44429732 2 medio looking ahead

Jolanta Polk Reyes

Teaching English as a Foreign Language, Dublin, Ireland.

Teacher training, translation and English Literature, University of Silesia, Poland.

GUÍA DIDÁCTICA PARA EL PROFESORINCLUYE TEXTO PARA EL ESTUDIANTE

INTRO GUIA ING 2JO (001-023).qxd 4/12/09 15:27 Página 1

Ediciones Cal y Canto

© English 2º Medio

2010

Original text Jolanta Polk

Teaching English as a Foreign Language,

Dublin, Irlanda.

Teacher training, translation and English Literature,

University of Silesia, Poland.

Original illustrations © Ediciones Cal y Canto

Design © Ediciones Cal y Canto

Nº de Inscripción: 180.758

ISBN: 978-956-8623-66-1

General Publisher Jorge Muñoz Rau.

Publisher Alicia Manonellas Balladares.

Assistant Publisher Gloria Caro Opazo.

Ly-Sen Lam Díaz.

Designed by María Jesús Moreno Guldman.

Cover designed by María Jesús Moreno Guldman.

Layout by Juvenal Sepúlveda Aravena.

Proofreading Thomas Connelly.

Illustrations Venus Astudillo.

General Production Cecilia Muñoz Rau.

Production Assistant Lorena Briceño González.

Recording Producer Rodrigo González Díaz.

Photos Banco de Fotos Ediciones Cal y Canto .

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.

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3

CONTENTS

• PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

• COURSE COMPONENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

• METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Dictionary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 10

Learning environment and learning styles . . . . . . . . . . . 10

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Photocopiable evaluation instruments . . . . . . . . . . . . . . 11

• SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . . . . 12

Some methodological suggestions

for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

• THE INTERNET IN THE LANGUAGE CLASSROOM . . . . . . 15

• LEARNING PROGRESS MAPS . . . . . . . . . . . . . . . . . . . . . . . 16

• CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

• SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 22-23

• UNIT 1: COMMUNICATION AND UNDERSTANDING . . . . 24

Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

• UNIT 2: HOW STRANGE! HOW WONDERFUL! . . . . . . . . . 47

Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65


• UNIT 3: WE ARE WHAT WE EAT . . . . . . . . . . . . . . . . . . . . . .68

Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86


• UNIT 4: WHATEVER YOU DO OR MAKE -

DO IT AND MAKE IT WELL . . . . . . . . . . . . . . . . . . . . . . . . . .89

Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

• UNIT 5: LIFE AS WE KNOW IT . . . . . . . . . . . . . . . . . . . . . .112

Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130


• UNIT 6: TRADITIONS, TRADITIONS . . . . . . . . . . . . . . . . .133

Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151


• EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . .154

Applying Evaluation Instruments . . . . . . . . . . . . . . . . . 154

• PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . . .157

Evaluating listening comprehension . . . . . . . . . . . . . . . . . 157

Evaluating reading comprehension . . . . . . . . . . . . . . . . . . 158

Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Writing rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Class participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Extended- response reading . . . . . . . . . . . . . . . . . . . . . . . . 166

Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

• BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170


4

NAME COMMUNICATION AND

UNDERSTANDING

PAGES 8 - 39

Reading

We Are Happy To Announce . . 10

Decoding Writing . . . . . . . . . . 22

Two Announcements . . . . . . . 36

Listening

Am I Getting Through To You?. . 16

Visible Body. . . . . . . . . . . . . . . . . 28

The Morse Code . . . . . . . . . . . . 37

Speaking

To participate in a guided oraltext imitating a model . . . . . . 14

To consolidate key expressions . . . . . . . . . . . . . . . . . 19

To talk about topics expressingtheir own ideas . . . . . . . . . . . . . 26

To imitate a model conversation . . . . . . . . . . . . . . . . 32

To imitate a model conversation . . . . . . . . . . . . . . . . 38

Writing

To rewrite a passage using linking words . . . . . . . . . . . . . . . 15

To write a short textconsolidating language learnt . . . . . . . . . . . . . . . . . . . . . . . 21

To write a short report . . . . . . 27

To write a short paragraph . . 33

To rewrite a passage using linking words . . . . . . . . . 39

NAME HOW STRANGE!

HOW WONDERFUL!

PAGES 40 - 71

Reading

Welcome To New Zealand . . . 42

Twister, Twister. . . . . . . . . . . . . . 54

San Pedro De Atacama . . . . . . 68

Listening

The Strange Things We Do . . 48

Eyewitness Reports . . . . . . . . . 60

The Weather Report . . . . . . . . 69

Speaking

To talk about celebrating an anniversary. . . . . . . . . . . . . . . 46

To express possibility. . . . . . . . 51

To complete a conversation and talk about it . . . . . . . . . . . . 59

To complete a conversation and talk about it . . . . . . . . . . . . 64

To express opinions about some pictures . . . . . . . . 71

Writing

To write suggestions to organise a party . . . . . . . . . . 47

To write a short paragraph to express opinions. . . . . . . . . . 51

To write about a naturalphenomenon . . . . . . . . . . . . . . . 58

To write sentences aboutmeasure instruments. . . . . . . . 65

To write a short weather report. . . . . . . . . . . . . . 70

NAME WE ARE WHAT

WE EAT

PAGES 72 - 103

Reading

Staying Healthy - Keeping Fit . . . . . . . . . . . . . . . . . 74

Eating Out . . . . . . . . . . . . . . . . . 86

Eating Out The Japanese Way . . . . . . . . . . . . . 100

Listening

Edible Art . . . . . . . . . . . . . . . . . . 80

Let's Do It All Together . . . . . . 92

What A Chef Has To Say . . . 101

Speaking

To talk about food preferences . . . . . . . . . . . . . . . . . 76

To participate in a dialogue with a food artist . . . . . . . . . . . . 83

To talk about a restaurant . . . 90

To complete a conversation using visual clues . . . . . . . . . . . 96

To complete and role-play aconversation about food . . . 103

Writing

To complete a recipe . . . . . . . 78

To write a description of a picture . . . . . . . . . . . . . . . . . 84

To write a short restaurant review . . . . . . . . . . . . . . . . . . . . . 91

To write sentences using visual clues . . . . . . . . . . . . . . . . . 97

To write a set of questions about a recipe . . . . . . . . . . . . 102

1 2 3


5

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200

NAME WHATEVER YOU DO

OR MAKE - DO IT

AND MAKE IT WELL!

PAGES 104 - 135

Reading

Do It Well! Make It Big! . . . . . 106

Holding The World On Your Shoulders . . . . . . . . . . . . 118

Making Curanto . . . . . . . . . . . 132

Listening

Follow The Instructions . . . . 112

I'd Like To Apply!. . . . . . . . . . . 124

How To Use It . . . . . . . . . . . . . 134

Speaking

To express plans for the future. 110

To express plans for the future. 116

To talk about wishes and regrets . . . . . . . . . . . . . . . 122

To talk about wishes . . . . . . . 127

To express distances and duration of events. . . . . 135

Writing

To write the end of a story using visual clues . . . . . . . . . . 111

To write a set of instructions for using a gadget . . . . . . . . . 117

To write sentences expressingwishes and desires . . . . . . . . . 123

To write a letter requestinginformation for a job. . . . . . . 129

To write a paragraph expressinghopes and desires . . . . . . . . . 135

NAME LIFE AS WE

KNOW IT

PAGES 136 - 167

Reading

Alternative Lifestyles . . . . . . . 138

Life As We Knew It . . . . . . . . . 150

Up For A Drive . . . . . . . . . . . . 164

Listening

I Would Like To Dedicate This Song. . . . . . . . . . . . . . . . . . 144

Life As It Will Be . . . . . . . . . . . 156

Clouds . . . . . . . . . . . . . . . . . . . . 165

Speaking

To participate in a conversationexpressing opinions . . . . . . . 142

To participate in a conversationusing visual clues . . . . . . . . . . 147

To express what people need,wish or want to . . . . . . . . . . . 155

To express ideas aboutprotecting the planet . . . . . . 161

To participate in dialoguesaccording to visual clues . . . 166

Writing

To write a paragraph aboutsomeone's lifestyle . . . . . . . . 143

To write a note of apology . . 149

To write a set of suggestions to visit a place . . . . . . . . . . . . . 155

To write a list of everydayactivities. . . . . . . . . . . . . . . . . . . 161

To write a paragraph expressingneeds and obligations . . . . . 167

NAME TRADITIONS,

TRADITIONS

PAGES 168 - 199

Reading

Let's Celebrate . . . . . . . . . . . . 170

Living With Traditions . . . . . 182

On The First Day Of Christmas . . . . . . . . . . . . . . . . . 196

Listening

Proud To Be . . . . . . . . . . . . . . . 176

Changing Language . . . . . . . 188

The Right Clothes. . . . . . . . . . 197

Speaking

To talk about duration of events . . . . . . . . . . . . . . . . . . 175

To talk about life experiences . . . . . . . . . . . . . . . 180

To express feelings . . . . . . . . 185

To talk about predictions for the future . . . . . . . . . . . . . . 192

To express surprise, sympathy or joy . . . . . . . . . . . 198

Writing

To write a paragraph about a familiar celebration . . . . . . 175

To write a short paragraph about a tradition. . . . . . . . . . . 181

To rewrite questions in direct speech. . . . . . . . . . . . 187

To write a list of predictions for Chile . . . . . . . . . . . . . . . . . . . 193

To write descriptions of pictures . . . . . . . . . . . . . . . . 199

4 5 6


Looking Ahead has been specially written to meet the

requirements of the Chilean Reform and with the objective of

creating a textbook that will keep students happy and

interested when using it. For this reason, the subjects are of

special relevance and attraction for young people of this age

group. The units in the book have been developed around key

issues that have proved to be interesting for our students. The

tasks students carry out are similar to what they do in real life,

require that they link new information to previous knowledge

and provide opportunities for effective communication and

collaboration in the classroom.

The topics chosen range from leisure, food, fashion, music to

more serious subjects such as choosing a profession or thinking

about relationships and the environment. The majority of the

listening and reading texts have been taken from authentic

sources; they may have been shortened, but they have not been

simplified or otherwise manipulated.

Special emphasis has been placed on common values students

should pay attention to and develop, such as the respect for

diversity, the protection of our environment, the equality of

genres, the importance of healthy habits, among others.

Looking Ahead consists of a Student’s Book, a CD and a Teacher’s

Book.

Student’s BookAt the beginning of the Student’s Book there is a list of contents

and a two-page spread to help the students identify the

different sections in the book, together with an explanation of

the symbols used. At the end, there is list of verbs and a

bibliography for students.

The Student’s Book is divided into six self-contained units

which, in turn, are divided into 4 lessons of gradually increasing

levels of complexity and difficulty; two of these lessons are

based on reading texts and two are based on listening texts.

Unit 1: Communication and Understanding

Unit 2: How Strange How Wonderful!

Unit 3: We Are What We Eat

Unit 4: Whatever you Do or Make - Do it and Make it Well

Unit 5: Life As We Know It

Unit 6: Traditions, Traditions

Each of the four lessons in the six units is divided into the

following parts:

Set upTo establish the topic of the lesson, motivate students and

identify and activate previous knowledge.

Think AheadPre-reading or listening activities that motivate students to

read or listen, help them to relate the topic to their own reality

and their previous knowledge, present or activate key

vocabulary, and encourage them to predict and anticipate

information.

Go Ahead While-reading or listening activities that focus students’

attention and teach them to look for general or specific

information, to locate clues, to separate essential from non-

essential information, to discriminate between correct and

incorrect information, etc.

Make ConnectionsPost-reading or listening activities that connect the text with

students’ own experiences, give practice on specific grammar

points and provide opportunities to develop speaking skills

(Have a Chat section) and writing skills (Write it Down section)

following models provided by the texts and other activities.

Additionally, in each lesson there is a self-evaluation section -

Check it over - to allow students to reflect on their achievements

and weaknesses in connection with the language skills

developed in the lesson, and there is also a Fast Check section,

the purpose of which is to allow students to evaluate their

progress on a particular aspect of the lesson and, at the same

time, provide information to the teacher about any points that

the majority of the students have problems with.

INTRODUCTION6

COURSE COMPONENTS


At the end of each unit, you can find these three additional

sections:

• Apply your Knowledge offers additional activities that

synthesise what has been learnt throughout the unit and

provide a good opportunity for students to consolidate topics

and language structures.

• Check & Correct has a test format covering the four skills and

the language studied in the unit. It helps students to revise

contents and evaluate their performance in the whole unit.

• Final Check offers students a summary of what they have

learnt in the unit, allows them to reflect on their strengths

and weaknesses, gives them an idea of their level of

achievement, and guides them to make decisions concerning

actions to take in order to improve. It is very important that

students dedicate some time to this section as metacognition

(thinking about thinking) is an important part of the learning

curve. Metacognition helps students transfer knowledge,

skills, and abilities acquired in one context to other contexts.

The lessons also include the following sections:

A section that warns students of possible mistakes they could

make and suggests how to avoid them. Teachers should be

careful to make it very clear what the mistake can be and what

the correct version is. Some authors suggest that exposing

students to errors should be avoided, but awareness can be a

good strategy to prevent mistakes.

A section that provides more information on the main topic of

the lesson and interests students in finding more information on

their own, thus encouraging self-study. Teachers should

remember that when students realise their contribution and

efforts are seen and recognised, they usually become more

committed to - and interested in - improving their work. Mind

teasers can be quotes, bits of information, questions of interest,

jokes, cartoons and others.

Students read one part of the dialogue and complete the second

part with a partner using information provided in the text on

page10. Some variations are allowed. Then they listen to the

recorded version, check their answers and roleplay it with a

partner.

A section that offers tips to make learning more accessible and

contents easier to understand. This section is always short, to

the point, and strategically placed so as to be a valuable

contribution to the lesson. The tips can be analysed by students

on their own or by the whole class, assisted by the teacher, who

should always try to provide and / or elicit examples, as learning

in context is more effective than learning in isolation.

A section with games that help to make the learning process

more entertaining. Teachers should remember that games are

an important part of the teaching / learning process because

they are motivating and help students to sustain the effort of

learning a foreign language.

Digital resourceBoth students and teachers can use the web sites suggested to

find additional on-line information related to the subject of the

lesson.

CDThe CD that comes with the book has been recorded with care

and provides both the teacher and the students with a wealth

of different resources. All the actors who participated in the

recording are native speakers of the language required by the

characters they are playing; most of them are British, but there

are also some other nationalities represented.

PLAY IT

Bear it in mind

HAVE A CHAT

dniMTeaser

Danger

INTRODUCTION 7


The CD includes all the material for the listening tasks in the

lessons, the oral practice exercises, and the listening component

of all the tests (Check & Correct and Extra Tests).

This is the icon used in the Student’s Book to indicate that

recorded material is used.

This is the icon used in the Teacher’s Book to indicate that

recorded material is used; it includes the corresponding

track number.

Teacher’s Book To quote Sonia Nieto, Professor of Language, Literacy, And

Culture at the School of Education, University of Massachusetts

and author of What Keeps Teachers Going? “The Teacher’s Book

will provide teachers with encouragement, consolation and

sometimes even a pep talk. Whenever new teachers feel worn out,

disillusioned, frustrated, or ready to quit they should pick up this

book! It will give them ideas, inspiration, and hope.”

The purpose of the Teacher’s Book is to be a useful resource for

teachers. Teaching is at times a hard and lonely task, so treat the

Teacher’s Book as a friend and use to its full extent. However,

once you have studied it carefully, don’t be afraid to modify it or

simply ignore some of the suggestions if you know that other

alternatives are better or more adequate for your classroom

environment.

This component offers support to the teacher through several

elements.

• An introduction with a description of the course, the

methodology used, suggestions for classroom management,

general methodological suggestions for the activities and to

deal with big classes, description of the course components, etc.

• A suggested year planning that establishes the relationship

between the contents and the expected learning outcomes

and offers a tentative time distribution, resources and types of

evaluation.

• Step-by-step lesson notes and suggestions, including ideas to

start each lesson, as well as follow-up activities and

suggestions for homework.

• The cognitive abilities to develop in every activity of the

lessons (L.A.).

• Background information related to the information content of

the different texts, to help the teacher deal with students’

questions.

• Photocopiable observation and evaluation sheets for the

teacher 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

• Icons to indicate the language ability to be developed:

Reading Listening

Speaking Writing

• One activity for fast learners in each lesson (FL).

FL

1

INTRODUCTION8


INTRODUCTION 9

Looking Ahead helps students develop language learning skills to

carry out specific tasks related to the content. In every lesson, there

are tasks which consolidate the linguistic and thematic content.

The activities are designed to provide students with the language

and skills they will need in order to complete the tasks successfully.

This approach helps students to see language as a necessary tool,

and gives 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, and they activate the

students’ previous knowledge about the topic of the lesson.

They motivate students to read or listen and encourage them to

predict and anticipate information.

The Reading / Listening activities focus students’ attention and

teach them to look for specific information, find clues and

discriminate between essential and non-essential information.

The After Reading / Listening activities connect the text with the

students’ own reality, give practice on specific grammar points,

and help to develop writing and speaking skills.

Communicative skillsMost students evaluate their language ability by how well they

can speak. Speaking activities are present in Looking Ahead

right from the start and they are integrated with the other skills

to encourage communication. Even in the first stages of

learning, with only a limited knowledge of vocabulary and

structures, there is a lot students can communicate. The

speaking tasks give students an additional opportunity to use

new language in the context of a real life task, carried out in

pairs or with a group of classmates, following models provided.

Writing activities are also an integral part of each lesson, with a

variety of tasks the students must accomplish during the class

or as homework, with varying degrees of support and guidance.

Language structureIn Looking Ahead, grammar is approached in a clearly

structured yet meaningful way. The students are presented with

an inductive task in a section called Take a Closer Look, in which

they have to analise how the structure works in English,

discovering both use and form and then they do controlled

practice exercises where they apply the target structure in

communicative situations.

VocabularyThe key vocabulary in each lesson is presented systematically in

the Get ready section of each lesson. There are specific

vocabulary activities in which students are trained to develop

effective strategies for learning and keeping clear vocabulary

records. A systematic use of dictionaries is encouraged.

Dictionary work Dictionaries (one language or two languages) are used to look

up the spelling and meaning of words, pronunciation, inflected

forms of words, capitalisation, etymology, word division, and

much more, depending upon the dictionary.

Some recommended online dictionaries include:

www.merriam-webster.com

www.thefreedictionary.com

www.dictionary.cambridge.org

CognatesCognates are words in different languages related to the same root.

The different lessons in Looking Ahead provide students with

exercises to help them notice and recognize them, helping them to

increase their self-confidence by discovering how much these words

help them to understand a text. The teacher should encourage

students to find the cognates whenever they face a new text.

False Cognates Students might get confused because there are several words in

Spanish that are similar in English, but have a different meaning.

Here are a few examples of false cognates:

• Actually = really, not actualmente (at present, currently).

• Embarrassed = avergonzado/a, not embarazada (pregnant).

• Realise = darse cuenta, not realizar (carry out, fulfill).

• Approve = aprobar = agree with something, not aprobar un

examen (pass an exam).

• Lecture = conferencia = a talk about a topic, not lectura (reading).

METHODOLOGY


• Try = tratar de hacer algo, not tratarse de (be about) or tratar

con (deal with).

• 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

how they learn and how they develop their learning strategies

to become more effective and independent learners. Teachers

should encourage students to analyse their learning process,

making them think about the problems they have faced and

how they could improve their performance. This is supported in

Looking Ahead with a section called Check it Over.

Classroom managementIn most cases the teacher is the only direct contact the students

have with English. It is therefore important that he / she tries to

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 Looking Ahead are given

clearly and simply, and teachers should encourage students to

read and interpret them on their own, and support whenever

necessary through demonstration and examples.

DisciplineTeenage students are going through a difficult period of

development in their lives, so the teacher might face discipline

problems, disruptive behavior, or unwillingness to do the tasks

they are assigned.

One of the reasons for bad discipline is usually the students’

inability to cope with the tasks. To avoid these problems, two

preventive strategies are suggested:

• Careful planning. When a class is carefully planned, students

realise there is a feeling of purpose which keeps their

attention on the task.

• Clear instructions. Instructions are crucial in a class. They must

be given clearly and assertively, including time limits

whenever possible, so that students know what to do and

when they should finish the task.

Large classesLarge mixed-ability classes are a reality teachers have to face

every day. Grouping is one technique that is used to reduce the

negative effects of this situation. When the class is divided into

smaller units, many learning activities can be undertaken. This

implies a different role for the teacher; this does not mean that

he / she will become less active in the classroom, but that he /

she will not be the center of the activities. Teachers who

monitor, encourage and participate in different classroom

groups are even more active than traditional teachers.

By re-organising the classroom to allow more opportunities for

communicative interactions and activities, students will be in a

better position to practise and acquire the foreign language.

Pairwork and groupworkOne of the ways of giving students the amount of time they require

to practise a language in the classroom is by dividing the class into

groups or pairs. This helps teachers to individualise their learners.

Grouping provides opportunities for sharing experiences and it

may also help teachers to accommodate learner differences by

varying student roles.

Teachers must have in mind that this type of work encourages

students to share their skills and knowledge, and to learn from

each other. It also increases students’ involvement and active

participation, and develops positive attitudes.

It is important to share with the students the importance of

these activities that give them an opportunity to reinforce social

and communicative skills required to work with other people.

The teacher should take an active role in group and pair

formation, and students should take different roles each time.

Learning Environments and Learning StylesResources are normally written and prepared for a class as a whole

but one has to keep in mind that each class is composed by

individuals and each individual in the classroom lives and interacts

in a different environment so what might work well in a school in

Santiago might need to be adapted for a school in Puerto Montt.

It is also worth considering that students learning styles are

different. The main learning styles to take into account are:

• Visual (spatial) students prefer using pictures, images, and

spatial understanding.

INTRODUCTION10


INTRODUCTION 11

• Aural (auditory – musical) students prefer using sound,

rhythm and music.

• Verbal (linguistic) students prefer using words, both in speech

and in writing.

• Physical (kinaesthetic) students prefer using movements,

their bodies and their sense of touch.

• Logical (mathematical) students prefer using logic, reasoning,

rules and systems.

• Social (interpersonal) students prefer learning in groups or

with other people.

• Solitary (intrapersonal) students prefer working on their own

and use self-study.

Teachers are advised to use the following resources throughout

the book.

AssessmentAssessment is one of the most valuable sources of information about

what is happening in the classroom. The involvement of the students

in this process makes their attitudes towards their learning change

significantly and they start to feel more responsible for their progress.

In Looking Ahead, assessment is an ongoing process. The teacher

assesses continuously, in every activity, in every lesson, to see how

far a student is making progress in line with the objectives. He /

she uses the information obtained to help students with a specific

point they have problems with. In each lesson there is one activity

to evaluate one particular aspect of that lesson, in the section

called Fast Check.

There is also overall assessment, periodically, at the end of each

unit, with test format, the Check & Correct section, which includes

evaluation activities of all the skills and language studied in the

unit. Teachers should encourage students to correct and mark their

Check & Correct themselves, either on their own or in small groups.

Finally, at the very end of each unit there is a Final Check section,

which guides students to analyse their performance in the whole

unit. All these forms of assessment complement each other.

Self-assessmentIn Looking Ahead, self-assessment takes place in each lesson, so

that students have the opportunity to reflect on their progress

and on their main problems. This type of assessment helps

students to become more efficient learners; as it also makes

them feel more responsible for their own learning.

This is done lesson by lesson through the Check it Over section,

in which students are asked to think about their performance in

three of the language abilities developed. In the Fast Check and

Check & Correct sections, the students evaluate themselves to

become aware of the extent of their progress and in the Final

Check section they are asked to analyse their performance and

make decisions concerning steps they can take to improve.

Photocopiable Evaluation InstrumentsThe Teacher's Book offers a selection of rubrics and evaluation

sheets that the teacher can use in different situations, with different

purposes and with different students. The labels and criteria can be

adapted to the class situation, the topics covered, the number of

students, etc. They can be used by the teacher to evaluate the

students, or by the students to evaluate themselves and / or their

peers. As with all evaluation instances, these must be used to

inform the teacher and the students of the progress made, the areas

that need revision and reinforcement and the level of achievement

of learning goals. The teacher may use the results of these

evaluation instances as part of the final mark of the students; the

students must be informed of the system applied. The teacher must

give the students the instrument so that they can analyze it, draw

conclusions and make decisions concerning their performance.

The visibleteacher uses:

Gestures, signs,picturesquelanguage

Colourful andattractive extra

material

Pictures, videos,posters, slides

Flow charts,diagrams,

rubrics, graphs

Written symbolsand notes

Markers, stickers,coloured paper


• Start every lesson in a way that focuses everyone’s attention.

This creates expectation and prepares students for what is to

come. For example, with books closed, write the topic of the

lesson on the board and ask some questions about it, show a

poster / picture related to the lesson, ask who can remember

what they did the previous class, etc.

• Students should not open their books until everyone is paying

attention.

• End an activity before students get bored with it. Equally, do

not hurry the students or end the activity too soon if they are

obviously 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 probably

know the answer.

• Don’t ask students to explain difficult things, such as

definitions of words in English.

• Don’t interrupt students during pair / group speaking

activities to correct their English. It is better to note the main,

common mistakes, put them on the board and correct them

with the class at the end.

• Don’t insist on 100% accuracy all the time. Mistakes are a

normal part of the learning process, and a valuable source of

information for the teacher.

• Give praise and encouragement, especially to the weaker

students. Write positive comments on their work. Let them know

what they are doing well, as well as what they need to improve.

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

Some methodological suggestions

for skill development

Developing listening skills

Listening comprehension is the ability to identify and understand

what others are saying so it is one of the most important parts of

communication. Listening comprehension involves understanding

a speaker’s accent or pronunciation, his / her grammar and

vocabulary, and grasping his / her meaning (Howatt and Dakin).

When using the CD, the teacher should be aware that different

students have different levels of listening comprehension and

might require to listen more times.

The listening exercises require from the students one of the

following tasks:

• General information (understanding the main points)

• Specific information (understanding particular items)

• Cultural interest (generally information about the target

language culture)

• Information about people’s attitudes and opinions

• The organization of ideas

• Difference in pronunciation (sometimes minimal pairs)

• Sequence of events

• Lexical items (words expressing noise / movement)

• Structural items (their use and meaning)

• Functional items (their form and use)

Where possible and available, teachers can use additional aural

material such as songs, extracts taken from the Internet and

even films rented from their local video or CD rental shop or

own home stocks.

• Follow the organisation 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

their own experiences. Make use of the illustrations

provided and / or use your own.

- Use this introduction of the topic to present key vocabulary

and structures, and write them on the board.

- Invite students to predict the content and to formulate

hypotheses of what will appear in the text.

- Do these activities quickly and take advantage of the

interest created 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

may have gathered, but do not go into details at this stage,

just concentrate on the general idea.

- Remind students of cognate words. They can identify these

more easily when they listen, which helps comprehension

and aids task realisation.

- Read and clarify instructions with the class, and do the

different listening activities one by one, concentrating on

INTRODUCTION12

SOME BASIC TEACHING REMINDERS


INTRODUCTION 13

the task assigned and checking answers after each

successive listening. Every time students listen to the text,

they should have a clear purpose and task, provided in the

instructions. This will help them to focus their attention and

identify the information required.

- Help students recognise different supporting elements in

the spoken texts: intonation, voice pitch, pauses, emphasis,

background noise, etc.

• After listening:

- Help students summarise 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

providing further examples or similar contexts.

- Discuss the topic of the lesson. Help students to reflect on

the contents and highlight the values presented. Make

them notice 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 organisation of activities into before, while and

after reading.

• It is important for students to interact with a text before,

during, and after reading by:

- setting a purpose.

- previewing the text.

- making predictions.

- asking questions.

- locating information for specific purposes.

- making connections.

• 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 use your own.

- Use this introduction of the topic to present key vocabulary

and structures, and write them on the board.

- Invite students to predict the content and to formulate

hypotheses about what will appear in the text.

- Always ask students to have a quick look at the text and

identify the cognate words and the words they already know.

This will help them formulate more informed hypotheses and

also help them feel less insecure when facing a new text.

- Draw students’ attention to the structure of the text and

help them notice layout, punctuation, titles, subtitles, etc.,

to identify the type of text they will be reading. This will

provide clues to help them understand the text.

- Do these activities quickly and take advantage of the

interest created to continue with the reading activities.

• Reading:

- First ask students to read the text quickly to check their

predictions and hypotheses. Accept other information they

may have gathered, but do not go into details at this stage,

just concentrate on the general idea.

- Remind students of cognate words which they can identify

easily. This will help comprehension and aid task realisation.

Present false cognates if there are any in the text.

- Read and clarify instructions with the class, and do the

different reading activities one by one, concentrating on the

task assigned and checking answers after each successive

reading. Every time students read the text, they should have

a clear purpose and task, provided in the instructions, which

will help them focus their attention and identify the

information required.

- Help students recognise different supporting elements in the

written texts: text organisation, reference markers, letter

types, graphic support, punctuation marks, illustrations, etc.

- Remind students of some general characteristics of text

organisation: main ideas are usually at the beginning of

each paragraph, connectors give important clues –and

indicates addition, but, however indicate contradiction,

because indicates a reason, or indicates alternatives, etc.

• After reading:

- Help students summarise 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

providing further examples or similar contexts.


- Discuss the topic of the lesson. Help students to reflect on

the contents and highlight the values presented. Make

them notice the connections with their own reality.

- Make use of the activities for fast learners (FL), or of Apply

your knowledge in the Student’s Book and of the Extra Tests

in the Teacher’s Book to provide further practice in a freer

context. These can be done with the whole class, or with

faster, keener students. Invite them to make comments on

the contents and share them with the rest of the class.

- Encourage students to make use of the Reflections section

to evaluate 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 classroom interaction. You may use different colours 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. / Ms. plus your surname.

b. Asking for help or clarification: How do you say / spell /

pronounce ...?, Can you help me, please? Can you repeat

that, 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 ... . I didn’t like ... .

• Encourage students to use English to do the different

speaking activities that show comprehension.

• Choose relevant parts of the listening texts, especially

dialogues, for students to listen, repeat and try to memorise

and present in front of the class.

• Create a positive atmosphere in the classroom to facilitate

students’ participation in oral exchanges.

Oral production should be assessed from three main points

shown below:

Language knowledge refers to the use of structures

(grammar, gender, use of correct pronouns etc).

Topical knowledge refers to the subject in question (does

student know the subject he is talking about, for example can

he elicit and give information)

Strategic competence is the use of language components

that enrich oral production (phrasal verbs, interjections,

accuracy of pronunciation, etc.) .

Developing written expression

• Always provide a model for students to follow. Go from

simple, very guided activities to more complex ones: gap -

filling, or exercises in which they put words in order to form

sentences, short answers to simple questions, using a given

pattern and substituting certain elements, etc.

• Make students aware of punctuation marks and connectors to

be used.

• Check written work while walking around the classroom, or

collect notebooks, or provide the correct versions on the

board or an on a transparency.

Writtenproduction

Topical knowledge

Language knowledge Topical and languagecoherence

Oral production

Topical knowledge

Language knowledge Strategic competence

INTRODUCTION14


INTRODUCTION 15

Nowadays, in the era of information revolution and widespread

use of the Internet in almost all spheres of life, this tool can

serve as a teaching medium, a rich source of materials of any

kind. It can also serve as a basis for lessons, instead of relying

texts from the course book only.

Internet –assisted lessons may supplement teaching by adding

an additional dimension to the classroom. Students can use it

to gather information on different topics or search for

additional exercises to practice a particular language item.

The Internet provides students with unlimited opportunities to

work with materials they choose themselves and offers an

attractive and interactive 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 their English in a meaningful and motivating way.

There is a wealth of materials available on the Internet and

most of them are ready-made and free to use. There are several

excellent sites for teachers such as:

www.onestopenglish.com

www.bbc.co.uk/learningenglish/

http://www.topenglishteaching.com

http://www.teachit.co.uk

www.wikipedia.org

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.

THE INTERNET IN THE LANGUAGE CLASSROOM


INTRODUCTION16

What we have in common makes us human. Our differences make

us individuals. In a classroom where there is very little or no

differentiated teaching, only the similarities among students seem

to be the focus of attention. In a differentiated class the common

areas are acknowledged and exploited, and the differences among

students also become important elements in the teaching –

learning process.

Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the community

with a new curricular tool, the Learning Progress Maps. It is

possible that the teachers may have a lot of information about

them, from different and probably more complete sources than

those provided here 13. This brief and concise document does

not intend to be exhaustive nor replace any of those sources. It

only wishes to present the Maps in a particularly specific

context, that of a very specific training in evaluation for

learning, as in that area they can be very useful in the different

steps of that training.

This is a brief introduction to the Maps that considers the

inclusion principle that guides them, the way in which they are

presented, an example and some details to understand their

pedagogical and evaluative usefulness. Rather than theoretical

or conceptual details, special importance is given to the

elements that facilitate their use by teachers.

Introduction

The Learning Progress Maps have been developed to show

teachers, students and parents the way in which learning

progresses along school life, and especially the expected

direction for each of the areas of the curriculum. They are neither

a new curriculum nor a curricular alternative, but are based on

the existing Curricular Framework. Their objective is to describe

the types of learning promoted by the Fundamental Objectives

and the Obligatory Minimum Contents, and to indicate the

characteristics of their development from 5th Year of Primary

Education 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 this

reflection and awareness task is done, it is possible to design a

variety of teaching strategies to cater for the students’ needs.

Learning progression and diversity

Children’s learning – as shown every day in the teaching process

- shows progressive development as they move up from one

level to the next. Older students generally know more about a

subject and show more complex cognitive abilities than younger

students; when comparing abilities and knowledge of a 4th

Media student with those of a 1st Básica student, it can easily be

noticed that the former is much more competent than the latter

in all the learning areas. Between these two students, who

represent the extreme levels of achievement during the school

cycle, it is possible to distinguish several intermediate stages.

On the other hand, children in a particular level make use of

different abilities to understand the same topic, and have

different ways to explain what they understand. There is

progression not only from one level to the next; it is normal that

in the same class the students are at different levels and show

different degrees of understanding and achievement of the

required abilities.

However, not all students progress in the expected direction.

Inadequate attention to differences can produce delay in the

students’ learning. This delay, in turn, has a cumulative effect, it

tends to increase in the upper levels, and when this happens, its

effects are more difficult to revert. Therefore, it is important to

know the state of students’ learning very well.

The Learning Progress Maps are a support instrument to

diagnose achievement and differences among students to help

them move on in their school work according to the expected

outcomes promoted by the national curriculum; they offer

common 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.


INTRODUCTION 17

Evaluation for Learning in Practice

It is important to distinguish Evaluation for Learning as a

particular model that is different from the traditional

interpretations of evaluation. Here is a summary of its main

characteristics. 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 the

programmed units of work. These procedures or tests are separable

and independent from the teaching of the unit. The “feedback”is to

get a mark. Although, according to this model, evaluation is a

teachers’ issue (the State, for example, does not get involved), it

tends to have a summative rather than a formative objective.

However, the term “formative”can have several interpretations. Very

often it only means that evaluation is frequent in a period of time

and has been planned together with the teaching. In this sense,

formative evaluation does not necessarily consider all the features

identified as characteristic of Evaluation for Learning. Evaluation can

be formative because it helps the teacher to identify areas where

more explanation or training are needed. But from the point of view

of the students, their final mark and the comments written on the

margins of their work, although they may signal their weak and

strong points, they do not give them clues as to how to progress

towards the achievement of more and better learning.

The concept of learning underlying this model is another

distinctive feature. Today’s approach to learning suggests that,

eventually, it is the students themselves who are responsible for

their own learning (nobody can learn for them). Consequently,

Evaluation for Learning must necessarily involve the students in

the evaluation process so as to provide information on their

performance and guide their efforts to improve. An important part

of this information is the feedback the teacher gives the students,

but another part must be the result of the direct participation of

the students in this process through self-evaluation. In the context

of promoting life-time learning, it is more and more important to

develop in the students the capacity to know how much they have

learnt and the ability to guide and manage their own learning.

So, what actually happens in the classroom when evaluation is

used for improving learning? To begin with the more obvious

aspects, the teachers are involved in the collection of

information about their students’ learning and motivate them

to revise their work critically and constructively.

The methods to obtain information about the learning are well

known 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, dramatisations

and concept maps.

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

Of course, teachers can collect this information through the

methods identified above, and then use it to improve learning.

The use of this information requires that teachers and students

make decisions and act: they must decide on the next steps in

the learning process and help students get started. It is of the

utmost importance to remember that it is the students who

must do the walking; consequently, the students who are more

involved in the process will better understand how to extend

and improve their learning. A plan that involves the students in

the judgement of their own work – instead of being passive to

face the judgements of teachers – has higher probabilities of

raising the learning and achievement standards.

This is a different conception of “feedback”. The “food” the teacher

offers is a portrait of the objective to reach, of the standard or

goal towards which the student must aim and which, in this way,

constitutes a point of comparison for his / her work. The role of

the teacher – and what constitutes the core of teaching – is to

provide the students with the skills and strategies required to

take the steps they need to improve their own learning.


INTRODUCTION18

Key Principles of Evaluation for Learning

Evaluation is a process that allows the recollection of evidence

on the learning achieved by the students at a given moment.

The object of the evaluation is the work produced by the

student, never the student.

• The key dimensions of learning from the point of view of the

learning area and the learning level of the students constitute

the criteria used for the evaluation of learning.

• The criteria must be shared with the students so that they

know and understand them, and so that they can direct their

work accordingly.

• Self-evaluation and peer-evaluation must be done using pre-

established criteria. If this does not happen their validity will

be questionable, because different individuals naturally

evaluate according to their own personal criteria.

• It must be remembered that evaluation necessarily involves

value judgements. This happens when a teacher assigns a

numerical qualification to a student’s test, and also when

concepts are used, for example “poor” or “excellent”, to indicate

a student’s level of achievement at a certain moment.

• The teacher must take responsibility for the evaluation

instruments he / she develops and uses with the students; this

means that he / she must make sure that they really let him /

her collect information about the learning outcomes defined

in the pre-established evaluation criteria.

What LPMs are What LPMs are not

They are materials for each area of the curriculum that describe the

usual road followed by students in their learning. They assume that

progress is the result of maturity and exposure to learning

opportunities 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 that all

students experience.

They express knowledge and abilities, that is to say, the competences

that students typically reach at certain moments of their school life.

They are not an expression of all the knowledge and abilities the

students can achieve in a specific level.

They indicate what we value as learning goals and the sequence in

which they are achieved; they provide a framework to monitor progress

and to communicate results.

They are not a new curriculum and they do not assume that all the

students in the same class should be in the same level of learning.

They are presented as concrete descriptions of learning and offer

examples of possible achievements in each level.

They are not checklists for test correction.

They provide a guiding framework for teaching: they let users elaborate

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 not support a

specific teaching model to achieve learning.

What Learning Progress Maps are and what they are not.

How many LPMs have been prepared?

Each area of the curriculum has sub-divisions that represent

topics or abilities that must be developed during school life. A

Map has been designed for each of them.

English

Our country’s active participation in different areas of the

international sphere, together with the changes produced by

globalisation, make the learning of English essential to

successfully 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

access information and technology and as a means of

communication with other realities and cultures. Learning

English or any other foreign language, contributes to the

understanding of the mother tongue, and at the same time it

widens the opportunities to access information in other areas

of study.


INTRODUCTION 19

Presentation of the Maps

The Maps are organised in seven levels that cover students’

learning life from 1st year of Primary Education to 4th year of

Secondary Education. Each level describes the expected learning

outcome for two school years. For example, level 1 corresponds

approximately to 1st and 2nd Básico, level 2 to the next two

years, and so on. The last level (7) describes a student whose

outcome when finishing school is “outstanding”.

All this information can be found in the web site of the Unidad

de Currículum y Evaluación, www.curriculum-mineduc.cl.

Relevant aspects of the Reading Map

In concordance with the curricular emphasis aimed at the

development of the abilities and the use of language with the

purpose of acquiring information and gainning access to other

cultures and technological advances, grammar is not the focus

of attention of the Reading Map. Its role as facilitator of

understanding and communication is acknowledged, but the

role of grammar will become more evident in the Writing Map.

The Reading Map emphasises the importance of working with

authentic texts as early as possible; their degree of complexity

increases as students move from one level to the next. By the

end of their secondary school education students should be able

to read authentic texts of intermediate complexity, which

implies beginning their learning using simple authentic texts.

The Reading Map does not reject the use of the mother tongue

as a resource to monitor learning when the situation requires

that the students show evidence of comprehension and

interpretation rather than oral production. It is a well-known

fact that students of a foreign language can understand much

more than they can express orally or in writing. For this reason,

the answers to the tasks presented as examples in the Map are

in Spanish. This does not mean that the students are not

allowed to express comprehension in English or that there is an

intention to work these abilities separately.

In the following pages you will find the Reading Progress Map. It

begins with a synthetic presentation of all the level. Then, each

level is presented in detail, beginning with its description, some

examples of performance that illustrate how that level of learning

can be recognised and one or two examples of work done by

students of subsidised schools, with the teacher’s comments that

justify what criteria is used to decide that the student is “within”

the level. In an appendix, you can find the complete version of the

tasks from which the students’work was collected. In the case of

English, there is a description of an initial level, before level 3, that

describes a starting situation of knowledge of this language, which

can be a useful point of reference to describe the learning of

children who do not reach level 3 by the end of 6th Básico. No

examples of students’work at this level are included.

Reading Progress Map

The aim of the English curriculum is to get students to use and

apply the language in different tasks that imply they can

understand oral and written texts, and solve simple

communicative situations orally or in writing. From this point of

view, four English Learning Maps have been designed, around

the following linguistic abilities:

• Reading

• Listening

• Writing

• Oral Expression

The Maps of English have been designed using the international

standards of the Common European Framework (CEF) for

teaching, learning and evaluating languages, and those of the

Association of Language Testers of Europe (ALTE). CEF level A2 and

ALTE 1 (Waystage User) are associated to level 4, which describes

the expected learning achieved by the majority of the students by

the end of 8th year Básico; level B1 and ALTE 2 (Threshold user)

are associated to level 6, which describes the expected learning

achieved by the majority of students by the end of 4th Medio.

To describe progress in reading comprehension, the Reading Map

is organised around two dimensions:

a. Text-types. In this dimension the progression is given by the

complexity of the topics the students read about and the

complexity of the language used in the texts. There is

progression from concrete to abstract topics, and from

language expressed in simple sentences to language

expressed in compound sentences of intermediate complexity.


INTRODUCTION20

b. Reading abilities. This dimension includes the students’

capacity to extract specific information, to infer information

and to show global comprehension of what they have read.

The Map describes how these reading abilities become more

complex from one level to the next, and also in relationship

with the increasing complexity of the texts read.

