Inglés - II° Medio (GDD)

Jolanta Polk Reyes
Teaching English as a Foreign Language, Dublin, Ireland.

Teacher training, translation and English Literature, University of Silesia, Poland.
GUA DIDCTICA PARA EL PROFESOR
INCLUYE TEXTO PARA EL ESTUDIANTE
INTRO G ING 2JO (001-023).indd 1 18-10-12 12:10
English 2 Medio
Original text Jolanta Polk
Teaching English as a Foreign Language,
Dublin, Ireland.
Teacher training, translation and English Literature,
University of Silesia, Poland.
2010 Ediciones Cal y Canto
N de Inscripcin: 180.758
ISBN: 978-956-8623-66-1
Reimpresin 2011 Ediciones Cal y Canto
ISBN: 978-956-8623-66-1
Reimpresin 2012 Ediciones Cal y Canto
ISBN: 978-956-8623-66-1
Original illustrations Ediciones Cal y Canto
Design Ediciones Cal y Canto
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English Editor Gloria Caro Opazo
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Cover designed by Mara Jess Moreno Guldman
Layout by Juvenal Seplveda Aravena
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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 fabricacin de este texto est certificado por el IDIEM - Universidad de Chile.
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33
PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
COURSE COMPONENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Communicative skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Dictionary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Classroom management. . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Discipline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Large classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Learning environment and learning styles . . . . . . . . . . . 10
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Photocopiable evaluation instruments. . . . . . . . . . . . . . . 11
SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . . . . . 12
Some methodological suggestions
for skill development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
THE INTERNET IN THE LANGUAGE CLASSROOM . . . . . . . 15
LEARNING PROGRESS MAPS . . . . . . . . . . . . . . . . . . . . . . . . 16
CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . . 22-23
UNIT 1: COMMUNICATION AND UNDERSTANDING . . . . 24
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
UNIT 2: HOW STRANGE! HOW WONDERFUL! . . . . . . . . . 47
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
UNIT 3: WE ARE WHAT WE EAT . . . . . . . . . . . . . . . . . . . . . . 68
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
UNIT 4: WHATEVER YOU DO OR MAKE -
DO IT AND MAKE IT WELL. . . . . . . . . . . . . . . . . . . . . . . . . . .89
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Answers Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
UNIT 5: LIFE AS WE KNOW IT . . . . . . . . . . . . . . . . . . . . . . 112
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
UNIT 6: TRADITIONS, TRADITIONS . . . . . . . . . . . . . . . . . 133
Extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . . . . . 154
Applying Evaluation Instruments . . . . . . . . . . . . . . . . . . 154
PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . . . 157
Evaluating listening comprehension . . . . . . . . . . . . . . . . . . 157
Evaluating reading comprehension . . . . . . . . . . . . . . . . . . . 158
Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Writing rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Working with others. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Oral presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Class participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Extended- response reading . . . . . . . . . . . . . . . . . . . . . . . . . 166
Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
CONTENTS
44
1 2 3
COMMUNICATION AND . . . . .8 - 39
UNDERSTANDING
Reading
We are happy to announce . . . . . . 10
Decoding writing . . . . . . . . . . . . . . . 22
Listening
Am I getting through to you? . . . 16
Visible body . . . . . . . . . . . . . . . . . . . . . 28
Speaking
To participate in a guided oral
dialogue imitating a model . . . . . 14
To consolidate key
expressions . . . . . . . . . . . . . . . . . . . . . 19
To talk about needs imitating
a model . . . . . . . . . . . . . . . . . . . . . . . . . 26
To imitate a model
conversation . . . . . . . . . . . . . . . . . . . . 32
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
CHECK IT OVER . . . . . . . . . . . . . . . . . 33
APPLY YOUR KNOWLEDGE . . . . 34
CHECK & CORRECT . . . . . . . . . . . . . 36
FINAL CHECK . . . . . . . . . . . . . . . . . . . 39
HOW STRANGE! . . . . . . . . . . 40 - 71
HOW WONDERFUL!
Reading
Welcome to New Zealand . . . . . . . 42
Twister, twister . . . . . . . . . . . . . . . . . . 54
Listening
The strange things we do . . . . . . . 48
Eyewitness reports . . . . . . . . . . . . . . 60
Speaking
To talk about celebrating
an anniversary . . . . . . . . . . . . . . . . . . 46
To express opinions . . . . . . . . . . . . . 51
To complete a conversation. . . . . 59
To role play a conversation . . . . . . 64
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
measuring instruments . . . . . . . . . 65
CHECK IT OVER . . . . . . . . . . . . . . . . . 65
CHECK & CORRECT . . . . . . . . . . . . . 68
FINAL CHECK . . . . . . . . . . . . . . . . . . . 71
WE ARE WHAT . . . . . . . . . . . 72 - 103
WE EAT
Reading
Staying healthy -
keeping fit . . . . . . . . . . . . . . . . . . . . . . 74
Eating out . . . . . . . . . . . . . . . . . . . . . . . 86
Listening
Edible art . . . . . . . . . . . . . . . . . . . . . . . . 80
Lets do it all together . . . . . . . . . . . 92
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
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
CHECK IT OVER . . . . . . . . . . . . . . . . . 97
CHECK & CORRECT . . . . . . . . . . . .100
FINAL CHECK . . . . . . . . . . . . . . . . . .103
55
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
4 5 6
WHATEVER YOU DO . . . 104 - 135
OR MAKE - DO IT
AND MAKE IT WELL!
Reading
Do it well! Make it big! . . . . . . . . . .106
Holding the world on
your shoulders . . . . . . . . . . . . . . . . .118
Listening
Follow the instructions . . . . . . . . .112
Id Like To Apply! . . . . . . . . . . . . . . .124
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
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
CHECK IT OVER . . . . . . . . . . . . . . . .129
APPLY YOUR KNOWLEDGE . . .130
CHECK & CORRECT . . . . . . . . . . . .132
FINAL CHECK . . . . . . . . . . . . . . . . . .135
LIFE AS WE . . . . . . . . . . . . . . 136 - 167
KNOW IT
Reading
Alternative lifestyles . . . . . . . . . . . .138
Life as we knew it . . . . . . . . . . . . . .150
Listening
I would like to dedicate
this song . . . . . . . . . . . . . . . . . . . . . . .144
Life as it will be . . . . . . . . . . . . . . . . .156
Speaking
To express opinions . . . . . . . . . . . .142
To participate in a conversation
using visual clues. . . . . . . . . . . . . . .147
To express what people need,
wish or want . . . . . . . . . . . . . . . . . . .155
To exchange ideas about
protecting the planet . . . . . . . . . .161
Writing
To write a paragraph about
someones 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
CHECK IT OVER . . . . . . . . . . . . . . . .161
CHECK & CORRECT . . . . . . . . . . . .164
FINAL CHECK . . . . . . . . . . . . . . . . . .167
TRADITIONS, . . . . . . . . . . . . 168 - 199
TRADITIONS
Reading
Lets celebrate . . . . . . . . . . . . . . . . . .170
Living with traditions . . . . . . . . . . .182
Listening
Proud to be . . . . . . . . . . . . . . . . . . . .176
Changing language . . . . . . . . . . . .188
Speaking
To talk about duration
of events . . . . . . . . . . . . . . . . . . . . . . .175
To talk about life
experiences . . . . . . . . . . . . . . . . . . . .180
To express feelings . . . . . . . . . . . . .185
To make predictions
for the future . . . . . . . . . . . . . . . . . . .192
Writing
To write a paragraph about
a family 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
CHECK IT OVER . . . . . . . . . . . . . . . .193
CHECK & CORRECT . . . . . . . . . . . .196
FINAL CHECK . . . . . . . . . . . . . . . . . .199
6
Looking Ahead has been specially written to meet the
requirements of the Chilean Reform and with the objective of
creating a textbook that will keep students happy and
interested when using it. For this reason, the subjects are of
special relevance and attraction for young people of this age
group. The units in the book have been developed around key
issues that have proved to be interesting for our students. The
tasks students carry out are similar to what they do in real life,
require that they link new information to previous knowledge,
and provide opportunities for effective communication and
collaboration in the classroom.
The topics chosen range from leisure, food, fashion, and 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 Students Book, a CD and a Teachers
Book.
Students Book
At the beginning of the Students Book, there is a list of contents
and a two-page spread to help the students to identify the
different sections in the book, together with an explanation of
the symbols used. At the end, there is a list of verbs and a
bibliography for students.
The Students Book is divided into six self-contained units
which, in turn, are divided into four lessons of gradually
increasing levels of complexity and difficulty; two of these
lessons are based on reading texts and two are based on
listening texts.
Unit 1: Communication and understanding
Unit 2: How strange, how wonderful!
Unit 3: We are what we eat
Unit 4: Whatever you do or make - do it and make it well!
Unit 5: Life as we know it
Unit 6: Traditions, traditions
Each of the four lessons in the six units is divided into the
following parts:
Set 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 non-
essential 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.
INTRODUCTION 6
COURSE COMPONENTS
7
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 to 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.
d
n
i
M
T
e
a
s
e
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. 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.
Internet resource
Both students and teachers can use the websites 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 7
8
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 Students Book to indicate that
recorded material is used.
1
This is the icon used in the Teachers Book to indicate that
recorded material is used; it includes the corresponding
track number.
Teachers Book
To quote Sonia Nieto (2003), professor of Language, Literacy, and
Culture at the School of Education, University of Massachusetts
and author of What Keeps Teachers Going? The Teachers 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 Teachers Book is to be a useful resource for
teachers. Teaching is at times a hard and lonely task, so treat the
Teachers Book as a friend and use it to its full extent. However,
once you have studied it carefully, do not 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, a description of the course components, etc.
A suggested year planning that establishes the relationship
between the contents and the expected learning outcomes
and offers a tentative time distribution, resources, and types
of evaluation.
Step-by-step lesson notes and suggestions, including ideas to
start each lesson, as well as follow-up activities and
suggestions for homework.
The cognitive abilities to develop in every activity of the
lessons (L.A.).
Background information related to the content of the different
texts, to help the teacher to deal with students questions.
Photocopiable observation and evaluation sheets for the
teacher and the students.
The answers to all the activities in the Students 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
INTRODUCTION 8
9 INTRODUCTION 9
Looking Ahead helps students to 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. 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 (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.
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 to notice and to recognise them, helping them to
increase their self-confidence by discovering how much these words
help them to understand a text. The teacher should encourage
students to find the cognates whenever they face a new text.
False Cognates
Students might get confused because there are several words in
Spanish that are similar in English, but have a different meaning.
Here are a few examples of false cognates.
Actually = really, not actualmente (at present, currently).
Embarrassed = avergonzado/a, not embarazada (pregnant).
Realise = darse cuenta, not realizar (carry out, fulfill).
Approve = aprobar = agree with something, not aprobar un
examen (pass an exam).
Lecture = conferencia = a talk about a topic, not lectura (reading).
METHODOLOGY
10
Try = tratar de hacer algo, not tratarse de (be about) or tratar
con (deal with).
Politics = la poltica, not los polticos (politicians)
Library = biblioteca, not librera (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 students
have with English. It is therefore important that he / she tries to
communicate with them 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 behaviour, or unwillingness to do the tasks
they are assigned.
One of the reasons for bad discipline is usually the students
inability to cope with the tasks. To avoid these problems, two
preventive strategies are suggested.
Careful planning. When a class is carefully planned, students
realise there is a feeling of purpose which keeps their
attention on the task.
Clear instructions. Instructions are crucial in a class. They must
be given clearly and assertively, including time limits
whenever possible, so that students know what to do and
when they should finish the task.
Large 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 centre 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 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;
INTRODUCTION 10
11
aural (auditory musical) students prefer using sound,
rhythm, and music;
verbal (linguistic) students prefer using words, both in speech
and in writing;
physical (kinaesthetic) students prefer using movements, their
bodies, and their sense of touch;
logical (mathematical) students prefer using logic, reasoning,
rules, and systems;
social (interpersonal) students prefer learning in groups or
with other people;
solitary (intrapersonal) students prefer working on their own
and use self-study.
Teachers are advised to use the following resources throughout
the book.
The visible
teacher uses:
Gestures, signs,
picturesque
language
Colourful and
attractive extra
material
Pictures, videos,
posters, slides
Flow charts,
diagrams,
rubrics, graphs
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 / 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
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
both teachers and 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 students; students must be
informed of the system applied. The teacher must give students the
instrument so that they can analyse it, draw conclusions, and make
decisions concerning their performance.
INTRODUCTION 11
12
Start every lesson in a way that focuses everyones 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.
Do not 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.
Do not ask students to explain difficult things, such as
definitions of words in English.
Do not 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.
Do not 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 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
speakers 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.
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 peoples attitudes and opinions;
the organisation 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 to 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
INTRODUCTION 12
SOME BASIC TEACHING REMINDERS
13 INTRODUCTION 13
the task assigned and checking answers after each
successive listening. Every time students listen to the text,
they should have a clear purpose and task, provided in the
instructions. This will help them to focus their attention and
identify the information required.
- Help students to recognise different supporting elements in
the spoken texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
After listening
- Help students to 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 to 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 to 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 to formulate more informed hypotheses and also
help them to feel less insecure when facing a new text.
- Draw students attention to the structure of the text and
help them to notice layout, punctuation, titles, subtitles,
etc., in order to identify the type of text they will be
reading. This will provide clues to help them to 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 to focus their attention and identify the
information required.
- Help students to 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 to 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
14
providing further examples or similar contexts.
- Discuss the topic of the lesson. Help students to reflect on
the contents and highlight the values presented. Make them
notice the connections with their own reality.
- Make use of the activities for fast learners (FL), or of Apply
your knowledge in the Students Book and of the Extra Tests
in the Teachers Book to provide further practice in a freer
context. These can be done with the whole class, or with
faster, keener students. Invite them to make comments on
the contents and share them with the rest of the class.
- Encourage students to make use of the Reflections section to
evaluate their own performance in the lesson.
Developing oral expression
At the beginning of the course, prepare a poster / posters with
the class, showing the expressions they must use as part of
classroom interaction. You may use different colours to classify
them into:
a. Greetings: Good morning, good afternoon, hello, hi, good-
bye, bye. How are you today? Im (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: Im sorry / happy / impressed / tired /
ill / worried. Id be happy to ... . I like ... . I dont like ... . I
liked ... . I didnt 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
Topical knowledge
Language knowledge Strategic competence
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 / she is talking about?, Can he /
she 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
Topical knowledge
Language knowledge
Topical and language
coherence
INTRODUCTION 14
15 INTRODUCTION 15
Nowadays, in the era of information revolution and widespread
use of the Internet in almost all spheres of life, this tool can
serve as a teaching medium, a rich source of materials of any
kind, and as a basis for lessons, instead of relying on texts from
the course book only.
Internetassisted 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 practise 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
practise their English in a meaningful and motivating way.
There is a wealth of materials available on the Internet and
most of them are ready-made and free to use. There are several
excellent sites for teachers such as:
www.onestopenglish.com
www.bbc.co.uk/learningenglish/
http://www.topenglishteaching.com
http://www.teachit.co.uk
www.englishgrammarsecrets.com
This icon indicates a resource from the Internet used /
suggested for an activity.
Tips to develop safe Internet lessons
Never start lessons by having students use search engines on
their own.
Ask students to find specific information, not just surf the web.
Always tell students to write down the URLs of the sites they
use for reports in bibliography format.
Try to preview sites before students visit them.
THE INTERNET IN THE LANGUAGE CLASSROOM
16
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 intends to present the Maps in a particularly specific
context, that of a very specific training in evaluation for
learning, as it is in that area that 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 5
th
Year of Primary
Education to 4
th
Year of Secondary Education. The Maps can be
used in the day to day classroom work to establish 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 students needs.
Learning progression and diversity
Childrens 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
student in the 4th Year of Secondary Education with those of a
student in the 1st Year of Primary Education, 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
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
clearly understand the state of students learning.
The Learning Progress Maps are a support instrument to
diagnose achievement and differences among students to help
them to 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.
INTRODUCTION 16
11
Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007.
12
Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula. Madrid: Editorial Paids.
13
The full Maps are published in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.
Please note that this document has been translated directly from the document prepared by the Unidad de Currculum y Evaluacin of the Ministry of Education; the
superscript references have been kept the same as in the original document.
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING
11
17
Evaluation for Learning in Practice
It is important to distinguish Evaluation for Learning as a
particular model that is different from the traditional
interpretations of evaluation. Here is a summary of its main
characteristics. In this conception, evaluation:
is considered an intrinsic part of teaching and learning.
requires that teachers share with their students the learning
achievements expected from them.
helps students to identify the standards they must reach.
involves students in their own evaluation.
provides feedback that tells students what they have to do,
step by step, to improve their performance.
assumes that every student can improve his / her performance.
involves both teachers and students in the analysis and
reflection on the data provided by the evaluation.
This model contrasts with the type of evaluation that, in practice,
means adding evaluation procedures or tests at the end of the
programmed units of work. These procedures or tests are separable
and independent from the teaching of the unit. The feedback is to
get a mark. Although, according to this model, evaluation is a
teachers issue (the State, for example, does not get involved), it
tends to have a summative rather than a formative objective.
However, the term formative can have several interpretations. Very
often it only means that evaluation is frequent in a period of time and
has been planned together with the teaching. In this sense, formative
evaluation does not necessarily consider all the features identified as
characteristic of Evaluation for Learning. Evaluation can be formative
because it helps the teacher to identify areas where more
explanations and training are needed. From the point of view of
students, although their final mark and the comments written on the
margins of their work 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. Todays approach to learning suggests that, eventually, it is
students themselves who are responsible for their own learning
(nobody can learn for them). Consequently, Evaluation for Learning
must necessarily involve 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 students, but another part must be the result of the
direct participation of students in this process through self-
evaluation. In the context of promoting life-time learning, it is
more and more important to develop in students the capacity to
know how much they have learnt and the ability to guide and
manage their own learning.
So, what actually happens in the classroom when evaluation is
used for improving learning? To begin with the more obvious
aspects, teachers are involved in the collection of information
about their students learning and can motivate them to revise
their work critically and constructively.
The methods to obtain information about the learning are well
known and they are mainly:
to observe 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 to get started. It is of the
utmost importance to remember that it is students who must
do the work; consequently, by being more involved in the
process, students will better understand how to extend and
improve their learning. A plan that involves students in the
judgement of their own work instead of being passive to face
their teachers judgement has higher probabilities of raising
learning and achievement standards.
This is a different conception of feedback. The food the teacher
offers is a reflection of the objective to reach, of the standard or
goal towards which students must aim at, and which, in this way,
constitutes a point of comparison for their work. The role of the
teacher and what constitutes the core of teaching is to provide
students with the skills and strategies required to take the steps
they need to improve their own learning.
INTRODUCTION 17
18
Key Principles of Evaluation for Learning
Evaluation is a process that allows the collection of evidence on
the learning achieved by 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 students constitute the
criteria used for the evaluation of learning.
The criteria must be shared with students so that they know
and understand them, and can then direct their work
accordingly.
Self-evaluation and peer-evaluation must be done using pre-
established criteria. If this does not happen, their validity will
be questionable, because different individuals naturally
evaluate according to their own personal criteria.
It must be remembered that evaluation necessarily involves
value judgements. This happens when a teacher assigns a
numerical qualification to a students test, and also when
concepts are used, for example poor or excellent, to indicate a
students level of achievement at a certain moment.
The teacher must take responsibility for the evaluation
instruments he / she develops and uses with 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.
INTRODUCTION 18
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 countrys active participation in different areas of the
international sphere, together with the changes produced by
globalisation, make the learning of English essential to
successfully face the demands of society in the XXI century.
Learning English is a challenging and attractive activity at any
age, but particularly for young people who see it as a tool to
access information and technology and as a means of
communication with other realities and cultures. Learning
English, or any other foreign language contributes to the
understanding of the mother tongue and, at the same time, it
widens the opportunities to access information in other areas
of study.
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 students
can achieve in a specific level.
They indicate what we value as learning goals and the sequence in which
they are achieved; they provide a framework to monitor progress and to
communicate results.
They are not a new curriculum and they do not assume that all the
students in the same class should be in the same level of learning.
They are presented as concrete descriptions of learning and offer
examples of possible achievements in each level.
They are not checklists for test correction.
They provide a guiding framework for teaching: they let users elaborate
evaluation tasks that will indicate the level of each student, and organise
teaching strategies accordingly.
They are not an instrument to classify students and they do not support a
specific teaching model to achieve learning.
What Learning Progress Maps are What Learning Progress Maps are not
19
Presentation of the Maps
The Maps are organised in seven levels that cover students
learning life from 1
st
Year of Primary Education to 4
th
Year of
Secondary Education. Each level describes the expected learning
outcome for two school years. For example, Level 1 corresponds
approximately to 1
st
and 2
nd
Year of Primary Education, 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 Currculum y Evaluacin, 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 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 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 levels. 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 teachers 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 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 the 6th Year of Primary Education.
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 with Level 4, which
describes the expected learning achieved by the majority of
students by the end of the 8th Year of Primary Education;
Levels B1 and ALTE 2 (Threshold user) are associated with Level 6,
which describes the expected learning achieved by the majority of
students by the end of the 4
th
Year of Secondary Education.
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 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 19
20 INTRODUCTION 20
b. Reading abilities. This dimension includes 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 students
reading comprehension progress, from the ability to identify some
highlighted information, to make simple inferences, and to 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
How can one recognise the level of learning?
Examples of performance.
When a student has reached this level, he / she can do the
following activities:
select and classify information according to a given category;
state details used for describing causes and consequences;
relate data and ideas to infer attitudes and moods;
extract the main idea(s) of the text and list the arguments
that support it / them;
invent a title that represents the main idea of the text;
identify words and phrases that give cohesion to the text. For
example: therefore, on the other hand;
identify in the texts the communicative function of compound
structural patterns, such as the Passive Voice, the Conditional,
relative clauses;
identify in the text frequent phrasal verbs. For example:
look after.
Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the
main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
to personal interest topics.
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and
attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity
structural patterns and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly
stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences, and are
related to concrete topics of the students immediate environment.
Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
sentences, and are related to concrete topics of the students immediate environment.
In our teaching proposal for 1
st
and 2
nd
year, evaluation is conceived from the following level:
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 7
Outstanding
Level 6
Level 5
Level 4
Level 3
Level 5
Initial level
21
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: Im fine. / Im great. / OK. / Very well, thank you.
Im not very well. / I have a problem. / Im feeling low. / Im sad.
Asking for clarification (students)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didnt 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: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. /
Its Friday. / Its Saturday. / Its Sunday.
A: Whats the date today?
B: Its (Monday) March 9
th
.
The weather
A: Whats the weather like today?
B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and warm. / Its
nice and cool. / Its raining. / Its snowing.
The time
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three oclock. /
Its ten oclock. / Its twelve oclock.
B: Its quarter past nine. / Its half past ten. / Its five past eleven. / Its
ten past twelve. / Its twenty past one. / Its twenty five past two.
B: Its a quarter to eight. / Its twenty five to nine. / Its twenty to
ten. / Its ten to three. / Its five to four.
Some commands and instructions (teachers)
Add more words.
Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in
your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do
not hear.
Discuss the ideas in
your group.
Do Exercise 1.
Do not write in ink.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the
dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of four.
Work in groups of three
or four.
Work with your partner.
Write the sentences.
Turn taking and permissions (students)
Its your turn.
Sorry, its 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. / Youll do better next time. / Keep trying!
Well done. / Congratulations. / Excellent. / Good work.
INTRODUCTION 21
CLASSROOM LANGUAGE
22 INTRODUCTION
SUGGESTED YEAR PLANNING
U
n
i
t

