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EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2010

GUÍA DIDÁCTICA PARA EL PROFESORINCLUYE TEXTO PARA EL ESTUDIANTE

Lina Alvarado Jantus

Lina Alvarado Jantus

Teacher of EnglishInstituto Profesional Chileno-Británico

ºIInglés

Medio

GUIA DIDÁCTICA PARA EL PROFESOR - INCLUYE TEXTO PARA EL ESTUDIANTE

2010 © Ediciones R&BTeen Club 1º MedioOriginal text © Lina Alvarado Jantus.

Teacher of English Instituto Profesional Chileno-Británico.

Original illustrations © Ediciones R&BDesign © Ediciones R&B

Publisher Gloria Caro Opazo.Assistant Publisher Ly-Sen Lam Díaz.Designed by Cristina Sepulveda Aravena.Cover designed by Cristina Sepulveda Aravena.Layout by Cristina Sepulveda Aravena.Proofreading Thomas Connelly.Illustrations Fernando Santander Tiozzo.Production Ediciones R&B.Recording Producer Rodrigo González Díaz.Photos Archivos Ediciones R&B

Nº de Inscripción: 183.657ISBN: 978-956-8694-07-4

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, orotherwise, without the prior written permission of the publisher.

La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile.

Impreso RR Donnelley

Se terminó de imprimir 9.001 ejemplares en el mes de enero de 2010.

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CONTENTS

PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DESCRIPTION OF THE COURSE . . . . . . . . . . . . . . . . . . . 6

Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

TEENS CLUB METHODOLOGY . . . . . . . . . . . . . . . . . . . . . 8Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 9Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 9Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Photocopiable evaluation instruments . . . . . . . . . . . . . 10Error alert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . 10THE INTERNET IN THE CLASSROOM . . . . . . . . . . . . . . 12

Tips to develop safe Internet lessons . . . . . . . . . . . . . . 12

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING . . . . . . . . . . . . . . . . . . . . . . 13CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . 18SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 20

UNIT 1: TEEN LIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

UNIT 2: BELIEVE IT OR NOT . . . . . . . . . . . . . . . . . . . . . 46Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

UNIT 3: TECHNOLOGY AND INVENTIONS . . . . . . . . . . 70Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

UNIT 4: SONGS - MUSIC AND WORDS . . . . . . . . . . . . . 97Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

UNIT 5: HOW ABOUT WORKING? . . . . . . . . . . . . . . . 126Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . 152Applying Evaluation Instruments . . . . . . . . . . . . . . . . 152

PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . 155Evaluating listening comprehension . . . . . . . . . . . . . . . . 155Evaluating reading comprehension . . . . . . . . . . . . . . . . . 156Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Writing rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Class participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Extended-response reading . . . . . . . . . . . . . . . . . . . . . . . . 164Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

INTRODUCTION6

Teens Club has been written for teenagers in their first year ofsecondary school. It aims to appeal to teens through imaginativeand exciting topics, introduces up-to-date language andexpressions, increases confidence through learner independenceactivities, provides regular opportunities for review and self-assessment, and deals with different learning styles. For theteacher, it offers materials and tools for successful lessons, withfull support at every stage.

The book takes into account that teenagers are going through achallenging period of their lives, with great physical, social, andpsychological changes.

The main objective of Teens Club is to appeal to teenagers byproviding them with materials that reflect their own reality.Although the language is clear and progresses along the course,the aim is to enable students to read, listen to, and express whatis relevant and of interest to them at their particular age, so thatthey enjoy the language learning process. It provides a broadrange of materials to engage students in challenging, butachievable tasks. The different topics that have been includedgive the students the opportunity for cross-curricular and cross-cultural work so that they can learn about life and the world atthe same time as they learn English.

Through guided questions and simple discussions, students areencouraged to express and hold their opinions on issues that concerntheir lives and the world around them. Cultural aspects are alsohighlighted at relevant points. Aspects of English-speaking countries,such as information related to school life and subjects, historical andgeographical facts, cultural heritage and teenage styles are meant toraise students' awareness of the target culture, and at the same timedevelop a richer perspective of their own culture.

As it is important for students to “learn how to learn”, Teens Clubprovides opportunities to experiment and revise learning styles.It also aims to develop language learning strategies which suiteach of them.

COURSE COMPONENTSTeens Club consists of a Student's Book, a Teacher's Book and a CD.

Student‘s BookAt the beginning of the book there is a list of contents and anexplanation of the symbols used. At the end, there is list of verbsand a bibliography for students.

The Student's Book is divided into 5 units, each one based on adifferent topic:Unit 1: Teen LifeUnit 2: ChallengesUnit 3: Technology and InventionsUnit 4: Music and LiteratureUnit 5: Teen Work

Each unit has two reading and two listening lessons. In eachlesson, there is a Reflection Spot to allow students to think abouttheir achievements and weaknesses, and there is also a Let's checksection, the purpose of which is to allow students to evaluatetheir progress on a particular aspect of the lesson and, at thesame time, to provide information to the teacher about anypoints that the majority of the students have problems with.

At the end of each unit, there are three additional sections:• Your English in Action provides additional activities that provide

a good opportunity for students to consolidate topics andlanguage structures of the lessons.

• Unit Check has a test format covering the four skills and thelanguage studied in the unit. It helps students revise contentsand evaluate their performance in the whole unit.

• Final Reflection offers students a summary of what they havelearnt in the unit, allows them to reflect on their strengths andweaknesses, and guides them to make decisions concerningactions to take in order to improve.

The units also include Real Life Spots, which aim to allow studentsto make connections between the topic of the lesson and real life,or bring a bit of humor to the class together with additionalinformation that may be useful for them. Teachers shouldencourage students to take advantage of these spots and findfurther information or connections with the topics.Teens Club includes a Game Spot in many of the lessons. Gamesare highly motivating since they are amusing and at the sametime challenging for the students, they provide an opportunity touse language in real contexts and they also encourage andincrease cooperation. They create the motivation for learners ofEnglish to get involved and participate actively in the learningactivities, bring real world context into the classroom, andenhance students' use of English in a flexible, communicativeway. Games are used in the classroom not only for mere fun, butmore importantly, for the useful practice and review of language.Thus, the meaning of the language the students listen to, read,

DESCRIPTION OF THE COURSE

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speak and write will be more vividly experienced and, thereforebetter remembered.

CDThe CD includes all the material for the listening tasks in thelessons, the oral practice exercises, and the listening componentof all the tests (Unit Check and Extra Tests).

This is the icon used in the Student's Book to indicate thatrecorded material is used.

This is the icon used in the Teacher's Book to indicate thatrecorded material is used; it includes the correspondingtrack number.

Teacher's BookThis component offers support to the teacher through severalelements: • An introduction with a description of the course, the

methodology used, suggestions for classroom management,general methodological suggestions for the activities and todeal with big classes, description of the course components, etc.

• A suggested year planning that establishes the relationshipbetween the contents and the expected learning outcomes,tentative time distribution, resources and types of evaluation.

• Step-by-step lesson notes and suggestions, including ideas tostart each lesson, as well as follow-up activities and suggestionsfor homework.

• The cognitive abilities to develop in every activity of the lessons (L.A.).

• Background information related to the information content ofthe different texts, to help the teacher deal with students'questions.

• An Error Alert! section that helps the teacher with informationabout mistakes students can make together with additionalexercises to practice these specific points. They are shown in theTeacher's Book as part of the guidelines for the activities inwhich they may occur.

• Photocopiable observation and evaluation sheets for theteacher and the students.

• The answers to all the activities in the Student's Book and in the tests.• Full transcripts of the recorded material: listening texts, oral

practice activities, listening tests.• One extra test per unit.

• A complete bibliography for the teacher.• Classification of the activities in the lessons according to their

level of difficulty, indicated with the following icons:+ Low ++ Medium +++ High

• One activity for fast learners in each lesson (FL).• Icons to indicate the language ability to be developed:

• Other icons used in the Student´s Book.

LANGUAGE SPOT

SpotReflection

LET’S CHECK

SPOTREAL LIFE

SPOTGAME

SpotKey Word

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@ CLICK ON

READING LISTENING SPEAKING WRITING1

Teens Club helps students develop language learning skills tocarry out tasks related to the content. In every lesson, there aretasks which consolidate the linguistic and thematic content. Theactivities are designed to provide students with the language andskills they will need complete the tasks successfully. Thisapproach helps students to see language as a necessary tool, andgives the grammatical and lexical content a clear purpose.

Skills developmentThe methodology adopts a three-phase approach with before,while and after listening and reading activities. The Before Reading / Listening activities provide a setting,motivation and linguistic preparation; they activate the previousknowledge about the topic of the lesson, motivate students toread or listen and encourage them to predict and anticipateinformation.The Reading / Listening activities focus students' attention andteach them to look for specific information, find clues anddiscriminate between essential and non-essential information.The After Reading / Listening activities connect the text with thestudents' own reality, give practice on specific grammar pointsand help develop writing and speaking skills.

Communicative skillsMost students evaluate their language ability by how wellthey can speak. Speaking activities are present in Teens Clubright from the start and they are integrated with the otherskills to encourage communication. Even in the first stages oflearning, with only a limited knowledge of vocabulary andstructures, students want and are able to communicate. Thespeaking tasks give students an additional opportunity to usenew language in the context of a real life task, carried out inpairs or with a group of classmates, and following modelsprovided. Writing activities are also an integral part of each lesson, with avariety of tasks the students must accomplish during the class oras homework, with varying degrees of support and guidance.

Language structureIn Teens Club, grammar is approached in a clearly structured yetmeaningful way. The students are presented with an inductivetask in a section called Language Spot in which they have to figureout how the structure works in English, discovering both use and

form. Then they do controlled practice exercises where they applythe target structure in communicative situations.

VocabularyThe key vocabulary in each lesson is presented in the Key WordSpot. There are vocabulary activities through which studentsdevelop effective strategies for learning and keeping vocabularyrecords. A systematic use of dictionaries is encouraged.

CognatesCognates are words in different languages related to the sameroot. The lessons in Teens Club provide students with exercises tohelp them notice and recognize them, helping them increasetheir self-confidence by discovering how much these words helpthem to understand a text. The teacher should encouragestudents to find the cognates whenever they face a new text.

False Cognates Students might get confused because there are several words inSpanish that are similar in English, but have a different meaning.They are indicated in the Error Alert! Section of the Teacher’sBook. Here are a few examples of false cognates:• Actually = really, not actualmente (at present, currently).• Embarrassed = avergonzado/a, not embarazada (pregnant).• Approve = aprobar = agree with something, not aprobar un

examen (pass an exam).• Lecture = conferencia = a talk about a topic, not lectura

(reading). • Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore) • Familiar = estar familiarizado con, not familiar (relative)• Parents = padres, father and mother, not parientes (relatives).

Learner TrainingLearner training is about developing students' awareness of howthey learn and how they develop their learning strategies tobecome more effective and independent learners. Teachersshould encourage students to analyze their learning process,making them think about the problems they have faced and howthey could improve their performance. This is supported in TeensClub with a section called Reflection Spot.

INTRODUCTION8

TEENS CLUB METHODOLOGY

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Classroom managementIn most cases the teacher is the only direct contact the studentshave with English. Therefore, it is important that the teacher triesto communicate with the students in English as much as possible.Teachers can also use gestures or mime to help understanding.Instructions for all the activities in Teens Club are given clearlyand simply, and teachers should encourage students to read andinterpret them on their own, and support them whenevernecessary through demonstration and examples.

DisciplineTeenage students are going through a difficult period ofdevelopment in their lives, so the teacher might face disciplineproblems, disruptive behavior, or unwillingness to do the tasksthey are assigned.One of the reasons for bad discipline is usually the students'inability to cope with the tasks. To avoid these problems, twopreventive strategies are suggested:• Careful planning. Students realize there is a purpose which

keeps their attention on the task.• Clear instructions. Instructions must be given clearly and

assertively, including time limits whenever possible, so thatstudents know what to do and when they should finish the task.

Large classesLarge mixed-ability classes are a reality teachers have to faceevery day. Grouping is one technique that is used to reduce thenegative effects of this situation. When the class is divided intosmaller units, many learning activities can be undertaken. Thisimplies a different role for the teacher; this does not mean that he/ she will become less active in the classroom, but that he / shewill not be the center of the activities. Teachers who monitor,encourage and participate in different classroom groups are evenmore active than traditional teachers.By re-organizing the classroom to allow more opportunities forcommunicative interactions and activities, students will be in abetter position to practice and acquire the foreign language.

Pairwork and groupworkOne of the ways of giving students the time they require topractice a language in class is by forming groups or pairs. Thishelps teachers to individualize their learners, providesopportunities for sharing experiences and it may also help

teachers to accommodate learner differences by varying student roles.Teachers must bear in mind that this type of work encouragesstudents to share their skills and knowledge, and to learn fromeach other. It also increases students' involvement and activeparticipation, and develops positive attitudes.It is important to share with the students the importance of theseactivities that give them an opportunity to reinforce social andcommunicative skills required to work with other people.The teacher should take an active role in group and pairformation, and students should take different roles each time.

AssessmentAssessment is one of the most valuable sources of informationabout what is happening in the classroom. The involvement ofthe students in this process makes their attitudes towards theirlearning change significantly and they start to feel moreresponsible for their progress.In Teens Club, assessment is ongoing. The teacher assessescontinuously, in every activity, in every lesson, to see how far astudent is making progress in line with the objectives. He / sheuses the information obtained to help students with specificproblems. In each lesson there is one activity to evaluate oneparticular aspect of that lesson, in the section called Let's Check.There is also overall assessment, periodically, at the end of eachunit, with test format, the Unit Check, which includes evaluationactivities of all the skills and language studied in the unit.Teachers should encourage students to correct and mark theirUnit Check themselves, either on their own or in small groups.Finally, at the very end of each unit there is a Final Reflectionsection, which guides students to analyze their performance inthe whole unit. All these forms of assessment complement each other.

Self-assessmentIn Teens Club, self-assessment takes place in each lesson, so thatstudents have the opportunity to reflect on their progress andtheir main problems. This type of assessment helps students tobecome more efficient learners, as well as make them feel moreresponsible for their own learning.This is done lesson by lesson through the Reflection Spot, wherestudents are asked to think about their abilities to perform the

• Start every lesson in a way that focuses everyone's attention.This creates expectation and prepares students for what is tocome. For example, with books closed, write the topic of thelesson on the board and ask some questions about it, show aposter / picture related to the lesson, ask who can rememberwhat they did the previous class, etc.

• Students should not open their books until everyone is payingattention.

• End an activity before students get bored with it. Equally, do nothurry the students or end the activity too soon if they areobviously enjoying it.

• Ask students their opinion.• Don't assume that if one student says they understand,

everyone else does.• Ask (elicit) rather than tell. Students get bored of listening to

the teacher explaining. Someone in the class will probablyknow the answer.

• Don't ask students to explain difficult things, such as definitionsof words, in English.

• Don't interrupt students during pair / group speaking activities tocorrect their English. It is better to note the main, commonmistakes, put them on the board and correct them with the class atthe end.

• Don't insist on 100% accuracy all the time. Mistakes are anormal part of the learning process, and a valuable source ofinformation for the teacher.

• Give praise and encouragement, especially to the weakerstudents. Write positive comments on their work. Let themknow what they are doing well, as well as what they need toimprove.

• Remember that you are the main motivator in the classroom!

Some methodological suggestions for skilldevelopment

Developing listening skills• Follow the organization of activities into before, while and after

listening.

• Before listening:- Introduce and get students involved in the topic of the text.

Elicit what they know about it and help them relate it to theirown experiences. Make use of the illustrations provided and /or use your own.

- Use this introduction of the topic to present key vocabularyand structures, and write them on the board.

INTRODUCTION10

SOME BASIC TEACHING REMINDERS

tasks, how well they did and the difficulties they encountered. Inthe Let's Check and Unit Check sections, the students evaluatethemselves to become aware of their progress and in the FinalReflection section they analyze their performance and makedecisions concerning steps they can take to improve.

Photocopiable Evaluation Instruments The Teacher's Book offers a selection of rubrics and evaluationsheets that the teacher can use in different situations, withdifferent purposes and with different students. The labels andcriteria can be adapted to the class situation, the topics covered,the number of students, etc. They can be used by the teacher toevaluate the students, or by the students to evaluate themselvesand / or their peers. As with all evaluation instances, these must

be used to inform the teacher and the students of the progressmade, the areas that need revision and the level of achievementof learning goals. The teacher may use the results of theseevaluation instances as part of the final mark of the students; thestudents must be informed of the system applied. The teachermust give the students the instrument so that they can analyze it,draw conclusions and make decisions.

Error AlertTeens Club provides the teacher with help in connection withcommon mistakes students might make, together withadditional exercises to practice these specific points. They areshown in the Teacher's Book as part of the guidelines for theactivities in which they may occur.

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- Invite students to predict the content and to formulatehypotheses of what will appear in the text.

- Do these activities quickly and take advantage of the interestcreated to continue with the listening activities.

• Listening:- Play the recording once or twice for students to check their

predictions and hypotheses. Accept other information they mayhave gathered, but do not go into details at this stage, justconcentrate on the general idea.

- Remind students of cognate words, which they can identify moreeasily when they listen, and which help comprehension andconsequent task realization.

- Read and clarify instructions with the class, and do the differentlistening activities one by one, concentrating on the taskassigned and checking answers after each successive listening.Every time students listen to the text, they should have a clearpurpose and task, provided in the instructions, which will helpthem focus their attention and identify the information required.

- Help students recognize different supporting elements in thespoken texts: intonation, voice pitch, pauses, emphasis,background noise, etc.

• After listening:- Help students summarize the text orally and / or in writing using

the models provided.- Encourage reinforcement of vocabulary and grammar that

appeared in the text, always using the context and providingfurther examples or similar contexts.

- Discuss the topic of the lesson, help students reflect on thecontents and highlight the values presented, making themnotice the connections with their own reality.

- Make students evaluate their own performance in the lesson.a. Did their predictions help them understand the text?b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in

this lesson? Can they use them in other situations?

Developing reading skills• Follow the organization of activities into before, while and after

reading.

• Before reading:- Introduce and get students involved in the topic of the text. Elicit

what they know about it and help them relate it to their own

experiences. Make use of the illustrations provided and / or useyour own.

- Use this introduction of the topic to present key vocabulary andstructures, and write them on the board.

- Invite students to predict the content and to formulatehypotheses of what will appear in the text.

- Always ask students to give a quick look at the text and identifythe cognate words and the words they already know. This willhelp them formulate more informed hypotheses and also helpthem feel less insecure when facing a new text.

- Draw students' attention to the structure of the text: layout,punctuation, titles, subtitles, etc., to identify the type of text theywill be reading, all of which will also provide clues that will helpthem understand the text.

- Do these activities quickly and take advantage of the interestcreated to continue with the reading activities.

• Reading:- First, ask students to read the text quickly to check their

predictions and hypotheses. Accept other information theymay have gathered, but do not go into details at this stage,just concentrate on the general idea.

- Remind students of cognates words, which they can identify easily, and which help comprehension andconsequent task realization. Present false cognates if there areany in the text.

- Read and clarify instructions with the class, and do the differentreading activities one by one, concentrating on the task assignedand checking answers after each successive reading. Every timestudents read the text, they should have a clear purpose andtask, provided in the instructions, which will help them focustheir attention and identify the information required.

- Help students recognize different supporting elements in thewritten texts: text organization, reference markers, lettertypes, graphic support, punctuation marks, illustrations, etc.

- Remind students of some general characteristics of textorganization: main ideas are usually at the beginning of eachparagraph, connectors give important clues -and indicatesaddition, but, however indicate contradiction, becauseindicates a reason, or indicates alternatives, etc.

• After reading:- Help students summarize the text orally and / or in writing

using the models provided.

INTRODUCTION12

- Encourage reinforcement of vocabulary and grammar thatappeared in the text, always using the context and providingfurther examples or similar contexts.

- Discuss the topic of the lesson, help students reflect on thecontents and highlight the values presented, making them noticethe connections with their own reality.

- Make use of the activities for fast learners (FL) or of Your Englishin Action in the Student's Book and of the Extra Tests in theTeacher's Book to provide further practice in a freer context, eitherfor the whole class or for with faster, keener students. Invite themto make comments on the contents and share them with the restof the class.

- Encourage students to make use of the Reflections section toevaluate their own performance in the lesson.

Developing oral expression• At the beginning of the course, prepare a poster / posters with the

class, showing the expressions they must use as part of the classroominteraction. You may use different colors to classify them into:a. Greetings: Good morning, good afternoon, hello, hi, good-bye,

bye. How are you today? I'm (not) very well, thank you. And you?Teach them to address you as Mr. / Miss / Mrs. plus your surname.

b. Asking for help or clarification: How do you say / spell /pronounce ...?, Can you help me, please? Can you repeat,please? Can you play the recording again, please? Can I / we use

the dictionary / the computer? Can I work with ...? Can you tell /give me ...?

c. Expressing feelings: I'm sorry / happy / impressed / tired / ill/ worried. I'd be happy to ... . I like ... . I don't like ... . I liked ... . Ididn't like ... .

• Encourage students to use English to do the different speakingactivities that show comprehension.

• Choose relevant parts of the listening texts, especially dialogues,for students to listen to, repeat, try to memorize and present infront of the class.

• Create a positive atmosphere in the classroom to facilitate students'participation in oral exchanges.

Developing written expression• Always provide a model for students to follow. Go from simple, very

guided activities to more complex ones: just words that studentsuse to fill in blanks, or exercises in which they put words in order toform sentences, short answers to simple questions, using a patterngiven and substituting some elements, etc.

• Make students aware of punctuation marks and connectors to beused.

• Check written work while walking around the classroom, bycollecting notebooks, or by providing the correct versions on theboard or on a transparency.

THE INTERNET IN THE CLASSROOM

Nowadays, in the era of information revolution and the widespreaduse of the Internet in almost all spheres of life, this tool can serve asa teaching medium, a rich source of materials of any kind and alsoas a basis for lessons instead of texts from the course book only.

Internet -assisted lessons may supplement teaching by adding anadditional dimension to the classroom. Students can use it to gatherinformation on different topics or search for additional exercises topractice a particular language item.

The Internet gives great possibilities for students to work withmaterials they choose themselves and offers an attractive andinteractive learning environment.

This is achieved by the use of communication tools such as e-mail,chat or forum groups, which students can use to communicate with

people from different parts of the world and therefore practice theirEnglish in a meaningful and motivating way.

This icon indicates a digital resource used / suggested for an activity.

Tips to develop safe Internet lessons• Never start lessons by having students use search engines on

their own.• Ask students to find specific information, not just surf the web.• Always tell students to write down the URLs of the sites they use

for reports in bibliography format.• Try to preview sites before students visit them.

@@

@ CLICK ON

13

What we have in common makes us human. Our differences makeus individuals. In a classroom where there is very little or nodifferentiated teaching only the similarities among students seemto be the focus of attention. In a differentiated class the commonareas are acknowledged and exploited, and the differences amongstudents also become important elements in the teaching –learning process.

Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the communitywith a new curricular tool, the Learning Progress Maps. It ispossible that the teachers may have a lot of information aboutthem, from different and probably more complete sources thanthose provided here 13. This brief and concise document does notintend to be exhaustive nor replace any of those sources. It onlywishes to present the Maps in a particularly specific context, thatof a very specific training in evaluation for learning, as in that areathey can be very useful in the different steps of that training.

This is a brief introduction to the Maps that considers theinclusion principle that guides them, the way in which they arepresented, an example and some details to understand theirpedagogical and evaluative usefulness. Rather than theoretical orconceptual details, special importance is given to the elementsthat facilitate their use by teachers.

IntroductionThe Learning Progress Maps have been developed to showteachers, students and parents the way in which learningprogresses along school life, and especially the expected directionfor each of the areas of the curriculum. They are neither a newcurriculum nor a curricular alternative, but are based on theexisting Curricular Framework. Their objective is to describe thetypes of learning promoted by the Fundamental Objectives andthe Obligatory Minimum Contents, and to indicate thecharacteristics of their development from 5th Year of PrimaryEducation to 4th year of Secondary Education. The Maps can be

used in the day to day classroom work to establish the students’position, their differences and their learning needs. Once thisreflection and awareness task is done, it is possible to design avariety of teaching strategies to cater for the students’ needs.

Learning progression and diversityChildren’s learning – as shown every day in the teaching process- shows progressive development as they move up from one levelto the next. Older students generally know more about a subjectand show more complex cognitive abilities than youngerstudents; when comparing abilities and knowledge of a 4th Mediastudent with those of a 1st Básica student, it can easily be noticedthat the former is much more competent than the latter in all thelearning areas. Between these two students, who represent theextreme levels of achievement during the school cycle, it ispossible to distinguish several intermediate stages.

On the other hand, children in a particular level make use ofdifferent abilities to understand the same topic, and havedifferent ways to explain what they understand. There isprogression not only from one level to the next; it is normal thatin the same class the students are at different levels and showdifferent degrees of understanding and achievement of therequired abilities.

However, not all students progress in the expected direction.Inadequate attention to differences can produce delay in thestudents’ learning. This delay, in turn, has a cumulative effect, ittends to increase in the upper levels, and when this happens, itseffects are more difficult to revert. Therefore, it is important toknow the state of students’ learning very well.

The Learning Progress Maps are a supporting instrument todiagnose achievement and differences among students to helpthem move on in their school work according to the expectedoutcomes promoted by the national curriculum; they offercommon criteria and language to observe learning.

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11

11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005.13 The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.

Evaluation for Learning in PracticeIt is important to distinguish Evaluation for Learning as aparticular model that is different from the traditionalinterpretations of evaluation. Here is a summary of its maincharacteristics. In this conception, evaluation:

• Is considered an intrinsic part of teaching and learning.• Requires that teachers share with their students the learning

achievements expected from them. • Helps students know and identify the standards they must

reach.• Involves students in their own evaluation.• Provides feedback that tells students what they have to do, step

by step, to improve their performance.• Assumes that every student can improve his / her performance.• Involves both teachers and students in the analysis and

reflection on the data provided by the evaluation.

This model contrasts with the type of evaluation that, in practice,means adding evaluation procedures or tests at the end of theprogrammed units of work. These procedures or tests are separableand independent from the teaching of the unit. The “feedback” is toget a mark. Although, according to this model, evaluation is ateachers’ issue (the State, for example, does not get involved), ittends to have a summative rather than formative objective.

However, the term “formative” can have several interpretations:very often it only means that evaluation is frequent in a period oftime and has been planned together with the teaching. In thissense formative evaluation does not necessarily consider all thefeatures identified as characteristic of Evaluation for Learning.Evaluation can be formative because it helps the teacher identifyareas where more explanation or training are needed. But fromthe point of view of the students, their final mark and thecomments written on the margins of their work, although theymay signal their weak and strong points, they do not give themclues as to how to progress towards the achievement of more andbetter learning.

The concept of learning underlying this model is anotherdistinctive feature. Today’s approach to learning suggests that,eventually, it is the students themselves who are responsible fortheir own learning (nobody can learn for them). Consequently,

Evaluation for Learning must necessarily involve the students inthe evaluation process so as to provide information on theirperformance and guide their efforts to improve. An importantpart of this information is the feedback the teacher gives thestudents, but another part must be the result of the directparticipation of the students in this process through self-evaluation. In the context of promoting life-time learning, it ismore and more important to develop in the students the capacityto know how much they have learnt and the ability to guide andmanage their own learning.

So, what actually happens in the classroom when evaluation isused to improve learning? To begin with the more obviousaspects, the teachers are involved in the collection of informationabout their students’ learning and motivate them to revise theirwork critically and constructively.

The methods to obtain information about the learning are wellknown and they are mainly:• To observe the students and listen to them when they reason

and describe their work.• To ask students open questions, inviting them to explore their

ideas and reasoning.• To propose ideas that require students to use certain abilities or

to apply ideas.• To ask students to communicate their ideas not only in writing

but also through drawings, artefacts, actions, dramatisationsand concept maps.

• To discuss key words and analyse how they must be used.

Of course, teachers can collect this information through themethods identified above, and then use it to improve learning. Theuse of this information requires that teachers and students makedecisions and act: they must decide on the next steps in thelearning process and help students get started. It is of the utmostimportance to remember that it is the students who must do thewalking; consequently, the students who are more involved in theprocess will better understand how to extend and improve theirlearning. A plan that involves the students in the judgement oftheir own work – instead of being passive to face the judgementsof teachers – has higher probabilities of raising the learning andachievement standards.

INTRODUCTION14

15

This is a different conception of “feedback”. The “food” the teacheroffers is a portrait of the objective to reach, of the standard orgoal towards which the student must aim and which, in this way,constitutes a point of comparison for his / her work. The role ofthe teacher – and what constitutes the core of teaching – is toprovide the students with the skills and strategies required totake the steps they need to improve their own learning.

Key Principles of Evaluation for LearningEvaluation is a process that allows the recollection of evidence onthe learning achieved by the students at a given moment. Theobject of the evaluation is the work produced by the student,never the student.

• The key dimensions of learning from the point of view of thelearning area and the learning level of the students constitutethe criteria used for the evaluation of learning.

• The criteria must be shared with the students so that they know andunderstand them, and for them to direct their work accordingly.

• Self-evaluation and peer-evaluation must be done using pre-established criteria. If this does not happen their validity will bequestionable, because different individuals naturally evaluateaccording to their own personal criteria.

• It must be remembered that evaluation necessarily involvesvalue judgements. This happens when a teacher assigns anumerical qualification to a student’s test, and also whenconcepts are used, for example “poor” or “excellent” to indicate astudent’s level of achievement at a certain moment.

• The teacher must take responsibility for the evaluationinstruments he / she develops and uses with the students; thismeans that he / she must make sure that they really let him /her collect information about the learning outcomes defined inthe pre-established evaluation criteria.

What LPM are What LPM are not

They are materials for each area of the curriculum that describe theusual road followed by students in their learning. They assume thatprogress is the result of maturity and exposure to learningopportunities in specific stages of school life.

They do not state that learning is lineal (a sum of specific learnings)nor do they propose an exact description of the learning progress thatall students experience.

They express knowledge and abilities, that is to say, the competencesthat students typically reach at certain moments of their school life.

They are not an expression of all the knowledge and abilities thestudents can achieve in a specific level.

They indicate what we value as learning goals and the sequence inwhich they are achieved; they provide a framework to monitorprogress and communicate results.

They are not a new curriculum and they do not assume that all thestudents in the same class should be in the same level of learning.

They are presented as concrete descriptions of learning and offerexamples of possible achievements in each level.

They are not checklists for test correction.

They provide a guiding framework for teaching: they let userselaborate evaluation tasks that will indicate the level of each student,and organise teaching strategies accordingly.

They are not an instrument to classify students and they do notsupport a specific teaching model to achieve learning.

What Learning Progress Maps are and what they are not.

INTRODUCTION16

How many LPM have been prepared?Each area of the curriculum has sub-divisions that representtopics or abilities that must be developed during school life. AMap has been designed for each of them.

EnglishOur country’s active participation in different areas of theinternational sphere, together with the changes produced byglobalisation, make the learning of English essential tosuccessfully face the demands of society in the XXI century.

Learning English is a challenging and attractive activity at any age,but particularly for young people who see it as a tool to accessinformation and technology and as a means of communication withother realities and cultures. Learning English or any other foreignlanguage, contributes to the understanding of the mother tongue,and at the same time it widens the opportunities to accessinformation in other areas of study.

Presentation of the MapsThe Maps are organised in seven levels that cover students’learning life from 1st year of Primary Education to 4th year ofSecondary Education. Each level describes the expected learningoutcome for two school years. For example, level 1 correspondsapproximately to 1st and 2nd Básico, level 2 to the next twoyears, and so on. The last level (7) describes a student whoseoutcome when finishing school is “outstanding”.

All this information can be found in the web site of the Unidad deCurrículum y Evaluación, www.curriculum-mineduc.cl.

Relevant aspects of the Reading MapIn concordance with the curricular emphasis aimed at thedevelopment of the abilities and the use of language with thepurpose of acquiring information and gainning access to othercultures and technological advances, grammar is not the focus ofattention of the Reading Map. Its role as facilitator ofunderstanding and communication is acknowledged, but the roleof grammar will become more evident in the Writing Map.

The Reading Map emphasises the importance of working withauthentic texts as early as possible; their degree of complexityincreases as students move from one level to the next. By the end

of their secondary school education students should be able toread authentic texts of intermediate complexity, which impliesbeginning their learning using simple authentic texts.

The Reading Map does not reject the use of the mother tongue asa resource to monitor learning when the situation requires thatthe students show evidence of comprehension and interpretationrather than oral production. It is a well-known fact that studentsof a foreign language can understand much more than they canexpress orally or in writing. For this reason, the answers to thetasks presented as examples in the Map are in Spanish. This doesnot mean that the students are not allowed to expresscomprehension in English or that there is an intention to workthese abilities separately.

In the following pages you will find the Reading Progress Map. Itbegins with a synthetic presentation of all the level. Then, each levelis presented in detail, beginning with its description, some examplesof performance that illustrate how that level of learning can berecognised and one or two examples of work done by students ofsubsidised schools, with the teacher’s comments that justify whatcriteria is used to decide that the student is “within” the level. In anappendix, you can find the complete version of the tasks from whichthe students’ work was collected. In the case of English, there is adescription of an initial level, before level 3, that describes a startingsituation of knowledge of this language, which can be a useful pointof reference to describe the learning of children who do not reachlevel 3 by the end of 6th Básico. No examples of students’ work at thislevel are included.

Reading Progress MapThe aim of the English curriculum is to get students to use andapply the language in different tasks that imply they canunderstand oral and written texts, and solve simplecommunicative situations orally or in writing. From this point ofview, four English Learning Maps have been designed, around thefollowing linguistic abilities:

• Reading• Listening• Writing• Oral Expression

17

The Maps of English have been designed using the internationalstandards of the Common European Framework (CEF) forteaching, learning and evaluating languages, and those of theAssociation of Language Testers of Europe (ALTE). CEF level A2 andALTE 1 (Waystage User) are associated to level 4, which describesthe expected learning achieved by the majority of the students bythe end of 8th year Básico; level B1 and ALTE 2 (Threshold user) areassociated to level 6, which describes the expected learningachieved by the majority of students by the end of 4th Medio.

To describe progress in reading comprehension, the Reading Mapis organised around two dimensions:

a. Text-types. In this dimension the progression is given by thecomplexity of the topics the students read about and thecomplexity of the language used in the texts. There isprogression from concrete to abstract topics, and from

language expressed in simple sentences to languageexpressed in compound sentences of intermediate complexity.

b. Reading abilities. This dimension includes the students’capacity to extract specific information, to infer informationand to show global comprehension of what they have read.The Map describes how these reading abilities become morecomplex from one level to the next, also in relationship withthe increasing complexity of the texts read.

In the light of these dimensions, the Map describes a student’sreading comprehension progress, from the ability to identify somehighlighted information, to make simple inferences and state themain topic of a very short, simple text (in level 3), to end up beingable to reach a higher level of inference and a deeper understandingof linguistically and conceptually more complex texts. (level 6).

English Progress Map

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up themain meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are relatedto personal interest topics.

Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and mediumcomplexity structural patterns and are related to well-known or personal interest topics.

Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas andidentifies main ideas, stating supporting data. Understands texts that include simple structural patterns and mediumcomplexity structural patterns and are related to well-known or personal interest topics.

Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas orinformation, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sectionsof the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.

Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitlystated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and arerelated to concrete topics of the student´s immediate environment.

Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple shortsentences and are related to concrete topics of the student´s immediate environment.

Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas andidentifies main ideas, stating supporting data. Understands texts that include simple structural patterns and mediumcomplexity structural patterns and are related to well-known or personal interest topics.

In our teaching proposal for 1st and 2nd year, evaluation is conceived from the following level:

Level 7Outstanding

Level 6

Level 5

Level 4

Level 3

Level 5

Initial level

Greetings: Good morning / Good afternoon / Hello / Hi.Good bye / See you tomorrow / See you later.Have a nice weekend / Enjoy your holiday.

Moods and feelings: A: How are you today? B: I’m fine / I’m great / OK / Very well, thank you. I’m not very well / I have a problem / I’m feeling low / I’m sad.

Asking for clarification (STUDENTS)Can you repeat that, please?Can you say that again, please?Sorry? I didn’t understand very well. Can you help me with this exercise, please?

Encouragement (TEACHERS)Well done!Good!Excellent!Good work!Congratulations!

The date A: What day is it today? B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday /

It’s Friday / It’s Saturday / It’s SundayA: What’s the date today? B: It’s (Monday) March 9th.

The weatherA: What’s the weather like today? B: It’s sunny / It’s cloudy / It’s hot / It’s cold / It’s nice and warm /It’s nice and cool. It’s raining / It’s snowing.

The time A: What’s the time? / What time is it? B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. /

It’s ten o’clock. / It’s twelve o’clock. A: What’s the time? / What time is it? B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s

ten past twelve / It’s twenty past one/ It’s twenty five past two.A: What’s the time? / What time is it? B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to

ten/ It’s ten to three/ It’s five to four.

INTRODUCTION18

How can one recognise the level of learning? Examples ofperformance.

When a student has reached this level, he / she can do thefollowing activities:• Select and classify information according to a given category.• State details used for describing causes and consequences.• Relate data and ideas to infer attitudes and moods.• Extract the main idea(s) of the text and list the arguments that

support it / them.

• Invent a title that represents the main idea of the text.• Identify words and phrases that give cohesion to the text. For

example: “therefore”, “on the other hand”.• Identify in the texts the communicative function of compound

structural patterns, such as the passive voice, conditionalsentences, relative clauses.

• Identify in the text frequent phrasal verbs. For example: “look after”.

CLASSROOM LANGUAGE 17

19

Some Commands and Instructions (TEACHERS)Add more words.Answer the questions.Be quiet.Check your answersCheck your predictions.Close the door.Come to the board.Compare your answers.Compare your answers in your group.Complete the paragraph.Complete the sentences.Complete the summary.Complete the table.Copy the instructions.Cross out the words you do not hear.Discuss the ideas in your group.Do exercise 1.Do not write in ink.Do not write in your book.Fill in the blanks.Find examples in the text.Find out who wrote this poem.Find the cognates in the text.Go to the board.Identify the best description.Listen to the recording.Listen.Look.Look at the pictures.Look up these words in the dictionary.Make a list.Make a list of topics.Make some notes.

Match the pictures.Name three activities.Open the window.Open your books.Pay attention, please. Put the pictures in order.Read the instructions. Read the sentences.Select the correct answer.Silence, please.Sit down.Stand up. Talk to your partner.That’s all for today, thank you.Work in groups of 4.Work in groups of three or four.Work with your partner.Write the sentences.

Turn taking and permissions: (STUDENTS)It’s your turn. Sorry, it’s my turn. Excuse me, can I say something? Excuse me; can I leave the room for a minute? Can I talk to you after the class?May I go to the bathroom?

Encouragement: (TEACHERS)Do it more carefully / Say it again / Try to correct that, please. Not too bad / You’ll do better next time / Keep trying! Well done / Congratulations / Excellent / Good work.

20

SUGGESTED YEAR PLANNING

TEEN LIFEForum chats.Diversity ofteenage cultures.

ReadingIdentify cognates.Find general and specificinformation.Infer meanings from thecontext.Locate and match information.ListeningDiscriminate between correctand incorrect information.Identify correct sequence

Differentiate sounds.Find general and specificinformation.Identify collocations.LanguageUse the Simple Present andadverbs of frequency.Use adjectives of quantity.Use connectors.Use the Present Continuous forfuture plans.

SpeakingExchange personal informationExchange information aboutpersonal interests andpreferences.Express quantities.WritingWrite a personal introduction toa forum chat.Complete a personal profile.

DevelopmentLesson 1 four hours.Lesson 2 four hours.Lesson 3 four hours.Lesson 4 four hours.Consolidation andevaluation activitiesthree hours + homeassignments.

CMO TIMETOPIC

UN

IT 1

BELIEVE IT ORNOTA city on the moon.Hopes for thefuture.

ReadingScan the text to validatepredictions.Get meanings from cognates.Find general and specificinformation.Discriminate between correctand incorrect information.

ListeningRelate speakers and speech.Discriminate sounds and words.Identify specific information.Language Use the Simple Future tense toexpress predictions.Use the Present Continuous tense.

Use conjunctive connectors.Use the First Conditional.SpeakingAsk and answer questionsabout fixed arrangements.Talk about virtual life. WritingWrite a short report.Complete a paragraphs.


TECHNOLOGYAND INVENTIONSNew inventions.Technology.

ReadingFind general and specificinformation.Identify the sequence ofevents.Identify type of text.ListeningDiscriminate between correctand incorrect information.Relate speakers and speech.

Discriminate sounds and words.Identify sequence.Language Use the Simple Past tense.Use linking words.Use relative pronouns.SpeakingAsk and answer questionsabout biographies.

Exchange opinions aboutinventions and technology.WritingWrite a short summary of abiography.Complete a paragraph about anew invention.


UN

IT 2

UN

IT 3

SONGS - MUSICAND WORDSFamous youngartists.Styles of music.

ReadingDistinguish information.Discriminate between correctand incorrect information.Identify type of text.ListeningInfer mood of speakers.Relate speakers and speech.Discriminate sounds.

LanguageUse would and could.Use modal verbs must, have to, need to.Use the Passive Voice. Use the First and SecondConditional.

SpeakingAsk people about imaginarysituations.Request information usingpolite questions.WritingWrite a book review.Write questions and answers ina chat room.


UN

IT 4

HOW ABOUTWORKING?Volunteerorganization.The role ofvolunteer.

ReadingLocate missing information in atext.Discriminate between correctand incorrect information.Distinguish facts and inferences.ListeningDiscriminate between correctand incorrect information.

Relate speakers and speech.Extract specific informationfrom a recording.LanguageUse Modal Verbs to expressnecessity and preferences.Use polite phrases in atelephone conversation.

SpeakingAsk people about preferences.Participate in a telephoneconversation. WritingWrite a letter of application.Write a leaflet promoting anorganization.


UN

IT 5

21

Read posts to aStudent Forum chat.Read a magazinearticle.Listen to aninterview.Listen to twopoems.

Develop respect andacceptance of age, andsocial and culturaldiversity.Assess the importanceof English as aninternational tool ofcommunication.

Reflection SpotMetacognitionLet’s CheckListening ReadingLanguageYour English inAction

Unit CheckListening ReadingLanguageOral expressionFinal Reflection Extra testsListening ReadingLanguageOral expression

EvaluationInstrumentsListening Reading Writing Working with others

To use pictures toformulate predictions.To localize specificinformation.To apply/ use a newlanguage structure.

Read a web page.Read a scientificarticle.Listen to aninterview.Listen to anadvertisement.

Reflect about theimportance oftechnologydevelopment.Develop acceptance andrespect for everyone’sopinions.


Unit CheckListening ReadingLanguageOral expressionFinal Reflection Extra testsListening Reading

LanguageOral expressionEvaluationInstrumentsListening Reading Writing Working with others

To relate topic to ownexperience.To infer the meaning ofkey words.To identify and extractsupporting information.

Read a web page.Read a biography.Listen to aconversation.Listen to a radioprogram.

Assess and appreciatethe role of technologyin everyday life.Develop respect andacceptance of otherpeople’s opinions.




To express opinions.To predict topic from thecontext.To relate speakers andspeech.

Read a piece ofchat.Read book reviews.Listen to atelevision program.Listen to a song.

Assess and appreciatethe value of music andliterature. Develop respect for therole of music andliterature as a means ofcommunication.

Reflection SpotMetacognitionLet’s CheckListening ReadingLanguageYour English in Action



To discriminate sounds.To predict content fromcognates.To relate previousknowledge with the topicof the lesson.

Read a leaflet.Read a letter ofapplication.Listen to anadvertisement.Listen to telephoneconversations.

Assess and appreciatethe role of volunteerorganizations aroundthe world. Value the importance ofvoluntary work forpeople in need.

Reflection SpotMetacognitionLet’s CheckListening ReadingLanguageYour English in Action



To relate topic to ownreality.To developstudy skills.To exchange information.

RESOURCES ATTITUDES EVALUATION LEARNINGABILITIES

UNIT 122

TTEEN LIFETEEN LIFE

UNIT

In this unit you will:· read posts to a Student Forum chat· read a magazine article· listen to an interview· listen to two poemsYou will learn how to: Reading· identify cognates · find general and specific information· infer meaning of words from the context· locate and match informationListening· discriminate between correct and incorrectinformation

· identify correct sequence· differentiate sounds· find general and specific information· identify collocationsLanguage· use the Simple Present and adverbs of frequency

· use adjectives of quantity· use connectors· use the Present Continuous for future plans· Speaking· exchange personal information· exchange information about personal interests andpreferences

· express quantitiesWriting· write a personal introduction to a forum chat· complete a personal profileYou will also: · develop respect and acceptance of age, and socialand cultural diversity

· assess the importance of English as aninternational tool of communication

Development· Lesson 1: four hours· Lesson 2: four hours· Lesson 3: four hours

· Lesson 4: four hours· Consolidation and evaluation activities: 3 hours +home assignments

Didactic resources· Complementary material such as articlesmagazines, Student Forum chats.

· Pictures of teenagers provided by the teacher andby the students to illustrate the diversity of teenagecultures.

· Supporting material such as lists of adjectives,dictionaries, glossaries, definitions, printedhandouts, library material, etc.

Methodological suggestions· Teachers should prepare the lessons beforehandconsidering that thorough prior preparation allowsthem to think of and apply some useful ideas. It istheir chance to make the class entertaining and toinvolve students in the learning process.

· Teachers are advised to use a variety of resourcesthroughout the book.

Types of Evaluation

Continuous/informal

Indicators

Students do reading and listening activities, take part in conversations, and produce written texts.

Reflection spotSelf - evaluation

Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.

Unit CheckUnit evaluation

Reading: Students find specific information and discriminate between correct and incorrect information.Listening: Students find specific information, discriminate between correct and incorrect information andidentify sequence of information.Language: Students use the Simple Present and the Present Progressive tense.Speaking: Students exchange information about routines.Writing: Students write and reply to e-mails.