In the light of these dimensions, the Map describes a student’s

reading comprehension progress, from the ability to identify some

highlighted information, to make simple inferences and state the

main topic of a very short, simple text (in level 3), to end up being

able to reach higher levels of inference and deeper understanding

of linguistically and conceptually more complex texts. (level 6).

Level 7Outstanding

Level 6

Level 5

Level 4

Level 3

Initial level

English Progress Map

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the

main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related

to 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 medium complexity

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 and

identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium

complexity 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 or

information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections

of 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 explicitly

stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences and are

related 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 short

sentences and are related to concrete topics of the student´s immediate environment.

Level 5Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and

identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium

complexity 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:

How can one recognise the level of learning?

Examples of performance.

When a student has reached this level, he / she can do the

following 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, conditional

sentences, relative clauses.

• Identify in the text frequent phrasal verbs. For example:

“look after”.


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 Sunday

A: What’s the date today?

B: It’s (Monday) March 9th.

The weather

A: 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.


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.


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.

Some Commands and Instructions (TEACHERS)

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.

• Add more words.

• Answer the questions.

• Be quiet.

• Check your answers

• Check 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.

INTRODUCTION 21

CLASSROOM LANGUAGE


INTRODUCTION22

TopicUnit CMO Time

COMMUNICATIONANDUNDERSTANDINGFeelings.Necessities.Words related tocommunicationandunderstanding.

Uni

t 1

ReadingFind specific informationthrough scanning.Discriminate between correctand incorrect information.ListeningIdentify types of text.Find specific information.Identify speakers.

ProductionExpress emotions such asinterest, surprise and pleasure.Say why things happen.FunctionsExpress interest, surprise,sympathy and pleasure.Express feelings related to asituation.

Give reasons.GrammarThe Present Continuous tense

HOW STRANGE!HOWWONDERFUL!Strange eventsand naturalphenomenaU

nit 2

Development Lesson 1 Two class periodsLesson 2 Two class periodsLesson 3 Two class periodsLesson 4 Two class periodsConsolidation One classperiod + home assignmentsEvaluation One classperiod + homeassignments

ReadingFind specific information.Identify the origin of texts.ListeningMatch information.Find specific information.Discriminate between correctand incorrect information.

ProductionExpress ideas and personalopinions.FunctionsExpress opinions.Talk about duration of events.Refer to personal experiences

GrammarThe Past Continuous tenseModal verbs may/might

WE ARE WHATWE EATHealthy eatinghabits and healthydiet.Recipes andingredients.

Uni

t 3

Development Lesson 1 Two class periodsLesson 2 Two class periodsLesson 3 Two class periodsLesson 4 Two class periodsConsolidation One classperiod + home assignmentsEvaluation One class period+ home assignments

ReadingMatch written and visual clues.Summarise texts.Find specific information.ListeningMatch visual and oralinformation.Find specific information.

Discriminate between similarsounds.ProductionTo talk about preferencesTo talk about quantitiesTo complete a conversationand talk about itFunctionsTo express preferences

To express thanks andcomplaints To express quantitiesGrammarThe Past Continuous tenseRelative pronounsCountable and uncountableadjectives

WHATEVER YOUDO OR MAKE -DO IT ANDMAKE IT WELL!Jobs andprofessionsU

nit 4


ReadingTo summarise a textTo identify type and source of a textTo find specific informationListeningIdentify the order of eventsMatch oral and visualinformation

Identify specific informationProductionTo express hopes and disillusionTo talk about wishes and regretsTo make complaintsFunctionsTo refer to personalexperiences

To express hopes anddisillusionTo express wishes and regretsGrammarGoing to to express futureWish to express hopes and desiresWould like to…

SUGGESTED YEAR PLANNING

LIFE AS WEKNOW ITDifferent ways oflife in past,present andfutureU

nit 5


ReadingIdentify mood of a textDiscriminate between factsand opinionsMatch written information andvisualsListeningIdentify the tone of a messageIdentify speakers

Find specific informationProductionTo talk about wishes andregretsTo talk about needsTo talk about protecting theEarthFunctions To express opinions and points

of viewsTo express necessity, needsand wishesTo express obligationGrammarThe Passive VoiceVerbs want to, need to, have to,must, ought to, should

TRADITIONS,TRADITIONSCelebrations andtraditions aroundthe world

Uni

t 6


ReadingIdentify the general topic oftextsMatch visual and written textFollow instructionsListeningMatch oral instructions withvisualsIdentify time expressions

Identify speakersProductionTo talk about duration of eventsTo talk about personalexperiencesTo talk about feelingsFunctions To describe a celebration andpictures

To express feelingsTo express duration of eventsGrammarThe Present PerfectUse of since, for never, just nowReported SpeechThe Simple Future



INTRODUCTION 23

Resources Attitudes Evaluation Learning abilities

ReadingAnnouncementsReportsListening A rapA poemA radioprogramme

The importanceofcommunicationand respect forother people'sopinions andreasons.

Check it OverMetacognitionFast CheckListeningReadingLanguageApply Your KnowledgeCheck & CorrectListening

ReadingLanguageOral expressionWritten productionFinal CheckExtra TestsListeningReadingLanguage

Oral expressionWritten productionEvaluationInstrumentsListeningcomprehension.Reading comprehension.WritingWorking with others.

To match oral and visualinformationTo paraphrase informationTo match written and oralinformationTo identify type of a listening textTo extract information tocomplete a chart.

ReadingA brochureA film scriptListeningAn extract froma bookA report

Respect fordifferentopinions andexperiences Acceptance ofdifferent pointsof view

Check it OverMetacognitionFast CheckListeningReadingLanguageApply YourKnowledgeCheck & CorrectListening

ReadingLanguageOral expressionWritten productionFinal CheckExtra TestsListeningReadingLanguageOral expression

Written productionEvaluationInstrumentsListeningcomprehension.Reading comprehension.WritingWorking with others.

To classify informationTo consolidate new vocabularyand structuresTo express opinions following amodelTo ask for and give informationTo connect content and ownexperience

ReadingA brochureAn interviewListening Restaurantreviews.A tale

To accept andreflect on theimportance of a healthy diet.




To match oral and visualinformationTo organise information into asummaryTo match written and oralinformationTo discriminate soundsTo express opinions andpreferences

ReadingNews-basedanecdotesInstructionsListening A mythAn interviewAn advertisement

To reflect on theimportance ofdoing any jobwell.

Check it OverMetacognitionFast CheckListeningReadingLanguageApply Your KnowledgeCheck & Correct

ListeningReadingLanguageOral expressionFinal CheckExtra TestsListeningReading

LanguageOral expressionEvaluation InstrumentsListeningcomprehension.Reading comprehension.WritingWorking with others.

To use scanning to find specificinformationTo organize informationTo discriminate between correctand incorrect informationTo identify the logical order of informationTo relate visuals and oral textTo express wishes and complaintsTo ask for information

ReadingA newsletterAn article Listening A songAnecdotes

Respect fordifferentlifestyles.




To discriminate between correctand incorrect informationTo distinguish facts and opinionsTo give suggestionsTo express what you want andneed

ReadingAn e-mailA Christmas carolAn advertisementA website entryListening An interviewA lecture

Respect fordifferenttraditions andcelebrationsAcceptance ofdifferent pointsof view



Oral expressionWritten productionEvaluation InstrumentsListeningcomprehension.Reading comprehension.WritingWorking with others.

To relate informationTo identify textual referencesTo extract specific informationTo identify speakersTo express duration of eventsTo exchange informationTo express interest, surprise andjoy.To write descriptions.


Development

Lesson 1 two class periods




Apply your knowledge one class period/alternatively homework activity

Check and correct and final check one class period plus some home activity

Didactic resources and methodology tips

• If available, use of complementary material such as English language newspapers and magazines, cut-

outs or on-line media print-outs. If possible, use local resources such as local/community/school radio or

bulletins in Spanish to define communication functions.

• Useful materials for this unit are:

1. Lists of adjectives

2. Dictionaries

3. Glossaries

4. Definitions

5. Printed handouts

6. Library material

7. Notes (can use coloured Postits)

• Teachers should prepare the lesson beforehand given that thorough prior preparation allows them to create some

useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.

• Teachers are advised to use the following resources throughout the book.24

IN THIS UNIT YOU WILL LEARN TOReading: Scan a text for specific information / Paraphrasing

information from the text / Complete sentences choosing the

best option.

Listening: Identify types of text / Listen for specific

information / Identify sender/transmitter of a message.

Production: Express emotions such as interest, surprise,

sympathy and pleasure / Say why things happen.

Functions: Express interest, surprise, sympathy and pleasure

/ Express feelings related to a situation / Give reasons.

YOU WILL ALSO USE THE FOLLOWING TEXT TYPESReading: Announcements / Reports.

Listening: A rap and a poem / A radio programme.

YOU WILL ALSO LEARNGrammar: The Present Continuous Tense / Linking words.

Vocabulary: Words related to communication and understanding.

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUESThe importance of communication and respect for other people’s

opinions and reasons.

U1-GUIA ING 2JO (024-046).qxd 4/12/09 15:29 Página 24

The idea of each set up is to prepare students for the linguistic

and extra-linguistic contents of the lesson, cross-checking with

other curricular areas, identifying weak and strong points to

draw upon or reinforce during the course of the lesson.

+This is a cross-curricular activity that students might have

seen or will see in the Lenguaje y Comunicación lessons. To

identify a communication channel is an important part of

the language learning process both in their native tongue

and their target language.

A communications channel refers to the medium used

to convey information from a sender (or transmitter) to a

receiver.

++Ask students to describe the picture. Help them along with

prompts such as: what can you see in the picture? What

languages do you think they are speaking? If you speak

another language ask students a question in that language

and then ask them if they can understand you.

+This is an exercise that works out well when a digital

resource is available so if the class has access to the Internet

try to do this exercise using that resource. Ask them to type

in the symbol and look for the meaning. They will be

familiar with some of the symbols such as at @ and

percentage. You might have to help out with the others.

Answers

a. at, b. and, c. dollar or peso sign, d. Euro, e. percentage, f. trade mark

3

Answers

Because they speak different languages.Russian and English They should switch to the same language.

2

Answers

1. mobile phone, 2. a letter, 3. conversation /voice transmission 4. computer/ web cam

1

SET UP

PAGE 9

COMMUNICATION AND UNDERSTANDING 25

Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.

Check it over

Self - evaluationStudents analyze their performance in the speaking, reading, listening and writing activities.

Check & Correct

Unit evaluation

Reading: Students identify type of language and specific information.

Listening: Students identify type of text, identify and extract specific information.

Language: Students use linking words and relate text and visuals.

Speaking: Students exchange information using the clues provided.

Writing: Students write a paragraph about communication using linking words.

Final Check Students analyze their performance in the whole unit.

Extra Test Reading: Students identify and extract specific information and discriminate between correct and

incorrect information.

Listening: Students identify specific information and the correct sequence and discriminate between

correct and incorrect information.

Language: Students use the First and Second Conditional structures, Wish + Past Simple Tense and the

Passive Voice.

Speaking: Students exchange information about the role of English in the world.

Writing: Students write a letter requesting information to an International Language School.

Types of evaluation Indicators


UNIT 126

Digital resourceBoth students and teachers will find an icon with a mouse which

will lead them to additional on line resources related to the subject

of the lesson/unit. They can be found throughout the book.

For more information on the Digital Resource section see page 7

of the Introduction.

THINK AHEAD

In this section students get ready for the contents of the lesson,

make predictions and learn key vocabulary and potential

“danger” zones to look out for.

+A message is usually a short communication transmitted by

words, signals, or other means from one person, station, or

group to another. Ask students to read the three messages

and identify what they are trying to convey/what is the

purpose/reason for writing/saying them – tell them to read

the four options and match them with the source of the

messages.

(L.A.: to deduce the communicative purpose of a message)

+Tell students to go back to the three

messages/announcements and check what they have to do

to contact the sender of the message.

(L.A.: to find specific information in a text)

+It is important for students to interact with a text before,

during, and after reading, listening, or viewing by:

• setting a purpose.

• previewing the text.

• making predictions.

• asking questions.

• locating information for specific purposes.

• making connections.

The following exercise is asking students to predict the

subject of the reading using words they would expect to

find in an announcement of a short story competition.

(L.A.: to make predictions from context)

GO AHEAD

Danger

The section on this page provides information on false

cognates also known as false friends. Teacher can find a list of

false friends at http://www.miguelmllop.com/glos/index.php

For more information on the Danger section see page 7 of

the Introduction.

PAGE 11

Answers

May vary.

3

Answers

a. 1, b. – 3, c. 2.

2

Answers

a. – 3, b. - 2, c. – 1.

1

Bear it in mind

Bear it in Mind is an additional tool we have provided to

make learning more accessible and contents easier to

understand. All Bear it in Mind sections are short and to the

point and strategically placed were we think they will be a

valuable contribution to the lesson. They can be analysed

by students on their own or you can analyse them together

with the whole class. Always try to provide and elicit

examples as learning in context is they way to go.

For more information on the Bear it in mind section see

page 7 of the Introduction.

Danger

This section provides information on common mistakes

Spanish speakers who are studying English tend to make.

They may be false friends (false cognates) or structures

common in Spanish that students “import” into their target

language or other common errors that occur in English

learning. This section compares two commonly mistaken

words: because and why to ask for and give reasons.


the Introduction.

WE ARE HAPPY TO ANNOUNCEREADING

LESSON 1

PAGE 10



++Ask students to take a quick look at the text but

concentrate on the form rather than on the content. There

are parts of the text that are written in a different colour

and in bold. Can they tell you why a different format is

used in parts of the text?

We use bold text

• For emphasis, to highlight important points.

• For headline to increase the contrast between headlines

and body text.

• For titles, proper names, or key terms in a manual within

a block of copy highlighted with bold for ease in scanning.

(L.A.: to find and classify quick information)

+Symbols provide a visual representation of an idea or word

in a short and succinct way.

Try this simple visual exercise to see if students can

decipher it. It uses both symbols and pictures.

(L.A.: to apply scanning to get specific information symbols)

++Some students learn better when faced with visual

techniques but ALL students benefit from a visual display of

a subject matter. That is why the use of charts, graphs and

diagrams is very important in language teaching.

Diagrams and charts are very good at showing actions,

processes, events and ideas.

Underneath we present the general learning styles your

students may fall into. It would help if you could classify your

students (after a few weeks of observation) according to the

learning style they are most comfortable with. All styles are

describe in detail at http://www.learning-styles-online.com

(L.A.: to apply scanning to get specific information)

Students use the scanning technique in this

exercise. Scanning is a technique often used when

looking up a word in the telephone book or dictionary. A

student searches for key words or ideas. In most cases, they

know what they are looking for and they concentrate on

finding a particular answer. Scanning involves moving the

eyes quickly down the page seeking specific words and

phrases. Scanning is also used when first finding a resource

to determine whether it will answer specific questions.






+Ask students to read the text once more and fill in the gaps

with the information related to the relevant person.

(L.A. to locate and match specific information)

Answers

a. Jo Campbell. b. Roland Brand. c. ImeldaCarroll. d. Roland Brand. e. Imelda Carroll.

7

Answers

Title of thecompetition: of the 2008 William Trevor

Short Story CompetitionWinner: Roland Brand1st runner-up: Jo Campbell2nd runner-up: Imelda CarrollJudge 1: Debby MayneJudge 2: J.A. Konrad

VisualSocial

MemieticStyles

Solitary

Logical

Aural Verbal

Physical

6

Answers

€ - Euro, @ - at

5

Answers

c.

4


UNIT 128

++Tell students to first read the options before they go back to the

text to find the correct answers. Paraphrase is restatement of

a text or passage, using other words. A paraphrase typically

explains or clarifies the text that is being paraphrased. For

example, “The signal was red”might be paraphrased as “The

train was not allowed to proceed.”(Source: Wikipedia).

(L.A.: to paraphrase pieces of information)

++Students read sentences a – d and then try to find the

corresponding sentences in the text.

Again, they employ their paraphrasing skills here.

(L.A.: to find and paraphrase pieces of information in a text)

MAKE CONNECTIONS

As the title of the section suggests students connect what they have

read or listened to in Think and Go Ahead with more specific points

such as grammar explanations, examples, exercising and testing,

oral and written production and other consolidation activities.

+First refer students to the Take a closer look section before doing

this exercise. Check both orally and on the board for spelling.

(L.A.: to apply new structures)

++Examine the table provided with students and work out the

examples on the board before re-writing the sentences in

exercise 9. Once again, you may refer to more examples on

linking words at the website indicated above.

(L.A.: to apply new vocabulary and structures)

++Students read one part of the dialogue and complete the

second part with a partner using information provided in

the text on page10. Some variations are allowed. Then

they listen to the recorded version, check their answers and

role-play it with a partner.

(L.A.: to participate in a guided oral text)

Answers

See transcript.

112

HAVE A CHAT

PAGE 14

Answers

Ronald’s life is very busy. However, he findstime to write fiction.Brand is the winner so he gets €1,000.Imelda is a housewife. In addition she / Shealso writes short stories and poetry.Roland is happy with his career so he doesn’twant to become a professional writer.Jo Campbell is from London. In addition, she is aschool bus driver./ She is also a school bus driver.

11

Answers

a. Ronald’s life is very busy but he finds time towrite fiction.

b. Besides €1,000 he also gets a laptop computer. c. Imelda is a housewife but / and she writes

short stories and poetry.d. Roland doesn’t want to become a professional

writer because he is happy with his career.e. Jo Campbell is from London and she is a

school bus driver.f. Although she is a school bus driver, she also

dedicates her time to other hobbies. OrBesides driving a bus she also.

10

TAKE A CLOSER LOOK

This section deals with linking words (conjunctions). More

useful information on linking words can be found at

http://www.english-at-home.com/grammar/linking-words.

The information in this section will help students join shorter

sentences into longer ones – frequently used in writing.

PAGE 13

Answers

a. He resides in Edinburgh.b. Roland doesn’t want to become a

professional writer. c. The William Trevor Competition attracts

1,000 entries each year.d. Roland is a paediatrician.

9

Answers

a. i. b. ii. c. ii.

8


++Ask students to describe the three pictures before matching

them with the expressions. Once again, use prompts to

help them along.

(L.A.: to match oral and visual information and provide answers)

Each Fast Check has an evaluation scale where score 9 - 10

is excellent (100%), 6 - 8 quite good (60 to 80%), and 0 - 5

(0 to 50%), needs reviewing the lesson.

Make sure students understand what they have to do, give

them time to answer individually and check on the board.

Help students assign themselves a score.

++Written production is always based on a model used in a

lesson, either in the main text (for example a report, an

announcement), or in one of the exercises. It should be

evaluated taking into account the following criteria

Language knowledge refers to the use of structures

(grammar, gender, use of correct pronouns, etc).

Topical knowledge refers to the subject in question (does

student know the subject he is talking about?)

Topical and language coherence refers to the question

whether the text makes overall sense and ideas follow in a

coherent way.

This is a guided passage where students have to use what they

have learned in the lesson about linking words / conjunctions.

(L.A.: to consolidate a grammar aspect)

A teacher should bear in mind that games are important while

teaching a foreign language because they are motivating and

help students to sustain the effort of learning. However, games

are the means and not the end – they are simply a way of

making learning more entertaining. So never treat a game as a

time filler or something students should do when you are stuck

for ideas. Each game in this book is here for a purpose and

needs teacher supervision and sometimes prior preparation.

PLAY IT

Answers

(Some variations are allowed.)Hi, my name is Joe and I am new to this shortstory writing. I love writing because it is veryrelaxing and it helps me to rest after I come backfrom work. Sometimes I am really tired but I writestories anyway. I often read my stories severaltimes and I correct them. It takes time to write butI try to write a few sentences every day.

Topical Knowledge

LanguageKnowledge

Topical andLanguage Coherence

Written production

15

WRITE IT DOWN

PAGE 15

Answers

a. In order to communicate effectively, humansdeveloped languages, signs and writing.

b. Although sometimes people speak the samelanguage they cannot communicate.

c. You need to learn English because the worldis becoming more and more globalised.

d. It is easy to say I love you but more difficultto prove it.

e. Besides a laptop the winner also gets a cash prize.

14

FAST CHECK

Possible answers

a. We need to put a stamp on an envelope tosend the letter by post.

b. I need to stop my car because children are crossing. c. I need to use coins to make a phone call.

FL13

TRANSCRIPT - ORAL PRACTICEA: Now that you have some information about the

competition, can you tell me why Roland Brand gets €1,000

and a laptop computer?

B: Because he is the winner of the competition.

A: And why does he not want to become a professional writer?

B: Because he is happy with his job.

A: So, if he doesn’t want to be a professional writer, why does

he write?

B: He thinks that writing is a way of looking after the creative

side of his personality.

A: And do you know why Jo Campbell doesn’t like watching TV?

B: Yes, because she thinks it is a waste of time.

1



UNIT 130

Read the instructions with class and make sure they understand

how to apply the rules of normal tic tac toc to this instance. You

can model one game with a student.

For more information on the Play it section see page 7 of the

Introduction.

Students take a fast critical look at what they have learnt in the

lesson in three main areas:

- Speaking

- Reading

- Writing

This is a section for the STUDENTS so teacher should intervene

as little as possible in this process.

THINK AHEAD

In this section, students get ready for the contents of the lesson,



+Phrasal verbs are very common in spoken and written English

so students need them to understand and speak natural

English. A good resource on the most common phrasal verbs

can be found at http://www.phrasalverbdemon.com/list.htm

You might want to give more examples to students with

the phrasal verb get through to

a. Although I tried many times I couldn’t get through to him.

b. When you speak different languages you can’t get

through to people.

(L.A.: to connect content with previous knowledge)

++Tell students to describe the pictures. Help them with

prompts such as: what happened to the boy? Why is he

sad/crying? etc.

(L.A.: to connect the topic with previous knowledge)

+For more information and examples on rhymes teacher can

visit www.rhymezone.com

Give some examples of rhymes before doing this exercise such as:

Bad – mad, spoke – joke, grass – pass, cat – mat etc. Elicit

more rhymes from students. You might want to read the

three words to students so they can see for themselves

which ones rhyme and which is the odd one out.

(L.A.: to use previous knowledge)






++You might assign this exercise as pair work.

The idea of pair work is to improve listening and speaking

skills by requiring students to exchange information with

each other. Pair work should always be accompanied by some

sort of ‘test’ to ascertain whether or not information really has

been exchanged - in this case checking that students got the

meaning of the word in the marked blue spaces.

(L.A.: to transfer relevant information to a chart or table)

The word in blue is: Poetry

Answers

a. Computer, b. Telephone, c. Speak, d. Letter,e. Say.

4

PAGE 17

Answers

a. destination – information, b. call - hall,c. reach – speech, d. better – letter,e. code – mode.

3

Answers

a. 4, b. 1, c. 5, d. 3, e. 2, f. 6.

2

Answers

a.

1

This Mind Teaser provides more information on the topic

of listening. Motivate students to find more reasons for

listening and more examples. For more information on the

Mind Teaser section, see page 7 of the Introduction.

dniMTeaser

AM I GETTING THROUGH TO YOU?LISTENING

LESSON 2

PAGE 16

CHECK IT OVER!



GO AHEAD

Please note that these texts are in American English

American English British English

diaper nappy

color colour

slumber party sleepover

Junior high Junior school

High school Secondary school

+Play the recording once. Ask students to identify the piece

of poetry they have heard.

(L.A.: to identify type of text)

+You may need to stop the recording a few times as students

take notes. Remind them to write in their notebooks.

(L.A.: to locate specific information in a recording)

Answers

The Rap - Recording 1

26

Answers

Recording 1 - rap - Recording 2 – poem

25

Summer days, coloring books

Feeding the ducks, cartoon weekends

Hey, look at you! You learn how to ride the bike!

Ah! How I miss my little girl!

Slumber parties with friends

First dance in Junior high,

Well done! You win yet another match.

But now I miss my little girl.

High school comes and goes

Wow, what a surprise! You are a graduate.

And a young adult with your own future and life.

Oh, how I miss my little girl.

As a father I am learning to let you go

No more permits or teaching you to drive

I can’t I express what I feel

As I see you grow up before my very eyes.

I know one day you will be gone

One day, you need to go away

One day you, you need to have children of your own

And I will miss my little girl.

TRANSCRIPT - AM I GETTING THROUGH TO YOU?I.Communication is getting information to its

Destination.

We can give a speech to people in our reach.

We can sign a sign or write a little rhyme.

Besides making a call

to a friend down the hall,

Or using the telephone when we really feel alone.

Communication is getting information to its

Destination.

We can write a letter; in fact, it is much better

To send a little code or use a different mode.

We can type on our computer,

Besides using a fax or sending a scooter.

Or we can say it personally.

Because communication is getting information

to its destination.

II.Diapers and bottles, up all night

Yet you make me happy - beautiful baby

How can you grow so fast?

And now I miss my little girl.

2

PAGE 17





dniMTeaser


UNIT 132

+Play the recording again so students may take notes of the

ways of communicating. Check orally.

(L.A.: to locate specific information)

++Ask students to go back to Exercise 2. Tell them to read the

expressions aloud. Play the recording again and ask

students to identify the ones that are used in the recording.

(L.A.: to match written and spoken versions of texts)

++Before you play the recording again ask students to read

the instructions well and familiarize themselves with the

adjectives that describe each piece of poetry.

(L.A.: to identify feelings and emotions / non verbal content)

++Play the recording again and stop frequently to allow students

to take notes and pay attention to the difference in sounds.

(L.A.: to discriminate between two similar sounds)

+There are no good or bad titles in this exercise – accept

students criteria but ask them to justify their choices.

(L.A.: to use personal criteria in choosing a title)

MAKE CONNECTIONS

+Refer students to the TAKE A CLOSER LOOK section before

doing this exercise. Students should often copy exercises in

their notebooks as it improves their spelling.

(L.A.: to apply new vocabulary and structures)

++Ask students to read the parts of the sentences then write

them down in the correct from in their notebooks.

Check orally.

(L.A.: to apply new structures)

Answers

a. Although he is good at maths he likes toreview before tests.

b. Besides reading and jogging Janis also likescooking. Or: Besides reading and cookingJanis also likes jogging.

c. Grace is buying an economy ticket becauseshe doesn’t have much money.

d. Juliet knows how to speak French but shedoesn’t know much German.

13

Answers

a. beside, b. besides, c. beside, d. besides,e. besides

12

PAGE 19

Bear it in mind

Ask the students to read and discuss the section in pairs,

and then elicit comments and conclusions. Encourage them

to think of other interjections and write them on the board,

For example: Oh dear (pity), eh? (asking for repetition), er

(hesitation), hey (surprise, joy), hm (hesitation, doubt,

disappointment), ouch (pain), uh (hesitation), uh-huh

(agreement), etc.

For more information on the Bear it in mind section, see


TAKE A CLOSER LOOK

This section takes a closer look at the use of and the

differences between besides and beside.

PAGE 18

Answers

May vary

211

Answers

Recording I: a. reach, b. feelRecording II: a. will, b. need

210

Answers

a. cheerful, b. nostalgic

29

Answers

Ah! Hey, look at you! Oh! Well done! Wow, whata surprise!

28

Answers

give a speech - sign a sign - write a little rhyme- make a call - use the telephone - write a letter- send a little code - type on our computer -use a fax - send a scooter - say it personally

27


+Provide them with the transcript of the first recording (rap). Ask

them to practise in pairs and then make a presentation to the

whole class. Pay special attention to pronunciation and rhythm.

(L.A.: to imitate a model and roleplay a text)

++Review with students the expressions used to express

feelings such as surprise, pleasure etc. Tell them to copy the

dialogue with the gaps in their notebooks then in pairs fill in

the gaps using the expressions. After this, students check

their answers with the recording and role play the dialogues.

(L.A.: to consolidate a structure or a grammar point)

+++This exercise works well as homework or assigned to fast

learners. Ask students to read the words available and to

place them in the correct gaps. Check orally.

(L.A.: to use acquired knowledge to complete a guided text)

Answers

Look Mum, I can ride my bike. Wow, that’s really

great, Annie.

Karen has a really small dog. Wow, how tiny it is!

Danny can’t go to the Oh dear, what a pity.

park with us.

You divide the number by Oh, now I understand.

two and subtract ten.

I can speak Congratulations! You are

Spanish and English! very good at languages.

17

FAST CHECK

Answers

We use various ways of communicating witheach other; the most effective are speakingand gestures, but these types ofcommunication require people to be presentin front of each other. The problem arises whentwo people are at a distance. The invention ofthe telephone makes it possible tocommunicate even when people are far awayfrom each other. Unfortunately, this channelonly allows us to use our voice but not images.However, the invention of computers helps usshare a huge amount of information throughother types of data such as written messages,photos and even videos.

FL16

PAGE 20

TRANSCRIPT - ORAL PRACTICE

a. A: Look at this! My finger is bleeding.

B: Oh dear! Does it hurt?

b. A: I scored 7 on my science test.

B: Congratulations! Well done.

c. A: Jenny is going to London to study English.

B: Oh, how interesting!

d. A: 12,790,000 live in Tokyo.

B: Wow, that’s a lot!

3

315

HAVE A CHAT

14



++Teacher should take into consideration that this is Unit 1

–one of the first lessons so he / she should not expect a full

composition. Check and correct grammar and spelling errors.

(L.A.: to write a short text using personal opinions and

information)

Read the instructions with the class and make sure everyone

knows what they have to do. Let them know this game is

similar to “Nervioso” they may be familiar with.


Introduction.



• Speaking

• Reading

• Writing



For more information on the Check it over! section see page 7 of

the Introduction.

THINK AHEAD




+You can start the lesson talking to students about different

alphabets and the origin of writing.

The first writings were little images that were supposed to

show what was described. Later on, people replaced those

images by signs that symbolised a sound. The human voice

is capable of forming about 35 different sounds. So an

alphabet shouldn’t contain more than 35 letters.

The Phoenicians, who lived in Syria about 3,000 years ago,

were the first to develop a modern alphabet. The Greek

copied the alphabet from the Phoenicians and the Romans

copied it from the Greek and improved it. This Roman

alphabet is now used almost over the whole world although

there are other types of writing available such as the Cyrillic

alphabet, the Chinese and the Greek. (source: Think Quest)

(L.A.: to connect a topic with previous knowledge)

+After you have discussed the meaning and examples of different

types of writing, talk to students about the meaning of the

word alphabet. Originally, the word alphabet comes from

Greek, from the two first letters of the system of writing - alpha

and beta.

Ask students to read the three definitions and choose one

they think is the best.

(L.A.: to connect a topic with previous knowledge)

Answers

a.

2

Answers

a. 4, b. 3, c. 1, d. 5, e. 2.

1

DECODING WRITINGREADING

LESSON 3

PAGE 22

CHECK IT OVER!

PLAY IT





dniMTeaser

Answers

May vary

18

WRITE IT DOWN

PAGE 21

UNIT 134


+Ask students if they have seen similar pictures before. Where?

In what context? Which ancient culture do they represent?

(L.A.: to match visual information and personal knowledge)

++It is important for students to interact with a text before,








In the following exercise students predict the subject of the

reading text using as their “working background” previous

exercises, the whole context, pictures, etc.


GO AHEAD

+Students read the text on page 23 and check their

predictions in Exercise 4.

(L.A.: to check predictions)

++Draw students’ attention to the format of the report. A

report is a written and often formal document describing

the findings of an individual or a group of people on a

specific studied subject. Often reports are considered to be

legal documents in the workplace and, thus, they need to

be precise, accurate and difficult to misinterpret.

Some types of reports are: laboratory reports, health and

safety reports, research reports, case study reports, field

study reports, cost-benefit analysis reports, proposals,

comparative advantage reports, progress reports, feasibility

studies, technical reports, instruction manuals etc.

For more information on reports, parts of a report and

other information teachers should consult

http://clc.cqu.edu.au/FCWViewer/view.do?page=1401

After you discuss the format of the report with the students

and draw their attention to the different colours, ask them to

match the different parts with the corresponding colours.

(L.A.: to identify the communicative purpose of a text)

+Bullets (or bullet points) are small dots, squares, dashes or

graphics that begin a short descriptive phrase. Bullets are

used rather than sentences on PowerPoint presentation

and slides as key phrases that the speaker will discuss in

the presentation. Bullet points are introduced by an icon

such as a dot, a square, a star, etc.

Brilliant tips on bullet points can be found at

http://www.businesswritingblog.com/business_writing/200

5/12/the_best_of_bul.html

(L.A.: to relate information in the text and previous knowledge)

++A footnote is an explanatory note inserted at the foot of

the page referring to a point within the text, usually

indicated by symbols such as asterisks or a number. It can

also be a passage that amplifies specific information on the

page and provides direction about how to find sources or

related reading.

A heading is a line of text that indicates what the passage

below is about.

(L.A.: to relate information in the text and previous

knowledge)

Answers

a.

8

Answers

b.

7

Answers

Blue - introductionGreen - progress report on the brochureRed - questions and requests Purple - progress report on the investigation

6

Answers

May vary

5

PAGE 24

Answers

May vary

4

Answers

c.

3



UNIT 136

++Tell students to concentrate on the contents. They should

first read the instructions to the exercise and the options

and then go back to the text.

(L.A.: to find and match information)

++Why do things happen? Students find the answers in the

text and write the reasons in their notebooks. Check orally.

(L.A.: to find specific information in a written text)

++Ask students to read the text again and match the

questions with the answers in the report. Tell students to

write the questions in their notebooks and write the

corresponding answer below each question. Check orally.

(L.A.: to match and classify specific information)

MAKE CONNECTIONS

As the title of the section suggests students connect what they

have read or listened to in Think and Go Ahead with more

specific points such as grammar explanations, examples,

exercising and testing, oral and written production and other

consolidation activities.

For more information on the Make connections section see page

7 of the Introduction


doing this exercise.

(L.A.: to consolidate vocabulary and grammar structure)

++Tell students to copy the answers in their notebooks with

the corresponding gaps for the questions. Check orally.


++Refer students back to the Bear it in Mind on page 22.

(L.A.: to consolidate a structure)

Answers

a. because, b. as, c. because, d. since.

14

PAGE 26

Answers

a. Where are we going next month?b. Is she going with us to the party next Tuesday?c. When is he visiting his grandparents?d. What are you doing after school today?

13

Answers

b, d, f.

12

Danger

Draw students’ attention to this section and encourage

them to give examples of questions and answers using why

and because, such as:

Why are you happy? Because I got a very good mark in the test.

Why is Nancy going to the doctor? Because she is not feeling

very well.

Why did you buy that magazine? Because there is an excellent

article about teenagers.

TAKE A CLOSER LOOK

This section deals with the Present Continuous - its most

common uses and forms, with special emphasis on the use

of the tense for activities happening or not in the near

future, especially in planned future events.

PAGE 25

Answers

1 – c, 2 - b, 3 - a.

11

Answers

a. Prof. Harding is writing the report becausehe wants to inform Dr. Rasmussen of theprogress on the brochure.

b. They are using simple language in thebrochure because it is for tourists of all ages.

c. They are using lots of pictures in the brochurebecause they want to make it user friendly.

d. Prof. Harding needs a fast answer becausehe doesn‘t have much time.

10

Answersa. ii, b. i, c. ii, d. i.

9


+Draw students’ attention to the bullet points and ask them

to read them aloud. Tell them to look at the report on page

23 again. Tell them to write a conversation between Jenna

and Robert about a history project. Ask them to include all

the bulleted points in the conversation. Ask them to follow

the example.

(L.A.: to expand content and vocabulary)

+Students check their answers to Exercise 15 and role play

the conversation.

(L.A.: to role play a dialogue or a conversation)

+++This exercise should be mainly reserved for fast learners.

Students should copy the paragraph in the notebooks.

(L.A.: to consolidate a grammar aspect, vocabulary and

structures)

+Refer students back to the report on page 23 to see what

parts a report consists of. Tell them to make the progress

report short and uncomplicated.

(L.A.: to expand content and vocabulary)


knows what they have to do. Revise examples i. and ii. and

motivate students to invent their own codes.


Introduction.



• Speaking

• Reading

• Writing




the Introduction.

CHECK IT OVER!

PLAY IT

Answers

May vary.

19

WRITE IT DOWN

Answers

a. He is going to the doctor’s tomorrow.b. Is Conrad travelling with friends to Miami? c. Geraldine is meeting us for dinner. d. Are they leaving him at the airport? e. They are planning to get married next year.

18

FAST CHECK

PAGE 27

Answers

a. am going, b. am not taking, c. am going,d. am taking, e. am catching, f. am taking,g. am buying.

FL17


Jenna: So, why are we writing the report?

Robert: Because we want to get a good mark.

Jenna: And do you think we should add lots of pictures?

Robert: Yes, because it makes the report more interesting.

Jenna: Is it better to handwrite it or use a computer?

Robert: I think a computer is better because it looks tidier. Do

we need to go the library or do we use the Internet?

Jenna: Both, I think. When do we need to hand it in?

Robert: Next Monday.

4

416

Answers

See transcript.

415

HAVE A CHAT



UNIT 138

THINK AHEAD




+A gesture is a form of non-verbal communication made

with a part of the body, used instead of or in combination

with verbal communication. The language of gesture

allows individuals to express a variety of feelings and

thoughts, from contempt and hostility to approval and

affection. Most people use gestures and body language in

addition to words when they speak (source – Wikipedia)

To start, use a few gestures such as clapping, lifting up your

thumb up or down and ask students what they mean.

(L.A.: to connect topic with previous knowledge)

+Answers may vary but the most common gestures are

made using hands, head, face and a combination of them.

You may also ask students or tell them about gestures such

as the curtsey (holding skirts in both hands and bending

your legs at the knees), a bow ( courteous nod of the head

for men), Eskimo kiss (rubbing noses), etc.

(L.A.: to connect a topic with own experience)

++An idiom or an idiomatic expressions is a phrase where the

words put together have a meaning that is different from

the dictionary definitions of the individual words, which

can make idioms hard for learners to understand. The

correct use of idioms often indicates the degree to which

students master a given language.

Useful information and hundreds of idioms can be found at

http://www.usingenglish.com/reference/idioms

(L.A.: to connect a topic with own experience)

+Body language is a term for communication using body

movements or gestures (see exercise 1) instead of, or in addition

to, sounds, verbal language or other communication. It forms

part of the category of paralanguage, which describes all forms

of human communication that are not verbal language. This

includes the most subtle of movements that many people are

not aware of, including winking and slight movement of the

eyebrows. In addition, body language can also incorporate the

use of facial expressions. More information on paralanguage can

be found at http://en.wikipedia.org/wiki/Paralanguage.

It is important for students to interact with a text before,








In this exercise, students predict information that the text

4

Answers

a. - v, b. – iii, c. – iv, d. – ii, e. – i

3

PAGE 29

Answers

May vary

2


of communication. Motivate students to find more

information on telepathy and share it with their

classmates. For more information on the Mind Teaser

section, see page 7 of the Introduction.

dniMTeaser

Answers

a. Palm up towards studentsb. Wave your hand towards yourself with the

palm towards youc. Nod your head up and downd. Move your head from left to right or the oppositee. Hold your open palm on your stomach and

bend forwardf. Index finger on your lipsg. Wave your handh. Put your index finger on your temple

1

VISIBLE BODYLISTENING

LESSON 4

PAGE 28



will give using previous knowledge and information

already given in the lesson.


GO AHEAD

+Play the recording once and ask students to pay special

attention to the number/percentage indicating how much

we use body language in everyday communication.

(L.A.: to validate predictions)

+Ask students to read the three options and then choose the

kind of programme they think the recording is.

(L.A.: to identify the type of recording)

++Tell students to pay special attention to specific information

they are asked to locate such as feelings, who expressed

them and how (what kind of expressions were used). Then

tell them to write down the information in the chart in

their notebooks.

(L.A.: to identify speakers and expressions)

++Ask students to read statements a – d before listening to

the recording again. Tell them to write the correct answers

in their notebooks and check orally.

(L.A.: to discriminate between correct and incorrect information)

Answers

a. False. (Andrew is a drama teacher), b. True,c. True, d. True

58

PAGE 30

Answers

Feeling Speaker Expression

Surprise Gina I also find it surprising

Pleasure / happiness John Let me tell you how

happy I am

Andrew I’m also glad

Gina It’s a pleasure.

Worry Andrew I’m a little worried

Interest John How interesting!

57

Answers

A radio interview – c

56

Answers

55%

55

TRANSCRIPT- VISIBLE BODY

John: To begin with, let me tell how happy I am to have

with us two very important figures from show

business. Welcome Andrew Remington, drama

teacher from the Royal Shakespeare Company and

Gina Radcliff, a young but already successful actress.

Andrew: Thank you, John. I’m also glad to be here because it’s

such a famous show and you have so many listeners.

Gina: Same here. It’s a pleasure.

John: The topic of today’s show is body language –

something that both of you use a lot in your profession.

Andrew, as an expert, can you tell us more about it?

Andrew: Well, I’m a little worried about the word expert. But

yes, it’s true - I know what body language is and

how to teach actors to use it.

John: Expert or not – tell us how you use it in the theatre

or in real life.

Andrew: Well, first of all a few statistics - scientists say that

body language makes up 55% of our communication.

Voice tone is 38% and spoken words only 7%.

John: How interesting!

Gina: Yes, I also find it surprising. But I must say that when

we first start our acting classes we don’t use too many

words. We use facial expressions and non-verbal clues.

You know, we’re preparing a new play and on

Wednesday all the actors are meeting to discuss how to

express anger, fear or boredom using just their faces.

John: So, what else are you doing to prepare for the play?

Gina: Several things. For example, we’re interviewing

people about their gestures and the facial expressions

they use to express feelings. We’re going into the

streets to look at people’s reactions at different events.

And soon others are meeting with psychologists to

discuss communication through body language.

5

PAGE 29

Answers

May vary


UNIT 140

++Read the sentences with the alternatives with the class.

Then play the recording again.

(L.A.: to discriminate between similar sounds)

MAKE CONNECTIONS



(L.A.: to apply new structures and vocabulary)

++Students look at the pictures and read the captions below

them then write the full sentences using the Present

Continuous tense. Check orally.

(L.A.: to apply a new structure in an exercise)

++Refer students to the TAKE A CLOSER LOOK section on page

13 for a review of connectors.

(L.A.: to consolidate a language point and connect it with

previous knowledge)

++Students copy the dialogue in their notebooks and then

complete it, using the expressions in the box. Then they

check with the recording.

(L.A.: to imitate o model and exchange information)

Answers

See transcript.

613

HAVE A CHAT

PAGE 32

Answers

a. He knows about body language because heis a drama teacher.

b. They use different costumes in the play andthey use make-up. OrBesides using different costumes they alsouse make-up.

c. Lisa likes playing the guitar but she doesn’thave time to practise. OrAlthough she likes playing the guitar Lisadoesn’t have time to practise.

d. You can use the telephone and / but youcan use the fax machine if you prefer.

e. Besides doing the interviews they are alsomeeting with psychologists.

12

Answers

a. Juliet is meeting Peter at the train station. b. Karin is going to a concert tomorrow.c. Ken and Lucy are getting married in June.d. Mr and Mrs Livingstone are buying a new

house.

