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Features:

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Sunburst
• Internationally Recognized Author

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• Development of Learning to Learn Skills
• Development of Emotional Skills
Secondary

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• Development of Digital Skills
• Differenciated Instruction
• Interculturality

Teacher´s Guide

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Components:

Teacher’s
• Activity Book
• Teacher’s Guide

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• Reader

Guide
• Audio CD & Resources

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Secondary 1nd Grade
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Secondary
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Teacher’s Guide
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 LEGAL

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 Dear teacher,

Welcome to Sunburst 1! Our main concern when developing this

book was to provide you with real-life situations that may be helpful
for you to actively involve your students in the acquisition of English
as a second language. We selected themes that may be attractive for

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them to create learning environments in which they will naturally

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use the language to communicate.

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During this journey, students will develop their skills and language

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awareness to gradually become more accurate. Here you will find
plenty of suggestions on how to work on each of the activities
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provided in the 10 units, and you will also find support to adapt the
curriculum to different necessities and learning styles. Reading skills
will also be developed during each of the units with the aid of parallel
activities to work with fact and fiction selections provided in the
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Reader’s Book.
As we are convinced that one of the most important abilities
students must develop to become life-long learners is metacognition,
the program pays special attention to provide situations for students
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to reflect upon their learning process giving them the chance to

identify the ways in which they learn. Besides, in each unit, you will
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find cross-curriculum activities as well as opportunities to develop

research abilities and to work cooperatively to enhance critical
thinking skills and creatively solve real-life problems.
Thank you in advance for your enthusiasm and commitment. We
really hope you and your students enjoy this material.
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Sincerely,

the authors

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 Contents
Introduction to the Course vi
Course Components x
Scope and Sequence xii
Pronunciation Guide xxii
Usefull Expression for the Classroom xxiii

Unit 1
What can we do for our community? T8

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Unit 2
How does reading tales enrich my life? T24

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Unit 3
How can I learn or transmit the way to perform a task? T40
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Unit 4
Which are my friends’ preferences? T56
Unit 5
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What world are we going to create for our future? T72

Unit 6
How does our body work? T88
Unit 7
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How does cinema reflect emotions and experiences? T104

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Unit 8
What can a comic tell you about a culture? T120
Unit 9
How does learning a new language widen my world? T136
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Unit 10
What is the best travel destination? T152

Audio Scripts T168

Worksheets T172
Answer Key T182
References T183

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 Introduction to the Course

The Learning Experience

Nowadays the learning process should be (reading, writing, listening, and speaking)
focused on the development of skills and to express ideas, organize their thoughts,
abilities in students that may help them develop critical thinking, and participate in
solve problems creatively and respond to cultural interactions in different learning
daily situations applying their knowledge. environments:
Objectives are no longer isolated but
integrated in a way that lead students to • Family and community environment

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accomplish this goal. Students should • Recreational and literary environment

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be able to develop the ability to adapt • Academic and educational environment
and continue learning by themselves

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throughout their lives. And they should Each lesson offers a wide range of

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also be conscious that they are part of a guided and semi-guided activities that
community to which they must contribute will model what students will have to do
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with these skills, always guided by in an independent way to prepare their
democratic values. product. The role of the teacher is to
facilitate and support them, making them
Our role is to provide them with a learning feel confident. At the end of each unit,
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environment in which they may be able students will present a product that will
to have significant experiences that can reflect their accomplishments concerning
lead them to develop the skills they the achievements according to the social
need. Specifically, in a second language practice of the language.
acquisition process, they should have
opportunities to communicate and interact Collaborative learning is a key element so
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in real-life situations. For that purpose, it is very important to build a respectful

Sunburst series has focused on building atmosphere where your students may
an appropriate context for their age commit to work together to attain common
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interests, choosing relevant materials that goals. It also helps to identify strengths
may give students the chance to perform and areas of opportunity for each of your
social practices, interacting both between students so that they can get together in
themselves and with their teacher, who will teams in which every one of them may
act as a guide for them to reach specific actively contribute. Students who are more
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achievements. Activities are designed to proficient may help the ones who are
smoothly guide them through this process, struggling to develop specific skills.
practicing the four language abilities

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 Introduction to the Course

Organization

Sunburst is organized into 10 units. We Each lesson will guide students to develop
suggest that each of them should be the skills they learn to gradually attain
covered in 12 sessions. Each unit is divided the achievement. The first session gives
into three lessons that are subdivided them a brief introduction of the theme and
into three 50-minute sessions. At the end includes activities to engage their interest
of the three lessons, the book provides inviting them to share previous knowledge

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reading activities, a game to reinforce new or experiences. During the second session,

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vocabulary, and some guidelines to wrap- students will acquire new skills working in
up and auto-assess the product students guided activities both individually and in

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have to make. In every unit, you will cooperative pairs or teams. During the third

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also find some suggestions for Warm Up session, students will practice the skills they
activities which aim to set the tone of the acquire working in semi-guided activities.
lessons and get students to begin thinking As a Wrap Up in this third session, they will
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and focusing on English, as well as Wrap apply this knowledge and new skills in a
Up activities that will give them some food more independent way to resolve tasks that
for thought or will simply round up what will lead them to the elaboration of their
was seen during that specific session. products. At the very end of this session
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students will self-evaluate to what extent

they were able to fulfill the achievement(s)
expected for that lesson.

Suggested lesson schedule for teaching a unit

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Session 1 Session 2 Session 3

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Week 1 Lesson 1 Lesson 1 Lesson 1

Week 2 Lesson 2 Lesson 2 Lesson 2
Week 3 Lesson 3 Lesson 3 Lesson 3
Week 4 Reader’s Activities Game/Product Product Presentation
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 Introduction to the Course

Features

Glossary Portfolio
Every lesson will present 10 new You will see some activities marked
vocabulary words related to the with a Portfolio Icon. This indicates
theme of the unit which they may check in that the outcome of that activity is meant to
the Glossary at the end of their books. The be used as evidence that will be filed in the
Glossary Icon will indicate in which students’ portfolios. If your portfolio is

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activities they are presented. These words physical, you may ask students to copy the

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will be practiced throughout the unit and in activity on a sheet of paper; if it is digital,
some of the Warm Up activities. It is very you may ask them to take a picture of the

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advisable to invite students to use them activity or, in some cases, they may create a

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both in the resolution of the activities and video or an audio file.
in the elaboration of their product. As
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we already said, at the end of each unit,
Learning to Learn
students will practice them in a ludic way.
Every unit also includes a Learning
to Learn box with a question that
Appendix will guide students to reflect upon the way
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You will also find in some of the they learn. You will notice that it also
activities an Appendix Icon which includes a page number where we provide
includes a page number. Every time you information related to it. Here you will also
find it, check with your students the find some guidance on how to coach your
information provided on the corresponding students to transform this information into
page in the Activity Book. This information significant experiences that will help them
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may refer to Language aspects or to the become more responsible for their learning
development of Skills. In this Teacher’s Guide process.
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we suggest how to approach it in each

specific case: Sometimes students will infer Reader's Book
the information and the Appendix will only In the second session of each
reinforce their knowledge, in other cases lesson you will find the Reader’s
it will provide structures or expressions Book box which includes a question that
for them to use in the development of their sets a goal to develop your students’
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social practices, or finally, it will give them reading strategies. In order to answer that
tips or suggestions on how to perform a question, they should read the pages
task. indicated for homework. These questions
are formulated in a way that will help
students exercise a broad variety of skills
such as predicting, inferring, sequencing,
etc., for which you will find suggestions in
this Teacher’s Guide.

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 Introduction to the Course

Time to Shine! Differentiated Instruction

Finally, the Time to Shine! box will
give students the opportunity to Experienced teachers know that every
“shine” by contributing with extra time they enter a classroom they will meet
information related to the theme of the unit. the challenge of trying to include every
We know that many of your students may single student in the learning process.
have different cultural backgrounds; these Each of your students has different needs,
tasks or questions will allow them to share whether they are advanced learners,

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with the class a little bit of theirs. struggling students, students from varied

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backgrounds and cultures, or even students
It is also important to mention that with different learning styles. Because of

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knowledge is continually recycled, so this, teachers must always be committed

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as you start to advance, you will find to proactively modify curriculum, teaching
references to skills that were developed methods, resources, learning activities,
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in previous lessons; be ready to encourage and student products to address all of their
your proficient students to tutor the ones needs.
who may be struggling in the development
of those skills. This book includes two suggestions of
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differentiated instruction strategies per

This Teacher’s Guide also offers you an lesson. These strategies are focused on
Evaluation Tool at the end of each unit identified key concepts, skills, or principles
with which you may evaluate individually that students should learn, giving you an
each of your students. This instrument is option to apply them once you recognize
already adapted to cover the achievements your class’s needs. In each lesson, you will
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that they should attain so it will make the be given specific suggestions on how to
evaluation process a lot easier for you. apply the following strategies:
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 Introduction to the Course

Differentiated Instruction Strategies

• Bubble Map: It organizes describing • Jigsaw: It is a fast, effective way to cover

attributes of something; great for visual new information; it decreases student
students. workload and encourages collaboration.

• Choral Response: It is an excellent way • Mini Lesson: It offers a quick reminder

of overall assessing without singling of a theme that has already been taught

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students out. before to students who need it.

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• First of Five: It helps shy students to start • Open-ended Questions/Statements: It

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participating. lets every student, regardless of their

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ability, to approach the theme.
• Flow Map: It shows sequencing, orders,
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time lines, cycles, and relationships • Speedometer: It allows struggling
between stages and sub-stages of events. students to use a kinesthetic response to
show whether they accomplished a goal.
• Four Corners: It helps shy or struggling
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students to give an opinion and • Stimulate Student Senses: It is a great

kinesthetic students to relax. way to stimulate students’ response and
engage them with a theme.
• Gather Background Information: It helps
you include all your students in a way in • Task Card: It differentiates goals
which they feel you care about them. depending on students’ interests and
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abilities.
• Group Based on Goals: It differentiates
tasks by giving different objectives to • Think-Pair Share: It is a great way to use
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students depending on their interests, peer tutoring; always try to form pairs in
abilities or knowledge. which both may contribute in a different
way to attain the achievement.
• Individual Respond Card: It helps shy or
struggling students participate without • Three-minute Pause: It exercises
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the fear of being heard. students’ summarizing skills; verbal

students will love it.
• Individualized Feedback: It helps
struggling students develop a task with
more support and guidance.

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 Course Components
Activity Book 7. An Appendix organized by lessons
where students will find useful
The activities in each lesson follow a information to perform the task they
sequence that goes from guided to are assigned. It is divided into three
semi-guided and finishes in free practice sections:
to promote a gradual development of • Language
student’s skills. • Skills
• Learning to Learn
• Ten units, each with three four-page 8. A list of irregular verbs

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lessons to be divided in three sessions. 9. A glossary with the meanings of the

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new words presented in each lesson
Every unit includes: 10. On-line references to encourage

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1. Unit Opener which includes pictures using technology
and a big question that guide students
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into the theme of the units
Teacher’s Guide
2. Activities that:
• foster the practice of the four skills A comprehensive guide that contains
• involve critical thinking plenty of suggestions and information to
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• practice problem solving abilities successfully guide students through their

• imply cross-curricular activities learning process, such as:
• encourage cooperation in different
ways of interaction 1. Daily plans with a step-by-step
• familiarize students with language description on how to guide students to
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structures in real-life situations perform each of the activities included

• invite students to actively participate in their books
and think about their learning 2. Answer key provided in a reproduction
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process of the Activity Book

• adapt to different learning styles and 3. A Warm Up and a Wrap Up for each
levels session that will help you engage
students interest in the themes and
3. A step-by-step process to elaborate practice what was seen
the product that practices the skills 4. Suggestions per lesson and per unit on
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developed in each of the lessons how to work with the Reader’s Book
4. Reader’s Book activities linked to the 5. An evaluation tool per unit that totally
content and skills developed in each corresponds to the aspects to be
of the units assessed
5. A ludic vocabulary review
6. Suggestions to self-assess their
products before their presentation

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 Course Components
6. An introduction of the program which Nowadays, technology is another skill to
explains the methodology to be used be mastered in society and, therefore,
and how the components are linked to be addressed in the classroom.
to create appropriate environments In order to help students with their
to perform social practices of the tech development in English, this
language section introduces an Information and
7. A scope and sequence section which Communication Technology (ICT) box with
gives you an overall view of each of the a link to a text, video, activity, or other
units multimedia or interactive materials that will

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8. A pronunciation guide to help you help students not only develop their ICT

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practice phonetics with your students skills and practice English, but also reflect
9. A list of useful expressions in the upon the unit’s topic or a related topic.

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classroom to provide your students

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with vocabulary that make them feel
confident CD
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10. Audio scripts of all the audios used in
the program It includes authentic material recorded with
11. Ten worksheets to sum up the contents different pronunciations for the listening
of each unit and reading activities to help students:
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• Improve pronunciation
Reader’s Book • Practice listening skills and language
abilities
It includes 10 texts (both fact and fiction)
that will expand on the Activity Book’s It also includes PDF files with:
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topics and real-life situations so students

get further practice. Specifically, the texts: • the flashcards for all the vocabulary
words presented in each unit
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• Promote reading through appropriate • all the Evaluation Tools suggested for the
material for students’ age and interests 10 units
• Present models to review social practices • 10 worksheets, one per unit, that may
of the language help you expand your work
• Practice critical thinking and problem • the Appendix pages from the Activity
solving Book for your reference
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• Develop reading skills

• Stimulate creativity and imagination
• Provide new vocabulary words
• Foster research skills

After each text, you will find some activities

through which students can develop and
somehow test their reading skills.

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 Scope and Sequence

Unit 1 (pp. T8-T23)

Family and Community Environment Social Practice of the Language

To exchange views about community service
Communicative Activity
Exchanges associated with specific purposes

Achievements Vocabulary
• Listen and revise dialogues about community • benefit • satisfied

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services. • committed • schedule
• Get the main idea.

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• community service • senior
• Exchange information about community services. • experience • similar
• involved • skill

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Language Learning to Learn Audio
• Modals Listening with a purpose Tracks 2-7
• Connectors
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Skills Reader’s Book
Coping with nerves “How Can I Help?,” pp. 5-18

Product Evaluation Tool

Role-play Rubric
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Activity Book Reader's Book

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What can we do How Can I Help?

A fictional story about helping around
for our community? your community
30

Written by
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Patricia Oliver
You are going to…
exchange views about community
service.
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8 Unit 1 5

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 Scope and Sequence

Unit 2 (pp. T24-T39)

Recreational and Literary Environment Social Practice of the Language

To read classic tales
Communicative Activity
Literary expression
Achievements Vocabulary
• Select and revise classic tales. • author • reader
• Compare variants of pronunciation and writing. • character • sequence

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• Understand general sense and main ideas. • climax • setting

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• Express key events orally. • conflict • tale
• Rewrite key events. • purpose • theme

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• Question words How to read a narrative text Tracks 8-13
• Past simple and past progressive
• Sequence words
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• Differences between British and
American spellings

Skills Reader’s Book

Text organization “A Hundred Years,” pp. 19-30
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Product Evaluation Tool

Big book Descriptive valuation scale

Activity Book Reader's Book

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How does reading A Hundred Years

A fictional story about a classic
tales enrich my life? tale turned futuristic
31

Written by
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Patricia Oliver
You are going to…
read classic tales.
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24
Unit 2 19

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 Scope and Sequence

Unit 3 (pp. T40-T55)

Academic and Educational Environment Social Practice of the Language

To write instructions to use a bilingual dictionary
Communicative Activity
Interpretation and follow-up of instructions

Achievements Vocabulary
• Select and revise bilingual dictionaries. • abbreviation • procedure

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• Understand the use of textual components of • definition • section
bilingual dictionaries. • entry • sign

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• Write instructions. • part of speech • step
• Edit instructions. • phonetic • task

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Language Learning to Learn Audio
• Parts of speech • Using a dictionary Track 14
• Imperative form • Types of dictionaries
• Abbreviations
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Skills Reader’s Book
Tips to write instructions “What Do You Know About Dictionaries?” pp. 31-42

Product Evaluation Tool

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Instructions to use bilingual dictionaries Questionnaire

Activity Book Reader's Book

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How can I learn or What Do You Know

transmit the way to About Dictionaries?
perform a task? Facts about dictionaries and words
32
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Written by
Jane White
You are going to…
write instructions to use a bilingual
dictionary.
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Unit 3 31

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 Scope and Sequence

Unit 4 (pp. T56-T71)

Family and Community Environment Social Practice of the Language

To exchange compliments, likes, and dislikes in
Communicative Activity
an interview
Exchanges associated with information of
oneself and of others

Achievements Vocabulary
• Listen to and revise likes and dislikes in • compliment • leisure

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the dialogues of an interview. • empathetic • play

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• Understand general sense and main ideas • favorite • practice
of dialogues. • hate • preference
• Express compliments, likes, and dislikes • interview • sport

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in written dialogues.
• Express compliments, likes, and dislikes
in a dialogue.
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Language Learning to Learn Audio
• Transition words to connect ideas Metacognition Tracks 15-20
• Tag questions
• Stranded prepositions

Skills Reader’s Book

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• Phrases to sound fluent “When I Grow Up…” pp. 43-54

• Calm your mind

Product Evaluation Tool

Dialogue about likes and dislikes Rubric

Activity Book Reader's Book

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Which are my When I Grow Up…

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A fictional story about

friends’ preferences? a possible career choice
33

Written by
Patricia Oliver
You are going to…
exchange compliments, likes, and
dislikes in an interview.
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56
Unit 4 43

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 Scope and Sequence

Unit 5 (pp. T72-T87)

Recreational and Literary Environment Social Practice of the Language

To produce constructive forecasts for others
Communicative Activity
Recreational expression

Achievements Vocabulary
• Revise samples of written forecasts. • app • likely

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• Listen and identify ways to express future actions. • artificial intelligence • network
• Formulate and respond to questions to

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• automatic • signal
understand forecasts. • available • smart
• Write sentences that express future to create • evolution • technology
forecasts.

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Language Learning to Learn Audio
• Simple future tense Designing a mind map Tracks 21-22
• First conditional
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• Conditional connectors

Skills Reader’s Book

How to be an active reader “It Was a Dark, Stormy, and… Fun Night!,” pp. 55-66

Product Evaluation Tool

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Mind map with forecasts Anecdotal notes

Activity Book Reader's Book

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What world are we

going to create for It Was a Dark,
our future?
Stormy, and… Fun Night!
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You are going to… A fictional story about a fun weather forecast
produce constructive forecasts for
others.
Written by
Patricia Oliver
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Unit 5 55
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 Scope and Sequence

Unit 6 (pp. T88-T103)

Academic and Educational Environment Social Practice of the Language

To write notes to elaborate human body
Communicative Activity
schemes
Search and select information
Achievements Vocabulary
• Revise and understand information about • blood • inhale
the human body systems. • bone • lung

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• Propose and answer questions about the human • chew • muscle

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body systems. • digest • pump
• Write notes to describe human body systems. • heart • stomach
• Edit diagrams in teams and with the guidance

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of the teacher.

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Language Learning to Learn Audio
• Demonstrative determiners • Steps for Research Track 23
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• Comparatives and superlatives • Citing APA style
• Passive voice
• Simple present
• Countable and uncountable nouns
Skills Reader’s Book
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Summarizing “The Amazing Human Body,” pp. 67-76

Product Evaluation Tool
Notes for a human body system diagram Checklist

Activity Book Reader's Book

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How does our The Amazing

body work? Human Body
35
Facts about the human body
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You are going to… Written by Jane White

write notes to elaborate human body
schemes.
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88
Unit 6 67

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 Scope and Sequence

Unit 7 (pp. T104-T119)

Family and Community Environment Social Practice of the Language

To compose dialogues and interventions for a
Communicative Activity
silent short film
Exchanges associated with media.

Achievements Vocabulary
• Revise silent short films. • action • role
• Understand the general sense and main ideas. • cinema • script

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• Write lines and dialogues. • costume • set

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• direct • short film
• iconic • special effects

Language

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• Quotation marks Self-assessing your dramatic Tracks 24-25
• Modals may and might reading
• Adverbs
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• Time and sequence connectors
Skills Reader’s Book
Writing a script “A Very Brief History of Film,” pp. 77-88
Product Evaluation Tool
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Script for a silent short film Anecdotal notes

Activity Book Reader's Book

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How does cinema A Very Brief

reflect emotions History of Film
and experiences? Facts about one of the biggest
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industries in the world
Written by
You are going to…
compose dialogues and interventions
Jane White
for a silent short film.
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104
Unit
Unit 71 77

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 Scope and Sequence

Unit 8 (pp. T120-T135)

Recreational and Literary Environment Social Practice of the Language

To read comics to discuss cultural expressions
Communicative Activity
Understanding oneself and others

Achievements Vocabulary
• Select and revise comic strips in English. • acknowledge • interlocutor
• Interpret content in comic strips. • belief • onomatopoeia

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• Exchange opinions about cultural expressions • clarify • panel

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in a discussion. • explicit • speech bubble
• implicit • stand

Language

M O Learning to Learn Audio

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• Onomatopoeias Identifying facts and Track 26
• Useful phrases for participating in opinions
discussions
LI SI
Skills Reader’s Book
Comprehension strategies “Why Turtles Live in Water,” pp. 89-100

Product Evaluation Tool

Discussion Self-evaluation and peer evaluation cards
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Activity Book Reader's Book

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What can a comic Why Turtles

tell you about Live in Water
a culture? A myth from West Africa
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37
in the form of a comic
Adapted by
You are going to…
Patricia Oliver
read comics to discuss cultural
expressions.
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120
Unit 8 89

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 Scope and Sequence

Unit 9 (pp. T136-T151)

Academic and Educational Environment Social Practice of the Language

To present information about linguistic diversity
Communicative Activity
Exchanges associated with specific purposes
Achievements Vocabulary
• Select information. • database • reliable
• Read information. • evaluate • research

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• Rehearse giving a presentation. • information • resource

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• Give a presentation. • key word • search engine
• library • topic

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Language Learning to Learn Audio

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• Using notes to present Evaluating the reliability Track 27
• Useful phrases to give oral of sources
presentations
LI SI
Skills Reader’s Book
Preparing an oral presentation “In Front of an Audience,” pp. 101-112
Product Evaluation Tool
Oral presentation Descriptive valuation scale
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Activity Book Reader's Book

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How does learning In Front of

a new language widen an Audience
my world? Facts about how to give a successful
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oral presentation

Written by
You are going to…
present information about linguistic
Jane White
diversity.
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136
Unit 9 101

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 Scope and Sequence

Unit 10 (pp. T152-T167)

Family and Community Environment Social Practice of the Language

To agree with others about a travel itinerary
Communicative Activity
Exchanges associated with the environment
Achievements Vocabulary
• Seek and consult information. • accommodation • reserve
• Compare pros and cons of ideas and proposals. • brochure • touristic

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• Build arguments to defend ideas and proposals. • destination • transportation

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• Listen and express pros and cons to come to an • discard • trip
agreement. • itinerary • viable

Language

M O Learning to Learn Audio

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• Phrases for linking arguments 10 Principles of Persuasion Tracks 28-29
• Useful phrases to persuade
LI SI
Skills Reader’s Book
Using persuasive techniques “A Trip to the Big Apple,” pp. 113-124

Product Evaluation Tool

Itinerary Questionnaire
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Activity Book Reader's Book

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What is the best A Trip to

travel destination? the Big Apple
39
A fictional travel blog Written by
E

Patricia Oliver
You are going to…
agree with others about a travel
itinerary.
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152
Unit 10 113

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 Pronunciation Guide 40

Consonants Vocals and diphthongs

p pen /pen/ iː see /siː/
b bad /bæd/ i happy /'hæpi/
t tea /tiː/ ɪ sit /sɪt/
d did /dɪd/ e ten /ten/
k cat /kæt/ æ cat /kæt/
g get /get/ ɑ father /'fɑ ðə(r)/
tʃ chain /tʃeɪn/ ɑ got /gɑt/ (British English)
dʒ jam /dʒæm/ ɔː saw /sɔː/

IN N
f fall /fɔːl/ ʊ put /pʊt/

R
v van /væn/ u actual /'æktʃuəl/
θ thin /θɪn/ uː too /tuː/
ð this /ðɪs/ ʌ cup /kʌp/

M O ᴈː

A
s see /siː/ fur /fᴈː(r)/
z zoo /zuː/ ə about /ə'baʊt/
ʃ shoe /ʃuː/ eɪ say /seɪ/
LI SI
ʒ vision /'vɪʒn/ əʊ go /gəʊ/ (British English)
h hat /hæt/ oʊ go /goʊ/ (American English)
m man /mæn/ aɪ my /maɪ/
n now /naʊ/ ɔɪ boy /bɔɪ/
ŋ sing /sɪŋ/ aʊ now /naʊ/
R ER

l leg /leg/ ɪə near /nɪə(r)/ (British English)

r red /red/ eə hair /heə(r)/ (British English)
j yes /jes/ ʊə pure /pjʊə(r)/ (British English)
w wet /wet/
V
E
P

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 Useful Expressions in the Classroom 41

Classroom Language for the Teacher Sing. • Canta.

Sit down. • Siéntate.
Act out. • Actúa. Stand up. • Ponte de pie.
/Mime. • /Haz con mímica. Take out your homework. • Saca la tarea.
Ask questions. • Haz preguntas. /Take out your pencils. • /Saquen sus lápices.
Check the spelling. • Revisa la ortografía. /Take out your notebook. • /Saquen sus cuadernos.
Check the punctuation. • Revisa la puntuación. Take turns. • Túrnense.
Check your partner’s work. • Revisa el trabajo de tu Talk. • Habla.
compañero. Think of… • Piensa en…
Check your work. • Revisa tu trabajo. Work in pairs. • Trabajen en parejas.

IN N
Clap. • Aplaude. /Work in trios. • /Trabajen en tríos.

R
Come to the board. • Pasa al pizarrón. /Work in groups of four. • /Trabajen en grupos de
Come to the front. • Ven al frente. cuatro.

M O
Complete the sentences. • Completa las oraciones. Work on your own. • Trabaja tú solo.

A
Copy this. • Copia esto. Write in your notebook. • Escribe en tu cuaderno.
Count. • Cuenta. Write on the board. • Escribe en el pizarrón.
Describe. • Describe. Write some sentences. • Escribe algunas
LI SI
Do this exercise as homework. • Haz este ejercicio oraciones.
de tarea.
Follow the instructions. • Sigue las instrucciones.
Help your partner. • Ayuda a tu compañero. Classroom Language for the Student
How are you today? • ¿Cómo estás el día de hoy?
R ER

Identify. • Identifica. Can I borrow a pencil? • ¿Me puedes prestar un

Line up. • Haz fila. lápiz?
Listen carefully. • Escucha cuidadosamente. /Can I borrow an eraser? • ¿Me puedes prestar una
Look at the flashcards. • Mira las tarjetas. goma?
/Look at the pictures. • /Mira las ilustraciones. Can I have a piece of paper? • ¿Me pueden dar un
/Look at the board. • /Mira el pizarrón. pedazo de papel?
V

Look. • Mira. Can you repeat that? • ¿Puede repetir?

Name. • Nombra. Excuse me. • Disculpe.
Open your books. • Abran sus libros. Good morning. • Buenos días.
Pay attention. • Pongan atención. /Good afternoon. • Buenas tardes.
E

Play. • Juega. Hello / Hi • Hola

Point. • Señala. How do you say? • ¿Cómo se dice?
/Show. • /Muestra. How do you spell? • ¿Cómo se escribe?
Read aloud. • Lee en voz alta. I don’t understand. • No entiendo.
Read. • Lee. May I go to the bathroom? • ¿Puedo ir al baño?
Remember to do your homework. • Recuerda hacer Please • Por favor
P

tu tarea. Speak slowly. • Hable más lentamente.

Remember to pay attention. • Recuerda poner Thank you. • Gracias.
atención.
/Remember to show respect. • /Recuerda mostrar
respeto.
Repeat the words. • Repite las palabras.
Repeat. • Repite.
Review your work. • Revisa tu trabajo.
Settle. • Serénate.
/Calm down. • /Cálmate.

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 What can we do
for our community?
Unit
Unit Overview
Overview
Family and Community Environment Social Practice of the Language
To exchange views about community service
Communicative Activity
Exchanges associated with specific purposes

Achievements Vocabulary
• Listen and revise dialogues about community • benefit • satisfied

IN N
services. • committed • schedule

R
• Get the main idea. • community service • senior
• Exchange information about community services. • experience • similar
• involved • skill

M O
A
Language Learning to Learn Audio
• Modals Listening with a purpose Tracks 2-7
• Connectors
LI SI
Skills Reader’s Book
Coping with nerves “How Can I Help?,” pp. 5-18

Product Evaluation Tool

Role-play Rubric
R ER

In order to introduce the unit, tell students to

look at the pictures and have some volunteers
What can we do describe them. Explain to the class that all the
V

for our community? activities in the pictures are showing a service

You are going to…
exchange views about community
that is being given to the community. Have them
service.

brainstorm some ideas related to community; you

E

may draw a web graphic organizer on the board to

register them, and remember there are no good
or bad answers. Then try to elicit from the class
the meaning of service (the official system for
providing something, especially something that
everyone in a community needs).
Finally, organize the class into teams of three
P

and read aloud the title: What can we do for our

community? Give them a few minutes to discuss
their answers while you walk around and monitor.
8
Ask one person from each team to share their
answers with the rest of the class.

T8 Unit 1

Reader Sunburst 1º SecundariaTG_U1.indd 8 15/12/17 20:13

 Lesson Day 1
Organize the class into pairs so they can compare how
Lesson each of them completed the sentences in Activity 1.
1 What is your community like? Complete the sentences. (Answers may vary.) After a few minutes, invite each pair to share with the
class the differences they noticed. You may model
the following sentence for them to try: My partner
My community wrote that… and I wrote that…
The name of my community is
Most of us speak 3. Read the ad and answer the question.
Our weather is
Read the ad and in order to recognize topic, purpose,
Our favorite traditional dishes are
We really like to celebrate
and intended audience, ask students: What is this
The most beautiful places to visit are ad talking about? (helping the community), Who is it
We have some services such as
intended for? (teenagers who read it: themselves),
What I like most about it is
I feel grateful because it has given me
and What was it written for? (to encourage them
to participate to help their community). Once they

IN N
2 Work in pairs. Compare your answers. have that information clear, ask some volunteers to

R
3 Read the ad and answer the question. (Answers may vary.) answer the question: What can you do (to help your
community)? Don’t forget to provide them with English
Help!
vocabulary whenever you notice they need more,

M O
What can you do?

to help them feel confident to express themselves.

A
We need enthusiastic teenagers who
want to benefit their community.
We can all help to make this world
better…
Join us to help our community.
Useful vocabulary may include: pick up trash, plant
- Call now! -
trees, recycle, donating, saving energy and water, be
LI SI
kind and helpful with people in your neighborhood, etc.
Recognize topic, purpose, and intended audience. Unit 1 9

Wrap Up

Achievement Write the word service on the board and elicit its
R ER

meaning. Have students go back to Activity 1 to recall

Listen and revise dialogues about community services. the services they receive from their community. Ask
them: Don’t you think it’s time to give something back
Teaching Guideline to the community? Encourage them to share their
opinions, supporting them with vocabulary.
Recognize topic, purpose, and intended audience.
Tell students they have to read pages 5-7 in their
V

Warm Up Reader’s Book at home and think about

Material: soft ball/paper ball the answers to the following questions: Do all
In order to clarify vocabulary for the first activity, throw four friends agree with each other at the beginning?
E

a soft ball (or paper ball) to different students randomly How do you know? They will discuss them in class the
and ask for examples of: languages, types of weather, next day.
traditional dishes, traditional parties, community
services. You may start by saying some examples
yourself in order to help students feel more confident.
Repeat the categories as many times as necessary
until you are sure that they have enough examples to
P

understand what each category refers to.

1. What is your community like? Complete the

sentences.
Ask one student to read the instructions and then read
each sentence aloud. Give them some time to work
on the activity individually while you monitor and offer
help whenever it is needed.

2. Work in pairs. Compare your answers.

Unit 1 T9

Reader Sunburst 1º SecundariaTG_U1.indd 9 15/12/17 20:13

 Day 2
5. Work in pairs. Listen to the conversation and fill in
the gaps. 2
Lesson
Tell students that it is very important to always be clear
4 Match the columns.

a almost the same e community service

about what kind of information they are listening for.
b
c
an ability to do something well
a person over 60
d
f
benefit
involved
Tell them that in this case, they will fill in the gaps with
d
e
to help in some way
unpaid work intended to be of social use
c
a
senior
similar
some of the words they learned in the previous activity.
g
f taking part in an activity or event
a plan of what someone is going to do
j
b
satisfied
skill Play the audio and have them write the answers.
h willing to work very hard at something g schedule
i knowledge that you gain from doing an activity h committed
j feeling that something is as good as it should be i experience
Learning to Learn 169
2
5 Work in pairs. Listen to the conversation and fill in the gaps.

MARA: Hi, kids! My name is Mara Díaz and I’m here to talk about community
service . Do you know what that is? Please raise your hand to answer and give Go to page 169 in the Activity Book and read the
your name.
ANA: Hi, I’m Ana. I think it’s free work you do for your community that benefits information aloud. Ask students what kind of
others.
MARA: Exactly! You can benefit other people and yourselves. Do you know how? information they listened for in the previous activity
PEPE: Hello, I’m Pepe. It helps you gain experience and new skills .
ANA: You can make friends! (specific information). Give them the following

IN N
MARA: That always happens when you get involved Learning to Learn
with people that have similar interests. Do I have a purpose in
mind every time I listen examples and ask them to tell you the purpose

R
PEPE: Helping always makes you feel satisfied . to a conversation? (p. 169)
MARA: That’s the most important aspect, when
you’re committed to helping others, you always feel good.
for each context: emergency procedures before a
6 Listen again. Work in pairs to answer.
2
(Possible answers)
flight (details), information about a film (main ideas).
Reader’s Book
Emphasize the idea of always having a purpose in

M O
a Where are they? How do you know? Do all four friends agree
in a classroom, because of the noises with each other at the

mind before listening.

A
beginning? How do you know?
b What is the relation between Ana and Pepe? (pp. 5-7)
They are classmates.
c Who do you think is the most interested in the programs? Why?
Ana, because she’s asking lots of questions
2
d How does Mara stress the main idea?
by repeating it (You can benefit other people and yourselves.)
6. Listen again. Work in pairs to answer.
LI SI
To help students detect contextual clues, ask
10 Unit 1
them: Can you recall the environmental sounds in
Detect contextual clues. / Recognize speakers’ actions that support meaning.

the dialogue? (classroom sounds). Can you recall

the people who spoke? (a young woman and two
Achievement students). Can you explain the relation between
R ER

them? (visitor-students, classmates). Explain that it is

Listen and revise dialogues about community services. also very helpful to recognize speakers’ actions that
support meaning. Ask: Do you remember the name
Teaching Guidelines of the enthusiastic girl? (Ana) How did she show her
enthusiasm? (by asking lots of questions). Finally,
• Detect contextual clues (e.g., background noise, organize the class into pairs, play the audio again and
relationship of speakers, etc.). give them some time to answer the questions while
V

• Recognize speakers’ actions that support meaning you monitor.

(e.g., adjusting volume, paraphrasing, asking
questions, etc.). Wrap Up
E

Warm Up Ask pairs to share and compare their answers with the
rest of the class.
Draw a web graphic organizer on the board and write
the phrase community service in the middle. Have Discuss the questions related to the text from
students brainstorm any idea that comes to their the Reader’s Book. First, ask students to tell you
minds. Write their ideas organized in different circles what is happening in the story at the beginning. Then
P

around the one in the middle, and at the end use inquire if they think that the four friends agree with
those ideas to reflect upon the meaning that phrase each other when Tom first proposes the idea. If there
has for them. are two different answers, organize a brief debate
so that each group can defend its own position (with
4. Match the columns. proof or clues from the text). If all students agree on
Read the instructions aloud and give students some the answer, ask them why they think so. The clue is
time to work on the activity individually. Check orally. that Betty says, “Are you crazy?”, which means that, at
Some of the words in this activity are included in the least at the beginning, she is not that convinced about
glossary; tell students to check their meaning in the Tom’s idea.
corresponding pages at the back of their book.

T10 Unit 1

Reader Sunburst 1º SecundariaTG_U1.indd 10 15/12/17 20:13

 Day 3
single word in the conversations. Instruct them to
relax and pay attention only to the environmental
Lesson
7 Listen to the conversations and check the correct answers.
3 sounds, the intonation, and the words people say to
Face to Face
Long-distance
Formal Informal
greet and to say good-bye. Play the first conversation
Interaction
Conversation 1 ü ü and guide students to analyze it by asking: Which
Conversation 2 ü ü
words did they use for opening the conversation? (Hi/
Hello), Which words did they use for closing it? (See
3
8 Work in teams to answer the questions. (Possible answers)

a Which differences can you notice between the voice volume of Ana and Pepe?

b
The girl speaks loudly and the boy speaks in a low voice.
Taking into account their voice volume, what do you infer about their attitude?
you later. Take care!). To identify language register, ask:
The girl is outgoing and the boy is shy.
Do you think this conversation was formal or informal?
9 Draw the two kids performing their community service. Be sure to reflect their attitudes.
(informal). To identify form of communication, ask: Was
the conversation taking place face to face? (no). Play
Ana Pepe

the second conversation and guide students to analyze

it by asking the same questions. Ask them to check
the correct answers.

IN N
R
3
10 Listen again and fill in the chart. Copy it on a sheet of paper and file it in your portfolio
or, if you are creating a digital portfolio, take a picture. 3 8. Work in teams to answer the questions.
Name of the
Program
Place Duties Days Hours Responsible Organize the class into small teams and read the two
questions aloud. Play Track 3 again, and tell the class

M O
help
Central primary Mondays
Tutoring
to try to distinguish intonation and attitude. Then give

A
Library students and 3 to 4 pm Mr. González
deal with Wednesdays
Math

Hidalgo plant
them some time to discuss while you monitor and, if
Reforestation Saturdays 8 am Luisa Páez
Park trees
necessary, guide teams to notice that Ana is outgoing
LI SI
Notice language register. / Identify forms of communication. / Distinguish intonation and
and enthusiastic, while Pepe is shy and reserved.
attitude. Unit 1 11

9. Draw the two kids performing their community

service. Be sure to reflect their attitudes.
Achievement Read the instructions aloud and ask students to draw
R ER

Ana and Pepe to reinforce the impressions they got

Listen and revise dialogues about community services. from the conversations. These kinds of activities help
more visually oriented students to recognize their
Teaching Guideline accomplishments.

• Notice language register. 10. Listen again and fill in the chart. Copy it on
• Identify forms of communication (face to face or a sheet of paper and file it in your portfolio or,
V

long-distance interaction). if you are creating a digital portfolio, take a

• Distinguish intonation and attitude. picture. 3
Tell students that this time they will listen in order to
E

Warm Up get specific information. Have them read the headings

from the chart and play Track 3. Check by pausing
Write the following expressions on the board under after each answer is given, and ask volunteers to write
their corresponding headings. Greetings: Good answers on the board. This activity will be your first
morning! How are you doing? Hi! Hey there! What’s up! evidence in this unit; ask students to file it following
Farewells: I’ll see you tomorrow. It was a pleasure the procedure you prefer; portfolios can be a physical
to meet you. See you later. Take care! Ask the class: file or online in digital form.
P

Which expressions would you use to talk to your

school principal? your teacher? your mom? your
friends? an older person you barely know? Have
students infer which greetings and farewells are
formal and which are informal.

7. Listen to the conversations and check the correct

answers. 3
Read the instructions and tell students that this time
they should not worry if they do not understand every

Unit 1 T11

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Role-play the activities in this lesson to guide them to identify
Get in small teams and do the following activities: (Answers may vary.) which were difficult for them. Have students reflect
• Discuss and answer:
upon the specific aspects they are struggling with
a Which problems does your community face? and, based on that reflection, ask them to answer the
question honestly. Check their answers to establish
b Which are the most important for you? Choose two. the strategies to support them if necessary.

c How do they make you feel?

Differentiated Instruction

Activity 6: Use the Task Card Strategy. Assign each

• Go back to page 9 and compare your answers to pair only one of the four questions in this activity. Then

IN N
Activity 3. Which skills did you mention? How can they
contribute to solve the problems you identified? put pairs together so they may share their answers.

R
Activity 10: Ask a volunteer to draw the chart on the
board. Play Track 3 pausing after each answer is given
Self-evaluation

M O and use the Choral Response Strategy to ask for

A
Can I… I need
practice.
I’m on
I’mmy
onway.
my way.
Sure!
the answers. The volunteer at the board will write the
listen and revise dialogues about community
services?
answer in the corresponding place in the chart so
LI SI
the rest of the class may copy it in their books.
12 Unit 1

Wrap Up
R ER

Product: Role-play
In this unit, students will present a role-play in which
they will exchange information and opinions about a
community service. In this lesson, they will decide
who they will work with (small teams, not more than
four students); they will identify two possible themes
V

(problems in their community) for their role-play, and

they will recognize how these situations make them
feel by discussing the questions in their book. The
E

purpose of these activities is to engage the students

so they can talk about a theme with which they are
really concerned. Read the instructions aloud and each
of the questions they will discuss to make sure they
understand. Monitor while they work to encourage
them to speak in English and offer help whenever they
need it. Once all teams answer the questions, invite
P

them to share their work with the rest of the class.

T12 Unit 1

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 Lesson Day 1
question aloud and encourage students to answer. You
may model the structure for them to follow it: I can…
Lesson
(pick up the trash, organize brigades, help the old lady
1 Look at the pictures. What can you do to solve these problems?
carry her bags, etc.).

2. Listen to the opening of the dialogue. Put the

sentences in order. 4
Read the instructions and ask students: What do you
have to write in the lines? (numbers from 1 to 5). Play
Track 4 for them to put in order. Play it again pausing
after each sentence is said to check.

3. Work in pairs. Read the opening again and

circle the words that introduce the theme of the

IN N
4
2 Listen to the opening of the dialogue. Put the sentences in order.
4 Sure! dialogue.

R
Ask two volunteers (a boy and a girl) to act out
2 Hello, Toño. Yes, my mother couldn’t pick me up today.
3 May I walk with you?
5 Are you planning to participate in the community service programs?
1 Hi, Katia, are you walking home? the opening of the dialogue in front of the class.
Encourage them to use the correct intonation while

M O
3 Work in pairs. Read the opening again and circle the words that introduce the theme of
the dialogue.
reading. The rest of the class must pay attention

A
4 Work in pairs. Using the information on this page, predict two topics that may appear in the
dialogue. (Possible answers) to detect key words that introduce the theme
trash, pollution
(community service programs). Tell everybody to circle
seniors who need help
LI SI
the answer.
Detect key words. / Anticipate general sense. Unit 1 13

4. Work in pairs. Using the information on this page,

predict two topics that may appear in
Achievement the dialogue.
R ER

Tell students to observe all the activities on this page.

Get the main idea. Ask them about the information each of them provides
(the pictures show two community problems: dirty
Teaching Guidelines streets and an old lady who needs help; the opening
of the dialogue contains the key words: community
• Detect key words. service programs). Based on that information, have
• Anticipate general sense. students anticipate the general sense of the dialogue
V

they will listen to by writing the two topics they think

Warm Up may appear in it. Monitor while they write to offer any
help that may be required.
E

Ask three volunteers who like to draw to go to the

front by turns. Tell the first one to draw a garden and Wrap Up
some dark clouds in the sky and ask the class: What
will happen in the garden? (It’s going to rain.). Tell the Have pairs share their predictions with the class.
second student to draw a book with the front page
showing a wolf blowing at the door of a wooden house Tell students they have to read pages 8-15 in
and ask the class: Do you know what book is this? their Reader’s Book at home and think about
P

(Three little pigs). Finally, tell the third student to draw the answer to the following question: Do they all enjoy
a magazine with a picture on its front page that shows their community service programs? They will discuss it
the recycling symbol and ask the class: What is the in class the next day.
magazine about? (recycling/environmental issues). Ask:
Do you think pictures reveal information? (Of course!)

1. Look at the pictures. What can you do to solve

these problems?
Have some volunteers describe the pictures (streets
full of trash and seniors who need help). Read the

Unit 1 T13

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 Day 2
fill in the graphic organizer. Check orally and ask the
question in the Time to Shine! box. Praise the student
Lesson
who answers.
5
5 Listen and read the body of the dialogue.

KATIA: Yes, but I’m not sure which one to choose.

TOÑO: We have to think about the community needs. We must focus on the problems that
need solutions most urgently.
Language 168
KATIA: Well, that will be difficult because our community has many problems that need a
solution…
TOÑO: That’s true, but we should choose one of them.
KATIA: You’re right! But I think the worst problem may be pollution. Go to page 168 in the Activity Book and ask volunteers
TOÑO: I don’t agree, I think that it’s really important to help seniors who live alone. In the
past, they could do some simple tasks such as mowing their lawn or doing their own to read the information included there to reinforce the
shopping. Some of them still can, but others can no longer do them on their own. We
can do something to help them, don’t you think? concepts they inferred by working in Activity 6. Ask:
KATIA: I agree, but what about pollution? Our town will look awful if we continue throwing
trash in the streets. How do we form affirmative, negative, and interrogative
6 Look at the words in bold in Activity 5. Fill in the graphic organizer. 168
sentences using modals? Guide students to answer
a can shows an ability in the present. by asking them to look at the examples and notice
b could shows an ability in the past. the order of the words (affirmative: subject + modal +
action word / negative: subject + modal + not + action

IN N
c must gives a strong recommendation.

word / interrogative: modal + subject + action word).

R
d should gives a suggestion.

Time to Shine! 7. Work in pairs. Reread the body of the dialogue

• Which word in bold is used to show may
and underline a sentence that makes a

M O
possibility in the present and future?

statement, circle a sentence that asks a question,

A
7 Work in pairs. Reread the body of the dialogue and
underline a sentence that makes a statement, circle
a sentence that asks a question, and draw a square
Reader’s Book
Do they all enjoy their
and draw a square around a sentence that
expresses a strong emotion.
community service programs?
around a sentence that expresses a strong emotion.
(pp. 8-15)
LI SI
Activate previous knowledge. / Distinguish the composition of expressions: types of
Ask students to share with the class some
14 Unit 1 sentences and modal verbs.
expressions they commonly use when they are very
happy or very excited. You may accept expressions
in Spanish and write the equivalent in English on the
Achievement board: ¡Qué padre! = Cool! Emphasize that in English
R ER

we only use one exclamation mark. Organize the

Get the main idea. class into pairs and read the instructions aloud. Give
them some time to distinguish the composition of
Teaching Guidelines expressions (types of sentences) by working on this
activity. Check orally; you may allow them to underline
• Activate previous knowledge. both negative and affirmative statements.
• Distinguish the composition of expressions: types of
V

sentences and modal verbs. Wrap Up

Warm Up Organize the class in small teams. Explain to them

E

that you will say a modal and a type of sentence;

On the board, write the words can-could and, to e.g., can/affirmative statement and as a team they
activate previous knowledge, ask students to give some have to say one sentence aloud; e.g., We can help
examples with each word. Make sure it is clear for our community. The first team that says a sentence
everybody that can is used to talk about an ability in the correctly scores a point.
present, and could to talk about an ability in the past.
Ask students some comprehension questions
P

5
5. Listen and read the body of the dialogue. since this part was longer: Which community
Read the instructions aloud, play Track 5, and have service does each of the protagonists join? Whom
students follow the reading. When they finish, ask: do they meet there? Ask them to gather in groups
What does the body of the dialogue contain? (the of four to discuss the question Do they all enjoy their
development of the topics). community service programs? After a few minutes, ask
each group to share their answers and opinions with
6. Look at the words in bold in Activity 5. Fill in the the rest of the class.
graphic organizer.
Draw students’ attention to the words in bold. Give
them some time to infer the use of those modals and

T14 Unit 1

Reader Sunburst 1º SecundariaTG_U1.indd 14 15/12/17 20:13

 Day 3
of words and expressions. Ask students if they
know some other expressions they may use when
Lesson
they do not understand a word or a sentence. Elicit
8 Listen to the closing of the dialogue and write the missing sentence. Discuss what it is used
for. 6 expressions such as: What do you mean by…? Could
TOÑO: We can do something to solve both problems.
KATIA: What do you mean? you say that again, please? Could you repeat, please?
TOÑO: We should participate in both programs.
KATIA: Could that be possible? Could you give us an example? What is the meaning
TOÑO: Of course! One of your best skills is that you’re
very well organized and Mara Díaz will be very of…? Write them on the board. Ask one volunteer to
happy to know that we want to get involved in
different activities. write each of them on pieces of recycled paper and
KATIA: Well, I’m not sure, that will depend on the
schedules and duties each program involves. We paste them around the classroom so students can
must ask for that information before deciding.
TOÑO: OK, then I’ll ask her for the information and I’ll keep them in mind to ask for clarification when they
send it to you by e-mail.
KATIA: That’s a great idea! Thank you very much!
TOÑO: You’re welcome! See you tomorrow!
do not understand.
KATIA: Bye!

9 What can you find in each part of the dialogue? Match the columns. 9. What can you find in each part of the dialogue?
a Opening c conclusions, plans, farewells
Match the columns.

IN N
b Body a greetings, theme introduction, key words
To determine the structure of dialogues and the

R
c Closing b theme development, opinions, arguments, and details

sequence of enunciation, tell students to go back

10 Read the whole dialogue. Look at the words in italics below and circle
the correct option. 168
to Activities 2, 5, and 8 to check the information
1 And is used to show... a contrast b cause c addition
included in each part of the dialogue. Once they have

M O
2 But is used to show… a sequence b contrast c condition
done it, give them some time to match the columns.

A
3 Because is used to show... a cause b addition c contrast

4 Then is used to show… a sequence b condition c cause Check orally.

5 If is used to show… a cause b sequence c condition

10. Read the whole dialogue. Look at the words in

LI SI
Clarify the meaning of words and expressions. / Determine the structure of dialogues and the
Unit 1 15
italics below and circle the correct option.
sequence of enunciation. / Identify use of words and expressions that connect ideas.

Give students some time to go through the whole

dialogue again in order to analyze the use of the
Achievement connectors marked with italics. Walk around to monitor
R ER

and help students who may have trouble in identifying

Get the main idea. the function of each of them. Check orally.

Teaching Guidelines Language 168

• Clarify the meaning of words and expressions. To reinforce the knowledge students acquire by
• Determine the structure of dialogues (opening, body, analyzing the use of the connectors in the dialogue, go
V

and conclusion) and the sequence of enunciation to page 168 in the Activity Book and have students read
(description, instruction, etc.). the information aloud.
• Identify use of words and expressions that connect
E

ideas (e.g., if, then, and, because, etc.).

Warm Up

Play Hangman with some of the vocabulary words

presented in Lesson 1. Draw a blank line on the board
for each letter in the word you choose, and have
P

students guess the letters. Fill in the blanks if they

guess them correctly or draw a part of the “hangman”
if their guess is wrong. Once they guess each word,
elicit a sentence.

8. Listen to the closing of the dialogue and write the

missing sentence. Discuss what it is used for. 6
Play Track 6 for students to write the missing
sentence. Check by writing it on the board. Explain
that we use that expression to clarify the meaning

Unit 1 T15

Reader Sunburst 1º SecundariaTG_U1.indd 15 15/12/17 20:13

 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Role-play the activities in this lesson to guide them to identify
Get together with your team and do the following activities: (Answers may vary.) which were difficult for them. Have students reflect
• Write some phrases you may include in the… (Possible answers)
upon the specific aspects they are struggling with
a opening of a dialogue. and, based on that reflection, ask them to answer the
How are you doing? Good morning. Hello! Hi! question honestly. Check their answers to establish
the strategies to support them if necessary.
b closing of a dialogue.

See you later! Take care! Good-bye. Nice to see you.

Differentiated Instruction
• Go back to page 13 to recall the ideas you wrote in Activity 4. Take the dialogue
presented in this lesson as a reference to discuss which problem is the most important to
solve and what community service you may give to contribute to its solution. Activity 4: Guide students to answer by drawing their
• Write your conclusions. attention to the pictures from Activity 1. Then use

IN N
the Open-ended Statement Strategy saying: The

R
pictures shown in Activity 1 appear precisely on this
page because… Based on their answers, guide them
Self-evaluation to predict.

M O
A
Can I… I need I’m on Sure!
practice. my way.

get the main idea? Activity 7: Use the Mini Lesson Strategy explaining
to students the difference between affirmative,
LI SI
interrogative, and exclamatory sentences by writing
16 Unit 1
some examples on the board: I will register in the
tutoring program. Can I help in the tutoring program?
It will be great to help in the tutoring program! Ask
Wrap Up them what is the function of each (say something,
R ER

ask something, express a strong emotion related to

Product: Role-play something) and draw their attention to the punctuation
As you may recall, in this unit students will present a marks. Finally, guide them to find similar sentences in
role-play in which they will exchange information and the body of the dialogue.
opinions about community service. In this lesson,
students will identify and choose some phrases they
may include in the opening and closing of their dialogue,
V

and they will also decide their theme. Before they start
working, tell them to reread the dialogue presented
in this lesson so they may take it as an example for
E

their team’s discussion in order to exchange views

on which of the two problems they chose in the
previous lesson is the most important to solve through
a community service project. Encourage them to use
the expressions: We have to think about… That’s true,
but… You’re right! I don’t agree. Don’t you think?
I agree, but… Monitor and offer help if they need it.
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Have them write their conclusions and finally invite

teams to present their discussions in front of the class.

T16 Unit 1

Reader Sunburst 1º SecundariaTG_U1.indd 16 15/12/17 20:13

 Lesson Day 1
and give information, review the modals from the
previous lesson (can, could, should, must, may) by
Lesson
asking different students to give examples using them
1 Work in pairs. Write two questions you think Toño may ask Mara
about the programs. Use modals. (Possible answers) in interrogative sentences. Write them on the board.
a
b
Can we participate in two programs?
Should I work on weekends? Organize the class into pairs, read the instructions aloud
2 Listen to the conversation and complete the e-mail using the
7
and tell students to use modals in their questions.
words from the box.

because must should may and cannot

2. Listen to the conversation and complete the

[email protected] e-mail using the words from the box. 7
community service programs
On the board, write the following words in one
Hi, Katia!

I talked to Mara Díaz and you were right… Jack of all trades, master of none. It’s
column: and, but, because, then, if. Write in a second
not a good idea to participate in two programs at the same time because maybe
you cannot do both things right. I asked her about the schedules and she told column: addition, contrast, cause, sequence, condition.
Ask the class to match the columns to review the use
me that for helping seniors you must be available on the weekends from 10
am to 1 pm and that your duties may vary depending on the person you’re
assigned to. You may help them prepare simple meals, do their shopping, mow
their lawn, or simply listen to them because most of them live alone. Concerning of connectors. Then read the instructions and explain

IN N
the pollution program, you should be available for half an hour every third day.
to students that they have to pay attention to the

R
I hope this information is helpful for you to decide.

See you tomorrow! main ideas in the conversation so they may be able to
Toño Time to Shine!
• What do you think the phrase in italics means?
select appropriate repertoires of words to complete
the e-mail. Play Track 7 for students to fill in the blanks

M O
It refers to someone who is good at
3 Compare the way Toño speaks with Mara and with Katia. many things, but is not an expert in any.

with the modals and connectors from the box. Check

A
Mara Toño Katia
answers orally. Finally, read the question in the Time to
Shine! box and ask one volunteer to read the phrase
formal greetings and farewells informal greetings and farewells, use of idiom
LI SI
Formulate and respond to questions to ask for and give information. / Select appropriate
repertoires of words and expressions. / Determine language register according to intended
in italics. Praise the student who may infer its meaning
Unit 1 17
taking the context into account. To reinforce the ability
audience.

to select appropriate repertoires of expressions,

explain that this phrase is an idiom and it is used in
Achievement informal contexts. Ask them if there’s an equivalent
R ER

idiom in Spanish (“el que mucho abarca poco aprieta”).

Exchange information about community services.
3. Compare the way Toño speaks with Mara and
Teaching Guidelines with Katia.
To help students determine language register
• Formulate and respond to questions to ask for and according to intended audience, have them read the
give information. e-mail again and, if necessary, play Track 7 once more.
V

• Select appropriate repertoires of words and Elicit that Toño speaks with Mara in a formal way
expressions. because he barely knows her and in an informal way
• Determine language register according to intended with Katia because she is his classmate and friend.
E

audience. Have them work individually while you monitor. Check

by asking volunteers to share their answers.
Warm Up
Wrap Up
Have students stand up in two rows to play Chinese
Whispers. Tell the first students in both rows the Have students recall the way in which Ana (the
following phrase: Toño was going to call Mara to check enthusiastic girl from Lesson 1) talked to Mara
P

if it was possible to participate in two programs. Ask (informally). Ask them if they think this was
them to tell the next person in the row whatever they appropriate, as she barely knows her. (Some may say
heard and continue on down the line. The game goes yes, some may say no.) Explain that this election is
on until the last students say whatever they heard and influenced by the way we are brought up.
you reveal the real message.
Tell students they have to read pages 16-17 in
1. Work in pairs. Write two questions you think their Reader’s Book at home and think about
Toño may ask Mara about the programs. Use the answer to the following question: What additional
modals. idea do they come up with while they are doing their
To formulate and respond to questions to ask for poster? They will discuss it in class the next day.

Unit 1 T17

Reader Sunburst 1º SecundariaTG_U1.indd 17 15/12/17 20:13

 Day 2
4. Use the words from the box to complete the
Lesson
questions.
Draw students’ attention to the modals in the box
4 Use the words from the box to complete the questions.
and give them some time to complete the questions.
must may can should
Check orally. Have them reflect upon the use of each
a Can I help with another subject apart from Math in the Tutors program?
Let me ask. / No, you can’t. modal, especially the difference between should and
b What should I do if I want to get involved in the Help the Seniors program?
You should contact José Torres.
must (the first one implies a recommendation, while
c Must I use gloves if I want to participate in the Clean the Neighborhood the second one implies an obligation or necessity).
program?
Yes, you must use gloves.

d I am 69, may I register to receive the benefits of the Help the Seniors program?
Let me ask. / No, you may not.
5. Use the information from the chart to answer the
5 Use the information from the chart to answer the questions in Activity 4. Follow the
questions in Activity 4. Follow the example. Then,
example. Then, write two more questions with their answers on a sheet of paper. File it in
your portfolio. (Possible answers) write two more questions with their answers on a
Program Place Day and Time Duties Responsible
People Who
May Benefit
sheet of paper. File it in your portfolio.
Mon and Wed Help primary primary students Guide students to answer each question by using the

IN N
Jacobo
Tutors Central Library 3 pm – 4 pm students with from first to sixth

information included in the chart. Explain that in order to

González
Math. grade

R
Sat the entire
Reforestation
avoid being rude, they may use the phrase Let me ask
Main Park Plant trees. Luisa Páez
8 am – 10 am community

Different locations Help seniors

Help the
Seniors
(depending who
you’re assigned to)
Sat or Sun
10 am – 1 pm
with household
activities.
José Torres
seniors 70
and up as shown in the example. Finally, ask students to write
two more questions about the programs on a sheet

M O
Mon to Fri Pick up trash
Clean the Every third day from the streets. Gabriela the entire
Block 16
Neighborhood
of paper. Encourage them to use modals and to write
Salinas community

A
½ hr. during the (It’s compulsory
evening to use gloves.)