Final Reflection Students analyze their performance in the whole unit.

Extra Test Reading: Students find specific information and discriminate between correct and incorrect information.Listening: Students identify specific information and discriminate between correct and incorrect information.Language: Students use the Simple Present and Present Progressive tense.Writing: Students write a short paragraph describing their best friend.Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.

TEEN LIFETEEN LIFE

23

Introduce the topic of the unit reading thename aloud. Then, invite some students toread what the young people on page 9 sayabout being a teenager and ask them if theyagree or not.

Invite the students to work in groups talkingabout “being a teenager”. Encourage themto make some notes and come to anagreement. Then, ask one member of eachgroup to share their comments with the restof the class.

First, ask students to copy the chart into theirnotebooks. Then, motivate them to interviewsix of their classmates about their interestsand preferences in order to complete thechart. Elicit students’ ideas about graphs andthen explain that they will have to present theresults for each item in a graph. You mayalso give one example on the board.

+Draw students’ attention to the pictures andthen ask them to answer the questions inpairs. Check their answers orally.(L.A.: to use pictures to formulatepredictions).

+Brainstorm aspects and activities that aretypical of teenagers in Chile and all over theworld. Invite students to write a list of themin their notebooks and then write someexamples on the board.(L.A.: to relate topic with personal reality).

++Ask students to choose the picture theythink best represents a typical Chileanteenager. Ask them to support their ideasand then to come to an agreement.(L.A.: to relate pictures with personalexperiences).

+++Explain to students that they are going toread two posts from a Students Forum chat.Invite them to make predictions about thetwo students’ way of life.(L.A.: to use general knowledge to formulatepredictions).

++Tell students to look at the text and find allthe cognates. Then, ask what informationthey can deduce from them. You can askthem to write the cognates on the board, butdo not check what the students can deducefrom them at this stage.(L.A.: to identify cognates throughscanning).

LESSON 1

READING

TAKE TWO TEENS

Answersa. Between 13 and 18 years old.b. They are from different parts of the world.c. They are: acting in a play, answering questions,

chatting and doing sports.d. They are wearing costumes, sport and casual clothes.

Answersforum, different, traditional, TV, music, computer, chat,cyber cafe, culture, kilometers, fan, Internet, rest,sports.

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PAGE 10

Possible answershang out with friends; listen to music; play videogames; chat with friends; watch movies; play sports;wear the same kind of clothes; surf the Internet.

BEFORE READING

5

4

3

2

1

3

2

1

GETTING READY

UNIT 124

++Invite students to read the words in the KeyWord Spot and then find their definitions inan English-English dictionary.(L.A.: to develop study skills).

+ Ask the students to read the text quickly tocheck their predictions in Exercise 4.Explain to them that it is not necessary forthem to understand every single word. Theyonly have to get the general meaning of thetext in order to check if their predictionswere right.(L.A: to validate predictions).

++ Now, invite your students to read the textagain carefully, and then answer thequestions (a. – e.) in their notebooks. Checktheir answers orally or ask some students towrite the answers on the board.(L.A.: to localize specific information).

Answersa. No, they are not typical teenagers because they live

in very different ways.b. Josh 95 is American and Pink Sunshine is Australian.c. Yes, he does, because he can go to a cyber cafe and

be in contact with the rest of the world.d. She has e-lessons. She studies through the Internet.e. Yes, it is. Because it is the way they can be in

contact with people from all around the world.

8

AnswersThe students do not have similar ways of life.

7

READING

PAGE 12

AnswersAmish: member of an Anabaptist Christian denomination.newbie: slang term for a newcomer to online gaming oran Internet activity.link: a connection between two or more people or things.soaps: (also soap opera) a story which is broadcasteveryday or several times a week on television or radio.

6

ERROR ALERTCognates are words in different languages related tothe same root, ex.: education (English) / educación(Spanish)Anyway, students might get confused because there arealso several words in Spanish that are similar inEnglish, but have a different meaning. These words arecalled False Cognates.

Exercise: Read the words in the list. Identify the falsecognates in it.

actual / embarrassed / familiar / introduce / lecture /notice / parents / realize

Answers:The false cognates are:Actual = real, not actual (present).Examples: The actual cost was higher than expected.Does anyone know her present address?Embarrassed = avergozado/a, not embarazada(pregnant).Examples: She's embarrassed about her height. Mysister is pregnant with her first child.Familiar = conocido, familiarizado, not familiar(relative).Examples: His face looks familiar to me. We saw mostof our relatives at the party.Lecture = charla, not lectura (reading).Examples: He gave a lecture on endangered species inChile. You can understand everything from the firstreading. Notice = aviso, anuncio, not noticia (news).Examples: Have you seen the notice on the board? Thenews of the earthquake arrived two days later.Parents = padres, not parientes (relatives).Her parents got married very young. Most of myrelatives live in Santiago.Realize = darse cuenta, comprender, notrealizar (carry out).Example: I realized who he was.

For more information on ERROR ALERT, see page 7 ofthe Introduction.

TEEN LIFETEEN LIFE

25

++Make the students copy the chart into theirnotebooks and then complete it withinformation from the text. Invite some ofthem to write and complete the chart on theboard to check their answers.(L.A.: to extract specific information).

+++Ask the students to read the text once morebefore completing the sentences in theirnotebooks. Check their answers orally.(L.A.: to identify specific information).

++Tell the students to add a column to thechart in Exercise 9, and to complete it with

information that is true for them. Then, askthem to answer questions a. and b.Invite some of the students to share theiranswers with their classmates.(L.A.: to relate topic to personal experiences).

Answers

Name Josh 95 Pink Sunshine

Always Wear traditional Watch soapsclothes or movies

Often Go shopping Readin the city

Hardly ever Use a computer Meet friends

Never Watch TV or Go to schoollisten to music

Likes / Chat with Chat withLoves other people other people

Habitual activities and frequency adverbs

This section is designed to help students reviseor discover a particular grammar structure or aninteresting item of vocabulary related to the text. The activities are meant to promote independentlearning, so help, guide and check, but do notenunciate them the answers.1. Ask the students to read and analyze the

sentences from the text.

2. Now, the students answer questions a. – c.Help them to identify what kind of actions thesentences express, the tense that was usedand the words that help to identify thefrequency in which the action was performed.Answ ers: a. - iii.; b. – iii.; c. always, every,never

3. Invite the students to copy and complete thegeneral rule in their notebooks.Answ ers:We use the Simple Present tense to talkabout activities that are habitual.We use words such as alw ays, never,every…, to express the frequency of theactivity.

4. Encourage students to revise the text againand find other examples of this structure. Invitethem to write the examples in their notebooksand underline the frequency adverb. You mayorganize a class competition and offer a prizeto the student who identifies all the examples.Answ ers:I never watch TV or listen to music.I alw ays watch soaps or movies.I hardly ever meet friends or go to parties.

For more information on the LANGUAGE SPOT,see page 6 of the Introduction.

LANGUAGE SPOT

AnswersWill vary

11

AFTER READING

PAGE 13

9

10

Possible answersa. Josh95 and Pink Sunshine’s lives are similar because

they both live in a very different way others teenagersdo but they both like to know about people from allover the world. They both live on a farm and they usethe Internet to communicate with other teens.

b. Josh95 and Pink Sunshine’s lives are differentbecause Josh is Amish and never watches TV orlistens to music, but he goes to school. PinkSunshine never goes to school but she alwayswatches TV or listens to music.

UNIT 126

+ Refer the students to the LANGUAGESPOT to write sentences about their andtheir partner’s habitual activities. Invite someof the students to write the sentences onthe board to check the answers.(L.A.: to apply/ use a new languagestructure).

++ In pairs, the students listen and then repeatthe conversation.(L.A.: to imitate intonation/pronunciationpatterns).

+++Motivate students to replace the partsunderlined with information that is true forthem and then role-play the conversation infront of their classmates.(L.A.: to ask for and give personalinformation).

++Encourage the students to complete thepost to introduce themselves to a ForumChat. Motivate them to be creative and writeas if they were chatting. You can assign thisactivity as homework and check it orally thenext class(L.A.: to express personal information).

+++Motivate the students to read the two postsand answer them in their notebooks. Invitethem to compare their answers in theirgroups.(L.A.: to give personal information inwriting).

+++Invite fast learners to read the posts againand then answer the questions. Motivatethem to support their answers andencourage them to share their conclusionswith the rest of their classmates. You canorganize a debate and then ask thestudents to come to an agreement.(L.A.: to relate topic to personal reality / toconsolidate content of the lesson).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give them

18

LET’S CHECK

Assign enough time of your class to allowstudents to reflect on their achievements andweaknesses. They read the statements andreflect about:• their ability to exchange personal

information• their ability to write about themselvesFor more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

AnswersWill vary

FL

1

12

17

PAGE 15

AnswersWill vary

16

TRANSCRIPT ORAL PRACTICE

Diana: Hi, my name's Diana. What's your name?Steve: Hi, I'm Steve. Nice to meet you.Diana: How old are you, Steve. And, where do you come from?Steve: I'm 14, and I come from Canada.Diana: What do you like doing in your free time? Steve: I always do sports or visit my friends. And you?Diana: I often do sports too, and I always chat on the

Internet with people from all over the world.

1

13

PAGE 14

AnswersWill vary

15

14

TEEN LIFETEEN LIFE

27

enough time to answer individually. Then,check on the board to allow students tocorrect their work and assign a markaccording to the scale.For more information on LET'S CHECK, seepage 6 of the Introduction.

This section is intended to allow students to makeconnections between the topic of the lesson andreal life, and at the same time provide additionalinformation that may be useful for them.Make sure you give enough time for them to readand then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+Brainstorm students’ ideas about things oractivities that are related to teen culture.Motivate them to find seven words relatedto this topic in the Word Search puzzle. Youcan divide the class into groups or pairs andorganize a competition, setting a time limit.(L.A.: to use previous knowledge tounderstand new vocabulary).

++Now, in pairs, the students make a list of otherwords related to teenagers. Check orally.(L.A: to relate previous knowledge to the topic).

+++Draw students’ attention to the photo andask them to answer the questions in theirgroups. Invite one member of each group toshare their answers with the rest of theirclassmates.(L.A.: to infer information from pictures).

+++Have students read the words in the KeyWord Spot and then identify their meaningin the list. Allow them to use bilingual ormonolingual dictionaries if necessary.(L.A.: to infer meaning from the context).

LESSON 2

LISTENING

TEENAGE TALK

AnswersWill vary

Answersa. fed up; b. look forward to; c. wool

4

AnswersWill vary according to students’ ideas.

3

2

Answers

+ + + + + + + + N + + + + S ++ + + + + + + + O S + + E + +S E M A G O E D I V P I + + ++ + + + + + + + H + T O + + ++ + + + + + + + S R + + R + ++ + + S + + + + A + + + + T ++ + + + R + + P F + + + + + S+ + + + + E + + + + + + + + ++ + + + + + T + + + + + + + ++ + + + + + + U + + + + + + +F R I E N D S M P + + + + + ++ + + + + + + U + M + + + + ++ + + + + + + S + + O + + + ++ + + + + + + I + + + C + + ++ + + + + + + C + + + + + + +

COMPUTERS / FASHION / FRIENDS / MUSIC / PARTIES/ SPORTS / VIDEOGAMES

SPOTREAL LIFE

AnswersWill vary. Accept any coherent ideas. For example: Ialways swim in the swimming pool in summer. I hardlyever eat hamburgers or junk food. I never sleep on mystomach. I sometimes talk to my friends on my cellphone. I usually play computer games in the evening.

1

BEFORE LISTENING

PAGE 16

UNIT 128

+Tell students that they are going to listen toan interview to the boy in the photo. Explainto them that this first time they don’t need topay attention to details. They must only getthe general content to check theirpredictions in Exercise 3.(L.A.: to validate predictions).

++The students listen to the interview oncemore and identify the correct alternative foreach sentence.(L.A: to identify correct words).

++Play the recording again. Ask students tolisten and match the lists A and B. Then,encourage them to find the correct picturefor each collocation.(L.A.: to identify collocations / to relate textand pictures).

+++Play the recording again. This time, thestudents must listen and discriminatebetween correct and incorrect information. Ifnecessary, play the recording again forthem to correct the false statements.Alternatively, you can ask the keenerstudents to do this and then to share theiranswers with the rest of the class.(L.A.: to discriminate between correct andincorrect information).

2

TRANSCRIPT - TEENAGE TALK

Presenter: Danny Evans is 16, and lives in a suburb ofChicago. Danny, what do you usually do onweekends?

Danny: I always go skateboarding and I play the drums. Ialso often listen to music with my friends. Andwe go to clubs every Saturday night.

Presenter: How often do you go to the movies?Danny: Once or twice a month.Presenter: What are you reading right now?Danny: A great book called The Amazing Life of Birds, by

Gary Paulsen.Presenter: What are your favorite subjects at school?Danny: History, Spanish and computer science.Presenter: What do you and your friends talk about?Danny: Girls, sports and music.Presenter: Do you have a girlfriend?Danny: No; all the girls like older boys, because they have

cars, and jobs and money. Anyway, I’m notlooking for a girlfriend.

Presenter: What are you wearing today?Danny: I’m wearing a fleece jacket, jeans and sneakers.

2

Answersa. False (he lives in a suburb of Chicago). b. False (hegoes skateboarding). c. False (he goes to the moviesonce or twice a month). d. False (he is reading a bookabout birds). e. True (and he also likes Spanish andcomputer sciences). f. False (he is not looking for agirlfriend). g. True.

8 2

Answerslook for a girlfriend (1); play the drums (3); talk aboutmusic (2); wear a nice jacket (4)LISTENING

PAGE 17

Answersa. Yes, he does.b. He’s from Chicago, in the USA.c. He likes skateboarding, playing the guitar and

listening to music.d. He cares about the environment.

5

2

26

Answersa. friends; b. The Amazing Life of Birds; c. older; d. homework; e. one week.

Make sure you assign enough time of yourclass to allow students to reflect on theirachievements and weaknesses. They readthe statements and assess:• their ability to use visuals to make

predictions• their ability to distinguish soundsFor more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

7

TEEN LIFETEEN LIFE

29

+Refer students to the LANGUAGE SPOT tocopy and complete the dialogues using theSimple Present or the Present Progressiveof the verbs in brackets. Then, ask them torelate each dialogue with a picture.(L.A.: to apply a language structure).

The Present Progressive for future plans

This section is designed to help students reviseor discover a particular grammar structure or aninteresting item of vocabulary related to the text. The activities are meant to promote independentlearning, so help, guide and check, but do notenunciate them the answers.1. The students read the questions and answers

from the interview carefully.

2. Help them identify which exchange talks aboutan event that is happening now and whichexchange talks about future plans. Answ ers:a.- a.; b. – b.; c. – ii.

3. Now students copy and complete the generalrule in their notebook.Answ ers:We use the Present Progressive to talkabout temporary events and about what ishappening now.We can also use the Present Progressiveto talk about future plans and arrangements.

4. Invite your students to speculate about twomore plans that Danny may have and thenwrite sentences in their notebooks. Check theiranswers orally.Answ ers:Will vary. Accept any coherent ideas, such as:Danny is visiting his family on Saturday; Dannyis riding a horse tomorrow morning; Danny isdoing sports on the weekend, etc.


LANGUAGE SPOTERROR ALERT

Present Progressive: I’m wearing a uniform / He is readinga book (NOT: I wearing a uniform / He reading a book)

Exercise: Use the prompts to write sentences in thePresent Progressive tense.a. Anna / cook / the meal.b. Bill / play / chess / his friends.c. Diana / sleep / her best friend’s house.d. Nick and Jill / swim / the pool.e. Bob / read / a novel.f. Jim and Sheila / have / dinner.g. My parents / watch / a movie.h. Ann / help / her mother.i. The plane / take off.j. Tina and Margaret / travel / around the world.


Answersa. does, do, He / She plays. (3)b. is, doing, is organizing. (2)c. do, eat, drink (1)

Presenter: How are you feeling?Danny: I’m fed up with homework.Presenter: What are you doing on your next vacation?Danny: I’m spending a week with my cousins in the

country. I can’t wait!Presenter: What kind of things do you really care about?Danny: I think the environment is really important. We

must stop the destruction of our planet!

9

AFTER LISTENING

PAGE 18

UNIT 130

++In groups, the students complete the extractof the interview in their notebooks. Then,play the recording and ask them to comparetheir answers.(L.A.: to ask and give information).

+++Ask students to ask and answer thequestions in the interview with theirpartners. Then, encourage them to practiceand act it in front of their classmates.Motivate them to participate actively in thiskind of activities, which are in most casesthe only opportunity they have to useEnglish.(L.A.: to ask for and give information).

+With the information from the interview, thestudents complete the description of theirpartners in their notebooks. Choose someof them to read the descriptions aloud toprovide a model for their classmates. Youcan also assign this activity for homework.(L.A.: to consolidate content of the lesson).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign a markaccording to the scale.For more information on LET'S CHECK, seepage 6 of the Introduction.

SPOTGAME

PLAY THE DON’T ANSWER BACK GAMEThis game guarantees confusion and lots oflaughter in the classroom (perfect for teenagers!).a. Ask students to write down questions like

those in the interview and in Exercise 10.b. Form groups of six students and sit them in

a circle.c.d.e. Write a question on the board.

Example: Whatʼs your name?Explain that the aim for each student is togive the answer to the question asked tothe student before. To help explain this, geta student to ask you a question (ex: Haveyou got a sister?), don’t answer thisquestion but tell your name (answering thequestion written on the board).

f.g. Start the game. Each player has 3 lives. Ifhe/she doesn’t answer the correct question,or he/she hesitates for too long, he /sheloses a life. The winner is / are the player/swith most lives at the end of the time limit.

For more information on the GAME SPOT, seepage 7 of the Introduction.

12

11


Presenter: How often do you go to the movies?Leo: Once or twice a month.Presenter: What are you reading right now?Leo: A great book called The Golden Compass.Presenter: What are your favorite subjects at school?Leo: Drama, Spanish and computer science.Presenter: What do you and your friends talk about?Leo: Sports and music.Presenter: What are you doing next weekend?Leo: We are playing football and going to a birthday

party.

3

AnswersSee transcript.

10 3

PAGE 19

13

LET’S CHECK

PAGE 20

TEEN LIFETEEN LIFE

31

++Motivate keener students to unscramble thewords related to clothes and then matchthem to the correct picture. Invite them toshare their answer with the rest of the class.(L.A.: to consolidate vocabulary / to relatewords and pictures).

+++In pairs, the students take turns to describethe pictures, saying what the people aredoing. Select some students to describe thepictures aloud in order to check theanswers.(L.A.: to describe pictures / to use alanguage structure).

The objective of this section is to provide a bit ofhumor to the class. Anyway, all the jokes andcartoons are related to the topic of the lesson.Give some minutes to allow students to read andthen invite them to share their comments to makesure they understood the joke. At this point, youmay allow the use of Spanish to checkcomprehension.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+You can introduce the topic of the lessonstarting a conversation about teen fashion.Elicit students’ ideas about this issue andmake notes on the board. Then, ask thestudents to look at the pictures and describethe clothes the teens are wearing. Finally,ask their opinion about the style they likemost.(L.A.: to express opinions / to relate topicwith own reality).

++Motivate students to find out if they arefashion victims. Tell them to answer thequestions honestly, calculate their scoresand then compare the results with theirpartners or in their groups. Take advantageof the activity to start a general conversationabout the relation between fashion trendsand teenagers.(L.A.: to relate topic to personalexperiences).

LESSON 3

READING

THE MYSTERY OF TEEN FASHION

15

PAGE 21

Answersa. jacket (3); b. jeans (5); c. sneakers (8); d. top (6); e. boots (1); f. t-shirt (7); g. shirt (2); h. skirt (4)

14 FL

AnswersThe questions should be the same, but the answers willvary, according to students' ideas. Make sure they arecoherent and use the correct language form.a. What are you doing on Saturday morning? I'm / We

are …ing … .b. What are you and your friends doing on your next

vacations? We are …ing … .c. What clothes are you wearing for the birthday party?

I'm wearing ____.

AnswersWill vary.

2

1

BEFORE READING

PAGE 22

SPOTREAL LIFE

Answers1. The girl is reading a magazine.2. The boy is watching TV.3. The boy is playing basketball.4. The girls are talking about boyfriends / fashion /

music, etc.5. The girl is wearing smart clothes.6. The boy is playing video games.

UNIT 132

+++Tell students to read statements a. – d. andthen choose the ones they think are true.Do not check answers at this point.(L.A.: to use previous knowledge toformulate predictions).

+Ask the students to take a look at the textand identify all the cognates they can find.Check orally or asking some students towrite the list of cognates on the board.Remind them that this first reading must bevery quick, only to find key words that mayhelp them to understand the text.(L.A.: to identify cognates throughscanning).

++Draw students’ attention to the words in theKey Word Spot and tell them to find theirdefinitions in column A. Then, ask them toidentify their synonyms in column B.(L.A.: to infer meaning of key words).

+The students read the text quickly andconfirm or correct their choices in Exercise3. Remind them that this first reading is onlyto validate their predictions; it is notnecessary to understand every single word.(L.A.: to validate predictions).

++Now, the students must read the articlecarefully and answer the questions in theirnotebooks. You can ask some students toread their answers aloud to check theexercise.(L.A.: to identify specific information).

+++The students read the text again to insertsentences a. – d. back in it. Guide them tofind the textual clues that may help them,for example: if it is a question, if it is areason, an additional idea, etc.(L.A.: to localize missing information).

++Ask the students to read the article again ifnecessary, and form collocations with thewords in columns A and B. Then, makethem relate three of the collocations with apicture below.(L.A.: to infer meaning of words from thecontext ; to relate words and visuals).

Answers(1) – d.; (2) – c.; (3) – a.; (4) – b.

Answersbare: not covered by any clothes; nakedhousehold: connected with the house; domestictrack down: to find something; detecttrend: a general style; tendency

5

ERROR ALERTFalse cognatesNotice = see, observe, pay attention (NOT: noticia)


Answersfascinating, neon, colored, common, bands, accessories,dictates, companies, specialize, hours, television,different, style, influence, pop culture, shows, music,celebrities, impact, millions, dollars, identify.

4

PAGE 23

3

6

READING

PAGE 24

AnswersAll the statements are true.

7

9

8

Answersa. Neon-colored hair; pierced tongues; bare stomachs.b. They travel all over the world and watch thousands

of hours of movies and television.c. Pop culture.d. They spend millions of dollars.

TEEN LIFETEEN LIFE

33

++Tell the students to copy the chart into theirnotebooks, and then complete it withinformation from the text. You can copy thechart on the board and then ask somestudents to complete it to allow the class tocheck their answers. You can also assignthis exercise as homework.(L.A.: to extract specific information).

+++Invite your students to read the text oncemore and find words in it that correspond todescriptions a. – e. Read the descriptionsaloud and analyze them carefully. Drawstudents’ attention to the kind (or category)of word that they should look for in eachcase.(L.A.: to infer meaning from the context).

+Ask the class to form groups of four or fivestudents to talk about clothes andaccessories they wear. Explain that theycan use the questions provided to guide theconversation.(L.A.: to relate topic to own reality).

Answers

Parts of the body Entertainment Household items

tongue TV shows safety pins

stomachs movies rubber bands

hair music

ankle magazines

Expressing quantity

Remember that this section is designed to helpstudents revise or discover a particular grammarstructure or an interesting item of vocabularyrelated to the text. The activities are meant to promote independentlearning, so help, guide and check, but do not tellthem the answers.

1. Ask the students to read the sentences fromthe text, paying special attention to the wordsin bold.

2. Guide them to identify what the words in boldexpress in each sentence.Answ ers: b.

3. Now, the students copy and complete thegeneral rule in their notebooks. Draw students’attention to the Note in the Language Spot,and make sure they know the differencebetween Countable and Uncountable Nouns.Answ ers:We use words such as a lot of, a few ,some, many, to express a quantity.

4. Now students go back to the text and identifyall the sentences that express quantity. Askthem to copy the sentences in their notebooksand underline the words used to expressquantity.Answ ers:Companies trend spotters watch a lot of hoursof movies and television.A lot of TV shows, music, movies, magazinesand celebrities have a huge impact on teenstyle.Clothing companies spend a lot of moneytrying to identify the next hot trend.


LANGUAGE SPOT

12

AFTER READING

Answersa. (adjective) cool; b. (noun) trend spotter; c. (noun)accessories; d. (noun) influence; e. (adverb) steadily.

11

PAGE 25

10

Answersa. – v. (3); b. – iii. (1); c. – i. (2); d. – iv.; e. – ii.; f. – vi.

UNIT 134

+Refer students to the LANGUAGE SPOT tocomplete what the two teenagers say. Invitesome of them to write the correct sentenceson the board to allow the rest to check theiranswers.(L.A.: to apply a new language structure).

++Play the recording and ask the students tolisten and read at the same time.(L.A.: to imitate intonation patterns).

ERROR ALERTCountable NounsCountable nouns are easy to recognize. They are thingsthat we can count. Countable nouns can be singular orplural.Uncountable NounsUncountable nouns are substances, concepts, etc. that wecannot divide into separate elements. We cannot “count”them. We usually treat uncountable nouns as singular.

Countable Uncountabledollar moneysong music

suitcase luggagetable furniture

battery electricitybottle winereport information

tip advicejourney travel

job workview scenery

Sometimes, the same noun can be countable anduncountable, often with a change of meaning.Examples:

Additional exercise:Decide whether you have to use much or many.a. _______ cars f. _______ numbers b. _______ music g. _______ money c. _______ pictures h. _______ tea d. _______ flowers i. _______ girls e. _______ milk j. _______ pencils


Countable Noun Uncountable

There are two hairs Hair I don’t havein my coffee! much hair.

There are two lights Light There’s tooin our bedroom. much light!

Shhhhh! I thought Noise It’s difficult to workI heard a noise. when there is too

much noise.

Have you got Paper I want to draw aa paper to read? picture. Have you

got some paper?

Our house has Room Is there room forseven rooms. me to sit here?

The purpose of this activity is to helpstudents reflect on their learning processand to raise students’ awareness of howthey develop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide the work when necessary.The students read the statements and assess:• their ability to exchange personal

information.• their ability to express quantities.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection


A: Can you describe what you are wearing?B: I'm wearing a long black skirt, a black T-shirt and black

boots. I'm also wearing black eyeliner, black nail varnishand black lipstick.

A: What do you call your style?B: I am a Goth.A: What about the accessories?B: I wear only a few accessories, like hair pins, and I have

some piercings. A: Do you spend a lot of money on clothes?B: No; I don't have many clothes and I usually get them from

a second hand shop.

4

14

AnswersAnne: much, a lot of, a lot of, much.Malcom:a lot of, a few, a few, some, some, much, a few.

13

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TEEN LIFETEEN LIFE

35

+++Now, ask the students to work in pairsreplacing the parts underlined in thedialogue with facts that are true for them.Then, ask the students to practice thedialogue imitating the recording. You canplay it again, if necessary. Encourage somepairs to act it in front of the class to providea model for their classmates.(L.A.: to express and give information / torelate topic to own reality).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign themselves amark according to the scale.For more information on LET'S CHECK, seepage 6 of the Introduction.

+++Motivate students to copy and complete theparagraph in their notebooks, using theinformation they collected in Exercise 14.You can also assign this exercise ashomework and invite some students to readtheir work aloud the next class.(L.A.: to consolidate content of the lesson).

++Motivate fast learners to invent three morequestions to add to the quiz in Exercise 2.Then, invite them to ask the questions totheir partners.(L.A.: to consolidate content of the lesson).

This section is intended to allow students to makeconnections between the topic of the lesson andthe real life, and at the same time provideadditional information that may be useful for them.Make sure you give enough time for them to readand then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+Start the lesson by drawing students’attention to the pictures and tell them to findthe relationship with the comments (a. – d.)You can also ask the students if they canidentify themselves in any of the situations.(L.A.: to relate visuals and written text).

++Ask the students to revise the comments inExercise 1 and identify the topics thatrepresent a source of conflict with theirparents. Then, invite them to form groups andcompare their answers with their partners.(L.A.: to relate topic to own reality).

LESSON 4

LISTENING

TYPICAL TEENAGERS

AnswersWill vary.

2

Answers1 – a.; 2 – b.; 3 – d.; 4 – c.

1

BEFORE LISTENING

PAGE 28

SPOTREAL LIFE

18 FL

AnswersWill vary.

17

PAGE 27

Answersa. some; b. a few; c. many; d. a lot of, some, a few; e. much, a few.

16

LET’S CHECK

15

UNIT 136

++Explain to your students that they are goingto listen to two poems related to the nameof the lesson. Ask them to read it andchoose the alternative they think is correct.(L.A.: to use titles to formulate predictions).Do not check answers at this point.

+++Draw students’ attention to the words in theKey Word Spot. Tell them to look them upin a dictionary and then copy them in theirnotebooks. Check orally.(L.A.: to apply study skills).

+Play the recording. Ask the students to listenand check their predictions in Exercise 3.(L.A.: to validate predictions).

++Play the recording of the first poem again.Tell the students to choose the alternativethey think is correct. Check on the board.(L.A.: to identify the words said and relatethem to their written form).

++Tell the students to read the sentences.Play the recording of the second poem andask them to number the phrases in theorder they hear them. Then, they listen tothe poem once more to check theiranswers.(L.A.: to identify the sequence ofinformation).

+++Ask the students to read the comments inExercise 1 again. Then, play the recordingagain and tell them to identify the topics thatare mentioned. You can encourageadvanced learners to also identify how thetopics are mentioned in the poem. Forexample: That music is too loud / theirmusic cracks the ceiling; You sleep toomuch / sleepy; You spend too much on thephone / They talk for hours on end; Yourroom is a mess / They’ll leave their room amess(L.A.: to identify general information).

AnswersAll of them are mentioned in the poem.

8 5

Answersc.; e.; b.; d.; a.

7 5

ERROR ALERTDraw students’ attention to the difference between the/&i:/ sound, as in leave, and the /I/ sound, as in live.

Exercise: Listen to the following word pairs. Repeatthem, being careful to make the distinction between thetwo sounds.pit / Pete; bitch / beach; living / leaving; gin / Jean; bid/ bead; pick / peak; mid / mead; lick / leak; grin / green Tongue twister:Does Jim still steal Jill’s jeans?


Answerssleepy; on end; leave; think; swear; reeling; be; living.

6 5

Answersb.

5 5

LISTENING

Answersfolks: members of your family, especially your parents.fume: to be very angry about something.mean: angry.swear: to use rude or offensive language.unfair: unjust.utterly: totally, very.

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3

PAGE 29

TEEN LIFETEEN LIFE

37

+++Tell students to work in pairs to completethe dialogue with facts that are true forthem. Let them know that severalpossibilities are correct.The students can also practice the dialogueas homework and act it the next class.(L.A.: to express facts / opinions /information).

Possible AnswersA: Do you recognize yourself in the poem?B: Yes, because my feelings often change, I talk to

friends for hours, and my room is a mess. Whatabout you?

A: Well, I don’t recognize myself because my room isalways tidy, I don’t think my parents are ancientand my music is never too loud.

9

AFTER LISTENING

PAGE 30TRANSCRIPT - COMPLAINTS

Happy, sad, sleepy, mean,Feelings often change,A common act of a typical teen,I find it rather strange.Talking to a friend, or sending them a text,They talk for hours on end, what’ll they think of nextThey’ll leave their room a messAnd give cleaning it a miss,But yes, I must confessTo also doing thisThey think their folks are ancient,And utterly unfair, the result is to ignore themBefore they start to swear.Their music cracks the ceiling, And makes their parents fume,Emotions always reelingAnd more time in their room.Being a teen may be pretty bad, But from experience I can tell, It’s much worse for mum and dad, For them it’s living hell!

Getting OlderWhen you cannot find your pencil And your purse has gone astray.When you’re feeling rather tiredFor it has been a hectic day.When the morning comes too quicklyAnd you just can’t cope with rush;When everyone is shoutingAnd you’d rather have some hush.Perhaps you’re getting older,For this happens we are told,But no, this isn’t how it isYou’re only thirteen years old!

5

UNIT 138

+Refer students to the LANGUAGE SPOT tocombine the pairs of sentences. Invite somestudents to write their sentences on theboard to check the exercise.(L.A.: to use / apply a new languagestructure).

+++Provide the transcripts of the poems or writethem on the board. Play the recordingseveral times. In pairs, students choose thepart of the poem they like most. Then,motivate them to memorize and say it infront of the class.(L.A.: to imitate intonation pattern).

6

SPOTGAME

Encourage students to read the clues and try tosolve the crossword with words from the firstpoem they listened to. Allow use of dictionaries ifnecessary.Answ ers:Across: 2. hell, 6. confess, 8. unfair, 9. messDow n: 1. ceiling, 3. folks, 4. ancient, 5. teen, 7. friend


11

Answersa. Teenagers sleep a lot but they are always sleepy,

anyway.b. Teenagers don’t talk with their parents but they talk

a lot with their friends.c. Teenagers like music and sports.d. Teenagers like to be with friends or to spend a lot of

time in their rooms.

10

PAGE 31

Addition, alternative and contrast

This section is designed to help students reviseor discover a particular grammar structure or aninteresting item of vocabulary related to the text. The activities are meant to promote independentlearning, so help, guide and check, but do not tellthem the answers.

1. The students revise the examples from thepoem, paying special attention to the words inbold.

2. The students identify:a. the word that introduces an additional idea b. the word that introduces an alternative ideac. what concept the word but introducesAnsw ers:a. and; b. or; c. a contrast

3. Now, the students copy and complete thegeneral rules in their notebooks.Answ ers:We use but when we want to express acontrast between two ideas.We use and when we want to expressadditional ideas.We use or when we want to expressalternative ideas.

4. Provide transcripts of the poems to yourstudents. You can photocopy them or you canwrite them on the board. Then, ask thestudents to copy all the sentences that includethe words in the Language Spot, and toidentify what they express.Answ ers:Poem 1: Theyʼll leave their room a mess and givecleaning it a miss, (addition)They think their folks are ancient, and utterlyunfair (addition)Poem 2: When you cannot find your pencil and yourpurse has gone astray. (addition)When the morning comes too quickly and youjust canʼt cope with rush; (addition)When everyone is shouting and youʼd ratherhave some hush. (addition)For this happens we are told, but no, this isnʼthow it is. (contrast)


LANGUAGE SPOT

TEEN LIFETEEN LIFE

39


++Read the words in the box with the class andcheck that students understand theirmeaning. Ask them to use the words tocomplete the verses of the poem in theirnotebooks. afraid = feeling fear / temeroso/a; ashamed =feeling shame or embarrassment /avergonzado/a; blunt = very direct / muyfranco/a; bold = brave and confident / audaz;brave = courageous / valiente; loud = makinga lot of noise / bullicioso/a; quiet = tendingnot to talk very much / callado/a; shy =nervous or embarrassed about meeting andspeaking to other people / tímido/a.(L.A.: to use vocabulary related to the topic).

+++Now, tell students to think about feelings,ideas or actions related with teenagers.Then, ask them to copy and complete thepoem in their notebooks and then sharetheir work in their groups. You can ask theclass to choose the best poems anddisplay them in a visible place of theclassroom. If you want, you can providethe original poem, for students to comparewith their versions.(L.A.: to consolidate topic of the lesson).

++Motivate students to read the first poemagain and find phrases or sentences todescribe each picture.(L.A.: to relate text and visuals).

Possible AnswersPicture 1: Talking to a friend / They talk for hours on end.Picture 2: Sending them a text,Picture 3: Their music cracks the ceiling Picture 4: They'll leave their room a mess, And give

cleaning it a missPicture 5: Happy, sad, sleepy, mean / And more time in

their room.Picture 6: Talking to a friend / They talk for hours on end.

15

AnswersI AMJames BornI am love in the face of hate,I am kindness in the face of ridicule,I am strength in the face of adversity,I am patience in the face of the mule.I will not run away from fear, I will not run and hide.I am bravery, I am pride,I will make a difference in this world, big or small.That is my promise to me, my promise to all.

14

PAGE 33

AnswersTURN UP THE VOLUMELiz BoyattI need to be bold,I need to be loud,I need to be blunt,I need to be brave.I can't be shy,I can't keep quiet,I can't be ashamed,I can't be afraid,I can't be anyone but myself.

13

Answersa. or; b. and; c. but; d. but; e. and.

12

LET’S CHECK

PAGE 32

UNIT 140

+++Encourage fast learners to find threesentences in the poems they have seen inthis lesson that describe a typical teenager.Ask them to write them on a nice piece ofpaper and add illustrations. Display theirwork in the classroom.(L.A.: to express opinions and connect topicto own reality).

This section provides additional exercises thatrepresent a good opportunity for students toconsolidate topics and language structures of thelessons. You can assign these activities at theend of each lesson, or as homework and givethem an extra mark.

Tell the students to search for informationabout someone that has a very unusual life,and to write a personal introduction abouthim / her to a Student Chat Forum, like theones in Lesson 1.

Explain to the students that they must referto the interview in Lesson 2 to write acomplete interview using the prompts given.You can also ask them to do this task inpairs and then to role-play the interview infront of the class.

The students must read the interview aboutthis very extreme new fashion, and thencomplete the paragraph.

Motivate students to find out if they can beconsidered “typical teenagers”. Tell them toanswer the quiz and calculate the scores.Then, ask them to compare their resultswith their classmates, and elicit theircomments.

If possible, motivate students to visit the website and find more about the extreme fashiondescribed in the interview. Next class, ask themto share their findings with their classmates.For more information on CLICK ON, see page12 of the Introduction.

@@

@ CLICK ON

AnswersWill vary according to students’ scores.

4

PAGE 35

AnswersSonia’s favorite clothes and accessories are pink miniskirts, pink tops, platform boots, falseeyelashes, glitter and pink lipstick.She likes them because she thinks she looks reallycool, but her mother doesn’t like the way she looksor dresses.To get money to buy her clothes and accessories shehas a weekend job at a supermarket.

3

AnswersA: What do you generally do on Friday evenings?B: I usually go to the movies.A: How are you feeling right now?B: I’m tired. I have so much homework.A: What are your favorite subjects at school?B: I like Spanish and Math.A: What are you doing next weekend?B: I am doing sports and going to a disco with my

friends.A: What are you wearing today?B: I’m wearing jeans, sneakers and a fleece jacket.A: What do you like to do with your friends?B: I like to go skating, going to parties and doing sports.

2

AnswersWill vary.

1

YOUR ENGLISH IN ACTIONYOUR ENGLISH IN ACTION

PAGE 34

16 FL

TEEN LIFETEEN LIFE

41

Explain to the students that the purpose of thissection is to help them revise contents andevaluate their performance in the whole unit.Read the instructions and make sure all thestudents understand what they are expected todo in each activity. Encourage them to givehonest answers in order to detect their strengthsand weaknesses. Check students’ results and revise any pointsthat the majority of them had problems with.For more information on UNIT CHECK, see page6 of the Introduction.

READING - TWO CULTURES

a. The girl lives in Shanghai, in China. The boy lives in Seattle, in the USA.

b. She goes to her sports club to do judo or playbaseball and tennis. He plays video games.

c. She takes the subway.d. He gets up at 7:00 in the morning.e. Snoop Dogg is his favorite singer.

a. True; b. False; c. True; d. False; e. False.

a. Kenny; b. Bao-Yu; c. Kenny; d. Bao-Yu; e. Bao-Yu.

LISTENING - DIAMOND LAMOUR'S LIFE

a. False; b. False; c. False; d. False; e. True.

a. fourteen; b. meets; c. Jake; d. excited; e. world.

1 – d.; 2 – a.; 3 – c.; 4 – b.; 5 – e.

TRANSCRIPT: DIAMOND LAMOUR’S LIFE

Interviewer: Hi, Diamond. Can I ask you a few questions?Diamond: Sure.Interviewer: How old are you? Diamond: I’m fourteen.Interviewer: Where do you live?Diamond: In Lansing, Michigan.Interviewer: What do you usually do on weekends?Diamond: I meet my friends downtown, we go window

shopping and have a soda or an ice cream.And I often go to parties on Saturday night,not to discos, but to friends’ houses.

Interviewer: How often do you go to the movies?Diamond: About once a month.Interviewer: What are you reading right now?Diamond: Nothing right now because I’m studying for

several tests.Interviewer: What are your favorite school subjects?Diamond: Spanish, history and art.Interviewer: What do you and your friends talk about?Diamond: Clothes, TV, and boys.Interviewer: Do you have a boyfriend?Diamond: Yes. He’s called Jake and he’s 16. Interviewer: What are you wearing today?Diamond: A blue top, a denim skirt, and boots.Interviewer: How are you feeling?Diamond: Excited, because I’m 15 tomorrow.Interviewer: What are you doing next Saturday night?Diamond: I have my birthday party!Interviewer: What do you care about?Diamond: Politics. I want to change the world!Interviewer: What do you worry about?Diamond: I get really nervous about exams.Interviewer: What are your plans for next week?Diamond: I‘m studying for all my exams.

7

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5

4

7

3

2

1

Answers

UNIT CHECKUNIT CHECK

PAGE 36

PAGE 37

UNIT 142

LANGUAGE

A: What do you do on weekends?B: I go out with friends.A: What do you do with your friends?B: We talk about sports and music.A: Are you reading a book at the moment?B: Yes. I am reading Harry Potter. A: What are you doing on Friday night?B: I am watching a movie on TV.

Will vary. Accept any coherent answer.

SPEAKING

In pairs, the students use the questions inExercises 1 and 7 to exchange personalinformation. Make sure that they changeroles. You can assign a mark according tothese criteria:5 points: student can introduce him / herself and ask and answer basic questionsabout personal information, with a minimumof hesitation and grammar mistakes.4 – 3 points: student can exchangepersonal information, but hesitates andmakes some grammar mistakes.2 – 1 points: student can’t exchangepersonal information, hesitates a lot andmakes a lot of grammar mistakes.

WRITING

The students read and reply to Bao-Yu orKenny’s posts, giving information that is truefor them. You can assign a mark accordingto these criteria:5 points: student can write a coherent shortparagraph with personal information,without spelling or grammar mistakes.3 – 4 points: student can write a shortparagraph in a coherent way, but makessome spelling and / or grammar mistakes.1 – 2 points: student can’t write a coherentshort paragraph with personal information,and makes a lot of spelling and grammarmistakes.

The purpose of this section is to allow studentsto reflect on their strengths and weaknesses.Make sure all the students understand whatthey are expected to do and give enough timeto answer the questions. Encourage studentsto give honest answers and show interest intheir results.For more information on FINAL REFLECTION,see page 6 of the Introduction.

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8

9

10

FINAL REFLECTIONFINAL REFLECTION

PAGE 39

TEEN LIFETEEN LIFE

43

EXTRA TEST UNIT 1EXTRA TEST UNIT 1

Take a look at the texts. What are the students doing?

a. Asking for advice.b. Introducing themselves.c. Talking about their families.d. Telling a story.

Read the texts again and answer these questions.

a. Why do the students write the posts?b. Do they have similar interests and lives?c. Who is the oldest?d. Who is the youngest?e. Which continents are they from?

Read the texts once more and complete this chart. 3

2

1 1 pt.

5 pts.

4 pts.

READING - THE STUDENTS’ MAIL

Name Country Interests

Dear friends:Hi! I’m Dora. I’m 14 and I study at Liceo Superior in Necochea, Argentina. Ilike to chat with students all around the world to learn more about theirculture and way of life. I like listening to music and reading. At thismoment, I’m reading a very interesting novel, World Without End.Please write to me! I can write in English and, of course, in Spanish!

Hello! I’m Ariel. I’m 15 and I’m from Porto Alegre, in Brazil. I’m interested

in all sports, especially soccer, and I love video games and computers. I

would like to have cyber friends from different parts of the world, so I

hope someone writes to me.

Hello friends! My name is Enzo and I’m a student at a secondary school in

Quito, Ecuador. I’m 13. I go to school five days a week in the afternoon. I

start lessons at 1 p.m. and return home at 6 p.m. I want to have friends

from other countries.I have many hobbies, I like playing sports, going to the movies and

having fun with my friends. I also love music – I play the drums in my

school band and sometimes I sing!

Hi! I’m Rachel, It’s good to meet you. I’m from Denver, Colorado, in theUSA. I’m 16 years old and I like to play tennis and basketball. I also like towrite poems and listen to music. I would like to get cyber friends fromabroad.Please write to me, I am waiting for your mails!

UNIT 144

LISTENING - TEENAGERS IN THE STREET

Listen to the recording. What is the person who asks the questions doing?

a. Doing a survey.b. Interviewing people.c. Reading a piece of news.

Listen to the recording again. Are these statements true or false?

a. The teens are students at an Elementary School.b. They usually study on weekends.c. The boy likes to go to the cinema.d. The girl is reading a novel.e. The boy is looking for a girlfriend.

Listen to the recording again and choose the best alternative.

a. On Saturdays, I usually go shopping / do the shopping.b. I play basketball / baseball. I'm on the school team.c. I prefer to rent DVDs / CDs and stay at home. d. Many / most girls like older boys.

LANGUAGE

Choose the right form for each sentence.

a. Gregory can’t talk to you now; he has / is having a shower.b. I wash / am washing my clothes every Thursday.c. They are playing / play tennis on Wednesdays.d. Don’t talk to me! I watch / am watching this movie.e. Astronauts do / are doing experiments every morning.f. She is taking / takes the dog for a walk every afternoon.g. I donʼt like / am not liking Leonardo DiCaprio.h. We are having / have lunch at 1.00 on Sundays.i. My mother bakes / is baking a cake for my father’s birthday.j. I listen / am listening to my favorite singer’s latest album.

SPEAKING

In pairs, role-play an interview like that in the recording. Exchange information aboutroutines, interests and favorite activities.

WRITING

Use the information from exercise 8 to write a short paragraph describing your bestfriend’s interests and favorite activities.

