Microsoft Office Word 2010

Jimena Lizalde
Fanny Riva Palacio
Teacher’s Guide
Margarita Prieto
Liliana Alcántara
Angela Hewitt
Teacher’s Guide
Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt

Our components:
• Student Book
• Teacher’s Guide
• Reader
• Class Audio CD
Teacher’s Guide
Star Donaghey Jimena Lizalde
Mickey Rogers Fanny Riva Palacio
Teacher’s Guide
Yvonne Maruniak Margarita Prieto

Student Book
Paloma Varela Liliana Alcántara

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English
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Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcántara
Angela Hewitt
English
Teacher’s Guide
AR_TG1_pp001_022_Prelims.indd 1 7/16/11 1:49 AM

All Ready!
Teacher’s Guide 1
Texto, diseño e ilustración D.R. © Macmillan Publishers, S.A. Macmillan Publishers, S.A. de C.V.
de C.V. 2012 Insurgentes Sur 1886
Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Col. Florida, CP 01030
Liliana Alcántara, Angela Hewitt México, D.F.
Formal Assessments: JoAnn Miller Tel: (55) 5482 2200
Macmillan es una marca registrada elt@grupomacmillan.com
All Ready! es una marca registrada de Macmillan Publishers,
S.A. de C.V. www.grupomacmillan.com
www.macmillan.com.mx
Primera edición 2012 www.macmillanenglish.com
Directora Editorial: Julie Kniveton Miembro de la Cámara Nacional de la Industria Editorial Mexicana
Publisher: Andreina España Registro Núm. 2275
Gerente de Operaciones Editoriales: Elisa Pecina
Gerente de Diseño: Mónica Pérez Prohibida la reproducción o transmisión parcial o total de esta obra
Commissioning Editor: Adriana Alcalá por cualquier medio o método o en cualquier forma electrónica o
Content Editors: Gael Ollivier, Catalina Hernández, mecánica, incluso fotocopia, o sistema para recuperar información
Hilda Álvarez sin autorización por escrito de la editorial.
Editores: Nagchielli Rico, Nuria Villarreal Todos los derechos reservados conforme a la ley.
Diseñadores: Ana Castillo, Alejandro Flores, Berenice Gómez,
Itzel López Impreso en México
Concepto de portada: Alejandro Flores Esta obra se terminó de imprimir en noviembre de 2013
Diseño de portada: Alejandro Flores
2017 2016 2015 2014 2013
Concepto de diseño: Alejandro Flores, Berenice Gómez
10 9 8 7 6 5 4 3 2 1
Diseño y formación: Black Blue, Victor Martínez, David Nieto
Martínez, Margarita Torres
Ilustraciones Student Book: Ben Camberos, Antonio Rocha
Fotografía de portada Student Book: Glow Images p 4
Fotografías Student Book: Archivo Digital p 154; Getty Images
p 154; Latin Stock p 154; Photolibrary p 154 (2)
Ilustraciones Reader: Citlalín Arcos, A corazón abierto/Marcela
Gómez, Estudio GAM/Daniel Garza, Gustavo Rodríguez,
Alejandro Galván, Félix León, Richard Zela
Fotografía de portada Reader: Glow Images p 4 (2)
Fotografías Reader: Getty Images pp 23, 75, 101;
Photolibrary p 127 (4)
ISBN de la serie: 978-607-473-329-7

Teacher’s Guide1 ISBN: 978-607-473-333-4
Class Audio CD1 ISBN: 978-607-473-339-6
AR_TG1_p002_Imprint page.indd 2 9/14/12 9:29 AM

Contents
Introduction ………………………………………………………… page 5

Yearly Planner ……………………………………………………… page 11
Assessment Guidelines ……………....…………………………… page 21
Unit 1 …………………………………………………………………… page 23
Learning Environment 1
Social Practice: Understand and convey information
about goods and services.
Specific Activities: Provide and be provided with
information about performing a community service.
Social Practice: Read and understand different types of literary texts from
English-speaking countries.
Specific Activities: Read classic tales and write a short story based on them.
Continuous and Global
Assessment Chart ……………………....................................…… page 48
Unit 2 …………………………………………………………………… page 49
Social Practice: Understand and write instructions.
Specific Activities: Write instructions to use a
bilingual dictionary.
Social Practice: Interpret and convey information
published in various media.
Specific Activities: Exchange opinions regarding the
contents of a radio program.
Assessment Chart …………………………………………………… page 74
Unit 3 …………………………………………………………………… page 75
Social Practice: Participate in language games to
work with specific linguistic features.
Specific Activities: Participate in language games to
recognize and understand future tense in forecasts.
Social Practice: Read and rewrite informative texts
from a particular field.
Specific Activities: Compose notes to describe the components of different
human body systems in a chart.
Assessment Chart …………………………………………..……… page 100
Familiar and Community Literary and Ludic Formation and Academic 3

Unit 4 ………………………………………………………………… page 101
Social practice of language: Understand and
incite oral exchanges regarding leisure situations.
Specific activities with the language: Exchange likes and dislikes
in a dialogue.
Social practice of language: Understand and
express differences and similarities between cultural
features from Mexico and English-speaking countries.
Specific activities with the language: Read and
perform songs in order to recognize human values in
English-speaking countries and Mexico.
Assessment Chart ………………………………………………… page 126
Unit 5 ………………………………………………………………… page 127
Social practice: Produce texts to participate in
academic events.
Specific activities: Rewrite information to explain a
graphic presentation.
Social practice: Interpret and convey instructions
found in daily life.
Specific activities: Understand and express
warnings relative to public places.
Assessment Chart ………………………………………………… page 152
Glossary ………………………………………………….…………. page 153

Formal Assessments …………………..….……………………….. page 154
Audioscripts ……………………………………………………....... page 164
Answer Key for Reader Comprehension Questions ……..…. page 171
Answer Key for Self-Tests………………………………………….. page 173
Answer Key for Formal Assessments .…………………………... page 174
Bibliography for Teachers …………….…………………………. page 175
Tracklist ………………………………………………………......….. page 176
AR_TG1_pp001_022_Prelims.indd 4 7/17/11 2:11 PM

© Macmillan Publishers, S.A. de C.V., 2013.
Introduction
How All Ready! works

Components
All Ready! is a brand new secondary school course which has been designed both in All Ready! 1
as a stand-alone course and to follow on from the I’m Ready primary course.
All Ready helps students consolidate their knowledge of English and the social For students
practices developed in the previous stages of their education, and acquire new
knowledge and skills to help them take their English to the next level.
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Student Book
Paloma Varela
Annette Flavel
Frances Carmichael
The aim of the All Ready! series is to expose students to a variety of real life
communicative situations specifically selected to reflect the social practices of the
English language. This approach is very much task-based. It does not simply rely on
language analysis, but rather seeks to make learning meaningful by having students
Donaghey • Rogers • Maruniak • Varela • Flavel • Carmichael

apply new language to the completion of tasks or the development of “products.” At the Student
Book
same time, this approach encourages students to not only develop their communication English
skills, but also the general learning skills or competencies they will need in life.
4733303_AR_SB1_CON_Cover.indd 1 5/22/13 3:19 PM
The communicative focus of the All Ready! series is text-based. Students will
work extensively on the production of oral and written texts with the intention
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
of improving their knowledge of different text genres, and producing texts for Reader
specific communicative situations, that are both coherent and cohesive, and der
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that follow grammar, punctuation, and spelling conventions. In addition to this,
Reader
students will develop skills to allow them to revise and repair their written and
oral texts to help them deal with communication breakdowns.
Student Book 4733365_AR_R1_CON_Cover.indd 1 5/22/13 3:25 PM
Structure
All Ready! 1 consists of five units, each one divided into two social learning
environments. Each environment is made up of two lessons of 6 pages each, and For teachers
a product. The product is the final task to the lessons and aims for students to
create a linguistic product that shows that they can perform the social practice
Jimena Lizalde
Fanny Riva Palacio
Teacher’s Guide
Margarita Prieto
Liliana Alcántara
Angela Hewitt
and specific activities of the learning environment. The product is done over three Teacher’s Guide
stages which have students plan, do, and share and are covered in 4 class periods. Our components:
• Student Book
• Reader
• Class Audio CD
The lessons themselves are divided into five stages of language development. These
stages are not explicitly shown in the Student Book, but are clearly indicated in the Teacher’s Guide
Teacher’s Guide:
English
Stage 1: I know: Each lesson begins with an activity designed to activate

students’ prior knowledge of the specific topic covered in the lesson.
Stage 2: I build: This stage exposes students to the target language of each lesson
4733334_AR_TG1_CON_Cover_bn.indd 1 5/22/13 3:21 PM
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Stage 4: I practice: This penultimate stage gives the students the opportunity to test Star Donaghey
Mickey Rogers
Yvonne Maruniak
out their conclusions from the previous stage through a variety of controlled activities.
Paloma Varela
Annette Flavel
Frances Carmichael
Stage 5: I can: Finally, students are given the opportunity to apply and
personalize their new language and knowledge in different contexts in order to
produce their own language.
5
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5/22/13 11:34
5/20/13 5:46 PM
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Each unit begins with an introductory spread which clearly sets out its activities, social
practices, and aims so that students have a clear idea of what is expected of them. In
addition, there is an a Glossary at the back of the book to supplement the lessons.
The Product lessons that come at the end of each learning environment follow a similar Familiar and
Community
format to the lessons themselves:
Environment
Stage 1: I get ready: Students activate their schemata on the topic.
Stage 2: I plan: The initial planning stage where students decide how to distribute
tasks, required material, etc.
Stage 3: I do: This consists of the specific activities needed to develop with the product.
Stage 4: All ready to share: Students share their product with the class. It includes
Check the Chart! or Useful Expressions boxes. Literary
and Ludic
At the end of each product, there is an I learn table so students can self-assess their own Environment
performance throughout the product’s process.
To further help guide both teachers and children through All Ready! 1, a series of icons
and features visually indicate the different elements present in each lesson.
Icons: Formation
• Learning environment icons: and Academic
These show the learning environment that provides the learning context. Environment
Blue – Familiar and Community Environment
Pink – Literary and Ludic Environment
Yellow – Formation and Academic Environment
• Listening icon: 00
This indicates when there is audio support to accompany the activity.
Audio
• Competencies icons:
As previously mentioned, All Ready!, places great emphasis in developing students’
competencies in tandem with their communication skills. The following icons appear
alongside activities so that both teacher and students can see which competency is
being promoted.
Learn: Indicates activities which promote lifelong learning, learning autonomy,

and learning strategies.
Think: Indicates activities which develop critical thinking such as analyzing,

categorizing, sequencing, and reflecting.
Me: Indicates activities which help students understand themselves, their

decision-making processes, and promote self-awareness.
Collaborate: Indicates activities which involve cooperative work and develop

effective communication and social skills.
Act: Indicates activities which create a social and global awareness of the world
today.
• Reader icon:
This icon indicates when to use the Reader which accompanies the Student Book.
• Glossary icon:
This icon refers students to the glossary at the back of the book and aids them in
the learning of new words. The word and meaning will help them understand and
remember the new words more effectively.
6

Features:
There is a Glossary for each unit that gives meanings of key vocabulary items, helping students
develop basic bilingual dictionary skills that promote autonomous learning.
The Self-Test section provides an opportunity for students to reflect on their learning in each
unit and what they can do with the language they have acquired. It includes an answer key.
The Worksheet section consists mainly of graphic organizers and templates for the students to
use during class. The teaching notes indicate when and how to use them. For more information,
see the Helpful ideas for using All Ready! section on pages 8-9.
The Verb list contains a list of irregular verbs found in the Student Book in their infinitive,
simple past, and past participle forms.
The Audioscript section contains scripts for all the listening activities covered in the Student Book.
Refer students to this section whenever you want them to do different activities with the audioscript.
The Bibliography for Students provides a list of reference materials for students to research and
expand their knowledge on the topics seen in All Ready!
Teacher’s Guide
Teaching notes
This guide provides step-by-step comprehensive teaching notes on how

to cover the material in the Student Book. Each corresponding unit of
the Teacher’s Guide is clearly sub-divided into learning environments,
lessons, and even classes, so that the teacher knows exactly what to do
and when to do it.
The lesson notes follow the previously mentioned five-stage language

development plan. Similarly, product lessons are clearly based on the
aforementioned four-stage plans. Both of these lesson types begin with
a box which clearly sets out the lesson’s performance indicators and the
required materials before the lessons begin, and the lesson notes contain
key features like answer keys and competency icons.
Other useful sections in the teaching notes include:
Yearly Planner: Five two-page spreads, one for each unit, which clearly
indicate what the teacher needs to cover in each class period. It lists the
Student Book activities, the chapters of the Reader, the competencies to
be developed, and the stages covered in each lesson.
Lead-in: This section begins every class and serves as a warmer activity
to get the students involved and interested before the main part of the
lesson begins.
Reader box: This is a set of instructions on how to present and carry

out the activities related to the Reader (indicated in the Student Book by
the Reader icon). These boxes also give ideas for a variety of reading
strategies.
Alternative Activity box: This offers the teacher an alternative way to

conduct an activity.

Classroom Management box: This gives methodological or class management suggestions,
designed to anticipate problems in the classroom and / or help the class run more smoothly in
general.
Remember: This feature prompts the teacher at the end of a class about the material required
for the next class.
Cultural Note box: This provides useful cultural information related to the subject being
covered or the language being taught.
Teacher’s Reflection Tool box: This, which appears at the end of each learning environment
and lists the learning environment’s achievements in the form of can do statements, and it
provides the teacher with an opportunity to reflect on what students have covered in class.
Assessment tools: The Assessment Guidelines section at the beginning of the book offers a
detailed explanation of the different types of assessment provided in All Ready! 1, including
assessment rubrics. After each unit there are Continuous and Global Assessment Charts to
record students’ progress, which are linked to the attitudes and values of the language and the
social practices. Finally, at the end of this Teacher’s Guide, there are two-page Formal
Assessments for each unit, which cover the students’ language knowledge and skills.
Bibliography for Teachers: This is a list of reference materials for teachers.
Glossary: This provides a comprehensive list of ELT terms used in the teacher’s notes or that
are essential to the successful implementation of All Ready! 1.
Audioscripts: A copy of all of the scripts for all listening activities is provided at the back of
the Teacher’s Guide.
Answer Keys: There are answer keys for the Reader’s Comprehension Questions and the
Formal Assessments.
Other resource material:

Audio CD
The Audio CD contains the listening activities from the Student Book. The recordings
are read by both native and non-native English speakers. The tracks are indicated in both the
Student Book and the Teacher’s Guide.
The Readers
The All Ready! Readers are specifically designed to complement the Student Book. Given the
text focus of All Ready!, the Readers are an essential tool to help students develop their reading
skills and text knowledge.
The Readers consist of three main sections:
• Narrative texts
These are original fiction and provide opportunities for students to read and discuss stories
related to cultural, literary, and everyday topics, with illustrations that are closely related to the
text.
• Informative texts
These are non-fiction texts that help student’s learn about the world around them. They contain
factual texts and support cross-curricular content.
8

• Comprehension questions and glossary
These are found at the end of each text in both the narrative and informative
texts, followed by a glossary designed to help comprehension during the
reading process.
Helpful ideas for using All Ready! 1

Developing Writing Skills
All Ready! 1 focuses heavily on developing students’ text skills, both
through their ability to understand different texts and to produce them.
Students have begun to develop an understanding of different text types
and are becoming aware of concepts such as purpose, structure, genre,
and tone, both in their own language and in English. However, if this
receptive understanding of written language is to become a productive
ability, students will need the help, support, and guidance of their
teachers.
The lessons in All Ready! 1 provide activities designed to improve and

practice students’ writing skills, but there are a whole host of other
activities available to the teacher which can be integrated into classroom
activities to further develop students’ knowledge and abilities, many of
which require little or no preparation.
At word level, drawing students’ attention to spelling patterns and

strategies (i before e except after c; when to double consonants when
adding -ed or -ing to verbs, etc.), provides students with the tools to construct the basic
building blocks of any text. It is also advisable to sensitize students to recognize different
parts of speech (nouns, verbs, adverbs, etc) and their syntactic functions, as this will improve
their accuracy. One simple but effective activity that can be included in virtually any lesson is
having students find examples of the part of speech being studied in each lesson, for example,
prepositions. Another is helping students build word families for high frequency vocabulary
which occurs in the lessons, for example, success (n) succeed (v) successful (adj), by having
students come up with sentences for each different part of speech in the family.
Similarly, there is an abundance of useful sentence-based activities available to the teacher;

again, many require little extra work on the part of the teacher. Sentence dictations can be
very useful in helping students understand the difference between what they hear and what
they write, and can be done collaboratively (with pairs or groups of students comparing after
each listening and peer correcting) so that the focus is on the students learning from each
other. In a similar vein, giving students sentences from their written homework and having
them work in groups to try and find and correct the mistakes can be a very useful sensitizing
activity. To make things easier, the teacher can indicate where the mistakes are and focus on
common “global” mistakes made by the students rather than using specific examples from
individual students and risking potential embarrassment for the student concerned.
With paragraph and complete text activities, once again, noticing exercises, such as identifying
all the linking words /phrases in a text can be very useful for building student text knowledge,
and simple activities can be created by photocopying texts and deleting the linking words you
want to practice. Similarly, giving students individual sentences from a text or paragraph and
having them work together to decide on a logical order can promote concepts such as how to
produce coherent arguments or main ideas and supporting details.

Moving on to creativity, it is often at the idea stage where students fall
short with writing. Techniques such as brainstorming, using visual aids,
collaborative and chain writing (where students take turns to write
sentences in a text) are all ways of making sure that students don’t get
stuck on what to say. In addition, remember that while students may
now be able to recognize certain text types, they probably still have very
little experience in actually producing them. Make sure that they have
the scaffolding they need by always having a model text so that students
are clear on what they have to produce. The first few times the students
are attempting a certain text type, text templates which clearly show the
paragraph structure, with sentences prompts for students to complete (In
my opinion, …; etc.) provide students with a framework to “borrow” for
future texts of their own.
Remember that students learn quickly, but also forget quickly, and the
best way to ingrain good writing practices in students’ minds is to do
activities often so that they become second nature and can be applied by
students outside the classroom.
Using Songs
All Ready! 1 makes use of songs for a number of different reasons. Apart
from the “typical” language focus exercises (complete the missing words,
guess the new vocabulary from context, put the words or sentences in
the correct order, listen and correct the mistakes, mime the actions,
etc.), songs can provide a platform for a number of other language and
competency-based activities.
To begin with, songs can be used as a means of teaching values and

provide contexts for looking at social issues, by having students reflect
on the themes they cover, such as sadness, friendship, and family. In
addition, songs can serve as a platform for speaking and writing exercises.
Depending on the song, it may be possible for students to develop role-
plays between the different characters in the song or for students to write
additional verses or continue the “story”. They can even be asked to write
letters or e-mails to the people in the song, giving advice, or to rewrite the
song into a story. The list goes on and on.
One thing is certain, songs are an excellent way to engage students’

interest in English or in a specific topic, and, with a little thought, can
often be the vehicle for many interesting activities.
Graphic Organizers
Graphic organizers, which are found in the Worksheet section of the
Student Book, integrate visual and verbal elements of learning. They
benefit both left and right hemispheres of the brain, and are designed
to help students organize and make sense of information and create a
connection between different ideas through visual means.
Graphic organizers can be used in all stages of the lesson, for instance,
when brainstorming or when organizing information, and they can be
used individually or in groups. They are particularly useful in activities
that require critical thinking skills and promote creativity by encouraging
students to look at information in new ways. They also promote learner
autonomy by giving students the means to organize their newly acquired
knowledge in ways which are meaningful to them.
10

Yearly Planner Unit 1
Learning Environment 1 Achievements:

Familiar and Community •C
an identify subject matter, purpose and intended audience.
Social Practice: Understand and convey information •C
an predict central sense from words and expressions similar to
about goods and services. those of the native tongue.
Specific Activities: Provide and be provided with •C
an distinguish expressions during oral exchanges.
information about performing a community service. •C
an recognize the composition of expressions during oral
Structures and Sample Language: structure of dialogue; exchanges.
connectors (if, then); modal verbs (Can you …?, •C
an produce expressions to provide information.
What can …?, You can…) •C
an adjust volume and speed when constructing oral texts.
Competencies
Lesson 1 Lesson Stages Student Book Reader Developed
Activity 1
Class 1 I know
Activity 2
I build Activity 3
Class 2 Activity 4 Act
Activity 5
I think Activity 6 Think

Class 3 Activity 7 Let’s Go to Boulder
Activity 8 Pages 7-16 Learn
Activity 9 Act
I practice
Activity 10
Class 4 Activity 11 Think
Activity 12
I can Activity 13
Collaborate
Competencies
I know Activity 1
Class 5 Activity 2
I build Activity 3
Activity 4
Activity 5
Class 6 Think
Activity 6
Activity 7
I think Let’s Go to Boulder
Pages 7-16 Think
Activity 8
Class 7 Activity 9
Activity 10 Learn
I practice
Activity 11
Class 8 Activity 12 Collaborate
I can Activity 13
Product 1 Lesson Stages The Acting - out of a Dialogue

I get ready Stage 1
Class 9 I plan Stage 2
I do Stage 3
Stage 4
Class 10 All ready to share I learn
Class 11 Self-Test: page 166 of the Student Book
Class 12 Formative Assessment: page 154 of the Teacher’s Guide
11

Unit 1

Literary and Ludic • Can use known comprehension strategies.
Social practice: Read and understand different types • Can recognize central sense from some details.
of literary texts from English-speaking countries. • Can formulate and answer questions in order to locate
Specific activities: Read classic tales and write a specific information.
short story based on them. • Can express personal reactions to literary texts, using
Structures and Sample Language: graphic and text known oral expressions.
components (bold, italics, title, subtitle); elements in • Can retell events using images.
narrative (setting, character, events, conclusion, climax); • Can organize sentences into a sequence of actions.
general ideas and specific information; simple past, past
continuous
Competencies
I know Activity 1
I build Activity 2
Class 13 Act
Activity 3
Activity 4
Activity 5
Class 14 Activity 6 Learn
I think
Activity 7
The Silkies
Activity 8 Pages 20-29
Activity 9 Learn
Class 15
Activity 10
Activity 11
I practice
Activity 12 Think
Class 16 Activity 13
I can
Activity 14 Act
Competencies
I know Activity 1 Collaborate
Class 17
Activity 2 Act
I build
Activity 3
Me
Activity 4
Class 18
Activity 5
I think Think
Activity 6
The Silkies
Activity 8 Learn
Class 19
I practice Activity 9
Activity 10
Activity 11
Activity 12 Collaborate
Class 20 I can Activity 13
Activity 14 Think
Activity 15
Product 2 Lesson Stages Broodsheet Book
I get ready Stage 1
Stage 3
I do
Stage 4
Class 22
All ready to share I learn
Class 24 Formal Assessment: page 155 of the Teacher’s Guide
12

Unit 2

Formation and Academic • Can locate and read the definitions of words both in
Social practice: Understand and write instructions. English and Spanish.
Specific activities: Write instructions to use a bilingual • Can understand the use of upper case letters, lower
dictionary. case letters and abbreviations in a dictionary.
Structures and Sample Language: parts of speech (noun, • Can complete and compose sentences in order to
verb, adjective, adverb, pronoun, preposition, organize them into a sequence from a model.
conjunction, interjection); imperative; connectors • Can remove and / or add information to edit an
instruction manual.
Competencies
Class 25 I know Activity 1
I build Activity 2
Class 26
Activity 3
Activity 4
Activity 5 Introduction to Using a Think
Class 27 I think
Activity 6 Bilingual Dictionary
Activity 7 Pages 33-42 Learn
Activity 8
I practice
Class 28 Activity 9
I can Activity 10
Competencies
I know Activity 1
Class 29 I build Activity 2 Think
Activity 3
Activity 4 Think
I think Activity 5
Class 30 Activity 6 Introduction to Using a
Activity 7
Bilingual Dictionary Learn
Activity 8
Pages 33-42
Activity 9
Class 31 I practice Activity 10
Activity 11
Activity 12
Activity 14
Product 1 Lesson Stages Instruction Manual
I get ready Stage 1
Class 33
I plan Stage 2
I do Stage 3
Class 34 Stage 4
All ready to share
I learn
13

Unit 2

Familiar and Community • Can identify words used to link ideas.
Social practice: Interpret and convey information • Can detect speech register.
published in various media. • Can compose expressions to produce opinions.
Specific activities: Exchange opinions regarding the • Can answer questions to express opinions or points
contents of a radio program. of view about the contents of an oral text.
Structures and Sample Language: radio program structure; • Can expand main ideas in an oral exchange.
speech register; modals (should, might, could, can)
Competencies
Activity 2
Activity 3
Class 38 I build
Activity 4
Activity 5
Activity 6 Think
Activity 7
On the Radio
Class 39 I think Activity 8
Pages 46-55
Activity 9 Me
Activity 10
Activity 11
I practice
Activity 12
I can Activity 14
Activity 15
Competencies
I know Activity 1
Class 41 Activity 2
I build
Activity 3
Activity 4
Activity 5 Think
Activity 7 Learn
Activity 8
Activity 9 On the Radio
Class 43 I practice Activity 10 Pages 46-55
Activity 11
Activity 12 Think
Activity 13
Class 44 I can Activity 14 Me
Activity 15
Product 2 Lesson Stages Plenary

I get ready Stage 1
Class 45
I plan Stage 2
I do Stage 3
Class 46 All ready to Stage 4
share I learn
14

Unit 3

Literary and Ludic •C
an recognize future verb forms within sentences.
Social practice: Participate in language games to work •C
an classify sentences by the types of future verb form
with specific linguistic features. found in them.
Specific activities: Participate in language games to •C
an compare sentences that express future situations to
recognize and understand future tense in forecasts. ones which express past and/or present situations.
Structures and Sample Language: future tenses (will, •C
an formulate and answer questions in order to
going to) understand forecasts.
Competencies
I know Activity 1
Class 49 Activity 2
I build Activity 3
Activity 4
Activity 5 Learn
Activity 7 Are You Playing
Think
Activity 8 or gaming?
pages 59-68
Activity 10

Activity 12
I can Activity 13
Activity 14
Class 52
Activity 15
Competencies
I know Activity 1
Activity 2 Learn
Class 53
I build Activity 3
Activity 4 Think

I think
Activity 5
Activity 6
Class 54 Think
Activity 7
Activity 8 Are You Playing
Activity 9 or Gaming?
I practice pages 59-68
Activity 10
Class 55
Activity 11
Activity 12
Activity 13
Activity 14
I can
Activity 16
Activity 17
Product 1 Lesson Stages Forecasts
I get ready Stage 1
Class 57
I plan Stage 2
I do Stage 3
Class 58 Stage 4
All ready to share
I learn
15

Unit 3

Formation and Academic • Can answer questions in order to give a
Social practice: Read and rewrite informative texts from a description.
particular field. • Can rewrite and compose sentences.
Specific activities: Compose notes to describe the • Can organize terms and descriptions into a table.
components of different human body systems in a chart. • Can compose sentences in order to write notes.
Structures and Sample Language: simple present; • Can verify spelling conventions in order to edit
demonstratives (a, the); present passive; countable / notes.
uncountable nouns
Lesson 3 Lesson Stages Student Book Competencies

Reader Developed
I know Activity 1
Class 61
Activity 2
I build Activity 3
Activity 4
Activity 5 Learn
Activity 6
Class 62
Activity 7
I think Activity 8 Think
Activity 9 An Amazing Journey
Activity 10 pages 72-81
Activity 11 Think
I practice Activity 13 Learn
Activity 14
Activity 15

Class 64 I can
Activity 17

Activity 18
Competencies
I know Activity 1
Class 65 Activity 2
I build Activity 3
Activity 4 Think
I think Activity 5
Class 66 Activity 6 Act
Activity 7
Activity 8 An Amazing Journey Learn
pages 72-81
Activity 9
Class 67 Think
Activity 11
Activity 12
Activity 13
Activity 14
Class 68 I can Collaborate
Activity 15
Activity 16
Product 2 Lesson Stages Charts of Human Body Systems
I get ready Stage 1
Class 69
I plan Stage 2
I do Stage 3
Class 70 Stage 4
All ready to share
I learn
Class 71 Self-Test: 171 of the Student Book
16

Unit 4

Formation and Academic •C
an recognize the speakers and listeners behavior that
Social practice of the language: Understand and supports the construction of meaning.
incite oral exchanges regarding leisure situations. •C
an request further information.
Specific activities with the language: Exchange •C
an compose sentences.
likes and dislikes in a dialogue. •C
an formulate questions to solve doubts.
Structures and Sample Language: sentences using “like”; •C
an anticipate sense to strike up a dialogue.
infinitive and gerund to talk about likes and dislikes;
question tags
Lesson 1 Lesson Stages Student Book Reader Competencies

Developed
Activity 2
I build Activity 3
Activity 5
Activity 6
I think Activity 7 Teenagers are the

Activity 8 Future of the World Think
Class 75
Activity 10 Learn
Activity 11
Activity 13 Me
Competencies
Lesson 2 Lesson Stages Student Book Reader
Developed
I know Activity 1
Class 77 I build Activity 2
Activity 3
Activity 4
Activity 5
I think
Activity 6 Think
Activity 7
Class 78 Activity 8 Teenagers are the Learn
Activity 9 Future of the World
Activity 10 Pages 85-94 Collaborate
Me
Activity 13
Activity 14
Class 80 I can
Activity 16
Product 1 Lesson Stages Interview
I get ready Stage 1
I do Stage 3
Stage 4
Class 82 All ready to share
I learn
17

Unit 4

Familiar and Community • Can link main ideas in songs.
Social practice: Understand and express differences and • Can formulate and answer questions about the
similarities between cultural features from Mexico and treatment of information.
English-speaking countries. • Can compare information using known expressions.
Specific activities: Read and perform songs in order to • Can sing verses and choruses of songs.
recognize human values in English-speaking countries and • Can detect rhythm, speed and intonation of songs.
Mexico.
Structures and Sample Language: text arrangement
(verses, stanzas, chorus); simple past, past progressive;
antonyms
Competencies
Activity 2
Activity 3
Activity 4
Class 86 I build
Activity 5
Activity 6
Activity 7
Activity 8 Summer Music Camp
Activity 9 Think
Pages 98-107
Activity 11 Learn
Activity 12
Activity 13
Activity 16
I can Activity 17
Competencies
I know Activity 1
Activity 2 Think
Class 89 Activity 3
I build Activity 4 Me
Activity 5
Activity 6
Activity 7
Activity 8
Class 90 I think Learn
Activity 9
Summer Music Camp
Activity 10
Pages 98-107
Activity 11
Activity 12
Class 91 Collaborate
Activity 14
Activity 15
Activity 16
I can Activity 17
Class 92 Collaborate
Activity 18
Activity 19
Product 2 Lesson Stages Recital
I get ready Stage 1
I do Stage 3
Stage 4
Class 94 All ready to share
I learn
18

Unit 5

Formation and Academic • Can identify and distinguish types of sentences that express main
Social practice: Produce texts to participate in ideas within paragraphs, using previously established goals.
academic events. • Can use various strategies in order to point out relevant
Specific activities: Rewrite information to explain a information.
graphic presentation. • Can select information in order to rewrite and paraphrase
Structures and Sample Language: relative pronouns (who, sentences.
which, what); phrasal verbs (wipe out, take care of, find • Can organize sentences to make a paragraph.
out, etc.); present and past passive; connectors (therefore, • Can point out and solve doubts in order to edit notes.
so, because, and, also, as well as)
Competencies
Activity 1
I know
Activity 2
Class 97
Activity 3
Activity 4
I build
Activity 5
Activity 6 Act
Think
Class 98 Activity 7
Activity 8 Learn
Activity 9
I think Back to Basics
Activity 11 Think
Activity 13 Learn
Activity 14
Activity 16
Activity 18
I can Activity 19
Competencies
I know Activity 1
Activity 2
I build Activity 4
Activity 5
Activity 6
Class 102 Activity 7 Think Learn
Activity 8
I think Activity 9 Back to Basics
Activity 11
Class 103 Learn
Activity 12
Activity 13
Activity 15
Activity 16
Activity 18
Activity 19
Product 1 Lesson Stages Oral Presentation about a Science topic
I get ready Stage 1
I do Stage 3
Class 106 Stage 4
All ready to share
I learn
Class 108 Formal Assessment: page 162 of the Teacher’s Guide 19

Unit 5

Familiar and Community • Can adjust volume, tone, and intonation to emphasize
Social practice: IInterpret and convey instructions warnings.
found in daily life • Can understand conditional and non-conditional
Specific activities: Understand and express warnings.
warnings relative to public places. • Can request information to confirm the understanding of
Structures and Sample Language: first conditional (If there warnings.
is a stop sign, you must stop); imperative; connectors (if, in • Can indicate causes and effects on warnings.
case, in case of); modal (must)
Competencies
Activity 1 Think
Class 109 I know
Activity 2
Activity 3
Activity 4 Think
I build
Activity 5
Class 110
Activity 6
Activity 7 Learn
Activity 8
Watch Out!
I think Activity 9 Pages 124-133 Learn
Activity 10
Class 111
Activity 11
Think
Activity 12
Activity 14
Activity 16
I can
Activity 17
Competencies
Lesson 4 Lesson Stages Student Book Reader
Developed
I know Activity 1
Activity 2
Activity 3
Class 113
Activity 4
I build
Activity 5
Activity 6
Activity 7
Activity 8
Class 114 I think Learn
Activity 9
Watch Out!
Activity 10
Pages 124-133
Activity 11
Activity 12
Class 115 Learn
Activity 14
Activity 15
Activity 16
Class 116 Act
I can Activity 17
Activity 18
Product 2 Lesson Stages Oral Announcement of Warnings
I get ready Stage 1
I do Stage 3
Class 118 Stage 4
All ready to share
I learn
20

Assessment Guidelines
All Ready! 1 offers different types of assessment tools related to the learning process that are used to
systematically gather evidence over time and in different ways.
Continuous and Global Assessment Charts

The chart at the end of unit is designed for both continuous and global assessment. Continuous assessment
focuses on the student’s attitudes and values, on “learning to be” through the language. Global assessment
focuses on the final outcome of the unit.
Assess each social environment by making one photocopy per student and filling in each column with the
assessment criteria provided in the chart.
Continuous Assessment
Continuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language.
Global Assessment
Global assessment focuses on the final outcome of the unit easily assess each social practice by using the
assessment guidelines. Descriptions of the achievements for each learning environment (LE) are given at the
beginning of each unit, and charts at the end of each unit allow you to keep a record of both student’s continuous
progress and the global outcome of each one.
Formal Assessment
Formal assessment is a means to provide both corrective and enrichment activities for students who need them. Use the
tasks in each learning environment to assess student’s comprehension of the newly acquired language. Photocopiable
formal assessments are provided at the back of the Teacher’s Guide. They cover a variety of evidences of students’
learning. Use them after students have completed the corresponding learning environments in each unit in order to
check their understanding; allow adequate time for them to work on the assessment. The answer key is on page 174.
Unit 1 Formal Assessment Learning Environment 1 Unit 1 Formal Assessment Learning Environment 2
Name: Name:
1 04 Listen to this conversation and answer the questions. (5 points, 1 each) 1 Read the story and match the sentences to the elements in the (14 points, 2 points each)
narrative and text components.
1 What did Marco and the Mayor talk about? .
2 What didn’t they talk about? . The Sun and the Wind
3 Where does the pathway for skateboarders take you? .
4 Where do they have teen rock dances? The Sun and the Wind had a discussion. They couldn’t decide who was stronger. The
.
Sun thought he was the strongest. The Wind knew the Sun was wrong. Obviously the
5 What can you do at the Mall? . wind was stronger.
2 Match the sentences to the pictures. d b (5 points, 1 each) One day they saw a man walking in the countryside. He had a heavy coat. “Now we
can discover who is stronger,” said the Wind. “Which one of us can make that man
1 “You can see the doctor now.”
take off his coat?” The Sun agreed.
2 He said, “Do you want pepperoni on that? c
3 I love to go to the library. It’s very quiet. The Wind began to blow and blow. Then it made rain and cold, but the man pulled his
e a coat around him. He didn’t take it off. Now it was the Sun’s turn. It got hotter and
4 I want to send this package to my uncle.
hotter and the man took off his coat. The Sun had won.
5 My sister exercises at the Sports Club.
1 The Sun and the Wind _____

2 Somewhere in the countryside in the past _____ a) conclusion
3 Write the conversation in order. Two are examples. (5 points, 1 each) b) event 1
3 The Sun and the Wind had a discussion. _____
c) event 2
Can you help me? 4 The Sun made the man take off his coat. _____
A: d) event 3
Dallas. Dallas 5 The Sun won. _____ e) main characters
B:
How many stamps do I need for this package? 6 The Sun and the Wind. _____ f ) setting (time and place)
A:
I need to weigh it first. Where are you sending it? g) title
B: 7 The Wind tried to make the man take off his coat. _____
Is that in Texas?
A:
Yes, it is. 2 Circle the correct words. (6 points, 1 point each)
B:
Yes, what can I do for you? Yes, it is.
A:
A man 1) walked / was walking in the countryside. The Sun and the Wind
4 Unscramble the sentences. (5 points, 1 each) 2) saw / was seeing him. The Wind 3) tried / was trying to remove his coat.
The man 4) didn’t take / wasn’t taking his coat off. The Sun 5) started / was started
1 a pharmacy / an aspirin, / go to / If / need / then / you /
to shine. It 6) got / was getting very hot when the man finally took his coat off.
2 a large / or a small / box / Do / want / you / ?
3 buy / can’t / here / stamps / You /
4 a doctor / at / can / see / the hospital / You /
5 can’t / doctor / see / The / today / you /

Score: ( / 20 points)
154 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes. Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes. 155
AR_TG1_pp153_163_Formal_Assessment.indd 154 5/4/12 5:04 PM AR_TG1_pp153_163_Formal_Assessment.indd 155 5/4/12 5:04 PM
21

Self-Assessment (Self-Test and Can do
Checklist)
Encourage self-assessment, as it gives students an
opportunity to reflect on their own learning and helps
them understand that learning is a process. At the end
of each learning environment, have students go to the
Self-Test for that unit and learning environment, and
have them answer the test. Check answers and take
this opportunity to review any language or structures
key in on page 173 of the Teacher’s Guide. After the

Self-Test, direct students to the unit opener and have
them check the boxes for the Can do statements in
that learning environment. It is also important to start
the unit by showing students what objectives will be
do this.
Product: I learn section

Students can monitor their own progress after completing the product in this section. Remember that it is
very important to guide students to build up self-awareness so that they are able to objectively assess their own
performance. Ask students to evaluate their performance (teamwork, attitude, contributions and self-esteem)
in the development of the product. It will help them gain confidence in their own ability to learn, a sense of
achievement, and self-esteem. Some students might be very harsh in their self-evaluation; be ready to give them
positive feedback on this topic.
Reflection on Teaching Teacher’s Reflection Tool

Teachers are also given an opportunity to reflect on My work in this social learning environment has
their teaching and on students’ achievement. facilitated the learning process of the class so students:
– Can identify subject matter, purpose and intended
audience.
– Can predict central sense from words and
expressions similar to those of the native tongue.
– Can distinguish expressions during oral exchanges.
– Can recognize the composition of expressions
during oral exchanges.
– Can produce expressions to provide information.
– Can adjust volume and speed when constructing
oral texts.
22

Unit 1
Learning Environment 1: Learning Environment 2:

Familiar and Community Literary and Ludic
Social Practice: Understand and convey information Social Practice: Read and understand different types
about goods and services. of literary texts distinctive of English-speaking
countries.
Specific Activities: Provide and be provided with
information about performing a community service. Specific Activities: Read classic tales and write a
short story based on them.
Product: The Acting-out of a Dialogue
Product: Broadsheet Book
At the end of this environment students will:
At the end of this environment students will:
• identify the main idea, purpose and the type of
message formal or informal. • use basic learning skills to build comprehension.
• be familiar with English words that are similar to my • recognize main ideas and message from some details.
first language. • ask and answer questions to find specific information.
• ask, give, obtain and confirm information during • express personal feelings about literary texts using
conversations. known conversation phrases.
• recognize how to open and close conversations. • talk about events using images.
• produce phrases to give general and specific details. • put sentences in a sequence.
• speak softly and slowly or louder and faster when
having a conversation.
23
AR_TG1_pp023_048_U1.indd 23 7/16/11 3:21 PM

Unit 1 Lesson 1 Student Book p. 8-13
Performance Indicators: – Organize sentences to establish turns of participation.

– Activate previous knowledge. – Determine sequence of enunciation.
– Discriminate ambient sounds and background noise. – Adjust volume and speed within dialogues.
– Recognize subject matter, purpose and intended – Compose sentences to provide and be provided with
audience. information.
– Listen to dialogues related to the provision of a – Read sentences to practice pronunciation.
community service. – Intervene pertinently during oral exchanges.
– Distinguish the relationship between participants. – Foster confidence within interpersonal relationships.
– Differentiate speakers and turns of participation. – Include relevant details and interesting information
– Identify form of communication. during an exchange.
– Differentiate speech register. – Identify structure of dialogue.
– Locate key words. – Establish the relationship between participants.
– Recognize the behaviors of speakers and listeners
which support meaning. Materials:
– Distinguish between intonation and attitude. – Reader, Audio CD
– Distinguish composition of expressions. – White sheets of paper, a toilet paper roll
– Reflect on how information is organized.
Class Ask students to open their Student Books to page 8

Lead-in and look at the pictures. Ask for volunteers to describe
Introduce yourself to students pointing to yourself and them. Then tell students that they have to number the
saying Hello! I’m (name), I’m (age) and I’m (nationality). pictures in the order they hear them. Ask them to listen
Ask students to write their name, age, and nationality first, without writing.
on a folded slip of paper and put it at the front of their Play the CD once again. Give students some time to
desk. Then go around the classroom saying to students order the pictures. Play the CD again for students to check
Hello! I’m (name), I’m (age) and I’m (nationality). Point their answers. Ask them to compare with a classmate.
to students’ slips of paper and elicit the information
from them. Answers: a 3; b 5; c 1; d 2; e 4
Stage 1: I know 2 Label the places in Activity 1 using words

from the box.
02 1 Number the pictures in the order you Go over the words in the box with the students, say
hear them. them aloud and have them repeat after you to practice
To activate students’ previous knowledge, describe your pronunciation. Ask students to write the names of the
neighborhood. Include the words supermarket, library, places on the spaces provided using words from the
sports club, hospital, and playground in your description. box. Have them exchange books with a classmate to
Then ask: Is there a supermarket/library/sports club/ compare and check their answers.
hospital/playground in your neighborhood? Ask for
volunteers to describe these places. Then ask: What do Answers: a playground; b sports club; c supermarket;
we do at the supermarket/library/sports club/hospital/ d library; e hospital
playground? Elicit answers from students. To discriminate
ambient sounds and background noise, tell students you
are going to play the CD and that you want them to Alternative Activity: Draw students’ attention to the
concentrate on listening to all the sounds and noises they words in the box. Ask for volunteers to spell them. The
hear. Ask them to close their eyes. Play the CD; ask them rest of the class gives thumbs up if the words are spelled
to open their eyes and ask for volunteers to describe what correctly or thumbs down if they are not.
they heard and to say where they can hear those sounds. Time: 10 minutes
24
AR_TG1_pp023_048_U1.indd 24 7/15/11 11:29 PM

Reader Let’s Go to Boulder p. 7-16
Alternative Activity: Draw a two-column table on
the board and label the columns My Community and
Boulder respectively. You can have students draw the
Ask students to open their Readers to page 7 and flick table on a blank sheet of paper in their notebooks. Ask
through the pages of Chapter 1 focusing on the pictures. students to work in pairs and think about the services
Have different students describe what they see. To their community offers. Elicit some ideas from them
recognize subject matter, purpose and intended audience, and copy them in the My Community column you drew
ask the following questions: on the board. Then ask them to compare the services
Boulder offers with the services that are offered in their
– What do you think the text is about? community and have them think about the following
– Where can you find information like this? questions: Are they the same? Are they different? Which
– Who would read or look for this kind of information? ones do they think are the most important for a
community? What other service(s) would they like to
Draw students’ attention to the first paragraph on page have in their community?
7 and read it aloud. Ask students if they have ever used Time: 15 minutes
the Internet to find out about cities or towns. Tell them
they are now going to learn about Boulder and the
community services it offers. Read the second paragraph
on page 7 aloud making sure the students follow the Classroom Management: Peer correction is a
reading. Ask questions to increase students’ interest in classroom technique where learners correct each
the information: What’s the name of the city? Which other rather than the teacher doing this. It is a useful
country is it in? What do you think it was like in the technique as learners can feel less intimidated being
1800s? What were the first services offered? helped by others in the class. It is useful in that it
Ask for volunteers to read the information on the next means involving the whole class in the moment and it
pages. Ask comprehension questions after each page. If also allows the teacher to check what the rest of the
no one volunteers, continue the reading yourself, having class knows. Asking students to agree or disagree with
students follow the reading in their books and asking their classmates’ answers is a way of promoting peer
comprehension questions to make sure they follow the correction among students.
reading. When appropriate, draw students’ attention to
the Glossary at the bottom of the page and make sure
students understand the meaning of the words. Class
When the reading is finished, ask: What are the Lead-in
community services Boulder offers today? and allow Say Hello to several students. Ask students to greet each
different students to talk about them. To include relevant other. If necessary, explain How are you? I’m fine.
details and interesting information during an exchange,
encourage the rest of the class to add ideas when Stage 2: I build
appropriate. Then tell them to work in pairs in Activity
1 page 17. Walk around the classroom, monitor and 03 3 Listen and circle T for True or F for False.
help students if necessary. Allow enough time for Ask students to open their Student Books to page 8 and
students to complete the activity. Check answers orally, draw their attention to the picture in Activity 3. Ask: Who
having students answer in unison. are they? Where are they? What are they talking about?
Individually, ask students to complete Activity 2. If To listen to dialogues related to the provision of a
necessary, read the questions aloud to make sure community service and distinguish the relationship
students understand them. Allow time for them to between participants, tell students that they are going
write their answers. Walk around the classroom, to listen to the conversation between the people in the
monitor and provide help if necessary. Ask students to picture. Ask them to listen carefully. Play the CD
raise their hand when they finish. When most of them pausing if necessary to make sure students are
have finished, ask them to share and compare their following the dialogue. Ask comprehension questions
answers with a classmate. Then ask for volunteers to at different points if needed: Why is the boy talking to
read their answers aloud, and ask the rest of the class Mr. Burns? What’s the name of the community they are
to agree or disagree with the answers. Check answers talking about? What community services does the
in the Reader Answer Key on page 171 of the town offer?
Teacher’s Guide
25
AR_TG1_pp023_048_U1.indd 25 7/15/11 11:29 PM

Have students read the statements, making sure Cultural Note
they all understand them. Play the CD once again, and
ask students to circle T or F as they listen. Have them There are unwritten rules that are followed
compare and check their answers with a classmate. when speaking a language that are often referred to as
Then, as a whole class activity check answers orally “register use”. In English, formal language or register is
having students answer in unison. used when interacting with older people, with strangers,
and at the workplace with higher rank co-workers.
Answers: 1 F; 2 T; 3 T; 4 T Informal language or register is used with family,
friends, and in general with people we know well. In
most Spanish-speaking countries, the difference in
Classroom Management: To extract meaning register is made through the use of usted and tú.
from a listening text, students need to follow three
basic steps.
First, figure out the purpose of listening: activate 5 Match the places to the community service
background knowledge of the topic in order to predict they offer.
or anticipate content and identify appropriate Go over the places with the students. Ask: What do we do
listening strategies. Second, attend to the parts of the in the library/music shop/post office/pharmacy/ sports
listening input that are relevant to the identified club? To locate key words and make sure students
purpose and ignore the rest: this selectivity enables understand the phrases, ask for volunteers to read the
students to focus on specific items in the input and phrases aloud and ask: What word represents the key action
reduces the amount of information they have to hold in the phrase? Elicit send, borrow, buy, play tennis, swim
in short-term memory in order to recognize it. Third, and go from students. If no one volunteers, read the
check comprehension while listening and also when phrases yourself and then ask the question. Ask students to
the listening task is over: monitoring comprehension match the places to the community service they offer. Have
helps students detect inconsistencies and them share and compare their answers with a classmate.
comprehension failures directing them to use Check answers orally by reading the phrases aloud or
alternate strategies. asking for volunteers to do it and have the rest of the class
complete them with the appropriate place in unison.
Refer students to the Glossary on page 156 to clarify
Stage 3: I think the meaning of words.
04 4 Listen to the conversation and Answers: 1 c; 2 a; 3 b; 4 e; 5 d

complete the sentences.
Draw students’ attention to the picture on page 9. Class
To establish the relationship between participants, ask: Lead-in
Who are they? Where are they? What are they talking Say My name is (name). What’s the question? Elicit What’s
about? To differentiate speakers and turns of your name? from students. Ask two students to stand up.
participation, tell students that they are going to listen Explain that you’ll be giving the answer to a question and
to the conversation between the people in the picture. say What’s the question? The fastest student to respond
Ask them to listen carefully. Play the CD pausing if correctly wins and remains standing up. The other student
necessary to make sure students are following the sits down and a new student stands up. Repeat several times
dialogue. Ask comprehension questions at different with different students. Some possible answers are: I’m
points if needed: What are they talking about? What (number) years old. I’m from (country). I have a (brother/
things for young people do they talk about? sister). I like (food/drink). My favorite singer is (name).
To identify form of communication and to
differentiate speech register, ask students if they 6 Read the underlined expressions in each
remember the conversation between Marco and the conversation and decide which ones ask for
Mayor. Then draw their attention to the sentences in help and which ones offer help or information.
Activity 4. Read the first questions aloud and then ask Ask students to open their Student Books to page 10
students to complete the two sentences individually. and look at the first picture on page 10. Ask: Who are
Have them share and compare their answers with a they? Where are they? What are they talking about?
classmate. Then read the two sentences aloud, having Elicit answers. Then have them read the first
students answer in unison. conversation in silence. Explain new vocabulary if
necessary. To recognize the behaviors of speakers and
Answers: 1 formal and courteous; 2 informal listeners which support meaning, ask them to read the
and casual underlined expression again and ask: Which ones ask for
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AR_TG1_pp023_048_U1.indd 26 7/15/11 11:29 PM

help? Which ones offer help or information? Elicit answers. 8 Complete the sentences.
Make sure students understand the difference between Ask students to think about the conversations they have
asking for something, offering help, or information. heard so far, including Marco’s, and to complete the
Repeat with the other two pictures and conversations. sentences on page 11 individually. Ask them to share
and compare their answers with a classmate to foster
Answers: 1 ask for help: Can you help me? Offer help confidence within interpersonal relationships. Then ask
or information: Yes, what can I do for you? What kind of for volunteers to read the complete sentences and have
music would you like? You can find it here in the pop the rest of the class agree or disagree with the answers.
music section. 2 ask for help: Is that in English? 3 ask for
help: How many stamps do I need for this package? Offer Answers: 1 service; 2 formal; 3 informal; 4 help;
help or information: Yes, how can I help you? We need to 5 clarification; 6 details; 7 information; 8 help
weight it first. Where are you sending it?
Classroom Management: Encourage students to

Alternative Activity: Examine the pictures together show approval and appreciation for their classmates’
with students. To distinguish between intonation and efforts and performance. The more you do it, the more
attitude, ask for volunteers to act out the conversations. they will do it spontaneously.
Encourage them to get involved in their role and to use
appropriate intonation. Have the rest of the class vote
for the best performance. Then ask them to focus on emember Next class students will need: a toilet
the underlined expressions in their book and in pairs, paper roll.
decide which ones ask for help and which ones offer
help, or information. To check their understanding of Class
the difference, ask: Which ones ask for help? Which ones Lead-in
offer help or information? and elicit answers. Take a toilet paper roll and take several squares of toilet
Time: 15 minutes paper. Then hand the roll of toilet paper to a student and
ask him to take more than two squares. The student then
passes the roll to a classmate. After everybody in the class
7 Read the conversations in Activity 6 has some paper, have students count the squares they
again. Write the offers and requests under the have and explain they will have to tell as many things
correct heading. about themselves as squares of toilet paper they have.
Having students classify and categorize expressions
to clarify their meaning and sense helps them develop Stage 4: I practice
critical thinking. Draw the table on the board and go
over the headings with the students to make sure they 9 In pairs, decide which expressions come first,
understand how they are different. Then ask students to second, and at the end of the conversation.
work in pairs and to read the conversations in Activity Then write the conversation in order.
6 again. To distinguish composition of expressions, Students open their Student Books to page 11 and get in
have them write the underlined expressions under pairs. To reflect on how information is organized, ask them
the correct heading. Allow enough time for students to look at the sentences in Activity 9 and decide which
to do this. Walk around the class, monitor and help if expressions come first, second, and at the end of the
necessary. When most pairs have finished, ask them conversation. Once they have decided the order, to organize
to share and compare their answers with another pair sentences to establish turns of participation, have them
of students. Then ask for volunteers to come to the write the conversation in order on the space provided.
board and write the offers and requests on the table you To adjust volume and speed within dialogues, ask
drew. Have the rest of the class decide if the offers and for volunteers to act out the conversation and have the
requests are placed under the correct heading. rest of the class compare and check their answers.
Answers: Asking for help or clarification: Can you Answers: A = Hi, David. What are you doing? B = I’m
help me? Is that in English? Seeking information or trying to find information on the Internet. A = On the
confirmation: What kind of music would you like? Internet? I want to invite you to the movies. B = That’s
Is that in English? How many stamps do I need for this great, but I have to finish this project on Egypt for
package? Where are you sending it? Offering help: Yes, tomorrow. A = If you need information about Egypt, you
what can I do for you? Yes, how can I help you? Asking should go to the library. Our librarian is very helpful.
for or offering detail: You can find it here in the pop B = Really? What’s her name? A = Mrs. Smith. Come with
music section. Where are you sending it? me, I’ll introduce you to her. B = That sounds good, let’s go.
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Cultural Note and raises students’ awareness of multiple turn-taking
during oral exchanges. Have students read the sentences
To train students to intervene pertinently during in silence and ask them if there are any new words. If so,
oral exchanges, it is important for them to become aware explain their meaning and model their pronunciation. Ask
of the fact that communication is the activity of students to get in pairs and take turns saying the
conveying information and that it involves multiple sentences. Walk around the class, monitor and check
turn-taking. The communication process is complete pronunciation. Draw their attention to the expressions and
and successful once the receiver has understood the ask them to match them to make appropriate suggestions.
sender. Therefore, communication involves the use of Ask for volunteers to read the suggestions aloud. Have the
active listening expressions such as Really? or the rest of the class agree or disagree with the answers.
repetition of part of the information the sender Refer students to the Glossary on page 156 to clarify
mentions, in order to show the information has been the meaning of words.
received and understood.
Answers: 2 If you need stamps, then go to a post office.
3 If you need a book, then go to a library. 4 If you want
10 Divide the conversation into opening, a new CD, then go to a music shop. 5 If you want a
body, and closure. magazine, then go to a book store. 6 If you need an
To determine sequence of enunciation and identify aspirin, then go to a pharmacy.
structure of dialogue, draw students’ attention to the
three boxes and remind them that texts and conversations
have an opening, a body, and closure. Have them look Alternative Activity: To read sentences to practice
back at the conversation in Activity 9 and divide the pronunciation, have students take turns saying the
conversation. Ask them to share and compare their sentences and giving the appropriate answer. Walk
answers with a classmate and for volunteers to read the around the class monitoring. Make sure students are
information in the different boxes. using the appropriate intonation for questions and
answers and correct pronunciation if necessary.
Answers: Body: I want to invite you to the movies. Time: 10 minutes
That’s great, but I have to finish this project on Egypt for
tomorrow. If you need information about Egypt, you
should go to the library. Our librarian is very helpful. 13 Write the suggestions in Activity 12 and
Really? What’s her name? Mrs. Smith. add two of your own.
To compose sentences to provide and be provided with
11 Write the services each place provides. information, have students write the suggestions in
Draw student’s attention to the example. Ask: What service Activity 12 and elicit two more from them. Walk around
does the post office provide? Elicit the answer. To help the class, monitor and help if necessary. Ask students to
students locate key words, have them write the service each share and compare their answers with another classmate
of the places provides. Ask the question: What service does and for volunteers to read aloud the sentences they added.
the (place) provide? and elicit answers from students. Ask
them to share and compare their answers with a classmate Answers: 2 If you need stamps, then go to a post office.
and for volunteers to read their answers. Have the rest of 3 If you need a book, then go to a library. 4 If you want
the class agree or disagree with the answers. a new CD, then go to a music shop. 5 If you want a
magazine, then go to a book store. 6 If you need an
Answers: 2 Library: lend/read books; 3 Sports Club: aspirin, then go to a pharmacy. 7 Answers may vary.
play basketball or swim; 4 Music shop: buy music; 8 Answers may vary.
5 Pharmacy: go for/buy/get medicine
Stage 5: I can Classroom Management: Providing students

opportunities to personalize language, use their own
12 In pairs, take turns saying the ideas, and language resources makes the learning
sentences. Then match the expressions below process more meaningful and effective.
to make appropriate suggestions.
This activity promotes the development of collaboration
skills, fosters confidence within interpersonal relationships
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Performance Indicators: – Language as a means to access public service.

