An extra activity can be for students to
TEACHER’S GUIDE /GUÍA DIDÁCTICA
MODULE 8-2
Page 1
Area: Foreign Language/Lengua
Extranjera
Subject: English/Inglés
Grade: 8
Lesson Title: The Cool City
Grammar and Vocabulary Content:
 Past simple and continuous
 Modals: have to and must
 Future: going to and present
continuous
 Possessive adjectives: my, your,
his, etc.
Interdisciplinary:
 Community and neighborhood life
 Traditional songs, music and
instruments
 Tales and legends
Values:
 Traffic education
 Intercultural diversity
 Environmental care
Page 1:
Teacher Tip: Introduce students to the
differences between the city and the
countryside. Reading out loud and small-
group discussion are good strategies.
PAGE 2: Communication and Cultural
Awareness
Teacher Tip: In pairs students can read
the cultural chart and then have a class
discussion about it. The teacher should go
over the use of comparatives before
activity 3.
PAGE 3 Oral Communication
Teacher Tip: Students, in their notebooks,
can make two lists with advantages and
disadvantages of living in the country side.
give examples of big cities they know
about or have been to, and small towns in
the countryside as well.
Script: This is a conversation between a
father and a son.
Father: Ohhh! How I love my town! I have
all I need. If I am hungry, I just leave my
house and have different fruit trees. I can
take any fruit, fresh and free of chemicals
and eat it. I can breathe fresh air, and I
have my animals to take care. They are my
entertainment, and they provide us with
our food. I never feel stressed.
Son: I would like to say the same dad, but
I would like to live in the city. I have a
friend, and his dad lives in the capital. My
friend says that his father takes a bus to
commute, and he is going to buy a car.
He doesn't have to walk long distances.
He has internet, and he can communicate
with anybody around the world. He also
has nice clothes, and every week he can
go to the hospital for a checkup. He is
very stressed though.
Father: I know, I understand what you
mean. You are young, and all that sounds
really good. But as you said, he has a lot
of problems, so he suffers from stress
which is not good. I am sure he has to pay
a rent, and this must be expensive. He
must work more in order to pay for
transportation, food, clothes, etc., and he
must miss his family.
Son: I got your point.
Answers:
2)are, sick, air, pollution, town
PAGE 4: Reading
Teacher Tip: To introduce the reading,
teachers should encourage students to give
examples of traditional tales such as La
Casa 1028 or El Gallo de la Catedral ,
and explain that behind a story, there is
usually a lesson to be learned. Activity 3
can be done in pairs.
Answers:
3) answers will vary
4) Rosy-lived in the countryside.
Rosy´s mother - told her not to go to the
river alone.
A little girl-was crying.
At the end- Rosy learned a lesson.
PAGE 5: Writing
Teacher Tip: The teacher should go over
the simple past and the past progressive. A
timeline is recommended to explain the
sequence of events before students tell
their partner their morning routine. An
extra activity could be describing their last
weekend’s activities.
Answers: 2)Top to bottom-4,6,1,2,3,6
Or…..
1. Today, while I was sleeping…….2. She
wakes up ……3.She milked the cows. 4.
She fed the chickens. 5. She gave the
horse water 6. This is my friend Louise .
5)a. milked b. woke up c. was
cooking d. traveled
PAGE 6: Language through the arts
Teacher Tip: The teacher must explain
what amorfinos and montubios are before
students do activities.
Answers:
1) Incorrect, Incorrect, Correct,
Incorrect
2) Answers will vary.
PAGE 7: Oral Communication
Teacher Tip: Before listening, the teacher
can ask students if they know someone
who has lived in the countryside or in a
big city. If so, they can say what a typical
day is in the countryside and the city. The
whole class can have a debate on what are
the best aspects of living in the city or in
the countryside so that students can use the
expressions for agreement and
disagreement.
Script Part A--This is a girl talking
about the countryside.
Hi there!! I am Sophie and I am here to
tell you how exciting it is to live in the
country. Every morning when you wake
up, you can listen to the birds singing and
the fresh air you breathe is incredible. You
can feel how your lungs enjoy this
experience. The country is so amazing.
You can raise your own animals and plant
your own fruits and vegetables. You know
exactly what you are eating. In fact, once
my best friend from the city invited me for
dinner, and I felt strange when I had to eat
meat. It was like I didn’t know what I was
eating! Plus, there isn´t much crime in the
country. At least not by me. People are
very friendly; we know each other pretty
well. We share our things and all of us are
kind to others. Living in the country is the
best! Give it a try! I definitely recommend
it.
