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Teacher’s Guide

Jimena Lizalde Fanny Riva Palacio Margarita Prieto Liliana Alcántara Angela Hewitt

Our components: • Student Book • Teacher’s Guide • Reader • Class Audio CD

Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt

Teacher’s Guide

Teacher’s Guide

English 4733358_AR_TG3_CON_Cover_bn.indd 1

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Jimena Lizalde Fanny Riva Palacio Margarita Prieto Liliana Alcántara Angela Hewitt

English Teacher’s Guide

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All Ready! Teacher’s Guide 3 Texto, diseño e ilustración D.R. © Macmillan Publishers, S.A. de C.V. 2012 Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Liliana Alcántara, Angela Hewitt Formal Assessments: JoAnn Miller Macmillan es una marca registrada All Ready! es una marca registrada de Macmillan Publishers, S.A. de C.V. Primera edición 2012 Directora Editorial: Julie Kniveton Publisher: Andreina España Gerente de Operaciones Editoriales: Elisa Pecina Gerente de Diseño: Mónica Pérez Commissioning Editor: Adriana Alcalá Content Editors: Gael Ollivier, Catalina Hernández, Hilda Álvarez Editores: Nagchielli Rico, Nuria Villarreal Diseñadores: Ana Castillo, Alejandro Flores, Berenice Gómez, Itzel López Concepto de portada: Alejandro Flores Diseño de portada: Alejandro Flores Concepto de diseño: Alejandro Flores, Berenice Gómez Diseño y formación: Black Blue, Victor Martínez, David Nieto Martínez, Margarita Torres Fotografías: Glow Images p 156 Ilustraciones Student Book: Ben Camberos, Antonio Rocha Fotografía de portada Student Book: Photolibrary Fotografías Student Book: Archivo Digital p 153; Glow Images p 153 (2); Photolibrary p 153 Fotografía de portada Reader: Glow Images Ilustraciones Reader: A corazón abierto/Marcela Gómez, Ben Camberos, Manuel Molohua Fotografías Reader: Getty Images p 33; Glow Images p 85 (5); 124; Photolibrary p 85 (8); Photostock p 59

Macmillan Publishers, S.A. de C.V. Insurgentes Sur 1886 Col. Florida, CP 01030 México, D.F. Tel: (55) 5482 2200 [email protected] www.grupomacmillan.com www.macmillan.com.mx www.macmillanenglish.com Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro Núm. 2275 Prohibida la reproducción o transmisión parcial o total de esta obra por cualquier medio o método o en cualquier forma electrónica o mecánica, incluso fotocopia, o sistema para recuperar información sin autorización por escrito de la editorial. Todos los derechos reservados conforme a la ley. Impreso en México Esta obra se terminó de imprimir en noviembre de 2013 2017 2016 2015 2014 2013 10 9 8 7 6 5 4 3 2 1

ISBN de la serie: 978-607-473-329-7 Teacher’s Guide 3 ISBN: 978-607-473-335-8 Class Audio CD3 ISBN: 978-607-473-341-9

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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: State oral complaints about a health service. Learning Environment 2 Social practice: Read and understand different types of literary texts distinctive of English-speaking countries. Specific activities: Read suspense literature and describe moods. Continuous and Global Assessment Chart …………………………………………………. page 48 Unit 2 …………………………………………………………………. page 49 Learning Environment 1 Social practice: Understand and write instructions. Specific activities: Interpret and write instructions for a simple experiment. Learning Environment 2 Social practice: Interpret and convey information published in various media. Specific activities: Share emotions and reactions caused by a TV program. Continuous and Global Assessment Chart …………………………………………………. page 74 Unit 3 …………………………………………………………………. page 75 Learning Environment 1 Social practice: Participate in language games to work with specific linguistic features. Specific activities: Participate in language games to comprehend and write irregular verb forms. Learning Environment 2 Social practice: Read and rewrite informative texts from a particular field. Specific activities: Write a short report about a historic event. Continuous and Global Assessment Chart …………………………………………………. page 100

Familiar and Community

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Literary and Ludic

Formation and Academic

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Unit 4 …………………………………………………………………. page 101 Learning Environment 1 Social practice: Understand and incite oral exchanges regarding leisure situations. Specific activities: Interpret and offer descriptions regarding unexpected situations in an oral exchange. Learning Environment 2 Social practice: Understand and express differences and similarities between cultural features from Mexico and English-speaking countries. Specific activities: Read plays in order to compare attitudes and behaviors adopted by English-speaking and Mexican persons. Continuous and Global Assessment Chart …………………………………………………. page 126 Unit 5 …………………………………………………………………. page 127 Learning Environment 1 Social practice: Produce texts to participate in academic events. Specific activities: Write arguments in favor or against a subject to intervene in a debate. Learning Environment 2 Social practice: Interpret and convey instructions found in daily life. Specific activities: Understand and offer instructions to plan a field trip. Continuous and Global 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

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© Macmillan Publishers, S.A. de C.V., 2013.

Introduction Introduction How All All Ready! Ready! works works How AllReady! Ready!isisaabrand brandnew newsecondary secondaryschool schoolcourse coursewhich whichhas hasbeen beendesigned designedboth both All as a stand-alone course and to follow on from the I’m Ready! primary course. All 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 practices Ready! helps students consolidate their knowledge of English and the social practices developedin inthe theprevious previousstages stagesof oftheir theireducation, education,and andacquire acquirenew newknowledge knowledgeand and developed skills to help them take their English to the next level. skills to help them take their English to the next level.

Components Components in All All Ready! Ready! 33 in For students students For

Theaim aimof ofthe theAll AllReady! Ready!series seriesisisto toexpose exposestudents studentsto toaavariety varietyof ofreal reallife life The communicativesituations situationsspecifically specificallyselected selectedto toreflect reflectthe thesocial socialpractices practicesof ofthe the communicative Englishlanguage. language.This Thisapproach approachisisvery verymuch muchtask-based. task-based.ItItdoes doesnot notsimply simplyrely relyon on English languageanalysis, analysis,but butrather ratherseeks seeksto tomake makelearning learningmeaningful meaningfulby byhaving havingstudents students language applynew newlanguage languageto tothe thecompletion completionof oftasks tasksor orthe thedevelopment developmentof of“products. “products.””At Atthe the apply sametime, time,this thisapproach approachencourages encouragesstudents studentsto tonot notonly onlydevelop developtheir theircommunication communication same skills,but butalso alsothe thegeneral generallearning learningskills skillsor orcompetencies competenciesthey theywill willneed needin inlife. life. skills, Thecommunicative communicativefocus focusof ofthe theAll AllReady! Ready!series seriesisistext-based. text-based.Students Studentswill will The work extensively on the production of oral and written texts with the intention of work extensively on the production of oral and written texts with the intention of improving their knowledge of different text genres, and producing texts for specific improving their knowledge of different text genres, and producing texts for specific communicativesituations, situations,that thatare areboth bothcoherent coherentand andcohesive, cohesive,and andthat thatfollow follow communicative grammar, punctuation, and spelling conventions. In addition to this, students will grammar, punctuation, and spelling conventions. In addition to this, students will develop skills to allow them to revise and repair their written and oral texts to help develop skills to allow them to revise and repair their written and oral texts to help them deal with communication breakdowns. them deal with communication breakdowns.

Student Book Book Student Structure Structure All Ready! Ready! 33 consists consists of of five five units, units, each each one one divided divided into into two two social social learning learning All environments. Each environment is made up of two lessons of 6 pages each, and and environments. Each environment is made up of two lessons of 6 pages each, a product. The product is the final task to the lessons and aims for students to a product. The product is the final task to the lessons and aims for students to create aa linguistic linguistic product product that that shows shows that that they they can can perform perform the the social social practice practice create and specific activities of the learning environment. The product is done over three three and specific activities of the learning environment. The product is done over stages which have students plan, do, and share and are covered in 4 class periods. stages which have students plan, do, and share and are covered in 4 class periods.

For teachers teachers For

The lessons lessons themselves themselves are are divided divided into into five five stages stages of of language language development. development. The These stages stages are are not not explicitly explicitly shown shown in in the the Student Student Book, Book, but but are are clearly clearly These indicated in in the the Teacher’s Teacher’s Guide: Guide: indicated Stage 1: 1: II know: know: Each Each lesson lesson begins begins with with an an activity activity designed designed to to activate activate Stage students’ prior prior knowledge knowledge of of the the specific specific topic topic covered covered in in the the lesson. lesson. students’ Stage 2: 2: II build: build:This This stage stage exposes exposes students students to to the the target target language language of of each each lesson lesson Stage in aa realistic realistic context context with with realistic realistic activities. activities. in Stage 3: 3: II think: think:This This next next stage stage focuses focuses the the students’ students’ attention attention on on the the target target Stage language in an active way, helping them to notice patterns and formulate rules language in an active way, helping them to notice patterns and formulate rules about correct usage. about correct usage. Stage 4: 4: II practice: practice: This Thispenultimate penultimatestage stagegives givesthe thestudents studentsthe theopportunity opportunityto totest test Stage out their conclusions from the previous stage through a variety of controlled activities. out their conclusions from the previous stage through a variety of controlled activities. Stage 5: 5: II can: can:Finally, Finally, students students are are given given the the opportunity opportunity to to apply apply and and Stage personalize their new language and knowledge in different contexts in order to to personalize their new language and knowledge in different contexts in order produce their own language. produce their own language.

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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 a Glossary at the end of the book to supplement the lessons. The Product lessons that come at the end of each learning environment follow a similar format to the lessons themselves: 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. At the end of each product, there is an I learn table so students can self-assess their own performance throughout the product’s process.

Familiar and Community Environment

Literary and Ludic Environment

To further help guide both teachers and children through All Ready! 3, a series of icons and features visually indicate the different elements present in each lesson.

Icons: • Learning environment icons: These show the learning environment that provides the learning context. Blue – Familiar and Community Environment Pink – Literary and Ludic Environment Yellow – Formation and Academic Environment • Listening icon: This indicates when there is audio support to accompany the activity.

Formation and Academic Environment

00

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.

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• 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.

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Features: There is a Glossary for each unit that gives explanations of key vocabulary items, helping students develop basic 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.

Yearly Planner

Social practice: Understand and convey information about

Achievements:

goods and services.

• Can establish the motive or purpose of an oral text.

Specific activities: State oral complaints about a health service.

• Can infer central sense from explicit information.

Structures and Sample Language: modal verbs (can, would),

• Can distinguish main ideas and some details within oral texts.

conditionals (if we had been …, we might have done …);

• Can detect specialized information within oral texts.

verb tenses: simple present, past, and future; adjectives:

• Can use strategies in order to tweak the meaning of

qualifying, comparative, and superlative; adverbs: of time,

Lesson 1

Lesson Stages I know

Class 1

I build

Class 2

I think

Class 3

I practice

Class 4

Lesson 2 Class 5

I can

Lesson Stages I know I build

Class 6

I think Class 7

I practice

Product 1 Class 9

Class 10

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.

of degree; connectors (furthermore, on one hand …, etc.)

Familiar and Community

Class 8

Other useful sections in the teaching notes include:

Unit 1

Learning Environment 1

Class 11 Class 12

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I can Lesson Stages I get ready I plan I do All ready to share

an oral text.

Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17

Reader

Competencies Developed

Me

Think Learn

I Am Now More Aware

Pages 7-19 Think

Reader

Competencies Developed

Act Think I Am Now More Aware

Pages 7-19

Telephone Complaint Voicemail Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 166 of the Student Book Formal Assessment: page 154 of the Teacher’s Guide

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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.

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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, 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! 3, 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! 3. 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 students learn about the world around them. They contain factual texts and support cross-curricular content.

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• Comprehension questions and glossary texts, followed by a glossary designed to help comprehension during the reading process.

Helpful ideas for using All Ready! 3 Developing Writing Skills All Ready! 3 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. All Ready! 3 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.

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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 sentence 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! 3 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 roleplays 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.

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Yearly Planner

Unit 1

Learning Environment 1

of degree; connectors (furthermore, on one hand …, etc.)

Familiar and Community Social practice: Understand and convey information about

Achievements:

goods and services.

• Can establish the motive or purpose of an oral text.

Specific activities: State oral complaints about a health service.

• Can infer central sense from explicit information.

Structures and Sample Language: modal verbs (can, would),

• Can distinguish main ideas and some details within oral texts.

conditionals (if we had been …, we might have done …);

• Can detect specialized information within oral texts.

verb tenses: simple present, past, and future; adjectives:

• Can use strategies in order to tweak the meaning of

qualifying, comparative, and superlative; adverbs: of time,

Lesson 1

Lesson Stages I know

Class 1

I build

Class 2

I think

Class 3

I practice

Class 4

I can

Lesson 2 Class 5

Lesson Stages I know I build

Class 6

I think Class 7

I practice

Class 8

Product 1 Class 9

Class 10 Class 11 Class 12

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I can Lesson Stages I get ready I plan I do All ready to share

an oral text.

Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17

Reader

Competencies Developed

Me

Think Learn

I Am Now More Aware

Pages 7-19 Think

Reader

Competencies Developed

Act Think I Am Now More Aware

Pages 7-19

Telephone Complaint Voicemail Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 166 of the Student Book Formal Assessment: page 154 of the Teacher’s Guide

Act Collaborate

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Unit 1 Learning Environment 2

Achievements:

Literary and Ludic

• Can use various strategies to comprehend narratives.

Social practice: Read and understand different types of

• Can infer central sense and main ideas from details.

literary texts distinctive of English speaking countries.

• Can formulate and answer questions in order to infer

Specific activities: Read suspense literature and describe moods.

information.

Structures and Sample Language: elements of a narrative; word

• Can compose opinions regarding emotional states.

repertoire; connectors; adjectives: comparative and superlative;

• Can organize paragraphs in order to create texts.

pronouns: reflexive (myself, ourselves), relative; conditionals

Lesson 3

Lesson Stages I know

Class 13

I build

Class 14

I think

Lesson 4

Class 17

Class 18

The Ghost

Activity 11 Activity 12 Activity 13

I can

Activity 14

I know I build

I think

Student Book

Class 19

Act

Pages 20-32 Learn Act Me Reader

Competencies Developed Me

Activity 1 Activity 2 Activity 3

Act

Activity 4 Activity 5 Activity 6 Activity 7 Activity 8

Think Learn The Ghost

I practice

Competencies Developed

Think

Activity 5 Activity 6 Activity 7

I practice

Lesson Stages

Reader

Activity 1 Activity 2 Activity 3 Activity 4

Activity 8 Activity 9 Activity 10

Class 15

Class 16

Student Book

Activity 9 Activity 10 Activity 11 Activity 12 Activity 13

Pages 20-32

Think Me Act Learn

I can Class 20

Product 2 Class 21

Class 22 Class 23

12

Class 24

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Lesson Stages I get ready I plan I do All ready to share

Activity 14 Activity 15 Activity 16 Activity 17

Collaborate

Emotionary Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 167 of the Student Book Formal Assessment: page 155 of the Teacher’s Guide

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Unit 2 Learning Environment 1

Achievements:

Formation and Academic

•C  an understand and interpret order and sequence of

Social practice: Understand and write instructions.

instruction elements to carry out an experiment.

Specific activities: Interpret and write instructions for a

•C  an write and classify simple and complex sentences in

simple experiment.

order to create instruction sequences.

Structures and Sample Language: text components; word

•C  an remove, add, change, and / or rearrange

repertoire; adverbs: of sequence (after, firstly, next),

information to edit an instruction manual.

frequency (twice, often, never); verb tenses: simple present; prepositional phrases (instead of, at last)

Lesson 1 Class 25

Lesson Stages I know I build

Class 26

Class 27

Class 28

Lesson 2

Class 29

I think

I practice

I can Lesson Stages I know I build

Student Book

Me

Activity 3 Activity 4 Activity 5 Activity 6

Think

Activity 7 Activity 8 Activity 9 Activity 10 Activity 11

Student Book

I practice

Activity 9 Activity 10 Activity 11

Class 32

I can

Activity 12 Activity 13

Class 33

Class 34

Pages 33-45 Learn

Collaborate Reader

Activity 1 Activity 2 Activity 3 Activity 4

Class 31

Lesson Stages

Science Can Be Fun!

Activity 12 Activity 13 Activity 14

I think

Product 1

Competencies Developed

Activity 1 Activity 2

Activity 5 Activity 6 Activity 7 Activity 8

Class 30

Reader

Competencies Developed Act

Think Science Can Be Fun!

Pages 33-45

Learn

Collaborate Instruction Album

I get ready

Stage 1

I plan

Stage 2

I do

Stage 3

All ready to share

Stage 4 I learn

Class 35

Self-Test: page 168 of the Student Book

Class 36

Formal Assessment: page 156 of the Teacher’s Guide

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Unit 2 Learning Environment 2

Achievements:

Familiar and Community

•C  an anticipate main ideas and information that

Social practice: Interpret and convey information

explains or supports them.

published in various media.

• Can clarify the meaning of words.

Specific activities: Share emotions and reactions caused

•C  an formulate and answer questions to share

by a TV program.

emotions or reactions.

Structures and Sample Language: sound effects; word

• Can explain main ideas within an oral exchange.

repertoire

Lesson 3 Class 37

Lesson Stages I know I build

Class 38

I think

Class 39

I practice

Class 40

Lesson 4

I can Lesson Stages I know

Class 41

Class 42

Class 43

Class 44

Product 2 Class 45

Class 46

I build

I think

I practice

I can Lesson Stages

Student Book

Reader

Competencies Developed

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13

Act

All Alone

Pages 46-58

Learn Collaborate

Activity 14 Activity 15 Activity 16 Student Book

Me Reader

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10

Think

Competencies Developed

Me

All Alone

Think

Pages 46-58 Think

Activity 11 Activity 12 Activity 13 Activity 14 Activity 15

Act Collaborate Oral presentation

I get ready

Stage 1

I plan

Stage 2

I do

Stage 3

All ready to share

Stage 4 I learn

Class 47

Self-Test: page 169 of the Student Book

Class 48

Formal Assessment: page 157 of the Teacher’s Guide

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Unit 3 Learning Environment 1

Achievements:

Literary and Ludic

• Can compare sentences with and without irregular

Social practice: Participate in language games to work with

verb forms.

specific linguistic features.

• Can classify sentences according to their verb tense.

Specific activities: Participate in language games to

• Can use perfect verb tenses and the simple past in

comprehend and write irregular verb forms.

sentences and texts.

Structures and Sample Language: verb tenses: present perfect,

• Can compose and dictate sentences with irregular

past, and future; simple past; verb forms: past, past participle

Lesson 1 Class 49

Lesson Stages I know I build

Class 50

I think Class 51

I practice Class 52

Lesson 2

Class 53

I can Lesson Stages I know I build

Class 54

Class 55

Class 56

Product 1 Class 57

  Class 58

  Class 59 Class 60

I think

verb tenses.

Student Book

Me

Activity 4 Activity 5 Activity 6 Activity 7 Activity 8

Think

Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14

Games Unplugged

pages 59-71

Student Book

Collaborate Reader

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8

I can

Activity 13 Activity 14 Activity 15 Activity 16 Activity 17

Think Learn

Activity 15 Activity 16 Activity 17 Activity 18

I practice

Competencies Developed Think

Think Games Unplugged

Learn

pages 59-71

Collaborate  Memory Game

I get ready

 Stage 1

I plan

 Stage 2

I do

 Stage 3

All ready to share

 Stage 4 I learn

 

Competencies Developed

Activity 1 Activity 2 Activity 3

Activity 9 Activity 10 Activity 11 Activity 12

Lesson Stages

Reader

 Self-Test: page 170 of the Student Book Formal Assessment: page 158 of the Teacher’s Guide

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Unit 3 Learning Environment 2

Achievements:

Formation and Academic

•C  an formulate questions in order to distinguish main

Social practice: Read and rewrite informative texts from a

• Can write simple and complex sentences.

Specific activities: Write a short report about a historic event.

• Can link sentences in order to make paragraphs.

Structures and Sample Language: use of auxiliaries in declarative,

• Can write a short report from a model.

negative, and interrogative sentences; verb tenses: simple past,

•C  an corroborate spelling conventions and adjust

past progressive, past perfect, past perfect progressive; adverbs:

language according to intended audience and

of time, sequence, frequency; connectors (when, while)

purpose, to edit reports.

Lesson 1 Class 61

Lesson Stages I know I build

Class 62

I think

Class 63

I practice

Class 64

Lesson 2 Class 65

I can

Lesson Stages

Class 69

Class 70

I can Lesson Stages

Learn Think The Silver Flash Drive

pages 72-84

Student Book

Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16

Learn Think

Activity 12 Activity 13 Activity 14 Activity 15 Activity 16

Activity 3 Activity 4 Activity 5 Activity 6 Activity 7

I practice

Product 1

Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11

Competencies Developed Learn

Activity 3 Activity 4 Activity 5

I build

Class 67

Reader

Activity 1 Activity 2

Activity 1 Activity 2

I think

Class 68

Student Book

I know

Class 66

16

from secondary ideas.

particular field.

Collaborate Act Reader

Competencies Developed

Learn Think

The Silver Flash Drive

pages 72-84

Learn Think

Activity 17 Activity 18 Activity 19 Activity 20  Memory Game

I get ready

 Stage 1

I plan

 Stage 2

I do

 Stage 3

All ready to share

 Stage 4 I learn

Class 71

 

Self-Test: page 171 of the Student Book 

Class 72

 

Formal Assessment: page 159 of the Teacher’s Guide

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Unit 4 Learning Environment 1

Achievements:

Familiar and Community

• Can determine the function of pauses, rhythm and

Social practice: Understand and incite oral exchanges regarding

intonation.

leisure situations.

• Can negotiate meaning.

Specific activities: Interpret and offer descriptions regarding

• Can rephrase ideas.

unexpected situations in an oral exchange.

• Can use strategies to repair a failed conversation.

Structures and Sample Language: direct and indirect speech; word • Can anticipate central sense, main ideas and some repertoire; sentence types; adjectives: qualifying, superlative;

details in order to produce an oral text.

adverbs: of time, of quantity; language formulae (greeting, courtesy, and farewell expressions)

Lesson 1 Class 73

Lesson Stages I know I build

Class 74

I think

Class 75

Class 76

Lesson 2

I practice

I can Lesson Stages I know

Class 77

I build

Class 78

I think

Class 79

I practice Class 80

I can Product 1

Reader

Activity 1

Competencies Developed Act

Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Activity 21 Activity 22 Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19

Think Learn Travel World

Pages 85-97

Think

Collaborate

Reader

Competencies Developed

Act

Think Travel World

Pages 85-97

Learn

Collaborate

Class 83

Autobiographical Anecdote Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 172 of the Student Book

Class 84

Formal Assessment: page 160 of the Teacher’s Guide

Class 81

Class 82

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Lesson Stages I get ready I plan I do

Student Book

All ready to share

17

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Unit 4 Learning Environment 2

Achievements:

Literary and Ludic

• Can use various comprehension strategies.

Social practice: Understand and express differences and

• Can formulate and answer questions about the attitude

similarities between cultural features from Mexico and English-

and behavior of persons.

speaking countries.

• Can link non-verbal communication with the dialogue’s

Specific activities: Read plays in order to compare attitudes and

sense.

behaviors adopted by English-speaking and Mexican persons.

• Can read short plays.

Structures and Sample Language: text arrangement; adverbs: of time, of place; verb forms: imperative; verb tenses: present (simple, progressive, perfect), past.

Lesson 3 Class 85

Class 86

Lesson Stages I know I build

I think Class 87

Class 88

Lesson 4

I practice

I can

Lesson Stages I know

Class 89

I build

Class 90

I think

Class 91

I practice

Class 92

Product 2 Class 93

Class 94

18

I can

Lesson Stages

Student Book

Reader

Competencies Developed

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13

Think

The Big Sell

Pages 98-110

Learn

Activity 14 Activity 15 Activity 16 Activity 17 Student Book

Collaborate Me Reader

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14

Think

Competencies Developed

Think

Think The Big Sell

Learn

Pages 98-110 Learn Collaborate

Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Comparative Chart

I get ready

Stage 1

I plan

Stage 2

I do

Stage 3

All ready to share

Stage 4 I learn

Class 95

Self-Test: page 172 of the Student Book

Class 96

Formal Assessment: page 161 of the Teacher’s Guide

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Unit 5 Learning Environment 1

Achievements:

Formation and Academic

• Can detect and establish links between a personal stance

Social practice: Produce texts to participate in academic

and information which agrees or disagrees with it.

events.

• Can emphasize or clarify agreements and / or

Specific activities: Write arguments in favor and against a

disagreements.

subject to intervene in a debate.

• Can write up short texts which express agreement or

Structures and Sample Language: word repertoire; synonyms; verb forms: passive; connectors (but, while, however, yet);

disagreement. • Can solve doubts and encourage feedback in order to

possessive genitive; pronouns: personal and reflexive

Lesson 1 Class 97

Lesson Stages I know I build

Class 98

I think Class 99

I practice Class 100

I can Lesson 2

Class 101

Lesson Stages I know

I build Class 102

I think Class 103

I practice Class 104

Product 1 Class 105

Class 106 Class 107 Class 108

I can Lesson Stages I get ready I plan I do All ready to share

edit agreements and / or disagreements.

Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9

Reader

Competencies Developed Act

Think

Activity 10 Activity 11 Activity 12 Activity 13 Activity 14

Make the World a Better Place

Pages 111-123

Think Learn

Activity 15 Activity 16 Activity 17 Activity 18 Activity 19

Student Book

Learn

Collaborate Reader

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6

Competencies Developed

Me

Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Activity 21

Think Make the World a Better Place

Learn

Pages 111-123 Think Learn

Collaborate

Debate Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 174 of the Student Book Formal Assessment: page 162 of the Teacher’s Guide

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Unit 5 Learning Environment 2

Achievements:

Familiar and Community

• Can adjust volume, intonation, and tone to

Social practice: Interpret and convey instructions found in

emphasize or clarify instructions.

daily life.

• Can offer explanations to clarify instructions.

Specific activities: Understand and offer instructions to plan a

• Can rephrase instructions to confirm comprehension.

field trip.

• Can compose instructions.

Structures and Sample Language: word repertoire; verbs:

• Can appraise the pertinence of following or not,

modals; verb tenses: future; verb forms: imperative.

Lesson 3

Lesson Stages I know

Class 109

I build

Class 110

Class 111

Class 112

Lesson 4

I think

I practice

I can

Lesson Stages I know

Class 113

I build

Class 114

Class 115

Class 116

Product 2

I think

I practice

I can

Student Book

Reader

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7

Competencies Developed Collaborate Think

Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Activity 21

Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20

Think A Weekend Away

Learn

Pages 124-136 Learn

Collaborate Act Reader

Competencies Developed

Think A Weekend Away

Pages 124-136

Learn

Class 119

Activity schedule Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 175 of the Student Book

Class 120

Formal Assessment: page 163 of the Teacher’s Guide

Class 117

Class 118

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Lesson Stages I get ready I plan I do

instructions.

All ready to share

31/08/12 17:35

Assessment Guidelines All Ready! 3 offers different types of assessment 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. 48

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All Ready! 3 Unit 1

Student's Name

Continuous and Global Assessment Chart Continuous Assessment LE 1 Is aware of the use of language to make a complaint

Is able to stand up for his / her rights

Is aware of his / her and others’ attitudes

Continuous Assessment LE 2 Is aware of the importance of language as a means to promote respect towards others’ opinions

Sees in language a means to develop an aesthetic pleasure

Is empathic towards different emotional states

Global Assessment Understands and conveys information about goods and services

Reads and understands different types of literary texts from different English-speaking countries

Fill in each performance indicator using the abbreviations below

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. General Comments 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. Assessment Criteria VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation. 16/07/11 17:23

GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.

Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2011. Only for teaching purposes.

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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 covered in the learning environment. The answer key is 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 covered and achieved. The unit opener can help to do this.

Unit 1

Self-Test

Learning Environment 1

1 Rewrite the sentences using If.

(7 points)

1 The alarm clock didn’t go off. I missed the school bus.

2 I ate a lot of chocolate cake. I felt sick.

3 I couldn’t buy another book. I spent all my money on clothes.

4 I didn’t win the race. I didn’t train enough for it.

Unit 1

5 I didn’t follow your advice. I missed my chance.

Learning Environment 1: Familiar and Community

Learning Environment 2: Literary and Ludic

6 I had a headache. I didn’t take my piano class.

Social Practice: Understand and convey information about goods and services.

Social Practice: Read and understand different literary texts distinctive of English-speaking countries.

Specific Activities: State oral complaints about a health service.

Specific Activities: Read suspense literature and describe moods.

Product: Telephone Complaint Voicemail

Product: Emotionary

At the end of this environment students will:

At the end of this environment students will:

• find the intention and purpose of a conversation. • understand the messages in explicit information. • identify main ideas and some details within conversations. • recognize specialized information within conversations. • use strategies to clarify the meaning of a conversation.

• use various strategies to understand stories. • understand messages and main ideas from details. • ask and answer questions to understand information. • write opinions to express emotions. • put paragraphs in order to make a story.

7 I left early. I didn’t see the end of the show.

2 Circle the correct option.

(7 points)

Some models are 1) extreme / extremely thin. They are 2) skinny / skinnier and 3) tallest / taller than models 50 years ago. 4) More / Most designers claim that clothes hang better on thin fashion models. Models in the 50s were 5) slight / slightly 6) fuller / full and also looked 7) stunningly / stunning beautiful.

( ____ / 14 points)

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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 Teachers are also given an opportunity to reflect on their teaching and on students’ achievement.

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Unit 1 L earning Environment 1: Familiar and Community

Social Practice: Understand and convey information about goods and services. Specific Activities: State oral complaints about a

Learning Environment 2: Literary and Ludic

Social Practice: Read and understand different literary texts distinctive of English-speaking countries. Specific Activities: Read suspense literature and

health service.

describe moods.

Product: Telephone Complaint Voicemail

Product: Emotionary

At the end of this environment students will:

At the end of this environment students will:

• find the intention and purpose of a conversation. • understand the messages in explicit information. • identify main ideas and some details within conversations. • recognize specialized information within conversations. • use strategies to clarify the meaning of a conversation.

• use various strategies to understand stories. • understand messages and main ideas from details. • ask and answer questions to understand information. • write opinions to express emotions. • put paragraphs in order to make a story.

23

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Unit 1

Lesson 1

Performance Indicators: – Activate previous knowledge. – Listen to oral complaints about a health service. – Identify context clues: sounds, acoustic features, turns of participation, relationship between participants’ attitude, etc. – Recognize the attitude of speakers. – Establish form of communication: on-site, long distance. – Determine place or target of a complaint. – Establish motive or reason for a complaint. – Reflect on and use conditionals. – Identify the structure of complaints: opening, body, and closure. – Recognize and use modal verbs.

Lead-in

Class

Write the following list of cues on the board: full name, favorite color, favorite food, favorite singer or band, hobby. Ask students to work in pairs. Pairs interview each other, asking questions based on the cues on the board. Then they take turns introducing their partner to the whole class. Let as many students as time allows introduce their partners to the rest of the class.

Stage 1: I know 1 Look at the picture. Where does it take place? What is happening? Have students open their Student Books to page 8 and draw their attention to the picture. To activate previous knowledge, elicit from students the names of the different food items in the picture and have different students describe the situation. Ask them to read the speech bubbles. Then ask: Who are they? Where are they? What is happening? Elicit answers. 2 Have you ever been in a situation like this one? How did you feel? This activity promotes reflection and self-awareness. Ask students to share their experiences with the class. Answers may vary.

Stage 2: I build 3 Listen to the conversation and circle T for True or F for False. Draw students’ attention to the illustration in Activity 2 and elicit from them a description of the situation. Ask: 02

Student Book

p. 8-13

– Detect expressions to suggest solutions. – Interpret main ideas and information that explains or complements them. – Compose expressions to suggest solutions. – Clarify the meaning of words by using an English dictionary or from their context. – Use and adapt speech register based on the addressee. – Express motive and reason. – Use word repertoire suitable for this practice of language. – Use strategies to modify the meaning (volume, tone, rhythm, amount of details, etc). Materials: – Audio CD Who are they? How are they feeling? What do you think they are talking about? Then explain they are going to listen to the conversation between the women. By doing this, students will listen to oral complaints about a health service and determine place or target of complaint. Ask students to listen first, without writing. By doing this they will identify context clues: sounds, turns of participation, relationship between participants’ attitude, etc. Play the CD. Ask the following comprehension questions: Who are they? Why is Mrs. Macdonald calling? Is she happy? Why or why not? Then draw their attention to the statements in their books. Explain you are going to play the conversation again and that they have to circle T for True or F for False as they listen to it. Play the CD. Ask students to share and compare their answers with a classmate. Then go over each of the statements by reading them out loud and having students say the word they circled in unison. For each answer, ask them to say how they know the statement is true or false, based on the conversation. Have them look at the audioscript on page 182 of their Student Books to check answers. Answers: 1 T; 2 F; 3 F; 4 T; 5 F

4 Listen to the conversation and answer the questions. Explain to students that they are going to listen to the second part of the situation they heard in Activity 3. By doing this, they will listen to oral complaints about a health service. Ask students to listen first, without writing, so they can compare speech register and establish form of communication: on-site, long distance. Play the CD. Ask the following comprehension questions: How is Mrs. Macdonald feeling now? What is the problem now? To 03

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determine place or target of a complain, draw their attention to the questions. Explain you are going to play the conversation again and that they have to listen for the answers to the questions. Play the CD. Ask them to share and compare answers with a classmate. Then read the questions out loud and ask for volunteers to read their answers. Ask them to say how they know that is the appropriate answer based on the conversation, and have the rest of the class agree or disagree with the answers. Have them took at the audioscript on page 182 of their Student Books to check their answers. Answers: 1 The doctor is not in the office. 2 At the doctor’s office; 3 Yes, because she offers the possibility of seeing another doctor right away.

Cultural Note There are a number of formulas used when complaining in English. It’s important to remember that a direct complaint or criticism in English can sound rude or aggressive. It’s best to mention a problem in an indirect manner. Here are some of the most common expressions: I’m sorry to have to say this but ... I’m sorry to bother you, but ... Maybe you forgot to ... I think you might have forgotten to ... Excuse me if I’m out of line, but ... There may have been a misunderstanding about ... Don’t get me wrong, but I think we should ...

Stage 3: I think 5 Read the conversation and underline the sentences that express a condition. Ask students to work in pairs and read the conversation. Walk around the class, monitoring and helping students with new vocabulary if necessary. When most students have finished the reading, ask a few comprehension questions to help them establish motive or reason for a complaint: Where does the conversation take place? What is the situation? What is the receptionist’s attitude? Then ask students to read the conversation again and to underline the sentences that express a condition. Monitor and help students if necessary. When most students have finished, ask for volunteers to read out loud the sentences they underlined and to say why they think the sentences express a condition. By doing this, students will be reflecting upon the form, use, and meaning of conditionals. Have the rest of the class agree or disagree with the answers. Answers: underlined: If you had looked more carefully, you would have noticed the mistake. But if you had given me the correct envelope, we might have avoided the situation. If I had been more careful, I might have avoided the problem with the other family as well .

Alternative Activity: To have students practice the enunciation of a complaint and to have them notice the structure of complaints: opening, body, and closure, ask for volunteers to perform the conversation. Time: 5 minutes

Lead-in

Class

A student picks an item from their school bag and talks about it in front of the group for a minute or two. Give learners some time to think what they want to say and share about the item before they come to the front of the class. They can start by saying the name of the object, where they got it, and what they use it for. They can also say why they have it with them, why they like it, and if it is important for them or not. Repeat with as many volunteers as time allows.

6 Look at the sentences and circle the if clause and underline the result clause. In this activity, students will be reflecting upon the form of conditional sentences. Explain the use of untrue conditionals in the past and the meaning of if and result clauses. Then ask students to read the sentences and identify the clauses by circling the if clause and underlining the result clause. Allow some time for students to do this. Meanwhile, copy the sentences on the board. When most students have finished, ask them to share and compare answers with a classmate. Then ask for volunteers to go to the board and circle the if clauses and underline the result clauses. Draw students’ attention to the verb tense used in the if clauses and the modals used in the result clauses. Make sure students understand form, meaning, and use of the sentences. Answers: 1 circled: If you had looked more carefully, underlined: you would have noticed the mistake; 2 circled: If you had given me the correct envelope, underlined: we might have avoided the situation; 3 circled: if I had been more careful, underlined: I might have avoided the problem with the other family as well

Classroom Management: The third conditional is a structure to talk about unreal events or situations in the past. The third conditional consists of two clauses, an if clause and a main or result clause. The if clause is the initial, unreal event in the past. The result clause is the unreal event in the present or future. The if clause uses the past perfect tense (had + past participle). The result clause uses a modal verb and the present perfect tense (have + past participle).

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If clause

Main / Result clause

past perfect

If you had given me would, might + the correct envelope, have + past we might have participle avoided the situation.

Example

7 Match the example to the explanation. Draw attention to the information in Activity 7 and ask students to read both columns including the sentences and the explanations. Make sure they all understand them and clarify if necessary. Then ask them to match the example sentences to the explanations. Allow some time for students to do this. Walk around the class and monitor. Then have students share and compare answers with a classmate. To check answers as a whole class activity, read each of the sentences out loud and have students say the letter of the corresponding explanation in unison. Ask for volunteers to justify each of the answers and have the rest of the class agree or disagree. Answers: 1 d; 2 e; 3 a; 4 c; 5 b; 6 f

8 Read the sentences and answer the questions. Ask students to read each of the sentences and answer the questions individually. Allow time for them to do this, as you walk around the class and monitor. Then read each of the sentences and questions out loud and have students give the answers in unison. Answers: 1 a No, b No; 2 a No, b No

9 Choose a word from the box that corresponds to the meaning of each sentence. This activity helps students notice the use and meaning of modal verbs and conditionals. Draw students’ attention to the illustration and elicit from them what they see. Ask: What do you think the Benson’s are doing? Elicit the answer (dieting, based on the note on the refrigerator.) Then go over the words in the box with students making sure they all understand their meaning. Clarify if necessary. Then ask them to choose a word from the box that corresponds to the meaning of each sentence. When they finish, have them share and compare answers with a classmate. To check answers as a whole class activity, ask for volunteers to read each of the sentences out loud and say the word they chose. Have the rest of the class agree or disagree with the answers.

Alternative Activity: To give students extra oral practice on the third conditional, prepare a set of questions using the structure for students to discuss. Some example sentences are: How would your life have been different if you had never met your best friend? How would your life have been different if you had been born in another country? How would your life have been different if you had ten brothers and sisters? How would your life have been different if you had quit school at age ten? Ask students to work in pairs. Call out one of the questions and ask students to take turns answering it. Repeat with as many questions as time allows. You can also have volunteers share their answers with the rest of the class. Time: 10 minutes 10 Complete the sentences using words from the box. This activity promotes lifelong learning, learning autonomy, and learning strategies by having students reflect upon the meaning and use of untrue conditionals and the differences between expressions of obligation, permission, possibility, and advice. Go over the words in the box with students. Then draw their attention to the incomplete sentences and ask them to carefully select a word from the box to complete each of the sentences, individually. To check answers as a whole class activity, ask for volunteers to read each of the sentences out loud. Have the rest of the class agree or disagree with the answers. Answers: 1 conditional; 2 past; 3 advice; 4 permission; 5 possibility; 6 obligation

Classroom Management: In the communicative competence model, the purpose of learning grammar is to learn the language of which the grammar is a part. Teachers should therefore teach grammar forms and structures in relation to meaning and use for the specific communication tasks that students need to complete.

Lead-in

Class

Write a letter on the board and ask students to call out words that end with that letter. For example, use the letter D: word, and, find, could, mud, sand, etc. Repeat with other letters. You can write the words on the board and review the list with the students when you have finished.

Answers: a 2; b 3; c 5: d 1; e 4; f 6

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Stage 4: I practice 11 Match the columns to complete the sentences. Ask students to go over the clauses in each of the columns and make sure they all understand them. Clarify the meaning of words if necessary. Then ask them to match the columns to complete the sentences. Allow time for them to do this, as you walk around the class and monitor. Then have students share and compare answers with a classmate. Check answers as a whole class activity by having volunteers read the complete sentences out loud and the rest of the class agree or disagree. Answers: 1 b; 2 d; 3 e; 4 a; 5 c

12 Listen and complete the conversation. Draw students’ attention to the illustration. Ask for volunteers to describe the situation. Ask: Who are they? Where are they? What’s the situation? For students to focus on acoustic features, explain they are going to listen to the conversation between the mother and the son in the illustration. Ask them to listen carefully first, without writing. Play the CD. Ask a few comprehension questions. Then explain they are going to listen to the conversation again, and that this time you want them to focus on detecting expressions to suggest solutions. Play the CD. Ask: What solutions were offered? Who offered these solutions? Elicit answers from students. Then tell students you are going to play the conversation one last time for them to complete the conversation with the appropriate modal verb form as they listen. Play the CD. Have students share and compare answers with a classmate. To check answers as a whole class activity, read the conversation and have students say the words they used to complete each sentence in unison. Alternatively, have students look at the audioscript on page 182 of their Student Books to check their answers. 04

Answers: 1 shouldn’t; 2 hadn’t; 3 have; 4 must; 5 had; 6 wouldn’t; 7 could 13 Act out the conversation with a classmate. This activity involves cooperative work and helps develop effective communication and social skills. To use acoustic and contextual clues to modify meaning, ask students to find a partner and act out the conversation. Then ask for volunteers to come to the front and act it out for the rest of the class. Classroom Management: To have students use strategies to modify the meaning (volume, tone, rhythm, amount of details, etc.) explain that knowing how to

use volume skillfully can make a huge contribution to effective speaking. One can increase or decrease volume according to the subject matter of the material or the purpose in a specific section of a presentation or speech. Breathing allows a better control of the tone (quality), pitch (high or low), and volume of one’s voice.

14 Read the situations and offer some solutions. This activity asks students to compose expressions to suggest solutions and use linguistic resources to devise complete ideas in a complaint. Ask students to work in pairs and think of possible solutions for each situation. Have them write their suggestions in the spaces provided. Then ask for volunteers to share their suggestions with the rest of the class. The class can vote for the best suggestions. Suggested answers: 1 I think that she should visit the school infirmary.; 2 He really must go to the doctor.; 3 You might complain to a government agency.; 4 He should visit the school infirmary. 15 Read the conversation and complete the organizer. In this activity, students will identify main ideas and information that explains or complements them. At the same time they will be developing thinking skills by having to differentiate between situations and their consequences. Ask students to read the conversation in silence and individually. Allow some time for them to do this and then ask a few comprehension questions: What happened to Ben? What were the consequences? Then draw their attention to the graphic organizer. Go over the situations and consequences with the students, and ask them to complete the organizer by saying what would have happened if things had been different. Allow some time for students to complete the sentences. Walk around the class and monitor. Then read each of the situations and their consequences out loud, and have different students say what would have happened if things had been different. Have the rest of the class agree or disagree. Answers: 1 If Ben had set his alarm clock, he wouldn’t have overslept. 2 If Ben hadn’t overslept, he wouldn’t have missed the bus. 3 If Ben hadn’t missed the school bus, he wouldn’t have run all the way to school. Classroom Management: Visual aids such as graphic organizers assist teachers in demonstrating relationships between words and concepts such as events and consequences.

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Lead-in

Class

One student thinks of a category, such as movies. Everyone must take a turn thinking of a movie title in English. If someone takes too long to give an answer (count to five to give students a time limit), then that person is out and a new category begins. If someone gives an answer that doesn’t make sense or is incorrect, they are also out of the game. For example, if the category is vegetables and someone says banana, that person is out. Continue the activity for as long as time allows.

Stage 5: I can 16 Read the conversation and answer the questions. Ask students to work in pairs. Draw their attention to the illustration and ask them who are the people in it and what they think is happening. Elicit answers. Then ask them to read the conversation and answer the questions. Allow some time for students to do this, as you walk around the class and monitor. Then ask them to share and compare answers with another pair of students. Check answers as a whole class activity by reading each of the questions out loud, and having different students read the answers they wrote. Have the rest of the class agree or disagree with the answers. Answers: 1 Because he had a stomachache. 2 Because he ate too much. 3 Because his mother has him on a healthy diet and he feels he’s starving. 4 To teach his mom how to prepare delicious but healthy dishes. 17 Number the events. Ask students to briefly recall the main idea of the conversation in Activity 16. Then draw their attention to the list of events and explain they have to number the events in the appropriate order. Ask them to work in pairs. Allow some time for students to read the sentences and number them. Check answers orally as a whole class activity. Answers: a 6; b 2; c 5; d 1; e 3; f 4

Classroom Management: Thinking skills are relatively specific cognitive operations that can be considered the building blocks of critical thinking. Sequencing or arranging things in order is one of the skills an effective thinker has to develop.

18 Complete the sentences using information from the conversation in Activity 16. Draw students’ attention to the incomplete sentences and explain they have to complete them using information from the conversation in Activity 16. By doing this, they will be composing expressions to suggest solutions. Allow time for students to complete the sentences. Walk around the class and monitor. Then check answers as a whole class activity by having different students read their complete sentences. Ask the rest of the class to agree or disagree with the answers. Answers: 1 seven pizzas, he wouldn’t have had a stomachache. 2 hadn’t put him on a healthy diet, he wouldn’t have felt starved.

19 Read the story and write a conversation. Ask students to read the story individually and in silence. Remind them they can refer to their Glossaries on page 156 of their Student Books to clarify the meaning of words by their explanations or from their context. Allow some time for students to read the story. Walk around the class and monitor. Then explain that they have to write a conversation based on the story. By doing this, students will use and adapt speech register based on the addressee, and express motive and reason. Ask students to work in pairs to do this. Draw their attention to the introductory example sentences, and ask them to continue the conversation from there. Allow time for students to write their conversations. Walk around the class, monitor and help if necessary. Then ask for volunteers to go to the front of the class to read and act out their conversations. Have the rest of the class vote for the best performance. Answers may vary.

20 Write sentences based on the story in Activity 19. Ask students to write sentences based on the story in Activity 19. By doing this, students will choose and use word repertoire suitable for this practice of language. Allow them time to do it as you walk around the class and monitor. Ask students to share and compare their sentences with a classmate. Then ask different students to share their sentences with the class by reading one or two of them out loud. Have the rest of the class say if the sentences are correctly and appropriately structured. Answers: 1 his homework, he wouldn’t have gone to bed so late; 2 would have awakened on time; 3 Answers may vary. 4 Answers may vary.

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Unit 1

Lesson 2

Performance Indicators: – Activate previous knowledge. – Recognize the attitude of speakers, subject matter, purpose, and intended audience. – Recognize strategies to emphasize meaning (rephrasing, adjusting volume / speed, etc.) – Identify form of communication: long distance. – Listen to oral complaints. – Identify connectors (furthermore, on one hand, on the other hand, if, then). – Recognize and use adverbs: of time, of degree. – Employ strategies to repair failed communication. – Detect expressions to suggest solutions. – Detect ways to adjust the actions of speaking and listening. – Choose word repertoire relevant to a complaint. – Identify and use adjectives: qualifying, comparative,

Lead-in

Class

Write a number on the board and ask students to call out words that have the specified number of letters in them. For example, number 7: student, letters, English, Germany, without, etc. Repeat with other numbers. You can write the words on the board and review the list with the students when you have finished.

Stage 1: I know 1 Look at the pictures. In pairs, discuss their meaning. Have students work in pairs and to look at the illustrations. Ask them to discuss their meaning. By doing this, students will recognize the attitude of speakers and where they take place. Have students discuss some of the following points: who the people in the illustrations are, the relationship between them, the feelings they are expressing, the place where they are. Allow some time for students to discuss, as you walk around the class, monitoring. Then ask for volunteers to describe them and explain their meaning out loud. To get students to recognize strategies to emphasize meaning, ask the rest of the class if they understood their classmates’ explanations. If not, encourage students to paraphrase, adjust volume and speed, and negotiate meaning with the rest of the class. Have the rest of the class agree or disagree, and encourage them to add relevant details or information. To activate previous knowledge, ask students if they can relate to any of the situations and why. Allow different students to share their experiences.

Student Book

p. 14-19

and superlative. – Determine place or target of a complaint. – Use linguistic resources to devise complete ideas in a complaint. – Express complaints and make adjustments to improve fluency. – Recognize pertinent speech register based on the addressee. – Detect and interpret technical or specialized information. – Employ strategies to emphasize meaning (rephrasing, adjusting volume / speed, negotiate meaning, etc.).

Materials: – Reader, Audio CD – Sheets of white paper

2 Label the pictures in Activity 1 using words from the box. Go over the words in the box with the students. Make sure they all understand them. Then ask them to label the pictures in Activity 1 using words from the box. Allow some time for students to do this. Then have them share and compare their answers with a classmate. Check answers as a whole class activity by holding up your book at the front of the class, pointing to each of the pictures and having students say in unison the words they used to label each of the pictures. Answers: a giving advice; b expressing obligation; c expressing permission; d expressing request; e expressing possibility

Reader

I Am Now More Aware

p. 7-16

Ask students to open their Readers to page 7 and draw their attention to the title of the story. Elicit from them what they think the story is going to be about, based on the title. Ask them who they think the story is aimed at (audience). By doing this, students will identify subject matter, purpose, and intended audience. Ask for a volunteer to read the content of the first page out loud. If no one volunteers, start the reading yourself and have students follow it in their Readers. To detect and interpret specialized information, ask them to underline any new words they find. After reading the first page, ask students what they think the rest of the story is going to be about and draw their attention to the Glossary to clarify the meaning of the words they underlined. Ask for a volunteer to continue the reading on the

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next page. If no one volunteers, continue the reading yourself, having students follow it in their books. After you finish reading the page, ask a couple of comprehension questions, to make sure students are following the reading. Repeat with the rest of the story. When you finish reading the story, ask students what they think about the topic. Allow different students to express their opinions and have the rest of the class agree, disagree, or complement their classmates’ opinions with their own ideas. Ask students to work in pairs and answer the questions on page 17. Go over the questions with the students before they try to answer them, to make sure they all understand them. Clarify if necessary. Allow time for students to answer the questions and allow them to refer back to the story if necessary. Ask students to share and 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 their answers. Have the rest of the class agree or disagree. Still working in pairs, ask students to complete Activity 2 by circling T for True and F for False. Go over the statements before they choose the answers, if necessary. Allow time for students to answer. Then have them share and compare answers with another pair of students. Check answers in the Reader Answer Key on pages 171-172 of the Teacher’s Guide. Ask students to go back to the beginning of the story and to find things described in the story that they do in their real lives; for example, complaining about junk food in the cafeteria or buying teen magazines. Have students share the things described in the story that they do in real life and promote a quick discussion about them.

Alternative Activity: For students to detect and interpret technical or specialized information, ask them to draw a concept map on a separate sheet of paper or in their notebooks. Ask them to write the words technical or specialized information in a box in the center of the map and to draw four other boxes around the central one. Ask them to go back to the story and look for four areas or topics covered in the reading and to find at least two technical or specialized words related to each. Example: health = dietary needs, lung cancer; media = survey, issue. Then ask them to think of a short definition for each of the words or to guess their meanings from context. Ask students to share and compare their concept maps with other students. Then ask for volunteers to share them with the rest of the class. Time: 10 minutes

Classroom Management: Directed reading / thinking activities are those where the teacher directs students to check their prior knowledge of the subject, set the purpose of reading and become acquainted with new vocabulary and concepts. At this stage, students may also predict the content. Students then read small sections, while keeping their predictions and purposes for reading in mind. They read critically. After reading the text the students think about what they read. They revise predictions or prove them. Follow-up activities help students expand, summarize, and restate their ideas.

Alternative Activity: Write the following connectors on the board: furthermore, on one hand, on the other hand, if, then, not only … but also. Ask students to quickly skim and scan the story to find these words. Ask them to circle them. Then explain that sentence connectors are used to express relationships between ideas and to combine sentences. Time: 3 minutes

Lead-in

Class

This is a listening and pronunciation activity that always gets students laughing. Ask the first student sitting on the right-hand side of the class to think of a sentence or phrase and whisper it to the person behind him. That person will then whisper what he heard to the next person. Each person can only say Can you please repeat that? one time. When the message reaches the end of the chain that person must speak out loud. Often the message will be completely different when it reaches the end. Try to find out where the chain broke. In a big group you can send the message two ways and find out which team comes closest to the real message.

Stage 2: I build 05 3 Listen to the voicemail message and answer the questions. Draw students’ attention to the illustration. Ask for a volunteer to describe it and encourage students to add additional information or important details to the description if necessary. Explain they are going to listen to a phone call made by Karen to the Teen Magazine’s phone line. By doing this, students will listen to oral complaints and recognize strategies to emphasize meaning (rephrasing, adjusting volume / speed, etc.) They will also identify form of communication: long distance. Ask them to listen carefully first, without writing. Play the CD. Ask comprehension questions: What’s the magazine’s name? Why did Karen call? Where is Karen from? Elicit answers from different students. If

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necessary, play the CD one more time before asking the students to answer the questions. Alternatively, have them look at the audioscript on page 183 of their Student Books to check answers.

Answers: 1 To complain; 2 extremely; 3 powerful 06 4 Listen to the conversation and complete the sentences using words from the box. Draw students’ attention to the illustration. Ask: Who are they? Where are they? What do you think they are talking about? Explain that they are now going to listen to the conversation between Karen and the editor of the magazine and ask them first to follow the conversation in their books, without trying to complete it. To recognize pertinent speech register based on the addressee, play the CD. Make sure all students are following the reading. Then ask for a volunteer to summarize the conversation. Go over the words in the box along with the students. Ask them to complete the conversation using words from the box. To check their answers, play the CD and ask them to make the necessary corrections. They can check their answers by looking at the audioscript on page 183 of their Student Books. Then ask them to answer the question. Have students share and compare their answer with a classmate. Ask for volunteers to share their answers with the rest of the class. Have students agree, disagree, or add additional information or relevant details to the answer.

Answers: 1 responding; 2 want; 3 bothered; 4 liked; 5 saw; 6 thank; a Answers may vary. Cultural Note Explain to students that standing up for your rights starts with knowing that you have the same rights as everyone else. It then means responding to situations where those rights are being compromised. Remind others who are contravening your rights that you have those rights. Refuse to do things that you are being asked to do that you do not want to do. When you are not being respected, demand that others treat you with respect. When others are pursuing you or otherwise giving you unwanted attention, tell them that you do not want their company. General rights that people are entitled to include: having individual needs and wants, having individual opinions, feeling and expressing emotions, asking others to do things (but not demanding), being heard by others who listen to what you have to say, being able to say no, being able to try new things and make mistakes, and standing up for the rights of other people. Know that you can call upon others to help you defend your rights.

Stage 3: I think 5 Circle the best option to complete the sentences. This activity emphasizes the use of adverbs of degree. Explain the use and meaning of adverbs by telling students that adverbs tell us where, why, under what conditions something happens or happened, or the intesity of an action. Draw their attention to the sentences and ask them to circle the option they think best completes each of the sentences. To check their answers and to make sure they understand the meaning of adverbs, read the first sentences and ask: How stressful is probably life for a model? Elicit the answer from students. Make sure they understand the difference between moderately and very. Clarify if necessary. Continue with the second sentence. Read it out loud and ask: How fantastic is the magazine? Elicit the answer from students. Then read the third sentence and ask: How professional is the magazine? Elicit answer. Read the fourth sentence and ask: How negative is the image? Elicit answers. Answers: 1 very; 2 absolutely; 3 extremely; 4 completely

Classroom Management: Adverbs are words that modify a verb, an adjective, or another adverb. Adverbs often tell when, where, why, or under what conditions something happens or happened. Adverbs frequently end in –ly. Adverbs of degree provide information concerning how much of something is done. 6 Underline the comparative adjectives and circle the superlatives. Elicit from students the use and form of comparative and superlative adjectives. Then ask them to read the sentences and underline the comparative adjectives and circle the superlative adjectives. Allow time for them to do it. Then ask them to share and compare answers with a classmate. Then ask for volunteers to read each of the sentences and say which words they underlined and which ones they circled. Have the rest of the class agree or disagree with the answers. Answers: underlined: 1 thinner than; 2 more expensive than; 3 less expensive than; circled: 1 the thinnest; 2 the most expensive; 3 the least expensive 7 Look at the comments. Write P next to the sentences that Praise the magazine or C if they Complain about it. Write the words Praise and Complain on the board. Explain that praise is the act of making positive statements about a person, object, or idea, either in public or

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privately. Elicit the meaning of complain from students. Then ask students to read the comments and decide if they praise or complain and to write P or C next to them. Allow some time for students to reflect, decide, and write the letters. Walk around the class, monitor and help students if necessary. Ask them to share and compare their answers with a classmate. To check answers as a whole class activity, read each of the sentences out loud and have students say the letter they wrote next to it in unison. For each sentence, ask for a volunteer to explain why he decided the sentence was praise or complain. Have the rest of the class agree or disagree, or give different reasons. Answers: 1 P; 2 C; 3 P; 4 C; 5 C

Lead-in

Class

Tell a short story about an animal, but repeatedly ask students to guess what, why, where, what next, etc. Example: Teacher: A cat did something very naughty. What did it do? Students: It ate some cheese. Teacher: No. Students: It attacked the pet bird. Teacher: Yes! That’s right! But why? Students: Because it was hungry. Teacher: No. Students: Because it was jealous. Teacher: Yes! What do you think happened then? Students: The owners came home. Teacher: Yes! (or No), etc. Each time that students “guess” something, there is another question. In reality there is no original story. It is the students who invent it.

8 Circle the best option. This activity promotes lifelong learning and learning strategies. Ask students to look back at the sentences in Activity 5. Elicit from them the use and meaning of adverbs. Then draw their attention to the reflection box and ask them to circle the best option to complete the rules. Have them share and compare their answers with a classmate and check answers orally as a whole class activity. Answers: 1 after; 2 –er; 3 –est; 4 more; 5 most

9 Look at the conversation in Activity 4 and answer the questions. In this activity students will become aware of strategies employed to repair failed communication and detect expressions to suggest solutions. Ask students to go over the conversation in Activity 4 to answer the questions. Allow time for them to write their answers as you walk around the class and monitor. Check answers as a whole class activity by reading the questions out loud and having different students read their answers out loud. Have the rest of the class agree, disagree, or add important information or relevant details to the answers. Answers: 1 She calls the magazine and leaves a

voicemail; 2 She gives examples of what she didn’t like and uses expressions to interrupt politely; 3 The editor agrees with her ; 4 At first, the editor doesn’t agree with her opinion; 5 She explains and gives suggestions; 6 The magazine will use different models in next month’s issue.

Stage 4: I practice 07 10 Listen to the conversation and complete the information. Draw students’ attention to the illustration. Ask for a volunteer to describe it and encourage other students to add relevant details to the description. Explain that they are going to listen to the conversation between Matilda and the nurse. By doing this, students will detect ways to adjust the actions of speaking and listening. Ask students to listen first, without trying to complete the conversation, and to simply follow it in their books. Play the CD. Ask a few comprehension questions, to make sure students followed the conversation. Then ask them to listen again and to complete the conversation. Play the CD. Have students exchange books with a classmate. Play the CD one more time for students to check their classmate’s answers by making a small cross mark next to incorrect answers. Have students return the books to their classmates and allow some time for them to make the necessary corrections. Alternatively, as you play the CD, have students look at the audioscript on page 183 of their Student Books to check answers.

