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GUÍA DIDÁCTICA PARA EL PROFESOR INCLUYE TEXTO PARA EL ESTUDIANTE

Jolanta P

olk Reye

s

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2012

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GUÍA DIDÁCTICA PARA EL PROFESOR INCLUYE TEXTO PARA EL ESTUDIANTE

Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland. Teacher training, translation and English Literature, University of Silesia, Poland.

© English 2º Medio Original text

Jolanta Polk Teaching English as a Foreign Language, Dublin, Irlanda. Teacher training, translation and English Literature, University of Silesia, Poland.

2010 Ediciones Cal y Canto ® Nº de Inscripción: 180.758 ISBN: 978-956-8623-66-1 Reimpresión 2011 Ediciones Cal y Canto ® Nº de Inscripción: 180.758 ISBN: 978-956-8623-66-1 Reimpresión 2012 Ediciones Cal y Canto ® Nº de Inscripción: 180.758 ISBN: 978-956-8623-66-1 Original illustrations Design

Ediciones Cal y Canto ® Ediciones Cal y Canto ®

General Publisher Publisher Assistant Publisher

Jorge Muñoz Rau Alicia Manonellas Balladares Gloria Caro Opazo Ly-Sen Lam Díaz María Jesús Moreno Guldman María Jesús Moreno Guldman Juvenal Sepúlveda Aravena Thomas Connelly Venus Astudillo Cecilia Muñoz Rau Lorena Briceño González Rodrigo González Díaz Banco de Fotos Ediciones Cal y Canto ®

Designed by Cover designed by Layout by Proofreading Illustrations General Production Production Assistant Recording Producer Photos

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile.

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CONTENTS

• PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 • COURSE COMPONENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 • METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Dictionary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 10 Learning environment and learning styles . . . . . . . . . . . 10 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Photocopiable evaluation instruments . . . . . . . . . . . . . . 11 • SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . . . . 12 Some methodological suggestions for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 • THE INTERNET IN THE LANGUAGE CLASSROOM . . . . . . 15 • LEARNING PROGRESS MAPS . . . . . . . . . . . . . . . . . . . . . . . 16 • CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 • SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 22-23

• UNIT 1: COMMUNICATION AND UNDERSTANDING . . . . 24 Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 • UNIT 2: HOW STRANGE! HOW WONDERFUL! . . . . . . . . . 47 Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 • UNIT 3: WE ARE WHAT WE EAT . . . . . . . . . . . . . . . . . . . . . .68 Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 • UNIT 4: WHATEVER YOU DO OR MAKE DO IT AND MAKE IT WELL . . . . . . . . . . . . . . . . . . . . . . . . . .89 Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 • UNIT 5: LIFE AS WE KNOW IT . . . . . . . . . . . . . . . . . . . . . .112 Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130 Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 • UNIT 6: TRADITIONS, TRADITIONS . . . . . . . . . . . . . . . . .133 Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151 Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 • EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . .154 Applying Evaluation Instruments . . . . . . . . . . . . . . . . . 154 • PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . . .157 Evaluating listening comprehension . . . . . . . . . . . . . . . . . 157 Evaluating reading comprehension . . . . . . . . . . . . . . . . . . 158 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Writing rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Class participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Extended- response reading . . . . . . . . . . . . . . . . . . . . . . . . 166 Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 • BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170

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NAME COMMUNICATION AND

NAME

NAME

PAGES 8 - 39

HOW STRANGE! HOW WONDERFUL! PAGES 40 - 71

Reading We Are Happy To Announce . . 10 Decoding Writing . . . . . . . . . . 22 Two Announcements . . . . . . . 36

Reading Welcome To New Zealand . . . 42 Twister, Twister. . . . . . . . . . . . . . 54 San Pedro De Atacama . . . . . . 68

Listening Am I Getting Through To You?. . 16 Visible Body. . . . . . . . . . . . . . . . . 28 The Morse Code . . . . . . . . . . . . 37

Listening The Strange Things We Do . . 48 Eyewitness Reports . . . . . . . . . 60 The Weather Report . . . . . . . . 69

Reading Staying Healthy Keeping Fit . . . . . . . . . . . . . . . . . 74 Eating Out . . . . . . . . . . . . . . . . . 86 Eating Out The Japanese Way . . . . . . . . . . . . . 100

Speaking To participate in a guided oral text imitating a model . . . . . . 14 To consolidate key expressions . . . . . . . . . . . . . . . . . 19 To talk about topics expressing their own ideas . . . . . . . . . . . . . 26 To imitate a model conversation . . . . . . . . . . . . . . . . 32 To imitate a model conversation . . . . . . . . . . . . . . . . 38

Speaking To talk about celebrating an anniversary.. . . . . . . . . . . . . . 46 To express possibility. . . . . . . . 51 To complete a conversation and talk about it . . . . . . . . . . . . 59 To complete a conversation and talk about it . . . . . . . . . . . . 64 To express opinions about some pictures . . . . . . . . 71

Writing To rewrite a passage using linking words . . . . . . . . . . . . . . . 15 To write a short text consolidating language learnt . . . . . . . . . . . . . . . . . . . . . . . 21 To write a short report . . . . . . 27 To write a short paragraph . . 33 To rewrite a passage using linking words . . . . . . . . . 39

Writing To write suggestions to organise a party . . . . . . . . . . 47 To write a short paragraph to express opinions. . . . . . . . . . 51 To write about a natural phenomenon . . . . . . . . . . . . . . . 58 To write sentences about measure instruments. . . . . . . . 65 To write a short weather report. . . . . . . . . . . . . . 70

UNDERSTANDING

4

3

2

1

WE ARE WHAT WE EAT PAGES 72 - 103

Listening Edible Art . . . . . . . . . . . . . . . . . . 80 Let's Do It All Together . . . . . . 92 What A Chef Has To Say . . . 101 Speaking To talk about food preferences . . . . . . . . . . . . . . . . . 76 To participate in a dialogue with a food artist. . . . . . . . . . . . 83 To talk about a restaurant . . . 90 To complete a conversation using visual clues . . . . . . . . . . . 96 To complete and role-play a conversation about food . . . 103 Writing To complete a recipe . . . . . . . 78 To write a description of a picture . . . . . . . . . . . . . . . . . 84 To write a short restaurant review . . . . . . . . . . . . . . . . . . . . . 91 To write sentences using visual clues . . . . . . . . . . . . . . . . . 97 To write a set of questions about a recipe . . . . . . . . . . . . 102

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NAME

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! PAGES 104 - 135 Reading Do It Well! Make It Big! . . . . . 106 Holding The World On Your Shoulders . . . . . . . . . . . . 118 Making Curanto . . . . . . . . . . . 132 Listening Follow The Instructions . . . . 112 I'd Like To Apply!. . . . . . . . . . . 124 How To Use It . . . . . . . . . . . . . 134 Speaking To express plans for the future. 110 To express plans for the future. 116 To talk about wishes and regrets . . . . . . . . . . . . . . . 122 To talk about wishes . . . . . . . 127 To express distances and duration of events. . . . . 135 Writing To write the end of a story using visual clues . . . . . . . . . . 111 To write a set of instructions for using a gadget . . . . . . . . . 117 To write sentences expressing wishes and desires. . . . . . . . . 123 To write a letter requesting information for a job . . . . . . . 129 To write a paragraph expressing hopes and desires . . . . . . . . . 135

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5

4

NAME

LIFE AS WE KNOW IT PAGES 136 - 167

NAME

Reading Alternative Lifestyles. . . . . . . 138 Life As We Knew It . . . . . . . . . 150 Up For A Drive . . . . . . . . . . . . 164

Reading Let's Celebrate . . . . . . . . . . . . 170 Living With Traditions . . . . . 182 On The First Day Of Christmas . . . . . . . . . . . . . . . . . 196

Listening I Would Like To Dedicate This Song. . . . . . . . . . . . . . . . . . 144 Life As It Will Be . . . . . . . . . . . 156 Clouds . . . . . . . . . . . . . . . . . . . . 165 Speaking To participate in a conversation expressing opinions . . . . . . . 142 To participate in a conversation using visual clues . . . . . . . . . . 147 To express what people need, wish or want to . . . . . . . . . . . 155 To express ideas about protecting the planet . . . . . . 161 To participate in dialogues according to visual clues . . . 166 Writing To write a paragraph about someone's lifestyle . . . . . . . . 143 To write a note of apology . . 149 To write a set of suggestions to visit a place . . . . . . . . . . . . . 155 To write a list of everyday activities. . . . . . . . . . . . . . . . . . . 161 To write a paragraph expressing needs and obligations . . . . . 167

TRADITIONS, TRADITIONS PAGES 168 - 199

Listening Proud To Be . . . . . . . . . . . . . . . 176 Changing Language . . . . . . . 188 The Right Clothes. . . . . . . . . . 197 Speaking To talk about duration of events . . . . . . . . . . . . . . . . . . 175 To talk about life experiences . . . . . . . . . . . . . . . 180 To express feelings . . . . . . . . 185 To talk about predictions for the future . . . . . . . . . . . . . . 192 To express surprise, sympathy or joy . . . . . . . . . . . 198 Writing To write a paragraph about a familiar celebration . . . . . . 175 To write a short paragraph about a tradition. . . . . . . . . . . 181 To rewrite questions in direct speech. . . . . . . . . . . . 187 To write a list of predictions for Chile . . . . . . . . . . . . . . . . . . . 193 To write descriptions of pictures . . . . . . . . . . . . . . . . 199

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

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COURSE COMPONENTS Looking Ahead has been specially written to meet the requirements of the Chilean Reform and with the objective of creating a textbook that will keep students happy and interested when using it. For this reason, the subjects are of special relevance and attraction for young people of this age group. The units in the book have been developed around key issues that have proved to be interesting for our students. The tasks students carry out are similar to what they do in real life, require that they link new information to previous knowledge and provide opportunities for effective communication and collaboration in the classroom. The topics chosen range from leisure, food, fashion, music to more serious subjects such as choosing a profession or thinking about relationships and the environment. The majority of the listening and reading texts have been taken from authentic sources; they may have been shortened, but they have not been simplified or otherwise manipulated. Special emphasis has been placed on common values students should pay attention to and develop, such as the respect for diversity, the protection of our environment, the equality of genres, the importance of healthy habits, among others. Looking Ahead consists of a Student’s Book, a CD and a Teacher’s Book.

Student’s Book At the beginning of the Student’s Book there is a list of contents and a two-page spread to help the students identify the different sections in the book, together with an explanation of the symbols used. At the end, there is list of verbs and a bibliography for students. The Student’s Book is divided into six self-contained units which, in turn, are divided into 4 lessons of gradually increasing levels of complexity and difficulty; two of these lessons are based on reading texts and two are based on listening texts.

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IntroductIon

Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6:

Communication and Understanding How Strange How Wonderful! We Are What We Eat Whatever you Do or Make - Do it and Make it Well Life As We Know It Traditions, Traditions

Each of the four lessons in the six units is divided into the following parts: Set up To establish the topic of the lesson, motivate students and identify and activate previous knowledge. Think Ahead Pre-reading or listening activities that motivate students to read or listen, help them to relate the topic to their own reality and their previous knowledge, present or activate key vocabulary, and encourage them to predict and anticipate information. Go Ahead While-reading or listening activities that focus students’ attention and teach them to look for general or specific information, to locate clues, to separate essential from nonessential information, to discriminate between correct and incorrect information, etc. Make Connections Post-reading or listening activities that connect the text with students’ own experiences, give practice on specific grammar points and provide opportunities to develop speaking skills (Have a Chat section) and writing skills (Write it Down section) following models provided by the texts and other activities. Additionally, in each lesson there is a self-evaluation section Check it over - to allow students to reflect on their achievements and weaknesses in connection with the language skills developed in the lesson, and there is also a Fast Check section, the purpose of which is to allow students to evaluate their progress on a particular aspect of the lesson and, at the same time, provide information to the teacher about any points that the majority of the students have problems with.

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At the end of each unit, you can find these three additional sections: • Apply your Knowledge offers additional activities that synthesise what has been learnt throughout the unit and provide a good opportunity for students to consolidate topics and language structures. • Check & Correct has a test format covering the four skills and the language studied in the unit. It helps students to revise contents and evaluate their performance in the whole unit. • Final Check offers students a summary of what they have learnt in the unit, allows them to reflect on their strengths and weaknesses, gives them an idea of their level of achievement, and guides them to make decisions concerning actions to take in order to improve. It is very important that students dedicate some time to this section as metacognition (thinking about thinking) is an important part of the learning curve. Metacognition helps students transfer knowledge, skills, and abilities acquired in one context to other contexts. The lessons also include the following sections: Danger

A section that warns students of possible mistakes they could make and suggests how to avoid them. Teachers should be careful to make it very clear what the mistake can be and what the correct version is. Some authors suggest that exposing students to errors should be avoided, but awareness can be a good strategy to prevent mistakes. Mi d n

a t e se r

A section that provides more information on the main topic of the lesson and interests students in finding more information on their own, thus encouraging self-study. Teachers should remember that when students realise their contribution and efforts are seen and recognised, they usually become more committed to - and interested in - improving their work. Mind teasers can be quotes, bits of information, questions of interest, jokes, cartoons and others.

Have a CHat

Students read one part of the dialogue and complete the second part with a partner using information provided in the text on page10. Some variations are allowed. Then they listen to the recorded version, check their answers and roleplay it with a partner. Bear it in mind

A section that offers tips to make learning more accessible and contents easier to understand. This section is always short, to the point, and strategically placed so as to be a valuable contribution to the lesson. The tips can be analysed by students on their own or by the whole class, assisted by the teacher, who should always try to provide and / or elicit examples, as learning in context is more effective than learning in isolation. Play It

A section with games that help to make the learning process more entertaining. Teachers should remember that games are an important part of the teaching / learning process because they are motivating and help students to sustain the effort of learning a foreign language.

Digital resource Both students and teachers can use the web sites suggested to find additional on-line information related to the subject of the lesson.

CD The CD that comes with the book has been recorded with care and provides both the teacher and the students with a wealth of different resources. All the actors who participated in the recording are native speakers of the language required by the characters they are playing; most of them are British, but there are also some other nationalities represented.

IntroductIon

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The CD includes all the material for the listening tasks in the lessons, the oral practice exercises, and the listening component of all the tests (Check & Correct and Extra Tests). This is the icon used in the Student’s Book to indicate that recorded material is used. 1

This is the icon used in the Teacher’s Book to indicate that recorded material is used; it includes the corresponding track number.

Teacher’s Book To quote Sonia Nieto, Professor of Language, Literacy, And Culture at the School of Education, University of Massachusetts and author of What Keeps Teachers Going? “The Teacher’s Book will provide teachers with encouragement, consolation and sometimes even a pep talk. Whenever new teachers feel worn out, disillusioned, frustrated, or ready to quit they should pick up this book! It will give them ideas, inspiration, and hope.” The purpose of the Teacher’s Book is to be a useful resource for teachers. Teaching is at times a hard and lonely task, so treat the Teacher’s Book as a friend and use to its full extent. However, once you have studied it carefully, don’t be afraid to modify it or simply ignore some of the suggestions if you know that other alternatives are better or more adequate for your classroom environment. This component offers support to the teacher through several elements. • An introduction with a description of the course, the methodology used, suggestions for classroom management, general methodological suggestions for the activities and to deal with big classes, description of the course components, etc.

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IntroductIon

• A suggested year planning that establishes the relationship between the contents and the expected learning outcomes and offers a tentative time distribution, resources and types of evaluation. • Step-by-step lesson notes and suggestions, including ideas to start each lesson, as well as follow-up activities and suggestions for homework. • The cognitive abilities to develop in every activity of the lessons (L.A.). • Background information related to the information content of the different texts, to help the teacher deal with students’ questions. • Photocopiable observation and evaluation sheets for the teacher and the students. • The answers to all the activities in the Student’s Book and in the tests. • Full transcripts of the recorded material: listening texts, oral practice activities, listening tests. • One extra test per unit. • A complete bibliography for the teacher. • Classification of the activities in the lessons according to their level of difficulty, indicated with the following icons: + Low ++ Medium +++ High • Icons to indicate the language ability to be developed: Reading

Listening

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

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METHODOLOGY Looking Ahead helps students develop language learning skills to carry out specific tasks related to the content. In every lesson, there are tasks which consolidate the linguistic and thematic content. The activities are designed to provide students with the language and skills they will need in order to complete the tasks successfully. This approach helps students to see language as a necessary tool, and gives the grammatical and lexical content a clear purpose.

Skills development The methodology adopts a three-phase approach with before, while and after listening and reading activities. The Before Reading / Listening activities provide a setting, motivation and linguistic preparation, and they activate the students’ previous knowledge about the topic of the lesson. They motivate students to read or listen and encourage them to predict and anticipate information. The Reading / Listening activities focus students’ attention and teach them to look for specific information, find clues and discriminate between essential and non-essential information. The After Reading / Listening activities connect the text with the students’ own reality, give practice on specific grammar points, and help to develop writing and speaking skills.

Communicative skills Most students evaluate their language ability by how well they can speak. Speaking activities are present in Looking Ahead right from the start and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, there is a lot students can communicate. The speaking tasks give students an additional opportunity to use new language in the context of a real life task, carried out in pairs or with a group of classmates, following models provided. Writing activities are also an integral part of each lesson, with a variety of tasks the students must accomplish during the class or as homework, with varying degrees of support and guidance.

Language structure In Looking Ahead, grammar is approached in a clearly structured yet meaningful way. The students are presented with an inductive task in a section called Take a Closer Look, in which

they have to analise how the structure works in English, discovering both use and form and then they do controlled practice exercises where they apply the target structure in communicative situations.

Vocabulary The key vocabulary in each lesson is presented systematically in the Get ready section of each lesson. There are specific vocabulary activities in which students are trained to develop effective strategies for learning and keeping clear vocabulary records. A systematic use of dictionaries is encouraged.

Dictionary work Dictionaries (one language or two languages) are used to look up the spelling and meaning of words, pronunciation, inflected forms of words, capitalisation, etymology, word division, and much more, depending upon the dictionary. Some recommended online dictionaries include: www.merriam-webster.com www.thefreedictionary.com www.dictionary.cambridge.org

Cognates Cognates are words in different languages related to the same root. The different lessons in Looking Ahead provide students with exercises to help them notice and recognize them, helping them to increase their self-confidence by discovering how much these words help them to understand a text. The teacher should encourage students to find the cognates whenever they face a new text.

False Cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. Here are a few examples of false cognates: • Actually = really, not actualmente (at present, currently). • Embarrassed = avergonzado/a, not embarazada (pregnant). • Realise = darse cuenta, not realizar (carry out, fulfill). • Approve = aprobar = agree with something, not aprobar un examen (pass an exam). • Lecture = conferencia = a talk about a topic, not lectura (reading). IntroductIon

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• Try = tratar de hacer algo, not tratarse de (be about) or tratar con (deal with). • Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore) • Familiar = estar familiarizado con, not familiar (relative) • Parents = padres, father and mother, not parientes (relatives).

Learner training Learner training is about developing students’ awareness of how they learn and how they develop their learning strategies to become more effective and independent learners. Teachers should encourage students to analyse their learning process, making them think about the problems they have faced and how they could improve their performance. This is supported in Looking Ahead with a section called Check it Over.

Classroom management In most cases the teacher is the only direct contact the students have with English. It is therefore important that he / she tries to communicate with the students in English as much as possible. Teachers can also use gestures or mime to help understanding. Instructions for all the activities in Looking Ahead are given clearly and simply, and teachers should encourage students to read and interpret them on their own, and support whenever necessary through demonstration and examples.

Discipline Teenage students are going through a difficult period of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness to do the tasks they are assigned. One of the reasons for bad discipline is usually the students’ inability to cope with the tasks. To avoid these problems, two preventive strategies are suggested: • Careful planning. When a class is carefully planned, students realise there is a feeling of purpose which keeps their attention on the task. • Clear instructions. Instructions are crucial in a class. They must be given clearly and assertively, including time limits whenever possible, so that students know what to do and when they should finish the task.

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Large classes Large mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken. This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers. By re-organising the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practise and acquire the foreign language.

Pairwork and groupwork One of the ways of giving students the amount of time they require to practise a language in the classroom is by dividing the class into groups or pairs. This helps teachers to individualise their learners. Grouping provides opportunities for sharing experiences and it may also help teachers to accommodate learner differences by varying student roles. Teachers must have in mind that this type of work encourages students to share their skills and knowledge, and to learn from each other. It also increases students’ involvement and active participation, and develops positive attitudes. It is important to share with the students the importance of these activities that give them an opportunity to reinforce social and communicative skills required to work with other people. The teacher should take an active role in group and pair formation, and students should take different roles each time.

Learning Environments and Learning Styles Resources are normally written and prepared for a class as a whole but one has to keep in mind that each class is composed by individuals and each individual in the classroom lives and interacts in a different environment so what might work well in a school in Santiago might need to be adapted for a school in Puerto Montt. It is also worth considering that students learning styles are different. The main learning styles to take into account are: • Visual (spatial) students prefer using pictures, images, and spatial understanding.

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• Aural (auditory – musical) students prefer using sound, rhythm and music. • Verbal (linguistic) students prefer using words, both in speech and in writing. • Physical (kinaesthetic) students prefer using movements, their bodies and their sense of touch. • Logical (mathematical) students prefer using logic, reasoning, rules and systems. • Social (interpersonal) students prefer learning in groups or with other people. • Solitary (intrapersonal) students prefer working on their own and use self-study. Teachers are advised to use the following resources throughout the book. The visible teacher uses:

Gestures, signs, picturesque language

Colourful and attractive extra material

Pictures, videos, posters, slides

Flow charts, diagrams, rubrics, graphs

she uses the information obtained to help students with a specific point they have problems with. In each lesson there is one activity to evaluate one particular aspect of that lesson, in the section called Fast Check. There is also overall assessment, periodically, at the end of each unit, with test format, the Check & Correct section, which includes evaluation activities of all the skills and language studied in the unit. Teachers should encourage students to correct and mark their Check & Correct themselves, either on their own or in small groups. Finally, at the very end of each unit there is a Final Check section, which guides students to analyse their performance in the whole unit. All these forms of assessment complement each other.

Self-assessment In Looking Ahead, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and on their main problems. This type of assessment helps students to become more efficient learners; as it also makes them feel more responsible for their own learning. This is done lesson by lesson through the Check it Over section, in which students are asked to think about their performance in three of the language abilities developed. In the Fast Check and Check & Correct sections, the students evaluate themselves to become aware of the extent of their progress and in the Final Check section they are asked to analyse their performance and make decisions concerning steps they can take to improve.

Photocopiable Evaluation Instruments Written symbols and notes

Markers, stickers, coloured paper

Assessment Assessment is one of the most valuable sources of information about what is happening in the classroom. The involvement of the students in this process makes their attitudes towards their learning change significantly and they start to feel more responsible for their progress. In Looking Ahead, assessment is an ongoing process. The teacher assesses continuously, in every activity, in every lesson, to see how far a student is making progress in line with the objectives. He /

The Teacher's Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. They can be used by the teacher to evaluate the students, or by the students to evaluate themselves and / or their peers. As with all evaluation instances, these must be used to inform the teacher and the students of the progress made, the areas that need revision and reinforcement and the level of achievement of learning goals. The teacher may use the results of these evaluation instances as part of the final mark of the students; the students must be informed of the system applied. The teacher must give the students the instrument so that they can analyze it, draw conclusions and make decisions concerning their performance. IntroductIon

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SOME BASIC TEACHING REMINDERS • Start every lesson in a way that focuses everyone’s attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did the previous class, etc. • Students should not open their books until everyone is paying attention. • End an activity before students get bored with it. Equally, do not hurry the students or end the activity too soon if they are obviously enjoying it. • Ask students their opinion. • Don’t assume that if one student says they understand, everyone else does. • Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining. Someone in the class will probably know the answer. • Don’t ask students to explain difficult things, such as definitions of words in English. • Don’t interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, put them on the board and correct them with the class at the end. • Don’t insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher. • Give praise and encouragement, especially to the weaker students. Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve. • Remember that you are the main motivator in the classroom!

Some methodological suggestions for skill development Developing listening skills According to Howatt and Dakin (1974), listening is the ability to identify and understand what others are saying. This process involves understanding a speaker's accent or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning. An able listener is capable of doing these four things simultaneously. When using the CD, the teacher should be aware that different students have different levels of listening comprehension and might require to listen more times.

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The listening exercises require from the students one of the following tasks: • General information (understanding the main points) • Specific information (understanding particular items) • Cultural interest (generally information about the target language culture) • Information about people’s attitudes and opinions • The organization of ideas • Difference in pronunciation (sometimes minimal pairs) • Sequence of events • Lexical items (words expressing noise / movement) • Structural items (their use and meaning) • Functional items (their form and use) Where possible and available, teachers can use additional aural material such as songs, extracts taken from the Internet and even films rented from their local video or CD rental shop or own home stocks. • Follow the organisation of activities into before, while and after listening. • Before listening: - Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Do these activities quickly and take advantage of the interest created to continue with the listening activities. • Listening: - Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. - Remind students of cognate words. They can identify these more easily when they listen, which helps comprehension and aids task realisation. - Read and clarify instructions with the class, and do the different listening activities one by one, concentrating on

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the task assigned and checking answers after each successive listening. Every time students listen to the text, they should have a clear purpose and task, provided in the instructions. This will help them to focus their attention and identify the information required. - Help students recognise different supporting elements in the spoken texts: intonation, voice pitch, pauses, emphasis, background noise, etc. • After listening: - Help students summarise the text orally and / or in writing using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. - Discuss the topic of the lesson. Help students to reflect on the contents and highlight the values presented. Make them notice the connections with their own reality. - Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in this lesson? Can they use them in other situations? Developing reading skills • Follow the organisation of activities into before, while and after reading. • It is important for students to interact with a text before, during, and after reading by: - setting a purpose. - previewing the text. - making predictions. - asking questions. - locating information for specific purposes. - making connections. • Before reading: - Introduce and get students involved in the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use your own. - Use this introduction of the topic to present key vocabulary and structures, and write them on the board.

- Invite students to predict the content and to formulate hypotheses about what will appear in the text. - Always ask students to have a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text. - Draw students’ attention to the structure of the text and help them notice layout, punctuation, titles, subtitles, etc., to identify the type of text they will be reading. This will provide clues to help them understand the text. - Do these activities quickly and take advantage of the interest created to continue with the reading activities. • Reading: - First ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. - Remind students of cognate words which they can identify easily. This will help comprehension and aid task realisation. Present false cognates if there are any in the text. - Read and clarify instructions with the class, and do the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time students read the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required. - Help students recognise different supporting elements in the written texts: text organisation, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. - Remind students of some general characteristics of text organisation: main ideas are usually at the beginning of each paragraph, connectors give important clues –and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc. • After reading: - Help students summarise the text orally and / or in writing using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context, and providing further examples or similar contexts. IntroductIon

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- Discuss the topic of the lesson. Help students to reflect on the contents and highlight the values presented. Make them notice the connections with their own reality. - Make use of the activities for fast learners (FL), or of Apply your knowledge in the Student’s Book and of the Extra Tests in the Teacher’s Book to provide further practice in a freer context. These can be done with the whole class, or with faster, keener students. Invite them to make comments on the contents and share them with the rest of the class. - Encourage students to make use of the Reflections section to evaluate their own performance in the lesson. Developing oral expression • At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of classroom interaction. You may use different colours to classify them into: a. Greetings: Good morning, good afternoon, hello, hi, goodbye, bye. How are you today? I’m (not) very well, thank you. And you? Teach them to address you as Mr. / Miss / Mrs. / Ms. plus your surname. b. Asking for help or clarification: How do you say / spell / pronounce ...?, Can you help me, please? Can you repeat that, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...? c. Expressing feelings: I’m sorry / happy / impressed / tired / ill / worried. I’d be happy to ... . I like ... . I don’t like ... . I liked ... . I didn’t like ... . • Encourage students to use English to do the different speaking activities that show comprehension. • Choose relevant parts of the listening texts, especially dialogues, for students to listen, repeat and try to memorise and present in front of the class. • Create a positive atmosphere in the classroom to facilitate students’ participation in oral exchanges.

Oral production should be assessed from three main points shown below: Oral production

Language knowledge

Strategic competence

Topical knowledge

Language knowledge refers to the use of structures (grammar, gender, use of correct pronouns etc). Topical knowledge refers to the subject in question (does student know the subject he is talking about, for example can he elicit and give information) Strategic competence is the use of language components that enrich oral production (phrasal verbs, interjections, accuracy of pronunciation, etc.) . Developing written expression • Always provide a model for students to follow. Go from simple, very guided activities to more complex ones: gap filling, or exercises in which they put words in order to form sentences, short answers to simple questions, using a given pattern and substituting certain elements, etc. • Make students aware of punctuation marks and connectors to be used. • Check written work while walking around the classroom, or collect notebooks, or provide the correct versions on the board or an on a transparency. Written production

Language knowledge

Topical and language coherence Topical knowledge

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THE INTERNET IN THE LANGUAGE CLASSROOM Nowadays, in the era of information revolution and widespread use of the Internet in almost all spheres of life, this tool can serve as a teaching medium, a rich source of materials of any kind. It can also serve as a basis for lessons, instead of relying texts from the course book only. Internet –assisted lessons may supplement teaching by adding an additional dimension to the classroom. Students can use it to gather information on different topics or search for additional exercises to practice a particular language item. The Internet provides students with unlimited opportunities to work with materials they choose themselves and offers an attractive and interactive learning environment. This is achieved by the use of communication tools such as e-mail, chat or forum groups, which students can use to communicate with people from different parts of the world and therefore practice their English in a meaningful and motivating way.

www.onestopenglish.com www.bbc.co.uk/learningenglish/ http://www.topenglishteaching.com http://www.teachit.co.uk www.englishgrammarsecrets.com

This icon indicates a digital resource used / suggested for an activity. Tips to develop safe Internet lessons • Never start lessons by having students use search engines on their own. • Ask students to find specific information, not just surf the web. • Always tell students to write down the URLs of the sites they use for reports in bibliography format. • Try to preview sites before students visit them.

There is a wealth of materials available on the Internet and most of them are ready-made and free to use. There are several excellent sites for teachers such as:

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LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11 What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching, only the similarities among students seem to be the focus of attention. In a differentiated class the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching – learning process. Carol Ann Tomlinson 12

The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here 13. This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only wishes to present the Maps in a particularly specific context, that of a very specific training in evaluation for learning, as in that area they can be very useful in the different steps of that training. This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers. Introduction The Learning Progress Maps have been developed to show teachers, students and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative, but are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary

Education to 4th year of Secondary Education. The Maps can be used in the day to day classroom work to establish the students’ position, their differences and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for the students’ needs. Learning progression and diversity Children’s learning – as shown every day in the teaching process - shows progressive development as they move up from one level to the next. Older students generally know more about a subject and show more complex cognitive abilities than younger students; when comparing abilities and knowledge of a 4th Media student with those of a 1st Básica student, it can easily be noticed that the former is much more competent than the latter in all the learning areas. Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages. On the other hand, children in a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand. There is progression not only from one level to the next; it is normal that in the same class the students are at different levels and show different degrees of understanding and achievement of the required abilities. However, not all students progress in the expected direction. Inadequate attention to differences can produce delay in the students’ learning. This delay, in turn, has a cumulative effect, it tends to increase in the upper levels, and when this happens, its effects are more difficult to revert. Therefore, it is important to know the state of students’ learning very well. The Learning Progress Maps are a support instrument to diagnose achievement and differences among students to help them move on in their school work according to the expected outcomes promoted by the national curriculum; they offer common criteria and language to observe learning.

11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007. 12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005. 13 The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.

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Evaluation for Learning in Practice It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation:

but another part must be the result of the direct participation of the students in this process through self-evaluation. In the context of promoting life-time learning, it is more and more important to develop in the students the capacity to know how much they have learnt and the ability to guide and manage their own learning.

• is considered an intrinsic part of teaching and learning. • requires that teachers share with their students the learning achievements expected from them. • helps students know and identify the standards they must reach. • involves students in their own evaluation. • provides feedback that tells students what they have to do, step by step, to improve their performance. • assumes that every student can improve his / her performance. • involves both teachers and students in the analysis and reflection on the data provided by the evaluation.

So, what actually happens in the classroom when evaluation is used for improving learning? To begin with the more obvious aspects, the teachers are involved in the collection of information about their students’ learning and motivate them to revise their work critically and constructively.

This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work. These procedures or tests are separable and independent from the teaching of the unit. The “feedback” is to get a mark. Although, according to this model, evaluation is a teachers’ issue (the State, for example, does not get involved), it tends to have a summative rather than a formative objective. However, the term “formative” can have several interpretations. Very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching. In this sense, formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning. Evaluation can be formative because it helps the teacher to identify areas where more explanation or training are needed. But from the point of view of the students, their final mark and the comments written on the margins of their work, although they may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning. The concept of learning underlying this model is another distinctive feature. Today’s approach to learning suggests that, eventually, it is the students themselves who are responsible for their own learning (nobody can learn for them). Consequently, Evaluation for Learning must necessarily involve the students in the evaluation process so as to provide information on their performance and guide their efforts to improve. An important part of this information is the feedback the teacher gives the students,

The methods to obtain information about the learning are well known and they are mainly: • to observe the students and listen to them when they reason and describe their work. • to ask students open questions, inviting them to explore their ideas and reasoning. • to propose ideas that require students to use certain abilities or to apply ideas. • to ask students to communicate their ideas not only in writing but also through drawings, artefacts, actions, dramatisations and concept maps. • to discuss key words and analyse how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act: they must decide on the next steps in the learning process and help students get started. It is of the utmost importance to remember that it is the students who must do the walking; consequently, the students who are more involved in the process will better understand how to extend and improve their learning. A plan that involves the students in the judgement of their own work – instead of being passive to face the judgements of teachers – has higher probabilities of raising the learning and achievement standards. This is a different conception of “feedback”. The “food” the teacher offers is a portrait of the objective to reach, of the standard or goal towards which the student must aim and which, in this way, constitutes a point of comparison for his / her work. The role of the teacher – and what constitutes the core of teaching – is to provide the students with the skills and strategies required to take the steps they need to improve their own learning. IntroductIon

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Key Principles of Evaluation for Learning Evaluation is a process that allows the recollection of evidence on the learning achieved by the students at a given moment. The object of the evaluation is the work produced by the student, never the student. • The key dimensions of learning from the point of view of the learning area and the learning level of the students constitute the criteria used for the evaluation of learning. • The criteria must be shared with the students so that they know and understand them, and so that they can direct their work accordingly. • Self-evaluation and peer-evaluation must be done using preestablished criteria. If this does not happen their validity will

be questionable, because different individuals naturally evaluate according to their own personal criteria. • It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns a numerical qualification to a student’s test, and also when concepts are used, for example “poor” or “excellent”, to indicate a student’s level of achievement at a certain moment. • The teacher must take responsibility for the evaluation instruments he / she develops and uses with the students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria.

What Learning Progress Maps are and what they are not. What LPMs are

What LPMs are not

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

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

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

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

They indicate what we value as learning goals and the sequence in They are not a new curriculum and they do not assume that all the which they are achieved; they provide a framework to monitor progress students in the same class should be in the same level of learning. and to communicate results. They are presented as concrete descriptions of learning and offer examples of possible achievements in each level.

They are not checklists for test correction.

They provide a guiding framework for teaching: they let users elaborate They are not an instrument to classify students and they do not support a evaluation tasks that will indicate the level of each student, and specific teaching model to achieve learning. organise teaching strategies accordingly.

How many LPMs have been prepared? Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them. English Our country’s active participation in different areas of the international sphere, together with the changes produced by globalisation, make the learning of English essential to successfully face the demands of society in the XXI century.

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

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Presentation of the Maps The Maps are organised in seven levels that cover students’ learning life from 1st year of Primary Education to 4th year of Secondary Education. Each level describes the expected learning outcome for two school years. For example, level 1 corresponds approximately to 1st and 2nd Básico, level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is “outstanding”. All this information can be found in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl. Relevant aspects of the Reading Map In concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gainning access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map. The Reading Map emphasises the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next. By the end of their secondary school education students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts. The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that the students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that the students are not allowed to express comprehension in English or that there is an intention to work these abilities separately. In the following pages you will find the Reading Progress Map. It begins with a synthetic presentation of all the level. Then, each level is presented in detail, beginning with its description, some examples of performance that illustrate how that level of learning

can be recognised and one or two examples of work done by students of subsidised schools, with the teacher’s comments that justify what criteria is used to decide that the student is “within” the level. In an appendix, you can find the complete version of the tasks from which the students’ work was collected. In the case of English, there is a description of an initial level, before level 3, that describes a starting situation of knowledge of this language, which can be a useful point of reference to describe the learning of children who do not reach level 3 by the end of 6th Básico. No examples of students’ work at this level are included. Reading Progress Map The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities: • Reading • Listening • Writing • Oral Expression The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages, and those of the Association of Language Testers of Europe (ALTE). CEF level A2 and ALTE 1 (Waystage User) are associated to level 4, which describes the expected learning achieved by the majority of the students by the end of 8th year Básico; level B1 and ALTE 2 (Threshold user) are associated to level 6, which describes the expected learning achieved by the majority of students by the end of 4th Medio. To describe progress in reading comprehension, the Reading Map is organised around two dimensions: a. Text-types. In this dimension the progression is given by the complexity of the topics the students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity. IntroductIon

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

In the light of these dimensions, the Map describes a student’s reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state the main topic of a very short, simple text (in level 3), to end up being able to reach higher levels of inference and deeper understanding of linguistically and conceptually more complex texts. (level 6).

English Progress Map Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the Level 7 main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related Outstanding to personal interest topics. Level 6

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

Level 5

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

Level 4

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

Level 3

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

Initial level

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

In our teaching proposal for 1st and 2nd year, evaluation is conceived from the following level: Level 5

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

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

20

IntroductIon

• Invent a title that represents the main idea of the text. • Identify words and phrases that give cohesion to the text. For example: “therefore”, “on the other hand”. • Identify in the texts the communicative function of compound structural patterns, such as the passive voice, conditional sentences, relative clauses. • Identify in the text frequent phrasal verbs. For example: “look after”.

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CLASSROOM LANGUAGE Greetings: Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday. Moods and feelings: A: How are you today? B: I’m fine. / I’m great. / OK. / Very well, thank you. I’m not very well. / I have a problem. / I’m feeling low. / I’m sad. Asking for clarification (STUDENTS) Can you repeat that, please? Can you say that again, please? Sorry? I didn’t understand very well. Can you help me with this exercise, please? Encouragement (TEACHERS) Well done! Good! Excellent! Good work! Congratulations! The date A: What day is it today? B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday. A: What’s the date today? B: It’s (Monday) March 9th. The weather A: What’s the weather like today? B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice and warm. / It’s nice and cool. / It’s raining. / It’s snowing. The time A: What’s the time? / What time is it? B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. / It’s ten o’clock. / It’s twelve o’clock. A: What’s the time? / What time is it? B: It’s quarter past nine. / It’s half past ten. / It’s five past eleven. / It’s ten past twelve. / It’s twenty past one. / It’s twenty five past two. A: What’s the time? / What time is it? B: It’s a quarter to eight. / It’s twenty five to nine. / It’s twenty to ten. / It’s ten to three. / It’s five to four.

Some Commands and Instructions (TEACHERS) • Listen to the recording. • Add more words. • Listen. • Answer the questions. • Be quiet. • Look. • Look at the pictures. • Check your answers. • Look up these words in the • Check your predictions. dictionary. • Close the door. • Come to the board. • Make a list. • Make a list of topics. • Compare your answers. • Compare your answers in • Make some notes. • Match the pictures. your group. • Name three activities. • Complete the paragraph. • Open the window. • Complete the sentences. • Open your books. • Complete the summary. • Pay attention, please. • Complete the table. • Put the pictures in order. • Copy the instructions. • Cross out the words you do • Read the instructions. • Read the sentences. not hear. • Select the correct answer. • Discuss the ideas in your • Silence, please. group. • Sit down. • Do exercise 1. • Stand up. • Do not write in ink. • Do not write in your book. • Talk to your partner. • That’s all for today, thank you. • Fill in the blanks. • Find examples in the text. Work in groups of 4. • Find out who wrote this poem. Work in groups of three or • Find the cognates in the text. four. Work with your partner. • Go to the board. • Identify the best description. Write the sentences. Turn taking and permissions: (STUDENTS) It’s your turn. Sorry, it’s my turn. Excuse me, can I say something? Excuse me; can I leave the room for a minute? Can I talk to you after the class? May I go to the bathroom? Encouragement: (TEACHERS) Do it more carefully. / Say it again. / Try to correct that, please. Not too bad. / You’ll do better next time. / Keep trying! Well done. / Congratulations. / Excellent. / Good work.

IntroductIon

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Topic COMMUNICATION AND UNDERSTANDING Feelings. Necessities. Words related to communication and understanding.

Reading Find specific information through scanning. Discriminate between correct and incorrect information. Listening Identify types of text. Find specific information. Identify speakers.

Production Give reasons. Express emotions such as Grammar interest, surprise and pleasure. The Present Continuous tense. Say why things happen. Functions Express interest, surprise, sympathy and pleasure. Express feelings related to a situation.

Development Lesson 1 Two class periods. Lesson 2 Two class periods. Lesson 3 Two class periods. Lesson 4 Two class periods. Consolidation One class period + home assignments. Evaluation One class period + home assignments.

HOW STRANGE! HOW WONDERFUL! Strange events and natural phenomena.

Reading Find specific information. Identify the origin of texts. Listening Match information. Find specific information. Discriminate between correct and incorrect information.

Production Grammar Express ideas and personal The Past Continuous tense. opinions. Modal verbs may/might. Functions Express opinions. Talk about duration of events. Refer to personal experiences.

Development Lesson 1 Two class periods. Lesson 2 Two class periods. Lesson 3 Two class periods. Lesson 4 Two class periods. Consolidation One class period + home assignments. Evaluation One class period + home assignments.

WE ARE WHAT WE EAT Healthy eating habits and healthy diet. Recipes and ingredients.

Reading Match written and visual clues. Summarise texts. Find specific information. Listening Match visual and oral information. Find specific information.

Discriminate between similar sounds. Production To talk about preferences. To talk about quantities. To complete a conversation and talk about it. Functions To express preferences.

Development Lesson 1 Two class periods. Lesson 2 Two class periods. Lesson 3 Two class periods. Lesson 4 Two class periods. Consolidation One class period + home assignments. Evaluation One class period + home assignments.

WHATEVER YOU DO OR MAKE DO IT AND MAKE IT WELL! Jobs and professions.

Reading To summarise a text. To identify type and source of a text. To find specific information. Listening Identify the order of events. Match oral and visual

information. Identify specific information. Production To express hopes and disillusion. To talk about wishes and regrets. To make complaints. Functions To refer to personal experiences.

To express hopes and disillusion. To express wishes and regrets. Grammar Going to to express future. Wish to express hopes and desires. Would like to….

Reading Identify the general topic of texts. Match visual and written text. Follow instructions. Listening Match oral instructions with visuals. Identify time expressions.

Identify speakers. Production To talk about duration of events. To talk about personal experiences. To talk about feelings. Functions To describe a celebration and pictures.

To express feelings. To express duration of events. Grammar The Present Perfect. Use of since, for never, just now. Reported Speech. The Simple Future.

Unit 6

Unit 5

Unit 4

Unit 3

Unit 2

Unit

Unit 1

SUGGESTED YEAR PLANNING

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LIFE AS WE KNOW IT Different ways of life: past, present and future.