Answers:
3)a. birds singing not chirping b. air is
incredible not wonderful
c. people are friendly d. people are kind
not rude
4)I don´t agree / I agree to some extent…
sound different
Script: Part B
Hi. I am Marie and I don’t agree with
Sophie at all. I think the country is very
dull and has a lack of everything. There is
no fresh, clean water. There are lots of
insects and it must be terrible to raise
animals to eat, and plant trees to get fruit.
I prefer to buy everything.
Hello. I am Ron. I agree with Sophie to
some extent. Sophie seems to have a calm
and happy life, but I don’t think I could
live in a place with animals, dirty streets
and especially without internet or satellite
TV.
PAGE 8: Communication and Cultural
awareness
Teacher Tip: Students can work in small
groups thinking of tourist places in
Ecuador before the reading. For activity 2,
in the same groups, they can agree on one
place from the list and one student will
represent the group to answer the activity.
PAGE 9: Oral communication
Teacher Tip: Before listening, the teacher
should inform, and if possible, show
students images of the Ecuadorian
rainforest and the importance of national
reserves such as the one in Cuyabeno. In
groups, students can give examples of
other protected areas in Ecuador and what
tourists can do there.
Script:
Host: Good morning everybody! Today
we are interviewing some tourists who
returned from Cuyabeno yesterday. They
are Laura, Kate and Miller. Welcome all.
Laura: Thanks for the invitation Larry.
Host: Thank YOU for visiting Ecuador.
Tell us how your experience in Cuyabeno
was.
Laura: Amazing!!!, I really loved the trip.
I was captivated by the vegetation, and the
sounds of the birds. And the animals there
are incredible! On the river, I could
appreciate some species better from the
water. It is awesome. It was like an
enormous mirror.
Host: Wow, What about you Kate?
Kate: Well, I was impressed by the trees. I
also think you can appreciate everything
better from the water rather than when
you walk through the forest. Those trees
were huge and it seemed to be painted.
But they were real and I saw different
colorful birds just flying around. It was so
exciting!!
Host: I can imagine!! So tell me Miller,
how was your experience?.
Miller: mmm, I liked everything: the flora,
the fauna, the food. But what I liked the
most was the communities. They have
some customs and traditions that really
surprised me. Like how they paint their
faces or make their tools for fishing, the
simple way they have to live. You know.
Host: Guys, thank you all for your opinion
and tell me in one word. Would you
recommend visiting Cuyabeno?
The three say : DEFINITELY
Answers:
3) answers top to bottom: L, K, M,
all three
4)Birds, food, communities
5) Laura was captivated by the vegetation.
PAGE 10: Language through the Arts
Teacher Tip: Before students read about
the coast of Ecuador, they can mention
some facts they know about the coast in
terms of typical music and musical
instruments of the region. The teacher can
encourage students to write the postcard in
activity 2 using some of the information
mentioned, or research some information
for the following class.
PAGE 11: Oral Communication
Teacher Tip: The teacher can ask
students what they know about Guayaquil
and provide important facts (the biggest
city in Ecuador, the most populated, an
important port, etc.). The teacher should
go over the Past Simple (regular and
irregular verbs) and the comparative and
superlative forms to compare two cities.
Script:
Hi everyone, I am Alexia. I am from
Chicago, and I am here to tell you about
my experience visiting the public spaces in
Guayaquil.
I have friends who talk about Ecuador, so
I decided to come and visit the port. I
visited the Pier 2000 and I consider it a
beautiful place. In my country it is very
difficult to enjoy public places because
they are always so crowded, and here I
could take a walk along the Pier. I saw so
many expressions of art there. There were
some who were painting, others selling
handicrafts, and others doing some
amazing graffiti. But they were taken
away by the police. I didn´t like this. I
think they don’t hurt anyone. However,
authorities must protect public spaces,
and I respect that. The other place I liked
was the park called “Parque de las
Iguanas”. I was impressed by these
animals. They just stay there, and people
can pass by without any problem. I believe
Guayaquil has excellent public places to
visit.
Answers:
2)a. visited b. decided c. could
3) checks next to: pier 2000, iguanas,
handicrafts
PAGE 12: Reading
Teacher Tip: In groups students can make
a list of public places in a city. After
activity 2, students can play a Gestures
Game to guess what places they are acting
out. Use the list of public places and the
text to label the pictures.
