Cambridge Horizons 2nd Edition - TE - Nivel 4

Cambridge University Press
978-1-108-91508-3 — Cambridge Horizons Level 4 Teacher's Edition

2nd Edition
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for Bachillerato Tecnológico

SECOND EDITION
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4 TEACHER’S EDITION
Aaron Burkholder
© Cambridge University Press www.cambridge.org

2nd Edition
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First edition published 2018
Second edition published 2021
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ISBN 9781108915083 Cambridge Horizons 2nd Edition Teacher’s Edition 4
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Art and Design Coordinator: Pablo Guzmán de la Cruz

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Acknowledgments
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We want to thank the enormous contribution provided by a great number of people, mainly teachers and coordinators from
CETIS, CBTIS, and CECyTE. A very special thank you, to praise and honor the dedication, patience, input, time and invaluable
feedback received from the following authorities based in the State of Sinaloa and whose insights and suggestions helped
define the content and format of Cambridge Horizons, 2nd. edition.
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Centro De Estudios Tecnológicos Industrial y de Servicios

CETIS 107 CETIS 108
Culiacán, Sinaloa Guasave, Sinaloa
Eugenia Izunza Jesús Cinco
Presidenta de Academia y Docente Docente
Centro de Bachillerato Tecnológico Industrial y de Servicios

CBTIS 43 CBTIS 51
Los Mochis, Sinaloa Mazatlán, Sinaloa
Maria Eliza Romero Angulo Silvia Romero Dueñas
Docente Presidenta de Academia y Docente
Gladys Dinora Franco Osuna - Docente
Alma Angelica Loaiza Ayón - Docente
Colegio de Estudios Científicos y Tecnológicos del Estado de Sinaloa

CECyTE CECyTE
Jasiel Jared Valenzuela Favela Ángel Camacho
Responsable de Vinculación Empresarial Responsable de la Academia de Inglés
ii Acknowledgments

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Contents Introduction
Scope and Sequence ��iv
Introduction to Cambridge Horizons 2nd Edition �� vii
Essential Teaching Tips ��ix
Meet your Student’s Book ��xi
Walkthrough of Module Content �� xii
Meet your Teacher’s Edition �� xviii
Evaluation in Cambridge Horizons 2nd Edition ��xix
Level 4 Competence Chart ��xx
Student Evaluation �� xxii
Teaching Notes
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Module 1 Why do we make comparisons?
Module Opener ��T-13
Lesson 1-3 ��T-14
Case Study Topic 1 ��T-20
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Self and Co-evaluation ��T-22
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English/Spanish Dictionary ��T-34
Module 2 How can we add more meaning to the things we say?
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Lesson 10-12 ��T-46
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Module 3 What do you enjoy doing?

Lesson 13-15 ��T-58
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Lesson 16-18 ��T-68
Extra Practice and Additional Resources

List of Verbs ��T-79
Language Summary 1 ��T-82
Extra Practice Answer Key Module 1 ��T-85
Language Summary 2 ��T-91
Extra Practice Answer Key Module 2 ��T-93
Language Summary Module 3 ��T-99
Extra Practice Answer Key Module 3 �� T-103
Semester Test �� T-109
Semester Test Answer Key �� T-113
Class Audio Scripts �� T-115
Bibliography �� T-123
Webography �� T-124
Introduction iii

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Scope and Sequence

LIST OF VERBS 79
MEET YOUR BOOK 7
LANGUAGE SUMMARIES/EXTRA PRACTICE 80
CLASSROOM LANGUAGE 8
BIBLIOGRAPHY 108
DIAGNOSTIC TEST 10
WEBOGRAPHY 109
MODULE TOPICS STUDENTS WILL BE ABLE TO: VOCABULARY
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Module 1 What
can we describe?
Page
Adverbs to describe
actions
Lessons 1 - 3
14
u
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communicate with others using certain
expressions and adverbs of manner to
describe actions in a particular context u computer terms
or situation phrases from Shakespeare
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Self-evaluation 22 u
u jobs and workplaces
Co-evaluation 23
Topic 2
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u personality adjectives
Describe and compare 24 u make descriptions of objects using u book genres
Lessons 4 - 6 correlative words to point out u music
similarities and differences
Self-evaluation 32
33
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Co-evaluation
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GRAMMAR CASE STUDY
Topic 1 u adverbs of manner

u adjectives to adverbs
of manner
u irregular adverbs u Spare time activities survey 20
Topic 2 u comparative
adjectives
u comparative
structures u Making comparisons 30
u correlative
conjunctions
iv Scope & Sequence

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Module 2 How can

we add more meaning
to the things we say?
Page
Topic 3
It’s very exciting 36 u use intensiiers to express levels
Lessons 7 - 9
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of intensity in sentences
Self-evaluation 44
Co-evaluation 45
Topic 4
It’s the best 46 u
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express similarities or differentiations
u
u
u
movie and TV genres
extreme sports
personality adjectives
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Lessons 11 - 13 about prices and personal interests
Self-evaluation 54
u fast food menu
Co-evaluation 55 u electronic devices
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u shopping
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GRAMMAR CASE STUDY

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Topic 3 u intensiiers, normal and

strong adjectives
u common intensiiers
u intensiiers with u TV Still on Top for Teens 42
comparatives and
superlatives
Topic 4 u comparative adjectives u What are ads? 52

review
u superlative adjectives
u degrees of comparison
Scope and Sequence v

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Module 3 What do
you enjoy doing?
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Topic 5
He likes swimming,
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doesn’t he? 58
Lessons 13 - 15
u use conirmation questions
Self-evaluation 66 u book expressions
Co-evaluation
Topic 6
67 L u
u
experiences
personality traits
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It was exciting and fun 68 u communicate ideas and opinions giving
additional information using words which
u attitudes and moral values
Lessons 16 - 18 u negative preixes
indicate cause, effect or contrast u natural features
Self-evaluation 76
Co-evaluation 77
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GRAMMAR CASE STUDY

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Topic 5 u verb+ ininitive /

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gerund or both
u verbs followed by
ininitives or gerunds
(different meanings)
u tag questions
u Organize a trip or event 64
Topic 6 u connectors, but,

or so
u Teens and body image:
u connectors: and,
A health risk? 74
but, or, because, so
u other common
connectors
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Introduction to Cambridge Horizons 2nd. Edition

Cambridge Horizons 2nd� Edition, provides teachers with We know that students learn by doing and often learn more
everything they need to teach the official Bachillerato when they are challenged� Cambridge Horizons provides
Tecnológico program successfully� In order to minimize activities that require students not only to apply the language
potential disruption in the classroom, activities in the they have learned, but also to use critical thinking skills to
Student’s Book and the accompanying teacher’s notes in the organize and implement the information in meaningful ways�
Teacher’s Edition have been specifically designed to work well Each lesson moves from teacher-directed instruction to
with large classes� student-centered practice so the learner can achieve the
learning outcomes with confidence in a risk-free environment�
About the Course At the end of every topic included in each module, students
Cambridge Horizons 2nd� Edition, is a five-level American collaborate on a Case Study� The case study allows students to
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English integrated skills series for Bachillerato Tecnológico produce something that requires the active application of the
students� Its syllabus is strictly aligned to the national language skills and knowledge they have acquired throughout
Bachillerato Tecnológico program� The Student’s Book is the topic� This is what the official program requests as a
divided into three modules which offer the topics and cover learning evidence� It is also an excellent opportunity for
the instruction classroom hours in agreement with the three students to put into practice program values, as well as general
evaluating periods indicated in the program�
The learning outcomes and competences indicated in the
official program, serve as a key organizing principle� The
learning outcomes in each module, are presented at the
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and disciplinary competences�
The Benefits of Teaching with

Cambridge Horizons 2nd� Edition
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beginning of each lesson so that students know exactly what The purpose of Cambridge Horizons 2nd� Edition is to make
they should be able to do in English at the end of each module� teaching and learning an enjoyable, rewarding, and productive
Can-Do questions on every second page of a lesson enable experience� With this in mind, the activities in the Student’s
each student to measure their own progress in a practical and Book and the teaching notes in the Teacher’s Edition have
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transparent way� been designed for you to guide your students in achieving the
Evaluation requirements are met with a robust assessment many benefits of language learning by following very basic
strand� Cambridge Horizons 2nd� Edition provides a diagnostic procedures� The teaching notes provide step-by-step procedures
test at the beginning of the course self and co-evaluations for along with specific examples of what you need to ask and say
every module in the Student’s Book, as well as a semester test to your students in English� Each two-page spread lesson, has
and student evaluation rubrics, checklists, and observation been designed to fit a 50-minute class period� Suggestions for
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logs in the Teacher’s Edition� All this provides teachers with a extension activities are included in the Teacher’s Edition for
complete set of evaluation tools to assess students’ performance� those teachers with 50- to 60-minute class periods�
Horizons 2nd Edition uses a variety of visually appealing
The Approach icons to convey different ways of working as well as acting
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Cambridge Horizons 2nd� Edition, is a four-skills and as prompts for further tasks�
competence-based series in which students are systematically
Students work individually to complete the activity�
exposed to essential vocabulary and basic grammar structures
in the context of conversations or other level-appropriate Students work with a partner to complete the activity�
texts� The grammar is presented and explained, then students
Students work in groups to complete the activity�
practice the grammar and vocabulary in both, writing and
speaking activities� Once students have completed a task, they save their
work in a portfolio�
Act.
Pag.
101
1
Extended practice Students complete the extra practice
activities section to consolidate what
they learned�
Introduction vii

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Module Structure Using the Look up and Say Technique

When Ss practice the Language in Context in pairs, have them
Section Objectives
use the Look up and Say technique:
Lessons
1� Each S reads one line and then looks up and says it to
1� Vocabulary Presents and practices a set of vocabulary items�
their partner�
2� Language in Previews the meaning and use of the grammar 2� Model the technique the first few times you give the
Context (presented in the next section) within a context,
instruction for Ss to practice the Conversation with
recycles vocabulary, and provides personalized oral
practice� a classmate� Look down at your book and read the first line
of the conversation silently, then look up at the class and
3� Grammar Presents and practices a grammar point�
read it aloud�
4� Speaking Provides students with the opportunity to use
new vocabulary and grammar in a personalized Grammar
speaking activity�
The aim of the Grammar section is to present and practice
Can-Do questions Provide students with the opportunity to self-evaluate the grammar previewed in the Language in Context section�
their progress at meeting the learning objective�
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The teaching notes provide suggestions and step-by-step
Case Study instructions on how to present, explain, and check students’
1� Reading Allows students to check comprehension of the understanding of the grammar before moving on to the
accompanying texts in the Case Study� controlled-practice activities� Grammar explanations focus
2� Task Offers students the opportunity to actively on the use and meaning of the new grammar point before
3� Value
participate in collaborative work, providing solutions
to contribute to a project�
Engages students in the discussion of a human value
and the impact it has on their lives�
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focusing on the form� The grammar presentation is followed
by two types of controlled-practice activities� The first
(Activity A) provides written practice of the new grammar for
students to work on independently� The second (Activity B)
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Evaluation is a pair work speaking activity designed to give students
1� Self-evaluation Develops self-assurance and self-confidence as an opportunity to produce and personalize the new grammar�
students check on their progress�
2� Co-evaluation Provides students with opportunities to evaluate Speaking
their classmates’ work and help them improve their This section provides an opportunity for students to use the
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language skills�
language they are learning in a personalized speaking activity�
How to Teach a Cambridge Ongoing Self Evaluation
Horizons 2nd Edition Module This is an opportunity students have to evaluate their own
progress by answering a Can-Do question on every second page�
Vocabulary This ongoing self evaluation helps students become independent,
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The aim of this section is to teach six or more new words or autonomous learners�
phrases� Vocabulary presentations include pictures to help
students associate new words with their meanings� All new Self-evaluation
vocabulary has also been recorded to facilitate students’ correct This task provides students with an opportunity to think about
pronunciation of the new vocabulary as they listen and repeat their progress as they read the learning outcomes and the
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it� The recordings are also used to check answers to vocabulary examples and evaluate themselves�
activities� In Activity A, students usually listen and repeat the Co-evaluation
new vocabulary or perform a simple written task first and Another tool designed for students to evaluate their classmates’
then listen and repeat� In Activity B, students use the new progress and provide feedback to help them improve their
vocabulary in a speaking activity� language skills and reach their goals�
Language in Context
This section exposes students to a variety of texts that recycle
new vocabulary and preview the new grammar before it is
presented in the section that follows� It provides students with
an example of natural conversational language as well as short,
easy-to read and understand texts� Students listen to either the
conversation or the text, and then practice it together with the
whole class, and then with a classmate�
Students become passively aware of how the language works
when listening to and reading texts and conversations� When
they are presented with grammar rules after seeing the grammar
used in context, it is easier for students to understand them�
viii Introduction

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Essential Teaching Tips

Getting Ready Step 3 Setting a Time Limit
Announce a time limit to the class before they begin an
Preparing for Class
activity� Say: You have X minutes to … For longer or more
Prepare for class by reading the teaching notes beforehand�
complex activities, write the start and end times on the board�
Identify any parts of the lesson that might be problematic
Stop the activity on time�
or require additional preparation� Know ahead of time what
vocabulary and grammar your lesson will focus on� The Step 4 Monitoring Students’ Work
teaching notes don’t require you to bring extra material to Circulate and monitor students’ work to make sure students
class, but you might decide to do so now and then to vary are on task and speaking in English� At the same time, you can
your class presentation or practice� correct any mistakes, answer any questions students have, or
help individual students�
Teaching the First Class
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The first day of class gives you an excellent opportunity to Step 5 Going Over Answers
show your students what you expect from them and what they Stop activities on time by calling the class to order� Say: Time
can expect from their English class� Greet students in English, is up� Please stop what you are doing� Let’s check your work� For
a sincere welcome from you is a good way to break the ice and closed activities (those with only one correct answer), elicit
answers from the class� Repeat the answer so everyone can hear
engage students on the first day�
Beginning a Class
Always greet your class in English and, once students are
seated and you have their attention, state the class objectives
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it and/or write the correct answer on the board� For discussion
activities, ask one or two students to tell you and the class what
their partner(s) said�
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(you can write these on the board before students enter)�
Basic Tips for Teaching the Activities
During the Class Grouping Students
It’s important for students to work with a variety of classmates
Basic Steps for Teaching the Activities
to do or check activities and practice speaking� A way to pair
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Step 1 Getting Students’ Attention students is to tell them to sit in new pairs and/or groups as they
Begin every activity by directing the students’ attention to any enter the classroom at the beginning of the lesson� If you do
pictures, charts, or sub-titles on the page before playing or this once a week or once every two weeks, you will keep the
reading the direction line aloud� At lower levels, say: Look at class dynamic� Alternatively, have a stronger student work with
the … on page XX� Ask: What do you see? and help less able students�
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With more experienced students, it is important to activate Using English

their prior knowledge� It’s essential for students to use the time they have in class to
Step 2 Giving Instructions hear, read, write, and speak English as much as possible� This
Play or read the direction lines aloud� Explain any difficult is how we develop our “ear” for a foreign language and become
words and move on immediately to the example� better language learners�
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Using the Board

The board should be used as a support for teaching: to show
the meaning of a new grammar point or highlight its structure,
to spell or list new vocabulary, to brainstorm ideas, and to
provide examples�
Introduction ix

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Eliciting Whole Class Responses Using videos in class

Eliciting is a basic teaching skill that allows students to become Cambridge Horizons 2nd Edition offers you not only this
active participants rather than passive listeners in class� When Teacher’s Edition with teaching and cultural notes, evaluations,
teaching new concepts, avoid simply giving students all the and teaching and language tips but it also includes the use of 2
answers� Instead, elicit (ask for) answers from students to get engaging videos that support students’ learning process
them thinking in English and actively participating in the class� through visual elements that reinforce the topic as well as the
Using Choral Repetition Technique language structures Ss have learned so far in the course�
It allows students to hear the new target language and repeat The use of these videos is suggested as a reinforcement or
it as a class� It gives beginner students an opportunity to say even as an evaluation tool at the end of modules 1 and 3 where
words and phrases out loud with a group before they say you’ll find an icon flagging the number of the video to be used
them individually, which reduces their anxiety� It is during the in each module� This icon is only included in your Teacher’s
drilling stage that you should correct mistakes� edition� However, these are only suggestions and whether using
Monitoring the videos or not, your Ss’ learning process will not be affected�
Pair and small group work is a time for you to walk around
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the class and check that all students are on task and speaking Ending the Class
in English� This is the time students may ask you questions, Just as warming up is important at the beginning of class, it’s
and it is also your opportunity to correct mistakes students necessary to cool down the group at the end� Try leaving a few
are making and at the end of the class, share the mistakes and minutes at the end of the class to review the learning objectives
corrections with the rest of the group to improve everyone’s
language skills�
Making Mistakes: When and

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for that day� Have students check the Can-Do questions
regularly and ask them what they enjoyed most about the class,
wishing them well until next time�
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How to Correct them Final Words for Teachers
Encourage students to experiment with the sounds and Whether you are a seasoned, veteran teacher or a new teacher
structures, and explain that making mistakes is an essential starting out, your Ss will look to you for guidance and support
step towards becoming fluent, confident speakers� as they learn English� Therefore, we want to thank you for
trusting us; we are sure you will find interesting and very
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Therefore, when an activity is focused on communication,

useful teaching strategies, tips and tools that will broaden
such as in an exchange, avoid immediate correction since
your and your Ss’ horizons� Have a very enjoyable and
it breaks the flow of the conversation and can discourage
successful semester!
students� However, when the focus is on structure, correct
mistakes immediately to avoid repetition and/or learning from
other’s mistakes� However, whichever type of mistake students
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may make, remember to write down frequent and important

mistakes for students to identify and correct them�
Giving Feedback
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It’s always important to frame feedback positively for language

learners, otherwise they can become discouraged� A popular
technique is to “sandwich” two items of positive feedback
around one constructive item of feedback� For example:
T: You did a great job of using the new vocabulary,
Samuel! (positive) Next time, be careful with your verb tenses –
(constructive) But you sounded very confident and fluent�
Great job! (positive)
x Introduction

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Meet your Student’s book

Now, let’s take a look to the key features offered in the textbook your
student’s will be using, as we take a walkthrough of module content and
find out what��
• topics are found in each module,
• kind of activities have been included in the lessons,
• the case studies stand for,
• type of evaluations Ss will be working on,
• extra practice Ss can use to review and reinforce what they’ve learned
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so far in the course�
After having explored the structure of the Student’s book, you’ll then be
taken to meet your own Teacher’s Edition�
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The Student’s book was designed and is meant for your teen and
young adult students; therefore, it starts with a Diagnostic test
to check previous knowledge and how much they know about the
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language to be learned in the semester. The contents are divided in 3
modules with two-page spread lessons each, that offer a personalized
speaking or pronunciation activity to provide students with relevant
and meaningful practice of the grammar and vocabulary they are
learning. Every module offers the topics requested in the oficial
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program and so each one ends with a Case Study, a Self-evaluation

and a Co-evaluation. At the end of the book, students will ind a
Language Summary for each modules with extra practice exercises, a
list of verbs and a list of bibliography and webography they can use to
improve and increase their language and cultural knowledge.
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Walkthrough of Module Content
Each module starts with an entry

which introduces the upcoming content
through a Big Question supported by
enticing and thought provoking images.
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Lessons
Each two-page spread lesson contains a complete learning cycle:
Vocabulary, Language in Context, Grammar, and Speaking or Pronunciation.
First, students learn and practice the language elements and then they use what
they’ve learned in a personalized speaking activity.
Vocabulary Language in Context
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Students... Students...
• Learn new vocabulary related to the topic. • Listen to or read the new words in a
• Use pictures, charts, and deinitions to conversation or in a short, interesting text.
understand and practice the words.
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Grammar
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Students...
• Study the examples in the chart.
• Practice the grammar rules in both a written
and a short speaking activity.
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Speaking
Students...
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• Use the vocabulary and grammar to speak

about themselves.
• Answer the Can-Do questions to conirm
their progress.
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Case Study
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Work in groups
Students...
• Read
• Collaborate
• Report
• Produce a learning evidence of what they
can do in and with English
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Evaluation
Self-evaluation
Students...
• Read the Can-Do statements and the examples
• Answer and evaluate themselves
• Share answers and check their own progress
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Co-evaluation
Students...
• Evaluate their classmates’ work or presentations
• Use their new language skills to help their
classmates improve their language skills
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Extended Practice Exercises

Act. Found on the second page in the lesson and correlates
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Pag. Extended practice its contents to the corresponding activity/activities
101 to be done in the Extended Practice section.
Work in groups
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Students practice what they learned
in this module:
• Vocabulary
• Grammar
• Reading
• Writing
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Meet your Teacher’s Edition

The Teacher’s Edition is a comprehensive guide for teachers
using Cambridge Horizons 2nd� Edition in their classes� It Teaching Notes
provides step-by-step lesson plans for every activity alongside
each full-size Student’s Book page, as well as suggestions for • state learning objectives for every part of
extension activities, teaching tips, and special language and the lesson.
culture notes� It also contains complete answer keys, Class • offer step-by-step lesson plans.
Audio Scripts, and annotated testing materials� • suggest extension activities for extended
class periods.
• include boxes with additional guidelines and
suggestions to support teacher development
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and enrich the classroom experience.
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Module Entry
• Can-Do statements preview students’

progress goals for the module.
• List of the target vocabulary and grammar
topics in the module.
• Advance preparation notes alert teachers to
any activities in the module that require
pre-class planning and/or homework.
• Step-by-step instructions on how to exploit
the Big Question and the visual support.
xviii Introduction

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Evaluation in Cambridge Horizons 2nd. Edition

The evaluation, or assessment, strand of Cambridge Horizons 2nd Edition offers a variety of evaluation tools to measure and/or
describe each student’s progress and achievement in meeting the official program’s learning objectives and competences� Together
these tests and evaluation forms will make up the student’s learning portfolio and provide comprehensive evidence of their learning�
Diagnostic Tests
The diagnostic test assesses students’ prior
knowledge of grammar and vocabulary to
determine which areas are new or may require
more practice during the course�
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Diagnostic evaluations represent a good opportunity
to set class goals� When Ss take a diagnostic test,
they can easily identify the language they already
know, as well as the structures and vocabulary they
are going to learn in the upcoming modules� At the
end of a diagnostic test, ask Ss to make a note of any
grammar and vocabulary they need to review�
This activity promotes S’ responsibility and engages
them directly in their own learning�
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Self-evaluation
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Self-evaluations, enhance learner autonomy by

asking students to reflect on their progress� They
help students determine which areas of grammar Student Evaluations
and vocabulary they need to review and practice� Student evaluations (also known
as formative evaluations) are
Co-evaluation
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assessment tools that teachers use

Co-evaluations, engage students to evaluate to assess how well students are
their classmates’ progress allowing them to able to use the language they
provide and exchange feedback as they learn are learning� The results of these
together and improve their language skills while evaluations can be used to decide
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reinforcing and strengthening the areas where when more practice or review
they identify as in need of extra practice� is necessary�
Semester Test
The Semester test is a final test (sometimes
called a summative evaluation) to be
taken at the end of each level� The test
objectively measures a student’s progress,
indicating what they have learned
throughout the semester, particularly in
the areas of grammar and vocabulary�
Introduction xix

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Level 4 Competences Chart Module 1
Case Study
Case Study
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
General Competences
1. Knows and values oneself; faces challenges and problems taking into account
stated goals.
✓ ✓
2. Shows sensitivity to art; participates in the interpretation and appreciation of artistic
expression in different genres.
✓
3. Chooses and practices a healthy lifestyle.
4. Listens to, interprets, and produces meaningful communication in diverse contexts

✓ ✓ ✓ ✓ ✓ ✓
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through appropriate use of semiotic codes, means, and tools.
5. Develops and proposes solutions to problems using established methods. ✓ ✓

6. Sustains one’s opinions on topics of interest and general relevance while considering
and relecting on others’ points of view.
✓ ✓ ✓ ✓
7. Undertakes autonomous learning throughout life.
8. Participates and collaborates effectively in diverse groups.
9. Acts with an ethical and civic awareness about one’s community, region, country,
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and world.
10. Maintains a respectful attitude toward interculturality and the diversity of others’
beliefs, values, ideas, and social practices.
✓ ✓ ✓ ✓ ✓
11. Contributes to sustainable development through responsible action.
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Module 1
Basic Disciplinary
Case Study
Case Study
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Competences
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1. Identiies, orders, and interprets explicit and implicit ideas, information, and
concepts in a text, taking into consideration the context in which it was created
and then received.
✓ ✓ ✓ ✓
2. Evaluates a text by comparing it to others, using one’s new and previous knowledge. ✓
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3. Proposes hypotheses about natural or cultural phenomena, based on consulting

various sources.
4. Produces text, taking into consideration communicative intent and context. ✓ ✓ ✓