TRADITIONS, TRADITIONS Celebrations and traditions around the world.

CMO

Time

To express thanks and complaints. To express quantities. Grammar The Past Continuous tense. Relative pronouns. Countable and uncountable adjectives.

Development Lesson 1 Two class periods. Lesson 2 Two class periods. Lesson 3 Two class periods. Lesson 4 Two class periods. Consolidation One class period + home assignments. Evaluation One class period + home assignments. Development Reading Find specific information. of view. Lesson 1 Two class periods. Identify mood of a text. Production To express necessity, needs Lesson 2 Two class periods. Discriminate between facts To talk about wishes and and wishes. Lesson 3 Two class periods. and opinions. regrets. To express obligation. Lesson 4 Two class periods. Match written information and To talk about needs. Grammar Consolidation One class visuals. To talk about protecting the The Passive Voice. Listening Earth. Verbs want to, need to, have to, period + home assignments. Evaluation One class period Identify the tone of a message. Functions must, ought to, should. + home assignments. Identify speakers. To express opinions and points

IntroductIon

Development Lesson 1 Two class periods. Lesson 2 Two class periods. Lesson 3 Two class periods. Lesson 4 Two class periods. Consolidation One class period + home assignments. Evaluation One class period + home assignments.

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Resources

Attitudes

Evaluation

Learning abilities

Reading Announcements. Reports. Listening A rap. A poem. A radio programme.

The importance of communication and respect for other people's opinions and reasons.

Check it Over Metacognition. Fast Check Listening. Reading. Language. Apply Your Knowledge Check & Correct Listening.

Reading. Language. Oral expression. Written production. Final Check Extra Tests Listening. Reading. Language.

Oral expression. Written production. Evaluation Instruments Listening comprehension. Reading comprehension. Writing. Working with others.

To match oral and visual information. To paraphrase information. To match written and oral information. To identify type of a listening text. To extract information to complete a chart.

Reading A brochure. A film script. Listening An extract from a book. A report.

Respect for different opinions and experiences. Acceptance of different points of view.

Check it Over Metacognition. Fast Check Listening. Reading. Language. Apply Your Knowledge Check & Correct Listening.

Reading. Language. Oral expression. Written production. Final Check Extra Tests Listening. Reading. Language. Oral expression.

Written production. Evaluation Instruments Listening comprehension. Reading comprehension. Writing. Working with others.

To classify information. To consolidate new vocabulary and structures. To express opinions following a model. To ask for and give information. To connect content and own experience.

Reading A brochure. An interview. Listening Restaurant reviews. A tale.

To accept and reflect on the importance of a healthy diet.

Check it Over Metacognition. Fast Check Listening. Reading. Language. Apply Your Knowledge Check & Correct Listening.

Reading. Language. Oral expression. Written production. Final Check Extra Tests Listening. Reading. Language.

Oral expression. Written production. Evaluation Instruments Listening comprehension. Reading comprehension. Writing. Working with others.

Reading News-based anecdotes. Instructions. Listening A myth. An interview. An advertisement.

To reflect on the importance of doing any job well.

Check it Over Metacognition. Fast Check Listening. Reading. Language. Apply Your Knowledge Check & Correct

Listening. Reading. Language. Oral expression. Final Check Extra Tests Listening. Reading.

Reading A newsletter. An article. Listening A song. Anecdotes.

Respect for different lifestyles.

Check it Over Metacognition. Fast Check Listening. Reading. Language. Apply Your Knowledge Check & Correct Listening.

Reading. Language. Oral expression. Written production. Final Check Extra Tests Listening. Reading. Language.

Reading An e-mail. A Christmas carol. An advertisement. A website entry. Listening An interview. A lecture.

Respect for different traditions and celebrations. Acceptance of different points of view.

Check it Over Metacognition. Fast Check Listening. Reading. Language. Apply Your Knowledge Check & Correct Listening.

Reading. Language. Oral expression. Written production. Final Check Extra Tests Listening. Reading. Language.

To match oral and visual information. To organise information into a summary. To match written and oral information. To discriminate sounds. To express opinions and preferences. To use scanning to find specific Language. information. Oral expression. organise information. Evaluation Instruments To To discriminate between correct Listening and incorrect information. comprehension. To identify the logical order of Reading comprehension. information. To relate visuals and oral text. Writing. To express wishes and complaints. Working with others. To ask for information. Oral expression. To discriminate between correct Written production. and incorrect information. Evaluation To distinguish facts and opinions. Instruments To make suggestions. Listening To express what you want and comprehension. need. Reading comprehension. Writing. Working with others. Oral expression Written production Evaluation Instruments Listening comprehension. Reading comprehension. Writing Working with others.

To relate information. To identify textual references. To extract specific information. To identify speakers. To express duration of events. To exchange information. To express interest, surprise and joy. To write descriptions. IntroductIon

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IN THIS UNIT YOU WILL LEARN TO Reading: Scan a text for specific information / Paraphrasing information from the text / Complete sentences choosing the best option. Listening: Identify types of text / Listen for specific information / Identify sender/transmitter of a message. Production: Express emotions such as interest, surprise, sympathy and pleasure / Say why things happen. Functions: Express interest, surprise, sympathy and pleasure / Express feelings related to a situation / Give reasons.

Development Lesson 1 Lesson 2 Lesson 3 Lesson 4 Apply your knowledge Check and correct and final check

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YOU WILL ALSO USE THE FOLLOWING TEXT TYPES Reading: Announcements / Reports. Listening: A rap and a poem / A radio programme. YOU WILL ALSO LEARN Grammar: The Present Continuous Tense / Linking words. Vocabulary: Words related to communication and understanding. YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES The importance of communication and respect for other people’s opinions and reasons.

two class periods two class periods two class periods two class periods one class period/alternatively homework activity one class period plus some home activity

Didactic resources and methodology tips • If available, use of complementary material such as English language newspapers and magazines, cutouts or on-line media print-outs. If possible, use local resources such as local/community/school radio or bulletins in Spanish to define communication functions. • Useful materials for this unit are: 1. Lists of adjectives 2. Dictionaries 3. Glossaries 4. Definitions 5. Printed handouts 6. Library material 7. Notes (can use coloured Postits) • Teachers should prepare the lesson beforehand given that thorough prior preparation allows them to create some useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. • Teachers are advised to use the following resources throughout the book.

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Types of evaluation

Indicators

Continuous / informal

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

Check it over Self - evaluation

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

Check & Correct Unit evaluation

Reading: Students identify type of language and specific information. Listening: Students identify type of text, identify and extract specific information. Language: Students use linking words and relate text and visuals. Speaking: Students exchange information using the clues provided. Writing: Students write a paragraph about communication using linking words.

Final Check

Students analyze their performance in the whole unit.

Extra Test

Reading: Students identify and extract specific information and discriminate between correct and incorrect information. Listening: Students identify specific information and the correct sequence and discriminate between correct and incorrect information. Language: Students use the First and Second Conditional structures, Wish + Past Simple Tense and the Passive Voice. Speaking: Students exchange information about the role of English in the world. Writing: Students write a letter requesting information to an International Language School.

PAGE 9 Set Up

The idea of each set up is to prepare students for the linguistic and extra-linguistic contents of the lesson, cross-checking with other curricular areas, identifying weak and strong points to draw upon or reinforce during the course of the lesson.

1 + This is a cross-curricular activity that students might have seen or will see in the Lenguaje y Comunicación lessons. To identify a communication channel is an important part of the language learning process both in their native tongue and their target language. A communications channel refers to the medium used to convey information from a sender (or transmitter) to a receiver. Answers 1. mobile phone, 2. a letter, 3. conversation / voice transmission 4. computer/ web cam

2 ++ Ask students to describe the picture. Help them along with prompts such as: what can you see in the picture? What languages do you think they are speaking? If you speak another language ask students a question in that language and then ask them if they can understand you. Answers Because they speak different languages. Russian and English They should switch to the same language.

3 + This is an exercise that works out well when a digital resource is available so if the class has access to the Internet try to do this exercise using that resource. Ask them to type in the symbol and look for the meaning. They will be familiar with some of the symbols such as at @ and percentage. You might have to help out with the others. Answers a. at, b. and, c. dollar or peso sign, d. Euro, e. percentage, f. trade mark

COMMUNICATION AND UNDERSTANDING

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Digital resource Both students and teachers will find an icon with a mouse which will lead them to additional on line resources related to the subject of the lesson/unit. They can be found throughout the book. For more information on the Digital Resource section see page 7 of the Introduction. PAGE 10 READING

lEssON 1

THINK AHEAD

In this section students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for. Danger

This section provides information on common mistakes Spanish speakers who are studying English tend to make. They may be false friends (false cognates) or structures common in Spanish that students “import” into their target language or other common errors that occur in English learning. This section compares two commonly mistaken words: because and why to ask for and give reasons. For more information on the Danger section see page 7 of the Introduction. Bear it in mind

Bear it in Mind is an additional tool we have provided to make learning more accessible and contents easier to understand. All Bear it in Mind sections are short and to the point and strategically placed were we think they will be a valuable contribution to the lesson. They can be analysed by students on their own or you can analyse them together with the whole class. Always try to provide and elicit examples as learning in context is they way to go. For more information on the Bear it in mind section see page 7 of the Introduction.

1 + A message is usually a short communication transmitted by words, signals, or other means from one person, station, or group to another. Ask students to read the three messages UNIT 1

Answers a. – 3, b. - 2, c. – 1.

2 + WE ARE HAPPY TO ANNOUNCE

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and identify what they are trying to convey/what is the purpose/reason for writing/saying them – tell them to read the four options and match them with the source of the messages. (L.A.: to deduce the communicative purpose of a message)

Tell students to go back to the three messages/announcements and check what they have to do to contact the sender of the message. (L.A.: to find specific information in a text) Answers a. 1, b. – 3, c. 2.

3 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. The following exercise is asking students to predict the subject of the reading using words they would expect to find in an announcement of a short story competition. (L.A.: to make predictions from context) Answers May vary.

PAGE 11 GO AHEAD Danger

The section on this page provides information on false cognates also known as false friends. Teacher can find a list of false friends at http://www.miguelmllop.com/glos/index.php For more information on the Danger section see page 7 of the Introduction.

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4 ++ Ask students to take a quick look at the text but concentrate on the form rather than on the content. There are parts of the text that are written in a different colour and in bold. Can they tell you why a different format is used in parts of the text? We use bold text • For emphasis, to highlight important points. • For headline to increase the contrast between headlines and body text. • For titles, proper names, or key terms in a manual within a block of copy highlighted with bold for ease in scanning. (L.A.: to find and classify quick information) Answers c.

5 + Symbols provide a visual representation of an idea or word in a short and succinct way. Try this simple visual exercise to see if students can decipher it. It uses both symbols and pictures.

Logical

Visual Social Aural

Learning

Styles

Verbal

Solitary Physical

Students use the scanning technique in this exercise. Scanning is a technique often used when looking up a word in the telephone book or dictionary. A student searches for key words or ideas. In most cases, they know what they are looking for and they concentrate on finding a particular answer. Scanning involves moving the eyes quickly down the page seeking specific words and phrases. Scanning is also used when first finding a resource to determine whether it will answer specific questions. Answers Title of the competition:

of the 2008 William Trevor Short Story Competition Winner: Roland Brand 1st runner-up: Jo Campbell 2nd runner-up: Imelda Carroll Judge 1: Debby Mayne Judge 2: J.A. Konrad

(L.A.: to apply scanning to get specific information symbols) Answers € - Euro, @ - at

6 ++ Some students learn better when faced with visual techniques, but all students benefit from a visual display of a subject matter. That is why the use of charts, graphs and diagrams is very important in language teaching. Diagrams and charts are very good at showing actions, processes, events and ideas. Underneath we present the general learning styles your students may fall into. It would help if you could classify your students (after a few weeks of observation) according to the learning style they are most comfortable with. All styles are described in detail at http://www.learning-styles-online.com (L.A.: to apply scanning to get specific information)

Digital resource Both students and teachers will find an icon with a mouse which will lead them to additional on line resources related to the subject of the lesson/unit. They can be found throughout the book. For more information on the Digital Resource section see page 7 of the Introduction.

7 + Ask students to read the text once more and fill in the gaps with the information related to the relevant person. (L.A. to locate and match specific information) Answers a. Jo Campbell. b. Roland Brand. c. Imelda Carroll. d. Roland Brand. e. Imelda Carroll.

COMMUNICATION AND UNDERSTANDING

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8 ++ Tell students to first read the options before they go back to the text to find the correct answers. Paraphrase is restatement of a text or passage, using other words. A paraphrase typically explains or clarifies the text that is being paraphrased. For example, “The signal was red” might be paraphrased as “The train was not allowed to proceed.” (Source: Wikipedia). (L.A.: to paraphrase pieces of information) Answers a. i. b. ii. c. ii.

9 ++ Students read sentences a – d and then try to find the corresponding sentences in the text. Again, they employ their paraphrasing skills here. (L.A.: to find and paraphrase pieces of information in a text) Answers a. He resides in Edinburgh. b. Roland doesn’t want to become a professional writer. c. The William Trevor Competition attracts 1,000 entries each year. d. Roland is a paediatrician.

PAGE 13 MAKE CONNECTIONS

As the title of the section suggests students connect what they have read or listened to in Think and Go Ahead with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. take a CloSer look

This section deals with linking words (conjunctions). More useful information on linking words can be found at http://www.english-at-home.com/grammar/linking-words. The information in this section will help students join shorter sentences into longer ones – frequently used in writing.

10 + First refer students to the Take a closer look section before doing this exercise. Check both orally and on the board for spelling. (L.A.: to apply new structures) Answers a. Ronald’s life is very busy but he finds time to write fiction. b. Besides €1,000 he also gets a laptop computer. c. Imelda is a housewife but / and she writes short stories and poetry. d. Roland doesn’t want to become a professional writer because he is happy with his career. e. Jo Campbell is from London and she is a school bus driver. f. Although she is a school bus driver, she also dedicates her time to other hobbies. Or Besides driving a bus she also…

11 ++ Examine the table provided with students and work out the examples on the board before re-writing the sentences in exercise 9. Once again, you may refer to more examples on linking words at the website indicated above. (L.A.: to apply new vocabulary and structures) Answers Ronald’s life is very busy. However, he finds time to write fiction. Brand is the winner so he gets €1,000. Imelda is a housewife. In addition she / She also writes short stories and poetry. Roland is happy with his career so he doesn’t want to become a professional writer. Jo Campbell is from London. In addition, she is a school bus driver./ She is also a school bus driver.

PAGE 14 Have a CHat

12 ++

1

Students read one part of the dialogue and complete the second part with a partner using information provided in the text on page10. Some variations are allowed. Then they listen to the recorded version, check their answers and role-play it with a partner. (L.A.: to participate in a guided oral text) Answers See transcript.

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UNIT 1

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1 TRANSCRIPT - ORAL PRACTICE A: Now that you have some information about the competition, can you tell me why Roland Brand gets €1,000 and a laptop computer? B: Because he is the winner of the competition. A: And why does he not want to become a professional writer? B: Because he is happy with his job. A: So, if he doesn’t want to be a professional writer, why does he write? B: He thinks that writing is a way of looking after the creative side of his personality. A: And do you know why Jo Campbell doesn’t like watching TV? B: Yes, because she thinks it is a waste of time.

PAGE 15 Write it DoWn

15 ++ Written production is always based on a model used in a lesson, either in the main text (for example a report, an announcement), or in one of the exercises. It should be evaluated taking into account the following criteria Written production

Topical Knowledge

13 ++ FL Ask students to describe the three pictures before matching them with the expressions. Once again, use prompts to help them along. (L.A.: to match oral and visual information and provide answers) Possible answers a. We need to put a stamp on an envelope to send the letter by post. b. I need to stop my car because children are crossing. c. I need to use coins to make a phone call. FaSt CHeCk

14 Each Fast Check has an evaluation scale where score 9 - 10 is excellent (100%), 6 - 8 quite good (60 to 80%), and 0 - 5 (0 to 50%), needs reviewing the lesson. Make sure students understand what they have to do, give them time to answer individually and check on the board. Help students assign themselves a score. Answers a. In order to communicate effectively, humans developed languages, signs and writing. b. Although sometimes people speak the same language they cannot communicate. c. You need to learn English because the world is becoming more and more globalised. d. It is easy to say I love you but more difficult to prove it. e. Besides a laptop the winner also gets a cash prize.

Topical and Language Coherence

Language Knowledge

Language knowledge refers to the use of structures (grammar, gender, use of correct pronouns, etc). Topical knowledge refers to the subject in question (does student know the subject he is talking about?) Topical and language coherence refers to the question whether the text makes overall sense and ideas follow in a coherent way. This is a guided passage where students have to use what they have learned in the lesson about linking words / conjunctions. (L.A.: to consolidate a grammar aspect) Answers (Some variations are allowed.) Hi, my name is Joe and I am new to this short story writing. I love writing because it is very relaxing and it helps me to rest after I come back from work. Sometimes I am really tired but I write stories anyway. I often read my stories several times and I correct them. It takes time to write but I try to write a few sentences every day.

play it

A teacher should bear in mind that games are important while teaching a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end – they are simply a way of making learning more entertaining. So never treat a game as a time filler or something students should do when you are stuck for ideas. Each game in this book is here for a purpose and needs teacher supervision and sometimes prior preparation. COMMUNICATION AND UNDERSTANDING

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Read the instructions with class and make sure they understand how to apply the rules of normal tic tac toc to this instance. You can model one game with a student. For more information on the Play it section see page 7 of the Introduction.

Students take a fast critical look at what they have learnt in the lesson in three main areas: - Speaking - Reading - Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. PAGE 16

AM I GETTING THROUGH TO YOU? lEssON 2

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for. Mi d n

a t e se r

This Mind Teaser provides more information on the topic of listening. Motivate students to find more reasons for listening and more examples. For more information on the Mind Teaser section, see page 7 of the Introduction.

1 + Phrasal verbs are very common in spoken and written English so students need them to understand and speak natural English. A good resource on the most common phrasal verbs can be found at http://www.phrasalverbdemon.com/list.htm You might want to give more examples to students with the phrasal verb get through to a. Although I tried many times I couldn’t get through to him. b. When you speak different languages you can’t get through to people. (L.A.: to connect content with previous knowledge) Answers a.

30

UNIT 1

Tell students to describe the pictures. Help them with prompts such as: what happened to the boy? Why is he sad/crying? etc. (L.A.: to connect the topic with previous knowledge) Answers a. 4, b. 1, c. 5, d. 3, e. 2, f. 6.

CHeCk it over!

LISTENING

2 ++

3 + For more information and examples on rhymes teacher can visit www.rhymezone.com Give some examples of rhymes before doing this exercise such as: Bad – mad, spoke – joke, grass – pass, cat – mat etc. Elicit more rhymes from students. You might want to read the three words to students so they can see for themselves which ones rhyme and which is the odd one out. (L.A.: to use previous knowledge) Answers a. destination – information, b. call - hall, c. reach – speech, d. better – letter, e. code – mode.

Digital resource Both students and teachers will find an icon with a mouse which will lead them to additional on line resources related to the subject of the lesson/unit. They can be found throughout the book. For more information on the Digital Resource section see page 7 of the Introduction. PAGE 17

4 ++ You might assign this exercise as pair work. The idea of pair work is to improve listening and speaking skills by requiring students to exchange information with each other. Pair work should always be accompanied by some sort of ‘test’ to ascertain whether or not information really has been exchanged - in this case checking that students got the meaning of the word in the marked blue spaces. (L.A.: to transfer relevant information to a chart or table) Answers a. Computer, b. Telephone, c. Speak, d. Letter, e. Say.

The word in blue is: Poetry

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Mi d n

a t e se r

This Mind Teaser provides more information on the topic of listening. Motivate students to find more reasons for listening and more examples. For more information on the Mind Teaser section, see page 7 of the Introduction.

PAGE 17 GO AHEAD

Please note that these texts are in American English American English British English diaper nappy color colour slumber party sleepover Junior high Junior school High school Secondary school TRANSCRIPT - AM I GETTING THROUGH TO YOU? I. Communication is getting information to its Destination. We can give a speech to people in our reach. We can sign a sign or write a little rhyme. Besides making a call to a friend down the hall, Or using the telephone when we really feel alone. Communication is getting information to its Destination. We can write a letter; in fact, it is much better To send a little code or use a different mode. We can type on our computer, Besides using a fax or sending a scooter. Or we can say it personally. Because communication is getting information to its destination. II. Diapers and bottles, up all night Yet you make me happy - beautiful baby How can you grow so fast? And now I miss my little girl.

Summer days, coloring books Feeding the ducks, cartoon weekends Hey, look at you! You learn how to ride the bike! Ah! How I miss my little girl! Slumber parties with friends First dance in Junior high, Well done! You win yet another match. But now I miss my little girl. High school comes and goes Wow, what a surprise! You are a graduate. And a young adult with your own future and life. Oh, how I miss my little girl. As a father I am learning to let you go No more permits or teaching you to drive I can’t I express what I feel As I see you grow up before my very eyes.

2

I know one day you will be gone One day, you need to go away One day you, you need to have children of your own And I will miss my little girl.

5 +

2

Play the recording once. Ask students to identify the piece of poetry they have heard. (L.A.: to identify type of text) Answers Recording 1 - rap - Recording 2 – poem

6 +

2

You may need to stop the recording a few times as students take notes. Remind them to write in their notebooks. (L.A.: to locate specific information in a recording) Answers The Rap - Recording 1

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7 +

PAGE 18

2

Play the recording again so students may take notes of the ways of communicating. Check orally. (L.A.: to locate specific information) Answers give a speech - sign a sign - write a little rhyme - make a call - use the telephone - write a letter - send a little code - type on our computer use a fax - send a scooter - say it personally

8 ++

2

Ask students to go back to Exercise 2. Tell them to read the expressions aloud. Play the recording again and ask students to identify the ones that are used in the recording. (L.A.: to match written and spoken versions of texts) Answers Ah! Hey, look at you! Oh! Well done! Wow, what a surprise!

9 ++

2

Before you play the recording again ask students to read the instructions well and familiarize themselves with the adjectives that describe each piece of poetry. (L.A.: to identify feelings and emotions / non verbal content) Answers a. cheerful, b. nostalgic

10 ++

2

Play the recording again and stop frequently to allow students to take notes and pay attention to the difference in sounds. (L.A.: to discriminate between two similar sounds) Answers Recording I: a. reach, b. feel Recording II: a. will, b. need

11 +

2

There are no good or bad titles in this exercise – accept students criteria but ask them to justify their choices. (L.A.: to use personal criteria in choosing a title) Answers May vary

32

UNIT 1

MAKE CONNECTIONS take a CloSer look

This section takes a closer look at the use of and the differences between besides and beside. Bear it in mind

Ask the students to read and discuss the section in pairs, and then elicit comments and conclusions. Encourage them to think of other interjections and write them on the board, For example: Oh dear (pity), eh? (asking for repetition), er (hesitation), hey (surprise, joy), hm (hesitation, doubt, disappointment), ouch (pain), uh (hesitation), uh-huh (agreement), etc. For more information on the Bear it in mind section, see page 7 of the Introduction. PAGE 19

12 + Refer students to the TAKE A CLOSER LOOK section before doing this exercise. Students should often copy exercises in their notebooks as it improves their spelling. (L.A.: to apply new vocabulary and structures) Answers a. beside, b. besides, c. beside, d. besides, e. besides

13 ++ Ask students to read the parts of the sentences then write them down in the correct from in their notebooks. Check orally. (L.A.: to apply new structures) Answers a. Although he is good at maths he likes to review before tests. b. Besides reading and jogging Janis also likes cooking. Or: Besides reading and cooking Janis also likes jogging. c. Grace is buying an economy ticket because she doesn’t have much money. d. Juliet knows how to speak French but she doesn’t know much German.

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14 +

PAGE 20

Provide them with the transcript of the first recording (rap). Ask them to practise in pairs and then make a presentation to the whole class. Pay special attention to pronunciation and rhythm. (L.A.: to imitate a model and roleplay a text)

16 +++ FL This exercise works well as homework or assigned to fast learners. Ask students to read the words available and to place them in the correct gaps. Check orally. (L.A.: to use acquired knowledge to complete a guided text)

Have a CHat

15 ++

Answers We use various ways of communicating with each other; the most effective are speaking and gestures, but these types of communication require people to be present in front of each other. The problem arises when two people are at a distance. The invention of the telephone makes it possible to communicate even when people are far away from each other. Unfortunately, this channel only allows us to use our voice but not images. However, the invention of computers helps us share a huge amount of information through other types of data such as written messages, photos and even videos.

3

Review with students the expressions used to express feelings such as surprise, pleasure etc. Tell them to copy the dialogue with the gaps in their notebooks then in pairs fill in the gaps using the expressions. After this, students check their answers with the recording and role play the dialogues. (L.A.: to consolidate a structure or a grammar point) TRANSCRIPT - ORAL PRACTICE a. A: B: b. A: B: c. A: B: d. A: B:

Look at this! My finger is bleeding. Oh dear! Does it hurt? I scored 7 on my science test. Congratulations! Well done. Jenny is going to London to study English. Oh, how interesting! 12,790,000 live in Tokyo. Wow, that’s a lot!

3

FaSt CHeCk

17 Answers Look Mum, I can ride my bike. Karen has a really small dog. Danny can’t go to the park with us. You divide the number by two and subtract ten. I can speak Spanish and English!

Wow, that’s really great, Annie. Wow, how tiny it is! Oh dear, what a pity. Oh, now I understand. Congratulations! You are very good at languages.

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PAGE 21

PAGE 22

DECODING WRITING

Write it DoWn

READING

18 ++ Teacher should take into consideration that this is Unit 1 –one of the first lessons so he / she should not expect a full composition. Check and correct grammar and spelling errors. (L.A.: to write a short text using personal opinions and information) Answers May vary Mi d n

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + a t e se r

This Mind Teaser provides more information on the topic of listening. Motivate students to find more reasons for listening and more examples. For more information on the Mind Teaser section, see page 7 of the Introduction. play it

Read the instructions with the class and make sure everyone knows what they have to do. Let them know this game is similar to “Nervioso” they may be familiar with. For more information on the Play it section see page 7 of the Introduction. CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction.

You can start the lesson talking to students about different alphabets and the origin of writing. The first writings were little images that were supposed to show what was described. Later on, people replaced those images by signs that symbolised a sound. The human voice is capable of forming about 35 different sounds. So an alphabet shouldn’t contain more than 35 letters. The Phoenicians, who lived in Syria about 3,000 years ago, were the first to develop a modern alphabet. The Greek copied the alphabet from the Phoenicians and the Romans copied it from the Greek and improved it. This Roman alphabet is now used almost over the whole world although there are other types of writing available such as the Cyrillic alphabet, the Chinese and the Greek. (source: Think Quest) (L.A.: to connect a topic with previous knowledge) Answers a. 4, b. 3, c. 1, d. 5, e. 2.

2 + After you have discussed the meaning and examples of different types of writing, talk to students about the meaning of the word alphabet. Originally, the word alphabet comes from Greek, from the two first letters of the system of writing - alpha and beta. Ask students to read the three definitions and choose one they think is the best. (L.A.: to connect a topic with previous knowledge) Answers a.

34

UNIT 1

lEssON 3

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3 + Ask students if they have seen similar pictures before. Where? In what context? Which ancient culture do they represent? (L.A.: to match visual information and personal knowledge) Answers c.

4 ++ It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In the following exercise students predict the subject of the reading text using as their “working background” previous exercises, the whole context, pictures, etc. (L.A.: to make predictions from context) Answers May vary

PAGE 24

For more information on reports, parts of a report and other information teachers should consult http://clc.cqu.edu.au/FCWViewer/view.do?page=1401 After you discuss the format of the report with the students and draw their attention to the different colours, ask them to match the different parts with the corresponding colours. (L.A.: to identify the communicative purpose of a text) Answers Blue - introduction Green - progress report on the brochure Red - questions and requests Purple - progress report on the investigation

7 + Bullets (or bullet points) are small dots, squares, dashes or graphics that begin a short descriptive phrase. Bullets are used rather than sentences on PowerPoint presentation and slides as key phrases that the speaker will discuss in the presentation. Bullet points are introduced by an icon such as a dot, a square, a star, etc. Brilliant tips on bullet points can be found at http://www.businesswritingblog.com/business_writing/200 5/12/the_best_of_bul.html (L.A.: to relate information in the text and previous knowledge) Answers b.

GO AHEAD

5 + Students read the text on page 23 and check their predictions in Exercise 4. (L.A.: to check predictions) Answers May vary

6 ++ Draw students’ attention to the format of the report. A report is a written and often formal document describing the findings of an individual or a group of people on a specific studied subject. Often reports are considered to be legal documents in the workplace and, thus, they need to be precise, accurate and difficult to misinterpret. Some types of reports are: laboratory reports, health and safety reports, research reports, case study reports, field study reports, cost-benefit analysis reports, proposals, comparative advantage reports, progress reports, feasibility studies, technical reports, instruction manuals, etc.

8 ++ A footnote is an explanatory note inserted at the foot of the page referring to a point within the text, usually indicated by symbols such as asterisks or a number. It can also be a passage that amplifies specific information on the page and provides direction about how to find sources or related reading. A heading is a line of text that indicates what the passage below is about. (L.A.: to relate information in the text and previous knowledge) Answers a.

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9 ++ Tell students to concentrate on the contents. They should first read the instructions to the exercise and the options and then go back to the text. (L.A.: to find and match information)

take a CloSer look

This section deals with the Present Continuous - its most common uses and forms, with special emphasis on the use of the tense for activities happening or not in the near future, especially in planned future events.

Answers

a. ii, b. i, c. ii, d. i. Danger

10 ++ Why do things happen? Students find the answers in the text and write the reasons in their notebooks. Check orally. (L.A.: to find specific information in a written text) Answers a. Prof. Harding is writing the report because he wants to inform Dr. Rasmussen of the progress on the brochure. b. They are using simple language in the brochure because it is for tourists of all ages. c. They are using lots of pictures in the brochure because they want to make it user friendly. d. Prof. Harding needs a fast answer because he doesn‘t have much time.

11 ++ Ask students to read the text again and match the questions with the answers in the report. Tell students to write the questions in their notebooks and write the corresponding answer below each question. Check orally. (L.A.: to match and classify specific information) Answers 1 – c, 2 - b, 3 - a.

PAGE 25

Draw students’ attention to this section and encourage them to give examples of questions and answers using why and because, such as: Why are you happy? Because I got a very good mark in the test. Why is Nancy going to the doctor? Because she is not feeling very well. Why did you buy that magazine? Because there is an excellent article about teenagers.

12 + Refer students to the TAKE A CLOSER LOOK section before doing this exercise. (L.A.: to consolidate vocabulary and grammar structure) Answers b, d, f.

13 ++ Tell students to copy the answers in their notebooks with the corresponding gaps for the questions. Check orally. (L.A.: to consolidate a grammar aspect) Answers a. Where are we going next month? b. Is she going with us to the party next Tuesday? c. When is he visiting his grandparents? d. What are you doing after school today?

MAKE CONNECTIONS

As the title of the section suggests students connect what they have read or listened to in Think and Go Ahead with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the Make connections section see page 7 of the Introduction

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UNIT 1

PAGE 26

14 ++ Refer students back to the Bear it in Mind on page 22. (L.A.: to consolidate a structure) Answers a. because, b. as, c. because, d. since.

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PAGE 27

Have a CHat

15 +

FaSt CHeCk

4

Draw students’ attention to the bullet points and ask them to read them aloud. Tell them to look at the report on page 23 again. Tell them to write a conversation between Jenna and Robert about a history project. Ask them to include all the bulleted points in the conversation. Ask them to follow the example. (L.A.: to expand content and vocabulary) Answers See transcript.

16 +

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

Write it DoWn

19 +

4

Students check their answers to Exercise 15 and role play the conversation. (L.A.: to role play a dialogue or a conversation) TRANSCRIPT - ORAL PRACTICE

18

4

Jenna: Robert: Jenna: Robert: Jenna: Robert:

So, why are we writing the report? Because we want to get a good mark. And do you think we should add lots of pictures? Yes, because it makes the report more interesting. Is it better to handwrite it or use a computer? I think a computer is better because it looks tidier. Do we need to go the library or do we use the Internet? Jenna: Both, I think. When do we need to hand it in? Robert: Next Monday.

17 +++ FL This exercise should be mainly reserved for fast learners. Students should copy the paragraph in the notebooks. (L.A.: to consolidate a grammar aspect, vocabulary and structures) Answers a. am going, b. am not taking, c. am going, d. am taking, e. am catching, f. am taking, g. am buying.

Refer students back to the report on page 23 to see what parts a report consists of. Tell them to make the progress report short and uncomplicated. (L.A.: to expand content and vocabulary) Answers May vary. play it

Read the instructions with the class and make sure everyone knows what they have to do. Revise examples i. and ii. and motivate students to invent their own codes. For more information on the Play it section see page 7 of the Introduction. CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction.

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2 +

PAGE 28

VIsIBlE BODY LISTENING

lEssON 4

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + A gesture is a form of non-verbal communication made with a part of the body, used instead of or in combination with verbal communication. The language of gesture allows individuals to express a variety of feelings and thoughts, from contempt and hostility to approval and affection. Most people use gestures and body language in addition to words when they speak (source – Wikipedia) To start, use a few gestures such as clapping, lifting up your thumb up or down and ask students what they mean. (L.A.: to connect topic with previous knowledge) Answers a. Palm up towards students b. Wave your hand towards yourself with the palm towards you c. Nod your head up and down d. Move your head from left to right or the opposite e. Hold your open palm on your stomach and bend forward f. Index finger on your lips g. Wave your hand h. Put your index finger on your temple

Mi d n

a t e se r

This Mind Teaser provides more information on the topic of communication. Motivate students to find more information on telepathy and share it with their classmates. For more information on the Mind Teaser section, see page 7 of the Introduction.

38

UNIT 1

Answers may vary but the most common gestures are made using hands, head, face and a combination of them. You may also ask students or tell them about gestures such as the curtsey (holding skirts in both hands and bending your legs at the knees), a bow ( courteous nod of the head for men), Eskimo kiss (rubbing noses), etc. (L.A.: to connect a topic with own experience) Answers May vary

PAGE 29

3 ++ An idiom or an idiomatic expressions is a phrase where the words put together have a meaning that is different from the dictionary definitions of the individual words, which can make idioms hard for learners to understand. The correct use of idioms often indicates the degree to which students master a given language. Useful information and hundreds of idioms can be found at http://www.usingenglish.com/reference/idioms (L.A.: to connect a topic with own experience) Answers a. - v, b. – iii, c. – iv, d. – ii, e. – i

4 + Body language is a term for communication using body movements or gestures (see exercise 1) instead of, or in addition to, sounds, verbal language or other communication. It forms part of the category of paralanguage, which describes all forms of human communication that are not verbal language. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows. In addition, body language can also incorporate the use of facial expressions. More information on paralanguage can be found at http://en.wikipedia.org/wiki/Paralanguage. It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In this exercise, students predict information that the text

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will give using previous knowledge and information already given in the lesson. (L.A.: to make predictions from context) Answers May vary

GO AHEAD

John:

5

Play the recording once and ask students to pay special attention to the number/percentage indicating how much we use body language in everyday communication. (L.A.: to validate predictions) Answers 55%

PAGE 29

TRANSCRIPT- VISIBLE BODY

5 +

6 + 5

To begin with, let me tell how happy I am to have with us two very important figures from show business. Welcome Andrew Remington, drama teacher from the Royal Shakespeare Company and Gina Radcliff, a young but already successful actress. Andrew: Thank you, John. I’m also glad to be here because it’s such a famous show and you have so many listeners. Gina: Same here. It’s a pleasure. John: The topic of today’s show is body language – something that both of you use a lot in your profession. Andrew, as an expert, can you tell us more about it? Andrew: Well, I’m a little worried about the word expert. But yes, it’s true - I know what body language is and how to teach actors to use it. John: Expert or not – tell us how you use it in the theatre or in real life. Andrew: Well, first of all a few statistics - scientists say that body language makes up 55% of our communication. Voice tone is 38% and spoken words only 7%. John: How interesting! Gina: Yes, I also find it surprising. But I must say that when we first start our acting classes we don’t use too many words. We use facial expressions and non-verbal clues. You know, we’re preparing a new play and on Wednesday all the actors are meeting to discuss how to express anger, fear or boredom using just their faces. John: So, what else are you doing to prepare for the play? Gina: Several things. For example, we’re interviewing people about their gestures and the facial expressions they use to express feelings. We’re going into the streets to look at people’s reactions at different events. And soon others are meeting with psychologists to discuss communication through body language.

5

Ask students to read the three options and then choose the kind of programme they think the recording is. (L.A.: to identify the type of recording) Answers A radio interview – c

7 ++

5

Tell students to pay special attention to specific information they are asked to locate such as feelings, who expressed them and how (what kind of expressions were used). Then tell them to write down the information in the chart in their notebooks. (L.A.: to identify speakers and expressions) Answers Feeling

Speaker

Surprise Gina Pleasure / happiness John Andrew Gina Andrew John

Worry Interest

Expression I also find it surprising Let me tell you how happy I am I’m also glad It’s a pleasure. I’m a little worried How interesting!

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8 ++

5

Ask students to read statements a – d before listening to the recording again. Tell them to write the correct answers in their notebooks and check orally. (L.A.: to discriminate between correct and incorrect information) Answers a. False. (Andrew is a drama teacher), b. True, c. True, d. True

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9 ++

5

Read the sentences with the alternatives with the class. Then play the recording again. (L.A.: to discriminate between similar sounds) Answers a. expert, b. find, c. play

MAKE CONNECTIONS take a CloSer look

This section looks at a more specific use of the Present Continuous tense with special emphasis on using it for arrangements – events that take place in a near future according to a plan made by two or more people. Bear it in mind

Ask the students to read and discuss the section in pairs, and then elicit comments and conclusions. Encourage them to think of other expressions we use to express feelings, and write them on the board. For example: What a pity – How wonderful! – How awful! , etc. For more information on the BEAR IT IN MIND section, see page 9 of the Introduction. PAGE 31

10 + Refer students to the TAKE A CLOSER LOOK section before doing this exercise. (L.A.: to apply new structures and vocabulary) Answers a. When are all the actors meeting? b. When are some actors interviewing people? c. Who is meeting with psychologists?

11 ++ Students look at the pictures and read the captions below them then write the full sentences using the Present Continuous tense. Check orally. (L.A.: to apply a new structure in an exercise) Answers a. Juliet is meeting Peter at the train station. b. Karin is going to a concert tomorrow. c. Ken and Lucy are getting married in June. d. Mr and Mrs Livingstone are buying a new house.

12 ++ Refer students to the TAKE A CLOSER LOOK section on page 13 for a review of connectors. (L.A.: to consolidate a language point and connect it with previous knowledge) Answers a. He knows about body language because he is a drama teacher. b. They use different costumes in the play and they use make-up. Or Besides using different costumes they also use make-up. c. Lisa likes playing the guitar but she doesn’t have time to practise. Or Although she likes playing the guitar Lisa doesn’t have time to practise. d. You can use the telephone and / but you can use the fax machine if you prefer. e. Besides doing the interviews they are also meeting with psychologists.

PAGE 32 Have a CHat

13 ++

6

Students copy the dialogue in their notebooks and then complete it, using the expressions in the box. Then they check with the recording. (L.A.: to imitate o model and exchange information) Answers See transcript.

40

UNIT 1

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TRANSCRIPT - ORAL PRACTICE Tricia: Nicola: Tricia: Nicola: Tricia: Nicola: Tricia: Nicola:

6

Hi, Nicola! It’s so nice to see you again. Yes, I’m glad to see you too. Jennifer is here. What a surprise! Isn‘t she going to France in three days‘ time? Yes, she is, but she‘s here today because her boyfriend has a little role in a new film. How interesting! Yes, and she thinks he can get her into a film too. It worries me a little. She has really high hopes and may be disappointed.

14 +

6

17 + Students work individually observing their classmates to write about their gestures and body language. Remind them to be respectful and to avoid offensive comments.

18 + Tell students to write the correct answer in their notebooks. Check orally. Ask them to explain the proverb. (L.A.: to do a task using previous knowledge) Answers Two monologues do not make a dialogue. CHeCk it over!

Students practise in pairs, repeating after the recording. Check orally. (L.A.: to imitate a model and role-play a dialogue)

15 ++ FL This exercise can be assigned to Fast Learners. Give enough time to complete the exercise. Check orally. (L.A.: to consolidate a grammar aspect) Answers a. They are going to the cinema after school. b. My boss is meeting some important people tomorrow. c. She is taking her English exam next month. d. The salesman is visiting a new client on Monday.

FaSt CHeCk

16 Answers What is Becky doing on Monday? Is he flying to New York or Washington? Are they getting married soon? Why is Dell meeting Tom at the station? Who are you meeting after school?

Write it DoWn

I’m not sure. I think she is going to a party. Neither – he is going to San Francisco. Yes, in June or July I think. Because he doesn’t want to take a taxi. My friends – Karen and Sharon

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction. PAGE 34

APPlY YOUR KNOWlEDGE The purpose of this section is to put the different elements of the unit together and check if they have been learnt. The exercises have been structured to let students “gather” together the subject matter of the unit and try it as a whole. This is also a place where teachers can see what the outcome / impact of the unit as a whole has been.

1 ++ Tell students to study the picture very carefully and to pay attention to all the details. Then ask them to copy sentences a. – i. in their notebooks and connect the phrases using non-verbal information from the picture.

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Answers a. Mr. Winston lives in London but he works in Essex and usually travels to work by car. b. Although he is a well-known pizza chef, he doesn’t like to cook at home because he likes doing other things after work. c. Mr. Winston is married and he has two children. d. Besides playing the piano he also plays the violin but he doesn’t know how to play the trumpet. e. Mr. Winston paints beautiful pictures. He usually uses oil paints and water colours. f. Although he speaks German very well he doesn’t speak French but he is taking lessons as he has some friends in France. g. He plays tennis but he is not playing right now. h. Mr. Winston uses the computer to chat to his friends in France and Spain. i. Since he is a chef and knows about nutrition, he likes to eat healthy food. He is eating a salad now and drinking a glass of milk.

PAGE 35

2 ++ Ask students to read the letter in Exercise 2. In pairs, they fill in the gaps with the correct linking words to ask and answers questions about Ciara and her plans for the future.

Possible Answers 12, Clondalkin Road Walkinstown Dublin 12 Ireland

Dear Salvador,

My name is Ciara and I’m from Ireland. Originally, I’m from Galway but I am moving to Dublin next month because I got a job there as a nurse. Besides speaking English I also speak Gaelic – that’s the original language of Ireland. When I get to Dublin I am planning to take Spanish lessons. Since I like the language very much I would like to have a pen pal from South America and practice my Spanish. Although I can play the tin whistle I can’t play the Bodhrán which is typical Irish drum. Apart from Spanish I am planning to take Bodhrán lessons when I have a little more time - probably when I am already in Dublin. Next week, I am taking my final nursing exams and I am a little worried because the exams are so important. I and other students are getting together this weekend to prepare for the exams. Can you tell me something about you? Do you play the guitar or any other instrument? What other languages do you speak apart from English and Spanish? I hope you will write to me soon. Love Ciara. Possible questions • Where is Ciara moving to? • What lessons is she planning to take? • What instrument is she planning to learn? • When is she taking her nursing exams? • Who is she getting together with at the weekend?

