GUÍA DIDÁCTICA PARA EL PROFESOR - INCLUYE TEXTO PARA EL ESTUDIANTE
Jolanta Polk
Ediciones Cal y Canto Ltda.
2009
Original text
© Jolanta Polk
Teaching English as a Foreign Language,
Dublin, Irlanda.
Teacher training, translation and English Literature,
University of Silesia, Poland.
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© Ediciones Cal y Canto Ltda.
© Ediciones Cal y Canto Ltda.
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Nº de Inscripción: 171.758
ISBN: 978-956-8623-48-7
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CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Student’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Book methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
The Internet in the language classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
The teacher’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
UNIT 1: TO ENJOY AND TO LEARN . . . . . . . . . . 28
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
UNIT 5: TRAVELLERS' TALES. . . . . . . . . . . . . . . . . 92
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
UNIT 2: GETTING ACROSS . . . . . . . . . . . . . . . . . . 44
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
UNIT 6: A GLIMPSE OF THE FUTURE . . . . . . . 109
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
UNIT 3: DIFFERENT KINDS OF PEOPLE . . . . . . 60
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
UNIT 7: COMPUTERS AND THE WWW . . . . . 126
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
UNIT 4: LATIN AMERICAN BROTHERHOOD. . 74
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
UNIT 8: JOY FROM WORK . . . . . . . . . . . . . . . . . 143
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Evaluation Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158
Photocopiable Evaluation Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
3
4
PLAN OF THE BOOK
PLAN OF THE BOOK
5
INTRODUCTION
A message from the author
Global English has been developed and written taking into
account the patterns and activities most relevant to the
effective learning processes adequate for 9th grade students.
What was most taken into consideration was how to keep
students' interest in the contents of the book, i.e. subjects and
themes of special relevance and attraction to young people of
this age group. One of the reiterative criticisms aimed at our
youngsters is their apparent lack of interest in contingent
issues - we firmly disagree with this idea. There is certain
disenchantment with the frivolity of the globalised world but
time and time again the younger generation has shown that
they are interested in what goes on around them.
That is why the units in the book have been developed around
key issues that have proven of certain interest to our students.
In other words, to quote M.B. Tinzmann, B.F. Jones, T.F.
Fennimore, J. Bakker, C. Fine, and J. Pierce, 1990: “It is primarily
through dialogue and examining different perspectives that
students become knowledgeable, strategic, self-determined,
and empathetic. Moreover, involving students in real-world
tasks and linking new information to prior knowledge requires
6
INTRODUCTION
effective communication and collaboration among teachers,
students, and others. Indeed, it is through dialogue and
interaction that curriculum objectives come alive.
Collaborative learning affords students enormous advantages
not available from more traditional instruction because a
group - whether it be the whole class or a learning group
within the class - can accomplish meaningful learning and
solve problems better than any individual can alone.”
The majority of the listening and reading texts have been
taken from authentic sources. Where this was not possible,
they were specially written trying to make them as real as
possible.
Finally, the purpose of the book, apart from providing learning
contents, is to offer fun and diversion in the sometimes dry and
arduous knowledge acquisition process. All our cartoons are
original and the result of many hours of thinking.
We hope that both students and teachers will enjoy Global
English and use it to its maximum extent.
The Author
STUDENT'S BOOK
The course is topic-based and contains a conducting line:
Conducting Line
Rodrigo and Catalina are brother and sister; they are the same
age as the students and they are in the same class.They will
appear on the right or the left side of the page, presenting
some of the extra sections, or they will be part of the stories or
the conversations.
Global English consists of 8 units
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
To Enjoy and to Learn.
Getting Across.
Different kinds of People
Latin American Brotherhood
Travellers' Tales
A Glimpse of the Future
Computers and the World Wide Web
Joy from Work
Each unit has been divided into 4 lessons of gradually
increasing complexity and level of difficulty, with the same
sequence: reading - listening - reading - listening, all of them
with before, while and after reading or listening activities.
Each unit contains the following sections:
Reading
When students have a purpose for reading, they can adopt
different reading strategies to suit different types of text and
different reasons for reading. For example, students may need
to skim one type of text to identify the main points it covers,
but scan another text to locate specific information.
The Before you Read activities motivate students to read and
encourage them to predict and anticipate information. They
are necessary for reading skills development.
Making predictions is a core strategy for reading comprehension.
Proficient readers constantly attempt to “read ahead”of an author
- picking up clues and predicting what might unfold. Predictions
are a category of inference: when we predict, we are going beyond
what is explicitly stated to anticipate what, where, why, how, who,
if. Developing students' abilities to make reasonable predictions
helps sharpen their inferential thinking. Make sure that you tell
students that their various predictions, though thoughtful and
well-founded, may still turn out to be incorrect.
The Reading tasks focus students' attention, and teach them
to look for specific information, locate clues and separate
essential from non-essential information.
The After you Read tasks connect the text with the students'
own reality, give practice on specific grammar points, and / or
clarify points that may be useful for later activities.
Listening
The tasks to develop these skills in Global English help students
learn strategies for improving their understanding of spoken
messages.
The methodology adopts a three-phase approach with before,
while and after listening tasks, to provide a setting, motivation
and linguistic preparation, as well as activate previous
knowledge, focus students' attention on specific tasks and
reduce anxiety produced by unknown messages.
Writing and speaking
The development of these two skills is carefully guided and
always based on the content of a text, making use of a variety
of activities and strategies.
There is a Project in every unit, to be developed in pairs or
groups. This collaborative effort is especially important in the
type of classroom Chilean education is trying to achieve.
Additionally, there are Just for Fun activities to stimulate
student's development and self-study skills. This part of the
book is “owned” by the students and the role of the teacher is
simply to guide and answer questions but not to intervene,
reward or punish for exercises done or not completed.
The three following parts of the book respond to Bloom's
Taxonomy of Cognitive Domain. Namely, there is no complete
learning process without Analysis / Synthesis and Evaluation /
Self-evaluation.
STUDENT'S BOOK
7
American v/s British English
Special boxes will show students the differences between
American and British English both in writing and in
pronunciation. Students are frequently confused with the
different spelling or pronunciation and the idea of this
explanation is to show them that both ways are perfectly
acceptable. Make it clear to students that they can use either
way (spelling and pronunciation) but that they must stick to
one way only throughout their oral or written production.
Did you know that …?
The aim of this section is to provide more information on the
main topic of the lesson and interest students in finding more
information on their own. Throughout the book students and
teachers will also find website-based resources to expand their
knowledge of specific subjects. Exploitation of these resources
is important as self-study is already part of many school
improvement approaches and when students realize their
efforts are seen and recognized, they usually become more
committed to - and interested in - improving their work.
Joke time
In this section students will find some jokes and anecdotes
which are connected to each unit. Let students read them on
their own and make comments.
Language Notes
It is necessary to stress the importance of avoiding the word
“grammar” as students seem to be “allergic” to it and react
negatively every time it is mentioned. You can tell them
instead that: “learning to arrange the words in the correct
order is probably one of the most important and useful things
you'll learn after pronunciation and vocabulary. If you manage
to use the right words in the right order you should be
understood even if you make some mistakes. “
Learning tip
A learning tip is an additional tool we have provided to make
learning more accessible and contents easier to understand.
Learning tips can be done by students on their own or you can
analyse them with the whole class.
8
STUDENT'S BOOK
Quote of the day
Sometimes it is difficult to express ideas and feelings correctly,
especially when one is just learning a language. That is why the
book has quotes by some of the world's great writers or by some
famous people as they can perfectly encapsulate a thought we
might have, an emotion we are feeling or a truth we hold dear.
It is not that we find the answer in a quote, but our thoughts
and convictions are better expressed by the words. Very often,
in a few words, they summarize a long speech that otherwise
might be too difficult or too time-consuming.
Longer quotes may be reserved for students who show faster
progress as an extra challenging activity.
Extra activities and consolidation activities
Extra activities play a double role in the learning process:
• they let both teachers and students to find out where they
are still lacking
• they help to correct errors and reinforce strengths
Additionally, through extra practice students become
comfortable with a test-like format and learn good time
management skills and how to set goals.
In today's world of diverse distractions such as the many TV
channels, interesting websites and a variety of interactive
video games, finding time to study requires a lot of persuasion
so we have tried to make the activities in these sections
attractive and entertaining.
Synthesis
Synthesis plays an important role in knowledge development
and communication. It can be a useful tool for clarifying
particular problems, and for creating a more comprehensive,
overall perspective on a specific subject. It analyses, discusses
and synthesises the existing knowledge on an unclear and often
erroneously learnt subject in relation to the main points of view.
The very definition of the word synthesis is self-explanatory for
the purpose of effective education: “the process or result of
building up separate elements, especially ideas, into a
connected whole, especially into a theory or system”.
Evaluation - Test your Knowledge
This part of the book provides the teacher with the necessary
elements to evaluate the students' learning process. There is a
strong need not only for the adequate marking of students'
acquired knowledge but most importantly for determining the
shortfalls and stumbling blocks on the road to consolidated
knowledge. Therefore, the teacher should not consider this part
as exclusively the rewarding / punishing tool for acquired / not
acquired knowledge, but rather as the basis for establishing
reinforcement procedures and techniques.
Self-evaluation
Throughout the learning process, students must become
involved in the process of self-evaluation, however simple.
Self-Evaluation is aimed at collecting and analysing relevant
information about how learning is reached and what steps are
taken along the learning curve. This involves self-analysis of a
student's strengths and weaknesses and ways of
improvement.
This analysis is carried out in two instances:
Throughout the book students will find several “prompts” questions or instructions they should answer to help them
analyse their performance. They should keep a record of the
prompts and their answers in a special section of their
notebooks.
Here are a few examples:
I have expressed my point of view appropriately.
What did I learn?
How well did I learn it?
So what now?
This self-evaluation section is short and to the point and
strategically placed where we think it will be a valuable
contribution to the lesson.
perception of their own work and to try to take responsible
steps to solve their problems. Self-evaluation enables students
to become independent learners as well as independent
thinkers.
Photocopiable evaluation instruments
The 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 analyse it, draw
conclusions and make decisions concerning their performance.
There is also a final Self-evaluation section at the end of each
unit. This part provides the students with feed-back on how
much they have learnt, putting them in a position to make an
assessment of their work. Learners, by getting involved with
evaluation, come face to face with their learning problems and
consciously try to tackle them. Self-evaluation requires
students to be more aware of the changes they are
experiencing, motivates them to form a realistic and honest
STUDENT'S BOOK
9
BOOK METHODOLOGY
Task-based learning
Global English helps students develop language and learning
skills to carry out sequences of tasks.
Some advantages of task-based learning:
• Increased motivation - learners become personally involved.
• All four skills, reading, writing, listening and speaking, are
integrated.
• Autonomous learning is promoted as learners become more
responsible for their own learning.
• There are learning outcomes: learners have an end product.
• Authentic tasks and therefore, more authentic language
input.
• Interpersonal relations are developed through working as a
group.
• A break from routine and the chance to do something
different.
Collaborative work
Why should students do projects at all? In project-based
learning, students work in teams to explore real-world
problems and create presentations to share what they have
learned. This approach has many benefits for students,
including:
• Deeper knowledge of subject matter;
• Increased self-direction and motivation;
• Improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for evaluating
what students have learnt and how they apply that knowledge
to real-life situations.
The book has four projects for students to complete. Each
relates to the unit and asks students to try and answer a
question or solve a problem - one that has relevance for them
and that they might have to do one day in real life.
Let students choose their own group - there is nothing worse
than being stuck with someone you do not get along with.
Give them enough time to prepare the project. Praise and
reward good presentation and extra effort taken.
Learner training
This concept has to do with developing students' awareness of
how they learn and how they develop their learning strategies
10
BOOK METHODOLOGY
so that they become more effective and independent learners.
Teachers should encourage students to analyse their learning
process, making them think about their learning, what
problems they have and how they could improve their
performance, so that they can take the appropriate steps to
optimise their learning.
Mixed ability
Global English caters for mixed-ability classes in a variety of
ways. The teacher needs to develop techniques which allow
students of all levels to benefit from the lesson. Individual
feedback is advisable in any class, but in a mixed-ability class,
this attention to detail can increase student satisfaction. The
teacher should always try to make some mental, if not written,
notes about each student in such classes. As the course
progresses and opportunities arise, the teacher should
congratulate individual students on their improvements and
make tactful suggestions on areas to work on. A few sentences
during general monitoring are better than nothing. These
details show that the teacher is aware of the individual needs
of students.
Additionally, each lesson in Global English offers at least one
activity that can be done by fast learners, while the rest of the
class is finishing a task.
Discussions
Any pair or group discussion is aimed at stimulating free
expression among students. The teacher should avoid
interrupting or correcting at that very same moment, as it
inhibits their free expression. When correcting, avoid words
such as: wrong, incorrect, or bad. Use instead expressions such
as: How about…? Why don't you …?
Games
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
time filler or something students should do when you are stuck
for ideas. Each game in this book is there for a purpose and
needs teacher supervision and sometimes prior preparation.
Learning styles
Research and teaching experience have shown that students
are better motivated and learn more when their different
intelligences and learning styles are taken into account in the
teaching and learning process. Global English has considered
these important facts and it comprises different kinds of
activities to suit the students' needs in a class.
As there are different personalities, there are also different
learning styles in a classroom:
• Visual learners. These students need to see things in the class.
For example, wall displays, posters, realia, flash cards,
graphic organisers, etc.
• Auditory learners. They learn better by listening to audio
recordings and videos and songs. They like working in pairs
and small groups.
• Kinesthetic learners. They learn through physical activities,
competitions, board games, role plays, etc.
• Tactile learners. They like board and card games,
demonstrations, projects, role plays, etc. Whilelistening/reading activities are motivating for them. For
example, students can be asked to fill in a table while
listening to a talk, or to label a diagram while reading.
Vocabulary
The active vocabulary in each unit is the vocabulary the
students need to carry out the tasks. There is development of
students' passive vocabulary through a rich variety of lexis in
the texts. There are specific vocabulary sections and practice
activities. Students are trained to develop effective strategies
for learning vocabulary and for keeping clear vocabulary
records. There should be systematic use of a vocabulary column
on one side of the board in which any words or phrases that
crop up during the lesson can be recorded. At the end, students
can copy these, with an example, picture or translation in their
notebooks.
Grammar
Global English deals with grammar in two ways to make it
more meaningful and purposeful for students:
a. Structures that are essential for the understanding of oral or
written texts are presented and practised in a very
controlled way. The learning of the structures is not an aim
in itself, but it is important for the reading or listening
comprehension task(s).
b. Structures that the students will need to carry out a task are
also presented, as tools to help them achieve an objective.
In order to activate students' language awareness, the course
highlights some morphosyntactic elements such us:
Cognates
Cognates are words in different languages related to the same
root, eg, education (English), educación (Spanish).
The different lessons in Global English provide students with a
question to help them notice and recognise cognates. 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. Global English includes a list of false cognates that
appear in the Student's book.
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).
• 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).
Collocations
When words are used together regularly, rules are formed
about their use not for grammatical reasons, but because of
the association. 'Black and white' appear in that order because
BOOK METHODOLOGY
11
of collocation; they are always in that order and to put them
the other way around seems wrong. For the same reason we
can make mistakes when doing a test.
Some common collocations in English are:
Verb + noun:
throw a party / accept
responsibility
Adjective + noun:
square meal / grim determination
Verb + adjective + noun: take vigorous exercise / make
steady progress
Adverb + verb:
strongly suggest / barely see
Adverb + adjective:
utterly amazed / completely
useless
Adverb + adjective + noun: totally unacceptable behaviour
Adjective + preposition: guilty of / blamed for / happy
about
Noun + noun:
pay packet / window frame
Prefixes and suffixes
A word can consist of three parts: the root, a prefix, and a
suffix. The root is the part of the word that contains the basic
meaning, or definition of the word. The prefix is a word
element placed in front of the root, which changes the word's
meaning or makes a new word. A suffix is a word element
placed after the root, which changes the word's meaning as
well as its function.
Common Prefixes
Prefix
preundisremisimbide-
12
Meaning
before
not
not
again
not
not
two
not
BOOK METHODOLOGY
Example
preview
untidy
dishonest
reactivate
misunderstand
impossible
bicycle
decaffeinated
Common Suffixes
Suffixes
Meaning
-er
-able
-ous
-ness
-ful
-ly or -y
-ment
doer
able
full of
state of being
full of
like
state of
Example
teacher
imaginable
joyous
happiness
wonderful
heavenly
agreement
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11
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.
11
Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.
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.
12
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
13
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 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 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
14
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
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 to improve 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.
• The criteria must be shared with the students so that they
know and understand them, and for them to direct their
work accordingly.
• Self-evaluation and peer-evaluation must be done using preestablished 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.
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.
What Learning Progress Maps are and what they are not.
What MPAs are
What MPAs 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 They are not an expression of all the knowledge and abilities the
that students typically reach at certain moments of their school life. 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 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.
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
15
How many MPAs 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.
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
16
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
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.
language expressed in simple sentences to language
expressed in compound sentences of intermediate
complexity.
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, also in
relationship with the increasing complexity of the texts
read.
To describe progress in reading comprehension, the Reading
Map is organised around two dimensions:
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 a higher level of inference and a
deeper understanding of linguistically and conceptually more
complex texts. (level 6).
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
English Progress Map
Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the
Level 7
main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
Outstanding
to personal interest topics.
Level 6
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.
Level 5
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.
Level 4
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.
Level 3
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
Initial level sentences and are related to concrete topics of the student´s immediate environment.
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
17
In our teaching proposal for 1st and 2nd year, evaluation is conceived from the following level:
Level 5
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.
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”.
18
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
THE INTERNET IN THE LANGUAGE CLASSROOM
Nowadays, in the era of the information revolution and the
widespread use of the Internet in almost all spheres of life, it
seems that using computer technology in the teaching process
is more and more accepted and widespread.
knowledge of the world and practising the conventions of
writing.
• Teachers can easily find opportunities for professional
development through up-to-date resources and seminars.
The Internet can serve as a teaching medium, a rich resource of
materials of any kind (texts, pictures, sounds, music and films),
and teachers may use these as a basis for their lessons instead
of texts from the course book only. In this way, Internetassisted lessons may supplement teaching by adding an
additional dimension to the classroom. Students can use Web
resources to gather information on various topics or prepare to
present a project.
Information collection and analysis
The use of the Internet allows students to practise and develop
Web searching techniques, as well as analyse and critically
evaluate online sources. It is important to make sure that
students not only search for and find required information, but
also understand the materials and use their own words to
paraphrase the websites. In this way, students need to use all
their learning skills and favourite techniques to collect,
organise and present the information found on the Web. Web
searches help students develop analysis and synthesis skills, as
well as stimulate them to think critically.
Students should be taught how to evaluate sources and
discriminate between good and bad ones, and they should be
given constant guidance so that they are not overwhelmed by
a multitude of resources.
The Internet gives great possibilities for students' individual
work, allowing them to work at their own pace, on the
materials they choose themselves, giving them variety and
choice and offering an attractive and interactive learning
environment. This is largely achieved by the use of
communication tools such as email, chat or discussion groups.
Due to these widely accessible and inexpensive tools, any
student can communicate with people from different parts of
the world.
How useful is the Internet in the classroom?
• Students do online reading, listening, writing or speaking
activities and thus improve their skills.
• Students encounter grammatical structures in real contexts.
• The potential of communication tools may be exploited
through email, chat, discussion groups, videoconferencing
and activities demanding collaboration can be developed.
• Internet-assisted instruction fosters learner independence.
• Individual students find partners and can write email letters
to them.
• Collaborative work between schools can be developed.
How does the Internet help the teacher?
• Teachers can gather information about different and varied
topics: facts, figures, and formulas; book reviews; historical
archives; authors; collaborative projects; lesson plans.
• Emailing, for example, can serve the goals of the teacher
reinforcing structures and lexis, enlarging students'
Some tips on how to develop Internet-safe lessons
• Never start lessons by having students use search engines on
their own.
• Ask students to find very specific information, not just surf.
• Always ask students to write down the URLs of the sites they
use for reports in a bibliographical format.
• Don't send the entire class to the same site at the same time.
• When possible, try to preview sites before students visit
them.
• URLs of web sites change all the time so try the links yourself
first.
Websites made available to students and teachers:
http://www.link2english.com
(Mary Glasgow Magazines)
http://www.onestopenglish.com
(MacMillan\Heinemann)
http://www.holidays.net
(a website devoted to information about various celebrations
and religious holidays)
http://www.geocities.com
THE INTERNET IN THE LANGUAGE CLASSROOM
19
(pages with information about various countries)
http://www.members.tripod.com/~towerofenglish
http://esl.about.com
(part of the About.com portal, devoted to ESL problems and
activities)
http://www.eslcafe.com
http://www.longman-elt.com
(Pearson Education)
http://www.enciclopedia-sm.com/youandinternet.asp
Some advice on how to use the Internet with your students
(Spanish)
http://www.cln.org/int_projects.html
The sites here will aid teachers who are looking for Internet
projects for their classes.
20
THE INTERNET IN THE LANGUAGE CLASSROOM
CLASSROOM MANAGEMENT
Classroom management has to do with methods used by the
teacher in order to establish harmonious class organisation
and discipline. The following components play an important
role in the achievement of these goals:
The teacher
A classroom where learning takes place is a pleasant
environment; the teacher is enthusiastic and active and
encourages student participation.
In most cases the teacher is the only direct contact the students
have with English. It is therefore important that she / he tries
to communicate with the students in English as much and as
often as possible. Some students may not be used to this, and
teachers should explain, in Spanish, that they may find it
difficult to understand at first, but it will gradually get easier.
Teachers can also use gestures or mime to help understanding.
Instructions for activities should be given as clearly and as
simply as possible, through demonstration and examples. If it
is clear that many students have not understood, the teacher
can ask a stronger student to translate for the class.
The students
Teenage students are going through a difficult process of
development in their lives, so the teacher might face discipline
problems, disruptive behaviour, or unwillingness on the
students' part to do the different tasks they are assigned. The
topics in Global English have been carefully selected since it is
known that the choice of an appealing content for adolescents
has an essential influence over success or failure.
The responsibility for building a positive learning atmosphere lies
not only in the good relationship the teacher and her / his students
develop, but also in the one the students have among themselves.
Global English helps the teacher in this task through a number of
carefully designed exercises, very clear tasks, and opportunities for
the students to check and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually a student's
inability to cope with the tasks. The noisiest students will
demonstrate their frustration by means of loud outbursts and
disruptive behaviour, while the rest of the class may remain
passive.
To avoid discipline problems, these preventative 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 in hand.
• Clear instructions. Instructions in a class are crucial. They
must be given very clearly and assertively so that students
know exactly what to do.
The English class
The main objective of the English class in Global English is the
development of reading and listening comprehension skills,
while the productive skills have a secondary role, so the
teacher may allow students to use Spanish to show
understanding of some of the reading and listening texts.
Students must be encouraged to use English whenever
possible, and the teacher must provide patterns and clear
examples for them to follow.
Large classes
Large mixed-ability classes have to be faced every day by
teachers, who instinctively feel that they could do a better job
in a smaller class. Grouping is one technique that has been
used to reduce the negative effects of large classes.
When the class is divided into smaller units, many learning
activities can be undertaken that would not otherwise be
feasible in a large class, particularly those of a communicative
nature.
All this implies a different role for the teacher. The teacher
must not become less active in the classroom, but rather less
the centre of activity. A teacher who is monitoring,
encouraging, and participating in different classroom groups
will be even more active than the 'traditional' teacher. The
teacher's role is crucial in determining the rate of language
acquisition and learning in the classroom. By re-organising the
classroom to allow more opportunities for communicative
interactions and activities, students will be in a better position
to acquire the foreign language.
Pairwork and groupwork
As stated before, one of the ways of giving students the time
they require to practise the language in the classroom is by
CLASSROOM MANAGEMENT
21
dividing the class into groups or pairs. Grouping helps teachers
to individualise or match their teaching to individual learners.
In implementing grouping, several aspects should be taken
into account, such as the teaching context, the teaching
content and the individual learner.
Grouping provides opportunities for peer interpretation and
sharing of experiences and insights. It may also help a teacher to
accommodate learner differences by varying student roles and
varying the types of student involvement. Thus, teachers should
think of grouping as a way to appreciate all the unique individuals
that they may find in a classroom.
Teachers must bear in mind that this type of work encourages
students to share their skills and knowledge, and 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,
which will give them an opportunity to learn the social and
communicative skills required to work with other people. The
teacher should take an active role in group and pair formation,
so that the students do not always work with the same people,
to take full advantage of the variety of learning styles and
abilities. Students should assume different roles each time
(coordinator, secretary, researcher, presenter, artist, etc).
Some basic teaching reminders
• Start every lesson in a way that focusses 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 shouldn't 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.
22
CLASSROOM MANAGEMENT
• 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!
THE TEACHER'S BOOK
This component includes:
• An introduction with a description of the course and the
course components, the methodology used and
suggestions for classroom management.
• Background notes for the teacher related to the
information content of the different texts.
• Detailed teaching notes for every unit.
• Answers for all the tasks in the Student's Book and for all
the tests.
• The transcription of the recording.
• One additional test per unit.
The activities included in the book are classified according
to their level of difficulty. This is shown in the Teacher's
Book with the following icons:
Low= + Medium= ++ High= +++
Choice of tasks
The book includes a great number of varied activities. The
teacher should choose the ones which are more
appropriate for his / her group, depending on their general
level. The important thing for the teacher to bear in mind
is the final objective of each unit, and how the different
students are advancing towards it.
The exercises in the Teacher's Book are classified into
Essential Activities EA , those activities that you must do
in class, and Complementary Activities CA, activities that
you could leave out or assign as homework if you are short
of time.
There are also some activities for Fast Learners FL , which
they can do on their own and share with the rest of the
class if there is time.
EA
Essential Activities are the core of each stage of a lesson
(Before, While and After Reading / Listening). They are
indispensable to cover the contents, develop the abilities
and to achieve the learning outcomes expected not only
for the lesson but also for the unit.
The book contains a variety of these kinds of activities that
allow students to develop their reading and listening
comprehension skills and also practise and improve their
productive skills.
CA
Complementary Activities represent a support to the
essential activities. They are additional exercises through
which students gradually move into more communicative
practice involving procedures like information gap
activities, dialogue creation, controlled role-plays, etc.
Though they are not absolutely necessary, these exercises
also play a very important role in providing students with
new instances and opportunities to apply what they have
learnt.
FL
The activities for Fast Learners are the exercises for those
students that have started to become independent users of
Global English, and have developed the capacity to work
quicker and on their own. The teacher's role here is to offer
more instances to those students who instinctively feel the
need to actively apply the language they have been
practising during the lesson. The teacher does not need to
correct or become involved unless students directly appeal
to him / her to do so.
Error Alert!
This section helps the teacher with information about the
most common errors students can make.
Remember that the teacher must be very careful as to
when and how to correct errors, for example avoid
interrupting students when they are doing oral
THE TEACHER'S BOOK
23
communication activities; make note of the common
mistakes and then correct with the whole class at the end
of the activity.
Idiomatic expressions
When idiomatic expressions appear in the texts or in the
activities, they are explained, defined and an example is
given. Idioms or idiomatic expressions are those that
cannot be immediately understood by analysing the literal
meaning of their components; literal translation will
sound odd. This section will help teachers to include them
naturally in different exercises.
Bibliography
Both the Teacher's Book and the Student's Book offer
suggestions of materials that can be used for reference.
Some of these materials can be found in the Centro de
Recursos de Aprendizaje (CRA) in each school.
24
THE TEACHER'S BOOK
CLASSROOM LANGUAGE
Greetings
Moods and feelings
Asking for clarification
Encouragement
The date
The weather
The time
Some commands and
Instructions
• Good morning / Good afternoon / Hello. • Good bye / See you tomorrow / See you later.
• Have a nice weekend / Enjoy your holiday.
• How are you today? • 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.
• 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?
• Well done!
• Good!
• Excellent!
• Good work!
• Congratulations!
• What day is it today? • It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday / It’s Friday / It’s
Saturday / It’s Sunday • What’s the date today? It’s (Monday) March 9th.
• What’s the weather like today?
• 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.
• What’s the time? / What time is it? • 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. • It’s a 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. • 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.
• 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.
Turn taking and
permission
• 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
• 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.
CLASSROOM LANGUAGE
25
SUGGESTED YEAR PLANNING
Acquisition of vocabulary related to music, films and games.
The use of the Simple Present Tense.
Active, passive and interactive information acquisition.
Effective and efficient use of writing skills as a means of
communication.
16 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
GETTING ACROSS
Effective communication.
Language and
misunderstandings.
page 30.
Acquisition of vocabulary related to communication and
misunderstandings.
The use of There is / There are.
The use of reference markers.
Active, passive and interactive information acquisition.
Effective use of writing skills as a means of communication.
16 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
DIFFERENT KINDS OF PEOPLE
Physical and personal
characteristics.
Ethnic characteristics.
page 56.
Acquisition of vocabulary related to personal and physical
characteristics.
The use of comparatives.
Collective nouns.
Active, passive and interactive information acquisition.
Effective use of writing skills as a means of communication.
17 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
UNIT 4
LATIN AMERICAN BROTHERHOOD
Women's rights.
American ethnic characteristics,
art styles and sports.
page 80.
Acquisition of vocabulary related to people, arts and sports.
The use of The Simple Past Tense and suffixes to form professions.
Active, passive and interactive information acquisition.
Effective and efficient use of writing skills as a means of
communication.
16 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
TRAVELLERS' TALES
Interesting places and activities.
Renewable energy.
page 106.
UNIT 7
UNIT 6
UNIT 3
UNIT 2
UNIT 1
TO ENJOY AND TO LEARN
Music and films.
Pastimes, games and free time
activities.
page 6.
UNIT 8
26
Time
UNIT 5
Expected Outcome
Acquisition of vocabulary related to travelling and adventure, places,
activities and energy.
The use of should and the Imperative Form for suggestions and orders.
Countable and uncountable nouns.
Active, passive and interactive information acquisition.
Effective use of writing skills as a means of communication.
A GLIMPSE OF THE FUTURE
Acquisition of vocabulary related to technology, space and machines
The use of can to express abilities.
Technology and machines.
The use of the Future Tense to make predictions.
page 134.
Active, passive and interactive information acquisition.
Effective and efficient use of writing skills as a means of
communication.
COMPUTERS AND THE WWW Acquisition of vocabulary related to the Internet, computers and eComputers and the Internet jargon. commerce
The use of might and could to express possibility
Internet safety and rules.
Active, passive and interactive information acquisition.
E-commerce procedures.
Effective and efficient use of writing skills as a means of
communication.
page 158.
JOY FROM WORK
The job market.
page 186.
SUGGESTED YEAR PLANNING
Acquisition of vocabulary related to jobs, professions and job
advertisements and applications.
The use of must and should to express recommendations.
The use of sequence markers.
Active, passive and interactive information acquisition.
Effective use of writing skills as a means of communication.
16 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
17 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
17 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
17 class hours for the main
body of text, and 3 class
hours for revision and
formal evaluation.
Resources
Attitudes
Evaluation
Skills and
complexity levels
Web pages.
Extracts from books.
Film reviews.
Conversations.
Appreciation of the role of games Oral, audio and written.
and leisure activities.
Self-evaluation.
Metacognition.
Effective communication.
Exchanging opinions.
Paragraph completion.
Search for information.
Intermediate complexity level.
Magazine articles.
Extracts from books.
Radio programmes.
Lectures.
Web pages.
Poems.
Appreciating the importance of
good communication.
Development of critical thinking
abilities.
Oral, audio and written.
Self-evaluation.
Metacognition.
Effective communication.
Developing negotiating abilities.
Identification of textual elements.
Intermediate complexity level.
Encyclopaedia entries.
Extracts from books.
Reports.
Interviews.
Web pages.
Dialogues.
Web pages.
Extracts from newspapers and
brochures.
Postcards and e-mails.
Radio interviews and dialogues.
Acceptance and appreciation of
cultural and ethnic diversity.
Respect for different peoples as
part of our national identity.
Oral, audio and written.
Self-evaluation.
Metacognition.
Effective communication.
Developing negotiating abilities.
Identification of textual elements.
Intermediate complexity level.
Web pages.
Extracts from advertisements and
brochures.
Radio programmes.
Conversations and announcements.
Newspaper articles.
Web pages.
Radio programmes.
Interviews.
Conversations.
Appreciation of the importance of
safe travel conditions.
Reflection on the importance of
preserving our natural resources.
Reflection on differences and similarities Oral, audio and written.
between machines and humans.
Self-evaluation.
Reflection on possible advantages
Metacognition.
and disadvantages of the world in the
future.
Effective communication.
Summarising information.
Expressing predictions and
abilities.
Intermediate complexity level.
Web pages.
Telephone conversations.
Dialogues.
Appreciation of the importance of a
good use of the Internet.
Oral, audio and written.
Self-evaluation.
Metacognition.
Effective communication.
Paraphrasing information.
Statistics and number series
interpretation.
Intermediate complexity level.
Book extracts.
Job advertisements.
Personal reports.
Job interviews.
Telephone conversations.
Appreciation of the importance of
Oral, audio and written.
getting a job.
Self-evaluation.
Reflection on techniques and behaviour Metacognition.
when applying for a job.
Effective communication.
Job application completion.
Curriculum vitae preparation.
Intermediate complexity level.
Acceptance and appreciation of
Oral, audio and written.
American cultural and ethnic diversity. Self-evaluation.
Respect for women's rights.
Metacognition.
Appreciation of differentf cultural
expressions.
Oral, audio and written.
Self-evaluation.
Metacognition.
Effective communication.
Writing a postcard as a way to
convey a message.
Graph interpretation.
Intermediate complexity level.
Effective communication.
Writing safety tips and advice.
Travel program preparation.
Intermediate complexity level.
SUGGESTED YEAR PLANNING
27
UNIT
1
TO ENJOY AND TO LEARN
In this unit you will learn to:
READING:
LISTENING:
get the general meaning from key words.
identify meaning from the context.
identify the type of text.
identify specific information.
recognise general information.
use previous knowledge to predict content.
PRODUCTION: synthesise ideas in order to complete a paragraph.
exchange opinions about games and music.
prepare a short film review.
FUNCTIONS:
You will also learn:
GRAMMAR:
the Simple Present.
VOCABULARY: words related to music and films.
You will use the following text types:
READING:
web page.
an extract from a book.
LISTENING:
a conversation.
film reviews.
express opinions.
make offers and suggestions.
You will pay special attention to these values:
The importance of games in everyday life.
The acceptance of and respect for different opinions.
PAGE 7
INTRODUCTION
Ask students to read the title of the unit and to express their
opinions on fun versus work. Are these two compatible? Can fun
be work and vice versa? Can they give you examples of activities
that are both?
1. Hopscotch is a simple children’s game played in many parts
of the world. In addition to skipping rope, it is one of the most
popular games for children and is often played in
schoolyards.
More information on hopscotch and other games can be
found at:
http://www.gameskidsplay.net/games/other_games/
hopscotch.htm
The aim of this exercise is to see if students can match simple
instructions with visual information. Ask your students to
look at the pictures carefully first, and try to describe what
they see in each one. Then tell them to read instructions
(i. – v.) and match them with the pictures (a. - e.).
28
UNIT 1
Answers
a. – v. b. – iv. c. – i. d. – ii. e. – iii.
2. Introduce this exercise telling students to come to the board
to write a list of book / film / song titles and activities on the
board. Ask the class if they have read / seen / heard them; if
the answer is yes, where and when. Then tell them to do the
exercise in pairs.
Answers
May vary.
American v/s British English
Draw students’ attention to the different spelling of
the words. You can also show the difference in
pronunciation. Remind them that both the British
and the American versions are correct, but that
they should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 8
READING
GAMES AROUND THE WORLD
BEFORE YOU READ
Tell students to look at the cartoon and read the bubble. Do they
understand the joke? Do they think it is funny?
1 EA + Ask students to read the words in both boxes. Do they
understand the words in English? If not, they can use a
dictionary. Once they know the meaning of the words in
English they match them with the Spanish equivalents. This
kind of exercise will appear throughout the book and the idea
is to encourage students to use their previous knowledge and
also to get used to dictionary work. It will be useful not only
for their language studies but also for other subjects.
(L.A: to infer the meaning of key words).
Answers
bolitas – marbles; cartas – cards; cuerda –
skipping rope; trompo – top; volantín – kite.
2 EA ++ Encourage students to express themselves even
if their sentences are short and they mix Spanish with
English. As you can see from the Self-Evaluation box on
page 10, they will be asked if they could express their point
of view appropriately.
(L.A: to connect topic with personal knowledge).
Answers
Will vary.
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
4 CA +++ Pair work. Ask students to read the descriptions
of the games first. Help with vocabulary if necessary and
either explain or ask them to use a dictionary (if available).
Then ask them to match the words with the descriptions. Ask
them if they have ever played any of the games.
Additionally, if there is time, you can get the necessary
elements and ask them to play one of the games.
(L.A: to identify meaning from the context).
Answers
a. tug-of-war. b. dominoes. c. chess. d. hangman.
ERROR ALERT!
Students may use the word chess instead of chest
and vice versa. Pay attention to the different
meaning and spelling of each word, and to the
importance of the pronunciation of the final sound.
• Chest: the top part of the front of the body,
between the neck and the stomach.
• Chess: A game for two people played on a board
marked with black and white squares.
3 EA ++ Remind students of the important role of
PAGE 9
cognates to help them understand texts. Ask them to work
WHILE YOU READ
in pairs and say the words aloud to identify the cognates
and their Spanish equivalent.
5 EA ++ Ask students to read the title of the text first;
(L.A: to identify cognates).
ask them what they can spin, throw or sing (for
Answers
example, they can spin a bottle, a top; they can sing a
• culture • favourite • plastic • traditional
tune, a note; they can throw a stone, a paper plane,
• triangle.
etc.). Students read the instructions and copy the chart
in their notebooks. Remind them not to write or
highlight anything in their books as it will be used by
other students in the future. Students read the
descriptions and fill in the table with the correct
answers. Check their answers orally. Ask them to
produce full sentences, for example: Hakan Tuncer from
Turkey says that the aim of the game in his country is to
knock over other players´ toys.
TO ENJOY AND TO LEARN
29
(L.A: to find specific information through skimming).
Answers
For this game
For this game you draw a
geometric shape on the
ground.
The aim of this game is to
knock over other players'
toys.
This game is over when
all the things you use are
gone.
For this game you need a
wooden or plastic toy.
This game shows your
ability to handle one
object.
You sing a song while you
play this game.
Colombia
Turkey
Venezuela
interrupting, but help and prompt when necessary. Ask for
some general comments at the end of the discussion.
(L.A: to exchange opinions about games).
Answers
Will vary.
✔
You can use this exercise for oral practice.
✔
TAPESCRIPT - ORAL PRACTICE
Boy 1:
Boy 2:
✔
✔
Boy 1:
Boy 2:
✔
✔
PAGE 10
6 EA ++ Tell students to read the text more carefully a
second time. Check answers orally.
(L.A: to identify location of information).
Answers
a. Jennifer. b. Etilvia. c. Hakan.
7 EA + Finding words in the text and matching them with
their definitions helps students remember the words better.
Additionally, after students do this exercise you can also
ask them to make their own sentences with the words.
(L.A: to identify meaning from the context).
Answers
a. triangle. b. jump. c. spin. d. wood. e. draw.
In my opinion, football is a sport only for boys.
I don't agree with that; my sister plays football and
she is just awesome. Have you ever played with dolls?
Of course not! That's just for little girls; men play football.
I believe that you are missing the point; actually my
sister is very happy doing both things and I don't
mind playing dolls with her.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the activity they have just finished
and other previous speaking activities. Encourage
them to be honest and to keep a record of their
answers in a special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
PAGE 11
Language Note
Present Simple Affirmative
This Language Note provides information on the
Present Simple tense in the affirmative form and
explains that it expresses actions that are repeated,
or take place usually, or when a speaker believes
that a fact is true. Let students try to work out the
answers for themselves.
For more information on the Language Note
section see page 8 of the Introduction.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
AFTER YOU READ
8 EA + Allow students to talk about both points. Avoid
30
UNIT 1
9 EA +++ Refer students to the Language Note before
doing this exercise. Help them complete the other sentence
and check orally.
(L.A: to use a structure to complete sentences).
Answers
a. Steve goes to school by bus every day.
Today, he is going to school by car.
b. We dance the salsa every week. We are
dancing the tango right now.
c. I am kissing my boyfriend now. I always kiss
my mother goodbye.
d. Mr Johnson speaks English. Mr Johnson is
speaking Japanese now.
ERROR ALERT!
Simple Present- 3rd person singular.
The spelling of the third person singular of the
Simple Present of verbs is normally s: acts,
begins, calls, dives, eats, falls, gets, hates, injures,
jokes, kills, laughs, makes, norms, opens, plays,
quotes, reads, stays, takes, visits, works, yawns,
zaps, but es in does, goes, catches, watches,
pushes, passes, buzzes, etc.
consider evaluation as a continuous process throughout the book.
Read the instructions aloud, make sure that all the students
understand them clearly and set a time limit to complete
the task and check their scores. Encourage your students to
keep a written record of their results.
Ask the students to do the exercises in their notebooks, and then
to check their scores after correcting the answers with you.
Answers
i. - b. ii. - a. iii. - b. iv. - a. v. - a. vi. - b.
12 FL This exercise can be done as a competition. The
teacher says: who can match the pictures, words and
names the fastest? Award points / positive remarks for
fastest correct work.
(L.A: to match visual and textual information).
Answers
a - 1 – III. b – 3 – II. c – 4 – I. d – 2 - IV.
PAGE 13
LISTENING
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
10 CA ++ This kind of exercise, although guided, lets
students express their own ideas in writing. Ask students
NOT to write in the book but copy the paragraph in their
notebooks before completing it with their own ideas.
(L.A: to express ideas about games in written form).
Idiomatic Expressions
• Like a dog with two tails.
If somebody is like a dog with two tails, they are extremely
happy.
Example sentence:
"When Paul won the first prize, he was like a dog
with two tails."
PAGE 12
11 MINITEST
The minitests allow students to evaluate their performance in an
important grammar or vocabulary aspect of the lesson and also to
WHAT SHALL WE DO?
BEFORE YOU LISTEN
1 EA + Introduce this lesson by telling your students that
somebody is visiting you and you don’t know how to entertain
them. Ask them for some suggestions. You can say: What shall
I do with my friend? Then go to exercise 1 and ask students to
look at the pictures and guess the subject of the listening text.
Do not check at this point.
(L.A: to predict content using visual and textual elements).
2 EA ++ Tell students to read descriptions a. – h. and then
match them with the pictures (i. - viii.). Once they have
finished, ask them to rate the activities according to the
instructions. Tell them to explain why they prefer some
activities to others.
(L.A: to infer the meaning of key lexical items and connect
them with personal opinion).
Answers
a. - v. b. - iii. c. - vii. d. - vi. e. - i. f. - ii. g. - iv.
3 CA +++ Encourage students to express themselves
even if their sentences are short and they mix Spanish with
English. You can divide the class into three big groups and
ask each group to concentrate on one answer. After a few
minutes, they can share their answers with the class.
TO ENJOY AND TO LEARN
31
(L.A: to activate previous knowledge through expression of
preferences).
Answers
Will vary.
ERROR ALERT!
.
dislikes
and
Likes
likes and dislikes, some
about
When talking
like, are followed by
hate,
love,
verbs such as:
ts that there are no
studen
the verb+ ing. Warn
fixed rules; they just have to read and listen
carefully and try to remember examples.
4 CA ++ Write on the board:
(L.A: to check predictions).
Answers
b.
6 EA +++ Read the instructions with the students and go
through the options. Tell them to read the Learning tip,
which refers to using previous knowledge and information
provided beforehand to help them understand a listening
text.
(L.A: to connect speakers and written information).
Answers
a. Sarah. b. Jenny. c. Sarah. d. Jenny.
e. Sarah. f. Jenny.
7 EA ++ Once again go through the instructions with
Who do you normally go to ________ with?
Show how they can change the question with the
students before you play the recording again. Explain any
alternatives provided, and ask different students to ask and
vocabulary that students might ask you about.
answer in front of the class.
(L.A: to discriminate between correct and incorrect
(L.A: to activate previous knowledge through expression of habits).
information).
Answers
Will vary.
Answers
a. false. b. true. c. false. d. true. e. true.
PAGE 14
WHILE YOU LISTEN
Learning tip
Analyse this learning tip with the class and
emphasise the importance role of predictions and
tasks to help them focus their attention and
understand a listening text.
For more information on the Learning tip section
see page 8 of the Introduction.
American v/s British English
Draw students’ attention to the two different words
used in each variety of English. Remind them that
both the British and the American versions are
correct, but that they should choose one variety and
stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
5 EA + Refer students to the predictions they made in
exercise 1. Play the recording once for them to check.
32
UNIT 1
SELF - EVALUATION
Give students a few minutes to think about their
performance in the listening activities they have just
finished. Encourage them to be honest and to keep
a record of their answers in a special section in their
notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
ERROR ALERT!
's.
sive
Posses
Sarah's neighbours of (NOT: the neighbour of Sarah)
TAPESCRIPT
WHAT SHALL WE DO?
Sarah: Hello?
Jenny: Can I speak to Sarah, please?
Sarah: Speaking.
Jenny: Hi, Sarah. It’s Jenny here.
Sarah: Hi, Jenny.
Jenny: Are you busy right now?
Sarah: No, I’m listening to music.
Jenny: Yes, I can hear it. Madonna is blaring from the
speakers. Your neighbours must complain all the time.