Answers: 1 perfectly; 2 absolutely; 3 almost; 4 most handsome; 5 most terrible; 6 remarkably; 7 hardly

Classroom Management: Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Check comprehension while listening and when the listening task is over. Monitoring comprehension helps students detect inconsistencies and comprehension failures directing them to use alternative strategies. 11 In pairs, act out the conversation. This activity promotes cooperative work and develops effective communication as well as social skills. Ask students to work in pairs and act out the conversation. Then ask for volunteers to go to the front of the class and act out the conversation. The rest of the class can vote for the best performance. Classroom Management: Students can easily demonstrate comprehension of a story or conversation by role-playing. Role-play activities provide a direct and purposeful experience for students.

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12 Choose the best option to complete the sentences. Ask students to read the sentences and choose the best option to complete them. Allow time for them to do this, as you walk around the class and monitor. Check answers orally, as a whole class activity. Answers: 1 hardly; 2 heavily; 3 must be emember Next class students will need: sheets of white paper.

Lead-in

Class

Write the following words on the board: you, rock star, politician, doctor, policeman, teacher. Ask for volunteers to choose one of the words and describe the typical day of the person they chose, without saying who it is. The rest of the class has to guess whose typical day it is.

13 Read the complaints and complete the sentences. In this activity students will choose a word repertoire relevant to a complaint. Ask students to read the complaints and complete them. Allow time for them to do this. Then ask students to share and compare their answers with a classmate. Check answers as a whole class activity by asking for volunteers to read their complete sentences out loud. Have the rest of the class agree or disagree with the answers. Answers: 1 look of the models that appear in the magazine; 2 they look so thin?; 3 appearances teenagers want to look at in magazines; 4 I think these models shouldn’t be so thin.

14 Change the sentences to form comparatives and superlatives. In this activity students will practice the use of adjectives: qualifying, comparative, and superlative. Draw students’ attention to the example sentences and go over them with the students. Make sure students understand how to transform the main sentences into a comparative and a superlative sentence. Explain they can do this using any information they want. Allow time for students to write the sentences. Then ask for volunteers to read their sentences out loud. Have the rest of the class agree or disagree with the answers. Answers: 1 The school cafeteria has more delicious desserts than the other cafeterias. The school cafeteria has the most delicious desserts in this area. 2 Tremendous Teen Magazine has more beautiful summer clothes than the other magazines. Tremendous Teen Magazine has the most beautiful summer clothes of all the publications. 3 Your school cafeteria had

worse salads than the other cafeterias. Your school cafeteria had the worst salads in the entire city.

Stage 5: I can 15 Are these problems common in your country? What actions could people take to avoid the problems? Read and answer the questions. In this activity, students will determine place or target of a complaint. Have students look at the pictures and guess what the problem is in each one. Ask students to suggest ideas to solve the problems. Ask for volunteers to play the roles of A and B in each conversation. Then read the questions out loud and elicit answers from students. Answers: a 1 at the dentist’s; 2 He wants a painkiller shot. b 1 at a restaurant; 2 She wants to know how many calories are in the salad.

Classroom Management: Guessing games build students’ thinking skills, memory, language skills, and ability to think about characteristics and features of the object being guessed. 16 Write a conversation to complain to the Director of a health institution. In this activity students will use linguistic resources to devise complete ideas in a complaint. Ask students to think of possible problems that could happen at health institutions and brainstorm ideas while working in pairs. Explain they have to complete the conversation by writing a complaint related to that problem to the Director of a health institution. Allow time for students to think and write the conversation. Refer students to the Glossary on page 156 to clarify the meaning of words. Answers may vary.

17 Act out the conversation to the class. Take turns being the Director and the patient. This activity promotes the development of effective communication skills. In pairs, ask students to practice the conversation taking turns being the Director and the patient. By doing this, they will express complaints and make adjustments to improve fluency, employ strategies to repair failed communication, and use and adapt pertinent speech register based on the addressee. Then ask for several volunteers to go to the front of the class and act out their conversation. You can have the rest of the class vote for the best performance.

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Unit 1

Product 1 Telephone Complaint Voicemail

Performance Indicators: – Select and revise information to compose a complaint. – Compose sentences to express the complaint.

Lead-in

Class

Let students choose a letter, for example A. Now the class is going to say words, one each, which begins with an A. Start like this: say to the first student A ship comes loaded. The student answers: With what? and you say With apples. Then the student continues to say to the next one in the class A ship comes loaded. He answers With what? The student says: With apples and apes, for example. And then it continues like that. Students have to remember what words have been said and come up with a new word beginning with the letter that they decided to play with. If anyone fails to remember all the words that have been said or if they can’t come up with a new word, the next student continues or you can start again with the student in turn, but using a different letter of the alphabet.

Stage 1: I get ready 1 Work in groups. Decide which institution you would like to complain about. Draw students’ attention to the three groups of institutions. Explain they are going to make a telephone complaint to an institution of their choice, and leave it on a voicemail. Remind them that complaints are expressions of “displeasure or annoyance” in response to an action that is seen by the speaker as unfavorable. Ask them to work in groups of three and decide which institution they would like to complain about. Allow time for students to discuss and decide. Walk around the class and monitor. Cultural Note When expressing a complaint in English, it helps to be polite. Although I’m angry about … is one possible way of expressing a complaint, it is considered too rude and you should use more polite expressions if you want to get what you want.

Student Book

p. 20-21

– Revise that the complaint is understood when spoken and listened to.

2 Write the names of the people who work there. Once students have chosen the institution they will complain about, ask them to write the names of all the people who work there. Walk around the class, monitor and help students if necessary.

Stage 2: I plan 3 Decide on the types of services that are offered there. In this activity, students will select and revise information to compose the complaint. Ask students to think of all the different services offered at the institution they chose, and to think which one they want to relate their complaint to. Allow time for students to discuss and decide. 4 Find as much related vocabulary as you can to compose sentences to express the complaint. In this activity, students will compose sentences to express the complaint. Ask students to think of all the vocabulary they will need, related to the institution and service they selected, to express their complaint. Have them make a list and refer to their dictionaries if necessary. 5 What materials do you need? Make a list. Ask students to decide what voicemail materials they will need to compose a telephone complaint voicemail. Have them make a list in the space provided.

Lead-in

Class

Divide the room into four corners: agree, somewhat agree, somewhat disagree, and disagree. Then make a statement like Chocolate is the best dessert in the world. Students move to the corner that best describes how they feel about the statement. The students in each corner have a few minutes to discuss why they feel this way and then their group presents their opinion to the rest of the class. Repeat with other statements like (name) is the best singer / movie star / band nowadays. English is my favorite subject. Winter is my favorite season.

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Stage 3: I do 6 Invent a situation based on the institution and type of service you chose using these questions. Ask students to work in the same groups as they did in the previous class. Have them go over Activities 1-5 for them to remember the institution, type of service, vocabulary, and materials they chose to state their complaints. Then explain they have to invent a situation using the questions as cues. Ask them to try to answer all the questions and to make notes of the answers if necessary. Walk around the class, monitor and help students if necessary. 7 In groups, start writing the voicemail complaint. Describe why you were using that service, what went wrong, and why you are upset. Remind students that they are writing a voicemail complaint, similar to the one they heard in Activity 3 in Lesson 2. You might want to play the Audio CD for the students to listen to Karen’s voicemail complaint again, and use it as a model for theirs. Draw their attention to the table in their Student Books and the kind of information they should include in the introduction and body of their complaint. Also, have them refer to the Useful Expressions box and choose any examples they consider appropriate for their complaint. Allow time for students to start writing their complaint messages. Walk around the class, monitor and help if necessary. 8 Write ideas for solutions, do not just criticize the service. Give useful suggestions in the conclusion. In this activity, students will revise that the complaint is understood when spoken and listened to. Remind students that when making a complaint, it is also important to suggest possible solutions to the problem or situation. Ask them to think of ideas for solutions to their complaint, and to include them as part of their conclusion. Draw their attention to the table in their Student Books and the kind of information they should include in the conclusion. Have them refer to the Useful Expressions box and choose any examples they consider appropriate. Allow time for them to finish their complaint. As you walk around the class, monitor and help if necessary.

students to practice reading their voicemail complaint in their groups and to decide which student will record it. Students can record their complaints using a recorder or a computer. Once they have recorded their complaints, have students play them back to the whole class. Have the class say if the complaints were clearly stated and if the solutions are appropriate in each case. Ask them to think of other possible practical solutions for each of the complaints.

Alternative Activity: After students have recorded and performed their complaints, ask them to get together with another group of students and write a response message to the other group’s complaint. If necessary, have students refer to Activity 4 in Lesson 2, to remember how the magazine editor responded to Karen’s complaint about the pictures and use the conversation as a model. Then have the groups take turns reading their response messages and decide if the solution was satisfactory. Time: 10 minutes

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.

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can establish the motive or purpose of an oral text. – Can infer central sense from explicit information. – Can distinguish main ideas and some details within oral texts. – Can detect specialized information within oral texts. – Can use strategies in order to tweak the meaning of an oral text.

Stage 4: All ready to share 9 Practice reading your voicemail complaint. Record it and play it back to the whole group. In this activity students will practice the enunciation of a complaint and perform the telephone complaint. Ask To formally assess this learning environment go to page 154

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Unit 1

Lesson 3

Performance Indicators: – Activate previous knowledge. – Determine subject matter, purpose, and intended audience. – Identify patterns of text arrangement. – Infer main ideas from details. – Read and re-read narratives. – Use diverse comprehension strategies. – Recognize purpose of a narrative. – Determine subject matter. – Identify homophones. – Distinguish connectors and adjectives in a text.

Lead-in

Class

Write these inventions on the board in a random order: braille, the Internet, light bulb, telephone, refrigerator, thermometer, microscope, wheel, paper, printing. Put students into groups of three or five. Students should work together in their groups checking that everybody knows what each word means. Help with understanding if necessary. Explain that these are ten important inventions. Students should work together in their groups to compile a list of the inventions in chronological order. They should talk about each invention and reach a consensus regarding the order. Invite a student from each group to the board to write their list. Write the answers on the board for students to check: the Internet (most recent), light bulb, telephone, refrigerator, braille, thermometer, microscope, printing, paper, wheel.

Stage 1: I know 1 What is the difference between horror stories and suspense stories? Explain your answer. To activate previous knowledge, ask students to brainstorm all the kinds of stories they know. Copy them on the board. Ask them to give examples of names or titles of the different kinds of stories. Then ask them what is the difference between horror and suspense stories. Allow different students to express their opinions and ask them to explain their answers. Have the rest of the class agree or disagree with the difference and add additional information or relevant details. Reinforce the concepts that horror stories focus on terror and fear while in suspense stories the reader is not sure what will happen. Then ask students to share with the class an example of a horror story and a suspense story they have read or watched. Ask students to say why they think the story is a horror or suspense one and how they felt after reading or watching it.

Student Book

p. 22-27

– Use adjectives: comparative, superlative. – Detect frequently used words. – Answer questions to infer characters’ emotional states from explicit information. – Stimulate an aesthetic pleasure in literature. – Foster respect towards others’ opinions. – Distinguish elements in narrative: narrator, characters, and events. Materials: – Sheets of white paper, green and red colored pencils

Stage 2: I build 2 Read the extracts taken from different stories and label each one with the correct title. In this activity students will identify subject matter, purpose, and intended audience and identify patterns of text arrangement. Draw students’ attention to the different illustrations and elicit from them what they see in each one. Ask them if they can guess what the stories are about, based on the pictures. By doing this, students will infer main ideas from details. Then explain that they are going to read extracts taken from different stories and that they have to label each of the extracts with the correct title. Ask for volunteers to read each of the extracts. Have the rest of the class follow along in their Student Books. To use diverse comprehension strategies, after the reading of each extract, ask a few general comprehension questions, and ask students if they can tell which title corresponds to the extract. If they guess correctly, allow them to write the title in the space provided. If not, continue with the next extract. Refer students to the Glossary on page 157 to clarify the meaning of words. Answers: 1 The Valley of the Vampires; 2 The Enchanted Jungle; 3 The Longest Hour Classroom Management: Labeling items will assist students in the identification of items or content and in relating them to written words.

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3 Read the extracts again and decide which part of the story the extract comes from. Write the title of the extract next to the part it comes from. In this activity, students will read and re-read narratives and use diverse comprehension strategies. Draw students’ attention to the table in their books and ask them to read the extracts again to complete it. Elicit from them the meaning of the parts of a story to make sure they all understand them. Then allow time for them to go over the extracts again and complete the table. Check answers as a whole class activity, by saying the parts of the story out loud and having students read the title of the extracts in unison. Ask for volunteers to explain their answers. Have the rest of the class agree or disagree with the explanations or to add relevant information or details to it. Answers: beginning: The Valley of the Vampires; climax: The Enchanted Jungle; ending: The Longest Hour Alternative Activity: To identify the key characteristics of upper and lower case letters, ask students to choose one of the three extracts. Explain they have to analyze it to come up with a conclusion about the use of upper case letters. Students should be able to notice that upper case letters are used at the beginning of sentences, after periods and full stops and for proper nouns. Time: 10 minutes

Stage 3: I think 4 Match each extract to its purpose. In this activity, students will recognize purpose. Go over the words in the Purpose row with the students, to make sure they all understand them. Clarify if necessary. Then explain they have to read the extracts and match them to their purpose. Allow some time for students to do this. Then ask them to share and compare answers with a classmate. Check answers as a whole class activity, but reading each of the extracts and having the class say the matching purpose word in unison.

first square. You are going to follow the instructions that students give you. Invite a student to give you the first instruction. Go around the class eliciting instructions and building up the second picture. When an instruction is not clear, draw the wrong thing so that the student has to reformulate the instruction. If time allows, get students to draw a geometric design in their notebooks. Give a limited time (three minutes) for this. Put students into pairs, A and B. Students take turns in describing their design to their partner so that they can make an exact copy.

5 Read the extracts again and answer the questions. In this activity, students will infer main ideas from details and use diverse comprehension strategies. They will also re-read narratives. Ask students to briefly summarize the three extracts they read in Activity 1. Then ask them to re-read them and answer the questions. Allow time for students to read and make inferences. Then ask them to share and compare answers with a classmate. Answers: The Valley of the Vampires: 1 It was Cassandra’s idea. 2 Because he wants to find out what happened to his father. 3 Answers may vary. The Enchanted Jungle: 1 She is in the jungle. 2 Answers may vary. 3 Answers may vary. The Longest Hour: 1 Peter is the main character. 2 Answers may vary. 3 Answers may vary. Classroom Management: An inference is a prediction or deduction about something in a written text, often to do with what the character may see, hear, smell, taste, or feel. An inference contrasts sharply with mere observation, or literal language. Inference can be a difficult skill for students to learn. Inference tends to rely on having good world knowledge, a solid vocabulary knowledge, and an extensive semantic network. Apart from generally improving student’s vocabulary and world knowledge, a good way to improve inference skills is to practice prediction questions. The student could read a passage from a book and then predict what may happen next and why.

Answers: 1 b; 2 a; 3 c emember Next class students will need: white sheets of paper.

Lead-in

Class

Draw two big squares (frames) on the board. Draw a simple design using geometrical shapes and lines in one square. Explain that you are going to copy the design in the second square but you are not going to look at the

Alternative Activity: To identify word separation, ask students to choose one of the extracts from Activity 2. Explain they have to analyze it to come up with a conclusion on how words are separated. Students should be able to notice that words are separated by spaces and punctuation marks. Time: 6 minutes

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6 Complete the organizer using the main ideas from the boxes. In this activity students will determine subject matter and develop critical thinking skills by completing a graphic organizer. Ask students to read the main ideas in the boxes and to complete the graphic organizer correctly. Allow some time for students to do this. Then ask them to share and compare answers with a classmate. Check answers as a whole class activity, orally. Answers: A The main character has decided to accept the invitation of another person to go on a voyage of discovery. B The main character is in a very dangerous situation and is saved. C The main character reflects on the events that lead up to the conclusion of the story.

Cultural Note Literature is seen as a resource which provides linguistic opportunities by allowing valuable language learning exercises to stimulate learners’ personal development through the encouragement of sensitivity, self-awareness, and understanding of the world. We read literature for the following reasons: for the enjoyment it provides; for the knowledge and wisdom it conveys; for its power to move us emotionally; for the ways it extends and enriches our lives. The successful teacher will make students love literature and reading for the rest of their lives, rather than just equipping them for the next examination. In addition, the teacher will stimulate an aesthetic pleasure in literature through the use of language learning exercises that will stimulate learners as mentioned above.

7 Decide which extracts in Activity 2 these supporting details come from. Write the title of the extract next to the details. In this activity, students will re-read narratives and infer main ideas from details. Ask for volunteers to read the different details and have the rest of the class say the title of the extract the details correspond to out loud and in unison. Give them some time to write the titles. Answers: 1 The Longest Hour; 2 The Valley of the Vampires; 3 The Enchanted Jungle Alternative Activity: Remind students what homophones are: words that sound like another word but have a different meaning. Ask them to choose one of the extracts in Activity 2 and read through it to see if they can find words that have homophones. Ask them

to underline them and write the two words in their notebooks or on a separate sheet of paper. Ask for volunteers to say which words they found, with their corresponding homophone. Have the rest of the class agree or disagree with the words. You can also ask students to give the meanings of the two words. Time: 10 minutes emember Next class students will need: green and blue colored pencils.

Lead-in

Class

This game is good to review and practice structures in the first conditional. The teacher begins with a sentence, for example: If I go out tonight, I’ll go to the cinema. The next person in the circle must use the end of the previous sentence to begin their own sentence. E.g., If I go to the cinema, I’ll watch (name of movie). The next person could say, “If I watch (name of movie), I’ll see (name of actor / actress), and so on.

8 Circle the adjectives in these passages. Underline the comparatives in green and the superlatives in blue. Elicit from students the use of adjectives and their comparative and superlative forms. Ask for volunteers to give you different examples and copy them on the board. Then draw students’ attention to the passages in their Student Books and explain they have to circle the adjectives and underline the comparatives in green and the superlatives in blue. Allow some time for students to do this and meanwhile, draw a three-column table on the board. Label each column Adjectives, Comparative and Superlative. Then ask for volunteers to go to the board and write one word from the first passage in its corresponding column. When all the words from the first passage have been written on the table, repeat with the second passage. Answers: adjectives from passage 1: old, regal; comparatives from passage 1: much older; superlatives from passage 1: greenest, most beautiful; adjectives from passage 2: bloody, soft, human, large 9 Circle the words that link two ideas. In this activity students will be identifying connectors. Elicit from or remind students what connectors are. Then ask them to read the sentences and circle all the linking words they can find. Check answers orally, as a whole class activity. Answers: circled: 1 although; 2 but; 3 and

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Classroom Management: Sentence connectors are used to express relationships between ideas and to combine sentences. Words that are used to connect ideas are called connectors (or linking devices). There are three main types of connectors: subordinating conjunctions, coordinating conjunctions, and transitions. A subordinating conjunction connects a dependent clause to a main clause. It shows how an idea in one clause is related to the idea in the other clause. Both coordinating conjunctions and transitions connect main clauses. They show how ideas within sentences and also across sentences are related. Prepositions and prepositional phrases can also link ideas.

Alternative Activity: Have students go back to the extracts in Activity 2 and choose one. Then ask them to circle all the connective words they can find. Ask for volunteers to read out loud the connectors they circled and explain why they are connectors and what ideas they are connecting. Time: 10 minutes 10 Complete the sentences using words from the box. In this activity, students will be consolidating their learning. Draw students’ attention to the words in the box. Go over them with the students to make sure they all understand their meanings. Then ask students to complete the sentences by using words from the box. Check answers as a whole class activity by having volunteers read the complete sentences out loud. Answers: 1 main idea; 2 supporting; 3 more; 4 the most; 5 connectors

Classroom Management: Close procedures are open-ended strategies in which a selected word or phrase is eliminated from a sentence or paragraph, while the student is asked to complete the missing word. The close concept can also be used in oral development, in which the teacher proposes a series of incomplete oral statements and the student completes the missing information orally.

Lead-in

Class

This is a very simple activity where students must think of words connected to the word that comes before. For example, the teacher says, fish, the next person thinks of a word they associate with fish, such as water, the next person could say a glass, the next,

window, etc. You can decide as a group if associations are valid. Ask the student to justify the connection. To make it more competitive, set a thinking time limit and eliminate students. When they are eliminated, they can become judges.

Stage 4: I practice 11 Read these paragraphs and answer the questions. In this activity, students will use diverse comprehension strategies and identify text arrangement. Draw students’ attention to the illustrations. Elicit from them what they can see in each of them and what they think the paragraphs are about, based on the illustrations. Then ask for volunteers to read each of the paragraphs. Have the rest of the class follow the reading in their books. After each reading, read the corresponding questions out loud and ask for volunteers to give the answers. Have the rest of the class agree or disagree and write the answers in their books in the spaces provided. Answers: a 1 Edward will visit a small Mexican town. 2 Mystery and enchantment of the small villages; 3 beginning; b 1 She is doing the most interesting puzzle she has seen for a long time. 2 old, wooden, unpainted; 3 one side was longer than the other; the most interesting puzzle

12 Match the sentences using a connector and write the answers. Draw students’ attention to the table and explain that they have to match the words using a connector to form a sentence. Go over the connectors along with the students, to make sure they all understand what they mean and what relationship they can establish between sentences or ideas. Then give them some time to connect the words and write them in the spaces provided. Then have students share and compare answers with a classmate. Check answers as a whole class activity by having different students read the final sentences. Have the rest of the class agree or disagree with the answers. Answers: 1 Sharon knew that she had to keep going because stopping would be disastrous. 2 Edward wanted to leave, but he had to wait for his sister, Cynthia. 3 Mary knew something was wrong with the wall. On the other hand, she recognized that she may be mistaken. 4 John wanted to travel to the valley of the vampires, and he would find out about what happened to his father.

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Cultural Note One of the most important things to foster in students is to show respect towards others’ opinions. They need to respect themselves, their peers, and their elders. If a student is respectful, he will reach an agreement on discussions with his classmates, he will take care of his belongings and the belongings of others, too. He will learn to accept responsibilities, and he will learn to get along with his peers. Teaching respect starts with showing respect, and the rest is built on that base. The more teachers promote respectful behaviors in class, the more natural it will become for students.

13 What scares you? Why do you think you are scared of it? Have students work in pairs and ask each other what they are scared of and why they think it scares them. Encourage students to share their answers with the rest of the class.

Stage 5: I can 14 Read the paragraphs and answer the questions. In this activity students will read and re-read narratives and detect frequently used words. Draw students’ attention to the illustrations. Elicit from them what they see and what they think the paragraphs are about based on the pictures. Then ask students to read each paragraph in silence and individually. Refer students to the Glossary on page 157 to clarify the meaning of the words. Walk around the class and monitor. Then ask students to go over the questions and make sure they all understand them. Have them go back to the reading to find the answers to the questions. By doing this, students will answer questions to infer characters’ emotional states from explicit information. Allow time for students to do this. Walk around the class and monitor. Check answers as a whole class activity by reading the questions out loud and having different students read their answers. Have the rest of the class agree or disagree, or add additional information and relevant details to the answers.

Classroom Management: Reading is not just pronouncing words; it requires understanding. Most experienced readers use a variety of strategies to understand texts. Research has shown that teachers can, and should, teach these strategies to beginning readers. The following strategies can help students understand any text in any subject: making predictions, visualizing, asking and answering questions, or retelling and summarizing. More reading stretegies include connecting the text to life experiences, other texts, or prior knowledge.

Alternative Activity: Draw a three-column table on the board and label each column Narrator, Characters, and Events respectively. Divide the table in three parts horizontally, so you can include information from the three paragraphs in Activity 14. You can have students reproduce the table in their notebooks or on a white sheet of paper. Ask students to choose one of the paragraphs in Activity 14 and ask them to identify the elements in narrative: narrator, characters, and events to complete the table. You can ask for volunteers to go to the board and complete the information for each of the paragraphs. If students reproduced the table in their notebooks or on a sheet of paper, ask them to share and compare their answers with a classmate before checking answers as a whole class activity, using the table you drew on the board. The strategy of using a table provides students with a visual picture of how words or phrases connect to content or topic, and raises their awareness of the elements in narrative. Time: 10 minutes

Answers: 1 Not from Mexico; 2 Because they are not used to see these scenarios. 3 Answer may vary. 4 Answer may vary.

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Unit 1

Lesson 4

Performance Indicators: – Determine subject matter. – Recognize purpose. – Detect intended audience from explicit information. – Read and re-read narratives. – Make links in texts using explicit and implicit information. – Relate emotional states to specific moments in a narrative. – Express and justify personal impressions towards a text. – Listen to other’s opinions and justifications to recognize different interpretations. – Relate emotional states to characters. – Complete sentences to express emotional states.

Lead-in

Class

Three students sit in a line at the front of the class. They are the experts, but they don’t know what they are experts about. The rest of the class chooses the area of expertise e.g., cooking, car maintenance, or trees. The other students then ask the experts questions and the experts answer them. Each expert uses only one word at a time. Example: They are experts about fashion. Question: What color will be fashionable next year? expert 1: I, expert 2: think, expert 3: that, expert 1: blue, expert 2: will, expert 3: not, expert 1: be, expert: 2: unfashionable. Repeat with as many volunteers / experts as time allows.

Stage 1: I know 1 How do horror or suspense stories or movies make you feel? This activity promotes reflection and self awareness. Write the words horror and suspense on the board. Ask: What is the first thing that comes to your mind when you hear the word horror? Have different students say what comes to their minds and copy some of the words on the board. Then ask the same question for the word suspense, and copy some of the words students mention on the board. Then ask students to mention some horror and suspense movies they know and ask them if they felt any of the words they mentioned, or how did the movies make them feel. Allow different students to express their opinions. Answers may vary.

Student Book

p. 28-33

– Make sentences from words that express emotional states. – Organize paragraphs to form texts. – Describe character’s emotional states. – Foster respect towards others’ opinions. – Elements in narrative. – Distinguish the colophon. – Detect reflexive pronouns. – Develop empathy towards different emotional states. Materials: – Reader – Colored pencils, sheets of white paper

Reader The Ghost

p. 20-29

Ask students to take out their Readers and notice the colophon: publishing house, year, location, etc. Then ask them to go to page 20 and draw their attention to the title of the story. Ask them what kind of story they think it is and what kind of audience it is intended for. By doing this, students will be determining subject matter and intended audience. Then ask them why they think someone would write a story about a ghost. By doing this, students will identify purpose. Now draw students’ attention to the author and ask them if they have ever heard of him. If they haven’t, refer to the Cultural Note on the next page and tell them who Mark Twain is and what books he has written. Ask students if they’ve heard or read any of these books. If they haven’t, you can ask them to look for information about the stories and bring it for the next class. Draw students’ attention to the different illustrations. Elicit from them what they can see in each one. Ask them if they can tell what the story is about by looking at the pictures. Allow different students to express their opinions in order to foster respect towards others’ opinions. By doing this, students will listen to others’ opinions and justifications to recognize different interpretations of the illustrations. Then go back to the beginning of the story, ask students to get into pairs, and have them take turns reading the pages of the story. Help with pronunciation if necessary. Remind students to refer to the Glossary when they come across new words. To check for general comprehension and have students express and justify personal impressions towards a text, ask students if the story was anything

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like they had thought and to say why or why not. Allow different students to give their opinions. Then ask students to complete Activity on page 30 of their Readers. Allow some time for them to do this, as you walk around the class and monitor. Then ask students to share and compare answers with another pair of students. Check answers as a whole class activity by reading the phrases out loud and having the class say the option they chose to complete each one in unison. Then ask them to discuss and answer the questions in Activity 2. Have them share and compare answers with another pair of students. Check answers orally, as a whole class activity, by reading the questions and having different students read their answers. Have the rest of the class agree or disagree, or add relevant details or important information to the answers. Check answers in the Reader Answer Key on pages 171-172 of the Teacher’s Guide.

Cultural Note Raise students’ awareness about literature by introducing the author to them. Samuel Clemens (1835-1910) was better-known by his pen name Mark Twain. He was an American author and humorist. Twain is most noted for his novels, The Adventures of Tom Sawyer (1876), and its sequel, The Adventures of Huckleberry Finn (1885), the latter often called “The Great American Novel.”

Stage 2: I build 2 Read the extract. Circle T for True or F for False for each statement. In this activity students will make links in texts using explicit and implicit information. Tell students they are now going to read an extract from The Ghost. Have them work in pairs, and take turns reading the paragraphs of the extract. Allow time for students to read the extract as you walk around the class, monitoring and helping with pronunciation if necessary. When most pairs of students have finished reading, ask a few comprehension questions to relate emotional states to characters: What is the main character feeling? Why is he feeling like that? Allow different students to give the answers and ask the rest of the class to add additional information or relevant details to the answers. Then draw their attention to the statements and explain they have to circle True or False. Allow some time for students to do this. Ask them to share and compare answers with another classmate. Then check answers orally, as a whole class activity, by reading the statements out loud and having the class say the answers in unison. Answers: 1 F; 2 F; 3 F; 4 T

Alternative Activity: Draw a three-column table on the board and label the columns Narrator, Characters, and Events respectively. Ask students to read the extract and ask for volunteers to go to the board and write one word under each column to complete the information about the extract. By doing this, students will identify elements in narrative. Then ask them to describe the characters to practice the use of adjectives. You can ask them to draw a picture of the characters to see how they imagine them. Have students share and compare their drawings with other classmates. Time: 8 minutes 3 Read the extract in Activity 2 again. Match the parts of the story to Arthur’s emotional reactions. In this activity students will re-read narratives and relate emotional states to specific moments in a narrative. Ask students to read the extract in Activity 2 and focus on Arthur’s emotional reactions. Allow time for students to read. Then explain they have to match the parts of the story to Arthur’s emotional reactions. Answers: 1 c; 2 b; 3 a

Lead-in

Class

Write two questions on the board. Students then find a partner to ask and answer each question. After both questions have been covered by both students, each finds a new partner. They then repeat the process. By talking to many people many times on the same topics, answers will show improved accuracy and fluency.

Stage 3: I think 4 Look at the sentences and answer the questions. Ask students to read the sentences and make sure they all understand them. Then read the questions out loud and elicit the answers from students. Give them time to write the answers down in their Student Books. Answers: 1 Arthur; 2 Arthur

5 Read the rule and complete the table. In this activity, students will consolidate their knowledge on reflexive pronouns. Ask students to read the rule. Then ask for volunteers to explain it in their own words. Have the rest of the class agree or disagree with the explanation. Then draw their attention to the table and ask them to complete it following the pattern. Answers: Top to bottom: yourself; herself; yourselves

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Classroom Management: If necessary, remind students that nouns that end in -f, in the plural change the f to v and then add -es. 6 Circle the emotions and underline the actions that express the emotion. Have a quick discussion with students about how we express emotions. Ask them how they express happiness, anger, fear, sadness, etc. Encourage them to act out the actions they use to express these emotions. Make them notice that most of the time we use actions to express our emotions, and we use words when we have to describe our emotions. Then draw their attention to the sentences and ask them to circle the emotions and underline the actions that express emotions. Allow time for students to do this. Then ask them to share and compare answers with another classmate. Answers: circled: 1 fear; 2 sad; 3 angry; underlined: 1 heart beating; 2 sat in melancholy; 3 started yelling

7 Label the pictures with the correct emotion. In this activity, students will describe characters’ emotional states and relate emotional states to characters. Ask students to work in pairs and take turns describing the pictures. Then ask them to label the pictures with the correct emotion. Have them share and compare their answers with another pair of students and check answers orally, as a whole class activity, by holding up your book at the front of the class, pointing at each of the pictures and having students say the corresponding emotion in unison. Answers: a 2; b 3; c 6; d 5; e 4; f 1

Alternative Activity: Many learners of English confuse the -ing (present participle) with -ed (past participle) when they are used as adjectives expressing emotions. To practice expressing feelings and emotions and for students to notice the difference between the use of the present and past participles, ask them some of the following questions: When was the last time you were embarrassed? What is the most embarrassing thing that’s ever happened to you? What do you usually do when you’re bored? What is something that you find very boring? Who is the most boring person you know? What subject do you find confusing? Have you ever confused someone else? What do you find disappointing? When do you feel exhausted? When was the last time you were worried? Do you know anyone who spends all their time worrying? Time: 10 minutes

Stage 4: I practice 8 Work in pairs and explain the words you know. Go to the Glossary to clarify the meaning of any new words. Ask students to work in pairs and take turns explaining the meaning of the words they know. Have them refer to their Glossary on page 157 to clarify the meaning of words they don’t know and to check if what they think the words mean is true. Alternative Activity: To have students write sentences to express emotional states, ask them to choose three words each and write sentences using them. Have them read their sentences out loud and ask the rest of the class to say if the words are used appropriately or not. Time: 5 minutes emember Next class students will need: sheets of white paper.

Lead-in

Class

Ask questions beginning with How many people in the class want … and ask students to raise their hands if they do. Some possible examples are: How many people in the class want to eat a hamburger, to eat something right now, to live in Hawaii, to be at home, to go to the movies today, etc.

9 Complete the organizer using words from Activity 8. Ask students to look back at the words in Activity 8 and elicit their meaning from them. Then go over the categories in the organizer and make sure all students understand what they mean. Explain they have to complete the organizer using the words from Activity 8 that express each of the feelings in the organizer. Allow time for students to complete it, as you walk around the class and monitor. Then have students share and compare their answers with a classmate. Check answers orally, as a whole class activity, by having students say which words they classified under each category of emotions. Answers: 1 cheerfulness, love; 2 contempt, revulsion; 3 astonishment, amazement; 4 rage, irritation; 5 alarm, horror; 6 depression, melancholy

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10 Complete the sentences with your opinion. Then discuss them with a classmate. In this activity students will complete sentences to express emotional states and listen to others’ opinions and justifications to recognize different interpretations. Tell students they have to complete the sentences with their own opinions. Allow time for them to do this as you walk around the class and monitor. Then have them share, compare, and discuss their answers with classmates. Ask for volunteers to share their opinions with the rest of the class. Answers: 1 sad; 2 disgust; 3 joy; 4 cheerfulness; 5 anger

Cultural Note Empathy is one of the most essential skills in life. Empathy allows people to understand what the other person is thinking and feeling. Learning empathy requires that students can put themselves in someone else’s shoes. Empathy also means to really care about what happens to the other person. Being helpful and learning to listen is another way of developing empathy. Also let people know you are actually giving them attention and listening to what they have to say. Encourage your students to show empathy towards the emotions that their classmates included in Activity 10.

11 Which emotions from Activity 9 would you choose to include in a suspense story? Make a list. Ask students to imagine they are going to write a suspense story. Have them go back to Activity 9 and choose at least five emotions they would include in their suspense story. Ask them to write those words down in the space provided. Answers may vary.

Alternative Activity: Ask students to write a short paragraph using all the five words they chose in Activity 11. By doing this, students will make sense from words that express emotional states. Ask for volunteers to each read their paragraph to the rest of the class. Time: 8 minutes

compare answers with a classmate. Then check answers orally, as a whole class activity, by having students say which word they circled to complete each sentence in unison. Answers: 1 herself; 2 himself; 3 herself; 4 themselves; 5 ourselves

Stage 5: I can 13 Number the paragraphs to make a story. In this activity, students will organize paragraphs to form texts. Ask students to work in pairs. Have them read the paragraphs and number them in the appropriate order to make a story. Allow time for students to read as you walk around the class, monitor and help if necessary. Ask a few comprehension questions when most students have finished reading. Check answers orally, as a whole class activity. Answers: a 3; b 2; c 1 Alternative Activity: To have students practice the use of conditionals, draw the following tic-tac-toe grid on the board and ask students to copy it on a separate sheet of paper or in their notebooks: If I were you,

She would have Unless he finishes finished the exam, soon,

If they had known,

He takes his umbrella if ...

You wouldn’t have been late if ...

He wishes

If you hadn’t been so rude,

He would give you some help if ...

Students have to complete the sentence with one of the conditional forms. Students score an X or O for each sentence that is grammatically correct and makes sense. This game is best played as a class with the teacher checking answers. However, with larger classes, the game can also be played in pairs while the teacher walks around the class checking answers. If time allows, spend up to 15 minutes playing. emember Next class students will need: colored pencils.

12 Circle the correct reflexive pronoun. Elicit from students the use and form of reflexive pronouns. Then ask them to read the sentences and circle the correct pronoun to complete them. Allow some time for students to do this. Have them share and

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Lead-in

Class

Ask students to choose a room in their homes or a particular subject area. Students should write this room name or subject area in the middle of a piece of paper and then think of all the various related vocabulary, such as the various types of objects found in a room, and add these words around the central room or subject. Under each of these further categories, students should list various objects.

14 Read the story in Activity 13. Then discuss with a classmate what you liked and didn’t like. In this activity students will express and justify personal impressions towards a text. Ask students to go back to the story in Activity 13 and read it again in the appropriate order. Then ask them to get in pairs and discuss what they liked and didn’t like about it. Allow some time for students to discuss their personal feelings in pairs, as you walk around the class and monitor. Then ask for volunteers to share their impressions with the rest of the class. Answers may vary.

Alternative Activity: Ask students to retell or rewrite the story changing the parts they didn’t like about it. Have volunteers share the new story with the rest of the class. You can have the class vote for the best new version of the story. Time: 15 minutes 15 Answer the questions. Ask students to answer the questions based on the story in Activity 13. Allow some time for students to write their answers. Then ask them to share and compare them with a classmate. Check answers orally, as a whole class activity, by reading the questions out loud and having different students read their answers. Have the rest of the class agree, disagree, or add important information or relevant details to the answers.

Alternative Activity: To get students to review sentence types, elicit from them types of sentences they can remember. Write the types of sentences on the board, for students to refer to the information if necessary. Then ask them to go back to the story in Activity 13 and to identify as many types of sentences as they can in each of the paragraphs. You can ask them to circle or underline the different sentences they find. Walk around the class, monitoring and helping if necessary. Then ask for volunteers to say what types of sentences they identified in each of the paragraphs. Have the rest of the class agree or disagree with the types of sentences mentioned and to add any others they found. Time: 4 minutes 16 Describe each boy’s emotions at the orphanage. In this activity students will describe character’s emotional states. Ask students to complete the chart by describing each boy’s emotional states in the story. Allow some time for students to do this, as you walk around the class and monitor. Then ask them to share and compare answers with a classmate. Check answers orally, as a whole class activity, by having different students read their answers. Have the rest of the class agree, disagree, or add important details or relevant information to the answers. Answers: 1 concern; 2 aggression, loneliness, anger; 3 happiness, cheerfulness

17 Write an ending to the story and illustrate it. Ask students to work in pairs and discuss a possible ending for the story. Then ask them to write it down in the space provided. Walk around the class, monitoring and helping if necessary. Then ask for volunteers to read their endings to the rest of the class. You can have the class vote for the happiest, funniest, or most interesting ending. Ask students to illustrate the ending. Allow time for them to do this. Ask them to share their illustrations with another classmate and ask for volunteers to go to the front and share their illustrations with the class.

Answers may vary.

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Unit 1

Product 2 Emotionary

Performance Indicators: – Select from various sources a suspense narrative. – Read the selected narrative in silence. – Choose and make a list of emotions found in the narrative. – Propose and compose examples of the situations that describe these emotions.

Lead-in

Class

Write these words and phrases on the board: standard of living, mentality, cuisine, political situation, environment, climate, culture. Ask students what they understand by these terms. If necessary, explain what they mean. Tell students they have to choose a different country to go to live in. To make their choice, they have to rank the phrases in the introduction in order of importance. Tell them to do this in writing. Ask students to get into groups of four people to compare and discuss the order they have put the phrases in. Reconvene as a whole class. Ask some of the students what they had in first position, etc. Ask them to say why. Encourage some class discussion on the topic.

Stage 1: I get ready 1 Choose a suspense story you liked from previous lessons or a different one you would like to read. In this activity students will select from various sources a suspense narrative. Tell students that they are going to elaborate an emotionary. Explain that an emotionary is an inventory of emotions and that they are going to elaborate it based on a suspense story of their choice. Ask them to think of the suspense stories they read in previous lessons or of any other suspense stories they like or would like to read. Ask them to choose the one they’d like to work with in this product. Make sure students have access to the story they chose so they can read it and refer to it for the following stages of the product. Then explain that besides making an inventory of the emotions in their story, they will also have to identify the characters in the story feeling those emotions and the situations that motivate them. Have students refer to the Worksheets section on page 176 for them to have a better idea of how they will have to organize the information.

Student Book

p. 34-35

– Revise through independent reading that examples comply with grammar, spelling, and punctuation conventions. – Organize an event to read and present the emotionary.

Stage 2: I plan 2 Read the story in silence and highlight the words that express emotion in the text. In this activity, students will read the selected narrative in silence. Ask students to work in pairs. Explain that you are going to give them two minutes to make a list of all the words they can think of that express emotions. They can make the list on a separate sheet of paper or in their notebooks. Have them start at the count of 1, 2, 3. Keep track of time and ask students to stop writing after two minutes. Have them count the number of words on their lists. Then ask them to share and compare answers with another pair of students and to make one list out of the two. Then ask students to count the number of words they have now. Then ask students to read their story, individually and silently, and to underline all the words they can find that express emotions. Walk around the class, monitoring and helping students if necessary. 3 What materials do you need? Make a list. Ask students to think of the materials they will need to create their emotionary and to make a list in the space provided. Ask for volunteers to share their list of materials with the rest of the class. Have different students complement the list with other materials they thought of. emember Next class students will need: the stories they chose, white sheets of paper, and any other materials they listed in Activity 3.

Lead-in

Class

This is an activity to practice prepositions of place: Choose a spot in the classroom (a corner, the teacher’s desk ...) and place there several different objects (pens, erasers, books, etc.) at random and a small box or a bag that represents the basket. Decide with your students how many points you will score if they send the ball (you can make a very simple ball with crushed paper) into the basket (you could give 3 or 5 points, depending

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on how difficult it is). What is fun is that each student, even if he doesn’t succeed in throwing the ball into the basket, will score one point for every correct description of the final location of the ball that he can say: The ball is behind the red pen, It is under the teacher’s desk, etc. In such a way, it often happens that a student scores more points when the ball doesn’t go into the basket, depending on the student’s ability to use the correct prepositions.

Stage 3: I do 4 Read the story again and complete the organizer. In this activity students will choose and make a list of emotions found in the narrative. They will also propose and compose examples of the situations that describe these emotions. Draw students’ attention to the graphic organizer and explain they have to fill it in with the emotions they highlighted in their stories in the previous class, the person who felt these emotions and the events or situations that triggered them. Go over the examples with them, to make sure they all understand the information that has to be included. Allow time for students to complete the organizer. Walk around the class, monitor and help if necessary. To revise through independent reading that examples comply with grammar, spelling, and punctuation conventions, ask students to check and compare the information they wrote with the information in Check the Chart. Then check answers as a whole class activity, by asking different students to give examples of the information they included in their organizers. 5 Circle the basic emotions you found in your story and relate them to the feelings in the box. Go to the Worksheets section on page 176 and complete the organizer using the words in the box. Draw students’ attention to the basic emotions. Go over them if necessary to make sure all students understand their meaning. Ask them to circle the basic emotions they found in their stories. Then ask them to relate them to the feelings in the box. Clarify meaning of words in the box if necessary. Have students go to the Worksheets section on page 176 and complete the organizer using the words in the box. Ask them to copy the basic emotions in the corresponding column, to write down the related feelings and to think of and write down when we use these emotions. Allow some time for students to do this, as you walk around the class, monitoring and helping if necessary. Suggested answers: Joy: love, cheerfulness, tenderness, happiness, affection, attraction, caring, amusement, gaiety, glee, joviality, delight, enjoyment, satisfaction, contentment

Sadness: Remorse, sentimentality, hope, mortification, isolation, loneliness, homesickness Fear: fright, horror, terror, panic, hysteria, anxiety, nervousness, tenseness, apprehension, worry, insecurity Anger: grouchiness, grumpiness, alienation, annoyance, triumph, humiliation, fury, irritation, rage, wrath, hostility, hate, spite, vengefulness, resentment

Stage 4: All ready to share 6 Organize a classroom assembly to read and present the emotionary. Tell students that they have to organize a classroom assembly to read and present the emotionary. Suggest they display their emotionaries on the classroom walls, so that the rest of the class can walk around the classroom, reading them. Then you can ask for volunteers to present their emotionaries to the rest of the class, introducing the story they chose and explaining when and how the feelings described were present in the story. Ask students to look at the Useful Expressions box in their Student Books before coming to the front to present their own emotionary. Have the rest of the class listen and say whether they felt identified with the main character or the emotions related to him. Repeat the presentation with as many students as time allows.

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.

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can use various strategies to comprehend narratives. – Can infer central sense and main ideas from details. – Can formulate and answer questions in order to infer information. – Can compose opinions regarding emotional states. – Can organize paragraphs in order to create texts.

To formally assess this learning environment go to page 155.

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Is aware of the use of language to make a complaint

Sees in language a means to develop an aesthetic pleasure Is empathic towards different emotional states

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

NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.

Reads and understands different types of literary texts from different English-speaking countries

Global Assessment Understands and conveys information about goods and services

Fill in each performance indicator using the abbreviations below

Is aware of the importance of language as a means to promote respect towards others’ opinions

GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

Is able to stand up for his / her rights

Is aware of his / her and others’ attitudes

Continuous Assessment LE 2

Continuous and Global Assessment Chart Continuous Assessment LE 1

VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

Assessment Criteria

General Comments

Student's Name

All Ready! 3 Unit 1

Unit 2 Learning Environment 3: Formation and Academic

Social Practice: Understand and write instructions. Specific Activities: Interpret and write instructions for a simple experiment. Product: Instruction Album At the end of this environment students will:

• interpret instructions to do an experiment. • classify sentences and organize them into a sequence. • edit an instruction manual.

Learning Environment 1: Familiar and Community

Social Practice: Interpret and convey information published in various media. Specific Activities: Share emotions and reactions caused by a TV program. Product: Oral Presentation At the end of this environment students will:

• identify main ideas and extra information. • clarify the meaning of words. • ask and anwer questions about emotions and reactions. • explain main ideas orally.

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Unit 2

Lesson 1

Student Book

p. 38-43

Performance Indicators: – Identify purpose and intended audience. – Read instruction manuals. – Examine distribution and function of text and graphic components. – Go through procedure components. – Recognize graphic and text components. – Recognize text arrangement. – Anticipate central sense through self-questioning. – Distinguish the details that describe steps. – Go through procedure components. – Recognize verb forms: gerund and infinitive. – Recognize instruction order. – Clarify meaning of words.

– Complete sentences with the description of steps and activities. – Verify the arrangement of the sequence in sentences. – Language as a means to learn about our surroundings. – Language as a means to construct and consolidate knowledge. – Language as a means to promote creative and proactive attitudes during collaborative work.

Class

2 Are you good at science? Why or why not? How do you think you could improve in this area? Promoting self-awareness in class is important because it allows students to make changes and to build areas of strength as well as identify areas where improvements are required. Many students are never encouraged to reflect on this kind of questions. Ask the class these questions and give students plenty of time to answer. Let students answer voluntarily and listen to all of them. This activity will help you understand how students value and explore their personalities, beliefs, and tendencies.

Lead-in

Draw on the board the following spidergram and ask students to identify it.

science

Divide the class in groups of three. Ask students to draw a spidergram in their notebooks and write as many words as they can related to the word science. Then, ask each group to join another group. Ask them to share their words to draw a new spidergram. Monitor the activity and collect different spidergrams. Paste them on the board and ask students to look at them closely. Ask them to identify the differences and similarities.

Stage 1: I know 1 Do you like science? Why or why not? Ask students to work in pairs. Ask them to discuss if they like the science subjects in their grade. Tell them to give arguments for their answers: Do you like the science subjects in third grade? Why do / don’t you like the science subjects? Walk around the classroom and find out students’ answers. Then, have different students share their answers with the rest of the class. Find out about your students’ preferences. Ask students to open their Student Books to page 38. Ask them to look at the picture and to describe it: What is he doing? Where is he?

Materials: – Reader, Audio CD – Students’ bilingual dictionaries

Cultural Note To use language to learn about their surroundings, ask students the following question: What are the research institutes in your community / city / state? The development of science and technology in Mexico has found different obstacles. The process of industrialization began in Mexico at the end of the nineteenth century and it made significant progress in science and technology in the twentieth century. New universities and research institutes, such as the National Autonomous University of Mexico were established during the twentieth century. Ask students if any of them wants to follow a scientific profession.

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Reader

Science Can Be Fun!

p. 33-42

Ask students to open their Readers to page 33 and to read the title of the text. Have students flip through the chapter and look at the pictures to predict what the text will be about. Allow them to express their ideas. Ask students to read Chapter 3 individually and have them underline the words they don’t understand. Then ask students to work in pairs. Have them compare their underlined words and decide which of those underlined words are relevant to understand the text. After that, tell your students they are going to look up the meaning of words in their dictionaries. Remind students that when they look up words in their dictionaries, they have to read all the entry’s definitions and then decide on the best definition according to the context. Next, have students organize the words with their meanings in a lexical set or sets. Finally, tell them to read the text again and discuss what the text is about. Ask different students at random to explain their conclusion to the rest of the class. Have students turn to page 43 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and 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 out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.

Classroom Management: Learning vocabulary is not as easy as it seems. It is important to present words to students in a systematized way which will illustrate the organized nature of vocabulary and at the same time enable students to internalize lexis in a coherent way. One of the best ways to present vocabulary is in lexical sets made up of semantic groups. Some examples of groupings can be: words related by topic, words grouped as an activity or process, words which have a similar meaning, words which form pairs, words along a scale to illustrate differences of degree, words within word families. It is important to practice vocabulary constantly.

Lead-in

Class

Divide the class into groups of five students and ask each group to stand up in a circle. Ask a student to hold an imaginary ball in his hands and to say a word to

begin a sentence: Flowers … Ask him to toss the imaginary ball to another student in his circle. Have the student who catches the imaginary ball to say the next word in the sentence: Flowers are … Have students continue tossing the imaginary ball in their circles and continue saying words to make a sentence. Motivate students to continue making sentences in order to make up a complete story. This will help them to become fluent speakers.

Stage 2: I build 3 Look at this extract and answer the questions. Ask students to open their Student Books to page 38. To examine the distribution and function of text and graphic components, ask students to look at the extract on the page. Ask them to read the title and name the type of publication. Ask students if they remember the Measure Your Grip Reflex experiment from the Reader. Have them explain what they remember about that experiment. Elicit information from different students. Then, tell them to read the information about the experiment again. Refer them to the Glossary on page 158 to clarify the meaning of words. Ask students to work in groups of three or four to do the experiment. To identify purpose and intended audience, ask students to read the extract and answer the questions. Go around and give help where needed. Have different students read their answers out loud to check as a class. Correct any mistakes. Answers: 1 A science magazine; 2 Experiments; 3 Teenagers, because the language is easy, not technical; 4 A process; 5 Eight

Stage 3: I think 4 Label the parts of this extract with the words in the box. Ask students to open their Student Books to page 39. To recognize graphic and text components, as well as text arrangement, ask students to read the words from the box and label the parts of the extract. Tell them to do the activity individually. This activity promotes the development of critical thinking. It is important for students to develop critical thinking skills. This may allow them to become active learners who analyze information and apply tactics and strategies to uncover meaning or to assure their understanding. Once they have finished, allow students to compare their answers with a partner. Have volunteers say their answers out loud. Answers: 1 Title; 2 Subtitle; 3 Materials needed; 4 Steps; 5 Illustration

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5 Read these instructions for an experiment and answer the questions. Ask students to open their Student Books to page 38, Activity 3. Have them read the title of the experiment. Ask them to explain the experiment. If they don’t remember, tell them to read the text again. Once they understand the experiment, ask them to go to page 39 and let them read the instructions. To anticipate central sense through self-questioning, distinguish the details, and go through procedure components, have students read the instructions for an experiment and answer the questions. Have them compare their answers with a partner. Check answers with the class by asking the whole group to read the answers out loud. Answers: 1 Instructions in a process; 2 Imperative form Classroom Management: Critical thinking includes a complex combination of skills. These are some of the main characteristics of critical thinking: 1) rationality: we rely on reason rather than emotion; 2) self-awareness: we recognize our own assumptions, prejudices and points of view; 3) honesty: we recognize emotional impulses, selfish motives, or other modes of self-deception; 4) open-mindedness: we consider a variety of possible viewpoints or perspectives; 5) discipline: we are precise, meticulous, understanding, and exhaustive; 6) judgment: we recognize the relevance of alternative assumptions and perspectives. 6 Read these sentences. Underline the infinitives (to + verb) and circle the gerunds (verb -ing). Write on the board the following: Going to parties is fun. I like swimming. I forgot to turn off the TV. Explain to students that in the first example there is a gerund (going) used as a subject in the sentence. Explain that in the second example there is a gerund (swimming) used as the object of the sentence. In the third example there is an infinitive (to turn off ) used as an object. Infinitives can be used as subjects or objects in a sentence, too. The infinitive form is used after certain verbs like: forget, help, learn, teach, train, choose, expect, hope, need, offer, want, would like, like, agree, encourage, pretend, promise, allow, afford, decide, manage, mean, refuse, ask someone. It is also used after adjectives like: disappointed, glad, happy, pleased, relieved, sad, surprised. Write on the board the following: Reading is the activity my sister likes the most. I don’t like to read novels. Ask students to identify the infinitive and underline it. Then ask them to identify the gerund and circle it. Ask students to open their Student Books to page 40.

To have students recognize infinitives and gerunds, ask them to read the sentences and underline the infinitives and circle the gerunds. Walk around the classroom and give help where necessary. Have some volunteers read their answers out loud.

Answers: Underline: 2 to make; 4 to amaze; 5 to catch; Circle: 1 Chilling; 3 jumping; 4 changing

Lead-in

Class

Explain to your students that they are going to play Spelling Chain. Say a word from this unit (thick, thumb, procedure, instructions, science kit, experiments, etc.) and ask a student to spell it. Then, have a second student say a word beginning with the last letter of the word given, and so on. When a student makes a mistake (pronouncing the word incorrectly, misspelling it or coming up with a word that has been said already), he is out. The last student in the game is the winner.

7 Read the examples and circle the best option to complete each rule. Ask students to write four sentences in their notebooks: two using the gerund and two using the infinitive. Go around the classroom and give help when necessary. If they don’t come up with examples, you can ask your students to go to pages 33 and 34 of their Readers (Science helps us to understand the universe. Through science, we can learn how to grow more and better food. Would you like to surprise your friends by changing the color of a flower?), etc. Have some volunteers write their examples on the board. Then, ask students to open their Student Books to page 40. Ask them to read the examples in the Reflection Box, analyze them and circle the best option to complete each rule. After that, have students compare their answers with a partner and discuss them. Ask some volunteers to read their answers out loud and correct any mistakes. This activity may allow students to put into practice strategies that may contribute to become autonomous learners. It is important to promote autonomy in the classroom because this may help students to be motivated and to communicate better, to understand the purpose of their learning program and to accept the responsibility for their own learning. Answers: Gerund:1 can; 2 an object of a preposition; 3 can; Infinitive: 1 can; 2 infinitive; 3 sometimes Cultural Note Prepositional phrases are groups of words that begin with a preposition and contain a noun phrase. For example: on the corner, at the end of, on behalf of.

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Prepositional phrases begin with a preposition and end with a noun, pronoun, gerund, or clause, the object of the preposition. Prepositional phrases can’t be translated literally, instead it is important to understand their meaning.

Alternative Activity: Ask students to work in groups of three. To construct and consolidate knowledge, explain to your students that they are going to make a Who’s Who in My Community booklet. Tell them they have to do some research about the scientists or people involved with science in their community, city, or state. Tell them they have to find their biographies, read them, and write a short biography. Tell them they have to include a picture. Then, have the different groups staple their biographies and put the booklet in the classroom’s library to be used as source of reference. Time: 15 minutes

Stage 4: I practice 8 Look at the pictures of an experiment. Number them in the correct order. The activities in the “I practice” section are an opportunity for students to put into practice what they have learned so far. It also helps the teacher to find out if they have understood or if they need more explanations. Ask students to open their Student Books to page 41. Ask themto look at each of the pictures and describe them: What is the person doing? Elicit answers from different students. Use the pictures to revise vocabulary: fill, add, cut, observe. Have students work in pairs. To recognize instruction order, ask students to number the pictures in the correct order. Have some volunteers read the answers out loud. If you detect students are having problems with the activity, do some remedial work so that they can understand the new concepts. Use different activities to help students understand the new language and the words presented. Answers: a) 2; b) 1; c) 3; d) 5; e) 4 9 Complete the sentences with the verbs in the box. Ask students if they remember the name of the first experiment that they read in Chapter 3 of their Reader. Elicit answers from different students. Encourage them to repeat each of the steps. To go through procedure components and clarify the meaning of verbs, have students complete the sentences with words from the box. Check answers as a class, by asking the whole group to read the answers out loud.

Answers: 1 fill; 2 add; 3 cut; 4 put; 5 observe 10 Write the instructions from Activity 9 under the correct pictures in Activity 8. To verify the arrangement of the sequence in sentences, ask students to read the sentences in Activity 9 again and write them under the correct illustration in Activity 8. Ask them to work in pairs and share their answers to check them. Answers: a) Second, add a few drops of the food color. b) First, fill the test tube with water. c) Third, cut off the bottom of the stem to make a fresh cut so that the experiment will work correctly. d) Fifth, observe the flower. After a while, you will see the flower petals begin to change color. e) Fourth, put the flower in the water. 11 Circle the correct verb forms to complete these instructions. Write on the board the following: Lucy enjoys to read / reading science books. Linda suggested to see / seeing a movie this afternoon. I like to swim / swimming in the afternoons. My sister learned to speak / speaking French in school. Ask students to write the sentences in their notebooks and circle the correct option. Have some volunteers circle the correct answers on the board. Correct any mistakes. Ask students to open their Student Books to page 42. To complete sentences with the descriptions of steps and activities, have students circle the correct verb forms to complete the instructions. Ask students to read the paragraph first. Then, have students read each of the sentences, and finally, have them choose the correct verb. To check answers, tell them to read the whole paragraph again with the answers they chose. Correct any mistakes. Answers: 1 to do; 2 getting; 3 Using; 4 Use; 5 putting; 6 pour; 7 place; 8 make; 9 doing emember Next class children will need: a list of words: brush, chair, bottle, scissors, CD to play What Is It for? Class Lead-in Write on the board the heading: What is it for? Tell students they are going to play the game What Is It for? First, write this word and a sentence: camera: A camera is used for taking pictures. Then, write on the board the words: brush, chair, bottle, scissors, CD. Finally, tell your students that in pairs, they have to write sentences about the use of the objects. Give them five minutes to do it. When the time is over, ask volunteers to share their sentences.