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CHECK & CORRECT This is an opportunity to re-examine difficult questions and fit all the main pieces of the puzzle together into one coherent picture. Here the Teacher can also look for errors and wrong conclusions. This is an extra opportunity to correct them before moving on to the subsequent unit. Please refer to the Evaluation table and indicators at the beginning of this unit (Teacher’s Book).

42

UNIT 1

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READING -TWO ANNOUNCEMENTS Answers 1. a. II. b. I. c. I. d. II. e. II. f. I. 2. a. ii. b. i. c. i. d. ii. e. ii. LISTENING - THE MORSE CODE

TRANSCRIPT

7

Presenter: This is BBC Radio 1 and our series on communication; today we have with us Junior Officer John Carrow, who is serving on her Majesty’s ship “Queen Elizabeth II”. Welcome, John. John: Thanks, it’s a pleasure to be here with you. Presenter: Tell us John, how do sailors communicate? John: Well, in modern times we mainly use satellite communications and the Internet, but until a few years ago it was the Morse code. Presenter: Can you tell us a little about it? John: The Morse code was invented by Samuel Morse, who produced the first working telegraph set in 1836. Presenter: How does the code work? John: The idea is very simple: there are short and long sounds. In writing, a dot corresponds to a short sound and a line to a long sound. For example, A is a dot and a line, B is a line and three dots. Number one is a dot and four lines. A good telegraph operator can use as many as twenty or thirty words per minute. Presenter: I understand that the message everybody knows well is the SOS, which stands for Save our Souls. How does that sound in Morse? John: SOS is three dots, three lines and three dots again.

LANGUAGE 6. a. because, b. but, c. but, d. Although, e. Since. 7. a. – 2, b. 1, c. 3, d. 4. SPEAKING 8. You can assign points according to these criteria: 8 - 10 points:student can ask and answer questions with correct pronunciation, normal hesitation and no grammar mistakes. 5 - 7 points: student can ask and answer questions with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 - 4 points: student can ask and answer questions with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: students can't ask and answer questions, hesitates a lot and makes a lot of grammar mistakes. WRITING 9. You can use the Writing Rubric on page 160 of this book, or you can assign points according to these criteria: 8 - 10 points: student can write a coherent paragraph, using correct linking words and without grammar or spelling mistakes. 5 - 7 points: student can write a coherent paragraph, with linking words, in good English, with a minimum of grammar or spelling mistakes. 3 - 4 points: student can write a short paragraph, but can't use linking words properly and makes grammar and spelling mistakes. 1 - 2 points: student can't write a coherent short paragraph, and makes a lot of grammar and spelling mistakes. Final CHeCk

3.

7

4.

7

b.

a. letter A: . _ b. letter B: _ … c. Number 1: . _ _ _ _ d. SOS: … _ _ _ … 5.

7

a. A naval officer. b. Satellite communications, the Internet c. 1836 d. twenty or thirty words per minute

This part provides the students with feed-back on how much they have learnt and puts them in a position to make an assessment of their work. Most learners, by getting involved with evaluation, come face to face with their learning problems and consciously try to tackle them. Self-evaluation requires of students to be more self-conscious about the changes they are experiencing, motivates them to form a realistic and honest awareness of their own work and to try to take responsible steps in solving their own problems. Self-evaluation enables the learner to become an independent learner as well as an independent thinker. COMMUNICATION AND UNDERSTANDING

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EXTRA TEST UNIT 1 READING – A REPORT ON LANGUAGES After completing most of our investigation we can now report that most languages spoken in the world today are not static, meaning that they change with the times, can incorporate new words, and can take words from other languages. We can also confirm that a language can be considered alive when the population that speaks it as a primary means of communication remains.

Language extinction may also occur if a natural disaster or genocide destroys a whole population of speakers. Alternately, people may live in areas where two languages are spoken and gradually one becomes the language of choice while the other dies off.

When we talk about an extinct language it doesn't mean that no one remains who can speak the language. Several languages such as Latin and Coptic are used for ceremonial purposes, and people may still learn these languages in school. As our investigation shows, an extinct language can be a source of another language and such was the case of Latin that transformed into the Roman languages, including Italian. As we can see in our study, English comes from its own extinct language, Anglo-Saxon, and from an infusion of French words.

1 Read the text and decide if these statements are true or false. Correct the false statements.

(5 points)

PHOTOCOPIABLE

a. Languages are static and don't change with time. b. An extinct language is a language that is not spoken by anyone any more. c. Italian comes from an extinct language. d. The origin of English is Anglo-Saxon with some French words. e. Sometimes a language dies because people choose to speak another language.

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UNIT 1

2 Read the text again and answer the following questions. (5 points) a. In what way can a language change? b. When can a language be considered alive? c. Which are the extinct languages mentioned in the text? d. What can cause the extinction of a language? e. Are some extinct languages still in use? How?

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LISTENING - ARE WE TALKING?

3

Listen to the poem. What is it about?

(2 points)

a. What we need to communicate b. Different parts of the body c. Communication problems

4

1

2

3

4

Listen to the poem again and tick all the words related to parts of the body you hear in it. (5 points) • ears • eyes • face • hand • head • heart • legs • lips • mouths

Listen again. Number each verse in the order hear it. (5 points) a. We all spit out a Babel of tongues b. And we don't really listen. c. And, if by chance, we get this far d. But we shut off what's most important e. We all speak without any meaning

SPEAKING

8 Complete these dialogues with the appropriate question. Then role play them with a partner.

LANGUAGE

6 Choose one linking word to join the sentences. (4 points) a. They are buying new curtains and / because they want to redecorate the living room. b. You need to take a bus but / and a train to get to the beach. c. I like orange juice but / because I don't like apple juice. d. I got a really good grade on my test because / and I studied really hard.

7 Match the sentences (a.- d.) with the pictures. (1 - 4) (4 points) a. He can't hold the ice-cream. b. Can you pass me the hammer please? c. Congratulations! You can ride really well. d. He can't find his glasses.

(8 points)

a. A: What colour ________________________? B: She's painting her room green. b. A: Where ____________________________? B: Jordan and his friends are playing football in the park. c. A: Why _____________________________? B: She's not eating because she is not hungry. d. A: When ____________________________? B: We're planning to meet after the class.

WRITING

9 Write a short report on the unit and your progress. Include points such as:

(8 points)

- what you studied. - how much you learnt. - what your strong / weak points are. Your 1 - 14 result: Not too good

15 - 32 Acceptable

33 - 46 Great!

COMMUNICATION AND UNDERSTANDING

PHOTOCOPIABLE

5

45

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ANSWERS TO EXTRA TEST UNIT 1 READING - A REPORT ON LANGUAGES 1. a. False. They change with the times, can incorporate new words, and can take words from other languages. b. False. Some extinct languages are used for ceremonial purposes. c. True. d. True. e. True. 2. a. It can incorporate new words, and can take words from other languages. b. A language can be considered alive when the population that speaks it as a primary means of communication remains. c. Latin, Coptic and Anglo-Saxon. d. Language extinction can occur if a natural disaster or genocide destroys a whole population of speakers. e. Yes. Some people use them in ceremonies. LISTENING - ARE WE TALKING? 8 TRANSCRIPT We all talk at the same time We all move our lips together We all speak but do not think We all close our ears And we don't really listen. We all speak without meaning We all say words that make no sense We all take pleasure in sounds We all close our eyes And don't look at who is speaking. We all make bird-like noises We all transmit along the same wavelength We all spit out a Babel of tongues But we can't decipher the message Of interrupted communication. We all understand we need lips We all know we need ears We need mouths to say the words But we shut off what's most important Human communication We all know we need to talk beginning with the eyes later with our lips And, if by chance, we get this far we may even touch - using our hearts

46

UNIT 1

8

3. c. 4.

8

ears; eyes; hearts; lips; mouths 5.

8

b.; e.; a.; d.; c. LANGUAGE 6. a. because; b. and; c. but; d. because 7. a. - 2; b. - 3: c. - 4; d. - 1 SPEAKING 8. You can assign points according to these criteria: 8 - 10 points: student can ask questions with correct pronunciation, normal hesitation and no grammar mistakes. 5 - 7 points: student can ask questions with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 - 4 points: student can ask questions with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: students can't ask questions, hesitates a lot and makes a lot of grammar mistakes. WRITING 9. You can use the Writing Rubric on page 160 of this book, or you can assign points according to these criteria: 8 - 10 points: student can write a coherent paragraph, using correct linking words and without grammar or spelling mistakes. 5 - 7 points: student can write a coherent paragraph, with linking words, in good English, with a minimum of grammar or spelling mistakes. 3 - 4 points: student can write a short paragraph, but can't use linking words properly and makes grammar and spelling mistakes. 1 - 2 points: student can't write a coherent short paragraph, and makes a lot of grammar and spelling mistakes.

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IN THIS UNIT YOU WILL LEARN TO Reading: Complete charts and tables using specific information / Complete booking forms / Identify the origin of texts. Listening: Match titles with items of news / Complete charts and tables with specific information / Match information with correct alternatives. Production: Personal opinions and ideas / Referring to personal experiences. Functions: Express opinions / Talk about duration of events / Refer to personal experience.

Development Lesson 1 Lesson 2 Lesson 3 Lesson 4 Apply your knowledge Check and correct and final check

YOU WILL ALSO USE THE FOLLOWING TEXT TYPES Brochure / Film script Book extract / Report YOU WILL ALSO LEARN Grammar: Modal verbs may/might / The Past Continuous tense Vocabulary: Related to strange and wonderful events and phenomena YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES Respecting different opinions and experiences

two class periods two class periods two class periods two class periods one class period/alternatively homework activity one class period plus some home activity

Didactic resources and methodology tips • If available, use of complementary material such as English language newspapers and magazines, cutouts or on-line media print-outs. If possible, use local resources such as local/community/school radio or bulletins in Spanish to define communication functions. • Useful materials for this unit are: 1. Dictionaries 2. Glossaries 3. Definitions 4. printed handouts 5. A real tourism brochure either in Spanish or English 6. Notes (can use coloured postits for parts of the body exercise) 7. Books in English - for example if available “The Wizard of Oz.” It can be also downloaded for free at http://www.literature.org/authors/baum-l-frank/the-wonderful-wizard-of-oz. it is also recommended that students watch the movie available from Blockbusters or Bazuca. 8. Films and magazine articles about twisters and similar natural phenomena. The full script of the movie Twister is available at http://www.geocities.com/Hollywood/Set/1243/script.htm • Teachers should prepare the lesson beforehand given that thorough prior preparation allows them to create some useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. how strange! how wonderful!

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Types of evaluation

Indicators

Continuous / informal

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

Check it over Self - evaluation

Students analyse their performance in the speaking, reading, listening and writing activities, and decide if they need more work, if they did ok or if they did really well.

Check & Correct Unit evaluation

Reading: Students classify the best icon according to the reading and identify specific information. Listening: Students discriminate sounds and identify the correct sequence of events. Language: Students use say or tell, Question Words, the Past Continuous Tense and May/Might. Writing: Students write a short weather report. Speaking: Students express their opinions about some pictures.

Final Check

Students analyse their performance in the unit, give themselves points according to the frequency with which each criterion is observed and identify their situation.

Extra Test

Reading: Students identify specific information and discriminate between correct and incorrect information. Listening: Students relate information and discriminate between correct and incorrect. Language: Students use May / Might and the Past Continuous Tense. Writing: Students write five suggestions about their city. Speaking: Students express their opinions about some pictures.

PAGE 41 Set Up

1 + Ask students to read sentences a. - e. and come up with the correct information. Offer prompts such as: is there a hotel where you live? Is there a camping site? Answers a. harbour / pier / dock / port b. hotel, hostel, cottage, B & B, etc. c. camping site d. information / tourist office e. park, forest, etc. f. restaurant, cafe, etc.

2 + Students match the sentences in Exercise 1 with the corresponding pictures. Answers a. - 2; b. - 6; c. - 3; d. - 5; e. - 1; f. - 4.

48

unIt 2

3 ++ Students try to find spelling mistakes / typos in the sentences Answers a. tourists b. hurricane d. two

4 ++ Ask students what synonyms and antonyms are. Antonym word opposite in meaning to another. Fast is an antonym of slow. How do they understand this sentence: what is the synonym of an antonym? A synonym of an antonym is for example the word opposite. Answers clever - stupid, correct - wrong, familiar strange, heavy - light, ordinary - wonderful, persistent - sporadic

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2 + Digital resource Both students and teachers will find an icon with a mouse which will lead them to additional on line resources related to the subject of the lesson/unit. They can be found throughout the book. For more information on the Digital Resource section see page 7 of the Introduction. PAGE 42

WELCOME TO NEW ZEALAND readIng

LEssON 1

thInK ahead

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + A concept/word map is a diagram showing the relationships among concepts/words. Concepts are connected with labelled arrows, in a downward-branching hierarchical structure. They can be simple or complex. When building or completing a concept map students should ask the following questions • What is the central word, concept, research question or problem around which to build/complete the map? • What are the concepts, items, descriptive words or telling questions that we can associate with the concept, topic, research question or problem? Read the words with the class and ask them to classify them using the diagram provided. Ask students to choose two words from each heading and write sentences illustrating their meaning. (L.A.: to classify lexical contents) Answers Places: ballroom, golf course, highway, hill, hotel, restaurant, sheep farm, swimming pool, village. Things we do: dance, drive, skydive, stay, travel, use, visit. People: chef, guide, life-guard, manager, maid, receptionist.

The Lord of the Rings is an epic fantasy novel written by the English philologist J.R.R. Tolkien. The story began as a sequel to Tolkien’s earlier, less complex children’s fantasy novel The Hobbit (1937), but eventually developed into a much larger work. It was written in stages between 1937 and 1949, much of it during World War II. The three parts are 1. The Fellowship of the Ring 2. The Two Towers 3. The Return of the King The trilogy was later filmed and directed by Peter Jackson (mainly on new Zealand locations). (L.A.: to connect content with previous knowledge) Answers The Lord of the Rings

3 ++ Ask students to read the table and indicate the duration of each event. After, tell them to write full sentences following the examples provided. Check orally. You can also ask questions about other events such as their lunch break, the break between classes, winter holidays etc. linking the questions to their personal experience. (L.A.: to use information from a chart to do a task) Answers A class lasts 45 minutes. Our summer holiday lasts two months. A pop concert takes / lasts 2 hours. It takes 10 minutes to eat a pizza. Eating a pizza takes 10 minutes.

4 + If you have a real brochure (ideally in English) students could use photocopies to identify different parts and predict which ones they think they will find in the text they are about to read. (L.A.: to predict contents of a text using provided information) Answers May vary

how strange! how wonderful!

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8 ++

PAGE 44 go ahead Mi d n

a t e se r

This Mind Teaser provides information on the word holiday. Motivate students to find more interesting bits of information on other compound words, like birthday, eyebrow, handbag, newspaper, skateboard, tablecloth, walking stick, etc. For more information on the Mind Teaser section, see page 7 of the Introduction.

Ask students to read the text once again before doing the exercise. Check their answers orally. (L.A.: to discriminate between true and false information) Answers a. False. It is located 3 miles from Hobbiton. b. True c. False, it takes the chef 25 minutes to prepare any dish. d. True e. False. Children may use the mini-golf course. f. False. People can book on line, by phone, fax or letter.

5 + Students read the text (brochure) on page 43 and check their predictions. (L.A.: to validate predictions) Answers a., b., c., d.

6 ++ Students first read questions a – f and then go back to the text trying to find specific information needed to answer the questions. (L.A.: to find specific information in a text) Answers a. The Hobbiton tour takes 1.5 hours. b. The additional tour might take 45 minutes. c. It takes the chef 25 minutes to prepare any dish. d. The car journey from Auckland to Hobbiton takes 2 hours. e. It takes more time to get to Hobbiton by train. f. It takes 4 hours to get to Hobbiton by coach.

7 ++ Ask students to read the text again and then fill in the form with the correct information. (L.A.: to find and classify specific information) Answers a. Chef, b. Manager, c. Life-guard, d. Maid, e. Guide, f. Receptionist.

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MaKe ConneCtIons

As the title of the section suggests students connect what they have read or listened to in Think and Go Ahead with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the Make connections section see page 7 of the Introduction

9 ++ Ask students to fill in the form with their own or a friend’s personal details. Check either orally or on the board. (L.A.: to use personal information to complete a task) Answers Will vary from student to student.

PAGE 45

10 ++ Help students with prompts such as: Do you know the cost of the holiday? Do you know how long you can stay? Then tell them to write three questions they would like to ask the manager. Check orally. (L.A.: to express their own ideas following a model) Answers May vary

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Danger

Draw students’ attention to this section and encourage them to give examples with the collocations provided. Examples: I try not to tell lies. My mother says her prayers every night. Paul is always telling silly jokes, etc. For more information on the Danger section, see page 7 of the Introduction.

11 ++ Refer students to Danger section before exercise. (L.A.: to consolidate a grammar aspect) take a CloSer look

This section explains the use of the modal verbs may / might. You may want to do this additional exercise before referring students to Exercise 12. Suggestions: Ask students about the things they may do / might do in the near future, on their holiday, etc. You can find more information/exercises on may / might at http://www.englishgrammarsecrets.com/maymight/menu.php

12 + Refer students to Take a Closer Look before doing the exercise. Remind them not to write in the books. Check answers orally. (L.A.: to consolidate a grammar aspect ) Answers a. may, b. might, c. may, d. might

13 ++ Tell students to work in pairs and write the completed sentences in their notebooks. Check orally. (L.A.: to consolidate a grammar point and lexical content) Answers a. The class might organise a party or a picnic. b. You might want to study gastronomy or marketing. c. My friend might go to Arica or Calama. d. Petrol prices may increase or decrease. e. We might see the film Benjamin Button on Saturday or Sunday.

PAGE 46 Have a CHat

14 ++ Ask students to read the different options to celebrate their school anniversary. Which ones do they like? Why? Ask them to justify their choice. Then, in pairs they use the expressions in the bubbles, the suggestions in the box and their own ideas to make a dialogue. (L.A.: to express their own opinions following a model) Answers (variations are allowed) A: We have different options. For example, we might go to the seaside on a trip. B: We might but it depends on the weather. A: Or we might have a picnic. B: Yes, but a picnic also depends on the weather. A: Or we might organise a music and dance show. B: Actually, it’s a great idea. A: Alternatively we might also do a cooking competition. B: Not really, we need too many ingredients and they are expensive. A: So, what’s the best option? B: The best idea is the music and dance show.

15 + Ask students to read the expressions in the bubbles. Do they understand them? In which situations would the students use them? Ask for examples. Finally tell them to match them with the pictures. (L.A.: to consolidate a new structure) Answers a. - 2, b. - 3, c. - 1

16 ++ FL In pairs students read the expressions in the chart under both headings: event and duration. Tell them to go on to the dialogue and read the parts provided. Then using the information from the chart answer the questions. (L.A.: to practice a new structure and vocabulary applying to a task)

how strange! how wonderful!

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PAGE 47

17 +

CHeCk it over!

9

Students listen to the recording to check their answers. Then they role play the dialogue. (L.A.: to imitate a pronunciation and stress model) Answers See transcript.

TRANSCRIPT - ORAL PRACTICE

9

Gordon: So, how long does it take to get to the airport from your house? Susan: It takes around 50 minutes. Gordon: And what’s the duration of the flight from Manchester to London? Susan: The flight is more or less 1 hour and 10 minutes. Gordon: And then how long is the bus ride from the airport to your uncle’s house? Susan: The bus ride takes approximately 45 minutes. Gordon: So how long does the whole trip take? Susan: It is about 2 hours in total. Gordon: Wow! That’s really long! FaSt CHeCk

18 Make sure students understand the code provided. (4 = weak probability, 44 = strong probability). Answers a. may, b. might, c. may, d. might, e. might

Write it DoWn

19 ++ (L.A.: to write a short paragraph using previously learnt structures and vocabulary) Answers May vary

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Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction. PAGE 48

THE sTRANGE THINGs WE DO lIstenIng

LEssON 2

Bear it in mind

Ask the students to read and discuss the section in pairs, and then elicit comments and conclusions. Encourage them to mention typical spelling mistakes in Spanish. For more information on the Bear it in mind section, see page 7 of the Introduction. thInK ahead

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Ask students to read the three definitions and choose the one they think is the best description of the word TYPO. (L.A.: to use personal knowledge / experience) Answers c.

2 ++ Refer students to the Bear in Mind section and ask them why they think spelling is or isn’t important. Are they good at spelling? Can they recommend ways of improving their spelling? Do a quick spell-it test in Spanish saying a few words and asking them to spell it correctly. Give a point or a good mark for detecting the spelling errors in the exercise.

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If time permits, you can ask them to write a sentence on a piece of paper and pass it on to their partner to check if the spelling is correct or not. Make sure that you revise afterwards. (L.A.: to apply previous knowledge) Answers a. necessary, b. common, c. story, d. correctly

Mi d n

a t e se r

This Mind Teaser is a joke. Motivate students to read it on their own and share what they understand in their groups. For more information on the Mind Teaser section, see page 7 of the Introduction.

3 + In my view, from my point of view, in my opinion are all fairly formal ways of expressing your opinion characteristic of written English. Less formal equivalents more characteristic of spoken English, include the following: to my mind: to emphasise that this is your opinion. I reckon: usually to express an opinion about what is likely to happen. feel: to express a strong personal opinion. if you ask me: to express an opinion that may be critical. to be honest (with you): to express a critical opinion without seeming rude. as far as I’m concerned: to express an opinion that may be different from others’. Very often, expressing a point of view in writing we use one of the following: I think that… It seems to me that… I would argue that… I do not believe that… I am unconvinced that… I do not agree that… (L.A.: express a point of view/referring to personal opinions) Answers May vary

PAGE 49

4 ++ This is a great exercise to promote the use of both hardcopy and online dictionaries in English. Dictionaries (monolingual or bilingual) are used to look up the spelling and meaning of words, pronunciation, inflected forms of words, capitalisation, etymology, word division, and much more, depending upon the dictionary. Considering the wide range of dictionaries by content, what makes someone choose a certain dictionary is its content. Some recommended online dictionaries include: www.merriam-webster.com www.thefreedictionary.com www.dictionary.cambridge.org (L.A.: to infer the meaning of key lexical items and predicting content) Answers May vary

go ahead

TRANSCRIPT - THE STRANGE THINGS WE DO 10 Newsreader 1: And today, instead of economic problems and political and social unrest, you might want to hear some unusual but positive news. Let’s start with Jeff Deck of Boston, Massachusetts who, fed up with spelling mistakes, decided to take some action. Mr. Deck set up the Typo Eradication League in order to eliminate mistakes by any means. For three months, four members of his team travelled the highways of America erasing all kinds of errors, typos and mistakes. Mr. Deck thinks that the most common typo is the simple word “believe”, which people spell b-e-l-e-i-ve! Deck said: “There’re a lot of errors, besides the typical typos that involve the use of the apostrophe and punctuation.” According to Mr. Deck it’s necessary to speak and write correctly because language is an important element that makes humans different from animals. We, on our part, think it’s possible that Mr. Deck might be right!

how strange! how wonderful!

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Newsreader 2: Maybe you’ll find the next piece of news from Japan difficult to believe but animals sometimes also display unusual behaviour. When Yosuke, the parrot, escaped from his cage and got lost his master didn’t worry because Yosuke knew what to do. His master had taught him, so he recited his name and address to a man in the street. “I’m Mr. Yosuke. I live in Nakamura Street,” the intelligent parrot told the man who took him to a Tokyo police station. The clever bird spent a night there while the police looked for his owner. “In my opinion this is incredible. You might think that Yosuke is a person,” Police Inspector Mr Etsushi Ikanami said. We also think that it’s possible smart birds like Yosuke might help Mr. Deck in his typo eradication campaign!

5 +

Answers clever, incredible, positive, smart, typical, unusual. 10

Generally, a title or a heading is a very brief summary of a paragraph or a full text. Summarising is an important skill which is often used when researching, gathering or presenting information and here the process is done in reverse - students must match the “summary” (title/heading) with the corresponding text. Tell students to concentrate on the key aspects of each program. For example: what is the key aspect / main subject of paragraph 1? The summary / tile / heading / title of the program must be related to the above. (L.A.: to summarise a text or a recording) Answers First item: a. Second item: d.

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10

Play the recording again and give students sufficient time to make note of the places mentioned in both texts. (L.A.: to identify specific information) Answers Boston, Japan, Tokyo, Massachusetts, America

8 ++

10

Give students a few minutes to read the chart. Play the recording again, check answers orally.. (L.A.: to identify and classify specific information) Answers An organisation - item 1 An address - item 2 The name of a policeman - item 2 One common mistake - item 1

10

Students listen to the recording and check their predictions in Exercise 4. (L.A.: to validate predictions)

6 ++

7 ++

PAGE 50

9 ++

10

This type of exercise is usually best done at the end when students have familiarised themselves with a recording. However, you might need to play the recording twice more for them to complete the task. Always remember that student’ listening skills are different and while some get things quite quickly others need more time. (L.A.: to listen for specific information to complete a task) Answers a. hear / news, b. necessary / write, c. possible / right, d. name / street, e. opinion / incredible, f. birds / eradication.

MaKe ConneCtIons

As the title of the section suggests students connect what they have read or listened to in Think and Go Ahead with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the Make connections section see page 7 of the Introduction

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10 ++ Refer students back to the beginning of the lesson and ask them to read aloud the expressions that express an opinion. The ask them to read statements a. - f. and identify the ones that express an opinion. Tell them to justify their choice. (L.A.: to apply previous knowledge and consolidate a language aspect) Answers b, c, e.

Answers a. Maybe Geraldine is in the library. It is possible Geraldine is in the library b. Maybe his telephone is disconnected. It is possible his telephone is disconnected. c. Maybe my boss is in another office. It is possible my boss is in another office. d. Maybe/it is possible we will travel to Greece next year. e. Maybe I will get/it is possible I will get a haircut tomorrow.

11 ++ Students may work in groups. Check their answers orally. (L.A.: to apply previous knowledge) Answers a. erasing, b. master, c. policeman, d. positive take a CloSer look

This section deals with modal verbs to express possibility. For more in-depth information on may and might we recommend that you visit http://www.englishgrammarsecrets.com/maymight/menu.php

14 ++ Before asking them to do this exercise on their own practise short answers for a while telling students to ask you questions which you should answers: It’s possible, I might, etc. Then change roles and you ask them questions. (L.A.: to practice a how structure) Answers a. It might be, b. They might be, c. They may have, d. It might, e. It might.

Write it DoWn

PAGE 51

12 ++ Refer students to Take a close Look before doing the exercise. (L.A.: to consolidate a grammar aspect and new vocabulary) Answers a. Tina and Leo may be getting married soon. b. It might be John’s book. c. Laura might not come to school today. d. They may not like this kind of food. e. It may be Stewart.

13 ++ Refer students to Take a close Look before doing the exercise. This exercise is the reverse of Exercise 12 on the same page. (L.A.: to consolidate a grammar aspect and new vocabulary)

15 +++ FL Allow sufficient time check on the board asking different students to write their opinions of the two items of news. Ask the rest of the class to copy the one they most agree with. (L.A.: to express personal opinions in writing) Answers Will vary

PAGE 52 Have a CHat

16 ++ Ask students to read the options in the bubbles and sentences a. -d. and write complete sentences with a partner. (L.A.: to express personal opinions following a model) Answers May vary

how strange! how wonderful!

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PAGE 53

17 +

PAGE 54 11

Students listen to the recording and compare it with the recording. After they role play it in front of the class. (L.A.: to follow a pronunciation and stress model in a conversation) Answers See transcript. 11 TRANSCRIPT - ORAL PRACTICE a. It seems to me that this unit is really easy! b. I think that ice-cream is better than chocolate. c. It seems to me that everybody loves Maroon Five. d. According to many experts English is the most important language in the world. e. In my opinion people shouldn’t smoke in public places. f. Everybody looks thin in black clothes.

TWIsTER, TWIsTER readIng thInK ahead

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

You may want to refer students back to TAKE A CLOSER LOOK before doing the exercise, especially those who found modal verbs particularly difficult. Answers a. They might, b. It’s possible, c. We might have, d. Maybe not, e. They might be.

play it

Read the instruction with the class. Make sure they understand that all the words appeared in the lesson and that they can use each letter on the computer screen only once. CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction.

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a t e se r

Mi d n

This Mind Teaser is a joke that makes use of the saying, “It’s raining cats and dogs”. Motivate students to read it on their own and share what they understand in their groups. For more information on the Mind Teaser section, see page 7 of the Introduction. Danger

FaSt CHeCk

18

LEssON 3

Draw students’ attention to this section and invite them to read the examples aloud. For more information on the DANGER section see page 7 of the Introduction.

1 + Write the words on the board in the form they are written in the book. Tell students that all the words are related to the weather and climate. Ask them if they can define the difference between climate and weather climate n. The meteorological conditions, including temperature, precipitation, and wind, that characteristically prevail in a particular region weather n. The state of the atmosphere at a given time and place, with respect to variables such as temperature, moisture, wind velocity, etc. (L.A.: to find the meaning of key lexical items) Answers ice, climate, humid, wind, fog

2 ++ Students match the words in Exercise 1 with their definitions in Exercise 2. (L.A.: to match the meanings of key lexical item)

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Answers a. i. clouds - -3, b. - ii. lightning - 4, c. - iv. snow - 2, d. - iii. rain - 1.

3 ++ Students describe the pictures and identify the names. Then they match the pictures with what the instruments do. Ask students if they have ever seen such instruments, do they have one at home? (L.A.: to relate visual and non-visual clues) Answers 1 - c, 2 - a, 3 - b, 4 - d.

PAGE 55

5 + Ask students to quickly read the three texts and check their predictions in Exercise 4. Ask them to make new sentences with the given words. (L.A.: to validate predictions) Answers break (breaking), cyclone, instrument (instruments), noise, roar, storm.

6 + Ask students to identify the sources of the three texts. How do they know? Is it the format, the vocabulary, etc? (L.A.: to identify the source of reading text) Answers a. II, b. I, c. III.

4 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. The following exercise is asking students to predict the words they could find in a text about natural phenomena. Ask students to draw on their previous knowledge and the context. (L.A.: to make predictions from context) Answers May vary.

7 + Ask students to read the three texts again quickly but this time paying special attention to the places. Students use the scanning technique in this exercise. Scanning is a technique often used when looking up a word in the telephone book or dictionary. A student searches for key words or ideas. In most cases, they know what they are looking for and they concentrate on finding a particular answer. Scanning involves moving the eyes quickly down the page seeking specific words and phrases. Scanning is also used when first finding a resource to determine whether it will answer specific questions. (L.A.: to scan a text for specific information) Answers Text I - Oklahoma, Text II - Kansas, Text III Kentucky.

go ahead Mi d n

a t e se r

This Mind Teaser explains how we measure and classify the intensity of tornados. Motivate students to read it on their own and share what they understand in their groups. For more information on the Mind Teaser section, see page 7 of the Introduction.

8 ++ Ask students to read the texts again and match and classify the information in the corresponding column. (L.A.: to identify and classify specific information) Answers a. - II, b. - I and II, c. - II, d. - III, e. - III.

how strange! how wonderful!

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11 ++

9 + Ask students to scan the texts again and find synonyms of the word twister. (L.A.: to apply scanning to find specific information) Answers hurricane, thunderstorm, storm, cyclone

Ask students to go through TAKE A CLOSER LOOK before doing the exercise. Check orally. (L.A.: to apply new grammar structure) Answers a. was holding, b. was opening, c. were going

12 ++ FL

PAGE 58 MaKe ConneCtIons

As the title of the section suggests students connect what they have read or listened to in Think and Go Ahead with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the Make connections section see page 7 of the Introduction

10 ++

Ask student to write the full sentences in their notebooks. Check orally. (L.A.: to apply a new structure in a task) Answers a. Belinda was sitting in the armchair watching TV. b. Glenn was eating a sandwich and drinking milk. c. The scouts were packing their backpacks.

Write it DoWn

This exercise requires that students use their own criteria so the answers might differ from student to student. Why do they think person X might say the following words? What do they base their opinion on? (L.A.: to match written information with personal opinion) Answers a. Jo’s father, b. Dorothy, c. Professor Jones

13 ++ Writing is a very subjective exercise and teacher must take this into consideration when grading a paper or a composition. Pay attention to common errors, correct spelling and check that the structures and vocabulary are correct. (L.A.: to write a paragraph using vocabulary provided) Answers May vary

take a CloSer look

This section deals with the Past Continuous tense and its form and uses. Draw students’ attention to the form.

PAGE 59 Have a CHat

14 ++

58

Affirmative

Negative

Interrogative

I was singing. You were singing. We were singing. They were singing. He was singing. She was singing. It was singing.

I was not singing. You were not singing. We were not singing. They were not singing. He was not singing. She was not singing. It was not singing.

Was I singing? Were you singing? Were we singing? Were they singing? Was he singing? Was she singing? Was it singing?

unIt 2

12

Go through the words in the box with students. Do they understand them all? If not, ask them to use a dictionary or explain. Tell them to complete the conversation and then check with the recording. (L.A.: to complete and role play a conversation using a model) Answers See transcript

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TRANSCRIPT - ORAL PRACTICE

12

Reporter: I understand it was your personal experience Professor Jones. Jones: Yes, I personally witnessed the tornado. Reporter: So, were you scared Professor Jones? Jones: I was terrified. R: What did the tornado look like? J: It looked like a funnel. R: What was the noise like? J: It sounded like a loud roar and rumble. R: How long did the twister last? J: It lasted some 2 minutes.

15 +

12

Tell students to practise in pairs and then role play the dialogue in front of the class. If necessary, play the recording with pauses. (L.A.: to imitate a pronunciation model and follow an example) FaSt CHeCk

EyEWITNEss REpORTs lIstenIng

LEssON 4

thInK ahead

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Ask students to describe the photos. Are they real creatures or not? How do they know? Can they give you names of other strange but real creatures or strange and fantastic creatures? (L.A.: to connect visual clues with written information or previous knowledge) Answers The hairless guinea pig and the smiley fish are real; the owl cat and the Sasquatch are not real.

2 ++

16 Answers a. ii, b. i, c. i, d. i, e. i Mi d n

PAGE 60

a t e se r

A proverb is a short, traditional saying that expresses some obvious truth or familiar experience; adage; maxim. Ask students if they know any proverbs in English or Spanish and if any of them are related to the weather of climate. A great list of English proverbs can be found at http://www.learn-english-today.com/Proverbs/proverbs.html

CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction.

Tell students to take a close look at the two pictures. There are questions to help them describe / tell a story about the pictures. You can add other questions to the list such as where do you think the people were going / coming from? Do you think they are happy / sad / frightened etc? (L.A.: to express personal opinion and describe a situation) Answers May vary

PAGE 61

3 ++ First ask students to tell you the meaning of the 7 words. If they don’t know them ask them to use dictionaries or explain the meaning of the words. Ask them to give you examples of the words in sentences. Finally, ask them to find the words in the word search puzzle. (L.A.: to identify the meeting of key lexical items)

how strange! how wonderful!

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4 + Tell students to take into consideration the whole context of the lesson before answering questions a and b. (L.A.: to predict using previous knowledge and context) Answers May vary

go ahead

TRANSCRIPT - EYEWITNESS REPORT

13

CONVERSATION I Jill: You won’t believe what I saw on my holiday! Gerry: Let me guess. You saw a ghost. Jill: Laugh all you want, but I saw it with my own eyes in the forest. Gerry: What were you doing in the forest? Jill: I was walking down the path near our camping site looking for berries because we had nothing to eat for dessert. Gerry: And? Jill: Suddenly I felt that something was watching me. I mean, really observing me. Gerry: Let me guess. It was Clark - your husband. Jill: Don’t be silly. Clark wasn’t looking at me because he was cooking lunch at the time. Besides, I only felt it. Then, the creature started to move and I could see it, and it was huge, black and hairy. Gerry: Probably an escaped dog. Jill: No, it wasn’t walking on all fours like a dog but standing on two legs! From where I was hiding it looked human but covered in hair. I am still shocked. It was the Sasquatch!

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CONVERSATION II General: So, tell us captain. What did you see? Pilot: Sir, it was an object that was not a commercial or a military plane. General: Who or what do you think it was? Pilot: Sir, in my opinion it was an extraterrestrial vehicle and its crew. I think they were from a planet technically more advanced than we are. General: Please tell us where you saw it. Pilot: I could see it to the right of my aircraft, some three metres from the wing. From my position I could see it wasn’t moving or advancing. General: How do you know? Pilot: Because the turbine at the top wasn‘t turning. General: Where you scared? Pilot: Not really scared. I was amazed. Besides, I didn’t have time to be frightened. It stayed still for a minute, accelerated and then disappeared from my sight. But I personally think their intentions were peaceful. Source of conversation II Astronaut Gordon Cooper addressing a U.N. panel discussion on UFOs and ETs in New York, 1985

5 +

13

Play the recording once and ask students to validate their predictions. (L.A.: to check predictions) Answers May vary

6 +

13

How do students know that the people in the recording are talking about a personal experience? Ask them to read the four options and choose the ones they think are the best. (L.A.: to identify personal opinions and experiences) Answers a, c.

PAGE 62

7 ++

13

First students read the instructions to the exercise with all the options. Then play the recording again. Tell them to write the correct option in their notebooks. Check orally. (L.A.: to identify and locate specific information)

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Answers I: a. ii, b. ii, c. ii, d. ii. II: a. i, b. i, c. ii, d. ii.

8 ++ Listening comprehension has several stages and one of them is the discrimination between similar sounds. There are several strategies to improve aural comprehension and some of them are offered below to be used as complementary exercises both with recorded messages or texts read out by the teacher. (L.A.: to discriminate between similar sounds) Activities to develop auditory discrimination skills 1. Listening to the sound of real objects with eyes closed. Children guess and name. 2. Sound bingo – listening to sounds on tape and covering the correct picture. 3. Odd one out – ask the pupils to identify the sound that is not part of a group of sounds, eg. dogs barking, pig grunting, cow mooing, musical instrument playing. 4. Musical discrimination – discriminating between loud/quiet, high/low, fast/slow notes. 5. Clapping or tapping rhythms – you can use pupils’ names and polysyllable words. This activity can be linked with picture-noun recognition. Pupils can work in pairs, using picture-noun cards – take turns to clap syllable beats and choose the picture-noun card to match the number of beats. 6. Same/different 1 – ask the pupils to listen to sets of two everyday sounds and identify those that are the same and those that are different. 7. Same/different 2 – ask the pupils to listen to sets of two words and identify those that are the same and those that are different, eg. bat/bat, bat/bet. Answers a. ghost, b. path, c. dessert, d. guess, e. human

9 + Play the recording again and ask students to write the correct answers in their notebooks. (L.A.: to identify specific information) Answers b and d

PAGE 63 MaKe ConneCtIons

As the title of the section suggests students connect what they have read or listened to in Think and Go Ahead with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the Make connections section see page 7 of the Introduction take a CloSer look

This section deals with the Past Continuous with a special emphasis on the form of the tense in the negative and interrogative forms.

10 ++ Refer students to the Take a Closer Look section before doing the exercise. (L.A.: to apply a new structure) Answers Affirmative

Negative

I was walking down the street. She was speaking to me They were having dinner.

I wasn’t walking down the street. She was not speaking to me They were not having dinner.

Interrogative Was I walking down the street? Was she speaking to me? Were they having dinner?

11 + Ask students to read the main sentences paying attention to the phrase word in bold and tell them to ask questions about that part. Check orally. (L.A.: to consolidate a new structure) Answers a. I was walking down the path in the forest. Where were you walking? b. The strange creature was standing. What was the strange creature doing? c. Clark was cooking lunch in the camp. Where was Clark cooking lunch?

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15 +++ FL

PAGE 64

This exercise requires some additional language knowledge and understanding.

12 ++ Ask students if they know the meaning of the word synonym. And if they know what an antonym is. If not, explain. Ask them to give examples. Synonyms - two words that can be interchanged in a context are said to be synonymous relative to that context. Antonym - A word having a meaning opposite to that of another word. There is a very good resource on synonyms to be found at www.synonym.com (L.A.: to consolidate lexical items) Answers aircraft - aeroplane, creature - beast, huge immense, observe - watch, scared - frightened

Have a CHat

13 ++

Answers See transcript

14

How tall do you think it was? I think it was more than two metres tall. Do you believe it was human? No, I believe it was not human. What was it then, in your opinion? In my opinion it was the Sasquatch.

14 +

14

Students role play the conversation in Exercise 11 imitating the recording. (L.A.: to participate in a guided dialogue imitating a model) Answers May vary

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16 Answers a. They were trying to get out of the plane. b. The author was signing autographs for her fans. c. Brendan was helping his brother with his homework. d. Were you talking on the phone a moment ago? e. Sarah’s parents were getting ready for the trip.

Write it DoWn

Read the instructions or ask different students to read them aloud. Tell students to work with a partner and fill in the gaps in the conversation. Play the recording so that students can check their answers. Some variations are allowed. (L.A.: to participate in a guided dialogue)

Anne: Jill: Anne: Jill: Anne: Jill:

FaSt CHeCk

PAGE 65

14

TRANSCRIPT - ORAL PRACTICE

Answers a. iv, b. i, c. ii, d. iii

17 ++ First ask students to identify the objects and the things they do. Refer them back to Exercise 4 on page 54 for examples. (L.A.: to write instructions following a model) Answers Clock: an instrument for measuring and showing time in hours, minutes and seconds. Ruler: an instrument for measuring length or for drawing straight lines. Scales: an instrument for weighing people or things. Calendar: a page or series of pages to measure the passing of time in days, weeks and months of a year. CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction.

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PAGE 66

PAGE 68

CHECK & CORRECT

AppLy yOUR KNOWLEDGE The purpose of this section is to put the different elements of the unit together and check if they have been learnt. The exercises have been structured to let students “gather” together the subject matter of the unit and try it as a whole. This is also a place where teachers can see what the outcome / impact of the unit as a whole has been.

1 + Answers May vary

2 ++ Students match 4 of the sentences they wrote with the pictures. 1. He may have lunch in the port. 2. It’s possible he will meet members of Parliament in Valparaiso. 3. He might have a short swim in the Pacific Ocean. 4. Possibly he will visit the Minister of Education at La Moneda Palace. PAGE 67

3 ++ Refer students to the lessons in this unit to see the different ways of expressing opinions. Answers May vary

4 ++ Students read the programme and answer the questions based on it. Answers a. He was meeting Chilean politicians. b. He was having lunch. c. He was taking a ride in a cable car. d. He was meeting the Minister of Education. e. He was having lunch.