6

5

4

9

8

7

1 pt.

5 pts.

4 pts.

5 pts.

5 pts.

5 pts.

0 - 12Keep trying!

13 - 21Good!

22 - 29Very good!

30 - 35Excellent!

35 pts.TOTAL

TTEEN LIFETEEN LIFE

45

READING - STUDENTS' MAILS

b.

a. Because they want to have friends fromall over the world.

b. Yes, they do.c. Rachel is the oldest.d. Enzo is the youngest.e. They’re from North / South America.

LISTENING - TEENAGERS IN THE STREET

a.

a. False. b. False. c. False. d. True. e. False.

a. go. b. baseball. c. DVDs. d. Most

LANGUAGE

a. is having; b. wash; c. play; d. amwatching; e. do; f. takes; g. don’t like; h. have; i. is baking; j. am listening

SPEAKING

In pairs, the students role-play a survey andexchange personal information. You canassign a mark according to these criteria:5 points: student can introduce him / herselfand ask and answer basic questions aboutpersonal information, with a minimum ofhesitation and grammar mistakes.3 – 4 points: student can exchangepersonal information, but hesitates andmakes some grammar mistakes.1 – 2 points: student can’t exchangepersonal information, hesitates a lot andmakes a lot of grammar mistakes.

WRITING

The students use the information fromExercise 8 to write a paragraph about theirpartners’ interests and favorite activities. Youcan assign a mark according to these criteria:5 points: student can write a coherent shortparagraph with personal information, withoutspelling or grammar mistakes.3 – 4 points: student can write a shortparagraph in a coherent way, but makessome spelling and / or grammar mistakes.1 – 2 points: student can’t write a coherentshort paragraph with personal information,and makes a lot of spelling and grammarmistakes.

8

TRANSCRIPT - TEENAGERS IN THE STREET

Interviewer: Excuse me. Can I ask you a few questions? I’mdoing a survey for a new teen’s magazine…

Teenagers: Sure! Interviewer: Are you students?Boy: Yes, at Brentwood High School.Interviewer: What do you usually do on weekends?Girl: On Saturdays, I usually go shopping and then I

like to visit friends or go to parties.Boy: I play baseball. I’m on the school team. On

Saturday nights, I meet my friends and weusually go to parties.

Interviewer: How often do you go to the cinema?Girl: Very often; about two or three times a month.Interviewer: What about you?Boy: I never go to the cinema. I prefer to rent DVDs

and stay at home.

8

Name Country InterestsDora Argentina Listening to music; readingAriel Brazil Sports; video games; computersEnzo Ecuador Sports; movies; musicRachel USA Sports, writing; music

Interviewer: What are you reading right now?Girl: I’m reading the latest Harry Potter novel.Interviewer: What do you and your friends talk about?Girl: We talk about clothes and music, TV programs,

…and boys, of course!Boy: We always talk about sports, sports and sports.Interviewer: Would you like to have a girlfriend?Boy: I’d like to, but most girls like older boys. We’ll

have to wait!Interviewer: Thank you very much. Here, have a copy of the

first issue of our magazine…

9

8

7

6

5

4

3

2

1

ANSWERS TO EXTRA TEST UNIT 1ANSWERS TO EXTRA TEST UNIT 1

UNIT 246

BELIEVE IT OR NOTBELIEVE IT OR NOT

UNIT

In this unit you will:· read a web page· read a scientific article· listen to an interview· listen to an advertisementYou will learn how to: Reading· scan the text to validate predictions · use cognates to get the general meaning· find general and specific information· discriminate between correct and incorrect

informationListening· relate speakers and speech· discriminate sounds and words· identify specific informationLanguage· use the Simple Future tense to express predictions· use the Present Continuous tense to talk about

fixed arrangements· use conjunctive connectors· use the First ConditionalSpeaking· ask and answer questions about fixed arrangements· talk about virtual life Writing· write a short report· complete a paragraph about life in the futureYou will also: · reflect about the importance of technology

development· develop acceptance and respect for everyone’s

opinionsDevelopment· Lesson 1: four hours · Lesson 2: four hours · Lesson 3: four hours · Lesson 4: four hours

· Consolidation and evaluation activities: 3 hours+ home assignments

Didactic resources· Complementary material such as articles

magazines, Student Forum chats. · Pictures of teenagers provided by the teacher

and by the students to illustrate the diversity ofteenager cultures.

· Support material such as lists of adjectives,dictionaries, glossaries, definitions, printedhandouts, library material, etc.

Methodological suggestions· Teachers should prepare the lessons beforehand

considering that thorough prior preparation allowsthem to think of and apply some useful ideas. It istheir chance to make the class entertaining and toinvolve students in the learning process.


Types of Evaluation

Continuous/informal

Indicators



Students analyze their performance in the speaking, reading, listening, and writing activities.


Reading: Students identify specific information and discriminate between correct and incorrect information.Listening: Students identify the correct sequence of events and discriminate sounds.Language: Students use the Future Tense and connectors although and besides.Speaking: Students exchange information about future fixed arrangements.Writing: Students write a short paragraph about a city on the moon.


Extra Test Reading: Students identify type of text, find specific information and discriminate between correct and incorrect information.Listening: Students identify specific information and discriminate between correct and incorrect information.Language: Students use the Present Perfect tense to complete a paragraph.Writing: Students write a short paragraph about their plans and hopes for the future.Speaking: Students exchange information about their past experiences.


47

Introduce the unit telling the students to lookat the pictures and decide which ones showreal life and which ones show virtual life.

Ask your students to think if it is possible tolive a virtual life, and how.

Invite the students to think about what theythink life will be like in 50 years time, andthen choose the predictions they think willcome true. Ask some of them to share theircomments with their classmates.

+Tell the students to look at the pictures.Explain to them that they all show virtuallife. Ask them to choose the virtual worldactivities they would like to do. (L.A.: to relate topic to own reality).

++Motivate the students to write a list of thingsthat they would like to have in a virtualworld. Encourage some of them to sharetheir lists with their classmates and elicittheir comments.(L.A.: to relate topic to own reality).

++Tell the students to have a look at the textthey are going to read and decide what typeof text it is. Do not check the answers at thisstage.(L.A.: to identify type of text from visuals).

+++In their notebooks, the students make a listof cognates they expect to find in a textrelated to a virtual world. Do not check theiranswers at this point.(L.A.: to predict content from previousknowledge).

+++Ask the students to study the words in theKey Word Spot. Tell them to match themwith their meaning (a. – c).(L.A.: to infer the meaning of key words).

LESSON 1

READING

A VIRTUAL WORLD FOR TEENS

PAGE 40

Answersencourage: c.; gathering: a.; skyscraper: b.

5

Answers Will vary.

AnswersWill vary according to students’ predictions.

Answers Will vary according to students’ choices.

Possible Answers Yes, it is possible to have a virtual life through Internet.

AnswersWill vary, according to students’ predictions.

AnswersThere are only two pictures that show real life, the firstone (on the left) and the fourth (second line, on the right).

BEFORE READING

PAGE 42

4

3

2

1

3

2

1

GETTING READY

UNIT 248

Background informationTeenagers nowadays are extremely technical

and generally ahead of their parents in this area.They know how to access all the information theyneed online. Possibly they own their own personalcomputer, or have access to an unmonitoredcomputer at school or a friendʼs house.Parental monitoring and restrictions can be

resented. Comment with your students aboutInternet rules firmly and convince them that it isout of concern for their safety. Tell them that thenews often reports incidents of innocentyoungsters who have been led into dangerthrough misuse of the Internet, with sometimeshorrific results. Let your students be aware of thedangers. Suggest them that if they know about afriend who is in touch with a stranger, andarranging secret meetings, they should tellsomeone in authority without feeling like they aretelling tales. Tell them to be careful what they say. Finally, itʼs worth mentioning that everyone,

including children, must be extra cautious withwhat they write in emails. What may have beenmeant as a harmless joke or amusing remarkcan be misunderstood or misused by a thirdperson who can forward it to a number of peoplecausing misunderstanding and embarrassment.And this is true of all internet communication, notjust email.For more information on Background

information see page 7 of the Introduction.

+Ask the students to read the text quicklyand check their predictions in Exercises 3and 4.(L.A.: to validate predictions).

++Now, tell the students to read the textcarefully. Ask them to give each paragraph(I. – V.) a title (a. – e.). Check their answersorally.(L.A.: to identify general information).

++Ask the students to read the text again and find the required information a. – d.(L.A.: to extract specific information).

+++Now the students read the text again anddecide if the statements a. – e. are true orfalse.(L.A.: to discriminate between correct andincorrect information).

READING

PAGE 43

Recommend the students to find moreinteresting information about the text visiting theweb site mentioned.At this point you may need to share someadditional information about Internet safety ruleswith the students.For more information on CLICK ON, see page12 of the Introduction.

@@

@ CLICK ON

9

Answersa. learn, play, create a digital self, make their ideas

come true.b. fly through a 3D landscape, build skyscrapers and

virtual vehicles, have virtual land.c. chat, socialize, exchange ideas, make friends.d. skyscrapers, virtual vehicles.

8

AnswersI. – c.; II. – e.; III. – d.; IV. – b.; V: - a.

7

Answers2. b.3. globe, virtual, created, ideas, imagination,

international, create, digital, 3D, socializing, video,program, adventure, company, founded, technology,residents, unique, global, community, separate,version, adults, interact, occasionally, special,educational, projects, type, events, modest, entire,region, park, computer, basic, level, islands, simple,tutorial, appears, guide, controls, problems,experienced, visit, page.

PAGE 44

6


+++Invite the students to correct the falsesentences in Exercise 9 in their notebooks.(L.A.: to identify and extract supportinginformation).

+++In pairs, the students think about thecharacteristics they would like to create fortheir own “avatar”. Encourage them to writetheir ideas in their notebooks using thepattern in the book, and then compare withother students.(L.A.: to relate topic to their own reality).

Connectors besides, although

This section is designed to help students reviseor discover a particular grammar structure or aninteresting item of vocabulary related to the text. The activities are meant to promote independentlearning, so help, guide and check, but do notenunciate them the answers. 1. The students find the sentences a. and b. in the

text. Draw their attention to the words in bold.2. The students read the other examples, again

paying special attention to the words in bold.3. Help them identify which of the words in bold

expresses a concessive idea.Answ ers: a. although

4. Now, help them identify what the other wordexpresses.Answ ers:b. besides expresses an additional idea.

5. The students copy and complete the generalrule in their notebooks.We can use words such as although andbesides to join two sentences together. Weuse besides when we want to express anadditional idea. We use although when wewant to introduce a concession.

6. The students read the text again to find moreexamples. Encourage them to identify theaddition or the concession. You can write thisexample on the board:( + ) addition ( / ) concession Besides flying through a changing landscape,chatting and socializing with other teens, ( + )they can build anything from skyscrapers tovirtual vehicles.( / ) Although it provides the technology , theresidents are the ones who really help shapethe world.Answ ersTeen Second Life is an international gatheringplace for teens between the ages of 13 - 17 tomake friends and exchange ideas. Besidesthis ( + ), they can learn, play and create.Only teens between the ages of 13 and 17 areallowed ( / ) (although there is a separateversion of Second Life for adults).


LANGUAGE SPOT

PAGE 45

The purpose of this activity is to helpstudents reflect on their learning processand to raise students’ awareness of howthey develop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide the work when necessary.The students read the statements andassess:• their ability to connect the topic of the

lesson to their own reality.• their ability to talk about a topic and

explain the reasons of their choices.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

AnswersWill vary.

11

AFTER READING

Answersb. It’s not a computer game. It’s a place where teens

can meet and make friends, exchange ideas andcreate.

e. You don’t have to pay if you sign up for basic level.The basic level accounts are free.

10

Answersa. true; b. false; c. true; d. true; e. false.

49

UNIT 250

++Ask the students to copy and complete theparagraph in their notebooks using besidesor although.(L.A.: to use a new language structure).

+++In their notebooks, the students copy andcomplete the dialogue using informationfrom the text. Then, play the recording toallow them to check their answers.(L.A.: to use vocabulary related to the topic).

++Encourage the students to practice thedialogue in Exercise 13 in pairs, imitating therecording. Then, invite them to role-play it infront of the class.(L.A.: to role-play a communicative situation).

+++You can assign this exercise as homeworkfor next class. Explain to the students that, inpairs, they have to think about a game theylike to play. Then, in their notebooks, theywrite a dialogue like the one in Exercise 13,exchanging information about the game.(L.A: to consolidate vocabulary andlanguage).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,

16

LET’S CHECK

AnswersWill vary.

15

14


A: Do you know what you do in Second Life? Can youexplain it to me?

B: Sure! First of all, you have to create an avatar.A: An avatar? What is that?B: It is a digital self, a sort of virtual personality. With this,

you can chat and socialize with other teens from all overthe world.

A: Really? It sounds amazing! Tell me more!B: Besides socializing with other teens, you can also build

things like skyscrapers and even virtual vehicles!A: Are you sure that the other players are all teenagers?B: This game is for people between 13 and 17, although

adults have their own version.A: Mm. I’m not sure; I think I prefer the real world!

9


13 9

PAGE 46

Answersbesides, although, besides, although.

12

ERROR ALERTDraw students’ attention to the note of the LANGUAGESPOT. Remind them not to mistake the connectorbesides for the preposition beside. Additional exerciseComplete these sentences with beside or besides, asit corresponds.a. He’s too busy to go to Japan; _______ he doesn’t

speak Japanese.b. Come and sit _______ me.c. Have you seen my pen? I left it on the table

_______ the window.d. I don’t like to go out to; _______ its very cold today.e. I can’t help you with your homework. _______ it’s

too late.Encourage students to find more examples in the textand then copy them in their notebooks, identifying eachcase.Answers:Besides (making friends and exchanging ideas), theycan play, learn and create. (addition)Having land in Second Life allows you to build,display and store your virtual creations; besides, youcan also host events and businesses. (addition)



51

check on the board to allow students tocorrect their work and assign a markaccording to the scale.In pairs, the students role-play the dialoguethey wrote. Ask the students to evaluatetheir classmates’ performance using theguidelines on page 46.For more information on LET'S CHECK, seepage 6 of the Introduction.

++Motivate the students to think about whattheir own “avatar” would be like. Ask themto write about the virtual personality theywould like to have. Instruct them to use theirideas in Exercises 1 and 2, information fromthe text and also their imagination. Nextclass, invite some students to share theirwork with their classmates(L.A.: to write a paragraph about virtual life).

+Motivate fast learners to make a drawing intheir notebooks to illustrate their virtualpersonalities. You can also make them drawon a piece of cardboard and display thedrawings in the classroom.(L.A.: to relate text and pictures).

This section is intended to allow students makeconnections between the topic of the lesson andreal life, and at the same time provide additionalinformation that may be useful for them.Make sure you give enough time for them to readand then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+Start the lesson asking the students toidentify the pictures. If you find that theyhave difficulties with the words, help withprompts or give them the words in randomorder for them to match them with thepictures. Then tell them to find the words inthe Word Search Puzzle1. PLANET 2. ASTRONAUT.3. ROBOT 4. SUN5. MOON 6. MARS7. SPACECRAFT 8. STAR(L.A.: to activate vocabulary related to thetopic of the lesson).

++The students answer the questions in pairs.Check their answers orally.(L.A.: to relate topic to previous knowledge).

LESSON 2

LISTENING

WHY NOT THE MOON?

AnswersWill vary, according to students’ opinions.

2

Answers

T + + + + + + + + + T + + + ++ U + + + + + + + + F + + + ++ + A + + + + + + + A + + + ++ + + N + + + + + + R + + + ++ + + + O + + + + + C R + + ++ + + + + R + + + + E + A + ++ + + + + + T + + + C + + T +M O O N + T + S + + A + + N S+ + + + E + + + A + P + + U ++ + + N + + + M + + S + + S ++ + A T + + A + + + + + + + ++ L + O + R + + + + + + + + +P + + B S + + + + + + + + + ++ + + O + + + + + + + + + + ++ + + R + + + + + + + + + + +

1

BEFORE LISTENING

PAGE 48

AnswersWill vary.

SPOTREAL LIFE

AnswersWill vary.

18 FL

17

PAGE 47

UNIT 252

++Ask the students to name one positive andone negative thing about living in space.Invite some of them to write their answerson the board.(L.A.: to relate topic to previous knowledge).

++Explain to the students that they are goingto listen to an interview with three expertsabout NASA plans to build a city on theMoon. Ask them to choose threealternatives to guess who they are. Do notcheck their answers at this point.(L.A.: to use previous knowledge to makepredictions).You may need some backgroundinformation about this topic to share with thestudents.

Background informationNASA announced plans to establish a base on

the Moon and make it into a permanent city by2024. Crews of four astronauts are expected towork on the base, a week at a time, beginningaround 2020. To cover the costs, NASA is planning to keep its

current budget of $17 billion and use the moneysaved by scrapping the space shuttle program.The space agency plans to coordinate commercialand international assistance with the program. Itconsulted 13 space agencies from differentcountries while formulating the initial plan. One of the main goals of the project is to

establish a stepping-off point for humanexploration and colonization of Mars. For more information on Background

information see page 7 of the Introduction.http://news.cnet.com/2300-11397_3-6140867-1.html

++Ask the students to look up the meaning ofthe words in the Key Word Spot in adictionary.(L.A.: to develop study skills).

+Ask the students to listen to the recordingand check their predictions in Exercise 4.(L.A.: to validate predictions).

++ Play the first part of the recording. Tell thestudents to listen and identify the professionof the people.(L.A.: to identify specific information).

++ Play the second part of the recording. Askthe students to listen and choose the bestanswer for each question.(L.A.: to identify specific information).

Answersa. – iii.; b. – ii.; c. – i.; d. – ii.

8 10

Answersa. Paul Spudis, lunar scientist; b. Stella Mc Curdy,professor; c. Michael Clifford, astronaut.

7 10

AnswersA lunar scientist, a professor, an astronaut.

6 10

LISTENING

Answerscrew: all the people working on a ship, plane, etc.launch: to send something such as a spacecraft into

space.mild: not severe or harsh / not extreme.sunlit: receiving light from the sun.supplies: the things such as food, medicines, fuel, etc.

that are needed by a group of people.

5

4

AnswersWill vary.

3

PAGE 49


53

++ Play the final part of the recording again.Tell the students to listen and identify theyear each country is planning to put a manon the Moon.You can read the years aloud first, to help thestudents recognize them when they listen:2014: two thousand and fourteen or twenty

fourteen.2020: two thousand and twenty or twenty

twenty.2124: twenty one twenty four.2030: two thousand and thirty or twenty thirty.2034: two thousand and thirty four or twenty

thirty four.2040: two thousand and forty or twenty forty.(L.A.: to extract specific information)

+++ Tell the students to identify who saidstatements a. – c. Then, play the recordingonce more to allow them to check theiranswers.(L.A.: to identify speakers in a conversation).

AFTER LISTENING

Mr. Clifford: The U.S. space agency is going to constructspacecrafts that will take people and supplies tothe Moon.

Interviewer: Mr. Clifford, how long will people be able to stayon the Moon?

Mr. Clifford: About six months.Mr. Spudis: Besides, crews of four astronauts will work on

the base, a week at a time.Interviewer: Ms. McCurdy, are there any more countries

interested in living on the Moon?Ms. McCurdy: Russia wants to put a base on the moon by

2020 and China plans to put a man on theMoon by 2024, followed by Japan in 2030.

Interviewer: Mr. Spudis, are you planning to take holidays onthe Moon?

Mr. Spudis: Well, that would be really nice! Adapted from:

http://www.onpointradio.org/shows/2006/12/20061211_a_main.asp

TRANSCRIPT - WHY NOT THE MOON?

Interviewer: NASA announced this week that it is establishinga base on the Moon and will make it into apermanent city by 2024. Today we will talk aboutthis with lunar scientist Paul Spudis, withprofessor Stella McCurdy, and with NASAastronaut Michael R. Clifford. Mr. Spudis, theobvious first question: Why the moon?

Mr. Spudis: Why not? It’s only three days from the earth. Interviewer: Ms. McCurdy, where are you going to build the

base?Ms. McCurdy: I think the South Pole is the best option because its

weather is mild and almost permanently sunlit.Interviewer: Mr. Clifford, are astronauts prepared to live on

the Moon?

10

Answersa. Mrs. Mc. Curdy; b. Mr. Clifford; c. Mr. Spudis

10 10

AnswersChina – 2024; Japan – 2030; Russia - 2020

9 10

PAGE 50

SPOTGAME

Remember that games are highly motivating sincethey are amusing and at the same timechallenging for the students. They employlanguage in real contexts and they alsoencourage and increase cooperation.

They create the motivation for learners of Englishto get involved and participate actively in thelearning activities, bring real world context into theclassroom, and enhance students’ use of Englishin a flexible, communicative way.

Remember that games are used not only for merefun, but more importantly, for the useful practiceand review of language lessons. Thus, themeaning of the language the students listen to,read, speak and write will be more vividlyexperienced and, therefore, better remembered.

Encourage your students to find out how manywords related to space they can remember.Explain to them that they must look at the picturesand write the words using the letters in the sunjust once. Invite some students to write the wordson the board to check this exercise.


UNIT 254

++Refer students to the LANGUAGE SPOT.Ask them to choose the correct alternativefor each sentence. Check the answersorally.(L.A.: to use a new language structure).

+++In their groups, the students write a shortreport about the city on the Moon. Instructthem to include information from theinterview and any other facts that they findinteresting to add. Encourage your studentsto collect supporting materials such as:illustrations, photos, more information, etc.and present their report to their classmates.Organize a class competition and give aprize to the best performance.(L.A.: to organize ideas to write a report).

PAGE 51

Answers1. SUNLIT; 2. SUPPLIES; 3. NASA; 4. CREW;5. LAUNCH; 6. MILD

The future

This section is designed to help students reviseor discover a particular grammar structure or anyinteresting item of vocabulary related to the text. The activities are meant to promote independentlearning, so help, guide and check, but do not tellthem the answers.

1. The students revise the examples from the text.

2. The students identify which of the sentencesgives information abouta. future events and predictionsb. plans and intentionsc. fixed future arrangementsAnsw ers: a. – c.; b. – a.; c. – c.

3. The students copy and complete the generalrule in their notebooks.a. We use the Simple Future to give

information about future events andpredictions.

b. We use the Present Continuous to giveinformation about plans and intentionsand fixed future arrangements.

4. The students now identify what the futuretense expresses in sentences a. – g.Answ ers:a. future arrangement; prediction; b. futureevent; c. future plan; d. future event; e. prediction; f. future event.


LANGUAGE SPOT

12

Answersa. I’m playing basketball at 5:30. b. Do you think it will snow tomorrow?c. I think I’ll buy a new cap. d. I am not working tomorrow. We can go

shopping if you like. e. Yes, we’re visiting my grandmother.f. I’m helping Marcy with her homework after

school today. g. My sister is getting married next month. We will

have a party at home.

11

ERROR ALERTThe Present Continuous Tense is also used to expressactions and events that are happening at the moment.(Example: I’m reading a book)Additional exerciseRead the following sentences. Identify which of themrefer to events that are happening now, and which ofthem refer to future fixed arrangements. Write N (now)or F (future).a. Lauren can’t talk to you now. She’s having lunch.b. I can’t help you. I’m studying for the test.c. My mother is arriving on the next bus from Santiago.d. Susan is baking a cake for tea.e. My brother is playing football on Saturday.



55

+++ In pairs, the students put the dialoguebetween Susan and Simon in order andcopy it in their notebooks. Then, play therecording and ask them to listen and check.Play the recording with pauses for students topractice the dialogue. Invite some pairs torole-play the dialogue in front of theirclassmates.(L.A.: to use a new language structure).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign a markaccording to the scale. The students copy and complete thesentences with the words in the box.For more information on LET'S CHECK, seepage 6 of the Introduction.

++Motivate fast learners to try the quiz andsee how much they know about the solarsystem. Ask them to check the answerswith their classmates.(L.A.: to relate topic and previous knowledge).

You may need some additional information on thistopic.

Background informationThe solar system is our Sun and everything that

travels around it. Our solar system is elliptical inshape. The Sun is in the center of the solar system.Our solar system is always in motion. Eight knownplanets and their moons, along with comets,asteroids, and other space objects orbit the Sun.

The Sun is the biggest object in our solar system. Itcontains more than 99% of the solar systemʼs mass.Astronomers think the solar system is more than 4billion years old.


13 11

PAGE 52

The purpose of this activity is to helpstudents reflect on their learning processand to raise students’ awareness of howthey develop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide the work when necessary.The students read the statements and assess:• their ability to write a short report about

the topic of an interview.• their ability to express and support their

opinions.For more information on the ReflectionSpot, see page 6 of the Introduction.

SpotReflection

AnswersWill vary.

Answersa. – iii.; b. - i.; c. - ii.; d. - i.; e. – i.; f. – ii.

TRANSCRIPT - ORAL PRACTICE

Susan: What are you doing tomorrow, Simon?Simon: Tomorrow morning I am meeting my best friend. I’m

having lunch with her, and then in the afternoon we’regoing to the cinema. How about you?

Susan: I don’t know exactly. Perhaps I’ll visit my grandmotherin the morning and then I’ll study for the math test.

Simon: When are we having the math test?Susan: Next Monday, after the first break.Simon: Well, in that case, I’ll call my friend immediately. I’m

studying with you tomorrow. I think I’ll get better results!

11

15 FL

PAGE 53

Answersa. robot; b. agency; c. operate; d. equipment;e. trip; f. spacecrafts; g. colonization; h. objective;i. location; j. astronaut

14

LET’S CHECK

UNIT 256

Astronomers are now finding new objects far, farfrom the Sun which they call dwarf planets. Pluto,which was once called a planet, is now called adwarf planet.

The Sun is our closest star. It is a member of theMilky Way galaxy. The Sun is a yellow dwarf star,which means it is a medium size star. It is believedto be over 4 billion years old. The Sun spins slowlyon its axis as it revolves around the galaxy.

The center, or core, of the Sun is very hot. Aprocess called “nuclear fusion” takes place there.Nuclear fusion produces a lot of energy. Some ofthis energy travels out into space as heat and light.Some of it arrives at Earth. Streams of gas particlesknown as the solar wind also flow out from the Sun.

A planet is a large space object which revolvesaround a star. It also reflects that starʼs light. Eightplanets have been discovered in our solar system.Mercury, Venus, Earth, and Mars are the planetsclosest to the Sun. They are called the innerplanets. The inner planets are made up mostly ofrock. The outer planets are Jupiter, Saturn, Uranus,and Neptune. Jupiter, Saturn, Uranus, and Neptuneare large balls of gases with rings around them. Alleight planets travel around the Sun in a differentorbit. In its orbit, there are not many other objectslike the planet.

Dwarf planets like Pluto, are objects that are similarto planets except that they orbit the Sun in areaswhere there are many similar objects.

Mercury is the smallest planet in our solar system.Mercury is about the same size as our Moon. It isvery close to the Sun. Mercury travels around theSun faster than any other planet. It was named afterMercury, the swift messenger of the gods in ancientRoman mythology. Mercury can only be seen fromEarth just before sunrise or just after sunset, but notin the middle of the night. That is because Mercuryalways appears near the Sun when viewed fromEarth. Mercury has a very thin atmosphere. Humanswould not be able to live there. The surface ofMercury has holes in it where objects such asmeteorites and asteroids crashed into it.

Venus and Earth are almost the same size. Venusis the closest planet to Earth, but it does not haveoceans or human life like Earth. Venus gets so hotduring the day that it could melt a lead cannonball.The temperature rises to 484 degrees Celsius onthe side facing the Sun. Venus has very thick,rapidly spinning clouds which cover its surface.

These clouds hold heat in. That is why Venus getsso hot. These clouds also reflect sunlight. That iswhy Venus appears so bright to us here on Earth.There are constant thunderstorms in these clouds.Venus has several large inactive volcanoes. Much ofthe surface is covered by old lava flows from thesevolcanoes. Venus is unusual because it rotates in adirection opposite that of all of the other planets.Venus spins very slowly as it orbits the Sun.

Earth is the third closest planet to the Sun. It hasan atmosphere made up of many different gases,but mainly it is nitrogen and oxygen. Theatmosphere gives us air to breathe. The Earth orbitsaround the Sun. It takes one year to go around theSun one complete time. The Earth also rotates, orspins, on its axis. It takes one day to spin aroundone complete time. The Earthʼs axis is not straightup and down, but tilted a little bit. This tilt isresponsible for us having seasons. Otherwise, thetemperature would be pretty much the same all yearlong.

The temperature on Mars can be very, very cold.On its warmest day, Mars can still be a very coldplace. At the top and bottom of the planet are polesjust like on Earth. During the Martian winter, icecaps can be seen at the poles. Mars has manycraters which were formed by meteorites or asteroidshitting it. Mars also has some of the tallest volcanoesand some of the deepest valleys in our solar system.Mars has two moons, Phobos and Deimos, whichhave unusual shapes. Scientists think these potato-shaped moons were once asteroids captured byMarsʼ gravitational pull.

Jupiter is a large gas planet whose clouds changecolors daily. This planet is made mostly of hydrogenand helium gases. Jupiter gives off two times moreheat than it gets from the Sun. It shines very brightlyin the night sky for nine months of the year when itis closest to Earth. Pictures taken by space probeshave shown thin rings around Jupiter. Jupiter hasforty-nine named moons (and may have as many as63!). One of Jupiterʼs moons, Io, has activevolcanoes on it. Areas on Io that are near thevolcanoes are very, very hot.

Saturn is a very large gas planet which spins veryrapidly on its axis. It spins so fast that it flattens outthe top and the bottom of the planet. Saturnʼsatmosphere has winds which can blow at over 1,800kilometers per hour. The white spots on Saturn arebelieved to be powerful storms. Saturn is


57

surrounded by over 1,000 rings made of ice anddust. Some of the rings are very thin and some arevery thick. Scientists believe that the particles camefrom the destruction of moons circling the planet.Saturn has at least 52 moons. Some of thesemoons orbit the planet within the rings, creatinggaps in the rings.

Uranus tilts over so far on its axis that it rotates onits side. Because of this, its poles are sometimespointed almost directly at the Sun. Uranusʼatmosphere is made up of hydrogen, helium, andmethane. The temperature in the upper atmosphereis very cold. The cold methane gas is what givesUranus its blue-green color. The rapid rotation ofUranus causes winds up to 600 kilometers per hourto blow in its atmosphere. Uranus has 27 namedmoons. Some of these moons are less than 100kilometers wide and black as coal.

Neptune and Uranus are very much alike. They areboth large gas planets that look like big blue-greenballs in the sky. Neptune has winds in itsatmosphere which blow at over 2,000 kilometers perhour. This planet has large, dark circles on itssurface which astronomers believe to be storms.Neptune has two thick and two thin rings whichsurround it. Neptune also has thirteen knownmoons. Four of these moons orbit the planet withinthe rings. One of Neptuneʼs moons, Triton, orbits theplanet in a direction opposite to Neptuneʼs othermoons. Neptune is the farthest planet from the Sun.For more information on Background

information, see page 7 of the Introduction.

http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/neptune.html

The objective of this section is to provide a bit ofhumor to the class. All the jokes and cartoonsare related to the topic of the lesson. Give someminutes to allow students to read and then invitethem to share their comments to make surethey understood the joke. At this point, you mayallow the use of Spanish to checkcomprehension.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+Introduce the topic of the lesson with ageneral conversation among the students.Ask them if they think it is possible topredict the future, and elicit their comments.Then, motivate them to read the famouspredictions (a. – g.) in pairs, and matchthem with the person who made them (i. – vi.). Check the answers orally.(L.A.: to relate topic to previous knowledge).

++Tell the students to find the words in theKey Word Spot in the text and then choosethe correct meaning for them. (L.A.: to infer the meaning of key wordsfrom the context).

+++Invite the students to read the text quicklyand identify all the cognates. Tell them topredict what the text is about. Do not checktheir answers at this point.(L.A.: to formulate predictions fromcognates).

+Ask the students to have a look at the textand identify where it was taken from.(L.A.: to identify the origin of a text).

LESSON 3

READING

VIRTUAL ME?

4

3

PAGE 55

Answersa. – i.; b. – ii.; c. – ii.; d. – ii.

2

Answersa. – v.; b. – i-; c. – iv.; d. – vi.; e. – ii.; f. – iii.; g. – vii.

1

BEFORE READING

PAGE 54

SPOTREAL LIFE

UNIT 258

+The students read the text quickly andcheck their predictions in exercises 3 and 4.(L.A.: to validate predictions).

++Ask the students to read the text againcarefully. Tell them to put the sentences(a. – e.) back into blanks (1) – (5).(L.A.: to locate missing information).

++Ask the students to read the text again anddecide if the statements a. – f. are true orfalse.(L.A.: to discriminate between correct andincorrect information).

+++The students read the text once more tofind the answer to questions a. – e.(L.A.: to extract specific information).

++Ask the students to write a list of activitiesor areas in which they think robots can bevery useful. Invite them to share theircomments with their classmates.(L.A.: to relate topic with own reality).

5

READING

AnswersWill vary.

9

AFTER READING

PAGE 57

Answersa. Because they have artificial intelligence.b. No, they have more than 20 different personalities

and appearances.c. They were created for educational purposes.d. They can talk about class times and rooms, and also

about class topics.e. He is a computer engineer who is the creator of

these virtual robots.

8

Answersa. False (Shahin Magsoudi is the computer engineerwho created Robot Hosting). b. True. c. False (Therobots remember personal details and course relatedinformation). d. True. e. True. f. True.

7

Answersa. – (5); b. – (1); c. – (4); d. – (3); e. – (2)

6

Answers3. a.

Cognates: cyber, robots, optional, accent,computer, engineer, family, artificial, intelligence,planned, voice, use, creation, company, different,personalities, producing, educational, animated,interacts, details, conversation, related, courses,university, technology, quarter, regularly, class,students, prefer, moving, install, project, clients,multimedia, systems, science, million, expansion,article, estimates, billion, virtual, services, grammar,logical, inference, verbs, adjectives.

4. c.


59

+Refer students to the LANGUAGE SPOT.Tell them to copy and complete thesentences in their notebooks using the FirstConditional.(L.A.: to use a new language structure).

++ Ask the students to copy and complete thedialogue with words and phrases from thebox. Then, play the recording to allow themto check their answers.(L.A.: to use vocabulary related to thetopic).

++Ask the students to look at the pictures.Then, in their notebooks, tell them to writecomplete sentences to answer the questions.(L.A.: to relate topic to own reality).

The First Conditional

This section is designed to help students reviseor discover a particular grammar structure or anyinteresting item of vocabulary related to the text. The activities are meant to promote independentlearning, so help, guide and check, but do notenunciate them the answers.

1. The students revise the sentences from thetext and other examples.

2. They answer the questions.Answ ers:a. two; b. the ones that refer to a conditionbegin with if; the others refer to aconsequence; c. if; d. no.

3. The students read the general rule and choosethe correct alternative. We use the First Conditional to talk aboutfuture events that are probable to happen.The if clause expresses a condition, and thefuture clause expresses the consequenceor result.Note: The future clause can also contain othermodal verbs such as can and must.

4. The students use the information in the text tocomplete the conditional sentences.Answ ers:a. they log on to the Robot Hosting site; b.you want to buy one.


LANGUAGE SPOT

Answersa. If you don’t hurry, we will be late!b. Mark will be very happy if he passes his exam.c. If Henry fails his exam, he will not be very happy.d. If you stay up all night, you will be very tired.e. If Rick drives too fast, he will have an accident.

10 Possible Answersa. We will be very happy.b. I’ll be late for school / I’ll run all the way.d. We will get wet / I’ll stay at home.e. I’ll enjoy it very much.

12


A: Do you think that, in the future, people will have robots athome?

B: Sure! I believe that robots will be as common as personalcomputers. They will even operate them!

A: Amazing! What other things will personal robots do?B: Well, to begin with, they will be part of home

entertainment centers.They will sing and dance.A: Will they tell jokes too?B: Yes, but, just like humans, they won’t always be funny!A: Sounds great! What problems do you think there will be?B: I think some people will lose their jobs and bad people will

create criminal robots!

12


1211

PAGE 58

UNIT 260

+++Invite the students to ask some of theirclassmates the questions in Exercise 12and add three more questions. Explain tothem that they must copy and complete thechart in their notebooks and take notes oftheir answers. Encourage some studentsto report the results of this mini-survey totheir classmates.(L.A.: to ask and answer questions / to do asurvey).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign a markaccording to the scale. The students copy and complete thesentences in their notebooks, using theFirst Conditional.For more information on LET'S CHECK,see page 6 of the Introduction.

Remember that this section is intended to allowstudents make connections between the topic ofthe lesson and the real life, and at the sametime provide additional information that may beuseful for them.Make sure you give enough time for them toread and then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+Introduce the topic of the lesson telling thestudents to imagine what their life will belike in 50 years’ time. Ask them to copy andcomplete the chart in their notebooks andthen ask their partners.(L.A.: to relate topic to own reality).

++Invite the students to look at the picture inpairs and identify the things that belong to acity of the future. You can organize a classcompetition, offering a prize to the fastestpair. When the time is up, check theanswers orally.(L.A.: to relate topic to previous knowledge).

LESSON 4

LISTENING

IT WON’T BE CHEAP!

Answersa. go, will buy.b. goes, will lose.c. don’t wear, will catch.d. take, will feel.e. doesn’t rain, will go.

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LET’S CHECK

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AnswersWill vary, according to students’ answers.

13 FL

Answersa. A robot is sweeping the streets.b. There are surveillance cameras.c. People are wearing strange clothes.d. Buses are flying.e. A boy is talking by cell phone.f. A tourism agency is offering holidays on the Moon.

2

AnswersWill vary.

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SPOTREAL LIFE


61

++Tell the students to read the list ofpredictions for the year 2050 and choosethe predictions that they think are mostlikely to come true. Ask some students toshare their answers with their classmates.(L.A.: to relate topic and previousknowledge).

+++Explain to the students that they are goingto listen to a recording about one of thepredictions in Exercise 3. Invite them topredict which one they think it is related to.Do not check their answers yet.(L.A.: to predict content from the context).

+++Ask the students to study the words in theKey Word Spot and match them with theirmeaning. Tell some students to write theanswers on the board.(L.A.: to infer meaning of key words).

+++Ask the students to predict the kind of textthey think they are going to listen to. Tellthem to choose an alternative from the list,but do not check their answers at this point.(L.A.: to formulate predictions from thecontext).

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ERROR ALERTHang on = wait (NOT= colgar en)Alert your students on more cases of prepositionalverbs with the verb hang, such as:Hang about, hang around, hang back, hang in, hangon, hang out, hang up, hang together, hang out.Additional exerciseChoose the correct definition for each phrasal verb.1. ‘Hang with’ means...

a. To do the same activity for a very long timeb. Spend time withc. Make electrical connections

2. “Hang about’ means…a. Make something increaseb. Spend time somewhere not doing muchc. Waste time

3. ‘Hang around’ means... a. Assume control of a company or organizationb. Stay in a placec. Go away

4. Hang back’ means... a. Harmonize or be compatibleb. Result from a processc. Not move forwards to avoid doing something

5. “Hang together’ means... a. Work together when things are difficultb. Accept something you don’t really want to get

something you do wantc. Become controlledAnswers:1. b; 2. b; 3. b; 4. c.; 5. a.


AnswersAccommodation: a place to work, live or stay.Book (verb): to make a reservation.Flight: a journey made by air.Hang on: wait.Luxurious: very comfortable, containing expensivethings.

5

4

UNIT 262

+Play the recording. Ask the students tolisten and check their predictions inExercises 4 and 6.(L.A.: to validate predictions).

++Ask the students to listen again and choosethe correct alternative for each sentence a. – d.(L.A.: to discriminate words).

+++Tell the students to copy the sentences intotheir notebooks. Then, play the recordingagain and ask them to listen and completeeach sentence with one word.(L.A.: to extract specific information).

The Future – Revision

This section is designed to help students reviseor discover a particular grammar structure or anyinteresting item of vocabulary related to the text. The activities are meant to promote independentlearning, so help, guide and check, but do not tellthem the answers.

1. The students read the sentences from the textand other examples.

2. The students identify what the sentences referto, and choose an alternative.Answ ers: b.

3. Invite the students to copy and complete thegeneral rule in their notebooks.We use the Present Continuous Tense torefer to fixed arrangements for the future.

4. The students analyze the sentence from thetext and identify the difference from theexamples provided in Point 1.Answ ers:It describes an event that is happening rightnow, in this period of time.


LANGUAGE SPOT

AFTER LISTENING

Tourists can choose to take off from the Mojave Desert near LosAngeles, or from our spaceport in New Mexico.What about people who can’t afford this vacation now? Don’tworry. The cost of space flight will come down, so perhaps theirgrandchildren can think about spending their vacation on theMoon or even have their honeymoon in a hotel orbiting Venus!Meanwhile, they can deposit U$S 20,000 and book a spaceshipflight online at www.virgingalactic.com .If it sounds too exotic for you, you can take our tours to Floridaand visit the Kennedy Space Center, instead. We are departingtomorrow at 9:45 a.m.

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LISTENING

PAGE 62

Answersa. space; b. passenger; c. passengers; d. worry; e. exotic

9 13

Answersa. are; b. three; c. will; d. honeymoon.

8 13

Answers4. People will take vacations in space.; 6. d.

TRANSCRIPT – IT WON’T BE CHEAP!

You might think you've heard everything about tourism. Nowimagine taking your vacation in space!Believe it or not, we are counting down to the first space touristflight. The Virgin Galactic Spaceship is taking off soon! If you plan to make a reservation, hang on, it won’t be cheap!Each passenger will pay U$S 200,000, which means over athousand dollars a minute!Passengers will fly at three times the speed of sound. Allpassengers will enjoy spectacular views and luxurious seatswith large windows.On board, they’ll find hospitality while enjoying the ultimate inpassenger amenities. The trip will include preflight trainingand three days’ luxury accommodation at the Virgin Galacticspace camp.

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+++The purpose of this section is to allow studentsto check their progress and to provideinformation to the teacher about any points thatthe majority of the students have problemswith. In pairs, the students ask and answer thequestions, using the Present Progressivetense. Instruct them to refer to Jerry and Beth’sdiaries as in the example, and make sure theychange roles to ask and answer. Then, tellthem to write the questions and answers intheir notebooks. Do not check the answers yet.For more information on LET'S CHECK,see page 6 of the Introduction.

++Tell the students that you will play therecording for them to check their questionsand answers in Exercise 10. Once theyhave done this, play the recording again,with pauses, for them to repeat andpractice the short dialogues. Invite somepairs to role-play the different dialogues infront of their classmates.(L.A: to relate written and spoken versionsof a text; to discriminate between correctand incorrect information; to imitate amodel of spoken language).

+++In their group, the students answerquestions a. and b. and exchange opinionsabout being a space tourist and theirreasons. Invite some groups to share theirconclusions with the rest of the class.Remember not to interrupt the students tocorrect mistakes while they are in aspeaking activity. It is better to take noteson the most important errors and correctthem at the end of the class.

+++Tell the students to examine the boardingpasses. Then, motivate them to exchangeinformation in pairs about Mr. and Mrs.Freeman’s fixed arrangements, as in theexample.(L.A.: to use a new language structure).

Possible Answers:a. When is Mrs. Freeman going to San Francisco? She

is going to San Francisco on June, 11th.b. Where is Mrs. Freeman going? She’s going to San

Francisco.c. Where is she taking the plane? She’s taking the

plane in New York.d. Who is going to San Francisco in seat 15D? Mr.

Freeman is going to San Francisco in seat 15D.e. At what time is Mr. Freeman taking the plane? He’s

taking the plane at 7pm.

What time is Jerry seeing the dentist on Thursday?He is seeing her at four o’clock.What is Beth doing on Wednesday at 5:30?She is going to the gym .What are Jerry and Beth studying on Friday?They are studying math.

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What is Jerry doing on Wednesday?He is going to the theater with Bob.What is Jerry doing on Monday?He is playing tennis with Linda.What is Beth doing on Thursday?She is having her first driving lesson.What are Jerry and Beth doing on Tuesday?They are meeting Cristina.

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LET’S CHECK

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UNIT 264

++ Encourage fast learners to read the list ofphrasal verbs related to the topic of the text.Motivate them to match them with the pictures.(L.A.: to relate meaning and pictures).

+++You can assign this activity as homeworkwith an extra mark. Ask the students tothink about their fixed arrangements fornext week, and then write a shortparagraph about them. Next class, invitesome students to share their work with therest of the class.(L.A.: to write a paragraph about futurefixed arrangements).

This section is intended to allow students makeconnections between the topic of the lesson andthe real life, and at the same time provideadditional information that may be useful for them.Make sure you give enough time for them to readand then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.


a. Where are they departing from? (Theyare departing) from their hotel.

b. At what time are they starting the tour?(They are starting the tour) at 9:00 am or3 pm.

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1. Answers will vary, but motivate students to imitatethe messages on page 47.

2. Will vary.3.

Answers

+ + + E E + + + + + + + + T C+ + + C + N + + + + + + O + O+ + + N + + G + + + + B + L M+ + + E + + + I + + O + A + P+ + + G + + + + N R + I + + U+ + + I + + + + + E C + + + T+ + + L + + + + + I E + + + E+ + + L + + + + F C A R + + R+ + + E + + + I + + + + + + ++ R + T + + T + + + + + + + ++ E + N T R V Z L A U T R I V+ B + I A M U L T I M E D I A+ Y + + + + + + + + + + + + ++ C + + + + + + + + + + + + ++ + + + + + + + + + + + + + +


PAGE 66

Make sure you assign enough time of yourclass to allow students reflect on theirachievements and weaknesses. They readthe statements and assess:• their ability to extract information from

visuals.• their ability to exchange information about

fixed arrangements.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

14 FL

Answersa. – 2; b. – 3; c. – 1; d. – 4.

