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TEACHER’S GUIDE / GUIA Page 3: Oral Communication

DIDACTICA Teacher Tip: Listening comprehension and
MODULE 8-1 speaking production through some real
sport academy information. Grammar
PAGE 1
focus: word FROM (use and omission) for
Area: Foreign Language/Lengua countries and nationalities. The teacher can
show students a YouTube video where
Extranjera
students can see a real campus of the BCSS
Subject: English/Inglés Academy. An additional speaking activity
Grade: 8 can be for students to say where their
favorite sport players are from.
Lesson Title: Personal Profile

Grammar and vocabulary contents:
 Past continuous
 Present continuous
 Yes/No questions and WH-
questions
 Present Simple (Review)
Related Subjects:
 Life cycles
 Muralism
 Geography
 Descriptive paragraph
Values:
 Internet Safety
 Education for change
 Social-emotional abilities
Page 1:
Teacher Tip: Introduce students to the
English language through real facts.
Reading out loud and small-group
discussion is recommended.
Page 2: Communication and Cultural
awareness
Teacher Tip: Reading individually in
silence and speaking to engage students to
some cultural aspects of the English
language. Could be a pair discussion.
Answers: Anne-princess, Elizabeth-queen,
country-England, city-London, April 12th,
Charles-prince.
Sceipt:
INTERVIEWER: Hello! Can you tell us a
little bit about BCSS?
STUDENT: Hi, sure! Bobby Charlton
Soccer Academy is a prestigious soccer
school based in the U.K. It receives over 1
million players from over 82 different
countries.
INTERVIEWER: Where is it exactly?
STUDENT: Well, it is based in Manchester,
England, but there are some other foreign
camps.
INTERVIEWER: Do students of the
academy live at the camps?
STUDENT: Some of them. There are
residential and non-residential soccer
camps.
INTERVIEWER : Where are the students
from?
STUDENT: Students come from all over the
world. I know some people from Spain,
Nigeria, Argentina, Australia and Italy. I’m
Mexican and my couch is British.
INTERVIEWER: Did any famous player
study there?
STUDENT 1: David Beckham did and there
are also two members of the BCSS family
playing in the Premier League at the
moment.
INTERVIEWER: Well, you seem to enjoy it
a lot?
STUDENT 1: I do. It’s a once in a lifetime
experience!
Answers:
1) Soccer. 2) Answers vary
3) Mexico. 4) Bobby Charlton Soccer
Academy
5) Spain, Nigeria, Argentina, Australia,
Italy, Mexico, England.
6) --1 million players from over 82
different nations around the world.

1

--Students can live at camps.
--The boy is from Mexico.
--David Beckham studied at BCSS. / There
are also two members of the BCSS family
playing in Premier League.
Page 4: Reading
Teacher Tip: Reading comprehension
(ROL or silent-individual) and vocabulary
to learn descriptive adjectives. The teacher
can ask students to make flash cards with
the adjectives given to practice through a
memory game in pairs or groups. For the
drawing, students can use a spare sheet of
white paper or their notebooks.
Answers:
1) Physical traits: big, short, fat, long,
young, old, grey, black, small, thin.
Personality: kind, happy, funny, honest,
sweet, playful, noisy, quiet, friendly, good.
2) Circled: big, short, fat, long, old, grey,
small, thin. Underlined: kind, happy, funny,
honest, sweet, playful, noisy, quiet, friendly
Questions: She has no sisters. / She’s 59
years old. / Carlos is Rosie’s uncle. / She’s
short and thin / He works as a mechanic.
Page 5: Writing
Teacher Tip: Students can be asked to
rewrite the paragraph reordered in their
notebooks. The teacher must explain the
analogy of the hamburger layers with the
paragraph parts. The descriptive practice
game can be played in 2 or 3 big groups or
with the whole class. The final writing
production can be done as an assessment or
homework.
Answers:
1) 3, 1, 2
2) 1. Introduction 2. Body 3.
Conclusion
Page 6: Language Through the Arts
Teacher Tip: When working the first two
activities, it is suggested for the teacher to
draw a time line on the board so that
students can see the difference between the
past and the present actions in progress
(now vs then). Activity 3 can be role played
once completed and checked.
Answers:
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1) I was playing…-Past progressive action /
I am looking…-Present progressive action.
2) 2)a. present b. past.
3) were, playing, Are, living, were, having,
are, making, Are, is, Are.
Page 7: Oral Communication
Teacher Tip: Students can work in pairs to
describe the two ID cards. It is
recommended that the teacher go over the
grammar point (comparative forms) giving
many examples and emphasizing the
irregular forms. Students can use their
creativity to make their ID cards and play
the final game in small groups.
Answers:
2) Sample answers-Ana is happier than
Toni. Toni is younger than Ana, or Ana is
older than Toni. Ana’s hair is longer than
Toni’s hair, or Toni’s hair is shorter than
Ana’s.
Page 8: Communication and Cultural
Awareness
The teacher must go over new vocabulary
first. It is recommended to make two lists
on the board under the titles: What I think
about…What I feel about… and write the
ED and the ING adjectives in the two
columns followed by a
repetition/pronunciation practice before the
reading. Students in turns can read every
line of the text. The final speaking task can
be changed to a writing one if the teacher
chooses.
Answers:
2) adolescents-confused, excited etc. / the
elderly-relaxed, tired, etc. 3) Answers will
vary
Page 9: Oral Communication
Teacher Tip: Before listening, teacher can
go over the ED/ING adjectives learned on
the last page. The listening comprehension
questions should be answered individually,
but can be compared later with a partner.
Script:
Being a teenager is so amazing and
confusing at the same time. It´s certainly
2