5 + Students work in groups writing and answering more questions. Answers May vary

This is an opportunity to re-examine difficult questions and fit all the main pieces of the puzzle together into one coherent picture. Here the Teacher can also look for errors and wrong conclusions. This is an extra opportunity to correct them before moving on to the subsequent unit. Please refer to the Evaluation table and indicators at the beginning of this Unit (Teacher’s Book). READING 1. a. - cabin, b. - hotel, c.- hostel 2. Located outside San Pedro - cabin Best for small groups or individual - hotel Breakfast service included - hotel With a barbecue - cabin Great for bigger groups - hostel Located right in the middle of town - hotel 3. a. John b. Stella and her mother c. John and Stella‘s mother d. John LISTENING - THE WEATHER REPORT

TRANSCRIPT

15

Newsreader: And now, in our 9 p.m. news, more information from the National Weather Service. We’re confirming that the local government cancelled its tornado warning for Cumberland and Perry counties, replacing it with a warning of severe thunderstorms in the area. This is good news for all the inhabitants who left their homes as they can now relax and go back to their everyday lives. The storm was moving to Lower Allen Town and New Cumberland when it suddenly turned towards Middletown and Hershey between about 5:30 and 6 p.m. After leaving Hershey it lost intensity from F2 to F0 which, according to the Fujita scale, is considered mild. Eye Witness accounts confirm that the storm, besides creating some considerable nervousness among the population, didn’t

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cause major damage in the area. The National Weather Service said they also received no reports of destruction or flooding as a result of the tornado. The service was still collecting data on rainfall totals at 8:30 p.m. More information will be available in the 11 p.m. news. Listeners may also tune in to WMCK on the FM radio frequency broadcasting its news bulletin and weather report in half an hour. Source: MIDSTATE NEWS from Harrisburg, Cumberland, Dauphin, York counties

LISTENING 4.

15

a. Radio programme b. National Weather Service c. Can go back to d. F2 to F0 5.

15

5.30 to 6.00 p.m. The storm changed direction. 8.30 p.m. Data on rainfall is collected. 9 p.m. The broadcast is transmitted to the public. 9.30 p.m. People can tune in to another programme. LANGUAGE 6. a. say, b. tell, c. told 7. a. What was Miss Jefferson correcting? b. Where was Dennis sitting? c. What was the boy carrying? d. Why was she crying? 8. a. She looked up at the sky to see if a storm was coming. b. I tried to phone you all day yesterday. What were you doing? c. The twister was moving in the direction of Claire County. d. A my was wearing a nice dress when we saw her. 9. a. They may come to our party. b. The twister may change direction. c. It might be Peter. d. You may pass the exam.

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WRITING 10. You can use the Writing Rubric on page 160 of this book, or you can assign points according to these criteria: 8 - 10 points: student can write a coherent paragraph, using correct linking words and without grammar or spelling mistakes. 5 - 7 points: student can write a coherent paragraph, with linking words, in good English, with a minimum of grammar or spelling mistakes. 3 - 4 points: student can write a short paragraph, but can't use linking words properly and makes grammar and spelling mistakes. 1 - 2 points: student can't write a coherent short paragraph, and makes a lot of grammar and spelling mistakes. SPEAKING 11. You can assign points according to these criteria: 8 - 10 points: student can ask and answer questions with correct pronunciation, normal hesitation and no grammar mistakes. 5 - 7 points: student can ask and answer questions with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 - 4 points: student can ask and answer questions with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: student can't ask and answer questions, hesitates a lot and makes a lot of grammar mistakes.

Final CHeCk

This part provides the students with feed-back on how much they have learnt and puts them in a position to make an assessment of their work. Most learners, by getting involved with evaluation, come face to face with their learning problems and consciously try to tackle them. Self-evaluation requires of students to be more self-conscious about the changes they are experiencing, motivates them to form a realistic and honest awareness of their own work and to try to take responsible steps in solving their own problems. Self-evaluation enables the learner to become an independent learner as well as an independent thinker.

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EXTRA TEST UNIT 2 READING - HE DID IT! A New Jersey teenager has figured out how to make Apple's iPhone available on other wireless services besides AT&T, removing a major frustration for thousands of consumers. In an exclusive interview on CNBC, 17-yearold George Hotz revealed his motivation for unlocking the device: "It was fun! This was a good use of the summer holiday," he said during the live interview Friday afternoon. "I became obsessed with unlocking this thing." When Apple introduced the iPhone in July, it made the device available only on AT&T's wireless service, prompting widespread complaints among

consumers. Hotz was able to unlock the device so that he can use it on his family's T-Mobile service. Although T-Mobile is the only other service besides AT&T's that is compatible with the implement in the U.S, overseas users are likely to find their services compatible. Hotz isn't the only one to have claimed to unlock the piece of equipment. A group calling itself iPhoneSimFree also says it has hacked the multi-media device. The teenager, who posted his achievement on his blog Thursday, said unlocking the iPhone is complicated, takes about two hours and requires skill with both soldering and software. He estimated he spent

1 Read the text and find the answer to these questions.

500 hours developing his technique. Hotz is going to be freshman at the Rochester Institute of Technology this fall.

LISTENING -BEWARE OF LONDONERS!

(4 points)

2 Read the text again and find at least three words that can replace the word iPhone.

(3 points)

3 Read the text once more and identify the incorrect information in these sentences.

(4 points)

a. George Hotz is sixteen years old. b. Hotz is going to be a freshman next summer. c. Hotz has been the only one to unlock the iPhone. d. Hotz is from New York City.

4 is it?

Listen to the recording. What kind of programme (2 points)

a. A television sports programme. b. Television news. c. A television talk show. d. A television weather report.

5

Listen to recording again. What do the numbers mentioned in it refer to? Match the two columns. (5 points)

Six Five

The number of miles in the Marathon The number of pages in the guide given to the Masai Three The day on which the Marathon is run Twenty six The time the news bulletin is broadcast Thirteen The number of Masai warriors visiting London

how strange! how wonderful!

PHOTOCOPIABLE

a. What was George's motivation for unlocking the iPhone? b. How long did it take him to unlock the iPhone? c. What was the major frustration for consumers? d. What were the services compatible with the iPhone in the U.S?

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6

Listen once more. Are these statements true or false? (5 points) a. It is the warriors' first visit to Britain. b. They want to raise money for a school in their village. c. The news is broadcast by BBC 2 radio station. d. Some Londoners look angry because they don't like their office jobs. e. The guide told the Masai to wear suits at all times.

SPEAKING

10 Look at the pictures and take turns to say the statements below with your partner, expressing your opinion. Use the openings in the box. (8 points) a. British English is better than American English.

LANGUAGE

7 Complete the following sentences about yourself, expressing different degrees of possibility.

(4 points)

a. I _______________ marry a millionaire. b. I _______________ grey hair when I'm older. c. I _______________ in the same city all my life. d. I _______________ Chinese next year.

b. People shouldn't drive their cars when they drink alcohol.

8 Complete these short dialogues with an appropriate question referring to the underlined part.

(4 points)

a. A: ________________________________? B: At eight o'clock, he was driving home. b. A: ________________________________? B: When you entered the room I was trying to kill a fly. c. A: ________________________________? B: The accident happened while she was talking on her mobile phone. d. A: ________________________________? B: My mother was cooking dinner when I arrived home.

c. The exam was very difficult.

WRITING

9 A friend from abroad is visiting your city next weekend.

PHOTOCOPIABLE

Write a list of possible places / things he / she may / might visit / do. (8 points)

66

d. I really love hot dogs

Your 0 - 14 result: Not too good unIt 2

15 - 33 Acceptable

31 - 46 Great!

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ANSWERS TO EXTRA TEST UNIT 2 READING - HE DID IT! 1. a. It was fun for the summer holiday b. He estimated he spent 500 hours developing his technique. c. The device was available only on AT&T's wireless service. d. AT&T's wireless service and T-Mobile service. 2. equipment - implement - device 3. a. George Hotz is sixteen years old. (seventeen) b. Hotz is going to be a freshman next summer. (this fall) c. Hotz has been the only one to unlock the iPhone. (Hotz isn't the only one who can unlock the iPhone). d. Hotz is from New York City. (New Jersey).

4.

b. Television news. 5.

16 TRANSCRIPT Newsreader: And now for the six o'clock news from the BBC World Service. Five Maasai warriors running the London Marathon now know that hunting lions is easy compared to English customs. The men, who are on their first trip to Britain from their remote village in Tanzania, want to raise money for a water well back home by completing the 26-mile marathon on April 13. Volunteers from the British charity Greenforce prepared a three-page document to tell them about British dangers. They included the fact that Londoners “look like they are in a hurry all the time". The document, entitled Visiting England: A Cultural Briefing - continues: "Some people look like they are angry but they are actually quite friendly - the reason for their sadness is that many of them work in offices doing jobs they hate ,so they do not smile as much as they should." The Maasai warriors are also advised not to spit in public and to wear shoes at all times. A word of advice to our listeners - if you see the Maasai in the streets of London, try to be friendly and welcoming. And also, for once, put a smile on your face.

16

Six Five Three

The time the news bulletin is broadcast The number of Maasai warriors visiting London The number of pages in the guide given to the Maasai Twenty six The number of miles in the Marathon Thirteen The day on which the Marathon is run 6.

LISTENING -BEWARE OF LONDONERS!

16

16

a. True. b. False. c. True. d. True. e. False. LANGUAGE 7. a. might marry; b. may have; c. may live; d. might learn 8. a. What was he doing at 8:00 o'clock? b. What were you doing when I entered the room? c. What was she doing when the accident happened? d. What was your mother doing when you arrived home? WRITING 9. Help students assign themselves points according to the following criteria: Correct information included (Interesting places, historical places, natural attractions, typical buildings and one more thing student finds attractive) 4 pts Correct use of structures. 2 pts Correct use of connectors. 2 pts SPEAKING 10.Variations are allowed as long as students use the correct expressions to state their opinions. Encourage peer correction using these criteria: Inclusion of required expressions. 2 pts Pronunciation, intonation and accentuation. 2 pts Fluency 2 pts Turn-taking and dialogue tactics 2 pts

how strange! how wonderful!

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IN THIS UNIT YOU WILL LEARN TO Reading: Match written and visual clues / Summarise texts / Find and classify specific information Listening: Match visual and recorded information / Listen for specific information / Discriminate between similar sounds Production: Talking about food preferences / Expressing opinions and ideas about eating out / Talking about actions in the past using the Past Continuous Functions: Expressing quantities / Expressing preferences / Expressing thanks and complaints

Development Lesson 1 Lesson 2 Lesson 3 Lesson 4 Apply your knowledge Check and correct and final check

YOU WILL ALSO USE THE FOLLOWING TEXT TYPES Brochure / Interview / Restaurant reviews / Tale YOU WILL ALSO LEARN Grammar: Past Continuous tense / some / any / much / many / a little / a few / Relative pronouns - that, which, who, where, when Vocabulary: Vocabulary related to healthy eating habits, ingredients and eating out YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES The importance of a healthy diet

two class periods two class periods two class periods two class periods one class period/alternatively homework activity one class period plus some home activity

Didactic resources and methodology tips • Teacher can use photographs, cut-outs, old postcards and pictures • Recipes from cookery books, magazines and newspapers • Labels and ingredient lists • If possible, real objects such as bottles, cups, bags and food items • If possible teacher can have a “cooking class” with students or order a take-away, etc. • Useful materials for this unit are: 1. Dictionaries 2. Glossaries 3. Definitions 4. Printed handouts 5. Library material

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Types of evaluation

Indicators

Continuous / informal

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

Check it over Self - evaluation

Students analyse their performance in the speaking, reading, listening and writing activities, and decide if they need more work, if they did ok or if they did really well.

Check & Correct Unit evaluation

Reading: Students identify general information and discriminate between correct and incorrect information. Listening: Students extract specific information and identify the correct sequence of events. Language: Students use relative pronouns, expressions of quantity and the Past Continuous Tense. Writing: Students write questions for an interview. Speaking: Students role-play a conversation.

Final Check Extra Test

Students analyse their performance in the unit, give themselves points according to the frequency with which each criterion is observed and identify their situation. Reading: Students identify specific information and discriminate between correct and incorrect information. Listening: Students relate and discriminate between correct and incorrect information. Language: Students use may / might and the Past Continuous tense. Writing: Students write five suggestions about their city. Speaking: Students express their opinions about some pictures.

PAGE 73

PAGE 74

Staying healthy keeping fit

Set Up

READINg

1 The pictures show a part of a fruit or vegetable. Can students name them? A fun alternative is to bring a bag with several fruits or vegetables (carrot, apple, tomato etc) and ask students to put their hand in and touch the fruit / vegetable and name what they are touching. Alternatively a “smelling” exercise can be set up where a student is blindfolded and has to smell ketchup, vinegar, mustard, juice, etc. Students express their preferences for the fruit / vegetables in the pictures. Tell them to use expressions such as I like / I prefer / I hate, etc. Answers 1. bananas 2. apple 3. kiwi 4. cucumber 5. water melon 6. orange 7. onion 8. carrots

2 Go through the list with students to check their vocabulary comprehension. Ask them to work in pairs and copy the pyramid in their notebooks, using their previous knowledge / opinions.

leSSon 1

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for. Bear it in mind

Ask the students to read and discuss the section in pairs. For more information on the Bear it in Mind section, see page 7 of the Introduction. Mi d n

a t e se r

This Mind Teaser provides information on vitamins and minerals. Ask the students to read and discuss the section in pairs. For more information on the Mind Teaser, see page 7 of the Introduction.

Answers On page 97 of the Student’s Book WE ARE WHAT WE EAT

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1 + A concept / word map is a diagram showing the relationships among concepts / words. Concepts are connected with labelled arrows, in a downward-branching hierarchical structure. They can be simple or complex. When building or completing a concept map students should ask the following questions • What is the central word, concept, research question or problem around which to build / complete the map? • What are the concepts, items, descriptive words or telling questions that we can associate with the concept, topic, research question or problem? (L.A.: to classify lexical contents) Answers Fruit: banana, melon, strawberry, raisin Vegetable: lettuce, celery, garlic Meat, fish and seafood: chicken, salmon, meat, prawn Others: protein, vitamin, sweets, cereal, peanut butter, biscuits, chips, carbohydrates, sugar, salt, iron

(L.A.: to predict subject of a text from context. Do not check answers at this point.) PAGE 76 gO AHEAD

4 + Ask students to read the text quickly and check their predictions in Exercise 3. Help them notice that the article is from an American source, so some of the words may be different. You can also mention that of the words may be slightly different some. (L.A.: to validate predictions) Answers Protein – vitamin – sweets (British English) / candy (American English) – cereal – celery – peanut butter – buiscuits (British English / cookies (American English) – chips – carbohydrates – sugar (sugary) – salt (salty) – iron – raisins.

2 + Students work in pairs and express their preferences. Write these expressions on the board for them to use: • I would rather have … • I much prefer … • I really like …. • I like better ….. • I’d rather eat …. (L.A.: to express own ideas) Answers May vary

3 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. Ask students to draw on their previous knowledge and the context. Do not check answers at this point.

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UNIT 3

5 ++ Generally, a title or a heading is a very brief summary of a paragraph or a full text. Summarising is an important skill which is often used when researching, gathering or presenting information and here the process is done in reverse - students must match the “summary” (title / heading) with the corresponding text. Tell students to concentrate on the key aspects of each tip. For example: what is the key aspect/main subject of paragraph 1? The summary / heading / title of each tip must be related to the content. (L.A.: to summarise a piece of text using a title) Answers Tip 1 – b. Tip 2 – a. Tip 3 – e. Tip 4 – f. Tip 5 – c. Tip 6 – d. Tip 7 – g.

6 + Students read the text again and match the provided pictures with the 7 tips. (L.A.: to match visual and written information) Answers Picture 1 - Tip 7. Picture 2 – Tip 1. Picture 3 - Tip 6. Picture 4 - Tip 3. Picture 5 - Tip 4 Picture 6 - Tip 2. Picture 7 - Tip 5.

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7 ++ See notes on summarising in Exercise 5. (L.A.: to summarise a text) Answers May vary

8 + Read the questions with the class. Encourage them to answer them in their notebooks and then read the text again to check and correct their answers. Check orally. (L.A.: to find specific information) Answers a. Because it is a meal that gives us energy for the day. b. You can invite a group of friends. c. Your body needs protein, carbohydrates, fat and vitamins and minerals.

MAKE CONNECTIONS

Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. Have a CHat

See notes on page 7 of the Introduction.

9 ++ Ask students to work in pairs. They read the questions provided and answer them using their personal preferences, always paying attention to what Gloria is saying. (L.A.: to use a new structure in a guided dialogue) Answers See transcript.

17 TRANSCRIPT - ORAL PRACTICE Gloria: Which do you prefer, fish or chicken? You: I prefer chicken. Gloria: So do I. But do you like fried chicken or roast chicken more? You: Definitely fried chicken. Gloria: And would you rather eat pizza or a salad? You: Mmm, I’d rather have pizza any time! Gloria: Me too, but it’s not very healthy. And which one do you like better: fizzy drinks or juice? You: I’m afraid my diet isn’t very healthy - I love fizzy drinks.

PAGE 77

10 +

17

After they finish answering the questions students check their answers with the recording and then role play the conversation for the class. (L.A.: to imitate a model of pronunciation) take a CloSer look

This section deals with relative pronouns which, that, who, where and when. You will find useful information on relative pronouns and their comparison with Spanish equivalents at http://spanish.about.com/library/beginning/aa-begpronouns-relative.htm

11 ++ Ask students to read the text carefully before filling in the gaps. Tell them to pay attention to what they have learnt in the TAKE A CLOSER LOOK section. Check orally and correct mistakes. (L.A.: to consolidate a grammar aspect) Answers who – which – that – which – which – who – where

WE ARE WHAT WE EAT

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PAGE 78

12 ++ Ask students to describe the pictures. Then they finish the captions using their own ideas and their previous knowledge. (L.A.: to apply a new structure and key lexical items) Possible answers a. A bakery is a place where bread is sold. b. A chef is a person who makes food in a restaurant. c. Sushi is a type of food which is served cold. d. I prefer snacks that look and smell nice.

FaSt CHeCk

13 Make sure that students review the contents of the lesson before doing this exercise. Answers A doctor is a person you see when you are not feeling very well. Your body needs nutrients that can be found in certain foods. Francisca is a school bus driver who drives a big yellow bus. Catalina is a computer engineer who is preparing new software for schools. Breakfast is a meal that gives you energy for the day. Write it DoWn

14 ++ FL Tell students to copy the paragraph with gaps in their notebooks. Tell them to study the words provided and make sure that they understand them all. Tell them to fill in the gaps, and ask fast learners to read the whole paragraph to a partner. Check orally. (L.A.: to complete a written paragraph using provided vocabulary) Answers First, you need a metal pot which you fill with hot water. Put the pasta into the water, which must be boiling. Prepare the sauce: slice some fresh mushrooms, fry them for two minutes in olive oil and add cream. When the paste is “al dente” drain it and mix with the sauce. Sprinkle Parmesan cheese on top.

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UNIT 3

PAGE 79 play it

See notes on page 7 of the Introduction. You can organise this game as a competition within the groups or as a whole class competition. CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: - Reading - Speaking - Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section see page 7 of the Introduction. PAGE 80

edible art LISTENINg

leSSon 2

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Write a long list of ingredients on the board including all the foods that students can see in the picture. Ask them to read the list aloud and indicate which of the foods in the list can be seen in each of the three pictures. (L.A.: to use previous knowledge and personal experience) Answers May vary

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Bear it in mind

See notes on page 7 of the Introduction. Read this section with the class and elicit the Spanish equivalent of the expressions and more examples. Write them on the board. Other examples of food expressions are: He was always buttering the boss up hoping for promotion (= to flatter someone to try and get their favour or friendship). Their new album sold like hot cakes (= to sell quickly). I really enjoyed the film; it was just my cup of tea (= something one enjoys or does well).

2 ++ Tell students to read the list of ingredients. Explain the vocabulary. Tell them to read questions a. - e. Call their attention to the expressions how much / how many. Can they identify when we use each of them? (L.A.: to identify specific information) Answers We need 1/4 cup of lemon juice. We need 2 tomatoes. 1 tablespoon is required. We need 1 green pepper A little oregano to taste is necessary.

3 ++ Ask students to guess Brown’s reasons for becoming a food artist. Do not check answers at this point. (L.A.: to predict the subject of a listening text)

PAGE 81 gO AHEAD

TRANSCRIPT - EDIBLE ART

18

Reporter: When I look at your food portraits and your food collages, Carl I wonder why you only work with food. Carl: I am a photographer and I work with real objects. I don’t really paint; it’s not my cup of tea. When I was a child, my father was a chef in an Italian restaurant and he let me play with pizzas making olives eyes, mushroom noses, using a slice of tomato or a little cheese and spaghetti for the hair. It was great fun. I spent a lot of time playing with food in dad’s restaurant. And when I grew up I understood that food’s an important part of our lives. Just think about it! We eat so much food during our lives! Food’s as important for us as water and air. Reporter: So, everything you can see in your photographs is made of real food? Can we eat it? Carl: The process of making my food photos is very long. I work really fast because, as you know, food gets spoiled. A lot of images that I make can take a few days to complete and photograph so no, you cannot eat my fish seascape because I built it three days ago and you know that three-day old fish can be bad for your stomach. Reporter: When exactly did you start working with food? Carl: I started many years ago and quite by accident. A supermarket asked me to make a Christmas picture. And once I started I didn’t want to stop! Reporter: Do you have many clients? Carl: Yes, much of my work, for example collages and landscapes is for food manufacturers, shops and restaurants. Reporter: Any plans for the future? Carl: I have a few plans. For example, I’m planning to make a picture of the Mona Lisa with pasta shapes and a mosaic with many pieces of fresh fruit. Reporter: Is it difficult? Carl: Not at all. It’s a piece of cake! Based on the biography of Carl Warner, food photographer. www.carlwarner.com, Daily Mail, and www.moillusions.com

WE ARE WHAT WE EAT

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4 +

PAGE 82

18

Play the recording once and ask students to find out the reason why Carl Brown became a food artist. (L.A.: to validate predictions) Answers c. Food is an important part of our lives.

5 ++

18

Ask students to name all the 10 food items in the pictures. Tell them to write them in a list in their notebooks and then play the recording again. Students tick the items they hear in the recording. (L.A.: to match visual and recorded information) Answers pizza – olives – mushrooms – tomatoes (tomato) – spaghetti – fish Bear it in mind

See notes on page 7 of the Introduction. Read this section with the class and elicit examples or the Spanish equivalent of each form of art.

6 ++

18

Students read the list of art forms (a. – h.) then listen to the recording again ticking the words they hear. (L.A.: to listen for specific lexical items / to relate written and spoken version of words) Answers a. collage, c. landscape, d. mosaic g. seascape

7 ++

18

Students first read sentences a. – d. with the two options then listen to the recording again. (L.A.: to discriminate between correct and incorrect information) Answers a. ii ; b. i; c. i ; d. ii

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UNIT 3

MAKE CONNECTIONS

Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

This section explains the difference between countable and uncountable nouns. Comprehensive information and exercises on both can be found at http://esl.about.com/od/grammarforbeginners/a/g_cucou nt.htm

8 + Ask students to list the food items in their notebooks. Then tell them to classify them as countable or uncountable. (L.A.: to match key lexical items with visual clues) Answers Countable: eggs, oranges, melons, hot dogs, lemons Uncountable: milk, juice, ice-cream, ketchup, fish, mayonnaise

PAGE 83

9 ++ Refer students back to the TAKE A CLOSER LOOK section before doing the exercise. (L.A.: to consolidate a language point and connect it with previous knowledge) Answers a. a few; b. much; c. little; d. a little

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10 ++

TRANSCRIPT - ORAL PRACTICE

Refer students back to Exercise 2 in this lesson. Before asking the questions ask them to identify the words in bold as countable / uncountable. (L.A.: to apply a new language item) Answers For how many days are we going? How much are the tickets? / How much do the tickets cost? How many classmates are not going? How much luggage are we taking? Do we need many clothes? How much water is there in the lake? How much sun block do we have to use?

11 ++

Reporter: Carl: Reporter: Carl: Reporter:

So, what kind of picture is the Mona Lisa? It’s a portrait because it shows the face of a person. How much pasta do you need to make it? It’s big so I need a lot of pasta shapes. Do you have any other plans apart from the Mona Lisa? Carl: It’s still a secret. If I tell you, you can’t spill the beans. Reporter: I promise. Carl: I am planning to make a huge landscape of New York with lentils, peas, nuts and a few other seeds for a very important client. Reporter: Will you be working alone? Carl: No, I’ll need many helpers to complete it.

FL

Make sure students understand exactly what they are supposed to do. Apart from the example provided in the book, you could give more examples explaining the task. Tell fast learners to write the answers on the board for the rest of the class to copy. (L.A.: to consolidate new structures) Answers I have a few friends. It takes a little time. There was a little rain in Chile last year. You need to use a little meat in the recipe.

Have a CHat

See notes on page 7 of the Introduction.

12 ++

19

19

You might need to play the first part of the conversation between Carl Brown and the reporter again before students fill in the gaps in the second part. Tell them to read through the list of words in the box and explain the ones they still do not understand. (L.A.: to complete a conversation using information provided) Answers See transcript.

13 +

19

After they fill in the gaps in the dialogue students check their answers listening to the recording. Choose a few pairs to role play the conversation. (L.A.: to imitate a model of pronunciation) PAGE 84 FaSt CHeCk

14 ++ Give students enough time to do this exercise as they must familiarise themselves with the ingredient list and then copy and complete the questions in their notebooks. Answers a. How much; b. How many; c. How much; d. How many; e. How many; f. How much; g. How many; h. How many; i. How much; j. How many

Write it DoWn

15 + Ask students to first write a list of all the food items they can see and then write the description using the words. Check spelling. (L.A.: to express personal opinions in writing) Answers May vary WE ARE WHAT WE EAT

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PAGE 85

PAGE 86

eating out

play it

READINg

Tell students to get into groups, identify the food in the pictures and then try to find the words in the puzzle. Answers The words are: BEANS – FRUIT – MEAT – NUTS – VEGETABLES – BREAD – YOGURT – CEREALS – RICE – CHEESE – SWEETS – EGGS – FISH – MILK – OIL – PASTA

+ + E + + + + + H S I F S

+ + C + L + C + + C + + T

+ + I + S I + H E + + E E

+ + R N + + O R E + + G E

+ P A S T A E + + E + G W

V E G E T A B L E S S S S

B + + + + + B R + + + L N + I + U + U + + T R + R + + U + + G + E O + + Y T

+ + E + + + T + F + + A +

+ + A + + + + S + + E + +

+ + D M I L K + + M + + +

+ + + + + + + + + + + +

CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: - Reading - Speaking - Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section see page 7 of the Introduction.

leSSon 3

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Ask students to read the titles of the books then look at the pictures. Ask them to identify the “key” words that will help them do the task. (L.A.: to use personal experience / previous knowledge) Answers a. 1; b. 2; c. 4; d. 3

2 + Talk to students about going to a restaurant. Have they ever been to any? Have they ever seen any restaurant reviews? Where? (L.A.: to relate the topic to their own reality) Answers b., c., d.

3 + Students read the conversation first silently and then in pairs, aloud. What are the two people talking about? How do they know? What are the key words that indicate it? (L.A.: to relate topic and previous knowledge) Answers They are talking about booking a table in a restaurant.

4 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions.

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• locating information for specific purposes. • making connections. Ask students to draw on their previous knowledge and the context. Do not check answers at this point. (L.A.: to predict general information using previous knowledge) PAGE 88 gO AHEAD Bear it in mind

Ask the students to read and discuss the section in pairs, and then elicit comments and conclusions. Encourage them to find more examples and write them on the board. For more information on the Bear it in mind section, see page 7 of the Introduction. Danger

Help students notice the difference between this use of the word too and the examples mentioned in the Bear it in Mind section. Elicit examples and write them on the board. For more information on the Danger section see page 7 of the Introduction.

5 + This is a rather long text so it might take students a while especially if there are several words they don’t know. Before doing any exercise in the GO AHEAD section make sure that students understand the new key vocabulary appearing in the text. (L.A.: to validate predictions) Answers Mentioned: atmosphere, food, price, service. Not mentioned: guests, menu selection.

6 ++ Students read the reviews again and complete the chart with the correct information. You can explain the different parts of a meal such as appetiser, main course, dessert, etc. before doing the exercise. (L.A.: to identify main idea and supporting information)

Answers The Crazy El Mariscal Café Dolce Cows Vita Appetiser

Cold tomato soup Mussels with some No appetiser with some old parmesan cheese. bread. Main course Steak Salmon which Pasta Alfredo and came with butter my partner had and pepper sauce cannelloni with and some spicy spinach and a potato purée and little cheese asparagus Dessert No dessert Passion fruit Tiramisu mousse Other They didn’t have Strong black coffee coffee

7 + Ask students to read the reviews again and find and copy the description of each restaurant into their notebooks. They underline key words such as checked tablecloths, transparent fish, etc. Then they match the written information with the pictures. (L.A.: to match written and visual information) Answers Picture 1 - El Mariscal; Picture 2 - Dolce Vita; Picture 3 - The Crazy Cows

8 ++ For this exercise the students must use some analytical skills and discrimination criteria. Allow enough time to complete. Check orally. (L.A.: to synthesise content using textual and lexical clues) Answers a. El Mariscal b. The Crazy Cows c. El Mariscal and Dolce Vita d. The Crazy Cows e. The Crazy Cows f. Dolce Vita g. El Mariscal h. Dolce Vita

WE ARE WHAT WE EAT

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11 +

9 + Do not expect a long speech from students - just a few words with the correct answer will do, but encourage fast learners to support their answers. (L.A.: to comment on a text) Answers El Mariscal (great location, exceptional selection of ingredients, excellent food, impeccable service; food well-cooked; the mussels were delicious and fresh; lovely dessert; delicious meal)

PAGE 89 MAKE CONNECTIONS

10 Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

This section provides information on the differences between the use of some and any (determiners). More information below. We use some in positive sentences. We use some for both countable and uncountable nouns. Example: I have some friends. We use any in negative sentences or questions. We use any for both countable and uncountable Any nouns. Example: Do you have any cheese? He doesn’t have any friends in Chicago. We use some in questions when offering or requesting something that is there. Example: Exception! Would you like some bread? (offer) - Could I have some water? (request) Some

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UNIT 3

Refer students to TAKE A CLOSER LOOK before doing this exercise. (L.A.: to practise a new structure) Answers a. Yes, there is; b. Yes, there are; c. Yes; d. There are some buiscuits but there aren‘t any sweets; e. Yes, there is; f. Yes

12 + Again, make sure that students understand the differences between the use of some and any. (L.A.: to practise a new structure) Answers a. some, any; b. some, some; c. any, some, any

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See notes on page 7 of the Introduction.

13 +

20

Ask pairs of students to read the questions and the answers then match the two to make a full conversation. Play the recording to allow students to correct their answers. (L.A.: to identify contextual sequence in a conversation) Answers See transcript.

TRANSCRIPT - ORAL PRACTICE

20

Sandra: How long does it take to get there? Michael: It depends; it takes about 10 minutes by car or underground and around 25 minutes if you walk. Sandra: How many dishes did you have? Michael: We had a starter and the main course. Sandra: Did you get any fortune cookies? Michael: Yes, and mine said: good luck in your professional life. Sandra: How about dessert? Did you have any? Michael: No, the meal was so big that we didn’t want any dessert. Sandra: How much was the bill? Michael: Not really expensive. We paid ten pounds each, including the tip.

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14 +

20

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let’S do it all together

Play the recording to allow students to check their answers. Ask a few pairs to role play the dialogue in front of the class. (L.A.: to imitate a conversation model) FaSt CHeCk

See notes on page 6 of the Introduction.

15 Answers a. any, any; b. some, some, some

LISTENINg

leSSon 4

Danger

See notes on page 7 of the Introduction. You can brainstorm a few more uncountable nouns and encourage students to find out what word is used to indicate a quantity. Examples: News an item of news Furniture a piece of furniture Water a glass of water

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16 ++ To make it easier for students first talk to them about their experience with restaurants. Have they been to any? What kind? Fast food or a traditional restaurant? Ask them if they liked the experience and why. (L.A.: to write a paragraph following a given model) Answers May vary

Mi d n

a t e se r

See notes on page 7 of the Introduction. Invite students to read the expressions in pairs and identify their meaning. THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + play it

Read the instructions with the class. Make sure students understand the meaning of the word bet. You can write two other sentences on the board and demonstrate how to play with one or two students. CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Reading • Speaking • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section see page 7 of the Introduction.

Write a list of food items on the board such as: cheese, ham, jam, bread, chocolate, etc. and ask students: how do we normally eat these food items? Do we cut them? Do we divide them into smaller pieces? Then refer students to the pictures, ask them to identify the items and to say how we can divide each of them. (L.A.: to use previous knowledge to match visual clues with written information) Answers 1 - bread - loaf or slice; 2 - cake - piece or slice; 3 - wheat / oats - grains; 4 - cheese - slice 5 - salt - pinch, grain; 6 - sugar - spoonful, grains; 7 - rice - grains, handful 8 - ham - slice, piece

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2 ++ This is a fairly difficult exercise but it has the benefit of showing students how to reason. Tell students to look at the diagram first and then go to conversation parts a. - g. Tell them to identify the first part of the diagram - (X asks Z) and then all the following ones. Where does the dialogue go in two different directions? Why? What are the two possible endings? After they do this exercise ask them to follow the same graph but this time putting in their own ideas. (L.A.: to create a dialogue following clues) Answers Dialogue I X: How about organising a picnic for the whole class? Z: You always try to impose your ideas on me! And besides we don’t have any money to buy the ingredients. X: Then why don’t we make a collection an ask everyone to contribute? Z: Yes, why not? We could ask people for some money. X: Thanks - you are a good sport. Let’s start working then. Dialogue II X: How about organising a picnic for the whole class? Z: You always try to impose your ideas on me! And besides we don’t have any money to buy the ingredients. X: Then why don’t we make a collection an ask everyone to contribute? Z: A collection? Another silly idea. X: OK, then you invent something interesting.

Look at the words below and notice the primary stress. Collection Besides Money Intonation Intonation is the name given to sentence stress, or what is sometimes called the “music of the language”. Just as words have stressed syllables, sentences contain regular patterns of stressed words. ‘How about ‘organising a ‘picnic for the ‘ whole `class? You can write this sentence on the board and stress different words at a time. Ask students if they can hear the difference. Is there a difference in meaning? It was the green apple that made him sick (the green and not the red one). It was the green apple that made him sick (the apple and not the orange). It was the green apple that made him sick (made him and not her sick). It was the green apple that made him sick (made him sick and not happy). (L.A.: to role play a dialogue)

4 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. Ask students to draw on their previous knowledge and the context. Do not check answers at this stage. (L.A.: to predict contents from key lexical items)

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3 + Students role play the dialogue with the two different endings. Pay special attention to stress, intonation and pronunciation. Stress In words of more than one syllable, there will be one syllable which is more heavily stressed than the others. We say that this syllable carries the primary stress (e.g. colourful). In some longer words, other syllables may carry secondary stress.

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UNIT 3

gO AHEAD

TRANSCRIPT - LET‘S DO IT ALL TOGETHER

21

Narrator: An old man was walking through the countryside when he came to a village. He didn’t have any money so he decided to ask a villager for some food.

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Old Man: Woman 1: Old Man: Woman 1: Old Man: Narrator: Old Man: Man 1: Narrator:

Woman 1: Old Man:

Man 2: Narrator: Man 1: Woman 2: Narrator: Old Man:

Man 2: Woman 1: Narrator:

Good morning. What do you want? Why are you bothering me? I’d like something to eat, please. You’re interrupting my nap! Go away, there’s nothing here. Thank you anyway! He moved on and while he was walking through the centre of the village he saw an even bigger house. Good day, sir. Can you give me something to eat? I’m old, tired and hungry. Dear me! I’m poor myself; I can hardly feed my own family. But the old man was smart so he went to the village square and pulled a large pot from his bag. While he was doing this the villagers came out of their houses. Why was he filling the pot with water, they asked? And why was there a stone in the pot? And why was he lighting a big fire under the pot? Silly man. You can’t cook a stone. I’m preparing a delicious stone soup which I’ll be happy to share with you. Why don’t we put a piece of carrot or an onion into the soup to make it nicer? Yes, a piece of carrot is a good idea. One by one the curious villagers were brining bits of vegetables to add to the pot. Here, a small slice of meat. And a handful of rice. The man was stirring and tasting the soup and the villagers watched. . The Stone Soup is ready. Bring your cups and bowls and enjoy a tasty and nutritious meal. There is enough for everybody. How can we express our gratitude? Thanks so much! A thousand thanks for the delicious soup! As night was falling the grateful villagers returned to their homes and the old man walked away smiling under his breath.

Source: Adapted from “The 20th Century Children’s Book Treasury to Read Aloud” by Janet Schulman

5 +

21

Students listen to the recording and check their predictions in Exercise 4. (L.A.: to check and validate predictions) Answers carrot – delicious – fire – hungry – meat – money – nutritious – onion – pot – stone – village

6 ++

21

Ask students to read the three options before playing the recording again. Ask them to substantiate their opinion. A moral is a message conveyed or a lesson to be learned from a story or event. The moral may be left to the hearer, reader or viewer to determine for themselves, or may be explicitly encapsulated in a maxim. As an example of the latter, at the end of Aesop’s fable of the Tortoise and the Hare, in which the plodding and determined tortoise wins a race against the much-faster yet extremely arrogant hare, the moral is “slow and steady wins the race”. In some cases the moral may not be explicitly given but it is quite obvious from the story. (L.A.: to find specific information) Answers b.

7 ++

21

Play the recording again and give students time to take notes. (L.A.: to search for specific expressions) Answers Thank you anyway! How can we express our gratitude? Thanks so much! A thousand thanks for the delicious soup!

8 +

21

Discuss the six pictures with the class or ask students to describe them in their groups. Which picture is the beginning of the story? Then play the recording again and ask students to put the pictures (1 – 6) in the order the events happen in the story. (L.A.: to match visual and spoken clues) Answers 2 – 3 – 6 – 5 – 4 – 1.

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9 ++

21

Tell students to copy the sentences into their notebooks. Read the sentences aloud and emphasise the parts in italics. Then play the recording again, once or twice, for students to choose the correct option. (L.A.: to discriminate between similar sounds / words) Answers a. something to eat; b. I’m poor; c. a stone; d. to share with you; e. There is Bear it in mind

Ask the students to read and discuss the section in pairs. Elicit and give more examples and write them on the board. For more information on the Bear it in Mind section, see page 7 of the Introduction.

MAKE CONNECTIONS

Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

This section provides information on the Past Continuous tense. More information at http://www.englishpage.com/ verbpage/pastcontinuous.html

Answers While he was lighting the fire under the pot the villagers brought different vegetables. When he walked into the village the villagers were closing doors and windows. While the soup was cooking the old man was telling them a story. While he was talking they were all listening attentively. When he finished cooking they were all standing in line with plates and bowls.

11 ++ Refer students back to the TAKE A CLOSER LOOK section. They must pay special attention to the form of the Past Continuous tense. (L.A.: to consolidate lexical and grammatical content) Answers a. were you doing / was looking. b. was the doctor operating / he was putting away. c. was looking. d. was crossing.

12 ++ Refer students back to Exercise 1 in this lesson. You might want to review these words before they do the exercise. (L.A.: to consolidate key words) Answers a. iii; b. ii; c. i; d. ii, ii

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10 + Students read both sides of the chart and match the part on the left with the part on the right to form complete sentences. (L.A.: to consolidate a new structure)

See notes on page 7 of the Introduction.

13 +

22

Students read the written clues and match them with the visual clues; then they complete the conversation according to the visual clues. Play the recording for them to check their answers. (L.A.: to participate in a guide dialogue matching visual and written clues) Answers See transcript

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UNIT 3

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TRANSCRIPT - ORAL PRACTICE

22

Amy: Helen: Amy: Helen: Amy: Helen: Amy:

So what were you doing yesterday when I called? I was walking in the park with Jimmy, my little brother. But I called later on and you were still not in. I was doing some shopping at the supermarket. Were you buying stuff for your birthday party? No, I was buying some detergent. Oh, I see. And why was your little brother crying when I arrived? Helen: He was crying because he fell into the mud in the park!

CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Listening • Speaking • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction. PAGE 98

14 +

22

Students listen to the recording and practise the conversation. They role play the dialogue in front of their classmates. (L.A.: to imitate a model conversation) PAGE 97 FaSt CHeCk

15 Answers a. when; b. when; c. while; d. while; e. when

apply your knoWledge The purpose of this section is to put the different elements of the unit together and check if they have been learnt. The exercises have been structured to let students “gather” together the subject matter of the unit and test it / try it as a whole. This is also a place where teachers can see what the outcome / impact of the unit as a whole has been.

1 Possible answers Stella was eating a sandwich while Edna and Robert were dancing. Deborah was standing next to the window when Tony took the picture, etc.

Write it DoWn

16 + Students read the questions and look at the pictures. They answer the questions in their notebooks and develop a passage. (L.A.: to write a passage following specific guidelines)

2 Answers a. Stella was wearing a red dress. b. I think Greg was drinking (students’ own ideas) c. Edna, Robert and George were enjoying the party. d. Jimmy was getting bored with the party. e. It was Duncan’s party - he was opening the presents.

Answers May vary

17 ++ FL Using personal experience and offering own ideas, fast learners ask two more questions similar to the ones in the model provided in Exercise 16. They could be things like: What were you doing when I called you last night? What was your dad watching when you arrived home yesterday? (L.A.: to relate content, previous knowledge and own reality)

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3 Answers a little / some baking powder, a little salt, a few seconds, a lot of tiny tea biscuits, any sugar, a little / some jam.

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4

Zajac: Answers Mr. Rich: I was sleeping on the sofa. Mrs Rich: I was washing my hands in the bathroom. Johnny Rich: I was reading some papers. Judy Hill: I was making the beds. Greg Jones: I was standing outside the house. Probably the ring was not stolen, but Mrs. Rich lost it. When she was washing her hands the ring went down the drain.

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CheCk & CorreCt This is an opportunity to re-examine difficult questions and fit all the main pieces of the puzzle together into one coherent picture. Here the Teacher can also look for errors and wrong conclusions. This is an extra opportunity to correct them before moving on to the subsequent unit. Please refer to the Evaluation table and indicators at the beginning of this unit (Teacher’s Book). READING – EATING OUT THE JAPANESE WAY 1. a. Paragraph II ; b. Paragraph III; c. Paragraph I 2. a. False; b. True; c. False; d. False; e. True; f. False. LISTENING – WHAT A CHEF HAS TO SAY

TRANSCRIPT

UNIT 3

Source: Interview with Don Zajac, professional chef at the “Reluctant Gourmet” 3. b. 4. a. What was your experience of cooking when you were growing up? b. When I was a child, my parents always told me I should be passionate about making a living. c. While she was upstairs, the dog ate the food. d. When you feed people, the most important thing you give them is love. 5. 1 – a.; 2 – b.; 3 – d.; 4 – e.; 5 – c.

23

Reporter: What was your experience of cooking when you were growing up? Zajac: I come from a Polish family with a long history in the business and cooking was natural for me. Reporter: What was your reason for becoming a professional cook? Zajac: Passion. When I was a child, my parents always told me I should be passionate about making a living. “You work all your life so be happy with your choice”, they said. And I’m very thankful for their advice. Reporter: Can you tell us a funny kitchen incident?

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Once my sister invited me to a dinner in her house and while she was upstairs, the dog ate the food. When I arrived, nothing was ready and she knew I’d complain about the food. She knows that when I’m a guest I expect nice food. Finally, after giving me some bread with a little ham and cheese she told me about the dog! And I looked at her and said, “Well then, let’s eat the dog!” Reporter: In your opinion, what are the most important elements of a recipe? Zajac: A few simple points. First, good ingredients. Then, keep it simple. Pay attention to details and go slowly. Next, enjoy what you are doing. And finally, remember, when you feed people, the most important thing you give them is love. Reporter: Thank you so much for your time, chef Zajac.

LANGUAGE 6. a. who makes bread and cakes. b. which / that protects us from the rain. c. which / that you made for me. 7. a. How far from the capital is the village where Zajac grew up? b. How long does it take to get from your town to Santiago? c. How much milk do we need to make this big cake? d. How much time do we have to do this exercise?

