TEACHER’S GUIDE/GUÍA DIDÁCTICA Example: “​Yes, I think… because…​”

MODULE 1 “No, I don’t think so because...”

Page 1: “Yes, I believe… because…”
Area: Foreign Language/Lengua extranjera “No, I believe… because…”
Subject:​ English/Inglés
Grade:​ 7 Page 4: Reading
Lesson Title: My Treasure A World Without Money
Grammar and vocabulary content Exercise 1.
Answer:
● Money, collections
a. Describe the evolution of money
● Present perfect tense, review
Teacher tip: ​The present perfect tense is used in
● Giving your opinion the first paragraph because the sentence is
referring to an unfinished action (in this case, the
● Writing a short paragraph use of money) that started in the past and
Interdisciplinary learning continues up to the present.

● History: The history of money The present perfect tense is not used in the
second paragraph because the sentence is
● Art: Artistic treasures referring to a thing (in this case, the first form of
money) that used to exist but no longer does.
● Social Studies: Culture and traditions as
treasures Exercise 2.
Values Answer: ​Answers can vary.
● Financial decisions Page 5: Writing
● Responsability One Dollar
● Honesty, respect and loyalty Exercise 1.
Page 2: Communication and Cultural Answer: ​Answers can vary.
Awareness
Exercise 2.
My Treasures
Answer: ​Answers can vary.
Exercise 1.
Teacher tip: ​Before starting, write the question
Teacher tip: ​Before starting, you can share a “How do you say X in English?” on the board.
treasure of yours with the students. This will This is a very important question for students to
show them how the exercise should be done and learn to use so they can expand their vocabulary.
will help them get more involved as well. You can also write it on a poster and hang it on
the wall.

Page 3: Oral Communication

Page 6: Reading
Giving Your Opinion
Black Friday and Buy Nothing Day
Exercise 1.
While Reading
Answer: ​Answers can vary.
Answer:
Teacher tip: ​Give the students some examples
of how their sentences should look like. Write c . To teach you what Black Friday is.
some phrases on the board that they can use.
Teacher tip: ​The present perfect tense is used c. Yes, because parents give things to their kids,
here because the sentence is referring to an and they don’t have to pay for that.
unfinished event (in this case, big stores offering
discounts) that started in the past and continues d. Generosity, respect, reciprocity and
up to the present. thankfulness.
Page 7: Oral Communication Exercise 2.
Your Lucky Day! Answer: ​Answers can vary.
Exercise 1. Page 9: Oral Communication
Answer: ​Answers can vary. Tutankhamun
Exercise 2. Exercise 1.
Answer: ​Answers can vary. Answers: ​Answers can vary.
Exercise 3. a. The face of Tutankhamun
Script: b. Gold.
Sue: Have you heard my good news? I won the Exercise 3.
lottery! I actually won the lottery!
Teacher tip: ​Memorizing a long paragraph
Bob: No way! Did you buy a ticket? might be a little difficult for some students. ​You
can help them by having them create flashcards
Sue: No, the most incredible thing happened. I that include words and drawings about the story.
was walking home from school, and I looked Visual aids will also help the students grasp
down and there was a piece of paper on the concepts more easily​.
sidewalk. I picked it up, and it was a lottery
ticket. Can you believe that! Page 10: Language Through the Arts
Bob: Wow! So, what did you do? Ancient Treasures
Sue: I asked my mother for help. She knew Exercise 1.
where to look for the numbers, and she saw that
I won! I won $500. Answers: ​Answers can vary.
Bob: What are you going to do with that money? a. There is a lot of gold in the picture because, in
real life, the Inca empire had many treasures of
Sue: Well, I’m going to give my mother $300 to gold.
help buy food. Then, I’m going to give my sister
$50 for shoes, and I’m going to buy a new phone b. Because the painter wanted to represent the
with the rest. Temple of the Sun. It also may be there because
the Incas worshiped the god sun, who they
Bob: Lucky you! called "Inti."
Answers: (as they appear in the audio) Exercise 2.
Food; shoes; a new phone. Answers: ​Answers can vary.
Page 8: Communication and Cultural Both Atahualpa and Tutankhamun were the
Awareness rulers of their empires.
The Gift Economy Both Atahualpa and Tutankhamun had many
treasures of gold.
Exercise 1.
After their death, their treasures were buried.
Answers:
Page 11: Oral Communication
a. Yes.
A Public Treasure
b. Yes, because neither involve the use of
money.
Teacher tip: ​Before starting, ask the students if
they have seen artworks in public places in their
cities. Did they like them?
Exercise 1.
Answer: ​Answers can vary.
Exercise 2.
Answer: ​Answers can vary.
Page 12: Reading
The Mummies of Pompeii, an Ancient
Treasure
Exercise 1.
Answer: ​Answers can vary.
Exercise 2.
Possible answers: (as they appear in the text)
City = ciudad; erupted = erupcionó; excavations
= excavaciones; treasure = tesoro; archeologists
= arqueólogos; objects = objetos; human =
humano; times = tiempos; value = valor;
millions = millones; dollars = dólares; tourist =
turista; attractions = atracciones; visitors =
visitantes.
Answers:
a. The Vesuvius volcano.
b. Heat and ash.
c. Interesting objects like graffiti on the walls
and many human bodies.
d. Yes, 2.5 million visitors go to Pompeii every
year.
Page 13: Writing
My Friend, the King
Exercise 1.
Teacher tip: This exercise might be difficult for
the students so it would be a good idea to make
it a collaborative activity. Divide the class into
two groups, one will write about Atahualpa, and
the other one about King Tut. On the board,
write the basis of each story (you will have to
write it two times, one for each group):
Example: ​“Many years ago, there was a famous
king. His name was…”
“He lived in…”
“First, the king…”
“Then, he went to…”
Have each group give you ideas about how to
continue the sentences. By doing this, the
students will be able to create a collaborative
story by using their own words.
Page 14: Assessment
Speaking
Answer: ​Answers can vary.
Listening
Script:
1. Get a big piece of cardboard that is 30 cm x
30 cm. It can be any color. It can be blue, or
red, or green.
2. Get 5 pieces of cardboard that are 10 x 10 cm
each. Color them yellow.
3. Paste the small pieces of cardboard on top of
the big cardboard. Make a design on it.
4. Cut 5 more small pieces of cardboard and lay
them on top of the yellow pieces.
Page 15: Assessment
Reading
Answers:
a. F; b. T; c. F; d. T; e. T.
Writing
Answer: ​Answers can vary.
Teacher tip: Remind students that their
paragraph should contain a topic sentence,
supporting details, colorful vocabulary, and a
concluding sentence.
Page 16: Communication and Cultural
Awareness
Exercise 1.
Answer: ​Answers can vary.
Teacher tip: ​Show the students something that
you collect or that is typically collected (coins,
rocks, toys, etc.) You can bring one of the items
or show pictures or videos of it. This will help
them get more involved.
Page 17: Oral Communication
Dream Treasures
Exercise 1.
Script:
Last night I had a dream. I was walking along
the beach. It was a beautiful day. The sun was
shining and the water was very blue. I was all
alone on the beach. No one else was there. It
was quiet, except for the waves. On the beach
were many, many beautiful shells and I began to
collect them. I walked and walked and picked
up many, many beautiful shells. They were so
heavy that suddenly…I dropped the shells…and
I woke up!
Page 18: Reading
d. (F) Tourists buy dream catchers made of
modern materials.
E. (T) Dream catchers also represent the unity of
Native American people.
Page 19: Writing
Culture and Traditions as Treasures
Exercise 1.
Answer: ​Answers can vary.
Teacher tip: Give students the name of some
indigenous communities they can investigate
about: Waorani, Awá, Chachi, Cofán, Zápara,
Épera, Shuar.