Motivate the students to find out more informationrelated to this topic visiting the web site on page65. Encourage them to take notes on anyinteresting information they find and next classshare their comments with their classmates.For more information on CLICK ON, see page12 of the Introduction.

@@

@ CLICK ON

SPOTREAL LIFE

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65

c. At what time are they returning to thehotel? (They are returning) at 12:30 pmor 6:30 pm.

d. What places are they visiting? (They arevisiting) the Civic Center, the MonedaPalace, the Cathedral, the Museum ofNational History and the Central PostOffice, Santa Lucía Hill, Parque Forestaland the Fine Arts Museum.

e. Where is the tour finishing? (The touris finishing) at the Los Graneros delAlba village.


READING - LIVING IN SPACE

a. They will work and live in settlementsthat will allow people to lead a normal life.

b.They will stay for six months.c.By the end of the century there will be

permanent settlements on the Moon.d.They will take water from a large ice lake

on the Moon.e.Life is going to be easier than living on a

space station.

a. False; b. False; c. False; d. True; e. True.

a. 10; b. rockets; c. glass; d. pills; e. Mars,Mercury, Pluto.

LISTENING - SPACE TOURISM

a. expensive; b. safer; c. colonizing;d. will; e. dream.

a. space; b. robots; c. temperature;d. Moon; e. Humans.

e.; d.; b.; c; a.

TRANSCRIPT - SPACE TOURISM

Interviewer: Dr. Graham, what can you tell us about thiscrazy idea of vacations in space?

Dr. Graham: Well, tourist agencies are offering a new kind ofadventure vacation – visit a space-station, checkinto a space hotel and even take a spacewalk!That is a very expensive kind of vacation, butwhen space tourism becomes cheaper, ordinarypeople will be able to afford them.

Interviewer: How many people will want to risk their liveswhen there is a chance of not coming back?

Dr. Graham: But it’s just the beginning! Flights willdefinitely become safer.

Interviewer: What do you think about colonizing Mars?Dr. Graham: The European Space Agency has started a new

project that will send robots to explore the RedPlanet but it will be a long time before there isa colony on Mars, or even on the Moon.

Interviewer: Will it be easy to live in space?Dr. Graham: Definitely not. On the Moon, the temperature

rises to more than 100°C and falls to less than -100°C, and it’s not much better on Mars.

Interviewer: Dr. Graham, do you think we will live on theMoon one day?

Dr. Graham: Believe it or not, humans will definitely live onother planets one day. It may sound strange,but we have to remember that air travel onceseemed to be an impossible dream.

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1

Answers


PAGE 68

UNIT 266

LANGUAGE

a. will live; b. is sending; c. are going;d. are visiting; e. won’t wear.

a. I don’t want to see that movie. Besides, it’s too late.

b.Although Iris hates studying math, she always gets good marks.

c.Although Jim studied a lot, he failed the exam.

d.Although my sister is eighteen, she can’t drive our father’s car.

e.Walking the dog is lots of fun. Besides,it’s

good for your health.

SPEAKING

In pairs, the students exchange informationabout their fixed arrangements for nextweek. Make sure they use the PresentContinuous tense and that they changeroles to ask and answer. You can assign amark according to these criteria:5 points: student can introduce him / herselfand ask and answer basic questions aboutpersonal information, with a minimum ofhesitation and grammar mistakes.3 - 4 points: student can exchange personalinformation, but he / she hesitates andmakes some grammar mistakes.1 - 2 points: student can't exchange personalinformation; he / she hesitates a lot andmakes a lot of grammar mistakes.

WRITING

The students write a paragraph (120-150words) about how they imagine a city on themoon. You can assign a mark according tothese criteria:5 points: student can write a coherent shortparagraph with personal information, withoutgrammar or spelling mistakes.3 - 4 points: student can write a coherentshort paragraph, but he / she makes somegrammar and spelling mistakes.1 - 2 points: student can't write a coherentshort paragraph with personal information,and he / she makes a lot of spelling andgrammar mistakes.

The purpose of this section is to allow studentsreflect on their strengths and weaknesses. Makesure all the students understand what they areexpected to do and give enough time to answerthe questions. Encourage students to give honestanswers and show interest in their results.For more information on FINAL REFLECTION,see page 6 of the Introduction.

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9

EEXTRA TEST UNIT 2EXTRA TEST UNIT 2BELIEVE IT OR NOTBELIEVE IT OR NOT

67

Have a look at the text and choose the best answer. What type of text is it?a. An encyclopedia article.b. An advertisement.c. A scientific article.

Read the text again and answer these questions.a. Who wrote the article?b. Who are collaborating to make the nursebots?c. Who is Santokh Singh?d. How much could the nursebots cost?e. How many languages can the robots speak?

Read the text once more. Find the following information:a. City in which the project is being carried out: ___________________________b. Decisions that robots can make: _____________, ______________________c. People that robots can recognize: ___________, ___________, ___________d. Actions that robots can do with their arms: ____________, _______________

3

2

1 1 pt.

5 pts.

4 pts.

READING - GOODNIGHT NURSE

By Lauren Bartlett - Originally published in Idealog #12, page 26

FINALLY, A NURSE WHO DOESN’T COMPLAIN: A ROBOTThe engineers are merging new computer software with a robot from Samsung to create a robot nurse capable of carrying out simple tasks such asreading a bar-coded medication list and giving it to a patient. The robot can recognize faces, speak multiple languages, and talk with other robots through airwaves, and it doesn’t complain about the job. “It’s an interesting combination of electrical and computer science, together with psychology,” says Dr Santokh Singh, the research manager for theproject at the University of Auckland. The university hopes the robot will alleviate nurses. By using a wireless network to connect groupsof robots to a central server cluster, nursebots could be cheaper too—around $1,000 each. The robots are intended only as an aid to the nursing industry, but while the robot will beable to respond sympathetically to patients, it’s no substitute for Florence Nightingale. Their brains can make decisions, such as calling for help in emergencies or answeringquestions. These special nurses can recognize patients, doctors and visitors. Theirarms and hands are able to check a patient’s pulse rate and pick up medicines.Robots can also communicate with patients and know what is best for them. They areable to communicate with doctors, nurses and patients in eight different languages.“Human nurses have no need to fear for their jobs yet,” says Shahin Maghsoudi of Robot-Hosting. “The robots are just designed to make their job easier.”

http://idealog.co.nz/magazine/november-december-2007/now/goodnight-nurse

UNIT 268

LISTENING

Listen to the recording. What type of text is it?a. An interview.b. An advertisement.c. A dialogue.d. A lecture.

Listen to the recording again. Are these statements true or false?a. Technology will create smart homes.b. You will turn off the lights by remote control.c. The refrigerator will check your food.d. You will need special keys to open the front door.e. The smart home will choose your favorite music.

Listen to the recording once more and complete these sentences.a. The repairman says it was the ________ who called.b. The ________ lights in your house will create the perfect atmosphere. c. The ________ will deliver to your ________ .

LANGUAGE

Write five sentences about your arrangements for next week.

a. _______________________________________________________________b. _______________________________________________________________c. _______________________________________________________________d. _______________________________________________________________e. _______________________________________________________________

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SPEAKING

Mr. and Mrs. Newmanare from Scotland.They are visiting SanPedro de Atacamanext week. Look at thebrochure of their visitand, in pairs,exchange questionsand answers about theinformation that it contains.

8

1 pt.

5 pts.

4 pts.

5 pts.

5 pts.

5 pts.

0 - 12Keep trying!

13 - 21Good!

22 - 29Very good!

30 - 35Excellent!

35 pts.TOTAL

Itinerary:Day 1: Reception and transfer to San Pedro de Atacamafrom Calama airport.Day 2: Breakfast in hotel. 08.00: departure from hotel.Visit to the town of Toconao and Bell Tower of SaintLucas. From there we will continue our journey to theAtacama Salt Flats and the Flamingos National Reserve.Time of arrival in San Pedro: 19.00.

Day 3: 04.00: departure from hotel. 07.00: arrival atthe Geysers of El Tatio. We then continue to Caspana,the Pukará of Lasana, the petroglyphs in the Valley ofthe Loa River, and the church and village of Chiu-Chiu.Time of arrival in Calama: 16.00.Day 4: Free morning. 14:00 hrs. Transfer to the world’slargest open-pit mine (Chuquicamata). During the visitit will be possible observe the extraction of copper andits production process. Transfer to the airport.End of our services.

Duration: 4 days / 3 nightsDate: December 31, 20082 nights in San Pedro deAtacama; one night in Calama,visiting Chuquicamata.

WRITING

With the information in Exercise 8, write a short paragraph (100-150 words) about Mr.and Mrs. Newman’s planned trip.

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69

READING - GOODNIGHT NURSE

c.

a. Lauren Bartlett.b. The University of Auckland and Robot

Hosting Company.c. He’s the Research Manager for the project.d. Around U$S 1,000.e. They can speak eight languages.

a.Auckland.b. Call for help, answer questions.c. Patients, doctors and visitors.d. Check a patient’s pulse rate, pick up

medicines.

LISTENING

b.

a. True; b. True; c. True; d. False; e. True.

a. washing machine; b. 3,000; c. store, house.

LANGUAGE

Answers will vary. Accept any coherentanswer. Make sure the students use thePresent Continuous tense for futurearrangements.

SPEAKING

In pairs, the students study the information inthe brochure and exchange information aboutMr. and Mrs. Newman’s arrangements fornext week. Make sure they use the PresentContinuous Tense and that they change rolesto ask and answer. You can assign pointsaccording to these criteria:5 points: student can introduce him / herselfand ask and answer basic questions aboutpersonal information, with a minimum ofhesitation and grammar mistakes.3 - 4 points: student can exchange personalinformation, but he / she hesitates and makessome grammar mistakes.1 - 2 points: student can't exchange personalinformation; he / she hesitates a lot andmakes a lot of grammar mistakes.

WRITING

With the information in Exercise 8, thestudents write a paragraph (120-150 words)about Mr. and Mrs. Newman’s next visit toSan Pedro de Atacama. You can assignpoints according to these criteria:5 points: student can write a coherent shortparagraph with personal information, withoutgrammar or spelling mistakes.3 - 4 points: student can write a coherent shortparagraph, but he / she makes somegrammar and spelling mistakes.1 - 2 points: student can't write a coherentshort paragraph with personal information, andhe / she makes a lot of spelling and grammarmistakes.

9

16

7

A "smart home" like this will lock the doors, close thewindows, turn the lights on and off, turn on yourfavorite music, and open the front door to you - allautomatically.Call us and you'll receive all the information about theSmart Home! Order your Smart home and let ourtechnology enter your life!

TRANSCRIPT - MOVING TO A NEW HOME

Speaker: A repairman arrives at your home to fix the washingmachine. You say that you didn't call for a repair. Therepairman says it was the washing machine who called!Technology will soon make the dream of a Smart Homecome true. You'll turn off the bedroom lights using your remotecontrol connection when you're away from home.If you want the right atmosphere for the evening or for adinner party, this is great! You'll push a button and the3,000 lights in your house will create the perfectatmosphere. If you don't like going to the supermarket, a special kindof refrigerator will check your milk and order some morewhen you run out. The store will deliver to your houseand you won't have to go out to the shops after a longday at work.If you get home with a huge shopping bag, you won'tneed to look for your keys. The front door will recognizeyour face and voice and open automatically.

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1


TECHNOLOGYAND INVENTIONSTECHNOLOGYAND INVENTIONS

UNIT 370

UNIT

In this unit you will:· read a web page· read a biography· listen to a conversation· listen to a radio programYou will learn how to: Reading· find general and specific information · identify the sequence of events· identify type of textListening· discriminate between correct and incorrectinformation

· relate speakers and speech· discriminate sounds and words· identify sequenceLanguage · use the Simple Past Tense· use linking words· use relative pronouns

Speaking· ask and answer questions about biographicalinformation

· exchange opinions about inventions andtechnology

Writing· write a short summary of a biography· complete a paragraph about a new inventionYou will also: · assess and appreciate the role of technology ineveryday life

· develop respect and acceptance of other people’sopinions

Development· Lesson 1: four hours· Lesson 2: four hours· Lesson 3: four hours· Lesson 4: four hours· Consolidation and evaluation activities: 3 hours+ home assignments


· Pictures of teenagers provided by the teacherand by the students to illustrate the diversity ofteenage cultures.


Methodological suggestions· Teachers should prepare the lessons beforehandconsidering that thorough prior preparationallows them to think of and apply some usefulideas. It is their chance to make the classentertaining and to involve students in thelearning process.


Types of Evaluation

Continuous/informal

Indicators





Reading: Students identify and extract specific information.Listening: Students identify specific information and the correct sequence and discriminate sounds.Language: Students use the Simple Past Tense and relative pronouns.Speaking: Students exchange information about an imaginary invention.Writing: Students write a short description of a gadget.


Extra Test Reading: Students find specific information and discriminate between correct and incorrect information.Listening: Students identify specific information and discriminate between correct and incorrect information.Language: Students use the Simple Present and Present Progressive tense.Writing: Students write a short paragraph describing their best friend.Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.

TTECHNOLOGY AND INVENTIONS

71

The object of this activity is to set thecontext for the topic of the unit. Ask thestudents to look at the pictures and thenidentify the name of the inventions in thebox. Check that they all identify and knowthe names of the gadgets in English, so thatthey can easily find the words.

In their notebook, the students copy andcomplete the chart writing the name of theinvention in the correct column. Warn themthat there are inventions that fit the twocolumns. You can check the exerciseasking a student to copy and complete thechart on the board, or telling them to saytheir answers aloud.

Ask the students to work in pairs and addtwo inventions to each column. Then, tellthem to share their work with theirclassmates.

Start a general conversation about the role anddevelopment of technology in recent years, andhow it has changed or affected our everydaylife. At this stage, you may accept Spanish, asthe objective of the activity is to involve thestudents in the topic of the lesson.

++Ask the students to choose, in pairs, a fewrecent inventions that they feel havechanged their lives and then to tell theirclassmates about them.(L.A.: to relate topic to own reality).

++Ask the students to look at the picturesand then answer which of the inventionsthey think was invented or conceived of byteens. Elicit their answers, also telling themto speculate about the reasons andcircumstances in which the inventorscreated each object.(L.A.: to relate topic and students’ previousknowledge).

Background InformationThe inventors mentioned in the introduction of

the article are: Chester Greenwood (1858-1937), who, tired of cold ears while ice skating,invented earmuffs at age 15; Philo T.Farnsworth (1906-1971), who invented aprototype for a working television at age 14 andlater built one; and Blaise Pascal (1623-1662),who was 19 when he began work on whatbecame the Pascaline, the first businessmachine and second mechanical calculator.

LESSON 1

READING

POPULAR TEENAGE INVENTIONS

Answers

Work / Study Leisure (Free time)calculator cellular phone

cellular phone computercomputer credit cardcamera DVDjet plane bicycle

microwave oven camerajet plane

Possible answersThe three inventions were invented by teenagers.

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1

BEFORE READING

PAGE 74PAGE 72

AnswersCD or DVD player / remote control; bycicles; cellularphone; microwave oven; jet plane; personal computer;digital camera; credit card; calculator.

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2

1

GETTING READY

TECHNOLOGY AND INVENTIONS

UNIT 372

If it is possible, you may also recommend yourstudents to search the Internet and findadditional information at: For more information on Background


http://www.ideafinder.com/history/inventions/earmuff.htmhttp://www.ideafinder.com/history/inventions/television.htm

http://www.xnumber.com/xnumber/mechanical3.htm

+++Explain to your students that they are goingto read about two young inventors whosecreativity is making life a little easier forothers. Ask them to have a look at thepictures and then choose the correct namefor each invention. You can guide theexercise asking the students to describewhat they see in the pictures and what theythink the object is useful for. Once theyhave identified the inventions, they canchoose a name for each from the list. Donot check their answers at this stage.(L.A.: to infer meaning from visuals).

++Tell the students to study the words in the KeyWord Spot and then look them up in adictionary. Remind them that this is a veryimportant activity before they face any readingtask, even in Spanish. Make sure you devoteenough time to allow students to understandthe meaning of the words. It may also be agood idea to make the students complete aglossary in their notebooks, including theSpanish translation for each word an exampleand a drawing, when applicable.(L.A.: to develop study skills).

Optional activityAsk the students to give examples to illustrateeach word in the Key Word Spot, mime them ifthey are actions, or write sentences using them,in order to check they have understood theirmeaning correctly.

+++Tell the students to identify the cognates inthe text and then choose the alternativesthey think are correct. Again, reinforce theidea that cognates are very useful to helpset the context for the readingcomprehension tasks. You may also ask thestudents to anticipate a list of cognates theythink they will find according to the topic ofthe lesson, and then check their predictionsskimming the text.(L.A.: to use cognates to predict content).

Cognates: I.: invent, electronic, music,ideas, company, manufactures, inventions,prototype, model, final, product, patent,invention. II.: animal, memorize,programming, problem, site, final, product,memorization, enter, data, vocabulary,history, science, information, generates,test, program, inventors, invent.

+Students read the text quickly and checktheir predictions in Exercises 3 and 5.(L.A.: to validate predictions).

++The students read the text again, this timemore carefully, and choose the bestalternative to complete the sentences. Askthem to note the words in the text that helpthem decide on their answers and check theexercise orally.(L.A.: to identify specific information).

7

Answers3., 1. d. Quizlet, 2. b. Hands on hand-clap game, 5. c.; d.

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READING

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5

3

AnswersClap: to hit your open hands together several times

to show that you approve of or have enjoyedsomething. (aplaudir)

Skill: a particular ability or type of ability.(habilidad, capacidad)

Tool: an instrument that you hold in your hand anduse for making or repairing things.(herramienta)

Launch: to start an activity, especially an organizedone. (lanzar, comenzar)

4


73

++Now the students read the text again toidentify the correct sequence of events foreach invention. It may be a good idea toread the sentences aloud and tell thestudents to decide the logical order of theevents. They can write the sequences onthe board and then check reading the text.(L.A.: to identify the sequence of events).

Optional activityAsk the students to identify and extract thesentences in the text that illustrate the sequenceof events described in the exercise.

+++Tell the students to read the text once moreand then answer the questions in theirnotebooks. Ask some students to read theiranswers aloud and make sure all the classget the correct answers.(L.A.: to extract specific information).

Background information:An acronym is a word formed from the first

initials of several words. Newsgroups, chat rooms,and e-mail have spawned a rich set of acronymsand abbreviations for common phrases. Anacronym is pronounced as if it were a word ratherthan just a series of individual letters.

Additional exercises1. Identify the words that formed these acronyms.

a. ASAP, b. BTW, c. FWIW, d. FYI, e. IMO, f. LOL, g. TIA Answ ers: a. As Soon As Possible; b. ByThe Way; c. For What Itʼs Worth; d. For YourInformation; e. In My Opinion; f. Laughing OutLoud; g. Thanks In Advance

2.Write a list of acronyms that are familiar andused in everyday life.Possible answ ers: UNICEF, ANFP,UNESCO, CD, DVD, MP3, laser, sonar, PSU,etc.

For more information on Backgroundinformation see page 7 of the Introduction.

+++Motivate the students to reflect about the textthey have read, talking about the motivesand circumstances in which both inventorscreated their objects. Then, invite them toshare their comments with their classmates.Encourage the students to express and listento everybody’s opinions with respect.(L.A.: to express opinions).

+++Encourage the students to work in pairs anduse the information from Exercise 10 tocomplete the dialogue with their own ideas.Invite the students to listen to the recordingand check their answers. Explain to themthat they have to check the general meaning,as there is not one single correct answer.(L.A.: to express opinions).

11 17

AnswersWill vary.

10

AFTER READING

Answersa. - ii.; b. – i.; c. – iii.; d. – ii.; e. – ii.

ERROR ALERTStand for = mean, represent; express indirectly by animage, form, or model; be a symbol; denote or connote.(NOT: the act of standing)


Answersa. It stands for By Kids for Kids. It’s an acronym.b. It is a model of the final product.c. You can enter vocabulary words, history dates,

science facts.d. To look at everyday life and invent something to

improve it.

9

PAGE 77

8

Answersa.: iv.; i.; ii.; v.; iii.; b.: iv.; iii.; ii.; i.


UNIT 374

+++Ask the students to form groups of four andchoose an inventor. Explain to them thatthey can use the library, encyclopedias, etc.or they can visit the web sitewww.invent.org., and choose one of theinventors listed there.(In that case, theymust go to the “Hall of Fame” link, far left,and search by inventor or invention.)Tell the students they must write a shortparagraph and prepare a brief presentationabout the inventor or the invention they chose. Encourage them to include information aboutthe origin of the idea and to list the steps theinventor took to go from idea to reality. Motivate the groups to add visual material toillustrate the presentations.Do not interrupt students’ presentations tocorrect the information or their English.Take notes of the most important mistakesand, at the end of the session, start ageneral conversation reflecting on the pointsthat the students should reinforce / practicemore to improve in the future. You may alsoask each group to assess their classmates’performances and assign an extra mark,according to their self and peer evaluation. (L.A.: to give an oral presentation).

+++The objective of this activity is to allowstudents to relate the topic of the lesson totheir own reality, and at the same timepractice their oral skills applying the newstructures they have learned, in a funny andrelaxed atmosphere. Ask the students tothink of an invention that would make lifeeasier, name and describe it to theirpartners. Then, invite them to change roles.(L.A.: to describe a device/gadget).

++Motivate the students to make a drawing ofthe inventions they/their partners describedin Exercise 13. Encourage them to showtheir drawings to their classmates and thendisplay them in a visible place in theclassroom.(L.A.: to relate text and visuals).

14

13

Make sure you assign enough time of yourclass to allow students to reflect on theirachievements and weaknesses. They readthe statements and assess:• their ability to search for information inorder to prepare a presentation.

• their ability to give an oral presentation.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

12


A: Which of the two inventions do you like the most?B: I like the clap game.A: Why?B: Because I think it’s very useful for children who don’t have

friends to play with. Do you agree?A: No. I think the other one is better. B: Why do you say that?A: Well, because, in my opinion, it really helps you to study

and revise for tests.

17



75

++Using the information from the LANGUAGESPOT, the students join the sentences. Askthem to write each sentence twice,changing the order of the clauses, as in theexample. Draw students’ attention to theuse of the comma in each case, accordingto the location of the connector.(L.A.: to apply a new language structure).

+++Faster students complete the five sentencesin their notebooks using the connector theylearned in the LANGUAGE SPOT followingthe example. Encourage them to becreative and invite some students to writetheir sentences on the board; make sureall of them can check their answers.(L.A.: to use a new language structure).


Because

Remind students that this section is designed tohelp them revise or discover a particulargrammar structure or an interesting item ofvocabulary related to the text. Always keep in mind that the activities aremeant to promote independent learning, sohelp, guide and check, but do not tell them theanswers.

1. The students revise the sentences from thetext and other examples paying specialattention to the word in bold. Tell them tocompare the sentences and find thesimilarities among them.

2. Now, the students analyze each sentenceand answer the questions. If necessary,analyze each alternative aloud and makesure they understand the differences clearly.Answ ers: a . Two; b. ii.

3. Invite the students to copy and complete thegeneral rule in their notebooks, Answ ers: We can use the word because to join twoideas that express a reason and a cause .We use because to introduce the sentencethat expresses the reason.


LANGUAGE SPOT

17

LET’S CHECK

AnswersWill vary.

16 FL

PAGE 79

Answersa. The children can’t go to the beach because it’s too

cold. / Because it’s too cold, the children can’t go tothe beach.

b. Paul’s car didn’t start because the battery was dead. /Because the battery was dead, Paul’s car didn’t start.

c. My sister got up very early because she wanted torevise for a test. / Because she wanted to revise for atest, my sister got up very early.

d. I can’t eat that huge sandwich because I need to loseweight. / Because I need to lose weight, I can’t eatthat huge sandwich.

e. Debbie is learning Italian because she is traveling toRome next year. / Because she is traveling to Romenext year, Debbie is learning Italian.

15

PAGE 78


UNIT 376

The objective of this section is to provide a bit ofhumor to the class. All the jokes and cartoons arerelated to the topic of the lesson. Give someminutes to allow students to read and then invitethem to share their comments to make sure theyunderstood the joke. At this point, you may allowthe use of Spanish to check comprehension.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+The objective of this activity is to getstudents involved in the topic of the lesson,

and at the same time recall their previousknowledge about it. They may not know theword gadget, so it may be a good idea towrite it on the word and brainstorm students’ideas about its meaning. A gadget is a small tool or device that doessomething useful (aparato, artilugio).(L.A.: to infer information from the context).

++Explain to the students that they are goingto listen to a recording about inventions. Askthem to predict the topic of the recordingyou will play. Do not provide the correctanswer at this stage.(L.A.: to predict topic from the context).

++Before playing the recording, it is veryimportant that the students know themeaning of the new words they will hear.Ask them to read the words in the KeyWord Spot and then match them with theirpictures. Allow the use of dictionaries ifnecessary.(L.A.: to infer meaning from visuals).

Optional activityOnce they understand the meaning of each wordin the Key Word Spot, you can ask your studentsto predict why the words will appear in therecording.You may also tell them to relate the name of thelesson and the key words to predict the contentof the recording.

LESSON 2

LISTENING

MY BEST INVENTION

PAGE 80

SPOTREAL LIFE

Answersa. Because Jim was hot and tired, he sat under a tree in

the garden. /Jim sat under a tree in the gardenbecause he was hot and tired.

b. Because she was very thirsty, my mother drank sometea. / My mother drank some tea because she wasvery thirsty.

c. Susan hurried up because she was late for school. /Because she was late for school, Susan hurried up.

d. Because the weather is cold, my father is wearing aheavy coat. / My father is wearing a heavy coatbecause the weather is cold.

e. Dan can’t reach the top shelf because he isn’t verytall. / Because he isn’t very tall, Dan can’t reach thetop shelf.

f. Children can easily identify Italy on a map because ithas the shape of a boot. / Because it has the shape ofa boot, children can easily identify Italy on a map.

g. My sister has a sore throat because she shoutedloudly at the game. / Because she shouted loudly atthe game, my sister has a sore throat.

h. Helen is putting on her nicest dress because she isgoing to a party. / Because she is going to a party,Helen is putting on her nicest dress.

AnswersOctopus – 4 – pulpo Screw – 5 – tornilloSketch – 1 – dibujo en borradorSwitch – 3 – interruptorTire – 2 – neumático

3

2

AnswersWill vary

1

BEFORE LISTENING


77

+Ask the students to listen to the recordingand check their predictions in Exercise 2.Remind the students that this first time theyonly have to focus their attention on thegeneral content of the recording. They maynot concentrate on details or on specificinformation.(L.A.: to validate predictions).

++Now, the students listen to the recordingagain and focus their attention on thecontent. Another alternative to this exercisewould be to ask the students to choose thecorrect alternative first, and then checkwhile listening to the recording.(L.A.: to recognize general information).

++Before playing the recording again, read thelist of names aloud. Tell the students theynow have to identify what kind of inventionsthe kids are talking about. Play therecording and ask the students to matcheach speaker with the invention.(L.A.: to relate speakers and speech).

+++The students listen to the recording again.Ask them to focus their attention on thealternatives and choose the correct one foreach sentence. Before playing therecording, read the sentences aloud,drawing the students’ attention to thedifferent pronunciation of the alternatives.(L.A.: to discriminate sounds and words).

Additional exerciseRepeat each pair of words, paying specialattention to the different pronunciation of thevowel sound.

++Invite your students to copy the sentencesinto their notebooks. Then, play therecording once more to allow them to matcheach speaker with what they say.(L.A.: to relate speakers and speech).

TRANSCRIPT - MY BEST INVENTION

Teacher: Silence, please. Let’s share ideas. Brian, what can youtell us?

Brian: I invented Suction Tires to ride up walls and ceilingsbecause I wanted to take bike riding to new heights.

Teacher: Where did you get the idea?Brian: In our science class we learned that an octopus has

eight arms with a bunch of suction cups that can stickto almost anything and then I got the idea to attachsuction cups to my bike tires to ride on walls. After alot of different designs, I managed to keep the suctioncups attached to the tires with glue and screws.

18

Answersa. ii.; v.; iii.; iv.; vi.; i.; b. i. Brian; ii. Jen.; iii. Brian; iv. Jen; v. Jen; vi. The teacher.

8 18

bad = budran = runtab = tubtrack = truckbag = bugban = bunback = buckdrank = drunk

drag = drugdamp = dumpbegan = begunstand = stunnedraffle = rufflerat = rutjazz = just

ERROR ALERT/æ/ and /A/ sounds/æ/ as in cap is pronounced with lips stretched to thesides./A/ as in cup is pronounced with lips in a neutralposition, slightly separated.


Answersa. ceilings; b. cups; c. posted; d. 4000; e. finding; f. hide

7 18

AnswersBrian – f.; Jen – d.

6 18

Answersc.

5 18

Answersb.

4 18

LISTENING

PAGE 81


UNIT 378

+++Form groups of four students and tell themto talk about the recording. Ask them toanswer the questions and take notes in theirnotebooks. Then, tell the groups to appointone member to read their comments aloudand organize a general conversation aboutthe topic. If there are students who like to

invent things, you can ask them to sharetheir experience with the rest of the class.(L.A.: to express opinions).

The Simple Past

Remind students that this section is designed tohelp them revise or discover a particular grammarstructure or an interesting item of vocabularyrelated to the text.Always keep in mind that the activities are meantto promote independent learning, so help, guideand check, but do not tell them the answers.

1. Invite the students to revise the sentencesfrom the text.

2. Tell them to read carefully and then answer thequestions.Answ ers:a. - i. ; b. the Simple Past tense.

3. The student must copy and complete the rule intheir notebooks. Invite one student to copy therule on the board to allow the rest to check it. We use the Simple Past tense to talk aboutevents that happened in the past and arefinished now.

4. Invite the students to revise the exercises fromthe listening section and identify all thesentences in the Simple Past Tense they canfind. Then, ask them to copy the sentences intheir notebooks. Check orally.Answ ers:Exercise 7:a. I invented Suction Tires to ride up walls and

ceilings.b. That gave me the idea to attach suction

cups.c. I posted my idea at InventNow.org.e. I thought that a robot could be good at

finding things.Exercise 8:b. I added a switch.c. I made a final sketch.d. I needed a new challenge.e. I used a computer.


LANGUAGE SPOT

AnswersWill vary, according to students’ own ideas and opinions.

9

AFTER LISTENING

PAGE 82

Once they have evaluated their classmates,make sure you assign enough time of yourclass to allow students reflect on their ownachievements and weaknesses. They readthe statements and assess:• their ability to discriminate sounds and

words in a recording.• their ability to relate speakers and their

speech in a recording.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

Teacher: What are you going to do with your creation?Brian: I made the final sketch and I posted my idea at

InventNow.org. I hope that, soon enough, we can rideup walls!

Teacher: What about you, Jen?Jen: I invented Hide-N-Seek 4000 because I needed a

challenge.Teacher: Tell us about it. Jen: I always thought that a robot with eyes could be really

good at finding things, so I designed a robot to playHide-N-Seek.

Teacher: Very interesting; how does it do that?Jen: My robot can use its arms to push back curtains and

branches of trees. It also needs to hide, so I added aswitch that changes it from a seeker to a hider.

Teacher: What materials did you use?Jen: I used a computer, an old camera and a filing cabinet

to design Hide-N- Seek 4000 and I also posted my ideaat InventNow.org.


79

Background informationWe can often identify the Simple Past tense by

the use of signal w ords such as: yesterday, amonth ago, last summer, in … (month, year), etc.For more information on Background


Additional exerciseChange the verb in each sentence to its pasttense form and write it in the blank. You mayrefer to a dictionary or to a list of verbs. 1. I _________ all my homework at school.(do)2.She _________ of a better way to do it.(think)3.Sam _________ us to lock the doors.(remind) 4.They _________ their names on the list.(put )5.Who _________ my new jacket?(see)6.We never _________ his real name.(know)

++The students must read the paragraph andcomplete it with the Simple Past tense ofthe verbs in brackets.(L.A.: to apply a new language structure).

+++Tell the students to look at the pictures onpage 83, and write complete sentencesabout what these people did yesterday usingthe verbs in the box. Invite some students towrite the sentences on the board and makesure they all check their answers. Ifnecessary, help them identify the irregularverbs and provide their Past Tense forms.(L.A.: to use a new language structure).

++The students work in pairs and fill in theblanks in the dialogue. Let them know howimportant it is that they read the whole textfirst, then sentence by sentence, so thatthey can make use of all the textual cluesthat can give them information on themissing word(s). It is also important toremind them to make use of everythingthey have done in this lesson so far.(L.A.: to make use of textual clues andprevious knowledge; to relate written andoral version of a text).


12 19

PAGE 84

AnswersYesterday…1. Anna danced all night.2. Ben went to France.3. Bob swam in the ocean.4. Charles cooked lunch.5. Emily and Eddie saw Titanic on TV.6. Gina talked to her friend.7. Jill and Nick had a picnic.8. Kim wrote a letter.9. Maggie played the piano.10. Nick sang at the theater.11. Philip drove his car.12. Sheila rode her pony.13. Sue and Tom bought some new clothes.14. Terry caught rabbits.15. Vincent went to London.

11

PAGE 83

AnswersIn 1824, when he was 15, Louis Braille invented away for blind people to read. His personal experiencewas very important.He became blind at the age of 3; when he was 12,he went to a school for the blind in Paris. When asoldier called Charles Barbier visited the school, hetold Louis about something called “night-writing”.During the next three years, Louis simplified the systemand finally developed the Braille system of reading.

10

ERROR ALERTTo make the past tense form of most regular verbs wesimply add -ed at the end. Examples: walked, danced, arrived, etc.Irregular verbs are not that simple. We sometimes needa dictionary to help us write the different forms ofirregular verbs.



UNIT 380

+++The students listen to the recording againand practice the dialogue in pairs to role-play it in front of their classmates. You canorganize a class competition and ask thestudents to choose the best performance ofthe dialogue.(L.A.: to imitate a pattern of intonation andpronunciation).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign themselves amark according to the scale. The students must copy and complete theparagraph with the Simple Past tense of theverbs in the box. Again, remind them that itis very important to identify the kind of verb(regular / irregular) to decide which formthey are going to use in each case.For more information on LET'S CHECK, seepage 6 of the Introduction.

+++It may also be a good idea to assign thisactivity as homework or as a mini-project,with an extra mark for the whole class.Form groups of four students and ask themto think about a funny invention they wouldlike to create.Encourage them to draw a sketch and writea short description of it, like the one in therecording. Devote the next class to thepresentations. You may also prepare copiesof the peer-evaluation sheet and ask thestudents to evaluate their classmates’ work.(L.A.: to relate topic to students’ own reality).

Once they have evaluated their classmates,make sure you assign enough time of yourclass to allow students to reflect on their ownachievements and weaknesses. They readthe statements and assess:• their ability to draw a sketch and to

describe an invention.• their ability to write a description of an

invention.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

15 FL

PAGE 85

AnswersKrysta Morlan was 16 when she invented thewaterbike. She got the idea when she was doingexercises in the pool. Krysta had spent a lot of time inhospital and needed to recover her strength. She lovedbicycles, but hadn’t ridden for a long time, so the newwaterbike helped her to workout; besides, she invitedher friends and they had a lot of fun in the pool.

14

LET’S CHECK

13 19


Teacher: What can you tell us about your invention?Molly: I invented the Karate Glove, to chop through

anything from cement blocks to a minibus!Teacher: Where did you get the idea?Molly: I saw people chopping through blocks in movies

and I wondered how I could do that. Afterkarate class one day, I saw some workerstearing up the street with a super-powerfuljackhammer. It was tough enough for concrete,so that gave me the idea!

Teacher: What did you do next?Molly: I added a power switch and I made the final sketch.Teacher: What are you planning to do with your creation?Molly: Submit my idea to the Gallery at InventNow.org.

19


81

Encourage fast learners to read thedescriptions and then find the name of eachinvention in the list in the GAME SPOT.This activity represents a more advancedstep in which fast students must relate adescription with a name, without the help ofa visual clue. Again, tell the students to payspecial attention to the words that mayrepresent clues. Ask them to share theiranswer with the rest of the class.(L.A.: to infer meaning from titles).

Before starting the lesson and while the studentsstill have their books closed, brainstorm the mostimportant inventions in history. Ask the studentsthe name of the inventions they consideredchanged people’s life and also the name of theinventors. Write them on the board.

+Form groups of four students and ask themto write a list of the most famous inventionsthat changed people’s life.Then, invite the groups to share their listswith the rest of the class and finally,organize a general conversation so that thestudents can reach an agreement to appointthe most important invention in history.(L.A.: to relate previous knowledge with thetopic of the lesson).

++Invite the students to look at the picturesand identify the names in the list (a. – f.)Then, encourage them to find the name ofthe inventors in the box.(L.A.: to relate text and visuals).

Background informationFilo T. Farnsw orth was fifteen years old,

and a high-school student, when he read of theresearch being carried out in the Soviet Union byBoris Rosing on transmitting moving images byelectricity. He quickly designed a schematicdrawing of the required system. Farnsworthentered Brigham Young University the next year

LESSON 3

READING

THE WIZARD OF MENLO PARK

SPOTGAME

Games are highly motivating since they areamusing and at the same time challenging for thestudents. They employ language in real contextsand they also encourage and increase cooperation.

They create the motivation for learners of English toget involved and participate actively in the learningactivities, bring real world context into theclassroom, and enhance students’ use of English ina flexible, communicative way.

Remember that games are used not only for merefun, but more importantly, for the useful practiceand review of language lessons. Thus, the meaningof the language the students listen to, read, speakand write will be more vividly experienced and,therefore, better remembered. Explain to thestudents that the list a. – i. includes some of theinventions that have been submitted to the Galleryat InventNow.org. Tell them to look at the picturesand find a name for them in the list. Motivate themto find clues that help them to identify the name ofthe invention. If it is possible, encourage thestudents to visit the web site and find other funnyinventions that have been submitted.


Answersa. – 4 – Blaise Pascal; b. – 1 – Wilbur and OrvilleWright; c. – 5 – James Watt; d. – 2 – Thomas A. Edison;e. – 3 – Johannes Guttenberg; f. – 6 – Filo T. Farnsworth

2

AnswersWill vary.

1

BEFORE READING

PAGE 86

Answersa. Space Center; b. Sklurfboard; c. Super Heat Dress; d. The Book Sorter; e. Electric Heat Shirt.

16 FL

Answers1. – Super Heat Dress; 2. – Camera Glasses; 3. – Electric-Heat Shirt; 4. – Mouse Thermometer; 5. – Space Center; 6. – Gaming Tree House


UNIT 382

and remained there for two years until the deathof his father. A San Francisco banker namedWilliam H. Crocker built a laboratory forFarnsworth so that he could continue hisresearch into the practical development of histelevision system.Wright Brothers: In 1899, after Wilbur Wright

had written a letter of request to the SmithsonianInstitution for information about flightexperiments, the Wright Brothers designed theirfirst aircraft: a small, biplane glider flown as a kiteto test their solution for controlling the craft bywing warping. Wing warping is a method ofarching the wingtips slightly to control theaircraftʼs rolling motion and balance.Over the next three years, Wilbur and his

brother Orville designed a series of gliders whichwould be flown in both unmanned (as kites) andpiloted flights. They recognized that control of theflying aircraft would be the most crucial andhardest problem to solve.In 1900, the Wrights successfully tested their new

50-pound biplane glider with its 17-foot wingspanand wing-warping mechanism at Kitty Hawk, inboth unmanned and piloted flights. In fact, it wasthe first piloted glider. Based upon the results, theWright Brothers planned to refine the controls andlanding gear, and build a bigger glider. Blaise Pascal: At the age of 14 Blaise Pascal

started to accompany his father. Soon, by thetime he was 16, Pascal presented a single pieceof paper which contained a number of projectivegeometry theorems, including Pascalʼs mystichexagon. Blaise had his first work, Essay on Conic

Sections published in February 1640. He invented the first digital calculator to help his

father with his work collecting taxes. He workedon it for three years, between 1642 and 1645.The device, called the Pascaline, resembled amechanical calculator of the 1940s. This, almostcertainly, makes Pascal the second person toinvent a mechanical calculator, for Schickard hadmanufactured one in 1624. Johannes Gutenberg was a German

goldsmith and printer who is credited with beingthe first European to use movable type printing,in around 1439, and the global inventor of themechanical printing press. His major work, theGutenberg Bible (also known as the 42-line

Bible), has been acclaimed for its high aestheticand technical quality.James Watt was a Scottish inventor and

mechanical engineer whose improvements to thesteam engine were fundamental to the changesbrought by the Industrial Revolution both inBritain and in the world.For more information on Background

information, see page 7 of the Introduction.http://en.wikipedia.org/wiki

++Tell the students that they are going to readabout one of the most famous inventors inhistory. Invite them to guess his / her name,according to their choice in Exercise 1. Donot correct answers at this stage.(L.A.: to use previous knowledge topredict topic).

+++Again, remind the students that this activity isvery important to face any reading text. Thecognates they can identify will be very helpful toprepare for the reading tasks and to get thegeneral meaning of text. Invite the students toread the text quickly and find the cognates in it.Then, ask them to identify their relationship withthe topic of the text. Check the list of cognatesinviting a student to read his / her list aloud, butdo not check their predictions at this stage(L.A.: to use cognates to make predictions).

4

The purpose of this activity is to helpstudents reflect on their learning processand to raise students’ awareness of howthey develop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide the work when necessary.The students read the statements and assess:• their ability to relate the topic of the lesson

with their previous knowledge.• their ability to use their previous knowledge

to make predictions.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

3


83

Cognates: February, adult, fruits,vegetables, devoured, dictionary, science,practical, obtained, telegraph, operators,civil, finally, authentic, invention, automaticrepeater, transmitted, signals, stations,patented, initial, version, idea, hours,projects, received, patent, constructed,electric, voice, disaster, quadruple,transmitter, progress, laboratory, moved,phonograph, invented, incandescent, firm,general, corporation, responsible, creating.

+++The students read the words in the KeyWord Spot and find them in the text. Theymust choose the correct meaning for eachword. For this activity, it is very importantthat the students understand clearly thecontext in which each word has been used,and then decide the most logical meaning.An easy way to demonstrate this is toreplace the word for each meaning andcheck if it fits.(L.A.: to infer meaning from the context).

+Invite the students to read the text on page88 quickly and check their predictions inExercises 3 and 4. Reinforce the idea thatthis first time is only to validate / correctwhat they had predicted before reading thetext. It is not necessary for them tounderstand every single word.(L.A.: to validate predictions throughskimming).

++The students read the text again, this timemore carefully, to identify the kind of text itis. Before doing the exercise, brainstormstudents’ ideas (it may be in Spanish) aboutthe characteristics and differences of thedifferent kinds of texts enumerated, to helpthem find the correct answer.(L.A.: to identify kind of text).

Background informationA short story is a work of fiction that is usually

written in prose, usually in narrative format. A biography (from the Greek words bíos

meaning “life”, and gráphein meaning “to write”) isa description of someoneʼs life, usually publishedin the form of a book or essay, or in some otherform, such as a film. An autobiography (auto, meaning “self”,

giving self-biography) is a biography by the sameperson it is about. A biography is more than a list of impersonal

facts (education, work, relationships and death), italso portrays the subjectʼs experience of thoseevents. Unlike a profile or curriculum vitae(resume), a biography presents the subjectʼsstory, highlighting various aspects of his her life,including intimate details of experiences, and mayinclude an analysis of the subjectʼs personality.A work is biographical if it covers all of a

personʼs life. As such, biographical works areusually non-fiction. Together, all biographicalworks form the genre known as biography, inliterature, film, and other forms of media.For more information on Background

information, see page 7 of the Introduction.http://en.wikipedia.org

Answersc.

7

Answers3. Thomas A. Edison, 4. These cognates indicate thatthe text is about a person who developed inventions:science, practical, telegraph, operators, invention,automatic repeater, transmitted, signals, stations,patented, projects, patent, constructed, electric, voice,transmitter, laboratory, phonograph, invented.

6

READING

Answersa. - ii.; b. – i.; c. – i.; d. – ii.; e. – ii.

5

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UNIT 384

++Invite the students to read the text once moreand then decide if the statements are true orfalse. Once the students have decided whichstatements are false, ask them to write thecorrect sentences in their notebooks. Invitesome students to read their answers aloud tocheck the exercise.(L.A.: to discriminate between correct andincorrect information).

+++Tell the students to copy and complete thetime line of Thomas Edison’s life in theirnotebooks.(L.A.: to identify the sequence of events).

+++Ask the students to work in pairs to preparea summary of Edison’s biography using theinformation in the time line in Exercise 9.

Motivate them to write a coherent piece ofwriting, and to connect their ideas withsequencing words such as: before, after,then, etc. and to use other textualreferences like who; where; which, etc.You may assign this activity as homework,giving an extra mark for it. The followingclass, ask the students to read their workaloud. It would also be a good idea to preparecopies of the Writing Rubric (page ___ of thisbook) and ask the students to evaluatethemselves or to evaluate their classmates.(L.A.: to write a biography).

Possible AnswersThomas A. Edison was born on February 11th, 1847, inOhio, USA. In 1859 he started his own business sellingfruits and vegetables. In 1862, he obtained a jobreplacing a telegraph operator. In 1863, he invented the“automatic repeater” which was a disaster. In 1874,Thomas Edison opened his first laboratory in Newark,and he then moved to Menlo Park.In 1877 he invented the first phonograph and a yearlater he invented the incandescent light bulb. By 1892, his company had become a great firm, whichwas the General Electric Corporation. In 1900, Edison began to slow down. He obtained hislast patent in 1930, when he was 83, and he died onOctober 18th, 193.

10

AFTER READING

PAGE 89

Answers1847: He was born on February 11, in Ohio, USA.1859: He started his own business selling fruits and

vegetables.1862: He obtained a job replacing a telegraph operator.1863: He invented the “automatic repeater”.1874: He opened his first laboratory in Newark, New

Jersey.1876: He moved his laboratory to Menlo Park.1877: He invented the first phonograph.1879: He invented the first incandescent light bulb.1892: His company became the General Electric

Corporation.1900: He began to slow down.