Reader’s Book
their answers, including relevant details and interesting
6 Practice the questions with a partner. What additional idea do they
come up with while they are information from the chart. Monitor to check. This
doing their poster? (pp. 16-17)
LI SI
activity will be your second evidence in this unit; ask
18 Unit 1
them to file it following the procedure you prefer.
Include relevant details and interesting information. / Fluently take turns to speak.

6. Practice the questions with a partner.

Achievement To help students start to take turns to speak fluently,
R ER

organize the class into pairs and have them practice

Exchange information about community services. the questions from the previous activity and the ones
they wrote.
Teaching Guidelines
Wrap Up
• Include relevant details and interesting information.
• Fluently take turns to speak. Ask students: What is the importance of intonation,
V

gestures, and body language? (They can give us cues

Warm Up about the attitude of the person who is speaking.)
What is the importance of taking turns to speak? (It
E

Divide the class into two teams, each team sits on shows respect and gives us the opportunity to listen
a different side of the classroom. Bring two chairs to the other person.) Tell pairs to learn two questions
to the front so that when seated, a student is facing with their answers and say them in front of the class;
his or her team and their back is to the board. One suggest that they include questions to clarify meaning
member from each team sits in their team’s chair. Write when they don’t listen to or understand their partner.
one of the following words on the board: community The students who are listening must give them
service, benefit, involved, senior, similar, satisfied, skill, feedback concerning their intonation, gestures, body
P

schedule, committed, experience. The students in the language, and ability to take turns while speaking.
chairs must not see what is written on the board, and Encourage all students to participate.
teams have one minute, using only verbal clues, to get
their seated teammate to say the word written on the Ask students the third question: What additional
board. The first student to guess the word scores a idea do they come up with while they are
point for their team. When the round is over, two new doing their poster? (to do a Community Service Fair
team players are rotated and a new word is written up. at school). Ask them to get into groups of three and
create a Community Service poster/leaflet/booklet.

T18 Unit 1

Reader Sunburst 1º SecundariaTG_U1.indd 18 15/12/17 20:13

 Day 3
a Community Service Fair.) Tell students that they
will pretend to be part of that class following Mara’s
Lesson
instructions. Organize the group into pairs and have
7 Work in pairs. Read the letter Mara sent the students. Choose one of the programs and
prepare some notes about it. (Answers may vary.) them choose one of the programs from the chart in
Dear students,
Activity 5. Draw their attention to the “post-it note” in
I’m writing to tell you that next weekend there’s their books, and in order to guide them to prepare notes
going to be a Community Service Fair to inform
our community about our programs. Please prepare to remember important information, tell them to look
some notes to give information. There may be other
teenagers who will want to participate helping you, at the information concerning the program they chose
or there may also be some people who will ask
about the benefits. So, be ready! and select only the one that they think they may forget,
Sincerely,
such as schedules or names. Have them write that
Mara Díaz
information in their books while you monitor their work.
8 Continue working in pairs to improvise a dialogue using your notes.
8. Continue working in pairs to improvise a dialogue
using your notes.
9 Present your dialogue to another pair. Use the checklist to evaluate your partners’
performance. Give respectful feedback.

IN N
Yes No Comments Tell students to imagine they are already in the

R
Did they use appropriate words
and phrases considering the
person they’re talking to?
Community Service Fair. One of them is a person
Did they alternate turns fluently?
Did they include relevant
who is asking for information about the program they
information about the program?
chose and the other is the one who is going to answer

M O
Were their questions and answers

the questions. To participate in brief dialogues with

A
well structured?
Did they use their notes when they

confidence and in an appropriate manner, give them

forgot something?
Did they seem confident?

10 Rehearse your dialogue with your partner, taking into account the feedback you received.
some time to improvise a dialogue in which they may
LI SI
use questions from Activity 4 as a model. Monitor
Consult notes to remember information that is necessary to know. / Confidently and
Unit 1 19
appropriately participate in brief dialogues. / Monitor their progress regarding an initial point.
to provide any help they may need. Do not forget to
praise students who are trying hard.

Achievement 9. Present your dialogue to another pair. Use the

R ER

checklist to evaluate your partners’ performance.

Exchange information about community services. Give respectful feedback.
To help students monitor their progress regarding an
Teaching Guidelines initial point, draw their attention to the checklist in
their books and read each of the questions aloud to
• Consult notes to remember information that is make sure everybody understands what each of them
necessary to know. refers to. Organize the group into teams of four by
V

• Confidently and appropriately participate in brief joining two pairs together. Have them perform the task
dialogues. while you monitor to check that feedback is given in
• Monitor their progress regarding an initial point. a respectful and constructive way. Take notes about
E

their performance.
Warm Up
10. Rehearse your dialogue with your partner, taking
Ask students if they have ever used notes for a into account the feedback you received.
presentation. Invite them to share their experiences. Tell Ask teams to split up again and give pairs some time to
them that it is very common to write long paragraphs rehearse their dialogues. While they are doing it, take a
and then get lost when role-playing. In order to avoid few minutes to give them your feedback based on the
P

that, when preparing notes for a role-play, they should notes you took during the previous activity.
only write key words or very specific information to help
them recall what they studied or rehearsed beforehand.

7. Work in pairs. Read the letter Mara sent the

students. Choose one of the programs and
prepare some notes about it.
Read the letter aloud and ask the class: What is
Mara asking the students to do? (Prepare notes to
give information about the program they chose in

Unit 1 T19

Reader Sunburst 1º SecundariaTG_U1.indd 19 15/12/17 20:13

 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Role-play the activities in this lesson to guide them to identify
Get with your team and do the following activities: (Answers may vary.) which were difficult for them. Have students reflect
• Go back to page 16 and recall the ideas you wrote concerning the most important
upon the specific aspects they are struggling with
problem to solve in your community and the service you may give to contribute to its
solution. Fill in the chart with information related to the community service. and, based on that reflection, ask them to answer the
Program Place
Day and
Time
Duties Responsible
People Who
May Benefit
question honestly. Check their answers to establish
the strategies to support them if necessary.

Differentiated Instruction
• Write some notes to summarize the information from the chart.
Activity 1: Use the Think-Pair-Share Strategy to
form pairs in which one student may tutor the other.

IN N
Guide their attention to Activity 8 from Lesson 2 (p. 15)

R
so they can reread the closing of the dialogue to check
which issue they were not sure about (asking Mara if
Self-evaluation they could participate in two programs).

M O
A
Can I… I need I’m on
I’mmy
onway. Sure!
practice. my way.
Activity 5: After reading the instructions, use the First
listen
exchange
and revise
information
dialogues
aboutabout
community
community
services? of Five Strategy asking students to use their fingers
LI SI
as a scale of one to five to express the help they
20 Unit 1
think they will need to perform it. Work closely with
students that need more help. Read each question
aloud and guide their attention to the corresponding
Wrap Up square in the chart. Tell them to identify the modal
R ER

included in the question so they can include it in the

Product: Role-play answer again. Guide them to structure a sentence
As you may recall, in this unit students will present a using both the information provided in the chart and
role-play in which they will exchange information and the modal they identified; you may use the answers
opinions about a community service. In this lesson, provided in the Activity Book as a guide. Finally, tell
each team will write information about the community them to choose one of the questions provided in
service that may solve the problem they chose. In Activity 4 so they may use it as a model including
V

order to do it, they should fill in the chart provided information from another program; e.g., What should
with information of their own (they may take the one I do if I want to get involved in the Help the Seniors
in Lesson 3, Activity 5 as a model). Then, they will use program? – What should I do if I want to get involved
E

that information to write the notes that they will use for in the Tutors program? Do the same to write the
their role-plays. Monitor while teams work to provide answer: You should contact José Torres. – You should
any help they may need. When they finish, go through contact Jacobo González.
the description of each of the steps on page 23 and
give teams some time to decide if they will bring extra
material for their presentation such as costumes, props
for SFX, etc., or if they will take the option provided in
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the Time to Shine! box.

T20 Unit 1

Reader Sunburst 1º SecundariaTG_U1.indd 20 15/12/17 20:13

 Reader’s Book
How Can I Help? 1. Look for synonyms in the text.
A fictional story about helping around a. teens or preteens: youngsters
your community
30
b. be quiet: hush
c. old people: elderly
Written by
d. immediately: right away
Patricia Oliver
e. confused: baffled

2. Write three useful expressions you can use in dialogues.

(Possible answers)
Why don’t we…?, I have an idea, If you think about it, It’s
actually a good idea, Let’s think about…, I understand, If
that is the case, I’ve been thinking about that, Now that you
mention that, I agree with you.

3. Write F (formal) or I (informal).

a. Hey! I d. Yeah! I
b. I could possibly… F e. You bet I
c. I was wondering if… F f. I’m glad F

4. What do you think is the purpose of the text?

IN N
(Answers may vary.)

R
M O
ICT Box

A
https://goo.gl/ojr1EG

In 2015, world leaders adopted the 2030 Agenda for Sustainable

Development, which includes a set of 17 Sustainable Development
Goals (SDGs) to end poverty, fight inequality and injustice, and
tackle climate change by 2030. Which one would you like to
LI SI
participate in and how would you do it? Discuss with a partner.

Unit 1 5 18 Unit 1

1. Look for synonyms in the text. 4. What do you think is the purpose of the text?
R ER

Ask students to define the word “synonym” or Remind them what “purpose” means and what are
explain what it refers to. Once they all understand the some possible general purposes of texts. Ask them to
word, ask them to reread the text and write down recall the purposes of the texts they have seen in this
one synonym per word. After they finish, ask them to unit. Then ask them to get into pairs and discuss the
check with a partner, and then check as a group. purpose of this text.

2. Write three useful expressions you can use in ICT Box

V

dialogues.
Explain that there are certain fixed expressions in Explain what “sustainable development” is and that
every language that make communication easier nowadays there are international meetings in which
E

and more polite. In Spanish, some instances are: they set goals per country. Then ask them to read all
¿Podría usted…?, ¿Qué le parece si…?, Te entiendo, 17 goals in the link and think about how they could
pero… Explain that it is the same in English and that contribute to the one they chose, even if it is with
it is extremely important they start adding these apparently simple, everyday actions. Ask them to
expressions to their conversations in English. Ask share in groups of three.
them to look for three useful expressions in the text
and then get into groups of four to discuss their
P

findings.

3. Write F (formal) or I (informal).

Explain that to distinguish between formal and
informal language, they should think about what
expressions would be OK to say to their best friends,
and which ones would be better to say to an elderly
person they do not know. Ask them to complete the
activity and discuss their answers with a partner.

Photocopiable material
Unit 1 T21

Reader Sunburst 1º SecundariaTG_U1.indd 21 15/12/17 20:13

 Game and Product

Game Product
Product
Play in pairs to decode the words. Role-play
Together with your team, you will use your notes from page 20 to give information about the
community service you chose. In order to prepare it, do the following activities: 169

• Choose the place.

A B C D E F G H I J
Where are you going to give the information?
Prepare some environmental sounds, noises, etc., to show where you are. Remember it
can be remote or face-to-face.

K L M N O P Q R S T • Choose the person(s).

Who are you going to give the information to?

Select appropriate words and expressions to talk to that person. If it is possible, you may
U V W X Y give information to more than one person if you wish, and you may characterize.

• Choose the emotion you want to transmit.

1 benefit How does giving this community service make you feel?
Rehearse appropriate intonation and attitude (facial expressions and body language) to
2 senior convey that emotion.

IN N
3 skill • Practice what you learned

R
involved Include new vocabulary and structures.

5 schedule • Give it sequence and coherence.

6 satisfied Be sure it has an opening, a body, and a closing.
7 similar • Rehearse and evaluate yourselves.

M O
8 committed Use questions on page 19.

A
9 experience
• Once you are ready… present it to your class!
10 community

service
Time to Shine!
• If possible, you may create a video with your
dialogue and then present it to your class.
LI SI
22 Unit 1 Unit 1 23

After playing the game, check and assess the products Role-play
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Tell students that they will have 10 minutes to
lesson are complete; if not, give teams some time rehearse their dialogues with their team. Suggest that
to complete them. Walk around to give any help they they go through the steps described on page 23 in
might need. It is essential at this stage that students order to include every aspect that will be evaluated.
gain confidence and feel that they are advancing and Monitor them while they work to give any suggestions
achieving greater fluency. you think may improve their presentation. Once teams
V

are ready, invite them to present in front of the class.

Skills 169
Use the rubric provided to evaluate each student
individually. Remember that a rubric sets out clear
E

Ask students how they feel about the role-play. As criteria and standards for assessing different levels
some of them may tell you they are nervous, have of performance to make transparent the process
them read the information provided on page 169 in the of synthesizing evidence into an overall evaluative
Activity Book and guide them to perform the breathing judgment.
exercise. After you finish, encourage some of them to Ask students how they felt before, during, and after
share how they feel. presenting their dialogues.
P

T22 Unit 1

Reader Sunburst 1º SecundariaTG_U1.indd 22 15/12/17 20:13

 Evaluation Tool
Rubric
Name:

Achievement Needs Needs

Attained Reinforcement Help
Student uses several props Student uses one prop that Student doesn’t use props.
(could include costume) that shows creativity and makes
Props show considerable creativity the presentation better.
and make the presentation
better.

IN N
Student’s selection of Student included some Student’s selection of

R
words and phrases is totally words and phrases that words and phrases is not
Appropriate language use
appropriate for the situation. are not appropriate for the appropriate for the situation.
situation.

M O Intonation and attitude are Intonation and attitude Intonation and attitude

A
appropriate to convey clear convey clear emotions barely convey emotions and
Emotions conveyed emotions and generate a and sometimes generate don’t contribute to generate
strong interest about the interest about the topic in interest about the topic in
LI SI
topic in others. others. others.
Student shows the correct Student uses some new Student didn’t include new
use of new structures and structures and vocabulary structures and vocabulary
Use of new structures vocabulary from this unit. from this unit, but from this unit.
and vocabulary sometimes they’re not used
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correctly.
The dialogue follows a The dialogue follows a The dialogue doesn’t follow
sequence (opening – body sequence (opening – body a sequence (opening – body
Sequence and coherence – closing) and includes – closing) but missed some – closing).
appropriate information for relevant information.
each stage.
V

Student is completely Student seems prepared but Student is somewhat

Preparedness prepared and has obviously might have needed a couple prepared, but it is clear that
rehearsed. more rehearsals. rehearsal was lacking.
E
P

Photocopiable material
Unit 1 T23

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 How does reading
tales enrich my life?
Unit
Unit Overview
Overview
Recreational and Literary Environment Social Practice of the Language
To read classic tales
Communicative Activity
Literary expression
Achievements Vocabulary
• Select and revise classic tales. • author • reader
• Compare variants of pronunciation and writing. • character • sequence

IN N
• Understand general sense and main ideas. • climax • setting

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• Express key events orally. • conflict • tale
• Rewrite key events. • purpose • theme

M O
Language Learning to Learn Audio

A
• Question words How to read a narrative text Tracks 8-13
• Past simple and past progressive
• Sequence words
LI SI
• Differences between British and
American spellings

Skills Reader’s Book

Text organization “A Hundred Years,” pp. 19-30
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Product Evaluation Tool

Big book Descriptive valuation scale

In order to introduce the unit, tell students to look

V

How does reading at the pictures and have some volunteers describe
tales enrich my life? them. Explain to the class that all the images are
showing scenes from different fairy tales and ask
E

You are going to…

read classic tales.
students if they have read any of them. Ask some
volunteers to share a brief summary of each of the
stories. At this point, you may allow some Spanish
words to make them feel confident to express
themselves, but always provide them with the
words or phrases in English and have them repeat
after you.
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Finally, organize the class into teams of three

and read aloud the title: How does reading tales
enrich my life? Give them a few minutes to discuss
their answers while you walk around and monitor.
24 Ask one person from each team to share their
answers with the rest of the class.

T24 Unit 2

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 Lesson Day 1
Once they finish, organize the class into teams of four
Lesson so that they can show their drawings to each other.
1 Draw a passage of your favorite tale when you were a little child. (Answers may vary.) Then, to identify the author, ask students to write
My favorite fairy tale was by
the name of the author on the line that follows the
word by. If they don’t know the author, they may help
each other or use an electronic device to look for the
information. Have each team share with the group the
names of their favorite tales and authors.

2. Write some information about that tale.

In order to activate previous knowledge about narration
elements, read each title aloud and remind students
that the setting refers to the place and time where the
2 Write some information about that tale. (Answers may vary.) story develops. Walk around and monitor while they

IN N
write to offer help with words they may not know and
Characters:
Setting:

R
In the beginning…
check the activity. Ask volunteers to share their work
In the middle…
with the class.
At the end…

M O 3. What would you like to learn in this unit?

A
3 What would you like to learn in this unit? (Answers may vary.)

Explain to students that, as they have surely realized,

during this unit they will read some tales in English.
LI SI
Identify author(s). / Activate previous knowledge about narration elements. / Propose realistic
To have them propose realistic learning goals, read the
Unit 2 25
learning goals.
question aloud and encourage them to orally share
their answers (learn new words, learn some strategies
to understand, read new stories, etc.). Give them a
Achievements few minutes to write their answers while you monitor.
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• Select and revise classic tales. Wrap Up

• Compare variants of pronunciation and writing.
Material: strips of paper with names of tales you
Teaching Guidelines are sure students know inside a box or a bag
Play Charades. Invite one student to go to the front
• Identify author(s). and take one strip of paper out from the box or bag.
V

• Activate previous knowledge about narration elements. The student has to read the name of the tale in silence
• Propose realistic learning goals. and act it out for the class without using words. The
class will have one minute to guess; if they say the
E

Warm Up name of the author they can score double points. The
game ends when they score 10 points.
Write the following titles of some fairy tales on the
board: Cinderella, Snow White, Hansel and Gretel, etc. Tell students they have to read pages 19-22 in
Also write the word character on the board and explain their Reader’s Book at home and think about
that a character is an individual (can be a person, the answer to the following question: After reading the
animal, or thing) in a narrative. Organize the class into beginning of the story, how do you think it is going to
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teams of three; have them choose a tale they know end? They will discuss it in class the next day.
well and write the names of two characters from
that tale. Monitor while they work, and offer any help
they may need. Invite teams to share their tales and
characters with the class.

1. Draw a passage of your favorite tale when you

were a little child.
Read the instructions aloud and give students some
time to draw and write the title of their favorite tale.

Unit 2 T25

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 Day 2
in context and it is also a model of what students
will be able to do at the end of this unit. Read the
Lesson
instructions and play Track 8 for students to fill in
8
4 Listen and fill in the blanks with words from the box.
the blanks. Play it again, pausing after each answer
reader characters setting author climax
sequence purpose theme conflict tale is given to check and to clarify the meaning of each
My favorite
characters
tale as a child was “Little Red Riding Hood.” Its main
are Little Red Riding Hood, her grandma, the wolf, and the woodsman.
term. Some of the words in this activity are included
The action takes place in the forest, so that is the
sequence
setting . It follows a
of events that begins when Little Red Riding Hood’s mother asked her
in the glossary; tell students to check their meaning in
to take some food to her grandma. She warned the girl not to talk to strangers, and Little
Red Riding Hood knew her mother was right. Even though her mother warned her, the
the corresponding pages at the back of their book.
conflict starts when she meets a wolf in the forest and speaks with him. She told
him that she was going to visit her grandma. As the wolf was hungry, he rushed into her
9
grandma’s house planning to eat the girl. He locked her grandma into the closet and put
on her clothes. The climax , or most exciting part of the story, is when Little Red 5. Listen and repeat the following words.
Riding Hood arrived. She didn’t notice that the one lying on her grandma’s bed was the
wolf. She began talking to him until the wolf jumped up and tried to eat her. Fortunately, To help students classify sounds represented by
a woodsman was around and when he heard the shouting, he came in. At the end, the
man fought and defeated the wolf. I think the purpose of the author different letters, explain that in English some letter
was to warn the reader to be careful not to talk to strangers, and the
theme may be that you must always obey your parents. combinations produce sounds that don’t exist in
5 Listen and repeat the following words.
9
Spanish. Play Track 9, pausing after each pair of words

IN N
a woodsman hood d right fought
b eat reader e house around is said, and ask students to repeat them stressing the

R
c mother though f until must

6 Listen to a note a British girl wrote to her neighbors. Look at the words in bold and fill in the
sound: woodsman/hood [ʊ], eat/reader [i:], mother/
though [ð], right/fought [silent g], house/around [aʊ],
chart. 10
American British
Hi, neighbours!
neighbors neighbours
until/must [ʌ]. Draw their attention to the letters that

M O
I’m really excited to tell you that we will present a modern version of theater theatre
“Little Red Riding Hood” in the Community Theatre located in our
produce the sounds and elicit examples of some other

A
Cultural Centre. This version will be full of humour and I’m sure you’ll center centre
love it. Just be sure to bring litres of your favourite beverage as the humor humour
theatre is outdoors and the presentation will be at noon.
Hope to see you there,
liters
favorite
litres
favourite
words for each (oo [ʊ] book, ea [i:] meat, th [ð] brother,
Linda
Reader’s Book
gh [silent g] night, ou [aʊ] mouse, u [ʌ] umbrella).
LI SI
After reading the beginning
Classify sounds represented by different letters. / Consider of the story, how do you think it
26 Unit 2 differences between British and American spellings. is going to end? (pp. 19-22)

6. Listen to a note a British girl wrote to her neighbors.

Look at the words in bold and fill in the chart. 10
To consider differences between British and American
Achievements spellings, ask students if they have friends from other
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parts of the country or the world who speak Spanish;

• Select and revise classic tales. if so, tell them to share which differences they have
• Compare variants of pronunciation and writing. noticed (e.g., ustedes [Mexico]/vosotros [Spain]). Have
them think about that although people around the world
Teaching Guidelines may use the same language, each of them uses it
slightly different. Explain that English is not an exception
• Classify sounds represented by different letters: and in this case, there are some differences not only in
V

uncommon clusters of letters which are absent in vocabulary but also in spelling. Play Track 10 and have
their mother tongue (ea, gh, etc.). them fill in the chart that shows the differences.
• Consider differences between British and American
E

spellings (-our/-or, -re/-er, etc.). Wrap Up

Warm Up Play Track 8 again and invite students to find some

other words in which the letters produce different
Write Little Red Riding Hood on the board. Ask sounds than the ones they produce in Spanish (e.g.,
students to stand up and tell them that each one of “a” in tale, “i” in child).
them will have 10 seconds to say something they
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know about this tale; it can be a character, a detail Discuss the question related to the text from
from the story, the place where the action occurs, the the Reader’s Book. First, ask several students
theme, the author, etc. If they run out of time, they to tell you what is happening in the story at the
will have to sit down. To make it more exciting, you beginning. Then ask volunteers to say how they think it
may ask students to count down from 10 to 1 aloud is going to end. Did any other student think about the
together. Praise students who remain standing up. same possible ending?

4. Listen and fill in the blanks with words from the

box. 8
This activity will help you introduce some literary terms

T26 Unit 2

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 Day 3
questions: What do you see? What do you hear? What
do you feel? What do you smell? After you finish, have
Lesson
them share what they understood.
11
7 Listen to the following fragment.

The Selfish Giant by Oscar Wilde

Every afternoon, as they One day, the Giant came back. He had been to
8. Write the sentence from the text that is visually
were coming from school,
the children used to go
visit his friend the Cornish ogre, and had stayed
with him for seven years. After the seven years, he more attractive to you.
and play in the Giant’s determined to return to his own castle. When he
garden. It was a large, arrived, he saw the children playing in the garden. To recognize graphic organization, tell students to look
lovely garden, with soft “What are you doing there?” he cried in a very
green grass. Here and
there over the grass stood
gruff voice, and the children ran away.
“My own garden is my own garden,” said the
at the text and choose the most attractive phrase. Ask
beautiful flowers like
stars, and there were twelve peach-trees that in
Giant; “anyone can understand that, and I will
allow nobody to play in it but myself.” So he built a them why they think it is written with capital letters
the spring-time broke out into delicate blossoms high wall all around it, and put up a notice-board:
of pink and pearl, and in the autumn bore rich
TRESPASSERS WILL
(to call the readers’ attention because it reinforces the
fruit. The birds sat on the trees and sang so
sweetly that the children used to stop their games
in order to listen to them. “How happy we are
BE PROSECUTED main character’s description). Explain that it is very
here!” they cried to each other. He was a very selfish Giant.
important to pay attention to the way a text is visually
8 Write the sentence from the text that is visually more attractive to you. organized because it can give the readers some clues
Trespassers will be prosecuted.
to help them better understand the text.

IN N
9 Work in teams. Discuss the following questions.

R
1. Who do you think Oscar Wilde wrote this tale for? children
2. What do you think is the theme of this tale? selfishness 9. Work in teams. Discuss the following
questions.
3. What do you think he wants the reader to reflect upon? that it is better to share than
to be selfish
10 Work in pairs. Fill in the graphic organizer with information from the tale.
In order to recognize topic, purpose, and intended
171

M O
Children played happily in the Giant’s
audience, organize the class into teams of four and

A
garden while he was away. He put up a notice board to
forbid children to trespass.
First event Third event have them work on the activity while you monitor and
Earliest point
in time
The Giant returned to his castle and realized
children were playing in his garden.
Most recent
point in time offer help if required. Check by asking teams to share
LI SI
Second event
their answers and write them on the board.
Recognize textual and graphic organization. / Recognize topic, purpose, and intended audience. Unit 2 27

Skills 171

Achievements To reinforce the knowledge students have acquired by

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working on the activities of this page, go to page 171 in

• Select and revise classic tales. the Activity Book and have them read the information
• Compare variants of pronunciation and writing. included in the graphic organizer. Tell them that if they
recognize the way a text is organized, it will help them
Teaching Guidelines understand it better.

• Recognize textual and graphic organization. 10. Work in pairs. Fill in the graphic organizer with
V

• Recognize topic, purpose, and intended audience. information from the tale.
To help them recognize textual organization, draw
Warm Up students’ attention to the graphic organizer and ask
E

them to tell you what they should write (events in a

Tell students to open their books and draw their sequence). Analyze the text together with students
attention to the picture. Ask them who they think the to locate the key events. Finally, write the following
main character in the story is (the giant). Ask them if sentences on the board: He put up a notice board to
they think he is happy (no, he seems angry) and then forbid children to trespass. The Giant returned to his
read the title. Elicit the meaning of selfish (caring only castle and realized children were playing in his garden.
about yourself and not about other people) and ask Children played happily in the Giant’s garden while he
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them if they have ever met selfish people. Invite them was away. Ask students to copy them in the correct
to share their experiences. place in the graphic organizer. Encourage students to
continue reading this tale; tell them they may find it at:
11
7. Listen to the following fragment. https://goo.gl/k8VEZo.
Play Track 11 and ask students to silently follow in their
books. Encourage them to activate their senses while
they listen, trying to visualize, hear, feel, or even smell
what the author describes. Take some pauses to ask

Unit 2 T27

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 Day 3
feel they can create something of their own by using
a second language. Monitor while they work in a
Lesson
way that makes them feel you are always supporting
Product: Big book them. Provide them with any help they may need and
In this unit, you will create a big book. In order to start, get in small teams and do the
encourage them to use their creativity, so they can
following activities: (Answers may vary.)
enjoy it and have fun.
• Decide:
a What will you write about? (theme)
b
c
Who will read your tale? (audience)
Why are you writing the tale? (purpose)
Self-evaluation
• Who will take part in your tale? Create three characters.

Explain the achievements to students and go through

the activities in this lesson to guide them to identify
• Where will the action take place? Describe a setting.
which were difficult for them. Have students reflect
• What is the problem that must be solved? Write the conflict.
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the

IN N
questions honestly. Check their answers to establish

R
the strategies to support them if necessary.

Self-evaluation Differentiated Instruction

M O
A
Can I… I need I’m on Sure!
practice. my way.

select and revise classic tales?

Activity 9: Use the Open-ended Question Strategy
compare variants of pronunciation and to help them answer. Ask: Who may be interested in
writing?
LI SI
reading this? (children). Then draw their attention to
Unit 2
28
the last line and say: Describe the giant (He is selfish).
What is the theme? (selfishness). Finally ask: What
do you think about selfishness? And based on their
Wrap Up comments help them answer the last question.
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Product: Big book Product: Use the Group Based on Goals Strategy if
In this unit, students will create a big book in which you feel it is too challenging for some of your students
they will tell a tale. In this lesson, they will choose to write a tale of their own. Form teams in which
who they will work with (small teams, not more than their goal may be not to write but to use a story they
four students). Once they are organized, read the first know very well to elaborate their big books. Adapt the
three questions aloud and give them some time to questions provided to ask for information about the
V

decide as a team. You may give them some examples story they chose: What is the theme of the tale you
for the three categories: theme (love, friendship, chose? Who reads this tale? Why do they read the
honesty, etc.), audience (children, teenagers, etc.), tale? Who are the characters? What is the setting?
E

purpose (to teach something, to make the reader What problem is solved?
reflect about something, to make the reader laugh,
etc.). Walk around and monitor, encouraging them to
speak in English. Once they are ready, invite teams to
share their answers to the three questions.
Then, they will create three characters for their
story. Tell them they may be persons, animals, or
P

things, and have them think of a quality for each one

(e.g., the giant was selfish). They will also decide the
setting; for that purpose, tell them to close their eyes
and visualize the place and time where their story will
happen. Give them some time to discuss it with their
team and decide. Finally, have them think about a
problem that they want their characters to solve. Tell
them that will be the conflict.
This activity may be quite challenging for your
students but also a great opportunity to make them

T28 Unit 2

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 Lesson Day 1
2. Look at the following tale and answer the
questions.
Lesson
To anticipate content based on graphic and textual
1 Discuss with your class.
components, tell students to look at the text and
illustration before they start reading. Read the first
• What kind of tales did this author write? question aloud and have them share their impressions
about the picture. Then, read the second question and
have them tell you how the text is organized. Guide
2 Look at the following tale and answer the questions.

The Emperor’s New Clothes by Hans Christian Andersen

them by asking: How many paragraphs does it have?
Is there something that visually calls your attention?
Many years ago, there was an Emperor who
was so very fond of new clothes that he spent
all his money on them. He was so vain that he
had a different suit for each hour of the day…
Learning to Learn 171
One day, two fellows calling themselves weavers came to town. They said that they knew how to
weave cloth of the most beautiful colors and patterns. The clothes made from this wonderful cloth
would be invisible to fools.
“These must, indeed, be splendid clothes!” thought the Emperor. “If I had such a suit, I would be able To reinforce the knowledge students have acquired,

IN N
to tell the wise men from the foolish! This stuff must be woven for me immediately.” He gave large sums
of money to both the weavers in order that they might begin their work at once. go to page 171 in the Activity Book and read about the

R
• What information does the picture give you about the story?
The main character is a king or emperor; the story may be humorous.
strategies for reading narrative texts. Have them share
• How is the text organized?
which of them has been more useful to help them
understand the texts they have read.

M O
There are three paragraphs; the first one is on a different kind of paper.

A
3 Listen to the beginning of the tale. Reflect upon the question. 12

• What strategy was more useful for me to understand the text? Learning to Learn
3. Listen to the beginning of the tale. Reflect upon
the question. 12
How can I understand a
narrative text better? (p. 171)
LI SI
Anticipate content based on graphic and textual components. / Use different
To use different comprehension strategies, tell
Unit 2 29
comprehension strategies.
students to look at the title and illustration and ask:
What do you think this tale is about? (prediction). Play
the first paragraph of the audio, pause, and ask: Who
Achievement spends all his money on clothes? (questioning) Do
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you know someone like that? (connecting). Play the

Understand general sense and main ideas. second paragraph and ask a volunteer to draw the two
fellows on the board (visualizing). Finally, play the third
Teaching Guidelines paragraph and ask the class to tell you two important
events (Two fellows offer to weave a cloth that will
• Anticipate content based on graphic and textual be invisible to fools / The emperor wants a suit made
components. of that cloth – sequencing). Explain that they had just
V

• Use different comprehension strategies (e.g., adjust applied different strategies for comprehension, elicit
speed of reading, self-questioning, etc.). the name of each, and have them answer the question.
E

Warm Up Wrap Up

Tell students they will play Hangman to guess the Tell students that reading is a great way to learn new
name of an author (Hans Christian Andersen). Once vocabulary. Ask them to skim the texts they have read
they guess the name, ask them if they have ever read until now and choose one word they don’t understand.
one of his tales; if so, ask them to share which ones. Name a secretary who will write all the words on the
board as you ask students which one they chose. Tell
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1. Discuss with your class. the class to copy the list and encourage them to look up
Tell students that Hans Christian Andersen was a Danish the meanings of these words for homework in order to
writer best known for his 168 children’s tales. Ask them create a class glossary.
to look at the cartoon in their books and tell them to
use those cues to mention some of his tales (“The Ugly Tell students they have to read pages 23-26 in
Duckling,” “The Emperor’s New Clothes,” “The Little their Reader’s Book at home and think about the
Match-Seller,” “The Princess and the Pea,” “The Little answer to the following question: What are two key
Mermaid”). Read the question aloud and encourage events in this part of the story? They will discuss it in
students to share their answers (tales for children, tales class the next day.
to teach something, tales to amuse his readers).

Unit 2 T29

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 Day 2
nowadays people take advantage of vanities and
insecurities and have them give some examples.
Lesson Time to Shine!
• Share the meaning of the words you

5. Use your own words to write in order the events

researched.

4 Continue reading “The Emperor’s New Clothes.” Underline the most important events.
you underlined. Follow the example. Copy
So the two pretend weavers set up two looms. They worked very busily, though they did nothing at
all. They asked for the finest silk and the purest gold thread. They put both into their own knapsacks.
Then they pretended to work at the empty looms until late at night.
them on a sheet of paper and file it in your
“I should like to know how the weavers are getting on with my cloth, I will send my faithful old wise
man to the weavers,” said the Emperor. portfolio.
So the faithful old wise man went into the hall where the thieves were working with all their might
at their empty looms. “What can be the meaning of this?” thought the old man, opening his eyes very
wide. “I cannot find the least bit of thread on the looms.” However, he did not say his thoughts aloud.
To determine number and order or key elements,
The thieves asked him very kindly to be so good as to come nearer their looms. Then, they asked him
whether the cloth pleased him. All the time they were pointing to the empty frames. The poor old wise
ask volunteers to paraphrase each of the events they
man looked and looked. He could not see anything on the looms for a very good reason. There was
nothing there. underlined in the previous activity. Read the example
“What!” thought he again. “Is it possible that I am a fool? No, the Emperor must not know that. I
will never tell that I could not see the stuff.” So, he returned to tell the Emperor that his clothes were
magnificent.
to show them what they have to do. Encourage them
The thieves asked for more silk and gold saying that it was necessary to complete what they had
begun. Once again, they put all that was given them into their knapsacks. During the time the thieves to dictate you the sentences and help them with
were working, the Emperor sent some other men, and all of them returned to him saying that his
clothes were splendid. vocabulary they may need. Write answers on the
5 Use your own words to write in order the events you underlined. Follow the example. Copy board (you may use the ones provided as a guide). Ask

IN N
them on a sheet of paper and file it in your portfolio. (Possible answers)

The thieves pretended to work, but they were doing nothing. students to write them in order in their books. This

R
a They stole the silk and gold thread that was given to them.
b The Emperor sent a wise man to check his clothes, but he didn’t see them. activity will be your first evidence in this unit; ask them
c The wise man returned with the Emperor and told him that his clothes were magnificent.
d The Emperor sent some other men to check his clothes and no one admitted there were no clothes. to file it following the procedure you prefer.
6 What do you think the Emperor’s hobby was? Which is yours? (Possible answers)

M O 6. What do you think the Emperor’s hobby was?

The Emperor’s hobby was to buy new clothes.

A
My hobby is listening to music. Reader’s Book
What are two key events in
this part of the story?
(pp. 23-26) What is yours?
Elicit the meaning of hobby (an activity that is done
LI SI
30 Unit 2
Recognize general sense and locate key events. / Determine number and order of key
elements. / Value reading as a leisure activity.
for pleasure) and ask a volunteer to read the first
question aloud and elicit the answer. Then, ask
students to share their hobbies with the class. To help
them value reading as a leisure activity, find out if
Achievement someone’s hobby is reading; if you have a student who
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likes to read, encourage him/her to talk about his/her

Understand general sense and main ideas. experience. If you don’t have any student who likes
to read, have them reflect on what they have learned
Teaching Guidelines during this unit and about all the advantages that
reading may give them (use their imagination, amuse
• Recognize general sense and locate key events. themselves, imagine new worlds, learn about other
• Determine number and order of key elements. times in history, etc.).
V

• Value reading as a leisure activity.

Wrap Up
Warm Up
E

Organize the class into teams of four and tell them to

Ask students who looked up the meaning of the words discuss what they think would have happened if the
they chose during the last session to share them with first man the Emperor sent had told the truth. Invite
the class. You may ask a volunteer to create a poster them to share their conclusions with the class.
including all of them and to post it on the wall.
Discuss the question related to the text from the
4. Continue reading “The Emperor’s New Clothes.” Reader’s Book. Ask students to recall the events
P

Underline the most important events. on pages 23 to 26 and write them down in teams of
Encourage students to put into practice the reading four. They can check the book if they need to. Ask them
strategies they have learned to read the fragment. to discuss two key events in this part of the story (the
Give them some time to read in silence while you kidnapping and the fact that doctors could not wake
monitor. To recognize general sense and locate key her up. Other possible answers include: Mrs. Browse’s
events, ask volunteers to mention the most important instructions to the man or that Mr. Browse sent
events and, as a class, decide which ones they will drones and found the girl. Explain that although these
underline. Finally, based on those events, they should events are important, they are not as important for the
say what the tale is talking about (vanity, insecurity). development of the story as the first two.). Then ask
To establish connections, ask them if they think that the teams to explain their answers in front of the class.

T30 Unit 2

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 Day 3
Language 170

Lesson
To activate previous knowledge, invite students to go to
7 Work in small teams. Write a funny ending for “The Emperor’s New Clothes.” (Answers may vary.)
page 170 and look at the graphic organizer that shows
question words. Have them read each of them and ask
for examples to clarify any doubts they may have.

8. Work in pairs. Finish reading the tale and write

8 Work in pairs. Finish reading the tale and write three questions about it. Follow the three questions about it. Follow the example.
example. 170
After weeks of work, the thieves cried at last, “See! The Emperor’s new clothes are ready!” Organize the class into pairs. To have them make
Very excited, the Emperor got undressed for a fitting while the thieves pretended to array him in
his new suit. The Emperor turned around and from side to side before the looking glass. Once he
was ready, the Emperor walked under his high canopy during a procession, through the streets of his
up questions to locate specific information, read
capital. All the people standing by, and those at the windows, cried out, “Oh! How beautiful are our
Emperor’s new clothes! What a magnificent train there is to the mantle; and how gracefully the scarf
the instructions and the example aloud. Give them
some time to work on the activity while you monitor
hangs!” No one would admit these much-admired clothes could not be seen because, in doing so, he
would have been saying he was either a simpleton or unfit for his job.
“But the Emperor has nothing at all on!” said a little child. “Listen to the voice of the child!”
exclaimed his father. What the child had said was whispered from one to another. “But he has nothing and suggest that they write questions similar to the

IN N
at all on!” at last cried out all the people. The Emperor was upset, for he knew that the people were
right. However, he thought the procession must go on now! The lords of the bedchamber took greater
pains than ever, to appear holding up a train, although there was no train to hold, and the Emperor possible answers provided. Monitor while they work to

R
walked on in his underwear.
(Possible answers) check their questions. Make sure they use a variety of
What was the emperor wearing?
a How often did the Emperor change his clothes? question words.
b Why did he order the clothes from the thieves?

M O
c Who was the first to say the Emperor had nothing at all on?

9. Exchange your questions with another pair and

A
9 Exchange your questions with another pair and answer the ones you receive.

10 As a team, present a dialogue in which you answer each other’s questions. Copy the
answer the ones you receive.
script of your dialogue on a sheet of paper and file it in your portfolio.
Ask pairs to exchange the questions and walk around
LI SI
to monitor while they write the answers.
Value reading as a leisure activity. / Make questions to locate specific information. Unit 2 31

10. As a team, present a dialogue in which you

answer each other’s questions. Copy the script
Achievement of your dialogue on a sheet of paper and file it in
R ER

your portfolio.
Understand general sense and main ideas. Tell pairs that have exchanged questions to get
together as a team. Give them a few minutes to
Teaching Guidelines rehearse a dialogue in which they answer each other’s
questions. Remind them that, as they learned in the
• Value reading as a leisure activity. previous unit, a dialogue consists of an opening, a
• Make questions to locate specific information (e.g., body, and a closing, so they must include the three
V

How often…?, Who was the first…?, When did parts. Once they finish rehearsing, invite teams to
she…?). present their dialogues to the class. This activity will
be your second evidence in this unit; ask them to file it
E

Warm Up following the procedure you prefer.

Tell students to go back to page 26 and take the text

presented in Activity 4 as a model to talk about “The
Emperor’s New Clothes.” Ask different students to
read the text changing the information to create a class
summary about this tale. Make sure they use all the
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words from the box.

7. Work in small teams. Write a funny ending for “The

Emperor’s New Clothes.”
Organize the class into teams of four. To help students
value reading as a leisure activity, have them think
about a funny ending for the story. In case they already
know the tale, encourage them to create a different
ending from the one they know. Invite teams to share
their endings with their classmates.

Unit 2 T31

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 Day 3
around to monitor and offer help. Finally, have them
write one or two sentences to solve the problem.
Lesson
Remember, in this process they should really feel you
Product: Big book are supporting them to attain their goal.
Remember that in this unit you will create a big book. In order to continue working on it, get
together with your team and do the following activities: (Answers may vary.)
Self-evaluation
• Go back to page 28 to recall what you already wrote. Using “The Emperor’s New Clothes”
as a model, write…
a Two sentences to introduce your characters and
setting. Explain the achievement to students and go through
the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
b Two key events to develop the problem.
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
c The most exciting part of the story. question honestly. Check their answers to establish
the strategies to support them if necessary.

IN N
R
d One or two events to solve the problem.

Differentiated Instruction
Self-evaluation Activity 7: Use the Flow Map Strategy to write the

M O most important events in the tale as you elicit them

A
Can I… I need I’m on Sure!
practice. my way.

understand general sense and main ideas?

from your students. Once everybody has all the events
clear, invite them to brainstorm ideas for the ending.
LI SI
(You may accept Spanish to make them feel confident,
Unit 2
32
but be sure to provide the phrases in English and have
them repeat after you.) Write their ideas on the board
and decide together the ending they will write in their
Wrap Up books.
R ER

Product: Big book Product: If you are using the Group Based on Goals
As you may recall, in this unit students will present a Strategy, have those students write the information
big book. In this lesson, they will begin writing their required using the tale they chose. Guide them to use
tale. Explain to students that as it is a big book, they their own words to summarize a presentation of the
don’t need to write a lot, just some sentences that will characters and setting, two key events, the climax,
go below their illustrations. Taking this into account, and the resolution. They will use these sentences later
V

they should focus on essential information such as in their big books.

presenting the characters and some key events to tell
their story. This will also help to set a realistic goal for
E

them to achieve.
Have them get together with their teams and go
back to page 28 so they can recall what they have
already written. Draw their attention to the beginning
of “The Emperor’s New Clothes” and tell them they
may use a similar phrase to start: Many years ago…
Once upon a time… Then, guide them to present their
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characters giving a brief description of them and the

place where they live. Encourage students to use a
dictionary or thesaurus to look up adjectives they may
not know. Then, they should focus on developing the
problem; have them write two key events. Monitor
while they write and provide any help they may need
with the structure of those two sentences. Next, have
them think about the most exciting part of their story,
like when the Emperor walked through the streets in
his underwear and nobody said anything. Again, walk

T32 Unit 2

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 Lesson Day 1
1. Listen to the fable. In pairs, discuss how the Fox
tricked the Crow. 13
Lesson
Organize the class into pairs and draw their attention
13
1 Listen to the fable. In pairs, discuss how the Fox tricked the Crow.
The Fox and the Crow by Aesop
to the moral at the end of the fable. Ask if they know
One bright morning, as the Fox was following his sharp nose what a flatterer is; if they don’t, explain that a flatterer
through the wood in search of a bite to eat, he saw a Crow on
the limb of a tree overhead. This was by no means the first
Crow the Fox had ever seen. What caught his attention this
is a person who praises insincerely to please someone
time and made him stop for a second look was that the lucky
Crow held a bit of cheese in her beak. or get something in exchange. Play Track 13 and
“No need to search any farther,” thought Master Fox. “Here
is a bite for my breakfast.” have them follow the reading in silence. To get them
Up he trotted to the foot of the tree in which the Crow was
sitting, and looking up admiringly, he cried, “Good morning,
beautiful creature!”
to contribute with observations and points of view,
The Crow, her head cocked on one side, watched the Fox
suspiciously. But she kept her beak tightly closed on the cheese encourage pairs to share their conclusions on how the
and did not return his greeting.
“What a charming creature she is!” said the Fox. “How her Fox tricked the Crow (flattering her).
feathers shine! What a beautiful form and what splendid wings! Such a wonderful Bird should have a
very lovely voice, since everything else about her is so perfect. Could she sing just one song, I know I
should hail her Queen of Birds.”
Listening to these flattering words, the Crow forgot all her suspicion, and also her breakfast. She
wanted very much to be called Queen of Birds. So she opened her beak wide to utter her loudest caw, 2. Answer the questions.
and down fell the cheese straight into the Fox’s open mouth.
“Thank you,” said Master Fox sweetly, as he walked off. “Though it is cracked, you have a voice Read the instructions and each of the questions aloud

IN N
sure enough. But where are your wits?”
The flatterer lives at the expense of those who will listen to him.
to make sure everybody understands. To express

R
2 Answer the questions. (Answers may vary)
personal reactions and opinions about events,
a Which is your favorite character, the Fox or the Crow? Why?

b If you were the Fox, what would you have done differently?
give students some time to answer the questions
individually while you walk around and monitor.

M O
c If you were the Crow, what would you have done differently?

A
d Do you agree with the moral of the fable?

3. Share your answers and listen to your

3 Share your answers and listen to your classmates’ opinions.
classmates’ opinions.
LI SI
Contribute with observations and points of view. / Express personal reactions and opinions
Explain that flattery is different from giving
Unit 2 33
about events. / Promote respecting others’ opinions.
compliments. Ask them how they feel when they give
or receive a compliment. To promote respecting others’
opinions, organize a class debate between the students
Achievements who like the Fox and the ones who prefer the Crow.
R ER

Before they start, model a compliment they may give

• Express key events orally. to each other such as: I think your ideas are brilliant
• Rewrite key events. but… That’s really smart but… Have them exchange
their opinions about the way each of the characters
acts. Remember that in these activities you may allow
Teaching Guidelines students to express themselves using Spanish to give
them more confidence, but you should always provide
V

• Contribute with observations and points of view. them with the phrase or sentence they are trying to
• Express personal reactions and opinions about events. say in English and have them repeat after you.
• Promote respecting others’ opinions.
E

Wrap Up
Warm Up
To establish connections, ask students if they have
Write the following words on the board: fable, moral, ever experienced flattery and invite them to share
animals. Organize the class into small teams and tell their experiences. If they haven’t, you may ask them
them to write a definition for fable using the other two to share an event they have seen in which flattery
words. Walk around and monitor while they work and is involved.
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as teams finish, invite them to write their definitions

on the board. Compare all of them and then explain Tell students they have to read pages 27-29 in
that a fable is a short narrative starring animals, their Reader’s Book at home and think about the
plants, inanimate objects, or mythical creatures that answer to the following question: What are the topic,
have human characteristics and that their purpose is purpose, and intended audience of the story? They will
to leave a moral lesson, which invites the reader to discuss it in class the next day.
reflect on a particular topic. Finally, ask them to think
about some differences between tales and fables (in
tales, characters can be people and do not always
have a moral).

Unit 2 T33

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 Day 2
house. Finally, the wolf tried to blow it down, but he
could not, so he tried to enter through the chimney.
Lesson
4 Order the pictures.
Language 170

Go to page 170 in the Activity Book and read the

information about past simple and past progressive
3 5 1

tenses. Explain both structures (simple past: subject +

action word in past; past progressive: subject + was/
4 2 were + action word -ing). Then ask them to go to page
188 and tell them that they may use the chart to check
5 Use the verbs in parentheses to complete the beginning of this tale. Put the verbs in the
correct tense. 170
how some common irregular verbs are written in past
The pigs’ mother asked (ask) her three sons to build their houses. Two of them
were (be) very lazy and decided (decide) to build them quickly. The tense.
first one made (make) a house of straw and the second, with sticks. They were
singing (sing) all day long while his brother worked (work) hard to build

IN N
his house with bricks. The two little pigs were (play) when a big bad wolf
5. Use the verbs in parentheses to complete the
playing
appeared (appear) to eat them. So, they ran (run) and hid

R
(hide) in their houses.
beginning of this tale. Put the verbs in the correct
6 Continue telling the story. Use the illustrations from Activity 4 to help you. 170
(Possible answer)

First, the big bad wolf went to the house of straw and blew
tense.
the house down. Next, the little pig that lived there ran to the
To express in progress and past actions, have them

M O
house made of sticks. After that, the wolf went to the second

fill in the blanks writing the action words provided

A
house and blew it down too. Then, the two little pigs ran to the Reader’s Book
brick house. Finally, the wolf tried to blow the house down, but What are the topic, purpose,
and intended audience of the
in the correct tense. Check answers orally by asking
he could not, so he tried to enter through the chimney.
story? (pp. 27-29)

volunteers to read the text aloud.

LI SI
Sequence events. / Express in progress and past actions. / Recount events based
34 Unit 2 on illustrations.
Language 170

Ask students to go to page 170 to check some

Achievements sequence words they may use in Activity 6.
R ER

• Express key events orally. 6. Continue telling the story. Use the illustrations from
• Rewrite key events. Activity 4 to help you.
To have students recount events based on illustrations,
Teaching Guidelines tell them to look at the illustrations again. Ask different
students to describe the event that each illustration is
• Sequence events. portraying and write a sentence with the description
V

• Express in progress and past actions (e.g., They on the board (you may use the possible answers
were… They had not/hadn’t been… watching, etc.). provided). Have students copy the sentences.
• Recount events based on illustrations.
E

Wrap Up
Warm Up
Ask students to share what their favorite tale is
Elicit all the tales students know in which a wolf is a (they have already said what it was when they were
character (“Little Red Riding Hood,” “The Three Little children). Have them share who is the author, what the
Pigs,” “Kid and the Wolf”). Have them think about tale is about and some key events. If they don’t know
what it symbolizes (danger). some of this data or don’t have a favorite tale, tell them
P

to research or choose one for homework. Also remind

4. Order the pictures. them that for the next session they will start creating
Draw students’ attention to the pictures. If they their big books so they should bring the material they
know this tale, give them some time to sequence will use (cardboard, markers, colored pencils, scissors,
the events. If they don’t, read the following summary string or thread, etc.).
for them to listen to and order: First, the big bad wolf
went to the straw house and blew it down. Next, the Ask students what they think the topic, purpose,
little pig that lived there ran to the stick house. After and intended audience of the story are. Let them
that, the wolf went to the second house and blew discuss in teams of three and then discuss as a class.
it down too. Then, the two little pigs ran to the brick

T34 Unit 2

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 Day 3
key events that they consider the most important. Say
the following simple sentences as an example: The
Lesson
wolf wanted to eat the pigs. The two lazy pigs built
7 Write three key events that take place in your favorite tale. (Answers may vary.)
weak houses. The three pigs were safe in the brick
a
house. Tell them they may use the chart on page 188
b
c to check the past tense in case they are using irregular
8 Illustrate the most exciting part of the story. verbs. Monitor while they work to help them write
their sentences.

8. Illustrate the most exciting part of the story.

In order to relax a little bit and encourage your more
Time to Shine! visual learners, give them a few minutes to draw
• How do you call the most exciting
part of the story? climax
the climax of their favorite tale. Invite volunteers to
9 Fill in the gaps with information about your favorite tale. Copy it on a sheet of paper and
file it in your portfolio. show and explain their drawings to the class. Ask the

IN N
My favorite tale is . Its main characters are Time to Shine! question and elicit climax as a correct

R
. The action takes place in , so that is the setting.
It follows a sequence of events that begins when
. The conflict
answer.
starts when
. The climax, or most
exciting part of the story, is when . At the end,
9. Fill in the gaps with information about your

M O favorite tale. Copy it on a sheet of paper and file

A
. I think the purpose of the author was
and the
theme may be .
it in your portfolio.
10 Talk about your favorite tale with a partner.
To remember and use repertoires of words and
LI SI
Rewrite sentences and key events. / Remember and use repertoires of words and
expressions, have students fill in the blanks with
Unit 2 35
expressions.
information about their favorite tale. They may go back
to page 26 where the same text is used. Tell them that
to present the sequence of events they should rewrite
Achievements the sentences they wrote for Activity 7. This activity
R ER

will be your third evidence in this unit; ask them to file

• Express key events orally. it following the procedure you prefer.
• Rewrite key events.
10. Talk about your favorite tale with a partner.
Teaching Guidelines Organize the class into pairs and have them use the
text they wrote in Activity 9 as an aid to share with their
• Rewrite sentences and key events. partner what their favorite tale is about. After a few
V

• Remember and use repertoires of words and minutes, ask volunteers to tell the class what his/her
expressions. partner’s favorite tale is about.
E

Warm Up

Material: strips of paper with the following words:

tale, characters, setting, author, reader, climax,
sequence, purpose, theme, and conflict (they
should be folded inside a bag or a box)
Ask volunteers to go to the front and take out a piece
P

of paper. They should read the term written on it and

say a sentence about their favorite tale using it; e.g.,
author: The author of my favorite tale is Juan Rulfo. If
time allows, put papers back and ask more students to
go to the front.

7. Write three key events that take place in your

favorite tale.
Guide students to rewrite key events. Explain they
should not retell the whole tale, but only select the

Unit 2 T35

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 Day 3
Differentiated Instruction
Lesson
Activity 9: While you monitor walking around, identify
Product: Big book students that may need more help and use the
Remember that in this unit you will create a big book. In order to continue working on it, get Individualized Feedback Strategy with them. Offer
together with your team and do the following activities: (Answers may vary.)
more support guiding them to follow the model on
• Go back to page 32 to recall what you already wrote.
page 26.
• Decide the number of pages you will use (one for each event you wrote).

• Draw one illustration for each page. Product: Although you are using the Group Based
• Copy the text you already wrote.
on Goals Strategy, you may follow the instructions
• Create a front page with an illustration of the most exciting part and write the title.
provided. Just be sure to monitor students closely
while they work, especially to check the sentences
• Put your book together.
they will include in their big books.

IN N
R
Self-evaluation

M O
A
Can I… I need I’m on
I’mmy
onway. Sure!
practice. my way.

listen
expressand
key
revise
events
dialogues
orally? about community
services?
rewrite key events?
LI SI
36 Unit 2

Wrap Up
R ER

Product: Big book

As you may recall, in this unit students will present a
big book in which they will tell a tale. In this lesson,
students will create their big book using the text they
already wrote. Ask them to get together with their
teams and get their material ready (to illustrate the tale,
V

they may use recycled paper or cardboard, crayons,

markers, colored pencils, etc.). Tell them to go back to
page 32 to check the key events they wrote so they can
E

create one illustration per key event. Have them follow

the instructions in their books and monitor to provide
help and to check that everybody is participating.

Self-evaluation

Explain the achievements to students and go through

P

the activities in this lesson to guide them to identify

which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

T36 Unit 2

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 Reader’s Book
A Hundred Years 1. Answer the questions.
A fictional story about a classic
31
a. How often did Zellandine have breakfast with her
tale turned futuristic family? How do you know?
Every day, because the text says “as usual.”
Written by
Patricia Oliver
b. Did she ever realize she was being kidnapped? How
do you know?
No, because the man injected her before she even
knew he was in the room.

2. Complete the chart with similarities and differences

between this story and any classic tale you know.
(Possible answers)
Similarities Differences
A girl sleeps for 100 years. the futuristic setting
Someone wakes her up. no prince
There is a jealous The stepmother does
stepmother. not talk to a mirror.

IN N
3. Look at the illustrations and retell the story to a partner
without looking at the text (cover it if you need to). You

R
can make notes or copy some key words beforehand.
4. On a separate sheet of paper, write a different ending
for the story.

ICT Box

M O
A
https://goo.gl/4oT7ms

Shakespeare is a classic author in English literature. His plays are

very well-known all over the world. He also wrote poetry. He used
a type of verse called iambic pentameter. Learn to write like
Shakespeare. Write a short poem, share it in class, and discuss
the rhythm as a group.
LI SI
Unit 2 19 30 Unit 2

1. Answer the questions. 4. On a separate sheet of paper, write a different

R ER

Ask students the questions and tell them that the ending for the story.
answers are in the text. They can check the text if Give students a few minutes to think about an
they want to. alternative ending for this story. Then ask them to
write 5 to 10 lines on a separate sheet of paper. Read
2. Complete the chart with similarities and some of them in class.
differences between this story and any classic
tale you know. ICT Box
V

Ask students if they saw any similarities with any

folklore tale they know (“Sleeping Beauty”, “Snow Tell students that literature presents itself in many
White and the Seven Dwarves”). Once they give you different ways. One of them is poetry. Poetry has
E

the answer, ask them to complete the chart. verses, and verses have a certain rhythm. Explain that,
in Spanish, in verses we count syllables, but in English
3. Look at the illustrations and retell the story to a we count feet, which is simply two syllables together.
partner without looking at the text (cover it if you The rhythm in English is given by a pattern of stressed
need to). You can make notes or copy some key and unstressed syllables. Give them an example so
words beforehand. this is easier to understand. Have them think about
Tell students they have to retell the story by looking hip-hop and how certain syllables sound stronger.
P

at the images (do not let them reread the text at this Read the file with them and clarify any questions.
point). Ask them to cover the text, as it would be too Create one or two iambic pentameters together, and
much of a temptation. Give them two minutes for then tell them to do some more on their own.
them to make notes or write key words (again, without
rereading the text, only by memory). Ask them to get
in pairs and retell each other the story based on the
images.