not a boring time. Childhood is calm and
full of protection, love, games and most
importantly innocence. Then, all that is left
behind, and the challenging times begin as
teenagers. Many teenagers are shocked by
their changing bodies and do not know
what to do, and problems appear. Well, do
not get surprised. If you are a teen and one
moment you feel excited and right after, you
feel disappointed or sad, that´s normal. Do
not think you will be worrying all the time.
This stage is impressive since you learn to
take control of yourself and decide what
you want to be, and how you are going to
live your life. So, enjoy it as much as you
can. That´s the secret of life; to live every
moment as if it were the last one. Good luck
teens!!!
Answers:
3) a. a school advisor b. Yes.
Because it is amazing and confusing at the
same time.
4) shocked/excited/disappointed/sad.
5) Top to bottom: depressed / excited /
interested / surprised
Page 10: Language Through the Arts
Teacher Tip: The teacher can brainstorm
the different expressions of art to get to
“Muralism”. Students can define it before
reading the definition in the text, then
compare definitions to see if they were
right. The graffiti drawing can be done in
their notebooks or a piece of white paper or
cardboard as a group task.
Page 11: Oral Communication
Teacher Tip: The teacher can introduce the
subject by showing students an RV and
explaining the dilemma Annie, the
American girl, has before listening to her.
The class can be divided into two or four
big groups and challenge them to give as
many examples of houses and amenities as
possible.
Script:
There are lots of ways of living. Nowadays,
people prefer to live in different spaces with
“different” nontraditional houses like trees,
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containers, caves, even on cars or vans.
This way of living is interesting since it is
magical to imagine how people can live
without the comfortable amenities we that
have at home. Just think of how it would be
like to sleep and wake up in a tree with lots
of birds singing outside and so close to you.
Or imagine, waking up and not to have a
bathroom to take a shower. And then to try
having something for breakfast and not to
having a fridge or a blender to make some
juice. It does not sound like a good idea to
me. However, some people say that this
would be a dream come true. What is your
opinion? Would you like to live that way?
Write on my blog.
Answers:
3) Houses: trees, containers, caves, even in
cars like RVs or trailers.
Features: bathroom, shower, fridge,
blender.
Page 12: Reading
Teacher Tip: In pairs students can decide
what house they prefer and why. Students
can be asked to underline the new
vocabulary and revise with the teacher
before the reading comprehension activity.
An additional activity can be for students to
draw and explain their homes’ materials.
Answers:
3) a. F They are used to houses made of
wood or bricks. b. T c. F They still live
in tree houses. d. F They become
strong when dirt is packed hard. e. T.
Page 13: Writing
Teacher Tip: After completing and
comparing the paragraph with a partner,
students, in turns, should read out loud: the
Introduction, the Body, and the Conclusion.
The final writing product can be a task sent
for homework or used as an extra
assessment.
Answers:
1) thinking, interesting, depressed,
exciting, interesting, becomes.
Page 14: Assessment
3