Sarah: No, they also like Madonna.
Jenny:
Sarah:
Jenny:
Sarah:
Jenny:
Sarah:
Jenny:
Sarah:
Jenny:
Sarah:
Jenny:
Sarah:
Jenny:
Sarah:
Jenny:
Any plans for tonight?
I am thinking of renting a movie.
Boring.
Do you have a better idea?
Shall we go to the mall?
No, I don’t have any money.
We don’t have to buy anything.
It’s no fun going to the mall just to look.
Let’s visit Karen, then. She is having a party with a
few friends.
Let’s not. You know I don’t like Karen.
Shall we go to the cinema, then?
It’s the same as renting a movie!
No, it’s not! It is more fun!
I’ll tell you what! Let’s meet here and play some
computer games. My brother has just got the new
Final Fantasy!
It’s a brilliant idea! I’m leaving right now.
You can use this exercise for oral practice.
TAPESCRIPT - ORAL PRACTICE
a.
Sonia:
Joe:
b.
Kim:
Mimi:
Kim:
Shall we go to the park after school?
No, let's go to cinema instead.
What shall we do at the weekend?
I don't know. Let's have a look at the newspaper
and see some activities.
Ok, let's look at the newspaper first.
c.
Teacher: Ok, class. Let's talk about our trip to Isla Negra.
Student: Shall we finish the exercise first?
Teacher: No, you can finish it at home.
AFTER YOU LISTEN
8 EA ++ This exercise is aimed at consolidating what
students heard in the listening text, which included the
expressions shall we, let’s, etc. Ask them to look at ALL the
bubbles and then try to identify the ones that mean the same.
Tell them to write the pairs in their notebooks. Additionally,
you can ask them to provide answers for the suggestions.
Alternatively, this activity could be done by fast learners.
(L.A: to identify similar meanings).
Answers
a. – d. b. – f. c. – h. e. – g.
PAGE 15
9 EA + Tell students to work in pairs and explain their
choice. Set a time limit and check orally.
(L.A: to deduce possible information).
Answers
a. Let’s have an ice-cream.
b. Shall we jump in?
c. How about the Compaq?
10 EA +++ This is a consolidation exercise that allows students
to practise what they have learnt in writing and also orally.
(L.A: to complete a dialogue).
Answers
a. Shall we, let’s. b. shall we, shall we, let’s.
c. let’s, shall we.
11 FL Allow fast finishers to listen to the recording again and
find the sentences that mean the same as those given.
(L.A: to identify meaning from the context).
Answers
a. Madonna is blaring from the speakers.
b. Your neighbours must complain all the time.
c. Let’s visit Karen.
d. Shall we go to the cinema?
e. It’s a brilliant idea!
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
PAGE 16
READING
THE SOUND OF MUSIC
BEFORE YOU READ
1 EA +++ Read the title of the lesson aloud and ask
students to give you a few ideas of what it will be about.
You can help them with prompts such as:
Do you think the text will be about instruments? How about
famous singers?
You can also tell them about where the title came from –
TO ENJOY AND TO LEARN
33
the world-famous film The Sound of Music. Do not correct
answers at this stage.
(L.A: to make predictions from textual clues).
The Sound of Music is a musical based on Maria von Trapp’s
book The Story of the Trapp Family Singers. Songs from the
musical that have become standards include “The Sound of
Music”, “Edelweiss”, “My favourite Things”, “Do, Re, Mi”. The
principal actress was Julie Andrews.
2 EA + Ask students if they know and can explain each kind
of music mentioned in the exercise, then to write the names
of people (friends, relatives, classmates, etc.) who like the
specific kind of music. How old are they? Does age have
anything to do with the kind of music people like?
The aim of this activity is to bring the topic of the lesson
closer to the students’ lives. Ask them to share some of
their answers orally, using this pattern, which you can
write on the board.
________ like / likes listening to ________.
Ballad - a narrative poem, often of folk origin and intended to be
sung, consisting of simple stanzas and usually having a refrain.
Hard rock - A style of rock ‘n’ roll characterised by a harsh,
amplified sound and loud, distorted electric guitars.
Jazz- A style of music, native to America, characterised by a
strong but flexible rhythmic under-structure with solo and
ensemble improvisations on basic tunes and chord patterns.
Classical music - Music composed in the classical tradition
and intended as serious art, especially as distinguished from
popular or folk music.
Hip-hop -A popular urban youth culture, closely associated
with rap music and with the style and fashions of AfricanAmerican inner-city residents.
Pop - Term applied since the late 1950s to the central, most
widely circulated and commercially successful kinds of
popular music.
(L.A: to connect topic and personal experiences).
Answers
Will vary.
3 EA ++ Quizzes are a favourite with students especially
when they are carried out as a competition and awarded
small prizes (extra points for a future test, etc). Set a time
limit and ask students to get into small groups to do this
quiz. You can make it more entertaining by ringing a bell
when time is up (or set the alarm clock on your mobile
phone). If you have the means and the time, download the
34
UNIT 1
lyrics, bring the recordings to class or ask students to bring
them the following class to play them and sing along.
(L.A: to match visual and textual elements).
Answers
a. - ii. b. - iv. c. - iii. d. - i.
PAGE 17
WHILE YOU READ
4 EA + Students read the text quickly and check their
predictions in exercise 1.
(L.A: to check predictions through skimming).
Answers
Different types of music.
Idiomatic Expressions
• Like a bear with a sore head.
If someone is behaving like a bear with a sore head, they
are very irritable and bad-tempered.
Example sentence:
"When his team lost the match, Brad was like a
bear with a sore head."
• Over the moon.
If you are over the moon, you are absolutely delighted.
Example sentence:
"We were all over the moon when we heard the
good news."
5 EA + Students read the text more carefully now and
identify its source. Afterwards, you can give them some
background information on the Rolling Stone magazine.
Rolling Stone was founded in San Francisco in 1967 by Jann
Wenner who is still the editor. Rolling Stone was initially
identified with and reported on the hippie counterculture of
the era. Today, it is the most important music magazine in
the world and is published in several languages.
(L.A: to identify source of text).
Answers
c. A magazine dedicated to scientific studies.
6 EA +++ This exercise is done individually first and then
students can compare answers in pairs or small groups
before you check orally.
(L.A: to find specific information).
Answers
a. No, different people like different kinds of
music.
b. 144 people.
c. For 15 minutes.
d. They had to complete a psychological
profile.
e. No, you shouldn’t.
PAGE 18
7 CA ++ Remind students NOT to write in their notebooks.
(L.A: to interpret information).
Answers
Grunge New Age Designer Classical
Hostility
+
+/-
-
+/-
Sadness
+
+/-
-
+/-
Caring
-
+/-
+
+/-
Relaxation
-
+/-
+
+/-
Tension
+
+/-
-
+/-
Mental
clarity
Fatigue
-
+/-
+
+/-
+
+/-
-
+/-
Vigour
-
+/-
+
+/-
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
AFTER YOU READ
Language Note
Present Simple Negative
This Language Note provides information on the
Present Simple tense in the negative form and
explains the use of the auxiliaries don’t and doesn’t.
For more information on the Language Note
section see page 8 of the Introduction.
8 EA +++ This exercise can be done individually or in pairs,
giving students the opportunity to discuss what they have learnt.
(L.A: to use a new language structure to complete sentences).
Answers
a. doesn’t. b. don’t. c. don’t. d. don’t. e. don’t.
f. doesn’t.
ERROR ALERT!
Present Simple - Negative form.
He doesn't go to school on Sunday (NOT: He
not goes to school on Sunday). We do not like
the same types of music (NOT: We not like the
same types of music.)
SELF - EVALUATION
Give students a few minutes to think about their
performance in the speaking activities and when
doing pair work. Encourage them to be honest, to
add some information to their Yes / No answer and
to keep a record of their answers in a special section
in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
PAGE 19
9 CA + Attention! This game needs previous
preparation.
Ask three or four students to collect some music and bring
the CD’s to the class.
They can also be the game masters, or you can ask other
students to play that role. Nominate a class secretary to
keep the score.
Make sure the music and fun do not interfere with the work
in the other classrooms.
(L.A: to use language to play a game).
Answers
Will vary.
TO ENJOY AND TO LEARN
35
10 MINITEST
The minitests allow students to evaluate their
performance in an important grammar or vocabulary
aspect of the lesson and also to consider evaluation as a
continuous process throughout the book.
Read the instructions aloud, make sure that all the
students understand them clearly and set a time limit to
complete the task and check their scores. Encourage your
students to keep a written record of their results.
Ask the students to do the exercises in their notebooks,
and then to check their scores after correcting the answers.
Answers
concert; don't; music; opinion; great;
CD player; idea.
Answers
Will vary.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
ERROR ALERT!
False cognates.
Discuss = conversar (NOT: discutir) When you see
a word that is very similar to Spanish, check the
context and the general idea of the sentence to
confirm that it is really the same as Spanish.
You can use this exercise for oral practice.
PAGE 20
TAPESCRIPT - ORAL PRACTICE
Rodrigo: Shall we go to a concert?
Chris:
Who's playing?
Rodrigo: Daddy Yankee.
Chris:
I don't like this type of music.
Rodrigo: Are you serious? What kind of music do you like?
Chris:
Techno.
Rodrigo: I can't stand the stuff.
Chris:
Well, that's your opinion. I think techno is great.
Rodrigo: Maybe for a disco but not to listen to on your CD player.
Chris:
Why not?
Rodrigo: All that monotonous thumping…
Chris:
That is the whole idea of techno!
11 FL This kind of exercise, based on students´ opinions,
encourages them to apply previous knowledge, relates
what has been learnt to their own experience and
stimulates thinking. The following graph illustrates the
reflective learning and thinking process. Always keep in
mind that abstract concepts and reflective thinking are
best learnt when based on real experience.
(L.A: to express opinions).
Concrete
experience (1)
Testing in new
situations (4)
UNIT 1
WHAT'S ON TONIGHT?
BEFORE YOU LISTEN
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
1 EA + Ask students to read the title of the unit and explain what
it means. Then they choose the best answers to the question.
(L.A: to relate information).
Answers
a., b., d., f.
2 EA ++Students look at the different options and choose
the ones they think are the best.
(L.A: to activate previous knowledge).
Answers
May vary.
3 EA ++ It is important to prepare students for the
Observation and
reflection (2)
Forming abstract
concepts (3)
36
LISTENING
listening activities by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
In this exercise students are asked to predict the type of listening
text on the basis of information provided – the title of the unit, PAGE 21
the illustrations and the previous exercises.
WHILE YOU LISTEN
Do not check at this point.
(L.A: to predict type of text).
6 EA + Students listen to the extract and check their
4 EA ++ Students usually know quite a lot about films
predictions in exercise 3.
and entertainment – it is often their favourite subject. The
(L.A: to check predictions).
films chosen for this exercise are quite well-known, but
Answers
here is a brief description, just in case.
b.
Forrest Gump is a 1994 film about a man with an IQ of 75
and his epic journey through life, meeting historical figures, 7 EA ++ Students copy the chart in their notebooks and
influencing popular culture and experiencing historic events
then listen to the recording again. Ask them to take notes
while largely unaware of their significance.
while listening.
The Lord of the Rings is an epic high fantasy novel (or
You can provide the following pointers for note taking:
heroic romance) written by the English academic JRR
- use abbreviations.
Tolkien. The story began as a sequel to Tolkien’s earlier work,
- use bullet points.
“The Hobbit” but developed into a much larger story.
- use special symbols whose meaning you know.
Man on Fire is a 2004 thriller /action drama about an ex- use different colours for different ideas.
special forces bodyguard’s revenge on a Mexican kidnapping
- write down key words only.
gang that abducts a nine-year-old girl he was hired to
(L.A: to identify specific information).
protect. The stars of this film are Denzel Washington and Answers
Dakota Fanning.
Casino
Open Season
Barnyard
Mr. Bean was originally a British comedy television series
Royale
and then a number of very popular films starring Rowan
10.30 a.m., 12.30, 10.00; 12.00;
5.00 p.m., 7.30 p.m.,
Atkinson as the funny title character.
Times 3.30 p.m. and
3 p.m.; 5.00 p.m. 9.30 p.m. and
Subterra is a Chilean classic based on the novel under the
5 p.m.
midnight
same title written by Baldomero Lillo and published at the
th
Type Cartoon comedy Cartoon comedy Thriller
beginning of the 20 century.
(L.A: to match visual and textual elements).
General
14 years and up
Age General Public
Answers
a. Mr. Bean. b. Forrest Gump.
c. Lord of the Rings.
d. Subterra. e. Man on Fire.
5 CA ++ Ask students to explain each type of film or provide
the definitions. They can use dictionaries or the Internet. Tell
them to give you examples of other films for each type.
(L.A: identify types of films).
Answers
a. Mr. Bean. b. Subterra. c. Lord of the Rings.
d. Man on Fire. e. Forrest Gump.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the writing activities and what they
did to try and solve them. Encourage them to be
honest, and to keep a record of their answers in a
special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
Group
Audience
The adventures of Animals take
Boog, the
over the farm
domesticated bear
Topic
and his friend.
James Bond’s
mission takes
him to the
terrorists’banker
and he must
stop him now.
8 EA ++ Ask students to read the instructions first and
then play the recording again. Stop several times to give
students time to take notes and to process the information
they are receiving.
(L.A: to relate information).
Answers
Barnyard: cartoon comedy, for general
audience, showing in the morning and
afternoon only.
Chronicles of Narnia: for teenagers, fantasy.
Resident Evil: horror, showing at midnight.
9 EA +++ Students read the instructions and statements
a. - e. Ask them which key words they should pay attention
TO ENJOY AND TO LEARN
37
to, to do this exercise. Then, play the recording again.
(L.A: to discriminate between correct or incorrect information).
Answers
a. False. (It is about animals taking over a farm).
b. False. (Meryl Streep plays Miranda in The
Devil Wears Prada).
c. False. (It is based on a book but not by
James Bond).
d. True.
Learning tip
Analyse this learning tip with the class and
emphasise the importance of their previous
knowledge of the topic to help them focus their
attention and understand a listening text.
For more information on the Learning tip section
see page 8 of the Introduction.
PAGE 22
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
10 CA ++ Ask students to describe what they see in the pictures
General audience.
“Open Season”, cartoon comedy, showing at 10.30 am, 12.30,
3.30 pm and 5 pm.
The adventures of Boog, the domesticated bear and his friend
Elliot the mule. General audience.
Teenagers
“Chronicles of Narnia”, fantasy, showing at 1.15 pm, 3.30. pm,
5.45 pm and 8 pm
Subtitled.
The adventures of three siblings in the wonderful world of
Narnia.
12 year old and older.
Adults
“Resident Evil - Extinction”, horror. Showing at 5.15 pm, 7.15 pm,
9.30 pm and midnight.
Subtitled.
Alice is on the run with a new group of humans going through
the Nevada desert on a long journey to Alaska.
18 year olds and older.
“Casino Royale”, thriller. Showing at 5.00 pm, 7.30 pm, 9.30 pm
and midnight
James Bond's mission takes him to the terrorists' banker and he
must stop him now.
14 year olds and older.
- you can give them prompts such as - Can you see real people or
cartoon characters? Are they indoors or outdoors?, etc.
AFTER YOU LISTEN
Ask them to identify the type of film they might represent
11 EA + Ask students what synonyms and antonyms are. Ask
(cartoon, thriller, fantasy). Finally, students say which films
them to give you examples and then tell them to do the exercise
they think the pictures correspond to.
and identify expressions that mean the same.
(L.A: to match information and visual elements).
Synonyms - two words that can be interchanged in a context.
Answers
Antonym - A word having a meaning opposite to that of
a. Barnyard. b. Casino Royale.
another word.
c. Chronicles of Narnia.
(L.A: to match synonyms).
TAPESCRIPT
Answers
Thank you for calling the Odeon. This is the movie programme for
the week beginning Monday, 4 July and ending Sunday, 10 July.
midnight - 12 o’clock at night; adult - grown
up; storyline – plot; siblings - brothers and
sisters
Children's movies
“Barnyard”, cartoon comedy, showing at 10 am, 12 noon, 3 pm
and 5 pm.
The animals have taken over the farm - and they are having lots
of fun.
ERROR ALERT!
Prepositions to indicate time.
12 o'clock at night (NOT: 12 o'clock in the night
or on the night).
38
UNIT 1
12 EA ++ This exercise is based mainly on cognates that students
will easily recognise. Ask them to fill in the gaps in the sentences.
(L.A: to complete sentences).
Answers
a. general. b. translated. c. fictitious.
d. domesticated. e. thriller.
13 CA +++ Bear in mind that your students’vocabulary is
TAPESCRIPT - ORAL PRACTICE
1.
A: We are late. The film started at 3 pm.
B: Let's catch the one at 5 pm.
2.
C: What's on tonight?
D: A really scary horror movie.
3.
E: Dad, can we see “Casino Royale”?
F: Sorry, Bob. It's just for adults.
still very limited and the tasks should take into account the
15 FL Go through the list of words with the students or ask
scope of their knowledge. Tell students that before they
them to use a dictionary, if available. It can be a group or
write ANY piece of work, whether if it is one paragraph or 30
pair exercise and you can set a time limit to complete it.
pages long, it is always good to follow four important steps:
Alternatively, it can be assigned as homework.
1. brainstorming – 2. planning – 3. writing – 4. editing
(L.A: to match words and their definitions).
Always check students’ written production - mistakes set in
ink may often become set in stone if not checked and
Answers
corrected. Stress to students that the more writing they do
a. actor. b. producer. c. stuntman. d. editor.
the more confident they will feel. Practice and work lead to
e. make-up artist.
achievement. You can bring copies of different film reviews
for students to use as models
Quote of the day
(L.A: to elaborate a short film review).
Answers
May vary.
PAGE 23
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
PAGE 24
JUST FOR FUN
Treat this page as if it “belonged”to your students. It is their page
and they should do it in their own time or at home. However, be
willing to answer questions as they arise and invite them to share
answers. Remind them that, like the rest of the book, they should
14 CA ++ Tell students to first look carefully at the pictures not scribble or write on the page.
and then read all the bubbles and pair them up into mini- For more information on the Just for Fun section see page 7 of the
conversations. Finally, they match the mini-conversations Introduction.
with the pictures. Ask them to try to explain their choices
PAGE 25
(accept Spanish if necessary).
PROJECT
(L.A: to match information to form dialogues and the
• Help students form groups and assign roles and tasks for each
dialogues with visual elements).
member.
Answers
• Explain which of the steps in the development of the project
a. We´re late. The film started at 3 p.m.
will be done in class and which outside class time.
Let’s catch the one at 5 p.m.
•
Fix the date when the finished projects must be brought to
b. What’s on tonight?
class.
A really scary horror movie.
• Help students to exchange partners to do the final activity.
c. Dad, can we see Casino Royale?
Sorry, Bob. It’s just for adults.
For more information on collaborative work see page 7 of the
Introduction.
You can use this exercise for oral practice.
TO ENJOY AND TO LEARN
39
SYNTHESIS
Use this section to check students’ learning process and answer
all the questions they might have.
For more information on the Synthesis section see page 8 of the
Introduction.
PAGE 26
EXTRA ACTIVITIES
For more information on the Extra activities see page 8 of the
Introduction.
Answers
1. Across: 3. king; 5. dominoes; 6. oba. Down:
1. games; 2. marbles; 4. rope; 5. dice.
2. a. let’s stop; shall I make. b. Shall we go; how
about; let’s have.
3. Joe Sutton doesn’t enjoy his job. He doesn’t
work very hard and he doesn’t earn a lot of
money. He doesn’t live in a small town and
doesn’t go to the city everyday. He doesn’t have
a very healthy life. He and his wife don’t go to
bed early, they don’t get up early and they
don’t run twenty kilometres every morning.
4. a. fantasy. b. actor. c. stuntmen.
d. comedies, musicals. e. films.
PAGE 27
For more information on the Test your knowledge section see
page 9 of the Introduction.
Answers
READING
1. a. iii. b. i. c. iii. d. ii.
LISTENING
2. a. Speaker 3. b. Speaker 2. c. Speaker 1.
3. a. pairs, money, anywhere.
b. machine, anywhere, anyone.
c. portable, wherever, light, get damaged.
TAPESCRIPT – FAVOURITE ACTIVITIES
I.
I think that it is a real fun activity as it can be done in pairs.
You don’t need any money to do it, just a piece of paper and a
couple of pens or pencils. It can be done anywhere – at home,
in the park (and there you just need a stick and the ground!),
in a car or on a plane. I think this activity is known all over the
world and people simply call it different names.
II.
I believe it is really entertaining to do it. If you have the right
machine you can do it anywhere and you will not disturb anyone.
The machine is so small you can put it in your bag or even carry it
in your pocket. You can do it when you are bored and alone.
CONSOLIDATION ACTIVITIES
For more information on the Consolidation activities see page 8 of
the Introduction.
Answers
1. Answers may vary.
2. Answers may vary, but check that the
combinations make sense.
3. Answers may vary.
III.
Some people say that computers will replace them but I don’t
really think so. They have been around for more than 500 years
and people still enjoy them. In contrast to computers, they are
portable and you can use them on a beach, at home, on a bus or
wherever you want. They are light and do not get damaged easily.
LANGUAGE
4. a. shall, let’s. b. let’s, shall. c. shall, let’s. d. let’s, let’s.
PAGE 28
5. a. don’t. b. doesn’t. c. don’t. d. don’t. e. doesn’t.
TEST YOUR KNOWLEDGE
This is an opportunity for re-examining difficult questions and fitting all 6. a. – B. b. – B. c. – A. d. – B. e. - A.
the main pieces of the puzzle together into one coherent picture. Here
SELF - EVALUATION
the teacher can also look for errors and wrong conclusions. This is an
Motivate students to reflect on their performance
extra opportunity to correct them before moving on to the next unit.
throughout the unit and make decisions concerning
steps to solve problems and improve.
Give students time to read the instructions and answer any
For more information on Self-evaluation see page 9
questions they may have before beginning the test.
of the Introduction.
Check answers with the whole class and help them work out
their score.
Offer help and advice to improve results.
40
UNIT 1
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 1
READING - TECHNOKIDS
Young Italian designers have innovative ideas for everyday
objects. These are some of the most creative projects presented
at the 2005 Milan Furniture Fair.
_____________________
An educational computer game that illustrates how the
elements of nature interact. For example, the screen shows a
flower, some clouds and the sun. If you blow on the fan of one of
the egg-shaped controls, the clouds move or rain falls on the
flower.
1 Read the text quickly and choose the best name for each
project.
a. Quattro.
b. TokTok.
c. Eco-pods.
1 pt.
2 Read the text carefully and identify the project.
a. A useful system to communicate with people that live far
away.
b. An interactive game.
c. It functions only when there are people at home.
3 Read the text once more and answer these questions.
_____________________
A communication system that connects you to your loved ones in
faraway places. Each person has a box. By knocking on it – (as
you would on a door – you send a “knock-knock” signal to the
other person’s box, which responds by sending another “knockknock” back. These simple signals travel at the “speed of love” –
slower than light but faster than sound. The further the distance,
the longer it takes for the signal to return.
1 pt.
4 pts.
a. Where were these projects presented?
b. How fast do the knock-knock signals travel?
c. How many boxes do knock-knock users need?
d. In what position does the third project work as a clock?
_____________________
Depending on its position, it is a four function radio (sideways),
alarm (vertical) or clock (horizontal), and appears to have no
numbers or signs. But when it detects your presence, the
controls for its different functions appear.
LAN Chile in-flight magazine IN, April 2006. Text by Francisca
Donoso.
Sources:
UNESCO: http://whcunesco.org
TO ENJOY AND TO LEARN
41
PHOTOCOPIABLE
MATERIAL
LISTENING - SOME VIDEO GAMES
CAN IMPROVE VISION
WRITTEN PRODUCTION
7 Write a short review about a book you have read recently.
4 Listen and identify who the presenter is interviewing.
1 pt.
a. A video game company manager.
b. A scientist.
c. A journalist.
d. A video game player.
ORAL PRODUCTION
5 Listen again. Number the topics a. – c. in the order they are
3 pts.
mentioned.
_____ a. Games that have no effect.
_____ b. Psychological Science study.
_____ c. Way in which our brains process information.
6 Listen to the text again and circle the correct alternative.
4 pts.
a. People who play video games could / couldn’t see better
than those who are not players.
b. Video games change / don’t change the way our brains
process visual information.
c. After 13 / 30 hours of training, people could see small
objects better.
d. All / Not all games cause the same effects.
42
UNIT 1
Indicate the aspects you liked and those you didn't like.
Include the rating you would have given it, from 1 to 5
6 pts.
stars.
8 Think about a game you like to play and talk about it. Give
information about:
5 pts.
a. kind of equipment you need.
b. place where you play it.
c. aim of the game.
d. sex and age group that can play it.
e. place of origin.
REVISE 0
GOOD
AGAIN to 10 JOB!
9
11
18
to 19
EXCELLENT!
20
to 25
TOTAL
25
PTS
PHOTOCOPIABLE
MATERIAL
TAPESCRIPT - SOME VIDEO GAMES CAN IMPROVE VISION
ANSWERS TO EXTRA TEST UNIT 1
Presenter: We have good news for video game fans. A
study from the University of Rochester found
that playing action video games sharpens
vision. With us today is Professor Daphne
Bavelier, to add more details. Good evening, Dr.
Bavelier. What can you tell us about the study?
Dr. Bavelier: Good evening. Well, it’s true. The study in
Psychological Science found that action video
players could see objects in a cluttered space
more accurately than those who are not players.
Presenter: Dr. Bavelier, you said that playing action video
games changes the way our brains process
visual information. Can you explain this?
Dr. Bavelier: Sure. After just 30 hours of training, people who
normally don’t play video games could see
small, closely packed letters more clearly. They
showed a substantial increase in the resolution
of their vision.
Presenter: Do all games have the same effects?
Dr. Bavelier: No, only certain games such as first-person
action games are beneficial. Other kinds of
games, like puzzle games, have no effect.
READING - TECHNOKIDS
1. b.
2. a.
3.
a. The 2005 Milan Furniture Fair.
b. Slower than light but faster than sound.
c. One box per person.
d. Horizontal.
LISTENING - SOME VIDEO GAMES CAN
IMPROVE VISION
4. b.
5.
b. 1
c. 2
a. 3
6.
a. could
b. change
c. 30
d. not all
WRITTEN PRODUCTION
7. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
2 pts.
2 pts.
2 pts.
ORAL PRODUCTION
8. Assign points according to these criteria:
Correct information.
Pronunciation.
Fluency.
2 pts.
2 pts.
2 pts.
TO ENJOY AND TO LEARN
43
UNIT
2
GETTING ACROSS
In this unit you will learn to:
You will also learn:
READING:
relate textual elements.
infer meaning of words from the context.
recognise textual organisation.
GRAMMAR:
LISTENING:
interpret meaning from intonation patterns.
use previous knowledge to predict content.
identify types of language.
VOCABULARY: words related to communication.
there is / there are.
reference markers.
You will use the following text types:
PRODUCTION: share personal experiences.
write a letter of advice.
negotiate an issue.
READING:
a magazine article.
an extract from a book.
a web page.
FUNCTIONS:
LISTENING:
a radio programme.
a lecture.
a poem.
express opinions.
offer advice.
negotiate.
You will pay special attention to these values:
The importance of developing critical thinking abilities.
The role of good communication.
a. common errors are corrected at the end of the activity.
b. differences in opinion are respected.
c. the discussion is focused and does not get out of hand.
Introduce the subject of the unit asking students to talk about
4. Individual work. Codes and puzzles are fun and challenging.
what they can see in the picture on page 30. Ask them if they
Set a time limit and check orally.
think that some ways of communicating are more important than
Answers
others, about changes in the ways of communicating throughout
Let’s go to a concert tonight, shall we?
times, from letters to e-mail, for example.
1. Students work in pairs and decide which ways of PAGE 32
READING
communicating they use the most. Tell them to compare their
THE
ORIGIN
OF LANGUAGE
answers with other pairs.
PAGE 31
INTRODUCTION
Answers
Will vary.
BEFORE YOU READ
Start the lesson asking students to look at the three pictures and
2. It is better to assign this kind of exercise to two or more
describe what they see. Tell them to read the statements that
students as they can exchange ideas and opinions.
accompany the pictures. Ask them if they agree, disagree, are
Answers
not sure, and if they think the situations are funny or serious.
a. - iv. b. – i. c. – ii. d. – iii.
3. Working in groups, students expand on what they have said
in exercise 1. Teacher supervises discussion to make sure
that:
44
UNIT 2
1 EA + You can use the Think, Pair, Share technique, where
students make their own predictions, share with a partner,
and then participate in a class discussion. Ask them to write
their predictions on a piece of paper and then put them into
a bag, hat, etc. and take them out and read them aloud.
When students finish reading the text, give little prizes for
the best predictions. Do not check answers at this stage.
(L.A: to predict content using visual elements).
2 CA ++ Talk to students about Onomatopoeia - words that
imitate the sound they represent. Onomatopoeic words exist in
every language, although they are different in each. For example,
a dog barking in Polish sounds: wow, wow. In Korean, the same
dog says meong, meong and in Russian it barks gaf, gaf.
Tell the students to look at the pictures and relate them to
the onomatopoeic sounds in the bubbles.
(L.A: to connect visual and textual elements).
Answers
a. oink – oink. b. bang. c. tick - tock. d. hiss.
e. crash.
3 CA Ask students to work in pairs and write a list of other
sounds like the ones in exercise 2. Tell them to compare the
sounds in English and Spanish and to find out the origins.
(L.A: to activate and share previous knowledge).
Answers
Will vary depending on students’ lists.
PAGE 34
WHILE YOU READ
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
4 EA + Here you can award prizes for the best predictions
in exercise 1. and ask students whose predictions were the
closest what clues they used.
(L.A: to check predictions through skimming).
Answers
b.
5 EA ++ Ask students to read the text again, and identify
the connection between each paragraph and the sentences
that summarise them.
(L.A: to identify general essential information).
Answers
a. – V. b. – III. c. – I. d. – II. e. – IV.
6 EA +++ Students read the text again and find
references to the subjects in a. – d.
(L.A: to locate information within text organisation).
Answers
a. IV. b. II. c. II. d. III.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
7 EA +++ Ask students to give you examples of
synonyms and antonyms, and explain that the phrases
mean the same as one word in the text.
(L.A: to relate textual elements).
Answers
a. heart. b. hunger. c. inseparable.
d. alert.
8 EA ++ Ask students to read the sentences carefully and
pay special attention to the words in bold. If working in
pairs or groups, they should discuss their answers and then
report to the class.
(L.A: to identify what certain words refer to).
Answers
a. i. b. ii. c. ii.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the reading activities they have just
finished. Encourage them to be honest and to keep
a record of their answers in a special section in their
notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
9 CA ++ Students might need to read the text again. Ask
them to write the correct sentences in their notebooks.
(L.A: to discriminate between correct and incorrect
information).
Answers
a. True. b. False (some theories claim that
language began when humans started naming
objects and actions). c. True.
GETTING ACROSS
45
PAGE 35
Quote of the day
AFTER YOU READ
Language Note
Existence and details
This language note explains the difference between
there is / there are (existence) and it is / they are
(details about the same items). Let students try to
work out the answers for themselves.
For more information on the Language Note
section see page 8 of the Introduction.
10 EA + Refer students to the Language Note before doing
the exercise. Remind them not to write in their books.
(L.A: to apply grammatical structures).
Answers
a. there, it. b. there, there. c. there, they.
d. it, it. e. there.
Idiomatic Expressions
• A little bird tells.
If we say that a little bird told us something, we mean that
we don't want to say who gave us the information. We can
talk about the information, but we don't want to reveal
the source. So we say, “a little bird told me”.
Example sentence:
A little bird told me that a new person will be hired.
• Wait for ages.
If someone is waiting for ages it means that he or she is
waiting for someone or something a very long time.
Example sentence:
Peter has been waiting for an opportunity for ages.
You can use this exercise for oral practice.
If necesary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Boy: There is a good programme on TV tonight; it is about
prairie dogs in Arizona.
Girl: What channel is it on?
Boy: Channel 35.
Girl: And what time is it?
Boy: At half past six.
Girl: Shame! There is another programme I want to see at that time.
46
UNIT 2
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
American v/s British English
Draw students’ attention to the two different
spellings of the same word used in each variety of
English. Remind them that both the British and the
American versions are correct, but that they should
choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 38
11 CA +++ This is a short game that can be done in a few
minutes before the end of the class or right at the
beginning of one, as a warm up exercise. Ask students to
write all the words they come up with on the board, for
the whole class to share.
(L.A: to collect words).
Answers
Will vary.
ERROR ALERT!
Countable and uncountable nouns.
Some nouns are countable with one meaning
and uncountable with another meaning.
Examples: a fish (animal) / some fish (food); a
coffee (a cup of coffee) / some coffee (the
liquid, the beans or the powder); a paper
(newspaper or document) / some paper
(material); a glass (container) / some glass
(material), etc.
PAGE 36
12 MINITEST
The minitests allow students to evaluate their performance
in an important grammar or vocabulary aspect of the
lesson and also to consider evaluation as a continuous
process throughout the book.
Read the instructions aloud, make sure that all the
students understand them clearly and set a time limit to
complete the task and check their scores. Encourage your
students to keep a written record of their results.
Ask the students to do the exercises in their notebooks,
and then to check their scores after correcting the answers.
Answers
There is some money in the wallet.
There are five biscuits in the packet.
There is a person at the door.
There are five cats on the grass.
There is some ice-cream on display.
There is some lettuce on the plate.
13 FL Any pair / group discussion is aimed at stimulating free
expression among students. Try not to interfere with their
production, as it inhibits their free expression. When correcting,
avoid words such as: wrong, incorrect, or bad. Instead, use
expressions such as: “How about…?” , “Why don’t you…?”
(L.A: to share personal experiences).
Answers
Will vary.
2 EA + Ask students to read the list of words in the box and make
predictions about the listening text. Remind them that they will
use the predictions to monitor their comprehension as they listen.
Do not check at this point.
(L.A: to predict vocabulary items in a text).
3 CA +++ First students describe what they see and then
explain the reasons for their choice.
(L.A: to infer meaning from visual elements).
Answers
Picture on the right.
4 CA ++ Applying personal experiences to the learning
process is motivating for students. That’s why whenever
they can express their opinions and ideas and relate their
personal life to “book knowledge”, they break down the
barrier between “artificial” and “real” learning.
(L.A: to discuss topic).
Answers
Will vary, but potentialy they are all correct.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
PAGE 37
LISTENING
COMMUNICATING
BEFORE YOU LISTEN
1 EA ++ Divide the class into groups and write the word
COMMUNICATION on the board. Ask students to explain
what it means to them; then in groups, choose one of the
three options given.
(L.A: to infer meaning of a key lexical item using previous
knowledge).
Answers
There is no one correct answer. Students
should try to support their choice.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
WHILE YOU LISTEN
5 EA + Students listen to the recording once and check
their predictions in exercise 2.
(L.A: to check predictions).
Answers
communication – hear – listen(ing) – problem
– speak.
6 EA ++ Students listen again and answer the questions.
You can play the tape twice for this activity and stop
frequently so that students take notes; suggest they use a
two-column note-taking format where they write the main
ideas from the first listening on the left and the supporting
details from the second listening in the right column. Tell
them to listen ACTIVELY - that is to identify main ideas,
listen out for key words, identify the mood of the speaker /s,
identify the purpose of the speaker (to amuse, to inform,
etc.), listen for transition words (e.g. next, therefore, finally).
(L.A: to identify specific information).
Answers
a. She thinks that her parents are not listening
to her.
b. No, they don’t.
c. For about a year.
d. No, he doesn’t.
GETTING ACROSS
47
PAGE 38
7 EA ++ Students listen again and choose the correct
alternative.
(L.A: to identify mood from paralinguistic features).
Answers
c.
Sue:
Host:
Sue:
Host:
Sue:
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
8 EA +++ Before you play the second part of the
recording go through the instructions to the exercise and
read the three options. Make students guess the outcome.
(L.A: to use previous knowledge to predict content).
Answers
c.
9 CA ++ The students answer the question and check
after listening to the second part of the recording again.
(L.A: to identify intonation pattern).
Host:
Sue:
Host:
Sue:
Host:
Anne:
Sue:
Anne:
Sue:
Anne:
Answers
a.
TAPESCRIPT – COMMUNICATING
Host:
Sue:
Host:
Sue:
Host:
Sue:
Host:
Sue:
Host:
Thank you for calling, Jenna. I hope you can solve
your problem. And now, we will take one more call
before the next round of advertisements. Yes, I’m
listening. Hello? Are you there?
Hi.
What’s your name?
Sue.
OK, Sue. What’s your problem?
Well, you see. I don’t know how to start…
Start from the beginning.
OK. The thing is that I think that my parents are not
listening to me.
What do you mean: not listening to you?
Sue:
There’s no communication.
Can you give me an example?
It seems like they have no time for me. When I want to
talk to them they seem to be listening, but they don’t
hear me.
Can you be more specific?
Like when I tell them about my problems they just say:
“Oh, it’s no big deal. Everything will be OK”. I know that
sometimes it is no big deal but I would like them to
discuss my problems with me. Like, give me some advice.
Have you told your parents about how you feel?
Yeah, and I get the same answer.
Has it always been like that?
No, only for the last year or so. Before, I could talk
to my parents and we used to do things together.
We used to communicate, you know? And now,
they don’t pay attention to me at all.
OK, Sue. Let’s ask our counsellor, Anne Saunders…
Sue, hi.
Hi.
How old are you, Sue?
15.
I think that the best thing you can do is to write
your parents a letter. I don´t know your specific
situation but I believe your parents might be tired,
worried and that is the reason they don´t pay you
enough attention. But if they get a letter from you, I
think they will sit down and read it and give it some
thought. You say that your relationship with your
parents was good so I think that there must be an
external reason for the lack of communication. Do
you agree with me?
I think you might be right. I will try to write a letter.
AFTER YOU LISTEN
10 EA + Students read and complete Sue’s letter in their notebooks
with the words in the box. This exercise is best done individually.
(L.A: to do a task using new vocabulary).
Answers
letter; communicating; feel; talk; listening; said;
need; communicate; asking.
PAGE 39
11 EA ++ One way of enhancing communication is by
developing the art of letter writing - long lost since the
advent of the Internet. However, it is likely that students
48
UNIT 2
will have to write a letter either in a professional or a
personal capacity. It is a skill that should be paid attention
to and developed - a well written letter will impress and
boost everyone’s position.
(L.A: to write a letter).
Answers
Will vary.
ERROR ALERT!
Present Perfect.
and
Simple Past
distinguish when to use the
not
may
Students
for an action that started
tense
Simple Past
and the Present
past,
the
in
d
and finishe
can continue in the
that
action
an
for
Perfect future.
the
and
present
show relationships between sets. In language arts
instruction, Venn Diagrams are useful for examining
similarities and differences in characters, stories, poems,
etc. It is frequently used as a pre or post writing activity to
enable students to organise thoughts or textual
quotations before or after writing a compare/contrast
essay. This activity enables students to organise
similarities and differences visually.
(L.A: to classify words).
Venn diagram
SELF - EVALUATION
Give students a few minutes to think about their
performance in the letter writing activity and to plan
strategies to improve. Encourage them to be honest
and to keep a record of their answers in a special
section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
You can also use one like this:
12 CA +++ Students discuss Sue’s situation and letter in
pairs or groups. If a group decides that Anne’s advice was
not the best, tell them to suggest something else.
(L.A: to share personal opinions).
Answers
Will vary.
You can use this exercise for oral practice.
If necesary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Boy: I think it's a great idea to write Sue's parents a letter.
Girl: Perhaps, if you are good at expressing your ideas on
paper.
Boy: Writing things give you time to put your ideas in order, and
you can check and change anything you are not very happy
with.
Girl: That's true, but in my opinion, the best she can do is
invite her parents to sit down and discuss the situation,
at a time when they are not tense or tired.
Boy: Not a bad idea, either.
Answers
May vary.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
14 FL Students read ALL the halves of sentences on both
columns; then they try to put them together and write
them down in their notebooks.
(L.A: to match elements to make complete sentences).
13 CA ++ The Venn diagram is made out of two or more
overlapping circles. It is often used in mathematics to
GETTING ACROSS
49
Answers
You say that the relationship is not good now.
I believe the reason might be lack of
communication.
I don’t know your specific situation.
In my opinion, the situation can only get
better.
I think that the only thing you can do is to talk
to them.
reasonable predictions helps sharpen their inferential
thinking. Make sure that you tell students that their
various predictions, though thoughtful and well-founded,
may still turn out to be incorrect. Do not check answers at
this point.
(L.A: to predict content using language elements).
Answers
Will vary.
4 CA +++ Applying personal experiences to the learning
PAGE 40
READING
MISUNDERSTANDINGS
BEFORE YOU READ
1 EA ++ Ask students to read the four words in the boxes
and tell you if they know what they mean. Then they read
the definitions and match them with the words.
Dictionaries can be used or you can guide them.
(L.A: to infer meaning of key lexical items).
Answers
gossip – d. misunderstanding - a. quarrel – b.
slander - c.
2 EA + Remind students of the importance of cognates to
help them understand texts. Ask them to work in pairs and
say the words aloud to identify the cognates and their
Spanish equivalent.
(L.A: to recognise cognates).
Answers
cemetery - galaxy - guard - universe - zoo
process is motivating for students. That’s why whenever
they can express their opinions and ideas and relate their
personal life to “book knowledge”, they break down the
barrier between “artificial” and “real” learning.
(L.A: to connect topic with personal experience).
Answers
Will vary.
5 CA ++ Either ask students to read the instructions or
explain them yourself. You will probably cause some havoc
with this game in the classroom but its purpose is very
important - the idea behind misunderstanding and gossip
is clarified very well. This game is called “El teléfono” in
Chile!
(L.A: to play a game that clarifies a concept).
Answers
May vary.
PAGE 42
WHILE YOU READ
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
3 EA +++ Making predictions is a core strategy for
reading comprehension. Proficient readers constantly
attempt to “read ahead” of an author – picking up clues
and predicting what might unfold. Predictions are a
category of inference: when we predict, we are going
beyond what is explicitly stated to anticipate what, where,
why, how, who, if. Developing students’ abilities to make
50
UNIT 2
6 EA + Students read the three texts quickly and check
their predictions in ex. 3.
(L.A: to check predictions through skimming).
Answers
May vary.
7 EA ++ Students read the texts more carefully and try to
match one title with each text. Check orally.
(L.A: to identify essential general information).
Answers
a. I. c. III. d. II.
8 EA ++ This exercise requires more careful reading. The
purpose of in depth reading is usually:
a. To gain deeper comprehension of a text.
b. To get detailed information for an assignment.
c. To read difficult sections of a text.
(L.A: to identify specific correct information).
Answers
a. iii. b. ii. c. iii.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
9 EA +++ First the students read the questions and then
they read the text once more to answer them.
(L.A: to find specific information).
Answers
a. They were travelling for pleasure / on
holiday / backpacking.
b. Because the weather was not very good.
c. A million stars.
d. That someone had stolen their tent.
e. She told him that she had seen his car
outside the doctor’s office.
f. He asked her if she would think that he was
dead if she saw his car outside the cemetery.
American v/s British English
Draw students’ attention to the two different words
used in each variety of English. Remind them that
both the British and the American versions are
correct, but that they should choose one variety and
stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
10 CA +++ This activity requires a more personal approach
to the text. Accept various interpretations as long as they
are related to the texts and express a connection with the
use of language.
(L.A: to find specific shared information).
PAGE 43
AFTER YOU READ
Language Note
Expressing deduction
This language note explains the use of must + verb
to express deduction. Give students time to read the
examples and the explanations and try to work out
a general rule themselves.
For more information on the Language Note
section see page 8 of the Introduction.
Learning tip
Analyse this learning tip with the class and
emphasise the importance reflection and selfawareness of their own learning styles.
For more information on the Learning tip section
see page 8 of the Introduction.
11 EA ++ Must is used to express obligation: You must hand in
your report tomorrow; certainty: It’s very dark, it must be late; and
inferences / conclusions, as in most of the examples in this exercise.
(L.A: to use a structure to re-write sentences).
Answers
a. This must be Helen’s coat. (or) The coat must
be Helen’s.
b. The watch must be expensive.
c. You must know Lisa.
d. The man must be a spy.
e. He must be at home.
f. He must be British.
12 CA +++ The students draw conclusions from the
situations illustrated in the sentences, following the
example.
(L.A: to use a structure to write sentences).
Answers
a. He must be old.
b. He must be blind.
c. He must be new.
d. She must be a doctor.
e. They must be out. (or) They must be asleep.
f. She must be very tired.
GETTING ACROSS
51
ERROR ALERT!
Modal verbs.
Students may tend to use to after must; explain
that modal verbs such as must, can, could,
should, would, etc. are followed by the infinitive
without to.
• I must study for my English test. Correct.
• I must to study for my English test. Incorrect.
PAGE 44
13 CA + Ask students to read the bubbles on the left and find
two replies in the bubbles on the right.
(L.A: to relate textual elements).
Answers
Where do you think he is from?
He must be Italian. / I believe he is from Italy.
How old do you think she is?
She must be young. / I would say around 30.
You can use this exercise for oral practice.
If necesary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
A:
B:
A:
Where do you think he is from?
I believe he is from Italy.
You're right. He must be Italian.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
15 FL All the words in the grids have been taken from the
three texts in this lesson. If you wish, you may set a time
limit for this exercise and do it as a competition.
(L.A: to recognise lexical items in a game).