11

Answers

a. When are all the actors meeting?b. When are some actors interviewing people?c. Who is meeting with psychologists?

10

PAGE 31

Bear it in mind

Ask the students to read and discuss the section in pairs, and then

elicit comments and conclusions. Encourage them to think of other

expressions we use to express feelings, and write them on the board.

For example: What a pity – How wonderful! – How awful! , etc.

For more information on the BEAR IT IN MIND section, see page

9 of the Introduction.

TAKE A CLOSER LOOK

This section looks at a more specific use of the Present

Continuous tense with special emphasis on using it for

arrangements – events that take place in a near future

according to a plan made by two or more people.

Answers

a. expert, b. find, c. play

59


+Students practise in pairs, repeating after the recording.

Check orally.

(L.A.: to imitate a model and role-play a dialogue)

++This exercise can be assigned to Fast Learners. Give enough

time to complete the exercise. Check orally.


+Students work individually observing their classmates to

write about their gestures and body language. Remind

them to be respectful and to avoid offensive comments.

+Tell students to write the correct answer in their notebooks.

Check orally. Ask them to explain the proverb.

(L.A.: to do a task using previous knowledge)



• Speaking

• Reading

• Writing




the Introduction.

The purpose of this section is to put the different elements of

the unit together and check if they have been learnt.

The exercises have been structured to let students “gather”

together the subject matter of the unit and try it as a whole.

This is also a place where teachers can see what the outcome /

impact of the unit as a whole has been.

++Tell students to study the picture very carefully and to pay

attention to all the details. Then ask them to copy

sentences a. – i. in their notebooks and connect the

phrases using non-verbal information from the picture.

1

APPLY YOUR KNOWLEDGE

PAGE 34

CHECK IT OVER!

Answers

Two monologues do not make a dialogue.

18

17

WRITE IT DOWN

Answers

What is Becky doing I’m not sure. I think she is

on Monday? going to a party.

Is he flying to New York or Neither – he is going to

Washington? San Francisco.

Are they getting Yes, in June or July I think.

married soon?

Why is Dell meeting Because he doesn’t

Tom at the station? want to take a taxi.

Who are you meeting My friends – Karen and

after school? Sharon

16

FAST CHECK

Answers

a. They are going to the cinema after school.b. My boss is meeting some important people

tomorrow.c. She is taking her English exam next month. d. The salesman is visiting a new client on Monday.

FL15

614


Tricia: Hi, Nicola! It’s so nice to see you again.

Nicola: Yes, I’m glad to see you too.

Tricia: Jennifer is here.

Nicola: What a surprise! Isn‘t she going to France in three

days‘ time?

Tricia: Yes, she is, but she‘s here today because her

boyfriend has a little role in a new film.

Nicola: How interesting!

Tricia: Yes, and she thinks he can get her into a film too.

Nicola: It worries me a little. She has really high hopes and

may be disappointed.

6



UNIT 142

++Ask students to read the letter in Exercise 2. In pairs, they

fill in the gaps with the correct linking words to ask and

answers questions about Ciara and her plans for the future.

This is an opportunity to re-examine difficult questions and fit all

the main pieces of the puzzle together into one coherent picture.

Here the Teacher can also look for errors and wrong conclusions.

This is an extra opportunity to correct them before moving on to

the subsequent unit. Please refer to the Evaluation table and

indicators at the beginning of this unit (Teacher’s Book).

CHECK & CORRECT

PAGE 36

Possible Answers12, Clondalkin Road

WalkinstownDublin 12

Ireland

Dear Salvador,

My name is Ciara and I’m from Ireland.

Originally, I’m from Galway but I am moving to Dublin next month

because I got a job there as a nurse.

Besides speaking English I also speak Gaelic – that’s the

original language of Ireland. When I get to Dublin I am

planning to take Spanish lessons. Since I like the language

very much I would like to have a pen pal from South

America and practice my Spanish.

Although I can play the tin whistle I can’t play the Bodhrán

which is typical Irish drum. Apart from Spanish I am

planning to take Bodhrán lessons when I have a little more

time - probably when I am already in Dublin.

Next week, I am taking my final nursing exams and I am a

little worried because the exams are so important. I and

other students are getting together this weekend to prepare

for the exams.

Can you tell me something about you? Do you play the

guitar or any other instrument? What other languages do

you speak apart from English and Spanish?

I hope you will write to me soon.

Love Ciara.

Possible questions• Where is Ciara moving to?• What lessons is she planning to take?• What instrument is she planning to learn?• When is she taking her nursing exams?• Who is she getting together with at the weekend?

2

PAGE 35

Answers

a. Mr. Winston lives in London but he works inEssex and usually travels to work by car.

b. Although he is a well-known pizza chef, hedoesn’t like to cook at home because helikes doing other things after work.

c. Mr. Winston is married and he has twochildren.

d. Besides playing the piano he also plays theviolin but he doesn’t know how to play thetrumpet.

e. Mr. Winston paints beautiful pictures. Heusually uses oil paints and water colours.

f. Although he speaks German very well hedoesn’t speak French but he is takinglessons as he has some friends in France.

g. He plays tennis but he is not playing rightnow.

h. Mr. Winston uses the computer to chat to hisfriends in France and Spain.

i. Since he is a chef and knows about nutrition,he likes to eat healthy food. He is eating asalad now and drinking a glass of milk.



READING -TWO ANNOUNCEMENTS

Answers

1. a. II. b. I. c. I. d. II. e. II. f. I.2. a. ii. b. i. c. i. d. ii. e. ii.

LISTENING - THE MORSE CODE

3. b.

4.

a. letter A: . _b. letter B: _ …c. Number 1: . _ _ _ _ d. SOS: … _ _ _ …

5.

a. A naval officer.b. Satellite communications, the Internetc. 1836d. twenty or thirty words per minute

7

7

7

TRANSCRIPT

Presenter: This is BBC Radio 1 and our series on

communication; today we have with us Junior

Officer John Carrow, who is serving on her

Majesty’s ship “Queen Elizabeth II”. Welcome, John.

John: Thanks, it’s a pleasure to be here with you.

Presenter: Tell us John, how do sailors communicate?

John: Well, in modern times we mainly use satellite

communications and the Internet, but until a

few years ago it was the Morse code.

Presenter: Can you tell us a little about it?

John: The Morse code was invented by Samuel

Morse, who produced the first working

telegraph set in 1836.

Presenter: How does the code work?

John: The idea is very simple: there are short and

long sounds. In writing, a dot corresponds to a

short sound and a line to a long sound. For

example, A is a dot and a line, B is a line and

three dots. Number one is a dot and four lines.

A good telegraph operator can use as many as

twenty or thirty words per minute.

Presenter: I understand that the message everybody

knows well is the SOS, which stands for Save

our Souls. How does that sound in Morse?

John: SOS is three dots, three lines and three dots again.

7

This part provides the students with feed-back on how much they

have learnt and puts them in a position to make an assessment of

their work. Most learners, by getting involved with evaluation,

come face to face with their learning problems and consciously try

to tackle them. Self-evaluation requires of students to be more

self-conscious about the changes they are experiencing, motivates

them to form a realistic and honest awareness of their own work

and to try to take responsible steps in solving their own problems.

Self-evaluation enables the learner to become an independent

learner as well as an independent thinker.

FINAL CHECK











FINAL CHECK

LANGUAGE

6. a. because, b. but, c. but, d. Although, e. Since.7. a. – 2, b. 1, c. 3, d. 4.

SPEAKING

8. You can assign points according to thesecriteria:8 - 10 points:student can ask and answerquestions with correct pronunciation, normalhesitation and no grammar mistakes.5 - 7 points: student can ask and answerquestions with correct pronunciation and aminimum of hesitation and grammar mistakes.3 - 4 points: student can ask and answerquestions with appropriate pronunciation, buthesitates and makes some grammar mistakes.1 - 2 points: students can't ask and answerquestions, hesitates a lot and makes a lot ofgrammar mistakes.

WRITING

9. You can use the Writing Rubric on page 160 ofthis book, or you can assign points according tothese criteria:8 - 10 points: student can write a coherentparagraph, using correct linking words andwithout grammar or spelling mistakes.5 - 7 points: student can write a coherentparagraph, with linking words, in good English,with a minimum of grammar or spelling mistakes.3 - 4 points: student can write a shortparagraph, but can't use linking words properlyand makes grammar and spelling mistakes.1 - 2 points: student can't write a coherentshort paragraph, and makes a lot of grammarand spelling mistakes.


UNIT 144

Read the text and decide if these statements are true or

false. Correct the false statements. (5 points)

a. Languages are static and don't change with time.

b. An extinct language is a language that is not spoken by

anyone any more.

c. Italian comes from an extinct language.

d. The origin of English is Anglo-Saxon with some French

words.

e. Sometimes a language dies because people choose to

speak another language.

Read the text again and answer the following questions.

(5 points)

a. In what way can a language change?

b. When can a language be considered alive?

c. Which are the extinct languages mentioned in the text?

d. What can cause the extinction of a language?

e. Are some extinct languages still in use? How?

21

READING – A REPORT ON LANGUAGES

After completing most of our investigation we can now report

that most languages spoken in the world today are not static,

meaning that they change with the times, can incorporate new

words, and can take words from other languages. We can also

confirm that a language can be considered alive when the

population that speaks it as a primary means of

communication remains.

When we talk about an extinct language it doesn't mean that

no one remains who can speak the language. Several

languages such as Latin and Coptic are used for ceremonial

purposes, and people may still learn these languages in school.

As our investigation shows, an extinct language can be a

source of another language and such was the case of Latin that

transformed into the Roman languages, including Italian. As

we can see in our study, English comes from its own extinct

language, Anglo-Saxon, and from an infusion of French words.

Language extinction may also occur if a natural disaster or

genocide destroys a whole population of speakers. Alternately,

people may live in areas where two languages are spoken and

gradually one becomes the language of choice while the other

dies off.

EXTRA TEST UNIT 1P

HO

TOCO

PIA

BLE



Your

result:

1 - 14

Not too good

15 - 32

Acceptable

33 - 46

Great!

LISTENING - ARE WE TALKING?

Listen to the poem. What is it about?

(2 points)

a. What we need to communicate

b. Different parts of the body

c. Communication problems

Listen to the poem again and tick all the words

related to parts of the body you hear in it. (5 points)

Listen again. Number each verse in the order hear it.

(5 points)

a. We all spit out a Babel of tongues

b. And we don't really listen.

c. And, if by chance, we get this far

d. But we shut off what's most important

e. We all speak without any meaning

LANGUAGE

Choose one linking word to join the sentences. (4 points)

a. They are buying new curtains and / because they want

to redecorate the living room.

b. You need to take a bus but / and a train to get to the

beach.

c. I like orange juice but / because I don't like apple juice.

d. I got a really good grade on my test because / and I

studied really hard.

Match the sentences (a.- d.) with the pictures. (1 - 4)

(4 points)

a. He can't hold the ice-cream.

b. Can you pass me the hammer please?

c. Congratulations! You can ride really well.

d. He can't find his glasses.

SPEAKING

Complete these dialogues with the appropriate question.

Then role play them with a partner. (8 points)

a. A: What colour ________________________?

B: She's painting her room green.

b. A: Where ____________________________?

B: Jordan and his friends are playing football in the park.

c. A: Why _____________________________?

B: She's not eating because she is not hungry.

d. A: When ____________________________?

B: We're planning to meet after the class.

WRITING

Write a short report on the unit and your progress. Include

points such as: (8 points)

- what you studied.

- how much you learnt.

- what your strong / weak points are.

9

8

7

6

5

• ears • eyes • face • hand • head

• heart • legs • lips • mouths

4

3

1 2

3 4

PH

OTO

COP

IAB

LE


READING - A REPORT ON LANGUAGES1. a. False. They change with the times, can incorporate new

words, and can take words from other languages.

b. False. Some extinct languages are used for ceremonial purposes.

c. True.

d. True.

e. True.

2. a. It can incorporate new words, and can take words from

other languages.

b. A language can be considered alive when the population that

speaks it as a primary means of communication remains.

c. Latin, Coptic and Anglo-Saxon.

d. Language extinction can occur if a natural disaster or

genocide destroys a whole population of speakers.

e. Yes. Some people use them in ceremonies.

LISTENING - ARE WE TALKING?

3.

c.

4.

ears; eyes; hearts; lips; mouths

5.

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

LANGUAGE6. a. because; b. and; c. but; d. because

7. a. - 2; b. - 3: c. - 4; d. - 1

SPEAKING8. You can assign points according to these criteria:

8 - 10 points: student can ask questions with correct

pronunciation, normal hesitation and no grammar mistakes.

5 - 7 points: student can ask questions with correct

pronunciation and a minimum of hesitation and grammar

mistakes.

3 - 4 points: student can ask questions with appropriate

pronunciation, but hesitates and makes some grammar

mistakes.

1 - 2 points: students can't ask questions, hesitates a lot

and makes a lot of grammar mistakes.

WRITING9. You can use the Writing Rubric on page 160 of this book, or

you can assign points according to these criteria:

8 - 10 points: student can write a coherent paragraph,

using correct linking words and without grammar or spelling

mistakes.

5 - 7 points: student can write a coherent paragraph, with

linking words, in good English, with a minimum of grammar

or spelling mistakes.

3 - 4 points: student can write a short paragraph, but can't

use linking words properly and makes grammar and spelling

mistakes.

1 - 2 points: student can't write a coherent short

paragraph, and makes a lot of grammar and spelling

mistakes.

8

8

8

TRANSCRIPTWe all talk at the same time

We all move our lips together

We all speak but do not think

We all close our ears

And we don't really listen.

We all speak without meaning

We all say words that make no sense

We all take pleasure in sounds

We all close our eyes

And don't look at who is speaking.

We all make bird-like noises

We all transmit along the same wavelength

We all spit out a Babel of tongues

But we can't decipher the message

Of interrupted communication.

We all understand we need lips

We all know we need ears

We need mouths to say the words

But we shut off what's most important -

Human communication

We all know we need to talk -

beginning with the eyes

later with our lips

And, if by chance, we get this far

we may even touch - using our hearts

8

UNIT 146

ANSWERS TO EXTRA TEST UNIT 1


HOW STRANGE! HOW WONDERFUL! 47

IN THIS UNIT YOU WILL LEARN TO Reading: Complete charts and tables using specific information

/ Complete booking forms / Identify the origin of texts.

Listening: Match titles with items of news / Complete charts

and tables with specific information / Match information with

correct alternatives.

Production: Personal opinions and ideas / Referring to

personal experiences.

Functions: Express opinions / Talk about duration of events /Refer to personal experience.

YOU WILL ALSO USE THE FOLLOWING TEXT TYPESBrochure / Film script

Book extract / Report

YOU WILL ALSO LEARNGrammar: Modal verbs may/might / The Past Continuous tense

Vocabulary: Related to strange and wonderful events and

phenomena

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUESRespecting different opinions and experiences

Development Lesson 1 two class periodsLesson 2 two class periodsLesson 3 two class periodsLesson 4 two class periodsApply your knowledge one class period/alternatively homework activity Check and correct and final check one class period plus some home activity

Didactic resources and methodology tips • If available, use of complementary material such as English language newspapers and magazines, cut-

outs or on-line media print-outs. If possible, use local resources such as local/community/school radio orbulletins in Spanish to define communication functions.

• Useful materials for this unit are:1. Dictionaries2. Glossaries3. Definitions4. printed handouts5. A real tourism brochure either in Spanish or English6. Notes (can use coloured postits for parts of the body exercise)7. Books in English - for example if available “The Wizard of Oz.” It can be also downloaded for free at

http://www.literature.org/authors/baum-l-frank/the-wonderful-wizard-of-oz. it is also recommendedthat students watch the movie available from Blockbusters or Bazuca.

8. Films and magazine articles about twisters and similar natural phenomena. The full script of themovie Twister is available at http://www.geocities.com/Hollywood/Set/1243/script.htm

• Teachers should prepare the lesson beforehand given that thorough prior preparation allows them tocreate some useful ideas. It is their chance to make the class entertaining and to involve students in thelearning process.


UNIT 248

+Ask students to read sentences a. - e. and come up with

the correct information. Offer prompts such as: is there a

hotel where you live? Is there a camping site?

+Students match the sentences in Exercise 1 with the

corresponding pictures.

++Students try to find spelling mistakes / typos in the

sentences

++Ask students what synonyms and antonyms are. Antonym -

word opposite in meaning to another. Fast is an antonym

of slow.

How do they understand this sentence: what is the synonym

of an antonym?

A synonym of an antonym is for example the word opposite.

Answers

clever - stupid, correct - wrong, familiar -strange, heavy - light, ordinary - wonderful,persistent - sporadic

4

Answers

a. touristsb. hurricane d. two

3

Answers

a. - 2; b. - 6; c. - 3; d. - 5; e. - 1; f. - 4.

2

Answers

a. harbour / pier / dock / port b. hotel, hostel, cottage, B & B, etc.c. camping sited. information / tourist officee. park, forest, etc.f. restaurant, cafe, etc.

1

SET UP

PAGE 41


Check it over

Self - evaluation

Students analyse their performance in the speaking, reading, listening and writing activities, and decide if

they need more work, if they did ok or if they did really well.

Check & Correct

Unit evaluation

Reading: Students classify the best icon according to the reading and identify specific information.

Listening: Students discriminate sounds and identify the correct sequence of events.

Language: Students use say or tell, Question Words, the Past Continuous Tense and May/Might.

Writing: Students write a short weather report.

Speaking: Students express their opinions about some pictures.

Final Check Students analyse their performance in the unit, give themselves points according to the frequency with

which each criterion is observed and identify their situation.

Extra Test Reading: Students identify specific information and discriminate between correct and incorrect

information.

Listening: Students relate information and discriminate between correct and incorrect.

Language: Students use May / Might and the Past Continuous Tense.

Writing: Students write five suggestions about their city.










THINK AHEAD

In this section, students get ready for the contents of the

lesson, make predictions and learn key vocabulary and

potential “danger” zones to look out for.

+A concept/word map is a diagram showing the

relationships among concepts/words. Concepts are

connected with labelled arrows, in a downward-branching

hierarchical structure. They can be simple or complex.

When building or completing a concept map students

should ask the following questions

• What is the central word, concept, research question or

problem around which to build/complete the map?

• What are the concepts, items, descriptive words or

telling questions that we can associate with the

concept, topic, research question or problem?

Read the words with the class and ask them to classify

them using the diagram provided.

Ask students to choose two words from each heading and

write sentences illustrating their meaning.

(L.A.: to classify lexical contents)

+The Lord of the Rings is an epic fantasy novel written by

the English philologist J.R.R. Tolkien. The story began as a

sequel to Tolkien’s earlier, less complex children’s fantasy

novel The Hobbit (1937), but eventually developed into a

much larger work. It was written in stages between 1937

and 1949, much of it during World War II. The three parts are

1. The Fellowship of the Ring

2. The Two Towers

3. The Return of the King

The trilogy was later filmed and directed by Peter Jackson

(mainly on new Zealand locations).

(L.A.: to connect content with previous knowledge)

++Ask students to read the table and indicate the duration of

each event. After, tell them to write full sentences

following the examples provided. Check orally. You can also

ask questions about other events such as their lunch break,

the break between classes, winter holidays etc. linking the

questions to their personal experience.

(L.A.: to use information from a chart to do a task)

+If you have a real brochure (ideally in English) students

could use photocopies to identify different parts and

predict which ones they think they will find in the text

they are about to read.

(L.A.: to predict contents of a text using provided

information)

Answers

May vary

4

Answers

A class lasts 45 minutes.Our summer holiday lasts two months.A pop concert takes / lasts 2 hours.It takes 10 minutes to eat a pizza. Eating a pizzatakes 10 minutes.

3

Answers

The Lord of the Rings

2

Answers

Places: ballroom, golf course, highway, hill, hotel,restaurant, sheep farm, swimming pool, village.Things we do: dance, drive, skydive, stay, travel,use, visit.People: chef, guide, life-guard, manager, maid,receptionist.

1

WELCOME TO NEW ZEALANDREADING

LESSON 1

PAGE 42


UNIT 250

GO AHEAD

+Students read the text (brochure) on page 43 and check

their predictions.


++Students first read questions a – f and then go back to the

text trying to find specific information needed to answer

the questions.

(L.A.: to find specific information in a text)

++Ask students to read the text again and then fill in the form

with the correct information.

(L.A.: to find and classify specific information)

++Ask students to read the text once again before doing the

exercise. Check their answers orally.

(L.A.: to discriminate between true and false information)

MAKE CONNECTIONS






For more information on the Make connections section see

page 7 of the Introduction

++Ask students to fill in the form with their own or a friend’s

personal details. Check either orally or on the board.

(L.A.: to use personal information to complete a task)

++Help students with prompts such as: Do you know the cost

of the holiday? Do you know how long you can stay? Then

tell them to write three questions they would like to ask

the manager. Check orally.

(L.A.: to express their own ideas following a model)

Answers

May vary

10

PAGE 45

Answers

Will vary from student to student.

9

Answers

a. False. It is located 3 miles from Hobbiton.b. Truec. False, it takes the chef 25 minutes to prepare

any dish.d. Truee. False. Children may use the mini-golf course.f. False. People can book on line, by phone, fax

or letter.

8

Answers

a. Chef, b. Manager, c. life-guard, d. maid, e. guide, f. receptionist

7

Answers

a. The Hobbiton tour takes 1.5 hours.b. The additional tour might take 45 minutes.c. It takes the chef 25 minutes to prepare any

dish.d. The car journey from Auckland to Hobbiton

takes 2 hours.e. It takes more time to get to Hobbiton by train.f. It takes 4 hours to get to Hobbiton by coach.

6

Answers

a., b., c., d.

5

This Mind Teaser provides information on the word holiday.

Motivate students to find more interesting bits of

information on other compound words, like birthday,

eyebrow, handbag, newspaper, skateboard, tablecloth,

walking stick, etc. For more information on the Mind Teaser

section, see page 7 of the Introduction.

dniMTeaser

PAGE 44



++Refer students to Danger section before exercise.


+Refer students to Take a Closer Look before doing the exercise.

Remind them not to write in the books. Check answers orally.

(L.A.: to consolidate a grammar aspect )

++Tell students to work in pairs and write the completed

sentences in their notebooks. Check orally.

(L.A.: to consolidate a grammar point and lexical content)

++Ask students to read the different options to celebrate their

school anniversary. Which ones do they like? Why? Ask

them to justify their choice. Then, in pairs they use the

expressions in the bubbles, the suggestions in the box and

their own ideas to make a dialogue.

(L.A.: to express their own opinions following a model)

+Ask students to read the expressions in the bubbles. Do

they understand them? In which situations would the

students use them? Ask for examples. Finally tell them to

match them with the pictures.

(L.A.: to consolidate a new structure)

++In pairs students read the expressions in the chart under

both headings: event and duration. Tell them to go on to

the dialogue and read the parts provided. Then using the

information from the chart answer the questions.

(L.A.: to practice a new structure and vocabulary applying

to a task)

FL16

Answers

a. - 2, b. - 3, c. - 1

15

Answers (variations are allowed)

A: We have different options. For example, wemight go to the seaside on a trip.

B: We might but it depends on the weather.A: Or we might have a picnic. B: Yes, but a picnic also depends on the

weather.A: Or we might organise a music and dance

show.B: Actually, it’s a great idea. A: Alternatively we might also do a cooking

competition.B: Not really, we need too many ingredients

and they are expensive. A: So, what’s the best option?B: The best idea is the music and dance show.

14

HAVE A CHAT

Answers

a. The class might organise a party or a picnic.b. You might want to study gastronomy or

marketing.c. My friend might go to Arica or Calama. d. Petrol prices may increase or decrease.e. We might see the film Benjamin Button on

Saturday or Sunday.

13

Answers

a. may, b. might, c. may, d. might

12

TAKE A CLOSER LOOK

This section explains the use of the modal verbs may /

might. You may want to do this additional exercise before

referring students to Exercise 12.

Suggestions:Ask students about the things they may do / might do in

the near future, on their holiday etc

You can find more information/exercises on may / might at

http://www.englishgrammarsecrets.com/maymight/menu.php

11

Danger

Draw students’ attention to this section and encourage

them to give examples with the collocations provided.

Examples:

I try not to tell lies.

My mother says her prayers every night.

Paul is always telling silly jokes, etc.

For more information on the Danger section, see page 7 of

the Introduction.


UNIT 252

+Students listen to the recording to checking their answers.

Then they role play the dialogue.

(L.A.: to imitate a pronunciation and stress model)

Make sure students understand the code provided.

(✔ = weak probability, ✔✔ = strong probability).

++(L.A.: to write a short paragraph using previously learnt

structures and vocabulary)



• Speaking

• Reading

• Writing




the Introduction.

THINK AHEAD




+Ask students to read the three definitions and choose the

one they think is the best description of the word TYPO.

(L.A.: to use personal knowledge / experience)

++Refer students to the Bear in Mind section and ask them

why they think spelling is or isn’t important. Are they good

at spelling? Can they recommend ways of improving their

spelling? Do a quick spell-it test in Spanish saying a few

words and asking them to spell it correctly.

Give a point or a good mark for detecting the spelling

errors in the exercise.

2

Answers

c.

1

Bear it in mind



to mention typical spelling mistakes in Spanish. For more

information on the Bear it in mind section, see page 7 of

the Introduction.

THE STRANGE THINGS WE DOLISTENING

LESSON 2

PAGE 48

CHECK IT OVER!

Answers

May vary

19

WRITE IT DOWN

Answers

a. may, b. might, c. may, d. might, e. might

18

FAST CHECK


Gordon: So, how long does it take to get to the airport from

your house?

Susan: It takes around 50 minutes.

Gordon: And what’s the duration of the flight from

Manchester to London?

Susan: The flight is more or less 1 hour and 10 minutes.

Gordon: And then how long is the bus ride from the airport

to your uncle’s house?

Susan: The bus ride takes approximately 45 minutes.

Gordon: So how long does the whole trip take?

Susan: It is about 2 hours in total.

Gordon: Wow! That’s really long!

9

Answers

See transcript.

917

PAGE 47



If time permits, you can ask them to write a sentence on a

piece of paper and pass it on to their partner to check if the

spelling is correct or not. Make sure that you revise afterwards.

(L.A.: to apply previous knowledge)

+In my view, from my point of view, in my opinion are all fairly

formal ways of expressing your opinion characteristic of

written English. Less formal equivalents more characteristic

of spoken English, include the following:

to my mind: to emphasise that this is your opinion

I reckon: usually to express an opinion about what Is likely

to happen

feel: to express a strong personal opinion

if you ask me: to express an opinion that may be critical

to be honest (with you): to express a critical opinion

without seeming rude

as far as I’m concerned: to express an opinion that may

be different from others’

Very often, expressing a point of view in writing we use

one of the following:

I think that…

It seems to me that…

I would argue that…

I do not believe that…

I am unconvinced that…

I do not agree that…

(L.A.: express a point of view/referring to personal

opinions)

++This is a great exercise to promote the use of both hardcopy

and online dictionaries in English.

Dictionaries (monolingual or bilingual) are used to look up

the spelling and meaning of words, pronunciation, inflected

forms of words, capitalisation, etymology, word division,

and much more, depending upon the dictionary.

Considering the wide range of dictionaries by content, what

makes someone choose a certain dictionary is its content.

Some recommended online dictionaries include:

www.merriam-webster.com

www.thefreedictionary.com

www.dictionary.cambridge.org

(L.A.: to infer the meaning of key lexical items and

predicting content)

GO AHEAD

TRANSCRIPT - THE STRANGE THINGS WE DONewsreader 1: And today, instead of economic problems and

political and social unrest, you might want to

hear some unusual but positive news. Let’s

start with Jeff Deck of Boston, Massachusetts

who, fed up with spelling mistakes, decided

to take some action. Mr. Deck set up the Typo

Eradication League in order to eliminate

mistakes by any means. For three months,

four members of his team travelled the

highways of America erasing all kinds of

errors, typos and mistakes. Mr. Deck thinks

that the most common typo is the simple

word “believe”, which people spell b-e-l-e-i-v-

e! Deck said: “There’re a lot of errors, besides

the typical typos that involve the use of the

apostrophe and punctuation.” According to

Mr. Deck it’s necessary to speak and write

correctly because language is an important

element that makes humans different from

animals. We, on our part, think it’s possible

that Mr. Deck might be right!

10

Answers

May vary

4

PAGE 49

Answers

May vary

3

This Mind Teaser is a joke. Motivate students to read it on

their own and share what they understand in their groups.

For more information on the Mind Teaser section, see


dniMTeaser

Answers

a. necessary, b. common, c. story, d. correctly


Alumno

Resaltado

Alumno

Resaltado

UNIT 254

+Students listen to the recording and check their predictions

in Exercise 4.


++Generally, a title or a heading is a very brief summary of a

paragraph or a full text. Summarising is an important skill

which is often used when researching, gathering or presenting

information and here the process is done in reverse - students

must match the “summary”(title/heading) with the

corresponding text. Tell students to concentrate on the key

aspects of each program. For example: what is the key aspect /

main subject of paragraph 1? The summary / tile / heading /

title of the program must be related to the above.

(L.A.: to summarise a text or a recording)

++Play the recording again and give students sufficient time

to make note of the places mentioned in both texts.

(L.A.: to identify specific information)

++Give students a few minutes to read the chart. Play the

recording again, check answers orally..

(L.A.: to identify and classify specific information)

++This type of exercise is usually best done at the end when

students have familiarised themselves with a recording.

However, you might need to play the recording twice more

for them to complete the task. Always remember that

student’ listening skills are different and while some get

things quite quickly others need more time.

(L.A.: to listen for specific information to complete a task)

MAKE CONNECTIONS








Answers

a. hear / news, b. necessary / write, c. possible / right, d. name / street, e. opinion / incredible, f. birds / eradication.

109

PAGE 50

Answers

An organisation - item 1An address - item 2The name of a policeman - item 2One common mistake - item 1

108

Answers

Boston, Japan, Tokyo, Massachusetts, America

107

Answers

First item: a. Second item: d.

106

Answers

clever, incredible, positive, smart, typical,unusual.

105

Newsreader 2: Maybe you’ll find the next piece of news from

Japan difficult to believe but animals sometimes

also display unusual behaviour. When Yosuke,

the parrot, escaped from his cage and got lost he

didn’t worry because he knew what to do. As his

master taught him, he recited his name and

address to a man in the street. “I’m Mr. Yosuke. I

live in Nakamura Street,” the intelligent parrot

told the man who took him to a Tokyo police

station. The clever bird spent a night there while

the police looked for his owner. “In my opinion

it’s incredible. You might think that Yosuke is a

person,” Police Inspector Mr Etsushi Ikanami

said. We also think that it’s possible smart birds

like Yosuke might help Mr. Deck in his typo

eradication campaign!


Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado


++Refer students back to the beginning of the lesson and ask

them to read aloud the expressions that express an opinion.

The ask them to read statements a. - f. and identify the ones

that express an opinion. Tell them to justify their choice.

(L.A.: to apply previous knowledge and consolidate a

language aspect)

++Students may work in groups. Check their answers orally.

(L.A.: to apply previous knowledge)

++Refer students to Take a close Look before doing the

exercise.

(L.A.: to consolidate a grammar aspect and new vocabulary)

++Refer students to Take a close Look before doing the

exercise. This exercise is the reverse of Exercise 12 on the

same page.

(L.A.: to consolidate a grammar aspect and new

vocabulary)

++Before asking them to do this exercise on their own

practise short answers for a while telling students to ask

you questions which you should answers:

It’s possible, I might, etc. Then change roles and you ask

them questions.

(L.A.: to practice a how structure)

+++Allow sufficient time check on the board asking different

students to write their opinions of the two items of news.

Ask the rest of the class to copy the one they most agree with.

(L.A.: to express personal opinions in writing)

++Ask students to read the options in the bubbles and

sentences a. -d. and write complete sentences with a

partner.

(L.A.: to express personal opinions following a model)

Answers

May vary

16

HAVE A CHAT

Answers

Will vary

FL15

WRITE IT DOWN

Answers

a. It might be, b. They might be, c. They mayhave, d. It might, e. It might.

14

Answers

a. Maybe Geraldine is in the library. It ispossible Geraldine is in the library

b. Maybe his telephone is disconnected. It ispossible his telephone is disconnected.

c. Maybe my boss is in another office. It ispossible my boss is in another office.

d. Maybe/it is possible we will travel to Greecenext year.

e. Maybe I will get/it is possible I will get ahaircut tomorrow.

13

Answers

a. Tina and Leo may be getting married soon. b. It might be John’s book.c. Laura might not come to school today.d. They may not like this kind of food.e. It may be Stewart.

12

PAGE 51

TAKE A CLOSER LOOK

This section deals with modal verbs to express possibility.

For more in-depth information on may and might we

recommend that you visit

http://www.englishgrammarsecrets.com/maymight/menu.php

Answers

a. erasing, b. master, c. policeman, d. positive

11

Answers

b, c, e.

10


UNIT 256

+Students listen to the recording and compare it with the

recording. After they role play it in front of the class.

(L.A.: to follow a pronunciation and stress model in a

conversation)

You may want to refer students back to TAKE A CLOSER

LOOK before doing the exercise, especially those who found

modal verbs particularly difficult.

Read the instruction with the class. Make sure they understand

that all the words appeared in the lesson and that they can use

each letter on the computer screen only once.



• Speaking

• Reading

• Writing




the Introduction.

THINK AHEAD




+Write the words on the board in the form they are written

in the book. Tell students that all the words are related to

the weather and climate.

Ask them if they can define the difference between climate

and weather

climate n. The meteorological conditions, including

temperature, precipitation, and wind, that characteristically

prevail in a particular region

weather n. The state of the atmosphere at a given time and

place, with respect to variables such as temperature,

moisture, wind velocity, etc.

(L.A.: to find the meaning of key lexical items)

++Students match the words in Exercise 1 with their

definitions in Exercise 2.

(L.A.: to match the meanings of key lexical item)

2

Answers

ice, climate, humid, wind, fog

1

Danger

Draw students’ attention to this section and invite them to

read the examples aloud. For more information on the

DANGER section see page 7 of the Introduction.

This Mind Teaser is a joke that makes use of the saying,

“It’s raining cats and dogs”. Motivate students to read it on




dniMTeaser

TWISTER, TWISTERREADING

LESSON 3

PAGE 54

CHECK IT OVER!

PLAY IT

Answers

a. They might, b. It’s possible, c. We mighthave, d. Maybe not, e. They might be.

18

FAST CHECK

TRANSCRIPT - ORAL PRACTICEa. It seems to me that this unit is really easy!

b. I think that ice-cream is better than chocolate.

c. It seems to me that everybody loves Maroon Five.

d. According to many experts English is the most important

language in the world.

e. In my opinion people shouldn’t smoke in public places.

f. Everybody looks thin in black clothes.

11

Answers

See transcript.

1117



++Students describe the pictures and identify the names.

Then they match the pictures with what the instruments

do. Ask students if they have ever seen such instruments,

do they have one at home?

(L.A.: to relate visual and non-visual clues)









The following exercise is asking students to predict the

words they could find in a text about natural phenomena.

Ask students to draw on their previous knowledge and the

context.


GO AHEAD

+Ask students to quickly read the three texts and check their

predictions in Exercise 4. Ask them to make new sentences

with the given words.


+Ask students to identify the sources of the three texts. How

do they know? Is it the format, the vocabulary, etc?

(L.A.: to identify the source of reading text)

+Ask students to read the three texts again quickly but this

time paying special attention to the places.

Students use the scanning technique in this

exercise. Scanning is a technique often used when

looking up a word in the telephone book or dictionary. A

student searches for key words or ideas. In most cases, they

know what they are looking for and they concentrate on

finding a particular answer. Scanning involves moving the

eyes quickly down the page seeking specific words and

phrases. Scanning is also used when first finding a resource

to determine whether it will answer specific questions.

(L.A.: to scan a text for specific information)

++Ask students to read the texts again and match and classify

the information in the corresponding column.

(L.A.: to identify and classify specific information)

Answers

a. - II, b. - I and II, c. - II, d. - III, e. - III.

8

Answers

Text I - Oklahoma, Text II - Kansas, Text III -Kentucky.

7

Answers

a. II, b. I, c. III.

6

Answers

break (breaking), cyclone, instrument(instruments), noise, roar, storm.

5

This Mind Teaser explains how we measure and classify

the intensity of tornados. Motivate students to read it on




dniMTeaser

PAGE 55

Answers

May vary.

4

PAGE 55

Answers

1 - c, 2 - a, 3 - b, 4 - d.

3

Answers

a. i. clouds - -3, b. - ii. lightning - 4, c. - iv. snow - 2,d. - iii. rain - 1.


UNIT 258

+Ask students to scan the texts again and find synonyms of

the word twister.

(L.A.: to apply scanning to find specific information)

MAKE CONNECTIONS








++This exercise requires that students use their own criteria

so the answers might differ from student to student. Why

do they think person X might say the following words?

What do they base their opinion on?

(L.A.: to match written information with personal opinion)

++Ask students to go through TAKE A CLOSER LOOK before

doing the exercise. Check orally.

(L.A.: to apply new grammar structure)

++Ask student to write the full sentences in their notebooks.

Check orally.

(L.A.: to apply a new structure in a task)

++Writing is a very subjective exercise and teacher must take

this into consideration when grading a paper or a

composition. Pay attention to common errors, correct spelling

and check that the structures and vocabulary are correct.

(L.A.: to write a paragraph using vocabulary provided)

++Go through the words in the box with students. Do they

understand them all? If not, ask them to use a dictionary or

explain. Tell them to complete the conversation and then

check with the recording.

(L.A.: to complete and role play a conversation using a

model)

Answers

See transcript

1214

HAVE A CHAT

PAGE 59

Answers

May vary

13

WRITE IT DOWN

Answers

a. Belinda was sitting in the armchair watchingTV.

b. Glenn was eating a sandwich and drinkingmilk.

c. The scouts were packing their backpacks.

FL12

Answers

a. was holding, b. was opening, c. were going

11

TAKE A CLOSER LOOK

This section deals with the Past Continuous tense and its

from and uses.

Draw students’ attention to the form.

Affirmative InterrogativeNegative

I was singing.

You were singing.

We were singing.

They were singing.

He was singing.

She was singing.

It was singing.

I was not singing.

You were not singing.

We were not singing.

They were not singing.

He was not singing.

She was not singing.

It was not singing.

Was I singing?

Were you singing?

Were we singing?

Were they singing?

Was he singing?

Was she singing?

Was it singing?

Answers

a. Jo’s father, b. Dorothy, c. Professor Jones

10

PAGE 58

Answers

hurricane, thunderstorm, storm, cyclone

9



+Tell students to practise in pairs and then role play the

dialogue in front of the class. If necessary, play the

recording with pauses.

(L.A.: to imitate a pronunciation model and follow an example)



• Speaking

• Reading

• Writing




the Introduction.

THINK AHEAD




+Ask students to describe the photos. Are they real creatures

or not? How do they know? Can they give you names of

other strange but real creatures or strange and fantastic

creatures?

(L.A.: to connect visual clues with written information or

previous knowledge)

++Tell students to take a close look at the two pictures. There

are questions to help them describe / tell a story about the

pictures. You can add other questions to the list such as

where do you think the people were going / coming from?

Do you think they are happy / sad / frightened etc?

(L.A.: to express personal opinion and describe a situation)

++First ask students to tell you the meaning of the 7 words. If

they don’t know them ask them to use dictionaries or

explain the meaning of the words. Ask them to give you

examples of the words in sentences. Finally, ask them to

find the words in the word search puzzle.

(L.A.: to identify the meeting of key lexical items)

3

PAGE 61

Answers

May vary

2

Answers

The hairless guinea pigand the smiley fish arereal; the owl cat and the Sasquatch are not real.

1

EYEWITNESS REPORTSLISTENING

LESSON 4

PAGE 60

CHECK IT OVER!

A proverb is a short, traditional saying that expresses some

obvious truth or familiar experience; adage; maxim. Ask

students if they know any proverbs in English or Spanish

and if any of them are related to the weather of climate.

A great list of English proverbs can be found at

http://www.learn-english-today.com/Proverbs/proverbs.html

dniMTeaser

Answers

a. ii, b. i, c. i, d. i, e. i

16

FAST CHECK

1215


Reporter: I understand it was your personal experience

Professor Jones.

Jones: Yes, I personally witnessed the tornado.

Reporter: So, were you scared Professor Jones?

Jones: I was terrified.

R: What did the tornado look like?

J: It looked like a funnel.

R: What was the noise like?

J: It sounded like a loud roar and rumble.

R: How long did the twister last?

J: It lasted some 2 minutes.

12


UNIT 260

+Tell students to take into consideration the whole context

of the lesson before answering questions a and b.

(L.A.: to predict using previous knowledge and context)

GO AHEAD

+Play the recording once and ask students to validate their

predictions.

(L.A.: to check predictions)

+How do students know that the people in the recording are

talking about a personal experience? Ask them to read the

four options and choose the ones they think are the best.

(L.A.: to identify personal opinions and experiences)

++First students read the instructions to the exercise with all

the options. Then play the recording again. Tell them to

write the correct option in their notebooks. Check orally.

(L.A.: to identify and locate specific information)

137

PAGE 62

Answers

a, c.

136

Answers

May vary

135

CONVERSATION IIGeneral: So, tell us captain. What did you see?

Pilot: Sir, it was an object that was not a commercial or a

military plane.

General: Who or what do you think it was?

Pilot: Sir, in my opinion it was an extraterrestrial vehicle

and its crew. I think they were from a planet

technically more advanced than we are.

General: Please tell us where you saw it.

Pilot: I could see it to the right of my aircraft, some three

metres from the wing. From my position I could see

it wasn’t moving or advancing.

General: How do you know?

Pilot: Because the turbine at the top wasn‘t turning.

General: Where you scared?

Pilot: Not really scared. I was amazed. Besides, I didn’t have

time to be frightened. It stayed still for a minute,

accelerated and then disappeared from my sight. But I

personally think their intentions were peaceful. Source of conversation II

Astronaut Gordon Cooper addressing a U.N. panel discussion on UFOs and

ETs in New York, 1985TRANSCRIPT - EYEWITNESS REPORT

CONVERSATION IJill: You won’t believe what I saw on my holiday!

Gerry: Let me guess. You saw a ghost.

Jill: Laugh all you want, but I saw it with my own eyes in

the forest.

Gerry: What were you doing in the forest?

Jill: I was walking down the path near our camping site looking

for berries because we had nothing to eat for dessert.

Gerry: And?

Jill: Suddenly I felt that something was watching me. I

mean, really observing me.

Gerry: Let me guess. It was Clark - your husband.

Jill: Don’t be silly. Clark wasn’t looking at me because he

was cooking lunch at the time. Besides, I only felt it.

Then, the creature started to move and I could see it,

and it was huge, black and hairy.

Gerry: Probably an escaped dog.