– Activate previous knowledge. – Locate key words.
– Identify pertinent speech register based on the – Choose word repertoire relevant to an exchange.
addressee. – Include relevant details and interesting information
– Clarify the meaning of words by using a bilingual during an exchange.
dictionary or from their context. – Read sentences to practice pronunciation.
– Recognize the behaviors of speakers and listeners – Use pertinent speech register based on the addressee.
which support meaning. – Start a dialogue with the help of written guidelines.
– Distinguish composition of expressions. – Foster confidence within interpersonal relationships.
– Distinguish sentence types. – Ask and answer questions to acquire and understand
– Differentiate speakers and turns of participation. information.
– Adjust volume and speed within dialogues. – Differentiate speech register.
– Predict central sense from words and expressions that – Adjust volume and speed within dialogues.
are known and/or similar to those in the native
language. Materials:
– Compose sentences to provide and be provided with – Audio CD
information. – White sheets of paper and markers
– Establish tone and intonation of sentences.
Class 2 Match the signs to the places where you

Lead-in may see them.
Give a word to a student to spell it. A second student To activate previous knowledge, hold up your book at
should say a word beginning with the last letter of the the front of the class, point to each different sign and
word given. The game continues until someone makes ask: What does it mean? Where do you see this sign?
a mistake: pronouncing the word incorrectly, spelling it Elicit answers from students. If necessary, explain the
incorrectly or saying a word that has already been said. meaning of the signs, model the pronunciation and
The student that makes the mistake is out. The last have students repeat after you. Then have them match
student remaining is the winner. Or, you can stop the the signs with the places you may see them. Ask them
game whenever you consider appropriate. to share and compare their answers with a classmate.
Then conduct a whole class check by asking: Where can
Stage 1: I know we find a (sign name) sign? Elicit the names of the places
from students. Ask students what other signs they can
1 Match the expression to the person who see in schools, restaurants, parks, libraries, and hospitals
normally says it. in their community, and have them come to the front
Ask students to open their Student Books to page 14 and draw the signs on the board. Guide students to
and explore the photographs. Holding your book at the recognize signs such as don’t run, do not step on the
front of the class, point to each of the different photos grass, no littering, etc.
and ask Who is he/she? Where is he/she? Elicit answers
from students. To activate previous knowledge, ask Answers: 1 a; 2 c; 3 e; 4 d; 5 b
students if there are places like these in their
neighborhood and allow some students to talk about
them and describe them. Then ask them to read the Alternative Activity: After the matching task,
expressions in silence and to let you know if they find students could make up their own signs on blank sheets
new words. Explain their meaning if necessary. Then of paper and share them with the rest of the class. Have
have them match the expressions to the appropriate them guess what the sign stands for and where they
pictures. Conduct a whole class answer check by saying could find it.
the number of the expression and having students give Time: 15 minutes
you the letter of the pictures in unison.
Answers: 1 b; 2 c; 3 d; 4 a
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Stage 2: I build Some possible follow up activities for songs are:
writing a letter or a mobile phone message from one
05 3 Listen to the hip hop song about of the characters in the song to the singer, drawing a
communities while you read along. Then storyboard to reconstruct the text with pictures, or
answer the questions. having students add to the lyrics of the song.
Have students close their Student Books. Ask them
what kind of music they like. Allow different students
to answer. Then ask them if they like hip hop and to tell emember Next class students will need: white
you why or why not. Ask them if they have a favorite hip sheets of paper and markers.
hop song or singer and to tell the rest of the class what
the song is about or why they like the singer. To identify Class
pertinent speech register based on the addressee, ask Lead-in
students if their parents like hip hop music and to say Give each student a blank sheet of paper, or they can
why or why not. To differentiate speech register, ask work on a blank page in their notebooks. Ask for a
them who hip hop music is aimed at and what kind of volunteer to come and sit at the front of the class.
language hip hop musicians use: formal or informal. He describes a person known by everybody and the rest
Then tell them they are going to listen to a hip hop of the class has to draw the person being described.
song about communities. Ask them to listen carefully Once the student finishes describing the person,
for the general message of the song. Play the CD and students show their drawings to the rest of the class and
ask the following comprehension questions: What guess who the person is. Repeat with a couple more
names of places/people/services did you hear? What is volunteers if time allows.
the main idea of the song? Tell students they are going to
listen to the song again, but that this time they are 06 4 Listen to the conversations and answer
going to follow the lyrics. Have them open their Student the questions.
Books to page 15, and ask them to underline all the new This activity allows students to identify form of
words they find as they listen to and follow the song. communication: face to face and by telephone. Draw
Play the CD. To clarify the meaning of the words they students’ attention to the first picture on page 16.
underlined, ask other students if they know the meanings Ask: Who are they? Where are they? What are they
or have them clarify the meaning of the words by using talking about? Elicit answers. To recognize the
the Glossary or from their context. Once all new behaviors of speakers and listeners which support
vocabulary is clarified, tell students they are going to meaning, tell students that they are going to listen to the
listen to the song again and follow it in their books to conversation between the people in the picture. Ask
answer the questions. them to listen carefully. Play the CD. To differentiate
Go over the questions with the students and make speech register, ask: Was the conversation formal or
sure they all understand them. Clarify if necessary. Play informal? Elicit answers. Have students answer the
the CD. Encourage students to sing along if they want questions in Activity 4 individually. Then go to the
to. Then ask them to work in pairs and answer the second picture and repeat the procedure. When they
questions orally. Allow time for them to do this, as you finish answering the questions, explain they will be
walk around the class and monitor. Then have them doing peer correction: ask students to exchange books
share and compare their answers with another pair of with a classmate. Explain they are going listen to the
students. Read each of the questions aloud and allow conversations again, to check their classmate’s answers.
different students to give answers for each. Have the Ask them to mark the right answers with a small tick
rest of the class agree or disagree with the answers. and the wrong answers with a small cross. Play the CD
and have the students check answers as they listen.
Answers: 1 your local Hip Hopper; 2 Yes; 3 No; 4 No; Have students return the books to their classmates.
5 Answers may vary. Then read each of the questions aloud and have the
class give the answers in unison for students to make
corrections if necessary.
Classroom Management: Songs that work best Refer students to the Glossary on page 156 to clarify
in the English language class are almost invariably the meaning of words.
those that produce some sort of response to the music.
Songs with a good story line or a message make a good Answers: 1 a They are at the pharmacy. b The boy;
choice because students can then agree or disagree on 2 a telephone; b Because her cat can’t get down from
the general idea or what happened, and perhaps why the tree.
it happened.
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Classroom Management: To help students Alternative Activity: To differentiate speakers and
become aware of their mistakes and the correct turns of participation, ask students to work in pairs and
answers, it is always a good idea to simply indicate act out the conversation. Encourage students to get
where the error is and encourage them to try again involved in their roles and to adjust volume and speed
and make corrections, rather than give the correct within the dialogue. Then ask for volunteers to come to
answers right away. the front and perform the dialogue. Have the rest of the
class vote for the best performance.
Time: 20 minutes
Stage 3: I think
5 Read these extracts from the 7 How do you say the sentences in Activity 6
conversations in Activity 4. Write A for in your own language?
Affirmative sentences, Q for Questions To predict central sense from words and expressions
and N for Negative sentences. that are known and/or similar to those in the native
Having students analyze and think about different language, ask students work in pairs and decide how
sentence types promotes the development of thinking they would say the sentences in Activity 6 in Spanish.
skills. Write the words affirmative, questions, and negative Allow time for students to think and decide; then ask
on the board. Ask students if they understand what the them to practice the conversation with their partner in
words mean. Explain if necessary. To distinguish the Spanish. Encourage them to make the conversation
composition of expressions and sentence types, ask them sound as natural as possible. Walk around the class,
how they differentiate sentences from questions, and monitoring. Then ask for volunteers to come to the
affirmative from negative sentences. Possible answers front and perform the dialogue in Spanish. Ask the rest
are: questions end with a question mark, the particle of the class to follow the conversation in their books,
not is present in negative sentences, etc. Allow some making sure the sense and meaning of the sentences is
students to give the answers and give example sentences. the same in English and Spanish.
Write some of the example sentences on the board to
emphasize the differences and make sure that all the Answers may vary.
class agrees and can differentiate the sentences.
Then ask students to open their Student Books to page Class
16. Ask them to read the extracts from the conversations Lead-in
in Activity 5 and write A, Q or N. Have them share and Choose a word which is long, difficult and unknown to
compare their answers with a classmate. Then read the students and write it on the board. In pairs and
each of the extracts aloud and have the class give you without using a dictionary, students have to write down
the answers in unison. a definition for the word. Allow them time to think and
write their definition. Then ask for volunteers to read
Answers: 2 Q; 3 A; 4 N; 5 A; 6 Q their definitions aloud. Then the class votes for the
definition they think is the correct one. Read the
6 Read the conversation and label its parts correct definition for the word aloud or have students
using words from the box. look the word up in their dictionaries for the correct
Elicit from students the meanings of the words in the definition. Repeat with other words if time allows.
box. Clarify if necessary and make sure all students
understand them. Then ask them to describe the picture. 8 Read the sentences. What do you notice
Ask: Who are they? Where are they? What are they about the word order?
talking about? Tell students they are going to read the Ask students to open their Student Books to page 18 and
conversation between the people in the picture and that draw their attention to the example sentences. Ask: Which
they have to label its parts using words from the box. is an affirmative sentence/negative sentence/question? Elicit
Allow time as you walk around the class monitoring answers. Then ask different students to tell you what they
and helping students if necessary. Ask them to share notice about the word order in the sentences. E.g.,
and compare their answers with a classmate. affirmative and negative sentences always begin with the
subject. Questions begin with an auxiliary verb, etc. If
Answers: 1 Introduction; 2 General Information; necessary, copy the sentences on the board and help
3 Detailed Information; 4 Conclusion students notice the different features of each sentence.
Make sure the rest of the class agrees with the observations.
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AR_TG1_pp023_048_U1.indd 31 7/15/11 11:29 PM

Classroom Management: The inductive they will be checking their classmates’ work. Ask for
approach to teaching language starts with examples volunteers to come to the board to write and read the
and asks learners to find rules. Under this approach, unscrambled sentences aloud. Have the rest of the class
language is acquired by a process of observation, agree or disagree with the word order and check the
hypothesis and experiment. The main objective is to answers of their partner’s book by making a mark if the
help learners to notice for themselves how language is sentence needs correction. Then have them return the
typically used. Learners are encouraged to focus on a books to their classmates and allow time for them to
particular feature of language, identify instances of the make corrections to their sentences if necessary.
feature, make discoveries and articulate generalizations
about its use. Answers: 1 You can find CDs at the music shop. 2 You
can have lunch at the restaurant. 3 You can take classes
at the school. 4 You can go running in the park. 5 You
9 Write the sentences in Activity 8 in the can see a doctor at the hospital.
correct place in the table.
This activity promotes the development of learning
skills and autonomous learning. To help students Alternative Activity: Ask students to choose two
distinguish composition of expressions, go over the services and write two more sentences in their
labels in the column with the students. Then ask them notebooks, one for each service of things you can do
to look back at the sentences in Activity 8 and to write there. Then ask them to share and compare answers
them in the correct place in the table. Then ask them to with another classmate and ask for volunteers to read
share and compare their answers with a classmate. Also their sentences aloud.
walk around the class and check answers to make sure Time: 5 minutes
all students have completed the table correctly.
Answers: Subject + auxiliary + verb (Affirmative):

You can get cough medicine at the pharmacy. Auxiliary Classroom Management: Effective writing
+ subject + verb (Interrogative): Do you want a small depends on one’s ability to structure and organize
or a large box? Subject + negative auxiliary + verb words and sentences into a meaningful whole. One of
(Negative): You can’t buy stamps at the library. the first steps for teaching writing is to use sentences
whose words have been scrambled for students to
become aware of how writing is organized. This makes
Alternative Activity: Ask students to copy the table in the internal structure (syntax) of the sentences the
Activity 9 of their Student Book in their notebooks and immediate problem for the student to solve.
to add two more example sentences to each category.
Then have them share and compare their sentences with
a classmate. To establish tone and intonation of Class
sentences, ask for volunteers to read their example Lead-in
sentences aloud and have the rest of the class call out if Ask for a volunteer to come to the front of the class and
the sentences are affirmative, negative, or questions. act out an activity that all students are familiar with e.g.,
Time: 10 minutes cooking. The rest of the class has to guess what that
student is doing and say the action word aloud.
The student who guesses first comes to the front of the
Stage 4: I practice class and acts out another activity. Repeat with different
students if time allows.
10 Unscramble the sentences.
Make sure students understand the meaning of the 11 Read the list of community services.
word unscramble. Explain if necessary. Have them open Write what you can do there using words
their Student Books to page 18 and draw their attention from the box.
to the pictures. Ask different students to say the names This activity asks students to compose sentences to
of the things they see in the pictures and ask: Where provide and be provided with information. Have students
can you find (object)? Elicit the names of the places. open their Student Books to page 19 and draw their
Then have students unscramble the sentences attention to the words in the box. Make sure students
individually. Allow time for them to do it, as you walk can locate key words for actions and understand the
around the class monitoring. When they finish, ask meaning of each of them. If explaining is necessary, ask
them to exchange books with a partner and explain that other students to act out the actions for the rest of the
class to guess their meaning or explain meanings
32
AR_TG1_pp023_048_U1.indd 32 7/15/11 11:29 PM

yourself. Then go over the list of community services and 13 Write your conversation and practice it
elicit from students what they can do in each of them by with a classmate.
asking: What can you do at the (place)? Then ask them to Draw students’ attention to the example. Have them
write what can be done in each place in the spaces read it in silence and then ask for volunteers to read
provided, using words from the box. Walk around the it aloud. In pairs, ask them to write a conversation
class, monitor and help if necessary. Call the names of related to the community service they chose in Activity
the community services aloud and have different students 12, using the expressions they wrote to help them start
read what they wrote. Have the rest of the class agree or the dialogue with the help of written guidelines, and
disagree with the answers. using the example as a model. By doing this, students
will be composing sentences to provide and be
Answers: Answers may vary but suggestions include: provided with information. Encourage them to include
2 You can go running. 3 You can have lunch. 4 You can relevant details and interesting information when they
borrow books. 5 You can buy CDs. write their conversation and to use pertinent speech
register based on the addressee. Allow enough time for
Stage 5: I can students to write the conversation. Walk around the
class, monitoring and helping if necessary. To read
12 In pairs, choose a community service. sentences to practice pronunciation and to foster
Write the expressions you need to start a confidence within interpersonal relationships, ask
conversation, find information, and end the students to practice the conversation and take turns
conversation. playing the roles. Encourage them to adjust volume and
Ask students to name the different community services speed within the dialogue. They will also be asking and
they know aloud. Write them on the board. Get students answering questions to acquire and understand
in pairs and ask them to choose a community service. information. Walk around the class, monitor and
Ask them to open their Student Books to page 19 and correct pronunciation if necessary. Call out the name of
draw their attention to the table. Help them notice the a service and have students raise their hands if they
kind of language used when starting a conversation, chose it. Ask for volunteers to come to the front and act
and to find information at a library. To help students out their conversation. Have the rest of the class give
use language as a means to access public service, ask volunteers a round of applause after they finish
them to think what expressions they would use to have performing. Repeat for other services.
a similar conversation related to the community service
they chose, and what information they would ask for. Answers may vary.
Then guide students to complete the conversation in
the chart and select either a restaurant or music shop.
By doing this, students will choose word repertoire Classroom Management: As teachers we need to
relevant to an exchange. Allow some time for students encourage students to speak in a variety of different
to think and then ask them to write the expressions situations, and hence help them to learn to speak with
they need to start a conversation, find information and confidence. The effective use of role-plays can add
end the conversation related to the service they chose. variety to the kinds of activities students are asked to
Allow time for students to write the sentences, walk perform. It encourages thinking and creativity; it lets
around the class monitoring and helping if necessary. students develop and practice new language and
Ask them to read the expressions they wrote and behavioral skills in a relatively safe setting, and can
have other students that chose the same service add create the motivation and involvement necessary for
more or complement the expressions. Repeat for other real learning to occur.
services. Make corrections if necessary.
Answers may vary.
Cultural Note
In very formal exchanges How may I help you? or

What can I do for you? are used. Can I help you? is
more informal than the previous two.
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AR_TG1_pp023_048_U1.indd 33 7/15/11 11:29 PM

Unit 1 Product 1 A
cting-out a Dialogue
Student Book p. 20-21
Performance Indicators: – Compose the sentences to provide and be provided

– Choose a classmate to act out a dialogue about with information.
providing services. – Revise that the sentences are understood when
– Choose the community service about which spoken and listened to.
information is to be exchanged. – Practice enunciation.
– Decide roles and turns of participation. – Perform the dialogue.
Class Stage 2: I plan

Lead-in
One student begins a sentence by saying only one word. 2 Work in pairs. Decide what you need from
A second student must say a word which continues the the service that you chose.
sentence. A third must continue, and so on, until Draw students’ attention to the examples and ask them
someone says a word that does not fit syntactically or to decide what information they need from the service
grammatically. they chose. To help them, ask questions like: What
If the sentence comes to a logical end without error, information can you ask for? What can you buy or get
the next student may say period and begin a new there? What else can you do there? Elicit answers. Give
sentence with a new word. You may suggest a topic to them enough time to think as you walk around the
get things started. class, monitoring and helping if necessary.
Stage 1: I get ready 3 What materials do you need? Make a list.

Have students think again about the final product for
1 In pairs, choose one of the community acting-out a dialogue. Have them think about the
services. materials they might need in order to be able to act out
Have students open their Student Books to page 20 the dialogue including paper to write it down and
and ask: What is the final product of this unit? Elicit materials such as pen or pencil, markers, etc. Ask them
from students what they think they have to do and the to make the list of materials in their books, in the space
steps they have to follow in order to be able to act out a provided. Then have different students share their lists
dialogue. Explain that they are going to act out a of materials with the rest of the class.
dialogue about the providing of a community service.
Ask them to choose a classmate to work with and act Stage 3: I do
out a dialogue about providing services and to sit in
pairs. Then ask them to choose the community service 4 Decide which questions to ask.
about which information is to be exchanged from the In their pairs, have students read the questions
options in the box. Give them some time to think and provided in silence and decide which ones they can use
decide which one to choose. Then give each pair of in their dialogue. Make sure they understand the
students a blank sheet of paper and a marker and ask meaning of all of them. If necessary, explain meanings
them to write their names and the name of the service or ask students to do it. Allow time for students to read
they chose on it. Collect their papers for the next class. the questions and decide which ones they can use. Have
them underline the questions they want to include in
their dialogue. Walk around the class, monitoring and
Classroom Management: Quick ways to pair helping if necessary.
students are: asking them to find someone whose
name or last name starts with the same letter as theirs; 5 Discuss your possible answers and offer
finding someone whose birthday is during the same more detail. Here is some useful vocabulary.
month as theirs; finding someone whose favorite food In their pairs, have students discuss possible answers
is the same as theirs. for the questions they chose in Activity 4. Ask them to
refer to the examples provided and to circle the words
they can use in their dialogue. Allow time for them to
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AR_TG1_pp023_048_U1.indd 34 7/15/11 11:29 PM

choose the words. Walk around the class, monitoring Stage 4: All ready to share
and helping if necessary.
8 In pairs, practice the dialogue and act it out
emember Next class students will need: the in front of your group.
students’ sheets of paper with their names and the name To revise that sentences are understood when spoken
of the community service written on them, white sheets and listened to and to practice enunciation, ask students
of paper, markers, and tape. to practice their dialogue in their pairs. Encourage
them to adjust volume and speed, use the appropriate
Class tone and intonation for questions and answers, and
Lead-in adopt the appropriate attitude. Walk around the class,
Ask students to stand in line along the walls in the class monitoring and helping students with their pronunciation
and give the student in the front of the line a marker to and intonation if necessary. Draw students’ attention to
write on the board. Then write with your finger a letter the useful expressions chart and ask for volunteers to
on the back of the student at the end of the line. That come to the front and perform the dialogue. Encourage
student then writes the word he thinks you wrote on his them to use some of the questions from the useful
back on the back of the student in front of him and so on. expressions chart. Have them bring the sheet of paper
The student with the marker tries to guess the letter and with their names and the community service they chose
writes a word that begins with that letter on the board. written on it and display it on the board or a wall. Have
as many pairs of students as time allows come to the
6 Write out your dialogue with a proper front and act out their dialogue. Encourage the rest of
ending. Follow the examples below. the class to show appreciation and respect for their
Have students work with the same partner they worked classmates’ performance. Then have students vote for
with during the previous class. Have them open their the performance they liked the most and have them tell
Student Books to pages 20-21 and go over Activities you why they think it was the best.
1-5 quickly, to remember all the sentences, questions,
words and expressions they had chosen for their dialogue. I learn
Give them a couple of minutes to do this. Then, draw Ask students what they can do now that they couldn’t
their attention to the possible endings in Activity 6. do at the beginning of the learning environment and
Have them read them in silence, making sure they listen to their responses. Encourage them to identify the
understand all of them. Provide explanations and clarify activities that they found especially helpful during the
if necessary. Have students choose one ending they process of making the product. Then have them answer
think they could use in their dialogue. the I learn box. Explain that its purpose is to assess their
Allow them time to do this, as you walk around the performance while making the product in order to
class, monitoring and helping if necessary. improve weaknesses and reinforce strengths during the
Then ask students to put everything together to process. Briefly have them discuss their responses to the
write their dialogue: the questions, the answers, the self-assessment in groups or with the rest of the class.
ending and to compose the sentences to provide and Give positive feedback for their effort and progress.
be provided with information. Have them write their
dialogue in their notebooks. Encourage them to add
relevant details or information. Walk around the class Teacher’s Reflection Tool
monitoring and helping if necessary. My work in this social learning environment has
facilitated the learning process of the class so students:
– Can identify subject matter, purpose and intended
Classroom Management: Students can take a lot audience.
of time writing. If necessary, set time limits for writing – Can predict central sense from words and expressions
activities, so students don’t get distracted and use time similar to those of the native tongue.
efficiently. – Can distinguish expressions during oral exchanges.
– Can recognize the composition of expressions during
oral exchanges.
7 Decide roles and turns of participation. – Can produce expressions to provide information.
Ask students to decide what role each of them is going – Can adjust volume and speed when constructing
to play when performing their dialogue and the oral texts.
appropriate turns of participation. Give them some
time to do this, as you walk around the class,
monitoring and helping if necessary.
To formally assess this learning environment go to page 154. 35
AR_TG1_pp023_048_U1.indd 35 7/17/11 2:21 PM

Performance Indicators: – Complete sentences with verb forms that express

– Activate previous knowledge. continuous and past actions.
– Determine subject matter, purpose and – Express reactions and personal opinions about events.
intended audience. – Identify differences between British and American
– Identify the author. English (-our/or).
– Use different comprehension strategies. – Identify text components.
– Recognize graphic and text arrangement. – Revise adverbs of time.
– Predict contents based on graphic and text components. – Identify elements in narrative: characters, events.
– Identify explicit information to find key events.
– Recognize central sense from key events. Materials:
– Determine order and number of key events. – Audio CD
– Arrange events in a sequence. – White sheets of paper, colored pencils or markers
Class
Lead-in was great conflict over who should be the next king.
Ask a volunteer to leave the classroom. While the Merlin used his magic to set a sword in a stone. Written
student is out of the room, the other students change on the sword, in letters of gold, were these words:
their sweaters, shoes, coats and so on. Bring the student Whoever pulls this sword out of the stone is the rightful
who went out of the classroom back inside. He has to King of England. Of course all the contenders for the
guess the differences. throne took their turn at trying to draw the sword, but
none could succeed. Arthur, quite by chance, withdrew
Stage 1: I know the sword for another to use in a tournament. Following
this he became King of England.
1 Do you know this legend? In pairs, discuss
what you can remember about the story.
To activate previous knowledge, write the word legend Stage 2: I build
on the board. Elicit from them the meaning of the word
and ask them if they know any. Allow students to tell 2 Read the extract and circle T for True and
you about the legends they know. F for False.
Have them open their Student Books to page 22 and Draw students’ attention to the illustrations in Activity 2.
draw their attention to the illustration. To predict contents To determine subject matter, purpose and intended
based on graphic and text components, ask: Do you know audience ask: What kind of book is it? Elicit answers.
this legend? Who are they? Hold up your book at the front To identify text components and to identify the author,
of the class and point to the sword, ask: What is it? Explain ask What’s the title of this story? Who’s the author? Elicit
or elicit from students the meaning of the word sword. answers. Then make them notice that this story is an
Encourage students to tell you what they know of or have extract, taken from another story.
heard about King Arthur and Merlin’s legend. To use different comprehension strategies, ask them
to skim the text to quickly identify the main idea in
Cultural Note silence. Elicit the main idea from students. Ask: What
kind of information is it? Elicit answers. Then ask them
The following text is a quick summary of the to read the extract again, individually and in silence.
legend of King Arthur. Ask them to underline any new words they find and
Arthur was the first-born son of King Uther explain their meaning when students finish reading.
Pendragon and heir to the throne. However, these Then ask them to read the questions. Make sure all
were very troubled times and Merlin, a wise magician, students understand them and clarify if necessary.
advised that the baby Arthur should be raised in a Then ask them to circle T for True or F for False. The
secret place and that no one should know his true questions will help them recognize graphic and text
identity. As Merlin feared, when King Uther died there arrangement. Allow time for them to complete the
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activity as you walk around the class, monitoring. Have central sense from key events. Allow time for them to
students exchange books with a classmate to share and do this, as you walk around the class and monitor. Then
compare their answers. Then, as a whole class activity, have them share and compare answers with a classmate.
check answers orally, having students answer in unison. Check answers orally, asking for volunteers to read them.
Have the rest of the class agree or disagree. Then ask
Answers: 1 T; 2 F; 3 F; 4 T; 5 T students what they think about this legend. Allow different
students to express their reactions and personal opinions
about the events.
Classroom Management: Skimming is used to
quickly identify the main ideas of a text. Skimming is Answers: 1 The Archbishop of Canterbury; 2 Whoever
done at a speed three to four times faster than normal pulls this sword out of the stone is the rightful King of
reading. People often skim when they have lots of England; 3 Sir Kay; 4 His sword; 5 Excalibur; 6 Arthur;
material to read in a limited amount of time. 7 Because they didn’t want a young king; 8 When he
Scanning is a technique often used when looking was the only one to pull out the sword.
up a word in the telephone book or dictionary. One
searches for key words or ideas. In most cases, one emember Next class students will need: white
knows what to look for, and therefore concentrates on sheets of paper, colored pencils or markers.
finding a particular answer. Scanning involves moving
our eyes quickly down the page seeking specific words Class
and phrases. Scanning is also used when first finding a Lead-in
resource to determine whether it will answer specific For a quick review of adverbs of time, draw a time line
questions. When scanning, look for the author’s use of on the left side of the board with the days of the week,
organizers such as numbers, letters, steps, or the words: Monday through Sunday. Next to it write the following
first, second, or next. Look for words that are printed in words in the form of a list: every day, once a week, twice
bold-face, italics, in a different font size, style, or color. a week, sometimes, never. Then ask: How often do you
Sometimes the author will put key ideas in the margin. read? Have them use the information on the board as
reference for their answers. Then ask: What kinds of
books do you usually read? Elicit answers from different
Stage 3: I think students. Then ask: What’s your favorite book/tale/
story? Allow different students to answer the question
3 Skim the text to find the general idea of and encourage them to say why that particular book/
each paragraph. tale/story is their favorite. Then write the words
Have students turn to page 23. Draw their attention to favorite and favourite on the board. Explain that there
the shield and explain that they have to skim the text to are a few differences between American and British
quickly find the general idea of each of the paragraphs English in spelling of certain words. Words ending in an
and write it in the space provided. By doing this, unstressed -our are British English (e.g., colour, flavour,
students will be making use of different comprehension honour, neighbour, rumour, labour, humour). Words
strategies. Allow time for them to do this. Walk around ending in -or are American English (e.g., color, flavor,
the classroom and monitor. Then ask for volunteers to honor, neighbor, rumor, labor, humor). The pronunciation
say what the main ideas are. Have the rest of the class of the words is the same, or nearly so.
agree or disagree.
Refer students to the Glossary on page 157 to clarify 5 Match the sentences to the elements in
the meaning of words. narrative and text components.
Elicit from students the key events of King Arthur’s
Answers: 1 There was a sword stuck in a stone. legend. Then ask them to open their Student Books to
2 Arthur pulled Excalibur out of the stone. 3 Arthur page 24. This activity will allow students to determine
became the King. the number and order of key events in a text. Ask
students to get in pairs and explain that they have to
4 Scan the paragraphs to find the specific match the sentences to the elements and text
information below. components.
Draw students’ attention to the questions and make Make sure all students understand the sentences and
sure they all understand them. Explain that they are the elements in the right column. Refer students to the
now going to read the text again, individually and in Glossary on page 157 to clarify the meaning of words.
silence, to specifically look for the answers to the Allow time for students to complete the activity as you
questions. By doing this, students will be identifying walk around the class, monitoring. Then have students
explicit information to find key events and recognizing share and compare their answers with another pair of
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students. Then, as a whole class activity, check answers for volunteers to read the sentences and say the tense
orally, reading the sentences aloud and having students they are in. Have the rest of the class agree or disagree
say the corresponding text component in unison. with the tenses.
Answers: 1 d; 2 g; 3 b; 4 e; 5 a; 6 f; 7 c Answers: 1 past simple; 2 interrupted past; 3 past

simple; 4 past simple; 5 past continuous; 6 past simple;
7 interrupted past
Alternative Activity: Have students conduct a class
survey to find out how often their classmates read books,
what the most popular type of book is among the class, Classroom Management: Critical thinking is the
and which ones are their classmates’ favorite books/ process by which our brains collect evidence, analyze
stories/tales. Write the questions: How often do you the content of this evidence, evaluate assertions made
usually read? What kinds of books do you usually read? by the evidence and then draw our own conclusions.
What’s your favorite book/tale/story? on the board for In other words, it is the ability to think by ourselves. It
students to use as reference. is something that we can train students to do and help
Have each student interview five other classmates them move towards becoming self-directed learners.
and collect the information on blank sheets of paper or Core critical thinking skills include observation,
their notebooks. Walk around the class, monitoring. interpretation, analysis, inference, evaluation,
Time: 20 minutes explanation, and meta-cognition.
A critical thinker can interpret and understand
information, solve problems, make decisions based
6 Complete the sentences using words on evidence and is someone who collaborates
from the box. and cooperates.
Draw students’ attention to the words in the box. Make
sure they all understand their meaning and explain if
necessary. Explain they have to complete the sentences Class
using words from the box. Make sure they understand Lead-in
the sentences. Refer students to the Glossary on page Ask one student to say the beginning of a sentence in
157 to clarify the meaning of words. Allow time for a story form, for example: Once there was a boy aloud.
them to complete the activity as you walk around the The next student will have to repeat that phrase and
class, monitor and help. Then ask for volunteers to read complete it: Once there was a boy whose name was John.
each of the completed sentences aloud and have the In this way students keep building up a story as well as
rest of the class agree or disagree with the words used. remembering what the previous sentences were.
The student who forgets a line will leave the game
Answers: 1 title; 2 character; 3 setting; 4 events; and the next student will have to start a new story. This
5 development game not only improves students’ memory but also
encourages them to be creative in storytelling.
7 Write the correct tense after each
sentence: past simple, past continuous, 8 Complete the sentences using words
or interrupted past. from the box.
Draw students’ attention to the example sentences. This activity promotes life-long learning strategies and
Ask them how they know the sentences express past autonomous learning. Ask students to look back to
simple, past continuous or interrupted past. If necessary, Activity 7 and revise the sentences and the tense each
remind them of the differences between these three one is written in. Have students recall orally when each
tenses: the simple past is used to talk about actions that of the tenses is used (the simple past is used to talk
started and ended in the past; the past continuous is about actions that started and ended in the past; the
used to talk about actions that started in the past and past continuous is used to talk about actions that started
continued to happen for some time in the past; the in the past and continued to happen for some time in
interrupted past refers to actions in the past that were the past; the interrupted past refers to actions in the
suddenly interrupted by another event. past that were suddenly interrupted by another event).
Have them work in pairs to analyze the sentences Then ask them to complete the rules using words from
and write the correct tense after each. Allow time for the box. Allow time to complete the sentences. Ask
them to do this as you walk around the class, monitoring students to share and compare their answers with a
and helping if necessary. Then ask students to share and classmate. Check answers orally, as a whole class
compare their answers with another pair of students. activity, reading the sentences and having students say
Check answers orally, as a whole class activity, asking the words they used to complete them in unison.
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Answers: 1 past simple; 2 past continuous; Stage 4: I practice
3 interrupted past
07 11 Listen to the story and complete the
text using words from the box.

Classroom Management: Learning skills or Have students go to page 26. Go over the verbs in the
strategies are approaches applied to learning. They are box and make sure all students understand them.
generally critical to success in school, are considered Clarify meanings if necessary. Have different students
essential for acquiring good grades, and are useful for describe the pictures and ask the class what they think
learning throughout one’s life. They are discrete the story is about by reading the title and the subtitle to
techniques that can be learned, usually in a short time, identify text components. Explain they are going to first
and applied to all or most fields of study. listen to the story. Ask them not to write and listen
carefully following it in their books. Play the CD.
Ask what the main idea of the story is and elicit answers
9 Number the events from the story in the from students.
correct order. Ask students to listen to the story again and this time
Ask different students to describe each of the pictures to complete the text using words from the box as they
by asking some of the following questions if necessary: listen. By doing this, students will be completing
Who is it/are they? Where is he/are they? What is he/ sentences with verb forms that express continuous and
are they doing? By doing this, they will be identifying past actions. Play the CD. Play the CD one more time if
elements in narrative: characters and events. Allow necessary. Then ask students to exchange books with
different students to give the answers. Then have another classmate and tell them they are going to listen
students number or arrange the events in a sequence. to the story one more time, to check their classmate’s
Check answers orally, as a whole class activity. answers. Ask them to draw a small check mark if answers
are correct or a small cross if they aren’t. Play the CD.
Answers: a 4; b 2; c 1; d 3 Have students give the books back to their classmates
and make the necessary corrections to their answers. You
can re-check answers orally, as a whole class activity,
Alternative Activity: Ask for volunteers to narrate the reading the sentences aloud and having the students
sequence of events in the appropriate order, and encourage complete them with the appropriate verb in unison.
them to add relevant information and details if possible. Refer students to the Glossary on page 157 to clarify
Have the rest of the class vote for the best narrative. the meaning of words.
Time: 15 minutes
Answers: 2 visited; 3 gave; 4 was crossing;
5 was feeling; 6 wanted; 7 looked; 8 saw; 9 was looking
10 Underline the actions in past simple and 10 were; 11 let go; 12 attacked; 13 lost; 14 took
circle the actions in past continuous.
Ask students what the difference between the past simple
and the past continuous is. Ask for volunteers to give the Alternative Activity:
answer and provide examples if possible. Refer students Ask students if they had heard a story like this one
to the Glossary on page 157 to clarify the meaning of before. Allow students who have to tell the class about it.
words. Write their answers on the board for the class to Time: 10 minutes
use as future reference during the activity. Then ask for a
volunteer to read the extract. If no one volunteers, read it
yourself. Have the rest of the class follow the reading in emember Next class students will need: white
their books. Encourage the use of appropriate intonation sheets of paper.
and speed. Explain that they are going to read the extract
again, individually and in silence and that they have to Class
underline the actions in the past simple and circle the Lead-in
actions in past continuous. Allow time for students to do Give each student a blank sheet of paper or they can
this, as you walk around the class monitoring. Then ask: work in their notebooks. Explain that you are going to
What actions did you underline? What actions did you give them a topic and that they have to write as many
circle? Have different students give the answers and the verbs as they can, related to the topic, in one minute.
rest of the class agree or disagree. Say: Things we do with our feet/mouth/hands and give
students exactly one minute to write all the verbs
Answers: underlined: couldn,t, came out, saw, was, related to this topic.
told, was; circled: were trying, were fighting
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12 Complete the organizer. Answers: Climax or turning point: Venus threw a
To identify explicit information to find key events, ask mouse into the room. Title: The Cat-Maiden; Subtitle:
for volunteers to retell the key events of the story The Can people change? Main characters: Jupiter, Venus;
Dog and the Shadow. Then have students work in pairs Other characters: maiden; Event 1: Jupiter and Venus
and look back at the story in Activity 11, and ask them argued. Event 2: Jupiter sent a magic spell turning a cat
to skim it and scan it quickly. Then explain they have into a beautiful girl. Event 3: The girl chased a mouse.
to complete the organizer. Allow time for students to Conclusion: Nature can’t be changed.
do it, as you walk around the class and monitor. Have
students share and compare answers with another pair Cultural Note
of students. Then have different students read their
answers aloud and ask the rest of the class to agree or A fable is a short story in prose or verse that
disagree with them. features animals, mythical creatures, plants, inanimate
objects, or forces of nature which are given human
Answers: Title: The Dog and the Shadow; Main qualities. It illustrates a moral lesson, which may at the
Character: Jojo; Event 1: The butcher gave him a bone. end be expressed explicitly in a maxim.
Event 2: He saw a bigger bone reflected in the water.
Event 3: He attacked the reflection.
14 Skim and scan the fable again and answer
Stage 5: I can the questions.
Go over the questions with the students and make
13 Read the fable and complete the organizer. sure they all understand them. Clarify if necessary.
Write the word fable on the board. Elicit from students Ask students to skim and scan the fable to answer the
its meaning or explain it if necessary. Ask students if questions. By doing this, they will be making use of
they know any fables and if they do, allow them to tell different comprehension strategies. Allow time for
the class about them. Then draw their attention to the them to do both. Then have them share and compare
title and subtitle of the fable in their Student Books answers with a classmate. As a whole class activity,
page 27. To identify text components, ask: What’s the check answers orally by reading the questions and
title/subtitle? What do you think this fable is about? having different students give the answers. Ask the
Allow different students to express their ideas. Then rest of the class to agree or disagree, or to share
ask them to read the fable individually and in silence their answers.
and to underline any new words they find. Explain
meanings after they finish reading. Then ask them to Answer: 1 The maiden was eating a piece of cake,
complete the organizer. Walk around the class, when suddenly she saw a mouse. 2 True nature will
monitoring and helping if necessary. Then ask for always come out.
volunteers to read the answers aloud and have the rest of
the class agree or disagree.
the meaning of words.
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Performance Indicators: – Understand and pertinently contribute in discussions.

– Activate previous knowledge. – Foster respect towards others’ opinions.
– Express reactions and personal opinions about events. – Identify elements in narrative.
– Rewrite key events. – Identify subject matter, purpose and intended
– Predict contents based on graphic and text audience.
components. – Rewrite sentences to conform key events.
– Arrange sentences to conform events. – Identify explicit information to find key events.
– Arrange events in a sequence. – Recognize central sense from key events.
– Determine order and sequence of key events. – Arrange events in a sequence.
– Complete sentences with verb forms that express – Retell events from illustrations.
continuous and past actions, with the use of
conventional writing. Materials:
– Use different comprehension strategies. – Reader, Audio CD
– Establish forms that express continuous or past actions. – White sheets of paper
Class remember about it in the space provided. Allow time

Lead-in for them to do it, as you walk around the class,
Divide the board into two by drawing a vertical line in monitoring and helping if necessary. Ask for volunteers
the middle. Divide the class into two teams. Have teams to read aloud what they wrote. Make sure all fairy tales
pick a team leader to go to the front of the class. Give each are mentioned. If not, elicit from students what the
team leader a marker. Explain that the leaders will have fairy tale that was not mentioned is about.
to write all the words they know beginning with a letter
you will say aloud, on the count of 1, 2, 3, Go! Team Answers may vary.
members can help their leader by shouting out words
and by writing words in big letters on paper and Cultural Note
holding it up for leader to see. Stop with 10, 9, 8 ... 0,
Stop! The team leader who writes the most words A fairy tale is a type of short narrative that typically
correctly will earn one point for his/her team. features such folkloric characters as fairies, goblins, elves,
trolls, dwarves, giants, or gnomes, and usually magic or
Stage 1: I know enchantments. These stories may be distinguished from
other folk narratives such as legends (which generally
1 Check (3) the fairy tales you know. involve belief in the veracity of the events described) and
Work in pairs, choose one tale and write what explicitly moral tales, including beast fables. Fairy tales are
you remember about it. found in oral and in literary form. Fairy tales are intended
Write the words fairy tale on the board. Ask students if for an audience of children as well as adults.
they know what they mean and allow different students
to share their ideas with the class. If they don’t know
what the words mean, explain their meaning. Then ask Stage 2: I build
students to mention the names of characters of fairy tales
they know and have different students tell you about Reader The Silkies p. 20-29
the characters and the fairy tales to activate previous
knowledge. Then ask them who their favorite fairy tale
character is and why. Ask students to open their Readers to page 20 and flick
Ask students to open their Student Books to page through the pages of Chapter 2, exploring the pictures.
28. Draw their attention to the pictures and elicit from Have different students describe what they see. Ask the
them who the characters are and what fairy tale they following:
belong to.
By doing this, students will be identifying elements – What do you think the text is about?
in narrative. Then ask them to work in pairs and choose – Where can you find information like this?
the tale they like the most and write the key events they – Who would read or look for this kind of information?
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details to each one. Then have them open their Student
By doing this, students will be identifying subject Books to page 28 and draw their attention to the table.
matter, purpose and intended audience and predicting Explain they have to match the sentences to the pictures.
content based on graphic and text components. Draw Make sure all students understand the sentences.
students’ attention to the title of the story and the first Clarify if necessary. Allow time for students to complete
paragraph on page 20 and read them aloud. Ask them the activity and then have them share and compare
to follow the reading in their Readers. Make sure they their answers with another classmate. Allow them to
understand the meaning of the words seals, souls and make corrections if necessary. Then, as a whole class
drowned. Ask them if they found any other new words activity, check answers orally by reading the sentences
and explain their meaning. aloud and having students say the letter of the
Tell them they are now going to read one of the legends corresponding picture in unison.
about The Silkies. Ask for volunteers to read each of the
pages of the story and have the rest of the class follow Answers: 1 c; 2 a; 3 e; 4 g; 5 d; 6 f; 7 b; 8 h
along in their Readers. If no one volunteers, continue the
reading yourself. Ask questions after each page to check Class
for comprehension, and check for new vocabulary. Refer Lead-in
students to the Glossary when appropriate. Write your name across or down on the board being
When the reading is finished, ask students what they sure not to crowd the letters. Students take turns coming
think about the story. By doing this, they will be expressing to the board, saying their name, and writing it across or
reactions and personal opinions about events. Allow a down, overlapping one letter that is already on the board.
couple of students to share their ideas with the class. It’s usually best if you allow students to volunteer to come
Then ask them to go to page 30 and get in pairs. Explain up rather than calling on them in case a letter in their
they have to answer questions 1 to 6, and that they can name isn’t on the board yet, although the last few students
look back at the story if necessary. Make sure all students may need encouragement if they’re shy.
understand the questions and allow time for them to
answer them. Walk around the class, monitoring and 3 Number the events in the correct order.
helping. When most students have finished, ask for Ask for volunteers to retell the key events of The Silkies.
volunteers to read the questions and give the answers. Encourage the rest of the class to add relevant details
Have the rest of the class agree or disagree. or information. Then ask students to open their
Then ask students to complete Activity 2 by circling Student Books to page 29 and have them read the
the correct answer. Make sure all students understand sentences in silence. Make sure they all understand
the questions and allow time for them to answer them. them. Then ask them to number the events in the
Walk around the class, monitoring and helping if correct order. By doing this, students will be arranging
necessary. When students finish, have them compare and events in a sequence and can also determine order and
check their answers with another pair of students. Then, sequence of key events. Allow time to complete the
as a whole class activity, check answers orally, having activity. Walk around the class monitoring. Then have
students answer in unison. Check answers in the Reader students share and compare their answers with another
Answer Key on page 171 of the Teacher’s Guide. classmate. Check answers orally as a whole class
activity, having different students read each of the
events in the correct order. Have the rest of the class
agree or disagree with the sequence of events.
Alternative Activity: To raise students’ interest in the
story they will be reading, hold up your Reader at the Answers: left column = 4; 7; 5; 2; 6; right column = 9;
front of the class and show students the first page of the 1; 3; 8
story. If necessary, walk around the class so all students
get to see the illustration. Ask them to describe it. Stage 3: I think
Repeat with all the illustrations, helping students with
new vocabulary if necessary. Then ask for volunteers to 4 Check the story of The Silkies in
predict what the content of the story is, based on the Activity 3. Write a cross (✗) next to the things
graphic components. Then proceed with the reading. you didn’t like and a check mark (3) next to
Time: 10 minutes the things you liked.
This activity will help students understand themselves
and their ability to make decisions as well as promote
2 Match the sentences to the pictures. self-awareness. Refer students to the Glossary on page
Ask for volunteers to say the key events of The Silkies 157 to clarify the meaning of words, if necessary. Explain
aloud and encourage the rest of the class to add important they are going to reflect about the sentences and
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AR_TG1_pp023_048_U1.indd 42 7/16/11 3:22 PM

express their opinions about them by marking the 6 Skim The Silkies again and complete
things they liked and didn’t like about the story. the organizer with the key events from the
By doing this, students will be expressing reactions and story in Activity 4.
personal opinions about events. Allow time for students This activity helps students develop thinking skills
to do this, as you walk around the class and monitor. by having them complete a graphic organizer.
Ask students to share their answers with another Ask students to take out their Readers and have them
classmate and tell each other why they liked and didn’t skim the text. By doing this, they will be making use of
like the things they marked. This will foster respect different comprehension strategies. Then ask them to
towards others’ opinions. To get a general idea of how open their Student Books to page 30 and draw their
the class feels towards the different events, read the attention to the organizer. Explain they have to complete
sentences aloud and ask students who wrote a check it with the key events from the story in Activity 4. By
mark next to them to raise their hand. Allow students doing this, they will be rewriting sentences that
who wrote cross next to the events to explain why they conform key events. Allow time and walk around the
didn’t like them and promote a class discussion, so that class monitoring. Have students share and compare
students have the opportunity to understand and their answers with a classmate.
pertinently contribute in discussions.
Answers may vary.
Answers may vary.
Classroom Management: Graphic organizers

Alternative Activity: To find out the events most are visual representations of knowledge, concepts or
students liked and didn’t like, draw a three column table ideas. They are known to help relieve learner boredom,
on the board. Write numbers one to nine in the first enhance recall, provide motivation, create interest,
column. Each number corresponds to a sentence from clarify information, assist in organizing thoughts, and
the activity. Then label the other two columns with a promote understanding.
happy face for like and a sad face for didn’t like. Ask
students to raise their hands if they liked each of the
events and count the number of hands. Write the number emember Next class students will need: white
in the like column. Do the same for didn’t like. Then sheets of paper.
analyze the information with the students: Did they like
more events than ones they didn’t like or vice versa? Class
Which event did the most students like/didn’t like? Lead-in
Time: 15 minutes Give students a piece of white paper and ask them to
write down their name and two facts of your choice
(such as a favorite fruit and sport). Have everyone wad
5 Check the story of The Silkies in Activity 4 the pages into “snowballs” and toss them around for a
again and answer the questions. few minutes. On your signal, everyone should unwrap a
Have students refer to Activity 4 and re-read the sentences. snowball, find the person who wrote it, and ask one or
Then draw their attention to the example questions and two more facts. If time allows, ask students to introduce
answers. Read the first example aloud, as students follow the person they interviewed to the rest of the class.
along in their books. Make sure they understand the Remember that each student will need to ask one
question and the answer. If necessary, explain that when person the questions and be asked questions by a
asking for reasons, questions begin with Why …? and third person.
answers include because, which shows the reason for a
situation. Explain they have to answer the questions, giving 7 Match the words to the descriptions.
reasons. Allow time to answer the questions, as you walk This activity promotes life-long learning, learning
around the class, monitoring. Guide students to refer to autonomy and the development of learning strategies.
the story in Activity 4 if necessary to complete their Ask students to read the words and the definitions in
answers. Then read the questions aloud and have the table and make sure they all understand them.
volunteers say the answers aloud. Have the rest of the class Clarify if necessary. Then have them match the words
agree or disagree with the answers. to the descriptions. To check answers, say each of the
words aloud and have the class read the corresponding
Answers: 2 it wanted to go with its seal mom; 3 description in unison.
Because he didn’t want to harm the seals; 4 the tide was
rising very quickly; 5 he was looking for clams Answers: 1 b; 2 c; 3 a
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AR_TG1_pp023_048_U1.indd 43 7/15/11 11:29 PM

Alternative Activity: Books closed. Write the words the rest of the activity individually, by choosing the
events, conclusion and climax or turning point on the appropriate Cause for each of the Effects. Allow time for
board. Ask for volunteers to come up with possible students to do this, as you walk around the class
definitions for each of them and have the rest of the monitoring and helping if necessary. Have students
class choose the definitions they think are more share and compare answers with a classmate and as a
appropriate. Then ask them to open their Student whole class activity, check answers orally.
Books and draw their attention to the definitions.
Have them compare the definitions they gave with the Answers: Cause: Billy saw little bubbles in the sand,
ones in their books. Then have them match the words Billy heard a loud cry from behind the rocks. Effect: He
to the corresponding description. ran to the rocks and saw a large seal on the small beach.
Time: 10 minutes It began to cry.
Stage 4: I practice Alternative Activity: Books closed. Write the title of

the two stories that appear on the Student Book page
8 Read The Silkies in Activity 4 again. Write 31 Activity 10 on the board and ask students if they
complete sentences about the events you have ever heard any of them. Translate the titles into
liked or didn’t like from the story using words Spanish if necessary (Jack y las habichuelas mágicas, El
from the box. patito feo), for students to make the connection with
In this activity, students will express reactions and what they know about them. Have volunteers retell the
personal opinions about events and will complete main events of each of the stories and ask the class to
sentences with verb forms that express past actions, tell which story they like the most out of the two and
with the use of conventional writing. Ask students to why. Allow different students to express their opinions.
go back to Activity 4 and go over the sentences again. Time: 10 minutes
Then draw their attention to the words in the box, go
over them with the students and make sure they all
understand their meaning. 10 Circle the correct option.
Clarify if necessary. Then ask them to complete the Have students turn to page 31. Draw their attention to
information with their personal opinions about the the title of the first story. Explain the meaning of the
events by writing sentences using words from the box. word beanstalk and ask students if they’ve ever heard
Allow time for them to do this, walk around the class the story. If they have, allow them to tell the rest of the
and monitor. Then ask students to share and compare class what they know about it. Then draw their attention
answers with a classmate and ask for volunteers to to the illustration. Ask: Who are they? Where are they?
share their sentences with the rest of the class. What are they doing? By doing this, students will predict
content based on graphic and text components.
Answers may vary. Then explain that they are going to read part of the
story and that they have to circle the correct option in
each sentence to complete it. Make them notice that
Alternative Activity: Have students conduct a class the options they have are all verbs in the past simple
survey to find out which was the event that most students and past continuous. If necessary, review with students
liked and which was the one that most students didn’t like. when each of the verb tenses is used. Say: past simple for
Time: 15 minutes actions that started and ended in the past, past continuous
to explain that someone was in the middle of something in
the past and interrupted past when we are in the middle of
9 Write the sentences under the correct something and suddenly another thing happens. By doing
heading. this, students will establish forms that express continuous
Write the words cause and effect on the board and elicit and past actions and complete sentences with verb forms
their meaning from students. Then draw their attention that express continuous and past actions.
to the graphic organizer and read the first two examples: Allow students time to read the sentences and circle
Cause and Effect. Have students read the second example the correct option. Walk around the class, monitoring
provided in the Effect section and ask them to find a and helping students with new vocabulary if necessary.
possible Cause to that Effect from the sentences in the Then have students share and compare their answers
box and write it down in the Cause section. Repeat the with a classmate. Conduct a whole class answer check by
procedure for the third example in the Cause section. reading the sentences aloud and having students call out
Ask students to choose the appropriate Effect from the verb they circled to complete each sentence in unison.
the sentences in the box. Then allow them to complete
44
AR_TG1_pp023_048_U1.indd 44 7/15/11 11:29 PM

Repeat the entire procedure for the other two stories. 13 Answer the questions about the story in
Refer students to the Glossary on page 157 to clarify Activity 11.
the meaning of words. Go over the questions with the class, making sure all
students understand them. Clarify if necessary. Then
Answers: Jack and the Beanstalk = 2 had; 3 took; ask students to answer the questions and allow them to
4 was walking, wanted; 5 sold; The Ugly Duckling = refer back to the story in Activity 11 if necessary. By
1 was sitting; 2 was waiting; 3 hatched; 4 took doing this, students will be identifying explicit information
to find key events and recognizing central sense from
Class key events. Allow time for students to answer the
Lead-in questions. Have them share and compare their answers
Write out series of categories like professions (doctor, with a classmate. Check answers orally, reading each of
bus driver, etc.), animals, foods, actions (fishing, haircut, the questions aloud and having different students say
etc.) on the board. Then ask students to get in pairs. each of the answers aloud. Have the rest of the class
One student chooses a word from one of the categories agree or disagree with the answers.
and draws it, and the other student guesses the word.
Next turn, the guesser draws and drawer guesses. Answers: 2 The city; 3 Answers may vary. 4 The City
Mouse went to the country to visit the Country Mouse. 5
Stage 5: I can Answers may vary. 6 The Country Mouse went to the
city. 7 The City Mouse took the Country Mouse to
11 Read the story and write the correct tense dangerous places. 8 There is no place like home. It is
of the verb in each parenthesis. better than you think.
Ask students to read the title of the story and to tell you
if they’ve heard it before. If they have, allow different 14 Complete the organizer with
students to tell the rest of the class about it. Explain they information from the story in Activity 11.
are going to read the story and that they have to This activity promotes the development of thinking skills.
complete it by writing the correct form of the verb in Ask students to complete the cause and effect organizer
parenthesis. Ask students to read the story individually with information from the story. Allow time for them to
and in silence once without trying to complete the do it as you walk around the class monitoring. Then have
sentences, and focus on underlining any new vocabulary them share and compare answers with a partner and
they find. Go over the new words with them, or ask them check answers orally as a whole class activity.
to go to the Glossary to look up the meanings.
Then ask them to read the story once more, and Answers: b They had to escape. c They had to run for
to complete the sentences with verb forms that express their lives. d The City Mouse yelled, “Stop, it’s a trap!”
continuous and past actions, with the use of conventional
writing. Ask them to share and compare answers with a 15 In pairs, rewrite the story of The City Mouse
classmate, and make corrections if necessary. Then ask and The Country Mouse. Write a different
them what they think about the story and if they can ending to the story.
learn anything from it. Allow different students to express Ask students to work in pairs, and to think about and
their reactions. agree on a different ending for the story. Allow time
for them to do this. Then ask them to rewrite the story
Answers: 2 invited; 3 offered; 4 found; and give it the ending they discussed. By doing this,
5 were eating; 6 had; 7 was beginning; 8 didn’t want; students will be rewriting key events, arranging events
9 ran; 10 explained; 11 decided; 12 stayed. in a sequence and rewriting sentences to conform key
events, as well as arranging sentences to conform events.
12 In pairs, complete the paragraphs Walk around the class and monitor as students do this.
according to the events in the story. Ask for volunteers to share their stories with the rest of
This activity promotes cooperative work and develops the class. Have the class vote for the ending they like
effective communication and social skills. Draw students’ the most and ask them to explain why they think it was
attention to the illustrations. Ask: What place is this? the best ending, so that students understand and
Elicit answers. Then ask students to get in pairs and pertinently contribute in discussions.
explain they have to rewrite the paragraphs according to
the place or setting they belong. By doing this, students Answers may vary.
will rewrite key events. Have students share and compare
their answers with another pair of students.
Answers may vary.
45
AR_TG1_pp023_048_U1.indd 45 7/15/11 11:29 PM

Unit 1 Product 2 Broadsheet Book
Performance Indicators: – Put together and illustrate the broadsheet book.