Answers
cage; gossip; monkey; advice; cemetery.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the speaking activities, to identify the
problems they had and to plan strategies to improve.
Encourage them to be honest and to keep a record of
their answers in a special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
PAGE 45
LISTENING
YOU WERE ONCE A TEEN TOO, DAD
BEFORE YOU LISTEN
A:
B:
A:
How old do you think she is?
She must be young.
I would say around 30.
14 MINITEST
The minitests allow students to evaluate their performance
in an important grammar or vocabulary aspect of the lesson
and also to consider evaluation as a continuous process
throughout the book.
Read the instructions aloud, make sure that all the students
understand them clearly and set a time limit to complete the
task and check their scores. Encourage your students to keep
a written record of their results.
Ask the students to do the exercises in their notebooks, and
then to check their scores after correcting the answers.
Answers
Will vary. Accept any coherent answers that
can be deduced from the pictures.
52
UNIT 2
1 EA + Discuss the different ways of communicating
mentioned in the previous lessons - one of them is body
language and facial expressions. These movements convey
the emotional state of the individual to observers. Facial
expressions are a primary means of conveying social
information among humans and it is very important that
students learn to recognise them and give them their names
in English. Ask students to identify the facial expressions and
the feelings and emotions these people express.
(L.A: to infer meanings from visual clues).
Answers
a. angry. b. worried. c. sad. d. happy.
e. relaxed.
2 EA ++ First ask students if they know what the word
“negotiation” means. Is it similar to Spanish? Then ask
them to read the three conversations and say which one
would best apply to the word. Can they mention other
situations where negotiation is necessary?
You can explain the following expressions, which they may
Answers
find in the media:
May vary, but c. sounds more appropriate.
A win-win situation. In colloquial speech, it often refers to a
situation where both or all parties involved in the
WHILE YOU LISTEN
negotiation are successful.
Win-lose situations occur when only one side perceives the
outcome as positive.
Learning tip
Lose-lose means that all parties end up being worse off.
(L.A: to infer meaning of a key lexical item from textual
Analyse this learning tip with the class and
elements).
Answers
A: Give me that book.
B: Sure, but what will you give me?
A: I´ll give you a pen.
B: Deal.
3 EA ++ Discuss the topic of teen / parent relationship
here. How do teens get along with their parents? Is it always
good / bad? What qualities / faults do teens think their
parents have? And vice versa - how do their parents see
THEM?
(L.A: to predict content using personal experiences).
Answers
May vary.
4 CA +++ Go back to the word negotiation. To expand
their vocabulary give students optional words (some of
them cognates) related to negotiate:
arbitrate, arrange, conciliate, contract, convene, deal,
debate, intercede, mediate, persuade, convince, settle,
stipulate, swap, transact, work out, etc.
You can use these seven steps for a successful negotiation
technique. Ask students if they agree with all the steps and
if all of them are necessary.
1. Identify the problem; 2. Listen assertively; 3. Brainstorm
ideas for the solution; 4. Pick a solution; 5. Make a contract;
6. Try out the solution; 7. Examine and look for problems.
Compromise is what it is all about. These seven steps should
help you negotiate your way to a win/win compromise.
(L.A: to predict information from visual clues).
Answers
May vary.
emphasise the importance of having a clear
purpose for listening, to help them focus their
attention and understand a listening text better.
For more information on the Learning tip section
see page 8 of the Introduction.
6 EA + Students listen to the recording once and
determine where it was made.
(L.A: to identify characteristics of text).
Answers
b.
7 EA ++ Students copy the chart in their notebooks
before listening to the recording again. Stop the CD several
times to allow them to take notes.
(L.A: to identify specific information from accentuation).
Answers
both; bugs; really; negotiation; most; real.
8 EA +++ Tell students to read the statements before
playing the recording again; students write the corrections
in their notebooks and indicate the key words that helped
them decide if an answer was true or false.
(L.A: to discriminate between correct and incorrect
information).
Answers
a. False. (Dr. Brown is a psychologist). b. True.
c. True. d. True. e. False. (The key to good
communication is negotiation).
PAGE 46
5 CA +++ As preparation for what they will listen to ask
students to read the three short dialogues and determine
which will have the best results.
(L.A: to identify information in preparation for the listening
activities).
GETTING ACROSS
53
TAPESCRIPT – YOU WERE ONCE A TEEN, TOO, DAD
students read the dialogues and match them with the pictures.
(L.A: to recognise information using visual clues).
Teacher: Today, let’s welcome to our class Dr. Candice
Brown, a specialist in teenage problems.
Dr. Brown is a psychologist and has come to
answer a few of our questions.
Dr Brown: Hi, everybody.
Students: Hello, Dr. Brown.
Dr Brown: I’ll take only about two minutes of your time
before I answer your questions, if that’s OK. I’d like
to start by quoting a 15-year old boy who once
told me: If parents spent more time listening to
what we have to say then we’d spend more time
listening to them.” Now, I believe this is quite true.
Healthy communication, not only between parents
and their children, but among people in general, is
about talking and listening to each other.
In the case of parents and children – complaints
come from both sides. Parents say that their
teenagers are noisy, rude, untidy— they talk on
the phone for hours, eat all the food in the house
and are stubborn, refusing to discuss things. Many
teenagers complain that their parents are always
telling them off and saying they’ll understand
things when they grow up. They hate it when their
parents laugh at them and make fun of their
views, and it really bugs them when their mum or
dad walks away from a discussion. The thing is, I
believe, to really start communicating with each
other. Once you start talking, listen to each other
without interrupting and hear what each side has
to say.
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
PAGE 47
11 CA ++ Check that students remember what synonyms are
AFTER YOU LISTEN
9 EA + Students copy the statements in their notebooks
and then fill in the blanks using the words in exercise 7.
They can do this exercise in pairs and discuss their
choices.
(L.A: to use new vocabulary to complete sentences).
Answers
a. both. b. you. c. bugs. d. laugh. e. dinner.
f. really.
10 EA ++ Students talk in pairs about what they see in each
picture. Supervise their discussion going from pair to pair and
offering them prompts. For example: What is the most
important thing about picture A?, Where are they ? Next,
54
UNIT 2
Answers
a. i. b. iv. c. ii. d. iii.
You can use this exercise for oral practice.
TAPESCRIPT - ORAL PRACTICE
a. - i.
A: What do you think? The red one or the blue one?
B: If you ask me, I would choose the red one.
b. - iv.
A: How do you feel about going to the right?
B: Personally, I believe we should go left.
c. - ii.
A: Shall we go to the cinema or to the park?
B: I think we should go to the mall.
d. - iii.
A: I think it needs some salt.
B: From my point of view you have put too much salt already.
Quote of the day
(words which have the same meaning in the same context).
(L.A: to apply reference abilities to find synonyms).
Answers
negotiate – compromise; make fun of – laugh
at; teenagers – adolescents; rude – impolite.
PAGE 48
12 CA ++ This exercise can be assigned as a mini-project or
as group homework. You can also suggest that the keener
students choose one of the headlines and actually write the
article to fit the headline.
(L.A: to match textual information).
Answers
a. - v. b. - iv. c. - iii. d. - i. e. - ii.
ERROR ALERT!
Among - between
Among peers, nations, races. Between parents
and children, humans and animals. (Among is
used with more than two elements; between is
used with two elements).
PAGE 50
JUST FOR FUN
Treat this page as if it “belonged” to your students. It is their page
and they should do it in their own time or at home. However, be
willing to answer questions as they arise and invite them to share
answers. Remind them that, like the rest of the book, they should
13 CA +++ This can be done as homework. Students role- not scribble or write on this page. For more information on the JUST
FOR FUN section see page 7 of the Introduction.
play the dialogue in front of the rest of the class.
(L.A: to write a conversation negotiating an issue).
PAGE 51
Answers
PROJECT
May vary.
PAGE 49
14 FL This exercise will require at least one full class. Before
• Help students form groups, assign roles and tasks for each
member and provide materials if necessary.
• Read the instructions with the class and make a puzzle on the
board as demonstration.
• Organise the exchange of grids.
• Invite fast learners to draw their puzzles on the board for the
class to find the words.
For more information on Collaborative work see page 10 of the
Introduction.
students begin, refer them again to the 7 negotiation
steps discussed and tell them to use them while doing the
activity. One student should be named as the official
“scribe” and take notes on how the negotiation is going.
During the exercise remind them all the time that
“Negotiation” means give and take. Tell students to
SYNTHESIS
present their specific position clearly, briefly and
positively, then pay attention and listen to their Use this section to check students’ learning process and answer
classmates politely. Tell them to be willing to consider a all the questions they might have.
counter-proposal on its merits.
For more information on the Synthesis section see page 8 of the
(L.A: to participate in a communicative situation).
Introduction.
SELF - EVALUATION
PAGE 52
EXTRA ACTIVITIES
Give students a few minutes to think about their
performance and attitude when working in pairs
and groups. Encourage them to be honest and to
keep a record of their answers in a special section in
their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
For more information on the Extra activities section see page 8 of
the Introduction.
Answers
1. a. there are. b. there is. c. there is. d. there is.
e. there is.
2. a. written. b. neither. c. written. d. oral.
e. written.
3. a. He must be rich. b. She must be late.
c. They must be happy. d. His father must be
angry. e. He must be worried.
4. a. advice. b. cage. c. gossip. d. cemetery.
e. monkey.
5. a. laugh at. b. negotiation. c. rude.
d. adolescents.
GETTING ACROSS
55
Idiomatic Expressions
• In over your head.
If you are in over your head, you are involved in something
that is too difficult for you to handle.
Example sentence:
"I accepted to organise the festival, but I quickly
realised that I was in over my head."
• Bite your tongue.
If you bite your tongue, you try not to say what you really
think or feel.
Example sentence:
"It was difficult for me not to react; I had to bite my
tongue."
READING: BRITISH SIGN LANGUAGE
Answers
1. a. iii. b. i. c. iii. d. ii.
2. universal – local; false – true; similar – different;
frequently – seldom.
LISTENING: COMMUNICATION
3. words; gifts; stories; learn; words; past; others; communicate;
mouths; actions; positive; ability.
4. c.
TAPESCRIPT – COMMUNICATION
PAGE 53
CONSOLIDATION ACTIVITIES
For more information on the Consolidation activities see page 8
of the Introduction.
1. May be assigned as homework if students have access to a
computer and an Internet connection. Otherwise, it must be
done at school, or using only material from newspapers and
magazines.
2. Help students invent funny instructions to write on the slips
of paper and monitor the exchange of papers and the
answers the groups give. Emphasise the importance of fair
play and a positive attitude towards winning and losing.
Answers
3. a. iv. b. ii. c. viii. d. x. e. vii. f. ix. g. xi. h. iii.
i. ii. j. vi. k. v.
4. a. see you later. b. I’ll be there before eight.
c. You forgot your coat. d. Where are you?
e. I’m waiting for you. f. Can you pick me up?
g. Is it okay at eight? h. What are you doing
today, mate?
PAGE 54
TEST YOUR KNOWLEDGE
For more information on the Test your knowledge section see
page 9 of the Introduction.
This is an opportunity for re-examining difficult questions and
fitting all the main pieces of the puzzle together into one
coherent picture. You can also look for errors and wrong
conclusions. This is an extra opportunity to correct them before
moving on to the next unit.
56
UNIT 2
We are blessed with the words of wisdom;
We all have gifts to share,
Stories to tell.
Let us all learn from each other
To exchange words of wisdom,
To share the positive things that we learned from our past.
So that others will not fall into the traps laid on the paths below us.
The ability to communicate is a wonderful gift;
One does not have to communicate through their mouths,
But through their actions;
We are all touched in a positive way through the ability to
communicate.
LANGUAGE
5. a. there is / it is. b. there is. c. there are. d. there are / they
are. e. is there / it is.
6. a. He must be Brazilian. b. It must be cold. c. She must be in
her forties. d. They must be tired. e. She must be her mother.
SELF - EVALUATION
Motivate students to reflect on their performance
throughout the unit and make decisions concerning
steps to solve problems and improve.
For more information on Self-evaluation see page 9
of the Introduction.
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 2
READING - REPORT ON THE
PROBLEMS OF YOUNG PEOPLE IN
BRAMFORD
I. __________________ This report looks at the
problem of young people in Bramford in order to suggest a
solution. Recently, young people have been meeting at night
in the football field in front of the primary school and local
residents have complained. I talked to the teenagers and
some local residents to write this report.
II. __________________ According to the residents they
have been disturbed by loud music, people talking and the
noise from motorcycles. They claimed that some of the
teenagers were taking drugs. They were also unhappy
because of the rubbish the teenagers were leaving on the
field. They want the teenagers to stop using the field.
III.
__________________ The teenagers feel that the
problem is not as serious as the residents claim. They agree that they
made a little noise but they were not taking drugs. Furthermore, a
lot of the rubbish is left by people who come and watch football.
They meet outside because they have nowhere else to go.
IV._________________ It is a fact that teenagers in Bramford
have nowhere to go in the evening. There are no cinemas or cafes
in the village. They are not allowed in the pubs and the last bus to
and from the nearest town is at seven o’clock in the evening.
1 Read this report on the problems of young people in
Bramford and choose a heading for each paragraph (I – V).
5 pts.
a. Facilities for young people.
b. General information.
c. Possible solution.
d. The residents’ view.
e. The teenagers’ view.
2 Are these atatements true or false?
4 pts.
a. In recent weeks young people have been meeting at
night in the football field.
b. The residents claimed that some of the children were
taking drugs.
c. The teenagers feel that the problem was too serious to
forget it.
d. The teenagers can go to the pubs in town.
3 Answer these questions about the report.
4 pts.
a. What is the purpose of the report?
b. What is the problem for young people?
c. What is the problem for the people in the houses near
the football field?
d. What is the writer’s recommendation?
V. ____________________ In conclusion, there is a
problem because of the poor facilities. However, the problem
will not go away. If the teenagers cannot meet on the field,
they will go somewhere else. A possible solution is to allow
the teenagers to start a club in the school hall. This will mean
less noise and trouble for everyone.
GETTING ACROSS
57
PHOTOCOPIABLE
MATERIAL
LISTENING - SOME ADVICE
WRITTEN PRODUCTION
4 Listen and decide where the recording was taken from:
7 Write a letter to a friend about a problem you
1 pt.
a. a press conference. c. a radio programme.
b. a news report.
d. an English class.
5 Listen again and put the problems in the order they are
mentioned.
a. __________
3 pts.
Spots.
had. Tell him / her about your feelings, your
thoughts and your needs. Include your opinion
about the origin of the problem and a possible
solution.
6 pts.
ORAL PRODUCTION
8 Look at the picture and express five ideas you
can deduce from it. Give reasons for your
deductions.
6 pts.
b. __________
Three’s a crowd.
c. ___________
Problems with mum.
REVISE 0
GOOD
AGAIN to 13 JOB!
6 Listen to the recording again and identify who said the
following sentences. Speaker 1, Speaker 2 or Speaker 3.
5 pts.
a. _____
b. _____
c. _____
d. _____
e. _____
58
UNIT 2
He feels guilty.
Everyone laughs at me.
Her mother doesn’t like me.
My mum doesn’t understand the problem.
We never go out on our own.
9
14
18
to 27
EXCELLENT!
28
to 34
TOTAL
34
PTS
PHOTOCOPIABLE
MATERIAL
TAPESCRIPT - SOME ADVICE
ANSWERS TO EXTRA TEST UNIT 2
READING
1.
a. I
b. IV
c. V
d. II
e. III
2.
a. T
b. T
c. F
d. F
3. a. The main purpose is to suggest a solution.
b. Teenagers don’t have a place to meet.
c. The problems are loud music, people making noise with
Their motorcycles, and some teenagers are taking drugs.
d. A possible solution would be to allow the teenagers to
start a club in the school hall.
LISTENING - SOME ADVICE
4. c.
5.
a. 1
b. 3
c. 2
6.
a. Speaker 3
b. Speaker 1
c. Speaker 2
d. Speaker 1
e. Speaker 3
Announcer: Now, as usual on Tuesdays, our section “Help
for you”, with our Counsellor Shane Watson.
Let’s answer the first call. Hello?
Girl 1:
Hi! I’ve got a terrible problem.
Counsellor: What’s your problem?
Girl:
I’ve got spots on my face. My mum doesn’t
understand the problem. She says it‘s just acne
and she says it’s normal. But I don’t want to go out
because everyone laughs at me. What can I do?
Counsellor: Your mother’s right, teenage acne is normal;
it’s part of growing up. Use only medicated
products on your face and eat lots of fresh fruit
and vegetables. But most of all, don’t worry. It
makes it worse.
Announcer: Thank you for calling. Shall we go to our next
call? Hello?
Boy:
My problem is that my girlfriend and I love
each other very much, but her mother doesn’t
like me at all. We have to meet in secret.
Counsellor: Meeting in secret will only make the problem
worse. Go and ask her mum why she doesn’t like
you. Talk to her, and show her that you are sensible.
Announcer: Have we got another call? Hello?
Girl 2:
Hello, I’ve got a very strange problem. My
boyfriend Bob and I never go out on our own.
When we have a date, he always brings his best
friend with him. He says that he feels guilty
about leaving him behind, but what about me?
Counsellor: Friends often feel jealous when their best
friend starts going out with a boy or a girl. But
Bob will have to choose between you and his
friend. If he won’t, then you have two choices:
you find another boyfriend, or you can bring
your own best friend on dates, too!
WRITTEN PRODUCTION
7. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
2 pts.
2 pts.
2 pts.
ORAL PRODUCTION
8. Assign points according to these criteria:
Correct information.
Pronunciation.
Fluency.
2 pts.
2 pts.
2 pts.
GETTING ACROSS
59
UNIT
3
DIFFERENT KINDS OF PEOPLE
In this unit you will learn to:
READING:
use visual clues to predict content.
make inferences from the context.
discriminate between correct and incorrect
information.
LISTENING:
identify specific information.
recognise type of language.
relate texts and illustrations.
PRODUCTION: make comparisons.
exchange opinions about national culture.
make summaries.
FUNCTIONS:
You will also learn:
GRAMMAR:
comparatives.
collective nouns.
VOCABULARY: words related to ethnic groups.
You will use the following text types:
READING:
an encyclopaedia entry.
an extract from a book.
a web page.
LISTENING:
reports.
an interview.
dialogues.
express opinions.
make comparisons.
You will pay special attention to these values:
The capacity to accept and appreciate cultural and ethnic diversity.
The importance of every kind of people as part of our national identity.
PAGE 57
INTRODUCTION
You can introduce the subject of the unit by asking different
students to describe their classmates’ looks and character. Write
the characteristics in two groups on the board, for example: tall,
short // cheerful, hardworking, etc.
2. Read the bubbles with the students and check that they
understand them. Students match the sentences with the
pictures.
Answers
a. – iii. b. – ii. c. – i.
PAGE 58
READING
Ask the students if they think they belong to an ethnic group. Do
WE ARE ALL DIFFERENT
they know anything about their family’s origins? Did their ancestors
live in Chile or did they come from another part of the world?
BEFORE YOU READ
1. Review the meaning of the words. Then ask students to do Ask students to look at the cartoon and describe what they see.
the exercise. Check on the board.
Use prompts if necessary. Ask them about the message of the
cartoon. Is it positive, negative or neutral?
Answers
Character description:
cheerful, conservative, honest, liberal,
independent, lazy, talkative.
Physical description:
black, blond, chubby, fat, short, slim, tall, well-built.
Ethnic group:
African, Anglo-Saxon, Asian, Mapuche, Slavic.
60
UNIT 3
1 EA + Make sure that you tell students that their various
predictions, though thoughtful and well-founded, may still
turn out to be incorrect. Do not check answers at this point.
(L.A: to predict content using visual and textual elements).
PAGE 60
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in their
own words.
For more information on the Joke Time section see
page 8 of the Introduction.
2 EA ++ Ask students to read all the words and then
write the pairs of synonyms in their notebooks.
(L.A: to identify synonyms).
Answers
athletic – fit; fat – overweight; feeble – weak;
high – tall; short – small; slim – thin.
PAGE 59
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
3 EA + Remind students of the importance of cognates to
help them understand texts. Ask them to work in pairs and
say the words aloud to identify the cognates and their
Spanish equivalent.
(L.A: to recognise cognates).
Answers
Only raise and season do not look or sound
similar in Spanish.
4 CA ++ Students fill in the gaps using the words provided
in exercise 2. Remind them NOT to write in their books.
(L.A: to use new vocabulary to complete sentences).
Answers
a. thin. b. fit. c. tall. d. short.
Idiomatic Expressions
• Quite a bit.
(Informal) a big amount or quantity.
Example sentence:
“He spent quite a bit of money on his holiday.”
WHILE YOU READ
Learning tip
Analyse this learning tip with the class and
emphasise the importance of learning as much
vocabulary as possible; in case of an urgent
need to communicate, one can do it even with
isolated simple words.
For more information on the Learning tip section
see page 8 of the Introduction.
5 EA + Students read the excerpts and decide what kinds
of texts they are.
(L.A: to recognise type of text).
Answers
A - a biography. B – an encyclopaedia entry.
6 EA ++ Students copy the chart in their notebooks and
then go on to read the texts again – this time in more detail.
They tick the information corresponding to each heading.
(L.A: to identify specific information applying skimming
techniques).
Answers
Magic
Johnson
Place of origin: the USA
Pygmies
✔
Shorter than other people
✔
Small but muscular body
✔
Very athletic
Dark skinned
✔
✔
✔
✔
7 EA +++ This is a good exercise for students to do in
pairs. They must discuss their answers before writing them
in their notebooks. Check orally.
(L.A: to find specific information).
Answers
a. Nine brothers and sisters.
b. A local sports writer.
c. He established a foundation to raise funds
for AIDS education.
d. It comes from a Greek word that means
small-sized.
e. Pygmy women look for food and do the
fishing and men hunt and cut trees.
f. They are much shorter than other African
people.
DIFFERENT KINDS OF PEOPLE
61
AFTER YOU READ
8 EA ++ Elicit definitions and examples of noun and
adjective from students. Write them as two lists on the board.
Noun: part of speech that is used to name a person, place,
thing, quality, or action.
Adjectives (A): words which modify (describe) nouns (N).
(L.A: to classify words).
Answers
muscle (N) – muscular (A);
activity (N) – active (A); athlete (N)– athletic (A);
danger (N) – dangerous (A); profession (N) –
professional (A); enthusiasm (N) - enthusiastic (A);
skill (N) – skilful (A).
PAGE 61
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
Language Note
Comparatives
This Language Note provides information on the
comparative form of adjectives. Give students time
to study it and encourage them to work out the
answers and rules on their own.
For more information on the Language Note
section see page 8 of the Introduction.
Answers
We use the comparative form of adjectives to
show the difference between two elements.
9 EA + Students copy the chart in their notebooks and classify
the adjectives in the box under the corresponding heading.
(L.A: to classify words according to spelling).
Answers
One
syllable
big
Two or more Ending
in “y”
syllables
cheerful
funny
cheap
tall
depressing
expensive
small
generous
Irregular
tiny
bad
good
ERROR ALERT!
Comparatives.
Warn students that there are some adjectives
that do not follow the general rule.
For example:
good = better; bad = worse; far = further; old =
older or elder; little = smaller.
You may give some spelling rules for the
regular comparatives:
• final –y changes to i: ugly - uglier; pretty prettier.
• Final consonant in one syllable adjectives is
doubled: fat - fatter; big - bigger.
PAGE 62
10 EA +++ This exercise can be done orally or in writing.
You can also assign it as written homework. Check orally,
making sure that students use the correct comparatives. If
done in writing, check spelling.
(L.A: to make comparisons using visual elements).
Answers
Will vary.
Learning tip
Analyse this learning tip with the class and
emphasise the importance of reflection and selfawareness of their own learning styles.
For more information on the Learning tip section
see page 8 of the Introduction.
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Claudia: I think I'm a bit fat, what do you think?
María: Are you crazy? You are even slimmer than me.
Claudia: Come on! You are bigger than Sue.
62
UNIT 3
María: Sorry but I'm shorter than Sue.
Claudia: Ok, whatever; how about having an ice cream?
María: Great idea, I'd like the biggest they have.
Answers
North of Chile: Aymara, Atacameño. South of
Chile: Mapuche, Yagan, Kaweskar; Easter
Island: Rapa Nui.
11 CA ++ Students apply what they learnt in exercise 8 –
the difference between nouns and adjectives.
Did you know that...
(L.A: to discriminate between correct and incorrect
Let students read this section on their own and share
categories of words).
comments in their groups.
Answers
a. athlete, skills. b. dangerous. c. enthusiasm.
d. professional. e. muscular.
12 FL Refer students back to the reading text and ask them to
look for words that mean the same as the words provided.
You can use this activity with fast learners or as homework
for the whole class.
(L.A: to find synonyms).
Answers
a. siblings. b. skill. c. funds. d. tribe. e. hut.
f. honey.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the reading activities and the
techniques they used. Encourage them to be honest
and to keep a record of their answers in a special
section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
For more information on the Did you know that …?
section see page 8 of the Introduction.
2 EA ++ Remind students of the importance of cognates to
help them understand texts. Ask them to work in pairs to
identify the Spanish equivalents and complete the chart in
their notebooks. You can extend the exercise asking students
or pairs of students to write sentences with the words.
(L.A: to recognise cognates).
Answers
arqueológico/a, elaborado, habitante, isla,
manto, tatuaje, teoría.
ERROR ALERT!
Negative language transfer.
Inhabitant (NOT: habitant).
Unnecessary (NOT: innecessary)
Watch out for more cases of language transfer
from Spanish to English.
PAGE 64
3 CA +++ This is a good pair exercise as it encourages
PAGE 63
LISTENING
ALL PART OF THE NATION
BEFORE YOU LISTEN
1 EA + Talk with your students about the different
discussion between students. Ask them to read the
definitions first and then try to match them with the
words. Explain any words in the definitions that students
do not understand.
(L.A: to infer meaning of key lexical items).
Answers
indigenous groups in Chile. Do they know them? Are they
a. DNA. b. ebony. c. race. d. feather.
part of one of them? Do they know their traditions? What is
e. skin.
their distribution along the national territory? Which ones live
in the north, the south and the center of Chile? Which ones WHILE YOU LISTEN
live on an island off the coast of Chile? You can visit
4 EA ++ Students will listen to two extracts about two
http://www.icarito.cl/icarito/
Chilean indigenous groups. Ask them to discuss what they
especiales/especial/0,0,38035857__124,00.html to find
see in the pictures before they listen and then play the
more information about indigeneous groups in Chile, their
extracts. Do not stop the recording this time.
distribution, customs, languages.
(L.A: to find general information using visual elements).
(L.A: to predict content using previous knowledge).
DIFFERENT KINDS OF PEOPLE
63
Answers
a. first recording (A). b. second recording (B).
c. first recording (A). d. second recording (B).
5 EA ++ Students copy the chart in their notebooks
before listening again. This time give them plenty of time
to complete the exercise, stopping frequently and letting
them take notes.
(L.A: to identify and classify specific information).
Answers
Yagan Rapa Nui
short black hair
✔
✔
clothing made of guanaco skin,
with the wool outside
✔
skin of a coppery-red colour
6 EA +++ Before you play the recording again, ask
students to read through the statements and decide which
ones are true and which ones are false, basing their
answers on what they remember from the first two times
they listened. Only then play the CD again for them to
listen and check.
(L.A: to discriminate between correct and incorrect
information).
Answers
a. False. (The Yagan men came to greet the boat).
b. False. (They wore guanaco skin mantles with
the wool outside).
c. True.
d. False. (The Rapa Nui people originally came
from Polynesia).
TAPESCRIPT – ALL PART OF THE NATION
Charles Darwin:
A: My name is Charles Darwin and I will describe our first arrival
in Tierra del Fuego. In the morning the Captain sent a party to
communicate with the local inhabitants. The Yagan people
came by boats and the man who was talking to us was old,
and appeared to be the head of the family; the three others
were powerful young, rather tall men. The women and
children did not come. Their only clothes consist of a mantle
made of guanaco skin, with the wool outside: and they wear
it over their shoulders. Their skin is of a coppery-red colour.
The old man had white feathers tied round his head, which
64
UNIT 3
B:
partly covered his short black hair. His face was crossed by two
bars; one, painted red, from ear to ear and included the upper
lip; the other was white, painted above the red one.
Easter Island has long been the subject of curiosity and
speculation. How and why did its inhabitants make and
transport the massive statues which surround the
island? And, most importantly, who are the people who
still inhabit the island?
The origins of the Rapa Nui people are not entirely clear
and many theories have been offered but scientific
studies of the language, DNA, oral histories and
archaeological findings indicate that it was Polynesians,
not Incas, who inhabited Rapa Nui. They arrived around
700 AD, probably from what is now French Polynesia.
PAGE 65
AFTER YOU LISTEN
7 EA + Ask students which words look or sound similar in
Spanish to make their task easier. Ask students to copy the
sentences in their notebooks and then do the exercise
individually.
(L.A: to use new lexical items to complete sentences).
Answers
a. appearance. b. powerful. c. inhabitants.
d. feathers. e. statues. f. speculation.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
8 CA +++ This exercise can be assigned as homework to
be done in groups or pairs. You may extend it and ask
students to do some further research on one group.
(L.A: to express opinions).
Answers
May vary.
SELF - EVALUATION
Give students a few minutes to think about the
relationship they have established between the listening
text and their previous knowledge and experience.
Encourage them to be honest and to keep a record of
their answers in a special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
9
PAGE 66
READING
INDIGO CHILDREN
BEFORE YOU READ
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
MINITEST
For more information on the Quote of the day section
The minitests allow students to evaluate their performance see page 8 of the Introduction.
in an important grammar or vocabulary aspect of the lesson
and also to consider evaluation as a continuous process
throughout the book.
Read the instructions aloud, make sure that all the students
understand them clearly and set a time limit to complete
the task and check their scores. Encourage your students to
keep a written record of their results.
Ask the students to do the exercises in their notebooks, and
then to check their scores after correcting the answers.
Answers
a. before. b. today. c. I think. d. back. e. again.
10 FL While students discuss the topics, monitor their
conversation for errors and correct them once they have
finished, without interrupting an especially fluent
conversation. Help students with prompts such as:
Why do you think so? What do you base you opinion on?
(L.A: to exchange real information connected with the text).
Answers
May vary.
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Boy: I need to find some information about Chile; could you
recommend a book or something?
Girl: Sure, I've just read an article about the Rapa Nui people.
By the way, have you heard that indigenous inhabitants
are fighting for survival in various parts of the world?
Boy: Yes, terrible; I believe that indigenous people are an
important part of cultures.
Girl: True! Look, here I have a Chilean history book.
Boy: Thanks a lot!
1 EA ++ Ask students what they find special about the
words in the box. If they cannot come up with an answer
(collective nouns), write more similar words on the board
and ask them to explain what they mean.
More collective nouns: army, audience, board, cabinet, class,
committee, company, corporation, council, department,
faculty, family, firm, group, jury, majority, minority, navy,
public, school, senate, society, team, troupe.
(L.A: to identify connection among lexical items).
Answers
They represent groups of people who play or
work together.
2 EA ++ Once the students have understood what is
special about the nouns in exercise 1, they match the
words with their meanings.
(L.A: to infer meaning of key lexical items).
Answers
a. society. b. club. c. team. d. group.
e. association.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in their
own words.
For more information on the Joke Time section see
page 8 of the Introduction.
3 EA + Remind students of the importance of cognates to
help them understand texts. Ask them to work in pairs and say
the words aloud to identify the cognates and their Spanish
equivalent. Remind students not to write in their books.
(L.A: to recognise cognates).
DIFFERENT KINDS OF PEOPLE
65
Answers
Only outline and punish are not cognates.
PAGE 68
AFTER YOU READ
4 CA +++ This is an opportunity for a mini-discussion. Talk to
students about the different groups and organizations and ask
them to classify them orally. You can also ask them to group
them in their notebooks.
(L.A: to classify lexical items).
Answers
May vary.
5 CA + This exercise relates the concepts discussed with
the students’ personal experience.
(L.A: to express personal experiences).
Answers
May vary.
PAGE 67
WHILE YOU READ
6 EA ++ Students read the text once or twice and then
classify the sentences as true or false. Sentences that are
false must be corrected.
(L.A: to discriminate between correct and incorrect
information).
Answers
a. True. b. True. c. False. They often have deep
and wise eyes. d. True. e. True.
7 EA +++ Students read the options first, then read the
text again and choose the best alternative to complete
each statement.
(L.A: to identify specific information).
Answers
a. i. b. i. c. i. d. ii.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the reading activities and the
techniques they used. Encourage them to be honest
and to keep a record of their answers in a special
section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
66
UNIT 3
Language Note
Collective nouns
Refer students to exercise 1, and the definitions and
examples of collective nouns they have seen. Then
give them a few minutes to go through the notes
and work out the answers for points 2 and 3.
For more information on the Language Note
section see page 8 of the Introduction.
Answers
2. When the sentence refers to the group as a
unit it uses a verb in the singular. When the
sentence refers to the group as individuals,
it uses a verb in the plural.
3. Members as individuals: b. Members as a
unit: a., c.
8 EA +++ Students group the words related to each
noun under the correct heading. Remind them to write in
their notebooks.
(L.A: to classify lexical items).
Answers
Band: drummer, guitar, microphone.
Parliament: deputy, laws, senator.
Team: ball, match, referee.
Jury: court, criminal, judge, laws.
ERROR ALERT!
Collective nouns.
Warn students to be careful and analyse if the
collective noun refers to the collection of
people or things regarded as a unit, in which
case a singular verb is used, or to the individual
members of the group, in which case a plural
verb is used.
9 EA ++ Refer students to the Language Note before they
do this exercise. You might want to give them more
examples on the board or ask students to come to the
board to write more examples.
(L.A: to apply grammar point to perform task).
Answers
a. has. b. were. c. wear. d. disagree. e. is.
12 FL Ask students to look at the bullet point list in the text
PAGE 69
10 CA + Ask students to describe the pictures first and then
do the exercise.
(L.A: to deduce meaning of new words from visual clues).
Answers
a. team. b. platoon. c. jury. d. cast. e. crew.
f. band.
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Boy: How much do you know about collective nouns?
Girl: I know that a group of people playing musical
instruments belong to a band or an orchestra.
Boy: Yes! And a group of players constitute a team.
Girl: And what do you call the people who act in a play?
Boy: That's the cast.
Girl: We're good, aren't we!
11 MINITEST
The minitests allow students to evaluate their performance
in an important grammar or vocabulary aspect of the lesson
and also to consider evaluation as a continuous process
throughout the book.
Read the instructions aloud, make sure that all the students
understand them clearly and set a time limit to complete
the task and check their scores. Encourage your students to
keep a written record of their results.
Ask the students to do the exercises in their notebooks, and
then to check their scores after correcting the answers.
Answers
a. daydream. b. punish. c. self-esteem.
d. support.
Learning tip
Analyse this learning tip with the class and ask
them to identify two important tips in connection
with the use of “bullet points”: short summary; give
a general idea.
For more information on the Learning tip section
see page 8 of the Introduction.
and tell you what it is for. Explain what a bullet point is: an
item introduced by a dot (“bullet”) or a similar icon. Then
give them some hints to make bulleted lists.
• Make sure bullet points are related, especially if you have a
lot of them.
• Lay out bullet points cleanly. Avoid a variety of fonts or a
mix of margins.
• Avoid making each bullet point so long that it looks like a
paragraph. Two lines is a reasonable maximum length.
(L.A: to write following specific instructions).
Answers
May vary.
PAGE 70
LISTENING
NOT ALL THAT DIFFERENT
BEFORE YOU LISTEN
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …? section
see page 8 of the Introduction.
Introduce the topic of the unit talking about the Telethon
in Chile. Ask students to come up with more information.
1 EA +++ This is ideal dictionary work. Prepare for this
lesson beforehand, asking students to bring dictionaries or
provide them, if possible, or take the class to the library.
Take advantage of having dictionaries available and do
some extra work. Discuss the difference between glossary an alphabetical list of terms in some field of knowledge,
usually presented as an appendix to a text - and dictionary
- a reference book containing an alphabetical list of words
with information about them.
(L.A: to use study skills to associate key lexical items).
Answers
Handicapped - Physically or mentally disabled.
Words associated with the handicapped:
blind, deaf, lame, mute, short-sighted,
wheelchair-bound.
DIFFERENT KINDS OF PEOPLE
67
2 EA ++ Remind students not to write in their notebooks.
Learning tip
Check the sentences orally.
(L.A: to infer meaning of lexical items).
Answers
A deaf person can’t hear.
A depressed person is very sad.
A short-sighted person can’t see well.
A wheelchair-bound person can’t walk.
3 CA ++ Ask students to do this exercise in pairs and
discuss their choices. Check orally.
(L.A: to match visual and textual elements).
Answers
a. iii. b. i. c. ii.
ERROR ALERT!
express future time.
to
Tense
Present
ary school I want to get a
second
When I finish my
my secondary school).
finish
job. (NOT: When I will
The Simple Present can express future time when
events are on a definite schedule or timetable, but
only a few verbs are used in this way: arrive, leave,
begin, end, finish, open, close, be.
PAGE 71
4 CA + Individual work. You can set a time limit and award
“brownie points” to the fastest and most accurate.
(L.A: to use previous knowledge).
Answers
a. i. b. i. c. ii. d. i.
WHILE YOU LISTEN
5 EA + First, ask students to read the instructions. Make
students listen to the interview without stopping the first
time. Let them read the instructions to this exercise before
they actually listen.
(L.A: to recognise mood of speaker).
Answers
d.
6 EA ++ Tell students to look at the options before they
listen for a second or maybe even third time. Stop
frequently so students can take notes.
(L.A: to identify correct information).
Answers
a. ii. b. i. c. ii. d. ii. e. ii. f. i. g. ii.
68
UNIT 3
Analyse this learning tip with the class and remind
them of the importance of cognates to help them
understand texts.
For more information on the Learning tip section
see page 8 of the Introduction.
PAGE 72
7 EA +++ Ask students to copy the sentences in their
notebooks; then play the recording again. Check orally.
(L.A: to find specific information).
Answers
a. accident. b. my back. c. my friends.
d. dance, people.
TAPESCRIPT – NOT ALL THAT DIFFERENT
Rodrigo: Good afternoon, everybody. This is Rodrigo, from
Liceo15 radio. Next month, as always every two
years, all of us will take part in the Teleton. And we
must remember that an accident can happen to any
one of us. Today, we would like to share with you
the experience of one of our schoolmates. His name
is Jorge and he´s 18 years old; for the last three
years, he has been confined to a wheelchair. Hello,
Jorge.
Jorge: Hi.
Rodrigo: Tell us, Jorge, what happened three years ago?
Jorge: I was on holiday with my parents in the Lake District
in the south of Chile. One thing I really wanted to do
was to get on a speedboat. My parents were not
very happy about it but they finally gave in. I got on
the speedboat and it just moved so fast, I couldn’t
control it. It crossed the lake and crashed into
another boat. I hit my back on something hard. And
the next thing I remember is when I woke up in
hospital and couldn’t move my legs.
Rodrigo: What were your first thoughts?
Jorge: I thought, what, my bedroom is on the second floor,
how the heck am I going to go up?
Rodrigo: And then what? It must have been really hard.
Jorge: It sucked; and then months and months of therapy. I lost
the whole school year as I was in and out of hospital.
And I was really down. I didn’t want to see my friends. I
didn’t want anyone to see me in the wheelchair.
Rodrigo: When did this change?
Jorge: When I saw other people who couldn’t move their
legs or their arms. I’m really lucky. I can feed myself,
I can use the computer, I can still play my guitar.
Rodrigo: Where are you now?
Jorge: I got used to getting around in the wheelchair and I
am finishing school and getting ready for the
university entrance exams. I want to study
computer engineering. I hang around with my
friends again. I even go to discos. Sure, I can't dance
but I enjoy the crowd and being among people. I
have a girlfriend and even my own rock band. And
next month, we will be playing in the Teleton!
9 CA ++ Students read through the expressions and
match the formal and informal equivalents.
(L.A: to match formal and informal expressions that mean
the same).
Answers
It is a pleasure to see you - Great to see you.
I would like you to meet my friend John - This
is my friend John.
Good morning, how are you today? - Hi, how
are you doing?
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
AFTER YOU LISTEN
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
8 EA + First talk to students about different formal and
informal situations they might find themselves in, such as a
dinner party with the headmaster, a party with their friends,
graduation, etc. Ask them what kind of language they would
use in each situation. Explain that formal language is not
better than informal language but that it is simply used in
different situations. You can also add that there is something
called popular language that is very colourful and highly
expressive and only used in very informal settings.
Some examples:
Formal
Informal
Popular
comprehend
understand get it
intoxicated
drunk
wasted
exhausted
tired
bagged
dejected
sad
bummed
For more information on formal vs. informal language see:
http://www.bbc.co.uk/skillswise/e3/words/listening/form
alinformal
(L.A: to recognise formal and informal situations).
Answers
Chatting on-line, talking to friends, talking to
your parents.
Teacher:
Today we're going to learn how to use formal
expressions. For example, how should we
introduce a friend to our boss?
Student 1: This is my friend John.
Teacher: That is a bit informal; it's better to say: “I would
like you to meet my friend John”. And how should
we say hello to people in a more formal way?
Student 2: Good morning, how are you today?
Teacher: That's right, very good.
10 CA ++ Students work in pairs to classify the sentences.
(L.A: to identify formal and informal expressions).
Answers
Formal: a., d., e.
Informal: b., c., f.
PAGE 73
11 CA +++ Students work in small groups to identify and
describe the different organisations. Write this pattern on
the board:
________ is an organisation dedicated to _(verb)-ing
________.
Example: Teletón is an organisation dedicated to helping
young people with physical problems.
For your information:
Hearing Concern: organisation dedicated to improving
the quality of life of those who are hard of hearing.
British Dyslexia Association: organisation dedicated to
trying to influence the British government and other
institutions to promote a dyslexia-friendly society.
DIFFERENT KINDS OF PEOPLE
69
National Society for Mental Health and Deafness: UK
charity dedicated to promoting positive mental health
among deaf people.
Association of Wheelchair Children: organisation(s)
dedicated to providing expert wheelchair training and
advice for wheelchair-using children and their families.
(L.A: to connect content and general knowledge).
PAGE 74
JUST FOR FUN
Treat this page as if it “belonged”to your students. It is their page
and they should do it in their own time or at home. However, be
willing to answer questions as they arise. And remind them that,
like the rest of the book, they should not scribble or write on the
page.
12 CA +++ Ask students to read the poem “I am able”. For more information on the JUST FOR FUN section see page 7 of
Explain unknown vocabulary. Students determine the mood the Introduction.
PAGE 75
of the poem.
PROJECT
(L.A: to express opinions).
Help students form groups and assign roles and tasks for each
Answers
member.
May vary, but the general mood is optimistic.
Explain which of the steps in the development of the project will
be done in class and which outside class time.
Idiomatic Expressions
Fix the date when the finished projects must be brought to class.
• A big deal.
Assign a place in the classroom to display the posters.
A subject, situation, or event which people think is
For more information on collaborative work see page 10 of the
important.
Introduction.
Example sentence:
SYNTHESIS
“I don't know why this issue has become such a big
deal”.
Use this section to check students’ learning process and answer
all the questions they might have.
For more information on the Synthesis section see page 8 of the
Did you know that...
Introduction.
Let students read this section on their own and share
PAGE 76
comments in their groups.
EXTRA ACTIVITIES
For more information on the Did you know that …?
For more information on Extra activities see page 8 of the
section see page 8 of the Introduction.
Introduction.
13 FL Remember that any pair / group discussion is aimed at
Answers
1. a. fat. b. tall. c. thin. d. short.
stimulating free expression among students. Do not
2. Answers may vary.
interfere with students’ production, as it inhibits their free
3. better – worse; cheaper - more expensive;
expression. When correcting, avoid words such as: wrong,
easier - more difficult; shorter – longer;
incorrect, or bad. Instead, use expressions such as: How
more beautiful – uglier.
about …? Why don’t you …?
Answers
May vary.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the reading activities and the
techniques they used. Encourage them to be honest
and to keep a record of their answers in a special
section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
70
UNIT 3
4. a. jury. b. team. c. club / association, etc.
d. band, group. e. group, society, etc.
5. A: I would like to introduce my boss.
B: It is a pleasure to meet you.
A: Hi, how are you doing?
B: Great and you?
A: This is my friend John.
B: Good morning, how are you?
PAGE 77
CONSOLIDATION ACTIVITIES
For more information on Consolidation activities see page 8 of
the Introduction.
1. This is a mini project that can be assigned as homework or for
one working hour in class. You can form groups according to
the indigenous people the students are interested in finding
more information about. They can present the factfiles on big
pieces of colour cardboard, add photos and / or illustrations,
and display them in the classroom.
2. Before students do these exercises, remind them of these
three basic rules of writing:
a. Be consistent in your ideas and in the language you use.
b. Express ideas logically.
c. Be clear and precise.
3. Answers will vary. For example:
Objects: firm, school, club, committee, class and bank.
Animals: rookery, congregation, herd, flange, litter and
brood.
People: enemy, public, class, staff and choir.
4. This is another mini project that can be assigned as
homework or for one working hour in class. You can form
groups according to the Chilean help organisation(s) the
students are interested in promoting.
PAGE 78
TEST YOUR KNOWLEDGE
This is an opportunity for re-examining difficult questions and
fitting 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 next unit.
For more information on the Test your knowledge section see
page 9 of the Introduction.
Answers
READING
1. a. 4.4 million. b. Italian, Greek, Cantonese,
Arabic, Vietnamese. c. 50%; d. 2% of the
total population. e. The most recent census.