Answers:
2) sample answers-stadium, concert,
market, clinic, mall
3) a. parks, b. swimming pool,
c. market, d. day care center
PAGE 13: Writing
Teacher Tip: The teacher must go over
Quantifiers. The activities on this page can
be used as group assessment.
PAGE 14: Assessment
Answers:
1)Grammar/Vocabulary- a. milked, were
sleeping b. woke up c. was cooking,
arrived d. fed
3)Reading- a. multicultural, b. Customs
and traditions c. the coast d. unique
4)Listening-a. Paul b. Hannah
c. Paul d. Hannah
Script:
Paul: Hey! Hanna how are you doing?
Hannah: Just fine Paul. Tell me, how was
your trip to Azuay.
Paul: It was so incredible that I didn’t
want to return. It is so calm. It has some
traditional buildings like the church that
keeps old Spanish architecture. And in a
little town there is a museum. Can you
imagine that?
Hannah: Yes, Ecuador is full of surprises.
Paul: And the last and incredible fact, this
place has a very big area of pine trees
called “piñoneros”. It is the biggest in
Ecuador.
Hannah: Great! You have convinced me.
I will go there too.
PAGE 15: Assessment
Teacher Tip: In this task, students will be
assessed in the writing competence
developed in the first two lessons of the
module along with the grammar and
vocabulary learned. Students will be also
able to develop their social-emotional
abilities such as decision making,
coherence, and reflexive thinking.
1) Students must research in advance
important facts about a city.
2) Make lists of adjectives to describe
that city, its attractions, public places,
etc.
3) Then students are asked to write a
descriptive comparative paragraph
using the complete scheme learnt for
it (introduction, body and conclusion)
comparing the city researched with
the city they live.
4) Optionally, students can make a
collage, draw, or bring a photograph
of the two cities they wrote about.
Answers:
1)Grammar/Vocabulary- a. some, fresh
b. much, far c. ad, promote d. a
lot of, the park
3)Reading- a. False b. False
c. True d. False
4)Listening- a. museums, theaters and
restaurants b. put them on his blog and
promote the cities c. showing pictures
helps businesses and local communities
d. answers will vary
Script: At a radio show
As a frequent traveler, I love to go to
different places, try new food, talk to local
people, and take a lot of pictures of the
most beautiful and interesting attractions.
The majority of them are public places so
I don’t have to pay to see them. But there
are others like museums, theaters, and
restaurants where you have to pay to
enter. What I like the most is that I can
share my pictures with many people on my
blog, and promote the cities where I go.
That helps some businesses and local
communities.
PAGE 16 : Project 1- A dream City
Teacher Tip: In this group task, students
will be assessed in the reading, listening
and speaking competences developed in
the first two lessons of the module, and
also the grammar, vocabulary and cultural
aspects learned. Students will be also able
to develop their social-emotional abilities
and values such as team work, cooperation
and innovation.
In small groups:
1) Students must make a poster to
promote the city where they live so
that tourists feel attracted to go visit it.
2) In order to get some ideas, students
need to do some research or can be
given some links (it depends on the
city or town they live) where they
have different readings and see some
videos about their city.
3) They make a list of the public places,
attractions and activities, food, etc
they can use in their poster.
4) Each student must explain the class a
little bit about the place. They need to
include images to make the poster
more attractive.
PAGE 17: Let’s review!
Teacher Tip: Students need to be
challenged to find some of the vocabulary
and grammar points covered in the last
two lessons.
Answers:
1)Grammar/Vocabulary- a. I’m The
Mayor of the city. b. I work at the City
Hall c. It’s crowded.
2)Answers will vary.
3)
a. Martha lives in the countryside and
Juan in the city. Her home is calm and
quiet, his is big and crowded.
b. Fresh food, milk and cheese.
c. When she visits her son, she feels sick
and sad, and doesn´t understand how
people can live in those conditions.
PAGE 18: Communication and
Cultural Awareness
Teacher Tip: Students can be introduced
to some ideas about Traffic Education.
Answers:
1)-A speed limit, B a stop is ahead
soon, C school near, D reduce speed,
E stop, F No U turn, G road
construction ahead, H don’t enter this
road (one way),
I road does not have exit ahead
PAGE 19: Oral Communication
Teacher Tip: Before listening to the
recording, students can discuss in small
groups or as pairs what things should be
taught in a traffic education class. Each
group can share one of their ideas with the
class, explaining why it is important.
