign points (1 – 4) according to these criteria.
lens cover
4 3 2 1 Score
c. Students’ own ideas.
Student Student Student can Student can
d. Students’ own ideas. writes a can follow gather only neither gather
coherent the steps a few pieces the information
2. a. Small, flat, screen, HDMI cable - USB port, (etc), Paragraph but can’t of nor write a
models, computer or laptop. about the write a Information coherent short
topic, coherent and can’t paragraph
c. Students’ own ideas. following the paragraph write a about the
necessary about the coherent topic.
Extra Test 2 steps in the topic. Paragraph
process. about the
1. a. Isaac Asimov’s predictions for 2014 topic.
Practically no Very few Some A lot of
Gadgetry: It will continue to relieve human beings of grammar or grammar grammar or grammar or
tedious jobs. vocabulary or Vocabulary Vocabulary
Kitchen units: They will be devised to prepare mistakes vocabulary mistakes mistakes.
mistakes.
‘automeals.’
Correct A few Several A lot of spelling
They will heat water and convert it to coffee; they will spelling and spelling spelling mistakes and
toast bread, and so on. format. mistakes mistakes and incorrect
Communications: They will become sight-sound. and slightly rather format.
incorrect Incorrect
You will see and hear the person you telephone. format. format.
The screen will be used to see the people you call and
also for studying documents and photographs and
reading passages from books.
Robots: They will not very good or common in 2014,
but they will be in existence.
Appliances: They will have no electric cords.
They will be powered by long- lived batteries running
on radioisotopes.
b. Sample Answer
The text talks about the sci-fi writer Isaac Asimov’s
predictions.
In 1964, Isaac Asimov made some predictions about
the year 2014.
He predicted many technological advances that
exist now.
114 UNIT 2 ANSWERS

ASSESSMENt GuIdELINE FOr EXtrA tESt 2
Task: Reading – Writing / Exercises 1

Criteria
Student…
identifies the main ideas.
VOLUME 1 UNIT 2
organizes the information in a diagram.
identifies 2 technological devices that existed in 2014.
supports the opinion with information in the text.
Task: Listening - Speaking / Exercises 2 - 3 - 4

Criteria
Student…
identifies the main ideas in the recording.
express and supports opinions.
Task: Writing – Exercise 5

Criteria
Student…
uses accurate punctuation.
uses capital letters to begin sentences and for names.
uses graphic organizers and writes a draft.
revises the text and add details to improve it.
uses adequate vocabulary and connectors.
writes complete sentences that make sense.
writes most words correctly.
PHOTOCOPIABLE UNIT 2 ASSESSMENT GUIDELINE FOR EXTRA TEST 2 115

trANSCrIPtS

María: We´re Lucas and María from Rancagua. Presenter: Good morning and welcome to another
We want to know more English to search for edition of Technology Times! Today, we´re
VOLUME 1 UNIT 2
information on the Internet because it´s very going to learn about the most significant
difficult to understand it. It´s also difficult to technology advances of the last century,
understand user´s manuals of technological which had an impact on today´s world.
devices like tablets, video game consoles, etc. Hello, Mark!
Mark: Hi, Kate! You´re right! Perhaps the greatest
advance in technology was the invention of
19 STUdENT’S BooK - UNIT 2 - pAGE 50 - computers. It can be traced back to almost
EXERCISE 2 two hundred years ago, when Charles
Lucas: We´re planning to learn more of English and Babbage, a mathematics professor, proposed
technology by memorizing new words and a machine called a Difference Engine.
asking our teacher about new things. Probably, Presenter: When was that, again?
it´ll be difficult for us to learn to describe Mark: Almost two hundred years ago, in 1822,
technological devices and processes. actually… Unbelievable, right? The
machine was large as a train and had a
stored program, could perform a small
number of operations and print the results
EXERCISE 2
automatically. But personal computers as we
Interviewer: Like alcoholism or drug abuse, the use of know them today were introduced in 1981.
the Internet and social networks can be
And, well, this amazing device led to the
an addiction too. Researchers say that
creation of the Internet. In the 1960´s, it was
Internet addicts spend at least thirty to
conceived as a tool to link university and
forty hours online every week. They are
government research centers. Nowadays, the
worried particularly about young people
Internet is not owned or controlled by any
because the net is taking the place of sports
company, corporation, or nation. It connects
or games for many of them. Nowadays,
a large number of people in most countries
teens spend more time in cyberspace and
instantaneously through computers, fiber
social networks than in the real world
optics, satellites, and phone lines. And…
with friends and family. What can you say
last, but not least! In the year 1973, Dr.
about this, David?
Martin Cooper was the first person to make
David: Well…I think I began to be an Internet a call on a portable cellular phone. With the
addict about two or three years ago. Now help of a telecommunications company, he
I’m sixteen and I can’t get rid of this habit. invented the first portable handset, which
Interviewer: How much time do you spend on the web? was incredibly large and heavy compared to
David: These days, I am connected all day and I today´s smartphones.
play on-line games instead of exercising or Presenter: Thanks very much Mark! It´s been very
doing sports. interesting! And…dear audience, I expect all
Interviewer: Do you think your addiction may make of you back in three days… in Technology
you antisocial? Do you spend time with Times!
friends?
David: No! Not at all. I have lots of friends
on social networks. That is the main
problem…they are too much fun!

a. technology times today to two tool Interviewer: Today, in our section “On-hands
b. Perhaps... In the 60’s... Then... Nowadays... Technology” we are talking about using
Today... And last... video games with educational purposes.
A new theory says that a game is similar
to a classroom: there are tools, objectives
23 STUdENT’S BooK - UNIT 2 - pAGE 62 - and obstacles. And there’s strong support
VOLUME 1 UNIT 2
EXERCISE 2 for the idea that games can actually
help cognitive development and have
Speaker 1:
educational benefits. What can you tell us
1. It is a sensitive electronic device for capturing images.
about that, Dr Evans?
It is small, light and has a big lens.
Dr Evans: It’s possible that children with genetic
Speaker 2:
syndromes have more to gain from
2. It is an optical device that reads a printed page and
“edutainment” software than they do from
converts it into a graphics image for the computer.
traditional teaching methods. They are very
Speaker 3: visual so they learn much better from visual
3. It is a specialized modern smart phone used to play materials than from other learning styles.
video games.
Interviewer: I’ve heard you began researching about it
Speaker 4: from your own experience. Is that correct?
4. It is a device that you wear over your eyes like a pair
Dr Evans: That’s right! My brother Ethan has a genetic
of goggles. They contain polarized lenses which show
disorder which often makes development of
two images, one per eye.
fine motor skills difficult. When we were still
school boys, we used to play a lot of Tekken
5 together. It’s a one-on-one martial arts
simulation. And I’m sure Ethan is the most
savage Tekken 5 player ever to put his fingers
on a console controller!
Interviewer: How have video games influenced your
relationship?
Dr Evans: Playing games with my brother made me
more conscious of his spontaneity, of his
ability of finding ways of solving problems,
and of his intellectual independence and
irreverence. Ethan has a mountain to
climb, but it’s one of the ways that he
shows himself not as a disabled person, but
one determined to build his own destiny.

EXERCISE 1
development difficult disabled determined
decide destiny

Was it difficult…? Did you ever think…? Fact 1:
At the time… Did you ever…? What would you I. The average 21 year old has spent 5,000 hours
say…? playing video games, has exchanged 250,000 e-mails,
instant and text messages and has spent 10,000 hours
on the mobile phone.
Fact 2:
VOLUME 1 UNIT 2

II. About 1.8 billion people are connected to the Internet.
EXERCISE 1 Only 450 million of them speak English as a native
Reporter 1: language.
Twitter is the brainchild of a group of programmers who Fact 3:
worked at a podcasting company in San Francisco. They were III. There are 6.8 billion people on earth; a conservative
looking for a way to send text on their cellphones and a way to estimate of the number of mobile phone users is 4
reinvent an inefficient and dying company. billion; and our research indicates that about 3.5
When Jack Dorsey sent the first tweet on March 21, 2006, a billion people own a toothbrush.
communications revolution with inestimable effects was born. Fact 4:
Now almost 200 million people use the app worldwide and IV. Every minute, 100 hours of video are uploaded on
about 460,000 new accounts are opened daily. YouTube by individual users.
More than 140 million tweets are sent daily. That’s one
billion weekly.
In 2008, the company had eight employees; today it has 29 TEACHER’S BooK - UNIT 2 -
more than 400. And they’re hiring! EXTRA TEST 2 - pAGE 124 - EXERCISE 2
At the heart of this social network are small bursts of Speaker:
information called tweets. Each tweet is 140 characters in Every night, Shannon Richardson, a computer engineer,
length, maximum. goes home to her family. They do not eat, sleep, or breathe,
Reporter 2: but they talk back; this is because they are a family of
HOW TWITTER HAS CHANGED THE MEDIA robots with artificial intelligence constructed by her
Increasingly, news stories that arise - a tsunami, a plane company, Robot Hosting.
crash, the score of a hockey game, etcetera - arrive in Shannon started creating virtual robots as a part of her
tweets from people we follow. This allows everyone to Master’s degree in computer science. Now she owns her
essentially create their own newspaper or newscast, and own company, which is one of the few companies in the
to do so instantaneously. world that are developing artificial intelligence robots
HOW TWITTER HAS CHANGED POLITICS and it is the only one that produces them for educational
Social media and microblogging like Twitter has changed purposes.
political communication profoundly. When students log on to the company website, they
Political messages used to be highly controlled. Now the can see a 3-D animated computer robot that interacts
messengers, and hence the messages, are more diffuse with them as a tutor. The robots remember personal
and diverse. details about students and can have friendly informal
Reporter 1: conversations; they can also answer course related
HOW TWITTER HAS CHANGED BUSINESS questions.
Twitter is used increasingly in business. The one-way They even know 106.000 grammar rules, 118.000 logical
transmission of information is transforming quickly into inference rules and 203.000 nouns, verbs, and adjectives.
a two-way interaction.
Businesses can communicate real-time messages to the
customers they want to reach.
Conversely, when customers are unhappy with a product
or service, they can spread the word quickly with a
few tweets.

COMPLEMENtAry ACtIVItIES
1.
a. Read the text on the user’s manual carefully.
VOLUME 1 UNIT 2
Learn how to use your first digital camera
I Insert your storage memory card in the appropriate slot. If you forget
to insert it, you’ll get a “No Card” message.
II Remove the lens cap.
III Turn the camera on by either an on-off switch or a sliding lens cover.
IV Turn off the LCD screen.
V Make sure your camera is set for automatic mode. Set the image
quality to the size image desired- HQ (high quality) or less (to take
more pictures on the same card).
VI Bring the camera up to your eye and look through the viewfinder.
Positioning the target mark in the center of the viewfinder on your
subject will ensure that it will be in focus.
VII Push the zoom lever toward W (wide angle) to shoot wide-angle shots
or push it toward T (telephoto) to zoom in.
VIII Press the shutter button half way down, gently, and confirm that the
green light next to the viewfinder is illuminated.
IX Press the shutter button all the way down. You’ll hear a beep when you
take a picture. Wait until the green light stops flashing before taking
another one. Remember, digital cameras have a slight delay that
traditional cameras don’t, since it takes a second to save the image to
your camera’s storage memory card.
X Turn off the camera. Your new photograph should appear on your
camera’s LCD screen.
Adapted from: Brooke, B. (n.d.). Step-by-step instructions for operating your first digital camera. Retrieved from:
http://bobbrooke.com/Digital%20Studio/stepbystepinstructions.htm

b. Read the text again, paying special attention to the words in the chart below. Then, complete the chart in your
notebook.
Word Context clues Meaning inferred by context Dictionary definition
sliding
shots
gently
VOLUME 1 UNIT 2
delay
c. Label the elements of a digital camera using the vocabulary provided.
shutter button lens cover LCD screen memory card slot zoom lever on/off switch
d. Answer the following questions.

i. Did you already know how to use a digital camera?
ii. If yes, were the instructions clear?
iii. If not, do you think you can follow the instructions now? Why? Why not?
iv. What other set of instructions have you ever read?
v. How were the instructions similar to / different from the ones in the text?

e. Summarize the steps for using a digital camera and complete the diagram below. Remember to use connectors to
link the instructions in each step.
VOLUME 1 UNIT 2
2.
a. Fill in the blanks with words related with computers.
A tablet PC is a computing device that is larger than a Smartphone

and has an LCD touch , on which the user can write using a special
pen or stylus.
It also has a and / or a for input –the
screen swivels or folds down to cover the keyboard.
Although tablets come in a variety of shapes, sizes and feature sets, they all have a lot of
to choose from.
They don’t necessarily replace the need for a more robust , but they
create a new space for computing devices.
b. Write examples of ICT (Information and Communications Technology) in the diagram. Compare it with your
partner’s diagram.
At school
At home
(academic purposes)
(entertainment)

3. Webquest: older adults and technology use
Seniors (older population) have historically been late adopters to the world of technology, compared to the
younger population, but their movement into digital life continues to deepen, according to newly released
Introduction data from a Research Center.
However, older adults face several unique barriers and challenges when it comes to adopting new
technologies.
Task You will be working in teams. There should be a team leader, who will organize the work and divide the
issues within each topic to make sure everything is covered and there is no overlap. However, all team
members are responsible for presenting information in class. At the end of this, we will discuss the main
VOLUME 1 UNIT 2
findings about technology used among American senior population.