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Stage 5: I can 12 Look at the pictures and number them in the correct order. Ask students to open their Student Books to page 42. Then ask them to look at the pictures and predict what the experiment is about. Allow them to express their ideas freely. Point to each of the pictures and revise vocabulary (glass, markers, paper towel, salt, dots, pour, scissors, etc.). Ask them to identify the order of the pictures. Elicit answers from different students. Then, ask students to work individually. Have them look at the pictures and number them in the correct order. Ask them to compare and discuss their answers with a partner, but tell them not to make any corrections. Answers: 1; 6; 3; 4; 2; 5 13 Listen to the TV show and check your answers. Ask students to open their Student Books to page 43. To verify the arrangement of the sequence in sentences, have your students listen to the CD. Play the CD and have them check their answers. You may have to play the CD more than once. Ask your students to concentrate on key words. It is important to remind them that it is not necessary to understand every single word that is said. Trying to understand all the words may be frustrating for students. Check answers as a class by asking different students at random to say their answers out loud. Alternatively, have students look at the audioscript on page 184 in their Student Books to check their answers. 08

Answers: 1 a, 2 e, 3 c, 4 d, 5 f, 6 b 14 Work in pairs. Look back at the pictures in Activity 12 and write the instructions for the experiment with the words in the box. Promote note taking or mind mapping to write down the key words or main ideas in your class. Remind students that taking notes implies writing the most relevant information. Play the CD and have students take notes. You may have to play the CD more than once. Then, ask students to organize their notes. After that, help your students to use the words in the box and their notes to write instructions. Ask some volunteers to go to the board to write their instructions. Don’t expect to have complete sentences at first. You may have to play the CD again to help students complete their instructions. Next, ask students to work in pairs. Have them look at the pictures from Activity 12 and write the instructions for the experiment in their books. Remind students that

they have to write the verbs in the correct form. Check answers with the class by asking some students to write the answers on the board. Correct any mistakes. Answers may vary.

Alternative Activity: Ask students to do some research about the experiment they did in the previous activity. Tell them they have to read scientific information and make some notes. Then, have students work in groups of four. Tell them to discuss their notes, decide on the best information and make a brief scientific explanation about the experiment. (The color spots climb up the paper along with the salt solution, and some colors start to separate into different bands. The colors of some markers are made from more than one dye, and the colors that are mixtures separate as the bands move up the paper. The dyes separate because some dyes stick to the paper while other dyes are more soluble in the salt solution. These differences make the dyes end up at different heights on the paper. This process is called chromatography.) Time: 20 minutes

Classroom Management: It is important to guide students to collaborate. Explain to your students that when they collaborate, the efforts of each member are very important for the group’s success. It is advisable that after a group activity, they evaluate their performance and discuss the things that did not work. Ask them to suggest what they can do to improve their work the next time they have a group activity. Promote self and group reflection. You may also make a rubric to assess group work and guide students to use it after a collaborative assignment. This may help students to develop self-awareness. In order to form groups and pairs quickly and efficiently in your class, you can use a sociogram. A sociogram will help you vary the composition and the size of the groups throughout the class because it will help you to know your student’s influence and preference bonds. To make a sociogram, ask students to write their name on a sheet of paper and then write, in order of preference, the names of the students they like best in the class. Ask them to write a list of the people they do not like on the other side of the paper. Explain that the teacher will be the only person to look at this paper.

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Unit 2

Lesson 2

Performance Indicators: – Recognize text components: title, abbreviations. – Follow instructions to confirm understanding. – Establish number of steps. – Determine procedure components. – Construct and consolidate knowledge. – Write simple and complex sentences. – Complete sentences with the descriptions of steps and activities.

Lead-in

Class

Ask students to stand up. Tell them that you are going to play Simon Says. Explain to your students that you are going to give them instructions to do various actions, and that they must do the actions when you say: Simon says … and give the instruction. For example: Simon says stand on one foot. Explain that when you don’t say: Simon says … before giving the instructions, they must not do anything or they will be eliminated from the game and will have to sit down. Some examples of orders are: close your eyes and stand up, touch your left knee with your right hand and your right ear with your left hand.

Stage 1: I know 1 Can you think of any really cool jobs that use science? Ask students to work in groups of three. Ask them to open their Student Books to page 44. Have students take turns to discuss the question. Then, have some students share their answers with the rest of the class. Write on the board some of the jobs related to sciences: clinical microbiologist, immunological scientist, forensic scientist, toxicologist, pharmacologist, biotechnologist, doctor, nurse, biologist, etc. Alternative Activity: Explain to your students that they have to do some research about the jobs related to science that are required in their community. Explain they are going to make a bulletin board in their school to show the community needs in terms of jobs. Write the following questions on the board: What’s the job? Where do they work? What’s their salary? Tell your students that these questions may help them find information. Ask them to look at the advertisements in the local newspapers and bulletins and compare them. Time: 10 minutes

Student Book

p. 44-49

– Use panels, ordinary numbers or words that indicate sequence to point out steps. – Recognize aid sentences with illustrations. – Read to revise punctuation and spelling conventions. Materials: – Audio CD – Students’ dictionaries – List of review vocabulary words

Classroom Management: Every time students search the Internet for information it is advisable to guide this type of research by giving them a set of specific questions in advance. This structured approach helps to focus the students’ attention and reduces the risk of becoming overwhelmed with too much information. This search could be assigned as homework to hand in the next session. 2 How do you think science can help the environment? For the past few years, many students from all ages have been interested in environmental education and have been involved in awareness campaigns in schools and in their communities. This question is intended to make students relate both subjects: science and the environment. Ask students which branches of science are related to or are involved in environmental studies. Write their ideas on the board. Then ask students how these branches of science can help to solve environmental problems. Elicit their ideas and write them on the board. Classroom Management: Many times, some students do not participate in the class because they are shy, not because they don’t know the answer or because they don’t want to participate. Shyness affects a student's overall educational experience negatively. There are certain things a teacher can do in the classroom to help shy students. To promote creative and proactive attitudes during collaborative work, create a positive classroom environment for all students. Never make fun of students. Don't put students on the spotlight and keep them there while everyone watches them feel humiliated. Have individual talks with students to get to know them and find out about their skills as communicators.

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Have students write papers in which they discuss their strengths and weaknesses as communicators. Do not ask them to read these papers out loud or share them with other students. When asking difficult questions or questions that have no correct answers, simply ask the question and give everyone a few minutes to write an answer. Students are more apt to offer their answers if they have time to think about them first.

Stage 2: I build 3 Read the instructions and complete the title. Ask students to read the list of materials. Tell them to underline the words they don’t know. Elicit from different students any unknown words and write them on the board. Ask students to refer to the Glossary on page 158 to clarify the meaning of words. Have them write the words and their meanings in their notebooks. Then, write the following verbs on the board: mix, put, add, and elicit their meanings. To have students recognize text components (title, abbreviations), and have them follow instructions to confirm understanding, ask them to look at the pictures, read the instructions, and complete the title. Give students plenty of time to complete the activity. Then ask them to read the last paragraph to check their answer. Have them compare their answer with a partner before checking together as a class. Ask students to read the materials they need for the experiment and ask them to identify the unit of measurement used: What do you notice in the units of measurement? (They use the word gallon that refers to the English measurement system.) Ask students: How can you convert a gallon to liters? (Multiply the gallons by 3.785.) Answer: Ice Cream 4 Read the instructions in Activity 3 again and answer these questions. Write on the board the following words: whipping cream, seal, tightly, freezing, frozen, drop, melt. Elicit the meaning of these words from different students. Ask some students to go to the board and write some examples. Ask students to open their Student Books to page 45. Explain that they are going to read the instructions in Activity 3 again and answer the questions. Remind them that understanding a text does not necessarily mean having to understand every single word. One of the best strategies for reading in a foreign language is to try to guess words from their context. This activity may allow students to follow instructions to confirm understanding, establish number of steps, and determine procedure components. Check the answers by asking different students to read their answers out loud.

Answers: 1 Answers may vary. 2 ½ cup of milk, ½ cup of whipping cream, ¼ cup of sugar, ¼ tablespoon of liquid vanilla, 2 cups of ice, ¾ cup of salt; 3 1 quart plastic food bag, 1 gallon plastic food bag, a thermometer; 4 Eight; 5 Put the ice into the larger plastic bag. 6 Add about ¾ of a cup of salt to the ice. Mix it gently so that the salt is around the ice. Classroom Management: Teaching and recycling vocabulary is just as influential as teaching grammar and pronunciation. It is important to make students practice vocabulary through different activities (games, poems, jokes, songs, rhymes). Train students to store the new words as soon as new vocabulary is introduced. Ask them to store new language by category on different sheets of paper which they can keep in a binder or in a notebook. Suggest different headings such as topic areas or situations and have students choose the ones they prefer. Ask students to write down the new words under the corresponding heading, or to write down a new heading for a new topic.

Lead-in

Class

Divide the class into two teams. Whisper a verb (mix, pour, seal, put, write, add, check, move, open, close, etc.) to a representative from one of the teams. Ask him to act out the verb. Have the members of his team guess the verb. Repeat the procedure with a member of the other team. The team that guesses more verbs wins.

Stage 3: I think 5 Look at the illustrations and instructions and answer the questions. Ask students to open their Student Books to page 46. Focus their attention to the pictures and have students describe each of them. Make sure they recall the meaning of key words (fill, chilling, stand, place) by acting out some examples and eliciting their meaning. Call your students’ attention to the three kinds of texts and have them tell you the difference between them. Ask them to describe the formats. Divide the class into groups of three students and have them discuss the differences. Then, have some of the groups share their conclusions with the class. To construct and consolidate knowledge, have students look at the illustrations and answer the questions. To check answers, ask different students at random to read their answers out loud. Correct any mistakes.

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Answers: 1 To the same process; 2 With illustrations, using sequence words, using imperatives; 3 Yes: a and b, a and c; 4 It makes the explanation of the process clearer. 08 6 Listen to the TV program again and match the sentences. Go over the sentences along with the students. Ask students to match them to predict the message, this will help them understand it. It is important to remind students that it is not necessary to understand every single word. Explain that if they concentrate on understanding the words or phrases as they come up, they may not understand the information they need for the exercise. Listening comprehension is one of the most difficult skills for language learners to develop. Before you start a listening exercise, make sure all students understand the instructions. Play the CD and ask students to match the sentences. It is advisable to play the CD more than once so that students have the opportunity to answer the questions and check them. Ask some volunteers to read the sentences out loud. Alternatively, have students look at the audioscript on page 184 in their Student Books to check their answers.

Answers: 1 c; 2 d; 3 a; 4 e; 5 b 7 Write the sentences from Activity 6 in the correct column in the table. Write the following sentences on the board: Liz and Nancy swim every day. When I left home this morning, I forgot to turn off my bedroom’s light. We arrived at the train station after she had left. Have students copy the sentences in their notebooks and ask them to underline the verb(s) in each of the sentences. Do the same on the board. Ask students to compare the three sentences and elicit answers from different students. Explain that the first example is a simple sentence. A simple sentence is also called an independent clause, it contains a subject and a verb and it expresses a complete thought. Explain that the last two examples are complex sentences. Tell your students that a complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator like: as, because, since, after, although, when or a relative pronoun such as that, who, or which. Remind students that when a complex sentence begins with a subordinator like in the second sentence, a comma is required at the end of the dependent clause. When the independent clause begins the sentence with subordinators in the middle as in the third example, no comma is required. If a comma is placed before the subordinators in that sentence, it is wrong.

Ask students to open their Student Books to page 47. Explain that they are going to write the sentences from Activity 6 in the correct column (simple or complex sentences). Ask students to answer the exercise individually. When they finish, ask students to share their answers with a partner. Then, ask some volunteers to write the answers on the board. Correct any mistakes.

Answers: Simple Sentences: You will have a row of dots of different colors. You will see the dots beginning to break down into different colors. Complex Sentences: In today’s experiment, you will see colors changing as you watch. As you watch, notice how many different colors gradually appear. When the dots have finished changing colors, look to see which dot contains the most colors.

Classroom Management: Assessing is an integral part of the learning process. There are different ways to assess your students. You may use different classroom activities (listening, reading, writing, speaking) to assess the process; you may also use exams, quizzes, essays, questionnaires, experiments, projects, demonstrations, and portfolios. Assessments should be done with objective criteria and students should receive feedback. Assessments should be done in different ways and contexts. It is important to assess the learning process and critical thinking and not only the information students remember. You have to assess all the process, not just the final product. 8 Circle the best option. This activity is an opportunity for students to find out if they have understood the new concepts presented so far and it also helps them to promote autonomous learning. One of the best ways to develop autonomous learning is with self-correction exercises. This is a gradual process and you have to start training students from the first day on how to do it. Ask students to read each sentence and to circle the best option. Monitor and give help when needed. If you detect that many of the students have problems answering this activity, plan to do some remedial work afterwards. Have some volunteers read the answers out loud.

Answers: 1 are different; 2 one, one; 3 more than one, more than one; 4 and, when Classroom Management: It is important to keep in mind that students learn in different ways and have different abilities to work on different subject areas. The activities where they have to reflect and put into practice what they have learned, like the previous one, are an opportunity for teachers to realize if some

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students are having problems with the new language. Many times, junior high schools have mixed-ability and multilevel classes, so it is important to pay special attention to lower-ability students and help them with frequent monitoring and by giving academic feedback. Sometimes it is necessary to help some learners by doing remedial work. This can be done in several ways. One of them is to recycle material by practicing different aspects of it. A chance to understand the different aspects of the material will help students to understand the whole material better. Sometimes high achievers can help you to do peer-teaching with the low achievers. Persuade the high achievers to help their peers by telling them they can be benefited from helping their classmates.

Lead-in

Class

Divide the class into two teams. Write on the board the following categories: nouns, verbs, adjectives. Call out a letter. Ask students to think of a word for each category before the time runs out (set a limit of 30 seconds). Have a representative of each team go to the board to write the word under the corresponding category. Explain that all words must start with the letter designated by the teacher. Make it clear that a team only scores a point if the other team hasn’t written it yet.

Stage 4: I practice 9 Combine the two simple sentences in each pair to make one complex sentence. Choose the appropriate linking word. Write on the board the following: 1. I study biology. I don’t listen to music. (when) 2. You are in an exam. You can’t talk . (while) Remind students that they can join two simple sentences and make a complex sentence. Have students read the simple sentences and ask them to write two complex sentences in their notebooks. Have some volunteers write the answers on the board. (1. When I study biology, I don’t listen to music. 2. While you are in an exam, you can’t talk.). Then, ask students to open their Student Books to page 47. Ask them to read the sentences from this activity. Have students write a complex sentence choosing only one linking word. Monitor and help students when necessary. Check answers as a class by asking different students to write their answers on the board. Check for any mistakes.

Answers: 1 When you do an experiment, follow the instructions carefully. 2 Before you do an experiment with chemicals, put on safety goggles. 3 You won’t mess up your house or classroom when you do messy experiments outside. 4 While you are doing an experiment, do not talk on your cell phone. Classroom Management: When you correct your students’ written work it is important to use a correcting code. This may encourage students to think about their mistake and correct it themselves. If you decide to use a correcting code, explain it to your students at the beginning of the course and train them to use it. Introduce students to basic proofreading symbols. Write a couple of them, on the board. Have students try to guess what the symbols mean before making things clear by showing examples. For instance, write the abbreviation Sp (Spelling mistake) on the board. Then write the following sentence and abbreviation: Sue is beutiful (Sp). Elicit the mistake in the sentence. Then, write some incorrect sentences on the board, and ask students to find the mistakes and write correction symbols beside them. Finally, hand in some photocopies of incorrect sentences. Have students identify the type of mistake (based on the symbols) and then write the corrections. Look in the Internet for the most common proofreading symbols and abbreviations. 10 Write ordinal numbers to put the instructions in order. Write on the board the following question: Who can make an erupting volcano at home? Have students express their ideas freely. Ask students to open their Student Books to page 48. Read the title out loud and write on the board the following words: clay, baking soda, funnel, and make sure students know their meaning. Direct students’ attention to the warning note and have them read it. Elicit the ordinal numbers from your students. Explain that ordinal numbers are used when objects are placed in order. Use the example in the Activity as a reminder. To complete sentences with the descriptions of steps, have students write ordinal numbers to order the instructions. Check answers with the class. Ask different students to read the answers out loud. Correct any pronunciation mistakes. Answers: Sixth; Second; Fifth; Fourth; First; Third

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11 Draw a simple picture to illustrate each step from Activity 10, and write the instructions under your illustrations. Ask students to draw a picture to illustrate each step from Activity 10. After that, tell students to write instructions under the illustrations. Answers may vary.

Alternative Activity: Have students write sequence words (first, then, next, after that, finally) instead of ordinal numbers to order the instructions in the previous activity. Time: 10 minutes

Lead-in

Class

Explain to your students that they are going to play Sparkle. Arrange students in a line and call out a word (it will be your first word). The first person in the line calls out the first letter in that word. The second person calls out the second letter. The third person calls out the third letter, and so on. Explain that the person who says the last letter in the word must turn to the next person in the sequence and say: Sparkle! The person who is “sparkled” must return to his or her seat. If a word is misspelled, the person who says the first wrong letter must sit down and the spelling of that word continues. After a student is “sparkled”, you call out a new word. The game continues until only one student remains standing.

Stage 5: I can 12 Read the experiment and write the missing information from the box in the correct places. To read and revise punctuation and spelling conventions, write the following on the board: I like reading swimming hiking and going to parties. Ask students to identify the punctuation mistakes (I like reading, swimming, hiking, and going to parties.) Have some volunteers correct the mistakes on the board. Next, have a quick revision of basic English punctuation. Ask students to open their Student Books to page 49 and read the experiment. Tell them to look at the pictures and read the sentences in the box, to help them to complete the activity. Have students complete the instructions with the missing information from the box. Go around the classroom and give help when necessary. The “I can” section allows students to put into practice what they have learned so far, in a different

context. It is an opportunity for students to find out if they are able to use language and lexis in another context. Check answers with the class by asking students at random to read their answers out loud.

13 Compare your answers with a partner and make any necessary changes. Have students compare their answers with a partner. Then, ask some volunteers to write the answers on the board. To help students develop a collaborative competence, it is important for them to remember that they have to listen to and respect their partners’ opinions. Explain to your students that when they do this, they contribute to the well being of the group. Guiding them to collaborate with others may help students develop communication and social skills. Answers: 3 There is enough sugar when it no longer

dissolves. 4 Then pour the sugary water into a jar. 6 The string has to be in the water. 7 Leave the jar and let the candy dry for several days. 8 Then the candy is ready to eat.

Classroom Management: It is important to promote self-assessment and peer-assessment. You may guide your students to develop their ability to assess themselves and their peers. Rubrics are useful tools to promote these types of assessments. Rubrics encourage clear assessment targets and clear expectations. When you decide to use a rubric, it is important to explain it to your students in advance. When they understand the rubric, students know what aspects are relevant in the assessment process like contributing to pair work, interacting with partners, skills, etc.

Reader

Science Can Be Fun!

p. 33-42

Ask students to take out their Reader and open it to page 33. Ask students to read silently to page 42. This reading should be more fluent. Then, discuss with the group each of the experiments. After that, divide the class into pairs. Have students choose one of the experiments and do it with their partner. Monitor and make sure everybody participates. emember Next class you will need: a stopwatch or timer.

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Unit 2

Product 1 Instruction Album

Performance Indicators: – Select instruction manuals to perform experiments based on subject matter and purpose. – Choose an experiment and search information about it. – Write down the instructions to carry out the experiment. – Arrange the sequence of the instructions and illustrate them.

Lead-in

Class

Divide the class into groups of four. Say the name of a lexical set: physics experiments. Use a stopwatch or timer. Give students three minutes to work within their group and write a list of as many words related to physics experiments as they can think of. After three minutes, ask a representative from each group to say one of their words in turn while the rest of the class listens. Explain that if another group has the same word, then everyone has to cross it out of their lists. When students have finished reading their lists, count up the number of words the class has thought of collectively in that category and write all the words on the board. You can repeat the procedure with several other categories and lexical sets related to science.

Stage 1: I get ready 1 Work in groups. Make a list of fun science experiments that you have done or heard about. Ask students to open their Student Books to page 50. Focus students’ attention on the pictures and have them describe the experiments. Divide the class into groups of three or four. Explain to the students that they are going to make a list of fun science experiments that they have done or heard about. Tell them they can refer to schoolbooks in the school’s library to complete the list. Go around the classroom and give help where necessary.

Stage 2: I plan 2 In your group, vote on the experiments on your list. The experiment with the most votes is the one you are going to do and write about. Ask students to work in the same groups of the previous activity. Explain that, in their groups, students have to choose one of the experiments.

Student Book

p. 50-51

– Edit the instructions to write the final version of the instruction manual. – Remove, add, change and / or rearrange information to improve a text. – Write a final version. – Integrate the album and add it to the classroom’s library.

First, write the following questions on the board and ask students to discuss them: Why are you choosing this experiment? Do you think it is the most interesting? Do you think it is the easiest? Do you think it is the most difficult? Once students have discussed the questions, ask them to vote for the most popular experiment in their group. Tell them that it is important to consider choosing an experiment they can actually do. Explain that they can also research about an experiment and write about it without actually doing it, but that this would take the fun out of it. Tell students that the experiment with the most votes is the one they are going to do and write about.

3 When you have chosen an experiment, make a plan. Discuss these questions. After the groups have chosen the experiment, ask them to make a plan. Ask students to read the questions on the planner (What experiment are you going to do? What materials do you need? Where are you going to do the experiment? When are you going to do it? Are you going to take photos of the steps in the experiment? Who will do what in the group?). Make sure students understand that they also have to distribute group work and decide who is going to do research to find out exactly how to do the experiment, get the materials, do the experiment, observe and take notes on the experiment, take photos, write the steps and results of the experiment, edit the written report, and present the manual to the class in an oral report if possible. Once students have distributed the activities, it is important to think about their skills. There are some people that are very good for writing, but others do better in speaking. Some students are excellent observers, but others are excellent photographers. 4 What materials do you need? Make a list. Finally, tell students to make a list of the materials they will need for the experiment and bring them next class. Go around the classroom and listen to their discussions.

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emember Next class students will need: pictures from the experiment, construction paper, pencil, scissors, ruler, colored pencils, markers, glue, white paper, folder, sheets of paper.

Lead-in

Class

Explain to students that they are going to play a guessing game about jobs. Divide the class into two teams. Have a representative from a team describe a job related to science. Have the other team name the correct job. The team with more correct guesses wins.

Stage 3: I do 5 With your group, design a manual for your experiment. Ask students to work in the same groups on the following questions: What should the manual for an experiment include? What should it look like? Elicit answers from different students. Ask students to work in their groups to make specific notes on what they will put on each page. Tell them this is the outline and it is important to plan it this way because it will make things easier. Ask students to go to Chapter 3 of the Reader to get ideas. 6 Write the text. Remember to include the following: To write down the instructions to carry out the experiment, explain students that it is important to decide on how the steps will be done and which connectors and sequence words will be used. Ask students to give necessary details for explaining the steps, as well as the materials needed for each step. Tell them they can add time or frequency expressions or use their dictionaries if they want to check the meaning or spelling of words. Recommend your students to use these sentences as a checklist for their first draft. 7 Make any necessary corrections to your text and copy it onto clean sheets of notebook paper. Paste any photos or draw illustrations on the correct pages. Ask students to check their text for mistakes. Remind them that they have to check if their instructions are clear and complete. Also, they have to check if they are in the correct order, if they do not have errors in grammar, spelling, or punctuation. Monitor and give help where necessary. Tell them that once they have checked and corrected their mistakes, they can write the final version of the instruction manual. Finally, ask them to paste the photos or draw illustrations on the correct pages.

Stage 4: All ready to share 8 Put your manual together with the ones from the rest of the class to make an album. Staple the pages together to make an album. Explain to the students that now that they have their final version of the instruction manual, they have to put their manual together with the ones from the rest of the class to make an album. 9 Agree on the design of the album and write the index. Ask each group to choose a leader. Have the leaders collect and put the manuals together and staple the pages to make an album. Ask students to decide who will write the index and to decide on the design of the album. You may show them examples of album indexes to use as a model. 10 Add the album to the clasroom’s library. Tell your students that now that they have their album, they are going to add it to the classroom’s library. This album may be used as a reference book in the future. 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. Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can understand and interpret order and sequence of instruction elements to carry out an experiment. – Can write and classify simple and complex sentences in order to create instruction sequences. – Can remove, add, change and / or rearrange information to edit an instruction manual.

To formally assess this learning environment go to page 156.

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Unit 2

Lesson 3

Student Book

Performance Indicators: – Infer the central sense. – Point out speech register. – Establish genre, subject matter, purpose, and intended audience. – Distinguish sets or places where actions occur. – Identify the function of pauses, rhythm, and intonation. – Identify between non-verbal communication and the speakers’ attitudes. – Determine the roles of the participants. – Distinguish visual and sound effects. – Reflect on the relationship between actions, images, dialogues and sound effects. – Interpret technical or specialized information.

Class

Lead-in

Ask students to name different TV genres (reality show, soap opera, documentary, sports, news, sitcom, cartoon, drama, travel, cookery). Ask them to specify their favorite TV programs. Draw the following word search on a sheet of paper and distribute photocopies among the students. Have them work in pairs to complete it. Ask some volunteers to share their answers with the class. U E H R E A L I

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Stage 1: I know 1 What types of TV shows do you enjoy watching? Ask students to open their Student Books to page 52 and focus their attention on the pictures of TV programs. Ask students to describe each of them.

Y

p. 52-57

– Recognize strategies to rephrase, adjust volume / speed, negotiate meaning, etc. – Include the explanations of main ideas during an exchange. – Recognize the influence of media in everyday life. – Answer questions about the contents of a TV program. Materials: – Audio CD – Students’ own bilingual dictionary – Word search photocopies – Cards with the following words: earthquake, tsunami, tornado, flood, hurricane – A list of the most common problems in the students’ community, town, or city Divide the class into groups of three. Have students take turns in their groups to discuss the question. Ask them to give reasons why they like / don’t like the TV shows they mention. Go around the classroom and find out students’ opinions. Have some students share their answers with the rest of the class. Answers may vary.

Cultural Note During the last fifty years the influence of the media has grown exponentially with the advance of technology. Fifty years ago there was the telegraph, the radio, the newspaper, magazines, and the television. Now we have the Internet. We live in a society that depends on information and communication to do our daily activities like work, entertainment, health care, education, traveling, etc. Many people wake up every day to watch the TV news, to read the newspaper or to surf the Internet and make their decisions based on the information they receive. To have students recognize the influence of media in everyday life, ask them the following questions: How many newspapers are there in your community? Which newspaper is the most important? Do you or anybody in your family read the newspaper every day? How many TV news channels are there in your community? Do you or anybody in your family watch the TV news?

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Reader

All Alone

p. 46-55

Ask students to open their Readers to page 46. Have them read the title and flip through the text to predict what it will be about. Then, ask them the following question: What were your emotions when you saw these pictures? Encourage students to express their ideas freely. Go to page 46 again. Read the text out loud with proper inflection and intonation, and have students follow along silently. Pause after page 47 and ask focus questions about the text and illustrations, discuss the answers. Next, ask students to work in pairs and have them read the rest of the text silently. Tell them to underline the unknown words. Then, have students compare the underlined words with their partners. Ask students to decide which of the underlined words are relevant to understand the meaning of the text. Once they have decided which words are strictly necessary, ask them to look up these words in their dictionaries. Ask students to write down the words in their notebooks to form lexical sets. Remind them that they can organize lexical sets in many different ways, for example: by topic or making groups of antonyms or synonyms. Walk around the classroom and give help when necessary. Once students have organized their words, ask them to read the text again and write a short paragraph. Have students explain in their own words what the text is about. To check text understanding, have the different pairs read their paragraphs out loud. Finally, have students turn to page 56 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and 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 out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide. emember Next class students will need: their bilingual dictionaries. You will need: a list of the most common problems in the students’ community, town, or city.

Lead-in

Class

Explain to your students that they are going to play a guessing game. Divide the class in teams of five or six students. Ask each team to think of a TV program Then, have a representative from each team act like one of the characters in the program, or mime a scene

they remember well. Ask students to guess the name of the program. The student who guesses correctly, wins a point for his team.

Stage 2: I build 2 Read this description of a TV show and answer the question. Ask students where they can find information about their favorite TV programs (the Internet, TV guides, friends, etc.). Then go back to Activity 1 and review the different types of TV shows. Ask students to open their Student Books to page 52. To examine the distribution and function of texts and graphic components, tell students to look at the text and ask them the following questions: Where can you read a text like this? What type of text is it? How do you know? Elicit answers from different students. To infer the central sense of the text and point out speech register, ask students to read the text and answer the question. Ask the class to say the answer out loud. Ask students how they know what type of TV show it is and what part of the layout of the program guide gives clues to the genre of the program. Answer: Documentary 3 Read the TV guide in Activity 2 again and answer the following questions. Ask students to read the program guide in Activity 2 again and have them divide the paragraph into sentences. Then, elicit the number of sentences (three). To infer the central sense of the text and point out speech register, tell students to read the text again and answer the questions. Explain to your students that in order to analize sentences, they have to be sure of the meaning of words. Remind students they can look up unknown words in their dictionaries. Monitor and give help where necessary. When they have finished, tell students to compare their answers with a partner. Finally, ask different students to read their answers out loud. Correct any mistakes. Answers: 1 Thousands of pets without homes or people to love them; 2 To support the main idea with extra information (enhance, exemplify or explain main ideas); 3 b; 4 informal 4 Is this problem common in your town or city? This activity is intended to create social awareness of the students’ community. Ask students which health problems are the most common in their community. Elicit their answers and ask volunteers to write them on the board. Discuss with them which of these problems

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are the most important and which are the least. You may draw a graph or organizer with the students’ guesses. Students might or might not believe abandoned pets are a problem in their community; nevertheless, it is important to create awareness of this problem around the world. Divide the class into groups of three. Ask students to answer this question and to share their answers. If you don’t have this specific problem in your community, take out the list of the most common community problems in your town or city and ask students to share their opinions about them. Monitor the activity and ask volunteers to share their answers with the class. Answers may vary.

Stage 3: I think 5 Listen to the first part of the TV show and circle the best answer. Go over the instructions and the questions along with the students. Make sure they all understand them. This activity will help students establish genre, subject matter, purpose, intended audience, and places where the actions occur. Play the CD and ask students to answer the questions. Remind students that it is important to concentrate on the information they are asked to complete. Explain that it is not necessary to understand every single word from the tape. If necessary, play the CD again and have students listen again to check. Promote note-taking while listening. To check answers, have different students read their answers out loud. Finally, play the recording again for students to confirm their answers. Alternatively, have students look at the audioscript on page 184 in their Student Books to check their answers. 09

Answers: 1 b; 2 a; 3 a; 4 c; 5 b Alternative Activity: To recognize the influence of media in everyday life, ask students to do some research about TV in Mexico. Tell them to research information to answer the following questions: When was the first commercial TV channel in Mexico inaugurated? How did it happen? Which was the channel? When did it start its transmissions? Who was the president of Mexico at that time? When was the first commercial TV channel in their communities inaugurated? What type of programs did they broadcast? What type of advertisements? (On August 31st,1950 the first commercial TV channel in Mexico and Latin America was inaugurated. One day later, on September 1st 1950, the “IV Informe de Gobierno del Presidente de México Lic. Miguel Alemán Valdés” was the first program transmitted. It was transmitted by XHDF-TV channel; XETV-Canal 6

(Tijuana, Baja California), XEQ-TV-Canal 9 (Altzomoni, Estado de Mexico) started transmissions that same year, 1950; XEW-TV Canal 2, was inaugurated in 1951, that same year XHGC Canal 5; created by Guillermo González Camarena, made its first broadcast. You can organize the class in groups and start a trivia game with this information. Give each question a score. The group that scores the highest is the winner. Time: 15 minutes 10 6 Listen to excerpts from three segments of the TV show and number the scenes in the order you hear them. Direct students’ attention to the pictures and have them describe each one. Point out that there is some non-verbal communication (gestures) and attitudes that can express what the speaker is trying to say. Elicit what this non-verbal communication shows about each of the scenes. Explain to students that they are going to listen to some segments of a TV show and they have to number the scenes in the order they hear the conversation they represent. Ask them to identify body language in order to find out the people’s emotions in the pictures. Ask them also to identify the function of pauses, rhythm and intonation. Play the CD and ask students to number the scenes. To check the answers, have some students say the answers out loud. Alternatively, have students look at the audioscript on page 184 in their Student Books to check their answers.

Answers: 1 2; 2 1; 3 3 10 7 Listen to the excerpts again and write who the host is interviewing in each scene. Explain to your students that they are going to listen to the audio from the previous activity again. To determine the role of the participants in a TV program, tell students they have to write who the host is interviewing in each scene. Play the CD and ask students to complete the activity. Ask students how the sound effects in each excerpt help them answer this activity. Check answers together as a class. Alternatively, have students look at the audioscript on page 184 in their Student Books to check their answers.

Answers: 1 Dr. Crane; 2 Pattie; 3 Jamie

Lead-in

Class

Draw a line down the middle of the board and write a starter word on each half of the board: Yesterday … Divide the class into two teams and assign half of the

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board to each team. Have each team write a sentence on their side of the board. Ask a student from each team to begin their sentence with the starter word and to write another word to build up the sentence. Explain that each student can only write one word and must then pass the marker to the next person in the team. Set a time limit of three or four minutes. When the time is up, let the students at the board add one or two words to finish the sentence. Read both sentences and count the words to see which one is the longest. Draw the students’ attention to the mistakes and ask volunteers to correct the sentences.

Classroom Management: To be in control of the class at all times, even when students are working in groups or with partners, the activities have to be well planned. It is also important to explain the lesson and the expectations for completion of activities carefully. 8 Look at this transcription of an excerpt from the documentary and answer the questions. Ask students to open their Student Books to page 54. Point to the text and ask students the following: What type of text is this? (a script from a TV program) What’s a script? (a written version of a play or other dramatic composition, used when preparing for a performance). Make sure all students understand. To distinguish sound effects and its relationship between actions and dialogues, explain to students that they have to read the transcription from a documentary and answer the questions. Remind them to read the question first and then read the script and find the answer. Monitor and give help when necessary. Ask different students to read the answers out loud. Explain that sound effects and soundtracks support the information from an audio and provide an emotional edge to it. Point out that occasionally speakers have to do some adjustments when speaking because they forget something, or simply because of emotions, like in the case of this conversation the ellipsis imply that the character feels sad. Answers: 1 It’s about the story of a boy named Jamie and his dog, Missy. 2 two; 3 Because at the beginning of each sentence, their names are in bold. 4 It specifies where a soundtrack has to be heard. 5 sound effects; 6 It means that the speaker stopped speaking because he feels sad. 7 to make the scene more real or dramatic 9 Underline the best option to complete each sentence. Ask students to direct their attention to the Reflection Box. Then, have students read the sentences and circle

the best option to complete them. Ask them to do this activity individually. Once they have finished answering, ask students to compare their answers with a partner. Ask some students to read the answers to the class.

Answers: 1 to teach people about something; 2 make the scene more real or dramatic; 3 nonfiction; 4 a host

Stage 4: I practice 10 Complete the questions with the phrases in the box. Go over the phrases in the box with the students. Ask them to read and complete the questions. Go around the classroom and give help where necessary. 11 Work in pairs. Compare your answers from Activity 10. Organize the class into pairs and ask students to compare and discuss their answers from Activity 10 with their partners. Have students give arguments for their answers and write down the answers in their notebooks. Then, have some students read the answers out loud. Answers: 1 What is; 2 the purpose of; 3 the sound effects; 4 Why does; 5 Do Jamie and the host; 6 Is that 12 Look at the storyboard scenes from this segment of the show and number them in the correct order. Describing pictures is a good opportunity for students to recycle vocabulary. Ask students to look closely at the pictures and have them describe the emotions in each image: How does the boy feel? Is his dad angry or sad? Elicit answers from different students. Then, ask volunteers to describe the pictures. After that, have students look at the storyboard scenes and number them in the correct order. Finally, ask students to compare their answers with a partner. Don’t check answers yet. 13 Listen to the segment from the documentary and check your ideas in Activity 12. To answer questions about the contents of a TV program, play the CD and ask students to check their answers from Activity 12. You may have to play the recording more than once and ask students to take notes. Ask different students to read the answers out loud. Alternatively, have students look at the audioscript on page 185 in their Student Books to check their answers. After students have read their answers, ask them the following: What do you think about what happened? How did it make you feel? Do you know anyone with a similar experience? Encourage students to express their ideas freely. 11

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Answers: a 4; b 1; c 2; d 3 emember Next class students will need: their bilingual dictionaries. You will need: a set of cards with the following words: earthquake, tsunami, tornado, hurricane, flood, tsunami. Write one word on each card.

Lead-in

Class

Divide the class into two teams. Explain to your students that they are going to play a guessing game. Give a card with a word to a representative of each team. Ask the representative to act out or draw the meaning of the word on the board. Have teams take turns to guess the word. The team who guesses the word first, wins a point. Repeat the procedure with the representative of the other team and so on, until all the words in the cards are guessed.

Stage 5: I can 14 Read this description of a TV show and complete the notes. Ask students to explain what an earthquake is: What is an earthquake? An earthquake (or quake, tremor, or temblor) is caused by an abrupt release of energy in the Earth's crust that generates seismic waves. Earthquakes are recorded with a seismometer or a seismograph. Next, have students explain what a tsunami is: What is a tsunami? (It is a series of water waves produced by the movement of a large volume of water as in the ocean.) Ask students to open their Student Books to page 57. Have them read the text and then recognize cognates and the words they know. To clarify the meaning of words, have students, look up the meaning of words in their dictionaries. After that, have students look at the text and locate the information. Ask them to complete the notes. Monitor this activity and answer questions if asked.

Answers: Type of program: documentary; Title: When the Earth Moves; Topic: Earthquakes, tsunamis; Main idea: Earthquakes and tsunamis are probably the worst natural disasters. Details 1: Families and cities manage to keep going. Details 2: Governments send food, water, and medical care. Details 3: Volunteers help clean up and rebuild buildings. Families rebuild homes. 16 Do you volunteer? What places or institutions do you think would be interesting places for you to volunteer at? Volunteering means working on behalf of others without any payment. It is intended to be an activity to promote good or improve life quality. Promoting community’s welfare through volunteering can help teens learn new and positive skills like leadership, how to make possible contacts for future employment, stepping up for something that needs to be done without being asked to, and awareness. Ask the questions to the whole class. If students don’t know any place or institution, ask them to research the information and place it on the school’s bulletin board. Answers may vary.

Cultural Note It is important to teach respect to students. Respect can be modeled by using your students’ names, by being polite in your class, by respecting personal space, by valuing diversity, by recognizing that students contribute and participate in different ways, and by understanding that they have feelings like you. It is essential to build up an atmosphere of mutual respect in the classroom.

15 Discuss your answers from Activity 14 with a partner. To include the explanations of main ideas during an exchange, ask students to work in pairs and share their notes. Then have a whole-class discussion on the differences and similarities of the notes.

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Unit 2

Lesson 4

Performance Indicators: – Answer questions about the contents of a TV program. – Recognize similarities and differences between native and English language. – Compose expressions to share emotions. – Exchange emotions or reactions. – Use strategies to repair a failed conversation. – Recognize the syntactic particularities of English language: lack of gender in nouns and adjectives.

Lead-in

Class

Ask students to move away from their chairs and sit in a relaxed position with both feet on the floor and their arms by their sides. Sit down on the floor to demonstrate the activity while you talk. Ask students to wiggle their toes as you say: Imagine you are breathing through your toes. The air is coming through your feet, slowly up your legs, into your back, up your back to your neck, right to the top of your head. And now it’s going all the way back down your neck, down your back, down your legs, into your feet and out through your toes. Repeat several times to have students breathe deeply from the tip of their toes to the top of their heads. At the end, your students will be relaxed, energetic, and ready to learn.

Classroom Management: Controlled exercise and relaxed breathing can have good benefits for students’ alertness and readiness to learn. There are different techniques and educational models that promote recreation and joy of learning. They build awareness of the value of movement in daily life; they emphasize the ability to notice and respond to movement-based needs; they inspire an appreciation of music, physical education, and the fine arts.

Stage 1: I know 1 Is it easy for you to express your emotions? Write on the board the following heading: Emotions. Ask students to write in their notebooks as many words as they can related to this word. Then, have different students write on the board some of the words. The most common human emotions are joy, anger, anxiety, surprise, grief, fear, love. If your students didn’t include any of these words, write them on the board, and make sure everybody understands

Student Book

p. 58-63

– Recognize syntactic differences between British and American variants. Materials: – Reader, Audio CD – Students’ own bilingual dictionary – Pictures, flashcards or cutouts of different facial expressions (curious, angry, sad, upset, optimistic, motivated, frustrated)

their meaning. To check understanding, elicit some examples. Ask students to open their Student Books to page 58. Divide the class into groups of three students. Tell them to discuss the question in their groups. Have them explain if they can or can’t easily express their emotions and why. Walk around the classroom and find out some of your students’ answers. Then, ask each group to join a new group to find out their classmates’ answers. Answers may vary.

Classroom Management: It is necessary to help students to develop their intrapersonal intelligence. People who are good at understanding their intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They are good at analyzing their strengths and weaknesses. They like to explore relationships with others and assess their personal strengths. They are introspective and seek understanding. They are intuitive and typically introverted. They learn best independently. 2 Check (✔) the situations in which you usually express emotions. Describe what you generally feel for the situation. Direct your students’ attention to the pictures and ask them to describe each one. Have students complete the activity. Then, ask them to compare their answers with a partner and tell them to describe what they feel for the situations they have checked. Go around the classroom and make sure they are speaking in English. Then, have some students share some of their descriptions with the rest of the class. Answers may vary.

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Alternative Activity: Recognizing emotions will build students’ emotional intelligence and enable them to express how they are feeling. To help students express their emotions you can do the following activities in the classroom: 1) Show students pictures of different facial expressions and ask them to identify the emotions expressed. Elicit some of the distinct facial characteristics (e.g. an angry face has lowered eyebrows that cause forehead wrinkles and lips that are thin and tense). 2) Uncover what triggers your students’ emotional reactions. This may be experiences that lead to certain emotions, thoughts, and behaviors. You may change the class routine and find out how students feel. Increasing the students’ awareness of what causes their emotions will prepare them to handle these situations more effectively. 3) Have students plan different activities (like listening to music, drawing, playing board games) they can engage in when they feel overwhelmed by their emotions. Teach them some relaxation exercises, such as deep breathing and muscle relaxation. 4) Praise students for controlling their emotional reactions. 5) Create a supportive classroom environment by building up respect among your students. Time: 15 minutes

Stage 2: I build 12 3 Listen to the conversation and answer the questions. How did the kids feel after watching the TV show? Go over the instructions and the questions along with the students. Make sure they all understand the questions. Elicit the meaning of upset: What is the meaning of upset? (an emotion related to anger and sadness). Play the CD and ask students to answer the questions. Remind students that it is not necessary to understand every single word from the recording. Tell them to concentrate on the questions they have to answer. Play the recording more than once. This may help students to have a better understanding of the recording. Check answers with the class by asking different students to read their answers out loud. Alternatively, have students look at the audioscript on page 185 in their Student Books to check their answers.

Answers: 1 Because they watched a documentary about abandoned animals. 2 Answers may vary. 3 Yes, there were. When a group of teenagers created an organization to help abandoned animals. When some kids adopted Scout, an abandoned dog.

Reader

All Alone

p. 46-55

Ask students to open their Readers to page 46. Ask them to read the story All Alone and to take notes about it. Promote the use of graphical organizers with categories such as: characters, plot, conflict, setting, etc. Then, divide the class into pairs. Ask students to take turns in their pairs to retell the story. Elicit information from different students and share it with the rest of the class. As a post-reading activity, ask students to read and answer the questions on page 56, Activity 1, using only their notes. Walk around the class and give help when necessary. When students have finished, ask different pairs to read the answers out loud. Finally, have students turn to page 56 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and 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 out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.

Stage 3: I think 4 Read the conversation and underline the expressions that talk about emotions. Put the flashcards or cut outs with facial expressions on the board and elicit the emotions they represent (curious, angry, sad, upset, optimistic, motivated, frustrated). Write the name of the emotion under each flashcard. Ask students to open their Student Books to page 59 and go over the instructions with them. Then, ask students to complete the activity. Tell them that they can use their Glossaries on page 159 to look up the meaning of words. Next, have them compare their answers with a partner. Ask some students to read the underlined expressions out loud. Answers: I was curious … ; I started to feel really angry … made me feel sad; I’m upset about it. I’m really angry … we all felt bad … ; … made me feel more optimistic; I really liked … ; … was very motivating; I felt really happy … ; I got really frustrated … ; I felt that maybe there was hope … ; I feel better already … ;

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Lead-in

Class

Divide the class into groups of five or six students. Have a student say a sentence about feelings: When I feel happy I sing. Ask the next student in his group to repeat his sentence and then add one of his own to make a chain: When Rosa feels happy she sings and when I feel happy I listen to music. Explain that if a student can’t remember a sentence, then he must ask for help: Help! Have other members of the group remind him of the sentence. Ask the students to try and make their “chains” of sentences as long as they can. Finally, ask one or two groups to share their chains to the rest of the class.

5 Complete the table with the phrases you underlined in Activity 4. Elicit some examples of things that cause positive and negative emotions to your students: What makes you feel happy? What makes you feel sad? Tell them this is a broad classification of something more complex. Ask students to open their Student Books to page 59. Have students complete the table. Tell them to compare their answers with a partner. To check answers have some volunteers write the answers on the board. Correct any mistakes. Answers: Positive emotions: I was curious … ; … made me feel more optimistic; I really liked … ; … was very motivating; I felt really happy … ; I felt like maybe there was hope. I feel better already. Negative emotions: I started to feel really angry … ; … made me feel sad; I’m upset about it. I’m really angry … ; we all felt bad … ; I got really frustrated … Cultural Note There are some syntactic differences between British and American English. For example, in British English, collective nouns can take either singular or plural verb forms, according to whether the emphasis is on the body as a whole or on the individual members respectively: A committee was appointed. The committee were unable to agree. In American English nouns are usually singular in construction: The committee was unable to agree. American English may use plural nouns, however, in agreement with collective nouns: The team take their seats, rather than The team takes its seats. Other differences are where a statement of intention involves two separate activities. In American English it is acceptable to use to go plus bare infinitive. Speakers of British English would instead use to go and plus bare infinitive. An American would say: I’ll go take a bath. An Englishman would say: I’ll go and have a bath.

6 Read the phrases in Activity 4 again. Circle the best option. Ask students to go back to the dialogue in Activity 4 and read the underlined phrases again. Write a couple of examples of the phrases on the board. To have students recognize similarities and differences between English language and their own language, ask some students to write the translation of those phrases on the board. Elicit the main differences between both languages and write them on the board. Ask students to go to Activity 6 and answer it. To check answers as a class, ask some students to read the answers out loud. Answers: 1 a; 2 do not have; 3 do not have Cultural Note Adjectives are descriptive words because they provide information about the qualities of something like a noun, a noun phrase or clause: An old house. Many adjectives are made up of two parts usually connected by a hyphen. These two word adjectives are called multi-word adjectives: Open-minded. In English adjectives come before a noun (the beautiful girl), after a noun or pronoun and a verb (Miriam is cold). Adjectives in English can’t be plural: The small table. The small tables.

7 Look at the adjectives in Activity 4 and answer the questions. Write on the board the following heading: Adjectives. Give your students three minutes to write down a list of adjectives in their notebooks. Let them read through the Glossary on page 159 in their Student Books to find examples of adjectives. Stop the activity when the three minutes are over. Next, ask students to form groups of four and ask them to compare their lists. After that, have students make a new list with all the adjectives in their groups. Have some of the groups read their lists out loud. Finally, ask students to complete the activity and to discuss the questions in their groups. Elicit some examples of adjectives in the students’ own language. Check answers together as a class. Answers: 1 No; 2 Yes 8 Read these sentences and answer the questions below. Ask students to read the three different texts. If there are any vocabulary questions, elicit their meanings from different students.

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Go over the questions as a class and ask students to predict what the answers will be. Tell students to circle the words that helped them answer the questions. Check answers with the class by asking different students to read the answers out loud.

Answers: 1 Scout is a male because in the text they refer to Scout as “He”. Missy is a female because in the text they refer to Missy as “her”. 2 A boy because in the text they refer to Jamie as “He”; 3 A man because in the text they refer to Dr. Crane as “He”.

Lead-in

Class

Tell your students they are going to participate in a contest. Write on the board the following words: aircraft, girl, tree, moose, housewife, offspring, sheep, shelf, child, foot, man, mouse, tooth, dictionary, person, pencil, notebook. Then, ask students to write their plurals (aircraft, girls, trees, moose, housewives, offspring, sheep, shelves, children, feet, men, mice, teeth, dictionaries, people, pencils, notebooks). Give your students five minutes to do this activity in their notebooks. Ask the first students to finish the activity to let the class know that they are done saying out loud: Finished! Ask them to write the answers on the board. Finally, have the class vote for a winner.

9 Read these sentences and choose the best option in the box. Ask students to open their Student Books to page 61 and have them they read the different texts. Write the underlined words in the first text on the board: groups – Group and elicit the relationship between them (plural, singular). Then, ask students to write down in their notebooks the rest of the underlined words in different sets. Have some volunteers copy them on the board. Ask them to identity the singular and plural forms of each word. Ask students to read the two statements in the box and to circle the best option in each one. Elicit the answers by asking volunteers to read them out loud. Ask students if these rules are the same in their own language. Then, have students give some examples of plurals in their own language. Answers: 1 are; 2 are different ways

Stage 4: I practice 10 Complete the table with words from the box. Go over the words with the students and ask them to complete the table. Suggest looking up the words in their dictionaries if necessary. When they have finished, ask students to compare

their answers in pairs. To check the answers as a class, have some students write them on the board. Correct any mistakes.

Answers: Adjectives: angry, upset, happy, sad, bad; Singular Nouns: puppy, child, person, class, group; Plural nouns: children, groups, classes, people, puppies

Lead-in

Class

Divide the class into pairs. Write on the board the following adjectives: excited, bored, confused, tired, scared, embarrassed. Give your students one minute to draw a face to exemplify each of the adjectives. Ask them to show their drawings to their partners. Dictate the following sentences: He’s just won a prize. She saw a ghost in her house. The guest is alone. My mom fell in the street. He has a terrible hangover. Tom washed his new car. Have students match the sentences with their drawings to show how the people in the sentences look or feel.

11 Complete the review of All Alone with nouns and adjectives from the table in Activity 10. Ask students to open their Student Books to page 62. Point to the review and ask students to identify it and to comment about it: What type of text is that? Where can you find a similar text? Do you usually read this type of texts? Do you like these texts? Why? Ask students to read and complete the review with words from the table in Activity 10. Have them read the whole text first. Then, have students read each of the sentences and choose a word to complete it. Go around the classroom and give help when necessary. To check answers, have some students write the answers on the board. Correct any mistakes. Answers may vary.

Stage 5: I can 12 Complete the conversation with appropriate words and phrases. To compose expressions to share emotions, have students read and complete the conversation. Explain to your students they can use words or phrases from the previous activities. Ask them to read the conversation first and then try to guess if they need a word or a phrase. After that, explain they have to choose the most convenient one. Go around the classroom and give help when necessary.

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13 Work in pairs. Check your answers and practice the dialogue. Ask students to work in pairs. To ask questions about the contents of a TV program, have students compare their conversations from Activity 12 with their partners. Ask them to practice the dialogue together. Walk around the class and monitor. Check their answers and give help when necessary. To correct the answers as a class, have different students role-play their conversation in front of the class. Finally, give your students some feedback to correct any common vocabulary or pronunciation mistakes. Oral presentations might be terrifying for some students, especially for those who are very shy. Students can learn how to improve their presentation skills by applying a few tips like paying attention to the quality of voice (it involves attention to volume, speed and fluency, clarity, and pronunciation). Also important are the rapport with the audience and the use of notes or visual aids. Answers may vary.

14 Think about a TV program or a movie that is a documentary or is based on real events. Answer the questions. Elicit the names of the programs your students usually watch and write some of them on the board. Find out if they watch any documentaries. Go over the instructions and the questions along with the students. To answer questions about the contents of a TV program, have students answer the questions. Monitor and check students’ answers as they work. Then have some students read their answers out loud to check as a class.

15 Share your answers from Activity 14 with your class or with a classmate. Ask students to work in pairs. To exchange emotions and reactions on a TV show, have students share their answers from the previous activity with their partners. Ask them to explain their ideas during this discussion. To use strategies to repair a failed conversation, remind students that they can ask for clarification using the phrases in the sticky note (Excuse me. Do you mean …? Can you repeat that? Can you speak more slowly?) when they don’t understand. Model and practice these expressions with the students. Emphasize the importance of listening to their partner’s answers before asking a follow-up question. Remind them of the importance of not just asking and answering the questions without thinking. Walk around the classroom and listen to your students’ answers. If you hear any linguistic, lexical, or pronunciation mistakes, take some notes and give a whole-class feedback session to correct the mistakes after they have finished this activity. Ask a pair of volunteers to go to the front to share their answers with the class and to explain their ideas. The oral presentation is a good opportunity to asses speaking. Teachers can use a rubric to assess students and it is important to let students know the rubric in advance. Some of the aspects you can include in an oral presentation rubric are the following: clarity when speaking, use of complete sentences, volume, posture, and eye contact. Answers may vary.

Cultural Note Whenever we watch anything on television (a news report, an advertisement, a TV show, etc.) or we read something in a newspaper, magazine or on the Internet, it is always important to ask yourself if it is possible. Credibility is a quality that allows something to be worthy of belief. The more objective a report or piece of information is, the more credible it can be. To be objective means not to be influenced by emotions or by prejudice. For example, an objective news report, on the television or the printed media, will present all sides of the problem. A subjective report may show a prejudiced preference. To distinguish objectivity from partiality, you can ask yourself the following questions: Are all sides of the issue being presented? Can you easily identify the opposing points of views? Are there any pictures presented? Are they relevant for the issue? Are they designed to appeal to your emotions?

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Unit 2

Product 2 Oral Presentation

Student Book

p. 64-65

Performance Indicators: – Select a TV program. – Decide the duration of the presentation. – Compose the sentences to express emotions and reactions about a TV program. – Revise the sentences are understood when spoken and listened to.

– Establish turns and extension for each participation. – Practice the enunciation of emotions and reactions. – Pay attention to the interventions of others. – Formulate questions to obtain further information and ask for something to be repeated, clarified or said slower.

Class

complete it individually. Go around the classroom and give help where necessary.

Lead-in

Ask students to work in pairs. Write on the board the following list of expressions: I love you. Let’s go. OK. Go away (rude). Go away (polite). I don’t understand. Come here. I’m angry. You’re crazy. Who cares? Ask students to discuss with their partners how people use their body language (hands and faces) in their country to indicate these ideas. Ask them if they know about body language in other countries or communities.

Stage 1: I get ready 1 What kind of documentaries are you interested in? Ask students about the documentaries they are interested in. Elicit answers from different students. Next, ask students about their favorite TV channels to watch documentaries. Have students mention if they like to watch documentaries in English, and if they do so, if they read the subtitles or not.

Stage 2: I plan 2 Work in groups. Use a program guide to choose a documentary that sounds interesting to you. Divide the class in small groups mixing boys and girls. Write the following question on the board: Where can you read a program guide? (the Internet, the newspapers). Then, ask students to read a program guide and choose a documentary they think sounds interesting. Have all members of the group agree on the program they choose. 3 Before watching the program, fill out Part 1 of the Documentary Presentation Form in the Worksheets section on page 177. Next, tell your students they are going to fill out Part 1 of the Documentary Presentation Form in the Worksheets section on page 177 about the documentary they chose. Go over the presentation form with the students and give them plenty of time to

4 Then watch the program and fill out Part 2 as you watch or right after you watch. Then, ask students to watch the program and to take some notes while they are watching. Make sure they fill out Part 2 of the form as they watch or right after they have finished watching. 5 Finally, think about how the program made you feel and fill out Part 3. Finally, have students reflect on how the program made them feel and fill out Part 3 of the Documentary Presentation Form individually. 6 In your group, compare your forms. Once they have finished, ask students to compare their forms in their groups. Explain that they should all have the same answers in Part 1 and similar answers in Part 2. Part 3 asks for their personal reactions, so each student may have completely different answers. 7 What materials do you need? Make a list. Finally, have students make a list of materials.

Stage 3: I do 8 Use the information in the form to prepare your presentation. First, use an outline format to make an outline in your notebook. Ask students to open their Student Books to page 64 and go over the instructions with them. Explain that they have to make their own outlines in their notebooks. Go over the outline with the students and clarify any doubts. Make sure they all understand the outline and the activity before they start working. Tell them they can use their dictionaries to check the meaning and spelling of new words. Walk around the classroom and make sure they are all completing their outlines correctly. Help them to correct any mistakes.

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9 After you have made your outline, prepare your presentation: write the sentences you will use in your presentation for each part of the outline. Explain to your students that once they have their outline, they can start to write the sentences they will use in their presentations. Explain that the sentences should be clear and concise. Elicit some examples and write them on the board. Remind your students that they should be organized and focused in their presentations. Advise them not to try to cover too much material and remind them to use vocabulary that is appropriate for their audience. Monitor and give help where necessary. 10 Decide who will give each part of the presentation and practice your presentation several times. To establish turns and extension for each participation, have students decide who will give each part of the presentation. Tell them that one person can talk about the group’s reaction and whether they are going to take some kind of action, and that in section C of the worksheet, each group member should say how he felt about the program. To revise if the sentences are understood when spoken and listened to and to practice the enunciation of emotions and reactions, have students practice their presentation several times. 11 Check your sentences carefully for errors in grammar, spelling, or punctuation. Ask students to check their sentences for errors in grammar, spelling, and punctuation. Help them to correct their sentences and re-write them without any mistakes. Monitor and give help when necessary. Make sure they all have their sentences corrected. Class

Lead-in

Explain to the students that they are going to relax and prepare for their oral presentation. Ask students to stand up. Tell them to cross the right leg over the left at the ankle. Ask them to cross their right wrist over their left wrist and link up the fingers so that the right wrist is on top. Bend the elbows out and gently turn the fingers in towards the body until they rest on the sternum (breastbone) in the center of the chest. Tell them to stay in this position. Tell them to keep the ankles crossed and the wrists crossed and then breathe evenly in this position for a few minutes. You may play some relaxation music while they are doing the exercise.

them not to talk too fast. Also remind them to make eye contact with members of their audience, to use hand gestures, and not to read their presentations. Advise them to use short notes instead, and explain that reading a presentation is unnatural and difficult to follow. Use the Useful Expressions feature to show your students some expressions for their presentations.

13 Pay attention to the intervention of others and leave a little time at the end for a question and answer session. Make sure your students understand that everybody should be quiet while the different groups give their presentations. Ask them not to interrupt; but to pay attention to all presentations and formulate questions to obtain further information at the end. They can also ask for something to be repeated, clarified, or said slower. After each presentation, encourage students to ask their questions. 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. Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can anticipate main ideas and information that explains or supports them. – Can clarify the meaning of words. – Can formulate and answer questions to share emotions and reactions. – Can explain main ideas within an oral exchange.