– Select and read a classic story. – Rehearse the oral reading out loud of the text and
– Determine which the key events are. practice pronunciation.
– Compose and arrange the sentences based on key events. – Read the book out loud and donate it to students from
– Revise the sentences to comply with grammar, spelling basic education’s lower grades.
and punctuation conventions.
Class sheet of paper or in their notebooks. By doing this,

Lead-in students will determine which are the key events.
Draw on the board as many objects as the letters that
make up your name. The name of each object should 3 Decide how many pages you will use for
begin with one of the letters of your name. Then ask your book.
students to tell you the names of the objects you have Demonstrate how they will be making their books by
drawn and you write them next to each object. Then tell folding a cardboard in halves, vertically. Show them
them to put the first letters of each object in the correct that each folded cardboard equals four pages for their
order so as to form your name. Finally, have students books. Take various folded cardboards and place them
choose a word they all know, and do the same on a into each other, forming a book, and hold it at the front
blank sheet of paper or in their notebooks. Ask them to of the class for all students to see what their books will
exchange their paper with another student and to take look like. Ask them to think and decide how many pages
turns saying the names of the objects, checking with they will need for their book, based on the number of
their partner that they’ve named the objects correctly, important events they wrote down in the previous
and writing the words next to each object to discover activity. Then hand out the cardboard to the students,
the original word. for them to fold it and make their books, with the
appropriate number of pages. Ask them to write their
Stage 1: I get ready names with pencil and small hand writing on their
books, and collect them for the next class.
1 Work in pairs. Choose a story or classic tale
you like. 4 What materials do you need? Make a list.
Draw students’ attention to the name of the product Ask students to think about what materials they will
and explain the term broadsheet or have them find its need to write and illustrate their books. Have them
definition in their dictionaries. Explain that they will be make the list of materials on the spaces provided.
writing a broadsheet book, based on a classic tale of
their choice, and that they will be donating it to students Stage 3: I do
from basic education’s lower grades. Ask them to work
in pairs and think about all the tales and stories they 5 Complete the organizer on page 176 in the
read in Lesson 4, and to choose their favorite story or Worksheets section with the text components
the one they consider has the most educational message. and key events of the story you chose.
Allow students to look back at the different stories and Have students go to page 176 in the Worksheets section.
re-read them if necessary. By doing this, students will Explain they are going to use the graphic organizer to
select and read a classic story. Allow time for students draft their story. Go over the text components with the
to think, discuss, and choose. students, eliciting from them the information they have
to include in each case. Allow them time to complete the
Stage 2: I plan organizer with the information of the story they chose.
2 Decide on the important events of the story. emember Next class students will need: white
Working in pairs, ask students to decide on the important sheets of paper, cardboard, colored pencils, colored
events of the story and to write them down on a blank markers, flip pens, scissors, eraser, ruler, black yarn,
and perforator.
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AR_TG1_pp023_048_U1.indd 46 7/15/11 11:29 PM

Class holes in the middle part of their books. Then have them
Lead-in sew the book using the yarn, so the pages of the book
Hand out two small pieces of paper to each student. will stay together. Demonstrate how to do this by making
Ask them to write a different aspect of their lives most holes on a folded cardboard, passing the yarn through
people in the class don’t know about on each piece of the holes and making a knot.
paper, for example, I have a dog named Biffie, I am
allergic to apples, etc. Have them deposit their folded Stage 4: All ready to share
papers into a plastic bag. Then ask for a volunteer to
come to the front and draw two papers out of the bag, 9 In pairs, take turns reading the broadsheet
making sure he does not draw his own. The student out loud to practice pronunciation; change
then reads aloud one of the facts and tries to guess who your speed and intonation to make your story
the author is. The rest of the class must remain silent more interesting.
but also try to guess who the author is. The student Draw students’ attention to the useful expressions chart
then reads the second fact aloud. The authors of the and encourage them to use some of those expressions to
two facts then have to stand up, without speaking, and present their story to the class. Ask students to take
the class has to guess which fact was written by whom. turns reading their story. Monitor and correct
pronunciation when appropriate. By doing this, you will
6 Compose and arrange sentences based on give students the opportunity to rehearse the oral
the key events. Try to include these elements. reading out loud of the text and practice pronunciation.
Ask students to open their Student Books to page 34 and Then ask for volunteers to come to the front of the class
draw their attention to the post-its. Explain that they have to show their books and read their story. Ask the rest of
to compose the sentences for their books based on the key the class to applaud volunteers for their performance.
events they included in Activity 5, and that they should try
to include the information on the sticky notes. Go over the 10 Find a primary group to read your book to
information on the sticky notes with them, to make sure and donate it to them when you finish.
they understand all the possible information that can be Have each pair of students select a primary group to read
included in their stories. Clarify if necessary and allow their book to and help them arrange a reading session for
them to go back to Activity 5 if they need to remember the this group. Explain that they will read the book out loud
key events they wrote. Have them write their sentences on and donate it to the students from the basic education’s
blank sheets of paper or in their notebooks. lower grade they selected after the reading.
Before proceeding to the next activity, go over the
chart with students to make sure the sentences they I learn
wrote comply with grammar, spelling and punctuation Ask students what they can do now that they couldn’t
conventions and that the story is clear. do at the beginning of the learning environment. Have
them answer the I learn box. Explain that its purpose is
7 Write your sentences on the pages of the to assess their performance while making the product
broadsheet book and illustrate them. in order to improve weaknesses and reinforce strengths
Give students their blank books and ask them to leave during the process. Briefly have them discuss their
the front page blank for now, since they will be creating responses to the self-assessment in groups or with the
a cover for their books later on. Ask them to write rest of the class. Give positive feedback for their effort
the sentences they composed in Activity 6 on the and progress.
corresponding pages of their books and to illustrate each
of the pages of their broadsheet book. Guide each of them Teacher’s Reflection Tool
to choose different sentences to write and illustrate. My work in this social learning environment has
facilitated the learning process of the class so students:
8 Put the pages of your broadsheet book – Can use known comprehension strategies.
together. Design a cover for your book with – Can recognize central sense from some details.
the names of the authors. – Can formulate and answer questions in order to
Ask students to design a cover for their book that locate specific information.
includes the title of their story, their names as authors, – Can express personal reactions to literary texts, using
and an illustration. Allow time for them to do this. known oral expressions.
Once they finish, ask them to put the pages of their – Can retell events using images.
books together and use a perforator to make a series of – Can organize sentences into a sequence of actions.
AR_TG1_pp023_048_U1.indd 47 7/15/11 11:29 PM

48
All Ready! 1 Continuous and Global Assessment Chart
Unit 1 Continuous Assessment LE 1 Continuous Assessment LE 2 Global Assessment
Reads and
Grows in Is aware of Understands and understands
Realizes that Understands and Is respectful
Learns how to confidence language as conveys different types
language is a knows when and towards his/her
participate in a interacting with a means to carry information of literary texts
Student’s Name means to access how to take part classmates’
conversation. his/her out enjoyable about goods and from different
a public service. in a discussion. opinions.
AR_TG1_pp023_048_U1.indd 48
classmate. activities. services. English-
speaking
countries.
Fill in each performance indicator using the abbreviations below
General Comments
w
Assessment Criteria
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
5/4/12 5:07 PM
Unit 2

Formation and Academic Familiar and Community
Social Practice: Understand and write instructions. Social Practice: Interpret and convey information
published in various media.
Specific Activities: Write instructions to use a
bilingual dictionary. Specific Activities: Exchange opinions regarding the
contents of a radio program.
Product: Instruction manual to learn how to use a
bilingual dictionary Product: Plenary
At the end of this environment students will: At the end of this environment students will:
• find and read definitions of words in English and • identify linking words.
Spanish. • identify formal and informal language.
• understand how abbreviations, upper and lower case • write sentences to give my opinions.
letters are used in a dictionary. • answer questions to express my opinion.
• write sentences and organize them into a sequence. • explain main ideas orally.
• edit an instruction manual.
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AR_TG1_pp049_074_U2.indd 49 7/17/11 2:23 PM

Performance Indicators: – Read word definitions in English and in your

– Select bilingual dictionaries. own language.
– Identify purpose and intended audience. – Use language as a means to search and obtain
– Recognize graphic and text components. information.
– Identify text organization. – Locate types of words in a dictionary.
– Point out sections assigned to each language. – Recognize graphic and text components.
– Locate and recognize the number of entries – Write a list of textual components.
(word lists) and the way to designate them – Locate words in English and in your own language
(e.g. bold typefaces.) in a dictionary upon their reading aloud.
– Identify entries and subentries. – Establish subject matter and intended audience.
– Examine numbers and special characters and – Search and obtain information.
determine their use.
– Establish type of word from an abbreviation. Materials:
– Understand the use that is given to lower and upper – Reader
case letters. – Students' own bilingual dictionary
– Classify types of words in a table. – A list of 10-15 words (verbs, nouns, adjetives and
– List abbreviations. adverbs)
– Locate words in English and in the native language
in a dictionary upon their reading aloud.
Class Stage 2: I build

Lead-in
Ask the students to sit in groups of five. Ask them to say
Reader Introduction to Using a
something interesting about themselves one by one. Bilingual Dictionary p. 33-42
Explain that after the first student has said something, the
next person should continue: This is Juan and he likes
soccer. My name is Linda and I am 13 years old. It’s a Ask students to open their Readers to page 33. Have
chain and the students have to repeat what the last them read the title and flip through the text. Ask them
students have said about themselves. what the text is going to be about. Discuss whether the
text is narrative or informative. Discuss purpose and
Stage 1: I know intended audience. Encourage students to use only
English. Then, read out loud with proper intonation and
1 Answer these questions. ask students to follow along silently. Stop after page 33.
Ask students to open their Student Books to page 38. Ask students what the text is about and if their
To select bilingual dictionaries, direct students’ predictions were right or wrong. To establish subject
attention to the pictures and ask them: What are these matter and intended audience, read page 34 and ask
books? When do you use them? What is the difference them: What is the main difference between a monolingual
between these two dictionaries? Do you use dictionaries? dictionary and an English-Spanish dictionary? Then,
What types, and in what situations? Elicit answers from have students work in pairs and ask them to read pages
different students. Encourage them to speak only in 35 to 42. After that, ask students to summarize the main
English by helping them with any difficult word. ideas of the text. Finally, have some students explain
what the organization of a dictionary is.
Answers may vary. It is important that every time your students take
part in a speaking activity, they know what they are
going to do. It is important to give clear instructions.
You may have to give the instructions two or three
times before starting the activity. Then, check
understanding by asking a student to explain what they
have to do. Also, it is very important to convey a sense
of progress and achievement to your students. Make
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AR_TG1_pp049_074_U2.indd 50 7/15/11 11:30 PM

sure you let them know how well they are progressing. with the class by asking different students to read their
Classroom speaking activities can be used to assess answers out loud.
your students. However, always let your students know
when they are being assessed. Answers: 1 Yes, because on one section it has the
words in English and its meaning in Spanish and on the
other it has the words in Spanish and its meaning in
Cultural Note English. 2 Both pages are part of the same book but
from different sections. 3 People that would like to know
All over the world, there are several countries where the meaning of words.
their inhabitants are forced to become bilingual. In
America, Canada is one of the examples. Canada is a Stage 3: I think
country with two official languages (English and
French). Belgium is another example. The official 3 Read the two dictionary pages in Activity 2.
languages are French and Dutch. Choose the best option.
With this activity students will recognize graphic and text
components, as well as recognize the number of entries.
emember Next class students will need: their Ask students to open their bilingual dictionary. Have
own bilingual dictionary. You will need to select ten them flip through it and talk about the different features
words from the dictionary. they see in their dictionaries. Ask students to open their
Student Books to page 39. Then, have students read the
Class statements. Tell them that before they answer the
Lead-in statements, they have to look in their dictionaries, or
Divide the class into two teams. Explain to students that check in their Readers. Allow them plenty of time to
they are going to participate in a contest to. Select ten complete the activity and have them do it individually.
words from the dictionary. Five in Spanish and five in This activity will help students to develop critical
English. Write the first word on the board as well as the thinking. It is important that they analyze the
abbreviation of the part of speech you want them to find. statements, before they answer them. Then, have
The team that gets the correct meaning and writes it on students compare their answers with a partner. Check
the board gets a point. answers with the class by asking students to read the
answers out loud. Correct any mistakes. Divide the
class in groups of three and have them discuss the
Classroom Management: You can use different aspects they reflected on with this activity. Then, have a
strategies to organize the groups. For example, you speaker from each group share their conclusions with
can put weaker and stronger students together, so the the rest of the class.
more fluent students can help the less fluent. The
weaker students will benefit from the help they get. Answers: 2 b; 3 b; 4 a; 5 a; 6 b; 7 a; 8 b
Class
2 Look at the book pages and answer Lead-in
the questions. Divide the class in two teams. Number the students in
To identify purpose and intended audience, ask each team and explain that this is the order in which
students: What is the main difference between a they should come to the board. Draw a line down the
bilingual dictionary and a monolingual dictionary? center of the board to separate the space for each
Elicit answers from different students. Ask students to team. Explain that the object of the game is to write a
open their Student Books to page 38. Point at the first word on the board for each letter of the alphabet as
picture and ask: What type of book is this? Do the same fast as they can. Tell your students that all books and
with the next picture. Next, ask students to describe dictionaries must be closed during the game and that
each of the two pages: What do you see? Is this in teams are not allowed to write the same words for any
English or in Spanish? What symbols can you see? letter. Tell your students that there can only be one
What abbreviations can you see? What is the meaning student at the board from each team at a time. The
of these abbreviations? What do the symbols next to the next student can only come to the board once the
words represent? Ask students to go over the book previous student is in his place again. Start the game
pages and write a list of textual and graphic by saying: Number ones. Are you ready? Go! Stop the
components. Have different students read their lists to game as soon as one team gets to the end of the
the rest of the group. Have students look again at the alphabet. Score the game by counting the number of
book pages and answer the questions. Check answers words for each team and deduct points for spelling
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mistakes. The team with the most correctly spelt Cultural Note
words is the winner.
A bilingual dictionary gives words in two languages.
4 Read these dictionary entries and Each language is grouped alphabetically in separate
answer the questions. halves of the book, with translations in other language.
To read word definitions in English and Spanish, ask Bilingual dictionaries are available in number of
students to open their Student Books to page 40. Have formats, and often include grammar references, lists
students work individually. Point to the first dictionary of phrases, usage and style guides, and verb tables.
entry and have them describe it. Elicit answers from A monolingual dictionary defines words and
different students. phrases instead of translating them.
This is an opportunity for students to develop Bilingual dictionaries often include idiom finder,
critical thinking because they think by themselves by word families and prefixes and suffixes.
carefully examining various ideas and arriving at their For an English learner it is advisable that at the
own conclusions. beginning he uses a bilingual dictionary. Later, as he
Explain to students that they have to analyze the makes progress, he can gradually start using a
dictionary entries before they answer the questions. monolingual dictionary.
Tell them that they may also check their Readers
(Chapter 3) to clarify any doubt. Give them plenty of
time to answer the questions. Have some volunteers 6 Complete the list of dictionary
read the answers to the class. Correct any mistakes. components with words from the box.
Refer students to the Glossary on page 158 to clarify Call students’ attention to the activity. Have them read
the meaning of the words. the words and ask them where they can find these
types of words. Elicit some answers. Ask students:
Answers: 1) 1 three; 2 explain the meaning; 3 They are Why is it important to learn how to use a dictionary?
different examples. 4 the part of speech; 2) 1 Because they Ask them if they have ever analyzed their dictionaries
are different parts of speech: one is a verb and the other the way they are analyzing them now. Guide students
one, a noun. 2 It is the same. 3 garden center, gardener, to use a dictionary. This will help them to develop
gardening; 3) 1 They are different parts of speech and strategies to become autonomous learners. Ask
have different meanings. 2 noun; 3 It is a proper noun. students to find the “How to use this dictionary”
section at the beginning of their dictionaries and
5 Read the dictionary page and complete discuss why that section is useful. Have them
the table. complete the activity. Check the answers by asking the
Ask students to open their dictionaries. Have them find whole class to read the sentences out loud.
the page with the numbers, symbols, and abbreviations (not
all dictionaries have them). If their dictionaries do not have Answers: 2 symbols, abbreviations; 3 Spanish,
this page, ask them what other information they can find in English; 4 Guide words; 5 part of speech;
their dictionaries. Explain to your students that this an 6 pronunciation; 7 Illustrations
important page because it will help them to understand
information from the dictionary like numbers and special 7 Match the parts of speech to their
characters, list of abbreviations, upper and lower case, etc. definitions.
Point to the dictionary page on the Student Book Write the following on the board: Rita is a good student and
and interpret the different parts of the page. To have an excellent athlete. She always trains in the afternoon. Ask
students identify text organization, ask them to skim some volunteers to underline the noun, verb, adjective,
through the page and classify the types of words in the adverb, pronoun, conjunction: Rita (noun) is (verb) a good
table. Allow them to compare their answers with a (adjective) student and (conjunction) an excellent (adjective)
partner. Ask some students to write the answers on the athlete. She (pronoun) always (adverb) trains (verb) in the
board and correct any mistakes together as a class. afternoon. Have students give a definition of each part of
speech. Clarify any doubts. Write other examples of parts of
Answers: &; Ω; >; XIV; sb; pl; sth speech or sentences on the board to analyze preposition
and interjection. Then, ask students to open their Student
Alternative Activity: Form groups of three. Have Books to page 42. Have them match the parts of speech
students open their dictionaries and look at the with the definitions. Check answers with the class by asking
different sections. Ask them to write a list of the them to read the definitions out loud.
different features and of the different subjects these When working with multiple-choice or short-answer
features will be useful for. activities, don’t go over the answers yourself. Ask students
Time: 10 minutes to go over the content in pairs and to discuss why they
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selected the answers they did. Ask them to share the and answer the questions. Ask students to share and
answers with other pairs when they get them right. When compare their answers with another pair of students.
they don’t get them right, ask students to determine the Check answers as a whole class activity by reading the
correct answer by a process of elimination. Explain to questions out loud and having different students read
students they can always ask questions during these small- out their answers. Have the rest of the class agree or
group discussions. disagree. Check answers in the Reader Answer Key on
page 171 of the Teacher’s Guide.
Answers: 1 e; 2 g; 3 f; 4 h; 5 a; 6 c; 7 b; 8 d
8 Label the parts of the dictionary entry with

Alternative Activity: Ask students to take out their the words in the box.
dictionaries. Write the name of a part of speech (noun, Go over the words in the box with the students. Have
verb, adjective, adverb, pronoun, preposition, conjunction, them explain what those words mean. To identify
interjection) on the board. Ask students to open their entries and subentries, have them label the parts of the
dictionaries and to look up the parts of speech. Go over dictionary entry with the words in the box. Read the
that entry and elicit the different parts of the entry. Take answers and have them correct any mistakes.
advantage of the examples used in the dictionary to Refer students to the Glossary on page 158 to clarify
explain the meaning of the parts of speech. the meaning of words.
Time: 15 minutes
Answers: 1 headword; 2 pronunciation; 3 part of
speech; 4 translation; 5 phrase
emember Next class you will need: a list of 10-15
words (verbs, nouns, adjectives and adverbs). 9 Read the dictionary entries and find
the information.
Class 4 Ask students to open their Student Books to page 43.
Lead-in Call your students’ attention to the words on the entries.
Draw a grid on the board. Write the words Verb, Noun, To locate words in English and in their native language in
Adjective and Adverb across the board. Write your list of a dictionary, have students complete the activity by
words down the left side of the board. Tell your students reading the entries. To locate types of words in a
that they have five minutes to look up the words in the dictionary, elicit the different parts of speech of each of
dictionary and classify them. Explain that when you say the words and their different meanings.
Start! they have to start looking up the words. The first Go over the statements with students. Finally,
student to complete the table is the winner. have students read the statements and answers out
loud to check.
Stage 4: I practice Different students prefer different techniques to store
vocabulary, and it is important that teachers encourage
Reader Introduction to Using a students to find out what works best for them. Each of these
Bilingual Dictionary p. 33-42
techniques involves cognitive processing rather than rote
memorization. Students can store vocabulary by lexical sets.
This facilitates cognitive processing and allows students to
Ask students to open their Readers to page 36. Start by internalize words in a coherent way. Lexical sets are made
reading aloud with proper inflection and intonation the up of sets of semantically, functionally or syntactically
information about entries. Let students follow along similar items (fruits: apple, banana, grapes, etc.).
silently. Stop after you have read the page and ask a
volunteer to write the entry (English-Spanish) on the Answers: 1 ensucié; 2 noun; 3 seguidas; 4 solidified
board. Ask for another volunteer to label it.
Ask students to go to page 42 of the Reader. Call your Stage 5: I can
student’s attention to the Spanish-English entry and let
them write the example on the board and label it. Ask 10 Read the newspaper article. Find the
students what they think the differences between both meanings of the underlined words in the
entries are. Encourage them to use only English as a entries in Activity 9 and complete the table.
means to search and obtain information. This section allows students to put into practice
Have students turn to page 43 of their Readers and language seen in the previous classes. It also allows
look at the first part of the Comprehension Questions. students to locate words in English and in their own
Check understanding and ask them to work in pairs language in a dictionary upon their reading out loud.
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Call students’ attention to the picture and have them
say what type of text it is (a newspaper). Ask them to
mention some characteristics of newspapers. Have
students read the text and look up the words in their
dictionaries. Then ask them to complete the table. Have
students compare their translations with a partner and
to read out loud the parts of speech to confirm their
answers. Ask some volunteers to read the answers out
loud to the rest of the group.
Answers: somber: adjective, sombrío; some: adverb,;

unas; somehow: adverb, de alguna manera; soft drink:
noun, refresco
Alternative Activity: As a follow-up activity, and to

practice dictionary skills, ask students to read the
following article about Dogs. You might write it on the
board or bring it to class in sheets of paper. Ask them to
find the meanings of the underlined words in the
English-Spanish dictionary. Then, they will draw a table
similar to that of Activity 10 (Word, Part of Speech,
Translation) and complete it.
Time: 25 minutes
Dogs: Man’s Best Friend

Do you have a dog? Is it a big Alsatian or perhaps a cute
poodle? The two may be very different but in fact all
dogs are related to wolves. Wolves first came into
villages thousands of years ago looking for food and
people began to feed and train them. The animals were
used mainly for guarding, collecting sheep and hunting.
So began the special relationship between dogs and
humans. Although there are many kinds of working
dogs (for example guard dogs, sheepdogs, guide dogs
and sniffer dogs), most people have dogs as pets. All
over the world dogs can be seen with humans –
perhaps sitting on a motorbike in Brazil, eating in a
restaurant in France and wearing children’s clothes in
Thailand. The following story shows the special
relationships that dogs have with us and an example of
the different roles dogs play in our lives.
Fragment retrieved from http://www.onestopenglish.com
Answers: noun, lobos; verb, alimentar a alguien;

noun, relación; noun, perro ovejero; Adverb, quizás
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Performance Indicators: – Write a final version.

– Comprehend the instructions to use a bilingual – Read word definitions in English and in their own
dictionary with the teacher’s guidance. language.
– Establish the number of instructions or steps. – Edit instructions with teacher’s guidance.
– Arrange the sentences in a logical sequence. – Use language to favor cooperation and integration in
– Select bilingual dictionaries. school work.
– Identify text organization. – Verb form: imperative.
– Classify types of words in a table. – Connectors.
– Locate words in English and in their own language in
a dictionary upon their reading aloud. Materials:
– Arrange sentences in a logical sequence. – Reader
– Read to revise punctuation and spelling conventions. – Students' own bilingual dictionary
– Remove and / or add information.
Class 1 board. Do the same for the second text. Make sure
Lead-in students understand the differences between both texts.
Ask students to stand up. Tell them that you are going to Tell them that they can check the meaning of words in
play Simon Says. Explain to your students that you are their bilingual dictionaries.
going to give them instructions to do various actions, and To comprehed the instructions to use bilingual
that they must imitate your actions when you say: Simon dictionary with the teachers guidance, go over the
says … and give the instruction. For example: Simon says instructions with the students. Make sure they
take out your Student Books; Simon says: put away your understand them by asking different students to
History book, etc. Explain that when you don’t say: Simon paraphrase the instructions. Have students read and
says … before giving the instructions, they must not do choose a heading for each text and write them down on
anything or they will be eliminated from the game and the board next to the key words.
will have to sit down.
Answers: 1 Finding Out How to Translate Spanish
Stage 1: I know Words to English; 2 How to Find the Translation of an
English Word
1 Where would you find these instructions?
Ask students to open their Student Books to page 44.
Have students look at the different texts and ask them Classroom Management: It is always helpful to
what they have in common (they are different introduce a text before starting to work on it. Get
instructions to give an order, directions, information, students into the right mood for the particular text
an order). Go over the sentences with the students and they will read and make them feel interested in
ask them in which situations they would hear these reading it. Have a look at the tasks you want to set
instructions. Have them discuss their answers with a and ask a question or two to make the text relevant,
partner. Have a general discussion with the class to like: What would you do if … ? before students
listen to the students’ different points of view. start reading.
Answers may vary.

Stage 3: I think
Stage 2: I build
3 Read the manuals in Activity 2 again
2 Read the manuals and choose a heading and circle the best option.
for each from the box. To establish the number of instructions or steps, have
Ask students to read the first text. Have them underline students read the texts in Activity 2 again and circle the
the connectors. Make them aware that those best option. Have them work individually and give
connectors mark a sequence. Ask them to read the text them plenty of time to complete the activity. This is a
individually and then elicit the main ideas and key good opportunity for them to develop critical thinking.
words. Ask some students to write a key word on the They can look back at the key words they wrote on the
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board from Activity 2 to confirm their answers. Check 5 Read the manuals in Activity 2 again.
the answers by asking different students at random to Underline all the connectors and circle all the
read a sentence out loud. Correct any mistakes. imperative verbs.
Ask students to open their Readers to page 41. Elicit some
Answers: 2 a; 3 b; 4 b; 5 a; 6 b imperative verbs and some connectors of sequence and
Class 2 write them on the board. Ask students to read the texts in
Lead-in Activity 2 to recognize the imperative verbs and the
Explain to students that they are going to participate in an connectors. Ask them to underline all the connectors and
action race. Divide the group in two teams. Ask students circle all the imperative verbs. Give them plenty of time to
to sit in two lines with a chair by each team. Put a chair at complete the activity. Have volunteers read the answers
the other end of the room. Ask the first student from each to the rest of the class.
line to stand next to his team’s chair. Give an instruction, Refer students to the Glosary on page 158 to clarify
for example: Raise your hands. Explain that the first two meaning of words.
students must raise their hands, go the chair on the other
side of the room and touch it. Tell students that they must Answers: Manual 1 Underlined: First; Second; When;
come back and sit down in their team’s chair. The first Third; Circled: find, use; locate; read; Do not assume,
student to sit down, gets a point for his team. look; Manual 2 Underlined: First; Next; When; First;
Then; If; Finally; Circled: find, be, Turn; Look; do; look;
4 Underline the imperative verb in each decide; look; look; decide
sentence.
Say an instruction and write it on the board: Don’t open 6 Classify the imperatives from the text in
your books. Explain to students that you can use the Activity 4 in the table.
imperative form to give an order, to give a warning, an Write on the board the following phrases: Do not copy …,
advice, an instruction, or to make a request. Elicit more Check with a partner …, Listen to the audio …, Don’t
instructions and write them on the board. Ask students to talk during … Have different students complete each
identify the verb in each sentence and underline them. phrase to form a sentence. After that, ask students which
Go over the sentences with the students and have them one is an imperative phrase in affirmative, which one is in
identify the one that goes first. negative. Ask students to identify all the imperative verbs
Ask students to open their Student Books to page 46. from the previous activity (the verbs they circled). Then,
Ask them to complete the activity. Allow them to compare ask students to classify them in affirmative and negative
their answers with a partner. To check the answers, have and to write them in the corresponding column in the
some students write the verbs on the board. table. Finally, have students complete the table on the
board to check as a class.
Answers: 1 find; 2 locate; 3 Do not assume; 4 look
Answers: Affirmative Imperative: find; locate; look;
Negative Imperative: Do not assume
Cultural Note
7 Complete the table with phrases from
In English, the imperative form is used when giving the box.
instructions or orders. It is also very common in Write on the board the following phrases: Do not take
written instructions. We do not need to use the out your dictionaries … / Then, … / Turn to page … /
subject. The sentence is started with the verb or verb After you have finished, … Ask students to complete
phrase and “don’t” is used for the negative form. For each phrase to form a sentence. Ask students which one
example: Sit down!; Open the Student Book to page 30! is an imperative phrase and which one is a connector. Ask
To use the negative form add the word “don’t” students to open their Student Books to page 47. Go over
before the infinitive without to. For example: Don’t the phrases with the students and have them complete
bring food to the class. Don’t open the window. the table. To check answers, have students classify the
To make a request or petition, we put it at the words in the table on the board and ask them to correct
beginning or end of the imperative sentence (positive any mistakes.
or negative). Use a comma if “please” is at the end of
the request. Don’t use a comma if “please” is at the Answers: Imperative: Check the spelling.; Be careful
beginning of a request. For example: Don’t open the to …; Watch out for …; Choose the best …; Don’t forget
door, please. Please bring the books. to …; Don’t worry about …; Connectors: After that, …;
There is only one imperative form for both you Second, …; Then, … ; Finally, …; After you do that, …
singular and plural. For example: Hurry up!; Take the
first left, go straight on and the supermarket is on …
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Classroom Management: Activities that involve Reader Introduction to Using a
tables, figures or graphic organizers are often Bilingual Dictionary p. 33-42
integrative. That is, there are several skills involved to
complete them. Students have to make inferences and Ask students to take out their Readers. Ask students
reorganize the information. how many sections a bilingual dictionary has. Elicit
answers from the students and write them on the
board. Ask them to open their Readers to Chapter 3,
8 Circle the best option. page 33. Organize the class in teams of four or five
Ask students to read the title and to tell you what the students and tell them to flip through the chapter and
activity is about. Tell them they have to complete the write down how many sections it has. When they are
activity by choosing the best option. Also tell them that finished, elicit some answers. To identify text
if they have any doubts they can go back to the previous organization, ask students how they recognized the
activities and clarify some of the concepts. This activity sections (by the titles and subtitles).
is important because it will help them to develop Organize the class again in pairs. Tell students they
autonomous learning. Go around the classroom and have to read the complete chapter and write in their
give help where necessary. notebooks how a bilingual dictionary is organized
according to the chapter. Suggest students to take turns
Answers: 1 the simple verb; 2 don’t; 3 Do not; 4 is not; while reading. Monitor the activity and correct
5 a conector+ an imperative verb; 6 both ways pronunciation when needed.
Class 3 Answers: According to the chapter, a bilingual

Lead-in dictionary is basically divided into two big sections:
Have students stand up. Invent a simple sequence of Spanish-English, English-Spanish. Within each of these
instructions. For example: Open your books to page …, two sections there are guide words and entries in each
Take out a blue pen. Take out your bilingual dictionary. page. Each entry has different sections like: headword,
Tell the instructions to the students and have them part of speech, pronunciation, translation, phrases, etc.
respond by miming what is asked in the instruction. Besides, some bilingual dictionaries also include
symbols and abbreviations.
Stage 4: I practice
9 Number the instructions in order. 11 Compare your answers with a classmate.
Ask students to open their Student Books to page 48. To Have students work in pairs to check their answers. Then,
have students order the sentences in a logical sequence, have some volunteers write the answers on the board.
go over the sentences with them. First, make sure
students understand the sentences. Give them plenty of Answers may vary.
time to read them. Then, have students complete the
first one together before you ask them to read the
activity. Go around the classroom and help students with Classroom Management: Pair work will increase
any difficult word or concept. Finally, write the answers the chances for students to practice English, create a
on the board and have students check their answers. positive classroom atmosphere, develop students’
Refer students to the Glossary on page 158 to clarify lifelong learning skills, as well as social skills. To handle
the meaning of words. pair work effectively, teach students how to work as a
pair by modeling paired discussion with another
Answers: 3; 5; 6; 1; 4; 2 student, give clear instructions, make sure the students
understand what they are supposed to be talking
10 Write a connector or phrase from the box about, make sure everyone is quiet and is listening
in front of each instruction in Activity 9. before taking feedback, set a limit of time, use a timer
Go over the connectors in the box with your students. to show how time is going, use a warning signal before
Make sure they all understand them. Remind students the end, so students know they have to finish talking,
that their sequence words do not have to match exactly use another agreed signal to stop.
because after that and then have the same meaning.
Have them go over the instructions from activity 9 and
write a connector or phrase in the appropriate place.
Give help where necessary.
Answers: after that; next; finally; first; when; then
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Class 4 words you would like them to work on for example: after,
Lead-in ask, answer, addition, almost. Divide the class in groups
Divide the class in groups of four or six. Explain and of three. Tell them to put the words in alphabetical order.
demonstrate to your students how to say an instruction, The first team to finish raise their hands. Dictate a new
for example: Close your books. Then have the next group of words and repeat the same procedure.
student repeat the instruction and add one of his own. Time: 15 minutes
Ask students to continue in the same way around the
group. If a student does not remember the sentence, he Answers: addition; after; almost; answer; ask
will say: Help! Then, other members of the group will
remind him of the sentence. Ask students to try and
make their “chains” as long as they can. 13 Compare your answers with a classmate.
Have students work in pairs to compare their answers
Stage 5: I can from Activity 12. Monitor. Have some volunteers write
the answers on the board.
Cultural Note Monitoring gives you the opportunity to take notes
about pronunciation, vocabulary and grammar points
The role of translation in the classroom has been that are causing difficulty and to check how the students
debated extensively. Truth is to say, translation as a skill are dealing with the activity. Whenever you monitor, do
is part of the day-to-day reality of the professional it discreetly and be ready to encourage students. Also,
development in our country. Most students have done give help where necessary, but don’t make the students
it empirically, although it is indeed a skill that has to be feel you are watching them too closely. While the
taught and learned. That’s why the use of a bilingual students are doing an activity walk slowly around the
dictionary as a tool is so important. classroom and listen to their conversations. You can also
Translation should be used to encourage the innate sit down if there are enough chairs. However, try to sit
ability of assimilate a second language through the in the background or the students will direct their
processing of their mother tongue. The dictionary conversation to you. Be ready to stop any students from
usage is a good way to ease the cultural shock of new monopolizing the conversation and to encourage and
vocabulary and build learning skills in students. praise students when appropriate. Take a piece of paper
and write down errors. After the activity, be ready to
give feedback.
12 Use this dictionary excerpt to complete
the translation of the phrase. Answers: gear; verb; to be geared to/toward sb/sth;
Write on the board the following sentence: In the XVIII estar dirigido a alguien/algo
century there were not cars. There were only carriages.
Some of them were very fancy. Ask students to read the
sentence. Have them look at the underlined words and Classroom Management: Cooperative learning
name the parts of speech. Ask students to look up those methods can lead to increased achievement in
words in their dictionaries. Remind them to read all the students. Peer learning is effective to teach social skills
definitions and then select the most suitable, according and favors cooperation and integration in school
to the context and part of speech. Guide students’ work. Use a variety of activities to make students
attention through the dictionary page. Elicit the type of improve their understanding of the subject. Each
dictionary. Ask students to open their Student Books to member of a group should be responsible not only for
page 49. Tell students they have to complete the activity learning but also for helping his teammates learn. This
by looking up the phrase in the dictionary. Go around is how the atmosphere of achievement is created.
and give help where necessary.
14 Write the steps you followed to look up the

Alternative Activity: Ask students to take out their word gear in Activity 12.
bilingual dictionaries. Explain to the students that they Ask students to write the steps they followed
have to be able to look words up quickly. Ask a volunteer individually. Have them edit their instructions. Monitor
to come to the front. Ask the class to dictate the alphabet and help them to edit the instructions. Then, have
to the volunteer student. Tell him to write the alphabet students re-write their instructions.
vertically down the middle of the board. This is for
students to refer to during the activity. Dictate the group
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After that, ask students to work in groups of three to answer the following questions: Who are you writing
compare their instructions and to discuss them. Have for? What are you talking about? What do you want to
some volunteers read their instructions out loud to the include in your writing task? Which is the best order to
rest of the group. include the information? What comes first? What
comes next? What comes at the end?
Answers: 1 Read the sentence. 2 Open the dictionary 2) Draft: Once they have made their plan, they write
and look up the word. 3 Read the different definitions their first draft.
and decide on the one I need. 3) Edit: After they have written their first draft, they
check for grammar, vocabulary, punctuation and
spelling mistakes and make corrections always with
Alternative Activity: To write steps followed in a your guidance.
sequence, a diagram can be a helpful tool. Text 4) Rewrite: They write the final version.
diagrams are intended to display the structure of the
ideas presented. This tool will help students to realize
how all the parts of the text contribute to it as a whole Reader Introduction to Using Bilingual
and how to arrange sentences in a logical sequence. Dictionary p. 33-42
Have students write the steps they followed to look up
the word in a dictionary, by using a diagram like this:
Time: 10 minutes Ask students to take out their Readers. Have them skim
quickly the whole Chapter 3. Elicit the subtitles from
Read the the chapter and write them on the board. Ask students
Open the different what each subtitle refers to.
Read the dictionary definitions Elicit the general ideas of the whole chapter. Allow
sentence and look up and decide students to express their ideas freely. Then ask students
the word. on the one to open their Readers to page 33. Divide the class into
you need. small groups. Have students read out loud in their
groups to check inflection and intonation. After
finishing reading, ask students to answer the second
part of the Comprehension Questions on page 43.
Classroom Management: Writing is one of the The information from this chapter will be very
most difficult skills for language learners. It might be useful for the product intended for next class.
terrifying for many students to write because they do
not feel confident with the language.
It is important to keep in mind that writing is a
process.To help students to become confident writers emember Next class students will need: their
we can do the following: bilingual dictionaries.
1) Give enough informatio n to the students. They
need to understand clearly what we want them to do
and they need, also, to be absolutely clear about the
topic. 2) Help them when needed. If students need
specific language to complete a writing task we need
to give it to them. This may involve offering them
phrases, part of sentences or words. 3) Suggest ideas
for their writing task.
There are some steps that teachers can teach their
students to follow what might help them to develop
the writing skill:
1) Make a plan: In this step, students have to generate
ideas. Students decide what order to put their ideas in,
and how best to present the information. One of the
first things they have to take into consideration is to
realize who they are writing for. We can have them
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Unit 2 Product 1 Instruction Manual Student Book p. 50-51
Performance Indicators: – Write the instructions.

– Distribute among teams the actions necessary to – Order the sequence of instructions.
make an instruction manual. – Edit the instructions and make a clean copy as the
– Select and explore bilingual dictionaries. final version of the instruction manual.
– Determine the words, definitions and abbreviations – Put the instruction manuals on a visible place, so they
the instruction manual will refer to. can be read.
Class 1 Explain to students that they have to open their

Lead-in Readers (pages 33 to 42) to check some information
Divide the class into two groups. Tell your students they about bilingual dictionaries. Ask students to distribute
are going to participate in a dictionary contest. Tell them the actions.
that you are going to write a word and a part of speech on
the board. Example: dangerous - adj. Explain that a 5 What materials do you need? Make a list.
student from each team has to find the correct meaning Ask students to make a list of materials they need
in Spanish and write it on the board. Make a list of words (sheets of paper, colored pencils, markers, etc.). Go
and parts of speech from words that are unfamiliar to around the class and make sure everybody participates
students. If the meaning of the word is correct, the team in the activity.
gets a point. The team that accumulates the most points
is the winner. emember Next class you will need: a list of words
in English which have more than one part of speech as
Stage 1: I get ready form. Students will need: white sheets of paper, a stapler,
markers or colored pencils, a black felt pen or pen.
1 What dictionary do you use for English class?
Divide the class in groups of five or six students. Write Class 2
on the board the following questions: What dictionary Lead-in
do you use in for English class?, Is it useful?, Why or Divide the class in groups of four students. Write on the
why not? Ask students to take out their own board a word which will generate several forms. For
dictionaries and flip through them. example, the word work can be both a verb and a noun.
Make a list of words in advance. Ask students to work in
2 Is it useful? Why or Why not? groups and find at least one example of each part of speech
Ask more questions like: Has your dictionary been in their dictionaries to complete the word family web.
useful in other subjects?, What dictionary feature has
been the most important to answer the activities? Have Stage 3: I do
them discuss the questions in their groups. Find out
your students’ opinions by asking a speaker from each 6 Draw the dictionary pages on a white sheet
group to share their answers with the rest of the class. of paper.
Have students work in their groups from the previous
Stage 2: I plan class. Ask students to open their Student Books to page
50. Ask them to revise the different actions they will
3 Work in groups of five. follow to write the instruction manual. Explain to
Divide the class in groups of five students. Explain to students that they have to draw the dictionary pages on
students that they are going to work on their first a white sheet of paper. Tell them that they can open
product of this unit: an instruction manual on how to their bilingual dictionaries and their Readers on
use a Bilingual Dictionary. Chapter 3. Have them include both sections (the
English and the Spanish sections). Walk around the
4 Distribute in your group the actions to make classroom and give help where necessary.
the instruction manual.
Tell students that they have to discuss and decide on
the actions they have to perform to make the
instruction manual.
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7 Copy the entries into the correct dictionary 13 Remove and / or add information to
pages. Use alphabetical order. improve the text.
Explain to the students that now they have to copy Have some students read their instructions out loud to
the entries into the correct pages. Remind them that it the rest of the class. Ask other students what
has to be in the same way as in a dictionary: in improvements can be made to their classmates’ texts.
alphabetical order. After having had their feedback, ask students to write a
final version on a sheet of paper.
Answers: English-Spanish section: beautiful, eat,
fast, freckles, Spanish-English section: chiste, correr, 14 Take all the sheets of paper and staple
feliz, llorar them to make the manual.
Finally, have students take all the sheets of paper and
8 Choose two entries from Activity 7, one staple them to make the manual. Before you move into
English-Spanish and the other Spanish-English. the next step, make sure all the groups have finished
Write them on a white sheet of paper. their manuals.
Ask students to look at the dictionary entries in Activity
7. Have them choose an entry from the English-Spanish Stage 4: All ready to share
section and another from the Spanish-English section.
Then, ask students to write the entries on a white sheet 15 Display your manual for the others to read.
of paper. Ask the different groups to display their manuals in the
classroom. Then, have the different groups read their
9 Draw lines to the different parts of the entry manuals out loud. Finally, vote for the best manual.
and label them.
Ask students to choose one of the entries and label it with I learn
its parts: entry, part of speech, translation, pronunciation,
etc. Have students do the same with the other entry. Ask students what they can do now that they couldn’t
do at the beginning of the learning environment and
10 Make a list of important symbols and listen to their responses. Encourage them to identify
abbreviations in a bilingual dictionary and the activities that they found especially helpful during
write it down on a different sheet of paper. the process of making the product. Then have them
Have students remember what they discussed about the answer the I learn box. Explain that its purpose is to
important features of their own dictionaries. Ask them assess their performance while making the product in
again: Which of these features help you for other order to improve weaknesses and reinforce strengths
subjects? Ask students to write the useful symbols during the process. Briefly have them discuss their
and abbreviations on a separate sheet of paper for them responses to the self-assessment in groups or with the
to consult. rest of the class. Give positive feedback for their effort
and progress.
11 Write the instructions to find translations
and meanings in the correct order in your
manual. Teacher’s Reflection Tool
Ask students to read different instructions from My work in this social learning environment has
previous activities and the Reader chapter. Help them facilitated the learning process of the class so students:
to summarize their own version of the instructions on – Can locate and read the definitions of words both in
how to find a translation. Monitor and check their English and Spanish.
dictionary pages. – Can understand the use of upper case letters, lower
case letters and abbreviations in a dictionary.
12 Re-read to revise punctuation and spelling. – Can complete and compose sentences in order to
Remind them that when they finish, they have to check organize them into a sequence, from a model.
the punctuation and spelling of their summary. – Can remove and / or add information to edit an
instruction manual.
AR_TG1_pp049_074_U2.indd 61 7/15/11 11:30 PM

Performance Indicators: – Detect speech register.

– Establish subject matter purpose and – Determine the relationship between sound effects
intended audience. and contents.
– Listen to a radio program. – Distinguish behaviors adopted by speakers to support
– Differentiate voices, ambient sounds and sound meaning construction.
effects. – Identify words used to connect ideas.
– Discriminate advertisements from program contents. – Formulate questions (e.g. What is it about? What
– Identify rhythm and speed. happens in it? Who takes part in it?, etc.)
– Distinguish intonation and tone of presenter and – Determine the tone and intonation of a sentence.
other participants.
– Differentiate parts of a program. Materials:
– Understand central sense and main ideas of a – Reader, Audio CD
radio program.
– Predict central sense from words and expressions that
are known or similar to those in the native language.
Class 56, read the text again and answer them. After that, tell
Lead-in them to continue reading from page 49 to 55 and have
Have students stand up. Tell them that you are going to them re-tell the story to his partner. Remind them that
mime a word and they have to say the word. Make a list of they can use their dictionaries to find the meaning of
five words in advance. Use different words like verbs, words they do not know and that it is a good idea to
adjectives, objects, etc. keep a glossary in their notebooks.
Check answers in the Reader Ansers Key on page 173.
Stage 1: I know
1 Answer these questions. Class 2
Divide the class in groups of three. Ask students to Lead-in
open their Student Books to page 52. Go over the Tell your students that they have to go around the
questions with them. Ask your students to take turns to classroom and find a partner who listens to the same radio
ask and answer the questions. Go around and listen to station as they do. Elicit some of the questions they may ask:
some of the students’ answers. Then, have students join What radio station do you listen to? Which is your favorite
another group and compare their answers. Find out the radio station? Which is your favorite radio program? Once
students’ preferences. they have found a student who likes the same radio stations,
have them talk about the programs they listen to.
Answers may vary.
Reader On the Radio p. 46-55

Alternative Activity: Draw a grid on the board. Write:
Find someone who … across the board. Then write a series
of statements concerning the likes of students down the
Ask students to open their Readers to page 46. Ask left side of the board. Ask students to copy the table on a
them to look at the pictures on pages 46 and 47 and sheet of paper. After that, have students go around the
predict what the text will be about. Read from page 46 class. Ask them to find classmates who have likes or
to page 49 out loud with proper tone and inflection. dislikes similar to theirs. After they have completed their
Have students read silently along with you. Then, have table, ask students to draw a graph of the most popular
them work in pairs. Ask them to read from page 46 to and / or unpopular radio station in the class.
48 and confirm if their predictions were correct or Time: 15 minutes
wrong. Then, have them go over the questions on page
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Stage 2: I build 4 Underline the correct completion for each
sentence.
08 2 Listen to a radio program and match Ask students what the radio program they listened to in
the questions to the answers. the previous activity was about. To understand the
Ask students: What is your favorite radio program? Why central sense and main ideas of a radio program, play
is it your favorite? What are its main features? Elicit the CD again. Have students listen to the radio
answers from different students. Ask students to open program. Ask them questions about the radio program.
their Student Books to page 52. To establish subject Elicit answers from different students. Have students
matter and intended audience, go over the questions with open their Student Books to page 53 and read the
the students. Play the CD and have students match the questions. Make sure they understand them and have
columns. You may have to play the CD more than once. students choose the correct option. Write the answers
Check the activity with the class by asking some on the board for everybody to check.
volunteers to read the answers out loud.
Alternatively, have students listen again and look at Answers: 1 a; 2 b; 3 b; 4 b; 5 b
the audioscript on page 183 in their Student Books to
check their answers.
When learning to listen to English, students are Alternative Activity
actively engaged in constructing meaning and making Ask students to skim through the text to look for key
sense of what they hear. To determine the relationship words (teen, advice, parents, listen, young people, good
between sound and contents, they use language, their choices, etc.). Then have students explain the meaning of
knowledge of the word, and clues provided by the them in their own words.
context, for example: their expectations about the Time: 5 minutes
intentions of the speaker, the predictions about what
they will listen to, the way the speaker uses his voice,
the reason and purpose for which they are listening, 5 Read the program’s scripts and check the
and other features in the immediate environment which answers in Activities1-4.
help them understand like pictures, sounds effects, etc. Ask students what the word script means. Allow them
Language learners need plenty of opportunities to listen to express the ir ideas freely. Have them read the
to language in meaningful contexts. Through listening, program’s script to check the answers to Activities 1-4.
students become familiar with the sounds, tone, Remind them that it is not important to understand
rhythm, and intonation of English. every single word in a text. Explain that they can infer
the meaning of some words through the context. Give
Answers: 1 b; 2 d; 3 a; 4 c them enough time to complete the activity. Allow them
to compare their answers with a partner.
08 3 Listen again and circle T for True or F
for False. Class 3
Ask your students to open their Readers to pages 50–51 Lead-in
and ask them to mention the different parts of the Write on the board the following headings: Radio /
program (greetings, presentation of participants, Teenagers. Give your students five minutes to write as
advertisement). To distinguish behaviors adopted by many words as they can under the correct heading. Tell
speakers to support meaning construction and speech them that it is not allowed to open their dictionaries,
register, ask students: How many participants are there Student Books or notebooks. Say: Start! for them to start
in the program? Do they speak fast, or slow? Is it clear writing. Say Stop! for them to stop writing. Find out who
what they say? Elicit answers from the whole group. has more words without any spelling mistakes.
Have them point out examples of each one in the text.
Ask students to open their Student Books to page Stage 3: I think
52. To differentiate parts of a program, distinguish
intonation and tone of presenter and other participants, 6 Read the excerpt from another radio
play the CD and have students circle the correct option. program. Circle the best option.
Have volunteers read the answers out loud. Ask students to open their Student Books to page 53. Have
them read the text in Activity 5 and underline the words
Answers: 1 T; 2 T; 3 F; 4 F; 5 F that the host uses to welcome his guests. Have them also
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say how many participants take part in the program. To Alternative Activity: Graphic organizers are a good
discriminate advertisements from program contents, ask tool to teach critical thinking. They enable students to
them if there are any advertisements, or if the program is use creative processes to make sense of information.
interactive. Have students go to page 54 and read the title Draw a star organizer on the board to fill out with the
of the text in Activity 6. Ask them what type of text it is. information from the script.
Have students read the statements and then have them Time: 15 minutes
predict the central sense from words and expressions they
know or that are similar to those in their own language.
Have students circle the best option. Check answers with
the class by asking volunteers to read the answers out loud.
Many students find reading difficult because they When?
may think they don’t have enough vocabulary words to
understand. This is the reason why many students use
their dictionaries constantly when they read. It is What? Why?
important that students understand that although it is Story
important to learn how to use their dictionaries, they
shouldn’t look up every single word they don’t
understand. Students who keep looking up new words
read much less effectively because they constantly Where? Who?
interrupt the reading process.
To train your students to depend less on the
dictionary, teachers can include an extensive reading
program in their classes. This is one of the most
effective ways of improving vocabulary. Teachers can Answers: What? It is a teen radio program. Where?
provide a program of organized vocabulary On the radio. The program is about relationships with
development to show students how the vocabulary or friends, it is interactive. When? It does not say Why?
the language is structured and how words relate to one Jennifer called because she has problems with her
another (collocations, phrasal verbs). parents. Who? There are three people involved: the
host, the caller and a guest speaker.
Answers: 1 family members; 2 is; 3 supervise; 4 talk to
her parents; 5 has
09 8 Listen to the radio program and answer
7 Work in pairs. Explain to your the questions.
classmate how you chose your answers. Tell your students that they are going to listen to a radio
Divide the class in pairs. Ask students to take turns to program. Ask them to read the questions first. Then
explain to their partners why they chose their answers. play the CD for students to answer the questions.
Have them also formulate questions about the program: Check answers with the class. Finally, have students look
What is it about? What happens in it? Who takes part at the audioscript on page 165 in their Student Books to
in it? etc. Giving arguments contributes to develop confirm their answers.
critical thinking.
In addition to a good lesson plan, effective Answers: 1 three; 2 more; 3 similar; 4 the one from
classroom management is essential to fulfill learning Activity 5; 5 The speakers talked with different tones
objectives. Room arrangement is also important, and speeds, sound effects; 6 teenagers
although good classroom arrangement is not a
guarantee of good behavior. However, poor planning in
this area can create conditions that may lead to Classroom Management: In order to develop
problems. Some of the things to keep in mind are: the critical thinking, students can use a mind map. Mind
teacher must be able to observe all students at all times maps enable students to use creative processes to
and to monitor work and behavior. Frequently used make sense of information. You can ask students to
areas of the room should be accessible, students should draw a mind map to complete while listening. Foster
be able to see the teacher and the presentation area note-taking in all listening activities.
without having to turn or to move. Besides, commonly
used classroom materials like books and students
reference materials should be easily available.
Answers may vary.
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09 9 Complete the table by comparing Stage 4: I practice
characteristics of the two radio programs.
Go over the instructions with the students. Make sure 11 Read the scripts and find at least one
they all understand what to do. Tell the students that example of each of the expressions.
you are going to play the CD and listen to the radio Ask students to open their Student Books to page 56.
program from the previous activity. Play the CD again Have them read the scripts and ask them questions
and have students complete the table. Have some about them: What is the program about? Who
students write the answers on the board. participates in the program? Is it interactive? What type
of language do they use? Go over the scripts to identify
Answers: Program 1: non-interactive; formal; no words used to connect ideas and have students
music; sound effects; adult products; Program 2: underline them. Ask students to complete the activity.
interactive; informal; music; sound effects; teen Then, ask them to compare their answers with a
products partner. Go around the class and give help where
necessary. Write the answers on the board and tell your
10 Check (✓) the characteristics that students to correct any mistakes.
makes a radio program interesting for
teenagers in each pair of sentences. Answers: 1 Hey! Kids; 2 You are in the air, so go
Have students read the sentences. To promote self- ahead. 3 What do you mean? 4 You might try
reflection, have students answer the activity negotiating with them. 5 And it’s better than not going
individually. Check answers with the class and make to the mall at all, isn’t it?
sure students understand how to detect speech register
and determine the relationship between sound effects
and contents. Alternative Activity: Write the scripts on a sheet of
paper and divide them by speaker. Photocopy the sheet
Answers may vary. of paper and cut it into pieces (by speaker). Divide the
class into groups of three, to define the sequence of
enunciation. Hand out a script to each group and ask
Alternative Activity: This is an example of activities students to order it in the correct sequence. Ask them
to help students develop their intrapersonal how they came up with the correct order. Ask your
intelligence. Have students draw two columns on a students to pick each one a character from the script
sheet of paper. Ask them to write one of the following and read their parts out loud to the group. After they
headings in each column: Things that I am good at. have finished this activity, ask students to answer
Things that I am not so good at. Ask students to think Activity 11.
about themselves and to complete the columns. Then, Time: 10 minutes
have students discuss their ideas with a partner. Finally,
have a whole-class session and find out your students’
general strengths and weaknesses.
Time: 10 minutes
12 Complete these sentences with words from
the box.
Class 4 To identify words used yo connect ideas, go over the
Lead-in words from the box with your students. Have them
Divide the class into groups of six or eight students. complete the sentences with these words. If necessary,
Explain to your students that you will say a word and ask go back to the scripts in previous activities before
a student from each group to say a word beginning with completing the activity to check any doubts. Go around
the last letter of the word given. Tell them that another the classroom and give help where necessary. Ask
student from each group should say a word beginning volunteers to read the answers out loud.
with the last letter of the last word, and so on. This word
game is called Word Chain. The game continues until Answers: 1 This, Welcome; 2 When; 3 might; 4 What;
someone makes a mistake. When someone does, you can 5 could; 6 while; 7 isn’t it?
start the game again. Go around the classroom and listen
to the different groups.
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Stage 5: I can 10 14 Listen again and circle the best
option.
10 13 Listen to another radio program and Have students read the statements. Before listening to
answer the questions. the CD again, ask students to check if they can answer
Have students read the questions. Tell your students this activity with their own notes from the previous
that they are going to listen to a new radio program. activity. They might as well remember key words from
Ask them to take notes in their notebooks while they the audio.
listen. Play the CD for students to answer the questions. Play the CD from the previous activity again and
You may have to play the CD more than once. Check have them confirm their guesses. Have the class read
answers with the class. the answers out loud.
Answers: 1 teens; 2 relationships between brothers Answers: 1 is; 2 brothers and sisters; 3 sister; 4
and sisters; 3 yes; 4 informally solution; 5 likes

Classroom Management: One of the most difficult
things for students when they are listening to an English
Ask students to take out their Readers to page 46. Tell text is to distinguish sounds because some sounds do
students to skim through Chapter 4 to find how many not exist at all in their own language.
characters there are in the story (there are three: Understanding intonation and stress is also difficult
Andrea, Matt and Jill). and interferes with the students’ understanding of
Divide the class in teams of four. Ask students to spoken English. It is important to expose students to
read out loud the chapter within the team. Each different stress, speed, voices, ambient sounds, sound
member of the team is going to read one of the effects, intonation and rhythm patterns because the
characters, including the narrator. To encourage the use patterns of spoken English are so varied.
of speech register, tell them to give each character a
specific tone of voice or characteristic according to his /
her personality. They might read the scripts using 15 Complete the sentences with the words in
different voices and characterization, too. Monitor the the box.
activity and help students with their pronunciation Go over the words with the students and make sure
when needed. Encourage their proposals. they understand them. Elicit one example with each of
After they have read it once, tell them they are going the words like: What do you think? Write the words on
to write the script of the story. Explain that they have to the board and have students complete the sentences.
write a radio script about the story of these teenagers. Have some volunteers read the answers out loud.
Ask them to fill out the following outline: Determine the tone and intonation of sentences by
reading the script and have students repeat.
Title of the story: Location: Answers: 1 Good morning; 2 This is; 3 Go ahead;
4 think; 5 could
Main characters: Important events:

•
•
•
Using the information above, guide students to write

their scripts. Monitor the activity and when they are
ready, ask volunteers to read it out loud.
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Performance Indicators: – Syntactic differences between British and American

– Language as a means to recognize the influence of varieties.
media in everyday life. – Define sequence of enunciation.
– Answer questions to express opinions. – Include relevant details and interesting information
– Recognize and use modals. in an opinion.
– Read opinions. – Begin an exchange.
– Determine tone and intonation of sentences. – Distinguish behaviors adopted by speakers to support
– Formulate questions. meaning construction.
– Establish rules of participation for an exchange of
opinions. Materials:
– Foster respect and attention towards the opinions – Reader, Audio CD
of others. – A list of words to play Hangman
– Compose and write opinions to support their oral – A sheet of paper with useful expressions to give
production. opinions about a radio program.
Class Stage 2: I build

Lead-in
Divide the class into groups of four. Play Hangman with 09 2 Listen to the radio program and
words related to mass media. Make a list in advance (e.g. complete the evaluation form.
newspaper, magazine, Internet, television). To express students’ opinion, direct your students
attention to the evaluation form in this activity. Have
Stage 1: I know students identify the form and ask them: Why are
evaluation forms used? (to distinguish the good from
1 Discuss the question. the bad features of something in order to improve it.)
Write on the board: Ads. Ask students what the word Have students express their ideas freely. Have them
means and where we can find ads (radio, TV, Internet, read the questions and make sure they understand
magazines, newspapers). Elicit answers from different them. Pay special attention to some features like the
students. Divide the class into groups of five and ask call-in segment, listeners, and guests. Clarify any doubts.
students to open their Student Books to page 58. Have Play the CD and have students answer the questions.
students discuss the questions in their groups and give Then, ask students to form groups of three and have
reasons for their answers. Then, have a speaker from them compare their answers. Finally, have different
each group share their answers with the rest of the groups read their answers.
class. Ask each group to make a graph in their
notebooks with their classmates’ opinions. Answers: 1 Yes, it does. 2 Yes, there is. 3 Yes they are.
4 Yes, she does. 5. Yes, it is. 6 It has a call-in segment.
Answers may vary.
09 3 Listen again and answer the questions.
Have students read the questions. Ask them what the
Classroom Management: You can use different audio from the previous activity was about. Tell them
techniques to group your students. One of these is they are going to listen to the same program again, and
to make groups from a mix of weaker and stronger they are going to answer the questions. Play the CD and
students. In such groups the more able students can give them enough time to answer the questions. Then,
help the less fluent, and both stronger and weaker have students compare their answers with a partner to
can benefit from the experience. Collaborative work read other oponions.
promotes learners’ confidence. It also creates a
better atmosphere in the classroom. Answers: 1 Her parents always say no when she wants
to go to the mall with her friends. 2 Answers may vary. 3
Answers may vary.
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Alternative Activity: Diagrams are organizers that different word sequence from the same semantic group.
can be useful to take notes while listening and define Ask the students to copy and complete the word
the sequence of enunciation. Using this diagram for one sequences in their notebooks. Check the answers by
text, students can easily add more ideas or key words to asking your students to read the word sequences.
the diagram and associate words. Ask students to draw Ask them to invent and write the first five words of
a diagram with the information from the audio track to one or two more sequences using familiar vocabulary
help them associate the information. from the same semantic group. They can either follow
Time: 10 minutes any of the patterns you have introduced or they can
create a new pattern.
Guest speaker Jennifer
Stage 3: I think
It's common Problem 4 Read these sentences and underline
the word in each that gives a suggestion
or advice.
Negotiate Parents Write the following sentences on the board: You should
exercise more. You might try to talk to your sister. You
could study more. You shouldn’t fight with your brother.
Have students read the sentences and elicit the words that
Teenagers should not hang out at the mall alone give advice. Underline them. Ask students which words
give a strong advice and which words are used to make a
suggestion. Make sure students recognize the meaning of
Reader On the Radio p. 46-55 each of the modal verbs and their degree.
Ask students to open their Student Books to page 59
and have them read the sentences. Ask them to
Ask students to open their Readers to page 46. Ask students continue in the same manner. Refer them to the
the following: Who are the main characters in the story? Glossary on page 159. Then, have students complete
What is the story about? Where does the story take place? the activity. Check answers as a class by asking your
Elicit answers from different students. Divide the class in students to read the words out loud.
groups of three. Tell the students that they have to read the
story again. In their groups they have to re-tell the story. Go Answers: 1 should; 2 might; 3 could; 4 shouldn’t
around the classroom and make sure they are all reading
and discussing about the story. Next, tell them that they 5 Read the sentences in Activity 4 and
have to read page 55 and discuss about the proposals to answer the questions.
improve the radio program. To compose and write opinions Write the words advice and suggestion on the top half
to support their oral production, tell them that they have to and on the bottom half of the board. Draw a line that
write at least three different proposals to improve the radio goes from one to the other. Ask students to go over
program. Tell them those proposal have to be different from the sentences from Activity 4 and analyze them. Have
the ones in the story. Tell them they can use their students write the sentences on the board according
dictionaries to check the spelling for words. Monitor, and to their degr ee. After checking with the whole class,
help them with language or vocabulary. Correct any ask students to answer the questions in this Activity.
mistakes. Then, ask the groups to join another group and Ask some volunteers to read the answers to the rest of
discuss their new proposals. Tell them that in the groups of the class.
six, they have to come up with a new proposal, and include
the points of view from the two groups. Then, have the Answers: 1 2 and 3; 2 1 and 4
different groups read their proposals to the class. Vote for
the most interesting proposal. 11 6 Listen to people giving opinions about
a radio program. Circle P for Positive opinion
and N for Negative opinion.
Class 2 Write on the board the following: I liked the music. / I
Lead-in didn’t like the speaker. The ads were for adults. / The ads
Divide the class into two teams. Write a sequence of weren’t for teenagers. Have students explain the difference
familiar words on the board following a 1, 2, 1, 1 pattern, between the two pairs of sentences (the first sentences in
e.g. boots, shoes, boots, boots … Read the sequence each pair are affirmative, the second ones are negative).
rhythmically. Encourage students to join in and supply Elicit other sentences using the negative form. Go over the
the last two missing words. Repeat the procedure with a instructions in this activity with the students. Have them
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read the sentences and ask them to go to their Glossary at 8 Complete the sentences with positive
the back of the book if they have any vocabulary questions. or negative.
Play the CD. Have your students pay attention to the Call students’ attention to the box and have them
way people talk in the audio. Ask them to distinguish complete the ideas. Tell them that they can use their
who sounds disappointed, who sounds bored and who dictionaries to check the meaning of words they don’t
sounds enthusiastic. Play the recording again for know. Ask two students at random to read the answers.
students to complete the activity.
You may have to play the recording more than once. Answers: positive; negative
Have students compare their answers with a partner.
Then, elicit the answers from different students. Class 3
Lead-in
Answers: 1 N; 2 P; 3 N; 4 N; 5 P; 6 P Write on the board the following: interesting, fun,
awesome, formal. Ask students to write the opposites
7 Work in pairs. Take turns reading the (not interesting, boring, horrible, informal). Tell your
opinions in Activity 6 using the appropriate students that they cannot use their dictionaries or open
intonation. their Student Books. Ask them to say Finish! when they
Have students work in pairs. Explain to your students are done. The first student that completes the activity,
that they have to read the opinions in Activity 6 out without any mistakes, is the winner.
loud to a partner. Demonstrate the activity by reading
the sentences with the appropriate intonation according Stage 4: I practice
to the CD. Ask partners to listen closely to check any
pronunciation mistakes. Go around the classroom and 9 Match the questions to the answers.
correct any pronunciation and intonation mistakes. Ask students what radio programs they have listened to
It is not advisable to interrupt students while they recently. Use the questions from this activity to elicit
are doing a task. Be clear with the instructions, set a more information from your students. Write a couple
limit of time for the activity, and at the end, give the of examples on the board. Elicit more questions from
appropriate feedback. students to practice how to formulate questions. Once
your students feel comfortable with the questions,
divide the class into pairs and let students ask the
questions to their partners.
Have students open their Student Books to page 60.
Ask students to open their Readers to page 53. Read the Have them match the questions to the answers. To
dialogue out loud with the appropriate intonation. Ask your check answers, ask the boys to read the questions and
students to go to page 54 and continue in the same manner. the girls, the answers. Correct any mistakes.
Ask comprehension questions like: Who liked “Teen Talk”?
Who liked “Teens in the 21st Century”? What features did Answers: 2 e; 3 d; 4 a; 5 f; 6 b
you like most / least? Write the answers on the board.
Have students underline the expressions of like and Cultural Note
circle the expressions of dislike. Read both pages once
more giving extra emphasis to the negative or positive A basic difference between British and American
intonation of the dialogue. Have students work in pairs English is the difference between possessive
and practice reading the dialogues. Monitor around the constructions. British English uses the expression Have
class to check they are using the correct intonation. you got a notebook? While American English uses Do
Have students turn to page 56 of their Readers and you have a notebook? Students might find these two
look at the Comprehension Questions. Check varieties in movies, music or texts. Have them practice
understanding and ask them to work in pairs and both and explain this is an example of a regional
answer the questions. Ask students to share and variation from English language.
compare their answers with another pair of students.
Check answers as a whole class activity by reading the
questions out loud and having different students read 10 Write the words in the box in the correct
out their answers. Have the rest of the class agree or columns in the table.
disagree. Check answers in the Reader Answer Key on Write on the board the following: I think the music was
page 171 of the Teacher’s Guide. boring. In my opinion the ads are interesting. I think the
caller speaks too fast. Ask students about the radio
programs they listened to before. What do you think
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about the music? What do you think about the ads? Classroom Management: Teenagers are very
What do you think about the callers? What do you think much aware of social status and of group membership.
about the guest speakers? Elicit answers from different This allows them to be conscious of the perspective of
students. Go over the words in the box with your “the other.” Because they develop these concepts, this
students. Explain that they have to complete the table is a good moment to value difference and to
with these words. Tell them that they have to read the encourage students to get involved with projects that
different sentences from left to right and give them help them become more artistically engaged.
plenty of time to complete the activity. Walk around the On the other hand, prejudiced comments may
classroom and help where necessary. Have some appear among students while they are sharing their
volunteers copy the table on the board to check. work. Don’t allow these comments to hurt your
students. Foster respect and attention towards the
Answers: I think; the advertisements, the music, the opinions of others. Besides, each person has different
program, was / wasn’t, spoke; interesting, boring, skills, strengths and weaknesses. Promote frequent
interactive, fast displays of art work, encouraging students from
different backgrounds and skills to work together.
Alternative Activity: Have students copy the table in

Activity 10 on a separate sheet of paper. This table can Stage 5: I can
be used as a reference of useful expressions for the
dialogues they will be practicing to give opinions about 12 Complete the organizer with the main
a radio program. characteristics of a radio program.
Time: 5 minutes Draw on the board a mind map and in the center write:
Radio Program. Ask a volunteer to write any ideas that
comes to his mind about the topic.
11 Complete the conversation with the Then, ask students to open their Student Books to
appropriate words and phrases from the table page 62. Have students complete the organizer of a
in Activity 10. radio program. Explain that if they do not remember
Have students read the dialogue. Tell them that they the names of the main features, they can go back to
have to complete it with words from the box in Activity their Reader (Chapter 4) and read the different radio
10. Monitor and help students where necessary. Check programs or they can look at the board. Have some
answers with the class by writing on the board the students share their organizers in groups of five.
missing words. Then, read the conversation out loud
with the help of a volunteer. Model the pronunciation Answers may vary.
and intonation of the sentences.
Divide the class into pairs and ask students to practice 10 13 Listen to the radio program and
the dialogue. Ask some volunteers to come to the front complete the table.
to read their dialogues. Students listened to this same track before but they
might not remember its topic or details. Play the CD
Answers: interesting; too; boring; advertisement; once and ask them to write notes in their notebooks.
interactive; was; clearly Ask volunteers to write the words or ideas on the board.
Ask students to read the instructions of the activity.
emember Next class students will need: a sheet Play the CD a second time and let students complete
of paper with useful expressions to give opinions about the table. Tell them to use the words and ideas on the
a radio program. board if necessary. Let them check their answers
in pairs.
Class 4
Lead-in Anwers: Station: 68.9; Name of the program: Teens
Divide the class into groups of four or five students. Ask; Time of the Day: morning; Type of Show: talk
Tell your students that they have to write a short show; Audience: teens; Callers: yes, two
advertisement for a teen radio program. Have
each group role-play their commercial. Vote for the
best advertisement.
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14 Complete the sentences with your establish the rules of participation for an exchange of
own opinions of the program in Activity 13. opinion. Tell them to listen closely to their classmates
To compose and write opinions to support their oral and take notes of the most important information and
production, including relevant details and interesting ask questions. Elicit questions about likes and dislikes
information in an opinion, have students complete the and have them complete the activity with the positive
sentences with their own opinions of the program opinions and the negative. Monitor and check any
Teens Ask. spelling or pronunciation mistakes before they present
their summary.
Answers may vary.
Answers may vary.
Classroom Management: While some students

are motivated to learn, other students need to be Alternative Activity: Organize a debate. Debates
motivated. There are several things you can do to help students to develop critical thinking and to
motivate your students to learn. You can provide a practice presentation skills. With this kind of activity,
helpful environment. This means you should greet your students will listen to others’ points of view and will
students, learn their names, interact with them, show respond to them. Also, students will contemplate
them that you are concerned about them as individuals multiple views on a controversial issue, will develop
and about their learning process. Plan your tasks. oral speaking skills and will develop skills in supporting
Activities should have the right amount of challenge for one’s opinion with facts and examples.
your students (not too difficult, nor too easy). Track Divide the class into two groups. Ask half of the
your students’ progress. Point out positive students to stand up in a circle. Ask the other half of the
achievements and areas of improvement. Promote your students to stand in an outer circle facing the students
students’ self-confidence through different activities. in the inner circle. Write the topic of the debate on the
Establish goals for individual students and develop board: Does mass media influnce our everyday life?
group learning goals for the entire class. Allow your Ask students in the inner circle to take turns to
students to set some personal goals as well. discuss the topic for five minutes. Ask students in the
outer circle to observe carefully the discussion and to
take notes about any points that are brought up. Once
15 Write your own opinions of Teens Ask. the discussion is over, make pairs with students of the
Ask students to open their Student Books to page 184 inner and outer circles and have them use their notes to
and look at Track 10. Have them read the audio and go write an editorial opinion expressing a point of view on
through the previous activities to gather information to the issue.
write. Promote the use of an organizer or mind map Time: 30 minutes
to organize their ideas in order to write. Go around the
class and help students correct their sentences.
the meaning of words. Classroom Management: Assessment is an
integral part of the learning process. Assessment
Answers may vary. should be done with objective criteria and students
should be given feedback. Assessment should be done
Cultural Note in different ways and contexts.
It is important to assess the learning process and
Among English language various syntactic critical thinking and not only the information students
particularities there is an absence of relative pronouns remember (the final product). You may use different
(e.g. The house I lived in. The person I saw yesterday. classroom activities (listening, reading, writing,
The school I studied at.) In Spanish we always use the speaking) to assess the process. You may use exams,
relative pronoun. quizzes, and projects too.
16 In groups of five discuss your

opinions. When you finish, present a
conclusion to the rest of the class.
Divide the class in groups of five. Ask to share their
opinions about the program they have just listened and
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Unit 2 Product 2 Plenary Student Book p. 64-65
Performance indicators: – Practice the stating of opinions.