Process 1. Visit this website and answer questions (a – d).
http://www.huffingtonpost.com/anita-kamiel-rn-mps/older-people-social-media_b_9191178.html
a. Why have older people adopted social media? What is the main reason?
b. Why have social networking services (such as Facebook, Twitter and Skype) become so popular
among seniors?
c. What do seniors use ICT for?
d. What are the advantages of using ICT for seniors?
2. Go over the following website and complete the tasks.
http://www.pewinternet.org/2014/04/03/older-adults-and-technology-use/
a. Write a list of the main hurdles (difficulties) that seniors face when adopting new technologies.
b. Write a list of the differences between seniors and general population in their device ownership habits.
Organize your findings in a comparative table.
3. Based on the information you collected, set a position towards this topic.
a. In your opinion, is it easy for older population to use technological devices? Why? Why not?
b. Lots of older people don’t use or don’t know how to use technology. Why? Do you think this is
because of lack of interest or lack of capacity?
Evaluation The presentation will be evaluated with common grade for group work and correct presentation will be highly
valued. Rubric is as follows:
- Quality of information: 30%
- Oral Presentation: 30%
- Conclusion, paragraph and use of language: 40%

EXtrA tESt 2
1. Read the text. Answer questions a – c on a separate sheet of paper.
Modern Life
VOLUME 1 UNIT 2
When New York City hosted The World’s Fair in 1964, Isaac Asimov- American scientist and author- took the
opportunity to wonder what the world would
look like in 50 years’ time.
In the article he wrote for The New York
Times, he imagined a world that we can partly
recognize today.
“Gadgetry will continue to relieve human
beings of tedious jobs. Kitchen units will
be devised that will prepare ‘auto-meals,’
will heat water and convert it to coffee; will
toast bread, and so on. People will be able to
order breakfasts the night before, to be ready by
a specific hour the next morning.”
“Communications will become sight-sound and you will see and hear the person you telephone. The screen
will be used to see the people you call and also for studying documents and photographs and reading
passages from books.
“Men will continue to move away from nature to create an environment that will suit them better.
By 2014, electroluminescent panels will be in common use. Ceilings and walls will glow softly, and in a
variety of colors that will change at the touch of a push button.”
“Robots will not be very good or common in 2014, but they will be in existence.”
“The appliances of 2014 will have no electric cords, of course, for they will be powered by long- lived
batteries running on radioisotopes.”
“The world of A .D. 2014 will have few routine jobs that will be done better by some machines than human
beings. Human beings will become a race of machine operators.”
Adapted from: Coleman, D. (n.d.). Isaac Asimov ’s 1964 Predictions About What the World Will Look 50 Years Later. Open Culture. Retrieved from http://www.openculture.
com/2013/08/isaac-asimovs-1964-predictions-about-2014.html
a. The following points are mentioned in the text. Make a graphic organizer that includes these four categories and
complete the diagram with the corresponding predictions Isaac Asimov made about the future.
appliances robots gadgetry communications kitchen units
b. Summarize the main ideas in the text in four sentences.
c. In what ways do you think Asimov’s predictions were reflected in the year 2014? Explain your answers and mention
two technological devices that exist now which correspond to the writer’s predictions.

2. 29 Listen and learn about Shannon Richardson’s project. Fill in the blanks with one or two words.
a. Shannon Richardson is a .
b. Her family is a family of .
c. Now she has her own which is one of the few in the world that are
developing artificial intelligence.
VOLUME 1 UNIT 2
d. Shannon is the only one in this industry who works with purposes.
e. The robots remember personal details about students and can have friendly informal
they can also answer questions.
3. 29 Listen to the recording again. Circle the correct alternative to finish each sentence.
a. The recording mainly talks about
i. Shannon Richardson’s routine and family.
ii. Robots with artificial intelligence.
iii. Shannon’s Master’s Degree.
b. The purpose of the recording is
i. To describe a very special family.
ii. To discuss educational purposes.
iii. To inform about an interesting project related to technology.
c. This extract can be classified as:
i. A piece of news on recent technology advances
ii. An inventor’s biography
iii. A description of a process.
4. In what way do you think these robots can help students?
5. Write about a process related to technology you are familiar with.

a. Complete the flow chart with the steps of this process.
124 UNIT 2 EXTRA TEST 2 PHOTOCOPIABLE

b. Use the information in your flow chart and write a short description of the process you chose in Point a.
VOLUME 1 UNIT 2
c. Revise and edit your description using a dictionary and one of the Editing Marks lists in the unit.
d. Write the final version of the description on a separate sheet of paper.
6. Ask your teacher to provide you with a rubric and evaluate your performance in each task. Then, interpret your
results according to the criteria below.
Great Good OK Needs improvement

(5 correct answers) (4 correct answers) (2 to 3 correct answers) (1 correct answer)
You are achieving the learning You are very well prepared. Your performance is You need to revise the
goals. You can easily achieve the satisfactory, but you can contents and practice more
Keep on working hard! highest score by analyzing the improve. Revise the mistakes in order to improve your
few mistakes you made. you made and reinforce the performance in the next unit.
weakest areas.

BIBLIOGrAPHy ANd ONLINE rEFErENCES
General content Yousefi, M. (2009). Word Formation Processes in English.

Retrieved from: http://www.translationdirectory.com/
About Ray Bradbury (2012). Ray Bradbury. Retrieved articles/article1991.php
January 19th, 2015 from: http://www.raybradbury.com/ Willis, J. & Willis, D. (2012). Doing Task-based Teaching.
bio.html Oxford: Oxford University Press.
VOLUME 1 UNIT 2
Biography.com Editors. (2015). Steve Jobs Biography.

Retrieved from: http://www.biography.com/people/ Learning skills
steve-jobs-9354805
Distillation (n.d.) Retrieved from: http://www.bbc. Hartman, H. J. (2011). Developing students’
co.uk/schools/gcsebitesize/science/edexcel_pre_2011/ metacognitive knowledge and skills. Metacognition in
oneearth/fuelsrev1.shtml learning and instruction: theory, research and practice, 33-
68. Dordrecht, London: Springer.
Dörnyei, Z. (2001). Motivational strategies in the
language classroom. Cambridge: Cambridge University Think Aloud Strategy. (n.d.) Retrieved from:
Press. https://www.teachervision.com/problem-solving/
think-aloud-strategy
Jacobs, H.H. (2004). Interdisciplinary Curriculums:
Design and Implementation. Moorabbin, Vic.: Hawker Language skills
Brownlow Education.
Larson, L., Dixon, T., & Townsend, D. (2013). How Al-Issa, A. (2006). Schema theory and L2 reading
Can Teachers Increase Classroom Use of Academic comprehension: Implications for teaching. Journal of
Vocabulary?. Voices from the Middle, 20(4), 16. Retrieved College Teaching & Learning (TLC), 3(7). Retrieved from:
from: http://www.ncte.org/library/NCTEFiles/ DOI: http://dx.doi.org/10.19030/tlc.v3i7.1700
Resources/Journals/VM/0204-may2013/VM0204How. Analyzing Text Features. (n.d.) Retrieved from: http://
pdf comprehensionkatieweiers.weebly.com/strategy-1-
MacArthur, A. (2017). The Real History of Twitter. analyzing-text-features.html
Retrieved from: https://www.lifewire.com/ Best Practices in the Teaching of Writing - Developing
history-of-twitter-3288854 the Craft. Retrieved from: http://elementarypgms.
Marzano, R., & Pickering, D., & Heflebower, T. sp.brevardschools.org/Home/Writing%20Documents/
(2011). The highly engaged classroom. Bloomington, IN: Developing%20The%20Craft.pdf
Marzano Research Laboratory. Blackmore, A. (2012). Motivating speaking
Marzano, R., & Simms, J. (2013). Vocabulary for the activities for lower levels. Retrieved from:
common core. Bloomington, IN: Marzano Research http://www.teachingenglish.org.uk/activities/
Laboratory. motivating-speaking-activities-lower-levels
Smith, Y. (2017). Katherine Johnson: The Girl Who Brandner, R. (2015). How to Improve Reading
Loved to Count. Retrieved from: https://www.nasa. Comprehension with mind maps. Retrieved from:
gov/feature/katherine-johnson-the-girl-who- http://blog.whooosreading.org/how-to-improve-
loved-to-count. http://www.space.com/35430-real- reading-comprehension-with-mind-maps/
hiddenfigures.html Cadieux, C. (2011). Mind Mapping is a Creative Way to
Stein, S. G. (1995). Equipped for the future: a customer- Improve Comprehension. Retrieved from: http://info.
driven vision for adult literacy and lifelong learning. marygrove.edu/MATblog/bid/73027/Mind-Mappingis-
Washington, DC: National Institute for Literacy. a-Creative-Way-to-Improve-Comprehension
Tsiplakides, I., & Fragoulis, I. (2009). Project-based Chulim, F. (2008). The use of listening learning
learning in the teaching of English as a foreign strategies by Lengua Inglesa students in five Mexican
language in Greek primary schools: From theory to universities: preliminary results. Memorias del IV Foro
practice. English Language Teaching, 2(3), 113. Retrieved Nacional de Estudios en Lenguas. 469-479. Retrieved
from: http://www.ccsenet.org/journal/index.php/elt/ from: http://docplayer.net/16220576-The-use-of-
article/viewFile/2739/3286. listening-learning-strategies-by-lengua-inglesa-
students-in-five-mexican-universities-preliminary-
results.html
126 UNIT 2 BIBLIOGRApHY

Ferris, D., & Tagg, T. (1996). Academic listening/ Evaluation for learning
speaking tasks for ESL students: Problems,
suggestions, and implications. Tesol Quarterly, 297- Allal, L., & Lopez, L. M. (2005). Formative assessment
320. Retrieved from: http://tesol.aua.am/tqd_2000/ of learning: A review of publications in French.
tqd_2000/tq_d2000/Vol_30_2.pdf#page=106 Formative assessment: Improving learning in secondary
VOLUME 1 UNIT 2
Goudvis, A., & Harvey, S. (2000). Strategies that work: classrooms, 241-264. Paris: OECD Publishing.
teaching comprehension to enhance understanding. York, Black, P. et al. (2010). Assessment for learning: putting
ME: Stenhouse Publishers. it into practice. Maidenhead, N.Y.: Berkshire Open
Jamison, L. (2011). Marvelous mini lessons for University Press.
teaching intermediate writing, grades 4-6. Newark, DE: Clarke, S. (2005). Formative assessment in the secondary
International Reading Association. classroom. London, UK: Hodder Murray.
Keene, E., & Zimmermann, S. (1997). Mosaic of Dann, R. (2002). Promoting assessment as learning:
thought: teaching comprehension in a reader’s workshop. improving the learning process. London; New York:
Portsmouth, NH: Heinemann. RoutledgeFalmer.
Long & Macián (2005). Reading Strategies. Boston: Rolheiser, C., & Ross, J.A. (2000). Student self-
Heinle Cengage. evaluation – What do we know?
Manoli, P., & Papadopoulou, M. (2012). Graphic Ross, J. A. (2006). The reliability, validity, and utility
organizers as a reading strategy: Research findings and of self-assessment. Practical Assessment Research &
issues. Creative education, 3(03), 348.Retrieved from: Evaluation.
http://file.scirp.org/Html/19813.html
Webpages
Mukhopadhyay, L. (2016). How can we teach the
process of writing in ESL classrooms? The English & https://learnenglishteens.britishcouncil.org/
Foreign Languages University, India. Retrieved from: http://a4esl.org/
https://www.academia.edu/28962825/How_can_we_ https://www.englishclub.com/
teach_the_process_of_writing_in_ESL_classrooms
http://www.esldiscussions.com/
Nation, I. S. P. (2009). Teaching ESL/EFL reading and
http://www.readingrockets.org/
writing. New York: Routledge.
http://www.reading-tutors.com/
Opening the Door: Teaching Students to Use
http://www.readwritethink.org
Visualization to Improve Comprehension (n.d.)
Retrieved from: http://www.educationworld.com/a_ http://www.esl-lab.com/
curr/profdev/profdev094.shtml http://www.englishlistening.com
Richards, J. C. (2009). Teaching listening and speaking. http://www.focusenglish.com/dialogues/conversation.
Cambridge: Cambridge University Press. html
Vandergrift, L. (2007). Recent developments in second
and foreign language listening comprehension
research. Language teaching, 40(03), 191-210.
Language and structures

Birch, B. (2005). Learning and teaching English grammar,
K-12. Upper Saddle River, N.J.: Pearson/Merrill/
Prentice Hall.
Ur, P. (2011). A course in language teaching: practice and
theory. Cambridge: Cambridge University Press.
UNIT 2 BIBLIOGRApHY 127

UNIT
2 Technology and its effects
“Technology is nothing. What’s important is that you have a

faith in people, that they’re basically good and smart, and if
you give them tools, they’ll do wonderful things with them.”
Steve Jobs

In this unit you will… You will also... What for?
read and listen to texts about the use of show a positive attitude To demonstrate comprehension of main
ICT (Information and Communications towards your ability to learn ideas and specific information, in oral and
technology) and its effects. and use English. written texts, about a topic strongly related to
express ideas and opinions, using words value your own and other the lives of young people.
and expressions related to technological people’s achievements. To develop communicative skills and
devices and advances. use information and strategies to express ideas about the topic of
practice pronunciation of initial sounds communications technology the unit.
/ d / and / t /, link ideas, express different effectively and responsibly. To support comprehension by making
past tenses and recognize opposites of value and acknowledge the connections with other subjects of the
words that contain prefix in-. importance of using reliable curriculum.
make connections with other subjects: sources of information.
Science and Maths.
Picturing the unit

1. Look at the pictures on page 48 and discuss these questions. Then, exchange opinions with other classmates.
a. Do you think we are prisoners of technology? Why? Why not?
b. In which way is addiction to technology manifested?
c. Do you agree with Steve Jobs’ quote? Why? Why not?
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briefly, using the questions as a guide.

How important are the objectives above to your own life?
Why:
Is it important to you to reflect on the effects of technology in Very important Not so important
everyday life?
Why:
Do you agree it is crucial to value the importance of using Very important Not so important
reliable sources of information?
Why:

GETTING READY
Setting objectives
1. 18 Listen to two Chilean students talking about learning English. Then, read the list of learning objectives on
page 49 and answer questions a – c, individually.
a. What are your personal learning goals for this unit? Why?
b. Which ones do you think are the easiest to achieve? Why?
c. Which ones do you think are the most difficult to accomplish? Why?
2. 19 Listen to how these students plan their learning to reach their goal. Identify the strategies they will use and
the difficulties they anticipate.
3. Which are your specific goals for this unit? Draw up a learning plan for Unit 2, following the example in
the recording.
My goals are: Why? How can I achieve them? The main difficulties
1.
2.
3.

Do you remember?
1. In your opinion, which of the following statements are true? Compare answers in your group.
a. The use of the Internet and social networks can become an addiction.
b. The Internet is taking the place of sports and games.
c. Social networks may lead to antisocial behavior.
d. Teens spend more time in cyberspace than in the real world.
2. 20 Listen to the recording and check your ideas in exercise 1.
3. In pairs, decide which of these paragraphs best summarizes the ideas in the recording. If necessary, listen to
the recording again.
I. David is an Internet addict. He spends II. David is an Internet addict. He spends so

so many hours online that he doesn’t many hours on it that he doesn’t have time
have time to exercise or make friends. to exercise or make friends. He doesn’t think
He thinks it may make him antisocial, that it may make him antisocial, because he
but the problem is that spending time has a lot of virtual friends; he just thinks they
on social networks is too much fun. are too much fun!
4. Compare in which ways your own habits differ or are similar to David’s. Answer these questions.
a. Do you consider yourself an Internet addict? Why? Why not?
b. What suggestion or advice can you offer David?
5. Tick (✔) the slot that best describes how ready you are to start the unit.
I can… On my own With some help

understand the main ideas in the recording.
summarize the main ideas in the recording.
offer advice and suggestions.
demonstrate a responsible and effective use of technology.