2. a. overseas. b. indigenous.
LANGUAGE
3. Adjectives: clear, dangerous, expensive,
interesting, gigantic.
Nouns: clarification, danger, expense,
interest, giant.
4. a. giant. b. interest.
c. dangerous. d. expensive.
5. a. false. b. true. c. true. d. true.
6. a. is. b. are. c. are. d. was.
LISTENING - BORROWING A BOOK
7. a. false. b. true. c. true. d. false. e. false.
8. a. – c. – d. – e.
TAPESCRIPT – BORROWING A BOOK
Cora:
Mike:
Cora:
Mike:
Cora:
Mike:
Cora:
Mike:
Cora
Mike:
Cora:
Hi, Mickey. How are you doing?
Hi, Cora. I’m fine.
Are you busy right now?
No. What’s up?
I wanted to talk to you about the new book for the
Book Club. I went to the library but it is on loan.
Have you got it?
No, I don’t. But Jackie has it and she is about to
finish it. You could ask her to lend it to you.
Is it very long?
Not really. Anyway, we only have to read the first
three chapters.
Do you have Jackie’s phone number?
Sorry, I don’t. But Stephen does. He can give it to
you.
OK, I will give him a ring right away.
SELF - EVALUATION
Motivate students to reflect on their performance
throughout the unit and make decisions concerning
steps to solve problems and improve.
For more information on Self-evaluation see page 9
of the Introduction.
DIFFERENT KINDS OF PEOPLE
71
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 3
READING - ROBOTIC ARM AIDS
LISTENING - PEOPLE LEARN FROM
WATCHING AND PRACTISING
STROKE RECOVERY
BOSTON (UPI) A new kind of robotic therapy developed by
engineers of the Massachusetts Institute of Technology is
making movement easier for people recovering from a stroke.
A study in the April 2007 issue of the American Journal of Physical
Medicine & Rehabilitation shows that the robotic device had
positive results for six severe stroke patients in a pilot clinical trial.
The robotic therapy device senses the patient’s electrical muscle
activity and provides power assistance to facilitate movements.
On average, 23 percent of arm function improved after using the
brace - which is portable and lightweight and slides onto the
arm, according to Charles Cooney, faculty director of the
Deshpande Center at MIT.
In addition, the arm-muscle tightness typical of stroke victims
was greatly reduced.
Copyright 2007 by United Press International
Source: ArcaMax http://[email protected]
1 Have a quick look at the text. Where was it taken from?
1 pt.
a. A novel.
b. A scientific magazine.
c. The Yellow Pages.
2 Identify and correct the false information.
4 pts.
a. Technology is making movement easier for those
recovering from a cold.
__________________________________
4 Listen and choose the best alternative.
The recording is:
a. an interview.
c. an informal conversation.
1 pt.
b. a researcher’s lecture.
d. a news report.
5 Listen to the recording again and complete.
4 pts.
a. People learn everything by ___________.
b. The combination of __________________ makes
the difference.
c. ______________ is crucial for acquiring skills used
in daily life.
d. Scientists are trying to discover what strategies can
make the ______ faster and smoother.
6 Listen to the recording once more and identify the
incorrect sentences.
4 pts.
a. People learn to do everyday activities by observing and
miming.
b. Speaker B plays tennis very well because he imitated
Roger Federer.
c. People can become experts only by imitating others.
d. Scientists know the strategies that make the process
faster.
WRITTEN PRODUCTION
7 Choose an association or group of people you know well
and write a short summary of the key points you consider
important, such as: aim, characteristics of members,
number of people that belong to it, date and place of
meetings, etc.
6 pts.
b. The robotic device had positive results for five severe ORAL PRODUCTION
stroke patients.
8
__________________________________
a. Give two reasons you think it is important for a person to
belong to an association, a club or any kind of group.
c. The therapy device senses the patient’s electrical
b. Do you think is it important for a society to take care and
neurone activity.
worry about handicapped people?
__________________________________
Use the expressions from the list to support your
d. The complete arm function improved after using the
answers, or any other suitable one you prefer.
brace.
In my opinion…
__________________________________
Personally, I believe that…
3 Answer these questions about the text.
3 pts.
From my point of view…
a. What is the purpose of the therapy?
If you ask me…
b. Who can use this therapy?
6 pts.
c. What characteristics of the device can you mention?
9
REVISE 0
GOOD
AGAIN to 10 JOB!
72
UNIT 3
11
18
to 21
EXCELLENT!
22
to 29
TOTAL
29
PTS
PHOTOCOPIABLE
MATERIAL
TAPESCRIPT - PEOPLE LEARN FROM WATCHING AND
PRACTISING
ANSWERS TO EXTRA TEST UNIT 3
READING
A:
1. b.
2.
a. Technology is making movement easier for those
recovering from a stroke.
b. The robotic device had positive results for six severe stroke
patients.
c. The therapy device senses the patient’s electrical muscle
activity.
d. 23 percent of arm function improved after using the
brace.
3.
a. The main purpose is to make movement easier for people
who had a stroke.
b. Severe stroke patients.
c. Answers will vary.
B:
A:
B:
A:
B:
A:
B:
A:
LISTENING - PEOPLE LEARN FROM WATCHING
AND PRACTISING
4. c.
5. a. observing.
b. talent and practice.
c. Imitation.
d. process.
6.
b.
c.
B:
Did you know that people learn everything by observing
others and mimicking what they see?
What do you mean by everything?
Well, things like tying your shoes, preparing food or even
impressive dance steps.
I am not sure. I watch a lot of tennis so I should play like
Roger Federer, but believe me, it’s not the case!
Wait! This study says that the combination of talent and
practice is what makes one person clumsy and the next
person a prima ballerina.
Who says this?
A neuroscientist in Boston. He says that imitation learning,
as it’s called, is crucial for acquiring many of the skills used
in daily life. Now, scientists are trying to discover what
strategies can make the process faster and smoother.
That’s interesting!
Yes. The study also demonstrates that imitation learning
is present in almost everything we do, from sports to
regaining mobility after a stroke or an accident.
Ah! Now that you mention it, did you know
that…..(fade)
WRITTEN PRODUCTION
7. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
2 pts.
2 pts.
2 pts.
ORAL PRODUCTION
8. Assign points according to these criteria:
Correct information.
Pronunciation.
Fluency.
2 pts.
2 pts.
2 pts.
DIFFERENT KINDS OF PEOPLE
73
UNIT
4
LATIN AMERICAN BROTHERHOOD
In this unit you will learn to:
READING:
identify the origin of a text.
predict general content of a text from pictures.
distinguish general and specific topics.
LISTENING:
locate specific information in a text.
discriminate between correct and incorrect
information.
use cognates to understand a text.
PRODUCTION: talk about artistic expressions and sports.
write a short paragraph using data from a chart.
complete sentences and dialogues.
FUNCTIONS:
make descriptions.
express opinions.
draw conclusions from a graphic organiser.
You will also learn:
GRAMMAR:
suffixes to indicate jobs.
the Simple Past Tense.
VOCABULARY: words related to famous Latin American.
people, art styles and sports.
professions.
numerical data.
You will use the following text types:
READING:
a web page.
a postcard.
an e-mail.
an extract from a newspaper.
LISTENING:
an interview.
dialogues.
You will pay special attention to these values:
Respect and acceptance of women's rights.
Appreciating the importance of helping nations in need.
2. Ask them to match the names with the pictures and the
Introduction
people's achievements. You can also ask them to talk more
about the people they know the best.
Introduce the subject of the unit asking students to talk about
Background information
what they can see in the pictures. Can they recognise the cities
Rigoberta Menchú: born in Guatemala in 1959. Received
and the countries? Can they tell you something about them?
the Nobel Price for peace "in recognition of her work for
Then ask them to discuss what they understand by the words
social justice and ethno- cultural reconciliation based on
brotherhood / sisterhood (friendship and understanding
respect for the rights of indigenous peoples.
between people).
Diego Armando Maradona: born in Argentina in 1960.
Former football player. He played in four World Cups and
Ask them to define Latin America. In most common
received the people's choice FIFA Player of the Century
contemporary usage, Latin America refers only to those territories
award in 2000.
in the Americas where the Spanish or Portuguese languages
Isabel Allende: born in Peru in 1942. Chilean-American
prevail: Mexico, most of Central and South America plus Cuba, the
novelist who writes in the "magic realism" tradition; she is
Dominican Republic and Puerto Rico in the Caribbean.
considered one of the first successful women novelists in
1. Do students know the people in the pictures? Where from?
Latin America.
What have they done? First they match the pictures and the
Shakira: born in Colombia in 1977. Contralto singercountries the people come from.
songwriter, musician, record producer, dancer and
Answers
philanthropist who has been a major figure in the pop
a. Guatemala. b. Argentina. c. Chile. d. Colombia.
music scene of Latin America since the mid-1990s.
PAGE 81
74
UNIT 4
Answers
a. - 4. - ii. b. - 1. - iv. c. - 2. - i. d. - 3. - iii.
3. Ask students to read the three definitions. Explain any words
they might not know. Which definition is the one they think
is the most adequate? Why?
Answers
c.
1 EA + What strikes students most in the paintings? What is
the predominant colour? Have they seen these paintings
before? Do they know who painted them?
(L.A: to connect topic and own experiences).
Answers
May vary.
2 EA + Tell students this is a Venn diagram: a diagram
4. Space for discussion - it does not matter if students use Spanish
or English. The idea is to talk about a concept. Encourage them
to express themselves in either language. Always control the
level of discussion and do not let it get out of hand.
As a result of this type of activity, students will:
a. learn how to work together as a group.
b. learn how to brainstorm for ideas / words.
c. relate themes to specific word groups.
d. learn how to collect ideas.
Answers
May vary.
5. Students work in groups or pairs. Give them some time to
discuss the topic and write the lists in their notebooks. Ask
them to share their ideas with the whole class.
made up of two or more overlapping circles. It is often
used to show relationships between sets, to organise
similarities and differences visually.
Go through the words in the box with students before you
ask them to fill in the diagram.
(L.A: to connect topic and own experiences).
Answers
Art: literature, music, poetry, sculpture, dance.
Artist: composer, film-maker, musician,
painter, sculptor, song-writer.
Both: ballad, canvass, easel, paint brush,
painting, violin.
Learning tip
Answers
May vary.
American v/s British English
Draw students' attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 82
READING
MEXICAN QUEEN OF COLOUR
ERROR ALERT!
Nationalities and the names of languages are
always written with a capital letter.
American Chilean English French Spanish
BEFORE YOU READ
You can ask students if they prefer form or colour in paintings.
Tell them to explain why. Ask them what kind of pictures they
have at home. What kind would they like to have?
Analyse this learning tip with the class and
emphasise the importance of using all possible
visual clues to make predictions that will help them
to focus their attention and understand a text.
For more information on the Learning tip section
see page 8 of the Introduction.
American v/s British English
Draw students' attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
3 EA + Making predictions is a core strategy for reading
comprehension.
The idea of predicting is to use students´ prior knowledge
to comprehend events in a story; to preview a story and
periodically predict what will happen in the text based
upon knowledge gained while reading and through
discussion; to learn new vocabulary; to make personal
connections to a text.
LATIN AMERICAN BROTHERHOOD
75
Proficient readers constantly attempt to “read ahead” of an
author - picking up clues and predicting what might unfold.
Predictions are a category of inference: when we predict,
we are going beyond what is explicitly stated to anticipate
what, where, why, how, who, if. Developing students'
abilities to make reasonable predictions helps sharpen their
inferential thinking. Make sure that you tell students that as
they explore various predictions, which may be thoughtful
and well-founded, they still may turn out to be incorrect.
Do not check answers at this point.
(L.A: to make predictions).
PAGE 83
4 CA ++ Read all the words in the box. Ask students to
give examples using the words they know: The background
of the picture is very colourful and attractive.
(L.A: to connect content and own experience).
Answers
May vary.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the BEFORE YOU READ activities.
Encourage them to be honest, to add some
information to their Yes / No answer and to keep a
record of their answers in a special section in their
notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain
it in their own words in Spanish.
For more information on the Quote of the Day
section see page 8 of the Introduction.
PAGE 84
WHILE YOU READ
5 EA + Discuss students' predictions and compliment them
on their predicting skills.
(L.A: to validate predictions).
Answers
a.
76
UNIT 4
American v/s British English
Draw students' attention to the different words used
in each variety of English. Remind them that both the
British and the American versions are correct, but
that they should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
6 EA ++ Check that the students know the information
required to complete the factfile. Ask students to read the
text again, and remind them not to write in their books.
(L.A: to find specific information).
Answers
Name:
Surname:
Year of birth:
Nationality:
Profession:
Marital status:
Health problems:
Physical appearance:
Famous for:
Year of death:
Frida
Kahlo
1907
Mexican
painter/artist
married
polio/continuous pain
facial hair/ extravagant
clothing
preoccupation with
female problems
1954
7 EA ++ Students read the text again in order to match the
headings with the paragraphs. Ask students to compare
answers before you check orally.
(L.A: to match information).
Answers
a. - III. b. - II. c. - I. d. - IV.
8 EA ++ Students read the text again to find where the
required information is located.
(L.A: to find general and specific information).
Answers
a. - I. b. - III. c. - I. d. - I. e. - II.
9 EA ++ Explain to students the importance of a strong
vocabulary. They might find synonyms in a thesaurus,
which is like a dictionary except that it groups words within
constellations of meaning. It is often useful to discover just
the right word you need to express what you want to say.
Tell students to make sure they understand the definition
of a word by using a dictionary before using it in some
important paper or report.
You may use this joke to explain the meaning of the word
thesaurus:
Two trucks loaded with thousands of copies of Roget's
Thesaurus collided as they left a New York publishing house
last Thursday. According to the Associated Press, witnesses
were aghast, amazed, astonished, astounded, bemused,
benumbed, bewildered, confounded, confused, dazed,
dazzled, disconcerted, disoriented, dumbstruck, electrified,
flabbergasted, horrified, immobilized, incredulous,
nonplussed, overwhelmed, paralyzed, perplexed, scared,
shocked, startled, stunned, stupefied, surprised, taken aback,
traumatized and upset.
(L.A: to find synonyms).
Answers
a. self-portraits. b. suffered from.
c. extravagant. d. preoccupation. e. decade.
10 CA + This is an exercise that might provide space for
discussion. It is important to stress to students the
importance of respecting each other's ideas. In this kind
of exercise there are no perfect answers as long as any
answer is substantiated.
(L.A: to synthesise information).
PAGE 85
AFTER YOU READ
Language Note
Answers
a. speaker. b. programmer. c. singer.
d. worker. e. biologist.
12 MINITEST
When testing your students' knowledge it is very
important to establish the WHY of the test. Are you testing
previous knowledge, proficiency, abstract thinking,
knowledge learnt in the class, their predicting abilities,
etc? In this MINITEST the objective is to find out how much
students understood and where their shortcomings lie in
order to correct them as soon as possible. Check answers
with the class and help them work out their score. In this
case, each sentence is worth 2 points.
Answers
a. driver. b. editor. c. artist. d. baker.
e. violinist, pianist.
Quote of the day
Invite students to read it on their own and share
what they understand in their groups. Ask them to
explain it in their own words in Spanish.
For more information on the Quote of the day
section see page 8 of the Introduction.
Learning tip
Analyse this learning tip with the class and
emphasise the importance of collaborative work
when studying.
For more information on the Learning tip section
see page 8 of the Introduction.
Suffixes that indicate jobs
This Language Note provides information on
word formation. Let students try to work out the
answers themselves.
For more information on the Language Note
section see page 8 of the Introduction.
Answers
2. - a. 3. - b.
11 EA + Ask students to study the Language Note and then
form the corresponding words. Check orally and ask them
to make sentences to illustrate each meaning.
(L.A: to consolidate a language aspect).
American v/s British English
Draw students' attention to the two different words
used in each variety of English. Remind them that
both the British and the American versions are
correct, but that they should choose one variety and
stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 86
13 CA +++ Ask students to look at the three paintings
carefully. Tell them to read through the questions. Play the
recording once or twice for them to listen, repeat and
LATIN AMERICAN BROTHERHOOD
77
imitate the model in their discussion. Encourage discussion
even if students resort to Spanish from time to time.
(L.A: to imitate a model and express their own ideas).
Some Background information:
Impressionism was a 19th-century art movement that
began as a loose association of Paris-based artists exhibiting
their art publicly in the 1860s. Characteristics of
Impressionist painting include visible brushstrokes, open
composition, emphasis on light in its changing qualities
(often accentuating the effects of the passage of time),
ordinary subject matter, the inclusion of movement as a
crucial element of human perception and experience, and
unusual visual angles.
Cubism was a 20th century art movement, pioneered by
Pablo Picasso and Georges Braque, that revolutionised
European painting and sculpture, and inspired related
movements in music and literature. The first branch of
Cubism, known as Analytic Cubism, was both radical and
influential as a short but highly significant art movement
between 1908 and 1911 in France. In its second phase,
Synthetic Cubism, the movement spread and remained vital
until around 1919, when the Surrealist movement gained
popularity.
Expressionism is the tendency of an artist to distort reality
for an emotional effect; it is a subjective art form.
Expressionism is exhibited in many art forms, including
painting, literature, theatre, film, architecture and music. The
term often implies emotional angst. In a general sense,
painters such as Matthias Grünewald and El Greco can be
called expressionists, though in practice, the term is applied
mainly to 20th century works.
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Rodrigo:
Steve:
Rodrigo:
Steve:
Which of these paintings do you like best?
Skull and Pitcher.
Why do you like it?
I like the different planes you can perceive in the
objects, the strong light between them, the way in
which the two objects seem to be facing each other.
Rodrigo: Do you know who the painter is?
Steve: Of course! Pablo Picasso.
Rodrigo: And the style of the painting?
78
UNIT 4
Steve: Cubism, I think.
Rodrigo: What can you tell me about the colours?
Steve: In my opinion, they are not the most important
element of the painting; I think the use of
geometric forms and the light are more important.
Rodrigo: If you had this painting, in which room of your
house would you put it?
Steve: Wow! In the dining-room or in the living-room.
14 FL +++ This exercise can be done orally or in writing.
Invite students who choose the same painting to compare
their descriptions.
(L.A: to elaborate a description).
PAGE 87
LISTENING
THE BEAUTIFUL SPORT
BEFORE YOU LISTEN
1 EA + The world over, football is the favourite sport of
young people. Check how much students know about this
sport doing the quiz in exercise 1.
Some Background information on football:
Football or soccer is a team sport played between two teams
of eleven players, and is widely considered to be the most
popular sport in the world. Football is played in accordance
with a set of rules known as the Laws of the Game. The game
is played using a single round ball. Games revolving around
the kicking of a ball have been played in many countries
throughout history. The modern rules of football are based on
the mid-19th century efforts to standardise the widely varying
forms of football played at the public schools of England.
(L.A: to connect topic and previous knowledge).
Answers
a. - ii. b. - i. c. - i. d. - iii. e. - i.
2 EA + Remind students of the importance of cognates to
help them understand texts. Ask them to work in pairs and
say the words aloud to identify the cognates and their
Spanish equivalent.
(L.A: to identify cognates).
Answers
Career - carrera (professional, not a course of
studies); creativity - creatividad; cup - copa (as
a trophy, not one to drink, which is a glass);
football - fútbol; generation - generación; goal
- gol; philosophy - filosofía; professional professional; stadium - estadio; talent - talento
ERROR ALERT!
career = the series of jobs a person has in a
particular area of work, usually involving more
responsibility as time passes, NOT the studies a
person follows.
PAGE 88
3 CA + Ask students to look at the pictures. Football fans
will easily recognise the faces and will put names to them.
Those who know them can tell the rest of the class about
the football players' careers and achievements.
(L.A: to connect topic and previous knowledge).
Answers
a. Ronaldinho - Brazil. b. Pelé - Brazil. c. Rodrigo
Tello - Chile. d. Matías Fernández - Chile.
Some Background information:
Ronaldinho (born March 21, 1980 in Porto Alegre, Brazil). He
has been awarded the FIFA World Player of the Year award
twice (2004, 2005), as well as the European Footballer of the
Year award and the FIFPro World Player of the Year award
twice (2005, 2006). Currently, he plays for FC Barcelona with a
contract ending in 2010.
Rodrigo Tello (born October 14, 1979 in Santiago, Chile). Playing
for Besktas J.K. He plays on the left of midfield but can also play at
full back. He began his career at Universidad de Chile making his
professional debut in 1999. He was transferred to Sporting Clube
de Portugal and then to Turkcell Super League club Besiktas,
Istanbul in May 2007. He is also a Chilean international.
Matías Fernández (born May 15, 1986, in Buenos Aires,
Argentina) is a Chilean football player who currently plays for
Spanish club Villarreal CF. He is also known by several
nicknames such as Mati, El Pelusa, and Matigol. Before leaving
for Villarreal CF he was awarded the South American Footballer
of the Year 2006 for his campaign with Chilean club Colo-Colo.
WHILE YOU LISTEN
4 EA ++ Before students listen to the interview ask them
to copy the table in their notebooks and read the
statements. Tell them to concentrate on this specific
information while listening for the first time.
(L.A: to identify speakers and what they say).
Answers
Interviewer
Football has a big
responsibility to society.
Football is a sport which
brings people together.
Sometimes, a person is born
with a special talent.
Football can be used to take
kids from the streets and
away from drugs.
Pelé
✔
✔
✔
✔
5 EA ++ Ask students to copy the sentences in their
notebooks and then listen again to fill in the gaps with the
corresponding words or phrases.
(L.A: to find specific information).
Answers
a. 1,363 / 1,281. b. 15. c. Minister for sports.
d. 1,000. e. Japan, Africa, and China.
6 EA +++ Students read the statements and then listen
again to check if they are true or false. You can ask fast
finishers to correct the false statements and then share the
information with the class.
(L.A:to discriminate between correct and incorrect
information).
Answers
a. True. b. False (he won his first football cup
two years later - he was 17). c. True. d. False
(he would do everything the same again).
7 CA +++ This activity allows students to extend and
expand their vocabulary. For more information on
vocabulary teaching, see page 11 of the Introduction.
(L.A: to find synonyms).
Answers
A group of players - team. A special skill talent. A prize or award - cup. Aim or objective
- goal. Children - kids.
TAPESCRIPT - THE “BEAUTIFUL” SPORT
I: Sometimes, a person is born with a special talent. In
football, one such person is Edson Arantes do Nascimento,
Pelé. He began his professional career at the age of 15 and
two years later, he led the Brazilian National Team to
LATIN AMERICAN BROTHERHOOD
79
P:
I:
P:
I:
P:
I:
P:
victory in the World Cup. During his career he scored
1,281 goals in 1,363 games. Today, Pele is Minister for
Sports in Brazil and fights against corruption in sports.
Pele, what do you believe is the main philosophy behind
the way teams play today?
In my time, we played to win; today everybody plays not
to lose.
What was your best goal with the Brazilian team?
Each one was very important, but I will select the 1,000th
goal because it was the world record. 200,000 people at the
Maracana stadium were shouting for me to score the goal.
Is football more than just another sport where players
aim to win a trophy?
I think football is a sport which brings people together.
Football has a big responsibility to society. It can be used
to take kids from the streets and away from drugs. There
are great players in Japan, Africa, China but what is more
important is how football has developed these men in
their personal lives. This is the type of sport which should
be passed down to each generation of children.
If you could live again, would you do anything
differently?
No! I would do everything the same again.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the LISTENING activities with the use
of cognates and their previous knowledge.
Encourage them to be honest and to keep a record
of their answers in a special section in their
notebooks.
For more information on Self-evaluation see page 9
of the Introduction
PAGE 89
AFTER YOU LISTEN
8 EA + Students look at the pictures and match them with
the words. This is a fairly simple exercise as youngsters are
normally familiar with football vocabulary. You can extend
this exercise and ask students what other football words
they know. Here are some examples: corner, extra time, foul,
goal, kick-off, league, match, penalty, player, red card, score,
spectator, stadium, tackle.
(L.A: to identify key words).
80
UNIT 4
Answers
a. referee. b. yellow card. c. T-shirt. d. goal keeper.
e. whistle.
9 MINITEST
When testing your students' knowledge it is very important to
establish the WHY of the test. Are you testing previous
knowledge, proficiency, abstract thinking, knowledge learnt in
the class, their predicting abilities etc? In this MINITESTS the aim
is to find out how much students understood and where their
shortcomings lie in order to correct them as soon as possible. Play
the recording for students to check their answers and help them
work out their score. In this case, each dialogue is worth 2 points.
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Q:
A:
Q:
A:
Q:
A:
Q:
A:
Q:
A:
How many goals did Pele score?
1,281.
When did he start playing football?
When he was 15.
Where did he score his 1000th goal?
At the Maracana stadium, when the victory was in the bag.
What is he talking about in the interview?
About his past and his ideas.
What is Pele's real name?
Edson Arantes do Nascimento.
Idiomatic Expressions
In the bag.
If you think something is in the bag, you are almost certain
it will be achieved.
Example:
An hour before the polling stations closed, victory
seemed in the bag for the Conservative candidate.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
10 EA ++ Play the recording with pauses for students to
repeat the questions and answers. Encourage them to practise
the dialogues taking it in turns to ask and answer. Invite some
pairs to roleplay the dialogues in front of the class.
(L.A: to roleplay a dialogue imitating a model).
Background information:
Main islands in the Caribbean and their capitals.
Island/Group
Bahamas
Barbados
Bermuda
Cayman Islands
Dominican Republic
Haiti
Jamaica
Martinique
Puerto Rico
Trinidad
Tobago
11 CA + Memory game. 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 has a purpose and needs teacher supervision and
sometimes prior preparation.
(L.A: to consolidate vocabulary through a game).
12 FL + Ask fast learners to use the questions in this lesson
and their own ideas to write questions they would ask their
favourite sportsperson. If there is time, you can ask them to
work with a partner to complete and roleplay the
corresponding interview.
(L.A: to connect text and their own experience).
PAGE 91
READING
THE PEARL OF THE CARIBBEAN
Capital
Nassau
Bridgetown
Hamilton
George Town
Santo Domingo
Port-Au-Prince
Kingston
Fort-de-France
San Juan
Port of Spain
Scarborough
2 EA + Ask students to look at the name of the lesson, the
map and the pictures in exercise 3 before they predict. Do
not check answers at this stage.
(L.A: to make predictions).
3 CA + Check that students know what a headline is: the
words printed in large type across the top of a newspaper
article to catch the reader's attention.
Ask them to read the headlines and match them with the photos.
(L.A: to connect topic and general knowledge).
Answers
a. - iii. b. - ii. c. i.
BEFORE YOU READ
ERROR ALERT!
Silent Letters: s is not pronounced before l in
the words isle / ail / and island / `ail nd /
e
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
1 EA + First analyse the Did you know… ? section with your
students. How much do they know about the region? Can they
name any countries in the Caribbean without looking at the
map? How about their capital cities? Do not check the answer
to the question about the Pearl of the Caribbean at this stage.
(L.A: to connect topic of text and previous knowledge; to
formulate a prediction).
PAGE 92
WHILE YOU READ
Bakground information
Creole: a language formed from a mixture of a European
language with a local language (especially an African language
spoken by slaves in the West Indies (the Bahamas, Cuba, Jamaica,
Haiti, the Dominican Republic, Puerto Rico, etc.).
American v/s British English
Draw students' attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
LATIN AMERICAN BROTHERHOOD
81
PAGE 93
4 EA + Ask students to skim the texts and check if their
predictions in exercises 1 and 2 were correct.
(L.A: to validate predictions).
Skimming is used to quickly identify the main ideas of a text.
When you read the newspaper, you're probably not reading it
word-by-word, instead you're scanning the text. Skimming is
done at a speed three to four times faster than normal reading.
People often skim when they have lots of material to read in a
limited amount of time. Use skimming when you want to see if
an article may be of interest in your task.
Answers
Haiti is known as the Pearl of the Caribbean.
5 EA + Tell students to look at the texts again without
reading. Can they determine where they came from just by
looking at them? How do they know? Are all the texts
equally easy to identify? Are they more familiar with one
format than with another?
(L.A: to identify source / type of texts).
Answers
Text I - c. Text II - d. Text III - a. Text IV - e.
6 EA + Ask students to read the text more carefully now
and identify the one topic that is common to all of them.
(L.A: to find general information).
Answers
Haiti.
7 EA ++ More in-depth reading is necessary to answer
these questions. Tell students to first read the questions and
then go back to the texts.
(L.A: to find specific information).
Answers
a. The Chilean Minister of Defence. To visit
Chilean troops. b. 165. c. The e-mail was
written by George, who is a journalist. d. He
found Haitian poverty shocking. e. Hispañola.
f. Medicines.
8 EA ++ Refer students back to all the texts. They must
check all the information to be able to fill in the fact file.
(L.A: to find specific information).
82
UNIT 4
Answers
COUNTRY FACT FILE
Name:
Haiti
Discovery date: 6 December, 19492
Discovered by:
Christopher Columbus
Known as:
Hispañola
Capital:
Port-au-Prince
General
commanding
Peace forces:
Augusto H. Ribeiro
Languages spoken:French, Creole and English
Current conditions:Tremendous poverty, no
paved streets, no clean
water, no food; civil unrest.
9 CA ++ Look at the general to specific triangle.
Chile
general
Sports
Football
Ivan Zamorano
narrower
narrower
specific
How can this triangle be applied to the texts about Haiti?
What is the general topic, what is the narrower topic and
what is the topic specific to each of the texts?
(L.A: to match information).
Answers
a. text III. b. text IV. c. text I. d. text II.
10 CA +++ Ask students to provide evidence for their
answers in exercise 7, quoting from the texts. Remind them
to write their answers in their notebooks. Check orally.
(L.A: to find supporting information).
Answers
The specific topic of text I is 'Chilean peacekeeping mission' because the text says: “Chile's
Defence Minister arrived in Haiti on Wednesday
to visit the Chilean troops in the Caribbean
nation as part of the United Nations peacekeeping forces”.
The specific topic of text II is 'A journalist's
description of the island' because the text
says: “I am writing the article for the paper and
then will leave.”
The specific topic of text III is 'Medical and food
aid' because the text says: “Last week we
distributed food and milk to the island's
children. The plane with the medicines arrived
on Monday.”
The specific topic of text IV is 'Description of
the island' because the text says: “Famous for
its beautiful beaches, tropical flowers and fruit.”
PAGE 94
AFTER YOU READ
Language Note
The Simple Past Tense
This Language Note provides information on the
Simple Past tense in the affirmative form.
For more information on the Languages Note
section see page 8 of the Introduction.
Learning tip
Analyse this learning tip with the class and
emphasise the fact that constant practice of the
language through reading and listening to different
types of texts will give them the opportunity to
become familiar with the different verbs, both
regular and irregular.
For more information on the Learning tip section
see page 8 of the Introduction.
11 EA + Make sure students read through the Language
Note before they do this exercise. Write more sentences in
the past tense, both with regular and irregular verbs, on the
board. You can also ask questions in the past eliciting
answers from students.
(L.A: to consolidate a grammar point).
Answers
a. arrived / distributed. b. studies.
c. discovered. d. dances. e. lived.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the activity they have just finished
and about the actions they can take to learn more
irregular past tenses. Encourage them to be honest
and to keep a record of their answers in a special
section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
12 EA ++ The ability to recognise synonymous sentences is
progressively developed over a period of years. This is an
exercise that requires a certain level of language
knowledge. Tell students that the easiest way to begin
finding synonymous sentences is to find key words that
appear in both sentences. However, in real life this is not
always so, as illustrated in this example:
a. The island's first name was Hispañola.
b. The island was first called Hispañola.
c. The island and the one they called Hispañola are close by.
Structures a. and b. are synonymous, but c. is not, although
it contains the same key words.
(L.A: to identify synonymous sentences).
Answers
Columbus discovered America in 1492.
America was discovered by Columbus in 1492.
Chile sent 165 troops to Haiti.
165 Chilean troops were sent to Haiti.
The island's first name was Hispañola.
The island was first called Hispañola.
I found it shocking.
It shocked me.
English is spoken in the capital.
They speak English in the capital.
PAGE 95
13 EA +++ The purpose of group discussions is to provide
a forum for issues of students' interest and to test their
ability to express themselves freely rather than only as an
answer to a guided question in a specific exercise. Although
in the beginning levels such as this one, the discussion is
still a guided one, it leaves space for students to say more
than just a simple answer to a question.
LATIN AMERICAN BROTHERHOOD
83
Give them time to exchange ideas and then ask a few
students to share them with the class.
(L.A: to express points of view and participate in a guided
discussion).
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
ERROR ALERT!
False Cognate: to assist doesn't mean asistir, it
means to help.
14 MINITEST
Tell students to copy the dialogue in their notebooks; then
they read the words in the box and complete it. Play the
recording for them to check their answers. Help them work
out their score (each blank = 1 point).
Answers
went - was - was - studied - watched - played
15 EA + Play the recording again with pauses after each
exchange for students to repeat. Tell them to practise and
roleplay the dialogue in pairs, taking turns to say the part of
Catalina and Roger.
(L.A: to roleplay a dialogue imitating a model).
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Catalina: I went to the movies yesterday.
Roger: Was the movie good?
Catalina: It was OK. How about you?
Roger: Well, first I studied for my science test and then I
watched a bit of TV.
Catalina: Anything good on?
Roger: Depends if you like football. Manchester United
played against Inter Milan.
16 FL This is a fun exercise which also builds up vocabulary.
All the words in the exercise have been taken from the texts
so tell students to go back and look for them.
(L.A: to consolidate key words through a game).
84
UNIT 4
Answers
a. troops. b. lush. c. village. d. flight. e. proud.
PAGE 96
LISTENING
RED GOLD
BEFORE YOU LISTEN
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
1 EA + After students have identified the metal (copper) ask
them what other objects in everyday life are made of it. You
can do a mini-competition in groups and ask them to make
a list of objects.
(L.A: to connect topic and previous knowledge).
Idiomatic Expressions
Some idiomatic expressions with the word copper.
A copper-bottomed plan, agreement, or financial
arrangement is completely safe.
Copper-coloured means a reddish-brown colour.
Copper - slang for a British police officer.
A copper - a coin of low value, brown or copper coloured.
2 EA + Explain to students the importance of a strong
vocabulary. The purpose of this activity is to present words
that they will find in the text.
(L.A: to identify key words).
Answers
a. sulphur. b. bond. c. resource. d. ore.
e. domestic product .
3 EA + Encourage students to use the pictures, the name of
the lesson and the words in exercise 2 to make their
prediction. Do not check answers at this point.
(L.A: to make predictions).
7 CA +++ Read the questions with the class. Play the
PAGE 97
WHILE YOU LISTEN
Learning tip
Analyse this learning tip with the class and
emphasise the importance of having a clear
purpose for listening, concentrating on the tasks
assigned, to help them focus their attention and
understand a listening text better.
For more information on the Learning tip section
see page 8 of the Introduction.
4 EA + Students listen to the presentation offered by the
Minister of Mining and check their predictions.
(L.A: to validate predictions).
Answers
a.
5 EA ++ Play the recording again after students read the
instructions and the alternatives. Remind them not to mark
anything in their books.
(L.A: to identify correct information).
Answers
a. i. b. ii. c. i. d. i.
6 EA ++ Tell students to read the chart before they listen
to the recording again. Tell them to take notes in their
notebooks before they do the exercise.
(L.A: to match information).
Answers
3:
The number of newly discovered
bacteria which can break copper
bonds.
3.5 dollars: The record high price per pound
of copper.
15%:
The percentage of copper in
Chilean Gross Domestic Product
in the 1990's.
64 cents:
The lowest price of copper per
pound.
1825:
The year copper started playing
an important role in Chilean
economy.
recording again for students to listen for the answers.
Check orally.
(L.A: to find specific information).
Answers
a. At this year's Mining Exhibition.
b. Wenelen, Licanantay and Yagan. c. They can
break the bonds between copper and the
sulphur that holds it down, allowing the metal
to be released. d. They could be used to
exploit copper ores in a way that is cheaper,
cleaner and more efficient than current
techniques. e. Red gold.
TAPESCRIPT - RED GOLD
Presenter: And to open this year's Mining Exhibition, let's give
a warm welcome to the Chilean Minister of Mining.
Minister: Good afternoon, ladies and gentlemen. I am quite
honoured to have the opportunity to say a few
words about our most important natural resource.
Copper has played an important role in Chilean
economy since at least 1825. By 1835, our country
was exporting 12,700 tons of copper per year,
mainly to the United States. In the 1990's, copper
made up half of our exports and 15 percent of our
Gross Domestic Product. But depending on just one
main resource is a serious problem.
The price of copper is unstable and depends
greatly on international demand; in some years
prices reach record highs of more than 3.5 dollars
per pound, in others they are as low as 64 cents
per pound.
But now, good news for Chilean copper
production: scientists have discovered 3 bacteria
that can double the amount of copper mined in
the country. The bacteria, which have been
named Wenelen, Licanantay and Yagan, can
break the bonds between copper and the sulphur
that holds it down, allowing the metal to be
released. They could be used to exploit copper ores
in a way that is cheaper, cleaner and more
efficient than current techniques, allowing Chile
to continue depending on its most valuable
resource - Chilean red gold - for many more years.
Source. La Tercerea, EMOL, October 2006 and www.scidev.net
LATIN AMERICAN BROTHERHOOD
85
SELF - EVALUATION
Give students a few minutes to think about their
performance in the listening activities they have
just finished. Encourage them to be honest and to
keep a record of their answers in a special section
in their notebooks.
For more information on Self-evaluation see page
8 of the Introduction.
PAGE 98
AFTER YOU LISTEN
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
American v/s British English
Draw students' attention to the two different
spellings of the same word used in each variety of
English. Remind them that both the British and the
American versions are correct, but that they should
choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
horizontal axis - the horizontal line in a graph with
numerical information.
Read the question with the class and give them time to
work out and write the answers in their notebooks. Play
the recording once or twice for students to check their
answers.
(L.A: to interpret information in a graph).
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
A: In which year did copper cost 81 cents per pound?
B: In 1998.
A: In which year was the price of copper at its highest level?
B: In 2005 .
A: In which year was the price of copper at its lowest level?
B: In 1999.
A: Was the price of copper lower or higher in 1998 than in 1997?
B: In 1998 it was lower than in 1997.
A: What was the price of copper in 1997?
B: US$ 1.0.
9 EA + Play the recording of the questions and answers
again for students to repeat. Then let them practise in pairs.
Ask a few pairs to roleplay the dialogues in front of the class.
(L.A: to roleplay a dialogue imitating a model).
10 EA ++ Give students some information on graphs and
graph construction. Examples of graphs:
a. bar graph - consisting of parallel, usually vertical bars or
rectangles with lengths proportional to the frequency
with which specified quantities occur in a set of data.
Also called bar chart.
8 EA ++ Charts and Graphs is a topic that is covered all
through school. Apart from that, students will find
different kinds of graphs in newspapers and other
publications in everyday life. The purpose of this exercise is
to familiarise students with graphs, and help them develop
problem solving abilities that will require the students to
use their processing skills. The exercise will also
demonstrate to the students how useful graphs are, and
that graphs can summarise specific information that is
then easily visualised and learnt.
You can explain these concepts before doing the exercise.
vertical axis - the upright line in a graph with numerical
information.
86
UNIT 4
b. line graph - A type of graph that highlights trends by
drawing connecting lines between data points.
c. pie graph - A circular graph having radii dividing the circle
into sectors proportional in angle and area to the relative
size of the quantities represented. Also called circle graph.
You can assign this exercise as homework and ask students to
use different colours for the different graph values, and then
tell them to display the graphs in class for them to compare.
(L.A: to construct a graph).
PAGE 99
11 MINITEST
The ability to recognise synonymous sentences has been
practised before and this type of exercise is now used with
testing purposes. Help students work out their score (each
correct match is worth 2 points).
Answers
I am quite honoured to be here today. / It is an
honour to be here today.
Copper made up half of the country's exports.
/ Half of the country's exports was copper.
Let's give a warm welcome to our guest. / Let's
warmly greet our guest.
Copper has played an important role in the
Chilean economy. / Copper has been important
for Chilean economy.
Our country is never more than 180 kilometres
between the Pacific coast and the eastern
border.
The width of our country between the Pacific
coast and the eastern border is never more than
180 kilometres.
12 FL See information on graph construction in exercise 10.
You can assign this exercise as group homework. Once all
groups have prepared their report, they choose a group
leader to present it to the class.
(L.A: to interpret information in a graph to write a report).
PAGE 100
JUST FOR FUN
However, be willing to answer questions as they arise and
invite them to share answers. Remind them that, like the rest of
the book, they should not scribble or write on this page.
For more information on the Just for Fun section see page 7 of
the Introduction.
PAGE 101
PROJECT
• Help students form groups, assign roles and tasks for each
member and provide materials if necessary. Help students
choose the country they want to work on.
• Read the instructions with the class and help them
brainstorm the labels they will use in their factfiles.
• Give them about a week to collect materials and prepare
their presentation.
• Assign class time for the groups to give their presentations.
You can invite students from other classes, other teachers of
English or Social Studies, etc.
For more information on Collaborative work see page 10 of the
Introduction.
SYNTHESIS
Use this section to check students' learning process and answer
all the questions they might have.
For more information on the Synthesis section see page 8 of the
Introduction.
PAGE 102
EXTRA ACTIVITIES
For more information on the Extra activities section see page 8 of
the Introduction.
Answers
1. a. lies; b. share. c. is. d. Argentina. e. has.
f. speaks.
2. languages - Guarani - Mapudungun southern - American - national
3. a. Possible answers: pascuense, kunza
(atacameño), maori, yagan.
b. Students' own ideas.
4. a. - 3. b. - 4. c. - 1. d. - 5. e. - 2.
PAGE 103
CONSOLIDATION ACTIVITIES
For more information on the Consolidation activities see page 8
of the Introduction.
Treat this page as if it were “owned” by your students. It is their
page and they should do it in their own time or at home.
LATIN AMERICAN BROTHERHOOD
87
Answers
1. a. attitude. b. pass. c. ball. d. believe. e. yell.
f. goal keeper. g. fun.
2.
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Answers
3. Read the instructions with the class.
a. Help form the groups.
b. Suggest where to find the information.
c. Give a few days for students to collect the
information and prepare their
presentations.
d. Assign class time for the presentations.
Background information
Chuquicamata is located 18 km north of Calama. It is the biggest
open cut mine in the world and it represents the biggest copper
production in Chile. It is also the oldest copper mine in the country.
The newest copper mine, Los Pelambres, came on stream in 1999.
Source: www.chile.com/
http://www.nationsencyclopedia.com/Americas/Chile-MINING.html
PAGE 104
Answers
Reading
1. a. - 28; b. - 5; c. - 26; d. - 1950; e. 1914
Language
2. a. baker; b. sculptor; c. typist; d. geologist;
e. analyst
3. a. arrived; b. helped; c. presented; d. played
4. Answers may vary.
5. a. unrest; b. troops; c. score
Listening
TAPESCRIPT - THREE DIFFERENT SITUATIONS
I
Girl 1: The colour. Definitely the best thing is the colour.
Girl 2: I don't know. It is too strong for my taste.
Girl 1: But the shape is good too.
Girl 2: Yes, and all the figures on the canvas are so well
defined. They look as if they were alive.
II
Man:
This is a very difficult situation, I am telling you.
The grass is wet and I think they will have some
problems. Of course, they are used to difficult
conditions but what I can see in front of me is
terrible. I think we might have an accident tonight
before this is over. And you know, if one of them
breaks a leg - that is the end … I am told that they
just shoot them.”
III
Woman: The situation is under control now but I would still not
recommend it. Health risks, civil unrest and so on.
Man:
I like taking risks.
Woman: Well, if you have professional reasons to go then it's
OK but I understand it's a holiday.
Man:
The thing is, I always wanted to go. Ever since I read
about the island at school.
Woman: You are an adult and you know what you're doing.
So, what will it be: American Airlines or (sighing)
Air Canada?
Answers
6. a. ii; b. ii; c. ii; d. ii, e. ii
TEST YOUR KNOWLEDGE
This is an opportunity for re-examining difficult questions and
fitting 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 next unit.
88
UNIT 4
SELF - EVALUATION
Motivate students to reflect on their performance
throughout the unit and make decisions concerning
steps to solve problems and improve.
For more information on Self-evaluation see page
9 of the Introduction.
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 4
READING - SOME LATIN AMERICAN
MYTHS
Many Spanish gold seekers died, following the discovery of the
American continent by Christopher Columbus in 1492, trying to
find fabled cities of gold and silver, or the Fountain of Youth.
Here is a look at some of the legends that have emerged since the
late 15th century.
El Dorado
This is a fabled Aztec city first written about by the chronicler
Sebastián Benalcázar. While in Quito, Ecuador, in 1534, he heard
the story of a native king who covered his body in gold and his
wife's body in emeralds. So legend began.
The Fountain of Youth
Juan Ponce de León came from Spain to find the magical waters
of the Fountain of Youth. During the expedition he travelled across
most of the continent and in most locations he was told by locals
about the magic waters that had rejuvenating properties. He
never found the fountain, but he did discover what is known
today as Florida.
Paititi
This legend began when Spanish conquistador Francisco Pizarro
took control of the Incan empire. He asked for a huge amount of
gold and silver to set free the Inca Emperor Atahualpa, and people
started to bring it into Cuzco. However, when news spread that
Pizarro had actually killed the king, much of the gold and silver is
said to have gone missing, never to be found again.
Sirens of the Atlantic
These are what Christopher Columbus thought he saw on his
second trip to America. He wrote that he was disappointed and
that they were not attractive. Probably, he just saw a few manatí!