Photocopiable material
Unit 2 T37

Reader Sunburst 1º SecundariaTG_U2.indd 37 15/12/17 20:15

 Game and Product

Game Product
Product
Find the words in the puzzle. Big book
Now it’s time to present your big book to your classmates. Get together with your team and
do the following activities:
g j g b u d o f c s x g n q c
h j n r s p w v r n r p f l v
• Give material for the reader to predict.
k r i i y f b e x y f n i t r
b w t l j n t d j x g m f e t Does your title reflect the theme of your story? Does your front page present the
characters and climax?
n n t j f c q t w k a u a z a Don’t forget to write the names of the authors.
y f e v a t w r c x w d s l l • Make sure your big book is visually attractive.
d e s r s p t l u i e r j n e
Do the illustrations show every key event? Did you graphically emphasize certain phrases
f s a p e u d p d r l x w t t or paragraphs?
If you have finished, you may decorate your big book.
u h x q q r c a x b a f v u p
c d q f u p a u t h o r n e v • Check the sequence.

z u c u e o v o e p l r m o f Is your text coherent and logical?

Use sequence words.
p i s f n s i a b y d e w w c
q v t n c e b q i c h u k k f • Check your sentences.

IN N
t z o d e w c c e t f d c b d Are you expressing past actions correctly?
Check every action word from your texts.

R
m u b a u k s r x v n t s s e
• Get organized.

Decide who will read each page. Rehearse pace and intonation.

• Be ready to answer any question that may arise.

author reader setting

M O
Be sure everybody on the team understands each detail included.

A
theme • Have fun!
characters purpose
tale Enjoy sharing your creativity and ideas.
Time to Shine!
Ask questions and give comments to your • If possible, organize a presentation for other groups
climax classmates. in your school.
conflict
sequence
LI SI
38 Unit 2 Unit 2 39

After playing the game, check and assess the products Big book
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Tell students that they will have 10 minutes to
lesson are complete; if not, give teams some time check their big book with their team, following the
to complete them. Walk around to give any help they suggestions provided in their books. Monitor while
might need. It is essential at this stage that students they work to give any suggestion you think may
gain confidence and feel that they are advancing and improve their products. Once teams are ready,
achieving greater fluency. invite them to read their tales in front of the class.
V

Photocopy the descriptive valuation scale provided

and use it to evaluate each student individually.
This instrument breaks down the different aspects
E

that must be taken into account to make sure your

students attained each of the achievements. In this
case, you are provided with a numeric scale in which
5 is the highest score for each category.
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T38 Unit 2

Reader Sunburst 1º SecundariaTG_U2.indd 38 15/12/17 20:15

 Evaluation Tool
Descriptive valuation scale
Name:

Aspect 1 2 3 4 5

1. The book includes elements for the reader to make

predictions.

2. The book is visually attractive.

IN N
3. The text is graphically well organized.

R
4. The illustrations present key events in a sequence.

M O
A
5. The sequence is coherent and logical.
LI SI
6. The sentences are correctly written.

7. The team is well organized when presenting.

R ER

8. The student reads with correct pace and intonation.

9. The student shows comprehension of the theme of the book.

10. The student participates by commenting on other books.

V
E
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Photocopiable material
Unit 2 T39

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 How can I learn or transmit
the way to perform a task?
Unit Overview
Unit Overview
Academic and Educational Environment Social Practice of the Language
To write instructions to use a bilingual dictionary
Communicative Activity
Interpretation and follow-up of instructions

Achievements Vocabulary
• Select and revise bilingual dictionaries. • abbreviation • procedure
• Understand the use of textual components of • definition • section

IN N
bilingual dictionaries. • entry • sign

R
• Write instructions. • part of speech • step
• Edit instructions. • phonetic • task

M O
Language Learning to Learn Audio

A
• Parts of speech • Using a dictionary Track 14
• Imperative form • Types of dictionaries
• Abbreviations
LI SI
Skills Reader’s Book
Tips to write instructions “What Do You Know About Dictionaries?” pp. 31-42

Product Evaluation Tool

Instructions to use bilingual dictionaries Questionnaire
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In order to introduce the unit, tell students to

look at the first three pictures and have some
volunteers describe them. Ask the class if they
How can I learn or
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transmit the way to know what a dictionary is used for (look up the
perform a task? meaning of words / translation of words). Tell them
that many years ago, all dictionaries were printed,
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You are going to…

write instructions to use a bilingual
dictionary. but that nowadays we may also find them in an
optical disc, in a mobile device, or even online.
Ask: Is it easy to use a dictionary? Or do you need
instructions? Accept all answers and tell them
that in this unit they will learn some useful tips for
using dictionaries.
Finally, organize the class into teams of three
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and read aloud the title: How can I learn or transmit

the way to perform a task? Give them a few
minutes to discuss their answers while you walk
40
around and monitor. Ask one person from each
team to share their answers with the rest of the
class (I can learn the way to perform a task by
reading instructions / I can transmit the way to
perform a task by writing instructions).

40T
T40 Unit 3

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 Lesson Day 1
Learning to Learn 173
Learning to Learn
Why should I use a Lesson
dictionary? (p. 173)

1 Look at the dictionary entry and match the columns. Go to page 173 in the Activity Book and read aloud
dictionary: /dɪkʃənəri/ n.1. a book that gives a list of words in alphabetical order and explains
the information about the different uses and types of
their meaning in the same language or another language: a Spanish-English dictionary 2. a
book that explains the words or phrases used in a particular subject: a science dictionary dictionaries.
did: /dɪd/ v. past tense of do
didactic: /daɪˈdæktɪk/ [Greek didaktikos, apt at teaching] adj. 1. intended for instruction 2.
morally instructive

a The words in bold c how the word is pronounced.

1. Look at the dictionary entry and match the
b
c
Words in a dictionary are ordered in
Phonetic symbols (/dɪkʃənəri/) indicate
f
d
examples.
different meanings of the same word.
columns.
d
e
Numbers are used to show
Abbreviations are used to show
a
b
are the heading for an entry.
alphabetical order.
To value the function of textual and graphic
f Italics are used to show e parts of speech.
components, draw students’ attention to the entry
2 Complete the table. Use the words in the box for the examples. 172

telling them to pay special attention to all graphic

dog quickly wow black run it in and
components. Elicit some of them (phonetic symbols,
Part of
Speech
Definition Example italics, bold letters, abbreviations). Work this activity as a
a word that describes a noun or a pronoun
whole class.
adjective black
adverb a word that modifies a verb, an adjective, or another adverb quickly

IN N
conjunction a word that joins parts of a sentence and
a word used to express a strong feeling such as pain or joy

R
interjection wow
noun
preposition
a word that names a person, place, thing, or idea
a word that is used to show place, time, direction, etc.
dog
in
Language 172
pronoun a word used instead of a noun or a noun phrase to avoid
it
repetition
verb a word or group of words that describes an action or state run
Go to page 172 in the Activity Book and tell students

M O they may use the information about parts of speech to

A
3 Look at the picture and answer the question.

Which option would you click if you want to know how to say
sorprendente in English?
work on the next activity.
Spanish-English

2. Complete the table. Use the words in the box for

LI SI
Value the function of textual and graphic components. / Analyze textual organization and
Unit 3
types of words. / Locate sections assigned to each language. 41
the examples.
Tell students to fill in the first column of the table
using the information in the appendix as a reference.
Achievements Check orally. Then, to analyze textual organization and
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types of words, draw their attention to the words in

• Select and revise bilingual dictionaries. the box and have them decide which fits each of the
• Understand the use of textual components of definitions to complete the table. Finally, organize the
bilingual dictionaries. class into pairs and give them a few minutes to try to
write one sentence using all the words from the box;
e.g., Wow! The black dog and his master run very
Teaching Guidelines quickly in the park; it is amazing! Walk around to offer
V

help while they work.

• Value the function of textual and graphic
components: lists of words, typographic signs, 3. Look at the picture and answer the question.
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Arabic numbers, and abbreviations. Ask students: Which type of bilingual dictionary do you
• Analyze textual organization and types of words: use the most, digital or printed? To locate sections
nouns, adverbs, adjectives, pronouns, connectors, assigned to each language, have them look at the
etc. picture and tell them to answer the question. Then,
• Locate sections assigned to each language. have them identify each section in a printed dictionary.

Warm Up Wrap Up
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Material: one bilingual dictionary per each Invite volunteers to the front to say a word in Spanish;
four students the entire class must look it up in the dictionary.
Organize the class into teams of four. Tell students that
you will write a word on the board and the first team Tell students they have to read pages 31-35 in
to find it in the dictionary and say the translation aloud their Reader’s Book at home and think about
will score a point. You may use the following words: the answer to the following question: What are the
although, wealth, etymological, crossword, rhyme, characteristics of the most useful dictionaries for
design, supplies, reference. students? They will discuss it in class the next day.

Unit 3 T41

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 Day 2
ask students to identify the Spanish and English
sections in their dictionaries. Have them look up the
Lesson
words that are posted on the board and write the
4 Work in pairs. Using a bilingual dictionary, look up the following words.

a fonético phonetic f part of speech categoría gramatical

translations in their books. Check orally. Some of the
b
c
definición
entrada
definition
entry
g
h
section
task
sección
tarea words in this activity are included in the glossary; tell
d
e
abreviatura
signo
abbreviation
sign
i
j
procedure
steps
procedimiento
pasos students to check their meaning in the corresponding
5 Read the entry and complete the paragraph below. pages at the back of their book.
cut: /kʌt/ v. to divide something or separate something from its main part, using scissors, a
knife, etc.
cut along: Using a pair of scissors, cut carefully along the dotted lines.
cut through: We’ll need a saw that will cut through metal.
5. Read the entry and complete the paragraph
below.
This is an entry or piece of writing containing information about the word cut .
It has two subentries or secondary entries:
part of the main entry.
cut along and cut through , both are To identify entries and subentries, tell students to look
6 Look at the entries shown in Activities 1 and 5 and choose the correct option. at the entry in their books and compare it with the one
1 are used to indicate different definitions of the same entry.
a Bold words b Numbers c Italics
on the previous page (Activity 1). Ask: What difference
2 Entry words are marked in
do you notice? (in this case, the entry shows two

IN N
.
a square brackets [ ] b bold c italics
subentries or secondary entries which are related to

R
3 are used to include phonetic symbols.
a Numbers b Square brackets [ ] c Slashes / / the main entry word). Read aloud the text below and
4 are used to include extra information such as a word origin. ask students to complete it.
a Slashes / / b Italics c Square brackets [ ]

M O
5 are used to write examples.

6. Look at the entries shown in Activities 1 and 5 and

A
a Italics b Numbers c Slashes / /

Reader’s Book Time to Shine! choose the correct option.

What are the characteristics
of the most useful dictionaries
for students? (pp. 31-35)
• Find some examples of entries and subentries
in your dictionary. Identify special characters. To understand the use of numbers and special
LI SI
Locate words in English and in the mother tongue. / Identify entries and subentries. /
characters, ask students to go back to the entries
42 Unit 3
shown in Activities 1 and 5. Have them identify
Understand the use of numbers and special characters.

special characters (phonetic symbols, slashes, square

brackets, bold words, italics) and numbers and try to
Achievements infer their use. Then go back to this activity and give
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them a few minutes to work individually to complete

• Select and revise bilingual dictionaries. it while you monitor. Check by asking volunteers to
• Understand the use of textual components of read the sentences. To help them perform the Time to
bilingual dictionaries. Shine! task, ask students to check their dictionaries
to look up some examples of entries that contain
Teaching Guidelines subentries. Tell them to identify special characters in
each case so they may become familiar with them.
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• Locate words in English and in the mother tongue.

• Identify entries and subentries. Wrap Up
• Understand the use of numbers and special
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characters. Material: recycled sheets of paper, one for

every three students
Warm Up Organize the class into teams of three. Ask them to
invent a word and create a dictionary entry for it. They
Material: tape, strips of paper with the should include at least two subentries, numbers, and
following words written on them: abreviatura, special characters. Let them use dictionaries to write
definición, entrada, fonético, signo, part of their definitions and examples. Once they finish, invite
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speech, procedure, section, steps, task teams to share their words with the class. For the next
Tape the strips of paper under some of your students’ session, ask students to bring some dice, a counter,
chairs. Tell them to look under their chairs and ask and monolingual dictionaries (Spanish and English) if
those who found a paper to post it on the board, in the possible. If you don’t have enough dictionaries (one per
correct column (Spanish words/English words) and in each four students), draw the table board from Activity
alphabetical order. 8 on a large piece of paper.

4. Work in pairs. Using a bilingual dictionary, look up Discuss the question related to the text from
the following words. the Reader’s Book. Let them all share the
To locate words in English and in their mother tongue, characteristics they remember out loud.

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 Day 3
7. Complete the sentences with words from the box.
To reinforce the Warm Up activity, ask students to fill
Lesson
in the gaps. Check orally.
7 Complete the sentences with words from the box.

rhyming etymological bilingual monolingual thesaurus

8. Play in teams. Throw a dice, move your counter,
a If I want to translate a Spanish word to another language, I use a bilingual
dictionary. and read the definition.
b If I want to know the definition of a word in English, I use a
To encourage students to read definitions of words in
monolingual English
dictionary.

c If I want to know the roots of a word and its development over time, I use an
etymological dictionary.
English and their mother tongue, play the board game.
d If I want to find two words ending with the same sound, I may use a
dictionary.
rhyming Option 1: Organize the class into teams of four. Tell
e If I want to find a synonym for a word, I use a thesaurus . them to take out their counters and dice. Explain that
8 Play in teams. Throw a dice, move your counter, and read the definition.
they must place their counters in the Start square in
one of their books and then roll the dice by turns to
move their counters forward the number of squares
START fonético phonetic definición definition entrada
entry

signo shown on the dice. In less than 30 seconds, they must

IN N
categoría part of
use a monolingual dictionary to read the definition of
section gramatical speech abreviatura abbreviation sign

R
sección
the word on that square. If they do it, they can stay
task tarea procedure steps pasos
on that square; if they don’t, they have to go back to
procedimiento End

the square where they were. The winner is the first

M O
9 Work in pairs. Write the part of speech for each of the following words.

one to land on the End square. Option 2: Post the

A
car n. noun small adj. adjective
walk v. verb now adv. adverb
him pron. pronoun on prep. preposition
big paper you prepared on the board. Divide the class
10 Listen to the instructions and follow them to look up the word conocimiento in a
Spanish-English dictionary. 14 into four big teams; follow the same procedure that
LI SI
Show curiosity and interest in searching and obtaining information. / Read definitions of
words in English and the mother tongue. / Determine types of words based on abbreviations.
is described above, but in this case, you will play as a
Unit 3 43
whole class (one counter per team).
/ Understand instructions to use a bilingual dictionary.

9. Work in pairs. Write the part of speech for each of

Achievements the following words.
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To determine types of words based on abbreviations,

• Select and revise bilingual dictionaries. ask volunteers to read each of the words and
• Understand the use of textual components of abbreviations. Tell them to write the part of speech on
bilingual dictionaries. the line provided and to go back to the table in Activity 2
to recall the definitions. Finally, encourage students to
Teaching Guidelines use the words in sentences.
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• Show curiosity and interest in searching and 10. Listen to the instructions and follow them to look
obtaining information. up the word conocimiento in a Spanish-English
• Read definitions of words in English and the mother dictionary. 14
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tongue. To understand instructions to use a bilingual dictionary,

• Determine types of words based on abbreviations. ask students to take out their Spanish-English
• Understand instructions to use a bilingual dictionary. dictionary. Play the track, pausing after each step, and
have students follow the instructions to look for the
Warm Up translation of the word conocimiento (knowledge). In
case they don’t all have a dictionary, ask one volunteer
Organize the class into teams of four and have teams to go to the front so he/she can model the procedure
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go back to page 173 to recall the different types of for the rest of the class.
dictionaries. To help them show curiosity and interest
in searching and obtaining information, tell each team
to choose one of the dictionaries and think about a
situation in which they should use it; e.g., I want to
write a poem and I can’t find a word that rhymes with
another, so I used rhyming dictionary. Invite teams to
share their examples with the class.

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 Day 3
Differentiated Instruction
Lesson
Activity 6: While you monitor walking around, identify
Product: Instructions to use students that may need more help and use the
bilingual dictionaries Individualized Feedback Strategy with them. Offer
In this unit, you will write instructions to use bilingual dictionaries. In order to start, get in small
more support guiding them to choose the correct
teams and do the following activities: (Answers may vary.)
answers.
• Look and read:
Dictionaries
make me crazy!
It’s very hard for me to Activity 10: Use the Stimulate Students Senses
find the words I’m looking
up, and most of the times I Strategy before looking up the word required.
find many abbreviations
and symbols I don’t Tell them to close their eyes and smell their
understand!
dictionary; then to touch its pages trying to feel the
• Write five of the things you have learned about dictionaries that may help the boy in the
characteristics of the paper; finally, tell them to bring
picture.
it close to one of their ears and listen as they pass

IN N
1
2 through the pages.

R
3
4
5

Self-evaluation

M O
A
Can I… I need I’m on Sure!
practice. my way.

select and revise bilingual dictionaries?

understand the use of textual components of

bilingual dictionaries?
LI SI
44 Unit 3

Wrap Up
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Product: Instructions to use bilingual

dictionaries
In this unit, students will write instructions to use
bilingual dictionaries. In this lesson, they will decide
who they will work with (small teams, not more
than four students) and the information that they will
V

include. Once they are organized, draw their attention

to the picture and ask one volunteer to read what the
kid is saying. Ask the class: How could you help him?
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Ask them to work together with their team to decide

what they learned in this lesson that may be useful for
this kid. Walk around and monitor encouraging them to
speak in English. Once they are ready, invite teams to
share their answers.

Self-evaluation
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Explain the achievements to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

T44 Unit 3

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 Lesson Day 1
dictionary to complete the task. This activity will be
your first evidence in this unit; ask them to file it
Lesson
following the procedure you prefer.
1 Classify the following words in the correct column. Copy them on a sheet of paper and file
it in your portfolio.

like old they carefully group oops he yellow 2. Work in pairs. Write a list of the eight abbreviations
well under father play ahh but up and
you have learned in this unit.
n.
group
v.
like
adj.
old
pron.
they
prep.
under
conj.
but
adv.
well
interj.
oops
Organize the class into pairs. Read the instructions
father play yellow he up and carefully ahh
aloud and tell them that when they finish to make a
2 Work in pairs. Write a list of the eight abbreviations you have learned in this unit. list of abbreviations they have learned in this unit, they
a
b
noun
pronoun
n.
pron.
e
f
adjective
preposition
adj.
prep. must shout: Ready! Check by asking different pairs to
c g
write them on the board.
verb v. conjunction conj.
d adverb adv. h interjection interj.

3 Work in teams. Look at the dictionary entry and complete the chart below writing a list of
its components.

1
↓
2 3
↓ ↓
4 6
3. Work in teams. Look at the dictionary entry and
make: /meɪk/ v. to build, create or produce Make a list of things you need.
make over: to change appearance This magazine has some ideas for home. complete the chart below writing a list of its

IN N
5→
make it: to achieve a certain thing You can make it possible.
components.

R
1. entry word
Component Function
word we want to define, it’s in bold
Organize the class into teams of four and tell students
2. phonetic symbols
3. abbreviation
show the way the word is pronounced
indicates part of speech
to look at the entry in their books. Draw their attention
4. definition gives the meaning or translation
to each of the numbers and tell them that those

M O
5. subentry words or phrases show other ways to use the entry word

numbers must match with the word that should be

A
6. example uses the word in a context, it’s in italics

Time to Shine! written in the chart; e.g., 1 is for entry word. Have
No, digital dictionaries have audio
pronunciation of words, for example. • Do digital dictionaries have the same
components as the printed ones?
them write lists of textual components by completing
LI SI
Classify types of words in a table. / Make a list of
abbreviations. / Write lists of textual components.
the rest of the chart together with their team. Check
Unit 3 45
by asking volunteers to write the answers on the
board. Ask students the Time to Shine! question.
Encourage those who have used a digital or online
Achievement dictionary to share with the class what features they
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may find that are different from a printed dictionary

Write instructions. (e.g., the audio with the pronunciation of the word).

Teaching Guidelines Wrap Up

• Classify types of words in a table. If it is possible, project Longman Dictionary (https://

• Make a list of abbreviations. goo.gl/Uneh9b) for them to check all the features
V

• Write lists of textual components. it has. If not, wrap up your class with a dictionary
competition: dictate 10 words and have students work
Warm Up in pairs and look them up in a bilingual dictionary.
E

Organize the class into teams of four. Write the Tell students they have to read pages 36-38 in
following on the board: five nouns that begin with the their Reader’s Book at home and think about
letter e (elephant, elevator, eye, Elena, elf), three verbs the answer to the following question: What fact do you
that begin with the letter s (see, sew, start) and one think was the most interesting? They will discuss it in
adjective that starts with the letter w (wonderful). Give class the next day.
students five minutes to work in their groups to come
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up with their lists and encourage them to use their

dictionaries. When time is up, ask teams to share their
lists and praise the team(s) that completes them.

1. Classify the following words in the correct

column. Copy them on a sheet of paper and file
it in your portfolio.
Read the instructions aloud and give students a few
minutes to individually classify types of words in a
table while you monitor. Encourage them to use a

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 Day 2
the importance of following a logical sequence when
giving instructions, ask: Do you think this procedure can
Lesson
be done following a different order? Why not?
4 Look at the pictures and order the steps.

5. Write down the action words from the previous

activity. Look them up in an English-Spanish
dictionary and write their translation.
2 5 1

Add the instant Enjoy! Boil some water

noodles. in a saucepan.
Draw students’ attention to the sentences from the
previous activity, elicit action words and write them
on the board. Then, to help them practice dictionary
3 4

Pour the Serve the

skills, give them a few minutes to look them up and
seasoning. noodles.
write the translation in their books. Check by asking
5 Write down the action words from the previous activity. Look them up in an English-Spanish
dictionary and write their translation. volunteers to write the corresponding translation
boil
add
hervir
agregar Time to Shine! for each of the words on the board. Ask the Time to

IN N
pour vaciar • What do all of the verbs in Activity 4 have in

Shine! question aloud and elicit that all of them are in

serve servir common? All of them are in imperative form.
enjoy disfrutar

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6 Work in teams. Write four instructions to play Simon Says with your class. Follow the imperative form.
example. 172 (Possible answers)
Move your ears.

Language
1 Wiggle your nose.
172

M O
2 Kiss your elbow.
3 Touch your nose with your tongue.

A
4 Make circles to the left with your right arm and to the right with your left foot.

Reader’s Book Go to page 172 in the Activity Book and read the
What fact do you think was
the most interesting?
(pp. 36-38)
information provided about the imperative form. Stress
LI SI
that when we use it for giving instructions, we are
46 Unit 3 Order sentences into sequences. / Revise verb forms: imperative.
giving orders and we use the affirmative form.

6. Work in teams. Write four instructions to play

Achievement Simon Says with your class. Follow the example.
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To revise the imperative form, ask students if they have

Write instructions. ever played Simon Says. If they haven’t, explain it is a
game in which they have to follow instructions and that
Teaching Guidelines in this moment they will write some sentences to play.
Tell them that to make the game less childish, they
• Order sentences into sequences. have to think of difficult or funny actions such as the
• Revise verb forms: imperative. one in the example provided (if they run out of ideas,
V

you may suggest the possible answers). Organize the

Warm Up class into teams and give them some time to write their
imperative sentences while you monitor to check them.
E

Give one sheet of paper to each of your students

and tell them that they should follow the instructions Wrap Up
that you will read. Read: Listen to the following eight
sentences; just listen, don’t do anything: Write your Organize a quick practice for playing Simon Says. Tell
name on the top of the sheet. Draw five squares. Draw them: Simon Says stand up, Simon Says jump, Sit
a happy face in each square. Circle each square. Shout down. Explain that if they sit down, they lose because
your name. Turn the sheet and add 56 + 113. Stand up you didn’t say Simon Says. Ask all the teams to give you
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and count from 1 to 10. Say “I’m the best at following the sentences they wrote and play as a whole class.
instructions!” When you finish reading, ask students if
they can remember the first sentence you said. Check Discuss the question related to the text from
to see who really followed the instructions. the Reader’s Book. Ask students to recall the
interesting and fun facts about English on pages 36-
4 Look at the pictures and order the steps. 38 from their Reader’s Book. Write their answers on
Ask students if they have ever prepared instant noodles. the board. Then ask them to get into groups of four to
Invite those who have done it to share the procedure discuss which fact was the most interesting for them.
with the class. Then give them some time to order Walk around checking answers and pronunciation. Help
sentences into sequences and check orally. To stress them as needed.

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 Day 3
7. Work in pairs. Think about a simple procedure you
are very familiar with. Do it yourself to establish
Lesson
the number of steps it requires.
7 Work in pairs. Think about a simple procedure you are very familiar with. Do it yourself to
establish the number of steps it requires. 173 Tell students to choose a partner to work with during
It requires steps.
this session and the next one. Suggest that they
8 Draw the steps. (Answers may vary.) choose a classmate who masters a similar task. Once
everybody has formed a pair, give them a few minutes
to agree on a task they will work with. Explain that
both should know the procedure to perform it very
well. Be sure the procedure they choose doesn’t
involve hazardous material. Give them some time to
follow the procedure themselves so they can establish
a number of instructions or steps. Monitor while they
work and offer any help they may need. Finally, ask

IN N
them to write the number of steps in their books.

R
8. Draw the steps.
To help them visualize each of the steps involved in

M O the procedure they chose, give pairs some time to

A
9 Define your audience. (Answers may vary.)

The instructions for performing this task/procedure will be mainly followed by...
draw them in their books.
10 Under each step in Activity 8, write a simple instruction. (Answers may vary.)
9. Define your audience.
LI SI
Unit 3 47
Explain to students that, as with any other piece of
Establish a number of instructions or steps. / Write instructions.

writing, defining who is going to read what we write

is extremely important because it will determine the
Achievement type of language that can be used. For example, if we
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write instructions for little children, language must be

Write instructions. very simple so they may be able to understand. Have
them think about their audience (who will follow the
Teaching Guidelines instructions) and write it in their books.

• Establish a number of instructions or steps. 10. Under each step in Activity 8, write a simple
• Write instructions. instruction.
V

Ask students to look at their drawing in Activity 8.

Warm Up Explain that in order to write the instructions to
perform the task they chose, they should choose the
E

Ask students what their favorite subject in school is. appropriate verb for each of the steps. Give them
Tell them to think about a procedure or task related some time to write the verbs that they will use to start
to that subject that they master; e.g., solve a Math each of their imperative sentences. Encourage them
equation, look up information when doing research to use a dictionary. Once they have their verbs, tell
work, reading aloud, performing an exercise during them to be very clear and concise. Monitor while they
sports class, etc. Have students share the task they work to offer any help they may need.
master with the class.
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Skills 173

Go to page 173 in the Activity Book and read the

information included in the graphic organizer aloud so
students may know the aspects they should take into
account when writing instructions.

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Instructions to use the activities in this lesson to guide them to identify
bilingual dictionaries which were difficult for them. Have students reflect
Remember that in this unit you will write instructions to use bilingual
dictionaries. In order to continue working on it, get together with your
upon the specific aspects they are struggling with
team and do the following activities: (Answers may vary.)
and, based on that reflection, ask them to answer the
• Go back to page 44 to recall what you already wrote. question honestly. Check their answers to establish
• Choose one type of bilingual dictionary (online or printed). the strategies to support them if necessary.
• Perform the task and establish the number of steps you will need.

• Choose an appropriate verb to start each of your sentences.

Differentiated Instruction

• Write an imperative sentence for each of your steps (according to your audience). Activity 1: Use the Individual Respond Card
1
2
5
6 Strategy. Ask students to make eight cards with

IN N
recycled cardboards or sheets of paper. They will write
3 7
4 8

R
• Write a brief introduction. the abbreviation of each of the parts of speech on
each of the cards. Read the words one by one and
ask students to show the card that shows the part of

M O Self-evaluation speech of the word you are saying. You may ask one

A
Can I… I need
practice.
I’m on
my way.
Sure!
volunteer to draw the chart on the board and register
write instructions? the answers.
LI SI
48 Unit 3
Activities 7, 8, 9, and 10: Use the Think-Pair-Share
Strategy trying to form pairs in which one of the
students may tutor the other. Be sure to highlight the
Wrap Up contribution of both students; e.g., one student tutors
R ER

another to write the instructions, but the one being

Product: Instructions to use bilingual tutored draws beautifully.
dictionaries
As you may recall, in this unit students will write
instructions to use bilingual dictionaries. In this lesson,
they will establish the number of steps and work on
their first drafts.
V

Have them get together with their teams and go

back to page 44 to recall the information they wrote
about bilingual dictionaries. Explain that they will write
E

some instructions and that the first thing they have

to do is to choose between an online or a printed
dictionary. Once they choose, give teams some time
to look up a word so they can establish the number of
steps they need to write. Then, guide them to choose
an appropriate verb for each of the steps (just the way
they did it in Activity 10) and monitor while they write
P

the first draft for their instructions. Stress the fact that
they have to take into account who their audience is
so they can select appropriate language.
Finally, explain that it is a good idea to include
a short introduction to explain to the reader which
task they will perform. In the introduction, they can
mention why it is important to follow instructions; e.g.,
Few people understand the symbols and abbreviations
included in a dictionary. Here you will find some
instructions to get the most out of it.

T48 Unit 3

Reader Sunburst 1º SecundariaTG_U3.indd 48 15/12/17 20:16

 Lesson Day 1
the work they have already done and then explain
that they must write an introduction for the procedure
Lesson
they chose just as they did with their project team.
1 Work in pairs. Go back to Activity 8 on page 47 to recall the instructions you wrote. Write a
brief introduction for them. Walk around and monitor while they work to offer
any help they may need. Remember they should only
2 Write a list of supplies you may need to perform that task.
write one or two sentences. Invite pairs to share their
1 5 introductions with the class and encourage the class to
2 6
3 7 give respectful comments and suggestions that may
4 8
help them improve their introductions.
3 Use the checklist to revise your instructions.

Yes No
Do the verbs I chose clearly transmit the actions that should be
performed?
2. Write a list of supplies you may need to perform
Are my sentences short and precise? that task.
Did I follow a logical progression?
Did I include affirmative imperative forms?
Give pairs a few minutes to think about the material
Did I check spelling using a dictionary? or supplies they need to perform the task they chose.

IN N
Did I start every sentence with a capital letter and end it with a period?
Encourage them to use a dictionary in case they don’t

R
know the words in English.
4 Rewrite your instructions. Include your introduction and list of supplies.
Introduction:
Supplies:

3. Use the checklist to revise your instructions.

M O
Steps:
1
Draw students’ attention to the checklist. Read aloud

A
2
3
4 each of the questions giving them time to check
5
6
7
each specific aspect and answer. To value the use of
LI SI
8
punctuation marks and standard spelling, emphasize
Unit 3 49
the last two questions. When you finish reading,
Value the use of punctuation signs and standard spelling.

tell pairs to correct the aspects that got “no” as an

answer. Monitor and offer help if required.
Achievement
R ER

4. Rewrite your instructions. Include your introduction

Edit instructions. and list of supplies.
Ask students to write their first edited version using
Teaching Guideline the spaces provided. Tell them not to worry if they
don’t use all the lines.
Value the use of punctuation signs and standard spelling.
Wrap Up
V

Warm Up
Ask students to exchange books with another pair.
Material: six sheets of recycled paper, each Using the checklist provided in Activity 3, they will
E

one with a different color spot: green, red, check their classmates’ instructions in Activity 4. Have
yellow, purple, blue, and orange. them work together to give each other respectful
Show students one sheet at a time and together agree feedback while you monitor. Tell pairs that for the next
on an instruction for it; e.g., green: walk around, red: session, they should bring the material needed to
stop, yellow: jump, purple: crawl, blue: clap, orange: perform the task they chose.
dance. Ask one volunteer to go to the front and give
him/her all the sheets. The volunteer has to show their Tell students they have to read pages 39-41 in
P

classmates alternatively the sheets so they can follow their Reader’s Book at home and think about the
the instruction related to the color they see. They answer to the following question: What is one of the
cannot talk during the game. The students who don’t advantages of online dictionaries? They will discuss it
follow the instructions have to sit down. in class the next day.

1. Work in pairs. Go back to Activity 8 on page 47

to recall the instructions you wrote. Write a brief
introduction for them.
Ask students to get together with their partner from
the previous lesson. Give them a few minutes to check

Unit 3 T49

Reader Sunburst 1º SecundariaTG_U3.indd 49 15/12/17 20:16

 Day 2
their books with the other pair and decide who will
follow the instructions first. The pair that is following
Lesson
the instructions should read them in complete silence
5 Get together with another pair and have them follow your instructions.
and perform each step. Emphasize that they cannot
6 Ask the other pair to answer the following questions.
ask their classmates to clarify any of the steps.
• Was it clear which task you were going to perform after you read the introduction?
The pair who wrote the instructions should observe
• Was it clear which supplies you were going to need? their classmates in silence, following the procedure
• Could you perform the task quickly without hesitating?
to complete the task. Then, the procedure will be
repeated the other way around.
• Was there a step that was particularly difficult to follow?

• Which one?
6. Ask the other pair to answer the following
questions.
7 Based on your classmates’ answers, make the necessary adjustments. When both pairs finish following each other’s
instructions, they should answer the questions in their

IN N
classmates’ books. At this point, pairs may exchange

R
comments to obtain extra feedback.

7. Based on your classmates’ answers, make the

M O necessary adjustments.

A
Reader’s Book
What is one of the
advantages of online
Explain to pairs that now that they have tested their
dictionaries? (pp. 39-41)
instructions, they may have realized if the instructions
LI SI
Favor cooperation and integration in schoolwork. / Remove and/or add
are clear enough or if they need to remove and/or add
50 Unit 3 information in order to improve instructions.
information in order to improve them. Tell them that
they could include an alternative for any of the steps or
warnings to prevent the reader from doing something
Achievement wrong. Suggest that they include illustrations if they
R ER

think that they may clarify the procedure. Give them

Edit instructions. some time to make the adjustments while you walk
around and monitor to check.
Teaching Guidelines
Wrap Up
• Favor cooperation and integration in schoolwork.
• Remove and/or add information in order to improve Ask volunteers to go to the front of the class by turns
V

instructions. to talk about something they are good at; it may be

something recreational like skateboarding or dancing.
Warm Up Ask each of them to include some instructions to
E

a person who may just be starting out learning the

Play Minefield with students. Arrange some sort of activity. Guide them to use the imperative form.
obstacle course in the classroom and divide students
into two teams. One volunteer from each team will Discuss the question related to the text from the
navigate the “minefield” while blindfolded, with only Reader’s Book. Ask students the third question
their teammates to give him/her instructions to walk related to the text: What is one of the advantages
through. After both teams finish, have the class reflect of online dictionaries? Let them volunteer to give an
P

upon the following questions: Was it easy to give clear answer. Get them into teams of three and give them
instructions? Was it easy to rely on your team? a few minutes to discuss other possible advantages of
online dictionaries.
5. Get together with another pair and have them
follow your instructions.
To favor cooperation and integration in schoolwork,
tell students to get together with their partner from
the previous sessions and then choose another pair
to work with. Explain to them that now they will test
if their instructions really work. Tell them to exchange

T50 Unit 3

Reader Sunburst 1º SecundariaTG_U3.indd 50 15/12/17 20:16

 Day 3
8. Test your instructions with a different pair.
Ask students to get together again with their partner
Lesson
from the previous sessions. Now, they should get
8 Test your instructions with a different pair.

Time to Shine! together with a different pair and follow the same
9 Ask them the questions from Activity 6 and, if
necessary, make the last adjustments.
• Take some pictures of your classmates
following the steps to include them in your
procedure as the one described in Activity 5. Be sure
portfolio.
they use the last version of their instructions (Activity 7).
10 Create a final version of your instructions. Copy it on a sheet of paper and file it in your
portfolio (Answers may vary.) When they finish working, ask the class how it worked
out this time. As suggested in the Time to Shine!
box, ask students to take pictures of their classmates
following their instructions (one per step) so they
can include them in their portfolio as a part of their
evidence.

9. Ask them the questions from Activity 6 and, if

IN N
necessary, make the last adjustments.

R
Give pairs a few minutes to decide if they still should
change something or add new information. Walk
around and give them any suggestion that could

M O improve their work.

A
10. Create a final version of your instructions.
Copy it on a sheet of paper and file it in your
LI SI
Unit 3 51
portfolio.
Write final versions.

Pairs will now write final versions of their instructions.

Tell them to use the space provided as they wish,
Achievement including any illustration or information they think may
R ER

clarify their steps. This activity will be your second

Edit instructions. evidence in this unit; ask them to file it following the
procedure you prefer.
Teaching Guideline

Write final versions.

V

Warm Up

Material: slips of paper with simple

E

instructions written on them, one per student.

Be careful not to repeat any of them and
to include a previous instruction in each
so they may follow an order; e.g., After the
teacher says: “Start!,” jump. / After someone
jumps, stand up. / After someone stands up,
stomp your feet, etc.
P

Have the students sit in a circle. Each one will get a slip
of paper with an instruction written on it. Tell them that
they should listen attentively because they can only
follow their instruction after another student completes
theirs. Say: Start! and let each of them follow their
instruction.

Unit 3 T51

Reader Sunburst 1º SecundariaTG_U3.indd 51 15/12/17 20:16

 Day 3
Differentiated Instruction
Lesson
Activity 3: Use the Speedometer Strategy to catch
Product: Instructions to use kinesthetic students’ attention. Explain that they
bilingual dictionaries will use their arms to show whether or not they
Remember that in this unit you will write instructions to use
accomplished each of the aspects mentioned in the
bilingual dictionaries. In order to continue working on it, get
together with your team and do the following activities: checklist.
(Answers may vary.)

• Go back to page 48 to recall what you already wrote.

• Read your instructions to another team to check if they can follow them.
Activity 7: While you walk around and monitor, identify
the pairs who might be dealing with the task. Use the
• Use the space below to create a final draft. Make necessary adjustments and include
warnings, alternatives, or illustrations that may clarify the procedure. Mini Lesson Strategy to review the tips for writing
instructions with them.

IN N
R
Self-evaluation

M O
A
Can I… I need I’m on Sure!
practice. my way.

edit instructions?
LI SI
52 Unit 3

Wrap Up
R ER

Product: Instructions to use bilingual

dictionaries
As you may recall, in this unit students will write
instructions to use bilingual dictionaries. In this
lesson, students will test and edit their instructions.
Ask them to get together with their teams and
V

check the instructions they wrote on page 48. Then

tell them to get together with another team to test
their instructions following the same procedure
E

as in Activity 5 (page 50). Ask them to observe

their classmates carefully to make the necessary
adjustments that will be included in their final draft.
Monitor while they work to offer any help teams may
require, especially when working on their final drafts.

Self-evaluation
P

Explain the achievement to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
question honestly. Check their answers to establish
the strategies to support them if necessary.

T52 Unit 3

Reader Sunburst 1º SecundariaTG_U3.indd 52 15/12/17 20:16

 Reader’s Book
What Do You Know 1. What is a bilingual dictionary? How can it help you?

About Dictionaries? A bilingual dictionary is a dictionary, printed or online, that

includes words and translations in two languages. It can
32 help you know how a word or expression in one language
Facts about dictionaries and words
(English or Spanish) is said in the other language, how to
pronounce it, and what part of speech it is.
Written by
Jane White
2. Here you have another game you can play with words.
Put the instructions in order.

3 Say a letter.
6 Read your words.
2 Write category names: country, animal, object…
1 Take paper and a pen.
5 Say Finished!
7 Get a point if they are all correct.
4 Write one word per category, starting with that letter.

3. Would you like to make your own dictionary? Follow

IN N
any of the instructions on page 40.

R
ICT Box

M O
A
https://goo.gl/CYd3YT

On this website you will find several dictionaries for kids. Choose
two and enter the same word in both of them. On a sheet of paper,
write down similarities and differences in the way they present the
information. Then share with a partner.
LI SI
Unit 3 31 42 Unit 3

1. What is a bilingual dictionary? How can it help ICT Box

R ER

you?
Ask students the questions and tell them that the Tell students that although all dictionaries have basically
answers are in the text. They can check the text if the same information, they may differ, and that in
they want to. order for them to not have problems when looking for
a word in English, they should familiarize themselves
2. Here you have another game you can play with with several dictionaries. Tell them to check the link and
words. Put the instructions in order. choose two dictionaries. After carefully inspecting the
V

Ask seven volunteers to read the sentences. Then tell similarities and differences between both dictionaries,
the whole class that you will give them a few minutes they have to share them with a partner. They can
to put the instructions in order. Tell them: Let’s see write the differences and similarities so that they don’t
E

who can order them first! forget.

3. Would you like to make your own dictionary?

Follow any of the instructions on page 40.
If time allows, give students 10 minutes to make their
own dictionary with a few words, following the ideas
provided on page 40. Or you could all play the game on
P

page 41.

Photocopiable material
Unit 3 T53

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 Game and Product

Game Product
Product
Play in pairs. Use the grid to write, by turns, the words provided. Make sure all of them are
connected at least by one letter. Once you have them, fill in the blank spaces and give it to
Instructions to use
another pair so they may find the words you hid.
bilingual dictionaries
Player 2 Now it’s time to present your instructions to use bilingual dictionaries. Get together with your
Player 1 team and do the following activities:
procedure
abbreviation
section
definition
sign
entry • Check the information is complete.
step
part of speech
task
phonetic Did you include information about…
the different sections of the dictionary?
the function of the numbers and special characters?
abbreviations?
entries and subentries?
s t e p If you are missing something, it’s time to include it!

e h • Check the sequence.

p d c o Do your steps follow a logical progression?
a b b r e v i a t i o n Use numbers.

r f p i e • Check your sentences.

IN N
t i r o t Are they short and precise? Are you using the imperative form? Did you write affirmative
imperative sentences? Did you check spelling and punctuation?

R
o n o n s i g n
Make necessary changes.
f i c c
• Make sure to include extra information to clarify the procedure.
s t e
Did you take into account the other team’s suggestions? Did you include warnings,
p i d alternatives, or illustrations?
Any extra information that may be helpful to complete the task must be included.

M O
e o u

e e n t r y • Create a final version on a piece of cardboard.

A
c a e Make it visually attractive!
h s
• Display your instructions in your school’s corridors.
k
Encourage other students to use a dictionary properly.
LI SI
54 Unit 3 Unit 3 55

After playing the game, check and assess the products Instructions to use bilingual dictionaries
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Work as a whole class. Read each step and the
lesson are complete; if not, give teams some time questions related to it aloud. After you read each of
to complete them. Walk around to give any help they them, give teams a few minutes to check the aspect
might need. It is essential at this stage that students mentioned while you walk around to check their work
gain confidence and feel that they are advancing and and make suggestions to improve. Once teams have
achieving greater fluency. their final version ready, go out with your group to post
V

their instructions in the school corridors. Photocopy

the questionnaire provided and use it to evaluate each
student individually.
E
P

T54 Unit 3

Reader Sunburst 1º SecundariaTG_U3.indd 54 15/12/17 20:16

 Evaluation Tool
Questionnaire
Name:

Use the following questions to evaluate the instructions.

1. Does the student mention the different sections of the dictionary? yes no

2. Does the student include information about numbers and special characters? yes no

IN N
3. Does the student explain that abbreviations stand for parts of speech? yes no

R
4. Does the student differentiate entries and subentries? yes no

M O
A
5. Does the student follow a logical progression? yes no

6. Are the sentences short and precise? yes no

LI SI
7. Does the student use the imperative form? yes no

8. Does the student avoid spelling mistakes? yes no

R ER

9. Are the sentences correctly punctuated? yes no

10. Are the instructions visually attractive? yes no

V
E
P

Photocopiable material
Unit 3 T55

Reader Sunburst 1º SecundariaTG_U3.indd 55 15/12/17 20:16

 Which are my friends’
preferences?
Unit
Unit Overview
Overview
Family and Community Environment Social Practice of the Language
To exchange compliments, likes, and dislikes in
Communicative Activity
an interview
Exchanges associated with information of
oneself and of others

Achievements Vocabulary

IN N
• Listen to and revise likes and dislikes in • compliment • leisure

R
the dialogues of an interview. • empathetic • play
• Understand general sense and main ideas • favorite • practice
of dialogues. • hate • preference

M O
• Express compliments, likes, and dislikes • interview • sport

A
in written dialogues.
• Express compliments, likes, and dislikes
in a dialogue.
LI SI
Language Learning to Learn Audio
• Transition words to connect ideas Metacognition Tracks 15-20
• Tag questions
• Stranded prepositions

Skills Reader’s Book

R ER

• Phrases to sound fluent “When I Grow Up…” pp. 43-54

• Calm your mind

Product Evaluation Tool

Dialogue about likes and dislikes Rubric
V

In order to introduce the unit, tell students to

Which are my look at the pictures and have some volunteers
E

friends’ preferences? describe them. Explain that all the activities in

the pictures are showing what some people do
You are going to…
exchange compliments, likes, and
dislikes in an interview. in their leisure time. Elicit the meaning of leisure
(time when you are not working or studying so
you can do other things you enjoy). Have them
share what they do in their leisure time.
Finally, organize the class into teams of
P

three and read aloud the title: Which are my

friends’ preferences? Give them a few minutes
to discuss their answers while you walk around
and monitor. Find out who could answer the
question and who could not. Ask them why
they think it may be important to know what the
56
people around them prefer (to share with them,
not to bother them, etc.).

T56 Unit 4

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 Lesson Day 1
clues were useful for them to guess (the introduction
Lesson María gave, both kids’ tone of voice, the sound of the
1 Listen to and draw the persons who are talking and the place where they are.
15
ball bouncing).
basketball court or school gym

2. Listen again and put the sentences

in order. 15
To have students determine sequence of enunciation,
play Track 15 again and have them order the dialogue
of the interview. This time, have students pay attention
to the rhythm, speed, and pronunciation with which
2 Listen again and put the sentences in order.
15
the two kids speak. Check orally. Some of the words in
7
3
I know what you’re talking about, it makes me feel just the same… and sports?
Do you like to play chess?
this activity are included in the glossary; tell students
8
4
I love to play most of them.
I can’t stand chess! to check their meaning in the corresponding pages at
1 Hi! I’m María Hernández, I’m a secondary school student and I’m conducting
some interviews because I want to find out which leisure activities students prefer the back of their book.

IN N
so I can advise the principal. Can you answer some questions for me?
10 Basketball. In fact, I should leave now because practice is about to start. Have a
nice day!

R
5 What about music?
2
6
Sure!
I love singing, I feel free when I sing.
3. Work in pairs to answer.
9 OK, but which one is your favorite?
Organize the class into pairs so they can work together
3 Work in pairs to answer. (Possible answers) to identify topic, purpose, and intended audience by

M Oa What is the interview about?

answering the three questions provided. Monitor while

A
leisure activities students prefer
b
they answer to check. You may accept any logical
What do you think this information may be used for?
to decide which activities will be included in the after-school program
c Who do you think may be interested in this information?
the school principal answer in which they take into account the nature of
LI SI
Notice contextual clues in leisure situations. / Determine sequence of enunciation. / Identify
the information; e.g., the information will be used to
Unit 4 57
topic, purpose, and intended audience.
help students develop their artistic skills.

Wrap Up
Achievement
R ER

Ask students which strategies (interviews, surveys,

Listen to and revise likes and dislikes in the dialogues checking social media, etc.) they would use to find
of an interview. out which are the three most popular leisure activities
in the class. Listen to their suggestions and have the
Teaching Guidelines class vote for the best.

• Notice contextual clues in leisure situations. Tell students they have to read pages 43-46 in
V

• Determine sequence of enunciation. their Reader’s Book at home and think about
• Identify topic, purpose, and intended audience. the answer to the following questions: How did the
teenagers feel? Why? They will discuss it in class the
E

Warm Up next day.

Ask students to talk about their favorite leisure

activities; encourage them to give details.

1. Listen to and draw the persons who are talking

and the place where they are. 15
P

To help students notice contextual clues in leisure

situations, tell them they will listen to an interview.
Ask them to pay special attention to the clues that
may indicate who the two persons are and where they
are. Play Track 15 and give them some time to draw
the setting. When they finish, ask some volunteers to
show their drawings to their classmates and say which

Unit 4 T57

Reader Sunburst 1º SecundariaTG_U4.indd 57 15/12/17 20:17

 Day 2
gift). To help them recognize the types of sentences
used to express likes and dislikes, read instructions
Lesson
16
aloud and tell them this time they should follow the
4 Listen and circle the words that express likes and dislikes.

TOMÁS: Hi, María! Do you have a minute?

dialogue in their books to identify the words used to
MARÍA: Yes, of course, Tomás. What’s happening?
TOMÁS: Tomorrow is Sofía’s birthday and I’m worried because I don’t know what to give her. say what Sofía enjoys and doesn’t enjoy. Then ask the
MARÍA: I understand. Well, she really likes to read.
TOMÁS: What do you think about “I, Robot” by Isaac Asimov?
MARÍA: I’m not sure, she hates science fiction, but she likes romantic novels.
Time to Shine! question, telling them they may use
TOMÁS: Hmm... I can’t stand romantic novels so I won’t buy her one. I think she really likes
soccer, right?
MARÍA: She loves playing soccer!
the information from the interview they heard in the
TOMÁS: Any piece of equipment she’s missing?
MARÍA: Her goalie gloves are very old; I think she Time to Shine! previous session as a clue.
wouldn’t mind changing them. • Why does Tomás ask María about Sofía’s
TOMÁS: That’s a great idea! Is pink OK? preferences?
MARÍA: I think she doesn’t like pink, she
would prefer black.
TOMÁS: Thanks a lot! See you tomorrow at the party!
because she may know them as she
is conducting some interviews about
5. Fill in the chart.
Give students some time to think about their own likes
that theme
5 Fill in the chart. (Answers may vary.)

I like… I don’t like… and dislikes concerning the categories suggested in

food
the first column. This information will be used for their
games

music product.

IN N
films

R
6. Work with a close friend. Write a list of his/her
books

sports

places preferences on a sheet of paper and file it in your

colors
portfolio.

M O Ask students to get together with a close friend

A
6 Work with a close friend. Write a list of his/her preferences
Reader’s Book
on a sheet of paper and file it in your portfolio.
How did the teenagers feel?
Why? (pp. 43-46)
in the class. In case they don’t have one, choose a
person whom they feel comfortable working with. To
LI SI
58 Unit 4
Recognize the types of sentences used to express likes and dislikes. / Value dialogue
and language as a mean to exchange experiences.
have them value dialogue and language as a mean to
exchange experiences, tell them to share their likes
and dislikes giving some details about each; e.g.,
I like classical music because I recall when I listened
Achievements to it with my grandpa. Give them a few minutes to
R ER

exchange information orally and then explain they

• Listen to and revise likes and dislikes in the should create a list of preferences with likes and
dialogues of an interview. dislikes for their portfolio. This activity will be your first
• Understand general sense and main ideas of evidence in this unit; ask them to file it following the
dialogues. procedure you prefer.

Teaching Guidelines Wrap Up

V

• Recognize the types of sentences used to express Ask students to stand up and find someone who likes/
likes and dislikes. dislikes the same things they do. Instruct them to ask:
E

• Value dialogue and language as a mean to exchange Do you like/dislike…? Once they find someone who
experiences. shares likes and dislikes for at least two things, they
should shout: I found him/her!
Warm Up
Discuss the questions related to the text from
Ask students to write on a slip of paper their name the Reader’s Book. First, ask students to tell
and what they would love to receive as a birthday gift. you what happens at the beginning of the story. Then
P

Tell them to give you the slips of paper, read a name ask them: How did the teenagers feel? Why? (they
and ask the class what they would give that person to felt concerned and nervous because they didn’t know
check how much they know each other. Try to mention how to conduct an interview and they didn’t know how
the names of all your students. to approach the actor). Help them with vocabulary for
emotions if necessary.
4. Listen and circle the words that express likes and
dislikes. 16
Play Track 16 once for general understanding and ask:
Why is Tomás approaching María? (to find out what
Sofía likes because he wants to buy her a birthday

T58 Unit 4

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 Day 3
7. Complete the sentence.
Explain that they will listen to another dialogue
Lesson
between María (the girl who was conducting the
7 Complete the sentence. (Possible answers)

María is going to meet the principal because she will tell him the results of her interviews
interview and then was giving Tomás ideas for Sofía’s
so that he can decide about after-school activities .
birthday gift) and the principal of their school. To
8 Listen and follow the dialogue. Draw a red line to indicate the opening, a blue line for the
body, and a green line for the closing. 17
anticipate the general sense and main ideas, have
PRINCIPAL: Good morning, María. I really appreciate your help, thank you very much! red
(opening)
them brainstorm what the theme of this new dialogue
MARÍA: I was very glad to do it, Mr. López.
PRINCIPAL: So, what can you tell me about your classmates’ preferences?
MARÍA: Most of the boys like soccer and basketball; the girls like dancing and volleyball.
may be. Write their ideas on the board and give them
PRINCIPAL: Are there girls interested in soccer?
MARÍA: Yes! Let me see… I have 12 girls and 48 boys interested in soccer. some time to complete the sentence in their books
PRINCIPAL: Wow! 12 girls! This year we will have a team, won’t we?
MARÍA: Of course! But, on the other hand, there aren’t many students who like chess.
PRINCIPAL: That’s too bad, I was planning to include a chess workshop. What about music? using those ideas.
MARÍA: There are some students who are interested in learning to play an instrument, but
most of them want to sing.
PRINCIPAL: OK, if they want to sing, I will organize a chorus and we should check which
instruments are the most popular.
MARÍA: I can conduct some other interviews if you wish.
green
8. Listen and follow the dialogue. Draw a red line
PRINCIPAL: If you don’t mind, I would… blue
MARÍA: Of course not! You know I love chatting around!
(closing) (body)
to indicate the opening, a blue line for the body,
9 Work in pairs. Identify the register and give details from the dialogue. and a green line for the closing. 17

IN N
The dialogue from the previous activity is… formal informal To recognize the structure of dialogues, read

R
instructions aloud and play Track 17. Check orally. Then
Details to support my choice: (Possible answers)

a The principal uses a formal greeting.

read the line: This year we will have a team, won’t we?
b He also uses some formal expressions as: “I really appreciate…” “If you don’t mind, I would…”
And ask them to determine its function (confirmation).

M O
c María refers to the principal as Mr. López, not by his first name.
Then draw their attention to two more lines and read

A
10 Circle the correct answer.

The principal asks María questions and repeats the information she mentions because…
them: If you don’t mind, I would… Of course not! Ask
a he didn’t understand. b he wants to confirm. c he’s hard of hearing. them to determine the function of the second line
LI SI
Anticipate the general sense and main ideas. / Recognize the structure of dialogues to
determine the function of lines. / Identify language register. / Recognize behavior adopted by
(interruption).
speakers to clarify and confirm comprehension. Unit 4 59

9. Work in pairs. Identify the register and give details

from the dialogue.
Achievements Organize the class into pairs and give them some
R ER

time to work on the activity so they may identify the

• Listen to and revise likes and dislikes in the language register in the dialogue. Monitor while they
dialogues of an interview. work to check the details they write.
• Understand general sense and main ideas of
dialogues. 10. Circle the correct answer.
To help them recognize behavior adopted by speakers
Teaching Guidelines to clarify and confirm comprehension, read the
V

statement aloud and the three options. Have students

• Anticipate the general sense and main ideas. choose the correct one as a class and explain why the
• Recognize the structure of dialogues (opening, body, other two options are not correct.
E

and conclusion) to determine the function of lines

(e.g., interruption, confirmation, etc.).
• Identify language register.
• Recognize behavior adopted by speakers to clarify
and confirm comprehension.

Warm Up
P

Material: strips of paper

Write on strips of paper: principal, teacher, police
officer, grandma, close friend, classmate. Put the
strips in a box/bag and ask volunteers to go to the
front and take one. Explain they should think of a
greeting that they may use with that person and say it
aloud. The rest of the class should tell if the register is
appropriate or not.

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 Day 3
Self-evaluation
Lesson
Explain the achievements to students and go through
Product: Dialogue about the activities in this lesson to guide them to identify
likes and dislikes which were difficult for them. Have students reflect
Go back to Activity 5 on page 58 and work with the friend you chose to work with
upon the specific aspects they are struggling with
in Activity 6. (Answers may vary.)
and, based on that reflection, ask them to answer the
• Using the categories provided, fill in the graphic organizer with your friend’s preferences. questions honestly. Check their answers to establish
loves
really doesn’t can’t hates
the strategies to support them if necessary.
likes like stand

Differentiated Instruction

Activity 3: Use the Think-Pair Share Strategy. Try

to form pairs in which one of the students may tutor

IN N
the other. In case that is not possible, you may work

R
as a whole class. Draw your students’ attention to the
details in the dialogue and have them connect those
Self-evaluation details with their personal experience so they may be

M O able to infer the information they are required to write.

A
Can I… I need I’m on Sure!
practice. my way.

listen to and revise likes and dislikes in the

dialogues of an interview?

understand general sense and main ideas of

Activity 4: Use the Individual Response Card
LI SI
dialogues?
Strategy before you play the track to elicit the
60 Unit 4
meaning of the following words or expressions from
the dialogue: loves – really likes – doesn’t like – can’t
stand – hates. Tell students to prepare five cards of
Wrap Up recycled cardboard or paper. Say each of the words,
R ER

giving them time to draw a face that expresses the

Product: Dialogue about likes and dislikes word or expression you mentioned. Choose the cards
In this unit, students will present a dialogue about that best express each of the words or expressions
likes and dislikes with the format of a quiz show: How and show them to the class to clarify their meaning.
much do you know about your friend? In this lesson,
they will continue working with the person they
chose to work with in Activity 6. Using the categories
V

provided in Activity 5, they will fill in the graphic

organizer giving some more examples of their likes
and dislikes paying attention to the slight differences
E

that exist between the expressions. It’s important

to stress that they don’t have to cover the eight
categories in each space in this graphic organizer, just
the ones they consider significant for them.