Jill: No, it wasn’t walking on all fours like a dog but

standing on two legs! From where I was hiding it

looked human but covered in hair. I am still shocked. It

was the Sasquatch!

13

Answers

May vary

4

a n o d a f f j t y d s

d b x i t m v f m y f h

c d p q w x a z c s h o

r g l s ñ r w z f g o c

e h p n c y e v i d b k

a a v r s b t e u n c e

t m i j u r l k y b g d

u a s x e x c i t e d q

r f r i g h t e n e d t

e h k p z s c a r e d l


Alumno

Resaltado


++Listening comprehension has several stages and one of

them is the discrimination between similar sounds. There

are several strategies to improve aural comprehension and

some of them are offered below to be used as

complementary exercises both with recorded messages or

texts read out by the teacher.

(L.A.: to discriminate between similar sounds)

Activities to develop auditory discrimination skills

1. Listening to the sound of real objects with eyes closed.

Children guess and name.

2. Sound bingo – listening to sounds on tape and covering

the correct picture.

3. Odd one out – ask the pupils to identify the sound that

is not part of a group of sounds, eg. dogs barking, pig

grunting, cow mooing, musical instrument playing.

4. Musical discrimination – discriminating between

loud/quiet, high/low, fast/slow notes.

5. Clapping or tapping rhythms – you can use pupils’names

and polysyllable words. This activity can be linked with

picture-noun recognition. Pupils can work in pairs, using

picture-noun cards – take turns to clap syllable beats and

choose the picture-noun card to match the number of beats.

6. Same/different 1 – ask the pupils to listen to sets of two

everyday sounds and identify those that are the same

and those that are different.

7. Same/different 2 – ask the pupils to listen to sets of two

words and identify those that are the same and those

that are different, eg. bat/bat, bat/bet.

+Play the recording again and ask students to write the

correct answers in their notebooks.


MAKE CONNECTIONS








++Refer students to the Take a Closer Look section before

doing the exercise.

(L.A.: to apply a new structure)

+Ask students to read the main sentences paying attention

to the phrase word in bold and tell them to ask questions

about that part. Check orally.


Answers

a. I was walking down the path in the forest.

Where were you walking?b. The strange creature was standing.

What was the strange creature doing? c. Clark was cooking lunch in the camp.

Where was Clark cooking lunch?

11

Answers

Affirmative InterrogativeNegative

I was walking I wasn’t walking Was I walking down

down the street. down the street. the street?

She was speaking She was not Was she speaking

to me speaking to me to me?

They were They were not Were they having

having dinner. having dinner. dinner?

10

TAKE A CLOSER LOOK

This section deals with the Past Continuous with a special

emphasis on the form of the tense in the negative and

interrogative forms.

PAGE 63

Answers

b and d

9

Answers

a. ghost, b. path, c. dessert, d. guess, e. human

8

Answers

I: a. ii, b. ii, c. ii, d. ii.II: a. i, b. i, c. ii, d. ii.


UNIT 262

++Ask students if they know the meaning of the word

synonym. And if they know what an antonym is. If not,

explain. Ask them to give examples.

Synonyms - two words that can be interchanged in a

context are said to be synonymous relative to that context.

Antonym - A word having a meaning opposite to that of

another word.

There is a very good resource on synonyms to be found at

www.synonym.com

(L.A.: to consolidate lexical items)

++Read the instructions or ask different students to read them

aloud. Tell students to work with a partner and fill in the

gaps in the conversation. Play the recording so that students

can check their answers. Some variations are allowed.

(L.A.: to participate in a guided dialogue)

+Students role play the conversation in Exercise 11 imitating

the recording.

(L.A.: to participate in a guided dialogue imitating a model)

+++This exercise requires some additional language knowledge

and understanding.

++First ask students to identify the objects and the things they

do. Refer them back to Exercise 4 on page 54 for examples.

(L.A.: to write instructions following a model)



• Speaking

• Reading

• Writing




the Introduction.

CHECK IT OVER!

Answers

Clock: an instrument for measuring andshowing time in hours, minutes and seconds.Ruler: an instrument for measuring length orfor drawing straight lines.Scales: an instrument for weighing people or things.Calendar: a page or series of pages to measurethe passing of time in days, weeks and monthsof a year.

17

WRITE IT DOWN

PAGE 65

Answers

a. They were trying to get out of the plane.b. The author was signing autographs for her fans.c. Brendan was helping his brother with his

homework.d. Were you talking on the phone a moment ago?e. Sarah’s parents were getting ready for the trip.

16

FAST CHECK

Answers

a. iv, b. i, c. ii, d. iii

FL15

Answers

May vary

1414


Anne: How tall do you think it was?

Jill: I think it was more than two metres tall.

Anne: Do you believe it was human?

Jill: No, I believe it was not human.

Anne: What was it then, in your opinion?

Jill: In my opinion it was the Sasquatch.

14

Answers

See transcript

1413

HAVE A CHAT

Answers

aircraft - aeroplane, creature - beast, huge -immense, observe - watch, scared - frightened

12

PAGE 64






together the subject matter of the unit and try it as a whole.

This is also a place where teachers can see what the outcome /


+

++Students match 4 of the sentences they wrote with the pictures.

1. He may have lunch in the port.

2. It’s possible he will meet members of Parliament in

Valparaiso.

3. He might have a short swim in the Pacific Ocean.

4. Possibly he will visit the Minister of Education at La

Moneda Palace.

++Refer students to the lessons in this unit to see the

different ways of expressing opinions.

++Students read the programme and answer the questions

based on it.

+Students work in groups writing and answering more questions.






indicators at the beginning of this Unit (Teacher’s Book).

CHECK & CORRECT

PAGE 68

Answers

May vary

5

Answers

a. He was meeting Chilean politicians. b. He was having lunch.c. He was taking a ride in a cable car.d. He was meeting the Minister of Education. e. He was having lunch.

4

Answers

May vary

3

PAGE 67

2

Answers

May vary

1


PAGE 66

READING

1. a. - cabin, b. - hotel, c.- hostel

2. Located outside San Pedro - cabinBest for small groups or individual - hotelBreakfast service included - hotelWith a barbecue - cabinGreat for bigger groups - hostelLocated right in the middle of town - hotel

3. a. Johnb. Stella and her motherc. John and Stella‘s motherd. John

LISTENING - THE WEATHER REPORT

TRANSCRIPT

Newsreader: And now, in our 9 p.m. news, more information

from the National Weather Service. We’re

confirming that the local government cancelled

its tornado warning for Cumberland and Perry

counties, replacing it with a warning of severe

thunderstorms in the area. This is good news for

all the inhabitants who left their homes as they

can now relax and go back to their everyday

lives.

The storm was moving to Lower Allen Town and

New Cumberland when it suddenly turned

towards Middletown and Hershey between

about 5:30 and 6 p.m. After leaving Hershey it

lost intensity from F2 to F0 which, according to

the Fujita scale, is considered mild. Eye Witness

accounts confirm that the storm, besides creating

some considerable nervousness among the

15


UNIT 264

LISTENING

4.

a. Radio programmeb. National Weather Servicec. Can go back tod. F2 to F0

5.

5.30 to 6.00 p.m. The storm changed direction.8.30 p.m. Data on rainfall is collected.9 p.m. The broadcast is transmitted

to the public.9.30 p.m. People can tune in to another

programme.

LANGUAGE

6. a. say, b. tell, c. told

7. a. What was Miss Jefferson correcting? b. Where was Dennis sitting? c. What was the boy carrying? d. Why was she crying?

8. a. She looked up at the sky to see if a storm wascoming.

b. I tried to phone you all day yesterday. Whatwere you doing?

c. The twister was moving in the direction ofClaire County.

d. A my was wearing a nice dress when we saw her.

9. a. They may come to our party.b. The twister may change direction.c. It might be Peter.d. You may pass the exam.

15

15

WRITING

10. You can assign points according to thesecriteria:8 - 10 points:student can ask and answerquestions with correct pronunciation, normalhesitation and no grammar mistakes.5 - 7 points: student can ask and answerquestions with correct pronunciation and aminimum of hesitation and grammarmistakes.3 - 4 points: student can ask and answerquestions with appropriate pronunciation, buthesitates and makes some grammar mistakes.1 - 2 points: students can't ask and answerquestions, hesitates a lot and makes a lot ofgrammar mistakes.

SPEAKING

11. You can use the Writing Rubric on page 160 ofthis book, or you can assign points accordingto these criteria:8 - 10 points: student can write a coherentparagraph, using correct linking words andwithout grammar or spelling mistakes.5 - 7 points: student can write a coherentparagraph, with linking words, in good English,with a minimum of grammar or spelling mistakes.3 - 4 points: student can write a shortparagraph, but can't use linking words properlyand makes grammar and spelling mistakes.1 - 2 points: student can't write a coherentshort paragraph, and makes a lot of grammarand spelling mistakes.











FINAL CHECK

population, didn’t cause major damage in the

area. The National Weather Service said they also

received no reports of destruction or flooding as a

result of the tornado. The service was still

collecting data on rainfall totals at 8:30 p.m.

More information will be available in the 11 p.m.

news. Listeners may also tune in to WMCK on the

FM radio frequency broadcasting its news

bulletin and weather report in half an hour. Source: MIDSTATE NEWS from Harrisburg, Cumberland,

Dauphin, York counties



Read the text and find the answer to these questions.

(4 points)

a. What was George's motivation for unlocking the

iPhone?

b. How long did it take him to unlock the iPhone?

c. What was the major frustration for consumers?

d. What were the services compatible with the iPhone in

the U.S?

Read the text again and find at least three words that can

replace the word iPhone. (3 points)

Read the text once more and identify the incorrect

information in these sentences. (4 points)

a. George Hotz is sixteen years old.

b. Hotz is going to be a freshman next summer.

c. Hotz has been the only one to unlock the iPhone.

d. Hotz is from New York City.

LISTENING -BEWARE OF LONDONERS!

Listen to the recording. What kind of programme

is it? (2 points)

a. A television sports programme.

b. Television news.

c. A television talk show.

d. A television weather report.

Listen to recording again. What do the numbers

mentioned in it refer to? Match the two columns. (5 points)

5

4

3

2

1

READING - HE DID IT!

A New Jersey teenager has figured out

how to make Apple's iPhone available

on other wireless services besides

AT&T, removing a major frustration for

thousands of consumers. In an

exclusive interview on CNBC, 17-year-

old George Hotz revealed his

motivation for unlocking the device:

"It was fun! This was a good use of the

summer holiday," he said during the

live interview Friday afternoon. "I

became obsessed with unlocking this

thing."

When Apple introduced the iPhone in

July, it made the device available only

on AT&T's wireless service, prompting

widespread complaints among

consumers. Hotz was able to unlock

the device so that he can use it on his

family's T-Mobile service.

Although T-Mobile is the only other

service besides AT&T's that is

compatible with the implement in the

U.S, overseas users are likely to find

their services compatible.

Hotz isn't the only one to have

claimed to unlock the piece of

equipment. A group calling itself

iPhoneSimFree also says it has hacked

the multi-media device.

The teenager, who posted his

achievement on his blog Thursday,

said unlocking the iPhone is

complicated, takes about two hours

and requires skill with both soldering

and software. He estimated he spent

500 hours developing his technique.

Hotz is going to be freshman at the

Rochester Institute of Technology this

fall.

EXTRA TEST UNIT 2

PH

OTO

COP

IAB

LE

Six The number of miles in the Marathon

Five The number of pages in the guide given to

the Masai

Three The day on which the Marathon is run

Twenty six The time the news bulletin is broadcast

Thirteen The number of Masai warriors visiting London


UNIT 266

PH

OTO

COP

IAB

LE

Listen once more. Are these statements

true or false? (5 points)

a. It is the warriors' first visit to Britain.

b. They want to raise money for a school in their village.

c. The news is broadcast by BBC 2 radio station.

d. Some Londoners look angry because they don't like

their office jobs.

e. The guide told the Masai to wear suits at all times.

LANGUAGE

Complete the following sentences about yourself,

expressing different degrees of possibility. (4 points)

a. I _______________ marry a millionaire.

b. I _______________ grey hair when I'm older.

c. I _______________ in the same city all my life.

d. I _______________ Chinese next year.

Complete these short dialogues with an appropriate

question referring to the underlined part. (4 points)

a. A: ________________________________?

B: At eight o'clock, he was driving home.

b. A: ________________________________?

B: When you entered the room I was trying to kill a fly.

c. A: ________________________________?

B: The accident happened while she was talking on her

mobile phone.

d. A: ________________________________?

B: My mother was cooking dinner when I arrived home.

WRITING

A friend from abroad is visiting your city next weekend.

Write a list of possible places / things he / she may / might

visit / do. (8 points)

SPEAKING

Look at the pictures and take turns to say the statements

below with your partner, expressing your opinion. Use the

openings in the box. (8 points)

a. British English is better than American English.

b. People shouldn't drive their cars when they drink

alcohol.

c. The exam was very difficult.

d. I really love hot dogs

10

9

8

7

6

Your

result:

0 - 14

Not too good

15 - 33

Acceptable

31 - 46

Great!



READING - HE DID IT!1. a. It was fun for the summer holiday

b. He estimated he spent 500 hours developing his

technique.

c. The device was available only on AT&T's wireless service.

d. AT&T's wireless service and T-Mobile service.

2. equipment - implement - device

3. a. George Hotz is sixteen years old. (seventeen)

b. Hotz is going to be a freshman next summer. (this fall)

c. Hotz has been the only one to unlock the iPhone. (Hotz

isn't the only one who can unlock the iPhone).

d. Hotz is from New York City. (New Jersey).

LISTENING -BEWARE OF LONDONERS!

4.

b. Television news.

5.

6.

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

LANGUAGE7. a. might marry; b. may have; c. may live; d. might learn

8. a. What was he doing at 8:00 o'clock?

b. What were you doing when I entered the room?

c. What was she doing when the accident happened?

d. What was your mother doing when you arrived home?

WRITING9. Help students assign themselves points according to the

following criteria:

Correct information included (Interesting places,

historical places, natural attractions, typical buildings

and one more thing student finds attractive) 4 pts

Correct use of structures. 2 pts

Correct use of connectors. 2 pts

SPEAKING10. Variations are allowed as long as students use the correct

expressions to state their opinions. Encourage peer

correction using these criteria:

Inclusion of required expressions. 2 pts

Pronunciation, intonation and accentuation. 2 pts

Fluency 2 pts

Turn-taking and dialogue tactics 2 pts

16

16

16

TRANSCRIPTNewsreader: And now for the six o'clock news from the BBC

World Service. Five Maasai warriors running

the London Marathon now know that hunting

lions is easy compared to English customs.

The men, who are on their first trip to Britain

from their remote village in Tanzania, want to

raise money for a water well back home by

completing the 26-mile marathon on April 13.

Volunteers from the British charity Greenforce

prepared a three-page document to tell them

about British dangers. They included the fact

that Londoners “look like they are in a hurry all

the time".

The document, entitled Visiting England: A

Cultural Briefing - continues: "Some people

look like they are angry but they are actually

quite friendly - the reason for their sadness is

that many of them work in offices doing jobs

they hate ,so they do not smile as much as

they should."

The Maasai warriors are also advised not to

spit in public and to wear shoes at all times.

A word of advice to our listeners - if you see

the Maasai in the streets of London, try to be

friendly and welcoming. And also, for once, put

a smile on your face.

16


Six The time the news bulletin is broadcast

Five The number of Maasai warriors visiting London

Three The number of pages in the guide given to the

Maasai

Twenty six The number of miles in the Marathon

Thirteen The day on which the Marathon is run


68

Development








• Teacher can use photographs, cut-outs, old postcards and pictures,

• Recipes from cookery books, magazines and newspapers

• Labels and ingredient lists

• If possible, real objects such as bottles, cups, bags and food items

• If possible teacher can have a “cooking class” with students or order a take-away, etc.


1. Dictionaries

2. Glossaries

3. Definitions

4. Printed handouts

5. Library material

IN THIS UNIT YOU WILL LEARN TOReading: Match written and visual clues / Summarise texts /Find and classify specific information

Listening: Match visual and recorded information / Listen

for specific information / Discriminate between similar sounds

Production: Talking about food preferences / Expressing

opinions and ideas about eating out / Talking about actions in

the past using the Past Continuous

Functions: Expressing quantities / Expressing preferences /Expressing thanks and complaints

YOU WILL ALSO USE THE FOLLOWING TEXT TYPESBrochure / Interview / Restaurant reviews / Tale

YOU WILL ALSO LEARNGrammar: Past Continuous tense / some / any / much / many /

a little / a few / Relative pronouns - that, which, who, where, when

Vocabulary: Vocabulary related to healthy eating habits,

ingredients and eating out

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUESThe importance of a healthy diet


WE ARE WHAT WE EAT 69

The pictures show a part of a fruit or vegetable. Can students

name them? A fun alternative is to bring a bag with several

fruits or vegetables (carrot, apple, tomato etc) and ask

students to put their hand in and touch the fruit / vegetable

and name what they are touching. Alternatively a “smelling”

exercise can be set up where a student is blindfolded and has

to smell ketchup, vinegar, mustard, juice, etc.

Students express their preferences for the fruit / vegetables

in the pictures. Tell them to use expressions such as I like / I

prefer / I hate, etc.

Go through the list with students to check their vocabulary

comprehension. Ask them to work in pairs and copy the

pyramid in their notebooks, using their previous

knowledge / opinions.

THINK AHEAD




This Mind Teaser provides information on vitamins and

minerals. Ask the students to read and discuss the section

in pairs.

For more information on the Mind Teaser, see page 7 of

the Introduction.

dniMTeaser

Bear it in mind

Ask the students to read and discuss the section in pairs.

For more information on the Bear it in Mind section, see


STAYING HEALTHY - KEEPING FITREADING LESSON 1

PAGE 74

Answers

On page 97 of the Student’s Book

2

Answers

1. bananas 2. apple 3. kiwi 4. cucumber 5. water melon 6. orange 7. onion 8. carrots

1

SET UP


Check it over

Self - evaluation



Check & Correct

Unit evaluation

Reading: Students identify general information and discriminate between correct and incorrect information.

Listening: Students extract specific information and identify the correct sequence of events.

Language: Students use relative pronouns, expressions of quantity and the Past Continuous Tense.

Writing: Students write questions for an interview.

Speaking: Students role-play a conversation.

Final CheckStudents analyse their performance in the unit, give themselves points according to the frequency with


Extra Test Reading: Students identify specific information and discriminate between correct and incorrect

information.

Listening: Students relate and discriminate between correct and incorrect information.

Language: Students use may / might and the Past Continuous tense.

Writing: Students write five suggestions about their city.




+A concept / word map is a diagram showing the

relationships among concepts / words. Concepts are

connected with labelled arrows, in a downward-branching

hierarchical structure. They can be simple or complex.

When building or completing a concept map students

should ask the following questions

• What is the central word, concept, research question or

problem around which to build / complete the map?

• What are the concepts, items, descriptive words or telling

questions that we can associate with the concept, topic,

research question or problem?

(L.A.: to classify lexical contents)

+Students work in pairs and express their preferences. Write

these expressions on the board for them to use:

• I would rather have …

• I much prefer …

• I really like ….

• I like better …..

• I’d rather eat ….

(L.A.: to express own ideas)










context.

Do not check answers at this point.

(L.A.: to predict subject of a text from context. Do not

check answers at this point.)

GO AHEAD

+Ask students to read the text quickly and check their

predictions in Exercise 3. Help them notice that the article

is from an American source, so some of the words may be

different. You can also mention that of the words may be

slightly different some.


++Generally, a title or a heading is a very brief summary of a


which is often used when researching, gathering or

presenting information and here the process is done in

reverse - students must match the “summary”(title /

heading) with the corresponding text. Tell students to

concentrate on the key aspects of each tip. For example: what

is the key aspect/main subject of paragraph 1? The summary

/ heading / title of each tip must be related to the content.

(L.A.: to summarise a piece of text using a title)

+Students read the text again and match the provided

pictures with the 7 tips.

(L.A.: to match visual and written information)

Answers

Picture 1 - Tip 7. Picture 2 – Tip 1. Picture 3 - Tip 6.Picture 4 - Tip 3. Picture 5 - Tip 4Picture 6 - Tip 2. Picture 7 - Tip 5.

6

Answers

Tip 1 – b. Tip 2 – a. Tip 3 – e. Tip 4 – f.Tip 5 – c. Tip 6 – d. Tip 7 – g.

5

Answers

Protein – vitamin – sweets (British English) /candy (American English) – cereal – celery –peanut butter – buiscuits (British English /cookies (American English) – chips –carbohydrates – sugar (sugary) – salt (salty) –iron – raisins.

4

PAGE 76

3

Answers

May vary

2

Answers

Fruit: banana, melon, strawberry, raisin Vegetable: lettuce, celery, garlicMeat, fish and seafood: chicken, salmon,meat, prawnOthers: protein, vitamin, sweets, cereal, peanutbutter, biscuits, chips, carbohydrates, sugar, salt, iron

1

UNIT 370


++See notes on summarising in Exercise 5.

(L.A.: to summarise a text)

+Read the questions with the class. Encourage them to

answer them in their notebooks and then read the text

again to check and correct their answers. Check orally.

(L.A.: to find specific information)

MAKE CONNECTIONS

Students connect what they have read in the previous sections

with more specific points such as grammar explanations,

examples, exercising and testing, oral and written production

and other consolidation activities.

For more information on the MAKE CONNECTIONS section see


See notes on page 7 of the Introduction.

++Ask students to work in pairs. They read the questions

provided and answer them using their personal preferences,

always paying attention to what Gloria is saying.

(L.A.: to use a new structure in a guided dialogue)

+After they finish answering the questions students check

their answers with the recording and then role play the

conversation for the class.

(L.A.: to imitate a model of pronunciation)

++Ask students to read the text carefully before filling in the

gaps. Tell them to pay attention to what they have learnt in

the TAKE A CLOSER LOOK section. Check orally and correct

mistakes.


Answers

who – which – that – which – which – who –where

11

TAKE A CLOSER LOOK

This section deals with relative pronouns which, that, who,

where and when.

You will find useful information on relative pronouns and

their comparison with Spanish equivalents at

http://spanish.about.com/library/beginning/aa-beg-

pronouns-relative.htm

1710

PAGE 77

TRANSCRIPT - ORAL PRACTICEGloria: Which do you prefer, fish or chicken?

You: I prefer chicken.

Gloria: So do I. But do you like fried chicken or roast

chicken more?

You: Definitely fried chicken.

Gloria: And would you rather eat pizza or a salad?

You: Mmm, I’d rather have pizza any time!

Gloria: Me too, but it’s not very healthy. And which one do

you like better: fizzy drinks or juice?

You: I’m afraid my diet isn’t very healthy - I love fizzy drinks.

17

Answers

See transcript.

9

HAVE A CHAT

Answers

a. Because it is a meal that gives us energy forthe day.

b. You can invite a group of friends.c. Your body needs protein, carbohydrates, fat

and vitamins and minerals.

8

Answers

May vary

7



++Ask students to describe the pictures. Then they finish the

captions using their own ideas and their previous knowledge.

(L.A.: to apply a new structure and key lexical items)

Make sure that students review the contents of the lesson

before doing this exercise.

++Tell students to copy the paragraph with gaps in their

notebooks. Tell them to study the words provided and

make sure that they understand them all. Tell them to fill

in the gaps, and ask fast learners to read the whole

paragraph to a partner. Check orally.

(L.A.: to complete a written paragraph using provided vocabulary)


You can organise this game as a competition within the groups

or as a whole class competition.



- Reading

- Speaking

- Writing



For more information on the CHECK IT OVER! section see page


THINK AHEAD




+Write a long list of ingredients on the board including all

the foods that students can see in the picture. Ask them to

read the list aloud and indicate which of the foods in the

list can be seen in each of the three pictures.

(L.A.: to use previous knowledge and personal experience)

Answers

May vary

1

EDIBLE ARTLISTENING

LESSON 2

PAGE 80

CHECK IT OVER!

PLAY IT

PAGE 79

Answers

First, you need a metal pot which you fill withhot water. Put the pasta into the water, whichmust be boiling. Prepare the sauce: slice somefresh mushrooms, fry them for two minutes inolive oil and add cream. When the paste is “aldente” drain it and mix with the sauce. SprinkleParmesan cheese on top.

FL14

WRITE IT DOWN

Answers

A doctor is a person you see when you are notfeeling very well.Your body needs nutrients that can be found incertain foods.Francisca is a school bus driver who drives abig yellow bus.Catalina is a computer engineer who ispreparing new software for schools.Breakfast is a meal that gives you energy forthe day.

13

FAST CHECK

Possible answers

a. A bakery is a place where bread is sold.b. A chef is a person who makes food in a

restaurant.c. Sushi is a type of food which is served cold.d. I prefer snacks that look and smell nice.

12

PAGE 78

UNIT 372


Alumno

Resaltado

++Tell students to read the list of ingredients. Explain the

vocabulary. Tell them to read questions a. - e. Call their

attention to the expressions how much / how many. Can

they identify when we use each of them?


++Ask students to guess Brown’s reasons for becoming a food

artist. Do not check answers at this point.

(L.A.: to predict the subject of a listening text)

GO AHEAD

TRANSCRIPT - EDIBLE ART

Reporter: When I look at your food portraits and your food

collages, Carl I wonder why you only work with food.

Carl: I am a photographer and I work with real objects. I

don’t really paint; it’s not my cup of tea. When I was

a child, my father was a chef in an Italian

restaurant and he let me play with pizzas making

olives eyes, mushroom noses, using a slice of tomato

or a little cheese and spaghetti for the hair. It was

great fun. I spent a lot of time playing with food in

dad’s restaurant. And when I grew up I understood

that food’s an important part of our lives. Just think

about it! We eat so much food during our lives!

Food’s as important for us as water and air.

Reporter: So, everything you can see in your photographs is

made of real food? Can we eat it?

Carl: The process of making my food photos is very

long. I work really fast because, as you know, food

gets spoiled. A lot of images that I make can take

a few days to complete and photograph so no,

you cannot eat my fish seascape because I built it

three days ago and you know that three-day old

fish can be bad for your stomach.

Reporter: When exactly did you start working with food?

Carl: I started many years ago and quite by accident. A

supermarket asked me to make a Christmas

picture. And once I started I didn’t want to stop!

Reporter: Do you have many clients?

Carl: Yes, much of my work, for example collages and

landscapes is for food manufacturers, shops and

restaurants.

Reporter: Any plans for the future?

Carl: I have a few plans. For example, I’m planning to

make a picture of the Mona Lisa with pasta shapes

and a mosaic with many pieces of fresh fruit.

Reporter: Is it difficult?

Carl: Not at all. It’s a piece of cake!

Based on the biography of Carl Warner, food photographer.

www.carlwarner.com, Daily Mail, and www.moillusions.com

18

PAGE 81

3

Answers

We need 1/4 cup of lemon juice.We need 2 tomatoes.1 tablespoon is required.We need 1 green pepperA little oregano to taste is necessary.

2

Bear it in mind


Read this section with the class and elicit the Spanish

equivalent of the expressions and more examples. Write

them on the board.

Other examples of food expressions are:

He was always buttering the boss up hoping for promotion

(= to flatter someone to try and get their favour or

friendship).

Their new album sold like hot cakes (= to sell quickly).

I really enjoyed the film; it was just my cup of tea (=

something one enjoys or does well).



Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

+Play the recording once and ask students to find out the

reason why Carl Brown became a food artist.


++Ask students to name all the 10 food items in the pictures.

Tell them to write them in a list in their notebooks and

then play the recording again. Students tick the items they

hear in the recording.

(L.A.: to match visual and recorded information)

++Students read the list of art forms (a. – h.) then listen to

the recording again ticking the words they hear.

(L.A.: to listen for specific lexical items / to relate written

and spoken version of words)

++Students first read sentences a. – d. with the two options

then listen to the recording again.

(L.A.: to discriminate between correct and incorrect

information)

MAKE CONNECTIONS







+Ask students to list the food items in their notebooks. Then

tell them to classify them as countable or uncountable.

(L.A.: to match key lexical items with visual clues)

++Refer students back to the TAKE A CLOSER LOOK section

before doing the exercise.

(L.A.: to consolidate a language point and connect it with

previous knowledge)

Answers

a. a few; b. much; c. little; d. a little

9

PAGE 83

Answers

Countable: eggs, oranges, melons, hot dogs,lemons Uncountable: milk, juice, ice-cream, ketchup,fish, mayonnaise

8

TAKE A CLOSER LOOK

This section explains the difference between countable and

uncountable nouns. Comprehensive information and

exercises on both can be found at

http://esl.about.com/od/grammarforbeginners/a/g_cucou

nt.htm

PAGE 82

Answers

a. ii ; b. i; c. i ; d. ii

187

Answers

a. collage, c. landscape, d. mosaic g. seascape

186

Bear it in mind


Read this section with the class and elicit examples or the

Spanish equivalent of each form of art.

Answers

pizza – olives – mushrooms – tomatoes(tomato) – spaghetti – fish

185

Answers

c. Food is an important part of our lives.

184

UNIT 374


++Refer students back to Exercise 2 in this lesson. Before

asking the questions ask them to identify the words in

bold as countable / uncountable.

(L.A.: to apply a new language item)

++Make sure students understand exactly what they are

supposed to do. Apart from the example provided in the

book, you could give more examples explaining the task.

Tell fast learners to write the answers on the board for the

rest of the class to copy.

(L.A.: to consolidate new structures)


++You might need to play the first part of the conversation

between Carl Brown and the reporter again before

students fill in the gaps in the second part. Tell them to

read through the list of words in the box and explain the

ones they still do not understand.

(L.A.: to complete a conversation using information

provided)

+After they fill in the gaps in the dialogue students check

their answers listening to the recording. Choose a few pairs

to role play the conversation.


++Give students enough time to do this exercise as they must

familiarise themselves with the ingredient list and then

copy and complete the questions in their notebooks.

+Ask students to first write a list of all the food items they

can see and then write the description using the words.

Check spelling.

(L.A.: to express personal opinions in writing)

Answers

May vary

15

WRITE IT DOWN

Answers

a. How much; b. How many; c. How much; d. How many; e. How many; f. How much; g. How many; h. How many; i. How much; j. How many

14

FAST CHECK

1913


Reporter: So, what kind of picture is the Mona Lisa?

Carl: It’s a portrait because it shows the face of a person.

Reporter: How much pasta do you need to make it?

Carl: It’s big so I need a lot of pasta shapes.

Reporter: Do you have any other plans apart from the Mona

Lisa?

Carl: It’s still a secret. If I tell you, you can’t spill the beans.

Reporter: I promise.

Carl: I am planning to make a huge landscape of New

York with lentils, peas, nuts and a few other seeds

for a very important client.

Reporter: Will you be working alone?

Carl: No, I’ll need many helpers to complete it.

19

Answers

See transcript.

1912

HAVE A CHAT

Answers

I have a few friends.It takes a little time.There was a little rain in Chile last year.You need to use a little meat in the recipe.

FL11

Answers

For how many days are we going?How much are the tickets? / How much do thetickets cost?How many classmates are not going?How much luggage are we taking?Do we need many clothes?How much water is there in the lake?How much sun block do we have to use?

10



Tell students to get into groups, identify the food in the

pictures and then try to find the words in the puzzle.



- Reading

- Speaking

- Writing





THINK AHEAD




+Ask students to read the titles of the books then look at the

pictures. Ask them to identify the “key” words that will

help them do the task.

(L.A.: to use personal experience / previous knowledge)

+Talk to students about going to a restaurant. Have they

ever been to any? Have they ever seen any restaurant

reviews? Where?

(L.A.: to relate the topic to their own reality)

+Students read the conversation first silently and then in

pairs, aloud. What are the two people talking about? How

do they know? What are the key words that indicate it?

(L.A.: to relate topic and previous knowledge)


during, and after reading, listening, or

viewing by:





4

Answers

They are talking about booking a table in arestaurant.

3

Answers

b., c., d.

2

Answers

a. 1; b. 2; c. 4; d. 3

1

EATING OUTREADING

LESSON 3

PAGE 86

CHECK IT OVER!

Answers

The words are: BEANS – FRUIT – MEAT – NUTS– VEGETABLES – BREAD – YOGURT – CEREALS –RICE – CHEESE – SWEETS – EGGS – FISH – MILK– OIL – PASTA

+ + + + + V B + + + + + +

+ + + + P E + + + + + + +

E C I R A G B R E A D

+ + + N S E + + + + + M +

+ L S + T T L N + + + I +

+ + I + A A I + U + + L +

+ C + O E B + U + T + K +

+ + H R + L + T R + S + +

H + E E + E + R + F + + +

S C + + E S + U + + + M +

I + + + + S + G + + E + +

F + E G G S E O + A + + +

S T E E W S + Y T + + + +

PLAY IT

PAGE 85

UNIT 376


Alumno

Resaltado




context. Do not check answers at this point.

(L.A.: to predict general information using previous knowledge)

GO AHEAD

+This is a rather long text so it might take students a while

especially if there are several words they don’t know.

Before doing any exercise in the GO AHEAD section make

sure that students understand the new key vocabulary

appearing in the text.


++Students read the reviews again and complete the chart

with the correct information. You can explain the different

parts of a meal such as appetiser, main course, dessert, etc.

before doing the exercise.

(L.A.: to identify main idea and supporting information)

+Ask students to read the reviews again and find and copy

the description of each restaurant into their notebooks.

They underline key words such as checked tablecloths,

transparent fish, etc. Then they match the written

information with the pictures.

(L.A.: to match written and visual information)

++For this exercise the students must use some analytical

skills and discrimination criteria. Allow enough time to

complete. Check orally.

(L.A.: to synthesise content using textual and lexical clues)

Answers

a. El Mariscalb. The Crazy Cowsc. El Mariscal and Dolce Vitad. The Crazy Cowse. The Crazy Cowsf. Dolce Vitag. El Mariscalh. Dolce Vita

8

Answers

Picture 1 - El Mariscal; Picture 2 - Dolce Vita;Picture 3 - The Crazy Cows

7

Answers

The CrazyCows El Mariscal Café Dolce

Vita

Appetiser Cold tomato soup Mussels with some No appetiser

with some old parmesan cheese.

bread.

Main course Steak Salmon which Pasta Alfredo and

came with butter my partner had

and pepper sauce cannelloni with

and some spicy spinach and a

potato purée and little cheese

asparagus

Dessert No dessert Passion fruit Tiramisu

mousse

Other They didn’t have Strong black coffee

coffee

6

Answers

Mentioned: atmosphere, food, price, service.Not mentioned: guests, menu selection.

5

Danger

Help students notice the difference between this use of the

word too and the examples mentioned in the Bear it in

Mind section. Elicit examples and write them on the board.


the Introduction.

Bear it in mind



to find more examples and write them on the board. For

more information on the Bear it in mind section, see


PAGE 88



+Do not expect a long speech from students - just a few

words with the correct answer will do, but encourage fast

learners to support their answers.

(L.A.: to comment on a text)

MAKE CONNECTIONS

Students connect what they have read in the previous

sections with more specific points such as grammar

explanations, examples, exercising and testing, oral and

written production and other consolidation activities.

For more information on the MAKE CONNECTIONS section

see page 7 of the Introduction.

+Refer students to TAKE A CLOSER LOOK before doing this

exercise.

(L.A.: to practise a new structure)

+Again, make sure that students understand the differences

between the use of some and any.



+Ask pairs of students to read the questions and the answers

then match the two to make a full conversation. Play the

recording to allow students to correct their answers.

(L.A.: to identify contextual sequence in a conversation


Sandra: How long does it take to get there?

Michael: It depends; it takes about 10 minutes by car or

underground and around 25 minutes if you walk.

Sandra: How many dishes did you have?

Michael: We had a starter and the main course.

Sandra: Did you get any fortune cookies?

Michael: Yes, and mine said: good luck in your professional life.

Sandra: How about dessert? Did you have any?

Michael: No, the meal was so big that we didn’t want any dessert.

Sandra: How much was the bill?

Michael: Not really expensive. We paid ten pounds each,

including the tip.

20

Answers

See transcript.

2013

HAVE A CHAT

PAGE 90

Answers

a. some, any; b. some, some; c. any, some, any

12

Answers

a. Yes, there is; b. Yes, there are; c. Yes; d. Thereare some buiscuits but there aren‘t any sweets; e. Yes, there is; f. Yes

11

TAKE A CLOSER LOOK

This section provides information on the differences

between the use of some and any (determiners). More

information below.

We use some in positive sentences. We use some

for both countable and uncountable nouns.

Example: I have some friends.

We use any in negative sentences or questions.

We use any for both countable and uncountable

nouns. Example: Do you have any cheese? -

He doesn’t have any friends in Chicago.

We use some in questions when offering or

requesting something that is there. Example:

Would you like some bread? (offer) - Could

I have some water? (request)

Some

Any

Exception!

10

PAGE 89

Answers

El Mariscal (great location, exceptionalselection of ingredients, excellent food,impeccable service; food well-cooked; themussels were delicious and fresh; lovelydessert; delicious meal)

9

UNIT 378


+Play the recording to allow students to check their answers.

Ask a few pairs to role play the dialogue in front of the class.

(L.A.: to imitate a conversation model)


++To make it easier for students first talk to them about their

experience with restaurants. Have they been to any? What

kind? Fast food or a traditional restaurant? Ask them if they

liked the experience and why.

(L.A.: to write a paragraph following a given model)

Read the instructions with the class. Make sure students

understand the meaning of the word bet. You can write two

other sentences on the board and demonstrate how to play

with one or two students.



• Reading

• Speaking

• Writing





THINK AHEAD




+Write a list of food items on the board such as: cheese,

ham, jam, bread, chocolate, etc. and ask students: how do

we normally eat these food items? Do we cut them? Do we

divide them into smaller pieces?

Then refer students to the pictures, ask them to identify

the items and to say how we can divide each of them.

(L.A.: to use previous knowledge to match visual clues with

written information)

Answers

1 - bread - loaf or slice; 2 - cake - piece or slice;3 - wheat / oats - grains; 4 - cheese - slice5 - salt - pinch, grain; 6 - sugar - spoonful,grains; 7 - rice - grains, handful 8 - ham - slice, piece

1


Invite students to read the expressions in pairs and identify

their meaning.

dniMTeaser

Danger

See notes on page 7 of the Introduction. You can brainstorm

a few more uncountable nouns and encourage students to

find out what word is used to indicate a quantity.

Examples:

News an item of news

Furniture a piece of furniture

Water a glass of water

LET’S DO IT ALL TOGETHERLISTENING

LESSON 4

PAGE 92

CHECK IT OVER!

PLAY IT

Answers

May vary

16

WRITE IT DOWN

PAGE 91

Answers

a. any, any; b. some, some, some

15

FAST CHECK

2014



Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

Alumno

Resaltado

++This is a fairly difficult exercise but it has the benefit of

showing students how to reason. Tell students to look at

the diagram first and then go to conversation parts a. - g.

Tell them to identify the first part of the diagram - (X asks

Z) and then all the following ones. Where does the

dialogue go in two different directions? Why? What are the

two possible endings?

After they do this exercise ask them to follow the same

graph but this time putting in their own ideas.

(L.A.: to create a dialogue following clues)

+Students role play the dialogue with the two different endings.

Pay special attention to stress, intonation and pronunciation.

Stress

In words of more than one syllable, there will be one

syllable which is more heavily stressed than the others. We

say that this syllable carries the primary stress (e.g.

colourful). In some longer words, other syllables may carry

secondary stress.

Look at the words below and notice the primary stress.

Collection

Besides

Money

Intonation

Intonation is the name given to sentence stress, or what is

sometimes called the “music of the language”. Just as

words have stressed syllables, sentences contain regular

patterns of stressed words.

‘How about ‘organising a ‘picnic for the ‘ whole `class?

You can write this sentence on the board and stress

different words at a time. Ask students if they can hear the

difference. Is there a difference in meaning?

It was the green apple that made him sick (the green and

not the red one).

It was the green apple that made him sick (the apple and

not the orange).

It was the green apple that made him sick (made him and

not her sick).

It was the green apple that made him sick (made him sick

and not happy).

(L.A.: to role play a dialogue)










context. Do not check answers at this stage.

(L.A.: to predict contents from key lexical items)

GO AHEAD

TRANSCRIPT - LET‘S DO IT ALL TOGETHER

Narrator: An old man was walking through the countryside

when he came to a village. He didn’t have any

money so he decided to ask a villager for some food.

21

4

3

PAGE 93

Answers

Dialogue I

X: How about organising a picnic for thewhole class?

Z: You always try to impose your ideas on me!And besides we don’t have any money tobuy the ingredients.

X: Then why don’t we make a collection an askeveryone to contribute?

Z: Yes, why not? We could ask people for somemoney.

X: Thanks - you are a good sport. Let’s startworking then.

Dialogue II

X: How about organising a picnic for thewhole class?

Z: You always try to impose your ideas on me!And besides we don’t have any money tobuy the ingredients.

X: Then why don’t we make a collection an askeveryone to contribute?

Z: A collection? Another silly idea.X: OK, then you invent something interesting.

2

UNIT 380


+Students listen to the recording and check their predictions

in Exercise 4.

(L.A.: to check and validate predictions)

++Ask students to read the three options before playing the

recording again. Ask them to substantiate their opinion.

A moral is a message conveyed or a lesson to be learned from

a story or event. The moral may be left to the hearer, reader

or viewer to determine for themselves, or may be explicitly

encapsulated in a maxim. As an example of the latter, at the

end of Aesop’s fable of the Tortoise and the Hare, in which the

plodding and determined tortoise wins a race against the

much-faster yet extremely arrogant hare, the moral is “slow

and steady wins the race”. In some cases the moral may not

be explicitly given but it is quite obvious from the story.


++Play the recording again and give students time to take notes.

(L.A.: to search for specific expressions)

+Discuss the six pictures with the class or ask students to

describe them in their groups. Which picture is the

beginning of the story? Then play the recording again and

ask students to put the pictures (1 – 6) in the order the

events happen in the story.

(L.A.: to match visual and spoken clues)

Answers

2 – 3 – 6 – 5 – 4 – 1.

218

Answers

Thank you anyway!How can we express our gratitude? Thanks so much!A thousand thanks for the delicious soup!

217

Answers

b.

216

Answers

carrot – delicious – fire – hungry – meat – money– nutritious – onion – pot – stone – village

215Old Man: Good morning.

Woman 1: What do you want? Why are you bothering me?

Old Man: I’d like something to eat, please.

Woman 1: You’re interrupting my nap! Go away, there’s

nothing here.

Old Man: Thank you anyway!

Narrator: He moved on and while he was walking through the

centre of the village he saw an even bigger house.

Old Man: Good day, sir. Can you give me something to eat?

I’m old, tired and hungry.

Man 1: Dear me! I’m poor myself; I can hardly feed my

own family.

Narrator: But the old man was smart so he went to the

village square and pulled a large pot from his bag.

While he was doing this the villagers came out of

their houses. Why was he filling the pot with water,

they asked? And why was there a stone in the pot?