Stage 4: All ready to share 12 Give your presentation. Ask your students to give their oral presentations. Remind them to speak out loudly, and clearly. Remind To formally assess this learning environment go to page 157.

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Is aware of the use of language to prevent and face problems

Has a creative and active attitude when working with his / her classmates

Realizes that language is a means to communicate and spread information Values honesty in mass media communication

Recognizes the influence of mass media in everyday life

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

GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

See page 22 for rubric criteria.

NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.

Interprets and conveys information published in various media

Global Assessment Understands and writes instructions

Fill in each performance indicator using the abbreviations below

Uses language as a means to construct and consolidate what he / she learns

Continuous Assessment LE 2

Continuous and Global Assessment Chart Continuous Assessment LE 1

VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

w Assessment Criteria

General Comments

Student's Name

All Ready! 3 Unit 2

Unit 3 Learning Environment 1: Literary and Ludic

Learning Environment 2: Formation and Academic

Social Practice: Participate in language games to work with specific linguistic features.

Social Practice: Read and rewrite informative texts from a particular field.

Specific Activities: Participate in language games to comprehend and write irregular verb forms.

Social Activities: Write a short report about a historic event.

Product: Memory Game

Product: Anthology of Historic Event Reports

At the end of this environment students will:

At the end of this environment students will:

• compare sentences with and without irregular verbs forms. • classify sentences according to their verb tense. • use perfect verb tenses and the simple past in the sentences and texts. • write and read out loud sentences with irregular verb tenses.

• ask and answer questions tto distinguish main ideas from supporting details. • write simple and complex sentences. • join sentences in order to make paragraphs. • write a short report, using a model. • check spelling and language in a report.

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Unit 3

Lesson 1

Performance Indicators: – Identify games. – Recognize subject matter, purpose, and intended audience. – Recognize function of graphic and text components. – Identify participants and the role they play (e.g. coordinator, players, etc.). – Locate sentences with irregular verb forms in diverse texts. – Compare sentences with and without irregular verb forms. – Determine past simple, present perfect, past perfect, and future perfect in sentences. – Sort out sentences in past simple, present perfect,

Lead-in

Class

Welcome students to the classroom. Have them line up according to how much time they spend on English on a typical day. This can include class time, homework time, time spent listening to music, watching videos, etc.

Stage 1: I know 1 Do you like to play board games? Which is your favorite? Why do you like it? Write the word Chess on the board, elicit other games and write them on the board, too. Then have students work in pairs and create a crossword with the names of the games. Ask students to open their Student Books to page 68. Have them work in pairs, study the pictures, and identify the games by name. Ask students to find three similarities and three differences between the games. 2 Why do you think that board games are still played in this age of high-tech games? Ask students to write down the name of a board or video game they have played on a piece of paper and then get up and walk around until they find a classmate who has played the same game. Have them work with their new partner. Draw a large Venn diagram on the board and add the following heading: Characteristics of Games. One circle corresponds to board games and the other to video games. Have students complete their own diagrams with characteristics of both and whether they have anything in common, for example, they are both fun, challenging, enjoyable, and entertaining. Board games have a board; they are played by two (or more) people, etc. Video games can be played alone for points,

Student Book

p. 68-73

past perfect, and future perfect. – Complete sentences with irregular verb forms. – Compare differences and similarities in the composition of irregular verb forms. – Organize irregular verb form groups. – Order letters and words to compose irregular forms. – Promote recreational activities.

Materials: – Reader, Audio CD – A coin, sheets of paper, beans, colored markers, scrap paper, sets of color-coded cards with words or phrases from a sentence (for unscrambling); teacher-made flashcards against the computer, or against other people; you need a computer or game console, etc. Focus on the fact that some electronic games are similar to other board or paper and pencil games, and that electronic games need electricity; ask what they can play during a blackout (or a longer blackout, if they mention laptops with long battery life). Go back to talk about board games, and explain that these are “unplugged,” since they are not high-tech. Elicit other uses of the word unplugged, for instance, in music, to mean “acoustic”.

Reader

Games Unplugged

p. 59-68

To recognize the subject matter, purpose, and intended audience, read the title: Games Unplugged and have students predict what the text is about. Instruct students to open their Readers to page 59 and encourage them to do a picture walk through the pages of Chapter 5. Encourage students to find the meaning of selected words in the glossary on pages 70-71 and have them compare its characteristics to Chapters 1 and 3. Students should come to the conclusion that it is an informative text about board games. Ask students why they think board games are still popular even after the invention of high-tech games. Elicit several factors and encourage students to look at the headings in bold in the Reader to help them with ideas: board games encourage spending time with friends and family, some of the games have been around for a very long time because they are so popular and so much fun, etc. Tell students that many traditional games have been around for a long time, and elicit traditional games

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played at fairs in Mexico, for example, Loteria Mexicana, which probably originated in the 18th century. Elicit how the caller reads out the cards and some of the traditional phrases used instead of the names of the cards: El que canta para San Pedro (el gallo); para el sol y para el agua (el paraguas); cuatro dientes y una muela (la calavera); el sombrero de los reyes (la corona). Modeled reading: Read pages 59-65 out loud, using appropriate inflection, pauses, and tone. At the end of each page, ask questions so that students search for the answers in the text, for instance: What is chance? What is strategy? Who plays board games? Draw a spidergram on the board with board games in the center. At the end of each section in the Reader, stop and add the game mentioned in the text along with a few important details given in the information. As a class decide whether the games added to the graphic organizer are based on chance or strategy or a mixture of both. Shared reading: Ask students to work in pairs and take turns reading the rest of the chapter out loud to each other. Encourage them to tell each other something new they learned from what they read. Have students turn to page 69 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and 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 out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.

Stage 2: I build 3 Read the descriptions of four different board games and answer the questions. Instruct students to open their Student Books to page 68. Nominate four different students to take turns reading the instructions for one of the games out loud to the class. Elicit some opinions of the games from students. Ask leading questions such as What do you like about the game? What don’t you like? How often do you play it? Who do you play it with? Do each of the players have the same responsibilities?, etc. Refer students to the Glossary on page 160 to clarify the meaning of words. To identify the participants and the role they play in the game, discuss each game as a class. Read each of the four questions from the activity out loud to the class and elicit the answers for each question on page 69 and ask students to elaborate on the answer. For example, Game A is the game where one player has a special role; ask what is the special role? Answer: the “picturist” or the person who draws. Game D has the least components

and ask what are the components? Answer: cards with words and a timer. Game A doesn’t have any cards and ask why not? Answer: because words are made with the letter tiles given to each player.

Answers: 1 Game A; 2 Games B and D; 3 Game C; 4 Game A

Lead-in

Class

Play a game of Guess the Picture as a class. Divide the class into two teams and ask for a “picturist” from the first team to go to the front. Whisper the game Snakes and Ladders to the “picturist” and set a time limit such as two minutes for his / her team to guess the name of the game based on the drawing he / she makes on the board. If the team guesses correctly, they get a point and the next team gets a turn. If the team guesses incorrectly, the other team has a chance to guess the game for the point. Continue with other games.

4 Complete the table with the components of these games. Divide the class into four groups and assign each group one of the four games. If the class is particularly large, divide the class into eight groups and assign each game twice. Have students open their Student Books to page 69 and determine which components their game has or doesn’t have according to the table shown in the activity. To recognize the function of graphic and text components, students complete the table with check marks where appropriate. Check answers as a class by nominating groups to share and explain their responses. For example, Game A has a game board and letter tiles so that the group should explain what the game is like. Answers: Game A - a game board, letter tiles, 2-4; Game B - cards with questions, playing pieces, a game board, 2-6, a die; Game C – cards with words, a game board, a die, 3-10, a timer; Game D – cards with words, 4-10, a timer

Stage 3: I think 5 Listen to the conversation and circle T for True or F for False.Ask the students how much they know about ancient games in their country. Ask them which modern games they play (cards, dominoes, etc.) Tell them they are going to listen to the history of some English games. Allow students to read the true-false statements and explain that they should listen for the answers. Have the students listen to the passage twice. Then ask them to answer the questions. Allow them to listen a third time to check if they wish. 13

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6 Read about this ancient board game and underline the verbs in the past. Divide the class into groups of three, and have one student in each group toss a coin ten times; the other two students keep track of how often it lands on heads and tails. Explain that this is an example of probability, since coins have a 50-50 chance of landing on either side. Elicit the difference between a game of chance and a game of strategy, and elicit some examples of each. Write the sentence I play chess on the board. Ask students to change the sentence to past tense. Elicit the answer I played chess and write played on the board above play in the original sentence. Repeat with I have fun. To locate sentences with irregular verb forms in diverse texts, have students individually go over the text on page 70 in their Student Books, underline the verbs, and then compare their answers with a partner. After students have had time to check their answers with a classmate, reveal that there are exactly 17 verbs in the extract and instruct students to count the number of verbs they identified to verify that they underlined them all (but point out that some of the verbs are repeated). Answers: originated, was (x5), played (x2), had, crisscrossed, called, got, touched, formed, took, built, placed, moved Cultural Note Remind students that the Mexican Lottery Game is about 300 years old. It probably originated in a Lotto game played in Italy in the 1500s. There are other more ancient games that are still played, for example, chess is about 2,000 years old; it originated in Persia and India. Dominoes are about 900 years old and first appeared in ancient China. Many card games also originated in ancient China.

7 Classify the verbs from Activity 5 in these boxes. Draw a vertical line down the middle of the board and write the two titles Regular and Irregular on either side of the line. Remind students of the two example sentences from the previous activity, I played chess and I had fun. Explain that played is a regular verb in the past tense and that went is irregular. Elicit that the past tense of regular verbs is formed by adding -ed to the verb. The -ed ending cannot be used for the word go (goed is incorrect); it is irregular. To compare sentences with and without irregular verb forms, have students read the text on page 70 of their Student Books again and classify the verbs. Ask students to refer to the Verb List on page 181 and add three more verbs to each column. Tell students that you are going to call out some verbs; if they are correct, they should clap twice, but if they are incorrect, they should give the thumbs down signal.

Call out played, had, originated, built, placed, etc., and some incorrect past tenses. Briefly review the pronunciation of the regular past verbs: have students draw three columns /t/, /d/, /Id/. Call out a verb in the past tense, and students must write it in the correct column.

Answers: Regular - originated, played, crisscrossed,

called, touched, formed, placed, moved; Irregular - was, had, got, took, built

Cultural Note Regular verb forms in English all end in -ed, but they can be pronounced differently: /t/, /d/, /Id/. Most irregular verbs originated in Old English; they also tend to be the most commonly used verbs, for example: be, have, go, do, get.

8 Read these sentences and underline the irregular verbs. Draw three columns on the board, and write down a few verbs: play – played – played, go – went – gone. Elicit the heading for the first column (present), the second (past) and explain that the third column is the past participle. Ask students to open their Student Books to page 70 and have them underline the irregular verbs. Then have them circle the auxiliaries: have, had, won’t have. Answers: 1 - none; 2 brought; 3 heard, seen; 4 seen; 5 gotten

emember For next class you will need: Colorcoded sets of cards (for scrambled sentences) with words or phrases to form a sentence. Each student should have one card and each cut up sentence should have the same number of cards (for example, five). In addition, you will need teacher-made flash cards with the following verbs: went, had gone, will have gone, saw, have seen, will have seen, played, have played, had played, have had, had had, will have had, threw, have thrown, had thrown, have put, had put, will have put, drew, had drawn, will have drawn, guessed, have guessed, and will have guessed.

Lead-in

Class

Play Verb Tennis: each row forms a team, and two teams compete against each other. Students stand up and the student at the back of the row calls out a verb to the person in the opposite row (have); that student must say the past tense (had) and another verb, which the next person in the other team must say in the past tense. If the student doesn’t respond correctly, he / she sits down. The game continues until only one person is standing.

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9 Read the sentences in Activity 8 and answer the questions. Have students sort out sentences into the three time frames. Elicit the sentence that talks about the future: Children of the future won’t have seen this game. Next, elicit the sentence that talks about the past: The Chinese brought the game to the Western world. I had heard about games like this one before, but I had never seen the letter squares. The sentences, I have played this game. It sounds like a lot of fun, belong in “experiences up till now.” Point out that we often use words like yesterday, many years ago, the day before yesterday, etc., to indicate the past, in addition to the verb tense. Elicit words that can be used to indicate the future: tomorrow, next year, in 2020, etc. Ensure that students have correctly recorded the answers in their Student Books. Answers: 1 – 2, 3; 2 – 4; 3 – 1, 5 10 Match the sentences with the corresponding diagram. To determine past simple, past perfect, past perfect, and future perfect in sentences, ask students to open their Student Books to page 71 and analyze the four diagrams in Activity 9. Ask which of the diagrams best represents an action in the past that is over. Then ask students which one of the four sentences best describes an action that is over and done with, and elicit the second sentence. Elicit that the diagram that represents an action that started at an indefinite time in the past and is connected to the present. Stress that it gives the idea of both past and present. Then have students match the diagram with the first sentence. Elicit the diagram that expresses the idea that something occurred before another action in the past. Then have students match the diagram with the third sentence. Finally, elicit the diagram that corresponds to the idea that something will occur before another action in the future. Have students match the diagram with the fourth sentence. Answers: 1 present perfect; 2 past simple; 3 past perfect; 4 future perfect

11 Complete the rules. Draw a timeline on the board: the left side represents the past, and then draw a vertical line for the present, and the right side is the future. Write today’s date above the line for the present. Have five volunteers go to the front to represent the following: had gone, went, goes, will go, will have gone. Give each one a sheet of paper with the verb, and have

them line up in appropriate order under the timeline. Then have students work in pairs to complete the rules in the activity. Monitor and check.

Answers: 1 future perfect; 2 present perfect; 3 past simple; 4 past perfect 12 Complete the table. Then add two more verbs from the Verb List on page 181. Draw four columns on the board: past simple, present perfect, past perfect, and future perfect. Give each student, or pairs of students, a card with one of the following: went, had gone, will have gone, saw, have seen, will have seen, played, have played, had played, have had, had had, will have had, threw, have thrown, had thrown, have put, had put, will have put, drew, had drawn, will have drawn, guessed, have guessed, and will have guessed. Ask them to take a minute to decide where in the table their flashcard belongs. Call students up to the board to place their flashcard where they think it belongs. Then have students complete the chart in their Student Book and add two more verbs from the Verb List on page 181. Point out that the present perfect, past perfect, and future perfect all call for the past participle of the main verb, but each tense has a different auxiliary. Elicit the negative form of each one, reminding students that in spoken English it is more common to use contractions for negatives: haven’t gone, hadn’t been, won’t have gotten. Answers:

Past simple: went, won, played, had, threw, put, drew, and guessed

Present perfect: have gone, have won, have played, have had, have thrown, have put, have drawn, and have guessed Past perfect: had gone, had won, had played, had had, had thrown, had put, had drawn, had guessed Future perfect: will have gone, will have won, will have played, will have had, will have thrown, will have put, will have drawn, and will have guessed

Stage 4: I practice 13 Read the sentences and unscramble them. To sort out sentences in past simple, present perfect, past perfect, and future perfect in sentences, hand out sets of color-coded cards with the words or phrases so that each student has one card, and have them get together in teams by color. Each group is responsible for unscrambling their sentence. Then they exchange cards with another group and continue. Monitor and check. Then have them unscramble the sentence in their Student Books. Review responses as a class.

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Answers: 1 We drew pictures to explain the words. 2 I will have lost this game again. 3 They put the tokens on the board. 4 She had thrown ten times during the game. 5 We have had a lot of fun playing these games. 14 Complete the sentences with words from the box. Use the correct tense. Ask students to open their Student Books to page 72. Recycle some of the original examples for present perfect, past perfect, and future perfect by writing them on the left side of the board: I have played, I had played, I will have played. Write the following time expressions on the right side of the board: since…, before…, by the time…, ever…, never…, once…, already…, yet…, after…, etc. Ask students to make some sentences by combining a tense on the left with a time expression on the right. Encourage students to create examples in the negative and interrogative as well as the affirmative. Examples: I have played the piano since I was seven. Haven’t you played the newest video game? I haven’t played Loteria Mexicana since I was twelve. By the time you arrived, I had played four games already. Before you left, I hadn’t won any games. After tomorrow, I will have defeated the state champion, etc. After students have had some practice making sentences using these time expressions, it is important to note that some time expressions that indicate specific times in the past cannot be used with the perfect tenses such as yesterday, one year ago, last week, when I was a child, that day, etc. Instruct students to complete the sentences using the verbs provided and one of the perfect tenses according to the time expression noted. Students check answers with a partner. Answers: 1 have read; 2 had, known; 3 will have

learned

emember Next class you will need: sheets of paper and beans.

Lead-in

Class

Play Charades as a class. Divide students into two groups. Ask the first group to send an actor to the front of the class to receive the verb clue from you. The object of the game is for the participating group to guess the verb that is being acted out but to call out the past participle of that verb. This will help students review the past participles and get them engaged in today’s lesson.

15 Use some of the verbs in Activity 12 to write five sentences. Students have had some experience coming up with sentences in the previous exercise. Emphasize that for this activity they must use the verbs from the table in Activity 11. To compose sentences containing irregular

verb forms, encourage students to write some examples in the negative and interrogative. Examples: Have you ever played a spelling game? Had you taken part in a spelling contest before? I had never reached the finals before. I spelled all the words correctly – except for the last one. I will have learned more English spelling rules before the next contest. When students have finished writing their examples, ask each student to share one of their examples with a classmate. Answers may vary.

Stage 5: I can 16 Read the instructions for the Bingo game and put them in order. Ask students how to play Bingo. Ask leading questions such as: What materials do you need? How many people can play? How do you mark off the squares? What patterns can you make? etc. (Answers: Bingo cards and beans; as many people as there are cards; mark squares that contain the answer that is called out with one bean, patterns can include vertical, horizontal, and diagonal lines from one end of the card to the other; respectively). To recognize steps taken by a player to participate in a game, ask students to work with a partner and number the steps listed on page 73 in sequential order. Check answers as a class. Answers: 8, 4, 3, 5, 2, 6, 7, 1 17 Work in groups. Make the verb list and the Bingo cards. Now students follow the instructions from Activity 15. Divide the class into groups of four. In each group, students should devise a list of 25 regular and irregular verbs. Instruct students to divide a sheet of paper into twelve rectangles. Students should then randomly choose twelve verbs and write their past participle forms in the rectangles on their sheet (a different verb for each rectangle), making sure they are not exactly the same. Each student should also crumple twelve small pieces of paper to mark the boxes of the verbs that have already been called. 18 Play the game. Explain that each team has to nominate one person to call out the verbs in their base form. The caller reads out the base form and students mark the verbs they hear until someone in the group completes his / her card and calls out “Bingo”; that person becomes the new “caller.” To promote recreational activities, have students play the game several times. Monitor and check that everyone in the team has a turn being the “caller.”

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Unit 3

Lesson 2

Performance Indicators: – Determine elements that construct a Word game. – Establish number of words involved in the game. – Determine number of players and participation turns. – Recognize steps taken by a player to participate in a game. – Dictate and list sentences containing irregular verb forms. – Compose sentences containing irregular verb forms.

Lead-in

Class

Play Stop (Basta). Have students draw six columns on a sheet of paper. Define five categories and have students write them down, leaving the first column blank for the letter of the alphabet. Divide students into groups of six; students take turns going through the alphabet silently until the person to their right calls out ‘Stop’; they say the letter and everyone has one minute to write down a word in each column. At the end of one minute, they compare words, and get one point for each “original” word they have (that is not repeated by other students in their group).

Stage 1: I know 1 Work in pairs. How many different words can you make with these letters? Write the words. Tell students to open their Student Books to page 74. Explain that they are going to work in pairs and see how many words they can come up with using only those letters; however, they can repeat them as many times as they want, for example: MADE, GAME, WAR, etc. Student pairs should compile a list and compare with another student pairs to see who has more. Once students have come up with all the words they can, ask groups to reveal how many words they have. Review the list of the student pair who claims to have the most words as a class to verify that their words are spelled correctly and that only the letters provided in the activity were used to compose the words. 2 Count the number of points for each word and add up the total. Some letters are worth more points than others and students should therefore review the letter tile values shown in the image from this activity (the number in the bottom right corner reflects how many points that letter is worth) to tally their points and announce their scores to see who the winner is.

Student Book

p. 74-79

– Complete irregular verb forms based on one of their parts (e.g. first or last letter). – Develop an environment that fosters participation in ludic activities. Materials: – Reader, Audio CD – Scrap pieces of paper, 18 small squares of paper for every two students

Stage 2: I build 3 Read the history of a word game and answer the questions. Write the question Who was Albert Mosher Butts and what did he do? on the board. Have students open their Student Books to page 74. Nominate students to take turns reading the text out loud. Refer them to the Glossary on page 160 to clarify the meaning of words. At the end of the text, ask students to answer the question on the board. Elicit the answer Poughkeepsie, New York and practice the pronunciation of Puh-KIPsee as a class. Next, have students read the paragraphs backwards: the first student reads the last word, the next, the next to the last word, etc. until they get to the beginning of the paragraph. Explain that this is a good technique to notice individual words. Now ask students to read the text silently and make an acrostic puzzle with the inventor’s first name and other words in the text, for example: ALBERT Analyzed Looked Balsa wood Enjoyed Read Thought Have students share their acrostic with a partner. Then have them answer the four questions at the end of this activity. Monitor and check. Answers: 1 in the great depression; 2 by analyzing the front page of the newspaper; 3 Answers may vary. 4 Answers may vary. 4 Number the events. Divide the class into groups of three and ask them to refer back to the information provided in the extract from Activity 3 to place the events in the order that they happened. When groups are finished, have them

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( )( )

compare their answers with another group. Check answers as a class.

Answers: 1, 2, 3, 4, 5, 6, 7, 8, 9 numbers and letters emember Next class you will need: pieces of paper.

Lead-in

Class

Have students write down, on the pieces of paper, what they did the day before after they got home from school – it can be at any time. Instruct them to write a short sentence. Examples may include some of the following: I did my homework, I played video games, I ate dinner, I called a friend, I went online, etc. When they have finished writing their sentence, instruct students to stand up and walk around the room until the find someone who did the same, or almost the same, activity. These two students should work together for the rest of the class. This activity will help to vary students’ partners.

Stage 3: I think 5 Underline the verbs in the sentences in Activity 4. Have students open their Student Books to page 75 and, with their new partner, ask students to look back at the events listed in Activity 4. Instruct them to underline the verbs in each sentence. Once they have completed the task, elicit the verbs from the class, and write them on the board as they are mentioned. Ask students if they notice anything in particular that these words have in common. Elicit that all of the verbs are written in past simple. Ask students how they came to this conclusion and elicit that the verbs either end in -ed ending or are irregular. Say short sentences with the verbs, either in the past or present: He wants a new game / He wanted a new game; He made letter tiles / He makes letter tiles. Tell students to stand up and sit down if the sentence is in the past and to remain seated if the sentence is in the present. Call out a number of sentences. Answers: wanted, read, knew, appeared, gave, made, drew, wrote, put, sold, began 6 Read the sentences and circle the irregular verbs. Ask students to recall what makes a regular verb (an -ed ending). Then elicit that an irregular verb is a verb that doesn’t take the -ed ending in its past and past participle

forms. Instruct students to read the sentences in Activity 6 in their Student Books and to underline the irregular verbs. Draw three columns on the board and ask for students to volunteer the irregular verb from each of the sentences. Write them on the board as they are mentioned in a vertical list in the middle column. Elicit the titles for each column: base form, simple past, and past participle. Elicit what the base form and past participle are for the verb thought: think and thought. Go through each of the next four verbs, eliciting the base form and past participles of each (buy / bought, know / known, draw / drawn, make / made).

Answers: thought, bought, knew, drew, made 7 Classify the irregular verbs in the table. Notice the patterns. To compare differences and similarities in the composition of irregular verb forms, create a sample sentence for one of the verbs listed in the columns on the board from the previous activity. Example: I think so, I thought so, I have thought so (respectively). Draw attention to how the past simple and past participle of thought are the same. Tell students to write the verb think in the third column in their Student Books to show that it is a verb that has the same past and past participle. Do the same for the verb know. Write an example for the verb in each of the three columns still on the board from the last activity to demonstrate that each of the three tenses (the base form, past simple, and past participle) change (know, knew, known). To organize irregular verbs to form groups, instruct students to work with a partner to classify the remaining verbs from the activity in the appropriate column. Have them reference that document to double check their answers. Review answers as a class. There are also a number of verbs in English that only change one letter to form the past tense, for instance, sing / sang. Write the following verbs on the board: come, run, drink, fall, give, ride, swim, win, throw, write, sit. Have students work in pairs and write the past tense under each verb. Elicit whether they can find any other regularities in the irregular verbs. Answers: Verbs that always stay the same: put, read; verbs that change in past and past participle: be, begin, draw, give, know; verbs that have the same past and past participle: buy, think

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Classroom Management: There are numerous techniques that help students remember things more effectively: 1G  rouping or classifying items, using tables or charts. Grouping words helps the brain make associations between the words, and finding different or alternative ways of grouping them strengthens these associations, for instance, grouping verbs according to the type of action: verbs related to school (read, write), words related to everyday routines (eat, drink), words related to sports (swim, throw, run), etc. 2 Placing the words in different positions using different graphic organizers, for example, when making crosswords, some learners will remember which words are vertical and which are horizontal. Alternatively, writing the verbs in graphic organizers (words related to everyday routines inside a house, verbs related to sports in a soccer field, etc.). 3 Doing the same task in different ways, for instance, grouping words, unscrambling words, completing sentences with words, etc. 4 Combining the skills of listening, reading, speaking, and writing. For example, one student reads out loud a verb, and his / her classmate listens and writes it. 8 Complete the rules. Have students work in pairs to complete the rules about regular and irregular verbs. Monitor and check. Classroom Management: Grammar can be taught explicitly (explained to students) or implicitly (students make generalizations and, with appropriate scaffolding, they figure out the rules). Students have been led to the grammar point through a series of steps or stages, and are now ready to formulate a generalized grammar rule or pattern. Answers: regular, irregular, simple emember Next class you will need: scrap pieces of paper.

Lead-in

Class

Play Two Truths and a Lie. Ask students to write three statements using irregular past verbs on the scrap pieces of paper; two are true statements and one is false, for example: I won first place in the State Ice-skating

Competition; I went to Asia last summer; and I read two books last week. When they have finished writing their statements, divide the class into groups of four. Students should take turns reading them out loud to their group, who then must decide which statement is the lie. Encourage students to write two statements that seem unlikely to make it more challenging for the class to guess the lie!

Stage 4: I practice 9 Unscramble the verbs. Have students work in groups of four. The first student writes a verb on a sheet of paper and passes it to the right; the next student writes another verb to form a crossword, and passes it to the right. Set a time limit, making sure students have fun yet face the challenge of adding more verbs. To complete irregular verb forms based on one of the parts, instruct students to open their Student Books to page 76. Explain that they will have to unscramble the words to form the verb in simple past. Encourage students to complete the activity on their own. Check answers as a class. Answers: 1 was, 2 had, 3 were, 4 taught, 5 thought,

6 sold, 7 went, 8 made, 9 gave, 10 got, 11 saw, 12 became

10 Complete the text with the verbs in Activity 9. Divide students into groups of three and have them write down twelve irregular verbs on twelve strips of paper, shuffle them, and put them face down. They take turns turning over one of the strips and saying the base form, past simple, and past participle of the verb. To complete sentences with irregular verb forms, write the numbers 1 through 10 down the left side of the board and assign the numbers 1 through 10 to ten different students. These students are then responsible for writing the answer next to the number they were assigned on the board. Allow them time to read the text and decide the best answer before going to the board. When the class has provided all of the answers for the text, nominate students to take turns reading out loud to the class to practice pronunciation, intonation, and pauses. Answers: 1 was; 2 were; 3 had; 4 was; 5 taught; 6 thought; 7 made; 8 saw; 9 gave; 10 went; 11 became; 12 sold

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11 Complete the crossword puzzle. To order letters and words to compose irregular forms, tell students to take a minute to read each of the clues listed to complete the crossword puzzle. Working with a partner, students should use their irregular verbs list and refer back to previous activities to help them complete the activity. Check answers as a class by having students recreate the crossword puzzle on the board. Answer: Across: 3 thought; 4 knew; 6 had; 7 gone; Down: 1 began; 2 put; 3 taught; 5 went; 7 gave 12 Use words from the crossword in Activity 11 to complete the sentences. To complete sentences with irregular verb forms, students can now use the answers from the crossword to complete the sentences for Activity 12. Explain that it is not necessary to change the tense of the answers in order to answer this activity. Answers: 1 thought; 2 put; 3 had; 4 began emember Next class every two students will need: 18 small squares of paper.

Lead-in

Class

The verbs make and did are two very common verbs used in English that are frequently confused by nonnative speakers. Clarify these two verbs by playing a game of Make and Do Pictionary. It is helpful to clarify at the beginning of the game that we usually use the verb make to express an activity that results in a physical product that can be touched. Examples: make tea, make coffee, make cake, make dinner, make clothes, make a mess, etc. there are some exceptions to this rule, however, such as make a deal, make time, make friends, etc. Continue to explain that we use the verb do for things that don’t produce a physical object. Examples: Did the dishes, did my homework, did the laundry, did the ironing, did my chores, do favors, etc. Divide the board in half with a vertical line. On the left side of the board create two columns, one titled did and the other made. Divide the class into two or three teams depending how big of a class it is. Students will use the space on the right side of the board to draw clues given to them by the teacher. For example, the teacher can tell the picturist the clue ‘made the bed’.

The student draws a bed on the board and students get the point by answering that someone made the bed, not did the bed. The student then adds the term made the bed in the made column and his / her team gets one point. Play the game until both columns are full and students understand the concept of do and make.

Stage 5: I can 13 Read the text and write six verbs on the cards on page 79. Write the phrase Irregular Verb Concentration (Memory) on the board. Ask students to raise their hands if they have played the game Memory before. Ask one of the students who raised their hand what they can tell the class about how the game is played. Ask leading questions such as What materials do you need? How many people can play? What is the objective of the game? Review the basic concepts as a class. Answers: you need several sets of matching cards, two to four people can play, and the objective is to collect matching sets using your memory skills to remember where individual pieces are in order to reveal a set. Tell students to open their Student Books to page 78. Instruct them to take turns reading the text out loud with a partner. Have students select the verbs they will write on the cards on page 79. Monitor and provide individual help. Answers may vary.

14 Exchange books with a classmate. Find the sets of verbs. Ask students to exchange books and circle the sets of verbs, using different colors. 14 15 Listen to the conversation and continue the game. Tell students that they are going to listen to instructions for a game. Play the audio once and ask how much the students understood. Then play the audio up to the following section: Mr. Morris: It can be ANY kind of past tense verb; regular or irregular. Pause and ask for some examples of past tense verbs. Next, play the rest of the audio and ask the students to explain the rest of the game in their own words. Let them play the game.

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16 In pairs, play Irregular Verbs Concentration (Memory). To develop an environment that fosters participation in ludic activities, students will have to create the cards in order to play the game. Divide the class into pairs and ask them to look at the Verb List on page181. Each pair should prepare 18 small squares of construction paper and write the base form of the first verb they choose on one square, the simple past on another, and the past participle on the third. Instruct them to continue with the rest of the verbs. Instruct them to reread the text from Activity 3 to clarify any instructions if necessary. The team then shuffles the cards and lays them face down in organized rows and columns. The first player picks up three random cards, reads them out loud, and tries to make a set from one of the verbs (i.e. put, put, put). If the student cannot make the set, they return the cards to their original location and let the next player take a turn. The person who collects the most sets wins!

17 Write four sentences using the verbs. To compose sentences containing irregular verb forms, after students have collected their sets, they should form silly sentences using each of the three verb forms in the same sentence. Examples: I put my shoes where I put my keys and now I don’t know where I have put either! I ate my lunch where she eats her toast and the mice have eaten all the crumbs! She makes cakes where he made a cup and now they have made cupcakes! Each student should share their best sentence with another pair. Answers may vary.

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Unit 3

Product 1 Memory Game Student Book

Performance Indicators: – Recognize irregular verbs in past simple, present perfect, past perfect, and future perfect. – Propose and select sentences based on the chosen verbs. – Write down the irregular verbs in a set of cards and the sentences based on them in another set of cards.

Lead-in

Class

Play a different kind of memory game: the Chain Game. Start with a short statement such as I like chocolate. Nominate a student to repeat what you said and to add his / her own statement. Example: Mrs. Smith likes chocolate and I like peanut butter. The next student must repeat the first two statements and add another. Students continue repeating all of the previous statements and adding one of their own until everyone has participated or someone gets confused. If you like, choose a theme for the students to use such as likes, dislikes, food, sports, games, etc.

Stage 1: I get ready! 1 Write a name for each game. To establish the rules, ask students to open their Student Books to page 80. Nominate a student to read the first description listed in Activity 1. Elicit which game is being described (Concentration / Memory). Do the same for the next two descriptions given (Don’t Say the Word, Bingo). Make sure that students write the title of each game next to the descriptions. Answers: Memory, Taboo, Bingo

Stage 2: I plan 2 Check the rules that are for the game of Concentration (Memory). Review the rules for Concentration as a class before looking at the rules listed in the activity. Ask students to recall what the general objective of the game is and how to achieve it. After briefly discussing the game, read each of the rules from Activity 2 out loud to the class. As each rule is read, the class should confirm whether it is a rule for the Concentration game or not. Have students open their books to page 81 and go over the rules individually and check the rules that

p. 80-81

– Revise the verbs and sentences comply with grammar, spelling, and punctuation conventions. – Determine the number of players in each team and their participation turns. – Establish rules for the memory game. – Read the verbs and sentences out loud each time a pair is found. correspond to Concentration. Have them compare their answers with a partner. Elicit that these rules correspond to Sentence Concentration and thus are slightly different. Confirm that they understand that these rules involve matching a verb to a sentence and using the correct form (past or past participle). Refer students to the Glossary on page 161 to clarify the meaning of words.

Answers: Arrange the cards in random order, when a person makes a match they must read the sentence out loud, turn over a card and try to find its pair, get sixteen white cards. 3 Work in pairs and select eight irregular verbs. Write two sentences in past simple, two in present perfect, two in past perfect, and two in future perfect. Make sure you have a sentence for every verb. Write the following sentences on the board: I began the game, I have begun the game, I had begun the game, I will have begun the game. Elicit the tenses (past simple, present perfect, past perfect, future perfect) and ask volunteers to write the tense above each sentence. Erase the main verbs and have students read out the sentences chorally. Write another sentence for one of the tenses, this time using a different verb, but leaving the main verb blank, for example, I had _____ to the bank. Point out that only one verb can logically go in the blank. If they have I _____ a sentence, the answer could be either read or wrote. To recognize irregular verbs in the present simple, present perfect, past perfect, and future perfect, and propose and select sentences based on the chosen verbs, divide the class into pairs and ask them to look at the Verb List on page 181. Have students choose eight random irregular verbs from the list. Make sure that they understand that they have to write eight sentences, each one with a different verb. Then allow them time to write

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the eight sentences with the verbs they chose in the different tenses. Remind them to write sentences that can only be completed with one of the verbs they chose. Monitor and provide individual help when necessary.

4 What materials will you need? Make a list. Ask students to make a list of the materials that they will need and to present it to you when they have finished. Suggested materials are sixteen small cards (colored or white) and markers.

Lead-in

Class

Try another variation of a memory game. Play some music and have students stand up a move around. Stop the music and have students sit in whatever desk they are closest to. The purpose of this is to mix students up from their regular places in the classroom to make the memory game more challenging. Ask all students to put their heads on their desks and close their eyes. Approach one student silently and motion for them to leave the classroom. After the student has left the classroom and is out of sight, instruct the other students to open their eyes and identify the missing student! Repeat a few times to see who remembers all of their classmates the best!

Stage 3: I do 5 Write the irregular verbs on one set of cards. Now that the students have their 16 cards they should select eight squares and write the base form of the irregular verbs on them using the colored markers. Monitor and provide individual help where necessary. 6 Copy the sentences without the verbs on the other set of cards. To write down, students copy the sentences they created in Activity 3 on the remaining eight cards, but leaving a blank space for the verb. To revise, monitor and check for spelling and grammar mistakes.

Stage 4: All ready to share 7 Exchange your cards with another pair. Play the Concentration (Memory) game. Since students will be familiar with their own memory cards, ask them to trade their set with another team. This also allows students to see twice as many verbs and sentences by seeing the other team’s cards. Students can also play more than once if time allows or switch with more than one group. 8 Read the sentences out loud each time a pair is found. Pairs play against each other. To read the verbs and sentences each time a set is matched, students should read the sentence out loud. To make the activity more challenging, ask students to come up with an additional sentence using the same verb and tense. Emphasize that students should read the sentences out loud to practice their intonation, rhythm, and stress. Students can try describing the changes in meaning according to different changes in intonation. 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 identity 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. Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so children:

– Can compare sentences with and without irregular verb forms. – Can classify sentences according to their verb tense. – Can use perfect verb tenses and the past simple in sentences and texts. – Can compose and dictate sentences with irregular verb tenses.

To formally assess this learning environment go to page 158.

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Unit 3

Lesson 3

Performance Indicators: – Select descriptions of historic events. – Activate previous knowledge. – Predict content based on graphic and text components. – Recognize text organization. – Identify subject matter and intended audience. – Read history texts. – Identify new terms to broaden vocabulary.

Lead-in

Class

Write the phrase Historic Events on the board and to activate previous knowledge ask students to describe what they are currently learning in their History class. This unit uses the events of the United States’ Civil War to teach the past progressive tense and it would be a good idea to speak with your students’ History teacher beforehand to suggest coordinating material so that students learn about the United States’ Civil War in both classes simultaneously. Students would have an easier time studying for exams and relating two different subjects to each other reinforces the information they learn. If it isn’t possible for the history teacher to cover the Civil War at the same time as you, just ask students to comment on historic events they have learned about. If necessary, ask leading questions such as: What major events have happened in Mexico’s history? What major historical figures can you name? Mention that people, places, and dates are not the most important lessons from history; more importantly, it helps us understand people and societies, change, and how the society we live in came to exist.

Stage 1: I know 1 What resources do you consider useful for research? Why? Tell students to open their Student Books to page 82. To activate previous knowledge, ask students to identify the resource shown in each picture and, in pairs, explain whether or not they find the resource useful and why. Write the name of each resource as it is mentioned on the left side of the board in a list: encyclopedias, magazines, other people (using the phone to call human sources), and Internet search engines. After naming the resources shown in the photos, ask students to identify other resources: websites, blogs, dictionaries, textbooks, newspapers, journal articles,

Student Book

p. 82-87

– Anticipate subject matter from familiar words or phrases. – Point out information about key events. – Ask questions to differentiate main ideas from secondary ideas. – Recognize order and meaning of a text. – Write a short report, based on a model. – Determine verb tenses: simple past, past progressive, past perfect, past perfect progressive. – To know about history and appreciate it. databases, etc. Ask volunteers to add the resources list already written on the board and discuss their usefulness. Leaving the resource list from the previous activity on the board, draw three columns in the remaining space and write the following headings: Primary Resources, Secondary Resources, and Tertiary Resources. To recognize text organization, explain that primary resources are original documents, for instance, the original Constitution of 1917 or a letter written by a participant in an event. Elicit whether a biography would be considered primary or secondary; discuss the difference between an autobiography and a biography to establish that a biography would be a secondary resource. Explain that tertiary resources give a general overview of something; some examples are encyclopedias. Then elicit where they would put a magazine with an article about a historical event. To further build up the concept, elicit how they would classify the following: an archaeological site (primary), a history textbook (secondary), a guidebook (tertiary), a video of an event (primary). Then have students classify the resources on the board and add more examples, for example, multimedia, web pages, timelines and other graphic organizers, etc. Point out that multimedia and web pages may have all three types of resources.

Stage 2: I build 2 Read this extract from an encyclopedia and answer the questions. Draw a large cloud on the board; inside write the following words: Spanish, English, French, North America, New World, colony, settlement. Have students work in pairs to predict what the text will be about. Explain that a colony is an area under political control of another country (for example, New Spain was a Spanish colony), and a settlement is a new community. To predict content based on graphic and textual components, elicit the graphic components one commonly finds in encyclopedias or websites, for

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instance, photographs of original documents, maps, illustrations, photographs, videos, etc., and write them on the board. Have students look quickly at the text on pages 82-83 and ask volunteers to go to the board and circle the graphic components found in that article. Encourage them to count the colonies on the map (thirteen) and to discuss the differences between the two settlements illustrated on page 83. Encourage them to notice the difference in the years indicated by the timeline and elicit what the zigzag break indicates (separation of the two centuries). To read history texts, divide the class into groups of four and have them take turns reading each of the paragraphs from the encyclopedia extract out loud. Have students read the extract silently and make a list of eight unknown words; then have the four students work together to come up with a single list of eight words. Then, to identify new terms and broaden vocabulary, encourage them to look for those words in the Glossary on page 161. Finally, to ask questions that differentiate main ideas from secondary ideas, have students look at the questions on page 83 and answer them individually and then compare their answers in their groups. Monitor and check.

Answers: 1 The settlement of the New World; 2 No, just the main ideas; 3 Colonization and Conflict; 4 a map, a picture – they help visualize the information.

Classroom Management: Selective dictionary use encourages intelligent reading for the main idea. Being selective about the number of words that are looked up in the dictionary encourages students to focus on deriving the meaning from the context, using cognates, and learning when an intelligent guess is preferable. Cultural Note Colonial settlers came to North America for many reasons. Some came for religious freedom. Some came to make money. They settled into thirteen colonies, areas that are now the states known as New York, New Jersey, Pennsylvania, Virginia, North Carolina, South Carolina, Massachusetts, New Hampshire, Maryland, Georgia, Connecticut, Rhode Island, and Delaware, and they were ruled by the King of England. In the early days of the colonial period, the settlers did not know how to live in the wilderness, and they faced many hardships. Many of the first settlers became

sick and all were hungry. In time, the colonists learned how to live in the New World - through trial and error and the help of some of the more friendly Native American tribes. By the 1700s, small cities and towns were well established, and each colony developed their own customs and lifestyles.

Lead-in

Class

Encourage students to be explorers themselves, just as Christopher Columbus was an explorer. Divide the class into seven groups and assign each a continent (Asia, Africa, North America, Antarctica, Europe, Australia, and South America). Ask groups to brainstorm their continent’s most notable characteristics, the wildlife that inhabits it and what people can explore today on these seven continents: Mount Everest, the Nile River, the Amazon River, kangaroos, zebras, bears, etc. If time permits, ask groups to share their ideas with the class.

Stage 3: I think 3 Read the text in Activity 2 again and match the main ideas to each paragraph. To identify subject matter and intended audience, ask the class to recall what the extract from the encyclopedia was about and elicit the answer Colonization and Conflict, and explain that this is the topic (or theme). Ask students to go back to page 82 in their Student Books and to number each of the four paragraphs 1 through 4. Have students work in the same groups as the day before and match the main ideas to the most appropriate paragraph. Check answers as a class by nominating four individual students from different groups to reveal their responses. Answers: Paragraph 1: b; Paragraph 2: c; Paragraph 3: a; Paragraph 4: d 4 Complete the organizer with information from the article in Activity 2. Elicit the type of organizer found in the encyclopedia (a timeline), and whether this is a primary, secondary, or tertiary resource (tertiary). Draw the graphic organizer on the board with the missing information. Ask students to work in groups of three to complete the graphic organizer using the information from Activity 2. For weaker classes, consider having students underline the information in the encyclopedia and provide clues by pointing out that the topic of the article was mentioned in Activity 2 and the main ideas of each paragraph were also discussed in Activity 4. The supporting details in the last row of the

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graphic organizer can be found in the actual article itself. After students have had a reasonable amount of time to complete the organizer, ask for volunteers to go to the board to fill in the missing information so that answers may be reviewed as a class.

Answers: Colonization and Conflict; Conflicts in North America; England, France, Sweden; North America; War; Thirteen English colonies Alternative Activity: Have students highlight the supporting details, using different colors. Time: 5 minutes

Classroom Management: Identifying the main idea and supporting details is an important part of reading comprehension. The main idea is the central point an author is trying to make, and, in a longer piece of writing, each paragraph will have one main idea. Supporting details are sentences that support the main idea; they give additional information or examples. Encourage students to think of the main idea as a heading or title for that particular paragraph. 5 Read the sentences and circle T for True or F for False. Draw three other graphic organizers on the board: a Venn diagram, a timeline, and a table with three columns. Elicit which organizer best represents the main idea and supporting details (the one already on the board – from the Student Book), to make sure that students have grasped the idea of hierarchies. Ask students whether the details can be switched from one main idea to another, to elicit that they support a specific idea. Have students answer the statements and then share their answers with a partner. Nominate a student to read the first statement out loud to the class and provide the answer. Discuss each answer. Example, if the topic does not tell us the category of the information, what does it tell us? (Answer: the subject or theme). Continue nominating and discussing responses until each of the five questions have been answered. Answers: 1 F; 2 T; 3 T; 4 T; 5 F

Lead-in

Class

Ask students to take out a sheet of notebook paper. Instruct them to write their names in the upper corner of it and to write the opener Yesterday was a bad day

because … Allow them one minute to write as much as they can to elaborate on this statement. When the minute is up, say, Stop and pass. It doesn’t matter if the student is mid-word, they must stop and pass their story on to the student on their left, who then picks up where they left off and they too, will receive a new story to continue. Every minute, or 30 seconds for a shorter lead-in, instruct students to stop and pass. By the end of the lead-in, students should receive their original paper with their name written on it and an interesting story. Ask some volunteers to read their stories out loud to the class. This is an interactive writing activity that will get students thinking for the next activity in a fun and creative way.

6 Look at the past events. Match them to the events that had happened earlier. Draw a timeline on the board, indicating past, present, and future. Give an example of an event: There was a tsunami in Japan, and have a volunteer mark the event on the timeline with an X. Then tell students: There had been an earthquake. Elicit whether this happened before or after the tsunami (for example, thirty minutes before). Again, have a volunteer indicate it on the timeline. Point out that there are now two actions on the timeline; elicit which happened first. To read history events, have students read events 1 through 5; they are all about events during the colonization of North America but are not necessarily related. Explain that the events in the right-hand column all took place before one of the events in the left-hand column. Now ask students, individually, to match the events that are related, then get together with a classmate and compare and discuss their answers. To anticipate subject matter from familiar words or phrases, have five pairs draw small timelines on the board and mark their sentences on them, above the two Xs (for instance, indicating 1 and b). Have the rest of the class discuss their answers, making sure that the concept of one action occurring before the other is clear. Answers: 1 b; 2 c; 3 a, 4 d, 5 e 7 Match the sentences to the corresponding diagram. To point out information about key events and determine verb tenses, have students use the information on the board as a guide in order to match the sentences with the corresponding diagram. Students work in pairs to decide the correct responses and then check their answers with another pair. Have volunteers go to the board, draw the diagrams and write the corresponding sentences. Answers: 1 past simple; 2 past perfect; 3 past perfect

progressive

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8 Complete the rules. Have other volunteers go to the board, underline the auxiliaries, and circle the main verbs in the sentences. Have students work in groups of three to complete the rules. Draw a table with three columns with the following headings: past, past participle, and -ing, and have students copy it; then dictate a series of five or six verbs so that students write the appropriate form of the verb in each column. Be sure to include some with spelling changes in the -ing form. Finally, have students add more examples for each columns from the Verb List on page 181. Answers: 1 past simple, irregular; 2 past perfect, had;

3 past perfect progressive, been

Stage 4: I practice 9 Cross out the sentence that is not related to the main idea and match each paragraph to the illustrations. To anticipate subject matter from familiar words and phrases, tell students that you are going to read a paragraph, and you are going to include a mistake. Ask them to close their eyes and listen. To recognize order and meaning of a text, read the following (adapted from Activity 3): The Spanish were among the first Europeans to explore the New World. By the late 1500s, Spain’s American colonies made it the richest country in Europe. At the same time, people from other European nations such as England, France, and Sweden began to claim land, too. Neil Armstrong was the first man on the moon. These first colonies in North America were established along the Atlantic Coast. Elicit the sentence that does not belong (Neil Armstrong was the first man on the moon). Have students open their Student Books to page 86 and, individually, read the three paragraphs, marking the sentence that is not related to the main idea, and then get together with a classmate and check if they agree. Monitor and check. Refer students to the Glossary on page 161 to clarify the meaning of words. Cultural Note Peter Minuet bought the island of Manhattan from the local Indians in 1626 in exchange for beads and trinkets. The Dutch handed it over to the British in 1674.

Answers: 1 Farming was difficult in isolated areas. 2 Colonists rebelled against British rule. 3 Marco Polo traveled around China.

Alternative Activity: Ask students to work in pairs and write a paragraph of their own about a historical event and then add an unrelated sentence. Have them exchange their paragraphs with another pair and identify the sentence that is not related to the main idea. Time: 10 minutes 15

10 Listen and check your answers.

Play audio CD so students can check their answers.

11 Complete the sentences with the past simple, the past participle, or the -ing form of the verb. Have students work in pairs and quiz each other on past, past participle, and -ing forms of regular and irregular verbs, using the Verb List on page 181. Elicit that the past participle and the -ing form go after auxiliaries, but the past simple does not have any auxiliaries. Have students open their Student Books to page 86 and complete the sentences. Monitor and check. Answers: 1 established; 2 built; 3 living; 4 disappeared

Cultural Note Spanish missionaries established the town of St. Augustine in what is now Florida, in 1565. In 1587, about 100 English people arrived on the island of Roanoke. Their leader, John White, sailed to England for supplies. When he returned, the colonists had disappeared. No one ever found them or heard from the again. Some people think they were kidnapped by pirates, and others speculate that they moved in with Indians. The mystery of what happened to the settlers continues to this day.

Lead-in

Class

Divide the class into small groups of three or four. Ask students to take out a sheet of paper and write a main idea and one or two supporting details. Tell them that the main idea can by any historical event. Once they decide on a main idea they must write at least one supporting detail. Have students work in groups of four and take turns telling their supporting detail(s) to their classmates so they try to guess what the main idea is.

12 Read the information in the organizer. Underline the supporting details. Write three supporting details from the graphic organizer in Activity 5 on the left hand of the board; and the two main ideas on the right. Have students match them and identify the “odd one out.”

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Instruct students to open their Student Books to page 87 and look at the topic and images. Have students suggest what they think the images represent. Then ask them to read the supporting details below (third tier of the graphic organizer) and elicit whether the supporting details made them change their ideas about the images. Remind them that supporting details give more information and explanations. Again, elicit what the images represent, and have them circle the supporting details. Point out that they are in the third tier because they are not as important as the main ideas.

Answer: American Indians trapped animals with fur.

The French sold the fur to Europeans to make hats and coats. The fur traders helped the Huron tribe fight their enemies. La Salle claimed the Mississippi and the land around it for France. He called it Louisiana after King Louis XVI.

13 Label the organizer with the main ideas. Now ask students to use the titles to label the organizer’s main ideas: Indian wars, Louisiana, and The fur business. Add that they should work individually and use the images to help them decide where each main idea belongs. Check answers as a class. Answers: (from left to right) The fur business, Indian wars, Louisiana Cultural Note In the 1600s, France claimed land in present-day Canada and named it New France. Few settlers lived there because the weather was so cold; however, fur was an important business. American Indians traded the fur of the animals they hunted and trapped for things like pots and cloth. The French were partners with the Huron and Algonquin tribes, who were at war with other Indian tribes. In 1673 a missionary named Marquette and an explorer named Joliette traveled by canoe down the Mississippi River. In 1682 another explorer named La Salle claimed the Mississippi and all the land around it for France. By the 1750s, the French had built a series of forts to protect their fur trade with the Indians, but the English wanted to settle on that land. In 1763, France lost the French and Indian War, and New France became part of Britain.

Stage 5: I can 14 What is the topic of the information in Activity 12? Label the organizer. Ask students to open their Student Books to page 83, and ask them to silently read the first paragraph (check layout), elicit the two countries with the largest presence in North America (England and France). Tell students that Mexico was called New Spain, to elicit the name of France’s territory: New France. Have students write the topic in the box at the top of the organizers. Answer: New France 15 Write a short report about New Spain. Use the text in Activity 2 as a model. Have students look at the two organizers, the one on page 84 and the one on page 87. Explain that now they are going to write their own report about New Spain. To write a short report based on a model, ask students to work in pairs and draw a graphic organizer and decide on two main ideas they want to include, and then add two supporting details to each idea. Then have two pairs get together and share their ideas. Finally, have each pair write two paragraphs about New Spain. Remind them that each paragraph must be about a main idea supported by details. Have them read their report to another pair. 16 Do you think it is important to know the history of other countries? How does learning about history help us understand other cultures? To know about history and appreciate it, ask students to work in groups of three and have them discuss the questions. If you have time, discuss the answers with them and their different points of view.

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Unit 3

Lesson 4

Performance Indicators: – Identify chronological order. – Compose simple and complex sentences paraphrasing main ideas. – Complete flow charts with information that broadens main ideas. – Rewrite sentences to include information that broadens main ideas. – Emphasize and clarify ideas in a text. – Determine the order of key events in a timeline. – Identify chronological order. – Determine the key order of events in a timeline.

Lead-in

Class

Student Book

p. 88-93

– Group sentences which give similar information to form paragraphs. – Read to revise punctuation and spelling conventions. – Add, remove, change and /or reorganize information. – Adjust language in accordance to the intended audience and purpose. – Write a final version. – Generate unity, harmony, and rejection of prejudice. Materials: – Reader, Audio CD – Sticky notes Cultural Note

Pop Quiz! Find out what students are seeing in their history class (or ask them to bring in the questions) and give a pop quiz – in English! Have students work in groups of three or four; call out questions (True / False, names, places, dates) and give each group 30-60 seconds to discuss the answer, and then raise their hands if they know the correct answer. Encourage as many students as possible to participate.

The Battle of Puebla took place on May 5th, 1862. Many countries, including the United States, use this holiday to celebrate Mexican heritage and culture. Several US cities hold parades to celebrate this day and consider it a day to celebrate Mexico and US friendship and an opportunity to learn more about Mexican culture. In the US, the Civil War took place from 1861-1865.

Stage 1: I know

Answers may vary.

1 Organize the events on the timeline. Say what you know about each one. Ask students to open their Student Books to page 88. Write the phrase The History of Mexico on the board and draw a timeline underneath. Divide students into pairs and have them discuss which events are represented and then place the events on the timeline, identifying the chronological order of the events. Ask volunteers to write each event in the correct place in the timeline on the board. If necessary, provide leading statements such as: If the 100th anniversary of the Mexican Revolution was just celebrated in 2010, then it must have happened in… (Answer: 1910) And if the 200th anniversary of the Mexican Independence was celebrated at the same time, then it must have happened in … (Answer: 1810). Continue with the conquest of Mexico and the Battle of Puebla. Elicit other famous historical events and write them on the timeline. Have students use their timelines to elaborate on each of the events. Ask students to keep a list of facts that they can remember and compare their list with another student pair to share even more information. After discussing the events relating to Mexican History, ask students to mention a few facts about US History during this same time period.

Stage 2: I build Reader

The Silver Flash Drive

p. 72-81

To identify subject matter and intended audience, draw a word cloud on the board and write the following words inside: slavery, Northern States, Southern States, cotton, industry, battle to elicit the topic: the United States’ Civil War. Read the title from the text in the Reader out loud: The Silver Flash Drive and have students predict what the text is about. Elicit their answers (the text may be about using resources for a school assignment, the flash drive may get lost, or damaged, etc.) and instruct students to open their Readers to page 72. Encourage them to do a picture walk through the pages of Chapter 6 to help them predict the story’s content based on graphic and text components. Ask students if they think it is a realistic story, a science fiction story, a horror story, or a mystery. Elicit who the people in the illustrations are (a teacher and three of her students), what school subject they are talking about (history) and why, etc.

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Modeled reading: Read pages 72-75 out loud, using appropriate inflection, pauses, and tone. At the end of each page, ask questions so that students search for the answers in the text, for instance, What is the name of the teacher? What is the topic of the project? Can they use maps? This will help students recognize the details in a text. Shared reading: Ask students to work in pairs and take turns reading the last few pages out loud to each other. Encourage them to identify new terms to broaden vocabulary by underlining unknown words in the text and using the Glossary on page 85 in the Reader to define them. When they have finished reading, have students explain how the story ended and discuss the title: The Silver Flash Drive. Encourage discussion of types of prejudice (gender, ethnic, racial) and how it can be rejected. Have students turn to page 82 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions aloud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.

Cultural Note Initially, all thirteen colonies allowed slavery, but it was more common in the South. Gradually, more and more northern states made slavery illegal. However, in the South, agriculture was an important business and huge plantations had many enslaved workers. Abolitionists were against slavery, and in the 1850s they began to set up a series of escape routes for slaves in the South. These secret routes were called the Underground Railroad. This made some southerners very angry and by 1860, they wanted to leave the Union to defend their way of life. The North wanted to keep the Union together. In 1860, Lincoln was the only presidential candidate against slavery. When he won the elections, eleven southern states formed the Confederacy. The Civil War began when the Confederates attacked Fort Sumter on April 12th, 1861. In 1863, Lincoln made the Emancipation Proclamation, freeing enslaved people. In 1865, the Confederates surrendered and the Civil War was finally over. The end of slavery was not the end of inequality. African Americans could not use many of the civil rights guaranteed by the US Constitution, and in many public places people were separated by race. In the 1950s and 60s, Martin Luther King led many non-violent protests and, finally, in 1964, the Civil Rights Act made segregation illegal.

2 Listen to Mrs. Bishop and number the illustrations. Have students open their Student Books to page 88, and elicit what historical points the images are illustrating. Encourage them to describe them in as much detail as possible. The images are: Abraham Lincoln, the battle at Fort Sumter, and the North vs. the South. Ask students what they know about slavery. They should recall some information from the Reader which they saw during the last lesson. Elicit the general idea about what slavery is and where slavery was prominent during the 1800s. (Answer: slavery is the practice of treating people like property and forcing them to work; slavery was prominent in the southern states of the United States during the 1800s). Inform students that they will be listening to a recording of the teacher, Mrs. Bishop, giving her introduction to the American Civil War and explain that they must number the illustrations in the order that they hear them. 16

Answers: 1 the North vs. the South; 2 Abraham Lincoln; 3 Fort Sumter

Lead-in

Class

Ask students to make a timeline of their life, showing five or six important dates. This is personalized and can be used later on in the lesson to reinforce material if necessary. 16 3 Complete Paul’s notes on Mrs. Bishop’s presentation. Draw a T chart on the board, write North on the left side and South on the right side. Have volunteers go to the board and write information under each heading. For example, under North: worked in factories, supported Abraham Lincoln, anti-slavery, etc., and under South: owned plantations, pro-slavery, opposed Abraham Lincoln, seceded from the Union, etc. Remind students that Mrs. Bishop asked her students to take notes, but they are incomplete. Ask them to listen and complete Paul’s notes on Mrs. Bishop’s presentation. Play the recording of Mrs. Bishop’s explanation of the Civil War again so that students complete the information in Paul’s notes. Have students check answers with a partner when they are finished. Check answers as a class.