1930: He obtained his 1093rd (last) patent when hewas 83.

1931: He died on October 18th, in New Jersey.

9

Answersa. True; b. True; c. False (Edison never patented the initialversion of this idea) d. True; e. True f. False (He didn’t diealone, his wife Mina was by his side).

8


85

++Tell the students to join the sentences in Aand B using the correct relative pronoun.(L.A.: to apply a new language structure).

+++The students must use their own ideas tocomplete the sentences using the correctrelative pronoun. Invite some students towrite their sentences on the board and makesure that the rest check their answers.(L.A.: to use a new language structure).

+++In pairs, the students complete the dialogueon Edison’s biography and then they checkwith the recording. Draw students’ attentionto what kind of information they areexpected to supply in each blank. Forexample, in the first one the question beginswith who, so they must complete it with thename of a person. They can copy andcomplete the dialogue in their notebook.Play the recording again, with pauses. Ask thestudents to listen to it and practice thedialogue with their partners. Invite some pairsto role-play it in front of their classmates.Remember not to interrupt the students whilethey are doing speaking activities to correctthem. It is better to take notes of the mostimportant mistakes and devote some time atthe end of the class to correct them in general.(L.A.: to exchange biographical information).


Relative pronouns

Remind students that this section is designed tohelp them revise or discover a particulargrammar structure or an interesting item ofvocabulary related to the text. Always keep in mind that the activities are meantto promote independent learning, so help, guideand check, but do not tell them the answers.

1. The students revise the sentences from thetext. Draw their attention to the words in boldin each sentence.

2. Help the students to identify what the words inbold introduce to the sentences in Point 1, andwhat kind of information they are related to.Answ ers:a. i.; b. who – person, which – object; when –time; where – place.

3. Ask the students to copy and complete thegeneral rule in their notebooks. Answ ers:a. We use w ho when we want to add

information about a person.b. We use w hich when we want to add

information about an object.c. We use w here when we want to add

information about a place.d. We use w hen when we want to add

information about t ime.

4. Once they have finished Activity 3, thestudents go back to the reading text and findthree sentences that contain a relativepronoun. Ask them also to identify what therelative pronouns refer to.Answ ers:1. At 16, he finally came up with his first

authentic invention, an automatic repeaterw hich transmitted telegraph signalsbetween stations. (object: the automaticrepeater)

2. Shortly before passing away, he awoke andwhispered to his wife Mina w ho was by hisside:”It is very beautiful over there”. (person:Edisonʼs wife, Mina)


LANGUAGE SPOT

13 20

AnswersWill vary according to students' ideas, but check thatthey use the correct relative pronoun: a. who. b. where / which. c. when. d. where. e. who.

12

PAGE 90

Answersa. Thomas Alva Edison was an important inventor who

invented the incandescent light bulb.b. Edison invented the “automatic repeater” which

transmitted telegraph signals between stations.c. Edison got his first patent for an electric voice –

recording machine which was a disaster.

11


UNIT 386

+++You can assign this consolidation activity tofast learners or as homework with an extramark for the whole class. The students mustwork in pairs and find information about afamous inventor. Then, with the informationthey collect, they must write and role-play adialogue like the one in Exercise 13.Encourage them to be creative and look forinteresting information to share.(L.A: to consolidate topic and languagestructures).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher aboutany points that the majority of the studentshave problems with. Make sure theyunderstand what they are expected to doand give them enough time to answerindividually. Then, check on the board toallow students to correct their work andassign themselves a mark according tothe scale.The students must complete the paragraphwith words from the box. Again, beforestarting the exercise, invite the students toanalyze the kind of information that is

required in each blank (a verb, a noun, aproper noun, an adjective, etc.)(L.A.: to use vocabulary related to the topicof the lesson).For more information on LET'S CHECK, seepage 6 of the Introduction.

This section is intended to allow students to makeconnections between the topic of the lesson andreal life, and at the same time provide additionalinformation that may be useful for them.Make sure you give enough time for them toread, and then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.15

LET’S CHECK

AnswersWill vary according to students’ information.

14 FL


A: Who was Thomas Alva Edison?B: He was an American inventor who developed many

devices that changed modern life.A: And what important inventions did he develop?B: He invented the phonograph and the electric light bulb,

among other things.A: Do you know how many inventions he patented?B: Over a thousand inventions, I think.A: In what area were his main contributions?B: His main contributions were in the area of

telecommunications.

20

If possible, encourage your students to visit theweb site, and take notes about some interestinginformation they find. Next class, you may asksome of them to read their notes and share theinformation. You may also visit the site yourself,and take notes of any funny or strange facts. For more information on CLICK ON, see page12 of the Introduction.

http://www.pocketgadget.org/2008/01/14/serendipity-10-accidental-inventions

@@

@ CLICK ON

SPOTREAL LIFE

PAGE 91

AnswersTHE INVENTION OF THE BARBIE DOLLPerhaps one of the most famous toys in American historyis the Barbie doll. Along with co-founding the companyMattel, woman inventor Ruth Handler also designedthe doll that became an American cultural icon.She had always seen her daughter playing with paperdolls, so she invented a grown-up, three-dimensional dollthat girls could use to act out their dreams. Mrs. Handler named her new invention after thenickname of her daughter Barbara.After the Toy Fair in 1959, Barbie became an instantsensation. To this day, the Barbie doll invention remains one ofMattel’s best-selling products.


87

+Invite the students to work in groupsthinking about possible inventions that donot exist yet but they think they need andwill exist in the future.(L.A.: to relate the topic to students’ ownreality).

++Invite the groups to appoint a member toshare their comments with their classmates,giving reasons for their choices. Take noteson the board and ask the students to reachan agreement on the best and most usefulidea for the future.(L.A.: to exchange opinions).

++Invite the students to look at the pictures ofthree new gadgets and then match themwith their names. Do not check at this stage.(L.A.: to infer meaning from visuals).

+++Once they have chosen the names,brainstorm the uses the students would giveto each gadget. You can make a chart on theboard and take notes of the student’s ideas.Then, ask them to copy sentences a. – d. into their notebooks and then completethem with the name of the correspondinggadget according to the function they thinkthey have. Do not check at this stage.(L.A.: to infer meaning from visuals).

+Play the recording to allow the students tocheck their predictions in Exercises 3 and 4.Give clear instructions to your students toconcentrate on the general information thatwill give them the clues to identify the nameand function of each gadget.(L.A.: to validate predictions).

++The students listen to the recording again andnumber the gadgets as they are mentioned.(L.A.: to identify the sequence of information).

+++The students listen to the recording again todecide which of the statements are true andwhich are false. This time, they have toconcentrate on details to identify the incorrectinformation that each sentence may contain.An alternative exercise would be to ask thestudents to predict the answers and thencheck with the recording.(L.A.: to discriminate between correct andincorrect information).

Optional exerciseAdditionally, you can ask the students to correctthe false sentences in Exercise 7.Answ ers: a.With TiVo, you can see action as it happens in

slow motion.c.The C-pen looks like a highlighter pen, but it is

a small portable scanner.d.The C-pen can store up to 3,000 pages of text.

LESSON 4

LISTENING

TECHNOLOGY UPDATE

Answersa. False; b. True; c. False; d. False; e. True; f. True

7 21

Answersa. 2; b. 3; c. 1

6 21

Answers3. a. C - pen - picture 5; b. TIVO - picture 2; c. Thought

control remote - picture 4.4. a. TiVo; b. Thought control remote; c. C-pen;

d. Thought control remote

5 21

LISTENING

4

PAGE 93

3

AnswersWill vary.

2

1

BEFORE LISTENING

PAGE 92


UNIT 388

+++Tell the students to copy the sentences intheir notebooks. Then, they listen to therecording again and write the name of thecorresponding gadget.Again, you can transform this exercise andask the students to write the name theythink is correct and then check with therecording. In this case, ask them to givereasons for their choices.Example: a. Tivo is paradise for sports lovers because

people who watch sports events on TVlike to replay or see things in slow motion.

b. Thought Control Remote understandswhat you think; it can understand people's thoughts.

c. C-pen can always be with you because itis portable.

d. C-pen can store a lot of information; itcan store up to 3,000 pages of text.

e. TiVo allows you to replay all the actions;replay is something you do with moviesor recordings.

f. Thought Control Remote shows yourcommands through the cursor; ThoughtControl Remote sends your commands tothe computer and the cursor obeys.

(L.A.: to identify specific information).

TRANSCRIPT - TECHNOLOGY UPDATE

Presenter: And now, Jim Mc Bride, in our section Technologyupdate. What do you have for us today, Jim?

Jim: I have three gadgets that will surprise you. Thefirst is Tivo. Tivo is a remote control system thatallows you to interact with live TV.

Presenter: Interact with TV? Explain that, please.Jim: When watching TV, you can pause, replay or see

all the action, as it happens, in slow motion.When you go back to normal viewing, the TV willcontinue from the point where you left off.

Presenter: It sounds like paradise for sports lovers! What elsedo you have?

Jim: The second gadget today is the C-pen pocketscanner. With it, you will never have to search thestreets for a photocopy store again.

Presenter: Do you mean it is like a portable photocopiermachine?

Jim: Exactly. Although it looks like a highlighter pen, itis a small portable scanner that can read andmemorize a text line-by-line and then transfer itdirectly to your PC. Besides, it can store up to 3,000pages of text.

Presenter: Wow! And what is the last gadget for today?Jim: How would you like a computer that understands

your thoughts and acts upon them? Presenter: I can’t even imagine that although I know it is

possible.Jim: Believe it or not, it is. With this device, you don’t

need a mouse or a keyboard; you just think of thecommand that you want to give the computer andthe cursor moves where you want it to.

Presenter: This is the ideal gadget for people who arephysically disadvantaged. For example, … (fade)

21

Answersa. TiVo; b. Thought Control Remote; c. C-pen; d. C-pen; e. TiVo; f. Thought Control Remote

8 21


89

Additional exerciseRelate these two sentences using although / though, w hile, and how ever.They all indicate contrast. They are differenttypes of words.

++Refer the students to the LANGUAGESPOT to complete the sentences in theirnotebooks. Invite some of them to writetheir sentences on the board to check theiranswers.(L.A.: to apply a new language structure).

The purpose of this activity is to helpstudents reflect on their learning processand to raise students’ awareness of howthey develop their own learning strategies tobecome more effective learners. Theyshould work on their own but you can helpand guide the work when necessary.The students read the statements andassess:• their ability to use linking words to

combine ideas.• their ability to identify what linking words

express.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

Answersa. Although / though, b. However, c. while,d. Although / though

9

Answersa. Although / though they all indicate contrast, they are

different types of words.b. They are different types of words, while they all

indicate contrast.c. They are all different types of words. However, they

all indicate contrast.

Linking words

Remind students that this section is designed tohelp them revise or discover a particulargrammar structure or an interesting item ofvocabulary related to the text. Always keep in mind that the activities are meant topromote independent learning, so help, guide andcheck, but do not tell them the answers.

1. The students read the sentences. Draw theirattention to the words in bold.

2. Tell the students to identify what the words inbold express and choose an alternative fromthe list. To do this task, it is very important thatthey can first identify the two parts in eachsentence and then decide what they express.Answ ers:a. contrast

3. Once they have checked the answer, thestudents copy and complete the rule in theirnotebooks.Linking words like although, how ever,w hile and though indicate a relationship ofcontrast between ideas.Although and though are generally placedat the beginning of a supporting idea.How ever goes at the beginning of thesecond sentence and is followed by a comma.While is placed either at the beginning or inthe middle of two main clauses expressingcontrasting ideas.


LANGUAGE SPOT

ERROR ALERTLinking words are extremely important since theyindicate the relationship between ideas. Connectors canbe grouped according to meaning.For example, while, however, and although all indicatecontrast or qualification. However, they are different typesof words, and require different punctuation.


AFTER LISTENING

PAGE 94


UNIT 390

+++The objective of this activity is to allowstudents to apply vocabulary and languagestructures from the lesson to a real context.Tell the students to copy and complete thedescription of a new invention in theirnotebooks and to make a drawing toillustrate it. Then, invite them to form groupsand compare their descriptions anddrawings.Finally, play the recording to allow thestudents to check their work. (L.A.: to consolidate language andvocabulary).

+++Group competition! Play the recording andmake the students practice saying thedescription. Then, ask them to repeat it intheir groups and choose the best imitator ofthe recording.(L.A.: to imitate a pattern of intonation andpronunciation).

Optional exerciseOrganize a further competition among thewinners of each group, to select the best imitatorof the class.

+++You can assign this activity to fast learners oras homework for the whole class. Ask thestudents to write a description of a new gadgeton a piece of cardboard and a drawing to

illustrate it. Explain that they can use theinformation in Exercise 10 to help them.Next class, the students must read theirdescriptions in their groups. The otherstudents must make a drawing as theylisten to the description and then comparetheir drawings to find the most similar to theoriginal one.(L.A.: to consolidate language andvocabulary).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understand

13

LET’S CHECK

SPOTGAME



Remember that games are used not only for merefun, but more importantly, for the useful practiceand review of language lessons. Thus, the meaningof the language the students listen to, read, speakand write will be more vividly experienced and,therefore, better remembered. Students mustchoose an everyday object, make notes and thendescribe it to their partners without naming theobject. The partner must guess what the object is.

They can describe the objects in the pictures, orthey can choose others.


PAGE 96

AnswersWill vary.

12 FL

11


Speaker: This gadget is called CyberBug. It allows you to listento people's conversations. It has a microphone andan amplifier, and a small headphone. Besides, it isvery cheap and portable. You can put it in your bagand take it to work or even to the gym! With it, youcan hear conversations between people althoughthey are up to 50 meters away!

22


10 22

PAGE 95


91

what they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign themselves amark according to the scale. The students must choose a gadget from thebox and write a short description of it (100 –120 words). Make sure they include all thenecessary information, such as: the use of thegadget, the components it has, if it isaffordable or not, its advantages anddisadvantages, the people who may find ituseful, etc.You can prepare copies of the WritingRubric to allow students to evaluatethemselves, or their peers.For more information on LET'S CHECK, seepage 6 of the Introduction.

This section is intended to allow students to makeconnections between the topic of the lesson andreal life, and at the same time provide additionalinformation that may be useful for them.Ask the students to try to solve the crosswordpuzzle and find out how many words from thelesson they can identify.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.


The students must look for informationabout the inventions in the box and thencomplete the fact file in their notebooks.

Read the instructions aloud and make sureall the students understand what they areexpected to do. Once they have completedthe task, invite them to share their work withtheir classmates and make them choose thebest invention.Display the sketches in a visible place in theclassroom.

Possible AnswersName of invention: Bicycle.Name of inventor: Kirkpatrick MacMillan.Place: Scotland. Year: 1939Additional information:Name of invention: Bikini.Name of inventor: Louis ReardPlace: France Year: 1949.Additional information: It took its name from theBikini islands.Name of invention: Glasses.Name of inventor: Galileo.Place: Italy. Year: 1609.Additional information: Galileo used them first to observethe universe, and that was the beginning of Astronomy.Name of invention: Kites.Name of inventor: Unknown.Place: China. Year: 2800 BC.Additional information: After its appearance in Chila,the kite migrated to Japan, Korea, Thailand, Burma(Myanmar), India, Arabia and North Africa. Name of invention: Telescope.Name of inventor: Hans Lippershey.Place: Netherlands. Year: 1608.Additional information: Niccolo Zucchi is credited withconstructing the first reflecting telescope in 1616. In1668, Isaac Newton designed and improved the reflectingtelescope that bears his name, the Newtonian reflector.Name of invention: Umbrella.Name of inventor: Unknown.Place: Ancient Egypt. Year: Unknown.Additional information: In Egypt, the parasol is foundin various shapes. In some instances, it is depicted as afaellum, a fan of palm leaves or colored feathers fixedon a long handle, resembling those now carried behindthe Pope in processions.

2

1


PAGE 98

AnswersAcross: 1. gadget; 4. remote control; 5. PC; 7. scanner;8. keyboardDown: 2. television; 3. screen; 6. mouse

SPOTREAL LIFE

PAGE 97


UNIT 392

To do this task, the students have to lookfor information in books, encyclopedias, theInternet, etc. and then complete the timelineof the most important XX century inventions.Draw the timeline on the board for studentsto correct their work.

The students must choose one of theinventions from the time line in Exercise 3and look for information about its inventor towrite his / her biography like the one ofThomas Alva Edison. Ask them to preparean oral presentation to share their work withtheir classmates.

Explain to the students that the purpose of thissection is to help them revise contents andevaluate their performance in the whole unit. Readthe instructions and make sure all the studentsunderstand what they are expected to do in eachactivity. Encourage them to give honest answers inorder to detect their strengths and weaknesses.Check students’ results and revise any pointsthat the majority of them had problems with.For more information on UNIT CHECK, see page6 of the Introduction.

READING – THE LIFE OF A TEEN INVENTOR

c.

a. They require pieces of trash and drugstore supplies.

b. He has designed bunkers, tree houses, robots and caffeinated cereal.

c. He thinks it is a constructive activity.d. By playing video games.

a. His garage.b. The glove.c. Six hours every weekend.d. An electric boat powered by solar panels.

a. ii, b. ii, c. ii., d. ii, e. i.

LISTENING – THE GARBAGE EATER ANDTHE HUMAN ROBOT

a.

a. 2,000; b. five; c. work; d. made

b. – e. – a. – d. – f. – c.

TRANSCRIPT - THE GARBAGE EATER AND THE HUMAN ROBOT

Teacher: So, Michael, what can you tell us about your sketch?Michael: The Garbage Eater-2000 is an easier way to recycle. Teacher: How does it work?Michael: First you decide how many pieces you need the

eater to suck up. Then you type in what you wantthe garbage to turn into. Next, hammers inside themachine pound the garbage 2,000 times in fiveminutes and two rods melt the garbage at atemperature of 2,000 degrees. Now the machine re-shapes the garbage into the shape you wanted,and it also spray paints it and forms the texture onthe outside. Finally the object wanted is produced.

23

8

PAGE 102

change garbage into drugs oralcoholchange garbage into human oranimalclean the househelp with homework

The garbageeater

The humanrobot

can can’t

7

6

5

23

4

3

2

AnswersWill vary.

3

PAGE 99

4

Answers1900 - automobile; 1901 - vacuum cleaner; 1902 - electric typewriter; 1903 - airplane; 1911 - refrigerator; 1920 - credit card; 1927 - television;1940 - Velcro; 1956 - liquid paper; 1973 - Internet; 1980 - CD; 1983 - cell phone; 1986 - MP3; 1995 - DVD;2005 - You Tube; 2005 - Facebook

1

Answers


PAGE 100

PAGE 101


93

LANGUAGE

a. invented; b. thought; c. developed; d. worked; e. had to

a. Carla visited Argentina where she bought a lovely leather bag.

b. This is the museum where there is an Egyptian mummy.

c. We visited the castle where Ann Boleyn was executed.

d. Those are the students who got the highest marks.e. I didn’t like the film which you recommended.

SPEAKING

In pairs, the students exchange informationabout an imaginary invention. Make surethey exchange information about its name,where they got the idea, the materials theyused and why it is useful for life.You can assign points according to thesecriteria:7 - 8 points:student can ask and answercomplete questions about the topic, withcorrect pronunciation, no hesitations andwithout grammar mistakes.5 - 6: student can ask and answer completequestions about the topic, with correctpronunciation, and a minimum of hesitationsand grammar mistakes.3 - 4 points: student can exchangeinformation about the topic with acceptable

pronunciation but hesitates and makesgrammar mistakes.1 - 2 points: student can't exchangeinformation about the topic, pronunciationinterferes with comprehension, hesitates a lotand makes a lot of grammar mistakes.

WRITING

The students must write a description (120 –150 words) of a gadget or device they finduseful for everyday life. They must includeinformation about its function and the reasonit is useful for them. It is important that theycombine their ideas with linking words theyhave seen in the unit, such as: however,although, while.You can assign points according to thesecriteria:7 - 8 points: student can write a coherentshort paragraph about the topic, usingcorrect textual references and withoutgrammar or spelling mistakes.5 - 6 points: student can write a coherentshort paragraph about the topic, using a fewtextual references and with a minimum ofgrammar or spelling mistakes.3 - 4 points: student can write a coherentshort paragraph about the topic, but he / shemakes no use of textual references andmakes some grammar and spelling mistakes.1 - 2 points: student can't write a coherentshort paragraph about the topic and he / shemakes a lot of spelling and grammarmistakes.

The purpose of this section is to allow studentsto reflect on their strengths and weaknesses.Make sure all the students understand what theyare expected to do and give enough time toanswer the questions. Encourage students togive honest answers and show interest in theirresults.For more information on FINAL REFLECTION,see page 6 of the Introduction.


PAGE 103

12

11

10

9

Teacher: Any special rules for the Garbage Eater-2000? Michael: The Garbage-Eater 2000 can't change garbage into

human or animal, and it can't change garbage intodrugs or alcohol. You can't type in any swear words,or foul language, or suck in any item that is notgarbage; it may cause the machine to break down.

Teacher: Thanks, Michael. Lydia, tell us about your work.Lydia: This is a robot that looks just like a real human being.

I made one that looks just like me. Teacher: Why do you think it's a useful device?Lydia: Think of all the possible actions that this human sized

robot can do! It can help you with your homework, doyour chores, and even clean your house for you.Besides, it looks very real. It is coated with paint, andmade out of old parts of toys, cars, and more!



UNIT 394

A NEW HYBRID ENGINE

Next week at the Inventors Showcase in SanDiego, Santana High School senior JoshWesolowski plans to unveil an invention he hopeswill hold an answer to the energy riddle.

Constructed from an old lawn-mower engine, the“hybrid” engine runs on four different types offuel: gasoline, propane, methanol and hydrogen.

“I built this engine to simply prove that it’s notdifficult to run any engine on many differentfuels,” the inventor said.

The machine is simplistic in appearance butperforms a unique function – alternatingbetween four very different fuel sources with theflip of a switch, all while the motor is running.

Gas is used first because methanol, an alcoholicsubstance similar to ethanol, lacks the punchneeded to heat the engine for full ignition.Wesolowski will demonstrate that process to thejudges at the Inventors Showcase.

The project started more than a year ago as partof an effort by Santana High School to findmethods of producing hydrogen fuel.

Jacob Bagnell, an automotive teacher who alsotaught Wesolowski’s father and older brother,donated the lawn-mower motor for themachine.He assisted Wesolowski in bringing his idea to lifeand said the young inventor worked hard

to apply complicated scientific principles to his project. Wesolowski, 17, got the idea for hydrogen energywhile he was in the sixth grade, when he learnedthat magnesium could combust water.

Wesolowski said hydrogen fuel may provide U.S.motorists a means of alternative energy for theirvehicles without having to eliminate the carsthey love.The public can start viewing the new invention at9 a.m., next Thursday. The Awards ceremonystarts at 6 p.m., and admission is free.

By Declan Desmond / UNION-TRIBUNE

Read the text and answer these questions.a. When and where does Josh Wesolowski plan to show his new invention?b. What did he use to make his machine?c. Why did he create his invention?d. What does the machine do?e. Who donated the material for the invention?

Read the text again. Choose the best alternative to finish each sentence.a. Josh Wesolowski is

i. one of the youngest students in his school.ii. one of the oldest students in his school.iii. an university student.

b. The “hybrid” engine uses different types of fuel: i. gasoline, propane, methanol and hydrogen. ii. gasoline, methanol and hydrogen.iii. gasoline, propane, and hydrogen.

c. Methanol is very similar toi. gasoline. ii. ethanol.iii. propane.

d. The project started because the inventori. was bored.ii. found an old lawn mower.iii. participated in a school project.

e. The public who want to see the new inventioni. have to pay a fee to enter the exhibition.ii. don’t need to pay to enter the exhibition.iii. have to wait for the awards ceremony to see the invention.

2

1 5 pt.

10 pts.,2 pts. each

READING - A NEW HYBRID ENGINE


95


LISTENING - TWO NEW GAMES

Listen to the recording. Who said these sentences, Speaker 1 or Speaker 2?

a. _______: A player catches the ball.b. _______: All you need is a ball.c. _______: The referee can also call timeouts.d. _______: They have one more game.e. _______: The teams rush to the ball.

Listen again and choose the correct alternative.

a. You start out with four / two people on the middle line.b. There are three / thirteen privates, four / fourteen Snipers.c. The game starts with two / four players in each team.d. The quarters are ten / fifteen minutes long. e. You have two / four timeouts in the game.

LANGUAGE

Fill in the blanks in these sentences with the Simple Past form of the verb in brackets.

a. Beth ________ (arrive) just before the film ________ (start) b. Geoff ________ (not find) his parents at the airport, so he ________ (get) very

nervous.c. The jazz singer ________ (sing) an old blues song and ________ (play) a

beautiful melody.d. Sophie ________ (get) a new job as a receptionist; she ________ (not like) to

work as a teacher.e We ________ (go) down to the beach as soon as the rain ________ (stop).

SPEAKING

Choose an everyday object and describe it to your partner but don’t name it. Tellhim/her about its shape, its functions, its components, etc., so that your partnerguesses what the object is. Then change roles.

WRITING

Write a short description of an imaginary invention. Include information about itsname, where you got the idea, the materials you used to make it and why it is usefulfor everyday life.

7

6

5

4

3 5 pts.

10 pts.

8 pts.

8 pts.

0 - 13Keep trying!

14 - 28Good!

29 - 43Very good!

44 - 56Excellent!

56 pts.TOTAL

10 pts.,2 pts. each

UNIT 396

READING - A NEW HYBRID ENGINE

a. Next week at the Inventors Showcase in San Diego.

b. He used an old lawn-mower engine.c. To prove that it’s not difficult to run any

engine on many different fuels.d. It performs a unique function – alternating

between four very different fuel sources.e. Jacob Bagnell donated the lawn-mower

motor for the machine.

a. – ii.; b. – i.; c. – ii.; d. – iii.; e. – ii.

LISTENING - TWO NEW GAMES

Speaker 1: a.; d., Speaker 2: b.; c.; e.

a. two; b. three, four; c. four; d. ten; e. four

LANGUAGE

a. arrived, started b. didn’t find, got c. sang,played d. got, didn’t like e. went, stopped.

SPEAKING

In pairs, the students exchange information aboutan everyday object. Make sure they exchange allthe necessary information to guess what object itis. You can assign points according to thesecriteria:7 - 8 points: student can ask and answercomplete questions about the topic, with correctpronunciation, no hesitations and withoutgrammar mistakes.5 - 6: student can ask and answer completequestions about the topic, with correctpronunciation, and a minimum of hesitations andgrammar mistakes.3 - 4 points: student can exchange informationabout the topic with acceptable pronunciation buthesitates and makes grammar mistakes.1 - 2 points: student can't exchange informationabout the topic, pronunciation interferes withcomprehension, hesitates a lot and makes a lotof grammar mistakes.

WRITING

The students must write a description (120 - 150words) of an imaginary gadget or device. Theymust include information about its name, itsfunction and the reason it's useful for them. It isimportant that they combine their ideas withlinking words they have seen in the unit, such ashowever, although, while. You can assign pointsaccording to these criteria:7 - 8 points:student can write a coherentdescription providing the required information,using correct textual references and linking words,and without grammar or spelling mistakes.5 - 6 points: student can write a coherentdescription providing the required information,using a few textual references and linking words,and with a minimum of grammar or spellingmistakes.3 - 4 points: student can write a coherentdescription providing some of the requiredinformation, but he / she makes no use of textualreferences and linking words, and makes somegrammar and spelling mistakes.1 - 2 points: student can't write a coherentdescription and he / she makes a lot of spellingand grammar mistakes.

7

6

5

TRANSCRIPT - TWO NEW GAMES

Speaker 1: War Ball is a game that combines football with war.You start out with two people on the middle line, andthen a player catches the ball and starts running.There is a base instead of a touchdown zone, so whena player gets a touchdown they are actually winning awar. All the other players hide behind objects on thefield. The positions are General, Soldiers, Snipers andPrivates. There are three Privates, four Snipers, fiveSoldiers and one General. The player who gets to 40points in one hour or who has the most points wins! Ifthere is a tie, then they have one more game. And allthe darts are foam so they won't hurt if you get hit.

Speaker 2: This sport is a mix of two very popular sports: footballand soccer. All you need is a ball. The objective of thegame is to kick the ball into the goal. There are tenpeople in a team. The game starts with four players ineach team on each side, with the round ball in thecenter of the field. The game starts and the teams rushto the ball. The aim is to get the most goals by the endof the 4th quarter. The quarters are ten minutes long.You have four timeouts in the game. The timeouts areone and a half minutes long. The referee can also calltimeouts.

24

4

3

24

2

1


97

UNIT

In this unit you will:· read a piece of chat · read book reviews· listen to a television program· listen to a songYou will learn how to: Reading· distinguish general and specific information · discriminate between correct and incorrectinformation

· identify type of textListening· infer mood of speakers· relate speakers and speech· discriminate soundsLanguage· use would and could· use modal verbs must, have to, need to· use the Passive Voice

· use the First and Second ConditionalSpeaking· ask people about imaginary situations· request information using polite questionsWriting· write a book review· write questions and answers in a chat roomYou will also: · assess and appreciate the value of music andliterature

· develop respect for the role of music and literatureas a means of communication

Development· Lesson 1: four hours· Lesson 2: four hours· Lesson 3: four hours· Lesson 4: four hours· Consolidation and evaluation activities: 3 hours +home assignments


· Pictures of teenagers provided by the teacher andby the students to illustrate the diversity of teenagecultures.


Methodological suggestions· Teachers should prepare the lessons beforehandconsidering that thorough prior preparation allowsthem to think of and apply some useful ideas. It istheir chance to make the class entertaining and toinvolve students in the learning process.


Types of Evaluation

Continuous/informal

Indicators





Reading: Students identify and extract specific information.Listening: Students identify the correct sequence of information and discriminate sounds.Language: Students use the Second Conditional Structure and the Present Passive Voice.Speaking: Students imitate an interview between a famous artist and a fan.Writing: Students write a book review.


Extra Test Reading: Students find specific information and discriminate between correct and incorrect information.Listening: Students identify specific information and discriminate between correct and incorrect information.Language: Students use the Passive Voice and the Second Conditional.Writing: Students write a short paragraph describing their best friend.Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.

SONGS - MUSICAND WORDSSONGS - MUSICAND WORDS

UNIT 498

In their groups, the students write a list of allthe words related to music and literaturethey know in English. Ask them to copy andcomplete the chart onto a piece of paper.

Invite the groups to display their charts onthe board to compare their list with othergroups and to share new words. Then, tellthem to look up the meanings of the wordsthey do not know in an English-Englishdictionary and write a glossary related to thetopic of the unit in their notebooks.

Invite the students to imagine they are loston an island in the middle of the ocean. Tellthem to choose a book and a music albumthey would like to have. In their groups, thestudents share their comments givingreasons for their choices.

+Ask the students to look at the pictures onpage 106 and identify what the people havein common.(L.A.: to relate previous knowledge with thetopic of the lesson).

++Tell the students to work in pairs and copyand complete the chart in their notebooks.Invite some students to write the chart onthe board to check the activity.(L.A.: to relate topic and students’ previousknowledge).

Background informationRihannaRobyn Rihanna Fenty (born February 20,

1988), known as Rihanna, is a Barbadiansinger, model and fashion designer. She alsoserves as the cultural ambassador for the islandof Barbados.She is the first Barbadian artist toofficially win a Grammy Award. Rihanna iscurrently signed to the Def Jam Recordingslabel. Five of her singles have been on theBillboard tops.Rihanna broke into the industry in 2005 with the

release of her debut album Music of the Sun,which features her hit single “Pon de Replay”.Less than a year later, Rihanna released A GirlLike Me and earned her first number-one single,“SOS”. In 2007, Rihanna released her thirdstudio album, Good Girl Gone Bad. The albumhas yielded six hit singles, including threeworldwide number one singles: “Umbrella”,“Donʼt Stop the Music”, and “Take a Bow”. Sincethe release of her debut album, Rihanna hasamassed twelve top 40 hit singles in the U.S.Kudai is a Latin Grammy Award-Nominated

Chilean pop rock group founded in Santiago,Chile. Its original members were Tomás CañasManzi, Pablo Holman Concha, Nicole Natalinoand Bárbara Sepúlveda Labra. In 2006 NicoleNatalino left the group citing personal reasons,and was replaced by Ecuadorian GabrielaVillalba. The bandʼs name comes from theMapudungun word küdaw, meaning “work.”

LESSON 1

READING

CHATTING WITH A YOUNG WINNER

Possible Answers

Music Literaturemusic, song, melody, book, novel, writer,lyrics, instruments, story, chapter, character,singer, orchestra, protagonist, title, plays,concert, CD, DVD, drama, plot, setting

MP3, musician, chorus

Answers

Name Country Year of birth DisciplineMahani Teave Chile 1983 Classical music - pianoKudai Chile 2004 (band) Pop music - bandMa. José Quintanilla Chile 1990 Mexican music – SingerMiley Cirus USA 1992 Pop music – SingerJonas Brothers USA 2005 (band) Pop music – bandGareth Johnson USA 1985 Classical music - violinRihanna Barbados 1988 Pop music – SingerAria Tesolin Canada 1994 Opera

2

AnswersThey are all singers and teenagers.

1

BEFORE READING

PAGE 106

3

2

1

GETTING READY

PAGE 104

They released three albums in Latin America“Vuelo” in 2004, “Sobrevive” in 2006 and“Nadha” in 2008, this is the first album of theband released in the United States.The group is hugely popular mostly among

teenagers in South America, the Caribbean,Central America, and Mexico, and has soldaround 1 million records worldwide.They are well-known for hit songs, such as

“Sin Despertar”, “Ya Nada Queda”, “Escapar”,“Déjame Gritar”, “Llévame”, “Tal Vez”, and mostrecently, “Lejos De Aquí”.Miley Ray Cyrus (born Destiny Hope Cyrus

on November 23, 1992) is an American actressand Golden Globe-nominated singer-songwriter.Cyrus is better known for starring as MileyStewart / Hannah Montana in the televisionseries Hannah Montana on the Disney Channel.Cyrus became a sensation after Hannah

Montana debuted in March 2006. Following thesuccess of the show, in October 2006, asoundtrack CD was released in which she sangeight songs from the show. As of December2007, she worked on a movie spin-off ofHannah Montana, titled “ Hannah Montana: TheMovie” which was released in April, 2009.Cyrusʼs solo music career began with the

release of her debut album, “Meet Miley Cyrus”on June 23, 2007. Her second album,“Breakout” was released on July 22, 2008.“Breakout” is Cyrusʼs first album that does notinvolve the Hannah Montana franchise. Bothalbums debuted at #1 on the Billboard 200.In 2008, Cyrus was listed among artists and

entertainers as one of Time magazineʼs 100Most Influential People in The World.The Jonas Brothers are an AMA-winning,

Grammy-nominated American boy band. Theband gained their popularity from the childrenʼstelevision network, Disney Channel. Hailing fromWyckoff, New Jersey, the band consists of threebrothers: Kevin Jonas, Joe Jonas, and NickJonas. They starred in a spin off of “High SchoolMusical” called “Camp Rock”. They have releasedthree albums: “Itʼs About Time” (2006), “JonasBrothers” (2007), and “A Little Bit Longer” (2008).Mahani Teave is unique for being the only

classical musician from her native Easter Island(Chile). Ms. Teave is a winner of numerousinternational piano competitions and is one ofthe most sought after pianists in Chile. She

studied at the Cleveland Institute of Music,under the tutelage of Sergei Babayan.María Jose Quintanilla Sandoval was

born on February, 17th, 1990 in Santiago, Chile.She lived with her family in Maipú. She begansinging when she was a little girl, and sheadmires Mexican music.Gareth Johnson: Having heard the famed

Itzhak Perlman, Johnson at the age of tendeclared, “I can play that instrument!” Hispassion and persistence to master the violin hasallowed him to become one of the most talentedAfrican American violinists of his time.As a winner of the Sphinx Competition, a

competition designed to reveal the talents ofAfrican and Hispanic Americans, he has helpedstudents throughout America understand that withhard work, commitment and focus, they too canachieve their dreams. During his presentationsmost students are astonished at the fact that inaddition to his talents as a classical violinist, he isa devoted composer, arranger and performer ofNew Age styles of music.Aria Tesolin: She was born in Canada, in

1994. At age 3, inspired by the music in Disneyand other childrenʼs movies and later at 4, bythe movie musical “Evita”, Aria began singingcomplex melodies untypical for her age.At age 6 she discovered a love for opera music

from hearing tenor Andrea Bocelli. Attending herfirst live opera “Carmen” at 7, she announced thatshe would some day sing the role of Carmen.One day she suddenly burst into an energetic ʻLaDonna e Mobileʼ. She named one of her rabbitsPuccini after her favorite composer.Aria began studying opera at 7 with Gofreddo

Ricci, from Rome, Italy, coach trainer for operasingers from the Canadian Opera Company &Mississauga Opera Company. After his death in2003 she began studying with Professor MaratMaxutov, an exceptional vocal trainer fromRussia, who has excellent knowledge of voicephysiology for young people. Aria is of NorthernItalian descent, fluent in French and English, singsin 5 languages and lives in Canada.The young artist released her debut album Baby

Soprano at age 12, with a challenging and solid14-track opera repertoire and was probably theyoungest opera singer in the world at the time. To date she has sung popular opera arias in

several concerts featured with “Canadaʼs 3

99

SONGS - MUSIC AND WORDSSONGS - MUSIC AND WORDS

UNIT 4100

Tenors - Andrea Garofalo, Peter Marino, MitchSeekins & Charles DiRaimondo, arranged by Mr.Rino Ianone. Aria opened Canada Daycelebrations for the City of Toronto in both 2003 &2005 singing for up to 20,000 people and in 2007for 44,000 at the Toronto Blue Jays Baseballgame. For more information on Background


+++Ask students to have a look at the name ofthis lesson and at the picture of the girl in thetext on page 108 of their book. Elicit theirideas about why they think the girl is a youngwinner. Tell them to choose an alternative,but do not check their predictions at thisstage.(L.A.: to use previous knowledge to makepredictions).

Explain to the students that award winningSarah Bennett answers questions from thepublic on an Internet web site. Ask them toselect the cognates they expect to find inthe text from the words in the boxes.(L.A.: to predict content from cognates).

Optional exerciseOnce the students have selected the cognatesthey expect to find in the text, ask them to giveexamples of sentences using the cognates.

Before reading the text, tell the students toread the words in the Key Word Spot andlook up their meanings in a dictionary.(L.A.: to develop study skills).

Please note that this text is from a Britishwebsite. For this reason some words usethe British instead of the American spelling.American English British Englishorganize organisepractice practice (noun) (verb and noun) practise (verb)

+The students read the text quickly andcheck their predictions in Exercises 3 and 4.(L.A.: to validate predictions).

++Ask the students to read Sarah’s answersagain and find the correct location for eachquestion (a. – g.).(L.A.: to locate missing information).

+++Invite the students to read the text againand decide if the statements a. – e. are trueor false. As an additional exercise, you canask the students to identify the incorrectinformation in the false statements and thencorrect them in their notebooks.(L.A.: to discriminate between correct andincorrect information).

+++The students read the text once more andthen answer questions a. – d. in theirnotebooks. Motivate them to write completesentences and check orally.(L.A.: to extract specific information).

Answersa. True; b. False (She says it’s difficult); c. False.(Songwriting is the only thing in her life she canorganise); d. True; e. True.

8

Answersa. – I; b. – IV; c. – II; d. VII; e. – V; f. – III; g. – VI

7

Answers3. c; 4. music, idol, inspiration, project, musician, favorite

6

READING

PAGE 107

3

Answerschords: two or more notes played together.lyric: the words of a song.vessel: a tube that carries blood through the

body.venue: a place where people meet for an

organized event.jigsaw puzzle: a picture printed on cardboard or wood,

that has been cut up into a lot of smallpieces that you have to fit together again.

5

4

9

++In their groups, the students talk about thetext they read. Tell them to think of threemore questions to ask Sarah in the chat andinvite some students to share their questionswith their classmates. As an optional activity,you can ask the students to take notes ofthe questions. If possible, as homework,encourage students to visit the web-site:http://www.bbc.co.uk/blast/music/people/sarah_bennett.shtml and find the answers.

Additional exerciseTransform these direct questions into indirectquestions, using a polite expression.a.What is your name?b.Why do you want this job?c.How much do you earn?d.How soon can you start?e.When did you see the advertisement?f. Where do you live?g.Which newspaper did you see the

advertisement in?h.Who gave you my name?

Indirect questions

Remind students that this section is designed tohelp them revise or discover a particulargrammar structure or any interesting item ofvocabulary related to the text. Always keep in mind that the activities are meant topromote independent learning, so help, guide andcheck, but do not tell them the answers.

1. The students read the questions from the text.

2. They analyze and compare questions a. – c.with questions d. - g. Guide them to identifythe answers to questions i. – v.Answ ers:i. – a., b., c..g.; ii. – d., e., f.; iii. – indirectquestions are more polite; iv. – they areshorter than indirect questions; v. – they arelonger than direct questions.

3. The students copy and complete the generalrule in their notebooks.

LANGUAGE SPOT

Possible answersa. 6,500 people went to see Sarah at Exeter.b. They are free events where people can sing.c. Sarah would like to play at the Albert Hall one day.d. In the future, Sarah would like to work in a project

like Live Aid.

10

AFTER READING

PAGE 109

Answ ers:Indirect questions are more polite, longerforms of normal questions. Indirect questionsare formed of tw o parts: a polite expression,like Could you tell me, What do youthink, and a question which has no subject /verb inversion or does not use an auxiliary, likea direct question.

4. Once they have completed the rule, thestudents go back to the text and copy all thequestions in their notebooks. Then, they turnthe direct questions into indirect ones, and theindirect questions into direct ones.Answ ers: a. How hard is it to write a song?b. Could you tell me what you think of first –

the music or the lyrics?c. What should I do?d. Can you tell me what your dream project is?e. Could you tell me where you get the

inspiration for your lyrics?f. Who are your music idols?g. Can you tell me who your favorite musician

is?


ERROR ALERTIndirect questions do not use the auxiliary verb do inthe main question. For example:- When does the next train arrive? - Direct question- Do you know when the next train arrives? - Indirect

question- Do you know when does the next train arrive? - Incorrect


101


UNIT 4102

++Refer students to the LANGUAGE SPOTand tell them to put the words in order tomake polite questions. Then, ask them towrite also the corresponding directquestions. Play the recording to allowstudents to check their answers(L.A.: to apply a new language structure).

+++The students listen to the recording againand practice saying the questions. Then, inpairs, they take turns to say a directquestion and the corresponding indirectquestion. (L.A.: to imitate a model of pronunciation).

++The students use their questions fromExercise 10 and transform them into politequestions. Ask them to write the sentencesin their notebooks. Invite some students towrite them on the board to allow the rest tocheck the activity.(L.A.: to use a new language structure).

+++In pairs, the students use the politeexpressions in the bubbles to write a shortinterview using indirect questions.(L.A.: to apply a language structure to acommunicative situation).

+++Encourage the students to role-play theinterview they wrote. You can supplycopies of the Oral Presentation Rubric(page - of this bak) and ask the rest toevaluate their classmates’ performance.(L.A.: to role-play a communicativesituation).

a. Could you tell me what your name is?b. Can you tell me why you want this job?c. Would you mind telling me how much you earn?d. Can you tell me how soon you can start?e. Could you tell me when you saw the advertisement?f. Can I ask you where you live?g. Can I ask you which newspaper you saw the

advertisement in?h. Could you tell me who gave you my name?

11 25

25

AnswersSee transcript

12

TRANSCRIPT – ORAL PRACTICE

a. I wonder if you could give me some information.Could you give me some information?

b. What time is it?Could you tell me what time it is?

c. Do you know where I can buy a map? Where can I buy a map?

d. I’d like to know where I can change some money.Where can I change some money?

e. Can you tell me where I can find a pharmacy?Where can I find a pharmacy?

25

PAGE 110

13

The purpose of this activity is to helpstudents reflect on their learning processand to raise students’ awareness of howthey develop their own learning strategies tobecome more effective learners. Theyshould work on their own but you may helpand guide the work when necessary.The students read the statements andassess:• their ability to make polite questions.• their ability to use polite questions in a

conversation.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

14

AnswersWill vary.

15

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign themselves amark according to the scale. The students must use the politeexpressions in the box to transformquestions a. – e. into indirect questions.

+++You can assign this activity to fast learnersas homework for whole class. Invite yourstudents to think about a famous youngartist they would like to chat with. In theirnotebooks, ask them to write a short pieceof chat like the one in the text, with thequestions they would like to ask and theartist’s answers.(L.A.: to exchange information in a chatroom).

+If you assigned Exercise 17 as homework,next class encourage the students to showtheir work to their classmates. Organize ageneral conversation about the importanceof being capable to exchange information onthe Internet, and the usefulness of Englishas a general means of communication.(L.A.: to relate content to students’ own reality).


Draw the students’ attention to the pictures. Elicitstudents’ ideas about what they see in them.

+Explain to the students that these are all namesof radio or TV programs (according to theirlocation in one of the pictures) and they are allrelated to music. Students work in pairs and writea list of radio and TV programs related to musicthat they know. The share it with other pairs.Invite some students to write their lists on theboard.(L.A.: to relate previous knowledge to thetopic of the lesson).

FL

LET’S CHECK

16

AnswersAny of the expressions +a. …when the next train arrives?b. …what time the museum closes?c. …how hard it is to be an artist?d. …when you wrote your first story?e. … if we can hear your latest song?

17

18

AnswersWill vary.

PAGE 111

SPOTREAL LIFE

Motivate students to visit the web-site indicatedat the bottom of page 111 to find moreinformation on the topic of the REAL LIFE SPOT.For more information on CLICK ON, see page12 of the Introduction.