And why was he lighting a big fire under the pot?

Woman 1: Silly man. You can’t cook a stone.

Old Man: I’m preparing a delicious stone soup which I’ll be

happy to share with you. Why don’t we put a piece

of carrot or an onion into the soup to make it nicer?

Man 2: Yes, a piece of carrot is a good idea.

Narrator: One by one the curious villagers were brining bits

of vegetables to add to the pot.

Man 1: Here, a small slice of meat.

Woman 2: And a handful of rice.

Narrator: The man was stirring and tasting the soup and

the villagers watched. .

Old Man: The Stone Soup is ready. Bring your cups and

bowls and enjoy a tasty and nutritious meal.

There is enough for everybody.

Man 2: How can we express our gratitude? Thanks so much!

Woman 1: A thousand thanks for the delicious soup!

Narrator: As night was falling the grateful villagers

returned to their homes and the old man walked

away smiling under his breath.

Source: Adapted from “The 20th Century Children’s Book

Treasury to Read Aloud”

by Janet Schulman



++Tell students to copy the sentences into their notebooks.

Read the sentences aloud and emphasise the parts in

italics. Then play the recording again, once or twice, for

students to choose the correct option.

(L.A.: to discriminate between similar sounds / words)

MAKE CONNECTIONS







+Students read both sides of the chart and match the part

on the left with the part on the right to form complete

sentences.


++Refer students back to the TAKE A CLOSER LOOK section.

They must pay special attention to the form of the Past

Continuous tense.

(L.A.: to consolidate lexical and grammatical content)

++Refer students back to Exercise 1 in this lesson. You might

want to review these words before they do the exercise.

(L.A.: to consolidate key words)


+Students read the written clues and match them with the

visual clues; then they complete the conversation

according to the visual clues. Play the recording for them to

check their answers.

(L.A.: to participate in a guide dialogue matching visual

and written clues)

Answers

See transcript

2213

HAVE A CHAT

PAGE 96

Answers

a. iii; b. ii; c. i; d. ii, ii

12

Answers

a. were you doing / was looking.b. was the doctor operating / he was putting away.c. was looking.d. was crossing.

11

Answers

While he was lighting the fire under the potthe villagers brought different vegetables.When he walked into the village the villagerswere closing doors and windows.While the soup was cooking the old man wastelling them a story. While he was talking they were all listeningattentively. When he finished cooking they were allstanding in line with plates and bowls.

10

PAGE 95

TAKE A CLOSER LOOK

This section provides information on the Past Continuous

tense. More information at http://www.englishpage.com/

verbpage/pastcontinuous.html

Bear it in mind


Elicit and give more examples and write them on the board.

For more information on the Bear it in Mind section, see


Answers

a. something to eat; b. I’m poor; c. a stone; d. to share with you; e. There is

219

PAGE 94

UNIT 382


+ Students listen to the recording and practise the conversation.

They role play the dialogue in front of their classmates.

(L.A.: to imitate a model conversation)

+Students read the questions and look at the pictures. They

answer the questions in their notebooks and develop a

passage.

(L.A.: to write a passage following specific guidelines)

++Using personal experience and offering own ideas, fast

learners ask two more questions similar to the ones in the

model provided in Exercise 16. They could be things like:

What were you doing when I called you last night? What

was your dad watching when you arrived home yesterday?

(L.A.: to relate content, previous knowledge and own

reality)



• Listening

• Speaking

• Writing




the Introduction.




together the subject matter of the unit and test it / try it as a

whole. This is also a place where teachers can see what the

outcome / impact of the unit as a whole has been.

Answers

a little / some baking powder, a little salt, a fewseconds, a lot of tiny tea biscuits, any sugar, alittle / some jam.

3

Answers

a. Stella was wearing a red dress. b. I think Greg was drinking (students’own ideas)c. Edna, Robert and George were enjoying the

party.d. Jimmy was getting bored with the party.e. It was Duncan’s party - he was opening the

presents.

2

Possible answers

Stella was eating a sandwich while Edna andRobert were dancing. Deborah was standingnext to the window when Tony took thepicture, etc.

1


PAGE 98

CHECK IT OVER!

FL17

Answers

May vary

16

WRITE IT DOWN

Answers

a. when; b. when; c. while; d. while; e. when

15

FAST CHECK

PAGE 97

2214


Amy: So what were you doing yesterday when I called?

Helen: I was walking in the park with Jimmy, my little brother.

Amy: But I called later on and you were still not in.

Helen: I was doing some shopping at the supermarket.

Amy: Were you buying stuff for your birthday party?

Helen: No, I was buying some detergent.

Amy: Oh, I see. And why was your little brother crying

when I arrived?

Helen: He was crying because he fell into the mud in the park!

22



This is an opportunity to re-examine difficult questions and fit

all the main pieces of the puzzle together into one coherent

picture. Here the Teacher can also look for errors and wrong

conclusions. This is an extra opportunity to correct them before

moving on to the subsequent unit. Please refer to the

Evaluation table and indicators at the beginning of this unit

(Teacher’s Book).

CHECK & CORRECT

PAGE 100

Answers

Mr. Rich: I was sleeping on the sofa.Mrs Rich: I was washing my hands in thebathroom.Johnny Rich: I was reading some papers.Judy Hill: I was making the beds.Greg Jones: I was standing outside the house.Probably the ring was not stolen, but Mrs. Richlost it. When she was washing her hands thering went down the drain.

4

UNIT 384

READING – EATING OUT THE JAPANESE WAY

1. a. Paragraph II ; b. Paragraph III; c. Paragraph I

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

LISTENING – WHAT A CHEF HAS TO SAY

3. b.

4. a. What was your experience of cooking whenyou were growing up?

b. When I was a child, my parents always toldme I should be passionate about making aliving.

c. While she was upstairs, the dog ate the food.d. When you feed people, the most important

thing you give them is love.5. 1 – a.; 2 – b.; 3 – d.; 4 – e.; 5 – c.

LANGUAGE

6. a. who makes bread and cakes.b. which / that protects us from the rain.c. which / that you made for me.

7. a. How far from the capital is the village whereZajac grew up?

b. How long does it take to get from your townto Santiago?

c. How much milk do we need to make this bigcake?

d. How much time do we have to do thisexercise?

TRANSCRIPT

Reporter: What was your experience of cooking when you

were growing up?

Zajac: I come from a Polish family with a long history in

the business and cooking was natural for me.

Reporter: What was your reason for becoming a

professional cook?

Zajac: Passion. When I was a child, my parents always

told me I should be passionate about making a

living. “You work all your life so be happy with

your choice”, they said. And I’m very thankful for

their advice.

Reporter: Can you tell us a funny kitchen incident?

Zajac: Once my sister invited me to a dinner in her house

and while she was upstairs, the dog ate the food.

When I arrived, nothing was ready and she knew

I’d complain about the food. She knows that

when I’m a guest I expect nice food. Finally, after

giving me some bread with a little ham and

cheese she told me about the dog! And I looked at

her and said, “Well then, let’s eat the dog!”

Reporter: In your opinion, what are the most important

elements of a recipe?

Zajac: A few simple points. First, good ingredients. Then,

keep it simple. Pay attention to details and go

slowly. Next, enjoy what you are doing. And

finally, remember, when you feed people, the

most important thing you give them is love.

Reporter: Thank you so much for your time, chef Zajac.

Source: Interview with Don Zajac, professional chef at the

“Reluctant Gourmet”

23








self-conscious about the changes they are experiencing,

motivates them to form a realistic and honest awareness of their

own work and to try to take responsible steps in solving their own

problems. Self-evaluation enables the learner to become an

independent learner as well as an independent thinker.

FINAL CHECK8. (Several options are possible)While she was driving the car her husband wassleeping in his seat / her husband was lookingat the map and giving her directions.When she stopped the car her husband waslooking at the map and giving her directions. While they were looking for the place it startedto rain / her husband was looking at the mapand giving her directions.When she finally found the place it started to rain/ a policeman came to ask her for her documents.

9. many – some / a few – some / a few – some / afew – some – little

WRITING

10. Answers will vary, so check individually. You can use the Writing Rubric or you canassign points according to these criteria.7 – 8 points: student can write four questionsabout his / her favourite recipe, using thecorrect language structures and withoutgrammar or spelling mistakes.5 – 6 points: student can write threequestions about his / her favourite recipe,using the correct language structures, with aminimum of grammar or spelling mistakes.3 – 4 points: student can write one or twoquestions about his / her favourite recipe,using correct language structures, but makesgrammar and spelling mistakes and makes nouse of textual references.1 - 2 points: student can write questionsabout his / her favourite recipe, he / shedoesn’t use the correct languages structures,and makes a lot of grammar and spellingmistakes.

SPEAKING

11. Chef A: How much time do we have to cook?Chef B: About 2 hours. The guests are coming

at around 9 p.m.Chef A: How many people are coming?Chef B: Ten, five men and five women.Chef A: How long is the party going to last?Chef B: I’m not sure but I think until midnight.Chef A: So we will need to book a cab to take

us back to the hotel.Chef B: How far is the hotel from here?Chef A: Only about 20 blocks.


86

Read the text and choose the correct answer for each

question. (3 points)

a. What kind of text is it?

i. A report.

ii. A review.

iii.A letter.

b. What is the writer’s opinion of the book?

i. It is a very good and informative book.

ii. It is a complete waste of the reader’s money.

iii.It has some good and some bad parts.

c. What is the writer’s profession?

i. He / she is a journalist.

ii. He / she is a publisher.

iii.He / she is a chef.

Read the text again. Write three positive and three

negative comments on the guide. (6 points)

Positive:

a. __________________________________

__________________________________

b. __________________________________

__________________________________

c. __________________________________

__________________________________

Negative:

a. __________________________________

__________________________________

b. __________________________________

__________________________________

c. __________________________________

__________________________________

21

READING - UNDER THE COVER

Unlike other cookbooks published by the same publisher,

“The Essential Eating Well Guide” is a disappointment.

On the positive side, the recipes include useful features such

as notes on preparation time, start to finish time, and special

tips. And, as the title suggest, the book is dedicated to

healthy eating and has each dish marked with the calories,

cholesterol, carbohydrates, protein, fibre and sodium

content. And for the reader searching for dishes appropriate

for specific diets such as low carbohydrate, high fibre, etc.,

there is a handy “Healthy Weight-Loss Index” that allows the

reader to easily locate dishes that match their dietary

objectives and needs.

However, there is much more on the negative than on the

positive side. The appearance of the cover of the book offers

nothing to tempt the reader to explore its pages. The colours

are monotonous and uninteresting. The pages of the book

are smudged and dark and look as if they were photocopies.

The stars used for the difficulty of the dish (1 star for easy, 3

for medium and 5 for very difficult) do not really match the

complexity of preparation. In general, the recipes are a

repetition of what we saw in other books by the publisher.

There is no innovation, no imagination and above all, they

use the same old ingredients!

And finally, which I find most notorious, is the price of the

book. It is outrageously expensive. To be honest, in my

opinion as a professional cook, I would not buy the book for

anything in the world. It’s a total waste of your money.

EXTRA TEST UNIT 3P

HO

TOCO

PIA

BLE



LISTENING – THE SMELL OF SOUP

Listen to the story and choose the best answer.

(6 points)

a. What did the poor man have?

i. Soup.

ii. Bread.

iii.Nothing.

b. What kind of food did he see in the restaurant?

i. Soup.

ii. Meat.

iii.Bread.

c. Why did he hold his hand over the soup?

i. To get a little bit of steam.

ii. To warm his hand.

iii.To make the restaurant owner angry.

d. Where did the restaurant owner take the poor man?

i. To court

ii. To another restaurant

iii.To his house

e. What did the judge do with the coins?

i. She gave them to the restaurant owner.

ii. She made a noise with them.

iii.She gave them to the poor man.

f. What was the payment for the smell of the soup?

i. The sound of money.

ii. A few coins.

iii.There was no payment.

Listen again. Number these events in the order they

happened. (4 points)

a. The poor man ate the bread that smelt of soup.

b. The restaurant owner took the man to court.

c. He saw a pot of soup in a restaurant.

d. A poor man had only a piece of bread to eat.

LANGUAGE

What was Jennifer doing when Jim took these photos in

Europe? Write sentences in the Past Continuous Tense.

(5 points)

a. walk around London

b. go to the top of the Eiffel Tower

c. take a tour of Barcelona

d. eat hot dogs in Berlin

e. visit the Kremlin in Moscow

Complete these sentences with a little, a few, much, many,

or a lot of (6 points)

a. There isn’t ____________ bread in the cupboard.

b. I need _____________ tomatoes but only

__________ lemons.

c. How ____________ hot dogs are you going to eat?

d. I always drink coffee with __________ milk for

breakfast.

e. My mother didn’t prepare ___________soup. She

didn’t know you were coming.

Complete each sentence with the correct relative pronoun.

(5 points)

a. I’m reading a book ___________ is very interesting.

b. That’s the house _____________ my mother was

born.

c. My brother has a friend ___________ is from Brazil.

d. Carbohydrates and vitamins are nutrients ________

our body needs.

e. I always eat snacks in the middle of the morning

__________I make a break.

SPEAKING

In pairs, ask and answer questions about the ingredients

you need to prepare these two Chilean dishes.(10 points)

WRITING

Write a short review of a restaurant you know. It can be a

fast food restaurant or any other restaurant. (10 points)

9

Sopaipillas

1 cup boiled

mashed pumpkin

1/3 a butter stick

1/4 cup water

1 teaspoonful salt

1/4 cup milk

1 kg. flour

1/2 teaspoonful

baking powder

Chilean-Style Beans

2 cups beans

2 cups sweet yellow pumpkin

2 cups corn kernels

2 lts. water

2 tablespoonfuls oil

1/2 cup chopped onion

2 garlic cloves

1 tablespoonful paprika

1 green pepper

8

7

6

5

4

3

PH

OTO

COP

IAB

LE

Your

result:

1 - 19

Not too good

20 - 40

Acceptable

41 - 55

Great!


UNIT 388

READING - UNDER THE COVER1. a. – i.; b. – ii.; c. – iii.

2. Possible answers

Positive comments:

• The recipes include useful features such as notes on

preparation time, start to finish time, and special tips.

• The book is dedicated to healthy eating and has each dish

marked with the calories, cholesterol, carbohydrates,

protein, fibre and sodium content.

• There is a handy “Healthy Weight-Loss Index” that allows

the reader to easily locate dishes that match their dietary

objectives and needs.

Negative comments:

• The appearance of the cover of the book doesn’t tempt the

reader to explore its pages.

• The colours are monotonous and uninteresting.

• The pages of the book are smudged and dark and look as if

they were photocopies.

• The stars used for the difficulty of the dish (1 star for easy,

3 for medium and 5 for very difficult) do not really match

the complexity of preparation.

• The recipes are repeated and they use the same old ingredients.

• It is too expensive.

LISTENING - THE SMELL OF SOUP

3. a. – ii.; b. – i.; c.- i.; d. – i.; e. – ii.; f. – i.

4. d. – c. – a. – b.

LANGUAGE5. a. She was walking around London.

b. She was going to the top of the Eiffel Tower.

c. She was taking a tour of Barcelona.

d. She was eating hot dogs in Berlin.

e. She was visiting the Kremlin in Moscow.

6. a. much; b. a lot of – a few; c. many; d. a little; e. much

7. a. that; b. where; c. who; d. which; e. when


8 – 10 points: student can ask and answer questions

expressing quantities with correct pronunciation, normal

hesitation and no grammar mistakes.


expressing quantities with correct pronunciation and a

minimum of hesitation and grammar mistakes.


expressing quantities with appropriate pronunciation, but

hesitates and makes some grammar mistakes.

1 - 2 points: students can’t ask and answer questions

expressing quantities, hesitates a lot and makes a lot of

grammar mistakes.

WRITING9. You can assign points according to these criteria:

8 – 10 points: student can write a review, using correct

textual references and without grammar or spelling mistakes.

5 – 7 points: student can write a review, in good English,

with a minimum of grammar or spelling mistakes.

3 – 4 points: student can write a short review, but makes

grammar and spelling mistakes and makes no use of textual

references.

1 - 2 points: student can’t write a coherent review, and

makes a lot of grammar and spelling mistakes.

Restaurant owner: What do you think you are doing?

Judge: That was payment for you.

Restaurant owner: What do you mean? That was just the

sound of coins and not real money!

Judge: The sound of the coins is payment for the

smell of the soup. Now stop bothering

and go back to your restaurant.

TRANSCRIPTNarrator: One day, a very poor man, who had only

one piece of bread to eat, was walking

past a restaurant. In the restaurant he

saw a large pot of soup on a table near

the door. The poor man took his piece of

bread and held it over the soup, so the

steam from the soup went into the bread,

and gave it a good smell. Then he ate the

bread. The restaurant owner was very

angry at this, and he asked the man for

money, in exchange for the steam from

the soup. The poor man had no money, so

the restaurant owner took him to court.

The judge, who was a clever woman,

thought about the case for a little while.

Then she took some money from her

pocket. She held the coins next to the

restaurant owner’s ear, and shook them,

so that they made a jingling noise.

24



WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 89

IN THIS UNIT YOU WILL LEARN TO:Reading: Summarise a text using questions / Summarise a

text using headings / Identify type and source of text / Scan

a text for specific information to complete a task

Listening: Follow oral instructions to complete the order of

events / Match oral instructions with visual clues / Match a

cause and effect in a recorded text / Identify specific

information to fill in a graphic organiser

Production: Suggestions and replies / Plans for the future /Talking about wishes and regrets / Making complaints

Functions: Referring to personal experiences / Expressing

hopes and disillusion / Expressing wishes and regrets

YOU WILL ALSO USE THE FOLLOWING TEXT TYPES:News-based anecdotes / Instructions / A myth / An interview / An

advertisement

YOU WILL ALSO LEARN:Grammar: Going to to express the future / The use of wish / The

use of would like to

Vocabulary: Make vs. do / Vocabulary related to professions and

work / Giving and following instructions for different machines

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:The importance of doing a job well

Development

Lesson 1 two to three class periods







• Teacher can use photographs, cut-outs, instruction manuals both in Spanish and English. Usually, any

instructions manual published today comes in several languages including English.

• A book or a part of Greek/Roman mythology or myths printed from the web.

• Local newspapers to provide anecdotal stories. A good source of “quirky” stories is www.ananova.com

• Chilean myths and legends

• Interviews from the web or newspapers to talk about personal experiences


1. Lists of adverbs

2. Dictionaries

3. Glossaries

4. Definitions

5. Printed handouts

6. Library material

U4 GUIA ING 2JO (088-111).qxd 4/12/09 15:33 Página 89

UNIT 490


Check it over

Self - evaluation



Check & Correct

Unit evaluation

Reading: Students locate missing information, relate text and visuals and identify specific information.

Listening: Students discriminate sounds and extract specific information.

Language: Students going to, make/do and wish to express desires.

Writing: Students write wishes for the future.

Speaking: Students role-play a dialogue.



Extra Test Reading: Students identify the general content, extract specific information and discriminate between

correct/incorrect and not mentioned information.

Listening: Students identify specific information and relate Speakers and speeches.

Language: Students use make/do, wish/would like to and going to.

Writing: Students write about the things they make/do well and about the things they wish/would like to

make/do well.

Speaking: Students exchange information about the things they make/do well and about the things they

wish/would like to make/do well with their partners.


Ask students who they consider “a professional”. What

qualities must a professional have? Tell them to identify the

professions (pictures 1 – 5) and the situations (pictures 6 –

10). Ask them to match the professionals and the

situations.

Pair work. Students read the first definition in the chart

and then write similar definitions for the remaining

professions. Tell them to copy the chart in their notebooks.

Check orally.

Possible answers

Driver - a person who drives vehicles.Electrician - a person who works with electricity.Engineer - a person who works withmachinery.Farmer - a person who works on a farmgrowing plants and breeding animals. Hairdresser - a person who looks after and cutsour hair.Reporter - a person who reports news stories.Translator - a person who translates wordsfrom one language into another.

2

Answers

1 – 7; 2 – 10; 3 – 9; 4 – 6; 5 – 8

1

SET UP

PAGE 105



THINK AHEAD




+Ask students what we use adjectives for. Tell them to give you

examples or write a list of words (adjectives, nouns, adverbs

etc) on the board and ask them to identify the adjectives.

Then ask them to place the adjectives in the box along the

line according to size (from smallest to biggest).

For information on adjectives see

http://www.enchantedlearning.com/grammar/partsofspe

ech/adjectives

(L.A.: to use previous knowledge)

You can find several great adjective exercises on the site

including word maps such as the one below that can be

adapted to several situations, for example adjectives to

describe your country, adjectives you would use to describe

your best friend, adjectives that describe what things

sound / look / smell or taste like. The central oval is used

for the heading and the numbered ovals for the adjectives.

+Ask students to read sentences a. – d. and identify those they

believe refer to personal experiences. How do they know?

(L.A.: to use previous knowledge and personal experience)

++Ask students to describe the two pictures. What kind of

story do they think they depict? What is unusual about the

pictures? Do not check answers at this point.

(L.A.: to predict contents from visual clues)

++Make sure that students study the Danger note before

doing this exercise. Check orally.

(L.A.: to identify special collocations)

Digital resourceSee page 7 of the Introduction.

Answers

a. make; b. doing; c. done; d. doing, make

4

3

Answers

a., c. They are in the first person singular. Theyuse the pronoun I.

2

1

2

3

4

5

6

7

8

Answers

microscopic, diminutive, tiny, small, substantial,big, huge,

1

Danger

The difference between do and make is very important and

a source of many mistakes on the part of students. Teacher

can find more information as well as a full list of

expressions with do and make at

http://www.learnenglish.de/grammar/doormake.htm

For more information on the Danger section, see page 7 of

the Introduction.

This Mind Teaser provides information on the Guinness

World Records. Motivate students to find more interesting

cases of world records at

http://www.guinessworldrwecords.com


the Introduction.

dniMTeaser

DO IT WELL - MAKE IT BIGREADING

LESSON 1

PAGE 106


GO AHEAD

+Students read the two texts and check their predictions in

Exercise 3.


+Students identify the source and type of the two texts.

How can they validate their decision? Does the headline

help them to decide? Why?

(L.A.: to identify type and source of a written text)

+Students read the four options then go back to the texts

and choose the best answer.

(L.A.: to get general information)

++The teacher should be aware that there are different types

of reading and they serve different types of purposes.

Intensive reading - understanding every word that is read.

Extensive reading - trying to get the main idea of a text.

Scanning - looking for specific information in a text

Skimming - or speed reading used to quickly identify the

main ideas of a text.


++Tell students to identify the food in the pictures. Then they

read the first text again to find the elements needed to

make the giant scone.


++In this case the teacher can use the star diagram to make

the task easier and more graphic for students.

Star diagrams are a type of graphic organiser that

condense and organise data about multiple characteristics

of a single topic. Star diagrams are useful for basic

brainstorming about a topic or simply listing all the major

traits related to a theme.

For example, a star diagram can be used to create a graphic

display describing all you know about an animal (how big

it is, where it lives, what it eats, how it breeds, etc.) A star

diagram can also be used to describe the key points of a

story or event, noting the 5 W’s: who, when, where, what,

and why.

Who

WhereWhen

What Why

Story

10

Answers

Needed: 1 (butter); 2 (cream); 5 (flour); 6 (strawberry jam); 7 (milk); 8 (sugar).Not needed: 3 (chocolate); 4 (eggs).

9

Answers

9: hours to complete Couch’s journey 13: kilos of flour needed for the scone 100: how old the recipe is 150: the number of balloons the chair is tied to 318: the distance of the balloon journey 700: the times the scone is bigger than a

normal scone

8

Answers

b.

7

Answers

b.

6

Answers

May vary

5

Bear it in mind


Encourage them to give more examples with both

structures and write some on the board. For more

information on the Bear it in mind section, see page 7 of

the Introduction.

PAGE 107

UNIT 492



To make it simpler for the students you can make the star

organiser like this (making it big enough to write in).

Students write their questions in the ovals around the topic

of the story.

(L.A.: to summarise a text using questions)

MAKE CONNECTIONS







+Make sure that students understand and can use the

structure before going to the exercise.

(L.A.: to apply a new grammar structure)

++Read the questions with the class and revise the

information in the TAKE A CLOSER LOOK section. Check

answers orally.

(L.A.: to consolidate a structure and lexical items)

+Suffixes are an important part of language learning. They

are used to form new words and denote knowledge of the

language. A suffix is an affix that is added to the end of a

word that conditions its usage or meaning.

A comprehensive list of suffixes and examples can be found

at http://www.learnenglish.de/grammar/suffixtext.htm

(L.A.: to consolidate key lexical items)

++Ask students to read the example before doing the

exercise. Students re-write the sentences in their

notebooks. Check orally.

(L.A.: to consolidate a structure following a model)

Answers

a. We’ve got to / We have to wash our car. b. We’ve got to / We have to hurry up.c. You’ve got to / You have to tell the truth.d. Ken’s got to / Ken has to shoot 50 balloons.

14

Answers

baker - holder – creator – farmer –correspondent – owner – reporter

13

Answers

Will vary, but check that the structure is usedcorrectly and that the answers correspond tothe questions.

12

Answers

a. is going to be; b. are going to eat; c. is goingto share; d. is going to take part

11

Bear it in mind

Ask the students to read and discuss the section in pairs


to mention other professions, identifying the suffix.

TAKE A CLOSER LOOK

This section deals with the going to + infinitive structure to

express future actions. More information on the structure

plus some exercises at http://www.englishclub.com/

grammar/verbs-m_future-gt.htm

PAGE 109

Answers

Story IIStory I

Who?

When?

What?

Where?

Why?

Mrs. Hallet and her

family

Today

A giant scone

Torquay / Torquay

Food Festival

A dream, a wish

Ken Crouch

In two days' time

Fly in a chair tied to

150 huge party

balloons

Oregon, USA.

A childhood dream


As this is an evaluation instance, make sure students know

what they have to do and give them time to complete the

exercise on their own. Let them know that you are going to

play the recording for them to check answers. If necessary,

you can ask different students to write them on the board.

You can play the recording again to make sure students

have the complete correct conversation. Then play the

recording again, with pauses, for students to repeat the

different exchanges.

+The two texts are told from the point of view of the two

protagonists – they express personal experiences. Tell

students to pay attention to the first person singular,

personal adjectives such as I, my, etc.

(L.A.: to summarise texts that express personal

experiences)


++This is a shorter exercise than what is usually given as a writing

assignment. It is best done in class. Check for spelling and

grammar mistakes. Encourage students to add extra details.

(L.A.: to express own ideas in writing)

Read the instructions with the class and do the first words as an

example.



• Reading

• Speaking

• Writing



CHECK IT OVER!

Answers

oven – baker – scone – milk – sugar – cream –jam – flour – bake – butter

PLAY IT

18

WRITE IT DOWN

PAGE 111

Answers

Mrs Hallet

I’m a baker and I have a little bakery in Torquay.I usually make normal bread and cakes but thisyear I want to make a giant scone which I’mgoing to donate to the Torqay Food Festival.This is going to be the biggest scone in theworld and I’m going to be in the Guinness Bookof Records. Ken Crouch

I’m a garage owner but I’ve always wanted tofly. So I’m going to fly across the desert in achair tied up to lots of huge party balloons. I’mgoing to land softly on a field by shooting theballoons one by one. My wife and son aregoing to follow my journey overland in a jeep.After I land I’m going to be interviewed bynational and international journalists.

FL17

TRANSCRIPT - ORAL PRACTICEJack: Have you made up your mind yet?

Bella: Yes, we’re going to organise a picnic.

Jack: Good idea. How about the food?

Bella: We’re going to buy some simple finger food:

sandwiches, veggie sticks and soft drinks.

Jack: And the guest list?

Bella: We’re going to invite the whole class and a few teachers.

Jack: The only problem is transport.

Bella: Greg’s mother has a minibus and she’s going to take us all.

Jack: Well, everything’s solved then!

Bella: Oh, no! Look at the clouds, Jack! It looks as if it’s going

to rain!

25

2516

HAVE A CHAT

Answers

a. are going to organiseb. are going to buyc. are going to invited. is going to takee. is going to rain

2515

FAST CHECK

PAGE 110

UNIT 494



THINK AHEAD




+Following instructions in any language is an important

part of our personal and professional lives. Instructions are

given to us on a daily basis - we need to know how to use a

machine, how to complete a form, how to prepare a recipe,

how to do homework. Students will use these skills in any

language they speak so it is important that they learn how

to follow instructions.

(L.A.: to match visual clues with written instructions)

++Talk to students about the cause and effect relationship.

You can use some of the graphic organisers provided below

to practise.

Cause and Effect diagrams, also called sequence of events

diagrams, describe how events affect one another in a process.

The student must be able to identify and analyse the

cause(s) and the effect(s) of an event or process. In this

process, the student realises how one step affects the

other. This type of diagram is very useful in science

projects, for example, and it would help students to learn

the different types.

Disjointed events - in which each cause has one effect.

For example: if you press the P key on the keyboard the

computer will type the letter P.

One cause leading to various events - in which one

cause has multiple effects.

For example: if you rub a match against the side of a box it

will either light or not.

Multiple causes leading to one event - in which

multiple causes have one effect (a fishbone diagram can be

used for these).

For example: A glass will break (effect) if you drop it or hit

it against something.

Chain of events - in which one event causes another,

which triggers another, etc., like the domino effect.

In this exercise students can apply what they have learnt in

other subjects or what they know from personal

experience.

(L.A.: to connect a topic and previous knowledge)

+Students read the dialogues and express their opinions based

on what they know or are aware of. Help them notice the

difference between hope / expectation (you want something

to happen) and regret (you feel sorry about something that

happened or not happened; you did or didn’t do).

(L.A.: to use personal opinions and previous knowledge)







4

Answers

a. hope / expectation; b. regret;c. expectation; d. regret

3

PAGE 113

Answers

She presses the button on the microwave. Themachine starts working.I dial a number. John answers the telephone. Susie turns the taps on. Water comes out.I put a card into the slot. Money comes out.George turns the light on. The room gets brighter.

Effect/Cause Effect/Cause EffectCause

EffectCause

Cause

CauseEffect

Effect

Cause Effect

2

Answers

a. ii. – iii. – i.b. ii. – iv. – i. – iii.

1

FOLLOW THE INSTRUCTIONSLISTENING

LESSON 2

PAGE 112




In this exercise students use various clues to establish /

guess the subject of the listening text. Do not check

answers at this point.

(L.A.: to predict the subject of a listening text using various clues)

GO AHEAD +Students listen to the instructions and check their



++Students listen to the recording and place the pictures

(1 – 6) in the order they are described in the instructions.

(L.A.: to identify sequence of events)

++Order

Draw six squares or rectangles (shown above) on the board

and ask students to listen and place instructions a. – f. in

order and then match them with pictures 1 - 6.

Chain diagrams, also called sequence of events diagrams,

are organisers that describe the stages or steps in a

process.

Students must be able to identify the first step in the

process, all of the resulting stages in the procedure as they

unfold, and the outcome (the final stage). In this process,

the student realises how one step leads to the next in the

process, and eventually, to the outcome. Chain diagrams

are useful in examining linear cause-and-effect processes

and other processes that unfold sequentially.

(L.A.: to organise information according to order)

1st 2nd 3rd 4th 5th 6th

267

Answers

1 – 6 – 5 – 3 – 4 - 2

266

Answers

b.

265

Man: Yeah, it does look like a dog!

Instructor: You can draw eyes, a nose and a mouth and

you’ll get a really dog-like face!

Woman: What are we going to do next class? Hopefully a

more complex design.

TRANSCRIPT - FOLLOW THE INSTRUCTIONS

Instructor: Welcome to our workshop. I hope that you are all

going to enjoy today’s lesson. Thank you for

taking the time to come and learn how to do

origami. I see a hand raised at the back. Yes?

Man: Can you tell us about the origin of origami?

Instructor: Well, we know that the art began as Chinese paper

folding. Japanese origami began in the 6th century

when Buddhist monks from China carried paper to

Japan. Yes, I see another hand in the air.

Woman: What’s the plan for today?

Instructor: We are not going to do anything complicated in

the first class. I’m going to show you some basic

shapes and then we can continue in future

lessons. Do you all have your pieces of paper?

Voices: Yes!

Instructor: OK, let’s start. First, prepare a square piece of

paper. Like this – you see? You can use coloured

paper like mine. If you put the coloured side face

down on the table you will get a white square. Oh

dear, careful with those scissors! They’re going to

fall from the desk!

Man: Sorry, I hadn’t seen them.

Instructor: You’ve got to be careful with sharp objects. I’m

afraid I can’t go to each individual student because

we don’t have too much time but you may come to

the table and have a look. Next, we fold the paper

along the diagonal line to make a triangle. Now,

fold the corners together and then unfold so you’ll

get a crease, as I’m showing you.

Woman: What’s a crease?

Instructor: A crease, a pleat or a fold – or a line. Like this.

Then fold the dog’s ears down, using the crease

line as a guide. Finally, fold the top and bottom of

the head, away from you. Your dog is ready!

26

UNIT 496



++Ask students to read the words in the box then play the

recording again. Tell them to write the words that the

person uses to give the instructions.

(L.A.: to listen for specific information)

+++Students require some analytical skills to complete this

task. Give them plenty of time and play the recording as

many time as required. Refer them back to Exercise 2 on

page 112.

(L.A.: to apply analytical skills)

++Ask students to read the part of the sentence provided before

playing the recording again. Check their answers orally.


++Read the questions with the class and encourage students to try

and answer them in their groups from what they remember.

Play the recording again for students to check their answers.

(L.A.: to get specific information)

+Refer students back to Exercise 3 before listening to the

recording again.


Digital resourceSee notes on page 7 of the Introduction.

MAKE CONNECTIONS







Danger

Draw students’ attention to this section and elicit more

examples from them. If they like listening to songs in English

they may have heard expressions like: I’m gonna tell her,she’s

gonna leave me, they’re gonna be sad, etc. Draw a chart with

two columns on the board and ask students to write the

examples on the left column; ask different students to write

the correct sentences on the right column.

For more information on the Danger! section, see notes on


TAKE A CLOSER LOOK

This section provides more information on the use of going

to + infinitive.

PAGE 115

Answers

I hope; Oh dear

2612

Answers

a. Origami. b. China. c. Buddhist monks. d. Not to do anything complicated.

2611

Answers

a. I hope that you are all going to enjoy today’slesson.

b. Can you tell us about the origin of origami?c. I’m going to show you some basic shapes.

2610

Answers

Cause EffectIf you put the coloured side face down on thetable you get a white square.We fold the paper along the diagonal line tomake a triangle.Fold the corners together and unfold so you’llget a crease, as I’m showing you.You can draw eyes, a nose and a mouth to get areally dog-like face.

269

Answers

first, next, now, then, finally

268

Answers

1st

b

1

2nd

f

6

3rd

c

5

4th

e

3

5th

a

4

6th

d

2

Order

Instruction

Picture


++Refer students back to the TAKE A CLOSER LOOK section

in Lessons 1 and 2.

(L.A.: to apply and consolidate a new grammar structure)

+Refer students back to Exercise 8 on page 114.

(L.A.: to use connectors of sequence)


a. Students work in pairs, identify the activities in the

pictures and choose the possible order in which the

activities will be mentioned in the conversation. Play the

recording once or twice for them to check their ideas.

(L.A: to identify sequence of information)

b. Read the incomplete conversation with the class. Tell

them to work in pairs to complete it with appropriate

questions. Play the recording again, once or twice for

them to check and correct their answers.

(L.A: to ask appropriate questions using contextual clues)

+Students listen again, practise the conversation and then

role play it. They can add or replace the sentences with

personal information about their own weekend.



a. Where is Jane going to travel?

b. What is Kate going to buy?

c. When is it going to snow?

d. Who is going to ask the teacher to postpone the test?

e. Why are you going to organise a party?


++Students can work in pairs or individually.

(L.A.: to write instructions following a provided model)

Answers

May vary

18

WRITE IT DOWN

17

FAST CHECK

16

PAGE 117


Joel: What are you going to do first of all?

Billy: Well, first of all I’m going to sleep a lot.

Joel: And what are you going to do second?

Billy: Second, I’m going to have a big breakfast!

Joel: And what are you going to do after that?

Billy: After that, I’m going to watch some TV, read the

morning papers, go for a long walk and then I’m

going to have a nice lunch.

Joel: And next? What are you going to do next?

Billy: Next, I’m going to get together with some friends to

play cards and video games.

Joel: And what are you going to do at the end of the day?

Billy: And finally, I’m going to go to a party or a disco and

I’m going to dance all night long.

Joel: I see that your weekend is going to be very busy.

Billy: I hope so!

27

Answers

See transcript.

Answers

7 – 3 – 8 – 6 – 2 – 4 – 5 – 1

2715

HAVE A CHAT

PAGE 116

Answers

First, second, next, last

FL14

Answers

a. are going to paint b. is going to havec. are they going to do, are going to buildd. is going to raine. Are you going to visit, am going to stayf. is Kelly going to study, is going to apply

13

UNIT 498





• Listening

• Speaking

• Writing



THINK AHEAD




+It is possible that students are familiar with Greek or

Roman mythology from their Lenguaje y Comunicación

classes. If not, explain what a myth is and where they can

find more examples both Chilean and foreign.

A myth is a traditional sacred story, typically revolving

around the activities of gods and heroes, whose purpose is

to explain a natural phenomenon or cultural practice.

Greek mythology with its main protagonists is explained in

detail at http://www.greekmythology.com.

Ask them if they know what a Trojan means in modern

language. In computers, a Trojan horse is a program in

which a malicious or harmful code is contained inside

apparently harmless programming or data in such a way

that it can get control and do its chosen form of damage,

such as ruining files on the hard disk.

(L.A.: to relate previous knowledge to visual and written

clues)

+If students don’t know any myths, be prepared to tell them

one. You can access more Greek myths at

http://www.greekmythology.com. or Chilean myths at

http://www.mapsofworld.com/chile/culture/chilean-

mythology.html,

http://en.wikipedia.org/wiki/Chilean_mythology

Alternatively you can assign this as homework in a previous

class.

As the purpose of this activity is to create a link between

the contents of the lesson and students’ own reality, accept

the use of Spanish if necessary.

(L.A.: to relate topic and own reality)

Answers

May vary

2

Answers

1 – b. 2 – a. 3 – c.

1

This Mind Teaser provides information on words from

Greek used in English, which, in general, are also used in

Spanish. Motivate students to read the information impairs

and then find the Spanish equivalent of the words

mentioned. Encourage them to find more examples in

encyclopaedias or on the Internet.

If this is difficult for students, you can write these examples

on the board, ask them to find their Spanish equivalent and

/ or classify them under the categories provided in the

Student’s Book:

abacus – academy – acrobat – aerobic – aeronautics –

agony – amnesia – amnesty – anecdote – anorexia –

barometer – bicycle – bulimia – category – chemistry –

Christ – chromosome – comedy – delta – dinosaur –

dolphin – echo – economy – epidemic – euphoria –

galaxy – giant – gorilla – harmony – helicopter –

hemisphere – history – hygiene – hypocrisy – hypothesis

– hysteria – isthmus – kilogram – larynx – mechanic –

melody – melon – metamorphosis – method – microbe –

monarchy – music – mystery – narcotic – ocean – olive –

orchestra – panic – panorama – patriot – pedagogy –

philosophy – physics – planet – plastic – problem –

pseudonym – rhinoceros – rhythm – sarcasm – statistics –

symbiosis - synthesis – talent – telephone – theory –

trauma – utopia – zodiac – zone, etc.


the Introduction.

dniMTeaser

HOLDING THE WORLD ONYOUR SHOULDERSREADING LESSON 3

PAGE 118

CHECK IT OVER!


UNIT 4100

++The relationship between words and meanings is

extremely complicated, and belongs to the field of

Semantics. Traditionally, grammarians have referred to the

meanings of words from two points of view:

denotation: the literal meaning of the word

connotation: an association (emotional or otherwise)

which the word evokes

Please study the following example of three connotations:

Negative: There are over 2,000 vagrants in the city.

Neutral: There are over 2,000 people with no fixed

address in the city.

Positive: There are over 2,000 homeless in the city.

All three of these expressions refer to exactly the same

people, but they will invoke different associations in the

reader’s mind: a “vagrant” is a public nuisance while a

“homeless” person is a worthy object of pity and charity.

(L.A.: to identify the connotation of key lexical items)









In this exercise students use lexical clues to establish / guess

the subject of a lesson. Do not check answers at this point.

(L.A.: to predict contents from key lexical items)

Digital resourceSee notes on page 7 of the Introduction.

GO AHEAD

+ Students read the text once and check their predictions in

Exercise 4


++ Generally, a title or a heading is a very brief summary of a


which is often used when researching, gathering or

presenting information and here the process is done in

reverse - students must match the “summary” (heading)

with the corresponding text. Tell students to concentrate

on the key aspects of each paragraph. For example: what is

the key aspect / main subject of paragraph I? The title must

be related to it.

(L.A.: to identify and summarise main idea and supporting

information)

++Ask students to read the three sentences (a. – c.) before

going back to the test. Ask them if they can support their

answers with additional information.

(L.A.: to match information using textual clues)

Answers

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

7

Answers

a. is not used; b. Paragraph III; c. Paragraph II;d. Paragraph I.

6

Bear it in mind


Read this section with the class before doing Exercise 6.

Elicit more examples and write them on the board in two

columns: Headings and Titles.

Answers

May vary

5

PAGE 120

4

Answers

Positive: chief, favour, fine, smart. Negative: lie, naïve, terrible, vengeful. Neutral: weight, apple, basket, quiet.

3



+++Students will need to apply some analytical skills to do this

task. Make sure that you help them out if they have trouble

finding the correct answer. Provide other examples on the

board.

(L.A.: to identify textual references)

++Ask students to substantiate their answers. If , for example

they think that according to the author Zeus is unforgiving,

how have they arrived to this conclusion? Work a little with

synonyms to show similarities and also give more

examples of positive, negative and neutral connotations.

(L.A.: to identify tone and opinion)

MAKE CONNECTIONS







++Again, students must resort to their analytical skills.

Analytical skill is the ability to visualize, articulate, and

solve complex problems and concepts, and make decisions

that make sense based on available information. To test for

analytical skills one might be asked to look for

inconsistencies in an advertisement, put a series of events

in the proper order, or critically read an essay. In this

exercise students must try to think like the protagonist and

use a given structure to express their thoughts.

(L.A.: to apply a language content)

++See notes on analytical skills in Exercise 10 above.

(L.A.: to apply analytical skills)

++Refer students to the TAKE A CLOSER LOOK section where

they can find more information.

(L.A.: to practise and consolidate a structure)

Danger


Answers

a. wish I hadb. wish I livedc. wish I understoodd. wish I wase. wish I knew

12

PAGE 122

Answers

a. Atlas; b. Zeus; c. Hercules

FL11

Possible answers

a. i, b. i, c. i, d. ii

10

TAKE A CLOSER LOOK


This section provides additional information on the use of

wish to express wishes and regrets.