1
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
Express emotions such as
interest, surprise, and pleasure.
Say why things happen.
Functions
Express interest, surprise,
sympathy, and pleasure.
Express feelings related to a
situation.
Give reasons.
Grammar
The Present Continuous tense.
Development
Lesson 1 Two class periods.
Consolidation One class
period + home assignments.
Evaluation One class period
+ home assignments.
U
n
i
t

2
HOW STRANGE!
HOW
WONDERFUL!
Strange events
and natural
phenomena.
Reading
Identify the origin of texts.
Listening
Match information.
Discriminate between correct
Production
Express ideas and personal
opinions.
Functions
Express opinions.
Talk about duration of events.
Refer to personal experiences.
Grammar
The Past Continuous tense.
Modal verbs may/might.
Development
+ home assignments.
U
n
i
t

3
WE ARE WHAT
WE EAT
Healthy eating
habits and healthy
diet.
Recipes and
ingredients.
Reading
Match written and visual clues.
Summarise texts.
Listening
Match visual and oral
information.
Discriminate between similar
sounds.
Production
Talk about preferences.
Talk about quantities.
Complete a conversation.
Functions
Express preferences.
Express thanks and complaints.
Express quantities.
Grammar
The Past Continuous tense.
Relative pronouns.
Countable and uncountable
adjectives.
Development
+ home assignments.
U
n
i
t

4
WHATEVER YOU
DO OR MAKE -
DO IT AND MAKE
IT WELL!
Jobs and
professions.
Reading
Summarise a text.
Identify type and source of a text.
Listening
Identify the order of events.
Match oral and visual
information.
Identify specific information.
Production
Express hopes and disillusion.
Talk about wishes and regrets.
Make complaints.
Functions
Refer to personal experiences.
Express hopes and disillusion.
Express wishes and regrets.
Grammar
Going to to express future.
Wish to express hopes and
desires.
Would like to.
Development
+ home assignments.
U
n
i
t

5
LIFE AS WE
KNOW IT
Different ways of
life: past, present,
and future.
Reading
Identify mood of a text.
Discriminate between facts
and opinions.
Match written information and
visuals.
Listening
Identify the tone of a message.
Identify speakers.
Production
Talk about wishes and regrets.
Talk about needs.
Talk about protecting the
Earth.
Functions
Express opinions and points of
view.
Express necessity, needs and
wishes.
Express obligation.
Grammar
The Passive Voice.
Verbs want to, need to, have to,
must, ought to, should.
Development
+ home assignments.
U
n
i
t

6
TRADITIONS,
TRADITIONS
Celebrations and
traditions around
the world.
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
Talk about duration of events.
Talk about personal
experiences.
Talk about feelings.
Functions
Describe a celebration
and pictures.
Express feelings.
Indicate duration of events.
Grammar
The Present Perfect.
Use of since, for never, just now.
Reported Speech.
The Simple Future.
Development
+ home assignments.
Unit Topic Time CMO
22
23
Reading
Announcements.
Reports.
Listening
A rap.
A poem.
A radio
programme.
Acknowledge 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.
Writing.
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.
Accept and
reflect on the
importance of
a healthy diet.
Check it Over
Metacognition.
Fast Check
Listening.
Reading.
Language.
Check & Correct
Listening.
Reading.
Language.
Oral expression.
Written production.
Final Check
Extra Tests
Listening.
Reading.
Language.
Oral expression.
Written production.
Evaluation
Instruments
Writing.
To match oral and visual
information.
To organise information into a
summary.
To match written and oral
information.
To discriminate between sounds.
To express opinions and
preferences.
Reading
News-based
anecdotes.
A myth.
Listening
An interview.
An advertisement.
Reflect on the
importance of
doing any
job well.
Check it Over
Metacognition.
Fast Check
Listening.
Reading.
Language.
Check & Correct
Listening.
Reading.
Language.
Oral expression.
Final Check
Extra Tests
Listening.
Reading.
Language.
Oral expression.
Evaluation
Instruments
Writing.
To use scanning to find specific
information.
To organise information.
To discriminate between correct
To identify the logical order of
information.
To relate visuals and oral text.
To express wishes and complaints.
To ask for information.
Reading
A newsletter.
An article.
Listening
A song.
Anecdotes.
Respect for
different
lifestyles.
Check it Over
Metacognition.
Fast Check
Listening.
Reading.
Language.
Check & Correct
Listening.
Reading.
Language.
Oral expression.
Written production.
Final Check
Extra Tests
Listening.
Reading.
Language.
Oral expression.
Written production.
Evaluation
Instruments
Listening
comprehension.
Writing.
To discriminate between correct
To distinguish facts and opinions.
To make suggestions.
To express what you want and
need.
Reading
An e-mail.
A Christmas carol.
An advertisement.
A website entry.
A magazine article.
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.
Check & Correct
Listening.
Reading.
Language.
Oral expression.
Written production.
Final Check
Extra Tests
Listening.
Reading.
Language.
Oral expression.
Written production.
Evaluation
Instruments
Writing.
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.
Resources Attitudes Learning abilities Evaluation
INTRODUCTION 23
24
Development
Apply your knowledge One class period/alternatively, homework activity.
Check & correct and Final check One class period plus some home activity.
Didactic resources and methodology tips
If available, use complementary material such as English language newspapers and magazines, cut-outs,
or on-line media print-outs. If possible, use local resources such as local/community/school radio
or television.
Useful materials for this unit are: lists of adjectives, dictionaries, glossaries, definitions, printed handouts,
library material, notes (can use coloured Post-its)
You should prepare the lesson beforehand given that thorough prior preparation allows you to develop
some useful ideas. It is your chance to make the class entertaining and to involve students in
the learning process.
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.
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 peoples
opinions and reasons
U1-GUIA ING 2JO (024-046).indd 24 18-10-12 12:00
25
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 their Lenguaje y Comunicacin lessons. To
identify a communication channel is an important part of
the language learning process both in their native tongue
and in the target language.
A communication 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
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.
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 analyse 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 the Second Conditional, wish + Past Simple tense and the Passive Voice.
Speaking: students exchange information about the role of English in the world.
Writing: students write a letter requesting information to an international language school.
Types of evaluation Indicators
U1-GUIA ING 2JO (024-046).indd 25 18-10-12 12:00
26
Internet 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 Internet resource section, see
page 7 of the Introduction.
PAGE 10
WE ARE HAPPY TO ANNOUNCE
READING
LESSON 1
THINK AHEAD
In this section, students get ready for the contents of the lesson,
make predictions, learn key vocabulary, and become aware of
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
This is an additional tool we have provided to make
learning more accessible and contents easier to understand.
All the Bear it in mind sections are short, 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 more useful.
For more information on the Bear it in mind section, see
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
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)
Answers
a. 3. b. - 2. c. 1.
2 +
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 +
during, and after reading, listening, or viewing by setting a
purpose, previewing the text, making predictions, asking
questions, locating information for specific purposes, or
making connections.
In this exercise, students predict the subject of the reading
text using words they would expect to find in an
announcement of a short story competition. Do not check
answers at this stage.
(L.A.: to make predictions from context)
PAGE 11
GO AHEAD
Danger
This section 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
the Introduction.
UNIT 1 26
U1-GUIA ING 2JO (024-046).indd 26 18-10-12 12:00
27
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;
in headlines, to increase the contrast between headlines
and the body of the text;
in titles, proper names, or key terms in a manual within
a block of copy.
(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.
(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.
Your students may have different learning styles (See page 10
of the Introduction). 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)
Visual
Social
Learning
Styles
Solitary
Logical
Aural
Verbal
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. When doing this,
students search 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; it is also used when first finding a resource to
determine whether it will answer specific questions.
Answers
Title of the The 2013 William Trevor
competition: Short Story Competition
Winner: Roland Brand
1
st
runner-up: Jo Campbell
2
nd
runner-up: Imelda Carroll
Judge 1: Debby Mayne
Judge 2: J.A. Konrad
Internet resource
The icon with a mouse will lead teachers and students 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 Internet 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.
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8 ++
Tell students to read the options before they go back to the text
to find the correct answers. To 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.
(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 doesnt 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.
For more information on the Make connections section, see page
6 of the Introduction.
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 to join shorter
sentences into longer ones frequently used in writing.
10 +
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. Ronalds 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 doesnt 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. /
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 10. Once again, you may refer to more examples
on linking words at the website indicated in the Take a
closer look section.
(L.A.: to apply new vocabulary and structures)
Answers
Ronalds 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 doesnt
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 page 12. 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.
UNIT 1 28
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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 doesnt 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 doesnt like watching TV?
B: Yes, because she thinks it is a waste of time.
1
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 answers on
the board. Help students to 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.
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:
Topical Knowledge
Language
Knowledge
Topical and
Language
Coherence
Written production
Language knowledge refers to the use of structures
(grammar, gender, use of correct pronouns, etc.).
Topical knowledge refers to the subject in question (Does
the 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 learnt 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
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.
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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.
CHECK IT OVER!
Students take a fast critical look at what they have learnt in the
lesson in three main areas, Reading, Speaking, and Writing.
This is a section for the students, so you should intervene
as little as possible in this process.
For more information on the Check it over! section, see page 6 of
the Introduction.
PAGE 16
AM I GETTING THROUGH
TO YOU?
LISTENING
LESSON 2
THINK AHEAD
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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
is 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 couldnt get through to him.
b. When you speak different languages, you cant get
through to people.
(L.A.: to connect content with previous knowledge)
Answers
a.
2 ++
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 listening text with visuals)
Answers
a. 4. b. 1. c. 5. d. 3. e. 2. f. 6.
3 +
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 identify sounds)
Answers
a. destination information. b. call - hall.
c. reach speech. d. better letter.
e. code mode.
Internet resource
The icon with a mouse will lead teachers and students 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 Internet resource section see page 7 of
the Introduction.
PAGE 17
4 ++
Students do this exercise in pairs.
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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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.
2
Summer days, coloring books,
Feeding the ducks, cartoon weekends.
Hey, look at you! You learned 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 cant I express what I feel
As I see you grow up before my very eyes.
I know one day you will be gone;
One day, you need to go away,
One day you, you need to have children of your own
And I will miss my little girl.
5 +
2
Play the recording once. Ask students to identify the pieces
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 for students
to take notes. Remind them to write in their notebooks.
(L.A.: to get the general meaning)
Answers
The Rap - Recording 1.
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7 + 2
Play the recording again for students to take notes of the
ways of communicating. Check answers 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 identify 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 correct or incorrect answers in this exercise.
Accept students choices, but ask them to justify them.
(L.A.: to use personal criteria in choosing a title)
PAGE 18
MAKE CONNECTIONS
TAKE A CLOSER LOOK
This section takes a closer look at the use of and at 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.
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 and then
write them down in the correct form 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 doesnt have much money.
d. Juliet knows how to speak French, but she
doesnt know much German.
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14 +
Provide students 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)
HAVE A CHAT
15 ++
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 and 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 express emotions)
a. A: Look at this! My finger is bleeding.
B: Oh, dear! Does it hurt?
b. A: I scored 7 on my science test.
B: Congratulations! Well done.
c. A: Jenny is going to London to study English.
B: Oh, how interesting!
d. A: 12,790,000 live in Tokyo.
B: Wow, thats a lot!
3
PAGE 20
16 +++ FL
This exercise works well as homework or assigned to fast
learners. Ask students to read the words in the box and to
place them in the correct gaps. Check answers orally.
(L.A.: to use acquired knowledge to complete a guided text)
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
to share a huge amount of information
through other types of data such as written
messages, photos, and even videos.
FAST CHECK
17
Answers
Look, Mum! I can ride my
bike!
Wow, thats really great,
Annie.
Karen has a really small dog. Wow, how tiny it is!
Danny cant go to the
park with us.
Oh, dear, what a pity.
You divide the number by
two and subtract ten.
Oh, now I understand.
I can speak
Spanish and English!
Congratulations! You are
very good at languages.
PAGE 21
WRITE IT DOWN
18 ++
Considering that this is the beginning of the school year, do
not expect a full composition. Check and correct grammar
and spelling errors.
(L.A.: to write a short text using personal opinions
and information)
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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, which they may be familiar with.
For more information on the Play it section, see page 7 of the
Introduction.
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CHECK IT OVER!
the Introduction.
PAGE 22
DECODING WRITING
READING
LESSON 3
THINK AHEAD
1 +
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 should not 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, the Chinese, and the Greek alphabet.
(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, it 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.
Bear it in mind
Draw students attention to the different uses of the
connectors. For more information on this section, see page
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 ++
making connections.
In this exercise, students predict the subject of the reading
text using previous exercises, the whole context, pictures,
etc. as their working background.
Do not check answers at this stage.
PAGE 24
GO AHEAD
5 +
Students read the text on page 23 and check their
predictions in Exercise 4.
(L.A.: to check predictions)
UNIT 1 34
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Answers
Discoveries concerning Mayan writing and a
brochure to promote an exhibition.
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.
For more information on reports, parts of a report, and
other information, visit http://www.ncsu.edu/labwrite/res/
res-studntintro-labparts.html
After you discuss the format of the report with 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 presentations
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/2005/12/the_
best_of_bul.html
(L.A.: to relate information in the text and previous knowledge)
Answers
b.
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 directions 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.
This Mind Teaser provides more information on the topic
of problems of communication. Motivate students to
analyse the joke and try to explain it to their classmates. For
more information on the Mind Teaser section, see page 7 of
the Introduction.
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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)
Answers
a. ii. b. i. c. ii. d. i.
10 ++
Why do things happen? Students find the answers in the
text and write the reasons in their notebooks. Check
answers orally.
(L.A.: to find specific information in a written text)
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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 doesnt 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 answers orally.
(L.A.: to match information)
Answers
1 c. 2 - b. 3 - a.
PAGE 25
MAKE CONNECTIONS
TAKE A CLOSER LOOK
This section deals with the Present Continuous and 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.
12 +
this exercise.
(L.A.: to consolidate vocabulary and grammar structure)
Answers
b., d., f.
13 ++
Give students time to complete the short dialogues with a
partner. Check answers orally.
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?
PAGE 26
14 ++
Refer students back to the Bear it in mind section on
page 22.
(L.A.: to consolidate a structure)
Answers
a. because. b. as. c. because. d. since.
15 +
Draw students attention to the bullet points and ask them
to read them aloud. Tell them to read 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.
HAVE A CHAT
16 + 4
Students check their answers in Exercise 15, and then
practise and role play the conversation with a partner.
(L.A.: to role play a dialogue or a conversation)
UNIT 1 36
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Jenna: So, why are we writing the report?
Robert: Because we want to get a good mark.
Jenna: And do you think we should add lots of pictures?
Robert: Yes, because it makes the report more interesting.
Jenna: Is it better to handwrite it or use a computer?
Robert: I think a computer is better because it looks tidier. Do
we need to go the library or do we use the Internet?
Jenna: Both, I think. When do we need to hand it in?
Robert: Next Monday.
4
17 +++ FL
This exercise should be mainly reserved for fast learners.
They can fill in the gaps and then copy the completed text
on the board, to share it with their classmates.
(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.
PAGE 27
FAST CHECK
18
Answers
a. He is going to the doctors tomorrow.
b. Is Conrad travelling to Miami with his friends?
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 +
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)
PLAY IT
knows what they have to do. Read the examples with the class
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!
lesson in three main areas, Reading, Writing, and Speaking.
the Introduction.
PAGE 28
VISIBLE BODY
LISTENING
LESSON 4
THINK AHEAD
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.
To start, use a few gestures such as clapping or lifting your
thumb up or down, and ask students what they mean.
(L.A.: to connect topic with previous knowledge)
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Answers
a. Show your hand, fingers up, palm 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. Put your index finger on your lips.
g. Wave your hand.
h. Put your index finger on your temple.
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
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2 +
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)
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 is 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.
questions, locating information for specific purposes,
making connections.
In this exercise, students predict information that the text
will give using previous knowledge and information
already given in the lesson. Do not check answers at
this point.
PAGE 29
GO AHEAD
TRANSCRIPT- VISIBLE BODY
John: To begin with, let me tell how happy I am to have with
us two very important figures from show business.
Welcome Andrew Remington, drama teacher from the
Royal Shakespeare Company, and Gina Radcliff, a
young, but already successful actress.
Andrew: Thank you, John. Im also glad to be here because its such
a famous show and you have so many listeners.
Gina: Same here. Its a pleasure.
John: The topic of todays 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, Im a little worried about the word expert, but
yes, its 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%.
5
UNIT 1 38
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39
John: How interesting!
Gina: Yes, I also find it surprising, but I must say that when we
first start our acting classes we dont use too many words.
We use facial expressions and non-verbal clues. You know,
were 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, were interviewing people
about their gestures and the facial expressions they use to
express feelings. Were going into the streets to look at
peoples reactions at different events, and soon others are
meeting with psychologists to discuss communication
through body language.
5 + 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%
6 +
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 fill in the chart.
(L.A.: to identify speakers and expressions)
Answers
Surprise Gina I also find it surprising.
Pleasure / happiness
John
Andrew
Gina
Let me tell you how
happy I am.
Im also glad.
Its a pleasure.
Worry Andrew Im a little worried.
Interest John How interesting!
Feeling Expression Speaker
PAGE 30
8 ++
5
Ask students to read statements a d before listening to
the recording again. Ask fast learners to correct the false
statements. Check answers orally.
(L.A.: to discriminate between correct and incorrect information)
Answers
a. False. (Andrew is a drama teacher). b. True.
c. True. d. True.
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 7
of the Introduction.
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40
PAGE 31
10 +
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 they write the full sentences using the Present
Continuous tense. Check answers 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 next year.
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 doesnt
have time to practise. Or
Although she likes playing the guitar, Lisa
doesnt 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
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 a model and exchange information)
Answers
See transcript.
Tricia: Hi, Nicola! Its so nice to see you again.
Nicola: Yes, Im glad to see you too.
Tricia: Jennifer is here.
Nicola: What a surprise! Isnt she going to France in three
days time?
Tricia: Yes, she is, but shes here today because her boyfriend
has a little role in a new film.
Nicola: How interesting!
Tricia: Yes, and she thinks he can get her into a film too.
Nicola: It worries me a little. She has really high hopes and
may be disappointed.
6
HAVE A CHAT
14 + 6
Invite some pairs to role play the dialogue in front of
the class.
(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 it. Check answers orally.
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.
UNIT 1 40
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41
FAST CHECK
16
Answers
What is Becky doing
on Monday?
Im not sure. I think she is
going to a party.
Is he flying to New York or
Washington?
Neither he is going to
San Francisco.
Are they getting
married soon?
Yes, in June or July, I think.
Why is Dell meeting
Tom at the station?
Because he doesnt
want to take a taxi.
Who are you meeting
after school?
My friends Karen and
Sharon
PAGE 33
WRITE IT DOWN
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!
lesson in three main areas, Listening, Speaking, and Writing.
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 you 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 fill in the
blanks with connectors, and using non-verbal information
from the picture.
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
doesnt 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 doesnt 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
doesnt 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.
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42
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 Im from Ireland.
Originally, Im 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 thats 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 practise my Spanish.
Although I can play the tin whistle, I cant play the
Bodhrn, which is a typical Irish drum. Apart from Spanish,
I am planning to take Bodhrn 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. Other
students and I are getting together this weekend to
prepare for the exams.
Can you tell me something about yourself? Do you play
the guitar or any other instruments? 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?
PAGE 36
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, you can also look for errors and wrong conclusions. This is an
extra opportunity to correct them before moving on to the next
unit. Please refer to the Evaluation table and indicators at the
beginning of this unit (Teachers Book).
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
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 Majestys ship Queen Elizabeth
II . Welcome, John.
John: Thanks, its a pleasure to be here with you.
Presenter: Tell us, John, how do sailors communicate?
John: Well, in modern times we mainly use satellite
communications and the Internet, but until a
few years ago it was the Morse code.
Presenter: Can you tell us a little about it?
John: The Morse code was invented by Samuel Morse,
who produced the first working telegraph set in
1836.
Presenter: How does the code work?
John: The idea is very simple: there are short and long
sounds. In writing, a dot corresponds to a short
sound and a line to a long sound. For example,
A is a dot and a line, B is a line and three dots.
Number one is a dot and four lines. A good
telegraph operator can use as many as twenty
or thirty words per minute.
Presenter: I understand that the message everybody
knows well is the SOS, which stands for Save
our Souls. How does that sound in Morse?
John: SOS is three dots, three lines and three dots again.
7
UNIT 1 42
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43 COMMUNICATION AND UNDERSTANDING 43
3.
7
b.
4.
7
a. Letter A: . _
b. Letter B: _
c. Number 1: . _ _ _ _
d. SOS: _ _ _
5.
7
a. A naval officer.
b. Satellite communications, the Internet.
c. In 1836.
d. Twenty or thirty words per minute.
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.
questions with correct pronunciation and a
minimum of hesitation and grammar mistakes.
questions with appropriate pronunciation, but
hesitates and makes some grammar mistakes.
1 - 2 points: student cant 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 correct 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 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. It
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 learners to become independent
learners as well as independent thinkers.
U1-GUIA ING 2JO (024-046).indd 43 18-10-12 12:00
EXTRA TEST UNIT 1
44 UNIT 1 44
1
Read the text. Are these statements true (T) or false (F)?
Correct the false statements. (5 points)
a. _____ Languages are static and dont 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.
2
Read the text again and answer the following questions.
(5 points)
a. In what way (s) 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?
READING A REPORT ON LANGUAGES