@@

@ CLICK ON

PAGE 112

LESSON 2

LISTENING

NEW STARS

BEFORE LISTENING

1

AnswersWill vary, according to students’ own lists.

103


UNIT 4104

++Read the name of the lesson aloud andbrainstorm students’ ideas about what theythink it is. Write the ideas on the board butdo not correct at this stage.(L.A.: to predict content from titles).

+++Ask the students to read the words in theKey Word Spot and then identify theirmeanings in the list (a. – e.). You may alsotell the students to predict or guess themeanings and then check their answerswith a dictionary.(L.A.: to infer meaning from the context).

+Ask the students to listen to the recordingand check their predictions in Exercise 2.Remind your students that they don’t needto understand every single word. This firsttime they should concentrate on generalmeaning, just to check or correct theirpredictions.(L.A.: to validate predictions).

++Tell the students to listen and identify wherethe text was taken from. (L.A.: to identify the origin of a text).

++The students listen to the recording again,this time with the objective of identifyingeach speaker’s job in the academy. Drawstudents’ attention to the personalintroduction of each speaker.(L.A.: to relate speakers and speech).

++Ask the students to listen to the recordingagain and choose the correct alternative.(L.A.: to discriminate sounds and words).

Additional exercisea. Read and repeat these pairs of words.

thick - sick think - sinkmouth - mouse path - pass

b. Think of more examples and complete the chart.

Answersa.

4 26

LISTENING

PAGE 113

The purpose of this activity is to help studentsreflect on their learning process and to raisestudents’ awareness of how they develop theirown learning strategies to become moreeffective learners. They should work on theirown but you can help and guide the workwhen necessary.The students read the statements and assess:• their ability to apply study skills.• their ability to infer the meaning of new words.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

Answersaudience: c.; coach: b.; contestant: a.; fit: e.; pretend: d.

3

2 265

Answersc.

266

Answersa. – iii.; b. – i.; c. – ii.

267

Answersa. sing; b. leave; c. great; d. cool; e. feeling

ERROR ALERTPay special attention to the different pronunciation ofthese sounds:th / / and s /s/


o

/ / / s /thick sickthink sink

mouth mousepath pass

o

+++ Tell the students to copy the sentencesinto their notebooks. As they listen, theymust write the name of the speaker in theprovided spaces. An optional exercisewould be to invite the students to readeach sentence carefully, predict thespeakers and then check with therecording. You may guide the students topredict correctly, according to the contentof each sentence. (Example: the director isthe person who is in charge of talkingabout the rules and general information;the voice coach talks about singing; thesongwriting coach talks about lyrics andcomposing)(L.A.: to relate speakers and speech).

+++ Ask the students to listen to the recordingonce more to match the answers (i. – iv.)and the questions (a. – d.). Again, you canchange the order of the activity,encouraging the students to predict theiranswers and then check with therecording.(L.A.: to identify specific information).

++In their groups, the students answer thequestions and then share answers withanother group. Encourage the use ofEnglish as much as possible, as for themajority of the students these are the onlyoccasions in which they can practice.Remember not to interrupt to correct themwhile they are speaking. It’s better to talkabout the most important general mistakesat the end of the activity or the class. Invitesome groups to report their answers to therest of the class.(L.A.: to relate topic to own reality).

Possible Answers

/ / /s/thunder say

thief setthanks singthought so

thin somethrough summath mass

o

Answersa. – iii.; b. – i.; c. – iv.; d. – ii.

9 26

Answersa. Adam; b. Spencer; c. Adam; d. Savannah; e. Spencer; f. Savannah.

8 26

PAGE 114

TRANSCRIPT - NEW STARS

Spencer: Hello, everybody. I’m Spencer, the Director. I’d liketo welcome you and wish you success. You willspend three months with us, at the New Starsmusic academy. Here, you will learn to sing andcompose, and each week you will perform one ofyour own songs on a TV show. The audience willvote for them by phone. If you get the lowestnumber of votes you will leave the program. Youmust obey our rules and attend all your classes.Our coaches are great and they will teach you todevelop your talents. Any questions for them?

Girl: Can you tell me how you will make stars of us?Savannah: I’m Savannah, your voice coach. You have to know

that everyone here can sing, but not everyone cansing like a star. My job here is to help you to findyour special voice, but you need to work hard. Ifyou do that, you will stay with us till the end.

Boy: I’d like to know how you get the music to fit the lyrics.Adam: Hi, my name’s Adam and I’m your songwriting

coach. Songwriting is cool, but not everyone hasto be a composer. You don’t need to be a poet; theimportant thing is to fit the words to the music.Most of our contestants do it, and they say thatperforming their own songs is a great feeling.

Director: Any more questions? Anyone?

26

AFTER LISTENING

10

105


UNIT 4106

Additional exerciseUse must, have to, mustnʼt or not have to in thefollowing sentences.a. Jack __________ (go) home early today. He

has got homework.b. Children __________ (play) with cleaning

liquids.c. We __________ (go) now. It’s already

midnight!d. Peter __________ (arrive) to work at 8:00

every day.e. You __________ (do) the cleaning today. I’ve

already done it.f. We __________ (hurry). We’re on time.

+++Encourage your students to writesentences in their notebooks using theverbs in the LANGUAGE SPOT and theclues in the box as shown in the example.Invite some of them to write theirsentences on the board to allow the rest tocheck the exercise.(L.A.: to apply a new language structure).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher aboutany points that the majority of the studentshave problems with. Make sure theyunderstand what they are expected to doand give them enough time to answerindividually. Then, check on the board toallow students to correct their work andassign a mark according to the scale.Ask the students to complete thesentences with facts that are true for them.For more information on LET'S CHECK, seepage 6 of the Introduction.

Need to, don’t need to, must

Remind students that this section is designed tohelp them revise or discover a particulargrammar structure or an interesting item ofvocabulary related to the text. Always keep in mind that the activities aremeant to promote independent learning, so help,guide and check, but do not tell them theanswers.

1. Ask the students to read the sentences fromthe text.

2. Help them discover what the sentencesexpress and ask them to relate this to theverbs used.Answ ers:a. obligation; b. obligation; c. necessity; d.no necessity

3. The students copy and complete the generalrule in their notebooks.We use must to express an obligation, andneed to / donʼt need to to express anecessity / no necessity.

4. Motivate the students to recall theconversation they listened to. Ask them towrite three more sentences using the verbs inthe LANGUAGE SPOT.Possible answ ers:The audience must vote by phone.You donʼt need to know how to sing andcompose.If you get the lowest number of votes youmust leave the program.You donʼt need to sing like a star.


LANGUAGE SPOT

ERROR ALERTAs stated in the NOTE of the Language Spot: have to = mustdon’t have to = don’t need to.


PAGE 115

11

AnswersWill vary. Accept all coherent sentences.

LET’S CHECK

12

++ In pairs, the students complete the dialogueusing the clues in the boxes. Then, play therecording and ask them to check theiranswers.(L.A.: to exchange information).

+++ The students listen to the recording again.Then, they practice and role-play thedialogue with a partner in front of the class.(L.A.: to imitate a model of pronunciationand intonation).

+++You can assign this activity to fast learnersor for homework for the whole class. Withthe information they collected whenapplying the questionnaire, the studentsmust write two short paragraphs abouttheir classmates’ answers.Invite the students to read the paragraphsthey wrote to a classmate. You may alsosupply copies of the Writing Rubric and askthe students to assess their partner’s work.(L.A.: to write a short report).

The objective of this section is to provide a bit ofhumor to the class. Anyway, all the jokes andcartoons are related to the topic of the lesson. Givesome minutes to allow students read and theninvite them to share their comments to make surethey understood the joke. At this point, you mayallow the use of Spanish to check comprehension.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

14 27


A: Hi! Can I ask you a few questions? I’m new here, you see.B: Sure! What do you need to know?A: Well, I’d like to know how long we’re going to stay here.B: We’ll stay here for six weeks, and then we’ll learn to sing and

compose.A: How about the rules?B: We must obey their rules and attend all the classes.A: Tell me about our coaches.B: They are great! They help us to develop our talents, but we

need to work hard.

27


13 27

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Possible Answersa. I’ve got to go now. I must arrive home early.b. You have got a lot of games. You don’t need to buy

more.c. He is a very rich man. He doesn’t need to work.d. My mother doesn’t feel well. She needs to rest. / She

must call the doctor.e. I’ve got a message for you. You must call Susan.

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SPOTGAME

Games are highly motivating since they areamusing and at the same time challenging for thestudents. They employ language in real contextsand they also encourage and increase cooperation. They create the motivation for learners of English toget involved and participate actively in the learningactivities, bring real world context into theclassroom, and enhance students’ use of English ina flexible, communicative way. Remember that games are used not only for merefun, but more importantly, for the useful practice andreview of language lessons. Thus, the meaning ofthe language the students listen to, read, speak andwrite will be more vividly experienced and,therefore, better remembered.Read the instructions aloud and motivate thestudents to apply the Truth Questionnaire to two oftheir classmates.For more information on the GAME SPOT, seepage 7 of the Introduction.

AnswersWill vary.

FL15

SPOTREAL LIFE

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UNIT 4108

+Draw students’ attention to the people inthe pictures. Elicit their ideas about whatthese people have in common. Make themrelate the title of the lesson to the picturesand ask them to predict the general topicof the lesson.(L.A.: to use previous knowledge to predicttopic).

Background informationI sabel Allende: Chilean writer; she was

born on August 2nd, 1942. She worked as ajournalist in Chile from 1964 to 1974, and inVenezuela from 1975 to 1984. As an author she has published articles in

newspapers and magazines in America andEurope, has made lecture tours in America andEurope colleges and taught literature at theUniversity of Virginia, Charlottesville , MontclairCollege, New Jersey and University ofCalifornia, Berkeley.Her most important novels are: - “The House of the Spirits”, (novel) Spain 1982.- “Of Love and Shadows”, (novel) Spain 1984.- “Eva Lunaʼ”, (novel) Spain 1985.- “Stories of Eva Luna”, (short stories) Spain 1989.- “The Infinite Plan”, (novel) Spain 1991.- “Paula”, (novel) Spain 1994.- “Aphrodite” (recipes, stories and otheraphrodisiacs) Spain 1997.

- “Daughter of Fortune”, (novel) Spain 1999.- “Portrait in Sepia”, (novel) Spain 2000.- “The City of the Beasts” (young adult novel)Spain 2002.

- “My Invented Country”, (novel) Spain 2003.

- “Kingdom of the Golden Dragon”, (youngadult novel) Spain 2003.

- “Forest of the Pygmies”, (young adult novel)2005.

- “Zorro”, (novel) Spain 2005.- “Inés of My Soul”, (novel) Spain 2006.- “The Sum of Our Days”, (novel) Spain 2007.Alberto Fuguet: Alberto Fuguet was born in

Santiago, Chile, but he lived in Encino,California until he was 13. He is a graduate ofthe Universidad de Chileʼs School of Journalism.In 1999 Time called Fuguet one of the 50 most

important Latin Americans for the nextmillennium. In 2003, he was featured on thecover of the international edition of Newsweekmagazine to represent a new generation ofLatino writers.Fuguet currently heads the program in

Contemporary Audiovisual Culture at theUniversidad Alberto Hurtadoʼs School of Journalismin Santiago. He also writes for the newspaper ElMercurio and is at work on two new projects: thefilm “Perdidos” and the book “Missing”.Fuguetʼs work is characterized by a United

States / Chilean hybridity, with constant cross-references to the popular cultures of the twonations. In 1996 he co-edited (with SergioGómez) the anthology McOndo, whose titlecombined McDonalds with Macondo, thefictional town created by Gabriel GarcíaMárquez. McOndo represented popular culturewhile largely rejecting the use of magical realismin contemporary Latin American fiction.Fuguetʼs other books are the short story

collections “Sobredosis” and “Cortos”; thenovels “Mala onda”, “Por favor, Rebobinar”,“Tinta roja” and “Las películas de mi vida”; andthe non-fiction collection “Primera parte”. “Malaonda”, which narrates a week in the life of aSantiago teenager in 1980, has received wideacclaim. “Tinta roja” has been made into a film.“Las películas de mi vida” is a semi-autobiographical novel about a Chileanseismologist who grew up in California and laterreturned to Chile. Its protagonist recounts his lifewith references to movies he has watched.Some of Fuguetʼs work, including “Mala onda”and “Las películas de mi vida”, have beentranslated into English and published in theUnited States.

LESSON 3

READING

WE WANT YOU TO READ!

AnswersThe people in the pictures are all famous writers.The general topic of the lesson is literature.

1

BEFORE READING

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2007 saw the release of “Road Story”, agraphic novel illustrated by Gonzalo Martínezbased on one of the stories in “Cortos”.Gabriel García Márquez was born on March

6, 1927 in the town of Aracataca, Colombia. InJanuary 1929, his parents moved to Baranquillawhile García Marquez stayed in Aracataca. Hewas raised by his maternal grandparents. Whenhe was eight, his grandfather died, and he movedto his parentsʼ home in Barranquilla where hisfather owned a pharmacy.Since García Márquezʼs parents were more or

less strangers to him for the first few years ofhis life, his grandparents influenced his earlydevelopment very strongly. His grandfather wasan excellent storyteller. He taught GarcíaMárquez lessons from the dictionary, took himto the circus each year, and was the first tointroduce his grandson to ice—a “miracle” foundat the United Fruit Company store. GarcíaMárquezʼs political and ideological views wereshaped by his grandfatherʼs stories. GarcíaMárquezʼs grandmother played an equallyinfluential role in his upbringing. The house wasfilled with stories of ghosts and premonitions,omens and portents, all of which werestudiously ignored by her husband. According toGarcía Márquez she was “the source of themagical, superstitious and supernatural view ofreality”. It was a style that, some thirty yearslater, heavily influenced her grandsonʼs mostpopular novel, “One Hundred Years of Solitude”.In 1940, García Márquez left his family, which

had moved a year earlier to Sucre, in order tobegin his secondary school education at theJesuit boarding school of San José inBarranquilla. At San José, he first published hiswords in the school magazine Juventud.After graduation in 1947, he started law school

at the National University of Colombia inBogotá. Although his passion was now writing,he continued in law school to please his father.By 1950, he gave up the idea of becoming alawyer to focus on journalism. He moved backto Barranquilla to write for the newspaper, ElHeraldo. Although García Márquez neverfinished university, Columbia University in NewYork awarded him an honorary doctorate ofletters in 1971.

Marcela Paz (February 28, 1902 - June 12,1985) was the pen name of Esther HuneeusSalas de Claro, a Chilean writer. She also usedthe pen names of Paula de la Sierra, LukimRetse, P. Neka and Juanita Godoy.Paz was born in Santiago, Chile, the second

child of a wealthy family. She studied at home.In 1926 she traveled to Paris to study arts andreturned to Chile at the age of 24, when shestarted her literary work. She wrote formagazines like El Peneca, Ecran, Zig-Zag, Evaand Margarita, and newspapers like La Nación,El Mercurio and La Tercera. In 1933 shepublished her first book, “Tiempo, papel y lápiz”.The same year she married José Luis Claro.In 1947 Paz created her most famous

character, Papelucho. Between 1964 y 1967,she directed the Asociación Internacional delLibro Juvenil (IBBY).In 1968 she received the Hans Christian

Andersen Award. In 1979 she received the goldmedal from the Instituto Cultural de Providencia.In 1982, she received the Premio Nacional deLiteratura de Chile.Joanne Row ling: (born 31 July 1965), who

writes under the pen name J. K. Row ling, is aBritish author, best known as the creator of theHarry Potter fantasy series, the idea for whichwas conceived whilst on a train trip fromManchester to London in 1990. The Potter bookshave gained worldwide attention, won multipleawards, and sold more than 400 million copies.She has become a notable philanthropist,

supporting such charities as Comic Relief, OneParent Families and the Multiple SclerosisSociety of Great Britain.J.R.R.Tolkien: John Ronald Reuel Tolkien

was born on 3 January 1892, in Bloemfontein inthe Orange Free State (now Free StateProvince, part of South Africa). As a child,Tolkien was bitten by a large baboon spider (atype of tarantula) in the garden, an event whichwould have later echoes in his stories. When he was three, Tolkien went to England

with his mother and brother on what wasintended to be a lengthy family visit. His father,however, died in South Africa of rheumatic feverbefore he could join them. His mother tutoredher two sons, and Ronald, as he was known inthe family, was a keen pupil. She taught him a

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UNIT 4110

great deal of botany, and awakened in her sonthe enjoyment of the look and feel of plants.Young Tolkien liked to draw landscapes andtrees, but his favorite lessons were thoseconcerning languages, and his mother taughthim the rudiments of Latin very early. He couldread by the age of four, and could write fluentlysoon afterwards. His mother allowed him to readmany books. He disliked “Treasure Island” and“The Pied Piper”, and thought “AliceʼsAdventures in Wonderland” by Lewis Carrollwas amusing but disturbing. Tolkien attended King Edwardʼs School,

Birmingham and St. Philipʼs School.He lived in the shadow of Perrottʼs Folly and

the Victorian tower of Edgbaston Waterworks,which may have influenced the images of thedark towers within his works. For more information on Background


++Ask the students to look at the pictures ofthe book covers and then match them withtheir names.(L.A.: to relate topic and previousknowledge).

++In pairs, the students make a list of the mostinteresting books they have ever read. Tellthem to say the genre of the books.Optionally, you can ask the students todraw and complete a chart in theirnotebooks with the name of a book theycan remember for each category.(L.A.: to relate topic and previous knowledge).

You may need some backgroundinformation to help your students identify thecharacteristics of each genre.

Background informationDetect iveDetective fiction has become almost

synonymous with mystery. These stories relatethe solving of a crime, usually one or moremurders, by a protagonist who may or may notbe a professional investigator. This large,popular genre has many subgenres, reflectingdifferences in tone, character, and it alwayscontains criminal and detective settings.ʻHorrorHorror fiction aims to evoke some combination

of fear, fascination, and revulsion in its readers.This genre, like others, continues to develop,recently moving away from stories with areligious or supernatural basis to ones makinguse of medical or psychological ideologies.Science fict ionScience fiction is defined more by setting

details than by other story elements. Sciencefiction by definition includes extrapolated ortheoretical future science and technology as amajor component, and is often set on otherplanets, in outer space, or on a future version ofEarth. Within these setting details, however, theconventions of almost any other genre may beused, including comedy, action-adventure andmystery. A sub-genre of science fiction isalternate history where, for some specificreason, the history of the novel deviates fromthe history of our world. Both alternate historyand science fiction are often referred toalongside fantasy fiction, magical realism andsome horror fiction under the umbrella termspeculative fiction.

2

Answersa. A Hundred Years of Solitude (1)b. Harry Potter and the Deathly Hallows (4)c. Kingdom of the Golden Dragon ( 2)d. Papelucho and the Alien (6)e. The Lord of the Rings (3)f. The Movies of my Life (5)

3

Genre NameComicDetectiveHistoryHorrorManualPlayRomanceScience FictionThrillerOther

RomanceRomance is currently the largest and best-

selling fiction genre in North America. It hasproduced a wide array of subgenres, the majorityof which feature the mutual attraction and love ofa man and a woman as the main plot, and havea happy ending. This genre, much like fantasyfiction, is broad enough in definition that it iseasily and commonly seen combined with othergenres, such as comedy, fantasy fiction, realisticfiction, or action-adventure.PlayA story meant to be performed in a theater

before an audience. Most plays are written indialogue form and are divided into severalacts. Many include stage directions andinstructions for sets and costumes. Comedy: A lighthearted play characterized by

humor and a happy ending.Farce: A form of high-energy comedy that

plays on confusions and deceptions betweencharacters and features a convoluted and fast-paced plot. Farce often incorporates buffoonery,slapstick, and stock characters to provokeuproarious laughter. Molière was a master offarce with such plays as The Imaginary Invalid.Miracle play: A play from the Middle Ages

featuring saints or miraculous appearances bythe Virgin Mary.Morality play: A play written in the fifteenth

or sixteenth centuries that presents anallegory of the Christian struggle for salvation.Mystery play: A short play based on a

biblical story. Mystery plays, popular in theMiddle Ages, often were presented in cycles,in which dozens of plays were performed atdifferent locations throughout a city andcollectively presented the most significantmoments in the Bible.Noh drama: A ritualized form of Japanese

drama that evolved in the 1300s involvingmasks and slow, stylized movement.Problem play: A play that confronts a

contemporary social problem with the intent ofchanging public opinion on the matter. HenrikIbsen popularized this form in plays such asHedda Gabler.Tragedy: A serious play that ends unhappily

for the protagonist. Sophoclesʼ Antigone is oneof the best-known Greek tragedies.

Tragicomedy: A play such asShakespeareʼs A Winterʼs Tale that mixeselements of tragedy and comedy.One-act play: A play consisting of a single

act, without intermission and running usuallyless than an hour. Edward Albeeʼs Zoo Story isa well-known example.ThrillerThe genre “Action Thriller” is, on its surface, a

mixture of action and thriller content. Tounderstand what this genreʼs name actuallymeans, however, we must analyze itscomponents.It features a down-to-earth plot, and it

frequently plays into peopleʼs fears (e.g. the film“Alien” is a thriller.). However, thriller has agreater tendency toward digression than action.History It is the study of the past, with special attention

to the written record of the activities of humanbeings over time. Scholars who write abouthistory are called historians. It is a field ofresearch which uses a narrative to examine andanalyze the sequence of events, and it oftenattempts to investigate objectively the patternsof cause and effect that determine events. Other narrat ive forms• Electronic literature is a literary genreconsisting of works which originate in digitalenvironments.

• Films, videos and broadcast soap operashave carved out a niche which often parallelsthe functionality of prose fiction.

• Graphic novels and comic books presentstories told in a combination of sequentialartwork, dialogue and text.

For more information on Backgroundinformation, see page 7 of the Introduction.

++Invite the students to have a quick look atthe texts and guess what kind of text theyare. Write students’ ideas on the board butdo not correct at this stage.(L.A.: to identify of text).

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4

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UNIT 4112

+++Tell the students to write a list of cognatesthey expect to find in a text related to books.Brainstorm students’ ideas, write a tentativelist on the board, but do not correct yet.(L.A.: to use cognates to predict content).

+++Invite the students to read the words in theKEY WORD SPOT and find them in thetext. Then, tell them to choose the correctmeaning according to the context in whichthey are used.(L.A.: to infer meaning from the context).

+Tell the students to read the texts quickly tocheck their predictions in Exercises 4 and 5.To check students' predictions in Exercise 5refer to the words written on the board.(L.A.: to validate predictions).

++Now, the students read the texts again to findthe answer to questions a. – f. Encouragethem to write the questions and the answersin their notebooks and check orally.(L.A.: to extract specific information).

+++Tell the students to copy the sentences intotheir notebooks. Then, ask them to read thetexts carefully again and write the name ofthe book that corresponds.(L.A.: to identify specific information).

+++If necessary, the students read the textsagain to find the name of the review sectionfor each definition. Before doing this activity,you may recall students’ knowledge ofliterature to make sure they understand theconcepts.(L.A.: to infer meaning from the context).

5

6

Answersa. – i.; b. – ii.; c. – i.; d. – ii.; e. – i.

Make sure you assign enough time of yourclass to allow students to reflect on theirachievements and weaknesses. They readthe statements and assess:• their ability to use their previous

knowledge to understand the topic of thelesson.

• their ability to relate their own experienceto the topic.

For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

READING

7

Answers4. – a.5.: author, characters, role, family, magic, discovers,

person, idea, Labrador, story, based, specially,adapted, original, connect, really, interesting,adventures, magnificent, events, protagonist,illustrations.

8

Answersa. Charmain’s father is a baker.b. Charmain discovers that she is not a very nice person.c. Marley is a Labrador (dog).d. Marley’s master’s is called John Grogan.e. Johnny Trott works at a hotel in London.f. Kaspar’s owner is Countess Kandinsky.

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9

Answersa. Kaspar, Prince of Cats; b. Marley: A Dog Like NoOther; c. Kaspar; d. Kaspar; e. House of Many Ways.

10

Answersa. character; b. highlights; c. protagonist; d. author;e. plot.

++Invite your students to copy and completethe fact file into their notebooks withinformation from the reviews. Copy the charton the board and ask some students tocomplete it, to allow the rest to check.(L.A.: to extract specific information).

+++In groups, the students compare their listsfrom Exercise 3 and exchange informationabout their preferences in literature. Choosesome students to report their answers totheir classmates. You can also organize ashort survey to discover your students’favorite book, genre and author (to relatecontent of the text on their own reality).

+++The first part of this activity can be assignedas homework. Ask the students to think of abook they have recently read and write areview for it like those in the reading texts.Next class, organize a group game. Tell thestudent to read the reviews in their groupswithout saying the name of the books, andsee if their classmates can guess thenames.(L.A.: to write a short review).

11

Answers

Name of Book Author CharactersHouse of Diana Wynne Chairman

Many Ways JonesMarley: A Dog John Grogan Marley, John, Like No Other Jenny

Kaspar, Michael Johnny Trott, Prince of Cats Morpurgo Countess

Kandinsky, LizzieBeth

AFTER READING

12

13

PAGE 122

Passive Voice – Present Tense


1. The students revise the sentences from thetext.

2. Tell the students to answer questions a. – c.Answ ers:a. a. a story; b. a dog; c. a name.b. at the beginning of the sentences.c. that the subject does not perform the action.

It receives the effect of it.

3. In their notebooks, the students copy andcomplete the general rule.Answ ers:We use the Passive Voice when we want todraw the attention to the person/thing thatreceived the effect of the action, more than tothe person who executed the action.The Present Simple Passive is formed with thepresent tense of the verb to be + the participle of a main verb.


LANGUAGE SPOT

ERROR ALERTThe Passive Voice is generally used when the subject of thesentence is indefinite, general, or unimportant. In thesentence: They mine coal in Pennsylvania, the subjectis so indefinite that it is not clear what is meant by they. Itmight mean the miners, the people, or the companies.These sentences are improved by putting the verb in thePassive Voice (Coal is mined in Pennsylvania).The Passive Voice is also used when what is done ismore important than the doer of the action. The PassiveVoice is generally used when you want to emphasize thereceiver rather than the doer.


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UNIT 4114

Additional exerciseWrite these sentences in the Passive Voice. Addby… where necessary.a.Children open the door all the time.b.We set the table every night.c.People pay a lot of money in taxes.d.People wear white shoes in summer.e.They donʼt help you.f. They open the book at the beginning of the class.g.You do not write the letter.h.They build houses for poor people.i. Does the police officer catch thieves?

++Refer the students to the LANGUAGESPOT. Tell them to order the words to formsentences in the Passive Voice.Additionally, you may ask your students towrite three more examples of the structurein their notebooks and then invite somestudents to read them aloud.(L.A.: to apply a new language structure).

++ Motivate the students to match the first partof the sentences (a. - e.) with the second part(i. - v.) to form famous sayings. Then, playthe recording and ask the students to checktheir answers. If necessary, invite somestudents to write the sayings on the board tobe sure they all check their answers.(L.A.: to use a new language structure).

+++ Play the recording again. Tell the studentsto listen and imitate the way the sayings aredelivered. Then, ask the students to work inpairs taking turns to say the beginnings andthe endings of each saying. Invite some

pairs to say the quotations aloud, to providea model to their classmates.(L.A.: to imitate a model of intonation andpronunciation).

+++Tell fast learners analyze the sayings inExercise 15 and answer the questions. Additionally, you can ask the students tofind similar expressions in Spanish, andwrite both of them on the board and in theirnotebooks.(L.A.: to exchange opinions).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign themselves amark according to the scale.The students complete the sentences with theSimple Present Passive of the verbs inbrackets.For more information on LET'S CHECK, seepage 6 of the Introduction.

14

Answersa. This title is designed to advertise the new website.b. Those books are printed on recycled paper.c. Our website is visited by thousands of people.

2815

Answersa. – v.; b. – i.; c. – iii.; d. – ii.; e. – iv.

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2816


a. A kind word is never wasted.b. Everyday is a gift, that's why it is called the present.c. God's laughter is heard when birds sing.d. Opportunity is always dressed in "work clothes".e. People are known by the company they keep.

28

FL17

Answersa. They are all expressed in the Passive Voice.b. Will vary.c. Will vary.d. Dime con quién andas y te diré quién eres.

LET’S CHECK

18

Answersa. are written; b. are drawn; c. is used;d. are sold; e. are bought


++Motivate the students to work in pairs, solvethe crossword and find out how much theyknow about music. When they have finished,elicit their ideas about the relationshipbetween the name of the lesson and the topic.(L.A.: to relate topic and previous knowledge).

+Ask the students to copy and complete thechart in their notebooks with the names ofbands and singers they know according tothe kind of music they interpret. Then, invitethem to compare their work with other groups.(L.A.: to relate topic and previous knowledge).

+++Draw students’ attention to the man in thephoto. Ask them to answer the questions inpairs.(L.A.: to infer information from visuals).

Background informationEric Patrick Clapton (born 30 March 1945) is an

English blues-rock guitarist, singer, songwriterand composer. He is probably most famous forhis mastery of the Stratocaster guitar. Claptonhas entered the Rock and Roll Hall of Fame as amember of The Yardbirds, of Cream, and as asolo performer. Often viewed by critics and fansalike as one of the greatest guitarists of all time,Clapton was ranked fourth in Rolling Stonemagazineʼs list of the “100 Greatest Guitarists ofAll Time” and #53 on their list of the Immortals:100 Greatest Artists of All Time.Although Clapton has varied his musical style

throughout his career, it has always remainedgrounded in the Blues. Yet, in spite of this focus,he is credited as an innovator in a wide variety ofgenres. These include blues-rock (with JohnMayall & the Bluesbreakers and The Yardbirds)and psychedelic rock (with Cream). Additionally,Claptonʼs chart success was not limited to theBlues, with chart-toppers in Delta blues (Me andMr. Johnson), pop (“Change the World”) andreggae (Bob Marleyʼs “I Shot the Sheriff”). One ofhis most successful recordings was the hit lovesong “Layla,” which he played with the bandDerek and the Dominos.For more information on Background


++Explain to the students that they are goingto listen to a recording related to this singer.Motivate them to predict what kind of text itis. Do not correct at this stage.(L.A.: to make predictions from the context).

++Before listening, ask the students to look upthe words in the Key Word Spot in adictionary.(L.A.: to develop study skills).

SPOTREAL LIFE

PAGE 124

LESSON 4

LISTENING

WOULD YOU KNOW MY NAME?

BEFORE LISTENING

1

AnswersAcross: 2. (rhythm), 3. (music), 6. (solo)Down: 1. (lyrics), 3. (musician), 4. (chorus), 5. (song)

2

AnswersWill vary.

PAGE 125

3

4

5

Answersbeg: to ask for something, especially in an anxious way.belong: to be in the right or suitable place.bend: to move an arm or a leg, so that it is no longer

straight.heaven: the place believed to be the home of God where

good people go when they die.knee: the joint between the top and bottom parts of

the leg.

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UNIT 4116

+ Ask the students to listen to the recordingand check their prediction in Exercise 4.(L.A.: to validate predictions).

++ Ask the students to listen again and choosethe best answer for each question. Explainto them that more than paying attention tospecific words or sounds, they shouldconcentrate on the general atmosphere ofthe song, so that they can identify its moodand objective.(L.A.: to infer mood of speaker).

++ Read the words in the boxes aloud with thestudents. Tell them that for this activity theyhave to listen carefully to identify which ofthe words are mentioned. Play the recordingonce or twice.(L.A.: to discriminate sounds and words).

+++ Tell the students to copy the sentences intotheir notebooks. Then, play the recordingagain and ask them to complete them.(L.A. to extract specific information).

+++The students form groups of four, answerquestions a. – c. and talk about the song theyhave listened to. Invite them to share theiranswers with the rest of their classmates.(L.A.: to exchange opinions).

Background informationTears in Heaven” is a ballad written by Eric

Clapton and Will Jennings about the pain Claptonfelt following the 1991 death of his four-year-oldson, Conor, who fell from a 53rd-story window in hismotherʼs friendʼs New York City condominium. Byall accounts, the death was simply a tragic accident,and Clapton was distraught for months afterwards.This song is one of Claptonʼs most successful,reaching #2 on the Billboard Hot 100 singles chartin the U.S. The song also spent three weeks at #1on the American adult contemporary chart in 1992.Clapton wrote the song with Will Jennings, who

LISTENING

296

Answersa.

297

Answersa. iii; b. ii.

298

Answersday, hand, heart, know, name, stay, strong, time, tears, way

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299

Answersa. know, heaven; b. help, heaven; c. find, d. time, heart;e. know, tears.

TRANSCRIPT - WOULD YOU KNOW MYNAME? (ERIC CLAPTON, SUNG BY RODRIGO GONZÁLEZ)

Would you know my name if I saw you in heaven?Would it be the same if I saw you in heaven?I must be strong and carry on‘Cause I know I don’t belong here in heaven.Would you hold my hand if I saw you in heaven?Would you help me stand if I saw you in heaven?I’ll find my way through night and day‘Cause I know I just can’t stay here in heaven.Time can bring you down, time can bend your knees;Time can break your heart, have you begging, please,Begging, please.Beyond the door there’s peace, for sure,And I know there’ll be no more tears in heaven.Would you know my name if I saw you in heaven?Would it be the same if I saw you in heaven?I must be strong and carry on‘Cause I know I don’t belong here in heaven.

29

AFTER LISTENING

10

Answersa. The situation that the song describes is a father asking

a question to his son who is dead and in heaven.b. It is an imaginary situation: the father and the son

together in heaven.c. A father is singing to his son.

was reluctant at first to help him with such apersonal song. Clapton stopped playing it in 2004, as well as the

song “My Fatherʼs Eyes”.“I didnʼt feel the loss anymore, which is so much a

part of performing those songs. I really have toconnect with the feelings that were there when Iwrote them. Theyʼre kind of gone and I really donʼtwant them to come back, particularly. My life isdifferent now. They probably just need a rest andmaybe I l̓l introduce them for a much moredetached point of view.”For more information on Background information,

see page 7 of the Introduction.

++Ask the students to read each situationcarefully, and then use the SecondConditional to express them as in the givenexample. Help them to recognize which isthe condition and which is the result in eachsituation, so that they can apply thestructure correctly. Explain to them that theorder of the clauses is not important.(L.A.: to use a new language structure).

Hypothetical situationsRemind students that this section is designed tohelp them revise or discover a particulargrammar structure or any interesting item ofvocabulary related to the text. Always keep in mind that the activities are meant topromote independent learning, so help, guide andcheck, but do not tell them the answers.

1. The students read the sentences from thesong and other examples.

2. Help them find the answers to questions a. and b.Answ ers:a. two ; b. iii.

3. Ask the students to copy and complete therule in their notebooks.When we talk about situations that are onlyhypothetical, and their results, we use a verbtense called the Second Conditional.It consists of If + Simple Past tense in thecondition+ w ould + base form of a verb in theresult.We use if to introduce the condition andw ould with the result.

4. The students go back to Unit 2, Lesson 3,page 57, and compare the First and theSecond Conditional.Answ ers:a. They both contain two clauses in a sentence;In both, If is used to introduce the condition.b. The First Conditional refers to possiblefuture situations. The Second Conditionalrefers to hypothetical situations, which are notvery likely to happen. Both structures usedifferent tenses in their clauses.


LANGUAGE SPOT

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11

Answersa. Tom would go to the concert if he had money for

the ticket.b. If I understood Math, I would help my sister.c. If we spoke Chinese, we would talk to the new student.d. If I was / were 18, I would drive my father’s car.e. If she didn’t live abroad, my grandmother would

visit us.

ERROR ALERTThe Second Conditional (also called Conditionaltype 2) is a structure used for talking about unrealsituations in the present or in the future.The Second Conditional is used to talk about thingswhich are unreal (not true or not possible) in the presentor the future — things which don’t or won’t happen:Additional exerciseMatch the beginnings and endings of the sentences.Identify which of them are hypothetical situations and why.a. If I was less busy i. I’ll give him your phone

number.b. If I stay late at work ii. I’d meet you for lunch.c. I will get bored iii. I’ll take a taxi.d. We’ll be home by six iv. I’ll finish the project.e. If I see Jack v. I could buy a nice jacket.f. If I were you vi. if the train’s on time.g. If I saved $5,000 vii. if I go to that party.

a monthh. If it’s raining in the viii. I’d get a new job.

morningAnswers:a. – ii.; b. – iv.; c. – vii.; d. – vi.; e. – i.; f. – viii.;g. – v.; h. – iii.


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UNIT 4118

++ Motivate the students to copy and completethe dialogue in their notebooks. Read all thequestions aloud and guide them to discoverwhat kind of situations they are (they are allhypothetical). Then, play the recording andtell the students to compare their answers.(L.A.: to use a language structure in acommunicative situation).

+++ Play the recording again. The students listenand practice the dialogue answering withtheir own ideas. Encourage them to role-playthe conversation in front of the class. Youcan assign a prize or an extra mark to thebest presentations.(L.A.: to role-play a communicative situation).

+++Motivate the students to use the structurethey have learnt in an everyday situation.Tell them to copy the chart on page 127 intotheir notebooks. Then, ask them to interviewthree students using the questions inExercise 12 and complete the chart with theinformation they collect.(L.A.: to use a new language structure).

+++With the information from the chart, tell keenerstudents to write a paragraph about one of theinterviews they did. Explain to them that theycan follow the pattern provided. You canassign this activity in class or assign it forhomework for the whole class.(L.A.: to write a short report).

++Invite the students to share their reports intheir groups(L.A.: to give an oral report).

3012



Andy: If you could choose a place, where would you be now?Beth: I would be on a tropical island.Andy: If you could go to that island, how would you get there?Beth: I would travel by plane.Andy: If you could go with someone, who would you invite?Beth: I would invite my best friend to go with me.Andy: If you could take only one thing with you, what would

you take?Beth: I would take my favorite book.Andy: If you could decide, how long would you stay there?Beth: I would stay at least a month!

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16

SPOTGAME

Games are highly motivating since they areamusing and at the same time challenging for thestudents. They employ language in real contextsand they also encourage and increasecooperation.



Ask the students to form groups of four or five andthen ask and answer questions about theimaginary situations in the pictures. Invite a groupto play in front of the class to provide a model fortheir classmates.


The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign themselves amark according to the scale. The students read the sentences and choosethe correct alternative. Remind them to payspecial attention to the verb tenses, so thatthey can recognize the hypothetical situations.For more information on LET'S CHECK, seepage 6 of the Introduction.

This section is intended to allow students to makeconnections between the topic of the lesson andthe real life, and at the same time provideadditional information that may be useful for them.Make sure you give enough time for them to readand then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.


In pairs, the students agree on a veryfamous singer / composer they would like tochat with and write a set of questions. Then,they collect information from magazines andnewspapers to find the answers to theirquestions. As a final stage, they practiceand act out the interview in front of theirclassmates.

Tell the students that they must imaginethey are participating at the New Stars TVshow. From there, they have to write an e-mail to a friend or to their parents describingtheir experiences at the academy. Explainto them that they must include informationabout duties, activities, the coaches and anyother interesting points they may want towrite about.

Make sure you assign enough time of yourclass to allow students to reflect on theirachievements and weaknesses. They readthe statements and assess:• their ability to apply a new structure to an

everyday situation.• their ability to play games with their

classmates.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

LET’S CHECK

17

Answersa. will; b. were; c. isn’t: d. will; e. were; f. will; g. knew;h. refuses; i. wouldn’t; j. can.

PAGE 129

SPOTREAL LIFE

If possible, encourage your students to visit theweb site suggested at the bottom of page 129and play the game about the lives andrelationships of four teenagers.For more information on CLICK ON, see page12 of the Introduction.

@@

@ CLICK ON

PAGE 130


1

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2

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119


UNIT 4120

The students must copy and complete thechart about famous books in their notebooks.

The students make a word map for music intheir notebooks. Encourage them to use notonly words from this unit but to add asmany words as they know about the topic.You can also ask the students to draw theirword maps on a piece of cardboard, addsome illustrations and display them in avisible place in the classroom.


READING - SPOT LIGHT ON BEVERLEYKNIGHT

a. She is a singer and a composer.b. She started singing when she was a teenager.c. She takes her inspiration from events that happen

to her.d. No, she doesn’t.e. She thinks Alicia Keys is a great artist.

a. British; b. two very important awards;c. once a day.

a. the church; b. best artist, best album; c. birthdayparty for a local radio station; d. Nirvana, Coldplay; e.drama club, dance classes.

LISTENING - CHANGE

a. die; b. change; c. fall; d. get; e. losses

d.; c.; b.; a.; e.

a. face / heart, b. love

Name Author CharactersHarry Potter and J.K. Rowling Harry Potter,the Goblet of Fire Hermione, Prof.

DumbledoreSandokan, the Emilio Salgari Sandokan

Tiger of MalaysiaRomeo and Juliet William Romeo and Juliet

Shakespeare20,000 Leagues J. Verne Captain Nemounder the SeaThe Lord of J.R.R. Tolkien Lebolas,the RingsPapelucho Marcela Paz Papelucho

Little Women Louise May Alcott Jo, Beth,May, Laurie

Narnia Chronicles C.S. Lewis Lion, wizardThe Iliad Homero Achilles, Hector

Sinbad the sailor unknown SinbadThe Call of the Wild Jack London Buck, John

ThorntonOliver Twist Charles Dickens Oliver

The Hound of A.C. Doyle Charlesthe Baskervilles Baskerville,

Dr. MortimerAdventures of Mark Twain Huck Finn, Tom

Huckleberry Finn

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5

4

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3

2

1

Answers

PAGE 133


PAGE 132

Possible AnswersProfessions: musician, violinist, pianist, guitarist,composer, singer, orchestra director.Instruments: piano, violin, guitar, flute, triangle, saxophone,oboe, tuba, drums, trumpet, cello trombone, bass.Styles: pop, classic, opera, rock and roll, heavy metal,blues, jazz, mariachi, folk, grunge, twist, disco, electronic,rap, reggaeton, reggae, salsa, cumbia, mambo, tango.Famous songs: will vary.People: will vary.

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SSONGS - MUSIC AND WORDSSONGS - MUSIC AND WORDS

LANGUAGE

a. – ii.; b. – i.; c. – v.; d. – iii.; e. – iv.

a. The Eiffel Tower is situated in France.b. The Harry Potter series is written by J.K. Rowling.c. 32 pieces are used in a game of chess.d. Cold milk is served with tea in England.

SPEAKING

In pairs, the students role-play and interviewbetween a fan and a famous artist. Makesure they use direct and indirect questionsas well as the First and Second Conditional.You can assign points according to thesecriteria:8 - 10 points: student can ask and answercomplete questions about the topic, withcorrect pronunciation, no hesitations andwithout grammar mistakes.5 - 7 points: student can ask and answercomplete questions about the topic, withcorrect pronunciation, and a minimum ofhesitations and grammar mistakes.

3 - 4 points: student can exchangeinformation about the topic with acceptablepronunciation but hesitates and makesgrammar mistakes.1 - 2 points: student can't exchangeinformation about the topic, pronunciationinterferes with comprehension, hesitates alot and makes a lot of grammar mistakes.

WRITING

The students choose a book they haverecently read and write a review of it.Explain to them they must includeinformation about the author, the maincharacters, the plot and any other importantinformation they consider of interast.You can assign points according to thesecriteria:7 - 8 points: student can write a coherentreview, including the required information,using correct textual references and withoutgrammar or spelling mistakes.5 - 6 points: student can write a coherentreview, including most of the requiredinformation, using a few textual referencesand with a minimum of grammar or spellingmistakes.3 - 4 points: student can write a coherentreview, including some of the requiredinformation, but he / she makes no use oftextual references and makes somegrammar and spelling mistakes.1 - 2 points: student can't write a coherentreview, does not include the requiredinformation, and he / she makes a lot ofspelling and grammar mistakes.

The purpose of this section is to allow students toreflect on their strengths and weaknesses. Makesure all the students understand what they areexpected to do and give enough time to answerthe questions. Encourage students to givehonest answers and show interest in their results.For more information on FINAL REFLECTION,see page 6 of the Introduction.

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PAGE 134

TRANSCRIPT - CHANGE (TRACY CHAPMANSUNG BY MINERVA CARRIZO)

If you knew that you would die today,Saw the face of God and love,Would you change? Would you change?

If you knew that love can break your heartWhen you’re down so low you cannot fallWould you change? Would you change?

How bad, how good does it need to get?How many losses? How much regret?What chain reaction would cause an effect?Makes you turn around,Makes you try to explain,Makes you forgive and forget,Makes you change? Makes you change?

If you knew that you would be alone,Knowing right, being wrong,Would you change? Would you change?

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9


UNIT 4122

Read the text and complete the fact file.

Read the text again. Are these statements true or false?a. The plot is about finding a treasure.b. George is a boy who is always getting into trouble.c. The Famous Five are five kids.d. The story gives the reader clues to solve the mystery.e. The book includes two different kinds of texts.

Read the text once more. Answer these questions. a. What’s the name of the lost treasure?b. How was the treasure lost?c. Why is the dog important?d. What is the most dramatic moment of the story?e. Who is the story written for?

NameAuthorDate of publicationTime settingCharacters

3

2

15 pt.

5 pts.

5 pts.

READING - A BOOK REVIEW

AuthorIt’s written by the Famous Five - who werecreated by famous author Enid Blyton, back in the1940s! Publication dateOut now CharactersThe Famous Five are back! This time we catch upwith a mystery back in 1959, with a lost treasure- the Royal Dragon of Siam. There’s Julian, who’s very sensible, Dick, who likesgadgets and huge bits of chocolate cake, Anne,who prefers preparing picnics to getting dirty andGeorge, short for Georgina, who’s always gettinginto scrapes. And of course, don’t forget Timmy the dog, who’s gota brilliant knack for helping the kids find vital clues.