More information and exercises on the use of wish can be

found at http://www.eslbase.com/grammar/wish

PAGE 121

Answers

a. i, b. i, c. i, d. ii

9

Answers

a. i, b. i, c. ii, d. i

8


+Refer students to the Danger section on page 122 before


(L.A.: to find specific information and collocations through

scanning)

++Refer students to the Danger section on page 122 before


(L.A.: to consolidate some collocations)

++Ask students to work in pairs. Allow sufficient time before

checking with the recording.

(L.A.: to consolidate key vocabulary and structures through

a guided conversation)

+Play the recording with pauses for students to repeat and

imitate pronunciation, intonation and accentuation. Give

them a few minutes to practise in pairs and then invite

some students to role play the conversation in front of their

classmates.


++(L.A.: to review a new structure)

++Writing has always been a difficult task for students

especially when some own initiative is involved. You can

brainstorm ideas both for the introductory sentences and

for the expression of wishes and write them on the board.

(L.A.: to write sentences expressing own ideas imitating a model)

18

WRITE IT DOWN

Answers (some variations are allowed)a. wish I had one.b. wish it was the weekend.c. wish I could speak the language.d. wish it was warm and sunny. e. wish it was lunchtime.

17

FAST CHECK

PAGE 123

2816

HAVE A CHAT


Reporter: So Jenna, do you speak any foreign languages?

Jenna: Only English, but I wish I spoke French and Spanish.

Reporter: Why Spanish?

Jenna: Because I wish I could travel around South

America, but in fact I can’t.

Reporter: What’s stopping you?

Jenna: As an athlete I spend most of my time training. I

wish I had more time for a few hobbies.

Reporter: When do you think you’ll have more time?

Jenna: I wish I knew! I’m really busy now with the London

Olympics coming.

28

Answers

See transcript.

2815

Answers

Juliet: I have to make a telephone call.Steve: Who are you going to call? Juliet: Sarah, she has not made a decision

about the party yet.Steve: Don’t worry. You know that whatever

she does she always does her best.Juliet: Yes, but time’s running out and I can’t

make exceptions for anybody. She hasto make up her mind.

Steve: It’s going to be OK. You made the plansfor the party a long time ago andeverything else is going fine.

Juliet: I’m sure you’re right. Hey, can you dome a favour?

Steve: Sure. Juliet: Can you make the arrangements for

the party balloons and the flowers?Steve: Don’t worry. I will do all the work!

14

Answers

How are you doing today?What can I do for you?Can you do me a favour?I have some urgent work to do. I’ll do my best.

13

UNIT 4102






• Reading

• Speaking

• Writing




the Introduction.

THINK AHEAD




+Ask students to read the definitions and try to match them

with the words in the box. Allow students to use dictionaries

and other aids. Students may work in pairs or small groups.

(L.A.: to identify and learn the meaning of key lexical items)

+Invite students to examine and describe the pictures. Then

they work in pairs and identify the text (a. – d.) that could

go with each picture (1 – 4). You can write this pattern on

the board:

I think the man / woman in picture ___ is saying _____.

(L.A.: to match visual and lexical clues)









In this exercise students use provided statements (which

they read and discuss) to establish / guess the subject of

the text they are going to listen to. Do not check answers

at this point.


GO AHEAD

TRANSCRIPT - I‘D LIKE TO APPLYIInterviewer: Good morning. Take a seat, please.

Carly: Good morning, sir. Nice to meet you.

Interviewer: So, what brings you here?

Carly: I wish to apply for the job I saw in the ad.

Interview: The ad on our website or in the newspaper?

Carly: I saw it on your website.

Interviewer: Then you want to be our receptionist.

Carly: That’s right.

Interviewer: Can you tell us your name?

Carly: I’m Carly Martinez and I’m 25 years old.

Interviewer: Tell us, Carly, what experience do you have?

Carly: Well, I am a receptionist for a law firm and I

speak English and Spanish. I wish I spoke more

languages! I’m planning to take a French

course in the summer.

Interviewer: And what are your duties?

Carly: I answer the telephone and keep the visitors book.

Interviewer: We keep the visitors’ book on a computer. How

are your computer skills?

Carly: I did a computer course once but I’m not an expert.

However, I’d like to learn more. I also issue security

passes and provide information to visitors. And I

take the partners’ telephone messages.

Interviewer: Well, Carly, we’ll be in touch. We wish you lots

of luck.

29

3

Answers

1 – b., 2 – d., 3 - c., 4 – a.

2

Answers

a. apply for; b. interview; c. applicant; d. interviewer

1

I‘D LIKE TO APPLYLISTENING

LESSON 4

PAGE 124

CHECK IT OVER!

PLAY IT


+Students listen to two interviews and validate their

predictions in Exercise 3. Ask them to list the duties in their

notebooks.


++Play the interviews again. Students fill in the chart. Check

answers on the board.

(L.A.: to identify and organise specific information)

++What is the general tone of the two interviews? Can they

identify who in general speaks a more or less formal

language? Ask students which terms in the two interviews

indicate that they use either formal or informal language.

(L.A.: to identify the tone and type of language of a

listening text)

++Ask students to first read the sentences and pronounce the

two words given as options or alternatively you pronounce

them for the students. Then play the recording. Remind

them not to write in their books.


Answers

a. ad; b. law; c. skills; d. useless

297

Answers

Interview II is more informal than Interview I.Dani says:Hi there. Oh, gosh no.I’m quite useless at languages.I’m normally up to my ears with work!I say hello to patients You know?

296

Answers

Interview IInterview I

Name Carly Dani

Surname Martinez Blake

Age 25 20

Current Workplace Law firm Dental surgery

Languages English and Spanish English

Skills/ duties Answer the telephone Greet patients, indicate

politely, keep the visitors’ the treatment room,

book, basic computer keep reception area tidy,

skills, issue security show dentist patient

passes, provide files information dentist

information to visitors, of his/her appointments

take telephone messages

295

Answers

a., c., e., f., g., h., i.

294

II Interviewer: Good afternoon.

Dani: Hi, there.

Interviewer: Would you like to take a seat and tell us about

yourself?

Dani: Well, I’m Dani Blake, I’m 20 and I’m a

receptionist in a dental surgery.

Interviewer: Do you speak any foreign languages?

Dani: Oh, gosh no. I just speak English. I want to

learn French but I have very little time and I’m

also quite useless at languages!

Interviewer: What are your duties at the surgery?

Dani: I’m normally up to my ears with work! I say

hello to the patients when they come in and I

tell them where a specific treatment is, for

example where to go to get a filling, you

know? Or that the x-rays are in another

building and things like that.

Interviewer: Anything else?

Dani: Yes, I tell the dentist where he can find

patients’ files and what appointments he has.

And I also make sure the reception is kept

clean and tidy.

Interviewer: Why do you wish to change jobs?

Dani: Because I want something more interesting.

UNIT 4104



MAKE CONNECTIONS

Students connect what they have read or listened to in the

previous sections with more specific points such as grammar




see page 7 of the Introduction

+Students talk about the interviews in pairs or small groups.

Which candidate did they like better? Why? Is it more

appropriate to use formal or informal language in an

interview? Why?

(L.A.: to express personal opinions)

++Refer students to the TAKE A CLOSER LOOK section in

Lessons 3 and 4 of this unit before doing this exercise.

(L.A.: to consolidate a grammar structure)

+Ask students to read the questions and then write their

answers in their notebooks. Tell them to find a partner who

will ask them the questions which in turn they will answer.

They take turns asking and answering the questions.

(L.A.: to provide personal information using a new structure)


++Students practise two dialogues and role play them for the

rest of the class. They also substitute underlined parts with

personal information or their own ideas.


TRANSCRIPT - ORAL PRACTICEGlenn: Do you ever wish you were someone else?

Ross: Yes, sometimes.

Glenn: Who would you like to be?

Ross: Sometimes I want to be a football player and

sometimes I want to be a rock star.

Glenn: Yeah, I wish I could be a famous guitar player or a

drummer in Cold Play.

Ross: There is a Cold Play concert next week. I would

like to go.

Glenn: If you want we can try to get tickets.

Mr. Drake: I would like to see the shop manager.

Assistant: What is it about, Sir?

Mr. Drake: I wish to make a complaint about the refrigerator

I bought from the shop.

Assistant: What seems to be the problem?

Mr. Drake: I want to change it because it isn’t working properly.

Assistant: Would you like to take a seat please? The

manager will see you in a moment.

30

Answers

See transcript.

3011

HAVE A CHAT

Answers

May vary

FL10

PAGE 127

Answers (variations are allowed)a. I want / would like a glass of water.b. She wants to meet us after school.c. I want / wish to make a complaint.d. When would you like your breakfast?e. I want / would like to cash this cheque. f. What would you like to drink?g. Would you like some dessert? Yes, I’d like

some cake.

9

TAKE A CLOSER LOOK


This section deals with how to express what one wants.

This is a continuation of the previous lesson where wishes

and regrets were discussed.

PAGE 126

Answers

May vary

8


Read the instructions with the class and form pairs. Guide

students so that they understand what they are expected

to express in each stage of the conversation and help them

choose one of the advertisements. Give them plenty of

time to develop the task, encourage them to role play the

interview in front of other pairs and then invite some pairs

to role play their interview in front of the class.

(L.A: to participate in a communicative situation)



++ Students may use some of the questions asked by the

interviewers in the listening texts. Check orally and tell

them to ask a partner the questions.

(L.A.: to write sentences following a provided example)



• Listening

• Speaking

• Writing




the Introduction.




together the subject matter of the unit and test it / try it as a

whole. This is also a place where teachers can see what the

outcome / impact of the unit as a whole has been.

Answers

If you are going to do something make surethat you do it well!If you are going to drive make sure you don’tdrink any alcohol. If you are going to travel abroad don’t forget totake your passport. If he is going to keep shouting at me I will justleave the room. If John is going to come to the party I amdefinitely not coming. I can’t stand him!If she is going to study languages she shouldwatch foreign films.

3

Answers

Will vary - students follow the providedexample.

2

Answers

They are going to make a guest list.They are going to rent a salon for the wedding.They are going to get a music band.They are going to buy flowers. They are going to order food and drink They are going to buy a dress for Carol. They are going to buy a suit for Greg. They are going to buy wedding rings. They are going to write invitations.

They are not going to rent a limousine. They are not going to go on a honeymoon.They are not going to invite people they don’t like. They are not going to worry about problems.

1


PAGE 130

CHECK IT OVER!

Answers

May vary

14

WRITE IT DOWN

Answers

a. had; b. to talk to; c. was; d. to visit; e. I knew.

13

FAST CHECK

PAGE 129

12

PAGE 128

UNIT 4106








indicators at the beginning of this unit (Teacher’s Book).

CHECK & CORRECT

PAGE 132

Answers

I wish I had a different name.I wish I was smaller / shorter.I wish I lived in the city.I wish I had more free time.I wish they lived closer.I wish I could go to the concert.

4

READING – MAKING A CURANTO

1. a. (3); b. (4); c. (5); d. (1); e. (2)2. a. The Plaza de Armas

b. The Central Marketc. Boat tourd. Viña del Mare. Valle Nevado

3. a. 56 kilometres.b. 160 metres long.c. 5,000. d. 5 tons.

LISTENING - HOW TO USE IT

4.

a. cash machineb. payphonec. a bankd. phone company

5.

a. pick up the receiver.b. wait for the dial tone.c. put coins into the coin slot or dial your card

access number.d. dial the number of the person you are calling.e. dial the country code and the city code.f. hang up.

LANGUAGE

6. a. Who is Jackie going to visit in Torquay?b. Where is Torquay?c. How is she going to get there?d. What is she going to buy?e. Why is going to buy a present?f. Where are they going to have lunch?

7. a. do, b. do, c. making, d. making

8. a. to be; b. I had; c. she was; d. to make

31

31

TRANSCRIPTIWelcome to the Western bank. If you wish to use the machine,

you need a bank account and a debit or credit card. This card

will permit you to apply for a code number, also known as a

PIN. To start with, insert the card into the slot provided and

press the buttons equivalent to your PIN number. Look at the

screen and choose the language you wish to use. Then look at

the screen again and select one of the available operations

which include the following: you can withdraw money, deposit

a cheque, or check your bank balance. If you are going to

deposit a cheque make sure you type in the correct bank

account number.

IIWelcome to ITC customer service. If you’d like the instructions in

English, press 1. For instructions in Spanish, press 2. If you’d like to

get the assistance of an operator, press 3. If you want to make a

call, first pick up the receiver. Wait for the dial tone. Put coins into

the coin slot or dial your card access number. Then dial the

number of the person you wish to call. If you are going to call a

number abroad please make sure you dial the country code and

the city code first. When you have finished, just hang up. Thank

you for using ITC.

31


UNIT 4108

SPEAKING

9. How far is the hotel from the city centre?How long does it take to get there?How much is the taxi fare?How long are you going to stay in the city?

You can assign points according to these criteria:8 – 10 points: student can complete and role-play the dialogue with correct pronunciation,normal hesitation and no grammar mistakes.5 – 7 points: student can complete and role-playthe dialogue with correct pronunciation and aminimum of hesitation and grammar mistakes.3 – 4 points: student can complete and role-playthe dialogue with appropriate pronunciation, buthesitates and makes some grammar mistakes.1 - 2 points: student can’t complete and role-play the dialogue, he / she hesitates a lot andmakes a lot of grammar mistakes.

WRITING

10. Answers will vary. Check each paragraph usingthe Writing Rubric or you can assign pointsaccording to these criteria.7 – 8 points: student can write sentences aboutthe things he / she wishes, using the correctlanguage structures and without grammar orspelling mistakes.5 – 6 points: student can write sentencesabout the things he / she wishes using thecorrect language structure, with a minimum ofgrammar or spelling mistakes.3 – 4 points: student can write sentences aboutthe things he / she wishes using the correctlanguage structure, but makes grammar andspelling mistakes.1 - 2 points: student can’t write a paragraphabout the things he / she wishes, he / shedoesn’t use the correct language structure, andmakes a lot of grammar and spelling mistakes.

This part provides the students with feed-back on how

much they have learnt and puts them in a position to make

an assessment of their work. Most learners, by getting

involved with evaluation, come face to face with their

learning problems and consciously try to tackle them. Self-

evaluation requires of students to be more self-conscious

about the changes they are experiencing, motivates them

to form a realistic and honest awareness of their own work

and to try to take responsible steps in solving their own

problems. Self-evaluation enables the learner to become

an independent learner as well as an independent thinker.

FINAL CHECK



Read the text once. What is its general topic? (1 points)

a. The impact of fossil fuels on the environment

b. The production, use and advantages of biodiesel

c. Why we should protect the environment

Read the text again. Find four actions you can take to

protect our planet. (4 points)

a. __________________________________

b. __________________________________

c. __________________________________

d. __________________________________

Read the text once more. Are these statements true (T),

false (F) or not mentioned (NM)? (5 points)

a. Biodiesel is another name for petroleum.

b. It is simple to use and it is not toxic.

c. Brazil is the largest producer of biodiesel.

d. The use of biodiesel helps to protect the environment.

e. In the near future we are all going to use biodiesel.

3

2

1

READING - SAVING OUR PLANET FOR THE FUTUREGENERATIONS

When you are an elderly person and your children are adults you

obviously want the planet Earth to be the same as it was when

you were young. Can it be achieved? What are the things that you

can do to help save our planet? There are many things that you

can do – some of them simple and some of them more difficult.

For example, you can plant a tree in your garden or a nearby

park, you can recycle the trash you throw away every day, you

can use less water, and you can protect the wildlife around us.

And whatever you do, put your heart into your actions.

Besides all this you can think about your carbon footprint,

meaning how your everyday activities affect our planet or, in

other words, how much your activities - such as moving from

place to place, eating and washing - damage Earth. The next

time you use your car or take a bus to school or work, ask yourself

what you can do to make a smaller impact on our planet.

Scientists say that very soon we are all going to use an

alternative fuel called biodiesel. Biodiesel is the name of a

clean burning fuel produced from domestic, renewable

resources. It contains no petroleum, but it can be mixed at any

level with petroleum diesel.

Biodiesel is simple to use, biodegradable, non-toxic, and

essentially free of sulphur and aromatics. Biodiesel is made

through a chemical process where glycerine (a valuable by-

product that can be sold to be used in soaps and other

products) is separated from the fat or vegetable oil. When we

use biodiesel we can be sure that it is going to be better for the

environment because it is made from renewable resources and

has lower emission compared to petroleum diesel.

So remember, write up an action list and do the right thing for

our planet – your children and grandchildren will be really

thankful.

EXTRA TEST UNIT 4

PH

OTO

COP

IAB

LE


UNIT 4110

Your

result:

1 - 20

Not too good

21 - 42

Acceptable

43 - 51

Great!

LISTENING – PROTECTING YOUR BIKE

Listen to the recording. Choose the best option to

finish each sentence. (5 points)

a. The easiest things to disappear are

i. bikes

ii. bike locks

b. An important element for securing a bike is

i. a bike rack

ii. a bike chain

c. Bikes have become more expensive because

i. they are more complex and better quality

ii. more of them are stolen every year

d. Another method to secure a bike is to use

i. a bike lock

ii. solid metal

e. When you use a U-lock you should lock your bike to

i. a small tree

ii. an immovable object

Listen once more. Who says these sentences, Speaker

1, Speaker 2, Speaker 3 or Speaker 4? (4 points)

a. ___________: These locks are solid metal.

b. ___________: This may sound obvious.

c. ___________: Bikes have got more complex.

d. ___________: Avoid small trees.

LANGUAGE

Put these words in the correct order and write the

sentences. (4 points)

a. her / grandparents / is / going / to / Lizzie / visit /

school / after.

b. Are / party / they / to / organize / going / a / birthday?

c. exams / Denise / is / take / her / to / final / not / going.

d. going / I / am / mother / to / tell / my / about / it.

Choose the best option, make or do. (5 points)

a. If you help me ___________ the beds I will help

you __________ the dishes.

b. ___________ up your mind now - we have no time

to lose!

c. Could you ___________ me a favour?

d. OK, I will ___________ the necessary arrangements

for transport.

Fill in the gaps in these sentences with wish (with Past

Tense or Infinitive), would like to or want to. (4 points)

a. Next year, I __________ travel to Ecuador. I know

that I need a lot of money but I really ______ visit the

Galapagos islands.

b. _______you ________ a drink?

c. I ________ I could speak at least two other

languages.

WRITING

Write about 5 things that you do / make well and 5 things

you wish you could do / make well or better. (10 points)

SPEAKING

In pairs, exchange information from Exercise 9. Ask and

answer questions about the things you make / do well and

the things you wish to make / do well. (10 points)

10

9

8

7

6

5

4

PH

OTO

COP

IAB

LE



READING - SAVING OUR PLANET FOR THE FUTUREGENERATIONS1. b.

2. • you can plant a tree in your garden or a nearby park,.

• you can recycle the trash you throw away every day.

• you can use less water.

• you can protect the wildlife around us

3. a. False. b. True. c. Not mentioned. d. True. e. Not mentioned.

LISTENING - PROTECTING YOUR BIKE

4.

a. – i.; b. – ii. ; c. – i. ; d. – i. ; e. – ii.

5.

a. Speaker 3; b. Speaker 1; c. Speaker 2; d. Speaker 4

6. a. Lizzie is going to visit her grandparents after school.

b. Are they going to organise a birthday party?

c. Denise is not going to take her final exams.

d. I am going to tell my mother about it.

7. a. make, do

b. make

c. do

d. make

8. a. Next year, I would like to travel to Ecuador. I know that I

need a lot of money but I really wish to visit the

Galapagos Islands.

b. Would you like a drink?

c. I wish I could speak at least two other languages.

WRITINGYou can assign points according to these criteria:

8 – 10 points: student can write about the things he / she

does / makes well and the things he / she wishes to do / make

well, without grammar or spelling mistakes.

5 – 7 points: student can write about the things he / she does

/ makes well and the things he / she wishes to do / make well,

with a minimum of grammar or spelling mistakes.

3 – 4 points: student can write about the things he / she does


but makes grammar and spelling mistakes.

1 - 2 points: student can’t write about the things he / she does


and makes a lot of grammar and spelling mistakes.

SPEAKINGYou can assign points according to these criteria:

8 – 10 points: student can exchange information with correct


5 – 7 points: student can exchange information with correct

pronunciation and a minimum of hesitation and grammar mistakes.

3 – 4 points: student can exchange information with

appropriate pronunciation, but hesitates and makes some

grammar mistakes.

1 - 2 points: students can’t exchange information, hesitates a

lot and makes a lot of grammar mistakes.32

32

TRANSCRIPTSpeaker 1: If you own a bicycle it’s important you know how to use

a storage rack. This may sound obvious, but bicycles are

one of the easiest things to disappear. So it’s incredibly

important to make sure that you know how to secure

your bicycle well when using a storage rack.

Speaker 2: Make sure you have a strong bike chain. Always

chain your bike to a storage rack or a secure object

whenever you are not around. As bikes have got

more complex and made out of higher-quality

materials, they’ve also increased in cost. This

means they are becoming a bigger target for a

thief and you need to make sure that they are

more secure than ever.

Speaker 3: Another great method to secure your bike to a storage

rack is to use a lock. These locks are solid metal in the

shape of a U and they are easily attached to your

bicycle while riding. Of course, like anything else they

are not invincible and it is necessary to make sure that

they are locked safely in place.

Speaker 4: Additionally, make sure you lock your bike to an

immovable object. Avoid small trees, wooden

posts, chain-link fences, and unsecured bike racks.

If you are locking your bike to a road sign, make

sure the sign is firmly secured to the ground!

32



IN THIS UNIT YOU WILL LEARN TOReading: Identify and establish the mood of a text /Differentiate between fact and opinion / Match written and

visual clues / Discriminate between correct and incorrect

information.

Listening: Identify the tone of a recorded message /Identify speakers.

Find specific information.

Production: Express opinions and personal points of view /Talk about wishes and regrets / Tell people what you want

and need / Talk about how to protect our planet.

Functions: Express opinions and personal points of view /Express necessity, needs and wishes / Express obligation.

YOU WILL ALSO USE THE FOLLOWING TEXT TYPESAnecdotes / A song / A newsletter / An article with predictions.

YOU WILL ALSO LEARNGrammar: The Passive voice / Want to, need to, have to, would like

to / Modal verbs should, ought to, must / Similarities and differences

between must/have to.

Vocabulary: Words related to lifestyles and making a living /Words related to life in the future.

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUESDifferent lifestyles and why we should respect them.

Development








• Teacher can use photographs, cut-outs, old postcards and pictures,

• Real traffic signs (near the school or in the town or village) or pictures of them.

• If possible, futuristic movies (CD or video format) to discuss life in the future (Star Wars, Planet of the

Apes etc)


1. Dictionaries

2. Glossaries

3. Definitions

4. Printed handouts

5. Library material

112


LIFE AS WE KNOW IT 113

Ask students to look at the pictures and identify the living

organisms. How do they know they are living? What

qualities does a living organism have?

Students read definitions a. - e. Help them with unfamiliar

words and allow the use of dictionaries. To drill the new

words, give or elicit more examples.

Read the sentences with the class and ask students to copy

and complete them in their notebooks. Check orally.

THINK AHEAD




+Ask students if they know the meaning of the word

synonym, and if they know what an antonym is. If not,

explain. Ask them to give examples.

Synonyms - two words that can be interchanged in a

context are said to be synonymous relative to that context.

Antonym - A word having a meaning opposite to that of

another word.

There is a very good resource on synonyms to be found at

www.synonym.com

(L.A.: to match meanings of key lexical items)

1

ALTERNATIVE LIFESTYLESREADING

LESSON 1

PAGE 138

Answers

a. still-life; b. lifestyle; c. living; d. life; e. live.

3

Answers

life – b.; lifestyle – c.; live (adj.) – e.; living – a.;still-life – d.

2

Answers

1, 3, 4, 6.

1

SET UP

PAGE 137


Check it over

Self - evaluation



Check & Correct

Unit evaluation

Reading: Students identify specific information and infer meaning from the context.

Listening: Students identify and extract specific information.

Language: Students use the Passive Voice and modal verbs.

Writing: Students write a short paragraph about likes, obligations and necessities.

Speaking: Students role-play dialogues from visual clues.



Extra Test Reading: Students identify source of the text, relate information and infer meaning from the context.

Listening: Students identify specific information and discriminate sounds.

Language: Students use modal verbs, the Passive Voice and the definite article the

Writing: Students write a short report on a person’s lifestyle

Speaking: Students exchange information about the things they have/would like/need to do.



UNIT 5114

+Students offer personal points of view/opinions about

different lifestyles.

(L.A.: to offer a personal opinion based on previous

knowledge / experience)

++Help students out with prompts / questions such as;

How many members are there in your family? What unusual

things does you family do? Is your family respectful of

traditions? Remind students of the importance of respecting

other people’s opinions and lifestyles.

(L.A.: to relate topic to personal experiences)

+Students take into consideration the title of the lesson,

previous exercises and the pictures to predict the subject of

the text they are about to read. Do not check answers at

this point.

(L.A.: to predict the content of a text based on provided clues)

GO AHEAD

+Students read the three anecdotes and check their


(L.A:. to check and validate predictions)

++Students analyse the pictures and match them with the

stories. They also assign one title to each story.

(L.A.: to match visual and written clues)

++It is difficult for learners to understand the difference

between mood and tone. Teacher and students may try the

following technique:

Step 1 - Find a scene or passage in the fictional text to

analyse and read it through out loud.

Step 2 - Write down the sensory feelings you have while

reading. Are you angry, left in suspense, or curious?

Step 3 - Describe the setting. How are the objects and

people described? Try to draw an image of what you read.

Step 4 - Write “Mood” at the top of a piece of paper. Mood

is the term used to describe the feeling of a piece of

literature. When you read a novel and get a feeling of

suspense or mystery, this is the mood you are uncovering.

Step 5 - On another piece of paper write down what you

think the author thinks about the characters or subject in

the story. How does the author treat these elements? Are

they sarcastic, pessimistic or hopeful?

Step 6 - Write “Tone” at the top of this page. Tone is the

word used to describe the author’s opinion about the story,

character or events. Tone can be found in fiction and non-

fiction by looking at the way the author describes things

and at the words chosen.

7

Answers

Picture 1 – III – c.; Picture 2 – I – a.;Picture 3 – II – b.

6

Answers

May vary, but make sure they mention that thetexts are about people who live differently.

5

PAGE 140

Bear it in mind


and then elicit comments and further examples. For more

information on the Bear it in mind section see page 7 of

the Introduction.

4

Answers

May vary

3

Answers

May vary

2

Answers

Synonyms: alternative – irregular; unusual –extraordinary; out of the ordinary – different.These in turn are the antonyms of the wordsabove: traditional, typical, common.Antonyms: alternative, irregular – traditional,unusual extraordinary – typical out of theordinary, different – common.



Step 7 - Practise! The key to learning is repetition. Try to

find the mood and tone of different pieces of fiction and

non-fiction. Keep practising until you know you’ve got it.

(source of information www.ehow.com )

(L.A.: to to identify mood and information)

+Tell students to work in pairs. They write their answers in

their notbooks. Check orally.


++A fact is something that is true about a subject and can be

tested or proven.

Look for clues such as: “56% of...., or“ The patient

experienced...” In 2000, the man ….”

An opinion is what someone thinks about that subject.

Look for clues such as: “I believe...”, “It’s obvious...”, or “They

should...” “Possibly…”

Before students do this exercise give them same guiding

examples.

Mr. Jones has two sons and one daughter. Fact

Her house is really beautiful. Opinion

L. Frank Baum wrote “The Wizard of Oz”. Fact

That boy is the nicest person in the school. Opinion

Nine plus one equals ten. Fact

(L.A.: to differentiate between fact and opinion)

+Refer students back to the Bear it in Mind section on

page 138 before doing this exercise. You can also give them

some examples and ask them: which ones express personal

experience?

Examples:

When I was a child I lived in Valdivia.

Greg Pike is a homeless person.

My dog is a big black Labrador called Snoopy.

Shops close at 10 pm in Santiago.

My friend and I saw a UFO.

(L.A.: to identify textual clues)

MAKE CONNECTIONS







Danger

Help students notice that the sentences in A are in the

Passive Voice (the agent is not mentioned, the action is

what matters), while the sentences in B express states with

the verb to be + adjective.


the Introduction.

TAKE A CLOSER LOOK


This section deals with the Passive Voice. It gives examples

of when and how to use it. Teacher will find a wealth of

information on the use and structure of the passive voice at

http://esl.about.com/library/grammar/blpassive.htm

PAGE 141

Answers

a., c., d., f.

10

Answers

a., c., f. – fact; b., d., e. - opinion

9

Answers (variations allowed) a. (You can see the video of Greg with his

animals) on YouTube. b. He eats a little, gives some to his animals

and gives the rest to other homeless people.c. They were happy living and working in a big

city.d. Because she was a vegetarian and she had

to see how workers killed animals for meat.

8

Answers

a. iii; b. ii


UNIT 5116

++Before doing this exercise it is very important that students

study the Danger section on this page plus you should

provide more examples on the board. Remember, what is

obvious and easy for a teacher may not necessarily be so for

the students. Always give plenty of examples in context

that are easily comprehensible to students.

(L.A.: to apply new knowledge to a task)

+Ask students to study the chart, select five values from it

(for example: orange juice in January, strawberry juice in

March, etc.) and write five sentences in their notebooks.

Check orally.

(L.A.: to apply a grammar structure to a task)

++Students read the titles of the books and the authors and

then write sentences in their notebooks following the

provided example.

(L.A.: to apply a grammar structure and previous knowledge)

+Offer a few examples on the board before doing this exercise.

They use a calculator to do this maths exercise.

A calculator ___________________

A calculator is used to do this maths exercise.

They buy 10 eggs to make a big omelette.

10 eggs are bought to make an omelette.

(L.A.: to consolidate a structure using provided clues)


++Students study the school report card and prepare a

conversation which should follow the provided example.

This is to practise the Passive Voice and ways of expressing

personal opinions..

(L.A.: to expand and consolidate a structure and fixed

expressions).


A: What’s Ms. Jones’ s opinion of Lisa?

B: She is described by her English teacher as ‘quick to learn’.

A: And what does Mr. Spencer think of her?

B: He believes she is enthusiastic.

A: How about Mr. Stephens?

B: She is pictured in the report as a good student.

A: And Miss Delaney? What does she think of her?

B: Miss Delany thinks that Lisa is an excellent student.

A: Does Ms Castro think that Lisa is an excellent student?

B: No, she doesn’t. She thinks Lisa must improve.

A: And finally, how was Lisa described by Mr. Crossing?

B: She is described as a hard worker.

33

Answers

See transcript.

15

HAVE A CHAT

Answers

a. A lot of money is spent by tourists in that city.b. These texts messages are generally written by

my father.c. Ancient tombs are often discovered by

archeologists.d. Millions of bars of chocolate are eaten every

day.

FL14

Answers

a. Harry Potter and the Philosopher’s Stone iswritten by J.K. Rowling

b. The fellowship of the Ring is written by J.R.RTolkien.

c. The chronicles of Narnia is written by C.S.Lewis.

d. The house of the Spirits is written by IsabelAllende.

e. 100 Years of solitude is written by GabrielGarcia Marquez.

f. Intuition is written by Allegra Goodman.

13

PAGE 142

Answers

Will depend on the values chosen by studentsbut all should follow the provided example.

12

Answers

Adjective: a., b., d.

Passive Voice: c., e., f.

11



+Students listen to the recorded conversation and practise it

in pairs. Ask a few pairs to act out the conversation for the

rest of the class.

(L.A.: to imitate and / or role play a provided model of

conversation)



++This exercise can be assigned as homework or done in

class. Make sure you check all written assignments.

(L.A.: to write a composition based on a personal point of

view / opinion.)



• Speaking • Reading • Writing



For more information on the CHECK IT OVER! section see page 7


THINK AHEAD




+Students look at the six pictures, read the captions and

then choose one or two actions they would select to offer

an apology.

(L.A.: to offer personal opinion on a subject)

+If possible, teacher and / or students could bring some of

the songs on CD. You can also ask students to bring CDs or

taps to listen to. You can also ask them to bring a favourite

song that they associate with friendship and love.

(L.A.: to use personal experience and previous knowledge

to complete a task)









In this exercise students use their personal experience and

the context to predict the subject of the listening text. Do

not check answers at this point.


3

PAGE 145

Answers

May vary

2

Answers

May vary

1

I WOULD LIKE TO DEDICATETHIS SONGLISTENING

LESSON 2

PAGE 144

CHECK IT OVER!

Answers

May vary

18

WRITE IT DOWN

Answers

a. A white and pink cake is made for mybirthday every year.

b. The grass in our garden is cut every month.c. Dinner is cooked for the whole group by the

volunteers.d. Lots of greetings cards are sent for Christmas. e. At least five computers are repaired every

day by that technician.

17

FAST CHECK

3316

PAGE 143


UNIT 5118

+Students predict the title of a song a young man wants to

dedicate to his girlfriend. Do not check answers at this point.


GO AHEAD

+Students listen to the first part of the program and check

their predictions.


+Play the recording a second time after students have read the

questions. Stop the CD if students so request to take notes.

Answers

a. At one minute past midnight.b. For people who can’t sleep or are sorry or

need to say I love you. c. He only has 15 seconds. d. If she’s listening he’d like to tell her that he

needs her and that he misses her. If she’slistening he has to tell her to think of thethings and places they both remember.

346

Answers

a.

345

Danger


Some have gone and some remain.

All these places have their moments

Of lovers and friends I still can recall

Some are dead and some are living

In my life I’ve loved them all.

And with all these friends and lovers

There is no one compares with you

And these memories lose their meaning

When I think of love as something new

And I know I’ll never lose affection

For people and things that went before

I know I’ll often stop and think about them.

In my life I loved you more.

And I know I’ll never lose affection

For people and things that went before

I know I’ll often stop and think about them.

In my life I loved you more

In my life I loved you more.

TRANSCRIPT - I WOULD LIKE TODEDICATE THIS SONG

Part IPresenter: One minute past midnight and we’re starting “I’d

like to dedicate this song …”. Many of you can’t

sleep thinking of how to fix a problem. Others

wish they could take those hurtful words back.

Some need to say I love you. Still others would

like to say I’m sorry through a song. We have the

first caller. Hello?

Frank: Yes...

Presenter: So, something’s gone wrong and you want to say

you’re sorry?

Frank: Something like that.

Presenter: OK. You’ve got 15 seconds to talk.

Frank: I just need to tell someone how much I care

about her. How much … (pause)

Presenter: Remember mate, this is a radio programme. No

more than 15 seconds.

Frank: You see, this girl I like is angry with me and I

wish she wasn’t. I have to get in touch with her

to tell her I’m sorry .

Presenter: If she’s listening, what do you want to tell her?

Frank: If she’s listening I’d like to tell her that I need her.

And I miss her. If she’s listening I have to tell her

to think of the things and places we both

remember.

Presenter: And the song you’d like to dedicate to her?

Part IIFrank: ‘In my Life’ by the Beatles.

Presenter: Here we go, then.

SongThere are places I’ll remember all my life,

Though some have changed

Some forever, not for better

34

4



+Play the recording again and give students time to complete

the sentences.


+Students listen to the second part of the program and

check their predictions in Exercise 4.


+It is difficult for students to understand the difference

between mood and tone. Teacher and students may try the

following technique:

Step 1 - Find a scene or passage in the fictional text to

analyse and read it through out loud.

Step 2 - Write down the sensory feelings you have while

reading. Are you angry, left in suspense, or curious?

Step 3 - Describe the setting. How are the objects and

people described? Try to draw an image of what you read.

Step 4 - Write “Mood” at the top of this page. Mood is the

term used to describe the feeling of a piece of literature.

When you read a novel and get a feeling of suspense or

mystery, this is the mood you are uncovering.

Step 5 - On another piece of paper write down what you

think the author thinks about the characters or subject in

the story. How does the author treat these elements? Are

they sarcastic, pessimistic or hopeful?

Step 6 - Write “Tone” at the top of this page. Tone is the

word used to describe the author’s opinion about the story,

character or events. Tone can be found in fiction and non-

fiction by looking at the way the author describes things

and what words they choose.

Step 7 - Practise! The key to learning is repetition. Try to

find the mood and tone of different pieces of fiction and

non-fiction. Keep practising until you know you’ve got it.

(source of information www.ehow.com )

(L.A.: to detect the mood of a song)

++Read the sentences with the class. Then play the recording

again.


MAKE CONNECTIONS



explanations, examples, exercising and testing, oral and written

production and other consolidation activities.



++Refer students to the TAKE A CLOSER LOOK section before

doing this exercise. Tell students that their answers will

largely depend on how they interpret each sentence.

(L.A.: to apply new key lexical items)

+Ask students to read sentences a. –f. and change them into

the negative. Ask them to write their answers in their

notebooks. Tell them to pay attention to the tenses. Check

orally.

(L.A.: to apply and consolidate new structures)

12

PAGE 147

Possible answers

a. would you like / do you wantb. have toc. want to / would like tod. need e. need

11

TAKE A CLOSER LOOK

This section deals with verbs used for expressing what we

want, have to, need or would like to do.

Answers

a. life; b. you; c. new; d. affection

3410

PAGE 146

Answers

Nostalgic

349

Answers

b.

348

Answers

a. … I’m sorry through a song.b. ….how much I care about her.c. …to tell her I’m sorry.d. …and places we both remember.

347


UNIT 5120


++Ask students to name the people, places and things in the

pictures then read Diana’s questions. Initially they use the

visual clues to answer the questions but then they may use

personal preferences to answer them.

(L.A.: to practise a conversation model using visual clues)

+Students listen to the recording, imitate and role play the

conversation.


+Ask students to describe what is happening in the pictures.

Then they read the three captions and try to match them

with the pictures. This activity requires some analytical skills.

(L.A.: to match visual clues with written information)

++Once again discuss with students the situation where they

have a problem or an argument with a friend. Ask them if

they should stay angry with their friend or if they should

try to make up. Why?

Tell them to write no more than 3 sentences referring to

their experience and the actions they would take. You can

ask them to go back to exercise 1 on page 144.

(L.A.: to write a paragraph expressing personal opinions / ideas)




• Speaking • Listening • Writing





CHECK IT OVER!

PLAY IT

Answers

Will vary.

17

WRITE IT DOWN

PAGE 149

Answers

a. i.; b. ii.; c. i.; d. ii.; e. ii.

16

FAST CHECK

Answers

1 – c.; 2 – a.; 3 – b.

15

PAGE 148

3514


Diana: If you were a famous pop star, who would you like to be?

Mark: I would like to be Joe Jonas.

Diana: When you finish school where would you like to live?

Mark: I would like to live in New York.

Diana: What do you want to eat, pizza or pasta?

Mark: I want to eat pasta.

Diana: Do you have to study chemistry or physics?

Mark: I have to study chemistry.

Diana: To make a brownie, do I need milk or water?

Mark: You need to use milk.

35

Answers

See transcript

3513

HAVE A CHAT

Answers

a. She didn’t want to invite ….b. I don’t need to …c. They would not like to …d. She didn’t have to pay….e. They don’t need to f. We don’t want to …



THINK AHEAD




+Ask students to look at the pictures and identify the famous

landmarks. Provide extra information to help them along.

(L.A.: to use previous knowledge or experience)

BACKGROUND INFORMATION

The Eiffel Tower is an iron tower built in 1889 on the Champ de

Mars beside the Seine River in Paris. Named after the designer and

engineer Gustave Eiffel the tower has become a global icon of

France and is one of the most recognizable structures in the world.

Buckingham Palace is the official London residence of the

British monarch. Located in the City of Westminster, the palace

is a setting for state occasions and royal hospitality, and a major

tourist attraction. It was built in 1703.

The Colosseum, originally the Flavian Amphitheatre, is an

elliptical amphitheatre in the centre of the city of Rome, Italy,

the largest ever built in the Roman Empire. It is one of the

greatest works of Roman architecture and engineering. It was

built in the first century AD.

The Moscow Kremlin usually referred to simply as The

Kremlin, is a historic fortified complex at the heart of Moscow,

overlooking the Moskva River. It is the best known of Kremlins

– or citadels and includes four palaces, four cathedrals, and the

enclosing Kremlin walls. The complex serves as the official

residence of the President of Russia.

Manhattan is one of the five boroughs of New York City,

located primarily on Manhattan Island at the mouth of the

Hudson River. Manhattan is the most densely populated county

in the United States, with 70,595 residents per square mile

(27,267/km2). It is also one of the richest counties in the United

States, with a 2005 personal per capita income above

US100, 000.

Source: Wikipedia

+Ask students to look at the graph / organiser. How is it

divided? What are man-made structures? Can they give an

example? Then tell them to look through the list of names

in the box. Do they know all of them? If not, help them out

or assign this list beforehand for research at home. Finally

ask them to classify the words in their notebooks under the

correct heading.

(L.A.: to classify information in a graphic organiser)

Bear it in mind



to mention more examples. For more information on the

Bear it in mind section, see page 7 of the Introduction.

PAGE 151

Answers

Man-made, modern: Mount Rushmore, NiteroiBridge, The Channel Tunnel, The Eiffel Tower,The Empire State Building, the Entel Tower, TheNational Stadium, the Statue of Liberty, TheTinguiririca Bridge, the Yangtze River dam.Man-made, ancient: Buckingham Palace, TheAlhambra, The Colosseum, The Forbidden City,The Sphinx, Natural, water: the Bio Bio River, the MaipoCanyon, the Nile, the Pacific Ocean.Natural, solid: Easter Island, San Cristobal hill,the Antarctic Peninsula, the Atacama Desert,the Central Valley, the Moon.

2

1

LIFE AS WE KNOW ITREADING

LESSON 3

PAGE 150


UNIT 5122










the context to predict lexical content. Do not check answers

at this point.

(L.A.: to predict lexical contents of a text from context)

GO AHEAD

+Ask students to read the brochure and check their

predictions listening the words in their notebook.


++You have already discussed with students different

important landmarks - now ask them to locate four in the

text. Two of the six are not mentioned.

(L.A.: to look for and locate specific information in a text)

++Students must pay attention to the information before and

following the gaps. Check orally.

(L.A.: to match information to context)

++Ask students to read each paragraph where the words in

bold are and write what they refer to.

(L.A.: to recognise textual references)

+Students read the statements and try to decide if they are

true or false. Then they read the text again to check their

answers. You can ask the keener students to correct the

false statements.

(L.A.: to discriminate between correct and incorrect

information)

MAKE CONNECTIONS







++Refer students back to the Bear it in mind section on

page 151 before doing this exercise.

(L.A.: to consolidate a language structure)

9

Answers

a. True; b. False (within a hundred years);c. True; d. False (wolves, lions, foxes and bearswill be the master species); e. True.

8

Answers

a. Paragraph Iit - refers to the newsletter.him - refers to Professor Gellibrand.

b. Paragraph IIit - refers to planet Earth.

c. Paragraph IIIthey - refers to buildings made of wood.