After completing most of our investigation, we can now report
that most languages spoken in the world today are not static,
meaning that they change with the times, can incorporate new
words, and can take words from other languages. We can also
confirm that a language can be considered alive when the
population that speaks it as a primary means of
communication remains.
When we talk about an extinct language, it doesnt mean that
no one who can speak the language remains. 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,
which turned into the Roman languages, including Italian. As it
is shown in our study, English comes from its own extinct
language, Anglo-Saxon, and from an infusion of French words.
Language extinction may also occur if a natural disaster or
genocide destroys a whole population of speakers. Alternately,
people may live in areas where two languages are spoken and
gradually one becomes the language of choice while the other
dies off.
P
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Created by : Publishing team.
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45
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
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
5
Listen again. Number each verse in the order you hear it.
(5 points)
a. _____ We all spit out a Babel of tongues.
b. _____ And we don't really listen.
c. _____ And, if by chance, we get this far.
d. _____ But we shut off what's most important.
e. _____ We all speak without any meaning.
LANGUAGE
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 in 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. _____
1 2
3 4
SPEAKING
8
Complete these dialogues with the appropriate question.
Then role play them with a partner. (8 points)
a. A: What colour ________________________?
B: She's painting her room green.
b. A: Where ____________________________?
B: Jordan and his friends are playing football
in the park.
c. A: Why _____________________________?
B: She's not eating because she is not hungry.
d. A: When ____________________________?
B: We're planning to meet after the class.
WRITING
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
result:
1 - 14
Not too good
15 - 32
Acceptable
33 - 46
Great!
P
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U1-GUIA ING 2JO (024-046).indd 45 18-10-12 12:00
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?
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.
8
3.
8
c.
4.
8
4: ears - eyes - hearts - lips - mouths
5.
8
a. 3. b. 1. c. 5. d. 4. e. 2.
LANGUAGE
6. a. because. b. and. c. but. d. because.
7. a. 2. b. - 3. c. - 4. d. - 1.
SPEAKING
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: student 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 correct English, and 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.
UNIT 1 46
ANSWERS TO EXTRA TEST UNIT 1
U1-GUIA ING 2JO (024-046).indd 46 18-10-12 12:00
47 HOW STRANGE! HOW WONDERFUL! 47
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.
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
Respecting different opinions and experiences
Development
If available, use complementary material such as English language newspapers and magazines, cut-
outs, or on-line media print-outs. If possible, use local resources such as local/community/school radio
or bulletins in Spanish.
Useful materials for this unit are: lists of adjectives, dictionaries, glossaries, definitions, printed
handouts, library material, real tourism brochures either in English or in Spanish, notes (can use
coloured Post-its for parts of the body exercise), books in English, for example, if available, The Wizard of
Oz, which can also be downloaded for free from http://www.literature.org/authors/baum-l-frank/the-
wonderful-wizard-of-oz (it is also recommended that students watch the film available from video
stores or the Internet), films and magazine articles about twisters and similar natural phenomena (the
full script of the film Twister is available at http://corky.net/scripts/twister.html).
Prepare the lesson beforehand given that thorough prior preparation allows you to develop some useful
ideas. It is your chance to make the class entertaining and to involve students in the learning process.
U2-GUIA ING 2JO (047-067).indd 47 18-10-12 12:01
48 UNIT 2 48
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.
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.
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; they 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 text 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 data 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.
U2-GUIA ING 2JO (047-067).indd 48 18-10-12 12:01
49
Internet resource
The icon with a mouse will lead teachers and students 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 Internet resource section, see page
PAGE 42
WELCOME TO NEW ZEALAND
READING
LESSON 1
THINK AHEAD
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.
2 +
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 Tolkiens earlier, less complex childrens 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. Then, tell them to write full sentences
following the examples provided. Check answers 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. Do not check answers at this stage.
(L.A.: to predict contents of a text using provided
information)
HOW STRANGE! HOW WONDERFUL! 49
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PAGE 44
GO AHEAD
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.
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Students read the brochure on page 43 and check
their predictions.
Answers
a. b. c. d.
6 ++
Students first read questions a f and then go back to the
text to find the specific information they need to answer
the questions.
(L.A.: to find specific information in a text)
Answers
a. The Hobbiton tour takes one hour and a
half.
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 two hours.
e. It takes more time to get to Hobbiton by train.
f. It takes four 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.
8 ++
Ask students to read the text once again before doing the
exercise. Check their answers orally.
(L.A.: to discriminate between correct and incorrect
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, or by phone,
fax, or letter.
MAKE CONNECTIONS

9 ++
Ask students to fill in the form with their own or a friends
personal details. Check answers orally or on the board.
(L.A.: to use personal information to complete a task)
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 their answers orally.
(L.A.: to express their own ideas following a model)
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.
the Introduction.
UNIT 2 50
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11 ++
Refer students to the Danger section before doing
the exercise.
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.
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 the Take a closer look section before doing the
exercise. Check answers orally.
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 answers 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 The curious case of
Benjamin Button on Saturday or Sunday.
PAGE 46
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)
Possible answers
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, its 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, whats 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. Tell
them to go on to the dialogue and read the parts provided.
Then, they answer the questions using the information in
the chart.
(L.A.: to practise a new structure and vocabulary applying
to a task)
PAGE 47
HAVE A CHAT
17 +
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.
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Gordon: So, how long does it take to get to the airport from
your house?
Susan: It takes around 50 minutes.
Gordon: And whats the duration of the flight from
Manchester to London?
Susan: The flight is more or less one hour and 10 minutes.
Gordon: And then, how long is the bus ride from the airport
to your uncles house?
Susan: The bus ride takes approximately 45 minutes.
Gordon: So how long does the whole trip take?
Susan: It is about two hours in total.
Gordon: Wow! Thats really long!
9
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)
CHECK IT OVER!
the Introduction.
PAGE 48
THE STRANGE THINGS WE DO
LISTENING
LESSON 2
Bear it in mind
to mention typical spelling mistakes in Spanish. For more
information on the Bear it in mind section, see page 7 of
the Introduction.
THINK AHEAD
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 it in mind section and ask them
why they think spelling is or isnt 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 them correctly.
Give a point or a good mark for detecting the spelling
errors in the exercise.
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.
UNIT 2 52
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53
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
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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 Im 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)
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.
Some recommended online dictionaries include:
www.merriam-webster.com
www.thefreedictionary.com
www.dictionary.cambridge.org
(L.A.: to infer the meaning of key lexical items and
predicting content)
GO AHEAD
TRANSCRIPT - THE STRANGE THINGS WE DO
Newsreader 1: And today, instead of economic
problems and political and social unrest, you
might want to hear some unusual, but positive
news. Lets start with Jeff Deck of Boston,
Massachusetts who, fed up with spelling
mistakes, decided to take some action. Mr Deck
set up the Typo Eradication League in order to
eliminate mistakes by any means. For three
months, four members of his team travelled the
highways of America erasing all kinds of errors,
typos and mistakes. Mr Deck thinks that the
most common typo is the simple word believe,
which people spell b-e-l-e-i-v-e! Deck said:
Therere a lot of errors, besides the typical typos
that involve the use of the apostrophe and
punctuation. According to Mr Deck, its
necessary to speak and write correctly because
language is an important element that makes
humans different from animals. We, on our
part, think its possible that Mr Deck might
be right!
Newsreader 2: Maybe youll 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 didnt 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. Im 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 its
possible smart birds like Yosuke might help
Mr Deck in his typo eradication campaign!
10
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5 + 10
Students listen to the recording and check their predictions
in Exercise 4.
Answers
clever, incredible, positive, smart, typical,
unusual.
6 ++
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 / title / 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.
7 ++
10
Play the recording again and give students enough time to
make note of the places mentioned in both texts.
(L.A.: to identify specific information)
Answers
Santiago, China, Washington.
8 ++
10
Give students a few minutes to read the chart. Play the
recording again, and 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.
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
10 ++
Refer students back to the beginning of the lesson and ask
them to read aloud the expressions that express an opinion.
Then 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.
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.
UNIT 2 54
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TAKE A CLOSER LOOK
This section deals with modal verbs to express possibility.
For more in-depth information on may and might, visit
http://www.englishgrammarsecrets.com/maymight/menu.php
PAGE 51
12 ++
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 Johns book.
c. Laura might not come to school today.
d. They may not like this kind of food.
e. It may be Stewart.
13 ++
the exercise. This exercise is the reverse of Exercise 12 on
the same page.
(L.A.: to consolidate a grammar aspect and new
vocabulary)
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.
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 answer using Its possible,
I might, etc. Then change roles and you ask them questions.
(L.A.: to practise a new structure)
Answers
a. It might be. b. They might be. c. They may
have. d. It might. e. It might.
WRITE IT DOWN
15 +++ FL
Allow enough time for students to write their paragraphs.
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)
PAGE 52
HAVE A CHAT
16 ++
Ask students to read the options in the bubbles and sentences
a - d. They can say the sentences with a partner and then
write them in their notebooks.
(L.A.: to express personal opinions following a model)
17 +
11
Students listen to the recording and compare it with their
sentences. Then, they role play them in front of the class.
(L.A.: to follow a pronunciation and stress model in a
conversation).
Answers
See transcript.
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 shouldnt smoke in public places.
f. Everybody looks thin in black clothes.
11
PAGE 53
FAST CHECK
18
You may want to refer students back to the Take a closer
look section before doing the exercise, especially those who
found modal verbs particularly difficult.
U2-GUIA ING 2JO (047-067).indd 55 18-10-12 12:02
56
Answers
a. They might. b. Its 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.
Answers
amazing, smart, unusual, peculiar, weird, ordinary.
CHECK IT OVER!
the Introduction.
PAGE 54
TWISTER, TWISTER
READING
LESSON 3
THINK AHEAD
Danger
Draw students attention to this section and invite them to
read the examples aloud. For more information on the
Danger section, see page 7 of the Introduction.
This Mind Teaser is a joke that makes use of the saying, Its
raining cats and dogs. Motivate students to read it on their
own and share what they understand in their groups. For
the Introduction.
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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)
Answers
a. - i. clouds - Picture 3. b. - ii. lightning - Picture 4.
c. - iv. snow - Picture 2. d. - iii. rain - Picture 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.
UNIT 2 56
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57
PAGE 55
4 +
making connections.
In this exercise, students predict the words they could find
in a text about natural phenomena.
Ask students to draw on their previous knowledge and on
the context. Do not check answers at this stage.
GO AHEAD
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
the Introduction.
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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.
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 texts)
Answers
a. Text II. b. Text I. c. Text III.
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 in a 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.
8 ++
Ask students to read the texts again. They have to find out
which of the texts mentions the information.
(L.A.: to identify and classify specific information)
Answers
a. II. b. I and II. c. II. d. III. e. III.
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.
PAGE 58
MAKE CONNECTIONS
have read or listened to in Think and Go Ahead with more

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58 UNIT 2 58
10 ++
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 relate explicit and implicit information)
Answers
a. Jos father. b. Dorothy. c. Professor Jones.
TAKE A CLOSER LOOK
This section deals with the Past Continuous tense and its
form and uses.
Draw students attention to the form.
Affirmative Interrogative Negative
I was singing. I was not singing Was I singing?
You were singing You were not singing. Were you singing?
We were singing We were not singing. Were we singing?
They were singing. They were not singing. Were they singing?
He was singing. He was not singing. Was he singing?
She was singing. She was not singing. Was she singing?
It was singing. It was not singing. Was it singing?
11 ++
Ask students to go through the Take a closer look section
before doing the exercise. Check answers orally.
(L.A.: to apply a new grammar structure)
Answers
a. was holding. b. was opening. c. were going.
12 ++ FL
Ask student to write the full sentences in their notebooks.
Check answers 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
13 ++
Writing is a very subjective exercise. 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)
PAGE 59
14 ++
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.
(R: Reporter. PJ: Professor Jones)
R: I understand it was your personal experience, Professor
Jones.
PJ: Yes, I personally witnessed the tornado.
R: So, were you scared, Professor Jones?
PJ: I was terrified.
R: What did the tornado look like?
PJ: It looked like a funnel.
R: What was the noise like?
PJ: It sounded like a loud roar and rumble.
R: How long did the twister last?
PJ: It lasted some two minutes.
12
HAVE A CHAT
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)
U2-GUIA ING 2JO (047-067).indd 58 18-10-12 12:02
59
FAST CHECK
16
Answers
a. ii. b. i. c. i. d. i. e. i.
A proverb is a short, traditional saying that expresses some
obvious truth or familiar experience. 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://
cogweb.ucla.edu/Discourse/Proverbs/English-Spanish.html
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CHECK IT OVER!
the Introduction.
PAGE 60
EYEWITNESS REPORTS
LISTENING
LESSON 4
THINK AHEAD
1 +
Ask students to describe the photos. Are they real creatures or
not? How do they know? Can they give 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 ++
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 opinions and describe situations)
PAGE 61
3 ++
First, ask students to tell you the meaning of the seven
words. If they dont know them, ask them to use
dictionaries or explain the meaning of the words. Ask them
to give examples of the words in sentences. Finally, ask
them to find the words in the Word Search puzzle.
(L.A.: to identify the meaning of key lexical items)
a n o d a f f j t y d s
d b x i t m v f m y f h
c d p q w x a z c s h o
r g l s r w z f g o c
e h p n c y e v i d b k
a a v r s b t e u n c e
t m i j u r l k y b g d
u a s x e x c i t e d q
r f r i g h t e n e d t
e h k p z s c a r e d l
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)
GO AHEAD
TRANSCRIPT - EYEWITNESS REPORT
CONVERSATION I
Jill: You wont 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.
13
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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: Dont be silly. Clark wasnt 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 wasnt 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!
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 wasnt moving or advancing.
General: How do you know?
Pilot: Because the turbine at the top wasnt turning.
General: Where you scared?
Pilot: Not really scared; I was amazed. Besides, I didnt 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.
5 + 13
Play the recording once and ask students to validate their
predictions.
(L.A.: to check predictions)
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 with all the options.
Then, play the recording again. Tell them to tick (4) or
underline the correct option. Check answers orally.
(L.A.: to identify and locate specific information)
Answers
I: a. ii. b. ii. c. ii. d. ii.
II: a. i. b. i. c. ii. d. ii.
8 ++ 13
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 texts read out by you.
(L.A.: to discriminate between similar sounds)
Activities to develop auditory discrimination skills
1. Listening to the sound of real objects with eyes closed.
Students guess and name.
2. Sound bingo. Listening to recorded sounds and covering
the correct picture.
3. Odd one out. Students identify the sound that is not
part of a group of sounds, for example, dog barking, pig
grunting, cow mooing, musical instrument playing.
4. Musical discrimination. Between loud/quiet, high/low,
fast/slow notes.
5. Clapping or tapping rhythms. You can use studentsnames
and polysyllable words; this activity can be linked with
picture-noun recognition. Students can work in pairs, using
picture-noun cards, and take turns to clap syllable beats and
choose the picture-noun card to match the number of beats.
6. Same/different 1. Students listen to sets of two
everyday sounds and identify those that are the same
and those that are different.
UNIT 2 60
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61
7. Same/different 2 . Students 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 + 13
Play the recording again and ask students to tick (4) the
correct answers.
Answers
b and d.
PAGE 63
MAKE CONNECTIONS
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 ++
the exercise.
(L.A.: to apply a new structure)
Answers
I was walking
down the street.
I wasnt walking
down the street.
Was I walking down
the street?
She was speaking
to me.
She was not
speaking to me.
Was she speaking
to me?
They were
having dinner.
They were not
having dinner.
Were they having
dinner?
11 +
Ask students to read the main sentences paying attention
to the phrase in bold and tell them to ask questions about
that part. Check answers orally.
Answers
a. I was walking down the path in the forest.
Where were you walking?
b. The strange creature was standing.
What was the strange creature doing?
c. Clark was cooking lunch in the camp.
Where was Clark cooking lunch?
PAGE 64
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 that has a meaning opposite to that of
another word.
There is a very good resource on synonyms at
www.synonym.com
(L.A.: to consolidate lexical items)
Answers
aircraft - aeroplane. creature - beast. huge -
immense. observe - watch. scared - frightened.
13 ++
14
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)
Answers
See transcript.
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62
Anne: How tall do you think it was?
Jill: I think it was more than two metres tall.
Anne: Do you believe it was human?
Jill: No, I believe it wasnt human.
Anne: What was it then, in your opinion?
Jill: In my opinion it was the Sasquatch.
14
HAVE A CHAT
14 + 14
Students role play the conversation in Exercise 11 imitating
the recording.
(L.A.: to participate in a guided dialogue imitating a model)
15 +++ FL
This exercise requires some additional language knowledge
and understanding. Assign it to fast learners, who can then
share answers with the class.
Answers
a. iv. b. i. c. ii. d. iii.
FAST CHECK
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. Sarahs parents were getting ready for the trip.
PAGE 65
WRITE IT DOWN
17 ++
First, ask students to identify the objects and what they do.
Refer them back to Exercise 3 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!
lesson in three main areas, Reading, Speaking, and Writing. This
is a section for the students, so you should intervene as little as
possible in this process.
the Introduction.
PAGE 66
together the subject matter of the unit and try it as a whole.
This is also a place where you can see what the outcome /
impact of the unit as a whole has been.
2 ++
Students match four of the sentences they wrote with
the pictures.
Answers
He may have lunch in the port. Picture 1.
Its possible he will meet members
of Parliament in Valparaso. Picture 2.
He might have a short swim
in the Pacific Ocean. Picture 3.
Possibly, he will visit the Minister
of Education at La Moneda Palace. Picture 4.
UNIT 2 62
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63
PAGE 67
3 ++
Refer students to the lessons in this unit to see the different
ways of expressing opinions.
4 ++
Students read the programme and answer the questions.
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.
PAGE 68
CHECK & CORRECT
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 Stellas mother.
d. John.
LISTENING - THE WEATHER REPORT
TRANSCRIPT
Newsreader: And now, in our 9 p.m. news, more
information from the National Weather
Service. Were 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. Eyewitness
accounts confirm that the storm, besides
creating some considerable nervousness
among the population, didnt 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.
15
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.
U2-GUIA ING 2JO (047-067).indd 63 18-10-12 12:02
64 UNIT 2 64
3 - 4 points: student can express his / her
opinions with appropriate pronunciation, but
1 - 2 points: student cant express his / her
opinions, hesitates a lot, and makes a lot of
grammar mistakes.
FINAL CHECK
This part provides the students with feed-back on how much they
to tackle them. Self-evaluation requires of students to be more
self-conscious about the changes they are experiencing. It
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 learners to become independent
learners as well as independent thinkers.
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. Amy 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.
WRITING
10. You can use the Writing Rubric on page 160 of
this book, or you can assign points according
to these criteria:
6 points: student can write a coherent
paragraph using correct linking words and
5 points: student can write a coherent
paragraph using linking words, in correct
English, with a minimum of grammar or
spelling mistakes.
3 - 4 points: student can write a short
paragraph, but cant use linking words properly
and makes grammar and spelling mistakes.
1 - 2 points: student cant write a coherent
short paragraph and makes a lot of grammar
and spelling mistakes.
SPEAKING
11. You can assign points according to these
criteria:
6 points: student can express his / her opinions
with correct pronunciation, normal
5 points: student can express his / her opinions
with correct pronunciation and a minimum of
hesitation and grammar mistakes.
U2-GUIA ING 2JO (047-067).indd 64 18-10-12 12:02
EXTRA TEST UNIT 2
1
Read the text and find the answer to these questions.
(4 points)
a. What was George's motivation for unlocking the
iPhone?
b. How long did it take him to unlock the iPhone?
c. What was the major frustration for consumers?
d. In the U.S., what were the services compatible with
the iPhone?
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. Underline and correct the incorrect
information in these sentences. (4 points)
a. George Hotz is sixteen years old.
b. Hotz is going to be a freshman next summer.
c. Hotz has been the only one to unlock the iPhone.
d. Hotz is from New York City.
LISTENING -BEWARE OF LONDONERS!
4
Listen to the recording. What kind of TV programme
is it? (2 points)
a. A sports programme.
b. The news.
c. A talk show.
d. A weather report.
5
Listen to the recording again. What do the numbers
mentioned in it refer to? Match the two columns. (5 points)
READING - HE DID IT!
A New Jersey teenager has figured out
how to make Apple's iPhone available
on other wireless services besides
AT&T, removing a major frustration for
thousands of consumers. In an
exclusive interview on CNBC, 17-year-
old George Hotz revealed his
motivation for unlocking the device:
"It was fun! This was a good use of the
summer holiday," he said during the
live interview Friday afternoon. "I
became obsessed with unlocking
this thing."
When Apple introduced the iPhone in
July, it made the device available only
on AT&T's wireless service, prompting
widespread complaints among
consumers. Hotz was able to unlock
the device so that he can use it on his
family's T-Mobile service.
Although T-Mobile is the only other
service besides AT&T's that is
compatible with the implement in the
U.S, overseas users are likely to find
their services compatible.
Hotz isn't the only one to have
claimed to unlock the piece of
equipment. A group calling itself
iPhoneSimFree also says it has hacked
the multi-media device.
The teenager, who posted his
achievement on his blog Thursday,
said unlocking the iPhone is
complicated, takes about two hours,
and requires skill with both soldering
and software. He estimated he spent
500 hours developing his technique.
Hotz is going to be freshman at the
Rochester Institute of Technology
this autumn.
P
H
O
T
O
C
O
P
I
A
B
L
E
Six The number of miles in the Marathon.
Five The number of pages in the guide given to
the Maasai.
Three The day on which the Marathon is run.
Twenty six The time the news bulletin is broadcast.
Thirteen The number of Maasai warriors visiting London.
Adapted from: CNBC (August 24, 2007). New Jersey Teen Shows CNBC: How I Unlocked the iPhone, Retrieved June 27, 2012, from http://www.cnbc.com/id/20426036/New_
Jersey_Teen_Shows_CNBC_How_I_Unlocked_the_iPhone
U2-GUIA ING 2JO (047-067).indd 65 18-10-12 12:02
66
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 Maasai to wear suits at all times.
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.