– Select a radio program. – Establish rules and turns for an exchange of opinions.
– Decide on the duration of the plenary. – Foster respect and attention towards the opinions of
– Establish the turns and the duration of each others.
participation. – Language as a means to transmit and spread
– Compose the sentences to express the opinions about information.
the radio program. – Write sentences used by the presenter and / or the
– Revise that the sentences are understood when participants to support comprehension.
spoken and listened to.

Lead-in
Write on the board the following: Radio programs. 2 Decide on the duration of the plenary.
Divide the class in groups of four. Ask students to write a Divide the class in groups of four or five. Tell students
list of all the different types of radio programs that they that first they have to complete the information they
know. Then, have the groups mingle and have them included in their tables from the previous stage. Then,
compare their lists and add the type of radio programs they have to decide on the duration of the plenary.
they did not include on their lists. Find out how many
types of radio programs they included. 3 Work in groups. Choose one program for
everyone to listen to.
Stage 1: I get ready Tell students they have to choose one program from the
table in Activity 1 for everyone to listen to. Remind them
1 Think of two or three radio programs that that they should have completed their table with as much
you know and complete the form. information as possible.
Explain that they are going to participate in a plenary 4 Establish the turns and the duration of each
about radio programs, and ask them to decide about what participation.
programs they will be talking about. Tell them they have After that, groups have decided on the duration of the
to choose two or three different programs and fill out a plenary, have students establish the turns and the
table. Let them complete the table individually. duration of each participation.
5 What materials do you need? Make a list.

Alternative Activity: Ask students to get in groups Now that students know how the plenary will run, they
of four, and have them make a list of their favorite radio should consider the materials they will need to do so.
programs. Then, tell them they have to vote for the most Have them make a list of materials.
popular program. Explain to the students that they have
to listen to the program they consider the most popular Stage 3: I do
within their groups. Ask them to make notes and pay
special attention to the host and the interviewees, as 6 After you listen to the program, complete
well as the advertisements. Ask them to have a the organizer on page 177 in the Worksheets
discussion about the program and to give their opinions section.
about it. Ask them to discuss the following questions: Have students work in their groups from the previous
Did you like it? Why not? What was the section you activity. Ask students to open their Student Books to
liked the most? What is the section you liked the least? page 64 and discuss about the program they listened to.
Did you like the music? Did you like the advertisements? Have them complete the organizer (mind map) on page
Find out students’ opinions. 177. Monitor and make sure the different teams have
Time: 15 minutes. completed the organizer.
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Classroom Management: There are different Stage 4: All ready to share
ways to asses students’ performance. A useful way to
do it is with portfolios. Portfolios are collections of 8 Discuss the programs in a plenary. Follow
student work representing a selection of performance. the procedure below.
Portfolios are an effective way to get them to take a Write on the board the following: Excuse ____ Do
second look and think about how they could improve _______ mean? Can_______ repeat _____? Can
future work. Portfolios involve students in their own __________________ slowly? Ask students to complete
assessment and help them to understand the aspects the sentences.
they have to work in and will also help them to The procedure shown in this section of the product is
become more autonomous learners. useful to teach turn-taking when giving opinions. Use
Portfolios are also very useful because students can the useful expressions feature to show your students
have an evidence of their progress. They can also some expressions for turn-taking and interaction. Go
show it to their parents and other teachers. Students over the procedure with students. Ask them to establish
can include different activities in their portfolios the rules and turns for the exchange of opinions. Help
(writing, oral, projects, etc). At the beginning of the them by modeling how it is done first and then let them
course, decide which are the tasks they will include in practice in small groups before the plenary.
their portfolios. For speaking activities, they can Go over the plenary procedure for any last minute
record the activities, and keep a CD in their portfolios. planning with the students. Make sure the different
For writing activities, decide which compositions, teams understand it.
letters or stories will be included. It is important to
create a rubric to assess the portfolios and explain this 9 Pay attention to the interventions of others
rubric to the students. They have to know beforehand and ask questions to obtain further information.
the way they will be assessed. Tell them that everybody has to pay attention to their
classmates’ interventions and ask questions to clarify or
obtain more information. Foster respect and attention
emember Next class students will need: their towards the opinions of others.
notebooks with notes from the environment, the mind
maps they drew from the scripts and the table with I learn
useful expressions. Ask students what they can do now that they couldn’t do
at the beginning of the learning environment and listen to
Class 2 their responses. Encourage them to identify the activities
Lead-in that they found especially helpful during the process of
Divide the class into two teams, A and B. Call out a making the product. Then have them answer the I learn
topic of interest to your students (TV, clothes, music, box. Explain that its purpose is to assess their performance
being a man, being a woman, etc.) Ask representatives while making the product in order to improve weaknesses
from each team to take turns to mention an advantage and reinforce strengths during the process. Briefly have
and a disadvange. Have students mention the them discuss their responses to the self-assessment in
disadvantage beginning with: Yes, but … groups or with the rest of the class. Give positive feedback
for their effort and progress.
7 In your group, practice and check your
opinions. Correct any errors in your
sentences. Teacher’s Reflection Tool
Have students open their Student Books to page 65. My work in this social learning environment has
Ask them to write their opinions about the program on facilitated the learning process of the class so students:
a different piece of paper. They have written or given – Can identify words used to link ideas.
their opinions in different activities throughout the – Can detect speech register.
unit. Have students flip through the unit to find this – Can compose expressions to produce opinions.
information. Walk around the classroom and correct – Can answer questions to express opinions or points of
any mistakes. Then, ask your students to correct any view about the contents of an oral text.
mistakes and to re-write their sentences. Revise that the – Can expand main ideas in an oral exchange.
sentences are understandable.
AR_TG1_pp049_074_U2.indd 73 7/15/11 11:30 PM

74
Realizes that Shows respect

Is aware of the Interprets and
Learns to work in language is a Is aware of the for, and pays
use of language Uses language to Understands conveys
cooperation with means of influence of mass attention to
Student’s Name to search and learn about and writes information
fellow transmitting and media in daily his / her
obtain language. instructions. published in
AR_TG1_pp049_074_U2.indd 74
classmates. sharing life. classmates'
information. various media.
information. opinions.
General Comments
w
Assessment Criteria
5/4/12 5:08 PM
Unit 3

Literary and Ludic Formation and Academic
Social Practice: Participate in language games to Social Practice: Read and rewrite informative texts
work with specific linguistic features. from a particular field.
Specific Activities: Participate in language games to Specific Activities: Compose notes to describe the
recognize and understand future tense in forecasts. components of different human body systems in a chart.
Product: Forecasts Product: Charts of the human body systems
• identify sentences in future tense. • answer questions in order to give a description.

• classify different types of future verbs. • rewrite and compose sentences.
• compare sentences that express past, present, or • organize terms and descriptions into a table.
future. • compose sentences in order to write notes.
• ask and answer questions about forecasts. • verify spelling conventions in order to edit notes.
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Performance Indicators: – Complete sentences with words used in future

– Recognize subject matter, purpose, and intended situations and conditions.
audience. – Arrange a sentence sequence expressing future
– Classify sentences according to the future verb form. situations.
– Identify sentences that express future situations and – Write words that express future tense.
conditions, and their composition. – Use language to favor learning and feedback.
– Compare sentences that express future situations to
those that express past and/or present situations. Materials:
– Use of apostrophe in contractions. – Reader, Audio CD
– Use of language to promote recreational activities.
Class know, then get together with another pair and compare
Lead-in the games. Emphasize that these are all games, and we
Have students work in groups of ten; ask them to write play games. Invite volunteers to share the names of their
one thing that is unique about them that most people favorite games with the class.
don’t already know on a small piece of paper. Examples
could be a special talent they possess or an interesting
place they have been to. Their papers should be Classroom Management: Modeled Reading
anonymous and placed in a bowl or bag. Have all of the involves reading out loud to the class on a regular
students randomly choose a paper from the bowl and ask basis, to provide a model for pronunciation of the text
questions to try to identify whose paper they chose. After and of appropriate reading strategies. For example,
each student has found the owner of their paper, they stop and “think out loud” to check understanding,
should return to their seats and take turns reading their finding out the meaning of an unknown word, when
paper to the rest of the group and revealing who the paper confused by something in the text, etc.
belongs to.
Stage 1: I know Reader Are You Playing

or Gaming? p. 59 – 68
1 Have you played these games?
Encourage them to first predict what they think the To recognize the subject matter, purpose, and intended
lesson will be about. Elicit the answer games and write audience, read the title: Are You Playing or Gaming?
the word on the board. Students should then identify and have students predict what the text is about. Ask
each of the four games by name. students to open their Readers to page 59 and encourage
Ask students to raise their hands if they have played them to do a picture walk through the pages of Chapter 3.
chess. Count the hands raised and write the number Elicit whether the computer on page 59 is modern or
next to the game. Repeat this process for the remaining not, and how they can tell that it is not modern (it uses
three games and compare their popularity among your bulbs, the telephones are rotary); then, in pairs, ask
students. Briefly discuss each of the games, addressing them to discuss the illustrations. Elicit examples of the
the basic rules for each game and who plays them. questions they are asking each other. Encourage them
to explore the glossary, too. Ask students if it is a story,
2 What are your favorite types of games? a manual, an experiment, etc. Students should come to
To use language as a means to promote recreational the conclusion that it is an informative text about the
activities, discuss the differences between board games, history of video games.
video games, card games, word games (crosswords, Ask students which video games they have played,
word searches), guessing games, playground games and elicit the differences between old games and more
(hopscotch, tag), etc. and elicit more examples from modern ones. Give several examples and have students
students. Have students work in pairs and list games they say whether they correspond to older games or more
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modern ones: color vs. black and white, pixels vs. 3-D, Class
type of movement, etc. Lead-in
Modeled reading: Read pages 59-62 out loud, using Draw a Tic-Tac-Toe game on the board and review the
appropriate inflection, pauses, and tone. At the end of rules of the game: players take turns marking either an
each page, ask questions so that students search for the ‘x’ or an ‘o’ in one of the spaces with the objective of
answers in the text, for instance, How many years ago getting three in a row either horizontally, vertically, or
did A. S. Douglas develop Noughts and Crosses? How diagonally. Make deliberate mistakes when giving the
was the EDSAC different from computers nowadays? rules, encourage students to say the correct rules. Invite
Can you give me examples of how video games influence two students to go to the board to play the game.
our clothes or the way we talk? If necessary, model Ask students to play a quick one-minute Tic-Tac-
thinking out loud to find the answers: Noughts and Toe game with a partner. Have winners share two
Crosses was developed in 1952; that means it was things they remember about video games with
developed __ years ago; EDSAC was a huge computer, their partner.
what about modern computers, what are they like? Can Ask students to open their Readers to page 63 and
you carry a computer around? (Yes, a laptop), We use elicit their predictions from the previous day. Have
the word huge to describe this computer. What other students read the first sentence of every paragraph
things are huge?, etc. Draw a large Venn diagram on the chorally, then check comprehension. After that, read
board. Have students work in groups of three and show the rest of the paragraph out loud using appropriate
how modern computers are both similar and different inflection, pauses, and tone. At the end of each page, ask
from those in the 1950s. Continue in the same way with questions so that students search for the answers in the
the other pages. text, and confirm predictions. Encourage them to give
Shared reading: Ask students to work in pairs and their own examples of convergence.
take turns reading one or two pages out loud to each Then ask students to work in pairs and take turns
other. Encourage them to tell each other something reading one or two pages out loud to each other.
new they learned from what they read, either a new Encourage them to tell each other something new they
word or new information. Continue with a word game learned from what they read, either a new word or
with the in-text glossary words. new information.
Encourage students to look through the pictures on Have students turn to page 69 of their Readers and
pages 63-68 and predict what will come next in the text. look at the Comprehension Questions. Check
understanding and ask them to work in pairs and
answer the questions. Ask students to share and
Stage 2: I build compare their answers with another pair of students.
Check answers as a whole class activity by reading the
3 Read the extract and answer the questions. questions out loud and having different students read
Have students open their Student Books to page 68; out their answers. Have the rest of the class agree or
explain that they are going to read an extract from the disagree. Check answers in the Reader Answer Key on
Reader. Ask students to recall the first video game page 171 of the Teacher’s Guide.
created to elicit the answer Noughts and Crosses, a
game similar to Tic-Tac-Toe, and ask them how games Stage 3: I think
have changed since then (games have become much
more complex). 4 Read the sentences and classify them
Divide students into small groups of four or five, and in the organizer.
ask them to take turns reading the extract and answering Write the following three phrases on the board in the
the questions on page 69. order shown: I played video games. I play video games.
Refer students to the Glossary on page 160 to clarify I will play video games. Ask students to identify
the meaning of words. a time frame for each of these three sentences. Elicit
sample dates for each sentence.
Answers: 1 1952; 2 Gaming will become a more To compare and classify sentences that express
realistic experience. 3 The author says that 3-D game future situations to those that express past and / or
consoles with face-, voice- and gesture-recognizing present situations, draw a timeline on the board, marking
sensors will make gaming more realistic. past, present, and future on it. Elicit the sentence that
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happened in the past and ask a volunteer to write it 7 Look at the sentences in Activity 6 and
above the appropriate place in the timeline; then elicit answer the questions.
the sentence in the present tense and, finally, the Write the three sentences from Activity 6 on the board
sentence about the future. Then elicit the differences in and ask students if they can identify any plans in the
the verb play and ask three volunteers to go to the sentences (no). Then ask if they can identify any
board and underline the different forms of the verb. predictions in the sentences (yes). Elicit the difference
Write the name of the tense above each sentence between a plan (a series of actions that you think about
(played – past; play – present; will play – future). Say carefully to achieve a goal) and a prediction (something
other verbs and select random students to give you the that might happen in the future but we are not
three tenses. certain about).
Instruct students to open their Student Books to Underline the words that come after will in each of
page 69. Read each of the statements out loud to the the three sentences. Ask students if the word be is an
class. To identify sentences that express future adjective, a verb, or a noun. Elicit the answer that be is a
situations and conditions, and their composition, ask verb and explain that a verb in its base form always
students to work with a partner to classify them follows the auxiliary verb will.
according to whether they are past, present, or future. Finally, ask students which statements are affirmative
Monitor and check. and which one is negative. They should identify the
first and third statements as affirmative and the second
Answers: 1 past; 2 present; 3 future; 4 future; 5 past; statement as negative. Ask them what the difference is
6 present between affirmative and negative predictions in the
future. They should specify that the affirmative statements
5 Read the sentences and underline the one use will and the negative statement uses won’t.
that makes a prediction about the future. Monitor the class and make sure that students fill in
Read the three statements out loud to the class and ask the appropriate answer for all three questions.
them to find them in the text in Activity 3. Elicit whether
the paragraphs are organized according to time, from Answers: 1 b; 2 b; 3 Negative predictions are made
past to present. Then ask them to repeat the same with won’t.
process from Activity 4 to identify the tense of each
statement by analyzing the context of each one. The 8 Complete the rules.
first statement talks about a game that was developed Tell students to work in pairs to complete this activity.
in the past. The second statement generalizes how Encourage them to use the information they discovered
games influence us in the present. The third statement in the previous activities to answer correctly. Check
predicts how gaming will change in the future. answers as a class.
To identify sentences that express future situations
and conditions, and their composition, after analyzing Answers: 1 predict; 2 affirmative, negative
each statement, elicit the auxiliary verb used to make
predictions about the future: will. Students should Cultural Note
subsequently underline the third statement since it
makes a prediction about the future. It is common to hear a shortened version of will in
spoken English. An example is He’ll be back later.
Answer: 3 Contractions are the result of combining – and
shortening – two words: a pronoun and an auxiliary
12 6 Listen to this extract from an interview verb, or an auxiliary verb and not. All contractions have
about video games and match the person’s an apostrophe, which is different from an accent. Draw
predictions about the future. both a large apostrophe and a large accent on the board,
Elicit students’ own predictions about the future and elicit the differences. Point out that both the
(related to video games or not). Then ask students to accent and the apostrophe go in the upper part of a
read options 1 through 3 and options a) through c) out word. An accent looks like a small triangle and goes
loud as a class before listening to the audio. directly above a vowel, while an apostrophe is curved,
Play the interview for the students and ask them to like a comma, and goes between letters.
match the predictions according to what they hear on While contractions are usually used in informal
the recording. spoken conversation, written English is becoming more
informal (e-mails, notes to friends, etc.) and contractions
Answers: 1 c; 2 a; 3 b are often seen in print. The contraction of will not is
won’t. What other contractions can students think of?
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Class Stage 5: I can
Lead-in
Have students work in groups of nine and prepare nine 12 11 Listen again to the interview and
pieces of paper with the following phrases: outlook complete it.
good, yes, most likely, without a doubt, it is certain, don’t Ask students to listen to the interview and complete the
count on it, my reply is no, ask again later, better not tell missing information. Monitor and check.
you now. They should fold them and put them in a bag
or bowl. A student from each group asks a question, for Answers: 1 guest; 2 video games; 3 past; 4 online;
example, Will we play video games online? They then 5 games;
take a paper and share the answer with their group.
12 Write three predictions about the future of
Stage 4: I practice video games.
Students write three sentences from the interview on
9 Complete the text using the correct tense of the previous page to express future tense.
the verbs.
Have students work in pairs and prepare a time line Answers: Multi-buttoned video games will be a thing
of the history of video games. Monitor and check. Have of the past. Online games will rule. Online games won’t
them show their timelines to another pair. be complicated any more.
To complete sentences with words used in future 13 Work in pairs. Discuss the predictions in
situations and conditions, remind students that we use Activity 12 and add three more.
the auxiliary verb will followed by the infinitive form Remind students of the ideas presented in the Reader
of the verb to make predictions about the future. Explain about the possible future of gaming. If necessary,
that some sentences use the present and past tenses. instruct them to look back at pages 66-68 in the Reader
Encourage students to answer questions individually to get ideas about how gaming will evolve.
and check responses with a partner. Monitor and Divide students into pairs. Pairs then compare
provide assistance when necessary. predictions and discuss three more possible advances
Refer students to the Glossary on page 160 to clarify or changes in gaming. Students then add their new
the meaning of words. predictions to their existing list. Monitor and provide
individual help.
Answers: 1 played; 2 let; 3 will be; 4 carry; 5 had;
6 have; 7 watch; 8 won’t buy; 9 will download Answers may vary.
10 Write the sentences in the correct order.

Write a scrambled sentence on the board; elicit the first Classroom Management: Quick ways to pair
word, then the next, and so on, until the model students are: asking them to find someone whose name
sentence is correctly written out. or last name starts with the same letter as theirs; finding
Instruct students to unscramble the words to write someone whose birthday is in the same month as theirs;
sentences about the future of gaming. They should be finding someone who likes to play the same video game.
able to arrange the sentence sequence to express future
situations. Have them work independently and check
answers with a partner. emember Next class students will need: large
sheets of paper to prepare their posters in groups of four.
Answers: 1 Gamers will play with people in other
countries. 2 You will find interactive games on websites. Class
3 Students will use e-books in class. 4 Gamers will Lead-in
communicate emotions to in-game characters. Have each student think of a game that he or she likes
to play and write it down on a piece of paper. In pairs,
students take turns asking their partner questions until
they guess the game their partner is thinking of. They
must be yes or no questions; students cannot ask
wh- questions.
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pairs and brainstorm the components of a well-
Sample questions: Is your game played by more than designed poster; then they get together in teams and
one person? Is it a board game? Does it require electricity? write their ideas on the board. Posters should have titles
Is it a brand new game? Partners can ask more than one in an easy-to-read font and in an appropriate size.
classmate if time permits. Illustrations should be interesting and placed in a way
that draws a person’s attention. The layout should be
14 Work with another pair and share your balanced between images and texts.
predictions about the future of video games. Before breaking the class into groups, ask leading
Tell pairs to join another pair to discuss their predictions. questions about the steps of creating a poster. What
Propose several questions for the new groups to consider. comes first? Deciding on the contents and writing a
Are their predictions the same? Does one pair have a draft. Second? Editing mistakes and eliminating
prediction that the other pair didn’t consider? Are any of unnecessary text. Third? Illustrating and preparing
the predictions unrealistic? Which prediction is most the final copy.
likely to happen? Monitor group discussions. Have students work in groups of four. Tell them to
refer back to the components written on the board
to guide them through the creation process. Students
Classroom Management: Before working on a should present their posters to their classmates at the
project, give students a minute or two to think end of the class and give an informal explanation of
individually about their ideas, then they form pairs to their poster.
share their ideas and work on their project.
15 In groups, make a poster about the

future of video games.
To favor learning and feedback, have students work in
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Performance Indicators: – Distinguish graphic and text components.

– Identify situations in which forecasts are made. – Write down sentences to write a forecast about a real
– Listen to the reading out loud of forecasts containing or fictitious situation.
verb forms in future tense.
– Classify sentences according to the future verb form. Materials:
– Create forecasts based on current situations. – Reader, Audio CD
– Write words that express future tense. – The twelve horoscope signs and their corresponding
– Compose and write questions about future situations. dates, a coin
– Complete sentences with the future verb form.
Class 2 What is your sign?

Lead-in Write the twelve signs of the horoscope on the board:
Play Hot Seat: Divide the class into two teams. Have Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra,
them line up according to their birthdays, from January Scorpio, Sagittarius, Capricorn, Aquarius, Pisces. Take a
to December. Team A is the first half of the line, team B class poll to see what the distribution is among each of
is the second half. Toss a coin to see which team goes first. the twelve horoscope signs in the classroom. Call out the
The team who goes first elects a member to go to the ‘hot twelve signs one by one and have students stand up
seat’ where they sit in a chair with their back to the board. when their sign is named. Count students standing for
The teacher then writes an easy-to-explain word from each sign and write the results on the board.
the Reader Glossary on the board. The team with the
person in the hot seat has to help their teammate guess Stage 2: I build
which word is written on the board by giving clues about
it. The person in the hot seat must stay there until they 3 What other things can you make
guess the right word. Teams take turns, guessing four or predictions about?
five words. To identify situations in which forecasts are made,
students should identify other situations in which
Stage 1: I know forecasts are made by naming other jobs that are based
on predicting the future. Elicit answers such as
1 Do you read your horoscope? Do you sportscasters (predict who will win a game or medal),
believe that horoscopes can predict the stockbrokers (predict market fluctuations), fortune
future? Why or why not? tellers (predict life events), and gamblers (predict the
Take a class poll to see how many students read their winners of races or lotteries). Can the students think
horoscope. Then ask how many believe in the predictions of any others to add to this list?
that their horoscopes provide. Hold a class discussion Instruct students to look at the two pictures on page
on the subject, addressing why some people follow their 74 of the Student Books and identify them as a cloudy
horoscopes so closely and why others choose not to day and a sunny day. Ask them what these two pictures
believe in them. represent to elicit the answer: the weather. Ask students
if they know the word for the person who predicts the
weather based on scientific facts: a meteorologist.
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Stage 3: I think Class
Lead-in
4 Read this text and answer the questions. Flip a coin that has two distinctive sides (head and tails)
Have students work in pairs and brainstorm words related and ask students to predict which side will land face up.
to the weather. Draw a large raindrop on the board; have Before the coin is flipped students should write down
students go individually to the board and write a weather- their predictions in their notebooks. Have a volunteer
related word inside the raindrop: sunny, cloudy, rain, flip the coin, and after each flip, have students record
hot, cold, etc. Write the following words on the right whether their prediction was right or wrong. Perform at
side of the board: rain, cold, a storm, curly hair, hail. least five flips and ask students to calculate their guessing
Ask students to make predictions about the weather average. Did anyone have a 100% accurate prediction
in the next few days and ask them what they are basing average? If so, test their continued accuracy to see how
their predictions on (the meteorologist on TV, the weather many more consecutive flips they can correctly predict.
in the past few days, their experience, folk sayings and Be sure to explain that these are predictions of pure
wisdom, etc.). Elicit whether they think folk sayings chance and most results should be 50-50.
such as Febrero loco, marzo otro poco are true or not,
and elicit what they are based on (probably on 5 Write two things that you will be able to tell
observations of the weather). Elicit why these sayings your friends after reading the text in Activity 4.
are sometimes just as accurate as weather forecasts by Have students open their Student Books to page 74 and
a meteorologist (both are based on observations of re-read the article in Activity 4, quickly, and decide
weather phenomena). Elicit other folk sayings and write which two predictions they would share with their
them on the board. Elicit whether these sayings would friends. Have them write two complete sentences
apply in other parts of the world, for example, in the conveying the information they will tell their friends.
southern hemisphere or in a place where it is very cold. Example: I will tell my friends to look for rainbows in the
Instruct students to open their Student Books to west for rain.
page 74. Elicit whether the article is from a textbook, Ask students to compare their sentences with a
a newspaper, or a magazine. Read the title of the article partner. Monitor the class and provide individual help
chorally, elicit the words that are capitalized, and point when necessary.
out that important words (generally nouns and verbs) are
capitalized, while the others (prepositions, articles) Answers may vary.
are not. Read the introductory paragraph out loud,
eliciting what is meant by elements (weather conditions). 13 6 Now listen to the weather forecast and
Nominate individual students to take turns reading the circle T for True or F for False.
numbered text out loud to the class. Ask students to Ask students to rank the following people according to
identify what the article talks about. Elicit the answer: who thinks weather forecasts are important: a person
tips for predicting the weather. living in a big city, a fisherman, a farmer, and why it is
Ask students to read the tips again, silently, then important for them.
elicit the things that can be observed: dry grass, red sky, Before playing the recording, ask students to read
a rainbow, etc. Make sure students understand the the three statements in the activity. Instruct them to
words. Refer students to the Glossary on page 160 to listen to the forecasts and to mark the answers in their
clarify the meaning of words. Write them on the left Student Books. To listen to the reading out loud of
side of the board. Ask students to close their books and forecasts containing verbs in the future tense play the
match the observations to the result. recording for the class and check answers as a class.
Have students go over the article again and circle the Refer students to the Glossary on page 160 to clarify
things that can help people predict the weather, and then the meaning of words.
underline the words that talk about weather. Monitor
and check. Answers: 1 F; 2 F; 3 T
Answers: 1 The article talks about predicting the

weather. 2 circled: dry grass, red sky, rainbows, winds,
plants, clouds; underlained: rain, cold, storm, low
pressure, humidity, hail
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7 Read these sentences. What do were correct as a class. Were these results more or less
you notice? accurate than those of the coin toss? Discuss the
Write the two sentences from this activity on the board. difference between pure chance and educated guesses
Ask the students if they both state future predictions in relation to making predictions.
(yes). Ask what is different about them. Students should Write the word weather on the board and invite a
be able to see that the first sentence uses the auxiliary volunteer to the board to write a weather condition
verb will while the second sentence uses is going to. using one of the letters from weather (for example,
Elicit that since Tuesday is a few days away, it is a windy using the ‘w’). Continue inviting volunteers to the
prediction. Remind them of the coin experiment. Then board to add as many weather terms as they can think
ask students which sentence they would use if they looked of, connecting them to an existing word on the board,
at the sky and saw black clouds and felt a few drops. until a crossword is created.
Explain that when we indicate future based on the
present, we use going to, and when we give a general 9 Look at Activity 4 and classify the
prediction about the weather, we use will. underlined expressions.
Elicit a few more examples of local sayings with Divide the board into two sides. Label the left side as
going to, for instance: If scorpions come out, it is going What we think or know will happen and label the right
to rain. side as What we see as a result of something in the
present. Provide the following example to the class:
Stage 4: I practice The bell will ring in 15 minutes. Ask students if
that statement is something we know will happen
8 Write the correct sentence from Activity 7 or something that will result from what is happening
under each picture. now. Students should identify that this is something we
Nominate a student to describe what they see in the know will happen and should be written in the left
first photo. The student should identify a meteorologist column on the board.
predicting the weather for the next day. Nominate a To classify sentences according to the future verb form,
different student to describe what they see in the ask students to open their Student Books to page 76.
second photo. They should describe the sky full of rain Instruct them to work with a partner to classify the
clouds. To write words that express future tense, now underlined expressions from Activity 4 into the most
ask students to work with a partner to identify which appropriate category. Monitor and check answers as a class.
sentence from Activity 7 best describes the first photo To compose and write questions about future
and which sentence best describes the second photo. situations, have students number off from 1 to 4 and
Check answers together. write two questions on strips of paper about the
At the end of the class, ask students to write down weather sayings in Activity 4, or about local weather
their predictions about what tomorrow’s weather will sayings: What will happen if I see dry grass? They
be like in their notebooks. To simplify the process, should fold the pieces of paper and take turns drawing
provide five options to choose from: sunny, windy, them, reading the question out loud, and providing the
cloudy, stormy, or rainy. Encourage them to use the appropriate answer.
current weather as an indicator for tomorrow’s weather.
Students should write complete sentences to state their Answers: We think or know this will happen:
predictions. Example: I think it will be sunny tomorrow. Humidity will make your hair curl. We see this as a
result of something in the present: Dry grass means it
Answers: First photo: It will rain on Tuesday afternoon. is going to rain. A red sky during sunset indicates it is
Second photo: Look at the sky; it’s going to rain. going to be cold at night. A rainbow in the west means
it’s going to rain. Easterly winds indicate there is going
Class to be a storm. Westerly winds, the opposite.
Lead-in
Ask students to take out their predictions from the
previous class. Based on the current weather, how many
of them were right? Poll the class to find out how many of
them made correct predictions based on yesterday’s
observations. Calculate the percentage of students who
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10 Complete the rules. the subject of games (they), the second of climate (it),
Tell students to use their answers from the previous and the third subject is we.
activity to discover the general rule used for future Once they make the appropriate matches, students
expressions. They should answer individually and check can continue each of the three conversations in their
their answer with a partner. In the case that two students groups. They should try to defend the opinions shown
disagree on the answers, ask them to justify their in each response and make another prediction related to
answer to one another until they can decide among the topic. For example: We won’t travel at the speed of
themselves which answer is best. Monitor and provide light but I think we will have flying cars.
help when necessary.
Answers: 1 b; 2 a; 3 c
Answers: 1 will; 2 going to
Class
Stage 4: I practice Lead-in
Have students take out their Reader and open it to page
11 Match the sentences to their meanings. 59, and number off in groups of three. Student A reads
Now instruct students to use the rule from the previous one page, student B another, and student C, a third page.
exercise to match the two sentences in this activity After reading the page in silence, they take turns telling
to their meanings. Have them work with a partner to each other about what they read.
match the sentences. To complete sentences with future
verb forms, have them write another set of sentences Stage 5: I can
and explain their meanings. Examples: May will be a
rainy month. I think it is going to rain today. The first 13 Read this text and complete the weather
example shows a belief that every May is rainy and the on the table.
other means you can see rain clouds in the sky. Monitor Tell students to open their Student Books to page 77.
and check answers as a class. Ask volunteers to share To distinguish graphic and text components, instruct
their examples with the group. them to work with a partner to fill in the table with
Elicit additional local weather sayings. symbols to indicate the weather predicted. Encourage
them to divide the text into the three different days
Answers: 1 b; 2 a mentioned to avoid possible confusion. When pairs are
finished they should check their answers with another
12 Match the two parts of the conversations. pair. Groups of four should be able to self-correct this
Ask students to work in groups of three. They should activity. Monitor and provide individual help.
identify the subject of each sentence to help them Refer students to the Glossary on page 160 to clarify
match the appropriate response. The first sentence has the meaning of words.
Answers:
Today Tuesday Wednesday
N S E W N S E W N S E W
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14 Use the words in Activity 13 to complete 16 Write a two-day weather forecast for the
the organizer. place you live in or a place you know.
Working as a class, students should complete the Have students complete the table about the local
organizer using complete sentences. Draw the organizer weather for the next two days.
on the board and point to the sun symbol. Ask: Where
will it be sunny? A volunteer should then dictate a 17 Write an e-mail to a friend describing the
sentence which answers the question about the future two-day weather forecast.
situation. Add his / her answer to the organizer on the To create forecasts based on current situations and to
board. Point to the next symbol and ask for a volunteer write down sentences to write a forecast about a real or
to dictate another sentence. Do this for each symbol on fictitious situation, students work autonomously to
the organizer and verify that students are writing the compose an e-mail to a friend describing the forecast
sentences in their Student Books on page 78. from the previous activity. Design several scenarios as
a class to provide the context of the e-mail. Example:
Possible Answers: Snowy – It will be cold and snowing Your friend is coming to visit you from another country
in the North. Sunny – It will be sunny and warm in the and doesn’t know what to pack for his / her trip. Students
East. Cloudy – In the West, it will be cloudy on Monday. should explain the forecast and make packing suggestions.
Stormy – It will be stormy on Tuesday in the West. Brainstorm a few ideas and ask students to select one
Windy – It will be windy on Wednesday in the West. for the context of their e-mail. Monitor and provide
individual help.
15 Read this two-day weather forecast and
complete it with the correct symbols. Answers may vary.
Instruct students to work individually to draw the
appropriate symbol next to each day’s forecast. They
should read the forecast carefully as each forecast contains
more than one symbol. Have them compare answers
with a classmate when they have finished illustrating.
Answers:
Today
Tonight
Tomorrow
Tomorrow night
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Product 1 F orecasts
Unit 3 Student Book p. 80-81
Performance Indicators: – Place the current description into a future setting

– Establish which kinds of descriptions are allowed and and write it in that verb tense in order to compose
which are not to compose the forecast. the forecast.
– Choose a subject to write a current description: one’s – Read the forecasts out loud and place them in a
self, a classmate, the community, etc. visible spot in the classroom.
– Write the current description.

Lead-in
Provide each student with a piece of paper to play Two 2 Work in groups of three. Select a subject to
Truths and a Lie. Ask them to write three predictions for write about.
their own future; two predictions that they would want Write the following topics on the board and discuss them
to come true and one prediction that they wouldn’t as a class: my community, the weather, my classmate,
want to come true (example: I will be a millionaire, I will me, and books. For each topic, the class should address
have five children, and I will live in Russia). When they possible changes in the future. Write a timeline showing
have finished writing their predictions, students should 5, 10, and 15 years from now and ask students how old
take turns reading them out loud to the class, who then they will be in 5, 10 and 15 years and how they think
must decide which prediction is a lie. Encourage students each topic will evolve in that period of time. Discuss
to write two predictions that seem unlikely to happen in this first so that they can make the personal reference
order to make it more challenging for the class to guess to the other topics that are more impersonal.
which the lie is! After discussing each topic, indicate different parts
of the room for the different topics. Point to each of the
Stage 1: I get ready! four corners and assign a specific topic to each. Then
assign the last topic to the center of the room. Ask
1 Match the situations in the present with students to move to the indicated place where the topic
those in the past. they want to forecast was assigned. Once students have
Instruct students to open their Student Books to page 80. chosen their topic you can create as many groups of
Nominate a student to describe what they see in the three as necessary for each topic.
first photo in detail. Once they identify the books, ask
them which photo it most closely relates to. The student 3 Make a list of the information you will
should recognize that it correlates to the photo of the include in the present setting.
e-book reader. Ask students to share any thoughts or Students now work in their groups to make a list of the
comments they have on the two photos. information they will include in their setting. Ask them
Have students work in pairs with the remaining two to create a graphic organizer with their topic in the center
pairs of photos and discuss which ones refer to the past and at least four ideas stemming from the central idea.
and which ones refer to the present. Elicit other things If they choose weather, they can consider local weather,
that have changed from the past to the present, for national weather, global weather and natural disasters.
example, computers and medicines. Ask students how If they chose books, they can consider authors,
they imagine these and other things will change in the publishers, readers and the medium (paper versus
future. Ask leading questions such as the following: electronic). As students build their graphic organizers
Will we all use e-books in twenty years? Will we still live they should remember that they are elaborating what
in cities in 50 years? What will our clothing be made of they know about the present situation of their topics.
100 years from now? Once their graphic organizers are complete, they can
make an numbered list of information, numbering
them in order of importance and working from there.
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4 Brainstorm what the future setting will be like. about the future and going to is used when we see an
Students should use their list from Activity 3 to create event taking place in the present that will affect the
a column titled The Present. Since their list will most future. As students rewrite the forecast they should
likely be written on the left side of the paper, they should consider the following questions: Does it contain the
use the right side of the paper to make a second column necessary information? Is it clear and easy to understand?
titled The Future. Students should then consider how Are words spelled correctly?
each item in their list will change in the future and
write new notes that correspond directly with their Stage 4: All ready to share
original list. The Future column can be further divided
into 5, 10, and 15 years from now for an in-depth 8 Work with another group. Read your
analysis or the teacher can specify which of the three forecasts out loud.
time frames should be used if time is a limiting factor. Students switch forecasts with another group and
perform peer edits. Does the other group have any
5 What materials will you need? Make a list. suggestions to make the forecast better or clearer to
Now that students have considered the future as it understand? Teams share suggestions and take a few
relates to their topic, it is time for them to make a minutes to make any necessary adjustments before
preliminary plan for creating their forecasts. How will sharing the product with the class.
they present their forecasts to the class? You may choose
to limit their presentations to posters or written material 9 Place your forecast in a visible place in
but it would be interesting to allow the more extroverted the classroom.
students act out their forecasts. Give students some When teams have finished sharing their forecasts with
guidelines that you feel are appropriate considering the rest of the class, the forecasts should be displayed in
your time constraints and class structure so that they a prominent place in the classroom to make the display
can prepare a list of materials. visually appealing.
emember Next class students need to bring I learn

their materials. Ask students what they can do now that they couldn’t
do at the beginning of the learning environment and
Class listen to their response. Encourage them to identify the
Lead-in activities that they found especially helpful during the
Have students create squares from a sheet of paper: process of making the product. Then, have them answer
each student works with four squares. Have students the I learn box. Explain that its purpose is to assess their
work in pairs and assign a topic from the Bilingual performance in the product in order to improve
Dictionary on page 160. Students write the word in weakness and reinforce strengths during the process.
English on one square and the word in Spanish on Briefly have them discuss their responses to the self-
another. Then each pair gets together with another pair assessment in groups or with the rest of the class. Give
that has words from another topic and they play positive feedback for their effort and progress.
Memory with 16 squares of paper (eight words).
Stage 3: I do Teacher’s Reflection Tool

My work in this social learning environment has
6 Write a description of the current situation. facilitated the learning process of the class so students:
Tell students to open their Student Books to page 81. – Can recognize future verb forms within sentences.
Students write a description of the current situation – Can classify sentences by the types of future verb form
using the list from Activity 4. Remind students that found in them.
they should have four points to address in their – Can compare sentences that express future situations to
descriptions. Monitor and provide individual help as ones which express past and / or present situations.
students write about the present situation of their topic. – Can formulate and answer questions in order to
understand forecasts.
7 Write your forecast about the future.
After students write their descriptions of the current
situation they must rewrite it using future tenses (will or
going to). Remind students that will is used for beliefs
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Performance Indicators: – Choose graphic resources in order to link the text

– Identify the subject matter, purpose, and intended and images.
audience. – Complete sentences in order to describe components.
– Reflect on the use of images and / or illustrations. – Use language to promote respect and collaboration at
– Identify new terms in order to refine and broaden work.
vocabulary.
– Instruct students to select information from various Materials:
sources to write notes. – Reader, Audio CD
– Point out information. – A piece of string (about 2 m)
– Organize terms and descriptions on a diagram.
Class 2 What other parts of the body or systems do

Lead-in you know?
Ask students to stand. Perform a series of stretches with Write the initial letters for different parts of the body
the class. Each movement should be done about five times. on the board (e.g., b for blood, k for kidney, l for lungs /
Begin by asking them to raise and lower their shoulders, liver, m for muscle, etc.). Ask students to work in
make small forward circles with their shoulders, followed groups of three and brainstorm other organs and
by backwards circles. Then ask students to look from right systems that they already know about to complete
to left, ceiling to floor, and finally full circles with their words for as many letters of the alphabet as they can.
head to relax the neck. Students should then stretch the
back by interlacing their fingers and pushing their palms
facing out in front of them and arching the back. Then Classroom Management: In a Picture Walk, the
students can put their hands on their back pockets and teacher guides students through a text by looking at
lean back. This will get students focused and help them and discussing the pictures before reading. This helps
concentrate on their work. students focus on the illustrations instead of the text
and gives them a point of reference when they actually
read the story.
Classroom Management: Energizers are short
activities that involve physical movement. They help
build up enthusiasm in the class, and invigorate a Reader An Amazing Journey p. 72-81
class that has been sitting a long time. Research has
shown that physical activity increases the flow of blood
and increases students’ ability to focus on the lesson. Elicit what part of the body a dentist looks at (teeth),
continue with a cardiologist (heart), gastroenterologist
(digestive system), and other medical specialists.
Stage 1: I know Instruct students to turn to page 72 in the Reader.
Ask them to read the title and predict what the story
1 What parts of the body or body systems will be about. Do a picture walk to identify the subject
are these diagrams? matter, purpose, and intended audience. Ask students
To identity the subject matter, purpose, and intended to find specific elements in the illustrations and elicit
audience, tell students to open their Student Books to page who the characters are: Pepe, Karen, and the computer
82. Ask them to identify the organs and systems shown in hologram / bright light. Tell students that the computer
the pictures and discuss what the purpose of each organ is. hologram’s name is Myslim.
The human brain allows us to think, the skeleton allows us Read pages 72-75 out loud, using appropriate
to stand and move, the stomach and intestines helps us inflection, pauses, and tone. Ask students to work in
digest food, and we use our lungs to breathe. After naming pairs and skim the text again and decide on the most
the organs, can students name the systems they are part important point for each page. Have them get together
of? The lungs are part of the respiratory system, the with another pair and share.
stomach and intestines are part of the digestive system.
Answers: 1 brain; 2 stomach; 3 skeleton; 4 lungs
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Draw a large T-chart on the board. To identify new To promote the selection of information from
terms in order to refine and broaden vocabulary, have various sources, have students open their Readers to
students find words that are similar in English and page 76. Read pages 76-77 out loud, using appropriate
Spanish, for example, biology, molar, canine, saliva, and inflection, pauses, and tone. Ask students to work in
go to the board and write them on the left side. Then pairs and skim the text again and decide on the most
have them find other words that are different, for important point for each page. Have them get together
instance, mouth, lips, tongue, and write them on the with another pair and share.
right side. Point out that these are all science words; Draw a large T-chart on the board. To identify new
write Science Words at the top of the T-chart. Encourage terms in order to refine and broaden vocabulary, have
students to look up the meaning of the words in the students find words that are similar in English and
Reader Glossary on page 83. Spanish, for example, digestive, acid, intestine, feces,
Have students, in pairs, read the three pages out colon, artery, capillary, vein, circulation, and go to the
loud. One student takes on the role of the narrator, the board and write them on the left side. Then have them
other one reads what Pepe is thinking (within find other words that are different, for instance,
quotations marks). Monitor and check. stomach, villi, heart, and write them on the right side.
Stage 3: I think
Stage 2: I build
15 4 Listen to Myslim and circle T for True
14 3 Listen to the conversation and put a cross and F for False.
( ) under the body part that is not described. Instruct students to open their Student Books to page
Write the following words on the board: heart, stomach, 83. Nominate students to take turns reading the four
intestine, vein, artery, villi; have students classify them statements in the activity. Ask each student to guess the
according to whether they belong to the digestive or correct answer before listening to the recording. Play
circulatory system. Then elicit the names of the body the recording and tell students to circle the correct
parts that are illustrated in Activity 3. To reflect on the use answer. Check answers as a class and discuss any
of images and illustrations, elicit how these diagrams are surprising information that students discovered from
similar or different from the illustrations in the Reader. listening to the recording, for example: it would seem
Inform the class that they will listen to Myslim that the large intestine would be longer than the small
(computer hologram) explaining parts of the body to intestine but that is not the case; it is simply wider.
Pepe. As they listen they should pay special attention Refer students to the Glossary on page 161 to clarify
to the body parts that are mentioned so that they can the meaning of words.
identify the body part that is not described.
Refer students to the Glossary on page 161 to clarify Answers: 1 T; 2 F; 3 T; 4 F
the meaning of words.
5 Which part of the body would you like
Answer: 2 to visit?
Ask students to write down the part of the body that they
emember Next class you will need: 2 meters would most like to visit (assuming they were as small as a
of string. blood cell and could go anywhere in the body). Nominate
a student in class to share the body part he wrote with
Class the class and ask all the other students who wrote the
Lead-in same organ or system to join that student in a discussion
Ask for two volunteers to come to the front of the class. about why they chose that body part. Divide the rest of
Ask the first volunteer to stand with his arms outstretched the class into small groups in the same way, according to
at the sides parallel to the ground. Give the string to the the body parts / systems they chose, and encourage them
other volunteer and ask them to measure the first to discuss why they made their choice and what they
volunteer from finger tip to fingertip (use a pen to mark know about the body part/system. Monitor discussions.
the measurement on the string). Now ask the class if they
can guess what this length also measures in the body. 6 Look at the diagram and complete the
Consider students’ answers as a class. The answer is the parts of the digestive system.
person’s height. Prove this to the class by asking the second To organize terms and descriptions on a diagram, have
volunteer to use the string to measure the height of the students label the parts of the digestive system.
first volunteer. Is the pen mark on the string the same for
both measurements? Allow other students to come to Answers: 1 stomach; 2 small intestine;
the front of the class to test their heights and arm spans. 3 large intestine
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7 Read the texts and write the parts of Class
the body on the note pad. Lead-in
Elicit the names of the body systems in the three diagrams Play a Picture word game as a class. Choose words from
(digestive, respiratory, and circulatory). Elicit the most the glossary on pages 83-84 of the Reader Book so that
important information in the first text (the system students may refine and broaden vocabulary. Divide the
and body parts). Scan the text as a class to identify the class into two teams and call one team member to the
first body part mentioned (stomach). To point out board. Whisper the word in his ear and give them one
information, instruct students to skim the three short minute to draw the picture of the word on the board
texts individually and to underline or highlight the parts and to try to elicit the correct answer from his group. If
of the body. When they have finished reading they the team has not guessed correctly when the minute
should write the words on the note pad provided. has passed, the opposing team has an opportunity to
Monitor and check. guess the correct answer. Keep score and the team with
Explain that when we read texts, we often take the most points at the end of the game wins. Suggested
notes. Notes are about the most important details. words: bones, blood, brain, button, lung, spine, stomach,
Refer students to the Glossary on page 161 to clarify tongue, tooth.
the meaning of words. Have students open their Readers to page 79. Read
pages 79-81 out loud, using appropriate inflection, pauses,
Answers: stomach, small intestine, lungs, heart, and tone. Ask students to work in pairs and skim the
artery, vein text again and decide on the most important point for
each page. Have them get together with another pair
8 Read the paragraphs in Activity 7 and and share.
answer the questions. Draw a large T-chart on the board. To identify new
Have students read the three texts again and underline terms in order to refine and broaden vocabulary, have
the words the, a, and an. Then ask them to circle the students find words that are similar in English and
words that come after the articles. Once they have Spanish, for example, respiratory, nervous, oxygen and
circled the words, they should analyze which parts of go to the board and write them on the left side. Then
speech they are (adjective, verb, or noun). Ask students have them find other words that are different, for
to recall the functions of each of these three parts of instance, blood, lungs, spinal cord, brain, and write
speech as a class (an adjective describes the them on the right side.
characteristics of a given object, a verb is some action,
and a noun can be a person, place, or thing). 10 Underline the verbs in each sentence.
Students should then answer the questions and Then answer the questions.
compare their responses with a partner. Check answers On the left side of the board, write a series of verbs: digest,
as a class and identify why each of the words circled are carry, go, bring, send, have. On the right side, write the
nouns (answer: an organ is considered a noun because objects: oxygen, carbon dioxide, blood, into the stomach,
it can be classified as a thing). blood. Have students match the verbs to the objects.
Note: the digestive system and the circulatory system Emphasize that present tense is used for facts and
are two instances in the text where the word that comes routines. Have students open their Student Books to
after ‘the’ is an adjective. These should be considered page 85. Elicit the sentences that express routines:
exceptions as ultimately both instances describe the noun I eat fruit three times a day. I exercise every day. To
that follows (in this case the systems being mentioned). personalize this, have students who eat fruit three times
a day stand up, and those who exercise every day, too.
Answers: 1 c; 2 c Then elicit the facts: The stomach digests food. Blood
carries oxygen around the body. It goes into the stomach
9 Complete the sentences. (elicit the word that it represents: food); The lungs bring
Students should use the information from the previous oxygen into the body.
activity to complete the sentences. Students work in pairs Instruct students to open their Student Books to
to decide the correct responses and then check their page 85. Have students underline the verb in each of the
answers with another pair. Monitor and check each sentences. Elicit the difference between The stomach
group’s answers. digests food and Lungs bring oxygen into the body: the s
In their groups, have students write an example that for the third person singular. After students identify the
demonstrates the rule shown in each sentence. Monitor verbs, answer each of the three questions as a class.
and provide help where necessary. To point out information, explain that when people
take notes, they only include the most important
Answers: 1 nouns; 2 the; 3 consonant; 4 vowel information; elicit the most important information in
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The stomach digests food. Circle the three most important 13 Circle the correct option. Then label the
words. Write The lungs bring oxygen into the body on diagrams on page 178 in the Worksheets
the board; again elicit the most important words: lungs section.
bring oxygen. Have students read the sentences silently; elicit the
Have students write out two sentences and exchange body part each sentences is about. Then instruct
them with a classmate, who must transform them into students to work with a partner to choose the correct
notes. Monitor and check. verb form in each sentence.
Tell them to pay special attention to the subject in
Answers: underlined: 1 eat; 2 digests; 3 carries; each sentence so that they choose the correct verb
4 goes; 5 bring; 6 exercise; a 1, 6; b 2, 3, 4, 5; c Food conjugation. Do the first one together as a class. Recall
that the verb to be is conjugated as are when the subject
11 Complete the rules. is they. Allow enough time for students to complete the
Elicit what the present tense is used for: facts and activity with their partner and check answers as a class.
routines. Write one of the sentences on the board, To reflect on the use of illustrations, ask students what
accompanied by the formula: subject + verb + would make the sentences easier to understand (diagrams).
complement. Have volunteers go to the board and write To organize terms and descriptions on a diagram, and
out the other sentences together with their formula. choose graphic resources in order to link the text
Remind them that subject is not a single word, and and images, have students turn to page 178 in the
neither is complement. The subject indicates what the Worksheets section, and, in pairs, label the diagrams.
sentence is about or who performs the action, the verb Monitor and check.
indicates the action, and the complement completes the
sentences. Based on what students saw in the previous Answers: 1 are; 2 controls; 3 gets; 4 helps; 5 bring; 1 b;
activity they should have enough information to 2 a; 3 e; 4 c; 5 d
complete the rules as a class.
Write the formula from 2 on the board, subject + 14 Label the diagrams. Then complete the
verb + complement, and ask the class to provide an text below with information from Activity 13.
example (I drink water every day). Identify the subject Read the words in the word box chorally. To organize
(I), the verb (drink) and the complement (water every terms and descriptions on a diagram and complete
day). Now erase the word I and replace it with the word sentences in order to describe components, have
He. Ask students to conjugate the verb correctly, students work in pairs and label the diagrams.
according to the new subject he. Elicit the answer Then have them look back at Activity 13 and
drinks and complete the rule for 3 by specifying that we complete the missing information. Monitor and check.
add s when the subject is he, she, or it. Refer students to the Glossary on page 161 to clarify
Explain that when we have a plural subject, such as the meaning of words.
lungs, we can use They and we do not use the s.
Answers: 1 arteries, heart, vein; 2 brain, spinal cord,
Answers: 1 habits; 2 present; 3 ‘s’ gets information from the body and sends it instructions;
3 alveolus, lungs, bring clean oxygen into your body;
Stage 4: I practice 4 stomach helps digest the food
12 Complete the information with a, an, or the. Class

Say a word that begins with a vowel (artery), have students Lead-in
repeat chorally: an artery. Continue with other words, Play Simon Says by giving commands to the students
mixing words with vowels and consonants: an artery, that are related to the different body parts seen so far
a vein, etc. in the lesson. The first command should be for them to
Ask students to work individually to read the stand. Then they can do the following commands: point
information and fill in the missing words. Give students to your brain, make a heart with your hands, rub your
a few minutes to complete the activity and then ask for stomach, fill your lungs, bend your spine, etc. Students
a volunteer to read the first sentence with the answer. should pay special attention to the action verb (point,
Ask the class if they agree with the answer provided. If make, rub, fill, etc.). If they perform a command
the answer is correct, nominate a different student to incorrectly, they are “out” and should sit down. The last
read the next sentence. If the answer is incorrect, discuss student standing wins.
why and elicit the correct answer from another student.
Check each of the answers using this process.
Answers: 1 an; 2 The; 3 The; 4 The
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Stage 5: I can Cultural Note
15 Read the statements and circle T for True or Promote respect and collaboration by planning lessons
F for False. that promote different learning styles to accommodate
Tell students to open their Student Books to page 87. visual, auditory, and kinesthetic students. Model respect
Nominate a student to read the first statement out loud by treating students fairly. As far as possible, try to meet
and ask the class to stand up if they think the statement the needs of the individual student. Speak respectfully
is true. Count the students and repeat the question for to them and of them, their parents, and other cultures.
those who think the statement is false. The majority of Insist on respectful interactions among students.
students should have stood up for false. Confirm this
answer, instruct students to check the appropriate box,
and repeat this process for the remaining three statements. 17 Make notes about the body system in
Continue with other additional statements: The Activity 16.
stomach is part of the nervous system. The respiratory To complete sentences in order to describe components,
system helps you digest food, etc. instruct students to select information from the Student’s
Book and the Reader. Explain that notes are written using
Answers: 1 F; 2 T; 3 T; 4 F the main ideas: lungs – bring – oxygen.
18 Find a classmate that made notes

Classroom Management: Spidergrams and other about another body system and share your
graphic organizers help students group information information.
around a central concept. It is a good idea to use Tell students to stand up and walk around. After twenty
different colors to differentiate the information. seconds or so, call out “stop.” Students should then
compare their notes to the person they are standing
next to. If they have two different systems they become
16 Complete this organizer with information partners and sit down in the nearest available seats. Those
about one of the body systems in Activity 14. who are still standing have the same systems and should
To organize terms and descriptions on a table or graphic begin walking around again on your command until you
organizer, explain that an organizer is an effective way say “stop” for the second time. Repeat this process until
to take notes. Have students choose a body system in students are matched with a partner. Partners should
Activity 14 and individually complete the organizer. then compare notes, point out information, underline
Have them add a verb to each part of the body system, important facts, and use word repertoire suitable for
in order to write notes. this practice of language. Monitor discussions.
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Performance Indicators: – Use language to reflect and act on one’s own and
– Recognize the distribution of graphic and text others’ physical well-being.
components. – Rewrite simple sentences about descriptions in
– Recognize text arrangement. a conventional manner.
– Identify subject matter, purpose, and intended – Add or remove information to improve a text.
audience. – Read and revise punctuation and spelling conventions.
– Recognize description of components.
– Choose graphic resources to link text and images. Materials:
– Write sentences from a model. – Reader, Audio CD
– Organize terms and descriptions on a table.
Class Alternative Activity: Ask students to stand and walk

Lead-in around the classroom while you play some music.
Ask students to stand on lines facing the back of the When the music stops, you say a body part out loud
classroom. The last student in every row whispers and they have to find a partner so as to put these parts
a body part into the ear of the student next to them. The together. For example, you say knee and they put knee to
student who had the body part whispered to them now knee, etc.
passes it to the student next to them in the same way as Time: 6 minutes.
before, and so on down the team of students. When it
gets to the last student to have the word whispered to
them, they have to say what they think was whispered Stage 2: I build
to them. If it is correct, then you may do some kind of
celebration to reflect the joy of getting it right. On the 3 Read Pepe’s textbook. Then match the
other hand, it may be the complete opposite, or it may sentences on page 90.
have metamorphosised into something totally unrelated Ask students to open their Readers to pages 76-77 and
and somewhat baffling. elicit whether it is a narrative or informative text, and
whether the illustrations are realistic or not. Then have
Stage 1: I know them quickly find the following information about the
body: size of the stomach, length of the small intestine,
1 Name the parts of the body you know. and length of the large intestine. Elicit whether they
Ask students to line up in alphabetical order according know how many lungs we have. Then ask if they know
to their names (initial letter), then, ask them to share how many bones we have (if they know the answer,
the names of the parts of the body they remember and inquire about the number of bones in the spinal column,
write a list. Tell them to write as many parts as they can or in the arms or legs). Finally, write the following numbers
in five minutes. When they have finished, brainstorm at random on the board: 28, 2, 26, 30, 24, 6, 1.
their ideas and write them on the board. Have students open their Student Books to page 89.
To recognize text arrangement, distribution, and
Answers may vary. description of graphic and text components, ask
students whether it is a narrative or informative text,
2 In pairs, label the diagram. How many and whether the illustrations are realistic or not. Have
words did you remember? them point out the images and the headings of each
Erase the board and ask students to label the diagram section, and the fact that it is arranged in columns.
individually, when they have finished, ask them to work Read the Your Skeleton section of Pepe’s book out loud.
in pairs and compare their answers. After finishing that Then ask students to read the section again, silently.
task, ask the pairs to join another pair and compare Finally, ask them to add up all the bones to see if they
their answers. This way they would have completed and are really two hundred and six. Have students write the
checked altogether. Check spelling by writing the names of the bones / parts of the body next to the
answers on the board. numbers on the board.
Answers: head, face, arm, fingers, waist, leg, knee, foot
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Encourage students to write other random numbers Next, ask students which two body systems were
and exchange papers with a classmate who must mentioned and allow them time to look back at the text
identify the corresponding part of the body. to find the answer. After identifying the circulatory and
Read the Your Skeleton section of Pepe’s book out skeletal systems, open a class discussion about whether
loud. Then divide the class into five parts, and have each or not they find this information interesting. Ask them
part read one of the paragraphs out loud in unison. to explain their positions and to write their answers and
Elicit the blood cells that carry oxygen, the ones that opinions in their Student Books.
defend the body against infection, and the ones that help
in the clotting process, then elicit whether there are any Answers: 1 b); 2 information about the body;
other numbers mentioned in this part of the textbook 3 Two systems: the circulatory and skeletal systems;
(25 trillion, 250 million, nine), and what they refer to. 4 Answers may vary.
Ask students to answer the questions on page 90.
Monitor and check. 5 Read the text again and find
Refer students to the Glossary on page 161 to clarify the information.
the meaning of words. Ask students to count their fingers, their eyes, their
eyebrows, their arms and legs; then, ask them if these
Answers: 2 f; 3 a; 4 e; 5 c; 6 b things are easy to count (yes). Continue with the number
of bones and the number of blood cells (the latter
would be counted according to the number of cells in
Alternative Activity: Take advantage of the activity a certain amount of blood and then multiplied according
to review numbers. You can dictate numbers randomly to the amount of blood in the body). Elicit whether one
and ask students to write them in numbers and letters. can count blood the same way one can count bones or body
Try to include the numbers in the activity (206, 28, 14, parts (no). Have students discuss how one can count blood
26, 28, 120). (liquid measurements, such as liters or milliliters).
Time: 5 minutes. Ask students to work individually to answer the
questions in Activity 3. Encourage students to answer in
complete sentences. When they have finished answering
Class they should check their answers with a partner. Monitor
Lead-in and provide individual help when necessary.
Divide students into groups of six or eight; each group
should stand in a circle facing each other. Explain that Answers: 1 An adult human body has 206 bones.
you are going to give commands and they have to follow 2 The human body contains approximately five to six
them. Possible commands: nose to elbow, left hand liters of blood. 3 There are approximately 250 million
to right ankle, nose to right knee, right foot to left knee, white blood cells. 4 There are twenty four ribs. 5 Blood
right hand on neighbors shoulder, etc. Playing this game
will help students with vocabulary and balance at the Cultural Note
same time!
Getting students out of their seats and moving at It is important for students to reflect on their own
least once in a class period helps students to get rid of and others’ physical well-being. Discuss the advantages
pent up energy. of physical activity, the acquisition of physical skills
needed to play a variety of sports, and the ability to
Stage 3: I think relax. Physical activity should be seen as a lifelong
pursuit that promotes a healthy lifestyle. You can also
4 Read the text in Activity 3 and answer discuss sports that are popular in different countries.
the questions.
Tell students to go to page 90 in their Student Books
and silently read the extract from Pepe’s textbook again. 6 Read the examples and match them
To identify subject matter, purpose, and intended to the correct sentence.
audience, ask the class what the purpose of the text was. Elicit examples of what several parts of the body do, for
Provide options for students to choose from such as instance, the heart pumps blood, the stomach digests
narrative or informative. Elicit the answer that it was an food, the brain gives instructions to the body, etc. Elicit
informative text. Then ask what kind of information it the components of the sentences (subject + verb +
gave. Students should respond that the information was complement).
about the body.
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Write Blood is pumped by the heart on the board Alternative Activity: In order to remind students on
and elicit the difference with the other sentences. countable and uncountable nouns, ask them to raise the
Students may notice the inversion of subject and right hand every time you mention a countable noun
complement, and the fact that the verb is different. and stand and sit fast if you mention an uncountable
Point out that this is the passive voice. noun. Some words could be water, sugar, hair, air, fruit,
Have students open their Student Books to page 91 ham, milk, cheese, computers, students, bread, etc.
and answer the questions in pairs. Then have students Instruct students to open their Student Books to page
look at the verb list on page 181 and check the past 92. Have students work in pairs and classify the words
participles of a number of verbs. into two groups. Monitor and check.
Time: 10 minutes.
Answers: 1 a; 2 b; 3 a; 4 b
7 Circle the correct option. 10 Label the parts of the body.