7

Answers

a. – ii, b. – ii, c. – ii, d. – ii, e. – i, f. - ii

6

Answers

Mentioned: 1 The Eiffel Tower, 3 The Kremlin, 4 Buckingham Palace, 5 The Empire StateBuilding.Not mentioned: 2 Basilica of Saint Peter inRome, 6 Tower Bridge in London.

5

Answers

Will vary.

4

3



+Ask students to describe the pictures in their groups and

then read the sentences with them. Check answers orally.

(L.A.: to match visual and written clues to consolidate a

new structure)

+Tell students to read the sentences with both options and

choose one that best fits the situation.

(L.A.: to match information)

++Ask students to look carefully at the pictures – what are

the key elements in each? For example “bridge” in picture

1. What does the man want / wish to do?

(L.A.: to match textual and visual information)

+Students check their answers listening to the recording.

Remember that there might be significant differences

between the recording and students’ answers – reassure

them that as long as their option is grammatically and

contextually correct, their answers are acceptable.

(L.A.: to imitate a model of conversation)

Answers

a. must, b. ought to, should, c. might, d.

should, ought to, e. must

14

FAST CHECK

13


a. A: Well, we definitely have a problem.

B: Yeah, I wish there was another way of crossing this river.

b. A: Isn’t this weather awful?

B: Yes! How I wish I could go swimming, even in this rain!

c. A: Are we going to have some water melon?

B: We can’t at the moment. We need a knife.

d. A: Which of the toys would you like to have?

B: I want to have the one on the top shelf, please.

36

Possible answers

See transcript.

3612

HAVE A CHAT

PAGE 155

Answers

a. – i, b. – i, c. – i.

FL11

Answers

a. – 1, b. – 4, c. – 2, d. – 3

10

TAKE A CLOSER LOOK

This section deals with modal verbs must (to express

certainty), might (to express possibility), should and ought

to (to express suggestions / recommendation).

Answers

Dear John,How have you been? As for me I have finallyarrived in the USA landing at JFK Airport on aflight from Vienna, Austria. We flew over Spainand the view of the Pyrenees was spectacular!At the beginning of the journey there was aquick stop over in Rio de Janeiro; I had reallyhoped to see the Amazon but unfortunately itis in another part of Brazil. New York is spectacular. This afternoon we hada quick walk in Central Park and tomorrow weare planning to visit the Statue of Liberty. If wehave time we will also see the Empire StateBuilding.

I am staying at a little hotel called the Madisonwhich is located on the corner of 42nd Streetand 5th Avenue.

That’s’all for now. Send my love to mum and dad.Your brotherRichard


UNIT 5124

++This is an ideal exercise for homework. Make sure that

students have enough time to do some research. They may

choose any city in the world or describe the place where

they live.

(L.A.: to write a description)



• Speaking • Reading • Writing



For more information on the CHECK IT OVER! section, see page 7


THINK AHEAD




+Ask students to talk about the four pictures. How do we

know that they refer to the future? Do the objects in the

pictures commonly exist in present life? Do they think that

life in the future will be better or worse? Why?

(L.A.: to use personal experience / previous knowledge to

discuss a subject)

+This is a very popular children’s song. It tells the story of

Noah’s ark and how the animals entered it to get out of the

rain. If you know the music, sing it with students.

(L.A.: to identify general comprehension of a poem)

++Ask students to look at the information in the boxes –

explain any vocabulary they might not understand. What is

their opinion of the situations? What should we do if we

live in space?

(L.A.: to discuss a subject offering personal opinions)










the context to predict the subject of a listening text. Do not

check answers at this stage.

(L.A.: to predict lexical contents from context)

GO AHEAD

TRANSCRIPT - LIFE AS IT WILL BE

Teacher: Children, do you know what Noah’s Ark was? Have

you ever heard about it?

Charles: It’s a story about and old man who lived many years

ago and who saved all the animals on earth from a

flood.

37

4

Answers

May vary

3

PAGE 157

Answers

May vary

2

Answers

May vary

1

LIFE AS IT WILL BELISTENING

LESSON 4

PAGE 156

CHECK IT OVER!

15

WRITE IT DOWN



+Ask students to write the words in Exercise 4 as a list in

their notebook then play the recording once. Tell them to

tick all the words from the list they hear.


+A proverb is a simple and concrete saying popularly known

and repeated, which expresses a truth, based on common

sense or the practical experience of humanity. They are

often metaphorical. A proverb that describes a basic rule of

conduct may also be known as a maxim.

Some common English proverbs are:

A fool and his money are soon parted.

Actions speak louder than words / voice.

Beggars can’t be choosers.

Home is where the heart is.


+Ask students to name the six vegetables in the pictures and

list them in their notebooks. Then play the recording again

and tell them to tick five vegetables mentioned in it.

(L.A.: to match specific information with visual clues)

++Ask students to read sentences a. – e. and then listen to

the recording again. Who said the statements? Check orally.

(L.A.: to identify speakers)

378

Answers

beans – 1, corn – 2, potatoes – 4, rice – 5,tomatoes – 6. Not mentioned: cucumber – 3.

377

PAGE 158

Answers

c. (Spanish equivalent: más vale prevenir que curar).

376

Answers

catastrophe - nuclear war - cataclysm - flood -global warming - tragedy

375Teacher: Very good, Charles. But do you know what the

modern Noah’s ark is? Can anyone guess? No? Well,

the topic of today’s lesson is the Modern Noah’s Ark

– very similar to the idea of the ancient ark.

Cathy: Do we have to build a boat? Do we have to prepare

for a flood?

Teacher: Well, maybe not for a flood but for other dangerous

things that might happen to our planet.

Mike: Like what?

Teacher: The earth is facing many dangers in the future. For

example, we have to prepare for global warming,

maybe for a nuclear war or for any other

catastrophic event.

Louise: And if we prepare well can we save the planet?

Teacher: I don’t know. But we must do something to prevent

the disaster. You know what the old proverb says:

“Better to be safe than sorry”.

Dan: So, what can we do?

Teacher: Well, Swedish scientists say that the best way to

prepare for a catastrophe is to store food in case a

tragedy happens. We must have enough food to

survive.

Anne: But there are millions and millions of people in the

world! Can we store enough food for everyone?

Teacher: Probably not, but again it’s better to have something

than nothing. What the Swedish scientists are doing

is this: they are preparing a very cold chamber in a

cave in a remote Arctic mountain. The cave is called

the Doomsday Vault. Doomsday in old English means

‘Judgement day’. This chamber, which looks like a

long tunnel, is very big and it can store 4 million

seeds, from most of the plants on our planet. This

way, if a cataclysm happens, humans will have some

seeds such as corn, potatoes, tomatoes, beans and

rice, to grow and have food again.

Frank: But what if the seeds go bad?

Teacher: Well, the seeds are stored at temperatures of minus

18ºC so they might last hundreds, even thousands of

years. And even if the cooling systems fail, the

temperature in the frozen mountain will never rise

above freezing and this way the seeds will be safe.

You see? Just like the animals in the ark.


UNIT 5126

++Students first read the sentences, copy them into their

notebooks with the corresponding gaps then listen again

and fill in the gaps with the corresponding information.


+Read the questions with the class and then play the

recording again. Check answers orally.


MAKE CONNECTIONS







+Ask students to observe the picture and the parts with the

arrows. Can they name all the parts and provide the correct

information for each box after they have listened to the

recording several times?

(L.A.: to match visual and recorded information)

++Divide the class into small groups and separate them

physically from each other (at different desks). Tell the

groups to read and discuss the two questions them. Ask

them to write the findings in a notebooks and then read

them out to the rest of the class. Where the answers similar

/ different? How?

(L.A.: to discuss a subject using own experience and

previous knowledge)

+First refer students to the TAKE A CLOSER LOOK section.

Provide more examples if necessary.


Answers

a. have tob. has toc. mustd. muste. do you have to

13

TAKE A CLOSER LOOK

This section provides information on the forms, uses and

differences and similarities between must and have to.

PAGE 160

Answers

May vary

12

Answers

a. Doomsday Vaultb. Rice, beans, potatoes, tomatoes, cornc. A remote Arctic mountain d. 4 million seeds

11

PAGE 159

Answers

a. Swedishb. Judgement dayc. Hundreds, or even thousands of years.

3710

Answers

a. We have to prepare for global warming,maybe for a nuclear war.

b. Swedish scientists say that the best way toprepare for a tragedy is to store seeds.

c. They are preparing a very cold chamber in acave in a remote Arctic mountain.

d. This chamber, which looks like a long tunnel,is very big and it can store 4 million seeds.

379

Answers

a. One of the students.b. One of the students.c. The teacher.d. One of the students.e. The teacher.



++Ask students to look at the five traffic signs – they are

quite common on all the roads around the world. Ask them

to describe the actions a driver or a pedestrian must take if

he or she sees one of them.

(L.A.: to practise a new structure using visual clues)

’

++Ask students to work in pairs where one is Elizabeth and

the other is Howard. Tell them first to read the whole

dialogue before filling in the gaps.

(L.A.: to practise a new structure through a conversation)

++Students write a list of things they have to do every day.

Check spelling and grammar.

(L.A.: to write a list following a model)



• Listening • Speaking • Writing






the unit together and check if they have been learnt. The

exercises have been structured to let students “gather” together

the subject matter of the unit and test it / try it as a whole. This

is also a place where teachers can see what the outcome /



PAGE 162

CHECK IT OVER!

Answers

Will vary.

17

WRITE IT DOWN

Answers

She has to answer the phone and write downmessages.She has to buy food at the supermarket.She has to check all the doors before going to bed.She has to clean and tidy up.She has to feed the cat.She has to phone her grandparents.She has to switch off lights before going to bed.She has to take out the rubbish.She has to take the dog out for a walk. She has to water the plants.

16

FAST CHECK


Elizabeth: So, what do you think we should do?

Howard: We must use less energy.

Elizabeth: And what could we do at school?

Howard: I think we could recycle soft drink cans.

Elizabeth: How about planting trees in the school garden?

Howard: First we have to collect some money.

Elizabeth: Do you think we could prepare an ecological

newsletter?

Howard: Good idea, but we have to find someone to write it.

38

Answers

See transcript.

3815

HAVE A CHAT

PAGE 161

Answers

a. You must stopb. You must go in a specific direction.c. You must slow down.d. You must keep to the right.e. You must yield or give way.

14


UNIT 5128

27 tons of bananas were produced in Tonga in June.

14 tons of pineapples were produced in Tonga in June.

15 tons of mandarins were produced in Tonga in June.

10 tons of kiwis were produced in Tonga in June.

14 tons of cherries were produced in Tonga in June.

Mangoes were sent to France.

Kiwis were sent to Brazil.

Oranges were sent to Norway.

Pineapples were sent to the USA.

Bananas were sent to Argentina.

Digby must rest for 3 days. He should get up on the 4th day.

He must avoid too much effort. He should do light exercise

on day 4.He must eat 3 small meals a day. He should drink

lots of water. He must avoid carbohydrates. He should eat

fresh fruit and vegetables. He must visit the doctor in a

week. He should go back to work in 2 weeks.

(may vary)

Camila would like to visit Easter Island.

Dennis would like to be a pilot.

Stella wishes she had a bigger house.

Bruce wants to be a signer.

This is an opportunity to re-examine difficult questions and fit

all the main pieces of the puzzle together into one coherent

picture. Here the Teacher can also look for errors and wrong

conclusions. This is an extra opportunity to correct them before

moving on to the subsequent. Please refer to the Evaluation

table and indicators at the beginning of this unit (Teacher’s

Book).

CHECK & CORRECT

PAGE 164

4

3

2

1 READING – UP FOR A DRIVE!

1. a. Because his father told him the story.b. He lived in Calama.c. 80 kilometres. d. He had to take the car to the garage.e. To free Lotty, the kitten, stuck under the bonnet.

2. a. engine; b. bonnet; c. purr; d. terrified

LISTENING – CLOUDS

3. a. Water. b. Vapour. c. When water vapourturns into liquid water. d. Five.

TRANSCRIPT

Teacher: The topic of today’s lesson is clouds. Does anyone

know what clouds are?

Cathy: They are the fluffy white things in the sky where

rain comes from.

Teacher: Yes, but what are clouds made of?

Charles: Snow?

Teacher: Not quite.

Mike: Water?

Teacher: Very good. Clouds are made of water. As you

already know, we can find water in three

different forms: liquid, solid and gas. Liquid is the

form that you normally drink. Solid is ice and

snow. And water as a gas is called vapour.

Clouds form when water vapour turns back into

liquid water drops. That’s called condensation.

Louise: It’s like when my mom cooks dinner and drops of

water fall from the lid of the pot. It looks as if it

was raining in the pot.

Teacher: That’s correct. Rain is very similar to the cooking

process. At first water drops are very light and

stay on the clouds but when they get heavy, they

fall to the ground. And rain is the primary source

of fresh water for most areas of the world

Dan: Are all clouds the same?

Teacher: No, Meteorologists name clouds depending on how

high in the sky they form and by the way they look.

The highest clouds are called cirrus. Middle clouds

are called alto. And clouds that are described by

their appearance are cumulus and stratus. And if a

cloud produces snow it is called nimbus.

39



4. a. Cirrus. b. Nimbus. c. Cumulus and stratus.d. Alto.

LANGUAGE

5. First, all unwanted paper is collected in bigcardboard boxes. Second, the boxes are collected by a charitytruck and taken to the paper recycling plant.Then, the paper is mixed with water andchemicals and converted into a pulp. Next, water is removed from the pulp.After, colouring and hard parts are removedfrom the pulp.Finally, the pulp is converted into sheets of paper.

6. a. Mount Everest is the highest mountain on earth, and the highest mountain range inthe world is the Himalayas.

b. Loch Ness is a famous lake in Scotland.c. The longest river in Chile is the Bio Bio. d. Easter Island is in the Pacific Ocean.e. The shoe shop is in Elm Street.

7. a. We ought to buy a swimming suit forGabriella. She might also like a tennisracquet.

b. We ought to buy a detective book forDiana. She might also like a set of brushesand paints.

c. We ought to buy a classical music CD forBecky. She might also like a theatre ticket.

8. a. You have to put a stamp on the envelope.b. He must hurry if he wants to catch the train.c. You must call the doctor.

SPEAKING

9. Picture 1: Would you like some ice-cream?Sorry, I don't like ice-cream.Picture 2: Excuse me, could you move a littleplease. Sorry there is no more space.Picture 3: I'm really sorry. I didn't see you.That's OK.You can assign points according to these criteria:7 - 8 points: student can role-play dialoguesusing visual clues with correct pronunciation,normal hesitation and no grammar mistakes.5 - 6 points: student can role-play dialoguesusing visual clues with correct pronunciationand a minimum of hesitation and grammarmistakes.

3 - 4 points: student can role-play dialoguesusing visual clues with appropriatepronunciation, but hesitates and makes somegrammar mistakes.1 - 2 points: student can't role-play dialogues,he / she hesitates a lot and makes a lot ofgrammar mistakes.

WRITING

10.Answers will vary. Check each paragraph usingthe Writing Rubric or you can assign pointsaccording to these criteria.7 - 8 points: student can write a paragraphabout the things he / she must / should / needto do, using the correct language structuresand without grammar or spelling mistakes.5 - 6 points: student can write a paragraphabout the things he / she must / should / needto do using the correct language structures, witha minimum of grammar or spelling mistakes.3 - 4 points: student can write a paragraphabout the things he / she must / should / needto do using correct language structures, butmakes grammar and spelling mistakes andmakes no use of textual references.1 - 2 points: student can write a paragraphabout the things he / she must / should / needto do, he / she doesn't use the correctlanguages structures, and makes a lot ofgrammar and spelling mistakes.

This part provides the students with feed-back on how much

they have learnt and puts them in a position to make an

assessment of their work. Most learners, by getting involved

with evaluation, come face to face with their learning problems

and consciously try to tackle them. Self-evaluation requires of

students to be more self-conscious about the changes they are

experiencing, motivates them to form a realistic and honest

awareness of their own work and to try to take responsible

steps in solving their own problems. Self-evaluation enables

the learner to become an independent learner as well as an

independent thinker. Monitor this section of the Unit as it will

help you evaluate the Outcome and the Impact part of the

general evaluation , especially in the Impact part it will show

you and let you measure students’ attitudes towards what they

have learnt.

FINAL CHECK


UNIT 5130

Read the text once. Where would you expect to find a text

like this? (1 pt.)

a. In a scientific magazine.

b. In a training manual for pilots.

c. In newspaper gossip column.

d. In a brochure advertising Flybe flights.

Read the text again. Identify what the numbers in it refer to

(7 points)

300 The price of a flight from Cardiff to Paris.

220 The required level of qualifications to land in fog.

2 The number of passengers on board the flight.

80 The type of aircraft the pilot was flying at the

time of the incident.

5 The distance between Cardiff and Paris.

20 The time left before landing in Paris.

400 The level of qualifications the pilot had at the

time of the flight.

21

READING - THE RIGHT QUALIFICATIONS

Sometimes, when people travel, the strangest things can

happen to them. If you travel you must be prepared for

whatever comes your way. You may, for example, remember

the story of the heroic pilot who landed his airplane in the

Hudson River saving hundreds of lives. Or the story of a

Uruguayan rugby team whose plane crashed in the Andes and

who waited to be rescued for nearly 40 days. Many of them

died but some were saved and their story was filmed.

But the latest news is quite strange and we want to share it

with our readers who might appreciate the humour of the

situation.

A British pilot flew 80 passengers from Cardiff, UK, to Paris,

France, and then told them: “I am really sorry but I must turn

back - I’m not qualified to land.”

The pilot took the decision after thick fog cut visibility to 700

metres at Charles de Gaulle airport and he told passengers he

could not land the aircraft in such conditions as he did not have

adequate training. So, the pilot and passengers flew the 300

miles back to Cardiff airport.

Cassandra Grant, 29, who paid £220 for her Flybe ticket, said:

“20 minutes outside Paris, the captain said, ‘ I cannot land in

these conditions. To land now I would need level 2

qualifications and I only have level 5. I urgently have to fly

back to Cardiff. I couldn’t believe it! I expect an airline pilot to

have every qualification possible, and then a few more,”

Cassandra said. “But I must say that he was very apologetic

with the passengers”, she added.

Flybe said that they fully supported their pilot: “He has been

recently transferred from a Bombardier Q300 to a Q400

aircraft. He’s not yet completed low visibility training to land in

such conditions. Actually, he acted according to the correct

procedures. Landing in difficult conditions without the correct

qualifications might lead to the suspension of his licence.”

EXTRA TEST UNIT 5P

HO

TOCO

PIA

BLE



Read the text once more. Find words in the text that

correspond to these definitions. (4 pts.)

a. showing extreme courage (adj.)

b. having passed the exams or completed the necessary

training (adj.)

c. feeling or showing you are sorry for doing something

wrong or causing a problem. (adj)

d. the official or formal order or way of doing something.

(noun)

LISTENING - VIRUSES

Listen to the conversation between a teacher and a

student and answer the questions. (5 points)

a. What are viruses?

b. How big are they?

c. What do we need to see them?

d. How do we know we have been attacked?

e. What do viruses do in our bodies?

Listen to the recording again and choose the correct

alternative. (5 pts.)

a. They are the dangerous electronic bugs / buds.

b. They are the living things that can make you sleep / sick.

c. They are so timely / tiny that you need to use a

microscope to see them.

d. We can now see them magnified hundreds / thousands

of times.

e. How do they make us live / sick?

LANGUAGE

Use these prompts to write sentences in the Passive Voice.

(5 pts.)

a. Don Quixote de la Mancha / write / Miguel de Cervantes

b. The Eiffel Tower / build / Gustave Eiffel

c. World War II / win / the allies

d. America / discover / Christopher Columbus

e. Mona Lisa / paint / Leonardo da Vinci

Complete these sentences about your obligations for

tomorrow using the verbs in the box. (5 pts.)

a. __________________ at 8 a.m.

b. __________________ to school with my brother.

c. __________________ a science project.

d. __________________ home by 6 p.m.

e. __________________ in bed by 10 p.m.

Insert the definite article the where necessary. (4 pts.)

a. What is the highest mountain range in the world? I

think it’s _________ Himalayas.

b. ______ Villarica Lake is in the south of _____ Chile.

c. When I was 18 years old I crossed ______ Atlantic for

the first time in my life.

d. ______ Amazon is the biggest river in the world.

SPEAKING

Ask and answer these questions with your partner. Then,

change roles and ask and answer the questions changing

the underlined parts. (10 pts.)

a. What would you like to do after school?

b. What do you need to use to make a chocolate cake?

c. What do you want to eat for dinner?

d. What do you have to do this weekend?

WRITING

Choose one of the people below and write a paragraph

about what you think their lifestyle is like. (10 pts.)

a. A famous pop star

b. A hermit

c. A volunteer in Africa

10

9

8

• be • finish • get up • phone • return • walk

7

6

5

4

3

PH

OTO

COP

IAB

LEYour

result:

1 - 21

Not too good

22 - 44

Acceptable

45 - 56

Great!


UNIT 5132

READING - THE RIGHT QUALIFICATIONS1. c.

2.

3. a. heroic; b. qualified; c. apologetic; d. procedures

LISTENING - VIRUSES

4.

a. They are electronic bugs / They are the living bugs that

can make us sick.

b. Very small.

c. A microscope.

d. By the symptoms.

e. They make us feel sick.

5. a. bugs; b. sick; c. tiny; d. thousands; e. sick

LANGUAGE6. a. Don Quixote de la Mancha was written by Miguel de Cervantes.

b. The Eiffel Tower was built by Gustave Eiffel.

c. World War II was won by the allies.

d. America was discovered by Christopher Columbus.

e. The Mona Lisa was painted by Leonardo da Vinci.

7. a. I must get up at 8 a.m.

b. I must walk to school with my brother

c. I must finish a science project.

d. I must return home by 6 p.m.

e. I must be in bed by 10 p.m.a. - 1; b. - 3: c. - 4; d. - 1

8. a. What is the highest mountain range in the world?

I think it’s the Himalayas.

b. Villarica Lake is in the south of Chile.

c. When I was 18 years old I crossed the Atlantic for the

first time in my life.

d. The Amazon is the biggest river in the world.


8 – 10 points: student can ask and answer questions with correct


5 – 7 points: student can ask and answer questions with correct

pronunciation and a minimum of hesitation and grammar mistakes.

3 – 4 points: student can ask and answer questions with

appropriate pronunciation, but hesitates and makes some

grammar mistakes.

1 - 2 points: students can’t ask and answer questions,

hesitates a lot and makes a lot of grammar mistakes.

WRITING10. You can assign points according to these criteria:

8 – 10 points: student can write a paragraph about a

person’s lifestyle, using correct languages structures and

without grammar or spelling mistakes.

5 – 7 points: student can write a paragraph about a person’s

lifestyle using correct languages structures, with a minimum

of grammar or spelling mistakes.

3 – 4 points: student can write a paragraph about a person’s

lifestyle using correct languages structures, but makes grammar

and spelling mistakes and makes no use of textual references.

1 - 2 points: student can’t write a paragraph about a person’s

lifestyle, he / she doesn’t use correct languages structures, and

makes a lot of grammar and spelling mistakes.

40

40

TRANSCRIPTTeacher: Does anybody know what viruses are?

Emma: They are the dangerous electronic bugs that can eat your

computer programs! I had a virus on my computer once

and it destroyed all my e-mails and information.

Teacher: Yes, that’s true, but originally they are the living bugs

that can make YOU sick. Our bodies are pretty amazing.

Day after day, they work hard digesting food, pumping

blood and oxygen, the little grey cells in your brain think

for you and let you make lots of things but constantly

our bodies are exposed to viruses - a group of tiny

invaders that can make our bodies sick.

Gabriel: How big are they? Can we see them?

Teacher: Viruses are so small and sneaky that they get into our

bodies without us noticing. In fact, they are so tiny

that you need to use a microscope to see them. We

only know they exist because scientists can see them

magnified thousands of times. When they get into our

bodies, we don’t know it until we have symptoms that

say we’ve been attacked. And that’s the moment when

we must try to get them destroyed.

Harry: How do they make us sick?

Teacher: They eat our nutrients and energy, and can produce toxins

which are like poisons that affect our bodies. These toxins

can cause fever, coughing and vomiting, for example.

Emma: They sound really bad, just like the virus that ate my

computer programs.

40

300 The distance between Cardiff and Paris.

220 The price of a flight from Cardiff to Paris.

2 The required level of qualifications to land in fog.

80 The number of passengers on board the flight.

5 The level of qualifications the pilot had at the

time of the flight.

20 The time left before landing in Paris.

400 The type of aircraft the pilot was flying at the

time of the incident.



TRADITIONS, TRADITIONS 133

IN THIS UNIT YOU WILL LEARN TOReading: Identify the general topic of different texts /Match visual and written information / Fill in a graphic

organiser with specific information / Follow directions to

draw a picture

Listening: Match oral instructions with visual clues /Identify expressions referring to the duration of events /Identify speakers / Complete a gap exercise with specific

words

Production: Express personal opinions and ideas about

traditions and celebrations / Talk about cultural differences in

your country / Express interest, surprise, happiness in

different situation / Offer predictions for future events

Functions: Referring to the duration of events / Expressing

obligation / Expressing interest, surprise, joy / Making predictions

for the future

YOU WILL ALSO USE THE FOLLOWING TEXT TYPESAn email / A Christmas carol / An advertisement / A website entry

/ A magazine interview / A lecture

YOU WILL ALSO LEARNGrammar: The Present Prefect Tense / The use of since, for, never,

ever, just now / Reported Speech / The Simple Future Tense

Vocabulary: Vocabulary related to holidays, festivals and

celebrations / Vocabulary related to different cultures

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUESWhy we should respect and follow traditions

Development








• Teacher can use photographs, cut-outs, both in Spanish and English.

• Books and other written material about traditions of the country

• www.serindigena.cl - to learn about cultural differences

• Photos of birthday parties, Christmas celebrations, 18th September celebrations, etc.

• Interviews from the web or newspapers to talk about traditions


1. Lists of adverbs

2. Dictionaries

3. Glossaries

4. Definitions

5. Printed handouts

6. Library material


UNIT 6134


Check it over

Self - evaluation



Check & Correct

Unit evaluation

Reading: Students relate and identify specific information.

Listening: Students identify and extract specific information.

Language: Students use the Present Perfect, the Future Simple, and the Reported Speech.

Writing: Students write a short description of a picture

Speaking: Students role-play mini-dialogues expressing feelings.



Extra Test Reading: Students identify general information, infer meaning from the context and discriminate

between correct and incorrect information.

Listening: Students identify type and purpose of the text and discriminate sounds.

Language: Students use the Simple Future, the Present Perfect and the Reported Speech.

Writing: Students write a short report on their experiences.

Speaking: Students exchange information about their predictions for the future.


Talk to students about your and their traditions. What are

they? Is celebrating a birthday a tradition? How about the

school anniversary? What other traditions do they have?

Are all traditions the same? Do all regions, countries, cities

etc have the same traditions?

Ask them to look at the pictures and match the traditions

with their names.

BACKGROUND INFORMATION

Guy Fawkes Night (also known as Bonfire Night, Cracker

Night, Fireworks Night, Bonny Night) is an annual

celebration on the evening of the 5th November,. It

celebrates the foiling of the Gunpowder Plot of the 5th

November, 1605, in which a number of Catholic conspirators,

including Guy Fawkes, were alleged to be attempting to

blow-up the Houses of Parliament, in London.

Camel races are an important tradition in Arab countries

such as Qatar, Saudi Arabian and others.

Ask students which of the activities in the pictures are

universal traditions and which ones are not? Which ones

are Chilean traditions?

Ask students to read the list of sentences and in pairs

discuss the ones they think are important reasons for

keeping traditions.

Answers

May vary

3

Answers

May vary

2

Answers

1 – c, 2 – b, 3 – h, 4 – a, 5 – e, 6 – f, 7 – d, 8 – g

1

SET UP



THINK AHEAD




+Students read the three definitions and match them with

the correct words.

(L.A.: to define the meaning of key lexical items)

+Students read the list of words in the box, say them aloud

and identify the ones that sound or look similar to the

words in Spanish. When practising cognates always make

sure that students understand their meaning and that they

are not false cognates (false friends).

(L.A.: to identify cognates)

++Ask students to form pairs. They must take turns to read a

question from A and the partner must try to find an

answer in B. Check orally.

(L.A.: to use previous knowledge to form dialogues)

++Students look at the four pictures. Do they know what kind

of celebrations / traditions they represent? They then make

predictions about the subject of the text they are about to

read. Do not check answers at this point.

(L.A.: to make predictions from context and visual clues)

GO AHEAD

+Students read the texts on pages 172 and 173 to check

their predictions in Exercise 4.


+Students identify the type of texts they have just read. How

do they know? Is it the choice of vocabulary? Is it the form

the text is presented or other clues they can name?

(L.A.: to identify type of text)

+Tell students to look for key words in each text such as :

festival, celebration, etc. to support their answers.

(L.A.: to define the general topic of several texts)

++Ask students to read the three sentences and then match

them with the pictures. Again ask them to identify the key

words. (marching band, lamps, light, witch)

(L.A.: to match written and visual clues)

Answers

1 – b, 2 – c, 3 – a

8

Answers

a.

7

Answers

a. – IV, b. – I, c. – II, d. – III

6

Answers

1 Diwali; 2 St. Patrick’s day; 3 Christmas; 4 Halloween

5

PAGE 171

4

Answers

a. – iii; b. – i; c. – ii

3

Answers

celebrate, colloquial, comfort, decorate,ignorance, remotely, victory

2

Answers

a. – iii; b. – i; c. - ii

1





dniMTeaser

LET’S CELEBRATEREADING

LESSON 1

PAGE 170


UNIT 6136

++Ask students to copy the chart in their notebook then go

back to the text. They must fill in the columns with correct

information from the text.

(L.A.: to place information in a graphic organiser)

+First give students a few examples of colloquial expressions

against formal ones.

Colloquial expressions are similar to slang, but tend to be

more universal, whereas slang can often be limited to a

particular social group.

Examples:

What’s up mate? = Hello, how are you today?

We’ re just hanging around = we are not doing anything

special right now.

Wanna go to a party? = Would you like to go to a party?

(L.A.: to identify colloquial language in a text)

+Ask students to copy the sentences into their notebooks.

Copying is very important as it let’s students practise their

spelling.


MAKE CONNECTIONS

In this section students connect what they have read or

listened to in the previous sections with more specific

points such as grammar explanations, examples, exercising

and testing, oral and written production and other




++Ask students to read the page from the passport – both

dates and countries and then read questions a. – h. Stress

the importance of not giving the dates when using the

Present Perfect tense. We use specific dates with the Past

Simple tense.

Examples:

He has visited the USA.

He visited the USA in 1998.

(L.A.: to practise a new grammar structure)

Answers

a. No, he hasn’t.b. No, he hasn’t.c. Yes, he has.d. No, he hasn’t. e. Yes, he has.f. Yes, he has.g. Yes, he has.h. He has been to five countries.

12

PAGE 174

TAKE A CLOSER LOOK

This section deals with the Present Perfect tense, its forms

and uses.

More information and exercises on the Present Perfect tense

can be found at http://www.englishpage.com/verbpage

/presentperfect.html

For more information on the Take a Closer Look section see


PAGE 173

Answers

a. favourite; b. popular; c. costumes; d. tradition

11

Danger


Answers

The email uses the following colloquial expressions: anything spooky = anything scarya blast = a wonderful timeI could burst like a bubble = I am very happy yummy things = delicious foodkids = childrengoodie bags = bags with nice thingssweeties = sweets

10

Answers

Which text mentions 1 2 3 4

the participation of a family member? ✔

the name of a goddess? ✔

the name of a saint? ✔

the reason for the celebration? ✔ ✔

the exact date and time of the celebration ✔

9



++Students read and copy the text with the gaps in their

notebooks and fill in the gaps with the correct form of the

Present Perfect tense.

to consolidate a new grammar structure

++Ask students to work in pairs. Both read the results

provided in the chart. One student asks questions

following the example and the other answers them using

the information in the chart.

(L.A.: to practise and consolidate a new structure using a

graphic organiser)

+Students listen and repeat the recorded questions. Ask

them to write the questions and answers in their

notebooks and practise asking and answering.

(L.A.: to ask questions imitating a model and answer them

with true information)

++Give sufficient time so that students can write a coherent

and cohesive piece but do not expect a lengthy essay.

(L.A.: to use own experience and ideas to write a passage

related to the subject of the lesson)



- Speaking

- Reading

- Writing



CHECK IT OVER!

Answers

May vary

17

WRITE IT DOWN

Answers

Mrs. Carlow has taken the children to school. Mrs. Carlow has bought Christmas decorations.Mrs. Carlow has visited James in hospital. Mrs. Carlow has not gone jogging in the park. Mrs. Carlow has called Susan about the party.Mrs. Carlow has written an e-mail to Lucy’s teacher. Mrs. Carlow has not sent Christmas cards.Mrs. Carlow has not made a chocolate cake for tea.Mrs. Carlow has read the papers. Mrs. Carlow has not collected the children from school.

16

FAST CHECK

TRANSCRIPT- ORAL PRACTICE

a. How long is the Chilean National Day celebration?

b. How long have you known your best friend?

c. How many days a week do you go to school?

d. How long does it take to go from your house to your school?

e. How long have you studied English?

f. How long have your parents lived in the same house?

g. How many hours have you spent at school today?

h. How long has it taken you to answer all the questions?

41

Answers

May vary

4115

HAVE A CHAT

PAGE 175

Answers

According to the example provided

FL14

Answers

The Christmas tree today is a common customto most of us, but have you ever wonderedabout its origin? When did the tradition start?How long has it lasted? We now know that ithas been around as a tradition for manycenturies. One of the most important aspectsof the Christmas tree is its colour. For years,having a green tree full of lights inside yourhome has symbolised life in the middle of acold winter. Probably there is no one on theplanet who has not heard about the Christmastree tradition.

13


UNIT 6138

THINK AHEAD




+Students draw on their personal experience and previous

knowledge of their country. Can they identify the original

inhabitants of Chile? How? Remind them always to be

respectful of traditions and differences in culture.

(L.A.: to relate previous knowledge and visual clues)

+Ask students to look at the map of Chile. Can they identify

the approximate area where these inhabitants live?

(L.A.: to relate previous knowledge and visual clues)

++Ask students to copy the words with the gaps in their

notebooks. Tell them to write the list of vowels above the

words and then use the ones they think should go in the

gaps to complete the words. Check orally. Do they know

the meanings of the words they have just formed?

(L.A.: to identify key words through a game)

+Tell students to read the instructions and then the

sentences taken from the text they are going to listen to.

What clues can they find to identify the ethnic group the

three young people belong to? Write the clues on the

board but do net check answers yet.

(L.A.: to make predictions from written clues and previous

general knowledge)

GO AHEAD

TRANSCRIPTS - PROUD TO BE

Jane: How do you feel about your customs and traditions?

Ariki: I think it’s important to know where you come from

and respect your customs and traditions.

Millaray: Yes, we ought to know our roots. For example, our

names. Millaray means Golden Flower in the

Mapuche language.

Jane: And your name, Ariki?

Ariki: Ariki means King in Rapa Nui. And your name, Uruchi?

Uruchi: My name means Beloved Son in Aymara. I believe

that we ought to be proud of our origin.

Jane: What do you know about your ancient art of

tattooing, Ariki?

Ariki: I’ve been a tattoo artist since I was sixteen and I’ve

learnt a lot about why our people like to have

images on their skin.

Jane: Why is it?

Ariki: For centuries we have believed that tattoos make our skin

sacred and help us communicate with our ancestors.

Jane: What kind of pictures do you use?

Ariki: Polynesian symbols and figures from our legends.

Jane: Do the Aymara use tattooing and body painting

too, Uruchi?

Uruchi: No, but we’ve always been known for our respect

for Mother Earth.

Jane: Yes, I’ve heard of the ancient cult of the Pachamama.

Uruchi: This cult has helped my people to order the natural

cycle of life; this month we are celebrating an

important holiday called “the cleaning of channels”.

Jane: That’s really surprising; I’ve never been to the north

but I know it’s very dry.

42

4

PAGE 177

Answers

a. roots; b. origin; c. tattoo; d. images; e. culture; f. spiritual

3

Answers

Aymara - north, Mapuche - south, Rapa Nui –Easter Island / the Pacific Ocean.

2

Answers

1 Aymara 2 Mapuche 3 Rapa Nui

1

PROUD TO BELISTENING

LESSON 2

PAGE 176



+Play the recording once through so that students can check

their predictions in Exercise 4.


+Ask students to describe each picture - do they know these

traditions? Then play the recording again and ask them to

identify the correct tradition the speakers talk about.

(L.A.: to identify specific information in a recorded text and

match it with visual clues)

+Ask students to read options a. – g. and then play the

recording again. Alternatively, ask them to copy the

statements in their notebooks and write the correct name

beside each sentence. Then play the recording.

(L.A.: to match speakers and speech)

+It is often more difficult to listen for specific words in a

recorded text than it is to listen for the general idea. Bear

in mind your students might need you to play the

recording two or three times to complete the task. Read

the gapped sentences with them and remind them of the

importance of the context to help them identify the type of

word(s) they will need to fill in the blanks.


+Read the questions with the class and encourage students

to try and answer them from what they remember of the

text. They can do this in pairs or small groups. Then play

the recording again for them to check and complete their

answers.


MAKE CONNECTIONS

In this section students connect what they have read or listened

to in the previous sections with more specific points such as

grammar explanations, examples, exercising and testing, oral

and written production and other consolidation activities.



Answers

a. Polynesian symbols and figures from theirlegends.

b. The cleaning of channels.c. When your mind’s not well then your body

suffers too.

429

Answers

a. How do you feel about your customs andtraditions?

b. Millaray means Golden Flower, Ariki meansKing and Uruchi means Beloved Son.

c. Tattoos make our skin sacred and help uscommunicate with our ancestors.

d. This cult has helped my people to order thenatural cycle of life.

e. We are certain that the most commonsicknesses are spiritual.

428

Answers

a. – Ariki; b. – Millaray; c. – Jane; d. – Uruchi; e. – Jane; f. – Uruchi; g. – Millaray

427

PAGE 178

Answers

a. ii (tattoing)b. i (the machi)c. ii (the cult of the Pacha Mama)

426

Answers

a. Mapuche; b. Aymara; c. Rapa Nui

425

Uruchi: Yes, and the festival, which lasts for 6 days, is to

pray for plenty of water for our harvest. And it also

brings our people together.

Jane: Is it the same in the Mapuche culture, Millaray?

Millaray: It seems it all depends on where our people live. In my

culture, it’s always been important to look after both the

body and the soul and that’s why we have the Machi.

Jane: Oh, yes. Have you ever visited one?

Millaray: No, but we are certain that the most common

sicknesses are spiritual. When your mind’s not well

then your body suffers too.


UNIT 6140

+Refer students first to TAKE A CLOSER LOOK before doing

this exercise. Ask students to copy the sentences into their

notebooks before filling in the gaps.


+Students will need to analyse the three different options

before they choose the correct one. Ask them to read the

questions/statement and then try to match the second

part. Do they go together well or not? Ask them to say

them aloud.

(L.A.: to apply analytical skills to complete a task)

+Ask students to consider what they have heard in the

recorded text and also use their own ideas to complete the

conversation. Tell them that their answers may be different

from the recorded version.

(L.A.: to use own ideas and gather information to complete

a conversation)

+Play the recording several times; once or twice for students

to check their dialogues and then with pauses for them to

imitate pronunciation, intonation and accentuation. Give

pairs a few minutes to practice the conversation and then

invite some pairs to role play it in front of their classmates.

(L.A: to imitate a model conversation)

Answers

a. I have known Sebastian since primary school.b. We have discussed the plans for the party

for five weeks.c. This festival has been very popular with

school children for a long time.d. We have looked for the information since

the teacher gave us the questions.e. Frances has studied Spanish for two years.f. Peter has done karate since he was a little boy.g. Harry and Kim have been on the island for

three weeks.h. Tammy has played chess since she was 12.i. Rick has lived in Japan for two months.j. My parents have worked in the same school

since they finished university.

14

FAST CHECK

FL13


Jane: Have you ever been to see a Machi?

Millaray: No, I’ve never been to see one but my mum has.

Jane: How long have you lived in Santiago?

Millaray: I’ve been here for about 5 months.

Jane: Have you already seen most of Santiago?

Millaray. No, I’ve not seen all of it yet.

Jane: Have you been back to see your relatives in the south?

Millaray: Yes, I went to Quelhue a month ago.

Jane: How many hours does it take to get there?

Millaray: Depends, it takes approximately 9 hours by bus.

Jane: Have you done anything interesting recently?

Millaray: I’ve recently visited the San Cristobal Hill.

Jane: And what have you done just now?

Millaray: Just now I’ve finished my math homework!

43

Answers

See transcript

4312

HAVE A CHAT

PAGE 180

Answers

a. iii; b. iii; c. i; d. ii; e. i

11

Answers

a. since, for; b. for, since; c. for, since; d. since, for

10

PAGE 179

TAKE A CLOSER LOOK

This section provides more information on the Present

Perfect tense.





++Ask students to do some Internet / library research before

completing this task. Check compositions for spelling and

grammar.

(L.A.: to write a paragraph on one of the topics of the lesson)


Read the instructions with the class. Help them notice that

probably they play this game in Spanish. It may be a good idea

for the Player who is answering the questions to write his / her

chosen verb on a piece of paper, to avoid changes of mind in

the middle of a game.



- Speaking

- Reading

- Writing



THINK AHEAD




+Review prepositions of place with students and explain the

ones that are new to them. Remember that it is a part of

speech that is often quite difficult to master Point out the

main differences with Spanish.

More information with pictures on prepositions can be found

at http://www.learnenglish.de/PictureIt/

prepositionsplace.htm

(L.A.: to use previous knowledge to describe visual clues)

+Students copy the sentences in their notebooks before

completing the exercise.

(L.A.: to practice key words)

+Ask students to read the three bubbles. Do they

understand them? Which pictures should they go with?

Check answers orally.

(L.A.: to match written and visual clues)

+Ask students to look at the picture and name all the

objects they can see. Do they have any of these objects in

their home / room? Which ones would they like to have in

their home / room? Why? Which ones they would not like

to have?

(L.A.: to express personal opinions using key vocabulary)

Answers

May vary

4

Answers

a. – 3; b. – 2; c. – 1

3

PAGE 183

Answers

a. between; b. in front of; c. far from; d. under / in / on

2

Answers

1 – far from, 2 – in front of, 3 – behind, 4 – under, 5 – between, 6 – in, 7 – on, 8 – near, 9 – above, 10 – in the middle

1

LIVING WITH TRADITIONSREADING

LESSON 3

PAGE 182

CHECK IT OVER!

PLAY IT

Answers

May vary

15

WRITE IT DOWN

PAGE 181


UNIT 6142

++Students first read the definitions and then the words in

the box. Explain any vocabulary they are not familiar with

in the definitions. Then ask them to match the definitions

with the words.