5. Expresses coherent and creative ideas and concepts that contain introductory,
supporting, and concluding elements.
6. Publicly debates a position in a precise, coherent, and creative manner. ✓ ✓

7. Values and describes the role of art, literature, and social media in the re-creation or
transformation of a culture.
8. Values critical thinking in the communicative process in one’s personal and
academic life.
9. Analyzes and compares the origin, development, and diversity of systems and
means of communication.
10. Identiies and interprets the general idea and possible development of an oral or
written text in a foreign language, using previous knowledge, nonverbal elements, ✓ ✓ ✓
and context.
11. Communicates in another language through logical, oral or written discourse,
congruent with communicative context.
✓ ✓ ✓ ✓ ✓ ✓
12. Uses information and communication technology to investigate, resolve problems,
produce material, and communicate.
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✓
✓
Lesson 7
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✓
✓
Lesson 8
✓
✓
Lesson 9
P Module 2
✓
✓
✓
✓
Case Study
✓
✓
Lesson 10
M
✓
✓
Lesson 11
✓
✓
✓
✓
Lesson 12
✓
✓
Case Study
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✓
✓
Lesson 13
✓
✓
✓
Lesson 14
S
✓
Lesson 15
✓
✓
✓
✓
✓
✓
✓
Case Study
Module 3
✓
Lesson 16
✓
✓
✓
Lesson 17
✓
Lesson 18
✓
✓
✓
✓
✓
✓
✓
✓
Case Study
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STUDENT EVALUATION MODULE 1

Score key
LESSON 1 page 15, Activity 4B Observation Log 3 = Great! 2 = Good 1 = Needs practice
Listen to students’ conversations. Evaluate them.
Grammar Vocabulary Fluency Pronunciation Coherence

produces
correct uses different
sentences activities speaks organizes
speaks clearly
using vocabulary naturally ideas clearly
adverbs of accurately
I am evaluating: manner Total
1. /15
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2. /15
3. /15
4. /15
5.
6.
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/15
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7. /15
8. /15
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Score key
LESSON 3 page 19, Activity 4A Observation Log 3 = Great! 2 = Good 1 = Needs practice

A

produces
uses
correct organizes
appropriate speaks
explanations speaks clearly ideas
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words and naturally

using adverbs clearly
I am evaluating: phrases Total
of manner
1. /15
2. /15
3. /15
4. /15
5. /15
6. /15
7. /15
8. /15
xxii Module 1 | Student Evaluation Cambridge Horizons 4 © Cambridge University Press 2021 Photocopiable

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STUDENT EVALUATION
Score key

produces uses school
correct objects speaks organizes
speaks clearly
comparative vocabulary naturally ideas clearly
I am evaluating: structures accurately Total
1. /15
2. /15
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3. /15
4. /15
5.
6.
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/15
P
7. /15
8. /15
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Score key
LESSON 6 page 29 , Activity 4A Observation Log 3 = Great! 2 = Good 1 = Needs practice

A

produces
uses
coherent
appropriate
ideas organizes
S
words and speaks

descriptions speaks clearly ideas
phrases naturally
using clearly
for the
correlative
I am evaluating: conversation Total
conjunctions
1. /15
2. /15
3. /15
4. /15
5. /15
6. /15
7. /15
8. /15
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Score key

uses
produces appropriate
coherent words and speaks organizes
speaks clearly
ideas using phrases to naturally ideas clearly
intensiiers make logical
I am evaluating: sentences Total
1. /15
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2. /15
3. /15
4.
5.
6.
L /15
/15
/15
P
7. /15
8. /15
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Score key

A

uses
produces
comparatives organizes
coherent speaks
and speaks clearly ideas
S
ideas using naturally

superlatives clearly
I am evaluating: intensiiers Total
coherently
1. /15
2. /15
3. /15
4. /15
5. /15
6. /15
7. /15
8. /15
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STUDENT EVALUATION
Score key
produces uses
speaks organizes
coherent superlatives speaks clearly
naturally ideas clearly
I am evaluating: answers appropiately Total
1. /15
2. /15
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3. /15
4. /15
5.
6.
L /15
/15
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7. /15
8. /15
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Score key

A

uses the uses
different appropriate organizes
speaks
degrees of words and speaks clearly ideas
S
naturally
comparison phrases in the clearly
I am evaluating: accurately conversation Total
1. /15
2. /15
3. /15
4. /15
5. /15
6. /15
7. /15
8. /15
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Score key
LESSON 13 page 59, Activity 4A Observation Log 3 = Great! 2 = Good 1 = Needs practice

uses
appropriate
uses gerunds words and organizes
speaks
and ininitives phrases to speaks clearly ideas
naturally
accurately talk about clearly
likes and
I am evaluating: dislikes Total
1. /15
E
2. /15
3. /15
4.
5.
L /15
/15
P
6. /15
7. /15
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8. /15
Score key
A

uses
S
appropriate
uses gerunds words and
speaks organizes
and ininitives phrases speaks clearly
naturally ideas clearly
accurately for talking
about travel
I am evaluating: experiences Total
1. /15
2. /15
3. /15
4. /15
5. /15
6. /15
7. /15
8. /15
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STUDENT EVALUATION
Score key

uses
uses correct appropriate
organizes
tag questions words and speaks
speaks clearly ideas
to conirm phrases to naturally
clearly
information make logical
I am evaluating: guesses Total
1. /15
E
2. /15
3. /15
4. /15
5.
6.
L /15
/15
P
7. /15
8. /15
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Score key

A

produces
uses future
coherent speaks organizes
plans words speaks clearly
ideas using naturally ideas clearly
S
accurately
I am evaluating: connectors Total
1. /15
2. /15
3. /15
4. /15
5. /15
6. /15
7. /15
8. /15
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Useful Questions Showing Interest

Learning objective: Practice asking useful questions. Learning objective: Practice expressions to show interest.
NOTE Every time Ss work in pairs to personalize new
Introducing Useful Questions language learning, they have an opportunity to use these
■ Direct Ss’ attention to the pictures� Ask: What do you see? expressions to show an interest in what their classmates are
Where are these people? saying� From time to time review these expressions to make
■ Have Ss read the questions and answers silently as you sure Ss are using them� Also make a habit of using these
read them aloud� and similar expressions when listening to Ss’ answers and
opinions when they report back to class�
■ Say: Listen and repeat� First read the question aloud and
have Ss repeat and then read the answer aloud and have Introducing Expressions to Show
Ss repeat� Interest
■ Divide the class into two groups� Assign the questions
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■ Direct Ss’ attention to the pictures�
to one half of the class and the answers to the other half ■ Have Ss read the expressions silently as you read them
of the class� Have each half of the class repeat their lines�
aloud�
Switch roles�
■ Say: Listen and repeat� Have Ss repeat each expression
Direct Ss’ attention to the light bulb notes with the
incorrect questions. Say: Questions in English do not
have the same word order as questions in Spanish.
We need an auxiliary verb to ask information questions
in English. So we say: How do you say conseguir un
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■
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after you�
Ask: When would you use these expressions? (in a
conversation, when listening to someone speak)
Say: First, work independently and think of one or two
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trabajo? and What does determined mean? interesting things to talk about�
Language Note Vocabulary
■ Then say: Take turns telling a classmate two interesting
things and responding with these expressions to show
Teaching Expressions interest�
It’s important that Ss learn expressions (word chunks)
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as well as individual words.

■ Walk around the class and monitor Ss’ work�
Using choral repetition to practice questions and ■ When most Ss are finished, have one or two Ss report
answers allows Ss to focus on the meaning and not back to the class�
worry about the structure. Learning and using question
forms in this way will make future grammar lessons Teaching Tip
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much easier when Ss need to focus on structure. Motivating Ss to Participate in Class

1. The classroom should have a friendly atmosphere
where Ss are not afraid to make mistakes. Explain
to Ss that they will learn more if they participate
in class and actually speak English. Also tell them
S
making mistakes is a normal and important way to

learn.
2. Ss should develop an interest in their classmates’
opinions and abilities. They should listen respectfully
to each other. Tell them they could also learn
something important from their classmates.
3. Ss and teachers should respond with interest when
someone has shared an opinion or experience with
them in class.
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Asking For, Expressing, Teaching Tip

Agreeing, and Disagreeing with Working with Quiet or Shy Students
Opinions Make sure that shy Ss participate in class as well by
calling on these Ss after a choral repetition drill or after
Learning objective: Practice asking for, expressing, two or more volunteers have modeled an activity.
agreeing, and disagreeing with opinions. Be sure to monitor the work of shy Ss in pair and
group work.
NOTE There are many opportunities for students to Use expressions to show interest, to ask for their
share their opinions in the activities in the book, especially opinions, and to compliment them on their efforts.
the ones involving small group work� You may prefer to
introduce or review these expressions before an appropriate
speaking activity�
Introducing Expressions to Ask for and
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Give Opinions
■ Direct Ss’ attention to the pictures�
■ Have Ss read the questions and expressions silently as you
read them aloud�
■
■
Say: Listen and repeat� First read the question aloud and
have Ss repeat and then read the example response or
starter aloud and have Ss repeat�
Direct Ss’ attention to the first picture� Ask: Which
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expression asks for an opinion? (How about you?) Which
expression introduces (or gives) an opinion? (Well, in my
experience …) Which expression agrees with the opinion?
(That’s a good point�)
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■ Say: Look at the other pictures and read the expressions�

Ask: Which expressions asks for an opinion? (What about
you? What do you think about …? What’s your opinion?
What do you think?)
■ Ask: Which expressions do students use to introduce an
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opinion? (I think …; I believe …; As I see it …; In my

opinion …)
■ Ask: Which expressions do Ss use to disagree with an
opinion? (I’m not sure I agree� It seems to me that …; Yes,
but don’t you think …; I might be wrong, but I think …)
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Say: These expressions are polite ways to disagree with

someone’s opinion� People listen to you when you are polite
and also listen to them�
T-9 Introduction

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DIAGNOSTIC TEST
Objectives Teaching Tip
■ Assess Ss’ prior knowledge of grammar and vocabulary� Using Spanish
■ Determine which areas of grammar and vocabulary may Remember that it’s OK to use Spanish in class when
require more practice� setting up tests and assessing answers. By using
Spanish, you know that your Ss understand (1) what you
Diagnostic Test expect of them, (2) how to take the test, and (3) why they
are being tested.
■ Say: Please turn to page 4 in your books�
■ Say: This is a diagnostic test� It will show the English you
already know� It’s OK to make mistakes� That’s how you find Teaching Tip
out where you need more practice� Appreciating Limitations
■ Repeat the explanation above in Spanish to ensure all Ss On a diagnostic test, we don’t expect Ss to get many
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understand the objectives of the diagnostic test� (Esta es una answers right. What we are doing is getting an idea of Ss’
evaluación diagnóstica� Sirve para que sepamos qué tanto existing knowledge as well as a snapshot of what they
saben de gramática y vocabulario en inglés antes de iniciar need to learn next. Try to reassure Ss that getting some
el curso� No se preocupen si cometen errores� Eso nos ayudará answers wrong is in no way something to be ashamed
■
a saber dónde necesitamos más práctica�)
Say: Complete the test� Set a time limit of twenty minutes�
Checking Answers
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of. Instead, explain that these tests are a useful tool for
you, the teacher, so that you can help all Ss achieve their
potential throughout the semester.
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■ Tell Ss to exchange books with a classmate�
■ Say: We’re going to check answers now� Please check (✓) the
correct answers�
■ Read out the correct answers for each activity (see the
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Answer Key on page T-12)�

■ Say: Count the number of correct answers� Write the number
for each section�
■ Tell Ss to return their scored diagnostic tests to their
classmates�
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Teaching Tip
The Purpose of Diagnostic Tests
Diagnostic tests are helpful teaching tools to use at the
S
start of each block. These tests will give you an idea

about the general level of your class and help you to
understand what Ss know and do not know. Use the
tests to help you decide which areas of grammar and
vocabulary need the most attention.
Teaching Tip
Checking Answers
One way to check answers is to have Ss exchange
diagnostic tests and score each other’s work. This saves
you time scoring the test and Ss receive immediate
feedback about what they already know and what they’re
going to learn in the blocks.
Diagnostic Test T-10

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Teaching Tip Teaching Tip

Setting Goals Avoiding Comparison
Diagnostic evaluations represent a good opportunity to Like all of us, Ss have strengths and weaknesses in
set class goals. When they do a diagnostic test, Ss can certain areas. This also applies in English classes. Try to
easily identify the language they already know, as well as make a note of what support your Ss need individually
the structures and vocabulary they are going to learn in as well as collectively. Although you may not have much
the upcoming blocks. At the end of a diagnostic test, ask time to give a lot of one-to-one advice, it can be very
Ss to make a note of any grammar and vocabulary they beneficial to direct Ss to resources that will help them.
need to review. This activity promotes S responsibility For example, if a S needs to review grammar, make sure
and engages them directly in their own learning. they know how to access the language summaries in
their Student’s Pack.
Teaching Tip
Praising Students Teaching Tip
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It’s important to recognize when Ss are making an effort, Keeping a Dictionary
even if they don’t get the answers right. On a diagnostic Suggest to Ss that they start and keep a dictionary of
test, we don’t expect Ss to get many answers right, but all the new words that they learn in the lessons. Stress
we should praise them for trying. Try to notice when that they may choose the format of their dictionary
Ss are doing their best and acknowledge their efforts themselves because personalizing the learning
by encouraging them. There are many ways to do this,
including remarks like: You’re doing well. / Keep going. /
That’s a great attempt, I like the way you tried to answer
that, etc.
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experience engages Ss. If they are short of ideas,
explain that a dictionary could be a simple list of words
arranged by theme, a personal dictionary, a mind map,
a glossary of words translated into Spanish, or even a
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poster. Whatever format works best for the S should be
encouraged because it will give them more motivation to
Teaching Tip keep it up throughout the semester.
Managing Class Time
If you have a very large class of Ss, you can save
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valuable classroom time by reading out the answers to

the diagnostic test, instead of eliciting answers from Ss.
This will free up more time for teaching and learning.
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S
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Diagnostic Test Answer Key
1 Turn the word in parentheses into an adverb 6 Write the correct form of the adjective.
and complete the sentences. (2 points each)
(2 points each)
1� shorter than
1� quickly 2� the most beautiful
2� loudly 3� windy
3� dangerously 4� old
4� foolishly 5� the heaviest
5� angrily 6� dry
6� politely
7� excellently 7 Complete the sentences with the correct form of the verbs
8� calmly in parentheses (-ing form or infinivite). (2 points each)
9� heavily
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1� to buy
10� neatly 2� reading
3� buying
2 Fill in the blanks with the correct comparatives.
4� to meet
(2 points each)
5� to learn
1�
2�
3�
4�
bigger
hotter
expensive
more intelligent
L8 Circle the words to complete the sentences. (1 point each)
1�
2�
does he
was it
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5� better 3� isn’t she
4� didn’t he
3 Circle the options to complete the sentences.
5� does he
(2 points each)
6� can’t you
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1� a
2� b 9 Write so, or, or but to complete the sentences.
3� a (2 points each)
4� b 1� or
2� but
4 Order the words to make sentences with intensifiers.
3� so
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(2 points each)
4� but
1� The girl is very sad� 5� or
2� It was an extremely interesting story�
3� I am really excited for the party� Total: 100
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4� It was an absolutely fascinating movie�

5� The food was quite awful�
6� They were rather scared last night�
5 Circle the correct option to complete the sentences.

(2 points each)
1� c
2� a
3� b
4� a
5� c
6� b
Diagnostic Test T-12

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MODULE 1
What can we describe?

Lesson Can-Do Statements Vocabulary Grammar
1 I can use adverbs of manners to describe how Computer terms Adverbs of manner
actions are performed.
2 I can turn adjectives into adverbs of manner Phrases from Adjectives to adverbs
and use them in sentences. Shakespeare of manner
3 I can use irregular adverbs to describe actions. Jobs and workplace Irregular adverbs
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Ice Breaker ● Say: Work with a classmate. Use the items on the
● Introduce yourself to the class and tell them one board and your own ideas to write the things that
interesting thing you have done recently. Say: you can describe.
My name’s Mr./Mrs. … (I went to the movies last ● Monitor and help as Ss work.
●
weekend and saw ...)
Say: Introduce yourselves to your classmates and
say something interesting you have done recently.
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●
●
Say: Get together with another pair of Ss and
share. Did you agree?
Invite Ss to share their findings with the class.
Ask: What do you think this module is about?
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Module Opener What kinds of grammar or vocabulary do you think
● Open books to page 13. you will be learning?
● Read the Big Question aloud. (What can we ● Say: Flip through the module and check your ideas.
describe?) You can have them look at the topic headings
for each lesson and briefly look at the pictures to
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● In pairs, have Ss discuss briefly what the question

check their ideas.
means to them. Say: How would you answer this
question?
● After a minute, elicit Ss’ opinions.
● Then direct Ss’ attention to the pictures. Say: Look
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at the pictures. What can you see in them? Elicit

some answers.
● Then ask: How do these pictures relate to the
question? Discuss with a new classmate.
● While Ss are discussing, write on the board: Things
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we can describe.
● Ask the class to help you fill in the board with their
ideas for important things.
T-13 Module 1 | What can we describe?

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LESSON 1 What do you do? TOPIC 1 ADVERBS TO DESCRIBE ACTIONS
1 Vocabulary Computer Terms Teaching Tip

Using Extension Activities
Learning objective: Use new computer vocabulary.
Extension activities keep your class focused and provide
Ss with extra practice. When setting up Extension
A 02 activities, follow the same five steps you follow to set up
■ Direct Ss’ attention to the words in the box� Say: Look other activities. These will help you manage the activities
quickly at these words� What kinds of words are they? What successfully:
are they related to? What basic computer words do you know? Step 1 Get Ss’ attention.
■ Read the words aloud while Ss follow along� Read them Step 2 Give short and simple instructions.
again while Ss repeat� Read the example sentence aloud� Step 3 Provide an example or model the activity.
Ask: What kinds of things do people post online? Step 4 Set a time limit for student work.
■ Say: Work on your own to write the computer words in the Step 5 Put Ss in pairs or in groups, if necessary, and
have them start immediately.
sentences� There is one letter for each word to help you�
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■ When Ss are finished, play the audio so they can check their
answers�
B
■
■
Read the direction line aloud�
Direct Ss’ attention to the chart and have a volunteer read
the headings aloud�
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■ Say: Work with a classmate to write the words in the different
categories in your notebooks�
■ When Ss are finished, invite them to compare their lists
with other pairs�
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2 Language in Context Read carefully

Learning objective: Practice adverbs of manner in context
in context.
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■ Say: These are ideas that talk about things you can do on a
computer�
S
■ Say: Read the instructions silently� When Ss are finished, ask:

What do these ideas talk about? (Internet safety� How to be
safer on the Internet, etc�)
■ Divide the class into pairs� Instruct Ss on how to practice a
conversation by using the Look up and Say technique�
See the Look up and Say technique on page vii of the
Introduction�
B
■ Ask: What computer terms do you recognize?
■ Say: Work with your classmate� Discuss what the words in
bold are for� Walk around and monitor Ss’ conversations�
■ Ask: What kind of information can you get from the
words in bold? Elicit ideas from volunteers� (how something
is done)
Module 1 | What can we describe? T-14

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3 Grammar Adverbs of Manner 4 Speaking This is how I do it.

Learning objective: Review and practice adverbs of manner. Learning objective: Practice using the adverbs of manner to
describe how things are done.
■ Direct Ss’ attention to the grammar box� Say: What do you
think adverbs of manner are? Take Ss’ ideas�
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■ Read the first line of the grammar box aloud� Invite a
volunteer to read the first example� Ask: Which word is the ■ Read the direction line aloud�
verb? (cough) What does this sentence describe? (The way/ ■ Have a volunteer read the words in the boxes aloud�
how she coughs)� Ask: What can these words describe? (How something
■ Repeat the process for the other example sentences, is done�)
pointing out the routines and the permanent situations� ■ Have Ss work individually� Say: Choose at least four adverbs
■ Call on a S� Ask: How do you run/jump/walk/eat/talk/etc�? of manner and write down the activities you do in those
Listen and correct use of the adverbs of manner if necessary� manners in your notebooks�
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Repeat the process with a few more Ss, asking about how ■ Monitor and help if necessary� Ss will use their sentences
they do certain things� in the next activity�
A B
■
■
Read the direction line aloud� Read the first sentence aloud�
Ask: What is the verb in this sentence? (barks) Where is the
adverb of manner? (after the verb)�
Say: Work independently to rewrite the sentences using the
■
■
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Read the instruction line aloud�
Model the dialog with volunteers�
Get Ss into groups� Say: Take turns to share your activities�
Say if you do the things your classmates’ do in the same
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adverbs of manner� manner�
■ Monitor and help if necessary� ■ Monitor and help as needed�
■ Have Ss compare their answers in pairs� ■ When they are finished, have groups share if they came up
■ Go over the answers with the whole class� with similar activities or not� Invite volunteers to share the
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differences they found between how they perform different

B activities� (I cross the street carelessly, but Maria doesn’t�)
■ Read the direction line aloud� Write an example on the
Have Ss evaluate their performance� Ask: Can you use
board: The baby cries loudly�
adverbs of manner to describe how actions are performed?
■ Say: Work with your classmate� Choose three adverbs of
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manner and write your own sentences� Monitor and help NOTE If Ss feel they need more help, suggest they do
as necessary� Activity 1 on page 82 of the Extra Practice section�
■ When Ss are finished, have Ss read the ir sentences aloud or
maybe have them write them on the board� Correct
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as needed�
Extension
■ Choose a S and say: The baby cries loudly� What are some
things you do loudly?
■ Say: Work with your classmate� Use some of the adverbs
from Activity 3A as a model to ask questions� Answer your
classmate’s questions�
■ Walk around and monitor the conversations�

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LESSON 2 Shakespeare said what?
1 Vocabulary Phrases from Shakespeare ■ Ask: Do you see any of the phrases from Activity 1 in this
conversation? Help Ss find them�
Learning objective: Use common idioms found in the works ■ Ask: Can you identify the adverbs of manner in the
of William Shakespeare. conversation? (generously, politely, elegantly, mysteriously,
bravely) What actions/verbs does Kendra describe? (offered,
A 03 refused, dressed, showed up, fought)
■ Direct Ss’ attention to the pictures� Ask: What are these
pictures of? Can you describe what you see in them? B
■ Read the direction line aloud� Direct Ss’ attention to the first ■ Divide the class in pairs�
picture and have Ss find letter b in the meanings� Say: Break ■ Say: Work with a classmate� One of you is Kendra and the
the ice means to start a conversation with a stranger� other is Fred� Practice the conversation�
■ Say: Work on your own to write the letters that match each ■ Walk around and monitor Ss’ conversations�
phrase to one of the descriptions below�
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■ Have Ss switch roles and practice again� If time allows, have
■ Walk around and monitor Ss� When Ss are finished, play the them switch classmates�
audio to check answers�
■ Play the audio again and have Ss repeat the phrases� Culture Note
William Shakespeare, the Bard of Avon
B
■ Point out the title of section� Say: These are all phrases
created by the English writer, William Shakespeare� Do you
know anything about Shakespeare?
L William Shakespeare is considered the greatest
dramatist of all time. He was baptized on April 26, 1564
in Stratford-upon-Avon; however, much of his personal
life is unknown. Over the course of 20 years, he wrote
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some of his most important plays, poems, and sonnets.
■ Read the direction line aloud� Have two volunteers read the His works are able to capture the true essence of human
sample conversation� feelings, emotions, and conflict. Shakespeare displayed
■ Divide the class in pairs� Say: Discuss the phrases from this eloquence in his work and was a true innovator in the
activity� You can talk about whether we use them in Spanish, English language. Many expressions used in English, and
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in some other languages as well, are credited to William

and whether you have heard them before in Spanish or in
Shakespeare: break the ice (The Taming of the Shrew),
English� foul play (The Tempest), heart of gold (Henry V), it’s
■ Walk around and monitor the conversations� Greek to me (Julius Caesar), make your hair stand on end
(Richard III and Hamlet), night owl (Twelfth Night).
Extension
A
■ Keep Ss in their pairs� Say: Do you ever use these phrases?