Example:
P

loves really likes doesn’t like can’t stand hates

pizza blue jazz music war films avocado
video games the mountains vegetables romantic novels crowded places
soccer

T60 Unit 4

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 Lesson Day 1
1. Listen to the opening. Circle three words that
connect ideas. 18
Lesson
18
Ask students to continue with their book open on page
1 Listen to the opening. Circle three words that connect ideas. 174 (Possible answers)

PRESENTER: Hello, everybody! I’m Sam Smith. Just like every Wednesday, I’m glad to be here
174 while you play Track 18. Tell them to listen carefully
with all of you in our quiz show: How much do you know about your best friend? Here
we have our first participant from the US team. What’s your name? to identify words used to connect ideas. Then ask
BEKA: I’m Beka, hi, everybody!
PRESENTER: What’s your best friend’s name?
BEKA: My best friend is Sara; she’s back there.
them to open their books on page 61 and circle the
PRESENTER: Our second participant from the English team is…
PAUL: Paul, and I came with my best friend George. words they heard. Check orally and elicit the category
PRESENTER: Welcome all of you! Before we start, let me remind you that the purpose in this
part of the game is to answer three questions about your best friend’s preferences. This
will be easy since you know them very well, right?
to which each of the words belongs. Finally, ask
PAUL/BEKA: Right!
PRESENTER: You will score one point for each correct answer. You must score more points than students: What is the purpose of the game? (to score
your opponent in order to win. Ready to start?
PAUL/BEKA: Ready!
points answering questions about their best friend’s
2 Listen and read the body. Fill in the chart.
19
(Possible answers) preferences).
PRESENTER: Let’s start with our first question: What’s your best friend’s favorite sport?
BEKA: Sara loves cycling. She’s the best!
PRESENTER: Correct! 19
PAUL: George quite likes rugby. In fact, he’s an excellent player.
PRESENTER: That’s correct! Second question: Which food does your friend dislike?
2. Listen and read the body. Fill in the chart.
BEKA: Sara hates onion.
PRESENTER: That’s incorrect! Sara told us she can’t stand liver. Play the beginning of Track 19 and have students

IN N
PAUL: George doesn’t like broccoli.
PRESENTER: Correct! Two points for Paul. Our third question is: What’s your best friend’s follow the dialogue in their books (pause the track

R
favorite color?

after Paul says “George likes red”). To help them

BEKA: Sara really likes blue.
PRESENTER: That’s correct!
PAUL: George likes red.

Express Likes Express Dislikes Express Compliments

identify and compare ways of expressing likes,
Sara hates onion.
compliments, and dislikes, have them complete the

M O
Sara loves cycling. She’s the best!
She can’t stand liver.
George quite likes rugby. George doesn’t like broccoli. He’s an excellent player.
task. Check orally.

A
3 Listen to the closing. Write the sentence that is said differently in British and American
English. 19

British: The English team are the winners.

American: The English team is the winner. 3. Listen to the closing. Write the sentence that is
said differently in British and American English.
LI SI
Identify words used to connect ideas. / Compare ways of expressing likes, compliments, and
dislikes. / Detect syntactic differences between British and American English. Unit 4 61 19

Before you continue playing Track 19, remind them

English is spoken differently in the US and in Britain.
Achievement Continue playing Track 19 to have them detect
R ER

syntactic differences between British and American

Understand general sense and main ideas of English. Ask them to write the two sentences in their
dialogues. books.

Teaching Guidelines Wrap Up

• Identify words used to connect ideas. On the board, write the following collective nouns:
V

• Compare ways of expressing likes, compliments, class, choir, crew, band, group, and tribe. Say one
and dislikes. of the words and then say “British” or “American.”
• Detect syntactic differences between British and Students should say a sentence paying attention to
E

American English: collective nouns agreement (e.g., noun-verb agreement; e.g., choir/American: The choir
My favourite team is/are). is practicing for a concert. Or choir/British: The choir
are practicing for a concert.
Warm Up
Tell students they have to read pages 47-49 in
Ask students to talk about their favorite TV shows. their Reader’s Book at home and think about
If somebody’s TV show is a quiz show, focus on that the answer to the following questions: Which was the
P

person so that he/she may give more details about it. movie that Ricky did not like? Why didn’t he like it?
They will discuss it in class the next day.
Language 174

Go to page 174 in the Activity Book and ask volunteers

to read the lists of words that connect ideas; explain
the differences between the categories and ask
students to use them in sentences.

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 Day 2
preferences and talk about them. Ask pairs to share
their words and expressions with the rest of the class.
Lesson

5. Decide the theme for an interview. Write five

4 Work in pairs. Check the dialogues you have heard so far and choose four expressions to
ask questions about preferences and four words to answer. Follow the example.
(Possible answers)

Expressions to ask questions Words to answer questions using the expressions from the chart in
Do you prefer…? can’t stand
Do you like…? love Activity 4. Be sure to use appropriate language.
What about…? like
What is your favorite…? hate Tell students to go back to page 58 to check the
categories included in the first column of the chart
Who is your favorite…? really like

5 Decide the theme for an interview. Write five questions using the expressions from the
chart in Activity 4. Be sure to use appropriate language. (Possible answers) in Activity 5. Ask them to choose one of them as
Theme: music
a theme for their interview. Then give them some
time to compose interrogative sentences using the
1 What is your favorite music?
2 Do you like rock music?
What about pop music?
expressions they wrote in Activity 4 on this page. Ask
3
4 Who is your favorite singer/group?
5 What is your favorite song?
some pairs to read their questions and encourage
6 Write a short introduction explaining the reason of the interview. (Possible answer)
the class to determine language register in each

IN N
Hi! Our names are Juan and Rosita, we are secondary school students and we are
conducting an interview because we want to find out what music students prefer so we can case. If the questions are too formal, you may ask for

R
play it during recess. Can you answer some questions for us?

suggestions from the students to make them more

informal by looking at the models provided in Lesson 1,
Activities 2 and 4.

M O
A
Reader’s Book
Which was the movie that
6. Write a short introduction explaining the reason of
the interview.
Ricky did not like? Why didn’t
he like it? (pp. 47-49)
LI SI
Consider repertoires of words and expressions. / Determine language register and compose
Challenge students to find an interview from the
62 Unit 4
previous lesson that includes an introduction that
sentences. / Order sentences into a sequence using connectors.

explains reasons (page 57, Activity 2). Ask a volunteer

to read it: Hi! I’m María Hernández, I’m a… Analyze it
Achievement with them: First, María gives a personal presentation;
R ER

then she says what she is doing; next, she explains

Express compliments, likes, and dislikes in written what she is going to do with that information, and
dialogues. finally she asks the other person if he/she wants
to help. Once students have this clear, ask them
Teaching Guidelines to identify the connectors (and, because, so). Tell
them to follow this model, using the same or other
• Consider repertoires of words and expressions. connectors from the lists provided on page 174, to
V

• Determine language register and compose order sentences into a sequence when writing their
sentences. own introduction.
• Order sentences into a sequence using connectors.
E

Wrap Up
Warm Up
Ask students: Why is the introduction for an interview
On the board, write the words: love – really like – don’t so important? Accept all their opinions (to establish
like – can’t stand – hate. Say: broccoli, and have some rapport, to explain a purpose, to engage the other
volunteers express their preference using the word person, etc.).
that expresses it more accurately. Repeat with: liver,
P

sopes, hot dogs, lentils, and maguey worms. Discuss the questions related to the text from
the Reader’s Book. Ask students to tell you the
4. Work in pairs. Check the dialogues you have title of the last movie they saw, and if they liked it or
heard so far and choose four expressions to ask not and why. Then ask them to recall the title of the
questions about preferences and four words to movie that Ricky did not like. Ask them: Why didn’t he
answer. Follow the example. like it? (there was no action, no car races, no jumping
Organize the class into pairs. To consider repertoires off a cliff).
of words and expressions, tell them to go back to the
dialogues on pages 57, 58, 59, and 61 to choose words
and expressions they consider important to ask about

T62 Unit 4

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 Day 3
including details to their main ideas can give them
the opportunity to predict the possible answers they
Lesson
will receive so they may be prepared with another
7 Work in pairs to answer the questions you wrote in Activity 5. Write one detail for each
of your answers. Copy the questions and answers on a sheet of paper and file it in your
portfolio. (Answers may vary.)
question or a comment for their interviewees. Give
Answers Details
them some time to fill in the chart while you monitor
I love electronic music. house and trance
and offer any help they may require. This activity will
It’s too noisy.
be your second evidence in this unit; ask them to file it
I hate rock music.

I really like pop music. 90’s pop music

My favorite singer is Titan. He’s from England. following the procedure you prefer.
I like “Party Time.” It’s great to dance to.

8 Write a question to ask for each of the details you wrote. (Possible answers)
8. Write a question to ask for each of the details you
a What type of electronic music?
b Why do you hate it? wrote.
c What kind of pop music?
d Where is he from?
Why do you like it?
Students will continue working with the same partner.
e
Explain that now that they have the possible details
Time to Shine! related to the main answers, they can make some

IN N
• What is empathy?

the ability to understand other people’s other questions that will help them solve doubts.

R
feelings and preferences, which enables us to
show interest for what the other is
saying or going through
You can suggest that they check question words in
9 Write an example of an empathetic comment from the dialogues in this unit.
the Appendix on page 170. Walk around checking the
When María tells Pedro that she also feels free when she sings: “I know what you’re talking questions they write. Once they finish, ask some pairs

M O
about, it makes me feel just the same…”

to share their questions.

A
10 Go around to find a pair whose interview theme is appealing for you. When you find it, say
a phrase to show empathy. (Possible answer)

9. Write an example of an empathetic comment

“I think the theme you chose is great!”

from the dialogues in this unit.

LI SI
Include details in main ideas. / Make and respond to questions to solve doubts. /
Unit 4 63
Ask the question in the Time to Shine! box (the word
Show empathy in oral interactions.

empathetic is in the glossary, so they may infer the

meaning of empathy if they don’t know it). Explain
Achievement that we may express empathy in oral interactions by
R ER

showing our interlocutor that we identify with what

Express compliments, likes, and dislikes in written he/she is saying or by expressing that we share their
dialogues. interests, points of view, emotions, or passions. Invite
students to leaf through the previous pages in this unit
Teaching Guidelines to find their example.

• Include details in main ideas. 10. Go around to find a pair whose interview theme is
V

• Make and respond to questions to solve doubts. appealing for you. When you find it, say a phrase
• Show empathy in oral interactions. to show empathy.
Elicit from students phrases to show empathy.
E

Warm Up (“I absolutely agree!,” “That is fantastic, I like it too!,”

“What you’re doing is wonderful, I’m also interested
Play Hangman with some of the vocabulary words in that theme,” etc.). Ask them to stand up so they can
from this unit. Draw a blank line on the board for each go around checking their classmates themes and once
letter in the word you choose, and have students they find one that they like, show empathy in an oral
guess the letters. Fill in the blanks if they guess them interaction.
correctly or draw a part of the “hangman” if their
P

guess is wrong. Once they guess all the words, elicit

a sentence.

7. Work in pairs to answer the questions you wrote

in Activity 5. Write one detail for each of your
answers. Copy the questions and answers on a
sheet of paper and file it in your portfolio.
Explain to students that responding to their own
questions will help them check if they are really
asking for the information they want to know. Also,

Unit 4 T63

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 Day 3
Differentiated Instruction
Lesson
Activity 6: Use the Open-ended Question Strategy.
Product: Dialogue about likes Ask students: How would you introduce yourselves?
and dislikes (have them write a sentence); then ask: How would
Get together with your partner and do the following activities:
you explain the purpose of the interview? (guide them
(Answers may vary.)
to follow the model they have on page 57). Next, ask:
• Go back to page 60 to recall your friend’s preferences.
How would you ask if the interviewee wants to help
• Write three questions to ask about them.
you? (have them write a question). Finally, have them
connect the three sentences using the words provided
• Write the answers to those questions.
on page 174.

Activity 8: Use the Mini Lesson Strategy to make a

• Write three questions to ask for details. review of Wh- words, reminding students what each

IN N
of the words asks for. Ask one pair to go to the front

R
to read the details they wrote, and together with the
• Write one phrase to show empathy.
class write one question to ask for each detail. Monitor
Self-evaluation closely to help everybody write their questions.

M O
A
Can I… I need I’m on Sure!
practice. my way.

understand general sense and main ideas of

dialogues?

express compliments, likes, and dislikes in

LI SI
written dialogues?

64 Unit 4

Wrap Up
R ER

Product: Dialogue about likes and dislikes

As you may recall, in this unit, students will present a
dialogue about likes and dislikes with the format of a
quiz show: How much do you know about your friend?
Now that they have already listened to the model,
explain what they will do and tell them that in this
V

lesson, they will write the questions and answers that

they will use. Encourage them to use the expressions
they learned and practiced in this lesson. Monitor and
E

offer help if they need it.

Self-evaluation

Explain the achievements to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
P

upon the specific aspects they are struggling with

and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

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 Lesson Day 1
accomplish her purpose with her interviewee? (Not
really) Why? (Because she started talking with the boy
Lesson
20
about some other things). Have students write the
1 Listen and explain why Emma did not follow the script of her interview.
answer in their books.

Skills 175
because she started talking with
the boy about his experience
playing the guitar in a rock group

Go to page 175 in the Activity Book. Read aloud

the use of phrases to sound fluent and each of the
2 Work in pairs. Look at the following expressions and explain what you can use them for.
phrases provided with the correct intonation.
Circle the one used in the dialogue you heard. 175

You know?
That’s an
interesting I see. It’s like a…
2. Work in pairs. Look at the following expressions
question.
and explain what you can use them for. Circle
the one used in the dialogue you heard.

IN N
I mean… Really? Let me see... Wow!
Tell students that learning some tricks to sound fluent

R
They are used to make time before you answer a question. may help them start speaking better. Have them
3 Write tag questions for each of the following statements. Follow the example from the
read aloud the expressions to make time to articulate
dialogue. 174
spontaneous answers and challenge them to recall

M O
You play in a group, don’t you?
which of them is used in the dialogue they heard

A
a You love video games, don’t you? f You don’t like jazz, do you?
b
c
Emma likes pasta, doesn’t she?
You will come to the party, won’t you?
g She can’t stand that movie, can she?
h Dad won’t like that book, will he? (That’s an interesting question). Give them a few
d
e
You liked the salad, didn’t you?
Tom really likes the sea, doesn’t he?
i You didn’t like black, did you?
j Grandma doesn’t like knitting, does she? minutes to explain what they are used for.
LI SI
Use expressions to make time to articulate spontaneous answers. / Use question tags to
request confirmation. Unit 4 65
Language 174

Go to page 174 in the Activity Book and ask volunteers

Achievement to read the information about tag questions. Stress that
R ER

they should pay attention to the verb tense of the main

Express compliments, likes, and dislikes in a dialogue. clause so they can choose an appropriate auxiliary.

Teaching Guidelines 3. Write tag questions for each of the following

statements. Follow the example from the
• Use expressions to make time to articulate dialogue.
spontaneous answers (e.g., hmm, that is an Have students practice how to use question tags to
V

interesting question, etc.). request confirmation by working on this activity while

• Use question tags to request confirmation (e.g., You you monitor. Check orally.
used to be… didn’t you?).
E

Wrap Up
Warm Up
Material: soft/paper ball
Have students share what their favorite theme of Ask students to stand up in a circle, throw a soft/
conversation is by asking them: What do you like paper ball to one of them and say a short statement
to talk about the most? Encourage everybody to using the information they have shared throughout
participate. Tell them that talking about what they the unit; e.g., Ana likes to play football. Ask the person
P

like will help them feel confident and develop their who catches the ball to say the corresponding tag
speaking skills in English. question (doesn’t she?). Tell him/her to say another
short statement and throw the ball to somebody else.
1. Listen and explain why Emma did not follow the Repeat until everybody has participated.
script of her interview. 20
Play Track 20 and pause after Emma finishes her Tell students they have to read pages 50-53 in
introduction. Ask students: What is the purpose of their Reader’s Book at home and think about
Emma’s interview? (to find out what music students the answer to the following question: Whom are they
prefer so it can be played during recess). Continue going to interview next? They will discuss it in class
playing the rest of the track and ask students: Did she the next day.

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 Day 2
have them read the information provided on page 174
Lesson
in their books.

4 Use the prepositions from the box to complete the sentences and questions.
4. Use the prepositions from the box to complete the
174

at about with in
sentences and questions.
The party you went to last Saturday...

a What music are you interested in ?

Have students practice how to use stranded
b What is he good at ? prepositions to offer details working in this activity.
c She is an expert at this game; she knows what she is talking about .
Monitor while they work and check orally. Tell them
d He loves chess and is looking for a friend to practice .
they will use these constructions later on in their
with

5 Listen to the dialogue again. Fill in the graphic organizer with Emma’s points of view about
the rock band’s members. 20 interviews because they are common in conversation.
In favor Against

5. Listen to the dialogue again. Fill in the graphic

“You play very well.” “The singer is awful.”
organizer with Emma’s points of view about the
6 Draw the face you think Luis made when Emma told him that the singer was awful.
rock band’s members. 20

IN N
Explain that you will play Track 20 again. This time they

R
should pay attention to the part where one of the
kids expresses points of view in favor and against a
particular topic. Elicit the answer and have them fill in

M O
Reader’s Book
the graphic organizer. Tell them to have these phrases

A
Whom are they going to
interview next? (pp. 50-53)
7 Explain why Emma interrupted Luis. (Possible answer)

She wanted to change the subject because she probably felt ashamed about criticizing the singer of
in mind for their own interview.
his rock group. Maybe she wanted to return to the topic of the interview.

6. Draw the face you think Luis made when Emma

LI SI
Use stranded prepositions to offer details. / Express points of view in favor and against. / Use
non-verbal language to reinforce what is being said. / Recognize appropriate moments to
66 Unit 4
told him that the singer was awful.
interrupt interlocutors.

To help students value the use of non-verbal language

to reinforce what is being said, ask them to draw the
Achievement face they think Luis made when Emma criticized the
R ER

singer of his rock group. Invite volunteers to show

Express compliments, likes, and dislikes in a dialogue. their drawings.

Teaching Guidelines 7. Explain why Emma interrupted Luis.

To show students an example in which they may
• Use stranded prepositions to offer details recognize an appropriate moment to interrupt their
(e.g., The place they went to…, etc.). interlocutors, have them explain this particular
V

• Express points of view in favor and against. interruption. Elicit some other reasons for interrupting
• Use non-verbal language to reinforce what (asking for details, asking for clarification, preventing the
is being said. interlocutor to start talking about a different topic, etc.).
E

• Recognize appropriate moments to interrupt

interlocutors. Wrap Up

Warm Up Material: strips of paper

Write on the strips of paper: anger, happiness, anxiety,
Tell students that you will mention some prepositions apathy, confidence, embarrassment, frustration, fear,
and that they should move themselves around the guilt, horror. Divide the class into two teams, one
P

classroom to be in the place where the preposition volunteer from each team should go to the front and
indicates; e.g., on (they sit on their chairs). choose a strip of paper. Each student should act out
the emotion written on it using non-verbal language,
Language 174 and his/her team should guess the emotion in less
than 30 seconds.
On the board, write the prepositions you mentioned
in the Warm Up and elicit some sentences using Discuss the question related to the text from
them. Once you have some examples, have them the Reader’s Book. Ask students the last
see that prepositions are usually followed by a noun question related to the text: Whom are they going to
or pronoun, but explain that there are exceptions and interview next? (The story does not say).

T66 Unit 4

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 Day 3
8. Work in pairs. Use the questions you wrote
Lesson
in Activities 5 and 8 in the previous lesson to
interview another pair. Write their answers and
8 Work in pairs. Use the questions you wrote in Activities 5 and 8 in the previous lesson to
interview another pair. Write their answers and ask for details. (Answers may vary.) ask for details.
Answers Details
Tell students to get together with the same person
they worked with in the previous lesson. Have them
get together with another pair so they may take roles
as interviewers and interviewees, with and without the
9 Evaluate your performance. (Answers may vary.)
help of a script. Walk around to monitor that they are
Yes No Comments
composing sentences that include like to express likes
1. Were our questions written in an
appropriate register? and dislikes. Stress that they may adjust questions and
2. Did we use appropriate vocabulary to
express likes and dislikes?
answers depending on their interlocutor’s reactions.
3. Did we express compliments?

4. Did we make questions to solve doubts?

9. Evaluate your performance.

IN N
5. Did we use question tags to request
confirmation?
Tell students to work with their partner again. Read

R
6. Did we use expressions to make time
when answering?
7. Did we express points of view in favor
each aspect included in the checklist to make sure
everybody understands them. Give them some time to
and against?
8. Did we show empathy?
9. Did we use non-verbal language to
complete it while you monitor.

M O
reinforce what we were saying?
10. Did we recognize appropriate

A
moments to interrupt our interlocutors?

10 Practice asking and answering questions with a different

pair. This time, be aware of your rhythm, speed, and
Learning to Learn 10. Practice asking and answering questions with a
Which strategies did I use
pronunciation. to develop new skills in
English? (p. 175)
different pair. This time, be aware of your rhythm,
Take roles as interviewer and interviewee, with and without the help of a
speed, and pronunciation.
LI SI
script. / Compose sentences that include like to express likes and dislikes. / Adjust questions
and answers depending on the interlocutor’s reactions. / Practice and follow rhythm, speed,
Unit 4 67
Students will continue working with their same
and pronunciation.

classmate. Have them find another pair to work with

so they may practice and follow rhythm, speed, and
Achievement pronunciation when asking and answering questions.
R ER

Express compliments, likes, and dislikes in a dialogue. Learning to Learn 175

Teaching Guidelines Go to page 175 in the Activity Book and read the
information about metacognition. Elicit from different
• Take roles as interviewer and interviewee, with and students what they have learned so far in this unit and
without the help of a script. which strategies they have used to do it.
V

• Compose sentences that include like (e.g., I like…)

to express likes and dislikes.
• Adjust questions and answers depending on the
E

interlocutor’s reactions.
• Practice and follow rhythm, speed, and
pronunciation.

Warm Up

Say a number; the student who has that list number

P

should go to the front. Invite the class to tell him/

her as many compliments as they can in 30 seconds,
considering what that classmate is good at or enjoys
doing the most; e.g., You’re an excellent dancer!
You’re the best at solving sudokus! Repeat with at
least five list numbers.

Unit 4 T67

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Dialogue about likes the activities in this lesson to guide them to identify
and dislikes which were difficult for them. Have students reflect
Get together with your friend and do the following activities: (Answers may vary.)
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
• Find two other pairs of friends to work with.
question honestly. Check their answers to establish
• Go back to page 61 and reread the script about the quiz show presented on Activities 1
and 2. the strategies to support them if necessary.
• Play How much do you know about your friend? with the other two pairs. Take turns to be

Differentiated Instruction
the participants and the presenters.

• Use the questions and answers you wrote on page 64.

• Improvise as much as you can, using the expressions you learned. Activity 7: Use the Gather Background Information
Strategy asking students to think about times when

IN N
they interrupt somebody who is talking; tell them to

R
share their reasons for doing that. Then, draw their
attention to the last part of the dialogue where Emma
Self-evaluation interrupts Luis, and have them connect those details

M O with their own experience in order to infer the answer.

A
Can I… I need I’m on Sure!
practice. my way.

express compliments, likes, and dislikes in a Explain to students that there is not a correct answer
dialogue?
for these types of questions.
LI SI
68 Unit 4
Activity 9: Use the First of Five Strategy to give
students the opportunity to be more precise in their
self-assessment. Explain to them that after you read
Wrap Up each of the aspects in the checklist, they will use their
R ER

fingers as a scale from 1 to 5 to express how much

Product: Dialogue about likes and dislikes they could achieve each of the guidelines. Encourage
As you may recall, in this unit, students will present a them to write details in the “comments” column.
dialogue about likes and dislikes with the format of a
quiz show: How much do you know about your friend?
In this lesson, students will organize themselves in
teams of six (the pair that has been working in the
V

previous sessions plus two more pairs). Reread the

script on page 61 together with the class so that they
can recall the quiz show. Then explain that they will
E

use the questions they wrote on page 64 to play that

game. There will be three rounds; in each of them,
the members of one pair will be the presenters and
will ask the questions; the other two pairs will be the
contestants (one member of each pair will answer,
and the other will be silent). They should switch roles
until everybody participates assuming all three roles.
P

Monitor while they work to encourage them to include

the structures and expressions they learned in this
unit (connectors, tag questions, stranded prepositions,
phrases to sound fluent, etc.) and to choose the
appropriate moment for interrupting their interlocutors.

T68 Unit 4

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 Reader’s Book
When I Grow Up… 1. Work in pairs. Answer the questions.
A fictional story about a. Why does Sean want to do different roles?

Stormy, and…
a possible career choice
33 He doesn’t want to become a typecast actor.

Written by
Patricia Oliver b. What happens in the interview that makes the
teenagers relax?
Sean starts talking about his life and they see
he is very nice.

2. Look for antonyms in the text. They can be single words

or expressions.
a. unhappy: ecstatic
b. disinterest: concern
c. very difficult: a piece of cake
d. unworried: distressed

3. What famous person would you like to interview? Why?

Write three questions you would like to ask him/her.

IN N
(Answers may vary.)

R
ICT Box

M O
A
https://goo.gl/Y4VFHW

In order to prepare an interview, you need to do some research

about the interviewee’s life. Here you have information on Malala
Yousafzai, a very young human rights activist with an astonishing
life. Read the text, discuss in groups of four, and write down 10
questions you would like to ask her.
LI SI
Unit 4 43 54 Unit 4

1. Work in pairs. Answer the questions. ICT Box

R ER

Ask the questions and make sure all students

understand them. Ask students to answer in pairs and Read the information on the link beforehand. Tell them
then check some answers as a group. it is important to know about actors and singers,
but also about literature, current affairs, history, and
2. Look for antonyms in the text. They can be single human rights, for instance. Tell them a little bit about
words or expressions. Malala Yousafzai (general information only). Then ask
Elicit what a synonym is; then what an antonym is. them to write down one question they would like to
V

Give easy examples in English (happy-joyful / happy- ask her, based on the information you shared. Then tell
sad). If necessary, you can give examples in Spanish them to read the complete text on the link and write
(it will depend on the students’ general level). Then down four more questions in groups of four.
E

form groups of three and time their search for the

antonyms. Who can find them the fastest?

3. What famous person would you like to interview?

Why? Write three questions you would like to ask
him/her.
Tell them to name the topics the teenagers asked
P

Sean or talked about (work, likes, traveling, movie

roles, theater, coming projects). Brainstorm possible
topics for an interview and write them on the board.
Then give them some time to write their questions.

Photocopiable material
Unit 4 T69

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 Game and Product

Game Product
Product
Use the definitions as a clue to the words that goes into the corresponding blank spaces.

Dialogue about likes and dislikes

2
Together with your close friend and two other pairs, you will present How much do you know
1 s p o r t about your friend? to the rest of the class. In order to prepare it, do the following activities: 175
r
3
c o m p l i m e n t 4 5
• Get organized.
6 f f l 8
Who will you ask the questions to? Who will you answer to?
p 7
e m p a t h e t i c Take turns to make sure everybody participates. You will speak three times: one time as a
l r v i n presenter (together with your close friend), the other time answering questions about him/
her, and finally one as the silent close friend.
9 h a t e o s t
y n r u e • Prepare an introduction.

c i r r How will you explain the game and welcome your participants when being presenter?
10 p r a c t i c e t e v Select appropriate words and expressions to refer to your audience. Use transition words
to connect your ideas.
e i
e • Select the questions you will use.
w

IN N
Which are the most challenging questions to ask?
Rehearse using different expressions: Does your friend like…? Which is his/her favorite…?
What about…?

R
• Prepare your possible answers.

Across Down Include new vocabulary and structures.

1. a physical activity in which people 2. something that you like more than • Rehearse verbal and non-verbal language.
sometimes compete other

M O
3. a remark that shows you admire 4. a person, activity, or thing regarded Check rhythm, speed, and pronunciation. Ask your close friend to check if it is really
someone or something with special preference reinforcing what you are saying.

A
7. that shows interest in other 5. time when you are not working or
people’s feelings and preferences studying so you can do other things • Be ready to improvise.
9. to dislike something very much you enjoy
10. when you do a particular thing 6. to take part or compete in a sport Remember you do not always follow a script, so be ready to adjust questions and answers
regularly in order to improve your or game / to perform a musical depending on the interlocutor’s reactions.
skill at it instrument
8. a meeting with someone who asks you • Once you are ready… present it to your class!
LI SI
questions

70 Unit 4 Unit 4 71

After playing the game, check and assess the products Dialogue about likes and dislikes
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Tell students that they will have 10 minutes to
lesson are complete; if not, give teams some time rehearse their dialogues with their team. Suggest that
to complete them. Walk around to give any help they they go through the steps described on page 71 in
might need. It is essential at this stage that students order to include every aspect that will be evaluated.
gain confidence and feel that they are advancing and Monitor while they work to give any suggestion you
achieving greater fluency. think may improve their presentation. Once teams
V

are ready, invite them to present in front of the class.

Skills 175
Use the rubric provided to evaluate each student
individually. Remember that a rubric sets out clear
E

Ask students how difficult it is for them to concentrate criteria and standards for assessing different levels
on a task. Listen to their answers and tell them that of performance to make transparent the process
there are some useful techniques to focus our mind of synthesizing evidence into an overall evaluative
so we may pay attention to what we are going to do. judgment.
Have them read the information provided on page 175 Ask students how they felt before, during, and after
in their books and guide them to perform the exercise. presenting their dialogues.
Once they finish, encourage some of them to share
P

how they feel.

T70 Unit 4

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 Evaluation Tool
Rubric
Name:

Achievement Needs Needs

Attained Reinforcement Help
Student speaks with an Student speaks with Student doesn’t speak with
appropriate rhythm and an appropriate rhythm an adequate rhythm and
Rhythm, speed,
speed all the time. His/Her and speed, but his/her speed. His/Her pronunciation
and pronunciation
pronunciation is accurate. pronunciation is not always is not accurate.
accurate.

IN N
Student’s selection of Student included some Student’s selection of

R
Appropriate words and phrases is totally words and phrases that words and phrases is not
language use appropriate for the situation. are not appropriate for the appropriate for the situation.
situation.

M O The introduction shows The introduction is missing The introduction is missing

A
a sequence of ideas that information. There is information. There is not
explains to the audience the an appropriate use of an appropriate use of
Introduction purpose of the game and connectors. connectors.
LI SI
welcomes the participants.
There is an appropriate use
of connectors.
Student shows the correct Student uses some new Student did not include new
use of new structures and structures and vocabulary structures and vocabulary
R ER

Use of new structures

vocabulary from this unit. from this unit, but from this unit.
and vocabulary
sometimes they are not
used correctly.
The dialogues follow a The dialogues follow a The dialogues do not follow
sequence (opening – body sequence (opening – body a sequence (opening – body
Sequence and coherence – closing) and include – closing) but missed some – closing).
appropriate information for relevant information.
V

each stage.
Student is completely Student seems prepared Student is somewhat
Preparedness and prepared and has obviously but has some troubles with prepared and was not able to
E

improvisation rehearsed and showed the improvising. improvise.

ability to improvise.
P

Photocopiable material
Unit 4 T71

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 What world are we going
to create for our future?
Unit
Unit Overview
Overview
Recreational and Literary Environment Social Practice of the Language
To produce constructive forecasts for others
Communicative Activity
Recreational expression

Achievements Vocabulary
• Revise samples of written forecasts. • app • likely

IN N
• Listen and identify ways to express future actions. • artificial intelligence • network
• Formulate and respond to questions to

R
• automatic • signal
understand forecasts. • available • smart
• Write sentences that express future to create • evolution • technology

M O
forecasts.

A
Language Learning to Learn Audio
• Simple future tense Designing a mind map Tracks 21-22
• First conditional
LI SI
• Conditional connectors

Skills Reader’s Book

How to be an active reader “It Was a Dark, Stormy, and… Fun Night!,” pp. 55-66
R ER

Product Evaluation Tool

Mind map with forecasts Anecdotal notes

In order to introduce the unit, tell students to

look at the pictures and have some volunteers
describe them. Ask the class if they think the
V

What world are we

going to create for future will be that way. Elicit ideas related to
our future? how they think they may live when they grow up
You are going to…
and how the world is going to be.
E

Organize the class into teams of three and

produce constructive forecasts for
others.

read aloud the title: What world are we going to

create for our future? Give them a few minutes
to discuss their answers and ask one person
from each team to share them.
Photocopy the format for anecdotal notes
provided at the end of this book. Use it to
P

evaluate each student individually throughout this

unit. Remember they are notes about relevant
conducts you observe in specific situations. Try
72
to register conducts that are spontaneous and
not very usual (positive and negative). In the
first column just describe what the student is
doing; in the second column, what that conduct
means to you in terms of the way the student is
accomplishing (or not) the achievements.

T72 Unit 5

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 Lesson Day 1
people that will be around, the activities they will
Lesson perform, and what they will look like.
1 Draw how you imagine your life in 2040. Include as many details as possible.
(Answers may vary.)
2. Work in pairs. Compare your drawings.
Organize the class into pairs. Give them a few
minutes to compare their drawings and talk about
them. Monitor walking around and encourage them to
explain to their partners how they plan to get there.

3. Write an acrostic using the word future. Express

how you would like it to be. Follow the example.

Explain that an acrostic is a poem that uses the letters

of a topic word to write out a word or message that

IN N
is related to it. Draw their attention to the example.

R
2 Work in pairs. Compare your drawings.
Suggest that they use their dictionaries to look up
3 Write an acrostic using the word future. Express how you would like it to be. Follow the
example. (Answers may vary.) words that may be related to the concept “future” so
they can express their personal points of view. Monitor

M O
F lying cars will be all around.

while they write to offer any help they may need.

A
U
T
U
R
E
Wrap Up
LI SI
Engage students with the theme of the unit and have them connect it with their personal
experience. Unit 5 73
Invite volunteers to the front to read their acrostics
and encourage the class to respectfully comment on
them.
Achievement
R ER

Tell students they have to read pages 55-58 in

Revise samples of written forecasts. their Reader’s Book at home and think about
the answer to the following question: What was Nataly
Teaching Guideline wearing when she came back from the bedrooms?
They will discuss it in class the next day.
Engage students with the theme of the unit and have
them connect it with their personal experience.
V

Warm Up
E

Draw a circle in the middle of the board and write

the word FUTURE inside. Ask students to brainstorm
everything that comes to their minds and start drawing
branches to include their ideas. If they say an idea
related to one of the branches that is already there,
draw a secondary branch. Encourage some volunteers
who enjoy drawing to illustrate some of the ideas
P

while the rest of the students continue brainstorming.

At the end, tell them that together they helped to build
a mind map.

1. Draw how you imagine your life in 2040. Include

as many details as possible.
Read the instructions aloud. Tell students to consider
the ideas they expressed during the Warm Up. Explain
that they should draw the place where they want to
be, including details such as the environment, the

Unit 5 T73

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 Day 2
fiction or nonfiction? (nonfiction). What do you think
is the purpose for reading this text? (to learn how
Lesson
the Internet has evolved). Invite some students to
4 Read the article. Label its parts using the words from the box.
share their answers. Then, draw their attention to
177

subtitle title illustration bullet points introduction conclusion

the structure to value the use of graphic and textual
TEEN MAGAZINE
components; tell them to look at the title, subtitles,
The Internet’s
Evolution title
picture, and general organization of the text. Ask them
what all the sentences with bullet points have in
During the last years,
technology has been rapidly
illustration
changing. Each new upgrade

common (they are part of a list). Give them some time

leads to create something better.
When you were born, high speed
Internet already existed. But it was not
always this way. This is a quick overview on introduction

1990s
how it was and how it is likely to change:
to work on the activity and check orally.
• Not everybody had Internet.
• People used a telephone network to connect.
• Access speed was very slow. Some of the words in this activity are included in
subtitle
Today
• Wireless Internet connections are available.
• There is access to a Wi-Fi signal almost everywhere.
the glossary; tell students to check their meaning in
the corresponding pages at the back of their book.
• Most people have access via their smartphones.

2040
• Smart services will use artificial intelligence to help us.
• Automatic apps are going to do most of our daily tasks.

IN N
• We will not worry about connectivity.
bullet point
Apps doing everything for us sounds great. We are not going
to spend time doing things such as driving or household 5. Match the columns.

R
chores. But… Is that really going to be good for us? What
conclusion
precautions will you take?

15
To analyze topic, purpose, and intended audience, give
students a few minutes to match the columns. Check
5 Match the columns.
orally and ask them to mention details from the text

M O
a teenagers c theme

to support their answers (audience: “When you were

A
b to make readers reflect if the possible evolution of the a audience
Internet is as good as it seems and to think about the
precautions they should take
c the Internet evolution b purpose
born, high speed Internet already existed.” theme: the
6 Work in teams. Discuss the author’s questions. title; purpose: the questions at the end).
Reader’s Book
LI SI
What was Nataly wearing
Value the use of graphic and textual components. / when she came back from
74 Unit 5
6. Work in teams. Discuss the author’s questions.
Analyze topic, purpose, and intended audience. the bedrooms? (pp. 55-59)

Organize the class into teams of four. Give them

Achievement a few minutes to discuss the questions while you
R ER

monitor, encouraging them to speak in English. Then,

Revise samples of written forecasts. ask one person from each team to share the team’s
conclusions.
Teaching Guidelines
Wrap Up
• Value the use of graphic and textual components.
• Analyze topic, purpose, and intended audience. Ask students about the disadvantages of relying
V

too much on technology. You may comment that

Warm Up sometimes when we do so, we lose some abilities;
for example, when we lose our smartphone, usually
E

Elicit from students facts about the Internet history we lose our contacts’ information because nobody
(1968: first host-to-host message was sent, 1970: first memorizes it nowadays as we did in the past.
networking group, 1980s: widespread development Encourage them to give other examples or, in case
of PCs and workstations, 1985: the Internet was they think there are no disadvantages, to back up their
established for researchers and developers, late point of view.
1980s: commercial Internet service providers
emerged, mid-1990s: fully widespread). Discuss the question related to the text from
P

the Reader’s Book. Ask students to tell you or

Skills 177 summarize what happens in the first pages of the
story. Then ask them if they have ever played dress
Go to page 177 in the Activity Book and read aloud up with a friend or with their families. Let them tell
the information about how to be an active reader to some stories about the dress up or role-play. Then ask
engage students in Activity 4. them the question in their Activity Book and elicit the
answer (one of her father’s suits, her brother’s shoes,
4. Read the article. Label its parts using the words a hat, and a marker-made moustache).
from the box.
Ask students to look at the text and ask: Is this

T74 Unit 5

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 Day 3
the past? (the ones from the 1990s section), Which
ones refer to the present? (those from the Today
Lesson
section), Which ones refer to the future? (those from
7 Go back to the article from Activity 4. Look at the sentences with bullets and fill in the
table. the 2040 section). Have them identify the verbs and
Verbs in Past Tense Verbs in Present Tense Verbs in Future Tense auxiliaries in each of the sentences and write them
had are will use
used is are going to do in the corresponding place in the table. Finally, have
was have will not worry
them compare the three columns recalling what they
Time to Shine!
They used the telephone, wrote letters, • How did people chat, send mails, and do
learned in the previous units: past: you must add -ed
and went to the library.
at the end of regular verbs and learn or look for the
research work before the Internet existed?

8 Go back to the article. Organize the sentences included in the 2040 section and the
conclusion. past tense of irregular verbs; present: the verb is used
The Internet’s Future in its infinitive form (without to) and in the case of third
Smart services will use artificial intelligence to help us. person singular, you must add an -s. For the future,
Automatic apps are going to do most of our daily tasks.
ask: Which auxiliaries do we use? (will/be + going to).
Explain that in British English they also use shall as an
We will not worry about connectivity.
We are not going to spend time doing things such as driving or household chores.

IN N
auxiliary for the future, and in American English it is

R
Is that really going to be good for us?
What precautions will you take?
not used very often except for very formal situations.
9 Look at the sentences you wrote in the previous activity. What do they express?
Ask the question in the Time to Shine! box and elicit
(Possible answer)
the answers (used the telephone, wrote letters, and

M O
They describe future situations.

went to the library) and ask students if they would like

A
10 Work in teams. What will you use the Internet for in the future? Make a list of possible
situations and copy them on a sheet of paper. File it in your portfolio. (Answers may vary.)

to live in that time.

8. Go back to the article. Organize the sentences

LI SI
Compare sentences with future, past and/or present verb forms. / Contrast types of sentences
Unit 5 75
included in the 2040 section and the conclusion.
to express forecasts. / Understand sentences that describe future situations.

Read the instructions aloud and explain to them

that the check mark on the left means affirmative,
Achievement the cross means negative and the question mark,
R ER

interrogative. To contrast types of sentences to

Revise samples of written forecasts. express forecasts, have students classify the
sentences included in the 2040 section and the
Teaching Guidelines conclusion of the article. Check orally and elicit some
other examples of each type of sentence in future
• Compare sentences with future, past and/or present tense to check they understand the structure.
verb forms.
V

• Contrast types of sentences to express forecasts 9. Look at the sentences you wrote in the previous
(affirmative, negative, interrogative, etc.). activity. What do they express?
• Understand sentences that describe future To help them understand sentences that describe
E

situations (will, shall, be + going to). future situations, say: If the sentences that you
wrote correspond to the 2040 section of the article,
Warm Up all of them… and encourage them to complete the
sentence (describe future situations). Tell them to
Organize a Verb Bee. Ask students to stand up, explain answer the question in their books.
that you will say an irregular verb in present tense to
each of them by turns and they have to tell you the 10. Work in teams. What will you use the Internet for
P

verb in past tense; e.g., eat – ate (you may use the list in the future? Make a list of possible situations
from page 188). In case a student does not remember, and copy them on a sheet of paper. File it in your
he/she must sit down and the next person in the row portfolio.
may answer. Organize the class into teams of four. Tell them to go
back to Activity 1 to visualize their lives in the future.
7. Go back to the article from Activity 4. Look at the Then, they should think about what they will use
sentences with bullets and fill in the table. the Internet for. Have them write a list of at least six
To compare sentences with future, past and/or situations in which the Internet will be useful. This
present verb forms, ask students to look at the activity will be your first evidence in this unit; ask them
subtitles in the article. Ask: Which sentences refer to to file it following the procedure you prefer.

Unit 5 T75

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Mind map with forecasts the activities in this lesson to guide them to identify
In this unit you will write forecasts. In order to start, get in small teams and work on the which were difficult for them. Have students reflect
following activities: (Answers may vary.)
upon the specific aspects they are struggling with
• Go back to page 73 and read your acrostics to each other.
and, based on that reflection, ask them to answer the
• Discuss: question honestly. Check their answers to establish
How would you like the future to be?
the strategies to support them if necessary.
• Classify your ideas (you may add more):

Environment
Differentiated Instruction
Science &
Technology
Society
Activity 3: Use the Jigsaw Strategy. Form six groups
Future
of students and give each group a letter from the

IN N
word FUTURE. Monitor while they write a verse with

R
Yourselves
the letter assigned. Finally, put all sentences together
to form the acrostic. If you want to make it more
challenging, ask students to adjust the rhyme using an
Self-evaluation

M O online rhyming dictionary (https://goo.gl/Ecvnfp).

A
Can I… I need I’m on Sure!
practice. my way.

revise samples of written forecasts? Activity 6: Use the Four Corner Strategy to start
LI SI
a group discussion on the author’s questions. Label
76 Unit 5
the corners of your classroom: yes, no, more or less,
I don’t know. Ask the first question (Is that really
going to be good for us?) and ask students to go to
Wrap Up the corner that corresponds to their answer. Once
R ER

students are organized in teams, ask the second

Product: Mind map with forecasts question (What precautions will you take?).
In this unit, students will design a mind map with
forecasts. In this lesson, they will decide who they will
work with (small teams, not more than four students)
and the information that they will include. Once they
are organized, assign a secretary for each team. Tell
V

them to go back to page 73 so they may read their

acrostics to each other. The secretary will be in charge
of listening and writing the most important ideas he/
E

she hears. Once they finish, the secretary will read the
ideas to the team and, using that information, together
they will answer the question: How would you like
the future to be? Finally, the team will organize all
the ideas in the graphic organizer. Walk around and
monitor encouraging them to speak in English. Once
they are ready, invite teams to share their answers.
P

For homework, have students research interesting

inventions that may exist in the future.

T76 Unit 5

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 Lesson Day 1
21
2. Listen again and complete the predictions.
Tell students that you will play the interview again for
Lesson
21
them to listen to forecasts and discover future verb
1 Listen to the interview. Circle the pictures that show the predictions.

Cars Food
forms. Play Track 21, pausing after each answer is said,
and ask one volunteer to write it on the board. Finally,
read the sentence in the Time to Shine! box. Tell
students that there are inventions that take some time
Communication Entertainment
to be commercialized but that already exist. You may
give them the example of EVA, an invention developed
by a Mexican teenager, which detects cancer (https://
2 Listen again and complete the predictions. 21
goo.gl/37Ey2G).
a Automatic apps are going to drive zero-emission cars.
b Insects are going to be available as a

c
source of protein.
People will use smart glasses
Time to Shine! Language 176
or earrings. • Research and share about technological
advances that exist today but have not
d We will experience virtual worlds as

IN N
been commercialized.
if they were real.
Go to page 176 in the Activity Book and read the

R
information about the different uses of the simple
3 Read the sentences from the interview. Circle the correct option. 176

1 I will do it for you.

a voluntary action b promise c plan d prediction
future tense.
2 Meat will be scarce.

M O
a voluntary action b promise c plan d prediction

3. Read the sentences from the interview. Circle the

A
3 I will still be in touch with my real friends.
a voluntary action b promise c plan d prediction
correct option.
4 We are going to talk about how society is likely to be.
a voluntary action b promise c plan d prediction To distinguish future tense uses in forecasts, have
LI SI
Listen to forecasts and discover future verb forms. / Distinguish future tense
students work in this activity individually while you
Unit 5 77
monitor walking around. Check orally and elicit some
uses in forecasts.

examples for each of the uses.

Achievements Wrap Up
R ER

• Listen and identify ways to express future actions. Organize the class into pairs. Tell them they will have
• Formulate and respond to questions to understand five minutes to think about an invention they would
forecasts. like to develop: What is it going to be used for? What
is it going to look like? Invite pairs to share with the
Teaching Guidelines rest of the class.
V

• Listen to forecasts and discover future verb forms. Tell students they have to read pages 60-63 in
• Distinguish future tense uses (e.g., making their Reader’s Book at home and think about
predictions, expressing intentions, etc.) in forecasts. the answer to the following question: What did Storm
E

Cassius bring? They will discuss it in class the next day.

Warm Up

Invite students to talk about the inventions they

researched. They must describe the inventions saying
what they will use them for and if they would like to
have one.
P

1. Listen to the interview. Circle the pictures that

show the predictions. 21
Explain to students that they will listen to a radio
interview in which the host will ask a scientist about
inventions that may exist in the future. Draw students’
attention to the instructions and the pictures and
ask them what their purpose for listening will be (to
identify specific information). Play Track 21 for students
to work on the activity. Check orally.

Unit 5 T77

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 Day 2
to read each of the suggestions for tip #1 and perform
Lesson
the activity individually. Check orally.
4 Read. Match the columns.

TEEN MAGAZINE
5. Complete the following questions and answers
Tips to Create a Better Future with information from the article. Follow the
Living in a hyper technological era may sound very attractive, but it is not the key to
happiness. If we really want to live in a better world, we must start working now. Here
example.
are some tips that may help.
Read the instructions and the example aloud. Once
Tip #1: Care for Your Environment
What to do? Why?
you are sure everybody understands what they have
Save water: It reduces greenhouse gases and helps you be fit. to do, give them some time to make and respond
They improve air quality by producing oxygen
Plant trees:
and absorbing carbon dioxide. to questions to make forecasts based on present
situations. Check by asking volunteers to write the
Only 3% of the water on this planet is fresh and
Save energy:
only 1% is available for drinking.

answers on the board.

Generating it causes pollution and contributes to
Walk or bike:
global warming.

5 Complete the following questions and answers with information from the article. Follow the
example. (Possible answers)
6. Let’s commit! Write three things you promise to

IN N
What will happen if we don’t save water? We will not have fresh water to drink.
a What will happen if we plant trees? We will help improve air quality. do from now on to preserve the environment. File

R
b What will happen if we don’t save energy? We will contribute to global warming.
c What will happen if we walk or bike? We will help reduce greenhouse gases. them in your portfolio.
6 Let’s commit! Write three things you promise to do from now on to preserve the
environment. File them in your portfolio. (Possible answers) Ask students to work in this activity to reinforce
a I will turn off the lights when not using them.
the use of “will” to make promises. This will be

M O
b I will reduce the use of paper by going more digital.

your second evidence in this unit; ask them to file it

A
c I will turn taps off when not using them.

Reader’s Book
What did Storm Cassius following the procedure you prefer.
bring? (pp. 60-63)

Wrap Up
LI SI
78 Unit 5 Make and respond to questions to make forecasts based on present situations.

Encourage students to imagine the opposite scenario

and ask: What will happen if we don’t take care of our
Achievements environment? Have them brainstorm ideas on what
R ER

the world will be like.

• Listen and identify ways to express future actions. Ask students to bring counters and dice for the
• Formulate and respond to questions to understand next session.
forecasts.
Discuss the question related to the text from
Teaching Guideline the Reader’s Book. Ask students to brainstorm
information about tropical storms or hurricanes.
V

Make and respond to questions to make forecasts Write their ideas on the board. Then ask the second
based on present situations (e.g., What will happen question: What did Storm Cassius bring? (strong
if…? If we study, we will…). winds, rain, chips, and ice cream).
E

Warm Up

Tell students to stand up and form a big circle. Start by

saying: If we want a beautiful planet for our future, we
must… encourage the student to your right to finish
the sentence. Then ask the next student to repeat
P

the beginning, what his/her classmate already said

and add an extra thought. Continue until everybody
has participated. The last student should repeat all the
actions mentioned by the rest.

4. Read. Match the columns.

Read the title and introduction aloud for students and
explain that this article is divided into three parts along
the unit and this is the first part. Give them some time

T78 Unit 5

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 Day 3
7. Read and reflect.
Explain that they will read the second part of the
Lesson
article they started reading in the previous session. To
7 Read and reflect.
show a self-critical constructive attitude to evaluate
Tip #2: Care for the People Around You one self’s strengths, tell them to reflect upon the two
What to do? Why?
Be respectful: It will help you build better relationships.
questions at the end. Invite volunteers to share their
Cultivate friendships: They are going to make your life interesting and wonderful. answers.
Practice empathy: You will have less trouble in dealing with conflict.

Help others: If people around you are OK, you are going to be great.

Be responsible: You will take control over your life and stop blaming others. Language 176
• Which of the tips do you already follow?
• Which of them do you need to work on?

8 Work in teams. Follow your teacher’s instructions to play. 176

Go to page 176 in the Activity Book and read the
information corresponding to the first conditional to
If I plant tree
s...
clarify what they practiced in the Warm Up activity.
If I help others… If I save water…

IN N
8. Work in teams. Follow your teacher’s instructions

R
If I’m re
sponsible
to play.
Organize the class into teams of four and ask them
…
…
If I’m respectful

to take out their counters and dice. Tell them to place

M O their counters in the Start circle. They have to toss the

A
9 Choose a classmate who is an example of one of the suggestions mentioned in Activity 7.
Write a sentence describing him/her without mentioning his/her name. Read it aloud and
have your classmates guess who you are talking about. (Possible answer)
dice and move their counter the number of squares
He is incredibly respectful; he is always polite and nice to everybody. indicated. If they land on a square where an arrow
LI SI
Show a critical and self-critical constructive attitude, to evaluate one self’s and
starts, they should read the first part of the conditional
Unit 5 79
sentence and finish it with a future clause. If they
classmates’ strengths.

are able to do so, they may go to the square where

the arrow ends; if they don’t, they have to stay there.
Achievements The first student to reach the Finish circle will be the
R ER

winner.
• Listen and identify ways to express future actions.
• Formulate and respond to questions to understand 9. Choose a classmate who is an example of one
forecasts. of the suggestions mentioned in Activity 7. Write a
sentence describing him/her without mentioning
Teaching Guideline his/her name. Read it aloud and have your
classmates guess who you are talking about.
V

Show a critical and self-critical constructive attitude, to Read the instructions aloud and explain it is very
evaluate one self’s and classmates’ strengths. important to show a critical constructive attitude to
evaluate classmates’ strengths. Assume the role of
E

Warm Up the moderator, giving students turns to read their

sentences and always observing they are respectful to
Material: slips of paper each other.
Give each student a slip of paper and ask them to
think about a situation in which technology is affecting
their social life in the present; e.g., I always text my
friends when I’m having lunch with my family. Tell
P

them to write a sentence that describes the situation

on the slip of paper you gave them. Have them fold it
and give it to you. Read aloud each of the sentences
students gave you, adding an If at the beginning:
If I always text my friends when I’m having lunch
with my family… Encourage the class to finish the
sentences with a future clause.

Unit 5 T79

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 Day 3

Lesson
Differentiated Instruction

Product: Mind map with forecasts Activity 4: Use the Gather Background Information
Get together with your team and do the following activities: (Answers may vary.) Strategy to find out the habits students have for
• Go back to page 76 to recall the ideas you wrote.
taking care of the environment. Identify the students
who know more about this theme so that you may
• Write three things kids your age can do in the present to
achieve what you want for the future: invite them to give some other suggestions to the
class.
Environment:

Society: Activity 6: Use the Think-Pair-Share Strategy trying

to form pairs in which one of the students may tutor
Science & Technology:
the other to write the sentences.

IN N
R
Self-evaluation
Can I… I need I’m on Sure!

M O
practice. my way.

A
listen and identify ways to express future
actions?

formulate and respond to questions to

understand forecasts?
LI SI
80 Unit 5

Wrap Up
R ER

Product: Mind map with forecasts

As you may recall, in this unit students will design
a mind map with forecasts. In this lesson, they will
reflect upon the actions they may take in the present
to make their forecasts happen.
Have them get together with their teams and go
V

back to page 76 to recall the ideas they wrote. Have

them focus on the three topics they have already
discussed (Environment, Science & Technology, and
E

Society) so they may include the information that has

been worked during the previous sessions. Monitor
while they write to check the structure of their clauses
in present tense.

Self-evaluation
P

Explain the achievements to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

T80 Unit 5

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 Lesson Day 1
Elicit the meaning of each of them and explain that
they can be used to specify when in the future an
Lesson
action is going to happen.
1 Read and check (ü) the suggestions you already follow.
Ask the Time to Shine! question and encourage
Tip #3: Care for Yourself Time to Shine!
• What other suggestions would you add?
students to think about healthy habits that may
What to do? Why?
Eat healthy: A well-balanced diet that provides you with energy
help them preserve physical and mental health. Ask
and nutrients will establish the basis for your health.
them why taking care of this in the present may be
Exercise daily: It is going to help you ensure a strong and healthy
body in the future.
important for their future.
Think positively: It is going to lead you to accomplish tomorrow’s
dreams and goals.

Meditate: It will make you more aware of the moment you are
living in and in short you will release stress. 2. Fill in the table to plan when you will do each of
Read more: Soon it will help you develop analytical thinking skills
and eventually you will expand your vocabulary.
the activities listed above. You may repeat or add
extras if you wish. Follow the example.
2 Fill in the table to plan when you will do each of the activities listed above. You may
repeat or add extras if you wish. Follow the example.
To continue extending repertoires of words to express
future, read the time expressions included in the

IN N
When? What? How? / What?
In an hour I’m going to exercise playing soccer. first column of the table. Make sure all your students

R
Later this evening
Tomorrow
The day after tomorrow
understand what each of them refers to. Read the
Next week
In the near future
example and tell them that they should include both
the activities they already practice and the ones

M O
3 Write five questions to ask a partner about his/her plans. Follow the example. (Answers may vary.)
they don’t. Encourage them to include the ones

A
What are you going to read next month?
a
b they suggested when answering the Time to Shine!
c
d question. Monitor while they work to check they are
e
LI SI
using “going to” to express plans.
Extend repertoires of words to express future. / Write questions that describe future actions. Unit 5 81

3. Write five questions to ask a partner about his/her

plans. Follow the example.
Achievement Review question words with students (they learned
R ER

them in Unit 2, page 170). Read the example provided

Write sentences that express future to create and stress the structure: Question word + be +
forecasts. subject + going to + verb. Give them a few minutes to
write questions that describe future actions. Monitor
Teaching Guidelines while they work to check.

• Extend repertoires of words to express future. Wrap Up

V

• Write questions that describe future actions.

Ask students to go back to page 74 to recall the
Warm Up elements of the article they read. Ask them: What is
E

missing in the second article that we read in three

Organize the class into teams of five. Copy the parts? (the conclusion). Organize the class into teams
following Martin Luther King Jr.’s quote on the board: of three and give them a few minutes to write some
“If you can’t fly then run, if you can’t run then walk, if lines to suggest a conclusion for the second article.
you can’t walk then crawl, but whatever you do, you Invite teams to share their work.
have to keep moving forward.” Give them five minutes
to discuss what it means to them. Invite teams to Tell students they have to read page 64 in their
P

share their conclusions. Reader’s Book at home and think about the
answer to the following question: What does the final
1. Read and check ( ) the suggestions you already weather forecast say about Hurricane Anna? They will
follow. discuss it in class the next day.
Explain to students that they will read the third and
last part of the article they started reading in the
previous lesson. Ask volunteers to read aloud and
then give students some time to work on the activity.
Finally, to extend repertoires of words to express
future, draw students’ attention to the words in bold.

Unit 5 T81

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 Day 2
Read the instructions aloud and explain that now they
are going to write sentences that describe future
Lesson
actions using the information they receive from their
4 Work in pairs. Ask your partner the questions you wrote in Activity 3 and register his/her
answers on the following lines. Follow the example. Copy them together with the questions
on a sheet of paper and file it in your portfolio. (Answers may vary.)
partner. Read the example and invite them to be
I am going to read “The Canterville Ghost.”
specific. Monitor while they work to check they are
a using “going to” to express plans. This activity will be
your second evidence in this unit; ask them to file it
b
c
d
e following the procedure you prefer.
5 Listen and fill in the gaps with words from the box. 22
176

Spread the word

Join online campaigns
Use your creativity
Be an inspiration
Network
Speak out
5. Listen and fill in the gaps with words from the box.
22
Speak out : It helps if you assert yourself and your interests. Unless you express
yourself, nobody will listen to you. Explain to students that they will listen to some advice
Network : There are many inspiring youth like you around the world. Don’t be
shy; reach out to them. Learn about their efforts and initiatives.
Spread the word : You are part of a community, and have the power to educate and
that a teenager is giving to his peers. Play Track 22
influence those around you. Problems will be solved as long as you work on them.
Join online campaigns : Global campaigns are always happening. Find one related to your for them to work on the activity. Check orally and ask

IN N
issue and start it locally.
Use your creativity : Photography, arts and crafts, dance, theater, sports, street art...
Almost anything can be turned into an activist project. If you don’t start expressing yourself
them what they think of this advice. Finally, draw their

R
now, you will lose precious time.
Be an inspiration
will change the world.
: Believe in yourself, follow your passion and shine! Passionate youth attention to the words in bold and ask them to infer
the meaning of each connector.
6 Work in teams. Fill in the graphic organizer.