MODULE 1
Entry slip
Read what you will do in each lesson (p. 53 - 69) and answer the questions in the slip before you start.
Questions Answers
1. What things do you already know? 1.
2. What things are useful to you? 2.
3. Do you have any questions about these topics? 3.
How ready are you?
1. Write a list of the technological devices you use to communicate.
2. Classify the devices in the corresponding column of the chart below (notice that some devices can go in more
than one category).
Work / Study Leisure (free time)
I am completely ready to start. I am quite ready to start. I am barely ready to start. I am not ready to start. I
I could even help my classmates. I think I may make a few mistakes. I think I need some help. definitely need help.

LESSON 1 How it all began

listen to a recording about OA 1: To demonstrate comprehension of general ideas in a recording.
technological advances. OA 2: To identify key words and expressions.
describe the advantages OA 3: To identify type and purpose of a recording.
/ disadvantages of a OA 4: To use strategies to support comprehension.
technological advance.
OA 5: To present information orally, using the initial sound / t / properly.
identify and use quantity
OA 8: To express quantity.
expressions.
OA E: To acknowledge the importance and use of communication technologies effectively
practice pronunciation of initial
and responsibly.
sound / t /.
preparing to listen
1. Think about what you already know about technology. Have a look at pictures (a-d) and name the different
technological advances. In pairs, discuss their purpose and guess when they were invented.
a b c d
2. Choose one invention from exercise 1 and use it to complete the diagram below. You can copy the diagram
in your notebook. Then, compare with your partner.
purpose date of invention
Name
advantages disadvantages
3. You are going to listen to a recording about technological development. Think of what you know about this topic
and write a list of ideas you think will be included in it.

1. 21 Listen to the recording. While you listen for the first time, circle the words and expressions on your list
(exercise 3, page 53) that were mentioned.
2. 21 Listen again (twice). Fill in the missing information in the file.
Strategy in mind
LISTENING FILE: Digital era Focusing attention
General information
Type of recording:
a piece of news a report an interview

Purpose:
Smart listening
to entertain to inform to persuade
While you listen, focus on key
words or phrases and take
Specific details
notes to help you understand
Main ideas. the general ideas in the
a. Fill in the blanks with one word. recording.
I. Perhaps the greatest advance in was the invention
of .
II. It can be traced back to almost hundred years ago.
III. Charles Babbage invented a as big as .
b. Identify.
Think critically
I. Name of Charles Babbage’s machine: Make text-to-world
connections
II. Charles Babbage’s job: How do you imagine life
without these technological
III. Date in which the first personal computer was created:
advances?
IV. Reason for creating the Internet: Is Internet connection
available in your city / town /
c. What does the speaker mean? Circle. area? How useful is it? Why?
I. “When was that, again?” Make text-to-self
i. When was the event repeated? ii. Can you repeat that? connections
II. “And…last, but not least!” Which of the advances in the
recording are more useful for
i. but more important ii. but equally important you? Why?
What other useful advances /
Main conclusions devices can you mention?
a. What differences and / or similarities can you find between the first
portable cell phone and today’s smartphones?
b. Has the Internet been used for its original purposes? Yes? No? Why?

After listening
Work it out! Expressing quantity
Notice these examples from the recording and answer the questions.
- The machine could perform a small number of operations.
- It connects a large number of people in most countries.
- I expect all of you in three days.
a. What do the expressions in bold refer to?

i. Quantity ii. Size
b. Match the expressions with the corresponding picture.
i. A large number of
ii. All of
iii.Small number of
c. In pairs, look around the classroom and describe what you see. Take turns to say three sentences
expressing quantity.
Speaking workshop Describing technological advances
Work in pairs. You will exchange information about global issues.
a. 22 Listen to the recording. Pay special attention to the initial sound of the words.
technology times today to
two tool
b. 22 Listen to these expressions from the recording. Repeat them, imitating the intonation in the model.
Perhaps... In the 60’s... Then... Nowadays...
Today... And last...

c. In pairs, choose a technological advance you like and collect information about it.
i. Organize the information you collected in a timeline.

ii. Write a brief paragraph (5 – 6 sentences) about its origin, development and advantages.
2. Practicing
a. Take turns to practice reading the presentation aloud.
b. Correct each other’s mistakes
3. Performing
Our classmates…
.
Express your opinion in front of the class, using your own words. Listen to the prepared the presentation carefully
other pairs. If possible, use visual aids to enhance your presentation. ds in
used the expressions and the wor
the lesson.
4. Evaluating imitated the pronunciation and the
intonation in the model.
a. After you finish, join another pair and “peer-evaluate” your
performance, using the prompts in the box next to this activity. corrected each other with respect.
recognized the importance of
b. Offer feedback and suggestions to each other, focusing on your strengths technology in everyday life.
and making suggestions to improve your weaknesses.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 2 Living screens

read and analyze a literature excerpt. OA 11: To demonstrate comprehension of a literary text by identifying
use strategies to identify specific information in theme, setting, plot and characters.
the text. OA 12: To use strategies to support comprehension.
identify literary elements. OA 13: To write about personal experiences.
study expressions to make suggestions. OA 14: To write a short story following the steps of the writing process.
explore words related to entertainment technology. OA 15: To write a narration using correct language.
write about a personal experience related to OA 16: To express suggestions and recommendations.
technology. OA A: To show a positive attitude towards learning English.
preparing to read
1. Have a look at the man in the photo. Find information about him, complete the file in pairs and exchange
information with your classmates.
Date of birth /
death
Nationality
Profession
Genre
Main works
Ray Bradbury
2. You are going to read and excerpt from the novel Farenheit 451 by Ray Bradbury.
a. Find information about this novel and complete the diagram. You can copy the diagram in your notebook.
b. Compare the information you found with your partner’s.
a. Setting: time / place b. Characters
c. Plot Farenheit 451 d. Conflict
a. What do you think “living screens” are?

b. In your opinion, what is the connection between the topic of the unit and a “living screen”?

Focusing on reading
1. Read the excerpt from the novel. Were your ideas in exercise 3, page 57, correct? Yes? No? Why?
Key words
script
play
line
part
Farenheit 451
“What’s on this afternoon?” he asked tiredly.
Strategy in mind
Visualizing She didn’t look up from her script again.
To create mental pictures
while you read. These will
“Well, this is a play that comes on the wall-to-wall circuit in ten minutes.
eventually change, as you
keep on reading.
They mailed me my part this morning. I sent in some box-tops. They write
the script with one part missing. It’s a new idea. The home-maker, that’s me,
is the missing part. When it comes time for the missing lines, they all look at
me out of the three walls and I say the lines. ..-
Smart reading Here, for instance, the man says,“What do you think of this whole idea,
1. Read the text again Helen?’
carefully. As you read,
picture the place, people
And he looks at me sitting here center stage, see? And I say, I say --” She
and the events that are
described. paused and ran her finger under a line in the script.“I think that’s fine!’ And
then they go on with the play until he says,“Do you agree on that, Helen!’
a. Draw a picture of what
you saw in your head and I say,“I sure do!’ Isn’t that fun, Guy?”
and write two sentences
describing the scene and He stood in the hall looking at her.
the atmosphere.
b. Compare images and “It’s sure fun,” she said.
sentences in your group.
2. Complete the graphic “What’s the play about?”

organizer with some
information from the excerpt “I just told you. There are these people named Bob and Ruth and Helen.”
and your own ideas. Create
a title for the scene. “Oh.”
Name:
“It’s really fun. It’ll be even more fun when we can afford to have the fourth
Setting:
wall installed.
We ought to save up and get the fourth wall -TV. It’s only two thousand
Characters: dollars.”
Conflict:

Your analysis
1. Answer the questions. Use
the information in the text
and your own ideas.
a. What do you think will
happen next in the story?
Why?
b. Do you think this situation
“That’s one-third of my yearly pay.”
could happen in our lives
in the near future? Why?
“It’s only two thousand dollars,” she replied.“And I think you should Why not?
consider me sometimes.” c. What is the role of
technology in Fahrenheit
“We’re already doing without a few things to pay for the third wall. It was 451?
put in only two months ago, remember?” d. Can you recognize any
elements in today’s
She sat looking at him for a long moment.“Well, good-bye, dear.” world?
e. Why do you think Guy
“Good-bye,” he said. He stopped and turned around.“Does it have a happy says: “living-room” what
ending?” a good label was that”?
2. Exchange ideas in your
“I haven’t read that far.” group. Discuss your
answers in exercise 1.
He walked over, read the last page, nodded, folded the script, and handed it
back to her. He walked out of the house into the rain.
He realized there was a wall between him and Mildred. Literally not just
one, but so far, three! And very expensive too!
And all those uncles, aunts, cousins, nieces, nephews that usually lived in
those walls were in the center of the living-room. The “living-room” –what a
good label was that now!
No matter when he came in, the walls were always talking to Mildred.
Think critically
Make text-to text
connections
Have you ever read another
Adapted from: Bradbury, R. (1953). Farenheit 451. New York: Simon & Schuster (Ed.: June 2013)
novel by this author? If yes,
what was it about?
If not, find out what is
the common topic in Ray
Bradbury’s novels.

After reading
Work it out! Expressing suggestions and recommendations
Notice these examples from the text and answer the questions. Then, compare your answers with
another pair.
We ought to save up and get the fourth wall -TV.
And I think you should consider me sometimes.

a. The words in bold express:
i. obligation ii. suggestion iii. possibility
b. The expression ‘what I think is best for you to do’ can be replaced by:
i. should ii. ought to
c. The expression “what is necessary, and cannot be avoided to do” can be replaced by:
i. should ii. ought to
1. Read these sentences from the text. Pay special attention to the words in bold.
Well, this is a play that comes on the wall-to-wall circuit in ten minutes.
They write the script with one part missing.
They all look at me out of the three walls and I say the lines.
2. Explain the meaning of the words in bold to your partner with your own ideas.
3. Each of the words in bold in point 1 can be either used as a noun or a verb. Choose one and write two
sentences using them in different functions.
Word: noun
verb
Writing workshop Narrating a personal experience
You will follow the steps and write a short experience related to addiction to technology (or invent one).
1. Organizing ideas
a. Think about a personal experience related to technology. Use the graphic organizer below to gather your ideas.
Conflict:
Falling actions
Rising actions
Problem: Solution:

2. Drafting
Use the notes you collected in the graphic organizer to write some sentences (8 – 10) about your experience.
3. Revising
a. Put the sentences together to form two or three short paragraphs, using connectors and sequence markers (first, next, then,
finally) to link the ideas.
b. Add / delete / change words to make the story more interesting.

Editor’s Marks
4. Editing Capital letter /
Lowercase
Proofread your story using the Editor´s Marks list in the box. Check for grammar, spelling and
Punctuation
punctuation mistakes.
Add a word
ss Check spelling
5. Publishing
s
Change place
a. Post your story on the class blog or read it aloud in your group. Choose the most interesting / funny /
exciting story.
b. After you finish, exchange stories with a partner and peer-evaluate your My partner…
nizer.
work, using the prompts on the list. Then, offer feedback and suggestions organized ideas in a graphic orga
the
to each other, focusing on your strengths and setting personal goals to wrote coherent sentences about
improve your weaknesses. topic.
used connectors and sequence
markers.
ect to
exchanged stories showing resp
their partner's wor k.
Exit slip
Reflect on your performance in the tasks and tick (✔) the corresponding line. Discuss the results of your self-evaluation
in your group and / or with the teacher.

Outstanding.
Very good.
Satisfactory.

LESSON 3 Digital era

read and use different strategies OA 9: To demonstrate comprehension of main ideas and specific information of a text
to understand two Internet about technology.
articles. OA 10: To identify the steps of a technological process.
identify different technological OA 12: To use different strategies to support comprehension.
processes.
OA 13: To write a text about interdisciplinary topics.
complete a sequence graphic
OA 14: To write texts following the steps of the writing process.
organizer.
OA 15: To use correct language in written texts.
write a set of instructions for a
technological process. OA 16: To connect ideas in a sentence / paragraph.
OA E: To use technology to create texts and / or images effectively and responsibly,
acknowledging copyright and respecting other people’s privacy.
preparing to read
1. Have a look at these pictures. Answer the questions, share your ideas with your partner and explain
your reasons.
a. What technological devices do you think they are?

b. What are they used for?
i ii iii iv
2. 23 Listen to the recording and check your ideas. As you listen, take notes of the words that can help you find
the answers.
3. Discuss these questions in your group. Reach an agreement on the answers and then share your
conclusions with the rest of the class.
a. In your opinion, what is the best technological device invented? Why?
b. Do you use it? What do you use it for?
c. How often do you use it?

4. In pairs, complete the diagram with words that you know and use every day. Then, join another pair and
check, adding other examples and expanding your diagram.
Things to do
Programs
Computer
Entertainment
5. Take a quick look at the text on pages 64 and 65. Focus on the organization (title, headings, bullet points) and
other features (visuals). Then, develop activities a and b:
a. Think about what you already know about the topic and then think about other things you would like to learn
about it.
b. Write the information in the corresponding column of the chart.
What do I know about video software? What do I want to learn about video software?