Answers:
1)Grammar/Vocabulary- living, camper,
was, exciting, disappointed, small,
amenities, tired, big, boring.
3) Reading- a. He’s from Peru. b. He’s
young and his hair is short and black. c.
His house is small, made of bricks and tiles.
d. Sometimes there’s no water.
4) Listening- a. F b. F c. T d. F
Script:
Louis: Hello Mary! What were you doing
last night? I called you but you did not
answer.
Mary: I’m sorry! I was helping my brother
with his homework.
Louis: Oh! What a nice sister! What about
now? What are you doing?
Mary: I am writing a paragraph about my
family. It’s a school project.
Louis: Well, I guess you’re not coming to
play then.
Mary: Not today. But thanks for trying!
Page 15: Assessment
Answers:
2) Reading- a. Because it has many nice
and different places and people. b. He/She
lives in the highlands. c. Because it has
different weather, animals, and dialects.
d. “All you need is Ecuador”
3) Listening: a. John is still restless. (c),
b. John was mischievous.(a)
c. Now he takes care of his school things.
(b) He loves his family a lot. (d)
5) Grammar/Vocabulary- confused,
kind, was, is.
Script:
John´s life is changing. As a child, he was
very mischievous. His mother told him that
he was always causing trouble. One day, he
broke a window with a soccer ball while his
mom was washing the dishes. Now that he
is an adolescent, he is still restless, but
more responsible with his things. Now he
takes care of his school supplies. However,
he has a problem. He is very friendly and
dedicates more time to his friends than to
his family. He is more worried about going
out with his friends than spending holidays
or weekends with his family. He knows that
he may not be the best son of the world, but
he is sure he loves his family a lot.
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PAGE 16: Project
People´s Generations
Teacher Tip: In this individual task,
students will be individually assessed in
writing competences developed in the last
two lessons of the module. Students will
also show the grammar, vocabulary and
cultural aspects learned, as well as oral
presentation skills.
Discuss with students what a generation is.
Ask students if they know what generation
they are from. Who invented the names of
the different generations? Talk with
students about each generation listed on
page 16. In addition to the information to
complete the table, brainstorm other ideas
that could be traits/characteristics
associated with a particular generation. For
example; music, clothing, music and movie
stars, hairstyles, etc.
Suggest to students that to gather
information, they should talk to people that
are within the age range of the generation.
It could be parents, grandparents,
neighbors, teachers, etc.
Show students examples of collages. Ask
them questions based on the collages. Ask
students to bring in magazines if possible to
cut pictures from.
See if the class can guess the generation
represented based on the pictures in the
collage.
Page 17: Let’s review!
Teacher Tip: Students can make small
groups to develop the activities of the
review and present one piece of paper per
group or make posters to display them in
class. The reading section can be sent for
homework.
Answers:
1) Vocabulary- small, thin, tall/long,
young/new, noisy, bad, serious, sad
2) American, Spanish, English,
Mexican, Argentinean, Ecuadorian
10) Reading- a. He’s writing about himself
for a school project.
b. She was organizing the baby’s clothes.
c. He’s 8 years old.
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d. He was calling everybody to tell them the
news (that the baby was born).
Page 18: Communication and Cultural
Awareness
Teacher Tip: A debate can be organized on
this topic where one group will support the
use of the Internet by teenagers and the
other one will be against it.
Answers:
3) Top:left-right, Bottom:left-right c, b,
d, a
Page 19: Oral Communication
Teacher Tip: Listening comprehension and
speaking production about Avatars (graphic
representation of an internet user on social
media). The teacher should go over
countries and nationalities and the ways to
answer the question Where are you from?
Script:
Hi everyone, my name is Zack. I am from
Canada so I am Canadian. I love virtual
reality games, that is why I have an avatar.
My avatar is very similar to me. Our
nickname is Zackie it z-a-c-k-i-e. The only
thing that he has and I don´t is hair. He has
long black hair and mine is short. I have
two virtual friends Ali and Josue. They are
the best friends that you can have. Ali is
from France. She is French. She looks
completely different from her avatar. She is
short, chubby and pretty shy while her
avatar is tall, slim and outgoing. Actually,
she has lots of friends in her virtual world
and her nickname on the web is “Chub”.
Josue is from Peru so he is Peruvian. He
looks like his avatar, pretty similar, but he
doesn't have a shield and his avatar is
called “Jos”. He does.
Answers: 1) 2nd and 4th images
4) Zack- Zack, New Zealand, long black
hair
Josue- Jos, Peru,he has a shield
Ali-Chub,France, tall-slim-outgoing
Page 20: Reading
Teacher Tip: Before reading, students can
brainstorm and write ideas related to school
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websites. If possible, they can see examples
of websites from a couple of schools while
revising the new terms to get ideas for their
task.
(https://www.educationalnetworks.net/samp
le-elementary-school-websites.jsp,
https://www.livermoreschools.org/sunset)
Answers:
3) When, example, ball. Secret
word: WEB
Page 21: Writing
Teacher Tip: Before students read and
write about a website, the teacher should
go ever transition words like: First, To start
with, To begin with, At first, First of all, In
addition, Moreover, Also, On the other
hand, To finish, Finally, etc.). Some of
them were given on page 20.
Answers: 1) Paragraph 2
Page 22: Language Through the Arts
Teacher Tip: As part of interculturality,
students will learn the importance of
supporting talented Ecuadorian authors.
The teacher should explain that SAYCE
stands for Sociedad de Autores y
Compositores del Ecuador in Spanish, and
make them aware of the ways to protect and
support our own artists. The teacher should
also reinforce the comparative and
superlative forms before going through
activity 3.
Answers:
2) the most entertaining, the most
professional, the most difficult.
3) a. nicest b. best c. coldest
d. biggest e. most important.
Page 23: Oral Communication
Teacher Tip: Before listening, students can
give some examples of the dangers on the
web, especially for teenagers. The teacher
should highlight the dangers of providing
personal information in their virtual profiles
and accounts.
Script:
5