Using the information from the previous activity Nominate individual students to identify each diagram.
students should be able to complete the rule Have students work in pairs to complete the labels. Set
individually or with a partner. Check answers as a class a time limit to work and then check the answers.
and have them demonstrate the rule with a few
examples. Try to come up with more examples with the Answers: 1 stomach; 2 red blood cells; 3 brain;
class until the material seems to be clear to students. 4 human bone; 5 arm muscles
Answers: 1 the receiver; 2 reverse the order

Alternative Activity: You need two dice and
Stage 4: I practice instructions on the board. Write on the board: 1 right
hand, 2 left hand, 3 feet; 4 stomach; 5 head; 6 back. You
8 Match the description to the pictures. throw the dice and according to the numbers they have
Elicit what the illustrations represent. Have students to perform an action. For example, 2 / 5 would be to put
match the descriptions to the pictures individually. Check their left hand on the head of the students next to them.
answers as a class. Elicit which items one can count Time: 8 minutes.
(blood cells, skull bones) and those we cannot (blood).
Answers: 4, 2, 1, 3
Classroom Management: If students are not
Class actively engaged in the lesson, they will become actively
Lead-in engaged in something else – disruptive behavior.
Play a game of Charades with the students. Give them
action words such as pumps, digests, send, carry, etc.
that refer to the body parts mentioned in the lesson. 11 Match the sentence halves. Then complete
Divide the class into two or three teams and elect them using the parts of the body in Activity 10.
students to take turns coming to the front to act out the Now instruct students to use the information from the
clue given to them. The team to guess the most words previous activity to complete the sentences. Tell them
correctly wins. to work with a partner to first match the sentence halves,
paying special attention to matching the subjects in the
9 Group the parts of the body. first halves to the correct verb conjugations in the second
Remind students that countable nouns are things we halves. To choose graphic resources to link text and
can count, for example, the number of bones, fingers, images, once the halves are matched students must use
etc., and uncountable nouns are substances we can’t the labels from the previous exercise. Check answers as
separate easily into different elements, for example, blood. a class and ask students what they notice about all five
Instruct students to open their Student Books to sentences. Elicit the answer that they are all written in
page 92. Have students work in pairs and classify the passive voice.
words into two groups. Monitor and check.
Refer students to the Glossary on page 161 to clarify Answers: 1 Food is digested by the stomach.
the meaning of words. 2 Instructions are sent by the brain. 3 Oxygen is carried
by the red blood cells. 4 Platelets are made by the bones.
Answers: Countable: bone, skull, heart, vein, cell, 5 The body is kept warm by the muscles.
stomach, small intestine, brain, muscle, vertebra, lung,
esophagus. Uncountable: blood, bone marrow, urine
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12 Read the notes. Write the complete taking notes, ask them to get together in pairs and
sentences. compare their notes.
Have students work in pairs and do a quick review
of past tenses and past participles. Answers may vary.
To write sentences from a model, tell students they
are going to read some notes and, based on these notes,
they are going to write out complete sentences. Write the 16 Alternative Activity: To help students develop
first example on the board (Carbon dioxide / carry / their listening subskills, such as listening for gist,
blood.) and ask the class how this information can be specific information, inferring, predicting, etc; perform
stated. They should see the example provided in the the activity this way: Play the audio and ask them to tell
text and respond Carbon dioxide is carried by blood. you what the general idea is (the skeletal system). Then
Underline the word is and by and explain that they ask them to listen again and write down as many words
must add the appropriate form of the verb to be and as they can related to the systems. In pairs, they discuss
by to show what does the action in order to write the the possible meanings or spellings of these words. Then
sentences. Have them work in pairs and complete ask them to open their books, listen again, and answer
the sentences from the notes. Monitor and check. Activity 13 by taking notes on the spine and muscles. In
Have students mix up the sentences, for instance, pairs, check the answers.
Carbon dioxide is carried by the spine. In pairs, they Once they have notes, relate the activity to speaking.
tell each other the mixed up sentence, and their Ask them to work in pairs and using their notes
partner should correct it. paraphrase what Myslim said about both topics. This
way they can follow their notes. Monitor and help with
Answers: b) Nutrients are absorbed by the villi. c) pronunciation or lexis.
Clean oxygen is brought into the body by the lungs. d) Time: 15 minutes.
The body and the rib cage are supported by the spine. e)
Vertebrae are surrounded by a layer of cartilage.
16 14 Listen again to Myslim and label the
Class diagram of the skeletal system.
Lead-in To choose graphic resources in order to link the text
Have students turn to page 82 of the Readers and look and images, students listen again and label the chart of
at the Comprehension Questions. Check understanding the skeletal system.
and ask them to work in pairs and answers the questions.
Ask students to share and compare their answers with Answers: 1 ribs / rib cage; 2 vertebrae; 3 spine
another pair of students. Check answers as a whole
class activity by reading the questions a loud and having 15 Add information about another body system.
different students read out their answers. Have the rest To determine the number of descriptions necessary in
of the class agree or disagree. Check answers in the relation to images, have students sketch a diagram and
Reader Answer Key on page 171 of the Teacher’s Guide. label the components of the body system.
Classroom Management: Listening skills are Alternative Activity: You can suggest your students
important. Point out that before they listen, they using a process for adding or removing information to
should try to think about what they expect to hear. improve the text. Ask them to choose the system they
want to talk about; brainstorm words related to the
topic and write them down; write sentences using the
Stage 5: I can models of passive voice Object+ be+ past participle+ by
+ subject. Check any word they do not know in a
16 13 Listen to Myslim talk about the dictionary or with their partners.
skeletal system and take notes about Time: 15 minutes.
the spine and the muscles.
Inform students that they will listen as Myslim explains
the skeletal system. To rewrite simple sentences about
descriptions in a conventional manner, have students
listen and take notes. Pause the CD if necessary. After
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16 Work in groups. Complete the
information.
Tell students to stand up and walk around. After twenty
seconds or so, call out “stop.” Students should then
compare their diagram to the person they are standing
next to. If they have the same systems, they become
partners and sit down in the nearest available seats.
Those who are still standing have different systems and
should begin walking around again on your command
until you say “stop” for the second time. Repeat this
process until all students are matched to a partner.
Pairs then work together to complete information
about their body system, writing complete sentences about
the labeled diagram. They should then get together with
another pair with the same body system, and compare
their texts, adding or removing information to improve
it, rewriting sentences in a conventional manner, and
revising punctuation and spelling conventions.
Answers may vary.
Alternative Activity: Have students form an inner

and an outer circle. Play music while they walk around
in their circles. When the music stops they face a partner
(inner and outer circles) and talk about a body part or
system you say out loud. They can use their notes.
Time: 10 minutes.
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Product 2 Charts of the Human Body
Unit 3 Systems Student Book p. 94-95
Performance Indicators: – Adjust language in accordance to intended audience

– Select a system in the human body. and purpose.
– Search and choose information from various sources. – Correct mistakes.
– Select a chart to organize the information. – Write a final version.
– Write notes to explain the components of the chart. – Examine distribution of graphic and text components.
– Use graphic resources to link the components and – Compose sentence to write notes.
their notes. – Mark and solve doubts.
– Edit the notes of the chart to write the final version.
Class 5 What materials will you need? Make a list.

Lead-in Now that students know what information they want to
convey they should consider the materials they will
Stage 1: I get ready need to do so. Each group should create a poster so
create a graphic organizer on the board beginning with
1 Write the system of the body and two parts the word poster. Students should volunteer ideas about
of the body. what is needed to create a poster and you should write
Instruct students to open their Student Books to page 94 their suggestions on the board in an appropriate place
and write the name of the system of the body and the on the graphic organizer. Examples: markers, pens,
parts of the body. pencils, colored pencils, tape, scissors, a ruler, etc.
Stage 2: I plan emember Next class students need to bring

their material.
2 Work in groups. Select a system in the
human body. Class
To select a system in the human body, draw a graphic Lead-in
organizer on the board; have students complete it with Since students will be working with charts this warm-up
the names of the different systems. Divide students into helps them recognize the organization of information
groups of three and have them select one of the systems. in rows and columns (lines). Students must be seated in
organized rows (at least four by four). Have the front
3 Search for information from different sources. row of students stand. Ask simple questions like What
To search and choose information from various sources, pumps blood through our bodies? Students raise their
tell students that they will have to search for information hands (or blurt out answers) and the first person to
from different sources. Have them make a list of answer correctly may sit down. The last standing student’s
sources, and decide who will search for each source. line (front-to-back) must stand and the game continues
until 3-4 rows / lines have played. You can use diagonal
4 Make a list of the information you will rows if the same person gets stuck standing each time.
include. To end, ask a really simple question (e.g. “What’s your
Once they have the information, they need to decide name?”) directly to the last student standing. Variation
which facts they find the most interesting and create for small group: the whole group stands and may sit one
a list. This list will be the information that they need to by one as they raise their hands and answer questions.
share with the rest of the class during their presentation.
Emphasize that it is always a good idea to start off with Stage 3: I do
an attention grabbing fact, something that will surprise
their fellow students, so that the class will be interesting 6 Select a chart to illustrate the information
in hearing more. Ask each group to identify an attention- about the body system.
grabbing fact so that they can include them in their To select a chart to organize the information, have students
presentation to maintain the interest of the group. select an appropriate chart (e.g. respiratory system,
circulatory system, etc.), examine the distribution of the
labels on the chart and label the different parts of the body.
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7 Write notes to explain the information in Teacher’s Reflection Tool
the chart. My work in this social learning environment has
To write notes to explain the components of the chart facilitated the learning process of the class so students:
and use graphic resources, students should write notes – Can answer questions in order to give a description.
to clarify information about the part of the body they – Can rewrite and compose sentences.
selected. They must determine the number of – Can organize terms and descriptions into a table.
descriptions necessary in relation to the images they – Can compose sentences in order to write notes.
have chosen and the language in accordance to the – Can verify spelling conventions in order to edit notes.
intended audience. Ask them to mark and solve doubts.
Once they agree on the notes, they should be written
out as complete sentences, and punctuation and
spelling conventions revised.
Stage 4: All ready to share

8 Display your chart for the class to read.
When teams are finished creating their charts, they
should be shared with the rest of the class and displayed
in a prominent place in the classroom.
I learn
Ask students what they can do now that they couldn’t
do at the beginning of the learning environment and listen
to their responses. Encourage them to identify the activities
that they found especially helpful during the process of
making the product. Then have them answer the I learn
box. Explain that its purpose is to assess their performance
while making the product in order to improve weaknesses
and reinforce strengths during the process. Briefly have
them discuss their responses to the self-assessment in
groups or with the rest of the class. Give positive
feedback for their effort and progress.
AR_TG1_pp075_100_U3.indd 99 7/16/11 4:42 PM

100
Is aware of the
importance of Participates in
Is aware of Learns to Learns to work in Reads and
language as a Reflects on language
language as a evaluate a respectful way rewrites
means to get his / her and games to work
Student’s Name means to carry Enjoys learning. his / her and in informative
to know others’ physical with specific
out enjoyable strengths and cooperation texts from a
AR_TG1_pp075_100_U3.indd 100
his / herself well-being. linguistic
activities. weaknesses. with others. specific field.
and his / her features.
surroundings.
General Comments
w
Assessment Criteria
5/4/12 5:10 PM
Unit 4

Familiar and Community Literary and Ludic Environment
Social Practice: Understand and incite oral Social Practice: Understand and express differences
exchanges regarding leisure situations. and similarities between cultural features from Mexico
and English-speaking countries.
Specific Activities: Exchange likes and dislikes
in a dialogue. Specific Activities: Read and perform songs in order
to recognize human values in English-speaking
Product: Interview countries and Mexico.
At the end of this environment students will: Product: Recital
• recognize behaviors that help people understand each At the end of this learning environment students will:
other in a conversation.
• be able to ask for more information. • understand the main idea in a song.
• make sentences. • make and answer questions.
• make questions. • use words I know to compare information.
• understand what is going on to start a conversation. • sing a song.
• detect important elements tosing a song.
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Performance indicators: – Identify words used to link ideas.

– Revise likes and dislikes in a dialogue, using context – Recognize behaviors adopted by speakers to give
clues, with the teacher’s guidance. further detail and confirm comprehension.
– Listen to likes and dislikes about leisure activities (e.g. – Organize sentences in a sequence.
hiking, dancing, singing, painting, etc.) in a dialogue. – Compose sentences to express likes and dislikes.
– Observe and comprehend non-verbal – Use linguistic resources to confirm comprehension.
communication. – Recognize points of view in favor or against.
– Identify subject, matter, purpose and intended – Use language to socialize and foster interpersonal
audience from previous knowledge. relationships.
– Recognize situations in which likes and dislikes are – Use language to share common interests.
shared. – Convey likes and dislikes in a dialogue with teacher’s
– Understand central sense and main ideas of likes and guidance.
dislikes in a dialogue, with the teacher’s guidance. – Revise sentence types.
– Anticipate the central sense from known words and – Recognize question tags and connectors (and, but).
expressions.
– Reflect on ways to express likes and dislikes. Materials:
– Establish structure of enunciation. – Reader, Audio CD
Class (subject-matter) and who they believe the intended

Lead-in audience is. Ask: What kind of texts are these? Where
Activate students’ schemata on the topic of this unit can we find them? Have you ever tried any of these tests?
(likes and dislikes) by carrying out a brief discussion on Do you enjoy taking these tests? Try to elicit as much
dates related to free time. Write on the board a date like: vocabulary as you can from the students (internet,
December 24, February 14, or any other well-known magazine, psychological, personality, memory quizzes /
holiday. Tell the students why you like that specific date. tests). To recognize situations in which likes and
Ask if someone knows what “TGIF” means; (they are the dislikes are shared, tell the students that these tests are
initials of a well known phrase in the American culture similar to interviews.
meaning Thank God it’s Friday). Encourage students to
discuss about everybody liking Fridays better than Reader T eenagers are the
Mondays. Ask students to write days, dates, months, and Future of the World p. 85-94
years with a special meaning to them in their notebooks.
At random, ask different students which dates they
wrote and why they like them. Then ask if there is a Have students open their Readers to page 85. Ask for a
particular day or month they dislike and to explian why. volunteer to read the title. Brainstorm possible contents
of the chapter based on the title. It is important to help
students notice that they can anticipate the central
Cultural Note sense from known words and expressions. Tell students
to look at pages 87-94; then, ask: What is the difference
When writing dates in the United Kingdom the most between the first two pages and the other pages? Have
common use is to write them in this order: day / month students identify the difference in register and point out
/ year. For example: 14th of February, 2012. that when something is written in third person it has a
In contrast, in American English the month always more formal feel opposed to something written in first
comes first and dates are written month / day / year. person. The busybody booklet may grab their attention,
For example: February 14th, 2012. but do not let them stay on that page too long;
encourage them to browse through the whole reading.
Then, ask students to circle any numbers they see and
Stage 1: I know model how they are said before they begin to read.
Most language learners tend to pay little importance to
1 What are these texts? What are they used for? the pronunciation of numbers. To observe and
Have students open their Student Books to page 98. comprehend non verbal communication, have students
Ask students to identify the topic of the reading notice the importance of numbers in their daily lives
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and the importance of how numbers are said in English. What do you think they are talking about? Next,
Certain numbers can be easily expressed with the aid of direct their attention to the utterances they must
body language (non-verbal communication) like place in order and ask them to read them out loud.
pointing three fingers to say three. However, it is very The intention of this activity is not for students to
important to focus on their correct pronunciation. memorize the dialogue; it is for students to recognize
Tell students to go back to page 85, tell them you behaviors adopted by speakers to give further detail
will share the reading with them. Read out loud page and confirm comprehension and agreement.
85, ask a volunteer to read page 86, and so on. Ask Numbering the paragraphs helps student develop
some general questions about the text: Which two awareness of the structure of enunciation, Hey Fiona
specific countries does the text mention? Do you think a is very unlikely to appear at the end of a conversation.
teenager wrote this? Make pauses whenever you feel Elicit why they only have three sentences in the
there might be vocabulary that seems challenging for exercise. Tell them: You will be listening to likes and
the class. Stop on page 91 and ask students to answer dislikes about leisure activities. Then, have students
the internet quiz. Finish reading and ask students to close their books and play the CD. Once they have
reflect on the information given on the text. Ask: Have listened, tell them to open their Student Books to page
you ever filled in a busybody booklet? Is there a 98 and put the sentences in order. Check answers and
busybody booklet going around in the classroom? make a brief reflection on the importance of
Ask students to answer the Comprehension sequencing sentences in a conversation, like it is always
Questions on page 95. important to start with a greeting, for example.
Check answers in the Reader Answer Key on page Refer students to the Glossary on page 162 to clarify
172 of the Teacher’s Guide. the meaning of words.
Answers: 3; 2; 1
Class
Lead-in 17 3 Listen again and write the name on
Tell students that they are going to play a game called the quiz. Write T for True and F for False.
Back Drawing. Divide the class into pairs. One member Ask students to look at the pictures and to describe
of each pair must close his eyes. The other student is what kind of text it is. They should easily recognize it as
the artist. Draw on the board simple shapes. The artist a magazine test or quiz, like the ones they’ve seen in
should finger trace the same shapes on his partner’s their Readers. Tell them to observe the different
back; the other student should guess what is being categories: indoors, outdoors, technology, sports, and
drawn. These are some possible shapes to be drawn: a the subcategories under them. Before playing the CD,
heart, a question mark, a star, a square, a circle and a ask studens to retell the content of the conversation
triangle. Do not write the words on the board, just between Alicia and Fiona. Ask: Who answered the test?
shapes. Now, move on to numbers. For example: 8, 10, and have them write the name on the quiz.
100. Then make it more difficult, write 20%, 50%. To recognize points of view in favor and against,
After a short while students change roles. direct their attention to the True or False activity. Read
the questions together. It is important that you draw
Stage 2: I build students’ attention on how the girls express their points
of view in favor and against different leisure activities.
17 2 Listen to the conversation and Play the CD and have students listen again to the
number the following sentences in the order recording to fill in Alicia’s information. Check their
you hear them. answers orally and ask them to think on the activities
Have students open their Student Books to page 98 they like to do in their free time. Question students on
and ask them to look at the pictures. Read the instructions their preferences. Students should answer freely; ask
and tell them they are going to listen to a conversation about other activities that may not be included.
between Fiona and Alicia and that they will be talking Examples: Do you like skating? Do you like playing video
about leisure activities. Write leisure on the board, games? Do you like shopping? Do you like to do
check pronunciation and give examples. Ask students homework? Do you like helping out with house chores?
to look the word up in the dictionary if meaning Refer students to the Glossary on page 162 to clarify
remains unclear. Then ask them to look at the picture the meaning of words.
of two girls on page 99, ask: Who do you think is
Alicia and who is Fiona? What is the girl holding? Answers: 1 T; 2 F; 3 T; 4 T
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17 4 Listen one more time and write the students to reflect on what they have seen in Activity 5.
expressions used to confirm that the person is Ask students: What is different in the first sentence?
understanding. (that it is a negative one), this is the clue to answer the
Ask a student to read the instructions out loud and ask next question. Explain that don’t + like is a formula to
for a volunteer to explain what they have to do. With express dislike and hate is another one. Write them on
this small exercise, make sure your students understand the board and elicit which might express a stronger
what is expected from them, and explain that you’re dislike. Help students practice composing sentences to
modeling the activity. Just as you asked them to show express dislike by asking them what kind of food they
you that they had understood the instructions, when don’t like and which kind of food they simply hate.
people are talking, the speaker expects some cue from
time to time from the listener to know that he’s being Answers: 1 chatting, spending; 2 dislikes
understood. Elicit what kind of cues students use in
their mother tongue. This activity will help students Class
recognize pieces of language that confirm Lead-in
comprehension. Brainstorm the name of different activities you can do
Play the CD again and ask students to answer the in your free time and write them on the board. Students
questions in pairs. Monitor and help students, the can go back to page 98 and check the personality quiz
answer may not seem so obvious to them, discuss to get some ideas. Ask for volunteers to come to the
the first one and then elicit the rest of the answers. front and mimic their favorite leisure activity. The rest
of the students have to raise their hands and say their
Answers: 1 OK; 2 That’s true; 3 Right; 4 Oh! guess. When a student guesses right, then he comes to
the front and mimics his favorite activity.
Stage 3: I think
7 Underline the question that requires a Yes or
5 Read the sentences and circle the words No answer. Circle the question that requires
that follow the verbs. What do these words you to give information.
have in common? What is different? Ask students to go to page 100. Have a student read
Divide the class into pairs. Ask students to open their the instructions. Then tell them to read silently the
Student Books to page 99. Have a volunteer read out two sentences. Ask: What is the difference between the
loud the instructions; then, slowly read the first two two questions? What is the difference between the two
sentences. Ask: What verb do these two sentences share? answers? Have students underline the first word in
(like). Then, elicit what is different in each sentence. Both each question. Give them a couple of minutes to do
sentences use the verb like, but the first one is followed the exercise and then ask students to share their
by an infinitive (to + verb), and the second one by a answers and their views in relation to the two types of
gerund (-ing). Explain that both sentences have a similar questions. Ask students to read the questions again and
meaning and that both are correct ways to express likes. ask: Which of them is useful to obtain more information
Then, write the next two sentences on the board and and details? (the second one).
have another volunteer read them. Ask: What do these Next, tell students you will go through different
two sentences have in common? Tell them to underline kinds of questions. Draw a chart on the board. First,
the action word and then circle the word that follows. write Closed ended questions and explain that this
Give them a few seconds to reflect on the characteristics kind of questions only has two possible answers.
of the verb like, when you use this verb you can both Write an example and elicit other examples from
have an infinitive or a gerund next to it. Other verbs used students.
to express likes (enjoy, love) will use an –ing word. This Secondly, write on the board Open ended questions,
will help students reflect on ways to and understand and explain that these questions require a more
express likes and dislikes. detailed answer. Write the first example and address a
student: Where do you live? After the student has
Answers: 1 to read; 2 reading; 3 texting; 4 watching answered explain that a yes-no answer was impossible
for this question, so the question was open to many
6 Look at these sentences and answer answers. Ask students to give you some examples of
the questions. open ended questions.
Ask for volunteers to read the two sentences out loud Finally introduce the concept of question tags.
and then read the two questions. Have students think of Say: You understand, don’t you? Then, write Tag
the answers and write them on the board. Advice questions on the board. Explain that these questions
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actually begin with a statement and at the end they Alternative Activity: Play a game to help students get
have another question (tag) added. Tag questions further practice on expressing their likes and dislikes. Write
will be seen later in lesson 2, so don't go into a full on the board the following sentence: I like knitting and
explanation at this point. cooking, but I don’t like playing video games. Ask for a
volunteer to explain which are your likes and dislikes as
Answers: 1 underlined; 2 circled stated in that sentence. Practice asking the question: Do you
like x? Then ask students to follow your model and write a
8 Look at these sentences and answer similar sentence expressing their very own likes and dislikes
the questions. on top of a sheet of paper. Next, tell them they will have five
To identify words used to link ideas, read the two minutes to go around the classroom asking their classmates
sentences out loud, stressing the connectors and, but. about their likes and dislike. When the time’s up, ask
Then, read the questions and ask students to answer students to count the number of classmates they wrote on
them. Check as a class and write examples on the their piece of paper. The winner will be the student who
board: I like to exercise, but I don’t like to swim. I like found more classmates with who he or she shares a like
fruits and I like desserts. I don’t eat meat, but I do eat or dislike.
fish. Underline the linking words and ask students to Time: 10-15 minutes
make sentences with their personal information in
order to practice. Explain that these words are called
linking words or connector because they are used to link Stage 4: I practice
or connect two ideas.
18 10 Listen and check (3) the personality
Answers: 1 and; 2 but quiz for Ben.
Ask students to open their Student Books to page 101
and take a look at the Internet test. Ask them if they
Alternative Activity: Ask for some volunteers and believe the test is meant for adults, teenagers, or small
tell them that you will play a game. Make all volunteers children. Have them circle the words that are not clear
stand in front of the class, tell them that you will say to them. Probably knitting, texting, surfing, and hiking
something true about you using the word but and the may be unknown to them. Write them on the board
following student should repeat your sentence adding and instead of giving explanations try miming them for
his or her own, but using the word and. The following students to guess. Then have students work in pairs and
student repeats the two sentences and adds his or her play the CD. When the audio is over ask: What kind of
own idea using but, and so on. For example: I like things does Ben like to do? Require students to raise
sandwiches, (next student) but I don’t like bananas, their hands to give the answers.
(next student) and I like ice-cream…
Time: 5 minutes Answers: 1 walking the dog; 2 paying basketball or
soccer; 3 playing video games
9 Complete the sentences. 11 Complete Sissy’s personality quiz results

This activity is meant to help students reflect and with and or but.
synthesize the different contents seen so far. Help them Elicit the difference between and and but from
think on their own, don’t just provide the responses students, then ask them if they remember what type of
at once. words they are and what they are called (connectors).
Have a student read the first sentence and elicit the Say something that may point out a situation in which
answer from the class. Make them notice that the first likes and dislikes are shared. For example: I like
sentence refers to positive feelings, as opposed to the chocolate and ice-cream, but I don’t like lemon pie.
second sentence. Students will need to practice using these Elicit a situation that may be similar to your example.
verbs to be completely aware of the way they are structured. Then ask them to complete Sissy’s personality quiz on
Ask for examples and have students say sentences their own, and later to check their answers with the
expressing their likes and dislikes. Divide the class in pairs, person next to them.
ask the students to do the rest of the exercise. When they
have finished, have students share their answers. Answers: and; and; but; and
Answers: 1 like, hate; 2 –ing; 3 Do, What; 4 details;

5 and, but
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12 Complete the conversation. Explain that they will take the quiz and that they
Follow up the previous activity by asking students if should check all the activities they like. Once they have
they share Sissy’s likes and dislikes. Encourage students finished, ask them to exchange their results with a
to freely express their points of views on free time partner. Students discuss their answers. According to
activities. Ask: What do you enjoy doing on your free the test, the box with more checks is the category they
time? To convey likes and dislikes in a dialogue with fit in. Start a class discussion on whether students agree
teacher’s guidance, provide practice by modeling a with their category or not, and how accurate magazine
similar activity on the board. Write this text with quizzes can be. This should prove a very good occasion
information about Ben, leaving the gaps empty: My to help students participate pertinently during an
name is Ben and this is the result of my personality opinion exchange to share common interests.
quiz: I like walking the dog (but) I (don’t like) knitting. I Refer students to the Glossary on page 162 to clarify
like playing soccer (and) I love playing video games. the meaning of words.
Have different volunteers come to the front to
complete the text with the information they heard in Answers may vary.
the last activity. If necessary, play the CD, track 18 once
more to refresh the information. Next, direct students’ 14 Write a short paragraph about you based
attention to the paragraph in Activity 11; tell them that on your quiz results. Use Ben’s paragraph
they are going to do this activity using Sissy’s answers, as a model.
have them do it pairs. When they have finished elicit Ask a student to read out loud Ben’s paragraph.
the answers from the class. Then, ask for a volunteer to Explain that this is first person, and that it is used
be Sissy and another who will be Ben; role plays the whenever we need to express our feelings, likes,
conversation. When you have finished, ask students to dislikes, and personal opinions. Ask students to write
pair up differently, instead of working with the person their paragraph in the space provided expressing their
next to them it could be the person behind them, then likes and dislikes. In pairs students read each other’s
do the role play. paragraphs. Ask for volunteers to read their
paragraph out loud.
Answers: do you like to do; like cooking, drawing; like
playing; don’t; you like doing; do; and 15 Work in groups and discuss your likes
and dislikes according to the quiz in Activity
Class 13. Ask follow up questions.
Lead-in Ask students to work in groups of three or four; do not
Explain to students that they are going to participate in accept bigger groups. This activity will be a good
a contest. To use different linguistic resources to opportunity for students to share common interests,
confirm comprehension, they will ask each other socialize, and foster interpersonal relationships.
questions but they cannot answer with yes or no. They Encourage students to talk about food, celebrities, and
can only say of course, that’s true and right (for yes); and, habits, like sleeping-in on weekends, or having
of course not, that’s not true, and wrong (for no). The midnight snacks, for example. You can also help them
rule is they can only use each expression once. out by asking what programs they like to watch, or
Nodding, saying aha! or nope is not valid. Let students which types of movies they prefer. Insist they express
practice for one minute before they start asking each clearly what their preferences are. To revise likes and
other questions, but insist they cannot say yes or no. dislikes in a dialogue, using context clues, with the
teacher’s guidance, stress the importance of follow up
Stage 5: I can questions and the natural turn taking when speaking,
paying attention and showing interest. Examples of this
13 Take the quiz. Check (3) all the are: looking at people directly in the eye, giving
activities you like and find out which undivided attention, showing interest with expressions
category fits you best. such as OK; interesting; right; Oh!
Have students go to page 102 on their Student
Books. Elicit what kind of document they see on the emember Next class you will need: ten to
page (magazine personality test or quiz). Then write fifteen teacher-made flashcards with pictures or
on the board easygoing, outdoorsy, artsy, techno, social, drawings of different occupations.
ask students if they understand what each category
means. Ask them to provide examples. Go through the
different activities on the quiz and verify
comprehension.
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Performance indicators: – Recognize acoustic features: pauses, interruptions,

– Identify speech register. rhythm, speed and pronunciation.
– Convey likes and dislikes in a dialogue with the – Use language to respect the rules of oral exchanges.
teacher’s guidance. – Use language to participate pertinently during
– Anticipate the central sense to strike up dialogues. exchanges.
– Compose sentences to express likes and dislikes. – Recognize syntactic differences between British and
– Include details in main ideas. American varieties.
– Express point of view in favor and against. – Recognize question tags and connectors (because).
– Ask and answer questions to solve doubts.
– Use non-verbal communication.
– Recognize the appropriate time to interrupt. Materials:
– Practice and follow rhythm speed and pronunciation. – Reader, Audio CD
– Start a dialogue. – Celebrities profiles, teacher-made flashcards
– Practice answer and ask questions to solve doubts. (occupations), biographies (information about hobbies)
– Establish the structure of enunciation.
Class person is. Ask general personal information about the

Lead-in celebrities in the student book, usually students become
Divide the class into two teams and ask them to more eager to share this type of information when they
brainstorm different occupations, write their guesses think you do not know who they are. Encourage
on the board. Then, ask for a volunteer to pick out a students to express their points of view in favor or
card, but he must not show it. Ask closed ended against them, their music, their movies, their life styles,
questions about the occupation. Example: Does this etc. Make a pause and direct students’ attention to the
occupation require a uniform? Do they work indoors? behaviors naturally adopted by speakers when giving
Does the occupation require special training? Engage further details.
other students to asks questions, but explain that all the
questions must be closed ended. Tell them that this was Answers: Fergie; Jaden Smith; Justin Bieber
only an example, but that now teams will compete
against each other. One student picks out a card; and Stage 2: I build
then his teammates ask up to five questions to guess the
occupation. You will need to keep a record of the 19 2 Listen to the conversation and match
number of questions they asked. Advise students to the hobbies to the celebrity.
take turns when asking questions, it may be very Ask students to pair up with the person sitting next to
confusing if they all speak at the same time. Also, them. Then, direct student’s attention to the three boxes in
encourage students to formulate very specific questions the book. Read the instructions and have them silently read
to anticipate the central sense of the words since they through; then, in pairs have them guess which celebrity
have no context. Then have the other team play. The likes to do the things mentioned there. Elicit ideas and
team that guessed more words wins. opinions from students; they should express their points of
view reacting to what other students have guessed. Play the
Stage 1: I know CD. Tell them to listen to the conversation and then match
the columns. When they have finished answering ask some
1 Who are these celebrities? What do they follow-up questions, like: What does Fergie like? Which
do? What do you think they like doing in their sports does Jaden Smith like to practice? What instruments
free time? does Justin Bieber play? Who were the two people in the
Ask students to open their Student Books to page second conversation? Did you notice a difference between
104. Give them a few minutes to look at the page. Ask the two conversations? Do you think you speak differently to
them what they expect the class to be about, if they people your age and to people who are older than you?
recognize any of the celebrities on the page. Have a
volunteer read the instruction. If a students does know Answers: 1 b; 2 c; 3 a
one of the celebrities ask him or her to explain who that
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Stage 3: I think Establish differences between politeness (greeting, and
closing a conversation) and impoliteness (not greeting,
19 3 Listen again and write the first and cutting off a conversation and leaving rapidly).
sentences used to start each conversation. Check answers as a class.
Ask for a volunteer to read out loud the three sentences
of the activity. Play the CD one more time and have the Answers: 1 opening; 2 body; 3 closure
students compare their answers with the student
stting behind. 5 Look at the sentences and underline
To identify speech register, ask students to reflect on the reason given in each sentence. Then
how we address, or talk to, different kinds of people circle the word that comes before the reason.
(your teacher, your mother, a friend, etc.). To help them Have a student read out loud the instructions. Tell
distinguish formal language and informal language, students to answer in pairs. Then write on the board the
using the three sentences above have students place an F two original phrases that were combined to make that
in front of what they believe are formal questions and I sentence. Write the first as follows: 1 I like Fergie. + She
in front of the informal questions. is an amazing singer. Ask for a volunteer to go to the
Next, ask students to share their common interests board and do the same with the second sentence: 2 I
with the person behind them: Who is their favorite don’t like American Football. + It is boring. To include
actress, singer, author? Then ask students to share details in main ideas, explain that the word because
their answers with the class. Interrupt students on serves to give a reason for someting. In pairs ask
purpose when they are talking. For example say: Sorry students to write similar sentences on their notebooks
for interrupting, but was that the actress in X movie? using because. Have two or three students write their
Try to interrupt two or three times, this is to have sentences on the board.
students recognize when it is appropriate to
interrupt a person. Ask them to reflect on it and Answers: underlined: 1 she's an amazing singer; 2 it is
write on the board when it is appropriate and how to boring; circled: because
be polite when interrupting. Students may come up
with different ideas. To recognize the appropiate Class
time to interrupt, show them these strategies. Lead-in
1 When the speaker pauses or takes a deep breath: Greet the class and have students open their Readers to
Show your undivided attention, look the speaker in the page 93. Lead a short discussion about your students’
eye and wait for a natural pause to interrupt. Then say own likes and dislikes regarding the topics shown on
what you need say quickly. the year 2000 survey. Ask them questions regarding
2 After the speaker has finished a thought or a whether they like or dislike doing these activities; and if
statement. they like doing them, for how long do they carry them
3 When you need to say something be polite and say out? Encourage students to provide descriptions and
something like: Excuse me, we need to go, the bus has details by asking questions such as: So you do like
arrived. / Sorry for interrupting, would someone like a reading magazines, what kind of magazines you read?
glass of water? Please continue. How often do you read them? Is there a special section or
To use language as a means to respect the rules of author you like? Is there a particular magazine you
oral exchanges, brainstorm with students how and don’t like? If you like listening to FM radio, what is your
when we interrupt conversations. Ask for volunters to favorite station? Is there a radio show you never miss?
provide examples. What is the best pop music radio station? etc.
Answers: 1 Hi. I see you are reading a music 6 Look at the questions. Circle the open
magazine. 2 Hi! Can I talk to you about your favorite question. Underline the question tag.
celebrity? 3 Do you mind if I ask you a question? Tell students to open their Student Books to page 106.
Read the instructions and ask a volunteer to read the
4 Label the parts of the conversation with two questions. Ask students if they can remember what
words from the box. an open question is. Remind them about the clue open;
To get students to understand the structure of this indicates that the answer is open to many different
enunciation, ask students to read the conversation answers (as opposed to closed ended questions). Ask
silently. Then get a volunteer to read A and another students to identify and circle the open question. Elicit
volunteer to read B, they do not necessarily need to from students the answer. The open ended question is:
have been working together. Then, explain the activity Who is your favorite celebrity? This question accepts
so students can label the conversation on their own. many possible answers depending on each person’s
Discuss briefly how this applies when we greet people. preferences.
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Then, it is clear that the other question is the word guitar, for example, will make it easy to predict
question tag but, What is a question tag? Ask students that the conversation will be about music. Ask students
to analyze the question and see if they can remember to say a couple sentences about likes and dislikes, and
what you mentioned previously about this kind of make other students infer what they can talk about
questions. Ask: How many parts do you see in the according to the presented information.
question tag? Help them remember that a question tag Have students close their Student Books and play
refers to a statement followed by a mini-question the CD. When the recording ends, ask students to open
(question tag). Identify the elements. The statement is: their Student Books to page 107 and to work with the
You like Justin Bieber, and the question tag is: don’t you? person sitting behind them, to fill in the blanks. You
Ask students to reflect on what function the question can play the recording again with their books open.
tag has. Elicit the first answer and write it on the board. Then
Explain that we use question tags at the end of ask for some volunteers to share their answers on the
statements mainly to ask for confirmation. They mean boards.
something like: Am I right? or Do you agree? Refer students to the Glossary on page 162 to clarify
Point out that when the information is affirmative the meaning of words.
(You like Justin Bieber) the question tag is negative
(don’t you?). Ask students to think: What happens Answers: isn’t she; singing, dancing; because; she likes
when the information is negative (You don’t like Justin hanging out; You like
Bieber)? In this case the question tag becomes positive
(do you?). 9 Circle the opening and the closing in the
Provide some practice for question tags. Write a conversation in Activity 8.
couple sentences on the board like: You like rock,…? You This exercise is intended to reinforce dialogue
don’t like chocolate,…? You like reading,…? Have some structure. Elicit from students if they remember ways to
volunteers come to the board and write the question be polite in a conversation. How are you supposed to
tags. Point out that the comma is an important element start? (With a greeting). This would be the opening,
to signal the two different parts of these sentences. that means, a line that literally “opens” the conversation.
Then, ask them what happens when all that had to be
Answers: 1 circled; 2 underlined said, has been said. They close, or end, the conversation.
People usually close a conversation by saying goodbye
7 Complete the following sentences. (farewells) and thanking, and by doing this the people
Remember this activity is intended to promote taking part in the conversation understand that it has
reflection, so you should try to make students arrive to come to an end.
the correct answers thought different means (like
explaining, providing examples, and making questions), Answers: Opening – Hi! Can I talk to you about your
rather than just give away the answers quickly. favorite singer?; Closure - Oh, cool! Thanks for talking
Read out loud the first sentence and ask students to to me.
freely volunteer to call out the answers to the gaps.
Then ask another volunteer to read the second 10 Role play the conversation with
sentence, and another volunteer to read the third one. a partner.
Give students a few minutes to fill in the gaps on their Divide students into pairs. To practice and follow
own. Then have them check their answers with the rhythm, speed, and pronunciation, explain they will act
person next to them. out the conversation in Activity 9. Ask students if they
would feel more comfortable if they listened again. If so,
Answers: 1 middle, end; 2 because; play the CD once more. This will aid pronunciation. In
3 question tag order to build confidence, ask for a volunteer to act out
the conversation in front of the class with you. Tell them
Stage 4: I practice they will do the same. After a short while, ask students
to change roles so they can practice both conversations.
20 8 Listen to the conversation and While modeling the conversation, focus on the
complete the sentences. phonic elements of the text. Bring students' attention to
Ask students if they recognize the girl in the picture. the acoustic features of the dialogue, such as the pauses,
She is Taylor Swift, a very famous American country interruptions, rhythm, speed, and pronunciation.
singer. Say: Taylor loves playing the guitar. She likes Explain that to be understood while speaking in any
singing in big arenas. Elicit what the listening might be language, you need more than just the correct words
about. Help students anticipate the central sense of a and grammar structures. Performance is a very
conversation from known words and expressions. The important element of communication. With this in
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mind, act out the dialogue one more time and ask Answers: 1 You like pop music, don’t you? 2 You are
students to explain how these elements can help them twelve, aren’t you? 3 You can play the guitar, can’t you?
improve their ability to communicate in general.
Class Alternative Activity: Once students have

Lead-in unscrambled the words ask them to make closed ended
In pairs, ask students to reflect on how much non-verbal questions using the same ideas as the questions they
communication they use in their daily lives and under just unscrambled. Do the first one on the board as an
which circumstances it occurs. You may need to go again example; the other two questions should be done in
over the concept of non-verbal communication. Ask a pairs. When they have finished ask students to go to the
student: Can I borrow your pencil? When he gives you one, board and write their new question.
say nothing and make a thank you gesture with your hand. Example: You like country music, don’t you?, You are
Did your students understand you were saying thank you? fourteen, aren’t you?, You can play the piano, cant’t you?
How can they know it? Elicit the answer and practice other Time:10 minutes.
common gestures: please, crazy, hello, come, smelly,
beautiful, hungry, OK, I’m tired, asking for the bill, etc.
Insist on students standing up when they participate 13 Complete the following questions with
so everybody can see them. The main objective is for question tags.
students to practice non-verbal communication, so To practice asking and answering questions have
have them practice with the student next to them. students look at Activity 13, then ask a student to read
There should be very little noise in the classroom. the instructions and have students do the activity in
pairs. Check the answer and ask a student directly. You
11 Match the following columns. are an only child, aren’t you? The student answers and
Ask students to open their Student Books to page 108. you ask a follow up question: (assuming he said no) How
Ask a volunteer to read the items on the left column out many brothers and sisters do you have? The student
loud, check comprehension and then a different answers. Then, pair students up in a way that they are
volunteer continues to read the column on the right. working with a completely different person. Tell them
Have students match the two columns in pairs. By now, they are going to ask each other the questions on
students should easily see how sentences relate as in Activity 13, but adding follow up questions.
explanations. The word hiking might be hard to
remember. If any student asks you for its meaning, Answers: 1 aren’t you? 2 don’t you? 3 can’t you?
direct them to the dictionary at the end of the book.
Check the answers as a class and have students close 14 Complete the sentences with
their books. One member of the team asks questions to information about you.
the other using the information on the left column. Can Before students actually do the exercise, ask them about
the other student remember the reason given in the things they like and things they don’t like. You may also
exercise? This activity will promote language to answer try to have them ask you questions of your personal likes
questions and solve doubts, as well as the use of the and dislikes. Then give them a few minutes to complete
word because to provide reasons. the sentences individually, and then share their answers.
This is an activity that requires introspection, do not
Answers: 1 c; 2 d ; 3 a ; 4 b force at any point students to share with the class their
answers. Ask for volunteers, but let students know that
12 Unscramble the questions. they are free to share or not their answers.
To get students to practice question tags, ask students
to look at the word in the scrambled sentences. Ask: Answers may vary.
How do you end a question in English? (with a question
mark). How do you start a question in English? (with Cultural Note
capital letters; another possible answer, with Wh
words). Write their opinions on the board. Then, in When talking about likes and dislikes, students might
pairs, ask them to remember the characteristics of come up with colors and wonder whether the right
question tags and write them on the board. Point out spelling is color or colour. Explain that both are
that this activity has only question tags. Stress the fact correct but that color is the appropriate spelling for
that in English an opening question mark is not used American English, while colour is the appropriate one
(¿), actually write the inverted question mark on the for British English. The same is true for words like
board and then cross it out so they can remember that favorite and neighbor.
it doesn’t exist in English.
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emember Next class you will need: students to 2 text organization (clear subject and purpose clear;
bring information about their favorite celebritys opening, body and closure), 3 vocabulary (varied and
hobbies in English. Really insist that whatever they new words, linking words and, but), 4 punctuation
bring is in English. Celebrity profiles are easily (correct use of commas and periods), 5 spelling,
downloaded from the Internet. 6 presentation (neat writing).
Ask students to exchange their text with a classmate
Class to proof read it.
Lead-in
Write on the board the following information: Basic
rules for living in New York City: 1 You must cross the Class management: Insist on peer and self-
street at crosswalks. This is called "jaywalking" and it editing. Students learn to edit by focusing on isolated
is illegal. 2 Museums are closed on Mondays. 3 You can skills like punctuation or capitalization. Then if they
not ride your bike on the sidewalk. 3 Recycling garbage feel they can, they should edit spelling. Students are
is obligatory; if you don’t, you get a $500 dollar fine. easily discouraged when someone checks their
Ask students to brainstorm in pairs why these writing, it is important that they feel comfortable
rules were imposed and if they make sense. Write with the person that is editing their work.
down some of their ideas on the board, this is Unfortunately, we as teacher cannot address
important because it give the students a sense of everything in one assignment, and neither can the
significance and importance of their views. Ask students, if you want them to enjoy writing give them
students if there are any similar rules in their city, a check list of the things you will be looking for in
if people follow them. This activity encourages their writings. Explain that the goal involves a
students express their points of view in favor and process. Additionally, even though their whole life a
against different topics. teacher has evaluated their work, it is very
intimidating; the fact that another student is
Stage 5: I can checking their work may make them more confident
when they turn in their final writing.
15 Choose a celebrity and write about his or
her hobbies and free time. Explain why you
like that celebrity. 16 Talk about your favorite celebrity with
Have students open their Student Books to page 109. Give your partner. Use follow up questions and
students one minute to read the information on their questions tags.
favorite celebrity. Ask them to make a mind map with Ask students to talk about their celebrity in pairs. If
their celebrity’s hobbies. Model the activity and make a there is time, ask for volunteers to talk about the
mind map with hobbies for your own favorite celebrity. celebrity they chose in front of the class. Give some
Remember to focus on positive celebrities. To anticipate kind of incentive to the ones who do, and encourage the
the central sense to strike up dialogues, explain students group to ask questions and tag questions to the speaker.
that in order to write well, it is important to plan what This activity is also intended to socialize and foster
they are going to write. Some students may bring interpersonal relationships by learning to listen and
biographies instead of information about hobbies; this is respect the speaker: anticipating the central sense from
fine as long as they have enough information to write known words and expressions, learning to give
about. If short of ideas, direct their attention to the undivided attention, respect the speaker’s points of
various quizzes throughout the lessons. Plenty of free view, understanding pertinent particiation. As for the
time activities are to be found in there. Once they have speaker, this activity aids student development by
done their mind map ask them to write a paragraph. practicing how to address an audience: eye contact, a
This is a list of important items to keep in mind clear voice, appropriate pauses, speed, pronunciation
while writing: 1 title (correct use of uppercase letters), and rhythm, dealing with questions, etc.
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Unit 4 Product 1 Interview
Performance indicators: – Revise that the sentences are understood when

– Select a leisure activity. spoken and listened to.
– Decide the time, the place, and the duration of the – Assign the roles of interviewer and interviewee.
interview. – Practice the formulation of questions and their
– Compose the questions and the answers about likes answers.
and dislikes. – Carry out the interview.
Class 3 Decide the time, place, and duration of the

Lead in interview.
Greet the class and yawn without covering your mouth. Most young generation students like to see things at a
Wait a few seconds and check how many of your glance. Write a time table on the board including the
students also yawn; if nobody yawned, yawn again. titles: Time, Place, Duration, Interviewer, Interviewee.
Then, without saying a word, write the following on the Tell students they can use it if they believe it will help
board: Why did more than one person yawn?, Do people them get better organized. Do not explain the
yawn only when they are tired?, Is yawning a sign that a difference between interviewer and interviewee yet,
person is bored?, Do animals yawn, too? As a group unless students ask.
discuss the answer to the four questions.
4 What material do you need? Make a list.
Stage 1: I get ready Give a few minutes to students to think of whatever
material they might need to carry out this task, and to
1 Check (3) the activities you like doing in make a list.
your free time.
Ask students to sit according to the first letter of their Stage 3: I do
first name. This may take a while because at school they
are usually used to following the first letter of their last 5 Compose the interview questions and
name. Give students time and help them out, it may seem answers about likes and dislikes (include
like chaos at the beginning, but they will stay in this way follow up questions and question tags).
the rest of the class – after the yawning you really need to Elicit one or two questions students may ask, and then
encourage movement. Ask students to open their Student let students work out the rest of the questions on their
Books to page 110 and have them look at the pictures. own. They should come up with at least ten questions.
Ask them to describe what they see in the pictures and Tell them to look at their Readers (pages 85-94) for
check the ones they enjoy doing. Then ask: What's the ideas. Encourage them to prepare one or two question tags.
name of each activity? Is there someone in the class in Model the activity. For example, discuss a recent trip.
Who likes doing one or more of these? Ask: Where did you go to? How long did you stay there?
What did you like about that place? Topic: Ugly
Answers may vary. Neighbors. Why don’t you like your neighbors? Are there
any other neighbors you dislike? Topic: Parties. Do you
Stage 2: I plan like parties? When was the last party you organized? Do
like cleaning up after the guest have left?
2 Work in pairs. Decide on a topic for your Topic: Recent Good Movies. What types of movies do
interview. you like best? Which movies do you dislike and avoid?
Ask students to get in pairs. Explain they are going to Topic: Gifts Every Teenager likes. What is the best gift
work on an interview. Elicit from them which topics to give a tween? Why do you think they like that so
they would like the interviews to be about. Write their much? Topic: Greatest Dislikes. What is the thing or
ideas on the board. Have each pair choose one topic. situation that you dislike the most? Why do you dislike
Some possible topics are: a recent trip, pets, ugly it so much? Do you know anybody does like this either?
neighbors, parties, recent good movies, gifts every teen Students should work in pairs while you monitor
likes, greatest dislikes. from a distance; this means you do go around and
check that the work is being done and that it is being
done properly, but you are not really teaching – you are
guiding. You may bring some type of soft music that
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can be played to relax them. The best type of music for interview will give them as well as a more natural
these activities is instrumental, no lyrics. Lyrics make speaking rhythm, accuracy and pronunciation. It also
students distracted. gives the students a natural way to examine what
speakers do when being interviewed or when
6 Check the questions and answers for interviewing someone.
spelling and grammar. It seems hard sometimes even for adults to make
Ask students to check their punctuation. All questions conversation, yet we constantly expect our students to
should start with a capital letter and end with a question start up a conversation without any problem.
mark. Spelling and grammar mistakes should also be But we have to reember that even in their mother
addressed; students may use most of the elements in their tongue it is not always easy for them to make
writing check list as a guide. Also mention that the interview comments. This is why the brainstorming, the planning
should have an opening, a body, and a closure. Ask students and the rehearsing are extremely important. Carrying
to make sure they include these three elements. out the interview gives importance to all the work that
they have done, it also develops sensitivity to fellow
7 Decide who will be the interviewer and who participants in the interviews.
will be the interviewee. Tell the students they will have ten minutes to
Tell students to agree on who will be the interviewer practice their interviews. If they have any doubts about
and the interviewee, this time make sure they the pronunciation, this is the time to check it. Be very
understand the difference. Tell them next class they will strict with the time, all students must get a chance
perform the interview in front of the class. Tell them to participate.
that in real life interviews, interviewers do not read the Direct students’ attention to the Useful Expressions
questions; they simply have notes that remind them box, they might find language chunks to improve their
what to ask. The interviewee never reads anything. oral performance.
Since this activity is done with the students’ real
information, encourage interviewees not to read. 9 Perform the interview.
Students take turns in performing their interviews.
Class Give them feedback, focus on the positive things they
Lead in did. Encourage the other students to ask questions and
Ask students to stand up and stretch. Then, tell them discuss different students' likes and dislikes.
they are going to look like if they were frightened. Now
say: Look like if you were happy; exited; very tired (they’ll I learn
yawn); very sad; thankful; greeting the audience; thanking Ask students what they can do now that they couldn’t do
the audience; the Queen of England; the best students; a at the beginning of the learning environment and listen
famous writer. to their responses. Encourage them to identify the
This activity works better if students can walk around activities that they found especially helpful during the
the classroom. The instruction would then be: Walk process of making the product. Then have them answer
around like if … The principle behind this type of activity the I learn box. Explain that its purpose is to assess their
is to build up your students’ confidence level. Many performance while making the product in order to
students feel shy or are too self-conscious and prefer not improve weaknesses and reinforce strengths during the
to engage in any activity that makes them feel vulnerable. process. Briefly have them discuss their responses to the
Engage in creating a nice and confident classroom self-assessment in groups or with the rest of the class.
environment. It is very important that this kind of Give positive feedback for their effort and progress.
activities are carried out with respect.
Stage 4: All ready to share Teacher’s Reflection Tool

My work in this social learning environment has
8 Practice the interview for pronunciation facilitated the learning process of the class so students:
and fluency. – Can recognize the speakers and listeners behavior
An interview is a conversational skill; body language that supports the construction of meaning.
(non-verbal communication), facial expressions and – Can request further information.
other body movements are involved. Participants – Can compose sentences.
cannot talk simultaneously. Knowing how to follow – Can formulate questions to solve doubts.
turns will improve their social skills. Practincing the – Can anticipate sense to strike up a dialogue.
AR_TG1_pp101_126_U4.indd 113 7/16/11 12:23 AM

Performance indicators: – Recognize acoustic features of songs.