Focusing on reading
1. Read the text below. As you read, decide if your questions in exercise 5, page 63, are being answered.
Key words
transfer drag
download share
click upload
Strategy in mind
AND…ACTION!
Analyzing text features
Using prior knowledge
Smart reading
1. Number the steps in the Your favorite photos and songs on a video! Sounds good, doesn’t it?
correct order. Read all the steps below and learn how to make a video.
a. Add transitions
and drag them onto the
Storyboard.
Transfer your pictures and music to your computer and
b. Click and drag all
the clips you selected
I open a “Movie Maker” software. If you don’t have one, you
can download any version from the Internet.
onto the Storyboard.
c. Open your file or

movie.
d. Select a song and

II Open your file or movie and click “Import Video”; it
won’t take much time.
drag it down to the
“Timeline”.
e. Add video effects

and drag them on the star
on the corner of the clip. III Click and drag all the clips you selected onto the Storyboard,
located at the bottom of the window.
f. Click “Save” to your
computer or to a CD /
DVD.
2. Find words in the text that Add video effects by clicking on “Video Effects” on the
mean the same as… IV left side of the window. Drag the effect you want and
put it on the star on the corner of the clip.
a. a film
b. to use the mouse
c. the lowest part
d. entire Add transitions with the “View Video Transitions” from the left
e. jobs in a film
f. content
V panel. Drag them onto the Storyboard, but put them in the
middle box. You can view the transitions by clicking on them
and watching them on the screen to the left.
g. the people who make
a movie

Your analysis
1. Read the text again. Answer
these questions.
a. Did your previous
knowledge about
the topic help you
understand the text?
Add music or cut the clips by clicking on “Timeline” Explain how.
VI also at the bottom of the screen. When you want to cut

some time from the clip, click the half triangle at the
b. Did the text organization
help you identify the
side of the clip and edit how long you want the scene. relevant information?
Why? Why not?
c. If the text didn’t answer
your questions in
Go to “Import Audio or Music”, select a song and drag it down
exercise 5, page 63,
to the “Timeline”. You can also cut time by clicking the triangle
VII and dragging it to make it as long as you want. You can have
where would you look for
further information?
just one word, chorus or the whole song.
Add title or credits by clicking on the link on the

left panel. There is a big empty bar on the form;
VIII you can put either the title of the movie or the
credits. On the right side of the form, you should
write people’s names according to positions (e.g.:
director, producer, character).
Think critically
Make text-to-text
connections
Click on the “View Timeline”. As a result, you will
Have you ever read a similar
see the timeline with the song, the title, the clips
IX and the effects and transitions. Then you can view
the movie you created by pressing “Play” on the
text? Which one?
Make text-to-self
left panel. connections
Did you already know how to
do the process in the text?
If not, did you find the text
If you are satisfied with your movie, click “Save” to your useful? Yes? No? Why?
X computer or to a DVD. As soon as you do that, your

movie is ready. If you want to share it, you can upload
If yes, was it easy to
understand the text? What
it on any social network. new information did you get?
Adapted from: How to use Windows Movie Maker (n.d.).

Retrieved from: http://www.wikihow.com/Use-Windows-Movie-Maker

After reading
Work it out! Connecting ideas
Notice these examples from the text. Then circle the correct alternative to answer the questions.
- Click on the “View Timeline”. As a result, you will see the timeline with the song, the title, the clips and the effects
and transitions.
- Click “Save” to your computer or to a DVD. As soon as you do that, your movie is ready.
Which of the expressions in bold …

a. can be replaced by “shortly after”? As a result / As soon as
b. indicates cause–and–effect relationship? As a result / As soon as
1. Find the words in the “Key Words box” on page 64. Underline the sentences containing them.
2. Explain the meaning of the words to your partner with your own ideas. Which words can be used in other
contexts apart from IT (Information Technology)?
3. Answer these questions. Then share and exchange examples with another pair.
a. What technological device can you use to transfer pictures and music?
b. Apart from music and videos, what other things can you download?
c. Look around you. What elements in the classroom can be dragged?
d. What words in the “Key Words box” are opposites?
Writing workshop Writing a set of instructions
You will work in groups of 3 and write a set of instructions to download an application (app) to a smartphone.
1. Organizing the ideas
a. Brainstorm a list of the actions of the process. Take notes.

b. Number the steps of the process in the correct order. Organize the steps in a diagram.
2. Drafting
Use the information in the diagram to write the first version of the set of instructions.
Editor’s Marks
3. Revising
Capital letter /
Revise your draft and improve or complete the information. Organize the instructions using Lowercase
bullet points and connectors to show the order of the actions. Use the text on pages 64 – 65 Punctuation
as an example.
Add a word
ss Check spelling
s
4. Editing
Change place
a. Check for grammar, punctuation and spelling mistakes using the
Editor´s Marks on the list.
b. Write the final version of the instructions. Type and print the text, The instructions…
adding some visuals to illustrate the actions. were clear and well organized.
the
included connectors and showed
actions in the correct orde r.
5. Publishing
included visual aids to enhance
a. Send your work by e-mail or exchange a copy of the instructions
comprehension.
with another group.
had only a few / some spelling,
b. Follow the other group’s instructions and download the application. s.
punctuation and grammar mistake
c. Evaluate your classmates’ work using the prompts in the box. encouraged a correct use of
technology.
Exit slip
Reflect on your performance in the tasks and tick (✔) the corresponding line. Discuss the results of your self-evaluation
in your group and / or with the teacher.

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS Science
write a set of instructions about a OA 13: To write different type of texts, making interdisciplinary connections
scientific process. (Science)
OA 14: To write a text following the steps of the writing process.
OA 15: To use correct language.
OA A: To show a positive attitude towards the learning process.
1. In your group, brainstorm the names of some scientific processes you have studied in your Science classes.
2. Identify the scientific processes in the pictures and match them to their names below. Check if you mentioned
them on your list in exercise 1.
a b c
i. Distillation ii. Decantation iii. Crystallization
3. Do you remember the steps of the distillation process? Describe it to your classmate next to you.
a. In your notebook, write a set of simple instructions to separate ethanol from water. Before starting, take notes of
some useful verbs and nouns that you may need to describe this process.

b. Organize your notes in a sequence diagram.
4. Use the information you collected to write the first draft of your set of instructions. If possible, use a word
processor. Remember to:
use the model in the previous lesson
organize the information according to the steps of the process
use reliable sources of information
5. Revise your draft as a group.

a. Add / delete / complete any piece of information.
b. Write the final version of the text.
c. Attach some visuals to enhance your work and support comprehension of the text.
6. If possible, use a word processor tool to proofread your text. If not, use any of the Editor´s Marks lists in
the book.
7. Attach the document to an e-mail and send it to the teacher and to the rest of your classmates. If this is not
possible, print a copy and publish it on the notice board or on a visible place in the classroom.

MODULE 2
Entry slip
Read what you will do in each lesson (p. 71 - 85) and answer the questions in the slip before you start.
Questions Answers
1. What is new to you? 1.
3. What interests you most? Why? 3.
How ready are you?
1. Have a look at the pictures and identify the different video games. Then, answer these questions in pairs.
a. What type of video games are they?

b. Have you ever played them? Which is your favorite kind? Why?
c. Apart from having fun, do you find any other purpose for playing video games? Explain.
2. In groups of 3-4, complete the web diagram with ideas of your own. Then share and compare them with
other groups’.
Types Disadvantages
Video games
Advantages Purposes
I could even help my classmates. I think I may make a few mistakes. I think I need some help. I definitely need help.

LESSON 4 Edutainment technology

listen and identify main ideas in a recording OA 1: To demonstrate comprehension of main ideas and specific information.
about edutainment technology. OA 2: To identify key expressions and initial sound / d /.
identify specific information in a recording. OA 3: To identify purpose, type of text and relevant ideas.
infer meaning of words from context. OA 4: To use different strategies to support comprehension.
talk about video games. OA 5: To pronounce initial sound / d / correctly.
OA 6: To participate in oral exchanges.
OA 8: To use proper expressions and correct language.
OA A: To show a positive attitude towards learning and using English.
preparing to listen
1. You are going to listen to a recording connected with these pictures (1 – 4). Have a look at them and complete
the chart below with your own words.
1 2 3
I think the recording will be about… The speakers may be… I think the connection among the
pictures is…
2. In pairs, compare and discuss your predictions.
3. What do you think an “edutainment software” is? Take some notes and then explain the concept to
your partner.

1. 24 Listen to the recording. As you listen, confirm or correct your ideas in exercise 1, p. 71.
2. 24 Listen to the recording again (twice). Focus on the parts of the recording that are relevant to complete the
missing information in the file and take notes.
Strategy in mind
LISTENING FILE: Edutainment technology Making predictions.
Taking notes.
General information
Type of recording:
a conversation a lecture an interview
Topic
Purpose:
Smart listening
to report a piece of news to discuss a new theory Before listening, think about
what you think you will listen
Specific details
and make predictions about
Main ideas. Complete the sentences. the content of the recording.
While listening, pay attention
a. A new says that a game is similar to a
to the parts of the recording
. that are relevant and take
notes. Validate (confirm) your
b. can actually help development predictions or formulate new
ones.
and have benefits.
c. Children with syndromes are very
so they learn much from visual
materials than from other .
Infer. What does Dr. Evans mean?
Think critically
a. Ethan is the most savage player.
Make text-to-world
b. Ethan has a mountain to climb. connections
Do you know any person
Main conclusions
who may benefit from playing
According to Dr Evans… Yes No video games? Who?
Make text-to-self
a. Are video games useful?
connections
b. Has playing games helped Ethan? How often do you play video
games?
c. Have playing video games contributed to their relationship?
How does playing
Answer. videogames affect your own
a. How is a game similar to a classroom? Explain. life? Discuss this question
with the whole class.
b. Is Dr Evans expressing a positive or negative opinion about Ethan? Why?

After listening
Work it out! Word formation
1. Analyze this sentence taken from the recording, paying special attention to the word in bold. Then,
complete the task.
- Children with genetic syndromes have more to gain from “edutaintment” software than they do from traditional
teaching methods.
a. What does the word in bold mean?
b. What two words have contributed to this meaning?
+
c. Find other similar examples and write them down. Check with your partner.
Speaking workshop Talking about videogames
Work in pairs. You will perform a dialogue about videogames in front of your classmates.
a. Go back to the questions in the “Think Critically” box on page 72 and discuss the answers. Take some notes.
b. 25 Listen to the recording. Repeat the words, paying special attention to the pronunciation of the initial sound.
development difficult disabled determined
decide destiny

c. Think about the advantages and disadvantages of playing videogames. Use the ideas in the recording and the
expressions in the bubbles to exchange opinions with your partner.
…are addictive ...help solve problems increase creativity
…promote motor coordination promote sedentarism avoid socialization
are violent promote independence
2. Practicing
Practice the dialogue in pairs and correct each other’s mistakes.
We…
3. Performing
expressed our ideas clearly.
Role-play the dialogue in front of your classmates, exchanging your showed respect for each other’s
opinions on the advantages and disadvantages of playing video games. opinions.
used ideas from the recording.
4. Evaluating justified our opinions.
ive
After you finish, use the prompts in the box to self-evaluate your corrected each other in a support
way.
performance. (Yes: ✔; No: ✘)
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 5 The hidden figures

read an interview to a remarkable OA 9: To demonstrate comprehension of general and specific information.
woman. OA 10: To identify main ideas.
identify relevant and specific information. OA 12: To select and use different strategies to support comprehension.
write an interview article. OA 14: To write texts following the steps of the writing process.
identify different past events. OA 15: To write texts using correct spelling, grammar and punctuation.
OA 16: To narrate events that happened before others in the past.
preparing to read
1. Have a look at the pictures. Number them in the correct order, guessing the order in which computers evolved.
Midwich Microcontroller Commodore C64 Golden Jubilee
IMLAC PDS-1
Olivetti A5
Triumph Adler TA-1600 Pertec PCC 2000
2. Answer these questions. Then discuss with another pair.

a. In your opinion, in what areas can maths be applied?
b. How were computers before being machines? Can you imagine a different type of computer?
c. You are going to read a text called “The hidden figures”? What do you think the title refers to?

Focusing on reading
1. Read the interview. As you read, check your ideas in exercise 2, page 75.
Key words
figure(s)
boundary
cutting-edge Meet one of the
‘Hidden Figures’,
Strategy in mind
Scanning to find specific
information
the female
Formulate / answer
questions as reading mathematicians
who helped
send Americans Former NASA mathematician
Katherine Johnson after receiving the
into space. Presidential Medal of Freedom from

President Obama in 2015
Amina Khan, Reporter

January 9, 2017
“I counted everything. I counted the Guidance and Navigation Department
steps to the road, the steps up to church, – and Katherine Johnson found the
Smart reading the number of dishes and silverware perfect place to put her extraordinary
1. Find the following I washed … anything that could be mathematical skills to work. Johnson
information in the text and counted, I did.” played key roles in the flights of
write it in your notebook. astronauts Alan Shepard, the first
So said Katherine Johnson, recipient of American in space, and John Glenn, the
a. The hidden figures:
the 2015 National Medal of Freedom. first American to orbit
b. Nickname the girls were
given: Before they were machines based the Earth.
c. Main contribution: on silicon,“computers” were actually Q: Was it difficult to work alongside
d. Place of work: women — though their colleagues white colleagues while living in a
e. Famous people related
would often refer to them as “girls”. segregated community?
to it: One of them was Katherine G. Sometimes, but they had called us. We
f. Katherine Johnson’s Johnson, a NASA mathematician from always did what we had to do.
award: NASA’s Langley Research Center in Q: When you first started as a
g. Katherine Johnson’s main Virginia. The center had taken the computer, did you ever think you
contribution: unusual step of hiring women for the would help get the first American,
2. What other things would tedious and precise work of measuring John Glenn, into orbit?
you like to ask to this and calculating the results of wind No, I was just excited to have
remarkable woman? Write tunnel tests in 1935. By 1953, there challenging work to do and smart
the questions in your were openings for African-American
notebook.
people to work with.
computers at Langley Research Center’s

Your analysis
1. Focus on the underlined
Q: At the time, did you think about included as authors on technical paper
parts in the text. Then
the fact that you and the other West in the early days. answer and check with your
Computing women were pushing Q: Did you know that John Glenn partner.
the boundaries of what it meant to asked for “the girl” to check the a. How difficult do you think
be a mathematician, a scientist or an numbers before he took his it was?
engineer? landmark flight into space? b. Considering the time,
I don’t think so. We only did the best of They asked me to check the numbers as how would you define
our ability. they knew my record for accuracy. I had these women’s work?
always had confidence in my maths, so I c. Why are these women
Q: What was it that drew you known as "the hidden
to mathematics? did it. I always did my best.
figures"?
Numbers. I had always enjoyed solving Q: Relatively few people knew about
the most difficult problems, so I decided the remarkable work that you did d. If Katherine Johnson
to study maths. for the space program until recently. were a man, do you think
her work would have
Why?
Q: You created “new” maths to go remained “secret”? Yes?
The work was “secret” and the public
from an elliptical to a parabolic orbit. No? Why?
knew only what was reported from
Did you think of it as cutting-edge
NASA.
maths at the time?
Well, they had called mathematicians Q: Do you have any advice for young
because the solution to the problem was women and people of color today
pure maths. who want to pursue a STEM career?
Just do it. Take all the courses in your
Q: Did you ever have to fight to have curriculum. Do the research. Ask
authorship of a report? questions. Find someone doing what
Women did not have their names you are interested in! Be curious! Think critically
Adapted from: Khan, A. (2017) The Hidden Figures. Retrieved from: Make text-to-world
http://www.latimes.com/science/sciencenow/la-sci-sn-hidden-figures-katherine-johnson-20170109-story.html connections
Do you know any remarkable
Chilean women scientists?
Who?
What’s their area of wWork
and main contribution?
Do you think it’s difficult to be
a woman scientist in Chile?
Why? Explain.
Make text-to-self
connections
Do you agree with
Katherine’s final advice?
Do you think it can be
applied to all women?
Katherine Johnson sits at her desk with a globe known as a celestial training device.