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8. (Several options are possible) While she was driving the car her husband was sleeping in his seat / her husband was looking at the map and giving her directions. When she stopped the car her husband was looking at the map and giving her directions. While they were looking for the place it started to rain / her husband was looking at the map and giving her directions. When she finally found the place it started to rain / a policeman came to ask her for her documents. 9. many – some / a few – some / a few – some / a few – some – little

Final CHeCk

This part provides the students with feed-back on how much they have learnt and puts them in a position to make an assessment of their work. Most learners, by getting involved with evaluation, come face to face with their learning problems and consciously try to tackle them. Self-evaluation requires of students to be more self-conscious about the changes they are experiencing, motivates them to form a realistic and honest awareness of their own work and to try to take responsible steps in solving their own problems. Self-evaluation enables the learner to become an independent learner as well as an independent thinker.

WRITING 10. Answers will vary, so check individually. You can use the Writing Rubric or you can assign points according to these criteria. 7 – 8 points: student can write four questions about his / her favourite recipe, using the correct language structures and without grammar or spelling mistakes. 5 – 6 points: student can write three questions about his / her favourite recipe, using the correct language structures, with a minimum of grammar or spelling mistakes. 3 – 4 points: student can write one or two questions about his / her favourite recipe, using correct language structures, but makes grammar and spelling mistakes and makes no use of textual references. 1 - 2 points: student can write questions about his / her favourite recipe, he / she doesn’t use the correct languages structures, and makes a lot of grammar and spelling mistakes. SPEAKING 11. Chef A: How much time do we have to cook? Chef B: About 2 hours. The guests are coming at around 9 p.m. Chef A: How many people are coming? Chef B: Ten, five men and five women. Chef A: How long is the party going to last? Chef B: I’m not sure but I think until midnight. Chef A: So we will need to book a cab to take us back to the hotel. Chef B: How far is the hotel from here? Chef A: Only about 20 blocks. WE ARE WHAT WE EAT

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EXTRA TEST UNIT 3 READING - UNDER THE COVER Unlike other cookbooks published by the same publisher, “The Essential Eating Well Guide” is a disappointment. On the positive side, the recipes include useful features such as notes on preparation time, start to finish time, and special tips. And, as the title suggest, the book is dedicated to healthy eating and has each dish marked with the calories, cholesterol, carbohydrates, protein, fibre and sodium content. And for the reader searching for dishes appropriate for specific diets such as low carbohydrate, high fibre, etc., there is a handy “Healthy Weight-Loss Index” that allows the reader to easily locate dishes that match their dietary objectives and needs.

1 Read the text and choose the correct answer for each question.

(3 points)

a. What kind of text is it? i. A report. ii. A review. iii.A letter. b. What is the writer’s opinion of the book? i. It is a very good and informative book. ii. It is a complete waste of the reader’s money. iii.It has some good and some bad parts.

PHOTOCOPIABLE

c. What is the writer’s profession? i. He / she is a journalist. ii. He / she is a publisher. iii.He / she is a chef.

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However, there is much more on the negative than on the positive side. The appearance of the cover of the book offers nothing to tempt the reader to explore its pages. The colours are monotonous and uninteresting. The pages of the book are smudged and dark and look as if they were photocopies. The stars used for the difficulty of the dish (1 star for easy, 3 for medium and 5 for very difficult) do not really match the complexity of preparation. In general, the recipes are a repetition of what we saw in other books by the publisher. There is no innovation, no imagination and above all, they use the same old ingredients! And finally, which I find most notorious, is the price of the book. It is outrageously expensive. To be honest, in my opinion as a professional cook, I would not buy the book for anything in the world. It’s a total waste of your money.

2 Read the text again. Write three positive and three negative comments on the guide.

(6 points)

Positive: a. __________________________________ __________________________________ b. __________________________________ __________________________________ c. __________________________________ __________________________________ Negative: a. __________________________________ __________________________________ b. __________________________________ __________________________________ c. __________________________________ __________________________________

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LISTENING – THE SMELL OF SOUP

3

Listen to the story and choose the best answer. (6 points) a. What did the poor man have? i. Soup. ii. Bread. iii.Nothing. b. What kind of food did he see in the restaurant? i. Soup. ii. Meat. iii.Bread. c. Why did he hold his hand over the soup? i. To get a little bit of steam. ii. To warm his hand. iii.To make the restaurant owner angry. d. Where did the restaurant owner take the poor man? i. To court ii. To another restaurant iii.To his house e. What did the judge do with the coins? i. She gave them to the restaurant owner. ii. She made a noise with them. iii.She gave them to the poor man. f. What was the payment for the smell of the soup? i. The sound of money. ii. A few coins. iii.There was no payment.

4

Listen again. Number these events in the order they happened. (4 points) a. The poor man ate the bread that smelt of soup. b. The restaurant owner took the man to court. c. He saw a pot of soup in a restaurant. d. A poor man had only a piece of bread to eat.

LANGUAGE

6 Complete these sentences with a little, a few, much, many, or a lot of

(6 points)

a. There isn’t ____________ bread in the cupboard. b. I need _____________ tomatoes but only __________ lemons. c. How ____________ hot dogs are you going to eat? d. I always drink coffee with __________ milk for breakfast. e. My mother didn’t prepare ___________soup. She didn’t know you were coming.

7 Complete each sentence with the correct relative pronoun. (5 points) a. I’m reading a book ___________ is very interesting. b. That’s the house _____________ my mother was born. c. My brother has a friend ___________ is from Brazil. d. Carbohydrates and vitamins are nutrients ________ our body needs. e. I always eat snacks in the middle of the morning __________I make a break. SPEAKING

8 In pairs, ask and answer questions about the ingredients you need to prepare these two Chilean dishes.(10 points) Sopaipillas 1 cup boiled mashed pumpkin 1/3 a butter stick 1/4 cup water 1 teaspoonful salt 1/4 cup milk 1 kg. flour 1/2 teaspoonful baking powder

Chilean-Style Beans 2 cups beans 2 cups sweet yellow pumpkin 2 cups corn kernels 2 lts. water 2 tablespoonfuls oil 1/2 cup chopped onion 2 garlic cloves 1 tablespoonful paprika 1 green pepper

5 What was Jennifer doing when Jim took these photos in

a. walk around London b. go to the top of the Eiffel Tower c. take a tour of Barcelona d. eat hot dogs in Berlin e. visit the Kremlin in Moscow

WRITING

9 Write a short review of a restaurant you know. It can be a fast food restaurant or any other restaurant. (10 points) Your 1 - 19 result: Not too good

20 - 40 Acceptable

41 - 55 Great!

WE ARE WHAT WE EAT

PHOTOCOPIABLE

Europe? Write sentences in the Past Continuous Tense. (5 points)

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ANSWERS TO EXTRA TEST UNIT 3 READING - UNDER THE COVER 1. a. – i.; b. – ii.; c. – iii. 2. Possible answers Positive comments: • The recipes include useful features such as notes on preparation time, start to finish time, and special tips. • The book is dedicated to healthy eating and has each dish marked with the calories, cholesterol, carbohydrates, protein, fibre and sodium content. • There is a handy “Healthy Weight-Loss Index” that allows the reader to easily locate dishes that match their dietary objectives and needs. Negative comments: • The appearance of the cover of the book doesn’t tempt the reader to explore its pages. • The colours are monotonous and uninteresting. • The pages of the book are smudged and dark and look as if they were photocopies. • The stars used for the difficulty of the dish (1 star for easy, 3 for medium and 5 for very difficult) do not really match the complexity of preparation. • The recipes are repeated and they use the same old ingredients. • It is too expensive. LISTENING - THE SMELL OF SOUP TRANSCRIPT Narrator:

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UNIT 3

24

One day, a very poor man, who had only one piece of bread to eat, was walking past a restaurant. In the restaurant he saw a large pot of soup on a table near the door. The poor man took his piece of bread and held it over the soup, so the steam from the soup went into the bread, and gave it a good smell. Then he ate the bread. The restaurant owner was very angry at this, and he asked the man for money, in exchange for the steam from the soup. The poor man had no money, so the restaurant owner took him to court. The judge, who was a clever woman, thought about the case for a little while. Then she took some money from her pocket. She held the coins next to the restaurant owner’s ear, and shook them, so that they made a jingling noise.

Restaurant owner: What do you think you are doing? Judge: That was payment for you. Restaurant owner: What do you mean? That was just the sound of coins and not real money! Judge: The sound of the coins is payment for the smell of the soup. Now stop bothering and go back to your restaurant. 3. a. – ii.; b. – i.; c.- i.; d. – i.; e. – ii.; f. – i. 4. d. – c. – a. – b. LANGUAGE 5. a. She was walking around London. b. She was going to the top of the Eiffel Tower. c. She was taking a tour of Barcelona. d. She was eating hot dogs in Berlin. e. She was visiting the Kremlin in Moscow. 6. a. much; b. a lot of – a few; c. many; d. a little; e. much 7. a. that; b. where; c. who; d. which; e. when SPEAKING 8. You can assign points according to these criteria: 8 – 10 points: student can ask and answer questions expressing quantities with correct pronunciation, normal hesitation and no grammar mistakes. 5 – 7 points: student can ask and answer questions expressing quantities with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 – 4 points: student can ask and answer questions expressing quantities with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: students can’t ask and answer questions expressing quantities, hesitates a lot and makes a lot of grammar mistakes. WRITING 9. You can assign points according to these criteria: 8 – 10 points: student can write a review, using correct textual references and without grammar or spelling mistakes. 5 – 7 points: student can write a review, in good English, with a minimum of grammar or spelling mistakes. 3 – 4 points: student can write a short review, but makes grammar and spelling mistakes and makes no use of textual references. 1 - 2 points: student can’t write a coherent review, and makes a lot of grammar and spelling mistakes.

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IN THIS UNIT YOU WILL LEARN TO:

YOU WILL ALSO USE THE FOLLOWING TEXT TYPES:

Reading: Summarise a text using questions / Summarise a text using headings / Identify type and source of text / Scan a text for specific information to complete a task Listening: Follow oral instructions to complete the order of events / Match oral instructions with visual clues / Match a cause and effect in a recorded text / Identify specific information to fill in a graphic organiser Production: Suggestions and replies / Plans for the future / Talking about wishes and regrets / Making complaints Functions: Referring to personal experiences / Expressing hopes and disillusion / Expressing wishes and regrets

News-based anecdotes / Instructions / A myth / An interview / An advertisement

Development Lesson 1 Lesson 2 Lesson 3 Lesson 4 Apply your knowledge Check and correct and final check

YOU WILL ALSO LEARN: Grammar: Going to to express the future / The use of wish / The use of would like to Vocabulary: Make vs. do / Vocabulary related to professions and work / Giving and following instructions for different machines

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: The importance of doing a job well

two to three class periods two to three class periods two to three class periods two to three class periods one class period/alternatively homework activity one class period plus some home activity

Didactic resources and methodology tips • Teacher can use photographs, cut-outs, instruction manuals both in Spanish and English. Usually, any instructions manual published today comes in several languages including English. • A book or a part of Greek/Roman mythology or myths printed from the web. • Local newspapers to provide anecdotal stories. A good source of “quirky” stories is www.ananova.com • Chilean myths and legends • Interviews from the web or newspapers to talk about personal experiences • Useful materials for this unit are: 1. Lists of adverbs 2. Dictionaries 3. Glossaries 4. Definitions 5. Printed handouts 6. Library material WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!

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Types of evaluation

Indicators

Continuous / informal

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

Check it over Self - evaluation

Students analyse their performance in the speaking, reading, listening and writing activities, and decide if they need more work, if they did ok or if they did really well.

Check & Correct Unit evaluation

Reading: Students locate missing information, relate text and visuals and identify specific information. Listening: Students discriminate sounds and extract specific information. Language: Students going to, make/do and wish to express desires. Writing: Students write wishes for the future. Speaking: Students role-play a dialogue.

Final Check Extra Test

Students analyse their performance in the unit, give themselves points according to the frequency with which each criterion is observed and identify their situation. Reading: Students identify the general content, extract specific information and discriminate between correct/incorrect and not mentioned information. Listening: Students identify specific information and relate Speakers and speeches. Language: Students use make/do, wish/would like to and going to. Writing: Students write about the things they make/do well and about the things they wish/would like to make/do well. Speaking: Students exchange information about the things they make/do well and about the things they wish/would like to make/do well with their partners.

PAGE 105 Set Up

1 Ask students who they consider “a professional”. What qualities must a professional have? Tell them to identify the professions (pictures 1 – 5) and the situations (pictures 6 – 10). Ask them to match the professionals and the situations. Answers 1 – 7; 2 – 10; 3 – 8; 4 – 6; 5 – 9

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UNIT 4

2 Pair work. Students read the first definition in the chart and then write similar definitions for the remaining professions. Tell them to copy the chart in their notebooks. Check orally. Possible answers Driver - a person who drives vehicles. Electrician - a person who works with electricity. Engineer - a person who works with machinery. Farmer - a person who works on a farm growing plants and breeding animals. Hairdresser - a person who looks after and cuts our hair. Reporter - a person who reports news stories. Translator - a person who translates words from one language into another.

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PAGE 106

do it well - make it big READINg Mi d n

lesson 1

a t e se r

This Mind Teaser provides information on the Guinness World Records. Motivate students to find more interesting cases of world records at http://www.guinessworldrwecords.com For more information on the Mind Teaser, see page 7 of the Introduction.

You can find several great adjective exercises on the site including word maps such as the one below that can be adapted to several situations, for example adjectives to describe your country, adjectives you would use to describe your best friend, adjectives that describe what things sound / look / smell or taste like. The central oval is used for the heading and the numbered ovals for the adjectives. 1 8

2

3

7

Danger

The difference between do and make is very important and a source of many mistakes on the part of students. Teacher can find more information as well as a full list of expressions with do and make at http://www.learnenglish.de/grammar/doormake.htm For more information on the Danger section, see page 7 of the Introduction. THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Ask students what we use adjectives for. Tell them to give you examples or write a list of words (adjectives, nouns, adverbs etc) on the board and ask them to identify the adjectives. Then ask them to place the adjectives in the box along the line according to size (from smallest to biggest). For information on adjectives see http://www.enchantedlearning.com/grammar/partsofspe ech/adjectives (L.A.: to use previous knowledge) Answers microscopic, diminutive, tiny, small, substantial, big, huge,

4

6 5

2 + Ask students to read sentences a. – d. and identify those they believe refer to personal experiences. How do they know? (L.A.: to use previous knowledge and personal experience) Answers a., c. They are in the first person singular. They use the pronoun I.

3 ++ Ask students to describe the two pictures. What kind of story do they think they depict? What is unusual about the pictures? Do not check answers at this point. (L.A.: to predict contents from visual clues)

4 ++ Make sure that students study the Danger note before doing this exercise. Check orally. (L.A.: to identify special collocations) Answers a. make; b. doing; c. done; d. doing, make

Digital resource See page 7 of the Introduction.

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gO AHEAD

PAGE 108 Bear it in mind

Ask the students to read and discuss the section in pairs. Encourage them to give more examples with both structures and write some on the board. For more information on the Bear it in mind section, see page 7 of the Introduction.

5 + Students read the two texts and check their predictions in Exercise 3. (L.A.: to check and validate predictions) Answers May vary

6 + Students identify the source and type of the two texts. How can they validate their decision? Does the headline help them to decide? Why? (L.A.: to identify type and source of a written text) Answers b.

7 + Students read the four options then go back to the texts and choose the best answer. (L.A.: to get general information) Answers b.

Answers 9: hours to complete Couch’s journey 13: kilos of flour needed for the scone 100: how old the recipe is 150: the number of balloons the chair is tied to 318: the distance of the balloon journey 700: the times the scone is bigger than a normal scone

9 ++ Tell students to identify the food in the pictures. Then they read the first text again to find the elements needed to make the giant scone. (L.A.: to scan a text for specific information) Answers Needed: 1 (butter); 2 (cream); 5 (flour); 6 (strawberry jam); 7 (milk); 8 (sugar). Not needed: 3 (chocolate); 4 (eggs).

10 ++ In this case the teacher can use the star diagram to make the task easier and more graphic for students. Star diagrams are a type of graphic organiser that condense and organise data about multiple characteristics of a single topic. Star diagrams are useful for basic brainstorming about a topic or simply listing all the major traits related to a theme. For example, a star diagram can be used to create a graphic display describing all you know about an animal (how big it is, where it lives, what it eats, how it breeds, etc.) A star diagram can also be used to describe the key points of a story or event, noting the 5 W’s: who, when, where, what, and why.

8 ++ The teacher should be aware that there are different types of reading and they serve different types of purposes. Intensive reading - understanding every word that is read. Extensive reading - trying to get the main idea of a text. Scanning - looking for specific information in a text Skimming - or speed reading used to quickly identify the main ideas of a text. (L.A.: to scan a text for specific information)

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Who When

Where Story

What

Why

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To make it simpler for the students you can make the star organiser like this (making it big enough to write in).

11 + Make sure that students understand and can use the structure before going to the exercise. (L.A.: to apply a new grammar structure) Answers a. is going to be; b. are going to eat; c. is going to share; d. is going to take part

12 ++ Students write their questions in the ovals around the topic of the story. (L.A.: to summarise a text using questions) Answers Story I Who? When? What? Where? Why?

Mrs. Hallet and her family Today A giant scone Torquay / Torquay Food Festival A dream, a wish

Story II Ken Crouch In two days' time Fly in a chair tied to 150 huge party balloons Oregon, USA. A childhood dream

PAGE 109 MAKE CONNECTIONS

Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

This section deals with the going to + infinitive structure to express future actions. More information on the structure plus some exercises at http://www.englishclub.com/ grammar/verbs-m_future-gt.htm Bear it in mind

Read the questions with the class and revise the information in the TAKE A CLOSER LOOK section. Check answers orally. (L.A.: to consolidate a structure and lexical items) Answers Will vary, but check that the structure is used correctly and that the answers correspond to the questions.

13 + Suffixes are an important part of language learning. They are used to form new words and denote knowledge of the language. A suffix is an affix that is added to the end of a word that conditions its usage or meaning. A comprehensive list of suffixes and examples can be found at http://www.learnenglish.de/grammar/suffixtext.htm (L.A.: to consolidate key lexical items) Answers baker - holder – creator – farmer – correspondent – owner – reporter

14 ++ Ask students to read the example before doing the exercise. Students re-write the sentences in their notebooks. Check orally. (L.A.: to consolidate a structure following a model) Answers a. We’ve got to / We have to wash our car. b. We’ve got to / We have to hurry up. c. You’ve got to / You have to tell the truth. d. Ken’s got to / Ken has to shoot 50 balloons.

Ask the students to read and discuss the section in pairs and then elicit comments and conclusions. Encourage them to mention other professions, identifying the suffix.

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PAGE 110 FaSt CheCk

15

25

As this is an evaluation instance, make sure students know what they have to do and give them time to complete the exercise on their own. Let them know that you are going to play the recording for them to check answers. If necessary, you can ask different students to write them on the board. Answers a. are going to organise b. are going to buy c. are going to invite d. is going to take e. is going to rain

Answers Mrs Hallet I’m a baker and I have a little bakery in Torquay. I usually make normal bread and cakes but this year I want to make a giant scone which I’m going to donate to the Torqay Food Festival. This is going to be the biggest scone in the world and I’m going to be in the Guinness Book of Records. Ken Crouch I’m a garage owner but I’ve always wanted to fly. So I’m going to fly across the desert in a chair tied up to lots of huge party balloons. I’m going to land softly on a field by shooting the balloons one by one. My wife and son are going to follow my journey overland in a jeep. After I land I’m going to be interviewed by national and international journalists.

have a Chat

16

25

You can play the recording again to make sure students have the complete correct conversation. Then play the recording again, with pauses, for students to repeat the different exchanges. 25 TRANSCRIPT - ORAL PRACTICE Jack: Have you made up your mind yet? Bella: Yes, we’re going to organise a picnic. Jack: Good idea. How about the food? Bella: We’re going to buy some simple finger food: sandwiches, veggie sticks and soft drinks. Jack: And the guest list? Bella: We’re going to invite the whole class and a few teachers. Jack: The only problem is transport. Bella: Greg’s mother has a minibus and she’s going to take us all. Jack: Well, everything’s solved then! Bella: Oh, no! Look at the clouds, Jack! It looks as if it’s going to rain!

PAGE 111 WrIte It DoWn

See notes on page 6 of the Introduction.

18 ++ This is a shorter exercise than what is usually given as a writing assignment. It is best done in class. Check for spelling and grammar mistakes. Encourage students to add extra details. (L.A.: to express own ideas in writing) play It

Read the instructions with the class and do the first words as an example. Answers oven – baker – scone – milk – sugar – cream – jam – flour – bake – butter CheCk It over!

17 + FL The two texts are told from the point of view of the two protagonists – they express personal experiences. Tell students to pay attention to the first person singular, personal adjectives such as I, my, etc. (L.A.: to summarise texts that express personal experiences)

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UNIT 4

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Reading • Speaking • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process.

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PAGE 112

follow the instructions LISTENINg

lesson 2

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Following instructions in any language is an important part of our personal and professional lives. Instructions are given to us on a daily basis - we need to know how to use a machine, how to complete a form, how to prepare a recipe, how to do homework. Students will use these skills in any language they speak so it is important that they learn how to follow instructions. (L.A.: to match visual clues with written instructions) Answers a. ii. – iii. – i. b. ii. – iv. – i. – iii.

2 ++ Talk to students about the cause and effect relationship. You can use some of the graphic organisers provided below to practise. Cause and Effect diagrams, also called sequence of events diagrams, describe how events affect one another in a process. The student must be able to identify and analyse the cause(s) and the effect(s) of an event or process. In this process, the student realises how one step affects the other. This type of diagram is very useful in science projects, for example, and it would help students to learn the different types. Disjointed events - in which each cause has one effect. Cause Effect For example: if you press the P key on the keyboard the computer will type the letter P. One cause leading to various events - in which one cause has multiple effects. Effect Cause Effect

For example: if you rub a match against the side of a box it will either light or not. Multiple causes leading to one event - in which multiple causes have one effect (a fishbone diagram can be used for these). Cause Effect Cause For example: A glass will break (effect) if you drop it or hit it against something. Chain of events - in which one event causes another, which triggers another, etc., like the domino effect. Cause Effect/Cause Effect/Cause Effect In this exercise students can apply what they have learnt in other subjects or what they know from personal experience. (L.A.: to connect a topic and previous knowledge) Answers She presses the button on the microwave. The machine starts working. I dial a number. John answers the telephone. Susie turns the taps on. Water comes out. I put a card into the slot. Money comes out. George turns the light on. The room gets brighter.

PAGE 113

3 + Students read the dialogues and express their opinions based on what they know or are aware of. Help them notice the difference between hope / expectation (you want something to happen) and regret (you feel sorry about something that happened or not happened; you did or didn’t do). (L.A.: to use personal opinions and previous knowledge) Answers a. hope / expectation; b. regret; c. expectation; d. regret

4 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions.

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• locating information for specific purposes. • making connections. In this exercise students use various clues to establish / guess the subject of the listening text. Do not check answers at this point. (L.A.: to predict the subject of a listening text using various clues)

Man: Yeah, it does look like a dog! Instructor: You can draw eyes, a nose and a mouth and you’ll get a really dog-like face! Woman: What are we going to do next class? Hopefully a more complex design.

gO AHEAD

5 +

TRANSCRIPT - FOLLOW THE INSTRUCTIONS

26

Instructor: Welcome to our workshop. I hope that you are all going to enjoy today’s lesson. Thank you for taking the time to come and learn how to do origami. I see a hand raised at the back. Yes? Man: Can you tell us about the origin of origami? Instructor: Well, we know that the art began as Chinese paper folding. Japanese origami began in the 6th century when Buddhist monks from China carried paper to Japan. Yes, I see another hand in the air. Woman: What’s the plan for today? Instructor: We are not going to do anything complicated in the first class. I’m going to show you some basic shapes and then we can continue in future lessons. Do you all have your pieces of paper? Voices: Yes! Instructor: OK, let’s start. First, prepare a square piece of paper. Like this – you see? You can use coloured paper like mine. If you put the coloured side face down on the table you will get a white square. Oh dear, careful with those scissors! They’re going to fall from the desk! Man: Sorry, I hadn’t seen them. Instructor: You’ve got to be careful with sharp objects. I’m afraid I can’t go to each individual student because we don’t have too much time but you may come to the table and have a look. Next, we fold the paper along the diagonal line to make a triangle. Now, fold the corners together and then unfold so you’ll get a crease, as I’m showing you. Woman: What’s a crease? Instructor: A crease, a pleat or a fold – or a line. Like this. Then fold the dog’s ears down, using the crease line as a guide. Finally, fold the top and bottom of the head, away from you. Your dog is ready!

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UNIT 4

26

Students listen to the instructions and check their predictions in Exercise 4. (L.A.: to check and validate predictions) Answers b.

6 ++

26

Students listen to the recording and place the pictures (1 – 6) in the order they are described in the instructions. (L.A.: to identify sequence of events) Answers 1–6–5–3–4-2

PAGE 114

7 ++

26

Order 1st

2nd

3rd

4th

5th

6th

Draw six squares or rectangles (shown above) on the board and ask students to listen and place instructions a. – f. in order and then match them with pictures 1 - 6. Chain diagrams, also called sequence of events diagrams, are organisers that describe the stages or steps in a process. Students must be able to identify the first step in the process, all of the resulting stages in the procedure as they unfold, and the outcome (the final stage). In this process, the student realises how one step leads to the next in the process, and eventually, to the outcome. Chain diagrams are useful in examining linear cause-and-effect processes and other processes that unfold sequentially. (L.A.: to organise information according to order)

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11 ++

Answers

1st Order Instruction b 1 Picture

2nd f 6

3rd c 5

4th e 3

5th a 4

6th d 2

26

Read the questions with the class and encourage students to try and answer them in their groups from what they remember. Play the recording again for students to check their answers. (L.A.: to get specific information) Answers a. Origami. b. China. c. Buddhist monks. d. Not to do anything complicated.

8 ++

26

Ask students to read the words in the box then play the recording again. Tell them to write the words that the person uses to give the instructions. (L.A.: to listen for specific information) Answers first, next, now, then, finally

9 +++

26

Refer students back to Exercise 3 before listening to the recording again. (L.A.: to find specific information) Answers I hope; Oh dear

26

Students require some analytical skills to complete this task. Give them plenty of time and play the recording as many time as required. Refer them back to Exercise 2 on page 112. (L.A.: to apply analytical skills) Answers Cause Effect If you put the coloured side face down on the table you get a white square. We fold the paper along the diagonal line to make a triangle. Fold the corners together and unfold so you’ll get a crease, as I’m showing you. You can draw eyes, a nose and a mouth to get a really dog-like face.

10 ++

12 +

26

Ask students to read the part of the sentence provided before playing the recording again. Check their answers orally. (L.A.: to listen for specific information) Answers a. I hope that you are all going to enjoy today’s lesson. b. Can you tell us about the origin of origami? c. I’m going to show you some basic shapes.

Digital resource See notes on page 7 of the Introduction. PAGE 115 MAKE CONNECTIONS

Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

This section provides more information on the use of going to + infinitive. Danger

Draw students’ attention to this section and elicit more examples from them. If they like listening to songs in English they may have heard expressions like: I’m gonna tell her,she’s gonna leave me, they’re gonna be sad, etc. Draw a chart with two columns on the board and ask students to write the examples on the left column; ask different students to write the correct sentences on the right column. For more information on the Danger! section, see notes on page 7 of the Introduction.

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13 ++ Refer students back to the TAKE A CLOSER LOOK section in Lessons 1 and 2. (L.A.: to apply and consolidate a new grammar structure) Answers a. are going to paint b. is going to have c. are they going to do, are going to build d. is going to rain e. Are you going to visit, am going to stay f. is Kelly going to study, is going to apply

14 + FL Refer students back to Exercise 8 on page 114. (L.A.: to use connectors of sequence) Answers First, second, next, last

PAGE 116 have a Chat

See notes on page 7 of the Introduction.

15

27

a. Students work in pairs, identify the activities in the pictures and choose the possible order in which the activities will be mentioned in the conversation. Play the recording once or twice for them to check their ideas. (L.A: to identify sequence of information) Answers 7–3–8–6–2–4–5–1

b. Read the incomplete conversation with the class. Tell them to work in pairs to complete it with appropriate questions. Play the recording again, once or twice for them to check and correct their answers. (L.A: to ask appropriate questions using contextual clues)

TRANSCRIPT - ORAL PRACTICE Joel: Billy: Joel: Billy: Joel: Billy:

Joel: Billy: Joel: Billy: Joel: Billy:

27

What are you going to do first of all? Well, first of all I’m going to sleep a lot. And what are you going to do second? Second, I’m going to have a big breakfast! And what are you going to do after that? After that, I’m going to watch some TV, read the morning papers, go for a long walk and then I’m going to have a nice lunch. And next? What are you going to do next? Next, I’m going to get together with some friends to play cards and video games. And what are you going to do at the end of the day? And finally, I’m going to go to a party or a disco and I’m going to dance all night long. I see that your weekend is going to be very busy. I hope so!

PAGE 117

16 + Students listen again, practise the conversation and then role play it. They can add or replace the sentences with personal information about their own weekend. (L.A.: to imitate a model of pronunciation) FaSt CheCk

See notes on page 6 of the Introduction.

17 a. Where is Jane going to travel? b. What is Kate going to buy? c. When is it going to snow? d. Who is going to ask the teacher to postpone the test? e. Why are you going to organise a party? WrIte It DoWn

See notes on page 6 of the Introduction.

18 ++ Answers See transcript.

Students can work in pairs or individually. (L.A.: to write instructions following a provided model) Answers May vary

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CheCk It over!

THINK AHEAD

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Listening • Speaking • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. PAGE 118

holding the world on your shoulders READINg Mi d n

lesson 3

a t e se r

This Mind Teaser provides information on words from Greek used in English, which, in general, are also used in Spanish. Motivate students to read the information in pairs and then find the Spanish equivalent of the words mentioned. Encourage them to find more examples in encyclopaedias or on the Internet. If this is difficult for students, you can write these examples on the board, ask them to find their Spanish equivalent and / or classify them under the categories provided in the Student’s Book: abacus – academy – acrobat – aerobic – aeronautics – agony – amnesia – amnesty – anecdote – anorexia – barometer – bicycle – bulimia – category – chemistry – Christ – chromosome – comedy – delta – dinosaur – dolphin – echo – economy – epidemic – euphoria – galaxy – giant – gorilla – harmony – helicopter – hemisphere – history – hygiene – hypocrisy – hypothesis – hysteria – isthmus – kilogram – larynx – mechanic – melody – melon – metamorphosis – method – microbe – monarchy – music – mystery – narcotic – ocean – olive – orchestra – panic – panorama – patriot – pedagogy – philosophy – physics – planet – plastic – problem – pseudonym – rhinoceros – rhythm – sarcasm – statistics – symbiosis - synthesis – talent – telephone – theory – trauma – utopia – zodiac – zone, etc. For more information on the Mind Teaser, see page 7 of the Introduction.

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + It is possible that students are familiar with Greek or Roman mythology from their Lenguaje y Comunicación classes. If not, explain what a myth is and where they can find more examples both Chilean and foreign. A myth is a traditional sacred story, typically revolving around the activities of gods and heroes, whose purpose is to explain a natural phenomenon or cultural practice. Greek mythology with its main protagonists is explained in detail at http://www.greekmythology.com. Ask them if they know what a Trojan means in modern language. In computers, a Trojan horse is a program in which a malicious or harmful code is contained inside apparently harmless programming or data in such a way that it can get control and do its chosen form of damage, such as ruining files on the hard disk. (L.A.: to relate previous knowledge to visual and written clues) Answers 1 – b. 2 – a. 3 – c.

2 + If students don’t know any myths, be prepared to tell them one. You can access more Greek myths at http://www.greekmythology.com. or Chilean myths at http://www.mapsofworld.com/chile/culture/chileanmythology.html, http://en.wikipedia.org/wiki/Chilean_mythology Alternatively you can assign this as homework in a previous class. As the purpose of this activity is to create a link between the contents of the lesson and students’ own reality, accept the use of Spanish if necessary. (L.A.: to relate topic and own reality) Answers May vary

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3 ++ The relationship between words and meanings is extremely complicated, and belongs to the field of Semantics. Traditionally, grammarians have referred to the meanings of words from two points of view: denotation: the literal meaning of the word. connotation: an association (emotional or otherwise) which the word evokes. Please study the following example of three connotations: Negative: There are over 2,000 vagrants in the city. Neutral: There are over 2,000 people with no fixed address in the city. Positive: There are over 2,000 homeless in the city. All three of these expressions refer to exactly the same people, but they will invoke different associations in the reader’s mind: a “vagrant” is a public nuisance while a “homeless” person is a worthy object of pity and charity. (L.A.: to identify the connotation of key lexical items) Answers Positive: chief, favour, fine, smart. Negative: lie, naïve, terrible, vengeful. Neutral: weight, apple, basket, quiet.

4 ++ It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In this exercise students use lexical clues to establish / guess the subject of a lesson. Do not check answers at this point. (L.A.: to predict contents from key lexical items)

Digital resource See notes on page 7 of the Introduction.

PAGE 120 gO AHEAD

5 + Students read the text once and check their predictions in Exercise 4 (L.A.: to check and validate predictions) Answers May vary Bear it in mind

See notes on page 7 of the Introduction. Read this section with the class before doing Exercise 6. Elicit more examples and write them on the board in two columns: Headings and Titles.

6 ++ Generally, a title or a heading is a very brief summary of a paragraph or a full text. Summarising is an important skill which is often used when researching, gathering or presenting information and here the process is done in reverse - students must match the “summary” (heading) with the corresponding text. Tell students to concentrate on the key aspects of each paragraph. For example: what is the key aspect / main subject of paragraph I? The title must be related to it. (L.A.: to identify and summarise main idea and supporting information) Answers a. is not used; b. Paragraph III; c. Paragraph II; d. Paragraph I.

7 ++ Ask students to read the three sentences (a. – c.) before going back to the test. Ask them if they can support their answers with additional information. (L.A.: to match information using textual clues) Answers a. (3); b. (2); c. (1); d. (4)

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10 ++

8 +++ Students will need to apply some analytical skills to do this task. Make sure that you help them out if they have trouble finding the correct answer. Provide other examples on the board. (L.A.: to identify textual references) Answers a. i, b. i, c. ii, d. i

9 ++ Ask students to substantiate their answers. If , for example they think that according to the author Zeus is unforgiving, how have they arrived to this conclusion? Work a little with synonyms to show similarities and also give more examples of positive, negative and neutral connotations. (L.A.: to identify tone and opinion) Answers a. i, b. i, c. i, d. ii

Again, students must resort to their analytical skills. Analytical skill is the ability to visualize, articulate, and solve complex problems and concepts, and make decisions that make sense based on available information. To test for analytical skills one might be asked to look for inconsistencies in an advertisement, put a series of events in the proper order, or critically read an essay. In this exercise students must try to think like the protagonist and use a given structure to express their thoughts. (L.A.: to apply a language content) Possible answers a. i, b. i, c. i, d. ii

11 ++ FL See notes on analytical skills in Exercise 10 above. (L.A.: to apply analytical skills) Answers a. Atlas; b. Zeus; c. Hercules

PAGE 121 PAGE 122 MAKE CONNECTIONS

12 ++

Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

See notes on page 6 of the Introduction. This section provides additional information on the use of wish to express wishes and regrets. More information and exercises on the use of wish can be found at http://www.eslbase.com/grammar/wish

Refer students to the TAKE A CLOSER LOOK section where they can find more information. (L.A.: to practise and consolidate a structure) Answers a. wish I had b. wish I lived c. wish I understood d. wish I was e. wish I knew Danger

See notes on page 7 of the Introduction.

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13 +

TRANSCRIPT - ORAL PRACTICE

Refer students to the Danger section on page 122 before doing this exercise. (L.A.: to find specific information and collocations through scanning) Answers How are you doing today? What can I do for you? Can you do me a favour? I have some urgent work to do. I’ll do my best.

14 ++ Refer students to the Danger section on page 122 before doing this exercise. (L.A.: to consolidate some collocations) Answers Juliet: I have to make a telephone call. Steve: Who are you going to call? Juliet: Sarah, she has not made a decision about the party yet. Steve: Don’t worry. You know that whatever she does she always does her best. Juliet: Yes, but time’s running out and I can’t make exceptions for anybody. She has to make up her mind. Steve: It’s going to be OK. You made the plans for the party a long time ago and everything else is going fine. Juliet: I’m sure you’re right. Hey, can you do me a favour? Steve: Sure. Juliet: Can you make the arrangements for the party balloons and the flowers? Steve: Don’t worry. I will do all the work!

15 ++

Reporter: Jenna: Reporter: Jenna:

So Jenna, do you speak any foreign languages? Only English, but I wish I spoke French and Spanish. Why Spanish? Because I wish I could travel around South America, but in fact I can’t. Reporter: What’s stopping you? Jenna: As an athlete I spend most of my time training. I wish I had more time for a few hobbies. Reporter: When do you think you’ll have more time? Jenna: I wish I knew! I’m really busy now with the London Olympics coming. have a Chat

16 +

28

Play the recording with pauses for students to repeat and imitate pronunciation, intonation and accentuation. Give them a few minutes to practise in pairs and then invite some students to role play the conversation in front of their classmates. (L.A.: to imitate a conversation model) PAGE 123 FaSt CheCk

17 ++ (L.A.: to review a new structure) Answers (some variations are allowed) a. wish I had one. b. wish it was the weekend. c. wish I could speak the language. d. wish it was warm and sunny. e. wish it was lunchtime.

28

Ask students to work in pairs. Allow sufficient time before checking with the recording. (L.A.: to consolidate key vocabulary and structures through a guided conversation) Answers See transcript.

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28

UNIT 4

WrIte It DoWn

18 ++ Writing has always been a difficult task for students especially when some own initiative is involved. You can brainstorm ideas both for the introductory sentences and for the expression of wishes and write them on the board. (L.A.: to write sentences expressing own ideas imitating a model)

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PAGE 125

play It

3 ++

See notes on page 7 of the Introduction. CheCk It over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Reading • Speaking • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction.

It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In this exercise students use provided statements (which they read and discuss) to establish / guess the subject of the text they are going to listen to. Do not check answers at this point. (L.A.: to predict the subject of a listening text)

PAGE 124 gO AHEAD

i‘d like to aPPly LISTENINg

lesson 4

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Ask students to read the definitions and try to match them with the words in the box. Allow students to use dictionaries and other aids. Students may work in pairs or small groups. (L.A.: to identify and learn the meaning of key lexical items) Answers a. apply for; b. interview; c. applicant; d. interviewer

2 + Invite students to examine and describe the pictures. Then they work in pairs and identify the text (a. – d.) that could go with each picture (1 – 4). You can write this pattern on the board: I think the man / woman in picture ___ is saying _____. (L.A.: to match visual and lexical clues) Answers 1 – b., 2 – d., 3 - c., 4 – a.

29 TRANSCRIPT - I‘D LIKE TO APPLY I Interviewer: Good morning. Take a seat, please. Carly: Good morning, sir. Nice to meet you. Interviewer: So, what brings you here? Carly: I wish to apply for the job I saw in the ad. Interview: The ad on our website or in the newspaper? Carly: I saw it on your website. Interviewer: Then you want to be our receptionist. Carly: That’s right. Interviewer: Can you tell us your name? Carly: I’m Carly Martinez and I’m 25 years old. Interviewer: Tell us, Carly, what experience do you have? Carly: Well, I am a receptionist for a law firm and I speak English and Spanish. I wish I spoke more languages! I’m planning to take a French course in the summer. Interviewer: And what are your duties? Carly: I answer the telephone and keep the visitors book. Interviewer: We keep the visitors’ book on a computer. How are your computer skills? Carly: I did a computer course once but I’m not an expert. However, I’d like to learn more. I also issue security passes and provide information to visitors. And I take the partners’ telephone messages. Interviewer: Well, Carly, we’ll be in touch. We wish you lots of luck.

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II Interviewer: Good afternoon. Dani: Hi, there. Interviewer: Would you like to take a seat and tell us about yourself? Dani: Well, I’m Dani Blake, I’m 20 and I’m a receptionist in a dental surgery. Interviewer: Do you speak any foreign languages? Dani: Oh, gosh no. I just speak English. I want to learn French but I have very little time and I’m also quite useless at languages! Interviewer: What are your duties at the surgery? Dani: I’m normally up to my ears with work! I say hello to the patients when they come in and I tell them where a specific treatment is, for example where to go to get a filling, you know? Or that the x-rays are in another building and things like that. Interviewer: Anything else? Dani: Yes, I tell the dentist where he can find patients’ files and what appointments he has. And I also make sure the reception is kept clean and tidy. Interviewer: Why do you wish to change jobs? Dani: Because I want something more interesting.

4 +

29

Students listen to two interviews and validate their predictions in Exercise 3. Ask them to list the duties in their notebooks. (L.A.: to check and validate predictions) Answers a., c., e., f., g., h., i.

5 ++

29

Play the interviews again. Students fill in the chart. Check answers on the board. (L.A.: to identify and organise specific information)

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UNIT 4

Answers

Name Surname Age Current Workplace Languages Skills/ duties

6 ++

Interview I

Interview I

Carly Martinez 25 Law firm English and Spanish Answer the telephone politely, keep the visitors’ book, basic computer skills, issue security passes, provide information to visitors, take telephone messages

Dani Blake 20 Dental surgery English Greet patients, indicate the treatment room, keep reception area tidy, show dentist patient files information dentist of his/her appointments

29

What is the general tone of the two interviews? Can they identify who in general speaks a more or less formal language? Ask students which terms in the two interviews indicate that they use either formal or informal language. (L.A.: to identify the tone and type of language of a listening text) Answers Interview II is more informal than Interview I. Dani says: Hi there. Oh, gosh no. I’m quite useless at languages. I’m normally up to my ears with work! I say hello to patients You know?

7 ++

29

Ask students to first read the sentences and pronounce the two words given as options or alternatively you pronounce them for the students. Then play the recording. Remind them not to write in their books. (L.A.: to discriminate between similar sounds / words) Answers a. ad; b. law; c. skills; d. useless

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MAKE CONNECTIONS

PAGE 127

Students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction

10 + FL Ask students to read the questions and then write their answers in their notebooks. Tell them to find a partner who will ask them the questions which in turn they will answer. They take turns asking and answering the questions. (L.A.: to provide personal information using a new structure) Answers May vary

8 + Students talk about the interviews in pairs or small groups. Which candidate did they like better? Why? Is it more appropriate to use formal or informal language in an interview? Why? (L.A.: to express personal opinions) Answers May vary

have a Chat

See notes on page 7 of the Introduction.

11 ++

30

Students practise two dialogues and role play them for the rest of the class. They also substitute underlined parts with personal information or their own ideas. (L.A.: to imitate a conversation model)

PAGE 126 take a CloSer look

See notes on page 7 of the Introduction. This section deals with how to express what one wants. This is a continuation of the previous lesson where wishes and regrets were discussed.

9 ++ Refer students to the TAKE A CLOSER LOOK section in Lessons 3 and 4 of this unit before doing this exercise. (L.A.: to consolidate a grammar structure) Answers (variations are allowed) a. I want / would like a glass of water. b. She wants to meet us after school. c. I want / wish to make a complaint. d. When would you like your breakfast? e. I want / would like to cash this cheque. f. What would you like to drink? g. Would you like some dessert? Yes, I’d like some cake.