M O SH LL Language 176

A
Words in the text: Words in the text:
shy, shine will, locally, follow Reader’s Book
What does the final weather
Other examples: Other examples: forecast say about Hurricane
short, shop, doll, tall, jelly Anna? (p. 64)
shower
Go to page 176 in the Activity Book and read the
LI SI
Write sentences that describe future actions. / Analyze letter clusters which are
information corresponding to conditional connectors to
82 Unit 5 non-frequent or absent in their mother tongue.
reinforce the meanings students inferred in Activity 5.

6. Work in teams. Fill in the graphic organizer.

Achievement To analyze letter clusters which are non-frequent or
R ER

absent in their mother tongue, have students read

Write sentences that express future to create the script from the previous activity to find words that
forecasts. correspond to each category in the graphic organizer.
Then encourage them to use their dictionary to
Teaching Guidelines find some other examples. Repeat the words aloud
stressing the pronunciation so they can learn how
• Write sentences that describe future actions. those combinations of letters sound.
V

• Analyze letter clusters which are non-frequent or

absent in their mother tongue (e.g., sh, ll ). Wrap Up
E

Warm Up Write the title of the unit on the board: What world
are we going to create for our future? Ask students to
Organize the class into teams of four. Write the think about it once more and share their answers with
following instructions on the board: the class. Conclude saying: If we all work for it, we are
• Go to page 168 and look up the definition of surely going to create a better future.
connector; write it on a sheet of paper. Remind students to bring their material for their
• Choose four different connectors from different product (recycled cardboard, markers, colors, ruler, cut-
P

units. outs, scissors, and glue).

• Write one sentence for each.
The first team to complete the task correctly will be Discuss the question related to the text from
the winner. the Reader’s Book. Ask them the last question:
What does the final weather forecast say about
4. Work in pairs. Ask your partner the questions you Hurricane Anna? (It is not as strong as expected; it will
wrote in Activity 3 and register his/her answers likely be downgraded to tropical storm). If time allows,
on the following lines. Follow the example. Copy ask them to get into groups of four and prepare a
them together with the questions on a sheet of weather forecast to act out in class.
paper and file it in your portfolio.

T82 Unit 5

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 Day 3
7. Leaf through the pages of this unit to choose
Lesson
five things that you believe will help you create
a better future. Write predictions about what will
7 Leaf through the pages of this unit to choose five things that you believe will help you
create a better future. Write predictions about what will happen if you do them, using the
connectors provided. Follow the example. (Possible answers)
happen if you do them, using the connectors
provided. Follow the example.
as long as unless if Read the instructions and the example aloud to ensure
everybody knows what to do. Give them some time
to link sentences with connectors to write forecasts
about real or fictitious situations. Monitor while they
I will be healthy, as long as I stop eating junk food.
If I cultivate friendships, I will always have support. work to offer help when it is required.
Unless I start exercising, my body won’t be strong.
If I am respectful, people around me are going to be respectful to me.

8. Work in pairs. Read your predictions to each other

Unless I stop wasting energy, I will contribute to global warming.
I will increase my vocabulary, as long as I read more.

and give respectful feedback about the ideas.

8 Work in pairs. Read your predictions to each other and give respectful feedback about the
ideas. To promote feedback between classmates, organize

IN N
9 Continue working in pairs. Exchange books and use the checklist to check your partner’s the class into pairs. Tell them to read the predictions

R
punctuation and a dictionary to check his/her spelling.
they wrote in the previous activity to each other. The
Yes No
Did your partner start all his/her sentences with capital letters? one who is listening must pay attention so that he/she
Did your partner end all his/her sentences with a period?
can be able to give feedback about the ideas included.

M O
Did your partner include a comma between the two clauses?
Monitor while they work to encourage them to speak

A
10 Share your predictions with the whole class.
in English all the time.

9. Continue working in pairs. Exchange books

LI SI
Link sentences with connectors to write forecasts about real or fictitious situations. / Promote
feedback between classmates. / Check spelling and punctuations in pairs. Unit 5 83
and use the checklist to check your partner’s
punctuation and a dictionary to check his/her
spelling.
Achievement Students will continue working with the same partner.
R ER

Monitor walking around to offer help to use the

Write sentences that express future to create checklist and the dictionary so they may be able to
forecasts. check spelling and punctuation in pairs.

Teaching Guidelines 10. Share your predictions with the whole class.
Invite students to share their edited predictions with
• Link sentences with connectors to write forecasts their classmates.
V

about real or fictitious situations.

• Promote feedback between classmates.
• Check spelling and punctuations in pairs.
E

Warm Up

Divide the class into 10 teams and assign them each

one of the following words (you should have them
ready on slips of paper to avoid wasting time): app,
artificial intelligence, automatic, available, evolution,
P

likely, network, signal, smart, technology. Explain to

them that they will have to write one prediction using
the word they have. Once all teams finish, invite them
to share their predictions.

Unit 5 T83

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Mind map Learning to Learn
How can I organize
the activities in this lesson to guide them to identify
with forecasts which were difficult for them. Have students reflect
information to make it more
understandable? (p. 177)

upon the specific aspects they are struggling with

Get with your team and do the following activities: (Answers may vary.)
and, based on that reflection, ask them to answer the
• Check what you wrote on pages 76 and 80. Write predictions using those ideas.
question honestly. Check their answers to establish
1
2 the strategies to support them if necessary.
3
4

Differentiated Instruction
5
6
7
8
9
10
11
Activities 3 and 4: While you monitor walking around,
12
identify students that may need more help and use

IN N
• Create your mind map:
the Individualized Feedback Strategy with them.

R
a Design it on a piece of cardboard.
b
c
Give your mind map a title and write it in the center.
Include illustrations.
Offer more support guiding them to write questions
and answers using “going to” correctly.
d Use different colors to write; make it visually attractive.

• If possible, you may consider using free software or an app to design it.

M O Self-evaluation Activity 7: Use the Open-ended Statement

A
Can I… I need
practice.
I’m on
my way.
Sure!
Strategy if you notice students are struggling to write
write sentences that express future to create
forecasts?
sentences using the connectors. Provide the first
LI SI
clause before the connector and have them complete
84 Unit 5
the sentences brainstorming ideas. You may ask a
volunteer to write the sentences on the board.

Learning to Learn 177

R ER

Remind students that at the beginning of this unit

they all contributed to design a mind map. Elicit the
features they recall. Then go to page 177 in the Activity
Book to check the suggestions and example provided
on how to design one.
V

Wrap Up

Product: Mind map with forecasts

E

As you may recall, in this unit students will design a

mind map with forecasts. In this lesson, students will
write their predictions and will design their mind maps.
Have them check the information they wrote on pages
76 and 80. Guide them to use that information to write
their forecasts; encourage them to use conditional
connectors. Monitor while they write to check. Once
P

they finish writing, ask them to take out their material

to start designing their mind maps. Tell them they may
include all the forecasts they wrote. Encourage them
to make them visually attractive.

T84 Unit 5

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 Reader’s Book
It Was a Dark, 1. Work in pairs. Circle the correct answer.

Stormy, and… Fun Night!

1. What were the candles for?
a. decoration b. nice smell c. power outages

34 2. Why didn’t the father let them eat the chips and ice
A fictional story about a fun weather forecast
cream?
Written by a. Their tummies hurt. b. They were expired.
Patricia Oliver c. They hadn’t had dinner.

3. Why didn’t Eddie want to do the forecast?

a. He was tired. b. He was shy.
c. He didn’t like the game.

2. Why did Nataly choose the name “Harry Cane” for her
reporter character?
It is a play on words: “Harry Cane” sounds almost the
same as the word “hurricane.”

3. Find ways to express the future in the text. Write down

two examples for each of the forms below. (Possible answers)
a. will: We will give an updated forecast in two hours.

IN N
/ Who will go next?

R
b. going to: I’m going to be a meteorologist when I
grow up. / You’re going to eat just one.

M O
ICT Box

A
https://goo.gl/EUbPzQ

Hurricane Katrina was a devastating storm that hit the area around
New Orleans, Louisiana, in 2005. Go to the link provided and read
about the hurricane’s impact. Think about a natural disaster that
has hit Mexico. Discuss in groups of four and write down a list of
social, economic, and environmental impacts.
LI SI
Unit 5 55 66 Unit 5

1. Work in pairs. Circle the correct answer. ICT Box

R ER

Ask students to read all three questions and their

options before discussing and answering them in Tell students about natural disasters. The US Atlantic
pairs. Check answers as a class (c, c, b) and ask some coasts get hurricanes every year. What natural disaster
volunteers to elaborate on the answers. has affected Mexico? Discuss as a class. Ask them
to read the text about the effects of Katrina in New
2. Why did Nataly choose the name “Harry Cane” Orleans, and ask them to write a similar report on a
for her reporter character? natural disaster that has hit Mexico, after discussing it
V

Write on the board: “Harry Cane” and “hurricane.” in groups of four. The report must list social, economic,
Ask students the question and guide them into talking and environmental impacts. Walk around and help as
about pronunciation and spelling. Once they give you necessary.
E

the answer (that Harry Cane sounds almost the same

as the word “hurricane”), ask them to get into groups
of three or four and write a “play on words” like the
one in the reading.

3. Find ways to express the future in the text. Write

down two examples for each of the forms below.
P

Ask students to reread the text and, in pairs, look

for examples that express the future with “will”
and “going to.” Check as a class. If time allows, ask
them to write a brief weather forecast or Zodiac sign
predictions in pairs.

Photocopiable material
Unit 5 T85

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 Game and Product

Game Product
Product
Play in pairs. Use a dice and two counters to play. If you land on any of the following
squares, you must say a sentence with the corresponding word or phrase. If it is a
Mind map with forecasts
ladder, you may go up only after you say the sentence. If it is a snake, you can avoid
going down if you say the sentence correctly. Now it’s time to present your mind map with forecasts. Get together with your team and do
the following activities:

• Check your ideas.

Start - app 31 - likely
Did you include everybody’s ideas?
10 - artificial intelligence 35 - network Did you classify them correctly?
19 - automatic 41 - signal
21 - available 47 - smart • Check structure.
29 - evolution Finish - technology
Did you include one clause in present tense and one clause in future tense in each forecast?
Did you use connectors?

• Check punctuation.

Did you write a period at the end of each forecast?

Did you separate the two clauses with a comma?

• Check spelling.

IN N
Did you use a dictionary to check?

• Make it attractive.

R
Use different colors and illustrations.

• Rehearse your presentation.

Decide who will say what. Choose an adequate pace and volume.

M O
• Present your mind map.

A
Convey your ideas to create a better future!
LI SI
86 Unit 5 Unit 5 87

After playing the game, check and assess the products Mind map with forecasts
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Work as a whole class. Read each step and the
lesson are complete; if not, give teams some time questions related to it aloud. After you read each of
to complete them. Walk around to give any help they them, give teams a few minutes to check the aspect
might need. It is essential at this stage that students mentioned while you walk around to check their work
gain confidence and feel that they are advancing and and make suggestions to improve. Once teams have
achieving greater fluency. their final version ready, invite them to present their
V

mind maps to the class. Use the format for anecdotal

notes provided to individually evaluate each student’s
presentation.
E
P

T86 Unit 5

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 Evaluation Tool
Anecdotal notes
Name:

Lesson 1

Description of the Situation Interpretation

IN N
R
M O Lesson 2

A
Description of the Situation Interpretation
LI SI
R ER

Lesson 3

Description of the Situation Interpretation

V
E

Product Presentation

Description of the Situation Interpretation

P

Photocopiable material
Unit 5 T87

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 How does our body work?

Unit
Unit Overview
Overview
Academic and Educational Environment Social Practice of the Language
To write notes to elaborate human body
Communicative Activity
schemes
Search and select information
Achievements Vocabulary
• Revise and understand information about • blood • inhale
the human body systems. • bone • lung

IN N
• Propose and answer questions about the human • chew • muscle

R
body systems. • digest • pump
• Write notes to describe human body systems. • heart • stomach
• Edit diagrams in teams and with the guidance

M O
of the teacher.

A
Language Learning to Learn Audio
• Demonstrative determiners • Steps for Research Track 23
LI SI
• Comparatives and superlatives • Citing APA style
• Passive voice
• Simple present
• Countable and uncountable nouns
Skills Reader’s Book
R ER

Summarizing “The Amazing Human Body,” pp. 67-76

Product Evaluation Tool
Notes for a human body system diagram Checklist

In order to introduce the unit, tell students to

V

How does our look at the pictures and have some volunteers
body work? describe them. Draw students’ attention to
the Vitruvian Man and ask: Do you know who
E

You are going to…

write notes to elaborate human body
schemes.
painted that man and when was it painted?
(Da Vinci during the Renaissance). Explain to
the class that human beings have always been
curious about the way their own bodies work.
Tell them that, in this unit, they are going to
learn some of the processes that take place in
our bodies.
P

Organize the class into teams of three and

read aloud the title: How does our body work?
Give them a few minutes to discuss their
answers while you walk around and monitor.
88 Ask one person from each team to share their
answers with the rest of the class.

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 Lesson Day 1
2. Fill in the chart.
Lesson Draw students’ attention to the chart and read the
1 Read and underline the three most interesting facts for you. two questions aloud. Invite them to fill it in, writing in
Ten Amazing Facts the left column every fact they may recall about the
About Your Body
1. It has approximately 37 trillion cells.
human body and in the right column a process they
2. The acid in your stomach can dissolve metal.
3. There are only three types of cells that will be with
are curious about such as: how our eyes see or how
you during your entire life: the ones in the inner
lens of the eye, muscle cells of the heart, and the we breathe.
neurons of the cerebral cortex.
4. Your memory is powered by a trillion nerves.
5. Your eyes can distinguish between 2.3 and 7.5
million different colors.
6. Your nose can differentiate between one trillion
3. Work in pairs to compare your charts.
different smells.
7. Your fingers can feel things 7,500 times smaller Time to Shine! Organize the class into pairs and give them a few
than a human hair.
8. Your hand would lose 50% of its strength without
• Mention another amazing fact about
the human body.
minutes to share the information they wrote on their
your little finger.
9. Your heart beats 100,000 times per day, pumping The brain is more active at night. charts. Invite them to share any fact they may know
5.5 liters per minute. Fingernails grow nearly four times
10. Around 1 to 2.5 kg of your body is made up of
bacteria.
faster than toenails. The skin’s outer
layer sheds every 2-4 weeks. We spend
about the process their partner is curious about.
10% of the day blinking.
Monitor while they work encouraging them to speak in

IN N
2 Fill in the chart.
English all the time.

R
What would I like to know about
What do I know about the human body?
the human body?

Wrap Up

M O Organize the class into teams of five. Give each team

A
a sheet of recycled paper and challenge them to write
3 Work in pairs to compare your charts.
the names in English of all the systems that make
LI SI
Engage students with the theme of the unit and have them connect it with their personal
up the human body in two minutes. Encourage them
experience. Unit 6 89
to use a dictionary. When time is up, check answers
(cardiovascular, digestive, endocrine, lymphatic,
muscular, nervous, urinary, reproductive, respiratory,
Achievement skeletal).
R ER

Revise and understand information about the human Tell students they have to read pages 67-70 in
body systems. their Reader’s Book at home and think about
the answer to the following question: What are
Teaching Guideline three functions of our senses? They will discuss it in
class the next day.
Engage students with the theme of the unit and have
V

them connect it with their personal experience.

Warm Up
E

Sing together with students (while touching the

corresponding body part): head, shoulders, knees and
toes, knees and toes (twice), eyes, ears, nose, and
mouth. Start slowly and gradually speed up. You may
invite volunteers to lead the song, changing the lyrics
and including some other body parts they know.
P

1. Read and underline the three most interesting

facts for you.
Read the title aloud and ask volunteers to read one
number at a time. After each fact is read, ask students
if they knew that fact and to share their impressions
about it. Invite students to mention some other
amazing facts about the human body. You have some
examples in the Time to Shine! box.

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 Day 2
4. Work in pairs. Look at the diagram and complete
the paragraph.
Lesson
Draw students’ attention to the diagram; have them
4 Work in pairs. Look at the diagram and complete the paragraph.
identify the names of the bones that are similar to
the names we use in Spanish (most of them). Explain
The title of this diagram is that in science and medicine most of the names have
Latin and Greek roots and that’s why they are similar
Human Skeleton.
It shows the different bones in the
human skeleton. Its labels
indicate the name of each bone. in different languages. Read the paragraph aloud and
elicit the answers orally to have them analyze graphic
and textual components.
Human Skeleton Some of the words in this activity are included in
5 Answer the questions. (Possible answers)
the glossary; tell students to check their meaning in
a Have you ever used a similar diagram? yes
b In which subject? science the corresponding pages at the back of their book.
c What for? to learn the names of the different bones in our body

IN N
6 Look at the diagrams. Circle the correct answer.
Classes of Lever 5. Answer the questions.

R
These diagrams…

a indicate the names of the bones and Give students a few minutes to answer the questions
muscles.
b establish the relation between the
bones and muscles.
so they can define topic, purpose, and intended
c show different types of movements our
audience from the diagram presented in Activity 4.

M O
body can do.

Monitor while they work to offer help when required.

A
Reader’s Book
What are three functions
of our senses? (pp. 67-70)
6. Look at the diagrams. Circle the correct answer.
LI SI
Analyze graphic and textual components. / Define topic, purpose, and intended
Have students look at the diagrams and ask three
90 Unit 6
different volunteers to explain each of the examples
audience. / Establish the relation between illustrations and the text.

(in the three cases they are comparing lever body

movements to the levers used in different objects). To
Achievement establish the relation between illustrations and the text,
R ER

give them some time to choose the correct answer.

Revise and understand information about the human
body systems. Wrap Up

Teaching Guidelines Explain to students that bones are connected by joints.

Instruct students to touch and move the joints in their
• Analyze graphic and textual components. body. Tell them to: lift their foot about 15 cm off the
V

• Define topic, purpose, and intended audience. ground, rotate their leg, twist their head from left to
• Establish the relation between illustrations and right, bend their knees, hold their hand in front with
the text. palm up, extend the thumb toward their pinky then
E

move their thumb straight up, move the foot so that

Warm Up it makes a small circle in the air. Explain to students
that humans have many large and small joints
Write on the board: Skeletal and Muscular Systems. and emphasize that they could not make graceful
Encourage students to say everything they know movements without them.
related to these systems. You may share the following
information with them as well: The skeletal system Discuss the question related to the text from
P

forms the supporting structure of our body, all the the Reader’s Book. Ask them to brainstorm the
bones are part of this system, we have 206 individual functions of our senses and write them on the board
bones, the names of some of our bones are: skull, (they help us learn, understand, and enjoy the world
ribs, vertebral column. The muscular system is around us; they even protect us). To make sure they
responsible for the movement of the body, muscles have understood the text, ask them to give specific
are attached to the bones, there are about 700 examples of how this happens (for example, sight
muscles in our body, there are organs (heart, digestive can protect us from getting our tongue burned with
organs, and blood vessels) that contain muscle tissue. hot soup since we can see the smoke). Accept any
possible response.

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 Day 3
part of their body. In case they do not know a word,
touch the corresponding part of your body to show
Lesson
them which muscle group that word refers to. Give
7 Use the words from the box to label each muscle group. Copy them on a sheet of paper
and file it in your portfolio. them some time to label the muscle groups while you
Muscular System
chest
neck monitor walking around. This activity will be your first
evidence in this unit; ask them to file it following the
chest shoulders
back back
triceps
biceps forearms
calves
biceps abs triceps procedure you prefer.
abs
neck
thighs
forearms thighs
8. Work in pairs. Describe a situation in which the
shoulders
muscular system diagram from the previous
calves
activity may be useful.
8 Work in pairs. Describe a situation in which the muscular system diagram from the previous
activity may be useful. (Possible answer) Tell students to go back to page 90 to check the diagram
It may be useful for someone who does not need specialized information; someone who wants to learn
about the muscles of the body and what exercises make them work.
from Activity 4. Have them compare the two diagrams
and tell you the differences (the information provided

IN N
9 Look at the diagram. Answer the question. (Possible answer)
Hand Anatomy in the skeletal system diagram is more specialized).

R
Joints
Bones Organize the class into pairs and have them consider
who may find the diagram from Activity 7 useful
Who is more likely to use this diagram?
(someone who does not need specialized information).

M O
medical students, doctors, physiotherapists
Metacarpals
Invite pairs to share their answers with the class. If

A
Carpal
bones they run out of ideas, you may suggest the possible
10 Work in teams. Discuss the importance of having a purpose in mind when choosing answer.
information sources.
LI SI
Unit 6
Identify new words. 91
9. Look at the diagram. Answer the question.
Have students look at the hand diagram and challenge
them to read the names of the bones and joints. Have
Achievement them infer why these names are like tongue twisters
R ER

(they are specialized names that refer to very specific

Revise and understand information about the human bones). Read the question aloud and give them a pair
body systems. of minutes to answer. Check orally.

Teaching Guideline 10. Work in teams. Discuss the importance of having

a purpose in mind when choosing information
Identify new words. sources.
V

Organize the class into teams of four. Tell them to

Warm Up check the different diagrams they have seen so far
and elicit that there are different kinds of diagrams for
E

Have students feel their muscles by instructing different purposes or needs. Give them a few minutes
them to: firmly flex the forearm and determine the to discuss the importance of having a clear purpose
location on the arm at which a muscle gets tense and when looking not only for a diagram but for any
enlarges; explain this is called the bicep muscle. Then, information source. Monitor walking around while they
have them examine their lower legs while rising up on work, encouraging them to speak in English. Finally,
the toes to feel the muscles in their calves. You may ask teams to share their conclusions and encourage
also tell them to clench their teeth together and locate them to give examples.
P

the tense muscles on the face and to turn the head to

the far left or right and note where the neck muscles
become visible.

7. Use the words from the box to label each muscle

group. Copy them on a sheet of paper and file it
in your portfolio.
Draw students’ attention to the words in the box to
help them identify new words. Read each of them
aloud, asking students to touch the corresponding

Unit 6 T91

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 Day 3
about it so they can narrow their research; e.g., How
do we feel pain? You may tell them to brainstorm as
Lesson
many questions that come to their minds, and once
Product: Notes for a human they have a list, choose one of the questions to write
body system diagram in their books. Then, they should mention where they
Learning to Learn
In this unit you will write notes for a human body system diagram. Which steps should
will look up the information they will need to answer
In order to start, get in small teams and work on the following
activities:
I follow to research for
information? (p. 179) that question. Encourage them to write the name of
• Go back to page 89 and share what you are most interested to know about the human
specific books, magazines, and web pages. Finally,
they should think about the type of diagram that may
body.

• Based on your interests as a team:

be useful to explain the answer to their question.
a Write a question that shows what you want to know.
Walk around and monitor encouraging them to speak
b Mention three information sources you may use. in English. Once they are ready, invite teams to share
their answers.

IN N
c Write a brief description of a diagram that may be useful to answer the question you
wrote.
Self-evaluation

R
• For homework, research information to answer the question you wrote.
Explain the achievement to students and go through
Self-evaluation the activities in this lesson to guide them to identify

M O which were difficult for them. Have students reflect

A
Can I… I need I’m on
I’mmy
onway. Sure!
practice. my way.
upon the specific aspects they are struggling with
listen
reviseand
andrevise
understand
dialogues
information
about community
about the
services?
human body systems? and, based on that reflection, ask them to answer the
LI SI
question honestly. Check their answers to establish
92 Unit 6
the strategies to support them if necessary.

Differentiated Instruction
Wrap Up
R ER

Activity 8: Use the Stimulate Student Senses

Strategy. Tell students to stand up, close their eyes,
Learning to Learn 179 and push the soles of their feet to the floor. Have them
push their heels firmly and try to feel the effect in
Although this will be studied more deeply in Unit 9, at their legs (the muscles in the thighs activate). Then tell
this point, students can start rehearsing some abilities them to firmly push the floor with the metatarsus that
to do simple research work for the information they is the big bone in their feet near the big toe and again
V

will include in their diagrams. Go to page 179 in the feel the effect in their legs (the muscles in the calves
Activity Book and read the steps for research; read activate). Have them open their eyes and work in the
only the first two: Pick a Topic and Find Information activity taking into account what they noticed in their
E

Sources. Explain to students that it is what they will own bodies.

begin doing in this session to start preparing their
product. Activity 10: Use the Open-ended Statement
Strategy if you notice it is hard for your students to
Product: Notes for a human body system discuss. You may have them reflect upon the following
diagram fact: It is important to have a purpose in mind when
In this unit, students will write notes for a human body choosing information sources because…
P

system diagram. In this lesson, they will decide who

they will work with (small teams, not more than four
students) and they will define their theme. Once they
are organized, remind them that in order to look for
appropriate information sources, it is important to have
a clear purpose in mind about what they will research.
Tell them to share the information they wrote on the
chart on page 89 and decide on a theme based on the
team’s interests. Once they have their themes (e.g.,
nervous system), they should write specific questions

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 Lesson Day 1
their classmates. Finally, give them some time to read
each of the sentences in silence. Play the audio again
Lesson
and have them choose the correct answer. Check
1 Listen and choose the correct answer for each of the sentences below. 23

1 The heart and blood vessels make up the system.

orally. Ask the Time to Shine! question and praise the
a blood b circulatory c respiratory
student who answers it correctly.
2 The heart beats from to 100 times per minute.
a 60 b 16 c 66

3 The heart pumps less blood when we are

a eating b exercising
.
c sleeping 2. Complete the graphic organizer. Copy it on a
4 carry blood away from the heart. sheet of paper and file it in your portfolio.
a Veins b Arteries c Capillaries
Time to Shine! Give students a few minutes to perform the task
5 deliver nutrients and oxygen to the cells.
• In which color are veins and
a Veins b Arteries c Capillaries
arteries usually represented
in diagrams?
individually while you monitor. Remind them that
6 carry blood back to the heart.
a Veins b Arteries c Capillaries veins in blue and arteries in red we use graphic organizers to condense important
2 Complete the graphic organizer. Copy it on a sheet of paper and file it in your portfolio. information about a topic—in this case, a description of
the circulatory system. This activity will be your second
Circulatory System

arteries: : carry blood

heart: away from the heart evidence in this unit; ask them to file it following the

IN N
pumps the blood to the body
procedure you prefer.

R
veins:
blood vessels : transport the carry blood back to the heart
blood through the body
capillaries
and arteries
: connect veins 3. Label the diagram.
Draw students’ attention to the diagram and explain

M O that they will have to write the labels using the

A
3 Label the diagram. heart

capillaries information they wrote in the graphic organizer in the

vein artery previous activity. Monitor while they work and check
LI SI
by asking a volunteer to draw the diagram on the
Unit 6 93
board.
Extend repertoires of words and expressions.

Wrap Up
Achievement
R ER

Teach students how they can take their own pulse.

Propose and answer questions about the human body Explain to them they may feel it in different places,
systems. but the wrist is one of the easiest places to feel it.
Tell them they will use their index and middle fingers.
Teaching Guideline Ask them to place the fingers on the inside of their
opposite wrist, below the base of their thumb. With
Extend repertoires of words and expressions. the flat part of their fingers (not the tips), they have
V

to press firmly but not too hard. Once they have

Warm Up found a steady beat, ask them to count how many
beats they feel in 15 seconds using a watch. Finally,
E

Have students share what they know about the have them multiply that number by four so they can
circulatory system. You may allow them to use have their pulse rate per minute. Explain that it is
Spanish, always telling them the word or phrase in important to know their pulse rate because it can help
English and having them repeat after you. them monitor their fitness level and also, when they
detect changes, it can help to spot developing health
1. Listen and choose the correct answer for each of problems.
the sentences below. 23
P

Tell students that they will listen to an explanation Tell students they have to read pages 71-73 in
about how the circulatory system works. To extend their Reader’s Book at home and think about
repertoires of words and expressions, explain to them the answer to the following question: What are the
that they will listen twice. The first time they just have five senses called in English? They will discuss it in
to write, on a sheet of paper, the words that sound class the next day.
similar to Spanish (arteries, veins, system, oxygen,
nutrients, etc.). Have them share their words, and
write some other key terms on the board (pump,
heart, blood, vessels). Ask different volunteers to look
them up in the dictionary and explain their meaning to

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 Day 2
4. Work in teams of three. Read and order the
process.
Lesson
178
Read the title and the introduction aloud and give
4 Work in teams of three. Read and order the process.
students some time to order the stages of the
www.science.com
process. Check orally. Finally, have them identify the
Systems Working Together
Do you know that the circulatory system and the respiratory system
sentences written in passive voice (all of them except
work closely together?
Oxygen is required for all cellular functions. To ensure that organ for sentence number 4). Explain that passive voice is
tissues receive enough oxygen, the following process is necessary:

5 As soon as this happens, that blood is taken back to the heart by the veins.
frequently used to explain the processes that body
3
1
Then, this oxygenated blood is pumped by the heart through the arteries.
First, the air is inhaled by the lungs.
systems perform.
4 After that, capillaries deliver it to the cells and remove carbon dioxide.
2 Next, the oxygen contained in the air is transferred to the blood.
6 Finally, carbon dioxide is exhaled by the lungs.
5. Write four questions to ask for information about
5 Write four questions to ask for information about the organs and vessels in the circulatory
and respiratory systems. Follow the example. (Possible answers) the organs and vessels in the circulatory and
What is the heart?
a What is an artery?
respiratory systems. Follow the example.
b What is a vein?
To help them ask questions about the human body

IN N
c What is a capillary?
d What are the lungs?
systems, read the instructions and the example aloud.

R
6 Work in pairs. Exchange books and answer each other’s questions. Follow the example.

It is an organ that contains muscle tissue to pump blood to the body.

Tell them to use the information from Activity 4.
a A thick blood vessel with muscular walls that carries blood away from the heart.
b A blood vessel with valves that carries blood back to the heart.
c A tiny blood vessel that connects arteries and veins.
6. Work in pairs. Exchange books and answer each

M O
d Two organs in your chest that inhale oxygen and exhale carbon dioxide.

other’s questions. Follow the example.

A
7 Get your book back and check the answers your partner
wrote. Give respectful feedback using the phrase provided. Reader’s Book
Transcribe what you said to each other on a sheet of paper
and file it in your portfolio.
What are the five senses
called in English? (pp. 71-73)
To answer questions about the human body systems,
“You were missing some information about…” organize the class into pairs and tell them to exchange
LI SI
Make and answer questions to describe components. / Write and/or rewrite sentences to
books. Students will write and/or rewrite sentences to
94 Unit 6 describe components, summarizing information from sources.
describe components, summarizing information from
sources. Offer any help they may need and provide
them with a short description of the organs when
Achievement checking.
R ER

Propose and answer questions about the human body 7. Get your book back and check the answers your
systems. partner wrote. Give respectful feedback using
the phrase provided. Transcribe what you said to
Teaching Guidelines each other on a sheet of paper and file it in your
portfolio.
• Make and answer questions to describe Tell students to check the answers their partners
V

components. wrote and to provide them with correct information in

• Write and/or rewrite sentences to describe case any of the answers were incorrect. This activity
components, summarizing information from sources. will be your third evidence in this unit; ask them to file
E

it in their portfolio.
Warm Up
Wrap Up
Tell students to close their eyes and focus their
attention on their breathing. Have them notice every Organize the class into teams of four and give each
little detail: how the air enters their nostrils, how team a recycled sheet of paper. Draw a flow chart on
the muscles in the chest and abdomen move, all the board (six rectangles joined by arrows) and tell
P

the sensations when their lungs are full of air and all students to copy it. Tell them they should explain the
movements and sensations when they exhale. After process of breathing using the flow chart. Praise the
five long, deep breaths, ask: Why is the respiratory first team that finishes.
system important?
Discuss the question related to the text from the
Language 178 Reader’s Book. Ask them to get in teams of five
and assign one of the senses to each student. They will
Tell students to go to page 178 to read about the have to present themselves. For example: I am touch
demonstrative determiners and the passive voice so and I can read Braille. Go around each team and make
they may identify them in the next activity. sure every student participates.

T94 Unit 6

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 Day 3
situation portrayed is good or bad for their health.
Encourage them to give reasons in each case; e.g.,
Lesson
Eating too much junk food can lead to heart disease
8 Look at the pictures and circle the ones that show habits or situations that may affect your
health. because too much fat may obstruct the arteries.
You may allow the use of Spanish to increase their
confidence as long as you provide them with English
vocabulary to express their ideas in English as well.

9 Work in teams. Compare and discuss the

Language 178
habits shown in the pictures. 178

“Smoking is the worst thing you can do! ”

Go to page 178 in the Activity Book to read the
information about comparatives and superlatives,
10 Work in pairs. Write five questions to ask for information about the circulatory system
using the words in parentheses. Then exchange books with another pair and answer their
questions. Follow the example. (Possible answers)
which will be useful for the next activity.
(by the arteries) What does the blood carried by the arteries contain?

IN N
That blood contains oxygen.
a (worse than) Is eating junk food worse than smoking? 9. Work in teams. Compare and discuss the habits

R
These two habits are bad for our health.

b (healthiest) What is the healthiest habit we may have?

shown in the pictures.
The healthiest habit we may have is exercising.
Organize the class into teams of four. Give them some
c (by the veins) What does the blood carried by the veins contain?
time to share their thoughts about the habits portrayed

M O
That blood contains carbon dioxide.

in Activity 8, both good and bad. Monitor while they

A
d (best) What is the best way to control stress?
The best way to control stress is meditating.

e (by the capillaries) What does the blood carried by the capillaries contain?
work to check they are using the comparative and
That blood may contain nutrients and oxygen or carbon dioxide.
superlative structures correctly. In case they are not,
LI SI
Reflect and act for their own and others’ physical benefit. / Use demonstrative determiners,
verb forms (passives, participles) and adjectives (comparative and superlative) in questions
take some time to model the sentences for them
Unit 6 95
to repeat after you. Finally, ask teams to share their
and answers.]

opinions with the rest of the class.

Achievements 10. Work in pairs. Write five questions to ask for

R ER

information about the circulatory system using

• Propose and answer questions about the human the words in parentheses. Then exchange books
body systems. with another pair and answer their questions.
• Write notes to describe human body systems. Follow the example.
Explain to students that in this activity they will use
Teaching Guidelines everything they have learned so far in the lesson. They
should use demonstrative determiners, passives, and
V

• Reflect and act for their own and others’ physical participles, as well as comparative and superlative
benefit. adjectives to write questions and answers about body
• Use demonstrative determiners, verb forms systems. Organize the class into pairs and explain
E

(passives, participles), and adjectives (comparative that they should use the words provided to write the
and superlative) in questions and answers. questions. Read the example aloud and monitor while
they work to offer help and check. Once all pairs have
Warm Up their questions ready, have them exchange their books
so they can write the answers to the questions they
Organize the class into teams of three and give them receive. This is a good moment to check if students
a few minutes to talk about daily habits they have that understood and can use the grammar structures
P

may affect their respiratory or circulatory health. Tell correctly. If not, you may consider planning a review.
them to think about the long-term consequences of
not changing those habits. After a few minutes, invite
teams to share their conclusions with the class.

8. Look at the pictures and circle the ones that show

habits or situations that may affect your health.
To reflect and act for their own and others’ physical
benefit, ask different students to describe each of
the pictures and elicit from the class if the habit or

Unit 6 T95

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 Day 3
should underline key words. When everybody on the
team has finished, tell them to compare the key words
Lesson
they underlined and select the ones that appear more
Product: Notes for a human frequently. Based on those key words, they will write
body system diagram and/or rewrite sentences to describe components,
Get together with your team and do the following activities: 179
Learning to Learn
summarizing information from sources. Emphasize
How can I avoid
plagiarism by citing
that they should use their own words because if
• Exchange the information you researched with your
they only copy the information, they are committing
sources? (p. 179)
teammates.

• Underline key words. plagiarism. Also talk about the importance of citing
• Write notes based on the key words. information sources every time they research. Instruct
them to follow the guidelines they already checked in
the Appendix. Monitor while they write to check their
work.
• Cite your information sources.

IN N
Self-evaluation

R
• For homework, look for or draw a big diagram that you will use to explain the process you
chose.

Explain the achievements to students and go through

Self-evaluation
the activities in this lesson to guide them to identify

M O which were difficult for them. Have students reflect

A
Can I… I need I’m on Sure!
practice. my way.

propose and answer questions about the upon the specific aspects they are struggling with
human body systems?

write notes to describe human body systems?

and, based on that reflection, ask them to answer the
LI SI
questions honestly. Check their answers to establish
96 Unit 6
the strategies to support them if necessary.

Differentiated Instruction
Wrap Up
R ER

Activity 5: Use the Mini Lesson Strategy to remind

students how to write questions using Wh- words.
Learning to Learn 179
Activity 10: Use the Individualized Feedback
Go to page 179 in the Activity Book to finish reading Strategy if you notice teams are struggling with the
the last two steps for research. Also read the use of comparatives and superlatives.
information about Citing APA Style that will be useful
V

in this stage of the product so students can learn how

to avoid plagiarism.
E

Skills 179

Remain on page 179 and ask one volunteer to read the

information about summarizing. It will give them some
tips on how to write short labels for their diagram.

Product: Notes for a human body system diagram

P

As you may recall, in this unit students will write notes

for a human body system diagram. In this lesson, they
will share the information they researched to answer
the question they wrote, and they will summarize it to
write their notes.
Have them get together with their teams and
exchange the information they brought with their
teammates. Ask them to evaluate if the information
is reliable by asking their teammates where it came
from. Once they decide it is reliable information, they

T96 Unit 6

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 Lesson Day 1
2. Fill in the table to classify the key words you
underlined.
Lesson
To organize terms and descriptions in tables, explain
1 Read the article and underline key words. (Possible answers)

How does your body digest food?

to students that first they will have to fill in the left
The organs of the digestive system work together to perform a process called digestion. This column writing the names of all the organs that are
process begins when you put food in your mouth. Food is broken down by your teeth and
saliva as you chew. When you swallow, food enters your esophagus. Muscular contractions mentioned in the text. Next, they should write all the
in the esophagus move the food into your stomach. The food is mixed with gastric acid and
other digestive juices in your stomach. Then the stomach empties this mixture into the small words related to the functions each of the organs
intestine. The small intestine produces digestive juices and enzymes that separate out nutrients
from waste. Waste products from digestion continue moving through your digestive tract into performs. Check orally.
the colon. Muscular contractions in the rectum, the lower part of the colon, push the waste out
of your body.

The liver produces bile to break down fats and stores

vitamins and minerals. The pancreas produces enzymes
Time to Shine! Language 178
• What is the role of the liver and the
that digest proteins, carbohydrates, and fats. pancreas during digestion?

2 Fill in the table to classify the key words you underlined. (Possible answers) Go to page 178 in the Activity Book to review with
Digestion students the information corresponding to simple
Organ Terms Related to the Organ’s Function
present so they may use it when writing their notes in

IN N
teeth saliva - chew

esophagus move - food Activity 3. Also remind them the difference between

R
stomach

small intestine
gastric acid - digestive juices

digestive juices - enzimes - nutrients

countable and uncountable nouns by reading aloud the
colon (rectum) waste products information included in the Appendix.

M O
3 Write notes based on the information you classified in the table. 178
(Possible answers)

3. Write notes based on the information you

A
The stomach mixes food with gastric acid and digestive juices.
Teeth and saliva break down food chewing it.
The small intestine produces digestive juices and enzimes that separate nutrients. classified in the table.
The colon pushes waste products out of the body.
The esophagus moves food to the stomach. Read instructions aloud and give students some time
LI SI
Organize terms and descriptions in tables. / Use verb forms (present) and nouns (with/
to use verb forms (present) and nouns (with/without
Unit 6 97
determiner, compound, countable/uncountable) in the
without determiner, compound, countable/uncountable) in the writing of notes.

writing of notes, using the key words they wrote in the

previous activity. Tell them to write the sentences in
Achievement disorder. In the next session you will ask them to put
R ER

the notes in order. Monitor while they write to check.

Write notes to describe human body systems.
Wrap Up
Teaching Guidelines
Divide the class into two teams. Assign each team
• Organize terms and descriptions in tables. member a number (use the same numbers in both
• Use verb forms (present) and nouns (with/without teams). Divide the board into two halves drawing a
V

determiner, compound, countable/uncountable) in vertical line in the middle. Explain that you will say
the writing of notes. a word and a number, and the person to whom you
assigned that number must go to the board and write
E

Warm Up a sentence using the word you say. Every time a team
member writes a correct sentence, his/her team
Write Digestive System on the board and challenge will score a point. Use the following words to play:
students to write on a sheet of paper as many words digest, mouth, teeth, chew, esophagus, stomach,
as possible related to that topic. Tell them they will have small intestine, nutrients, gastric acid, digestive juices,
one minute to do it. Encourage the use of a dictionary. enzymes, colon.
When time is up, ask students to tell the class how
P

many words they could write and to mention them. Tell students they have to read pages 74-75 in
their Reader’s Book at home and think about the
1. Read the article and underline key words. answer to the following question: Why do we look like
some members of our family? They will discuss it in
Give students some time to read the text in silence class the next day.
and underline the key words. After a few minutes,
elicit which words they underlined and write them on
the board. Ask the question in the Time to Shine! box
and have students explain. If they do not know, you
may use the answer provided.

Unit 6 T97

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 Day 2

Lesson
4. Observe the diagram. Draw arrows to indicate the
five organs where you will later write a description
4 Observe the diagram. Draw arrows to indicate the five organs where you will later write a
description to explain the digestive process. (Possible answers) to explain the digestive process.
Draw students’ attention to the diagram and have
Teeth and saliva break
down food chewing it.
1
them locate each of the organs mentioned in the
text from Activity 1. Once you are sure everybody
The esophagus
2
3
The stomach mixes food
with gastric acid and knows where each of them is, give students a few
moves food to the digestive juices.
stomach. minutes to establish a number of descriptions based
on illustrations by drawing the arrows where they will
The small intestine The colon pushes waste later write the notes to explain the digestive process.
produces digestive products out of the
Monitor while they work and check by asking them
4 5
juices and enzimes body.
that separate

how many arrows they drew.

nutrients.

5 First, write in order your notes from Activity 3. Then, write the corresponding numbers next

IN N
to the arrows you draw in Activity 4.
5. First, write in order your notes from Activity 3.

R
Then, write the corresponding numbers next to
1 Teeth and saliva break down food chewing it.
2 The esophagus moves food to the stomach.
3 The stomach mixes food with gastric acid and digestive juices.
4 The small intestine produces digestive juices and enzimes that separate nutrients. the arrows you draw in Activity 4.
5 The colon pushes waste products out of the body.
Tell students to go back to the notes they wrote in

M O Activity 3. To order sentences to compose notes and

A
Reader’s Book
Why do we look like some
relate them to pictures, explain that now they have
to number them, taking into account the process
members of our family?
(pp. 74-75)
LI SI
Establish a number of descriptions based on illustrations. / Order sentences to
they want to explain. Have them transcribe the
98 Unit 6 compose notes and relate them to pictures.
notes in order, and finally write the numbers in the
corresponding arrows in the diagram from Activity 4.

Achievements Wrap Up
R ER

• Write notes to describe human body systems. To stress the importance of collaborative work, ask
• Edit diagrams in teams and with the guidance of students to share how working in pairs helped them
the teacher. improve their notes.

Teaching Guidelines Discuss the question related to the text from

the Reader’s Book. Ask them to get into pairs
V

• Establish a number of descriptions based on and discuss why we look like some members of our
illustrations. family (because we get genes from our parents and
• Order sentences to compose notes and relate them those genes have information of how we are going
E

to pictures. to look). Then ask them to write a simple answer and

share it with the class.
Warm Up

Material: soft ball/paper ball

Throw a soft ball to different students. Every time
they catch it, you should mention one of the following
P

muscle groups: abs, back, biceps, calves, chest,

forearms, neck, shoulders, thighs, triceps. The student
that catches the ball should touch that muscle group
in his/her body and throw the ball back to you. To make
the activity more challenging, you may ask them to
relate the muscle group to the systems they have
studied so far in this unit; e.g., chest – the chest is the
place where the heart is.

T98 Unit 6

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 Day 3
notes they wrote in the previous session so they can
check each other’s work. Tell them that at this point
Lesson
they must only focus their attention on the information
6 Work in pairs. Read your partner’s notes and give respectful feedback about the content.
included. If their classmate is missing what they
7 Based on the feedback you received, remove or add information to improve your notes.
consider to be important information to understand the
8 Write your edited notes. Make sure the words you use clearly explain the process and are
understandable.
digestive process, they must let them know, explaining
why that information is important. Monitor while pairs
work and encourage them to speak in English all the
time.
9 Work in teams. Use the checklist to check punctuation and spelling.

Did my classmate start all his/her sentences with capital letters?

Yes No
7. Based on the feedback you received, remove or
Did my classmate end all his/her sentences with a period? add information to improve your notes.
Did my classmate add an “s” to the verb for third person singular?
Give students a few minutes to remove or add
Did my classmate check spelling using a dictionary?
information to improve their notes based on the

IN N
10 Write your notes in the diagram on Activity 4. feedback they received. Suggest that they edit the

R
notes they wrote in Activity 5 using a different ink
color.

M O 8. Write your edited notes. Make sure the words

A
you use clearly explain the process and are
understandable.
LI SI
Spot and clarify doubts. / Promote respect and collaboration in schoolwork. / Remove or
add information to improve the notes. / Adjust language according to purpose and intended
Remind students that every time they write a text,
Unit 6 99
they should think about the person who is going to
audience. / Value the use of punctuation marks and standard spelling.

read that text and what his/her purpose for reading is.
For example, in this case, the diagram will probably
Achievement be used by a student who needs information about
R ER

the digestive process. So, taking that into account,

Edit diagrams in teams and with the guidance of the students should adjust language according to purpose
teacher. and intended audience. Give them a few minutes to
adjust their text while you monitor to check.
Teaching Guidelines
9. Work in teams. Use the checklist to check
• Spot and clarify doubts. punctuation and spelling.
V

• Promote respect and collaboration in schoolwork. To value the use of punctuation marks and standard
• Remove or add information to improve the notes. spelling, organize the class into teams. Explain that
• Adjust language according to purpose and intended each of them will read their notes by turns and the
E

audience. rest of the team will use the checklist to evaluate their
• Value the use of punctuation marks and standard classmate’s notes. Before they start, read each of the
spelling. statements included in the checklist aloud to make
sure they understand.
Warm Up
10. Write your notes in the diagram on Activity 4.
Elicit from students some advice to have good Explain to students that writing in a foreign language is
P

digestive health. You may ask them to share some one of the most challenging skills to develop, but that
experiences in which they had problems for not they have already done it by following the steps in this
following that advice; e.g., eating too many candies or lesson. Praise them and give them a few minutes to
eating in inappropriate places. write their edited notes in the corresponding place of
the diagram from Activity 4.
6. Work in pairs. Read your partner’s notes and give
respectful feedback about the content.
To spot and clarify doubts and promote respect and
collaboration in the schoolwork, organize the class into
pairs and give them a few minutes to exchange the

Unit 6 T99

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 Day 3
Differentiated Instruction
Lesson
Activity 1: Use the Individual Response Card
Product: Notes for a human Strategy to encourage shy students to participate
body system diagram writing the key words they find in the text and show
• Order the notes you wrote on page 96.
them to you. Do not forget to praise every correct
1 answer saying their name.
2
3
4
5
6
Activity 5: Use the Flow Map Strategy to help visual
students order the process they chose.
• Edit your notes.
• Check spelling and punctuation.

• Write your notes on the diagram.

• Draw arrows to show the exact place where
each step takes place.

• If possible, you may consider using free software or an

IN N
app to design it.

R
Self-evaluation

M O
A
Can I… I need I’m on
I’mmy
onway. Sure!
practice. my way.

listen
write notes
and revise
to describe
dialogues
human
about
body
community
systems?
services?
edit diagrams in teams and with the guidance
of the teacher?
LI SI
100 Unit 6

Wrap Up
R ER

Product: Notes for a human body system diagram

As you may recall, in this unit students will write notes
for a human body system diagram. In this lesson,
students will edit their notes following the same
procedure they did to describe the digestive process.
Monitor while they work to check each step is
V

completed. Once they finish writing, ask them to take

out their diagram to write their notes on it. Encourage
them to make it attractive so it can be posted on
E

the classroom walls or, if possible, to use an app or

free software (https://goo.gl/QAt9is or https://goo.gl/
mBEuF7) to develop it.

Self-evaluation

Explain the achievements to students and go through

P

the activities in this lesson to guide them to identify

which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

T100 Unit 6

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 Reader’s Book
The Amazing 1. Choose one of the topics and write a summary.

Human Body (Answers will vary.)

35
Facts about the human body

Written by Jane White

2. Write one or two things you did not know before

reading this text. Then share your answer with a partner
and discuss.
(Answers will vary.)

3. What could you do to improve the health of your

senses? Write three ideas.

IN N
a.
b.

R
c.

ICT Box

M O
https://goo.gl/aSv7BE

A
Traits are observable characteristics that are passed down from
parent to child. Some traits are more common in a population
than others. Read the activity on the link carefully and look up any
words you do not know. Then do the survey and the graph. Finally
explain to a partner how you got your graph results.
LI SI
Unit 6 67 76 Unit 6

1. Choose one of the topics and write a summary. ICT Box

R ER

Ask students to list the topics seen in the text and

write them on the board (genetics and the five senses: Explain what genetic traits are (observable
taste, hearing, sight, touch, and smell). Ask them to characteristics that are passed down from parent to
choose one of them and write a summary. child). Then ask students to think about two traits
they have from their parents and share them out
2. Write one or two things you did not know before loud. Explain that some traits are more common in
reading this text. Then share your answer with a a population than others, and ask them what they
V

partner and discuss. think are some common traits in Mexico and other
Ask them if they knew anything about genetics before countries.
reading this text, and help them brainstorm all the new Ask them to read the activity very carefully, looking
E

pieces of information they did not know before. Write up any words they do not know, and then do the
them on the board and have students copy them in survey and complete the graph. Ask them to explain
their notebooks. their results to a partner.

3. What could you do to improve the health of your

senses? Write three ideas.
Ask students to get into pairs and discuss the
P

question. Draw a chart on the board with five columns.

Write the name of each sense as the title of the
columns. Ask students to share what they discussed
and write their ideas on the board. At the end, give
them some time to copy the information in their
notebooks.

Photocopiable material
Unit 6 T101

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 Game and Product

Game
Use the sentences as a clue to find the word that goes into the corresponding blank spaces.
Product
Product
Notes for a human body
system diagram
1

2 l u n g
Now it’s time to present your notes for a human body system diagram. Get together with your
m 3 team and do the following activities:
p 5 c

4 s t o m a c h • Check your information.

7 u e Do your notes clearly explain the process?

6 d i g e s t w
• Check structure.
n c
Did you add an “s” for third person singular?
8 h l
• Check punctuation.
b a 9 h e a r t
l l Did you write a period at the end of each note?
Did you start each note with a capital letter?
10 b o n e
• Check spelling.
o

IN N
d Did you use a dictionary to check?

R
• Make it attractive.

Use different colors to write your notes.

Across
2. If you smoke, you may develop cancer. • Rehearse your presentation.
4. The is a very important organ in the digestive process.
6. Fats are difficult to . Decide who will say what. Practice with good pronunciation and fluency.

M O
9. Your is in your chest.
10. The femur is the largest . • Present your notes for a human body system diagram.

A
Share your knowledge with your classmates!
Down
1. Your heart blood all through your body.
3. You must your food very well before swallowing it.
5. Skeletal is attached to bones.
7. deeply and you will feel relaxed.
8. Arteries, veins, and capillaries are vessels.
LI SI
102 Unit 6 Unit 6 103

After playing the game, check and assess the products Notes for a human body system diagram
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Work as a whole class. Read aloud each step and
lesson are complete; if not, give teams some time the questions related to it. After you read each of
to complete them. Walk around to give any help they them, give teams a few minutes to check the aspect
might need. It is essential at this stage that students mentioned while you walk around to check their work
gain confidence and feel that they are advancing and and make suggestions to improve. Once teams have
achieving greater fluency. their final version ready, invite them to present their
V

diagrams to the class. Use the checklist provided to

evaluate each student’s presentation individually. This
checklist is intended as an organizer of key aspects to
E

be considered before and during the presentation. It

will help you emit a qualitative evaluation as you will be
able to write any comment or observation concerning
each of the aspects.
P

T102 Unit 6

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 Evaluation Tool
Checklist
Name:

Yes No Comments

Do the notes clearly explain

the process?

IN N
R
Do the notes have grammar
mistakes?

M O
A
LI SI
Do the notes have
punctuation mistakes?
R ER

Do the notes have spelling

mistakes?
V

Is the diagram attractive?

E

Is the presentation well

organized?

Does the student speak

P

fluently and pronounce

correctly when presenting?

Photocopiable material
Unit 6 T103

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 How does cinema reflect
emotions and experiences?
Unit
Unit Overview
Overview
Family and Community Environment Social Practice of the Language
To compose dialogues and interventions for a
Communicative Activity
silent short film
Exchanges associated with media

Achievements Vocabulary
• Revise silent short films. • action • role
• cinema • script

IN N
• Understand the general sense and main ideas.
• Write lines and dialogues. • costume • set

R
• direct • short film
• iconic • special effects

M O
Language Learning to Learn Audio

A
• Quotation marks Self-assessing your dramatic Tracks 24-25
• Modals may and might reading
• Adverbs
LI SI
• Time and sequence connectors
Skills Reader’s Book
Writing a script “A Very Brief History of Film,” pp. 77-88
Product Evaluation Tool
R ER

Script for a silent short film Anecdotal notes

In order to introduce the unit, tell students to

look at the pictures and have some volunteers
describe them. Ask the class if they know what
these pictures are related to (silent films; when
V

How does cinema cinema started, films had no sound). Encourage

reflect emotions students who have watched silent films to share
and experiences? their experience.
E

You are going to…

compose dialogues and interventions
Organize the class into teams of three and
for a silent short film.

read aloud the title: How does cinema reflect

emotions and experiences? Give them a few
minutes to discuss their answers. Ask one
person from each team to share their answers.
Photocopy the format for anecdotal notes
provided at the end of this book. Use it to
P

evaluate each student individually throughout this

unit. Remember they are notes about relevant
conducts you observe in specific situations. Try
to register conducts that are spontaneous and
104 not very usual (positive and negative). In the
first column just describe what the student is
doing; in the second column, what that conduct
means to you in terms of the way the student is
accomplishing (or not) the achievements.

T104 Unit 7

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 Lesson Day 1
1. Share your impressions about the pictures.
Lesson Draw students’ attention to the pictures. Ask
1 Share your impressions about the pictures. volunteers to describe each one and encourage
everybody to say what kind of stories may be
developed in those places.

2. Draw an iconic scene of your favorite sci-fi film.

2 Draw an iconic scene of your favorite sci-fi film. Ask students to share what their favorite sci-fi films
are. Read the instructions aloud and explain that the
word iconic is an adjective used to describe something
that is very famous or considered to represent
particular ideas. Elicit some iconic sci-fi film scenes so
they may have some examples (the flying bike from
E.T., Agent Smith fighting Neo in the subway from

IN N
Matrix, Luke casting away the dark side from Return of

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the Jedi). Give them some time to draw.

3. Work in pairs. Show your drawing and talk

M O about it.

A
3 Work in pairs. Show your drawing and talk about it.

a Who are the main characters?

b What is happening in this scene? Read the instructions and questions aloud and elicit
c Why is it so important for the story?
d Was it filmed on location or in a movie studio set? what character and setting are (they learned it in Unit 2).
LI SI
Engage students with the theme of the unit and have them connect it with their personal
Tell them that when talking about films we describe
experience. Unit 7 105
the set or location instead of the setting (that we
described in tales). Organize the class into pairs and
give them some time to share information about the
Achievement scene they drew.
R ER

Revise silent short films. Wrap Up

Teaching Guideline Divide the class into two big teams. Give them some
time to write a list of 10 famous characters from sci-fi
Engage students with the theme of the unit and have films. When they have them ready, toss a coin to see
them connect it with their personal experience. which team goes first to say the name of a character.
V

The other team will have 30 seconds to say the name

Warm Up of the film where it appears. Teams will score points
for each correct guess.
E

Material: slips of paper, one per student

Write sci-fi on the board and elicit its meaning (the Tell students they have to read pages 77-81 in
shortened form of science fiction). Ask students to their Reader’s Book at home and think about
write on slips of paper ideas associated with that the answer to the following question: What century
genre (futuristic science and technology, space travel, were the first movies filmed in? They will discuss it in
time travel, parallel universes, extraterrestrial life, class the next day.
etc.). Organize the class into teams of six and have
P

them write a definition for science fiction based on

the ideas they wrote. You may write the first part of
the following sentence on the board to help them:
Science fiction is a genre that… (tells stories about
events in the future that are affected by imaginary
developments in science). Monitor while teams work
to help them with any vocabulary they may need.
Finally, write a definition on the board using every
teams’ contributions.

Unit 7 T105

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 Day 2
list on the board. Then, guide them to dictate you the
Lesson
description; you may help using the possible answer
provided. Write it on the board and have them copy it
4 Write a brief description of life and culture at the beginning of the 20th century.
(Possible answer)
It was an industrial society. Science became very important. They had a lot of technological
in their books.
innovations and new forms of transportation. Artists began to experiment with new ways of
expression, like silent films.
24
5 Listen and order the paragraphs.
24 5. Listen and order the paragraphs.
3 Finally, they come back to Earth with one Selenite attached to their capsule. The
film was very popular around the world when it was released. Never before had
Play Track 24 and have students order the paragraphs.
people seen those special effects and beautiful costumes.
Check orally. Draw their attention to the words in
2 The most attractive set in the film is the one of the Moon. The action centers on
the trip. Once on the Moon, the astronomers meet a group of Selenites. They
start fighting with them.
bold and elicit their meanings (in case they do not
1 Have you ever heard about the short film A Trip to the Moon? It is considered know any of them, tell them to go to the glossary at
the first sci-fi film in history. Inspired by Jules Verne’s novels, the script was written
by Georges Méliès. He also directed it and played the main role of Professor
Banberfouillis. the back of their book). Finally, have them identify
4 The moment in which the capsule lands in the Moon’s eye is one of the most
iconic images in the history of cinema. Without any doubt, it is one of my favorite
the characters mentioned (Professor Banberfouillis,
films.
a group of astronomers, and the Selenites); the set
6 Watch A Trip to the Moon at https://goo.gl/1PQTsA. Draw the set and action of your favorite
scene. Describe the music you heard.
(the Moon) and the action (some astronomers go to

IN N
the Moon where they meet a group of Selenites. They

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The music was…
start fighting with them. Finally, they come back to
Earth with one Selenite attached to their capsule). To
value the cinema as a mean to reflect on emotions and

M O experiences, people and their culture, ask them if they

A
Time to Shine!
• Mention some resources the director think this movie reflects the culture of the beginning
used to tell his story.
costumes, sets, music, body language, facial expressions
of the 20th century (yes, it reflects the enthusiasm for
Value the cinema as a mean to reflect on emotions and Reader’s Book
LI SI
106 Unit 7
experiences, people and their culture. / Identify relation
between scenarios, actions, and sound resources.
What century were the first
movies filmed in? (pp. 77-81)
science and technological advances, and it is also an
example of artistic innovation).