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.
WRITING
9
A friend from abroad is visiting your city next weekend.
Write a list of possible places / things he / she may / might
visit / do. (8 points)
SPEAKING
10
Look at the pictures and take turns to say the statements
below with your partner, expressing your opinion. Use
different openings. (8 points)
a. British English is better than American English.
b. People shouldn't drive their cars when they drink
alcohol.
c. The exam was very difficult.
d. I really love hot dogs.
UNIT 2 66
P
H
O
T
O
C
O
P
I
A
B
L
E
Your
result:
0 - 14
Not too good
15 - 33
Acceptable
31 - 47
Great!
U2-GUIA ING 2JO (047-067).indd 66 18-10-12 12:02
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 autumn)
c. Hotz has been the only one to unlock the iPhone. (Hotz
isn't the only one who can unlock the iPhone)
d. Hotz is from New York City. (New Jersey)
LISTENING -BEWARE OF LONDONERS!
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
4.
16
b. The news.
5.
16
Six The time the news bulletin is broadcast.
Five The number of Maasai warriors visiting London.
Three The number of pages in the guide given to the
Maasai.
Twenty six The number of miles in the Marathon.
Thirteen The day on which the Marathon is run.
6.
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.
U2-GUIA ING 2JO (047-067).indd 67 18-10-12 12:02
68 68
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: Talk about food preferences / Express opinions
and ideas about eating out / Talk about actions in the past
using the Past Continuous.
Functions: Express quantities / Indicate preferences / Express
thanks and complaints.
Reading: A brochure / An interview
Listening: Restaurant reviews / A 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
The importance of a healthy diet
Development
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, have a cooking class with students, go shopping for food, order a take-away, etc.
Useful materials for this unit are dictionaries, glossaries, definitions, printed hand-outs, and
library material.
U3-GUIA ING 2JO (068-088).indd 68 18-10-12 12:03
69
Check it over
Self - evaluation
Check & correct
Unit evaluation
Reading: students identify general information and discriminate between correct and incorrect information.
Listening: students extract specific information and identify the correct sequence of events.
Language: students use relative pronouns, expressions of quantity, and the Past Continuous tense.
Writing: students write questions for an interview.
Speaking: students role play a conversation.
Final check
Extra test
Reading: students identify specific information and discriminate between correct and incorrect information.
Listening: students relate and discriminate between correct and incorrect information.
Language: students use may / might and the Past Continuous tense.
Writing: students write five suggestions about their city.
WE ARE WHAT WE EAT 69
PAGE 73
SET UP
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, touch the fruit / vegetable,
and name what they are touching. Alternatively a smelling
game 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 vocabulary. Ask
them to work in pairs, copy the pyramid into their
notebooks, and complete it using their previous knowledge
and opinions.
Answers
On page 97 of the Students Book.
PAGE 74
STAYING HEALTHY -
KEEPING FIT
READING LESSON 1
THINK AHEAD
This Mind Teaser provides information on vitamins and
minerals. Ask the students to read and discuss the section
in pairs.
For more information on the Mind Teaser, see page 7 of the
Introduction.
d
n
i
M
T
e
a
s
e
r
U3-GUIA ING 2JO (068-088).indd 69 18-10-12 12:03
70
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.
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...
Id rather eat...
(L.A.: to express own ideas)
3 +
making connections.
Ask students to draw on their previous knowledge and
the context.
Do not check answers at this point.
(L.A.: to predict subject of a text from context)
PAGE 76
GO AHEAD
4 +
Ask students to read the text quickly and check their
predictions in Exercise 3. Help them to notice that the
article is from an American source, so some of the words
may be different. You can also mention that some of the
words may be slightly different.
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.
5 ++
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 seven 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.
UNIT 3 70
U3-GUIA ING 2JO (068-088).indd 70 18-10-12 12:03
71
7 ++
See notes on summarising in Exercise 5.
(L.A.: to summarise a text)
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,
vitamins, and minerals.
MAKE CONNECTIONS
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.
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, Id rather have pizza any time!
Gloria: Me too, but its not very healthy. And which one do
you like better: fizzy drinks or juice?
You: Im afraid my diet isnt very healthy - I love fizzy drinks.
PAGE 77
HAVE A CHAT
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 the relative pronouns which, that,
who, where and when.
You can find useful information on relative pronouns and
their comparison with Spanish equivalents at http://
spanish.about.com/library/beginning/aa-beg-pronouns-
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 answers orally and
correct mistakes.
Answers
who which that which which who
where.
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.
17
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72
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 fast learners to copy the paragraph with gaps into 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 them 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 pasta is al
dente, drain it and mix with the sauce. Sprinkle
Parmesan cheese on top.
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!
the Introduction.
PAGE 80
EDIBLE ART
LISTENING
LESSON 2
THINK AHEAD
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)
Possible answers
Picture 1: broccoli, potatoes, watercress, etc.
Picture 2: lemon, pineapple, zucchini, yellow
and red peppers, etc.
Picture 3: apples, oranges, bananas, tomatoes,
carrots, etc.
Bear it in mind
Read this section with the class, and elicit the Spanish
equivalent of the expressions, and more examples. Write
them on the board.
Other examples of food expressions are:
He was always buttering the boss up, hoping for
promotion, (= to flatter someone to try and get their
favour or friendship).
Their new album sold like hot cakes (= to sell quickly).
I really enjoyed the film; it was just my cup of tea (=
something one enjoys or does well).
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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?
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 Browns 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
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
dont really paint; its 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 olive 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 dads
restaurant, and when I grew up, I understood that
foods an important part of our lives. Just think about
it! We eat so much food during our lives! Foods as
important for us as water and air.
Reporter: So, everything we 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
canbe bad for your stomach.
18
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 didnt 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, Im 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. Its a piece of cake!
4 +
18
Play the recording once and ask students to find out the
reason why Carl Brown became a food artist.
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
Read this section with the class, and elicit examples or the
Spanish equivalent of each form of art.
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74
6 ++
18
Students read the list of art forms (a h) and 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
and then listen to the recording again.
(L.A.: to discriminate between correct and incorrect
information)
Answers
a. ii. b. i. c. i. d. ii.
PAGE 82
MAKE CONNECTIONS
For more information on the Make connections section, see
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_cucount.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.
10 ++
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 ++ 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.
12 ++
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)
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75
Answers
See transcript.
Reporter: So, what kind of picture is the Mona Lisa?
Carl: Its a portrait because it shows the face of a person.
Reporter: How much pasta do you need to make it?
Carl: Its big, so I need a lot of pasta shapes.
Reporter: Do you have any other plans, apart from the Mona
Lisa?
Carl: Its still a secret. If I tell you, you cant 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, Ill need many helpers to complete it.
19
HAVE A CHAT
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.
PAGE 84
FAST CHECK
14 ++
Give students enough time to do this exercise as they must
familiarise themselves with the ingredient list and then
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 make a description in writing)
PAGE 85
PLAY IT
Tell students to get into groups, identify the food in the pictures,
and then try to find the words in the Word Search puzzle.
Answers
The words are: BEANS FRUIT MEAT
NUTS VEGETABLES BREAD YOGURT
CEREALS RICE CHEESE SWEETS EGGS
FISH MILK OIL PASTA
+ + + + + V B + + + + + +
+ + + + P E + + + + + + +
E C I R A G B R E A D
+ + + N S E + + + + + M +
+ L S + T T L N + + + I +
+ + I + A A I + U + + L +
+ C + O E B + U + T + K +
+ + H R + L + T R + S + +
H + E E + E + R + F + + +
S C + + E S + U + + + M +
I + + + + S + G + + E + +
F + E G G S E O + A + + +
S T E E W S + Y T + + + +
CHECK IT OVER!
the Introduction.
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76
PAGE 86
EATING OUT
READING
LESSON 3
THINK AHEAD
1 +
Ask students to read the titles of the books and then look
at the pictures. Ask them to identify the key words that will
help them to 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 +
making connections.
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
to find more examples and write them on the board. For
more information on the Bear it in mind section, see page 7
Danger
Help students to notice the difference between this use of
the word too and the examples mentioned in the Bear it in
Mind section. Elicit examples and write them on the board.
the Introduction.
5 +
This is a rather long text, so it might take students a while,
especially if there are several words they dont know.
Before doing any exercise in the Go ahead section, make
sure that students understand the new key vocabulary that
appears in the text.
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)
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77
Answers
Appetiser Cold tomato soup
with some old
bread.
Mussels with some
parmesan cheese.
No appetiser.
Main course Steak. Salmon which
came with butter
and pepper sauce,
some spicy
potato pure, and
asparagus.
Pasta Alfredo.
Cannelloni with
spinach and a
little cheese.
Dessert No dessert. Passion fruit
mousse.
Tiramisu.
Other They didnt have
coffee.
Strong black
coffee.
Caf Dolce
Vita
El Mariscal
The Crazy
Cows
7 +
Ask students to read the reviews again. They must 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, students must use some analytical skills
and discrimination criteria. Allow enough time to complete
the sentences. Check answers 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 .
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.
TAKE A CLOSER LOOK
This section provides information on the differences
between the use of some and any (determiners).
We use some in positive sentences, in countable
and uncountable nouns.
Example:
I have some great friends.
We use any in negative sentences or questions,
for both countable and uncountable nouns.
Example:
Do you have any cheese?
He doesnt have any friends in Chicago.
We use some in questions, when offering or
requesting something that is there.
Example:
Would you like some bread? (offer)
Could I have some water? (request)
Some
Any
Exception!
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78
11 +
Refer students to the Take a closer look section, before
doing this exercise.
Answers
a. Yes, there is. b. Yes, there are. c. Yes. d. There
are some biscuits, but there arent any sweets.
e. Yes, there is. f. Yes.
12 +
Again, make sure that students understand the differences
between the use of some and any.
Answers
a. some, any. b. some, some. c. any, some, any.
PAGE 90
13 + 20
Ask pairs of students to read the questions and the answers
and 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.
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 didnt want any dessert.
Sandra: How much was the bill?
Michael: Not really expensive. We paid ten pounds each,
including the tip.
20
HAVE A CHAT
14 +
20
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
15
Answers
a. any, any. b. some, some, some.
PAGE 91
WRITE IT DOWN
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)
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!
the Introduction
UNIT 3 78
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79
PAGE 92
LETS DO IT ALL TOGETHER
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
Invite students to read the expressions in pairs and identify
their meaning.
d
n
i
M
T
e
a
s
e
r
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions, learn key vocabulary, and
become aware of potential danger zones to look out for.
1 +
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.
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 dont have any money to
buy the ingredients.
X: Then why dont we make a collection and
ask everyone to contribute?
Z: Yes, why not? We could ask people for some
money.
X: Thanks, you are a good sport. Lets 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 dont have any money to
buy the ingredients.
X: Then why dont we make a collection and
ask everyone to contribute?
Z: A collection? Another silly idea.
X: OK, then you invent something interesting.
PAGE 93
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, for example,
colourful. In some longer words, other syllables may carry
secondary stress.
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80
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 +
making connections.
the context. Do not check answers at this stage.
(L.A.: to predict contents from key lexical items)
GO AHEAD
TRANSCRIPT - LETS DO IT ALL TOGETHER
Narrator: An old man was walking through the countryside
when he came to a village. He didnt have any money,
so he decided to ask a villager for some food.
Old Man: Good morning.
Woman 1: What do you want? Why are you bothering me?
Old Man: Id like something to eat, please.
Woman 1: Youre interrupting my nap! Go away, theres
nothing here.
Old Man: Thank you, anyway!
Narrator: He moved on and while he was walking through the
centre of the village he saw an even bigger house.
21
Narrator: He moved on and while he was walking through the
centre of the village he saw an even bigger house.
Old Man: Good day, sir. Can you give me something to eat?
Im old, tired, and hungry.
Man 1: Dear me! Im poor myself; I can hardly feed my own
family.
Narrator: But the old man was smart, so he went to the village
square and pulled a large pot from his bag. While he
was doing this, the villagers came out of their
houses. Why was he filling the pot with water, they
asked? And why was there a stone in the pot? And
why was he lighting a big fire under the pot?
Woman 1: Silly man. You cant cook a stone.
Old Man: Im preparing a delicious stone soup which Ill be
happy to share with you. Why dont we put a piece of
carrot or an onion into the soup to make it nicer?
Man 2: Yes, a piece of carrot is a good idea.
Narrator: One by one, the curious villagers were bringing bits
of vegetables to add to the pot.
Man 1: Here, a small slice of meat.
Woman 2: And a handful of rice.
Narrator: The man was stirring and tasting the soup and the
villagers watched. .
Old Man: The stone soup is ready. Bring your cups and bowls
and enjoy a tasty and nutritious meal. There is
enough for everybody.
Man 2: How can we express our gratitude? Thanks so much!
Woman 1: A thousand thanks for the delicious soup!
Narrator: As night was falling, the grateful villagers returned
to their homes and the old man walked away,
smiling under his breath.
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.
UNIT 3 80
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81
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 learnt 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 Aesops fable 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.
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.
PAGE 94
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. Im 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.
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.
TAKE A CLOSER LOOK
This section provides information on the Past Continuous
tense. More information at http://www.englishpage.com/
verbpage/pastcontinuous.html
PAGE 95
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.
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)
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82
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 the words before they do the exercise.
(L.A.: to consolidate key words)
Answers
a. iii. b. ii. c. i. d. ii, ii.
PAGE 96
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.
Amy: So, what were you doing yesterday when I called?
Helen: I was walking in the park with Jimmy, my little brother.
Amy: But I called later on and you were still not in.
Helen: I was doing some shopping at the supermarket.
Amy: Were you buying stuff for your birthday party?
Helen: No, I was buying some detergent.
Amy: Oh, I see. And why was your little brother crying
when I arrived?
Helen: He was crying because he fell into the mud in the park!
22
HAVE A CHAT
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.
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)
17 ++ FL
Using personal experience and offering their 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)
CHECK IT OVER!
the Introduction.
UNIT 3 82
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83
PAGE 98
together the subject matter of the unit and test it / try it as a
whole. This is also a place where you 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.
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 Duncans party - he was opening the
presents.
PAGE 99
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.
4
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.
PAGE 100
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, you can also look for errors and wrong
conclusions. This is an extra opportunity to correct them before
moving on to the next unit. Please refer to the Evaluation table
and indicators at the beginning of this unit (Teachers 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
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 Im very thankful for
their advice.
Reporter: Can you tell us a funny kitchen incident?
Zajac: Once my sister invited me to a dinner in her
house and while she was upstairs, the dog ate
the food. When I arrived, nothing was ready and
she knew Id complain about the food. She knows
that when Im 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, lets eat the dog!
Reporter: In your opinion, what are the most important
elements of a recipe?
23
U3-GUIA ING 2JO (068-088).indd 83 18-10-12 12:04
84
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, it 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
learners to become independent learners as well as
independent thinkers.
UNIT 3 84
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.
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.
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?
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.
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
5 6 points: student can write three questions
about his / her favourite recipe, using the
correct language structures, and 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 cant write questions
about his / her favourite recipe, he / she doesnt
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 two 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: Im 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.
U3-GUIA ING 2JO (068-088).indd 84 18-10-12 12:04
85 WE ARE WHAT WE EAT 85
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 writers opinion of the book?
i. It is a very good and informative book.
ii. It is a complete waste of money.
iii. It has some good and some bad parts.
c. What is the writers profession?
i. He / she is a journalist.
ii. He / she is a publisher.
iii. He / she is a chef.
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. __________________________________
__________________________________
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. As the title suggests, the book is dedicated to healthy
eating and has each dish marked with the calories,
cholesterol, carbohydrates, protein, fibre, and sodium
content. For the reader searching for dishes appropriate for
specific diets such as low carbohydrate, high fibre, etc., there
is a handy Healthy Weight-Loss Index that allows the reader
to easily locate dishes that match their dietary objectives
and needs.
However, there is much more on the negative than on the
positive side. The appearance of the cover of the book offers
nothing to tempt the reader to explore its pages. The colours
are monotonous and uninteresting. The pages of the book are
smudged and dark and look as if they were photocopies. The
stars used for the difficulty of the dish (1 star for easy, 3 for
medium, and 5 for very difficult) do not really match the
complexity of preparation. In general, the recipes are a
repetition of what we saw in other books by the publisher.
There is no innovation, no imagination and, above all, they
use the same old ingredients!
Finally, what 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. Its a total waste of money.
EXTRA TEST UNIT 3
Adapted from: The Essential Eatingwell Cookbook: Good Carbs, Good Fats, Great Flavors Critics (n.d), Retrieved June 27, 2012, from http://www.
goodreads.com/book/show/558813.The_Essential_Eatingwell_Cookbook
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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
5
What was Jennifer doing when Jim took these photos in
Europe? Write sentences in the Past Continuous tense.
(5 points)
a. walk around London
b. go to the top of the Eiffel Tower
c. take a tour of Barcelona
d. eat hot dogs in Berlin
e. visit the Kremlin in Moscow
6
Complete these sentences with a little, a few, much, many,
or a lot of. (6 points)
a. There isnt ____________ 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 didnt prepare ___________soup. She
didnt know you were coming.
7
Complete each sentence with the correct relative pronoun.
(5 points)
a. Im reading a book ___________ is very interesting.
b. Thats 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
80 grams butter
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
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
result:
1 - 19
Not too good
20 - 40
Acceptable
41 - 55
Great!
86 86
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87 WE ARE WHAT WE EAT 87
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 doesnt 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: 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 owners ear, and shook them,
so that they made a jingling noise.
24
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. a. 3. b. 4. c. 2. d. 1.
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 10 points: student can ask and answer questions
expressing quantities with correct pronunciation, normal
expressing quantities with correct pronunciation and a
expressing quantities with appropriate pronunciation, but
1 - 2 points: students cant ask and answer questions
expressing quantities, hesitates a lot, and makes a lot of
grammar mistakes.
WRITING
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 correct 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 cant write a coherent review, and
makes a lot of grammar and spelling mistakes.
U3-GUIA ING 2JO (068-088).indd 87 18-10-12 12:04
UNIT 3 88
Notes
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U3-GUIA ING 2JO (068-088).indd 88 18-10-12 12:04
IN THIS UNIT YOU WILL LEARN TO:
Reading: Summarise a text using questions and / or
headings / Identify type and source of text / Find specific
information through scanning.
Listening: Identify the order of events / Match oral and
visual information / Identify specific information.
Production: Make and respond to suggestions / Express
plans for the future / Talk about wishes and regrets / Make
complaints.
Functions: Refer to personal experiences / Express hopes
and disillusion / Express wishes and regrets.
YOU WILL ALSO USE THE FOLLOWING TEXT TYPES:
Reading: News-based anecdotes / A myth
Listening: Instructions / An interview
YOU WILL ALSO LEARN:
Grammar: Going to to express the future / Wish to express hopes
and desires / The use of would like to
Vocabulary: Make vs. do / Vocabulary related to professions and
work / Words related to giving and following instructions for different
machines
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
The importance of doing a job well
89
Development
Lesson 1 Two to three class periods.
Teacher can use photographs, cut-outs, instruction manuals both in Spanish and English. Usually, any
instructions manual published today comes in several languages including English.
A book or an excerpt on 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 lists of adverbs, dictionaries, glossaries, definitions, printed hand-outs,
and library material.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 89
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90 UNIT 4 90
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.
2
In pairs, 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
answers orally.
Possible answers
Driver: a person who drives vehicles.
Electrician: a person who connects, repairs, etc.
electrical equipment.
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 collects and who
reports news stories.
Translator: a person who expresses the
meaning of speech or writing in a
different language.
Check it over
Self - evaluation
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 use going to, make/do and wish to express desires.
Writing: students write their wishes for the future.
Speaking: students role play a dialogue.
Final check
Extra test Reading: students identify the general content, extract specific information and discriminate between
correct/incorrect and not mentioned information.
Listening: students identify specific information and relate speakers and what is said.
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.
U4 GUIA ING 2JO (088-111).indd 90 18-10-12 12:05
91 WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! 91
PAGE 106
DO IT WELL - MAKE IT BIG
READING
LESSON 1
Danger
The difference between do and make is very important and
a source of many mistakes on the part of students. You can
find more information as well as a full list of expressions
with do and make at http://www.learnenglish.de/
grammar/doormake.htm
the Introduction.
This Mind Teaser provides information on some 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.
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THINK AHEAD
1 +
Ask students what we use adjectives for. Tell them to give
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/partsofspeech/
adjectives.
(L.A.: to use previous knowledge)
Answers
microscopic, diminutive, tiny, small,
substantial, big, huge.
You can find several great adjective exercises on the site
suggested, 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
2
3
4
5
6
7
8
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. and 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 answers orally.
(L.A.: to identify special collocations)
Answers
a. make. b. doing. c. done. d. doing, make.
Internet resource
See page 7 of the Introduction.
U4 GUIA ING 2JO (088-111).indd 91 18-10-12 12:05
92
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
the Introduction.
5 +
Students read the two texts and check their predictions in
Exercise 3.
Answers
Text I: a giant scone.
Text II: a trip on a hot-air balloon.
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 and then go back to the
texts to choose the best answer.
(L.A.: to get general information)
Answers
b.
8 ++
Remember that there are different types
of reading and that they serve different purposes.
Intensive reading: understand every word that is read.
Extensive reading: get the main idea of a text.
Scanning: find specific information in a text.
Skimming or speed reading: quickly identify the main
ideas of a text.
Answers
9: hours to complete Couchs 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.
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, you 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 for listing all the major traits related
to a theme.
For example, a star diagram can be used to create a graphic
display describing everything 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 five Ws: who, when,
where, what, and why.
Who
Where When
What
Why
Story
UNIT 4 92
U4 GUIA ING 2JO (088-111).indd 92 18-10-12 12:05
To make it simpler for students, you can make the star
organiser like this (making it big enough to write in).
Students write their questions in the ovals around the topic
of the story.
(L.A.: to summarise a text using questions)
Answers
Who? Mrs Hallet and her
family.
Ken Crouch.
When? Today. In two days' time.
What? Make a giant scone. Fly in a chair tied to
party balloons
Where? Torquay / Torquay
Food Festival.
Oregon, the USA.
Why? A dream, a wish. A childhood dream.
Story I Story II
PAGE 109
MAKE CONNECTIONS
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
Ask the students to read and discuss the section in pairs
to mention other professions, identifying the suffix.
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 ++
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)
U4 GUIA ING 2JO (088-111).indd 93 18-10-12 12:05
94
Answers
a. Weve got to / We have to wash our car.
b. Weve got to / We have to hurry up.
c. Youve got to / You have to tell the truth.
d. Kens got to / Ken has to shoot 50 balloons.
PAGE 110
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.
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.
Jack: Have you made up your mind yet?
Bella: Yes, were going to organise a picnic.
Jack: Good idea. How about the food?
Bella: Were going to buy some simple finger food:
sandwiches, veggie sticks, and soft drinks.
Jack: And the guest list?
Bella: Were going to invite the whole class and a few teachers.
Jack: The only problem is transport.
Bella: Gregs mother has a minibus and shes going to take us all.
Jack: Well, everythings solved then!
Bella: Oh, no! Look at the clouds, Jack! It looks as if its going
to rain!
25
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)
Answers
Mrs Hallet
Im 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 Im going to donate to the
Torquay Food Festival. This is going to be the
biggest scone in the world and Im going to be
in the Guinness Book of Records.
Ken Crouch
Im a garage owner, but Ive always wanted to
fly. So Im going to fly across the desert in a
chair tied up to lots of huge party balloons. Im
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, Im going to be interviewed by
national and international journalists.
PAGE 111
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.
UNIT 4 94
U4 GUIA ING 2JO (088-111).indd 94 18-10-12 12:05
PAGE 112
FOLLOW THE INSTRUCTIONS
LISTENING
LESSON 2
THINK AHEAD
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 give and 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.
Students must be able to identify and analyse the
cause(s) and the effect(s) of an event or process. In this
process, students realise how one step affects the other. This
type of diagram is very useful in science projects.
Disjointed events - each cause has one effect.
Cause Effect
Example: if you press the P key on the keyboard the
computer will type the letter P.
One cause leading to various events - one cause has
multiple effects.
Cause
Effect
Effect
Example: if you rub a match against the side of a box it
will either light or not.
Multiple causes leading to one event - multiple causes
have one effect.
Effect
Cause
Cause
Example: a glass will break (effect) if you drop it or hit it
against something.
Chain of events - one event causes another, which
triggers another, etc., like the domino effect.
Effect/Cause Effect/Cause Effect Cause
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 to 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 didnt do).
(L.A.: to use personal opinions and previous knowledge)
Answers
a. hope / expectation. b. regret.
c. expectation. d. regret.
U4 GUIA ING 2JO (088-111).indd 95 18-10-12 12:05
96
4 +
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)
GO AHEAD
TRANSCRIPT - FOLLOW THE INSTRUCTIONS
Instructor: Welcome to our workshop. I hope that you are all
going to enjoy todays 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: Whats the plan for today?
Instructor: We are not going to do anything complicated in
the first class. Im 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, lets 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! Theyre going to
fall from the desk!
Man: Sorry, I hadnt seen them.
Instructor: Youve got to be careful with sharp objects. Im
afraid I cant go to each individual student because
we dont 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 youll get a
crease, as Im showing you.
26
Woman: Whats a crease?
Instructor: A crease, a pleat, or a fold, or a line. Like this.
Then fold the dogs 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!
Man: Yeah, it does look like a dog!
Instructor: You can draw eyes, a nose and a mouth and youll
get a really dog-like face!
Woman: What are we going to do next class? Hopefully a
more complex design.
5 +
26
Students listen to the instructions and check their
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
1
st
2
nd
3
rd
4
th
5
th
6
th
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,
students realise how one step leads to the next, and
UNIT 4 96
U4 GUIA ING 2JO (088-111).indd 96 18-10-12 12:05
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)
Answers
1
st
b
1
2
nd
f
6
3
rd
c
5
4
th
e
3
5
th
a
4
6
th
d
2
Order
Instruction
Picture
8 ++
26
Ask students to read the words in the box and 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
Students require some analytical skills to complete this task.
Give them plenty of time and play the recording as many
times 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 youll
get a crease, as Im showing you.
You can draw eyes, a nose, and a mouth to get
a really dog-like face.
10 ++
26
Ask students to read the part of the sentence provided before
playing the recording again. Check their answers orally.
Answers
a. I hope that you are all going to enjoy todays
lesson.
b. Can you tell us about the origin of origami?
c. Im going to show you some basic shapes.
11 ++
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.
12 +
26
Refer students back to Exercise 3 before listening to the
recording again.
Answers
I hope. Oh, dear.
Internet resource
PAGE 115
MAKE CONNECTIONS
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: Im gonna tell her, shes
gonna leave me, theyre 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
U4 GUIA ING 2JO (088-111).indd 97 18-10-12 12:05
98
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
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)
Answers
See transcript.
Joel: What are you going to do first of all?
Billy: Well, first of all Im going to sleep a lot.
Joel: And what are you going to do second?
Billy: Second, Im going to have a big breakfast!
Joel: And what are you going to do after that?
27
Billy: After that, Im going to watch some TV, read the
morning papers, go for a long walk, and then Im
going to have a nice lunch.
Joel: And next? What are you going to do next?
Billy: Next, Im going to get together with some friends to
play cards and video games.
Joel: And what are you going to do at the end of the day?
Billy: And finally, Im going to go to a party or a disco and
Im going to dance all night long.
Joel: I see that your weekend is going to be very busy.
Billy: I hope so!
PAGE 117
HAVE A CHAT
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.
FAST CHECK
17