■ Say: Work with your classmate� Think of a situation where
it might be common to hear these phrases� Write a short
dialogue� Use two of these vocabulary phrases in the dialogue�
S
■ Have Ss practice and then perform their dialogues for the

class�
2 Language in Context What did you do?

Learning objective: Practice adverbs of manner in context.
A
REMEMBER The main purpose of the Language in Context
is to introduce Ss to the new grammar in context before it is
presented�
■ Read the direction line aloud�
■ Say: Read the conversation on your own�
■ When Ss are finished, ask: What did Kendra see?
(A Shakespeare play, Hamlet�)

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3 Grammar Adjectives to adverbs of manner 4 Speaking I do it quickly.

Learning objective: Practice how to turn adjectives into Learning objective: Ask and answer questions to practice
adverbs of manner. using adverbs of manner.
■ Direct Ss’ attention to the grammar box� Say: You already
know about adverbs of manner� Now we will see the different A
ways we can turn an adjective into an adverb� ■ Read the directions aloud�
■ Point out the box and read the first line aloud� Have a S read ■ Have volunteers read the questions aloud�
the first way we can turn an adjective into an adverb� Ask Ss Clarify any doubts�
to think of another adjective they can turn into an adverb ■ Ask Ss to answer the questions individually� Monitor and
following this rule (bad-badly)� help as needed�
■ Repeat the process with the other two boxes�
■ Ask Ss if they have any questions about how we can turn B
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adjectives into adverbs of manner� ■ When Ss finish answering the questions, get Ss into groups�
■ Have Ss take turns asking and answer the questions�
A Model the activity with a volunteer, if necessary�
■
■
Read the example aloud� Say: To turn the adjective natural
into an adverb, we add the suffix -ly�
Say: Work on your own to turn these adjectives into adverbs�
Monitor and help as needed�
L Have Ss evaluate their performance� Ask: Can you turn
adjectives into adverbs of manner and use them in sentences?
NOTE If Ss feel they need more help, suggest they do

Activities 2–4 on pages 82 and 83 of the Extra Practice
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■
section�
■ Check answers by inviting Ss to write the adverbs
on the board�
Teaching Tip
B Time-Managing Group Work
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■ Read the direction line aloud� Step 1 Get Ss’ attention.

Step 2 Give short and simple instructions.
■ Call on a S to read the example sentence� Ask: What is the
adverb in this sentence? naturally� Step 3 Provide an example or model the activity.
Step 4 Set a time limit for student work.
■ Say: Work on your own to write sentences using the adverbs
Step 5 Put Ss in groups and have them start immediately.
from Activity 3A�
A
REMEMBER Always give instructions and answer

■ Monitor and help as needed� questions before dividing Ss into groups.
■ Check answers by having Ss read their sentences aloud� ● You can write the start time and the end time on the
board. Let Ss know when the time is almost up. Say:

You have one minute to finish.
S
● Write suggestions for follow-up tasks on the board so
fast finishers have something to work on while they

wait for others.

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LESSON 3 The Working World
1 Vocabulary Jobs and Workplaces Teaching Tip

Recycling Previous Content
Learning objective: Use vocabulary about jobs and workplaces.
It’s important that Ss realize that everything they have
learned in previous lessons is useful to them.
A 04 1. Point out previously-learned grammar or vocabulary
■ Direct Ss’ attention to the pictures� Ask: What are these that Ss will use in an activity.
people doing? (Possible answers: shopping, checking in at a 2. If Ss don’t remember a grammar point from a previous
hotel, working) Where are they? (in a supermarket, a hotel, a lesson or semester, suggest they go to an online
factory, an office) resource to look it up and do some practice activities.
■ Say: Work independently to write the names of two jobs
under the picture of each workplace�
■ When most Ss are finished, play the audio so they can check
their answers�
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B
■ Direct Ss’ attention to Activity 1B� Read the direction line, the
headings for each column, and the example answer aloud�
■
■
Divide the class into pairs� Say: Think about other jobs you
can find in these workplaces and complete the chart�
Walk around the class and monitor Ss’ work�
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■ When most Ss are finished, go over the answers with the
whole class�
2 Language in Context He supervises the

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machine operators daily.

Learning objective: See irregular adverbs used in context.
A 05
A
■ Direct Ss’ attention to the picture� Ask: What is happening in

the picture?
■ Direct Ss’ attention to the conversation� Say: Gloria and
Javier are talking about someone’s job, but the conversation is
S
in the wrong order�

■ Direct Ss’ attention to the example number 1 and read the
lines aloud�
■ Say: Work independently to number the lines in the correct
order for the rest of the conversation�
■ Play the audio and have Ss check their answers�
B
■ Read the direction line aloud� Call on a S to model the
activity by reading the example response aloud�
■ Divide the class into pairs� Say: Discuss the question with
your classmate� Remember to give reasons for your answers�
■ When most Ss are finished, have one or two Ss report back
to the class�

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3 Grammar Irregular adverbs 4 Speaking Job Descriptions

Learning objective: Practice irregular adverbs. Learning objective: Practice defining relative clauses to
describe the jobs you would like to try.
■ Direct Ss’ attention to the grammar box� Ask: What do you
remember about turning adjectives into adverbs?
A
■ Read the paragraph aloud� Ask: How can you know how to
spell irregular adverbs? (memorize them)� ■ Direct Ss’ attention to the picture� Say: What do you see?
What are these people’s jobs? (Possible answers: a DJ and a
■ Direct Ss’ attention to the table and have volunteers read
gym trainer�)
each row aloud�
■ Elicit different examples with irregular adverbs from Ss and
write them on the board� ■ Say: Check the jobs you would like to try�
A B
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■ Direct Ss’ attention to Activity 3A and read the direction ■ Direct Ss’ attention to Activity 4B� Read the direction line
line aloud� aloud� Call on a S to read the example aloud�
■ Read the sentence for number 1 with the example� ■ Divide the class into pairs� Say: Talk about the jobs you
chose in Activity 4A� Work with your classmate and say how
■
Ask: Is late a regular or an irregular adverb? How do you
know?
Say: Now complete the activity independently�
When most Ss are finished, go over the answers with the
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you think these jobs or the tasks or activities that are part of
the job are done� Take turns� Remember to use adverbs of
manner�
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■
whole class�
B to the class�
■ Read the direction line aloud� Call on two volunteers to model Have Ss evaluate their performance� Ask: Can you use
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the activity by reading the example conversation aloud� irregular adverbs to describe actions?
■ Divide the class into pairs� Say: Describe how people with
the jobs in Activity 1A do their job or work� Work with a NOTE If Ss feel they need more help with the vocabulary,
classmate� suggest they do Activities 5–6 on page 84 of the Extra
Practice section�
A

to the class�
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CASE STUDY Spare Time Activities Survey

■ Direct Ss’ attention to the title of the page�
■ Ask: What is a survey? What is its purpose? What is spare
time? What does spare time activities mean? What spare time
activities do you enjoy doing?
■ Point out the pictures and get Ss to describe what they see
in them� Then, have them look at the bar graph and ask:
What is the purpose of the graph? Where would you see a
graph like this one?
■ Focus attention on the survey, the first section of the text�
Ask: What do you think the survey wants to determine?
Accept all ideas�
■ Say: Read about this survey on your own� Have the Ss read
all the texts and the description on page 20 silently�
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■ Give Ss plenty of time to absorb the texts� Say: What do you
think of this survey? What does it aim to find out? Would
you answer a survey like this one? Why? Then, ask: What
did you learn from the conclusions? Explain that surveys
help describe the characteristics or ideas of a certain
population� The results can help people draw conclusions
and sometimes make decisions�
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Teaching Tip
Managing Collaborative Learning
When Ss are working in small groups, it is important that
each S participates.
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● Always provide a specific task for small group work
and, if necessary, write the steps Ss need to follow on

the board.
● When you can, assign roles to every member of the
group. Some of these roles can be:

1. secretary – takes notes
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2. time keeper – keeps others on task and working

towards the deadline
3. researcher – looks for information on the Internet or in
the library
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4. reporter – presents the findings or work to the class

5. observer – evaluates the group’s work and gives
practical and constructive feedback

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1 Reading Spare Time Activities Survey ■ For Step 5, have Ss use the information they collected with
their survey to write a short paragraph explaining their
Learning objective: Develop overall and specific results� Remind them to check grammar, spelling, and
understanding of a text. punctuation�
■ For Step 6, have Ss present their results to the class� Groups
A can take turns to display their paragraphs, read them aloud,
■ Read the direction line aloud� and answer questions from you or their classmates� As they
share their results, encourage them to act out how the
■ Read the example sentence and point out the F� Say:
activities in their survey are performed�
This sentence is false� Can you find this information in the
reading? (This is a survey about spare time activities that all
students from the same group answered�) 3 Human Value Commitment
■ Say: Work on your own to mark the statements true or false�
If the statements are false, cross out the false words and write Learning objectives: Reflect on the value of commitment;
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the correct words on the line� reflect on the consequences of lack of commitment.
■ Monitor and help as needed�
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■ When Ss are finished, check answers as a class�
■ Tell Ss to read the questions and discuss each one in their
2 Task
Learning objectives: Create a spare time activities survey
■
■
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groups�
Monitor and help if there are communication problems�
Make note of any errors to address later with the class�
Have groups report their conclusions� Encourage Ss to use
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that describes how certain activities are performed; work
collaboratively to achieve a task.
examples from their own lives and possible scenarios to
support their arguments�
A ■ Hold a class discussion for the last statement� Encourage
Ss to share and discuss their commitment ideas� Ask: In
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what ways can enjoying spare time activities help you show
■ Have several Ss read the steps of the task aloud� Clarify any commitment?
doubts about the activity� ■ Thank Ss for sharing�
■ Say: Get together in groups and do the task� Have Ss complete
the project while you monitor and provide help as needed�
A
You may want to bring other surveys as examples for Ss so

that they can get ideas and inspiration for their own�
■ For Step 1, first have Ss make a list of spare time activities�
■ For Step 2, tell Ss to brainstorm and write down the adverbs
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that can be used to describe the activities on their lists�

■ Remind them the survey should seek to determine
something, e�g� how students from a group do certain
activities�
■ For Step 3, have Ss write the draft of their survey and make
sure they check grammar, spelling, and punctuation� Also,
remind them not to forget the aim that they chose for their
survey, what do they seek to find out?
■ For Step 4, have Ss apply their survey to their classmates�
Remind them to record all their answers�

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SELF-EVALUATION LESSON 1-3
1 2
■ Direct Ss’ attention to the Self-evaluation page� ■ Read the direction line aloud�
■ Say: It is now time to think about what we learned and ■ Say: Identify what you still need to work on and think of three
practiced in Lessons 1 to 3 and determine how much you things you will do to improve� Work independently�
really learned� ■ If necessary, provide an example� (I will take notes as the
■ Read the direction line aloud� teacher presents a new topic and use them to review the
■ Go over the Score Key along with Ss� topic)�
■ Call on different volunteers to use their own words to ■ Walk around the class and monitor Ss’ work�
explain what each score means� ■ If you consider it appropriate, you can call on volunteers to
■ Read the first sentence aloud� Call on volunteers to read the share their strategies with the rest of the class�
examples aloud� Repeat with the rest of the sentences and
Teaching Tip
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examples�
■ Say: The score you get in this self-evaluation, will not impact Self-assessment allows Ss to evaluate their own work and
your grade� It is important to be honest� This is a way to see learning progress. It allows them to identify:
● where their knowledge is weak
how much you have learned and to identify what you still
need to learn� Complete the self-assessment honestly� ● how and where to focus their attention
■
Work independently�
As you monitor, try to identify struggling Ss so that you
L ● set goals
● revise their work
● track their progress
This helps them stay motivated and involves them in their

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may provide support in the future�
learning. This also encourages them to self-reflect and to
take responsibility for their learning.
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CO-EVALUATION
1 3
■ Before you begin working on this section, it might be ■ Read the direction line aloud�
important to establish rules for this co-evaluation so that Ss ■ Say: Identify what you still need to work on when working in
are not tempted to grade their friends higher and/or so that groups and think of three things you will do to improve�
Ss are not bullied into giving certain Ss a certain score� Work independently�
■ Direct Ss’ attention to the Co-evaluation page� ■ If necessary, provide an example� (I will take notes of what
■ Say: It is now time to think about how you and your my classmates say so that I can focus better on the tasks we
classmates worked as a group� Consider the classmates that need to complete)�
were part of your group on the Case Study� ■ Walk around the class and monitor Ss’ work�
■ Read the direction line aloud� ■ If you consider it appropriate, you can call on volunteers to
■ Go over the Score Key along with Ss� share their strategies with the rest of the class�
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■ Call on different volunteers to use their own words to
explain what each score means�
4
■ Read the first sentence aloud� Repeat with the rest of the
sentences� ■ Read the direction line aloud�
■ Say: The score you get in this co-evaluation, will not impact
your grade� It is important to be honest� This is a way to
see how you look at your work in groups and to understand
how others perceive your work� Remember that it is possible
■
■
LSay: We are now going to focus on all of you as a class�
Read the questions aloud and clarify any doubts�
Depending on your class’ needs, have Ss complete this
section independently or with the groups they worked with
that you and your classmates disagree and that is okay� The
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on Activity 2�
important element here is that you must be able to explain
the reasons why you decided to grade yourself and your ■ Walk around the class and monitor Ss’ work�
classmates as you did� Work independently to complete the ■ If you consider it appropriate, you can call on volunteers to
table� share their answers and ideas with the rest of the class�
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■ Ss can also copy the table in their notebooks if they need

to add more names� If they worked with many different Teaching Tip
groups, you might need to ask them to focus on a particular Just like with self-assessment, co-evaluations may
group task for this section� encourage Ss to take greater responsibility for their learning,
■ Walk around the class and monitor Ss’ work� since Ss take the role of active learners as opposed to that
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of passive learners. It also allows them to learn and practice

■ As you monitor, try to identify struggling Ss so that you how to assess the work of others and provide feedback
may provide support in the future� related to that work.
It might be important for you to establish and explain your
expectations for this section so that Ss are not tempted
2
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to apply elevated grades to friends or because of peer

pressure.
■ Have Ss get together with the Ss that they included in their
tables�
■ Call on volunteers to read the questions and clarify any
doubts�
■ Say: Discuss with your classmates and write your answers to
the questions�
■ If you consider it appropriate, you can call on volunteers to
share their answers with the rest of the class�

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LESSON 4 I’m good at this! TOPIC 2 DESCRIBE AND COMPARE
1 Vocabulary Personality Adjectives B 07

■ Direct Ss’ attention to Activity 2B� Say: Listen and answer
Learning objective: Use adjectives to describe personality traits. the question: What are the differences between Ivan’s brother
Eduardo and Ivan?
A 06 ■ Have Ss work in pairs to check their answers� If necessary,
■ Direct Ss’ attention to the word box� Have Ss read along play the audio a second time�
silently as you read the words aloud� ■ Then elicit the answer to the question from the class�
■ Say: Identify the adjectives that are similar to words in Spanish (Eduardo is creative� Eduardo is more talented than Ivan�
that also describe personality traits� (creative, determined, Ivan is more studious than Eduardo� )
generous, patient, and talented)
■ Read the example sentences aloud� Say: Work independently Teaching Tip
to complete the sentences by choosing the correct personality Eliciting
trait from the box� You have been given some letters for each Eliciting is a technique that you can use to find out what
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of the words� Ss know and what they don’t know. It is an excellent way
to involve Ss in a lesson. In student-centered classrooms
■ When most Ss are finished, play the audio so they can check teachers elicit vocabulary, grammar, background
their answers� information, opinions, feelings, memories, questions, and
Say: Listen again and repeat� Play the audio again and have answers from their Ss.
■
B
the Ss repeat�

L 1. To elicit vocabulary use visuals, objects, gestures, or
mimes.
2. To elicit grammar use a dialogue or modeling.
3. To elicit questions prompt Ss with a question word
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■
and a hand gesture.
■ Call on a volunteer to read the example response� Say: Talk
about the adjectives that describe you� Give reasons for your 4. To elicit an answer prompt Ss with a cue such
as a synonym or the beginning of a sentence or
choices� Work with a classmate and take turns�
conversation.
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to the class�
2 Language in Context She’s better than me

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Learning objectives: Practice a conversation about becoming

a professional basketball player; see comparative adjectives
used in context.
S
A
■ Direct Ss’ attention to the picture� Ask: What do you see?
(A girl playing basketball)
■ Set the scene� Say: Clare is talking with Ivan about her
sister Ana�
■ Say: Read the conversation silently� Then ask: What does Ana
want to be? (a professional basketball player)
■ Say: Work with a classmate� One of you is Clare and one of
you is Ivan� Practice the conversation�
■ Walk around the class and monitor Ss’ conversations�
■ When Ss have finished the conversation once, have them
switch roles� If time allows, have them switch classmates�

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3 Grammar Comparative adjectives B

■ Read the direction line aloud� Have two Ss model the
Learning objective: Practice comparative adjectives. activity by reading the examples�
■ Direct Ss’ attention to the grammar box� Read the first ■ Say: Share your descriptions with a classmate� Then, take
paragraph aloud� turns to compare your personalities�
■ Go over the explanations along with Ss� Encourage them to ■ Walk around the class and monitor Ss’ work�
share other examples they might come up with and write ■ When most Ss are finished, have pairs report back to the
them on the board� class by sharing one of the comparisons they made�
A Have Ss evaluate their performance� Ask: Can you describe

■ Direct Ss’ attention to Activity 3A� Read the direction and compare people?
line aloud� NOTE: If Ss feel they need more help, suggest they do
■ Say: Work independently, follow the rules we read to write the Activities 7-8 on page 85 of the Extra Practice section�
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comparative adjectives�
Teaching Tip
■ Then have Ss work in pairs to check their answers�
The Advantages of Peer Interaction
Pair work and small group work provide the teacher with
whole class�
B
■ Read the direction line aloud� Call on two volunteers to
read the example aloud�
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an opportunity for ongoing assessment, to work with
individual Ss, and to discover if the class is ready to
move on, or if more practice is needed.
Circulate and monitor pair work and group work:
1. to keep Ss on task and speaking in English.
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■ Say: Work with a partner� Take turns to use the comparative 2. to evaluate Ss’ performance. Write down any mistakes
adjectives to describe yourself or others� you hear. Make a note of what Ss are doing well.
■ Walk around the class and monitor Ss’ work� 3. to answer Ss’ questions and to help individual Ss.
If Ss are no longer on task, not speaking English, or are
When most Ss are finished, have one or two Ss report back
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■
having difficulty using the new target language, stop the
to the class� activity. Either re-teach the new language or move onto
an activity where Ss work independently.
4 Speaking Describe your personality Provide feedback. Always include some honest praise.
When necessary, write the mistakes you heard on the
Learning objective: Describe and compare personalities board and elicit the corrections from the whole class.
A
using adjectives and comparative adjectives.
A
■ Have different Ss read the adjectives in the boxes�
S
■ Say: Work independently� Choose three adjectives and write

three sentences describing your personalities�
■ Walk around the class and monitor the Ss’ work�

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LESSON 5 It’s better than a mystery novel!
1 Vocabulary Book Genres B

Learning objective: Use book genre vocabulary. ■ Divide the class in pairs� Say: Work with a classmate� One of
you is Nora and the other is Tim� Practice the conversation�
A 08
■ Walk around and monitor Ss’ conversations�
■ Direct Ss’ attention to the title of the Vocabulary section�
■ Have Ss switch roles and practice again� If there is time,
Ask: What is a genre? If Ss don’t know, read them some of
have them switch classmates and practice again�
the vocabulary words from the box� Say: These are genres� A
genre is a type of book�
Developing Skills
■ Read the direction line aloud� Say: Work on your own to
Expressing Preferences
write the book genres from the box next to the pictures�
Expressing preferences is not only an important speaking
■ Walk around the classroom and monitor Ss’ work� skill, it is also an important social skill. In everyday
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■ When Ss are finished, play the audio to check answers� Play conversations, we often talk about our interests and
the audio again and have Ss repeat� preferences.
● Have Ss listen to speakers and identify their interests
B and preferences. For example: I enjoy reading

biographies. I also like reading sci fi books.
■
■ Divide the class into pairs� Say: Talk about your favorite
books with your classmates� You can discuss specific books,
and the genres from the previous activity�
L ● Have Ss share their personal interests and preferences
about the same or another topic. For example: I don’t

like reading sci fi books. I like learning about the natural
world, especially animals. Remind Ss that saying
what they don’t like is also a way to express their
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■ Walk around the classroom and monitor Ss’ use of the
vocabulary words� preferences.
● Sometimes Ss do not have a personal interest in a
Extension particular subject. In this case, assign roles and have

Ss pretend they are a person with specific interests
Say: These vocabulary words are genres for books, but they
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■
and preferences. Have Ss research the subject to find
can also be genres for movies� Brainstorm some examples of out more about it.
movies for some of the vocabulary genres�
■ Divide the class into groups� Say: Name a movie or a book
that you know� The rest of the group has to guess the genre� If
they no one guesses correctly, you win a point� Try to think of
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books and movies that are not obvious�

■ Walk around the classroom and monitor as Ss play the game�
2 Language in Context What do you think?

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Learning objective: Read and practice comparative

structures in context.
A 09
■ Say: Listen to the conversation and read�
■ When Ss are finished, ask: What are they talking about?
(The books they like�)

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3 Grammar Comparative structures 4 Speaking My English book is newer ...

Learning objective: Practice comparative structures. Learning objective: Practice making comparisons with
surrounding objects.
■ Direct Ss’ attention to the grammar box� Say: You have
already learned about comparative adjectives� Today, we are
going to see, learn, and practice comparative structures� A
■ Direct Ss’ attention to the first example� Have a S read the ■ Read the direction line aloud�
information aloud� Encourage Ss to identify something ■ Have three volunteers read the example conversation
in the classroom that they can compare following this aloud� Make sure Ss understand what they need to do
structure� before they begin�
■ Repeat the process for the rest of the examples� ■ Get Ss into groups� Remind them they have to write down
their comparisons�
A ■ Set a time limit�
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■ Read the direction line aloud� Have a S read the example ■ Walk around and monitor Ss work�
aloud� ■ When the time limit is up, ask Ss to stop�
■ Encourage them to identify the clues they are given
(the adjectives and signs)� B
■
■
Say: Work independently to complete the sentences with the
correct comparative structure�
Walk around the classroom and monitor Ss’ work�
When they are finished, check answers as a class�
■
■
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Have two groups get together and take turns to share the
comparisons they wrote down�
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■ ■ Walk around the classroom and monitor Ss’ comparative
structures�
B ■ Close the activity by eliciting comparative sentences from
■ Read the direction line aloud� Have a volunteer read the different groups�
example aloud�
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■ Say: Work on your own to write your own comparative Have Ss evaluate their performance� Ask: Can you compare
sentences in your notebooks� Use the structures you learned� two objects, people, or situations?
■ Walk around the classroom and monitor Ss’ work� When NOTE: If Ss feel they need more help, suggest they do
they are finished, have Ss trade notebooks with another S� Activities 9–10 on page 86 of the Extra Practice section�
Have volunteers write sentences on the board� Check and
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correct as needed�
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LESSON 6 Music
1 Vocabulary Music 2 Listening What’s that music like?