6. Watch A Trip to the Moon at https://goo.

Achievement gl/1PQTsA. Draw the set and action of your
R ER

favorite scene. Describe the music you heard.

Revise silent short films. Play the short film. Then read the instructions and
give them some time to draw their favorite scene
Teaching Guidelines to identify relation between scenarios, actions, and
sound resources. When drawings are ready, ask
• Value the cinema as a mean to reflect on emotions some volunteers to talk about the scene they chose,
and experiences, people and their culture. emphasizing the way in which the set, the actions, and
V

• Identify relation between scenarios, actions, and the music are connected to create a specific effect on
sound resources. the spectator. Read the sentence in the Time to Shine!
box and have them think how the director managed to
E

Warm Up transmit messages without using verbal language.

Material: video (The 1900s – The First Years of the Wrap Up

Twentieth Century at https://goo.gl/CMLXp1
Show students the video focusing on the scenes Ask students if they prefer silent films or sync-sound
that show technological advances (the first controlled motion pictures. Have them share their opinions about
flights and mass-produced automobiles), science both types of films.
P

development, and jobs in factories. Also, draw their

attention to the scenes that show art expressions Discuss the question related to the text from
(silent films). If it is not possible for you to show them the Reader’s Book. Ask students what their
the video, give them a short talk in which you include favorite movie genre is. Have them discuss the
these aspects about life in that time. question in pairs and tell you in what century the first
movies were filmed (19th century).
4. Write a brief description of life and culture at the
beginning of the 20th century.
Ask students to tell you the most important facts
shown in the video (or mentioned by you) and write a

T106 Unit 7

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 Day 3
8. Work in pairs. Fill in the graphic organizer.
Organize the class into pairs and give them some time
Lesson
to work on the activity so they may recognize topic,
7 Watch A Trip to the Moon again. Complete the sentence.
(Possible answers)
A Trip to the Moon made me feel amused because most
purpose, and intended audience. Monitor walking
of the actions were comical .
around and offering help whenever it is required.
8 Work in pairs. Fill in the graphic organizer. (Possible answers) Check by drawing the graphic organizer on the board
What is the theme of this short film? and inviting volunteers to write their answers. Stress
discovery and adventure
that this was one of the first films in the history of
cinema that told a story.
Why do you think Méliès made this Who do you think was it intended
film? for?
to tell a story people who like these themes
9. Draw the main characters.
Give students some time to draw in order to
9 Draw the main characters.
differentiate characters.

IN N
10. Act as a character from A Trip to the Moon.

R
Challenge your classmates to guess who you are.
To distinguish non-verbal language used by
characters, give volunteers, by turns, a strip of paper

M O with the name of a character in the film (Professor

A
Professor Barbenfouillis Astronomers Selenites
Barbenfouillis, astronomer, Selenite, captain of the
10 Act as a character from A Trip to the Moon. Challenge your classmates to guess who you
are. rocket, parade girl, Lady in the Moon). Tell them to act
LI SI
Determine the nature of actions. / Recognize topic, purpose, and intended audience. /
as the character did in the short film and encourage
Unit 7 107
the rest of the class to guess which character it is.
Differentiate characters. / Distinguish non-verbal language used by characters.

Achievement
R ER

Revise silent short films.

Teaching Guidelines

• Determine the nature of actions (funny, tragic, etc.).

• Recognize topic, purpose, and intended audience.
V

• Differentiate characters.
• Distinguish non-verbal language used by characters.
E

Warm Up

Organize students into teams of four. Give them five

minutes to plan a short silent sketch about A Trip to
the Moon. Invite teams to present their sketches to
the class.
P

7. Watch A Trip to the Moon again. Complete the

sentence.
Have students look at the two theatrical masks and
ask them if they know what they represent (comedy
and tragedy). Read the sentence aloud and have
them express how A Trip to the Moon made them
feel (amused, bored, sleepy, etc.). Then have them
determine the nature of actions by inviting them
to recall how actors performed (theatrical, comical
performance).

Unit 7 T107

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 Day 3
Differentiated Instruction
Lesson
Activity 7: Use the Mini Lesson Strategy to recall
Product: Script for a silent short film vocabulary related to feelings and emotions such as
In this unit you will write a script for a silent short film. In order to start, get in small teams and
work on the following activities: bored, enthusiastic, amused, happy, sad, angry, etc.
• Watch A Trip to the Moon again and choose one scene. (Answers may vary.)

Activity 8 and 9: Use the Think-Pair-Share Strategy.

• Write a list of aspects that you think must be included in the script for that scene.
(Possible answers)
Try to form pairs in which one of the students may
Short Film Screenplay tutor the other to fill in the graphic organizer and
characters the second student may help the first to draw the
characters.
description of the location/set
time
sounds
actions
dialogues

IN N
R
Self-evaluation

M O
A
Can I… I need I’m on Sure!
practice. my way.

revise silent short films?

LI SI
108 Unit 7

Wrap Up
R ER

Product: Script for a silent short film

In this unit, students will write a script for a silent
short film. In this lesson, they will decide who they
will work with (small teams, not more than four
students). Based on what they learned about A Trip to
the Moon, they will identify the information they think
V

will be important to include in their script. Once they

are organized, explain that a script comes from the
Latin scrībĕre, which means “to write,” so in this case,
E

it will be the written version of a film that is used by

the actors, director, and technical crew to know what
it is all going to be about. Tell them to think of every
detail that may be useful for understanding the scene.
Walk around and monitor encouraging them to speak
in English. Once they are ready, invite teams to share
their answers.
P

Self-evaluation

Explain the achievement to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
question honestly. Check their answers to establish
the strategies to support them if necessary.

T108 Unit 7

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 Lesson Day 1
2. Watch a scene from Nosferatu at https://goo.
gl/87ivBb. Write the dialogues and interventions
Lesson
you see on the title cards.
1 Look at the picture and discuss with a partner.
Explain to students that as cinema continued to
evolve in the art of narrating stories, directors started
This is the main character of one of the most
famous silent films.
• Who do you think he is?
incorporating some resources such as the title cards.
• What do you think the film is about? In those title cards or intertitles, they used to write
information and dialogues to clarify some aspects of
the scenes for the spectator to understand better. Tell
2 Watch a scene from Nosferatu at https://goo.gl/87ivBb. Write the dialogues and
interventions you see on the title cards.
them they will watch one scene from a classic silent
a At that same hour…
b “Ellen!” movie and that they must focus their attention on the
c “A doctor, a doctor!”
d “Hutter!” words that appear on those title cards (skip the first
3 Complete the paragraph. one, which is an introduction). Have them work on the
activity while they watch the scene. Check by asking
The scene starts when Thomas Hutter discovers Count Orlok is really Nosferatu, the “Bird
of Death.” He runs away in panic trying to hide from him. At that same hour ,

IN N
Ellen, Hutter’s wife, awakens from her sleep and in trance walks towards the balcony.
Harding, Hutter’s friend, shouts Ellen’s name and she faints while he asks for volunteers to write the phrases on the board. Finally,

R
a a doctor . Finally, Nosferatu finds Hutter, and Ellen tries to warn him by
saying his name . have them differentiate between dialogues (“Ellen!”,
4 Read and complete the sentence.
“A doctor, a doctor!”, “Hutter!”) and interventions
(At that same hour…).

M O
Main film genres

A
action adventure comedy drama horror
romance musical sci-fi western family

Nosferatu is a horror silent film. It is the very first vampire

3. Complete the paragraph.
film based on Bram Stoker’s Dracula.
Tell students to complete the summary of the scene
LI SI
they watched with the information they obtained
Unit 7 109
from the title cards. Explain that in the case of the
Anticipate general sense and main ideas. / Establish genre.

dialogues, they will not use quotation marks because

they will not reproduce the exact words, and those
Achievement answers are introduced by verbs such as shout, ask,
R ER

and say. Give them some time to work individually

Understand the general sense and main ideas. while you monitor. Check orally.

Teaching Guidelines 4. Read and complete the sentence.

Elicit film genres from students; if they miss any, have
• Anticipate general sense and main ideas. them read the ones included in their books. Give them
• Establish genre. a few minutes to complete the sentence to establish
V

genre individually. In case they need help for the

Warm Up second answer, ask them: What kind of fantastic being
is Dracula?
E

Play Charades using some of the following words:

special effects, costumes, set, action, short film, Wrap Up
script, directed, role, cinema, iconic. Once students
guess the word, ask them to use it in a sentence. Ask students if the scene they watched was scary
for them. Elicit that film genres must evolve using
1. Look at the picture and discuss with a partner. different themes and resources to continue catching
Organize the class into pairs and, to anticipate general the attention of their audience.
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sense and main ideas, tell them to look at Nosferatu’s

picture and discuss their impressions by asking each Tell students they have to read pages 82-83 in
other the questions on the right. Monitor while they their Reader’s Book at home and think about
work to support them with vocabulary words. Invite the answer to the following question What is a
pairs to share their conclusions with the class. Ask: storyboard? They will discuss it in class the next day.
How does this character make you feel?

Unit 7 T109

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 Day 2
Language 180

Lesson
Go to page 180 in the Activity Book and read the text
5 Watch the scene from Nosferatu again. Work in pairs to answer. (Possible answers)
1 Which aspects in the scene do you think need to be clarified?
corresponding to quotation marks to help students use
a that Hutter discovers Orlok is a vampire
b that Harding realizes Ellen is not in bed them correctly in the following activity.
c where Orlok’s castle is
d what happens to Hutter when Orlok finds him
Nosferatu
2 How would you clarify them?
writing dialogues and interventions on title cards
6. Write one sentence or phrase for each of the
6 Write one sentence or phrase for each of the aspects you mentioned in the previous
aspects you mentioned in the previous activity.
Copy them on a sheet of paper and file it in your
activity. Copy them on a sheet of paper and file it in your portfolio. 180
(Possible answer)

portfolio.
a “Oh no! He is a
vampire!”
b “Where is she?”
Students may continue working with the same partner
to propose sentences or phrases to complete lines
There are at least
45 films based on
and dialogues. Walk around and monitor offering help
the book Dracula
by Bram Stoker. whenever it is needed. This activity will be your first

IN N
Among them, we can
c In Transilvania… d “You’re lost!”
mention: Dracula
evidence in this unit; ask them to file it following the

R
with Bela Lugosi,

procedure you prefer.

Bram Stoker’s
Dracula by Coppola,
and Dracula 2012.

Time to Shine! 7. Explain.

M O
7 Explain. (Possible answer)
• Talk about some other films based on
Have students complete the sentence to briefly justify

A
I wrote those four sentences because…
the same story.
it was difficult for me to understand the scene until
the teacher explained it to us. I think that those
sentences and phrases will make it easier for anybody Reader’s Book the choice of sentences and phrases for dialogues
they wrote in the previous activity. Then, read the Time
to understand the action better. What is a storyboard?
(pp. 82-83)
LI SI
Clarify the names of objects, actions, and concepts. / Propose sentences to complete lines
to Shine! task. Encourage students who know other
110 Unit 7 and dialogues. / Briefly justify the choice of sentences for a dialogue.
vampire movies based on the book Dracula by Bram
Stoker to talk about the differences between them.
Some interesting facts you may mention are: Murnau,
Achievements the director of Nosferatu, did not use the original
R ER

names from the novel because he did not have the

• Understand the general sense and main ideas. rights for using the Bram Stoker novel. Bela Lugosi,
• Write lines and dialogues. the first Dracula, did not speak English, he just learned
his dialogues by heart. That is why he spoke with
Teaching Guidelines the accent that, from then on, characterized the way
vampires talk.
• Clarify the names of objects, actions, and concepts.
V

• Propose sentences to complete lines and dialogues. Wrap Up

• Briefly justify the choice of sentences for a dialogue.
Have students describe their favorite fantastic being
E

Warm Up from horror stories.

Organize the class into pairs and give them some time Discuss the question related to the text from
to talk about their favorite horror films. the Reader’s Book. Ask students if they knew
that all movies were planned on a storyboard before
5. Watch the scene from Nosferatu again. Work in filming. Discuss this as a class. Then ask them to get
pairs to answer. into pairs and talk about what storyboards are (graphic
P

Play the scene from Nosferatu for students to watch organizers of the movie’s information; they have
again. This time tell them to focus on all the aspects images of how each scene will look, shot by shot; they
in the scene that were not very clear for them only look like comic strips; they help filmmakers plan the
by watching it (but they are now after reading the movie).
summary from Activity 3). To clarify the names of
objects, actions, and concepts, organize the class into
pairs and give them some time to work on the activity
while you monitor. When pairs finish, ask them to
share their answers with the rest of the class.

T110 Unit 7

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 Day 3
25
9. Listen and fill in the missing information.
Tell students that you will play Track 25 for them to get
Lesson
a general idea of what is said. Then, have them look at
8 Debate with your class.
the activity so they may know the specific information
“I like/don’t like horror films because…” that they should obtain. With that purpose in mind,
they will listen again to answer. Check by asking
volunteers to write the answers on the board. Finally,
have them reflect on this tradition and how it shows
25
9 Listen and fill in the missing information.

Halloween values and behavior in English-speaking countries.

Date: October 31st
Origin: Celtic
Belief: that the spirits of dead people come back to our world
Today’s custom: trick or treating
10. Work in pairs. Fill in the Venn Diagram.
Countries: almost every English-speaking country around the world
Elicit from students information about Día de Muertos,
tell them that in English-speaking countries it is known
10 Work in pairs. Fill in the Venn Diagram.
as Day of the Dead. Organize the class into pairs and

IN N
give them some time to fill in the Venn Diagram while

R
Halloween Day of the Dead

you monitor walking around. Check by drawing the

celebrated on October 31st
Celtic origin
Spirits of dead
people come
celebrated on November 2nd
Prehispanic origin
diagram on the board and asking volunteers to write
back to our ofrendas
the answers.

M O
trick or treating
house decorations world. decoration of graves

A
LI SI
Get to know values and behavior in English-speaking countries. Unit 7 111

Achievement
R ER

Understand the general sense and main ideas.

Teaching Guideline

Get to know values and behavior in English-speaking

countries.
V

Warm Up
E

Organize the class into teams of six and give each

team a sheet of paper. Have teams choose a location
and write it down on the sheet of paper. Then have
teams exchange their papers among them. Once
they receive another team’s sheet, they should write
the name of two fantastic horror beings. Have teams
exchange their papers again and when they receive a
P

new sheet they must write a short dialogue between

the two horror beings in that location. Invite teams to
read their dialogues aloud.

8. Debate with your class.

Divide the class between the students who like horror
films and the ones who do not. Organize a debate
encouraging both parts to explain their reasons. Invite
them to listen to their classmates and comment back
in a respectful way.

Unit 7 T111

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 Day 3
Differentiated Instruction
Lesson
Activity 3: Use the Individualized Feedback
Product: Script for a silent short film Strategy to support students who need help to fill in
Remember that in this unit you will write a script for a silent short film. In order to continue the gaps in the paragraph, especially in the second
working on it, get together with your team and do the following activities: (Answers may vary.)
and fourth answers, in which they should not copy
• Go back to page 108 to recall the scene from A Trip to the Moon you chose. If necessary,
watch the scene again. the exact words from the previous activity. Have them
• Use the title cards to write dialogues and interventions. reflect that both Ellen and Hutter are names so they
must add that word in order to explain clearly.

Activity 5: Use the Jigsaw Strategy. Tell pairs to

focus on only one aspect and once they have it ready,
share their answer with the rest of the class. Finally,
as a whole class, choose the four aspects that are

IN N
going to be written in their books.

R
Self-evaluation

M O Can I… I need I’m on Sure!

A
practice. my way.

understand the general sense and main

ideas?

write lines and dialogues?

LI SI
112 Unit 7

Wrap Up
R ER

Product: Script for a silent short film

As you may recall, in this unit students will write a
script for a silent short film. In this lesson, they will
write some dialogues and interventions that later on
will be included as a part of their script.
Have students get together with their teams and
V

go back to page 108 to recall the scene they chose.

If necessary, have them watch the scene again so
they can decide which dialogues and interventions
E

to include. Remind them that in the case of the

dialogues, they should use quotation marks when
writing them on the title cards. Monitor while they
work to support them.

Self-evaluation
P

Explain the achievements to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

T112 Unit 7

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 Lesson Day 1
Language 180

Lesson
Go to page 180 in the Activity Book to read the
1 Watch a scene from The Floorwalker at https://goo.gl/tJhbLD.

• Do you recognize the actor?

information about the modals may and might, so
•
•
What’s his name? Charles Chaplin
Have you seen his films?
students may use them correctly in the following
2 Work in pairs. Share what would you do if you met your favorite
activity.
film star. 180

If I meet my favorite film star, I may… / I might…

2. Work in pairs. Share what would you do if you met
your favorite film star.
3 Fill in the table using words from the box. 180

tramp daytime seller piano

carelessly awkwardly angrily finally To describe motivations, hopes, desires and/or
Testing Products ambitions, using expressions to shade them, organize
Characters
The seller
mustache.
wears an old-fashioned suit and has a big
the class into pairs and give them some time to share
The tramp wears baggy pants, bowler hat, a cane,
and has a small mustache. what they may/might do or say if they happen to meet
Place a very old department store
their favorite film star. Walk around to monitor and

IN N
Time It’s not very clear, but I think it may be daytime .

The man with the bowler hat came in walking awkwardly .

help them with any vocabulary they may need. Finally,

R
ask some students to share what their partners
He starts testing all the products carelessly while the other
Action
man stares at him angrily . Finally , he doesn’t
buy anything.

Music piano cheerful music

may/might do.

M O 3. Fill in the table using words from the box.

A
This activity will help students include examples,
appropriate details and interesting information, using
LI SI
Describe motivations, hopes, desires, and/or ambitions, using expressions to shade them. /
adverbs about the scene they watched in Activity 1.
Unit 7 113
Draw their attention to the words in the box and
Include examples, appropriate details, and interesting information, using adverbs.

ask: What do the four words in the second line have

in common? (All of them end in -ly). Explain that all
Achievement those words are adverbs and elicit their function (they
R ER

learned it in Unit 3). Give them some time to work

Write lines and dialogues. individually while you monitor. Check answers orally.

Teaching Guidelines Language 180

• Describe motivations, hopes, desires, and/or Go back to page 180 in the Activity Book to read aloud
ambitions, using expressions to shade them (e.g., the information about adverbs. Stress that they will be
V

You may..., It might…, etc.). very useful when describing the action in their scripts
• Include examples, appropriate details, and because they can give information about the way in
interesting information, using adverbs. which the characters are going to perform.
E

Warm Up Wrap Up

Invite students to talk about their favorite film stars. Ask students if the scene they watched was funny
Ask them to say why they like them so much. for them. Encourage them to share what kind of films
make them laugh.
1. Watch a scene from The Floorwalker at
P

https://goo.gl/tJhbLD. Tell students they have to read pages 84-87 in

Play the scene for students and ask the questions. In their Reader’s Book at home and think about the
case they do not know Charles Chaplin, explain that he answer to the following question: What was the name
was an English comic actor, filmmaker, and composer of the first theater showing only movies? They will
in the era of silent film and that he is considered one discuss it in class the next day.
of the most important figures in the history of the film
industry. Also tell them that he became famous with
his Tramp character, which appeared in many different
films throughout his career.

Unit 7 T113

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 Day 2
characters seem to be talking so they are able to order
sentences into sequences to form dialogues. Check
Lesson
by asking two volunteers to read the dialogue in order.
4 Order this imaginary dialogue for the scene from The Floorwalker.

SELLER: What are you doing? 3

Encourage them to use an appropriate intonation and
SELLER: How can I help you?
TRAMP: Thank you, bye!
1
6 volume.
TRAMP: (no answer) 4
TRAMP: I’m just looking around. 2

5. Work in pairs. Invent a new scene for The

SELLER: Stop that! 5

5 Work in pairs. Invent a new scene for The Floorwalker. Use the table to organize your ideas.
(Answers may vary.) Floorwalker. Use the table to organize your
New Scene ideas.
Characters Organize the class into pairs. Remind them that they
Place only watched one scene from the movie, which is
Time
about a robbery. Have them invent a new scene. Tell
Action them to take the table from Activity 3 as a reference
Music
to organize their own ideas. They may include new

IN N
characters (besides “The Tramp”) and obviously

R
6 Write a scene heading and explain the action 180 181

describe a different action, although they may repeat

place, time, and music if they wish.

M O Language 180

A
Reader’s Book
What was the name of the
first theater showing only
movies? (pp. 84-87) Go back to page 180 in the Activity Book to show
LI SI
Order sentences into sequences to form dialogues. / Use connectors to link students the list of time and sequence connectors that
114 Unit 7 sentences and/or reformulate expressions.

they may use to explain the action in a script.

Skills 181
Achievement
R ER

Now go to page 181 and ask volunteers to read the

Write lines and dialogues. instructions to write a script. Elicit examples for each
of the steps to ensure they understand.
Teaching Guidelines
6. Write a scene heading and explain the action.
• Order sentences into sequences to form dialogues. Students continue working with the same pair. Have
• Use connectors to link sentences and/or reformulate them write the scene heading following the correct
V

expressions. format (in the left margin and with caps, separating
place and time with a hyphen). Then, give them some
Warm Up time to explain the action for the scene they invented.
E

Suggest that they use connectors to link sentences

Invent a funny word with students (e.g., drubidi ). and/or reformulate expressions. Monitor while they
Organize the class into teams of three. Assign each work to check.
team one of the following words: action, cinema,
costume, direct, iconic, role, script, set, short film, Wrap Up
special effects. Tell them they should write a sentence
using the word you assigned them, but that instead Tell everyone to stand up. Explain that you will say a
P

of writing the word, they should use the word you film genre and each of them should mention a movie
invented together; e.g., Drubidi started at the end of that belongs to that genre in less than 30 seconds. If
the 19th century. Once all teams have their sentences they cannot do it, they have to sit down. Repeat two
ready, ask them to read them aloud by turns for the or three times using different genres.
rest of the class to guess the word.
Discuss the question related to the text from
4. Order this imaginary dialogue for the scene from the Reader’s Book. Ask students if they knew
The Floorwalker. that theaters were the first places where they started
Tell students that you will play the scene again and showing pictures. Then ask them what was the name of
that they should pay attention to the parts where the the first theater showing only movies (The Nickelodeon).

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 Day 3
7. Work in pairs. Write a dialogue for the scene you
invented.
Lesson
Tell students to get together with the person they
7 Work in pairs. Write a dialogue for the scene you invented. (Answers may vary.)
were working during the last session. Explain that they
will continue working on their scripts for the scene
they invented and elicit what they are missing (the
dialogues). If necessary, go back to page 181 to recall
the rules (characters’ names must be written in caps,
dialogues must be centered, and no quotation marks
are necessary). Give them some time to write the
dialogue while you monitor walking around offering any
help they may require.
8 Write the script for your scene on a sheet of paper. File it in your portfolio.
(Answers may vary.)

9 Get together with another pair. Read the dialogues in your scripts and use the checklist to
give feedback to each other. 8. Write the script for your scene on a sheet of

IN N
Yes No Comments paper. File it in your portfolio.

R
Did I understand all the words they said?
To register lines and dialogues in a script format, give
Did their body language help me to
understand the scene better? students a sheet of paper so they can copy what they
Did they speak in an appropriate volume?
did in Activities 6 and 7. Explain to them that now they

M O
Did they speak too slow or too fast?
have a script for the scene they invented. This activity

A
10 Present your dialogues to your class.
Time to Shine! will be your second evidence in this unit; ask them to
•
file it following the procedure you prefer.
Create a video of your presentation to
include it in your portfolio.
LI SI
Register lines and dialogues in a script format. / Adapt volume and speed. / Adjust verbal
Unit 7
and non-verbal language according to a specific audience. / Perform dialogues. 115
9. Get together with another pair. Read the
dialogues in your scripts and use the checklist to
give feedback to each other.
Achievement Give pairs some time to rehearse the reading of their
R ER

dialogues following the tips they read. Walk around

Write lines and dialogues. and make any suggestion that may improve their
presentation. Then, have pairs get together with
Teaching Guidelines another pair to read their dialogues to each other.
Instruct them to use the checklist to register their
• Register lines and dialogues in a script format. comments so they can give respectful feedback at
• Adapt volume and speed. the end of their classmates’ presentation. Based on
V

• Adjust verbal and non-verbal language according the feedback they receive, they should adapt volume
to a specific audience. and speed and adjust verbal and non-verbal language
• Perform dialogues. according to a specific audience.
E

Warm Up 10. Present your dialogues to your class.

Invite pairs to perform their dialogues in front of the
Play Snake with students. Divide the class into two class. If possible, ask classmates to record a video of
teams and tell them to stand up in two rows in front their classmates’ presentations so they may include it
of the board. Give the first person in each row a piece in their portfolios as an evidence.
of chalk. Write the word: school on the board. Explain
P

that they should write a word that starts with the last
letter of the one already written on the board and that
is related with it; e.g., schoolocker. Then, that person
should give the chalk to the next in line who must
write the next word; e.g., schoolockeruler. Explain the
time limit will be five minutes and the winner will be
the team that writes the most words that are related
with the first one in the snake. Tell them that the
students in the row may use a dictionary to help the
one that is writing. Start playing with the word cinema.

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Script for a silent short film the activities in this lesson to guide them to identify
Remember that in this unit you will write a script for a silent short film. In order to continue which were difficult for them. Have students reflect
working on it, get together with your team and do the following activities: (Answers may vary.)
upon the specific aspects they are struggling with
• Go back to page 112 to recall the scene you chose and the dialogues and interventions
you wrote for it. and, based on that reflection, ask them to answer the
• Write a scene heading and explain the action.
question honestly. Check their answers to establish
the strategies to support them if necessary.

Differentiated Instruction
• Write the dialogues using the correct format.

Activity 5: Use the Bubble Map Strategy to

brainstorm ideas for the action of the new scene

IN N
before working on the activity. Tell students they may

R
choose one of those ideas or they may invent a new
Learning to Learn
Can I improve my one.
performance on my
own? (p. 181)
Self-evaluation

M O Activity 8: Use the Choral Response Strategy

A
Can I… I need I’m on Sure!
practice. my way.
to review the parts of a script with students once
write lines and dialogues?
they finish writing. This will make sure everybody is
LI SI
including them. If necessary, give pairs some time to
116 Unit 7
finish.

Wrap Up
R ER

Product: Script for a silent short film

As you may recall, in this unit students will write a
script for a silent short film. In this lesson, students
will write their scripts. Ask them to get together with
their teams and check the dialogues and interventions
they wrote on page 112. Then tell them to write a
V

scene heading and explain the action from the scene

they chose; suggest that they include the information
from the interventions they wrote. Finally, ask them to
E

use the dialogues they already wrote, copying them

in the correct format. They may add more dialogues if
they wish. Monitor while they work to offer any help
teams may require.

Learning to Learn 181

P

Go to page 181 in the Activity Book and read the

information about dramatic reading to motivate
students to gain self-awareness of their learning
process. Explain that these tips will be very useful
for the presentation of their product at the end of this
unit. Suggest that they follow the tips provided for
homework.

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 Reader’s Book
A Very Brief 1. What is the purpose of this text?

History of Film To give some general information on the history of film,

focusing on silent movies, some iconic figures, animated
films, and independent movies.
Facts about one of the biggest
36
industries in the world 2. What are three characteristics of the earliest movies?
Written by
They lasted less than one minute, were in black and white,
Jane White
and had no sound.

3. What kind of language was used in silent comedy or

slapstick?
Silent comedy actors used exaggerated physical movement
and facial expressions (non-verbal language).

4. What are three characteristics of independent films?

They are produced outside the major film studio system,
their content and style is usually much different than
commercial movies because they project the director’s

IN N
personal artistic vision, and most of them are made with
much lower budgets than major studio movies.

R
ICT Box

M O
https://goo.gl/aFasCp

A
Technology advances extremely quickly nowadays, and
cinema is one of the disciplines that benefits greatly from these
advances. Sometimes it is good to look back and acknowledge
how it all began. Check the link and make your own vintage
cinema.
LI SI
Unit
Unit 71 77 88 Unit 7

1. What is the purpose of this text? 4. What are three characteristics of independent
R ER

Ask students what they think the purpose of the text films?
is. Accept any valid answer (to give some general Now ask students to discuss three characteristics
information on the history of film, focusing on silent of independent films (they are produced outside the
movies, some iconic figures, animated films, and major film studio system, their content and style is
independent movies). usually different from commercial movies because
they project the director’s personal artistic vision, and
2. What are three characteristics of the earliest most of them are made with much lower budgets than
V

movies? major studio movies). If time allows, have them make

Ask students to get into teams of three and discuss a poster or infographic about independent films.
the new information the text gave them (what
E

they didn’t know about the film industry) and the ICT Box
information they already knew. Ask them to select
one scribe per team. Now ask them the question: Explain that technology has allowed the film industry
What are three characteristics of the earliest movies? to quickly evolve in the last few decades. Encourage
Then have them race to write the three characteristics them to think and reflect upon this evolution: how
(they lasted less than one minute, were in black and incredible it might seem that 100 years ago movie
white, and had no sound). The first team with all three theaters did not exist like they do today and that
P

characteristics correct wins. people did not watch movies because they were not
widely available yet. Ask them to brainstorm in groups
3. What kind of language was used in silent comedy of four leisure and free-time activities people might
or slapstick? have had 100 years ago. Then direct them to the link
Elicit from the class what non-verbal language is (facial and ask them to read it and look up any unknown
expressions, body posture, gestures, eye movement). words. Ask them to get into pairs, choose one of the
Ask students to complete the activity and discuss their options (old-fashioned cinema screen and vintage
answers with a partner. television), and explain to their partner the process of
setting up the option chosen.

Photocopiable material
Unit 7 T117

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 Game and Product

Game Product
Product
Play Tic-tac-toe in pairs. To draw an “X” or an “O,” you should say a sentence or the meaning
of the word in the square you choose.
Script for a silent short film
Now it’s time to present your script for a silent short film. Get together with your team and do
the following activities:

• Check your scene heading.

Did you specify if it is an interior or exterior scene?

Did you include the location in caps?
Did you include the time separated by a hyphen?
special
action role
effects • Check your action description.

Did you include…

details?
interesting information?

costume direct iconic Did you use adverbs?

Did you use time and sequence connectors?

• Check your dialogues.

Did you write the names of the characters centered and with caps?

IN N
Did you follow a logical sequence?
short set script
• Rehearse non-verbal language.
film

R
Try different facial expressions and experiment with different body movements. Give
feedback to your teammates and have fun!

• Rehearse your dialogues.

Choose an adequate pace and volume to convey emotions related to the scene you

M O
chose.

A
• Present your scene.

Shine as a film star!

LI SI
118 Unit 7 Unit 7 119

After playing the game, check and assess the Script for a silent short film
R ER

products before their presentation. Make sure all

the steps that were developed during the third day Tell students that they will have five minutes to check
of every lesson are complete; if not, give teams their scripts with their team following the suggestions
some time to complete them. Walk around to give provided in their books. Monitor while they work
any help they might need. It is essential at this stage to give any suggestion you think may improve their
that students gain confidence and feel that they are products. Suggest that they assign a narrator to read
advancing and achieving greater fluency. the scene heading and explain the action before they
V

present the dialogues. Once teams are ready, invite

them to read their script in front of the class. Use the
format for anecdotal notes provided to evaluate each
E

student’s presentation individually.

P

T118 Unit 7

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 Evaluation Tool
Anecdotal notes
Name:

Lesson 1

Description of the Situation Interpretation

IN N
R
M O Lesson 2

A
Description of the Situation Interpretation
LI SI
R ER

Lesson 3

Description of the Situation Interpretation

V
E

Product Presentation

Description of the Situation Interpretation

P

Photocopiable material
Unit 7 T119

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 What can a comic tell you
about a culture?
Unit
Unit Overview
Overview
Recreational and Literary Environment Social Practice of the Language
To read comics to discuss cultural expressions
Communicative Activity
Understanding oneself and others

Achievements Vocabulary
• Select and revise comic strips in English. • acknowledge • interlocutor

IN N
• Interpret content in comic strips. • belief • onomatopoeia
• Exchange opinions about cultural expressions • clarify • panel

R
in a discussion. • explicit • speech bubble
• implicit • stand

M O
Language Learning to Learn Audio

A
• Onomatopoeias Identifying facts and Track 26
• Useful phrases for participating in opinions
discussions
LI SI
Skills Reader’s Book
Comprehension strategies “Why Turtles Live in Water,” pp. 89-100

Product Evaluation Tool

Discussion Self-evaluation and peer evaluation cards
R ER

In order to introduce the unit, tell students to

look at the pictures and have some volunteers
What can a comic describe them. Elicit from the class that all
tell you about of them are showing scenes from comics.
V

a culture? Ask students if they usually read them. If

You are going to…
read comics to discuss cultural
they do, ask them to share a brief summary
expressions.

of their favorite stories. At this point, you may

E

allow some Spanish words to make them feel

confident to express themselves, but always
provide them with the words or phrases in
English and have them repeat after you.
Finally, organize the class into teams of three
and read aloud the title: What can a comic tell
you about a culture? Give them a few minutes
P

to discuss their answers while you walk around

and monitor. Ask one person from each team to
120 share their answers with the rest of the class.

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 Lesson Day 1
2. Write some information about your favorite comic
Lesson strip.
1 Draw your favorite comic strip character. (Answers may vary.) Elicit the meaning of protagonist (the most important
character), antagonist (the opponent of the main
My favorite comic character is
character), and secondary characters (characters that
help move the story along). If necessary, remind
them of the concept of setting (which they learned in
Unit 2). Invite some volunteers to explain what their
favorite comic strip is about in order to give a model
to the class. Monitor while they work and offer help if
required.

3. Work in pairs. Share what you wrote about your

favorite comic strip.

IN N
2 Write some information about your favorite comic strip. (Answers may vary.)
Organize the class into pairs. Give them some time to

R
a protagonist:
b antagonist: share their drawings and the information they wrote
c secondary characters:
d setting: about their favorite comic strip while you walk around
The story is about
and monitor encouraging them to speak in English all

M O the time. Read the Time to Shine! sentence; if nobody

A
Time to Shine! knows the answer, say that comic strips became
3 Work in pairs. Share what you wrote about your • Mention the media in which comic
favorite comic strip. strips became popular. newspapers
popular at the end of the 19th century. Have them
LI SI
think about what mass media existed around that time
Engage students with the theme of the unit and have them connect it
with their personal experience. Unit 8 121
so they may infer the answer.

Wrap Up
Achievement
R ER

Material: strips of paper with names of the

Select and revise comic strips in English. characters that were mentioned in the Warm Up
inside a box or a bag
Teaching Guideline Play Charades. Invite one student to go to the front
and take one strip of paper out from the box or bag.
Engage students with the theme of the unit and have The student has to read the name of the character
them connect it with their personal experience. in silence and act it out for the class without using
V

words. The class will have one minute to guess.

Warm Up
Tell students they have to read pages 89-92 in
E

Ask students to brainstorm the names of popular their Reader’s Book at home and think about the
comic characters they know. Invite them to share answer to the following question: What do you think
details about them. is going to happen in the rest of the story? They will
discuss it in class the next day.
1. Draw your favorite comic strip character.
To engage students with the theme of the unit and
have them connect it with their personal experience,
P

ask them to think about their favorite comic book

character. Tell them to close their eyes and visualize
him/her; then ask: What does he/she look like? Does
he/she have superpowers? Once they have the image
clear, give them some time to draw the character and
write his/her name. In case they do not have a favorite
character, ask them to draw a famous one they know.

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 Day 2
intended audience. Monitor while they work to check
their answers.
Lesson

5. Match each graphic element of the comic strip

4 Read the comic strip and answer the questions. (Possible answers)

with its definition.

To help students recognize the graphic components
b

a
of the comic strip, give them some time to work
on this activity. Tell them to observe the letters that
correspond to each of the elements in the previous
d activity. Some of the words in this activity are part of
the glossary; tell students to check their meaning in
c
the corresponding pages at the back of their book.
a What is this comic strip talking about? superstitions
b What do you think the author created it for? to amuse/entertain
c
d
Who is more likely to read it? teenagers, young people
What is the man’s job? How do you know? He is a policeman; he is wearing a police uniform. 6. Discuss the question with your class.

IN N
5 Match each graphic element of the comic strip with its definition. Ask the question aloud and encourage students to

R
a
b
panel
speech bubble
b
c
a speech indicator containing the character’s dialogue
a single row of panels
be honest when answering. Explain that humor is
c
d
tier
gutter
d
a
the space between panels
a frame or box that contains a segment of action
different in every culture so sometimes it is difficult to
understand jokes from another culture and even more

M O
6 Discuss the question with your class.

difficult when using a different language.

A
Do you think the comic
Reader’s Book
strip is funny? Why or What do you think is going
why not?
Wrap Up
to happen in the rest of the
story? (pp. 89-92)
LI SI
Identify topic, purpose, and intended audience. / Recognize graphic
122 Unit 8 and contextual components.
Organize the class into teams of four. Tell them to think
about a short joke they know in Spanish. Give them
some time to write it in English while you monitor,
Achievement offering help with vocabulary. Once all of the teams
R ER

have finished, invite them to read their jokes in front of

Select and revise comic strips in English. the class. At the end, ask the class their opinion about
the translations. Invite “comic specialists” to prepare a
Teaching Guidelines short speech about their favorite comic authors for the
next session.
• Identify topic, purpose, and intended audience.
• Recognize graphic and contextual components. Discuss the question related to the text from
V

the Reader’s Book. Ask several volunteers to

Warm Up summarize the beginning of the story. Ask them also
what they think about the characters: Do they seem
E

Organize the class into teams of five. Give each team good or bad? How do you think they will evolve in the
a recycled sheet of paper and, to activate previous story? Then ask them to get into pairs and discuss
knowledge, tell them to draw the graphic elements what they think is going to happen. Write their ideas
that are used in comic strips. Invite teams to mention on a piece of cardboard and save them for the end of
the elements they drew. the reading.

4. Read the comic strip and answer the questions.

P

To help students recognize contextual components,

draw students’ attention to the characters of the
comic and ask them: What is the man wearing? (a
police uniform), Where are they? (in the street), What
other images appear? (a calendar, a black cat). Ask
one volunteer to read the dialogues aloud encouraging
him/her to do it dramatically. Have students follow the
reading and then give them some time to answer the
questions so they may identify topic, purpose, and

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 Day 3
8. Read the comic strip. Write the name of the
author in its corresponding place.
Lesson
Draw students’ attention to the comic strip and ask
7 Work in teams. Read the statement and
answer the questions. (Possible answers)
“We should respect all forms of life.” them to mention the similarities between this one
• Have you ever heard this statement
before? In what context? and the one from Activity 4. To help them recognize
Eastern cultures that follow religions such as Buddhism, Hinduism, or Jainism hold that nature is
sacred and humans are not more significant than any other living thing.
the author, ask: What information is missing in this
• What does this statement refer to? that we should not kill any living thing
one? (the name of the author), Do you know it? Have
8 Read the comic strip. Write the name of the author in its corresponding place.
them write it in the corresponding place and give them
Igor
some time to read the comic in silence.
Zakowski

9. Observe how the text is organized in the comic

MEANWHILE...
strip from the previous activity. Write an example
MEANWHILE...
for each of the elements below.
Guide students to identify textual organization by

IN N
drawing their attention to the comic and ask: Is the

R
9 Observe how the text is organized in the comic strip from the previous activity. Write an text included in the same way in all cases? (no, part
example for each of the elements below. (Possible answers)

a caption: a box that usually gives voice to a narrator Meanwhile… of it is inside bubbles with tails, there is one word
b onomatopoeia: non-vocal sound images Bzzz!
inside a rectangle, and some other words just written

M O
c speech bubble: contains characters’ dialogue You nasty insect!
d thought bubble: contains characters’ thoughts
there). Have them infer the difference between the

A
10 Work in pairs to create a different ending
for the comic strip. three cases. Then, draw their attention to the skull and
elicit the difference between that bubble and the ones
LI SI
that have tails (that one is for thoughts and the ones
Activate previous knowledge. / Recognize
Unit 8 123
author(s). / Identify textual organization.
with tails for dialogues). Read each element and its
definition aloud and have students identify an example
for each of them in the comic strip.
Achievement
R ER

10. Work in pairs to create a different ending for the

Select and revise comic strips in English. comic strip.
Organize the class into pairs and invite them to use
Teaching Guidelines their creativity to include new text both for the speech
and the thought bubble in the last panel. Monitor while
• Activate previous knowledge. they work and invite them to share with the class
• Recognize author(s). when they finish.
V

• Identify textual organization.

Warm Up
E

Invite “comic specialists” to talk about their favorite

comic authors. Tell them to include information about
the type of characters they usually create and details
about their themes and styles.

7. Work in teams. Read the statement and answer

P

the questions.
To activate previous knowledge, organize the class into
teams of five to work on this task. Check by asking
teams to share their answers. Once all teams have
participated, explain to them the information provided
in the possible answers.

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Discussion the activities in this lesson to guide them to identify
In this unit, you will participate in a discussion. In order to start, work together with your class which were difficult for them. Have students reflect
in the following activities: (Answers may vary.)
upon the specific aspects they are struggling with
• Decide what comic you will discuss.
and, based on that reflection, ask them to answer the
• Give some information about the comic: question honestly. Check their answers to establish
a The protagonist is
b The antagonist is the strategies to support them if necessary.
c The secondary characters are

d The action takes place in

Differentiated Instruction
e Some interesting details are

Activity 7: Use the Gather Background Strategy to

find out if any of your students know a little bit about

IN N
traditions and beliefs in the Eastern world. If so, invite

R
that student to share his/her knowledge with the class
before working on this activity.
Self-evaluation

M O Activity 9: Use the Think-Pair-Share Strategy trying

A
Can I… I need I’m on Sure!
practice. my way.
to form pairs in which one of the students may tutor
select and revise comic strips in English?
the other to identify the examples.
LI SI
124 Unit 8

Wrap Up
R ER

Product: Discussion
In this unit, students will participate in a group
discussion about cultural expressions in a comic of
their choice.
First, ask all students to mention the title of the
comics they chose in Activities 1 and 2. Write the
V

names on the board and ask students to vote for them

in order to choose one as a class. Once they select the
comic, ask students who know more about it to share
E

information with their classmates so that everybody

may write it on page 124. Tell them to give as many
interesting details as they can to engage the rest of
the class.
For homework, ask students to read the comic strip
they chose so they can become familiar with it. Invite
the students who have the comic strip to share it with
P

their classmates.

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 Lesson Day 1
1. Look at the following onomatopoeias. Choose
three and write the things that they are imitating.
Lesson
Students will analyze the function of onomatopoeias
1 Look at the following onomatopoeias. Choose three and write the things that they are
imitating. 182 (Possible answers) by working in this activity. Monitor walking around
while they work and check orally.

a
b
Vrooom: a car going very fast
Kaboom: an explosion
2. Work in pairs. Read the comic and follow the
c Smack: a kiss
instructions.
Organize the class into pairs and give them some time
to read the comic. To help them analyze the function
of comic panels, ask: What does each panel show? (a
2 Work in pairs. Read the comic and follow the instructions. (Possible answers)
frozen scene) Why do you think the author used three
panels instead of one? (to tell a story in a sequential
order; a panel is like a scene in a movie). Then have

IN N
them compare this comic strip with the ones they read

R
1 2 3 4 in Lesson 1 so they may spot the difference between
a
b
Draw what is missing in panels 2, 3, and 4. speech bubbles
Add images, a caption, and an onomatopoeia in panel 1. One day in Dogland… / Slam!
them (there are not speech bubbles in this one). To
guide them to analyze the function of speech bubbles,

M O
3 Write three questions about the content of the comic strip in the previous activity. Follow
ask: Why do you think there aren’t any speech

A
the example. (Possible answers)

What is the relationship between the two dogs?

a Why is the young dog angry?
bubbles? (because in this case there is no narrator nor
b
c
What is he planning to do?
How does the old dog react? onomatopoeias so there’s no need to differentiate).
LI SI
Analyze the function of comic panels, speech bubbles, sound effects/onomatopoeias, etc. /
Give them some time to work on the activity in pairs
Unit 8 125
while you monitor walking around. Invite pairs to share
Use different comprehension strategies (e.g., making questions about the content of the text).

their first panel with the class.

Achievement 3. Write three questions about the content of the

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comic strip in the previous activity. Follow the

Interpret content in comic strips. example.
Students will continue working in pairs to make
Teaching Guidelines questions about the content of the text as a
comprehension strategy. Once they have them, invite
• Analyze the function of comic panels, speech them to get together with another pair to ask each
bubbles, sound effects/onomatopoeias, etc. other their questions.
V

• Use different comprehension strategies (e.g.,

making questions about the content of the text). Wrap Up
E

Warm Up Write the following words on the board: winter, car,

school, sushi, dog, uncle. Organize the class into
Play Hangman with the word onomatopoeia. Once teams of four and have them create Wh- questions in
they guess it, say: hiss (stressing the final ss), buzz which the answer is one of the words on the board;
(stressing the final zz) so they may infer what it refers e.g., When is Christmas celebrated? Once they finish,
to. Once they get it, ask them for more examples. invite teams to share their questions and vote for the
most creative.
P

Language 182
Tell students they have to read pages 93-95 in
Ask students to go to page 182 to read the information their Reader’s Book at home and think about the
about onomatopoeias. Tell them that it is the formation answer to the following question: How could the turtle
of a word by imitation of a sound made by or free itself? They will discuss it in class the next day.
associated with its referent such as cuckoo, meow, or
boom. Have volunteers read the examples and try to
figure out the thing each of them is imitating.

Unit 8 T125

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 Day 2
presented (Identify implicit and explicit information /
Lesson
Anticipate what follows).
4 Reread the comic strip in Activity 2. Fill in the chart. 183 (Possible answers)

Explicit Information
4. Reread the comic strip in Activity 2. Fill in the
chart.
Personal Experience Implicit Information
(text clues)

To identify explicit and implicit information as a

The young dog says that he’s Some teenagers want to have The old dog is not worried
leaving because he wants to adventures but don’t have because he knows the young
have more adventures. the resources and freedom to dog is not leaving or is not
do what they want. going very far.
comprehension strategy, ask students to go back to
Time to Shine! the comic strip in Activity 2. Tell them the young dog
• Describe a personal experience in
which it was important to interpret
is leaving because he wants to have adventures. Ask:
Is that implicit or explicit? (explicit). Then, draw their
implicit information.

5 Create panel 5. Express what you think will happen next.

attention to the characters’ faces and behaviors and
Possible answer: the young
ask: What is suggested but not communicated directly
dog in his room, playing
video games in the text? Give them some time to fill in the chart.
To reinforce the concept, read the Time to Shine!

IN N
6 Work in pairs. Describe how each of the dogs behaves. (Possible answers) sentence.

R
Panel 2: He shouts angrily.
Panel 3: He speaks proudly.
5. Create panel 5. Express what you think will
Panel 4: He seems humiliated. happen next.

M O
Panel 2: He is indifferent.
Panel 4: He is calm.
Students will anticipate what will happen next in

A
the story as a comprehension strategy. Tell them to
7 Work in small teams. Discuss which values and ideas are expressed in this comic strip. Write
them on a sheet of paper and file it in your portfolio. (Answers may vary.)

Reader’s Book consider the information they have in the comic strip
Use different comprehension strategies. / Recognize behavior How could the turtle free
LI SI
126 Unit 8 and values expressed in texts and comic panels. itself? (pp. 93-95)
and their own personal experience. When they finish,
invite students to share their panels with the class.

6. Work in pairs. Describe how each of the dogs

Achievement behaves.
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Students will work in pairs to recognize behavior

Interpret content in comic strips. expressed in texts and comic panels. Check orally.

Teaching Guidelines 7. Work in small teams. Discuss which values

and ideas are expressed in this comic strip.
• Use different comprehension strategies (e.g., Write them on a sheet of paper and file it in your
identifying explicit and implicit information, portfolio.
V

anticipating what follows) Organize the class into teams of five. Explain that
• Recognize behavior and values expressed in texts values are beliefs people have about what is most
and comic panels. important in life. Give them some time to discuss
E

the values and ideas they can recognize in the texts

Warm Up and panels from this comic strip. Ask students to
individually write their conclusions on a sheet of paper.
Ask a volunteer to go to the front and tell him/her in This activity will be your first evidence in this unit; ask
a low voice to use words to express he/she is angry. them to file it in their portfolio.
Then, ask another volunteer to express the same
emotion without using words. Explain that in the first Wrap Up
P

case the information was explicit and in the second it

was implicit. To clarify, you may repeat the procedure Have students share which comic strip they liked the
with some other emotions (happy, sad, nervous, etc.). most from the ones they have read in this unit so far.
Encourage them to give reasons.
Skills 183
Ask students to get into teams of three
Go to page 183 in the Activity Book and ask some and discuss how the turtle could free itself.
volunteers to read aloud the information provided. As What strategy or trick will it use? You can add these
questioning is only a review (they used this strategy in predictions on the cardboard to check once they finish
Unit 2), focus their attention on the two new strategies reading the story.

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 Day 3
9. Exchange your comic strip with another pair.
Read your partners’ texts and respectfully express
Lesson
your ideas and beliefs about them.
8 Work in pairs. Write dialogues and a caption for the following panels.
Have students identify and respectfully share
reactions (ideas and beliefs) to a text written by their
classmates. Monitor while they work encouraging
them to speak in English all the time.

10. Choose a comic strip from the ones you have

read so far. Fill in the chart. Copy it on a sheet of
paper and file it in your portfolio.
Ask students to choose one of the four comics they
9 Exchange your comic strip with another pair. Read your partners’ texts and respectfully
express your ideas and beliefs about them. have read (including the one their classmates wrote).
10 Choose a comic strip from the ones you have read so far. Fill in the chart. Copy it on a Once they choose it, they must identify the ideas

IN N
sheet of paper and file it in your portfolio. (Answers may vary.)
and beliefs expressed in it and finally use the chart

R
Ideas and beliefs expressed in the comic
My ideas and beliefs
strip I chose
to compare their own ideas and beliefs with those
represented in the panels and texts of the comic
they chose. When they finish, have them value

M O cultural diversity by reflecting upon the statement

A
It is very important to be respectful towards others’ ideas and beliefs because… at the bottom of the chart. This activity will be your
second evidence in this unit; ask them to file it in their
LI SI
Identify and share reactions (ideas and beliefs) to a text. / Compare their own ideas and
portfolio.
beliefs with those represented in comic panels and texts. / Value cultural diversity. Unit 8 127

Achievement
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Interpret content in comic strips.

Teaching Guidelines

• Identify and share reactions (ideas and beliefs) to a

text.
V

• Compare their own ideas and beliefs with those

represented in comic panels and texts.
• Value cultural diversity.
E

Warm Up

Invite students to share situations that make them

mad and how they react to them. Explain that they
should learn to control anger and not to respond
in violent ways as the example they will see in the
P

following activity.

8. Work in pairs. Write dialogues and a caption for

the following panels.
Organize the class into pairs. Have them look at the
panels and encourage them to write short dialogues to
create a story for those characters. Monitor while they
work offering help whenever it is needed.

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 Day 3
Differentiated Instruction
Lesson
Activity 3: Use the Mini Lesson Strategy to remind
Product: Discussion students who may need it the question words and
Remember that in this unit you will participate in a questioning to enhance comprehension when reading
discussion. In order to continue preparing for it, reread
the comic strip you and your class chose and fill in the
following chart. (Answers may vary.)
(there is some information provided in the Appendix).

Activity 8: Use the Open-ended Statement Strategy

Ideas and beliefs expressed in the comic
My ideas and beliefs
strip we chose

to provide support for students who may be struggling

with this activity. You can provide them with the
beginning of a suitable sentence or phrase to include
in the speech bubbles and have them complete it.

IN N
R
M O
Self-evaluation

A
Can I… I need I’m on Sure!
practice. my way.

interpret content in comic strips?

LI SI
128 Unit 8

Wrap Up
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Product: Discussion
As you may recall, in this unit, students will participate
in a group discussion about cultural expressions in a
comic of their choice. In this lesson, they should have
already read the comic so they may identify the ideas
and beliefs expressed in it. Give them some time to
V

work filling in the chart to compare them with their

own. This will help them identify their stand in the next
lesson.
E

Self-evaluation

Explain the achievement to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
P

and, based on that reflection, ask them to answer the

question honestly. Check their answers to establish
the strategies to support them if necessary.

T128 Unit 8

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 Lesson Day 1
2. Work in teams of three. Fill in the graphic
organizer with thoughts related to being a “black
Lesson
sheep.”
1 Look at the following panel. Which ideas and values are expressed in it?

Possible answer: to show

Organize the class into teams of three and give them
how a “black sheep”
thinks and reacts some time to fill in the graphic organizer so they can
recognize ideas related to the concept of being a
“black sheep.” Walk around and monitor while they
work. When they finish, invite teams to share their
2 Work in teams of three. Fill in the graphic organizer with thoughts related to being a “black answers with the class.
sheep.” (Possible answers)

a rebel
3. Complete the sentence.
Tell them to compare their own ideas and values with
the ones expressed in the panel from Activity 1. Then,
someone who behaves
Black
someone who does not based on the differences or similarities, take a stand.

IN N
badly fit in with a group
sheep
Give them a few minutes to express it by completing

R
the sentence. Walk around and monitor to check.
an innovator

Wrap Up

M O
A
3 Complete the sentence.

My Stand Tell students: If you were an animal, which one would

I think that being a black sheep means that you be? Ask volunteers to share their answers giving
because
LI SI
reasons. Invite the rest of the class to give their
Unit 8 129
opinion in each case; e.g., I agree that you would be a
Recognize ideas and take a stand.

bear because you’re very strong!

Achievement Tell students they have to read pages 96-99 in

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their Reader’s Book at home and think about the

Exchange opinions about cultural expressions in a answer to the following question: What do you think is
discussion. the moral of the text? They will discuss it in class the
next day.
Teaching Guideline

Recognize ideas and take a stand.

V

Warm Up
E

Explain to students that writers have used animals

to represent some character traits (like Aesop in his
fables). Mention the following animals and invite
them to say the character traits to which they are
commonly associated: lion (bravery), bear (strength),
fox (cleverness), turtle (wisdom), sheep (conformism).
Encourage them to give some other examples.
P

1. Look at the following panel. Which ideas and

values are expressed in it?
Draw students’ attention to the panel and guide them
to analyze it. Ask: What do you think the sheep stand
for? (people) What do white sheep stand for? (people
who go with the flow, who don’t like to break rules)
What does the black sheep stand for? (people who like
to find different ways of doing things). Which value do
you think the author is defending? (e.g., freedom).

Unit 8 T129

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 Day 2

Lesson
4. Listen and follow the discussion. Circle a fact,
Learning to Learn
Why is it important to underline an opinion, and draw a square around
an example. 26
4 Listen and follow the discussion. Circle a fact, underline an identify a fact from an
opinion, and draw a square around an example. 26 opinion? (p. 183)

BOY: Are you OK? You look a bit sad.

GIRL: Kind of. My sister told me today I’m the black sheep of the family.
BOY: You shouldn’t be sad, being a black sheep is definitely positive.
Tell students they will listen to a discussion that
GIRL: Why do you say that? You obviously cannot feel proud if someone in your family says
you’re the black sheep. I’d love to understand what you mean. will present opinions, facts, and examples that they
BOY: For me, being a black sheep is being different from the rest, so therefore you’re more
creative. Well, that’s what I think.
GIRL: Can you explain that to me?
should identify. Play Track 26 for students to follow it
BOY: People don’t like things that challenge what is established. Innovators dare to do that
and for that reason sometimes they’re considered “black sheep.” and perform the task. Check orally. Read the Time to
GIRL: Really?
BOY: For instance, Einstein. He was probably considered the black sheep of his family
when he failed his university entrance exam. I once heard someone say, “The one who
Shine! sentence to reinforce the comprehension of
follows the crowd will usually get no further than
the crowd. The one who walks alone is likely to the ideas presented in the panel from Activity 1.
find himself in places no one has ever been.”
Girl: That sounds nice. Time to Shine!
Boy: Tell your sister that she should feel proud of • Mention names of some other persons
having a sister like you, and that she needs to
learn a bit about respect towards diversity.
Girl: Thanks! I feel much better now!
who may be considered “black sheep”
according to the boy’s description. 5. Work in pairs. Fill in the table with phrases from the
5 Work in pairs. Fill in the table with phrases from the dialogue.
182
(Possible answers)
dialogue.
Organize students in pairs to analyze the function

IN N
Function Phrase or Sentence
of the phrases presented in the discussion. Monitor

R
expresses a point of view Well, that’s what I think.
while they work offering help whenever it is required.
acknowledges the interlocutor’s answer I’d love to understand what you mean.

questions a stand Why do you say that?

M O clarifies confusion
Language 182

A
For instance,

asks a question based on what the

interlocutor said Can you explain me that?

6 Write a sentence to make your opinion explicit. Go to page 182 in the Activity Book to show students
Reader’s Book
LI SI
What do you think is the
moral of the text? (pp. 96-99)
some other examples of phrases they may use when
130 Unit 8 Make preferences explicit.
participating in a discussion.

6. Write a sentence to make your opinion explicit.

Achievement Ask students to identify the sentences that the boy
R ER

uses in the discussion to make his opinion explicit (For

Exchange opinions about cultural expressions in a me, being a black sheep is being different from the
discussion. rest, so therefore you’re more creative. Well, that’s
what I think.). Have them follow that model to make
Teaching Guideline their own opinion (which expresses their preferences)
explicit.
Make preferences explicit.
V

Wrap Up
Warm Up
Organize the class in pairs and give them some time
E

Write Einstein on the board and ask students to share to exchange books to read their partner’s opinion to
the information they know about him (German-born check if it is clear enough. Encourage them to give
physicist who developed the theory of relativity and each other feedback to improve it. For homework,
received the Nobel Prize in Physics). ask students to find facts based on verifiable data and
examples to support their opinions about the theme in
Learning to Learn 183 this lesson (“black sheep”) and also about the comic
strip they chose for their class discussion.
P

Tell students to go to page 183 to read the information

about the difference between facts and opinions. Discuss the question related to the text
Stress the fact that in a discussion we usually defend from the Reader’s Book. Tell students that in
an opinion. Tell them that to defend it effectively, they literature, there are certain stories that are created and
should use facts, data, and examples that can be told to teach a lesson. Ask them to get into groups of
verified. four and discuss what they think the lesson is. Accept
any possible answer (to show that a clear mind can
save you from the biggest dangers; to show that you
should obey your elders). Check students’ predictions.