Script:
Hey guys I am Joy and I study at a public
high school in the city. This year we are
taking a subject called Traffic Education,
and I am the leader of this level. As a
leader, I have to know some things about
the class. For example, you as a citizen
have to know that this subject is about
how to act on the streets as a driver,
pedestrian or passenger. Sometimes we
don’t know exactly how to do it. We
expose ourselves to danger, if we cross the
streets without respecting the pedestrian
crossings, or use the street instead of the
sidewalk. Drivers also expose themselves
and others to danger when they don’t obey
the traffic rules. And many times
passengers don’t know their rights when
using public transportation. All of these
things cause a lot of accidents in the city.
Traffic Education is very important if we
want to avoid chaos in the streets.
Answers:
1)a. Traffic Education b. answers will
vary c. Crossing the street but NOT in
the pedestrian crossing, walking in the
street instead of on the sidewalk.
2)passengers, pedestrian crossing,
driver
4)Traffic education is very important.
PAGE 20: Reading
Teacher Tip: Before reading, a discussion
should be held about the best ways to learn
about traffic education. Schools? Private
institutes? Free? Etc?
Answers:
3)a. themselves b. ourselves c. yourself
4)left to right: C A B
PAGE 21 : Writing
Teacher Tip: Discuss with students the
fact that “have to” is the most common
way to express an obligation, especially
when speaking in English. Brainstorm
things they have to do: at home, at school,
as members of society, etc.
Answers:
4)a. themselves b. its
c. themselves d. my
PAGE 22: Language through the arts
Teacher Tip: Discuss these questions
with students. What are memes? How long
have they existed? Where do you see
memes? Students can also be asked to
generate more questions if they are curious
about memes.
PAGE 23: Oral Communication
Teacher Tip: In pairs or groups have
students make lists of different ways they
can help people. Challenge them to think
outside of just their family and school?
Have any students volunteered or donated
items? This activity can be started, and
then continued after the listening activity.
Script:
DAUGHTER: Hey mom, who’s that man
on the TV? He’s feeding some kids that
live on the streets.
MOTHER: His name is Jaime Jaramillo,
but everybody calls him Papá Jaime. He
helps hundreds of homeless people in
Colombia. He not only feeds them, but
also assists people who need medicine, or
just someone to talk to. He’s an amazing
human being.
DAUGHTER: That’s really generous. My
teacher says we must be nice to those who
need it the most. She teaches us to help the
blind or the elderly who need to cross the
street, or to give up our seats if they need
them. Like to a woman carrying a baby, or
is pregnant.
MOTHER: Exactly. One day we will be
old too, and having someone who can help
us will be great. Don’t you think so?
DAUGHTER: I will help you mom. You
always help me and protect me. One day it
will be my turn to do it for you.
MOTHER: Thank you dear.
Answers:
1)a. Papa Jaime b. He is Colombian
c. gives food to people, helps people get
medicine, talks with people
2) All images show ways of helping
people
PAGE 24: Communication and
Cultural awareness
Teacher Tip: Depending on where you go
and for how long, people bring many
different things with them when they
travel. Give students different examples of
destinations, and ask what they would
bring on the trip. What will affect what
they are able to bring on the trip? How far
are they are traveling? How long willl they
be gone? Are the traveling by bus, car,
plane? Etc.
PAGE 25: Oral communication
Teacher Tip: Discuss trips students have
gone on recently: They don´t have to be
far, or even overnight. How much
planning did they do before the trip?
Script:
Hi friends, I am Tony, and I’m here to tell
you about my last trip. My family and I
don’t spend much time together because
my parents have to work. So they made a
big effort to take me and my siblings on
vacation to compensate for the time we
cannot be together. We went to the United
States and visited Disney World. It was
amazing! We enjoyed ourselves at the
theme parks and we tried to see it all. It is
incredible! My family and I were very
happy. We didn’t have problems with the
language because my father speaks
English very well. He is an accountant
that used to work as an English teacher
before.

Hi I am Sammy. I visited my family in
Riobamba. It is a cold city. The
Chimborazo volcano is there. My family
and I ate the famous “hornado” or baked
pork, that is one of the most delicious
foods in Ecuador. I also drank some juice
made with natural fruit, and even ice from
the Chimborazo brought by the famous
Baltazar Ushca. I also traveled to Colta.
There, we saw a big lagoon. To close our
nice family vacation, we visited the
museum in Guano, a place near
Riobamba, where we saw the famous
mummy, the only one in
Ecuador.
Answers:
1) New York, where the statue of liberty
is, represents a trip overseas. Cotopoxi is
in Ecuador so it is not overseas.