Answers
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
18 ++
Students can work in pairs or individually.
(L.A.: to write instructions following a provided model)
UNIT 4 98
U4 GUIA ING 2JO (088-111).indd 98 18-10-12 12:05
CHECK IT OVER!
PAGE 118
HOLDING THE WORLD ON
YOUR SHOULDERS
READING LESSON 3
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 your 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 Students 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.
d
n
i
M
T
e
a
s
e
r
THINK AHEAD
1 +
It is possible that students are familiar with Greek or
Roman mythology from their Lenguaje y Comunicacin
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 dont know any myths, be prepared to tell them
one. You can access more Greek myths at http://www.
greekmythology.com./or Chilean myths at http://www.
mapsofworld.com/chile/culture/chilean-mythology.html/
http://en.wikipedia.org/wiki/Chilean_mythology/
Alternatively you can assign this as homework in a
previous class.
As the purpose of this activity is to create a link between
the contents of the lesson and students own reality, accept
the use of Spanish if necessary.
(L.A.: to relate topic and own reality)
U4 GUIA ING 2JO (088-111).indd 99 18-10-12 12:05
100 UNIT 4 100
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
readers 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, nave, terrible, vengeful.
Neutral: weight, apple, basket, quiet.
4 ++
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)
Internet resource
PAGE 120
GO AHEAD
5 +
Students read the text once and check their predictions in
Exercise 4.
Answers
The words that actually appear are apples,
basket, favour, fine, lied, quietly, smarter,
terrible, vengeful, and weight.
Bear it in mind
Read this section with the class before doing Exercise 6.
Elicit more examples and write them on the board in two
columns: Headings and Titles.
6 ++
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).
U4 GUIA ING 2JO (088-111).indd 100 18-10-12 12:05
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 at 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.
PAGE 121
MAKE CONNECTIONS
TAKE A CLOSER LOOK
This section provides additional information on the use of
to express wishes and regrets.
More information and exercises on the use of can be found
at http://www.eslbase.com/grammar/wish
10 ++
Again, students must resort to their analytical skills.
Analytical skill is the ability to visualise, 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 122
12 ++
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
U4 GUIA ING 2JO (088-111).indd 101 18-10-12 12:05
102
13 +
Refer students to the Danger section on page 122 of their
book 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.
Ill do my best.
14 ++
Refer students to the Danger section on page 122 of their
book 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: Dont worry. You know that whatever
she does, she always does her best.
Juliet: Yes, but times running out and I cant
make exceptions for anybody. She has
to make up her mind.
Steve: Its going to be OK. You made the plans
for the party a long time ago and
everything else is going fine.
Juliet: Im sure youre right. Hey, can you do
me a favour?
Steve: Sure.
Juliet: Can you make the arrangements for
the party balloons and the flowers?
Steve: Dont worry. I will do all the work!
15 ++
28
Ask students to work in pairs. Give them enough time to
complete the interview before checking with the recording.
(L.A.: to consolidate key vocabulary and structures through
a guided conversation)
Answers
See transcript.
Reporter: So Jenna, do you speak any foreign languages?
Jenna: Only English, but I wish I spoke French and Spanish.
Reporter: Why Spanish?
Jenna: Because I wish I could travel around South America,
but in fact I cant.
Reporter: Whats 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 youll have more time?
Jenna: I wish I knew! Im really busy now with the London
Olympics coming.
28
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 pairs to role play the conversation in front of their
classmates.
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.
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)
UNIT 4 102
U4 GUIA ING 2JO (088-111).indd 102 18-10-12 12:05
PLAY IT
CHECK IT OVER!
This is a section for the students, so you should intervene as
little as possible in this process.
the Introduction.
PAGE 124
ID LIKE TO APPLY
LISTENING
LESSON 4
THINK AHEAD
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. They 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.
PAGE 125
3 ++
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.
GO AHEAD
TRANSCRIPT - ID 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.
Interviewer: 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: Thats right.
Interviewer: Can you tell us your name?
Carly: Im Carly Martnez and Im 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! Im 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 Im not an expert.
However, Id like to learn more. I also issue security
passes and provide information to visitors. And I take
the partners telephone messages.
Interviewer: Well, Carly, well be in touch. We wish you lots
of luck.
29
U4 GUIA ING 2JO (088-111).indd 103 18-10-12 12:05
104
II
Interviewer: Good afternoon.
Dani: Hi, there.
Interviewer: Would you like to take a seat and tell us about
yourself?
Dani: Well, Im Dani Blake, Im 20 and Im 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 Im also
quite useless at languages!
Interviewer: What are your duties at the surgery?
Dani: Im 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.
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)
Answers
Name Carly Dani
Surname Martnez Blake
Age 25 20
Current workplace Law firm Dental surgery
Languages English and Spanish English
Skills/ duties Answer the telephone
politely, keep the visitors
book, basic computer
skills, issue security
passes, provide
information to visitors,
take telephone messages.
Greet patients, indicate
the treatment room,
keep reception area tidy,
show dentist patient
files, inform dentist of
his appointments.
Interview I Interview I
6 ++ 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.
Im quite useless at languages.
Im 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 again.
Answers
a. ad. b. law. c. skills. d. useless.
UNIT 4 104
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MAKE CONNECTIONS
For more information on the Make connections section, see page 6
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)
PAGE 126
TAKE A CLOSER LOOK
This section deals with how to express what one wants.
This is a continuation of the previous lesson, where wishes
and regrets were discussed.
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, Id like
some cake.
PAGE 127
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)
HAVE A CHAT
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.
Answers
See transcript.
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 isnt working properly.
Assistant: Would you like to take a seat please? The manager
will see you in a moment.
30
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106
PAGE 128
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
to 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
FAST CHECK
13
Answers
a. had. b. to talk to. c. was. d. to visit. e. I knew.
WRITE IT DOWN
14 ++

Students may use some of the questions asked by the
interviewers in the listening texts. Check students
questions orally and tell them to ask a partner the
questions.
(L.A.: to write sentences following a provided example)
CHECK IT OVER!
the Introduction.
PAGE 130
together the subject matter of the unit and test it / try it as a
whole. This is also a place where you 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 the wedding rings.
They are going to write the invitations.
They are not going to rent a limousine.
They are not going to go on a honeymoon.
They are not going to invite people they dont like.
They are not going to worry about problems.
2

Students follow the provided example.
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 dont
drink any alcohol.
If you are going to travel abroad, dont 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 cant stand him!
If she is going to study languages, she should
watch foreign films.
UNIT 4 106
U4 GUIA ING 2JO (088-111).indd 106 18-10-12 12:05
4
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.
PAGE 132
CHECK & CORRECT
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. Via del Mar.
e. Valle Nevado.
3. a. 56 kilometres.
b. 160 metres long.
c. 5,000.
d. 5 tons.
LISTENING - HOW TO USE IT
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
II
Welcome to ITC customer service. If youd like the instructions
in English, press 1. For instructions in Spanish, press 2. If youd
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.
4.
31
a. cash machine.
b. payphone.
c. 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 she 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.
U4 GUIA ING 2JO (088-111).indd 107 18-10-12 12:05
108 UNIT 4 108
SPEAKING
9. How far is the hotel from the city centre?
How long does it take to get there?
How much is the taxi fare?
How long are you going to stay in the city?
You can assign points according to these criteria:
8 10 points: student can complete and role
play the dialogue with correct pronunciation,
normal hesitation, and no grammar mistakes.
5 7 points: student can complete and role play
the dialogue with correct pronunciation and a
3 4 points: student can complete and role play
the dialogue with appropriate pronunciation, but
1 - 2 points: student cant complete and role
play 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.
8 10 points: student can write sentences
about the things he / she wishes, using the
correct language structures and without
5 7 points: student can write sentences
about the things he / she wishes using the
correct language structure, and with a
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 cant write a paragraph
about the things he / she wishes, he / she
doesnt use the correct language structure, and
FINAL CHECK
This part provides students with feed-back on how much they
to tackle them.Selfevaluation requires of students to be more self-
conscious about the changes they are experiencing. It 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 learners to become independent learners
as well as independent thinkers.
U4 GUIA ING 2JO (088-111).indd 108 18-10-12 12:05
EXTRA TEST UNIT 4
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)
a. __________________________________
b. __________________________________
c. __________________________________
d. __________________________________
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.
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 to 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 you. Whatever
you do, put your heart into your actions.
Besides all this, you can think about your carbon footprint,
meaning how your everyday activities affect our planet or, in other
words, how much your activities - such as moving from place to
place, eating, and washing - damage Earth. The next time you use
your car or take a bus to school or work, ask yourself what you can
do to make a smaller impact on our planet.
Scientists say that very soon we are all going to use an
alternative fuel called biodiesel. Biodiesel is the name of a clean
burning fuel produced from domestic, renewable resources. It
contains no petroleum, but it can be mixed at any level with
petroleum diesel.
Biodiesel is simple to use, biodegradable, non-toxic, and
essentially free of sulphur and aromatics. Biodiesel, is made
through a chemical process where glycerine (a valuable
by-product that can be sold to be used in soaps and other
products) is separated from the fat or vegetable oil. When we
use biodiesel, we can be sure that it is going to be better for the
environment because it is made from renewable resources and
has lower emission compared to petroleum diesel.
So remember, write up an action list and do the right thing for
our planet your children and grandchildren will be really
thankful.
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Created by: Publishing team.
U4 GUIA ING 2JO (088-111).indd 109 18-10-12 12:05
110
LISTENING PROTECTING YOUR BIKE
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 .
5
Listen once more. Who says these sentences, Speaker 1,
Speaker 2, Speaker 3, or Speaker 4? (4 points)
a. ___________: These locks are solid metal.
b. ___________: This may sound obvious.
c. ___________: Bikes have got more complex.
d. ___________: Avoid small trees.
LANGUAGE
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 / organise / 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 to ___________ the beds, I will help
you to __________ 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.
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 five things that you do / make well and five
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
result:
1 - 20
Not too good
21 - 42
Acceptable
43 - 52
Great!
UNIT 4 110
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U4 GUIA ING 2JO (088-111).indd 110 18-10-12 12:05
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 you.
3. a. False. b. True. c. Not mentioned. d. True. e. Not mentioned.
LISTENING - PROTECTING YOUR BIKE
TRANSCRIPT
Speaker 1: If you own a bicycle, its important you
know how to use a storage rack. This may sound
obvious, but bicycles are one of the easiest things
to disappear, so its 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, theyve also increased in cost. This means
they are becoming a bigger target for a thief and
you need to make sure that they are more secure
than ever.
Speaker 3: Another great method to secure your bike to a
storage rack is to use a lock. These locks are solid
metal in the shape of a U and they are easily
attached to your bicycle while riding. Of course, like
anything else, they are not invincible and it is
necessary to make sure that they are locked safely in
place.
Speaker 4: Additionally, make sure you lock your bike to an
immovable object. Avoid small trees, wooden posts,
chain-link fences, and unsecured bike racks. If you
are locking your bike to a road sign, make sure the
sign is firmly secured to the ground!
32
4.
32
a. i. b. ii. c. i. d. i. e. ii.
5.
32
a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker 4.
6. a. Lizzie is going to visit her grandparents after school.
b. Are they going to organise a birthday party?
c. Denise is not going to take her final exams.
d. I am going to tell my mother about it.
7. a. make, do.
b. make.
c. do.
d. make.
8. a. Next year, I would like to travel to Ecuador. I know that I
need a lot of money, but I really wish to visit the
Galapagos Islands.
b. Would you like a drink?
c. I wish I could speak at least two other languages.
WRITING
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.
make well, with a minimum of grammar or spelling
mistakes.
make well, but makes grammar and spelling mistakes.
1 - 2 points: student cant write about the things he / she
make well, and makes a lot of grammar and spelling
mistakes.
SPEAKING
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 cant exchange information,
hesitates a lot, and makes a lot of grammar mistakes.
U4 GUIA ING 2JO (088-111).indd 111 18-10-12 12:05
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 spoken messages / 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.
Reading: Anecdotes / A newsletter
Listening: A song / An interview
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 and have to
Vocabulary: Words related to life styles and making a living /
Words related to life in the future
Different lifestyles and why we should respect them.
Development
You 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 films to discuss life in the future (Star Wars, I, Robot, Battlefield Earth, Matrix, etc.)
library material.
112 112
U5 GUIA ING 2JO (112-132).indd 112 18-10-12 12:07
113 LIFE AS WE KNOW IT 113
PAGE 137
SET UP
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.
2
Students read definitions a - e. Help them with unfamiliar
words and allow the use of dictionaries. To practise 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
complete them. Check answers orally.
Answers
a. still-life. b. lifestyle. c. living. d. life. e. live.
PAGE 138
ALTERNATIVE LIFESTYLES
READING
LESSON 1
THINK AHEAD
1 +
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 at
www.synonym.com
(L.A.: to match meanings of key lexical items)
Check it over
Self - evaluation
Check & correct
Unit evaluation
Reading: students identify specific information and infer meaning from the context.
Listening: students identify and extract specific information.
Language: students use the Passive Voice and modal verbs.
Writing: students write a short paragraph about likes, obligations, and necessities.
Speaking: students role play dialogues from visual clues.
Final check
Extra test Reading: students identify source of the text, relate information, and infer meaning from the context.
Listening: students identify specific information and discriminate sounds.
Language: students use modal verbs, the Passive Voice, and the definite article the
Writing: students write a short report on a persons lifestyle.
Speaking: students exchange information about the things they have/would like/need to do.
U5 GUIA ING 2JO (112-132).indd 113 18-10-12 12:07
114 UNIT 5 114
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)
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 peoples opinions and lifestyles.
(L.A.: to relate topic to personal experiences)
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
and then elicit comments and further examples. For more
the Introduction.
PAGE 140
GO AHEAD
5 +