– Revise songs that are particular of English-speaking – Detect rhythm, speed and intonation.
countries which evidence human values with the – Identify key words in stanzas and chorus.
teacher’s guidance. – Distinguish language features.
– Recognize text arrangements of sounds. – Listen to songs.
– Determine subject-matter, and intended audience. – Write down a verse.
– Understand central sense and main ideas in songs – Use language to know about other contexts and
from shared reading, with the teacher’s support. cultures.
– Read and re-read song lyrics. – Use language to reflect cultures and ways of being.
– Use diverse comprehension strategies (e.g.
vocabulary, text distribution, and etcetera). Materials:
– Clarify meaning of words using an English dictionary. – Reader, Audio CD
– Make links within the text using implicit and explicit – Five small pieces of paper and five school items (CD,
information (e.g. main ideas and details which paper clips, pen eraser, one roll of toilet paper, one
broaden it; sequence of events, etcetera). piece of instrumental music
– Anticipate content from frequently used or known words.
Class Explain students that they will perform in a recital

Lead-in at the end of this learning environment, and
Walk into the classroom and greet the class with an gesticulating is a good exercise to improve the way we
exaggerated greeting. Then, with your own natural say words. Many singers use different kinds of
intonation, ask students to brainstorm many English gesticulating exercises to improve their performance.
words that are used in their mother tongue (like
discman, bullying, etc.) and write them on the board.
Next, ask students to repeat the vowels after you a, e, i, o, Stage 1: I know
u, and you should do this in the most exaggerated way
you can. Do this a couple of times and explain to students 1 Unscramble the names of these instruments.
that this is a good way of getting them to start thinking in Activities in this class focus on experimenting with
English. It is also important to tell students that part of sounds and using music as a universal motivator.
this activity is to improve pronunciation, and part of it is Students of all ages and cultures enjoy music. Lead a
to have fun. Start saying the words you wrote on the class discussion on different kinds of music your
board with extremely exaggerated facial movements. students like. Ask: Which Mexican artists and which
This is accomplished by stretching out your mouth foreigner artists do they listen to? What is similar about
sideways. Practice and say: You know. Students will their musical styles? What is different? Musical likes
probably laugh, however, make them repeat after you. and dislikes is a great way to reflect on cultures and
To use language as a means to know about other different ways of being, and to know about other
contexts and cultures, tell students to reflect on which contexts and cultures.
gestures they use in their everyday life. Do they know if Have students open their Student Books to page 112
those gestures are universal? Ask them what is the and ask them to look at the pictures. Ask them if they
gesture for money in Mexico. Do they know what it is know the names of the instruments, and if anyone plays
like in the USA? (rubbing one’s fingers). any of them. Tell students to work with the person next
to them and unscramble the names of each instrument.
Refer students to the Glossary on page 163 if
Cultural Note necessary.
To speak a foreign language implies not only embracing Answers: 1 guitar; 2 trumpet; 3 drums; 4 drum;
new grammar, new vocabulary, and new cultures, but it 5 violin; 6 keyboard
also implies learning to use different facial muscles and
adopting different ways of being.
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Reader ummer Music
S emember Next class you will need: a piece of
Camp p. 98 – 107
instrumental music that you think is unfamiliar to
your students.
Class
Have students open their Readers to page 98. Ask them Lead-in
what the title is and who the author is; write them on Greet the class and tell your students that they are
the board. Then, ask students to brainstorm what the going to listen to two minutes of a melody without
story will be about and write their ideas on the board words. Play the song (the instrumental music that you
under the title. Then, ask them to leaf through the story brought to class) and then tell students to work with the
and look at the pictures. person sitting on their right.
Tell students to work in pairs; write laugh at on the Write the following four sentences on the board: 1
board and elicit what it means, and if students do not Write two or three words that describe the music. 2 If
know what it means, explain it. this were the theme for a film, what type of film would it
Explain that the first paragraph or introduction is be: spy, romantic, cowboy, children’s film, etc? 3 Where
important and that the class will discuss it first and would the film take place? 4 Would it have a happy
then read the whole story on their own. ending or a sad ending?
To determine subject matter and intended audience, Ask students to copy the four questions. When they
read the first paragraph out loud having students follow have finished copying, tell them to think about the
the reading silently in pairs. Then, make a chart for new answers, but they should not write anything yet. Play the
vocabulary and expressions for the entire story and put music again and at the same time tell students to answer
it on the board before they continue reading. the questions. They may speak to the person they are
It is important to give students unfamiliar working with, but they must do it quietly. Elicit their
vocabulary before they read the rest of the story. Interest answers, and encourage pairs to share their ideas. This is a
in a story cannot be taken for granted; this is why giving highly motivating activity, especially because there are no
them some expressions before they read is important. right or wrong answers.
Also, giving them vocabulary before reading serves as a
teaser that build up their curiosity. Stage 2: I build
Ask students to read the chapter. When they have
finished ask for their opinions. 2 Read the song title and discuss what the
Point out the many cultural elements in the reading, song will be about.
such as, summer music camp, the dorms, etc. These are Ask students to open their Student Books to page 112.
scenarios that may be very common in the USA, but tend Explain that in this lesson they will study song structures in
to be unfamiliar in other cultures. This story helps songs particular of English-speaking countries. The first
students to reflect on other cultures and ways of being, to song is called Top Secret Mission. Have a volunteer read the
know about other contexts and build an acceptance, and title, Top Secret Mission, and brainstorm what it means. To
finally to respect other cultures as well as their own suggest a more intuitive focus for the song’s title, ask
culture. When they have finished reading, ask if there were students to consider cognates, combination of sounds, word
any other vocabulary items that needed an explanation. order, and what each word may suggest. Clarify their
Clarify that in every story there are characters; main thoughts and help organize their information by drawing a
and secondary. Elicit what these words mean. A secondary mind map on the board. Then, ask a student to complete it
character has a minor role in the story and does not with the ideas of the class, but do not tell them where to put
undergo significant change or growth in the story; they each idea.
have no real impact on the plot and their situation stays Ask students which of the ideas portrayed in the
substantially unchanged. Usually writers use secondary mind map have to do with values. Even before reading
characters to support the round characters. On the other the lyrics, or listening to the song Top Secret Mission
hand, a main character has more in-depth development. students can enumerate a list of values the title suggests
He or she can be identified by specific personalities and to them. A mission is usually related to courage, team
qualities and often go through certain changes during the spirit, selflessness, trust, etc. Ask them to think of other
story. Next, ask students to read the whole story silenty. songs they listen to which title is based on a key word.
Then, ask students to answer the Comprehension Start a brief class discussion. Ask: How do songs portray
Questions on page 108 in pairs. Elicit their answers. At and transmit cultural values?
the end the class, ask students to think about other This activity will reinforce students’ ability to
activities that promote collective efforts that represent anticipate content from frequently used or known
artistic expressions. Some ideas are: architecture, mural words. Explain that analyzing known words and to start
painting, any type of musical bands, regional dances building meaning from them is a very useful
(voladores de Papantla is a good example), ballet, etc. comprehension strategy.
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3 Use your dictionary to clarify the meaning Then, ask student to compare and explain their answers
of these words. with the class. Point out that depending on someone’s
Ask students to open their Student Books to page 112 point of view, both options may be correct in some cases.
and review the vocabulary words. Write on the board:
mission, file, to close in, approach, trench coat, spy, pull Answers: 1 espionage; 2 brave; 3 enemy; 4 well
off, put something in motion, get in touch, sly, disguise.
Ask students to decide what type of words they are and 21 5 Listen again and number the pictures
give them options. Point to the vocabulary on the in the order you hear them.
board and say: Is this word a noun, verb, adjective, or Ask students to look at the pictures to become familiar
adverb? Then, have them look up the words in the with the artwork. Can they recognize the scenes from
dictionary. Get two volunteers to identify the words on the the song? Play the CD again and have students work in
board and encourage them to come up with a mind map. pairs with the student behind them. Ask for volunteers
Remind students they can clarify the meaning of to share their answers. Explain to students that recognizing
words by using the dictionary at the back of their books. graphic components in a text can be another way to
Explain to them that looking up for words is one of many understand the text itself.
comprehension strategies available to them. Reinforce Also, establishing a series of events is a good way to
the idea that anticipating content from frequently used make a link between implicit and explicit information.
or known words is another very useful strategy.
Answers: 1 d; 2 a; 3 b; 4 c; 5 e
21 4 Listen to the song and underline the
best option. 6 Read and recite the lyrics. Then sing along.
In this activity students will understand the central This activity will help students follow the chorus and
sense and main ideas in a song from shared reading, recite lyrics. Make students aware of the whispering
with your support. involved in the words secret mission. Convey what a
Ask students to open their Student Books to page whisper is and ask: Why do you think the author of the
113. Tell them to read the lyrics of the Top Secret song decided to have those words whispered? Use your
Mission song in pairs and find out the song’s main idea. whisper voice to ask this question. Lead the students
They might have some ideas from the brainstorming and for the whole song recite the lyrics out loud as a
activity. Ask different pairs to share their answers. class and remind them to use their whisper voice in the
Then, ask for five volunteers to help you read the correct parts of the chorus. Focus on the acoustic
lyrics out loud. Point out that the song has five verses elements of oral texts. Intonation creates different
and each volunteer will read one of them. The whole feeling to utterances and can even affect meaning.
class will read the chorus of the song out loud. Explain Ask students to join you reading the lyrics on page
that a verse and a stanza are synonyms. 115, but read the parts of the song as well (title, verse,
When you have finished reading the song, ask students chorus). Clap when you read the different labels with
to imagine what the song will be like. Ask: Who sings the the parts of the song. When you finish reading the
song, male or female? How old is the singer? What will the lyrics, elicit from students why you clapped when you
music be like? What kinds of instruments are used? Have read certain words. Direct their attention to the parts of
students share their predictions with the class. Point out the song. Do they know what a chorus and a verse are?
any coincidences they may have; it is possible there may Which is written first? Students interested in music
be a relationship in their answers according to gender. might bring very interest ideas. Allow them to share
Now play the CD and ask students to take notes their knowledge about song writing with the class.
while listening to the song to compare their predictions Play the CD and have students sing along to help
with what they hear. This practice will help students them detect rhythm, speed, and intonation in the song.
link implicit and explicit information. Therefore, Encourage them to express their emotions and feelings
students are able to determine subject matter and the when singing.
writer’s intended audience, message, etc. Speculating on
a situation or context activates students to interpret 7 Look at the parts of the song and circle T for
what is heard and makes them feel more confident True or F for False for the statements below.
about their listening comprehension. Ask students to think about the meaning of verse and
While students listen, they should re-read the song choir. Choir does not appear at all in this unit; however,
lyrics to compare their new knowledge with their it is important for Spanish speakers to be aware of the
previous speculations. difference. Clarify that chorus is a part of the song,
To finish, have students answer the four questions in while choir is a group of singers.
Activity 4. If necessary, play the CD one more time.
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This activity is intended to help students recognize past verbs. If in doubt, students can check their Verb
text arrangement of songs. Before you play the song again, List at the end of the Student Book. Next, ask students
ask students to read the questions. In pairs, ask them to to work on their own and finish underlining the verbs.
predict the answers. Elicit the predictions from students Check answers as a class. Instruct students to come
and have them discuss why they chose that answer. to the board to write the answers.
Finally, have a volunteer read the three True or False
questions. Play the CD and ask the students to share Answers: approached; reached; pulled; said; was;
their answers. stepped; flew; landed; put; looked; had; asked; saw;
Ask students to think about their favorite songs. went; heard; knew
How is their text arranged? Check if the title is often
mentioned in the chorus (it probably will). Ask students 9 Look at these verbs from the song.
if this is true only of Mexican pop songs, or if it is a Circle the regular ones and explain how you
common song structure in Mexico and elsewhere. know they are regular.
Direct students attentions to different cultural To distinguish language features, have students look at
expressions of songs. the verbs and ask: Which of these verbs are regular?
Elicit the answer: Those which end in -ed. Then ask
Answers: 1 T; 2 T; 3 T them if they can give you examples of irregular verbs. It
is OK if they mention the ones that appear in this
emember Next class you will need: five small activity. Ask students if there is a rule to form irregular
pieces of paper and five school objects. pasts. (No, they must know the irregular past forms
by heart.)
Class
Lead-in Answers: approached; reached; pulled; stepped;
On small pieces of paper, write the names of five items landed; looked; asked
you have in your bag. For example: a pen, a marker, a
book, a CD, a clip (pre-teach this word just in case). 10 Read the lyrics and write the words that
Write one item name per piece of paper. Fold the pieces follow was / were in these sentences.
of paper and place them on the desk. Have a volunteer read the instructions. Then, read the
Greet the class and tell them that you have some first sentence and elicit the answer. If they do not
secret objects that are extremely important for a remember, suggest they turn to page 113 to read the
“mission.” Ask for five volunteers to come up to the lyrics and find the answer. Tell students to fill in all the
front and have each of them pick a piece of paper from blanks according to the songs lyrics. Point out the words
the desk. They should not share what the piece of paper with -ing, have students circle them. Direct students,
says. Ask the students to stay at the front of the class. attention to the fact that -ing in the past is used to
Divide the class into two teams. Each team will have describe how the ambiance was in general (set the
two opportunities in a row to guess the secret objects – scene), or to talk about an action that was happening
one opportunity to guess the object and another when another action interrupted it.
opportunity to guess which of the students at the front has
that object. You can give a point for each correct answer. Answers: 1 walking down the avenue; 2 were closing in;
Emphasize that students can only use question tags, 3 was rising to my chin
and must start in the following way: The top secret
mission includes __________, doesn’t it? Write this tag 11 Match the sentences with the
question on the board for them to use as a reference. corresponding diagram.
Have students look at the diagrams. Ask them to work
Stage 3: I think in pairs and have a volunteer read the first sentence.
Ask: How many situations does sentence number 1
8 Read the lyrics and underline the verbs in represent? What happened first? What happened later?
the past tense. At some point both situations were happening, weren’t
Have students open their Student Books to page 115. they? Elicit from students that this diagram belongs to
Have a volunteer read the instructions. To identify key the past progressive sentence (interrupted action) as
words in stanzas and chorus, direct students’ attention seen in the previous activity.
to the song Top Secret Mission, then read the first verse. Then, have another volunteer read sentence number
Tell students to underline all the verbs in past they can two. Ask: How many situations does this sentence
find. Ask them how they know some of those verbs are represent? (Just one time happening) Afterwards have
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students match each sentence to its diagram. Check as 23 14 Listen and write the verbs in the
a class and ask for examples of sentences for each past tense.
diagram to check comprehension of the tenses. Ask the students if they remember the song Top Secret
Mission. Challenge them to see if they remember what
Answers: 1 b; 2 a goes in the blanks without looking at the lyrics (verbs
in past tense). Ask students to sit in pairs and write
12 Complete the rules. their guesses with pencil and complete the blanks.
Tell students to read the rules in the box. Give students Then, play the CD so students can check their
a couple of minutes to complete the sentences. Check answers.
general comprehension of simple past and past
progressive by asking students for different examples. Answers: went black; heard; thought; kicked;
pulled; said
Answers:1 ed; 2 action; 3 -ing
15 Choose five verbs in the past tense
emember Next class you will need: one roll of from the song and play Bingo.
toilet paper. Ask students to choose five verbs in the past from the
song and fill their Bingo card. Explain they must not
Class repeat the verbs. Play verb Bingo. You will call out the
Lead-in verbs in the past from the song randomly and students
Greet students and pass around a roll of toilet paper to the cross them out on their cards. The first student to cross
class. Ask them to take as many pieces of paper as they out all his or her verbs, wins.
want to. Don’t give further explanation. Then, tell students
they need to give compliments to different students in the Stage 5: I can
classroom for each square of toilet paper they have. For
example: You look great today! I love your shoes! Your hair 16 Write your own verse for Top Secret Mission.
looks good! That ring is fantastic! You are a very good In pairs, ask students to write their own verse for Top
athlete! You are one of the smartest people Secret Mission. Draw attention to the fact that they
I know! I love your creativity! need be creative as they fill in the key words in the
stanzas. What kind of secret mission would they like to
Stage 4: I practice be in? Tell pairs to practice reading their verses out
loud to make sure they can be later sang to the Top
22 13 Label the parts of the following song Secret Mission music.
using words from the box.
Ask students to open their Student Books to page 116 17 Work with a partner and sing the
and take a look at the song A Camping Life. Then, read verses you wrote in Activity 16 using the Top
the first verse, elicit: What is this, a title, a chorus or a Secret Mission music.
verse? Then, ask for a volunteer to read the next part of In this activity your students will perform their verses
the song and ask again what part it is. Finish the for the rest of the class. Don’t ask them to come to the
exercise in this same way until students have labeled front or stand up, as this might be intimidating for
all the parts. them. However, music forms a powerful energy and our
students are very young and will benefit from the boost
Answers: 1 title; 2 chorus; 3 verse; 4 chorus; 5 verse in self-confidence it provides. Encourage students to
memorize their song and to perform seating in their
place without looking at the lyrics.
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Performance indicators: – Write down verses and / or chorus.

– Anticipate content from frequently used or known – Perform songs with and without the help of written
words. lyrics.
– Formulate and answer questions about dealing with – Recognize acoustic features.
information (e.g. human values). – Recognize past tense and progressive form.
– Compare how values are relevant to English-speaking – Recognize antonyms and compound nouns.
countries and Mexico to compare the values they – Use language to express emotions and feelings.
address, with the teacher’s guidance. – Use language to promote collective efforts in a
– Listen to songs. cultural expression.
– Recognize combinations of words and the sound they
represent. Materials:
– Detect rhythm, speed and intonation. – Reader, Audio CD
– Follow the chorus and recite the lyrics. – Notebook paper
Class the content from known words. Elaborate on the idea of

Lead-in the song being the one written by the characters in the
Greet the class and ask them to tear a piece of paper from Reader’s chapter 8.
their notebook. Then, ask them to make a paper airplane. Tell them to look at the words in the box and check
When you have finished, ask students to write their name that students understand them. All these words relate to
on the plane. feelings. Ask: How do songs help us express feelings? and
Depending on the space, direct students to throw What type of genre do you think the song will be? Then
their airplanes and walk around, or they can throw the play the CD and have students complete the lyrics.
airplanes and stay in their places. The first airplane they
throw is their own, but they should pick up any Answers: sad; lonely; feel; Okay; worry; worry;
airplanes that land near them and throw them as well. difficult; stronger
This goes on for only half a minute. When the time is
up, each student picks up one airplane and checks the 3 Read the lyrics from Activity 2 and
name on the airplane they found. Students ask a answer the questions.
question about their favorite song to the owner of the Read the first question out loud, then ask for volunteers
paper plane. to read the other two sentences. Ask students to answer
the questions and compare their results with a
Stage 1: I know classmate.
Point out that everybody has values. Say: One of the
24 1 Number the musical genres in the most important things in life is education. Do you think
order you hear them. it is a value? What would be another value?
Ask students to open their Student Books to page 118. Tell students to brainstorm as many values as they
First, read the instructions. Then, explain the meaning can think of. Write their suggestions on the board. If you
of genre. Elicit examples of genres and write them on the feel that students may need a little help, you can ask
board, including: rock, heavy metal, house, blues, soul, volunteers to come to the front and write what they
folk, pop, etc. Have students look at the pictures and consider are very important values and explain why.
elicit the genre they see on the page. Then, play the CD Lead a brief class discussion on values. Ask them to
so students can number the pictures. discuss with their partner which two values are the
most important for them. Give them a few minutes to
Answers: 1 classical; 2 rock; 3 jazz; 4 country; 5 pop think, then ask them which values they think are the
most important in their country.
Stage 2: I build Have students answer the questions on page 118
and compare their answers with the person sitting next
25 2 Listen to the song. Complete with to them.
words from the box.
Have students look at the lyrics of the song in pairs. Ask: Answers may vary.
What is the song talking about? Help students anticipate
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4 Check the instruments used in the song. Class
In pairs, ask students to choose the instruments used in Lead-in
the song in Activity 2. Then elicit the answers. Pay Greet the students and ask them to copy the following from
attention to their pronunciation and correct them if the board: You go to the store and you buy two pancakes,
necessary. Ask the class if they know what the last one for you and one for your sister. As you are walking back
instrument (picture 6) is. It is a bagpipes, used in where your sister you drop one and a dog eats it.
certain folkloric songs, especially from the Celtic Read the situation out loud and ask if it is clear to
tradition in English-speaking countries such as them, then ask students to talk about the situation with
Scotland and Ireland. Ask: Which instruments are the person sitting next to them. The point of this
traditional in Mexican music? activity is to discuss values; the more they talk about it
the better. Then, while they are still discussing write the
Answers: 2; 4; 5 following on the board: You tell your sister: 1 A dog
snatched both pancakes; 2 A dog snatched your pancake
5 Work in groups of three. Make and and this one is mine; 3 A dog snatched one of the
answer questions about what makes you feel pancakes and this one is yours; 4 Your own idea.
happy and what makes you feel sad. As with most moral dilemmas, there is no right or
This exercise follows up on Activity 3 and is intended wrong answer, some simply may seem fairer. Have a
for students to formulate and answer questions about class discussion about students' views. These type of
values and hypothetical situations. activities help student build their character; it helps
First, ask students to ask each other what makes them be aware of who they are and who they want to be,
them feel happy and what makes them feel sad; give as they explore their personal values.
them a couple of minutes. Explain to students that our
actions, what we say, and what we do are influenced by Stage 3: I think
our values. Ask them to think about the following
values and write them on the board: politness, truth, 6 Circle the words that describe feelings in
friendship, solidarity. Have them reflect on these four the song lyrics in Activity 2.
values and ask them to grade themselves using a scale Have students open their Student Books to page 120. Ask
of 1 to 10. This is individual work and is not necessary for a volunteer to read the instructions, and then ask
to share. Explain that behavior is related to values. Tell them to go back to page 118 and circle the words that
them to be honest and that you will not be collecting describe feelings. Do the first one with them and then
these papers. Explain to them that sometimes we need have them do it with the person sitting next to them.
to choose one value over another value. Give them the When students have finished check answers as a class.
following example: You see your neighbors, who are your
parent’s age, and greet them. When you are close enough Answers: lonely; worry (worried); sad; stronger
you notice one of them is unzipped and you can see the
underpants. Do you prefer to be polite and ignore it 7 Which feelings are opposites?
because it seems rude and that person will eventually A good way to teach vocabulary is through opposites.
notice it? Or, do you prefer to tell the truth and say it Ask students to determine which of the feelings are
right there in the middle of the street? Ask students to opposites, they should do this in pairs. If antonyms are
work in groups as three. unclear, mimic out the feelings, and then ask for
To use language as a means to express emotions and volunteers to do the same to check comprehension or
feelings, let students discuss this situation in their relate students to the lyrics in Activity 2. Elicit from
group, and after a few minutes get feedback from them. students which adjectives express positive feelings, and
Have them answer freely and do not judge any of their which negatives, and why. Write them under two
comments. Tell students that values help us make different columns on the blackboard (positive, negative).
decisions on many levels. For instance, they are part of
our conscience, they are a way to see life and see other Answers: happy: sad; angry: glad
people. Values guide how we choose our friends, what
we want to study, and how kind we want to be, so they
have to be taken seriously. Alternative Activity: Ask students to brainstorm any
other opposites they know. Then, on the board write
Answers may vary. some adjectives and ask students to figure out their
opposites, they may use their dictionary. Say: Find the
opposites of: true, new, easy, heavy, many, good,
tall, small.
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Write on the board the following words, but this
time tell them they have two minutes, suggest they use 10 Guess the hidden word.
a dictionary: kind, lazy, sweet, smart, deep, cheap, safe, Tell students to look at the pictures. Ask students if
rude. If for any reason there are not enough dictionaries they remember the names of the instruments on page
in the class, make this activity a matching exercise on 119, because that is the key to this exercise. Explain that
the board. One column should have the words of the there is a category of nouns that are compound, or
above list and the other column their opposites but in a formed by two other nouns. That is, in one noun there
different order so students can match them. can be two or more words joined together.
Time: 10 minutes Write the following examples on the board:
skateboard, snowboard. Ask: What two words made
these two new words? In pairs think of other compound
8 Work in pairs and make a list of values you nouns. Students then work in pairs and share their ideas
find important besides friendship. with the class; write them down on the board. If they
Ask students to remember last class, when you talked cannot think of any, without saying a word give them a
about values. Remind them that values are a belief that non-verbal hint of the answers. Act out to be playing a
is meaningful and therefore the person has attitudes keyboard, and then, bagpipes.
that prove they have that value. Divide the class into
two teams; have a volunteer of each team come to the Answers: 1 keyboard, 2 bagpipes
front. Explain that they are going to play word tennis.
The objective is to call out as many values as students 11 Complete the sentence.
can think of. Give students a couple of minutes to Ask students to fill in the space with what they just
brainstorm or look up values in their dictionaries. learned about compound words. After all of the
Then, by turns, each team will call out a value and their examples given this should be done in seconds. Elicit
representative will write it down on the board. The first the answer from students.
team that runs out of vocabulary looses. Monitor
comprehension of the values on the board by asking Answer: two
different volunteers to give examples or explain in them
in their own words. Provide help as needed. Class
Then, have students sit in pairs. Tell them to choose Lead-in
three important values they both share and to write Greet the students and tell them you have worked
them down on their Student Book. Provide an example together for a long time and that you what to find out
on the board: respect, companion, loyalty. Refer more things about them. So as a class all they have to
students to the Glossary on page 163 to clarify the do is answer the questions out loud and all at the same
meaning of words. Then ask students to think of some time. Each student must answer with one of the option.
feelings they have regarding those values. Ask: How do Then get a volunteer to write the answers on the board.
you feel about being respected? (happy, safe, content). Do the first one as practice. Ask: Would you rather
Have students write these feelings below the values in a visit the doctor or the dentist? Students should all
second line. Explain that these words that describe answer at the same time, some will say doctor and
feelings are adjectives and that their purpose is, some will say dentist, without using complete
precisely to describe. When I say I feel happy, I am sentences. Depending on which option sounds like
describing something about myself. So, when we talk more people prefer, have the volunteer write it on the
about our feelings, we are using adjectives. Remind board. The questions can range from silly to more
students that it is important to be able to describe both serious content. Here are some questions that you can
positive and negative feelings, and that to state two use: Would you rather eat broccoli or carrots? Would
contrary feelings we use antonyms. Provide an example you rather watch TV or listen to music? Would you
and ask: What is the contrary of happy? (sad). rather have a pet rat or snake? Would you rather beach
holiday or a mountain holiday? Would you rather have
Answers may vary. a cold beverage or a hot beverage? Would you rather be
famous for saving someone’s life or for winning a
9 Complete the sentences. Nobel Prize?
Ask a volunteer to read the instructions and the two Everybody should participate; this exercise helps
sentences. Then ask students to do the exercise in pairs. the shy students speak up because it involves a safe
Elicit the answer form the class and make sure they environment, there is no right or wrong answer.
understand the word antonym; students may know the Refer students to the Glossary on page 163 to clarify
concept, but may not remember the word. the meaning of words.
Answers: 1 feelings; 2 opposite

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Stage 4: I practice to identify. Once the compound nouns have been
underlined, ask students to divide the words in two and
12 Read the sentences with different write them down. Ask: Which are the original nouns in
intonations to express the emotions in the compound nouns? You can ask for three volunteers to
the box. make a drawing of the different parts of each compound
Have students open their Student Books to page 121. noun on the board as a way to check the answers.
Ask a volunteer to read the instructions. Then, read the
six words expressing intonation. Students should pair Answers: 1 police man; 2 bed room; 3 black board
up with the person sitting next to them and practice
saying the words. After a few minutes, tell students that Class
you are going to read the sentences expressing the Lead-in
emotions. Focus on the acoustic features of text Tell students to open their Readers to page 106 and
and how different tones can change the meaning observe the illustration. Encourage them to retell from
of a sentence. memory the story about the friends in the summer
Refer students to the Glossary on page 163 to clarify music camp. Ask some leading questions like: What is
the meaning of words. happening in this image? Which characters can we see?
Who is your favorite character and why? Discuss with
26 13 Listen to the song and complete. students their impression about this kind of camp and
Many of our students have the ability to learn songs where they think it is taking place. Most students might
faster than anything else, the rhythm and the intonation be persuaded that this summer camp is taking place in
usually help them to acquire fluency. For a variety of some foreigner country (probably the USA), because
reasons, songs tend to stick in our students minds and such kind of thematic summer camps aren’t that
become part of them. Unfortunately, sometimes common in Mexico.
students do not know what they are saying. This Lead a brief discussion about the attitudes and
activity should help them understand the lyrics and values of these characters (optimism, enthusiasm,
recognize combinations of words and sounds that friendship, determination, commitment, discipline,
represent the rhythm. cooperation, etc.) and ask students to make
Ask students to quickly look through the song, give comparisons with Mexican teenagers. Ask them
them a little time to do this. Play the CD and have questions like: What do you think Mexican teenagers
students listen to the song and fill in the gaps, when would do in a similar situation (having to accomplish a
they have finished ask them to look at the song once team assignment)? What makes two people be “friends”?
again and circle any words they do not understand. Do you think the concept of “friendship” is similar in
Elicit the difficult words and write them on the board. different countries?
Do not be surprised if some students want a translation
of the chorus. Explain that this particular chorus is to Stage 5: I can
follow the music, they are nonsense syllables that are
wordless vocals, they are not words, there is no 16 Work in pairs. Complete the organizer on
meaning; they intend to create the equivalent sounds of page 179 in the Activity Worksheets section.
an instrument through voice. Go to the Worksheets section and have students get in
pairs. Tell them to think about a song they really, really
Answers: sad; glad; amused; confused; surprised; shy like and negotiate with their partner to choose only one
song. Then, ask them to brainstorm important values in
26 14 Listen again and act out the their lives and to discuss with their partners why they
feelings as you hear them. chose those values. They can go back to page 120 and
Play the CD one more time and encourage students to check the list of values they wrote.
act out the words. Ask students to close their books. Refer students to the Glossary on page 163 to clarify
This type of exercise helps contextualize vocabulary the meaning of words.
and makes it easier to transfer from singing to
meaningful referents. 17 Work in pairs to write an original song
extract, write a verse and a chorus.
15 Underline the compound nouns. Then Ask students to open their Student Books to page 123.
divide them on the lines below. Encourage students to start writing some lyrics of their
Ask a volunteer to read the instructions. Then, ask the own based on the song they chose. If they are shy, or if
volunteer to read the words out loud. Then, in pairs ask they are having a hard time finding ideas, tell them to start
students to choose the compound nouns. Check as a with little variations of the original lyrics, just like they did
class. The words are very basic and they should be easy with the song Top Secret Mission in a previous activity.
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Model the activity and tell them that your favorite because the product of this learning environment is a
song is, for example, Yellow Submarine by The Beatles. recital. Ask the class to help the different pairs by
Then write the following chorus and verse on the board humming the tune of the song they are going to sing.
and sing it using the Yellow Submarine tune (you can You can also ask students to clap and follow the rhythm
ask students to sing along with you): as a way to participate in each presentation.

In the park 19 In small groups, discuss if it was easy to
Near my house share your feelings. Explain your answer.
There’s a boy To promote collective efforts in a cultural expression,
Whose face I like get feedback from students. Many of them will be
So I said proud of having wrote a song and sharing it with the
You wanna play class. Expressing emotions and feeling is a task that
Play with me must be done in a safe atmosphere, make sure your
And we’ll be friends students feel comfortable, and also do not allow
Chorus: students making fun of each other. Language
See me today environment 2 is about values, so encourage students
And tomorrow to demonstrate respect.
If you can
We can meet again emember Next class you will need: each student
Have a lot of fun to bring a copy of the lyrics of their favorite song
in English.
You may not be from the Beatles generation, but
this is an all-time favorite and has a catching tune. The
idea is to put words together so they can match the Classroom Management: Improve your students’
tune of a popular song. performance at the upcoming recital by reinforcing
Check if everybody is coming up with a song and their sense of confidence and belonging in their group.
have them practice it in a moderate tone of voice. Remind them the recital is an activity to be greatly
enjoyed, not feared. Reassure students that they will
18 Practice singing your verse and chorus be performing in groups, not by themselves, which
using the music from your favorite song. should greatly reduce the stress of being exposed to
If the songs the students chose is not a song in English, the crowd. Let them see that there’s no reason for
it does not affect the activity. Explain that they must them to be nervous because you will all be working on
not translate the lyrics of the original song, the purpose creating an environment of respect and cordiality
of the activity is for them to write their own song about during the show.
friendship, or about a universal value. Encourage After each group sings their song, instruct your
students to read the lyrics and sing. Provide positive class to applaud respectfully in recognition of each
feedback to help students feel confident and see that it group’s effort.
is OK to sing in front of their classmates in the
classroom. Students might feel shy about singing in
public, but it is important that they gain confidence
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Unit 4 Product 2 Recital
Performance indicators: – Intonate the song at the speed of music.

– Select the songs. – Revise the intonation in English while singing.
– Understand the contents of the song. – Determine the place, date, and audience for which
– Locate key words in the verses and chorus. songs will be interpreted.
– Read the lyrics along with the music. – Use language to promote collective efforts in a
– Listen to the song in order to follow the rhythm. cultural expression.
Class at the recital. Then, each team brainstorms favorite

Lead-in songs and negotiates to choose only one.
Write the word recital on the board in the center of a
mind map and brainstorm ideas to complete it. Review 3 Check that you understand the contents of
with students that a recital is the act of reciting or the song.
repeating something learned or prepared, usually in a To understand the contents of the song, locate key
public performance. Working in pairs, ask students to words in the verses and chorus. Review important
brainstorm and write down the different kinds of recitals words from the songs on the board.
that exist, such as, ballet, piano, etc. Ask students to call
out their ideas and fill in the mind map on the board. 4 Make a copy of the lyrics. Check unknown
Some possible elements to complete the mind map are: words and phrases in the dictionary.
poetry, dance, ballet, piano, organ, group, music. Elicit if Ask students to take out a large, clean sheet of paper.
any students have performed in or attended a recital and Have students check their lyrics for accuracy by
to explain the positive moments of their experience. Ask comparing their written version with the printed lyrics.
what was positive and what was negative about it, in Keep in mind that large classes may experience time
order to find ideas to create a great class recital! constraints and will only be able to use the first minute
from each song. Smaller classes may have the time to
Stage 1: I get ready sing whole songs.
27 1 Listen to the song fragments and 5 As a class, determine the place, date, and
describe how they make you feel. audience for which songs will be interpreted.
Explain that you will play only the first minute of some Help guide the class and select a convenient place, date,
songs and ask the students to quickly react and describe and audience for the recital. Consider the resources of
their emotions for each one. Have students open their your school and when in doubt, keep it simple. An
Student Books to page 124 to record their feelings in the organized classroom recital featuring your own
space provided. students as both the audience and the performers is
Play the CD and ask students to write down the completely valid.
feelings they experience. Then ask: Which song sounds
happy and light? Which one features a slower rhythm? 6 What materials do you need? Make a list.
Which one has a stronger beat? Which one has an Remind students that they should prepare a Souvenir
unusual tune? Working in pairs, students discuss the Recital Program for their performance that can feature
meaning of the word mood and express which song their song lyrics inside and the Wh information (who,
they like best in terms of the rhythm, lyrics, beat, when, where) on the outside cover. Materials needed
and intonation. for this include items such as, construction paper,
notebook paper, pencil, colored pencils, markers, glue
Stage 2: I plan or stapler.
2 Divide the class in groups. Each group Stage 3: I do

selects one song.
Have students divide themselves into groups of four. 7 Circle key words in the verses and chorus.
Have each group select a leader and assign him or Have students take out their paper with the written
her the responsibility to introduce their group’s song lyrics. Ask them to review any difficult words and
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phrases and mark their copy. Have them circle breath in and then make a hissing sound by breathing
important words and signal what is the chorus so they outwards until you have expelled as much air as
can find it quickly. possible from your lungs. Demonstrate that you should
On a separate sheet of construction paper, create a not move your shoulders up and down when breathing
cover for your lyrics. Attach your written lyrics inside in. Instead, breathe in using your diaphragm. Repeat
the cover to use them during the recital. several times and then practice doing lip trills and
tongue trills. Finish with light humming to conclude
8 Read the lyrics along with the music. this warm-up.
Play each song and read the lyrics out loud along with
the music, asking students to follow along. Ask students Stage 4: All ready to share
to mark their copies and indicate when there are pauses
or special rhythms made by joining or separating words 12 Present the recital to the predetermined
or syllables. Give examples when possible to reinforce audience, in the planned place on the
changing rhythms and special intonation. planned date.
Arrange the class by recital groups and make sure each
9 Listen to the song in order to follow student has their copy of the lyrics. Introduce the
the rythm. Master of Ceremony for each group and allow time for
By now, students should be more comfortable with the group introduction and musical performance.
their song and able to relax and listen and enjoy their Enjoy the recital. If time allows, ask students to give
song at the speed of the music. feedback on the recital and vote for different categories
of “winners”. Suggest different categories, such as: The
10 Intonate the song at the speed of Loudest Singers, The Softest Voices, The Best
the music. Introduction, The Best Choreography, etc.
To emphasize harder beats and special intonation, have
students practice humming their song and show the I learn
differences with stronger and softer volume in their Ask students what they can do now that they couldn’t do
humming voice. Explain that intonation means the singer at the beginning of the learning environment and listen
uses a characteristic rise and fall of the voice, which can to their responses. Encourage them to identify the
also be appreciated when humming with no lyrics. activities that they found especially helpful during the
process of making the product. Then have them answer
11 Revise your pronunciation and intonation the I learn box. Explain that its purpose is to assess their
in English while singing. performance while making the product in order to
Practice for the upcoming recital. Have students check improve weaknesses and reinforce strengths during the
their pronunciation and intonation one more time in process. Briefly have them discuss their responses to the
preparation for their group recital at the assigned self-assessment in groups or with the rest of the class.
date. Have group members work together and prepare Give positive feedback for their effort and progress.
and practice an introduction for their recital. Write
these three useful expressions on the board: We are
going to sing … This song is about … We like this song Teacher’s Reflection Tool
because … Have the Master of Ceremony for each My work in this social learning environment has
group record the answers to these expressions and facilitated the learning process of the class so students:
save them to use in the recital. – Can link main ideas in songs.
– Can formulate and answer questions about the
Class treatment of information.
Lead-in – Can compare information using known expressions.
Divide the class into their recital groups and explain – Can sing verses and choruses of songs.
that they are going to do a five-minute voice warm-up. – Can detect rhythm, speed and intonation of songs.
Start by doing a simple breathing exercise called hissing
and ask students to follow as along. First, take a deep

t
AR_TG1_pp101_126_U4.indd 125 7/19/11 5:41 PM

126
Learns how Realizes Realizes that Uses Is aware of Learns that Understands Understands and
Is aware
to participate in that language language language language and compares
Learns when of the
a conversation: language can be used to know as a becomes a participates differences and
to make importance
listens to his or can be to find out about means to means to in similarities between
Student’s Name contributions of using
her classmates used to about other other express express conversations cultural features
in a language to
AR_TG1_pp101_126_U4.indd 126
and waits for discuss people’s cultures emotions collective discussing from Mexico and
conversation. establish
his or her turn common culture and and and cultural leisure English-speaking
relationships.
to speak. interests. way of life. situations. feelings. expressions. activities. countries.
General Comments
w
Assessment Criteria
5/4/12 5:10 PM
Unit 5

Formation and Academic Familiar and Community
Social Practice: Produce texts to participate in Social Practice: Interpret and convey instructions
academic events. found in daily life.
Specific Activities: Rewrite information to explain a Specific Activities: Understand and express
graphic presentation. warnings relative to public places.
Product: Oral presentation about a Science topic Product: Oral announcement of warnings
• identify main and supporting ideas in paragraphs. • understand and give warnings.
• use different strategies to point out relevant • understand different types of warnings.
information. • confirm the understanding of warnings.
• select information in order to paraphrase sentences. • explain causes and effects in warnings.
• order sentences to make a paragraph. • identify types of warnings particular to specific
• detect mistakes in my notes and correct them. places.
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Performance indicators: – Recognize differences between British and American

– Identify subject matter, purpose, and intended audience. variants.
– Anticipate central sense through familiar words and – Identify main ideas in paragraphs, with previously
graphic components. established purposes.
– Detect new words to expand vocabulary. – Add information to key ideas of sentences to
– Use diverse strategies to point out relevant information. exemplify, support or enrich them.
– Order words to construct sentences that answer
questions. Materials:
– Paraphrase sentences in order to rewrite them. – Reader, Audio CD
– Rewrite information to compose sentences, based on – Scrap paper
a model. – Cards with a verb, a preposition, or a sentence stem
– Write notes to fill in cards. written on them (taken from Activity 13 on page 131
– Revise cards to make a graphic presentation. of the Student Book)
– Examine graphic and text compontents. – Cards with famous objects, places, and people written
– Recognize relative pronouns. on them
– Recognize phrasal verbs.
Class have students call out a corresponding picture number

Lead-in from Activity 1. Then have them label the pictures in
Write: environment in big letters on the board and ask their Student Books.
students what the word means to them. Divide them
into groups and have them take turns sending a member Answers: 1 atmosphere; 2 animal products; 3 water;
of their group to the board to write a word beginning 4 crops; 5 atmosphere; 6 crops
with one of the letters from environment. The word they
write has to be related to the environment and words Reader Back to Basics p. 111–120
cannot be repeated. Help them with environment
related words they know in Spanish but not in English
yet. After several turns, rub off all the words and tell Show students the first page of Chapter 9 in the Reader
groups to write down as many as they can remember. and read out the title: Back to Basics. Ask them what
they think it will be about and encourage them to tell
Stage 1: I know you what they think Back to Basics means (returning
to where we started). To identify subject matter,
1 Decide if the following pictures represent purpose, and intended audience have them flick
something that is good or bad for the through the chapter and tell you what they think they
environment. are (the environment, to inform, young people).
Have students open their Student Books to page 128. Have students turn to page 111 of their Readers and
For them to revise a science topic through diverse read the introduction together. Ask them to leaf
sources, based on contextual clues and with teacher’s through and tell you the different topics covered.
guidance, ask them to identify what they can see in the Ask them how each topic is divided (Then and Now).
pictures. Then have them decide if they represent Give students 10-15 minutes to read through pages
something which is good or bad for the environment by 111-120.
drawing a happy or sad face next to the picture. Have students turn to page 121 of their Readers and
Encourage students to share their thoughts. look at the Comprehension Questions. Check
understanding and ask them to work in pairs and
Answers: 1 Bad; 2 Bad; 3 Good; 4 Good; 5 Good; 6 Bad answer the questions. Ask students to share and
compare their answers with another pair of students.
2 Look at the pictures in Activity 1 and label Check answers as a whole class activity by reading the
them with the correct topic from the box. questions out loud and having different students read
Read out the words from the box and check students out their answers. Have the rest of the class agree or
understand meaning. Then read them out again and disagree. Check answers in the Reader Answer Key on
page 172 of the Teacher’s Guide.
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Stage 2: I build work exclusively with their partners again. The first
pair to remember the most words after five minutes is
3 Skim the text for the main idea. Then check the winner.
(3) the picture that best represents the
problem described. 5 Read the questions and circle the best
Ask students to turn to page 128 of their Student option for each one.
Books. Point to the pictures in Activity 3 and elicit what Ask students to open their Student Books to page 129,
they can see (the Earth seen from space and the melting and have them read through the questions in Activity 5.
ice-caps). Read the rubric and elicit the meaning of Check for understanding. Explain that they are going to
skim. Explain that skimming is a useful reading strategy read the article in Activity 3 again, but this time they
to point out relevant information, without reading the need to read it more carefully in order to look for specific
whole thing in detail. It means we read quickly over the information to answer the questions. Give them enough
text to understand the main points. It’s particularly time to read the article and then have them answer the
useful when there is a lot of information to read and we questions in pairs. Check answers.
don’t have much time, or it isn’t necessary to read the
whole text. Tell students not to worry about Answers: 1 b; 2 a; 3 a; 4 b; 5 b
understanding every word. Encourage them to tell you
when they may use skimming in their everyday lives (in 6 How do you think the ideas raised in
a newspaper or magazine article to see if they want to the text in Activity 3 have affected your
read the whole thing, summaries of film reviews, etc.). community?
For students to anticipate central sense through Elicit from students how pollution and other points
familiar words and graphic components, have them raised in the article have affected their community and
skim the text and check (3) the picture it refers to. their country: traffic: smog / pollution – In the capital
Check answer as a class. city some cars don’t circulate on certain days, water
shortages, etc. Then ask students what we are doing
Answers: 1st picture: the Earth and the general effect nowadays to help the environment and write down
pollution has on the atmosphere their suggestions on the board. Have them tell you
which ones people actually do in their country and
4 Label the text in Activity 3 with Now, community. Ask students to rank the problems in the
Pollution, and Then. order they consider to be most serious.
To examine graphic and text components, ask if
anything is missing from the text and elicit answers Stage 3: I think
(titles and subtitles). Read the words from the box out
loud and tell students to read the text again and write 7 Choose a phrase or word from each column
the title and subtitles in the correct places. Check their to match and make complete sentences.
answers. To recognize textual organization, explain Elicit from students what a noun is and have them give
students that the title and subtitles usually give us an you examples. Write the following sentence parts on the
idea of what the text and different paragraphs are about board: Sara is my friend ________ lives in the next street;
before reading. Another useful tip is to read the first All the students got on the bus ________ is yellow; All the
sentence of each paragraph and this will tell us what the students got on the bus, ________ is yellow. Elicit the
main idea is. nouns (Sara, friend, street, students, and bus). Then ask
Refer students to the Glossary on page 164 to clarify students if they know what the missing words are. If they
the meaning of words. can’t guess, write: which, that, and who on the board.
Explain that these words are called relative pronouns and
Answers: 1 Pollution; 2 Then; 3 Now they refer to the preceding noun in the sentence. Invite a
volunteer to come to the board and circle the preceding
Class nouns (friend, bus, bus). Have students tell you the
Lead-in difference between who, that, and which. Clarify that who
Elicit some of the environment words and expressions is for people and which and that are for objects, but there
seen in the previous class and write them up on the is a difference. Point to the comma before which and the
board. Let students look at them for a few minutes. absence of the comma in the previous sentence with that,
Then erase them and have students working in pairs to and elicit the difference. Ask: Which sentence suggests
try and write down as many as they can remember. Tell there was more than one bus? (The second). Point out that
them that when you say North Pole, they can discuss in the first sentence there are many buses and we are
answers with another pair, in order to try and remember specifying which bus (the yellow one). In this case we
more, but as soon as you say South Pole, they must don’t use a comma and we use that. Point to the second
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sentence and explain there is only one bus but by using a (taken from Activity 13 on page 131 of the Student Book).
comma we are providing extra information about the bus Make enough copies so that each student has one card.
that is non-specific.
Write: A grocer’s is a shop __________ sells fruit and Class
vegetables. Mr. Martínez is a teacher __________ eats Lead-in
ice-cream. Brasilia is the capital of Brazil, __________ is Write: _________ is someone who _________ on the board
a large country in South America. on the board. and next to it write a list of ten famous people. Then add
Encourage students to complete the sentences using the twenty action verbs corresponding to what those people
correct relative pronoun (A grocer’s is a shop that sells do: sings, plays football, acts, etc. There should be more
fruit and vegetables. Mr. Martínez is a teacher who eats than one action verb for each person. Ask students to stand
ice-cream. Brasilia is the capital of Brazil, which is a up and say a full sentence including the person’s name,
large country in South America.). what they do, and to add information to key ideas of
Have students look at Activity 7 in their Student sentences to exemplify, support, or enrich them, some extra
Books. Direct them to the first column and tell them to information: Chicharito is someone who plays football for...
underline the final noun in each sentence (air, farms, Beyonce is someone who sings beautiful songs and dances.
bucket, food, people). Elicit which one refers to people
(the last one). Remind them to look for the commas in 10 Read the text in Activity 3 again and write
the first part of the sentences as this is a big clue. Then the verbs which have two parts.
ask them to match the sentences with the relative Introduce phrasal verbs to expand students’ vocabulary
pronouns and the correct second part of the sentence. by directing them back to the text in Activity 3 on page
Monitor and check. Have students read out their 128. In pairs, have them find and write down as many
answers when they finish. verbs as they can. Find out which pair has the most and
elicit if anyone found any verbs with two parts. Write
Answers: 1 Factories put out pollutants into the air, the example on the board. If not, have them look again
which damage the atmosphere. 2 Animals are produced on and perhaps give them the first letters of each word.
industrial farms that are in bad conditions. 3 Collect the Explain that there are some verbs which have a verb
cold water before a shower in a bucket, which saves a lot of and preposition and that these are known as phrasal
water. 4 People now buy more local food, which is organic. verbs. To detect new words to expand vocabulary, give
5 There are 7,000 million people who inhabit the planet. pairs a couple of minutes to find the other verbs of this
type in the text. Walk around and check students
8 Which words link the information in the understand what they are looking for.
sentences in Activity 7?
In pairs have students answer the question. Ask for Answers: The order may vary: 1 end up; 2 wipe out;
volunteers to call out the answers. 3 bring down; 4 look after
Answers: who, which, that 11 Do the verbs in Activity 10 have literal

or non-literal meanings? Check your answers
9 Match the words to the sentence in the Glossary on page 164.
they describe. Write: I get down from the wall; I get down when I fail an
Ask students to match each relative pronoun with the exam on the board. Draw an unhappy face next to the
sentence it describes. Check answers as a class. second example. Elicit the meaning of get down in both
sentences. Check students understand the difference
Answers: 1 c; 2 a; 3 b between literal and non-literal meaning. Elicit which has a
literal meaning and which has a non-literal meaning (the
Ask students to open their Readers to page 111 and to second sentence with get down is non-literal). Tell students
read the whole chapter to themselves. Tell them to to look at the phrasal verbs in their lists from Activity 10
underline any important information they didn’t know. and decide which ones have a literal meaning and which
Explain that you will play a true or false game. You are ones have a non-literal meaning. Check answers.
going to say statements about the environment and they
have to find the information in the text and say if it’s Answers: non-literal: bring down; look after; end up;
true or false. Divide them into groups of four. Read out wipe out
random statements and elicit from each group whether
they think they are true or false. 12 Look at the sentences and circle the
best option to complete each one.
emember Next class you will need: cards with a Refer students back to the phrasal verb and sentence
verb, a preposition, or a sentence stem written on them I get down when I fail an exam. Cross out I and write
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Thomas. Elicit the change in form of the verb: gets Refer students to the Glossary on page 164 to clarify
down. Ask the class if they have to change the the meaning of words.
preposition down (no). Point out that only the verb
form of a phrasal verb changes, not the preposition. Answers may vary.
Draw students’ attention to the Reflection Box and have
them complete it. Check answers as a class. Class
Lead-in
Answers: 1 two parts; 2 verb changes form; 3 goes first Play tic-tac-toe with the phrasal verbs learnt in the
previous class. Draw a grid on the board, and write the
Stage 4: I practice following verbs: discover, protect, eliminate, reduce, feel
sad, leave outside, care for, finish up, and descend. If
13 Choose a phrase or word from each necessary, write the first letter of each part of the phrasal
column to match and make complete verb on the board underneath the verb. Divide the class
sentences. into two teams, and each team takes a turn to choose a
Write: discover, leave outside, destroy, reduce, protect, square, give the correct phrasal verb, and make a sentence
and finish on the board. Check students understand with it. If they answer correctly they can put an X or a
meanings. Explain that each of these verbs matches one O. The first team to get a line of three wins.
of the phrasal verbs in Activity 13. Tell students to match
them with the correct phrasal verb. If they need help, a 15 Complete the text with the words from
number of the phrasal verbs appear in the text in Activity the box.
3 so students should find the phrasal verbs in the text Refer students back to the reflection box from Activity 9
and see if the new verb fits the context. When they finish, on page 130 of their Student Books and remind them
check answers (discover – find out, leave outside – put when we use that, who, and which. Elicit when we add a
out, destroy – wipe out, reduce – bring down, protect comma (when the information is additional / non-
– take care of, finish – end up). specified). Have them turn to page 132 in their Student
Give out one card with a verb, preposition, or a Books and read through the text in Activity 15.
sentence stem to each student (taken from the sentences Students choose the correct word to complete the gaps.
from the box on page 131 but divided into separate Check answers as a class. Ask them which sentence
parts). Have them find the other two people who have contains additional information (the first).
the rest of the sentence / phrasal verb to make a
sentence. Tell trios to sit down once they have their Answers: 1 which; 2 who; 3 that
sentences. They should then put all the papers in a pile
and choose a different one and repeat. 16 Unscramble the words to make sentences
Ask students to open their Student Books to page 131 that answer the questions.
and match the words from each column to make complete Elicit from students why we use relative pronouns.
sentences. Monitor and provide individual help if necessary. Explain that we use them to connect two linked ideas in
one sentence because it sounds better than writing two
Answers: 1 wipe out complete forests; 2 take care separate sentences. Write: There are 220 million people
of the planet; 3 find out what is wrong; 4 put out the in Mexico. They need to recycle the trash. I’m going to
garbage; 5 end up as acid rain; 6 bring down the number support the international organization. They plant trees.
of greenhouse emissions It’s important to use less water. This helps the
environment. on the board.
14 Rewrite these sentences using words from Referring students to the second sentence in each
Activity 13. line, ask: Who needs to recycle the trash? Underline 220
Ask students to describe what they can see in the million people. Ask: Which organization plants trees?
photograph in Activity 14. Tell them to read the first Underline international organization. Ask: How can we
sentence and point out that there are many ways we can help the environment? Underline less water. Explain that
say the same thing. Elicit the meaning of eradicate these are the nouns that the relative pronouns refer to.
(destroy / wipe out). To paraphrase sentences in order to Elicit the correct relative pronoun for each set of sentences.
rewrite them, ask students to rewrite the sentence using Check students can identify which sentence is specifying
a phrasal verb. Elicit answer: wipe out woods. Have them information and which sentence is adding extra non-
paraphrase the rest of the sentences, and encourage specific information. Explain that we have to replace a
them to check their answers with a partner before giving word with the pronoun. Encourage them to guess which
feedback to the whole class. word will be replaced (they / this). Invite volunteers to
write in the correct pronoun. To order words to
construct sentences which answer questions, write a
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question with a scrambled answer on the board for Elicit what they can tell from looking at the title and
students, to unscramble. Encourage them to try and subtitles and ask what type of information they think
answer the question before unscrambling it. How many the rest of the text will contain. Explain that one way we
people recycle trash? are / trash / 500 / who / million / can find out the most important points is by understanding
There / recycle / people /. the main idea of each paragraph and looking for key words.
Students then unscramble the sentences in their For students to practice using diverse strategies to
books. Walk around and monitor. point out relevant information, direct them to the first
paragraph and ask: What is the main point? (garbage)
Answers: 1 There are around 7,000 million people Tell students to look at the rest of the text and
who inhabit the planet. 2 They eat corn which humans summarize the main points. Write: What, Why,
could eat. 3 They filled buckets from a well. Consequence, and Solution on the board and explain
what they mean. Tell students to write key words and
Cultural Note add notes to fill in the card provided.
Explain to students that not only are there some vocabulary

differences between British and American English, but Alternative Activity: Elicit the title and subtitles of
there are also differences in the way that some verbs are the text on page 128 of the Student Book (Pollution,
conjugated and spelt. So which spelling is correct, Then, and Now) and write them on the board. Tell
cancelled or canceled? Both are, it all depends on where students to skim the text and select some of the key
you come from! Cancelled is the British spelling while words and short phrases. Encourage them to share their
canceled is the American spelling. The situation is the answers and write examples on the board. Guide them
same with these words: travelled vs. traveled, counsellor towards the following: atmosphere, air pollution, gas
vs. counselor, and fulfil vs. fulfill. emissions, acid rain, wipe out forests, carbon dioxide,
global warming, reduce greenhouse gases, and natural
energy sources.
17 Rewrite the following sentences. Use the To show students how key words can help them to
relative pronouns in parenthesis. remember other information, go through each word and
Have students read the first sentence in Activity 17 encourage them to mention other points raised in the
and tell you which is the pronoun (who). Elicit which text related to the word.
word we replace with the relative pronoun and elicit Tell them to skim the text and elicit the main points
the subject (they). Refer students back to the model in using a few key words to add notes to fill in the card
Activity 16 and have them work together to rewrite provided: We have tons of garbage: Advice: separate
the information to compose sentences. Check answers. garbage, wash cans and bottles, reuse, and recycle.
Time: 10 minutes
Answers: 1 There are millions of people on Earth who
need to look after the planet. 2 We use new energy
sources that include gas and electricity. 3 There are lots Answers may vary.
of energy sources, which allow us to do things faster.
4 People filled buckets in the past that transported 19 Use your notes to present the information
water. 5 The animals eat lots of corn, which humans to a classmate.
could eat instead. To revise cards to present information to a classmate,
ask students to get into pairs, and using their notes
Stage 5: I can from the previous activity, have them take turns to try
to reconstruct the text verbally without looking at it,
18 Read the text and make notes. but adding details that their partners give them.
Have students turn to page 133 in their Student Books Encourage pairs to work collaboratively to reconstruct
and explain that they will read the leaflet, and present the text. Walk around the classroom, monitor, and
the main ideas. They will do this by taking notes and provide help where needed.
extracting only the most important information. Ask
students what part of the text can tell us most about the emember Next class you will need: cards with
main topic (the title and subtitles) and explain that we famous people, places, and objects written on them.
can pick out key words and phrases that act as clues to
help us remember the rest.
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Performance indicators: – Detect mistakes and correct them.