3)Tony- Disney World in the USA – went
to theme parks
Sammy – Riobamba, Colta, Guano-
hornado and ice, visited lagoon, saw a
mummy
4)a. False, both parents work b. False,
His father speaks English
c. True d. True e. False, She ate
ice from Chimborao f. False, Guano
is near Riobamba
PAGE 26: Reading
Teacher Tip: Before reading, discuss
connectors and sequence words that keep a
narrative moving in chronological order.
Brainstorm as many as you can, and give
examples.
Answers:
2)a. A year ago, Montanita b. After
they arrived, three days c. The
second/next day, teens d. had a great
time.
3)a. twelve b. a few days
c. after d. second
PAGE 27: Writing
Teacher Tip: Remind students that an
introduction should not only introduce the
topic, but also get the attention of readers.
Give examples, and have students
brainstorm possible topic sentences. A
concluding sentence should include some
of the ideas mentioned in the body, and be
an obvious end to the writing.
Answers: Answers will vary.
PAGE28: Language through the Arts
All writers need to consider the audience
and purpose of their writing in order to
know how formal or informal it should be.
Ask students to share examples of writing
that should have a formal tone or style.
Answers: Answers will vary.
PAGE 29: Oral communication
Teacher Tip: Have students write down
plans for that day, the next week, next
vacation. How and why do plans change?
Script:
Nicole: Hi Johnny. How are you?
Johnny: Hi Nicky. I’m all right. Yourself?
Nicole: Great! Hey, are you going to the
music festival this weekend?
Johnny: No, I’m not going. I need to
finish my Traffic Education project. Carla
is coming to my house tomorrow, very
early in the morning. We are preparing
some posters with traffic signs and
symbols so, I don’t think I can make it.
Nicole: Let me help you then. I’m not
doing anything today and I really want
you to come with us tomorrow.
Johnny: That’s great! Thanks a lot Nicole.
Oh no! I forgot. My mom is taking me to
the movies today. We’re watching a
Peruvian film called Pachamama at 6pm.
She’s coming in a few minutes. Sorry!
Maybe next time.
Answers:
2)a. False, it is about the next weekend
b. True
c. False, Traffic Education project
d. True
PAGE 30: Assessment crossings, and we must walk on the
Answers: sidewalk. If we are on the bus, and a
1)Grammar/Vocabulary- a. His b. Their pregnant woman or an elderly person
2)Sample answers- a. Students have to be
responsible and help out their parents at needs our help or seat, we as good
home. b. Students have to respect school citizens have to assist them. To finish,
rules so they don´t have problems. always consider that red signs indicate
4)Reading- a. citizens, b. vulnerable that something is prohibited. Yellow
people c. we d. ourselves signs mean that there are some
5Listening- a. True b. False, stayed
warnings, and blue signs have some
in a nice hotel c. True d. False,
they returned to their house important information about places.
Script: Be a good citizen, respect the traffic
Hi there! My name is Lucy and I am here sings and signals, and always continue
to tell you about my last trip. I went to to educate yourself!
Baños with my family. We stayed in a nice
hotel. The hotel had a beautiful view of a
waterfall. We visited the zoo and saw PAGE 32: Project
many animals, and we ate some delicious Teaching the Citizens
taffy candy called “melcochas”. My 1. Divide students in to groups.
favorite was one made with tangerines. 2. For number 1, make a list of what
We went to the church and then we the most important signs and
returned to our house. It was a short, but symbols to know and follow to be
safe.
very nice family trip.
3. For number 2, list important laws
for pedestrians, drivers and
passengers to follow. Also list
example of how to be courteous
and safe.
PAGE 31: Assessment
4. For number three, decide which
Answers:
ways of assisting are realistic for
1)Grammar/Vocabulary-Sample answers-
students. Who can they help and
Red-you have to stop, yellow- you may
how?
proceed with caution, green- proceed
5. From their lists, students need to
normally, you have the right of way
plan activities, games,
2)-Listening: a. prohibited b. rules c.
presentations, posters, etc to share
assist d. sidewalk
their information about Traffic
4) Reading: a. No, she is sad because of all
Education.
of the accidents b. young kids and the
elderly c. No, there are many accidents
d. She would like to teach people
Script: (audio file is named page 30
assessment 2))
Hello everybody, I am going to talk about
the signs, signals and symbols that most
cities have. I´m sure that at this point, we
recognize and respect most rules and
regulations we have as pedestrians.
Everyone under 18 years old can be a
pedestrian, and when they are 18 they can
start to drive.

Remember that we always have to

cross the street using the pedestrian