Welcome to the teens show. This morning
we have Alice and her mother Marie. They
are the founders of TEENHELP.
Host: Hey ladies, welcome to the program!
Marie: Thanks it is a pleasure for us to be
here.
Host: What is your foundation about?
Marie: it´s a place where people who have
or had problems related to the internet can
go. We help them overcome any kind of
problem. We give them lectures, talks,
advice, physiological help, anything that
makes them feel better.
Host: Alice. Do you help your mother
Alice?
Alice: Sure, I help some teens. They feel
more confident with me. They say I am
good at understanding and giving them
advice.
Host: It looks like a great job you’re doing.
Thank you ladies for being here.
Marie: Thank you for the invitation and
remember you are not alone, you can count
on us at any time. Call us at 1800 333 7777
or write an email to teenhelp@gmat.ec
Host: Any tips for our listeners before you
go?
Alice: Sure, always keep this in mind:
Do not share embarrassing pictures online.
Do not chat with strangers.
Do not post so much personal information
on your profiles.
Tell your parents about your interaction on
the web.
Post only general information.
Be careful when there is a stranger trying
to chat with you on the web.
Host: Thanks again Marie and Alice. That
is all for today. Tomorrow we will talk
about…
Answers: 2) all the images can be related
to the radio show
3) Answers will vary
Page 24: Communication and Cultural
Awareness
Teacher Tip: As part of the social and
emotional abilities, students will learn
about feelings, personality types and
emotions management. Before going
through the class survey, the teacher should
go over the Simple Present for questions
along with short answers.
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Answers: 2) Do, Does, Do, Does
Page 25: Oral Communication
Teacher Tip: Before activity 2, the teacher
should explain students what an
ACROSTIC is and ask a/some volunteer(s)
to write an example on the board using a
short and easy word. An additional activity
can be comparing their childhood with their
adolescence.
Script:
Hi everybody, I am Amy, and I know some
tips and ideas to help people talk to others
without much problem. First, let me tell you
something about my past. When I was a
child, I was very outgoing. Talking about
myself was the simplest thing of life.
Actually, at that time, there was nobody
who could stop me from talking. But I don't
know where that old me is now because I
find it really difficult to say a word when it
is my time to talk. However, I’m reading an
interesting book about self-confidence and
it gives me some really good tips on this
topic. It says there are four important
things people should always remember. I
use the word DISH to remember. D-I-S-H.
“DIRECT”, “INTERESTING”, “SHORT”
and HONEST. They are good qualities
people like. If you keep them in mind, it will
be simpler for you to talk and even impress
yourself and others. Good luck to every……
Answers:
2) DISH means (you have to be)
“DIRECT”, “INTERESTING”, “SHORT”
and HONEST
3) a. Talking about herself b. No, she
isn’t. Now she finds it really difficult to say
a word when it is time to talk.
Page 26: Reading
Teacher Tip: Before the reading, the
teacher needs to explain students what a
speech or talk is, what the TEDX talks are
about (The teacher can see examples on
YouTube) and what a motivational talk is.
Activity 4 can also be done in pairs.
Answers: 3) d,b,c,a or…
a. complain about everything b. teens
who never complain c. are adolescents
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with tough problems d. enjoy
every minute of our life.
Page 27: Writing
Teacher Tip: The teacher should go over
the parts of a paragraph (Introduction, Body
and Conclusion). Maybe use the hamburger
that represents the parts. Students can write
their paragraph in their notebooks.
Answers: Who am I?.....Body, I Joe: it sounds good, but do you know this
believe…Introduction, In conclusion,
…Conclusion.
Page 28: Language Through the Arts
Teacher Tip: Students can also discuss in
small groups the mural in the photography
proposed. The teacher needs to go over the
structure of Wh-questions (information
questions) in the Present before starting
activity 3.
Answers:
1) It’s a giant street mural.
3) a. Who is JR Kikito? b. What’s his
nationality? c. How old is he?
d. Where is the Mexican child in the
representation?
Page 29: Oral Communication
Teacher Tip: The teacher can ask students
to give some other examples of adjectives
to describe cities or to describe their city in
small groups. The teacher can use a/some
image(s) to explain to students what
LOOKS and SEEMS mean and go over
superlative forms before doing activity 2.
Answers: 2) a. the calmest b. the most
populated c. the nicest d. the
warmest.
Page 30: Assessment
Answers:
1) Grammar/Vocabulary- a. the best b.
the worst c. the biggest
d. the longest e. the most beautiful.
3) Reading- a. They have interesting facts
that attract our attention. b. Yes, many
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people do not think about its risks. c.
Social networks. d. Experts say that
web profiles are more dangerous than
written profiles and that you have to be
careful because you never know who is
reading at the other side of the screen.
4) Listening- e. T f. F g. T h. F
Script:
Joe: Hey, Jessy how are you doing?
Jessy: Good, look at this message
somebody sent me on social media.
guy?
Jessy: No, that is the strangest thing
because that guy knows my name!!
Joe: ohhh. Be careful! Remember, there are
a lot of risks on the web.
Jessy: You are right. I am blocking this guy
right now.
Joe: Well done, protect yourself!
Jessy: Thanks for your advice. See you
later.
Page 31 : Assessment
Answers:
1) Grammar/Vocabulary- Countries: Cuba,
different answers, Brazil. Nationalities:
Cuban, depends on the country, Brazilian.
Description: different answers, populated,
different answers.
3) Reading: a. It is very small and not very
populated. b. Less than 100.000
people.
c. They are very friendly and talkative.
d. Not all houses have the necessary
amenities like warm water to shower or
even electric light service.
4) Listening: a. T b. T c. T d. F.
Script:
Hi! My name is Lola and I’m an extrovert. I
´m very sociable and talkative. I enjoy
chatting with my friends and telling my
mom about my school day. When teachers
give a project, I love to be the one who
speaks and explains to the class our work.
In my free time I sing and sometimes I
record myself dancing so that I can show
my best friend later. (LAGHTER)
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 8