PlotTime for another adventure with lots of gingerbeer and plenty of fantastic scrapes! A mysterious reporter turns up at Uncle Quentin’shouse asking about a shipwreck that happened yearsago - and in which a precious jewel had been lost. Of course, this sparks a huge adventure for theFamous Five - with secret rooms, spooky towers,a train drama and dangerous camping. Great guides This book is written through diary extracts from thefour kids, plus their drawings, photos and graphicsof clues that they find on their exciting adventure. And as well as the story, the book includes usefuladvice on topics such as code breaking, using acompass, building an escape raft, first aid,camping, and much more.

And it’s left for you to actually solve the mysteryyourself by following the clues included in the book. HighlightsUsing the decoder to reveal the real message in along-lost letter is really cool, plus George’s escapefrom capture is VERY dramatic. And, as the book is written in the style of theFamous Five, it’s quite funny!Any weak bits?Sometimes you can’t decide whether to skip tothe next bit of the story to find out what ishappening or read the guides - but this is a goodthing really! This is a great book for boys and girls. If you readthe story, the adventure advice will be somethingyou can dip into again and again.

THE FAMOUS FIVE’S SURVIVAL GUIDE

123


LISTENING - DISCUSSING THE RULES

Listen to the recording. Choose the correct alternative for each sentence.a. I wouldnʼt / couldnʼt get to the meeting.b. We’ll stay here for three months / weeks.c. Each week we will perform one of our own songs on a radio / TV show.d. If you get the highest / lowest number of votes…e. Performing my own songs will be a great feeling / filling.

Listen to the recording again. Number the questions in the order you hear them.a. Are there any rules? d. What else would you like to know?b. Can I ask you a few questions? e. What happens if we can't sing like stars?c. Can you explain that, please? f. What would you like to know?

Listen to the recording once more. Complete each sentence with one word.a. I’m _______________ here. c. Our _______________ are great!b. We must obey all the rules and d. Everyone here can ____________.

attend all the ____________.

LANGUAGE

Transform these direct questions into indirect questions. Use different openings.a. Where do you live? c. What time does the bus arrive?b. Where can I find a pharmacy? d. Who is your favorite artist?

Write these sentences in the Passive Voice.a. Meteorologists make the weather forecast every day.b. Many people use Facebook as a tool of communication.c. People buy a lot of things through the Internet nowadays.d. We print our books on recycled paper.

Complete these sentences using the Second Conditional.a. People __________ (buy) our books if they ____________ (be)cheaper.b. If the computer ___________ (crash) again, we ___________ (call) an engineer.c. If I ___________ (not like) my teacher, I __________ (leave) this course.d. If paper _____________ (be) cheaper, we __________ (print) more catalogues.

SPEAKING

With your partner, take turns to exchange information about what you would do in twoimaginary situations. You can choose from these suggestions or use four own ideas.• see a ghost • meet your favorite music star • travel to space

WRITING

Imagine you are a famous music / TV star and you are chatting with a fan. Write theanswers to these questions.a. When and where did you start singing / acting?b. How difficult is it to write a song / act in a play, movie, etc.?c. Who are your idols?d. What is your dream project?

11

10

9

8

7

6

5

4 5 pts.

6 pts.

4 pts.

4 pts.

4 pts.

8 pts.

0 - 20Keep trying!

21 - 37Good!

38 - 54Very good!

55 - 66Excellent!

66 pts.TOTAL

10 pts.

10 pts.

UNIT 4124

READING - A BOOK REVIEW

a. True; b. False; c. False; d. True; e. True

a. The Royal Dragon of Siam; b. In ashipwreck; c. Because it helps the kids tofind vital clues; d. George’s escape fromcapture; e. It’s written for boys and girls.

LISTENING - DISCUSSING THE RULES

a. couldn’t; b. months; c. TV;d. lowest; e. feeling.

b.; f; c.; a.; e.; d.

a. new; b. classes; c. coaches; d. sing.

TRANSCRIPT - DISUSSING THE RULES

A: Hi! Can I ask you a few questions? I’m new here, and I couldn’tget to the meeting with the Director on time, you see.

B: What would you like to know?A: I’d like to know how long we’re going to stay here.B: We’ll stay here for three months, more or less, if you don’t

have to leave earlier.A: Can you explain that, please?B: Well, you know we are here to learn to sing and compose

and each week we will perform one of our own songs on aTV show. The audience will vote for them by phone. If youget the lowest number of votes you will leave the program.

A: Are there any rules?B: We must obey all the rules and attend all the classes.A: I wonder how they will make music stars of us.B: Let me tell you, our coaches are great! They will help us to

develop our talents, but we need to work hard. They promisedwe will work together. We have to do that to stay till the end.

A: What happens if we can’t sing like stars?B: I think everyone here can sing, and their job is just to help

us find our special voice.A: For me, the most difficult thing is to get the music to fit the

lyrics.B: Eddie, our songwriting coach, said that we don’t need to be

poets. The important thing is to fit the words to the music,and that most of the participants can do that. What elsewould you like to know?

A: Oh, that’s all, thanks! I’m sure that even if I stay here for onlya week, performing my own songs will be a great feeling.

32

32

Name The Famous Five’sSurvival Guide

Author Enid BlytonDate of publication Out nowTime setting 1959Characters Julian, Dick, Ann,

Georgina, Timmy

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5

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3

2

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125


LANGUAGE

Possible answers:a.Can you tell me where you live?b.Can you tell me where I can find apharmacy?c.Do you know what time the bus arrives?d.Would you mind telling me who your

favorite artist is?

a.Weather forecasts are made by meteorologists every day.

b. Facebook is used as a tool ofcommunication.

c. Nowadays, a lot of things are boughtthrough the Internet.

d. Our books are printed on recycled paper.

a. would buy, were; b. crashed, would call;c. didn’t like, would leave; d. were, wouldprint.

SPEAKING

In pairs, the students exchange informationabout two imaginary situations. Make surethey take turns to ask and answer questionsand that they use the Second Conditionalcorrectly.You can assign points according to thesecriteria:8 - 10 points: student can ask and answerquestions about the situation, with correctpronunciation, no hesitations and withoutgrammar mistakes.5 - 7: student can ask and answer questionsabout the situation, with correctpronunciation, and a minimum of hesitationsand grammar mistakes.3 - 4 points: student can ask and answersome questions about the situation withacceptable pronunciation but hesitates andmakes grammar mistakes.1 - 2 points: student can't ask and answerquestions about the situation, pronunciationinterferes with comprehension, hesitates alot and makes a lot of grammar mistakes.

WRITING

The students imagine they are famousartists chatting with fans on their website,answering their questions. Encourage themto provide complete answers to the fans'questions.You can assign points according to thesecriteria.9 - 10 points: student can write coherentanswers, including the required information,using correct textual references and withoutgrammar or spelling mistakes.6 - 8 points: student can write coherentanswers, including most of the requiredinformation, using a few textual referencesand with a minimum of grammar or spellingmistakes.3 - 5 points: student can write coherentanswers, including some of the requiredinformation, but he / she makes no use oftextual references and makes somegrammar and spelling mistakes.1 - 2 points: student can't write coherentanswers, does not include the requiredinformation, and he / she makes a lot ofspelling and grammar mistakes.

8

7

10

9

11

UNIT 5126

UNIT

In this unit you will:· read a leaflet · read a letter of application· listen to an advertisement· listen to telephone conversationsYou will learn how to: Reading· locate missing information in a text· discriminate between correct and incorrectinformation

· distinguish facts and inferencesListening· discriminate between correct and incorrectinformation

· relate speakers and speech· extract specific information from a recordingLanguage· use Modal Verbs to express necessity· use Modal Verbs to express preferences· use polite phrases in a telephone conversation

Speaking· ask people about preferences· participate in a telephone conversation Writing· write a letter of application· write a leaflet promoting an organizationYou will also: · assess and appreciate the role of volunteerorganizations around the world

· value the importance of voluntary work forpeople in need

Development· Lesson 1: four hours· Lesson 2: four hours· Lesson 3: four hours· Lesson 4: four hours· Consolidation and evaluation activities: 3 hours+ home assignments


· Pictures of teenagers provided by the teacherand by the students to illustrate the diversity ofteenage cultures.


Methodological suggestions· Teachers should prepare the lessons beforehandconsidering that thorough prior preparationallows them to think of and apply some usefulideas. It is their chance to make the classentertaining and to involve students in thelearning process.


Types of evaluation

Continuous / informal

Indicators

Students do reading and listening activities, take part in conversations, and produce written texts.Reflection spot

Self - evaluationStudents analyze and evaluate their performance in the speaking, reading, listening, and writing activities.


Reading: Students identify general information and discriminate between correct and incorrect information.Listening: Students identify specific information, relate speakers to their speeches and discriminate between correct and incorrect information.Language: Students use modal verbs to give advice and recommendations.Speaking: Students imitate a telephone conversation to apply for a job. Writing: Students write a letter applying for a volunteer organization.


Extra Test Reading: Students identify specific information and discriminate between correct and incorrect information and between facts and inferences.Listening: students identify the correct sequence of information and discriminate between correct and incorrect information.Language: Students use Modal verbs to refer to future situations and to express necessity, obligation and impossibility.Writing: Students write a leaflet promoting a volunteer organization.Speaking: Students role-play a telephone conversation.

HOW ABOUTWORKING?HOW ABOUTWORKING?

127

Invite the students to look at the pictures andthen answer the questions. Encourage themto speculate what information they canextract from the visuals.

Ask the students to choose the phrases inthe box that they think can be related tovoluntary work. Organize a generalconversation about the fields to which eachphrase can be applied. Elicit examples andwrite some on the board.

In pairs, the students complete the chartwith information on volunteer organizationsin Chile. Invite some of students to completethe chart on the board.

Background informationUnited PlanetIt builds houses for Chileʼs poorest families;

teaches English to students; provides daycarefor homeless children and becomes role model;supports the sick in a local hospital.All Languages AbroadIt offers the chance to volunteer in selected

locations around the world helping the localcommunity. These volunteer programs are notjust fun and interesting but very rewarding andmeaningful for the local people.Mondo Challenge Volunteer Teaching It works mainly in three rural schools, welcoming

pupils aged from 4 to 14 in the villages of MonteGrande, Paihuano and Pisco Elqui. Volunteershelp raise the level of English in the comuna, aswell as teaching sports to the children. Voluntarios de la Esperanza (VE)Volunteer work in Chile to pursue the mission

of combating poverty and child abuse.Volunteers in Santiago work daily inorphanages, community centers and schools,organizing larger scale projects in education,sports, and fundraising throughout Santiago.Former volunteers continue their service througha global network currently functioning in NorthAmerica, South America, and Europe.WorldTeachIt offers opportunities for volunteers to make a

meaningful contribution to education by livingand teaching in developing countries. Cultural Embrace It provides an outstanding opportunity to

volunteer in Latin America by choosing to joinone of its volunteer projects. It offers projects inArgentina, Brazil, Chile, Costa Rica, Ecuador,Guatemala, Mexico, and Peru. Projects includeworking at orphanages, wildlife conservation,construction work, and many more.Global Vision Internat ionalAfter a comprehensive training period,

activities include exploration and trekking on theIce Caps of the Argentinean Andes, laketraversing by kayak, surveying the AndeanCondor, recording mammal species andassisting local rangers and scientists in the field.For more information on Background information,see page 7 of the Introduction.

AnswersWill vary.

Answersanother perspective; a helping hand; communitysupport; great opportunity; rewarding experience;understanding local cultures; working teams.

Answersa. Young people working.b. They are all young.c. They are working as volunteers for international

organizations.

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GETTING READY

HOW ABOUT WORKING?HOW ABOUT WORKING?

UNIT 5128

+The students answer the questions ingroups. Encourage them to start aconversation about the pros / cons ofworking during vacations. Listen attentivelyto their answers and ask them to reach ageneral agreement.(L.A.: to relate topic to own reality).

++In pairs, the students make a list ofcharacteristics they think a teen job has.Brainstorm ideas and get different studentsto write them on the board.(L.A.: to relate topic and previous knowledge).

++Ask the students to have a look at the textthey are going to read and say what kind oftext it is. Do not check answers at this stage.(L.A.: to predict kind of text from visuals).

+++In their notebooks, the students write a listof cognates they expect to find in a textabout jobs. Make sure the students do notread the text yet.(L.A.: to predict content from cognates).

++Once they have written the list of cognates,invite the students to read the words in theKey Word Spot and match them with theirsynonyms. Allow the use of dictionaries ifnecessary. Additionally, you can ask thestudents to give you examples in whichthese words are used in a text about jobs.(L.A.: to develop study skills).

+The students read the text quickly andcheck their predictions in Exercises 3 and 4.(L.A.: to validate predictions).

++Tell the students to read the text again.Ask them to fill the blanks with a wordfrom the boxes.(L.A.: to locate missing information).

+++Ask the students to read the text carefullyagain and decide if the statements are trueor false. Then ask your students to correctthe false statements in their notebooks. (L.A.: to discriminate between correct andincorrect information).

LESSON 1

READING

BREAKING FRONTIERS

8

PAGE 140

Answersa. support; b. opportunity; c. contribution; d. locations; e. projects; f. communities; g. contribute;h. host; i. airfare; j. pocket; k. application; l. volunteer

7

Answers3. a.4. unique, international, organization, volunteers, organize,

programs, particular, emphasis, education, community,opportunity, important, local, Latin America, included,experience, cultures, different, gain, cost, family,medical, constant, period, information, interests.

6

READING

Answersabroad - a.; support - b.; insurance - c.;developing - d.; placement - e.

5

1

BEFORE READING

PAGE 138

2

AnswersWill vary.

Possible Answerstemporary; part time; not qualified;not very well paid; flexible.

4

3

129

+++In their groups, the students talk about thetext they have just read. Invite them toanswer the questions and then share theirreflections with another group. Invite somegroups to report their answers to theirclassmates.(L.A.: to relate topic and own reality).

Obligation and necessity


1. The students read the sentences from the text.Draw their attention to the words in bold.

2. With information they can infer from thesentences, the students answer the questions.Answ ers: a. a.; b.; d.; e., b. c., c. must, have to, need to

3. In their notebooks, the students copy andcomplete the general rule.We can express obligation and necessityby using certain verbs. We use need to to express necessity.We can use must or have to to expressobligation.

4. Once they have completed the rule, the studentsgo back to the reading text and rewrite theinstructions in the How to apply section using theverbs they have studied in the LANGUAGESPOT.Answ ers:• You must fill out an application form.• You have to write an accompanying letter.• You need to give information about your

skills, abilities, and interests.• You need to say why you think you would be

a successful volunteer.• You have to apply at least six months in

advance of the date you want to volunteer.• You must mail your letter and completed form to...


LANGUAGE SPOT

9

AFTER READING

Answersa. False (It works with volunteers).; b. True;c. False (It offers two kinds of programs: short term andlong term); d. True; e. False (They must be between 17and 24); f. False (Volunteers need to speak English);g. True; h. True; i. False (Volunteers must send letters andforms); j. False (Volunteers must apply at least six monthsin advance).


The purpose of this activity is to helpstudents reflect on their learning processand to raise students’ awareness of howthey develop their own learning strategies tobecome more effective learners. Theyshould work on their own but you can helpand guide the work when necessary.The students read the statements and assess:• their ability to relate the topic to their own

reality.• their ability to give and support their opinions.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection


UNIT 5130

++Tell the students they must choose one ofthe verbs in the LANGUAGE SPOT tocomplete the sentences in their notebooks.Then, they must identify what eachsentence expresses.(L.A.: to apply a new language structure).

++Ask the students to match the sentences incolumn A with the replies in column B, andthen write the complete exchanges in theirnotebooks. Invite some students to writethem on the board.(L.A.: to use a new language structure).

+++In pairs, the students complete the dialoguewith the phrases in the box. Then, play therecording to allow them to check theiranswers.(L.A.: to exchange information).

+++Play the recording again. Ask the studentsto listen and practice the dialogue with theirpartners. Encourage them to role-play it infront of their classmates.(L.A.: to role-play a communicativesituation).

++Explain to your students that the form onpage 142 is the Amigos de las Americasapplication form. Ask them to copy it intotheir notebooks and then fill it in with theirpersonal information. Check answers orally,asking different students to read what theywrote in each section.(L.A: to complete an application form).

+++Once they have completed the applicationform, tell the students to imagine they wantto join Amigos de las Americas during theirvacation. Tell them to write anaccompanying letter for the application form.Remind them to include all the informationthat is required in the instructive brochure.(L.A.: to write a letter of application).

++Motivate the students to form collocationsrelated to the topic of the lesson matchingthe verbs in box A with the phrases in box B.(L.A.: to identify collocations related to thetopic).


A: What are you planning to do this summer?B: I’m going to do some voluntary work. A: How interesting! I’d like to do the same.B: Then, you have to fill in an application form and write an

accompanying letter. A: A letter? What must I say in it?B: You must explain what kind of work you would like and

where you would like to go. You must also includeinformation about your skills, abilities and interests, andthe reasons why you want to be a volunteer.

33


12 33

Answersa. – vi.; b. – v.; c. – i.; d. – ii.; e. – iv.; f. – iii.

11

Answersa. need to (necessity); b. must (obligation; it’s a law); c. need to (necessity); d. need to (necessity);e. must (obligation, it’s a law)

10

PAGE 141

16

15

AnswersWill vary, according to students’ personal information.

14

13 33

PAGE 142

A: Do I need to speak English?B: Yes, it’s absolutely necessary.A: Oh! How exciting! I think I’m going to work this summer.B: I’m sorry, you can’t. You should apply at least three months

before the date you want to start.

131

+++Encourage the students to choose fivecollocations from Exercise 16 and write fivesentences with them using the verbs in theLANGUAGE SPOT.(L.A.: to consolidate language andvocabulary of the lesson).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher about anypoints that the majority of the students haveproblems with. Make sure they understandwhat they are expected to do and give themenough time to answer individually. Then,check on the board to allow students tocorrect their work and assign themselves amark according to the scale. Ask the students to choose must / (have to)/ need to to complete the sentences.For more information on LET'S CHECK, seepage 6 of the Introduction.

This section is intended to allow students tomake connections between the topic of thelesson and real life, and at the same time provideadditional information that may be useful forthem.Make sure you give enough time for them to readand then elicit their comments.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

+The students work in groups and answerthe questions. Ask them to take notes andthen compare answers with other groups.Invite some groups to report their answersto the rest of the class.(L.A.: to relate topic and own reality).

++Ask the students to copy and complete thechart in their notebooks.(L.A.: to relate topic and previousknowledge).

LESSON 2

LISTENING

PEOPLE WHO CARE

Possible Answers

Positive aspects of Negative aspects ofdoing voluntary work doing voluntary work

Socially rewarding Don’t receive salaryCan make a contribution Sometimes they are

far from homeCan help people Not very good conditions

Knowing other cultures Living with another family

2

AnswersWill vary.

1

BEFORE LISTENING

PAGE 144

SPOTREAL LIFE

AnswersWill vary.

17

PAGE 143

Answersbe young and single; complete an application form;give constant support; make an important contribution;organize international projects; pay for your food; speakEnglish; stay with a local family; work in teams; write aletter.

LET’S CHECK

Answersa. need to; b. need to; c. have to; d. must; e. have to;f. must; g. need to; h. must; i. must; j. have to

18


UNIT 5132

Copy the chart on the board and brainstormstudents’ ideas to complete it.Invite the students to share their lists in theirgroups. Encourage them to exchangeopinions, supporting their choices.(L.A.: to exchange opinions related to thetopic).

+Explain to the students that they are goingto listen to a recording about voluntary work.Ask them to predict what kind of text theyare going to listen to. Do not check theiranswers at this stage.(L.A.: to make predictions from the context).

++Ask the students to read the words in theKey Word Spot and match them with theirSpanish equivalent.(L.A.: to infer meaning from the context).

+Ask the students to listen to the recordingand check their prediction in Exercise 4.(L.A.: to validate predictions).

++The students listen and check if the positiveand negative aspects in their lists fromExercise 2 are mentioned in the recording.(L.A.: to identify specific information).

++Ask the students to listen to the recordingagain and number the sentences (a. – e.) inthe order they hear them.(L.A.: to identify the sequence ofinformation).

If necessary, play the recording again. Thestudents listen and decide if the statementsare true or false. Optionally, you can askyour students to decide if the sentences aretrue or false and then play the recording tocheck their answers.(L.A.: to discriminate between correct andincorrect information).

Ask students to try and correct the falsestatements. Then play the recording againfor them to complete their corrections.

+++Ask the students to identify the name of theactivities in the pictures. Then, play therecording once more. Tell the students tolisten and identify which of the activities arementioned in the recording.(L.A.: to relate text and visuals; to identifyspecific information).

11 34

PAGE 146

Answersb. It has 2,500 volunteers; c. Volunteers receive nothingin return; d. There are also options near some of theworld’s largest urban centers; e. VW welcomesvolunteers of all educational backgrounds; f. VW sendsout hundreds of volunteers every week.

10 34

Answersa. True; b. False; c. False; d. False; e. False; f. False; g. True.

9 34

3

Answerse.; d.; a.; b.; c.

8 34

AnswersWill vary, according to students’ predictions

7 34

PAGE 145

4

Answersc.

346

LISTENING

Answershelping hand- b.; non-profit making - c.;worth achieving - a.

5

133

Expressing possibility

Remind students that this section is designed tohelp them revise or discover a particulargrammar structure or any interesting item ofvocabulary related to the text. Always keep in mind that the activities aremeant to promote independent learning, so help,guide and check, but do not tell them theanswers.

1. The students read the sentences from therecording. Tell them to pay special attentionto the words in bold.

2. Help them to identify what the sentencesexpress. Ask them to choose an alternative.Answ ers: b.

3. In their notebooks, the students copy andcomplete the general rule.May and might are synonyms and arecommonly used to express probableevents in the future. Note: We use may when something is likelyto happen and might when something israther less probable to happen.

4. Ask the students to work in pairs. Play therecording once more and invite them to writetwo sentences about things that are likely tohappen if they join VW.Possible answers:You may help people.You may clean up after a natural disaster.You may distribute food and medication.You may teach children and adults to readand write. You may find helping people more rewardingthan any salary. You may work near an urban center.You may feel tired.You may learn new things.You may make a difference.


LANGUAGE SPOT

AFTER LISTENINGAnswers

Picture 1: Teach people ( ); Picture 2: Visit a web site(X); Picture 3: Lend a helping hand ( ) Picture 4:Make a profit (X); Picture 5: Distribute medication ( );Picture 6: Build houses (X).

TRANSCRIPT - PEOPLE WHO CARE

VW is a non-profit-making organization dedicated to makingthe world a better place for all. We rely on the dedication ofour 2500 volunteers that lend a helping hand wherever peoplemay need - it may be cleaning up after natural disasters,distributing food and medication or teaching children andadults to read and write. So why shouldn’t you be interested in joining us?1. Work and not get paid! You must be joking! No, we’re

not. The truth is that you will work long, hard hours andreceive nothing in return. But perhaps you may find helpingpeople more rewarding than any salary.

2. Spend a year away from civilization. There are optionsfor those who feel adventurous enough but we also havevacancies in other locations near some of the world’slargest urban centers.

3. It’s too much effort. It’s true that it’s not the easiest thingin the world to do. But most things in life that are worthachieving require a little effort.

4. So you only want graduates. That is simply not true. Wewelcome volunteers of all educational backgrounds andprovide training in specialist areas for anyone showinginterest. You may have the chance to acquire skills younever dreamed of.

5. You can’t tell me that one person is going to make adifference. That might be true, but with the hundreds ofother volunteers we send out weekly, you can be sure itmakes a big difference. Convinced it isn’t for you? Well, give us a ring on 222-0987and we’ll try harder.Vw, for people who care!

34


UNIT 5134

++Encourage the students to rewritesentences a. – g. using may or might, as inthe example. Guide them to find thedifference in using may / might referringthem to the note in the LANGUAGE SPOT.(L.A.: to use a new language structure).

++The students work in pairs and completethe dialogues using may / might and thewords in the box. Then, they listen to therecording and check their answers.(L.A.: to use a new language structure).

+++Ask the students to listen and practice thedialogues in Exercise 12 with a partner.Then, invite them to choose two and role-play them in front of their classmates.(L.A.: to role-play a communicative situation).

+++In their groups, the students reflect on therecording they have heard and answer thequestions. Then, motivate them tocompare their answers with other groups.(L.A.: to exchange opinions).

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher aboutany points that the majority of the studentshave problems with. Make sure theyunderstand what they are expected to doand give them enough time to answerindividually. Then, check on the board toallow students to correct their work andassign themselves a mark according to thescale. Ask the students to complete thesesentences with a suitable verb from thebox. They must also use may /may not ormight/mightnʼt according to the probabilitythat the event will happen.For more information on LET'S CHECK,see page 6 of the Introduction.

Answersa. may shine., b. may bite., c. might meet.,d. may buy., e. might erupt., f. may win.,g. may be., h. might catch., i. may feel., j. might see.

16

LET’S CHECK

PAGE 148

15

14 35

35

PAGE 147

12


A: Where are you going on vacation?B: I’m not sure. I may go to the south.

A: What are you doing on the weekend?B: I don’t know. I might go camping, but the weather forecast

is not good.

A: When will you see Ann again?B: I’m not sure. I might see her next week; it’s unlikely.

A: How are you getting home after the theater?B: I don’t know. I may call a taxi.

A: What are you doing with the money you won?B: I haven’t decided yet. I might get a new car, but the one I

like is very expensive.

35

AnswersSee transcript

13

Answersa. I might see you tomorrow.b. Ann might forget to book the tickets.c. It may snow today.d. David may work till late today.e. Mary may not be at home tomorrow.f. They might go away for the weekend.g. You might be right.

135

+++Ask the students to form groups of four.Motivate them to prepare an advertisementlike the one in the recording, giving FiveGood Reasons why People ShouldConsider Voluntary Work. Explain to themthat they can use the ideas from therecording and also from their lists inExercise 2. Ask them to get ready to readtheir advertisement to the class. You canassign this activity as homework or as amini-project with an extra mark.

+++Encourage the students to write theiradvertisement on a nice piece of paper,add some art work and display it in theclassroom. Next class, organize a classcompetition and ask the students to assesstheir classmates work’s. Assign a rewardto the group that wins.(L.A.: to make a graphic advertisement).

+Ask the students to work in pairs and answerthe questions. Tell them to take notes in theirnotebooks and then compare answers withother pairs. Invite some pairs to share theircomments with the rest of the class.(L.A.: to relate topic to own reality).

LESSON 3

READING

MAKING A DIFFERENCE

SPOTGAME

Games are highly motivating since they areamusing and at the same time challenging for thestudents. They employ language in real contextsand they also encourage and increasecooperation.



Explain to the students what they must do andthen read the instructions carefully. Make surethey all understand before they start playing.


AnswersWill vary.

1

BEFORE READING

PAGE 150

PAGE 149

18

The purpose of this activity is to helpstudents reflect on their learning process andto raise students’ awareness of how theydevelop their own learning strategies tobecome more effective learners. They shouldwork on their own but you can help andguide the work when necessary.The students read the statements and assess:• their ability to give reasons and support

their opinions about voluntary work.• their ability to write a text advertising

voluntary work.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

17


UNIT 5136

++Tell the students to form groups of four. Intheir groups, they make a list of the type ofinformation they would include in a letter ofapplication. Ask them to write the list intheir notebooks and then compare withother groups.(L.A.: to relate topic to previous knowledge).

++Explain to the students that they are going toread two letters of applications for the Amigosde las Americas programs. Ask them to readsentences a. – c. and guess if the informationis true or false. Do not check at this stage.(L.A.: to make predictions from the context).

+++Ask the students to choose the cognatesthey think they will find in a letter ofapplication for a job. Make sure they don’tread the text to do this exercise.(L.A.: to use cognates to predict content).

++Tell the students to read the words in theKey Word Spot and find them in the text.Then, they must look up their meanings ina dictionary, before starting to read the text.(L.A.: to develop study skills).

+The students read the letters quickly tocheck their predictions in Exercises 3 and 4.(L.A.: to validate predictions).

++Invite the students to read the first letteragain. Ask them to match the labels (a. – j.) with the corresponding sections ofthe letter (i. – x.).(L.A.: to identify general information).

+++Tell the students to read the second letteragain. Ask them to identify items a. – j.from Exercise 7 that are included in theletter.(L.A.: to identify specific information).

++The students now read the two lettersagain and use the information in them tocomplete the chart in their notebooks. Youcan copy the chart on the board and invitesome students to complete it.(L.A.: to extract specific information).

Answers

Topic Applicant 1 Applicant 2Name Sandra Duran Thomas CarlyleAge 17 16Nationality Chilean AmericanAddress Manuel Rodriguez 815, 53 Mill Lane,

Osorno, Chile Cincinatti, Ohio, USAOccupation High school student High school studentLanguages Spanish, English English, SpanishPlaces Puerto Madryn, Latin Americato travel Rio Negro, ArgentinaInterests Ocean animals, History,

scuba diving Pre-Spanish cultures

9

AnswersAll of them are mentioned.

8

Answersa. - ii.; b. - x.; c. - ix.; d. - iv.; e. - vi.; f. - vii.; g. - v.; h. - viii; i. - iii.; j. - i.

7

Answers3. a. No; b. No; c. No4. contribution, cost, difference, exercise, information,member, motivation, multicultural, native, opportunity,organization, politics, program, project, term, volunteer.

6

READING

PAGE 152

Answersairfare: the money you pay to travel by plane. get along with: to have a friendly relationship withsomebody.raise: to increase the amount or level of something.settlement: a place where people have come to liveand make their homes.strengthen: to become stronger.

5

4

3

2

137

+++If necessary, the students read the twoletters once more and then decide if thesentences either in case, are facts orinferences. Optionally, you can ask thestudents to decide first and then checkwhile reading. Make sure they allunderstand clearly the difference betweena fact and an inference. (See Backgroundinformation). Once they have answered,elicit their answers and ask them to explainthe reasons for their choices.(L.A.: to distinguish facts and inferences).

Background InformationThe term fact refers to something that actually

exists or can be verified. Inference is the process of deriving a

conclusion not only based on facts but alsobased on human perceptions, logic, statisticalmethods etc.

Additional exerciseRead the paragraph. Mark whether eachstatement is an inference or a fact.You probably know that humans have red blood.So do other mammals. But other kinds of creatureshave different color of blood. Insects have yellowblood, and the blood of the lobster is blue.Fact Inference

• • a) Humans have red blood.• • b) Frogs do not have red blood.• • c) Lobsters have blue blood.• • d) Bees have yellow blood.

Answ ers: a. fact; b. inference; c. fact; d.inferenceFor more information on Background information,see page 7 of the Introduction.

++

The students answer the questions usingʻd rather / ʼd prefer to. Ask them to write thequestions and the answers in theirnotebooks. Then, play the recording to allowthe students to compare with their answers.(L.A.: to use a new language structure).

10

Expressing preferences


1. Ask the students to read the sentences from thetext, paying special attention to the words in bold.

2. Help them to choose the correct alternative toreplace the words in bold in sentences a. – c.Answ ers: b.

3. In their notebooks, they copy and complete thegeneral rule.Answ ers:When expressing a preference, we can usew ould rather as an alternative to w ouldprefer to, followed by an infinitive without to. Would rather is very common in spokenEnglish and is often abbreviated to ʻd rather.

4. The students go back to the letters and find allthe sentences that express a preference. Theyrewrite them using would rather.Answ ers:Iʼd rather be in contact with nature.Iʼd rather apply for a short-term program.Iʼd rather apply for a long-term program.


LANGUAGE SPOT

11 36

AFTER READING

PAGE 153

Answersa. F: “what I like most is to be in contact with nature.”b. I: the information can be derived from “I enjoy

working as a volunteer at our local organization.”c. I: it derives from: “I’ve always wanted to visit

Patagonia.”d. I: it derives from: “I’m confident I will be able to raise

the money.”e. I: it derives from: “first, I’d rather work as a volunteer

for a time.”f. F: “I would like to be a politician one day.”g. I: it derives from: “The possibility to visit some Maya

or Inca ruins is very motivating.”h. F: “I’ve already raised the money.”


UNIT 5138

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher aboutany points that the majority of the studentshave problems with. Make sure theyunderstand what they are expected to doand give them enough time to answerindividually. Then, check on the board toallow students to correct their work andassign themselves a mark according to thescale. Tell the students to imagine that they wantto do some voluntary work this summer.They must read the advertisements andwrite a letter of application to one of theorganizations. Before starting the letter,remind the students their letters mustinclude all the sections as in the readingtexts and also contain all the requiredinformation. You may use the WritingRubric to assign a mark, or you can supplycopies of it and ask the students toevaluate their classmates’ work.For more information on LET'S CHECK, seepage 6 of the Introduction.

Motivate the students to imagine they arethe directors of a volunteer organization.Encourage them to write a letter acceptingor refusing the application they wrote inExercise 12, giving reasons for theirdecision. You can assign this activity ashomework. Next class, you can invite somestudents to read their letters to the rest ofthe class and listen to their comments.(L.A.: to consolidate language andvocabulary).

SPOTGAME



Remember that games are used not only for merefun, but more importantly, for the useful practiceand review of language lessons. Thus, the meaningof the language the students listen to, read, speakand write will be more vividly experienced and,therefore, better remembered.

In groups, the students complete the web withwords related to voluntary work. Explain to themthat they can use the vocabulary from the lesson orwords they already know.

Set a time limit. The group which has completedmore words is the winner.



12

LET’S CHECK

PAGE 154


A: What kind of program would you join?B: I’d prefer to join the short-term program.

A: What kind of work would you do?B: I’d rather work teaching people to read and write.

A: What country would you apply for?B: I’d prefer to apply for a place in a Latin American country.

A: Would you prefer to stay away from civilization?B: I’d rather stay near a city.

A: Would you prefer to visit Patagonia or an Inca settlement?B: I’d prefer to visit Patagonia.

36

13

PAGE 155

AnswersWill vary.

139


+You can do this activity while the studentsstill have their books closed. In order toprepare them for the listening activities,ask the students to work in pairs and writea list of useful phrases they need whentalking on the phone. You may ask them towrite two different lists: one for expressionsfor an informal conversation, and the otherwith more formal or business expressions.If necessary, allow them to give examplesin Spanish and then find the translation.Elicit their answers and write someexamples on the board.(L.A.: to relate topic to previousknowledge).

++Ask the students to open their books andmatch the phrases in column A with theirfunction in column B.(L.A.: to relate topic to previous knowledge).

++Explain to your students that they are goingto listen to two telephone conversations.Ask them to guess the phrases inExercises 1 and 2 that they think will hear.Do not check at this stage.(L.A.: to make predictions from thecontext).

LESSON 4

LISTENING

IS IT GOOD NEWS?

3

Answersa. – iii.; b. – ii.; c. – i.; d. – vii.; e. – v.; f. – iv.; g. vi.

2

Possible AnswersAnswering the phone: Hello? (informal), – Thank youfor calling XXX – XX speaking – How may I help you?,– How can I help you? Introducing yourself to the caller: Hi, it’s XXX(informal) – Hello, this is XXX calling – Hi, this is XXXfrom the accountant’s office – Hi, this is XXX speaking.Asking to speak with someone: Is XXX in? (informal)– Is Mrs XXXX there, please? – Can I talk to Mrs XXX,please? – May I speak with Mr XXX, please? – I’d liketo speak to Mrs XXX, please – Would Dr XXX beavailable? – Is XXX around? (informal).Connecting someone: Just a sec, I’ll go and get her(informal) – I’ll just get him (informal) – Hang on asecond (informal) – Please hold the line – I’ll put youthrough to her office – One moment, please – I’msorry but her line is engaged at the moment – Wouldyou like to call back later? – Bear with me, please –All of our operators are busy at this moment – Pleasehold the line – I’m sorry, but she’s not available at themoment.Taking a message for someone: Would you like toleave a message? – Who’s calling, please? – I’ll let herknow you called – I’ll make sure she gets themessage – May I take a message? – Can I take amessage? – Would you like to leave a message?

1

BEFORE LISTENING

PAGE 156

If possible, motivate your students to visit theweb site suggested at the bottom of page 155,and find more information related to the topic ofthe lesson. Next class, invite those who havevisited the site to share their comments withtheir classmates.For more information on CLICK ON, see page12 of the Introduction.

@@

@ CLICK ON

SPOTREAL LIFE


UNIT 5140

+++Tell the students to read the words in theKey Word Spot and choose their Spanishequivalent from the list. (L.A.: to infer meaning of key words).

+Ask the students to listen and check theirpredictions in Exercise 3.(L.A.: to validate predictions).

++Tell the students to copy the sentences intheir notebooks. Ask them to listen againand write the name of the speaker, Janet,Steve or Carol, next to each sentence.Check the exercise orally.(L.A.: to identify speakers).

++Ask the students to listen to the recordingagain and number the sentences in theorder they hear them.(L.A.: to identify the sequence of events).

+++Tell the students to copy the extracts fromthe conversations in their notebooks. Then,play the recording once more and askthem to complete the dialogues.(L.A.: to extract specific information).

+++If necessary, the students listen to theconversations once more and then answerthe questions. Invite two students to sharetheir answers with their classmates toallow the rest to check the exercise.(L.A.: to identify specific information).

Answersa. Steve is not 17; Carol didn’t send her medical details.b. Steve will apply next year again; Carol will send her

medical details as soon as possible.

9 37

Answersa. Steve: Hello?

Janet: Hi, can I speak with Steve, please?b. Janet: So, you’ll be 17 by the time you travel.

Steve: Well, actually no-I’ll be 16.c. Carol: Hello? Carol Saunders speaking.

Janet: Hi, Carol. This is Janet Clark.d. Janet: You didn’t complete the back of the form

with your medical details, Carol.Carol: Oh! I’m terribly sorry!

8 37

Answersc.; f.; a.; e.; d.; b.

7 37

Answersa. Steve; b. Janet; c. Steve; d. Janet; e. Carol; f. Carol

6 37

Answersb.; c.; d.; e.; f.

5 37

LISTENING

PAGE 157

ERROR ALERTThere are literally thousands of words that are thesame or similar in appearance in English and Spanish,and have the same meaning in both languages(“cognates”). There are also, however, many instanceswhere appearances are deceiving and words that lookalike are quite different in meaning (“false cognates”). False cognates are pairs of words in the same or differentlanguages that are similar in form but have differentmeaning. That is, they appear to be or are sometimesconsidered cognates when in fact they are not. Additional exerciseThe following list includes some of the mostcommon false cognates, also known as “falsefriends”. Look up their real meaning in adictionary and write the list into your notebook.actual, assist, college, disgrace, disgust, embarrassed,exit, firm, grocery, idiom, introduce, large, lecture,library, molest, sane, sensible, sympathetic, success,


Answersactually = realmenteapplication = postulaciónapply = postularform = formulario

4

141

Obligation, necessity, impossibility

Remind students that this section is designed tohelp them revise or discover a particular grammarstructure or an interesting item of vocabularyrelated to the text. Always keep in mind that the activities are meant topromote independent learning, so help, guide andcheck, but do not tell them the answers.

1. The students read the sentences from therecording. Draw their attention to the words inbold.

2. Guide them to discover which of thesesentences expressesa. A prohibition: a.; d., b. A need: b., c. Anobligation: c.; e.

3. Tell the students to copy and complete thegeneral rule in their notebooks.Answ ers:We use canʼt, need to and have to toexpress impossibility, necessity andobligation.We use need to to say that it is necessary todo something and have to when it isobligatory to do something. We use canʼt to express that we are not capableof doing something, or that something is prohibited.

4. In groups, the students collect informationabout the conversations they listened to andthey write two more sentences using the verbsin the LANGUAGE SPOT.Answ ers: will vary. Accept any coherentsentence related to the recording.


LANGUAGE SPOT

AFTER LISTENING

PAGE 158TRANSCRIPT – IS IT GOOD NEWS?

I.Steve Hello?Janet: Hi, can I speak with Steve, please? This is Janet, from

Breaking Frontiers, and I’m calling about his application.Steve: Oh, hello, this is Steve speaking. Is it good news? Janet: I’m afraid we can’t say yet. There are one or two points

I want to check with you. Can we do it now? Steve: Yes, of course. Is something not clear?Janet: You say that you’ve done similar work before. Can you

tell me when and where?Steve: Sure! I went to the north with a group from my school last

summer, to help people build and repair their houses.Janet: Right. And one more thing: the form says you’re 16 –

when’s your birthday?Steve: In January.Janet: So, you’ll be 17 by the time you travel.Steve: Well…actually no – I’ll be 16.Janet: Oh, dear. I’m so sorry, Steve. I’m afraid you have to be

17 to join us, so you’d better apply again next year.Steve: Yes, I will. Thank you. Bye!

II.Carol: Hello, Carol Saunders speaking.Janet: Hi, Carol. This is Janet Clark and I’m ringing from

Breaking Frontiers.Carol: Oh, hello, Janet.Janet: Many thanks for your application – I think it’s a very

strong one. I just need to check one thing with you.Carol: Yes, of course.Janet: You see, you didn’t complete the back of the form with

your medical details, Carol.Carol: Oh! I’m terribly sorry! I never even looked at the back

of the form. Is it too late to do it now?Janet: No, but our doctors have to check your medical details

to see if it’s OK for you to join us, and we can’t give youa place before they say yes. So, let us have yourmedical details immediately, and we’ll get back to youone or two days after we receive them.

Carol: Thank you ever so much. I’ll send them to you right away!

37

ERROR ALERTDo not have to vs. Must not Do not have to = Do not need to. It means thatsomeone is not required to do something. Must not means that you are prohibited from doingsomething.



UNIT 5142

Additional exerciseComplete the sentences with have to or do nothave to.a. You ______ hurry up. You can’t be late on your

first day.b. You ______ give back the book yet. I haven’t

finished mine yet.c. She is overweight. She ______ do some

exercise.d. He ______ study so hard. The test is not very

difficult.e. She ______ run. The class begins at 6:00 and

it’s only 5:30.

++Using the verbs in the LANGUAGEFOCUS, the students complete thesentences in their notebooks. Invite somestudents to write the sentences on theboard to allow the rest to check theiranswers.(L.A.: to apply a new language structure).

++Ask the students to complete thetelephone conversation in pairs. Then, playthe recording and tell them to comparetheir answers.(L.A.: to use language and vocabularyrelated to the topic).

+++The students listen to the recording andpractice the conversation with theirpartners. Encourage them to role-play it infront of the class.(L.A.: to role-play a communicativesitutuation).

+++As homework, ask the students to work inpairs and write a similar dialogue with theirown ideas. Next class, motivate them torole-play it in front of their classmates. Youcan assign an extra mark to this activity.(L.A.: to consolidate language andvocabulary).

11 38

PAGE 159

Answersa. have to; b. have to; c. need to; d. have to; e. can’t; f.can’t; g. can’t; h. needs to

10



Martha: Hello?David: Hi, can I speak with Martha, please? I’m ringing from

Young Volunteers about her application.Martha: Oh, this is Martha speaking. Is it good news? David: I’m afraid I can’t say yet. There’s one point I want to

check with you over the phone. Is that all right?Martha: Yes, of course. Is something not clear?David: You didn’t complete the back of the form with details

about your education.Martha: Oh! I’m terribly sorry!David: You have to send us this information immediately

and we’ll get back to you quickly.Martha: Thank you so much. I’ll do it right now!

38

3812

13

AnswersWill vary.

143

The purpose of this section is to allowstudents to check their progress and toprovide information to the teacher aboutany points that the majority of the studentshave problems with. Make sure theyunderstand what they are expected to doand give them enough time to answerindividually. Then, check on the board toallow students to correct their work andassign themselves a mark according to thescale. The students must choose the correctalternative to complete the sentences withneed to, have to or canʼt.For more information on LET'S CHECK,see page 6 of the Introduction.

++Tell the students to copy the chart intotheir notebooks and then to complete itclassifying the expressions under thecorresponding labels. Copy the chart onthe board and invite some students tocomplete it to allow the rest to check theiranswers.(L.A.: to consolidate vocabulary).

++Encourage fast learners to add one morephrase to each category in the chart.(L.A.: to consolidate vocabulary).

+++As homework, ask the students to work inpairs and write short conversations forsituations a. – c. Tell them to practice theconversations at home and get ready torole-play one of the conversations in frontof their classmates.(L.A.: to role-play a communicativesituation).

The purpose of this activity is to help studentsreflect on their learning process and to raisestudents’ awareness of how they develop theirown learning strategies to become moreeffective learners. They should work on theirown but you can help and guide the workwhen necessary.The students read the statements and assess:• their ability to use polite phrases in a

telephone conversation.• their ability to role-play a telephone

conversation.For more information on the Reflection Spot,see page 6 of the Introduction.

SpotReflection

Answersa. have to; b. need to; c. have to; d. can’t; e. can’t;f. can’t; g. need to; h. has to; i. can’t; j. needs to.

14

LET’S CHECK

PAGE 160

15

AnswersIntroducing Asking who Asking to Connecting Informing Offering

yourself is calling speak to someone is to take a someone not available message

This is Can I ask May I Can you I’m afraid Could I takeSylvia. who is calling, speak to hold a he is not a message?

please? Alan, please? moment? available atthe moment.

This is Excuse me, Can I speak Can you Mrs. Davies Would youGeorge who is this? to Benjamin, hold the is out at the like to leave

speaking. please? line? moment. a message?Is Jake in? I’ll put you Mr. Jackson

through. isn’t inright now.

FL16

AnswersWill vary.

17


UNIT 5144

Background informationIn the game variously known as Chinese

whispers, Telephone Gossip, Arab Phone (fromthe French Le téléphone arabe), RussianScandal, and Stille Post (Silent Post), the firstplayer whispers a phrase or sentence to the nextplayer. Each player successively whispers whatthat player believes he or she heard to the next.The last player announces the statement to theentire group. Errors typically accumulate in theretellings, so the statement announced by the lastplayer differs significantly, and often amusingly,from the one uttered by the first. The game isoften played by children as a party game or in theplayground. It is often invoked as a metaphor forcumulative error, especially the inaccuracies asrumors or gossip spread, or, more generally, forthe unreliability of human recollection.