2 Read the text again. Are these statements true (T) or false (F)?
4 pt.
a. According to El Dorado legend the native king covered his
body in gold and his wife's in silver. _____
b. The main purpose of Juan Ponce de León's expedition was
to discover Florida. _____
c. The Spanish Conquistador Francisco Pizarro asked for gold
and silver to release Emperor Atahualpa. _____
d. On his second trip to America Christopher Columbus wrote
he had seen some beautiful sirens. _____
Jorge Barias, Chile News, September 8 to September 14, 2006
1 Read the text and match the legend with the Spanish
protagonist.
a. Sebastián Benalcázar
b. Christopher Columbus
c. Francisco Pizarro
d. Juan Ponce de León
4 pt.
i.
ii.
iii.
iv.
The Fountain of Youth
Paititi
Sirens of the Atlantic
El Dorado
LATIN AMERICAN BROTHERHOOD
89
PHOTOCOPIABLE
MATERIAL
LISTENING - AN INTERVIEW WITH
ISABEL ALLENDE
WRITTEN PRODUCTION
5 With the information in the graph below, write a short
Listen to a fictional interview with famous writer Isabel Allende.
Notice that the person speaking is not the writer, but her words
are taken from real interviews and articles.
3 Listen to the interview and choose the best alternative. 5 pts.
a. Isabel Allende was born in
i. Argentina
ii. Chile
iii. Peru
b. Writing is her
i. first profession
ii. only profession
iii. second profession
c. The most important element in Isabel's life is
i. her family
ii. her house
iii. her work
d. Many of her eccentric relatives have been the models for
i. American films
ii. characters in her books
iii. the latest fashion
e. In the interview she mentions her
i. aunts and uncles
ii. grandparents
iii. sisters
4 Listen again and answer these questions.
a. What was Isabel's father's job?
b. What does she compare her relatives' stories to?
c. Which of her books is mentioned in the interview?
3 pts.
paragraph about Chile's non - traditional exports
configuration and development in the last ten years. 6 pts.
Use expressions such as:
The biggest number of…/ the lowest number of…/
more than…/ fewer than…/ the most / the least, etc.
CUADRO Nº 1
EVOLUCIÓN EXPORTACIONES TOTALES
http://www.chileindia.com/comercio.asp
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
ORAL PRODUCTION
6 With your partner, exchange opinions about these paintings.
Use these clues.
8 pts.
a. The painting you like best. Why?
b. Information about painters and style.
c. Message that you receive from the painting.
d. Differences and similarities in style, topics, colours, etc.
REVISE 0
GOOD
AGAIN to 11 JOB!
90
UNIT 4
9
12
18
to 22
EXCELLENT!
23
to 30
TOTAL
30
PTS
PHOTOCOPIABLE
MATERIAL
ANSWERS TO EXTRA TEST UNIT 4
READING
1. a. - iv. b. - iii. c. - ii. d. - i.
2. a. - F. b. - F. c. - T. d. - F.
LISTENING - AN INTERVIEW WITH ISABEL
ALLENDE
3. a. iii. b. iii. c. i. d. ii. e. ii.
4. a. (He was) a Chilean diplomatic official. b. A(n ongoing) soap
opera. c. The House of the Spirits.
WRITTEN PRODUCTION
5. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
2 pts.
2 pts.
2 pts.
ORAL PRODUCTION
6. Assign points according to these criteria:
Correct information.
Pronunciation.
Fluency.
Turn-taking and dialogue tactics.
2 pts.
2 pts.
2 pts.
2 pts.
TAPESCRIPT - AN INTERVIEW WITH ISABEL ALLENDE
Interviewer: Welcome to Tell Us about You, the programme
with important writers as guests. With us
today, Isabel Allende. Isabel, where are you
from? Some people say you are Chilean, and
others say you are Peruvian.
I. A.:
I was born in Lima, Perú where my father was
a Chilean diplomatic official. My parents
divorced when I was young and we returned to
Chile with my mother.
Interviewer: How did you start to write?
I. A.:
I was a journalist before I began writing fiction
in 1981.
Interviewer: I understand you have written your own
biography. How was that process?
I. A.:
It is very strange to write one's biography
because it is just a list of dates, events, and
achievements. In reality the most important
things about one's life happen in the secret
chambers of the heart and cannot be included
in a list like this. In terms of achievements, I
think that my most significant one is not my
writing, but the love I share with my family.
Interviewer: How important has your family been in your
work?
I. A.:
My family has been very important in my life
and in my work, mainly because some of my
relatives are very extravagant people. With
relatives like mine I don't need to use my
imagination! They alone provide all the
material I need for my novels. Their stories are
like an on-going soap opera.
Interviewer: Do you get inspiration from that?
I.A.:
Many of my relatives have been the models for
the characters in my books, like my
grandparents, who became Esteban Trueba
and Clara del Valle in The House of the Spirits.
Interviewer: And what about your most recent novels,
like ...
Source: http://www.isabelallende.com
LATIN AMERICAN BROTHERHOOD
91
UNIT
5
TRAVELLERS’ TALES
In this unit you will learn to:
READING:
use cognates to predict the topic of a text /
identify general and specific topics / recognise
implicit and explicit information.
LISTENING:
use previous knowledge to predict content /
localize specific information / discriminate
between correct and incorrect information.
You will also learn:
GRAMMAR:
should - shouldn't / don't + verb / much and
many.
VOCABULARY: words related to renewable energy, interesting
places and activities and means of transport.
You will use the following text types:
PRODUCTION: write a set of safety tips and advice / prepare a
travel programme / talk about energy.
READING:
a web page.
extracts from advertisements and brochures.
FUNCTIONS:
LISTENING:
a radio programme.
a conversation.
announcements.
express affirmative and negative suggestions and
advice / express opinions / give reasons /
participate in dialogues.
You will pay special attention to these values:
Preservation of our natural resources.
Appreciation of the importance of safe travel conditions.
Big Ben does not refer to the whole clock tower, but to the huge
INTRODUCTION
thirteen ton bell that strikes the hour. Big Ben was cast on Saturday
10th April 1858, with the first chime rung in situ on 31st May 1859.
Introduce the subject of the unit asking about students'
The Taj Mahal is a mausoleum located in India, built under
personal experiences. Have they ever travelled? Where to?
Emperor Shah Jahan in memory of his favourite wife, Mumtaz
How? How far? What were their impressions? Where would
Mahal. The Taj Mahal (also “the Taj”) is considered the finest
they like to travel in the future? Discuss the pictures on the
example of Mughal architecture, a style that combines elements
introductory page. Where were they taken?
from Persian, Turkish, Indian and Islamic styles.
The Great Pyramid at Giza is a wonderful sight, thirty times
1. Ask students to look at the pictures and read the names of
larger than the Empire State Building (in mass), the Pyramid’s
the places. Do they know where they are located? Talk to
features are so large they can be seen from the Moon. The oldest
students about each of the architectural wonders and elicit as
structure in existence, having been started 4,617 years ago, it is
much information as possible. Tell them to match them with
the sole remnant of the Seven Wonders of the World.
the countries.
The Leaning Tower of Pisa is the free-standing bell tower of the
cathedral of the Italian city of Pisa. Although intended to stand
Background information:
vertically, the tower began leaning to the Southeast soon after the
The Great Wall of China is a series of stone and earthen
onset of construction in 1173 due to a poorly laid foundation.
fortifications in China, built, rebuilt, and maintained between the
Answers
5th century BC and the 16th century AD to protect the northern
The Great Wall – China; Big Ben- Great Britain;
borders of the Chinese Empire during the rule of successive
The Taj Mahal - India; The Pyramids – Egypt; The
dynasties.
PAGE 107
Leaning Tower of Pisa - Italy
92
UNIT 5
2. Ask students to read the paragraphs and match them with
the correct place.
Answers
a. the Great Wall. b. Big Ben.
c. the Leaning Tower of Pisa.
hospitalidad; ideal – ideal; interest – interés;
jungle – jungle; local – local; marine –
marino/a; minimum – mínimo/a; moderate –
moderado/a; photographer – fotógrafo/a;
prepared – preparado/a; visit – visitar; volcano
– volcán.
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 108
READING
HOLIDAY FUN
BEFORE YOU READ
1 EA + Photographs are sometimes used as the focus for
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
3 EA + It is important to interact with the 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.
In this exercise students must predict the contents on the
basis of provided information – title of unit, pictures, and
previous exercises. Do not check answers at this point.
(L.A: to predict content from various clues).
questions and activities. The aim should be to describe only
what is visible, without interpretation or opinion which
answers the question, so that the student has to consider
what is important or significant. You may tell students to
concentrate on three aspects of the photos:
- places
- people
- objects
Did you know that...
Ask students about the most important focus of the photo Let students read this section on their own and share
is it the place / the people / the objects?
comments in their groups.
(L.A: to relate visuals and personal experiences).
For more information on the Did you know that …?
Answers
May vary.
2 EA + Remind students of the importance of cognates to
help them understand texts. Ask them to work in pairs and
say the words aloud to identify the cognates and their
Spanish equivalent.
(L.A: to use cognates to understand texts).
Answers
Ability – habilidad; activity – actividad;
adventure – aventura; colours – colores;
combine – combinar; delicious – delicioso/a;
duration – duración; family – familia; gallop –
galopar; historic – histórico/a; hospitality –
section see page 8 of the Introduction.
4 CA + Discuss the different sources first. Ask students:
What is a brochure / leaflet? What is the difference
between a magazine and a newspaper?
(LA: to identify possible source of text)
Brochure - A pamphlet bound or folded in booklet form.
Leaflet - A printed, usually folded handbill or flier intended
for free distribution.
Magazine: a large thin book with a paper cover that
contains news articles, photographs, etc., and is sold weekly
or monthly.
Newspaper: a set of large folded sheets of paper
containing news, articles, pictures, advertisements, etc.,
printed and sold daily or weekly.
TRAVELLERS’ TALES
93
Answers
May vary.
5 CA ++ Ask students to look at the pictures carefully and
describe them. Then they match the captions with the
pictures.
(L.A: to match textual and visual clues).
Answers
1. – e. 2. – c. 3. – a. 4. – d. 5. – b.
PAGE 110
WHILE YOU READ
7 EA ++ It is not necessary at this stage to re-read the
texts to determine their general topic. If you want a more
substantiated answer ask students to read the texts again
and justify their choice with examples.
(L.A: to identify general topic).
Answers
b.
8 EA + Students re-read the texts and identify which one
mentions the specific information.
(L.A: to match information).
Answers
a. – I. b. – II. c. – II. d. – II. e. – III. f. - I.
Background information
The Galápagos Islands (from galápago, “saddle”—after the
9 CA ++ Part a. of this activity is an opinion-based
shells of saddlebacked Galápagos tortoises) are an archipelago of
exercise so don’t ask all your students to agree. The aim is
volcanic islands distributed around the equator, west of
not to get the same answers from all but rather to
continental Ecuador in the Pacific Ocean.
encourage a discussion when they don’t agree. Ask them to
The archipelago has a population of around 40,000 and is a
support their answers with information from the texts.
province of Ecuador; the islands are all part of Ecuador’s national
(L.A: to find specific information).
park system and they are famed for their vast number of endemic
Possible Answers
species and the studies by Charles Darwin during the voyage of the
a. i. – III, I; ii. – II; iii. – I; b. the marine life of a
Beagle that contributed to the inception of Darwin’s theory of
Galapagos cruise with the jungle adventures
evolution by natural selection.
of an Amazon tour; c. Because you will stay in
Costa Rica is a republic in Central America, bordered by Nicaragua
guesthouses.
to the north, Panama to the east-southeast, the Pacific Ocean to
the west and south, and the Caribbean Sea to the east. Costa Rica 10 CA ++ This exercise allows students to extend and
was the first country in the world to constitutionally abolish its
expand their vocabulary. For more information on
army. Among Latin American countries, Costa Rica ranks 4th in
vocabulary teaching see page 11 of the Introduction.
terms of the 2007 Human Development Index, and 48th
(L.A: to find key words).
worldwide; it is ranked 5th in the world in terms of the 2008
Answers
Environmental Performance Index.
a. cycling. b. rain. c. hospitality. d. memorable;
e. destination.
Connemara is a district in the west of Ireland comprising a broad
peninsula between Killary Harbour and Kilkieran Bay in the west of
SELF - EVALUATION
County Galway. It is one of the most scenic areas of Ireland, in a
Give students a few minutes to think about their
wild and lonely way. Connemara’s coast is very convoluted and it
performance in the READING activities with the use
has a wealth of lovely beaches, little islands and harbours. The area
of cognates and their understanding of new words.
around Clifden, the main town in Connemara, is rich with
Encourage them to be honest and to keep a record
megalithic tombs.
of their answers in a special section in their
6 EA + Students skim the texts and check their predictions
in exercise 3. Check orally.
(L.A: to validate predictions).
Answers
May vary.
94
UNIT 5
notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
American v/s British English
Draw students’ attention to the different meaning of
the same words in both varieties of English .
Remind them that both the British and the American
versions are correct, but that they should choose
one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 112
AFTER YOU READ
Language Note
Suggestions and orders
This Language Note provides information on the
different ways to express suggestions and orders.
For more information on the Languages Note
section see page 8 of the Introduction.
11 EA + Make sure you go through the Language Note before
Answers
a. – ii. b. - iii. c. – iv. d. – i.
12 MINITEST
When testing your students’knowledge it is very important
to establish the WHY of the test. Are you testing previous
knowledge, proficiency, abstract thinking, knowledge learnt
in the class, their predicting abilities, etc? In the MINITESTS
the objective is to find out how much students understood
and where their shortcomings lie in order to correct them as
soon as possible. Help students work out their score. In this
case, each correct answer is worth 2 points.
(L.A: to apply a language item).
Answers
a. Come here immediately. b. You should
study more. c. Take a coat with you. d. Leave
right now. e. You should buy a new computer.
PAGE 113
13 EA ++ Students read the words in the box and the
dialogue first; then they fill in the gaps. Play the recording
once or twice for them to check.
(L.A: to complete a conversation).
Answers
doing any of the exercises in the After you Read section. Also
talk – ask – phone – send – tell – tell – go – get
remember that students generally are allergic to the word
“grammar”and that modern teaching approaches recommend
TAPESCRIPT - ORAL PRACTICE
teaching grammar in context and not in isolation. It is
Rodrigo: I really don’t know what to do.
important to teach grammar in a way that students will find
Steve: Well, why don’t you talk to Valerie and ask her how
interesting and useful and, most of all, that can be applied in
she feels.
everyday communication.
Rodrigo:
She doesn’t want to talk to me. She slammed the
“ It is (also) important to consider that there are two types of
door in my face.
learners: theoretical and traditional. Theoretical, or global associative
Steve:
Phone her, then. She won’t know it is you.
learners, are more interested and work best with the conceptual
aspects of grammar. These students tend to learn best when they are Rodrigo: I tried that. Her mother answered and asked who it
was.
taught the uses and reasons behind the rules of grammar. The
Steve:
Write her a letter, then.
second type of learner, traditional or specific linear students, tend to
see grammar as a set of prescribed rules. These students learn better Rodrigo: Will you take it to her?
when grammar is set forth as a set of rules. To incorporate both Steve: Sure. No problem.
learning styles, it is important to look at grammar on a Rodrigo: And tell her I am really sorry. Tell her that I love her
very much.
metacognitive level. Metacognition, thinking about thinking, is
Steve:
OK, OK. Just go and get that letter ready.
appropriate as it satisfies the needs of both the theoretical and the
traditional learner. Teaching the rules of grammar, how to effectively 14 EA
++ Students listen and repeat the dialogue after the
employ these rules, and where these rules come from, empowers the
recording. Then practise in pairs. Ask a few pairs to act out
student to create influential compositions.” Quoted from The
the dialogue in front of the class.
Systematic Teaching of Grammar: A Critique by Cathbi Ayoob
(L.A: to roleplay a conversation).
(L.A: to match textual and visual information).
TRAVELLERS’ TALES
95
15 EA ++ Places Guessing Game
their academic and social confidence and competence
improve, both in their mother tongue and in the target
language.
(L.A: to find meaning of key words).
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
Answers
learning. However, games are the means and not the end –
a. luggage. b. lock. c. conveyor belt. d. strap.
they are simply a way of making learning more entertaining.
e. jewellery.
So never treat a game as a time filler or something students
should do when you are stuck for ideas. Each game in this
2 EA ++ Students describe the four pictures before
book is here for a purpose and needs teacher supervision and
determining which ones depict safe / unsafe situations. You
sometimes prior preparation.
can help them along with questions such as: What is
(L.A: to consolidate language through a game).
Catalina wearing? What is Rodrigo holding? Where are they
16 CA +++ Space for discussion – it does not matter if
standing?, etc.
students use Spanish or English. The idea is to talk about a
(L.A: to connect pictures and situations).
concept. Encourage them to express themselves in either
Answers
language. Always control the level of discussion and do not
a. safe. b. unsafe. c. unsafe. d. safe.
let it get out of hand.
As a result of this activity, students will learn how to work PAGE 115
together as a group, learn how to brainstorm for ideas / 3 EA ++ Listening is much more than just hearing - it is
words, relate themes to specific word groups and learn how
thinking about what one is going to hear and what one is
to collect ideas.
hearing. Listening skills include: predicting outcomes, word
(L.A: to connect topic and own reality).
differentiation, following instructions, gap filling. The first
16 FL ++ You can assign this exercise to fast learners or as
group or pair homework. Offer an incentive for the best
work - an extra point or a mark up on the next test.
(L.A: to prepare a short text imitating a model).
PAGE 114
exercise that can be done with listening extracts is predicting.
Tell students that they should take into account the lesson as a
whole: title, pictures, previous exercises and their previous
knowledge. Do not check answers at this stage.
(L.A: to make predictions).
LISTENING
TIPS FOR SAFE TRAVELLING
BEFORE YOU LISTEN
Introduction
Tell students to look at the cartoon and tell each other what they
see in the picture. Do they find it funny? Why / why not? What
other funny situations may happen while travelling? Can they
talk about their own experiences?
1 EA + A wide and varied vocabulary is the first step to
success in language learning. As teachers, we must bear in
mind that:
- Comprehension improves when you know what words
mean.
- Words are the currency of communication. Wide vocabulary
improves all areas of communication — listening,
speaking, reading and writing.
- When children and adolescents improve their vocabulary,
96
UNIT 5
American v/s British English
Draw students’ attention to the different words
used in these two varieties of English . Remind
them that both the British and the American
versions are correct, but that they should choose
one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
4 CA + Before students do the exercise in their notebooks
you can provide some examples on the board.
Friend – friendly; thirst – thirsty, etc.
(L.A: to understand key words).
Answers
danger – dangerous; suspicion – suspicious;
safe – safety; colour – colourful; activity –
active.
WHILE YOU LISTEN
5 EA + Students listen once and check their predictions.
(L.A: to validate predictions).
Answers
May vary.
6 EA ++ This second listening is more targeted. Ask
students to read and copy the 5 sentences with the
corresponding gaps before they do this exercise. Tell them
that the words that they must put in the gaps are not
necessarily the exact same words that are mentioned in the
text.
(L.A: to find specific information).
Answers
a. airport security/ requests. b. jewellery /
criminals’ attention. c. other transportation
services / official. d. gifts or packages / know.
e. luggage / arrive.
7 EA +++ Remind students to write in their notebooks.
The corrections of false sentences must be done in their
notebooks. Check orally.
(L.A: to discriminate between correct and incorrect information).
Answers
a. True. b. True. c. False. (Don’t go near
abandoned bags, and immediately report
them to security). d. True. e. False. (Mark your
luggage so it can easily be identified as yours).
8 CA +++ Give students a few minutes to read and copy
safe when travelling by plane. Here we go, I will
give you 11 tips.
• Take a look at the airport’s web sites so you’ll
know where you’re going.
• Help airport security do their job and fully
cooperate with any requests.
• Leave your expensive jewellery at home - it will
make you more attractive to criminals.
• Walk with confidence. Strong body language
will let criminals know that you are not a victim.
• Only use taxis and other transportation services
with official markings. Only select
transportation services from the official pick-up
points at the airport.
• Never accept gifts or packages from unknown
parties.
• Don’t go near abandoned bags, and
immediately report them to security.
• Never leave your luggage unattended and
always keep an eye on it; just lying by your feet
will not be enough to keep it safe.
• If your luggage has locks, be sure to use them.
Keep the keys handy in case your luggage
needs to be inspected.
• Mark your luggage so it can be easily identified
as yours. Use something that makes your bags
unique, but avoid items that could be caught
on a conveyor belt. Colourful tape works nicely.
• Don’t delay picking up your luggage when you
arrive or you may find it has already
disappeared when you get there.
That’s all for today, and enjoy your safe
holiday!
PAGE 116
the tips and mark those that were not mentioned in the
recording. Then play the recording again for them to check. AFTER YOU LISTEN
(L.A: to identify information heard and not heard).
Answers
b – c – d – g.
TAPESCRIPT - TIPS FOR SAFE TRAVELLING
Announcer: Welcome to Safety First, Safety Everywhere, the
programme that helps you help yourself. With us
today, Melanie Connors. What suggestions will
you give us, Melanie?
Melanie: Holiday time is approaching and many of us will
be going away. Today I will tell you how to keep
Language Note
Suggestions using a negative form
This Language Note provides information on the
different ways to express suggestions in the
negative form. Encourage students to work out the
rule on their own.
For more information on the Languages Note
section see page 8 of the Introduction.
TRAVELLERS’ TALES
97
9 MINITEST
Make sure you go through the Language Note before
students do this Minitest. You can give students more
examples, or ask them to give examples of negative
suggestions on the board or orally. Help students work out
their score. Each sentence is worth 2 points.
(L.A: to apply a language item).
Answers
a. I think you should not / shouldn’t go to
Hawaii.
b. I think that you should not / shouldn’t
spend so much money on clothes.
c. In my opinion you should not / shouldn’t
stay up so late.
d. You should not / shouldn’t worry; you’ll pass
the test.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in their
own words.
For more information on the Joke Time section see
page 8 of the Introduction.
PAGE 117
10 EA + Students read the short dialogue. Clarify any
vocabulary queries students might have. Students may
give you a wide range of answers - the idea is to encourage
oral skills so praise each answer given even if it is not what
you want to hear.
That’s fine but I think that … ..
Could be, but I think … .
Good thinking but I would narrow it down … .
(L.A: to identify general topic).
Answers
Safety at school.
TAPESCRIPT - ORAL PRACTICE
Catalina: Look! I found these ten rules for safety at school.
Steve: Yeah, I saw it too. I totally agree we shouldn’t run along
the corridors. We need eyes in the back of our heads!
Catalina: You’re right. And we should keep our classroom
clean and tidy; if there is an emergency we can get
out quickly.
98
UNIT 5
Steve:
And if we want to play football, we should play in
the gym or in the football field, and we should
avoid rough games.
Catalina: I think we should prepare a poster with the ten
rules that appear in the paper and share them with
our classmates.
Steve: Good idea!
Idiomatic Expressions
Eyes in the back of someone’s head.
It means that they are very observant and notice
everything happening around them.
Example:
You need eyes in the back of your head to look after young
children.
11 EA ++ Play the recording once or twice for students to
repeat. Give them a few minutes to practise the dialogue in
pairs, adding two more safety tips. If the Internet is
available, encourage them to visit the site suggested.
www.segurito.cl
(L.A: to roleplay a dialogue).
12 CA ++ Assign this mini-project as homework as it will
require materials, or ask students to bring in materials for
the following class.
(L.A: to consolidate vocabulary and grammar, relating the
text to their own reality).
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that...?
section see page 8 of the Introduction.
13 CA ++ Remind students of the ways they have learnt to
express affirmative and negative suggestions and of how
bullet points work: list of ideas presented in an attractive
way. Ask them to work in pairs and try to get a variety of
topics in the class. Check orally.
(L.A: to write tips following a model).
14 FL Bear in mind that some exercises are more drilloriented ( a drill exercise refers to any exercise, physical or
mental, enforced with regularity and by constant
repetition)while others are more open-ended and thus are
more fun from the students’point of view - this is an
example of the latter. Students discuss the pictures on the
covers and the titles plus the names of the authors. More
advanced students should easily get the puns (a play on
words, sometimes on different senses of the same word and
sometimes on the similar sense or sound of different
words).
(L.A: to infer ideas from visual and textual clues).
Answers
Book a. – Dangers of Electricity – Author:
George Sparks (= chispas). Book b. – Dangers
of nuclear materials – Author: Nuke Lear
(pronounced / njuk kli / = nuclear).
Book c. – Dangers of explosions in mining
areas; Author: K. A. Boom (onomatopoeic
sound of an explosion).
SELF - EVALUATION
Give students a few minutes to think about their
performance in the speaking activities and about
the actions they took / they can take to solve the
problems they had. Encourage them to be honest
and to keep a record of their answers in a special
section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
PAGE 118
READING
CHANGING LANDSCAPES
BEFORE YOU READ
Introduction
Ask students if they are familiar with these terms and / or what
they know about them:
Climate change: any long-term significant change in the
“average weather” that a given region experiences. Average
weather may include average temperature, precipitation and
wind patterns.
Greenhouse gases: the gases present in the atmosphere which
reduce the loss of heat into space and therefore contribute to
global temperatures through the greenhouse effect.
Global warming: an increase in the near surface temperature
of the Earth. Global warming has occurred in the distant past as
the result of natural influences, but the term is most often used
to refer to the warming predicted to occur as a result of increased
emissions of greenhouse gases.
Ozone layer: a layer in Earth’s atmosphere which contains
relatively high concentrations of ozone (O3). This layer absorbs
97 - 99% of the sun’s high frequency ultraviolet light, which is
potentially damaging to life on earth.
Energy shortage: a situation in which there isn’t enough oil,
electricity or other natural resources.
1 EA + Students discuss / describe the pictures and match
them with the provided headings.
(L.A: to match visual and textual clues).
Answers
a. wind power. b. hydropower. c. geothermal
power. d. wave power.
2 EA + Ask students if they have ever seen a windmill. Are
all windmills the same? What are they for? Then they
identify the cognates in the sails of the windmill.
A windmill is an engine powered by the energy of wind. It
often refers to an engine contained in a large building as in
traditional post mills, smock mills and tower mills. It also
refers to small tower mounted windmills used to pump water
on farms and modern wind turbines generating electricity.
Idiomatic expressions:
Fight windmills. She is just wasting her time. Trying to get a
refund is like fighting windmills.
To have windmills in your head. He is not a really serious
worker - he seems to have windmills in his head.
(L.A: to identify cognates).
Answers
installation – capture – volcano – turbine –
distance – giant – habitat – inhabitant
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
3 EA + It is important to interact with the 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. In this exercise students predict the
contents on the basis of provided information – title of
unit, pictures, and previous exercises. Do not check answers
at this point.
(L.A: to make predictions from various clues).
TRAVELLERS’ TALES
99
PAGE 119
4 CA + Energy is a cognate in many languages given its
Latin origin. Although it refers to the capacity to work it is
often reduced in meaning as electrical power, thus answers
a. and b. are both correct.
(L.A: to identify a key concept).
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 120
WHILE YOU READ
5 EA + Students check the prediction they made in exercise 3.
(L.A: to validate predictions).
Answers
b.
6 EA ++ Students read the ideas (a. – e.) and then read
the text to match them with the corresponding paragraph
(I. – V.). Remind students to write in their notebooks.
(L.A: to match information).
Answers
a. – II. b. – I. c. – V. d. – IV. e. - III.
7 EA ++ Read the statements with the class. Then tell
them to read the texts again. Check orally.
(L.A: to identify correct and incorrect information).
Answers
a. True. b. True. c. False. (Chilean rivers are
ideal for hydroelectric projects but Chile does
not depend on hydroelectric power). d. False.
(Fish might die but most importantly fish
cannot move up and down the river). e. True.
Background information
Renewable energy sources can be replenished in a short period
of time. The five renewable sources used most often are:
8 EA ++ Ask students to work in pairs and write down
Biomass: organic material made from plants and animals; it
their answers in their notebooks. Check orally, asking
contains stored energy from the sun. Biomass is a renewable
different students to ask and answer.
energy source because we can always grow more trees and crops,
(L.A: to find specific information).
and waste will always exist. Some examples of biomass fuels are
Answers
wood, crops, manure, and some rubbish.
a. Because they are very big. b. Heat is a form
Water (hydropower): mechanical energy is derived by directing,
of energy. c. It comes from inside Earth.
harnessing, or channelling moving water.
d. Because there are many important
Geothermal: heat from within the earth. We can use the steam
environmental consequences. e. Probably
and hot water produced inside the earth to heat buildings or
there is, but no one has found it yet.
generate electricity. Geothermal energy is a renewable energy
SELF - EVALUATION
source because the water is replenished by rainfall and the heat is
Give students a few minutes to think about their
continuously produced inside the earth.
performance in the speaking activities and about
Wind: wind energy is mainly used to generate electricity. Wind is
the actions they took / they can take to solve the
called a renewable energy source because the wind will blow as
problems they had. Encourage them to be honest
long as the sun shines.
and to keep a record of their answers in a special
Solar: Solar energy is the sun’s rays (solar radiation) that reach the
section in their notebooks.
For more information on Self-evaluation see page 9
earth. Solar energy can be converted into other forms of energy,
of the Introduction.
such as heat and electricity.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
100
UNIT 5
9 CA ++ Before students do this exercise ask them to try
and define the meaning of the words implicit and explicit.
Implicit: Implied or understood though not directly expressed
(implied, tacit, understood, unsaid, unspoken)
Explicit: Fully and clearly expressed; leaving nothing implied.
Fully and clearly defined or formulated.
Answers
Offer more examples of both kinds of information:
a. many. b. many. c. much. d. many. e. many.
At 6 years old, Johnny, who loves sweets and junk food and
f. many; much. g. many. h. much.
hates doing sports, weighs 40 kilos.
Explicit information: Johnny is 6. Johnny weights 40 kilos. 12 EA ++ Play the recording again for students to listen and
Implicit information: Johnny is fat.
repeat the questions. Then tell them to work in pairs asking and
(L.A: to identify explicit and implicit information).
answering the questions. Encourage them to write their
Answers
partner’s answers in the blank spaces they left after each
i. E. ii. I. iii. I. iv. E. v. I.
question when they copied them in their notebooks.
(L.A: to ask and answer questions using a specific grammar
PAGE 121
point and imitating a model).
AFTER YOU READ
TAPESCRIPT - ORAL PRACTICE
Language Note
Much / Many
This Language Note provides information on the
use of much and many with countable and
uncountable nouns. Encourage students to work out
the rule on their own.
For more information on the Languages Note
section see page 8 of the Introduction.
10 EA ++ Encourage students to decide which items are
countable and which are uncountable before writing the
questions in their notebooks.
(L.A: to consolidate a grammar point).
Answers
a. many bottles. b. much tea. c. many apples.
d. many children. e. much rice. f. many books.
g. much cheese.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in their
own words.
For more information on the Joke Time section see
page 8 of the Introduction.
PAGE 122
11 MINITEST
a. How many times a day do you brush your teeth?
b. How many hours a day do you study?
c. How much time do you spend on the computer every day?
d. How many students are there in the classroom today?
e. How many brothers or sisters do you have?
f. I didn’t like the party. There were too many people and not
much food or drink.
g. I know many places around Puerto Montt.
h. We can’t buy it. It costs too much money.
13 CA + Students love ciphers and codes. A code replaces
words, phrases, or sentences with groups of letters or
numbers, while a cipher rearranges letters or uses
substitutes to disguise the message. The technology of
such secret communication is called cryptology.
You can find more examples at
http://www.scouting.org.za/codes/
The most famous example of a code is the Morse code - do
students know anything about it?
Morse code is a method for transmitting telegraphic
information, using standardised sequences of short and
long elements to represent the letters, numerals,
punctuation and special characters of a given message.
(L.A: to consolidate language playing a game).
Answers
Let’s take care of our resources.
PAGE 123
This is an opportunity to check once more how much 14 CA + A thumbs up or thumbs down is a common
students learnt in the lesson. Teachers should consider this
gesture represented by a closed fist held with the thumb
minitest as an indicator and correct errors immediately
extended upward or downward in approval or disapproval
before proceeding to the rest of the unit. Play the recording
respectively. In popular culture, it is assumed that “thumbs
for students to check their answers.
down” was the signal that a defeated gladiator should be
(L.A: to apply a grammar point).
TRAVELLERS’ TALES
101
condemned to death; “thumbs up”, that he should be
spared, a view popularised by paintings and books.
(L.A: to express personal points of view).
Possible Answers
Thumbs up: b., d., f. Thumbs down: a., c., e.
15 CA ++ Space for discussion – it does not matter if
students use Spanish or English; the idea is to talk about a
concept. Encourage them to express themselves in either
language. Always control the level of discussion and do not
let it get out of hand. As a result of this activity, students
will learn how to work together as a group, learn how to
brainstorm for ideas / words, relate themes to specific word
groups and learn how to collect ideas.
(L.A: to discuss issues connected with the topic of the lesson).
Learning tip
Analyse this learning tip with the class and
emphasise the importance of concentrating on
specific tasks when listening or reading. In this way,
unfamiliar words will not interfere with their
comprehension.
For more information on the Learning tip section
see page 8 of the Introduction.
2 EA + Students can do the quiz in pairs. The important
thing is not that they get the right answers, but that they
get interested in the topic and get some essential
background information.
Background information
Patagonia is a geographic region containing the southernmost
portion of South America. Mostly located in Argentina and partly in
16 FL Students will have to copy the sudoku grid in their
Chile, it comprises the Andes mountains to the west and south, and
notebooks. Tell them also to use a pencil instead of a pen in case plateaux and low plains to the east. The name Patagonia comes
they make a mistake and want to erase their initial option.
from the word patagon used by Magellan to describe the native
(L.A: to consolidate language playing a game).
people who his expedition thought to be giants.
Answers
(L.A: to connect topic and previous knowledge).
Answers
May vary.
Answers
a.ii. b. i. c. ii. d. iii.
3 EA + Remind students of the importance of predictions
to help them focus their attention when listening. Do not
check answers at this point.
(L.A: to make predictions).
PAGE 125
4 CA + First discuss the concept of photography with the
PAGE 124
LISTENING
PHOTOGRAPHIC SAFARI
BEFORE YOU LISTEN
1 EA + Students look at the photos, read the words in the
box and predict which they would expect to find in a text
about Patagonia. Do not check answers at this stage.
(L.A: to make predictions).
102
UNIT 5
students.
a. The act of taking and printing photographs.
b. The process of producing images of objects on
photosensitive surfaces.
c. The occupation of taking and printing photographs or
making films.
Ask students if they like taking photos, what kind of
equipment they have or have seen. What complementary
equipment, in addition to cameras there is.
(L.A: to relate topic and personal experiences).
Answers
a. – iii. b. – iv. c. – I. d. - ii.
WHILE YOU LISTEN
5 EA + Students listen once and check their predictions.
(L.A: to validate predictions).
Answers
May vary.
6 EA ++ Students copy the table in their notebooks and
then listen again to complete it.
(L.A: to identify information heard).
Answers
a. c. d. f.
7 EA ++ Tell students to read the options before they
listen again. Check orally.
(L.A: to identify correct information).
Answers
a. i. b. ii. c. i. d. i. e. ii.
TAPESCRIPT - PHOTOGRAPHIC SAFARI
Jennifer: Hi, I was wondering if you could show me some
brochures of Patagonia.
Ken:
At Patagonia Express we can offer you a trip that is
just like a safari, but instead of a camera and your
trophy, instead of a dead animal, there will be
beautiful pictures and videos.
Jennifer: What does the programme include?
Ken:
You fly from the US to Buenos Aires and we
immediately take you to your hotel. You visit the
Costanera Sur Wildlife Preserve and Palermo Lake.
Jennifer: How long do we stay in Buenos Aires?
Ken:
You fly to El Calafate on the third day, you can take
some photos at the Laguna Nimez Wildlife Preserve.
The following day you explore one of South America’s
most spectacular glaciers, the Perito Moreno, as it
flows into Lago Argentino. There you can observe
huge masses of blue ice falling from the glacier.
Jennifer: Do we stay at the glacier?
Ken:
No, on days 5, 6, and 7 you stay in El Chaltén, at the
foot of the Fitzroy Massif and get to see the great
views of Fitzroy and Cerro Torres. There, on top of
the granite hills you will probably see Andean
condors. On day 8 you are taken to Torres del Paine
National Park in Chile and spend four full days
there. I can tell you that the colours are magnificent
and absolutely unpolluted by civilisation.
Jennifer: It ALL sounds magnificent.
Ken:
And that’s not all! Then you “shoot” your way to
Puerto Natales, taking photographs on the way.
Finally, you return to El Calafate, and from there
you fly to Buenos Aires and go to the international
airport for your return flight.
Jennifer: I can’t wait to go!
PAGE 126
8 CA +++ Students read and copy the questions in their
notebooks. Play the recording again while students take
notes of their answers. Check orally.
(L.A: to find specific information).
Answers
a. Sixteen days. b. By plane / They fly. c. Blue
pieces of ice falling from the glacier. d. By car /
They drive. e. Four. f. Puerto Natales.
AFTER YOU LISTEN
9 EA + Students read both columns of the table and write
the pairs of sentences in their notebooks.
(L.A: to match synonymous information).
Answers
We depart from the USA.
The starting point is the USA.
We can closely observe condors there.
We can watch condors there.
We drive to the hotel.
We go to the hotel by car.
Your trophy will be a beautiful picture.
The prize you will get is a beautiful picture.
10 EA + Students observe and describe the photos. Then, they
read the short dialogues and match them with the pictures.
(L.A: to match textual and visual information).
Answers
Photo a – Dialogue ii; Photo b - Dialogue i.;
Photo c – Dialogue iii
11 EA ++ Play the recording once or twice for students to
repeat the dialogues. Then give pairs a few minutes to
practise them. Invite different pairs to roleplay the
dialogues in front of the class.
(L.A: to roleplay dialogues imitating a model).
TRAVELLERS’ TALES
103
TAPESCRIPT - ORAL PRACTICE
Tourist A: Wow! It’s true that Perito Moreno is an active glacier.
Tourist B: Yeah! I nearly died when that huge mass of blue ice
fell into the lake.
Tourist A: Look at that giant black bird.
Tourist B: Where?
Tourist A: There, on that tall rock.
Tourist B: It’s a condor!
Tourist A: What impressive granite massifs!
Tourist B: They really look like towers.
12 MINITEST
teaching them which words go with which other words
(verbs with nouns or nouns with nouns, etc.) For example:
Do you make or do a mess? Collocations are normally
defined as common word combinations such as ‘bright
idea’ or ‘talk freely’ and are the essential building blocks of
natural-sounding English.
(L.A: to form collocations).
Answers
Flight; bumpy flight, long flight, flight
controller, flight information, flight simulator
Civilisation: ancient civilisation, dead
civilisation, Mayan civilisation, civilisation
culture, civilisation development
Students copy the grids in their notebooks (without the 15 FL Tell faster students to look for the same root that the
definitions). Then, they read the definitions and fill in the
words share.
blank spaces provided to make a full word. Tell them that all
(L.A: to match synonyms).
the words in this exercise were mentioned in the listening
Answers
text. Check orally and help students work out their score.
visit – visitor; nation – national; civilisation –
Each answer is worth 2 points.
uncivilised; pollute – unpolluted.
(L.A: to identify key words).
PAGE 128
Answers
JUST FOR FUN
a. glacier. b. peak. c. safari. d. giant. e. wildlife.
f. unpolluted.
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
13 EA ++ Assign as group / pair work either in the
classroom or as homework. Additional research and
materials are required so give plenty of time. Provide time
and space for students to show their work and examine
their classmates’. Remember that:
• It is difficult to give instructions once a pair / group work
session is underway, so the activity should be well planned
and carefully explained, otherwise it can be unproductive.
• The idea of pair work is to improve all skills by requiring
students to exchange information with each other, so
make sure information has really been exchanged.
(L.A: to connect information and own reality).
14 CA ++ One way of improving students’ vocabulary is
104
UNIT 5
Treat this page as if it were “owned” by your students. It is their
page and they should do it in their own time or at home.
However, be willing to answer questions as they arise and invite
them to share answers. Remind them that, like the rest of the
book, they should not scribble or write on this page.
For more information on the Just for Fun section see page 7 of
the Introduction.
ERROR ALERT!
Silent Letters - h is not pronounced at the
beginning of some words.
Examples: heir - honesty - honor - hour
PAGE 129
PROJECT
• Help students form groups, assign roles and tasks for each
member and provide materials if necessary.
• Read the instructions with the class and help them to cover all
the points required (a. – i.).
• Give them about a week to collect materials and prepare their
presentation.
• Assign class time for the groups to give their presentations.
For more information on Collaborative work see page 10 of the
Introduction.
SYNTHESIS
Use this section to check students’ learning process and answer
all the questions they might have.
For more information on the Synthesis section see page 8 of the
Introduction.
PAGE 130
EXTRA ACTIVITIES
For more information on the Extra activities section see page 8 of
the Introduction.
Answers
1. a. - iii. b. - x. c. - vi. d. - xii. e. - iv. f. - viii. g. - xi.
h. - i. i. - v. j. - ix. k. - ii. l. – vii.
2. a. rafting. b. biking. c. volcano climbing.
d. hiking.
3. a. i. b. i. c. i. d. iii.
PAGE 131
CONSOLIDATION ACTIVITIES
For more information on the Consolidation activities see page 8
of the Introduction.
Answers
1. a. Lack of continuity, there is not always wind,
change in the environmental landscape.
b. Intermittent energy because it reduces its
power on cloudy days. c. Drought periods and
environmental impact caused by the creation of
reservoirs.
2. Venezuela - Isla Margarita; Perú - Machu Picchu;
Brazil - Río de Janeiro; Cuba – Varadero.
3. a. - vi. b. - v.. c. - vii. d. - iii. e. - i. f. - iv. g. - ii.
PAGE 132
TEST YOUR KNOWLEDGE
This is an opportunity for re-examining difficult questions and
fitting 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 next unit.
Answers
READING – WATCHING A FILM
1. a. True – It is past 10 and tomorrow is a school
day. b. True - She says that she read somewhere
that he was the best Chilean poet. c. True - I
don’t know, but not much. d. True - Don’t push
your luck George or I will turn off the TV.
LISTENING
TAPESCRIPT - AN ANNOUNCEMENT
Good morning ladies and gentlemen. Welcome on board
flight BA 745 from Santiago through Sao Paulo to London.
My name is Sarah Jefferson, and I am the head of the cabin
crew that will take care of you during our flight. Our pilot,
Captain Stan Berries, is getting the plane ready for
departure. Our departure time was scheduled for 9.55 but
due to a slight technical problem we will leave fifteen
minutes late. Weather conditions are good – sunny, with
temperatures of around 20 degrees Celsius.
Please fasten your seat belts and make yourselves
comfortable.
Our estimated arrival time is 7.45 tomorrow morning.
2. ii. b. iii. c. iii. d. iii. e. ii.
PAGE 133
LANGUAGE
3. a. Take your holiday in July. b. I think you should wait.
c. I think you should take a break. d. Come back at 5 o’clock.
e. Tell me the truth. f. Don’t shout!
4. a. many. b. much. c. many. d. much. e. much. f. many.
SELF - EVALUATION
Motivate students to reflect on their performance
throughout the unit and make decisions concerning
steps to solve problems and improve.
For more information on Self-evaluation see page 9
of the Introduction.
TRAVELLERS’ TALES
105
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 5
READING - ______________________
Friday, March 28, 2008
1 Read the item of news and choose the best title.
1 pt.
a. Innocent Tourist?
b. Insensitive Act against National Monuments.
c. Permissive Authorities.
2 Read the news again and decide if these statements are
Chilean police are holding a tourist from Finland who was
caught damaging one of the famous giant statues of
Rapa Nui.
According to a report by Radio New Zealand International, the
Finnish tourist was caught by local residents as he tried to take a
piece as a souvenir.
5 pts.
true or false.
a. ______ Chilean police are holding a tourist from
Finland who was caught damaging one of the famous
giant statues of Rapa Nui.
b. ______ The Finnish tourist was caught by other
tourists.
c. ______ The man broke off a piece of the moai, but
then tried to repair the damage.
d. ______ The man could face seven years in prison if
convicted under the law protecting national
monuments.
e. ______ According to the mayor of Isla de Pascua, the
tourist should receive a severe penalty.
Details from the New York Times state that the man broke off a
piece of the earlobe of the moai and then tried to flee. The man
could face seven years in prison if convicted under the law 3 Read the news once more and answer these questions.
protecting national monuments.
2 pts.
The mayor of Isla de Pascua, Pedro Pablo Edmunds does not
believe that the tourist should be held responsible because “he
did not know what he was doing”.
The mayor reiterated that the European tourist does not deserve a
severe penalty, stating “I would not sentence him at all. I would turn
the criticism to the government. He did not know what he was doing.
Nobody was there to tell him about the meaning of the moai for
those of us who are living, for those of us who are their descendents”.
Edmunds also reminded the press that “this is not the first
occasion on which a tourist has damaged the monument”.
http://www.emol.com/noticias/ingles
106
UNIT 5
a. Which part of the moai did the tourist damage?
b. Who is Pedro Pablo Edmunds?
PHOTOCOPIABLE
MATERIAL
LISTENING - TRAVELLING IN SOUTH
AMERICA
4 Listen to an interview with a tourist and answer the
following questions.
5 pts.
WRITTEN PRODUCTION
6 Choose one of these topics and write five sentences about
it.
6 pts.
a. Some suggestions in order to avoid damage to our
national monuments.