Learning Objective: Classify types of music according to Learning Objective: Identify speakers’ opinions in
personal preferences and activities. a conversation. See examples of music vocabulary
and correlative conjunctions in context.
A 10
■ Direct Ss’ attention to pictures and the types of music in A 12
Activity 1A� ■ Direct Ss’ attention to Activity 2A�
■ Explain that Ss are going to hear descriptions of each type ■ Read the direction line� Explain that they are going to hear a
of music� conversation between Lisa and Oliver�
■ Read the direction line� ■ Form pairs and play the audio� Tell Ss to do discuss the
■ Play the audio� Have Ss do the task� questions�
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■ Play the audio again for Ss to number the types of music� ■ Elicit Ss’ ideas�
■ Have Ss write the types of music in the table� Ask: What
Extension 12
music do you listen to for fun? Exercising? Studying?
■ Play the audio again� Elicit the name of the musician the
Elicit Ss’ ideas�
■
B
■
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Say: Listen and repeat the words� Play the audio�
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■
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speakers mention�
Ask: Why does the speaker mention this musician?
Elicit that Lisa and Oliver like Beck�
Invite volunteers to share their favorite musicians�
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■ Check Ss’ pronunciation without the audio� Correct
pronunciation if necessary�
B 12
Teaching Tip ■ Direct Ss’ attention to the list of music in Activity 2B� Read
Listening for Proper Names the direction line aloud�
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When Ss listen to a text or conversation, they should ■ Play the audio again� Have Ss do the task�
focus on the information that they can easily understand. ■ Play the audio a third time for Ss to check their answers�
One thing Ss may notice when they first listen is proper
names. In the conversation in exercise 1, Ss can hear
■ Elicit the words they underlined and write them on the
that speakers mention famous musicians. When Ss listen board� (chill, enjoyable, slow, boring, vigorous, bright,
fun, energetic)
A
again, encourage them to identify why speakers mention

those musicians.
C
■ Form pairs�
■ Ask Ss to practice the conversation with a partner�
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■ After a few minutes, ask them to switch roles�

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3 Grammar Correlative conjunctions 4 Speaking Music likes

Learning Objective: Practice correlative conjunctions. Learning Objective: Practice using correlative conjunctions.
■ Direct Ss’ attention to the grammar box� Say:
Listen and read along� Read the example explanations A
and examples aloud� ■ Direct Ss’ attention to Activity 4A� Read the direction line
■ Say: We use correlative conjunctions to link equivalent aloud�
elements� ■ Say: Use your dictionaries to find adjectives to describe the
■ Write the correlative conjunctions on the board� music genres� Write sentences using correlative conjunctions�
■ Form small groups and encourage Ss to use the example ■ Walk around the class and monitor Ss’ work�
sentences to come up with their own examples�
B
■ Say: Remember that either/or is used to make an affirmative
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statement; neither/nor to make a negative statement, and ■ Form pairs� Ask Ss to share their descriptions with their
both/and to emphasize that each of two things are true� partner�
■ Encourage them to identify differences and similarities�
A ■ If time allows, ask them to write sentences using correlative
■
■
Direct Ss’ attention to Activity 3A� Read the direction
line aloud�
Direct Ss’ attention to the example and read it aloud�
Ask: What does the sentence mean? (It means that she
■
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conjunctions comparing their descriptions and their
favorite type of music�
Invite volunteers to share their ideas with the rest
of the class�
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is sociable and sensitive, both things)
■ Say: Now complete the exercise independently�
correlative words to make comparisons?
■ When most Ss are finished, go over the answers with the NOTE: If Ss feel they need more help, suggest they do
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whole class� Activities 11-12 on page 87 of the Extra Practice Section�
B
■ Call on a volunteer to read the example aloud�
A
■ Form pairs�
■ Say: Use the adjectives in activity 3A to come up with your
own sentences� Remember to use correlative conjuntions�
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to the class�

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CASE STUDY Making comparisons

■ Direct Ss’ attention to the title of the page� Point out the
pictures� Say: What do you see in these pictures? What do you
think this reading is going to be about? Accept any plausible
answers at this point�
■ For the first picture, ask: Can you describe the pictures?
What differences and similarities are there between
the pictures?
■ Have Ss read the text silently�
■ Then ask: What is the purpose of the information?
What information is there about each hotel? What does
the opinion say?
■ Ask: Do you think the information can help someone
make a choice? Why?
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Teaching Tip
Drawing from Ss’ Experience
Some topics can be used to elicit Ss’ previous
knowledge or experience.
Encourage Ss that have traveled or stayed in a hotel to
tell the class about it. Help them with questions, such as:
Where did you go? Where did you stay? What do
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you remember about the place where you stayed?
What made it memorable?
Ss that have no experience about hotels will benefit from
the other Ss’ knowledge.
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CASE STUDY
1 Reading Making comparisons 3 Human Value Respect for different opinons

Learning objectives: Read information and practice Learning objectives: Reflect on the importance of
comprehension abilities. respect for different opinions; evaluate everyday actions that
reflect respect for different opinions.
A
■ Read the direction line aloud� Have a volunteer read the A
first question and example to the class� Say: Work on your ■ Tell Ss to read the questions and discuss each one with their
own, read the text and answer the questions� classmates�
■ As Ss work, walk around and monitor� ■ Walk around the classroom and monitor Ss’ conversations�
■ When they are finished, invite Ss to read their answers ■ Have groups report their conclusions� Hold a class
aloud to check� discussion on the third question�
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■ Invite Ss to share their ideas for practicing respect for
B different opinions� Make a list on the board� Encourage
■ Read the direction line aloud� Say: Discuss the questions them to think of dramatic and also very small ways they can
with a partner� practice respect for different opinions in their lives�
Give Ss a short amount of time to complete the task� Thank Ss for sharing�
■
■ Have Ss share their opinons with the rest of the class�
2 Task
■
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Learning objectives: Create a poster comparing objects,
people or places.
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A
■ Form groups� For Step 1, ask Ss to think brainstorm objects,
people or places that they could compare� If necessary, have
a whole class brainstorming session�
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■ Give Ss plenty of time to brainstorm� Encourage creativity�

The brainstorming stage is when they should place no limits
on their ideas�
S
■ For Step 2, have Ss choose the pairs of objects that they will
compare� Ask them to write down their comparisons�
■ For Step 3, have Ss use their comparisons to create a
comparative chart�
■ For Step 4, ask Ss use correlative conjunctions to describe
the similarities and differences they found�
■ For step 5, decide and determine how they will present their
comparative charts and their sentences from Step 4�
■ For Step 6, say: Share your posters or presentations
with the class�

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SELF-EVALUATION Lessons 4-6
1 2
really learned� ■ If necessary, provide an example� (I will look for and watch
■ Read the direction line aloud� a documentary about jobs in English in order to expand my
■ Read the first sentence aloud� Call on volunteers to read the vocabulary)�
examples aloud� Repeat with the rest of the sentences and ■ Walk around the class and monitor Ss’ work�
examples� ■ If you consider it appropriate, you can call on volunteers to
■ Say: Remember that the score you get in this self-evaluation, share their strategies with the rest of the class�
will not impact your grade� It is important to be honest� This
is a way to see how much you have learned and to identify Teaching Tip
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what you still need to learn� Complete the self-assessment It is important to set clear expectations for S performance.
honestly� Work independently� It might be necessary for you to coach Ss on how to assess
■ Walk around the class and monitor Ss’ work� or grade their work based on the assessment criteria.
As you monitor, try to identify struggling Ss so that you Encourage students to come up with their own sentences
■
may provide support in the future� L based on the examples in order to self-assess their abilities.
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CO-EVALUATION
1 3
important to remind Ss the rules for this co-evaluation so ■ Say: Identify what you still need to work on when working in
that Ss are not tempted to grade their friends higher groups and think of three things you will do to improve�
and/or so that Ss are not bullied into giving certain Ss a Work independently�
certain score� ■ If necessary, provide an example� (I will participate by
■ Direct Ss’ attention to the Co-evaluation page� speaking or writing on each step of the task)�
■ Say: It is now time to think about how you and your ■ Walk around the class and monitor Ss’ work�
classmates worked as a group� Consider the classmates that ■ If you consider it appropriate, you can call on volunteers to
were part of your group on the Case Study�
share their strategies with the rest of the class�
sentences�
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■ Say: Remember that the score you get in this co-evaluation, 4
will not impact your grade� It is important to be honest�
Remember that it is possible that you and your classmates
disagree and that is okay� The important thing is that you ■ Say: We are now going to focus on all of you as a class�
■
must be able to explain the reasons why you decided to grade
yourself and your classmates as you did� Work independently
to complete the table�
Ss can also copy the table in their notebooks if they need
■
■
LRead the questions aloud and clarify any doubts�
Depending on your class’ needs, have Ss complete this
on Activity 2�
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to add more names� If they worked with many different ■ Walk around the class and monitor Ss’ work�
groups, you might need to ask them to focus on a particular
group task for this section�
share their answers and ideas with the rest of the class�
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■ As you monitor, try to identify struggling Ss so that you Teaching Tip

may provide support in the future� Model the assessment and also the act of giving feedback
for your Ss. You can do this by using some sample
assignments and providing feedback. Remind them that
2 feedback is not just about mentioning the negative aspects
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to improve; it is also about mentioning the positive aspects

■ Read the direction line aloud� that you can see so that others can know that they are on
■ Have Ss get together with the Ss that they included in their the right path. Avoiding generalizations (such as “Good
tables� job!”) is important because even if it is a “good job”, you
■ Call on volunteers to read the questions and clarify any should take the time to explain why it is.
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doubts�
the questions�

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ENGLISH/SPANISH
DICTIONARY
Dictionaries are essential in any language course� The first
thing a S should know how to do is how to use it�
When Ss are still new to the language, multi-language
dictionaries are very useful tools� They can be used for
simple translations� As the S progresses in his or her learning
path, it is important to encourage them to learn how to use
comprehensive English dictionaries�
Effectively knowing how to use a dictionary can help Ss self-
guide their studies� This is what makes it a great tool as long as
it is used appropriately�
Printed or paper dictionaries can be cheap and they can last a
long time� Some printed dictionaries are very big and bulky,
but there are also “pocket” options to choose from� You could
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suggest that Ss have a “big” dictionary at home and get a
pocket one for school�
Many printed dictionaries have their online versions
nowadays� Whenever Ss have access to the Internet,
encourage them to use online dictionaries� Some online
dictionaries have the benefit of allowing the user to look at
meanings, translations and example sentences simply
by selecting what you need from dropdown menus or by
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clicking on specific links�
■ When using online dictionaries, it might be important for
the teacher to specify which are acceptable dictionaries and

which aren’t, Cambridge for example has an online learner’s
dictionary at dictionary�cambrige�org�
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■ There are many different dictionaries that Ss can choose
from, both printed and online�

■ Picture dictionaries are a good option for beginner levels
because the pictures allow Ss to comprehend the meaning of

words by looking at the pictures�
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■ Bilingual dictionaries allow Ss to learn the equivalent of
words in their native language�

■ Monolingual dictionaries include the definitions of the
words in the same language� Some monolingual dictionaries

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include simplified definitions for beginner learners, and

others even include example sentences�
■ When using bilingual (or translating) dictionaries, it is
important to consider that Ss might require direction in

how to use the words in context; one way to do this is to
provide examples with the word or words in context�
■ Dictionaries can help Ss understand instructions or
concepts and allow them to better complete activities,

exercises, or even help them clarify concepts in order to be
able to share their own ideas in English�

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MODULE 2
How can we add more meaning to

the things we say?
7 I can talk use intensifiers to talk about Movie and TV genres Intensifiers, normal
my likes. and strong adjectives
8 I can use common intensifiers Extreme sports Common intensifiers
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when speaking.
9 I can use intensifiers to compare Personality Intensifiers with comparatives

characteristics. adjectives and superlatives
Ice Breaker
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● Tell Ss about something you really enjoy. The more
details, the better. Try convey how much you enjoy it.
● Ask some Ss to share what they really enjoy.
● Then, ask: What do you notice about the words
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and expressions you use when you talk about

something you like?
Module Opener
● Open books to page 35.
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● Have a volunteer read the Big Question aloud.

How can we add more meaning to the things
we say?
● Say: Look at the pictures. Discuss them in groups.
Describe what each one shows. How do you think
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the pictures are related?

● Divide the class into groups and give them time to
discuss.
● Then, say: Let’s talk now discuss the question.
● Give Ss time to discuss. Monitor and help as needed.
● Invite groups to share their ideas with the class.
● Ask: What do you think this module is about? What
kinds of grammar or vocabulary do you think you
will be learning?
● Say: Flip through the module and check your ideas.
You can have them look at the topic headings
check their ideas.
T-35 Module 2 | How can we add more meaning to the things we say?

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LESSON 7 A Health Warning! TOPIC 3 IT’S VERY EXCITING
1 Vocabulary Movie and TV Genres 2 Language in Context I was absolutely

Learning Objective: Identify movie and TV genres from terrified.
pop-culture.
Learning Objective: See intensifiers with normal and strong
adjectives used in context.
A
■ Direct Ss’ attention to the movie and TV genres represented A
in the pictures� Ask: Which genre words are similar to the ■ Direct Ss attention to the picture in Activity 2A� Invite Ss to
names of genres in Spanish?
describe what they see�
■ Point out the examples for each genre� Ask: Which have you ■ Say: You will read a conversation between two friends�
seen? What are they about?
■ Have Ss read the conversation individually� Ask Ss to share
■ Form pairs and have them do the task�
what the conversation is about�
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■ Copy the table on the board and add the examples from ■ Form pairs� Ask Ss to discuss the questions with a partner�
Activity 1A�
■ Elicit ideas from different pairs� Invite others to agree or
■ When most pairs are finished, elicit Ss’ ideas and write them
disagree with their classmates’ ideas�
on the board�
B
■
■
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Say: Listen and repeat the words� Play the audio�
Check Ss’ pronunciation without the audio� Correct
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B
■
■
Elicit from volunteers the type of words that we can use to
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describe objects, people or things (adjectives)�
■ Ask Ss to complete the task individually�
Culture Note ■ Walk around the class and monitor Ss’ work�
Sitcoms ■ Have different Ss write the words on the board�
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The word sitcom is short for “situational comedy.” They may have identified the intensifiers or not, that is
Sitcoms began with radio shows, and have always been OK� They should have at least identified the adjectives used
a popular TV genre. One famous early sitcom was I Love to describe and talk about the shows and movies� (very
Lucy. funny, absolutely terrified, extremely scared, really enjoyed
it, interesting enough, exceptionally awesome, absolutely
dreadful, totally dreadful)�
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Teaching Tip
Glossing Unfamiliar Vocabulary
There are many techniques for teaching and clarifying
the meanings of unfamiliar words: pictures, gestures,
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translations, explanations, dictionary definitions,

cognates, synonyms, and familiar examples. In exercise
2, Ss learn the names of the genres by reflecting on
cognates with their first language and through familiar
examples. If some examples are not familiar to Ss, be
prepared to suggest examples they know.
Module 2 | How can we add more meaning to the things we say? T-36

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3 Grammar Intensifiers, normal and strong 4 Writing Comparing interests

adjectives Learning Objective: Practice using intensifiers with different
adjectives when talking about personal interests.
Learning Objective: Practice using intensifiers with normal
and strong adjectives.
A
■ Direct Ss’ attention to the grammar box� Say: Listen and ■ Read the direction line aloud�
read� Read the information aloud�
■ Say: Look at the shows you wrote in Activity 1A� In your
■ Form small groups and encourage Ss to write down some
notebooks, write sentences to talk about your opinion about
adjectives and come up with the strong version of those
these shows using different adjectives and intensifiers�
adjectives, if possible� They can use their dictionaries,
if needed� (really great = awesome/fantastic, ■ Remind Ss to use intensifiers� Walk around and monitor�
very small = tiny, etc�)
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■ Invite Ss to identify if they use intensifiers in their
mother tongue� ■ Read the direction line aloud�
■ With their groups, encourage Ss to discuss the difference ■ Ask two Ss to model the activity by reading the example
in meaning between enough and other intensifiers� dialog aloud�
■ Say: We can use enough to mean sufficient, for example: Your
shoes are big enough to fit him� We can also use it in negative
sentences to mean less than necessary or less than sufficient,
for example: The news are not interesting enough�
■
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Get Ss into groups and ask them to take turns to share their
ideas� Remind them to use intensifiers to talk about the
elements they like the most�

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intensifiers to talk about your likes?
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■ Direct Ss’ attention to Activity 3A� Read the direction line NOTE: If Ss feel they need more help, suggest they do
aloud� Then read the example aloud� Ask: Activities 1-2 on page 90 of the Extra Practice Section�
Why don’t we use very to complete this sentence? (Because
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terrible is a strong adjective) Why don’t we use amazingly?

(Because amazingly has a positive meaning, but terrible has
a negative meaning)
■ Say: Now complete the exercise independently�
Then have Ss work in pairs to check their answers�
A
■ Go over the answers with the whole class�
B
■ Read the direction line aloud� Call on two volunteers to
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model the activity by reading the example conversation

aloud�
■ Say: In your notebooks, rewrite the sentences with different
intensifiers� Work with a classmate�
■ When most Ss are finished, have different Ss report back
to the class�

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LESSON 8 Are you OK?
1 Vocabulary Extreme Sports 2 Language in Context I was absolutely

Learning Objective: Learn the names of extreme sports and terrified.
equipment.
Learning Objective: See common intensifiers used in context.
A 14
A
■ Direct Ss’ attention to the pictures and sets of words in ■ Direct Ss’ attention to the magazine article in Activity 2A�
Activity 1A�
■ Tell Ss to read the title and look at the pictures� Ask: What
■ Explain that the first phrase in each set is the name of an information do you expect to find in the article?
extreme sport� The list outlines the required equipment for
■ Read the direction line aloud� Invite volunteers to share
the sport�
what they know about the sport�
■ Point out the letters and the pictures� Explain that the
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■ Ask volunteers to read the text independently�
pictures show the types of equipment�
■ Have Ss get into pairs and share their opinion about
■ Ask: Have you ever tried any of these sports?
the sport�
■ Read the direction line�
■ Play the audio and have Ss do the task� B
■
■
Play the audio for Ss to check their answers�
Invite volunteers to write the names of the extreme sports
on the board�
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■
■
Direct Ss’ attention to Activity 2B� Read the direction
line aloud�
Ask a Ss to read the example aloud�
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■ Form pairs and have Ss do the task�
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■ Elicit Ss’ opinions�
■ Say: Listen and repeat the words� Play the audio�
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Extension
■ Ask: Which extreme sport would you be willing to try?
■ Elicit Ss’ ideas�
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Teaching Tip
Exploring Specialized Vocabulary
There are a number of options for finding unfamiliar
words. Ss can look up the words in a bilingual dictionary
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or a picture dictionary. If they just want to expand their

knowledge of vocabulary in a topic of interest, encourage
them to look at websites related to the topic; for example,
if Ss are interested in outdoor recreation, they can look
at websites that sell outdoor equipment. These websites,
designed for native speakers and non-native speakers
alike, give useful categories of items as well as the names
of specific items that may even be unfamiliar in Ss’ first
language.

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3 Grammar Common intensifiers 4 Speaking Extreme Situations

Learning Objective: Practice common intensifiers. Learning Objective: Use intensifiers to express thoughts and
ideas to talk about hypothetical situations.
■ Elicit from Ss what they remember about intensifiers�
■ Direct Ss’ attention to the grammar box� Say: Listen and
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read along� Read the information aloud�
■ Read the direction line aloud� Have volunteers read the
■ Say: We use intensifiers in everyday conversations� It is a
different prompts aloud�
way to sound more natural� It is important to understand the
meaning of the intensifiers we use� For example, an overused ■ Say: Write down some ideas that can help you discuss the
intensifier in spoken English is literally� You can hear many situations� Make sure you use some intensifiers� Write down
youtubers and other people in social media use this word your ideas so it is easier for you to discuss them later�
sometimes incorrectly� Remember to use a dictionary when ■ Walk around and monitor Ss’ work�
you need to verify the meaning of a word� ■ Read the direction line aloud� Ask two Ss to read the
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example conversation to model the activity�
A ■ Get Ss into pairs� Ask them to take turns sharing their ideas�
■ Read the direction line aloud� Read the example aloud� Encourage them to try to share their ideas without reading
■ Say: Work independently to rewrite the sentences placing what they wrote down�
■
the intensifier in the correct place�
Then have Ss work in pairs to check their answers�
When most Ss are finished, go over the answers with the
whole class�
■
LInvite Ss to share with the class� Ask questions to encourage
others to share their ideas and opinions�

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common intensifiers when speaking?
B NOTE: If Ss feel they need more help, suggest they do
■ Direct Ss’ attention to Activity 3B� Read the direction Activities 3-4 on page 91 of the Extra Practice Section�
line aloud�
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■ Call on a S to read the example aloud� Teaching Tip

■ Say: Talk with a partner about the topic� Answer the Correcting Mistakes
questions to discuss your experiences and opinions� Immediate correction during pair and group work is not
Don’t forget to use intensifiers� effective and can be discouraging for Ss. Use these
■ Walk around the class and monitor Ss’ work� techniques to correct mistakes in spoken language:
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1. Make notes on frequent mistakes you hear and re-

■ When most Ss are finished, have one or two Ss report teach the point after pair or group work.
back to the class�
2. Write down important mistakes and give them back
to the group to correct. Do not say who made the
mistakes.
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3. Write sentences with mistakes on the board and have

the class identify and correct the mistakes.
4. Create a quiz to make correcting mistakes more fun.
Give Ss five items. Ss correct the sentences.
5. If Ss have trouble identifying a mistake, re-teach that
specific language point.

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LESSON 9 This is me!
1 Vocabulary Personality Adjectives B

Learning objective: Use vocabulary for personality traits. ■ Introduce Ss to T-charts� Draw a large T on the board� Say:
We can use T-charts to compare two different people, places,
A 16 or things�
■ Direct Ss’ attention to the vocabulary in the box� Say: Which ■ Ask: Who are you going to compare? (Gabriela and her sister)
words are similar to words in Spanish? (ambitious, decisive, Write the headings on the T-chart�
mature, well-prepared)
Gabriela Gabriela’s sister
■ Have Ss read the personality adjectives silently as you read
them aloud� Read the first sentence aloud� Ask: What do we
call a person who behaves like this? (stubborn)
■ Say: Work independently to match the personality types to
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what people do or say�
■ When most Ss are finished, play the audio so they can check
■ Say: Complete the T-chart with a classmate�
their answers� ■ Walk around the class and monitor Ss’ work�
■ Say: Listen again and repeat� Play the audio again and have ■ When most Ss are finished, elicit answers to complete
the chart on the board�
B
■
the Ss repeat�

L Gabriela
cautious
Gabriela’s sister
fearless
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■ Call on a S to read the example response�
■ Say: Talk about your personality with a classmate� Take turns� likes to go to museums likes paragliding and
■ Walk around the class and monitor Ss’ work� likes to go see movies skydiving
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to the class� stubborn stubborn
Extension
2 Language in Context A lot of our interests
■ Have Ss make another T-chart to compare themselves with
are different. a member of their family�
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Learning objective: See determiners used in context and

Developing Skills
compare people’s personality traits.
Using T-charts
T-charts are a type of graphic organizer in which Ss can
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list items to analyze two aspects of a topic.

■ Direct Ss’ attention to the picture� Ask: Who are these ● We commonly use T-charts to analyze the pros and
people? What do you think their relationship is? Why? Elicit cons, or advantages and disadvantages, when we are
some answers� (Possible answers: Best friends, because making a decision.
they’re smiling and hanging out together� Or: Sisters, because ● Using a T-chart to list facts and opinions is an effective
they look alike and they’re hugging each other�) strategy to help Ss read and analyze an article.
■ Say: Read the text to find out if your ideas were correct� ● Ss can also use a T-chart to self-evaluate their progress
■ Give Ss time to read and then discuss the question as a class� by listing their strengths and weaknesses.