In the United States, “Telephone” is the mostcommon name for the game. The name “Chinesewhispers” reflects the former stereotype inEurope of the Chinese language as beingincomprehensible. It is little-used in the UnitedStates and may be considered offensive. Itremains the common British name for the game. The game has no winner: the entertainment

comes from comparing the original and finalmessages. Intermediate messages may also becompared; some messages will beunrecognizable after only a few steps. As well as providing amusement, the game

can have educational value. It shows how easilyinformation can become corrupted by indirectcommunication. The game has been used inschools to simulate the spread of gossip andsupposed harmful effects. It can also be usedfor older or adult learners of a foreign language,where the challenge of speakingcomprehensibly, and understanding, is moredifficult because of the low volume, and hence agreater mastery of the fine points ofpronunciation is required. An apocryphal example from World War I of a

message being sent down the trench line isSend reinforcements, w e ʼre going toadvance which became Send three andfourpence, w e ʼre going to a dance(three and fourpence is three shillings and fourpence in old British money).For more information on Background

information, see page 7 of the Introduction.http://en.wikipedia.org/wiki/Chinese_whispers

The objective of this section is to provide a bit ofhumor to the class. All the jokes and cartoonsare related to the topic of the lesson. Give someminutes to allow students to read and then invitethem to share their comments to make surethey understood the joke. At this point, you mayallow the use of Spanish to checkcomprehension.For more information on the REAL LIFE SPOT,see page 6 of the Introduction.

SPOTGAME



Remember that games are used not only for merefun, but more importantly, for the useful practiceand review of language lessons. Thus, the meaningof the language the students listen to, read, speakand write will be more vividly experienced and,therefore, better remembered.

Ask the students to form groups of six or eightmembers. Read the instructions aloud and makesure they understand clearly what the game consistson. If necessary, explain the rules in Spanish.

Finally, tell the students to reflect on the lastquestion and ask each group to share theircomments with their classmates.


SPOTREAL LIFE

PAGE 161

145

This section provides additional exercises thatrepresent a good opportunity for students toconsolidate topics and language structures ofthe lessons. You can assign these activities atthe end of each lesson, or as homework andgive them an extra mark.

Explain to the students that this is a realapplication form to an internationalvolunteer organization. They mustcomplete it as if they were really applyingto a program. You can copy the form onthe board or prepare a transparency, andthen invite a student to complete it.

In pairs, the students must prepare aleaflet. Read the instructions aloud andmake sure they understand what they haveto do.a. The students must find information about

three volunteer organizations that offerwork for teens.

b. They must write a short text like the onein Lesson 1 to explain the objectives ofeach organization.

c. They must choose one of them andprepare a leaflet promoting theorganization. Ideally, they should addpictures or some visual material.

d. Display students’ works in a visible placein the classroom.

Explain to the students that they are goingto play “Fortune Teller”. They work in pairs,choose five pictures and their partners willtell them what they mean, as in theexample. Make sure the students changeroles and take turns to ask and answerquestions. Monitor the activity, but do nottake part or interrupt correcting mistakes. Itis better to take notes and talk about themat the end of the class.

Explain to the students that the purpose of thissection is to help them revise contents andevaluate their performance in the whole unit.Read the instructions and make sure all thestudents understand what they are expected todo in each activity. Encourage them to givehonest answers in order to detect their strengthsand weaknesses. Check students’ results and revise any pointsthat the majority of them had problems with.For more information on UNIT CHECK, seepage 6 of the Introduction.

READING - TEEN JOBS OFFERED

b.

a. – III; b. – IV; c. – I; d. – II; e. – V

a. True; b. False; c. False; d. True; e. False

LISTENING - TWO PHONE CALLS

c.

a. Stella; b. Chris; c. Stella; d. Chris; e. Jennifer;f. Chris.

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5

4

39

3

2

1

Answers


PAGE 164

3

2

PAGE 163

AnswersWill vary according to students’ personal information.

1


PAGE 162


UNIT 5146

a. False; b. False; c. False; d. False

LANGUAGE

a. If you want to find a job, you have to read the newspaper ads.

b. You canʼt arrive late for an interview.c. You need to write a good CV.d. You canʼt wear jeans when you go to a

job interview.e. You have to thank the interviewer at the

end of the interview.

SPEAKING

In pairs, the students role-play a telephoneconversation about an application for a job.Make sure they use not only the correctexpressions according to each stage, butthe vocabulary related to the topic.You can assign points according to thesecriteria:7 - 8 points: student can ask and answercomplete questions about the topic, withcorrect pronunciation, no hesitations andwithout grammar mistakes.5 – 6: student can ask and answercomplete questions about the topic, withcorrect pronunciation, and a minimum ofhesitations and grammar mistakes.3 – 4 points: student can exchangeinformation about the topic with acceptablepronunciation but hesitates and makesgrammar mistakes.1 – 2 points: student can’t exchangeinformation about the topic, pronunciationinterferes with comprehension, hesitates alot and makes a lot of grammar mistakes.

8

arrive ask chew go have leave look at thank wear write

7

Jennifer: Well, actually I’ll be 16.Stella: Oh, I’m so sorry. You have to be 17 to join, and the

program starts in November. We hope that you’llapply again next year.

Jennifer: Sure, I will. Thank you.

PAGE 166

TRANSCRIPT – TWO PHONE CALLS

I. Stella: Hello. Can I speak to Chris, please? Chris: This is Chris speaking.Stella: This is Stella Rawlings. I’m ringing from Children Aid

about your application to join one of our programs.Chris: Oh, hi, Stella. Stella: Many thanks for your application, Chris. It’s a very

good one, but there are a couple of points I’d like tocheck with you. Can we do it now?

Chris: Sure.Stella: You say you’ve been on a similar program before.Chris: That’s right. I went with a group from my school to

help people repair their houses.Stella: So you are an experienced builder…Chris: I can’t say that, but I learned some skills.Stella: The other thing. You said on the form that you

weren’t free until July 20th. You know the programyou want to join starts on July 12th, don’t you?

Chris: Yes, and I’ve already spoken to my teachers andthey say I can miss a week of school. They thinkthese kinds of programs are great opportunities, soI can leave on the date the program starts. Arethere any places left?

Stella: Yes, fortunately there are two and one of them isfor you now. Congratulations! Now you need tostart your money raising.

II. Jennifer: Hello?Stella: Hello, can I speak to Jennifer, please?Jennifer: Speaking. Stella: This is Stella Rawlings, from Children Aid. I’m

ringing about your application.Jennifer: Is it good news?Stella: There is one point I need to check. On your form, it

says that you’re 16. When is your birthday,Jennifer?

Jennifer: In December.Stella: So you’ll be 17 then.

39

6

147

WRITING

The students read the personal informationin Catalina Lopez’s file and then write herletter of application to an internationalorganization.You can assign points according to thesecriteria:7 - 8 points: student can write a coherentletter of application, including the requiredinformation, using correct textualreferences and without grammar orspelling mistakes.5 – 6 points: student can write a coherentletter of application, including most of therequired information, using a few textualreferences and with a minimum ofgrammar or spelling mistakes.3 – 4 points: student can write a coherentletter of application, including some of therequired information, but he / she makesno use of textual references and makessome grammar and spelling mistakes.1 – 2 points: student can’t write a coherentletter of application, does not include therequired information, and he / she makes alot of spelling and grammar mistakes.

The purpose of this section is to allow studentsto reflect on their strengths and weaknesses.Make sure all the students understand whatthey are expected to do and give enough timeto answer the questions. Encourage students togive honest answers and show interest in theirresults.For more information on FINAL REFLECTION,see page 6 of the Introduction.

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PAGE 167


UNIT 5148


Read the text and answer these questions.a. Who worked as a psychologist assistant?b. Who could balance work and fun?c. Who is going to continue working as a volunteer?d. Who could put into practice all of his / her ideas?

Read the text again. Are these statements true or false?a. Profits didn’t increase very much during Lizzie’s stay in Guatemala.b. Logan Nealis worked with young people in risk situations.c. It was Cynthia Castaldo’s first experience with a host family. d. Erica Hsu didn’t like her experience.

Read the text once more. Which of these sentences are facts (F) and which areinferences (I)?a. Lizzie Lee will continue working hard.b. Logan Nealis’ experience could not be repeated.c. Cynthia Castaldo didn’t visit pre-school students.d. Erica Hsu worked in an environmental project.

LISTENING - VOLUNTEER JOBS FOR STUDENTS AND TEENS

Listen to the recording. Number the sentences in the order you hear them.a. All volunteers play an integral role.b. Habitat offers basic shared accommodation.c. Volunteering can also help you to gain new skills.d. An associate will contact you.

4

3

2

1 4 pts.

4 pts.

4 pts.

5 pts.

READING - SHARING EXPERIENCES

Working at the local restaurant was one of the most rewarding things I

have ever done in my life. I had full license to implement any and all of my

ideas in order to market and publicize the business. We started up a

delivery service, put up fliers and spoke directly to people in nearby tourist

spots, etc. The profits increased by about 200% (if not more) in the short

amount of time of my stay. This is due to the attention that all volunteers

paid during this time. Hopefully the hard work will continue.

Lizzie Lee, Short-Term Quest Volunteer, Guatemala

“”

My quest in Chile was an amazing one! Although you definitely needflexibility due to the demands of each classroom environment andresources, I was able to visit and speak in several different classrooms(grade 4 through university level) and at various different schools. My hostfamily was wonderful! This was what I was most worried about, as I hadnever stayed with a host family before. We will, for sure be, friends forever.I will continue to participate in humanitarian work here in the USA until Iam able to set out on another project with United Planet.Cynthia Castaldo, Short-Term Quest Volunteer, Chile

“”This experience was definitely a great new experience for

me! Not only did I get to work to help beautify the

environment, I also experienced the real culture of Costa

Rica by living with a host family. I even went to the beach

in my spare time and swam in the ocean! This trip was the

perfect balance between hard work and fun!!

Erica Hsu, Short-Term Quest Volunteer, Costa Rica

“”

I volunteered in Cusco, Peru for six weeks during the summer of 2008and it was the kind of experience that I could not possibly obtain anyother way. I worked at a rehabilitation center for young people withdrug and alcohol addictions. Working with the psychologist, I had theopportunity to be a part of the rehabilitation process, helping conductinterviews, psychological assessments, and group meetings.Logan Nealis, Short-Term Quest Volunteer, Peru

“”

149

HHOW ABOUT WORKING?HOW ABOUT WORKING?

Listen again. Match the beginnings in column A (a. - c.) with the endings in column B (i. - v.).

5

Listen to the recording once more. Are these statements true or false?a. Habitat for Humanity needs volunteers below 16.b. Habitat for Humanity accepts only local volunteers.c. Foreign volunteers need a special visa.d. If you want to join a program, you must send a letter.e. You can contact the Program Manager by e-mail or by phone.

LANGUAGE

Use one of the modal verbs in brackets to fill each gap.a. They (can / might) ______________ be away for the weekend but I’m not sure. b. It is probable he (might / may) ______________ go to Sheffield.c. Probably, tomorrow (might / may) ______________ be a cooler day.d. You (may / might) ______________ be right but it is not very probable.

Complete these sentences expressing preferences and using expressions from the box.

a. Would you like to go out for dinner tonight? No, ___________________b. Do you want some orange juice? I ___________________c. Will you phone me? I ___________________

Write three sentences expressing a. a necessity, b. an obligation and c. an impossibility.

SPEAKING

In pairs, choose one of these situations and role-play a telephone conversation.a. You want to invite your friend to the cinema.b. You want to apply for a temporary job.

WRITING

Write a short leaflet promoting a volunteer organization that offers works for teens.Explain the objectives, the kinds of programs, the way the applicants can apply andany other useful information.

11

10

9

walk home / send an e-mail / stay at home / travel before / drink water

8

7

6

5 pts.

5 pts.

4 pts.

3 pts.

0 - 15Keep trying!

16 - 30Good!

31 - 45Very good!

46 - 57Excellent!

57 pts.TOTAL

3 pts.

10 pts.

10 pts.

Aa. Habitat for Humanity b. All volunteer applications c. If you are interested in becoming a

volunteer d. For any further questions

Bi. are carefully screened.ii. needs short term volunteers.iii. please download an application form.iv. please contact the Volunteer

Program Manager

READING - SHARING EXPERIENCES

a. Logan Nealis; b. Erica Hsu; c. CynthiaCastaldo; d. Lizzie Lee.

a. False; b. True; c. True; d. False.

a. fact; b. inference; c. inference; d. inference.

LISTENING - VOLUNTEER JOBS FOR STUDENTS AND TEENS

c.; a.; b.; d.

a. – ii; b. – i.; c. – iii.; d. – iv.

a. false; b. false; c. true; d. false; e. true.

LANGUAGE

a. might, b. may, c. may, d. may.

a. I’d rather stay at home.b. I’d rather drink water.c. I’d rather send an e-mail.

Will vary. Accept any coherent answer.9

8

7

Speaker 1: All volunteer applications are carefully screened tosee if your skills match the project opportunitiesyou specify and for all open volunteeropportunities. If your skills match an opportunity,an associate will contact you to conduct an initialphone interview to find out more about yoursuitability, and to discuss where you would bebest suited in the organization.

Speaker 2: International volunteers coming to HabitatHeadquarters from outside of the United Statesneed a B1 business visa.

Speaker 3: If you are interested in becoming a volunteer atHabitat Headquarters, please download anapplication form and return it to: Habitat for Humanity InternationalAttn: Volunteer Program Manager121 Habitat St Americus, Georgia 31709

Speaker 1: If you have any further questions regarding theVolunteer program at Habitat for HumanityInternational, please contact the VolunteerProgram Manager at: [email protected] or phone (800) 422 - 4828.

TRANSCRIPT – VOLUNTEER JOBSFOR STUDENTS AND TEENS

Speaker 1: Sometimes, there’s something more important ina job than money. Volunteering can also help yougain new skills, improve your resume, and—most importantly— help you decide what youreally want to do when you graduate.

Speaker 2: Habitat for Humanity needs short termvolunteers, aged 16 and up, to assist with variousprojects at the International Headquarters locatedin Americus, Georgia. Volunteering at Habitat is aunique experience that will enable you to developyour skills in different areas. All volunteers play anintegral role in every aspect of the project, fromadministration to construction.

Speaker 3: Volunteers who are not from the local area mayqualify for shared housing and a small mealallowance. Habitat offers basic sharedaccommodation in various houses located nearthe headquarters for volunteers working inAmericus, Georgia.

40

40

6

5

4

3

2

1


UNIT 5150

151

SPEAKING

You can assign points according to thesecriteria:8 - 10 points: student can participate in atelephone conversation about the topic, withcorrect pronunciation, no hesitations andwithout grammar mistakes.5 – 6: student can participate in a telephoneconversation about the topic, with correctpronunciation, and a minimum of hesitationsand grammar mistakes.3 – 4 points: student can participate in atelephone conversation about the topic withacceptable pronunciation but hesitates andmakes grammar mistakes.1 – 2 points: student can’t participate in atelephone conversation about the topic;pronunciation interferes withcomprehension, hesitates a lot and makes alot of grammar mistakes.

WRITING

You can assign points according to thesecriteria:

8 - 10 points: student can write a coherentleaflet, including the required information,using correct textual references and withoutgrammar or spelling mistakes.5 – 7 points: student can write a coherentleaflet, including most of the requiredinformation, using a few textual referencesand with a minimum of grammar or spellingmistakes.3 - 4 points: student can write a coherentleaflet, including some of the requiredinformation, but he / she makes no use oftextual references and makes somegrammar and spelling mistakes.1 - 2 points: student can't write a coherentleaflet, does not include the requiredinformation, and he / she makes a lot ofspelling and grammar mistakes.

10

11


EVALUATION INSTRUMENTS152

These are assessment tools you can use to measure students’ work.They are scoring guides to evaluate a student’s performance based onthe sum of a full range of criteria rather than a single numerical score.

The evaluation instruments provided here include:• Rubrics.• Questionnaires.• Observation sheets.

These instruments differ from traditional methods of assessment inthat they examine students in the process of learning, clearlyshowing them how their work is being evaluated. Theycommunicate detailed explanations of what excellence isthroughout a task and provide clear teaching directives.

The instruments’ strength is their specificity, which means thatindividual students can fall between levels, attaining some but notall standards in a higher level. While scores can be translated intofinal grades, we must remind students that not every score “counts.”

These instruments are meant, to inform and improve teachers’instruction while giving students the feedback they need to learnand grow.

These instruments can also be used in peer assessment and thenused to provide feedback.

Prior to assessment, the evaluation instruments can be used tocommunicate expectations to students. During the assessmentphase, they are used to easily score a subjective matter.

After an instrument is scored, it should be given back to students tocommunicate them their grade and their strengths and weaknesses.

Students can use them to see the correlation between effort andachievement. Sharing the instruments with students is vital as thefeedback empowers students to evaluate their own work.

Advantages of using a variety of instruments:• Teachers can improve their direct instruction by providing focus,

emphasis, and attention to details as a model for students. • Students get explicit guidelines of teacher expectations. • Students can use the instruments to develop their abilities. • Teachers can reuse these instruments for various activities. • Complex products or behaviours can be examined efficiently.• They are criterion referenced, rather than norm referenced: (“Did

the student meet the criteria for level 4?” rather than “How welldid this student do compared to other students?).

• Ratings can be done by students to assess their own work, or byothers (peers, teachers, instructors, U.T.P. people, etc.).

Applying Evaluation InstrumentsThe evaluation instruments provided can be used for the followingpurposes:

Self- assessmentGive copies to students and ask them to assess their own progresson a task. This should not count toward a grade. The point is to helpstudents learn more and produce better final products. Always givethem time to revise their work after assessing themselves.

Peer assessmentThis takes some getting used to. Emphasise the fact that peer-assessment, is also intended to help everyone do better work. You canthen see how accurate their feedback is, and you can ask for evidencethat supports their opinions when their assessments don’t matchyours. Giving time for revision after peer-assessment is crucial.

Teacher assessmentWhen you assess student work, use the same instruments thatwere used for self- and peer-assessment. When you hand themarked instrument back with the students’ work, they will knowwhat they did well and what they need to improve.

To use the evaluation instruments provided in this section:• Identify the maximum number of points for achieving the highest

level of quality and assign a number to the students’ performance.The gradations increase/decrease in 1 point.

• The last column shows the actual score assigned to this particularstudent, based on his / her performance. The overall total score isassigned by adding together the scores.

Once you have worked out students’ scores, you can express them ingradations. Gradations are the descriptive levels of quality startingwith the worst quality up to the best quality.

Always keep in mind that, however you use them, the idea is tosupport and to evaluate student learning.

Here is a description of each of the evaluation instruments:

Evaluating Listening Comprehension Use this instrument two or three times in a semester to assesswhere the students rank within the four categories and todetermine where the strengths and weaknesses of the class lie.After applying the instrument, ask the students to get in groupsand analyse their results. As a class, discuss important points thatmay help improve listening skills.

EVALUATION INSTRUMENTS

153

To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students’ performance according to thisscale. Once you have worked out the score of each student, you canapply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent

Evaluating Reading ComprehensionThe goal of this reading assessment instrument is to determine ifthe students have improved their reading comprehension skills.Use this instrument once a month. Once you have applied thisinstrument, make the students identify their strengths andweaknesses and brainstorm ideas that could help them improvetheir performance in the future.

This instrument also gives the teacher the opportunity to focusdiagnostic attention on students whose performance is as belowstandard. You can reach this conclusion after calculating students’scores and grades and correlating them with the levels stated in theProgress Map (Page 15 of the Introduction).

You must take into account that the maximum score corresponds tothe highest expected results conceived by this teaching proposal forthis level.


Project Use this instrument every time students do a project. Each studentis evaluated along three dimensions, each having to do with thestudent’s contribution to the work, the final product and otheraspects the teacher considers important to assess: how effectivelythe student accomplished his / her responsibilities as a member ofthe team or the quality of his / her interactions with the other teammembers.

These dimensions are assigned a score of 1 through 7; these valuesrepresent increasing degrees of achievement in each dimension.The last column is the actual score assigned the student, based onhis / her performance, along the three dimensions. The overall totalscore is assigned by adding together the scores corresponding tothe three dimensions.

Writing RubricYou can use it two or three times in a year. This instrument is asimplified way to grade a writing assignment. It is important to

show students the instrument beforehand so that they get betterquality work; they know what they are supposed to produce and itsaves problems afterwards as they can see where they can havepoints taken off.

This instrument should also be used after the task is complete, toevaluate the product, and to engage students in reflection on thework they have produced.

To work out the score of each student identify the maximum numberof points for achieving the highest level of quality and assign anumber to the students’ performance according to this scale. Onceyou have worked out the score of each student, you can apply thischart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent

Working with othersYou can use this instrument when you assign a project or inisolation. It is designed to be applied as peer assessment. It offersfeedback about students’ attitude towards their classmates. It canbe a useful source of information for the teacher about individualcontribution to a final product.

To work out the score, students identify the maximum number ofpoints for achieving the highest level of quality and assign anumber to their partners’ performance.

After you have worked out the score of each student, you can applythis chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent

HomeworkWhen applying this instrument it, to provide clear expectations toyour students. After reading the rubric, students are clear on whatan acceptable homework assignment looks like.

The system can improve students’ homework skills because • the teacher gives each student attention about their homework; • students can see the opportunities to improve their work; • the teacher has the data required to give a “pure” homework

grade for homework completion.

You can also include a reward component: students who average agrade of 3 or 4 for the month, can earn an extra mark on the nextperiod.

To work out the score of each student identify the maximum numberof points for achieving the highest level of quality and assign anumber to the students’ performance according to this scale. Once youhave worked out the score of each student, you can apply this chartto express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent


Oral PresentationUse this instrument two or three times per student during the year.The students will be evaluated in: Non-verbal skills, Vocal Skills andContent areas.

The teacher can give each student a copy of the instrument andthen read it with them. The students will improve theirperformance if they know what they are expected to produce andthe areas they have to focus their attention on.

To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students’ performance according to this scale. Once you have worked out the score of each student, youcan apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent

Class participationUse this instrument, at the end of each semester. It is a useful toolfor teachers to evaluate the way in which students take part in thedifferent activities and their level of engagement in class. It alsoprovides useful information to share with parents. The teacher cancombine the results of this rubric and those of the Behaviour rubricto get a global additional mark at the end of a period.


BehaviourUse this instrument when you detect behaviour problems. Thisrubric is meant to offer information on students’ attitude andbehaviour in relation to their classmates and can be a useful sourceof information for course council. It can be applied by teachers orused for peer assessment.

After applying this instrument, make students identify the areas inwhich they got higher scores, and also the areas that needimprovement.

To work out the score of each student identify the maximumnumber of points for achieving the highest level of quality andassign a number to the students’ performance according to this scale. Once you have worked out the score of each student, youcan apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent

Extended-response readingUse this instrument in any lesson that invites students to

demonstrate comprehension by responding to open-endedquestions. Its aim is to give information to the teacher on students’placement in the Reading Skills English Progress Map.

Use the checklist to assess reading tasks, to provide feedback tostudents and as a basis for feedback for each student.

To work out the score of each student, identify his / her level ofperformance, according to the scale provided by this instrument.

Inference from a textUse this instrument two or three times in a semester. It providesinformation on students’ capacity to make inferences from areading or listening text in order to generate strategies that mayimprove their comprehension process.

To work out the score of each student, identify the level of his /herperformance, according to the scale provided by this instrument.

Questionnaire: Tasks' DevelopmentThe teacher can apply this instrument to know how students dealwith English in general and can also be applied for peerassessment. This questionnaire provides criteria for scoringstudents' performance in the five dimensions that are evaluated. Itallows teachers and students to identify strengths and weaknessesand set clear performance goals.

Before applying it, read it with the students and listen to theircomments. After applying it, talk about the results and getfeedback on students' strengths and weaknesses.

To work out the score of each student apply the scale and calculatethe gradation.

FeedbackHere are some phrases that are useful for giving feedback and makecomments to your students: • You are developing a better attitude toward your classmates.• You can be very helpful and dependable in the classroom.• You have strengthened your skills in ___.• You are learning to be a better listener. • You are learning to be careful, cooperative, and fair. • You are very enthusiastic about participating. • Your work habits are improving. • You have been consistently progressing. • You are willing to take part in all classroom activities. • Your attitude toward school is excellent. • You are maintaining grade-level achievements. • You work well in groups, planning and carrying out activities. • Your work in the area(s) of ____ has been extremely good.• You can do better in areas of ____. • You would improve if you developed a greater interest in ___.

155

Understanding key events or facts. Understands 1or 2 events orkey facts.

Understandssome of theevents or keyfacts.

Understandsmany events orkey facts,mainly insequence.

Understandsmost events insequence orunderstandsmost key facts.

Understanding details. Gets few or noimportantdetails.

Gets someimportantdetails.

Gets manyimportantdetails.

Gets mostimportant detailsand keylanguage.

Responding appropriately to features such as:laughter, silence, etc., and / or accentuation,intonation and rhythm.

Nearly never. Sometimes. Most of thetime.

Nearly always.

Answering questions. Answersquestions with incorrectinformation.

Answersquestions withsomemisinterpretation.

Answersquestions withliteralinterpretation.

Answersquestions withinterpretationshowing higherlevel thinking.

Doing tasks. Provides limitedor no responseand requiresmany questions orprompts.

Provides someresponse toteacher andrequires 4 or 5questions andprompts.

Providesadequateresponse toteacher 2 or 3questions andprompts.

Providesinsightfulresponse toteacher 1 or noquestions orprompts.

At the end of the session, the listener is able to: Answer factualquestions ongeneralinformation.

Answer factualquestions ongeneral andspecificinformation.

Summarise thebeginning,middle, and endof the story.

Reveal thesequence ofevents, providingdetails ondialogue, andmotivation ofcharacters.

Name: _______________________________ Lesson: ________________________ Date: _______

Skills PointsCriteria

1 2 3 4

Total points

EVALUATING LISTENING COMPREHENSION

PHOTOCOPIABLE EVALUATION INSTRUMENTS

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Understanding key events or facts. Understands 1or 2 events orkey facts.

Understandssome of theevents or keyfacts.

Understandsmany events orkey facts,mainly insequence.

Understandsmost events insequence orunderstandsmost key facts.

Understanding details. Gets few or noimportantdetails.

Gets someimportantdetails.

Gets manyimportantdetails.

Gets mostimportant detailsand keylanguage.

Identifying characters or topics. Identifies 1 or 2characters ortopics usingpronouns (he, she, it, they).

Identifies 1 or 2characters ortopics bygeneric name(boy, girl, dog).

Identifies manytopics orcharacters byname in text(Ben, Giant).

Identifies allcharacters ortopics by specificname (Old BenBailey).

Answering questions. Answersquestions with incorrectinformation.

Answersquestions withsomemisinterpretation.

Answersquestions withliteralinterpretation.

Answersquestions withinterpretationshowing higherlevel thinking.

Doing tasks. Provides limitedor no responseand requiresmany questions orprompts.

Provides someresponse toteacher 4 or 5questions andprompts.

Providesadequateresponse toteacher 2 or 3questions andprompts.

Providesinsightfulresponse toteacher 1 or noquestions orprompts.

Name: _______________________________ Lesson: ________________________ Date: _______


1 2 3 4

Total points

EVALUATING READING COMPREHENSION

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

PHOT

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157

PHOT

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PROJECT

Name(s): Date:

Excellent PointsPoorProcess Satisfactory

1. Has clear vision of final product. 1,2,3 4,5 6,7

2. Properly organised to complete project. 1,2,3 4,5 6,7

3. Managed time wisely. 1,2,3 4,5 6,7

4. Acquired needed knowledge base. 1,2,3 4,5 6,7

5. Communicated efforts with teacher. 1,2,3 4,5 6,7

1. Format. 1,2,3 4,5 6,7

2. Mechanics of speaking / writing. 1,2,3 4,5 6,7

3. Organisation and structure. 1,2,3 4,5 6,7

4. Creativity. 1,2,3 4,5 6,7

5. Demonstrates knowledge. 1,2,3 4,5 6,7

1. _____________________________ 1,2,3 4,5 6,7

2. _____________________________ 1,2,3 4,5 6,7

3. _____________________________ 1,2,3 4,5 6,7

4. ____________________________ 1,2,3 4,5 6,7

Points

Other:

Total:

Teacher comments:

Source: http://www.sdst.org/shs/library/resrub.html

ExcellentPoorProduct (Project) Satisfactory


WRITING RUBRIC

Main Idea Sentence Unclear andincorrectly placed;it is not restated inthe closingsentence.

Unclear andincorrectly placed;it is restated in theclosing sentence.

Either unclear orincorrectly placed;it is restated in theclosing sentence.

Clear, correctlyplaced, and isrestated in theclosing sentence.

Supporting Sentence(s) Paragraph(s) haveno supportingdetail sentencesthat relate back tothe main idea.

Paragraph(s) has /have onesupporting detailsentence thatrelate(s) back to themain idea.

Paragraph(s) has /have twosupporting detailsentences thatrelate back to themain idea.

Paragraph(s) has /have three or moresupporting detailsentences thatrelate back to themain idea.

Detail Sentence(s) Each supportingsentence has nodetail sentence.

Each supportingsentence has onedetail sentence.

Each supportingsentence has atleast two detailsentences.

Each supportingsentence has threeor more detailsentences.

Legibility Writing is notlegible.

Writing is notlegible in places.

Marginally legiblehandwriting,typing, or printing.

Legiblehandwriting,typing, or printing.

Mechanics & Grammar Six or morepunctuation,capitalisation, andspelling errors.

Three to fivepunctuation,capitalisation, andspelling errors.

One or twopunctuation,capitalisation, andspelling errors.

No errors inpunctuation,capitalisation, andspelling.

Name: Title of work: Date submitted:

Teacher comments:

Taken and adapted from:http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm

PointsCriteria

1 2 3 4

Total:

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Help Never offersassistance toothers.

Some of the timeoffers assistance toeach other.

Most of the timeoffers assistance toeach other.

All of the timeoffers assistance toeach other.

Listen Never works fromeach other's ideas.

Some of the timeworks from eachother's ideas.

Most of the timeworks from eachother's ideas.

All of the timeworks from eachother's ideas.

Participate Never contributesto the project.

Some of the timecontributes to theproject.

Most of the timecontributes to theproject.

All of the timecontributes to theproject.

Persuade Never exchanges,defends andrethinks ideas.

Some of the timeexchanges, defendsand rethinks ideas.

Most of the timeexchanges,defends andrethinks ideas.

All of the timeexchanges, defendsand rethinks ideas

Question Never interacts,discusses andposes questions toall member of theclass.

Some of the timeinteracts, discussesand poses questionsto all member ofthe class.

Most of the timeinteracts, discussesand poses questionsto all member ofthe class.

All of the timeinteracts, discussesand poses questionsto all member ofthe class.

Respect Never encouragesand supports theideas and effortsof others.

Some of the timeencourages andsupports the ideasand efforts ofothers.

Most of the timeencourages andsupports the ideasand efforts ofothers.

All of the timeencourages andsupports the ideasand efforts ofothers.

Share Never offers ideasand reportsfindings to eachother.

Some of the timeoffers ideas andreports findings toeach other.

Most of the timeoffers ideas andreports findings toeach other.

All of the timeoffers ideas andreports findings toeach other.

Name: _______________________________ Teacher: _______________________

Date: _________ Class: ________________________ Lesson: ________________


Working with others 1 2 3 4

Total points

Teacher comments:

WORKING WITH OTHERS

Taken and adapted from: http://rubistar.4teachers.org PHOT

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Assignment Completeness Less than 1/2 of allitems attempted.

At least 1/2 of theitems attempted.

9/10 of itemsattempted.

All itemsattempted.

Accuracy Less than 1/2 of allitems are correct.

Between 1/2 and9/10 of items arecorrect.

9/10 of items arecorrect.

All items arecorrect.

Demonstrated Knowledge Response shows acomplete lack ofunderstanding ofthe problem.

Response showssomeunderstanding ofthe problem.

Shows substantialunderstanding ofthe problem, ideas,and processes.

Shows completeunderstanding ofthe questions,ideas, andprocesses.

Requirements Does not attemptto meet therequirements of theproblem.

Does not meet therequirements ofthe problem.

Meets therequirements ofthe problem.

Goes beyond therequirements of theproblem.

Legibility Writing is notlegible.

Writing is notlegible in places.

Marginally legiblehandwriting,typing, or printing.

Legiblehandwriting,typing, or printing.

Name: _______________________________ Teacher: _______________________



1 2 3 4

Total points

Teacher comments:

HOMEWORK

Taken and adapted from: www.teach-nology.comPHOT

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Eye Contact No attempt to lookat audience, readsnotes all the time.

Attention to oneparticular part ofthe class; does notscan audience.

Occasionally looksat someone orsome groups duringpresentation.

Constantly looks atsomeone or somegroups.

Facial Expression Shows a conflictingexpression duringentire presentation.

Occasionally displaysconflictingexpression duringpresentation.

Occasionallydemonstratesconflictingexpression duringpresentation.

Gives clues aboutcontent of speech;appropriateexpression.

Enthusiasm Shows absolutelyno interest in topicpresented.

Shows somenegativity towardtopic presented.

Occasionally showspositive feelingsabout topic.

Strong positivefeelings on topicduring entirepresentation.

Vocalised Pauses (uh, ) 10 or more arenoticed.

6-9 are noticed. 1-5 are noticed. No vocalised pauses.

Topic Announced Audience has noidea what thereport is about.

Vaguely tellsaudience whatreport is about.

Gives someexplanation of whatreport is covering.

Clearly explainswhat the report iscovering.

Completeness of Content One or more pointsleft out.

Majority of pointsglossed over.

Most pointscovered in depth,some glossed over.

All pointsthoroughlyexplained.

Visual Aids Poor, distractaudience, hard toread / see.

Add nothing topresentation.

Thoughtsarticulated clearly,but not engaging.

Enhancepresentation,thoughtsarticulated; keepinterest.

Time frame Less than minimumtime.

More thanmaximum time.

Less/ More thanrequired time buttries to solve it.

Within requiredtime frame.


Name: _______________________________ Teacher: _______________________

Skills & Content PointsCriteria

Non-verbal skills

Vocal Skills

Content

1 2 3 4

Total points

ORAL PRESENTATION

Taken and adapted from: http://www.tcet.unt.edu/START/instruct/general/oral.htm

PHOT

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Attendance / Promptness Student is late toclass more thanonce a week and/orhas poorattendance ofclasses.

Student is late toclass more thanonce a week and/orhas poorattendance ofclasses.

Student is late toclass once everytwo weeks andregularly attendsclasses.

Student is alwaysprompt andregularly attendsclasses.

Level Of Engagement In Class Student nevercontributes to classby offering ideasand askingquestions.

Student rarelycontributes to classby offering ideasand askingquestions.

Student proactivelycontributes to classby offering ideasand askingquestions once perclass.

Student alwayscontributes to classby offering ideasand askingquestions morethan once per class.

Preparation Student is almostnever prepared forclass withassignments andrequired classmaterials.

Student is rarelyprepared for classwith assignmentsand required classmaterials.

Student is usuallyprepared for classwith assignmentsand required classmaterials.

Student is almostalways prepared forclass withassignments andrequired classmaterials.

Behaviour Student almostalways displaysdisruptive behaviourduring class.

Student oftendisplays disruptivebehaviour duringclass.

Student rarelydisplays disruptivebehaviour duringclass.

Student almostnever displaysdisruptive behaviourduring class.

Listening Skills Student neverlistens when otherstalk, both in groupsand in class.

Student rarelylistens when otherstalk, both in groupsand in class.

Student sometimeslistens when otherstalk, both in groupsand in class.

Student almostalways listenswhen others talk,both in groups andin class.


Name: _______________________________ Teacher: _______________________


1 2 3 4

Total points

Teacher comments:

CLASS PARTICIPATION

Taken and adapted from: www.teach-nology.comPHOT

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163

Distraction Distractsinstruction severaltimes during aclass period.

Distractsinstruction 2-3times during a classperiod.

Distractsinstruction onceduring a classperiod.

Does not distractinstruction during aclass period.

Leadership Never displaysleadership

Rarely displaysleadership

Generally displaysleadership

Displays leadershipand is positive

Attitude to group work Often is publiclycritical of the workof other membersof the group.

Occasionally ispublicly critical ofthe work of othermembers of thegroup.

Rarely is publiclycritical of theproject or the workof others.

Never is publiclycritical of theproject or the workof others.

Cooperation Never listens,shares andsupports theefforts of others.

Rarely listens,shares andsupports the effortsof others.

Generally listens,shares andsupports theefforts of others.

Always listens,shares, andsupports the effortsof others.

Participation Does notparticipate at all inclass activities.

Participates insome classactivities.

Participates inmost classactivities.

Participates in allclass activities.

Attitude about the task(s) Repeatedly has anegative attitudeabout the task(s).

Rarely has apositive attitudeabout the task(s).

Generally has apositive attitudeabout the task(s).

Always has apositive attitudeabout the task(s).


Name: _______________________________ Teacher: _______________________


1 2 3 4

Total points

Teacher comments:

BEHAVIOUR

Taken and adapted from: http://rubistar.4teachers.org PHOT

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Student uses information from the text to interpret significant concepts or make connections to othersituations or contexts logically through analysis, evaluation, inference, or comparison/contrast. 5

Student partially integrates interpretation of the text with text-based support, also uses relevant andaccurate references; some are specific; some may be general and not fully supported. 4

Student uses information from the text to make simplistic interpretations and demonstrates anaccurate but limited understanding of the text. 3

Student does not address the task, makes little or no interpretation of the text and demonstrates briefor no understanding of the written work. Initial level

Name: _______________________________ Teacher: _______________________


Indicator Yes/NoLevel

EXTENDED-RESPONSE READING

Taken and adapted from: http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

The aim of this Reading Progress Map is to place students in one of these levels according to their reading skills to generate futureimprovements.

See English Progress Map on page 15 of the Introduction.

Includes a connection between the text and the reader's background knowledge. 5

Includes details, predictions, or conclusions based on text information. 4

Attempts to make a prediction or draw a conclusion about the text, includes details that are not explicitly stated. 3

No evidence of inference (making a prediction, interpreting information or drawing a conclusion) about thetext, conveys a minimum amount of information about the written work. Initial level

Name: _______________________________ Teacher: _______________________


Indicator Yes/NoLevel

INFERENCE FROM A TEXT

Adapted from: the Hill Middle School Staff, Long Beach Unified School District, 1/2000

The aim of this Inference Reading Progress Map is to place students in one of these levels according to their reading skills to generatefuture improvements.

See English Progress Map on page 15 of the Introduction.PHOT

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1. Can the student share ideas inresponse to the class discussion? 5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

2. Can the student participate activelyin spontaneous conversations?

3. Can the student practise askingand answering question?

4. Can the student improvevocabulary by keeping a notebookwith definitions and examples?

5. Is the student able to learn aboutgood online resources to improveEnglish vocabulary?

5 - 10 11 - 15 16 - 20 21 - 25

Development of Tasks

Student's Name: _______________________________ Date: _______________________

Questions Always Frequently Occasionally NeverHardly ever

Total

Poor Fair Good

Total

QUESTIONNAIRE

Taken and adapted from: http://faculty.deanza.edu/

Teacher comments:

Excellent

PHOT

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166

The following web pages and books have been selected assupport and extra activities for teachers:

Listening comprehension:• http://www.elyrics.net• http://www.isabelperez.com/songs.htm• http://www.musicalenglishlessons.org/popsongs/

index.htm• http://www.saberingles.com.ar/songs/57.html

• Book, Interchange Third Edition Class Audio, by Jack C. Richards(author), Cambridge University Press, 2004.

• Book, Edutainment: How to Teach Language With Fun & Games(Paperback) by I. E. Hewitt (author), Delta Systems Co Inc; Bk &CD edition (December 1998)

• Book, Classroom Teacher's ESL Survival Kit No 1, by Elizabeth Claireand Judie Haynes (authors), paperback, Pearson ESL, 1994.

• Book, Simple Listening Activities, Jill & Charles Hadfield(authors), Oxford Basics series, Oxford University Press, 2002.

Students learn better by listening to songs, videos or audiorecordings. So, it is advisable to work in pairs or small groupsand do not forget the three stages (before, while and afterlistening). As a consolidation activity and if the text isappropriate, ask them to sing together.

Reading comprehension:• http://www.abcteach.com/directory/

reading_comprehension/grades_24/informational/• http://www.readwritethink.org/lessons/

lesson_view.asp?id=152• http://www.breakingnewsenglish.com/

0805/080506-cyclone.html

• Book, Reading, Writing and Learning in ESL: A Resource Book forK-12 Teachers (3rd Edition), by Suzanne F. Peregoy (Author), OwenF. Boyle (Author).Allyn & Bacon, Pearson, 2005.

• Book, In the Middle: New Understanding about Writing,Reading, and Learning (Workshop Series) by Nancie Atwell,Heinemann, 1998.

• Book, Reading Reminders: Tools, Tips, and Techniques by JimBurke, Boynton/Cook, 2003.

Students need to read in a wide variety of genres: narrative,informational, procedural, biographical, persuasive, poetic; thetexts will become part of their background knowledge, providing

textual information to help them to draw conclusions andinterpret facts. When working with them, try tofollow the usual steps of before, while and after reading, anddon't forget to give students positive feedback on their work.

Speaking• http://www.onestopenglish.com/section.asp?section

Type=listsummary&catid=59406&docid=153770• http://www.eslflow.com/speakingandcommunica

tiveicebreakeractivities.html• http://www.proteacher.com/070001.shtml• http://iteslj.org/c/games.html

• Book, Keep Talking: Communicative Fluency Activities for LanguageTeaching (Cambridge Handbooks for Language Teachers) byFriederike Klippel, Cambridge University Press, 1984.

• Book, Communication Games Intermediate by Jill Hadfield,Pearson, 2000.

• Book, Pronunciation Games, Mark Hancock, CambridgeUniversity Press, 1995.

For a successful English speaking lesson it is recommended toshow pictures to the class and elicit students' ideas about themby asking and answering questions. Role playing dialogues anddrills may help them to pay attention to the pronunciation andintonation of words. Give students plenty and different ways ofpracticing and encourage them to speak as much as they can.

Writing • http://esl.about.com/library/lessons/

bl_guided_writing.htm• http://www.readingrockets.org/article/5608• http://esl.about.com/library/lessons/

blwrite_informalletter.htm• http://www.englishclub.com/esl-articles/200004.htm• http://esl.about.com/library/lessons/

bl_guided_writing.htm

• Book, Simple Writing Activities, Jill & Charles Hadfield, OxfordBasics series, Oxford University Press, 2000.

• Book, Choices, (Writing Projects for Students of Esl), CambridgeUniversity Press, 1999.

Writing is one of the most difficult tasks for students of Englishas a foreign language, so it is advisable to offer interesting topicsthat make them want to write.

BIBLIOGRAPHY

Ajuste curricular: un apoyo al mejoramiento continuo del aprendizaje

Los textos escolares son una importante herramienta para la implementación del currículum en la sala de clases, constituyen un apoyo estratégico para el desarrollo del aprendizaje y son un recurso pedagógico utilizado en diversos espacios educativos, tanto dentro del aula como fuera de ella.

En conjunto con los Programas de Estudio y los Mapas de Progreso, buscan apoyar el trabajo docente �� el Currículum nacional.

Como es de conocimiento del sistema escolar, a partir de marzo del año 2010, se comienza a implementar el ajuste al Currículum nacional, que ha actualizado los Objetivos Fundamentales y Contenidos Mínimos Obligatorios (OF-CMO) de los sectores de Lenguaje y Comunicación, Matemática, �� !��" #�$�� %�� &��nuevo sector curricular para el idioma inglés y los OF-CMO de Idioma Extranjero seguirán vigentes para las otras lenguas.

Este proceso de Ajuste Curricular es parte de una política de desarrollo curricular, a través de la cual se busca mejorar cíclicamente el currículum, a la luz de lo observado en su implementación y de los cambios ocurridos tanto en la sociedad como en el conocimiento. En los 5 sectores de aprendizaje �� '�� '�� la extensión del currículum, mejorar su secuencia y articulación entre ciclos (tanto entre básica y media como con la educación parvularia), visibilizar la presencia de las habilidades y fortalecer la presencia transversal de las tecnologías de la información.

Es importante destacar que este ajuste al Currículum nacional mantiene el enfoque que orienta las �� *

+� Un currículum para la vida, orientado al desarrollo de competencias que son relevantes para el desenvolvimiento personal, social y laboral de los sujetos en la sociedad actual. En este sentido, el proceso de ajuste curricular ha buscado reforzar la orientación del currículum, enfocada en el aprendizaje de conocimientos, habilidades y actitudes que facilitan y son requeridas en el desenvolvimiento de los sujetos en diversos ámbitos personales, sociales, ciudadanos, laborales y de estudios.

+� Aprendizajes orientados hacia el desarrollo de competencias, entendidas como sistemas de acción complejos que interrelacionan habilidades, conocimientos, motivaciones, orientaciones valóricas, actitudes y emociones, que en conjunto se movilizan para una acción efectiva en determinados contextos.

+� Aprendizajes que buscan contribuir simultáneamente a los propósitos del desarrollo personal ��/�� /�� #

+� Aprendizajes que promueven la formación ciudadana de los alumnos y alumnas para que participen activamente de la sociedad democrática.

+� Aprendizajes que apoyan la inserción de los alumnos y alumnas en un mundo globalizado, de modo complementario al reforzamiento de la identidad nacional.

�� www.curriculum-mineduc.cl y www.textosescolares.cl

La entrada en vigencia del Currículum ajustado se acompañará de Programas de Estudio, también �� por parte de profesores y profesoras del país. Para apoyar la implementación curricular, en estos programas se orientará respecto a cómo monitorear y evaluar el crecimiento del aprendizaje con el apoyo de los Mapas de Progreso.

A continuación se presenta un diagrama que representa la relación entre los diferentes instrumentos � ��

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