Answers See transcript.

30 TRANSCRIPT - ORAL PRACTICE Glenn: Do you ever wish you were someone else? Ross: Yes, sometimes. Glenn: Who would you like to be? Ross: Sometimes I want to be a football player and sometimes I want to be a rock star. Glenn: Yeah, I wish I could be a famous guitar player or a drummer in Cold Play. Ross: There is a Cold Play concert next week. I would like to go. Glenn: If you want we can try to get tickets.

Mr. Drake: I would like to see the shop manager. Assistant: What is it about, Sir? Mr. Drake: I wish to make a complaint about the refrigerator I bought from the shop. Assistant: What seems to be the problem? Mr. Drake: I want to change it because it isn’t working properly. Assistant: Would you like to take a seat please? The manager will see you in a moment.

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PAGE 128

PAGE 130

12 Read the instructions with the class and form pairs. Guide students so that they understand what they are expected to express in each stage of the conversation and help them choose one of the advertisements. Give them plenty of time to develop the task, encourage them to role play the interview in front of other pairs and then invite some pairs to role play their interview in front of the class. (L.A: to participate in a communicative situation) PAGE 129

aPPly your knowledge The purpose of this section is to put the different elements of the unit together and check if they have been learnt. The exercises have been structured to let students “gather” together the subject matter of the unit and test it / try it as a whole. This is also a place where teachers can see what the outcome / impact of the unit as a whole has been.

1 Answers They are going to make a guest list. They are going to rent a salon for the wedding. They are going to get a music band. They are going to buy flowers. They are going to order food and drink They are going to buy a dress for Carol. They are going to buy a suit for Greg. They are going to buy wedding rings. They are going to write invitations.

FaSt CheCk

See notes on page 6 of the Introduction.

13 Answers a. had; b. to talk to; c. was; d. to visit; e. I knew. WrIte It DoWn

See notes on page 6 of the Introduction.

They are not going to rent a limousine. They are not going to go on a honeymoon. They are not going to invite people they don’t like. They are not going to worry about problems.

14 ++ Students may use some of the questions asked by the interviewers in the listening texts. Check orally and tell them to ask a partner the questions. (L.A.: to write sentences following a provided example)

2 Answers Will vary - students follow the provided example.

Answers May vary

CheCk It over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Listening • Speaking • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the Check it over! section see page 7 of the Introduction.

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UNIT 4

3 Answers If you are going to do something make sure that you do it well! If you are going to drive make sure you don’t drink any alcohol. If you are going to travel abroad don’t forget to take your passport. If he is going to keep shouting at me I will just leave the room. If John is going to come to the party I am definitely not coming. I can’t stand him! If she is going to study languages she should watch foreign films.

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4

II Welcome to ITC customer service. If you’d like the instructions in English, press 1. For instructions in Spanish, press 2. If you’d like to get the assistance of an operator, press 3. If you want to make a call, first pick up the receiver. Wait for the dial tone. Put coins into the coin slot or dial your card access number. Then dial the number of the person you wish to call. If you are going to call a number abroad please make sure you dial the country code and the city code first. When you have finished, just hang up. Thank you for using ITC.

Answers I wish I had a different name. I wish I was smaller / shorter. I wish I lived in the city. I wish I had more free time. I wish they lived closer. I wish I could go to the concert.

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check & correct

4.

This is an opportunity to re-examine difficult questions and fit all the main pieces of the puzzle together into one coherent picture. Here the Teacher can also look for errors and wrong conclusions. This is an extra opportunity to correct them before moving on to the subsequent unit. Please refer to the Evaluation table and indicators at the beginning of this unit (Teacher’s Book). READING – MAKING A CURANTO 1. a. (3); b. (4); c. (5); d. (1); e. (2) 2. a. The Plaza de Armas b. The Central Market c. Boat tour d. Viña del Mar e. Valle Nevado 3. a. 56 kilometres. b. 160 metres long. c. 5,000. d. 5 tons. LISTENING - HOW TO USE IT 31 TRANSCRIPT I Welcome to the Western bank. If you wish to use the machine, you need a bank account and a debit or credit card. This card will permit you to apply for a code number, also known as a PIN. To start with, insert the card into the slot provided and press the buttons equivalent to your PIN number. Look at the screen and choose the language you wish to use. Then look at the screen again and select one of the available operations which include the following: you can withdraw money, deposit a cheque, or check your bank balance. If you are going to deposit a cheque make sure you type in the correct bank account number.

31

a. cash machine b. payphone c. a bank d. phone company 5.

31

a. pick up the receiver. b. wait for the dial tone. c. put coins into the coin slot or dial your card access number. d. dial the number of the person you are calling. e. dial the country code and the city code. f. hang up. LANGUAGE 6. a. Who is Jackie going to visit in Torquay? b. Where is Torquay? c. How is she going to get there? d. What is she going to buy? e. Why is going to buy a present? f. Where are they going to have lunch? 7. a. do, b. do, c. making, d. making 8. a. to be; b. I had; c. she was; d. to make

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SPEAKING 9. How far is the hotel from the city centre? How long does it take to get there? How much is the taxi fare? How long are you going to stay in the city? You can assign points according to these criteria: 8 – 10 points: student can complete and roleplay the dialogue with correct pronunciation, normal hesitation and no grammar mistakes. 5 – 7 points: student can complete and role-play the dialogue with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 – 4 points: student can complete and role-play the dialogue with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: student can’t complete and roleplay the dialogue, he / she hesitates a lot and makes a lot of grammar mistakes. WRITING 10. Answers will vary. Check each paragraph using the Writing Rubric or you can assign points according to these criteria. 7 – 8 points: student can write sentences about the things he / she wishes, using the correct language structures and without grammar or spelling mistakes. 5 – 6 points: student can write sentences about the things he / she wishes using the correct language structure, with a minimum of grammar or spelling mistakes. 3 – 4 points: student can write sentences about the things he / she wishes using the correct language structure, but makes grammar and spelling mistakes. 1 - 2 points: student can’t write a paragraph about the things he / she wishes, he / she doesn’t use the correct language structure, and makes a lot of grammar and spelling mistakes.

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UNIT 4

FInal CheCk

This part provides the students with feed-back on how much they have learnt and puts them in a position to make an assessment of their work. Most learners, by getting involved with evaluation, come face to face with their learning problems and consciously try to tackle them. Selfevaluation requires of students to be more self-conscious about the changes they are experiencing, motivates them to form a realistic and honest awareness of their own work and to try to take responsible steps in solving their own problems. Self-evaluation enables the learner to become an independent learner as well as an independent thinker.

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EXTRA TEST UNIT 4 READING - SAVING OUR PLANET FOR THE FUTURE GENERATIONS When you are an elderly person and your children are adults you obviously want the planet Earth to be the same as it was when you were young. Can it be achieved? What are the things that you can do to help save our planet? There are many things that you can do – some of them simple and some of them more difficult. For example, you can plant a tree in your garden or a nearby park, you can recycle the trash you throw away every day, you can use less water, and you can protect the wildlife around us. And whatever you do, put your heart into your actions.

Scientists say that very soon we are all going to use an alternative fuel called biodiesel. Biodiesel is the name of a clean burning fuel produced from domestic, renewable resources. It contains no petroleum, but it can be mixed at any level with petroleum diesel.

1 Read the text once. What is its general topic? (1 points) a. The impact of fossil fuels on the environment b. The production, use and advantages of biodiesel c. Why we should protect the environment

2 Read the text again. Find four actions you can take to protect our planet.

(4 points)

Biodiesel is simple to use, biodegradable, non-toxic, and essentially free of sulphur and aromatics. Biodiesel is made through a chemical process where glycerine (a valuable byproduct that can be sold to be used in soaps and other products) is separated from the fat or vegetable oil. When we use biodiesel we can be sure that it is going to be better for the environment because it is made from renewable resources and has lower emission compared to petroleum diesel. So remember, write up an action list and do the right thing for our planet – your children and grandchildren will be really thankful.

3 Read the text once more. Are these statements true (T), false (F) or not mentioned (NM)?

(5 points)

a. Biodiesel is another name for petroleum. b. It is simple to use and it is not toxic. c. Brazil is the largest producer of biodiesel. d. The use of biodiesel helps to protect the environment. e. In the near future we are all going to use biodiesel.

a. __________________________________ b. __________________________________ c. __________________________________ d. __________________________________

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!

PHOTOCOPIABLE

Besides all this you can think about your carbon footprint, meaning how your everyday activities affect our planet or, in other words, how much your activities - such as moving from place to place, eating and washing - damage Earth. The next time you use your car or take a bus to school or work, ask yourself what you can do to make a smaller impact on our planet.

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LISTENING – PROTECTING YOUR BIKE

LANGUAGE

6 Put these words in the correct order and write the sentences.

(4 points)

a. her / grandparents / is / going / to / Lizzie / visit / school / after. b. Are / party / they / to / organize / going / a / birthday? c. exams / Denise / is / take / her / to / final / not / going. d. going / I / am / mother / to / tell / my / about / it.

7 Choose the best option, make or do.

(5 points)

a. If you help me ___________ the beds I will help you __________ the dishes. b. ___________ up your mind now - we have no time to lose! c. Could you ___________ me a favour? d. OK, I will ___________ the necessary arrangements for transport.

4

Listen to the recording. Choose the best option to finish each sentence. (5 points) a. The easiest things to disappear are i. bikes ii. bike locks b. An important element for securing a bike is i. a bike rack ii. a bike chain c. Bikes have become more expensive because i. they are more complex and better quality ii. more of them are stolen every year d. Another method to secure a bike is to use i. a bike lock ii. solid metal e. When you use a U-lock you should lock your bike to i. a small tree ii. an immovable object Listen once more. Who says these sentences, Speaker 1, Speaker 2, Speaker 3 or Speaker 4? (4 points)

PHOTOCOPIABLE

5

a. ___________: These locks are solid metal. b. ___________: This may sound obvious. c. ___________: Bikes have got more complex. d. ___________: Avoid small trees.

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UNIT 4

8 Fill in the gaps in these sentences with wish (with Past Tense or Infinitive), would like to or want to.

(4 points)

a. Next year, I __________ travel to Ecuador. I know that I need a lot of money but I really ______ visit the Galapagos islands. b. _______you ________ a drink? c. I ________ I could speak at least two other languages. WRITING

9 Write about 5 things that you do / make well and 5 things you wish you could do / make well or better. (10 points) SPEAKING

10 In pairs, exchange information from Exercise 9. Ask and answer questions about the things you make / do well and the things you wish to make / do well. (10 points) Your 1 - 20 result: Not too good

21 - 42 Acceptable

43 - 51 Great!

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ANSWERS TO EXTRA TEST UNIT 4 READING - SAVING OUR PLANET FOR THE FUTURE GENERATIONS 1. b. 2. • you can plant a tree in your garden or a nearby park. • you can recycle the trash you throw away every day. • you can use less water. • you can protect the wildlife around us 3. a. False. b. True. c. Not mentioned. d. True. e. Not mentioned. LISTENING - PROTECTING YOUR BIKE 32 TRANSCRIPT Speaker 1: If you own a bicycle it’s important you know how to use a storage rack. This may sound obvious, but bicycles are one of the easiest things to disappear. So it’s incredibly important to make sure that you know how to secure your bicycle well when using a storage rack. Speaker 2: Make sure you have a strong bike chain. Always chain your bike to a storage rack or a secure object whenever you are not around. As bikes have got more complex and made out of higher-quality materials, they’ve also increased in cost. This means they are becoming a bigger target for a thief and you need to make sure that they are more secure than ever. Speaker 3: Another great method to secure your bike to a storage rack is to use a lock. These locks are solid metal in the shape of a U and they are easily attached to your bicycle while riding. Of course, like anything else they are not invincible and it is necessary to make sure that they are locked safely in place. Speaker 4: Additionally, make sure you lock your bike to an immovable object. Avoid small trees, wooden posts, chain-link fences, and unsecured bike racks. If you are locking your bike to a road sign, make sure the sign is firmly secured to the ground!

4.

32

a. – i.; b. – ii. ; c. – i. ; d. – i. ; e. – ii. 5.

32

6. a. Lizzie is going to visit her grandparents after school. b. Are they going to organise a birthday party? c. Denise is not going to take her final exams. d. I am going to tell my mother about it. 7. a. make, do b. make c. do d. make 8. a. Next year, I would like to travel to Ecuador. I know that I need a lot of money but I really wish to visit the Galapagos Islands. b. Would you like a drink? c. I wish I could speak at least two other languages. WRITING You can assign points according to these criteria: 8 – 10 points: student can write about the things he / she does / makes well and the things he / she wishes to do / make well, without grammar or spelling mistakes. 5 – 7 points: student can write about the things he / she does / makes well and the things he / she wishes to do / make well, with a minimum of grammar or spelling mistakes. 3 – 4 points: student can write about the things he / she does / makes well and the things he / she wishes to do / make well, but makes grammar and spelling mistakes. 1 - 2 points: student can’t write about the things he / she does / makes well and the things he / she wishes to do / make well, and makes a lot of grammar and spelling mistakes. SPEAKING You can assign points according to these criteria: 8 – 10 points: student can exchange information with correct pronunciation, normal hesitation and no grammar mistakes. 5 – 7 points: student can exchange information with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 – 4 points: student can exchange information with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: students can’t exchange information, hesitates a lot and makes a lot of grammar mistakes.

a. Speaker 3; b. Speaker 1; c. Speaker 2; d. Speaker 4

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IN THIS UNIT YOU WILL LEARN TO Reading: Identify and establish the mood of a text / Differentiate between fact and opinion / Match written and visual clues / Discriminate between correct and incorrect information. Listening: Identify the tone of a recorded message / Identify speakers. Find specific information. Production: Express opinions and personal points of view / Talk about wishes and regrets / Tell people what you want and need / Talk about how to protect our planet. Functions: Express opinions and personal points of view / Express necessity, needs and wishes / Express obligation.

Development Lesson 1 Lesson 2 Lesson 3 Lesson 4 Apply your knowledge Check and correct and final check

YOU WILL ALSO USE THE FOLLOWING TEXT TYPES Anecdotes / A song / A newsletter / An article with predictions. YOU WILL ALSO LEARN Grammar: The Passive voice / Want to, need to, have to, would like to / Modal verbs should, ought to, must / Similarities and differences between must/have to. Vocabulary: Words related to lifestyles and making a living / Words related to life in the future. YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES Different lifestyles and why we should respect them.

two to three class periods two to three class periods two to three class periods two to three class periods one class period/alternatively homework activity one class period plus some home activity

Didactic resources and methodology tips • Teacher can use photographs, cut-outs, old postcards and pictures, • Real traffic signs (near the school or in the town or village) or pictures of them. • If possible, futuristic movies (CD or video format) to discuss life in the future (Star Wars, Planet of the Apes etc) • Useful materials for this unit are: 1. Dictionaries 2. Glossaries 3. Definitions 4. Printed handouts 5. Library material

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Types of evaluation

Indicators

Continuous / informal

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

Check it over Self - evaluation

Students analyse their performance in the speaking, reading, listening and writing activities, and decide if they need more work, if they did ok or if they did really well.

Check & Correct Unit evaluation

Reading: Students identify specific information and infer meaning from the context. Listening: Students identify and extract specific information. Language: Students use the Passive Voice and modal verbs. Writing: Students write a short paragraph about likes, obligations and necessities. Speaking: Students role-play dialogues from visual clues.

Final Check Extra Test

Students analyse their performance in the unit, give themselves points according to the frequency with which each criterion is observed and identify their situation. Reading: Students identify source of the text, relate information and infer meaning from the context. Listening: Students identify specific information and discriminate sounds. Language: Students use modal verbs, the Passive Voice and the definite article the Writing: Students write a short report on a person’s lifestyle Speaking: Students exchange information about the things they have/would like/need to do.

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PAGE 138

ALTERNATIVE LIFESTYLES

Set Up

READINg

1 Ask students to look at the pictures and identify the living organisms. How do they know they are living? What qualities does a living organism have? Answers 1, 3, 4, 6.

LESSoN 1

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + 2 Students read definitions a. - e. Help them with unfamiliar words and allow the use of dictionaries. To drill the new words, give or elicit more examples. Answers life – b.; lifestyle – c.; live (adj.) – e.; living – a.; still-life – d.

3 Read the sentences with the class and ask students to copy and complete them in their notebooks. Check orally.

Ask students if they know the meaning of the word synonym, and if they know what an antonym is. If not, explain. Ask them to give examples. Synonyms - two words that can be interchanged in a context are said to be synonymous relative to that context. Antonym - A word having a meaning opposite to that of another word. There is a very good resource on synonyms to be found at www.synonym.com (L.A.: to match meanings of key lexical items)

Answers a. still-life; b. lifestyle; c. living; d. life; e. live. LIFE AS WE KNOW IT

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Answers Synonyms: alternative – irregular; unusual – extraordinary; out of the ordinary – different. These in turn are the antonyms of the words above: traditional, typical, common. Antonyms: alternative, irregular – traditional, unusual extraordinary – typical out of the ordinary, different – common.

2 + Students offer personal points of view/opinions about different lifestyles. (L.A.: to offer a personal opinion based on previous knowledge / experience) Answers May vary

3 ++ Help students out with prompts / questions such as: How many members are there in your family? What unusual things does you family do? Is your family respectful of traditions? Remind students of the importance of respecting other people’s opinions and lifestyles. (L.A.: to relate topic to personal experiences) Answers May vary

4 + Students take into consideration the title of the lesson, previous exercises and the pictures to predict the subject of the text they are about to read. Do not check answers at this point. (L.A.: to predict the content of a text based on provided clues) Bear it in mind

Ask the students to read and discuss the section in pairs, and then elicit comments and further examples. For more information on the Bear it in mind section see page 7 of the Introduction.

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UNIT 5

PAGE 140 gO AHEAD

5 + Students read the three anecdotes and check their predictions in Exercise 4. (L.A:. to check and validate predictions) Answers May vary, but make sure they mention that the texts are about people who live differently.

6 ++ Students analyse the pictures and match them with the stories. They also assign one title to each story. (L.A.: to match visual and written clues) Answers Picture 1 – III – c.; Picture 2 – I – a.; Picture 3 – II – b.

7 ++ It is difficult for learners to understand the difference between mood and tone. Teacher and students may try the following technique: Step 1 - Find a scene or passage in the fictional text to analyse and read it through out loud. Step 2 - Write down the sensory feelings you have while reading. Are you angry, left in suspense, or curious? Step 3 - Describe the setting. How are the objects and people described? Try to draw an image of what you read. Step 4 - Write “Mood” at the top of a piece of paper. Mood is the term used to describe the feeling of a piece of literature. When you read a novel and get a feeling of suspense or mystery, this is the mood you are uncovering. Step 5 - On another piece of paper write down what you think the author thinks about the characters or subject in the story. How does the author treat these elements? Are they sarcastic, pessimistic or hopeful? Step 6 - Write “Tone” at the top of this page. Tone is the word used to describe the author’s opinion about the story, character or events. Tone can be found in fiction and nonfiction by looking at the way the author describes things and at the words chosen.

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Step 7 - Practise! The key to learning is repetition. Try to find the mood and tone of different pieces of fiction and non-fiction. Keep practising until you know you’ve got it. (source of information www.ehow.com ) (L.A.: to to identify mood and information) Answers a. iii; b. ii

8 + Tell students to work in pairs. They write their answers in their notbooks. Check orally. (L.A.: to find specific information) Answers (variations allowed) a. (You can see the video of Greg with his animals) on YouTube. b. He eats a little, gives some to his animals and gives the rest to other homeless people. c. They were happy living and working in a big city. d. Because she was a vegetarian and she had to see how workers killed animals for meat.

9 ++ A fact is something that is true about a subject and can be tested or proven. Look for clues such as: “56% of...., or“ The patient experienced...” In 2000, the man ….” An opinion is what someone thinks about that subject. Look for clues such as: “I believe...”, “It’s obvious...”, or “They should...” “Possibly…” Before students do this exercise give them same guiding examples. Mr. Jones has two sons and one daughter. Fact Her house is really beautiful. Opinion L. Frank Baum wrote “The Wizard of Oz”. Fact That boy is the nicest person in the school. Opinion Nine plus one equals ten. Fact (L.A.: to differentiate between fact and opinion) Answers a., c., f. – fact; b., d., e. - opinion

10 + Refer students back to the Bear it in Mind section on page 138 before doing this exercise. You can also give them some examples and ask them: which ones express personal experience? Examples: When I was a child I lived in Valdivia. Greg Pike is a homeless person. My dog is a big black Labrador called Snoopy. Shops close at 10 pm in Santiago. My friend and I saw a UFO. (L.A.: to identify textual clues) Answers a., c., d., f.

PAGE 141 MAKE CONNECTIONS

Students connect what they have read in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

See notes on page 7 of the Introduction. This section deals with the Passive Voice. It gives examples of when and how to use it. Teacher will find a wealth of information on the use and structure of the passive voice at http://esl.about.com/library/grammar/blpassive.htm

Danger

Help students notice that the sentences in A are in the Passive Voice (the agent is not mentioned, the action is what matters), while the sentences in B express states with the verb to be + adjective. For more information on the Danger section see page 7 of the Introduction.

LIFE AS WE KNOW IT

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11 ++ Before doing this exercise it is very important that students study the Danger section on this page plus you should provide more examples on the board. Remember, what is obvious and easy for a teacher may not necessarily be so for the students. Always give plenty of examples in context that are easily comprehensible to students. (L.A.: to apply new knowledge to a task) Answers Adjective: a., b., d. Passive Voice: c., e., f.

12 + Ask students to study the chart, select five values from it (for example: orange juice in January, strawberry juice in March, etc.) and write five sentences in their notebooks. Check orally. (L.A.: to apply a grammar structure to a task) Answers Will depend on the values chosen by students but all should follow the provided example.

PAGE 142

13 ++ Students read the titles of the books and the authors and then write sentences in their notebooks following the provided example. (L.A.: to apply a grammar structure and previous knowledge) Answers a. Harry Potter and the Philosopher’s Stone is written by J.K. Rowling b. The fellowship of the Ring is written by J.R.R Tolkien. c. The chronicles of Narnia is written by C.S. Lewis. d. The house of the Spirits is written by Isabel Allende. e. 100 Years of solitude is written by Gabriel Garcia Marquez. f. Intuition is written by Allegra Goodman.

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UNIT 5

14 +

FL

Offer a few examples on the board before doing this exercise. They use a calculator to do this maths exercise. A calculator ___________________ A calculator is used to do this maths exercise. They buy 10 eggs to make a big omelette. 10 eggs are bought to make an omelette. (L.A.: to consolidate a structure using provided clues) Answers a. A lot of money is spent by tourists in that city. b. These texts messages are generally written by my father. c. Ancient tombs are often discovered by archeologists. d. Millions of bars of chocolate are eaten every day.

Have a CHat

See notes on page 7 of the Introduction.

15 ++ Students study the school report card and prepare a conversation which should follow the provided example. This is to practise the Passive Voice and ways of expressing personal opinions.. (L.A.: to expand and consolidate a structure and fixed expressions). Answers See transcript.

TRANSCRIPT - ORAL PRACTICE

33

A: What’s Ms. Jones’ s opinion of Lisa? B: She is described by her English teacher as ‘quick to learn’. A: And what does Mr. Spencer think of her? B: He believes she is enthusiastic. A: How about Mr. Stephens? B: She is pictured in the report as a good student. A: And Miss Delaney? What does she think of her? B: Miss Delany thinks that Lisa is an excellent student. A: Does Ms Castro think that Lisa is an excellent student? B: No, she doesn’t. She thinks Lisa must improve. A: And finally, how was Lisa described by Mr. Crossing? B: She is described as a hard worker.

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PAGE 143

16 +

PAGE 144

I WoULD LIKE To DEDICATE THIS SoNG

33

Students listen to the recorded conversation and practise it in pairs. Ask a few pairs to act out the conversation for the rest of the class. (L.A.: to imitate and / or role play a provided model of conversation) FaSt CHeCk

See notes on page 6 of the Introduction.

17 Answers a. A white and pink cake is made for my birthday every year. b. The grass in our garden is cut every month. c. Dinner is cooked for the whole group by the volunteers. d. Lots of greetings cards are sent for Christmas. e. At least five computers are repaired every day by that technician.

Write it DoWn

See notes on page 6 of the Introduction.

18 ++ This exercise can be assigned as homework or done in class. Make sure you check all written assignments. (L.A.: to write a composition based on a personal point of view / opinion.) Answers May vary CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section see page 7 of the Introduction.

LISTENINg

LESSoN 2

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Students look at the six pictures, read the captions and then choose one or two actions they would select to offer an apology. (L.A.: to offer personal opinion on a subject) Answers May vary

2 + If possible, teacher and / or students could bring some of the songs on CD. You can also ask students to bring CDs or taps to listen to. You can also ask them to bring a favourite song that they associate with friendship and love. (L.A.: to use personal experience and previous knowledge to complete a task) Answers May vary

PAGE 145

3 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In this exercise students use their personal experience and the context to predict the subject of the listening text. Do not check answers at this point. (L.A.: to predict the subject of a listening text)

LIFE AS WE KNOW IT

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4 + Students predict the title of a song a young man wants to dedicate to his girlfriend. Do not check answers at this point. (L.A.: to predict the subject of a listening text) gO AHEAD

TRANSCRIPT - I WOULD LIKE TO DEDICATE THIS SONG

34

Part I Presenter: One minute past midnight and we’re starting “I’d like to dedicate this song …”. Many of you can’t sleep thinking of how to fix a problem. Others wish they could take those hurtful words back. Some need to say I love you. Still others would like to say I’m sorry through a song. We have the first caller. Hello? Frank: Yes... Presenter: So, something’s gone wrong and you want to say you’re sorry? Frank: Something like that. Presenter: OK. You’ve got 15 seconds to talk. Frank: I just need to tell someone how much I care about her. How much … (pause) Presenter: Remember mate, this is a radio programme. No more than 15 seconds. Frank: You see, this girl I like is angry with me and I wish she wasn’t. I have to get in touch with her to tell her I’m sorry . Presenter: If she’s listening, what do you want to tell her? Frank: If she’s listening I’d like to tell her that I need her. And I miss her. If she’s listening I have to tell her to think of the things and places we both remember. Presenter: And the song you’d like to dedicate to her? Part II Frank: ‘In my Life’ by the Beatles. Presenter: Here we go, then. Song There are places I’ll remember all my life, Though some have changed Some forever, not for better

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UNIT 5

Some have gone and some remain. All these places have their moments Of lovers and friends I still can recall Some are dead and some are living In my life I’ve loved them all. And with all these friends and lovers There is no one compares with you And these memories lose their meaning When I think of love as something new And I know I’ll never lose affection For people and things that went before I know I’ll often stop and think about them. In my life I loved you more. And I know I’ll never lose affection For people and things that went before I know I’ll often stop and think about them. In my life I loved you more In my life I loved you more.

Danger

See notes on page 7 of the Introduction.

5 +

34

Students listen to the first part of the program and check their predictions. (L.A.: to check and validate predictions) Answers a.

6 +

34

Play the recording a second time after students have read the questions. Stop the CD if students so request to take notes. Answers a. At one minute past midnight. b. For people who can’t sleep or are sorry or need to say I love you. c. He only has 15 seconds. d. If she’s listening he’d like to tell her that he needs her and that he misses her. If she’s listening he has to tell her to think of the things and places they both remember.

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7 +

34

Play the recording again and give students time to complete the sentences. (L.A.: to find specific information) Answers a. … I’m sorry through a song. b. ….how much I care about her. c. …to tell her I’m sorry. d. …and places we both remember.

8 +

34

Students listen to the second part of the program and check their predictions in Exercise 4. (L.A.: to check and validate predictions) Answers b.

9 +

34

It is difficult for students to understand the difference between mood and tone. Teacher and students may try the following technique: Step 1 - Find a scene or passage in the fictional text to analyse and read it through out loud. Step 2 - Write down the sensory feelings you have while reading. Are you angry, left in suspense, or curious? Step 3 - Describe the setting. How are the objects and people described? Try to draw an image of what you read. Step 4 - Write “Mood” at the top of this page. Mood is the term used to describe the feeling of a piece of literature. When you read a novel and get a feeling of suspense or mystery, this is the mood you are uncovering. Step 5 - On another piece of paper write down what you think the author thinks about the characters or subject in the story. How does the author treat these elements? Are they sarcastic, pessimistic or hopeful? Step 6 - Write “Tone” at the top of this page. Tone is the word used to describe the author’s opinion about the story, character or events. Tone can be found in fiction and nonfiction by looking at the way the author describes things and what words they choose. Step 7 - Practise! The key to learning is repetition. Try to find the mood and tone of different pieces of fiction and non-fiction. Keep practising until you know you’ve got it. (source of information www.ehow.com ) (L.A.: to detect the mood of a song)

Answers Nostalgic

PAGE 146

10 ++

34

Read the sentences with the class. Then play the recording again. (L.A.: to discriminate between similar sounds / words) Answers a. life; b. you; c. new; d. affection

MAKE CONNECTIONS

Students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction. take a CloSer look

This section deals with verbs used for expressing what we want, have to, need or would like to do.

11 ++ Refer students to the TAKE A CLOSER LOOK section before doing this exercise. Tell students that their answers will largely depend on how they interpret each sentence. (L.A.: to apply new key lexical items) Possible answers a. would you like / do you want b. have to c. want to / would like to d. need e. need

PAGE 147

12 + Ask students to read sentences a. –f. and change them into the negative. Ask them to write their answers in their notebooks. Tell them to pay attention to the tenses. Check orally. (L.A.: to apply and consolidate new structures) LIFE AS WE KNOW IT

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Answers a. She didn’t want to invite …. b. I don’t need to … c. They would not like to … d. She didn’t have to pay…. e. They don’t need to f. We don’t want to …

PAGE 148

15 + Ask students to describe what is happening in the pictures. Then they read the three captions and try to match them with the pictures. This activity requires some analytical skills. (L.A.: to match visual clues with written information) Answers 1 – c.; 2 – a.; 3 – b.

Have a CHat

See notes on page 7 of the Introduction.

13 ++

FaSt CHeCk

16

35

Ask students to name the people, places and things in the pictures then read Diana’s questions. Initially they use the visual clues to answer the questions but then they may use personal preferences to answer them. (L.A.: to practise a conversation model using visual clues)

Diana: Mark: Diana: Mark: Diana: Mark: Diana: Mark: Diana: Mark:

PAGE 149 Write it DoWn

Answers See transcript

TRANSCRIPT - ORAL PRACTICE

Answers a. i.; b. ii.; c. i.; d. ii.; e. ii.

17 ++ 35

If you were a famous pop star, who would you like to be? I would like to be Joe Jonas. When you finish school where would you like to live? I would like to live in New York. What do you want to eat, pizza or pasta? I want to eat pasta. Do you have to study chemistry or physics? I have to study chemistry. To make a brownie, do I need milk or water? You need to use milk.

Once again discuss with students the situation where they have a problem or an argument with a friend. Ask them if they should stay angry with their friend or if they should try to make up. Why? Tell them to write no more than 3 sentences referring to their experience and the actions they would take. You can ask them to go back to exercise 1 on page 144. (L.A.: to write a paragraph expressing personal opinions / ideas) Answers Will vary.

play it

See notes on page 7 of the Introduction.

14 +

35

Students listen to the recording, imitate and role play the conversation. (L.A.: to imitate a model of pronunciation)

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UNIT 5

CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Listening • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section see page 7 of the Introduction.

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2 +

PAGE 150

LIFE AS WE KNoW IT READINg

LESSoN 3

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Ask students to look at the pictures and identify the famous landmarks. Provide extra information to help them along. (L.A.: to use previous knowledge or experience) BACKGROUND INFORMATION The Eiffel Tower is an iron tower built in 1889 on the Champ de Mars beside the Seine River in Paris. Named after the designer and engineer Gustave Eiffel the tower has become a global icon of France and is one of the most recognizable structures in the world. Buckingham Palace is the official London residence of the British monarch. Located in the City of Westminster, the palace is a setting for state occasions and royal hospitality, and a major tourist attraction. It was built in 1703. The Colosseum, originally the Flavian Amphitheatre, is an elliptical amphitheatre in the centre of the city of Rome, Italy, the largest ever built in the Roman Empire. It is one of the greatest works of Roman architecture and engineering. It was built in the first century AD. The Moscow Kremlin usually referred to simply as The Kremlin, is a historic fortified complex at the heart of Moscow, overlooking the Moskva River. It is the best known of Kremlins – or citadels and includes four palaces, four cathedrals, and the enclosing Kremlin walls. The complex serves as the official residence of the President of Russia. Manhattan is one of the five boroughs of New York City, located primarily on Manhattan Island at the mouth of the Hudson River. Manhattan is the most densely populated county in the United States, with 70,595 residents per square mile (27,267/km2). It is also one of the richest counties in the United States, with a 2005 personal per capita income above US100, 000. Source: Wikipedia

Ask students to look at the graph / organiser. How is it divided? What are man-made structures? Can they give an example? Then tell them to look through the list of names in the box. Do they know all of them? If not, help them out or assign this list beforehand for research at home. Finally ask them to classify the words in their notebooks under the correct heading. (L.A.: to classify information in a graphic organiser) Answers Man-made, modern: Mount Rushmore, Niteroi Bridge, The Channel Tunnel, The Eiffel Tower, The Empire State Building, the Entel Tower, The National Stadium, the Statue of Liberty, The Tinguiririca Bridge, the Yangtze River dam. Man-made, ancient: Buckingham Palace, The Alhambra, The Colosseum, The Forbidden City, The Sphinx, Natural, water: the Bio Bio River, the Maipo Canyon, the Nile, the Pacific Ocean. Natural, solid: Easter Island, San Cristobal hill, the Antarctic Peninsula, the Atacama Desert, the Central Valley, the Moon.

PAGE 151 Bear it in mind

Ask the students to read and discuss the section in pairs, and then elicit comments and conclusions. Encourage them to mention more examples. For more information on the Bear it in mind section, see page 7 of the Introduction.

LIFE AS WE KNOW IT

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3 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In this exercise students use their personal experience and the context to predict lexical content. Do not check answers at this point. (L.A.: to predict lexical contents of a text from context)

7 ++

gO AHEAD

8 +

4 + Ask students to read the brochure and check their predictions listening the words in their notebook. (L.A.: to check and validate predictions) Answers Will vary.

5 ++ You have already discussed with students different important landmarks - now ask them to locate four in the text. Two of the six are not mentioned. (L.A.: to look for and locate specific information in a text) Answers Mentioned: 1 The Eiffel Tower, 3 The Kremlin, 4 Buckingham Palace, 5 The Empire State Building. Not mentioned: 2 Basilica of Saint Peter in Rome, 6 Tower Bridge in London.

6 ++ Students must pay attention to the information before and following the gaps. Check orally. (L.A.: to match information to context) Answers a. – ii, b. – ii, c. – ii, d. – ii, e. – i, f. - ii

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UNIT 5

Ask students to read each paragraph where the words in bold are and write what they refer to. (L.A.: to recognise textual references) Answers a. Paragraph I it - refers to the newsletter. him - refers to Professor Gellibrand. b. Paragraph II it - refers to planet Earth. c. Paragraph III they - refers to buildings made of wood.

Students read the statements and try to decide if they are true or false. Then they read the text again to check their answers. You can ask the keener students to correct the false statements. (L.A.: to discriminate between correct and incorrect information) Answers a. True; b. False (within a hundred years); c. True; d. False (wolves, lions, foxes and bears will be the master species); e. True.

MAKE CONNECTIONS

Students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction

9 ++ Refer students back to the Bear it in mind section on page 151 before doing this exercise. (L.A.: to consolidate a language structure)

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Answers Dear John, How have you been? As for me I have finally arrived in the USA landing at JFK Airport on a flight from Vienna, Austria. We flew over Spain and the view of the Pyrenees was spectacular! At the beginning of the journey there was a quick stop over in Rio de Janeiro; I had really hoped to see the Amazon but unfortunately it is in another part of Brazil. New York is spectacular. This afternoon we had a quick walk in Central Park and tomorrow we are planning to visit the Statue of Liberty. If we have time we will also see the Empire State Building. I am staying at a little hotel called the Madison which is located on the corner of 42nd Street and 5th Avenue. That’s’ all for now. Send my love to mum and dad. Your brother Richard

PAGE 154 take a CloSer look

This section deals with modal verbs must (to express certainty), might (to express possibility), should and ought to (to express suggestions / recommendation).

PAGE 155 Have a CHat

12 ++

Ask students to look carefully at the pictures – what are the key elements in each? For example “bridge” in picture 1. What does the man want / wish to do? (L.A.: to match textual and visual information) Possible answers See transcript.

TRANSCRIPT - ORAL PRACTICE

Answers a. – 1, b. – 4, c. – 2, d. – 3

11 + FL Tell students to read the sentences with both options and choose one that best fits the situation. (L.A.: to match information)

36

a. A: Well, we definitely have a problem. B: Yeah, I wish there was another way of crossing this river. b. A: Isn’t this weather awful? B: Yes! How I wish I could go swimming, even in this rain! c. A: Are we going to have some water melon? B: We can’t at the moment. We need a knife. d. A: Which of the toys would you like to have? B: I want to have the one on the top shelf, please.

13 + Students check their answers listening to the recording. Remember that there might be significant differences between the recording and students’ answers – reassure them that as long as their option is grammatically and contextually correct, their answers are acceptable. (L.A.: to imitate a model of conversation)

10 + Ask students to describe the pictures in their groups and then read the sentences with them. Check answers orally. (L.A.: to match visual and written clues to consolidate a new structure)

36

FaSt CHeCk

14 Answers a. must, b. ought to, should, c. might, d. should, ought to, e. must

Answers a. – i, b. – i, c. – i.

LIFE AS WE KNOW IT

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2 +

Write it DoWn

15 ++ This is an ideal exercise for homework. Make sure that students have enough time to do some research. They may choose any city in the world or describe the place where they live. (L.A.: to write a description)

3 ++

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Speaking • Reading • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section, see page 7 of the Introduction. PAGE 156

LESSoN 4

THINK AHEAD

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Ask students to talk about the four pictures. How do we know that they refer to the future? Do the objects in the pictures commonly exist in present life? Do they think that life in the future will be better or worse? Why? (L.A.: to use personal experience / previous knowledge to discuss a subject)

124

UNIT 5

Ask students to look at the information in the boxes – explain any vocabulary they might not understand. What is their opinion of the situations? What should we do if we live in space? (L.A.: to discuss a subject offering personal opinions) Answers May vary

4 +

LIFE AS IT WILL BE

Answers May vary

Answers May vary

PAGE 157

CHeCk it over!

LISTENINg

This is a very popular children’s song. It tells the story of Noah’s ark and how the animals entered it to get out of the rain. If you know the music, sing it with students. (L.A.: to identify general comprehension of a poem)

It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In this exercise students use their personal experience and the context to predict the subject of a listening text. Do not check answers at this stage. (L.A.: to predict lexical contents from context) gO AHEAD

TRANSCRIPT - LIFE AS IT WILL BE

37

Teacher: Children, do you know what Noah’s Ark was? Have you ever heard about it? Charles: It’s a story about and old man who lived many years ago and who saved all the animals on earth from a flood.

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Teacher: Very good, Charles. But do you know what the modern Noah’s ark is? Can anyone guess? No? Well, the topic of today’s lesson is the Modern Noah’s Ark – very similar to the idea of the ancient ark. Cathy: Do we have to build a boat? Do we have to prepare for a flood? Teacher: Well, maybe not for a flood but for other dangerous things that might happen to our planet. Mike: Like what? Teacher: The earth is facing many dangers in the future. For example, we have to prepare for global warming, maybe for a nuclear war or for any other catastrophic event. Louise: And if we prepare well can we save the planet? Teacher: I don’t know. But we must do something to prevent the disaster. You know what the old proverb says: “Better to be safe than sorry”. Dan: So, what can we do? Teacher: Well, Swedish scientists say that the best way to prepare for a catastrophe is to store food in case a tragedy happens. We must have enough food to survive. Anne: But there are millions and millions of people in the world! Can we store enough food for everyone? Teacher: Probably not, but again it’s better to have something than nothing. What the Swedish scientists are doing is this: they are preparing a very cold chamber in a cave in a remote Arctic mountain. The cave is called the Doomsday Vault. Doomsday in old English means ‘Judgement day’. This chamber, which looks like a long tunnel, is very big and it can store 4 million seeds, from most of the plants on our planet. This way, if a cataclysm happens, humans will have some seeds such as corn, potatoes, tomatoes, beans and rice, to grow and have food again. Frank: But what if the seeds go bad? Teacher: Well, the seeds are stored at temperatures of minus 18ºC so they might last hundreds, even thousands of years. And even if the cooling systems fail, the temperature in the frozen mountain will never rise above freezing and this way the seeds will be safe. You see? Just like the animals in the ark.

5 +

37

Ask students to write the words in Exercise 4 as a list in their notebook then play the recording once. Tell them to tick all the words from the list they hear. (L.A.: to check and validate predictions) Answers catastrophe - nuclear war - cataclysm - flood global warming - tragedy

6 +

37

A proverb is a simple and concrete saying popularly known and repeated, which expresses a truth, based on common sense or the practical experience of humanity. They are often metaphorical. A proverb that describes a basic rule of conduct may also be known as a maxim. Some common English proverbs are: A fool and his money are soon parted. Actions speak louder than words / voice. Beggars can’t be choosers. Home is where the heart is. (L.A.: to listen for specific information) Answers c. (Spanish equivalent: más vale prevenir que curar).

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7 +

37

Ask students to name the six vegetables in the pictures and list them in their notebooks. Then play the recording again and tell them to tick five vegetables mentioned in it. (L.A.: to match specific information with visual clues) Answers beans – 1, corn – 2, potatoes – 4, rice – 5, tomatoes – 6. Not mentioned: cucumber – 3.

8 ++

37

Ask students to read sentences a. – e. and then listen to the recording again. Who said the statements? Check orally. (L.A.: to identify speakers)

LIFE AS WE KNOW IT

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Answers a. One of the students. b. One of the students. c. The teacher. d. One of the students. e. The teacher.

9 ++

37

Students first read the sentences, copy them into their notebooks with the corresponding gaps then listen again and fill in the gaps with the corresponding information. (L.A.: to match information) Answers a. We have to prepare for global warming, maybe for a nuclear war. b. Swedish scientists say that the best way to prepare for a tragedy is to store seeds. c. They are preparing a very cold chamber in a cave in a remote Arctic mountain. d. This chamber, which looks like a long tunnel, is very big and it can store 4 million seeds.

10 +

37

Read the questions with the class and then play the recording again. Check answers orally. (L.A.: to get specific information) Answers a. Swedish b. Judgement day c. Hundreds, or even thousands of years.

PAGE 159 MAKE CONNECTIONS

Students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction.

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11 + Ask students to observe the picture and the parts with the arrows. Can they name all the parts and provide the correct information for each box after they have listened to the recording several times? (L.A.: to match visual and recorded information) Answers a. Doomsday Vault b. Rice, beans, potatoes, tomatoes, corn c. A remote Arctic mountain d. 4 million seeds

12 ++ Divide the class into small groups and separate them physically from each other (at different desks). Tell the groups to read and discuss the two questions them. Ask them to write the findings in a notebooks and then read them out to the rest of the class. Where the answers similar / different? How? (L.A.: to discuss a subject using own experience and previous knowledge) Answers May vary

PAGE 160 take a CloSer look

This section provides information on the forms, uses and differences and similarities between must and have to.