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3 Grammar Intensifiers with comparatives 4 Speaking Different personalities

and superlatives Learning objective: Practice intensifiers by describing
personalities.
Learning objective: Practice intensifiers with comparatives
and superlatives.
A
■ Direct Ss’ attention to the grammar box� Say: We use ■ Direct Ss’ attention to Activity 4A� Read the direction
intensifiers to add emotion to what we are saying� We
line aloud�
can also use intensifiers with comparative and superlative
adjectives� ■ Have volunteers read the information aloud� Clarify any
doubts by sharing examples�
■ Have a S read the information about comparative adjectives�
■ Say: Work independently� Write notes in your notebooks�
■ Have volunteers identify the comparative in each sentence�
■ Repeat the procedure with the information about
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superlative adjectives�
B
A ■ Read the direction line aloud�
■ Direct Ss’ attention to Activity 3A� Read the direction ■ Form small groups�
line aloud� Model the activity by having three Ss read the example
■ Read the example aloud� Ask: How do you know what
intensifier to choose to complete the sentences? (it depends on
if the sentence has a comparative or a superlative and what
you want to “intensify”)
■
■
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conversation aloud�
Say: Share your ideas� Compare your favorites using
intensifiers�
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■ Say: Work independently to complete the sentences with the ■ Have volunteers from each group report back to the class�
correct intensifiers� Correct any mistakes�
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intensifiers to compare characteristics?
whole class�
NOTE: If Ss feel they need more help, suggest they do
B Activities 5-6 on page 92 of the Extra Practice Section�
■ Direct Ss’ attention to Activity 3B� Read the direction line
and the example aloud�
A
■ Say: Change the sentences in Activity 3A by sharing true ideas

about yourself, your family, or the people around you�
Work with a classmate and take turns�
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to the class�

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CASE STUDY
■ Read the direction line and the title of the article aloud�
Ask: What do you think the title means? Elicit some answers�
(Possible answer: Teenagers watch a lot of TV�)
■ Have Ss read along silently as you read the first paragraph of
the article aloud� Ask: Were you right about the meaning of
the title? What do you think it means now? (Possible answer:
TV is the most common or favorite teen free-time activity�)
■ Ask: What is the second most common teen free-time
activity? (hanging out with friends)
■ Have Ss continue reading silently to find out what else teens
do in their free time�
■ Elicit from the class the free-time activities teens do
according to the article�
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Developing Skills
Scanning Reading Texts
Tell Ss that when they scan a text, they are looking for
specific words and expressions. They are not reading for
general comprehension.
1. Ss must realize they do not need to actually read the
content, but to run their eyes over the text quickly to
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find the information they are looking for.
2. It is important to time Ss when they practice
scanning activities. Encourage Ss to work as quickly
as possible.
3. Make sure that Ss know exactly what kind of
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information and what kinds of words they are looking

for before they begin.
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1 Reading TV Still on Top for Teens 3 Human Value Responsibility

Learning objective: Learning objectives: Reflect on the value of responsibility;
Develop overall and specific understanding of a text. reflect on the consequences of lack of responsibility.
A A
■ Direct Ss’ attention to Activity 1A and read the direction ■ Tell Ss to read the questions and discuss each one
line aloud� in their groups�
■ Say: Scan the article and find the information to complete ■ Monitor and help if there are communication problems�
the chart� Make note of any errors to address later with the class�
■ Walk around the class and monitor Ss’ work� ■ Have groups report their conclusions� Encourage Ss to use
■ Go over the answers with the whole class� examples from their own lives and possible scenarios to
support their arguments�
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■ Hold a class discussion for the last statement� Encourage Ss
2 Task to share and discuss their commitment ideas� Ask: How can
you show responsibility when enjoying spare time activities?
Learning Objective: Use a survey to create a presentation to
How do you show responsibility?
talk about spare time activities that includes intensifiers.
A
■
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Thank Ss for sharing�
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■ Have several Ss read the steps of the task aloud� Clarify any
doubts about the activity�
■ Say: Get together in groups and do the task� Have Ss
complete the project while you monitor and provide
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help as needed�
■ For Step 1, first have Ss talk with their group about their
favorite spare time activities using intensifiers�
■ For Step 2, tell Ss to create a survey where their classmates
can share their favorite spare time activities using
A
intensifiers� They can include the intensifiers within the

survey if they want to�
■ For Step 3, have Ss apply their survey to their classmates�
■ For Step 4, have Ss use the answers to write a short
S
paragraph explaining the results� Remind them to include

intensifiers�
■ For Step 5, have Ss create a presentation with their results
and that includes the slide with the paragraph they wrote to
answer the question�
■ For Step 6, have Ss present their results and answers to
the question� Listen to each group present their ideas�
Encourage others to ask questions to the group that is
sharing their presentation�

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1 2
really learned� ■ If necessary, elicit an example from a volunteer, they can
■ Read the direction line aloud� look at a previous self-evaluation and share a strategy for
■ Read the first sentence aloud� Call on volunteers to read the example�
examples aloud� Repeat with the rest of the sentences and ■ Walk around the class and monitor Ss’ work�
examples� ■ If you consider it appropriate, you can call on volunteers to
■ Say: Remember that the score you get in this self-evaluation, share their strategies with the rest of the class�
will not impact your grade� It is important to be honest� This
is a way to see how much you have learned and to identify Teaching Tip
E
what you still need to learn� Complete the self-assessment Setting goals is a very important part of self-assessment.
honestly� Work independently� The self-assessment begins when the learning goals are set,
■ Walk around the class and monitor Ss’ work� continues through the work that aims to achieve those goals
and ends with the assessment of what was done in order to
■
may provide support in the future� L see if the goals were met. Then, the process is repeated.
Set goals D
Work to
achieve
the goals
D
Assess
progress
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CO-EVALUATION
1 3
important to remind Ss the rules for this co-evaluation so ■ Say: Identify what you still need to work on when working in
that Ss are not tempted to grade their friends higher groups and think of three things you will do to improve�
and/or so that Ss are not bullied into giving certain Ss a Work independently�
certain score� ■ If necessary, elicit examples from volunteers�
■ Direct Ss’ attention to the Co-evaluation page� ■ Walk around the class and monitor Ss’ work�
■ Say: It is now time to think about how you and your ■ If you consider it appropriate, you can call on volunteers to
classmates worked as a group� Consider the classmates that
were part of your group on the Case Study�
sentences� 4
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■ Say: Remember that the score you get in this co-evaluation,
will not impact your grade� It is important to be honest�
This is a way to see how you look at your work in groups ■ Say: We are now going to focus on all of you as a class�
and to understand how others perceive your work� Work ■ Read the questions aloud and clarify any doubts�
■
independently to complete the table�
Ss can also copy the table in their notebooks if they need
to add more names� If they worked with many different
groups, you might need to ask them to focus on a particular
■
■
LDepending on your class’ needs, have Ss complete this
on Activity 2�
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group task for this section�
■ Walk around the class and monitor Ss’ work� share their answers and ideas with the rest of the class�
■ As you monitor, try to identify struggling Ss so that you
may provide support in the future� Teaching Tip
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As Ss compare their scores in the co-evaluation, encourage

them to ask each other questions to understand the
2 different scores their classmates’ assigned them.
For example:
What makes you think I didn’t listen to other’s opinions?
Have Ss get together with the Ss that they included in their
A
■
What do you think I can do to better listen to other’s
tables� opinions?
■ Call on volunteers to read the questions and clarify any How can I help my group better?
doubts�
S
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LESSON 10 I prefer burgers TOPIC 4 IT’S THE BEST
1 Vocabulary Fast Food Menu 2 Language in Context They are crunchier

Learning objective: Use vocabulary related to fast food. than…
Learning objective: Read and review comparative adjectives
A 17 in context.
■ Direct Ss’ attention to the title of the section� Ask: What is
fast food? What are some examples of fast food? A 18
■ Direct Ss’ attention to the pictures� Have different Ss read ■ Read the direction line aloud�
the words aloud and ask: Do you recognize fast food in these ■ Say: Listen and read the conversation� Answer the question�
pictures? Which ones do you like?
■ When Ss are finished, ask: What is Jane’s opinion about
■ Go over the sentences and clarify any doubts� Read the
French fries?
direction line aloud�
■ Invite Ss to participate and answer the question and share
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■ Say: Work on your own to complete the sentences�
how they figured out the answer�
■ Walk around and monitor�
■ When Ss are finished, play the audio to check answers� B
Play the audio again and have Ss repeat the sentences� ■ Read the direction line aloud�
B
■
■
Form pairs�
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■
■
Say: Work with a classmate� One of you is Liam and the other
is Jane� Practice the conversation�
Walk around and monitor Ss’ conversations�
Have Ss switch roles and practice again� If there is time,
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■
■ Have Ss take turns reading the sentences� have them switch classmates and practice again�
■ Have volunteers read the sentences aloud for the rest
of the class�
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3 Grammar Comparative adjectives review Teaching Tip

Building a Conversation
Learning objective: Review and practice comparative
When working with simple conversation models, teach Ss
adjectives.
to build their conversations by adding a new question for
■ Direct Ss’ attention to the grammar box� Say: You have their classmate.
already used comparative adjectives in the past� Today, we are A: I’m interested in business administration. What about
going to review� you?
■ Read the grammar description aloud� Have volunteer Ss B: I’m interested in graphic design. Why are you
read each of the example sentences, then read the grammar interested in business?
descriptions afterward� Say: We use comparative adjectives to A: There are a lot of job opportunities in business. Why
compare two of something� are you interested in graphic design?
B: I like art and computers. I think I can use both things in
■ Make sure Ss have no questions about using comparative
graphic design.
adjectives�
If your Ss are reluctant to speak or can’t build a
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conversation in this way, have them do simple pair
A work activities in small groups so they listen to other
■ Read the direction line aloud� Have a volunteer read the classmates practicing the model conversation.
example sentence aloud� A: I’m interested in business administration. How about
■
B
Say: Work on your own to use the clues to make comparisons�
Monitor and help if needed� Check answers as a class�
L you?
B: I’m interested in graphic design. How about you?
C: I’m interested in medicine. What about you?
D: I’m interested in …
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■ Read the direction line aloud� Have a volunteer read
the example aloud� Have Ss evaluate their performance� Ask: Can you mention
similarities and differences to talk about food you like?
■ Say: Work with a classmate to determine if the sentences
in activity 3A are facts or opinions� NOTE: If Ss feel they need more help, suggest they do
M
■ Encourage Ss to justify their answers� Activities 7-8 on page 93 of the Extra Practice Section�
■ Walk around and monitor�
■ Invite some Ss to share their ideas with the rest of the class�
See who agrees and who disagrees�
A
4 Speaking It’s better because...

Learning objective: Practice making descriptions and
comparisons.
S
A
■ Read the direction line aloud� Clarify any doubts�
■ Say: Work independently to complete the task�
■ Walk around the class and monitor as Ss write their
descriptions�
B
example conversation aloud�
■ Get Ss into groups� Say: Now take turns to share your likes
and discuss the similarities and differences between them
using comparatives�
■ Walk around the class and monitor conversations�

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LESSON 11 The best gadgets
1 Vocabulary Electronic devices 2 Language in Context It’s the cheapest...

Learning objective: Identify and use electronic devices Learning objective: Read and practice superlative adjectives
vocabulary. in context.
A 19 A
■ Direct Ss’ attention to the pictures� Say: What are these? ■ Read the direction line aloud�
Have you used these before? Are any of these electronic ■ Say: Read the conversation on your own�
devices new to you? ■ When Ss are finished, ask: What is Tanya looking at? (offers)
■ Read the direction line aloud� Read the words in the boxes What does Tanya want to buy? (She wants a TV and she
aloud� Read them again and have Ss repeat� needs a laptop or computer�)
■ Say: Work on your own to write the words from the boxes ■ Call Ss attention to the flyer� Encourage them to share what
under the pictures�
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they would buy and why�
■ Give Ss time to complete the task� Monitor and help if
needed� B
■ When Ss are finished, play the audio to check answers� Play ■ Read the direction line aloud�
the audio again and have Ss repeat�
B
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■
■
Say: Work with a classmate� One of you is Tanya and the
other is Kellen� Practice the conversation�
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have them switch classmates and practice again�
■ Say: Talk about these electronic devices with your classmate�
Talk about the ones you own�
■ Walk around the class and monitor Ss’ conversations�
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Extension
■ Divide the class into groups�
■ Play charades with the vocabulary words, where one
person mimes using one of the electronic devices from the
vocabulary lesson while their group guesses the tool� If the
A
group misses the guess, other groups get a chance to guess

and score a point�
■ Provide the vocabulary words to the S who is miming� For
an extra challenge, let Ss use the vocabulary words and
S
other electronic devices or other random vocabulary words

they know in English�

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3 Grammar Superlative adjectives 4 Speaking Tell me about yourself.

Learning objective: Practice superlative adjectives to Learning objective: Practice using superlative adjectives.
compare more than two people, places or things.
■ Say: We use superlative adjectives to compare more than two A
people, places or things� ■ Read the direction line aloud�
■ Have volunteers information in the tables aloud� ■ Go over the questions along with Ss and clarify any doubts�
■ Read the information below the table aloud� Clarify any ■ Say: Answer the questions in your notebooks�
doubts� ■ Monitor and help as needed�
A B
■ Read the direction line aloud� Call on a S to read the ■ Read the direction line aloud� Have a Ss read the example
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example sentence aloud� dialog aloud�
■ Say: Work on your own to write the adjective in parentheses ■ Divide the class into pairs� Say: Work with your classmate�
in their superlative form� Use the example and the grammar Take turns to share your answers to the questions in
box to help you� Activity 4A�
■
B
Monitor and help if needed�
When Ss are finished, check answers as a class�
■
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Walk around the class and monitor for pronunciation�
Have Ss evaluate their performance� Ask: Can you compare

more than two objects, places or people?
P
■ Read the direction line aloud� Have a two Ss read the NOTE: If Ss feel they need more help, suggest they do
examples aloud� Activities 9–10 on pages 94 of the Extra Practice Section�
■ Say: Work with a partner� Use the adjectives to talk about
gadgets or other things you like� Make comparisons to use
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superlatives�
■ Invite volunteers to share some of their comparisons with
the rest of the class�
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LESSON 12 What’s the best deal?
1 Vocabulary Shopping 2 Language in Context We’re having a sale.

Learning objective: Deduce words related to shopping Learning objective: Read and practice the different degrees
from context. of comparison.
A 20 A
■ Direct Ss’ attention to the title of the section and the pictures� ■ Prepare Ss to think about the topic� Ask: When was the last
Say: What do you see in these pictures? Describe them� time you went shopping? What did you buy?
■ Read the direction line aloud� Have a volunteer read the ■ Read the direction line aloud�
example sentence aloud� ■ Say: Read the conversation independently� Identify what the
■ Say: Work on your own to complete the sentences salesperson compares�
with the words� ■ When Ss are finished, ask: What does the salesperson
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■ Monitor and help if needed� compare? (t-shirts)
■ When Ss are finished, play the audio to check answers�
B
■ Play the audio again and have Ss repeat�
B
■ Read the direction line aloud� Say: Can you think of other
words you would use when shopping? Get an example from
the class and write it on the board�
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■
■
Say: Work with a classmate� One of you is the salesperson and
the other is Tim� Practice the conversation�
Have Ss switch roles and practice again� If there is time, have
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■ Divide the class into pairs� Say: Work with your classmate them switch classmates and practice again�
and come up with or look up three other words that you can
use when you go shopping in English�
■ Monitor and help if needed� When Ss are finished, have Ss
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3 Grammar Degrees of comparison 4 Speaking Are the prices similar or different?

Learning objective: Practice the different degrees Learning objective: Select different product ads and use
of comparison. them to make comparisons.
■ Direct Ss’ attention to the grammar box� Say: We have
learned how to make comparisons using comparatives A
and superlatives� Now, let’s look at the different degrees of ■ It is important that you ask Ss to bring newspaper, magazine
comparison that relate to adjectives and adverbs� or Internet ads before this lesson so that they have the
■ Have some volunteers read the different degrees on the table materials they need� The ads should include prices and, if
aloud� Say: The positive degree is the one we use to describe possible, other interesting details that may help them when
something, it doesn’t compare anything� Ask: What does the making comparisons�
comparative degree do? (compares two things) What does ■ Say: Now bring out the ads you brought�
the superlative degree do? (compares more than two things)
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■ Make sure Ss understand the degrees of comparison� B
A ■ Form groups�
■ Read the direction line aloud� Have a S read the example Have volunteers model the example aloud�
■
aloud�
Say: Work on your own to use the clues to write the sentences
in all three degrees�
Monitor as Ss work� When they are finished, check answers
■
■ L
Say: Share the ads you found� Talk about the similarities and
differences you find between the products you would like to
buy� Make sure you use the different degrees of comparison�
P
■ ■ Monitor and check that Ss are using the different degrees of
as a class� comparison correctly�
■ Invite groups to share some of their conclusions using
B comparatives or superlatives with the rest of the class�
■ Read the direction line aloud� Have a volunteer read the
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words in the box� Have Ss evaluate their performance� Ask: Can you express
■ Say: Work with a classmate to write sentences in the similarities and differences?
three degrees of comparison using the adjectives and adverbs
in the box�
Activity 11 on page 95 of the Extra Practice Section�
■ Monitor and help if needed�
A
■ When most Ss are finished, ask for volunteers to share some

of their sentences with the rest of the class�
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CASE STUDY What are ads?

■ Direct Ss’ attention to the ads on page 52�
■ Ask: What are these? (ads)
■ Say: Talk to a classmate� What can you see in the ads?
■ Elicit Ss’ ideas� Then ask: What do you think about ads?
Do you like to see them? Do ads really convince you to buy
something? Why? What do you think makes ads effective?
Write these questions on the board�
■ Say: Get together in small groups� Discuss these questions�
■ Set a time limit for Ss to discuss the questions�
■ Walk around the classroom and monitor Ss’ work�
Help with vocabulary where needed�
■ When time is up, invite each group to share their
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conslusions with the class�
■ Now direct Ss’ attention to the text� Say: Read the text on
your own� Have Ss read the text on page 52 silently�
■ Once Ss finish reading the text, ask: What did you learn
■
about ads? Have you ever seen ads that compare products?
Encourage Ss to share their opinions and experiences with
the rest of the class�
You may even want to find some ads on the web that show
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products being compared�
Teaching Tip
Time-Managing Group Work
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Step 1 Get Ss’ attention.

Step 2 Give short and simple instructions.
Step 3 Provide an example or model the activity.
Step 4 Set a time limit for student work.
Step 5 Put Ss in groups and have them start immediately.
A
REMEMBER Always give instructions and answer

questions before dividing Ss into groups.
● Set a time limit and let Ss know when the time is
almost up. Say: You have one minute to finish.

● Write suggestions for follow-up tasks on the board so
S
fast finishers have something to work on while they

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1 Reading What are ads? ■ For Step 4, say: Imagine you are a marketing company�
Decide on the elements you are going to compare�
Learning objective: Develop overall and specific ■ For Step 5, say: Read the text on page 52 again and identify
understanding of a text. the elements you must include in your ads�
■ For Step 6, say: Now it is time for you to write the first draft
A of your ads� Remember that you want to compare your
■ Read the direction line aloud� product or service and try to convince others to buy it�
■ Go over the questions along with Ss and clarify any doubts� ■ For Step 7, say: Once you are happy with your draft, check
■ Say: Work on your own to answer the questions� You can read grammar, spelling and punctuation and create your final
the text again as many times as you need� comparative ad� Remember to include pictures and all the
important elements�
■ As Ss work, walk around and monitor�
■ When they are finished, invite Ss to read their answers B
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aloud to check� ■ Decide how Ss will present their comparative ads�
B ■ After all groups have presented their ads, you can post
them all up on the walls and then have Ss vote for the most
■ Read the direction line aloud� Say: Work with a classmate to
persuasive one� Encourage them to share why they think it
■
discuss the questions�
Set a time limit for Ss to discuss the questions�
Have Ss share and discuss their answers as a class�
Encourage them to share the best ads they have seen (either
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is the most persuasive�
3 Human Value Competition

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on TV, newspapers, magazines or the Internet)� Ask them to
Learning objective: Reflect on competition as a form of
mention why they think those ads are the best�
development and growth.
2 Task A
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■ Tell Ss to read the questions and discuss each one with their
Learning objective: Create a comparative ad. classmates�
■ Walk around the classroom and monitor Ss’ conversations�
A
■ Have groups report their conclusions� Hold a class
discussion on the second and third questions�
A
■ Ask Ss to think about their favorite ads and what makes ■ Invite Ss to share their ideas�
them like those ads�
■ Ask: Can there be healthy competition? Why?
■ For Step 1, say: With your group, talk about the products or
services you like to buy� Make a list of the things you like the ■ Encourage volunteers to share their ideas�
S
most� ■ Thank Ss for sharing�

■ Give Ss time to complete this list�
■ For Step 2, say: Now vote for your favorite product or service�
Remember that you will make a comparative ad�
■ For Step 3, say: It is now time to choose and write down
products or services that can be compared with your chosen
product or service� Write them down�

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practiced in Lessons 10 and 12 and determine how much you things you will do to improve� Work independently�
really learned� ■ If necessary, elicit an example from a volunteer�
■ Read the direction line aloud� ■ Walk around the class and monitor Ss’ work�
■ Read the first sentence aloud� Call on volunteers to read the ■ If you consider it appropriate, you can call on volunteers to
examples aloud� Repeat with the rest of the sentences and share their strategies with the rest of the class�
examples�
■ Say: Remember that the score you get in this self-evaluation, Teaching Tip
will not impact your grade� It is important to be honest� This Ideally, Ss should assume responsibility for achieving their
is a way to see how much you have learned and to identify
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learning goals, as well as tracking their progress.
what you still need to learn� Complete the self-assessment The self-evaluation tool is a great way to encourage them
honestly� Work independently� to do this. Of course that Ss’ ability to do this independently
■ Walk around the class and monitor Ss’ work� will vary and the need for teacher’s assistance will vary
from S to S.
■
may provide support in the future� L One way to identify Ss that might require more help is
by asking them to raise their hand according to how
they graded themselves. Invite volunteers who graded
themselves low to share (preferably with you personally and
at another moment) the reasons for their grade.
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CO-EVALUATION
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■ Remind Ss the rules for this co-evaluation so that Ss are not ■ Read the direction line aloud�
tempted to grade their friends higher and/or so that Ss are ■ Say: We are now going to focus on all of you as a class�
not bullied into giving certain Ss a certain score� ■ Read the questions aloud and clarify any doubts�
■ Direct Ss’ attention to the Co-evaluation page� ■ Depending on your class’ needs, have Ss complete this
■ Say: It is now time to think about how you and your section independently or with the groups they worked with
classmates worked as a group� Consider the classmates that on Activity 2�
were part of your group on the Case Study section� � ■ Walk around the class and monitor Ss’ work�
■ Read the first sentence aloud� Repeat with the rest of the ■ If you consider it appropriate, you can call on volunteers to
sentences�
share their answers and ideas with the rest of the class�
will not impact your grade� Work independently to complete
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Teaching Tip
the table�
It might be important for you to help Ss understand how
■ Ss can also copy the table in their notebooks if they need to to organize their ideas to write three things they will do to
add more names� improve the way they work in groups. Encourage them to
Walk around the class and monitor Ss’ work� think of these things as goals to improve their teamwork.
■
■ As you monitor, try to identify struggling Ss so that you

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You could guide them to do this by using the SMART
acronym:
● S = Specific
● M = Measurable
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2 ● A = Achievable
● R = Relevant
■ Read the direction line aloud� ● T = Time-bound
■ Have Ss get together with the Ss that they included in their This means that:
M
tables� The goal should be specific, for example:

■ Call on volunteers to read the questions and clarify any “I will participate at least once on each step of the task”
doubts� rather than “I will participate more”.
■ Say: Discuss with your classmates and write your answers to It should also be measurable, this means that the S should
the questions� be able to know whether or not he/she accomplished it.
Using the previous example, the S could perhaps draw
A
■ Walk around the class and monitor Ss’ work� a check mark next to each of the steps in which he/she
■ If you consider it appropriate, you can call on volunteers to participated in order to measure that goal.
share their answers with the rest of the class� It should also be achievable, this means that the S should
be able to do it in a realistic way and time frame.
For example, it is not useful to set a goal such as “I will
S
3 be the first to participate on all steps of the task” because

this might not be achievable, however, “I will participate
■ Read the direction line aloud� once on each step of the task” is something that the S can
■ Say: Identify what you still need to work on when working in realistically achieve.
groups and think of three things you will do to improve� The goal should be relevant. In this case, it means that the
Work independently� goal should be related to how to improve the S’ way to work
in groups but nothing else.
■ If necessary, elicit examples from volunteers� Time-bound refers to a specific time limit to achieve the
■ Walk around the class and monitor Ss’ work� goal, for example, “For the next case study group work,
■ If you consider it appropriate, you can call on volunteers to I will …” This will make it easier for Ss to focus to achieve
share their strategies with the rest of the class� that goal.

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ENGLISH/SPANISH
DICTIONARY
The English-Spanish glossary that Ss find at the end of the Filling it in
module is provided as reference for Ss and as a way for them to ■ Select words from the English-Spanish glossary at the end
review and reinforce some of the words that they have seen in of the module�
the module� Here we provide some ideas that you may use for
reviewing and reinforcing vocabulary�
■ Come up with some original sentences using the words
you selected�
■ Write on the board or hand out these sentences leaving a
What’s that in English? blank space for the words you want to review�
■ Select words from the English-Spanish glossary at the end ■ Have Ss complete the sentences� They can use the English-
of the module�
Spanish glossary as a word bank in order to do so�
■ Divide Ss into pairs or small groups depending on your
class’ level and abilities�
Word pairs
■ Write the words you selected in Spanish on the board�
■ Give Ss pairs of words from those in the glossary and have
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■ Have Ss work together to write the words in English, ask them evaluate if the words are related or unrelated�
them to do this on a separate sheet of paper�
■ Set a time limit�
■ When the time is up, have a volunteer from each group or
■
pair either display their sheets of paper or write the words
in English on the board�
The pair or group with the most correct answers wins�
If there is a draw, select three more words and give Ss one
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minute to come up with the words in English� The pair or
group with the most correct answers wins�
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MODULE 3
What do you enjoy doing?