Answers: Civil War; urban areas; large cotton plantations; elected; states decided to; battles 4 Read Pete’s report and answer the questions. Before reading the text as a class, inform students to listen for the main idea of the report. Ask for volunteers to take turns reading paragraphs from the text out loud to

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the class. When students have finished reading, elicit that the main idea of the text is the end of slavery. Ask students to circle the dates in the text and to calculate how long the American Civil War lasted using the circled information (Answer: four years, 1861-1865).

Answers: 1 The end of slavery; 2 1800s, 1860,

April 12th, 1861, 1865

Stage 3: I think 5 Complete the timeline in the Worksheets section on page 178. To identify chronological order and determine the key order of events in a timeline, ask students to write the dates they circled on the timeline on page 178. Make sure they write them in sequence. Then have them work in pairs and complete the information. Answers: 4, 2, 5, 1, 3 6 Where did these things happen? Circle North or South. Then underline the word that expresses how often they happened. Ask students to recall the T chart and instruct them to try to identify the five statements as either pertaining to the North or the South. Once they have made their guesses, have them work with a partner and use the information from the text in Activity 5 to check their answers. After identifying where these statements refer to, ask students to underline the word that tells us how frequently they happened. Refer them to the Glossary on page 161 to clarify the meanings. Then, ask them to circle the verbs and identify the position of the frequency adverbs: before the verb, with the exception of sometimes, which can go at the beginning of the sentence. Answers: 1 South (rarely); 2 North (almost always);

3 South (occasionally); 4 North (sometimes); 5 North (often)

7 Complete the table with the underlined words from Activity 6. Recreate the graphic organizer for frequency adverbs from Activity 8 on the board. Explain that it represents a scale, or spectrum, of frequency. Begin by analyzing the opposite ends of the spectrum: from 100% to 0%. Write always and never at the two extremes. Explain that the remaining adverbs of frequency exist to provide a more moderate estimation of events / preferences. Decide as a class where the adverbs of frequency from Activity 6 belong on the graphic organizer and write them in their appropriate place on the board. Ensure that students write the correct answers in the Student Books.

Dictate the following adverbs: always, almost always, usually, occasionally, sometimes, and have students match them to their opposites.

Answers: almost always, often, sometimes, occasionally, rarely

emember Next class each student will need a sticky note.

Lead-in

Class

Have students work in groups of ten. Write the nine adverbs of frequency as a list on the left side of the board: always, almost always, usually, often, sometimes, occasionally, rarely, hardly ever and never; and instruct each student to choose one and write it on their sticky note without showing the word to their neighbor. When you give the signal, students should switch notes with their neighbor and without looking at the word, attach the sticky note to their foreheads. Now instruct the class to stand up and walk around the classroom. Classmates can give this person clues to help them guess their adverb of frequency. Possible strategies for revealing clues might include: revealing its percentage of frequency according to the scale they saw last class (100%), using synonyms or sentences with similar meanings (I watch TV every day), etc.

8 Complete the sentences. Instruct students to return to their desks with their sticky note and open their Student Books to page 91. Have students complete the sentences individually and compare their answers with a partner. Check answers as a class.

Answers: 1 frequently; 2 before, beginning 9 Match the ideas or events that are related. Circle the verbs. Again, asking students to work individually, instruct the class to read the eight ideas shown in Activity 9 and to match them together to create four pairs of statements that correlate with one another. Do the first one together as a class as an example. Instruct students to continue matching the remaining statements together. Once they have completed the first task, instruct them to circle the verbs in each of the eight statements individually and to compare their answers with a partner. Answers: 1 c; 2 b; 3 d; 4 a; were working, won, fired, surrendered, ended, left, dreamed, and started

10 Match the sentences to the corresponding diagram and answer the question. Draw a vertical line down the center of the board. Write the

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phrase simple past on one side and past progressive on the other. Ask students to recall when we use the simple past. Elicit the answer for events started in the past and finished at a specific time in the past and elicit an example. Now explain that we use the past progressive tense to talk about an activity that lasted a certain amount of time in the past and provide an example (I was getting ready from 7 to 8 this morning). Compare the two examples; waking up is instantaneous because you are asleep one minute and are conscious the next. Getting ready requires several actions (showering, getting dressed, brushing your hair, eating breakfast, brushing your teeth, packing your bag, etc.) which take more time to complete. Have students match the sentences to the diagrams. Check answers as a class.

Answers: 1 b; 2 a; the first sentence in the past progressive talks about a longer action. 11 Check ( ) the sentence that has two ideas or events. Circle the connector. Have students select the three sentences that have two ideas or events. Write the two sentences (Lincoln gave his speech. He did not think many people would remember it.), one above the other to indicate that both happened simultaneously; draw a timeline below to emphasize the fact that both things happened on November 19th, 1863. Begin by elaborating that when is used here as a connector that shows time and sequence. As one event was happening, so was another simultaneously and when is the best connector to show two events occurring simultaneously. Emphasize this point by rewording the sentence to say, Lincoln gave his speech and he did not think many people would remember it. Draw attention to how this sentence shows that the two events occurred one after the other. Have students look at the sentence Lincoln wrote the speech while he was traveling on the train and elicit that traveling on the train took longer than writing the speech. Point out the use of the connector while when a longer event is interrupted by a shorter one. Elicit other pairs of historical events that could have happened on the same day, for instance, When the French attacked Puebla, they did not think they would be defeated. Answer: ( ) When he gave his speech, he did not think many people would remember it; when

Cultural Note The Gettysburg Address was given on November 19th, 1863, at the dedication of the Soldiers’ National Cemetery at Gettysburg, Pennsylvania. It only has ten sentences and lasted two minutes; however, Lincoln’s speech has come to be regarded as one of the greatest

in United States history, along with Kennedy’s Ask not what your country can do for you but what you can do for your country Inaugural Address in 1961, or the I Have a Dream speech by Martin Luther King Jr. According to popular myth, Lincoln wrote it on the back of an envelope while riding on the train to Gettysburg. Some of the terms used in this speech are: four score and seven (4 x 20 + 7 = 97), brought forth (created).

12 Read the sentences and underline the verbs. Then circle T for True and F for False. Students first identify the verbs in the sentences. There is more than one verb per sentence in the sentences that contain two events or ideas that happened simultaneously. Once all of the verbs have been identified and underlined, students should analyze the use of the connectors when and while in the sentences in order to answer the five statements below as true or false. Randomly nominate students to provide answers to the class and explain their choice. One of the best ways to learn something is to teach it, so allow students to defend their choices to the rest of the class to prove their answer. If time allows, correct the false statements so that they are true (3 – When indicates that one action happens at the same time as another. 4 – We always use a comma when the sentence begins with when or while). Answers: won, left, were fighting, looked after, ended, surrendered, surrendered, ended; 1 T; 2 T; 3 F; 4 F; 5 T 13 Complete the rules. Instruct students to work with a partner to complete the rules using the information learned in the previous activities. Check answers as a class.

Answers: 1 past continuous, was; 2 join, connectors

Stage 4: I practice 14 Unscramble the sentences. Write the numbers 1 through 4 down the right side of the board and assign four students the numbers 1 through 4. Provide adequate time to unscramble the sentences and then ask the four students to take turns going to the board to write their answer. Students compare their answers with the ones written on the board and decide as a class if they are correct or not. Answers: 1 Mrs. Bishop always has great ideas for learning history. 2 The students never get bored in her class. 3 Occasionally the class goes on field trips to find out more about the topics. 4 Mrs. Bishop almost always has the students give a presentation after the field trip. 15 Complete the sentences.

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Have students read the sentences and notice the connector; then have them complete the sentences with the correct form of the verb.

Answers: 1 sent; 2 invaded, was; 3 traveled, had 16 Use the events in the timeline to complete the chart. Have students open their Student Books to page 92 and first complete the years in the timeline and then use the information to complete the table. Answers: 1850s – Slaves often tried to escape. 1860 – he was against slavery. 1861 – Lincoln won the election. 1861 – Lincoln became president. 1861 – They elected their own president. 1861 – The confederates fired on Fort Sumter.

Lead-in

Class

Give each student a piece of paper. Ask them to write a random sentence in the past simple or past continuous tenses, for example, I was eating a peanut butter and jelly sandwich or I took a shower. Students then get up with their sentence and wander around the room until you say ‘Stop’. They should get together with whoever is closest to them and combine their sentence with their classmate’s sentence using when or while: I was eating a peanut butter and jelly sandwich while I took a shower. The combinations will most likely be silly but the idea is for them to practice the grammar in a fun and engaging way.

17 Write sentences using when to join the two events from the sentences in Activity 16. Ask students to combine the sentences in the table in Activity 16. Instruct students to work with a classmate to match the two clauses and to place the connector when in the most appropriate place, using commas where necessary. Ask for volunteers to go to the board to write their answers so that the rest of the class can compare. Answers: 1 A slave would often try to escape when

they heard they were going to be sold. 2 When Lincoln became a candidate, he was against slavery. 3 The Civil war began when the Confederates fired cannons at Fort Sumter. 4 These states left the union when Lincoln won the election. 5 The CSA was formed when they elected their own president. 6 The CSA was formed when some states left the union.

Stage 5: I can 18 These sentences are about two different events. Group them and put them in the correct order. Students must first determine the two topics. Ask

leading questions such as: Which two locations are mentioned in the sentences? Elicit Mexico and Roanoke Island. Divide the board into two columns by drawing a vertical line down the center of the board. Write the title Mexico in the right column and the title Roanoke Island on the left side. Nominate students to take turns going to the board to write the sentences in the column where they belong (ordering them by sequence of events is not important yet). Once the class agrees on the appropriate grouping, they should order the events in the sequence they occurred by writing the numbers 1 through 3 next to each sentence. The idea is to group sentences which give similar information to form paragraphs for the next activity.

Answers: Mexico – 1 The French invaded Mexico when Benito Juarez was President of Mexico. 2 Napoleon III sent troops to Mexico. 3 Maximilian of Hapsburg traveled to Mexico when … ; Roanoke Island – 1 In 1585, a group of English settlers arrived on Roanoke Island, but they soon returned to England. 2 A second group of settlers arrived on Roanoke Island in 1587. Later that same year, John White returned to England for supplies. 3 When John White returned to Roanoke three years later with the supplies, he discovered that the settlers had vanished. To this day, no one knows what happened to them. 19 Use the sentences in Activity 18 to write a paragraph with one main idea and three secondary ideas. Divide the class into two groups. Assign the first group to write a paragraph using the information provided in the previous exercise about the French invasion of Mexico. Assign the second group to write a paragraph about the missing settlers of Roanoke Island. Instruct them to write the main idea followed by supporting details. Encourage them to join some of the ideas using the connectors when or while and to add, remove, change, and / or reorganize information. When they have finished writing, they should switch with someone from the same assigned group so that they can read to revise punctuation and spelling conventions. After making any necessary corrections, students should then write the final version and exchange their paragraphs with a student from the other group for reading. 20 Give your paragraph a title. Students should write a fitting title for their paragraph. They may choose to brainstorm possible titles with a partner but both groups should have several title suggestions (rather than just one for everyone). Share the different titles as a class and decide which ones are the best and why (for example, they are very descriptive; they generate an interest to read the paragraph, etc.)

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Unit 3

Product 2 Anthology of Historic Events Reports

Performance Indicators: – Choose a historic event. – Read the texts and select the information. – Choose a scheme to organize information.

Lead-in

Student Book

p. 94-95

– Write the report. – Edit the report to create the final version. – Agree on the design for an anthology. – Create an index. Class

Elicit what anthologies students are familiar with. An anthology is a collection of literary works which usually consists of poems, short stories, plays, songs, or excerpts. In this product, students will be creating an anthology of reports based on historical events. Explain to students that anthologies should have congruency, so it is important to choose a theme; however, this does not mean that each report should be about the same topic. It may also be advantageous to check with the history teacher to coordinate classes so that the anthology can relate to what they are currently learning in their history class. Elicit the components of an anthology: table of contents, the reports, and a bibliography.

Stage 1: I get ready 1 Make a list of historical events. Instruct students to open their Student Books to page 94. To choose a historic event, brainstorm topics as a class so students have a say in what they will do. Have them choose one of the topics or, if the class cannot decide, write the topics on pieces of paper, place them in a bowl or bag, and draw one randomly. Now that the class has the topic, they should create a suitable graphic organizer for the events. For example, if they choose Mexican History as their topic, a timeline is very appropriate, but if they choose Civil Wars as a topic, a timeline might not be as useful as a spidergram with pertinent civil wars (American Civil War, Spanish Civil War, Russian Civil War, Irish Civil War, Chinese Civil War, etc.). Make sure there are enough events, so that each group has a different one. To read texts and select information, schedule time in the computer lab or ask students to do their research at home and bring their information to school for the next class.

Stage 2: I plan 2 Work in groups. Share your list and choose one event. Divide the class into groups of three or four. Groups can then review the timeline / spidergram and choose one of the historic events. Groups should not repeat events so that each group can contribute a report about a different event. Encourage groups to “sign-up”, that is, write the event they chose on a sheet of paper that is passed around to each group, to avoid repetition or conflict. They should also indicate the event they chose in the Student Book. 3 Complete the table with information about the event. To choose a scheme to organize information, students, in their groups, must select the most important information they want to use for their report. Instruct them to begin by completing the organizer with the main ideas or events within their chosen historical event. For example, if students have chosen the Spanish Civil War, they might want to research the beginning of the war (who fought against who and why), the war itself (the major battles, victories, losses, etc.) and the end of the war (how victory was declared). Monitor and check, and explain that they will have to do research to find more details. 4 Decide on the graphic components you will include. As a group, students should decide on the visual material such as photographs, drawings, maps, diagrams, timelines and charts that they can add to their report. Ask students to decide which of these components they will include by completing the checklist in Activity 4. Establish a minimum of at least two or three graphic components so that students know what the minimum requirements are. Remind them that the graphic components should fit what they are presenting.

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5 What materials will you need? Make a list. Now that students know what information they want to convey they should consider the materials they will need to do so. Remind them that it is an anthology, and they should set a standard so that all the reports can all be put together in a class folder. Remind them that they need to include a bibliography, and they will also need to create an index or table of contents for the anthology.

Stage 4: All ready to share

Stage 3: I do

11 Put your reports together to create an anthology. If a timeline was created in the first warm-up the order of the reports should follow the timeline chronologically. If only a list of similar events was compiled in the warm up the class can consider arranging the reports chronologically, alphabetically, by region, etc. The class must, however, agree on the design for the anthology since it is a group effort. If a unanimous decision cannot be reached, the majority rules.

6 Decide who in your group will write about each idea. If there are three team members, each member should be responsible for writing one of the main paragraphs. Each member is also in charge of getting the appropriate graphic components. Have students write their names and the idea they will write about on page 95 in their Student Book. 7 Find out more details about your event. Add information to your notes. To write the report, students may need to search and select additional information from various sources such as information online, in the library, in magazines, newspapers, or any other source with relevant information.

Lead-in

Class

In an effort to animate students and get them personally involved in the product, bring some authentic material based on the chosen theme to the classroom to share with the students. Try bringing music that was created and played during the time period chosen, newspaper articles printed during that time, letters written by family members, product advertisements of the era, etc., items that will capture students’ attention and inspire them to write the events with real charisma.

8 Use your notes to write the report. Now that students have all the information they need, they should write the report. Remind them that the reports should flow (in chronological order) and should be visually appealing (using headings) and that it’s crucial to consider where it is suitable to include the graphic components in the report. 9 Edit the report and make any necessary changes. Rewrite your report and add the graphic components. To edit the report, students should use the checklist on page 95. Each team member can take turns reading the other members’ paragraphs and suggesting changes. This is also the time that teams should include the graphic components.

10 Present your report to another group. Assign groups, so that each group presents their report to another. Have them give feedback to the other group: What did they like most about the report? What would they have changed or done differently? Is the title appropriate?, etc.

12 Make an index. After deciding the order of the anthology, it is vital to create an index to guide readers through the events in the anthology. The index should include page numbers for each event, the title, and a list of authors (a list of students’ names). Have students create a cover page and back cover for the anthology for a more professional, finished appearance. 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 identity 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. Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so children:

– Can formulate questions in order to distinguish main from secondary ideas. – Can write simple and complex sentences. – Can link sentences in order to make paragraphs. – Can write a short report from a model. – Can corroborate spelling conventions and adjust language according to intended audience and purpose, to edit reports.

To formally assess this learning environment go to page 159.

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Realizes that language games are an enjoyable part of school activities

Is aware of the importance of language as a means to appreciate and know about history Reflects on the use of language as a means to create unity and reject prejudice Is respectful towards others’ work

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

Participates in language games to work with specific linguistic features

Reads and rewrites informative texts from a specific field

Global Assessment

NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.

Fill in each performance indicator using the abbreviations below

Learns to participate in language games with fellow classmates

GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

Sees language games as a means to promote patience when carrying out a task

Continuous Assessment LE 2

Continuous and Global Assessment Chart Continuous Assessment LE 1

VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

w Assessment Criteria

General Comments

Student's Name

All Ready! 3 Unit 3

Unit 4 Learning Environment 1: Familiar and Community Environment

Social Practice: Understand and incite oral exchanges regarding leisure situations. Specific Activities: Interpret and offer descriptions regarding unexpected situations in an oral exchange.

Learning Environment 2: Literary and Ludic Environment

Social Practice: Understand and express differences and similarities between cultural features from Mexico and English-speaking countries.

Product: Testimonial

Specific Activities: Read plays in order to compare attitudes and behaviors adopted by English-speaking and Mexican persons.

At the end of this environment students will:

Product: Performance

• learn different ways to improve my performance when I speak. • be able to clarify things in a conversation. • learn how to say things in a different ways. • use strategies to carry on conversations. • talk about something focusing on main ideas and details

At the end of this environment students will:

• learn strategies that help me understand better what I read and listen. • make and answer questions about the way someone behave. • understand what people say without words (nonverbal communication). • read a short play.

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Unit 4

Lesson 1

Performance Indicators: – Identify subject matter, purpose, and intended audience. – Listen to descriptions of unexpected situations (e.g. during cultural or sporting events, etc.) – Determine the place where an exchange occurs. – Distinguish attitudes and emotions. – Establish the speakers’ profiles (e.g. occupation, age, status, etcetera). – Use follow-up questions.

Lead-in

Class

Tell students you will play a game called Simon Says. Explain that you will establish a relation between some words and some actions and that, whatever action you perform, students have to do only as you say. The words and actions are: carnival - students do some dance moves; bullfighting - students place their hand on the heads like a bull; snow sculpture - students pretend to be working on a sculpture. Have students practice a couple times. Then tell them it’s time to do as Simon Says. Say: Simon says bullfight! And put your hands over your head. Repeat a couple times the words with the correct actions, and then start doing a different action from the one you say. For example, say: Simon says bullfight! And do some dance moves instead. See how many students can do as you say without following the incorrect action. This exercise routine will energize students and introduce some of the settings which will be seen on the Reader.

Stage 1: I know 1 Match the event to the country. Have students open their Student Books to page 98. Ask students to analyze the pictures on the left (Rio’s Carnival in Brazil, Saint Fermin’s Celebration in Spain, and Sapporo’s Winter Festival in Japan). Ask: Do you know what these events are? Where are they taking place? Are there any similar events in your country? From the events shown in the Student Book, which one would you like to go to? Try to elicit as much information as you can from the students to incite conversation. Explore their ideas about unexpected situations. Ask: What do you think about unexpected situations? What are they? What unexpected situation could happen regarding the events portayed in these pictures? Answers: 1 c; 2 b; 3 a

Student Book

p. 98-103

– Distinguish and use adjectives and adverbs to describe unexpected situations. – Recognize ways to describe an unexpected situation. – Identify main ideas and information that enhances them. – Compose sentences to describe unexpected situations. Materials: – Reader, Audio CD

Reader

T ravel World

p. 85–94

To anticipate the central sense and the main ideas of the reading, write festival on the board and elicit from the students what it means. Encourage them to share personal experiences. Ask: Which festivals are popular in your city? Which festivals are popular in your country? Which is the most popular one? Do you go every year? What is the festival’s main attraction? Ask them to include some details and to describe the general aspects of the festivals. Have students open their Readers to page 85. Ask them to leaf through the chapter to anticipate subject, purpose, and intended audience. Ask them to take a look at the pictures. What kind of text is this? They will surely recognize the webpage format. Elicit which kind of website it is (a travel agency site) and what it is offering. Then, ask students to focus on the titles and the subtitles, have them speculate what the reading will be about. Elicit: Who is this website intended for? Have you ever used such a service? Has someone in your family or a friend ever bought a travel package from an internet site? What are the pros and what are the cons? Lead a brief pre-reading activity to clarify the meaning of words. Divide the class in three groups and assign a set of words each. These sets of words correspond to different parts of the text. Ask students to look up any unknown words in the Glossary on page 96. After a couple minutes, each group shares their findings with the rest of the class. Set of words for group one is: snowboard, dome, statue, mazes, highlights. Set of words for group two: Lent, float, bleacher, parade. Set of words for group three: fireworks, bullfight, barricad course, pen. Have a volunteer read the first part of the website related to Sapporo’s snow festival. Ask a few comprehension questions like: What type of event is the Snow Festival? What is the Odori Site? What is the Tsudome Site?

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Then students read about the Carnival in Rio de Janeiro, in the same way they read about The Snow Festival. It is important to check how much they understood when they finish. Ask: How long does the Carnival last? Where do the main parades take place? How many days do the parades last? Repeat procedure with Saint Fermin's Festival. Lead a brief discussion about the festivals. Ask: What do you think about these festivals? Which is the most interesting? Which would you like to go to? Why? Also, ask students to describe the surroundings of each festival: What can you see in the pictures? What kind of scenes are shown? Encourage detailed descriptions of these places and ask for descriptions of local places (their surroundings) where local festivals are carried out. Then, have students individually read the customers’ opinions on page 94. Instruct students to identify which are the positive comments and which are the negative ones. Ask them to identify the main idea in each opinion and which part, if any, explains and gives examples of the experience. Have students turn to page 95 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and 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 out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide.

Cultural Note For most language learners, being present in a language classroom is mainly about learning how to speak and understand a language. As teachers we are aware that communication in any language involves more than linguistic skills. Languages exist within cultures and reflect beliefs and world views. Language is intertwined with culture. So, learning a new language should be an occasion to reflect on different cultures and ways of experiencing life, and learning other non-verbal skills that will help us communicate. Remember that learning English is an opportunity for students to learn about different surroundings and different cultures. A positive approach to languages and their cultures will promote confidence and assertiveness in the use of English language. Also, remember to always encourage respect for other people as you bring up the different cultural topics in class.

Lead-in

Class

Play Hot Potato. In groups of four or five, have students toss a scrunched-up piece of paper to each other while naming different aspects of the festivals seen last class in the Reader. Set the timer to 30 seconds. The member of the group who’s holding the Hot Potato (paper ball) when the timer goes off, sits down. Continue with other categories until there is only one student left standing in each group.

Stage 2: I build 17 2 Listen to the conversation and check (3) the best option. Ask students: Has anyone ever won a prize? What kind of prize was it? Encourage students to share their experiences about winning prizes and explore the feelings these unexpected situations brought up. Have students open their Student Books to page 98. Tell them they will listen to a conversation of a radio program about a woman winning a trip. Discuss the odds for this kind of event to happen. The aim of this activity is for students to listen to a description of unexpected situations shared in an oral exchange. Read the questions below. Play the CD for a general understanding. Give a couple minutes for students to go through the questions. Then, play the CD for a second time and ask students to check the questions. Ask students to compare their answers with the person sitting next to them. Alternatively, have students listen again and look at the audioscript on page 186 of their Students Books to check their answers.

Answers: 1 a; 2 b; 3 a 17

3 Listen again and answer the questions.

Ask for a volunteer to read the four questions out loud. Have students think if they know the answers, and elicit what they might be. Play the CD. Have students listen to determine the place where the exchange takes place, the speakers attitudes and emotions, and their profile. Tell students it is always important to keep in mind who you are talking to in order to find the adequate speech register. Finally, focus on question number four. Ask: What is paraphrasing? Explain that paraphrasing or rephrasing is a very important skill that involves the ability to express ideas in different ways. It is also a good strategy to negotiate meaning in a conversation. By paraphrasing, the listener gets a chance to check comprehension of what’s been said. Provide the class with a few examples of paraphrasing.

Answers: 1 The man is a radio DJ and the woman is a radio listener. They are not related in any other way. 2 The woman is a secretary and the man is the DJ. 3 happy;

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4 Yes, almost at the end of the conversation: "So you think someone who likes snow or winter magic should go to this festival?"

Stage 3: I think 4 Read this extract from the conversation and circle the words that tell you it is in the past. This activity will help students recognize ways to describe unexpected situations. Remind students the use of past tenses to talk about experiences. Read the instructions and have a pair of volunteers read the dialogue. Ask students to work in pairs and circle the words they believe tell you that the text is in past (past verbs). Check answers as a class. Answers: DJ: did; Jane: went, was, saw, built, were, saw; DJ: did; Jane: went 5 Look at the words in bold in Activity 4 and answer the following questions. Read the instructions and draw students’ attention to the words in bold in the previous activity. Then ask students to answer the questions together with their partner. Ask: What kind of words are these? What are they used for? Direct students' attention to the need to formulate questions in order to understand a description. Answers: 1 In February; 2 Every day; 3 Seven days 6 Match the time phrases to their uses. Explain to students that adverbs are words that tell us the time when an event happened, as well as how long it lasted, and its frequency. Ask for a volunteer to read the instructions and then tell students to match the columns. Check answers as a class.

Answers: 1 c; 2 a; 3 b 7 Underline the correct options. Read the instructions and ask a volunteer to read the sentences out loud. Give students a few seconds to answer, and then check as a class.

Answers: 1 past; 2 regular and irregular; 3 when 8 Look at the adjectives Jane used to describe her experience at the Snow Festival. Circle T for True or F for False. Read the phrases. Ask students to analyze them and to tell you: What is different between each pair of adjectives? Help students realize that two of these adjectives are in the superlative form. Elicit from students what is an adjective. Remind them that adjectives are words used to modify a noun by

describing it. Clarify that a superlative adjective is one that expresses the greatest degree of a particular quality. For example, the superlative form of happy is happiest. So the funniest part means the part which is the most amusing or comical. To recognize ways to describe an unexpected situation, read the statements and tell students to answer True or False. Pay special attention to the second statement because it is a very common mistake for Spanish speakers to place the adjective after the noun.

Answers: 1 T; 2 F; 3 F; 4 T 9 Match the rules to the examples. Explain to students that they are going to analyze the different ways in which superlatives are formed. Read the instructions and have students read the sentences in the left-hand column. Explain that these are the rules to form a superlative. Go through the first one together as an example. Read: Two syllable adjectives ending in -y change to -ier or -iest. Ask: Which example in the right column matches this rule? The answer is: pretty changes to prettiest. Give students a couple of minutes to go though the rest of the sentences on their own and match the examples that correspond to each rule. Check answers as a class. Finally, explain to students that some adjectives have irregular superlative forms and cannot be formed according to any rule. These superlatives should be learned by heart. Write the following table on the board and ask students to copy it. Irregular adjective

Superlative form

good

best

bad

worst

many

most

Answers: 1 d; 2 b; 3 a; 4 c 10 Complete the sentences with words from the box. Ask students to read the sentences in Activity 10 and to work with a classmate to fill in the blanks, to distinguish and use adjectives and adverbs to describe unexpected situations. Quickly review the answers from Activity 8 and Activity 9 as a class. Instruct students to use the information from these two activities to help them answer the missing information. Once students have filled in the blanks, review the answers as a class by asking for volunteers to share their responses. Answers: 1 adjectives; 2 before; describing

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Lead-in

Class

Tell students they are going to play a word-association game. Elicit several adjectives from students and write them on the board. Get them started by providing some examples, like the adjectives mentioned in Activity 8 on page 100 (beautiful, magical, funny, warm). Ask students: What other adjectives can your students think of? Ask students to stand up in a circle. Pretend to be holding an imaginary ball; say an adjective and toss the ball to a student in the circle. The student who receives the ball must say a sentence using that adjective: It is a beautiful day. Then, the student chooses a new adjective and tosses the imaginary ball again to another student, and so on. Students continue tossing the ball and making adjective-noun associations. The only rule is that no noun or adjective can be repeated.

Alternative Activity: Instead of forming sentences with the adjective, you can ask students to provide its superlative form. Time: 5 minutes

Stage 4: I practice 11 Listen to the unexpected situation and answer the questions. Have students open their Student Books to page 101 and ask a volunteer to read the instructions. Remind students that when people tell stories about an unexpected situation they’ve experienced, the story becomes more interesting when enhanced with details, instead of going straight to the point. Instruct students to pay attention to the details in order to get a first general idea on the audio’s topic. Tell students to identify the main ideas and the information that enhances, exemplifies, or explains the unexpected experience. Have a volunteer read the two questions and, before playing the CD, explain the word stitches and the phrasal verb ran over, by miming them. Play the CD. Check answers as a class. 18

Answers: 1 a; 2 c; 3 a; 4 c 13 Complete Raul’s e-mail to his mom with words from the box. Write the verbs in the past tense. Direct students’ attention to the picture in Activity 13 and ask what the e-mail might be about. Have a volunteer read the e-mail with the blank spaces. Can students get the main idea without the missing verbs? Help students recognize a conversation of an unexpected experience. Ask students to practice describing the setting of an unexpected event by describing the setting of the running of the bulls. Next, have them complete the sentences by changing the verbs in the box into the past simple. Advise them to check the Verb List at the back of their books page 181 in case of doubt. Then, write on the board the list of verbs from the box and call out different students to write them in the past tense. Answers: arrived; ran; stepped; was; went; got. 14 Complete the organizer with the time phrases. Tell students to look at the table on page 102 and read the headings. This activity is intended to help students categorize time adverbs according to their function. Ask students to get in pairs and complete the organizer. Draw three columns on the board so that students can come to the front and write the answers. Choose one student per column. Do not copy all the information, just the required fields. Answers: 1 in 1985; 2 last month; 3 every year; 4 for 20 min; 5 all night 15 Write the time adverbs in chronological order. Read the instructions and then read the five adverbs of time with pauses. In pairs, ask students to write them in chronological order. Have a volunteer write them on the board so they can visualize the answers. Answers: last year; last week; yesterday; tomorrow;

Answers: 1 He was run over by a bull. 2 Answers

next year

12 Listen again and underline the correct option. Before you play the CD again, ask students to read the four questions and think if they know any of the answers. Ask them to share their ideas with the rest of the class. Play the CD. Ask students to go to page 186 of their Student Books and read the audioscript to check their answers.

Alternative Activity: Ask students to write a sentence that is true for each adverb. E.g., Last year I went to Chiapas. Last week we had an exam. Yesterday was Monday. Tomorrow will be Wednesday. Next year I will be in high school. You can also ask them to get in pairs, choose five adverbs and write a short story about an unexpected event. Time: 10 minutes

may vary. 18

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16 Match the adjectives to the nouns. Read the adjectives in the left column and mime their meanings. Read the instruction and ask students to do the activity in pairs. It should take little time to go through this activity. Select some students to provide the answers, and have them say the adjective and the noun. You can also ask them to mime the adjective.

Answers: 1What happened? 2 What did you do? 3 Who saw it? 4 Where did it happen? 5 What did you see?

Answers: 1 b; 2 c; 3 a; 4 d

Stage 5: I can

Lead-in

Class

Tell students to think of an extraordinary, unexpected thing that has happened to them and that they want to share with the class. Give a couple of possible examples, like: You come across your favorite football player in a mall. Ask students to write down on a sheet of paper some questions related to their unexpected situation using Wh-words. E.g., Who met Cuauhtémoc Blanco in a mall last year? Explain that this activity is intended to help them get better acquainted with their classmates, and appreciate credibility and objectivity in descriptions. Give them a couple of minutes and then ask students to fold their pieces of paper and to put them on top of your desk. Ask someone to go to the front and pick one paper. This student must read the questions and try to guess who wrote it. Repeat a few more times with different students. Promote the interchange of positive attitudes and constructive dialogues in your classroom. Finally, lead a brief class discussion on which was the most interesting story and why; and what elements help you know if a story is credible and objetive.

17 Write five of these adjectives in the superlative form to play Bingo. Ask students to open their Student Books to page 102. Read the list of adjectives and check everyone understands their meaning. Refer them to the Glossary on page 162 to clarify the meaning of any difficult words. Give students a couple of minutes to go through the list and think of the superlative form of each adjective. Remind students that in case of doubt they can check the rules to form a superlative in Activity 9 on page 100. Elicit the superlative forms orally. Then ask students to choose five adjectives and write them down in the superlative form on the lines. Then explain Bingo rules. You will randomly call the different adjectives and the first student to cross them all out, wins. Write the adjectives on the board to keep track. The game can be played a couple of times. 18 Unscramble the follow-up questions. This activity intends to reinforce students’ ability to formulate questions to understand a description. Have students turn to page 103 and elicit the first answer. Then, ask them to work in pairs and complete the rest of

the activity. Have students volunteer to go to the board and write the sentences. Check accuracy, spelling, and punctuation.

19 Complete Carmen’s testimonial about the carnival. Use the verbs in the box in past tense. Ask a student to read Carmen’s testimonial with the blank lines. Elicit the first answer. Point out that the verbs must be changed to the past tense. Students complete the testimonial in pairs and share their answers with the class. Ask students’ opinion about Carmen’s experience. Answers: won; started; finished; saw; was; danced; sang 20 Tell your friend about an unexpected situation. Complete these notes and use Carmen’s testimonial as a model. Give students a couple of minutes to brainstorm and make notes about the answers to the questions. Then, ask them to write sentences to describe an unexpected experience of their own using Carmen’s testimonial or any other testimonial found in this lesson, as an example. Instruct students to get in pairs and exchange their texts in order to proofread and then to discuss the experiences and get more details about them. Answers may vary.

21 Work in pairs. Share your unexpected situation. Use follow-up questions to get more information. Ask students to change partners and share the experience of their partner in the previous activity with the new one. Encourage students to produce descriptions of surprising situations spontaneously. Reinforce the importance of paraphrasing. Remind them to use follow-up questions, like the ones seen in Activity 18. 22 Is it easy or difficult for you to share personal information? Unexpected situations can be both positive or negative, so, depending on your students’ experiences and their personalities, some might have felt challenged by the previous activities. Give students some minutes to reflect on their feelings when sharing personal information with the class. Do not force participation at any time. This activity is intended to help students identify how they feel sharing information about their own lives and make them become aware about the need

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Unit 4

Lesson 2

Performance Indicators: – Identify subject matter, purpose, and intended audience. – Clarify meaning of words. – Determine sequence of enunciation. – Recognize strategies used to rephrase ideas, adjust volume and speed, and negotiate meaning. – Clarify of the lack of double negatives in English. – Include details to main ideas. – Recognize language formulae (greeting, courtesy, farewell expressions). – Rephrase ideas.

Lead-in

Class

Ask students to select one item from their backpacks that has some personal significance to them. Have them work in pairs with the person next to them. This activity is intended to promote constructive dialogues. Say: Share why this particular item you chose from your backpack is important to you. You have only one minute to do this and then it is the other student’s turn to talk about their item. Before they begin, explain the concept of speed sharing so it is clear how students should move. This is easier if the rows are numbered. Have the even rows move and the odd rows stay in their seats. The students at the back will have to move to the front. Every minute say: Mingle! This will be the code for them to change partners. Do this three or four times. Eventually, have students stay in the place they last were for the rest of the class.

Classroom Management: Speed sharing is a useful technique to have students share pieces of information with many different partners in little time. You need to organize students in two rows and have them face each other. The first row never moves, but the other one will move every couple minutes to allow students to share information with different classmates. It is a lot of fun and helps students communicate with more than one person, and it also makes them mingle with classmates other than their friends. Speed sharing can be done without any preparation and, in fact, where can be done in any situation you may want to mix students in the classroom.

Student Book

p. 104-109

– Compose sentences to describe unexpected situations. – Change direct speech into indirect speech and vice versa. – Produce descriptions of unexpected situations spontaneously. – Repair a failed conversation. – Maintain an exchange. Materials: – Reader, Audio CD – Photocopies of Aesop’s fable The Boy Who Cried Wolf

Stage 1: I know 1 What do you know about these Olympic sports? Explain how the Olympic Games help relations between countries. Ask students if they like watching sports on the TV and which ones they like best. There is a good chance that soccer will be at the top. Elicit which sports they watch. Ask: Do you enjoy figure skating or swimming? Do you like watching golf on television? Ask students to open their Student Books to page 104. Have them look at the pictures and tell what they know about each sport. Ask them: What do all these sports have in common? Focus students’ attention on the fact that they all are Olympic sports. Explore the topic asking different questions like: What are the Olympic Games? What’s their origin? What’s their objective? Which countries participate? Which are Olympic sports? Is there anything special they can remember about Mexico’s participation in different Olympic tournaments? Then ask students to get in groups of three and discuss how the Olympic Games help relations between countries. Instruct them to take notes. Give one minute to each group to share their conclusion with the rest of the class. Alternative Activity: Divide the class into two teams. Explain that you will give each team a piece of paper to make a comprehensive list of Olympic sports. This activity is carried out in silence and should be very quick. Explain to students they can’t communicate with each other. Each person has to write down the name of an Olympic sport as fast as they can and pass the piece of paper on to the next person. Students are not meant to read the list; they just need add their contribution as fast as possible. Tell them to expect a repetition, that’s no problem. Explain that not every known sport can be featured in these games; so, before starting the activity,

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give students one minute to think about the sport they will add to the list. At the end, check both lists, cross out repetitions and non-Olympic sports. The team with more correct answers wins. Time: 8 minutes Some of the best-known Olympic sports are: archery, artistic gymnastics, boxing, diving, judo, pentathlon, rhythmic gymnastics, rowing, rugby, sailing, shooting, swimming, synchronized swimming, table tennis, taekwondo, tennis, triathlon, weightlifting, volleyball, canoeing, cycling, and wrestling.

Cultural Note János Baranyai is a Hungarian weightlifter. He was born on June 24, 1984 in Oroszlány, Hungary. He suffered a painful accident at the 2008 Summer Olympics in Beijing when his elbow was dislocated during a competition. It took him two-years to recover but he could finally come back to sport competitions in 2010 when he entered the European Championships in Minsk and the World Championships in Antalya.

Stage 2: I build 2 Read the articles. What are they about? To identify subject matter, purpose, and intended audience in this text, ask students to skim though the readings. Ask: What is the first text about? What is the second text about? (Both are about János Baranyai’s Olympic accident.) Write the following words on the board: weightlifting, dislocate, snatch, popped out, socket, shock, rush, elbow trembling, limp, and writhing. Explain that these are some words they might have trouble understanding, so they will clarify them before reading. Have students look in the Glossary on page 162 to clarify the meanings of some of the words, and elicit the rest. Then, ask students to read the articles. When they have finished ask general comprehension questions: Where is János Baranyai from? During which event did this happen? Which division does he belong to? How long did the coach say he had to rest? Then ask students to analyze both texts: What is similar about them? What is different? Direct students’ attention toward the quoted sentences in the first text. Ask: Why are these sentences written in quotation marks? Answer: Both articles talk about an accident that happened to Hungarian weightlifter János Baranyai at the Olympic Games.

19

3 Listen to the interview.

Tell students they will listen to an interview and answer some questions. Ask for a volunteer to read the questions. Play the CD. Ask: When did this conversation take place? Where do you think it took place? Check the answers. Lead a brief class discussion to help students appreciate credibility and objectivity in descriptions. The audio, as well as the texts in the previous activity, describes an unexpected situation at a public event. Ask students: How does the mass media portray these kinds of unexpected events? (They usually tend to exaggerate) What kind of language do they use? Can we believe everything we read in the newspapers? Are some sources of mass media more reliable than others? How can we appreciate objectivity in a description? Have students look at the audioscript on page 187 of their Student Books to check answers.

Answers: 1 János Baranyai; 2 He had an accident during the Beijing Olympic Games. 3 He was trying to lift 148 kg. 4 For the rest of the year. 4 Work in pairs. How similar is the information contained in the articles to the information contained in the interview? Ask students to decide which are the similarities and the differences between the information in the articles and the information in the interview. They should do this in pairs for a couple of minutes and then share their opinions with the rest of the class. Direct students’ attention to the fact that acoustic features of a spoken text help create strong impressions on the listeners. Some strategies to convey attention and stress meaning are adjusting the volume, stressing some words, and using different intonations and rhythm. Answers may vary.

5 Answer the questions. Have a volunteer read the questions in Activity 5 on page 105. Explain to your students that some things are not said, but inferred. Sometimes, certain things are implied, this means that they are not stated directly, but expressed in the way that someone behaves or understood from what they are saying. Explain that implying is expressing something without actually saying it. For example: János’ tone of voice implies that he is upset because he will not compete for the rest of the year. Give other examples. Ask students to work in pairs to answer the questions. Check answers as a class. Answers: 1 magazine, newspaper; 2 on the radio or the TV; 3 The amount of details. The text has a lot more.

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Lead-in

Class

Divide students into pairs. Ask them to write the names of their two favorite movies. Explain to students that studios create movie trailers to promote movies before they come out. These trailers are made in order to attract people’s attention and make them become interested in the movie. Instruct students to write one sentence telling the most important characteristic of the movies they chose. For example, the sentence for the movie Romeo and Juliet could be: Tragic and beautiful love story. Write this on the board so they can follow this example. Give them a few minutes and when they have finished, have them share their sentences. This activity is intended to help students practice their ability to focus on main ideas.

Stage 3: I think 6 Read the interview. Circle the beginning and underline the ending. Have students open their Student Books to page 105 and ask them to look at the newspaper article. Ask for two volunteers to read the dialogue out loud. Then, to determine sequence of enunciation, elicit from students which is the beginning and which is the ending of the interview. Ask them: What is the importance of starting and closing a dialogue with greeting and farewell expressions? Underline the importance of being courteous in formal situations, such as an interview. Elicit from students which other language formulae they can remember. Answers: circled: Good morning, János!; underlined: Thanks for talking to us, János and Coach. 7 Underline the correct ending for each sentence. Read the instruction and then read the first sentence. Have students think about which is the correct ending; elicit the answer and ask them to do number two in pairs. Reinforce the importance of adding details to main ideas. Answers: 1 main idea; 2 a detail. 8 Read the interview in Activity 6 again. Circle Y for Yes and N for No. Ask students to read the questions and then answer them. Check answers as a class. Focus students’ attention on the significance of greetings and farewells. Explain that most cultures tend to teach the importance of greetings at a very young age. It is important to know how to be polite. Help students become aware of the importance of following this practice in a second language. Go back to question 3. Lead a brief discussion on

the importance of being sympathetic towards other people. That is, being kind to someone who has a problem and being willing to understand how they feel.

Answers: 1 Y; 2 Y; 3 Y; 4 N; 5 Y 9 Label the columns. Ask students to look at the two columns in Activity 9 on page 106 of their Student Books and read the contents. Ask: What kind of expressions are these? When do you use them? Which are more and which are less formal? The contents of the table are greetings and farewells. Instruct students to label the columns and ask them if they can think of any other greetings or farewells. Write on the board any other greetings or farewells students mention and ask them to copy them in their notebooks.

Answers: 1 Greetings; 2 Farewells 10 Read an extract from the article. Identify and underline who, what, where, and when. Explain to students that an author always need to keep in mind Wh-questions when writing. This means knowing the important details to the information they want to transmit. This activity is intended to provide students with further practice of the central sense, main ideas, and details that are contained in a description of an unexpected situation. Ask students to read the text and decide the answers to the Wh questions: who, what, where, and when. Check answers as a class. Answers: what: accident; when: August 13th, 2008; where: Beijing Olympic Games; who: János

Lead-in

Class

Tell students they will be playing the Mirror Game. Explain that they will get in pairs and one person will do some movements in front of the mirror. That is, the other person will imitate every movement the other makes. Have students get in pairs and decide who will be the mirror. Ask students to stand facing each other. Actions can include clapping hands, stomping feet, etc. Switch roles after a couple of minutes. To recognize strategies used to rephrase ideas, adjust volume and speed, and negotiate meaning, lead a brief reflection on how humans repeat what others do, and how we repeat what people say. Discuss the concept of paraphrasing. Remind students that just like mirroring actions, paraphrasing mirrors words. Paraphrasing is restating information in different words. When paraphrasing, the meaning is kept, there is no interpretation of the information, but it is said in the speaker’s or writer’s own words. It differs from summarizing because a summary takes the main

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ideas and delivers a brief, to the point version of the original, and it is always much shorter. In language classrooms, a lot of paraphrasing is done in a natural way; students can understand much more than what they can produce. Therefore, when discussing a reading or a listening activity students paraphrase main ideas into their language level, but this does not mean they did not understand or that they are not acquiring new language. It, means that the student has had to rearrange information, taking some words and expression from the original to be able to talk about it. Students can develop paraphrasing skills by: 1 Taking notes. 2 Knowing how to use a dictionary, and understanding the different font sizes, abbreviations, etc. 3 Not copying parts from text sources. 4 Understanding the context of the writing or the listening. 5 Using a thesaurus. 6 Using their own words to explain or to inform something.

11 Complete the sentences with words from the box. Ask a volunteer to read the instructions and the words in the box. Then, read the first sentence and work with the class to figure out the words that correspond in the blanks. Have students do the rest of the activity in pairs. Answers: 1 greeting, details, end; 2 main idea; 3 who, where 12 Read the sentences. Circle the direct speech and underline the indirect speech. What differences do you notice? Tell students to analyze the sentences in Activity 12 on page 107 of their Student Books. Ask: What is different about them? Point out the use of quotation marks and the verb said in sentences 2 and 3. Ask: What is direct speech? Explain that direct speech refers to reporting the exact words that someone said. In writing they are shown inside quotation marks. Have students circle the sentences that represents direct speech and then focus on sentences 1 and 4. Elicit why they are indirect speech. Students by now should be aware that these two sentences use different words to report what someone else has said. Answers: circled: 2,3; underline: 1,4 Alternative Activity: Students can get further practice of direct and indirect speech by transforming sentences from a tale. Stand in front of the class and tell a popular story only with first person sentences. Students have to transform your sentences just after you speak. You can assign turns, or allow them to

participate freely. Time: 5 minutes For example, when you say: I am little red riding hood and I’m going to visit my mother, a student will paraphrase your utterance saying something like, Little Red Riding hood said “I’m going to visit my mother”. To increase the challenge, you can have the student go to the front and write the sentence on the board.

13 Complete the sentences with words from the box. Read the instructions and read the words in the box. Have a volunteer read the first sentence and ask students to fill in the blanks. Check answers as a class. Answers: 1 direct speech, indirect speech; 2 quotation, changes.

Stage 4: I practice 14 Listen to the interview. Circle the greetings and underline the farewells you hear. To recognize language formulae, have students open their Student Books to page 107, read the instructions and give them a couple of minutes to look at the options given before they listen to the CD. Play the CD. Elicit answers or alternatively, have students listen again and look at the audioscript on page 187 in their Student Books to check their answers. 20

Answers: 1 c; 2 b; 3 d 15 Read the article and complete the chart below. This activity aims to help students identify how the sequence of enunciation is determined when narrating a story. Have two volunteers read the article in Activity 15 on page 108 out loud. While they are reading, write the following words on the board: cracked, splat, somersault. Elicit the meaning of these words from students. Refer them to the Glossary on page 162 to clarify meaning. Explain that cracked and splat are onomatopoeia, words that originated by the sounds they represent, and explain the meaning of the three words. Ask students to complete the chart. Then, choose different students to say the answers. Answers: Main idea: An accident in the Olympic Games. Who: The world’s best diver. What: He cracked his head while attempting a reverse somersault. Where: Seoul; When: September 19, 1988; Other details: A few days later he won the gold medal.

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emember Next class you will need: photocopies of a fable. For example: The Boy who cried Wolf.

Lead-in

Class

Give out the photocopies of Aesop’s fable The Boy Who Cried Wolf. Divide the copies in two, first paragraph and second paragraph. Then have students pair up for the activity. Tell them that they are going to retell their paragraph to each other using their own words (no reading out loud allowed). This activity is a good way for students to practice rephrasing ideas. This is a short version of the fable: The Boy Who Cried Wolf by Aesop A shepherd-boy, who watched a flock of sheep near a village, brought out the villagers three or four times by crying out, “Wolf! Wolf!” and when his neighbors came to help him, he laughed at them. One day the Wolf, however, did truly come. The shepherd-boy, now really alarmed, shouted in an agony of terror: “Pray, do come and help me; the Wolf is killing the sheep.” No one paid any attention to his cries. The Wolf, having no cause of fear, at his leisure ate the whole flock.

16 Change the sentences to direct speech. In this activity students will change indirect speech to direct speech. Have a volunteer read the instructions and the first sentence. Write opening quotation marks on the board and ask the same student to transform the sentences. Write it on the board and close the quotation marks. Ask students to do the rest of the activity. Then, have three volunteers come to the board and write the answers for the other sentences. Check if all students agree and, if necessary, review the elements of direct speech. Answers: 1 “Thank you for talking to me,” he said. 2 “What happened?” he asked. 3 “I fell over,” she said. 4 “Does your leg still hurt?” he asked. 17 Change these sentences to indirect speech. Answer the first sentence as a whole class and then tell students to finish the activity on their own. Check their answers by having volunteers write on the board. Ask a volunteer to underline the verbs in past tense on the board to stress the importance of having reporting verbs in past. Answers: 1 She said she wanted to win the Gold Medal. 2 She told them she trained for nine hours every day. 3 Her coach told everyone that she would be the best in the world.

Cultural Note To make students aware of the lack of double negatives in English, explain that a double negative happens when you put two negative words together in the same sentence. Double negatives may occasionally occur when a Spanish speaker is learning English, but this isn’t a correct structure. Explain to students that the lack of double negatives is a syntactic particularity of English. In Spanish double negatives are sometimes used, for example: No entiendo nada. In English, however, two negative words that refer to the same thing cancel each other. So, double negatives are not used. In English, it isn’t correct to say things like: I do not want nothing. In this example both do not and nothing are negative words. However, popular music lyrics frequently double negatives. As teachers we must make students aware of this.

Stage 5: I can 18 Use the picture to complete the testimonial about an unexpected incident that happened at a sporting event. Ask students to open their Student Books to page 109. To include details to main ideas and compose sentences to describe unexpected situations, read the instructions out loud and have students look at the newspaper layout. Working in pairs, ask students to use the pictures to help them fill in the gaps in the article and to follow the cues of an unexpected situation. They can look at previous activities for an example of how to construct their text. Answers may vary.

19 Work in pairs. Share your testimonial with your partner. Ask student to switch pairs. Explain to them that they will work with a different partner to share their unexpected situation. Encourage students to produce descriptions of unexpected situations, use strategies to repair a failed conversation, use strategies to add meaning, and maintain an exchange by asking follow-up questions. Alternative Activity: Have one of the students act as a reporter and the other the contestant. This will develop the uses of emphasis, emotions, and gestures when speaking. Time: 10 minutes

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Unit 4

Product 1: Testimonial

You are going to describe an unexpected situation.

Performance Indicators: – Select an unexpected situation. – Compose the sentences to describe an unexpected situation. – Revise that the sentences are understood when spoken and listened to.

Lead-in

Class

Greet the class and have students get in groups of four or five. If possible, get them to sit in circles. Then tell students they are going to hold hands, close their eyes, and count to ten. However, each member can only say one number at a time. There is no established order of turns. If two students say a number at the same time, the counting must be started again. Remind students to keep their eyes closed. This activity should enhance cooperation strategies. Lead a small discussion on how students felt about participating without knowing their turn, and what they did in order to accomplish the task by allowing all members to participate freely without a previous agreement.

Stage 1: I get ready 1 Look at the pictures of unexpected situations. Has anything similar ever happened to you? Have students open their Student Books to page 110. Tell them to look at the pictures and discuss in the same groups from the lead-in. Has anything similar to the situations ever happened to them? Give them a few minutes to exchange thoughts. Then ask if someone would like to share their unexpected experience. Ask follow-up questions and encourage the other students to do so, too.

Stage 2: I plan

2 Work in groups. Brainstorm an unexpected situation you have experienced. Have students get into groups of three. Give them a couple minutes to think about some unexpected situations they have experienced. Ask them to make notes. After a few minutes of individual brainstorming, tell students to talk about their experiences with their group.

Student Book

p. 110-111

– Organize the sentences into a text to put together a narration. – Practice the enunciation of narrations. – Establish the truth of participation. – Participate in an exchange of testimonials.

3 Choose one of the unexpected situations. Instruct students to choose one of the unexpected situations they’ve talked about. Tell them one possible way to decide is to vote which situation is the most interesting or amusing. 4 Establish the order in which each group will present their testimonial. Have students decide in which order they will present their testimonials. Allow groups to decide on their own, instead of having the teacher assign them their turns. Have students write a list on a piece of paper with the order in which the different teams will present their testimonials. Explain that every team will have a fixed amount of time. 5 What materials do you need? Make a list. Give a few minutes for students to think of whatever materials they might need to carry out this task and ask them to make a list.

Stage 3: I do 6 Make a graphic organizer with the main idea and details of the unexpected situation. Have students make a graphic organizer to elaborate on all the details needed to describe the unexpected situations. Remind students to include information to answer all the Wh-questions: who, where, when, what, and why. 7 Write sentences to describe the unexpected situation. Next, have students write sentences to describe their unexpected situation. If students lack the words to describe something about their unexpected situation, encourage them to use a bilingual dictionary. Encourage collaboration. How can team members help each other write down their description?

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8 Organize the sentences into a text. Add direct speech, indirect speech, and adjectives. Have students put their sentences into an organized paragraph. Remind them about the need to have an introduction, body, and closing, as well as to specify and be very clear about the when, where, what, who, and how, plus general information about their experience. Encourage the use of adjectives and the use of direct speech as much as possible. It is a good idea to write all the adjectives they may ask you about on the board, even if the other students do not need to use them. 9 Proofread your text. Ask students to revise their text and to ask their group members to proofread it carefully. Explain that peer editing allows group members to make a lot of progress in a safe environment. As a team, they should check that all members are contributing to the creation of a clear and organized text.

Lead-in

Class

Greet the class and then place your chair in a way all students can see what you are doing. Explain that you will create a spring rain together, and that it is important that everyone collaborates. Stress the importance of all members participating in order to accomplish a team task. Begin by rubbing your hands together, making a swishing sound, ask students to do the same as you. Once everyone is doing the action, tell students to continue, but you start snapping your fingers in a left right rhythm, with a nod tell groups of students to begin snapping their fingers at the same rhythm you are doing it, but not all should start snapping their fingers at the same time. When all the students are snapping their fingers, slap your hands on your lap as fast as you can, tell students to follow you. Next, little by little wind the storm down with the students mirroring your actions: slow down the slapping on your lap; snap your fingers, but little by little make it slower; rub your hands together slower and slower until everything is quiet.

10 Practice reading your text out loud. Think about speed, volume, and dramatic effects. Ask students to sit in the way they were sitting last class. Then ask students to practice saying their testimonials to their group partners before they exchange experiences with other groups. Ask students to focus on intonation, speed, and pronunciation. Remind them that when someone speaks too fast (which is what usually happens if a person is nervous) the listener will have a hard time understanding them.

Stage 4: All ready to share 11 Participate in an exchange of testimonials. Ask follow-up questions. Now it's time for teams to exchange their testimonials. Have teams choose another group to work with and then, the two teams get together. Establish the time every group has to share their testimonials. If you give fifteen minutes per group, that means that each group member will have five minutes to share their testimonial and answer questions about it. Remind students to follow the order of participation they established last class. Encourage students to ask follow-up questions and obtain as much information as possible. Signal that it is also good to give feedback. When both groups have finished sharing their testimonials, have a small poll and get every pair of group to chose whose testimonial featured the most unexpected situation. If time allows, have the students whose testimonials were chosen to share them with the whole class.

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.

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so children:

– Can determine the function of pauses, rhythm and intonation. – Can negotiate meaning. – Can rephrase ideas. – Can use strategies to repair a failed conversation. – Can anticipate central sense, main ideas, and some details in order to produce an oral text.

To formally assess this learning environment go to page 160.

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Unit 4

Lesson 3

Performance Indicators: – Recognize text arrangements. – Identify colophon. – Identify author. – Clarify meaning of words. – Distinguish stage directions. – Read a short play. – Understand central sense, main ideas, and details in a short play suitable for a young audience from shared reading and with the teacher’s supervision. – Point out genre of a short play (e.g. tragedy, comedy, farce, etcetera).

Lead-in

Class

Tell students they are going to make an adverb crossword on the board. Write the following list of adverbs on the board: down, downstairs, up, upstairs, outside, near, far, behind, under, in front, around, next to, here. Use different comprehension strategies to clarify meaning. Students will probably know most of these, so ask them to try to explain the meaning in English, or to give an example of the use of each adverb. To clarify the meaning of unknown adverbs, give students a sentence and encourage them to extract meaning from context. You can also mimic the adverb. Next, erase the list of adverbs from the board and divide the class into two teams (trace an imaginary line in the middle of the classroom). Then, write the word adverbs on the board and flip a coin to see which team goes first. A volunteer from the starting team goes to the front and writes an adverb (crossword style) using the word adverb on the board. For example, he can write far vertically using the a from the word adverb. But, in order to score a point he must say a true sentence with the word he wrote. For example, London is far from Mexico. Then, the other team repeats the procedure. Go on for some ten minutes. It is possible for students to provide different place adverbs (other than the ones you pre-taught) but each adverb can only be used once. The team that scores more points, wins.

Classroom Management: Make it clear that games in the classroom are intended to be peaceful and respectful competitions. The main object is to enhance learning and spend a fun moment together. Watch out for over competitive attitudes (games can easily trigger these) and stop them. Explain that learning in your classroom is intended to be a

Student Book

p. 112-117

– Recognize protagonist(s), secondary character(s), and / or incidental character(s). – Link non-verbal communication with the meaning of dialogues. – Perform a dramatized reading of a short play. – Be conscious of one’s own and other’s ideas and emotions. Materials: – Reader, Audio CD – A ball of yarn

cooperative process and that if students put each other down, or show hostile conducts, everyone loses!

Stage 1: I know 1 What is the difference between these types of entertainment? Have students open their Student Books to page 112. Ask them to take a look at the pictures and tell what they represent. Encourage them to make predictions about the lesson’s topic. Have students share their reactions to these different types of entertainment. Get them involved by asking questions about their favorite programs or how often they go to the theater, the types of movie genres they prefer, etc. 2 Look at the different styles texts. Check (3) the one used in theater plays. To recognize text arrangement of a script, have students look at the texts shown in the pictures in Activity 2. Ask: What kind of texts are these? Can you recognize which of these correspond to a theater play? How do you know? Which elements show that a text is a theatrical script? The second picture shows a cooking recipe and it should be discarded at once. The first picture is a bit tricky because it shows a book with the title Romeo and Juliet, and, although this is a very well known play by William Shakespeare, the book does not show if it contains Shakespeare’s play script or not. The third text, however, is clearly a play script, and it shows characters and stage directions. Tell students that when looking up texts (they will need to choose a short play for the product) it is very important knowing how to identify the notes related to the publication of the text (colophon): publishing house, year, location, etc.