13 + First refer students to the TAKE A CLOSER LOOK section. Provide more examples if necessary. (L.A.: to practise a new structure) Answers a. have to b. has to c. must d. must e. do you have to

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14 ++

FaSt CHeCk

Ask students to look at the five traffic signs – they are quite common on all the roads around the world. Ask them to describe the actions a driver or a pedestrian must take if he or she sees one of them. (L.A.: to practise a new structure using visual clues) Answers a. You must stop b. You must go in a specific direction. c. You must slow down. d. You must keep to the right. e. You must yield or give way.

PAGE 161 Have a CHat

15 ++

’

16 Answers She has to answer the phone and write down messages. She has to buy food at the supermarket. She has to check all the doors before going to bed. She has to clean and tidy up. She has to feed the cat. She has to phone her grandparents. She has to switch off lights before going to bed. She has to take out the rubbish. She has to take the dog out for a walk. She has to water the plants. Write it DoWn

38

Ask students to work in pairs where one is Elizabeth and the other is Howard. Tell them first to read the whole dialogue before filling in the gaps. (L.A.: to practise a new structure through a conversation)

Students write a list of things they have to do every day. Check spelling and grammar. (L.A.: to write a list following a model) Answers Will vary.

Answers See transcript.

TRANSCRIPT - ORAL PRACTICE

17 ++

38

Elizabeth: So, what do you think we should do? Howard: We must use less energy. Elizabeth: And what could we do at school? Howard: I think we could recycle soft drink cans. Elizabeth: How about planting trees in the school garden? Howard: First we have to collect some money. Elizabeth: Do you think we could prepare an ecological newsletter? Howard: Good idea, but we have to find someone to write it.

CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: • Listening • Speaking • Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section see page 7 of the Introduction. PAGE 162

APPLY YoUR KNoWLEDGE The purpose of this section is to put the different elements of the unit together and check if they have been learnt. The exercises have been structured to let students “gather” together the subject matter of the unit and test it / try it as a whole. This is also a place where teachers can see what the outcome / impact of the unit as a whole has been. LIFE AS WE KNOW IT

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1 27 tons of bananas were produced in Tonga in June. 14 tons of pineapples were produced in Tonga in June. 15 tons of oranges were produced in Tonga in June. 10 tons of kiwis were produced in Tonga in June. 14 tons of cherries were produced in Tonga in June.

READING – UP FOR A DRIVE! 1. a. Because his father told him the story. b. He lived in Calama. c. 80 kilometres. d. He had to take the car to the garage. e. To free Lotty, the kitten, stuck under the bonnet. 2. a. engine; b. bonnet; c. purr; d. terrified

2 Mangoes were sent to France. Kiwis were sent to Brazil. Oranges were sent to Norway. Pineapples were sent to the USA. Bananas were sent to Argentina.

3 Digby must rest for 3 days. He should get up on the 4th day. He must avoid too much effort. He should do light exercise on day 4.He must eat 3 small meals a day. He should drink lots of water. He must avoid carbohydrates. He should eat fresh fruit and vegetables. He must visit the doctor in a week. He should go back to work in 2 weeks.

4 (may vary) Camila would like to visit Easter Island. Dennis would like to be a pilot. Stella wishes she had a bigger house. Bruce wants to be a signer. PAGE 164

CHECK & CoRRECT This is an opportunity to re-examine difficult questions and fit all the main pieces of the puzzle together into one coherent picture. Here the Teacher can also look for errors and wrong conclusions. This is an extra opportunity to correct them before moving on to the subsequent. Please refer to the Evaluation table and indicators at the beginning of this unit (Teacher’s Book).

LISTENING – CLOUDS

TRANSCRIPT

39

Teacher: The topic of today’s lesson is clouds. Does anyone know what clouds are? Cathy: They are the fluffy white things in the sky where rain comes from. Teacher: Yes, but what are clouds made of? Charles: Snow? Teacher: Not quite. Mike: Water? Teacher: Very good. Clouds are made of water. As you already know, we can find water in three different forms: liquid, solid and gas. Liquid is the form that you normally drink. Solid is ice and snow. And water as a gas is called vapour. Clouds form when water vapour turns back into liquid water drops. That’s called condensation. Louise: It’s like when my mom cooks dinner and drops of water fall from the lid of the pot. It looks as if it was raining in the pot. Teacher: That’s correct. Rain is very similar to the cooking process. At first water drops are very light and stay on the clouds but when they get heavy, they fall to the ground. And rain is the primary source of fresh water for most areas of the world Dan: Are all clouds the same? Teacher: No, Meteorologists name clouds depending on how high in the sky they form and by the way they look. The highest clouds are called cirrus. Middle clouds are called alto. And clouds that are described by their appearance are cumulus and stratus. And if a cloud produces snow it is called nimbus. 3. a. Water. b. Vapour. c. When water vapour turns into liquid water. d. Five.

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4. a. Cirrus. b. Nimbus. c. Cumulus and stratus. d. Alto. LANGUAGE 5. First, all unwanted paper is collected in big cardboard boxes. Second, the boxes are collected by a charity truck and taken to the paper recycling plant. Then, the paper is mixed with water and chemicals and converted into a pulp. Next, water is removed from the pulp. After, colouring and hard parts are removed from the pulp. Finally, the pulp is converted into sheets of paper.

3 - 4 points: student can role-play dialogues using visual clues with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: student can't role-play dialogues, he / she hesitates a lot and makes a lot of grammar mistakes.

7. a. We ought to buy a swimming suit for Gabriella. She might also like a tennis racquet. b. We ought to buy a detective book for Diana. She might also like a set of brushes and paints. c. We ought to buy a classical music CD for Becky. She might also like a theatre ticket.

WRITING 10.Answers will vary. Check each paragraph using the Writing Rubric or you can assign points according to these criteria. 7 - 8 points: student can write a paragraph about the things he / she must / should / need to do, using the correct language structures and without grammar or spelling mistakes. 5 - 6 points: student can write a paragraph about the things he / she must / should / need to do using the correct language structures, with a minimum of grammar or spelling mistakes. 3 - 4 points: student can write a paragraph about the things he / she must / should / need to do using correct language structures, but makes grammar and spelling mistakes and makes no use of textual references. 1 - 2 points: student can write a paragraph about the things he / she must / should / need to do, he / she doesn't use the correct languages structures, and makes a lot of grammar and spelling mistakes.

8. a. You have to put a stamp on the envelope. b. He must hurry if he wants to catch the train. c. You must call the doctor.

Final CHeCk

6. a. Mount Everest is the highest mountain on earth, and the highest mountain range in the world is the Himalayas. b. Loch Ness is a famous lake in Scotland. c. The longest river in Chile is the Bio Bio. d. Easter Island is in the Pacific Ocean. e. The shoe shop is in Elm Street.

SPEAKING 9. Picture 1: Would you like some ice-cream? Sorry, I don't like ice-cream. Picture 2: Excuse me, could you move a little please. Sorry there is no more space. Picture 3: I'm really sorry. I didn't see you. That's OK. You can assign points according to these criteria: 7 - 8 points: student can role-play dialogues using visual clues with correct pronunciation, normal hesitation and no grammar mistakes. 5 - 6 points: student can role-play dialogues using visual clues with correct pronunciation and a minimum of hesitation and grammar mistakes.

This part provides the students with feed-back on how much they have learnt and puts them in a position to make an assessment of their work. Most learners, by getting involved with evaluation, come face to face with their learning problems and consciously try to tackle them. Self-evaluation requires of students to be more self-conscious about the changes they are experiencing, motivates them to form a realistic and honest awareness of their own work and to try to take responsible steps in solving their own problems. Self-evaluation enables the learner to become an independent learner as well as an independent thinker. Monitor this section of the Unit as it will help you evaluate the Outcome and the Impact part of the general evaluation , especially in the Impact part it will show you and let you measure students’ attitudes towards what they have learnt. LIFE AS WE KNOW IT

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EXTRA TEST UNIT 5 READING - THE RIGHT QUALIFICATIONS Sometimes, when people travel, the strangest things can happen to them. If you travel you must be prepared for whatever comes your way. You may, for example, remember the story of the heroic pilot who landed his airplane in the Hudson River saving hundreds of lives. Or the story of a Uruguayan rugby team whose plane crashed in the Andes and who waited to be rescued for nearly 40 days. Many of them died but some were saved and their story was filmed. But the latest news is quite strange and we want to share it with our readers who might appreciate the humour of the situation. A British pilot flew 80 passengers from Cardiff, UK, to Paris, France, and then told them: “I am really sorry but I must turn back - I’m not qualified to land.”

Cassandra Grant, 29, who paid £220 for her Flybe ticket, said: “20 minutes outside Paris, the captain said, ‘ I cannot land in these conditions. To land now I would need level 2 qualifications and I only have level 5. I urgently have to fly back to Cardiff. I couldn’t believe it! I expect an airline pilot to have every qualification possible, and then a few more,” Cassandra said. “But I must say that he was very apologetic with the passengers”, she added. Flybe said that they fully supported their pilot: “He has been recently transferred from a Bombardier Q300 to a Q400 aircraft. He’s not yet completed low visibility training to land in such conditions. Actually, he acted according to the correct procedures. Landing in difficult conditions without the correct qualifications might lead to the suspension of his licence.”

The pilot took the decision after thick fog cut visibility to 700 metres at Charles de Gaulle airport and he told passengers he could not land the aircraft in such conditions as he did not have adequate training. So, the pilot and passengers flew the 300 miles back to Cardiff airport.

1 Read the text once. Where would you expect to find a text like this?

PHOTOCOPIABLE

a. In a scientific magazine. b. In a training manual for pilots. c. In newspaper gossip column. d. In a brochure advertising Flybe flights.

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2 Read the text again. Identify what the numbers in it refer to

(1 pt.)

(7 points) 300 220 2 80

The price of a flight from Cardiff to Paris. The required level of qualifications to land in fog. The number of passengers on board the flight. The type of aircraft the pilot was flying at the time of the incident. 5 The distance between Cardiff and Paris. 20 The time left before landing in Paris. 400 The level of qualifications the pilot had at the time of the flight.

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3 Read the text once more. Find words in the text that correspond to these definitions.

(4 pts.)

a. showing extreme courage (adj.) b. having passed the exams or completed the necessary training (adj.) c. feeling or showing you are sorry for doing something wrong or causing a problem. (adj) d. the official or formal order or way of doing something. (noun) LISTENING - VIRUSES

4

7 Complete these sentences about your obligations for tomorrow using the verbs in the box.

• be • finish • get up • phone • return • walk a. __________________ at 8 a.m. b. __________________ to school with my brother. c. __________________ a science project. d. __________________ home by 6 p.m. e. __________________ in bed by 10 p.m.

8 Insert the definite article the where necessary.

Listen to the conversation between a teacher and a student and answer the questions. (5 points) a. What are viruses? b. How big are they? c. What do we need to see them? d. How do we know we have been attacked? e. What do viruses do in our bodies?

(5 pts.)

(4 pts.)

a. What is the highest mountain range in the world? I think it’s _________ Himalayas. b. ______ Villarica Lake is in the south of _____ Chile. c. When I was 18 years old I crossed ______ Atlantic for the first time in my life. d. ______ Amazon is the biggest river in the world. SPEAKING

Listen to the recording again and choose the correct alternative. (5 pts.)

9 Ask and answer these questions with your partner. Then,

a. They are the dangerous electronic bugs / buds. b. They are the living things that can make you sleep / sick. c. They are so timely / tiny that you need to use a microscope to see them. d. We can now see them magnified hundreds / thousands of times. e. How do they make us live / sick?

a. What would you like to do after school? b. What do you need to use to make a chocolate cake? c. What do you want to eat for dinner? d. What do you have to do this weekend?

change roles and ask and answer the questions changing the underlined parts. (10 pts.)

WRITING

10 Choose one of the people below and write a paragraph

LANGUAGE

6 Use these prompts to write sentences in the Passive Voice. (5 pts.) a. Don Quixote de la Mancha / write / Miguel de Cervantes b. The Eiffel Tower / build / Gustave Eiffel c. World War II / win / the allies d. America / discover / Christopher Columbus e. Mona Lisa / paint / Leonardo da Vinci

about what you think their lifestyle is like.

(10 pts.)

a. A famous pop star b. A hermit c. A volunteer in Africa

Your 1 - 21 result: Not too good

45 - 56 Great!

PHOTOCOPIABLE

5

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22 - 44 Acceptable

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ANSWERS TO EXTRA TEST UNIT 5 READING - THE RIGHT QUALIFICATIONS 1. c. 2. 300 The distance between Cardiff and Paris. 220 The price of a flight from Cardiff to Paris. 2 The required level of qualifications to land in fog. 80 The number of passengers on board the flight. 5 The level of qualifications the pilot had at the time of the flight. 20 The time left before landing in Paris. 400 The type of aircraft the pilot was flying at the time of the incident. 3. a. heroic; b. qualified; c. apologetic; d. procedures LISTENING - VIRUSES TRANSCRIPT 40 Teacher: Does anybody know what viruses are? Emma: They are the dangerous electronic bugs that can eat your computer programs! I had a virus on my computer once and it destroyed all my e-mails and information. Teacher: Yes, that’s true, but originally they are the living bugs that can make YOU sick. Our bodies are pretty amazing. Day after day, they work hard digesting food, pumping blood and oxygen, the little grey cells in your brain think for you and let you make lots of things but constantly our bodies are exposed to viruses - a group of tiny invaders that can make our bodies sick. Gabriel: How big are they? Can we see them? Teacher: Viruses are so small and sneaky that they get into our bodies without us noticing. In fact, they are so tiny that you need to use a microscope to see them. We only know they exist because scientists can see them magnified thousands of times. When they get into our bodies, we don’t know it until we have symptoms that say we’ve been attacked. And that’s the moment when we must try to get them destroyed. Harry: How do they make us sick? Teacher: They eat our nutrients and energy, and can produce toxins which are like poisons that affect our bodies. These toxins can cause fever, coughing and vomiting, for example. Emma: They sound really bad, just like the virus that ate my computer programs. 4.

40

a. They are electronic bugs / They are the living bugs that can make us sick. b. Very small. c. A microscope.

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d. By the symptoms. e. They make us feel sick. 5.

40

a. bugs; b. sick; c. tiny; d. thousands; e. sick

LANGUAGE 6. a. Don Quixote de la Mancha was written by Miguel de Cervantes. b. The Eiffel Tower was built by Gustave Eiffel. c. World War II was won by the allies. d. America was discovered by Christopher Columbus. e. The Mona Lisa was painted by Leonardo da Vinci. 7. a. I must get up at 8 a.m. b. I must walk to school with my brother c. I must finish a science project. d. I must return home by 6 p.m. e. I must be in bed by 10 p.m.a. - 1; b. - 3: c. - 4; d. - 1 8. a. What is the highest mountain range in the world? I think it’s the Himalayas. b. Villarica Lake is in the south of Chile. c. When I was 18 years old I crossed the Atlantic for the first time in my life. d. The Amazon is the biggest river in the world. SPEAKING 9. You can assign points according to these criteria: 8 – 10 points: student can ask and answer questions with correct pronunciation, normal hesitation and no grammar mistakes. 5 – 7 points: student can ask and answer questions with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 – 4 points: student can ask and answer questions with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: students can’t ask and answer questions, hesitates a lot and makes a lot of grammar mistakes. WRITING 10.You can assign points according to these criteria: 8 – 10 points: student can write a paragraph about a person’s lifestyle, using correct languages structures and without grammar or spelling mistakes. 5 – 7 points: student can write a paragraph about a person’s lifestyle using correct languages structures, with a minimum of grammar or spelling mistakes. 3 – 4 points: student can write a paragraph about a person’s lifestyle using correct languages structures, but makes grammar and spelling mistakes and makes no use of textual references. 1 - 2 points: student can’t write a paragraph about a person’s lifestyle, he / she doesn’t use correct languages structures, and makes a lot of grammar and spelling mistakes.

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IN THIS UNIT YOU WILL LEARN TO Reading: Identify the general topic of different texts / Match visual and written information / Fill in a graphic organiser with specific information / Follow directions to draw a picture Listening: Match oral instructions with visual clues / Identify expressions referring to the duration of events / Identify speakers / Complete a gap exercise with specific words Production: Express personal opinions and ideas about traditions and celebrations / Talk about cultural differences in your country / Express interest, surprise, happiness in different situation / Offer predictions for future events

Development Lesson 1 Lesson 2 Lesson 3 Lesson 4 Apply your knowledge Check and correct and final check

Functions: Referring to the duration of events / Expressing obligation / Expressing interest, surprise, joy / Making predictions for the future YOU WILL ALSO USE THE FOLLOWING TEXT TYPES An email / A Christmas carol / An advertisement / A website entry / A magazine interview / A lecture YOU WILL ALSO LEARN Grammar: The Present Prefect Tense / The use of since, for, never, ever, just now / Reported Speech / The Simple Future Tense Vocabulary: Vocabulary related to holidays, festivals and celebrations / Vocabulary related to different cultures YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES Why we should respect and follow traditions

two to three class periods two to three class periods two to three class periods two to three class periods one class period/alternatively homework activity one class period plus some home activity

Didactic resources and methodology tips • Teacher can use photographs, cut-outs, both in Spanish and English. • Books and other written material about traditions of the country • www.serindigena.cl - to learn about cultural differences • Photos of birthday parties, Christmas celebrations, 18th September celebrations, etc. • Interviews from the web or newspapers to talk about traditions • Useful materials for this unit are: 1. Lists of adverbs 2. Dictionaries 3. Glossaries 4. Definitions 5. Printed handouts 6. Library material TradiTions, TradiTions

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Types of evaluation

Indicators

Continuous / informal

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

Check it over Self - evaluation

Students analyse their performance in the speaking, reading, listening and writing activities, and decide if they need more work, if they did ok or if they did really well.

Check & Correct Unit evaluation

Reading: Students relate and identify specific information. Listening: Students identify and extract specific information. Language: Students use the Present Perfect, the Future Simple, and the Reported Speech. Writing: Students write a short description of a picture Speaking: Students role-play mini-dialogues expressing feelings.

Final Check

Students analyse their performance in the unit, give themselves points according to the frequency with which each criterion is observed and identify their situation.

Extra Test

Reading: Students identify general information, infer meaning from the context and discriminate between correct and incorrect information. Listening: Students identify type and purpose of the text and discriminate sounds. Language: Students use the Simple Future, the Present Perfect and the Reported Speech. Writing: Students write a short report on their experiences. Speaking: Students exchange information about their predictions for the future.

Camel races are an important tradition in Arab countries such as Qatar, Saudi Arabian and others.

PAGE 169 Set Up

2

1 Talk to students about your and their traditions. What are they? Is celebrating a birthday a tradition? How about the school anniversary? What other traditions do they have? Are all traditions the same? Do all regions, countries, cities etc have the same traditions? Ask them to look at the pictures and match the traditions with their names. Answers 1 – c, 2 – b, 3 – h, 4 – a, 5 – e, 6 – f, 7 – d, 8 – g

BACKGROUND INFORMATION Guy Fawkes Night (also known as Bonfire Night, Cracker Night, Fireworks Night, Bonny Night) is an annual celebration on the evening of the 5th November,. It celebrates the foiling of the Gunpowder Plot of the 5th November, 1605, in which a number of Catholic conspirators, including Guy Fawkes, were alleged to be attempting to blow-up the Houses of Parliament, in London.

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UniT 6

Ask students which of the activities in the pictures are universal traditions and which ones are not? Which ones are Chilean traditions? Answers May vary

3 Ask students to read the list of sentences and in pairs discuss the ones they think are important reasons for keeping traditions. Answers May vary

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4 ++

PAGE 170

Let’s ceLebrate rEadinG Mi d n

Lesson 1

a t e se r

This Mind Teaser provides more information on the topic of listening. Motivate students to find more reasons for listening and more examples. For more information on the Mind Teaser section, see page 7 of the Introduction.

Students look at the four pictures. Do they know what kind of celebrations / traditions they represent? They then make predictions about the subject of the text they are about to read. Do not check answers at this point. (L.A.: to make predictions from context and visual clues) PAGE 171 Go aHEad

5 + THinK aHEad

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

1 + Students read the three definitions and match them with the correct words. (L.A.: to define the meaning of key lexical items) Answers a. – iii; b. – i; c. - ii

2 + Students read the list of words in the box, say them aloud and identify the ones that sound or look similar to the words in Spanish. When practising cognates always make sure that students understand their meaning and that they are not false cognates (false friends). (L.A.: to identify cognates) Answers celebrate, colloquial, comfort, decorate, ignorance, remotely, victory

3 ++ Ask students to form pairs. They must take turns to read a question from A and the partner must try to find an answer in B. Check orally. (L.A.: to use previous knowledge to form dialogues) Answers a. – iii; b. – i; c. – ii

Students read the texts on pages 172 and 173 to check their predictions in Exercise 4. (L.A.: to check and validate predictions) Answers 1 Diwali; 2 St. Patrick’s day; 3 Christmas; 4 Halloween

6 + Students identify the type of texts they have just read. How do they know? Is it the choice of vocabulary? Is it the form the text is presented or other clues they can name? (L.A.: to identify type of text) Answers a. – IV, b. – I, c. – II, d. – III

7 + Tell students to look for key words in each text such as : festival, celebration, etc. to support their answers. (L.A.: to define the general topic of several texts) Answers a.

8 ++ Ask students to read the three sentences and then match them with the pictures. Again ask them to identify the key words. (marching band, lamps, light, witch) (L.A.: to match written and visual clues) Answers 1 – b, 2 – c, 3 – a

TradiTions, TradiTions

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9 ++ Ask students to copy the chart in their notebook then go back to the text. They must fill in the columns with correct information from the text. (L.A.: to place information in a graphic organiser) Answers

Which text mentions 1 2 3 4 the participation of a family member? 4 the name of a goddess? 4 the name of a saint? 4 the reason for the celebration? 4 4 the exact date and time of the celebration 4

Answers a. favourite; b. popular; c. costumes; d. tradition

PAGE 173 MAKE CONNECTIONS

In this section students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction Take a Closer look

10 + First give students a few examples of colloquial expressions against formal ones. Colloquial expressions are similar to slang, but tend to be more universal, whereas slang can often be limited to a particular social group. Examples: What’s up mate? = Hello, how are you today? We’ re just hanging around = we are not doing anything special right now. Wanna go to a party? = Would you like to go to a party? (L.A.: to identify colloquial language in a text) Answers The email uses the following colloquial expressions: anything spooky = anything scary a blast = a wonderful time I could burst like a bubble = I am very happy yummy things = delicious food kids = children goodie bags = bags with nice things sweeties = sweets Danger

See notes on page 7 of the Introduction.

11 + Ask students to copy the sentences into their notebooks. Copying is very important as it let’s students practise their spelling. (L.A.: to match information)

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UNIT 6

This section deals with the Present Perfect tense, its forms and uses. More information and exercises on the Present Perfect tense can be found at http://www.englishpage.com/verbpage /presentperfect.html For more information on the Take a Closer Look section see page 7 of the Introduction. PAGE 174

12 ++ Ask students to read the page from the passport – both dates and countries and then read questions a. – h. Stress the importance of not giving the dates when using the Present Perfect tense. We use specific dates with the Past Simple tense. Examples: He has visited the USA. He visited the USA in 1998. (L.A.: to practise a new grammar structure) Answers a. No, he hasn’t. b. No, he hasn’t. c. Yes, he has. d. No, he hasn’t. e. Yes, he has. f. Yes, he has. g. Yes, he has. h. He has been to five countries.

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13 ++

TRANSCRIPT- ORAL PRACTICE

Students read and copy the text with the gaps in their notebooks and fill in the gaps with the correct form of the Present Perfect tense. (L.A.: to consolidate a new grammar structure) Answers The Christmas tree today is a common custom to most of us, but have you ever wondered about its origin? When did the tradition start? How long has it lasted? We now know that it has been around as a tradition for many centuries. One of the most important aspects of the Christmas tree is its colour. For years, having a green tree full of lights inside your home has symbolised life in the middle of a cold winter. Probably there is no one on the planet who has not heard about the Christmas tree tradition.

14 ++ FL Ask students to work in pairs. Both read the results provided in the chart. One student asks questions following the example and the other answers them using the information in the chart. (L.A.: to practise and consolidate a new structure using a graphic organiser) Answers According to the example provided

PAGE 175 Have a CHat

15 +

41

Students listen and repeat the recorded questions. Ask them to write the questions and answers in their notebooks and practise asking and answering. (L.A.: to ask questions imitating a model and answer them with true information) Answers May vary

41

a. How long is the Chilean National Day celebration? b. How long have you known your best friend? c. How many days a week do you go to school? d. How long does it take to go from your house to your school? e. How long have you studied English? f. How long have your parents lived in the same house? g. How many hours have you spent at school today? h. How long has it taken you to answer all the questions? FaSt CHeCk

16 Answers Mrs. Carlow has taken the children to school. Mrs. Carlow has bought Christmas decorations. Mrs. Carlow has visited James in hospital. Mrs. Carlow has not gone jogging in the park. Mrs. Carlow has called Susan about the party. Mrs. Carlow has written an e-mail to Lucy’s teacher. Mrs. Carlow has not sent Christmas cards. Mrs. Carlow has not made a chocolate cake for tea. Mrs. Carlow has read the papers. Mrs. Carlow has not collected the children from school. Write it DoWn

17 ++ Give sufficient time so that students can write a coherent and cohesive piece but do not expect a lengthy essay. (L.A.: to use own experience and ideas to write a passage related to the subject of the lesson) Answers May vary CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: - Speaking - Reading - Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process.

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PAGE 177

Proud to be LisTEninG

4 + Lesson 2

THinK aHEad

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

Tell students to read the instructions and then the sentences taken from the text they are going to listen to. What clues can they find to identify the ethnic group the three young people belong to? Write the clues on the board but do net check answers yet. (L.A.: to make predictions from written clues and previous general knowledge)

1 + Students draw on their personal experience and previous knowledge of their country. Can they identify the original inhabitants of Chile? How? Remind them always to be respectful of traditions and differences in culture. (L.A.: to relate previous knowledge and visual clues) Answers 1 Aymara

2 Mapuche

3 Rapa Nui

2 + Ask students to look at the map of Chile. Can they identify the approximate area where these inhabitants live? (L.A.: to relate previous knowledge and visual clues) Answers Aymara - north, Mapuche - south, Rapa Nui – Easter Island / the Pacific Ocean.

3 ++ Ask students to copy the words with the gaps in their notebooks. Tell them to write the list of vowels above the words and then use the ones they think should go in the gaps to complete the words. Check orally. Do they know the meanings of the words they have just formed? (L.A.: to identify key words through a game) Answers a. roots; b. origin; c. tattoo; d. images; e. culture; f. spiritual

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UniT 6

Go aHEad

TRANSCRIPTS - PROUD TO BE Jane: Ariki:

42

How do you feel about your customs and traditions? I think it’s important to know where you come from and respect your customs and traditions. Millaray: Yes, we ought to know our roots. For example, our names. Millaray means Golden Flower in the Mapuche language. Jane: And your name, Ariki? Ariki: Ariki means King in Rapa Nui. And your name, Uruchi? Uruchi: My name means Beloved Son in Aymara. I believe that we ought to be proud of our origin. Jane: What do you know about your ancient art of tattooing, Ariki? Ariki: I’ve been a tattoo artist since I was sixteen and I’ve learnt a lot about why our people like to have images on their skin. Jane: Why is it? Ariki: For centuries we have believed that tattoos make our skin sacred and help us communicate with our ancestors. Jane: What kind of pictures do you use? Ariki: Polynesian symbols and figures from our legends. Jane: Do the Aymara use tattooing and body painting too, Uruchi? Uruchi: No, but we’ve always been known for our respect for Mother Earth. Jane: Yes, I’ve heard of the ancient cult of the Pachamama. Uruchi: This cult has helped my people to order the natural cycle of life; this month we are celebrating an important holiday called “the cleaning of channels”. Jane: That’s really surprising; I’ve never been to the north but I know it’s very dry.

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Uruchi: Yes, and the festival, which lasts for 6 days, is to pray for plenty of water for our harvest. And it also brings our people together. Jane: Is it the same in the Mapuche culture, Millaray? Millaray: It seems it all depends on where our people live. In my culture, it’s always been important to look after both the body and the soul and that’s why we have the Machi. Jane: Oh, yes. Have you ever visited one? Millaray: No, but we are certain that the most common sicknesses are spiritual. When your mind’s not well then your body suffers too.

5 +

42

Play the recording once through so that students can check their predictions in Exercise 4. (L.A.: to check and validate predictions) Answers a. Mapuche; b. Aymara; c. Rapa Nui

6 +

42

Ask students to describe each picture - do they know these traditions? Then play the recording again and ask them to identify the correct tradition the speakers talk about. (L.A.: to identify specific information in a recorded text and match it with visual clues) Answers a. ii (tattoing) b. i (the machi) c. ii (the cult of the Pacha Mama)

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7 +

8 +

42

It is often more difficult to listen for specific words in a recorded text than it is to listen for the general idea. Bear in mind your students might need you to play the recording two or three times to complete the task. Read the gapped sentences with them and remind them of the importance of the context to help them identify the type of word(s) they will need to fill in the blanks. (L.A.: to listen for specific information) Answers a. How do you feel about your customs and traditions? b. Millaray means Golden Flower, Ariki means King and Uruchi means Beloved Son. c. Tattoos make our skin sacred and help us communicate with our ancestors. d. This cult has helped my people to order the natural cycle of life. e. We are certain that the most common sicknesses are spiritual.

9 +

42

Read the questions with the class and encourage students to try and answer them from what they remember of the text. They can do this in pairs or small groups. Then play the recording again for them to check and complete their answers. (L.A.: to listen for specific information) Answers a. Polynesian symbols and figures from their legends. b. The cleaning of channels. c. When your mind’s not well then your body suffers too.

42

Ask students to read options a. – g. and then play the recording again. Alternatively, ask them to copy the statements in their notebooks and write the correct name beside each sentence. Then play the recording. (L.A.: to match speakers and speech) Answers a. – Ariki; b. – Millaray; c. – Jane; d. – Uruchi; e. – Jane; f. – Uruchi; g. – Millaray

MaKE ConnECTions

In this section students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction

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take a CloSer look

This section provides more information on the Present Perfect tense. For more information on the Make connections section see page 7 of the Introduction PAGE 179

10 + Refer students first to TAKE A CLOSER LOOK before doing this exercise. Ask students to copy the sentences into their notebooks before filling in the gaps. (L.A.: to practise a new structure) Answers a. since, for; b. for, since; c. for, since; d. since, for

11 +

TRANSCRIPT- ORAL PRACTICE

Jane: Have you ever been to see a Machi? Millaray: No, I’ve never been to see one but my mum has. Jane: How long have you lived in Santiago? Millaray: I’ve been here for about 5 months. Jane: Have you already seen most of Santiago? Millaray. No, I’ve not seen all of it yet. Jane: Have you been back to see your relatives in the south? Millaray: Yes, I went to Quelhue a month ago. Jane: How many hours does it take to get there? Millaray: Depends, it takes approximately 9 hours by bus. Jane: Have you done anything interesting recently? Millaray: I’ve recently visited the San Cristobal Hill. Jane: And what have you done just now? Millaray: Just now I’ve finished my math homework!

13 + FL

Students will need to analyse the three different options before they choose the correct one. Ask them to read the questions/statement and then try to match the second part. Do they go together well or not? Ask them to say them aloud. (L.A.: to apply analytical skills to complete a task) Answers a. iii; b. iii; c. i; d. ii; e. i

PAGE 180 Have a CHat

12 +

43

Ask students to consider what they have heard in the recorded text and also use their own ideas to complete the conversation. Tell them that their answers may be different from the recorded version. (L.A.: to use own ideas and gather information to complete a conversation) Answers See transcript

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43

UniT 6

Play the recording several times; once or twice for students to check their dialogues and then with pauses for them to imitate pronunciation, intonation and accentuation. Give pairs a few minutes to practice the conversation and then invite some pairs to role play it in front of their classmates. (L.A: to imitate a model conversation) FaSt CHeCk

14 Answers a. I have known Sebastian since primary school. b. We have discussed the plans for the party for five weeks. c. This festival has been very popular with school children for a long time. d. We have looked for the information since the teacher gave us the questions. e. Frances has studied Spanish for two years. f. Peter has done karate since he was a little boy. g. Harry and Kim have been on the island for three weeks. h. Tammy has played chess since she was 12. i. Rick has lived in Japan for two months. j. My parents have worked in the same school since they finished university.

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1 +

PAGE 181 Write it DoWn

15 ++ Ask students to do some Internet / library research before completing this task. Check compositions for spelling and grammar. (L.A.: to write a paragraph on one of the topics of the lesson) Answers May vary

Review prepositions of place with students and explain the ones that are new to them. Remember that it is a part of speech that is often quite difficult to master Point out the main differences with Spanish. More information with pictures on prepositions can be found at http://www.learnenglish.de/PictureIt/ prepositionsplace.htm (L.A.: to use previous knowledge to describe visual clues) Answers 1 – far from, 2 – in front of, 3 – behind, 4 – under, 5 – between, 6 – in, 7 – on, 8 – near, 9 – above, 10 – in the middle

play it

See notes on page 7 of the Introduction. Read the instructions with the class. Help them notice that probably they play this game in Spanish. It may be a good idea for the Player who is answering the questions to write his / her chosen verb on a piece of paper, to avoid changes of mind in the middle of a game.

2 + Students copy the sentences in their notebooks before completing the exercise. (L.A.: to practice key words) Answers a. between; b. in front of; c. far from; d. under / in / on

CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: - Speaking - Reading - Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process.

PAGE 183

3 + Ask students to read the three bubbles. Do they understand them? Which pictures should they go with? Check answers orally. (L.A.: to match written and visual clues) Answers a. – 3; b. – 2; c. – 1

PAGE 182

Living with traditions rEadinG

Lesson 3

THinK aHEad

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

4 + Ask students to look at the picture and name all the objects they can see. Do they have any of these objects in their home / room? Which ones would they like to have in their home / room? Why? Which ones they would not like to have? (L.A.: to express personal opinions using key vocabulary) Answers May vary

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5 ++ Students first read the definitions and then the words in the box. Explain any vocabulary they are not familiar with in the definitions. Then ask them to match the definitions with the words. (L.A.: to match key lexical items with definitions) Answers a. – interior decorator; b. – architect; c. – house painter; d. – carpenter; e. – landscape artist

6 ++ (L.A.: to make predictions based on previous information ) It is important for students to interact with a text before, during, and after reading, listening, or viewing by: • setting a purpose. • previewing the text. • making predictions. • asking questions. • locating information for specific purposes. • making connections. In this exercise students use all the previous information in the lesson and the visual clues they have seen so far to predict the subject of a text. Do not check answers at this point. PAGE 185 Go aHEad

7 ++ Students read the text once and check their predictions. Ask them to list the words in their notebooks. Check orally. (L.A.: to check and validate predictions) Answers Painter; landscape artist; carpenter; decorator

8 + Ask students to pay attention to the two parts of the text marked in different colours. Why are they different? (L.A.: to identify text markers) Answers One part is an interview written in Direct Speech and one part is an article written in Reported Speech.

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UniT 6

9 + Ask students to read the questions then go back to the text and find the answers. Ask them to write the answers in their notebooks then check orally. (L.A.: to find specific information) Answers a. He is a famous decorator; b. Wallpaper; c. Because he has been named Decorator of the Year; d. No, he will not.

10 + Ask students to copy the rectangle in their notebooks but to make it bigger – it can even take half a page of their notebooks. Tell them to then find the corresponding information to complete the picture – colour of the walls, the position of the furniture, etc. Ask them to compare their picture with the plan on page 187 of their book. (L.A.: to follow written instructions to complete a picture) Answers See page 187 of the Student’s Book

MaKE ConnECTions

In this section students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction Have a CHat

11 ++ Give students more examples of situations where they could use the expressions in the bubbles: what would you say if I told you that my mother is coming to visit me from Canada? I’m so glad! My little dog had an accident and is now in hospital. How awful! etc. (L.A.: to complete a dialogue using expressions of interest, surprise, etc.) Answers See transcript.

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TRANSCRIPT- ORAL PRACTICE

44

Donna: Last week I had nothing to do so I decided to visit the design museum to see the new interior decoration exhibition. Rose: How interesting! Donna: And I booked and paid for my tickets on-line. But when I got to the museum the tickets were not there! Rose: How awful! Donna: I spoke to the man in the ticket office and he told me to ask the manager. And fortunately the tickets were in his office. Rose: I’m so glad. Donna: Yes, so I finally got to see the Victorian collection and it was great. Rose: You should tell Emma about the museum. She is really into design. Donna: Emma is away on holiday now and the exhibition ends this week. Rose: What a pity!

12 +

13 ++ Remember that Reported Speech is quite difficult for students. They will probably need lots of examples and drilling before doing the exercises. (L.A.: to practise a new structure) Answers a. Pat asked if I was happy. b. Eddie said he was going on holiday soon. c. Andy and Jill told us they would visit Kim when they were in New York. d. Gabriel asked me if I could swim well. e. Tony said he always washed his hands before eating. f. Sue told me her daughter sang beautifully.

14 ++ FL In this exercise students revert the process – they might find it even more challenging. (L.A.: to practise a new structure) Answers a. Rick said: “I am working in the design industry.” b. Paula and Kate asked: “Can we use your computer?” c. Daniel said: “I will help you with your project.” d. Molly said: “I check my e-mails every day.” e. Gregory said: “I am going to study computer sciences.” f. Tania said: “I can go shopping with you.”

44

Play the recording once or twice for students to check their answers in Exercise 11. Play it again with pauses for students to repeat each of the exchanges. Give them some time to practice the dialogue in pairs and invite some of them to role play it in front of the class. Encourage them to imitate pronunciation, intonation and accentuation as closely to the model as possible and tell them that it is not necessary to know the dialogue by heart; you can assign some students as prompters. (L.A.: to practise a pronunciation model) PAGE 186 take a CloSer look

This section deals with Reported Speech. More information on Reported Speech can be found at http://www.geocities.com/gob72/reportedspeech.html

PAGE 187 FaSt CHeCk

15 Possible answers Glenda asked what they could see in the room. Lawrence answered that it was their family room. He said it was a typical 5 x 4 metre rectangular room with basic beige and white colours. He added that it had one good sized window that overlooked the garden. Glenda asked what they were going to see on that day. Lawrence told her that when they had finished they would have a charming place where his whole family could feel relaxed and want to spend quality time together.

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1 +

play it

Students first read the definitions and then the words in the box. Explain any vocabulary they are not familiar with in the definitions. Then ask them to match the definitions with the words. (L.A.: to match key lexical items with definitions)

Read the instructions with the class. Give students a few minutes to make their drawings and write a description of the drawing, including as many details as possible. Then they work in pairs and take turns to describe their drawings for their partners to draw. Once they have finished, they compare drawings and comment on similarities and differences. Write it DoWn

Answers linguist – b. native speaker – c. polyglot – a.

2 + Ask students to describe the pictures and tell you where the people are. What are the most important elements in the pictures? You can write a list of countries on the board and ask students what languages are spoken in those countries, at the same time practising the Passive Voice. For example: German is spoken in Germany. English is spoken in Australia. (L.A.: to match visual and written clues using previous knowledge and experience

16 ++ Ask students to choose one or two passages from the text and change them into Direct Speech to add to the interview. Check students’ work as you walk around the classroom. (L.A.: to consolidate a structure through a writing assignment) CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: -Speaking -Reading -Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER! section see page 7 of the Introduction. PAGE 188

changing Language LisTEninG Mi d n

Lesson 4

a t e se r

See notes on page 7 of the Introduction. THinK aHEad

In this section, students get ready for the contents of the lesson, make predictions and learn key vocabulary and potential “danger” zones to look out for.

144

UniT 6

Answers 1 Josette is from Paris; she speaks French. 2 Natalia is from Moscow; she speaks Russian. 3 Luigi is from Rome; he speaks Italian. 4 Ly-Sen is from Beijing; she speaks Chinese.

PAGE 189

3 Read the instructions with the class. Ask them to work in pairs, take turns to read the words aloud and discuss the answers to the questions. (L.A.: to identify cognates and false cognates) Answers All the words look or sound similar in Spanish. They are cognates. These two words are false cognates. Lecture looks similar to the word lectura in Spanish, but it is a presentation on a given subject delivered before an audience or a class, as for the purpose of instruction. Question is similar to the word cuestión, which is one of the meanings of this word, but it also means pregunta, in which case it is a false cognate. Answers will vary, but accept any approximation that uses at least two of the words in the box.

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4 + It is important for students to interact with a text before, during, and after reading, listening, or viewing by: setting a purpose. previewing the text. making predictions. asking questions. locating information for specific purposes. making connections. In this exercise students use all the previous information in the lesson to predict the subject of a text using options provided. Do not check answers at this stage. (L.A.: to predict the subject of a listening text) Go aHEad

TRANSCRIPT - CHANGING LANGUAGE

45

Lecturer: Good evening ladies and gentlemen and welcome to the first of our series of lectures about the changing language and specifically about the changes we think will take place in English. Before I start, can anyone tell me what language is? Man 1: It’s a traditional system we humans use for communicating. Lecturer: Very good, anything else? Woman 1: It’s the symbols and signs we use to express feelings and thoughts. Lecturer: Now the question is: in your opinion, is language alive or not? Voices: Yes, yes, yes…. Lecturer: You’re right. I’m glad you all agree. Language is a living means of communication. And today I’m going to talk about the changes which we, linguists, think will take place in English. We think that the language once used by great writers such as Shakespeare, Dickens and, more recently, J.K. Rowling - the author of Harry Potter - will look completely different in a very short time. Let’s call this new language: Panglish.

Lecturer: Panglish because in Greek the word pan means “all over” like for example in Pan-American. And the change will not happen because of Britons, Americans and Australians who speak it, but because of the millions who are today learning English. According to linguists, Panglish will be similar to the versions of English used by nonnative speakers. Will it happen fast? We think it will. When? That’s a question I can’t answer. Man 2: Can’t native speakers prevent the changes? Lecturer: No, they can’t because they’re a minority. By 2012 around two billion people will speak English as a second language. In contrast, just 350 million people will speak it as a first language. Woman 2: What changes do you think will happen? Lecturer: Linguists say Panglish will lose some of the English sounds which non-native speakers find difficult to pronounce. The “th” sound in “this” and the “th” sound in “think” replaced by “z” or “s” respectively. Group nouns like “information” and “furniture” which don’t have plural versions - could vanish, so that it may become acceptable in Panglish to talk about “informations” and “furnitures”. Non-English speakers often forget the “s” at the end of third person singular verbs like “he runs” or “she walks”. In Panglish, people will say “he run” or “she walk”. Consonants will also vanish from the end of words - turning “friend” into “frien” and “send” into “sen”.

5 +

45

Sudents listen once to check and validate their predictions. (L.A.: to check and validate predictions) Answers b.

TradiTions, TradiTions

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6 ++

8 ++

45

Ask students to copy the chart into their notebooks and read carefully the part on the left that lists the ways we speak English now. It would help if they said the words aloud. Play the recording again and ask them to fill in the chart with the corresponding changes in the future. (L.A.: to listen for specific information) Answers Now

In the future

“th” in this “th” in think Information Furniture He runs She walks Friend Send

z s Informations furnitures He run She walk frien sen

PAGE 190

7 +

Answers a. It’s a traditional system humans use for communicating. It’s the symbols and signs we use to express feelings and thoughts. b. Panglish. c. In Greek the word pan means “all over” like for example in Pan-American. d. The changes will happen because of the millions who are today learning English. e. No, she can’t. f. No, they can’t because, they are a minority.