13 I can talk about likes and dislikes. Book expressions Verb + infinitive / gerund or both
14 I can talk about experiences. Experiences Verbs followed by infinitives
or gerunds (Different meanings)
15 I can use tag questions to confirm Personality traits Tag questions

information.
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Ice Breaker ● Invite pairs to share their ideas with the class.
● Ask: What do you do after school? Why do you ● Say: Let’s discuss what you enjoy doing. Hold a
do what you do? Have Ss discuss the question in class discussion on what your Ss enjoy doing in
small groups and then invite them to share their general. Encourage all Ss to participate.
ideas with the class.
Module Opener
●
●
L Ask: What do you think this module is about? What
kinds of grammar or vocabulary do you think you
will be learning?
Say: Flip through the module and check your ideas.
Open books to page 57.
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●
You can have them look at the topic headings
● Have a volunteer read the Big Question aloud.
(What do you enjoy doing?)
check their ideas.
● Say: There are many ways to talk about this
question. First, let’s look at the pictures. Work with
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a classmate. Take turns describing the pictures.

What do they show? How do they relate to
the question?
● Monitor and help as Ss discuss the pictures.
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T-57 Module 3 | What do you enjoy doing?

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LESSON 13 The Printed Word TOPIC 5 HE LIKES SWIMMING DOESN´T HE?
1 Vocabulary Book expressions 2 Language in Context I prefer to read.

Learning Objective: Deduce the meaning of expressions with Learning Objectives: Make inferences from descriptions of
the word book or read. situations. See examples of book genre words in context.
A A
■ Direct Ss’ attention to the pictures on Activity 1A� ■ Ask: What kinds of things do you read? Elicit Ss’ ideas and
■ Read the direction line aloud� Encourage Ss to look at the write them on the board�
pictures and describe them� ■ Direct Ss’ attention to the questionnaire in Activity 2A�
■ Go over the meanings along with Ss, clarify any doubts� Ask: What do you think it’s about?
Have Ss work independently to complete the task� ■ Explain that Ss are going to read three questionnaire
■ Walk around, monitor, and offer help when needed� situations and circle the answer that best describes them�
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■ Have Ss compare their answers with a classmate� ■ Have Ss do the task� Walk around, monitor, and offer help
when needed�
■ Ask the pairs to use their dictionaries to corroborate the
meaning of the expressions�
B
Check answers as a class�
■
B
■ Ask: Are there similar phrases in Spanish where the words
book or read expresses an idea? Discuss with a partner�
L■
■
Direct Ss’ attention to the point scale in Activity 2B� Read
the direction line aloud�
Form pairs and have Ss do the task�
Ask: What did the questionnaire say about you? Do you agree
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with the explanation?
■ Invite volunteers to share their ideas with the rest
of the class�
Teaching Tip
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Reading for Enjoyment

It is not uncommon for Ss to think reading is boring and
see it as work, not an activity they do for enjoyment.
Encourage Ss to notice all of the things they do read,
such as social media posts, memes, news, and magazine
A
articles—even product reviews. Have them consider their

reasons for reading these items. In addition, you can
point out that there are many different styles of literature,
and it’s OK to be unimpressed with a book. Reading
can also be challenging for Ss who have difficulty
S
concentrating. This is a legitimate challenge, but like

anything else can often be improved with a small amount
of regular practice.
Module 3 | What do you enjoy doing? T-58

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3 Grammar Verb + Infinitive / Gerund or Both ■ Demonstrate a practice round with a group of Ss so the class
understands�
Learning Objective: Practice verbs + infinitives and gerunds ■ Walk around and monitor� Make sure that when Ss
or both. change the main verb, they also change the second verb if
■ Direct Ss’ attention to the grammar box� Say: Listen and necessary�
read along� Read the examples aloud�
■ Ask: What expressions do we use to talk about our preferences 4 Speaking My Likes and Dislikes
or likes and dislikes? (I like, I love, I prefer, I hate, I enjoy, I
dislike, I want) Learning Objective: Practice using verbs + infinitives and
■ Say: These verbs can be followed by an infinitive or a gerund gerunds to talk about likes and dislikes.
or both� Infinitives are the base form of the verb with to in
front of it, for example to read� Gerunds are nouns created A
from verbs in the –ing form, for example, reading� ■ Direct Ss’ attention to Activity 4A� Read the direction line
E
■ Say: With most of these verbs, we can use a gerund or an aloud�
infinitive without the meaning of the sentence changing� With ■ Read and complete the first sentence with your own
enjoy and dislike, we can only use gerunds� With want we information� For example, you might say: I like baking cakes
can only use infinitives� and cookies� Call on one or two Ss to choose one of the
A
■ Direct Ss’ attention to Activity 3A and read the direction
line aloud�
■
■
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sentences and say an activity they like or don’t like doing�
Say: Share your likes and dislikes with a classmate� Take
turns�
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■ Read the example sentence aloud� Ask: What does Jacob ■ When most Ss are finished, have one or two Ss report back
enjoy? (He enjoys reading fantasy novels�) to the class�
■ Direct Ss’ attention to the verb + gerund in the example
sentence� Ask: What changes do you make to the original B
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words? (Add –s to the main verb; add –ing to make the ■ Read the direction line aloud�
gerund)
■ Share your own reading habits with Ss� (Even if you don’t
■ Say: Now complete the activity independently� read very much, it’s important to tell them something you
■ Then have Ss work in pairs to check their answers� do like about it�)
■ When most Ss are finished, go over the answers with the ■ Say: Discuss the questions with a classmate�
A
whole class� ■ Encourage Ss to keep notes or make a chart of reading pros

and cons to organize their discussion�
B
■ Invite Ss to share their ideas with the class� Elicit as many
■ Read the direction line aloud� Call on two volunteers to reasons as you can for why it is important to read� (You
S
model the activity by reading the example conversation can learn new things and see other points of view� You can
aloud� improve your brain’s ability to focus� It improves imagination
■ Say: Ask and answer questions about the information in and vocabulary, etc�)
Activity 3A but make them relevant to you� Work with a
classmate and take turns� Have Ss evaluate their performance� Ask: Can you talk
■ Walk around the class and monitor Ss’ work� about likes and dislikes?
■ When most Ss are finished, have one or two Ss report back NOTE: If Ss feel they need more help, suggest they do
to the class� Activities 1-2 on page 100 of the Extra Practice Section�
Extension
■ Put pairs from Activity 3B together to form groups�
■ Say: Share something you learned about your classmate in
the previous activity� Then, one of your new classmates will
repeat the same thing using a different verb� For example, you
could say dislike instead of hate�

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LESSON 14 Adventure
1 Vocabulary Experiences 2 Language in Context She began traveling

Learning Objective: Complete phrases about life experiences. when she was young
Learning Objective: See gerunds and infinitives
A used in context.
■ Direct Ss’ attention to the pictures and phrases in Activity
1A� Read the direction line� A
■ Form pairs and have Ss do the tasks� ■ Direct Ss’ attention to Activity 2A� Explain that Ss are going
■ Play the audio for Ss to check their answers� to read a travel article�
■ Form pairs or small groups� Have Ss share their activity ■ Tell Ss to look at the pictures� Ask: What information do you
rankings and give reasons� expect to find in the article?
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■
B 21 ■ Have Ss read the text�
■ Say: Listen and repeat the phrases� Play the audio� ■ Invite Ss to share what Alondra did�
pronunciation if necessary� B
Extension
■ Ask: Which of the activities have you done? Do you know
anyone who has done these activities?
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■
■
Direct Ss’ attention to Activity 2B� Read the direction line
aloud�
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■ Elicit Ss’ ideas (The words are verbs�) Remind students that
■ Elicit Ss’ ideas�
verbs can be followed by gerunds or infinitives�
Collocations
M
There is more than one possible combination for some

of the phrases in Activity 1A; for example, you can see,
watch, or observe a solar eclipse. You can swim or play
or even bathe in a waterfall. You can ride or go on a roller
coaster. Other collocations are more limited, such as fly
in a helicopter. Remind Ss that they can record possible
A
collocations in a notebook.
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3 Grammar Verbs followed by infinitives or 4 Speaking Travel experiences

gerunds (Different meanings) Learning Objective: Talk about travel experiences using
gerunds and infinitives.
Learning Objective: Practice verbs followed by infinitives or
gerunds and the changes in meaning that there might be.
A
■ Direct Ss’ attention to the grammar box� Say: Listen and ■ Direct Ss’ attention to Activity 4A� Read the direction line
read� Read the information in the box aloud�
aloud�
■ Say: Sometimes, certain verbs change meaning if they are ■ Say: Answer the questions in your notebooks with
followed by a gerund or an infinitive� Remember that not all
information that is true for you�
verbs can be followed by either� There are verbs that can only
be followed by a gerund and others by an infinitive� ■ Walk around the class and monitor the Ss’ work�
■ Form groups and encourage Ss to come up with some
B
examples where they think that the meaning of a sentence
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is different when the verb is followed by either a gerund ■ Direct Ss’ attention to Activity 4B� Read the direction line
or an infinitive� Assign one verb from the grammar box to aloud and call on two Ss to read the example conversation�
each group� ■ Say: Take turns to share your travel experiences�
■ Elicit the two sentences from each group and work together ■ Walk around the class and monitor the Ss’ conversations�
to see the differences in meaning� If necessary, have them
read the information in the Language Summary section on
page 96 of their books�
■
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When most Ss have finished, have one or two Ss report back
to the class�
Have Ss evaluate their performance� Ask: Can you talk

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A about experiences?
■ Read the direction line aloud� Have a S read the example
aloud�
Activities 3-4 on page 101 of the Extra Practice Section�
■ Say: Work independently to choose the best option to complete
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the sentence�
class�
A
B
■ Call on two Ss to read the example conversation aloud�
■ Say: Work together to make sentences with new meanings� If
S
the original sentence has an infinitive, write a sentence with a

gerund and vice versa�
■ When most Ss are finished, have some Ss report back
to the class�
C
■ Form groups� Ask them to make a survey using gerunds
and infinitives� Remind them they can look back to see
when they previously worked with surveys�
■ Set a time limit�
■ Have Ss apply the survey to their classmates�
■ Encourage each group to share their results�

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LESSON 15 What We Know
1 Vocabulary Personality Traits Teaching Tip

Choral Repetition
Learning objective: Use words to describe personalities.
Choral repetition simply gets the Ss to listen to the new
target language on the audio or from you, the teacher,
A 22 and repeat it as a class.
■ Read the direction line aloud� Once you and your Ss feel more confident doing choral
■ Read the words in the box aloud and have Ss repeat� Read drills, you can introduce these techniques to make them
more fun and interesting:
the example clue aloud and have a S read the word in the
puzzle� 1. Change the volume. Ss repeat words or phrases
starting at a whisper and building up to a shout.
■ Say: Work on your own to read the clues and write the words
2. Change the speed. Ss begin repeating words or
in the puzzle� phrases at a natural or slow speed and gradually build
■ Give Ss a few minutes to complete the puzzle� Advise them up the tempo until they are racing. You can control Ss’
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that they have trouble with a particular clue, they can skip speed by snapping your fingers or clapping.
it and come back after they fill in more of the puzzle and 3. Change the emotion. You can tell Ss to repeat words
eliminate some possibilities� or phrases in a certain way, for example: in a happy,
sad, or serious way.
■ When they are finished, check answers as a class�
B
■
■
Give Ss an example of a celebrity that they might know with
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one of these personality traits� Ask: Is this a positive, or a
negative trait?
■ Divide the class into groups� Say: Discuss some famous
people that you know� Talk about their traits� (By discussing
impersonal, famous people, Ss can use both positive
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and negative traits�) Walk around and monitor their

conversations� Encourage them to think of famous people
with each of the traits from the lesson�
2 Language in Context
A
That wasn’t very

smart.
Learning objective: See tag questions used in context.
S
A
■ Give Ss some time to read the conversation� When they are
finished, ask: Which words from the conversation describe
Matt? (clever, conceited�)
■ Divide the class into pairs� Ask: What do you think of Matt?
Have you known anyone similar? Give Ss some time to
discuss�
B
■ Keep Ss in their pairs from Activity 2A� Read the direction
line aloud�
■ Say: Work with a classmate� One of you is Peggy and the
other is Tommy� Practice the conversation�
■ Walk around and monitor Ss’ conversations�
■ Have Ss switch roles and practice again� If time allows, have
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3 Grammar Tag Questions 4 Speaking You know what it is, don’t you?
Learning objective: Practice using tag questions. Learning objective: Play a game using tag questions to guess
objects.
■ Direct Ss’ attention to the grammar box� Read the
description of tag questions aloud�
A
■ Call on a S to read the first tag question� Read its
description� Call on another S to read the second tag ■ Have some pieces of cloth prepared for this activity to use as
question� Say: These are tag questions� A tag question is blindfolds� You can also have some interesting objects for Ss
a short question we add to the end of a statement� The to guess while blindfolded, or you can have Ss use their own�
speaker is not giving information� The speaker is asking for ■ Read the direction line aloud�
confirmation of information he already knows� Do we have ■ Have a volunteer read the example questions aloud�
tag questions in (Spanish)? (Yes�) How do we do tag questions ■ Demonstrate the game with a volunteer� Call a S to the front
in (Spanish)? (Usually by using the word verdad at the end
of the room and blindfold him/her� Carefully hand the S an
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of a statement�) Explain that today, Ss will learn how tag
interesting object and say: Now, use tag questions to confirm
questions work in English�
information you know about this object� Encourage and
■ Read the description of how to form tag questions� Point help the S to think of different tag questions for the object’s
out the tag question in the first example sentence and ask: description and use�
What is the tag question? (is it) Can you identify the parts of
■
this tag question? (be + pronoun)
Have Ss read out the other three examples and identify
the parts of the tag questions as a class� Say: Notice, the tag
question is always the opposite of the verb in the main part of
■
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Divide the class in pairs� Say: Now work with a classmate
to play the game� One of you will be blindfolded� The other
will choose some objects for you to guess� Hand the objects
carefully to your classmate and answer their tag questions�
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■ Monitor and make sure Ss are using tag questions correctly�
the sentence�
B
A
■ Have pairs from the previous activity switch roles and play
■ Read the direction line aloud� Have a S read the example
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again� Monitor and make sure they are using tag questions
sentence� Point out the circled tag question� Say: Work on
correctly�
your own to find and circle the tag question for each sentence�
Make sure to check whether it is affirmative or negative� Have Ss evaluate their performance� Ask: Can you use tag
■ Monitor and help as needed� questions to confirm information?
A
B NOTE: If Ss feel they need more help, suggest they do

Activities 5–6 on page 102 of the Extra Practice Section�
■ Point out the example sentence� Say: What is the verb in this
sentence? (have) And what is the tag question? (don’t we)
S
■ Say: Now circle the verb phrase in all the sentences� Then
work on your own to write tag questions for each of them� Use
the verbs you circled and the information from the grammar
box to help you� Be sure to pay attention to the verb tense�
■ When they are finished, go over the answers with the whole
class�

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CASE STUDY Fundraising Party

■ Direct Ss’ attention to page 64�
■ Ask: What do you see?
■ Elicit Ss’ ideas� Then, ask: What are the people in the chat
talking about? Do you use group chats like this with your
friends? What is the topic in your group chats?
■ Do you know what a fundraiser is? (an event held to generate
financial support for a charity or other enterprise)
■ Read the question on the board aloud� Say: Get together in
small groups� What would you have a fundraising event for?
■ Set a time limit for Ss to discuss the question�
■ Walk around the classroom and monitor Ss’ work� Help
with vocabulary where needed�
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■ When time is up, elicit Ss’ ideas and write them on the
board�
■ Now direct Ss’ attention to the chat and ask them to read
independently�
■
■
Ask: What are they discussing? Have they agreed on
anything? What do they still need to discuss?
Have Ss discuss the questions in small groups� After a few
minutes, elicit ideas from volunteers�
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■ Next, direct them to the Reading activity on page 65�
■ Now direct Ss’ attention to the chat and ask them
to read independently�
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Teaching Tip
Using Spanish
By the time they reach Level 4, Ss should have the skills
and competence to give a lot of their feedback in English.
However, if you discover that a student wishes to say
A
something but doesn’t have all the necessary language

to do so in English, allow them to say something they
may be struggling with in Spanish. This is an important
opportunity to see particular areas that need work or
new topics that may need to be explored. Remember
S
their native language comes automatically to the rescue

when there is a language Module. This is not a sign of
laziness, but rather a display of how the mind finds the
way to express an idea through whatever linguistic tools
are available.

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1 Reading Fundraising Party B

■ Read the direction line aloud� Before groups begin acting
Learning objective: Recognize information on a written out their dialogs, remind the class that they must try to ask
conversation; develop overall understanding of a text. tag questions in order to confirm the information that their
classmates shared� You could model an example� (The group
A shared information about a trip to Cuernavaca� You ask:
■ Read the direction line aloud� Have a S read the example You organized a trip to Cuernavaca, didn’t you?)
aloud� ■ Once all groups have presented their dialogs, encourage
■ Say: Work on your own to answer the questions� Ss to vote for the event or trip they would like to organize�
Depending on what it is, you could consider organizing it as
■ Walk around the classroom and monitor Ss’ work�
part of your English class�
■ When they are finished, check answers as a class�
B 3 Human Value Collaboration
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Learning objectives: Evaluate the importance
■ Divide the class into pairs� Say: Talk about what you would of collaboration.
include in the lists to organize the fundraising party�
■
■
Walk around the classroom and monitor Ss’ work�
Encourage volunteers to share their ideas�
A
■
■
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Divide the class into pairs� Say: Read the questions and
2 Task discuss each one with your classmate� Walk around the
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classroom and monitor discussions�
Learning objectives: Write a dialog organizing a trip or event. ■ Have 1 or 2 pairs report their conclusions back to the class�
■ Hold a class discussion on the third question� Ask: How can
A collaboration help you achieve your goals? Why do you think
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■ Read the direction line aloud� Make sure Ss understand the so? Encourage Ss to share ideas�
purpose of the task� ■ Thank Ss for sharing their ideas�
■ Have volunteers read the four steps aloud� Ask Ss to
summarize the task in their own words�
For Step 1, first ask Ss to choose with their group if their
A
dialog will be about a trip or an event� Then remind

them to make a list of the elements needed for their
chosen trip or event�
■ For Step 2, have Ss determine which are the most important
S
elements from their lists�

■ For Step 3, groups now create their dialog where they
discuss the organization of the event� You could tell them
they can read the conversation on page 64 again if they
need to� Remind them to include tag questions to
confirm assumptions or information in their dialogs�
■ For Step 4, the groups practice their dialogs�
■ Determine how Ss will present their dialogs�

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1 2
■ Read the first sentence aloud� Call on volunteers to read ■ Walk around the class and monitor Ss’ work�
the examples aloud� Repeat with the rest of the ■ If you consider it appropriate, you can call on volunteers to
sentences and examples�
■ Say: Remember that the score you get in this self-evaluation,
will not impact your grade� Complete the self-assessment Teaching Tip
honestly� Work independently�
Ss are more likely to be more honest while self-assessing
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■
if they consider their classroom a safe space where they
■ As you monitor, try to identify struggling Ss so that you will not be judged. It might be important to keep the
may provide support in the future� results of self-assessments private in order to help Ss
feel this security. Remember that self-assessment is
more successful when used as a formative
L assessment tool.
Remind Ss that it doesn’t count towards their grades.
This is particularly important because you want them to
be able to identify what they have to change or adapt in
their approach to learning.
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CO-EVALUATION
1 3
tempted to grade their friends higher and/or so that Ss are ■ Say: Identify what you still need to work on when working in
not bullied into giving certain Ss a certain score� groups and think of three things you will do to improve� Work
■ Direct Ss’ attention to the Co-evaluation page� independently�
■ Say: It is now time to think about how you and your ■ If necessary, elicit examples from volunteers�
classmates worked as a group� Consider the classmates that ■ Walk around the class and monitor Ss’ work�
were part of your group on the Case Study� ■ If you consider it appropriate, you can call on volunteers to
■ Read the direction line aloud� share their strategies with the rest of the class�
sentences�
4
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will not impact your grade� Remember that it is possible that ■ Read the direction line aloud�
you and your classmates disagree and that is okay� And you
■ Say: We are now going to focus on all of you as a class�
should also remember that you need to be able to explain
the reasons why you decided to grade yourself and your ■ Read the questions aloud and clarify any doubts�
■
classmates as you did� Work independently to complete the
table�
Ss can also copy the table in their notebooks if they need to
add more names�
■
■
on Activity 2�
P
■ Walk around the class and monitor Ss’ work� ■ If you consider it appropriate, you can call on volunteers to
■ As you monitor, try to identify struggling Ss so that you share their answers and ideas with the rest of the class�
Teaching Tip
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Since grading group work can sometimes be challenging,

2 co-evaluations are a great way to assess the contributions
of individual Ss. While you will not use this assessment as
■ Read the direction line aloud� part of their grade, monitoring while Ss are working on this
■ Have Ss get together with the Ss that they included in their section can help you identify problem Ss and problem areas
A
tables� so that you might address them before the next group work
session.
■ Call on volunteers to read the questions and clarify any
doubts�
the questions�
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LESSON 16 In a Perfect World TOPIC 6 IT WAS EXCITING AND FUN
1 Vocabulary Attitudes and Moral Values B

Learning objective: Use adjectives to describe attitudes ■ Call on a volunteer to read the example response aloud�
and moral values.
■ Say: Talk about how you are responsible� Work with a
classmate�
A 23
■ Direct Ss’ attention to the picture� Ask: What do you
see? (Possible answer: A group of people showing a strong ■ When most Ss are finished, have one or two Ss report to
connection�) the class�
■ Read the example sentence aloud� Ask: Why is the answer Language Note Vocabulary
responsible? (Because a responsible student is one who does
Using English-Language Definitions
their homework�)
At this level, Ss should be able to understand most
Say: Work independently to write the adjectives to complete
E
■
English definitions. Use the following definitions to
each sentence� You have been given one or two letters of each answer any questions Ss might have about the lesson’s
adjective� vocabulary.
■ When most Ss are finished, play the audio so they can check ● fair – treating someone in a way that is right or
their answers� reasonable, or treating people equally
B
■ Direct Ss’ attention to Activity 1B� Read the direction line
aloud� Call on a volunteer to read the example response�
L ● forgiving – willing to stop being angry with someone
who has done something wrong

● honest – truthful or able to be trusted; not likely to
steal, cheat, or lie

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● loyal – always giving help or encouragement
■ Say: Talk about the adjectives that describe you� Give reasons ● patient – tolerating conflict or provocation calmly and
for your choices� Work with a classmate and take turns� without any complaints
■ Walk around the class and monitor Ss’ work� ● polite – showing good manners towards others
When most Ss are finished, have one or two Ss report back ● reliable – dependable, that can be trusted
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to the class� ● responsible – having the duty of taking care of
something
2 Language in Context I need a planner.

Learning objective: See connectors but, or, and so used in
A
context.
A
■ Direct Ss’ attention to Activity 2A� Read the direction line
S
aloud�
■ Say: Read silently and answer the question� Then ask: How is
Cecilia trying to change? (She bought a planner to write down
everything she needs to do�)
■ Ask Ss to read a second time� Say: Read the text again and
circle the adjectives�
whole class�

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3 Grammar Connectors: but, or, so 4 Speaking I do it because ...

