2nd Medio

Student´s book:
Teens in motion
Name: Krishna Castillo - Aranxta Erazo - Rocio Cabañaz
Unit 2: Technology and its
effects
Module 1
Lesson 1: How it all began
Lesson 2: Living screens
Lesson 3: Digital era
 3.
1. READING
5.
LISTENING
OPINION

2.
4.
SPEAKING
WRITING
 1.
Listening
Listening

The listening activity is not qualified if we see the

‘to do statements’. As we can see, they
establishes that listening at B1, which is the level of
the book used, means students understand the
main points of clear standard speech on familiar
business regularly encountered in school, work,
leisure, etc. Also, they can understand the main
topic of many TV or radio programs on current
affairs, including professional and personal
interests. However, the listening could be accurate,
but the activity-related questions should be
reformulated.

 How to reformulate the activity following the "To

Do" stratements?

For the listening activity, we should reformulate the task called

‘Preparing to Listen." This is due to the task presented in the
textbook, which shows a listening activity followed by a piece of
writing. For instance, the activity previously mentioned does not refer
to only the listening skill but the production of writing as well.
Compared to what the "to do" statements say, the listening tasks do
not include the production of writing.
We can improve the listening activity with the guidance of the "To
Do" statement by reformulating the task, changing the piece of
writing for something visual to recognize, or speaking for discussion.
 Listening

The listening activity is not qualified if we see the ‘to

do statements’. As we can see, they establishes that
listening at B1, which is the level of the book used,
means students understand the main points of clear
standard speech on familiar business regularly
encountered in school, work, leisure, etc. Also, they can
understand the main topic of many TV or radio
programs on current affairs, including professional and
personal interests. However, the listening could be
accurate, but the activity-related questions should be
reformulated.

 How to reformulate the activity following the

"To Do" stratements?
For the listening activity, we should reformulate the task
called ‘Preparing to Listen." This is due to the task presented
in the textbook, which shows a listening activity followed by a
piece of writing. For instance, the activity previously mentioned
does not refer to only the listening skill but the production of
writing as well. Compared to what the "to do" statements say,
the listening tasks do not include the production of writing.
We can improve the listening activity with the guidance of the
"To Do" statement by reformulating the task, changing the
piece of writing for something visual to recognize, or speaking
for discussion.

 2.
Speaking
 Speaking
Interaction

The speaking (spoken interaction) activity is not qualified if we

see the ‘to do statements’. As we can see, they establish that
speaking (spoken interaction) at the B1 level, which is the level of
the book used, means that the student will "...lead with most
situations likely to arise whilst traveling in an area where the
language is spoken". However, the interaction could be accurate,
but the activity related to the speech should be reformulated.
 How to reformulate the activity following the "To
Do" stratements?
For the speaking activity, we should reformulate the task called
‘Speaking Workshop." This is because the task itself does not rely
on the skill to develop. The textbook asks for repetition of words
and phrases when the "to do" refers to dealing with familiar
situations and entering unprepared into a conversation. Also, the
interactive part of the speaking skill is not demonstrated during the
activity.
We can improve the speaking activity following the "to do"
statements by reformulating the task by using real-life
conversations, where the vocabulary can be comprehensible and the
situation is familiar.

Speaking Production

The speaking (spoken production) activity is not qualified if we

see the ‘to do statements’. As we can see, they establish that
speaking (spoken production) at the B1 level, which is the level of
the book used, means that the student will simply connect
phrases to describe experiences and events, their dreams, hopes,
and ambitions. Also, they can briefly give reasons and explain
their opinions. Finally, they can tell stories, relate the plot of a
book or film, and describe their reactions. However, the
production could be accurate, but the activity related to the
speech should be reformulated.
 How to reformulate the activity following the "To
Do" stratements?

We should reformulate the task called ‘Speaking Workshop" in the

production section. The reason for this is that the task presented
in the book refers to the planning of a discourse or outline to guide
the speaking task. According to the "To Do" statement for the
production ability, point out the facilities for narrating a story or
the plot of a book/movie. By doing this, the statement is not well
followed.
We can improve the speaking activity in the production section by
changing the task to a more spontaneous and causal type of
activity. Can be done by using the same topic in a broader way.

 3.
Reading
Reading 1st Activity

V
V
 The reading activity is not qualified
if we see the ‘to do statements’.
As we can see, they establish that
reading at the B1 level, which is the
level of the book used, means that
the student will understand text
V that consists mainly of high-
frequency everyday or job-related
language at the B1 level, which is
the level of the book used.
However, the text could be
accurate, but the activity related
to the text should be reformulated.
 How to reformulate the activity following
the "To Do" stratements?

For the reading activity, we should reformulate the

task called ‘preparing to read" because, as we can
see, in the activity they show us a couple of
pictures where we can see technological devices.
However, if we reformulate this stage, we should
ask questions such as:
How do you feel about using these devices?
In what kinds of situations are they used?
Are they useful?
Reading
2nd Activity
Reading
The reading activity is not qualified
if we see the ‘to do statements’.
As we can see, they establish that
reading at the B1 level, which is the
level of the book used, means that
the student will understand text
that consists mainly of high-
frequency everyday or job-related
language at the B1 level, which is
the level of the book used.
However, the text could be
accurate, but the activity related
to the text should be reformulated.
 How to reformulate the activity following
the "To Do" stratements?

For the reading activity, we should reformulate the task called

‘preparing to read’, because, as we can see, in the activity
they show us a couple of pictures where we can see old
mathematics machines. However, if we reformulate this stage,
we should make questions such as:
Did you know the purpose of these kinds of machines?
Have you ever heard about mathematicians ‘machines’?
Did you have the possibility to see a machine that looks
similar to these pictures?
 4.
Writing
Writing

The writing activity is not qualified if

we see the ‘to do statements’. As we
can see, they establish that writing at
B1, which is the level of the book we
used, means students are able to write
simple connected text on topics that are
familiar to personal interests.
Also, they can write personal letters
about their experiences and impressions.
However, the writing should be
reformulated.
 How to reformulate the activity following the "To
Do" stratements?

In the case of writing, on the workshop activity,

they will make a graphic organizer, but to
reformulate this activity they should instead,
write a paragraph with their personal thoughts or
opinions of the topic.
Writing

The writing activity is not qualified if we see the ‘to do

statements’. As we can see, they establish that writing at B1,
which is the level of the book we used, means students are able
to write simple connected text on topics that are familiar or of
personal interest. Also, they can write personal letters about
their experiences and impressions. However, the writing should
be reformulated.
 How to reformulate the activity following the
"To Do" stratements?
In the case of writing a piece of text, on the workshop
activity, they will have to create a set of instructions to
download an application on a smartphone."
In contrast to what the B1 "To Do" statement implies, the
students must be able to write a personal letter and/or a
paragraph.
We can improve this section of the textbook by following
the B1 "To Do" statements by changing the topic of what
the students will be asked to do, for example, write a
formal email to their teacher or write a paragraph
explaining why a specific song is their favorite.
 4.
Opinion
 Our Opinion
As a group, we believe that it is important that the activities in the students coursebooks
follow certain alignments. We cannot say that a coursebook belongs to a certain level if it
does not accomplish the basic standards of the level mentioned. It is extremely important to
review the material that teachers use for their classes. In this way, it is ensured that they
are using quality material in order to achieve quality classes.
Thank you
for playing!
See you next time!