After reading
Work it out! Narrating past events

1. Read the sentences from the text and other examples. Pay special attention to the different colors used.
The center had taken the unusual step of hiring women.

…Sometimes, but they had called us. We always did what we had to do.
I had always enjoyed solving the most difficult problems, so I decided to study maths.
Well, they had called mathematicians because the solution to the problem was pure maths.
I had always had confidence in my maths, so I did it.
a. The words highlighted in yellow express the idea that something occurred after / before another action in the
past / present.
b. The words highlighted in green express actions that started / finished and continue / finished at a specific
time in the past.
1. Read the sentences below. Explain the meaning of the parts in bold to your partner, using your own words.
- Did you think of it as cutting-edge maths at the time?
- John Glenn asked for “the girl” to check the numbers before he took his landmark flight into space.
2. Answer in pairs.
a. What is the function of the words in bold in each sentence?
b. How many parts do these words in bold have?
c. Can you give other examples in which these words are used? Write two sentences in your notebook.
Speaking workshop Talking about a remarkable woman
a. Go back to Smart Reading box, point 2, on page 76 and revise the questions you wrote.
b. Which other things would you like to know about this remarkable woman? In pairs, write a set of questions (5 –
6) to be answered by Katherine Johnson. Use the question words in the bubbles as a guide.
When…? How…? Where…? What…? Why…?

c. Look for information about Katherine Johnson on the Internet and answer the questions. Write a short interview
using the text (p. 76 – 77) as a guide.
2. Practicing
a. 26 Listen and repeat these expressions. Pay special attention to the intonation and pronunciation.
Was it difficult...? Did you ever think...? At the time...
Did you ever...? What would you say...?
b. In pairs, take turns to ask and answer the questions, playing the role of an interviewer and of Katherine
Johnson.
c. Rehearse the interview with your partner and give feedback to each other. If possible, record the interview and
ask another pair to listen to it.
Our classmates…
ns.
3. Performing wrote a set of interesting questio
the
Role-play the interview in front of your classmates. Try not to searched for information to answer
questions.
read anything.
d
practiced the interview and correcte
each other’s mistakes.
4. Evaluating used correct pronunciation and
Join another pair. Use the prompts in the box to peer-evaluate intonation.
your performance. used and acknowledged reliable
sources of information.
Exit slip

Outstanding.
Very good.
Satisfactory.

LESSON 6 140 characters at a time

listen to a report. OA 1: To demonstrate comprehension of general and specific
identify relevant and specific information. information related to technology.
evaluate consequences and changes caused by a OA 2: To identify main ideas and key expressions.
social networking service. OA 3: To identify type, purpose and main ideas related to technology.
recognize words with opposite meaning. OA 4: To use different strategies to support comprehension.
talk about the evolution of a social networking service. OA 5: To present information creatively, using correct language.
OA 6: To participate in oral exchanges using different strategies.
OA 7: To react to the texts by discussing main ideas.
recognizing sources of information and respecting people’s privacy.
preparing to listen
1. Circle the best definition for the word “application”, according to the title of the lesson and the topic
of the unit.
a. a formal written request for something such as a job, permission to do something or a place at a university.
b. the act of making a rule operate or become effective.
c. a program or software designed to do a particular job.
2. / Answer these questions. Compare answers with another pair or group.

a. What do you use social networking services for?
b. In your opinion, how has communication changed since the creation of social networks?
c. How will communication change in the future? Express some predictions.
3. What are the most popular social networking applications used at the moment? Name at least three.
Number them according to “popularity” in your country.
.
.
.

1. 27 Listen to the recording once. Is the application mentioned here on your list in exercise 3?
2. 27 Listen to the recording again (twice). Fill in the missing information in the file.
Strategy in mind
LISTENING FILE: 140 Characters at a time Focusing attention
Taking notes
General information
Type of recording:
a lecture a report an interview
Topic:
Specific details Smart listening

Concept and purpose While you listen, focus on key
words or phrases and take
a. is the brainchild of a group of notes to help you understand
the general ideas in the
who worked at a company recording.
in San Francisco.
b. They were looking for a way to on their
and to an and dying
.
Match
a. 2006 i. tweets that are sent weekly
b. 200 million ii. the maximum of characters for a message Think critically
c. 460,000 iii. year in which the first message was sent Make text-to world
connections
d. 140 million iv. people who actually work for the company
How do you imagine this
e. 8 v. people who use the application type of application will
f. 1 billion vi. people who worked in 2008 evolve?
g. 400 vii. accounts that are opened each day Has the application been
used in your town / city /
h. 140 viii. tweets that are sent daily area? What for?
Main conclusions How useful is it?
Answer in your notebook. How has the application changed... Make text-to-self
connections
a. the media?
Do you, a friend or someone
b. politics? in your family usually use this
c. business? application? What for?

After listening
Work it out! the prefix in-
1. Read these sentences from the recording, paying special attention to the words in bold. Then answer the
questions with a partner.
- They were looking for a way to send text on their cellphones and a way to reinvent an inefficient and dying
company.
- When Jack Dorsey sent the first tweet on March 21, 2006, a communications revolution with inestimable effects
was born.
a. Which are the opposites of the words in bold?
-
b. What does the prefix in- mean?
c. Circle the words that contain the prefix in-. How do you recognize them?
inadequate incompetent indication
inaugural incomplete indigenous
incapable inconvenient individual
incendiary incorporate inefficient
incident incorrect inevitable
include increase inexpensive
income incubate intelligent
Speaking workshop Talking about a social networking service
In groups of three or four, prepare a multimedia presentation about the development and evolution
of a social network.
a. Choose a social network you usually use or one you know well. Search for information about its creation, evolution,
main facts, etc. and take notes. Follow the example in the recording (date of creation, relationship between
numbers and facts, present situation, etc.)
b. Answer these questions.

- Has the application been used in your town / city / area? What for?
- How useful is it? How has this social network changed people’s lives?
- How do you imagine this type of application will evolve? Explain.
c. With the information you collected and the answers in point b, prepare a multimedia presentation (Power Point,
Prezi, Flash, etc.) about the social network you chose. If not possible, prepare an oral presentation supported
by visuals (pictures, a poster, illustrations, etc.)

2. Practicing
a. Split up the report into three sections:
i. Introduction (where you present the social network).
ii. Development (where you state the main facts about it).
iii. Conclusion (where you express your opinion, summarize ideas and predict the app’s evolution).
b. Use the openings in the bubbles to introduce the ideas in each section.
...was created by... Its purpose was... When... In...
Nowadays... It allows... In the future...
c. Assign a section to each member of the group and practice, presenting your part within the group.
d. Take notes of the mistakes and correct them. If necessary, ask the teacher to play the recording again (track 27)
and imitate the model.
The groups…
.
3. Performing used reliable sources of information
Present your report to your classmates and listen to the other groups’ acknowledged all sources of
presentations. Use the multimedia presentation or other visuals to information.
ly.
enhance and support your presentation. presented the information creative
used correct language.
used technology correctly.
4. Evaluating
practiced and prepared the
a. As a class, evaluate the general result of the presentations. Use the presentation carefully.
prompts in the box as a guide. tes’
showed respect for their classma
b. Vote for the most interesting and creative presentation. work.
Exit slip

Outstanding.
Very good.
Satisfactory.

SUBJECT CONNECTIONS Maths
read some interesting facts about ICT OA 9: To read and demonstrate comprehension of texts about other subjects
(Information and Communications Technology). (Maths).
find out figures related to the topic in the texts. OA 16: To express quantities, count and enumerate.
show the data on graphs. OA A: To show a positive attitude towards the learning process.
1. 28 Listen and complete the interesting facts about ICT (Information and Communications Technology). Check
with your partner.
Fact 1 Fact 2
The average year-old has About people are connected

spent hours playing to the Internet. Only of them
video games, has exchanged speak as a native language.
e-mails, instant and text messages and has
spent hours on the mobile phone.
Fact 3 Fact 4
There are people on earth; Every minute, of video are

a conservative estimate of the number of uploaded on YouTube by individual users.
mobile phone users is ;
and research indicates that about
people own a toothbrush.

2. Get in groups of 3 – 4 and complete the following tasks related to each piece of information
available in exercise 1.
a. Fact 1: Calculate or find out the figures for your age and complete the paragraph.
The average year-old has spent hours playing video games, has exchanged
e-mails, instant and text messages and has spent hours on the mobile phone.
b. Fact 2: Show the data on the pie chart.
c. Fact 3: Show the data on a bar chart.
d. Fact 4: Calculate the number of hours of video uploaded.

i. Every hour:
Ii. A week:
3. When you finish, join another group and compare your answers. Take notes of the mistakes and correct them.

pROJECT
ICT Report
I Preparation
1. Work in groups of four.
2. Read the instructions in section II, carefully. Then fill in the information in the file.
3. According to your strengths and weaknesses, elaborate an action plan for the project. Before you start, read the
rubric on page 87 carefully so that you know, in advance, the areas that will be evaluated.
PROJECT 1 PREPARATION FILE
Task Due date
Sources of information
Areas of curriculum involved
Member: Task:
Member: Task:
Member: Task:
Materials
II Procedure
1. In your group, discuss the effects and impact that using ICT (Information and Communications Technology) has had
in your learning process.Use these questions as prompts:
How has technology impacted your learning at school? And out of school?
How do you think technology can help students learn better at school?
What would you recommend?
What suggestions can you give to help students use technology safely?
What technological resources do you think the school should incorporate to support the learning process?

2. Write a letter to the School Headmaster, summarizing the main points in your discussion and offering some
suggestions. Follow these steps:
a. Write a first draft of the letter, using the ideas in your discussion and the answers to the prompts. Follow the
model on page 27.
b. Revise, correct and edit the draft using a dictionary, a word processor or an English textbook. Remember to use
appropriate expressions to introduce your ideas and to consult and cite reliable sources of information.
c. Write the final version of the letter. Check that it contains all the required parts, according to letter format.
III Presentation
1. Appoint a member of the group to read the letter aloud in front of the class.
2. As a class, if possible, write a list of the most interesting suggestions and give a copy to the Headmaster.
IV Evaluation
After you have finished the presentations, reflect on your work and evaluate the group’s performance, according to
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
The group… Score
had a positive attitude towards the chosen task.
worked collaboratively and responsibly towards the common goal.
completed the assigned work on time.
presented all the information required.
acknowledged the sources of information properly.
followed the instructions carefully and used what we know from other subjects.
developed awareness of the importance of using technology safely and efficiently, and consulting reliable sources in order
to obtain information.

UNIT SYNTHESIS
1. Now that you have completed Unit 2, check what you knew and how you felt before starting each module.
2. Identify the main topics, skills, contents and attitudes you developed in the unit and complete the chart. Compare
it with your partner’s chart, expanding, correcting and adding new information and using what you learned along
the unit.
Topic / subtopics Content
Skills developed Unit 2 Strategies used
Attitudes
3. In pairs, reflect on how you think you will apply what you learned in the unit. Share your comments
with your classmates.

FINAL REFLECTION
1. Use markers A= always, S= sometimes, N= never to evaluate your performance in the unit.
Area to evaluate Evaluation

taking control of the learning process Mine My teacher's / partner's
I stayed on task and completed additional language activities.

Supporting classmates Mine My teacher's / partner's
I tried to help my classmates when they struggled or hesitated.
I showed consideration and respect for myself and others.

understanding directions Mine My teacher's / partner's
I engaged in activities quickly and by myself.
I watched and listened attentively to get instructions.

Vocabulary Mine My teacher's / partner's
I incorporated past and new vocabulary.
I asked the teacher to explain words I did not understand.

Writing Mine My teacher's / partner's
I followed models when I did writing tasks.

Speaking Mine My teacher's / partner's
I could give small oral presentations on the topic of the lessons.
I could engage in short dialogues imitating a model.

Comprehension (reading / listening) Mine My teacher's / partner's
I demonstrated comprehension of main ideas and supporting
information in the texts I read or listened to.
I focused on using appropriate or suggested strategies.
Critical thinking Mine My teacher's / partner's
My answers included supporting evidence from the text / lesson.
I justified and explained my opinions.
2. Ask your teacher or a partner to assess your performance. Complete the column My teacher’s / partner’s view.
Then, discuss your reflections in your group.
3. In your group, comment on the things you can do to improve your weak points in the future.