OR
b. A programme of holiday activities in your area.
a. How long did Denise spend in Patagonia?
____________________________________
ORAL PRODUCTION
b. What did she do in the lake region?
____________________________________ 7 With your partner, discuss safety tips for one of these
8 pts.
situations.
c. What’s the name of the little town she visited?
a. Shopping
OR
____________________________________
b.
At
the
cinema
d. What language did she hear more than ever?
____________________________________
e. What’s the weather like at El Bolson?
____________________________________
5 Listen again and fill in the blanks.
0
to 9
10
to 18
KEEP TRYING
REVIEW
19
to 26
27
to 33
WELL DONE! EXCELLENT!
33
PTS
TOTAL
6 pts.
a. El Bolson is a _________ enclave.
b. It is a town located in a valley with its own special
________________.
c. El Bolson helped Denise realise how much she
_______ her _________ and her _______.
d. She would recommend this place to her friends by all
___________.
TRAVELLERS’ TALES
107
PHOTOCOPIABLE
MATERIAL
ANSWERS TO EXTRA TEST UNIT 5
TAPESCRIPT - TRAVELLING IN SOUTH AMERICA
READING
1. a
2. a. - T. b. - F (he was caught by local residents).
c. - F (he tried to flee). d. T; e. - F (he does not believe that he
should be held responsible).
3. a. the earlobe. b. the Mayor of Easter Island.
LISTENING - TRAVELLING IN SOUTH AMERICA
4. A month; b. She went hiking around, she stayed in little
refugios, she crossed streams, she climbed over rocks. c. El
Bolson. d. American English. e. It's a microclimate, there is no
wind or rain or snow.
5. a. hippie. b. microclimate. c. loves / life / friends. d. means.
6. a. Check that students use the correct way of expressing
suggestions and orders, in the affirmative and the
negative form.
b. Check that students include different activities according
to the places they mention.
7. Check fluency, pronunciation and correct ideas expressed with
correct sentences.
WRITTEN PRODUCTION
8. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
2 pts.
2 pts.
2 pts.
ORAL PRODUCTION
9. Assign points according to these criteria:
Correct information.
Pronunciation.
Fluency.
Turn-taking and dialogue tactics.
108
UNIT 5
2 pts.
2 pts.
2 pts.
2 pts.
Interviewer: How long did you spend in the Patagonia?
Denise:
I spent a month both in the Argentinian and in
the Chilean Patagonia; it was spectacular.
Interviewer: Where did you go first?
Denise:
I spent the first two weeks in the northern part,
the lake region.
Interviewer: And what did you do?
Denise:
I went hiking around and stayed in little refugios
connected to the forest, or along mountainsides.
I crossed streams and climbed over rocks.
Interviewer: Did you visit any cities or towns?
Denise:
Oh, yes, I did. I loved this little town called El
Bolson, a hippie enclave, where I heard more
American English than ever.
Interviewer: What is El Bolson like?
Denise:
It is a town located in a valley with its own
special microclimate; there is no wind or rain or
snow; it is undeniably blessed by some
incredible energy. Something amazing
happened to me there.
Interviewer: Can you share this special experience with us?
Denise:
Sure. I had not felt that peace in a long time,
and El Bolson helped me realise how much I
love life, my friends, and the ability to clear my
head from all the madness of the big city.
Interviewer: Would you recommend this place to your
friends?
Denise:
By all means!
UNIT
6
A GLIMPSE OF THE FUTURE
In this unit you will learn to:
READING:
use cognates to make predictions.
localise specific information.
identify the source of a text.
LISTENING:
use previous knowledge to predict content
distinguish general and specific information
relate speakers and speech.
PRODUCTION: order sentences and dialogues.
write lists.
discuss a topic.
summarise ideas.
FUNCTIONS:
express agreement – disagreement .
express ability.
express predictions.
You will also learn:
GRAMMAR:
can – can’t.
Present Simple.
Simple Future.
VOCABULARY: words related to space, the future and robotics.
You will use the following text types:
READING:
a web page.
a newspaper extract.
LISTENING:
a radio programme.
an interview.
conversations.
You will pay special attention to these values:
Reflecting on the positive and negative aspects of the world in the future.
Reflecting on the issue: machines vs. humans.
Tell students to discuss the pictures on the introductory page. Do PAGE 136
they know the term science fiction? What does it mean?
READING
Science fiction (abbreviated SF or Sci-Fi with varying
NEARLY HUMAN
punctuation and case) is a broad genre of fiction that often
involves speculations based on current or future science or BEFORE YOU READ
technology. Science fiction is found in books, art, television,
1 EA + How would students define a robot? When was a
films, games, theatre, and other media.
robot first mentioned with this name? Students do the quiz
1. Tell students to imagine they are walking on a beach and
to learn something about robots.
suddenly they come across a bottle in which they find some
(L.A: to relate content and previous knowledge).
messages sent by a previous generation. What kind of
message do they think they might find? Ask them to work in
Background information
pairs or groups and write some messages they’d like to send
The word robot comes from the Czech word robota meaning
to a future generation.
“drudgery”, “servitude”, or “hard labour”. The word robot was
first used by Czech writer Karel Capek in his play R.U.R.,
2. Students look at the pictures and identify the different
Rossum’s Universal Robots, written in 1920.
objects. Do they belong to the “present” (it is the year 2055)
Answers
or to the past? What other objects would they add?
In Students’ book.
Answers
May vary.
A GLIMPSE OF THE FUTURE
109
PAGE 138
Joke Time
Allow student to read it on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
5 EA + Students read the text about robots and check their
predictions in exercise 3.
(L.A: to validate predictions).
Answers
a.
2 EA + Remind students of the importance of cognates to help
Did you know that...
them understand texts. Ask them to work in pairs and say the
words aloud to identify the cognates and their Spanish Let students read this section on their own and share
equivalent.
comments in their groups.
For more information on the Did you know that …?
(L.A: to use cognates to understand texts).
Answers
anonymous – bank – bomb – engineer –
evacuate – radioactive – reactor – remove –
terrorist.
3 EA + It is important to interact with the text before, during,
and after reading, listening, or viewing by setting a purpose,
previewing the text, making predictions, asking / answering
questions, locating information for specific purposes, making
connections, etc.
In this exercise students predict the contents of the text they
are going to read on the basis of provided information –
title of unit, pictures, and previous exercises. Do not check
answers at this point.
(L.A: to make predictions).
section see page 8 of the Introduction.
6 EA + Ask students to read the two scenarios again. Then, they
read the descriptions of the robots to match the scenarios with
the correct robot. Ask them to justify their choice. Where did they
find the information that corroborates their decision? Can they
identify the robots in the pictures?
(L.A: to match information).
Answers
Scenario 1 – Mini Andros
Scenario 2 – Robug III
7 EA + Students copy the chart in their notebooks and then
read the description of the robots again.
(L.A: to find and match specific information).
4 CA + Students look at the pictures of the different robots and
Which robot can
Mini-Andros
try to identify them . Have they seen them in films, books? Do
they know their names? What were they famous for?
(L.A: to relate content and personal experiences).
go up and down stairs?
✔
“see”in the dark?
✔
Answers
Will vary.
PAGE 137
WHILE YOU READ
American v/s British English
Draw students’ attention to the different
pronunciation and accentuation of the word.
Remind them that both the British and the American
versions are correct, but that they should choose
one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
110
UNIT 6
✔
climb up and down walls?
be controlled remotely by
radio control?
✔
pick up very heavy
objects?
go into small confined
spaces?
Robug
✔
✔
8 CA ++ This kind of exercise can be done either orally or in
writing. If it is done in writing, make sure that you check the
answers of the whole class orally after they have all finished.
(L.A: to discriminate between correct and incorrect
information).
Answers
a. True. b. False. (It can climb walls because it
has feet with vacuum grippers). c. True. d. True.
e. True. f. False. (Robug can work in radioactive
environments).
SELF - EVALUATION
Quote of the day
Give students a few minutes to think about their
performance in the READING activities with the use
of predictions and their previous knowledge.
Encourage them to be honest and to keep a record
of their answers in a special section in their
notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
AFTER YOUR READ
Expressing Ability
This Language Note provides information on the
way to express ability using can / can’t.
For more information on the Languages Note
section see page 8 of the Introduction.
American v/s British English
Draw students’ attention to the different
pronunciation of the negative form of the verb.
Remind them that both the British and the American
versions are correct, but that they should choose
one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 139
9 EA + Students must remember that English is a highly
positional language – very often each word in a sentence has its
established position. Before doing this exercise you can review
the position of the parts of a sentence with your students.
(L.A: to consolidate a language item).
subject verb(s) indirect direct place
object object
will tell
you
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
10 EA ++ Make sure that students understand the difference
between can and can’t before doing this exercise.
(L.A: to consolidate a language item).
Answers
a. I can’t drive a car. b. We can climb
mountains. c. My dog can jump fences. d. We
can’t use this sophisticated machine.
Language Note
I
Answers
a. My uncle can’t swim very fast.
b. I can speak Spanish and Japanese.
c. She can’t play any musical instruments.
d. I can’t do my homework alone.
time
11 CA ++ Brainstorm different activities students can / can’t do
and write as many as possible on the board. Use the activities to
ask and answer questions with the whole class: Can you ride a
bike?, Can you paint?, Can you sing?, etc. Then they work
individually to write their sentences. Check orally.
(L.A: to relate language content and own reality).
Answers
May vary.
12 MINITEST Ask students to look at the photos and tell you
what they see. Tell them to describe the robot. Ask them to
read the questions first and then the answers and finally
match the two in their notebooks. Help them work out their
score (each match is worth 2 points).
Answers
Who invented you? His name is Kyubei Kazuma.
Where are you from? Japan.
What can you do? Walk, run, lift things and
follow orders.
What can’t you do? Fall in love.
13 EA + Students listen and repeat the dialogue. Then they
practise it in pairs. Ask a few pairs to dramatise it in front
of the class.
(L.A: to imitate a model).
the story at school tomorrow
A GLIMPSE OF THE FUTURE
111
TAPESCRIPT - ORAL PRACTICE
Rodrigo:
Takara Shiori:
Rodrigo:
Takara Shiori:
Rodrigo:
Takara Shiori:
Rodrigo:
Takara Shiori:
Who invented you?
His name is Kyubei Kazuma.
Where are you from?
Japan.
What can you do?
Walk, run, lift things, and follow orders.
What can’t you do?
Fall in love!
14 FL Fast learners invent more questions and answers for
Rodrigo and Takara. Then, they practise and role play the
new dialogue with another fast learner.
(L.A: to consolidate content and language).
PAGE 140
LISTENING
INTO SPACE
BEFORE YOU LISTEN
INTRODUCTION
Background information
Klaus von Storch Kruge is a Chilean aerospace engineer and
astronaut trainee. Von Storch was born in Osorno. In 1992, he was
selected by the Chilean Space Agency (www.agenciaespacial.cl) for
the preparation for the flight on the Space Shuttle but in September
2002 the medical board at the IMBP was not passed. In 2004 he left
the Air force without fulfilling his dream of becoming the first
Chilean in space.
Valentina Tereshkova is a retired Soviet Cosmonaut and the first
woman to fly in space aboard Vostok 6 in 1963.
Ellen Ochoa was the first Hispanic woman ever to be accepted into
the NASA space shuttle programme. As a minority, Ellen’s
accomplishment was unique, but even more amazing was the fact
that she was chosen out of 2,000 applicants to be one of only twentytwo that were finally selected. She first flew into space in 1993.
Yang Liwei is a Chinese military pilot and an astronaut. He was the first
man sent into space by the space programme of China, and his
mission, Shenzhou 5 made China the third country to independently
send people into space.
Explain that there are two words that mean the same: Astronaut: a
person trained to pilot, navigate, or otherwise participate as a crew
member of a spacecraft, and cosmonaut: a Russian or Soviet astronaut.
A great way to get students talking to each other is to give them
a cartoon and have them discuss it. You can tell your students to
Did you know that...
use only present tenses, which are good for storytelling, or the
Let students read this section on their own and share
past as a grammar review.
comments in their groups.
1 EA + Talk about the space race and the Chilean experience in For more information on the Did you know that …?
it. Ask students to identify the people in the pictures by matching
the names, the countries and the photos.
(L.A: to relate content and previous knowledge).
Answers
Valentina Tereshkova – the Soviet Union –
picture a.
Ellen Ochoa – the USA - picture b.
Klaus von Storch – Chile - Picture c.
Yang Liwei – China – picture d.
2 EA + Elicit some more information about the people in
exercise 1 using the questions in this exercise. If students do
not know them, you must provide the information.
You can also ask students if they think the people in the
pictures could be considered role models. You might use
some of these questions to help you:
a. What makes someone a role model?
b. What are some examples of well known role models?
c. What are some examples of personal role models?
112
UNIT 6
section see page 8 of the Introduction.
3 EA + Students predict the contents of the text they are going
to listen to on the basis of provided information – title of unit,
pictures, and previous exercises. They must also use the cognates
provided to make more informed predictions.
(L.A: to make predictions using cognates and varied
information).
Answers
Cognates: graduate, Hispanic, menu, mission,
video conference.
4 EA ++ Tell students to name the objects in the photos.
Which ones do they think would a cosmonaut / astronaut
eat? Why? Check the vocabulary, but not the predictions yet.
(L.A: to activate key vocabulary; to make predictions).
Answers
a. tortillas. b. nuts. c. capsules. d. steak / meat.
e. ice-cream sauce. f. coffee. g. fruit juice.
h. pizza. i. bread.
WHILE YOU LISTEN
SELF - EVALUATION
American v/s British English
Draw students’ attention to the different words.
Remind them that both the British and the American
versions are correct, but that they should choose
one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 141
5 EA + Before listening to the text students copy the grid in
their notebooks. Play the recording once or twice for them
to fill it in.
(L.A: to validate predictions).
Answers
Bread
Nuts
Cookies
✔
Pizza
Dried fruit
✔
Pop corn
Granola
✔
Steak
Juice
✔
Tortillas
✔
✔
PAGE 142
6 EA ++ Read the alternatives with the class. Then
students listen again and choose the best one to finish the
sentences.
(L.A: to identify correct information).
Answers
a. ii. b. i. c. ii.
7 CA +++ Read the questions with the class and give
students a few minutes to try and answer them in pairs.
Then play the recording again for them to check. Remind
them to take notes in their notebooks.
Answers
a. Mexico. b. Her mother. c. In 1978.
d. Through email.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
Give students a few minutes to think about their
performance in the listening activities and about the
actions they can take to improve. Encourage them
to be honest and to keep a record of their answers in
a special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
TAPESCRIPT – INTO SPACE
Q: Ellen, what are your Hispanic roots?
E: My Hispanic roots come from my father's side. His parents
were Mexican, but my father was born in this country.
Q: Who do you think was the most influential person in your
life?
E: My mother influenced me the most. When I was a year
old, she started college. She didn't graduate until 22 years
later, but she did finish.
Q: Why did you want to go into space?
E: I can't imagine not wanting to go into space. When I was
growing up there were no female astronauts. It wasn't
until the first six female astronauts were selected in 1978
that women could even think of it as a possible career
path.
Q: What is it like to operate a robot arm in space?
E: I have worked the robot arm on all three of my space
missions, and I really love it. It's challenging to do, but lots
of fun.
Q: What is it like to float in zero gravity?
E: I guess the closest thing would be swimming or scuba
diving.
Q: How do you eat in space? Do you have to eat food out of a
toothpaste tube?
E: Astronauts haven't eaten food out of tubes for over 20
years. Most of the food now is freeze-dried. All we do is
add hot water. We eat a variety of foods, including nuts,
granola, cookies, dried fruit, and tortillas. The Space
Shuttle menu has more than 70 food items and 20 drinks,
mostly powdered juice.
Q: Can you talk to your family from space?
E: Yes, thanks to e-mail, I can communicate every day which is very nice. And on missions lasting more than 10
days we are allowed to visit with each other by a video
conference from space.
A GLIMPSE OF THE FUTURE
113
AFTER YOU LISTEN
8 MINITEST
Students copy the mail in their notebooks and fill in the
blanks with the words provided, working individually.
Check orally and help students work out their score.
Answers
dream, space, wonderful, gravity, cabin, blue,
tortillas, powdered.
PAGE 143
9 ++ According to a CELTA teacher, “The most important
thing about choosing a song to do with a class is to make
sure that the lyrics are clear. It can be very frustrating for
learners not to understand a word.” This is the case of
Imagine – the song is slow enough for students to
understand and besides, students are probably quite
familiar with it. Another important recommendation to
teachers: if you use other songs, they should be not only
clear but students must relate to them – it is not a good
idea to play a Karen Carpenter song to a Hip Hop generation!
Play the song several times and encourage discussion in
small groups or as a whole class.
(L.A: participate in a guided discussion).
10 CA ++ Encourage students to sing along with the
recording.
(L.A: to practise pronunciation and intonation).
TAPESCRIPT - ORAL PRACTICE
Imagine by John Lennon
Imagine there’s no heaven
It’s easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today
Imagine there’s no countries
It isn’t hard to do
Nothing to kill or die for
And no religion too
Imagine all the people
Living life in peace
You may say I’m a dreamer
But I’m not the only one
114
UNIT 6
I hope someday you’ll join us
And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger
A brotherhood of man
Imagine all the people
Sharing all the world
You may say I’m a dreamer
But I’m not the only one
I hope someday you’ll join us
And the world will live as one.
11 CA ++ This is a little brain teaser frequently used by
psychologists as an IQ test as it requires some logical
analysis. Additionally, you can ask students to write similar
lists for each other.
Answers
a. teacher (all the others are connected with
air / space travel). b. juice (all the others are
solid foods). c. Sao Paulo (all the others are
countries). d. book (all the others are spoken
communications).
12 FL Straightforward matching exercise. Additionally you
can ask students to make a list (in pairs or groups) of other
products / foods that might go into the containers.
Encourage them to share and compare ideas using the
model provided.
Answers
Ice-cream can go into a bowl; Jam can go into
a jar; Milk can go into a bottle; Rice can go into
a bag; Sardines can go into a tin.
American v/s British English
Draw students’ attention to the different words.
Remind them that both the British and the American
versions are correct, but that they should choose
one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 144
READING
COLLISION COURSE
BEFORE YOU READ
Why is it important to make sure that each lesson (both in English
and in other subjects) should relate to other school subjects? Cross
curricular activities break down the compartmentalisation of
knowledge where the student learns to wipe the mental slate
clean of all previous knowledge in order to concentrate on the next
intake of information. Global English has paid special attention to
cross-curricular activities and this lesson is just another
opportunity to employ what students learn in science.
1 EA + Ask students to look at the photos and identify the
objects they see – most of the words are cognates, so they
should be able to identify them all. Here you could explain the
difference between the Moon – which is our Moon spelt with
a capital M and a moon – a heavenly body that belongs to the
orbit of a planet. The same applies to the Sun.
(L.A: to identify key words).
Answers
a. – v. b. – iv. c. – i. d. – ii. e. – iii.
2 EA ++ Encourage the use of dictionaries to look up the
meaning of new words. If dictionaries are not available,
help students yourself. Check orally and accept any sensible
suggestions.
(L.A: to identify key words).
ERROR ALERT!
In English, adjectives never take a plural form: a
big planet – big planets, NOT bigs planets.
Adjectives usually come BEFORE and not after
a noun: a big planet, NOT a planet big.
3 EA + Students predict the contents on the basis of
provided information – title of unit, pictures, and previous
exercises. Do not check answers at this point.
4 CA ++ Students read the three definitions. Explain any
Background information
An asteroid (minor planet or planetoid) is a relatively small
planet-like object which orbits within a solar system; it is
generally less than 1km in diameter. They are believed to be
remnants of the protoplanetary discs. More than 9,000 asteroids
have been discovered within Earth’s solar system. The largest
asteroid in Earth’s inner solar system is Ceres, with a diameter of
900-1000km. Two other large asteroids are Pallas and Vesta, both
with diameters of approximately 500km.
PAGE 145
WHILE YOU READ
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
5 EA + Students read the text quickly to check their
predictions in exercise 3.
(L.A: to validate predictions).
Answers
b.
6 EA + Students have probably done this kind of exercise
in their Lenguaje y comunicación lessons. First explain what
a text is: any piece of writing - a letter, an email, a novel, a
poem, a recipe, a note, instructions for D.I.Y, an article in a
newspaper or magazine, writing on a webpage or an
advert. Depending on the purpose of the text, different
methods will be used to get the message across to the
reader. Ask students to explain their choice of the source.
(L.A: to identify source of text).
Answers
c.
words they might not understand.
Answers
a.
A GLIMPSE OF THE FUTURE
115
AFTER YOU READ
PAGE 146
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
7 EA ++ Students go back to the text and try to match the
titles with the paragraphs. This exercise can be done in
groups or pairs.
(L.A: to synthesise information).
Answers
I – d. II – b. III – a. IV – c.
8 EA ++ Students copy the chart in their notebooks. You
can ask them to justify their choices indicating the correct
passage in the text.
(L.A: to match textual and numerical information).
Answers
65 million years ago
1,000 million tonnes
1908
1945
36,000 kilometres
an hour
The Earth was hit the last time by a
large asteroid.
The weight of the asteroid that might
hit the Earth.
Our Solar system was formed.
The atomic bomb was dropped on
Japan.
The speed the impactor spacecraft
will smash into the asteroid.
9 CA ++ This exercise allows students to extend and
expand their vocabulary. For more information on
vocabulary teaching see page 11 of the Introduction.
(L.A: to identify key words).
Answers
a. collision. b. spacecraft. c. orbit. d. extinct.
116
UNIT 6
Language Note
Present Simple and Simple Future
This Language Note provides information on the
difference between the Simple Present and the
Simple Future tenses.
For more information on the Languages Note
section see page 8 of the Introduction.
PAGE 147
10 EA + After students look through the Language Notes,
provide and elicit additional examples to write on the
board. Then ask them to do the exercise.
Answers
My friend Gina
If it keeps raining
If I see him
When I grow up
I think the world
Copper prices
will be 18 next Monday.
there will be lots of road accidents.
I will ask him to call you.
I will be a brain surgeon.
will be a better place in the future.
will keep going up.
11 MINITEST
Students unscramble the sentences. For more information on
word order of English sentences please refer to notes to exercise
9 in After you read, Lesson – Nearly Human, page 111.
Ask students to do the Minitest individually, check using the
recording and help them work out their scores (each
unscrambled sentence is worth 2 points).
Play the recording again, with pauses, for students to repeat
the dialogues. Give them time to practise them in pairs and
then invite some pairs to role play one dialogue each.
Answers
a. How will they destroy the asteroid? The
spacecraft will smash into it.
b. Who will answer the questions? Jenny and
Tania will.
c. Will you come to my party? Of course I will.
TAPESCRIPT - ORAL PRACTICE
SELF - EVALUATION
a.
You:
How will they destroy the asteroid?
Your partner: The spacecraft will smash into it.
Give students a few minutes to think about their
performance in the pair and group activities, paying
special attention to the concepts of respect for
others and personal contribution to the work.
Encourage them to be honest and to keep a record
of their answers in a special section in their
notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
b.
You:
Who will answer the questions?
Your partner: Jenny and Tania will.
c.
You:
Will you come to my party?
Your partner: Of course I will.
PAGE 148
LISTENING
NOT VERY FAR FROM NOW
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
12 CA ++ Game – “The Future”
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 , as in this case, prior preparation.
Read the instructions with the class, help them collect
materials and play a demonstration round with some
volunteers. Give groups time to play once or twice.
(L.A: to consolidate language through a game).
13 FL This exercise can be done orally or students may
write the sentences in their notebooks.
(L.A: to consolidate language).
Answers
a. see. b. visit. c. let. d. make.
BEFORE YOU LISTEN
1 EA + Ask students what parts of newspapers they know.
Then tell students to read the headlines aloud and match
them with the photos. Which ones do they think might be
headlines we will see in future newspapers?
(L.A: to relate content and personal ideas).
Background information
Headline - the words printed in large type across the top of a
newspaper article to catch the reader’s attention.
Dateline -The words at the beginning of a news article that tell
when and where the story was written.
By-Line: Name of the writer appearing above the article.
Lead: The first sentences of a news story informing the reader of
WHO, WHERE, WHAT, WHEN, and sometimes HOW and WHY.
Answers
May vary.
PAGE 149
2 EA+Building vocabulary skills improves reading comprehension
and reading fluency. Without building a large vocabulary, students
cannot read successfully. Building vocabulary is far more than
memorising words. Ideally, students should live in a rich language
environment, so the teacher should provide students with every
opportunity to enrich their vocabulary.
(L.A: to identify key words).
Answers
a. – stream. b. – mess. c. – swallow. d. – store.
3 EA + Students predict which of the key words in the
previous exercise may appear in a text about predictions for
A GLIMPSE OF THE FUTURE
117
the future. Do not check answers at this point.
(L.A: to make predictions).
TAPESCRIPT – NOT VERY FAR FROM NOW
4 CA ++ Ask students to describe the pictures. What
important / general concepts do they represent? Are they
universally known? How would they represent our times if
discovered by future generations?
Answers
May vary.
WHILE YOU LISTEN
5 EA + Students listen to the recording once and compare
the words with the words they wrote in their notebooks in
exercise 3.
(L.A: to validate predictions).
Answers
mess – stream - swallow
6 EA + Read the information in the chart with the class and
then ask students to copy it in their notebooks. Play the
recording once or twice again. Check on the board.
(L.A: to match speakers and what they say).
Answers
St. 1
St. 2
✔
A city in the USA
A different type of
education
✔
✔
A country in Europe
A health problem
St. 3
✔
✔
A continent
A traditional profession
that will become different
✔
A taste
✔
Presenter:
Now, the results of our “World in the
Future” competition. How people picture the
world in the future. You can vote for one
just calling us.
Participant 1: I think that there will be no doctors but
miniature nano-robots that will travel
through your blood stream and repair any
damage. When you have an upset stomach,
you will swallow a very small cherry tasting
robot which will travel through your
stomach making a video of the mess.
Participant 2: In the year 2020, my city, New York, will be
the ideal living place. Many people will
have gone to space colonisation camps to
prepare for space living. Restaurants will
have robot waiters and waitresses. Schools
will have teachers from ancient cities to
teach you Social Studies. With the help of
televisions and computers, transportation
will be quick and on time. If you want to go
to Africa, it will only be a matter of 2 hours
with air tunnels for airplanes.
Participant 3: Computers and CD ROMs will change the
future of education; instead of carrying
loads of heavy textbooks you will carry a
couple of disks where you can read the
information from. Learning will be easier
and more fun. Instead of carrying a book
bag, you will carry a Disk Reader-Typer. This
is the same as a computer except it runs
with stickers and folds up and fits into your
pocket. I think that there will be no more
traditional librarians - they will have to be
some kind of computer engineers to look
after the new CD libraries.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
118
UNIT 6
PAGE 150
7 EA ++ Read the instructions and the options with the
class. Play the recording again. Check orally.
(L.A: to identify correct information).
Answers
a. i. b. ii. c. iii. d. i. e. ii. f. ii.
8 CA +++ Students copy the sentences in their
air-cushion
vehicle
A vehicle that moves on
an air cushion
Hovercraft
The hovercraft moved
along the river as if gliding
on the water.
notebooks and then listen once more to fill in the gaps.
(L.A: to find specific information).
Answers
Student 1: blood stream, damage.
Student 2: quick, on time.
Student 3: heavy textbooks, a couple of disks.
AFTER YOU LISTEN
9 EA + A vocabulary word map is a visual organiser that
helps students think about new terms or concepts in several
ways, helping them to visualise new vocabulary.
(L.A: to classify new words).
Answers
People: astronaut, rocket repairman, space
engineer, virtual doctor.
Machines: air bike, hovercraft, rocket, space
shuttle.
The environment: acid rain, drought, global
warming, pollution.
Additionally, you can ask them to make their
own vocabulary maps for all the new words like
this:
Definition in student's
own words
synonym
Word
An example in a sentence
Picture if possible
So the word map for the word hovercraft would
look like this:
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 151
10 MINITEST
Students copy the conversation and then fill in the gaps
with words from the box. Play the recording for them to
check their answers. Help them to work out their score.
Answers
TAPESCRIPT - MINITEST AND ORAL PRACTICE
Catalina: I think that in the future, computers will
replace all dead wood or professional people.
Greg:
Yes, I think so too. For example, schools will no
longer have teachers and students will use
videos instead of books.
Catalina: And in hospital, there will be very few doctors.
Instead, there will be small robots that can
detect and cure illnesses.
Greg:
But I think that we will still use airplanes to
travel.
Catalina: Yes, and I hope there is still television! I love
watching different programmes after school!
A GLIMPSE OF THE FUTURE
119
Idiomatic Expressions
• Dead wood
It refers to people or things which are no longer
considered useful or necessary.
Example:
“The new manager wants to reduce costs by cutting
out the dead wood.”
11 EA ++ Play the recording again for students to repeat
the dialogue. Give them a few minutes to practise it in
pairs, changing roles. Ask some pairs to role play the
dialogue in front of the class.
(L.A: to role play a conversation imitating a model).
12 EA ++ Students can work in groups to summarise the
ideas expressed by the class first orally and then in writing.
(L.A: to write a summary).
Learning tip
Analyse this learning tip with the class and
emphasise the importance of concentrating on
specific tasks when listening or reading. In this way,
unfamiliar words will not interfere with their
comprehension.
For more information on the Learning tip section
see page 8 of the Introduction.
13 CA ++ Based on what they listened to ask students to
discuss the predictions in groups and determine which
ones are the most likely to happen and which of them
would make the world a better place, giving reasons.
(L.A: to connect topic and own ideas).
14 FL Students read the statements and express their
agreement or disagreement.
(L.A: to express agreement or disagreement).
If there are more than three students who finish faster than
the rest, this might give rise to a debate (the more heated
the better) on any of the issues. Remember that a debate
should follow this pattern:
a. Students hear the topic and take positions (for and
against).
b. Participants discuss their topics and come up with
statements.
c. Teams deliver their statements and offer main points.
120
UNIT 6
d. Students discuss the opposition’s arguments and come
up with counter arguments.
e. Counter arguments are delivered.
f. Closing statements are made.
A debate might be conducted fully in English if students are
more advanced but let your students use Spanish if
necessary.
SELF - EVALUATION
Give students a few minutes to think about their
opinion of the contents of the lesson and about the
problems they had. Emphasise the importance of
thinking of ways to solve the problems and putting
them into practice. Encourage them to be honest
and to keep a record of their answers in a special
section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
PAGE 152
JUST FOR FUN
Treat this page as if it were “owned” by your students. It is their
page and they should do it in their own time or at home.
However, be willing to answer questions as they arise and invite
them to share answers. Remind them that, like the rest of the
book, they should not scribble or write on this page.
For more information on the Just for Fun section see page 7 of
the Introduction.
PAGE 153
PROJECT
• Help students form groups, assign roles and tasks for each
member and provide materials if necessary.
• Read the instructions with the class.
• Give them about a week to collect materials and prepare their
descriptions and get ready to answer questions.
• Assign class time for the groups to give their presentations and
ask and answer questions about them.
• For more information on Collaborative work see page 10 of the
Introduction.
SYNTHESIS
Use this section to check students’learning process and answer all
the questions they might have. For more information on the
Synthesis section see page 8 of the Introduction.
PAGE 154
PAGE 156
EXTRA ACTIVITIES
TEST YOUR KNOWLEDGE
For more information on the Extra activities section see page 8 of This is an opportunity for re-examining difficult questions and
the Introduction.
fitting all the main pieces of the puzzle together into one
coherent picture. Here the teacher can also look for errors and
Answers
wrong conclusions. This is an extra opportunity to correct them
1. a. No tea being poured. b. One cookie is
before moving on to the next unit.
missing. c. The shovel is shorter. d. Zip’s hair is
taller. e. The window is yellow. f. The chimney
is gone.
2. c. iii. d. ii. f. iv g. i.
3. a. atomic. b. infrared. c. nuclear.
d. reactor. e. wireless.
PAGE 155
CONSOLIDATION ACTIVITIES
For more information on the Consolidation activities see page 8 of
the Introduction.
Answers
1. a. Andrés will buy a new laptop. b. The family
will watch “Lost” tonight. c. Computers will be
more powerful. d. More women will travel into
space. e. School activities will be online.
2. a. Yes, they can. Unlike animal space travellers
in the 60’s, animal space travellers today return
to Earth in healthy conditions. b. Yes, it can.
The biggest airplane in the world, airbus 380,
can carry 525 passengers. c. No, they can’t.
Robots can be sent into deep and dangerous
waters, controlled by a human operator. d. No,
they can’t. e. Students’ own ideas.
3. a. Los terroristas planean poner una bomba.
b. Robug puede escalar paredes. c. Los
cuerpos celestes rotan / giran alrededor del
sol. d. Chile lanzará su primer vehículo
espacial este año. e. El astronauta tragó su
primera comida.
Answers
READING– WHAT IS A ROBOT?
1. a. It is a robot because it can be programmed
to work on its own and it has some type of
simple intelligence. b. It is not a robot because
it cannot be pre-programmed and work on its
own; it has not intelligence. c. Yes, it is a robot
because it can be programmed to work on its
own and it has some type of simple
intelligence. d. No, it is not a robot because it
cannot be pre-programmed and work on its
own; it has not intelligence.
2. a. True. b. False. c. False. d. True. e. True.
LISTENING – OUR FUTURE
3. a. Global warming. b. She thinks it is pessimistic.
c. Yes, if we act together and if we act now.
4. b.
TAPESCRIPT – OUR FUTURE
Speaker 1:
Speaker 2:
Speaker 1:
Speaker 2:
Speaker 1:
Speaker 2:
Speaker 1:
Speaker 2:
What do you think the world will be like
in the future?
I think it will be much worse than now.
Why?
Well, for one, global warming will
change the Earth’s climate and will cause
a lot of problems for humans and
animals alike.
That is not a very optimistic view.
I am simply being realistic. What we are
doing to the Earth now will have
important consequences in the future.
Do you think we can change anything
now?
Yes, but only if we act together and if we
act now.
A GLIMPSE OF THE FUTURE
121
LANGUAGE
5. a. He can play the piano. b. He can’t see. c. She can’t sing!
6. will have; will go; will have; will be; will marry; will be.
7. a. will finish. b. will call. c. will send. d. will travel. e. will
buy. f. will take.
SELF - EVALUATION
Motivate students to reflect on their performance
throughout the unit and make decisions concerning
steps to solve problems and improve. For more
information on Self-evaluation see page 9 of the
Introduction.
Notes
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122
UNIT 6
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 6
READING – AN UNUSUAL NANNY
1 Read the text and choose the best title for it.
1 pt.
a. A babysitter robot
b. A school mate robot
c. A detective robot
2 Read the text again and answer these questions.
6 pts.
a. Where can Japanese parents use this robot?
__________________________________
Japanese parents who can’t find a good babysitter now have an
alternative that never gets tired — a friendly robot at the local
department store.
Major Japanese retailer “Aeon Company” said on Tuesday it has
introduced a 1.4-metre yellow-and-white robot at a store in the
southern city of Fukuoka in charge of entertaining the children.
If parents want to leave their children with the kid-sized
machine, they arrange for the youngsters to wear special badges
with codes which the robot can read. The robot can then identify
the children by their names and ages and chat with them, even
though its vocabulary remains limited.
Tmsuk and Aeon Companies plan to further develop the
technology to put robots to other uses. Future possibilities
include robots that guide customers through the aisles of the
store, filling their trolleys.
b. How tall and what colour is this robot?
__________________________________
c. What is its main function?
__________________________________
d. How can the robot identify the children’s names and
ages?
__________________________________
e. What will robots do in the future?
__________________________________
f. Why have companies put humanoids as security guards,
receptionists and in other functions?
__________________________________
Another objective is to make sure that children are accustomed
to robots, which are expected to be increasingly common in dayto-day life in Japan.
With Japan’s population in decline, companies have put
humanoids to use as security guards, receptionists and in other
functions.
www.physorg.com/news
A GLIMPSE OF THE FUTURE
123
PHOTOCOPIABLE
MATERIAL
LISTENING - ROBOTICS ENGINEER
ORAL PRODUCTION
3 You are going to listen to an interview with Dr Rich
5 Exchange opinions with your partner about the following
Hooper, with a PhD in Robotics Engineering. Are these
4 pt.
statements true or false?
a. _____ When Dr Hooper was a teenager he tried to
build a robotic hand.
b. _____ The biggest advancements in robotics have
been in the precision, speed and strength of robots.
c. _____ Dr Hooper doesn’t really like his job.
d. _____ Dr Hooper has never made any humanoids.
4 Listen to the recording again and fill in the blanks.
statements.
5 pt.
Use these expressions:
I agree / I think / In my opinion / I disagree with that
because
a. Robots will soon be employed in sports.
b. We will have a robot at home doing the housework.
c. Robots will definitely change our way of life.
WRITTEN PRODUCTION
4 pt.
6 Write three advantages and three disadvantages of having
a. How did you become a _________________?
b. How much does it cost to build a _____________?
c. Robots and automated systems can be lethal. They can
throw, drop, crush, _____________ and
____________.
124
UNIT 6
robots in workplaces.
0
to 5
6
to 13
KEEP TRYING
REVIEW
6 pt.
14
to 20
21
to 26
WELL DONE! EXCELLENT!
26
PTS
TOTAL
PHOTOCOPIABLE
MATERIAL
ANSWERS TO EXTRA TEST UNIT 6
TAPESCRIPT - HOW I BECAME A ROBOTICS ENGINEER
READING
1. a.
2. a. At a store in the southern city of Fukuoka. b. 1.4-metre,
yellow-and-white. c. Entertain the children. d. The children
wear special badges with codes which the robot can read.
e. Guide customers through the aisles of the store, filling
their trolleys. f. Because Japan’s population is in decline.
LISTENING - HOW I BECAME A ROBOTICS
ENGINEER
3. a. true. b. true. c. false. d. false.
4. a. robotics engineer. b. humanoid robot. c. electrocute / cut.
WRITTEN PRODUCTION
5. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
2 pts.
2 pts.
2 pts.
ORAL PRODUCTION
6. Assign points according to these criteria:
Correct information.
Pronunciation.
Fluency.
Turn-taking and dialogue tactics.
2 pts.
2 pts.
2 pts.
2 pts.
Interviewer: Mr. Hooper, how did you become a robotics
engineer?
R. Hooper: Well, I remember the first thing I did when I
was a teenager: I tried to build a robotic hand
in my parent’s garage.
Interviewer: I understand you have a PhD on robotics.
R. Hooper: You are right! After studying electrical and
mechanical engineering, I went back to school
and focused my PhD on robotics.
Interviewer: What are some of the important
advancements in robotics?
R. Hooper: The biggest advancements have been in the
precision, speed and strength of robots.
Interviewer: How much does it cost to build a humanoid
robot?
R. Hooper: Tens of millions of dollars, I'm afraid.
Interviewer: Within your job, what do you enjoy the most
and what do you enjoy the least? Why?
R. Hooper: I like most aspects of my job. The hardest part
is dealing with employees that don't try
enough or make a lot of mistakes.
Interviewer: Are there any dangers involved in your job?
R. Hooper: Yes. Robots and automated systems can be
lethal. They can throw, drop, crush,
electrocute and cut.
Interviewer: Do you have any experience making
humanoids?
R. Hooper: Yes. They are usually easy to make. I know
because I am working on three of my own.
Now I I have to go back to my laboratory to
continue with my work.
Interviewer: Thank you for your time, Mr. Cooper.
R. Cooper: My pleasure!
A GLIMPSE OF THE FUTURE
125
UNIT
7
COMPUTERS AND THE WWW
In this unit you will learn to:
READING:
LISTENING:
predict content from titles and pictures /
identify reference of numerical information /
find general and specific information / infer
meaning of words from the context.
find specific information / relate texts and
pictures / discriminate between correct and
incorrect information.
You will also learn:
GRAMMAR:
VOCABULARY: computers and Internet jargon.
You will use the following text types:
READING:
web pages.
LISTENING:
a telephone conversation.
dialogues.
PRODUCTION: write a service advertisement / fill in an
electronic form / complete a chart /
participate in conversations / ask and answer
questions about computers.
FUNCTIONS:
first conditional / could / might.
express conditions / use advertising
language / classify words.
You will pay special attention to these values:
The importance of Internet safety and rules.
Respect for e-commerce procedures.
calculators from the abacus onwards, as well as all contemporary
INTRODUCTION
electronic computers. The first programme-controlled computers
Ask students what they know about the history of computers, if are Konrad Zuse’s Z1 (1936) and Z3 (1941). (Webster Dictionary).
they have a computer at home, if they often use one. Do they
have an Internet connection? What do they use a computer for? Additionally, you can ask students to make a list of words that go
Ask them to make a list of the most common tasks / actions they together with the word computer.
do on a computer. For example: homework, chatting, Examples: computer screen, computer game, computer crime,
computer hardware, computer software, computer science,
downloading music, etc.
computer engineer, computer process, computer application,
Background information
personal computer, computer memory, home computer, etc.
John F. Kennedy once said: “Man is still the most extraordinary
computer of all”. In current language, a computer is any device Students go through the list of words in the box and then match
used to process information according to a well-defined procedure. them with the pictures and the definitions. If possible, tell
The word was originally used to describe people employed to do students to use dictionaries to look up the words in the
arithmetic calculations, with or without mechanical aids, but was definitions that they may not understand.
transferred to the machines themselves. Originally, the
Answers
information processing was almost exclusively related to
a. headphones – iv. b. PC tower – vi.
arithmetical problems, but modern computers are used for many
c. scanner – ii. d. printer – i. e. monitor – vii.
tasks unrelated to mathematics. Within such a definition sit
f. speaker – v. g. keyboard – iii.
mechanical devices such as the slide rule, the gamut of mechanical
PAGE 159
126
UNIT 7
Building vocabulary skills improves reading comprehension and
reading fluency. Building vocabulary is far more than
memorising words. Ideally, students should live in a rich
language environment; that is why the teacher should provide
plenty of opportunities for students to enrich their vocabulary.
Answers
a. www. b. Windows. c. bit. d. virus. e. network.
f. software.
American v/s British English
Draw students’ attention to the different spelling
and collocations of the word program /
programme. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 160
READING
LEADING THE WAY
BEFORE YOU READ
1 EA + Why is it important to make sure that lessons, both in
English and in other subjects, should make reference to other
school subjects? Cross curricular activities break down the
compartmentalisation of knowledge, where the student learns
to get rid of all previous knowledge in order to concentrate on
the next intake of information. Global English has paid special
attention to cross-curricular activities and this lesson is an
opportunity to employ what students learn in geography.
You can do this exercise as a competition – the student who
lists all the capitals the fastest gets a brownie point or a
mark up in the next test.
(L.A: to relate content and previous knowledge).
Answers
South American capitals: Argentina – B. Aires;
Bolivia – La Paz / Sucre; Brazil – Brasilia;
Colombia – Bogota; Ecuador – Quito; Guyana –
Georgetown; Paraguay - Asunción; Peru – Lima;
Suriname – Paramaribo; Uruguay –
Montevideo; Venezuela – Caracas.
2 EA + Remind students of the importance of cognates to help
them understand texts. Ask them to work in pairs and say the
words aloud to identify the cognates and their Spanish
equivalent.
(L.A: to use cognates to understand texts).
Answers
All the words are cognates, except
expenditure = gasto.
3 EA + It is important to interact with the 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.
In this exercise students predict the contents on the basis of
provided information – title of unit, pictures, and previous
exercises. Do not check answers at this point.
(L.A: to make predictions).
4 CA + There are symbols students will come across both
on the Internet and in books. They are common and useful,
so students should get acquainted with them and know
how to write them and name them.
Other useful symbols you can draw on the board before
students do the exercise:
* - asterisk - a sign meaning footnote, i.e. a short comment
or explanation, or a reference to a source of information
relevant to the main text.
® or ™ - Trade mark – meaning that a name has been
registered by someone and cannot be used by somebody else.
¥- Yen – Japanese currency.
$ - peso or dollar sign.
Peace sign
Musical note
Ask students to name and draw any other symbols they
know.
(L.A: to connect topic and general knowledge).
Answers
and – f - i; at – e – vi; euro – b - iv; parenthesis –
d - v; percentage – a - iii; pound – c - ii.
PAGE 161
WHILE YOU READ
5 EA + Students read the text once and check their
predictions in exercise 3.
(L.A: to validate predictions).
Answers
May vary.
COMPUTERS AND THE WWW
127
American v/s British English
Draw students’ attention to the different spellings of
the word. Remind them that both the British and the
American versions are correct, but that they should
choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
6 EA + Draw students’attention to the table. Before they read
the text again ask them: Why do we use tables? What can be
expressed in a table? How easy is it to read a table? Where can
we find tables? etc. Read the questions with the class and then
tell them to find the answers in the text and in the table.
(L.A: to find specific information).
Background information:
Tables and graphs are ways to organise and arrange data so that
it is more easily understood by the reader / viewer. Tables and
graphs are related in the sense that the information used in
tables is frequently also used for the basis of graphs. It is
important to know how to create and interpret tables and
graphs as they are used in many important areas of research, and
to help people in decision making. Tables are an excellent way to
display data or information in an organised way. By putting data
in tables one can set up a graph to illustrate the data.
You could ask students to do a quick demonstration of how to
use a table to illustrate how many of them think that these are
the best pets. Example:
FAVOURITE PETS
DOGS CATS
18
10
FISH BIRDS OTHER
3
3
6
How easy is it to get the information at a glance? Is it easier to
see than in the following sentence?