Learning objective: Practice using connectors. Learning objective: Practice using connectors to answer
questions.
■ Direct Ss’ attention to the grammar box� Say: We use
connectors to join two related ideas to form one sentence� We
choose the connector depending on the relationship between A
the two ideas� ■ Direct Ss’ attention to Activity 4A� Read the direction line
■ Direct Ss’ attention to the first sentence in the box� Read aloud�
it aloud� Ask: What do we learn about Manuel from this ■ Read the first question aloud and provide a possible answer�
sentence? (He’s loyal, but he’s very impatient�) Say: In Say, for example: Some people get part-time jobs so they can
this sentence we use the connector but to show differences pay for their education�
(between his two different personality traits)� ■ Then brainstorm some other ideas with the class�
■ Read the second sentence aloud� Ask: Do we know what ■ Say: Work independently to answer the questions using the
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we’re going to do? (No) How many possible actions are we connectors in parentheses�
considering? (two) Say: In this sentence we use or to show our ■ Walk around the class and monitor Ss’ work�
choices or options�
■ Read the third sentence aloud� Ask: Which action happened B
■
first? (Lety was sick�) Say: In this sentence we use so to show
the reason for doing the next action�
Ask: What do you notice about the punctuation of these
sentences? (Sentences with but, or, and so have a comma
■
■
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Read the direction line aloud and call on two Ss to read the
example conversation�
Say: Share your sentences from Activity 4A� Work with a
classmate� Take turns�
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before the connector�)
A ■ When most Ss are finished, have one or two Ss report back
■ Direct Ss’ attention to Activity 3A� Read the direction line to the class�
aloud�
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Have Ss evaluate their performance� Ask: Can you describe

■ Direct Ss’ attention to number 1� Read it aloud and then attitudes?
read the example aloud� Ask: Why do we use so to connect
these two sentences? (to show the reason for doing the second NOTE: If Ss feel they need more help, suggest they do
action) Activities 7-8 on page 103 of the Extra Practice Section�
Say: Work independently to combine the sentences using the
A
correct connectors�
whole class�
S
B
■ Call on two volunteers to read the example conversation�
■ Say: Create a new conversation using one of the sentences
from Activity 3A� Try to include at least one of the adjectives
we’ve just learned or one from Lesson 5� Work with a
classmate�
to the class�

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LESSON 17 Change for the Better
1 Vocabulary Negative Prefixes 2 Language in Context Pet Peeves

Learning Objective: Deduce the meaning of words with Learning Objective: Identify main ideas in a magazine article;
negative prefixes from situational examples. see connectors in context.
A A
■ Direct Ss’ attention to Activity 1A� Read the direction line� ■ Direct Ss’ attention to Activity 2A� Elicit the title: Pet Peeves�
■ Form pairs and have Ss do the task� Ask: What do you think pet peeves are? Accept all answers�
■ Walk around, monitor, and offer help when needed� ■ Read the direction line aloud�
■ Have Ss read the magazine article about pet peeves� Tell
B 24 them to underline the sentence with the main idea in each
■ Say: Listen and repeat the words� Play the audio� paragraph�
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■ Check Ss’ pronunciation without the audio� Correct ■ Walk around, monitor, and offer help when needed�
pronunciation if necessary� ■ Check Ss’ ideas about pet peeves again after reading�
■ Call on Ss to read the sentences from Activity 1A aloud
with the correct vocabulary pronunciation� B

Syllables and Syllable Stress
Longer words can be harder for Ss to read, spell, and
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■
■
Direct Ss’ attention to Activity 2B� Read the direction line
aloud�
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pronounce. Helping Ss to identify stressed syllables Extension
in words can help them remember the spelling and ■ Tell Ss to make a list of their pet peeves and values�
pronunciation. Say and clap the syllables, clapping the
stressed syllable more loudly: dis-LOY-al, dis-re-SPECT- ■ Have Ss walk around the classroom and share their lists
ful, in-con-SI-de-rate, ir-re-SPON-si-ble, un-FAIR, with each other� If they have the same pet peeve or value,
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un-TRUST-wor-thy. have them give each other a high five�

■ Ask: What are the most common pet peeves in the class?
What are the most common values?
Teaching Tip
■ Encourage Ss to think about how the answers would be
Monitoring and Providing Clarification different if they asked their parents or grandparents�
A
When Ss begin a task, walk around and monitor to be

sure that they have understood the task correctly. Provide
additional clarification right away to make the best use of
class time.
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3 Grammar Connectors: and, but, or, because, so ■ Say: Create a new conversation using one of the sentences
from Activity 3A� Module 1� Work with a classmate�
Learning Objective: Practice using connectors. ■ Walk around the class and monitor Ss’ work�
■ Direct Ss’ attention to the grammar box� Say: Listen and ■ When most Ss are finished, have one or two Ss report back
read� Read the examples aloud� to the class�
■ Say: We use connectors to join two related ideas to form
one sentence� We choose the connector depending on the 4 Speaking My Reasons
relationship between the two ideas�
■ Direct Ss’ attention to the first sentence in the box� Read Learning Objective: Practice using connectors to complete
it aloud� Ask: What do we learn about Manuel from this ideas.
sentence? (He’s loyal and he’s trustworthy�) Say: In this
sentence we use the connector and because we are adding A
more information that is the same or similar� ■ Direct Ss’ attention to Activity 4A� Read the direction line
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■ Read the second sentence aloud� Ask: What did I expect her aloud�
to do? (Keep the password a secret�) What did she actually ■ Read the question at the top aloud and provide a possible
do? (She told her cousin�) Say: In this sentence we use but to answer� Say, for example: I do my homework because I want
show differences (between what I expected and what actually to get good grades�
■
happened)�
Read the third sentence aloud� Ask: Do we know what
we’re going to do? (No�) How many possible actions are we
considering? (two) Say: In this sentence we use or to show our
■
■
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Then brainstorm some other ideas with the class� (Possible
answers: I do my homework because I want to learn� Or,
I do my homework because I want to be successful�)
Say: Work independently to complete the chart in your
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choices or options�
notebook�
■ Read the fourth sentence aloud� Ask: Why couldn’t I keep
the money? (because that would be dishonest) Say: In this
sentence we use because to give a reason for the first action�
B
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■ Read the fifth sentence aloud� Ask: Which action happened

first? (I was very inconsiderate to Lety�) Say: In this sentence
we use so to show the reason for doing the next action� ■ Say: Share your information from the chart with a classmate�
■ Ask: What do you notice about the punctuation of these ■ Walk around as Ss share their work� Note any mistakes so
sentences? (Sentences with and, but, or, and so have a comma that you may address them at the end of the lesson�
before the connector� The sentence with because doesn’t have
A
a comma�) Have Ss evaluate their performance� Ask: Can you connect

ideas to make stronger arguments?
A
■ Direct Ss’ attention to Activity 3A� Read the direction line Activities 9-11 on page 104 of the Extra Practice Section�
S
aloud�
■ Direct Ss’ attention to number 1� Read it aloud and then
read the example aloud� Ask: Why do we use so to connect
these two sentences? (to show the reason for doing the second
action)
■ Say: Work independently to combine the sentences using the
correct connectors�
whole class�
B
■ Call on two volunteers to read the example conversation�

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LESSON 18 It is also the habitat of many animals.
1 Vocabulary Natural Features 2 Language in Context However, they are

Learning objective: Use vocabulary for natural features of being destroyed.
the Earth.
Learning objective: Read and practice common connectors
in context.
A 25
■ Direct Ss’ attention to the title of the section� Say: What is A
a natural feature? Can you think of any examples of natural ■ Read the direction line aloud�
features?
■ Say: Read the conversation on your own�
■ Direct Ss’ attention to the pictures and ask: Do you recognize
any natural features in these pictures? Have Ss name features ■ When Ss are finished, ask: Why are coral reefs endangered?
that they recognize (ocean, mountain, etc�)� They don’t have (Because of a variety of factors that include natural phenomena,
to coincide with the vocabulary terms� local threats, careless tourism and climate change�) How many of
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you have been to the beach? Have you seen coral reefs?
■ Read the words in the box aloud� Read them again and have
Ss repeat� Say: Work on your own to write the words from the
B
box in the spaces for the pictures� Give Ss time to complete
the task� Walk around and monitor� ■ Divide the class in pairs�
■
B
When Ss are finished, play the audio to check answers� Play
the audio again and have Ss repeat the words�
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■
■
Say: Work with a classmate� One of you is Benjamin and the
other is Alison� Practice the conversation�
P
■ Read the direction line aloud� Have volunteers read the have them switch classmates and practice again�
■ Divide the class into pairs� Say: Pick a feature in secret and Teaching Tip
describe it to your classmate� You can describe it any way you Keeping a Dictionary
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want to, but you can’t say the name of the feature� Guess what Suggest to Ss that they start and keep a dictionary of
feature your classmate is describing� all the new words that they learn in the Modules. Stress
■ Monitor as they play the game� Have the members of each that they may choose the format of their dictionary
pair take turns describing and guessing� themselves because personalizing the learning
experience engages Ss. If they are short of ideas, explain
that a dictionary could be a simple list of words arranged
A
Extension by theme, a personal dictionary, a mind map, a glossary

If you have the time, you can get Ss to describe and draw of words translated into Spanish, or even a poster.
the features� Divide the class in pairs� Say: Think of a natural Whatever format works best for the student should be
feature� What does the scene look like? What colors can you see? encouraged because it will give them more motivation to
Are there animals there? What else is happening? Describe your keep it up throughout the semester.
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scene to your classmate� Draw the scenes that your classmate

describes� Make sure Ss have colored pencils and paper� When
they are finished drawing, ask them to compare to see if the
drawings are similar to what they imagined�

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3 Grammar Other common connectors 4 Speaking I have sometimes …

Learning objective: Review and practice common Learning objective: Describe similarities and differences
connectors. using connectors.
■ Direct Ss’ attention to the grammar box� Say: We are going
to review other common connectors� What do you remember A
about connectors? ■ Read the direction line aloud� Have a volunteer read the
example sentence aloud�
■ Read the grammar description aloud� Point out the
connectors� Have a volunteer read the examples aloud� ■ Give Ss a few minutes to write sentences describing
Ask Ss to find more examples of the connectors in the similarities and differences using connectors in their
conversation from the Language in Context section� notebooks� Remind them they can look at the Grammar
Box or use a dictionary if they need to�
■ Say: Remember that connectors or linking words help us
connect ideas and sentences in English� They can be used to ■ Monitor and help as needed�
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give examples (for example), add information (and,
also, too, besides), summarize (in summary, in conclusion), B
sequence ideas (firstly, secondly, finally), give reason (because, ■ Read the direction line aloud� Have some volunteers read
because of ) or result ( so, therefore), or contrast ideas (but, the example conversation aloud�
A
■
however, despite)�
Read the direction line aloud� Have a S read the example

■
■
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Say: Now share your sentences with a partner� Take turns to
share your opinion� Remember to use connectors�
Walk around and listen to Ss conversations� Note common
mistakes so that you may address them at the end of
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sentence aloud� the lesson�
■ Say: Work on your own to choose an appropriate connector to
link the sentences� Have Ss evaluate their performance� Ask: Can you
■ Monitor and help if needed� communicate ideas and opinions?
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■ Have volunteers write the sentences on the board� Check NOTE If Ss feel they need more help, suggest they do
and correct as needed� Activities 12-13 on page 105 of the Extra Practice Section�
B
■ Read the direction line aloud� Have a volunteer read the
A
example sentence aloud�

■ Say: Work with a classmate to write your own sentences using
the words from Activity 1A and connectors� Monitor and
help if needed�
When they are finished, have each pair share at least one of
S
their sentences with the rest of the class�

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CASE STUDY Teens & Body Image: A Health Risk?

■ Ask Ss to look at page 74� Teaching Tip
■ Divide the class into pairs� Ask: What pictures can you see? Managing Collaborative Work
(food, cutlery, scale, measuring tape) What is the title? (Teens The most difficult part of managing collaborative work is
& Body Image: A Health Risk?) What do you think this Case to keep all Ss busy and on-task. The most effective way
Study will be about? Talk to your classmate� to do this is by assigning roles or having group members
■ Have Ss share their ideas with the rest of the class� choose their roles within the group. Make sure that every
role is an active and not a passive one.
■ Say: Read the text independently�
These are some good role choices:
■ Walk around as Ss read and help as needed� You may ask Ss
(1) Group leader – Responsible for delivering the final
to underline unknown words so you may clarify them once product and that every S in the group participates
everyone has finished reading the text once� actively.
(2) Researcher – Responsible for researching and
Teaching Tip locating any necessary information in a timely matter to
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Correcting Mistakes keep group work moving forward.
Immediate correction during pair work and group work (3) Time-keeper – Responsible for keeping an eye
is not effective and can discourage Ss. Use these on the time and making sure no S wastes time in
techniques to correct mistakes in spoken language: unproductive discussion.
1. Make notes on frequent mistakes you hear and re- (4) Reporter – Responsible for keeping notes during
teach the point after pair or group work.
2. Write down important mistakes and give them back
to the group to correct.
3. Write sentences with mistakes on the board and have
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project work and writing notes for the final class
presentation.
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the class identify and correct the mistakes.
Teaching Tip
Getting Reluctant Ss to Participate
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● During whole-class activities, try to identify the Ss who
never participate.
● When Ss break up into pairs and groups, monitor these
Ss closely to find out what the cause of their non-

participation might be:
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● general apathy
● shyness
● lack of understanding
● need for reinforcement

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● Pair these Ss with each other during pair work
activities. Do not pair a strong S with a weaker S as

then the stronger S will do all the work and eventually
become bored and cause problems in your class.
● Monitor the work of weaker Ss more closely. Engage in
their discussions. Build their confidence in speaking to

you so they will eventually speak out to the class.

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1 Reading Teens and Body Image: A Health Risk? B

Learning objectives: Identify the main idea of a text; identify ■ Now, Ss present their work� Remind them to be respectful
supporting ideas.
and listen to their classmates� Tell them you expect them to
share their ideas and opinions about every topic presented
A by their classmates�
■ Read the direction line aloud� Ask a S to read the example
aloud� Encourage Ss to identify the original line on the text�
■ Say: Complete the task individually�
3 Human Value Empathy
■ When they finish, ask them to compare their answers with Learning objectives: Identify and reflect on the importance
a classmate� of being empathic.
■ Check the answers as a class�
A
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B ■ Direct the Ss’ attention to the questions� Read them aloud�
■ Divide the class into pairs� Read the direction line aloud� ■ Say: Discuss the questions with a classmate� After a few
■ Walk around and monitor as Ss discuss and share their minutes, have some pairs report their conclusions for
opinion� questions 1 and 2�
■ Invite pairs to share some of their opinion with the class�
2 Task
■
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Hold a class discussion on the third question� Invite Ss to
share their ideas about how being empathic can help them
achieve their goals�
Thank Ss for sharing�
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■
Learning objectives: Create an essay or oral presentation

about an important issue.
A
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■ Read the direction line aloud� Get Ss into groups�

■ For Step 1, Ss make a list of issues they consider important�
■ Give Ss enough time to brainstorm issues�
■ For Step 2, Ss must reach an agreement and choose one
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topic for their essay or oral presentation�

■ For Step 3, Ss research information to create their essay or
oral presentation�
■ For Step 4, Ss must decide if they will present an essay or
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oral presentation� It is important that Ss understand that

even if they choose the oral presentation, they must still
write the text they will use and memorize for their oral
presentation�
■ For Step 5, Ss write their essays or oral presentations�
Remind them to include connectors to support information,
ideas and arguments�
■ For Step 6, Ss check their texts for any grammar, spelling or
punctuation mistakes�
■ For Step 7, you must decide how the presentations will take
place� Ss must determine how each member of the group
will participate (for example: how to divide the essay or the
information for the oral presentation)�

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1 2
■ Read the first sentence aloud� Call on volunteers to read the ■ Walk around the class and monitor Ss’ work�
examples aloud� Repeat with the rest of the sentences and ■ If you consider it appropriate, you can call on volunteers to
examples�
■ Say: Remember that the score you get in this self-evaluation,
will not impact your grade� Complete the self-assessment Teaching Tip
honestly� Work independently�
It is important to keep in mind that when Ss self-assess,
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■
you, as the teacher, are acting as a moderator of the
■ As you monitor, try to identify struggling Ss so that you assessment.
may provide support in the future� Remembering this can also help you expand on this
activity in a way that might be beneficial to students.
Remember that self-assessments do not be to be
L complicated. You can always follow up by allowing

different Ss lead discussions about the topics you
learned and practiced, or you can even encourage Ss to
explore and discuss reflective questions such as:
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● What was the hardest challenge I faced?
● Can I communicate using __________?
● Am I being curious while I am learning?

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CO-EVALUATION
1 3
tempted to grade their friends higher and/or so that Ss are ■ Say: Identify what you still need to work on when working in
not bullied into giving certain Ss a certain score� groups and think of three things you will do to improve� Work
■ Direct Ss’ attention to the Co-evaluation page� independently�
■ Say: It is now time to think about how you and your ■ If necessary, elicit examples from volunteers�
classmates worked as a group� Consider the classmates that ■ Walk around the class and monitor Ss’ work�
were part of your group on the Case Study� ■ If you consider it appropriate, you can call on volunteers to
■ Read the direction line aloud� share their strategies with the rest of the class�
■ Go over the Score Key along with Ss�
Call on different volunteers to use their own words to
■
4
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explain what each score means�
■ Read the first sentence aloud� Repeat with the rest of the ■ Read the direction line aloud�
sentences� ■ Say: We are now going to focus on all of you as a class�
■ Say: Remember that the score you get in this co-evaluation, ■ Read the questions aloud and clarify any doubts�
■
will not impact your grade� Work independently to complete
the table�
Ss can also copy the table in their notebooks if they need to
add more names�
■
■
on Activity 2�
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■ As you monitor, try to identify struggling Ss so that you share their answers and ideas with the rest of the class�
Teaching Tip
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2 As this is the final co-evaluation the Ss will work on,

you could encourage Ss to review the goals they set on
■ Read the direction line aloud� previous co-evaluations in order to assess if they were
able to achieve them and identify how they did it. If they
■ Have Ss get together with the Ss that they included in their
didn’t, they can also identify and determine why they
tables�
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couldn’t achieve their goals and what they could have

■ Call on volunteers to read the questions and clarify any done differently.
doubts�
the questions�
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ENGLISH/SPANISH
DICTIONARY
As mentioned before, Ss can use this section to review and Scavenger hunt
reinforce vocabulary� Here are other ideas you may use to do so� ■ You can challenge Ss to a scavenger hunt�
■ Select words from the glossary and ask Ss to find the words
Word wheel using books, magazines, webpages, etc�
Act it out
Diagrams/ Graphic organizers

U art ■ You can also use different diagrams and instruct Ss to list
a s se it thep or order words in semantic maps, Venn diagrams or other
en in s
ten at i ch?
ce Wh f spee graphic organizers�
o
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t in W A
t is i h? h
it m at do
ha is ean es
W pan
S ?
Draw it
L B C
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■ Copy the image onto cardstock to make a vocabulary
spinner game�
■ Divide the class into teams�
■ Have Ss take turns to spin the spinner� A
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■ Choose a word from the glossary and have Ss do what the

spinner indicates�
■ You can give a point for each correct action�
■ The team with the most points wins�
A1 A2 A3
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LIST OF VERBS
Verbs are words that are used to express whatever a subject is Verb Ball Toss
doing� A sentence can have only one word, as long as that word Ss stand in a circle� You have a small ball to pass around� Say a
is a verb� Therefore, verbs are essential to English� The verb verb and pass the ball� The one that catches the ball conjugates
list we include in this book can be used as reference whenever the verb you just said (choose the tense depending on what you
necessary, you could also choose to do some activities to are reviewing)� If the S conjugates correctly, then he/she says
practice or review verbs� Here are some ideas� another verb and tosses the ball to someone else� The S that
makes a mistake is out� You can repeat until there’s only one
Charades S left standing� (Reviewing past tense: T: Let’s review the past
You can use charades to review action verbs, gerunds, and tense� Run� (toss the ball), S: Ran� Talk� (toss the ball), S: Talked�
infinitives� To play, you can write different verbs on small Swim� (toss the ball), S: Swimmed� (wrong so this S is out and
pieces of paper and put them in a bag� Ss take turns taking you continue the game with the same verb that was missed)�
out a verb from the bag and acting it out for their classmates�
When you play this game as a review, encourage Ss to answer Tic Tac Toe
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with complete sentences� (What does Juan love doing? He loves Draw a tic tac toe board� Write a pronoun on each square� Ss
cooking�) play in teams� One member from the team comes to the board�
Give the team member a verb that he/she has to conjugate
Story time correctly using the pronoun in the square he/she wants to
Creating a story is a way to review the different conjugations of
verbs� You can give Ss a topic, or ask a series of questions that
Ss have to answer in order to come up with a short story� It is
also a good way to experience using specific verbs in context�
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mark� If he/she gives the wrong answer, it is the other team’s
turn� You can also give them a tense as well as the verb to make
it more challenging�
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Hangman
Twenty questions This game can be played individually or in teams� Draw a
One S comes to the front and you assign him/her a verb� Other line to represent each letter of a verb in any tense you wish to
Ss have to guess what the verb is� They do this by asking simple review� You can also do this with full sentences� Have a S select
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questions such as: Do you do it inside? (No) Do you do it with a letter of the alphabet, if the letter is contained in the verb or
your legs? (Yes) Can you do it with a rope? (Yes) Is it jump? (Yes) sentence, write the letter where it corresponds� If the letter is
not part of the verb or sentence, add a portion of the hangman�
To practice with other verb tenses, you can change the tense of
If the hangman is completed before the verb or sentence is
the questions Did you do it yesterday? Did you do it last week?
guessed, then the Ss lose� As an extra challenge, you could ask
Could you do it when you were little?
Ss to act out the verb or sentence they guessed�
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Before you play this game, make sure you determine if there is
a limit to the number of questions or if you will allow them to
ask until they guess the verb�
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LIST OF VERBS
Ininitive Simple Past Past Participle Translation

be was, were been ser, estar
beat beat beaten batir, golpear
become became become llegar a ser
begin began begun comenzar
bend bent bent doblar
bet bet bet apostar
bite bit bitten morder
blow blew blown soplar
break broke broken romper
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bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose
come
cost
cut
chose
came
cost
cut
L chosen
come
cost
cut
escoger
venir
costar
cortar
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deal dealt dealt encargarse
do did done hacer
draw drew drawn dibujar
drink drank drunk tomar
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drive drove driven conducir

eat ate eaten comer
fall fell fallen caer
feel felt felt sentir
ight fought fought pelear
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ind found found encontrar

ly lew lown volar
forget forgot forgotten olvidar
forgive forgave forgiven perdonar
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freeze froze frozen congelar

get got gotten obtener
give gave given dar
go went gone ir
grow grew grown crecer
hang hung hung colgar
have had had tener
hear heard heard oír
hide hid hidden esconder
hit hit hit golpear
hold held held sostener
hurt hurt hurt lastimar
keep kept kept guardar
know knew known saber
leave left left abandonar

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LIST OF VERBS
Ininitive Simple Past Past Participle Translation

lend lent lent prestar
let let let permitir
lose lost lost perder
make made made hacer
mean meant meant signiicar
meet met met conocer
pay paid paid pagar
put put put poner
quit quit quit renunciar
read read read leer
ride rode ridden montar
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ring rang rung sonar (timbre)
rise rose risen ascender
run ran run correr
say said said decir
see
seek
sell
saw
sought
sold
L seen
sought
sold
ver
buscar
vender
P
send sent sent enviar
set set set poner
shake shook shaken agitar
shine shone shone brillar
M
shoot shot shot disparar

shut shut shut cerrar, azotar
sing sang sung cantar
sink sank sunk hundir
sit sat sat sentar
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sleep slept slept dormir

speak spoke spoken hablar
spend spent spent gastar
stand stood stood estar parado
S
steal stole stolen robar

sweep swept swept barrer
swim swam swum nadar
swing swung swung columpiar
take took taken tomar, llevar
teach taught taught enseñar
tell told told decir (a alguien)
think thought thought pensar
throw threw thrown lanzar
understand understood understood entender
wake woke woken despertar
wear wore worn llevar puesto
win won won ganar
write wrote written escribir

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Language Summary Module 1

Adverbs of manner
• The child was singing joyously. (after the verb)
• The dog ate hungrily. (after the verb)
• They spoke softly. (after the verb)
• I dropped the cup accidentally. (after the object)
• He plays the guitar beautifully. (after the object)
• We ate the chocolate cake greedily. (after the object)
Adverbs of manner
E
Adjectives modify nouns. Adverbs modify verbs, adjectives, another adverb or even a whole sentence.
We can make many adverbs by adding –ly to an adjective.
Adjective Comparative Example

careful
quick
slow
carefully
quickly
slowly
add -ly
L
P
bad badly
happy happily
easy easily adjectives that end in –y, change the –y to –i and add ly
noisy noisly
M
reasonable reasonably adjectives that end in-le and are preceded by a consonant, the
terrible terribly inal
gentle gently –e is usually changed to –y
agile agilely
adjective that ends in –le, preceded by a vowel, we usually add –ly
A
sole solely
dull dully
full fully adjectives that en in –ll, add -y
shrill shrilly
S
due duly
adjectives that end in –ue, omit the inal –e and add -ly
true truly
Language Summary T-82

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Irregular adverbs
Irregular adverbs are not formed by standard spelling conventions.
Some adjectives and adverbs have the same form.
Adjective Adverb
good well
whole wholly
hard hard
fast fast
E
early early
late late
right right
wrong wrong
Comparative adjectives
L
When we talk about two things, we can compare them to see if they are the
P
same or different.
bigger than
M
smaller than
taller than
One syllable adjectives nicer than Form: +er than
longer than
weaker than
A
longer than
easier than
busier than
Two syllable adjectives (change prettier than
Form: +ier than
S
–y to –i add –er) heavier than

smellier than
happier than
more beautiful than
more dangerous than
more intelligent than
Two or more syllables Form: more….than
more interesting than
more dificult than
more frustrating than
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Comparative structures
comparative adjective + than
The elephant is bigger than the mouse.
as + adjective + as
The lion is as ierce as the tiger.
not as + adjective + as
My sister is not as brave as my cousin.
less/more + adjective + than
E
These scissors are less sharp than those.
I am more adventurous than my brother.
much/a lot/far/a little/a bit/ slightly + comparative adjective

Their house is slightly bigger than ours.
the + comparative adjective

Sam is the stronger brother.
L
P
Correlative conjuntions
Use both…and to emphasize two people

M
Both my mother and my sister like spaghetti.

or things
Use either…or to emphasize that there You can choose either lasagna or ravioli
is an alternative for lunch.
A
Use neither…nor to emphasize that two alter-

Neither Tom nor Michael are very tall.
natives are not possible, likely or true.
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SEMESTER TEST LEVEL 4
A Write the correct adjective or adverb. /5
Adjective Adverb
1 slow
2 bad
3 funnily
4 calm
5 nicely
E
6 carefully
7 innocent
8 hungry
9
10
courageous
peacefully
L
P
B Complete the following sentences with the adverbs below. /10
brilliantly slowly easily loudly angrily badly

terribly hardly rapidly dangerously
M
1. She had an accident. She drove .
2. He is excellent at Math. He answers all the problems .
3. Heavy metal singers sing .