Students read the three anecdotes and check their
(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. You may try the following
technique with your students.
Step 1: find a scene or passage in a 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 produced by 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
imagine the author thinks about the characters or the
topics in the story. How does the author treat these
elements? Is he/ she sarcastic, pessimistic, or hopeful?
Step 6: write Tone at the top of the second piece of paper.
Tone is the word used to describe the authors opinion
about the story, character, or events. Tone can be found in
fiction and non-fiction by looking at the way the author
describes things and at the words chosen.
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 youve got it.
(L.A.: to to identify mood and information)
Answers
a. iii. b. ii.
U5 GUIA ING 2JO (112-132).indd 114 18-10-12 12:07
8 +

Tell students to work in pairs. They write their answers in
their notbooks. Check orally.
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... Its obvious, or They
should...Possibly
Before students do this exercise, give them some 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
Fact: a. c. f. Opinion: b. d. e.
10
+
Refer students back to the Bear it in mind section on page
138 of their book 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 8 pm in this town.
My friend and I saw a UFO.
(L.A.: to identify textual clues)
Answers
a. c. d. f.
PAGE 141
MAKE CONNECTIONS
examples, exercising and testing,
oral and written production, and other consolidation activities.
TAKE A CLOSER LOOK
This section deals with the Passive Voice. It gives examples
of when and how to use it. You can 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 to notice that the sentences in A are in the
Passive Voice (the agent is not mentioned, the action is
what matters), while the sentences in B express states with
the verb to be + adjective.
the Introduction.
11
++
Before doing this exercise, it is very important that students
study the Danger section on this page. Besides, 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 them.
(L.A.: to apply new knowledge to a task)
Answers
Adjective: a. b. d.
Passive Voice: c. e. f.
U5 GUIA ING 2JO (112-132).indd 115 18-10-12 12:07
116 UNIT 5 116
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 use the visual clues and follow the provided
example to say and write sentences in the Passive Voice.
(L.A.: to apply a grammar structure and previous knowledge)
Answers
a. Coffee is grown in Colombia.
b. The best chocolate is produced in
Switzerland.
c. Millions of books are published every year.
d. New York is visited by a lot of tourists
every year.
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.
15
++
Students read 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.
A: Whats 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 doesnt. She thinks Lisa must improve.
A: And finally, how was Lisa described by Mr Crossing?
B: She is described as a hard worker.
33
PAGE 143
HAVE A CHAT
16
+ 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
U5 GUIA ING 2JO (112-132).indd 116 18-10-12 12:07
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
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.)
CHECK IT OVER!
This is a section for the students, so you should intervene as
little as possible in this process.
the Introduction.
PAGE 144
I WOULD LIKE TO DEDICATE
THIS SONG
LISTENING
LESSON 2
THINK AHEAD
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)
2
+
If possible, you and / or students could bring some of the
songs on CD. You can also ask students to bring recordings
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)
PAGE 145
3

+
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.
4

+
Students predict the title of a song a young man wants to
dedicate to his girlfriend. Do not check answers at this point.
GO AHEAD
TRANSCRIPT - I WOULD LIKE TO
DEDICATE THIS SONG
Part I
Presenter: One minute past midnight and were starting Id
like to dedicate this song . Many of you cant
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 Im sorry through a song. We have the first
caller. Hello?
Frank: Yes...
Presenter: So, somethings gone wrong and you want to say
youre sorry?
Frank: Something like that.
Presenter: OK. Youve got 15 seconds to talk.
Frank: I just need to tell someone how much I care
abouther. How much... (pause)
34
U5 GUIA ING 2JO (112-132).indd 117 18-10-12 12:07
118 UNIT 5 118
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 wasnt. I have to get in touch with her to tell
her Im sorry.
Presenter: If shes listening, what do you want to tell her?
Frank: If shes listening, Id like to tell her that I need her.
And I miss her. If shes listening, I have to tell her to
think of the things and places we both remember.
Presenter: And the song youd like to dedicate to her?
Part II
Frank: In my Life by the Beatles.
Presenter: Here we go, then.
Song
There are places Ill remember all my life,
Though some have changed
Some forever, not for better
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 Ive 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 Ill never lose affection
For people and things that went before
I know Ill often stop and think about them.
In my life I loved you more.
And I know Ill never lose affection
For people and things that went before
I know Ill often stop and think about them.
In my life I loved you more
In my life I loved you more.
Danger
5

+

34
Students listen to the first part of the program and check
their predictions.
Answers
a.
6

+

34
Play the recording a second time after students have read the
questions. Pause the CD for students to take notes.
Answers
a. At one minute past midnight.
b. For people who cant sleep, or are sorry, or
need to say I love you.
c. He only has 15 seconds.
d. If shes listening, hed like to tell her that he
needs her and that he misses her. If shes
listening, he has to tell her to think of the
things and places they both remember.
7

+

34
Play the recording again and give students time to complete
the sentences.
Answers
a. ... Im sorry through a song.
b. ... how much I care about her.
c. ... to tell her Im sorry.
d. ... and places we both remember.
8

+

34
Students listen to the second part of the programme and
check their predictions in Exercise 4.
Answers
b.
9

+

34
Check the indications for dealing with mood and tone in
Lesson 1, Exercise 7 of this unit.
Answers
Nostalgic.
U5 GUIA ING 2JO (112-132).indd 118 18-10-12 12:07
PAGE 146
10
++

34
Read the sentences with the class. Then, play the recording
again.
Answers
a. life. b. you. c. new. d. affection.
MAKE CONNECTIONS
examples, exercising and testing,
oral and written production, and other consolidation activities.
TAKE A CLOSER LOOK
This section deals with verbs used for expressing what we
want, have to, need, or would like to do.
11 ++
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)
Answers
a. She didnt want to invite...
b. I dont need to...
c. They would not like to...
d. She didnt have to pay...
e. They dont need to
f. We dont want to...
13 ++
35
Ask students to name the people, places, and things in the
pictures, and then read Dianas 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)
Answers
See transcript.
Diana: If you were a famous pop star, who would you like to be?
Mark: I would like to be Joe Jonas.
Diana: When you finish school, where would you like to live?
Mark: I would like to live in New York.
Diana: What do you want to eat, pizza or pasta?
Mark: I want to eat pasta.
Diana: Do you have to study chemistry or physics?
Mark: I have to study chemistry.
Diana: To make a brownie, do I need milk or water?
Mark: You need to use milk.
35
HAVE A CHAT
14 +
35
Students listen to the recording, imitate, and role play the
conversation.
U5 GUIA ING 2JO (112-132).indd 119 18-10-12 12:07
120 UNIT 5 120
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.
16
Answers
a. i. b. ii. c. i. d. ii. e. ii.
PAGE 149
WRITE IT DOWN
17 ++
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 three sentences about their experience
and the actions they would take. You can ask them to go
back to Exercise 1 on page 144 of their book.
(L.A.: to write a paragraph expressing personal opinions / ideas)
PLAY IT
CHECK IT OVER!
PAGE 150
LIFE AS WE KNEW IT
READING
LESSON 3
THINK AHEAD
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 recognisable 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/km
2
). It is also one of the richest counties in the United
States, with a 2005 personal per capita income above
US100, 000.
U5 GUIA ING 2JO (112-132).indd 120 18-10-12 12:07
2 +
Ask students to look at the graphic organiser. How is it
divided? What are man-made structures? Can they give an
example? Then tell them to read the 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
to mention more examples. For more information on the
Bear it in mind section, see page 7 of the Introduction.
Bear it in mind
3

+
making connections.
the context to predict lexical content. Do not check answers
at this point.
GO AHEAD
4

+
Ask students to read the brochure and check their
predictions listing the words in their notebook.
Answers
The places that actually appear in the reading
texts are Buckingham Palace, The Empire State
Building, The Eiffel Tower, and The Statue
of Liberty.
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 answers orally.
(L.A.: to match information to context)
Answers
a. ii. b. ii. c. ii. d. ii. e. i. f. - ii.
PAGE 153
7

++

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.
U5 GUIA ING 2JO (112-132).indd 121 18-10-12 12:07
122 UNIT 5 122
8

+

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
9

++
Refer students back to the Bear it in mind section on page
151 of their book before doing this exercise.
(L.A.: to consolidate a language structure)
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 stopover 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.
Thats 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).
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)
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.
Answers
a. i. b. i. c. i.
PAGE 155
12 ++
36
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.
a. A: Well, we definitely have a problem.
B: Yeah, I wish there was another way of crossing this river.
b. A: Isnt 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 cant at the moment. We need a knife.
d. A: Which of the toys would you like to have?
B: I want to have the one on the top shelf, please.
36
U5 GUIA ING 2JO (112-132).indd 122 18-10-12 12:07
HAVE A CHAT
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 options are grammatically and
contextually correct, their answers are acceptable.
(L.A.: to imitate a model of conversation)
FAST CHECK
14
Answers
a. must. b. ought to, should. c. might.
d. should, ought to. e. must.
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)
CHECK IT OVER!
PAGE 156
LIFE AS IT WILL BE
LISTENING
LESSON 4
THINK AHEAD
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)
2

+
This is a very popular childrens song. It tells the story of
Noahs 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)
Answers
Noahs ark and how the animals entered it to
get out of the rain.
PAGE 157
3

++
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
lived in space?
(L.A.: to discuss a subject offering personal opinions)
4
+
making connections.
the context to predict the subject of a listening text. Do not
check answers at this point.
(L.A.: to predict lexical contents from context)
U5 GUIA ING 2JO (112-132).indd 123 18-10-12 12:07
124 UNIT 5 124
GO AHEAD
TRANSCRIPT - LIFE AS IT WILL BE
Teacher: Children, do you know what Noahs Ark was? Have
you ever heard about it?
Charles: Its a story about an old man who lived many years
ago and who saved all the animals on earth from
a flood.
Teacher: Very good, Charles, but do you know what the
modern Noahs ark is? Can anyone guess? No? Well,
the topic of todays lesson is the Modern Noahs 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 dont 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, its 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?
37
Teacher: Well, the seeds are stored at temperatures of minus
18C, 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.
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 cant be choosers.
Home is where the heart is.
Answers
c. (Spanish equivalent: ms vale prevenir que curar).
PAGE 158
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.
U5 GUIA ING 2JO (112-132).indd 124 18-10-12 12:07
8 ++

37
Ask students to read sentences a e and then listen to the
recording again. Who said the statements? Check answers
orally.
(L.A.: to identify speakers)
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 read the sentences, listen again, and fill in the
gaps with the corresponding 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.
Answers
a. Swedish.
b. Judgement day.
c. Hundreds, or even thousands of years.
PAGE 159
MAKE CONNECTIONS
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. Ask them to
write their answers and then read them out to the rest of
the class. Were the answers similar / different? How?
(L.A.: to discuss a subject using own experience and
previous knowledge)
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.
Answers
a. have to.
b. has to.
c. must.
d. must.
e. do you have to.
U5 GUIA ING 2JO (112-132).indd 125 18-10-12 12:07
126 UNIT 5 126
14

++
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

++

38
Ask students to work in pairs. Tell them to read the whole
dialogue first, before filling in the gaps.
(L.A.: to practise a new structure through a conversation)
Answers
See transcript.
Elizabeth: So, what do you think we should do?
Howard: We must use less energy.
Elizabeth: And what could we do at school?
Howard: I think we could recycle soft drink cans.
Elizabeth: How about planting trees in the school garden?
Howard: First we have to collect some money.
Elizabeth: Do you think we could prepare an ecological
newsletter?
Howard: Good idea, but we have to find someone to write it.
38
FAST CHECK
16

Answers
a. She has to buy food at the supermarket.
b. She has to check all the doors before going
to bed.
c. She has to clean and tidy up.
d. She has to feed the cat.
f. She has to switch off the lights before going
to bed.
g. She has to take out the rubbish.
h. She has to take the dog out for a walk.
i. She has to water the plants.
WRITE IT DOWN
17

++
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)
CHECK IT OVER!
PAGE 162
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 you can see what the outcome / impact of
the unit as a whole has been.
U5 GUIA ING 2JO (112-132).indd 126 18-10-12 12:07
1

27 tons of bananas are produced in Tonga in June.
14 tons of pineapples are produced in Tonga in June.
15 tons of oranges are produced in Tonga in June.
10 tons of kiwis are produced in Tonga in June.
14 tons of cherries are produced in Tonga in June.
2

Mangoes are sent to France.
Kiwis are sent to Brazil.
Oranges are sent to Norway.
Pineapples are sent to the USA.
Bananas are sent to Argentina.
3

Digby must rest for three days. He should get up on the 4
th

day. He must avoid too much effort. He should do light
exercise on day 4. He must eat three 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 two weeks.
4
(Accept variations in the verbs used)
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 singer.
PAGE 164
CHECK & CORRECT
READING UP FOR A DRIVE!
1. a. Because his father told him the story.
b. He lived in Calama.
c. 80 kilometres.
d. He had to take the car to the garage.
e. To free Lotty, the kitten, stuck under the bonnet.
2. a. engine. b. bonnet. c. purr. d. terrified.
LISTENING CLOUDS
TRANSCRIPT
Teacher: The topic of todays 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. Thats called condensation.
Louise: Its 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: Thats correct. Rain is very similar to the cooking
process. At first water drops are very light and
stay on the clouds, but when they get heavy,
they fall to the ground, and rain is the primary
source of fresh water for most areas of the world
Dan: Are all clouds the same?
Teacher: No. Meteorologists name clouds depending on how
high in the sky they form and by the way they look.
The highest clouds are called cirrus, middle clouds
are called alto, and clouds that are described by
their appearance are cumulus and stratus, and if a
cloud produces snow, it is called nimbus.
39
3. a. Water. b. Vapour. c. When water vapour turns
into liquid water. d. Five.
U5 GUIA ING 2JO (112-132).indd 127 18-10-12 12:07
128 UNIT 5 128
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 that, colouring and hard parts are
removed from the pulp.
Finally, the pulp is converted into sheets of paper.
6. a. Mount Everest is the highest mountain on
earth, and the highest mountain range 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.
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.
8. a. You have to put a stamp on the envelope.
b. He must hurry if he wants to catch the train.
c. You must call the doctor.
SPEAKING
9. Picture 1: Would you like some ice-cream?
Sorry, I don't like ice-cream.
Picture 2: Excuse me, could you move a little,
please? Sorry, there is no more space.
Picture 3: I'm really sorry! I didn't see you. That's
OK.
7 - 8 points: student can role play dialogues
using visual clues, with correct pronunciation,
normal hesitation, and no grammar mistakes.
using visual clues, with correct pronunciation
and a minimum of hesitation and grammar
mistakes.
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.
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.
about the things he / she must / should / need to
do using the correct language structures, with a
to do using correct language structures, but
makes grammar and spelling mistakes and
makes no use of textual references.
1 - 2 points: student cant write a paragraph
to do, he / she doesn't use the correct
languages structures, and makes a lot of
grammar and spelling mistakes.
FINAL CHECK
experiencing. It motivates them to form a realistic and honest
awareness of their own work and to try to take responsible
U5 GUIA ING 2JO (112-132).indd 128 18-10-12 12:07
Notes
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U5 GUIA ING 2JO (112-132).indd 129 18-10-12 12:07
EXTRA TEST UNIT 5
130 UNIT 5 130
1
Read the text once. Where would you expect to find a text
like this? (1 point)
a. In a scientific magazine.
b. In a training manual for pilots.
c. In newspaper gossip column.
d. In a brochure advertising Flybe flights.
2
Read the text again. Identify what the numbers in it refer to.
(7 points)

300 The price of a flight from Cardiff to Paris.
220 The required level of qualifications to land in fog.
2 The number of passengers on board the flight.
80 The type of aircraft the pilot was flying at the
time of the incident.
5 The distance between Cardiff and Paris.
20 The time left before landing in Paris.
400 The level of qualifications the pilot had at the
time of the flight.
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.
However, 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 - Im not qualified to land.
The pilot took the decision after thick fog cut visibility to 700
metres at Charles de Gaulle airport and he told passengers he
could not land the aircraft in such conditions, as he did not
have adequate training. So, the pilot and passengers flew the
300 miles back to Cardiff airport.
Cassandra Grant, 29, who paid 220 for her Flybe ticket, said:
20 minutes outside Paris, the captain said, I cannot land in
these conditions. To land now I would need Level 2
qualifications and I only have Level 5. I urgently have to fly
back to Cardiff. I couldnt 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.
Hes 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.
P
H
O
T
O
C
O
P
I
A
B
L
E
Adapted from: Savill, R. (2008, December 17). The Telegraph. Retrieved July 1, 2012, from: http://www.telegraph.co.uk/news/newstopics/
howaboutthat/3814577/Pilot-turns-plane-back-after-announcing-Im-not-qualified-to-land-in-fog.html
U5 GUIA ING 2JO (112-132).indd 130 18-10-12 12:07
3
Read the text once more. Find words that correspond to
these definitions. (4 points)
a. ____: (adj) showing extreme courage.
b. ____ : (adj) having passed the exams or completed the
necessary training.
c. ____: (adj) feeling or showing you are sorry for doing
something wrong or causing a problem.
d. ____ : (noun) the official or formal order or way of
doing something.
LISTENING - VIRUSES
4
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
Listen to the recording again and choose the correct
alternative. (5 points)
a. They are the dangerous electronic bugs / buds.
b. They are the living things that can make you sleep / sick.
c. They are so timely / tiny that you need to use a
microscope to see them.
d. We can now see them magnified hundreds / thousands
of times.
e. How do they make us live / sick?
LANGUAGE
6
Use these prompts to write sentences in the Passive Voice.
(5 points)
a. the documents / print / in colour
b. these cars / repair / the best mechanic in town
c. the litter / collect / on Mondays and Thursdays
d. the food / cook / in a microwave oven
e. English and French / speak / in Canada
7
Complete these sentences about your obligations for
tomorrow using the verbs in the box. (5 points)