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Explore students’ previous experiences regarding theater and ask: Has anyone ever participated in a school play? What are scripts used for? Encourage them to share personal experiences. School plays are important ways to participate in communities cultural expressions. Ask students how they would feel about participating in a public performance and explain this will be this learning environment’s project.

Reader

The Big Sell

p. 98–107

Tell students to open their Readers to page 98 and browse through the chapter’s pages. This will help them anticipate the central sense, main ideas, and details in a short play. Ask questions about the content of the chapter: Who is the author? What do you notice about the chapter? What do you think it will be about? After they have identified the author and noticed the special features of the written text (some pages show a play script), explain that the reading will be done in two parts. In the first part, students will read about the teenagers and in the second one they will read a short play script. Have students read the first part of the text silently (from page 98 to page 105) and underline any unknown words. Then ask for different volunteers to read a page out loud. At the end of each page, clarify vocabulary doubts. Help students recognize and use diverse comprehension strategies for unknown words. Some strategies are: deriving meaning from context, using a dictionary, analyzing the word to see if it resembles or derives from some known word, etc. After reading this part of the story, ask some comprehension questions and ask students to comment on the story. Some sample questions are: Who is your favorite character and why? What do you think their play will be like? What would you like to write about? Help students understand details by exploring the main traits of the characters. Ask: Who has Italian and Jewish heritage? Has anyone in the classroom got some foreign heritage? Which? How does that determine who you are? Encourage students to value other’s heritage. Now, it is time to read the short play written by the characters. Ask students to state their predictions for the play’s content again. Then ask for some volunteers to read out loud the different roles on the script on pages 106 and 107. Students may be unsure about how to read the information in brackets. Explain that these are the stage directions. Stage directions are instructions given by the director of a play to the actors about how to say the lines (intonation, emotion) and how to move about the stage. Explain that it is important for students to dramatize the dialogues to make the reading sound better.

Ask students to remind you of the adverbs seen in the lead-in, since they will be useful to create stage directions. Then give students advice on reading the quoted text, supervise their intonation and stress. Try to have two more sets of volunteers read the script a couple times. Students should sound more confident with each reading. Lead a brief class discussion with the following questions: Who is the intended audience of this story? Who is the protagonist? Do you think there is a main character (who, why)? What is the main conflict in the story? How does the protagonist change during the course of the play? If you were an actor, which role would you like to have? What is the message? Finally, have students turn to page 108 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and 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 out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide. Satire is a literary genre in which vices, abuses, and shortcomings are ridiculed, ideally with the intent of bringing about improvement. Satire frequently uses exaggeration and parody, in other words, it makes fun of something in order to combat prejudice. An ethnic stereotype is a generalized representation of an ethnic group or nationality. For example, Humberto thought that all Americans were blond with blue eyes, were rich, drove sports cars, and ate a lot of fast food; Paul thought that all Mexicans were short. The play The Big Sell makes fun of these stereotypes. emember Next class you will need: a ball of yarn.

Lead-in

Class

Greet the class and take out the ball of yarn (the thicker, the better). Explain to students that you’re going to play a game called Questions Web. Explain that the object is to share information about each one and exercise memory. Start by sharing something about yourself, and then ask the question as you toss the ball of yarn to someone else; remember you must hold the end of the yarn. Indicate that the student who now holds the ball of yarn answers the question, and then tosses the ball of yarn again, as he asks another question (about a completely different subject) to another student. All participants throw the ball of yarn, yet hold a piece of it to make a web. Remember all information shared is to be received with respect. This activity will enhance participation in oral exchanges and consciousness about one’s own and other people’s ideas and emotions.

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Model the activity. Toss the ball of yarn to someone and then formulate a question for that player, e.g., Where were you born? Practice with two or three students and then start over. Insist on the fact that the questions must be different and about different topics. It is a good idea to have students stand up when they are answering and asking questions, this way it is easier to choose who to toss the ball of yarn to and not miss.

Stage 2: I build 21 3 Listen to the advertisement for a local production of The Big Sell and circle the information that is different. Have students open their Student Books to page 112 and ask a volunteer to read the instructions. Tell students to look at the poster for the play The Big Sell. Ask students to share their opinions on the poster: Is it attractive? What kind of information does it show? Play the CD and have students identify the elements that differ between the written text and the audio. Play the CD once more, so that students can check their answers. Alternatively, have them look at the audioscript on page 186. This activity is intended to make students aware of important parts of a text in a short play (author, title, plot, characters). Discuss features of oral and written texts: What makes a written ad attractive? (colors, layout, clear and concise information); What makes a recorded ad attractive? (intonation, word stress, portrayed emotions, etc.).

Answers: Differences in the audio: title (The Huge Sell); date (October 22nd); time (8:00 p.m.); characters (Mr. Front); cast member (Fanny Green) 4 Read the script and answer the questions. To understand central sense, main ideas, details, and point out genre in a short play, have students look at the clip boards. Ask them: What text is this? They should easily recognize it as an excerpt from the script found in their Readers. Ask them to remind you about its subject matter, purpose, and intended audience. Draw their attention to characters / cast and elicit from them the difference. Explain that characters are the roles in a play, fictitious people with fictitious personalities and cast refers to the actors who will be playing those roles. Elicit from students what the information between brackets means. Have a volunteer read the instruction and the questions at the bottom of the page. Share this reading with the students so they can practice reading dialogues from a play to enhance their pronunciation and to practice following stage directions. Give them a few minutes to go through the script. Then have students answer the questions below. Check answers as a class.

Answers: 1 The Big Sell; 2 Reece Jones and Carolina Ramírez; 3 Mr. White; 4 Miss Glen, prototypes 1, 2, 3; 5 New York in the 1950’s; 6 Yes 5 Read the script in Activity 4 again and underline the stage directions. Have a volunteer read the instruction out loud. In order for them to distinguish stage directions and the mechanics of play writing ask: What do you notice about parenthesis? Why do you think there are two different types of parenthesis? Regular parenthesis are called parenthesis, the other kind are called square brackets. In this case, the play uses parenthesis to indicate a voice action or tone of voice rather than a body action, and square brackets are used to refer to body language or movements and actions. All these are called stage directions. To clarify their meaning you may want to explain some of them, but it is much better if you have students work in pairs and look them up in the Glossary on page 109 of their Readers or page 163 of their Student Books. To distinguish stage direction, ask students to go back and underline the stage directions. Ask students to explain them in their own words or act them out; this helps memory retention. This activity should be done very quickly; however, it is a good opportunity for students to check if they remember stage instructions and what they mean. Remind them that stage directions are given to actors by the director; sometimes actors improvise, but in reality it is the director who sets them and they should be followed. Answers: All the information between parentheses and square brackets.

Stage 3: I think 6 Label the script with words from the box. This activity is intended for students to reinforce their understanding on how a script is arranged and its elements: stage directions, dialogues, the plot, the setting, and the characters. Read the instructions and the words in the box. Refer students to the Glossary on page 163 of their Student Books to clarify the meaning of words. Go through the answer for the first label together. Say: The Big Sell is the …? (title). Give students a couple of minutes to finish labeling the text and then have some volunteers share their answers. Answers: 1 title; 2 authors; 3 characters; 4 cast; 5 plot; 6 setting; 7 dialogue; 8 stage directions 7 Check (4) the best option to describe the main character. Ask students if they recognize which sentence defines the main character. Ask: Which definition describes the

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traits of a main character? (number one). Then, ask them to identify and describe the main character of The Big Sell (Mr. White). Explain that the second definition describes a secondary or incidental character and elicit examples.

Answer: 1

Lead-in

Class

Greet the class and explain that there are some very short stories called mini-fictions. Tell them that you will write two examples on the board and that they must write a continuation to the story in less than ten words. Tell students to get in pairs. Each pairs chooses one story. Write the lines: Upon awakening, the dinosaur was still there … and For sale: baby shoes, never worn … When the activity is done, remember to explain that the lines you wrote are the actual titles of two minifictions, one written by Monterroso and the other by Ernest Hemmingway, respectively.

8 Read the definition and answer the questions. Provide a few examples of well-known plays, for example, Romeo and Juliet, Grease, Hamlet, etc., and elicit other examples from students. Have students get together in groups of four and write the name of the main character(s) and then share the information with the rest of the class. Write the words musical, drama, comedy, tragedy on the board, an explain that these plays share common elements: they all have characters and settings, what makes them different is the plot (or storyline) and what the characters say and how they say it (dialogue). To point out genre, have students open their Student Books to page 115 and ask a volunteer to read the definition. Answers: 1 a satire; 2 answers may vary Cultural Note Genre refers to a category of literature, art, music, or other form of culture. Some basic theater genres are musicals, comedies, and drama. Drama relies on the dialogue to invoke feelings and emotions. Musical theater combines spoken dialogue with music and song. Comedies rely on humor to tell a story, even though the plot can refer to a serious subject. Satire and farce are sub-genres of comedy.

9 Complete the table with words from the box. This Reflection Box is intended to summarize the topics covered in the lesson so far. Ask students to complete the sentences with the words in the box. Check the answers by having different students read each sentence out loud. Answers: 1 setting; 2 script; 3 stage directions; 4 dialogues; 5 genre; 6 characters; 7 cast

Stage 4: I practice 10 Read the script and choose the best option. Have students read the play script on page 116 of their Student Books. Ask for volunteers to signal its different parts (author, title, setting, characters, etc.) Then, ask students to choose the best option to complete the sentences below. This activity is intended to reinforce students’ knowledge about the parts of a text. Encourage students to answer this activity without looking back at other activities. Answers: 1 title; 2 author; 3 plot; 4 setting; 5 characters; 6 cast 11 Read the play script in Activity 10 and insert the missing stage directions from the box. Elicit from students what the play is about: What genre is it? Which are the characters? Do you know any similar play? What is the plot? Ask students to get in pairs and decide which stage directions they would write for the dialogue. You can have a brainstorm of emotions and write them on the board. Ask a couple of pairs to share their stage directions with the rest of the class, encourage dramatized readings of the text. Answers may vary.

12 Listen and complete the poster advertising the new play King Blear. Tell them to look at the poster and remind you about the important characteristics to announce a theatrical play (title, author, plot, place, date). Ask students to tell you what information is missing (venue, title, author, plot, setting, main character). Explain that venue refers to the place where an activity or event happens. These questions will help them anticipate what information they need seek. Play the CD. Alternatively, have students listen again and look at the audioscript on page 188 in their Students Books to check their answers. 22

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Answers: Odeon Theater; King Blear; Héctor Flores; a king and his daughters; castle; King Blear is

Stage 5: I can 13 Read the excerpt from the story and complete the organizer in the Worksheets section on page 179. Read the instructions and ask a student to explain what they are supposed to do. Tell students to turn to page 179. Ask them to analyze the organizer and pay attention to the information they will need. Ask students to turn back to page 117 and read the text silently. Then, ask comprehension questions and monitor students’ comprehension of the text. This activity is aimed to reinforce students’ knowledge about text arrangement: stage directions, dialogues, etc. and pieces of information they need in order to form a script. Direct their attention to the main ideas and examples, as well as details and specific information. Answers: Genre: satire; Title: The Big Sell; Author: Sebastian Lane, Main characters: Paul, Humberto, Liliana, Carolina, Reece, and Cassandra; Setting: a cafeteria at the Drama Club Camp in San Diego.

Lead-in

Class

Tell students to form groups of three. Then ask each group to take out a coin and look for the year it was minted (made). Give them two minutes to recall some cultural event that happened that year. Help them remember their participation in community cultural expressions. Ask: What year is shown on your coins and what event can you recall? Encourage them to tell a story about that happening. Example: In the year 2010 Mexico celebrated the Bicentennial Independence Anniversary. On September 15th a huge party was held all over the country. And then, have them share this information in their group. If they have trouble talking in front of the class, help them out by asking leading questions. If they say they cannot think of an important event of that year, tell them to think about personal experiences, for example: What was your favorite movie? Did you go to a concert that year? How did you celebrate “Día de Muertos”? etc.

have the main details from the previous activity. Read the instructions and tell students to write the script for the story. Direct students’ attention to the quoted text, wich can be included in the script. Have students work in pairs so they can negotiate stage directions. Answers may vary.

15 Compare your script with a classmate. What are the differences and similarities? Have students share what they have done and compare their scripts. Each group probably added a bit of their personality to the script. Encourage students to provide feedback. 16 Work in groups. Choose and act out one of your scripts. To have students perform a dramatized reading of a short play, join two pairs together so students can act out their scripts. Try to have them participate in front of the class. If you have problems getting volunteers, toss a coin or ask them to do their scripts according to how they are seated. Encourage them to overcome shyness. However, some students will in fact search for these opportunities; let them be first, other students are sure to follow. 17 Did you enjoy acting in the play? What role is best suited for your personality? Have a brief discussion on students’ reactions during this short performance. Encourage them to explain what they felt like, and what they think their strengths and weaknesses were during the performance. Ask each class to make a list of things that could be improved for the project and discuss them as a class, to be conscious of their own and others ideas and emotions. Remember this task involves a lot of personal reflection, so do not force participation. Allow students to share their thoughts and emotions freely; feeling no constraints will make them grow confident to express themselves more often.

14 Read the text in Activity 13 again and turn it into a script. Remember to add stage directions. Ask students to open their Student Books to page 117. To link spoken utterances and non-verbal communication (movements, emotions) through the stage directions, students to turn the story of the Drama Club characters into a brief scene. They already

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Unit 4

Lesson 4

Performance Indicators: – Relate rhythm, speed, intonation, and volume with the meaning of dialogues. – Determine current actions, which continue to exist nowadays and / or begin in the past and conclude in the present. – Participate in the dramatized reading of a short play to aid its comprehension, with the teacher’s supervision. – Distinguish the colophon.

Lead-in

Class

Greet the class and tell students to take out a piece of paper and a pen. Ask them to choose their favorite movie and write it down, and then ask them to write down the names of the main characters and to underline the one they identify with the most and to think why. Give them a couple of minutes to do this. Then, tell them to share their information with the person sitting next to them. Ask them to say what they would have done differently if they had been that character in the movie; encourage them to talk about the character’s attitudes and behaviors. Tell students when it is their turn to listen, to ask questions to make their classmate think about other things. Next, have students choose another person with whom to share their thoughts and insights for another three minutes. Then ask if anyone wants to share their thoughts with the whole group. This activity is aimed to build self-awareness and to build trust among students. Additionally, it is a good way to help students formulate and answer questions to explain and describe attitudes and behaviors.

Stage 1: I know 1 What makes someone a good actor? Ask students to open their Student Books to page 118 and look at the images. Elicit the names of the actors on the page and general information about them. Ask: Who do you like best? Who do you think is a better actor? Picture number one (Amanda Seigfred) and picture number three (Daniel Radcliff ) portray famous Englishspeaking actors. Pictures two (Gael García) and four (Salma Hayek), famous Mexican ones. Ask students to tell you which movies they’ve seen with these actors, what genre they were, what was the plot, who their characters were, etc. Then, explore the general ideas people have about actors and actresses in order to unearth stereotypes. Ask students to share their

Student Book

p. 118-123

– Perform a dramatized reading of a short play. – Formulate and answer questions to explain and describe attitudes and behaviors. Materials: – Audio CD – Some books (to identify publishing data -colophon-), information about Mexico City (brochure, Internet webpage, etc.) thoughts about these peoples’ lives and see as a group what the general idea about them is. Ask questions like: What kind of things do actors need to do in their jobs? What about their appearance? Do they need to study? Which actors get more jobs? Is it easy for Spanishspeaking actors to go to Hollywood? What kind of actors are famous in Mexico?

Stage 2: I build 2 Listen to The Big Sell excerpt and circle T for True or F for False. Remind students about The Big Sell by asking general questions about it: What are they looking for in the play The Big Sell? What do they want to sell? Elicit what other things they remember, activate their knowledge about the play, have them point out details like where the setting of the play is, or what the attitudes of the different prototypes are. Next, have a volunteer read this activity’s instructions and the True or False statements. Tell students to close their books and have them listen to the CD. Check answers as a class. Alternatively, have students listen again and look at the audioscript on page 188 of their Student Books to check answers. 23

Answers: 1 T; 2 F; 3 F; 4 F 3 Listen to the two readings of the excerpt from the play The Big Sell. Which reading sounds better? Why? Ask a volunteer to read the instructions. Play the CD and then have students decide which of the two readings is better. The objective of this activity is to make them aware of the required oral features of a dramatized reading. To relate rhythm, speed, intonation, and volume. Elicit from the differences between the texts. Ask: Which reading do you believe the actor had stage directions? What can we say is the main difference between the two readings? What acoustic features make 24

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the reading better? Direct students’ attention toward speed, intention, volume, and other acoustic features of the dramatized reading.

Answer: the second one (dramatized reading) 4 Circle the characteristics that make the reading of the play in Activity 3 better. Explain to students that any sentence in any language will carry the stress that the speaker chooses, and this is done according to the message the speaker intends to transmit. The content is important because it determines where the stress is put. Write on the board: 1 I’m talking to you. 2 I’m talking to you. Read the first sentence and say it stressing the underlined word you. Ask students where the importance of the message lies. In the first one, I want to make clear fact that I am unmistakably addressing you (and no one else). In the second one (say it out loud with the emphasis on I’m), I want to point out that it is me who’s talking to you. Reinforce the idea of how important it is to find the correct rhythm, speed, intonation, and volume to transmit the meaning we intend to, when we are saying a dialogue. Then, read the instructions and have a volunteer read the options. Ask students to circle the characteristics that make the reading of the play better and check answers as a class. Answers: 1; 3; 5; 6; 7 5 Answer the questions about the play. Before students answer the questions, discuss with them how authors might define each character. Ask: How do you think the author develops the characters in a play? Do you think he knows what the message of the play will be? Do you believe they think of the character’s thoughts and feeling? What other elements do you think an author may consider when developing a character in a story? Encourage students to explain their answers. Help them determine how an author may determine the subject matter, and the purpose. Elicit their thoughts on how having an objective when writing a play may help the author guide all actions to fulfill the message the play must convey. Read the instructions and ask students to read and answer the questions in pairs. You might play the CD once more (Track 20) in case students are unsure about the answers. Answers: 1 Mr. White, Miss Glen, Prototypes 1, 2, 3;

2 Mr. White is choosing a prototype for an American doll. 3 shy young woman; 4 a grumpy business man; 5 for fifty years

emember Next class you will need: some books with colophons (or publishing data).

Lead-in

Class

Elicit from students what were the most important notes about a text’s publication (the colophon: publishing house, year, and location). Write on the board: publishing house, year, location. Hand out sample books borrowed from your school’s library. If borrowing books from the school library isn’t an option, ask students to bring theater related books they can find at home. If they don’t have any, ask them to bring their favorite book. Model the activity and analyze your Teacher Guide’s publishing data. Write the data on the board under the corresponding title (publishing house, year, location). Then, ask students to copy their book’s colophon on three separate pieces of paper (one piece of paper per item: publishing house, year, and location). Collect the folded pieces of paper and put them in a bag. Next, tell students to pay a lot of attention because you are going to draw the pieces of paper and read them out loud one by one, but quite fast (otherwise the activity might take too long since there are lots of papers on the bag). The students cross out on their sheet the information about their book whenever it is called out. When one student gets all the elements of his colophon called out, he or she wins and the game ends.

Stage 3: I think 25 6 Listen to these lines said with different stage direction. Does the meaning change? To recognize acoustic features, have students open their Student Books to page 119. Have them look at the sentence that they will listen to, and then ask them if they think that there will be a noticeable difference. Play the CD twice and have them place arrows where the intonation goes significantly up or significantly down. This activity aims to have students focus and relate rhythm, speed, intonation, and volume is related with the meaning and the intentions of the speaker. The arrows will help students become aware of the relationship between the tone of voice and the person’s intention. Have a couple of volunteers read the lines out loud with the signaled intention.

Answers: yes, the meaning changes; intonation goes up: happy, proud; intonation goes down: angry, bored 7 Complete the sentences with words from the box. Have a volunteer read the first sentence out loud; ask students to raise their hands if they think they know the answer. Once the answer’s been given, ask: Does everybody agree? Have a different volunteer read the second sentence out loud and elicit the answers in the same way you did with the first sentence.

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Answers: 1 dialogue; 2 rhythm, meaning Cultural Note Spanish speakers usually make one common mistake; instead of saying I agree they say I am a gree. This comes from first language interference, because in Spanish the formula to say that one agrees requires the verb to be (estoy). When students say I am a gree, draw a funny looking monster on the board and ask students: What is a “gree”? They will want to know what a gree is. Explain that a gree is a non-existing creature, such as the non-existing phrase they’ve said. Explain the correct way to say that one agrees in English (I agree, without the verb to be); students usually giggle and rarely forget the correct way to say it.

8 Read the paragraph. Circle the verbs. Have a volunteer read the paragraph out loud. Then, tell students to circle the verbs in the text. Call one student to give you the verbs they underlined. Write on the board: present, past, present perfect, and ask volunteers to come to the front and write one of the verbs they found under the correct category. Do not correct at this point. Explain to students that the present perfect is formed by a combination of present (have, has) and past (past participle) and it is used to say that an action happened at an unspecified time before now. (The exact time is not important. You cannot use the present perfect with specific time expressions such as: yesterday, one year ago, last week, etc.) Repeat the example from the paragraph: The doll has sold 20 million units; explain that this action lies in the past and we don’t specify the exact time when these dolls were sold, that it is not important. Elicit from students what the past participle is. Instruct them to turn to page 181 of their Student Books to look at their Verb List. The past participle is to be found in the third column. Explain that these verbs refer to a completed action or time. Ask students if they notice some pattern. Point out that regular verbs form their past participle by adding -ed, while irregular ones must be learn individually. Elicit a couple present perfect examples from students. Answers: became; has been; has sold; buys; sold; knew; was (based) 9 Match the sentences to the correct

time. The objective of this activity is for students to determine current actions which continue to exist nowadays and / or begin in the past and conclude in the present. Ask students to read the list of tenses in the left column and then the sentences in the right column. Explain that

they have to match the tense to an example. Do the activity as a class. The activity is designed to start from basic information to more complex. Go through the first tense together: present (present simple). Ask students to look at the sentences and tell you which of the activities is present. Tell them to focus on the verbs. The answer is: Someone buys a Jennifer every two seconds. The verb buys (remind students about the third person s) is present simple. The next tense deals with past (past simple). Again, the verb sold is the clue to the answer. Next, ask students to reflect on the meaning of the two sentences that are left. Read: She has sold more than 200 million units. Ask students: Did the action start in the past? Yes. Does it continue into the present? No. Explain that the action has finished. Direct students attention to the use of the structure auxiliary has + verb. Now, read the last sentence. Ask students to notice that the action is continuous, it describes a current action still taking place. The sentence “She has been studying for six years now.” implies that the studying started in the past but that it is still going on. Point out that this structure (present perfect progressive) is used to show that something started in the past and has continued up until now.

Answers: 1 b; 2 c; 3 d; 4 a 10 Read the sentences and answer the questions. Have a volunteer read the instructions. Then ask students to work in pairs and answer the questions. Walk around the room monitoring their reactions. After a few minutes, elicit the answers. Direct students’ attention to the word that indicates the period of time the action has lasted (for). Answers: 1 a) Yes, she is. b) for an hour; 2 a) Yes, she does. b) for many years

Lead-in

Class

Write the following tongue twister on the board: Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers Peter Piper picked? Clarify the meaning of these words: picked (past of pick, to get flowers or fruit from a plant); peck (a unit for measuring the amount of something dry such as grain or fruit, containing eight quarts); pickled (kept in vinegar); pepper (red, green, orange, or yellow vegetable with small white seeds inside). Have students read the tongue twister chorally, really slow at first. Then, read a bit faster, then faster,

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and so on. Ask for volunteers to read it out loud as fast as they can.

Cultural Note Professional actors usually warm up before they go on stage or in front of a camera. It is very common for them to use tongue twisters to practice and improve diction. Most tongue twisters are made with a natural flowing rhythm. It is said that some actors prefer to practice saying tongue twisters than talking to a friend on the phone, that is, with a complete alteration of rhythm. They say it is very good practice to improve performance skills because it makes them really try to control their intonation.

11 Read the table and complete the examples with words from the box. Elicit from students how the present perfect was formed. Tell them that they can easily remember it by thinking about a mix of present (have, has) and past (past participle). Ask for a couple examples. Remind students that it is used to talk about past actions, but that it also used to express the idea that an action in the past is still true in the present. Write the following questions on the board: Where is your place? Since when do you sit there? Elicit students’ answers. Then write: I have sat in this chair since the beginning of the school year. Do more of these examples on the board. Here are some ideas: Where do you live? Since when do live there? Next tell students that some actions begin in the past and continue into the present but they are not complete. They are in progress. This continuity is expressed with a verb ending in -ing. The emphasis is made in the duration and continuity of the action. Now write on the board: I have been sitting in this chair for forty minutes. Point out that in this case you are basically expressing the same thing but you are focusing on the specific duration of your action. Ask students to open their Student Books to page 120 and read the Reflection Box in Activity 11. Then ask them to get in pairs (they can work with the student sitting next to them) and fill in the blanks. Check answers as a class. Answers: 1 has; 2 been

Stage 4: I practice 12 Work in pairs. Act out the dialogue using the different stage directions. Ask students to continue working with the same partner from the previous activity. Then ask them to choose a speaker (A or B) and perform a dramatized

reading of the text with their partner. Have them practice for a few minutes and discuss how the setting affects the tone of the dialogues. Encourage them to focus on their oral performance. Tell them to formulate questions that may help them place themselves in the situation. Possible questions may be: Where is the conversation taking place? Who are the people in the conversation? What would I feel like if I was in that place, in that situation?

13 Answer the riddles using phrases from the box. Have students look at the phrases in the box. Then read the instructions and ask them if they know any good riddles in their first language. Have one or two students share a riddle in Spanish (in order to make them feel confident about riddle dynamics) and then, have students read the riddles and fill in the gaps. Direct students’ attention to the verbs ending in -ing. Can you remember what the -ing stands for? (a continuous action). Ask general questions about the riddles: What kind of actions do they describe? When do these actions start? Do the sentences imply that they are still going on? Answers: 1 making salsa; 2 been making hamburgers; 3 have been doing your homework; 4 You have been playing soccer. 14 Look at Liliana’s backpack. Unscramble the sentences about what she has done in San Diego. Have students look at the picture and see what Liliana’s backpack contains. Ask them to take a look at the items and describe them. Elicit the things that imply that Liliana has been traveling in San Diego. Ask: What has Liliana been doing lately? What places has she been to? Ask students to unscramble the sentences. Call out different students to give you the answers. Answers: 1 She has been to the aquarium. 2 She has been to the beach with her friends. 3 She has been shopping everyday. 4 She has been to a baseball game. 5 She has been on the trolley three times. 6 She has eaten a hotdog. emember Next class students will need: tourist information about Mexico City.

Lead-in

Class

Tell your students they are going to play a mimicking game. This activity is intended to help students link non-verbal communication with the meaning of dialogues and reinforce their knowledge about adverbs of place.

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Ask students to tell you the adverbs of place they can remember. Write them on the board: down, downstairs, up, upstairs, outside, near, far, behind, under, in front, around, next to, here. Ask the class which gestures can communicate each adverb. Have volunteers share their ideas and choose one gesture to go with each adverb. For example, here can be mimied with a finger pointing to the ground. Then you will make up a story using the adverbs and your students must mimie the adverbs each time they are mentioned. For example, if you say: There was a princess who lived in a far, far away land, students have to make a gesture to imply the idea of distance when you say far. You can also have students create some stories and share them with the whole group.

Stage 5: I can 15 Choose a theme to write a riddle about. Make notes about the activities that are done in this theme or topic. Have students open their Student Books to page 122. Tell them that they are going to make up riddles to formulate and answer questions to explain and describe attitudes and behaviors. They first need to brainstorm what topic they want to talk about and then make some notes about it. Have them look at the example given in their Student Books. Copy one of the riddles from Activity 13 on page 121 and ask your students: What can you tell me about the structure that is being used? Elicit the form and use of the present perfect progressive. Once they’ve chosen a topic, suggest that they question themselves to decide what information they will include in the riddle. Some questions might be: How do I feel about the topic? Why did I choose it? Who might not enjoy this topic? Give them a time limit. Insist on the fact that they must make notes to have a clear idea of what they will write about. Answers may vary.

16 Write out the riddle from Activity 15 without the answer (topic or theme). Work in pairs and find the answer to your partner’s riddle. Have students turn to page 123 of their Student Books. Ask your students to follow the model on the board and write their own riddle. Go around helping students, but do encourage the use of their glossaries. Tell them to have fun and relax with this activity that mainly aims for them to be creative. Remind them to write the riddle without the answer. Once they’ve finished, have student choose a partner and trade their riddles to see if they can guess each others.

17 Complete the conversation to make a script. Have students read the conversation silently. Then ask for a boy to play Reece and a girl to play his mom. Ask them to read the dialogue out loud. Go over any vocabulary doubts. Then, ask students to complete the conversation on their own. Next, ask them to share their ideas. Brainstorm possible stage directions and ask students to explain their choices. Answers may vary.

18 You are in Mexico City for the weekend. Work in pairs and write a phone conversation similar to the one in Activity 17 about what you have done. Ask students to get in groups of three and share the information about Mexico City. Then, have a brainstorm and write on the board ideas about interesting places. Ask students who have been to these places to share their personal experiences with the group. Have students discuss cultural expressions in the city. Then, make a list with the elements they need to write a phone conversation. Remind them about politeness formulas for greetings and farewells and ask them to get in pairs. Then, tell them to decide who will be the caller and who will be the person who receives the phone call. Instruct them to choose the best ideas from the board and write their dialogues together. Ask them to proofread their texts. 19 Work in pairs. Act out the dialogue from Activity 18. Have students decide what kind of intonation they need in order to perform a dramatized reading of their dialogues. Ask them to focus on sounding natural and convincing. Give them a couple of minutes to practice their telephone conversations and choose which is the best way to say them. Then, ask for volunteers to read their conversations in front of the class. It is a good idea to make students sit back to back to simulate the telephone conversation. It also makes them concentrate in speaking louder and focusing on their pronunciation. Their dialogues will probably be very authentic so they may sound informal. Provide feedback. Start by focusing on your students’ strengths before you talk about the things that need to be improved.

Answers may vary.

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Unit 4

Product 2: Performance

You are going to sing a song in a recital.

Performance Indicators: – Read the selected play aloud. – Determine who will interpret the protagonist, secondary, and / or incidental characters.

Lead-in

Class

Write the word perform on the board. Tell students to check the definition in their Glossary on page 163 and lead a brainstorm about different elements related to performing. Write all the ideas in a mind map on the board. Some important elements of carrying out a performance, or acting in front of an audience include: speech tone, diction, gestures, music, dance, etc.

Stage 1: I get ready 1 Can you name these famous plays? Ask students to open their Student Books to page 124. Have them look at the pictures. Then ask: Do you recognize these plays? What are their titles? Do you know who the writer is? The pictures portray three classic plays by English author William Shakespeare. Perhaps, these are among the most read and performed plays throughout history. Ask students what they know about this author. Direct their attention to the cultural legacy of this author to the world. Shakespeare’s works have been translated into almost every language on Earth and, although written around 1600, people still read his oeuvre because of his accurate and passionate portraits of human nature. Ask students to share their thoughts about these classics and discuss the meaning of the topics of each play. If they do not know them, give them a quick overview of each play’s plot. The first image portrays a scene from Romeo and Juliet. The second image shows a scene from Hamlet. Finally, the third picture shows a scene from The Merchant of Venice. Encourage students to share their theatrical tastes. Ask what plays they have seen, and which their favorite one is.

Stage 2: I plan 2 Select a short play. Depending on your class size, organize the students in groups so that they can all participate in a short play. It is recommended that each group chooses their own short play. There are different ways to find a suitable

Student Book

p. 124-125

– Identify the stage directions in each case. – Determine the date and time for each team’s performance. – Rehearse the reading of the dialogues. – Perform the play in front of the group, in the previously chosen date and time. short play: students can search the internet (check the link in the bibliography section) or go to the school library and choose a short play they like. They can also use the scripts they wrote in Lesson 3 class 3 or they can perform the short play featured in their Readers (The Big Sell). Point out that each group should choose a play where all the group members can participate.

3 Determine who will interpret the protagonist, secondary, and incidental characters. Once students have selected their short play, have them sit in groups and go through it to check comprehension. Have student consider who will play each role. Ask them to take into consideration the length of the dialogues, the characteristics of each character, etc. 4 Read the selected play out loud. Have students read their dialogues and determine the best way to say them. Insist on having them use different intonation to express different ideas. Encourage them to try different ways to say their lines and choose what works best. Students must provide feedback to their team members. 5 Plan the stage directions. Have students write their stage directions on their scripts. Remind them this is team work. And, since all students are supposed to perform, it is better for team members to negotiate and agree on how to move about the stage. Tell them to look at their Readers and their Student Books to review what kind of stage directions they can write. Encourage them to be very specific on the directions they will write; the more detailed they are, the better performance they will deliver. Have students discuss their suggestions. It is important that they are clear about the emotions they need to portray and the movements they need to make on stage (especially the specific moments when they will enter and exit the stage). Insist on the proper use of punctuation for stage directions (use of parentheses and square brackets).

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6 Determine the date and time for each group’s performance. Have students decide in which order they will perform their plays. If students hesitate, ask them to draw a number (written on a piece of paper) from a bag. Write down this information. Then, decide where the performances will take place. Since this is a very fun and different activity, students will feel more motivated if they can perform away from the classroom. Check with school authorities if you can carry out performances in the school yard or the school’s auditorium. Depending on your group’s level of confidence, you can also invite other classes to see the play. This activity is quite different from others and it is predictable that performances will take longer that one single class (50 min). Again, check with school authorities for a broader time slot, or an alternate date and time to perform. 7 What materials will you need? Make a list. Ask students to think about all the things they will need in order to carry out their performances. Ask them to think about costumes, make-up, and props. Insist that they should not spend any extra money on this. They can search in their closet, borrow stuff, or make paper costumes; but insist on spending no money or very little. Encouraging them to not spend money will also make them be more creative and adapt what they already have in their closets. If possible, they can also think about designing some simple layouts for the scenery. Suggest the use of construction paper for this purpose.

Stage 3: I do 8 Read and rehearse the dialogues. At this point, what students need to do is rehearse their short plays. It is possible that they will not have enough time during the class to rehearse as many times as they need to. Encourage them to rehearse several times at home. Tell them to pay special attention to pronunciation and intonation. A good way to practice is reading your lines first very slowly and then very fast. The harder they work, the better the play will be. emember Next class students will need: costumes, make-up, and props for the performance.

Lead-in

Class

Start by doing a simple breathing exercise called Hissing. Model the technique for students to see and ask them to follow your lead. First, take a deep breath and then let the air out making a hissing sound, let out as much air as possible from your lungs. You should not move your shoulders up and down when breathing in.

This activity is intended to relax students and prepare them for their performance. Explain that deep breathing fills our body with oxygen and gives us energy. When a person is nervous or under pressure the tendency is to breathe with short breaths. So, breathing techniques can help people relax.

9 Have a dress rehearsal. If your school’s authorities allowed you some extra time for the performances, or if they gave you a different schedule all together, you might have further rehearsals, and a costume tryout. If not, your students need wear their costumes at this point. Advice student to choose clothing that may be suitable for their play.

Stage 4: All ready to share 10 Perform the play in front of the class. Remind groups about their order of appearance, as agreed last class. If in the classroom, have each group come to the front to perform. Instruct the students in the audience to remain silent. Give positive feedback to actors once they’ve finished performing, and, if time allows, lead a brief discussion at the end of the performances on how students felt, which were their strengths, and what things they would have liked doing differently.

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.

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so children:

– Can use various comprehension strategies. – Can formulate and answer the questions about the attitude and behavior of persons. – Can link non-verbal communication with the dialogue's sense. – Can read short plays.

To formally assess this learning environment go to page 161.

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Realizes the importance of using language to describe his / her surroundings Takes part in the community cultural expressions

Is aware of his or her own and others’ ideas and emotions

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

Understands and participates in conversations discussing leisure activities

Understands and compares differences and similarities between cultural features from Mexico and English speaking countries

Global Assessment

NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.

Fill in each performance indicator using the abbreviations below

Participates in dialogues effectively

Values his / her behavior and others’ behavior

GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

Is confident in the use of English

Is aware of the importance of objective descriptions

Continuous Assessment LE 2

Continuous and Global Assessment Chart Continuous Assessment LE 1

VERY GOOD = VG • The learner acknowledges the main idea and details from a w variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

Assessment Criteria

General Comments

Student's Name

All Ready! 3 Unit 4

Unit 5 Learning Environment 1: Formation and Academic

Learning Environment 2: Familiar and Community

Social Practice: Produce texts to participate in academic events.

Social Practice: Interpret and convey instructions found in daily life.

Specific Activities: Write arguments in favor or against a subject to intervene in a debate.

Specific Activities: Understand and offer instructions to plan a field trip.

Product: Debate

Product: Activity Schedule

At the end of this environment students will:

At the end of this environment I will:

• detect and establish links between a personal stance and information which agrees or disagrees with it. • emphasize or clarify agreements and / or disagreements. • write up short texts which express agreement or disagreement. • solve doubts and encourage feedback in order to edit agreements and / or disagreements.

• adjust volume, intonation, and tone to emphasize or clarify instructions. • offer explanations to clarify instructions. • rephrase instructions to confirm comprehension. • compose instructions. • appraise the pertinence of following or not instructions.

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Unit 5

Lesson 1

Performance Indicators: – Determine purpose and intended audience. – Identify function of graphic components. – Predict subject matter from previous knowledge. – Read texts. – Anticipate central sense from explicit information. – Clarify meaning of words. – Identify main ideas in agreement or disagreement with a personal stance. – Establish connections between a personal stance and information in agreement or disagreement with it. – Distinguish a link between different parts of texts. – Use strategies to point out information in agreement and / or disagreement with a personal stance. – Select synonyms.

Lead-in

Class

Ask students to describe to you what their school rules say about wearing a uniform. Then tell them they are going to play a true / false game about school uniforms around the world. Divide the class into groups of five or six. Explain that every time a group gets a correct answer a point is given. Say: Students in __________ (name of country) must wear a uniform. True or False? Use examples of countries where students do have to wear uniforms: England / Scotland / Japan / Australia / Brazil / Chile / New Zealand / India / Indonesia / Dominican Republic / Vietnam / China / Cuba, and use examples of countries which do not have compulsory school uniforms: Argentina / Canada / USA / Denmark / Spain / Finland / Switzerland / Germany / France / Italy.

Stage 1: I know 1 Look at the pictures and describe them to a classmate. Ask students to open their Student Books to page 128 and to look at the photographs in Activity 1. Divide them into pairs. For them to anticipate central sense from explicit information, ask them to look at the photographs and describe them to a classmate. Point out that they should try to recognize the topic or common factor linking the photographs. Elicit ideas as to what that could be (dress code and behavior at school). Encourage students to share their ideas. Answers may vary.

Student Book

p. 128-133

– Select information to write agreeing and disagreeing arguments. – Paraphrase information to broaden, exemplify and explain sentences that express agreeing and disagreeing arguments. – Distinguish and use the passive verb form and the possessive genitive. – Solve conflicts and foster understanding and respect. Materials: – A large opaque bag – Scrap paper – Pieces of paper with arguments for and against – Cards with the names of famous buildings and monuments, with information about where they are and the date they were built 2 Work in pairs. Discuss which situations from Activity 1 are controversial and which are not. Explain your answers. Ask if anyone knows the meaning of controversial. Elicit ideas and if necessary, explain or elaborate on the meaning (a topic or something which causes discussion or argument). Then elicit some examples of controversial topics in the news or which students are aware of. Write them on the board for reference. Have students, working in the same pairs as in Activity 1, discuss which situations shown in the photographs from Activity 1 they think are controversial. If they need help with ideas, guide them towards the following points: Where are they? What are they wearing? Do they look smart? What are they doing? What could the consequences of any of these points be? Have them give reasons for their answers. Answers may vary.

Cultural Note School uniforms date back to the end of the Roman Empire when all boys who attended classes which prepared them for the priesthood were thought to have worn similar chothes. Girls weren’t formally educated at that time. School uniform policies vary from country to country. In England, most students attending primary and secondary schools are required to wear uniforms. This policy was adopted to modernize the appeal of students and to help financially challenged families. It is widely

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believed that uniforms help to combat bullying, as well as instill a sense of pride and loyalty. In the USA, uniforms are not always a requirement. Private and Catholic schools are more likely to insist on their students wearing a uniform. In Vietnam, students wear uniforms depending on the level of education they’re in, rather than the school they attend.

3 Match the opinions to the correct pictures. Tell students to look at Activity 3 in their Student Books. Read the three opinions out loud and check for understanding. Ask students if they agree or disagree with each statement. Encourage them to think of both sides of each argument and give reasons as to why each one should or shouldn’t be a rule. Then ask them to match the opinions to the correct pictures in their Student Books. Answers: 1 c; 2 a; 3 b

Stage 2: I build Reader

M  ake the World a Better Place

p. 111-120

Elicit ideas from students about what makes them feel nervous and write examples on the board: sitting an exam, talking in public, going to the dentist, chatting to a boy / girl they like, etc. Then ask them to describe how they feel when they are nervous, and elicit as many expressions as possible: stutter, fidget, get butterflies in your stomach, shake, talk quickly, go blank, blush, etc. It is important to write them on the board for reference and explain the meanings. Then ask students to get up and walk around the class asking each other: What makes you feel most nervous? What do you do when you are nervous? Set a time limit of three minutes and then ask for answers. Tell students to open their Readers to page 111 and read the title. Ask them to guess what they think the chapter will be about as well as determine purpose and intended audience. Accept all answers. To identify the function of graphic components in the chapter, ask students to go through it just looking at the photos and ask them what they think the function of the photos in the text is. Then encourage them to say if they think the pictures give them a clear idea of what the text is about, and if the photos attract them and invite them to read. Then ask them to read pages 111 and 112 of their Readers. Write the following questions on the board: What is a debate? What takes place during a debate? What does the moderator do? What’s abstention? Is a decision always reached? Give students some time to think about their answers before asking

them to share their views with the rest of the class. Ask: What debates would you like to see at school? Elicit suggestions and write them on the board. Then ask students to read through the rest of the chapter. Once they have finished, ask them to compare if any of the topics that were raised in the text matched the suggestions on the board. Ask if they have any of the same questions or opinions. Encourage students to elaborate on their answers and to give reasons. Have students turn to page 121 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions aloud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide.

4 Skim the text and underline the most appropriate title for the debate. Ask students to read the two titles from the box in Activity 4 and say if they agree with them or not. Encourage them to give reasons to support their answers. To read texts related to the statements, ask them to skim the text and choose the most appropriate title. Give them just one minute to do this and tell them you are timing them in order to ensure that they just skim the text and don’t try to read the whole thing. Elicit answers. Answer: Uniforms shouldn’t be obligatory at schools. 5 Read the text in Activity 4 again and match the beginning of each sentence to the correct ending. To help students use strategies to point out information in agreement and / or disagreement with a personal stance, elicit from students the two positions in a discussion or debate: for and against. Ask them to tell you if they agree or disagree with the debate in Activity 4. Tell them to think what the arguments for and against wearing a uniform at school could be. Then ask them to read the text in Activity 4 again and find the arguments for and against. To distinguish a link between different parts of a text, ask students to describe the three parts of the introduction: the situation regarding uniforms, the main argument in favor of uniforms, and the main argument against. Give students five minutes to read the text again. Tell them to underline any words they don’t understand, and write the list on the left hand side of the board. On the other side write the Spanish equivalent in a jumbled up order. In order to clarify meanings of words, ask

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students to go to the front and match up the words. Ask the rest of the class to stand up if they disagree with any answers and to remain seated if they agree. Elicit all answers and refer students to the Glossary on page 164 to clarify the meaning of words. Ask students to get into groups of five. Hand out the prepared for and against cards with the text’s arguments to each group. Ask them to work together to divide the arguments into for and against. Then elicit volunteers to paraphrase the information on their cards, and ask the rest of the class to broaden the information to exemplify and explain those sentences. Have students work individually and complete Activity 5 in their Student Books. Check answers as a class.

Answers: 1 d; 2 a; 3 b; 4 c

Lead-in

Class

Play Hangman with the words learned in Activity 5 from the previous class. Remember to include the expressions to describe how you feel when you’re nervous (get butterflies in your stomach, stutter, etc.).

Stage 3: I think 6 Look at the pictures and guess what the teen radio debate is about. Ask students if they’ve seen or heard any debates recently and if so, what they were about. Have them tell you some of the places where they can hear debates (TV, radio, school, public forums, etc.) and which channels or TV programs have debates. To predict subject matter from previous knowledge, ask students to open their Student Books to page 130 and to look at the pictures in Activity 6. From what they can see, ask them to guess what the teen radio debate is about (school uniforms). Have them describe the pictures and help them with vocabulary to express their ideas. Encourage them to use a bilingual dictionary to enrich their vocabulary. 7 Listen to the teen radio debate and complete the table. Explain to students that they will listen to a debate about school uniforms and then complete the table. Play the CD once and ask students to complete what they can. Then play the CD a second time and ask them to write down more details. Have students listen again and look at the audioscript on page 189 in their Student Books to check their answers. Finally, to identify main ideas in agreement or disagreement with a personal stance, ask them to discuss their answers with a classmate and say which of the opinions in the radio show they agree with the most. Monitor and check. Encourage them to explain their points of view. 26

Answers: John; Australian – against school uniforms. Teens should have the freedom to express their creativity and personalities. Miguel; Mexican – for school uniforms. Uniforms promote equality and help eliminate discrimination. 3 Peter; American – for school uniforms. They are cheap and easy to get hold of.

8 Read the sentences and answer the question. Then underline the passive verbs. Ask students to read the sentences in Activity 8 and try to remember who from the radio debate in Activity 7 said them. Then ask them to read and answer the question. Encourage students to give reasons to explain why they agree or disagree and give examples to support their points of view. Elicit an example of the passive from the text and write it on the board: Creativity is expressed through clothes. Ask: Is this present or past passive? Then have students tell you how the passive is formed (subject + verb to be + past participle). Then ask students to look again at the sentences in Activity 8 and to underline passive verbs in the text. Have them check their answers with a classmate. Ask them in which sentence the negative is used (sentence 3, People aren’t discriminated against because of their clothes.) and how we form it (subject + verb to be + not + past participle). Elicit when we use the passive by writing: agent is obvious / agent is unimportant on the board. Check students understand the meaning of agent (the person or thing which does the action). Answers: 1 are sold; 2 aren’t discriminated; 3 is expressed, is seen; Answer may vary. 9 Complete the sentences with words from the box. To distinguish the passive verb form and use, ask students to look at the Reflection Box in Activity 9 and have them complete the sentences by choosing the correct word from the box. Check answers. Answers: 1 action, person; 2 affirmative; 3 negative emember Next class you will need: cards with the names of famous buildings and monuments, with information about where they are and the date they were built.

Lead-in

Class

Elicit from students famous buildings and monuments from all over the world. Put the prepared cards on your desk. The cards should include the name of a famous building (Big Ben, The Eiffel Tower, The Empire State Building, etc.), the date when it was built, and the city and country where it is. Students go to the front of the

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class, choose a card, and change the information into sentences: It was built in (date), in the city / town of (name of town / city). Students can then add any other information they know about the place, but without revealing the name of the building or monument. The rest of the class has to guess what it is.

10 Add the apostrophe to the correct place in the underlined words. Write: pen / Peter, bag / Jessica, classroom / students, Susan / friend of my sister, ingredients / soup, eyes / dog, height / girl on the board. Explain that when we describe something belonging to something else we use a possessive ’s in English. This is formed by adding an apostrophe (’) and an s to the end of the noun stating who is the owner. Point to the first example of the board (pen / Peter) and clarify who the owner is: Peter. Ask students to make a sentence using the possessive ’s and write it on the board: This is Peter’s pen. Point out where we add the apostrophe and the s. Do the same for the second example: Jessica’s bag. Model the pronunciation so that students can repeat it. Check that students understand the meaning of the other words on the board and clarify who the ‘owner’ is, then ask them to write sentences using the words on the board, adding the ’s. Check answers as a class. Finally, ask students to turn to page 131 in their Student Books and to add the apostrophes where appropriate in Activity 10. Check answers. Answers: 1 children’s; 2 money’s; 3 year’s 11 Match the beginning of each sentence to the correct ending. To distinguish the possessive (genitive), ask students to work individually and match the first part of each sentence in Activity 11 to the correct ending. Monitor and provide individual help if necessary. Answers: 1 b; 2 a 12 Read the sentences and underline words with similar meanings. Have students look at the pictures on page 131 and describe what they see. To select synonyms, ask them to read sentences 1-4 in Activity 12 and to underline any words they find which have similar meanings. Ask: What do we call a word which has a similar meaning to another? (A synonym.) Elicit examples. Write the pairs of synonyms on the board. Ask students to get into pairs and to write one sentence using one of the words from each pair. Elicit sentences from different pairs. Answers: 1 costly, expensive; 2 accessories, jewelry; 3 strong, sturdy, made to last; 4 clothes collection, wardrobes

13 Match the beginning of each sentence to the correct ending. Revise with students what nouns, adjectives, adverbs, and verbs are. Elicit examples and write them on the board. Ask them to give you a synonym for each example given. Then divide the class into six groups and give them five minutes to think of as many verbs, nouns, adjectives, and adverbs with synonyms as they can. After five minutes, ask each group to get together with another group and compare their answers. Ask them how many examples they could come up with. Ask students to read the sentences in Activity 13 and to match the beginning of each one to the correct ending. Check answers. Answers: 1 c; 2 b; 3 a

Stage 4: I practice 14 Complete the sentences with the passive form of the verbs in the box. Ask students to think about a recent excursion they have been on. Ask: What do you usually do on an excursion / vacation? Elicit answers and write them on the board for reference: take photos, go for lunch, visit places, try the local food, buy souvenirs, etc. Then encourage students to use full sentences to give examples of their trips: The guide told us about the history of the museum. We bought souvenirs at the gift shop. We took photos of our friends, etc. Check if students know the past participle of the verb to be used and then have them change the sentences into the passive voice. Ask students to turn to page 132 of their Student Books. Tell them to read the sentences in Activity 14 but not look at the words in the box yet. Then ask them which tense needs to be used to complete the gaps (passive). Re-elicit how we form the present passive: verb to be + past participle. Now ask students to look at the words in the box and write down the past participle of each verb. Elicit answers. Then ask them to look at the nouns at the beginning of the sentences and decide if they are singular or plural, as this will help them decide on the form of the verb to be. Ask students to work in pairs to complete the gaps in the sentences. Once they finish, ask them to check their answers with another pair. Check answers as a class. Answers: 1 are not allowed; 2 are invited; 3 is divided; 4 are turned; 5 are used emember Next class you will need: a large opaque bag and scrap paper (one piece per student).

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Lead-in

Class

Write groups of four words on the board: four buildings, four video games, four movies, four cities, four famous people, four pop groups, etc. Divide the class into groups of five or six and tell them to choose one option from each category. Then ask for volunteers to explain why they would choose that option and why it is better than the others.

15 Unscramble the words to make phrases. Make sure that all students have some of their personal belongings on their desks. Hold up one of your pens and say: My pen. Pick up one of the student’s personal belongings and encourage the class to say: his / her (name of item). Repeat a few times until students are comfortable using my, his, and her to talk about ownership. Go back to the first item you held up and elicit another way students can say who it belongs to: Miss Driscoll’s pen. Go around the class again, holding up different items and encouraging students to say who they belong to: Alfonso’s ruler, Maria’s book, etc. Check students are using the ’s and that it can be heard in their pronunciation. Ask ten to twelve students to choose one of their personal items and, without showing it to the rest of the class, to put it in a large bag on your desk. Invite random students to come to the front, pull out an item and guess who it belongs to. After they guess, have them write it on the board. Check they are using ’s after the person’s name. Ask students to look at the scrambled phrases in Activity 15 on page 132 of their Student Books. Remind them of the previous exercise and what word their sentences usually begin with: The / A / His / Her / My etc. Students unscramble the phrases and write them out in their Student Books. Remind them to use the correct punctuation and to think about capital letters, etc. Check answers as a class. Answers: 1 My friend’s house. 2 Her friend’s boyfriend. 3 A writer of children’s books. 4 The airplane’s speed. 16 Rewrite the following sentences using synonyms of the underlined words. Write some words that students know a synonym for on the board: dad - father, sick - ill, sad - unhappy, fast quick, thrilled - excited, cease - stop, direct - guide. Give them a couple of minutes to write down the synonyms. Then ask them to look at the words in the box of Activity 16. Tell them to read the sentences and choose a word from the box to replace the underlined words in the sentences. Answers: 1 Children get exhausted because of an overload of homework. 2 Junk food should not be permitted at school. 3 Water is better for you than soda. 4 People get shaky when speaking in front of lots of people.

Stage 5: I can 17 Read the opinions and write C for Cell phones or H for Homework. This activity will help students establish connections between a personal stance and information in agreement or disagreement with it. Ask students if they think they get just enough or too much homework. Elicit opinions about homework. Then ask them what their opinion is on having cell phones at school. Encourage them to give reasons to justify their opinions. Ask students to read the sentences in Activity 17. Ask them what the main topics are (homework and cell phones). Then ask them to put an H next to the opinions which refer to homework and a C next to the ones referring to usage of cell phones. Check answers as a class. Finally, ask them if some of the ideas presented are similar to the opinions they expressed at the beginning of the activity. Answers: 1 H; 2 C; 3 H; 4 C; 5 C; 6 H; 7 C; 8 H 18 Choose one of the topics from Activity 17, cell phones or homework. Then choose one side of the debate and write your opinion here. Explain to students that they’re going to have a debate about either cell phone use at school or about homework. To promote the solution of conflicts and foster understanding and respect, ask them to choose the topic they prefer and to think of additional arguments for or against it. Then divide students into groups of four to six according to their topics. Ask them to go to the corresponding pages of their Readers (pages 113114 for cell phones and pages 117-118 for homework) and look at the arguments. Allow them a few minutes to read the information and then each group should decide who is going to be for or against. Then they select information to write their arguments in their Student Books. Monitor and check. 19 Work in groups. Discuss and compare your opinions. Students, in their groups, begin their debates comparing opinions and ideas. Walk around the classroom, monitor, check, and offer individual help where necessary. Classroom Management: Monitor group activities to ensure all students have the opportunity to speak and contribute. Hand out pieces of paper, three pieces per student (depending on how long the activity is). Each student puts down one of their papers when they would like to say something. At the end of the activity, all students should have used all their pieces of paper. This also encourages turn-taking and less interrupting or shouting over one another.

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Unit 5

Lesson 2

Performance Indicators: – Recognize expressions used by the author to express opinions in agreement / disagreement about a subject matter. – Write sentences to express agreeing / disagreeing arguments. – Emphasize or clarify agreements / disagreements. – Employ words and punctuation marks to link sentences in a paragraph, using connectors. – Write a short text that expresses agreeing / disagreeing arguments. – Read to revise punctuation and spelling conventions.

Lead-in

Class

Write some regular and irregular verbs on the board and ask students to give you the past simple and past participle forms. Then write down ten irregular and regular verbs in their infinitive form on the board. Students copy them down on a piece of paper. Then tell them to try, individually, to write down as many of the past simple and past participle forms of the verbs as they can remember. After a minute ask them to work in pairs and share answers. They should have more than when they were working alone. If they need to, have two pairs get together to share their answers. Write the verbs in the infinitive on the board, and have students go to the front and write the past simple and past participle forms for each one.

Cultural Note Point out to students that there are some differences between past participle verbs in American and British English. These are divided into three categories. First of all, there are some verbs which end in –ed in American English and -t in British English: learned / learnt, spelled / spelt, dreamed / dreamt, spilled / spilt, smelled / smelt, burned / burnt. Generally in British English, if the -t form of the past tense or past participle can be used, then it is. For the verb get, British English uses got while American English uses gotten. For some other verbs, the infinitive form is used in American English whereas in British English -ed is used: The clothes fit. (American English); The clothes fitted. (British English). Finally, a third category of irregulary spelled verbs have an irregular spelling in American English, but -ed

Student Book

p. 134-139

– Organize information in agreement or in disagreement with a personal stance in a graph. – Edit agreeing and disagreeing arguments with the teacher’s supervision. – Write a final version. – Solve doubts and promote feedback. – Provide constructive criticism. Materials: – Reader, Audio CD – 20-25 paper dominoes with expressions of agreement and disagreement and connectors written on them is added in British English: light -I lit the fire. (American English) I lighted the fire. (British English). Students usually have to simply learn these variations or at least be aware of them. Many of the British spellings are slowly going out of use and being replaced by the American versions.

Stage 1: I know 1 Complete the questionnaire for you. Students open their Student Books to page 134 and look at the questionnaire in Activity 1. Ask them to guess when they think the first home video game was available. Write: 1950’s, 1970’s, and 1980’s on the board and students choose the correct answer (1970’s - in 1972, it was called Computer Space). Ask students if they can remember the first video game they played. Ask them if their parents played video games. If so: What did they play? Then check they understand the questions in Activity 1. Students work individually and complete the first column about themselves. 2 Complete the questionnaire in Activity 1 for a classmate. Ask students to find someone who they don’t usually talk to in class. They ask each other the same questions about video games and complete the second column of the questionnaire for their classmate. When they finish, ask students to share their questionnaires with the rest of the class to find out who plays the most video games, and which is the most popular.

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3 Do you think video games are a good influence on teenagers? How have video games influenced you? Ask students to read the question and think about their answers for a few minutes. Encourage them to think of the pros and cons of video games. Then have them share their answers with a classmate. Finally, ask volunteers to share their points of view with the rest of the class. Encourage students to ask questions and express their ideas.

Stage 2: I build 4 Look at the pictures in the text in Activity 6. What do you think the text is about? Circle your answer. Students look at the three topic options in Activity 4. Check understanding. Then tell them to turn to page 135 of their Student Books and look at the pictures in Activity 6. Without reading any of the text, have them tell you which of the topics from Activity 4 the text refers to. Answer: a 5 Skim the text in Activity 6 and write two advantages and two disadvantages of video games. Elicit the meaning and characteristics of skimming. Then ask students to skim the text in Activity 6 and write two advantages and two disadvantages of video games. Ask students to share their answers with a classmate. Finally, have some volunteers share their answers. Answers: Two advantages: Children who play video games score higher on vision tests than non players. Increase in logical thinking ability, and problem solving skills. Improvement in children’s reading, mathematical, and spelling ability. Two disadvantages: Eye strains, wrist, neck, and back pains. Headaches and muscle damage, possible cause of obesity over time. Some children could become shy and introverted. Some gamers can lose control of their tempers and become aggressive. 6 Read the text and label it with words from the box. Ask students about the components and organization of a text. Ask: How is a text organized or divided? (title, subtitle, introduction, main ideas, supporting ideas, details, body, and conclusion) Tell them to look at the words in the box in Activity 6 and describe them. Ask: What information is included in the introduction? (A brief description of the topic, how it is today, and then the benefits of video games.) What is included in the conclusion? (A balanced conclusion to both sides of the argument, as both arguments gave valid points.) Then

have students, individually, read the text and label it with the components from the box. Check answers as a class.