– Activate previous knowledge. − Recognize passive voice.
– Identify main ideas in paragraphs, with previously − Recognize connectors.
established purposes. − Complete sentences with main ideas from the text.
– Distinguish the types of sentences used to express − Read to revise punctuation and spelling conventions
main ideas and back-up information. − Mark and solve doubts.
– Sort information based on purpose. − Use language to take favorable decisions about our
– Select previously sorted information from a text in environment.
order to rewrite sentences.
– Add information to key ideas of sentences to Materials:
exemplify, support, or enrich them. – Reader, Audio CD
– Order rewritten sentences to articulate them and – List of ten inventions / buildings and the year they
form paragraphs. were invented or built, and corresponding verbs
– Choose paragraphs with rewritten sentences in order – Pieces of paper for Bingo
to construct notes.
– Read to revise punctuation and spelling conventions.
Class to explain drought. Have students work in pairs, and give

Lead-in them a couple of minutes to think about the answers and
Play a guessing game using relative pronouns. Write on make a list for each photo. Encourage them to use full
the board: bathroom, Barack Obama, a pan. Elicit from sentences and to use this is because of … this is due to …
students how they would describe the three items to when explaining reasons for the problems.
someone else without saying the name of the person,
place, or thing. Guide them toward making a complete Answers: factory farms in bad conditions – quantity;
sentence using the relative pronouns who and that. drought – climate change; air pollution – carbon
Finally, write the following structures on the board: dioxide emissions, burning fuels, etc.
This is a thing that we use to … This is a place that we
visit to … This is a person who … Put a pile of ready 2 What do you think the situations
prepared cards on the desk at the front of the class, that shown in the photographs in Activity 1 were
have the names of well know objects, people, and places like before?
on them. Divide the class into two teams. Team members Remind students of the texts they read from their
come to the front and choose a card. They have thirty Readers in the first lesson and how they were divided
seconds to describe what’s on the card and the rest of into Then and Now. Elicit how the situations were
their team has to guess. If they can’t guess within the before. To help them, if necessary, write some key
time frame, the other team has an opportunity to answer. words on the board: skies, extreme, blue, clean, local
Teams score a point for each correctly answered card. food, rivers, and lakes.
Stage 1: I know Answers: 1 Farms were small and people bought food
locally. 2 There were more rivers and lakes. 3 The
1 Look at the following photographs. What do atmosphere was clean and skies were blue.
you think are the causes of these problems?
Make a list for each photo. Stage 2: I build
To activate students’ previous knowledge, elicit some of
the major problems that the environment is facing: 3 Skim the text for the main idea.
global warming, air pollution, rising sea levels, etc., and To activate students’ previous knowledge, tell them to
write them on the board in a spider gram. If they find it look at the pictures in Activity 3 and elicit what they
difficult to remember, encourage them to skim through can see. Then tell them to skim the text and summarize
the Reader and call out their suggestions. Tell students to each paragraph. Elicit from them where the main ideas
open their Student Books to page 134 and look at the of the text appear (in the first line one or two lines of
photo. Have them identify the problem in each photo each paragraph). For students to complete sentences
and what they think causes the problem. You may have with main ideas from a text, write incomplete sentences
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summarizing two main ideas from the text and ask Class
them to complete them in pairs. Check answers. Lead-in
Refer students to the Glossary on page 164 to clarify Tell students they are going to play Bingo. Choose
the meaning of words twenty irregular and regular verbs that your students
generally have difficulties with. Write them on the
4 Read the text in Activity 3 again and write T board and elicit the past tense for each one. Tell
for True or F for False. students to work in pairs to draw a grid of twelve
Have students read the text in Activity 3 again and squares, to choose twelve past tense verbs from the
answer the sentences in Activity 4 as either true or board, and to write them in their Bingo boards. Erase
false. Monitor and check. the vocabulary from the board and call out the verbs at
random in their infinitive form. If students have the past
Answers: 1 T; 2 T; 3 F; 4 T; 5 T tense of the verb, they cross it out. The first pair to get a
‘full house’ (when their whole grid is completed), wins.
5 Read the text and answer the questions.
Tell students to skim the text on page 135 of their Stage 3: I think
Student Books and tell you the main ideas. Encourage
them in pairs or small groups to think of a suitable title 6 Read the text in Activity 3 again and
and share their ideas with the rest of the class (Food / circle all the verbs you find.
Food production). For students to understand the Direct students to the text in Activity 3 on page 134 of
central sense and main ideas in scientific texts from their Student Books and tell them to circle all the verbs
reading out loud with the teacher’s guidance, invite they can find. Check answers. Draw students’ attention to
volunteers to read out loud and pay attention to passive verbs. Encourage them to tell you what is different
intonation and pronunciation. When they finish, read about these. Write two sentences from the text on the
the questions with them to check new vocabulary. board: People worked the land. Crops were sold locally.
Then give students enough time to answer the questions. Explain that the subject in a sentence is the person or
Check answers as a class. thing doing the action. The object of the sentence is the
person or thing experiencing the action. Write: Mike ate a
Answers: 1 Crops were sown, harvested, and sold hamburger. and elicit the subject (Mike), the verb (ate),
locally in the past. 2 Meat lasted a long time. 3 Crops and the object (a hamburger). Point to the first sentence in
are produced on large, industrialized farms today, and the text and elicit the subject, verb, and object (people,
chemicals are used. 4 Answers may vary. worked, the land). Ask: Who worked the land? (people)
Point to the second sentence and ask: Who sold the crops?
Reader Back to Basics p. 111 –120
(people on the farm / workers) Ask if the subject (the
people or the person doing the action) in the second
sentence is mentioned (no). Ask: Why not? (because it’s
To use language to take favorable decisions about not important or it’s quite obvious who does it) We often
our environment, elicit simple ways we can help the use the passive to describe processes to avoid repeating
environment in our everyday lives and jot down the subject of the sentence: The crops were harvested.
suggestions on the board. Then direct students to Then they were stored and sold.
page 120 of their Readers and look at the things they Write: The world’s, population is estimated at 7,000
can do to help the planet. Encourage them to tell you million. These products harm the environment. Ask: What
which things, if any, they already do. Allow them a few tense is used? (present) Who estimates the number of
minutes to look at the tips and then write down a few people? Accept all answers (government organizations, the
key words, such as faucets, lights, organic food, etc. UN, etc.) What harms the environment? (the products)
and use these as prompts to help them remember Elicit in which sentence we know the agent of the action
more. Then tell the class to close their Readers. Divide (the second). Elicit why it is not mentioned in the first
them into groups and have them try to remember as sentence (because it’s not important). The focus of the
many of the tips for saving the planet as they can. sentence is the amount of people in the world. Encourage
Finally, have students think of one point that they do students to guess why we use the passive (when the agent
not do that they will try to start doing straight away. or person who does the action is not known or not
Encourage them to explain why it’s important. important because the focus of the sentence is on the
action). Direct students to Activity 6 on page 136 and elicit
an example of a passive verb found in the text in Activity 3.
emember Next class you will need: pieces of Divide the class into groups and have them fill in the table
paper for Bingo. Prepare twenty irregular and regular with the rest of the verbs. Check answers as a class. Refer
verbs that students have difficulty with. students back to the example sentences on the board and
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elicit which are in the present and which are in the past. paragraphs (paragraphs help us organize our ideas
Encourage students to discover how the present and past when we write a longer text). Each paragraph discusses
passive is formed. one of the main ideas of the text. For students to
Students, in pairs, then return to the table in their identify the main ideas in paragraphs and distinguish
books and write PR next to present tense verbs and PA types of sentences used to express the main ideas and
next to past tense verbs. Monitor and check. back-up information, elicit how the information in a
paragraph is organized. Ask students to read the first
Answers: Active: polluted (PA), grown (PA), harvested two sentences of each paragraph and ask if those
(PA), buy (PR), produce (PR); Passive: burnt (PA), sentences resume the main idea of the text (yes, they
releasing (PR), melting (PR), rising (PR), changing (PR), do). Ask: What does the information in the subsequent
grow (PR), sprayed (PA) sentences do? (It supports the main idea with examples
and more detail). Read out the first two sentences of the
Cultural Note first paragraph and encourage students to provide the
supporting information. Direct students to the table on
The passive is used for similar purposes in Spanish. page 136 of their Student Books and have them complete it.
Similarly to English, it can be formed using the verb
to be, in this case ser / estar and the past participle: Answers: 1 Main Idea: People worked the land where
El libro fue escrito en 2001. Shakira fue entrevistada they lived. Supporting Idea: People ate local food in
en México. However, there are other ways we can use season and kept animals. 2 Main Idea: There are more
the passive in Spanish using a general ‘they’. Dicen que people in the world who need more food. Supporting
el calentamiento global es una amenaza para el planeta. Idea: Food is produced on large, industrialized farms.
Estimaron que el nuevo disco sería un gran éxito. 3 Main Idea: Crops are grown to provide food for
Alternatively, se is sometimes used: Se vende coche, se humans and animals. Supporting Idea: Chemical
reveló información acerca del robo. fertilizers and pesticides are used.
emember Next class you will need: a list of ten

7 Match the beginning of each sentence inventions / buildings and the year they were invented,
to the correct ending. built, etc., and corresponding verbs.
Have students close their Student Books and in groups
try to complete the sentences you read out. Read out the Class
first part of each sentence from Activity 7 and encourage Lead-in
students to complete it. Give a point for each correctly Divide the class into groups. Draw a table with three
answered question. Tell students to look at the Reflection columns on the board. In one column write ten
Box on page 136, read through the sentence stems, and inventions, in the next, write ten dates (the inventions'
choose the correct answer. When they finish, allow date) and in the third column, write the verb in the past
students to practice forming the passive. Explain that participle (discovered, produced, made, established,
the passive is often used in news reports. etc.). The information in each column should be mixed
Write: stolen, seen, and left on the board. Elicit the up, so that students have to match them and make
infinitive forms of the verbs. Then write: Somebody saw complete sentences using the passive.
Robert Pattinson drinking soda at the mall. Somebody
stole a car outside school this morning. A boy leaves a 9 Read the text in Activity 3 and circle the
computer on the metro. Elicit the objects of the connectors.
sentences and underline them. Remind students the Have students open their Student Books to page 134
object goes first in the sentence. Elicit what goes next and look at the text in Activity 3. Explain that when we
(verb to be and past participle, followed by the rest of read or write longer texts we need to organize and
the sentence). Have students make passive sentences. connect our ideas so it’s clear and easy to understand.
Check answers: Robert Pattinson was seen drinking There are various ways we can do this. One is using
soda at the mall; A car was stolen outside school this relative pronouns like in the previous lesson, and
morning; A computer was left on the metro. another is using paragraphs. Another way is using
linking words that let us know when we are adding
Answers: 1 c; 2 d; 3 b; 4 a information, giving reasons, or explaining a result.
Elicit connectors that students already know for these
8 Read the text in Activity 5 again and purposes (and, because, etc.). Have them look at the
complete the following table. text and circle other connectors.
Tell students to look at the text in Activity 5 on page
135 of their Student Books. Elicit the purpose of using Answers: as well as; and; as a result; also; therefore; so
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10 Complete the table with the In Spring, At 2-4 weeks, harvest, etc. Ask: Do we know
connectors from the text in Activity 3. who does these processes? (No) Is it important? (No)
To sort information based on purpose, encourage Which tense do we use? (passive) Reinforce the idea
students to make sentences using the connectors they that the passive is used when we describe a process.
found in the previous activity. Then elicit which column Elicit how we form the present passive (verb to be +
they go in, and have students complete the table in past participle). Elicit the first sentence: The land is
Activity 10. prepared to sow the seeds. Point out the agreement
between the object and the form of the verb to be.
Answers: Adding information: as well as, and, also; Divide students into groups. Invite different group
Cause and effect: therefore, so, as a result members to make sentences using the words on the
board and the correct form of the verb to be to make
11 Complete the sentences with words from the passive. Each time they use a word they should
the box. cross it out. Groups get a point for a correct sentence.
Write: Ana likes chocolate _________ Simon. Ana likes Erase the words from the board and have students
chocolate _________ Simon likes ice-cream. Elicit which write the sentences using the passive voice in their
sentence can be completed with and, and which can be books. Check answers.
completed with as well as. Explain that as well as links Refer students to Glossary on page 164 to clarify the
the same idea, so it can be used in the first sentence meaning of words.
because both Ana and Simon like chocolate. However,
as well as can’t be used in the second sentence because Answers: 1 The ground is prepared for the potatoes.
they are two separate ideas being linked, so we use and. 2 In Spring, the seeds are sown in the ground. 3 At 2-4
Ask students which of the connectors can be used at weeks, the roots are sprouting. 4 In July, the potatoes
the start of a sentence (also, as a result, and therefore). are harvested. 5 The potatoes are stored in a barn.
Encourage the class to make some sentences about
their classmates using and, as well as, and also. Students 14 Read the text and write MI for Main Idea or
complete the sentences in their Student Books with the SI for Supporting Idea.
correct connector. Monitor and check. Ask students what dishes they eat that are made with
potatoes. Elicit where potatoes come from and where
Answers: 1 as well as; 2 and; 3 Also; 4 As a result / they are grown now. Students then skim the text and
Therefore; 5 because / therefore; as a result; so say what it’s about. Encourage them to identify the main
idea of the whole text (potatoes are grown all over the
12 Look at the sentences and choose world). Use diverse strategies for students to point out
the best option to complete them. relevant information by having them identify the difference
Have students read the sentences in Activity 12 and between the first and second paragraph (the history of
choose the correct words to complete the gaps. Check potatoes and potatoes today). Ask which sentences
answers. include the main information (the first ones in each
paragraph). Invite students to identify supporting
Answers: 1 Main; 2 Supporting; 3 Connectors; 4 join; information. They have them write MI or SI in the text.
5 effect To work more with the text, ask students to formulate
and write questions concerning the information in the
Stage 4: I Practice text. They could do this in pairs to collaborate. Check
answers.
13 Look at the diagram and write sentences
about the process. Answers: 2 SI; 3 SI; 4 SI; 5 MI; 6 SI; 7 SI; 8 SI
Revise the different forms of the verb to be. Encourage a
student to stand up and say the subject pronouns: I, he, emember Next class you will need: pieces of
she, we, etc. A different student then stands up and says paper for each student.
the correct verb form. If they are correct the whole
class stands up. Have students stand up and take a step Class
backwards if they want someone to conjugate the verb Lead-in
to be in the past tense. Divide students into groups and give them a topic (their
Students look at the pictures on page 138 of their town, their country, a famous person, their school, a
Student Books and describe what they can see. Write hobby, a routine, etc.). Give a piece of paper to each
the verbs on the board for each picture and elicit the member of the groups. Explain that groups should
past participle. Write other words that students write a sentence about their topic on one piece of paper.
mention that will be needed to form the sentences: Then they should each write a sentence about the topic.
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The sentences should follow on, one from the other, and their notes. If necessary, play the CD one last time
even though they’re on different cards. Groups need to so students can pick out the information about cotton
communicate to be able to effectively do this. When harvesting. When they’ve finished, invite a volunteer to
they finish writing, they give their cards to another group come to the board and write down their sentence.
which then has to arrange them in the correct order. When it’s correct, ask students if their sentence was
similar. If everyone is on the right track, let them
Stage 5: I can continue, in pairs, to form sentences. Once they finish,
encourage the class to stand up and move around
15 Work in pairs and discuss the questions. checking their sentences with other pairs. To order
Help students develop listening strategies by activating rewritten sentences to articulate them and form
their previous knowledge of the topic and encouraging paragraphs, have students arrange their rewritten
them to predict the information they will hear by sentences about the process of cotton farming into a
looking at pictures, text clues, and questions. Ask complete paragraph. Ask random pairs to read theirs
students if they ever buy organic food. If so, What out loud to the rest of the class. Check answers.
organic products do you buy? Do you think they taste
nicer? Ask if they have been to a farm and to share Answers: 1 The tractor turns over the soil and the seed
their experience with the class. Explain they are going is dropped into it and covered. 2 The cotton seeds are
to listen to an organic farmer talk about his farm. Tell watered. 3 After two months the plant has grown and
students to look at the table on page 139 of their flowered. 4 The cotton is harvested by a special
Student Books. Encourage them to think about the machine. 5 It is then packed and stored for production.
information they will hear before they listen.
28 18 Listen to the interview again and add
28 16 Listen to the interview with an organic more information to each stage.
farmer and take notes. Play the CD again and this time have students listen for
For students to sort information based on a purpose, further information which they can add to their key ideas
play the CD and tell them to take notes under the two to exemplify, support, or enrich them. Alternatively, have
distinct headings of Organic Farming and Factory students listen again and look at the audioscript on page
Farming. Tell them to pay special attention to the 189 in their Student Books to check their answers.
information about cotton harvesting as they will need it Encourage students to share their answers.
for the next activity. After the first listening, encourage
them to compare their notes with a classmate. Play the Answers may vary.
CD a second time and have students write notes on
their own. Check answers and write any new 19 Fill in this index card for one of the stages.
vocabulary on the board. Add notes and illustrations to help you.
Have students fill in the card in Activity 19 for one
Answers: Organic Farming: Crops are totally natural, of the stages of the cotton production process from
not sprayed by chemicals or pesticides. Organic farmers Activity 17. Assign the stages so that students don’t
concentrate on feeding the soil. Organic Farming is used copy each other, and so that they will be able to form
for medical products, large plants, and making cotton. It groups afterwards with each stage of the process.
is concerned with producing smaller, healthier quantities. They can add notes and illustrations. When they finish
Factory Farming: feeds the plants with chemicals, mass writing their notes, ask them to read to revise
quantity Factory farming uses pesticides and chemical punctuation and spelling conventions. Tell them that in
fertilizers which can damage health and pollute the order to make it more effective, they need to mark and
environment. Factory farming uses more tractors which solve doubts. For this, they can circle their doubts and
cause pollution, not concerned with safety issues. ask their partners or you to solve them. This also helps
them to detect possible mistakes and correct them.
17 Use your notes from Activity 16 to write a Once they have finished marking and correcting, ask
paragraph about the process. them to write the final version of their cards. After that,
Ask students: What are you going to describe? (a to revise cards to make a graphic presentation, have
process) Which tense should you use? (passive) Divide them take their cards around the class and find
students into pairs. For students to select previously classmates who filled in the different stages in order to
sorted information from a text in order to rewrite make a complete group. Then have them describe the
sentences, elicit what they can see in the pictures, and whole process in sequence, using the passive voice.
try to relate it with the information they heard in the Monitor and check.
recording. Ensure they have all the vocabulary. Then
have students make a sentence using the first picture Answers may vary.
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Product 1 O
ral Presentation about
Unit 5 a Science Topic Student Book p. 140-141
Performance indicators: – Edit the notes and rewrite them on a card taking into
– Choose a scientific topic to make an oral account the letters size so the content can be easily read.
presentation. – Decide the order in which every chart will be
– Read and classify the information. presented with its respective informative card.
– Rewrite the information to make notes for the – Give the presentation to a selected audience in a
presentation. previously agreed place.
– Produce posters with illustrations (photographs, maps, – Use language to reach common goals.
drawings, charts, etc.) to aid the contents of the notes.
Class 4 What materials do you need? Make a list.

Lead-in Write: presentation on the board and elicit materials
Elicit the main threats facing the environment today and students may wish to use for their presentation
write them on the board. Divide the class into four groups (laptop, black board, pictures, tape, drawings, card,
and have them stand in lines, one behind the other. Select colored pencils, etc.). Students decide on the materials
a threat and call it out. Students should raise their hands they will need for their presentation.
and call out vocabulary associated with that word. If they
do this successfully the first group member goes to the 5 Use the organizer on page 180 in the
back of the line. The first group whose members all move Worksheets section to make notes about the
once to the back of the line and has the person who began information researched.
at the front of the class back in that position, wins. Ask students how they plan their written work and
what steps they take to plan it well. Elicit why it’s
Stage 1: I get ready important to plan written work and reinforce the idea
that if we plan we can organize our ideas better, which
1 Look at the list of topics and check (3) the means they will be understood better and more clearly
two you feel most interested in. by the reader. It also saves us time as we won’t have to
Ask students to open their Student Books to page 140. cross things out and rewrite them. We won’t forget
Tell them to look at the list of topics and choose the two important points either.
they feel most interested in. Ask students to find the most important points they
wish to include in their research and underline or
2 Work in pairs and discuss the reasons for your highlight them. Then, they should use the information to
selection. Decide on one topic to research. complete the organizer that will help them to organize
Encourage students to share their decision from their ideas better. Monitor and provide individual help.
Activity 1 with the class, and try to give reasons for why
they chose those topics. Divide students into pairs and 6 Write three main ideas and three supporting
have them decide on a topic to research together. ideas.
Elicit how to divide the different points in a text (in
Stage 2: I plan paragraphs). Then ask how we can divide paragraphs
(main ideas and supporting ideas; elicit a definition of
3 Decide on the sources of information you both). Ask: Where does the main idea usually appear in
will use to do your research. a text? (in the first or first two lines of a paragraph),
Check students understand sources of information. Ask: Where do we put the supporting ideas? (after the main
What was the last project you worked on? Use their idea) Students then write the main ideas and the
answers to help elicit as many different information supporting ideas in the space provided in note form
sources as you can. Ask students to work in their pairs their Student Book.
and have them think of the advantages and disadvantages When they finish, elicit connectors and their uses.
of these sources. Encourage them to share their experiences Have them insert the appropriate connector between
with the class, and have each pair decide on the sources their main and supporting ideas and explain that placing
of information they will use. the connectors this way helps with the planning and
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organization of the text. It’s important to monitor and present their paragraph and ask: What do we have to do?
help individual students at this final planning stage Why do we do this? (make notes which makes the
before they write their texts. information easier to remember) Elicit how they can
reduce their notes (pick out key words and short phrases
Stage 3: I do that sum up the main points). Ask students to convert
their paragraph with rewritten sentences into notes on
7 Put your information together in a paragraph. index cards.
Remember to use the passive and connectors.
Recap how to form the passive tense and when it is 10 Add simple sketches to the index cards to
used (for processes and when we want to focus on the help you remember the information. Look at
action, also when the agent of the action is unknown, the example provided.
obvious, or unimportant). Invite a couple of students to Ask students what they can see in the picture in their
tell you one of their main or supporting ideas and Student Books (the process of acid rain). Students revise
encourage the class to change it into the passive. Then their cards and the information and draw corresponding
ask students to get into pairs and change their main illustrations to provide a graphic presentation.
ideas and supporting ideas into the passive where
appropriate and to put the rewritten sentences in order. Stage 4: All ready to share
Finally, ask them to form paragraphs and connect their
ideas and sentences with their chosen connectors. 11 Use your index cards to present the
information to the rest of the class.
emember Next class you will need: index cards. Tell students they are now going to present their research
project to the rest of the class. Direct them to the useful
Class phrases box and go over the expressions with them. Have
Lead-in students incorporate them into their presentations.
Write the name of a famous person on the board. Allow them a few minutes for one last practice, and then
Elicit categories for describing a person: physical have them present their research projects to the class.
appearance, characteristics, birthday, famous for, job,
hobbies, likes, doesn’t like, friends, age, etc. Write: This is I learn
a person who … on the board and encourage students to
make sentences about the person using the structure on Ask students what they can do now that they couldn’t do
the board and additional information. For example: Who at the beginning of the learning environment and listen
knows how to dance? Who can sing? Who has long blond to their responses. Encourage them to identify the
hair? Who has a birthday in October? etc. Once students activities that they found especially helpful during the
are confident using the structure, give out sticky notes. process of making the product. Then have them answer
Have each student write the name of a famous person or the I learn box. Explain that its purpose is to assess their
classmate on the sticky note and stick it to a classmates’ performance while making the product in order to
forehead. The person wearing the sticky note must not improve weaknesses and reinforce strengths during the
know who is written on their paper. Students then walk process. Briefly have them discuss their responses to the
around the class and describe the person on the sticky self-assessment in groups or with the rest of the class.
note to the person wearing it. Remind them not to say Give positive feedback of their effort and progress.
anything too obvious as this will end the game too quickly.
8 Check the spelling and punctuation. Teacher’s Reflection Tool

Correct any mistakes. My work in this social learning environment has
Ask students to open their Student Books to page 141, facilitated the learning process of the class so students:
look over their revised work from the last class, and check – Can identify and distinguish types of sentences that
punctuation (period, colon, indentation) and spelling. express main ideas within paragraphs, using
Also have them check the use of lower and upper case previously established goals.
letters. Students should detect mistakes in their work, – Can use various strategies in order to point out
and correct them. They can exchange their work with a relevant information.
classmate for peer editing. – Can select information in order to rewrite and
paraphrase sentences.
9 Use index cards to make simple notes for – Can organize sentences to make a paragraph.
reference about your paragraph. – Can point out and solve doubts in order to edit notes.
Remind students how they expanded notes to make a
whole text in Lesson 4. Tell them that they are going to
AR_TG1_pp127_152_U5.indd 139 7/16/11 4:50 PM

Performance indicators: – Anticipate central sense from known words and

– Identify subject matter, purpose and intended expressions.
audience from previous knowledge. – Use language to prevent problems.
– Recognize situations and public places in which – Use language to respect social norms.
warnings are communicated. – Use language to recognize cultural differences in
– Listen to warnings particular to public places. social norms.
– Establish the reasons for warnings.
– Understand conditional and non-conditional Materials:
warnings. – Reader, Audio CD
– Recognize sentence composition. – 6-10 cards with causes and 6-10 cards with effects
– Reflect on the composition of sentences. – Sets of imperative sentences cut up for jigsaw exercise.
– Paraphrase the message on warnings. There should be five sets of sentences per group.
– Distinguish speakers’ attitudes and turns of participation.
Class
Reader Watch Out! p. 124 –133
Lead-in
To recognize situations and public places in which
warnings are communicated, elicit different public To establish the reasons for warnings, encourage
places and buildings from students (hospital, church, students to say why they think we have signs with
restaurant, police station, park, school, supermarket, symbols and why the information isn’t simply written
etc.). Try to get as many as you can and write them in a down instead. Have them open their Readers to page
list on the board. Tell the class you’re thinking of one of 124. Read the title out loud and elicit that we say Watch
them and they have to guess where it is. Encourage them Out! when we think someone is in danger. Ask students
to ask closed questions, like: Is it inside / outside? Can I about the last time they went on a school trip and
swim there? Is it a building which has / which is …? Can I encourage them to share their experiences.
see a doctor there? Students have to guess the place in Tell students to read page 124 of their Readers.
less than ten questions. When they’ve guessed, invite a Check their comprehension by asking a few questions:
volunteer to think of a different public building or Where are the students going? How would you describe
place, and repeat the game. Continue until several Juan? What does he say when the students get on the
students have had a turn. bus? Then ask students to look at the pictures. From the
pictures ask them to guess where they think students go
Stage 1: I know on the trip, what Juan does during the trip, and if they
think there will be any accidents and if so, what type.
1 Check (3) the signs that are in your Then ask students to read the whole story. Go through
community. the pictures again and have them summarize what
Ask students to tell you which of the places and actually happens on each page of the text. Elicit the
buildings on the board are in their neighborhood; warnings and encourage students to call them out.
which they use the most and, if they could choose any Have students turn to page 134 of their Readers and
other amenity or building to be in their community, look at the Comprehension Questions. Check
what would they choose? Tell students to open their understanding and ask them to work in pairs and
Student Books to page 142 and look at the pictures in answer the questions. Ask students to share and
Activity 1. Elicit what they are (signs), identify them compare their answers with another pair of students.
(from left to right; fire extinguisher, first aid, security Check answers as a whole class activity by reading the
camera, restroom, no entry, wear hard hats), and have questions out loud and having different students read
students check (3) the ones in their community. out their answers. Have the rest of the class agree or
disagree. Check answers in the Reader Answer Key on
Answers may vary. page 172 of the Teacher’s Guide.
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2 Why do different places use signs like Answers: a The boy is about to do a bungee jump.
these? How do signs help us? b The flight attendant is giving safety instructions.
c They are going to play paint ball.
To use language to prevent problems and respect social
norms, elicit from students the reasons why we use 29 4 Listen to the information and number
signs (they warn us about dangers and safety rules). the situations in Activity 3 in the order you
Explain that as images they have a quicker and more hear them.
effective impact than written words. Finally, encourage If students weren’t able to come up with a lot of the
the class to share their experiences of school trips. Have vocabulary associated with instructions for bungee
them tell you of any warnings that signs, their teachers, jumping, paintballing, and flying in the previous
or people in authority gave them. Ask them if anyone activity, then you may want to give them some more
had any accidents. examples or pre-teach some of the vocabulary from
Class the listening text they are about to hear. For the class to
Lead-in listen to warnings particular to public places, play the
Review the imperative tense with students in the CD and have students listen to the information and
affirmative and negative forms. Introduce some new number the situations in Activity 3 in the correct order.
verbs that are often used in this way. Check students Explain they are listening for the main idea to understand
understand when we use this tense (usually to give where the situation is taking place. Check answers.
orders or instructions). Invite a volunteer to the front
of the class to call out imperatives randomly. Students Answers: a 3; b 1; c 2
either do or don’t do the action according to the
command. Alternatively, pair up students and have half 29 5 Listen to the information again and
of them close their eyes. Their partners have to guide write who gives the following instructions.
them through the classroom giving them instructions. Elicit the people in the three situations. To distinguish
You can even put some obstacles in the way to make it speakers’ attitudes and turns on partipation, tell
more challenging. Remember to elicit useful verbs for students to read the sentences and think about who
the activity beforehand. gives the instructions. Play the CD again and this time,
students link warnings to their written form while
Stage 2: I build listening to them by writing who gives each instruction.
Alternatively, have students listen again and look at the
3 Look at the pictures and predict what each audioscript on page 189 in their Student Books to check
situation is about. their answers.Have students, in pairs, practice saying
For students to identify subject matter, purpose, and the sentences.
intended audience from previous knowledge, have them Refer students to the Glossary on page 165 to clarify
look at the pictures in Activity 3 on page 142 of their the meaning pf words.
Student Books and identify what they can see. Check
if students can remember the sentence stems for giving Answers: 1 flight attendant; 2 flight attendant;
warnings. Write: Watch out for the _________ ; Don’t 3 paintball instructor; 4 bungee instructor
_________ ; You must _________ ; You can’t _________ ;
You better (not) _________ ; Wear _________ on the Cultural Note
board. Tell students they are to imagine that they work in
a factory and ask them what warnings they would give To use language to recognize cultural differences in
to visitors. Encourage them to make sentences using social norms, explain that one of the most common
the stems provided. Explain that after Watch out for the differences between American and British English is
_________ we use a noun. When we use the imperative every day vocabulary. Explain that in the UK, the
in the affirmative, it can stand alone or we can add traditional name for the people who serve food and
information. For example: Walk! or Walk slowly! After drinks and are responsible for passenger comfort and
the others, we use the infinitive without to. safety on airplanes (aeroplanes in British English) are
Ask students if they have ever been on a plane, done called air hostesses if they are women or air stewards if
a bungee jump, or gone paintballing. Have them tell you they are men. In the USA, these people are called flight
the instructions and safety rules they heard, or what attendants. Other differences related to transport
they would imagine they would hear. Then tell them to vocabulary are parking lot and freeway which become
imagine they are the people in the pictures; the instructors car park and motorway in British English.
and the flight attendant. Tell them to get into pairs and
to write down a sentence for each using the sentences
stems. Monitor and check answers as a class.
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6 Why do you think the instructions in the board. Have students make sentences using in case,
Activity 5 are necessary? if, and in case of.
To anticipate central sense from known words and
expressions, have them establish, in groups, the reasons Answers may vary.
for the warnings in each of the situations (to prevent
problems). Then write a new one on the board: You are emember Next class you will need: 6-10 cards
going to try skateboarding for the first time or You are with causes and 6-10 cards with effects. Sets of
going to go camping in the forest. Encourage students to imperative sentences cut up for the jigsaw exercise.
take on different roles and think of the warnings they There should be five sets of sentences per group.
would give if they were the person responsible, or the
instructor. Walk around and monitor, helping with Class
vocabulary. Then invite groups to the front of the class Lead-in
to act out their situations. Elicit the structures for describing cause and effect from
the previous lesson and write them at the top of the
Answers may vary. board. Write between six and ten words or phrases in
big letters on cards, such as ill, tired, break an arm, forget
Stage 3: I think your homework, fail an exam, rain, etc. Write one effect
for each on different cards. Obviously, there is more
7 Read the text. Circle the words that express than one effect, however, the objective of the game is
cause and underline the effects. for students to guess the effect. Divide the class into
Ask students to read the text and elicit from them the groups. Hold up a card. Allow students a few seconds to
instructions given using the imperative. To help students think of the effect. Then invite them to make a sentence
identify sentences that express causes and effects in using the structure (in case of, in case you, if you) and
warnings, explain that often it’s unlikely that something say an effect. Ask them to take turns. The first group to
dangerous will happen but there is a possibility that it guess the correct effect and make a correct sentence
could. Therefore, instructions are given taking that wins a point.
possibility into consideration. Ask them to read the text
and ask them what things may happen (you may sleep, 9 Match the signs to what they tell us to do.
you may need to go to the bathroom, there may be an Ask students to open their Student Books to page 144
emergency landing). and to look at Activity 9. Have them describe the five
Then ask what happens in these situations and elicit signs. Encourage them to guess what the signs mean if
answers (fasten your seatbelt, move around the aircraft, they don’t already know. Then have them match the
oxygen masks will fall from the overhead compartment). signs with what they tell us to do. To help students link
Ask: Which is the cause and which is the effect for the warnings to their written form while listening to them,
first example? Ask students to circle and underline the read the warning or instruction and ask them to say the
appropriate words. Check answers as a class. Then have letter of the sentence and the number of sign it
them do the same for the other examples. Ask: Which corresponds to.
expressions can we use to explain the cause? (in case, in For students to focus on understanding conditional
case of and if ) Point out that in case and if are followed and non-conditional warnings, have them compare
by the subject and verb, whereas, in case of is followed by these warnings with the ones seen in the lead-in. Elicit
the noun. Ask: What expressions can we use to explain the difference (in this activity the imperative verb form
the effect? (the imperative and will) is used and in the lead-in activity the conditional was
used). Encourage students to explain why. Explain the
Answers: Cause: If you choose to sleep; In case you meaning of imperative. Read out the imperatives and
need to go the bathroom; In case of emergency; Effect: have students identify the sign by calling out the letter
please fasten your seat belt; you may move around; of the sign: a, b, etc. Finally, write: Walk! Don’t walk!
oxygen masks will fall from Don’t eat junk food! Be happy! Don’t worry! on the
board. Elicit from students which type of word is the
8 Complete the table with examples that first word in an imperative (verb or don’t + infinitive
demonstrate the rules. without to). Then have them look at the example
For students to reflect and recognize sentence imperative commands on the board and elicit the type
composition, have them look at the first sentence in of word after the verb (adverb, noun, and an adjective).
Activity 8 and elicit an example sentence from the text Ask students which command they would say to Juan
in Activity 7. Do the same with the second and third from the story Watch out! (Don’t worry!).
questions. Check answers. Draw a fire and a person’s
head with a thermometer sticking out their mouth on Answers: 1 b; 2 d; 3 a; 4 e; 5 c
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10 Look at the sentences and choose Draw students’ attention to the table in Activity 11
the best option(s) to complete each one. and have them write the numbers of the signs in the
Have students read the sentences in Activity 10 and corresponding column. Check answers as a class.
complete them with the correct answers. Ask them to Then have students add their own signs which they’ve
check their answers with a classmate before checking as seen either in their community or in the Reader for
a class. Remind them to take care with their punctuation. each column.
Answers: 1 positive and negative; 2 infinitive; Answers: Prohibition 3, 7; Caution 1, 6; Safety 2, 4;

3 Imperatives; 4 rules Information 5, 8; Colors: prohibition = red;
caution = yellow; safety = yellow; information = blue
11 Classify the following signs. Then add
one more sign to each category. What do Stage 4: I practice
you notice about the colors?
Elicit some of the safety rules and warnings you’ve seen 12 Unscramble the words to make sentences.
so far. Draw on the board signs for No parking! Wet Write some imperative sentences on the board but with
floor! Wear a hardhat! Restaurant 5 km and elicit what the words jumbled up. Invite volunteers to come to the
they mean. Ask: What did we discover in the first lesson front and draw a line connecting words to each other in
was the main aim of signs? (to provide safety rules and the correct order. Encourage the class to help them, but
warnings) Direct students to the signs on the board and without speaking. For example, if the student is drawing
ask if they are all for safety and warnings (no). Then ask: a line towards the correct word, the class remains
Which are signs for something else? (wet floor and silent, but if the student is going in the wrong direction,
restaurants) Elicit the purpose of these signs (to give students tap lightly on their desks. Then hand out the
information and express caution). You may have to sets of imperative sentences that you already have
explain the meaning of caution. Ask them to look at the prepared for giving commands, safety rules, and
signs on page 145 of their Student Books and have them instructions. Divide the class into groups of five and
say what they are for (restroom, no parking, etc.). For hand out the cards. Students have to arrange the words
students to respect social norms and recognize situations in the correct order to make a complete sentence.
and public places in which warnings are communicated, Alternatively, if there was no time to prepare the cards,
elicit places where students usually see these signs. write the sentences jumbled up on the board and have
Ask students what they notice about the main colors of groups write them correctly on pieces of paper.
the signs and how many main colors for signs there are
(four). Have students work in pairs to see if they can find a Answers: 1 Keep your seat belt on at all times. 2 Look
link between the signs in different colors, or explain why through the safety manual. 3 Decide how many minutes
some signs have one color and others a different one. you will play. 4 Wear goggles to protect your eyes. 5 Keep
Encourage students to share their answers with the class as straight as possible. 6 Relax and have a good jump!
and then explain that in Mexico, red is for prohibition,
yellow is for precaution, green is for safety, and blue is for Class
information. Check students understand the meaning of Lead-in
prohibition, precaution, safety, and information. Divide the class into groups. Tell them to think about
To help them with this, as sometimes the difference the different ways that warnings, safety rules, or
between safety and precaution is not clear, write: not allow, instructions can be written, and write down ten
prevent something happening, help is available, and examples. Walk around the class helping them. Then
amenities on the board. Explain the meaning of these members of the groups take it in turns to come to the
words. Give examples of amenities: restaurants, telephone, front of the class and draw one of the signs on the
tourist information, restrooms, etc. Students match the sign board. Members of other groups raise their hands if they
name with the definition. Check answers as a class. So that can say the warning. There could be various ways of
students can recognize situations and public places in which describing the same sign.
warnings are communicated, explain that although usually
red is used internationally for prohibition and yellow for 13 Rewrite these sentences using the
precaution, different countries may have different colors for connectors from the box.
other types of signs. Set students a homework task to find Write: if, in case, and in case of on the board and have
out the colors for these signs in three other countries. students complete the sentences to identify and
Finally, point out that some signs have different shapes and practice using the connectives. Then write: When you
see if students can guess the shapes of different types of are hungry … on the board. Invite a volunteer to
signs (prohibition / traffic – triangle, safety – circle, complete the sentence. Then ask them to transform it
precaution – triangle, information – square). using in case or if. Remind them that transforming the
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sentence or writing the same information in a different Answers: 1 Fire Extinguisher; 2 No Parking;
ways is called paraphrasing. Then have students remind 3 Toxic Hazard; 4 CCTV Camera; 5 Don’t Litter;
you what word comes after in case of (a noun). Ask 6 Speed Limit
students to paraphrase the sentence with in case of.
Tell students to look at Activity 13 on page 145 of Stage 5: I can
their Student Books. Ask them to read the sentences
and then elicit what word or words the cause begins 16 Complete the table. Then draw one more
with in the sentence (when, if, in case of, in case, symbol in the last column and complete the
imperative). Ask them to circle the cause part of the information about it.
sentence and underline the effect. Monitor while they Remind students there are four different categories
do this and check answers. Then ask them to paraphrase of signs and elicit their names and examples. Ask
the messages on warnings in the sentences using words students to turn to page 147 of their Student Books.
from the box. Check answers. Tell them to look at the left hand column of the table
and elicit what color, shape, meaning, and place refer
Answers: 2 If you need / In case you need water, to for the different signs. Next, ask students to look
remove the hose. 3 In case / If someone else turns on the at the features row. Elicit the meanings of the signs.
water, hold on firmly to the pipe. 4 If / In case the Refer students to the four categories: precaution,
temperature is hot, put on protective clothing. prohibition, information, and safety and have them
write, in pencil, at the top of each column what the
14 Complete the sentences and match them sign refers to. Walk around the class and check
to the correct signs. What color are they? students have got this right as this will determine the
Write: NO EATING IN THE CLASSROOM on the rest of the information in the chart.
board and elicit how we can say this using an imperative Draw a SPEED LIMIT OF 50 km sign on the board.
(Don’t eat in the classroom.) Explain that often we use Have students tell you what type of sign it is (prohibition).
No + gerund in written signs instead of using Don’t + verb. Elicit the shape, color, and place for this. Direct students’
Explain that there are also other ways to write warnings. attention to the meaning column and encourage them
Have students look at the gap fill exercise and the signs to give you examples of how they can write: NO
and tell them to complete the sentences and match them SPEEDING, DON’T GO OVER 50 kmph; IF YOU
to the correct signs. Go through the different ways of DRIVE ON THIS ROAD, DON’T GO FASTER THAN
writing warnings with the class (using No + gerund, 50 kmph, etc. Students then complete the rest of the
describing the situation with a noun, using an chart. Finally, students create their own sign and
imperative or writing CAUTION … followed by a complete the corresponding column for it.
description / noun: CAUTION WET FLOOR).
Refer students to the Glossary on page 165 to clarify Answers: Shape: circle; square; square; triangle;
the meaning of words. Color: blue; red; blue; yellow; Meaning: Drive in only
one direction; In case of fire, use the fire alarm; for
Answers: 1 SMOKING a; 2 WEAR c; 3 DOG b; hygiene reasons, wash your hands; Caution, guard
4 AID d; colors: 1 red; 2 blue; 3 yellow; 4 green dog(s); Place: street; inside a public building; restroom;
private house / property; Last column: answers may vary
15 Work in pairs. Answer the following
questions. 17 Work in pairs. Share tables and
Ask students to look at the signs. Write unknown compare notes.
vocabulary on the board such as the verb to speed, CCTV Have students work with a classmate and compare their
camera, fire extinguisher. Then ask students to answer tables and notes. Monitor and check.
the questions in Activity 15 in their Student Books, and
to write the warnings for the signs.
To finish off, have students write one or two signs of
their own for school or another place in the community,
color them, and present them to the rest of the class.
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Performance indicators: – Use language to show confidence and assertiveness in

– Establish sequence of enunciation. the use of English language.
– Identify speech register. – Use language to assume responsibilities in society.
– Compose sentences to express warnings in public places.
– Choose word repertoire aimed towards a specific Materials:
audience. – Reader, Audio CD
– Organize sentences into a sequence. – Small scraps of paper
– Use non-verbal communication to aid the elaboration – A small ball
of warnings. – Cards with different situations / activities related to
– Express causes and effects in warnings. warnings written on them
– Paraphrase the message on warnings. – News items or topic headings related to problems in
– Express warnings particular to public places. society and useful vocabulary (optional if the
– Link warnings to their written form while listening to alternative presentation is to be used)
them. – Colored pencils or markers
Class Cultural Note

Lead-in
Divide the board in two and have students form two Explain that in the UK, the person who is responsible
lines in front of it. Tell them to think of as many for helping school children cross the road safely is
different public places they can. Hand the first person called the Lollipop Lady / Man. Explain the meaning of
in each line a marker or chalk and explain they have to lollipop (round boiled candy on a stick), and ask if they
go to the board and write the name of a public place, then can guess why they are called this. It’s because the sign
hand the chalk or marker to the next person in their they use to stop the traffic is shaped like a lollipop!
line, and join the back of the line. Set a time limit.
The group with the most public places at the end of the
time limit, wins. Words cannot be repeated within the Stage 2: I build
same group, and they must be spelled correctly. When
the game has finished, check all students are familiar with 30 3 Listen to the extract and number the
the words on the board and that they are correctly spelt. signs you hear mentioned in the correct order.
Have students look at the signs in Activity 3 of their
Stage 1: I know Student Books and elicit the different information they
are telling us. Explain that they will listen to two
1 Work in pairs. Discuss the following question. different situations with different warnings. To help
Ask students to open their Student Books to page 148 them establish a sequence of enunciation, they are
and identify the public places in the pictures in Activity going to number them in the correct order. Play the CD
1 (school, restaurant, supermarket). Encourage them to and have students number the warnings in order to link
tell you what safety measures / warnings are found them to their graphic form while listening.
there. Elicit from students the kinds of professions that
ensure that people follow signs in public places. Write Answers: 1 Emergency Stop; 2 Use your seat belt.
the answers on the board. 3 Speed Limit 50 kph; 4 Pedestrian Crossing; 5 One Way
Street; 6 Wash your hands. 7 Wear a hairnet. 8 No
Answers may vary. Cameras
2 Match the warning signs to the places in 31 4 Listen to the police off icer talk about
Activity 1. the Highway Code and write down the
Have students describe what they can see in the pictures information you hear about the following signs.
in order to express warnings particular to public places. Write: _ _ _ _ _ _ _ / _ _ _ _ (Highway Code) on the board
Then have students match the warning signs to the and play Hangman with the class until they guess the
public places in Activity 1. Check answers as a class. words. Elicit the meaning of Highway Code and who uses
it. Have students identify the signs in their Student Books.
Answers: a 1, 3; b 1, 2, 3; c 3; d 1 Have them try to predict the information they might hear
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or what the policeman will talk about. Check to a classmate and say the name of a profession. The
understanding of the signs in Activity 4 before students person who catches the ball says the public place where
listen. Play the CD and ask students to write down the that person works. Students who can’t answer sit down.
information they hear about the signs. Encourage them to
write down as much information as possible. Let them Stage 3: I think
share their answers with the person sitting next to them.
Finally, play the CD again for them to check their answers. 7 Read these sentences. Then circle the word
if in each sentence and underline the verbs.
Answers: 1 If there is a stop sign you must stop. 2 If Write: If you eat a lot of junk food … on the board and
there is a red light you must stop. 3 You must keep to the elicit what comes next (what happens; you get fat, etc.).
cycle lane. 4 If there is a no entry sign, follow the cycle Accept different answers provided. Ask: Is you get fat
lane you’re in. 5 You must wear a helmet. the cause or the effect? (the effect) Elicit the cause (If
you eat a lot of junk food).
31 5 Listen to the police off icer again and For students to express causes and effects in warnings
number the information in the correct order. and identify conditionals, have them look at the
Ask students to read the sentences in Activity 5. Explain sentences in Activity 7 on page 150 of their Student
that they are paraphrasing what the police officer says, Books and underline the word If. Direct them to the
so they may not hear the exact words in the sentences first sentence. Ask: When aren’t you safe? (When / if
in the CD. Check students remember the meaning of you don’t wear a helmet.) Elicit which is the cause and
paraphrasing. To organize sentences into a sequence, which is the effect. Then have students underline the
tell students that they are going to listen again to the verbs. Elicit which tenses are used after If, and in the
police officer, and they are to put the sentences into a second part of the sentence (present). Ask: If you don’t
sequence by numbering them in the order they hear wear a helmet are you safe? (no) Are you sometimes
them. Have volunteers read their answers out loud after safe? (no) Explain that when we use If and the present
they have listened. Correct mistakes. tense to describe a cause and the effect is also expressed
in the present tense, then the effect is always a result of
Answers: 1 Hello everybody, and welcome to our talk the cause. Refer them to example sentence: If you eat a
on the highway code. 2 We want to explain how to follow lot of junk food, you get fat.
the road signs so you are safe. 3 Always wear a helmet Write the following sentence stems: If you don’t do
and keep to the cycle lanes. 4 When there is a stop sign, your homework …, If you start a new hobby …, … you
you must stop. If you don’t stop you are at risk. 5 You fail your exams, … you improve your English. on the
must always wait for the light to be green. board. Ask students to say if each stem is showing the
cause or the effect, and if it’s in the affirmative or the
31 6 Listen to the police off icer again and negative. Students then complete the stems in pairs.
circle T for True or F for False. Refer students to the Glossary on page 165 to clarify
Write: It’s not necessary to … and You must … on the the meaning of words.
board. Tell students to imagine they are going ice-skating
in the afternoon. Elicit meanings of when we use You Answers: verbs: wear, stop, keep, allow, overtake,
must and It’s not necessary (something that is an obligation, pass, are, riding, is, keep
something that is not an obligation). Explain that this is
another way to give instructions. Have them make 8 Read the sentences and circle the best
sentences using It’s not necessary to … and You must … option to complete each one.
Have students read the sentences in Activity 6. Have students look at the Reflection Box in Activity 8
Encourage them to activate their previous knowledge and choose the correct option to complete each
and to try to guess the logical answers before they sentence. Check answers by asking random students
listen. Play the CD and have them answer true or false. to read their answers out loud.
Check answers as a class.
Answers: 1 two parts; 2 if; 3 cause and effect;
Answers: 1 F; 2 F; 3 T; 4 T 4 present; 5 affirmative and negative
emember Next class you will need: a small ball. 9 Underline the modal verbs and circle the
infinitive verbs.
Class Ask students if they can remember some of the things
Lead-in the policeman said in the listening activity from the
Bring a small ball to class and use it to help revise previous class. Encourage them to make example sentences
professions. Students take it in turns to throw the ball with must. Draw their attention to the sentences in
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Activity 9 in their Student Books. Ask them to underline make the second part of the sentence using must. For
the modal verb (must) and circle the infinitive verb example: If you go swimming in a public pool, you must
(wear) in the first sentence. Check answers as a class. wear sandals. Then have them complete the sentence
Tell students to do this with the remaining sentences. using the imperative. For example: take a towel, don’t
Have them explain what must means (obligation - it’s eat just before you swim. Point out the different
necessary). Then ask what comes before must (the structures that can be used to describe the effect and
subject). Ask: What is the subject in these sentences? write them on the board: you must take a towel / you
(you) What must you do at school? Elicit answers using take a towel / take a towel / don’t forget your towel.
I. Finally, ask them to say if must or the infinitive Remind them that you must + infinitive can stand
changes when the subject changes (no). alone, but a sentence beginning with If has two parts
and we can use must in the second part.
Answers: Modal verbs: must; Infinitive verbs: wear; Draw a chart with three columns on the board.
keep; wait; follow In the first column write: If you visit Cancun, If you
have a dog, You must, If you don’t sleep enough. In the
10 Complete the sentences with words second column write: you feel, visit, you must, wear. In
from the box. the third column write a uniform to school, feed it every
Ask students to read the sentences in Activity 10 on day, Chichen Itza, tired. First, see if students can complete
page 151 of their Student Books and complete them. the first part of the sentences with their own ideas.
Tell them that in order to do this they can refer back to Then, have them come to the board and draw lines
the sentences from Activity 9. Monitor and provide linking words from the three columns to make
individual help if necessary. complete sentences.
Point out the different structures we can use in the
Answers: 1 obligatory; 2 subject / verb; 3 infinitive; second part of the sentence after If. Ask students to
4 form look at the sentences in Activity 11 on page 151 of their
Student Books. Have them tell you the verbs in the first
emember Next class you will need: small scraps part of the sentences. Students then match the two parts
of paper, cards with different situations / activities of the sentences. Monitor and check answers.
related to warnings on them. Present a situation to students, A neighbor goes on
holiday and wants you to look after his cat. Give
Class instructions. Encourage students to give you
Lead-in instructions using the structures on the board. Then
Give out small pieces of scrap paper to students and give out some cards with activities on them. Tell groups
explain they will write stories together. Explain the that they have to give instructions to other groups about
situation: A new student has started the class and the that situation or activity. The other group has to listen
teacher has asked you to write some information / rules to the instructions and guess what the activity or situation
to help them settle in. You are going to read out a phrase is. They are not allowed to look at the card. Groups get
and students will complete the first part of the points for correctly guessing the situation and a point
sentence. Say: If you forget … students write this down for each different structure / sentence they correctly
and complete the first part. If you forget your homework. form to describe the situation.
After that, they will fold over the paper and pass it to
the student next to them to complete the sentence: tell Answers: 1 e; 2 d; 3 b; 4 a; 5 f; 6 c
the teacher. This will happen for a couple of minutes
and then students finally unravel the paper and read the 12 Unscramble the words to make sentences.
entire story to the class. Elicit the order of words in the sentences using must
(subject, must, infinitive, rest of sentence). Invite a
Stage 4: I Practice volunteer to complete the first question from Activity
12 out loud. Then students, in pairs, complete the rest.
11 Match the beginning of each sentence to Check answers.
the correct ending.
Write: You must eat vegetables. on the board. Ask Answers: 1 You must wear a helmet. 2 You must keep
students to answer: What tense is it referring to? to the cycle lane. 3 You must obey signs. 4 You must keep
(present). Write: If you go swimming in a public pool … to the right. 5 You must stop at a red light.
and have students complete the sentence. They will know
how to use the simple present, but encourage them to
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13 Write warnings for these public the organizer, with vocabulary from the text. Encourage
places. students to think of other vocabulary related to the
Tell students to look at the pictures in Activity 13 on topic which can go under each heading. Then tell them
page 152 of their Student Books. Ask them to identify to look back through the unit to add more words, they
the different public places (1 park, 2 cinema, 3 swimming can also use the Glossary on page 165.
pool, 4 street, 5 restaurant) and have some volunteers
say what is happening in each picture. Ask them if the
same situation in the cinema (picture number 2) has Alternative Activity: Point to the graphic organizer
ever happened to them (Someone talking on their cell and explain that this is a common way to collect
phone during a movie). If so, What did you do? Then ask vocabulary and divide it according to categories.
students to get into pairs, brainstorm, and note down This helps us to remember and access new words.
things that could happen in these public places if there Explain that another way, which takes a little more
weren’t any signs giving information or rules, such as time, is to draw mind maps. Ask students if they like
the man talking on his cell phone during the movie. Ask drawing and think they are good drawers. Ask them
pairs to share their notes with another pair. Monitor who draws new words to help them remember and
and help them with any new vocabulary. Brainstorm encourage them to share their experience with the
again the different structures for giving warnings and class. Tell students that for this activity they are going
write them on the board (No + verb + ing, Please don’t … to draw the new vocabulary. Hand out sheets of paper
You must … etc.). or tell students to turn to a blank page in their books.
For students to be able to choose a word repertoire Tell them to write the three main headings: Equipment,
toward a specific audience, ask them if all the structures Signs, and Traffic in three bubbles towards the centre
that they’ve learned can be used in all situations for all of their page. If they can think of images to represent
people (no). To help students identify speech register, these headings, they can draw them instead. Then,
elicit which expressions are more polite or for people students search for the vocabulary and draw pictures
we don’t know, and which ones are more direct; which to represent these words on their paper. When they
ones are neutral and written for the general public. For finish checking the text, have them look back through
example, take the case of someone talking on their cell the unit and the Glossary and draw more words.
phone in the cinema. Ask students what they would say Encourage them to use colors, different shaped /
if it was a friend of theirs and what they would say if it sized lines, and font to differentiate the categories.
was a much older stranger. Students in small groups When they finish, students walk around the classroom
compose sentences to express warnings particular to showing each other their pictures and guessing what
the public places listed. Encourage them to think of a the other students’ pictures represent. This will help
specific audience to whom they will write warnings. them learn new vocabulary. This type of activity aids
Walk around giving individual help where necessary. memory and can provide a fun way to break up the
Students read their answers out loud and if they wish, usual classroom routine. It’s motivating, relaxing, and
they can act them out for the class. You could encourage encourages students to be creative.
them to exaggerate very formal or informal situations Time: 10 minutes
and add humor to their role-plays.
Answers may vary. Answers: Equipment: Highway Code; helmet; Signs:

stop sign; red light; green light; Traffic: traffic lights;
14 Read the text and find words related lane; route; cycle lane
to each topic to add to the organizer. Look
back through the unit to add more words. Use emember Next class you will need: news items
the Glossary on page 165. or topic headings related to problems in society and
Explain that graphic organizers can help us to visualize useful vocabulary. Colored pencils or markers to
and remember new vocabulary. Tell them to read the decorate signs and do mind mapping (optional: If you
text in Activity 14 and to look at the graphic organizer. are going to choose the alternative activity for Activity 17.)
Elicit the categories and have students give you examples,
but not from the text. After that, ask them to complete
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Class things happen. Students then work in groups and
Lead-in choose one or two topics that are important to them
If students feel comfortable with miming activities, and discuss ways they could help to make a better
elicit the save the planet tips from page 130 of the society. For them to assume responsibilities in society,
Reader. Tell volunteers to mime an action which isn’t they should think about signs and warnings needed.
environmentally sound (leaving a room and leaving Don’t forget to have them consider who their audience
the light on, throwing litter on the street). The rest is to make the most appealing and suitable signs.
of the class has to call out warnings or instructions: Don’t
throw litter, no throwing litter; you must turn off the Answers may vary.
lights, if you leave a room, don’t leave the light on, etc.
15 Rewrite these warnings. Alternative Activity: Instead of students brainstorming

Ask students the meaning of must (obligation). Ask ideas; bring some contemporary news items or topic
them: What is the opposite of must? (no obligation). headings which suggest problems in society: bullying,
Have them remember when they saw must and find the pollution, traffic, corruption, etc. and a few brief
expression which means the opposite (it’s not necessary sentences describing each situation. This way you could
to). Write it on the board. Have them think of a public incorporate new vocabulary and expressions into the
place and say what you must do there and what it’s not lesson. Alternatively, students could explore one topic
necessary to do. For students to paraphrase the messages but more in depth and assume responsabilities in
on warnings, point out that there are many different society. Students then discuss what they could do to
ways we can express the same idea. Tell them to look at help society and what information or warnings they
the sentences in Activity 15 on page 153 of their Student would give.
Books and ask them what they mean. Ask them to circle Time: 15 minutes
the words which express obligation: essential, obligatory,
compulsory. Ask what word can we use to replace them
(must). Check students remember how to form sentences 17 Write warnings using the notes from
with must and then have them paraphrase the three Activity 16.
sentences. Ask students to check their answers in groups Ask students to write warnings for the situations
of three. discussed in Activity 16 using appropriate language
for their audience. For students to use non-verbal
Answers: 1 You must wear a bicycle helmet. 2 You communication to aid the elaboration of warnings, they
must keep to the right. 3 You must stop at a red light. draw signs to symbolize the warning. Encourage them
to be innovative and design signs that will be eye catching
Stage 5: I can and memorable. Walk around the classroom and help
students with their written work.
16 Work in groups. Make notes about the
different ways that you can contribute to Answers may vary.
making a better society. Think of signs and
warnings needed. 18 Share the warnings with the rest of the
Ask students to think about the biggest problems in class.
society / the world / their country or things that make For students to show confidence and assertiveness in
them feel angry or sad. This can go from relatively small the use of the English language, they walk around the
things such as someone talking on their cell phone in class and share their warnings with the rest of the
the cinema to dangers to the planet. Revise public group. First of all have them show other groups the sign
places one by one if students are short of ideas, ask and see if the group can guess what it’s for. Finally,
them about the last time they were angry or sad in a students could vote for the best sign.
public place or because of some news they heard. Write
ideas on the board. Have them try to express why these emember Next class you will need: pictures
of different types of everyday signs.
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Product 2 O
ral Announcements
Unit 5 of Warnings Student Book p. 154-155
Performance indicators: – Organize the sentences to put together an

– Select a public place. announcement.
– Compose the sentences to convey warnings – Practice the enunciation of an announcement.
appropriate for the selected place. – Spread the announcement.
– Revise that the sentences are understood when
spoken and listened to.
theirs is more important than the others. To distribute

Class among groups the necessary actions to elaborate an
Lead-in oral announcement of warnings, divide the class into
Bring in some different pictures of signs that are pairs and tell them to choose two things from the list.
different from those that students have seen in lessons, Encourage them to say why they think they are the
but that they would see in their everyday lives, or which most important and say which public place they would
are related to the lesson topics. Divide the class into find them in. For students to compose the sentences to
groups and bring in examples for each group, or convey warnings appropriate for the selected place,
alternatively, draw them on the board. On separate have them write two appropriate announcements of
pieces of paper, write what they are for. Students have warning for them. Remind them to think of who the
to match the written warnings to the signs. When they announcement is for in order use the appropriate
are finished, tell them to sit down. Check their answers. structure for the sign to have the most impact. Revise
The first group to have them all correctly matched is which ways of announcing warnings sound more direct
the winner. and brief and which are more polite and formal.
Stage 1: I get ready Answers may vary.
1 Write one sentence about what you have 3 What materials do you need? Make a list.
learned about the following things. Elicit materials students may wish to use for their oral
Divide the class into pairs and tell them to look at the announcements.
topics on page 154 of their Student Books. Explain what
they have to do and elicit some of the structures they Stage 3: I do
should use. Point to one of the signs from the lead-in
and have students make example sentences. Students 4 Check the spelling and punctuation.
then write a sentence about each of the things listed in Correct any mistakes.
their Student Books. When they finish, have them read Write: if you forget your homework you can hand it in
their sentences out. Have them pair up with a different tomorrow; Danger _________ ; you must bring a pencil
partner and read out their sentences, their partner has to the exam; don’t forget to _________ ; save the planet
to guess what the topic is. on the board. Ask students to copy the sentences and
ask: What is missing? (punctuation). Have them work in
Answers may vary. their pairs to write in the correct punctuation, including
punctuation marks, full stops, capital letters, etc. If
Stage 2: I plan necessary, write the punctuation marks that are missing
from the sentences at the top of the board to help them.
2 Work in pairs and choose two things from Check the answers. Explain the importance of putting a
the list above. Write two appropriate comma between the two parts of a sentence in conditional
announcements of warnings for them. sentences. After exclamations such as danger and
Encourage students to remember the different types imperative tenses, we usually use an exclamation mark.
of signs (information, precaution, danger, safety). To ensure that sentences are understood when spoken
Elicit from the class what type of signs they think are and listened to, tell students to revise their written work
the most important and why. Alternatively, you could and correct any punctuation. When they finish, have
divide the class into four equal groups and assign each them pass their work to another pair to encourage
group a topic and have them explain why they think peer editing.
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AR_TG1_pp127_152_U5.indd 150 7/16/11 4:51 PM

Answers: If you forget your homework, you can hand Stage 4: All ready to share
it in tomorrow. Danger! You must bring a pencil to the
exam. Don’t forget! Save the planet! 7 Use your pictures to present your information
to the rest of the group.
emember Next class you will need: pictures of Have students give their presentations in their pairs, to
different types of everyday signs. the rest of the group.
Class 8 Vote on the announcements. Decide on

Lead-in which you thought was the most creative, the
Put the signs on the board from the previous lead-in. most informative, and the best presented.
Add some more. Divide the class into three groups and Play a word association game. Select students’ sign
have them stand in three lines in front of the board. presentations representing different topics. Encourage
One group reads out a warning or instruction for students to say as many words as they can think of for
one of the signs and the first members in the line for the each sign / topic. The class works together and tries to
other two groups, have to go to the board and touch the get more words each time. Students stand up each time
sign they’re referring to. The first person to touch the they have a word to say. The teacher notes down how
correct sign wins a point for their group. The same sign related many words students think of for each topic,
can be described more than once but in a different way. and writes the number on the board.
Continue playing until all students have had an Ask students to vote for their favorite presentations.
opportunity to participate. Suggest three different categories: the most creative, the
most informative, and the best presented. You could give
5 Draw graphics to accompany your students three different colored sticky notes each, one
announcements. color for each category. Students place their presentations
Ask students to open their Students Books to page 155. on a table at the front and students place their sticky
Review the signs that students saw in lesson 3 and ask note next to the one they feel should win. Encourage
what differences there are between signs: colors, shapes, students to give reasons for their choices.
messages, features, etc. Have them tell you the different
signs and their corresponding colors, features, shapes, I learn
etc. Remind students that they should bear these in Ask students what they can do now that they couldn’t
mind when designing their graphics of warnings. Elicit do at the beginning of the learning environment and
what else is important for the design of a warning (that listen to their responses. Encourage them to identify
it’s clear what the message is, it stands out, and is the activities that they found especially helpful during
memorable). Encourage students to be as imaginative as the process of making the product. Then have them
possible with the actual design. answer the I learn box. Explain that its purpose is to
assess their performance while making the product in
6 Practice presenting your announcements order to improve weaknesses and reinforce strengths
with the information in the correct order. Point during the process. Briefly have them discuss their
to the pictures at the appropriate times. responses to the self-assessment in groups or with the
Ask students what important expressions they learned rest of the class. Give positive feedback of their effort
from the previous product activity for presenting and progress.
information in class. Direct them to the useful
expressions box and go over the expressions with them.
Have them incorporate them into their oral Teacher’s Reflection Tool
announcements. Students then organize the sentences My work in this social learning environment has
to put together an announcement. Allow pairs some facilitated the learning process of the class so students:
time to practice their presentations. Check students use – Can adjust volume, tone, and intonation to emphasize
the correct tone of voice and intonation when announcing warning.
their warnings so that they sound credible, by practicing – Can understand conditional and non-conditional
the enunciation of an announcement with them. warnings.
Remind them they should try not to use their notes – Can request information to confirm the
when presenting. understanding of warnings.
– Can indicate causes and effects on warnings.
– Can associate warnings to particular situations.
AR_TG1_pp127_152_U5.indd 151 7/16/11 4:51 PM

152
Is aware of Is
Uses Takes Produces
the use of Uses Takes aware of the Shows Interprets
language to favorable Is respectful texts to
language as language to responsibility cultural confidence and conveys
Student’s Name reach decisions of social participate in
a mean to prevent in their differences in the use of instructions
common about the norms. academic
AR_TG1_pp127_152_U5.indd 152
learn how to problems. community. in social English. in daily life.
goals. environment. events.
learn. norms.
General Comments
w
Assessment Criteria
5/4/12 5:11 PM
Glossary
Autonomous learning: A school of education Lifelong learning: The continuous building of skills
which sees learners as individuals who should be and knowledge throughout the life of an individual. It
responsible for their own learning. It also helps occurs through experiences encountered in the
students develop their self-consciousness, vision, course of a lifetime.
practicality, and freedom of discussion.
Main idea: The central idea of a text or paragraph.
Cognates: Words in different languages related to
the same roots. Metacognition: Also defined as “knowing about
knowing.” It includes knowledge about when and how
Collaboration skills: The ability to work to use particular strategies for learning or for problem
successfully with others at school, work, or in life. solving.
Cooperative learning: A teaching strategy Paraphrase: To express what someone else has said
involving teams in a collaborative environment. Each or written using different words, especially in order
member of the team is not only responsible for their to make it shorter or clearer
own learning , but for getting involved with other
teammates and creating an environment of Plot: The sequence of events in a story.
achievement. Scaffolding: A supportive framework that teachers
Critical thinking: The process of conceptualizing, give children while they are learning a language.
applying, analyzing, synthesizing, and / or evaluating Scan: A reading strategy to seek specific words
information from observation, experience, reflection, and phrases.
or communication.
Shared reading: Students, in pairs, take turns
Details: Information that supports or explains the reading sections of a text out loud to each other
main idea of a text or paragraph. and ask each other questions about what they have
Echo reading or repetition: Reading of a text just read.
where the teacher reads a line out loud and students Skim: A reading strategy to quickly identify the main
repeat. It is a good way to build pronunciation and ideas of a text.
expression when reading.
Readers’ theater: A dramatic reading of a text or a
Elicit: The action of obtaining information from the section of a text that is written as a conversation, with
students by provoking a response from them. parts divided among readers.
Graphic components: Illustrations, diagrams, Rhythm: The way some words are emphasized so as
maps in a text; and how the text is arranged on the to give the effect of regular beats.
page (layout).
Speech register: The spoken language used for
Graphic organizers: Diagrams or other pictorial a particular purpose or in a particular social setting.
devices that summarize and illustrate concepts and It also used to indicate degrees of formality.
interrelationships among concepts in a text.
Story / Text structure: A set of conventions that
Inductive approach: A method where learners govern different types of texts, such as setting,
find out rules through the presentation of adequate characters , plot, climax, ending in a narrative text,
linguistic forms in the target language. or instructions and materials in an information text.
Inference: It is a logical conclusion reasoned from Syntax: The arrangement of words in a sentence.
evidence. For example, if the story reads that a
character is crying, you can infer that the character Turn-taking: The skill of knowing when to alternate
is sad. speaking in a conversation.
Intended audience: The readers for whom the Word stress: The relative emphasis that is given
author is writing. to certain syllables in a word by increasing loudness,
length, or tone of voice.
Intonation: The melodic pattern of connected
speech that distinguishes one language from others.
153
AR_TG1_pp153_163_Formal_Assessment.indd 153 5/4/12 5:04 PM

Unit 1 Formal Assessment Learning Environment 1
Name:
1 04 Listen to this conversation and answer the questions. (5 points, 1 each)
1 What did Marco and the Mayor talk about? .