T130 Unit 8

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 Day 3
play, they should say a sentence using the word in the
space where they would like to draw their “X” or “O.”
Lesson
The winner is the first team that gets three in a row.
7 Let’s prepare to discuss! Write one fact and one example to support your opinion.

7. Let’s prepare to discuss! Write one fact and one

8 Work in pairs. Prepare a set of phrases that you may use in the following cases.
(Answers may vary.)
182
example to support your opinion.
Help students prepare themselves to defend their
to express points of view and
acknowledge the interlocutor’s
• That’s what I think. What about you?
• We’d love to have your opinion.
own ideas with arguments based on evidence. Tell
them to use the information about “black sheep”
answer

they researched for homework. Once they finish,

to question stands based on
common sense opinions
• Why do you say that?
• Really?
invite them to share what they wrote. Encourage peer
• Don’t you think that…?
assessment to confirm if each piece of information is a
verifiable fact or an example.
• What I mean is that…

IN N
to give examples to clarify confusion • For instance,
• Let me show you…
8. Work in pairs. Prepare a set of phrases that you

R
may use in the following cases.
ask questions based on what the • What kind of details, exactly?
Tell students to go back to page 182 to check the
interlocutor said • Can you explain your point better?
phrases provided one more time. Have them classify

M O the phrases according to the ones that: express points

A
9 Rehearse with your partner. Give and receive respectful feedback.
of view and acknowledge the interlocutor’s answer,
10 Participate in a group discussion based on the panel presented in Activity 1.
question stands based on common sense opinions,
LI SI
Question stands based on common sense opinions. / Express points of view and
acknowledge the interlocutor’s answer. / Defend their own ideas with arguments based
on evidence. / Use examples to clarify confusion. / Make questions based on what the
give examples to clarify confusion, and ask questions
Unit 8 131
based on what the interlocutor said. Check orally.
interlocutor said.

9. Rehearse with your partner. Give and receive

Achievement respectful feedback.
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Explain to students that most people find it difficult

Exchange opinions about cultural expressions in a to express their ideas when participating in a
discussion. discussion in a large group, but that a great way to
deal with shyness and nervousness is to prepare their
Teaching Guidelines arguments and rehearse them. Tell them they will have
a few minutes to rehearse their participation with their
• Question stands based on common sense opinions partner so they may give suggestions to each other.
V

(e.g. Why do you say that? Really? Don’t you think Monitor and give them suggestions to improve as
that…?, etc.). well.
• Express points of view and acknowledge the
E

interlocutor’s answer (e.g., That’s what I think. What 10. Participate in a group discussion based on the
about you? / We’d love to have your opinion, etc.). panel presented in Activity 1.
• Defend their own ideas with arguments based on Moderate the discussion making sure everybody in the
evidence (e.g., facts, examples, and data). class participates.
• Use examples to clarify confusion (e.g., What I mean
is that…, For instance, Let me show you, etc.).
• Make questions based on what the interlocutor said
P

(e.g., This is a great scene with so many details /

What kind of details, exactly?, etc.).

Warm Up

Draw a Tic-tac-toe grid on the board. Choose one

of the following words to write in each space:
acknowledge, belief, clarify, explicit, implicit,
interlocutor, onomatopoeia, panel, speech bubble,
stand. Divide the group into two teams. Explain that to

Unit 8 T131

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 Day 3
Differentiated Instruction
Lesson
Activity 3: Use the Three-minute Pause Strategy to
Product: Discussion give students some time to think for three minutes
Remember that in this unit you will participate in a group discussion based on the comic you about the skills they have acquired to analyze comic
chose. To continue preparing yourself, perform the following activities: (Answers may vary.)
strips. Tell them to feel confident to answer this
• Go back to page 128 to check the ideas you wrote in the chart.
activity using those skills.
• Based on them, express your stand.

My Stand Activity 7: Use the Individualized Feedback

I think that
because Strategy to check the facts and examples written by
• Write a sentence to make your opinion explicit.
students who need more support.

• Backup your opinion with facts and examples.

Facts Examples

IN N
R
M O
Self-evaluation

A
Can I… I need I’m on Sure!
practice. my way.

exchange opinions about cultural expressions

in a discussion?
LI SI
132 Unit 8

Wrap Up
R ER

Product: Discussion
As you may recall, in this unit students will participate
in a group discussion about cultural expressions in a
comic of their choice. The activities in this lesson will
guide them to identify their stand, write their opinion,
and write facts and examples to support it. Monitor
V

while they work and offer them your help when

required.
E

Self-evaluation

Explain the achievement to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
P

question honestly. Check their answers to establish

the strategies to support them if necessary.

T132 Unit 8

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 Reader’s Book
Why Turtles 1. What is the topic, purpose, and intended audience

Live in Water
of the comic?
Topic: how turtles started living in the water.
A myth from West Africa Purpose: to explain why nature is the way it is.
37 Intended audience: children or teenagers.
in the form of a comic
Adapted by 2. Who is the original author of the story?
Patricia Oliver It does not say. It is a myth, so it was probably passed on
orally from generation to generation.

3. Have you ever read a similar story in which the

protagonist is an animal? Do you remember what
genre the story was?
Myths and fables usually have animals as main characters.
They also try to teach us a lesson. They are fables.

4. Why are onomatopoeias used in this comic?

To show the noises that characters make or that characters

IN N
can hear. They cannot be shown in any other way because
it is a written text.

R
5. Do you think what the hunters did was correct? Why?

6. Do you think what the turtle did was correct? Why?

M O
ICT Box

A
https://goo.gl/wDLDoR

Every country or culture has its own folktales. Storytelling is part

of the human experience. We tell stories to understand the world.
Read another African folktale and retell it in your own words to
a partner.
LI SI
Unit 8 89 100 Unit 8

The purpose of these questions is to make students ICT Box

R ER

reflect upon the text, and express and defend their

own ideas. Write the questions on the board or on Explain that storytelling is a very important part of who
cards (one per card) and divide the class into six we are as a species, and that we have told stories for
groups. Give each group a card and establish six little many, many centuries. Yet, cultures develop their own
debate groups. They should discuss the answers myths, stories, and characters. For example, in African
and come to an agreement. Then they should name folktales, there is a very well-known character called
a secretary to record the answer (with the help of Anansi. Anansi is really a god, but it comes to Earth as
V

the group) and a spokesperson, who will present the a spider. And so many of those stories have Anansi the
group’s ideas to the rest of the class. Monitor and help spider as their protagonist.
as necessary. Ask them to access the link, choose one of the
E

African folktales, and then retell it to a partner.

1. What is the topic, purpose, and intended
audience of the comic?

2. Who is the original author of the story?

3. Have you ever read a similar story in which the

P

protagonist is an animal? Do you remember

what genre the story was?

4. Why are onomatopoeias used in this comic?

5. Do you think what the hunters did was correct?

Why?

6. Do you think what the turtle did was correct?

Why?
Photocopiable material
Unit 8 T133

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 Game and Product

Game Product
Product
Use the letters provided to form a word or phrase.
Discussion
Now it’s time to discuss. Before you start, read the following tips:
n a m o o i o o a e t p onomatopoeia
• Be sure of your stand and express it with a clear opinion.

x i i p l c t e explicit
When participating in a discussion, you must be sure about your stand and stick to the
opinion that expresses it.

• Revise facts and examples to support your opinion. Include examples that may be
e i f e l b belief
verified.

Remember all the information you include to back up your opinion should be based on
research and studies.
a p l e n panel • Prepare a card with useful questions and phrases you may use.

It will help you gain more confidence and fluency.

m i i p l c t i implicit • Identify cultural expressions and value diversity.

Remember you should always be respectful to your interlocutors’ opinions and

n d o a l c w g k e e acknowledge them.
acknowledge

IN N
• Learn from others.

R
n o i e t r l u c r t o interlocutor
Listen to others. Who knows? Maybe at the end of the discussion you can change your
point of view.

t n s d a
stand

M O
f a y r i c l

A
clarify

e e b b s c h p b l e u speech bubble
LI SI
134 Unit 8 Unit 8 135

After playing the game, check and assess the products Discussion
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before their presentation. Make sure all the steps

that were developed during the third day of every Photocopy the self-evaluation/peer evaluation card and
lesson are complete; if not, give teams some time give one to each of your students so they may use it to
to complete them. Walk around to give any help they assess themselves and one of their classmates during
might need. It is essential at this stage that students the discussion. Explain to them that self-evaluation will
gain confidence and feel that they are advancing and help them increase their responsibility and autonomy
achieving greater fluency. and to reflect critically about their own performance.
V

Peer evaluation will probably provide them with

relevant feedback as it is generated by someone
who “speaks the same language.” Read each of the
E

aspects aloud to make sure everybody understands

what each of them refers to. Assign one classmate
to each of your students for the peer evaluation and
explain they should be extremely respectful with their
comments. Read the tips on page 135 together with
students before starting the discussion. Moderate
it, encouraging everybody to participate. Once the
P

discussion is over, ask them to give their peers their

evaluation cards. After they read them, ask for both,
the self and peer evaluations.

T134 Unit 8

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 Evaluation Tool
Self-evaluation card
Name:

Aspect Yes No Comments

1. I expressed my opinion clearly.

2. I included facts based on verifiable

data.

IN N
R
3. I included verifiable examples.

M O
A
4. I used phrases and questions
appropriately.
LI SI
5. I was respectful towards different
opinions.
R ER

Peer evaluation card

Name:
V

Aspect Yes No Comments

1. My classmate expressed his/her

E

opinion clearly.

2. My classmate included facts based

on verifiable data.

3. My classmate included verifiable

P

examples.

4. My classmate used phrases and

questions appropriately.

5. My classmate was respectful towards

different opinions.

Photocopiable material
Unit 8 T135

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 How does learning a new
language widen my world?
Unit
Unit Overview
Overview
Academic and Educational Environment Social Practice of the Language
To present information about linguistic diversity
Communicative Activity
Exchanges associated with specific purposes
Achievements Vocabulary
• Select information. • database • reliable
• Read information. • evaluate • research

IN N
• Rehearse giving a presentation. • information • resource

R
• Give a presentation. • key word • search engine
• library • topic

M O
Language Learning to Learn Audio

A
• Using notes to present Evaluating the reliability Track 27
• Useful phrases to give oral of sources
presentations
LI SI
Skills Reader’s Book
Preparing an oral presentation “In Front of an Audience,” pp. 101-112
Product Evaluation Tool
Oral presentation Descriptive valuation scale
R ER

In order to introduce the unit, tell students to

How does learning look at the pictures and have some volunteers
a new language widen describe them. Draw their attention to the
V

my world? fact that all of them are showing a diversity

You are going to…
of languages and people who speak these
languages. Ask them if they have ever been
present information about linguistic
diversity.
E

in a place where they do not understand the

language or dialect that is spoken. Encourage
the students who have had this experience to
share how it was.
Finally, organize the class into teams of three
and read aloud the title: How does learning a
new language widen my world? Give them a
P

few minutes to discuss the answer while you

walk around and monitor. Ask one person from
136 each team to share their answer with the rest of
the class.

T136 Unit 9

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 Lesson Day 1
2. Work in pairs. Look at the picture and try to fill in
Lesson the graphic organizer.
1 Work in teams. Read the following quote and discuss its meaning. Organize the class into pairs and explain that they
should fill in the blank spaces in the graphic organizer
“Our ability to reach unity in diversity will be the beauty
and the test of our civilization.” with information they already know. Tell them they
Mahatma Gandhi
do not have to worry if they are missing information
2 Work in pairs. Look at the picture and try to fill in the graphic organizer. because they will finish this activity later. Monitor to
- Mahatma Gandhi check how much they know.
Name - Indian
and nationality

3. Write questions to look up the missing information

He is
famous because...
He was the leader of the Indian
independence movement against the
and anything else you would like to know about
Gandhi. Copy them on a sheet of paper and file it
British rule. He was a peace activist who
employed non-violent disobedience.

Thoughts We should respect differences and

in your portfolio.
about cultural
diversity
understand that beyond them we should
Students will continue working with the same partner

IN N
be united.

to formulate questions to guide their search of

R
3 Write questions to look up the missing information and anything else you would like to
information and complete the previous activity. This
know about Gandhi. Copy them on a sheet of paper and file it in your portfolio.
(Possible answers) activity will be your first evidence in this unit; ask them
What was Gandhi’s nationality?
to file it in their portfolio. Read the Time to Shine!

M O
Why was he famous?
What were his thoughts about cultural diversity?
assignment. If students do not know anything about

A
What were his principles?

Gandhi, you may help by telling them that he lived in

Time to Shine!
India’s culture is heavily influenced by religion. Indian
society is still divided into castes. Hindi is the most
commonly spoken language; Gandhi spoke Gujarati, Hindi,
and English.
• Share facts about Gandhi’s culture. India and have them share facts about that country’s
LI SI
culture.
Formulate questions to guide their search of information. Unit 9 137

Wrap Up

Achievement Organize the class into five teams and assign each
R ER

team a theme: food, music, traditions, language,

Select information. clothing. Tell them to write as many examples as they
can of cultural diversity in their country concerning the
Teaching Guideline theme they were assigned; e.g., Food: tamales, mole,
chiles en nogada, cochinita pibil, ceviche, burritos, etc.
Formulate questions to guide their search of Once they have their lists ready, ask teams to go to
information. the front and share their examples. As a class discuss
V

the advantages of diversity and the importance of

Warm Up being respectful toward all cultural manifestations.
E

Write on the board: Salut! Hallo! Ciao! Ní hao! Shalom! Tell students they have to read pages 101-104
Kon’nichiwa! Marhaba! Organize the class into pairs in their Reader’s Book at home and think about
and give them some time to guess the language in the answer to the following question: What is the text
which each greeting word is written (French, German, about? They will discuss it in class the next day.
Italian, Chinese, Hebrew, Japanese, Arabic).

1. Work in teams. Read the following quote and

P

discuss its meaning.

Organize the class into teams of four. Read the
quote aloud and give them some time to share their
thoughts about it while you walk around encouraging
them to speak in English. After a few minutes, ask one
person from each team to share their conclusions with
the class.

Unit 9 T137

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 Day 2
Learning to Learn 185

Lesson
Tell students to go to page 185 and ask volunteers to
27
4 Listen and complete the notes with words from the box.
Basic Steps in a Research Process
read the questions aloud. Read the information provided
evaluate
research
databases
1. Select your topic , something you want to learn more about. and explain how to evaluate each of the aspects.
topic 2. Ask questions, as many as you can.
resources
reliable 3. Do a preliminary search of information : Identify
key words
search engines
key words in your questions and look for encyclopedias,
dictionaries, books, and periodical databases . Also use Internet
5. Work in pairs to define the criteria to select
information
library
search engines .
sources of information. Copy the chart on a sheet
4. Locate the materials: Go to the library or use online
resources . Always evaluate your sources of paper and file it in your portfolio.
Learning to Learn to get reliable information, especially when coming
How can I know if a source
is reliable? (p. 185)
from the net. Ask students to work with the same partner from the
5 Work in pairs to define the criteria to select sources of information. Copy the chart on a
previous session to define criteria to select sources
sheet of paper and file it in your portfolio. (Possible answers)
of information. Tell them to go back to the questions
Criteria to Select Sources of Information
Key Words: Gandhi, nationality, cultural diversity, principles they wrote in Activity 3 to identify key words. Once
Source Reason
they have them, they should think what kind of source

IN N
encyclopedia We may find general information about his life.

We can read something he wrote to know more might be more useful to research the information

R
books
about his principles and thoughts.
Internet search engines
We may find articles that mention him or
explain something about his life.
they need and the reasons for their choice. Monitor
6 Analyze the resources below. Think about the strategies you would use to find the
while they fill in the chart and offer help whenever
information you are missing. (Answers may vary.)
it is needed. Once they finish, have them copy their

M O chart on a sheet of paper. Tell them to also add the

A
Mahatma
Gandhi
@ BOOK
• Biography
• Principles
Chronic
Magaz
le
ine The Collected
Works of
procedure they will follow to evaluate the reliability
mous

of their sources. This activity will be your second

st Fa Mahatma
• Legacy The Mo Activists
Peace Gandhi
• Literature
LI SI
Define criteria to select sources of information. /
Reader’s Book
What is the text about?
evidence in this unit; ask them to file it in their
138 Unit 9 Use strategies to find information. (pp. 101-104)
portfolio.

6. Analyze the resources below. Think about the

Achievement strategies you would use to find the information
R ER

you are missing.

Select information. Students will continue working with the same
partner. Draw their attention to each of the resources
Teaching Guidelines portrayed and tell them to think of the strategies they
will use to find the information they need (look at the
• Define criteria to select sources of information. index to check if the book or encyclopedia entry has
• Use strategies to find information (e.g., Look at the the information they need; read the title of books and
V

index, titles, pictures, etc.). articles to identify their key words, look at the pictures
to see if they are related with their theme, etc.). Give
Warm Up them some time to discuss among themselves and
E

finally have them share with the class. For homework,

Ask students to recall the steps for research they ask students to look up the information they are
learned in Unit 6 (they may check the information on missing to complete the graphic organizer in Activity 2.
p. 179). Explain that in this unit they will follow the
process with more detail. Wrap Up

4. Listen and complete the notes with words from Write on the board: Research by myself vs. Receive the
P

the box. 27 information from a teacher. Have students share their

Tell students they will listen to a teacher explaining opinion on which of the two is more meaningful in their
how to research. Have them read the words in the learning process; encourage them to give reasons.
box and tell them you will play Track 27 and they must
shout There! when they hear each one of the words Discuss the question related to the text from
in the box. Once they have identified them all, play the the Reader’s Book. Ask students to get into
track again for them to fill in the blanks. Check orally. groups of four and discuss what the text is about. Then
Some of the words in this activity are included in ask each group to share the text’s main ideas with the
the glossary; tell students to check their meaning in rest of the class (speaking in public, recording a video,
the corresponding pages at the back of their book. giving a presentation).

T138 Unit 9

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 Day 3
each section will talk about, the footnotes give extra
information (in this case, about a person), the glossary
Lesson
gives the definition of some words that may be hard
7 Discuss with your class the function of each of the text components.
to understand, and the bibliography shows the sources
The Value of Diversity title
that were used.
We live together in multicultural societies giving ourselves the chance to perceive
that make up a global world. Food, music, identity in difference and unity in diversity: quote
rituals, beliefs, and languages arise showing
the richness of diversity as we celebrate
life and creativity in freedom. The main
“I believe that all mankind will […] be like
flowers of the same plant all beautifully 8. Use the information provided and the one you
challenge we have today is to learn to scented, all looking similar and yet each
live together respecting each other and
safeguarding cultural expressions that are
having a distinct individuality.”
researched for homework to complete the
graphic organizer in Activity 2.
fighting to survive. Languages
heading Languages are not just a means of
Respecting Differences communication, but represent the essence
Mahatma Gandhi1 understood this fact and
frequently talked about cultural diversity. He
of cultural expressions. They carry the
identity, values, and world views. If we Tell students to take out the information they
said that sometimes we are very critical and want to maintain cultural diversity, we must
we are not able to understand and respect
differences. We tend to discriminate without
continue to strengthen and preserve the
diversity of languages.
researched for homework and use it to complete the
1
Mahatma Gandhi was the pacific leader of India’s independence movement against the British rule who
graphic organizer in Activity 2. Tell them they may also
was famous for employing non-violent disobedience.
footnote
locate information in the text from the previous activity
Glossary
challenge: something that tests strength to respond to questions about Gandhi’s thoughts on

IN N
essence: the most basic and important quality of something
safeguard: to protect something
cultural diversity.

R
Bibliography
Gandhi, M. “Letter to Motilal Roy (4-7-1931),” in The Collected Works of Mahatma
Gandhi, vol. 53, New Delhi, Publications Division, 1999.

9. Write notes synthesizing the information you

obtained.

M O
8 Use the information provided and the one you researched for homework to complete the
graphic organizer in Activity 2.
Explain to students that when writing notes, we only

A
9 Write notes synthesizing the information you obtained. (Possible answers)
• Mahatma Gandhi – Indian • Peace activist – non-violent disobedience write key phrases or headlines usually in bullet form to
• Leader of Indian independence • Thoughts: Respect differences and be united.
synthesize important information. Tell them that they
LI SI
Evaluate the function of text components. / Locate information that helps responding to
will use these kinds of notes later in this unit. Have
Unit 9 139
them practice this ability using the information they
questions.

wrote in the graphic organizer.

Achievement
R ER

Select information.

Teaching Guidelines

• Evaluate the function of text components (e.g.,

heading, footnotes, bibliography, glossary, etc.).
V

• Locate information that helps responding to

questions.
E

Warm Up

Look for a song that has a version in different

languages (e.g., “Yesterday,” “My Way,” “What a
Wonderful World,” or you may invite students to select
one). Play the songs and tell students to close their
eyes while they listen to them. Ask: What special
P

elements does each language add to its version? How

did each version make you feel?

7. Discuss with your class the function of each of the

text components.
Ask different students to read parts of the text aloud.
When they finish, draw their attention to each of its
components: title, headings, quote, footnote, glossary,
bibliography and ask them to evaluate their function:
the title suggests the theme, the headings tell what

Unit 9 T139

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 Day 3
Differentiated Instruction
Lesson
Activity 5: Use the Think-Pair-Share Strategy. Try to
Product: Oral presentation form pairs in which one of the students may tutor the
In this unit, you will prepare an oral presentation about
the history, origin, and interesting facts of one language. other to fill in the chart and to write the procedure to
In order to start, get in small teams and do the following
activities: (Answers may vary.) evaluate the reliability of sources.
• Choose a language:

• Write some questions that express what you would like

Activity 6: Use the Jigsaw Strategy. Tell pairs to
focus on only one of the resources to decide which
to know about the language or dialect you chose.

strategies they will use. Once they have them, share

• Identify the key words in your questions and write them down.
their answers with the rest of the class so that
everybody may know which strategies to use to find
the information they need.
• Define which sources of information you will use.

IN N
Source Reason

R
• For homework, research information to answer your questions.

M O
Self-evaluation

A
Can I… I need I’m on Sure!
practice. my way.

select information?
LI SI
140 Unit 9

Wrap Up
R ER

Product: Oral presentation

In this unit, students will prepare an oral presentation
about the history, origin, and interesting facts of
one language. In this lesson, they will decide who
they will work with (small teams, not more than four
students), choose the language they will research (tell
V

them there are more than 7,000 languages spoken in

the world from which they can choose), write their
investigation questions, and define the criteria to
E

select sources of information. Monitor closely while

teams work to offer any help they may need.
For homework, tell students to research information
to answer their questions.

Self-evaluation
P

Explain the achievement to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
question honestly. Check their answers to establish
the strategies to support them if necessary.

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 Lesson Day 1
2. Scan the text to identify and circle frequently
used words. Predict what kind of information you
Lesson
will find.
1 Write four questions that express what you would like to learn about the languages of the
world. (Answers may vary.) Remind students that scanning is a reading technique
that consists in reading a text very quickly to look
2 Scan the text to identify and circle frequently used words. Predict what kind of information
for specific information. Explain they will use that
you will find.
technique to detect frequently used words, that is, to
Languages of the World (Part 1) identify the words that are repeated the most in the
Origins
text. Monitor while they work and check orally what
population. It ranges from Hindi to English and it is
Almost all the animals that live in groups believed to descend from the language of a tribe of
communicate with each other, but in the case of nomads who lived in the plains of Eastern Europe
human beings, our speech organizes sound and
meaning on a rational basis. This is possible because
and Western Asia around 3000 B.C. People speaking
Indo-European languages began to spread through
words most students circled. Once they have them,
they should write their prediction to anticipate the
of the development of our brain. Scientists have not Europe and reached the Atlantic shores. They also
traced when and how this special talent developed, moved far into Asia occupying the Iranian plateau.
but they all agree that it must have been a long Another important linguistic group in the early history
process. of Asia is the Semitic family, which also derives from
the language of one tribal general sense of the text.
Classification group, possibly nomads in
There are more than 7,000 languages spoken in southern Arabia. By 3000
the world today. Scholars group them together BC, these languages were
into families that share words or grammatical
constructions. They have the theory that the members
spoken from southern
Arabia to northern Syria, 3. Read the text. Complete the mind map to relate

IN N
of each linguistic group descend from one common playing a prominent role in
ancestor. The most widespread family of languages the early civilizations from
the information you read.

R
is the Indo-European, spoken by half of the world’s Babylonians to Phoenicians.

Ask students to recall how to draw a mind map

My prediction: It will talk about families of languages.
(they may go to page 177 to check). Tell them a mind
3 Read the text. Complete the mind map to relate the information you read. (Possible answers)
map may be very useful in this case to relate the

M O
Languages of the World more than 7,000 languages spoken

information provided in this section of the text. Give

A
around 3000 B.C. - from nomads of southern Arabia
language of early civilizations: Babylonians, Phoenicians
Families
Semitic

3000 B.C. - from nomads of Eastern Europe / Western Asia

students a few minutes to read in silence and draw.
Indo-European
spread to Atlantic shores and Iranian plateau
ranges from Hindi to English
Check by asking volunteers to collaboratively draw the
LI SI
spoken by half of the world's population
mind map on the board.
Define purposes for reading. / Detect frequently used words to anticipate general sense. Unit 9 141

Wrap Up

Achievement Tell students to reflect which of the reading strategies

R ER

they used during this session worked the best for

Read information. them to understand the text. Invite them to share their
conclusions.
Teaching Guidelines
Tell students they have to read pages 105-107 in
• Define purposes for reading. their Reader’s Book at home and think about the
• Detect frequently used words to anticipate general answer to the following question: Why is the way you
V

sense. dress important when you do a presentation? They will

discuss it in class the next day.
Warm Up
E

Organize the class into teams of six. Explain they will

prepare a short sketch: They will be cavemen who
want to agree on how to hunt a mammoth. Invite
teams to present their sketches.

1. Write four questions that express what you would

P

like to learn about the languages of the world.

Tell students that in this lesson they will read a text
that talks about languages of the world. Invite them
to leaf through the pages where the text is (141-143)
to check the headings. In order to define purposes for
reading, tell them to write four questions that express
something they would like to learn by reading this text.
Monitor while they work individually to check.

Unit 9 T141

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 Day 2
4. Fill in the chart with information you already know
about these themes.
Lesson
Read instructions aloud and give students some time
4 Fill in the chart with information you already know about these themes. (Answers may vary.)

Influences Languages May Have Evolution of Languages

to relate previous knowledge to the text by filling in
the chart with information they already know. Monitor
to check and once they finish, ask them to share what
5 Read the text and underline the most important information.(Possible answers)
they wrote with the class.

Languages of the World (Part 2) 5. Read the text and underline the most important
Influences
Over the course of history, languages continually travel
Evolution
We also must consider that language is in constant
information.
from place to place and influence each other as a
result of conquests, empires, trade, religion, technology
evolution. A word will prevail according to its
usefulness. If you check old books in the library, you Have students read the text in silence and perform
or, in our times, globalization. For example, during will probably find words that are no longer used. In the
European colonialism, the Indo-European languages
spread across the world to North and South America,
other hand, an invention may give origin to a new word;
for example, aspirin was coined in 1899 in Germany
the activity individually. In this way, they will practice
reading strategies by determining the most important
Australia, and New Zealand. The linguistic division and immediately became an international word. The
between romance languages that derived from Latin 21st century has witnessed the birth
(such as Italian, French, Spanish, Portuguese, and of lots of terms related to
Romanian) and Germanic languages (such as English, technology such as digital
information of the text. Monitor while they work and

IN N
Dutch, German, Danish, and Norwegian) did not resist native, podcast, selfie,

check by asking different students the sentences or

the constant political changes. Nowadays modern and many others
English reflects Norman conquest of England in the that are being added

R
11th century with its vocabulary approximately half to neologisms
Germanic and half Romance in origin. databases.
phrases they underlined.

6 Reread the information you underlined. Write some notes using it. (Possible answers)
6. Reread the information you underlined. Write

M O • languages influence each other

some notes using it.

A
• romance languages: Spanish, French, Portuguese, Romanian Reader’s Book
• Germanic languages: English, Dutch, German, Norwegian
Students will continue practicing reading strategies by
Why is the way you dress
• languages - constant evolution important when you do a
presentation? (pp. 105-107)
• word prevails - usefulness
• inventions - new words rereading the information they underlined and using it
LI SI
Relate previous knowledge to the text. / Use reading strategies: determine the most to write notes. Remind them to write only key phrases
142 Unit 9 important information of the text, reread information.

or headlines in bullet form.

Wrap Up
Achievement
R ER

Organize the class into teams of four. Tell them they

Read information. will have two minutes to write as many neologisms
(new words or expressions) from this decade. When
Teaching Guidelines the two minutes are up, ask teams to share their lists
and praise the team that has more.
• Relate previous knowledge to the text.
• Use reading strategies: determine the most Discuss the question related to the text from
V

important information of the text. the Reader’s Book. In groups of four, ask them
• Use reading strategies: reread information. to give reasons why the way you dress is important
when presenting yourself in front of an audience. Then
E

Warm Up ask them to write three life situations in which a dress

code is important (for example, a job interview).
Write the following Greek and Latin roots on the
board: agri-, alter-, bi-, bibl-, corn-, dent-, famili-, graph-.
Organize the class into pairs and encourage them to
write at least one word using each of them. You may
allow them to write words in Spanish so that when
P

you give them the word in English they may notice

how similar they are because of sharing the same
root. Invite pairs to share their words with the class
(possible answers: agriculture, alternate, bicycle,
bibliography, unicorn, dental, familiarity, telegraph).

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 Day 3
8. Read the last part of the article. Look up the
meaning of words you do not understand.
Lesson
Remind students that although it is not necessary to
7 Read the synonyms of lingua franca. Complete the sentence. (Possible answer)
understand every single word in a text, reading is an
lingua franca: n. common language, bridge language
excellent opportunity to broaden vocabulary. Give them
I think this language is used by people who speak different languages
communicating when they have a common goal (business, commerce, education, etc.).
for
some time to read the text individually and look up the
meaning of words they do not understand. Invite them
8 Read the last part of the article. Look up the meaning of words you do not understand.
to share their words and ask them to write a glossary
Languages of the World (Part 3)
for this part of the text.
Linguas Francas Variations
A major advance for any language is to become Meanwhile, evolutionary processes go on. Nowadays
a lingua franca, that is, a language used for
communication between groups of people who speak
different languages. We may say that nowadays
there are many varieties of English in use. For
example, the Pidgin English in New Guinea may
confuse any native speaker. It was originally devised
9. Use the flow chart to explain how English became
English is a lingua franca. It started with the British
Empire during colonialism and was strengthened by
as a practical business language, but it has evolved its
own rich character. In the same way, English-speaking
a lingua franca.
Ask students to fill in the flow chart to explain how
American economic force in the 20th century. For the communities in Asia
first time in history, a global language was needed for and America have
practical purposes, and the communication system developed local
helped to spread some knowledge of the language to a words, phrases, and
English became a lingua franca. Invite them to read

IN N
mass international audience through radio, television, constructions that

“between the lines” to infer, from the information

and the Internet. Anyway, the pattern of history insists create a unique
that English is not likely to be the world’s final lingua version of the

R
franca. Others will come and go. language.

included in the text, what was the main reason that

9 Use the flow chart to explain how English became a lingua franca. (Possible answers)
caused English to become a lingua franca in the last
century (the US became an economic giant during the

M O
During The US became an English was
20th century).

A
colonialism, economic giant English became a
the British Empire spread through lingua franca.
during the 20th mass media.
spread English century.
to its colonies.

10 Work in teams to discuss which other languages may become a lingua franca. Give 10. Work in teams to discuss which other languages
reasons. (Answers may vary.)
may become a lingua franca. Give reasons.
LI SI
Unit 9 143
Organize the class into teams of four and give them
Use reading strategies: infer implicit information.

some time to think which languages may become

a lingua franca in the future. Monitor while they talk
Achievement about it to encourage them to speak in English. Invite
R ER

teams to share their conclusions with the class.

Read information.

Teaching Guideline

Use reading strategies: infer implicit information.

V

Warm Up

Organize the class into teams of four. Tell them to

E

prepare a short role-play: two of them are Japanese

visiting the Arab Emirates and they want to buy a
rug from the other two. Give them a few minutes to
get ready and then invite them to present. When all
teams have presented, tell them that they really would
have spoken in English because until 1966 the Arab
Emirates was a British Protectorate.
P

7. Read the synonyms of lingua franca. Complete

the sentence.
Read the synonyms aloud and ask students to infer
who may use this language and in which situations.
Elicit some oral examples and give them some time to
write the answer in their books.

Unit 9 T143

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 Day 3

Lesson
Differentiated Instruction

Product: Oral presentation Activity 4: Use the Individualized Feedback

Remember that in this unit you will prepare an oral presentation about the history, origin, and Strategy to support students who need help to fill
interesting facts of one language or dialect. In order to continue working on it, get together
with your team and do the following activities: (Answers may vary.) in the chart with their previous knowledge.
• Read the information you brought.

• Evaluate if it is reliable.
Activity 6: Use the Open-ended Statement Strategy
if you notice it is hard for your students to write the
• Classify it in subtopics.
notes. You may help by telling them the first part of
• Write notes using index cards.
the possible answers and elicit the second part from
them.

IN N
R
Self-evaluation

M O
A
Can I… I need I’m on Sure!
practice. my way.

read information?
LI SI
144 Unit 9

Wrap Up
R ER

Product: Oral presentation

As you may recall, in this unit students will prepare
an oral presentation about the history, origin, and
interesting facts of one language. In this lesson,
they will share the information they researched to
answer the questions they wrote, they will check if it
V

is reliable by following the procedure they learned in

Lesson 1, and they will write their notes using index
cards. In case they do not have index cards, suggest
E

that they write their notes on pieces of recycled

cardboard or paper (7.5 × 12 cm). Monitor while they
work to offer any help they may need.

Self-evaluation

Explain the achievement to students and go through

P

the activities in this lesson to guide them to identify

which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
question honestly. Check their answers to establish
the strategies to support them if necessary.

T144 Unit 9

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 Lesson Day 1

Lesson
Skills 185
1 Work in teams. Go back to Activity 1 on page 141 to share the questions you all wrote.
Choose five. (Answers may vary.)
Go to page 185 in the Activity Book and ask some
volunteers to read the information provided in the
flow chart. Make them feel confident by telling them
2 Go back to Activities 3, 6, and 9 in the previous lesson. Use that information to answer your that if they follow these steps, they will surely give an
questions.
excellent presentation.

Time to Shine!
3. Write notes. Copy them on index cards and file
3 Write notes. Copy them on index cards and file them in your portfolio.
185
them in your portfolio.
Ask students to prepare notes to support their
presentation. Have them copy them on index cards or
pieces of recycled cardboard or paper. This activity will

IN N
be your third evidence in this unit; ask them to file it in

R
their portfolio.

Wrap Up

M O
A
Ask students to talk about the experiences they have
had giving oral presentations. Tell them to share the
LI SI
things that have worked for them and the ones that
Unit 9 145
have not.
Prepare notes that support their presentation.

Tell students they have to read pages 108-111

Achievement in their Reader’s Book at home and think about
R ER

the answer to the following question: Why should you

Rehearse giving a presentation. have fun while recording a video? They will discuss it
in class the next day.
Teaching Guideline

Prepare notes that support their presentation.

V

Warm Up

Write the following words on the board: shukran, do

E

jeh, merci, danke, arigato, grazie, obrigado and elicit

what all of them are saying (thank you). Ask them
about the importance of learning this word in different
languages and finally have them guess the languages
(Arabic, Cantonese, French, German, Japanese, Italian,
and Portuguese).
P

1. Work in teams. Go back to Activity 1 on page 141

to share the questions you all wrote. Choose five.
Organize the class into teams of four. Read
instructions aloud and monitor while they work.

2. Go back to Activities 3, 6, and 9 in the previous

lesson. Use that information to answer your
questions.
Students continue working in the same teams to answer
the questions they wrote in the previous activity.

Unit 9 T145

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 Day 2
their presentation. If that is the case, they may start
creating their presentation at this point, as they will
Lesson
be able to adjust it or correct any mistake later. If they
4 Create a rough draft of your presentation on separate sheets of paper.
are using cardboard or flipchart paper, suggest that
they first create a draft on sheets of paper. Ask them
Time to Shine!
LANGUAGES OF THE WORLD • Mention examples of free presentation to include only key phrases, mind maps, or graphic
online tools.
organizers. Tell them the presentation rehearsals have
Prezi, Google Slides, Keynote
for iCloud
to be no longer than five minutes.

5. Revise and proofread your presentation.

5 Revise and proofread your presentation.
• Is the information complete?
Ask students to use the questions provided to revise
• Did you include an introduction?
•
•
Who will be your audience?
Are you using appropriate language?
and proofread their presentation. Especially stress that
• Did you check spelling using a dictionary?
it is very important to define language register taking
6 Prepare your graphic resources. File them in your portfolio.
into account who the audience will be. Monitor while

IN N
7 Use your index cards and graphic resources to rehearse your oral presentation. 184
they work to make suggestions that may improve their

R
work.

6. Prepare your graphic resources. File them in your

M O portfolio.

A
Reader’s Book
Why should you have fun
while recording a video?
Give students some time to prepare or edit their
(pp. 108-111)
graphic resources. Encourage students to make them
LI SI
Prepare graphic resources that support their presentation. / Define language register. /
attractive and colorful including pictures or illustrations.
146 Unit 9 Combine oral interaction with graphic resources and the use of notes to aid their memory.

Language 184

Achievement Go to page 184 in the Activity Book and ask some

R ER

volunteers to read aloud the information about the use

Rehearse giving a presentation. of notes.

Teaching Guidelines 7. Use your index cards and graphic resources to

rehearse your oral presentation.
• Prepare graphic resources that support their Give teams some time to rehearse their presentation
presentation. combining oral interaction with graphic resources and
V

• Define language register. the use of notes to aid their memory. Monitor while
• Combine oral interaction with graphic resources and they work to offer feedback.
the use of notes to aid their memory.
E

Wrap Up
Warm Up
Show students a short video about techniques for
Material: soft ball/paper ball successful public speaking (https://goo.gl/idSQt6). If
Throw a soft ball to different students. Every time that is not possible, give them a brief talk using the
they catch it, you should mention one of the following video as a model.
words: database, evaluate, information, key word,
P

library, reliable, research, resource, search engine, and Discuss the question related to the text from
topic. The student that catches the ball should say a the Reader’s Book. Ask students why they think
sentence using the word and throw the ball back to they should have fun while recording a video (because
you. you transmit that to the audience, focusing their
attention on you and the information you are giving
4. Create a rough draft of your presentation on them). Ask them if they think that applies as well for
separate sheets of paper. class presentations.
Read the Time to Shine! task to give students
options in case they are using presentation online
tools for preparing graphic resources to support

T146 Unit 9

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 Day 3
correct pronunciation, avoiding nervous movements,
swaying back and forth, touching hair or clothes
Lesson
frequently, etc.).
8 Incorporate appropriate phrases for each stage of your presentation. 184

9 Rehearse with your team. Use the following chart to assess your teammates. Write their
names at the top of each column. Write respectful feedback on each of the aspects. Language 184
Aspects

Go to page 184 in the Activity Book to show students

volume

rhythm

clarity some examples of phrases they may use when giving

facial expressions
an oral presentation. Invite students to give some
body posture

eye contact
examples on how to use each of them appropriately.
use of graphic resources

use of notes

use of phrases
8. Incorporate appropriate phrases for each stage
of your presentation.
10 Present and listen actively to your classmates’ presentations.
Students will continue working in the same teams.

IN N
Give them some time to practice incorporating

R
phrases in their oral presentations in order to: make
explicit references to the topic and questions of the
investigation, bring up a topic, summarize or extend

M O information to clarify ideas, and invite the audience

A
to formulate questions or make comments. Monitor
Make explicit references to the topic and questions of the investigation. / Use expressions to
while they work to make sure they are also interacting
LI SI
bring up a topic. / Summarize or extend information to clarify ideas. / Invite the audience to
formulate questions or make comments. / Confirm or clarify ideas. / Classify and compare
prosodic resources. / Revise and practice non-verbal language. / Consolidate their strengths
with their notes and graphic resources. Give them
Unit 9 147
feedback to improve.
in the use of English.

9. Rehearse with your team. Use the following chart

Achievements to assess your teammates. Write their names
R ER

at the top of each column. Write respectful

• Rehearse giving a presentation. feedback on each of the aspects.
• Give a presentation. Once teams are ready, explain that they will do
their last rehearsal as if they were already giving the
Teaching Guidelines presentation. Their teammates will listen attentively to
fill in the chart in which they will assess their verbal
• Make explicit references to the topic and questions language by classifying and comparing prosodic
V

of the investigation, use expressions to bring up a resources (volume, rhythm, clarity) and their non-
topic, summarize or extend information to clarify verbal language (facial expressions, body posture, eye
ideas, invite the audience to formulate questions or contact). Monitor while they work.
E

make comments, and confirm or clarify ideas.

• Classify and compare prosodic resources (e.g., 10. Present and listen actively to your classmates’
volume, rhythm, clarity). presentations.
• Revise and practice non-verbal language (e.g., facial Invite teams to present. Both students who are
expressions, body posture, eye contact, gestures, presenting and those listening must use appropriate
etc.). phrases to confirm or clarify ideas. In this way, they
• Consolidate their strengths in the use of English. will consolidate their strengths in the use of English.
P

Warm Up

Give students a two-minute speech in which you

intentionally use inappropriate volume, rhythm,
pronunciation, body language, and facial expressions.
Elicit feedback from students and have them write a
list of aspects they should keep in mind when giving
an oral presentation (making eye contact with the
audience, speaking aloud and fluently, trying to use

Unit 9 T147

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 Day 3
Differentiated Instruction
Lesson
Activity 6: Use the Mini Lesson Strategy if you
Product: Oral presentation notice that students need help to elaborate graphic
Remember that in this unit you will prepare an oral presentation about the history, origin, and resources. If they are using presentation online tools,
interesting facts of one language or dialect. In order to continue working on it, get together
with your team and do the following activities: (Answers may vary.) prepare a short tutorial before they start (check it
• Create a rough draft of your presentation. online beforehand). If they are creating physical
• Revise and proofread it.
resources, you may give them some tips to create
• Prepare graphic resources.
attractive and useful material (use dark colors to write,
not to overload with information, include good-sized
• Rehearse your presentation. Remember to pay attention to verbal and non-verbal
language. illustrations or pictures, etc.).

Activity 8: Use the Choral Response Strategy to

reinforce the use of the suggested phrases for each

IN N
stage of the presentation. Go to page 184 in the

R
Activity Book, say the use aloud, e.g., Bring up a topic,
and have them repeat the phrase or phrases related to
Self-evaluation that use (“As I was saying…”).

M O
A
Can I… I need I’m on
I’mmy
onway. Sure!
practice. my way.

listen
rehearse
andgiving
reviseadialogues
presentation?
about community
services?
give a presentation?
LI SI
148 Unit 9

Wrap Up
R ER

Product: Oral presentation

As you may recall, in this unit students will prepare
an oral presentation about the history, origin, and
interesting facts of one language. In this lesson,
they will create a rough draft of their presentation,
revise and proofread it, prepare graphic resources,
V

and rehearse it, incorporating appropriate phrases for

each stage, paying attention to verbal and non-verbal
language. Monitor while they work to offer any help
E

they may need.

Self-evaluation

Explain the achievements to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
P

upon the specific aspects they are struggling with

and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

T148 Unit 9

Reader Sunburst 1º SecundariaTG_U9.indd 148 15/12/17 20:32

 Reader’s Book
In Front of 1. Name five important aspects to take into account

an Audience when doing an oral presentation. (Possible answers)

a. to practice beforehand
b. to have fun while giving the presentation
Facts about how to give a successful to use short, simple sentences
38
c.
oral presentation d. to make eye contact with the audience
e. to make your audience laugh
Written by
Jane White 2. Define these terms in your own words.
(Answers will vary.)
a. vlogger

b. spontaneous

c. audience

IN N
d. areas of opportunity

R
M O
ICT Box

A
https://goo.gl/QQzj3k

Before going online, it is important that you read all you can
about cyber security. YouTube in particular has its own specific
safety tips. Read them and then talk about it with a friend.
LI SI
Unit 9 101 112 Unit 9

1. Name five important aspects to take into account ICT Box

R ER

when doing an oral presentation.

Ask students to recall all pieces of advice from the Nowadays, children can access the Internet virtually
reading and to write five of them (possible answers: everywhere. For this reason, it is vital that we give
to practice beforehand, to have fun while giving the them as much information as possible about Internet
presentation, use short, simple sentences, make eye safety.
contact with the audience, make your audience laugh). Tell students they are going to read very carefully
the YouTube safety tips on the link. After reading all
V

2. Define these terms in your own words. the tips, they should think about the reasons for each
Explain to students that using their own words to of them. Ask: Why are they recommending that? Then
define these words will give them some practice tell students to share what they learned and what they
E

for future oral presentations. Remind them it is very realized about Internet security in pairs.
important to prepare their presentation beforehand,
but it is also important that they are able to use
their own words when explaining something, just
in case they forget their script in the middle of their
presentation.
P

Photocopiable material
Unit 9 T149

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 Game and Product

Game Product
Product
Play in pairs to decode the words. Then write a secret message using some of them for
another pair to read. Oral presentation
Now it’s time to give your presentation. Get together with your team and do the following
activities:

z x v t r p n
• Check your notes.
y w u s q o
Are they…
a c e g i k m
just key phrases or headlines in bullet form?
easy to read?
b d f h j l
in order?
If you are missing something, it is time to include it!
l j h f d b • Check your graphic material.
m k i g e c a Is it attractive? Does it include mind maps or graphic organizers? Is it revised and
o q s u w y proofread?
Rehearse using notes and graphic material.
n p r t v x z
• Check your verbal language.

Is your volume OK? Is your rhythm appropriate? Do you pronounce clearly? Did you

IN N
include appropriate phrases for each stage of the presentation?
Make necessary changes.

R
• Check your non-verbal language.
1. vezofzgv evaluate 6. xzgzyzhv database
2. pvb dliw key word 7. rmulinzgrlm information Are you conscious of your body posture? Are you making eye contact? Are your gestures
3. ivorzyov reliable 8. oryizib transmitting confidence?
library
If necessary, adjust.
4. ivhlf ixv resource 9. ivhvzixs research
5. glkrx topic 10. hvzixs vmtrmv • Be ready to participate actively in your classmates’ presentations.

M O
search engine

Listen attentively and be respectful.

A
My secret message:
• Share your knowledge with your classmates.

Present as an expert.
LI SI
150 Unit 9 Unit 9 151

After playing the game, check and assess the products Oral presentation
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Tell students that they will have 10 minutes to check
lesson are complete; if not, give teams some time their notes, graphic resources, and rehearse with
to complete them. Walk around to give any help they their team, following the suggestions provided in their
might need. It is essential at this stage that students books. Monitor while they work to give any suggestion
gain confidence and feel that they are advancing and you think may improve their products. Once teams
achieving greater fluency. are ready, invite them to give their presentations in
V

front of the class. Photocopy the descriptive valuation

scale provided and use it to evaluate each student
individually. Remember this instrument breaks down
E

the different aspects that must be taken into account

to make sure your students attained each of the
achievements. In this case, you are provided with a
numeric scale in which 5 is the highest score.
P

T150 Unit 9

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 Evaluation Tool
Descriptive valuation scale
Name:

Aspect 1 2 3 4 5

1. The format of the notes is appropriate (includes only key

phrases, are in order and easy to read).

IN N
2. Graphic resources are visually attractive.

R
3. The student can combine oral interaction with graphic

M Oresources and notes.

A
LI SI
4. The student speaks with an appropriate volume.

5. The student speaks at a good rhythm.

R ER

6. The student shows an adequate body language.

7. The student makes eye contact with the audience.

V

8. The student uses appropriate gestures while speaking.

E

9. The student shows a wide range of appropriate

expressions.

10. The student participates by commenting on other

P

presentations.

Photocopiable material
Unit 9 T151

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 What is the best travel
destination?
Unit
Unit Overview
Overview
Family and Community Environment Social Practice of the Language
To agree with others about a travel itinerary
Communicative Activity
Exchanges associated with the environment
Achievements Vocabulary
• Seek and consult information. • accommodation • reserve
• Compare pros and cons of ideas and proposals. • brochure • touristic

IN N
• Build arguments to defend ideas and proposals. • destination • transportation

R
• Listen and express pros and cons to come to an • discard • trip
agreement. • itinerary • viable

M O
Language Learning to Learn Audio

A
• Phrases for linking arguments 10 Principles of Persuasion Tracks 28-29
• Useful phrases to persuade
LI SI
Skills Reader’s Book
Using persuasive techniques “A Trip to the Big Apple,” pp. 113-124

Product Evaluation Tool

Itinerary Questionnaire
R ER

In order to introduce the unit, tell students to

look at the pictures and have some volunteers
What is the best describe them. Ask the class about the activities
travel destination? that can be done in each of the places while on
V

vacation. Encourage students who have gone to

You are going to…
agree with others about a travel
itinerary. similar places to share their experiences. Finally,
ask some students where they would like to go.
E

Organize the class into teams of three and

read aloud the title: What is the best travel
destination? Give them a few minutes to
discuss their answers while you walk around
and monitor. Ask one person from each team to
share their answers with the rest of the class.
P

152

T152 Unit 10

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 Lesson Day 1
favorite scene from that trip. Tell them they should try
Lesson to include every detail.
1 Think about the best trip you have had. Draw your favorite scene.

This place is
2. Answer.
Read each of the questions aloud and ask students
to answer them in order to explain the scene they
drew in the previous activity. Monitor while they work
to provide them with the words they may need to
answer them.

3. Work in pairs. Share information about your trip.

Organize the class into pairs so they can show their
drawings to each other and talk about their favorite
trips. Invite them to ask questions to each other to find

IN N
out more details about the experience. Monitor while

R
they work and encourage them to speak in English all
the time.

M O
2 Answer.

Wrap Up

A
Who did you go with?
When did you go?
How did you get there?
What did you do?
Why was it so good?
Tell students to recall the names of the five senses
3 Work in pairs. Share information about your trip.
LI SI
(sight, smell, taste, touch, and hearing). Ask them
Engage students with the theme of the unit and have them connect it with their personal
experience. Unit 10 153
which one is the most important for them. Tell them
that when going on a trip, the senses are usually more
active trying to perceive all the new stimulus they
Achievement are receiving. Invite them to share which were the
R ER

strongest stimuli their senses perceived on the trip

Seek and consult information. they described in this lesson (e.g., a delicious typical
dish).
Teaching Guideline
Tell students they have to read pages 113-116 in
Engage students with the theme of the unit and have their Reader’s Book at home and think about the
them connect it with their personal experience. answer to the following question: How do you know
V

the protagonist feels happy about the trip? They will

Warm Up discuss it in class the next day.
E

Draw a web organizer on the board and write the word

Trip in the middle. Have students brainstorm any idea
that comes to their minds. Write their ideas organized
in different circles around the one in the middle and at
the end use those ideas to reflect upon the meaning
that word has for them.
P

1. Think about the best trip you have had. Draw your
favorite scene.
To engage students with the theme of the unit and
have them connect it with their personal experience,
tell them to close their eyes for a moment and
remember the best trip they have ever had. Ask them
to try to recall what they saw, how it smelled, the
sounds they heard, the food they tasted, and what
the weather was like. Once they have recalled all
these aspects, give them some time to recreate their

Unit 10 T153

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 Day 2
what they think would be the purpose for visiting that
place. Give them some time to write the answer and
Lesson
28
repeat the procedure with the other two parts.
4 Listen to the radio ad and write the names of the attractions mentioned.
a It is both a performance hall and an art museum. Fine Arts Palace
b It has historic buildings from the 16th century,
traditional markets, and plazas. Coyoacán 6. Read the introduction of the article. Write four
activities that can be done at the beach.
c Its floating gardens can be visited in boats
called trajineras. Xochimilco
d It has a lake, museums, an amusement park,
and beautiful gardens to relax. Chapultepec Read the text aloud. Invite students who have visited
e It is one of the largest public plazas in the world. Zócalo
beaches in Mexico to share with the class the
activities they have done. Write them on the board and
5 Read the brochure. Write the purpose for visiting each place. (Possible answers)

have students copy them as an answer. Some of the

Explore nature Enjoy tastings of Visit its colonial
reserves and traditional food mansions and
national parks and drinks. Try plazas. Get to know Guanajuato
such as Sumidero delicious mole baroque altarpieces Historic Tour
Canyon. Fly
through the
canopy on a zip
and tamales
poached in
banana leaf.
in the Basílica and
San Cayetano.
Learn about Mexico
words in this activity are included in the glossary; tell
students to check their meaning in the corresponding
line. Practice Independence
Savor incredible
kayak descent in History at
tlayudas. Drink Alhóndiga de
CHIAPAS Santo Domingo delicious tejate.
Oaxaca
Gastronomic Tour in
Granaditas.

pages at the back of their book.

Ecotourism River.

to enjoy adventure to eat delicious food to learn history

IN N
6 Read the introduction of the article. Write four activities that can be done at the beach. 7. On a sheet of paper, write a list of the proposals

R
(Possible answers)

of destinations and ideas about travel mentioned

www.worldtravel.com
Mexico
swim, snorkel, dive, sunbathe
on this page. File it in your portfolio.
Students will list proposals of destinations and ideas

M O
White sand, warm water, and outstanding
views are some of the reasons why Mexico’s Reader’s Book
about travel presented on this page. Check by asking

A
beaches are among the most popular How do you know the
touristic destinations worldwide. From the protagonist feels happy about
the trip? (pp. 113-116)
different volunteers to write an item of the list on
Baja to Yucatán, there are plenty of unique
options to choose from for your next trip.

7 On a sheet of paper, write a list of the proposals of destinations and ideas about travel the board (Mexico City: visit the Zócalo, Coyoacán,
mentioned on this page. File it in your portfolio.
LI SI
Chapultepec, Bellas Artes, and Xochimilco; Chiapas:
154 Unit 10 List proposals of destinations and ideas about travel.
practice ecotourism activities; Oaxaca: eat delicious
food; Guanajuato: learn about history; Mexico’s
beaches: swim, snorkel, dive, sunbathe). This activity
Achievement will be your first evidence in this unit; ask students to
R ER

file it in their portfolio.

Seek and consult information.
Wrap Up
Teaching Guideline
Material: sheets of paper
List proposals of destinations and ideas about travel. Create a Memory Game with your class using the
places mentioned in the Warm Up. Have them cut
V

Warm Up sheets of paper in two halves; on one side you will

write the name of the place and on the other, the
Organize the class into teams of five. Give them two name of the state where it is located. Scramble the
E

minutes to write a list of touristic destinations in halves and use tape to post them on the board (the
Mexico. When time is up, ask each team to share the names should not be seen). Divide the class in two
names of the places they wrote. Ask them to explain teams and, by turns, invite them to choose cards to
why these places would be attractive for tourists. form pairs (place-state).

4. Listen to the radio ad and write the names of the Discuss the question related to the text from
attractions mentioned. 28 the Reader’s Book. Ask students if they know
P

Ask different volunteers to read each of the sentences what a blog is (a website consisting of diary-style
in the graphic organizer and elicit the names of those text called “posts”). Then ask them how they know
places in Mexico City. Play Track 28 and have them the protagonist feels happy about the trip (because
write the names. she writes “Yaaaayyyyy!” on her blog, which is an
interjection showing happiness; she shows excitement
5. Read the brochure. Write the purpose for visiting and interest when she starts looking for information,
each place. and she explicitly says she is really excited).
Invite one volunteer to read aloud the information
included in the first part of the brochure. When the
student finishes reading it, ask the class to tell you

T154 Unit 10

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 Day 3
to write them on the board while they are being
mentioned. Check spelling and ask students to copy
Lesson
them in their books.
8 Go back to the previous page to check in which sources you may find information about
touristic destinations.

radio ads, travel agency brochures, websites or online travel magazines

9. Work in teams. Write a list of activities you would
9 Work in teams. Write a list of activities you would enjoy doing on a trip. Based on your
preferences, discuss which of the places mentioned in the previous session you would
enjoy doing on a trip. Based on your preferences,
discard. (Answers may vary.)
discuss which of the places mentioned in the
previous session you would discard.
Organize the class into teams and have them share
the activities they enjoy doing when going on a trip.
Tell them to vote for the six most popular within the
Time to Shine! team and write them on the lines provided. Monitor
• Mention the name of some Mexican
beaches.
while they work to offer help with the vocabulary they
We would not go to:
Los Cabos, Puerto Vallarta, may need. Finally, tell them to discard the proposals

IN N
Zihuatanejo, Huatulco, Cancún

of the places that do not offer the opportunity to do

R
10 Write a list of questions in order to research the places you did not discard. (Possible answers)

those activities based on the information from the

Our options are:
previous page.
Read the Time to Shine! task and encourage them

M O
And we would like to know…

to mention the names of different beaches in Mexico;

A
a Which are the best dates to go?
b How can we get there?
c Where can we stay?
d How much are we going to spend?
this way, you may widen the options for them to
e Do we need equipment? What kind of equipment?
choose in the next activity.
LI SI
Define sources of information to find out about destinations. / Discard proposals based on
Unit 10
consulted information. 155
10. Write a list of questions in order to research the
places you did not discard.
Elicit from students what was the first step in the
Achievement research process (write questions). Explain that in this
R ER

unit they will also research some information related

Seek and consult information. to the options where they think they may be able to do
the activities they enjoy. Give them some time to write
Teaching Guidelines the questions in teams. Monitor while they work to
check and when they finish, invite teams to share their
• Define sources of information to find out about questions with the class.
destinations.
V

• Discard proposals based on consulted information.

Warm Up
E

Recall/introduce vocabulary related to activities

that can be done while on a trip: swim, eat, relax,
sunbathe, sightsee, dive, snorkel, learn, take pictures,
meet new people, etc. Play Charades using these
words/phrases. Ask one volunteer to go to the front,
tell him/her the word/phrase in a low voice and give
P

the class one minute to guess.