Page 32: Project complete scheme learned for it

Make Your Web Avatar
Teacher Tip: In this individual task,
students will be individually assessed in
writing competences developed in the last
two lessons of the module along with the
grammar, vocabulary and cultural aspects
learned as well as oral presentation skills.
(introduction, body and conclusion) in
which they will report the results of the
class survey.
5) Optionally, students can summarize the
survey results in a graph of statistics to
share the results with their classmates.

1) Students will create an avatar that

represents traits and skills that are
important to them.
2) The artistic avatar and presentation
will be accompanied by a written
description.
3) Students will select 5 adjectives to
describe the avatar and give
examples of what the avatar does to
demonstrate the traits and skills
described.
4) Class time, homework, and
presentations time must be carefully
planned by the teacher as well as
explain in more detail the steps
mentioned in the book.

Collective assessment task: Optional

Task

CLASS SURVEY

In this task, students will be assessed in the

writing and speaking competences
developed in the last two lessons of the
module along with the grammar and
vocabulary learned. Students will be also
able to develop their values and social-
emotional abilities such as empathy,
curiosity, and team work.

1) Students must prepare a group of

questions (at least 10) for the class
survey about personality traits and
socialization through the social media.
2) Before writing the questions, students
need to make a lists of adjectives to
describe teenagers’ personality (quiet,
shy, friendly, etc.) and another list with
social media examples (Facebook,
Instagram, Tweeter, etc.)
3) Then students need to ask those
questions to their classmates (at least 15-
20)
4) With that information students need to
write a descriptive paragraph using the