Dream Catchers Page 20: Language Through the Arts

Teacher tip: ​Before starting, ask the students if I Wish I Was a Pirate
they have seen a dream catcher before. If so, ask Exercise 1.
them “where?”
Script:
Exercise 1.
I wish I was a pirate,
Answers:
With a long knife hanging down,
a. They protect dreams.
Long hair, long beard,
b. Strength and unity
My teeth so black and brown.
c. Yes, they love to buy them.
Exercise 2.
A parrot on my shoulder,
Answers: (As they appear in the text)
A black patch on my eye,
Tradition: people's beliefs, legends, customs or
practices (in Spanish: tradición) A pirate ship to sail in,
Protect: to keep a person or something safe (in A pirate flag to fly.
Spanish: proteger)
Hang: attach or suspend something
Pirates don’t have parents.
Hole: an area where something is missing (in
Spanish: agujero) They don’t go to school,
Web: a net that can catch something (in Spanish: They never have to take a bath,
red)
For them, there are no rules!
Exercise 3.
Answers:
I wish I was a pirate,
a. (T) Dream catchers are an important tradition
of Native American Indians. Sailing on the seas,
b. (F) Dream catchers are hung on beds. No school, no rules,
c. (F) Bad dreams don’t pass through the web of A pirate’s life for me!
dream catchers.
Page 21: Oral Communication
The Pirate Who Couldn’t Swim
Exercise 1.
Answers: (as they appear in the text)
Famous = famoso; coast = costa; ocean =
océano; rich = rico; Naval police = policía naval;
telescope = telescopio; horizon = horizonte.
Exercise 2.
Answer: ​Answers can vary.
Page 22: Assessment
Listening
Script:
Many people love collections. What about you?
Starting a collection is easy, but if you follow
some rules, you will have more fun!
Rule 1: Choose something you are curious about
or something you are interested in.
Rule 2: Read and learn about the object you
want to collect.
Rule 3: Look for the best. Pay attention to the
quality and the condition of the object.
Rule 4: Collect strange items.
Step 1.
Answer:
b. Collecting is great, but there are four helpful
rules to enjoy it more.
Step 2.
Answers: (as they appear in the module)
Learn about the object you want to collect.
If you are curious about bills and stamps, collect
them.
Speaking
Answer: ​Answers can vary.
Page 23: Assessment
Reading
Answers: (as they appear in the module)
(3) Second, when the Spanish conquistadors
arrived in Colombia, they tried to remove the
water to take the treasures. They recovered a lot
of gold.
(1) I’m going to tell you the legend of El
Dorado. People say El Dorado happened in a
place called Lake Guatavita. It is located near
Bogotá. People say the legend happened like
this:
(6) Finally, experts put some of the treasures of
El Dorado in a museum. To see it, you can go to
the Gold Museum in Bogota.
(4) Third, since that first expedition, the Spanish
conquistadors have tried many times to take
more treasures. But many workers died.
(2) First, there was a leader of a tribe called
Muisca. He covered himself in gold dust, floated
into Lake Guatavita and threw the treasures of
his tribe into the lake.
(5) Then, because these people died, the
Colombian government prohibited people from
going into the lake.
Writing
Answer: ​Answers can vary.
Page 24: Project
Present your classmate’s treasure
Teacher tip: ​Connectors of sequence are
everywhere. Encourage students to notice them
when they read or hear something in English,
and to use these structures when they speak