UniT 6

Ask students to copy the sentences with the corresponding gaps into their notebooks. Ask them to read each sentence aloud and guess what kind of word they think should go into the gap and pencil it in; then play the recording again and ask them if they guessed right. If not, what word did they write after listening? Check orally. (L.A.: to listen for specific words) Answers a. Is language alive or not? b. We think that the language once used by great writers such as Shakespeare, Dickens and, more recently, J.K. Rowling will look completely different. c. By 2010 around two billion people will speak English as a second language. d. Linguists say the new language will lose some of the English sounds which nonnative speakers find difficult to pronounce.

MaKE ConnECTions 45

Ask students to read questions a. – f. and work in pairs or small groups. Tell them to listen carefully and answer the questions in their notebooks. Check orally. (L.A.: to get specific information)

146

45

In this section students connect what they have read or listened to in the previous sections with more specific points such as grammar explanations, examples, exercising and testing, oral and written production and other consolidation activities. For more information on the MAKE CONNECTIONS section see page 7 of the Introduction take a CloSer look

This section deals with the Simple Future. More information on the tense and some more exercise can be found at http://www.englishpage.com/verbpage/ simplefuture.html

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PAGE 191

9 ++ Ask students to read the list in pairs or groups and discuss the potential changes that might take place in Spanish. Ask them to write them in the form of predictions in their notebooks. (L.A.: to express an opinion) Answers May vary, but they should begin with: We will ______. / We will not ______.

PAGE 192

12 + Read the statements with the class. Students look at the pictures and try to match them with the predictions. (L.A.: to match predictions with visual clues) Answers a. – 2; b. – 3; c. – 1; d. – 4

Have a CHat

10 ++ Tell students to look at the pictures. Which ones do they think will come true about them in a few years time? Which ones would they like to be true? Ask them to write 5 sentences predicting their future. Check orally. (L.A.: to write predictions using visual clues and personal experience) Answers May vary

11 ++ FL For an adult text messages might seem like a foreign language; however, young people use texting as a way of communicating in a fast and easy way. There are more than 1,000 text messaging abbreviations and it is important to remember that different chat abbreviations are used by different groups of people when communicating online. Here are some examples. Write them on the board and ask students if they know what they mean. ?4U I have a question for you 121 One-to-one (private chat initiation) MNSG Mensaje BBS Be back soon DUR Do you remember? (L.A.: to decipher a message in modern code / slang)

13 ++ Ask students to work in pairs. One will be the fortune teller and the other a client. The client reads the questions and the fortune teller tries to give him / her an answer. Encourage them to use their imagination to answer and not to worry if their answers are different from the recording – they are supposed to use their own ideas. (L.A.: to prepare a conversation using a new structure and own ideas) Answers May vary

14 +

46

Play the recording once or twice for students to check and compare their answers. Later play the recording with pauses for students to repeat each exchange. Give pairs some time to practise their conversations; encourage them to use their own answers, but try to imitate pronunciation, intonation and accentuation. (L.A.: to imitate a model conversation using personal information) Answers See transcript.

Answers Sorry for not answering before. Yes. I’d love to see you face to face. I see that you like chatting too. Be back tonight. See you soon.

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TRANSCRIPT- ORAL PRACTICE

46

Client: What will I study after I finish school? Fortune-teller: I can see in my crystal ball that you will study languages. Client: Will I travel a lot in the future? Fortune-teller: Yes, you will travel to all the continents. Client: Will I meet some important people there? Fortune-teller: Yes you will but I can’t see them too well in the crystal ball. Client: Will I meet someone who will love me very much? Fortune-teller: You will meet a wonderful woman. Client: And how about my future job? Fortune-teller: You will become a tourist guide. Client: Do you think I will be rich? Fortune-teller: No, you will not have too much money. Client: Just one more question, will people in the future be immortal? Fortune-teller: Hmm, I wish I could say they will, but the crystal ball is dark now.

play it

Read the instructions with the class and make sure everyone knows what they have to do. You can brainstorm ideas with the whole class and write them on the board or encourage the groups to do this before they write their cards. Emphasise the importance of being respectful of classmates at all times. For more information on PLAY IT on page 7 of the Introduction. CHeCk it over!

Students take a fast critical look at what they have learnt in the lesson in three main areas: -Speaking -Reading -Writing This is a section for the STUDENTS so teacher should intervene as little as possible in this process. For more information on the CHECK IT OVER section see page 7 of the Introduction. PAGE 194

PAGE 193

aPPLY Your KnowLedge

FaSt CHeCk

15 Possible Answers a. We will use flying cars. b. The Earth will be contaminated. c. We will live in very modern cities. d. We will eat food in the form of pills. e. Families will not communicate. Write it DoWn

The purpose of this section is to put the different elements of the unit together and check if they have been learnt. The exercises have been structured in such as way so as to let students “gather” together the subject matter of the unit and test it / try it as a whole. This is also a place where teachers can see what the outcome / impact of the unit as a whole has been.

1 a. China (has won the most gold medals). b. (Great Britain has won) 47 medals. c. The USA (has won more silver medals than China). d. (Russia has won) 23 gold medals. e. Chile has won more bronze medals than Great Britain. f. China and Russia (have won 21 silver medals).

16 ++ You can brainstorm ideas and write some key words on the board. Then students can work in pairs or small groups. Check their work while walking around the classroom. Invite some students to write their answers on the board for the rest of the class to copy. (L.A.: to relate topic to own reality in a writing activity) Answers May vary

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2 Gregory: Do you think we will stay here the whole day? Peter: No, I don’t think we will stay here the whole day. Gregory: Do you think they will rescue us soon?

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Peter: Gregory: Peter: Gregory: Peter:

Yes, I think they will rescue us soon. Will they call the fire brigade? I’m not sure they will call the fire brigade. Do you think our families will be waiting for us? No, I don’t think our families will be waiting for us. Gregory: Will we be on the 9 o’clock news? Peter: Of course not! We will not be in the 9 o’clock news! PAGE 195

READING – ON THE FIRST DAY OF CHRISTMAS 1. a. Ten lords a-leaping b. Nine ladies dancing c. Four calling birds d. Six geese a-laying 2. a. A partridge in a pear tree. b. Three French hens. c. Two turtle doves. d. Five golden rings. e. The swans were swimming. f. The maids were milking.

3

LISTENING – THE RIGHT CLOTHES

“Fashion in Ancient Egypt” will take place in March. “What our grandmothers wore” will take place in April and May. “Dresses from our history” will take place in June. “Fashion in the early 20’s” will take place from August to December. “Not just a question of fashion” will be on in September. In November, there will be “Accessories in Ancient Greece”. In December there will be “Christmas Extravaganza”.

4 1. B.F Skinner said that the real question was not whether machines thought but whether men did. 2. Martha Graham said that dance was the hidden language of the soul. 3. Maria Montessori said that if help and salvation were to come they could only come from the children, for children were the makers of men. 4. J.M. Synge said that a man who was not afraid of the sea would soon be drowned. PAGE 196

checK & correct

This is an opportunity to re-examine difficult questions and fit all the main pieces of the puzzle together into one coherent picture. Here the Teacher can also look for errors and wrong conclusions. This is an extra opportunity to correct them before moving on to the subsequent unit. Please refer to the Evaluation table and indicators at the beginning of this unit (Teacher’s Book).

TRANSCRIPT

47

Jane:

What clothes ought we to take if we visit Easter Island? Ariki: The weather on the Island is generally good but it rains from time to time. I would suggest that you take light clothes, a swimsuit, maybe shorts, and a pair of sneakers or trekking shoes. And take sunglasses and sunscreen to protect your skin from the sun. Millaray: What do original Rapa Nui people wear? Ariki: We usually wear western clothes that we buy on the island or on the continent but during festivals and special holidays we wear traditional costumes with feathers in many vibrant and nice colours. Both men and women wear very beautiful headgear. Jane: And if we wanted to visit the south, Millaray? Millaray: When you visit the south you’d better prepare for changeable weather. Sometimes it’s nice and sunny and sometimes it’s rainy and cold. You ought to take a sweater and strong boots but you should also take a T-shirt and light trousers in case it’s sunny and warm. And you ought to take an umbrella if you don’t like the rain. Jane: What is the traditional dress of your people? Millaray: We still wear traditional clothes every day – not only for special occasions. Women wear a type of black tunic which is fastened in the middle with a type of belt called tralihue. We also wear nice white or flowery blouses and lots of silver jewellery for special ceremonies.

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3. To the south: sweater, boots, T-shirt, trousers, umbrella. To Easter Island : shorts, sneakers, swimming suit. 4. Clothes Mapuche Rapa Nui Tralihue Beautiful headgear Clothes made of feathers Silver jewellery Flowery and white blouses

4 4 4 4 4

LANGUAGE 5. a. How long have you known Greta? I have known her for 7 years. b. How long have you had this car? It is brand new! I’ve just bought it. c. Have you ever seen such a beautiful thing in your life? No, this is the first time I have seen such a beautiful thing. d. Have you worked with Peter for a long time? Yes, I have worked with him since 2008. 6. a. People will travel by spaceship. b. People will work fewer hours. c. People will live on other planets. d. Cars will use solar energy as fuel. 7. a. – i; b. – i; c. i; d. i. 8. a. Pearl said she could speak French and German. b. Jenny asked if I wanted to go to the cinema with her. c. Susan asked me what Sonia was saying. d. The boys said they would play in the park. SPEAKING 9. a. – ii; b. – iii; c. – i; d. – iv. You can assign points according to these criteria: 7 – 8 points: student can role-play mini dialogues expressing feelings with correct pronunciation, normal hesitation and no grammar mistakes. 5 – 6 points: student can role-play mini dialogues expressing feelings with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 – 4 points: student can role-play mini dialogues expressing feelings with appropriate pronunciation, but hesitates and makes some grammar mistakes.

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UniT 6

1 - 2 points: student can’t role-play mini dialogues, he / she can’t express feelings, he / she hesitates a lot and makes a lot of grammar mistakes. WRITING 10. You can assign points according to these criteria: 7 – 8 points: student can write a short description of a picture, without grammar or spelling mistakes. 5 – 6 points: student can write a short description of a picture with a minimum of grammar or spelling mistakes. 3 – 4 points: student can write a short description of a picture, but makes grammar and spelling mistakes. 1 - 2 points: student can’t write a short description of a picture, he / she makes a lot of grammar and spelling mistakes. Final CHeCk

This part provides the students with feed-back on how much they have learnt and puts them in a position to make an assessment of their work. Most learners, by getting involved with evaluation, come face to face with their learning problems and consciously try to tackle them. Selfevaluation requires of students to be more self-conscious about the changes they are experiencing, motivates them to form a realistic and honest awareness of their own work and to try to take responsible steps in solving their own problems. Self-evaluation enables the learner to become an independent learner as well as an independent thinker. Monitor this section of the Unit as it will help you evaluate the Outcome and the Impact part of the general evaluation, especially in the Impact part it will show you and let you measure students’ attitudes towards what they have learnt.

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EXTRA TEST UNIT 6 READING – CHINESE TRADITIONS I.__________________ In ancient China people generally wore tunics that looked like long T-shirts. Women wore long tunics down to the ground, with belts, and men wore shorter ones down to their knees. Sometimes they wore jackets over their tunics. In the winter, when it was cold, people wore padded jackets over their tunics, and sometimes pants under them. In early China, poor people made their clothes from very raw materials and rich people wore silk. Most people in China, both men and women, wore their hair long. II.__________________________ People said that you got your hair from your parents and so it was disrespectful to cut it. During the Sui Dynasty, the emperor decided that all poor people had to wear blue or black clothes, and only rich people could wear colours. About 1,100 AD, a fashion started at the emperor’s court for women

1 Read the text about clothing traditions in China. Choose one heading for each paragraph. There is one extra heading you do not need to use. (3 points) a. Some really strange traditions. b. Cotton replaces other fabrics c. Clothing of the last Chinese emperor d. Clothing in ancient China

to have very small feet. Women thought that to be beautiful they needed to have tiny feet and of course they all wanted to be beautiful! They got these tiny feet by wrapping tight bandages around the feet of little girls, about five or six years old. The bandages were so tight they broke the girls’ toes and bent them under their feet and then they had to walk on them like that. For two or three years the girls spent most of their time crying and then their feet stopped hurting so much. III.____________________________ Then in the Yuan dynasty, the Mongols brought cotton to China. At first, people didn’t want to grow cotton but foreign invasions destroyed a lot of the mulberry trees that were needed to make silk. So Chinese farmers started to grow a lot of cotton and soon everyone liked cotton better than other materials. Cotton was warmer, softer, stronger, and cheaper. You could make it thin for summer, or you could make thick padded clothes out of it that were warm for winter.

3 Read the text once more. Are these statements true or false?

(4 points)

a. Old China tunics were similar to modern T-shirts. b. It was polite for Chinese people to wear their hair short. c. Small feet were a sign of beauty. d. Chinese people started to wear cotton clothes because of the Mongols.

2 Read the text again. Find words in it that correspond to these definitions.

(5 points)

PHOTOCOPIABLE

a. A piece of leather or fabric that is tied around the waist (paragraph I) b. A succession of rulers from the same family or line. (paragraphs II and III) c. Very, very small (paragraph II) d. The male ruler of an empire (paragraph II) e. Material such as gauze used to protect, immobilise, compress, or support a wound or injured body part (paragraph II) TradiTions, TradiTions

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LISTENING – HOW SCARY!

4

8 Fill in the blanks in these sentences with a word from

Listen to the recording and choose the correct answer for each question. (2 points)

• ever

a. What kind of text is it? i. A song. ii. A poem. iii.A riddle. b. What special occasion was it written for? i. Christmas. ii. Easter. iii.Halloween.

5

the box.

(4 points) • for

• just

• never

• since

a. Have you been here ______ a long time? b. I have lived in this house _______ I was a child. c. We have ________ read that book. d. I have _________ bought a new car.

9 Re-write what these people say using Reported Speech. (4 points)

Listen again and identify the animals that are mentioned in the recording. (4 points) • ants • bats • bears • bees • crows • eagles • frogs • mice • owls • scorpions • serpents • spiders

a. Gemma: “I want a cheese sandwich and a glass of milk.” b. My friend: “Tom and Mary will not come to our party” c. The coach: “Louise is training very hard for the final match.” d. David: “Sylvia can play the piano beautifully” SPEAKING

6

Listen once more and choose the correct alternative. (4 points) a. For that is where the wishes / witches live. b. We can hear / fear music – oh, how scary! c. So we run with all our night / might. d. Don’t go into the world / wood.

10 In pairs, ask and answer questions about predictions for Chile and for the planet. Use expressions such as I think … / In my opinion … / I believe … (10 points) WRITING

11 Write a short paragraph about things you have / haven’t done yet in your life. Use time references such as: since, for, never, ever, just, recently. (10 points)

LANGUAGE

7 Complete these short dialogues with an appropriate question referring to the underlined part.

(4 points)

PHOTOCOPIABLE

a. When _____________________________? Gerald will finish school in two months. b. How many __________________________? He will then take two months off to rest. c. What ______________________________? When autumn starts he will look for a job. d. Where _____________________________? He will buy some flowers at the supermarket.

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Your 0 - 19 result: Not too good UniT 6

20 - 39 Acceptable

40 - 50 Great!

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ANSWERS TO EXTRA TEST UNIT 6 READING – CHINESE TRADITIONS 1. I. – d.; II. – a.; III. – b. 2. a. belts; b. dynasty; c. tiny; d. emperor; e. bandage 3. a. True; b. False; c. True; d. True

5.

48

bats, scorpions, owl, spiders. 6.

48

a. witches; b. hear; c. might; d. wood LISTENING TAPESCRIPT – HOW SCARY There’s a house upon the hilltop We will not go inside For that is where the witches live, Where ghosts and goblins hide. Tonight they have their party, The lights are burning bright, But oh we will not go inside The haunted house tonight. The bats that live there wink at us And scorpions move about. They sing their songs to Halloween. “Come join the fun,” they shout. An owl is sitting on a fence Nodding her feathered head She’s calling us to come inside How awful. What a dread! And hairy spiders make their webs Fat pumpkins smile their grins We can hear music - oh how scary! The party now begins. And we don’t want to go in there So we run with all our might And oh we will not go inside The haunted house tonight. We run and stumble, run again As fast as we can go The light that shines behind the trees Thank goodness, it’s our home. So stay indoors on Halloween Don’t go into the wood. I’ll stay at home on this strange night And I’ll will be Oh! so good! 4.

48

a. ii.; b. iii.

48

LANGUAGE 7. a. When will Gerald finish school? b. How many months will he take to rest? c. What will he look for when autumn starts? d. Where will he buy some flowers? 8. a. for; b. since; c. just; d. never 9. a. Gemma said that she wanted a cheese sandwich and a glass of milk. b. My friend said Tom and Mary would not come to our party. c. The coach said that Louise was training very hard for the final match. d. David said Sylvia could play the piano beautifully. SPEAKING 10. You can assign points according to these criteria: 8 – 10 points: student can express his / her opinions about future events with correct pronunciation, normal hesitation and no grammar mistakes. 5 – 7 points: student can express his / her opinions about future events with correct pronunciation and a minimum of hesitation and grammar mistakes. 3 – 4 points: student can express his / her opinions about future events with appropriate pronunciation, but hesitates and makes some grammar mistakes. 1 - 2 points: student can’t express his / her opinions about future events, he/she can’t express feelings, he / she hesitates a lot and makes a lot of grammar mistakes. WRITING 11. You can assign points according to these criteria: 8 - 10 points: student can write a short paragraph, using correct languages structures and without grammar or spelling mistakes. 5 - 7 points: student can write a short paragraph using correct languages structures, in good English, with a minimum of grammar or spelling mistakes. 3 - 4 points: student can write a short paragraph using correct languages structures, but makes grammar and spelling mistakes and makes no use of textual references. 1 - 2 points: student can't write a short paragraph, he / she doesn't use correct languages structures, and makes a lot of grammar and spelling mistakes. TradiTions, TradiTions

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EVALUATION INSTRUMENTS These are assessment tools you can use to measure students’ work. They are scoring guides to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. The evaluation instruments provided here include: • Rubrics. • Questionnaires. • Observation sheets. These instruments differ from traditional methods of assessment in that they examine students in the process of learning, clearly showing them how their work is being evaluated. They communicate detailed explanations of what excellence is throughout a task and provide clear teaching directives. The instruments’ strength is their specificity, which means that individual students can fall between levels, attaining some but not all standards in a higher level. While scores can be translated into final grades, we must remind students that not every score “counts.” These instruments are meant, to inform and improve teachers’ instruction while giving students the feedback they need to learn and grow. These instruments can also be used in peer assessment and then used to provide feedback. Prior to assessment, the evaluation instruments can be used to communicate expectations to students. During the assessment phase, they are used to easily score a subjective matter. After an instrument is scored, it should be given back to students to communicate them their grade and their strengths and weaknesses. Students can use them to see the correlation between effort and achievement. Sharing the instruments with students is vital as the feedback empowers students to evaluate their own work. Advantages of using a variety of instruments: • Teachers can improve their direct instruction by providing focus, emphasis, and attention to details as a model for students. • Students get explicit guidelines of teacher expectations. • Students can use the instruments to develop their abilities. • Teachers can reuse these instruments for various activities. • Complex products or behaviours can be examined efficiently. • They are criterion referenced, rather than norm referenced: (“Did the student meet the criteria for level 4?” rather than “How well did this student do compared to other students?). • Ratings can be done by students to assess their own work, or by others (peers, teachers, instructors, U.T.P. people, etc.).

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Applying Evaluation Instruments The evaluation instruments provided can be used for the following purposes: Self- assessment Give copies to students and ask them to assess their own progress on a task. This should not count toward a grade. The point is to help students learn more and produce better final products. Always give them time to revise their work after assessing themselves. Peer assessment This takes some getting used to. Emphasise the fact that peerassessment, is also intended to help everyone do better work. You can then see how accurate their feedback is, and you can ask for evidence that supports their opinions when their assessments don’t match yours. Giving time for revision after peer-assessment is crucial. Teacher assessment When you assess student work, use the same instruments that were used for self- and peer-assessment. When you hand the marked instrument back with the students’ work, they will know what they did well and what they need to improve. To use the evaluation instruments provided in this section: • Identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance. The gradations increase/decrease in 1 point. • The last column shows the actual score assigned to this particular student, based on his/her performance. The overall total score is assigned by adding together the scores. Once you have worked out students’ scores, you can express them in gradations. Gradations are the descriptive levels of quality starting with the worst quality up to the best quality. Always keep in mind that, however you use them, the idea is to support and to evaluate student learning. Here is a description of each of the evaluation instruments: Evaluating Listening Comprehension Use this instrument two or three times in a semester to assess where the students rank within the four categories and to determine where the strengths and weaknesses of the class lie. After applying the instrument, ask the students to get in groups and analyse their results. As a class, discuss important points that may help improve listening skills.

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To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Evaluating Reading Comprehension The goal of this reading assessment instrument is to determine if the students have improved their reading comprehension skills. Use this instrument once a month. Once you have applied this instrument, make the students identify their strengths and weaknesses and brainstorm ideas that could help them improve their performance in the future. This instrument also gives the teacher the opportunity to focus diagnostic attention on students whose performance is as below standard. You can reach this conclusion after calculating students’ scores and grades and correlating them with the levels stated in the Progress Map (Page 16 of the Introduction). You must take into account that the maximum score corresponds to the highest expected results conceived by this teaching proposal for this level. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Project Use this instrument every time students do a project. Each student is evaluated along three dimensions, each having to do with the student’s contribution to the work, the final product and other aspects the teacher considers important to assess: how effectively the student accomplished his / her responsibilities as a member of the team or the quality of his / her interactions with the other team members. These dimensions are assigned a score of 1 through 7; these values represent increasing degrees of achievement in each dimension. The last column is the actual score assigned the student, based on his / her performance, along the three dimensions. The overall total score is assigned by adding together the scores corresponding to the three dimensions. Writing Rubric You can use it two or three times in a year. This instrument is a simplified way to grade a writing assignment. It is important to

show students the instrument beforehand so that they get better quality work; they know what they are supposed to produce and it saves problems afterwards as they can see where they can have points taken off. This instrument should also be used after the task is complete, to evaluate the product, and to engage students in reflection on the work they have produced. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Working with others You can use this instrument when you assign a project or in isolation. It is designed to be applied as peer assessment. It offers feedback about students’ attitude towards their classmates. It can be a useful source of information for the teacher about individual contribution to a final product. To work out the score, students identify the maximum number of points for achieving the highest level of quality and assign a number to their partners’ performance. After you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Homework When applying this instrument it, to provide clear expectations to your students. After reading the rubric, students are clear on what an acceptable homework assignment looks like. The system can improve students’ homework skills because • the teacher gives each student attention about their homework; • students can see the opportunities to improve their work; • the teacher has the data required to give a “pure” homework grade for homework completion. You can also include a reward component: students who average a grade of 3 or 4 for the month, can earn an extra mark on the next period. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent

Evaluation instrumEnts

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Oral Presentation Use this instrument two or three times per student during the year. The students will be evaluated in: Non-verbal skills, Vocal Skills and Content areas. The teacher can give each student a copy of the instrument and then read it with them. The students will improve their performance if they know what they are expected to produce and the areas they have to focus their attention on. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Class participation Use this instrument, at the end of each semester. It is a useful tool for teachers to evaluate the way in which students take part in the different activities and their level of engagement in class. It also provides useful information to share with parents. The teacher can combine the results of this rubric and those of the Behaviour rubric to get a global additional mark at the end of a period. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Behaviour Use this instrument when you detect behaviour problems. This rubric is meant to offer information on students’ attitude and behaviour in relation to their classmates and can be a useful source of information for course council. It can be applied by teachers or used for peer assessment. After applying this instrument, make students identify the areas in which they got higher scores, and also the areas that need improvement. To work out the score of each student identify the maximum number of points for achieving the highest level of quality and assign a number to the students’ performance according to this scale. Once you have worked out the score of each student, you can apply this chart to express his/her results: 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Extended-response reading Use this instrument in any lesson that invites students to

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demonstrate comprehension by responding to open-ended questions. Its aim is to give information to the teacher on students’ placement in the Reading Skills English Progress Map. Use the checklist to assess reading tasks, to provide feedback to students and as a basis for feedback for each student. To work out the score of each student, identify his / her level of performance, according to the scale provided by this instrument. Inference from a text Use this instrument two or three times in a semester. It provides information on students’ capacity to make inferences from a reading or listening text in order to generate strategies that may improve their comprehension process. To work out the score of each student, identify the level of his /her performance, according to the scale provided by this instrument. Questionnaire: Tasks' Development The teacher can apply this instrument to know how students deal with English in general and can also be applied for peer assessment. This questionnaire provides criteria for scoring students' performance in the five dimensions that are evaluated. It allows teachers and students to identify strengths and weaknesses and set clear performance goals. Before applying it, read it with the students and listen to their comments. After applying it, talk about the results and get feedback on students' strengths and weaknesses. To work out the score of each student apply the scale and calculate the gradation. Feedback Here are some phrases that are useful for giving feedback and make comments to your students: • You are developing a better attitude toward your classmates. • You can be very helpful and dependable in the classroom. • You have strengthened your skills in ___. • You are learning to be a better listener. • You are learning to be careful, cooperative, and fair. • You are very enthusiastic about participating. • Your work habits are improving. • You have been consistently progressing. • You are willing to take part in all classroom activities. • Your attitude toward school is excellent. • You are maintaining grade-level achievements. • You work well in groups, planning and carrying out activities. • Your work in the area(s) of ____ has been extremely good. • You can do better in areas of ____. • You would improve if you developed a greater interest in ___.

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PHOTOCOPIABLE EVALUATION INSTRUMENTS EVALUATING LISTENING COMPREHENSION

Lesson: ________________________ Date: _______

Skills

Criteria 1

2

Points 3

4

Understanding key events or facts.

Understands 1 or 2 events or key facts.

Understands some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

Responding appropriately to features such as: laughter, silence, etc., and / or accentuation, intonation and rhythm.

Nearly never.

Sometimes.

Most of the time.

Nearly always.

Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

Provides limited or no response and requires many questions or prompts.

Provides some response to teacher 4 or 5 questions and prompts.

Provides adequate response to teacher 2 or 3 questions and prompts.

Provides insightful response to teacher 1 or no questions or prompts.

At the end of the session, the listener is able to:

Answer factual questions on general information.

Answer factual questions on general and specific information.

Summarise the beginning, middle, and end of the story.

Reveal the sequence of events, providing details on dialogue, and motivation of characters. Total points

Evaluation instrumEnts

PHOTOCOPIABLE

Name: _______________________________

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EVALUATING READING COMPREHENSION

Name: _______________________________

Lesson: ________________________ Date: _______

Skills

Criteria 1

2

Points 3

4

Understanding key events or facts.

Understands 1 or 2 events or key facts.

Understands some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

Identifying characters or topics.

Identifies 1 or 2 characters or topics using pronouns (he, she, it, they).

Identifies 1 or 2 characters or topics by generic name (boy, girl, dog).

Identifies many topics or characters by name in text (Ben, Giant).

Identifies all characters or topics by specific name (Old Ben Bailey).

Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

Provides limited or no response and requires many questions or prompts.

Provides some response to teacher 4 or 5 questions and prompts.

Provides adequate response to teacher 2 or 3 questions and prompts.

Provides insightful response to teacher 1 or no questions or prompts. Total points

PHOTOCOPIABLE

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

158

Evaluation instrumEnts

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PROJECT Name(s):

Date: Process

Poor

Satisfactory

Excellent

1. Has clear vision of final product.

1,2,3

4,5

6,7

2. Properly organised to complete project.

1,2,3

4,5

6,7

3. Managed time wisely.

1,2,3

4,5

6,7

4. Acquired needed knowledge base.

1,2,3

4,5

6,7

5. Communicated efforts with teacher.

1,2,3

4,5

6,7

Poor

Satisfactory

Excellent

1. Format.

1,2,3

4,5

6,7

2. Mechanics of speaking / writing.

1,2,3

4,5

6,7

3. Organisation and structure.

1,2,3

4,5

6,7

4. Creativity.

1,2,3

4,5

6,7

5. Demonstrates knowledge.

1,2,3

4,5

6,7

1. _____________________________

1,2,3

4,5

6,7

2. _____________________________

1,2,3

4,5

6,7

3. _____________________________

1,2,3

4,5

6,7

4. ____________________________

1,2,3

4,5

6,7

Product (Project)

Points

Points

Other:

Total:

PHOTOCOPIABLE

Teacher comments:

Source: http://www.sdst.org/shs/library/resrub.html

Evaluation instrumEnts

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WRITING RUBRIC Name:

Title of work:

Date submitted: Criteria

Points

1

2

3

4

Main Idea Sentence

Unclear and incorrectly placed; it is not restated in the closing sentence.

Unclear and incorrectly placed; it is restated in the closing sentence.

Either unclear or incorrectly placed; it is restated in the closing sentence.

Clear, correctly placed, and is restated in the closing sentence.

Supporting Sentence(s)

Paragraph(s) have no supporting detail sentences that relate back to the main idea.

Paragraph(s) has / have one supporting detail sentence that relate(s) back to the main idea.

Paragraph(s) has / have two supporting detail sentences that relate back to the main idea.

Paragraph(s) has / have three or more supporting detail sentences that relate back to the main idea.

Detail Sentence(s)

Each supporting sentence has no detail sentence.

Each supporting sentence has one detail sentence.

Each supporting sentence has at least two detail sentences.

Each supporting sentence has three or more detail sentences.

Legibility

Writing is not legible.

Writing is not legible in places.

Marginally legible handwriting, typing, or printing.

Legible handwriting, typing, or printing.

Mechanics & Grammar

Six or more punctuation, capitalisation, and spelling errors.

Three to five punctuation, capitalisation, and spelling errors.

One or two punctuation, capitalisation, and spelling errors.

No errors in punctuation, capitalisation, and spelling. Total:

PHOTOCOPIABLE

Teacher comments:

Taken and adapted from: http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm

160

Evaluation instrumEnts

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WORKING WITH OTHERS Name: _______________________________ Date: _________

Teacher: _______________________

Class: ________________________ Lesson: ________________

Skills Working with others

Criteria 1

2

Points 3

4

Help

Never offers assistance to others.

Some of the time Most of the time All of the time offers assistance to offers assistance to offers assistance to each other. each other. each other.

Listen

Never works from Some of the time each other's ideas. works from each other's ideas.

Most of the time works from each other's ideas.

All of the time works from each other's ideas.

Participate

Never contributes to the project.

Some of the time contributes to the project.

Most of the time contributes to the project.

All of the time contributes to the project.

Persuade

Never exchanges, defends and rethinks ideas.

Some of the time Most of the time exchanges, defends exchanges, and rethinks ideas. defends and rethinks ideas.

All of the time exchanges, defends and rethinks ideas

Question

Never interacts, discusses and poses questions to all member of the class.

Some of the time interacts, discusses and poses questions to all member of the class.

Most of the time interacts, discusses and poses questions to all member of the class.

All of the time interacts, discusses and poses questions to all member of the class.

Respect

Never encourages and supports the ideas and efforts of others.

Some of the time encourages and supports the ideas and efforts of others.

Most of the time encourages and supports the ideas and efforts of others.

All of the time encourages and supports the ideas and efforts of others.

Share

Never offers ideas and reports findings to each other.

Some of the time offers ideas and reports findings to each other.

Most of the time offers ideas and reports findings to each other.

All of the time offers ideas and reports findings to each other. Total points

PHOTOCOPIABLE

Teacher comments:

Taken and adapted from: http://rubistar.4teachers.org

Evaluation instrumEnts

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HOMEWORK Name: _______________________________ Date: _________

Teacher: _______________________

Class: ________________________ Lesson: ________________

Skills

Criteria 1

2

Points 3

4

Assignment Completeness

Less than 1/2 of all At least 1/2 of the items attempted. items attempted.

9/10 of items attempted.

All items attempted.

Accuracy

Less than 1/2 of all Between 1/2 and items are correct. 9/10 of items are correct.

9/10 of items are correct.

All items are correct.

Demonstrated Knowledge

Response shows a complete lack of understanding for the problem.

Shows substantial understanding of the problem, ideas, and processes.

Shows complete understanding of the questions, ideas, and processes.

Requirements

Does not attempt Does not meet the to meet the requirements of requirements of the the problem. problem.

Meets the requirements of the problem.

Goes beyond the requirements of the problem.

Legibility

Writing is not legible.

Marginally legible Legible handwriting, handwriting, typing, or printing. typing, or printing.

Response shows some understanding of the problem.

Writing is not legible in places.

Total points

PHOTOCOPIABLE

Teacher comments:

Taken and adapted from: www.teach-nology.com

162

Evaluation instrumEnts

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ORAL PRESENTATION Name: _______________________________ Date: _________

Teacher: _______________________

Class: ________________________ Lesson: ________________

Skills & Content Non-verbal skills

Criteria 1

2

Points 3

4

Eye Contact

No attempt to look Attention to one at audience, reads particular part of notes all the time. the class; does not scan audience.

Occasionally looks Constantly looks at at someone or someone or some some groups during groups. presentation.

Facial Expression

Shows a conflicting Occasionally displays expression during conflicting entire presentation. expression during presentation.

Occasionally demonstrates conflicting expression during presentation.

Enthusiasm

Shows absolutely Shows some no interest in topic negativity toward presented. topic presented.

Occasionally shows Strong positive positive feelings feelings on topic about topic. during entire presentation.

Vocalised Pauses (uh, )

10 or more are noticed.

6-9 are noticed.

1-5 are noticed.

Topic Announced

Audience has no idea what the report is about.

Vaguely tells audience what report is about.

Gives some Clearly explains explanation of what what the report is report is covering. covering.

Time frame

Less than minimum More than time. maximum time.

Less/ More than required time but tries to solve it.

Within required time frame.

Visual Aids

Poor, distract audience, hard to read / see.

Thoughts articulated clearly, but not engaging.

Enhance presentation, thoughts articulated; keep interest.

Completeness of Content

One or more points Majority of points left out. glossed over.

Gives clues about content of speech; appropriate expression.

Vocal Skills

No vocalised pauses.

Add nothing to presentation.

Most points All points covered in depth, thoroughly some glossed over. explained. Total points

PHOTOCOPIABLE

Content

Taken and adapted from: http://www.tcet.unt.edu/START/instruct/general/oral.htm

Evaluation instrumEnts

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CLASS PARTICIPATION Name: _______________________________ Date: _________

Teacher: _______________________

Class: ________________________ Lesson: ________________

Skills

Criteria

Points

1

2

Student is late to class more than once a week and/or has poor attendance of classes. Student never contributes to class by offering ideas and asking questions.

Student is late to class more than once a week and/or has poor attendance of classes. Student rarely contributes to class by offering ideas and asking questions.

Student is late to class once every two weeks and regularly attends classes.

Student is always prompt and regularly attends classes.

Student proactively contributes to class by offering ideas and asking questions once per class.

Student always contributes to class by offering ideas and asking questions more than once per class.

Listening Skills

Student never listens when others talk, both in groups and in class.

Student rarely listens when others talk, both in groups and in class.

Student sometimes listens when others talk, both in groups and in class.

Student almost always listens when others talk, both in groups and in class.

Behaviour

Student almost always displays disruptive behaviour during class.

Student often displays disruptive behaviour during class.

Student rarely displays disruptive behaviour during class.

Student almost never displays disruptive behaviour during class.

Preparation

Student is almost never prepared for class with assignments and required class materials.

Student is rarely prepared for class with assignments and required class materials.

Student is usually prepared for class with assignments and required class materials.

Student is almost always prepared for class with assignments and required class materials.

Attendance / Promptness

Level Of Engagement In Class

3

4

Total points

PHOTOCOPIABLE

Teacher comments:

Taken and adapted from: www.teach-nology.com

164

Evaluation instrumEnts

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BEHAVIOUR Name: _______________________________ Date: _________

Teacher: _______________________

Class: ________________________ Lesson: ________________

Skills

Criteria

Points

1

2

Distraction

Distracts instruction several times during a class period.

Distracts instruction 2-3 times during a class period.

Distracts instruction once during a class period.

Does not distract instruction during a class period.

Leadership

Never displays leadership Does not participate at all in class activities.

Rarely displays leadership Participates in some class activities.

Generally displays leadership Participates in most class activities.

Displays leadership and is positive Participates in all class activities.

Cooperation

Never listens, shares and supports the efforts of others.

Rarely listens, shares and supports the efforts of others.

Generally listens, shares and supports the efforts of others.

Always listens, shares, and supports the efforts of others.

Attitude to group work

Often is publicly critical of the work of other members of the group.

Occasionally is publicly critical of the work of other members of the group.

Rarely is publicly critical of the project or the work of others.

Never is publicly critical of the project or the work of others.

Attitude about the task(s)

Repeatedly has a negative attitude about the task(s).

Rarely has a positive attitude about the task(s).

Generally has a positive attitude about the task(s).

Always has a positive attitude about the task(s).

Participation

3

4

Total points

PHOTOCOPIABLE

Teacher comments:

Taken and adapted from: http://rubistar.4teachers.org

Evaluation instrumEnts

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EXTENDED-RESPONSE READING Name: _______________________________ Date: _________

Teacher: _______________________

Class: ________________________ Lesson: ________________ Indicator

Level

Student uses information from the text to interpret significant concepts or make connections to other situations or contexts logically through analysis, evaluation, inference, or comparison/contrast.

5

Student partially integrates interpretation of the text with text-based support, also uses relevant and accurate references; some are specific; some may be general and not fully supported.

4

Student uses information from the text to make simplistic interpretations and demonstrates an accurate but limited understanding of the text.

3

Student does not address the task, makes little or no interpretation of the text and demonstrates brief or no understanding of the written work.

Yes/No

Initial level

Taken and adapted from: http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf

The aim of this Reading Progress Map is to place students in one of these levels according to their reading skills to generate future improvements.

PHOTOCOPIABLE

See English Progress Map on page 16 of the Introduction.

166

Evaluation instrumEnts

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INFERENCE FROM A TEXT Name: _______________________________ Date: _________

Teacher: _______________________

Class: ________________________ Lesson: ________________ Indicator

Level

Includes a connection between the text and the reader's background knowledge.

5

Includes details, predictions, or conclusions based on text information.

4

Attempts to make a prediction or draw a conclusion about the text, includes details that are not explicitly stated.

3

No evidence of inference (making a prediction, interpreting information or drawing a conclusion) about the text, conveys a minimum amount of information about the written work.

Yes/No

Initial level

Adapted from: the Hill Middle School Staff, Long Beach Unified School District, 1/2000

The aim of this Inference Reading Progress Map is to place students in one of these levels according to their reading skills to generate future improvements.

PHOTOCOPIABLE

See English Progress Map on page 16 of the Introduction.

Evaluation instrumEnts

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QUESTIONNAIRE Development of Tasks Student's Name: _______________________________

Date: _______________________

Questions

Always

Frequently

Occasionally

Hardly ever

Never

1. Can the student share ideas in response to the class discussion?

5

4

3

2

1

2. Can the student participate actively in spontaneous conversations?

5

4

3

2

1

3. Can the student practise asking and answering question?

5

4

3

2

1

4. Can the student improve vocabulary by keeping a notebook with definitions and examples?

5

4

3

2

1

5. Is the student able to learn about good online resources to improve English vocabulary?

5

4

3

2

1

Total Total Poor

Fair

5 - 10

11 - 15

PHOTOCOPIABLE

Teacher comments:

Taken and adapted from: http://faculty.deanza.edu/

168

Evaluation instrumEnts

Good 16 - 20

Excellent 21 - 25

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_______________________________________ Evaluation instrumEnts

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BIBLIOGRAPHY The following web pages and books have been selected as support and extra activities for teachers: Listening comprehension: • http://www2.gol.com/users/johnm/song-lyrics.htm • http://www.isabelperez.com/songs.htm • http://www.musicalenglishlessons.org/popsongs/ index.htm • http://www.saberingles.com.ar/songs/57.html • Book, Interchange Third Edition Class Audio, by Jack C. Richards (author), Cambridge University Press, 2004. • Book, Edutainment: How to Teach Language With Fun & Games (Paperback) by I. E. Hewitt (author), Delta Systems Co Inc; Bk & CD edition (December 1998) • Book, Classroom Teacher's ESL Survival Kit No 1, by Elizabeth Claire and Judie Haynes (authors), paperback, Pearson ESL, 1994. • Book, Simple Listening Activities, Jill & Charles Hadfield (authors), Oxford Basics series, Oxford University Press, 2002. Students learn better by listening to songs, videos or audio recordings. So, it is advisable to work in pairs or small groups and do not forget the three stages (before, while and after listening). As a consolidation activity and if the text is appropriate, ask them to sing together. Reading comprehension: • http://www.abcteach.com/directory/ reading_comprehension/grades_24/informational/ • http://www.readwritethink.org/lessons/ lesson_view.asp?id=152 • http://www.breakingnewsenglish.com/ 0805/080506-cyclone.html • Book, Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers (3rd Edition), by Suzanne F. Peregoy (Author), Owen F. Boyle (Author).Allyn & Bacon, Pearson, 2005. • Book, In the Middle: New Understanding about Writing, Reading, and Learning (Workshop Series) by Nancie Atwell, Heinemann, 1998. • Book, Reading Reminders: Tools, Tips, and Techniques by Jim Burke, Boynton/Cook, 2003. Students need to read in a wide variety of genres: narrative, informational, procedural, biographical, persuasive, poetic; the texts will become part of their background knowledge, providing

170

BiBliography

textual information to help them to draw conclusions and interpret facts. When working with them, try to follow the usual steps of before, while and after reading, and don't forget to give students positive feedback on their work. Speaking • http://www.onestopenglish.com/section.asp?section Type=listsummary&catid=59406&docid=153770 • http://www.eslflow.com/speakingandcommunica tiveicebreakeractivities.html • http://www.proteacher.com/070001.shtml • http://iteslj.org/c/games.html • Book, Keep Talking: Communicative Fluency Activities for Language Teaching (Cambridge Handbooks for Language Teachers) by Friederike Klippel, Cambridge University Press, 1984. • Book, Communication Games Intermediate by Jill Hadfield, Pearson, 2000. • Book, Pronunciation Games, Mark Hancock, Cambridge University Press, 1995. For a successful English speaking lesson it is recommended to show pictures to the class and elicit students' ideas about them by asking and answering questions. Role playing dialogues and drills may help them to pay attention to the pronunciation and intonation of words. Give students plenty and different ways of practicing and encourage them to speak as much as they can. Writing • http://esl.about.com/library/lessons/ bl_guided_writing.htm • http://www.readingrockets.org/article/5608 • http://esl.about.com/library/lessons/ blwrite_informalletter.htm • http://www.englishclub.com/esl-articles/200004.htm • http://esl.about.com/library/lessons/ bl_guided_writing.htm • Book, Simple Writing Activities, Jill & Charles Hadfield, Oxford Basics series, Oxford University Press, 2000. • Book, Choices, (Writing Projects for Students of Esl), Cambridge University Press, 1999. Writing is one of the most difficult tasks for for students of English as a foreign language, so it is advisable to offer interesting topics that make them want to write.

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