GLOSSARY
UNIT 1 LESSON 6
embrace: (v.) to accept or adopt willingly.
LESSON 1
ethnic: (n.) a member of an ethnic group or minority.
boundary(ies): (n.) a real or an imaginary line that marks the limits or
get along: (v.) to be on good terms; agree.
edges of something and separates it from other things or places.
surround: (v.) to enclose on all sides; encircle.
commodity(ies): (n.) a product or raw material that can be bought and
sold, especially between countries. SUBJECT CONNECTIONS
concern: (n.) a feeling of worry, especially one that is shared by many become: (v.) to come, change, or grow to be something specific.
people. café au lait: (n.) a light brown color.
sanitation: the equipment and systems that keep places clean, disenfranchise: (v.) to take away the right of (a citizen) to vote.
especially by removing human waste. persecute: (v.) to treat (someone) cruelly or unfairly, especially because
shortage: (n.) a situation when there is not enough of the things that are of religion, race, etc.
needed. prejudice: (n.) any opinion or feeling held before careful thought.
sustainable: (adj.) that involves the use of natural products and energy
in a way that does not harm the environment.
UNIT 2
trade: (n.) the activity of buying and selling or exchanging goods or
services between people or countries. LESSON 1
handset: (n.) a telephone having a mouthpiece and earpiece mounted at
LESSON 2
opposite ends of a handle.
brief: (n.) lasting or taking a short time.
store: (v.) to deposit in a place for keeping.
facets: (n.) aspect; side; part.
trace back: (v.) to follow the footprints, tracks, or traces of something or
mergers: (n.) any combination of two or more business enterprises into a
someone.
single enterprise.
trading: (v.) the act or process of buying, selling, or exchanging goods. LESSON 2
village: (n.) a small community or group of houses in an area outside a line: (n.) the words of an actor’s part in a drama, musical comedy, etc.
city, larger than a hamlet and usually smaller than a town. part: (n.) a role in a play or the lines that make up the role.
play: (n.) a dramatic composition; drama.
LESSON 3
script: (n.) the written words of a play, etc.
spread: (v.) open something that has been folded so that it covers a
larger area than before. LESSON 3
summit: (n.) an official meeting or series of meetings between the click: (v.) to press and release a mouse button rapidly, as to select an
leaders of two or more governments at which they discuss important icon.
matters. download: (v.) to transfer (software, data, character sets, etc.) from a
supported: (adj.) to be approved and helped to be successful. distant to a nearby computer, from a larger to a smaller computer, or
wasteland: (n.) an area of land that is empty or cannot be used. from a computer to a peripheral device.
drag: (v.) to pull (a graphic image) from one place to another on a
SUBJECT CONNECTIONS
computer monitor.
complain: (v.) to express dissatisfaction, resentment, pain, grief, etc.
share: (v.) to divide and distribute (something) in shares.
log: (v.) to cut (trees) into logs.
transfer: (v.) to move something from one place to another.
outrageous: (adj.) strongly offensive.
upload: (v.) to transfer (software, data, character sets, etc.) from a
vanish: (v.): to disappear quickly.
smaller to a larger computer.
LESSON 4
SUBJECT CONNECTIONS
head: (v.) to be in charge of something.
crystallization (n.) to (cause to) form into crystals; (cause to) assume
rising: (adj.) advancing, ascending, or mounting.
crystal-like form.
tackling: (v.): To work on something, in order to handle it or solve it.
decantation: (n.) to pour a liquid gently so as not to disturb the
LESSON 5 sediment.
advocate: (n.) a person who supports or speaks in favor of somebody or distillation: (n.) the volatilization or evaporation and subsequent
something. condensation of a liquid, as when water is boiled in a retort and the
loss: (n.) the state of no longer having something. steam is condensed in a cool receiver.
overwhelming: (adj.) very great or very strong; so powerful that you
cannot resist it or decide how to react.
reject: (v.) to refuse to accept or consider something.
176 GLOSSARY
LESSON 4 LESSON 3
fine motor skills: (n.) small movements (such as picking up small eyewitness: (n.) a person who has seen a crime, accident, event, etc.,
objects and holding a spoon) that use the small muscles of the fingers, and can describe it afterwards.
toes, wrists, lips, and tongue. ponder: (v.) to think about something carefully for a period of time;
purpose: (n.) the reason for which something exists or is done, made, etc. consider.
support: (v.) to uphold by showing one’s agreement with or faith in (a quote: (n.) a group of words or a short piece of writing taken from a
person, cause, etc.). book, play, speech, etc.
veneer: (n.) an outer appearance of a particular quality that hides the
LESSON 5
true nature of something; the surface of something.
boundary: (n.) a real or imaginary line that marks the limits or edges of
something and separates it from other things or places; a dividing line. SUBJECT CONNECTIONS
cutting-edge: (n.) the newest, most advanced stage in the development mill: (n.) a small machine for grinding a substance into powder.
of something. mubiru muiru: (n.) African word, a small tree with edible berries.
figure(s): (n.) a number representing a particular amount, especially one peek out: (v.) to be just visible.
given in official information. squiggles: (n.) lines drawn or written, in a careless way, with twists and
(n.) the shape of a person seen from a distance or not clearly. curls in them.
tadpoles: (n.) the larvas of frogs and toads, living in water, having
LESSON 6
internal gills and a tail.
brainchild: (n.) a product of one’s thinking or planning.
podcast: (n.) an audio file similar to a radio broadcast, which can be LESSON 4
downloaded and listened to on a computer, mp3 player, mobile phone, etc. champion: (v.) to defend or support (a cause, for example).
spread the word: (v.) share the information or news. judgment: (n.) an opinion, conclusion, or belief based on the
circumstances before one’s view.
SUBJECT CONNECTIONS
pinnacle: (n.) the highest point one can reach, as of success, power, etc.
average: (n.) a quantity, rating, or the like that represents or
remains: (n.) something that remains or is left traces of something.
approximates an arithmetic mean.
shape: (v.) to direct (one’s course, future, etc.).
exchange: (v.) to give and receive reciprocally; interchange.
research: (n.) careful patient study of a subject in order to discover or LESSON 5
revise facts, theories, principles, etc. conceivable: (adj.) possible to imagine or to believe.
effectual: (adj.) effective and successful.
grab: (v.) to take hold of something or someone suddenly and roughly.
UNIT 3
grant: (v.) to give or allow someone something, usually in an official way.
LESSON 1 outrage: (n.) a shocking, morally unacceptable, and usually violent
accolade(s): (n.) an honor given to someone for their work. action.
blessed: (adj.) holy, gracious. squeeze: (v.) to press something firmly, especially from all sides in order
destitute: (n.) with no money or possessions, poor, impoverished. to change its shape, reduce its size, or remove liquid from it.
rule: (v.) to control and have authority over a country, a group of people, etc. wreath: (n.) an arrangement of flowers and leaves in a circular shape,
spur(red): (v.) to encourage somebody to do or achieve something. used as a decoration or as a sign of respect and remembrance for a
stake: (n.) a thick wooden pole that someone was tied to and burnt in person who has died.
the past, as a punishment.
LESSON 6
LESSON 2 affairs: (n.) anything requiring action or effort; business.
blog: (v.) to write on an on-line journal, which is accessible to users of empower: (v.) to provide with ability; enable.
the internet. get across: (v.) to (cause to) be or become clearly understood.
pride: (n.) a becoming or dignified sense of what is due to oneself or threat: (n.) a sign or warning of trouble or danger.
one’s position or character; self-respect; self-esteem.
SUBJECT CONNECTIONS
rejection: (n.) the act of rejecting (refusing something or someone) or the
chairman: (n.) the officer in charge of running a meeting, etc., or the
state of being rejected.
head of a board or department.
sidelines: (n.) the place or circumstance in which one does not
commitment: (n.) a strong or firm belief shown by one’s actions; loyalty.
participate but simply observes.
commend: (v.) to present or mention as worthy of confidence, attention,
etc.; recommend.
researcher: (n.) someone who studies a subject carefully and patiently,
in order to discover or revise facts, theories, principles, etc.
GLOSSARY 177
UNIT 4 LESSON 4
foreseeable: (adj.) that can be sensed or known in advance.
LESSON 1
household: (adj.) for use in the home, esp. for cooking, cleaning, or
choke: (v.) to stop breathing because something is blocking your throat.
laundering.
doom: (n.) death, destruction, or any very bad situation that cannot be
increase: (v.) to become greater, as in number, size, strength, or quality.
avoided.
waste: (n.) something left over, esp. after some process has been
heed: (v.) to pay attention to something, especially advice or a warning.
performed and something more valuable removed.
strife: (n.) violent or angry disagreement.
LESSON 5
LESSON 2
depleted: (adj.) reduced by a large amount, so that there is nothing left.
source: (n.) any thing or place from which something comes, arises, or is
dew: (n.) the very small drops of water that form on the ground during
obtained; origin.
the night.
spare: (n.) something extra to be used, for example, in case of
dumping ground: (n.) a place where things that are not wanted are got
emergency.
rid of.
tied: (v.) to be connected to something or obliged to do something.
scarce: (adj.) if something is scarce; there is not very much of it.
tiles: (n.) pieces of baked clay, used for various purposes, as in forming a
shortage: (n.) a lack of something that you need or want.
roof covering, etc.
trap: (v.) to catch something in a trap. LESSON 6
appliance: (n.) a device or machine used, especially at home, to carry
LESSON 3
out a specific function, as toasting bread or chilling food.
release: (v.) to allow a substance to flow out from somewhere.
heat: (n.) the condition or quality of being hot.
safekeeping: (n.) protection from harm or loss.
luxury: (n.) a material object, service, etc., that brings physical comfort
threat: (n.) a suggestion that something unpleasant or violent will
or rich living, but is not a necessity of life.
happen, especially if a particular action or order is not followed.
SUBJECT CONNECTIONS
SUBJECT CONNECTIONS
a reservoir: (n.) (an artificial lake) that provides water for an area.
crops: (n.) the cultivated produce of the ground, while growing or when
dam: (n.) a wall built across a river that stops the river’s flow and collects
gathered.
the water, especially to create energy.
dig: (v.) to break up and turn over earth, sand, etc., as with a shovel or
deem: (v.) to consider or judge something in a particular way
spade.
slaughter: (n.) the killing of many people cruelly and unfairly, especially
hybrid: (adj.) formed or made up of very different or unlike elements or
in a war.
parts.
sewage: (n.) the waste matter that passes through sewers.
178 GLOSSARY
BIBLIOGRApHY
Arone, E. (2005). Speaking in a second language. Handbook of research Bassett, J. (2007) The phantom of the opera. Oxford: Oxford University
in second language teaching and learning, 485-502. Press.
Birch, B. (2005). Learning and teaching English grammar, K–12. White Brooke, H. (2008) Survive! New York: Oxford University Press.
Plains, NY: Prentice Hall. Brooke, H., Tiner, R. (2008) Mystery in London. New York: Oxford
Brown, H. D. (2001). Teaching by principles (2nd ed.). White Plains, University Press.
NY: Pearson. Burrows, P., Foster, M. (2008) Starman. New York: Oxford University Press.
Carless, David. Implementing task‐based learning with young learners. Casares, S., Inaraja, C. (2007) Apuntes de Inglés, ESO. Barcelona:
ELT journal 56.4 (2002): 389-396. Ediciones Parramón.
Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching Clemen, G. (2008) The Ghost Ship of Bodega Bay. Genoa: Black Cat
English to speakers of other languages. Cambridge: Cambridge University Publishing.
Press. Dictionary of computing. (2008). Oxford: Oxford Univ. Press.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or Gascoine, J. (2008) The story of coffee. Barcelona: Vicens-Vives.
foreign language (p. 279-295). Heinle & Heinle Publishers. Helgesen, M., Brown, S., & Brown, S. (1994). Active listening: Building
Echevarria, J. J., Vogt, M., & Short, D. J. (2013). Making content skills for understanding. Cambridge: Cambridge University Press.
comprehensible for elementary English learners: The SIOP model. Pearson Johnston, O. (2001) Listening activities: photocopiable resource book
Higher Ed. (Book 1); European Language Institute. Recanati ELI [Stuttgart] [Klett].
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Johnston, O. (2001) Listening activities: photocopiable resource book
Oxford University Press. (Book 2); European Language Institute. Recanati ELI [Stuttgart] [Klett].
Harmer, J. (2006). How to teach English. Pearson Education India. Kemper, D., Sebranek, P., Meyer, V., Krenzke, C., Ross, M. (1998). All
Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching write: a student handbook for writing & learning. Wilmington, Mass. :
comprehension for understanding and engagement. Stenhouse Write Source.
Publishers. Kemper, D., Sebranek, P. , Meyer, V., Krenzke, C., Ross, M. (2005). Write
Hinkel, E. (Ed.). (2011). Handbook of research in second language source: Writing and Grammar. Wilmington, Mass. : Write Source.
teaching and learning (Vol. 2). Routledge. Merrian-Webster Illustrated Spanish-English Student Dictionary. (2012)
Lazaraton, A. (2001). Teaching oral skills. Teaching English as a second or Springfield, MA: Merriam Webster.
foreign language, 3, 103-115. Murphy, R. (2012). English grammar in use. Ernst Klett Sprachen.
Leograndis, D. (2012) Launching the Writing Workshop: A Step-by-Step Murphy y Oceano: R. (2003). New year called tet, a, guided reading
Guide in Photograph. NY: Scholastic. bookroom package grade 2, level j: with teacher notes. Place of
Marzano, R. J., & Kendall, J. S. (Eds.). (2007). The new taxonomy of publication not identified: Rigby Education.
educational objectives. Corwin Press. OCEANO. (1992). Oceano Pocket: Diccionario Inglés-Español, Español-
Marzano, R. J., Pickering, D., & Heflebower, T. (2011). The highly engaged Inglés. Oxford Dictionary of Computing. (2001) Oxford University Press,
classroom. Marzano Research Laboratory. USA.
Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett Troughton, J. (1996) The Chinese new year. Cambridge: Cambridge
Sprachen. University Press.
Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge. Verdugo, J. (2010) The origin of the Payachatas – A Legend from
Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and Northern Chile. Santiago de Chile: Amapola Editores.
speaking. Routledge.
Source: Bibliotecas Escolares CRA, UCE MINEDUC. Retrieved from: http://
Nation, I. S. P. (2001). Learning vocabulary in another language. www.bibliotecascra.cl/catalago_cra_lista?title=&fieldcategorialibcratid=157&s
Cambridge: Cambridge University Press. ort_by=totalcount&sort_order=DESC
Nuttall, C. (1996). Teaching reading skills in a foreign language.
Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912. WEBSITES
Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and Learning in ESL. http://www.readingrockets.org/
White Plains, NY: Addison Wesley Publishing Company. http://www.reading-tutors.com/
Ur, P. (1996). A course in language teaching: Practice and theory. http://www.readwritethink.org
Cambridge: Cambridge University Press. http://www.esl-lab.com/
Williams, J. (2005). Teaching writing in second and foreign language http://www.esl.about.com/cs/listening/
classrooms. Boston: McGraw-Hill. http://www.englishlistening.com
http://www.tolearnenglish.com
MINEDUC SCHOOL LIBRARIES (CRA) RESOURCES http://www.focusenglish.com/dialogues/conversation.html
Abate, F. R. (1997). The Oxford desk dictionary and thesaurus. Oxford http://www.antimoon.com/how/pronunc-soundsipa.htm
University Press, USA. http://www.manythings.org/voa/stories/
Atkinson, H. (2008) Pronunciación del inglés: un resumen de los sonidos http://www.americanliterature.com/twenty-great-american-short-stories
de la lengua inglesa. México: Trillas. http://www.timeforkids.com/
(2010). Kamshout and the fall. A selk'nam legend. Santiago de Chile: http://learnenglishteens.britishcouncil.org/
Amapola Editores.
BIBLIOGRApHY 179
EVALUATION APPENDIX
Evaluation instruments Self- assessment
Is a process of formative assessment where students
These evaluation instruments are assessment tools reflect on and evaluate the quality of their work and
you can use to assess students’ performance. They their learning. They also judge the degree to which
are scoring guides that seek to evaluate students’ they reflect goals or criteria and identify strengths and
performance based on the sum of a full range of criteria weaknesses in their work. Give copies to students and
VOLUME 1
rather than a single numerical score. ask them to assess their own performance on a task or
The evaluation instruments provided here include: project.
Rubrics Always give students time to revise their work after
Rating Scales assessing themselves.
Self- assessment
Rubric
The instruments included in this section differ from Similar to rating scale, the rubric is a formative
traditional methods of assessment in that they examine evaluation which provides a student’s performance
students in the actual process of learning, clearly rating. It sets out clearly criteria and standards for
showing them how their work is being evaluated. They assessing different levels of performance and are used
communicate detailed explanations of what constitutes for grading student work. A rubric can also be known
excellence throughout a task and provide a clear as a global assessment scale and is helpful in assessing
teaching directive. student performance because learners:
These instruments are meant, above all, to inform and Set goals and assume responsibility for their learning,
improve teachers’ instruction while giving students the because they know what comprises an optimal
feedback they need to learn and grow. performance and can strive to achieve it.
These instruments can also be used in peer assessment Receive specific feedback about their areas of strength
and then used to provide feedback. and weakness and about how to improve their
performance.
Prior to assessment, the evaluation instruments can be
and teachers can monitor progress over a period of
used to communicate expectations of achivement to
instruction.
students. During the assessment phase, they are used to
easily score a subjective matter. Rating Scales
Indicates the degree of achievement of a student’s
After an instrument is scored, it should be given back to
knowledge, skills, and/or attitudes through a range of
students to communicate to them their grade and their
performance levels. Rating scales state the criteria and
provide three or four response selections to describe the
Students can use them to see the correlation between quality or frequency of student work.
effort and achievement. Sharing the instruments with
students is vital as the feedback empowers students to
critically evaluate their own performance.
Advantages of using a variety of evaluation
instruments
Teachers can increase the quality of their direct
instruction by providing focus, emphasis, and
attention to particular details as a model for students.
Students have explicit guidelines regarding teacher
expectations.
Students can use these instruments as a tool to
develop their abilities.
Teachers can reuse these instruments for various
activities.
xvii EVALUATION AppENDIX