Answers: 1 introduction; 2 main title; 3 subtitle; 4 main idea; 5 detail; 6 conclusion

Lead-in

Class

Play Charades. Divide the class into two groups. A volunteer comes to the front and thinks of a film, TV program, or video game. They hold up the number of fingers for the number of words in the title and give a sign which lets their classmates know which category it’s in (this could be drawing the outline of a TV screen for TV program, pretending to play a movie camera for film, and playing on a games controller for video game). Then they mime each word by indicating its position in the title, holding up one finger for the first word, two fingers for the second word, etc. Tell students that they can use tricks to help them. For example, if they have a particularly difficult word, they can touch their ears to show that it sounds like another word that may be easier to mime. Give groups a point if they guess correctly, then swap and have a volunteer from the other group have a turn. Repeat.

7 Read the text in Activity 6 again and underline the main ideas that are For video games and circle the ones Against. Elicit the meaning of main ideas, and how they are different from supporting ideas. Ask students to read the text in Activity 6 on page 135 again and underline the main ideas that show agreement with the idea of teenagers playing video games and circle the ones that show disagreement. Check answers as a class. Refer students to the Glossary on page 164 to clarify the meaning of any new words. Write the following questions on the board: 1 How do companies encourage people to buy video games? 2 What are some governments trying to do with educational video games? 3 What are the negative health effects of playing video games for too long? Go through the questions with students and ask them to discuss the answers. Have them working in groups of three, monitor while they discuss (1 Companies encourage people to buy video games by improving the graphics, sound quality and interactivity of them. They also promote their health benefits. 2 They are trying to incorporate games into their academic curriculum. 3 Some negative effects are health problems, eye and wrist strains, headaches, muscle damage, back and neck pains, and obesity. Kids and teens are not going out as much, they become shy and introverted. Children can become aggressive.). Ask students if they agree with the points raised in the article.

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Answers: For: Higher results on vision tests, increased logical thinking ability, and improved problem solving skills, improvement in mathematics, spelling, and reading; Against: Eye strains, wrist, neck, and back pains, muscle damage, obesity, children become shy, introverted, and aggressive

Stage 3: I think 8 Read the text and underline the expressions that show agreement and disagreement. Divide students into groups of four and ask them to write three questions related to TV use. Elicit ideas for questions (What TV programs do you watch? How many hours of TV do you watch a week? Are there any programs you are not allowed to watch? What do you think of reality TV? What are the advantages and disadvantages of TV?). Once they finish their questionnaires, ask them to swap them with other groups. Give them three minutes to answer the new questionnaires and then elicit some of the questions and answers. Ask students to open their Student Books to page 136 and read the text in Activity 8. Ask them what the text is trying to say (TV has both positive and negative effects on children). Elicit the arguments for and against TV: Children can learn from some programs; however, some programs are not informative and can be a bad influence on children. Some programs are violent. Ask them if they agree with those arguments. To recognize expressions used by the author to express opinions in agreement or disagreement, ask students to read the text again and find and underline the expressions that show agreement and disagreement. To check answers, draw two columns on the board with the headings Agreement and Disagreement. Invite students to go to the board and write their answers in the correct column. Finally, refer students to the conclusion and ask them if they think it’s a good conclusion. Ask: Is it justified? Why? (The text shows two valid arguments, so the author tries to find a balance between both of them.) Answers: Agreement: In favor of this, In support of this idea; Disagreement: A valid point against, Also against 9 Match the beginning of each sentence to the correct ending. Ask students to open their Readers to pages 113 and 114. Ask: What do they use their cell phones for? (texting, arranging to meet friends, chatting, sending e-mails, playing games, etc.) Ask them how their lives would be different if they didn’t have or had a cell phone. Ask students to read the arguments for and against having a cell phone. When they finish, elicit the

expressions for showing agreement and disagreement. Tell students to discuss in pairs the arguments for and against using the expressions for agreeing and disagreeing they learned in Activity 8. Encourage them to think of any other arguments. Finally, have volunteers share their answers with the class. Students read the sentence parts in Activity 9 and match the beginnings of each sentence to the correct endings. Ask them to check answers in pairs.

Answers: 1 b; 2 c; 3 a; 4 d 10 Read the sentences and circle the connectors. To employ words and punctuation marks to link sentences in a paragraph, ask students to look over the text about cell phones on pages 113 to 114 in their Readers, and find the connecting words (but, and, because, instead of, etc.). Ask what their purpose is: to connect two ideas or sentences and show an opposition, a reason, add information, show a result, etc. Tell them to read the sentences in Activity 10 and circle the connectors that join two ideas. Monitor and provide individual help if necessary. Then ask: In which sentence does the connector come at the beginning to contrast it with a previous idea? (however and but) In which sentence does the connector come halfway through to compare two ideas? (yet) Elicit the contrasting ideas in each sentence or part of the sentence. Ask them if yet is similar in meaning to but and however (yes). Allow them to think of their answer for a while. Elicit answers. Then explain that we can use all these connectors either at the beginning of sentences or in the middle (yet) depending on how we want to express ourselves. Write: I like soda _________ my friend prefers milkshakes on the board. Elicit the possible connectors: but, however, yet. Then write: I drank a soda _________ my friend did her homework. and elicit the answer (but, however, yet). Then invite volunteers to add the correct punctuation (a comma between the two clauses). Students complete the sentences. Answers: 1 yet; 2 But; 3 However 11 Complete the sentences with words from the box. Tell students to turn to page 137 of their Student Books and look at the words in the box in Activity 11. Check they understand the meaning of compare and contrast (compare is to find similarities between two ideas, while contrast is to look for differences). Students then complete the sentences. Answers: 1 join; 2 join; 3 contrast; 4 compare

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Lead-in

Class

Write the following text message abbreviations on the board: CU2mo, CUnxt wk xoxo, RU ok? W84 me, plz. 2day? CUL8R, GR8 and u?, Wan2 go L8R? (See you tomorrow; See you next week, hugs and kisses. Are you ok? Wait for me, please. Today? See you later. Great and you? Want to go later?) Divide the class into groups of four and tell them they have five minutes to work out what the abbreviations mean. When they finish, check answers. Then invite each group to come up to the board and write two more short abbreviated messages for the rest of the class to work out.

12 Read the text and underline the words that end with –y. Then complete the table. Divide students into groups and give them two minutes to come up with as many adjectives, adverbs, nouns, and verbs as they can. Elicit examples and write them on the board. Then ask students to read the text in Activity 12 on page 137 of their Student Books. Elicit the main points it is making. Tell them to underline the words that end in –y. Then ask students to write the different words from the text in the appropriate column of the table. Ask students to compare their answers in pairs. Answers: Words ending in –y: every, play, say, try, day, industry, strategy, interactivity, obesity; Adjectives: new, long; Adverbs: every; Verbs: appear, require, play, say, can lead, should try, reduce, spend; Nouns: games, day, video game industry, skill, strategy, interactivity, kids, hours, researchers, obesity, parents, number, screens 13 Look at the table in Activity 12 and circle the words ending in –y that change. What words do not change? Students look again at the words in the table from Activity 12. Draw their attention to the nouns. Ask them what happens if we want to make them plural? Have students come to the board to try and spell them in the plural form. They should come to the conclusion that for strategy, interactivity, and industry, they take off the –y, change it to –i and add –es. For day they just add –s. Explain that obesity is uncountable and doesn’t change in a plural form. Ask them if there are any words in the other columns that change. They should guess that the verbs change when we conjugate them. Students circle the words ending in –y that change. Answers: Words that change: industry; day; strategy; interactivity; Words that don’t change: every; obesity

14 Complete the sentences with the correct form of the words from the box. Students look at the words in the box in Activity 14 and use them to complete the sentences. Ask volunteers to write their answers on the board. Answers: 1 days; 2 strategies; 3 says; 4 tries 15 Read the rule and answer the question. Ask students to turn to page 138 of their Student Books and to work in pairs and read the sentence in Activity 15. Point out how the spelling changes, for words ending in a vowel and –y we just add –s. For words ending in a consonant and –y, we take off the –y and add –ies. Ask students to read the sentence and answer the question in their pairs. Answer: If the noun or the verb ends in vowel and –y, we add –s. If the verb ends in consonant and –y, we take off the –y and add –ies.

Stage 4: I practice 16 Read the arguments and match them to the correct picture. Have students look at the pictures and read the speech bubbles in Activity 16. Ask them to describe what they see drawn, and if they think they are funny at all. Then, students read the titles of the arguments and match them with the correct picture. Answers: 1 a; 2 c; 3 b 17 Match the columns to complete the sentences. Ask students to remember the connectors they saw in the previous class (yet, but, while, and however). To give students practice using the different connectors; write on the board: I don’t go to concerts, however _____________. There are some interesting programs on TV, but _____________. Allow students a little time to think of an ending to the sentences then elicit answers. Then write on the board: My favorite band is Zoe, however _____________. I want to go outside and play football, but _____________. I want to buy some new shoes, yet _____________. I wanted to do my homework, but _____________. Students write them down and complete the sentences in pairs. Tell them to try and write imaginative or funny endings. Ask pairs to read out their answers and decide on the best endings. Ask students to read the beginnings and ends of the sentences in Activity 17 and to match them to make complete sentences in their Student Books. Check answers as a class.

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Answers: 1 d; 2 a; 3 b; 4 c emember Next class you will need: paper dominoes. Divide pieces of A4 paper in two by drawing a line down the middle. Then on each side write expressions of agreement and disagreement and connectors. Prepare about 20-25 dominoes, so that each word or expression appears several times.

Lead-in

Class

Tell the class they are going to play dominoes. The dominoes will include the connectors: but, yet, however, while, and the agreement and disagreement phrases: In favor of this, In support of this idea: a valid point against, also against, etc. Each domino has two of these words or expressions, one on each end. Divide the class into four equal groups and hand out the dominoes. A member from one group goes to the board and sticks one of their dominoes to it. Then they make a sentence using one of the words or expressions. The group that has the same word or expression on their domino, then goes to the board, sticks the domino up and makes another sentence using the other word or phrase on the domino. Students should use arguments from the four debates they’ve seen in the Reader to make their sentences.

Stage 5: I can 18 Read the debate topics and check (3) the one which is the most interesting to you. Ask students to recap the debates they’ve seen in the previous two lessons. Then ask them to turn to page 139 of their Student Books and check the debate which is most interesting to them from the list in Activity 18. Ask them why they think that debate is the most interesting, and encourage them to answer using full sentences. 19 Complete the sentences about the topic you chose in Activity 18. Students open their Readers to pages 111-120 and find the arguments for the debate they chose in Activity 18. Ask them to read both sides. To write sentences to express agreeing or disagreeing with an argument, ask them to complete the phrases in Activity 19, adding their personal points of view. Tell them that this activity also helps them to organize information in agreement or in disagreement with a personal stance on a graph. Monitor and provide individual help.

20 Put all your information from Activity 19 together in a small text. Use the checklist below to help you. For students to write a final version, ask them to look at the text about video games on page 135 of their Student Books. Have them tell you what text features they should include: main title, subtitles, paragraphs, introduction, and conclusion. Then have them compare their checklist to the text guidelines in their Student Books on page 139 to see if they were correct. In order to emphasize or clarify agreements and or disagreements, ask students what words they can use to link and clarify their arguments (connectors and expressions for agreeing and disagreeing). Write the list on the board, and remind them that they must use these words in their texts. Ask them what information the introduction contains (it gives some general facts and briefly explains the controversy about using them). Then ask what information the conclusion contains (a brief summary of the main ideas and a concluding sentence which suggests a balanced solution for both sides, provided both showed valid arguments). Then students write a short text that expresses agreeing and / or disagreeing arguments. Walk around and monitor, helping students where necessary. To edit agreeing and disagreeing arguments with the teacher’s supervision, remind students to read their work to check for spelling, grammar, and punctuation. Classroom Management: When students write a text, it is a good idea to write a checklist on the board, which can also serve as a template. Texts must include: a main title, an introduction, arguments for, arguments against, connectors, expressions for disagreeing and agreeing, conclusion, punctuation, grammar, and spelling. Students check they have included the relevant points or sections once they have finished. If they have a specific list to check their work against, then it helps them get into the habit of always checking their work, and making sure it’s right. 21 Work in groups. Share your texts and discuss your opinions. Students work in groups of four and take turns to read their texts to one another. To provide constructive criticism, encourage them to actively listen to their classmates, to ask questions about what they are saying, to solve doubts, and promote feedback. Move around the classroom and listen to what they are saying, questioning them and solving their doubts.

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Unit 5

Product 1 Debate

Performance Indicators: – Choose a topic of interest. – Read texts from different sources. – Take a personal stance regarding the information read.

Lead-in

Class

Choose one of the debate topics from the Student Book: school uniforms, cell phones, video games, TV. Tell students they are going to play a word association game. Divide the class into two groups. Say a word from one of the topics: video game. One of the groups begins by saying an associated word: computer. Then, the other group must say a word associated with computer: mouse. The other group says a word associated with mouse: cat / gray / cheese, etc. Continue the game. Make sure students maintain a fairly continuous pace and don’t wait too long between saying the new word. Each group could begin with five lives, and each time they make a mistake, pause, say a non associated word, etc. they lose a life.

Stage 1: I get ready 1 Read the texts. Check (3) the topic that interests you the most. Ask students about the different debate topics they have seen. Ask them to say why they are relevant in society right now. Elicit from students what a debate involves and the rules they should follow when participating in one. Explain that a debate is a verbal argument about a specified topic. The topic is often a controversial topic in that it has supporters for and against. Participants are allowed to present their arguments in a structured manner with a moderator who introduces and concludes the argument, and allows all speakers involved in the debate to contribute. The format of debates may vary, sometimes it’s just two speakers, sometimes there are debate teams, and sometimes they involve the audience as well. There are some important rules to ensure the debate is carried out fairly and effectively. Debaters not only have to prove their argument is correct but point out the flaws in their opponents’ argument. Rules include: debaters must respond to arguments put forward by the other team, they must not put anyone down, there is no whispering while someone is talking, they must raise their hand to speak. They mustn’t interrupt. Finally, although they hold a position with regards to the argument, they must respect other people’s opinion.

Student Book

p. 140-141

– Write the agreeing / disagreeing arguments depending on the personal stance each one has adopted. – Write a short text with the agreeing / disagreeing arguments. Then ask students to look at the pictures on page 140 of their Student Books and identify the arguments presented. They choose the topic that most interests them. Answers may vary.

2 Read the arguments for and against the topic you chose in Activity 1. Check (3) the side you agree with. Students read the arguments for and against for the topic they chose in Activity 1. They select the argument they most agree with. If there isn’t a mix of students who are for and against, then you will have to divide them. You could do this by having strips of four different colored paper in a bag. Each color is either for or against one of the topics: school uniforms or cell phones at school. Ask students to go to the front and choose a color. This will be the argument and topic they will debate.

Stage 2: I plan 3 Research your topic using a variety of different sources. Ask students to elicit the main points about the arguments for and against cell phones in schools and school uniforms. Write them on the board for reference. Ask students where they would look for further information: books, magazines, Internet, etc. To help them with research on the Internet, as this will be where they are likely to find the most information, ask what key words, in English, they would type into the search engine: cell phone use; statistics; arguments for wearing a school uniform; Why do some countries choose not to have school uniforms? How do cell phones change the way we live? etc. Students then search information from various sources. Remind students that when they do their research, as well as looking for arguments which support their opinions, they should also think about the arguments the other side of their group will use to uphold their points of view. Debating involves being able to convey your opinion, as well as justify it. Anticipating what the other side will argue offers a great advantage in this and allows for much greater preparation.

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4 Write three extra arguments supporting the side you chose in Activity 2. Using their extra sources, students organize their information in agreement or in disagreement with a personal stance. Then, they write three extra arguments supporting their side.

Stage 3: I do 5 Work in groups. Compare your ideas from Activities 3 and 4. Divide the class into two groups, one group will debate cell phones, and the other will debate school uniforms. Then ask students to sub-divide their groups into those for and those against the argument. They compare the extra arguments they wrote down. 6 Write down the ideas from your group in a simple text. Have students organize their ideas and remind them that it’s important to plan their text. They should note the order in which they want to put forward their ideas and then write them out. When they are thinking about the order, they should consider the arguments the other group could mention, and consider what will be their counter argument. Collect the draft version of their texts. Check their drafts before the next lesson to ensure there are not any major grammatical or content mistakes. emember Next class you will need: a small soft ball.

Lead-in

Class

Tell students to think of a sentence to complete the following: I like eating donuts, however … Elicit some answers. Then throw the ball to a student and say: I like eating ice-cream however … The student who catches the ball has to say an ending to the sentence. Then they say the beginning of a new sentence, adding one of the connectors, and throw the ball to someone else. Continue until students have several turns.

7 Write the final version. Choose a moderator. Have students turn to page 141 of their Student Books. Hand back the drafts of students’ texts with corrections. Students should then write the final version of their texts. They should read to revise punctuation and spelling conventions, and note any comments or corrections suggested by the teacher. They write their final version. Each group should also choose a moderator. Try to ensure that the moderators are high achieving and confident students, as their role is important. The moderator should prepare a brief introduction to the debate explaining the general situation surrounding the controversy and citing a few main points from both sides of the argument.

Stage 4: All ready to share 8 Organize a debate. Use and present the ideas from the texts in Activity 7. Both groups will debate. Decide which topic will be debated first. The moderator of the first group presents the introduction. Then, they signal who can start and they manage the debate until the end. The moderator must ensure that all group members follow the rules. Groups take turns to put forward their arguments while the rest of the class acts as the audience. Each debate will have fifteen minutes. Be strict with the time limit, and signal when the second group must start their debate. 9 When the debate is over, vote on who is for, who is against, and who abstains. At the end of each debate, the moderator should briefly resume the main arguments and ask the rest of the class to vote by raising their hands to show if they are for, against, or if they abstain. The moderator counts the votes and announces the winner of each debate.

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. Then have them answer the I learn box on page 141 of their Student Books. 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. Ask students to reflect on Lessons 1 and 2. Ask them what they’ve learned in the debates and in English. Encourage them to say what they found easy and difficult in the lessons.

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can detect and establish links between a personal stance and information which agrees or disagrees with it. – Can emphasize or clarify agreements and / or disagreements. – Can write up short texts which express agreement or disagreement. – Can solve doubts and encourage feedback in order to edit agreements and / or disagreements.

To formally assess this learning environment go to page 162.

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Unit 5

Lesson 3

Performance Indicators: – Listen to instructions to plan a field trip. – Recognize place and medium. – Perceive intentions. – Recognize composition of sentences. – Establish sequence of enunciation. – Compose instructions. – Include non-verbal communication. – Offer instructions. – Give further explanations to clarify instructions. – Rephrase instructions to confirm comprehension. – Judge the relevance of instructions. – Distinguish and use modal verbs and imperatives.

Lead-in

Class

To promote a discussion, ask students about different vacations or school field trips they have been on. Encourage them to share their stories about where they stayed, what they did, if they enjoyed it or not. Elicit from students different types of field trips and what they could do on them. Write their ideas on the board in the form of a concept map: activity vacation, camping vacation, beach vacation, sightseeing vacation, student exchange, package tour, etc. Ask them which types of trips they would like to go on, where would they like to go, and why. Encourage them to answer using complete sentences.

Stage 1: I know 1 Make a list of the differences you see between the pictures. Have students turn to page 142 in their Student Books and look at the photographs in Activity 1. Elicit what is happening in each picture (they are hiking). Then elicit the main features that are different: weather, equipment, and clothes. Then ask students to write down more specific information about the differences: the location, the type of weather, the items of clothing and equipment. Divide the board into three columns and write the headings: Hiking in the snow, Hiking in the desert, Hiking in the mountains. Invite volunteers to go to the board and add information. Finally, ask students where they would prefer to go and why. Answers may vary.

Student Book

p. 142-147

Materials: – Cut-outs or pictures of different people (sex, age, nationality, religion, profession) – Situations written on individual cards. Include activities like: wash a car, going to a party, sightseeing holiday, 6 mile run, going to a concert, first day at college, first day in a job as a waitress, first trip abroad. At least twenty strips of scrap paper per group. – CD with ten well-known songs (some must be in English) – Strips of paper (at least twenty strips per group) – Sets of vocabulary cards with five words per set

2 Work in pairs. Look at the items used for camping and number them in order of importance. Ask: What equipment do you need to go camping? Elicit ideas. Then have students working in pairs look at the pictures in Activity 2 and identify the camping items. Refer them to the Glossary on page 165 to clarify any new words (flashlight, sleeping bag, water bottle, tent, insect repellent, and beans). Finally ask them to work together to number the items in order of importance. Encourage them to give reasons for their answers. 3 Work in groups. Decide on the same order of importance for the items in Activity 2. Have students get into groups of five and compare their answers from Activity 2. As each student may have ranked their items in a different way, it’s important that, as a group, they come to an agreement regarding the ranking. It’s important therefore, that students justify their reasons for ranking their items the way they did. Have them agree as a group on the new order of importance of the items, and invite groups to share their opinions with the rest of the class. Encourage them to give reasons for their answers. Classroom Management: To form groups of five, write out five vocabulary words from Activities 1 and 2 on separate pieces of paper: sleeping bag, backpack, flashlight, water bottle, tent. Write out enough sets so that there is one set of words for each group of students. Hand out the pieces of paper randomly to students (one piece of paper per student) and ask them to find people with different words to form a group. Each group should have someone with one of the five different words.

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Reader

A Weekend Away

p. 124 –133

Read the title of Chapter 10: A Weekend Away. Ask students to open their Readers to page 124 and to flick through the story and look at the pictures. Elicit ideas as to what they think the chapter is about and write them on the board for reference. Ask if anyone has been, or is part of an explorers’ club, or if they know a friend who is / was. Have them tell the class what they know about this kind of club. Ask them to read pages 124-133 of their Readers. Elicit whether their predictions about the story were right, and refer to the ideas jotted down on the board. Divide the class into groups of four and ask them to write three questions about the story. Volunteers take turns to ask the questions, and the rest of the class has to find the answers within the text. Have students turn to page 134 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and 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 out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide.

Alternative Activity: When students finish reading the story, ask them to recap the main points: Amy is excited about the trip, she tells her mom. Her mom says she can go provided she gets good grades, but they are not sure how they will get enough money. They have an idea for a garage sale, they tell Amy’s Dad, etc. Students then write out a short conversation summarizing what happens on pages 124-127. Ask students to act out their conversations for the rest of the class. Time: 8 minutes Cultural Note There are many different associations that promote the development of young people (between the ages of 6-25). They aim to help youngsters become responsible citizens by encouraging them to achieve their full intellectual, social, and spiritual potential as members of their local, national, and international communities. Their educational programs include activities such as camps, first aid courses, sports events, ethics, and emergency preparedness, knowledge about nature, pottery, chess contests, knotting, etc. When members of these associations pass their courses, they can obtain merit badges which they sew on to their uniforms.

Stage 2: I build 4 Look at the picture and guess what the telephone call is about. For students to recognize place and medium, have them look at the picture in Activity 4 on page 143 of their Student Books and describe what they can see. Ensure that they identify the place and the situation (the Head Explorer in the Explorer’s hut talking on the telephone). Elicit that he is actually leaving a message on an answering machine and ask students to guess what the message could be about. Elicit ideas and write them on the board for reference. 5 Listen to the message to confirm your prediction from Activity 4. Tell students they are going to listen to the message and see if it matches their predictions from Activity 4. Play the CD. Ask what the general idea of the message is and ask random students to share their answers with the rest of the class. 27

6 Listen to the message again and check (3) the things Amy needs to pack for her camping trip. To listen to instructions to plan a field trip, tell students that they are going to listen to the message again and check the items Amy needs to pack for the trip. To determine speech register and perceive intentions, play the CD again and ask students to identify the way the speaker adapts the speaking tone to leave the message. Ask: Is the tone formal / informal? What makes it formal / informal? 27

Answers: flashlight; marshmallows 27 7 Listen to the message from Activity 5 and match the beginning of each sentence to the correct ending. Tell students they will listen to the message again, but this time they need to match the first half of the sentences in Activity 7 to the correct endings. Have students listen again and look at the audioscript on pages 183–190 in their Student Books to check their answers.

Answers: 1 b; 2 d; 3 a; 4 c emember Next class you will need: photos or magazine cut-outs of different people.

Lead-in

Class

Write scrambled words on the board: tecnis llprnteee (insect repellent), lglsatifhh (flashlight), nten (tent), gba lpsengie (sleeping bag), terwa (water), kabcakcp

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(backpack), smrlahowlmas (marshmallows), tkcsi (stick), gniikh (hiking). Give students three minutes to work in pairs and unscramble them. Have them go to the board and write up their answers.

Stage 3: I think 8 Read the text and write MI for Main Idea or D for Detail. Then underline the sentences with may and might. Ask students to open their Student Books to page 144. Tell them to say what main idea and detail in a text refer to (the main idea resumes the topic of the text and detail provides additional information). Then tell students to read the text in Activity 8 and write MI or D in the gaps. Check answers.

10 Complete the sentences with words from the box. Ask students to read the sentences in Activity 10 and to try and complete them orally. Then ask them to complete them in their Student Books and check their answers with a partner. Answers: 1 central; 2 first; 3 extra; 4 after emember Next class you will need: At least twenty strips of scrap paper per group and situations written on individual cards. Include activities like: wash a car, going to a party, sightseeing holiday, 6 mile run, going to a concert, first day at college, first day in a job as a waitress, first trip abroad. Class

Answers: 1 MI; 2 D; 3 D; Underline: She might be

Lead-in

9 Read the sentences and circle the best option to complete each one. Ask students to get into groups of three and discuss what the problem in the story, Chapter 10 in the Reader was: Amy wants to go on a field trip and she doesn’t know if she has enough money. Ask them what they think might happen. Encourage students to use might and may to speculate about the story. Monitor and provide individual help. Then ask them to read the sentences in Activity 9 and circle the best option to complete each one. Check answers. Using pictures in the Student Books or cut-out pictures you bring in of people, ask students to guess what nationality, age, name, and occupation the people have. They should use may / might: She might be called Lucy. She may be 25. etc. Give students a minute to think about their answers. Write: go on vacation, come to class tomorrow, go out with my friends on Saturday night, go to a different country one day, see my friends this week, leave school early today, go to college on the board. Ask students to think about which of these events are certain for them and which are possible. Then ask them to write sentences using may or might. Model the first one for the class. Walk around and monitor. Once students have finished, ask them to read out loud their sentences. Then ask them to think of follow up sentences. If one student says: I may go on holiday this year. another student stands up and says a related sentence: I might / may go to Cancun. Continue until all students have had a turn. Students underline the sentences in the text with may or might.

11 Read the letter. Circle the sentences with need and underline the sentences with imperatives. Ask students to open their Student Books to page 145 and read the letter from the Head Explorer to the parents in Activity 11. Elicit why he wrote the letter. Ask students for the meaning of need (it’s necessary to do / have this, it’s a requirement to do / have this). Ask them about how we use need in both sentences (need + to infinitive, or we can use need + noun, such as the list of items kids will need). Ask: What do you need to do to pass your exams? (I need to study) What do you need in an exam? (I need a pen, I need an eraser, etc.) Point out that we can use need with a verb or with a noun. Ask students what the kids will need to bring on the trip according to the list. Then ask students to circle the sentences with need and underline the sentences which give instructions in their Student Books. Check answers as a class.

going away … We might go on a camping trip … Might? It may rain …

Answers: 1 possibility; 2 more possibility; 3 an infinitive without to

Ask students if they have ever been on a camping field trip. Elicit any games they played. Tell them they are going to play 1-2-3 look! which is a traditional camp game in the UK and other parts of the world. If the class is very large divide them into two groups. Tell students to stand in a circle, close their eyes, and lower their heads. Then call out: 1-2-3 look! All the students must look up at one specific person. Tell them they cannot change who they are looking at. If two people are looking at each other then they are both out. Students lower their heads again and wait for the next 1-2-3 look! instruction. Continue until only a few players are left. There will need to be a monitor for each group to check there is no cheating.

Answers: Circled: We will have meeting on Tuesday about what your sons and daughters will need to bring;

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The kids will need; Underlined: Please don’t forget to arrive punctually at 8:00 p.m. Bring a notebook and pen to write everything down.

12 Match the beginning of each sentence to the correct ending. Draw students’ attention to the list of items attached to the letter in Activity 11. Elicit the verbs that go with each item: use (a pillow), wear (a hat, a sweater, thick socks), bring (a flashlight, a sleeping bag), put on (insect repellent), sleep in / roll up (sleeping bag). Have them make sentences using need + verb + item (I need to use a pillow at night). Divide students into groups of four and give each group cards with situations on: wash a car, going to a party, sightseeing holiday, 6 mile run, going to a concert, first day at college, first day in a job as a waitress, first trip abroad, etc. Tell them to think of four or five sentences about what someone would need to do and items they would need in each particular situation: Wash a car. You need a sponge; you need water, soap, and a bucket. You need to wear old clothes; you need to put the car on a flat surface, etc. Walk around and help students where necessary. Students read out their sentences and the other groups have to guess the situation. To recognize the composition of sentences and use imperatives, have students look at the beginnings and endings of the sentences in Activity 12 and match them to make complete sentences. Check answers. Answers: 1 c; 2 b; 3 a; 4 d

Stage 4: I practice 13 Read the sentences and number them in the correct order. Then underline the main idea and circle the details. Have students open their Readers and read page 124. Then have them remember what happens next (Amy and her Mom have to convince Dad). Students read the sentences in Activity 13 on page 146 of their Student Books and put them in the correct order. Answers: 2; 1; 4; 3; Underline: She suggested that they

had a garage sale and sold all her old toys that she had outgrown. Circle: He thought it was a brilliant idea. They discussed the different prices. That day the whole family spent all day cleaning out the drawers and closets.

14 Complete the instructions for packing. Elicit the tense we use when we give instructions (the bare infinitive, infinitive without to). Encourage students to refer back to Activity 8 on page 144 of their Student Books, where they circled the sentences with imperatives to revise the sentence formation. Then have them look at the verbs in the box in Activity 14.

Check students understand the vocabulary and then ask them to think of instructions they could make with those verbs. Finally, have students complete the sentences.

Answers: 1 Wear; 2 Use; 3 Spray; 4 Wear; 5 Roll 15 Read the sentences and write which instruction from Activity 14 they correspond to. Ask students to look at the picture in Activity 15 and describe what is happening to the boy. Have them discuss what instructions they would give him. Refer them back to the sentences in Activity 14 to help them. Ask: Why do you need to wear insect repellent? (Because insects might / may bite you.) Students then read the sentences and write which instruction from Activity 14 they refer to. Answers: 3; 2; 5; 1; 4 16 Read the sentences and write the appropriate instructions. Ask students to think about what could go wrong on a field trip. Elicit the types of trips that students saw in the first class and write them on the board: beach, vacation package, camping, and student exchange. Write some other words to help them: sunburn, accident, get sick, rain, thunderstorm, heat wave, very crowded, overbooked, etc. Encourage students to make sentences about what could go wrong using may or might: It may rain. There may be a thunderstorm. It might be very busy. It might be very hot. There may be a heat wave. You might have an accident. To help students judge the relevance of instructions, ask them to think of instructions that they would give someone in each of those situations: Put on sun cream; Wear a hat; Buy your tickets early; etc. Remind them we use the base form of the verb to give instructions. Students then look at the sentences in their Student Books. Ask if they are problems or instructions (problems). Students write the corresponding instructions. Check answers as a class. emember Next class you will need: a CD with ten well-known songs on it (some must be in English).

Lead-in

Class

Bring in a CD with ten well-known songs on it. Play a song and have students move around the classroom. When you stop the music, have them stand in a group with the four people closest to them. Students then sit down in their groups. Explain that you are going to play the first few seconds of some songs and they have to write down the name of the song and the artist. They must use It may be / It might be … when guessing. Alternatively, bring in music or songs from different

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countries or in different languages and students have to guess the country or language: It might be a French song, etc.

Stage 5: I can 17 Match the beginning of each beach activity to the correct ending. Then check (3) three things you would like to do at the beach. Ask students about the different activities they can do on the different types of trips. Draw a graphic organizer on the board and write field trip in the middle. Students come up to the board and draw different legs in the graphic organizer for each different type of trip. Then they take turns to add activities: sightseeing, visiting museums, taking photographs, etc. Provide help with vocabulary they don’t know. Ask students about which places in their country they would like to visit. Ask if anyone has been to Veracruz and what can they do there. Then have them turn to page 147 in their Student Books and match each beach activity to the correct ending. Refer them to the Glossary on page 165 to clarify any new words and check answers. Answers: 1 c; 2 a; 3 f; 4 d; 5 b; 6 e 18 Read the flyer and make a list of the things you might need to take to the beach with you. Ask students what type of text they think is in Activity 18 (a vacation flyer). Ask them to read the flyer and make a list of the things they might need to take to the beach with them. They say the things they might want to do there. Encourage them to use complete sentences. 19 Work in pairs. Share your list from Activity 18 and explain why you chose those items. Divide students into pairs. For students to rephrase instructions to confirm their comprehension, ask them to share their lists of things they might need to take with them and to explain why they need those items. Write: I might … I may … on the board and encourage them to use this structure when explaining why they chose their items: a bottle of water - I may get very thirsty. etc.

20 Work in pairs. Take turns to say sentences with the information from Activity 18. Have students work in the same pairs as in Activity 19. Elicit some of the items they listed and write them on the board. For students to offer instructions for the planning of a field trip, encourage them to give you the instruction: Take sun cream. Ask: Why do I need sun cream? Then, to encourage them to give further explanations to clarify instructions, elicit the response using might / may: You might get burned. It might be very hot. You might want to go swimming in the sea. etc. Point to the conversation in their Student Books, model it, and have them practice it. Explain that in their pairs they are going to choose an item from the list and instruct their classmate to take / use / bring / wear it. Their classmate will ask why, and then they will say why they need to take / use / bring / wear the item. Walk around and monitor that students are following the conversation. For students to use non-verbal communication and rephrase instructions to confirm comprehension, encourage volunteers to come to the front of the class and mime possible situations that could occur. The rest of the class has to give the instruction and say what might happen. The student could mime heat stroke, and the rest of the class would say: Drink lots of water! You might faint! etc. Repeat until most students have had a turn to mime. If the class is very large, you could divide it into three groups for this final activity. 21 What places would you recommend to visit in your city? Make a list of suggestions for visitors. Ask students to brainstorm some famous places to visit in their city or town. Write their ideas on the board. Ask them to individually choose their favorite and think of the reasons why they like that place best. Then ask them to get into pairs and to make a list of at least five suggestions they would like to give to a person interested in visiting their town or city. It is important that students agree on only one place to visit. This way they will have to discuss and defend their choice giving reasons why they prefer that place over the others. When students finish, ask them to share their lists with two other pairs.

Classroom Management: Ask students to get into pairs with someone whose name has the same amount of letters as theirs. If this isn’t possible, then have them pair up with the person whose name has the closest number of letters as theirs.

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Unit 5

Lesson 4

Performance Indicators: – Identify volume, tone, rhythm, speed, and intonation. – Identify acoustic features. – Distinguish and use future tenses. – Recognize general information regarding a field trip. – Rephrase ideas.

Lead-in

Class

Choose five volunteers to stand in a row in front of the board. Facing the rest of the class write the name of a classmate, a teacher, a well-known person, an object, place, or an action above each student’s head. The first volunteer then asks a yes / no question to the class to find out who the person, or what the place or thing is. If the class answers ‘yes’ then they can ask another question, if it’s a ‘no’ , then it’s the next student’s turn standing at the board. The winner is the first to correctly guess what is above their head!

Stage 1: I know 1 What do you like to do on the weekend? Ask students to open their Student Books to page 148, look at the pictures in Activity 1, and say what they can see. Elicit all the activities and if necessary, refer students to the Glossary on page 165 to clarify the meaning of words (go to a water park, go shopping, have a BBQ, go paintballing, play football, play basketball, go to the cinema, go hiking). Ask students what they usually do on the weekend, and if it ever includes any of these activities. Students share their answers with the class. Elicit other activities that they might do on the weekend and write them on the board. 2 Have you ever traveled with friends or been on a school field trip over a weekend? Where did you go? Where would you like to go in the future? Ask: What is a field trip? Elicit answers: Any trip taken outside of the school to do research or gain firsthand experience of something. Elicit examples of field trips (trips to a museum, to the zoo, to a different town / city / country, camping, etc.). Divide the class into pairs. Ask them to discuss the questions together. Ask random students to tell the class about their field trip and encourage the rest of the class to ask questions.

Student Book

p. 148-153

– Use words and expressions to link ideas. – Employ strategies to repair a failed conversation. – Plan, organize, and foster group interaction. Materials: – Small pieces of paper for Class 4 lead-in

Stage 2: I build 3 Read the text and underline the plans. Ask students what Amy, from the story A Weekend Away in their Readers, did to raise money for her camping trip (She organized a garage sale.). Then ask them to read the text on page 149 of their Student Books and underline the plans mentioned. Answers: I will make the biggest effort at school. I will study even harder than I already do. I will sell all my old toys. 4 Listen to the Head Explorer and check (3) the information you hear about the trip. Ask students to read the itinerary in Activity 4. Check understanding of the different activities. Tell students that they are going to listen to the Head Explorer in a meeting and they should check in the itinerary the things they hear about the trip. Remind them that when they listen, they don’t have to worry about understanding every single word, but should listen out for key words such as the day and the time of day, as well as the activity. Play the CD and ask students to complete the activity by recognizing general information regarding a field trip. Have students listen again and look at the audioscript on page 190 in their Student Books to check their answers. 28

Answers: Friday afternoon: Arrive in Veracruz at 6:00 p.m., set up the tents; Saturday morning: Hike through the forest; Saturday afternoon: Swim in the lake; Saturday night: Sing and toast marshmallows around campfire; Sunday morning: Return to the city. 5 Listen to the conversation and identify what the speakers are talking about. Students turn to page 150 in their Student Books. Tell them they will hear a conversation and they have to pay attention to the volume, tone, rhythm, speed, and intonation to identify the acoustic features and what the speakers are talking about. Ask them to identify the gist of the conversation. Check answers. Ask: Who is having the 29

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conversation? (Mom, Dad, and the Head Explorer) Have students listen again and look at the audioscript on page 190 in their Student Books to check their answers.

Answer: b the itinerary 29 6 Listen to the conversation again and circle the best option to complete each sentence. Tell students to listen to the conversation between the parents and the Head Explorer again, and to circle the best option to complete the sentences. Give them some time to read over the sentences in Activity 6 before playing the CD. Students complete the activity. Check answers as a class. Alternatively have students listen again and look at the audioscript on page 190 in their Student Books to check their answers.

Answers: 1 leaving; 2 arriving / leaving; 3 Monday; 4 Sunday / Monday

Lead-in

Class

Tell students they are going to play another camp game, the Alphabet game. Divide students into groups of three or four. Tell them you are going to call out a letter of the alphabet: A, and together with their group, students have to try and form that letter. Call out several different letters.

Stage 3: I think 7 Look at the itinerary and then read the sentences expressing plans. What is the difference? Ask students to look at the activities in the itinerary in Activity 7 on page 150 of their Student Books. Ask: What is the first activity when they arrive at Veracruz? (set up tents and sleeping bags) Then ask them to read the sentences expressing plans. Elicit the difference. Explain that when we list things we need to do, we write them in the infinitive without to (bare infinitive). To make this point clear, ask them to write a quick list of things they need to do when they get home (do homework, feed the dog, etc.). Volunteers read out their lists. Check they are using the infinitive correctly. Then explain that when we talk about set / arranged plans and use full sentences, we use the present continuous. Ask how we form the present continuous (subject + verb to be + verb in -ing). Then have different volunteers tell the class what they already have planned to do on the weekend. Point out that we use the present continuous only when the plan is set, not just because we intend to do it. Have students use their lists of things to do when they get home to transform the bullet points into full sentences using the present

continuous. Check random answers, and ask a volunteer to explain the difference.

Answer: The infinitive is used for the itinerary and bullet points of things to do, while the sentences expressing plans are written in full and use the present continuous. 8 Read the sentences and write N for Now or F for Future. Ask students about other uses of the present continuous (to talk about actions we’re doing in the moment). Ask: What am I doing now? Have them answer using the present continuous. Play a miming game. Ask a student to leave the classroom, while the rest of the class chooses an activity they do on vacation and mime it. Call the student back in, and the whole class freezes mid-mime. The volunteer has to guess what they are doing. Encourage students to guess the activity using the present continuous: You are playing tennis. Students then look at the sentences in Activity 8 on page 150 of their Student Books and decide if they refer to now or the future. Students answer in their Student Books by writing an N or an F next to each sentence. Check answers. Ask students how they knew the situation was now or in the future: the time phrases: after school, on Friday, on Saturday morning, all imply the future. At the moment suggests now, and when there isn’t a time expression and one hasn’t been referred to before, we assume the person is talking about now: I’m practicing the guitar. Help students by putting this into context. If someone says: What are you doing tomorrow? and the response is: I’m practicing the guitar. We know it’s talking about the future because the previous question set the context. Answers: 1 F; 2 F; 3 F; 4 N; 5 N 9 Read the sentences and circle T for True or F for False. To distinguish and use future tenses, have students read the sentences and decide whether each one is True or False. Check answers as a class. Answers: 1 F; 2 T; 3 T; 4 T 10 Read the text and circle the verbs that refer to the future. Ask students to turn to page 151 of their Student Books and look at the pictures in Activity 10. Ask: What are they? (merit badges) Have them try to identify what the merit badges are for (camping, backpacking, respecting nature, and birds). Then ask them to read the text to find out the answers to these questions: Where did Amy’s parents go? What was the meeting about? What will the children learn on camp? How much is the camp? What do Mom and Dad suggest to the other parents? Write

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the questions on the board while students are reading, and then check answers as a class. Point out the verb form in the present continuous (we are thinking of ) and ask students if this refers to the future (no, it refers to an action in the present). Explain that we can also use going to + base form of the verb to talk about the future and will + base form of the verb. Ask students to look back over the text in Activity 8 and try to identify the difference between using the present continuous, going to, and will to talk about the future. Encourage students to share their answers and clarify that we use present continuous when the activity is scheduled. We use going to when it’s our intention or plan to do something, and we use will when we decide to do something at the time of speaking. Write: What are you going to do this weekend? What are you doing this weekend? on the board. Ask students which one they think is more definite (the second). Ask them why (because it’s using the present continuous and therefore suggests that the person asking the question imagines that the other person has arranged plans already). Ask students to think about next weekend and what they’re going to do. Ask them if it’s already arranged or just a plan. Have them write down their activities on paper. Then, encourage them to share their plans, arranged or not, with the rest of the class. Then ask: What are you doing next month? Have students answer and talk about their plans and arrangements.

Answers: going to learn; going to be; will help; will sell 11 Choose the best option to complete the sentences. Ask students again about when we use will to talk about the future (when we make decisions about the future in the moment). Tell them you are organizing a party next Saturday. Ask students to think about what they can bring, or do to help, and have them tell you. Encourage them to use I’ll as they are making decisions in the moment about the future: I’ll bring the soda. I’ll bring some music. I’ll clean up. I’ll put up the decorations. etc. Have them make as many suggestions as they can. While they do this, note down who will do what. Divide students into groups of four. Ask them to think of all the things they offered to do and write them down. Then ask groups to say how many tasks and people they could remember, and then have them recap who is going to do / bring what. During the recap, they should use going to: Miguel is going to bring the soda. etc. (as it’s now an intention) Students then look at the Reflection Box in Activity 11 in their Student Books. Ask them to read the two sentences and choose the best option to complete them. Students read their completed sentences out loud to check their answers.

Answers: 1 will; 2 be going to Cultural Note In British English, shall is sometimes used interchangeably instead of will to indicate the future, while it is very rarely used in this sense in American English. When shall is used to refer to the future, it usually comes after I or we: I shall bring the music to the party. We shall arrive around 6:00 p.m. Point out to students that the negative of shall is shan’t, which again is rarely used in American English: I shan’t help you. However, shall can be used in both British and American English when asking questions for invitations or offers: Shall we dance? Shall I help you? In this case it would sound strange to use will: Will we dance? In American English, will is used almost exclusively when asking questions about the future: Will you go on holiday next week?

Lead-in

Class

Play Tic-tac-toe. Draw a nine square grid on the board. In each square of the grid, write one of the following sentence stems: I’m going to a party so; I like movies so; I work in a hairdressers so; I’m going to Paris tomorrow so; I’m learning how to play the piano so; I’m not going to school tomorrow so; I’m ill so; I don’t eat meat so; My favorite sport is soccer so … Divide the class into two groups. They take it in turns to choose a square and complete the sentence using will. For each correct answer they can claim that square. The first group to get a line of three wins!

12 Underline the phrases in the following sentences that help understand failed communication. Get the class’s attention and say something to them in a very low voice which is barely audible. Encourage them to ask you what you said and to use the correct expression for doing that: Sorry, we can’t hear you. Could you speak louder please? etc. Ask students to open their Student Books to page 151 and read the conversation between Mom, Dad, and the Head Explorer in Activity 12. Elicit phrases that they think are used to help clarify previously stated information, and ones that express that the speakers are apologizing for misunderstanding. For students to employ strategies to repair a failed conversation and to use words and expressions to link ideas, ask them to underline all the sentences that help the speakers understand failed communication. Ask students about the expressions the speakers use to clarify failed communication (apologizing, asking a question about what the person just said to clarify, saying no, giving

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the information again, explaining that you misunderstood or got confused, asking if there are any more questions, etc.). Model the sentences in the conversation that help understand failed communication and have students repeat them. Pay attention to the intonation of questions and stress. Explain that in English, we stress the content words: verbs, nouns, adjectives, adverbs. We may stress the word that needs clarifying: Sorry, did you say that they were leaving at 6:00 p.m.? The stress is on leaving, as this was the information that was unclear. Model the conversation with a student. Finally, divide the class into groups of three and have them practice the conversation using the correct intonation and strategies to repair failed communication. Walk around and listen to students while they practice.

Answers: Sorry, did you say that they are leaving at 6:00 p.m.? Oh, sorry! I misunderstood; Any more questions? Is that correct? Sorry, I must have got confused. No, actually …

Stage 4: I practice 13 Complete the sentences with the correct form of will or be going to. Ask students to think of the differences between using will and going to to talk about the future. Write: I’m going to go on a trip next year. I think I’ll go to Cancun. on the board. Explain that you have the plan to go away, and you’re still deciding where to go. Ask students to write down five sentences about plans they have using going to + base form of the verb. Then divide the class into two equal groups. Explain that students from each group are going to take turns to stand up and read out their sentences. Students from the other group stand up if they can add some information about something they decide, in the moment, to add to the sentences. A student from the first group could say: I’m visiting my grandparents next week. Then students from the second group could add: I’ll take them some cookies. I’ll go by bus. etc. The group that adds extra information has to add as many sentences as possible using I’ll + base form of the verb. For each sentence they add, they score a point. The same students cannot stand up more than once during a turn. At the end of the game, count the points each group has. Then ask students to complete the sentences in Activity 13 of their Student Books using going to or will. Tell them to check their answers in pairs and then check as a class. Monitor and provide help. Answers: 1 am going to; 2 are going to; 3 I will; 4 I will; 5 are going to

14 Listen to the conversation about what Tom is doing on the weekend and write notes to fill in his diary. Explain to students they are going to listen to a conversation about what Tom is doing on the weekend and they should write notes to fill in his diary for Friday, Saturday, and Sunday. Ask them if Tom will discuss his intentions, or arrangements he has made (arrangements he’s made). Have students tell you what they think Tom could be doing on the weekend. Play the CD and students make their notes. When they finish ask them to exchange their answers with a classmate. Then play the CD again for them to check their answers and add any other information or details, such as times. Check answers as a class. Encourage students to say what Tom is doing using full sentences and the present continuous. Have students listen again and look at the audioscript on page 190 in their Student Books to check their answers. 30

Answers: Friday – have dinner; Saturday – swim with dolphins at 10:00 a.m., tour along the Riviera at noon, visit a local market in the afternoon; Sunday – go to the beach, fly home 15 Use the information from Tom’s diary in Activity 14 to describe what he is doing on the weekend. Students use their notes from the listening in Activity 14 to describe what Tom is doing on the weekend. Elicit from them the different time points in the schedule and write them on the board: On Friday, On Saturday morning, afternoon, On Sunday, On Sunday evening … Explain they will start their sentences with these time expressions. Check answers. Answers: On Friday he’s having dinner. On Saturday morning, he’s swimming with dolphins, and he’s taking a tour along the Riviera. On Saturday afternoon, he’s visiting a local market. On Sunday he’s going to the beach. On Sunday evening, he’s flying home. 16 Rewrite the following sentences to clarify information or to apologize. Ask students if they can remember some of the questions and expressions used to check understanding or help understanding when communication has failed. Write them on the board: 1 Did you say … 2 No, actually … 3 … is that correct? 4 Sorry, I arrived late … 5 Sorry, I … Ask: Which ones are to ask a question to clarify what someone said? (1 and 3); Which sentence is clarifying the information? (2); and Which sentences are apologizing? (4 and 5) Then ask students to look at the questions in Activity 16 and read the first one out. Ask them to rephrase it using the prompt on the line underneath and to take into account whether it is to clarify or

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apologize. Check students understand how to do the activity and then have them, in pairs, rephrase the rest of the questions and sentences. Check answers by inviting volunteers to read out the whole conversation.

Answers: 1 Sorry, did you say that they are leaving at six p.m.? 2 You’re coming back on Monday, is that correct? 3 I must have got confused. 4 Can you explain that again please? emember Next class you will need: small pieces of paper for the lead-in.

Lead-in

Class

Ask students to think about what important things or events could happen in the future to them or people they know. Elicit different things and write them on the board: go to college, get a job, get married, meet your husband / wife, have children, travel, buy a house, live in a different city / country, learn other languages, become famous for something. Hand out some small pieces of paper to students and ask them to write three or four sentences about what will happen to them in the future (using will and be going to). They must work individually and they must not tell anyone what they are writing. Remind them to write neatly as someone other than themselves will have to read the information. Then ask them to fold up their papers and collect them in. Hand them out at random to different students who read out the short text. The rest of the class has to guess who wrote each one, using the information as a clue.

Stage 5: I can 17 Look at the different destinations in the travel flyer and check (3) your favorite. Ask students to open their Student Books to page 153, look at the photographs in Activity 17, and identify the type of material they can see: a travel flyer. Ask them to identify the places shown in the pictures (mountains / Mexico City / Tulum, Riviera Maya). Have students check their favorite destination. Encourage them to share their answers and give reasons as to why they would like to go there. Answers may vary.

18 Make a list of some of the things you would need to take with you to the destination you chose in Activity 17. To plan, organize, and foster group interaction, have students complete the list of items they would need to take to their destination of choice from Activity 17.

Encourage them to think of clothes, equipment, first aid items, entertainment, food, etc. Students do this alone but remind them to ask if they don’t know a word in English. Then allow students a couple of minutes to mingle with others in the class to find people who chose the same destination as them. They should exchange ideas on the things they need to take with them. Answers may vary.

19 Write reasons to explain why you chose the items in Activity 18. In order to give further explanations to clarify instructions, students write down reasons why they chose to bring those particular items. In doing so they are judging the relevance of instructions. Then, have them discuss their reasons with a classmate. Their classmate judges whether the reason is a valid one for bringing the said item. Answers may vary.

20 Write an itinerary of activities that you are going to do in the destination from Activity 17. Elicit as many activities as possible from students that they could do on their trip and write them on the board. Then students complete their itinerary for the weekend in note form. To include non-verbal communication, ask them to draw a picture in the agenda that shows some of the activities in the itinerary. Ask students for a couple of examples of activities they have in their itinerary. Elicit sentences to describe what they are going to do using the infinitive without to (bare infinitive). Divide students into groups of four and then, using their notes from the previous activity, students describe what they are doing during their weekend away to the rest of their group using the present continuous. The rest of the class could vote on the funnest itinerary. Answers may vary.

21 Do you like to organize your activities or do you prefere not to plan and see what happens? Give students a few minutes to think about the question, then ask volunteers to share their points of view with the rest of the class.

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Unit 5

Product 2 Activity Schedule

Performance Indicators: – Select the field trip destination. – Set the dates, times, and activities. – Compose the instructions for activities. – Revise that instructions are understood when spoken and listened to.

Lead-in

Class

Divide the board into three columns. Then divide the class into three groups and tell them to stand in line facing the board. Tell them they have to take it in turns to go to the board and write a country or a geographical destination (Mexico, USA, Great Britain, Canada, India, Spain, beach, park, forest, mountain, etc.). Once a student has written their word, they pass the marker to the next student in their line, and they go to the back. Set a time limit of six minutes. Once the time limit is up, check how many words students wrote correctly and correct any spelling mistakes.

Stage 1: I get ready 1 Work in groups. Choose a field trip destination for your class. Elicit from students what a field trip is: a trip by students to gain firsthand knowledge outside of the classroom. Ask students what kind of field trips they have been on, and what they did there. Tell students to look at the two photographs in Activity 1 on page 154 of their Student Books. Elicit the difference between the two destinations (a camping trip in the mountains / a camping trip to the coast). Have students work in groups of four. This will be their group for the rest of the product. Students select one of the destinations to plan a field trip for their class. Monitor the groups and ensure that there is a balance between the destinations, and that not all groups chose the same one. Tell them they will make an activity schedule for the class field trip. Go around the classroom and ask groups which destination they chose and elicit reasons as to why they preferred that particular destination.

Stage 2: I plan 2 What materials do you need? Make a list. Ask students what materials they will need to make their activity schedule, and to write a list. Materials could include: index cards, colored pencils, markers, magazine cut-outs of equipment, clothing, destinations, activities, etc.

Student Book

p. 154-155

– Organize the instructions to put together an activity schedule. – Practice the enunciation of the schedule. – Present the schedule.

Stage 3: I do 3 Use the organizer on page 180 in the Worksheets section to complete the information for your trip. Elicit from students things they would have to think about when organizing a field trip. Elicit as many different things as you can, including: date, place, length of stay, time of departure, cost, and activities. Ask them about the different items they would need to take to either of the destinations in Activity 1 and also the type of activities they would do there. Elicit information and write it on the board for reference: beach: sunbathing, scuba diving, paragliding, windsurfing, surfing, snorkeling, shell hunting, have a campfire, swimming, fishing, volleyball, build a sandcastle; mountains: hiking, climbing, ab-sailing, rappelling, kayaking, white water rafting, raft building, horse riding, caving, orienteering, gorge walking, etc. Tell students to choose which activities they would like to try or talk about those they’ve already done. Students then turn to page 180 of the Worksheets section in their Student Books and look at the graphic organizer. Elicit the different sections. In their groups, students complete the organizer with information for their class field trip. Remind them to think about a variety of activities as the whole class will be taking part in the trip, and they should aim to please as many people as possible. Encourage them to make their field trips fun, different, and educational. 4 Write instructions for the activities written down in Activity 3. Students think of the different activities they are going to do at their camp and things they need to take to do those activities. Ask them which tense we use when giving instructions (imperative), and elicit some examples. Then ask how we make suggestions: you should, and elicit some example sentences. Have students say which verbs are useful when giving instructions and suggestions and write them on the board: take, don’t forget, bring, wear, use, pack, etc. Students then individually compose the instructions

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for their field trip activities in their Student Books. Guide students to the Check the Chart on page 155 of their Student Books and explain that this is to help them when they are editing their work. Students look back over their instructions and check they’ve remembered to include everything.

5 Share your sentences. For students to revise that instructions are understood when spoken and listened to, ask them to get back into their groups of four and to share their sentences with one another. The group should inform them if anything is unclear, or if there are any other suggestions they could add. emember Next class you will need: markers, index cards, colored pencils, an eraser, magazine cut-out pictures of destinations, activities, clothing, and equipment.

Lead-in

Class

Play Simon Says with imperatives. Elicit all the activities students saw in the previous class for a beach or mountain field trip. Invite a volunteer to the front of the class to call out a command. If they say Simon Says before their instruction, the other students must do the action. If they don’t precede the command with Simon Says then students don’t do the action. Keep an eye on the class to ensure all students do the correct actions.

6 Work in groups. Compare your activity schedules and instructions. Ask students what tense they will use for scheduling activities: present continuous. Students get back together in their groups of four. Have them compare all their activity schedules and instructions. For students to practice adjusting volume, tone, rhythm, speed, and intonation, remind them about stressing content words in English and that they should do this when discussing their activity schedules. Elicit which content words can be stressed in these sentences: We are going sailing on Wednesday. Take a flashlight and spare batteries. (We are going sailing on Wednesday. Take a flashlight and spare batteries.) 7 Work in groups and decide on the final version of the activity schedule and instructions. Write it down. In their groups, students decide on the final version of their activity schedules and instructions and prepare them. Remind them that if they feel an activity should be included or excluded they should justify their reasons. They write down their final version of their

instructions and activity schedule. Encourage them to decorate their activity schedule with appropriate illustrations and magazine cut-outs.

Stage 4: All ready to share 8 Present your activity schedule to the rest of the class. Students share the instructions and activity schedules for their chosen destinations. Have each group of four present their field trip activity schedule and instructions to the class. Before they present their schedules, have them look at the useful expressions for presenting a field trip activity schedule. Check students understand what each expression means and what information it introduces. Remind them to think about their pronunciation, and give them time beforehand to practice the enunciation of the schedule. When all the groups have finished presenting their ideas, encourage students to share their thoughts about each field trip. Although there are only two possible destinations for the class field trip, each group should have come up with different ideas and each activity schedule should be different. Ask the rest of the class to vote on which field trip they would prefer to go on, and encourage them to give reasons why.

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 on page 155 of their Student Books. 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.

Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:

– Can adjust volume, intonation, and tone to emphasize or clarify instructions. – Can offer explanations to clarify instructions. – Can rephrase instructions to confirm comprehension. – Can compose instructions. – Can appraise the pertinence of following or not instructions.

To formally assess this learning environment go to page 163.

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Is aware of the use of language to solve problems and for collaborative work Is aware of the importance of language as a means to promote group integration Learns to use language to plan and organize

Realizes the importance of using language to establish relationships Develops responsibility between themselves and the group

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

Produces texts to participate in academic events

Understands and gives instructions in daily life

Global Assessment

NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.

Fill in each performance indicator using the abbreviations below

Learns to criticize in a respectful and constructive way

GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

Uses language to promote respect and understanding among classmates

Continuous Assessment LE 2

Continuous and Global Assessment Chart Continuous Assessment LE 1

VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.

w Assessment Criteria

General Comments

Student's Name

All Ready! 3 Unit 5

See page 22 for rubric criteria.