In our class 18 students think that dogs are the best pets, 10 think
it is cats, 3 think it is fish, 3 other people prefer birds and 6 students
prefer other pets.
Answers
a. First. b. US$ 371. c. 9.5 million. d. 50%.
e. Almost half a million.
PAGE 162
7 EA + + Students go back to the text and copy the table in
their notebooks then match the statements with the numbers.
128
UNIT 7
Answers
Homes with broadband connection in Chile 500,000; Telephone lines - 3.3 million; What an
average Brazilian spends on ICT - US$ 287;
State schools connected to the Enlaces
Network - 6,000; Total population of Chile 15,666,967.
Total number of Internet users in Venezuela 3,040,000.
8 CA +++ In mathematics, a percentage is a way of
expressing a number as a fraction of 100 (per cent
meaning “per hundred”). Percentages are used to express
how large one quantity is relative to another quantity. The
first quantity usually represents a part of, or a change in,
the second quantity.
Refer students back to the part of the text where it says:
If we imagined that Brazil had 1, 000 inhabitants, 140 of
them would be Internet users. In the case of Chile, 420
would be Internet users.
Following the example students solve the problems.
(L.A: to connect information and mathematical knowledge).
Answers
a. 16. b. 26.4.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the READING activities and how
they helped them to understand the texts.
Emphasise the importance of this process to
decide what actions to take to improve and solve
problems. Encourage them to be honest and to
keep a record of their answers in a special section
in their notebooks.
For more information on Self-evaluation see
page 9 of the Introduction.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in their
own words.
For more information on the Joke Time section see
page 8 of the Introduction.
AFTER YOU READ
Language Note
Condicionals
This Language Note provides information on the
First Conditional. Help students work out the
general rule and elicit / give more examples,
following the pattern.
For more information on the Languages Note
section see page 8 of the Introduction.
9 EA + Make sure students understand the structure
before doing the exercise. Provide more examples if
necessary, by asking these questions.
What will happen if the teacher gets sick tomorrow?
What will you do if you have a toothache?
What will you do if your favourite uncle invites you to the
cinema?
What will happen if you take the wrong bus to school?
(L.A: to consolidate language item).
Answers
If we don’t look after the planet, it will die one
day.
If you cook lunch, I’ll wash the dishes.
If you eat so much meat, you’ll have problems
with your heart.
If you give me a discount, I’ll buy this dress.
If you study hard, you will pass the test.
She will look completely different if she cuts
her hair.
They will come to the party if you invite them.
PAGE 163
Quote of the day
understood and where their shortcomings lie in order to
correct them as soon as possible. Help them check answers
and work out their score (each answer is worth 2 points).
Answers
a. will learn. b. use. c. will be. d. will start.
e. learn. f. will give.
TAPESCRIPT - ORAL PRACTICE
a. Students will speak really fast if they get a chance to
practise more.
b. If you use biodegradable products, you will protect the
environment.
c. If the report is not on my desk by tomorrow you will be in
big trouble!
d. If Nick doesn't come soon, we will start without him.
e. If I learn Japanese by the end of this year, I will travel to
Tokyo and Kyoto.
f. If I don't hear from you by Monday, I will give the job to
someone else.
11 EA ++Tell students to look at the pictures and describe
them. Then, they should look at all the bubbles and form
conversations corresponding to each picture. Students write
the 4 conversations in their notebooks, repeat after the
recording and practise them taking turns to be A and B. They
choose one conversation to role play it in front of the class.
(L.A: to form conversations and role play them following a
model).
Answers
Picture i: d – f. Picture ii: h – c. Picture iii: b –
a. Picture iv: g – e.
TAPESCRIPT - ORAL PRACTICE
A: If the weather is nice tomorrow, we will all go to the beach.
B: Great! I love lying in the sun and swimming, if it’s not too cold.
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
A: Why do I have to eat this?
B: If you eat an apple a day, you will be very healthy.
10 MINITEST
A: Which dress, do you think?
B: If you want the dress to match your shoes, you will buy the
blue one.
When testing your students’knowledge it is very important
to establish the WHY of the test. Are you testing previous
knowledge, proficiency, abstract thinking, knowledge
learnt in the class, their predicting abilities, etc? In the
MINITESTS the objective is to find out how much students
A: If you sit in the rain for much longer, you will catch a cold.
B: Oops! I was enjoying the raindrops on my face!
12 FL Ask fast learners to write their own dialogues. They can
get into pairs and practise both dialogues. If there is time,
ask them to role play them in front of the class.
COMPUTERS AND THE WWW
129
PAGE 164
LISTENING
CAN YOU FIX MY COMPUTER?
Background information
The history of computers starts out about 2000 years ago, at the
birth of the abacus, a wooden rack holding two horizontal wires
with beads strung on them. Blaise Pascal is usually credited for
building the first digital computer in 1642. It added numbers
entered with dials and was made to help his father, a tax
collector. In 1671, Gottfried Wilhelm von Leibniz invented a
computer that was built in 1694. It could add, and, after
changing some things around, multiply. The prototypes made by
Pascal and Leibniz were not used in many places, and considered
weird until a little more than a century later, when Thomas of
Colmar (A.K.A. Charles Xavier Thomas) created the first
successful mechanical calculator that could add, subtract,
multiply, and divide.
BEFORE YOU LISTEN
American v/s British English
Draw students’ attention to the different words.
Remind them that both the British and the American
versions are correct, but that they should choose one
variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
1 EA + Ask students if they know what an advertisement / ad is.
Do they know the difference between publicity and propaganda?
Where can they find advertisements? Have they ever placed /
used an advertisement? Ask students to read the three ads. Help
with new words or tell students to use a dictionary. Ask them to
choose the ad they find the most convincing.
(L.A: to relate topic and own experience).
Background information
Publicity - a message issued on behalf of some product or cause
or idea or person or institution.
Propaganda - a type of message aimed at influencing the opinions
or behaviour of people. Publicity is a form of commercial propaganda.
2 EA ++ Ask students to explain what a synonym is. Tell
them to give you a few examples, in English and in
Spanish. You can draw a synonym map on the board to
help students visualise words.
130
UNIT 7
Students of English should practise a lot.
Learners of English should practise a lot .
Student
Learner
___________
___________
Ask students to make a synonym map for two more synonyms
- for example fix (mend, repair, renovate, patch up).
(L.A: to identify key words).
Answers
fix – repair; laptop - portable computer;
opposite - in front of; power – energy; respond
– answer; turn on - switch on; underground subway.
PAGE 165
3 CA + + Students go through the list of characteristics and
decide which ones are important and which ones are not when
requesting a service. Tell students to justify their choices.
(L.A: to connect topic and own ideas).
WHILE YOU LISTEN
Learning tip
Analyse this learning tip with the class and
emphasise the importance of concentrating not only
on the spoken or written words, but also on any
other clues that can help them clarify meaning. For
more information on the Learning tip section see
page 8 of the Introduction.
4 EA + + Before students listen to the recording, tell them to
look at the pictures. Play the recording once or twice. Check orally.
(L.A: to find specific information using visual clues).
Answers
a. i. b. i. c. ii. d. iii. e. ii.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the listening activity they have just
finished and decide how the illustrations and any
other clues helped them to understand the text.
Emphasise the importance of this process to decide
what actions to take to improve and solve problems.
Encourage them to be honest and to keep a record of
their answers in a special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
5 EA + + Students copy the extract in their notebooks
before listening to the recording again. Most listening
exercises are best done individually as students do not get
distracted talking to each other and listening to the noise
rather than to the recording. If necessary, help with the proper
names they will need to fill in the blanks: Canary Wharf and
Liverpool Station.
(L.A: to find specific information).
Answers
Canary Wharf - 6 o’clock – meeting - Liverpool
Station – right - one hour.
Background information
Canary Wharf is a large business and shopping development in
London, located in the London Borough of Tower Hamlets, centred
on the old West India Docks in the London Docklands.
(Docklands is the semi-official name for an area in the east of
London, England, comprising parts of several boroughs
(Southwark, Tower Hamlets, Newham and Greenwich) in Greater
London. The docks were formerly part of the Port of London, at one
time the world’s largest port. They have now been redeveloped
principally for commercial and residential use.
Canary Wharf contains the UK’s three tallest buildings: One Canada
Square (sometimes known as the Canary Wharf Tower) at 235.1
m; followed by 8 Canada Square and the Citigroup Centre, both at
199.5 m. According to the official Canary Wharf website, One
Canada Square is actually 244 metres tall.
PAGE 167
6 CA ++ Read the statements with the class. Then give
them time to copy them in their notebooks. Play the
recording again once or twice. Check orally.
Alternatively, you can divide the class into groups of 3
students; each student in the group gets assigned two
statements he/she has to pay attention to. For example,
student A must pay attention to the information that will
help him / her answer questions a. and b. After they listen
to the whole recording students discuss their answers in
their groups. They must substantiate their choice providing
supporting information, for example: Statement a. is true.
The client says so and also how would he take a bigger
computer to the repair shop?
(L.A: to discriminate between correct and incorrect
information).
Answers
a. True. b. False. (he lives in Canary Wharf).
c. Not mentioned. d. True. e. False. (he is fixing
another computer which he must do before six
o’clock). f. Not mentioned.
7 CA ++ Read the phrases and sentences with the class;
tell them to try and remember who said them. Then play
the recording again for students to check their answers.
Check orally.
(L.A: to relate texts and speakers).
Answers
a. the client. b. the technician. c. the client.
d. the client.
TAPESCRIPT - CAN YOU FIX MY COMPUTER?
Stephen:
Client:
Stephen:
Client:
Stephen:
Client:
Stephen:
Client:
Stephen:
Client:
Stephen:
Client:
Stephen:
Client:
Stephen:
Client:
Stephen:
Fast Fix Computers, Stephen speaking.
Hi, I’ve got a problem with my laptop.
What kind of problem?
I think it’s the power source because the computer
doesn’t respond at all. I try to turn it on but nothing
happens.
Yes, it does sound like the power source.
Do you think you could fix it today?
Where do you live?
Canary Wharf.
Oh, sorry. I couldn’t go today. I’m working on
another computer and have to finish by 6 today.
Gosh, it’s very important. I have an important
meeting tomorrow and have to get a PowerPoint
presentation ready.
Unless you could bring it to the shop…
That’s a good idea. Where are you?
Right in the City, in Bishopsgate. Could you bring
the computer by 2 o’clock?
Sure, no problem. Which underground station is the
closest to you?
Liverpool Street. It is the one right after Moorgate
station.
Can you give me the directions, please?
When you leave the station, turn right and then at
the corner of Bishopsgate turn right again. Then,
COMPUTERS AND THE WWW
131
walk for about two blocks and you will find my
shop. It is between an Indian restaurant and a
bank, opposite a shoe boutique.
Thanks, I will be there in about an hour.
Client:
AFTER YOU LISTEN
8 EA + Ask students to look at the three pictures before
they read the ads. What can they see in the pictures? Then,
they read the ads and match them with the photos. You
can extend this exercise asking students to mention other
services they know, for example web design services,
baby-sitting, etc.
(L.A: to match visuals and information).
Answers
a. – i. b. – iii. c. – ii.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
American v/s British English
Draw students’ attention to the different words used
in each variety of English. Remind them that both the
British and the American versions are correct, but
that they should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 168
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
9 EA ++ One way of improving students’ vocabulary is
teaching them which words go with which other words
(verbs with nouns, or nouns with nouns, etc.) For example:
Do you make or do a mess? Collocations are normally
defined as common word combinations such as ‘bright
idea’ or ‘talk freely’ and are the essential building blocks of
132
UNIT 7
natural-sounding English. Help them to use, or not use the
definite article (the) and the indefinite article (a / an).
(L.A: to build up vocabulary).
Answers
With computer: an Apple computer, a fast
computer, a slow computer, to buy a computer,
to fix a computer, to use a computer, a
computer course, a computer hacker, a
computer problem, a computer programme,
computer software, a computer virus.
With Internet - to surf the Internet, to use the
Internet, to search the Internet, an Internet
connection, an Internet course, Internet
Explorer, an Internet problem.
10 MINITEST
Students copy the text in their notebooks; then they read
the words in the box and complete it. Play the recording for
them to check their answers. Help them work out their score
(each correct blank is worth one point).
Answers
complex – calculations – ago – abacus –
Calculator – conditioner – chip - hand.
TAPESCRIPT - ORAL PRACTICE
Machines for doing complex mathematical calculations were
known many thousands of years ago. The first one was the
Chinese abacus - a set of counting beads in rows on a frame.
But by 1945, ENIAC - the Electronic Numerical Integrator and calculator had been born. It took up a very large room and had
its own air conditioner. Now, thanks to developments such as
the computer chip, a computer with the same capability can fit
into the palm of your hand.
11 EA ++ Play the recording with pauses for students to
repeat the paragraph. Tell them to work in groups of three
or four students to read a part of the paragraph each,
imitating pronunciation, intonation and accentuation.
(L.A: to imitate a model).
12 FL Refer fast learners back to the advertisements on page
167 or you can bring other ads from the Internet. A good place
to look for short ads is www.yellowpages.com . Then tell them
to write a similar ad for one of the services in the exercise.
Invite them to share the ads with the rest of the class.
(L.A: to consolidate language).
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 169
READING
COMPUTER SAFETY
BEFORE YOU READ
Cartoon
Ask students to look at the cartoon and describe it. What’s the
point? Can they tell you what the cartoon is trying to convey?
1 EA + The popularity and rise in usage of real time textbased communications, such as instant messaging (a type
of communications service that enables you to create a
kind of private chat room with another individual in order
to communicate in real time over the Internet), e-mail,
Internet and online gaming chat rooms, discussion boards
and cell phone text messaging, has seen the emergence of
a new language tailored to the rapidity and compactness
of these new communication media. There is no time or
space to write full words when each word in a text
message has a price - it is much faster and cheaper to
abbreviate words and get the message out fast! It is quite
possible that your students will be more familiar with
these abbreviated messages than you are!
(L.A: to relate content and personal experiences).
Answers
a. tonight. b. all right. c. all my love. d. are you.
e. see you soon. f. thanks. g. before. h. your.
i. address. j. hugs and kisses.
2 EA + First students “transcribe”these messages in their
Answers
a. Can you add me to your address list?
b. Can you send me your pictures – in a
swimsuit? c. I’d love to see what you look like –
can we meet in person? d. Are you a boy or a
girl? e. Are you dating anybody? f. What are
your hobbies? g. What school do you go to?
h. What’s your address? i. What’s your birthday
date? j. Will you chat tonight? k. Will you see
me?
PAGE 170
3 EA ++ Explain to students that there are words called
homographs that share the same spelling but have
different meanings. When spoken, the meanings are
sometimes, but not necessarily, distinguished by different
pronunciations. Homophones are words that are
pronounced the same but differ in meaning. For example: Be
happy / A bee in the grass; Let’s buy some fruit; Good bye!
You can write a short list of homographs on the board:
Dove /
/ = se zambulló; / / = paloma;
Bow /
/ = arco (de flecha) /
/ = hacer reverencia
Minute /`minit / = minuto /mai`njut / = diminuto, etc.
Do students know any in Spanish? For example: lista de
asistencia / ¿Estás lista?
(L.A: to identify key words).
Answers
boot – v – b; bug – iii – a; cookie – ii – e; crash –
vii – c; driver – i – d; surf – iv – f; web – vi – g.
4 EA + It is important to interact with the 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. In this exercise students predict the words they
will find in the text. Do not check answers at this point.
(L.A: to make predictions).
PAGE 171
notebooks. Then tell them to read the questions aloud and
discuss in their groups which ones are safe and which ones
WHILE YOU READ
are not. Check the transcription of the messages on the board
and their answers about which messages are safe, orally.
Did you know that...
(L.A: to relate content and previous knowledge and
experience).
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
COMPUTERS AND THE WWW
133
5 EA + Students read the text quickly and check their
predictions. Check orally.
(L.A: to validate predictions).
For more information on the Joke Time section see
page 8 of the Introduction.
PAGE 172
6 EA ++ Students read the text and match the headings
with the corresponding paragraph.
(L.A: to identify general idea of paragraphs).
Answers
i – d. ii – b. iii – e. iv – a. v – c.
7 EA ++ Read the statements with the class. Tell keener /
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it. For more
information on American v/s British English see
page 8 of the Introduction.
faster students to correct the false statements in their
notebooks. Check orally.
(L.A: to discriminate between correct and incorrect PAGE 173
information).
AFTER YOU READ
Answers
a. True. b. True. c. True. d. False. (Teens are
more at risk).
8 CA ++ Students read all the possible titles and select
one they think would be the best for the text. Check orally.
Alternatively, you can divide the class into four groups,
write the four titles on pieces of paper and give one to
each group. Tell them to write two arguments for their
title. The group that has the best arguments for their title
gives the name to the text.
(L.A: to synthesise information).
Answers
May vary.
9 CA ++ Building vocabulary skills improves reading
comprehension and reading fluency. Without building a
large vocabulary, students cannot read successfully.
Building vocabulary is far more than memorising words.
Ideally, students should live in a rich language
environment, and the teacher should provide them with
every opportunity to enrich their vocabulary.
(L.A: to identify key words and synonyms).
Answers
a. encounter. b. hacker. c. belligerent.
d. bullies. e. jeopardise.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
134
UNIT 7
Language Note
Possibilities
This Language Note provides information on
different ways to express possibility. Encourage
students to work on their own and discover how
this language item works.
For more information on the Languages Note
section see page 8 of the Introduction.
10 EA + Provide and elicit more examples to practise the two
ways to express possibility. You can show students
flashcards (if available) or magazine cut-outs asking them
what could / might happen. For example, in a picture where
a man is running after a train students say: He could be too
late to catch the train; he might fall down and have an
accident, etc.
(L.A: to consolidate a language item).
Answers
a. They might not be at home now. b. It might
be sunny tomorrow. c. A thief could open that
window. d. The computer could crash. e. They
might come home late.
11 EA ++ This exercise can be done in pairs. Tell students to
copy the chart in their notebooks. Then they take turns to
read the paragraphs and write the corresponding words in
the table. Check on the board.
(L.A: to classify words from the text).
Answers
Users
teenagers
PAGE 175
Actions
Specific nouns
participate inappropriate material
younger children access
sexual messages
young person
provide
child molestation
child
arrange
bullying
family
download bugs
hacker
hateful messages
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
PAGE 174
12 MINITEST
When testing your students’knowledge it is very important
to establish the WHY of the test. Are you testing previous
knowledge, proficiency, abstract thinking,knowledge learnt
in the class, their predicting abilities, etc? In the MINITESTS
the objective is to find out how much students understood
and where their shortcomings lie in order to correct them as
soon as possible.
Possible Answers
b. What will the weather be like? It might be
sunny. c. What do you think is inside? It might
be a bomb. d. Why is the lift not coming? It
could be stuck on the third floor. e. Is Miss
Flynn here? She might be in her classroom.
f. I can’t find my MP3. It could be under the bed.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the minitest they have just finished.
Emphasise the importance of this process to decide
what actions to take to improve and solve problems.
Encourage them to be honest and to keep a record
of their answers in a special section in their
notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
13 CA +++ Ask students to read the complete instructions
for this exercise very carefully. They read the 10 computer
safety rules. They work in pairs to turn the rules into a
questionnaire which they should write in their notebooks,
using the chart and following the model provided in their
books. Play the recording once or twice for students to check
their questions, and once or twice with pauses for students
to practise saying the questions. Afterwards, they ask and
answer the questions with a different partner. Finally
students work out and compare their scores.
(L.A: to write and apply a questionnaire on computer safety
rules).
American v/s British English
Draw students’ attention to the different words.
Remind them that both the British and the American
versions are correct, but that they should choose
one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
14 CA +++ Here are some useful phrases that you can
practise before students do this exercise.
Agreeing: I agree / So do I / Me too / Me neither. (Agreeing
about a negative idea.) I don’t either. (Agreeing about a
negative idea.) / You’re right / That’s right / Good idea / I
think that’s a good idea.
Disagreeing: I disagree / I don’t think so / No, that’s not
right / Yes, but... / I’m sorry, but I don’t agree.
(L.A: to participate in conversations about the topic of the
lesson).
15 FL This writing exercise should not be long and you should
not expect elaborate pieces of writing from students. As the
name suggests, a summary is a condensed version, in your
own words, of the writing or of the thoughts of someone else.
A student asked to summarise something should:
a. find the overall thought or idea of a text or speech.
b. isolate the main points.
c. find the important supporting details.
d. keep the summary short.
e. not make personal comments or judgements.
(L.A: to organise information to write a summary).
COMPUTERS AND THE WWW
135
PAGE 176
PAGE 177
LISTENING
E-COMMERCE
BEFORE YOU LISTEN
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
1 EA + Start with the definition of commerce. What is it?
How would students define it? Are trade and commerce
synonyms?
Commerce: Transactions having the objective of supplying
commodities (products that can be bought or sold).
Ask them to read the definitions a. - c. and choose the best
one for e-commerce. Where does the e in e-commerce come
from? (electronic).
(L.A: to infer the meaning of key lexical items).
Answers
b.
2 EA ++ Ask students to name the products in the
pictures. Which ones are usually bought as part of ecommerce? Which ones are not? Why? After students
decide tell them to make a list of more products that are
usually sold over the Internet.
(L.A: to relate topic and previous knowledge).
Answers
May vary.
3 EA + At this stage students should be able to
differentiate between guessing and predicting. If not, ask
them what they think the difference is. When guessing,
students simply choose an answer they think might be
true. In predicting, they look for and use clues such as
pictures, title, previous exercises, etc., and also their
previous knowledge. Do not check answers at this stage.
The general purpose of predicting before listening is
• to increase comprehension.
• to give listening a purpose.
• to make students think while listening.
• to create active learning rather than passive.
(L.A: to use visual clues to predict content of a text).
136
UNIT 7
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
4 CA + Remind students that words with e- (electronic)
should use a hyphen: e-commerce, e-mail, etc.
(L.A: to use previous knowledge to infer meaning of key
words).
Answers
e-bay, e-business, e-government, e-mail,
e-bank, e-solutions.
Other words in this group are e-news, e-world, e-cash, e-money, eservice, e-zine (a part-promotional, part-informational newsletter
or magazine distributed on the Internet (the name comes from the
word magazine)
WHILE YOU LISTEN
5 EA + Students listen to the recording once and check
their predictions in exercise 3.
(L.A: to validate predictions).
Answers
c.
6 EA ++ Tell students to look at the options before they
listen to the recording once again. Ask them to take notes
to help them do the exercise.
(L.A: to identify correct information).
Answers
a. iii. b. ii. c. i. d. iii. e. i. f. ii.
PAGE 178
7 EA +++ Students read the statements before they
listen to the three speakers again. Tell keener / faster
students to correct the statements that are false.
(L.A: to discriminate between correct and incorrect
information).
Answers
a. True. b. Not mentioned. c. True. d. False. (she
says that you can get the delivery to your
doorstep). e. True. f. True.
TAPESCRIPT - E-COMMERCE
Claire: ... so I said to him, don't buy on the Net; it's dangerous
to use your credit card with someone you don't know;
they can use your number and your name, and what
are you going to tell the bank?
Alice: And what did he want to buy on the Net?
Claire: A present for his girlfriend.
Dan: Much better to go to the nearest florist or even the
supermarket and get her a bunch of flowers and a card.
Alice: I think it's a good idea to buy things on the Net, but
there should be some restrictions, for example, buyers
should be over 18.
Dan: That's a good idea, but how can you check that on-line?
Alice: I don't know! Anyway, I think in general buying on-line
is fairly safe, and there are so many electronic options.
In my opinion, the best is Amazon; you can get anything
there, from books to toys to garden equipment.
Claire: Is the process of buying very complicated?
Alice: No, it is quite easy. First you must register and get a
password, and then you just shop. I normally get all
my music and books this way. Besides, you get the
packages delivered right to your doorstep.
Dan: There are some things I'd never buy on the Internet. I
like to see, smell and touch my food before I buy it. The
same with any kind of service with high credence
value, such as a doctor or a dentist.
Claire: But have you done any on-line shopping?
Dan: Not really shopping, but my wife and I had two very
good experiences last month. First I hired a mechanic
for my car and he did a very good job; he fixed my old
Toyota as new.
Alice: And your wife?
Dan: She got the pest exterminators because she had seen a
mouse - not a computer one - in the kitchen and
another one in the dining-room. They came in their
shiny red truck, took out their gear and you know
what? Since then, not a single mouse in our house.
Claire: Wow, you were lucky!
AFTER YOU LISTEN
8 MINITEST
When testing your students’knowledge it is very important to
establish the WHY of the test. Are you testing previous
knowledge, proficiency, abstract thinking, knowledge learnt
in the class, their predicting abilities, etc? In the MINITESTS
the objective is to find out how much students understood
and where their shortcomings lie in order to correct them as
soon as possible. Ask students to read the words in the box
before completing the conversation. Play the tape once or
twice for them to check their answers. Help them to work out
their score (each correct blank is worth 1 point)
Answers
Internet – Internet - credit card – card – register
– name – country – postage - password – user
– register – password – sites - Purchase Order
TAPESCRIPT - ORAL PRACTICE
Elaine: You can get it from the Internet.
Rodrigo: I have never bought anything from the Internet.
Elaine: Come on! Take the bull by the horns. First, you will
need a card, for example Visa or Master.
Rodrigo: I don't have one but I could ask my father to use his
credit card.
Elaine: Then, you will have to register some details such as
your name and surname, your address and
telephone number.
Rodrigo: What if you live in a different country?
Elaine: It doesn't matter; postage will be a little bit more
expensive but they will send it to you wherever you live.
Rodrigo: Does it take long?
Elaine: A couple of weeks. But remember to write down
your password and user name when you register you will need it in the future.
Rodrigo: I always use the same password for all the Internet
sites.
Elaine: Ah, and write down the purchase order number so
you can track down where your package is.
9 EA ++ Play the recording with pauses for students to
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
repeat. Tell them to practise in pairs, taking turns to be
Elaine and Rodrigo. Invite some pairs to role play the
dialogue in front of the class.
(L.A: to imitate a model).
COMPUTERS AND THE WWW
137
PAGE 179
PAGE 180
10 CA + Throughout their life students will find themselves
in situations where they have to fill in forms - whether for
tax purposes, at a doctor’s office or in a bank. This is good
practise in both form filling and in English! Tell students to
study the e-commerce purchase form and copy it in their
notebooks. Then, they ask their partner questions related to
the rubrics in the form, for example: What is the name of
your organization? Or What organization do you work for?
After all questions have been asked and the spaces filled in,
it is the other student’s turn.
(L.A: to ask and answer questions to fill in a form).
American v/s British English
Draw students’ attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
JUST FOR FUN
Treat this page as if it were “owned” by your students. It is their
page and they should do it in their own time or at home.
However, be willing to answer questions as they arise and invite
them to share answers. Remind them that, like the rest of the
book, they should not scribble or write on this page.
For more information on the Just for Fun section see page 7 of
the Introduction.
PAGE 181
PROJECT
• Help students form groups, assign roles and tasks for each
member and provide materials if necessary.
• Read the instructions with the class.
• Give them about a week to find and choose pen-pals, and write
their first e-mail.
• Check the e-mails before they send them.
• Encourage them to share answers received with the rest of the
class.
For more information on Collaborative work see page 10 of the
Introduction.
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
11 FL Tell students to look at the pictures and then read the
e-advertisements. Which picture goes with which product?
What are the key words that made them choose?
(L.A: to relate texts and pictures).
Answers
a. – ii. b. – iii. c. – i.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the SPEAKING activities. Emphasize
the importance of this process to decide what actions
to take to improve and solve problems. Encourage
them to be honest and to keep a record of their
answers in a special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
138
UNIT 7
American v/s British English
Draw students’ attention to the different words used
in each variety of English. Remind them that both the
British and the American versions are correct, but
that they should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
SYNTHESIS
Use this section to check students’ learning process and answer
all the questions they might have.
For more information on the Synthesis section see page 8 of the
Introduction.
PAGE 182
EXTRA ACTIVITIES
For more information on the Extra activities section see page 8 of
the Introduction.
Answers
1. a. - virus. b. - transmitted. c. - written. d. - fun.
e. - reproduce. f. - diseases. g. - e-mail.
h. – suspicious.
2. a. - vi. b. - iv. c. - i. d. - ii. e. - iii. f. – v.
3. May vary.
4. a. might. b. could. c. could. d. might. e. could.
PAGE 183
CONSOLIDATION ACTIVITIES
For more information on the Consolidation activities see page 8
of the Introduction.
Answers
1. Will vary.
2. Hidden Computer words: bug, cookie, hacker,
internet, keyboard, laptop, software, surfing.
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3. A software bug (or just “bug”) is an error, flaw,
mistake, “undocumented feature”, failure, or
fault in a computer programme that prevents it
from behaving as intended (e.g., producing an
incorrect result).
Computer software is a general term used to
describe a collection of computer programmes,
procedures and documentation that perform
some tasks on a computer system.
A keyboard is an arrangement of buttons or
keys. A keyboard typically has characters
engraved or printed on the keys; in most cases,
each press of a key corresponds to a single
written symbol. In computing, a keyboard is
partially modelled on the typewriter keyboard
A hacker is someone involved in computer
security / insecurity, specialising in the
discovery of exploits in systems (for
exploitation or prevention), or in obtaining or
preventing unauthorized access to systems
through skills, tactics and detailed knowledge.
A laptop computer, or simply laptop (also
notebook computer, notebook and notepad) is
a small mobile computer, which usually weighs
around 1 to 8 kilograms, depending on size,
materials, and other factors.
The Internet is a worldwide, publicly
accessible series of interconnected computer
networks that transmit data by packet
switching using the standard Internet Protocol
(IP). It is a “network of networks” that consists
of millions of smaller domestic, academic,
business, and government networks, which
together carry various information and
services, such as electronic mail, online chat,
file transfer, and the interlinked web pages and
other resources of the World Wide Web
(WWW).
HTTP cookies, or more commonly referred to
as Web cookies, tracking cookies or just
cookies, are parcels of text sent by a server to a
web browser and then sent back unchanged
by the browser each time it accesses that
server.
Surfing is the name of the activity commonly
used to describe the action of looking for
information on the Internet.
PAGE 184
TEST YOUR KNOWLEDGE
This is an opportunity for re-examining difficult questions and
fitting 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 next unit.
Answers
READING - COMPUTER VIRUSES
1. a. False. (A virus is a computer programme
written to alter the way a computer operates
without the permission or knowledge of the user)
b. Not mentioned. c. True. d. True. e. Not
mentioned. f. True.
2. a. replicate. b. expert. c. infect. d. message.
LISTENING - HACKERS
3. a. Jerome. b. Gary. c. Jerome. d. Gary.
e. Jerome.
COMPUTERS AND THE WWW
139
TAPESCRIPT - HACKERS
Jerome:
Gary:
Jerome:
Gary:
Jerome:
Gary:
Jerome:
Gary:
Jerome:
Did you hear about hackers messing up the NASA
website again?
Yeah, it’s really amazing how some kids know
how to do it. I’d love to have a hacker friend.
Hacking is illegal and could get you into prison.
I don’t think so. It’s just harmless fun.
Harmless fun? Sometimes hackers can do a great
deal of damage.
Like what, for example?
Like, for example, promoting racial hatred or
causing problems between two neighbouring
countries or they can place incorrect information on
a website and cause problems for a lot of people.
I think you’re being too serious. Hackers are just
young kids who want to show that they have the
computer skills to do whatever they want.
That’s just what I’m talking about. They want to
show they can do whatever they want and it
might cause problems for others.
LANGUAGE
4. a. send. b. will help. c. learns. d. will buy.
5. If the weather is good, we will go on a long trip to the
mountains; If you give him your number, he will call you at
work; She will make a fruit cake if you give her the recipe.
6. They might come to visit. b. She could call you tomorrow;
c. You could pass this test. d. They might arrive late.
7. a. He might catch some fish. b. She might get a cold. c. He
might win the lottery. d. He might win the race.
SELF - EVALUATION
Motivate students to reflect on their performance
throughout the unit and make decisions concerning
steps to solve problems and improve.
For more information on Self-evaluation see page 9
of the Introduction.
140
UNIT 7
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 7
READING - CHILD GROOMING
LISTENING - A FACEBOOK ACCOUNT
Child grooming, in the context of this article, refers to actions 4 Listen and answer the following questions.
5 pts.
deliberately taken by an adult with the aim of befriending and
establishing an emotional connection with a child, in order to
lower the child’s inhibitions with the intent of later having sexual
contact or raping the child.
Child grooming over the Internet
Child sex abusers find the Internet an easy place to take part in a
variety of child sexual abuse activity including contact with children,
due to the anonymity of the medium. Sexual grooming of children
also occurs on the Internet. Some abusers will pose as children
online and make arrangements to meet with them in person.
Examples of grooming activities
• Taking an inappropriate interest in someone’s child (having a
“special” friend).
• Giving gifts or money to the child for no apparent reason.
• Talking about sexual topics that are not age-appropriate.
• Invading the child’s privacy (e.g. walking in on him / her in the
bathroom).
• Hugging, kissing, or other physical contact, even when the
child does not want this attention.
• Talking to the child about problems that would normally be
discussed with adults (e.g. marital problems).
1 Read the text and answer these questions.
2 pts.
a. What does Sarah ask her friend Mark?
__________________________________.
b. Does Sarah have a Facebook account?
__________________________________.
c. Who wants to add Sarah to Facebook?
__________________________________.
d. What does Facebook offer?
__________________________________.
e. How can Facebook users avoid undesirable contacts?
By ________________________________.
5 Listen again and decide if the following sentences are true
4 pts.
(T) or false (F).
a. ___ Sarah deleted her Hi5 account because of a guy
obsessed with her.
b. ___ Facebook is very similar to Hi5.
c. ___ In Myspace, you can’t avoid undesirable users.
d. ___ In Facebook, people can view your profile.
a. Why is the Internet used by child abusers?
ORAL PRODUCTION
b. What three examples of grooming activities can you
6 Read the text about child grooming and discuss the
mention?
8 pts.
following statements with your partner.
2 Choose the idea that best describes the text.
1 pt.
a. It’s all right for children to surf the web alone.
a. It explains how to make cyber friends.
b. Children shouldn’t talk or chat with strangers.
b. It describes a risky situation for children
c. Children should avoid physical contact with older people.
c. It explains how to avoid sexual abusers.
WRITTEN PRODUCTION
3 Match the words in A (in italics in the text) with the
definitions in B.
A
a. Aim
4 pts.
B
i. The crime of forcing somebody to have
sex with you, especially using violence.
b. Hugging ii. To pretend to be somebody in order to
deceive other people.
c. Pose
iii.The purpose of doing something; what
somebody is trying to achieve.
d. Rape
iv. To put your arms around somebody and
hold them tightly, especially to show
that you like or love them.
7 Write your answer to this question, giving reasons. 6 pts.
Is Internet a good alternative to meet more friends?
REVISE 0
GOOD
AGAIN to 15 JOB!
9
16
to 27
18
EXCELLENT!
26
to 30
TOTAL
COMPUTERS AND THE WWW
30
PTS
141
PHOTOCOPIABLE
MATERIAL
ANSWERS TO EXTRA TEST UNIT 7
TAPESCRIPT - A FACEBOOK ACCOUNT
1. a. The Internet is used by child abusers because of the
anonymity of the medium.
b. Any three of these: Giving gifts or money to the child for
no apparent reason / Taking an inadequate interest in
someone’s child (having a “special” friend) / Talking about
sexual topics that are not age-appropriate / Invading the
child’s privacy (e.g. walking in on him / her in the
bathroom) / Hugging, kissing, or other physical contact,
even when the child does not want this attention / Talking
to the child about problems that would normally be
discussed with adults (e.g. marital problems).
2. b.
3. a. - iii. b. - iv. c. - ii. d. - i.
Sarah:
Mark:
Sarah:
Mark:
Sarah:
Mark:
LISTENING - A FACEBOOK ACCOUNT
Sarah:
Mark:
4. a. She asked about Facebook characteristics. b. No. She used
to have a Hi5 account. c. A friend. d. It offers a lot more
security. e. Blocking them.
5. a. F. b. T. c. T. d. F.
Sarah:
Mark:
Sarah:
WRITTEN PRODUCTION
Mark:
6. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
2 pts.
2 pts.
2 pts.
ORAL PRODUCTION
7. Assign points according to these criteria:
Correct information.
Pronunciation.
Fluency.
Turn-taking and dialogue tactics.
2 pts.
2 pts.
2 pts.
2 pts.
Sarah:
Mark:
Sarah:
Mark, a friend wants to add me to Facebook but I’m
not sure if I want to or not.
Why?
Actually, I used to have a Hi5 account but I deleted
it when I started getting emails from a guy I don’t
know who’s obsessed with guns!
Oh, that’s terrible!
Is facebook like Hi5 or Myspace?
Facebook is like MySpace in many areas. It allows
the search and contact of members, and allows
users that are “friends” to view each other’s profiles
and use features associated with that, such as
Comment Wall and Photos.
What are the differences then?
There are at least two major differences. The first is
that it does not allow the customisation of your
profile page.
And the other?
It offers a lot more security.
How much control would I have over who can view
my information and contact me?
You can change your privacy settings so that people
can search for you and contact you, but cannot
view your profile, all they’ll see is a profile “badge”
with your picture, network, and, if you are in a
school network, college, graduation year and field
of studies.
How can I avoid undesirable users?
You can block them; this will prevent them from
contacting you or even being able to find you in a
search.
Mm, I’ll have to think about it. Thank you, Mark.
Adapted from: http://answers.yahoo.com/question
142
UNIT 7
UNIT
8
JOY FROM WORK
In this unit you will learn to:
READING:
LISTENING:
use scanning to localise specific information.
identify specific information.
predict content from cognates.
infer meaning of words from the context.
localise specific information.
relate speakers and speech.
discriminate between correct and incorrect
information.
PRODUCTION: write a job advertisement.
write a curriculum vitae.
fill in a form.
participate in a job interview.
discuss a topic.
FUNCTIONS:
You will also learn:
GRAMMAR:
should and must.
sequence markers.
VOCABULARY: words related to jobs, professions and the job
market.
You will use the following text types:
READING:
job advertisements.
an extract from a book.
LISTENING:
personal reports.
a job interview.
a telephone conversation.
express recommendations and obligations.
express opinions.
express sequence.
You will pay special attention to these values:
Reflecting on the importance of jobs.
Respecting and accepting of any kind of job.
PAGE 187
INTRODUCTION
Talk to students about different jobs. Ask them what their
parents do, what they would like to do in the future. Ask them
what kind of qualities people need for different jobs. What do
they think of gender equality at work? What does “Same work Same pay”mean?
Explain the meaning of work both as a verb and a noun. Provide
examples.
She worked hard for better living conditions.
She works as a waitress.
Picasso's work can be divided into periods.
This essay needs extra work.
1. Tell students to look at the pictures, read the bubbles and
match them. Check orally.
Answers
i. - a. Keep your mouth open wide. ii. - b. You get
used to the darkness. iii. - c. It's the carburettor.
American v/s British English
Draw students' attention to the different
pronunciations of the word. Remind them that both
the British and the American versions are correct, but
that they should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
JOY FROM WORK
143
2. Use this exercise as the game it is. If there is time, check
answers on the board, getting different students first to draw
the grid and then write the different words they find.
Answers
Answers
May vary.
2 EA ++ Ask the students to look at the pictures and
decide in which sources they would look for job offers.
(L.A: to relate topic of the lesson with own reality).
Answers
May vary.
American v/s British English
3. Students talk about the pictures and say the names of the
jobs (doctor, diver, taxi driver, singer, shop assistant, fire
fighter/ fireman). Then, in pairs or groups they evaluate
which of the jobs are exciting, boring etc. Remind students to
respect each other's points of view.
Answers
May vary.
READING
LOOKING FOR A JOB
BEFORE YOU READ
Cartoon
What is funny about the cartoon? Could this situation happen in
real life? Would students follow a family tradition to keep their
parents happy? Why/ Why not?
1 EA + Class discussions help students to examine,
evaluate and share knowledge about a subject matter.
They provide an atmosphere for students to create new
ideas, view from different perspectives and improve their
communication and expression skills.
It is always advisable to set the correct atmosphere for
discussion. Here are a few examples:
• Sitting in a circle allows everyone to see and communicate
with each other.
• You may sit outside the circle to observe and control.
• In large classes of students may form different small
groups with their own circle.
• Don't insist too much on keeping the level of the discussion
low - that's one of the good things about a discussion!
Give students ample time to discuss the jobs and ask them
to justify their choices.
(L.A: to use vocabulary related to the topic of the lesson).
UNIT 8
PAGE 189
3 EA ++ For more information on cognates and false
cognates see page 11 of the Introduction.
(L.A: to identify cognates).
PAGE 188
144
Draw students’ attention to the different words used
in each variety of English. Remind them that both the
British and the American versions are correct, but
that they should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
Answers
agent; benefit; director; gastronomy;
reservations; salary.
4 CA ++ Tell students to copy the characteristics in their
notebooks and then mark them from 1 (not important) to 5
(extremely important). Then tell them to compare their
marks in their groups.
(L.A: to relate topic of the lesson with own reality).
Answers
May vary.
WHILE YOU READ
Learning tip
Analyse this learning tip with the class and
emphasise the importance of applying techniques
that may help students in their reading
comprehension process. For more information on the
Learning tip section see page 8 of the Introduction.
5 EA + Students scan the job ads on page 190 and quickly
find information that will allow them to answer questions
a. -f.
(L.A: to apply scanning to recognise general information in a text).
Answers
a. ad 1. b. ad 2. c. ad 1. d. ad 1. e. ad 1. f. ad 2.
6 EA ++ Tell students to go back to the two texts and
read them more in detail then write a few words about
each question.
(L.A: to identify specific information).
Answers
a. reservations agent; part-time cook. b. 1 - 2
years. c. $9.25 - $11.23. d. director. e. 8009000-700. f. another.
ERROR ALERT!
When you have a job, you earn money (not win).
Example: How much do you earn a month?
(NOT: How much do you win a month?)
7 EA +++ Go through the topics with students - ask them
to read them aloud before they go back to the text and
search for the information. Tell them to write down the
paragraph where they find substantiating information.
(L.A: to identify specific information).
Answers
a. and f.
8 CA ++ It might be necessary to direct students to the
text once more. Tell them to correct the false statements in
their notebooks.
(L.A: to discriminate between correct and incorrect information).
Answers
a. True. b. True. c. False. (There is no such
requirement). d. True. e. False. (You can apply
online).
PAGE 191
AFTER YOU READ
Language Note
Recommendations and obligations
This Language Note provides information on
recommendations and obligations, the way and
the verbs used to express these functions. Help
students identify the differences and elicit / give
more examples, following the pattern.
For more information on the Language Note
section see page 8 of the Introduction.
9 EA + You might want to provide more examples of should
and must before students go to exercise 9. You could refer to
students' everyday life. For example, ask them to tell you
three things they must do and three things they should do.
They might want to write the sentences in their notebooks
but check orally to make sure they understand the concept.
(L.A: to use a new language structure).
Possible answers
He must look out; He should study more; She
should eat more fruit; She should wear
warmer clothes; He should leave home earlier;
He must stop.
PAGE 192
10 EA ++ Ask students to first quietly read the dialogue
before they try to put in the words. Then, they fill in the
gaps. Ask students to form pairs and read the dialogue
aloud - one of them being the employee and one the
employer. Correct both grammar and pronunciation.
(L.A: to use and apply a new language structure).
Answers
must, should, should, should, must, shoult, must.
Joke Time
Allow student to read the joke on their own and share
comments in their groups. Ask them to explain it in
their own words.
For more information on the Joke Time section see
page 8 of the Introduction.
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Employer: The rules are very simple. You must arrive at 8 am
every day and leave at 6 pm.
Employee: No problem. This is from Monday to Friday, right?
Employer: Yes. Saturdays and Sundays are free. When you
come, you should sign this card so we will know
you are in. You should also sign it before you leave
in the evening.
Employee: Should I bring my lunch from home or are there
any restaurants nearby?
Employer: I think you must bring your lunch. The nearest
diner is 20 minutes from here and your lunch
break is only one hour.
JOY FROM WORK
145
Employee: How about working clothes? Should I bring my
own or do we get clothes here?
Employer: We will give you a uniform. But you must wash it
every week.
American v/s British English
Draw students' attention to the different words used
in each variety of English. Remind them that both the
British and the American versions are correct, but
that they should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
11 CA + Game: 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.
(L.A: to use vocabulary related to the topic of the lesson).
ERROR ALERT!
Wear a uniform (NOT: use a uniform).
12 FL Refer student's back to the two ads on page 190. What
kind of language do the ads use? Is it very technical? Are the
ads long? Why not? What are the most important points to
put in an ad advertising a job?
You can bring other ads to class - either in Spanish or in
English. Analyse them with students before they do exercise
12. After students finish, tell them to give their ad to a
partner for proof-reading.
(L.A: to write a job advertisement).
SELF - EVALUATION
Give students a few minutes to think about their
main problems in the lesson. Emphasize the
importance of this process to decide what actions to
take to improve and solve their problems. Encourage
them to be honest and to keep a record of their
answers in a special section in their notebooks.
For more information on Self-evaluation see page 9
of the Introduction.
146
UNIT 8
PAGE 193
LISTENING
WHAT‘S MY JOB?
BEFORE YOU LISTEN
Learning tip
Analyse this learning tip with the class and
emphasise the importance of concentrating on the
differences in meaning that can help them to
understand the texts. For more information on the
Learning tip section see page 8 of the Introduction.