8. Go back to the previous page to check in which

sources you may find information about touristic
destinations.
To define sources of information to find out about
destinations, ask students to go back to the previous
page to check which sources of information they may
find (Activity 4: radio ad, Activity 5: brochure, Activity 6:
website or online travel magazine). Invite one volunteer

Unit 10 T155

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 Day 3
Self-evaluation
Lesson
Explain the achievement to students and go through
Product: Itinerary the activities in this lesson to guide them to identify
In this unit, you will create an itinerary for a dream trip. which were difficult for them. Have students reflect
In order to start, get in small teams and do the following
activities: (Answers may vary.) upon the specific aspects they are struggling with
• Write a list of five activities all of you would like to do. and, based on that reflection, ask them to answer the
1
2
question honestly. Check their answers to establish
3
4
the strategies to support them if necessary.
5

• Write a list of places where you could do those activities.

1
Differentiated Instruction
2
3
4
5
Activity 7: Use the Jigsaw Strategy. Organize the
• Decide which sources of information you will use to look up information about the places class into five teams and assign each of them a place

IN N
you suggested.
(Mexico City, Chiapas, Oaxaca, Guanajuato, beaches).

R
Give them some time to write only the ideas related
• For homework, research information about each of the places on your list.
to each place. When all teams are ready, invite them
to share their answers with the rest of the class. Ask

M O
Self-evaluation
everybody to write the list of proposals using the

A
Can I… I need I’m on Sure!
practice. my way.
information all the teams provide.
seek and consult information?
LI SI
Activity 10: Use the Mini-lesson Strategy to remind
156 Unit 10
students who need more support how to write
questions using Wh- words.

Wrap Up
R ER

Product: Itinerary
In this unit, students will create an itinerary for a
dream trip. It is very important to tell them that this
time they may choose the option they want (not one
from a given list as they will be working throughout
the unit) and they should work with different
V

classmates (not the same team with whom they are

working throughout the unit). This will give them the
opportunity to practice the skills they are attaining,
E

working with information that really motivates them

and with different people. Once teams are organized,
students will agree on five activities they all enjoy
doing while being on a trip and will think about
places around the world (or even outside the world
if they are imaginative enough) where they can do
those activities. They will also decide the sources
P

of information they will consult and research for

homework. Ask them to look for any graphic material
they may find useful.

T156 Unit 10

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 Lesson Day 1
for their options in their books. Monitor while they
work to check their notes. Remind them that, as they
Lesson
learned in the previous unit, they should only write key
1 Work in teams. Write notes about the places you did not discard for your trip in the
previous lesson. Copy them on a sheet of paper and file it in your portfolio.
(Answers may vary.)
phrases or headlines in bullet form. This activity will be
your second evidence in this unit; ask them to file it
Option 1: Option 2: Option 3:
in their portfolio. Ask the Time to Shine! question and
once you have the answer, talk about Mexico’s great
diversity of ecosystems (we have almost all of them).
Have students reflect on how this benefits the tourism
industry.
Time to Shine!
• Which ecosystems cannot be found in
Mexico? the tundra and the savanna
2. Contrast advantages and disadvantages of each
2 Contrast advantages and disadvantages of each option. Copy the chart on a sheet of
paper and file it in your portfolio. (Answers may vary.)
option. Copy the chart on a sheet of paper and
Viable Options Advantages Disadvantages file it in your portfolio.

IN N
Students will continue working in teams to contrast

R
advantages and disadvantages of each of their
viable options using the graphic material provided
in the previous lesson and the one they brought for

M O homework. Tell them that in order to do this, they

A
3 What are your top two places? Write information about them.

Option 1
Place Reason
should take into account their own preferences and
Option 2 how each of the places adapts or not to them. Monitor
LI SI
Add data to viable proposals and ideas. / Contrast advantages and disadvantages using
while they work to offer any help they may require.
Unit 10 157
This activity will be your third evidence in this unit; ask
graphic material. / Take note of data that support viable proposals and ideas.

them to file it in their portfolio.

Achievements 3. What are your top two places? Write information

R ER

about them.
• Seek and consult information. Students will continue working with the same team to
• Compare pros and cons of ideas and proposals. evaluate the advantages and disadvantages they wrote
in the previous activity. Based on them, they will select
Teaching Guidelines their top two places. Once they have them, they will
fill in the chart with data that support those viable
• Add data to viable proposals and ideas. proposals and ideas.
V

• Contrast advantages and disadvantages using

graphic material. Wrap Up
• Take note of data that support viable proposals and
E

ideas. Invite teams to share their top two places with the
class explaining the reasons for their choice.
Warm Up
Tell students they have to read pages 117-119 in
Play Hangman with the word advantage. Once the their Reader’s Book at home and think about the
class guesses it, elicit its meaning or ask a volunteer answer to the following question: What are three facts
to look it up in the dictionary. Finally, add the prefix dis- about Central Park? They will discuss it in class the
P

and elicit the meaning of disadvantage. next day.

1. Work in teams. Write notes about the places you

did not discard for your trip in the previous lesson.
Copy them on a sheet of paper and file it in your
portfolio.
Organize the class into teams. Tell them to take out
the information they researched for homework to
add data to viable proposals and ideas. Have them
work on a sheet of paper if there is not enough space

Unit 10 T157

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 Day 2
5. Choose one option. Write five reasons to support
your choice.
Lesson
Tell students to choose one of the options they circled
4 Look at the pictures. Circle the ones that are more attractive for you. (Answers may vary.)
in the previous activity; explain that this will be the
proposal they will present to their team later on.
Give them some time to analyze the reasons of that
proposal and think about the ideas around that choice.
Mexico City Chiapas Oaxaca
Monitor while they write them to provide any help
they may need.

Guanajuato Beaches
Language 186
5 Choose one option. Write five reasons to support your choice. (Possible answers)

Go to page 186 in the Activity Book to read the

I would like to go to because…
phrases used to link arguments. Explain that these

IN N
a It is beautiful.
b It is easy to get there. phrases are connectors that give coherence to their

R
c I can do my favorite activities there.
d The accommodations are cheap. speech when trying to persuade somebody.
e I am sure we will meet interesting people there.

6 Use linking words or phrases to write an argument that supports your choice. Include
6. Use linking words or phrases to write an argument

M O
reasons and data. 186 (Possible answer)

that supports your choice. Include reasons and

A
I think the best place to go is Chiapas because it is beautiful. In addition, I can do my favorite
activities there, for instance, kayaking. Moreover, the accommodations are cheap and it is easy to
get there by bus. Finally, we will surely meet interesting people there. So, all in all, I believe that it
is the best option.
data.
Read the possible answer provided in the book as an
Reader’s Book
LI SI
Analyze reasons of proposals and ideas. / Use What are three facts about example; you may write it on the board if you consider
158 Unit 10 connectors to link reasons and data to build arguments. Central Park? (pp. 117-119)

they need to follow a model. Guide students to use

the connectors provided in the Appendix to link the
reasons and data they wrote in the previous activity in
Achievement order to build their arguments.
R ER

Build arguments to defend ideas and proposals. Wrap Up

Teaching Guidelines Ask students to recall which of the five senses is

the most important for them. Tell them to consider if
• Analyze reasons of proposals and ideas. the place they chose may appeal to that sense. If it
• Use connectors to link reasons and data to build doesn’t maybe they should consider changing it.
V

arguments.
Discuss the question related to the text from
Warm Up the Reader’s Book. Tell them to close their book.
E

Ask them if there is a big, famous park where they

Ask students to mention the advantages and live (answers may vary, but you should direct them
disadvantages of working in teams and working towards saying Chapultepec). Then ask them what
individually. Once you listen to their opinions, explain Central Park is (a huge park in NYC). Elicit the three
that in this unit they will have the opportunity to use facts the protagonist tells us about the park. If they
“the best of both worlds.” cannot remember them, let them check the book.
P

4. Look at the pictures. Circle the ones that are more

attractive for you.
In this session, students will work individually to
reconsider the information they already revised with
their teams. Tell them that it is valid to change their
minds on the options they have already chosen
because this time they will only consider their own
preferences. Have them look at the pictures and circle
the ones that are more attractive for them.

T158 Unit 10

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 Day 3
7. Listen and fill in the blanks using phrases to
persuade. 29
Lesson
29
Play Track 29 for students to fill in the blanks using the
7 Listen and fill in the blanks using phrases to persuade. 186

— Are you sure we should go doesn’t want to be resting on a white

phrases on the board. Check orally.
there? I think it’s a boring place. sand wonderful beach?
— Of course not! According to The New — I want to learn new things this year,
York Times, it was the No. 1 place to green not just rest! yellow

—
go in 2016. (statistics)—
I don’t doubt it, but I’m looking forward
If you want to learn, maybe we (rethorical
can visit Tulum, there’s a Mayan question)
8. Classify some of the phrases you wrote.
to spending my vacation in a
beautiful beach, don’t you agree?
archaeological site where you can
learn some history. Have students analyze each of the expressions
— That’s a good idea, but in my view, — That sounds attractive.
Mexico City is a place worth to be
visited. Moreover, there are plenty orange
— It’s not just attractive; they say that
place is out of this world!
of persuasion within the context considering the
of activities we can do there: visit (opinion) —
information they saw in the Appendix. Tell them to
Tulum, you say? red (hyperbole)
museums, amusement parks, and — In the Riviera Maya.
even archaeological sites. — OK, then we really should go there.
— It sounds fantastic, but, I mean, who — Great! Get on board and join us!
blue (imperative
write some of them in the corresponding place in
the chart.
command)

8 Classify some of the phrases you wrote. (Possible answers)

Negotiate ideas and proposals • Are you sure we…

Skills
• It sounds fantastic, but…
187
Emphasize words to impact • Tulum, you say?

IN N
Get to an agreement • We really should go there.
Go to page 187 in the Activity Book to read the

R
persuasive techniques. Explain each of them and,
9 In Activity 7, underline the hyperbole with red, the opinion with orange, the statistics with
green, the rhetorical question with yellow, and the imperative command with blue. 29 187

In which of them is the volume altered to create an impact? hyperbole

as you do, have students look for examples in the
dialogue on Activity 7.

M O
10 Draw the emotions you recognize in the dialogue. Explain. (Possible answers)
Girl Boy

A
excited when explaining why she wants
to go to Mexico City, annoyed when the
calm and relaxed all throughout the
dialogue
9. In Activity 7, underline the hyperbole with red,
boy insists he wants to go to the beach
the opinion with orange, the statistics with green,
the rhetorical question with yellow, and the
LI SI
imperative command with blue. 29
Analyze expressions of persuasion. / Recognize emotions in the language to persuade. Unit 10 159

Give students some time to work on the task and

before asking the question, play Track 29 again. This
Achievement time, tell students to recognize emotions in the
R ER

language to persuade and make variations in the

Build arguments to defend ideas and proposals volume with which the kids talk. Ask the question
aloud and have them write the answer.
Teaching Guidelines
10. Draw the emotions you recognize in the dialogue.
• Analyze expressions of persuasion (e.g., Are you Explain.
sure we…? That’s quite a good idea, We really Give students some time to draw how they imagine
V

should go there, etc.). the faces of the two kids while discussing, and explain
• Recognize emotions in the language to persuade. in which parts of the dialogue they could detect the
emotions they are portraying.
E

Warm Up

Ask students to think about situations in which

they have successfully persuaded somebody to do
something (e.g., convincing their parents to give them
permission to go to a party). Invite volunteers to share
with the class the strategies they used.
P

Language 186

Go to page 186 in the Activity Book to read the

phrases used to persuade. Explain each of the
purposes of those phrases and ask three volunteers
to write them on the board.

Unit 10 T159

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 Day 3
Differentiated Instruction
Lesson
Activity 2: Use the Individual Respond Card
Product: Itinerary Strategy if you notice that shy students are having
Remember that in this unit you will create an itinerary for a dream trip. In order to continue
preparing it, get together with your team and do the following activities: trouble in participating within their teams. Ask
• Based on the information you researched, discard unviable places.
students to cut a sheet of paper in two halves and
write an “A” on one of them and a “D” on the other.
• Write notes about viable places.
Read each of the sentences written in the notes they
Option 1: Option 2: Option 3:
wrote in Activity 1 and ask the class to show the card
that corresponds to their opinion (A for advantage or
• Contrast advantages and disadvantages of each option. D for disadvantage). In this way, shy students will feel
Options Advantages Disadvantages more confident if they see that their opinion is similar
to that of their classmates.

IN N
• Individually, choose your favorite option and write an argument that supports your choice.
Activities 5 and 6: Use the Individualized Feedback

R
Strategy with students that need more support to
Self-evaluation develop their writing skills. Monitor them closely to
make them feel confident.

M O
Can I… I need I’m on Sure!
practice. my way.

A
seek and consult information?

compare pros and cons of ideas and

proposals?

build arguments to defend ideas and

LI SI
proposals?

160 Unit 10

Wrap Up
R ER

Product: Itinerary
As you may recall, in this unit students will create
an itinerary for a dream trip. In this lesson, students
will work in teams to discard unviable places
considering the team’s preferences. They will also
write notes about viable places using the information
V

they researched, and contrast advantages and

disadvantages of each of them. Finally, give them
some time to work individually to reflect upon their
E

favorite option so they can write an argument to

support their choice. In this stage, you may tell them
to go back to page 158 to check the argument they
wrote for Activity 6 so they can use it as a model.
Monitor students closely in both stages of the process
to offer any help they may need.
P

Self-evaluation

Explain the achievements to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
and, based on that reflection, ask them to answer the
questions honestly. Check their answers to establish
the strategies to support them if necessary.

T160 Unit 10

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 Lesson Day 1
1. Work in pairs. Analyze the dialogue from
Activity 7 in the previous lesson.
Lesson
Tell the pairs to go back to Activity 7 on page 159 to
1 Work in pairs. Analyze the dialogue from Activity 7 in the
previous lesson.
Learning to Learn
How can I be more reflect on the different ways the kids negotiated ideas
persuasive? (p. 187)
Who was more persuasive? the boy
Which principles of persuasion did that person use? and proposals. Organize a brief discussion in which
students will identify which principles of persuasion
He set expectations for the other, used images, told the truth, was an active listener, used prepared
arguments, stayed calm and relaxed, and was confident.

2 Choose four principles of persuasion from the previous activity. the boy used.
1
2
3
4
2. Choose four principles of persuasion from the
3 Prepare new arguments to support your choice on page 158. Consider the four principles previous activity.
of persuasion you chose. Include at least two persuasive techniques and appropriate
linking phrases. Have students write the principles they consider the
most effective in the previous activity.

3. Prepare new arguments to support your choice

IN N
on page 158. Consider the four principles of

R
persuasion you chose. Include at least two
persuasive techniques and appropriate linking
phrases.

M O Tell students to go back to page 158 to recall the

A
4 In class and at home, rehearse your arguments paying attention to how altering volume
option they chose and the reasons they gave for
can convey different emotions.
their choice. Give them some time to reinforce the
LI SI
Analyze strategies of persuasion. / Reflect on ways to negotiate ideas and proposals. /
argument they wrote in Activity 6 thinking of creative
Unit 10 161
ways to put into practice the four principles they chose
Emphasize words or alter volume to get an effect of impact.

in the previous activity.

Achievements 4. In class and at home, rehearse your arguments

R ER

paying attention to how altering volume can

• Build arguments to defend ideas and proposals. convey different emotions.
• Listen and express pros and cons to come to an Explain that the objective of this activity is to rehearse
agreement. how they will emphasize words or alter volume to get
an effect of impact with the arguments they prepared.
Teaching Guidelines Remind them that in Unit 7 they learned how to self-
assess their dramatic reading (p. 181). Now they will
V

• Analyze strategies of persuasion. use those strategies to practice their arguments at

• Reflect on ways to negotiate ideas and proposals home.
(e.g., I’m looking forward to…, don’t you agree?,
E

That’s not good, It sounds fantastic, etc.). Wrap Up

• Emphasize words or alter volume to get an effect of
impact (e.g., The lake, definitely, The national park, Organize the class into pairs. Explain that you will
you say?). mention an emotion and they should only use body
language and gestures to convey that emotion. Give
Warm Up them 30 seconds per emotion: sadness, happiness,
anger, anxiety, and fear.
P

Invite students who have taken trips with their

extended family to talk about their experiences. Tell students they have to read pages 120-123 in
their Reader’s Book at home and think about the
Learning to Learn 187 answers to the following questions: Which was the
last place the family visited? What did they see and do
Go to page 187 in the Activity Book. Read each of the there? They will discuss it in class the next day.
principles of persuasion aloud. Tell students that based
on these, they will be able to analyze the strategies
of persuasion that the boy used to convince the girl in
the dialogue from page 159.

Unit 10 T161

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 Day 2
clearly and loudly enough to show their partner
the arguments they rehearsed for homework. The
Lesson
listener’s task will be to show opposition, so that the
5 Work in pairs. Take turns opposing the other’s arguments. Talk clearly and loudly enough.
one who is talking may improvise trying to convince
6 Use the checklist to assess your partner’s persuasive skills. Give him/her respectful
feedback. him/her. Tell them to pay special attention to interpret
Did my partner... Yes No Comments body language to detect emotions so they can give
include data to support his/her proposal?

give reasons?
useful feedback later.
use appropriate linking phrases?

follow some persuasion principles? 6. Use the checklist to assess your partner’s
persuasive skills. Give him/her respectful
use persuasive techniques?

include phrases to persuade?

emphasize words or alter the volume? feedback.

talk clearly and loudly enough?
Once both students finish giving their arguments,
use body language to convey emotions?

was assertive?
tell them to use the checklist to assess each other.
Give them some time to fill it in and then to give their

IN N
7 Get together with your team. Try to persuade them that your option is the best. Try to come
to an agreement on the tours you will take or the activities you will do. Write a list and file it
classmates feedback based on what they wrote.

R
in your portfolio.

The place we finally chose is:

7. Get together with your team. Try to persuade
Time to Shine! them that your option is the best. Try to come to

M O
• What kind of information is included in
an agreement on the tours you will take or the

A
a trip itinerary?

Reader’s Book
information about transportation,
accommodations, tours and activities, costs, etc. Which was the last place the
family visited? What did they
activities you will do. Write a list and file it in your
see and do there? (pp. 120-123)
portfolio.
LI SI
Talk clearly and loudly enough. / Interpret body language to detect emotions. /
Tell students to get together with the team they
162 Unit 10
worked in the previous lessons. Explain that now
Organize agreements showing assertiveness.

they are prepared to organize agreements showing

assertiveness. Give them some time to present their
Achievement arguments in a persuasive way to convince their
R ER

teammates that the option they chose individually

Listen and express pros and cons to come to an is the best for all. Once they decide on a place as a
agreement. team, have them write a list of activities they may
do in that place. This will be your fourth evidence in
Teaching Guidelines this unit; ask them to file it in their portfolio. Read the
Time to Shine! question to find out if students know
• Talk clearly and loudly enough. what information they will include in their itinerary; for
V

• Interpret body language to detect emotions. homework, they should research specific information
• Organize agreements showing assertiveness. about the place they decided on (transportation,
accommodation, prices, etc.).
E

Warm Up
Wrap Up
Write the following tongue twister on the board: I saw
Susie sitting in a shoeshine shop. Tell students to take Ask volunteers to share which techniques worked the
out a clean pencil and put it sideways in their mouth best for them during the discussion with their team.
so it reaches right to the back molars, and try to say
the tongue twister clearly. Then have them take the Discuss the questions related to the text from
P

pencil out and repeat the tongue twister again. They the Reader’s Book. Ask students to name all
will notice how easy it is for them and how clearly the places they remember from the reading. Then
they pronounce! ask them if they remember the last place where the
family was together and what they did there (New York
5. Work in pairs. Take turns opposing the other’s Transit Museum, they saw trains and took a workshop
arguments. Talk clearly and loudly enough. where they learned to make a bridge).
Organize the class into pairs (they cannot work with
any of the students that form part of the team as
this will be a rehearsal before they get together
with them). Explain that they will take turns to talk

T162 Unit 10

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 Day 3
8. Look at the following itinerary. Analyze
its parts.
Lesson
Draw students’ attention to the itinerary presented
8 Look at the following itinerary. Analyze its parts.

DESTINATION: TULUM, QUINTANA ROO

in their books and ask: What information is included?
Flight: AM915
TRANSPORTATION (July 31)
From: Monterrey 9:15
Bus: Automex
From: Cancun 16:30
Have them notice that the destination is written at the
To: Cancun 14:30 To: Tulum 18:30
ACCOMMODATION (July 31 to August 4) top and the itinerary is divided in different sections
Hotel: Wonderplace Address: Calle 7 Sur 25
Reservation #: 256890 Phone: 01 (984) 802 5505
TOURS/ACTIVITIES
(transportation, accommodation, tours/activities) and
there are details included in each section. Ask: In what
DAY 1 (August 1)
Archaeological Site Cost: $95
From 9:00 to 12:00
DAY 2 (August 2)
Sian Ka’an Biosphere Reserve
From 9:00 to 18:00
Cost: $50 way do you think an itinerary is useful to plan a trip? (it
contains basic information that is important to know in
DAY 3 (August 3)
El Gran Cenote Cost: $100
From 10:00 to 13:00

Bus: Automex
TRANSPORTATION (August 4)
From: Tulum 8:30
Flight: AM916
From: Cancun 13:00 order to avoid misunderstandings and problems before
To: Cancun 10:30 To: Monterrey 18:30

and during the trip).

9 Create your own itinerary.

DESTINATION:
TRANSPORTATION ( )
9. Create your own itinerary.

IN N
From: From:
To: To:
ACCOMMODATION ( ) Give students some time to create their own itinerary

R
Hotel: Address:
Reservation #: Phone:
TOURS/ACTIVITIES
using the information they researched about the place
DAY 1 ( )

From to
Cost: $ they chose. Monitor while they work to offer help
DAY 2 (
when required.
)

M O
Cost: $
From to
DAY 3 ( )

A
Cost: $
From to

From:
To:
TRANSPORTATION ( )
From:
To:
10. Share your itinerary with your class.
Invite each team to share their itinerary with the rest
10 Share your itinerary with your class.
LI SI
of the class. Encourage the class to comment on their
Unit 10 163
ideas.
Create an itinerary.

Achievement
R ER

Listen and express pros and cons to come to an

agreement.

Teaching Guideline

Create an itinerary.
V

Warm Up
E

Play Snake with students. Divide the class into two

teams and tell them to stand up in two rows in front of
the board. Give the first person in each row a piece of
chalk or a marker. Write the word: park on the board.
Explain that they should write a word that starts with
the last letter of the one already written on the board
and that is related with it; e.g., parkite. Then, that
P

person should give the chalk/marker to the next in line

who must write the next word; e.g., parkitexplore.
Explain the time limit will be five minutes and the
winner will be the team that writes the most words
that are related with the first one in the snake.
Tell them that the students in their row may use a
dictionary to help the one that is writing. Write the
word vacation on the board and start playing.

Unit 10 T163

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 Day 3
Differentiated Instruction
Lesson
Activity 1: Use the Think-Pair-Share Strategy trying
Product: Itinerary to form pairs in which one of the students may tutor
Remember that in this unit you will create an itinerary for a dream trip. In order to continue the other to identify the principles of persuasion in the
preparing it, get together with your team and do the following activities:
dialogue.
• Discuss with your teammates to get to an agreement. Be persuasive.

• Once you decide the place, use the information you researched to create a draft of your
itinerary.
Activities 2 and 3: Use the Bubble Map Strategy
• For homework, research information about accommodations, transportation, and prices to
to help students develop their arguments. Write
include them in your itinerary. Create a big version on a cardboard or flipchart paper.
Persuasion in the middle and draw four circles around.
Tell students to choose four principles of persuasion
they consider the most effective in Activity 1 and
assign one circle for each. Work with their ideas
to develop at least two persuasive arguments for

IN N
each principle. Write the examples in the circles so

R
students may use them as a model. Be sure to include
Self-evaluation connectors and the phrases included in the Appendix.

M O
Can I… I need I’m on Sure!
practice. my way.

A
build arguments to defend ideas and
proposals?

listen and express pros and cons to come to

an agreement?
LI SI
164 Unit 10

Wrap Up
R ER

Product: Itinerary
As you may recall, in this unit students will create an
itinerary for a dream trip. In this lesson, students will
practice the persuasive skills they learned throughout
the unit to get to an agreement with their team. Once
they decide on a place, they will work on a draft for
V

their itinerary, and for homework they will research

specific information. Tell them they must also create a
big version of their itinerary for their presentation.
E

Self-evaluation

Explain the achievements to students and go through

the activities in this lesson to guide them to identify
which were difficult for them. Have students reflect
upon the specific aspects they are struggling with
P

and, based on that reflection, ask them to answer the

questions honestly. Check their answers to establish
the strategies to support them if necessary.

T164 Unit 10

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 Reader’s Book
A Trip to 1. What are two other names for New York City?

the Big Apple the Big Apple and the city that never sleeps
Stories
2. Write three synonyms for “incredible” in this reading.
39
A fictional travel blog Written by
amazing stunning astonishing
Patricia Oliver
3. Reread the text and make inferences to fill in the chart
with advantages and disadvantages of the trip.
(Possible answers)
Advantages Disadvantages
Enjoy the animals at the zoo Short trip
Enjoy family time No time to sleep late
Things you don’t see in many A lot of walking
parts of the world: penguins,
skyscrapers…

4. Make a list of the connectors you found in the text.

Choose three and use them in a sentence.
but, as soon as, so, because, and, although
a. (Answers will vary.)

IN N
R
b.

c.

M O
ICT Box

A
https://goo.gl/ftg2jR

Did you know that New York is the only state that borders both
the Atlantic Ocean and the Great Lakes? Read some more facts
about this state and share them with a partner. Then write your
own three-day itinerary.
LI SI
Unit 10 113 124 Unit 10

1. What are two other names for New York City? 4. Make a list of the connectors you found in the
R ER

Ask them if they realized that the protagonist gave two text. Choose three and use them in a sentence.
other names for New York City. If they don’t, give them Ask them to reread the text and circle the connectors.
some time to reread the story (The Big Apple and “The Then ask them to write them down on the lines (but,
city that never sleeps”). as soon as, so, because, and, although). Make sure
they know the meaning of them all and invite them to
2. Write three synonyms for “incredible” in this individually write three sentences with connectors.
reading.
V

Tell students that it’s important that they learn ICT Box
synonyms. They will be very helpful when they try
to describe a place. Tell them that there are three Read all the information on the link beforehand. In
E

synonyms for the adjective “incredible” in the text. class, explain that they are going to read about the
Have students race to see who finds them first state of New York. After reading the text in the link,
(amazing, stunning, astonishing). ask them to discuss what they remember with a
partner. Then give them some time so they can write a
3. Reread the text and make inferences to fill in the three-day itinerary.
chart with advantages and disadvantages of the
trip.
P

Ask students if they would like to go on a trip like the

one described in the text and why. Ask them too if
they see more advantages or disadvantages to the
trip and have them mention a few. Then ask them to
complete the chart individually. They can reread the
text if they need to. (You can check some possible
answers on the Reader’s Book page above.)

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Unit 10 T165

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 Game and Product

Game Product
Product
Play in teams. Use a dice and counters to travel around the world. Before throwing the dice,
Itinerary
choose a word from the list and say its definition with your own words. Every time a word is
used, cross it out so that it is not repeated. Together with your team, you will present your itinerary to the rest of the class. In order to
prepare your presentation, do the following activities:

• Rehearse your discussion.

How did you decide on the place? Did you use verbal and non-verbal language to
persuade?
Recreate a brief version of the discussion you had with your team. Show the persuasive
principles you based on the discussion, as well as the strategies and phrases you used.
Check rhythm, pronunciation, and volume. Remember also to include appropriate body
language and gestures.

• Prepare information to introduce the place you chose.

Why did you choose it?

Share data and explain your reasons.

• Revise the information in your itinerary.

Does it include important information concerning transportation, accommodations, and

tours or activities? Is it clear and concise?

IN N
Adjust your information to ensure it is complete and appropriate.

• Check the presentation.

R
Make sure all the information is readable. Make it colorful and attractive; if possible,
include some pictures.
accommodation nature reserve
• Once everything is ready… present it to your class!

brochure touristic

M O
A
destination transportation
discard trip

itinerary viable
LI SI
166 Unit 10 Unit 10 167

After playing the game, check and assess the products Itinerary
R ER

before their presentation. Make sure all the steps

that were developed during the third day of every Tell students that they will have 10 minutes to check
lesson are complete; if not, give teams some time their itineraries and practice the discussion with their
to complete them. Walk around to give any help they team following the suggestions provided in their
might need. It is essential at this stage that students books. Monitor while they work to give any suggestion
gain confidence and feel that they are advancing and you think may improve their products. Once teams are
achieving greater fluency. ready, invite them to present in front of the class. Use
V

the questionnaire provided to evaluate each student’s

presentation individually.
E
P

T166 Unit 10

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 Evaluation Tool
Questionnaire
Name:

Use the following questions to evaluate the presentation of the itinerary.

1. Does the student include data to support their proposal? yes no

2. Does the student give reasons? yes no

IN N
3. Does the student use appropriate linking phrases? yes no

R
4. Does the student follow some principles of persuasion? yes no

M O
A
5. Does the student use persuasive techniques? yes no

6. Does the student emphasize words or alter the volume to convey emotions? yes no
LI SI
7. Does the student talk clearly and loudly enough? yes no

8. Does the student use body language to convey emotions? yes no

R ER

9. Is the itinerary clear and attractive? yes no

10. Does the student avoid spelling and grammar mistakes? yes no
V
E
P

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Unit 10 T167

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 Audio Scripts
TRACK 1 Ana: I know him. Thanks, Mara! See you later.
Copyright Mara: Take care!

UNIT 1 Conversation number 2

Teacher: Good morning, Pepe, what can I do for
TRACK 2 you?
Mara: Hi, kids! My name is Mara Diaz and I’m Pepe: I’m interested in participating in the
here to talk about community service. Do community service programs.
you know what that is? Please raise your Teacher: Mara left me some information, what
hand to answer and give your name. exactly are you interested in?
Ana: Hi, I’m Ana. I think it’s free work you do for Pepe: I really love nature…
your community that benefits others. Teacher: Well, there is a reforestation program that
Mara: Exactly! You can benefit other people and will take place this month at Hidalgo Park.
yourselves. Do you know how? You would go there every Saturday at 8 am

IN N
Pepe: Hello, I’m Pepe. It helps you gain to plant trees. Look for Luisa Páez, she’s

R
experience and new skills. responsible for that program.
Ana: You can make friends! Pepe: Thank you very much, Mr. Lopez. Good-bye.
Mara: That always happens when you get involved Teacher: It was a pleasure to help you.

M O with people that have similar interests.

A
Pepe: Helping always makes you feel satisfied. TRACK 4, page 13
Mara: That’s the most important aspect, when TRACK 5, page 14
LI SI
you’re committed to helping others, you TRACK 6, page 15
always feel good.
Ana: How can we participate? TRACK 7
Mara: If you’re interested, please call me. I have a Toño: Miss Diaz? I’m Toño, a high school first
list of programs in which you may help. grader from the school you visited today.
R ER

Ana: I really like small children! Is there a Mara: Hello, Toño! What can I do for you?
program that involves working with them? Toño: Well, I want to ask you if we could
Mara: Sorry, right now I must leave, but I can give participate in more than one community
you more details about the programs if you service program.
contact me. Mara: It depends on your time. Remember that
you have to be committed and do things
TRACK 3 well. Maybe you can’t do both efficiently.
V

Conversation number 1 Toño: OK, I see. I’m interested in helping seniors.

Ana: Hi, Mara! I’m Ana, you visited our school Mara: Right now volunteers are working on
this morning… I’m calling because I’m weekends from 10 am to 1 pm. The duties
E

interested in participating in the community depend on the specific needs of the person
service programs. you’re assigned to. You may help them to
Mara: Hello, Ana, I remember you, you were the prepare simple meals, do their shopping,
one who told me that you like to work with mow their lawn or simply listen to them
young children… because they live alone and some of them
Ana: Exactly! Which program would you don’t have anybody to talk to.
recommend for me? Toño: And what about the kids who are picking
P

Mara: Well, there’s a tutoring program in which you up trash from the street?
can help primary students who are trying to Mara: In that program, students go out every
deal with Math. Are you good at Math? third day for half an hour. You have to talk
Ana: Of course! to Gabriela Salinas to tell her about your
Mara: Excellent! Can you work Mondays and availability, she will assign you your days
Wednesdays from 3 to 4 pm? and schedule.
Ana: No problem! Toño: Thanks a lot, Miss Diaz, I’ll think about it.
Mara: Then, look for Mr. González at the Central Mara: I’ll be looking forward to hearing from you.
Library; he is responsible for this program Good-bye.
and will give you more details.

T168 Unit 1 Scripts

Audio

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 Beka: Sara really likes blue.
UNIT 2 Presenter: That’s correct!
Paul: George likes red.
TRACK 8, page 26 Presenter: That’s also correct! So, the English
TRACK 9, page 26 team are the winners!
Beka: Wait a minute!
TRACK 10, page 26
Presenter: Don’t you agree? They scored three
TRACK 11, page 27
points and you only scored two.
TRACK 12, page 29 Beka: Yes! They’re the winners but… why did
TRACK 13, page 33 you say that the English team are the
winners? You should say the English
UNIT 3 team is the winner.
Presenter: Oh, in England we say it both ways.
TRACK 14 Beka: Well, I lost the game but I learned
Bilingual dictionaries are essential tools for second something new!

IN N
language learners, but using them correctly Presenter: Both of you are great competitors!

R
requires more than just looking up a word in one Thank you for being here!
language and picking the first translation you see.
TRACK 20
Let’s do it together!

M O
Emma: Hi! I’m Emma, I’m a secondary school
1. Identify the English-Spanish and Spanish-English

A
student and I’m conducting some
sections. interviews to find out what music students
2. Find the section of the dictionary with the first prefer so we can play it during recess. Can
LI SI
letter of your word. you answer some questions for me?
3. Read the guide words on top of the page to Luis: Sure! That’s a great idea!
check you’re looking on the correct page. Emma: Do you like rock music?
4. Scan down the page for your word. Luis: Hmm... That’s an interesting question; it
5. Once you find it, check the part of speech to depends.
Emma: Why?
R ER

verify it’s the word you want.

Luis: There are many types of rock music, I like
6. Read the translation.
classic rock, but I can’t stand metal.
7. Check how it is pronounced.
Emma: You play in a group, don’t you?
8. Read the subentries to learn more related words. Luis: Yes, I play the guitar. In fact, I was playing
last Saturday at the party you went to.
UNIT 4 Emma: I saw you there! You play very well, but I
should tell you that the singer is awful.
V

TRACK 15, page 57 Luis: Do you think so?

TRACK 16, page 58 Emma: Oh! Don’t make that face, I mean, he’s
TRACK 17, page 59 good but maybe some singing lessons
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TRACK 18, page 61 would help him.

Luis: Ha, ha, ha, don’t worry, we know that and...
Emma: Let’s go back to the interview! My next
TRACK 19
question is…
Presenter: Let’s start with our first question:
What’s your best friend’s favorite sport?
Beka: Sara loves cycling. She’s the best! UNIT 5
Presenter: Correct!
P

Paul: George quite likes rugby. In fact, he’s

TRACK 21
an excellent player.
Max: Hi, everybody! Today we invited Gina Morales
Presenter: That’s correct! Second question: Which
food does your friend dislike? to talk about technological innovations we
Beka: Sara hates onion. will use in the future. Hi, Gina!
Presenter: That’s incorrect! Sara told us she can’t Gina: Thanks for inviting me, Max.
stand liver. Max: There’s so much to say that I’m not sure
Paul: George doesn’t like broccoli. where to start…
Presenter: Correct! Two points for Paul. Our third Gina: Well, I will do it for you. What about cars?
question is: What’s your best friend’s Max: OK!
favorite color?

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 Audio Scripts
Gina: We think we will have automatic apps that don’t start expressing yourself now, you will lose
are going to drive zero-emission cars. precious time.
Max: That sounds wonderful! Instead of driving, I • Be an inspiration: Believe in yourself, follow your
will be having breakfast while I come to work. passion and shine! Passionate youth will change
Gina: Probably a delicious insect sandwich. the world.
Max: Excuse me?
Gina: Meat will be scarce, so we think insects UNIT 6
are going to be available as a source of
protein. TRACK 23
Max: I think I’ll become a vegan… And what The Circulatory System
about communication? The heart and blood vessels make up the
Gina: Instead of smartphones, people will use circulatory system. This system is very important
smart glasses or earrings. because it sends blood throughout our bodies. As
Max: I like that! I won’t lose my smartphone you know, the blood carries oxygen and nutrients

IN N
anymore. And finally, what do you think we to every cell.

R
will do for entertainment? The heart is the key organ in the circulatory
Gina: We will experience virtual worlds as if they system. It usually beats from 60 to 100 times per
were real. We think people will spend most minute, but can go much faster when necessary.

M O of their time there. The heart gets messages from the body.

A
Max: I’m not sure if I will like that. I will still be in Depending on a person’s needs, it can pump more
touch with my real friends. or less blood to the body. When we are sleeping, it
LI SI
Gina: Hmmm... I think relationships will change pumps less blood. When we are exercising, the heart
as well. Maybe it will be interesting if you pumps faster to increase the delivery of oxygen.
invite another specialist to talk about that. We have three types of blood vessels: arteries,
Max: Great idea! I will do it. Thank you very veins, and capillaries. Arteries carry blood away
much, Gina. It was a pleasure to have from the heart. They are the thickest blood vessels.
R ER

you here. And thank you friends who are They have muscular walls that contract. This helps
listening to us. On the next program we are to keep the blood moving away from the heart to
going to talk about how society is likely to the body. Veins carry blood back to the heart. They
be. Don’t miss it! are not muscular like arteries. Instead, they contain
valves that prevent blood from flowing backward.
TRACK 22 A network of tiny capillaries connects the
We are sure your engagement will promote important arteries and veins. The capillaries are one of the
V

changes for the future. You don’t have to wait to be an most important parts of the circulatory system.
adult to start creating a better world. Here’s a list of Nutrients and oxygen are delivered to the cells
ideas of how you can participate: through capillaries. In addition, waste products
E

such as carbon dioxide are also removed by them.

• Speak out: It helps if you assert yourself and your
interests. Unless you express yourself, nobody will UNIT 7
listen to you.
• Network: There are many inspiring youth like you TRACK 24, page 106
around the world. Don’t be shy; reach out to them.
Learn about their efforts and initiatives. TRACK 25
P

• Spread the word: You are part of a community, and Horror films are particularly popular in October.
have the power to educate and influence those Do you know why? Halloween is celebrated on
around you. Problems will be solved as long as you October 31st! Our history teacher told us that
work on them. the origin of this celebration is Celtic. The Celts
• Join online campaigns: Global campaigns are believed on that day the spirits of dead people
always happening. Find one related to your issue come back to our world… Scary, don’t you think?
and start it locally. But that’s not it. They thought that they were some
• Use your creativity: Photography, arts and crafts, unfriendly spirits that may spoil their crops so they
dance, theater, sports, street art... Almost anything left gifts to pacify them. Our teacher explained
can be turned into an activist project. If you to us that this is the origin of today’s “Trick or

T170 Unit 1 Scripts

Audio

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 treating” custom. In almost every English-speaking you take. With so much history and fascinating
country around the world, kids go out to knock on places to see, it often seems like time has stood still.
their neighbors’ doors to ask for candies. Many This unique megalopolis shows off its diversity in
houses are decorated and it is extremely fun! I every neighborhood, and you feel as if there is not
really love Halloween! enough time to enjoy all its attractions. But even if
your time is limited, there are some highlights that
UNIT 8 should be on your list, for example: the Zócalo, one
of the largest public plazas in the world, located
TRACK 26, page 130 in the historic center of the city; Coyoacán, with
historic buildings from the 16th century, traditional
UNIT 9 markets, and plazas; Chapultepec, where you can
take a boat ride in a lake, visit museums, have fun
TRACK 27 at its amusement park, or just relax walking through
Take out your notebooks and write as a title: Basic its beautiful gardens; the Fine Arts Palace, which

IN N
Steps in the Research Process. is both a performance hall and an art museum; or

R
First, you should select your topic. As you may Xochimilco, with its floating gardens that can be
know, this can be the most difficult part of a enjoyed while traveling in beautifully decorated
research project, so it is important that you take boats called trajineras. Visit Mexico City, we are

M O
your time to do it correctly. Select a topic of waiting for you!

A
personal interest to you. Something you want to
learn more about, that will make the task more TRACK 29
LI SI
enjoyable. Try to be original and stand out from your Boy: Hi, cousin! Have you finally decided where you
classmates, always checking for new information. would like to go this year for our family trip?
Once you have identified your topic, ask Girl: Yes! I want to visit Mexico City!
questions about it. Write as many as you can, Boy: Are you sure we should go there? I think
everything you want to know about the topic. When it’s a boring place.
R ER

you finish, classify the questions so you can start Girl: Of course not! According to The New York
visualizing your subtopics. Times, it was the No. 1 place to go in 2016.
Then, do a preliminary search of information. Boy: I don’t doubt it, but I’m looking forward to
How? It’s not that difficult; go back to your questions spending my vacation on a beautiful beach,
and identify key words. Look up your keywords don’t you agree?
in the library’s reference collections, such as Girl: That’s a good idea, but in my view, Mexico
encyclopedias and dictionaries, books, periodical City is a place worth visiting. Moreover,
V

databases, and Internet search engines. there are plenty of activities we can do
Finally, locate materials. Go to your local library there: visit museums, amusement parks,
if you’re using physical books and when you locate and even archaeological sites.
E

the book on the shelf, look at the books located Boy: It sounds fantastic, but, I mean, who
nearby; similar items are always in the same area doesn’t want to be resting on a wonderful
so you may get a nice surprise. Nowadays you have white sandy beach?
plenty of information online; use your local library’s Girl: I want to learn new things this year, not just
electronic periodical databases to find magazine rest!
and newspaper articles or even search engines for Boy: If you want to learn, maybe we can visit
specific information. Always be sure to evaluate Tulum; there’s a Mayan archaeological site
P

your sources; check authority and quality to where you can learn some history.
provide credible, truthful, and reliable information, Girl: That’s sounds attractive.
especially when using Internet resources. Boy: It’s not just attractive; they say that place is
out of this world!
UNIT 10 Girl: Tulum, you say?
Boy: On the Riviera Maya.
TRACK 28 Girl: OK, then we really should go there.
This is a beautiful place that you will definitely want Boy: Great! Get on board and join us!
to come back to. With so many colors and flavors,
this amazing city will surprise you with every step

Audio Scripts
Unit 1 T171

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 Worksheet 1
1. Circle the correct modal.

1. My brother swim very well when he was four.

a. may b. must c. could

2. You respect everybody around you.

a. must b. may c. can

3. She go to the doctor if she continues feeling sick.

a. can b. should c. could

4. you close the door?

IN N
a. May b. Should c. Can

R
5. _________ I go to the bathroom?
a. Must b. May c. Should

M O
A
2. Fill in the blanks using an appropriate connector from the box.
LI SI
and but because then if

1. First push the bottom, open the lid.

R ER

2. I like chocolate, I don’t like strawberry.

3. I got a 10 I studied hard.
4. You will get wet it rains.
5. We will watch the film eat popcorn.
V

3. Match the listening strategy with its purpose.

E

a. gist you are only interested in finding key words

b. specific information you need to understand all the information
c. detailed understanding you only want to catch the main idea

4. Unscramble the words.

P

Some other cues that may help you to understand what people are saying are:

1. tneibma sdnous
2. nionitanto
3. meulov

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T172 Unit 1

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 Worksheet 2
1. Fill in the blanks with question words.

1. is my pen?
2. is that boy?
3. is the party? On Monday?
4. is your name?
5. are you doing this?

2. Use the words in parentheses to complete the sentences. Put the verbs in the correct
tense.

IN N
1. When I (wake up) this morning, it (rain).

R
2 She (arrive) when I (sleep).

M O
3. The dog (bark) when the burglar (break in).

A
4. I (study) when he (call).
5. It (start) to rain while we (have) a
LI SI
picnic.

3. Complete the summary with sequence words from the box.

R ER

afterwards as soon as first finally eventually

, beautiful princess Aurora is born and everyone gathers to exchange

gifts. Everything is perfectly fine, but an unwanted guest appears,
V

Maleficent. she appears, she casts a spell on the young princess

and announces that she will die by pricking her finger on the spindle of a spinning
E

wheel on the evening of her 16th birthday. , one of the good fairies,
Merryweather, changes the spell so Aurora will fall asleep, and that the only way to wake
her up were the tears from her true love. , the day comes and nobody
knows if she will be left to sleep forever.
P

4. Match the columns.

a. description It examines similarities and differences.

b. cause and effect It presents the events in chronological order.
c. compare and contrast It gives the reader a mental picture.
d. problem and solution It presents a causal relationship between two events.
e. sequence It sets up a problem and explains the solution.

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Unit
Unit 21 T173

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 Worksheet 3
1. Classify the words.

Wow! well awesome table him walk

in Oops! under frequently Yeah! write
pretty she turtle pencil swim it
beautifully Yeah! incredible between play
thin Ouch! Mexico they on never

noun pronoun adjective verb adverb preposition interjection

IN N
R
M O
A
2. Unscramble the words to write imperative sentences.
LI SI
Instructions to Make a Peanut Butter and Jelly Sandwich

1. two / take / bread / slices / of / . /

R ER

2. on / butter / peanut / slices / of / the / spread / one / . /

3. the / spread / other / jam / on / slice / . /

V

4. together / slices / put / . /

E

5. your / enjoy / sandwich / ! /

3. Write the type of dictionary that you would use for each of the following situations.
P

1. to write a poem
2. to look up a synonym
3. to look up a word in a different language
4. to look up the root of a word
5. to travel around

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T174 Unit 3

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 Worksheet 4
1. Choose one connector from each box and write a sentence using it.

a. Addition / Similarity b. Time Sequence c. Cause-Effect / Purpose

and next because
also then as
too later for this reason
just like as soon as so
as well as finally as a result

a.
b.

IN N
c.

R
2. Write tag questions.

M O
A
1. He knows how to speak Chinese,

2. You are French,

LI SI
3. They ate sandwiches,

4. You like dancing,

R ER

5. They will not go out next weekend,

3. Fill in the blanks with prepositions from the box.

in about with
V

1. We have no one to play .

E

2. Which activity are you interested ?

3. What are you talking ?

4. Write five phrases that you may use to sound fluent.

P

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Unit 4 T175

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 Worksheet 5
1. Write two sentences using the simple future tense for each of the following purposes.

a. Express a voluntary action

b. Express a promise

c. Express a plan

IN N
R
M Od. Express a prediction

A
LI SI
2. Pair the clauses to form conditional sentences using a connector from the box.

if unless as long as
R ER

The situation will become worse you promise to take care of it

I will give you a pet we avoid using the car
The quality of the air will improve we do something
1.
V

2.
3.
E

3. Match the strategies active readers use.

a. preview a text establish links with what I already know

b. set your purpose have fun, learn new vocabulary, etc.
P

c. connect with prior knowledge ask and answer questions

d. dialogue with the text observe the parts of what I will read

4. Answer.

What are mind maps used for?

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T176 Unit 5

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 Worksheet 6
1. Circle the correct option.

1. Whose is pencil I have in my hand?

a. this b. that c. these d. those

2. mountains over there are the Himalayas.

a. This b. That c. These d. Those

3. house at the end of the street is my grandma’s.

a. This b. That c. These d. Those

4. Please put chairs back there.

IN N
a. this b. that c. these d. those

R
2. Use the adjective in parentheses to complete the sentences.

M O
A
1. The bullet train is (fast) than the bus.
2. That is the (beautiful) sunset I have ever seen.
LI SI
3. A mouse is (small) than a kitten.
4. Zoologists say that a dolphin is (intelligent) than a dog.

3. Unscramble the words to form sentences in simple present tense.

R ER

1. every day / one / I / swim / hour / . /

2. to / you / do / go / the / cinema / usually / ? /

V

3. doesn’t / pineapple / she / like / . /

E

4. always / very / he / studies / hard / . /

4. Change the following sentences to passive form.

P

1. The boy carries the bags.

2. Shakespeare wrote at least 37 plays.

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Unit 6 T177

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 Worksheet 7
1. Rewrite the sentences using quotation marks.

1. She asks if we can go.

She asks:

2. He says he is not going to the trip.

He says:

2. Fill in the chart placing the following adverbs under the question they answer.

really away quickly now very there today

IN N
happily quite here daily beautifully well

R
weekly too somewhere lazily yesterday enough

M O inside carefully never everywhere almost

A
When? Where? How? To what extent?
LI SI
R ER

3. Write three things you might do if you had superpowers.

1.
V

2.
3.
E

4. Label the parts of the following script.

EXT. PARK — MORNING

P

Children are playing with a ball. On a bench, ANNA ROBINS, 80, is feeding the doves. A
boy gets closer.

ANNA
What’s your name, kid?

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T178 Unit 7

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 Worksheet 8
1. Write an onomatopoeia for each of the following situations.

1. a camera taking a picture

2. a bomb exploding
3. a gun shooting
4. knocking on a door
5. a person choking

2. Match each phrase with its purpose.

a. express points of view Really?

IN N
R
b. acknowledge the interlocutor’s answer For instance,
c. question the interlocutor’s stand That’s what I think.

M O
d. use examples to clarify confusion We’d love to have your opinion.

A
3. Write F if the statement is a fact and O if it is an opinion.
LI SI
1. Venus is a planet.
2. The sky looks beautiful today!
3. Humans are mammals.
R ER

4. Germany lost World War II.

5. Wars are terrible.
6. Cats are better than dogs.
7. Cheese is a dairy product.
V

8. Milkshakes are delicious.

9. That radio program is amazing!
10. Lions live in the savanna of Africa.
E

4. Give an example for each of the following comprehension strategies when reading
comics.

1. Make questions:
P

2. Identify implicit information:

3. Identify explicit information:

4. Anticipate what follows:

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Unit 8 T179

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 Worksheet 9
1. Complete the instructions for using notes in a presentation with suitable words.

✔ Write only or headlines in bullet form.

✔ Make sure your notes are easy to .
✔ Put them in order and avoid with them.
✔ until you can use your notes smoothly.

2. Circle the correct option.

1. This phrase is used to bring up a topic.

a. As I was saying…? b. Any doubts? c. I would like to add…

IN N
R
2. This phrase is used to confirm or clarify ideas.
a. Any doubts? b. Are you saying…? c. I would like to add…

M O
A
3. This phrase is used to extend information.
a. Are you saying…? b. Any doubts? c. Let me say something else…
LI SI
4. This phrase is used to invite the audience to formulate questions.
a. Are you saying…? b. Any doubts? c. I would like to add…

5. This phrase is used to make explicit references to the topic.

R ER

a. Are you saying…? b. Do you mean that…? c. I would like to add…

3. Order the steps for preparing an oral presentation.

Revise and proofread.

Organize your index cards in order.
V

Prepare your graphic resources.

Note your information down using index cards.
E

Create a rough draft of your presentation.

Rehearse taking into account verbal and non-verbal language.

4. Explain why it is important to always evaluate your sources of information when doing
research.
P

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T180 Unit 9

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 Worksheet 10
1. Imagine you want to convince your parents to give you permission to go to a school
trip. Choose two of the following connectors to link your arguments.

…moreover, … …in addition, … …that is why…

…take for example… …for instance, … …so, all in all, I believe that…

2. Fill in the graphic organizer writing one example for each category.

IN N
R
a. Emphasize words to impact:

M O
A
b. Negotiate ideas and proposals:
LI SI
c. Get to an agreement:
R ER

3. Write T if the statement is true or F if it is false.

When you want to persuade someone to do something, always…

V

say the truth.

center on yourself.
be an active listener.
E

prepare your arguments.

avoid conflict.

4. Match the persuasive technique with its description.

P

1. hyperbole presenting factual data

2. opinion a friendly “invitation” for someone to do what you wish
3. imperative command it implies its own answer
4. statistics use of exaggerated language
5. rhetorical question your point of view, which should be presented as a fact

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Unit 10 T181

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 Answer Key
Worksheet 1 Worksheet 6
1. 1-c, 2-a, 3-b, 4-c, 5-b 1. 1-a, 2-d, 3-b, 4-c
2. 1-then, 2-but, 3-because, 4-if, 5-and 2. 1-faster, 2-most beautiful, 3-smaller, 4-more
3. b, c, a intelligent
4. 1-ambient sounds, 2-intonation, 3-volume 3. 1-I swim one hour every day. 2-Do you
usually go to the cinema? 3-She doesn’t like
Worksheet 2 pineapple. 4-He always studies very hard.
1. 1-Where, 2-Who, 3-When, 4-What, 5-Why 4. 1-The bags are carried by the boy. 2-At least 37
2. 1-woke up/was raining, 2-arrived/was sleeping, plays were written by Shakespeare.
3-was barking/broke in, 4-was studying/called,
5-started/were having Worksheet 7
3. First, eventually, As soon as, Afterwards, Finally 1. 1-“Can we go?” 2-“I’m not going to the trip.”
4. c, e, a, b, d 2. When? (now, today, daily, weekly, yesterday,
never) Where? (away, there, here, somewhere,
Worksheet 3 inside, everywhere) How? (quickly, happily,

IN N
1. noun (table, turtle, pencil, Mexico), pronoun beautifully, well, lazily, carefully) To what extent?

R
(him, she, it, they), adjective (awesome, (really, very, quite, too, enough, almost)
pretty, incredible, thin), verb (walk, write, swim, 3. 1-I might read others’ minds. 2-I might fly.
play), adverb (well, frequently, beautifully, 3-I might travel in time.

M O
A
never), preposition (in, under, between, on), 4. scene heading, action, dialogue
interjection (Wow!, Oops!, Yeah!, Ouch!)
2. 1-Take two slices of bread. 2-Spread peanut Worksheet 8
butter on one of the slices. 3-Spread jam on 1. 1-click, 2-boom! 3-bang! 4-knock-knock,
LI SI
the other slice. 4-Put slices together. 5-Enjoy 5-arrrgh!
your sandwich! 2. c, d, a, b
3. 1-rhyming, 2-thesaurus, 3-bilingual, 3. 1-F, 2-O, 3-F, 4-F, 5-O, 6-O, 7-F, 8-O, 9-O, 10-F
4-etymological, 5-pocket 4. (Possible answers) 1-What is the main
character doing? 2-I can say the character is
R ER

Worksheet 4 sad because of his face. 3-He is saying that he

1. (Possible answers) a-I like to sing and dance. wants to go away. 4-I think the superhero will
b-I will go out as soon as I finish my homework. defeat the villain.
c-I learned new vocabulary because I like to
read. Worksheet 9
2. 1-doesn’t he? 2-aren’t you? 3-didn’t they? 1. key phrases, read, playing, practice
4-don’t you? 5-will they? 2. 1-a, 2-b, 3-c, 4-b, 5-c
V

3. 1-with, 2-in, 3-about 3. 4, 2, 5, 1, 3, 6

4. (Possible answers) I mean… / You know? / 4. (Possible answer) Nowadays anybody can
I see. / Great! It’s like a… publish information online, so we should check
that the information is reliable.
E

Worksheet 5
1. (Possible answers) a-I will help you with your Worksheet 10
project. / I will send you the information. b-I 1 (Possible answers) I think you should let me
will be very careful. / I will call you as soon as go to the trip because I will learn new things,
I arrive. c-Tomorrow I am going to the beach. for instance, the history of the city where we
/ We are going to meet at 4:00. d-The storm are going. In addition, I will become more
will hit Cuba on Friday. / Your presentation is independent.
P

going to be a success. 2. (Possible answers) a-The national park, you

2. 1-The situation will become worse unless we say? b-Are you sure we…? c-That’s quite a
do something. 2-I will give you a pet as long as good idea!
you promise to take care of it. 3-The quality of 3. T, F, T, T, F
the air will improve if we avoid using the car. 4. 4, 3, 5, 1, 2
3. c, b, d, a
4. (Possible answer) to organize information to
make it more understandable and help us
remember what we learned

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 References
Beatty, K. (2010). Teaching and Researching Computer-Assisted Language Learning, (2nd ed.). London: Pearson.

Brown, H. D. & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices, (2nd ed.). White
Plains, NY: Pearson.

Brown, H. D. (2007). Principles of Language Learning and Teaching, (5th ed.). White Plains, NY: Pearson.

Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy, (3rd ed.). White Plains,
NY: Pearson.

Burgess, S. & Head, K. (2007). How to Teach for Exams. Essex, UK: Pearson.

Chapelle, C. & Jamieson, J. (2008). Tips for Teaching with CALL. White Plains, NY: Pearson.

IN N
R
Conrad, S. & Biber, D. (2009). Real Grammar: A Corpus-Based Approach to English. Upper Saddle River: Pearson
Longman.

M O
Harmer, J. (2007). The Practice of English Language Teaching, (4th ed.). Essex, UK: Pearson Longman.

A
Hughes, R. (2003). Teaching and Researching Speaking. New York: Pearson.
LI SI
Johnson, D. & Johnson, F. (2008). Joining Together: Group Theory and Group Skills, (10th ed.). Boston: Pearson.

Kelly, G. (2000). How to Teach Pronunciation. London: Pearson.

R ER

Lebauer, R. S. (2010). Learn to Listen, Listen to Learn 1: Academic Listening and Note-Taking (3rd ed.). Upper Saddle
River: Pearson.

Richard-Amato, P. (2009). Making It Happen: From Interactive to Participatory Language Teaching: Evolving Theory and
Practice, (4th ed.). New York: Pearson Longman.

Richards, J. C. & Schmidt, R. (Eds.) (2010). Longman Dictionary of Language Teaching and Applied Linguistics, (4th
V

ed.). London: Pearson.

Rost, M. (2002). Teaching and Researching Listening. Harlow: Pearson.

E

Thornbury, S. (2000). How to Teach Grammar. White Plains, NY: Pearson Longman.

Thornbury, S. (2002). How to Teach Vocabulary. White Plains, NY: Pearson.

Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive
Teaching. Alexandria, VA: ASCD.
P

Tomlinson, C. A. & Moon, T. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria, VA:
ASCD.

Wilson, J. J. (2008). How to Teach Listening. Harlow: Pearson Longman.

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 IN N
R
M O
A
LI SI
R ER
V
E
P

T184

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 IN N
Features:

R
Sunburst
• Internationally Recognized Author

M O
A
• Development of Learning to Learn Skills
• Development of Emotional Skills
Secondary
LI SI
• Development of Digital Skills
• Differenciated Instruction
• Interculturality

Teacher´s Guide
R ER

Components:

Teacher’s
• Activity Book
• Teacher’s Guide
V

• Reader

Guide
• Audio CD & Resources
E
P

Secondary 1nd Grade