2 What didn’t they talk about? .
3 Where does the pathway for skateboarders take you? .
4 Where do they have teen rock dances? .
5 What can you do at the Mall? .
2 Match the sentences to the pictures. d b (5 points, 1 each)
1 “You can see the doctor now.”

2 He said, “Do you want pepperoni on that? c
3 I love to go to the library. It’s very quiet.

e a
4 I want to send this package to my uncle.
5 My sister exercises at the Sports Club.
3 Write the conversation in order. Two are examples. (5 points, 1 each)
Can you help me?

A:
Dallas.
B: Yes, what can I do for you?
How many stamps do I need for this package?
A:
I need to weigh it first. Where are you sending it?
B:
Is that in Texas?
A:
Yes, it is.
B:
Yes, what can I do for you?
A: Yes, it is.
4 Unscramble the sentences. (5 points, 1 each)
1 a pharmacy / an aspirin, / go to / If / need / then / you /

2 a large / or a small / box / Do / want / you / ?

3 buy / can’t / here / stamps / You /

4 a doctor / at / can / see / the hospital / You /

5 can’t / doctor / see / The / today / you /

154 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.

Name:
1 Read the story and match the sentences to the elements in the (14 points, 2 points each)
narrative and text components.
The Sun and the Wind
The Sun and the Wind had a discussion. They couldn’t decide who was stronger. The
Sun thought he was the strongest. The Wind knew the Sun was wrong. Obviously the
wind was stronger.
One day they saw a man walking in the countryside. He had a heavy coat. “Now we
can discover who is stronger,” said the Wind. “Which one of us can make that man
take off his coat?” The Sun agreed.
The Wind began to blow and blow. Then it made rain and cold, but the man pulled his
coat around him. He didn’t take it off. Now it was the Sun’s turn. It got hotter and
hotter and the man took off his coat. The Sun had won.
1 The Sun and the Wind _____

2 Somewhere in the countryside in the past _____ a) conclusion
b) event 1
3 The Sun and the Wind had a discussion. _____
c) event 2
4 The Sun made the man take off his coat. _____ d) event 3
5 The Sun won. _____ e) main characters
6 The Sun and the Wind. _____ f ) setting (time and place)
g) title
7 The Wind tried to make the man take off his coat. _____
2 Circle the correct words. (6 points, 1 point each)
A man 1) walked / was walking in the countryside. The Sun and the Wind
2) saw / was seeing him. The Wind 3) tried / was trying to remove his coat.
The man 4) didn’t take / wasn’t taking his coat off. The Sun 5) started / was started
to shine. It 6) got / was getting very hot when the man finally took his coat off.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes. 155

Name:
1 Read this dictionary entry and answer the questions. (5 points, 1 each)
1 How many meanings does acercar have in English?

2 How many meanings does acercarse have in English?

3 What does sth mean?
4 What does sb mean?
5 How do you say Come closer in Spanish?
2 Read this dictionary entry and answer the questions. (5 points, 1 each)
1 How many meanings does long have?

2 What does adj mean?
3 How do you say ¿Cuánto mide la mesa? in English?

4 How do you say Hay pocas posibilidades in English?

5 In the long run means:
3 Label the parts of the dictionary entry with the words in the box. (5 points, 1 each)
1
headword
4
part of speech 2
phrase
pronunciation
3 5
translation
4 Underline the imperative verb and circle all the connectors. (5 points, 1 each)
1 First, find the English-Spanish section of the dictionary.

2 Next, be sure how to spell the word.
3 When you find the correct guide words, locate the English word in the page.
4 Then read all the definitions.
5 Do not assume that the first word you find is the correct one.

Name:
10 1 Listen to a radio program and circle T for True or F for False. (9 points, 1 each)
1 The program is about relationships with friends. T F

2 The program is interactive. T F
3 Will has a problem with his parents. T F
4 He has to take his brother places. T F
5 Marty had a different problem. T F
6 Marty’s best friend went with them. T F
7 Marty said it’s boring to go with his best friend. T F
8 Will doesn’t like Marty’s idea. T F
9 Will wants to try Marty’s idea. T F
2 Complete this conversation with the words from the box. (5 points, 1 each)
isn’t it might problem welcome what
Host: This is Gerry Kent with Teen Scene. 1) , Paula! What’s your
2) ?
Caller: When I want to go to the movies with my friends, my parents always say no.
Host: You 3) try talking to them. Ask them, “Can you go to the movies with us?”
Caller: 4) _____________________ do you mean?
Host: You invite them to go with you. It’s better than not going to the movies at all,
5) ?
3 Complete this conversation with the words from the box. (6 points, 1 each)
callers fast opinion relevant thought wasn’t
Martha: So what did you think? Did you like that radio program?
Carla: Yeah, I liked it because the 1) were really funny.
Mark: I don’t know. I 2) they spoke too 3) .
Rich: In my 4) , the host 5) prepared. He didn’t
know what to say.
Will: Well, I thought it was 6) for teenagers.

Name:
1 Read the text and circle T for True or F for False. (4 points, 1 each)
The first arcade games appeared in the 1920s, they were simple electro-mechanical
devices. In the early 1970s, the first coin-operated video game was created in
Japan. Many more games followed, and some of these games became classics.
Nowadays there are many other video games you can play at home on your
computer. They influence how we talk and how we make friends. You can play
them online with your friends, even if they are at their own houses. Online games will
continue evolving and will become more and more realistic. They will be 3-D and
have voice- and gesture-recognition systems. You’ll be able to interact directly with
the characters on the screen.
1 Arcade games first appeared in the 1970s. T F

2 The first coin-operated video games appeared in Japan. T F
3 There are many different video games today. T F
4 There will be 4-D games in the future. T F
2 Answer the questions. (4 points, 2 each)
1 What are video games like today?

2 What will be some of the characteristics of games in the future?

3 Unscramble the sentences. (6 points, 2 each)
1 Gamers / in the game / interact / the characters / will / with

2 games / in other countries / play / will / with people / You

3 in class / Students / textbooks / use / won’t

4 Match the two parts of the conversation. (6 points, 2 each)
1 Climate change won’t affect Venezuela. a) I don’t agree. I think it will change.
2 It will soon start snowing in Caracas. b) I’m sure it will.
3 The world’s climate won’t be different in ten years. c) No, it won’t. That’s impossible.

Name:
1 Label the diagrams. (6 points, 1 each)
brain heart stomach lungs ribs small intestine
1 2 3
4 5 6
2 Read the text and match the sentences. (6 points, 1 each)
The adult human body has 206 bones. There are 28 bones in the skull, 26 vertebra, 24 ribs, 2 clavicles,
and 2 scapulae. There are two bones in the pelvis and 30 bones in each of the arms and legs.
1 One arm has a) one hundred and twenty bones.

2 There are b) thirty bones.
3 There are only c) twenty eight bones.
4 The skull has d) twenty six vertebra.
5 Your arms and legs have e) two bones in the pelvis.
6 Your shoulders have f ) two clavicles and two scapulae.
3 Read the text and circle the answers. (8 points, 1 each)
This is 1) a / an important organ. It is 2) a / the heart. Blood 3) is pumped / pumped by the heart. This
is 4) an / the artery. The heart 5) send / sends blood through the arteries. The lungs 6) bring / is
brought oxygen into the body. The veins 7) bring / brings blood with lots of carbon dioxide to the
lungs. This carbon dioxide 8) cleans / is cleaned by the lungs.

Name:
17 1 Listen to the personality quiz for Alicia and check (3) her options. (4 points, 1 each)
What do you like to do in your free time?
1 Indoors 3

Technology
read a book watch TV

read a magazine surf the Internet

clean my room send e-mails

listen to music chatting with my friends

2 Outdoors 4 Sports

take the dog for a walk play soccer

go to the park play baseball

go hiking swim

go surfing play volleyball

2 Circle the best option. (7 points, 1 each)
A: Do you like 1) listen / listening to music?

B: Yes, I do, 2) and / but I don’t like hip hop.
A: I love 3) listening / to listen to hip hop 4) and / but I like pop too.
B: I enjoy 5) listening / to listen to pop 6) and / because it’s fun. My brother doesn’t like it 7) and /
because he’s old. He’s eighteen.
3 Match the questions and answers. (3 points, 1 each)

1 Do you like video games? a) Fifty two.
2 How many games do you have? b) I like action games.
3 What kind of games do you like? c) Yes, I do.
4 Complete the following questions with question tags. (4 points, 1 each)
1 You are a musician, ?

2 You like playing the guitar, ?
3 You can play the piano too, ?
4 You don’t like hip hop, ?
5 Circle the closure and underline the opening in this conversation. (2 points, 1 each)
A: Hi there. Are you busy? A: What is the opposite of abstract?

B: No, I’m not. B: Concrete.
A: Can I ask you a question about our homework? A: Thanks a lot. See you in class.
B: Sure. Score: ( / 20 points)

Name:
1 Write the opposites of these feelings. (4 points, 2 each)
1 angry 2 happy
2 Circle the best option. (7 points, 1 each)
The man was a 1) drum / spy. He wore a 2) disguise / mission. He wasn’t wearing his 3) file / trench
coat. People thought he was a 4) file / policeman. He was in my 5) blackboard / bedroom. He
was very 6) angry / happy because I was late. I was playing my 7) guitar / file and singing at the
club.
3 Label the parts of the song. (4 points, 1 each)
Top Secret Mission
2 3 4
I was walking down the avenue It was a mission! I stepped on a plane

Late last night, A mission! And flew across the ocean.
When a man approached, A top secret mission! I landed on an island
With his eyes burning Bright! I’ve got the permission And put my plan in motion.
He reached in his trench coat for a top secret mission! Everyone around me
And pulled out a file. Looked pretty scary.
“I hope you like to spy,” I had to get in touch
He said with a smile! With a man called Harry.
4 Write the correct forms of the verbs in parentheses (past or past progressive). (5 points, 1 each)
Then all the lights 1) (go out),

And the walls 2) (close in).
Dark ocean water 3) (rise) to my chin!
Then everything 4) (go), black!
I heard myself shout!
I 5)_________ (know)it was all over and I’d never get out!

Name:
1 Read this text about the environment. Circle T for True or F for False. (3 points, 1 each)
The air in our cities is dirty and the sky is often gray. Our air is polluted by car and airplane emissions.
Factories pollute the air with smoke and dangerous chemicals. The rain can’t clean our air. It mixes
with the pollutants and creates acid rain that can damage plants and buildings.
We release carbon dioxide into the air when we burn fossil fuels, like gas, oil, and petroleum. This is
changing our climate because these pollutants affect our atmosphere. Now the North and South
Poles are melting. People are trying to do something to make the planet better, but it isn’t easy and
it might already be too late.
1 Cars and planes pollute the environment. T F

2 Fossil fuels release carbon dioxide into the atmosphere. T F
3 The atmosphere isn’t affected by pollution. T F
2 Unscramble the words to make sentences. (6 points, 2 each)
1 affect / . / are / our atmosphere, / These pollutants, / very dangerous / which

2 are / are / millions of people / our environment / There / to save / trying / . / who

3 cleaner energy sources / . / include / solar power / that / use / We

3 Read the paragraph and circle the best options to complete the sentences. (5 points, 1 each)
My uncle works on an experimental farm. Animals 1) are bred / bred in good conditions. Students
take 2) care of / up them. They study to find 3) down / out about the animals. Some feed them and
others clean and take 4) out / up the garbage. They have wiped 5) down / out dangerous insects.
4 Complete the paragraph with the correct form of the words from the box. (6 points, 2 each)
and because therefore
The Poles are melting 1)________________ sea levels are rising. The environment is changing
2) _______________________ we need to do something to help. We need to do something
3) _________________ it’s our planet too.

Name:
29 1 Listen to the flight attendant and circle T for True or F for False. (5 points, 1 each)
1 This is flight 676 to Paris. T F

2 If you are going to sleep, don’t fasten your seat belt. T F
3 Use your seat belt to protect you from turbulence. T F
4 Oxygen masks fall from the overhead compartment in an emergency landing. T F
5 You must read the safety manual. T F
2 Read the paragraph and circle the best options to complete the sentences. (3 points, 1 each)
1) If / In case of there is a fire, break the glass. In case / 2) In case of you need water,
remove the hose. 3) If / In case of high temperatures, put on protective clothing.
3 Unscramble the words to make sentences. (3 points, 1 each)
1 protect / . / to / Wear / your eyes / goggles

2 Look / manual / . / safety / the / through

3 at all times / door / Keep / shut / the / .

4 Rewrite these warnings using must. (4 points, 2 each)
1 It is obligatory that you wear protective goggles.

2 Keeping to the right is obligatory.

5 Match the signs with the places where you can find them. (5 points, 1 each)
a) in a factory b) in a park c) on a street d) in a restaurant e) in an airplane
1 2 3 4 5

Alex: Yes! There’s the Mall. We all get together there to eat
Audioscripts and shop. So, cheer up!
05 Lesson 2 / Activity 3 / Page 15

Listen to the hip hop song about communities while
UNIT 1
you read along. Then answer the questions.
Broadcaster: Community by your local Hip Hopper. Well,
Number the pictures in the order you hear them. hello all you students now listen to me. Go on and hip
hop about community.
Listen and circle T for True or F for False. Some people complain about their communities a lot.
Marco: Thank you for receiving me, Mr. Burns. They get themselves all twisted in a knot.
Mr. Burns: How can I help you? The book in the library that hasn’t arrived,
Marco: I’m doing a project at school about our community and the government offices only work to 5:00.
services. May I ask you a few questions?
Mr. Burns: Go ahead, young man. The doctor’s office is always full,
Marco: What type of services do we have here in Greensville? And the pharmacist treats you like a great big fool.
Mr. Burns: Greensville is a small community but we have You fool, you fool, you great big fool.
many services. There are four supermarkets, three schools: But don’t forget that when you’re in trouble,
elementary, middle school, and high school. The post The police will be there right on the double.
office is on Main Street, next to the pharmacy, the City Hall
is right down town next to the library. Oh, and of course Your cat sitting at the top of a tree,
the fire station, we mustn’t forget that or the church. has the firemen on the case until he’s free.
Marco: What services do we have for children? He’s free, he’s free, until he’s free.
Mr. Burns: Well, we have the Greensville Zoo and Nature
Center. Children can visit the animals and also handle Good friends and people can talk to me,
and touch baby ducks, rabbits, and so on. There are In the space you can find at the library.
many playgrounds in the two parks and we have I like my community with all its craziness,
swimming pools at the Recreational Center. It can offer us all a lot of happiness.
Marco: What do we offer Tourists? Happiness, happiness, a lot of happiness.
Mr. Burns: We have many attractions for tourists; there are
galleries and art centers, theaters, and excellent cinemas, 06 Lesson 2 / Activity 4 / Page 16
and of course, the Cosmopolitan Opera in the summer. Listen to the conversations and answer the questions.
Marco: Yes, that’s all very interesting but what about
services for young people, like me? 1
Mr. Burns: I’m sure that you can find that information. Boy: Excuse me, sir?
Marco: Yes sir, thank you. Man: Yes, what can I do for you?
Mr. Burns: You are welcome. My assistant will show you out. Boy: Can you give me some cough medicine?
Man: Do you want a large or a small box?
04 Lesson 1 / Activity 4 / Page 9 Boy: I don’t want pills.
Listen to the conversation and complete the Man: But these have extra vitamin C.
sentences. Boy: I understand, but I want syrup.
Alex: Hey Marco! How’s it going? Man: Of course, here you are. That will be $5.00 please.
Marco: I just had an interview with the Mayor of Greensville. He Boy: Thank you.
gave me some information about services here in town.
Alex: Wow! How interesting! 2
Marco: Yeah, he told me everything there is in town for Man: This is fire station 67, where is the fire?
older people, families, and children. Girl: There isn’t a fire, sir.
Alex: What’s wrong with that? Man: What is the problem, then?
Marco: He didn’t tell me anything about things for young Girl: It’s my cat. He’s in the tree.
people, man. This report is for our group. Man: Let me guess. He won’t come down.
Alex: Hey! Don’t worry man; I can tell all about places for us. Girl: No! He can’t come down.
Marco: Yeah? Like what? Man: OK, What’s your address?
Alex: Look over there. It’s the pathway for skateboarders. It Girl: 608 Greenhill Road. Please hurry!
will take you to the basketball courts. We play every day! Man: Don’t worry miss, we will be there in 10 minutes.
And the Recreation Center has a special day for Girl: Oh, thank you very much, sir. Goodbye.
teen rock dances, they are really good. Remember
that the Cosmopolitan Opera House allows Rock bands
once a month. Those events are always full. Listen to the story and complete the text using words
Marco: Yeah, I guess you’re right, let’s go to the mall. from the box.
The Dog and the Shadow
How Jojo lost his bone
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Jojo the dog went to visit his local butcher. He visited him mall. But all my friends go there on Saturdays, and I want
every day at exactly 11:00 a.m. because the friendly to go, too! What can I do?
butcher always gave him a bone. One day the dog Guest speaker: Jennifer, this is a common problem for kids
was crossing a bridge over a stream with his bone in his your age. You want to do stuff with your friends, but your
mouth. He was feeling happy because it was a very big parents don’t think it’s a good idea. So, you might try
bone and he wanted to bury it. Suddenly he looked negotiating with them.
down into the water and saw another dog with a bigger Caller: What do you mean?
bone. This other dog was looking at him. His eyes were Guest speaker: Well, you could say, “Can I go if you go to
very angry. That other bone looked delicious so, he the mall, too?”
immediately let go of his own, and fiercely attacked the Caller: Oh, I never thought of that! But it’s SO uncool for my
other dog to get his bone. So, he lost both; the one that parents to be at the mall while I’m with my friends!
he tried to get in the water, because it was a shadow; Guest speaker: But your parents don’t have to be with you
and his own, because the stream took it away. and your friends. And it’s better than not going to the
mall at all, isn’t it? If you want your parents to be cool,
UNIT 2 you have to be cool, too.
Caller: Yeah, I guess you’re right. I’ll try it!
08 Lesson 3 / Activity 2 / Page 52 Host: OK, we’ll be back after a short message from our
Listen to a radio program and match the questions to sponsor, The Cool Clothes Store!
the answers.
Speaker 1: Good afternoon, everyone. Today we have Dr. Girl 1: Hey, look at the cool sandals I just got!
Laura Roberts with some good advice on the topic of Girl 2: Wow! Those are awesome! Where did you get them?
“Teens vs. Parents!” Welcome to the show, Dr. Roberts. Girl 1: At The Cool Clothes Store. They were on sale for $10!
Speaker 2: Thank you, Jerry. OK. It’s very difficult for Girl 2: You’re kidding. Only $10?
teenagers when they don’t want to listen to their Girl 1: Yeah. They’re having a big sale, and everything is
parents’ advice anymore. It’s normal for young people 50-75% off. Everything!
to want to start making their own decisions about their Girl 2: Wow! I’m definitely going to The Cool Clothes Store!
lives, but unfortunately, sometimes the choices that Male voice: Sale ends Saturday.
teens make are not very good choices. Parents love
their children and want them to be happy and safe, 10 Lesson 3 / Activity 13 / Page 57
so they naturally want to give advice to their teenage Listen to another radio program and answer the
children. Many teens don’t like that, and they get angry questions.
and argue with their parents. Host: Good morning, teens! We’re back at 68.9, Teens Ask
So please take some advice from me. Teens should with another great show for you! Today we’re going to
try to remember that their parents love them and are only talk about relationships between brothers and sisters.
trying to help them. Try not to argue with your parents. Call us with your problems or questions, and let’s talk
You should think carefully about what your parents are about them!
saying. Maybe you don’t always agree with them, but try We have a caller on the line! This is Will from Florida.
to remember that they want the best for you. Go ahead, Will, you’re on the air!
Caller 1: Hi. Uh, I have a problem with my parents. I have my
Mother: Honey, what is that on your new blue jeans? driver’s license now, and my parents always ask me to
Teenage boy: What? I don’t see anything. take my little sister places. She’s only 12 years old, and
Mother: All over the side of your jeans, a big green stain! it’s really boring! I can never do what I want to do! And
Teenage boy: Oh, that. I was playing baseball with my my friends laugh at me when I’m with my little sister!
friends, and I had to slide into second base. What can I do?
Mother: Oh, well, no problem! Fortunately, I have Stain Host: Wow, that’s a real problem, buddy! What do you think,
King Laundry Detergent! No more green stains on your callers? Can anyone help Will with his problem?
favorite jeans! We have another caller! This is Marty from California.
Teenage boy: Thanks, Mom. I want my jeans to be blue, not You’re on the air, Marty!
green! Caller 2: Hi. Yeah, I had the same problem with my parents.
I had to take my little sister places, too. So I decided to
09 Lesson 3 / Activity 8 / Page 54 ask my best friend to go with me sometimes. He’s always
Listen to the radio program and answer the questions. happy to go, and it’s more fun that way. Also, now my
Host: Hey, kids! This is Jason Clark with Teen Talk. Today we parents let me use the car more because I’m helping
have teen counselor Sharon Young, talking about … them. Maybe Will could do something like that.
“When Parents Drive You Crazy!” Welcome, Sharon! Host: So, Will, what do you think of Marty’s idea?
Guest speaker: Hey, Jason, glad to be here! Caller 1: That sounds pretty good. I think I’ll try it.
Host: OK, here’s our first caller. This is Jennifer in Texas. You’re Host: OK! Thanks for your great suggestion, Marty! Now it’s
on the air, so go ahead, Jennifer. time for a break, and when we come back, …
Caller: Hi. I have a problem with my parents. When I want
to go to the mall with my friends, my parents always say
no. They don’t think teenagers should hang out at the
165
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11 Lesson 4 / Activity 6 / Page 59 15 Lesson 3 / Activity 4 / Page 83
Listen to people giving opinions about a radio Listen to Myslim and circle T for True or F for False.
program. Circle P for Positive opinion and N for Myslim: What happens to food after it is eaten? During
Negative opinion. digestion, food passes through the digestive system. The
1 I didn’t like the speaker. She was too formal. stomach mixes food with different acids. Then it goes
2 The music made it more fun, and that scream was into the small intestine. Did you know that there are two
awesome! intestines? They are the small intestine and the large
3 It was boring because there was no music. intestine. The small intestine is twenty feet long; it is longer
4 The ads weren’t interesting because they were for adults, than the large intestine. The large intestine is only five
not teens. feet long, but food goes through it very slowly.
5 The program was interactive, more interesting.
6 The speaker respected teens. 16 Lesson 4 / Activity 13 / Page 93
Listen to Myslim talk about the skeletal system and
UNIT 3 take notes about the spine and the muscles.
Myslim: This is the Skeletal System.
12 Lesson 1 / Activity 6 / Page 70 Pepe: Cool! A skeleton!
Listen to this extract from an interview about video Myslim: Right! You know, the bones in your body are very
games and match the person’s predictions about much alive and they’re the ones that give our body its
the future. shape. Your body is made up of many different bones.
Host: Welcome to the Tokyo 2013 Game Show! My name is Pepe: How many bones do we have?
John Kenzo and I’ll be your host. Here on my right is the Myslim: Two-hundred and six! The central support for the
famous game designer, Yoshi Suda. Yoshi, can you give body and the rib cage is called the spine. It’s made
us some insights on the future of video games? up of little spongy bones called vertebrae. They’re
Yoshi: Well, multi-buttoned video games will be a thing of surrounded by a layer of cartilage that keeps the bones
the past. Online games will rule! from rubbing against each other. Who do you think is in
Host: But online games are complicated. charge of movement?
Yoshi: Online games won’t be complicated any more. They Pepe: The muscles!
will be user-friendly. Myslim: Absolutely! Your bones need a lot of help in order to
Host: Amazing! Any other hot news for this year? move. You have more than 600 muscles in your body.
Pepe: That means we have more muscles than bones!
13 Lesson 2 / Activity 6 / Page 75 Myslim: Right! The muscles keep the body warm, lungs
Now listen to the weather forecast and circle T for pounding, and intestines in place. You can bend, jump,
True or F for False. or stretch and the muscles make themselves larger
Meteorologist: This week will be an interesting week in terms or smaller.
of the weather. Monday will be hot and sunny but that Pepe: Sweet!
will change on Tuesday. Tuesday and Wednesday will
be cloudy and cool and Thursday will be hot again. UNIT 4
Friday is the start of the weekend. Let’s cross our fingers
and hope it will bring good weather. 17 Lesson 1 / Activity 2 / Page 98
Listen to the conversation and number the following
14 Lesson 3 / Activity 3 / Page 82 sentences in the order you hear them.
Listen to the conversation and put a cross ( ) under Fiona: Hi, Alicia!
the body part that is not described. Alicia: Hey, Fiona, come and sit over here. How are you?
Myslim: Once the food is in the stomach, its muscles begin Fiona: Really great! I have the new Teen magazine. There’s
to move. The food is mixed with different acids to break a cool personality quiz.
it down. See that lining? Can I ask you some questions?
Pepe: I think it protects the stomach from the acids. Alicia: Oh! That sounds like fun.
Myslim: That’s right! There are two intestines in the system Fiona: OK … First of all, what do you like to do in your free
– the large and the small intestines. The small intestine time?
is not really small; it’s twenty feet in length. It uses the Alicia: Hmmm. Well, I do my homework …
digestive juices to break down the food. See those Fiona: Yeah but … that’s not really free time, is it?
finger-like things? Alicia: That’s true. Hmmm, I like to read magazines but
Pepe: Yes, what are they? I don’t have much time. I like to take the dog for a walk.
Myslim: They’re the villi. They absorb nutrients from the food I also enjoy texting with my friends a lot and hmmm …
Wait till you meet stinky! It’s the large intestine. It makes Fiona: Do you like chatting on the Internet?
the feces from water, undigested food, and bacteria. Alicia: I don’t like chatting. I hate spending hours on the
It’s only five feet long, including the colon. It’s called computer.
the large intestine because it’s wider than the small Fiona: Right, and what about sports? You play volleyball,
intestine. It takes about twenty hours for food to pass don’t you?
through it! Alicia: Yes, I do. I love playing volleyball and of course,
I love watching TV.
166

Fiona: And what TV programs do you like? 2
Alicia: I like science and nature shows. But I also like music A: Hi! Can I talk to you about your favorite celebrity?
video shows. B: Yes.
Fiona: Hmmm … let me see. Well, you have some things in A: Hmm. Don’t tell me … Jaden Smith is your favorite
different categories. It says here that on the whole you are celebrity, isn’t he?
a pretty well balanced person. Yeah! That sounds like you. B: Oh, yeah! He’s a really good actor and he’s very sporty.
Alicia: Oh, that’s nice. Thanks. He enjoys practicing capoeira and kung fu.
A: You like martial arts, don’t you?
18 Lesson 1 / Activity 10 / Page 101 B: Yeah! I like it because it’s a fun way to learn, to
Listen and check ( ) the personality quiz for Ben. concentrate, and get fit.
Sissy: Hey Ben! Check this out! It’s an online personality test. A: Sorry, I interrupted … you were talking about Jaden Smith.
Ben: Cool! B: Well … He also likes playing basketball, baseball, soccer,
Sissy: I’ll ask you … What do you like to do in your free time? and he likes hanging out with friends, watching movies,
Number one … Do you like … and listening to music.
a) doing homework? A: You like watching movies and listening to music,
b) walking the dog? don’t you?
c) knitting? B: Yes, I do.
d) surfing the Internet? A: Oh, cool! Thanks for talking to me.
Ben: Knitting! Are you nuts! I hate that! I like walking the dog.
Sissy: Number two … How about … 3
a) cleaning your room? A: Do you mind if I ask you a question?
b) playing basketball or soccer? B: Go ahead.
c) drawing? A: Who is your favorite celebrity?
d) texting with your friends? B: I like Justin Bieber because I like his music. Also, we are
Ben: What’s texting? both musicians.
Sissy: You know, sending instant messages on your phone. A: You play the guitar, don’t you?
Ben: Oh, I understand. What was the question again? B: Yes, I do. So does Justin. He also plays the drums, the
Sissy: Do you like … guitar, and the keyboards.
a) cleaning your room? A: Oh, I didn’t know that. Thanks.
b) playing basketball or soccer?
c) drawing? 20 Lesson 2 / Activity 8 / Page 107
d) texting with your friends? Listen to the conversation and complete the
Ben: Easy. Playing soccer or basketball. sentences.
Sissy: Number three … Do you like … A: Hi! Can I talk to you about your favorite singer?
a) watching TV? B: Yes.
b) hiking? A: Hmm. Don’t tell me … Taylor Swift is your favorite
c) cooking? celebrity, isn’t she?
d) playing video games? B: Oh, yeah. She’s a really good singer and she’s very
Ben: Oh, I love playing video games! original. She enjoys singing and dancing and she likes
Sissy: Let’s see your result … Hmmm, it says you are a bit of playing the piano.
a Sport Billy! A: You like playing the piano, don’t you?
Ben: That’s me little sis. I’m outta here. Gotta go and play B: Yeah! I like it because it’s a fun way to express yourself.
basketball with my friends. A: What else does Taylor Swift like?
B: Well … She also likes art. She likes hanging out at art
19 Lesson 2 / Activity 2 / Page 104 galleries, watching movies and listening to music.
Listen to the conversations and match the hobbies to A: You like watching movies and listening to music,
the celebrity. don’t you?
1 B: Yes, I do.
A: Hi. I see you are reading a music magazine. A: Oh, cool. Thanks for talking to me.
B: Hi.
A: Who is your favorite singer? 21 Lesson 3 / Activity 4 / Page 113
B: Fergie, because she is an amazing singer and we like the Listen to the song and underline the best option.
same things.
A: Oh, really? What things does she like? Top Secret Mission
B: She likes fashion, listening to music, singing and watching
American Football. I was walking down the avenue
A: Do you like American Football? Late last night
No, I don’t like American Football because it’s boring. When a man approached,
But I like fashion, listening to music, and singing. With his eyes burning bright!
B: That’s interesting. He reached in his trench coat
And pulled out a file.
167

“I hope you like to spy,” Camping near the water!
He said with a smile! Camping by the sea!
Camping by the waterfall!
Chorus: A camping life for me!
It was a mission!
A mission! Don’t forget the tent poles.
A top secret mission! Don’t forget the string.
I’ve got the permission Don’t forget the little bag
for a top secret mission! You put the tent poles in.
Don’t forget the flashlight.
I stepped on a plane Don’t forget my hat.
And flew across the ocean. Don’t forget the sleeping bag.
I landed on an island Don’t forget the mat.
And put my plan in motion.
Everyone around me [Chorus]
Looked pretty scary.
I had to get in touch [Repeat verse 1]
With a man called Harry.
[Chorus]
[Chorus]
At last I’m at the campsite.
“Are you Harry?” I take a look around.
I asked a strange looking guy. This is by far
“Who wants to know?” he said, The prettiest place
looking very sly. That I’ve ever found.
Then he reached behind his head And here’s the spot I’ve paid for:
And pulled off his disguise. It’s worth every cent.
When I saw his face I could not believe my eyes! But, wait, what’s this? Oh no!
I forgot my tent.
[Chorus]
Then all the lights went out, Listen and write the verbs in the past tense.
And walls were closing in.
Dark ocean water was rising to my chin! Top Secret Mission
Then everything went black!
I heard myself shout! Then all the lights went out,
I knew it was all over and I’d never get out! And walls were closing in.
Dark ocean water was rising to my chin!
[Chorus] Then everything went black!
I heard myself shout!
I kicked my legs so I was able to float, I knew it was all over and I’d never get out!
I was pulled from the water
By the man in the boat. [Chorus]
“There you are,” he said,
“I’ve been looking for you. I kicked my legs so I was able to float,
Are you ready to go on I was pulled from the water
Mission number two?” By the man in the boat.
“There you are,” he said,
[Chorus] “I’ve been looking for you.
Are you ready to go on
22 Lesson 3 / Activity 13 / Page 116 Mission number two?”
Label the parts of the following song using words from
the box. 24 Lesson 4 / Activity 1 / Page 118
Number the musical genres in the order you hear them.
A Camping Life
1 (Classical music fragment)
Chorus: 2 (Rock music fragment)
Camping near the water! 3 (Jazz music fragment)
Camping by the sea! 4 (Country music fragment)
Camping by the waterfall! 5 (Pop music fragment)
A camping life for me!
168

Chorus:
Shoo be doo ba,
Listen to the song. Complete with words from the box.
Shoo be doo ba ba!
Shoo be doo ba,
When I Feel Sad
Shoo be doo ba ba!
When I feel sad, I’m happy when I listen to
When I feel lonely, A song!
I pick up the phone
And call my friend. Sometimes I’m frightened
However I feel And sometimes I’m amused.
Whatever I say, Sometimes I’m lonely
My friend lets me know And sometimes I’m confused.
That everything’s okay. But I always feel happy
When I listen to a song!
Chorus: I’m happy when I listen to
Are you Ok? A song!
My friend asks me.
Cheer up! Don’t worry! [Chorus x 2]
Are you Ok?
My friend asks me. Sometimes I’m joyful
Cheer up! Don’t worry! And sometimes I’m surprised.
I’ll always be your friend. Sometimes I’m nervous
I can feel scared or shy.
However I feel, But I always feel happy
Whatever I say, When I listen to a song!
My friend lets me know I’m happy when I listen to
That everything’s okay. A song!
When something seems
Too difficult for me to do [Chorus x 2]
And I don’t want to try.
Don’t give up!
27 Product 2 / Activity 1 / Page 124
My friend will say Listen to these song fragments and describe how
And I feel stronger they make you feel.
To face the day!
UNIT 5
Are you Ok?
My friend tells me …
Listen to the interview with an organic farmer and
Are you Ok?
take notes.
Interviewer: Steven Wallace is an organic farmer who has
My friend asks me …
opinions on organic farming. I went to catch up with
[Repeat verse 2] him on his farm in Missouri. Hi Steven it’s a pleasure to
meet you. So, first of all, can you tell us what organic
Are you Ok? farming is?
My friend tells me … Steven: Well, organic farming is about growing crops
that have not been sprayed by pesticides or other
26 Lesson 4 / Activity 13 / Page 122 chemicals, and are totally natural. Organic farmers
Listen to the song and complete. concentrate on feeding the soil so that it has more
nutrients, instead of feeding the plant with chemicals.
When I Listen to a Song Interviewer: OK. Is it only related to the food we eat then?
Steven: No, it isn’t! It’s also related to cotton plants which
Sometimes I’m happy we use to make our clothes with, to grain plants which
And sometimes I’m sad. is used to feed our livestock, and to plants used for
Sometimes I’m angry pharmaceutical or medical products!
And sometimes I’m glad. Interviewer: So how exactly is organic farming different from
But I always feel happy factory farming?
When I listen to a song! Steven: Factory farming is mostly concerned about producing
I’m happy when I listen to in mass quantity. It uses pesticides and chemical based
A song! products which can seriously affect your health. There is
nothing natural about it and it is only concerned about
numbers, not about safety issues. Organic farming is
concerned about producing a healthy, natural product,
even though it’s smaller in number.
169

Interviewer: How does factory farming affect the correctly. When you jump, keep as straight as possible.
environment? You are allowed to scream if you want. Once you have
Steven: Well, it uses oil to make pesticides and fertilizers stopped bouncing, the man at the bottom will grab you
which cause contamination, and also they use more and untie you. Have a good jump, and enjoy it!
tractors because they have more crops so that causes
pollution, too. 30 Lesson 4 / Activity 3 / Page 148
Interviewer: So, all round organic farming is better off. Now, Listen to the extract and number the signs you hear
can you tell us about one of the crops you grow? mentioned in the correct order.
Steven: Yes, how about cotton? Well, first of all, cotton is 1
grown in warm climates. After one crop is cut down the Narrator: When Juan got on the bus he sat behind the driver
tractor turns over all the soil and it is laid in rows. Then, and immediately noticed a large yellow and red button
in the spring, the right amount of seed is dropped in next to his seat that said EMERGENCY STOP. “That sounds
the soil and covered. The cotton seeds are watered. safe,” he thought, and pushed it. An alarm sounded in
Grass and weeds are pulled out by special machines. the bus. “Oops! Sorry,” said Juan, “just checking.”
After two months the plant has grown and flowered. “Put your seat belt on,” moaned the driver “and
The flower bursts and cotton appears. The cotton is only press that button in case of an emergency.”
harvested by a special machine. It is then stored for On the way to the chocolate factory there were all
production. kinds of road signs. Juan usually rode his bike to school
Interviewer: Wow, it sounds fascinating! so he was used to reading them. He was worried about
Steven: It is. Being an organic farmer is the best job in so many signs and he wanted to help the driver, “Oh,
the world! watch out! Don’t go over the speed limit. It’s only 50
Interviewer: Well, thanks for your time Steve, and good luck kilometers an hour … Oh, watch out! You have to stop
for the future. at the pedestrian crossing here. Oh, watch out! You
Steven: Thank you. You’re welcome. can’t go down there. That’s a one way street.”
29 Lesson 3/ Activity 4 / Page 143 2

Listen to the information and number the situations in Narrator: A factory guide pointed out that there were
Activity 3 in the order you hear them. some signs with rules that they would need to follow.
1 “You must wash your hands before we enter the food
Flight attendant: Good evening ladies and gentlemen, and preparation area. You have to wear a hairnet so that
welcome aboard flight 767 to London. May we have no hair falls into the product,” she said pointing to the
your full attention while we explain our in-flight safety caution signs. “There are no cameras allowed inside
instructions. We ask all passengers to keep their seat the factory!”
belts on at all times if possible. If you choose to sleep,
please fasten your seat belt over your blanket in case 31 Lesson 4 / Activity 4 / Page 149
of turbulence. This way we will not have to disturb you. Listen to the police officer talk about the Highway
In case you need to go to the bathroom you may move Code and write down the information you hear about
around the aircraft. In case of an emergency landing, the following signs.
oxygen masks will fall from the overhead compartment. Police Officer: Hello everybody and welcome to our talk on
Place your own mask before helping others. If you have the Highway Code. As you are old enough to ride your
any further questions you can ask our on board crew or bikes around town, we want to explain how to follow
look through the safety manual in the seat pocket in the road signs so you are always safe.
front of you. We hope you have a pleasant flight. First of all, you must always wear a helmet and keep
to the cycle lanes. If there is a stop sign, you must stop.
2 If you don’t stop you are at risk. You must always keep
Paintball Instructor: Hey there everyone and welcome to to the right. If you keep to the right you allow others
Paintball City. Now, some rules before we get going. who are riding faster than you to overtake safely. If there
If you are hit by a pellet and it bursts on your clothes or are traffic lights, don’t pass a red light. You must always
gun, you’re out. If you are hit by a pellet and it doesn’t wait for a green light. Remember to follow the routes
break you are not out. Decide how many minutes you carefully. If there is a lane with a No Entry sign, you are
will play. In case of tiredness take a break between to keep to the lane you are in and follow the correct
games to recuperate energy. You must wear goggles route. Now, we are going to go outside as we have set
to avoid damaging your eyes. up a practice area to see how well you ride your bikes
and how well you follow the rules! This way please.
3
Bungee Instructor: Before you go on the bungee we will do
some safety checks. In case you get nervous, you can’t
change your mind! Ha, ha! Only kidding. We will tie the
safety harnesses and check that the bands are secured
170

Answer Key for Reader Comprehension Questions
Unit 1 Unit 2 Unit 3
Chapter 1 Chapter 3 Chapter 5

Activity 1, page 17 Activity 1, page 43 Activity 1, page 69
1 T; 2 T; 3 F; 4 F; 5 T 1 It can help you add new words 1 A. S. Douglas developed
to your vocabulary and learn the Noughts and Crosses to get his
Activity 2, page 17 meanings of unfamiliar words doctor’s degree. 2 All devices are
1 transportation, recreation, food that you see or learn. 2 symbols converging. 3 Because the games
services, library; 2 Answers may and abbreviations; 3 types of are becoming a more realistic
vary. 3 You can ride horses. words; 4 the user knows that all experience. 4 You will be able to
4 Summer; 5 Answers may vary. the words on the page are listed teleport into the digital grid.
alphabetically between the two
Chapter 2 guide words. 5 pronunciation; Activity 2, page 69
Activity 1, page 30 6 look for extra information like 1 T; 2 T; 3 T; 4 F
1 On an island; 2 She sold some at explanations, expressions, and
the fishermen’s market and made examples that show how the word Activity 3, page 69
clam soup with the rest. 3 Behind is used. b
the rocks; 4 He took the pup in
his arms. Then put the pup down Activity 2, page 43 Chapter 6
in the water. 5 Because the water Answers may vary. Activity 1, page 82
tide was rising; 6 Two women. 1 He dreamed of an amazing
Chapter 4 journey inside his body. 2 He
Activity 2, page 30 Activity 1, page 56 “traveled” inside his body. 3 He
1 b; 2 c; 3 a; 1 d; 2 b; 3 a; 4 e; 5 c was studying the human body and
fell asleep. 4 Answers may vary.
Activity 2, page 56
1 radio program; 2 improve; Activity 2, page 82
3 listen; 4 Teen Talk, Teens in Answers may vary.
the 21st Century; 5 blog
Activity 3, page 82
Activity 3, page 56 7; 3; 5; 1; 2; 6; 4
Answers may vary.
171
AR_TG1_pp171_176_End_matter.indd 171 7/16/11 12:07 AM

Unit 4 Unit 5
Chapter 7 Chapter 9
Activity 1, page 95 Activity 1, page 121
1 53.6 millions; 2 She didn’t use 1 a; 2 a; 3 c; 4 b
the Internet or cell phone. 3
Now teenagers use mp3 players. Activity 2, page 121
4 Answers may vary. 5 Answers Answers may vary.
may vary. 6 Answers may vary.
Chapter 10
Activity 2, page 95 Activity 1, page 134
1 F; 2 T; 3 F 3; 5; 2; 4; 1
Chapter 8 Activity 2, page 134

Activity 1, page 108 1 worried; 2 bad; 3 happy
1 Brenda, Daren, Candice, Evan,
and Lily; 2 In a summer music Activity 3, page 134
camp; 3 afraid; 4 frustrated; Answers may vary.
5 cooperating, brainstorming
ideas, jamming together;
6 Answers may vary.
Activity 2, page 108

1 trumpet; 2 drums; 3 singer;
4 guitarist; 5 bassist
172
AR_TG1_pp171_176_End_matter.indd 172 8/31/12 12:30 PM

Answer key for Self-Tests
Unit 1 Unit 3 Unit 5

Learning Environment 1 (p. 166) Learning Environment 1 (p. 170) Learning Environment 1 (p. 174)
1 a 3b; b 4e; c 5d; d 2a; e 1c 1 1 will be / will become; 2 will not 1 1 Carbon dioxide which is released
2 a) In a hospital: 2; b) In a library: disappear / will not buy / will buy into the atmosphere, causes global
3, 1 2 1 won’t rain; 2 won’t last; warming. 2 The air that is polluted
3 is going to rain; 4 is going to by car and factory gases often looks
Learning Environment 2 (p. 167) snow; 5 will bloom dirty. 3 Rain which mixes with
1 1 loved; 2 was hunting; 3 stopped; 4 pollutants, ends up as acid rain.
fell; 5 was looking Learning Environment 2 (p. 171) 4 Acid rain can wipe out entire
2 1 was; 2 was building; 1 1 the; 2 The, removes; 3 An, forests that give us fresh air.
3 didn’t look; 4 took; 5 gave transports 5 People who look after the planet
2 1 Five liters of blood are pumped by are making great efforts to bring
Unit 2 the heart in one minute. 2 Eighty down greenhouse gas emissions.
percent of the brain is made up of 2 1 because; 2 causing;
Learning Environment 1 (p. 168) water. 3 More muscles are required 3 as well as; 4 so; 5 also
1 a) Noun; b) verb; c) adjective; to frown than to smile. 4 Two
c) noun; d) adjective hundred muscles are used when Learning Environment 2 (p. 175)
2 First, open your books to page 45. you take a step. 5 Oxygen is carried 1 1 C; 2 I; 3 S; 4 P; 5 I
Then, find Activity 2 and read the to the rest of the body by the blood. 2 1 c; 2 e; 3 a; 4 b; 5 d
text there. Next, complete the
missing words. After that, read it Unit 4
again to make sure you did it right.
Finally, switch books with a Learning Environment 1 (p. 172)
classmate to check your answers. 1 1 like; 2 don’t like; 3 enjoy;
4 hate; 5 love
Learning Environment 2 (p. 169) 2 1 c; 2 a; 3 d; 4 b; 5 e
1 a) Good afternoon, everyone;
Welcome to the show, Dr. Adams; Learning Environment 2 (p. 173)
b) Hey, look at the cool sandals I 1 1 flew; 2 took; 3 was fishing;
just got!; Awesome!; Hey, Paul, glad 4 asked
to be here! 2 sad, glad
2 1 d; 2 e; 3 a; 4 b; 5 c 3 title; chorus; verse; chorus
173

Answer Key for Formal Assessments
Unit 1 sure how to spell the word. 3 When 2 1 listening; 2 but; 3 to listen; 4 and;
you find the correct guide words, 5 listening; 6 because; 7 because
Learning Environment 1 (p. 154) locate the English word in the page. 3 1 c; 2 a; 3 b
1 1 Services in town; 2 Things for 4 Then read all the definitions. 4 1 aren’t you; 2 don’t you; 3 can’t
young people; 3 The basketball 5 Do not assume that the first word you; 4 do you
courts; 4 The Recreation Center; you find is the correct one. 5 underlined: Hi there. Are you busy?
5 Eat and shop circled: Thanks a lot. See you in class.
2 1 d; 2 c; 3 b; 4 e; 5 a Learning Environment 2 (p. 157)
3 A: Can you help me? 1 1 F; 2 T; 3 T; 4 F; 5 F; 6 T; 7 F; 8 F; 9 T Learning Environment 2 (p. 161)
B: Yes, what can I do for you? 2 1 Welcome; 2 problem; 3 might; 1 1 glad; 2 sad
A: H ow many stamps do I need 4 What; 5 isn’t it 2 1 spy; 2 disguise; 3 trench coat;
for this package? 3 1 callers; 2 thought; 3 fast; 4 4 policeman; 5 bedroom; 6 angry;
B: I need to weigh it first. Where opinion; 5 wasn’t; 6 relevant 7 guitar
are you sending it? 3 1 title; 2 verse; 3 chorus; 4 verse
A: Dallas. Unit 3 4 1 went out; 2 were closing in; 3 was
B: Is that in Texas? rising; 4 went; 5 knew
A: Yes, it is. Learning Environment 1 (p. 158)
4 1 If you need an aspirin, then go to 1 1 F; 2 T; 3 T; 4 F Unit 5
a pharmacy. 2 Do you want a large 2 1 There are many / They influence
or a small box? 3 You can’t buy how we talk / how we make Learning Environment 1 (p. 162)
stamps here. 4 You can see a doctor friends / You can play them online; 1 1 T; 2 T; 3 F
at the hospital. 5 The doctor can’t 2 More realistic / 3-D / have voice- 2 1 These pollutants, which affect our
see you today. and gesture-recognition systems / atmosphere, are very dangerous.
interact with characters 2 There are millions of people who
Learning Environment 2 (p. 155) 3 1 Gamers will interact with the are trying to save our environment.
1 1 g; 2 f; 3 b; 4 d; 5 a; 6 e; 7 c characters in the game. 2 You will 3 We use cleaner energy sources
2 1 was walking; 2 saw; 3 tried; play game with people in other that include solar power.
4 didn’t take; 5 started; 6 was getting countries. 3 Students won’t use 3 1 are bred; 2 of; 3 out; 4 out; 5 out
textbooks in class. 4 1 and; 2 therefore; 3 because
Unit 2 4 1 a; 2 c; 3 b
Learning Environment 2 (p. 163)
Learning Environment 1 (p. 156) Learning Environment 2 (p. 159) 1 1 F; 2 F; 3 T; 4 T; 5 F
1 1 heart; 2 stomach; 3 ribs; 4 lungs; 5 2 1 If; 2 In case; 3 In case of
1 1 2; 2 2; 3 something; 4 somebody; brain; 6 small intestine 3 1 Wear goggles to protect your eyes.
5 Acércate 2 1 b; 2 d; 3 e; 4 c; 5 a; 6 f 2 Look through the safety manual.
2 1 6; 2 adjective; 3 How long is the 3 1 an; 2 the; 3 is pumped; 4 an; 5 sends; 3 Keep the door shut at all times.
table? 4 It’s a long shot. 5 a largo 6 bring; 7 bring; 8 is cleaned 4 1 You must wear protective goggles.
plazo 2 You must keep to the right.
3 1 headword; 2 pronunciation; Unit 4 5 1 e; 2 d; 3 a; 4 b; 5 c
3 phrase; 4 part of speech; 5 translation
4 1 First, find the English-Spanish Learning Environment 1 (p. 160)
section of the dictionary. 2 Next, be 1 1 read a magazine; 2 take the dog for
a walk; 3 watch TV; 4 play volleyball
174

Bibliography for Teachers
• De Bolt, Virginia, Write! Cooperative Learning and the Writing Process. San Clemente : Kagan
Publishing, 1998
• Harmer, Jeremy, How to Teach English. Upper Saddle River, NJ : Pearson ESL, 2007
• Lewis, Gordon, Teenagers. Oxford : Oxford University Press, 2007
• Nuttall, Christine, Teaching Reading Skills in a Foreign Language. Oxford : Macmillan, 2005
• Seymour, David & Popova, Maria, 700 classroom Activities. Oxford : Macmillan, 2008
• Stone, Jeanne M., Cooperative Learning & Language Arts. San Clemente : Kagan Publishing, 1994
• Stone, Jeanne M., Cooperative Learning Reading Activities. San Clemente : Kagan Publishing, 2000
• Stone, Jeanne M., Cooperative Learning Writing Activities. San Clemente : Kagan Publishing, 1998
• Tate L., Marcia, Graphic Organizers and Other Visual Strategies: Engage the Brain. Thousand Oaks :
Corwin Press, 2008
Reference Websites
For the Teacher

• One Stop English: http://www.onestopenglish.com/
Macmillan’s resource site for English language teachers.
• Teaching English: http://www.teachingenglish.org.uk/

BBC and the British Council’s site for classroom materials and teacher development.
• Adolescent Literacy: www.adlit.org

Literacy resources for parents and educators.
For Students
Learn English: http://learnenglish.britishcouncil.org/
A site that includes games, songs, stories, listening activities, and grammar exercises.
• BBC Bitesize: http://www.bbc.co.uk/schools/ks3bitesize/

A website provided by the BBC, with interactive activities for years 7, 8, and 9 in
the English school system.
• The Podcast Directory: http//www.podfeed.net

A listing of imaginative and informative podcasts with a variety of topics.
• Teen Reads: http:// teenreads.com

A website with numerous sections to connect teens with the love of reading.
• Kids Love to Know: http://www.kids.lovetoknow.com

Numerous topics for helping children, parents, and teachers.
175

Tracklist
Track Contents Page(s)
Unit 1
1 Introduction
2 Lesson 1, Activity 1 8
Unit 2
Unit 3
Unit 4
27 Product 2, Activity 1 124
Unit 5
31 Lesson 4, Activity4 149
176

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Jimena Lizalde

Fanny Riva Palacio

Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt

Yvonne Maruniak Margarita Prieto

Paloma Varela Liliana Alcántara

78-6 obally Records).

AR_TG1_pp001_022_Prelims.indd 1 7/16/11 1:49 AM

ISBN de la serie: 978-607-473-329-7

AR_TG1_p002_Imprint page.indd 2 9/14/12 9:29 AM

Introduction ………………………………………………………… page 5

Unit 1 …………………………………………………………………… page 23

Unit 2 …………………………………………………………………… page 49

Unit 3 …………………………………………………………………… page 75

Familiar and Community Literary and Ludic Formation and Academic 3

AR_TG1_pp003_022_Prelims.indd 3 8/31/12 11:58 AM

Unit 5 ………………………………………………………………… page 127

Glossary ………………………………………………….…………. page 153

AR_TG1_pp001_022_Prelims.indd 4 7/17/11 2:11 PM

How All Ready! works

Donaghey • Rogers • Maruniak • Varela • Flavel • Carmichael

Student Book 4733365_AR_R1_CON_Cover.indd 1 5/22/13 3:25 PM

Stage 1: I know: Each lesson begins with an activity designed to activate

Delegación Álvaro Obr

in a realistic context with realistic activities.

8-607-4 lly Records)

about correct usage.

Learn: Indicates activities which promote lifelong learning, learning autonomy,

Think: Indicates activities which develop critical thinking such as analyzing,

Me: Indicates activities which help students understand themselves, their

Collaborate: Indicates activities which involve cooperative work and develop

AR_TG1_pp001_022_Prelims.indd 6 7/19/11 5:40 PM

This guide provides step-by-step comprehensive teaching notes on how

The lesson notes follow the previously mentioned five-stage language

Other useful sections in the teaching notes include:

Reader box: This is a set of instructions on how to present and carry

Alternative Activity box: This offers the teacher an alternative way to

AR_TG1_pp001_022_Prelims.indd 7 7/17/11 2:12 PM

Bibliography for Teachers: This is a list of reference materials for teachers.

Other resource material:

The Readers consist of three main sections:

AR_TG1_pp001_022_Prelims.indd 8 7/16/11 4:10 PM

Helpful ideas for using All Ready! 1

The lessons in All Ready! 1 provide activities designed to improve and

At word level, drawing students’ attention to spelling patterns and

Similarly, there is an abundance of useful sentence-based activities available to the teacher;

AR_TG1_pp001_022_Prelims.indd 9 7/16/11 1:49 AM

To begin with, songs can be used as a means of teaching values and

One thing is certain, songs are an excellent way to engage students’

AR_TG1_pp003_022_Prelims.indd 10 5/14/12 8:46 AM

Learning Environment 1 Achievements:

I think Activity 6 Think

Product 1 Lesson Stages The Acting - out of a Dialogue

AR_TG1_pp001_022_Prelims.indd 11 7/17/11 2:10 PM

Learning Environment 2 Achievements:

AR_TG1_pp001_022_Prelims.indd 12 7/18/11 12:01 PM

Learning Environment 1 Achievements:

AR_TG1_pp001_022_Prelims.indd 13 7/17/11 2:10 PM

Learning Environment 2 Achievements:

Product 2 Lesson Stages Plenary

AR_TG1_pp001_022_Prelims.indd 14 7/17/11 2:10 PM

Learning Environment 1 Achievements:

AR_TG1_pp001_022_Prelims.indd 15 7/17/11 2:10 PM

Learning Environment 2 Achievements:

Lesson 3 Lesson Stages Student Book Competencies

Think: Indicates activities which develop critical thinking such as analyzing,

Learning Environment 1 Achievements:

Learning Environment 2 Achievements:

Learning Environment 1 Achievements:

Learning Environment 2 Achievements:

Learning Environment 1 Achievements:

Learning Environment 2 Achievements:

Learning Environment 1 Achievements:

Learning Environment 2 Achievements:

Learning Environment 1 Achievements:

Learning Environment 2 Achievements:

Performance Indicators: – Understand and pertinently contribute in discussions.