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. (4 points)
a. What is the highest mountain range in the world? I
think its _________ 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
9
Ask and answer these questions with your partner. Then,
change roles and ask and answer the questions, changing
the underlined parts. (10 points)
a. What would you like to do after school?
b. What do you need to use to make a chocolate cake?
c. What do you want to eat for dinner?
d. What do you have to do this weekend?
WRITING
10
Choose one of the people below and write a paragraph
about what you think their lifestyle is like. (10 points)
a. A famous pop star
b. A hermit
c. A volunteer in Africa
Your
result:
1 - 21
Not too good
22 - 44
Acceptable
45 - 56
Great!
P
H
O
T
O
C
O
P
I
A
B
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U5 GUIA ING 2JO (112-132).indd 131 18-10-12 12:07
132 UNIT 5 132
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
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, thats 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
dont know it until we have symptoms that say weve
been attacked, and thats the moment when we must try
to get them destroyed.
Harry: How do they make us sick?
Teacher: They eat our nutrients and energy, and can produce toxins
which are like poisons that affect our bodies. These toxins
can cause fever, coughing, and vomiting, for example.
Emma: They sound really bad, just like the virus that ate my
computer programs.
40
4.
40
a. They are electronic bugs / They are the living bugs that
can make us sick.
b. Very small.
c. A microscope.
d. By the symptoms.
e. They make us feel sick.
5.
40
a. bugs. b. sick. c. tiny. d. thousands. e. sick.
LANGUAGE
6. a. The documents are printed in colour.
b. These cars are repaired by the best mechanic in town.
c. The litter is collected on Mondays and Thursdays.
d. The food is cooked in a microwave oven.
e. English and French are spoken in Canada.
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.
8. a. What is the highest mountain range in the world?
I think its 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
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 cant ask and answer questions,
WRITING
8 10 points: student can write a paragraph about a
persons lifestyle using correct languages structures and
5 7 points: student can write a paragraph about a
persons lifestyle using correct languages structures, with a
3 4 points: student can write a paragraph about a persons
lifestyle using correct languages structures, but makes grammar
and spelling mistakes and makes no use of textual references.
1 - 2 points: student cant write a paragraph about a persons
lifestyle, he / she doesnt use correct languages structures, and
U5 GUIA ING 2JO (112-132).indd 132 18-10-12 12:07
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.
Functions: Refer to the duration of events / Express obligation /
Show interest, surprise, joy / Make predictions for the future.
Reading: An email / A Christmas carol / An advertisement /
A website entry
Listening: An interview / A lecture
YOU WILL ALSO LEARN
Grammar: The Present Perfect 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
Why we should respect and follow traditions
Development
You can use photographs, cut-outs, both in Spanish and English, books and other written material about
traditions of the country, interviews from the web or newspapers to talk about traditions, photos of
birthday parties, Christmas celebrations, 18th September celebrations, etc.
To learn about cultural differences, visit www.serindigena.cl
library material.
133 TRADITIONS, TRADITIONS 133
U6 GUIA ING 2JO (133-153).indd 133 18-10-12 12:08
134 UNIT 6 134
PAGE 169
SET UP
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 5
th
November. It celebrates the failing
of the Gunpowder Plot of the 5
th
November, 1605, in which a
number of Catholic conspirators, including Guy Fawkes, were
alleged to be attempting to blow-up the Houses of
Parliament, in London.
Camel races are an important tradition in Arab countries
such as Qatar, Saudi Arabia, and others.
2
Ask students which of the activities in the pictures are
universal traditions and which ones are not? Which ones
are Chilean traditions?
3
Ask students to read the list of sentences and in pairs
discuss the ones they think are important reasons for
keeping traditions.
Check it over
Self - evaluation
Check & correct
Unit evaluation
Reading: students relate and identify specific information.
Listening: students identify and extract specific information.
Language: students use the Present Perfect, the Future Simple, and the Reported Speech.
Writing: students write a short description of a picture.
Speaking: students role-play mini-dialogues expressing feelings.
Final check
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.
U6 GUIA ING 2JO (133-153).indd 134 18-10-12 12:08
PAGE 170
LETS CELEBRATE
READING
LESSON 1
d
n
i
M
T
e s
e
r
THINK AHEAD
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 answers orally.
(L.A.: to use previous knowledge to form dialogues)
Answers
a. iii. b. i. c. ii.
4

++
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

+

Students read the texts on pages 172 and 173 to check
their predictions in Exercise 4.
Answers
1 Diwali. 2 St. Patricks 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.
U6 GUIA ING 2JO (133-153).indd 135 18-10-12 12:08
136 UNIT 6 136
9

++

Ask students to copy the chart into their notebooks and
then go back to the text. They must tick the correct column.
(L.A.: to place information in a graphic organiser)
Answers
Which text mentions I II III IV
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
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:
Whats 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 e-mail 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
11
+

Ask students to copy the sentences into their notebooks.
Copying is very important as it lets students practise their
spelling.
Answers
a. favourite. b. popular. c. costumes. d. tradition.
PAGE 173
MAKE CONNECTIONS
TAKE A CLOSER LOOK
This section deals with the Present Perfect tense, its forms,
and uses.
More information and exercises on the Present Perfect tense
can be found at http://www.englishpage.com/verbpage /
presentperfect.html
For more information on the Take a closer look section, see
PAGE 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 hasnt.
b. No, he hasnt.
c. Yes, he has.
d. No, he hasnt.
e. Yes, he has.
f. Yes, he has.
g. Yes, he has.
h. He has been to five countries.
U6 GUIA ING 2JO (133-153).indd 136 18-10-12 12:08
13 ++
Students read the text and then 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 and 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)
TRANSCRIPT- ORAL PRACTICE
a. How long is the Chilean National Day celebration?
b. How long have you known your best friend?
c. How many days a week do you go to school?
d. How long does it take to go from your house to your school?
e. How long have you studied English?
f. How long have your parents lived in the same house?
g. How many hours have you spent at school today?
h. How long has it taken you to answer all the questions?
41
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 Lucys teacher.
Mrs Carlow has not sent any 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 students enough time to 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)
CHECK IT OVER!
U6 GUIA ING 2JO (133-153).indd 137 18-10-12 12:08
138 UNIT 6 138
PAGE 176
PROUD TO BE
LISTENING
LESSON 2
THINK AHEAD
In this section, students get ready for the contents of the
lesson, make predictions, learn key vocabulary, and
become aware of potential danger zones to look out for.
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
++
Tell students to write the five vowels above the
words and then use the ones they think should go in the
gaps to complete the words. Check answers 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.
PAGE 177
4
+
Tell students to read the instructions and then the
sentences taken from the text they are going to listen to.
What clues can they find to identify the ethnic group the
three young people belong to? Write the clues on the
board, but do net check answers yet.
(L.A.: to make predictions from written clues and previous
general knowledge)

GO AHEAD
TRANSCRIPTS - PROUD TO BE
Jane: How do you feel about your customs and traditions?
Ariki: I think its 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: Ive been a tattoo artist since I was sixteen and Ive
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 weve always been known for our respect for
Mother Earth.
Jane: Yes, Ive 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: Thats really surprising; Ive never been to the north,
but I know its very dry.
42
U6 GUIA ING 2JO (133-153).indd 138 18-10-12 12:08
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, its always been important to look after both the
body and the soul and thats 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 minds not well,
then your body suffers too.
5
+

42
Play the recording once through so that students can check
their predictions in Exercise 4.
Answers
a. Mapuche. b. Aymara. c. Rapa Nui.
6
+

42
Ask students to describe each picture. Do they know these
traditions? 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).
PAGE 178
7
+

42
Ask students to read options a g and then play the
recording again. Ask them to write the correct name
beside each sentence. Then play the recording for them to
check their answers.
(L.A.: to match speakers and speech)
Answers
a. Ariki. b. Millaray. c. Jane. d. Uruchi.
e. Jane. f. Uruchi. g. Millaray.
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 to identify the type of word(s)
they will need to fill in the blanks.
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.
Answers
a. Polynesian symbols and figures from their
legends.
b. The cleaning of channels.
c. When your minds not well, then your body
suffers too.
MAKE CONNECTIONS
U6 GUIA ING 2JO (133-153).indd 139 18-10-12 12:08
140 UNIT 6 140
TAKE A CLOSER LOOK
This section provides more information on the Present
Perfect tense.
PAGE 179
10
+
Refer students to the Take a closer look section before
filling in the gaps.
Answers
a. since, for. b. for, since. c. for, since. d. since, for.
11 +
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
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.
Jane: Have you ever been to see a Machi?
Millaray: No, Ive never been to see one, but my mum has.
Jane: How long have you lived in Santiago?
Millaray: Ive been here for about five months.
Jane: Have you already seen most of Santiago?
Millaray: No, Ive 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 nine hours by bus.
Jane: Have you done anything interesting recently?
Millaray: Ive recently visited the San Cristobal Hill.
Jane: And what have you done just now?
Millaray: Just now, Ive finished my math homework!
43
HAVE A CHAT
13 + FL
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 practise 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.
U6 GUIA ING 2JO (133-153).indd 140 18-10-12 12:08
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)
PLAY IT
Read the instructions with the class. Help them to 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.
CHECK IT OVER!
PAGE 182
LIVING WITH TRADITIONS
READING
LESSON 3
THINK AHEAD
1
+
Review prepositions of place with students and explain the
ones that are new to them. Remember that a preposition 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.
2
+
Students can do this exercise in pairs. Check answers orally.
(L.A.: to practise key words)
Answers
a. between. b. in front of. c. far from.
d. under / in / on.
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.
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)
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.
U6 GUIA ING 2JO (133-153).indd 141 18-10-12 12:08
142 UNIT 6 142
6
++
questions, locating information for specific purposes or
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.
(L.A.: to make predictions based on previous information)
PAGE 185
GO AHEAD
7
++

Students read the text once and check their predictions.
Ask them to list the words in their notebooks. Check
answers orally.
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 the other part is an article written
in Reported Speech.
9

+

Ask students to read the questions and then go back to the
text and find the answers. Ask them to write the answers
in their notebooks. Check answers orally.
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 Students Book.
MAKE CONNECTIONS
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? Im 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.
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: Im so glad.
44
U6 GUIA ING 2JO (133-153).indd 142 18-10-12 12:08
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!
HAVE A CHAT
12 +

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 practise 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
13 ++
Remember that Reported Speech is quite difficult for
students. They will probably need lots of examples and
practice before doing the exercises.
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.
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.
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.
PLAY IT
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.
U6 GUIA ING 2JO (133-153).indd 143 18-10-12 12:08
144 UNIT 6 144
WRITE IT DOWN
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!
PAGE 188
CHANGING LANGUAGE
LISTENING
LESSON 4
d
n
i
M
T
e
a
s
e
r
THINK AHEAD
1
+
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
linguist b. native speaker c. polyglot a.
2
+
Ask students to describe the pictures and say 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)
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 cuestin, 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.
4

+
questions, locating information for specific purposes or
making connections.
In this exercise, students use all the previous information in
the lesson to predict the subject of the text using options
provided. Do not check answers at this point.
(L.A.: to make predictions based on previous information )
U6 GUIA ING 2JO (133-153).indd 144 18-10-12 12:08
GO AHEAD
TRANSCRIPT - CHANGING LANGUAGE
Lecturer: Good evening, ladies and gentlemen and welcome
to the first of our series of lectures about the
changing language and specifically about the
changes we think will take place in English. Before I
start, can anyone tell me what language is?
Man 1: Its a traditional system we humans use for
communicating.
Lecturer: Very good, anything else?
Woman 1: Its 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: Youre right. Im glad you all agree. Language is a
living means of communication, and today Im
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. Lets call
this new language: Panglish.
Panglish because in Greek the word pan means all
over like for example in Pan-American, and the
change will not happen because of Britons,
Americans, and Australians who speak it, but
because of the millions who are today learning
English. According to linguists, Panglish will be
similar to the versions of English used by non-native
speakers. Will it happen fast? We think it will.
When? Thats a question I cant answer.
Man 2: Cant native speakers prevent the changes?
Lecturer: No, they cant because theyre 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?
45
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 dont 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.
Answers
b.
6
++

45
Ask students to read carefully the left column of the chart,
which lists characteristics of English now. It would help if
you and they said the words aloud. Play the recording
again and ask them to fill in the chart with the
corresponding changes in the future.
Answers
th in this z
th in think s
Information Informations
Furniture Furnitures
He runs He run
She walks She walk
Friend Frien
Send Sen
Now In the future
U6 GUIA ING 2JO (133-153).indd 145 18-10-12 12:08
146 UNIT 6 146
PAGE 190
7
+

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 answers orally.
Answers
a. Its a traditional system humans use for
communicating. Its the symbols and signs
we use to express feelings and thoughts.
b. Panglish.
c. In Greek, the word pan means all over like
in Pan-American.
d. The changes will happen because of the
millions who are today learning English.
e. No, she cant.
f. No, they cant, because they are a minority.
8
++

45
Ask students to read each sentence aloud, 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 had
guessed right. If not, what word did they write after
listening? Check answers 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 non-
native speakers find difficult to pronounce.
MAKE CONNECTIONS
TAKE A CLOSER LOOK
This section deals with the Simple Future. More
information on the tense and some more exercises can be
found at http://www.englishpage.com/verbpage/
simplefuture.html
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 ______.
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
five sentences predicting their future. Check answers orally.
(L.A.: to write predictions using visual clues and
personal experience)
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)
Answers
Sorry for not answering before. Yes. Id love to
see you face to face. I see that you like chatting
too. Be back tonight. See you soon.
U6 GUIA ING 2JO (133-153).indd 146 18-10-12 12:08
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.
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)
HAVE A CHAT
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.
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 cant see them too well in
the crystal ball.
Client: Will I meet someone who will love me very much?
Fortune-teller: You will meet a wonderful woman.
Client: And how about my future job?
Fortune-teller: You will become a tourist guide.
Client: Do you think I will be rich?
Fortune-teller: No, you will not have too much money.
Client: Just one more question, will people in the
future be immortal?
Fortune-teller: Hmm, I wish I could say they will, but the
crystal ball is dark now.
46
PAGE 193
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
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)
U6 GUIA ING 2JO (133-153).indd 147 18-10-12 12:08
148 UNIT 6 148
PLAY IT
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 the Play it section, see page 7 of
the Introduction.
CHECK IT OVER!
the Introduction.
PAGE 194
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 you 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).
2
Gregory: Do you think we will stay here the whole day?
Peter: No, I dont think we will stay here the whole day.
Gregory: Do you think they will rescue us soon?
Peter: Yes, I think they will rescue us soon.
Gregory: Will they call the fire brigade?
Peter: Im not sure they will call the fire brigade.
Gregory: Do you think our families will be waiting for us?
Peter: No, I dont think our families will be waiting
for us.
Gregory: Will we be on the 9 oclock news?
Peter: Of course not! We will not be in the 9 oclock news!
PAGE 195
3

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 20s 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, you 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 (Teachers Book).