(L.A.: to match key lexical items with definitions)

++(L.A.: to make predictions based on previous information )

It is important for students to interact with a text before,








In this exercise students use all the previous information in the

lesson and the visual clues they have seen so far to predict the

subject of a text. Do not check answers at this point.

GO AHEAD

++Students read the text once and check their predictions.

Ask them to list the words in their notebooks. Check orally.


+Ask students to pay attention to the two parts of the text

marked in different colours. Why are they different?

(L.A.: to identify text markers)

+Ask students to read the questions then go back to the text

and find the answers. Ask them to write the answers in

their notebooks then check orally.


+Ask students to copy the rectangle in their notebooks but

to make it bigger – it can even take half a page of their

notebooks. Tell them to then find the corresponding

information to complete the picture – colour of the walls,

the position of the furniture, etc. Ask them to compare

their picture with the plan on page 187 of their book.

(L.A.: to follow written instructions to complete a picture)

MAKE CONNECTIONS








++Give students more examples of situations where they

could use the expressions in the bubbles: what would you

say if I told you that my mother is coming to visit me from

Canada? I’m so glad! My little dog had an accident and is

now in hospital. How awful! etc.

(L.A.: to complete a dialogue using expressions of interest,

surprise, etc.)

Answers

See transcript.

11

HAVE A CHAT

Answers

See page 187 of the Student’s Book

10

Answers

a. He is a famous decorator; b. Wallpaper; c. Because he has been named Decorator ofthe Year; d. No, he will not.

9

Answers

One part is an interview written in DirectSpeech and one part is an article written inReported Speech.

8

Answers

Painter; landscape artist; carpenter; decorator

7

PAGE 185

6

Answers

a. – interior decorator; b. – architect; c. – housepainter; d. – carpenter; e. – landscape artist

5



+Play the recording once or twice for students to check their

answers in Exercise 11. Play it again with pauses for

students to repeat each of the exchanges. Give them

some time to practice the dialogue in pairs and invite some

of them to role play it in front of the class. Encourage them

to imitate pronunciation, intonation and accentuation as

closely to the model as possible and tell them that it is not

necessary to know the dialogue by heart; you can assign

some students as prompters.

(L.A.: to practise a pronunciation model)

++Remember that Reported Speech is quite difficult for

students. They will probably need lots of examples and

drilling before doing the exercises.


++In this exercise students revert the process – they might

find it even more challenging.


Possible answers

Glenda asked what they could see in the room.Lawrence answered that it was their familyroom. He said it was a typical 5 x 4 metrerectangular room with basic beige and whitecolours. He added that it had one good sizedwindow that overlooked the garden. Glenda asked what they were going to see onthat day.Lawrence told her that when they had finishedthey would have a charming place where hiswhole family could feel relaxed and want tospend quality time together.

15

FAST CHECK

PAGE 187

Answers

a. Rick said: “I am working in the design industry.”b. Paula and Kate asked: “Can we use your computer?”c. Daniel said: “I will help you with your project.”d. Molly said: “I check my e-mails every day.”e. Gregory said: “I am going to study computer

sciences.”f. Tania said: “I can go shopping with you.”

FL14

Answers

a. Pat asked if I was happy.b. Eddie said he was going on holiday soon.c. Andy and Jill told us they would visit Kim

when they were in New York.d. Gabriel asked me if I could swim well.e. Tony said he always washed his hands

before eating.f. Sue told me her daughter sang beautifully.

13

TAKE A CLOSER LOOK

This section deals with Reported Speech. More information

on Reported Speech can be found at

http://www.geocities.com/gob72/reportedspeech.html

PAGE 186

4412


Donna: Last week I had nothing to do so I decided to visit

the design museum to see the new interior

decoration exhibition.

Rose: How interesting!

Donna: And I booked and paid for my tickets on-line. But

when I got to the museum the tickets were not there!

Rose: How awful!

Donna: I spoke to the man in the ticket office and he told

me to ask the manager. And fortunately the tickets

were in his office.

Rose: I’m so glad.

Donna: Yes, so I finally got to see the Victorian collection

and it was great.

Rose: You should tell Emma about the museum. She is

really into design.

Donna: Emma is away on holiday now and the exhibition

ends this week.

Rose: What a pity!

44


UNIT 6144

Read the instructions with the class. Give students a few

minutes to make their drawings and write a description of the

drawing, including as many details as possible. Then they work

in pairs and take turns to describe their drawings for their

partners to draw. Once they have finished, they compare

drawings and comment on similarities and differences.

++Ask students to choose one or two passages from the text

and change them into Direct Speech to add to the interview.

Check students’ work as you walk around the classroom.

(L.A.: to consolidate a structure through a writing

assignment)



-Speaking

-Reading

-Writing





THINK AHEAD




+Students first read the definitions and then the words in

the box. Explain any vocabulary they are not familiar with

in the definitions. Then ask them to match the definitions

with the words.

(L.A.: to match key lexical items with definitions)

+Ask students to describe the pictures and tell you where the

people are. What are the most important elements in the

pictures? You can write a list of countries on the board and

ask students what languages are spoken in those countries,

at the same time practising the Passive Voice. For example:

German is spoken in Germany.

English is spoken in Australia.

(L.A.: to match visual and written clues using previous

knowledge and experience

Read the instructions with the class. Ask them to work in

pairs, take turns to read the words aloud and discuss the

answers to the questions.

(L.A.: to identify cognates and false cognates)

Answers

All the words look or sound similar in Spanish.They are cognates.These two words are false cognates. Lecturelooks similar to the word lectura in Spanish,but it is a presentation on a given subjectdelivered before an audience or a class, as forthe purpose of instruction. Question is similarto the word cuestión, which is one of themeanings of this word, but it also meanspregunta, in which case it is a false cognate.Answers will vary, but accept anyapproximation that uses at least two of thewords in the box.

3

PAGE 189

Answers

1 Josette is from Paris; she speaks French.2 Natalia is from Moscow; she speaks Russian.3 Luigi is from Rome; he speaks Italian.4 Ly-Sen is from Beijing; she speaks Chinese.

2

Answers

linguist – b. native speaker – c. polyglot – a.

1


dniMTeaser

CHANGING LANGUAGELISTENING

LESSON 4

PAGE 188

CHECK IT OVER!

16

WRITE IT DOWN

PLAY IT





setting a purpose.

previewing the text.

making predictions.

asking questions.

locating information for specific purposes.

making connections.

In this exercise students use all the previous information in

the lesson to predict the subject of a text using options

provided. Do not check answers at this stage.


GO AHEAD

+Sudents listen once to check and validate their predictions.


Answers

b.

455

Lecturer: Panglish because in Greek the word pan means “all

over” like for example in Pan-American. And the

change will not happen because of Britons,

Americans and Australians who speak it, but

because of the millions who are today learning

English. According to linguists, Panglish will be

similar to the versions of English used by non-

native speakers. Will it happen fast? We think it

will. When? That’s a question I can’t answer.

Man 2: Can’t native speakers prevent the changes?

Lecturer: No, they can’t because they’re a minority. By 2012

around two billion people will speak English as a

second language. In contrast, just 350 million

people will speak it as a first language.

Woman 2: What changes do you think will happen?

Lecturer: Linguists say Panglish will lose some of the English

sounds which non-native speakers find difficult to

pronounce. The “th” sound in “this” and the “th”

sound in “think” replaced by “z” or “s” respectively.

Group nouns like “information” and “furniture” -

which don’t have plural versions - could vanish, so

that it may become acceptable in Panglish to talk

about “informations” and “furnitures”. Non-English

speakers often forget the “s” at the end of third

person singular verbs like “he runs” or “she walks”.

In Panglish, people will say “he run” or “she walk”.

Consonants will also vanish from the end of words

- turning “friend” into “frien” and “send” into “sen”.

TRANSCRIPT - CHANGING LANGUAGE

Lecturer: Good evening ladies and gentlemen and welcome

to the first of our series of lectures about the

changing language and specifically about the

changes we think will take place in English. Before

I start, can anyone tell me what language is?

Man 1: It’s a traditional system we humans use for

communicating.

Lecturer: Very good, anything else?

Woman 1: It’s the symbols and signs we use to express

feelings and thoughts.

Lecturer: Now the question is: in your opinion, is language

alive or not?

Voices: Yes, yes, yes….

Lecturer: You’re right. I’m glad you all agree. Language is a

living means of communication. And today I’m

going to talk about the changes which we,

linguists, think will take place in English. We think

that the language once used by great writers such

as Shakespeare, Dickens and, more recently, J.K.

Rowling - the author of Harry Potter - will look

completely different in a very short time. Let’s call

this new language: Panglish.

45

4


UNIT 6146

++Ask students to copy the chart into their notebooks and

read carefully the part on the left that lists the ways we

speak English now. It would help if they said the words

aloud. Play the recording again and ask them to fill in the

chart with the corresponding changes in the future.


+Ask students to read questions a. – f. and work in pairs or

small groups. Tell them to listen carefully and answer the

questions in their notebooks. Check orally.


++Ask students to copy the sentences with the corresponding

gaps into their notebooks. Ask them to read each sentence

aloud and guess what kind of word they think should go

into the gap and pencil it in; then play the recording again

and ask them if they guessed right. If not, what word did

they write after listening? Check orally.

(L.A.: to listen for specific words)

MAKE CONNECTIONS








TAKE A CLOSER LOOK

This section deals with the Simple Future. More

information on the tense and some more exercise can be

found at http://www.englishpage.com/verbpage/

simplefuture.html

Answers

a. Is language alive or not?b. We think that the language once used by

great writers such as Shakespeare, Dickensand, more recently, J.K. Rowling will lookcompletely different.

c. By 2010 around two billion people willspeak English as a second language.

d. Linguists say the new language will losesome of the English sounds which non-native speakers find difficult to pronounce.

458

Answers

a. It’s a traditional system humans use forcommunicating. It’s the symbols and signswe use to express feelings and thoughts.

b. Panglish.c. In Greek the word pan means “all over” like

for example in Pan-American.d. The changes will happen because of the

millions who are today learning English.e. No, she can’t.f. No, they can’t because, they are a minority.

457

PAGE 190

Answers

In the futureNow

“th” in this z

“th” in think s

Information Informations

Furniture furnitures

He runs He run

She walks She walk

Friend frien

Send sen

456



++Ask students to read the list in pairs or groups and discuss the

potential changes that might take place in Spanish. Ask them

to write them in the form of predictions in their notebooks.

(L.A.: to express an opinion)

++Tell students to look at the pictures. Which ones do they

think will come true about them in a few years time?

Which ones would they like to be true? Ask them to write 5

sentences predicting their future. Check orally.

(L.A.: to write predictions using visual clues and personal

experience)

++For an adult text messages might seem like a foreign

language; however, young people use texting as a way of

communicating in a fast and easy way. There are more than

1,000 text messaging abbreviations and it is important to

remember that different chat abbreviations are used by

different groups of people when communicating online.

Here are some examples. Write them on the board and ask

students if they know what they mean.

?4U I have a question for you

121 One-to-one (private chat initiation)

MNSG Mensaje

BBS Be back soon

DUR Do you remember?

(L.A.: to decipher a message in modern code / slang)

+Read the statements with the class. Students look at the

pictures and try to match them with the predictions.

(L.A.: to match predictions with visual clues)

++Ask students to work in pairs. One will be the fortune teller

and the other a client. The client reads the questions and

the fortune teller tries to give him / her an answer.

Encourage them to use their imagination to answer and

not to worry if their answers are different from the

recording – they are supposed to use their own ideas.

(L.A.: to prepare a conversation using a new structure and

own ideas)

+Play the recording once or twice for students to check and

compare their answers. Later play the recording with

pauses for students to repeat each exchange. Give pairs

some time to practise their conversations; encourage them

to use their own answers, but try to imitate pronunciation,

intonation and accentuation.

(L.A.: to imitate a model conversation using personal

information)

Answers

See transcript.

4614

Answers

May vary

13

HAVE A CHAT

Answers

a. – 2; b. – 3; c. – 1; d. – 4

12

PAGE 192

Answers

Sorry for not answering before. Yes. I’d love tosee you face to face. I see that you like chattingtoo. Be back tonight. See you soon.

FL11

Answers

May vary

10

Answers

May vary, but they should begin with: We will______. / We will not ______.

9

PAGE 191


UNIT 6148

++You can brainstorm ideas and write some key words on the

board. Then students can work in pairs or small groups.

Check their work while walking around the classroom.

Invite some students to write their answers on the board

for the rest of the class to copy.

(L.A.: to relate topic to own reality in a writing activity)


knows what they have to do. You can brainstorm ideas with the

whole class and write them on the board or encourage the

groups to do this before they write their cards. Emphasise the

importance of being respectful of classmates at all times.

For more information on PLAY IT on page 7 of the Introduction.



-Speaking

-Reading

-Writing



For more information on the CHECK IT OVER section see page 7




The exercises have been structured in such as way so as to let

students “gather” together the subject matter of the unit and

test it / try it as a whole. This is also a place where teachers can

see what the outcome / impact of the unit as a whole has been.

a. China (has won the most gold medals).

b. (Great Britain has won) 47 medals.

c. The USA (has won more silver medals than China).

d. (Russia has won) 23 gold medals.

e. Chile has won more bronze medals than Great Britain.

f. China and Russia (have won 21 silver medals).

Gregory: Do you think we will stay here the whole day?

Peter: No, I don’t think we will stay here the whole day.

Gregory: Do you think they will rescue us soon?

2

1


PAGE 194

CHECK IT OVER!

PLAY IT

Answers

May vary

16

WRITE IT DOWN

Possible Answers

a. We will use flying cars.b. The Earth will be contaminated.c. We will live in very modern cities.d. We will eat food in the form of pills.e. Families will not communicate.

15

FAST CHECK


Client: What will I study after I finish school?

Fortune-teller: I can see in my crystal ball that you will study

languages.

Client: Will I travel a lot in the future?

Fortune-teller: Yes, you will travel to all the continents.

Client: Will I meet some important people there?

Fortune-teller: Yes you will but I can’t see them too well in

the crystal ball.

Client: Will I meet someone who will love me very much?

Fortune-teller: You will meet a wonderful woman.

Client: And how about my future job?

Fortune-teller: You will become a tourist guide.

Client: Do you think I will be rich?

Fortune-teller: No, you will not have too much money.

Client: Just one more question, will people in the

future be immortal?

Fortune-teller: Hmm, I wish I could say they will, but the

crystal ball is dark now.

46



Peter: Yes, I think they will rescue us soon.

Gregory: Will they call the fire brigade?

Peter: I’m not sure they will call the fire brigade.

Gregory: Do you think our families will be waiting for us?

Peter: No, I don’t think our families will be waiting for

us.

Gregory: Will we be on the 9 o’clock news?

Peter: Of course not! We will not be in the 9 o’clock news!

“Fashion in Ancient Egypt” will take place in March.

“What our grandmothers wore” will take place in April and

May.

“Dresses from our history” will take place in June.

“Fashion in the early 20’s” will take place from August to

December.

“Not just a question of fashion” will be on in September.

In November, there will be “Accessories in Ancient Greece”.

In December there will be “Christmas Extravaganza”.

1. B.F Skinner said that the real question was not whether

machines thought but whether men did.

2. Martha Graham said that dance was the hidden

language of the soul.

3. Maria Montessori said that if help and salvation were to

come they could only come from the children, for

children were the makers of men.

4. J.M. Synge said that a man who was not afraid of the

sea would soon be drowned.

This is an opportunity to re-examine difficult questions and

fit all the main pieces of the puzzle together into one

coherent picture. Here the Teacher can also look for errors

and wrong conclusions. This is an extra opportunity to

correct them before moving on to the subsequent unit.

Please refer to the Evaluation table and indicators at the

beginning of this unit (Teacher’s Book).

READING – ON THE FIRST DAY OF CHRISTMAS

1. a. Ten lords a-leapingb. Nine ladies dancingc. Four calling birdsd. Six geese a-laying

2. a. A partridge in a pear tree.b. Three French hens.c. Two turtle doves.d. Five golden rings.e. The swans were swimming.f. The maids were milking.

LISTENING – THE RIGHT CLOTHES

CHECK & CORRECT

PAGE 196

4

3

TRANSCRIPT

Jane: What clothes ought we to take if we visit Easter

Island?

Ariki: The weather on the Island is generally good but it

rains from time to time. I would suggest that you

take light clothes, a swimsuit, maybe shorts, and a

pair of sneakers or trekking shoes. And take

sunglasses and sunscreen to protect your skin from

the sun.

Millaray: What do original Rapa Nui people wear?

Ariki: We usually wear western clothes that we buy on

the island or on the continent but during festivals

and special holidays we wear traditional costumes

with feathers in many vibrant and nice colours.

Both men and women wear very beautiful

headgear.

Jane: And if we wanted to visit the south, Millaray?

Millaray: When you visit the south you’d better prepare for

changeable weather. Sometimes it’s nice and sunny

and sometimes it’s rainy and cold. You ought to

take a sweater and strong boots but you should

also take a T-shirt and light trousers in case it’s

sunny and warm. And you ought to take an

umbrella if you don’t like the rain.

Jane: What is the traditional dress of your people?

Millaray: We still wear traditional clothes every day – not

only for special occasions. Women wear a type of

black tunic which is fastened in the middle with a

type of belt called tralihue. We also wear nice white

or flowery blouses and lots of silver jewellery for

special ceremonies.

47


UNIT 6150

This part provides the students with feed-back on how

much they have learnt and puts them in a position to make

an assessment of their work. Most learners, by getting

involved with evaluation, come face to face with their

learning problems and consciously try to tackle them. Self-

evaluation requires of students to be more self-conscious

about the changes they are experiencing, motivates them

to form a realistic and honest awareness of their own work

and to try to take responsible steps in solving their own

problems. Self-evaluation enables the learner to become

an independent learner as well as an independent thinker.

Monitor this section of the Unit as it will help you evaluate

the Outcome and the Impact part of the general

evaluation, especially in the Impact part it will show you

and let you measure students’ attitudes towards what they

have learnt.

FINAL CHECK

3. To the south: sweater, boots, T-shirt, trousers,umbrella. To Easter Island : shorts, sneakers, swimming suit.

4.

LANGUAGE

5. a. How long have you known Greta? I haveknown her for 7 years.

b. How long have you had this car? It is brandnew! I’ve just bought it.

c. Have you ever seen such a beautiful thing inyour life? No, this is the first time I have seensuch a beautiful thing.

d. Have you worked with Peter for a long time?Yes, I have worked with him since 2008.

6. a. People will travel by spaceship.b. People will work fewer hours.c. People will live on other planets.d. Cars will use solar energy as fuel.

7. a. – i; b. – i; c. i; d. i.8. a. Pearl said she could speak French and

German.b. Jenny asked if I wanted to go to the cinema

with her.c. Susan asked me what Sonia was saying.d. The boys said they would play in the park.

SPEAKING

9. a. – ii; b. – iii; c. – i; d. – iv.You can assign points according to these criteria:7 – 8 points: student can role-play minidialogues expressing feelings with correctpronunciation, normal hesitation and nogrammar mistakes.5 – 6 points: student can role-play minidialogues expressing feelings with correctpronunciation and a minimum of hesitation andgrammar mistakes.3 – 4 points: student can role-play minidialogues expressing feelings with appropriatepronunciation, but hesitates and makes somegrammar mistakes.

Tralihue ✔

Beautiful headgear ✔

Clothes made of feathers ✔

Silver jewellery ✔

Flowery and white blouses ✔

Rapa NuiMapucheClothes

1 - 2 points: student can’t role-play minidialogues, he / she can’t express feelings, he /she hesitates a lot and makes a lot of grammarmistakes.

WRITING

10. You can assign points according to thesecriteria:7 – 8 points: student can write a shortdescription of a picture, without grammar orspelling mistakes.5 – 6 points: student can write a shortdescription of a picture with a minimum ofgrammar or spelling mistakes.3 – 4 points: student can write a shortdescription of a picture, but makes grammarand spelling mistakes.1 - 2 points: student can’t write a shortdescription of a picture, he / she makes a lot ofgrammar and spelling mistakes.



Read the text about clothing traditions in China. Choose

one heading for each paragraph. There is one extra

heading you do not need to use. (3 points)

a. Some really strange traditions.

b. Cotton replaces other fabrics

c. Clothing of the last Chinese emperor

d. Clothing in ancient China

Read the text again. Find words in it that correspond to

these definitions. (5 points)

a. A piece of leather or fabric that is tied around the waist

(paragraph I)

b. A succession of rulers from the same family or line.

(paragraphs II and III)

c. Very, very small (paragraph II)

d. The male ruler of an empire (paragraph II)

e. Material such as gauze used to protect, immobilise,

compress, or support a wound or injured body part

(paragraph II)

Read the text once more. Are these statements true or

false? (4 points)

a. Old China tunics were similar to modern T-shirts.

b. It was polite for Chinese people to wear their hair short.

c. Small feet were a sign of beauty.

d. Chinese people started to wear cotton clothes because

of the Mongols.

3

2

1

READING – CHINESE TRADITIONS

I.__________________

In ancient China people generally wore tunics that looked

like long T-shirts. Women wore long tunics down to the

ground, with belts, and men wore shorter ones down to their

knees. Sometimes they wore jackets over their tunics. In the

winter, when it was cold, people wore padded jackets over

their tunics, and sometimes pants under them. In early

China, poor people made their clothes from very raw

materials and rich people wore silk. Most people in China,

both men and women, wore their hair long.

II.__________________________

People said that you got your hair from your parents and so it

was disrespectful to cut it. During the Sui Dynasty, the

emperor decided that all poor people had to wear blue or

black clothes, and only rich people could wear colours. About

1,100 AD, a fashion started at the emperor’s court for women

to have very small feet. Women thought that to be beautiful

they needed to have tiny feet and of course they all wanted to

be beautiful! They got these tiny feet by wrapping tight

bandages around the feet of little girls, about five or six years

old. The bandages were so tight they broke the girls’ toes and

bent them under their feet and then they had to walk on

them like that. For two or three years the girls spent most of

their time crying and then their feet stopped hurting so much.

III.____________________________

Then in the Yuan dynasty, the Mongols brought cotton to

China. At first, people didn’t want to grow cotton but foreign

invasions destroyed a lot of the mulberry trees that were

needed to make silk. So Chinese farmers started to grow a

lot of cotton and soon everyone liked cotton better than

other materials. Cotton was warmer, softer, stronger, and

cheaper. You could make it thin for summer, or you could

make thick padded clothes out of it that were warm for

winter.

EXTRA TEST UNIT 6

PH

OTO

COP

IAB

LE


UNIT 6152

PH

OTO

COP

IAB

LELISTENING – HOW SCARY!

Listen to the recording and choose the correct answer

for each question. (2 points)

a. What kind of text is it?

i. A song.

ii. A poem.

iii.A riddle.

b. What special occasion was it written for?

i. Christmas.

ii. Easter.

iii.Halloween.

Listen again and identify the animals that are

mentioned in the recording. (4 points)

Listen once more and choose the correct alternative.

(4 points)

a. For that is where the wishes / witches live.

b. We can hear / fear music – oh, how scary!

c. So we run with all our night / might.

d. Don’t go into the world / wood.

LANGUAGE

Complete these short dialogues with an appropriate

question referring to the underlined part. (4 points)

a. When _____________________________?

Gerald will finish school in two months.

b. How many __________________________?

He will then take two months off to rest.

c. What ______________________________?

When autumn starts he will look for a job.

d. Where _____________________________?

He will buy some flowers at the supermarket.

Fill in the blanks in these sentences with a word from the

box. (4 points)

a. Have you been here ______ a long time?

b. I have lived in this house _______ I was a child.

c. We have ________ read that book.

d. I have _________ bought a new car.

Re-write what these people say using Reported Speech.

(4 points)

a. Gemma: “I want a cheese sandwich and a glass of milk.”

b. My friend: “Tom and Mary will not come to our party”

c. The coach: “Louise is training very hard for the final

match.”

d. David: “Sylvia can play the piano beautifully”

SPEAKING

In pairs, ask and answer questions about predictions for

Chile and for the planet. Use expressions such as I think …

/ In my opinion … / I believe … (10 points)

WRITING

Write a short paragraph about things you have / haven’t

done yet in your life. Use time references such as: since, for,

never, ever, just, recently. (10 points)

11

10

9

• ever • for • just • never • since

8

7

6

• ants • bats • bears • bees • crows

• eagles • frogs • mice • owls • scorpions

• serpents • spiders

5

4

Your

result:

0 - 19

Not too good

20 - 39

Acceptable

40 - 50

Great!



READING – CHINESE TRADITIONS

1. I. – d.; II. – a.; III. – b.

2. a. belts; b. dynasty; c. tiny; d. emperor; e. bandage

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

LISTENING

4.

a. ii.; b. iii.

5.

bats, scorpions, owl, spiders.

6.

a. witches; b. hear; c. might; d. wood

LANGUAGE

7. a. When will Gerald finish school?

b. How many months will he take to rest?

c. What will he look for when autumn starts?

d. Where will he buy some flowers?

8. a. for; b. since; c. just; d. never

9. a. Gemma said that she wanted a cheese sandwich and a

glass of milk.

b. My friend said Tom and Mary would not come to our party.

c. The coach said that Louise was training very hard for the

final match.

d. David said Sylvia could play the piano beautifully.

SPEAKING

10. You can assign points according to these criteria:

8 – 10 points: student can express his / her opinions about

future events with correct pronunciation, normal hesitation

and no grammar mistakes.


future events with correct pronunciation and a minimum of

hesitation and grammar mistakes.


future events with appropriate pronunciation, but hesitates

and makes some grammar mistakes.

1 - 2 points: student can’t express his / her opinions about

future events, he/she can’t express feelings, he / she

hesitates a lot and makes a lot of grammar mistakes.

WRITING

11. You can assign points according to these criteria:

8 - 10 points: student can write a short paragraph, using correct

languages structures and without grammar or spelling mistakes.

5 - 7 points: student can write a short paragraph using

correct languages structures, in good English, with a

minimum of grammar or spelling mistakes.

3 - 4 points: student can write a short paragraph using

correct languages structures, but makes grammar and

spelling mistakes and makes no use of textual references.

1 - 2 points: student can't write a short paragraph, he / she

doesn't use correct languages structures, and makes a lot of

grammar and spelling mistakes.

48

48

48

TAPESCRIPT – HOW SCARYThere’s a house upon the hilltop

We will not go inside

For that is where the witches live,

Where ghosts and goblins hide.

Tonight they have their party,

The lights are burning bright,

But oh we will not go inside

The haunted house tonight.

The bats that live there wink at us

And scorpions move about.

They sing their songs to Halloween.

“Come join the fun,” they shout.

An owl is sitting on a fence

Nodding her feathered head

She’s calling us to come inside

How awful. What a dread!

And hairy spiders make their webs

Fat pumpkins smile their grins

We can hear music - oh how scary!

The party now begins.

And we don’t want to go in there

So we run with all our might

And oh we will not go inside

The haunted house tonight.

We run and stumble, run again

As fast as we can go

The light that shines behind the trees

Thank goodness, it’s our home.

So stay indoors on Halloween

Don’t go into the wood.

I’ll stay at home on this strange night

And I’ll will be Oh! so good!

48



EVALUATION INSTRUMENTS154

These are assessment tools you can use to measure students’ work.

They are scoring guides to evaluate a student’s performance based on

the 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 in

that they examine students in the process of learning, clearly

showing them how their work is being evaluated. They

communicate detailed explanations of what excellence is

throughout a task and provide clear teaching directives.

The instruments’strength is their specificity, which means that

individual students can fall between levels, attaining some but not

all standards in a higher level. While scores can be translated into

final 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 learn

and grow.

These instruments can also be used in peer assessment and then

used to provide feedback.

Prior to assessment, the evaluation instruments can be used to

communicate expectations to students. During the assessment

phase, they are used to easily score a subjective matter.

After an instrument is scored, it should be given back to students to

communicate them their grade and their strengths and weaknesses.

Students can use them to see the correlation between effort and

achievement. Sharing the instruments with students is vital as the

feedback 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 well

did this student do compared to other students?).

• Ratings can be done by students to assess their own work, or by

others (peers, teachers, instructors, U.T.P. people, etc.).

Applying Evaluation InstrumentsThe evaluation instruments provided can be used for the following

purposes:

Self- assessmentGive copies to students and ask them to assess their own progress

on a task. This should not count toward a grade. The point is to help

students learn more and produce better final products. Always give

them 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 can

then see how accurate their feedback is, and you can ask for evidence

that supports their opinions when their assessments don’t match

yours. Giving time for revision after peer-assessment is crucial.

Teacher assessmentWhen you assess student work, use the same instruments that

were used for self- and peer-assessment. When you hand the

marked instrument back with the students’work, they will know

what 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 particular

student, based on his her performance. The overall total score is

assigned by adding together the scores.

Once you have worked out students’scores, you can express them in

gradations. Gradations are the descriptive levels of quality starting

with the worst quality up to the best quality.

Always keep in mind that, however you use them, the idea is to

support 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 assess

where the students rank within the four categories and to

determine where the strengths and weaknesses of the class lie.

After applying the instrument, ask the students to get in groups

and analyse their results. As a class, discuss important points that

may help improve listening skills.

EVALUATION INSTRUMENTS

ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 154

EVALUATION INSTRUMENTS 155

To work out the score of each student identify the maximum

number of points for achieving the highest level of quality and

assign a number to the students’performance according to this

scale. Once you have worked out the score of each student, you can

apply this chart to express his/her results:

1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent

Evaluating Reading Comprehension

The goal of this reading assessment instrument is to determine if

the students have improved their reading comprehension skills.

Use this instrument once a month. Once you have applied this

instrument, make the students identify their strengths and

weaknesses and brainstorm ideas that could help them improve

their performance in the future.

This instrument also gives the teacher the opportunity to focus

diagnostic attention on students whose performance is as below

standard. You can reach this conclusion after calculating students’

scores and grades and correlating them with the levels stated in the

Progress Map (Page 15 of the Introduction).

You must take into account that the maximum score corresponds to

the highest expected results conceived by this teaching proposal for

this level.







Project

Use this instrument every time students do a project. Each student

is evaluated along three dimensions, each having to do with the

student’s contribution to the work, the final product and other

aspects the teacher considers important to assess: how effectively

the student accomplished his / her responsibilities as a member of

the team or the quality of his / her interactions with the other team

members.

These dimensions are assigned a score of 1 through 7; these values

represent increasing degrees of achievement in each dimension.

The last column is the actual score assigned the student, based on

his / her performance, along the three dimensions. The overall total

score is assigned by adding together the scores corresponding to

the three dimensions.

Writing Rubric

You can use it two or three times in a year. This instrument is a

simplified way to grade a writing assignment. It is important to

show students the instrument beforehand so that they get better

quality work; they know what they are supposed to produce and it

saves problems afterwards as they can see where they can have

points taken off.

This instrument should also be used after the task is complete, to

evaluate the product, and to engage students in reflection on the

work they have produced.

To work out the score of each student identify the maximum number

of points for achieving the highest level of quality and assign a

number to the students’performance according to this scale. Once

you have worked out the score of each student, you can apply this

chart to express his/her results:


Working with others

You can use this instrument when you assign a project or in

isolation. It is designed to be applied as peer assessment. It offers

feedback about students’attitude towards their classmates. It can

be a useful source of information for the teacher about individual

contribution to a final product.

To work out the score, students identify the maximum number of

points for achieving the highest level of quality and assign a

number to their partners’performance.

After you have worked out the score of each student, you can apply

this chart to express his/her results:


Homework

When applying this instrument it, to provide clear expectations to

your students. After reading the rubric, students are clear on what

an 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 a

grade of 3 or 4 for the month, can earn an extra mark on the next

period.

To work out the score of each student identify the maximum number

of points for achieving the highest level of quality and assign a

number to the students’performance according to this scale. Once you

have worked out the score of each student, you can apply this chart

to express his/her results:




Oral Presentation

Use this instrument two or three times per student during the year.

The students will be evaluated in: Non-verbal skills, Vocal Skills and

Content areas.

The teacher can give each student a copy of the instrument and

then read it with them. The students will improve their

performance if they know what they are expected to produce and

the areas they have to focus their attention on.



assign a number to the students’performance according to

this scale. Once you have worked out the score of each student, you

can apply this chart to express his/her results:


Class participation

Use this instrument, at the end of each semester. It is a useful tool

for teachers to evaluate the way in which students take part in the

different activities and their level of engagement in class. It also

provides useful information to share with parents. The teacher can

combine the results of this rubric and those of the Behaviour rubric

to get a global additional mark at the end of a period.







Behaviour

Use this instrument when you detect behaviour problems. This

rubric is meant to offer information on students’attitude and

behaviour in relation to their classmates and can be a useful source

of information for course council. It can be applied by teachers or

used for peer assessment.

After applying this instrument, make students identify the areas in

which they got higher scores, and also the areas that need

improvement.



assign a number to the students’performance according to

this scale. Once you have worked out the score of each student, you

can apply this chart to express his/her results:


Extended-response reading

Use this instrument in any lesson that invites students to

demonstrate comprehension by responding to open-ended

questions. 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 to

students and as a basis for feedback for each student.

To work out the score of each student, identify his / her level of

performance, according to the scale provided by this instrument.

Inference from a text

Use this instrument two or three times in a semester. It provides

information on students’capacity to make inferences from a

reading or listening text in order to generate strategies that may

improve their comprehension process.

To work out the score of each student, identify the level of his /her

performance, according to the scale provided by this instrument.

Questionnaire: Tasks' Development

The teacher can apply this instrument to know how students deal

with English in general and can also be applied for peer

assessment. This questionnaire provides criteria for scoring

students' performance in the five dimensions that are evaluated. It

allows teachers and students to identify strengths and weaknesses

and set clear performance goals.

Before applying it, read it with the students and listen to their

comments. After applying it, talk about the results and get

feedback on students' strengths and weaknesses.

To work out the score of each student apply the scale and calculate

the gradation.

Feedback

Here are some phrases that are useful for giving feedback and make

comments 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 ___.



Understanding key events or facts. Understands 1

or 2 events or

key facts.

Understands

some of the

events or key

facts.

Understands

many events or

key facts,

mainly in

sequence.

Understands

most events in

sequence or

understands

most key facts.

Understanding details. Gets few or no

important

details.

Gets some

important

details.

Gets many

important

details.

Gets most

important details

and key

language.

Responding appropriately to features such as:

laughter, silence, etc., and / or accentuation,

intonation and rhythm.

Nearly never. Sometimes. Most of the

time.

Nearly always.

Answering questions. Answers

questions with

incorrect

information.

Answers

questions with

some

misinterpretation.

Answers

questions with

literal

interpretation.

Answers

questions with

interpretation

showing higher

level thinking.

Doing tasks. Provides limited

or no response

and requires

many

questions or

prompts.

Provides some

response to

teacher 4 or 5

questions and

prompts.

Provides

adequate

response to

teacher 2 or 3

questions and

prompts.

Provides

insightful

response to

teacher 1 or no

questions or

prompts.

At the end of the session, the listener is able to: Answer factual

questions on

general

information.

Answer factual

questions on

general and

specific

information.

Summarise the

beginning,

middle, and end

of the story.

Reveal the

sequence of

events, providing

details on

dialogue, and

motivation of

characters.

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 1

or 2 events or

key facts.

Understands

some of the

events or key

facts.

Understands

many events or

key facts,

mainly in

sequence.

Understands

most events in

sequence or

understands

most key facts.

Understanding details. Gets few or no

important

details.

Gets some

important

details.

Gets many

important

details.

Gets most

important details

and key

language.

Identifying characters or topics. Identifies 1 or 2

characters or

topics using

pronouns (he,

she, it, they).

Identifies 1 or 2

characters or

topics by

generic name

(boy, girl, dog).

Identifies many

topics or

characters by

name in text

(Ben, Giant).

Identifies all

characters or

topics by specific

name (Old Ben

Bailey).

Answering questions. Answers

questions with

incorrect

information.

Answers

questions with

some

misinterpretation.

Answers

questions with

literal

interpretation.

Answers

questions with

interpretation

showing higher

level thinking.

Doing tasks. Provides limited

or no response

and requires

many

questions or

prompts.

Provides some

response to

teacher 4 or 5

questions and

prompts.

Provides

adequate

response to

teacher 2 or 3

questions and

prompts.

Provides

insightful

response to

teacher 1 or no

questions or

prompts.

Name: _______________________________ Lesson: ________________________ Date: _______


1 2 3 4

Total points

EVALUATING READING COMPREHENSION

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

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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 and

incorrectly placed;

it is not restated in

the closing

sentence.

Unclear and

incorrectly placed;

it is restated in the

closing sentence.

Either unclear or

incorrectly placed;

it is restated in the

closing sentence.

Clear, correctly

placed, and is

restated in the

closing sentence.

Supporting Sentence(s) Paragraph(s) have

no supporting

detail sentences

that relate back to

the main idea.

Paragraph(s) has /

have one

supporting detail

sentence that

relate(s) back to the

main idea.

Paragraph(s) has /

have two

supporting detail

sentences that

relate back to the

main idea.

Paragraph(s) has /

have three or more

supporting detail

sentences that

relate back to the

main idea.

Detail Sentence(s) Each supporting

sentence has no

detail sentence.

Each supporting

sentence has one

detail sentence.

Each supporting

sentence has at

least two detail

sentences.

Each supporting

sentence has three

or more detail

sentences.

Legibility Writing is not

legible.

Writing is not

legible in places.

Marginally legible

handwriting,

typing, or printing.

Legible

handwriting,

typing, or printing.

Mechanics & Grammar Six or more

punctuation,

capitalisation, and

spelling errors.

Three to five

punctuation,

capitalisation, and

spelling errors.

One or two

punctuation,

capitalisation, and

spelling errors.

No errors in

punctuation,

capitalisation, and

spelling.

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 offers

assistance to

others.

Some of the time

offers assistance to

each other.

Most of the time


each other.

All of the time


each other.

Listen Never works from

each other's ideas.

Some of the time

works from each

other's ideas.

Most of the time

works from each

other's ideas.

All of the time

works from each

other's ideas.

Participate Never contributes

to the project.

Some of the time

contributes to the

project.

Most of the time

contributes to the

project.

All of the time

contributes to the

project.

Persuade Never exchanges,

defends and

rethinks ideas.

Some of the time

exchanges, defends

and rethinks ideas.

Most of the time

exchanges,

defends and

rethinks ideas.

All of the time

exchanges, defends

and rethinks ideas

Question Never interacts,

discusses and

poses questions to

all member of the

class.

Some of the time

interacts, discusses

and poses questions

to all member of

the class.

Most of the time


and poses questions

to all member of

the class.

All of the time


and poses questions

to all member of

the class.

Respect Never encourages

and supports the

ideas and efforts

of others.

Some of the time

encourages and

supports the ideas

and efforts of

others.

Most of the time

encourages and

supports the ideas

and efforts of

others.

All of the time

encourages and

supports the ideas

and efforts of

others.

Share Never offers ideas

and reports

findings to each

other.

Some of the time

offers ideas and

reports findings to

each other.

Most of the time

offers ideas and

reports findings to

each other.

All of the time

offers ideas and

reports findings to

each 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 PH

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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 forthe 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.comPH

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Eye Contact No attempt to look

at audience, reads

notes all the time.

Attention to one

particular part of

the class; does not

scan audience.

Occasionally looks

at someone or

some groups during

presentation.

Constantly looks at

someone or some

groups.

Facial Expression Shows a conflicting

expression during

entire presentation.

Occasionally displays

conflicting

expression during

presentation.

Occasionally

demonstrates

conflicting

expression during

presentation.

Gives clues about

content of speech;

appropriate

expression.

Enthusiasm Shows absolutely

no interest in topic

presented.

Shows some

negativity toward

topic presented.

Occasionally shows

positive feelings

about topic.

Strong positive

feelings on topic

during entire

presentation.

Vocalised Pauses (uh, ) 10 or more are

noticed.

6-9 are noticed. 1-5 are noticed. No vocalised pauses.

Topic Announced Audience has no

idea what the

report is about.

Vaguely tells

audience what

report is about.

Gives some

explanation of what

report is covering.

Clearly explains

what the report is

covering.

Completeness of Content One or more points

left out.

Majority of points

glossed over.

Most points

covered in depth,

some glossed over.

All points

thoroughly

explained.

Visual Aids Poor, distract

audience, hard to

read / see.

Add nothing to

presentation.

Thoughts

articulated clearly,

but not engaging.

Enhance

presentation,

thoughts

articulated; keep

interest.

Time frame Less than minimum

time.

More than

maximum time.

Less/ More than

required time but

tries to solve it.

Within required

time 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

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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.comPH

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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 PH

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Student uses information from the text to interpret significant concepts or make connections to other

situations 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 and

accurate 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 an

accurate but limited understanding of the text.3

Student does not address the task, makes little or no interpretation of the text and demonstrates brief

or 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 future

improvements.

See English Progress Map on page 15 of the Introduction.

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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 the

text, 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 generate

future improvements.

See English Progress Map on page 15 of the Introduction.

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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

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Notes

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BIBLIOGRAPHY170

The following web pages and books have been selected as

support and extra activities for teachers:

Listening comprehension:

• http://www2.gol.com/users/johnm/song-lyrics.htm

• 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 Claire

and 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 audio

recordings. So, it is advisable to work in pairs or small groups and

do not forget the three stages (before, while and after listening).

As a consolidation activity and if the text is appropriate, 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 for

K-12 Teachers (3rd Edition), by Suzanne F. Peregoy (Author), Owen

F. 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 Jim

Burke, Boynton/Cook, 2003.

Quedó así: Students need to read in a wide variety of genres:

narrative, informational, procedural, biographical, persuasive,

poetic; the texts will become part of their background

knowledge, providing textual information to help them to draw

conclusions and interpret facts. When working with them, try to

follow the usual steps of before, while and after reading, and

don'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 Language

Teaching (Cambridge Handbooks for Language Teachers) by

Friederike Klippel, Cambridge University Press, 1984.

• Book, Communication Games Intermediate by Jill Hadfield,

Pearson, 2000.

• Book, Pronunciation Games, Mark Hancock, Cambridge

University Press, 1995.

For a successful English speaking lesson it is recommended to

show pictures to the class and elicit students' ideas about them

by asking and answering questions. Role playing dialogues and

drills may help them to pay attention to the pronunciation and

intonation of words. Give students plenty and different ways of

practicing 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


blwrite_informalletter.htm

• http://www.englishclub.com/esl-articles/200004.htm


bl_guided_writing.htm

• Book, Simple Writing Activities, Jill & Charles Hadfield, Oxford

Basics series, Oxford University Press, 2000.

• Book, Choices, (Writing Projects for Students of Esl), Cambridge

University Press, 1999.

Writing is one of the most difficult tasks for for students of

English as a foreign language, so it is advisable to offer

interesting topics that 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 � ��


44429732 2 medio looking ahead

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