Rubrics
1. Listening comprehension
Name: Lesson: Date

Skills Criteria Points
1 2 3 4
Understanding key events Understands 1 or 2 Understands some Understands many Understands most
or facts. events or key facts. of the events or events or key facts, events in sequence or
key facts. mainly in sequence. understands most
VOLUME 1
key facts.
Understanding details. Gets few or no Gets some important Gets many important Gets most important
important details. details. details. details and key
language.
Responding appropriately to Almost never. Sometimes. Most of the time. Nearly always.
features such as: laughter, silence,
etc., and / or accentuation,
intonation, and rhythm.
Answering questions. Answers questions Answers questions Answers questions Answers questions with
with incorrect with some with literal interpretation showing
information. misinterpretation. interpretation. higher level thinking.
Doing tasks. Provides limited Provides some Provides adequate Provides insightful
or no response response to teacher response to teacher response to teacher with
and requires with four with two or three one or no questions
many questions or five questions and questions and or prompts.
or prompts. prompts. prompts.
At the end of the session, the Answer factual Answer factual Summarize the Reveal the sequence of
listener is able to: questions on questions on general beginning, middle, events, providing details
general and specific and end of on dialog, and
information. information. the story. motivation of characters.
Total points
PHOTOCOPIABLE EVALUATION AppENDIX xviii

2. Reading comprehension
Name: Lesson: Date
Skills Criteria Points
1 2 3 4
1. Understands key Understanding one or Understanding some Understands many Understands most events in
events or facts. two events or key facts. of the events or key events or key facts, sequence or understands
facts. mainly in sequence. most key facts.
2. Understands Gets few or no Gets some important Gets many important Gets most important details
details. important details. details. details. and key language.
VOLUME 1
3. Identifies Identifies one or two Identifies one or two Identifies many topics or Identifies all characters or
characters or characters or topics characters or topics by characters by name in topics by specific name (Old
topics. using pronouns (he, generic name (boy, text (Ben, Giant). Ben Bailey).
she, it, they). girl, dog).
4. Answering Answers questions with Answers questions Answers questions with Answers questions with
questions. incorrect information. with some literal interpretation. interpretation showing
misinterpretation. higher level thinking.
5. Answering tasks. Provides limited or no Provides some Provides adequate Provides insightful
response and requires response to teacher response to teacher response to teacher with
many with four with two or three one
questions or five questions questions and prompts. or no questions
or prompts. and prompts. or prompts.
Total points
taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
xix EVALUATION AppENDIX PHOTOCOPIABLE

3. Writing process rubric
Step 1 2 3 4 Points
Planning / Gets no or limited key Gets few key words / Gets numerous key words Gets numerous and detailed
Brainstorming words / ideas. ideas / ideas. key words / ideas.
Uses no or limited key Uses few key words / Uses most of key words / Uses all of key words/ ideas
words / ideas from ideas from planning ideas from planning from planning stage.
planning stage. stage. stage. Uses additional ideas.
Drafting Shows no organization Shows weak organization Most of first draft First draft is
and structure of first and structure of first draft. is organized. highly organized.
draft.
VOLUME 1
Revising Does not add, delete Add, deletes or rearranges Adds, deletes or Adds, deletes or rearranges
or rearrange ideas a few ideas from the rearranges adequate numerous adequate ideas
from the first draft. first draft. ideas from the first draft. from the first draft.
Details are not specific Few details are specific Most details are specific All details are specific
and clear. and clear. and clear. and clear.
Editing Does not correct Corrects some errors of: Corrects most of errors of: Corrects all the errors of:
errors of: spelling, spelling, punctuation, spelling, punctuation, spelling, punctuation,
punctuation, capitalization, and capitalization, and capitalization, and sentence
capitalization, and sentence structure. sentence structure. structure.
sentence structure.
Publishing Does not write the Writes part of the final Writes most of the final Writes the final copy in clear
final copy in clear copy in clear handwriting copy in clear handwriting handwriting or types it
handwriting nor types nor types it correctly on a or types it correctly on a correctly on a computer.
correctly on a computer. computer. Sentence fluency
computer. Sentence Sentence fluency is poor Sentence fluency is is strong.
fluency is poor. in most parts. strong in most parts.
Total points
4. Making connections
Dimension 4 3 2 1 Points
Text-to-self Without prompting, Without prompting, student With prompting, student With prompting, student
connections student can explain can explain connections can explain connections can explain connections
connections with own life with own life. However, they with own life that are with own life. However,
that are closely related to are vaguely related to the closely related to the text. they are vaguely related
the text. text. to the text.
Text-to-text Without prompting, Without prompting, student With prompting, student With prompting, student
Connections student can explain can explain connections can explain connections can explain connections
connections with other with other texts that are with other texts that are with other texts. However,
texts that are similar. vaguely similar to the text. very similar to the text. they are vaguely related
to the text.
Text-to-world Without prompting, Without prompting, student With prompting, student With prompting, student
connections student can explain can explain connections can explain connections can explain connections
connections with the with the world. However, with the world that are with the world. However,
world that are closely they are vaguely related to closely related to the text. they are vaguely related
related to the text. the text. to the text.
Total points
PHOTOCOPIABLE EVALUATION AppENDIX xx

5. Webquest
Criteria Accomplished (3 pts.) Developing (2 pts.) Beginning (1 pt.) Points
Quality of Excellent information, qualities Good information, qualities Information is not important,
information addressed for all aspects. addressed for several aspects. qualities are not addressed.
Good support provided. Minimal support provided. No support provided.
Digital All relevant ideas clearly identified Some relevant ideas identified. Few One relevant idea, few images, lacks
presentation with images. Creative. images. Neat and creative. creativity.
Comparison All important aspects considered in Some aspects considered in Irrelevant information, few aspects
comparison. Clear, complete comparison. Incomplete information. considered in comparison.
information.
VOLUME 1
Conclusion, Good organization, topic sentence Provides main idea and few Minimal or lacks organization,
paragraph and clear supporting details. supporting details. unclear main idea, no support.
and use of Few grammar and spelling mistakes. Some grammar and spelling A lot of grammar and spelling
language mistakes. mistakes.
Total points
Rating Scales
1. Use of reading strategies
Name: Unit / Lesson: Date:
Always Sometimes Never
1. I make predictions before I read. 3 2 1
2. I understand the message-the text makes sense to me. 3 2 1
3. I know when I am having trouble understanding the text. 3 2 1
4. I know the main idea of the text. 3 2 1
5. I understand the words in the text. 3 2 1
6. I understand the punctuation. 3 2 1
7. I know how to find different parts of the text (chapters, pages, beginning, middle, end). 3 2 1
8. I can pick out clues from the reading to help me make an interpretation. 3 2 1
9. I give my opinion-make a judgment-about the text. 3 2 1
10. I support my opinion with details from the text. 3 2 1
11. I know the difference between fact and opinion. 3 2 1
12. I can see similarities and differences between the texts I read. 3 2 1
13. I can make connections between the text and my own life. 3 2 1
14. I can make connections between the text and other subjects. 3 2 1
15. I can pick out words from the story that help me work out the setting. 3 2 1
xxi EVALUATION AppENDIX PHOTOCOPIABLE

2. oral exchange
Student is able to… Yes Partially Points

talk briefly about a topic. 4 3 2 1
ask and answer questions to keep the 4 3 2 1
conversation going.
answer questions including information and 4 3 2 1
details.
use appropriate language expressions and 4 3 2 1
vocabulary.
VOLUME 1
imitate the model and use correct intonation 4 3 2 1
and pronunciation.
speak naturally without unnecessary pauses. 4 3 2 1
Total points
3. oral presentation
Name Date
Indicators Excellent Good Satisfactory Unsatisfactory
Topic was covered deeply.
Presentation was well planned and coherent.
Presentation was practiced.
Relevant comments were included.
Opinions / conclusions were supported
by reasons.
Visual aids were useful.
Teacher’s comments
Created by: Publishing team.
4. Writing
Name Lesson Date

Needs
Indicators Acceptable Good Excellent
improvement
Punctuation uses accurate punctuation.
Capitalization uses capital letters to begin sentences and for names.
uses graphic organizers and writes a draft.
Content / ideas
adds details to improve the text.
uses subject/verb agreement.
Language and vocabulary uses adequate vocabulary and connectors.
writes complete sentences that make sense.
Spelling writes most words correctly.
Created by: Publishing team.
PHOTOCOPIABLE EVALUATION AppENDIX xxii

5. project
Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1 2 3
2. Properly organized to complete project. 1 2 3
3. Managed time wisely. 1 2 3
4. Acquired needed knowledge base. 1 2 3
VOLUME 1
5. Communicated efforts with teacher. 1 2 3

Needs
Product (Project) Satisfactory Excellent Points
Improvement
1. Format. 1 2 3
2. Mechanics of speaking / writing. 1 2 3
3. Organization and structure. 1 2 3
4. Creativity. 1 2 3
5. Demonstrates knowledge. 1 2 3
Total:
Teacher’s comments:
Source: http://www.sdst.org/shs/library/resrub.html
xxiii EVALUATION AppENDIX PHOTOCOPIABLE

Assessment tools to evaluate attitudinal objectives
Rubrics
1. Self-evaluation of attitude towards learning (oA A)
OBJECTIVE A: To show a positive attitude towards themselves and their own capacity to learn English.
Aspects Excellent (4 pts) Good (3 pts) Satisfactory (2 pts) Unsatisfactory (1 pt) Points
Completing work I always complete work With few exceptions, I I usually complete work I frequently do not
expectations to the best of my ability, complete work to the to the best of my ability, complete work to the
VOLUME 1
within set guidelines best of my ability, within within set guidelines best of my ability, within
and on time. set guidelines and on and on time. set guidelines and on
I always work with care time. I usually work with care time.
and attention to detail. I generally work with and attention to detail. I rarely work with care
care and attention to and attention to detail.
detail.
Interest and I am always ready and I am ready and I am usually punctual, I am often late, not
enthusiasm motivated to learn by motivated to learn, ready and motivated to ready or motivated to
being punctual, usually attentive in class, learn, and sometimes learn and need constant
attentive in class, eagerly participating, curious, but sometimes reminders to be
eagerly participating, curious and distracted. attentive.
curious and contributing positively.
contributing positively.
Preparing for I always bring required With few exceptions I I usually bring required I frequently do not bring
lessons texts, materials, and bring required texts, texts, materials and required texts, materials
equipment to class. materials and equipment equipment to class. and equipment to class.
to class.
Total points:
2. Effective use of communication and information technology (oA E)

Area Strong Average Weak
Use of Helps clarify information, emphasizes Helps clarify part of the information, Does not clarify information, does not
visual aids important points, adds interest. emphasizes some of the important emphasize important points, does note
points. add interest.
Visual / Very creative, graphic elements Some graphic elements do not Lacks creativity, graphic elements do not
graphics effectively enhance understanding of contribute to understanding of contribute to understanding of concepts,
concepts, ideas and relationships. concepts, ideas and relationships. ideas and relationships.
Design All slides include: title, text, background Color, background and fonts styles, for Background, color and fonts style
color, appropriate fonts color and size. and sub headings are generally used decrease readability of text.
consistently.
Sources Sources and links are up to date, relevant There are some relevant sources and Sources are not relevant and poorly cited,
and links and properly cited. links, citation needs some editing. there are not links.
Evidence 3 sources cited, several links add to 2 sources cited, some links add to reader 1 or no sources cited, no links that add to
reader comprehension. comprehension. reader comprehension.
PHOTOCOPIABLE EVALUATION AppENDIX xxiv

Rating Scales
1. Cultural awareness and comprehension (oA B)
OBJECTIVE B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
Rating 1 2 3 4 5 6 7
Highly negative Negative Slightly negative Neutral Slightly positive Positive Highly positive
Criteria: Student demonstrates a attitude regarding… Points
Social
his / her interactions with individuals from different countries.
VOLUME 1
the benefits of interacting with people from different countries.

his / her participation in international or intercultural social experiences.
his / her interest in developing intercultural relationships.
his / her desire to participate in intercultural experiences in the future.
Cognitive
the way in which his / her thinking has changed as a result of exposure to different cultures.
his / her understanding how learning about specific topics can be enhanced when done in a different culture.
Sensitivity
the art of different cultures.
the music of different cultures.
the political systems or structures of different cultures.
the different art expressions of other cultures.
Self-awareness, taking perspective, empathy
the value of similarities and / or differences among cultures.
the need for tolerance toward different cultural practices, values or beliefs.
the need to provide comprehensive and balanced support for his / her conclusions regarding cultural differences and
similarities.
the fact that differences among people and cultures may be neither good nor bad.
manifestations that are culturally unfamiliar.
Total points:
2. Self - evaluation: Interest in on-going and independent learning (oA C)
Statements Yes Needs improvement