1 EA + Tell students to read the words in the box aloud. Do
they know their meaning? Can they give you examples? Ask
them to fill in the gaps in sentences a. - e. using the words
provided. Check orally.
(L.A: to infer meaning of key words).
Answers
a. living. b. work. c. profession. d. to work,
employment. e. unemployed.
2 EA ++ It is important to interact with the 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. In this exercise students predict the
contents on the basis of provided information - title of unit,
and previous exercises. Do not check answers at this stage.
(L.A: to use key words to predict content of a text).
3 CA + This is a very simple Venn diagram used in the set
theory in mathematics although we can apply it to many
other aspects of our life. Venn diagrams are useful as a
graphic organisation tool when comparing two things. In
some simple Venn diagrams not more than two curves
intersect at a common point. Shared characteristics are
listed in the overlapping section allowing for easy
identification of which characteristics are shared and which
aren't. String or coloured yarn can be used to make circles on
the floor and pictures are strongly encouraged.
(L.A: to classify words).
Answers
Indoors: baking; computer repair; hair
dressing; selling clothes.
Outdoors: driving; gardening.
Either: carpentry; cleaning; selling clothes.
WHILE YOU LISTEN
4 EA + Students listen to three people talk about their
professions. They check their predictions after listening to
the recording once. Check orally.
(L.A: to identify general information).
Answers
education, patience, psychologist, security.
activities and advertised also appear.
5 EA ++ Ask students to read the instructions for the task
before you play the recording again. It is much easier for
students to look for specific information than trying to
remember the whole text and then do the activities.
(L.A: to identify specific information).
Answers
a. iii. b. iii. c. ii.
PAGE 194
6 EA +++ Students listen again and try to determine
which of the three speakers expressed the ideas; if
necessary, play the recording twice. It is important that the
teacher attends to the needs of ALL students - some of them
will need more listening practice.
(L.A: to identify speakers).
Answers
a. Speaker III. b. Speaker I. c. Speaker I.
d. Speaker II. e. Speaker III. f. Speaker II.
7 CA +++ Ask students to copy the sentences in their
notebooks. Ask them to tell you what word they THINK
should go into the spaces and write it in pencil. Then play
the recording again and ask them to fill in the space with
the correct word beside the one they wrote in pencil. Are
they the same? Check orally.
(L.A: to extract specific information).
Answers
a. five kids. b. gardener. c. a bit. d. shopping
malls, banks and) supermarkets. e. New York.
f. twenty-five.
SELF - EVALUATION
Give students a few minutes to think about their
performance in the listening activity they have just
finished and decide how their predictions and any
other clues helped them to understand the text.
Encourage them to be honest and to keep a record of
their answers in a special section in their notebooks.
For more information on Self-evaluation see page
9 of the Introduction.
TAPESCRIPT - WHAT'S MY JOB?
Speaker I: I was the oldest of five kids in my family and
both my parents worked. So, naturally, I looked
after the younger ones - you know, cooking for
them and helping them with homework. And I
really enjoyed it. Initially, I thought about
gardening as I love outdoor activities but then,
working with small kids, you also spend a lot of
time outdoors playing and running. I think that
one of the most important things that you need
for this job is patience.
Speaker II: You need a bit of everything to do my job. I must be a
psychologist at times and talk to people who are
waiting in the queue and get really impatient and
angry. I chat with them and they normally respond
and calm down. I say to them: “Listen, this is a bank
and you must keep your voice down!” And they
usually do when the see my uniform. Yes, I have
worked in security for a long time and in different
places; shopping malls, banks, supermarkets. And I
really like it.
Speaker III: Yes sir, walking and more walking. That's the basis
of my job. I'm really fit, you know. I think that if I
wanted, I could run the New York Marathon and
win. I started this job really young. I had no formal
education but I liked outdoor activities. And then I
saw it advertised in the local post office and I
thought, why not? And it's been 25 years since I
started. I have carried tons of letters and postcards.
And I have seen people smile and I have seen them
cry. Yes, sir. Sometimes, it can get really emotional.
AFTER YOU LISTEN
8 MINITEST
When testing your students' knowledge it is very important
to establish the WHY of the test. Are you testing previous
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147
knowledge, proficiency, abstract thinking, knowledge
learnt in the class, their predicting abilities, etc? In the
MINITESTS the objective is to find out how much students
understand and where their shortcomings lie in order to
correct them as soon as possible.
Answers
education; country; town; primary; farm;
tractors; engine; garage; repair; mechanic.
PAGE 195
9 EA ++ Students work in small groups. They first read the
three statements and make notes of the key ideas in each.
Then they discuss what kind of job they would recommend
each person. They write the recommendation and then
compare with another group. Were the recommendations
the same, similar, different? Why?
(L.A: to infer information / to express recommendations).
10 EA +++ Students work in groups of three to represent
Mike, Catalina and Helen. They choose (or are assigned) one
of the characters and replace the underlined ideas with their
own. They listen to the recording to use it as a model and
imitate pronunciation, accentuation and intonation;they
read their statements to the group. Finally, students should
suggest a career option for their classmates.
(L.A: to express interests, suggestions and
recommendations, imitating a model).
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Mike: I really enjoy working with people. I cannot imagine
being stuck in an office for eight hours. I need to
move around and talk to people. I love open spaces.
I can see myself doing some kind of job that requires
physical activity but also interacting with people.
Catalina: I am very creative and imaginative. I like working with
my hands and making new things such as clothes,
pictures and crafts. I love colours and textures. I have
always been very good with tools and technology.
Hellen: My thing is numbers. I have always been very good
with numbers and I do not even need a calculator to
add big sums. And I am a loner too. I like working on
my own and not being disturbed by other people. I
can imagine myself working in a quiet office.
148
UNIT 8
Quote of the day
Invite students to read it on their own and share what
they understand in their groups. Ask them to explain it
in their own words in Spanish.
For more information on the Quote of the day section
see page 8 of the Introduction.
11 FL When writing in any language, but especially when
writing in a foreign language, it is important to pay
attention to these points (you can write them on the board
and discuss them with students).
- Plan your writing in advance and jot down the main ideas.
- Write clear and simple sentences to express your meaning
in simple words.
- Stay focused on the main idea of your writing.
- Re-read your composition when you finish to check
coherence and spelling.
(L.A: to write a short paragraph expressing opinions).
PAGE 196
READING
GETTING READY TO WORK
BEFORE YOU READ
1 EA + You might draw a simple form on the board with
invented personal details. A cheque is a good example.
Payee
Issuing Bank
Date of payment
Amount in
Words
Bank Sort Code Account Number
Amount
Signature of Drawer
Ask students if they have ever filled in any forms. What kind?
Where do their parents / adults fill in forms? What do we
need forms for? What kind of language do we use in forms? If
you want to extend this exercise you might prepare
beforehand and draw a blank check (photocopied by number
of students) and ask them to fill it in with their own details.
(L.A: to relate topic of the lesson with own reality).
2 EA + Students look at the different types of forms to
determine their origin. What are the key words in the forms
that helped them decide? You can also analyse the forms
looking at details.
( L.A: to use previous knowledge to understand the topic).
Answers
a. 1. b. 4. c. 3. d. 2.
PAGE 197
3 EA + Remind students of the importance of cognates to help
them understand texts. Ask them to work in pairs and say the
words aloud to identify the cognates and their Spanish equivalent.
(L.A: to identify cognates).
Answers
fax; deposit; inform; cheque; bank; similar;
memo; personnel; director; cafeteria
4 EA +++ Predicting is a way of activating students' prior
knowledge - either learnt some time ago or recently in the
lesson (pictures, previous exercises, previous conversation,
etc.). This way students can orally state what they will be
looking for in a reading text, how they should interpret it,
what questions they have to ask themselves about the text,
how it affects their expectations for what they will learn by
reading the text. Make sure to check students' predictions
after reading or listening.
(L.A: to use previous knowledge to make predictions).
ERROR ALERT!
Notice that, in this context, the verb apply + for,
means “postular a un puesto de trabajo”.
It means aplicar in other contexts, such as in:
Apply a rule; apply a sanction; apply cream.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
5 CA + Ask students to copy the form in their notebooks.
Where might they have to fill in this kind of form? What for?
(L.A: to complete a form giving personal information).
6 CA ++ Ask students to describe the picture. Could it be
their school / class? Help them along with guiding questions.
(L.A: to describe a situation related to the topic of the lesson).
PAGE 199
WHILE YOU READ
7 EA + Students skim the text and check their predictions
in exercise 4.
(L.A: to validate predictions).
Answers
A Curriculum Vitae / CV / resume.
8 EA ++ Read the headings with the class; tell them to
read the text again, now more carefully, to decide where the
headings should go.
(L.A: to match information).
Answers
1. Contact information. 2. Personal
Information. 3. Optional Personal Information.
4. Employment History. 5. Education.
6. Professional Qualifications. 7. Additional
information.
American v/s British English
Draw students' attention to the different spelling of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
9 EA ++ Read the questions with the class. They read the
text again to find the answers. You can ask the whole class
to answer all the questions or you can assign one question
per group; later the groups exchange answers.
(L.A: to extract specific information).
Answers
a. CV or resume. b. Educational and professional
background, interests, references, personal and
contact information. c. It must be legible, clear
and concise. d. Marital status, spouse's name,
children, etc. e. A potential employer has no
time to read long and messy CV's.
10 CA +++ Building vocabulary skills improves reading
comprehension and reading fluency. Without building a
large vocabulary, students cannot read successfully. Building
vocabulary is far more than memorizing words. Ideally,
students should live in a rich language environment and the
teacher should provide them with every opportunity to
enrich their vocabulary.
(L.A: to infer meaning of words from the context).
Answers
a. background. b. award. c. block.. d. readable.
e. spouse.
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149
PAGE 199
AFTER YOU READ
Language Note
Sequencing
This Language Note provides information on
sequence markers. Help students work out the
general rule and elicit / give more examples.
For more information on the Languages Note
section see page 8 of the Introduction.
PAGE 200
11 EA + After analysing the Language Note and further
examples, ask students to construct a story using the clues
along the timeline.
(L.A: to interpret a visual organiser).
Background information
A timeline is an actual picture of events that happened in
history. Timelines can be LINEAR or COMPARATIVE. A linear
timeline shows a picture of events as they occurred in a
certain period of time. Use a linear timeline for one subject
and time frame. A comparative timeline shows two or more
subject areas which occurred at the same time; it shows
readers the "big picture." A comparative timeline might
compare historical events in two or more countries or
compare two or more subjects like music and theatre.
Linear
1750
1800
1850
1900
Comparative
Theater
1298 Passion Play performed
1375 Piers Plowman performed
1400 Morality Plays performed
1470 Italian Comedy performed
Music
1250 Portable organ used
1360 Harpsichord used
1400 Recorder used
1465 First printed music
150
UNIT 8
Possible answers
a. John Kennedy was born in 1917. Then, in
1940, he became a lawyer, and then, in 1961,
he was elected President.
b. First of all, in 1535, Pedro de Valdivia left
Spain. After that he arrived in Chile in 1540 and
finally he founded Santiago de Chile in 1541.
Background information
John F. Kennedy (1917 - 1963)
On November 22, 1963, when he was hardly past his first
thousand days in office, John Fitzgerald Kennedy was killed by
an assassin's bullets as his motorcade wound through Dallas,
Texas. Kennedy was the youngest man elected President; he
was the youngest to die.
Of Irish descent, he was born in Brookline, Massachusetts, on
May 29, 1917. He graduated from Harvard in 1940, and
entered the Navy. Back from the war, he became a Democratic
Congressman for the Boston area, advancing in 1953 to the
Senate. He married Jacqueline Bouvier. In 1960, winning by a
narrow margin in the popular vote, Kennedy became the first
Roman Catholic President of the United States. His Inaugural
Address offered the memorable injunction: "Ask not what your
country can do for you - ask what you can do for your country."
http://www.whitehouse.gov/history/presidents/jkhtml
Pedro de Valdivia (1500-1554)
Spanish conquistador, conqueror of Chile. Educated, energetic,
somewhat less cruel and avaricious than his fellow conquerors,
Valdivia obtained permission from Francisco Pizarro to subdue
Chile. In Jan., 1540, he began his march south through the
Atacama Desert. To secure additional aid and confirm his
claims to the conquered territory, Valdivia returned to Peru in
1547. He received the title of governor of Chile and returned to
his domain in 1549, continuing his march south to the Bío-Bío
River, where he founded Concepción, and farther south to
Valdivia (1552). Valdivia was massacred by the Araucarians
while fighting to conquer their territories.
http://www.encyclopedia.com/doc/1E1-ValdiviaP.html
12 MINITEST
When testing your students' knowledge it is very important
to establish the WHY of the test. Are you testing previous
knowledge, proficiency, abstract thinking, knowledge learnt
in the class, their predicting abilities, etc.? In the MINITESTS
the objective is to find out how much students understood
and where their shortcomings lie in order to correct them as
soon as possible.
Answers
May vary, according to the sequence markers
used by the students in each sentence. Accept
any coherent answers.
Learning tip
Analyse this learning tip with the class and
emphasise the importance of learning to elaborate
a CV in a clear and proper way. For more
information on the Learning tip section see page 8
of the Introduction.
13 EA +++ Ask students to look at the pictures and
identify the process (cooking) and the action (making
pancakes / crepes). Tell them to put the pictures in the
correct order. Tell them to write a short description of the
process using sequencing words. Play the recording once, to
allow students to check their answers. Then, play the
recording again, with pauses, for students to repeat. Later
students give their own recipes imitating the model.
(L.A: to describe a process / to express sequence imitating a
model).
You can use this exercise for oral practice.
If necessary you can write it on the board.
TAPESCRIPT - ORAL PRACTICE
Chef: First we need some ingredients, such as eggs, milk and
flour. Then we mix all the ingredients in a bowl in order
to make a soft mixture, we heat a frying pan and put the
mixture into it. Finally we can stuff the crepes with jam.
14 FL Fast learners can start this activity in class and finish it
as homework as it requires some work. Alternatively, you
can do it with the whole class and ask students to use a
word processor / PC to write their CV and print it out. Check
presentation, information, spelling mistakes. You can extend
the exercise staging mock interviews and evaluating the
CV's according to their presentation and clarity.
(L.A: to organise information to write a C.V.).
PAGE 201
LISTENING
TELL ME ABOUT YOURSELF
BEFORE YOU LISTEN
American v/s British English
Draw students' attention to the different spellings of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
1 EA + Ask students to read points a. - h. Help with new
words and encourage the use of dictionaries. Divide the class
into small groups and tell them to evaluate the 8 situations
according to what they think might or might not be
acceptable in a job interview. Tell them to compare their
findings with another group.
(L.A: to relate topic of the lesson to own ideas).
2 EA ++ Tell students to read the 5 scrambled questions
and write the correct version in their notebooks. Check on
the board.
Then ask which ones they think they would be likely to
hear in a job interview.
Do not check their predictions yet.
(L.A: to use previous knowledge to make predictions).
Answers
a. Why did you leave your last job? b. What is
the weather like? c. Why should I hire you?
d. Why did you choose this career? e. What is
your favourite food?
3 Remind students of the importance of cognates to help
them understand texts. Ask them to work in pairs and say
the words aloud to identify the cognates and their Spanish
equivalent.
(L.A: to identify cognates).
Answers
career; company; competitors; contribution;
experience; objective.
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151
ERROR ALERT!
Although career is a cognate - carrera - in
English it refers to a person's working life, not
to his / her course of studies at college or
university.
She has been concentrating on her career and
has been promoted several times.
4 CA ++ Tell students to look at the pictures and read the
expressions in the bubbles. Can they match the expressions
with the pictures? Ask them to indicate the key words that
made them decide.
(L.A: to relate text and pictures).
Answers
a. - iii. b. - i. c. - ii.
PAGE 202
WHILE YOU LISTEN
5 EA + Students listen once and check their predictions in
exercise 2.
(L.A: to validate predictions).
Answers
a. c.
6 EA ++ Students listen to the first part of the interview
again and answer true or false. You might need to play it a
couple of times and stop frequently if students so request.
(L.A: to discriminate between correct and incorrect information).
Answers
a. False. (He is the youngest of three brothers).
b. False. (The he job was in Hove). c. True.
d. False. (He wasn't really sure). e. True.
7 EA +++ Students copy the second part of the interview
in their notebooks. Ask them to read the answers aloud.
What questions do they think will be asked? Tell them to
write down some ideas then play the recording again. This
time students write down the real questions asked. Tell
them to compare their ideas with the real questions. In
pairs, students role play the second part of the interview.
(L.A: to find specific information).
Answers
a. What are the two most important things to
you in your job? b. What skills and abilities do
you have? c. What salary are you seeking?
d. Is there anything you would like to add?
152
UNIT 8
ERROR ALERT!
Negative language transfer.
Responsible (NOT: responsable)
Watch out for more cases of language transfer
from Spanish to English.
TAPESCRIPT
(Part I)
Interviewer: OK, John. Tell me about yourself.
John:
I'm 24, I consider myself an outgoing, friendly
person. I am the youngest of three brothers.
Interviewer: Why did you leave your last job?
John:
I'm from Brighton and the job was in Hove. I
have no car and being a baker's assistant
meant I had to get up at 5 o'clock in the
morning. It was getting very difficult to get to
work on time.
Interviewer: Why did you choose to be a baker? What is so
attractive about baking?
John:
I'm a pragmatic person. I finished school and
wasn't sure what I wanted to do. Then I
thought - one thing that people will always do
is eat. I thought of becoming a chef but then
baking is similar to cooking.
Interviewer: Why do you think I should hire you?
John:
I'm very responsible and I take my duties
seriously. I like what I do.
Interviewer: What do you ultimately want to become?
John:
More than an assistant I see myself as a fully
trained baker.
(Part II)
Interviewer: What are the two most important things to
you in your job?
John:
First of all, the most important thing is job
stability and the second thing is chances for
promotion.
Interviewer: What skills and abilities do you have?
John:
Skills and abilities? As I said I think I'm fairly
responsible, I'm punctual and I'm a hard
worker who is willing to learn new things.
Interviewer: What salary are you seeking?
John:
I know I would be a trainee so my salary
expectations are not big.
Interviewer: Is there anything you would like to add?
John:
One more thing I would like to add is that I'm
an honest person and if you hire me you will
get an excellent worker.
Did you know that...
Let students read this section on their own and share
comments in their groups.
For more information on the Did you know that …?
section see page 8 of the Introduction.
AFTER YOU LISTEN
8 MINITEST
When testing your students' knowledge it is very important
to establish the WHY of the test. Are you testing previous
knowledge, proficiency, abstract thinking, knowledge learnt
in the class, their predicting abilities, etc? In the MINITESTS
the objective is to find out how much students understood
and where their shortcomings lie in order to correct them as
soon as possible. Help students work out their score (each
correct word is worth 2 points).
Answers
a. salary. b. interview. c. trainee. d. hire.
e. pragmatic.
PAGE 203
9 EA +++ Ask students to choose roles or you assign them;
each student should have a turn as an interviewer and as an
interviewee. Once the roles are assigned they should read the
questions that correspond to their respective roles. Play the
recording once or twice with pauses for them to repeat. Then
let them practise for a while before they stage the mock
interview. Encourage them to use their own ideas to answer
the questions. After they finish, they change roles.
(L.A: to participate in a job interview).
ERROR ALERT!
Negative language transfer.
Interviewee (NOT: interviewed)
Watch out for more cases of language transfer
from Spanish to English.
You can use this exercise for oral practice.
If necessary you can write it on the board.
Interviewer:
Interviewee:
Interviewer:
Interviewee:
How do you handle stress?
Well… I do Yoga.
How do you solve problems?
It depends on the type of problem, but usually
I take a deep breath and then try to reach an
agreement with the people involved.
10 CA +++ 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 games as time fillers or as
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.
Read the instructions carefully with the class, play a round
as demonstration and then let the groups play on their own.
(L.A: to consolidate language through a game).
11 FL Give quicker students time to look at the pictures before
they decide which outfits are suitable for a job interview.
You might ask them to describe the pictures, the clothes the
people are wearing, etc.
(L.A: to discuss a topic related to the lesson).
Answers
May vary.
SELF - EVALUATION
As this is the last self-evaluation of the year, give
students a few minutes to think about three
important things they learnt in the English class.
Also, ask them to identify two problems they had
and the actions they took to solve them.
Emphasise the importance of this process to
become more effective learners. Encourage them
to be honest and to keep a record of their answers
in a special section in their notebooks.
For more information on Self-evaluation see page
9 of the Introduction.
PAGE 204
TAPESCRIPT - ORAL PRACTICE
Interviewer: If you could have your choice of any job, what
would it be and why?
Interviewee: I would be a musician because I love writing and
playing music; I would feel like a dog with two
tails.
JUST FOR FUN
Treat this page as if it “belonged”to your students. It is their page
and they should do it in their own time or at home. However, be
willing to answer questions as they arise and invite them to
share answers. Remind them that, like the rest of the book, they
should not scribble or write on this page.
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153
For more information on the Just for Fun section see page 7 of
the Introduction.
American v/s British English
Draw students' attention to the different spellings of
the words. Remind them that both the British and
the American versions are correct, but that they
should choose one variety and stick to it.
For more information on American v/s British
English see page 8 of the Introduction.
PAGE 205
PROJECT
• Help students form groups, assign roles and tasks for each
member and provide materials if necessary.
• Read the instructions with the class.
• Give them about a week to collect materials and prepare their
advertisements.
• Assign class time for the groups to display the advertisements,
choose a position, write and send CV's, carry out interviews and
select candidates.
It would be a good idea to split the activities in different sessions.
For more information on Collaborative work see page 10 of the
Introduction.
SYNTHESIS
Use this section to check students' learning process and answer
all the questions they might have.
For more information on the Synthesis section see page 8 of the
Introduction.
PAGE 206
EXTRA ACTIVITIES
For more information on the Extra activities section see page 8
of the Introduction.
Answers
1. a. Where do you work? b. Do you like your
job? c. What do you do in the store? d. And
where does your brother work? e. What does
he do at the factory?
2. Students' personal information and ideas.
3. a. formal. b. a non-extensive CV. c. You have.
d. Answer. e. Smile.
154
UNIT 8
PAGE 207
CONSOLIDATION ACTIVITIES
For more information on the Consolidation activities see page 8
of the Introduction.
Answers
1. a. should go to the dentist. b. must study a
lot. c. must visit the Houses of Parliament and
Big Ben. d. must learn English. e. must know
the driving code / respect the traffic rules.
f. must feed it.
2. a. First. b. Next. c. Then. d. After. e. Finally
3. appearance - d. appropriate - e. interview - b.
position - a. resume - c.
PAGE 208
TEST YOUR KNOWLEDGE
This is an opportunity for re-examining difficult questions and
fitting 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 finishing the year and moving on to the next level.
Answers
1. c. - g.
2. a. essential. b. conflicts. c. skills. d. methods.
e. resume.
3.
PERSONAL INFORMATION:
First Name
Steve
Last Name
Gordon
Address
Adelaide. 237 Brooke
Street.
Phone Number
469-6231.
Position Applied for
carpenter
EMPLOYMENT HISTORY:
Previous job
trainee carpenter
Name of former employer Homeland
Construction
Company
Reason for leaving job
moved from
Adelaide to Sydney
EDUCATION:
Name of School
Trade Vocational
School.
Profession
carpenter
TAPESCRIPT - APPLYING ON THE PHONE
Receptionist: The Wood Shop, can I help you?
Steve:
Hello. I am calling about the job
advertisement. You are looking for a new
carpenter, I think.
Receptionist: What are your qualifications?
Steve:
I finished the Trade Vocational School.
Receptionist: What's your name, Sir? And how old are you?
Steve:
My name? Steve Gordon. That's G-O-R-D-O-N.
25 years old.
Receptionist: Do you live locally?
Steve:
Yes, here in Adelaide. 237 Brooke Street.
Receptionist: Can I have your phone number?
Steve:
My home number is 469-6231.
Receptionist: Are you free for an interview?
Steve:
What time do you want me to go? How about
9a.m. tomorrow?
Receptionist: 9a.m tomorrow is fine. One more thing, sir.
Where did you go to school?
Steve:
Here, in Adelaide. As I said, the Trade
Vocational School.
Receptionist: Do you have any previous experience?
Steve:
Yes. I was a trainee carpenter with the
Homeland Construction Company for two
years. And I left the job because they moved
from Adelaide to Sydney. So, what should I
take to the interview?
Receptionist: Only your C.V.
Steve:
OK, see you tomorrow.
SELF - EVALUATION
Motivate students to reflect on their performance
throughout the unit and make decisions concerning
steps to solve problems and improve.
For more information on Self-evaluation see page
9 of the Introduction.
Possible answers
4. Job; C.V. (curriculum vitae); interview; kids;
impression.
5. a. iii. b. ii. c. iv. d. i.
To start with, get all the necessary
ingredients. In the second place, mix all the
ingredients together. Next, pour the mixture
into a baking tin. And finally cut the
brownies into big squares.
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155
PHOTOCOPIABLE
MATERIAL
EXTRA TEST UNIT 8
READING - PART - TIME WORK AND LISTENING - WHAT DO THESE
PEOPLE DO?
VACATION WORK FOR STUDENTS
For many students, part-time or vacation work has become an
integral part of their lives.
3 You are going to hear 8 job descriptions. Choose the correct
As well as easing financial pressures, a well-chosen job can provide
excellent work experience. It can give you a taste of different
working environments, and provide a competitive edge for when
you leave university and enter the workplace.
Many universities and colleges have job shops connecting students
to local employers offering part-time or vacation work, and often
run special initiatives with local employers and organizations.
It is important to be realistic and balanced in approach to part-time
jobs. Working for too many hours during term-time will
unquestionably impact your ability to produce good academic
work. In addition, you may be exempt from paying income tax on
money earned, so make sure that your employer is aware of this.
Source: www.hero.ac.uk
1 Read the text and answer the following questions.
4 pt.
a. What advantages do part-time or vacation work provide
students?
b. How do students get these jobs?
c. What is the main recommendation when you get a parttime job?
d. What should your employer know in connection with
your income tax?
2 Match the words in A (in italics in the text) with their
definitions in B.
A
a. aware
b. edge
c. exempt
d. run
e. taste
f. tax
6 pt.
i.
ii.
iii.
iv.
v.
vi.
B
grant relief from a rule
sensation
having knowledge or understanding
money paid to the government
contact
operate
ones from the box.
• cook • dentist • doctor • electrician • journalist • lawyer
• mechanic • nurse • policeman • scientist • social worker
• software engineer • typist • writer
a. ______________
b. ______________
c. ______________
d. ______________
UNIT 8
e. ______________
f. ______________
g. ______________
h. ______________
4 Listen to the descriptions again and choose the best
4 pt.
alternative.
a. Robert works / doesn't work in central London.
b. Cathy really likes / hates travelling.
c. Andy's colleagues contributed to the discovery of the
structure of DNA / TMA.
d. Tom usually / never works on weekends and holidays.
ORAL PRODUCTION
5 Talk with your partner about your future plans. Exchange
information about:
a. What you want to become once you get older.
b. The first thing you will do with your first salary
6 pt.
WRITEN PRODUCTION
6 Read the list of areas of voluntary work you could do and
choose one that would be suitable for you. Write a short
paragraph (6-8 lines) explaining your choice.
6 pt.
a. Drug prevention.
b. Hospital work.
c. Environment protection.
REVISE 0
GOOD
AGAIN to 12 JOB!
156
8 pt.
9
13
18
to 23
EXCELLENT!
24
to 34
TOTAL
34
PTS
PHOTOCOPIABLE
MATERIAL
ANSWERS TO EXTRA TEST UNIT 8
READING
1.
a. they give students a taste of different working
environments, and provide a competitive edge for when
they leave university and enter the workplace.
b. many universities and colleges have job shops and
connect students to local employers that offer part-time
or vacation work.
c. it is important to be realistic and balanced.
d. he / She should know that you may be exempt from
paying income tax on money earned.
2. a. - iii. b. - v. c. - i. d. - vi. e. - ii. f. - iv.
LISTENING - WHAT DO THESE PEOPLE DO?
3. a. lawyer. b. software engineer. c. journalist. d. scientist.
e. electrician. f. policewoman. g. cook. h. mechanic.
4. a. works. b. likes. c.DNA. d. usually.
ORAL PRODUCTION
5. Assign points according to these criteria:
Pronunciation.
Fluency.
Turn-taking and dialogue tactics.
2 pts.
2 pts.
2 pts.
WRITEN PRODUCTION
6. Assign points according to these criteria:
Correct information.
Correct use of required expressions.
Correct use of English in general.
TAPESCRIPT - WHAT DO THESE PEOPLE DO?
Robert: I'm Robert and I work in central London. I know the
laws and sometimes I have to help criminals, but
most of the time I have to defend innocent people!
Susan: My name's Susan Miller. I work in a team of
computer specialists for IBM, creating, testing and
developing new computer programmes.
Cathy: Hello, I'm Cathy. I really like my job because I have
to travel around the world to interview interesting
people. This gives me the opportunity to learn
about different cultures.
Andy: I'm Andy. I work in a laboratory, and test tubes and
computers are my constant companions. I'm proud
to say that my colleagues contributed to the
discovery of the structure of DNA.
John: Hi, my name's John. My work is still mainly
performed by men. I work with cables, wires,
plugs, bulbs and electrical appliances in general.
Betty: Hello. I'm Betty. My colleagues and I protect life and
property. We arrest burglars, thieves and other
criminals; it can be dangerous, but it is also very
rewarding.
Tom:
My name's Tom Parker. I usually work on weekends
and holidays. I work for wedding receptions and
other events. I have become well-known because of
my mother's traditional recipes for country food.
George: Hi, I'm George. I have to wear an overall because I
work with all types of vehicles and engines; my
wife complains that my hands always look dirty!
2 pts.
2 pts.
2 pts.
JOY FROM WORK
157
EVALUATION INSTRUMENTS
These evaluation instruments are assessment tools you can use • Students have explicit guidelines regarding teacher
to measure students’ work. They are scoring guides that seek to expectations.
evaluate a student’s performance based on the sum of a full • Students can use these instruments as a tool to develop their
range of criteria rather than a single numerical score.
abilities.
• Teachers can reuse these instruments for various activities.
The evaluation instruments provided here include:
• Complex products or behaviours can be examined efficiently.
• Rubrics.
• They are criterion referenced, rather than norm referenced.
• Questionnaires.
Evaluators ask, “Did the student meet the criteria for level 4?”
• Observation sheets.
rather than “How well did this student do compared to other
students?
The instruments included in this section differ from traditional
• Ratings can be done by students to assess their own work, or
methods of assessment in that they examine students in the
they can be done by others, e.g., peers, teachers, instructors,
actual process of learning, clearly showing them how their work U.T.P. people, etc.
is being evaluated. They communicate detailed explanations of
what constitutes excellence throughout a task and provide a
Applying Evaluation Instruments
clear teaching directive.
The instruments’ strength is their specificity, which means that
Self- assessment
individual students can fall between levels, attaining some but
Give copies to students and ask them to assess their own
not all standards in a higher level. And while scores can be
progress on a task or project. Their assessments should not
translated into final grades, it is important that we remind
count toward a grade. The point is to help students learn more
students that not every score “counts.”
and produce better final products. Always give students time
These instruments are meant, above all, to inform and improve
to revise their work after assessing themselves.
teachers’ instruction while giving students the feedback they
need to learn and grow.
Peer assessment
Peer-assessment takes some getting used to. Emphasise the
These instruments can also be used in peer assessment and then
fact that peer-assessment, like self-assessment, is intended to
used to provide feedback.
help everyone do better work. You can then see how fair and
Prior to assessment, the evaluation instruments can be used to
accurate their feedback is, and you can ask for evidence that
communicate expectations to students. During the assessment
supports their opinions when their assessments don’t match
phase, they are used to easily score a subjective matter.
yours.
After an instrument is scored, it should be given back to students
Again, giving time for revision after peer-assessment is crucial.
to communicate them their grade and their strengths and
weaknesses.
Teacher assessment
Students can use them to see the correlation between effort
When you assess student work, use the same instrument that
and achievement. Sharing the instruments with students is vital
was used for self- and peer-assessment. When you hand the
as the feedback empowers students to critically evaluate their
marked instrument back with the students’work, they will
own work.
know what they did well and what they need to work on in the
future.
Advantages of using a variety of evaluation
instruments:
Using the evaluation instruments provided in this section is
• Teachers can increase the quality of their direct instruction by
relatively easy.
providing focus, emphasis, and attention to particular details
Identify the maximum number of points for achieving the
as a model for students.
158
E VALUATION INSTRUMENTS
highest level of quality and assign a number to the students’
performance. Typically, the gradations increase/decrease in 1
point.
The last column shows the actual score assigned to this
particular student, based on his or her actual performance. The
overall total score is assigned by simply 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.
You must take into account that the maximum score
corresponds to the highest expected results conceived by this
teaching proposal for this level.
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
Always keep in mind that, however you use them, the idea is to
support and to evaluate student learning.
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 any other aspects the teacher considers important
to assess, such as: how effectively the student accomplished
his or her responsibilities as a member of the team or the
quality of his or her interactions with the other team
members.
Here is a description of each of the evaluation instruments
provided:
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 the weaknesses of the class
lie. After applying the instrument, ask the students to get in
groups of four and analyse their results. As a class, discuss
important points that may help improve listening skills in the
future.
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
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 has been
identified 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 (See page 17 of the
Introduction).
These dimensions are assigned a score of 1 through 7; these
values represent increasing degrees of achievement in the
particular dimension. The last column is the actual score
assigned to this particular student, based on his or her actual
performance, along the three dimensions. The overall total
score is assigned by simply adding together the scores
corresponding to the three dimensions.
Working with others
You can use this instrument any time you assign a Project or in
isolation. This instrument is designed mostly to be applied as
peer assessment. It offers information and feedback about
students’ attitude towards their classmates. It can also be a
useful source of information for the teacher about individual
contribution to the final product of a project.
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:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
E VALUATION INSTRUMENTS
159
Writing
Use this rubric as a way to assess your students’ writing skills.
You can use it two or three times in a year. This instrument is a
simplified way for teachers 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,
not only to evaluate the product, but also 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:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Homework
You can use this instrument any time you assign homework.
When applying it, the first step is to provide clear expectations
to your students. After reading the rubric, students are clear on
what an acceptable homework assignment looks like and what
an unacceptable 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.
At the same time you can also include a reward component. For
example, 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:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
Oral Presentation
Use this instrument two or three times per student during the
year. The students will be evaluated in: Non-verbal skills, Vocal
160
E VALUATION INSTRUMENTS
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 in advance what they are expected
to produce and the areas they have to focus their attention on.
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
Class participation
Use this instrument two times a year, at the end of each
semester. This is a useful tool for teachers to evaluate the way
in which students take part in the different activities and their
level of engagement all along the 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.
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
Behaviour
Use this instrument when you detect some problems related to
students’behaviour. 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 the areas that they
should also pay more attention to in the future.
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
Extended-response reading
Use this instrument in any lesson that invites students to
demonstrate comprehension by responding to open-ended
questions. The aim of this instrument 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 discussion and feedback for each
student as well.
To work out the score of each student, identify the level of
student’s performance, according to the scale provided by this
instrument.
Inference
Use this instrument two or three times in a semester. This
instrument provides information on students’ capacity of
making inferences from a reading or listening text in order to
generate strategies that may improve their comprehension
process in the future.
To work out the score of each student, identify the level of
student’s performance, according to the scale provided by this
instrument.
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 areas of ____ has been extremely good.
• You are capable of achieving a higher average in areas
of ____.
• You would improve if you developed a greater interest in
___.
Questionnaire: Tasks' Development
The teacher can apply this instrument any time he/she needs to
know how students deal with English in general and can also be
applied for peer assessment. This questionnaire provides clear
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 this instrument, read the questionnaire 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.
E VALUATION INSTRUMENTS
161
PHOTOCOPIABLE EVALUATION INSTRUMENTS
EVALUATING LISTENING COMPREHENSION
Name: _______________________________
Lesson: ________________________ Date: _______
Skills
Criteria
1
2
Points
3
4
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.
PHOTOCOPIABLE
Understanding key events or facts.
Total points
162
E VALUATION INSTRUMENTS
EVALUATING READING COMPREHENSION
Name: _______________________________
Lesson: ________________________ Date: _______
Skills
Criteria
1
2
Points
3
4
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.
Total points
PHOTOCOPIABLE
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
E VALUATION INSTRUMENTS
163
PROJECT
Name(s):
Date:
Process
Poor
Satisfactory
Excellent
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
Poor
Satisfactory
Excellent
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
Product (Project)
Other:
Total:
PHOTOCOPIABLE
Teacher comments:
Source: http://www.sdst.org/shs/library/resrub.html
164
E VALUATION INSTRUMENTS
Points
Points
WRITING RUBRIC
Name:
Title of work:
Date submitted:
Criteria
Points
1
2
3
4
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.
Total:
PHOTOCOPIABLE
Teacher comments:
Taken and adapted from:
http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm
E VALUATION INSTRUMENTS
165
WORKING WITH OTHERS
Name: _______________________________
Date: _________
Teacher: _______________________
Class: ________________________ Lesson: ________________
Skills
Working with others
Criteria
1
2
Points
3
4
Help
Never offers
assistance to
others.
Some of the time Most of the time
All of the time
offers assistance to offers assistance to offers assistance to
each other.
each other.
each other.
Listen
Never works from Some of the time
each other's ideas. 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 Most of the time
exchanges, defends exchanges,
and rethinks ideas. 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
interacts, discusses
and poses questions
to all member of
the class.
All of the time
interacts, discusses
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.
PHOTOCOPIABLE
Total points
Teacher comments:
Taken and adapted from: http://rubistar.4teachers.org
166
E VALUATION INSTRUMENTS
HOMEWORK
Name: _______________________________
Date: _________
Teacher: _______________________
Class: ________________________ Lesson: ________________
Skills
Criteria
1
2
Points
3
4
Assignment Completeness
Less than 1/2 of all At least 1/2 of the
items attempted. items attempted.
9/10 of items
attempted.
All items
attempted.
Accuracy
Less than 1/2 of all Between 1/2 and
items are correct. 9/10 of items are
correct.
9/10 of items are
correct.
All items are
correct.
Demonstrated Knowledge
Response shows a
complete lack of
understanding of
the problem.
Shows substantial
understanding of
the problem, ideas,
and processes.
Shows complete
understanding of
the questions,
ideas, and
processes.
Requirements
Does not attempt Does not meet the
to meet the
requirements of
requirements of the the problem.
problem.
Meets the
requirements of
the problem.
Goes beyond the
requirements of the
problem.
Legibility
Writing is not
legible.
Marginally legible Legible
handwriting,
handwriting,
typing, or printing. typing, or printing.
Response shows
some
understanding of
the problem.
Writing is not
legible in places.
Total points
PHOTOCOPIABLE
Teacher comments:
Taken and adapted from: www.teach-nology.com
E VALUATION INSTRUMENTS
167
ORAL PRESENTATION
Name: _______________________________
Date: _________
Teacher: _______________________
Class: ________________________ Lesson: ________________
Skills & Content
Non-verbal skills
Criteria
1
2
Points
3
4
Eye Contact
No attempt to look Attention to one
at audience, reads particular part of
notes all the time. the class; does not
scan audience.
Occasionally looks Constantly looks at
at someone or
someone or some
some groups during groups.
presentation.
Facial Expression
Shows a conflicting Occasionally displays
expression during conflicting
entire presentation. expression during
presentation.
Occasionally
demonstrates
conflicting
expression during
presentation.
Enthusiasm
Shows absolutely Shows some
no interest in topic negativity toward
presented.
topic presented.
Occasionally shows Strong positive
positive feelings
feelings on topic
about topic.
during entire
presentation.
Vocalised Pauses (uh, )
10 or more are
noticed.
6-9 are noticed.
1-5 are noticed.
Topic Announced
Audience has no
idea what the
report is about.
Vaguely tells
audience what
report is about.
Gives some
Clearly explains
explanation of what what the report is
report is covering. covering.
Time frame
Less than minimum More than
time.
maximum time.
Visual Aids
Poor, distract
audience, hard to
read / see.
Completeness of Content
One or more points Majority of points
left out.
glossed over.
Gives clues about
content of speech;
appropriate
expression.
Vocal Skills
No vocalized pauses.
PHOTOCOPIABLE
Content
Add nothing to
presentation.
Less/ More than
required time but
tries to solve it.
Within required
time frame.
Thoughts
articulated clearly,
but not engaging.
Enhance
presentation,
thoughts
articulated; keep
interest.
Most points
All points
covered in depth, thoroughly
some glossed over. explained.
Total points
Taken and adapted from: http://www.tcet.unt.edu/START/instruct/general/oral.htm
168
E VALUATION INSTRUMENTS
CLASS PARTICIPATION
Name: _______________________________
Date: _________
Teacher: _______________________
Class: ________________________ Lesson: ________________
Skills
Criteria
Points
1
2
Student is late to
class more than
once a week and/or
has poor
attendance of
classes.
Student never
contributes to class
by offering ideas
and asking
questions.
Student is late to
class more than
once a week and/or
has poor
attendance of
classes.
Student rarely
contributes to class
by offering ideas
and asking
questions.
Student is late to
class once every
two weeks and
regularly attends
classes.
Student is always
prompt and
regularly attends
classes.
Student proactively
contributes to class
by offering ideas
and asking
questions once per
class.
Student always
contributes to class
by offering ideas
and asking
questions more
than once per class.
Listening Skills
Student never
listens when others
talk, both in groups
and in class.
Student rarely
listens when others
talk, both in groups
and in class.
Student sometimes
listens when others
talk, both in groups
and in class.
Student almost
always listens
when others talk,
both in groups and
in class.
Behaviour
Student almost
always displays
disruptive behaviour
during class.
Student often
displays disruptive
behaviour during
class.
Student rarely
displays disruptive
behaviour during
class.
Student almost
never displays
disruptive behaviour
during class.
Preparation
Student is almost
never prepared for
class with
assignments and
required class
materials.
Student is rarely
prepared for class
with assignments
and required class
materials.
Student is usually
prepared for class
with assignments
and required class
materials.
Student is almost
always prepared for
class with
assignments and
required class
materials.
Attendance / Promptness
Level Of Engagement In Class
3
4
Total points
PHOTOCOPIABLE
Teacher comments:
Taken and adapted from: www.teach-nology.com
E VALUATION INSTRUMENTS
169
BEHAVIOUR
Name: _______________________________
Date: _________
Teacher: _______________________
Class: ________________________ Lesson: ________________
Skills
Criteria
Points
1
2
Distraction
Distracts
instruction several
times during a
class period.
Distracts
instruction 2-3
times during a class
period.
Distracts
instruction once
during a class
period.
Does not distract
instruction during a
class period.
Leadership
Never displays
leadership
Does not
participate at all in
class activities.
Rarely displays
leadership
Participates in
some class
activities.
Generally displays
leadership
Participates in
most class
activities.
Displays leadership
and is positive
Participates in all
class activities.
Cooperation
Never listens,
shares and
supports the
efforts of others.
Rarely listens,
shares and
supports the efforts
of others.
Generally listens,
shares and
supports the
efforts of others.
Always listens,
shares, and
supports the efforts
of others.
Attitude to group work
Often is publicly
critical of the work
of other members
of the group.
Occasionally is
publicly critical of
the work of other
members of the
group.
Rarely is publicly
critical of the
project or the work
of others.
Never is publicly
critical of the
project or the work
of others.
Attitude about the task(s)
Repeatedly has a
negative attitude
about the task(s).
Rarely has a
positive attitude
about the task(s).
Generally has a
positive attitude
about the task(s).
Always has a
positive attitude
about the task(s).
Participation
3
4
Total points
PHOTOCOPIABLE
Teacher comments:
Taken and adapted from: http://rubistar.4teachers.org
170
E VALUATION INSTRUMENTS
EXTENDED-RESPONSE READING
Name: _______________________________
Date: _________
Teacher: _______________________
Class: ________________________ Lesson: ________________
Indicator
Level
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.
Yes/No
Initial level
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.
PHOTOCOPIABLE
See English Progress Map on page 17 of the Introduction.
E VALUATION INSTRUMENTS
171
INFERENCE FROM A TEXT
Name: _______________________________
Date: _________
Teacher: _______________________
Class: ________________________ Lesson: ________________
Indicator
Level
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
Yes/No
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.
PHOTOCOPIABLE
See English Progress Map on page 17 of the Introduction.
172
E VALUATION INSTRUMENTS
QUESTIONNAIRE
Development of Tasks
Student's Name: _______________________________
Date: _______________________
Questions
Always
Frequently
Occasionally
Hardly ever
Never
1. Can the student share ideas in
response to the class discussion?
5
4
3
2
1
2. Can the student participate actively
in spontaneous conversations?
5
4
3
2
1
3. Can the student practise asking
and answering question?
5
4
3
2
1
4. Can the student improve
vocabulary by keeping a notebook
with definitions and examples?
5
4
3
2
1
5. Is the student able to learn about
good online resources to improve
English vocabulary?
5
4
3
2
1
Total
Total
Poor
Fair
Good
Excellent
5 - 10
11 - 15
16 - 20
21 - 25
PHOTOCOPIABLE
Teacher comments:
Taken and adapted from: http://faculty.deanza.edu/
E VALUATION INSTRUMENTS
173
BIBLIOGRAPHY
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.
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,
174
BIBLIOGRAPHY
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
• http://esl.about.com/library/lessons/
blwrite_informalletter.htm
• http://www.englishclub.com/esl-articles/200004.htm
• http://esl.about.com/library/lessons/
bl_guided_writing.htm
• Book, Simple Writing Activities, Jill & Charles Hadfield, 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.