U6 GUIA ING 2JO (133-153).indd 148 18-10-12 12:08
3. To the south: sweater, boots, T-shirt, trousers,
umbrella.
To Easter Island : shorts, sneakers, swimming suit.
4.
Tralihue 4
Beautiful headgear 4
Clothes made of feathers 4
Silver jewellery 4
Flowery and white blouses 4
Clothes Mapuche Rapa Nui
LANGUAGE
5. a. How long have you known Greta? I have
known her for seven years.
b. How long have you had this car? It is brand
new! Ive 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.
7 8 points: student can role play mini
dialogues expressing feelings with correct
pronunciation, normal hesitation, and no
grammar mistakes.
dialogues expressing feelings with correct
pronunciation and a minimum of hesitation and
grammar mistakes.
dialogues expressing feelings with appropriate
pronunciation, but hesitates and makes some
grammar mistakes.
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.
LISTENING THE RIGHT CLOTHES
TRANSCRIPT
Jane: What clothes ought we to take if we visit Easter
Island?
Ariki: The weather on the island is generally good, but it
rains from time to time. I would suggest that you
take light clothes, a swimsuit, maybe shorts, and a
pair of sneakers or trekking shoes, and take
sunglasses and sunscreen to protect your skin from
the sun.
Millaray: What do original Rapa Nui people wear?
Ariki: We usually wear western clothes that we buy on
the island or on the continent, but during festivals
and special holidays we wear traditional costumes
with feathers in many vibrant and nice colours.
Both men and women wear very beautiful
headgear.
Jane: And if we wanted to visit the south, Millaray?
Millaray: When you visit the south, youd better prepare for
changeable weather. Sometimes its nice and sunny
and sometimes its 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 its
sunny and warm, and you ought to take an
umbrella if you dont like the rain.
Jane: What is the traditional dress of your people?
Millaray: We still wear traditional clothes every day, not only
for special occasions. Women wear a type of black
tunic which is fastened in the middle with a type of
belt called tralihue. We also wear nice white or
flowery blouses and lots of silver jewellery for
special ceremonies.
47
U6 GUIA ING 2JO (133-153).indd 149 18-10-12 12:08
150 UNIT 6 150
1 - 2 points: student cant role play mini
dialogues, he / she cant 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.
description of a picture with a minimum of
description of a picture, but makes grammar
and spelling mistakes.
1 - 2 points: student cant write a short
description of a picture, and he / she makes a
lot of grammar and spelling mistakes.
FINAL CHECK
experiencing. It motivates them to form a realistic and honest
awareness of their own work and to try to take responsible
U6 GUIA ING 2JO (133-153).indd 150 18-10-12 12:08
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
2
Read the text again. Find words in it that correspond to
these definitions. (5 points)
a. ____: A piece of leather or fabric that is tied around
the waist. (Paragraph I)
b. ____: A succession of rulers from the same family or
line. (Paragraphs II and III)
c. ____: Very, very small. (Paragraph II)
d. ____: The male ruler of an empire. (Paragraph II)
e. ____: Material such as gauze used to protect,
immobilise, compress, or support a wound or
injured body part. (Paragraph II)
3
Read the text once more. Are these statements true (T) or
false (F)? (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.
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 emperors court for women to have very
small feet. Women thought that to be beautiful, they needed
to have tiny feet and of course, they all wanted to be beautiful!
They got these tiny feet by wrapping tight bandages around
the feet of little girls, about five or six years old. The bandages
were so tight they broke the girls toes and bent them under
their feet and then they had to walk on them like that. For two
or three years, the girls spent most of their time crying and
then their feet stopped hurting so much.
III.____________________________
Then, in the Yuan dynasty, the Mongols brought cotton to
China. At first, people didnt want to grow cotton, but foreign
invasions destroyed a lot of the mulberry trees that were
needed to make silk, so Chinese farmers started to grow a lot
of cotton and soon everyone liked cotton better than other
materials. Cotton was warmer, softer, stronger, and cheaper.
You could make it thin for summer, or you could make thick
padded clothes out of it that were warm for winter.
EXTRA TEST UNIT 6
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Adapted from: Chinese Culture (n.d). Retrieved June 27, 2012, from http://en.wikipedia.org/wiki/Chinese_culture
U6 GUIA ING 2JO (133-153).indd 151 18-10-12 12:08
152
LISTENING HOW SCARY!
4
Listen to the recording and tick (4) the correct
answer. (2 points)
a. What kind of text is it?
i. A song.
ii. A poem.
iii. A riddle.
b. What special occasion was it written for?
i. Christmas.
ii. Easter.
iii. Halloween.
5
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
6
Listen once more and circle the correct alternative.
(4 points)
a. For that is where the witches / wishes live.
b. We can hear / fear music oh, how scary!
c. So we run with all our night / might.
d. Dont go into the world / wood.
LANGUAGE
7
Complete these short dialogues with an appropriate
question referring to the underlined part. (4 points)
a. When ______________________________?
Gerald will finish school in two months.
b. How many ___________________________?
He will then take two months off to rest.
c. What ______________________________?
When autumn starts he will look for a job.
d. Where ______________________________?
He will buy some flowers at the supermarket.
8
Fill in the blanks in these sentences with a word from
the box. (4 points)
ever 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)
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
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 / havent
done yet in your life. Use time references such as: since, for,
never, ever, just, recently. (10 points)
UNIT 6 152
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Your
result:
0 - 19
Not too good
20 - 39
Acceptable
40 - 54
Great!
U6 GUIA ING 2JO (133-153).indd 152 18-10-12 12:08
READING CHINESE TRADITIONS
1. I. d. II. a. III. b.
2. a. belts. b. dynasty. c. tiny. d. emperor. e. bandage.
3. a. True. b. False. c. True. d. True.
LISTENING
TRANSCRIPT - HOW SCARY
Theres 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
Shes 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 dont 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, its our home.
So stay indoors on Halloween,
Dont go into the wood.
Ill stay at home on this strange night
And Ill will be Oh! so good!
48
4.
48
a. ii.; b. iii.
5.
48
bats, scorpions, owl, spiders.
6.
48
a. witches. b. hear. c. might. d. wood.
LANGUAGE
7. a. When will Gerald finish school?
b. How many months will he take to rest?
c. What will he look for when autumn starts?
d. Where will he buy some flowers?
8. a. for. b. since. c. just. d. never.
9. a. Gemma said that she wanted a cheese sandwich and a
glass of milk.
b. My friend said Tom and Mary would not come to our party.
c. The coach said that Louise was training very hard for the
final match.
d. David said Sylvia could play the piano beautifully.
SPEAKING
8 10 points: student can express his / her opinions about
future events with correct pronunciation, normal hesitation,
and no grammar mistakes.
future events with correct pronunciation and a minimum of
hesitation and grammar mistakes.
future events with appropriate pronunciation, but hesitates
and makes some grammar mistakes.
1 - 2 points: student cant express his / her opinions about
future events, he/she cant express feelings, he / she
WRITING
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 correct English, with a
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.
U6 GUIA ING 2JO (133-153).indd 153 18-10-12 12:08
EVALUATION INSTRUMENTS 154
These are assessment tools you can use to measure students work.
They are scoring guides to evaluate a students performance based on
the sum of a full range of criteria rather than a single numerical score.
The evaluation instruments provided here include:
Rubrics.
Questionnaires.
Observation sheets.
These instruments differ from traditional methods of assessment in
that they examine students in the process of learning, clearly
showing them how their work is being evaluated. They
communicate detailed explanations of what excellence is throughout
a task and provide clear teaching directives.
The instruments strength is their specificity, which means that
individual students can fall between levels, attaining some, but not
all standards in a higher level. While scores can be translated into
final grades, we must remind students that not every score counts.
These instruments are meant to inform and improve teachers
instruction while giving students the feedback they need to learn
and grow.
These instruments can also be used in peer assessment and then used
to provide feedback.
Prior to assessment, the evaluation instruments can be used to
communicate expectations to students. During the assessment phase,
they are used to easily score a subjective matter.
After an instrument is scored, it should be given back to students to
communicate them their grade and their strengths and weaknesses.
Students can use them to see the correlation between effort and
achievement. Sharing the instruments with students is vital, as the
feedback empowers students to evaluate their own work.
Advantages of using a variety of instruments
Teachers can improve their direct instruction by providing focus,
emphasis, and attention to details as a model for students.
Students get explicit guidelines of teacher expectations.
Students can use the instruments to develop their abilities.
Teachers can reuse these instruments for various activities.
Complex products or behaviours can be examined efficiently.
They are criterion referenced, rather than norm referenced: (Did
the student meet the criteria for Level 4?rather than How well
did this student do compared to other students?).
Ratings can be done by students to assess their own work, or by
others (peers, teachers, instructors, U.T.P. people, etc.).
Applying Evaluation 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 to 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 peer-
assessment is also intended to help everyone to 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 do not
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 students to get in groups and analyse their results.
As a class, discuss important points that may help to improve
listening skills.
EVALUATION INSTRUMENTS
EVAL GUIA ING 2JO (154-172).indd 154 18-10-12 11:58
155 EVALUATION INSTRUMENTS 155
To work out the score of each student, identify the maximum
number of points for achieving the highest level of quality and
assign a number to the students performance according to this scale.
Once you have worked out the score of each student, you can apply
this chart to express his/her results:
1= Unsatisfactory 2 = Fair 3 = Very Good 4 = Excellent
Evaluating Reading Comprehension
The goal of this reading assessment instrument is to determine if the
students have improved their reading comprehension skills. Use this
instrument once a month. Once you have applied this instrument,
make the students identify their strengths and weaknesses and
brainstorm ideas that could help them improve their performance in
the future.
This instrument also gives the teacher the opportunity to focus
diagnostic attention on students whose performance is 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.
Project
Use this instrument every time students do a project. Each student is
evaluated along three dimensions, each having to do with the
students 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 to 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 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 studentsperformance according to this scale. Once you have
worked out the score of each student, you can apply this chart to
express his/her results:
Working with others
You can use this instrument when you assign a project or in isolation.
It is designed to be applied as peer assessment. It offers feedback
about students attitude towards their classmates. It can be a useful
source of information for the teacher about individual contribution to
a final product.
To work out the score, students identify the maximum number of
points for achieving the highest level of quality and assign a number
to their partners performance.
After you have worked out the score of each student, you can apply
Homework
Applying this instrument provides clear expectations to your
students. After reading the rubric, students are clear on what an
acceptable homework assignment looks like.
The system can improve students homework skills because
the teacher gives each student attention about their homework;
students can see the opportunities to improve their work;
the teacher has the data required to give a pure homework grade
for homework completion.
You can also include a reward component: students who average
a grade of 3 or 4 for the month can earn an extra mark on the
next period.
To work out the score of each student, identify the maximum number
of points for achieving the highest level of quality and assign a number
to the students performance according to this scale. Once you have
worked out the score of each student, you can apply this chart to
express his/her results:
Oral Presentation
Use this instrument two or three times per student during the year.
The students will be evaluated in: Non-verbal skills, Vocal Skills, and
Content areas.
You can give each student a copy of the instrument and then read it
with them. Students will improve their performance if they know
what they are expected to produce and the areas they have to focus
their attention on.
Class participation
Use this instrument at the end of each semester. It is a useful tool 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. You can combine the
results of this rubric and those of the Behaviour rubric to get a global
additional mark at the end of a period.
Behaviour
Use this instrument when you detect behaviour problems. This rubric
is meant to offer information on students attitude and behaviour in
relation to their classmates and can be a useful source of information
for course council. It can be applied by teachers or used for peer
assessment.
After applying this instrument, make students identify the
areas in which they got higher scores, and also the areas that
need improvement.
Extended-response reading
Use this instrument in any lesson that invites students to
demonstrate comprehension by responding to open-ended
questions. Its aim is to give information to the teacher on students
placement in the Reading Skills English Progress Map.
Use the checklist to assess reading tasks, to provide feedback to
students and as a basis for feedback for each student.
To work out the score of each student, identify his / her level of
performance, according to the scale provided by this instrument.
Inference from a text
Use this instrument two or three times in a semester. It provides
information on students capacity to make inferences from a reading
or listening text in order to generate strategies that may improve
their comprehension process.
To work out the score of each student, identify the level of his /her
performance, according to the scale provided by this instrument.
Questionnaire: Development of tasks
You 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 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 the areas of ____.
You would improve if you developed a greater interest in ___.
EVALUATING LISTENING COMPREHENSION
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PHOTOCOPIABLE EVALUATION INSTRUMENTS
Understanding key events or facts. Understands
one or two
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 four
or five
questions and
prompts.
Provides
adequate
response to two
or three
questions and
prompts.
Provides
insightful
response to one
or no questions
or prompts.
At the end of the session, the listener is able to: Answer factual
questions on
general
information.
Answer factual
questions on
general and
specific
information.
Summarise the
beginning,
middle, and end
of the story.
Reveal the
sequence of
events, providing
details on
dialogue and
motivation of
characters.
Name: ___________________________________ Lesson: ________________________ Date: _______
Skills Points Criteria
1 2 3 4
Total points
Adapted from: http://www.teach-nology.com/cgi-bin/listening.cgi
EVALUATING READING COMPREHENSION
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Adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
Understanding key events or facts. Understands
one or two
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 one
or two
characters or
topics using
pronouns (he,
she, it, they).
Identifies one
or two
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 four
or five
questions and
prompts.
Provides
adequate
response to two
or three
questions and
prompts.
Provides
insightful
response to one
or no questions
or prompts.
Name: ___________________________________ Lesson: ________________________ Date: _______
Skills Points Criteria
1 2 3 4
Total points
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PROJECT
Adapted from: http://www.sdst.org/shs/library/resrub.html
1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
3. Managed time wisely. 1,2,3 4,5 6,7
4. Acquired needed knowledge base. 1,2,3 4,5 6,7
5. Communicated efforts with teacher.
1,2,3 4,5 6,7
1. Format. 1,2,3 4,5 6,7
2. Mechanics of speaking / writing. 1,2,3 4,5 6,7
3. Organization 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
Name(s):
Process Poor Satisfactory
w
Teachers comments:
Date:
Product (Project) Poor Satisfactory Points
Points
Excellent
Excellent
Total:
WRITING RUBRIC
Adapted from: http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm
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Main idea sentence Unclear and
incorrectly placed; it
is not restated in
the closing
sentence.
Unclear and
is restated in the
closing sentence.
Either unclear or
is restated in the
closing sentence.
Clear, correctly
placed, and is
restated in the
closing sentence.
Supporting sentence(s) Paragraph(s) has /
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,
Mechanics & grammar Six or more
punctuation,
capitalisation, and
spelling errors.
Three to five
punctuation,
capitalisation, and
spelling errors.
One or two
punctuation,
capitalisation, and
spelling errors.
No errors in
punctuation,
capitalisation, and
spelling.
Name: Title of work: Date submitted:
Points Criteria
1 2 3 4
Total
Teacher comments:
WORKING WITH OTHERS
Adapted from: http://rubistar.4teachers.org
P
H
O
T
O
C
O
P
I
A
B
L
E
Help Never offers
assistance to
others.
Some of the time
offers assistance to
others.
Most of the time
others.
All of the time
others.
Listen Never works from
other's ideas.
Some of the time
works from other's
ideas.
Most of the time
works from other's
ideas.
All of the time
works from 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, or
rethinks ideas.
Some of the time
exchanges,
defends, and
rethinks ideas.
Most of the time
exchanges,
defends, and
rethinks ideas.
All of the time
exchanges,
defends, and
rethinks ideas.
Question Never interacts,
discusses, or poses
questions to all
members of the
class.
Some of the time
interacts, discusses,
and poses questions
to all members of
the class.
Most of the time
and poses questions
to all members, of
the class.
All of the time
and poses questions
to all members 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
or reports findings
to others.
Some of the time
offers ideas and
reports findings to
others.
Most of the time
offers ideas and
reports findings to
others.
All of the time
offers ideas and
reports findings to
others.
Date: _________ Class: ________________________ Lesson: __________________________
Name: ______________________________________ Teacher: ___________________________
Points Criteria
Working with others 1 2 3 4
Total points
Teacher comments:
Skills
HOMEWORK
Adapted from: www.teach-nology.com
P
H
O
T
O
C
O
P
I
A
B
L
E
Completion of assignment Less than half of
all items
attempted.
At least half of the
items attempted.
Almost all items
attempted.
All items
attempted.
Accuracy Less than half of
all items are
correct.
Between half and
three quarters of the
items are correct.
Almost all items
are correct.
All items are
correct.
Demonstration of knowledge Response shows a
complete lack of
understanding for
the problem.
Response shows
some
understanding of
the problem.
Shows substantial
understanding of
the problem, ideas,
and processes.
Shows complete
understanding of
the questions,
ideas, and
processes.
Requirements Does not attempt
to meet the
requirements of
the problem.
Does not meet the
requirements of the
problem.
Meets the
requirements of
the problem.
Goes beyond the
requirements of
the problem.
Legibility Writing is not
legible.
Writing is not
legible in places.
Marginally legible
handwriting,
Legible
handwriting,
Name: ______________________________________ Teacher: ___________________________
Points Criteria
1 2 3 4
Total points
Teacher comments:
Skills
ORAL PRESENTATION
Adapted from: http://www.tcet.unt.edu/START/instruct/general/oral.htm
P
H
O
T
O
C
O
P
I
A
B
L
E
Eye contact No attempt to look
at audience, reads
notes all the time.
Attention to one
particular part of
the class; does not
scan audience.
Occasionally looks at
someone or some
groups during
presentation.
Constantly looks at
someone or some
groups.
Facial expression Shows a
conflicting
expression during
entire
presentation.
Occasionally displays
conflicting
expression during
presentation.
Occasionally
demonstrates
conflicting
expression during
presentation.
Gives clues about
content of speech;
appropriate
expression.
Enthusiasm Shows absolutely
no interest in topic
presented.
Shows some
negativity toward
topic presented.
Occasionally shows
positive feelings
about topic.
Strong positive
feelings on topic
during entire
presentation.
Vocalised pauses (uh, er) Ten or more are
noticed.
Six to nine are
noticed.
One to five are
noticed.
No vocalised
pauses.
Topic announced Audience has no
idea what the
report is about.
Vaguely tells the
audience what the
report is about.
Gives some
explanation of what
the report is
covering.
Clearly explains
what the report is
covering.
Time frame Less than
minimum time.
More than
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.
Add nothing to
presentation.
Clearly related to
presentation, but
not engaging.
Enhance
presentation and
keep interest.
Completeness of content One or more points
left out.
Majority of points
glossed over.
Most points
covered in depth,
some glossed over.
All points
thoroughly
explained.
Name: ______________________________________ Teacher: ___________________________
Points Criteria
Non-verbal skills
Vocal Skills
Content
1 2 3 4
Total points
Skills & Content
CLASS PARTICIPATION
Adapted from: www.teach-nology.com
P
H
O
T
O
C
O
P
I
A
B
L
E
Attendance / Promptness Student is late to
class more than
once a week and/
or has poor
attendance.
Student is late to
class once a week
and/or has poor
attendance.
Student is late to
class once every
two weeks and
regularly attends
classes.
Student is always
prompt and
regularly attends
classes.
Level of engagement in class Student never
contributes to class
by offering ideas
or asking
questions.
Student rarely
by offering ideas or
asking questions.
Student proactively
by offering ideas
and asking
questions once per
class.
Student always
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.
Name: ______________________________________ Teacher: ___________________________
Points Criteria
1 2 3 4
Total points
Teacher comments:
Skills
BEHAVIOUR
Adapted from: http://rubistar.4teachers.org P
H
O
T
O
C
O
P
I
A
B
L
E
Distraction Distracts
instruction several
times during a
class period.
Distracts instruction
two or three times
during a class
period.
Distracts
instruction once
during a class
period.
Does not distract
instruction during
a class period.
Leadership Never displays
leadership.
Rarely displays
leadership.
Generally displays
leadership.
Displays leadership
and is positive.
Participation Does not
participate at all in
class activities.
Participates in
some class
activities.
Participates in most
class activities.
Participates in all
class activities.
Cooperation Never listens,
shares, or supports
the efforts of
others.
Rarely listens,
shares, or 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
of others.
Never is publicly
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).
Name: ______________________________________ Teacher: ___________________________
Points Criteria
1 2 3 4
Total points
Teacher comments:
Skills
EXTENDEDRESPONSE READING
P
H
O
T
O
C
O
P
I
A
B
L
E
Student uses information from the text to interpret significant concepts or make connections to other
situations or contexts logically through analysis, evaluation, inference, or comparison/contrast.
5
Student partially integrates interpretation of the text with text-based support, also uses relevant and accurate
references; some are specific; some may be general and not fully supported.
4
Student uses information from the text to make simplistic interpretations and demonstrates an accurate, but
limited understanding of the text.
3
Student does not address the task, makes little or no interpretation of the text, and demonstrates brief or no
understanding of the written work.
Initial level
Name: ______________________________________ Teacher: ___________________________
Yes/No Level
Indicator
Adapted from: http://www.isbe.net/assessment/pdfs/reading_extended_rubric.pdf
Please note that the Learning progress Maps are an excellent tool to measure students level of achievement. See page 16 of the
Introduction.
INFERENCE FROM A TEXT
Adapted from: the Hill Middle School Staff, Long Beach Unified School District, 1/2000
The aim of this Inference Reading Progress Map is to place students in one of these levels according to their reading skills to generate
future improvements.
See English Progress Map on page 16 of the Introduction.
P
H
O
T
O
C
O
P
I
A
B
L
E
Includes a connection between the text and the reader's background knowledge.
5
Includes details, predictions, or conclusions based on text information.
4
Attempts to make a prediction or draw a conclusion about the text, includes details that are not explicitly stated.
3
No evidence of inference (making a prediction, interpreting information, or drawing a conclusion) about the text,
conveys a minimum amount of information about the written work.
Initial level
Name: ______________________________________ Teacher: ___________________________
Yes/No Level
Indicator
QUESTIONNAIRE
Adapted from: http://faculty.deanza.edu/
P
H
O
T
O
C
O
P
I
A
B
L
E
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
5 - 10 11 - 15 16 - 20 21 - 25
Student's Name: _______________________________ Date: _______________________
Development of tasks
Never Always Frequently Occasionally Hardly ever
Total
Teacher comments:
Questions
Total
Poor Fair Good Excellent
Notes
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BIBLIOGRAPHY 170
READERS
Escott, J. (2008). Hanna and the Hurricane. Penguin Readers.
Harlow, Essex: Pearson Education Limited.
Rabley, S. (2008). Between Two Worlds. Penguin Readers.
Rabley, S. (2008). Billy and the Queen, Penguin Readers.
Rabley, S. (2008). Dinos Day in London, Penguin Readers.
Rabley, S. (2008). The Fire Boy, Penguin Readers. Harlow,
Essex: Pearson Education Limited.
Rabley, S. (2008). Flying Home, Penguin Readers. Harlow,
Rabley, S. (2008). The Pearl Girl, Penguin Readers. Harlow,
Smith, R. (2008). The Last Photo, Penguin Readers. Harlow,
DICTIONARIES
Comprehensive Bilingual Dictionary of Spanish False Cognates
(1
st
ed.). (1998). Seattle: Bilingual Book Press.
Collins Cobuild Key Words In Science And Technology (1
st
ed.).
(1997). Portsmouth: Heinemann Publishers.
Essential Grammar In Use (2
nd
ed.). (1997). Cambridge:
Cambridge University Press.
METHODOLOGY
Reading
Atwell, N. C. (1998). In The Middle: New Understanding About
Writing, Reading, And Learning (WorkShop Series).
Portsmouth: Heinemann Publishers.
Burke, J. M. (2003). Reading Reminders: Tools, Tips and
Techniques. Portsmouth: Heinemann Publishers.
Peregoy, S. F. (2005). Reading, Writing and Learning In ESL.
London: Allyn & Bacon, Pearson Education Limited.
Listening
Howatt, A. & Dakin, J. (1974). Language laboratory materials.
Techniques in Applied Linguistics. Edinburgh Course in Applied
Linguistics. Vol. 3. London: Oxford University Press.
Ur, P. (1991). Teaching Listening Comprehension. Cambridge
Handbooks for Language Teachers. Cambridge: Cambridge
University Press.
Porter, G. (1991). Role Play. Oxford: Oxford University Press.
Richards, J. (1997). Developing Tactics for Listening. Oxford:
Oxford University Press.
Speaking
Hadfield, J. (1992). Classroom Dynamics. Oxford: Oxford
University Press.
Palim, J. (1992). Communications Activities for Teenagers.
Boston: Addison Wesley Longman Publisher.
Grammar And Vocabulary
Redman, S. (1996). A Way With Words. Cambridge: Cambridge
University Press.
Rinvolucri, M. (1995). More Grammar Games. Cambridge:
Writing
Milln, N. (1996). On The Job. Madrid: Mcgraw-Hill
Interamericana.
Ur, P. (1996). A Course In Language Teaching. Cambridge:
Richards, J. (1998). Estrategias de Reflexin Sobre La Enseanza
De Idiomas. (1
st
Edition). Madrid: Cambridge University Press.
EXTRA SUPPORTING MATERIAL
The following web pages and books have been selected as
support and extra activities for teachers.
Listening comprehension
Students learn better by listening to songs, DVDs 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 along.
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
Richards, J. (2004). Interchange. Class Audio (3
rd
. ed.)
Cambridge: Cambridge University Press.
Hewitt, I. (1998). Edutainment: How to Teach Language With
Fun & Games (Paperback). Tokyo: Delta Systems Co Inc; Bk &
CD edition.
BIBLIOGRAPHY
BIBLIOGRAPHY 171
Claire, E. & Haynes, J. (1994). Classroom Teachers ESL Survival
Kit No 1, (Paperback). Harlow, Essex: Pearson Education
Limited.
Hadfield, J. & C. (2002). Simple Listening Activities. Oxford:
Oxford University Press.
Reading comprehension:
Students need to read in a wide variety of genres: narrative,
informational, procedural, biographical, persuasive, poetic, etc.;
the texts will become part of their background knowledge,
providing textual information to help them to draw conclusions
and interpret facts. When working with them, try to follow the
usual steps of before, while and after reading, and do not forget
to give students positive feedback on their work.
http://www.abcteach.com/directory/reading_
comprehension/grades_24/informational/
http://www.breakingnewsenglish.com/0805/080506-cyclone.
html
Peregory, S. & Boyle, O. (2005). Reading, Writing and Learning
in ESL: A Resource Book for K-12 Teachers (3
rd
Edition). Harlow,
Atwell, N. (1998). In the Middle: New Understanding about
Writing, Reading, and Learning (Workshop Series).
Portsmouth: Heinemann Publishers.
Burke, J. (2003). Reading Reminders: Tools, Tips, and
Techniques. Portsmouth: Heinemann Publishers.
Speaking
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 will
help them to pay attention to the pronunciation and intonation
of words. Give students plenty and different ways of practising
and encourage them to speak as much as they can.
http://www.proteacher.com/070001.shtml
http://iteslj.org/c/games.html
Klippel, F. (1984). Keep Talking: Communicative Fluency
Activities for Language Teaching (Cambridge Handbooks for
Language Teachers). Cambridge: Cambridge University Press.
Hadfield, J. (2000). Communication Games Intermediate.
Hancock, M. (1995). Pronunciation Games. Cambridge:
Writing
Writing is one of the most difficult tasks for students of English
as a foreign language, so it is advisable to offer interesting
topics that make them want to write.
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
Hadfield, J. & C. (2000). Simple Writing Activities, Oxford Basics
series. Oxford: Oxford University Press.
Turkenink, C. (1998). Choices, Writing Projects for Students of
ESL. Cambridge: Cambridge University Press, 1999.

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Jolanta Polk Reyes

Teaching English as a Foreign Language, Dublin, Ireland.

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