I set challenging and relevant long-term goals.
I demonstrated autonomy in the learning process.
I identified strengths and weaknesses of the learning process.
I focused on weaknesses of the learning process.
I showed a positive attitude towards language learning.
I recognized the advantages of learning English for future academic or working life.
I shared the new information about a familiar topic.
I deepened knowledge about a topic by consulting bibliography or reference material.
I showed confidence when consulting reference material.
xxv EVALUATION AppENDIX PHOTOCOPIABLE

3. Self-evaluation: Collaborative work (oA d)
Statements Always Usually Often Rarely

I accepted the task with responsibility and carry it out on time.
I set and accepted common goals.
I reached an agreement and come to a decision after a general conversation.
I prioritized and planned group tasks.
I discussed group problems with respect.
VOLUME 1
I offered solutions and alternatives to solve problems.
I participated actively in order to accomplish tasks.
I showed a positive attitude towards group tasks.
I contributed to maintaining a friendly and cooperative environment.
I completed the assigned tasks on time.
I showed respect for others’ opinions.
PHOTOCOPIABLE EVALUATION AppENDIX xxvi

GENERAL BIBLIOGRAPHY
General methodology Johnson, K. (2009). An introduction to foreign language
learning and teaching. Harlow: Pearson Longman.
Brown, H. D. (2007). Principles of Language Learning and Keene, E., & Zimmermann, S. (1997). Mosaic of thought:
Teaching. New York: Pearson Education Inc. teaching comprehension in a reader’s workshop. Portsmouth,
Bown, H. D. (2007). Teaching by principles: An interactive NH: Heinemann.
approach to language pedagogy. New York: Pearson Larsen-Freeman, D. & Anderson, M. (2011). Techniques
VOLUME 1
Education Inc. and principles in language teaching. New York: Oxford

Bouchard, M. (2005). Comprehension Strategies for English University Press.
Language Learners. New York: Scholastic Inc. Lightbown, P. & Spada, N. M. (2013). How languages are
Carter, R. & Nunan, D. (eds.) (2001). The Cambridge learned. Oxford: Oxford University Press.
Guide to Teaching English to Speakers of Other Languages. Marsland, B. (2012). Lessons from nothing. Cambridge,
Cambridge: Cambridge University Press. England: Cambridge University Press.
Celce-Murcia, M. ed. (2013). Teaching English as a Second Marzano, R., & Simms, J. (2013). Vocabulary for the
or Foreign Language, 4th edition. Boston: Cengage Learning. common core. Bloomington, IN: Marzano Research
Dale, L. and Tanner, R. (2012). CLIL activities. Cambridge: Laboratory.
Cambridge University Press. McCarten, J. (2007). Teaching vocabulary: Lessons
Doughty, C. y Long, M. eds. (2011). The Handbook of from the corpus, lessons for the classroom. Cambridge
Language Teaching. Oxford: Wiley- Blackwell. University Press. http://faculty.mu.edu.sa/public/
Dörnyei, Z. (2013).Motivational strategies in the language uploads/1384812704.714corpus.pdf
classroom. Cambridge: Cambridge Univ. Press. McCarthy, M. & O’Dell, F. (2011). English vocabulary in
Dudeney, G. (2000). The Internet and the Language use: Advanced. Cambridge: Cambridge University Press.
Classroom. Cambridge: Cambridge University Press. McDonough, J. (2004). Materials and methods in ELT.
Foster, Simone et al. (2002). Inside Out: Resource Pack. Oxford: Blackwell Pub.
Oxford: Macmillan Education. Mirzaei, A., & Domakani, M. R. (2010) The
Gascoigne, J. (2007). English Grammar Framework. Black Theory and Practice of Bringing Literature into
Cat Publishing. the EFL Classroom. http://www.ensani.ir/storage/
Goudvis, A., & Harvey, S. (2000). Strategies that work: Files/20120427095024-8082-61.pdf
teaching comprehension to enhance understanding. York, ME: Murphy, T. (1992). Music and Song. Oxford: Oxford
Stenhouse Publishers. University Press.
Gower, R., Phillips, D. & Walters, S. (2009). Teaching Nation, I. S. P. (2009). Learning vocabulary in another
practice: A handbook for teachers in training. Oxford: language. Cambridge: Cambridge University Press.
Macmillan. Nation, I. S. P. (2009). Teaching ESL/EFL reading and
Hancock, M. (2004). English pronunciation in use. writing. London: Routledge.
Cambridge: Cambridge University Press. Nation, I. S. P. (2009). Teaching ESL/EFL listening and
Harmer, J. (2011). The practice of English language teaching. speaking. New York: Routledge.
Harlow: Pearson/Longman. Nunan, D. (2008). Second language teaching & learning.
Hedge, T. (2010). Teaching and learning in the language Boston, MA: Heinle, Cengage Learning.
classroom. Oxford: Oxford University Press. Nuttall, C. & Alderson, J. C. (2011). Teaching reading skills
Holliday, A. (1994). Appropriate Methodology and Social in a foreign language. Oxford: Macmillan.
Context. England: Cambridge University Press. Richards, J. C. & Rodgers, T. S. (2009). Approaches and
Jacobs, H.H. (2004). Interdisciplinary Curriculums: Design methods in language teaching. Cambridge: Cambridge
and Implementation. Moorabbin, Vic.: Hawker Brownlow University Press.
Education. Richards, J. C. & Renandya, W. A. (2010). Methodology in
Jamison, L. (2011). Marvelous mini lessons for teaching language teaching: An anthology of current practice. New
intermediate writing, grades 4-6. Newark, DE: International York: Cambridge University Press.
Reading Association. Scrivener, J. (2011). Learning teaching: A guidebook for
Jenkins, J. (2010). The phonology of English as an English language teachers. Oxford: Macmillan.
international language: New models, new norms, new Slattery, M. (2010). Oxford basics for Children: Vocabulary
goals. Oxford: Oxford University Press. activities. Oxford: Oxford University Press
xxvii GENERAL BIBLIOGRApHY

Stowe, C. (2005). Understanding Special Education: http://www.mathinenglish.com/index.php
A helpful handbook for classroom teachers. New York: http://www.bbc.co.uk/arts/yourpaintings/
Scholastic.
Visual organizers
The Council of Europe. (2001). Common European
http://www.eduplace.com/graphicorganizer/spanish/
framework of reference for languages: Learning, teaching,
http://www.teach-nology.com/worksheets/graphic/
assessment. Strasbourg.
www2.scholastic.com/browse/article.jsp?id=2983:
Thornbury, S. (2011). About language: Tasks for teachers of
http://www.rubrics4teachers.com/writing.php
English. Cambridge: University Press.
Tomlinson, J., & Bott, L. (2013). How intonation dictionaries
constrains pragmatic inference. In 35th Annual Conference Newbury House American English dictionary
VOLUME 1
of the Cognitive Science Society, Berlin, Germany. http://nhd.heinle.com/home.aspx
Cognitive Science Society. Longman Dictionary of Contemporary English
UR, P. (2012). A Course in Language Teaching: Practice and www.ldoceonline.com
Theory. Cambridge: Cambridge University Press. Cambridge Advanced Learner’s Dictionary
Ur, P. & Wright, A. (2011). Five-minute activities: A resource http://dictionary.cambridge.org
book of short activities. Cambridge: Cambridge University Merriam Webster Dictionary/English-Spanish/
Press. synonyms–antonyms/pronunciation
Ur, P. & Swan, M. (2009). Teaching listening comprehension. www.merriam-webster.com
Cambridge: Cambridge University Press. Online Multilingual Dictionary www.wordreference.com
Widdowson, H. G. (2008). Defining issues in English Diccionario de imágenes www.pdictionary.com
language teaching. Oxford: Oxford University Press.
Williams, M. & Burden, R. L. (2010). Psychology for Cra resources
language teachers: A social constructivist approach. Abate, F. R. (1997). The Oxford desk dictionary and
Cambridge: Cambridge University Press. thesaurus. Oxford University Press, USA.
Willis, D. & Willis, J. (2011). Doing task-based teaching. Atkinson, H. (2008) Pronunciación del inglés: un resumen
Oxford: Oxford University Press. de los sonidos de la lengua inglesa. México: Trillas.
Williams, R. (2006), Communications as Cultural Science. Barrientos, F. (2011). Pueblos originarios de Chile. Nativa
Journal of Communication, 24: 17–25. Ediciones.
Wright, A., Betteridge, D. & Buckby, M. (2010). Games Burrows, P.; Foster, M. (2008). Taxi of terror. Oxford:
for language learning. Cambridge: Cambridge University Oxford University Press.
Press. Forget, G. (2002). Gramática inglesa comunicativa.
Larousse, México (México).
Websites Gascoigne, J. (n.d.) The story of coffee. Black Cat
oral communication Publishing.
http://www.esl-lab.com/index.htm Helgesen, M., Brown, S., & Brown, S. (1994). Active
http://www.5minuteenglish.com/ listening: Building skills for understanding. Cambridge:
http://www.learnenglishfeelgood.com/eslvideo/index. Cambridge University Press.
html Kemper, D., Sebranek, P. , Meyer, V., Krenzke, C., Ross, M.
http://www.biography.com/ (2005). Write source: Writing and Grammar. Wilmington,
Reading Mass. : Write Source.
http://www.timeforkids.com/ Mc Carthy, M. (2002). English Vocabulary in Use.
http://kids.nationalgeographic.com/kids/ Cambridge University Press.
http://www.un.org/en/events/observances/days.shtml Ovalle, M. (2011). Juegos tradicionales. Editorial Amanuta
http://www.english-online.org.uk/theread.htm Plath, O. (1986) Origen y folclor de los juegos en Chile.
http://www.factmonster.com/ Editorial Nascimento.
http://www.biographyonline.net/ Ross, M. (1998). All write: a student handbook for writing &
http://learnenglish.britishcouncil.org/en/magazine/ learning. Wilmington, Mass. : Write Source.
tobacco (2010). A dictionary of space. Boston: Houghton Mifflin.
http://www.saberingles.com.ar/index.html (2010). Space sailors. Boston: Houghton Mifflin.
(2013) Kamshout and the Fall- A selk’nam legend. Amapola
Writing Editores.
http://teacher.scholastic.com/writewit/mff/ (2013) The Origin of the Payachatas- A legend from
http://www.quickanddirtytips.com/education Northern Chile. Amapola Editores.
GENERAL BIBLIOGRApHY xxviii

2020 © Ediciones Cal y Canto
English 2º medio, TEENS IN MOTION
Teacher´s Book - Volume 1
Nº de Inscripción: A-286106
ISBN: 978 956 339 233 3
Original text Lina Mercedes Alvarado Jantus

Teacher of English
Instituto Profesional Chileno - Británico
Original illustrations Ediciones Cal y Canto®

Design Ediciones Cal y Canto®
General Manager Jorge Muñoz Rau

English Editor Ariel Acosta Arancibia, Profesor de Inglés
Assistant Editors Carolina Zarate Castel, Profesora Universitaria
en Lengua y Cultura Inglesa
María José Caamaño Romero, Profesora de Inglés
Magdalena Greswell Balbontin, Profesora General Básica
Design María Jesús Moreno Guldman
Cover design María Jesús Moreno Guldman
Layout Marcia Gutiérrez Pavez
Proofreading Thomas Connelly
General Production Cecilia Muñoz Rau
Production Assistant Lorena Briceño González
Photos 123RF Stock Photos
Audio CD
Recording Producer Rodrigo González Díaz, Profesor de Inglés
Recording Engineer Ignacio Arriagada Maia, Ingeniero en Sonido
Complementary Digital Resource

Kolekio Ediciones Digitales S.A.
2018 © Ediciones Cal y Canto

English 2º medio, TEENS IN MOTION
Teacher´s Book - Volume 1
Nº de Inscripción: A-286106
ISBN: 978 956 339 233 3
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any
form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher.
Impreso RR Donnelley Chile

Se terminó de imprimir xxxx ejemplares en el mes de xxxx de 2019.

Ingcc20g2m 1 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ingcc20g2m 1 PDF

Uploaded by

Copyright:

Available Formats

VO

As regards the methodological suggestions for the units of the Student´s

Teacher´s book Page

Teacher´s book Page Student´s book Page

Teacher´s book Page Student´s book Page

COMPLEMENTARY DIGITAL RESOURCE 109

EVALUATION APPENDIX xvii

Didactic and methodological proposal

Explicit teaching of learning strategies Assessment for learning

Bibliographical references that support the methodological proposal

is interconnected. “Technology is nothi “Climate change

and oral form,

about the concept meaning of collocati

awareness and ons,

also work collabor compreh expressions and also to develop expressions

6 UNIT 1 134 UNIT 3

UNIT 2 INTRODUCTION UNIT 4 INTRODUCTION

Picturing the unit

The purpose of this activity is to engage them in the

unit in such a way as to ensure that their situational

How important are the objectives Very important

"In the era of globalization, everything is

1. 18 Listen to two Chilean students talking

are provided to help students identify the personal

I. David is an Internet addict. He spends

Students recall and check the previous knowledge

2. 4. Compare in which ways your

a. Do you consider yourself an Internet

necessary to meet the learning objectives for the unit.

In this section, they work on an activity related to the

previous knowledge they bring into the lesson, so as to

be better prepared to face the new contents.

COMPLEMENTARY DIGITAL RESOURCE

Classroom practice with authentic multimodal texts

v HOW TO CORRELATE THE COMpONENTS

at the begining of each. The activities on these pages have

own lives. Questions to raise students’

Over to you Page 7

teachers gather information about students’ learning). 12 UNIT 1

GETTING READY LEARNING WINDOW

strengths and weaknesses.

the unit objectives and have examined

COMPLEMENTARY DIGITAL RESOURCE COMPLEME

explicit informatio ion Exchange opinions information in

The tasks proposed aim at triggering students’ intellectual and affective

2. In this second to their corresponding sentences read some

commitment in their learning process.

2. Then, ask students to the audio

HOW TO CORRELATE THE COMpONENTS vi

Before you start

This is the opening section of each module, which

includes engaging and motivating activities to generate

students’ initial motivation and engagement.

Advantages Video games

3. Use the rubric

The lessons have a lead-in section that introduces the

main objectives and their purpose.

It includes a communicative task to activate students’

Each lesson includes special sections with simple and

varied communicative activities that focus on developing

students’ communicative competence through pair and

group work activities, role-plays, and project work.

put the concepts into practice and connect them with