A
4. The turtle walks .
5. We could see the road. It was raining too much.

S
6. The man looked at me after I broke the vase.
7. I completed all my homework . I already knew all the topics.
8. They play basketball . The team always loses.
9. The doctor can’t see you now. She is busy.
10. She is a great dancer. She performed last night.
C Complete the sentences with the correct comparative. Look at the clues. /5
1. Love money. (+important)

2. That dress this dress. (-beautiful)
3. My sister me. (+old)
4. This car that car. (= fast)
5. We like tomatoes lettuce. (+ good)
109 Level 4 Semester Test Cambridge Horizons 4 © Cambridge University Press 2020 Photocopiable

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Name: Total score: /50
D Use the clues to write comparative sentences. /10
1. dolphins + intelligent sharks
2. elephant + heavy horse
3. cats - smart dogs
E
4. Max = tall his brother
5. the baby + young the dog

L
P
E Complete the sentences with either…or, neither…nor, or both…and. /10
1. The teacher was angry disappointed at us.

M
2. my mom my grandpa graduated from college.
3. We can go to France to Italy.
4. She was surprised scared at the Haunted House.

A
5. my brother my cousin love to eat shrimp.
F Choose an appropriate intensifier to complete the sentences. Some sentences might have more than one possible correct option. /10
S
very highly really seriously absolutely extremely
1. They were really hurt in the accident.

2. I knew something was seriously wrong when he didn’t call.
3. I was very/really disappointed when my team lost.
4. We highly recommend that restaurant. It is delicious.
5. They were extremely worried about Tim the other night.
6. The meal was absolutely dreadful.
7. The holiday was absolutely amazing!
8. She has always been very scared of heights.
9. The boy was absolutely/extremely terriied after watching the scary movie.
10. She is a highly successful tennis player.
Cambridge Horizons 4 © Cambridge University Press 2020 Photocopiable Level 4 Semester Test T-110

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G Look at the pictures and the information. Write two comparative sentences and two superlative sentences. /10
1. big/ small
E
2. young/old
L
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H Read the paragraph and complete the sentences. /5
I’m babysitting my little brother and sister tonight. They’re great kids, but they are very different. Armando loves to read graphic novels,
M
but Alejandra prefers reading mysteries. Armando prefers to watch action movies, but Alejandra only likes sitcoms. They both want to eat
pizza for dinner tonight, but Alejandra only likes cheese pizza and Armando likes vegetables on it. I’d prefer not to make different foods for
each of them. I think I’m going to take them to the mall. There are a lot of different restaurants there!
1. Armando reading graphic novels , but Alejandra to read mysteries.
2. Alejandra likes comedies, but Armando watch action movies.
A
3. Alejandra likes to cheese pizza, but Armando prefers eat pizza with vegetables.
4. I think they will enjoy something different at the mall.
I Write the gerund or the infinitive. /10

S
1. Silvia enjoys to the radio. (listen)
2. I don’t like the dishes. (wash)
3. Holidays are not easy . (remember)
4. We waited the tickets. (buy)
5. When I inally saw my cousin, I couldn’t help her. (hug)
6. We told her a doctor as soon as possible. (see)
7. I’m tired of fast food every day. (eat)
8. I don’t feel like my homework today. (do)
9. They inally decided the house. (rent)
10. It’s no use over spilt milk. (cry)
111 Level 4 Semester Test Cambridge Horizons 4 © Cambridge University Press 2020 Photocopiable

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Name: Total score: /50
J Add tag questions to the statements. /10
1. That store charges high prices, 6. They don’t know where the museum is,
2. Buying a house isn’t cheap nowadays, 7. She didn’t see me,
3. You can’t enter without a ticket, 8. They will go to Japan,
4. Taxis to the airport are expensive, 9. They haven’t called their mother,
5. The subway isn’t empty, 10. You don’t know the answer,
E
K Fill in the blanks in the email with and, because, but, or, or so. /9
Doug,
L
What are your plans this summer? Jenny and I want to make a new app
P
1
we would like to ask you for help. Jenny knows how to program apps using Swift. I can organize
the content write the music, we need someone to
2 3
M
design the graphics. I remember your awesome artwork for the poster competition at school,
I thought of you. Are you busy next week? Jenny and
4 5
I would like to meet with you. How about that new Italian café on the corner
6
A
maybe that good Thai restaurant on Main Avenue?

We will have our first work meeting in about two three weeks,
7
please let us know soon if you are interested we’re
S
8 9
excited to get started.
Best,
Brad
L Circle the correct option to connect the sentences. /9
1. I went to lie down so/ I was sick.
2. It was her birthday, /for example we threw a party.
3. Tim washed the dishes despite/ Carlos watched TV.
4. When/ Samantha is young, she is very smart.
5. The car is wonderful, while/ it is very expensive.
Cambridge Horizons 4 © Cambridge University Press 2020 Photocopiable Level 4 Semester Test T-112

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Answer Key Semester Exam

A Write the correct adjective or adverb. D Complete the email with the words below.
Use each modal verb once.
1� slowly
2� badly 1� Dolphins are more intelligent than sharks�
3� funny 2� An elephant is heavier than a horse�
4� calmly 3� Cats are less smart than dogs�
5� nice 4� Max is as tall as his brother�
6� careful 5� The baby is younger than the dog�
7� innocently
8� hungrily E Complete the sentences with either…or, neither…nor, or
9� courageously both…and.
10� peaceful 1� both…and
2� Neither…nor
E
B Complete the following sentences with the adverbs below.
3� either…or
1� dangerously 4� neither… nor
2� rapidly 5� both…and
3� loudly
4�
5�
6�
7�
slowly
hardly
angrily
easily 1�
L
F Choose an appropriate intensifier to complete the
sentences. Some sentences might have more than one
possible correct option.
really
P
8� badly 2� seriously
9� terribly 3� very/really
10� brilliantly 4� highly
5� extremely
C Complete the sentences with the correct comparative.
6� absolutely
M
Look at the clues

7� absolutely
1� is more important than 8� very
2� is less beautiful than 9� absolutely/extremely
3� is older than 10� highly
4� is as fast as
A
5� better than Total: 50 points

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T-113 Level 4 Semester Test Answer Key

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G Look at the pictures and the information. Write two J Add tag questions to the statements.
comparative sentences and two superlative sentences.
1� doesn’t it?
1� The whale is bigger than the dolphin/fish� The dolphin is 2� is it?
smaller than the whale� The fish is smaller than the whale/ 3� can you?
dolphin� The whale is the biggest� The fish is the smallest� 4� aren’t they?
5� is it?
2� The baby is younger than the boy/man� The boy is younger
6� do they?
than the man� The man is older than the boy/baby�
7� did she?
The man is the oldest� The baby is the youngest�
8� won’t they?
H Read the paragraph and complete the sentences. 9� have they?
10� do you?
1� loves prefers/likes
E
2� to watch/watching prefers to/likes to K Fill in the blanks in the email with and, because, but,
3� eat /to or, or so.
4� trying
1� and
I Write the gerund or the infinitive. 2� and
1�
2�
3�
4�
listening
washing
to remember
to buy
L3�
4�
5�
6�
but
so
because
or
P
7� or
5� hugging 8� so
6� to see 9� because
7� eating
8� doing L Circle the correct option to connect the sentences.
M
9� to rent
1� because
10� crying
2� so
3� while
4� Although
5� however
A
Total: 50 points
S
Level 4 Semester Test Answer Key T-114

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Audio Scripts
Track 1
Cambridge Horizons
Second Edition Level 4 by Erin Burkholder. Published
by Cambridge University Press.
This recording is copyrighted.
Track 2
1� My friends post beautifully designed articles online�
2� Scroll slowly to the bottom of the page to find the “Contact Us” link�
E
3� My brother’s new phone can efficiently run many apps at the same time�
4� Karen is eagerly learning how to code so she can make apps�
5� We have to debug the app correctly to remove all of the errors�
L
6� Louis likes to quickly upload all of his vacation pictures to the Internet�
Track 3
P
1� Break the ice� B
2� Foul play� C
3� Heart of gold� F
M
4� It’s Greek to me� A

5� Make your hair stand on end� D
6� Night owl� E
A
Track 4
• A store manager and a cashier work in a supermarket�
• A front desk clerk and a housekeeper work in a hotel�
S
• A machine operator and a production manager work in a factory�

• A personnel manager and a web administrator work in an office�
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Track 5
Gloria: Good afternoon� I’m sorry I’m late� This is a picture of my uncle� He’s a production
manager at a paper factory�
Javier: What does he do?
Gloria: He supervises the machine operators in the factory daily�
Javier: That doesn’t sound easy�
Gloria: It’s hard to oversee people sometimes, but he likes his job, and he always makes
sure he does it well�
E
Track 6
1� I always share things with my friends and family�
I’m generous�
L
2� I like to manage my emotions� During stressful situations, I’m calm�
3� I’m afraid of flying, but I get on the plane anyway�
P
I’m brave�
4� I like writing stories about amazing characters�
I’m creative�
5� I’m really good at singing and dancing� I’m talented�
M
6� I’m good at waiting for things to happen� I’m patient�

7� I work hard for what I want� I never give up!
I’m determined�
8� I don’t like to be the center of attention� I don’t talk much� I’m quiet�
A
Track 7
Ivan: My brother Eduardo wants to be a writer�
S
Clare: Really? What does he write?

Ivan: He writes stories� He’s really creative�
Clare: Cool� Is he really good at school?
Ivan: Well, he’s not as studious as I am, but he is more talented than me�
Clare: Oh� Well, talent is important! If he writes a book, I want to read it�
Ivan: Thanks� I’ll tell him�
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Audio Scripts
Track 8
1� history
2� mystery
3� sci fi
4� biography
5� fantasy
6� romance
E
7� horror
8� travel
Track 9
Nora: I think history books are more boring than romance novels�
L
Tim: In my opinion, history books are less interesting than biographies, and I don’t
P
think romance novels are more
enjoyable than history books�
Nora: Yeah, well romance is not for everyone� I think mystery books are as fun as
fantasy ones�
M
Tim: I agree� Horror novels are usually more violent than mystery novels� What do
you think?
Nora: I think you are right� In my opinion, the descriptions in travel books aren’t as
creative as the ones in sci fi novels�
A
Tim: Hmm… you might be right …
Track 10
1� Classical music from composers like Bach and Mozart can be very good for studying�
S
Not everyone likes it, though�

2� There are many types of jazz music, but I like jazz music from the 1940s: Ella
Fitzgerald, Billie Holiday, and Glenn Miller�
3� Musical theater is like a play, but the people sing their lines� That’s musical theater
music� You can go to Broadway to see musical theater shows, like Phantom of the
Opera or The Lion King�
4� A lot of rock musicians sing and play electric guitars� At rock concerts, you can see
really cool lighting and effects�
5� Country music is “cowboy” music� Singers often wear cowboy hats and boots�
6� Oldies music usually includes songs from the 1960s, 70s, and 80s, but now it can
include the 90s, too� People often feel nostalgic about the time when they (or their
parents) were young, so they listen to oldies music�
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Track 11
1� classical music
2� jazz
3� musical theater music
4� rock
5� country music
6� oldies
E
Track 12
Lisa: Hi, Oliver!
Lisa: Cool� What kind of songs are you planning to include?

L
Oliver: Oh, hi, Lisa! Have a seat� I’m working on the playlist for the graduation party�
Oliver: Well, I was thinking kind of chill, like with electronic music�
P
Lisa: Hmm� I don’t know� Some people think electronic music is neither chill nor
enjoyable� Maybe
oldies music, like from the 60s or something, is a better choice?
Oliver: Yeah, about that …
M
Lisa: You don’t like oldies music?

Oliver: No, I do, but I’m not a fan of 60s music� I think 60s music is either slow or
boring�
Lisa: You may be right� 70s and 80s music is both vigorous and bright� People can
A
really dance to it� How about some 90s music? I like Beck�
Oliver: Huh� Me, too� Beck is great� OK, and how about some hit pop songs? We can’t
have a party without some new stuff�
S
Lisa: Yes, that sounds good� Hit pop songs are both fun and energetic� Anything
else?
Oliver: I think we’re good� Some oldies, some hits, a little bit of electronic music�
Lisa: Sounds good�
Audio Scripts T-118

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Audio Scripts
Track 13
1� action
2� animated
3� drama
4� game show
5� horror
6� news
E
7� reality TV
8� sitcom
Track 14
L
1� If you want to go kiteboarding, you need a kite, a kiteboard, a harness that attaches
you to the kite, and a wetsuit to keep you warm in the water�
P
2� For ski jumping, you need long skis, boots, and a helmet� Wear a ski suit to stay
warm and dry� And of course, you’ll need a ramp!
3� If you want to go rock climbing, you need ropes, a harness, and anchors to attach
yourself to the rock� Don’t forget a helmet! You also need good climbing shoes�
M
4� You don’t need a lot to go whitewater rafting� You need an inflatable raft and oars
to steer the raft� You also need a life jacket, in case you fall out of the raft, and a
helmet� There are a lot of rocks in the water�
Track 15
A
1� kiteboarding
2� ski jumping
3� rock climbing
S
4� whitewater rafting
Track 16
1� stubborn
2� reliable
3� cautious
4� fearless
5� ambitious
6� well-prepared
7� decisive
8� mature
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Track 17
1� The combo meal includes a cheeseburger, fries and a soft drink�
2� There are nine beverages to choose from, including lemonade�
3� My favorite pizza topping is pepperoni�
4� Burgers are the second most ordered fast food in the USA�
5� Side dishes include French fries, onion rings, mashed potatoes, cheese sticks and
other items, depending on the restaurant�
E
6� My favorite dessert is ice cream� It is delicious�
7� I like to order large shakes after a meal instead of regular dessert�
8� Are chicken sandwiches healthier than burgers?
Track 18
Liam: What did you order?
L
P
Jane: I ordered a combo meal� It includes a cheeseburger, onion rings and a soft drink�
How about you?
Liam: I also ordered a combo meal, but it is bigger than yours�
Jane: Did you order French fries?
M
Liam: I did� I love their salty flavor and their mushy consistency�
Jane: Ugh, no� That’s why I like onion rings; they are crunchier than French fries�
Liam: I guess it depends on where you get the fries� I think there are some that are
crispier�
A
Jane: You are right� I like the ones they sell at Philly Sandwiches, they are spicier and
they are less greasy than others�
S
Track 19
1� cellphone
2� television
3� computer
4� laptop
5� printer
6� camera
7� radio
8� tablet
9� hair dryer
10� remote control
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Audio Scripts
Track 20
1� You can expect to see a price tag of about $180 on this model�
2� Increased prices on a product typically result in reduced demand for it�
3� The price of the holiday includes free use of the pool and the gym� It’s a very good
deal�
4� There are always discount prices at that store� You can usually find cheaper options�
5� You usually pay more when you buy something retail than if you buy wholesale�
E
6� In some countries, you can find Christmas items on sale in September�
Track 21
1� ride a roller coaster
2� eat bugs
3� see a solar eclipse
L
P
4� swim in a waterfall
5� go bungee jumping
6� fly in a helicopter
M
Track 22
1� clever
2� conceited
A
3� devious
4� distant
5� dour
S
6� outgoing
7� shy
8� witty
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Track 23
1� Elena always finishes her homework on time� She is a responsible student�
2� An honest person always tells the truth�
3� My mother gave each of us the same number of cookies� That’s fair�
4� If you told me to keep a secret, I would keep it� I am reliable�
5� Pedro is a very loyal friend� He always helps me when I have a problem�
6� You should tell Diana you’re sorry� Don’t worry� She’s very forgiving�
E
7� My dad always stays relaxed in heavy traffic� He is very patient�
8� My teacher is always socially correct and respectful with students� He’s polite�
Track 24
1� disloyal
2� unfair
L
P
3� inconsiderate
4� irresponsible
5� untrustworthy
M
6� disrespectful
Track 25
1� cave
A
2� swamp
3� valley
4� mountain range
S
5� plains
6� coral reef
7� bay
8� creek
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Bibliography
Barret, G� (2016) Perfect English Grammar: The Indispensable Guide to Excellent Writing and Speaking� Zephyros Press� Print�
Crichton, J�, & Koster, P� (2015) English Made Easy Volume One: A New ESL Approach: Learning English Through Pictures
(Revised ed�)� Tuttle Publishing� Print�
Crichton, J� (2016) English Made Easy Volume Two: A New ESL Approach: Learning English Through Pictures (Revised ed�)�
Tuttle Publishing� Print�
Columbus, D� (2019)� ESL Games for Kids: ESL Teaching Materials for Classroom and Small Groups That Make Learning English
Easy and Fun - Dozens of Games for All Levels� Independently published� Print�
Dixon, S� (2016)� 100 TESOL Activities: Practical ESL/EFL Activities for the Communicative Classroom� Wayzgoose Press� Print�
E
Freeman, D� E�, & Freeman, Y� S� (2014)� Essential Linguistics, Second Edition: What Teachers Need to Know to Teach ESL,
Reading, Spelling, and Grammar� (2nd Ed�)� Heinemann� Print�
Jansenn, S� (2018)� The World Almanac and Books of Facts 2018� World Almanac Books� Print�
L
Lachance, J� (2015) Practice Makes Perfect Basic English, Second Edition: (Beginner) 53 leasons +125 Exercises + 40 Audio
Pronunciation Exercises (Practice Makes Perfect Series) (2nd ed�)� McGraw-Hill Education� Print�
Lele, C�, & Magoosh (2018) The Vocabulary Builder Workbook: Simple Lessons and Activities to Teach Yourself Over 1,400
Must-Know Words (Workbook ed�)� Zephyros Press� Print�
P
Murtha M�A�, S� M�, & O’Connor Ed�D, J� A� (2011) English the American Way: A Fun ESL Guide to Language & Culture in the U�S�
w/Audio CD & MP3 (English as a Second Language Series) (Paper/Computer ed�)� Research & Education Association� Print�
Pelletier, D� (2014) Easy English Step-by-Step for ESL Learners: Master English Communication Proficiency--FAST!
(Easy Step-by-step)� McGraw-Hill Education� Print�
M
Thurman, S� (2003) The Only Grammar Book You’ll Ever Need: A One-Stop Source for Every Writing Assignment� Adams Media� Print�
Wintergrest, A� C� (2010)� Tips for Teaching Culture: Practical Approaches to Intercultural Communication� Pearson Education� Print�
Woodford, K� (2012)� Cambridge Learners Dictionary� Cambridge University Press� Print�
A
Woodford, K� (2012)� Cambridge Phrasal Verbs Dictionary� Cambridge University Press� Print�
Yates, J� (2017) Practice Makes Perfect: English Vocabulary for Beginning ESL Learners (3rd ed�)� McGraw-Hill Education� Print�
S
T-123 Bibliography

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Webography
BBC Learning English� Web� http://www�bbc�co�uk/learningenglish/
The British Council Learn English Teens� Web� http://learnenglishteens�britishcouncil�org/
CALPRO� Developing Students’ Problem Solving Skills in the Multilevel ESL Class� <https://calpro-online�org/documents/
Prob%20Solv%20Handout�pdf>
Cambridge Dictionary� Web� https://dictionary�cambridge�org/us/
Cambridge Dictionary En¬glish-Spanish� Web� <https://dictionary�cambridge�org/us/dictionary/english-spanish/>�
Encyclopædia Britannica� Encyclopædia Britannica� Web� <https://www�britannica�com/>�
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Kathleen Morris� 50 Mini-Lessons for Teaching Students Research Skills (Printable PDF)� Web: <http://www�kathleenamorris�
com/2019/02/26/research-lessons/>
Library of Congress� Read�gov� Web� http://www�read�gov/teens/
Master’s in ESL� Best Practices for Teaching ESL: Speaking, Reading, and Writing� Web: <https://www�mastersinesl�org/
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Oxford Seminars� ESL Teaching Resources� Web: <https://www�oxfordseminars�com/esl-teaching-resources/>
Project Gutenberg� Juvenile Fiction� Web� http://www�gutenberg�org/ebooks/search/?query=juvenile
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University of Waterloo� Teaching Problem-solving Skills� Web: <https://uwaterloo�ca/centre-for-teaching-excellence/
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Cambridge University Press

978-1-108-91508-3 — Cambridge Horizons Level 4 Teacher's Edition

for Bachillerato Tecnológico

© Cambridge University Press www.cambridge.org

University Printing House, Cambridge CB2 8BS, United Kingdom

Art and Design Coordinator: Pablo Guzmán de la Cruz

Centro De Estudios Tecnológicos Industrial y de Servicios

Centro de Bachillerato Tecnológico Industrial y de Servicios

Colegio de Estudios Científicos y Tecnológicos del Estado de Sinaloa

© Cambridge University Press www.cambridge.org

Module 3 What do you enjoy doing?

Extra Practice and Additional Resources

© Cambridge University Press www.cambridge.org

Scope and Sequence

MODULE TOPICS STUDENTS WILL BE ABLE TO: VOCABULARY

GRAMMAR CASE STUDY

Topic 1 u adverbs of manner

iv Scope & Sequence

© Cambridge University Press www.cambridge.org

MODULE TOPICS STUDENTS WILL BE ABLE TO: VOCABULARY

Module 2 How can

GRAMMAR CASE STUDY

Topic 3 u intensiiers, normal and

Topic 4 u comparative adjectives u What are ads? 52

Scope and Sequence v

© Cambridge University Press www.cambridge.org

MODULE TOPICS STUDENTS WILL BE ABLE TO: VOCABULARY

GRAMMAR CASE STUDY

Topic 5 u verb+ ininitive /

Topic 6 u connectors, but,

vi Scope & Sequence

© Cambridge University Press www.cambridge.org

Introduction to Cambridge Horizons 2nd. Edition

The Benefits of Teaching with

© Cambridge University Press www.cambridge.org

Module Structure Using the Look up and Say Technique

© Cambridge University Press www.cambridge.org

Essential Teaching Tips

With more experienced students, it is important to activate Using English

Using the Board

© Cambridge University Press www.cambridge.org

Eliciting Whole Class Responses Using videos in class

Making Mistakes: When and

Therefore, when an activity is focused on communication,

may make, remember to write down frequent and important

It’s always important to frame feedback positively for language

© Cambridge University Press www.cambridge.org

Meet your Student’s book

program and so each one ends with a Case Study, a Self-evaluation

© Cambridge University Press www.cambridge.org

Walkthrough of Module Content

Each module starts with an entry

© Cambridge University Press www.cambridge.org

Walkthrough of Module Content

Vocabulary Language in Context

© Cambridge University Press www.cambridge.org

Walkthrough of Module Content

• Use the vocabulary and grammar to speak

© Cambridge University Press www.cambridge.org

Walkthrough of Module Content

© Cambridge University Press www.cambridge.org

Walkthrough of Module Content

© Cambridge University Press www.cambridge.org