Glossary Autonomous learning: A school of education which sees learners as individuals who should be responsible for their own learning. It also helps students develop their self-consciousness, vision, practicality, and freedom of discussion. Cognates: Words in different languages related to the same roots. Collaboration skills: The ability to work successfully with others at school, work, or in life. Cooperative learning: A teaching strategy involving teams in a collaborative environment. Each member of the team is not only responsible for their own learning , but for getting involved with other teammates and creating an environment of achievement. Critical thinking: The process of conceptualizing, applying, analyzing, synthesizing, and / or evaluating information from observation, experience, reflection, or communication. Details: Information that supports or explains the main idea of a text or paragraph. Echo reading or repetition: Reading of a text where the teacher reads a line out loud and students repeat. It is a good way to build pronunciation and expression when reading. Elicit: The action of obtaining information from the students by provoking a response from them. Graphic components: Illustrations, diagrams, maps in a text; and how the text is arranged on the page (layout). Graphic organizers: Diagrams or other pictorial devices that summarize and illustrate concepts and interrelationships among concepts in a text. Inductive approach: A method where learners find out rules through the presentation of adequate linguistic forms in the target language. Inference: It is a logical conclusion reasoned from evidence. For example, if the story reads that a character is crying, you can infer that the character is sad. Intended audience: The readers for whom the author is writing. Intonation: The melodic pattern of connected speech that distinguishes one language from others.

Lifelong learning: The continuous building of skills and knowledge throughout the life of an individual. It occurs through experiences encountered in the course of a lifetime. Main idea: The central idea of a text or paragraph. Metacognition: Also defined as “knowing about knowing.” It includes knowledge about when and how to use particular strategies for learning or for problem solving. Paraphrase: To express what someone else has said or written using different words, especially in order to make it shorter or clearer Plot: The sequence of events in a story. Scaffolding: A supportive framework that teachers give children while they are learning a language. Scan: A reading strategy to seek specific words and phrases. Shared reading: Students, in pairs, take turns reading sections of a text out loud to each other and ask each other questions about what they have just read. Skim: A reading strategy to quickly identify the main ideas of a text. Readers’ theater: A dramatic reading of a text or a section of a text that is written as a conversation, with parts divided among readers. Rhythm: The way some words are emphasized so as to give the effect of regular beats. Speech register: The spoken language used for a particular purpose or in a particular social setting. It is also used to indicate degrees of formality. Story / Text structure: A set of conventions that govern different types of texts, such as setting, characters , plot, climax, ending in a narrative text, or instructions and materials in an information text. Syntax: The arrangement of words in a sentence. Turn-taking: The skill of knowing when to alternate speaking in a conversation. Word stress: The relative emphasis that is given to certain syllables in a word by increasing loudness, length, or tone of voice.

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Unit 1

Formal Assessment

Learning Environment 1

Name: 1 Listen to the conversation and answer the questions.

02

1 Why is the woman angry?

(5 points, 1 each) .

2 What name was on the envelope?

.

3 Who made the first mistake?

.

4 What did the receptionist do?

.

5 Who is sorry? The receptionist or the woman?

.

2 Match the columns to complete the sentences.

(5 points, 1 each)

1 If you had won the marathon,

a) if you had slept two more hours.

2 You couldn’t have won that medal

b) if you hadn’t trained so much.

3 If you hadn’t gone to that party last night,

c) you would have gotten a nice medal.

4 If you hadn’t eaten all those tacos,

d) you would have arrived on time for the exam.

5 You would have felt better

e) you wouldn’t have stomach problems.

3 Read the conversation and complete the table.

(10 points, 2 each)

Emma: Hi, Mark. Why are you running? Mark: I’m late for school. Emma: But why? You should get up earlier. Mark: I know, but I forgot to set my alarm clock. Emma: How did that happen? Mark: I was so sleepy I didn’t remember. If Mark had gotten up earlier, he wouldn’t have been late for school. If Mark hadn’t forgotten to set his alarm clock, he would have gotten up earlier. If Mark hadn’t been so sleepy, he would have remembered to set his alarm clock. Situation

Consequence

1 Mark got up late.

1

2

2

3

3

Score: (

154

/ 20 points)

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

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Unit 1

Formal Assessment

Learning Environment 2

Name: 1 Read this extract from a story and circle the correct answer.

(4 points, 1 each)

It had been the worst three days of his life, but Samuel knew the future would be brighter. As he looked at Penelope standing by the body of the dead dragon, he was again surprised that she had been able to kill it all by herself. He felt bad that he hadn’t been able to help, but he knew his part in this story had been written centuries before. He was now a full magician and he could feel the power flowing through his veins. He knew he could do anything he wanted. He could go anywhere in the universe in the blink of an eye, but right now, he was content sitting under a tree watching the birds fly over the ocean. Tomorrow would be another day and he could wait patiently until it arrived. 1 What part of the story does the extract come from? a) beginning

b) climax

c) conclusion

b) horror

c) romance

2 What kind of story is it? a) adventure

3 What would be a good title for the story? a) The Longest Day

b) The Magician and the Dragon c) The Enchanted Castle

4 In this extract, the main character ... a) goes on another adventure. b) is in a dangerous situation.

c) reflects on the present.

2 Circle T for True or F for False.

(4 points, 1 each)

1 The story is about a real situation.

T

F

2 The person is dreaming.

T

F



3 The story probably had some scary parts. T

F

T

F

4 The main character probably changed



during the story.

3 Answer the questions.

(8 points, 2 each)

1 What did Penelope do to the dragon?

.

2 What did Samuel become?

.

3 What can he do now?

.

4 What does he want to do right now?

.

4 Complete the text using words from the box. cheerful I felt 1)

revulsion

(4 points, 1 each)

sadness

surprised

when I finished the horror story. The main character died at the end. The

man who killed him made me feel 2)

because he was so bad. I felt

3)

when I read the climax. I never thought the main character would die. He was so

4)

. I think I’ll spend the afternoon with my friends because I need to feel some love.

Score: (

/ 20 points)

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Unit 2

Formal Assessment

Learning Environment 1

Name: 1 Read the following instructions and complete the title of the experiment. Does 1)

Materials: • 2 large glass jars • 2 eggs • some salt • some sugar • water

float or 2)

(3 points, 1 each)

in 3)

?

Put two or three cups of water in each jar. Place one egg into each jar. Do the eggs float in the water or do they sink to the bottom? Next, take one jar and add a spoonful of sugar. Does the egg float or, if it was already floating, does it sink? Add a few more spoonfuls of sugar. Does it change? Now take the other glass jar with the egg in it and add a spoonful of salt. Does the egg float or, if it was already floating, does it sink? Record and compare your results.

2 Answer the questions.

(8 points, 2 each)

1 What ingredients and materials do you need? 2 How many steps are there in the experiment? 3 What is the second step? 4 What is the fourth step?

3 Circle the correct options.

(5 points, 1 each)

Another way 1) doing / to do this experiment is 2) getting / to get two cooked eggs. 3) Use / Using four jars for the experiment. Follow the same instructions, but also include the cooked eggs. By 4) doing / to do the experiment this way, you have more results 5) to consider / considering.

4 Combine the two simple sentences in each pair to make one complex sentence. Choose the appropriate linking word.

(4 points, 2 each)

1 You do this experiment. Read the instructions carefully. (where / when) 2 Do not eat. You are doing an experiment. (before / while)

Score: (

156

/ 20 points)

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Unit 2

Formal Assessment

Learning Environment 2

Name: 1 Read the excerpt from a TV show and answer the questions.

(6 points, 2 each)

Host: Penny, you started a club at school called Save the birds. Why did you decide to do that? Penny: I live in an apartment building and some of the people who live there don’t like birds because they dirty their cars. They put pieces of aluminum in the trees to scare the birds away. Host: That’s not very nice. Penny: It isn’t. The birds don’t come to our trees anymore and you can’t hear them sing in the mornings. I want people to realize birds aren’t bad and show them what they can do to protect their cars. 1 What is this segment about? 2 Who is Penny? 3 What is the main idea of the show?

2 Read the sentences and circle the best option.

(4 points, 2 each)

1 I have a dog named Spot. She’s wonderful.

a) Spot is a male / female.

2 Dr. Porter is our veterinarian. His clinic is near our house.

b) Dr. Porter is a man / woman.

11

3 Listen to this TV show and circle the best answer.

(10 points, 2 each)

1 What was the name of Jamie’s dog? a) Christmas

b) Missy

c) I don’t know.

2 How old was she when she got into trouble? a) 2 months

b) 3 months

c) 4 months

b) Hit her.

c) Train her.

3 What did Jamie’s father tell him to do? a) Give her away.

4 Where did Jamie’s father take the dog? a) home

b) outside the city

c) to the desert

b) They are too dangerous.

c) They can’t live alone.

5 Why is it bad to abandon a dog? a) They’re very expensive.

Score: (

/ 20 points)

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Unit 3

Formal Assessment

Learning Environment 1

Name: 1 Read about this game and answer the questions.

(4 points, 1 each)

My brother William invented a game to practice past tense verbs. The board has 49 squares, seven horizontally and seven vertically. Each square has the present tense of the verb. Each player has a token to move around the board and a set of cards. Each card has a time expression: yesterday, last week, last month, etc. and the name of a person or people. Players throw two dice and move the number they get. They move around the board from right to left, then up a row, then left to right, and up a row. When they land on a verb, they have to say an affirmative sentence. They take a card from their stack of cards and use the person or people and the time expression in their sentences. The first player to get to the top of the board is the winner. 1 How do the players move their tokens? 2 How many dice are there? 3 What do the cards have on them? 4 What happens if they land on a verb?

2 Unscramble these sentences.

(8 points, 2 each)

1 moved / I / my token / spaces / twelve 2 have put / on / the board / the tokens / they 3 during / had thrown / I / ten times / the game / the dice 4 by 6 p.m. / five games / have played / we / will

3 Write the correct forms of the verbs in parentheses. Since we 1)

(start) this Unit, I 2)

board games. Before this unit, I 3)

(8 points, 1 each) (learn) a lot about

never

and by the end of the unit, I 4)

(read) much about games, (learn) a lot more.

Score: (

158

/ 20 points)

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Unit 3

Formal Assessment

Learning Environment 2

Name: 1 Read this report and circle the correct answer.

(2 points, 1 each)

The Civil War in the United States of America had many causes. The major one was that in the 18th and 19th centuries, industry was concentrated in the Northern part of the country and the Southern was dedicated to agriculture. Since Southern states had a smaller population, they brought in slaves from Africa to work in their fields. The people who lived in the North didn’t have slaves and they didn’t believe in slavery. Many slaves from the South escaped and found freedom in the North. Slavery divided the country and, in 1860, some Southern states separated from the North and formed their own country. This led to the Civil War. Very often brother fought brother and father fought son. It divided the country and it divided families. It wasn’t over until 1865. 1 What is the main idea of the report? a) The causes of the Civil War

b) The history of the USA

c) The US Civil War

2 When did the Southern states separate from the North? a) 18th century

b) 1860

c) 1865

2 Answer the questions.



1 Where did the landowners in the South get their slaves?

(4 points, 2 each)

2 What did slaves do when they escaped?

3 Write the correct forms of the verbs in parentheses.



(4 points, 2 each)

When the Civil War began, many slaves had already 1) North. The landowners had 2)

(escape) to the (bring) them from Africa.

4 Unscramble the sentences.



(2 points, 1 each)

1 always / has / new ideas / my / teacher 2 bored / class / get / in / never / we

5 Write the correct forms of the verbs in parentheses. While slaves were 1)



(4 points, 2 each)

(work) in the fields, they 2)

(dream)

of being free.

6 Use when to join the sentences.



(2 points, 1 each)

1 Slaves often escaped. They wanted to be free. 2 The South elected a president. They left the Union.

Score: (

/ 20 points)

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Unit 4

Formal Assessment

Learning Environment 1

Name: 17

1 Listen to the interview and answer the questions.

(4 points, 1 each)

1 In what sport did Greg win his medal? 2 What medal did he win? 3 What happened during the preliminary dives? 4 How many stitches did he have?

2 Complete the sentences with words from the box. at Wilma is a diver. She trains 1)

every

(3 points, 1 each) for

day of the week. She arrives at the pool 2)

6 a.m. and she does exercises 3)

two hours.

3 Underline the best option to complete the sentences.

(3 points, 1 each)

Mary is one of the (1) most interesting / interestingest people I know. She’s also the (2) prettyest / prettiest girl in my class. She has the (3) most warm / warmest smile I’ve ever seen.

4 Write the correct past tense forms of the verbs in parentheses. Ken 1) 3)

(see) Wendy at the party. They 2) (go) home that night, he knew he 4)

5 Change these sentences to indirect speech. 1 “Jim trains for six hours every day,” she said.

(4 points, 1 each) (dance) all night. When he (love) her.

(2 points, 1 each) 2 “He will be the best diver in the world,” she told them.



6 Read the text and answer the questions.

(4 points, 1 each)

In 2009, during the preliminary three-meter springboard competition at the State Championships, my brother had a horrible accident. He hit his head on the side of the pool when he went into the water. Luckily he wasn’t seriously injured. Later, at the hospital, he said he was lucky because he could have hit his head much harder. 1 Where? 2 When? 3 Who? 4 What happened?

Score: (

160

/ 20 points)

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Unit 4

Formal Assessment

Learning Environment 2

Name: 1 Label the script with words from the box. dialogue

setting

stage directions

1

(4 points, 2 each) cast

title

author

The Last Chance

2

written by Alexander Benton 3

4

Mary Anderson, young secretary Robert Heston, owner of a large company Paul Anderson, Mary’s brother Sarah Heston, Robert’s wife 5

Cecilia Guzmán Mario Romo Luis Aldana Julieta Bernal

Robert Heston’s office at Acme Chemicals. The office is designed in a 1960s style. The Statue of Liberty is visible through the office windows. Mr. Heston is sitting at his desk. Scene Mr. Heston: Mary. Bring in yesterday’s mail please. I want to check something.

6

iss Anderson: Here it is. I’ve already mailed your answers. M [She opens the door and enters rapidly.]

7

18

characters

2 Listen and answer the questions.

(3 points, 1 each)

1 When is the new play opening? 2 Who is the main character? 3 What time does the play start?

3 Write the correct verbs from the box. has studied Charles 1) He 3)

(3 points, 1 each) studied

French in the afternoon. He 2) English for five years.

studies German last year.

Score: (

/ 20 points)

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Unit 5

Formal Assessment

Learning Environment 1

Name: 1 Read the text and answer the questions.

(3 points, 1 each)

Many people think video games have a completely negative effect on children. They say the health of children who play video games can be affected; they can get eye strains, and pains in their necks, backs, and wrists. Children get fat and lazy, and never make friends because video games keep them inside. Other people say video games have a positive influence on children. They say these games increase childrens’ abilities in logical thinking and problem solving. Many teachers are now using video games to teach languages, history, and science. 1 What is the main idea of the first paragraph? 2 What are two negative effects of playing video games? 3 What are two positive effects of playing video games?

2 Complete the paragraph with the correct passive forms of the verbs in parenthesis.

(3 points, 1 each)

My father is organizing an important meeting. Many famous people 1)

(invite)

to attend. The meeting is in a local hotel. It is going to be in a big room that 2) (divide) into many smaller rooms so people can have group meetings. Cell phones must 3)

(turn off) during the meetings.

3 Unscramble the words to make phrases. Use the correct punctuation.

(2 points, 1 each)

1 best / house / friends / my

2 fathers / his / job





4 Complete the text with synonyms of the words in parenthesis. Use words from the box. allowed I always get 1) drink too many 2) When I finish, I’m 3)

exhausted

nervous

(4 points, 1 each)

sugary drinks

(shaky) when I have to speak in front of the class. It’s worse if I (sodas) before I talk. (tired), but I’m not 4)

5 Circle the correct words to complete the sentences.

(permitted) to rest.

(8 points, 2 each)

I’m 1) against / in support of students having cell phones. 2) However / Yet I don’t think they should be used in class. It bothers me when cell phones ring, 3) but / against some students don’t mind being interrupted. 4) In conclusion / In favor I think students must be polite if they are using their cell

162

phones at school.

Score: (

/ 20 points)

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Unit 5

Formal Assessment

Learning Environment 2

Name: 24

1 Listen to the message and answer the questions.

(3 points, 1 each)

1 Why does Amy need a flashlight? 2 What else does she need? 3 Why does she need them?

2 Read the text and circle T for True or F for False.

(4 points, 1 each)

That night, Richard’s father talked to him about his trip with the Young Explorers. He said, “Richard, I’m very worried about this trip. It’s not just the money. But you would know it’s very expensive and we really don’t have the money, but I’m thinking about how we can get it. You have to miss a week of school, your grades aren’t very good, and I’m worried about your homework, too.” 1 Richard’s father is just worried about the money for the trip.

T

F

2 Richard has bad grades at school.

T

F

3 Richard’s father thinks they can get the money.

T

F

4 Richard won’t miss school if he goes on the trip.

T

F

3 Match the instructions to their causes.

(5 points, 1 each)

1 Spray insect repellent.

a) It’s very dark at night.

2 Check your boots before you put them on.

b) The mosquitoes might bite you.

3 Don’t take short pants.

c) There might be a scorpion inside.

4 Take a flashlight and extra batteries.

d) You may get sore feet if you don’t.

5 Wear thick socks and hiking boots.

e) You might fall down and scratch your legs.

4 Read the paragraph and circle the correct words.

(6 points, 1 each)

It’s my sister’s birthday next week and we 1) are going to / will have a party. Right now I 2) am making / will make a piñata. I think 3) I’ll / I’m call Bob, he 4) is going to / will help me. This afternoon, my mother and I 5) are going / will go shopping. We’re 6) buying / going to buy her a present.

5 Complete the conversations with the correct phrases from the box. I misunderstood

(2 points, 1 each)

is that correct



A: We’re leaving early tomorrow morning at 4:30 a.m.



B: Sorry. You’re leaving at 6:30 a.m., 1)_____________________________?



A: No, we’re leaving at 4:30.



B: Sorry. 2)_____________________________________.

Score: (

/ 20 points)

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Audioscripts UNIT 1 02 Lesson 1 / Activity 3 / Page 8 Listen to the conversation and circle T for True or F for False. Mrs. Macdonald: Hello. Is this Dr. Brown’s office? Receptionist: Yes, please hold. Mrs. Macdonald: But I’ve been waiting patiently. Receptionist: Dr. Brown’s office, how can I help you? Mrs. Macdonald: This is Mrs. Macdonald. I went by today to pick up my son’s lab results. Receptionist: Yes, your son Ben has an appointment next Monday. We’ll see you then. Mrs. Macdonald: Don’t hang up! I need to talk to you ... Receptionist: Dr. Brown’s office, how can I help you? Mrs. Macdonald: You can try to listen to me. I am Ben Macdonald’s mother. Receptionist: Oh, do you need to change your appointment? Mrs. Macdonald: No, It’s about the lab tests. You gave me the wrong ones. These are pregnancy tests and my son is a boy! Receptionist: What is the name on the envelope? Mrs. Macdonald: Mary Smith. Receptionist: Well, if you had read the name, I could have changed the envelope when you were here. Mrs. Macdonald: And if you had given me the correct tests, this situation wouldn’t have happened.

03 Lesson 1 / Activity 4 / Page 8 Listen to the conversation and answer the questions. Receptionist: Hello Mrs. Macdonald, how are you today? Mrs. Macdonald: I’m feeling better, thank you, but I still don’t have my son’s results. Receptionist: I’m terribly sorry about the mix up. I have them right here. Mrs. Macdonald: Thank you; can we see the doctor today? Receptionist: I’m very sorry, Mrs. Macdonald, but the doctor had an emergency surgery and had to leave early. Mrs. Macdonald: But we had an appointment! Receptionist: Yes, I know and I couldn’t call you. He has just left. However, you can see Dr. Jones; he is taking all of Dr. Brown’s patients. Mrs. Macdonald: How long will we have to wait? Receptionist: You won’t have to wait. You can see him in five minutes. Mrs. Macdonald: OK, we’ll see him.

04 Lesson 1 / Activity 12 / Page 10 Listen and complete the conversation. Mother: Where’s the ice cream that I put in the freezer? Ben: I ate it while I was watching TV. Mother: No! You shouldn’t have eaten it! Ben: Well, Mother, if you hadn’t left it in the freezer, I wouldn’t have eaten it! Mother: You must be more aware of your health! You’re already 15 years old! Ben: Mom, if you had told me not to touch it, I wouldn’t have. Mother: I know, I know, I could be more careful about what I buy, I suppose.

05 Lesson 2 / Activity 3 / Page 14 Listen to the voicemail message and answer the questions. Woman: Thank you for calling Tremendous Teen Magazine. If you want a subscription, push 1; if you want to complain about something, push 2; if you … Man: You have reached the complaint department. Your opinions are important to us. Please leave your name and phone number as well as your complaint after the tone, and we will get back to you as soon as possible. Karen: This is Karen Sandoval. I have been a Tremendous Teen fan since I was 14 years old and I have never had any reason to complain about my favorite magazine until now. You must modify the completely negative image of the models you showed in the section called: The Perfect Outfits for Autumn Fashion last month. I’m sorry to have to say this but the girls are extremely thin. You must remember that the images in your magazine greatly influence us. This is Karen Sandoval calling from Mexico City. My phone number is 5553 3330.

06 Lesson 2 / Activity 4 / Page 15 Listen to the conversation and complete the sentences using words from the box. Mr. Thomas: Hello, is this Karen Sandoval? Karen: Yes, it is. Who is this? Mr. Thomas: This is Bruce Thomas from Tremendous Teen Magazine. I am responding to your voicemail message. Can we talk about your message? Karen: Yes of course, what do you want to talk about? Mr. Thomas: What part of the section bothered you the most? Karen: Well, as I said in the voicemail, it was the pictures of the models. They are thinner than anyone I know. As a matter of fact, they are the thinnest models we have ever seen. Mr. Thomas: Well, our readers have always liked thin models. Karen: No! You don’t understand! There are too many girls who are very affected by advertisements. Can’t you find models that are a bit fuller? Mr. Thomas: Well, I suppose that we could. I didn’t realize that young people saw them as too thin.

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Karen: It’s true; you should get a nutritionist to help them. We are quite worried about them. Mr. Thomas: You are absolutely right. I want to thank you for your helpful ideas. We always appreciate advice from our readers. You will see a difference in next month’s issue.

07 Lesson 2 / Activity 10 / Page 17

the paper towel absorbs the water and the water touches them. You will see the dots beginning to break down into different colors. As you watch, notice how many different colors gradually appear. Finally, when the dots have finished changing colors, look to see which dot contains the most colors.

09 Lesson 3 / Activity 5 / Page 53

Listen to the conversation and complete the information.

Listen to the first part of the TV show and circle the best answer.

Matilda: Luz María! I’m dying! I need some painkillers! Nurse: Matilda, you know perfectly well that we can’t give you medicine at school. Matilda: You should have something for students like me! Nurse: But I do! Here, they are called placebos. Now tell me, what happened today? Matilda: Do you know that absolutely gorgeous new boy in third grade of secondary? Nurse: Well, actually no. No, I don’t. All I know is that almost all boys in third grade of secondary are gorgeous in your eyes. Matilda: Don’t make fun of me! This one is different. He’s the most handsome young man in the school. Nurse: And what is your health problem? I’m assuming that you are here for something. Matilda: I told you! I have the most terrible pain! Nurse: Where is this pain? Matilda: This is remarkably simple! In my heart! It’s broken in two! Nurse: That’s hardly a reason to be here. Now get back to your classes; I don’t want to see you here for another month, at least!

Host: We have all heard stories about abandoned pets. Animal shelters in the US are full of unwanted dogs and cats that need good, loving homes. Americans spend as much on food, clothing, and medical care for their pets as they do for their children. So why are there so many unwanted animals? To find out, I talked to pet owners, veterinarians, and people who work in animal shelters. Many of their stories were difficult to listen to and will certainly cause viewers to feel strong emotions. But there are also many success stories, and I will share one of those with you today. It’s about a group of teenagers who are working hard to help animals. And we hope that their story will motivate other animal lovers to help, too!

UNIT 2 08 Lesson 1 / Activity 13 / Page 43 Listen to the TV show and check your answers. Katie Clarkson: Good afternoon. I’m Katie Clarkson, and you’re watching Fun with Science! In today’s experiment, you will see colors changing as you watch. You will need a cup of water, a sheet of strong paper towel, a glass, five differently colored markers, a teaspoon, scissors, and salt. OK, let’s get started. First, cut the paper towel to the width of the diameter and height of the glass. Then, put the paper flat on a table. Press each differently colored marker down gently on the paper towel about four centimeters above the bottom edge of the paper to make a dot on it. You will have a row of dots of different colors. After that, pour water into the glass and add one teaspoon of salt. The water should be two centimeters above the bottom. Next, pick up the paper and fold it. Place it in the glass. The bottom edge of the paper should be placed in the bottom of the glass. It is important not to let the water touch the dots.  Now it’s time to watch the colored dots as

10 Lesson 3 / Activity 6 / Page 53 Listen to excerpts from three segments of the TV show and number the scenes in the order you hear them. 1 Host: Dr. Crane, in your opinion, is there a serious problem of unwanted pets in this country? Dr. Crane: Yes, Rachel. The number of homeless animals is far greater than most people realize, and our animal shelters are over-crowded. There are too many irresponsible pet owners. Host: I guess you see a lot of mistakes that people make with their pets. What do you recommend to people who are thinking of getting a pet? Nurse: Good morning, Hillside Clinic. 2 Host: Pattie, you work as a volunteer in an animal shelter. Is this an emotional job? Pattie: Oh, yes! We experience many different emotions every day here. We feel love and affection for the animals, and we feel angry at people who don’t care about them, frustrated that we can’t find homes for all of the animals, and happy when we do find a good home for an animal. It’s, uh, I guess ... both a difficult and wonderful job. Host: You see hundreds of dogs and cats every year. Do you ever adopt any yourself? I’m sure you would like to adopt all of them! 3 Host: Jamie, you started a club at your school called Save the Animals. Why did you decide to do that? Jamie: It was because of what happened to my dog. It’s like, a pretty bad story.

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Host: You don’t have to tell it if you don’t want to. Jamie: No, that’s cool. Uh, so, I had this puppy. Her name was ... sorry... Missy. Host: Missy’s story is just one of hundreds of similar acts of cruelty each year. Imagine how a dog feels when its human puts it out of a car and drives away.

11 Lesson 3 / Activity 13 / Page 56

Listen to the segment from the documentary and check your ideas in Activity 12. Host: This is Jamie, and he has a sad story with a motivating outcome. Jamie, you started a club at your school called Save the Animals. Why did you decide to do that? Jamie: It was because of what happened to my dog. It’s like, a pretty bad story. Host: You don’t have to tell it if you don’t want to. Jamie: No, that’s cool. Uh, so, I had this puppy. Her name was ... sorry ... Missy. Host: Take your time. Jamie: OK. So, when I was ten, my parents gave me a puppy for Christmas. She was really cute. I named her Missy, and she went everywhere with me ... well, not to school, of course. Then, when she was about four months old, she kind of got to be a problem. I mean, she just did stuff that all puppies do. She chewed up things, and she had lots of, uh ..., you know, accidents in the house. I guess I didn’t really know how to train her, and my parents didn’t have time. My parents got mad at her a lot, and finally, my dad said I had to give her away to someone. It wasn’t easy to find a home for an untrained dog, and my father got tired of waiting. Then one day, my dad said, I’m taking the dog to the park. He put her in the car, and when he came home, he didn’t have Missy with him. He ..., uh ..., said he had left Missy where she could run around and be free. I was just a kid, and I didn’t ask questions. But later, I found out that he ... well ..., he took her outside the city, and ... he just left her! The thing is, my dad is a good person. He really didn’t realize that a dog can’t just live in the woods by itself. But that’s why my friends and I started the club – to educate both kids and adults about pets. Host: Missy’s story is just one of hundreds of similar acts of cruelty each year. Imagine how a dog feels when its human puts it out of a car and drives away.

12 Lesson 4 / Activity 3 / Page 58 Listen to the conversation and answer the questions. How did the kids feel after watching the TV show? Paula: Wow. That was pretty intense. Eddie: Yeah. I didn’t expect that at all! At first, I was curious to find out what the program was about, but then I started to feel really angry. Jeff: Me, too. Those pictures of the abandoned animals

made me feel sad. What about you, Callie? You’re pretty quiet. How do you feel about it? Callie: I’m upset about it. I’m really angry at Jamie’s dad for abandoning that poor dog. How could someone do something like that? Eddie: Yeah, I think we all felt bad about that. But the ending made me feel more optimistic. I really liked the part about the Save the Animals club. Paula: I agree. The last part was very motivating. I felt really happy about the dog, Scout, that the kids adopted. Callie: You’re right, I guess. I got really frustrated about all the abandoned animals at the animal shelter, but when they started talking about the Save the Animals club, I felt like maybe there was hope for those animals after all. Jeff: You know, we could do something like that! We could start a club like that at our school! Paula: That’s a great idea, Jeff! I feel better already just thinking about it! Let’s talk to Ms. Parker about it on Monday.

UNIT 3 13 Lesson 1 / Activity 5 / Page 69 Listen to the conversation and circle T for True of F for False. Ms. Barquin: Did you know that many of the games we play today were prohibited in England, at one point in history? Len: No, Ms. Barquin. Tell us about it. Ms. Barquin: Well, Henry VII asked the parliament to pass a law that prohibited servants and apprentices from playing cards or games. Mary: So, who played games, then? Ms. Barquin: Only the rich could play games and cards. This doesn’t mean that the rest of England didn’t play, just that they had to hide. Of course, kings and queens could play any kind of game whenever they wanted to. The cards didn’t look much like the ones we use to play with today; the artwork was more sinister and the faces of the kings and jacks were very frightening. Len: What did the rest of England play, then? Ms. Barquin: There were many, many physical games like the beginnings of soccer and a game that today is called tennis. Mary: Wow, Ms. Barquin, that’s really interesting!

14 Lesson 2 / Activity 15 / Page 79 Listen to the conversations and continue the game. Mr. Morris: OK, kids, today we're having another game. Students: No, Mr. Morris, not another one! Mr. Morris: Aha!, I know that you will just love this one, no writing and no reading. Jake: Well, that sounds better.

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Mr. Morris: Here’s how it goes. I’m going to start off the activity by saying a verb in the past tense. Ellen: An irregular verb? Mr. Morris: It can be any kind of verb in the past tense; regular or irregular. Ellen: So then what happens? Mr. Morris: Well, suppose I say a sentence with bought; the next person in line makes a sentence with the last letter in that verb. Ellen: OK, so for example: Yesterday I bought a book for my mother. Mr. Morris: Right. Bought ends with a t, so the next person in the line makes a sentence with a verb that begins with t. For example … Jake: I took my sister to school. Paul: And yesterday, I kicked my soccer ball! Ellen: And last week, I drew a picture!

15 Lesson 3 / Activity 10 / Page 86 Listen and check your answers. Number 1, picture c The Dutch also lived on the Atlantic Coast of North America. In 1626, the Dutch bought Manhattan Island from a Native American tribe and established New Amsterdam. Eventually, New Amsterdam was re-named New York. New York grew rapidly and became a large, prosperous city. Number 2, picture a The settlers built their homes, worked on their farms, and made their own furniture and clothing. Some people went to school at home. Older boys learned a craft or trade. Number 3, picture b Scientists believe people first came to the Americas from Asia during the Ice Age. People in present-day Mexico grew the first crops of corn and beans. The Mayans and Olmecs were early civilizations in the Americas.

16 Lesson 4 / Activity 2 / Page 88 Listen to Mrs. Bishop and number the illustrations. Mrs. Bishop: Class, please pay close attention and take notes. In the 1800s, most of the people in the Northern states lived in urban areas. The Southern states were agricultural; their economy depended on large cotton plantations with slave labor. They didn’t want to give up their way of life, nor free their slaves. By 1850, there were four million slaves in the United States, and only 430,000 free African Americans. The Southern states knew that Abraham Lincoln was opposed to slavery. When he was elected President in 1861, they decided to secede, or leave the Union and form a separate country. The United States had divided in two. The Civil War started when the Confederates attacked Fort Sumter. It finally ended four years later, in 1865, when the Confederates surrendered.

UNIT 4 17 Lesson 1 / Activity 2 / Page 98 Listen to the conversation and check (3) the best option. Radio DJ: Hi folks. This is Radio FMJ! Today we are asking people from the local community about unexpected situations they have experienced this year. Jane, from Trentwell, what do you do, Jane? Jane: I’m a secretary. I work at the biggest law firm in the city. Radio DJ: Jane, did anything unexpected happen to you this year? Jane: Yes, yes it did! Every year I enter a travel competition and this year I won! It was the best surprise I’ve ever had. Radio DJ: Wow! That’s amazing. Where did you go? Jane: I went to the Snow Festival in Japan. It was a beautiful festival, a really magical experience. I saw enormous snow sculptures made of many tons of snow. They were as tall as buildings! I also saw hundreds of delicate ice sculptures. Radio DJ: That sounds fantastic! How long did the festival last? Jane: It went on for seven days and they hold it every year. It is one of the most important festivals in Japan now. I really recommend it to anyone who likes snow or is interested in Japan. I’ve never seen anything like it. Radio DJ: Was it cold? Jane: It was the coldest place I have ever been in my life. I had to wear my warmest jacket. No one told me anything about the cold. The funniest part was trying to walk in the snow. I felt like a bear. Radio DJ: Was there anything you didn’t like about it? Jane: No, I can’t think of anything I didn’t like about Japan or the festival. The people were amazing, and even though we couldn’t understand anything they were saying, we still managed to communicate. Radio DJ: Who should go to this festival? Jane: Well, I didn’t know anything about this event before I won the competition. But I really recommend it to anyone who likes snow and ice sculptures, or anyone who likes the magic of winter. Even if you don’t know anything about Japan, go anyway. You’ll love it. Radio DJ: So you think someone who likes snow or winter magic should go to this festival? Jane: Yes, they should. Radio DJ: There you have it, folks. Jane, the secretary, won a trip to the Snow Festival in Japan in February. Thanks for calling in today, Jane. It was nice to talk to you. Bye!

18 Lesson 1 / Activity 11 / Page 101 Listen to the unexpected situation and answer the questions. Radio DJ: Hi folks. This is Radio FMJ! Today we are asking people from the local community about unexpected situations they have experienced this

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year. Raul from Sneadgrass is our next caller. What do you do Raul? Raul: I’m a student. I study economics at the University. Radio DJ: Raul, did anything unexpected happen to you this year? Raul: Yes! Yes it did! Every year I go to the running of the bulls in Pamplona! In fact, I run with the bulls. But this year a bull ran over me. Radio DJ: Wow! That’s terrible. What happened? Raul: I ran in front of the bulls with hundreds of other people every day in the morning. On the last day, I fell over and this huge bull stepped on my leg. I rolled away and the bull kept on running. It was a scary experience, a really terrifying moment. I saw the bull’s eyes and horns as it stepped on me. I heard people around me scream. Radio DJ: How long did it last? Raul: Just a few seconds. Radio DJ: What did you do? Raul: I was OK. I could walk. I went to the hospital for an hour and got four stitches. I was embarrassed. My girlfriend was watching. I felt foolish. Radio DJ: Will you go again next year? Raul: No, we’re going to the Carnival in Rio. Radio DJ: There you have it, folks. Raul, the student, went to Pamplona and ran with the bulls like he does every year, but this year, a bull stepped on him. Thanks for calling in today, Raul.

19 Lesson 2 / Activity 3 / Page 104

Listen to the interview.

Interviewer: Good Morning, János! Can you tell us about the accident? János: This accident ruined my chances of winning a gold medal. It was the most important moment of my life, the Beijing Olympic Games. I was finally there. I was trying to complete my third lift and I couldn’t feel my arm. Interviewer: What did you do? János: I couldn’t hold it anymore. I dropped the bar. I felt my elbow. It was dislocated. Interviewer: How many kilos were you trying to lift? János: 148 kilos. Interviewer: Coach, János had a terrible experience yesterday. When will he be able to compete again? Coach: He will be out of the competition for the rest of the year. Interviewer: That’s too bad. Thanks for talking to us, János and Coach. Coach and János: You’re welcome.

20 Lesson 2 / Activity 14 / Page 107 Listen to the interview. Circle the greetings and underline the farewells you hear. Interviewer: Good evening Greg. Greg: Good evening! Interviewer: Firstly, congratulations on your Gold Medal in diving. This is your back to back medal. Well done!

Greg: Thanks. Interviewer: For those of you who don’t know, this medal came after a painful incident during the preliminary dives. Greg hit his head on the diving board. What dive were you attempting when that happened? Greg: I tried to do a reverse somersault. Interviewer: What happened? Greg: I hit my head on the way down. I didn’t realize I was that close to the board. When I hit it, it was a shock. But I think my pride was hurt more than anything else. Interviewer: How many stitches did you have? Greg: I had five stitches. But thirty-five minutes later, I was back in the pool to finish the dives. Interviewer: Wow! You are tough. Thank you for talking to us tonight. Good luck in the next Olympics.

21 Lesson 3 / Activity 3 / Page 112 Listen to the advertisement for a local production of The Big Sell and circle the information that is different. There is a new play opening on the 22nd of October at the Odeon Theater. It’s called The Huge Sell. It is written by Reece Jones and Carolina Ramírez. It has an interesting plot about a big toy company looking for a prototype for its new product. The main character is Mr. Front, the toy company’s owner and president. A secondary character is his assistant, Miss Glen, who is played by the hilarious Fanny Green. The play is set in New York City in the 1950s. The subject matter is quite interesting. It is about stereotyping in society. Congratulations to the young talents at this year’s Drama Club. This was the winning play. The play starts at 8:30. Don’t be late. Get your tickets at the box office.

22 Lesson 3 / Activity 12 / Page 116 Listen and complete the poster advertising the new play King Blear. There is a new play opening on the 23rd of December at the Odeon Theater. It’s called King Blear. It is written by Héctor Flores. It has an interesting plot about a king and his daughters who fight over the throne. The main character, King Blear, is played by the wonderful Geoffrey Brush. The play is set in a castle during a war. You can’t miss it! The play starts at 7:30 p.m. Don’t be late. Get your tickets at the box office.

23 Lesson 4 / Activity 2 / Page 118 Listen to The Big Sell excerpt and circle T for True or F for False. Prototype 1: Well, Mr. White. I really need a job. I would love to be the next Jennifer Doll. I can wear a wig. I could breathe in, see? Mr. White: Next please! Miss Glen: Through here please. Can I hold your bag? No? OK, then. Mr. White: What? You’re Chinese. Jennifer is blonde with blue eyes.

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Prototype 2: I could wear contacts, Mr. White. I am very cute, you see? I have been waiting in the lobby for an hour. I have wanted to be a doll for many years. There are 19 million Asian-Americans in the US. Perhaps Jennifer could be Chinese? Mr. White: No, no, no. Jennifer is 180 cm, she wears a size six. She is blonde, blue-eyed, and American. Prototype 2: I’m American, Mr. White. Mr. White: Not the America I’m selling! Out! Miss Glen: Here’s number three. Mr. White: Now, this is more like it. You’re tall, you have blue eyes, you’re thin. We can put a wig on you. How long have you wanted to be a doll? Prototype 3: I’ve dreamed of being a doll my whole life. Mr. White: You’re perfect for Jennifer. You’ve got the job. You are the perfect American Doll. Prototype 3: I just have one tiny confession to make, Mr. White. I’m not American. I’m Mexican. Mr. White: But all Mexicans are short! They don’t have blue eyes. They’re always late. Are you going to be late? … Oh, I don’t know about this … OK, I’ll give you a chance. Miss Glen: So Prototype three became the model for Jennifer. Jennifer has been on the market for 50 years now. She has sold more than 200,000 million units. Someone buys a Jennifer every two seconds. Mr. White sold the world the perfect American Doll. But no one knew she was really Mexican!

2 Prototype 1: Well, Mr. White. I really need a job. I would love to be the next Jennifer Doll. I can wear a wig. I could breathe in, see? Mr. White: Next please. Miss Glen: Through here please. Can I hold your bag? No? OK, then. Mr. White: What? You are Chinese. Jennifer is blonde with blue eyes. Prototype 2: I could wear contacts, Mr. White. I am very cute, you see? I have been waiting in the lobby for an hour. I have wanted to be a doll for many years. There are 19 million Asian-Americans in the US. Perhaps Jennifer could be Chinese? Mr. White: No, no, no. Jennifer is 180 cm, she wears a size six. She is blond, blue-eyed and American. Prototype 2: I’m American, Mr. White. Mr. White: Not the America I’m selling! Out! Miss Glen: Here’s number three. Mr. White: Now, this is more like it. You’re tall, you have blue eyes, you’re thin. We can put a wig on you. How long have you wanted to be a doll? Prototype 3: I’ve dreamed of being a doll my whole life. Mr. White: You’re perfect for Jennifer. You’ve got the job. You are the perfect American Doll.

24 Lesson 4 / Activity 3 / Page 118

I have been sitting here for an hour. (happy) I have been sitting here for an hour. (angry) I have been sitting here for an hour. (bored) I have been sitting here for an hour. (proud)

Listen to the two readings of the excerpt from the play The Big Sell. Which reading sounds better? Why? 1 Prototype 1: Well, Mr. White. I really need a job. I would love to be the next Jennifer Doll. I can wear a wig. I could breathe in, see? Mr. White: Next please. Miss Glen: Through here please. Can I hold your bag? No? OK, then. Mr. White: What? You are Chinese. Jennifer is blonde with blue eyes. Prototype 2: I could wear contacts, Mr. White. I am very cute, you see? I have been waiting in the lobby for an hour. I have wanted to be a doll for many years. There are 19 million Asian-Americans in the US. Perhaps Jennifer could be Chinese? Mr. White: No, no, no. Jennifer is 180 cm, she wears a size six. She is blond, blue-eyed and American. Prototype 2: I’m American, Mr. White. Mr. White: Not the America I’m selling! Out! Miss Glen: Here’s number three. Mr. White: Now, this is more like it. You’re tall, you have blue eyes, you’re thin. We can put a wig on you. How long have you wanted to be a doll? Prototype 3: I’ve dreamed of being a doll my whole life. Mr. White: You’re perfect for Jennifer. You’ve got the job. You’re the perfect American Doll.

25 Lesson 4 / Activity 6 / Page 119 Listen to these lines said with different stage direction. Does the meaning change?

Unit 5 26 Lesson 1 / Activity 7 / Page 130 Listen to the teen radio debate and complete the table. Hannah: Thank you for joining us for today’s Teen Debate program. I’m Hannah Higgins … Rachel: And I’m Rachel Bonner. Hannah: Some wear blue. Rachel: Some wear green. Hannah: Some wear skirts. Rachel: Others wear pants. Hannah: What are we talking about? Rachel: School uniforms of course! Some people believe that it’s good to make teens wear the same clothes to school. Other people believe that school uniforms are a bad idea. So, today on the program, we will look at the debate about school uniforms. Hannah: That’s right, Rachel. Many people don’t like school uniforms because they believe that they don’t let teens express who they really are. These people believe that teens should wear what they want to school. Rachel: The debate is on our website blog and some people have already told us what they think about

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school uniforms. John Harper, from Australia says, “Creativity is expressed through clothes. Personality is seen in the clothes teens wear, and teens should have this freedom of speech at school.” Hannah: Miguel is in Mexico. He wrote, “In uniform everyone looks the same. There are no rich, there are no poor. Everyone is equal and people aren’t discriminated against because of their clothes.” Rachel: Interesting. Peter is from the United States of America, and said, “In the US, millions of uniforms are sold every year. Uniforms often cost less money and are easier to provide than popular fashionable clothes.” Hannah: So, Rachel, are school uniforms a good idea for teens? Or are they a bad idea? Rachel: Well, Hannah, I don’t know. But the debate is sure to continue as long as schools and teens exist! Send us your ideas on our program blog.

27 Lesson 3 / Activity 5 / Page 143 Listen to the message to confirm your prediction from Activity 4. Message: We’re not here to take your call right now. Please leave your message after the tone. Head Explorer: Hi, this is the Head Explorer, and this is a message for Amy. There are two things that you will need that we forgot to include on the list for the camping trip. First, don’t forget to take a flashlight. You’ll need it because it gets quite dark at night in the countryside. Second, bring a bag of marshmallows. You’ll need them to toast over the campfire. Call me if you have any questions. See you on Saturday! Mom: Amy, did you hear that? Amy: No, what? Mom: The Head Explorer called and left a message. He says pack a flashlight and that you need some marshmallows, too! Amy: OK! Thanks, Mom!

28 Lesson 4 / Activity 4 / Page 149 Listen to the Head Explorer and check (4) the information you hear about the trip. Head Explorer: Thank you for coming to the meeting. Today we’ll look at the different activities that the children will do during the trip. First, we’re leaving on Friday afternoon at 3:00 p.m. on the dot, from the Explorer’s Club hut. Please make sure you pack everything you need and arrive fifteen minutes before so that we leave on time. We’re arriving in Veracruz at around 6:00 p.m. … depending on the traffic. On arrival we’re setting up the tents and getting supper ready for the first day. The next day we’re hiking through the forest in the morning, and swimming in the lake in the afternoon. In the evening we’re singing around the campfire, and that’s when we’ll toast our marshmallows, too. We are returning to the city on Sunday morning. Does anybody have any questions?

29 Lesson 4 / Activity 5 / Page 150

Listen to the conversation and identify what the speakers are talking about. Mom: Sorry, did you say that they are leaving at 6:00 p.m.? Head Explorer: No, actually we are arriving in Veracruz at 6:00 p.m. We’re leaving here at 3:00 p.m. Please make sure you arrive on time or the bus will go without your child. Mom: Oh, sorry, I misunderstood. Head Explorer: That’s OK. Any more questions? Dad: And you’re coming back on Monday, is that correct? Head Explorer: No, we’re coming back on Sunday. Dad: Sorry, I arrived late. Can you explain that again? Head Explorer: OK. No problem. We’re coming back on Sunday, as the children all have classes on Monday. Could you please note down your home numbers and cell phone numbers here so we can contact you if necessary? Please note down my number which is 55-66-77-88-99 so that you can call if you have any further questions …

30 Lesson 4 / Activity 14 / Page 152

Listen to the conversation about what Tom is doing on the weekend and write notes to fill in his diary. Brenda: Hi Tom. I want to go to the movies this weekend … Would you like to come with me? Tom: Oh, I’m sorry Brenda, but I’m going to be away! Brenda: Oh? Where are you going? Tom: I’m visiting some friends that live by the beach. And they are organizing my itinerary. Look! Brenda: Oooh, can I see it? You’re arriving on Friday evening and you’re having dinner. Then, on Saturday morning you’re swimming with dolphins at around 10:00 a.m. Wow! Tom: Yeah! I’m not sure about that. I don’t know if I’m going to enjoy it. But I’ll give it a try. Brenda: You should, it sounds amazing! At around noon, after swimming with the dolphins, they’re taking you on a tour along the Riviera. Then in the afternoon, you’re visiting a local market. It sounds fun! Tom: Yes, I know! And on Sunday I’m going to the beach to rest, because at eight in the evening, I’m flying back home. Brenda: Wow! Well, have lots of fun! Take lots of photos!

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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 1 They were not that active or aware of health issues or dietary needs. 2 Because they were heavily influenced by the media. 3 Because young girls might perceive this as the body type for success and modify their diets. 4 On the Internet. 5 Because they plant, grow, harvest and cook their dishes.

1 1 a; 2 b; 3 a; 4 c; 5 a; 6 b

3 Answers may vary.

1 1 A pre-marked surface called the board. Counters that are moved. Rules. 2 Senet; 3 Egypt; 4 You can learn, they are not expensive, people interact.

Chapter 4

2 1 F; 2 F; 3 T; 4 F; 5 T

Activity 2, page 17 2 1 T; 2 F; 3 F; 4 F; 5 T

Chapter 2 Activity 1, page 30 1 1 b; 2 b; 3 c

Activity 2, page 30 2 1 He felt very sorry for him. 2 Because the ghost was breaking the furniture in the room. 3 To have his body buried. 4 Haunting a plaster cast copy of himself. 5 Angry and stupid.

Activity 2, page 43 2 Answers may vary.

Activity 3, page 43

Activity 1, page 56

Activity 2, page 69 Activity 3, page 69

1 1 Because they all had pets. 2 To give us information about things in different parts of the world, and to motivate people to do something. 3 A strong effect on people that motivate them to do something. 4 A dog who was abandoned. 5 Give their talk in other classes and form a club to save animals. 6 Between March and August.

3 Answers may vary.

2 Answers may vary.

Activity 2, page 82

Activity 2, page 56

Chapter 6 Activity 1, page 82 1 1 To work in teams and prepare a presentation on the Civil War. 2 How to organize the work and the materials they would need for their presentation. 3 They lost their USB. 4 They gave an unplugged presentation. 5 Answers may vary. 2 a T, b F, c T, d T, e F

Activity 3, page 82 3 Answers may vary.

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Unit 4

Unit 5

Chapter 7

Chapter 9

Activity 1, page 95

Activity 1, page 121

1 1 in February; 2 dance, party, see amazing parades, have fun; 3 in Saint Fermin’s Festival in Pamplona, Spain; 4 Most of them, but not all. 5 Answers may vary. 6 Answers may vary.

1 Answers may vary.

2 1 N; 2 Y; 3 N

Activity 2, page 134

Activity 2, page 95

Chapter 8 Activity 1, page 108 1 1 in San Diego, in the United States of America; 2 different drama students from Mexico (Humberto, Carolina, Liliana) and the USA (Reece, Carolina, Paul); 3 It is devoted to studying and performing theather. 4 That they are short and don’t speak English well. 5 That they are all rich, blond and with blue eyes.

Activity 2, page 108 2 1 T; 2 F; 3 T

Activity 2, page 121 2 Answers may vary.

Chapter 10 Activity 1, page 134 1 3; 5; 1; 4; 2

2 1 It was a letter for parents inviting them to a meeting to discuss the trip. 2 Garage sale information: Saturday, 26th of May, all day, lots of fun objects for sale, and bargains, good prices! 3 Information about the trip; 4 A sleeping bag, a pillow, long cotton pants, insect repellent, suntan lotion, camper’s water bottle, hiking boots, thick socks, waterproof jacket, an umbrella; 5 Friday 6:00 p.m. arriving Veracruz, setting up tents and sleeping bags, preparing supper; Saturday 10:00 a.m. hiking through the forest, studying plants and insects; Saturday 4:00 p.m. making lunch by the lake and swimming in the lake; Saturday 7:00 p.m. returning to camp, singing, and toasting marshmallows around campfire; Sunday 9:00 a.m. packing up the camp and returning to the city.

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Answer key for Self-Tests Unit 1 Learning Environment 1 (page 166) 1 1 If the alarm clock had gone off,

I wouldn’t have missed the school bus. 2 If I hadn’t eaten so much chocolate cake, I wouldn’t have felt sick. 3 I could have bought another book if I hadn’t spent all my money on clothes. 4 I could/ might have won the race if I had trained enough for it. 5 If I had followed your advice, I wouldn’t have missed my chance. 6 If I hadn’t had a headache, I could have taken my piano class. 7 If I hadn’t left early, I would/could have seen the end of the show. 2 1 extremely; 2 skinnier; 3 taller; 4 Most; 5 slightly; 6 fuller; 7 stunningly.

Learning Environment 2 (page 167) 1 1 f; 2 d; 3 a; 4 g; 5 e; 6 b; 7 c 2 1 alarm; 2 rage; 3 revulsion; 4 contempt; 5 amazement; 6 irritation; 7 horror

Unit 2 Learning Environment 1 (page 168) 1 1 hypothesizing; 2 fill; 3 place; 4 start; 5 adding; 6 keep; 7 adding

2 1 Don’t talk on the phone while

you are driving. 2 Before you leave the room, turn off the lights. 3 You decide when you go on vacation. 4 You invite friends where you think they will enjoy themselves. 5 After you fill the glass with water, put the egg in it. 6 I don’t understand why you are

angry. 7 Tell me the time when you will arrive.

Learning Environment 2 (page 169) 1 1 b; 2 d,f; 3 e; 4 a,g; 5 c 2 1 frustrated; 2 motivating; 3 sad; 4 upset; 5 intense; 6 optimistic; 7 curious

Unit 3 Learning Environment 1 (page 170) 1 1 have played; 2 made; 3 took; 4

held; 5 competed; 6 had taken; 7 will have been 2 1 taught; 2 drew; 3 broke; 4 knew; 5 took; 6 spoke; 7 ate

Learning Environment 2 (page 171) 1 1 invaded; 2 had already occupied; 3 had settled; 4 returned; 5 offered; 6 fought; 7 defeated 2 1 When; 2 While; 3 when; 4 When; 5 while

Unit 4 Learning Environment 1 (page 172) 1 1 historic, traditional;

2 extensive; 3 annual; 4 decent; 5 international; 6 amazing 2 1 “Are you happy with your new car?” she asked Peter. 2 “I won’t drive fast,” he promised her. 3 “I fell off my nephew’s skateboard,” Peter told her. 4 “I just want plain water,” she said. 3 1 Peter thanked Julia for coming to his birthday party. 2 Julia asked Peter what happened to his arm.

3 He asked her if he could offer her something to drink.

Learning Environment 2 (page 173) 1 1 title; 2 author; 3 character;

4 cast; 5 script; 6 dialogues; 7 stage directions 2 1 Angelina Jolie has been an actress since she was a child. 2 She almost always takes part in action movies. 3 She won an Oscar in 2002. 4 She has been divorced twice. 5 She has been living with Brad Pitt since 2005. 6 She has been doing some humanitarian work. 7 She has been to Mexico twice.

Unit 5 Learning Environment 1 (page 174) 1 1 This is my sister’s car. 2 No

food is allowed in the classroom. 3 Cell phones must be turned off during the movie. 4 Uniforms are only worn on special occasions. 5 William is my brother’s friend. 6 Charlie and Ellie’s son is one of the school’s best students. 7 Pets aren’t permitted at school. 2 1 a; 2 g; 3 d; 4 f; 5 b; 6 e; 7 c

Learning Environment 2 (page 175) 1 1 need; 2 make; 3 Wear; 4 may;

5 may; 6 might; 7 need 2 1 I’ll get; 2 is coming, I’m going to buy; 3 I’ll get; 4 I’m going to study; 5 is leaving; 6 showing

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Answer Key for Formal Assessments Unit 1 Learning Environment 1 (page 154) 1 1 She got the wrong lab test

results; 2 Mary Smith; 3 The receptionist; 4 She gave her the wrong envelope; 5 The receptionist 2 1 c; 2 b; 3 d; 4 e; 5 a 3 1 Mark got up late. He was late for school; 2 He forgot to set his alarm clock. He didn’t get up early / He got up late; 3 He was sleepy. He forgot / didn’t remember to set his alarm clock.

Learning Environment 2 (page 155) 1 1 c; 2 a; 3 b; 4 c 2 1 F; 2 F; 3 T; 4 T 3 1 She killed it; 2 A full magician; 3 Anything he wants; 4 Sit under a tree 4 1 sadness; 2 revulsion; 3 surprised; 4 cheerful;

Unit 2 Learning Environment 1 (page 156) 1 1 an egg; 2 sink; 3 water 2 1 two large glass jars, 2 eggs,

some salt, some sugar, water; 2 six; 3 Place one egg into each jar; 4 Add a few more spoonsfuls of sugar. 3 1 to do; 2 to get; 3 Use; 4 doing; 5 to consider 4 1 When you do this experiment, read the instructions carefully. 2 Do not eat while you are doing an experiment.

Learning Environment 2 (page 157) 1 1 A school club called Save the

birds; 2 She is a student that lives in an apartment building and likes birds. 3 Penny formed a

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club to save birds.

2 1 female; 2 man 3 1 b; 2 c; 3 a; 4 b; 5 c

Unit 3 Learning Environment 1 (page 158) 1 1 They throw the dice. 2 two; 3 a time expression and the name of a person or people; 4 They have to say a sentence. 2 1 I moved my token twelve spaces. 2 They have put the tokens on the board. 3 I had thrown the dice ten times during the game. 4 By 6 p.m. we will have played five games. 3 1) started; 2) have learned; 3) had read; 4) will have learned

6 1 preliminary three-meter

springboard competition, State Championships; 2 in 2009; 3 brother; 4 He hit his head on the side of the pool.

Learning Environment 2 (page 161) 1 1 title; 2 author; 3 characters;

4 cast; 5 setting; 6 dialogue; 7 stage directions 2 1 December 23rd; 2 King Blear; 3 at 7:30 p.m. 3 1 studies; 2 studied; 3 has studied

Unit 5 Learning Environment 1 (page 162) 1 1 Some people think video games

Learning Environment 2 (page 159) 1 1 c; 2 b 2 1 Africa; 2 They tried to go North. 3 1 escaped; 2 brought. 4 1 My teacher always has newideas.

2 We never get bored in class. 5 1 working; 2 dreamed / were dreaming. 6 1 Slaves often escaped when they wanted to be free. 2 The South elected a president when they left the Union.

Unit 4 Learning Environment 1 (page 160) 1 1 diving; 2 Gold; 3 He hit his

head on the diving board. 4 five 2 1 every; 2 at; 3 for 3 1 most interesting; 2 prettiest; 3 warmest 4 1 saw; 2 danced; 3 went; 4 loved 5 1 She said Jim trained for six hours every day. 2 She told them he would be the best diver in the world.

2

3



4 5



are bad. 2 (two of the following options) eye strain, neck pain, back pain, wrist pain, get fat, get lazy, don’t make friends; 3 (two of the following options) increase logical thinking, increase problem solving, teach languages, history, and science 1 are invited; 2 is divided; 3 be turned off 1 My best friend’s house. 2 His father’s job. 1 nervous; 2 sugary drinks; 3 exhausted; 4 allowed 1 in support of; 2 However; 3 but; 4 In conclusion

Learning Environment 2 (page 163) 1 1 It gets dark at night.

2 marshmallows; 3 To toast them over the campfire. 2 1 F; 2 T; 3 T; 4 F 3 1 b; 2 c; 3 e; 4 a; 5 d 4 1 are going to; 2 am making; 3 I’ll; 4 will; 5 are going; 6 going to buy 5 1 is that correct; 2 I misunderstood

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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 and Resources 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/en/ 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. • One Act Plays: http://www.one-act-plays.com This website is an excellent resource for royalty-free short plays.

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Tracklist Track

Contents

Page

Track

Contents

Page

Unit 5

Unit 1 26

Lesson 1, Activity 7

130

8

27

Lesson 3, Activity 5

143

Lesson 1, Activity 4

8

28

Lesson 4, Activity 4

149

4

Lesson 1, Activity 12

10

29

Lesson 4, Activity 5

150

5

Lesson 2, Activity 3

14

30

Lesson 4, Activity 14

152

6

Lesson 2, Activity 4

15

7

Lesson 2, Activity 10

17

8

Lesson 1, Activity 13

43

9

Lesson 3, Activity 5

53

10

Lesson 3, Activity 6

53

11

Lesson 3, Activity 13

56

12

Lesson 4, Activity 3

58

1

Introduction

2

Lesson 1, Activity 3

3

Unit 2

Unit 3 13

Lesson 1, Activity 5

69

14

Lesson 2, Activity 15

79

15

Lesson 3, Activity 10

86

16

Lesson 4, Activity 2

88

17

Lesson 1, Activity 2

98

18

Lesson 1, Activity 11

101

19

Lesson 2, Activity 3

104

20

Lesson 2, Activity 14

107

21

Lesson 3, Activity 3

112

22

Lesson 3, Activity 12

116

23

Lesson 4, Activity 2

118

24

Lesson 4, Activity 3

118

25

Lesson 4, Activity 6

119

Unit 4

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